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.
| SCHOOL PROFILE | ||
| School Name: JAMES RYDER RANDALL ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Hardy, Sheena |
| State School No.: 0909 |
Supervisor Email: Sheena.Hardy@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 00K, 05 |
Community School: Yes |
Principal Name: Jessica Grant State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Jessica.McCollum@pgcps.org |
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| School Address: 5410 Kirby Rd, Clinton,MD - , Clinton MD 20735 |
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| School Vision: James Ryder Randall Elementary will be a thriving community where every student is empowered as a critical thinker and life-long learner, achieving academic excellence in a safe, inclusive, and engaging environment. Through strong partnerships with families and stakeholders, we will foster a culture of high expectations that inspires and cultivates life-long learning. The vision of James Ryder Randall Elementary is to create a sense of community where students feel safe to learn and stakeholders are involved to support student academic success. James Ryder Randall Elementary thrives to cultivate a positive and supportive learning environment that fosters academic growth, critical thinking, and life-long learning. We are committed to recognizing successes, enhancing instructional excellence, and building strong partnerships with families to ensure every child reaches their full potential. |
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| School Mission: The mission at James Ryder Randall Elementary is to create a positive climate that recognizes successes that impact teaching and learning while remaining connected to parents to promote student academic growth. |
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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 school year, all students in grade 3 - 5 are expected to show growth that results in an increase of at least 7% in proficiency, as measured by the Spring 2026 Benchmark assessment. This goal underscores our dedication to enhancing student performance in mathematics. By achieving this target, we will be able to assess the effectiveness of our teaching strategies and identify if they are positively impacting student learning outcomes. | RELA/ELA-During the 2025-2026 school year, all students are expected to demonstrate growth that results in an increase of at least 7% in proficiency, as measured by the Spring benchmark assessment. This goal emphasizes our commitment to improving student performance in English Language Arts and will help us track progress effectively. Achieving this target will indicate that our instructional strategies are positively impacting student learning outcomes and will focus on grades 3 - 5. | 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 are not scaffolding curriculum components with the appropriate strategies to close the gaps in understanding of appropriate grade level instructional practices; therefore, students lack the understanding of grade level skills. |
Teachers are not consistent with differentiating comprehension strategies and modeling practices with a focus on phonics thus, this contributes to some students not understanding nor showing proficiency to grade level skills. |
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| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| We will implement hands-on learning practices that embed writing as a tool for processing and demonstrating understanding. This approach will allow students to actively engage with grade-level content, deepen comprehension through doing, and receive differentiated scaffolds to close learning gaps. | We will implement the Gradual Release of Responsibility (I Do, We Do, You Do) model with targeted small group reading instruction ensuring students practice phonics skills and comprehension strategies with differentiated support. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| Hands-on experiences will be observed during 50% of informal observations. This can viewed with use of manipulatives, 3-read graphic organizer, and/or math stations. | Small group learning experiences will be observed during at least 50% of informal observations. This can viewed as teacher-lead, student-led with scaffolding strategies, and/or reading stations. | |
| **PI Target: iReady** Students identified as 2 or more grade levels below will reduce by 15% as measured by the quarterly iReady math · SY26 Fall Data - 48% are 2 grade levels or more below · Goal - 33% **IPI: Milestone Tasks** Goal - average for grades 3 - 5 should be 45% or higher. |
**PI: iReady** Students identified as 2 or more grade levels below will reduce by 15% as measured by the quarterly iReady reading assessment. SY26 Fall Data - 44% students are 2 or more grade levels below. Goal - 29% **IPI: Cycle Assessments** Goal - average for grades 3 - 5 should be 45% or higher. |
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| 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 |
| Students with Disabilities | HLP 15 emphasizes providing / planning scaffolded support and gradually fading it so students become independent. The research above shows scaffolding leads to measurable improvements in students' ability to use evidence, organize arguments, evaluate sources—all relevant to citation & evidence skills. Studies show that breaking down complex tasks (like source-based argumentative writing) into smaller components, giving explicit supports (rubrics, modeling, group/teacher feedback), helps students improve both confidence and performance. Also, research shows that scaffolding that is responsive (contingent) to student needs, and that is faded appropriately, leads to better learning than constant support or "one size fits all" scaffolding. |
Target: SWD will improve writing by one level based on select curriculum based writing tasks scored according to the MCAP (MCAP liked) rubric. |
