Thomas G. Pullen School Performance Plan

SCHOOL PROFILE

School Name:

THOMAS G PULLEN

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Fossett, Kristil Deshawn

State School No.:

1814

Supervisor Email:

kfossett@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

00K, 08

Community School:

No

Principal Name:

Pamela Lucas-Adams

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Pamela.Lucas@pgcps.org

School Address:

700 BRIGHTSEAT Rd, LANDOVER,MD - , LANDOVER MD 20786

School Vision:

The Thomas G. Pullen K-8 Creative and Performing Arts Academy strives to prepare our students for college and career readiness through a rigorous integrated arts and academic program.

School Mission:

The mission of the K-8 Creative and Performing Arts at Pullen is to provide a climate that enables all students to reach their academic and artistic potential. Pullen will accomplish this mission by providing top-quality instruction, a positive school atmosphere, and an orderly environment. We will maintain high expectations and frequently monitor student progress. It is our firm belief that the integration of academic and artistic training will strengthen character, clarify judgment, and refine sensitivity. These personal developments are key to academic and career success.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By June 2026 the percentage of students who scored proficient or distinguished In grades 3 through 5 will increase by 5 percentage points on MCAP Mathematics from 20.98% to 25.98%. For grades 6-8 students will increase from 35.59% to 40.59%. This requires that 12 or more students in grades 3-5 and 115 in grades 6-8 are needed to score proficient or distinguished on MCAP.

RELA/ELA-By June 2026 the percentage of students who score proficient or distinguished in grades 3-5 will increase 5 percentage points on MCAP ELA from 52.44% to 57.44%. For grades 6-8, students will increase from 72.88% to 77.88%. This requires that 12 or more students in grades 3-5 and 15 in grades 6-8 are needed to score proficient or distinguished.

Attendance-By June 2026, the number of students reported as chronically absent will reduce by 3% across all grade levels K-8.

Problem of Practice

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

A more dynamic approach is needed for teachers to use results/feedback from student progress monitoring assessments that will allow them to make adjustments to instruction while students are still learning the material.

Students are consistently omitting or providing insufficient reasoning and justification when answering open-ended mathematics questions (Grades 3-8). This suggests a gap in their ability to articulate their thinking, a key component of mathematical proficiency.

Students are frequently either not providing reasoning and/or justification to their answers on RELA constructed responses.

Analysis of chronic absenteeism data from SY25 indicates that students in K, 4, and 7 had highest rates of CA; some students in TSI groups fit into these categories, but for the most part these attendance trends are by grade level and not by student group

Chronic Absenteeism in grades 1, 5, and 8.

Change Idea

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

Stamina is a challenge in terms of writing. Are teachers scaffolding up to Tier III Type questions on a regular basis?

How often do students have to respond to Tier III type questions in the content?

Elementary - We will focus on having weekly opportunities in Mathematics to respond to Tier III type questions during our WoW (Write on Wednesdays) Wednesdays. Grade level teachers will identify a Tier III type question aligned to the current standards that students are focusing on for the week. Teachers will model the process and provide feedback to the students to promote growth and mastery.

Middle - We will utilize our Enrichment period to have students practice Tier III type questions. Math teachers will coordinate with the Enrichment teachers to provide Tier III type questions aligned to the current unit.

Enrichment teachers will model the process of responding to Tier III questions, and Math teachers will provide feedback to the students based on their responses.

Students will have weekly opportunities to practice constructed response writing.

Feedback will be provided on progress.

We can consistently implement not only a school wide attendance committee meeting each month to address chronically absent and habitually truant student issues, but, in addition, we can implement a finer layer of monitoring and support at each grade level team meeting as well. This will allow each of the grade level professional school counselors along with the pupil personnel worker and the lead administrator to collaborate on identifying causes of attendance issues and identify the appropriate intervention to improve attendance rates. Once the intervention/support has been identified at the school-wide level, monitoring can take place each week at the grade level team meeting. After four weeks of monitoring, the grade level team can provide feedback to the attendance committee as to whether the intervention/support needs to be modified, changed, or removed.

Target

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

Teachers will provide writing opportunities for students through the use of Tier III type questions at least once a week (either through the WoW Wednesdays or through the Enrichment period).

Teachers will provide structured writing opportunities for students at least (WOW Wednesdays) and/or through Enrichment period.

Grade level teams will meet weekly to monitor individual student attendance rates and implementation of supports/interventions.

They will report back to the attendance committee to provide data for modification of appropriate supports and interventions. The goal is to reduce chronic absenteeism by 5% over the course of the year.

Students will demonstrate growth by at least

Students will demonstrate at least growth by at

Student chronic absenteeism will be reduced

one rubric level OR maintain proficiency (level 3 or above) by the end of the data cycle.

last one rubric level OR maintain proficiency at the end of the data cycle. Students will demonstrate growth in either Written Expression, Written Conventions or both.

Grade 3: Narrative, Informative, Opinion, Written Conventions

Grade 4/5: Narrative, Informative/Explanatory, Opinion, Written Conventions

Grade 6-8: Informative/Explanatory; Narrative, Argumentative, Written Conventions

by 5% over the course of the school year.

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

Hispanic or Latino of any race:Multilingual Learners:Students with Disabilities

## Core Instructional Strategies

## 1\. Explicit and Systematic Instruction

This involves clearly and directly teaching a mathematical concept or procedure. It's especially critical for students with disabilities, as it minimizes the burden on working memory and provides a clear model for success.

**Model First:** The teacher explicitly models the skill or concept using a "think-aloud" process, demonstrating the steps and decision-making process.

**Guided Practice:** Students practice the new skill with immediate, specific **affirmative and corrective feedback** from the teacher.

**Independent Practice:** Once students achieve a high success rate, they practice the

Examples include, but not limited to accountable talk, check for understanding, providing regular content-specific feedback, supportive classroom structures, use of graphic organizers and sentence stems.

skill independently to promote mastery and retention.

**Systematic Instruction** means concepts are taught in a carefully sequenced manner, breaking down complex skills into smaller, manageable tasks.

Tiered instructional model.

*    Tier 1 - Classroom instruction

*    Tier 2 - Small group instruction; Enrichment instructional block (Middle School)

*    Tier 3 - SPED Resource teachers; Targeted web-based interventions