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: JUDITH P HOYER MONTESSORI |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Fossett, Kristil Deshawn |
| State School No.: 0203 |
Supervisor Email: kfossett@pgcps.org |
School Type: 03. Combination School Title I: No |
| Grades Served: 0PK, 08 |
Community School: No |
Principal Name: Tracey Spivey State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Tracey.Spivey@pgcps.org |
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| School Address: 929 HILL Rd, LANDOVER,MD - , LANDOVER MD 20786 |
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| School Vision: Judith P. Hoyer Montessori School embraces all students recognizing that each child brings to us their individual talents, gifts and strengths. Our teachers are highly-qualified, Montessori trained educators, motivated to guide, facilitate and teach our students to be independent thinkers and life-long learners in order to be college and career ready as well as productive citizens in our global society. We will accomplish our mission as a staff, by sharing in these core beliefs: Children ARE our business - and THEY come first; Parents are our partners; Continuous improvement in teaching, leadership, and accountability is the key to our success; and EVERY member of this community shares the responsibility for a successful school. |
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| School Mission: | ||
| 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- 10 % of students will achieve a level of proficient or higher on the MCAP. | RELA/ELA-10 % of students will achieve a level of proficient or higher on the MCAP | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| 4-8 grade teachers have been observed using common practices instead of the High Leverage practices that support of SWD(s). | 4-8 grade teachers have been observed using common practices instead of the High Leverage practices that support of SWD(s). | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Targeted PD based on specific observation data with identified Math Teacher (We are engaging in professional development sessions with our new math teacher with a focus on data literacy. We will work to develop his practice in learning how to interpret student assessment data and use it to guide meaningful instructional shifts that support our struggling learners. Our new math teacher will also receive one-on-one coaching and maintain a weekly teacher log to support growth and reflection.) |
Targeted PD based on specific observation data with identified RELA Teacher (We are engaging in professional development sessions with our new math teacher with a focus on data literacy. We will work to develop his practice in learning how to interpret student assessment data and use it to guide meaningful instructional shifts that support our struggling learners. Our new math teacher will also receive one-on-one coaching and maintain a weekly teacher log to support growth and reflection.) |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| **Teacher will be on pace at least 80% with the CIM** | **Teacher will be on pace at least 80% with the CIM** | |
| N/A | N/A | |
| 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 | We will use inter-leveled math problems on I-ready and teacher modeling as an intervention. | By the end of the program \_\_20\_\_\_% of students will increase \_5\_\_\_ % from the pre-assessment to the post-assessment for Reading and Math using Voyager, Lexia PowerUp and I-ready. |
