| SCHOOL PROFILE | |||
| School Name: | BLADENSBURG ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Dalton, Andrew M. |
| State School No.: | 0205 | Supervisor Email: | Andrew.Dalton@pgcps.org |
| School Type: | 04. Elementary School | Title I: | Yes |
| Grades Served: | 0PK, 05 | Community School: | Yes |
| Principal Name: | Angela Frazier | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Angela.Frazier@pgcps.org | ||
| School Address: | 4915 ANNAPOLIS Rd, BLADENSBURG,MD - , BLADENSBURG MD 20710 | ||
| School Vision: | It is our vision at Bladensburg Elementary that ALL students will become successful learners that are academic, creative, and intellectual citizens of society. ALL stakeholders will be partners in making contributions that will promote a positive learning experience for ALL learners. Relationships will be developed that will foster a climate of trust, cultural tolerance, respect, and cohesiveness. | ||
| School Mission: | We believe that all children can learn and achieve without regard to ethnic, cultural or gender differences. We believe that children meet the expectations of those who influence them - parents, teachers, peers and community members. | ||
| 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 in grades 3-5 scoring proficient and distinguished will increase by 3% percentage points measured by the 2026 Maryland Comprehensive Assessment Program (MCAP) Mathematics assessment. | RELA/ELA-By the end of the 2025–2026 school year, the percentage of Grade 3–5 students identified as Emerging or Developing learners on the ELA MCAP will decrease from 73% to 68%—a 5% reduction—through targeted improvement of vocabulary and comprehension skills delivered during daily small-group instruction and documented through progress-monitoring assessments. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| 82%-91% of Grades 3-5 students performing at the lowest two math proficiency levels, school lacks a defined, monitored tiered intervention system in the intermediate grades (3-5) that consistently diagnoses foundational skill gaps and provides targeted instruction to accelerate students towards proficiency. | Seventy-three precent (73.41% or 232/316) of our students in Grades 3-5 scoring at the Beginning and Developing levels on the Spring 2025 MCAP is contributed by our school's lack of a defined, monitored tiered intervention system in the intermediate grades (3-5) that consistently diagnoses and closes gaps in Reading foundational skills, comprehension, and written expression and provides targeted instruction to accelerate students' proficiency in the identified Reading and Writing standards from the 2025 MCAP achievement data. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will engage in a continuous cycle of CPD and vertical planning that includes data analysis and the subsequent preparation of resources and materials for flexible grouping. | Practitioners will implement consistent and effective use of modified graphic organizers during daily small-group instruction and WOW Wednesdays to strengthen vocabulary and comprehension (informational text) skills for 3rd–5th grade Emerging (Level 1) and Developing (Level 2) readers. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| Data Tracking 52.9 to 75% Focus and Coherence 64.25% to 70% Evidence of Flexible Grouping from 39.1% to 75% |
By the end of the school year, at least eighty percent (80%) of the practitioners in 3rd through 5th-grade ELA classrooms will consistently and effectively implement modified graphic organizers during daily small-group instruction and WOW Wednesdays to improve 3rd-5th grade vocabulary and comprehension skills, as evidenced by monthly instructional walkthrough data and student artifacts. | |
| **PI: 30% of 3rd-5th Grade students will achieve a performance level of "On or Above Grade Level on Benchmark Assessment. **IPI: 45 % of 3rd-5th Grade students will achieve a performace level of" Advanced or Proficient on Milestone Task. |
IPI: At least forty percent (40%) of the **3rd Grade** students will score On or Above Grade Level on the **DIBELS #8 Winter Diagnostic** Assessment. At least eighteen percent (23%) of the **4th and 5th-grade** students will score Early On or Above Grade Level on the **iReady Reading Winter Diagnostic** assessment. PI: By the **Winter Benchmark II Reading Assessment**, at least 24% of **3rd- and 5th-grade** students will score at the On Track or Advanced Learner proficiency levels, representing a 5% increase from the Fall Benchmark result of 19%. |
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| 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 | ### **Math Evidence Based Strategy:** * **I Ready Math** |
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