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: |
UNIVERSITY PARK 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: |
Evans, Darryl Carlos |
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State School No.: |
1902 |
Supervisor Email: |
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School Type: |
04. Elementary School |
Title I: |
No |
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Grades Served: |
0PK, 05 |
Community School: |
Yes |
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Principal Name: |
Toi Davis |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
4315 UNDERWOOD St, UNIVERSITY PARK,MD - , UNIVERSITY PARK MD 20782 |
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School Vision: |
Together, we create a vibrant family where curiosity blooms, diversity is embraced, and every child's future is bright. |
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School Mission: |
At University Park ES, we strive to nurture every child through engaging, rigorous instruction that empowers them to thrive in a diverse and evolving world. |
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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 percentage of students scoring proficient or higher will increase by 2.0 percentage points as measured by the 2026 MCAP Mathematics assessment. Baseline: 26.9% (Spring 25) 22.97% (Spring 24) 23% (Spring 23) |
Attendance-The goal is to decrease the Chronic Absenteeism rate by .5% per quarter for a decrease of 2% 27.5% for SY 25 to 25.5% for SY 26. |
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 do not implement math lessons in the needed detail to support mastery of the concepts or focus groups consistently, therefore, students are struggling with content, reasoning, and sense-making. |
The Chronic Absenteeism rate has been over 25% since 2023. The Chronic Absenteeism rate decreased to 27.5% for SY 25, from 31.2% but improvement is needed. Also, our TSI student groups, Hispanic ( SY23- 37%, SY24-37%), MLs ( SY23- 34%, SY24-36%), and SWDs ( SY23- 39%, SY24- 37%) were chronically absent. |
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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 analyze student responses to a reasoning question from the Unit 2 Milestone Task and formative checkpoints to identify gaps in students' ability to explain their thinking in writing. Teachers will use this data to plan and deliver explicit writing instruction aligned to the math curriculum. |
Change Idea: Accuracy of Attendance By June 2026,we aim to reduce the chronic absenteeism rate by at least 2% compared to the 2024–2025 school year baseline. The Attendance Team will monitor attendance, analyze student attendance data, identify students at risk of becoming chronically |
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absent, and implementing targeted interventions. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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100% of teachers will bring rubric scored writing samples of designated student groups with feedback. |
Target: 95% of the teachers will take accurate attendance weekly (missing attendance report pulled for week of Nov. 17- Nov 21 ) |
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20% of students will score in the On Track Learner or the Advanced Learner performance bands on the Math BM and 20% of students will score at level 2 or 3 on the Milestone Task post test using Holistic Reasoning Rubric. PI-Math Benchmark IPI-Formative Checkpoints and MT
**Last year MCAP scores on 24-25 SPP data collection sheet** |
25% or less will not be reported as tracking for chronically absent. |
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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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Hispanic or Latino of any race:Multilingual Learners:Students with Disabilities |
7-Key ELD Strategies (graphic organizers, sentence frames, direct vocabulary instruction)
19 Evidence-Based Attendance Interventions
[https://drive.google.com/file/d/1mB3B1tWgkoA LkZ6Izre6bnJV_dRCdxZN/view?usp=drive_link ](https://drive.google.com/file/d/1mB3B1tWgko ALkZ6Izre6bnJV_dRCdxZN/view?usp=drive_li nk) |
The goal is for 5% of students in the identified groups (SPED, ML, Hispanic or Latino of any race) to demonstrate an improvement of at least one point on the Unit 5 Milestone Task reasoning question, from the pre-test to the post-test, as measured by the [Holistic Rubric for 3-Point Reasoning Items](https://drive.google.com/file/d/1BxHSO6 gEK8n5pGizsSJevPpWOCEx7BsO/view?usp= drive_link). .
The goal is to decrease the Chronic Absenteeism rate by .5% per quarter. |
