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: |
ARDMORE ELEMENTARY |
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School Year: |
2026 |
Area: |
Area-1 |
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Local Education Agency: |
Prince Georges County Public Schools |
Supervisor Name: |
Williams, Latonya Claudette |
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State School No.: |
2008 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
Yes |
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Grades Served: |
0PK, 05 |
Community School: |
Yes |
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Principal Name: |
Melreta Mai Herring |
State Identification: |
CSI:No, TSI/ATSI:No |
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Principal Email: |
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School Address: |
9301 ARDWICK-ARDMORE Rd, LANDOVER,MD - , LANDOVER MD 20785 |
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School Vision: |
Ardmore Elementary School is the education citadel, which catapults future career professionals into a global society. Through our academic program, we ensure students in grades Pre-K through fifth receive thorough cross-curricular indoctrination, grounded in unpacking all lesson elements necessary to build a full-bodied understanding of core courses.
Ardmore Elementary School assures all stakeholders of our academic concentration in student writing expertise, accentuated vocabulary, literary comprehension, as well as extended mathematical awareness. Beyond the basic facts, our students are connecting with real world applications, transcending their formative elementary years. |
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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- During the 2025-2026 SY, the percent of students scoring proficient or higher will increase by 2% percentage points as measured by the Spring 2026 MCAP Mathematics assessment.
Baseline Spring 2025: 19.7 % Target 2026: 21.7% |
RELA/ELA-During the 2025-2026 SY, the percent of students scoring proficient or higher will increase by 3% percentage points as measured by the 2025 MCAP ELA assessment.
Baseline 2025: 33.3% Target 2025: 36.3% |
Not Selected- |
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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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Teachers inconsistently use formative assessments to adjust instruction and provide targeted support, resulting in missed opportunities to address student learning needs in real time.
Teachers sporadically provide accommodations and supports for students with disabilities (SWD), which hinders their ability to meet the specific goals outlined in |
Inconsistent use of evidence-based reading and writing strategies from the curriculum which prevents students from meeting MCAP reading proficiency. |
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their Individualized Education Programs (IEPs). |
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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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Flexible math groups will be adjusted every quarter based on benchmark and other formative assessment data so instruction continually matches each student's current skill level. |
Utilize and conduct formative assessment data (cycle, iREADY, and writing prompts) with fidelity to identify skill gaps and provide targeted feedback to improve comprehension and writing. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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50% of teachers will utilize formative assessments (formative checkpoints and milestone tasks) with fidelity. |
80% of teachers will consistently utilize formative assessment with fidelity. |
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40% of students will demonstrate proficiency or higher on milestone tasks. |
40% of students will achieve on or above grade-level reading proficiency. |
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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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