Robert Goddard Montessori School Performance Plan

SCHOOL PROFILE

School Name:

ROBERT GODDARD MONTESSORI

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Fossett, Kristil Deshawn

State School No.:

1417

Supervisor Email:

kfossett@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

0PK, 08

Community School:

No

Principal Name:

Deatrice Womack

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Deatrice.Womack@pgcps.org

School Address:

9850 Good Luck Rd, Seabrook,MD - , Seabrook MD 20706

School Vision:

To be a beacon of Montessori excellence in Prince George's County, empowering students to thrive academically, socially, and emotionally in a supportive and inclusive environment that honors individuality and cultivates a lifelong love for learning.

School Mission:

To nurture independent, curious, and compassionate learners through authentic Montessori principles and foster a diverse community where each child's potential is embraced and celebrated.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By June 2026, RGMS will increase the proficiency of 4th- and 5th-grade students in MCAP Math reasoning and modeling standards by at least 12 percentage points, from 28–41% in Spring 2025 to 40–53% in Spring 2026, through weekly standards-aligned tasks that emphasize reasoning, representation, and justification.

RELA/ELA-By June 2026, RGMS will increase the proficiency of 4th–5th grade students on MCAP ELA informative/explanatory writing (Standards W.4.2 / W.5.2) and use of text evidence (Standards RI.4.1 / RI.5.1 and RL.4.1

/ RL.5.1) by at least 12 percentage points from

Spring 2025 levels, through a weekly "Write & Cite" routine that emphasizes explicit claims, accurate evidence, and concise explanations scored with a single-point rubric.

Attendance-By June 12, 2026, cut chronic absenteeism in PK–K and Grade 6 to =3.5% and reduce average monthly tardies per student in these grades by 30% from the October 2025 baseline, by implementing a same-week teacher-led outreach and return plan whenever a student accrues multiple absences.

Problem of Practice

One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal

Students in grades 4–5 are getting answers without showing or justifying their thinking. MCAP 2025 shows the lowest performance in reasoning/modeling strands (e.g., 4.M.1-5 ˜ 28%, 4.R.2 ˜ 32%, 5.M.1-5 ˜ 31%, 5.R.4 ˜

41%). Classroom look-fors and student work

confirm limited written reasoning and representations during core instruction.

Students' extended responses often lack cited evidence and explanation. Classroom look-fors and student work show minimal quoting/paraphrasing from text and limited analysis of how the evidence supports the claim. This results in lower performance on MCAP ELA writing and constructed-response items.

In transition grades (PK–K and Grade 6), students demonstrate higher rates of absences and tardiness, and follow-up contact with families becomes inconsistent after the second missed day. This interrupts instructional continuity and weakens the development of strong school attendance habits.

Change Idea

A specific, actionable idea or technique that school teams will use to address the SMART Goal

Every week, the 4/5 grade math teacher will run one complete 'show-your-thinking' math task: give a problem that matches what

Every week, each teacher runs one complete ELA routine: students read a short on-level text, respond to a prompt that requires

When a student starts missing days, we act that same week. Day 4: The classroom teacher emails/calls home to set a simple plan for

students are learning, show what a strong answer looks like, post what 'good' means, grade with the same simple checklist, and do a quick mini-lesson based on what students need (WIN-Block).

The 5 steps (every week):

1. Right task for this week's standard

2. Clear target posted ("what good looks like")

3. Model it with an example answer (model + short explanation)

4. Score simply using the shared checklist/rubric

5. Quick reteach to fix the most common mistake

How we'll check: We'll mark a 'yes' for the week only if all five steps happened.

evidence, see a modeled exemplar, write, and then receive a quick reteach based on rubric results. One shared, simple single-point rubric is used across classes.

The 5 steps (every week)

1. Right prompt & text for this week's standard (W.4/5.2 + RI/RL.1).

2. Clear success criteria posted ("Claim, Evidence, Explain—at least 2 accurate, cited pieces of evidence").

3. Model with an example (teacher think-aloud

showing how to cite and explain).

4. Score with the shared single-point rubric (tag one "strong," one "meets," one "needs work").

5. Quick reteach/mini-lesson on the most common gap (e.g., embedding quotes, paraphrasing, or explanation strength).

How we'll check: It counts "yes" for the week only if all five steps happened.

students' return and how they'll make up work. If we do this for any student who's building up absences, more of them will stop the streak over the next month of school.

Target

The AIM set to determine if the implementation of the change idea was successful

Do all **5 steps** of the reasoning-task routine, teach the current standard, post success criteria, model an exemplar, score with the 1-point rubric, and do a quick reteach based on results.

**No partial credit:** It counts only if **all five steps** are done that week.

**Fast turnaround:** Score student work and log the reteach plan **within 48 hours**.

**100% goal:** Our aim is **100% of weeks** for the **math teacher**. If a step is missed, fix

* Do all 5 steps of the "Write & Cite" routine; post the week's standard and success criteria; model an exemplar; score with the single-point rubric; complete a quick reteach.

* **Fast turnaround:** Score and log the reteach plan within **48 hours**.

* **Simple proof each week (upload 4 items):**

1.   Photo of posted standard/success criteria

2.   Modeled exemplar

3.   One scored student sample (tagged strong/meets/needs work)

4.   Brief reteach note

*  **100% goal:** Aim for 100% of weeks for

**By Nov 2025:** =85% of eligible cases meet all steps

**By Jan 2026:** =95%

**Feb–June 2026:** **\=98%** sustained

it **in the same week**.

every teacher. If a step is missed, **fix it the same week**.

* **Quick check & report:** Use a yes/no weekly checklist; share a **monthly** summary by teacher.

**Baseline by Oct 31, 2025:** Each class records its starting score.

**Steady growth each cycle:** At every 6-week checkpoint—**Nov 21, Jan 30, Mar 20, May 29**—the class average goes up **4–5 points**.

**Year-end goal:** By **June 2026**, each class is up a total of **+12 points** from the baseline.

**State test check:** On **MCAP Spring 2026** (the state test), we see **+12 points** growth in the targeted standards (**4.M.1-5, 4.R.2, 5.M.1-5, 5.R.4**).

* **Baseline by Oct 31, 2025:** Each class records its starting average (CEE rubric).

* **Steady growth each cycle:** At every **6-week** checkpoint (**Nov 21, Jan 30, Mar 20, May 29**), class averages rise **+4–5 points**.

* **Year-end goal:** By **June 2026**, each class is **+12 points** above baseline on the CEE rubric and increases % meeting/exceeding.

* **State test check:** On **MCAP Spring 2026**, we see gains in **W.4/5.2** and evidence use (**RI/RL.1**) consistent with the **+12-point** growth arc.

**By Jan 2026:** =70%

**By Mar 2026:** =75%

**By June 2026:** **\=80%**

Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI)

This section is for state-identified schools only.

Identified Group(s)

Evidence-Based Strategy (EBS)

EBS Target