| SCHOOL PROFILE | |||
| School Name: | BERWYN HEIGHTS ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Haughton-Williams, Judith C |
| State School No.: | 2109 | Supervisor Email: | Judith.Williams@pgcps.org |
| School Type: | 04. Elementary School | Title I: | Yes |
| Grades Served: | 00K, 05 | Community School: | Yes |
| Principal Name: | Amanda Alerich | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Amanda.Alerich@pgcps.org | ||
| School Address: | 6200 PONTIAC St, BERWYN HEIGHTS,MD - , BERWYN HEIGHTS MD 20740 | ||
| School Vision: | Develop well rounded, confident and responsible individuals who aspire to achieve their full potential. | ||
| School Mission: | Provide a balanced, varied school curriculum designed to meet the academic, cultural, and social needs of individuals from the diverse backgrounds of our community. Promoting high standards and expectations, teachers, administrators, parents, and the community share the responsibility for advancing the school's mission | ||
| 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 2026 MCAP Mathematics assessment. | RELA/ELA-During the 2025-2026 SY, the percent of students scoring proficient or higher will increase by 5 percentage points as measured by the 2026 MCAP RELA 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 | ||
| Teachers are not consistently providing rigorous questions throughout instruction and assessments, in particular taking into account scaffolding for differentiation. | Teachers across general education, ELD, and SPED settings are providing phonics and reading comprehension instruction in isolation from each other. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will adjust lessons and incorporate tasks that align with the rigor of formative checkpoints and county assessments, using student data to guide instruction | Teachers will bridge phonics and comprehension by supplementing core lessons with evidence-based strategies aligned to the Science of Reading. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of Cycle 1, 70% of teachers will demonstrate evidence of consistently implementing rigorous questions and tasks in at least 70% of observed lessons based on our | By the end of Cycle 1 (Dec 5), teachers will demonstrate evidence of integrating phonics and comprehension strategies in at least 70% of observed lessons and using assessment | |
| API Look For Document** | data to guide differentiated instruction. | |
| By the end of the Cycle 1, at least 50% of students will meet or exceed proficiency on checkpoint and milestone assessments. | By the end of Cycle 1 (Dec 5), 60% of students will meet or exceed 65% or above on the student data collection tool, which includes cycle assessments and lexia usage. | |
| 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 | iReady Math | 75% of our SWD population that received a math intervention through iReady will meet their "Typical Growth" goal according to iReady. |
