Oxon Hill Elementary School Performance Plan

SCHOOL PROFILE

School Name:

OXON HILL ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Hardy, Sheena

State School No.:

1201

Supervisor Email:

Sheena.Hardy@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Sibigi Lipford-Transou

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

S.LipfordTransou@pgcps.org

School Address:

7701 Livingston Rd, Oxon Hill,MD - , Oxon Hill MD 20745

School Vision:

At Oxon Hill Elementary School, we are dedicated to cultivating a learning community where every student emerges as confident, compassionate, critical thinkers that contribute positively to their community.

School Mission:

The mission of Oxon Hill Elementary School is to establish a caring learning community in which we will deliver rigorous instruction and students will reach and excel at their full potential for academic growth with master-level results. The teachers and staff members of Oxon Hill Elementary School believe that all students can and will achieve high educational standards when they are:

made to feel important

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 SY, the percent of students scoring proficient or higher will increase by 3 percentage points or higher as measured by the 2026 MCAP Math assessment.

RELA/ELA-During the 2025-2026 SY, the percentage of students scoring proficient or higher will increase by 3 percentage points or higher as measured by the 2024 MCAP ELA 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

In math classrooms, instruction often lacks a clear and consistent structure aligned to the Gradual Release of Responsibility (I Do – We Do – You Do) model. Lessons may skip or rush through explicit modeling and guided practice, which results in students being asked

to work independently without adequate

scaffolding.

In reading classrooms, instruction often lacks a clear and consistent structure aligned to the Gradual Release of Responsibility (I Do – We Do – You Do) model. Lessons may skip or rush through explicit modeling and guided practice, which results in students being asked

to work independently without adequate

scaffolding.

Change Idea

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

Coach teachers to plan "I Do, We Do, You Do" structures in lessons.

Coach teachers to plan "I Do, We Do, You Do" structures in lessons.

Include GRR look-fors in classroom walkthrough tools.

Include GRR look-fors in classroom walkthrough tools.

Target

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

By the end of the first semester, 100% of teachers will include the Gradual Release of Responsibility (I Do, We Do, You Do) structure in their math lessons as evidenced by informal observations.

By the end of the first semester, 100% of teachers will include the Gradual Release of Responsibility (I Do, We Do, You Do) structure in their reading lessons as evidenced by informal observations.

By the end of Quarter 1, at least 25% of students in grades 3–5 will demonstrate mastery (80% or higher) on independent practice tasks, as evidenced by performance on the Math Benchmark assessment.

By the end of Quarter 1, at least 55% of students in grades 3–5 will demonstrate mastery (80% or higher) on independent practice tasks, as evidenced by performance on the RELA Benchmark assessment.

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

i-Ready Math is an evidence based instructional program because it provides a diagnostic and personalized instruction path. i-Ready Math begins with an adaptive diagnostic that identifies students' strengths and needs in reading and math, ensuring that

instruction is data driven. Based on diagnostic results, the program delivers individualized online lessons tailored to each student's skill level. Teachers and the members of the leadership team receive ongoing, real-time data that tracks student growth and highlights areas where additional support is needed. i-Ready is an effective, evidence-based strategy, however, our school has to be committed to implementing the program with fidelity. Teachers will administer the i-Ready

Diagnostic Growth: At least 70–80% of special education students demonstrate one year or more of growth in mathematics as measured by the fall-to-spring i-Ready diagnostics.

Lesson Completion & Mastery: Students consistently complete assigned remediation lessons with 80%+ accuracy, showing mastery of foundational math skills.

Targeted Standards Growth: Students close identified skill gaps (number sense, operations, fractions) by moving from two or more grade levels below to one grade level below or on grade level.

diagnostic consistently according to district timelines, provide students with the recommended number of instructional minutes, and actively monitor lesson completion and growth. Data from i-Ready will be analyzed during collaborative planning and leadership meetings to identify trends, skill gaps, and student growth. This analysis will inform instructional decisions, guide small-group interventions, and ensure that students receive targeted support aligned to their specific needs.