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: |
PANORAMA 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: |
Hardy, Sheena |
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State School No.: |
0656 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
Yes |
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Grades Served: |
0PK, 05 |
Community School: |
Yes |
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Principal Name: |
Patricia Wells Frazier |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
2002 Callaway St, Temple Hills,MD - , Temple Hills MD 20748 |
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School Vision: |
It is the vision of Panorama Elementary School to align curriculum, instruction and assessment to provide our students with comprehensive content knowledge. It is our goal to utilize evidenced based strategies, scientific inquiry, and offer "real world" connections with the infusion of advanced technology. This will enable our students to become critical thinkers, proficient writers, and master all fundamental and higher order skills to become career and college ready. |
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School Mission: |
The mission of Panorama Elementary School is to provide our students with the skills necessary to function successfully in our society as active and responsible community members. The opportunity to develop these skills |
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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 school year, the 3rd, 4th, and 5th grade students will improve their reasoning skills in Mathematics as measured by the MCAP assessment, increasing their performance by 5%. |
Attendance-By June 2026, we aim to decrease chronic absenteeism rate by 5% through proactive monitoring, family engagement, and support strategies. |
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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Teachers are not consistently implementing small group instruction that is responsive to student data. This concern is supported by teacher feedback, as well as evidence from informal and formal observations and walkthroughs. While teachers are collecting and analyzing data, there is an inconsistency in translating that data into intentional, differentiated small group instruction to meet students' varied needs. |
Teachers were not entering codes correectly Nuance with the new system and there was a delay Lack of communication with the register to update student attendance. Truancy checklist and SIT( referral ) are not filled in on a timely manner |
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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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Small Group Instruction (3x per week) |
Truancy Checklist Completion |
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Target The AIM set to determine if the implementation of the change idea was successful |
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80% of teachers observed are implementing small group instruction at least 3 times each week. |
80% of 33 classroom teachers will submit truancy checklist monthly. |
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15% of students will score 20% proficiency on reasoning standards |
Students will decrease the chronic absenteeism rate by 3% from Grades Pre-K-5. |
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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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Black or African American:Economically Disadvantaged:Students with Disabilities |
Small group instruction in all math classroom - Daily Sept - Nov
1. Resource Title I will revisit the Needs Assessment for grades 3, 4 and 5 to adjust regrouping to focus on the Golden Band. - Week of Nov 24 2. Administration and Leadership team will conduct weekly Informal classroom visits to monitor small group instruction through GOOGLE FORM - Weekly from Sept - Nov 3. Teachers and Resource team (SPED, Title I and ML) will implement small group instruction at least 3 times per week - Sept - Nov 4. During weekly collaborative planning, Small group planning will be done with teachers and resource team in Content, Reasoning and Modeling. - Weekly Sept - Nov 5. Teacher workshop will be facilitated by Math, ML, Title I Resource teachers to support small group instruction - Weekly Sept - Nov 6. Quarterly Learning Walk by Admin and Specialists; SPED, ML, Title I - Sept |
Small group instruction in all math classroom - Daily October- December
1. Resource Title I will revisit the Needs Assessment for grades 3, 4 and 5 to adjust regrouping to focus on the Golden Band. - Week of December 2. Administration and Leadership team will conduct weekly Informal classroom visits to monitor small group instruction through GOOGLE FORM - Weekly from Oct - Dec 3. Teachers and Resource team (SPED, Title I and ML) will implement small group instruction at least 3 times per week - Oct - Dec 4. During weekly collaborative planning, Small group planning will be done with teachers and resource team in Content, Reasoning and Modeling. - Weekly Oct - Dec 5. Teacher workshop will be facilitated by Math, ML, Title I Resource teachers to support small group instruction - Weekly Oct - Dec 6. Quarterly Learning Walk by Admin and Specialists; SPED, ML, Title I - Dec |
