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: |
SAMUEL CHASE 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.: |
1216 |
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: |
Nicholas Ohlson |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
5700 Fisher Rd, Temple Hills,MD - , Temple Hills MD 20748 |
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School Vision: |
Samuel Chase Elementary will be a school that prepares our students to become college and/or career ready as we inspire and prepare them to become high-level achievers, lifelong learners, responsible citizens, and thoughtful participants in their families and in the global community. |
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School Mission: |
Samuel Chase Elementary School fosters academic excellence and individual student growth through high expectations in a positive, safe, and collaborative culture. |
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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 'proficient' or 'distinguished' (score of 3 or 4) will increase by 3 percentage points as measured by the 2026 MCAP Math Assessment. |
RELA/ELA-During the 2025-2026 school year the percentage of students obtaining 'proficient learner' or 'distinguished learner' (score of 3 or 4) will increase by 3 percentage points as measured by the 2026 MCAP Reading Assessment. |
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 facilitating small group instruction therefore students are not receiving the necessary support for learning basic mathematics concepts and skills. |
Teachers are not consistently engaging students in small/focus groups. Therefore, the students are lacking the necessary skills of learning to read while reading to understand. |
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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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Teachers will consistently facilitate small group instruction |
Teachers will implement specific Tier 2 interventions (Lexia/RGR Lessons K-3 and i-Ready Toolbox lessons 4-5) during focus groups to provide intensive support for students not meeting grade-level expectations. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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70% of teachers observed using the google form will be pulling for small group instruction |
70% of teachers observed using the google form will be instructing students |
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using Lexia and RGR lessons for K-3 and i-Ready toolbox lessons for grades 4-5 in focus groups. |
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50% of students will score 35% or higher on Unit Milestone Tasks 40% of students will score a performance level of 'Developing' or higher on Math Benchmark Assessments |
1\. 40% of students will score a level 2 or higher on Benchmark 2\. 40% of students will score a 2 or higher on the corresponding rubric for the analytic writing. |
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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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Multilingual Learners |
Professional Learning Community |
We will use informal walkthroughs to determine if what is taught at the PLC is being implemented in the classrooms. 70% of the classrooms observed will show evidence of the PLC focus implemented in classroom instruction. |
