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: MONTPELIER ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Haughton-Williams, Judith C |
| State School No.: 1424 |
Supervisor Email: Judith.Williams@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Jennifer Gerwig State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Jennifer.Gerwig@pgcps.org |
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| School Address: 9200 Muirkirk Rd, Laurel,MD - , Laurel MD 20708 |
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| School Vision: Create a safe and meaningful learning environment by being positive, productive, and peaceful for growth and success. |
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| School Mission: Foster ownership, accountability and engagement in learning. |
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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 SY, our overall score will increase by 3-5 percentage points as measured by the 2026 MCAP Mathematics Assessment. | RELA/ELA-During the 2025-2026 SY, our overall score will increase by 3-5 percentage points as measured by the 2026 MCAP Reading Assessment. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Students not able to explain using reasoning in writing. | Students are not able to explain their thinking in writing or develop a cohesive written response. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will utilize the CRA graphic organizers during instruction. The "A" or abstract component of the graphic organizer will include sentences frames and starters to scaffold students to explain their reasonings. | Teachers will teach the writing process using the Montpelier Writing Graphic Organizer in routine writing and analytical writing lessons and assignments. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 75% of math teachers will use sentence stems in writing and discussion for abstract thinking within the CRA framework as evidenced by the CRA graphic organizer. | 75% of reading teachers will use the Montpelier Writing Graphic Organizer during routine writing and analytical writing assignments as evidenced by provided work samples at collaborative planning. | |
| IPI Target: 80% of classes will have a class average of 70% on unit post tests for unit 1 and unit 2. PI: Each grade-level cohort will increase the percentage of students on-or-above grade-level from Fall Benchmark 2024 to Fall Benchmark 2025 by 5%. 3rd grade will increase from 42% (2024) to 47% of students on-or-above grade-level 4th grade will increase from 18% (2024) to 23% of students on-or-above grade-level 5th grade will increase from 18% (2024) to 23% of students on-or-above grade-level |
IPI Targets: 4th & 5th Grade: 70% of 4th/5th classes (5/7 classes) will have a class average of at least a 3 in written expression and a 2 in writing conventions. PI Targets: Each grade-level cohort will increase the percentage of students on-or-above grade-level from Fall Benchmark 2024 to Fall Benchmark 2025 by 5%. 4th grade will increase from 14% to 19% of students on-or-above grade-level 5th grade will increase from 26% to 31% of students on-or-above grade-level |
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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 | Family communication: Regular communication with absent students within the subgroup (Students with Disabilities). The SPED team will make phone calls to all students within this subgroup (Students with Disabilities) when the student is regularly absent. | Montpelier's percentage of "Students with Disabilities" who are not chronically absent will increase 5% from 72.3% (School Report Card, SY '23-/24) to 77.3%. |
