In alignment with the goals and priorities of Prince George's County Public Schools (PGCPS), the School Performance Plan (SPP) allows for a transparent and collaborative school improvement process with a focus on student achievement.
The School Performance Plan was developed this school year as the continuation of the detailed work and planning completed in the previous school year. The SPP focuses schools on engaging in disciplined inquiry cycles through the use of Plan, Do, Study, Act (PDSA). Through the successful utilization of PDSA, schools are able to impact student achievement and teacher practice by taking a scientific approach to school improvement.
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SCHOOL PROFILE |
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School Name: |
THURGOOD MARSHALL MIDDLE |
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School Year: |
2026 |
Area: |
Innovation Zone |
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Local Education Agency: |
Prince Georges County Public Schools |
Supervisor Name: |
Minus, Eric L. |
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State School No.: |
0622 |
Supervisor Email: |
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School Type: |
02. Middle School |
Title I: |
Yes |
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Grades Served: |
06, 08 |
Community School: |
Yes |
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Principal Name: |
Trina Hayes |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
4909 Brinkley Rd, Camp Springs,MD - , Camp Springs MD 20748 |
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School Vision: |
At Thurgood Marshall Middle School, we envision a future where every student thrives in a just and equitable world. We strive to foster a diverse, inclusive community where collaboration promotes academic excellence, social responsibility, and global citizenship. Our goal is to shape confident, compassionate individuals prepared to make a positive impact. |
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School Mission: |
At Thurgood Marshall Middle School, our mission is to cultivate a safe, inclusive, and supportive environment where every student is empowered to achieve their best. We are committed to engaging students, families, educators, and the community in a collaborative effort to foster academic excellence and personal growth. Through data-driven |
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SMART Goals A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
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Math- By June 2026, the percentage of students who score proficient or distinguished will increase by 5 percentage points on Math MCAP from 5% to 10%. This requires 57 or more students to score proficient or distinguished on MCAP Mathematics (on the 6th, 7th, and 8th grade assessment). |
Attendance-Last year's chronic absenteeism rate was 40%. By June 2026, we would like to reduce that to 30%. |
RELA/ELA-By June 2026, the percentage of students who score proficient or distinguished will increase by 5 percentage points on ELA MCAP from 28% to 33%. This requires 133 or more students to score proficient or distinguished on MCAP Reading Language Arts. |
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Problem of Practice One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal |
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When analyzing mathematics assessments and providing opportunities for teachers to reflect on student data and instructional practices, it was noted that students often leave constructed response items blank or provide incomplete answers. This limits their ability to fully demonstrate mathematical reasoning. |
When analyzing attendance data, at least 10% of staff are not consistently taking accurate attendance or following attendance procedures, which creates challenges in monitoring and addressing student absenteeism. |
When analyzing student writing in RELA, students often provide incomplete answers to prompts and rarely refer back to the text to pull relevant evidence to support their responses. |
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Change Idea A specific, actionable idea or technique that school teams will use to address the SMART Goal |
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Math teachers will implement Think, Ink, Pair, Share for constructed response/multi-step problems: students first think independently about each step, write (Ink) their reasoning, pair with a peer to discuss, and then share with the whole class or a small group. Teachers will provide visual cues and model each step before students work independently. |
Implement a clear, monitored attendance protocol, including weekly audits, reminders for staff, and follow-up accountability checks by administrators. Provide training to all staff on procedures and expectations. |
Teachers will schedule one structured writing conference per quarter with all of their students to provide individualized feedback using the written expression rubric. In addition, teachers will incorporate peer review sessions and use exemplars to guide students in strengthening their responses. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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By October 22, 2025, 100% (4/4) of 6th- and 7th-grade math teachers will submit a lesson plan/presentation or modifications from the Instructional Guidance Chart that include explicit modeling of the _Think, Ink, Pair, Share_ strategy.
Before students independently complete a constructed response item, all 6th & 7th grade teachers will model or guide students through the _Think, Ink, Pair, Share_ process.
The Math Department Chair and Principal will review all submitted lesson plans (4/4) and provide timely feedback, with follow-up training as needed, by October 31, 2025. |
By the end of 2nd Quarter, at least 80% of teachers will consistently take accurate attendance in Synergy.
100% of teachers participate in weekly attendance audits and address flagged issues within 48 hours. |
By November 21, 2025, RELA teachers will have conducted writing conferences with at least 70% of their students, as documented in the writing conference monitoring tool.
By November 21, 2025, the RELA Department Chair and Assistant Principal will observe one RELA teacher per grade level conducting a writing conference with students. (3/6 teachers) |
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Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) This section is for state-identified schools only. |
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Identified Group(s) |
Evidence-Based Strategy (EBS) |
EBS Target |
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Students with Disabilities |
**i-Ready Math Intervention -** research-based, adaptive online tool that delivers personalized lessons based on each student's strengths and areas for growth. It includes diagnostic assessments, individualized learning pathways, and ongoing progress |
By November 21, 2025, all students with disabilities in the Academic Resource & Math class will:
* Participate in i-Ready Math intervention for at least 60 minutes per week in Academic |
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monitoring to ensure students work at their appropriate level.
**Student Expectations**
* Actively engage in i-Ready during Academic Resource classes. * Use i-Ready at least 2 times per week for a total of 60 minutes. * Actively engage in i-Ready during Data Driven Practice days in Math class. * Participate in small-group instruction and individual conferences. * Co-set learning goals during conferences using baseline data.
**Teacher Expectations**
* Review individual bi-weekly to monitor progress. * Hold monthly student conferences to review progress and update goals. * Co-set learning goals with students based on baseline data. * Provide targeted small-group instruction to address skill gaps. |
Resource and 25 minutes per week in their core Math class. * Show at least 2% growth in targeted skill areas, based on baseline diagnostic data and measured through i-Ready progress monitoring reports.
By the same date, all 3 Math teachers and the Academic Resource teacher will:
* Hold a one-on-one conference with every student with disabilities to review progress and set growth goals using i-Ready reports. * Ensure that each student has had at least one progress conference by November 21, 2025. |
