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: |
RIDGECREST 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: |
Shields, Ebony Love Cross |
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State School No.: |
1710 |
Supervisor Email: |
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School Type: |
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Title I: |
Yes |
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Grades Served: |
0PK, 05 |
Community School: |
Yes |
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Principal Name: |
Telene Shipley |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
6120 RIGGS Rd, HYATTSVILLE,MD - , HYATTSVILLE MD 20783 |
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School Vision: |
Ridgecrest Elementary School nurtures every student to learn, grow and become successful citizens in a diverse and changing world. |
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School Mission: |
The mission of Ridgecrest Elementary School is to provide all students with a strong inclusive and motivating instructional program within a professional collaborative learning community. |
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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 school year, the percentage of students scoring proficient or higher will increase by 3 percentage points as measured by the 2025 MCAP Math assessment. |
English Language Development-During the 2025-2026 school year, Ridgecrest will meet the ELD AMO target goal of 55.34% on the WIDA ACCESS. |
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 administering the math formative checkpoints and analyzing the data to drive targeted flexible small group instruction that provides students the skills needed in order to be proficient in the strategies and skills taught. |
All teachers (classroom, ELD, Specialists) are not strategically combining and utilizing the 7 Key ELD Strategies across the content areas to scaffold instruction that meets the language needs of MLs. |
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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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Targeted flexible small group instruction based off of formative checkpoint data |
Utilize multiple 7 Key ELD Strategies to scaffold instruction |
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Target The AIM set to determine if the implementation of the change idea was successful |
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16 of 22 Math teachers in grades K-5 will demonstrate evidence of administering the formative checkpoints during Cycle 1 as evidenced in the data entry within the school-wide shared data folder.
16 of 22 Math teachers will demonstrate that |
\_\_9\_\_\_ out of 9 ELD Teachers will provide mini PD on the Key ELD Strategy in October.
\_\_22\_\_ out of 28 Teachers will bring evidence of implementing the Key ELD Strategy of focus to Part 2 of CP in October. |
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targeted flexible small group instruction is occurring as evidenced in the small group list uploads. |
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**PI: 8%** of the students at each grade level in grades 3rd-5th (excluding newcomer MLs as defined by the county) will score at Level 3 (Met Expectations) or greater on the Math Benchmark 1.
IPI: Students in grades 3rd-5th (excluding newcomer MLs as defined by the county) will score 50% or higher on the most recent math formative checkpoint administered by the grade level team. |
PI:
80% of the ELD students (307 out of 383 students) in grades K-5 will increase by 1 point on the ELD Writing Task 2 from Writing Task 1.
IPI:
Kindergarten: _40\_\_% of the students in grade level \_\_Kindergarten\_\_\_will score at least \_\_1\_\_\_points on the unit 2, week 2, day 3, lesson 5 writing task using the Kindergarten WIDA Model Writing Rubric._
Grade 1: _50% of the students in grade level 1 will score at least 1 point on the RELA Unit 1 Week 2 Day 3 writing assignment using the WIDA writing rubric._
Grade 2: _20% of the students in grade level 2 will score at least 2 points on the Q2 Cycle 1 Day 4 Response to Writing Task using the WIDA Model Writing Rubric._
Grade 3: _10% of the students in grade level 3 will score at least 2 points on the writing portion of Benchmark 1 using the WIDA Model Writing Rubric._
Grade 4: 50% of the students in grade level 4 will score at least 2 points in the writing portion of Benchmark 1 using the WIDA Model Writing Rubric.
Grade 5: 30% of the students in grade 5 will score at least 5 points on the writing portion of |
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Benchmark 1 using the WIDA Writing Rubric. |
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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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Students with Disabilities |
The evidence based math program that will be used is iReady math.
The evidence based reading program that will be used is Lexia. |
Math target: Students will reach at least 30 minutes of time on task usage on the iReady Math program by the end of November.
Reading target: Students will complete at least 8 units per week on the Lexia program.
Baseline iReady Math & Lexia/DIBELS scores: https://drive.google.com/file/d/1qkU8dfOCY7j4 gnTh0bgT4z2-d5sIenRj/view?usp=sharing |
