Seabrook Elementary School Performance Plan

SCHOOL PROFILE

School Name:

SEABROOK ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Williams, Wanda C

State School No.:

2003

Supervisor Email:

wandaw@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Ebony Mauldin

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Ebony.Mauldin@pgcps.org

School Address:

6001 SEABROOK Rd, SEABROOK,MD - , SEABROOK MD 20706

School Vision:

To create a safe, supportive environment through collaboration with parents, guardians, and the community, where students and staff can grow personally, emotionally, and academically to their fullest potential, while respecting cultural diversity and self-respect.

School Mission:

At Seabrook Elementary School, our mission is to foster an inclusive and welcoming environment where every child feels valued and respected. We celebrate the richness of our diverse community by promoting understanding, empathy, and appreciation for all cultures. Our commitment is to provide a nurturing and supportive educational experience that empowers students to embrace their unique identities, develop a love for learning, and contribute

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the SY 2025-2026, the percentage of 3rd-5th grade students scoring proficient or higher will increase by 3 percent as measured by the 2026 MCAP math assessment.

RELA/ELA-Students will strengthen their decoding skills as measured by the DIBELS K-3 and i-Ready 4-5 Reading Assessments. 30% of students performing one or more grade levels below will increase by one benchmark level (K-3) and one grade level (Grades 4-5) by spring 2025.

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 using the data to tailor instructional practices or address the individual needs of students.

Teachers are not consistently conducting small-group instruction to address the individual needs of students and improve their reading fluency.

Change Idea

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

Implement a structured, ongoing professional development series for teachers focused on math instruction and key ELD strategies, integrated into collaborative planning sessions.

Teachers will engage in the data analysis process to plan and implement targeted small-group reading instruction.

Target

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

*    8 out of 11 teachers will participate in 3 out of 4 in-house professional development/professional learning sessions.

*    8 out of 11 teachers will implement the problem-solving strategies (i.e. CUBES, Three Read Protocol) during classroom instruction.

8 out of 11 K-5 RELA teachers will employ reading fluency strategies during small-group instruction.

8 out of 11 K-5 RELA teachers will attend four out of five Data Analysis sessions.

The percentage of 3rd–5th grade students scoring at Levels 3 or 4 on the Math Benchmark 1 assessment will increase by 2 percentage from the SY 2024–2025 administration to the SY 2025–2026 administration.

50% of K-3rd Grade students who are well below or below reading level in Dibels

will demonstrate at least a 2-point increase in letter sounds and decoding domain from

the ongoing progress monitoring.

The percentage of students who scored three more grade levels below on the phonics domain of the I-Ready Diagnostic assessment will decrease by 3% in each grade level from 4th to 5th grade.

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

*    **DreamBox Math** is an adaptive, online program designed to complement classroom instruction. The program personalizes K-8 learning with a supplemental curriculum beyond instructional support software.

Combining a motivating, game-like environment with a rigorous, standards-aligned curriculum, it responds to learners' actions and decisions by continuously adapting to support student competency with math concepts and promoting strategies for fluency and application.

*    **i-Ready** is an evidence-based instructional and assessment program

**Dreambox:** 70% of K-5 Students With Disabilities (SWD) will increase their Dreambox Launchpad initial standing by 0.1 by the end of Cycle 1.

**Lexia:** By the end of Cycle 1, 50% of 3rd-grade students with disabilities (SWD) will complete at least 48 units in Lexia Core5 Reading.

**I-Ready:** By the end of Cycle 1, 50% of students with disabilities in grades 4–5 will successfully be on the 70–100% passed lesson range on their I-Ready Reading

designed to support differentiated teaching and personalized learning in reading and mathematics. It combines computer-adaptive diagnostics, targeted instruction, and progress monitoring to meet students at their individual skill levels.

* **Lexia® Core5® Reading** is an adaptive, research-based literacy program designed to accelerate the development of fundamental reading skills for all students, particularly those performing below grade level.

Personalized Instruction lessons.