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: |
PATUXENT 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: |
Dalton, Andrew M. |
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State School No.: |
0305 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
No |
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Grades Served: |
0PK, 05 |
Community School: |
Yes |
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Principal Name: |
Henina Bunch |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
4410 Bishopmill Dr, Upper Marlboro,MD - , Upper Marlboro MD 20772 |
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School Vision: |
Positive learning environment where staff, students and community work together to ensure students are nurtured and supported to exceed expectations, respect differences, and apply critical thinking skills today and beyond. |
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School Mission: |
Nurturing and Educating Scholars TOGETHER |
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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, the percent of students scoring proficient or higher will increase by 3 percentage points as measured by the 2025 MCAP Mathematics assessment.
MATH Baseline 2025: 20.77% MATH Target 2025: 23.77% |
RELA/ELA-By May 2026, the percentage of K–3 students scoring at or above benchmark on DIBELS will increase by at least 6 percentage points from the beginning-of-year assessment, with targeted growth among students initially identified in the red and yellow bands. |
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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Because teachers are not aligning lesson plans to student needs, students lack the skills to strategically and independently solve multi-step math problems that require accurate calculation, relevant strategies, and clear reasoning. |
Despite increased alignment of lesson plans to student needs and the use of focus groups to explicitly and systematically teach core Science of Reading components identified through assessment data, many students continue to struggle with decoding and comprehending grade-level complex text. |
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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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Utilize the Student Work Analysis Protocol (SWAP) to inform instruction |
During K–3 reading collaborative planning sessions, teachers will analyze DIBELS benchmark and progress monitoring data to inform and drive targeted WOW Wednesday small-group instruction. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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1\. 66% of the notes will show use of data |
1\. At least 70% of collaborative planning notes |
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protocols to analyze assessment data and create plan of action.
2\. 66% of teachers using the reteach/small group remediation lesson plan in instruction. |
will reflect the consistent use of data analysis protocols to examine assessment results and determine targeted instructional next steps.
2\. At least 70% of K–3 teachers will implement WOW Wednesday instruction using the focus group remediation lesson plan aligned to identified student needs. |
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24% of students will score meet proficiency on the benchmark.
50% of students will score meet proficiency on the milestone task connected to the unit of the SWAP protocol. |
At least 30% of our K - 3 students currently identified in the red and yellow bands will demonstrate "on track" status on progress monitoring assessments, indicating growth toward meeting their grade-level goals. |
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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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Economically Disadvantaged:Hispanic or Latino of any race |
Age of Learning Math and Reading Intervention |
50% of Hispanic students in grades 3–5 will participate in the intervention for a minimum of 45 minutes per week. |
