Rogers Heights Elementary School Performance Plan

SCHOOL PROFILE

School Name:

ROGERS HEIGHTS ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Haughton-Williams, Judith C

State School No.:

0210

Supervisor Email:

Judith.Williams@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Duane Edwards

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Duane.Edwards@pgcps.org

School Address:

4301 58TH Ave, BLADENSBURG,MD - , BLADENSBURG MD 20710

School Vision:

Education Excellence and Equity Everyday

School Mission:

To heighten the learning of our commuity.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By the Spring 2026 MCAP administration, the percentage of students with disabilities in grades 3–5 scoring proficient or higher in Mathematics will increase from 4.8% to 6.8%.

RELA/ELA-By Spring 2026, the percentage of students in grades 3–5 scoring proficient or higher on the MCAP Reading/ELA assessment will increase by 10%. This growth will be supported through structured literacy instruction, targeted professional development, and continuous monitoring through learning walks and observations.

Not Selected-

Problem of Practice

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

Teachers need deeper understanding and consistent application of Specially Designed Instruction (SDI) and effective lesson planning for diverse learners. This gap results in inconsistent instructional strategies, limited differentiation, and missed opportunities to align math instruction with students' IEP goals.

Teachers need stronger consistency in implementing structured literacy practices (phonics, vocabulary, fluency, and comprehension) and using data-driven instructional planning to meet the needs of diverse learners.

Change Idea

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

Implement targeted, standards-aligned math interventions tailored to students' IEP goals, supported by consistent instructional coaching, collaborative lesson planning, and focused professional learning on specially designed instruction (SDI) and effective lesson design for students with disabilities.

Provide teachers with professional development and coaching focused on structured literacy and effective reading instruction. Support this work through collaborative planning, data analysis, and targeted feedback from learning walks and classroom observations.

Target

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

100% of teachers include SDI strategies in lesson plans by March 2026.

100% participation in at least two PD sessions by January 2026.

Each teacher completes a minimum of three coaching cycles by April 2026.

Each teacher receives at least two formal observations and two informal learning walks per semester.

100% of teachers implement structured literacy practices by March 2026.

100% of teachers attend at least two PD sessions and one coaching cycle by February 2026.

100% of lesson plans show evidence of structured literacy by January 2026.

At least 65% of students show measurable growth by February 2026.

Increase percentage of students meeting grade-level benchmarks by 10% by March 2026.

Increase from **4.8% to 6.8%** proficiency.

At least 70% of students demonstrate growth by February 2026.

Increase the percentage of students meeting benchmark goals by 10% by March 2026.

Increase from 10% to 13% proficiency.

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

Students with Disabilities

To support students with disabilities in Mathematics, the school will use evidence-based instructional strategies aligned to IEP goals and grade-level standards. Instruction will be differentiated and reinforced through targeted interventions, collaborative planning, and data-driven monitoring. Progress will be tracked using formative assessments, learning walks, and observations, while parents will be engaged to support learning at home.

Additional support will be provided through

1.   **Instructional Fidelity:** 100% of math lessons for students with disabilities will incorporate evidence-based strategies aligned to IEP goals and grade-level standards, as monitored through learning walks and classroom observations.

2.   **Differentiated Instruction:** At least 50% of students with disabilities (based on those with Math goals) will receive small-group or

ELO sessions, SEIS consultations, and collaborative efforts between general education, SPED, and ELD staff.

individualized instruction during math blocks, tailored to their specific skill gaps, as documented in lesson plans and collaborative planning sessions.

3.   **Progress Monitoring:** Formative assessment data will be collected and analyzed for 100% of students with disabilities at least once every 4–6 weeks, with instructional adjustments made based on the results.

4.   **Extended Learning Opportunities (ELO):** 80% of students with disabilities identified for additional support will participate in ELO math sessions at least twice per week, with measurable growth toward IEP and grade-level math goals.

5.   **Parent Engagement:** At least 70% of parents of students with disabilities will participate in math support sessions or receive regular communication about strategies to support learning at home.

6.   **Collaborative Teacher Support:**100% of math, SPED, and ELD staff will engage in bi-weekly collaborative planning and consultation sessions, ensuring consistent implementation of evidence-based strategies and interventions.