Seat Pleasant Elementary School Performance Plan

SCHOOL PROFILE

School Name:

SEAT PLEASANT ELEMENTARY

School Year:

2026

Area:

Innovation Zone

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Minus, Eric L.

State School No.:

1802

Supervisor Email:

Eric.Minus@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

No

Principal Name:

Desiree Early

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Desiree.Murphy@pgcps.org

School Address:

6411 G St, SEAT PLEASANT,MD - , SEAT PLEASANT MD 20743

School Vision:

Seat Pleasant Elementary School Vision :

A transformative school that develops and nurtures students' leadership, character, and academic achievement while building a strong cultural community rooted in mutual respect.

School Mission:

Seat Pleasant Elementary School Mission:

Providing high quality, culturally relevant instruction that nurtures a safe, supportive, and curious learning environment, developing lifelong learning for students and adults through:

- school community(all stakeholders) collaboration and teamwork

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- Increase the percentage of students in grades 3-5 scoring Proficient or Distinguished on the Spring 2026 MCAP Mathematics assessment by 10 percent.

RELA/ELA-Increase the percentage of students in grades 3-5 scoring Proficient or Distinguished on the Spring 2026 MCAP Reading assessment by 10 percent.

Not Selected-

Problem of Practice

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

Students struggle with math due to an underlying lack of prerequisite skills that adults are currently unable to address through intentional assignments with intentional feedback.

Students are not provided opportunities to engage with multiple-choice questions during instruction, even though this is the primary format used on assessments. As a result, students lack practice reasoning through answer choices and justifying their selections.

Change Idea

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

Teachers will use the RTTW strategy with intentional feedback and DreamBox data/intentional lessons to target missing prerequisite math skills.

Teachers will revise the curriculum by modifying collaborative discussions. Instead of requiring students to respond with written short answers, students will engage in multiple-choice responses supported by discussion and reasoning about the answer choices.

Target

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

*    60% (6 out of 10) of math teachers consistently implement the **Read, Think, Talk, Write (RTTW)** strategy during core math instruction and small-group interventions.

*    70% (7 out of 10) of math teachers using writing scaffolds

*    Plan and deliver at least 3 or more intentional DreamBox lessons a month.

All Reading teachers in grades 3-5 will provide documentation of a minimum of **four linked multiple-choice collaborative discussions per unit** that demonstrate students engaging in reasoning and justification of answer choices.

* 60% of the Students in grades 3-5 will score a 3 on selected curriculum or school based math assessment problems using the RTTW strategy measure by the PGCPS modeling and reasoning rubric.

* 60% of the Students in grades 3-5 will score 70% or more of fast facts problems assessing prerequisite skills that align of focus

standards.

* Student completes assigned DreamBox lessons with 80% accuracy or higher

Pre-/Post-Assessment Data- The class average on the comprehension multiple-choice section of the Cycle Assessments will increase by at least 5% from October 2025 to December 2025.

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

**1.** The integration of the **RTTW (Read, Think, Talk, Write)** strategy strengthens reasoning and metacognition—skills linked by research to improved problem-solving performance and higher assessment outcomes.

The use of **manipulatives** (e.g., ten frames, counters, cubes) aligns with concrete–representational–abstract (CRA) instructional models that show statistically significant gains

**Measuring the Success of Strategy Implementation**

The success of this strategy will be determined through quantitative growth data, student performance indicators, and qualitative evidence of engagement and self-monitoring.

**DreamBox Usage and Growth**

A 10–15% increase in DreamBox usage and growth among identified student groups will indicate improved engagement and

in conceptual understanding and long-term retention of math facts.

Collectively, these practices support incremental growth that is both measurable and sustainable, leading to improved performance on standards-based assessments and classroom tasks.

**2\. DreamBox Adaptive Learning**

**DreamBox Learning** is a research-validated, adaptive online platform shown in multiple studies to have a **statistically significant positive effect** on math achievement. The program dynamically adjusts to each student's responses, providing individualized lessons that target specific skill deficits.

By assigning 1 **targeted lessons** per week for targeted students, teachers ensure differentiated support aligned with diagnostic data.

**Monthly growth reports** enable teachers to track real-time progress, adjust instruction, and identify students needing additional intervention.

consistency with adaptive practice.

Weekly and monthly growth reports will show measurable progress in targeted math domains, confirming that students are closing identified skill gaps.

**Weekly Math Facts Mastery**

Students demonstrating 80% or higher mastery before advancing to the next fact group will show fluency growth and retention of foundational skills.

60% of students in grades 3–5 scoring 70% or higher on fast fact assessments aligned to prerequisite skills will confirm progress toward grade-level expectations.

60% of students in grades 3–5 earning a score of 3 or higher on selected math problems using the RTTW (Read, Think, Talk, Write) strategy, as measured by the PGCPS Modeling and Reasoning Rubric, will demonstrate increased reasoning and modeling proficiency.

**Intentional Feedback and Student Reflection**

Evidence of timely biweekly feedback and student corrections will be visible in teacher records, student work samples, and reflection logs.

Students will use self-monitoring tools (error logs, reflection sheets, and progress charts) to track their own improvement, showing increased ownership of learning.

**Overall Indicators of Success**

Increased student confidence and engagement in math tasks.

Observable growth in fluency, reasoning, and accuracy across assessment measures.

Data trends showing steady improvement in targeted skills for students with disabilities and

identified subgroup