| SCHOOL PROFILE | |||
| School Name: | APPLE GROVE ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Hardy, Sheena |
| State School No.: | 1229 | Supervisor Email: | Sheena.Hardy@pgcps.org |
| School Type: | 04. Elementary School | Title I: | Yes |
| Grades Served: | 00K, 05 | Community School: | Yes |
| Principal Name: | Samecia Broussard | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Samecia.Broussard@pgcps.org | ||
| School Address: | 7400 BELLEFIELD Ave, OXON HILL,MD - , OXON HILL MD 20744 | ||
| School Vision: | Greatness At the Grove: 100% of our children and community members are safe, seen, and supported to be successful. | ||
| School Mission: | The Mission of Apple Grove Elementary School is to ensure that all students acquire the requisite knowledge and skills to become a college and career ready member of a diverse global society and workforce with an understanding of their role, impact and responsibilities within that society. | ||
| 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 25-26 SY at least 45% of students will demonstrate proficient or higher as measured by the 2026 MCAP Mathematics assessment. | RELA/ELA-During the 25-26 SY at least 43% of students will demonstrate proficient or higher as measured by the 2026 MCAP ELA assessment. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Students with disabilities are lacking in foundational reading and math skills impacting their performance on grade level curriculum work and assessments. We do not consistently use best instructional practices and interventional programs with fidelity to address the foundational needs of students | Students with disabilities are lacking in foundational reading and math skills impacting their performance on grade level curriculum work and assessments. We do not consistently use best instructional practices and interventional programs with fidelity to address the foundational needs of students | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| If we consistently use flexible small groups, then we expect to see teachers leading small groups and guiding students in processes, which will result in students, especially students with disabilities, demonstrating grade level proficiency in math, reading, social studies, and science. | If we consistently use flexible small groups, then we expect to see teachers leading small groups and guiding students in processes [Explicit instruction - modeling, thinkaloud, guided practice, feedback, independent practice; Scaffolded supports - anchor charts, modified graphic organizers; Implementing supplemental interventions- Dreambox, iReady, Lexia] , which will result in students, especially students with disabilities, demonstrating grade level proficiency in ELA. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 85% of teachers (Grades 3-5) will show evidence of at least 9 of 11 indicators in the AGES Classroom Visit & Feedback form. | 85% of teachers (Grades 3-5) will show evidence of at least 9 of 11 indicators in the AGES Classroom Visit & Feedback form. | |
| 85% of SWD (Grades 3-5) will demonstrate proficiency on unit milestones in the areas/items of __ by the end of November (must be within the cycle) | 85% of SWD will meet their growth goal in reading skills on ___ by the end of November (must be within the cycle) | |
| Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) | ||
| This section is for state-identified schools only. | ||
| Identified Group(s) | Evidence-Based Strategy (EBS) | EBS Target |
| Students with Disabilities | 1. Explicit Instruction Scaffolded Supports Flexible Small Groups Students with disabilities will · show growth in foundational reading skills as measured by iReady BOY, MOY, EOY diagnostics and DIBELS. · consistently score proficient or higher on CFPG unit tasks demonstrating mastery of current grade-level content. · consistently score proficient or higher on Benchmark assessments, demonstrating mastery of current grade-level content. |
Students with Disabilities will meet their growth targets on the math and reading i-Ready (4-5) and DIBELS (K-3). |
