| SCHOOL PROFILE | |||
| School Name: | CESAR CHAVEZ ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Evans, Darryl Carlos |
| State School No.: | 1713 | Supervisor Email: | Darryl.Evans@pgcps.org |
| School Type: | 04. Elementary School | Title I: | No |
| Grades Served: | 00K, 05 | Community School: | Yes |
| Principal Name: | Laura Guzman | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Laura.Guzman@pgcps.org | ||
| School Address: | 6609 RIGGS Rd, HYATTSVILLE,MD - , HYATTSVILLE MD 20782 | ||
| School Vision: | Cesar Chavez Dual Spanish Immersion School (CCDSIS) empowers all students to become bilingual and bi-literate who embrace learning to achieve their personal best and become mindful citizens who succeed in life. We provide tools and strategies to promote growth across all learning domains and build students' social and emotional capabilities. Our school promotes a safe, developmentally appropriate, caring, and nurturing environment. |
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| School Mission: | Cesar Chavez Dual Spanish Immersion School (CCDSIS) seeks to create a challenging environment that encourages high expectations for success through the Dual Spanish Immersion model. We recognize that each child is an individual; all children have gifts, all children need to succeed, and our families are partners in education. | ||
| 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 end of the 2025-2026 school year, the percentage of students in grades 3-5 who score "proficient" in the Content area of the Math MCAP will increase by at least 10% percentage | RELA/ELA-By June 2026, students in grades 3-5 will increase their performance in vocabulary by 10% in the iReady Diagnostic 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 | ||
| Our problem of practice is the lack of consistent, daily mathematical fluency practice in grades 3-5, preventing students from developing the automaticity needed to master the complex content on the Math MCAP | Teachers in grades 3–5 are not consistently implementing systematic and explicit vocabulary instruction. Benchmark Data demonstrate | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| To cultivate the automaticity essential for success on the Math MCAP, all Grades 3–5 teachers will implement a non-negotiable 10–15 minute math fluency block during every daily math instructional period. This consistent, protected time will ensure students have the necessary dedicated practice to develop foundational computational speed and accuracy. | To improve the development of students usage of academic vocabulary which is essential for the success of ELA MCAP, all grades 3-5 will implement a non negotiable 10 minute mini ELA lesson of explicit vocabulary instruction. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of the math teachers will implement the math fluency block by the end of November. 100% of the math teachers complete data collection for Milestone tasks and BM by the end of each quarter. |
**100% of reading 3–5 teachers** will implement systematic, explicit vocabulary instruction in at least **3 lessons per week by the end of November.** **100% of the ELA teachers will complete data collection of cycle assessment by the end of each quarter.** |
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| By the end of November, 50% of the students in grades 3-5 will score proficient in all of the progress indicator assessments. | By the end of november, 50% student will use vocabulary effectively in all of the progress indicator assessments. | |
| 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 | Lexia Reading Core 5. | Weekly Reports from Lexia Core 5 based on students individual target goal. [Weekly Lexia Core 5](https://docs.google.com/spreadsheets/d/1m 9Ic5lvi0-wwrdrjIMfwByLYM1MHUATe4Q-Qa_6i5hM/edit?usp=sharing) |
