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: | POINTER RIDGE ELEMENTARY | POINTER RIDGE ELEMENTARY |
| School Year: | 2026 | Area: |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: |
| State School No.: | 0718 | Supervisor Email: |
| School Type: | 04. Elementary School | Title I: |
| Grades Served: | 00K, 05 | Community School: |
| Principal Name: | Jamila McIntyre | State Identification: |
| Principal Email: | Jamila.McIntyre@pgcps.org | |
| School Address: | 1110 PARKINGTON Ln, BOWIE,MD - , BOWIE MD 20716 | 1110 PARKINGTON Ln, BOWIE,MD - , BOWIE MD 20716 |
| School Vision: | Pointer Ridge Elementary, in collaboration with our community and parents, inspires teaching and learning in order to prepare our students for a rapidly changing world by instilling critical thinking skills. Together, we make our school a success. | Pointer Ridge Elementary, in collaboration with our community and parents, inspires teaching and learning in order to prepare our students for a rapidly changing world by instilling critical thinking skills. Together, we make our school a success. |
| School Mission: | Our mission is to provide teaching and learning, with quality and equity, to every student. All staff members have the ability and responsibility to be effective teachers for all pupils. Effective teaching and successful learning are accomplished in a safe and orderly environment. A climate positive attitude and high expectation for staff and students must be fostered and maintained. A strong bond between the home and school is required for all pupils | Our mission is to provide teaching and learning, with quality and equity, to every student. All staff members have the ability and responsibility to be effective teachers for all pupils. Effective teaching and successful learning are accomplished in a safe and orderly environment. A climate positive attitude and high expectation for staff and students must be fostered and maintained. A strong bond between the home and school is required for all pupils |
| SMART Goals | ||
| Math- On the May 2026 administration of the MCAP math assessment, 50% of students will score in the developing band or higher. | RELA/ELA-On the May 2026 administration of the MCAP ELA, students meeting or exceeding expectations will increase by 5 percentage points. | Not Selected- |
| Problem of Practice | ||
| Although teachers provide opportunities for students to solve math problems and share their answers, many students are unable to clearly explain or justify their reasoning using mathematical vocabulary, representations, or written responses. This suggests that instructional practices are not consistently emphasizing or modeling how to use structured strategies to support students in articulating their mathematical thinking. | Students are struggling to demonstrate deep reading comprehension and to express understanding through written responses. Many are unable to accurately understand the question, identify key details, or use text evidence to support their answers. This suggests that instructional practices are not consistently emphasizing explicit modeling of comprehension strategies and written response structures such as the RACE graphic organizer. |
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| Change Idea | ||
| Teachers will explicitly model and scaffold student use of the R-A-C-E graphic organizer | Teachers in grades 3–5 will implement the RACE graphic organizer during weekly ELA | |
| during math problem solving, and will gradually release responsibility to students for writing justifications. | instruction by explicitly modeling one component of the RACE strategy at a time (e.g., "C – Cite Evidence") using a common text. The improvement will be measured by comparing the percentage of students who can correctly identify and use text evidence in their written responses before and after the targeted implementation cycle. |
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| Target | ||
| By June 2026, 90% of teachers will show evidence of consistent implementation of the RACE graphic organizer and explicit modeling of justification strategies in at least 4 of 5 observed math lessons. | By June 2026, 90% of teachers will consistently implement the RACE graphic organizer and explicitly model comprehension and written response strategies in at least 4 out of 5 observed ELA lessons. | |
| **IPI:** 40% of students in Grades K–5 will score at or above proficient on the Mathematical Justification Rubric (demonstrating all four RACE components) by 2nd quarter problem-solving tasks. **PI:** By June 2026, 80% of students in Grades K–5 will demonstrate measurable growth in mathematical reasoning and problem-solving by increasing their BOY to EOY math benchmark scores by at least 10%. |
By June 2026, 80% of students in Grades 3–5 will demonstrate at least a 10% increase from BOY to EOY benchmark scores, as well as improved performance on written response tasks requiring text evidence and explanation. | |
| Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) | ||
| Identified Group(s) | Evidence-Based Strategy (EBS) | EBS Target |
| Economically Disadvantaged:Students with Disabilities | **Strategy Name:** _Do the Math_ "Do the Math" is an evidence-based intervention program designed to build students' conceptual understanding and procedural fluency in foundational mathematics skills. It provides explicit, systematic instruction through small-group lessons that develop number sense, computation accuracy, and problem-solving confidence. The program emphasizes scaffolding, modeling, and hands-on engagement to support students who are performing below grade level, particularly within identified ATSI subgroups. Tier 2 – Moderate Evidence According to the What Works Clearinghouse (WWC, 2020), _Do the Math_ demonstrates positive effects on mathematics achievement for elementary students who are below grade level in computation and problem-solving. The reviewed studies showed statistically significant improvement in students' conceptual understanding and procedural fluency compared to control groups. |
By June 2026, 50% of SPED and economically disadvantaged students participating in the _Do the Math_ intervention during the Extended Learning Opportunities (ELO) program will show at least a 10% increase from the Pre Do the Math Assessment to the Post Do the Math Assessment. |
