Rosaryville Elementary School Performance Plan

SCHOOL PROFILE

School Name:

ROSARYVILLE ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Dalton, Andrew M.

State School No.:

1105

Supervisor Email:

Andrew.Dalton@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Rashida Edwards

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Rashida.Edwards@pgcps.org

School Address:

9925 ROSARYVILLE Rd, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20772

School Vision:

The Rosaryville Elementary School vision is to build an inclusive school community of excellence where scholars exceed proficiency standards while gaining the knowledge, skills and character traits that will lead to college and career readiness, life-long learning and civic engagement.

School Mission:

The mission of Rosaryville Elementary School is to provide a rigorous, nurturing and safe environment that inspires students to maximize their potential by:

Actively promoting and maintaining the belief that all children have the capacity to learn at high levels.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- MATH SMART GOAL:

During the 2025–2026 school year, the percentage of students in grades 3–5 scoring proficient or higher on the MCAP Mathematics assessment will increase from 10.8% in Spring

2025 to at least 16% in Spring 2026.

TSI SUBGROUPS

Black/African American (12.7% to 18%)

Economically Disadvantaged ( 8.7% to 14%)

Students with Disabilities (5.2% to 10%)

Multilingual Learners (0% to 5%)

RELA/ELA-READING SMART GOAL: During

the 2025–2026 school year, the percentage of students in grades 3–5 scoring proficient or higher on the MCAP Reading assessment will increase from 29.1% in Spring 2025 to at least

35% in Spring 2026.

TSI SUBGROUPS

Black/African American (28.9% to 35%)

Economically Disadvantaged (27.8% to 34%)

Students with Disabilities (0% to 5%)

Multilingual Learners (15.8% to 22%)

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 are not consistently embedding the three prioritized Key ELD Strategies, including Collaborative Conversations, Sentence

Teachers are not consistently integrating the 7 Key ELD Strategies into daily reading instruction. As a result, students, especially

Starters and Frames, and Modified Graphic Organizers, into daily mathematics instruction. As a result, students have limited structured opportunities to engage in mathematical reasoning, problem-solving, and academic discourse. This inconsistency in language scaffolds and discourse routines contributes to the majority of students in Grades 3 to 5 performing at Levels 1 and 2 on the MCAP Math assessment, with only 10.8 percent demonstrating proficiency.

Multilingual Learners (MLs) and Students with Disabilities (SWD)lack the necessary scaffolds for vocabulary development, oral language practice, and structured writing opportunities. This instructional gap contributes to the majority of students in grades 3–5 remaining at Level 2 on the MCAP Reading assessment, with only 29.1% reaching proficiency and MLs and SWD performing significantly below peers.

Change Idea

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

Prioritize the daily use of 3 Key ELD Strategies (Modified Graphic Organizers, Collaborative Conversations, or Sentence Stems/Sentence Frames) during math instruction.

Prioritize the daily use of 3 Key ELD Strategies (Modified Graphic Organizers, Collaborative Conversations, or Sentence Stems/Sentence Frames) during math instruction.

Target

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

Eighty percent of math teachers will demonstrate evidence of daily integration of at least one of the three prioritized Key ELD Strategies, including Modified Graphic Organizers, Collaborative Conversations, and Sentence Stems/Sentence Frames, during math instruction as measured by the Modified Key ELD Strategy Look For Tool [LINK](https://docs.google.com/document/d/17 z2EnBaJDX5u9N65Uzh1iwAoTx2eLzFFzXLZ2 3Drl40/edit?usp=sharing)

Eighty percent of RELA teachers will demonstrate evidence of daily integration of at least one of the three prioritized Key ELD Strategies, including Modified Graphic Organizers, Collaborative Conversations, and Sentence Stems/Sentence Frames, during reading instruction as measured by the Modified Key ELD Strategy Look-For Too[LINK](https://docs.google.com/document/d

/17z2EnBaJDX5u9N65Uzh1iwAoTx2eLzFFzX LZ23Drl40/edit?usp=sharing)

30% of students will score 50% or higher on the quarter 1 Math Benchmark Assessment.

30% of students will score 50% or higher on the quarter 1 Reading Benchmark Assessment.

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

Black or African American:Economically Disadvantaged:Multilingual Learners:Students with Disabilities

**Dreambox:** At Rosaryville Elementary, DreamBox Learning will be implemented during small group math instruction in classrooms and through targeted pull-out lessons facilitated by the **Math Instructional Lead Teacher (ILT)**. This approach ensures that all students, particularly those in Targeted Support and Improvement (TSI) subgroups such as Multilingual Learners (MLs), Students with Disabilities (SWD), and students receiving FARMS, receive adaptive, research-based math support.

DreamBox qualifies as an evidence-based strategy because large-scale studies, including research by Harvard University and SRI International, have demonstrated statistically significant positive effects on student math outcomes. Students who consistently complete 5–7 DreamBox lessons per week demonstrate measurable growth on standardized assessments, often exceeding a year's worth of progress.

At Rosaryville, classroom teachers will assign DreamBox lessons during small group rotations to provide scaffolded, personalized pathways while working directly with other groups. The Math Instructional Lead Teacher will also strategically pull out small groups of students to deliver targeted lessons that reinforce DreamBox data insights and strengthen problem-solving, reasoning, and fluency. Teachers and the ILT will use DreamBox's real-time dashboard to monitor progress, reteach standards, and make

### Measuring Success of DreamBox Implementation at Rosaryville

USAGE MONITORING:

*    Students in TSI subgroups will complete a minimum of 5 DreamBox lessons per week.

*    Teachers and the Math Instructional Lead Teacher (ILT) will monitor weekly usage reports and ensure participation across all targeted groups.

STUDENT GROWTH MONITORING:

*    DreamBox growth reports will be reviewed monthly. Success will be indicated if at least 70% of students in TSI subgroups show on-track growth within DreamBox toward grade-level proficiency.

*    Progress will be compared to baseline usage at the beginning of the school year.

MCAP & BENCHMARK DATA

*    On the MCAP, success will be indicated by an increase in math proficiency rates for TSI subgroups (MLs, SWD, FARMS), with a target of at least a 5% gain over the prior year.

*    Benchmarks will be used to track subgroup progress mid-year.

MONITORING OF TEACHER PRACTICE

*    Walkthrough and informal observation data will show increased and consistent use of Math Signature Strategies aligned with DreamBox

adjustments during collaborative planning.

By embedding DreamBox into both classroom small group instruction and targeted pull-out lessons led by the ILT, Rosaryville ensures that TSI subgroups receive multiple, research-based opportunities for personalized learning. This supports the school's goal of closing subgroup achievement gaps and raising overall proficiency rates on the Maryland Comprehensive Assessment Program (MCAP).

insights.

* Success will be demonstrated if 80% of teachers implement strategies with fidelity during small group instruction.