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: |
SUITLAND 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.: |
0661 |
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: |
Pamela Preston-Boylan |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
4650 TOWNE PARK Rd, SUITLAND,MD - , SUITLAND MD 20746 |
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School Vision: |
Developing culturally responsive learners and leaders, empowered for justice and prepared for the world. |
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School Mission: |
We provide rigorous, real-world learning that nurtures Panther PRIDE and prepares every student for college, career, and life-long success. |
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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 scoring proficient or higher will increase by 5 percentage points as measured by the 2025 MCAP Math assessment. |
RELA/ELA-By the end of the SY 2025-2026, the percent of students scoring proficient or higher will increase by 5 percentage points as measured by the 2025 MCAP RELA assessment.
By the end of SY 2025–2026, students participating in the Extended Learning Opportunity (ELO) program will increase their composite score on DIBELS by 10 points. This improvement will serve as a key preparatory focus to strengthen early literacy proficiency and build the foundational skills necessary for success on the Maryland Comprehensive Assessment Program (MCAP) in subsequent grades. |
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 insufficiently implementing the curriculum with consistency and fidelity. Therefore, students are not consistently experiencing the math standards and objectives to be able to successfully meet their math goals. |
Problem of Practice (Grades 3-5): There is a lack of consistent and accurate implementation of Routine Writing (PGCPS Curriculum) to include rubrics, feedback, scaffolding tools, etc. |
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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 use data analysis protocol to select re-engagement activities/strategies. |
Teachers will implement structured weekly routine writings in Reading, providing students |
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with clear prompts, models, and success criteria. Teachers will collaboratively analyze student writing samples using the MSDE rubric during grade-level data meetings to identify trends, calibrate scoring, and plan targeted feedback and mini-lessons to improve writing quality and completion rates. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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13 out of 22 teachers will complete the re-engagement activity/strategy tracker. |
75% (6 out of 8) Grades 3-5 teachers will implement weekly Routine and/or Analytical Writing prompts and utilize MSDE rubric score and provide student feedback with fidelty. |
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PI: Target 40% of students will score meeting or exceeding expectation on the Benchmark.
IPI Target: **Adjust the IPI target according to the IPI selected** |
75% of unit/cycle assessments completed and 5% growth on benchmark assessments from Fall to Winter. |
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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 |
Students with Disabilities will use Lexia to monitor thier progress. Teachers will utilize weekly lessons to monitor and/or assess students' progress in targeted academic areas. |
Twenty-eight percent of students with disabilities will complete lessons on Lexia during the 2025-2026 school year. |
