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: |
SPRINGHILL LAKE 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.: |
2113 |
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: |
Trena Wilson |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
6060 SPRINGHILL Dr, GREENBELT,MD - , GREENBELT MD 20770 |
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School Vision: |
A culturally responsive school developing distinguished learners, leaders, voices of social justice, and advocates for humanity for the world of today, tomorrow, and beyond. |
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School Mission: |
Springhill Lake Elementary will provide a great education that empowers all students and contributes to thriving communities. |
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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- By May, 2026, the percentage of students scoring proficient or higher will increase by 3 percentage points as measured by the 2026 Math Benchmarks and MCAP Mathematics assessment. (SY24-25 Proficiency = 5.43%) |
RELA/ELA-The 2026 ELA Benchmarks and MCAP ELA assessment measure that the percentage of students scoring proficient or higher will increase by 3 percentage points by May 2026. |
English Language Development- |
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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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2nd grade teachers must consistently progress monitor effectively, AND promptly create small groups, interventions, and scaffolds to target grade level skills (standards), so they fill in the gaps before students transition to 3rd grade |
2nd-grade teachers must consistently and effectively progress monitor, AND promptly create small groups, interventions, and scaffolds to target grade-level skills (standards), so they fill in the gaps before students transition to 3rd grade |
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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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Change Idea: Consistent Small Group Instruction (grouping for differentiation based on data)
Create a structured biweekly data meeting for 2nd grade where teachers use milestone task formative checkpoints and benchmark data to identify student needs and update small group. This builds consistency and accountability while providing a shared process for progress monitoring. Review updated small group lists and |
Data Collection & Analysis—Teachers use DIBELS Progress Monitoring and Lexia Core 5 Intervention to track student progress toward grade-level standards every two weeks. |
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intervention plans every 2 weeks |
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Target The AIM set to determine if the implementation of the change idea was successful |
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80% of observed lessons reflect small group instruction during math instruction and targeted interventions as determined by formative and summative assessment data |
80% of teachers will be engaged in focused groups during informal observations. These groups will show evidence of differentiated planning to meet student needs. |
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75% of 2nd grade students will show proficiency on the Milestone task during cycle 1 (quarter 1-2) |
80% of Grade 2 students will meet their target growth score in Amplify from BOY to EOY benchmarks. |
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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 |
Data Driven Planning (Progress Monitoring)
* Co-planning between general and special educators, incorporating Special Education [High Leverage Practices](https://highleveragepractices.org/ab out-hlps/) (HLPs) within lessons * Students' IEPs are reviewed at the beginning of each school year and when the IEP is revised to plan for instruction. * The students' IEP snapshots are shared and reviewed with general education teachers. |
iReady: 80% of SWD will complete 30 minutes per week by the end of November.
Lexia: 50% of SWD will complete 6 Units per week by the end of November.
* The accommodations/Supplementary Aids matrix is completed and referenced during planning * Instructional resources are created and evident in the classroom to support Students With Disabilities (SWDs) (i.e., visual aids, individualized toolkits) * Lesson planning documents reflect the incorporation of SDI. * Special Education Learning Walk utilizing the [DSE SDI Learning Walk Tool](https://docs.google.com/forms/d/e/1FAIp QLSft7FC7uwkCGovn9qrtaJVjZ3qJjeoR3Gwdr FHA6zyK_AthZg/formResponse) * Informal observation by Principal, AP, SEIS, or DSE Central Office staff focusing on SDI |
