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: |
CATHERINE T REED 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, Wanda C |
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State School No.: |
1414 |
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: |
Tamika Parran |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
9501 Greenbelt Rd, Lanham,MD - , Lanham MD 20706 |
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School Vision: |
Catherine T Reed prepares all students for college and careers by challenging all students to achieve at their highest academic, social and creative levels, despite ANY obstacles. |
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School Mission: |
We will fulfill our mission through rigorous instructional practices, collaboration, inclusion, individualized instruction, effort and creative expression inclusive of family and community involvement. |
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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 SY 25/26, 25% of students in grades 3-5 will score proficient in MCAP math. 52/215 students. |
RELA/ELA-During SY 2025-2026, 25% of all students in grades 3-5 will score proficient or higher on the MCAP Reading, with a focus on writing. |
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 do not consistently use hands-on learning to allow students to grasp mathematical concepts. |
Teachers are not progress monitoring to determine the instructional level of the students and using the appropriate resources to address their needs. |
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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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Teachers will use hands-on learning using manipulatives to transform abstract learning into experiences students can touch, feel, and physically interact with, enhancing their understanding and retention of the mathematical concepts. |
Progress monitor students appropriately based on the BOY and MOY results in DIBELS and iReady in the yellow band. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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57% 4/7 of teachers in grades 3-5. |
57% 4/7 teachers will plan for focus groups using the template for those students that they are progress monitoring. |
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25% of students in grades 3-5 |
57% of 3rd grade students in the yellow band will be proficient (green). |
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40% of 4th and 5th grade students in the yellow band will be proficient. |
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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 |
TSI Workbook:
[https://docs.google.com/document/d/1XNQ8g UYU17fVp-mOzIPkq-TaQDnnuGbgkMGb02uVEnQ/edit?usp=sharin g](https://docs.google.com/document/d/1XNQ8 gUYU17fVp-mOzIPkq-TaQDnnuGbgkMGb02uVEnQ/edit?usp=sharin g) |
<table><tbody><tr><td style="border:1pt solid #000000;padding:5pt;vertical-align:top;"><span style="background-color:transparent;color:#000000;">Math Achievement</span></td><td style="border:1pt solid #000000;padding:5pt;vertical-align:top;"><span style="background-color:transparent;color:#000000;">Differentiate d instruction in flexible groups</span></td><td style="border:1pt solid #000000;padding:5pt;vertical-align:top;"><span style="background-color:transparent;color:#000000;">Teachers use a whole group/lecture instructional approach using the same materials for each group. Teachers are not scoring and giving feedback to the students on unit assessments. ( 4/16-25%)</span></td></tr></tbody></table> |
