Tayac Elementary School Performance Plan

SCHOOL PROFILE

School Name:

TAYAC ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Hardy, Sheena

State School No.:

0905

Supervisor Email:

Sheena.Hardy@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

La Tonya Wright

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

LaTonya.Trader@pgcps.org

School Address:

8600 ALLENTOWN Rd, OXON HILL,MD - , OXON HILL MD 20744

School Vision:

Tayac ES will provide a student-centered, high quality education working in unison with the home and community partners to nurture our students and prepare them for responsible service in the community.

School Mission:

Create a school culture that fosters positive relationships with all stakeholders.

Provide focused, coherent and rigorous instruction so all students can become college and career ready.

Utilize necessary tools and resources along with academic and behavioral supports to cultivate a caring, safe, and effective learning environment in which all students can achieve social, emotional and academic success.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the 2025-2026 SY, the percent of students in grades 3-5 scoring proficient or higher will increase by 2% percentage points as measured by the 2026 MCAP Mathematics assessment.

RELA/ELA-During the 2025-2026 SY, the percent of students in grades 3-5 scoring Proficient or higher will increase by 2 percentage points as measured by the 2026 MCAP ELA assessment.

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 struggle to implement teaching Math in using Concrete-Representational-Abstract (CRA) model.

Teachers are not consistently incorporating structured strategies, such as the Frayer Model during vocabulary introductions and analytic writing.

Change Idea

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

Change Idea: Teachers will show evidence of multiple representations

The instructional staff will begin modeling using the Rule of Four: concrete (hands-on) begin with manipulatives so students can physically model mathematical concepts; representational (pictorial) by transitioning to drawings, diagrams, or number lines that represent the manipulatives; and abstract (symbolic) by introducing equations, symbols,

Use the Frayer model to reinforce comprehension of vocabulary across grade level. Teacher modeling annotation and use of graphic organizers specific for Analytic Writing in 3rd to 5th grade.

and algorithms once conceptual understanding is established; and reasoning (justification) for a mathematical fact, proof, or concept. This approach will be implemented beginning 1st quarter and will be monitored using student work, and data results from formative and summative assessments.

Target

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

**12 of the 16 math teachers will demonstrate** 3 of 4 criteria on section 3 of the API tool.

1.   Address areas that needs support

2.   Incorporate a variety of activities that give students opportunity to practice the Rule of Four

3.   Support students with different learning styles and needs

4.   Utilize a template that prompts students to explore concepts from these four perspectives

5.   Give concrete examples and model how to use the strategy

75% of teachers will teach direct instruction in analytic writing/constructed responses focusing on:

*    Constructed responses and evidence based writing scored using rubrics

*    Feedbacks on writing responses

*    Self-assess using rubrics and reflection

**PI: 42% of students will score 274 scale score or higher on Benchmark 1**

**IPI: 30% of students will score 70% or higher on weekly targeted mathematics concepts.**

1.   Compare student work and test results over time to monitor deeper understanding of mathematical concepts.

2.   Participate in activities using the strategy to explain responses/answers to a math problem.

3.   Know and feel comfortable to use a range of concrete or virtual manipulatives

Students will write about what they read (main idea, connections, or summaries).

Students will share interactive writing responses to model text responses.

4. Can make the connections between concrete materials, drawings and abstract notation

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

Multilingual Learners

To support Multilingual Learners (MLs) in mastering mathematics through the Concrete-Representational-Abstract (CRA) model, the school will implement a structured strategy combining **visual support and academic language scaffolding**. Teachers will receive training on embedding key math vocabulary (**Direct Vocabulary Instructions)**, sentence frames (**Sentence Paragraph Starters/Paragraph Stems)** , and visuals (**Visuals & Modified Graphic Organizers**) directly within CRA lessons, ensuring that students build both conceptual understanding and the academic language needed to explain their reasoning. Research demonstrates that integrating language supports into math instruction significantly improves ELLs' problem-solving performance and overall achievement by making abstract concepts more accessible. For example, when teachers pair manipulatives (concrete) with labeled diagrams (representational) and explicitly connect these to mathematical symbols and terms (abstract), MLs can engage more meaningfully with the content. This intervention not only strengthens MLs' comprehension of math concepts but also builds their confidence in communicating mathematical ideas, directly contributing to the school's goal of increasing

the percentage of students in grades 3–5 scoring proficient or higher on the 2026 MCAP

The target will be:

1.   Monitoring Multilingual Learners (MLs) to see if they meet or exceed the **2% proficiency growth goal on the 2026 MCAP Mathematics assessment,** and

2.   Achieve a **5% average increase in scores on the district's ELD End of the Year (EOY) Assessment** compared to the baseline data,

**Beginning of the Year (BOY)**.

For student achievement, math performance will be tracked by comparing baseline scores (from the 2025 MCAP or district tests) against mid-year and end-of-year results.

For implementation and observation, regular classroom walkthroughs will ensure that teachers consistently use the Concrete-Representational-Abstract (CRA) model with supportive techniques for Multilingual Learners (MLs). These techniques include manipulatives (Learning by Doing), visual aids (Visuals), and vocabulary support (Direct Vocabulary Instruction). Additionally, data from coaching sessions will be used to see if teachers are becoming more confident and accurate in providing these language supports.

Lastly, regarding student engagement and language use, we will monitor Multilingual

Mathematics assessment by at least 2 percentage points.

Learner (ML) students to see if they are participating more frequently in math discussions, utilizing key vocabulary and sentence frames to express their ideas. Student work samples will also be collected to track their progress from concrete to representational to abstract thinking and to evaluate their proper use of math terminology. To gauge their growing confidence in articulating their mathematical thoughts, short student surveys or reflections will be administered throughout the year.