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: |
TULIP GROVE 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: |
Williams, Latonya Claudette |
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State School No.: |
0711 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
No |
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Grades Served: |
00K, 05 |
Community School: |
No |
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Principal Name: |
Daleisha Myers |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
2909 Trainor Ln, Bowie,MD - , Bowie MD 20715 |
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School Vision: |
Our vision paints the image of a premier educational environment that values the rich uniqueness of who we are as we develop and equip life-long learners, leaders, empowered proponents of justice and prosperous communities to thrive in the global society: A culturally responsive district 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: |
Our mission defines our purpose and the scope of our work. It communicates why we exist and what we hope to contribute to society: |
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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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- 40% of our intermediate students in grades 3 -5 will score proficient and/or distinguished on the SY 2025-2026 MCAP Math assessment. |
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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 struggle with teaching students to unpack multi-step word problems, therefore students struggle with demonstrating their understanding of mathematical concepts. |
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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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Improve student responses to reasoning and modeling problems by incorporating writing/modeling instructional strategies. Coaching and feedback sessions will be provided on the implementation of the |
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instructional strategies on a monthly basis. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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70% (11 out of 15, includes three Special Education Teachers) of our math teachers will be consistently implementing at least two of the three math writing strategies identified in our professional development. 1\. Students writing a clear plan before solving using problem-solving mats. 2\. Students annotating their work to explain their process using the Three-Read Protocol. 3\. Students modeling/writing using a concluding summary of their solution (R.A.C.E) |
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\* 40% of Students in grades 3 - 5, will score 50% or above on Quarterly Benchmark
\* 50% of students in each class (K-5) will score at 2 out of 3 points on end of unit Milestone Tasks (reasoning word-problem). |
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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 |
Teacher will implement the two high priority strategies to ensure students with disabilities have prescribed access to Specially Designed Instruction (SDI) and High-Leverage Practices (HLPs) in both general education and special education settings. The two strategies we will target are:
**HLP 15:** Provide Scaffolded Supports
**HLP 16:** Use Explicit |
70% of identified teachers (21 teachers) are implementing at least two of the targeted HLPs as evident in classroom observational practices. |
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Instruction. The embedded practices are split into two categories: What to Teach, and How to Teach. |
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