| SCHOOL PROFILE | |||
| School Name: | CALVERTON ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Haughton-Williams, Judith C |
| State School No.: | 0105 | Supervisor Email: | Judith.Williams@pgcps.org |
| School Type: | 04. Elementary School | Title I: | Yes |
| Grades Served: | 0PK, 05 | Community School: | Yes |
| Principal Name: | Ronae Smith | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Ronae.Smith@pgcps.org | ||
| School Address: | 3400 BELTSVILLE Rd, BELTSVILLE,MD - , BELTSVILLE MD 20705 | ||
| School Vision: | Calverton Eagles soar in a community grounded in safety, respect, and belonging. Through effective communication, acceptance, relationships, and strong partnerships, we foster an inclusive culture where every child is empowered to thrive, lead, and think critically. | ||
| School Mission: | Our mission is to cultivate a collaborative and respectful learning community where every member models integrity, accountability, and trust. Committed to being open-minded and reflective practitioners, our staff continuously grows to deliver rigorous, student-centered instruction that prepares learners to excel in everyday life. | ||
| SMART Goals | ||
| A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
||
| Math- By Spring 2026 MCAP administration, 17% of 4th grade students will improve by at least one performance level (ie. Performance Level 1 to Performance Level 2) on the MCAP Mathematics assessment. | RELA/ELA-By Spring 2026 MCAP administration, 18% of 4th grade students will improve by at least one performance level (ie. Performance Level 1 to Performance Level 2) on the 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 | ||
| Based on Grade 4 mathematics performance data, students are not consistently demonstrating proficiency in problem solving and mathematical reasoning. Classroom observations and student work reveal that instruction does not consistently include explicit modeling, scaffolding, or opportunities for students to explain and justify their reasoning. This instructional gap limits students' ability to apply mathematical concepts flexibly and independently. | Teachers are not consistently implementing explicit instructional modeling to build scaffolding strategies to build comprehension aligned to 4th grade-level ELA standards, which limits students' ability to demonstrate proficiency on iReady and other measures. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| If teachers will provide structured opportunities for students to reason, explain, and defend their solutions, then students will develop deeper conceptual understanding and show growth on classroom assessments, Benchmark, and MCAP. | If teachers engage in ongoing professional learning to deepen their ELA content knowledge and are supported in planning and implementing explicit instruction through teacher modeling of scaffolds, then students will demonstrate their ability to use scaffolds to organize their thinking. This will lead to improved reading comprehension, including written composition, and show measurable growth on iReady and ELA cycle assessments. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By November 24, 2025 100% of the teachers in grade 4 will provide one or more opportunities per lesson for students to model, justify, and reason on grade level word problems as evidenced by collaborative planning documents and learning walk data. | By November 24, 2025 100% of the teachers in grade 4 will address all 3 components of explicit instruction, provide step-by-step methods for teaching students how to understand text, model and scaffold while providing differentiated instruction. | |
| 17% of 4th grade students will demonstrate proficiency as indicated on the Mathematics Benchmark. 30% of 4th grade students will demonstrate proficiency as indicated on Milestone Tasks |
18% of 4th grade students will demonstrate proficiency as indicated on the cycle assessment. | |
| 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 | At Calverton, we are implementing Collaborative Planning as a way to implement effective implementation of HLP 6 as an evidence-based strategy to strengthen teaching and learning. This practice is grounded in research showing that frequent analysis of student assessment data, paired with adjustments to instruction, directly improves student achievement (McLeskey et al., 2017). | 20% of SWD in grades 3-5 will increase their ELA proficiency level from Benchmark 1 - Benchmark 2. 20% of SWD in grades 3-5 will increase their Mathematics proficiency level from Benchmark 1 - Benchmark 2. |
| High Leverage Practice #6 – Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes | ||
