| SCHOOL PROFILE | |||
| School Name: | CAPITOL HEIGHTS ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Shields, Ebony Love Cross |
| State School No.: | 1812 | Supervisor Email: | Ebony.Cross@pgcps.org |
| School Type: | 04. Elementary School | Title I: | No |
| Grades Served: | 0PK, 05 | Community School: | No |
| Principal Name: | Shawna Berry Upshaw | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Shawna.Berry@pgcps.org | ||
| School Address: | 601 SUFFOLK Ave, CAPITOL HEIGHTS,MD - , CAPITOL HEIGHTS MD 20743 | ||
| School Vision: | Our school empowers all students to embrace learning, achieve their personal best, to become lifelong learners and mindful citizens who succeed in life. We provide tools and strategies to promote growth across all domains of learning and to build students' social and emotional capabilities. | ||
| School Mission: | Capitol Heights Elementary School seeks to create a challenging environment that encourages high expectations for success through Talented and Gifted Best Practices, Arts Integration and Dual Language models. We recognize that each child is an individual; that all children have gifts; that all children need to succeed and our families are partners in education. Our school promotes a safe, developmentally appropriate, caring, and nurturing environment. | ||
| 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 June 2026 (following the administration of Benchmark 3), 70% of students in Grades 3-5 will achieve a score of Proficient or higher in mathematics, as measured by the district-adopted standardized mathematics benchmark assessment. | RELA/ELA-By May 2026, 30% of students in Grades 4–5 will demonstrate at least one proficiency band growth on MCAP RELA. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| We lack a process for designing or selecting real-world math tasks that truly require students to evaluate and justify the completeness and reasonableness of a solution. | While students are able to generate ideas for writing, they often struggle to develop well-structured narrative and opinion pieces that include clear organization, elaboration, and conventions appropriate to grade-level expectations. Across classrooms, instruction in writing strategies (such as planning, drafting, revising, and using evidence or details to support ideas) is inconsistent. As a result, student writing frequently lacks coherence, depth, and the use of craft moves that demonstrate growth as writers. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will plan and administer one publicly released state assessment item (focused on Modeling or Reasoning) bi-weekly. | If teachers intentionally plan and model each stage of the writing process using mentor texts and visual scaffolds aligned to pacing expectations, then students will be able to produce more organized, purposeful, and content-rich writing. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| * 90% of educators in grades 3-5 provide evidence of bi-weekly administration of a Public Release item. | 100% of 4th and 5th grade RELA teachers will participate in a minimum of two writing-focused professional developments between October and January. 100% of 4th and 5th grade RELA teachers will provide lesson plans for two writing lessons that include explicit teaching and modeling of the writing process with mentor texts by January 2026. |
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| * 90% of students in grades 3-5 will complete at least 3 Public Release items during the cycle. | 85% of 4th and 5th grade students will engage in routine writing twice per week between October and January. 30% of 4th and 5th grade students will show improvement in writing for each cycle assessment from November to January. 70% of students in grades 4 and 5 will score proficient or higher on Benchmark 1. |
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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 | Small Group Instruction | 100% of all Students with Disabilities (SWD) in Grades 3-5 will receive skill-specific, small-group instruction in both mathematics and reading for a minimum of 20 consecutive minutes per subject, 3 to 5 times per week. |
| This instruction will be delivered with an average implementation fidelity score of =85%, as measured by a skill-specific fidelity checklist administered during administrative and coaching walkthroughs. | ||
