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: |
ROSA L PARKS 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.: |
1731 |
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: |
Rhonda Summey |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
6111 AGER Rd, HYATTSVILLE,MD - , HYATTSVILLE MD 20783 |
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School Vision: |
Our vision for Rosa Parks is to develop scholars who will go on to succeed in their careers and social life. They will become productive citizens who display independent thinking and a commitment to lifelong learning. They will become technically competent, culturally aware, compassionate, and resourceful. Each student will be given the skills to fulfill their individual potential throughout life. |
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School Mission: |
Our mission at Rosa Parks is to foster a safe and nurturing learning environment that meets the educational needs of our diverse learners. To this end, the staff will actively engage parents, and all community stake-holders, in the educational process. We vow to ensure that students are exposed to rigorous instruction, foundational skills, and |
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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 in Grades K-2 and 3-5 scoring On Track or proficient or higher will increase by 4 percentage points as measured by the Benchmark 3 and 2026 MCAP Mathematics assessments, respectively. |
RELA/ELA-During the 2025-2026 SY, the percent of students in Grades K-2 and 3-5 scoring On Track or proficient or higher will increase by four percentage points as measured by the Benchmark 3 and 2026 MCAP Reading and language arts assessments. |
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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Our Problem of Practice is the effective implementation of the math curriculum. While the curriculum provides a clear framework for rigorous instruction and student success, inconsistent use of its resources and strategies has resulted in low student performance.
Addressing this gap is essential to ensure all students have equitable access to high-quality math instruction and are supported in developing critical mathematical skills. |
Our school faces a challenge in the consistent and effective implementation of the RELA curriculum. While the curriculum provides a clear framework for rigorous instruction and student success, inconsistent use of its resources and strategies has resulted in variability in instructional quality and student outcomes. Addressing this gap is essential to ensure all students have equitable access to high-quality RELA instruction and are supported in developing critical RELA skills. |
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Change Idea |
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A specific, actionable idea or technique that school teams will use to address the SMART Goal |
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To ensure consistent and effective implementation of the math curriculum, we will provide targeted professional development focused on curriculum alignment, instructional strategies, and best practices. |
To ensure consistent and effective implementation of the RELA curriculum, we will provide targeted professional development focused on curriculum alignment, instructional strategies, and best practices. To achieve this improvement, we will include ongoing coaching and support to ensure fidelity in curriculum implementation and improve student outcomes. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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\*\*Curriculum Implementation\*\*:
\* Using the Levels of Math Curriculum Implementation teachers will be at a level 2 by the end of 1st quarter, level 3 by the end of the 2nd quarter, level 4 by the end of the 3rd quarter, and a level 4 or 5 by the 4th quarter.
\*\*Professional Development/Coaching Session Participation\*\*: \* 100% of intermediate teachers will attend scheduled quarterly professional developments and coaching sessions |
70% of teachers are using the CIM and RELA strategies in their instruction
100% of teachers will utilize their data from cycle assessments
100% of the rolling agendas will document evidence of planning biweekly |
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\*\*Math Proficiency Growth\*\*:
\* At least 4% of students will demonstrate proficiency or growth on Benchmark math assessments aligned with grade-level standards. |
Students who are below proficient will show growth based on the benchmark assessments |
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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 |
**Progress Monitoring & Data Review**
* **Regular Progress Monitoring: Schedule bi-weekly reviews of IEP progress reports, DreamBox usage, and teacher-collected data.** * **DIBELS: Monitor decoding/fluency specifically for students on reading IEP goals and adjust intervention groups based on results.** * DreamBox**: Set individualized goals within the platform and provide teacher-guided support for students struggling with independent access.** |
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