| SCHOOL PROFILE | |||
| School Name: | C ELIZABETH RIEG | ||
| School Year: | 2026 | Area: | Area-3 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Valentine, Daria Nyleah |
| State School No.: | 0723 | Supervisor Email: | Daria.Valentine@pgcps.org |
| School Type: | 05. Regional Center | Title I: | No |
| Grades Served: | 00K, 12 | Community School: | Yes |
| Principal Name: | Adelaide Blake | State Identification: | CSI:No, TSI/ATSI:No |
| Principal Email: | Adelaide.Blake@pgcps.org | ||
| School Address: | 15542 PEACH WALKER Dr, MITCHELLVILLE,MD - , MITCHELLVILLE MD 20716 | ||
| School Vision: | Vision: We will create a well-rounded, safe school environment that helps empower and prepare students for functional life after (beyond) C. Elizabeth Rieg. | ||
| School Mission: | Mission: To achieve our vision by providing quality individualized instruction that shows all students can learn and develop academic, communication, and functional life skills to build various levels of independence and success in 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- By March 2026, at least 70% of students in K - 2nd grade receiving Equals Math intervention lessons three to four times per week during small-group instruction will move at least 4 subsections, as measured by pre-and post- assessment data from the Equals Math program. | Culture and Climate-By March 2026, at least 80% of students in grades 9–12 will participate in at least three individualized transition activities per month (during Life Skills' class, Work Study, and other School Activities) designed to build communication, functional, vocational, and independent living skills, as documented in student transition logs. | 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 significant cognitive and communication disabilities struggle to access, engage with, and demonstrate mastery of math concepts. | There are systemic gaps in aligning individualized transition goals with authentic, functional, and data-driven instruction, which limit students' preparedness for postsecondary life (employment, education, and independent living). | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Implement a schoolwide routine for Equals Math Intervention scripted lessons, with teachers consistently using Explicit Instruction steps, paired with scaffolding and manipulatives/concrete supports, to ensure students build and retain foundational math skills. | Designing student activities based on interest inventory results | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| At least 80% of teachers will implement individualized Equals interventions during small-group instruction following the lesson guide and manipulatives. | By March 2026, the Life Skills teacher and Transition Coordinator will develop and implement at least 3 individualized activities for each student per month. | |
| Students will increase by at least 4 subsections as measured by the monthly pre- and post-monthly intervention assessments | By March 2026, 80% of 9th through 12th grade students will have at least 1 activity based on their Student Interest Inventory results. | |
| 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 |
