Longfields Elementary School Performance Plan

SCHOOL PROFILE

School Name:

LONGFIELDS ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Shields, Ebony Love Cross

State School No.:

0618

Supervisor Email:

Ebony.Cross@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Carmen Bell

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Carmen.Bell@pgcps.org

School Address:

3300 NEWKIRK Ave, FORESTVILLE,MD - , FORESTVILLE MD 20747

School Vision:

At Longfields Elementary School, our vision is to cultivate a caring and academically challenging community for all students. We are committed to preparing our scholars for college and career success by leveraging data, technology, and a range of current, research-based, and evidence-based practices. Our core values—

preparedness, respect, integrity, determination, and excellence guide everything we do.

School Mission:

At Longfields, our mission is for all staff to work together as reflective, data-driven educators who integrate technology, writing and literacy into every subject. We aim to provide students with diverse, engaging experiences that challenge them to think critically, solve problems, and apply their learning both in and out of the classroom.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the 2025-2026 school year, the percent of students meeting or exceeding expectations will increase by 15 percentage points as measured by the 2026 MCAP Math assessment.

RELA/ELA-At least 65% of Teachers will plan close reading lessons that encourage students to annotate and respond to routine writing prompts.

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 do not analyze and use student performance data to guide instruction, therefore creating several challenges across multiple areas.

Because teachers are not consistently and/or effectively planning close reading lessons, students have difficulty responding to Routine writing Prompt.

Change Idea

A specific, actionable idea or technique that school teams will use to address the SMART Goal

Teachers will implement written feedback loops on Formative Checkpoints.

Implement collaborative professional learning communities (PLCs) focused on writing instruction and growth mindset.

Target

The AIM set to determine if the implementation of the change idea was successful

At least 65% of teachers will input 3 out of 3 of their initial and retest scores on the formative checkpoint data tracker.

At least 65% of Teachers will plan close reading lessons that encourage students to annotate and respond to routine writing

prompts. Educators will submit data, trends, next steps, and one student portfolio with identified criteria.

PI: 50% of students in grade 3-5 will score within the 3rd performance level (266-315 developing learner) or higher on Benchmark.

IPI: **50 % of students will score 3 or higher on the Formative Checkpoints.**

**PI**\-**40% of the students will score at level 3 or higher on the ELA Benchmark.**

**IPI-40% Of the students will score at/above grade level expectation utilizing the routine writing rubric.** Routine Writing Students will engage in reading a variety of text with annotations as documented in the CIM. After reading, student will engage in Routine Writing(created in the CIM for RELA,Social Studies, & Science). Students will unlock the prompt and utilize the rubric to write routinely.

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

Multilingual Learners:Students with Disabilities

Lexia & iReady

An evidence-based strategy to support our Targeted School Improvement (TSI) group, which includes Multilingual Learners and Students with Disabilities, is the implementation of **Lexia Reading Core5**, a proven literacy program grounded in rigorous research. Multiple peer-reviewed studies have shown that Core5 significantly accelerates literacy skill development and improves student performance on standardized reading assessments. The program has demonstrated particular effectiveness for targeted populations, including low-performing students, those in Title I schools, and English Learners. Research indicates that English Learners using Core5 make substantial gains in reading

iReady

An evidence-based strategy to support our Targeted School Improvement (TSI) group, which includes Multilingual Learners and Students with Disabilities, is the implementation of **i-Ready Personalized Instruction**. Developed by Curriculum Associates, i-Ready is a research-based, adaptive program designed to provide individualized instruction in reading and mathematics for students in kindergarten through eighth grade. The Curriculum Associates Research Team conducted three

extensive analyses during the 2017–2018 academic year to examine the impact of i-Ready on student achievement. Results demonstrated that students who used i-Ready

proficiency—often closing the gap with their native English-speaking peers. Because Lexia's studies employ scientifically sound methods such as treatment and control groups and pre-/post-assessments, we can confidently use Core5 as an evidence-based tool to enhance reading outcomes and support equitable academic growth for our diverse learners.

as intended made significantly greater learning gains across all grades and subject areas compared to those who did not use the program. Importantly, these positive effects extended to special populations, including English Learners, students with disabilities, and students who are economically disadvantaged. The research utilized rigorous methodologies, including analyses of covariance (ANCOVA) controlling for prior achievement, which confirmed that i-Ready meets **Every Student Succeeds Act (ESSA) Level 3 evidence standards**. i-Ready's adaptive diagnostic assessment and personalized learning paths allow educators to monitor progress and deliver differentiated instruction aligned to college- and career-ready standards. This evidence-based strategy supports equitable academic growth and provides the targeted instructional support necessary to improve outcomes for our Multilingual Learners and Students with Disabilities.