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: |
KENILWORTH 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.: |
0708 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
No |
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Grades Served: |
00K, 05 |
Community School: |
No |
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Principal Name: |
Rhonda Clomax |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
12520 KEMBRIDGE Dr, BOWIE,MD - , BOWIE MD 20715 |
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School Vision: |
After attending Kenilworth, our students will be fully prepared to succeed in their life's journey; possessing a desire for lifelong learning and self-improvement. |
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School Mission: |
The Kenilworth community of learners will nurture learning through academic excellence, with a forward-looking focus, while fostering positive relationships, celebrating diversity, and building a sense of pride and accomplishment in every child. |
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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 the end of the 2025 - 2026 school year, 20% of students will independently be able to write a well constructed response to a word story using math vocabulary, calculations, pictures, and/or symbols . |
RELA/ELA-By the end of school year 2025 - 2026, 85% of students in kindergarten through the third grade will improve their score in Lexia by two levels to focus on reading comprehension. |
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 require students to use math vocabulary and allow them enough independent practice to create written responses to math stories |
Teachers struggle to find time to teach all parts of the reading lesson with the allotted time block. Therefore, the amount devoted to differentiated small group instruction Lexia/Dreambox varies. |
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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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Change Idea: Increase teacher use of Math Vocabulary Teachers will intentionally teach one math vocabulary word a week and provide more time for writing in math. Math journal entries will be used as evidence to determine if students are including these vocabulary words to demonstrate their understanding of math concepts. |
Change Idea: Progress Monitoring of Interventions (Instructional Decision Making) Teachers will consistently use the progress monitoring tool in DIBELS ( K - 3) and iReady (4-5)to effectively address student needs. |
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Target |
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The AIM set to determine if the implementation of the change idea was successful |
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3 of the 6 math teachers will demonstrate explicit use of math vocabulary according to the Look for form. |
**Four or more teachers will progress monitor the red group bi- monthly and the yellow group once a month (CP rolling agenda)** |
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Students are using journals to draw and write about math concepts taught at least 2 times/week. |
DIBELS: 20% of students will improve DIBELS performance.
Lexia: 20% of students will improve their Lexia score. |
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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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Multilingual Learners:Students with Disabilities |
Our school identified small-group instruction as the evidence based strategy used to promote increased comprehension of reading and math standards with our Special Education population(resource and autism students) as well as our Multi-Language Learners (MLL's).
Small group instruction is an evidence based practice. This strategy is effective because educators can deliver targeted, differentiated instruction to address individual needs.The practice facilitates improves student participation, and ensures more efficient use of instructional time compared to whole-class or one-on-one teaching. |
We will know if the implementation of this strategy was successful, if students identified in our Tier III group will make progress in their scores for the fall, winter, and spring of iReady and DIBELS for reading. We will also determine if small group instruction is successful based on the middle of year and end of year results in Dreambox and Benchmark assessments. |
