SCHOOL PROFILE

School Name:

OVERLOOK ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Evans, Darryl Carlos

State School No.:

0633

Supervisor Email:

Darryl.Evans@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

0PK, 05

Community School:

No

Principal Name:

Marimar Santiago

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Marimar.Santiago@pgcps.org

School Address:

3298 Curtis Dr, Temple Hills,MD - , Temple Hills MD 20748

School Vision:

Vision: At Overlook Full Spanish Immersion School, we aim to develop bilingual, bi-literate, globally-minded students who excel socially and academically.

School Mission:

Mission: At Overlook Full Spanish Immersion School, we are committed to fostering bilingual proficiency and multicultural competence in every K-5th-grade student through a rigorous, immersive Spanish curriculum, empowering them to achieve academic excellence and thrive in a global community.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By Spring 2026, at least 40% of Grade 3 students will score at On-Track or Advanced levels in mathematics (fractions & problem-solving), as measured by MCAP-style assessments and benchmark data.

RELA/ELA-By Spring 2026, at least 40% of Grade 4 students will perform at or above grade level (On-Track/Advanced) in iReady Reading, and students identified as Developing/Emerging will demonstrate at least one performance level increase between Fall and Spring diagnostics.

Attendance-By June 2026, chronic absenteeism will decrease from 14.6% (SY25 baseline) to 10% or lower, and at least 80% of students will maintain 95% or higher attendance throughout the year.

Problem of Practice

One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal

Grade 3 students are not meeting grade-level expectations in mathematics (fractions & problem-solving). Benchmark data (Grade 2 and early Grade 3) show that most students perform at the Developing/Emerging levels, with gaps in operations, problem-solving, and geometry. Root causes include limited teacher capacity (new teacher with no prior math training), low student stamina, inconsistent DreamBox usage, lack of differentiated instruction, insufficient PLC data analysis, language barriers with families, and absence of a structured progress monitoring system.

Students entering Grade 4 have shown significant reading challenges. SY24–25 Benchmark III data (3rd grade baseline, n=37) indicates that only 29.7% of students were On-Track or Advanced, while 70.3% were Developing or Emerging. The majority of students struggle with reading informational text, foundational skills, and writing. Without consistent use of data to drive instruction and targeted small-group strategies, these students

are at risk of remaining below grade-level expectations.

Chronic absenteeism continues to affect overall student achievement. In SY24–25, the rate was 14.6%, with the highest levels in Pre-K (23%) and Grade 3 (23%). Families are not consistently reinforcing daily attendance, incentives and recognition are limited, and teachers' entry of attendance is sometimes inconsistent. Without stronger monitoring systems, proactive outreach, and recognition structures, students remain at risk of missing instructional time.

Change Idea

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

Implement a structured system for DreamBox

Implement targeted small-group instruction in

Implement the Internal Attendance Protocol

usage and accountability for Grade 3 students, paired with teacher support in small-group math strategies. This will serve as the first phase (October–November) of a larger plan that includes differentiated strategies for Group A learners. Other components (geometry interventions, bilingual parent workshops, structured progress monitoring system) will be implemented throughout the year, but only this portion will be formally documented in the SPP cycle for fall 2025.

RELA using iReady diagnostic data (pre, mid, post) and Benchmark assessments to drive instructional decisions. Instruction will emphasize reading comprehension, foundational literacy, and writing scaffolds, with strategies differentiated for Developing/Emerging learners and On-Track/Advanced learners. PLCs will be used monthly to monitor progress, review data, and adjust instruction.

(SY25–26) with fidelity to ensure early identification, clear communication, and tiered interventions for absences.

Step 1 (Teacher, 2 absences): Family contact

+ documentation.

Step 2 (Counselor, 3rd absence): Student check-in + parent follow-up.

Step 3 (Assistant Principal, 4+ absences): Formal letters, SIT plan, or PPW referral.

Additionally, launch recognition systems (certificates, shout-outs, monthly celebrations) and strengthen family communication via ClassDojo, workshops, and partnerships with community organizations.

Target

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

By November 30, 2025, 100% of Grade 3 teachers will consistently monitor DreamBox usage using the structured system.

By January 2026, Mr. Pemberton will use iReady and Benchmark data in 100% of PLC meetings.

By January 2026, **100% of teachers and staff will follow the Attendance Protocol with fidelity**, with documentation verified in Synergy and logs.

75% of Grade 3 students will meet the weekly DreamBox lesson completion goal by November 30, 2025.

By Spring 2026, at least 40% of Grade 4 students will perform On-Track/Advanced in iReady Reading, and all Developing/Emerging students will show at least one level of growth from Fall to Spring.

By June 2026, chronic absenteeism will be reduced from **14.6% (SY25)** to **10% or lower**, and **80% of students will attend at least 95% of the time**.

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