| SCHOOL PROFILE | |||
| School Name: | CAROLE HIGHLANDS ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Shields, Ebony Love Cross |
| State School No.: | 1711 | Supervisor Email: | Ebony.Cross@pgcps.org |
| School Type: | 04. Elementary School | Title I: | Yes |
| Grades Served: | 0PK, 05 | Community School: | Yes |
| Principal Name: | Jevivvien Ray | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Jevivvien.Ray@pgcps.org | ||
| School Address: | 1610 HANNON St, TAKOMA PARK,MD - , TAKOMA PARK MD 20912 | ||
| School Vision: | The vision at Carole Highlands Elementary School is to build bright futures through academic excellence for every student, so they leave prepared! | ||
| School Mission: | The mission for Carole Highlands Elementary School is to provide authentic and standards-based learning experiences where every student will work toward reaching their academic and social potential. | ||
| 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 the 2026 MCAP administration, 5% of students in grades 3–4 will increase by at least one performance level in Mathematics, as measured by their individual MCAP Math assessment results. | RELA/ELA-By the 2026 MCAP administration, 5% of students in grades 4 will increase by at least one performance level as measured by their individual MCAP Written Expression assessment results. | 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 better understand mathematical concepts when taught visually or with manipulatives, but they struggle to demonstrate proficiency/mastery on assessments because of difficulty comprehending academic vocabulary in word problems. | Teachers should provide targeted instruction in writing conventions, and increase opportunities for structured writing practice to strengthen overall written expression. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will explicitly teach vocabulary through Math DIscourse: A Math Talk is a pedagogical tool for building math thinking and academic discourse in a student centered, teacher-led way. Math Talks should last for 10–15 minutes. They can be centered on any math topic. Math Talks work best, however, when the content is generally familiar to students up to their Zone of Proximal Development. They should not be used to introduce math content, but when a topic is new, a Math Talk can be an opportunity for informal assessment of student familiarity and background. | Teachers will explicitly teach (I Do, We Do, You Do) writing conventions daily using the Teacher's Toolkit from the CIM. Teachers will take chunks of writing conventions and teach them 1-2 at a time using CUPS (Capitalization,Usage/Understanding, Punctuation, Spelling) during Reading and Writing. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| * 3 out of 5 teachers will _consistently_ implement Math Talks/Discourse in 3 out of 5 categories. | * By the end of the 3 weeks to 30 days, 90% of teachers will consistently use the identified instructional practice/CUPS in at least 2 out of 3 observed lessons. | |
| 20% of students will score Proficient on Benchmarks | * Students will score 4 out of 15 on the rubric for conventions for BOY Benchmark L.4.1 : Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing |
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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 | Students will use i-Ready Math to effectively build mathematical reasoning and justifications and problem solving strategies to increase their ability to do Math computation and word problems. | Success of this strategy will be determined through a combination of quantitative data, qualitative observations, and student-centered outcomes. Specifically, implementation will be considered successful when the following indicators are met: **i-Ready Diagnostic Growth**: · Students demonstrate measurable growth from Beginning-of-Year (BOY) to Middle- and End-of-Year (MOY/EOY) diagnostics. · Students meet or exceed Typical Growth or Stretch Growth targets set by i-Ready. **IEP Goal Progress:** * Students show documented progress on IEP math goals aligned to problem-solving, reasoning, or specific math domains. |
