Carmody Hills Elementary School Performance Plan

Introduction

In alignment with the goals and priorities of Prince George's County Public Schools (PGCPS), the School Performance Plan (SPP) allows for a transparent and collaborative school improvement process with a focus on student achievement.

The School Performance Plan was developed this school year as the continuation of the detailed work and planning completed in the previous school year. The SPP focuses schools on engaging in disciplined inquiry cycles through the use of Plan, Do, Study, Act (PDSA). Through the successful utilization of PDSA, schools are able to impact student achievement and teacher practice by taking a scientific approach to school improvement.

SCHOOL PROFILE
School Name:	CARMODY HILLS ELEMENTARY
School Year:	2026	Area:	Area-1
Local Education Agency:	Prince Georges County Public Schools	Supervisor Name:	Shields, Ebony Love Cross
State School No.:	1811	Supervisor Email:	Ebony.Cross@pgcps.org
School Type:	04. Elementary School	Title I:	Yes
Grades Served:	0PK, 05	Community School:	Yes
Principal Name:	Hope Albritton Terry	State Identification:	CSI:No, TSI/ATSI:Yes
Principal Email:	Hope.Albritton@pgcps.org
School Address:	401 JADELEAF Ave, SEAT PLEASANT,MD - , SEAT PLEASANT MD 20743
School Vision:	It is our vision that Carmody Hills Elementary will be a strong learning institution where students receive exceptional instruction ensuring scholars exceed state and national expectations. By creating an environment of teamwork between school and home, and partnerships with all stakeholders, we will be instructionally and academically strong. It is our vision that each scholar leaves Carmody Hills Elementary with the skills to be life-long learners and productive citizens in society. We are dedicated to providing a climate of high expectation where all students and staff are valued. We will maintain a safe and nurturing environment supporting the growth and success of our students and staff. Our vision and mission will be clear and focused. Creating a learning environment of respect, recognizing the differences we possess as a complement to our learning community. Aim to achieve academic excellence and contribute to our community of scholars. Our philosophy is simple. Our purpose is to serve our students and the community. We believe all children can learn and that it is our responsibility to provide instruction and support to meet the needs of the students we serve. Finally, we believe that all decisions must always be made in the best interest of children.
School Mission:

SMART Goals
A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound
Math- By the May 2026 administration of the MCAP Math assessment, the percentage of students meeting or exceeding expectations will increase by 3% overall compared to 2024–2025 baseline data.	RELA/ELA-By the May 2026 administration of the MCAP RELA assessment, the percentage of students meeting or exceeding expectations will increase by 3% overall compared to 2024–2025 baseline data.	Not Selected-
Problem of Practice
One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal
Despite efforts by our teachers to make their classes interesting for students, the majority of classes are teacher-centered. The lessons are not structured to allow increased release to students, which is causing below grade level performance in mathematics, as observed during instructional walk-throughs and benchmark assessments.	Despite efforts by our teachers to make their classes interesting for students, the majority of classes are teacher-centered. The lessons are not structured to allow increased release to students, which is causing below grade level performance in RELA, as observed during instructional walk-throughs and benchmark assessments.
Change Idea
A specific, actionable idea or technique that school teams will use to address the SMART Goal
Teachers will implement the Gradual Release of Responsibility model (I Do, We Do, You Do) in math classrooms to provide explicit modeling, guided practice, and opportunities for independent student application.	Teachers will implement the Gradual Release of Responsibility model (I Do, We Do, You Do) in RELA classrooms to provide explicit modeling, guided practice, and opportunities for independent student application.
Target
The AIM set to determine if the implementation of the change idea was successful
By December 2025, 80% of Mathematics teachers will consistently implement the Gradual Release of Responsibility Model (I Do, We Do, You Do) during instruction.	By December 2025, 80% of RELA teachers will consistently implement the Gradual Release of Responsibility Model (I Do, We Do, You Do) during instruction.
At least 20% of students will be classified as "on track" or "advanced learners" on the beginning-of-year benchmark assessment.	At least 20% of students will be classified as "on track" or "advanced learners" on the beginning-of-year benchmark 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
Economically Disadvantaged:Students with Disabilities	The evidence-based strategy selected is targeted small-group instruction. This approach is rooted in data-driven decision-making, in which students are grouped according to specific, measurable skill deficits identified through ongoing reading and math assessments. Within these small, homogenous groups, composed of three to five learners, the teacher delivers explicit, systematic instruction that directly addresses each group's targeted learning needs.	At least 75% of classrooms will consistently implement targeted small group instruction, as evidenced by instructional walk data, and at least 20% of students will be classified as "on track" or "advanced learners" on the beginning-of-year benchmark assessment.