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: OAKLANDS ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Dalton, Andrew M. |
| State School No.: 1009 |
Supervisor Email: Andrew.Dalton@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Nicole Abdullah State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Nicole.Abdullah@pgcps.org |
||
| School Address: 13710 LAUREL-BOWIE Rd, LAUREL,MD - , LAUREL MD 20708 |
||
| School Vision: Oaklands Elementary will engage, empower, and elevate all students through inclusive and rigorous learning for success in a global society. |
||
| School Mission: Oaklands Elementary School's mission is to engage, empower, and elevate all students through an excellent education that fosters thriving communities. |
||
| SMART Goals | ||
| A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
||
| Math- During the 25-26 SY, the students scoring proficient or advanced on the Spring MCAP math assessment will increase by 5% points as measured by the 2026 Spring MCAP Math assessment. Baseline 2025: 9.13% Target 2026: 14.13% |
RELA/ELA-RELA - During the 2025-2026 SY, the percentage of students scoring proficient or higher will increase by 5 percentage points as measured by the 2026 Spring MCAP ELA assessment. Baseline 2025: 29.6% Target 2026: 34.6% |
Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| When we analyzed benchmark scores for students in grades 3-5, we determined that scores were low on the majority of grade level standards. After more analysis, it was determined that teacher-centered instruction is focusing on below-grade-level content. There is an inconsistent delivery of instruction that is failing to build a coherent progression of skills and knowledge for all students. | We noticed that our teachers inconsistently implemented effective ELD strategies aimed at helping students read and comprehend texts accurately. As a result, our students have not acquired the necessary skills to become fluent in reading and understanding grade-level texts. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Fidelity of implementation of math lessons structure (launch, explore, summarize) | expanded application of graphic organizers | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of cycle 1, 50% of mathematics educators (K-5) will increase one rubric level based on informal observation feedback (2 to 3, 3 to 4) ~ 7/14 teachers. |
By the end of cycle 1, 50% of all educators will use 5 out of the 7 Modified Graphic Organizer Look Fors based on informal observation feedback. |
|
| By the end quarter 2 (cycle 1), 30% of students in grades K-5 will demonstrate proficiency on the final Milestone Task of that semester. PI: 50% of students in 3-5 will score level 3 or 4 on Math Benchmark and 50% of students in Grades K - 2 will increase their percent correct to 50%. IPI: 20% of students will score 60% or higher on the milestone task. |
By the end quarter 1 (cycle 1), 30% of students in grades 3-5 will score a level 3 or 4 on the RELA Benchmark assessments, while 30% of K - 2 students will perform on or above grade level on the MOY DIBELS assessments. IPI - By quarter 1, 30% of students in grades 4-5 will perform on or above grade level as measured by the iReady diagnostic assessment. By the end of quarter 2, 30% of students in grades K-3, will reach their individual composite growth targets as measured by the MOY DIBELS assessments. |
|
| 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 | Attendance - Structure and Incentives Soaring Falcons Club - Students will check in each morning at the counselors office and stamp their attendance card. The group will meet monthly to talk about the importance of coming to school and some reasons why students have been missing so much school. Students in grades 4 and 5 receive incentives including the ability to serve as a safety patrol or a peer mediator when they demonstrate improved attendance. The professional school counselors, who serve as the mentors, will receive weekly attendance updates and talk with the students and their families as often as possible. |
Students will come to school more frequently and our number of students with disabilities appearing on the chronically absent list will decrease. |
