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: |
MELWOOD 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: |
Evans, Darryl Carlos |
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State School No.: |
1504 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
No |
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Grades Served: |
00K, 05 |
Community School: |
Yes |
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Principal Name: |
Jewel Preston |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
7100 WOODYARD Rd, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20772 |
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School Vision: |
Our vision is to cultivate a compassionate community where learners are inspired through inquiry to acquire deep knowledge and empowered to take meaningful action that fosters a peaceful and sustainable world. |
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School Mission: |
Our mission is to empower our learners to become independent, critical thinkers and compassionate global citizens. Through an inclusive and caring community, we foster inquiry-based learning and curiosity, helping every child grow academically and personally. Guided by the principles of the International Baccalaureate Primary Years Programme (IB PYP), we inspire our learners to embrace diverse perspectives, develop strong character, and become effective communicators and reflective learners who make a positive impact on the world. |
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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, student math proficiency, as measured by the Maryland State Assessment, will increase by at least 5 percentage points, moving from the current 9.5% to 14.5% proficient. |
Attendance-By the end of the 2025-2026 school year, we will decrease the overall chronic absenteeism rate from 34.1% to 29%, with a particular focus on reducing the rates for MLL & SWD. |
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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Despite having the data, teachers are not consistently using formative assessment results to identify student deficits and plan a cohesive instructional approach. This leads to a disconnect where whole-group instruction lacks purposeful modeling of skills needed by the lowest-performing students, and the subsequent small-group time fails to incorporate differentiation because the groups are not flexibly formed based on specific, current student data. |
Our attendance data shows that students with high chronic absenteeism (missing 10% or more of school days) are not receiving consistent, proactive outreach from staff after each unlawful absence or excessive tardy. Furthermore, the lack of a structured collaboration time prevents the Attendance Team (administrator, counselor, social worker) from meeting weekly to analyze individual student absence patterns and implement personalized intervention plans. |
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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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Modeling (Show Teacher Thinking - Know & Show) |
Attendance Team Process |
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Modeling Scripts/Videos Feedback Cycle |
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Target The AIM set to determine if the implementation of the change idea was successful |
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Classroom focus walks conducted by administrators or instructional lead team members will reveal that **60% of teachers (3 out of 5) are demonstrating all criteria on the Modeling - Learning Walk tool.** |
The attendance team will complete the process tracker twice a month from October - November. (Qualitative Target)
Monthly Attendance Meetings led by the Professional School Counselor will verify that improved internal processes (better communication and record-keeping) are directly leading to a decrease in chronic student absenteeism. |
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PI : 20% of students will score performance levels 3 or 4 on the Math Benchmark in grade levels 3-5
IPI: **\_\_ % of the students will score** \_\_ on select milestone task(s). |
A specified percentage of students who received a mandated SIT/SST intervention (75%) show **measurable attendance recovery** (e.g., they miss less than or equal to 2 days in the 30 calendar days following the intervention). |
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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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Economically Disadvantaged:Multilingual Learners:Students with Disabilities |
Attendance Meetings
_Community & Health Support_ |
The attendance meetings will be held 80% of the time.
Success in this area will be judged by the reduction in the number of students at risk and by the effective, consistent functioning of the new accountability system. |
