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: CHEROKEE LANE ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Haughton-Williams, Judith C |
| State School No.: 2121 |
Supervisor Email: Judith.Williams@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Brian Galbraith State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Brian.Galbraith@pgcps.org |
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| School Address: 2617 BUCK LODGE Rd, ADELPHI,MD - , ADELPHI MD 20783 |
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| School Vision: Cherokee Lane ES will be a school (learning community) of excellence where teaching and learning empowers and inspires students, parents, staff, and the external community. |
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| School Mission: Our mission is to provide a rigorous instructional program that allows all students to achieve at high levels and reach their full potential. |
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| 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, we will improve the quality of Math and ELD instruction schoolwide by implementing targeted professional development, increasing instructional coaching support, and monitoring student outcomes, resulting in: A 5% increase in the number of students meeting or exceeding standards in Mathematics on the state assessment |
English Language Development-By June 2026, we will improve the quality of English Language Development (ELD) instruction schoolwide by implementing targeted professional development, increasing instructional coaching support, and closely monitoring student outcomes. This comprehensive approach is designed to accelerate progress, resulting in the percentage of English Language Learner (ELL) students meeting or exceeding their individual ACCESS Growth Target for the 2025–2026 testing cycle increasing by 5 percentage points as measured by the 2026 ACCESS 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 | ||
| After analyzing the modeling and reasoning items on the MCAP, data shows that at least 80% of the items for grades 3–5 scored below both the county and state averages. | The core problem of practice is that content area teachers aren't consistently implementing WIDA-aligned scaffolding (specifically academic vocabulary and differentiated sentence frames), which directly results in low writing proficiency and linguistic accuracy among higher-level English Language Learner students (WIDA PL 4, 5, 6). This instructional gap prevents students from reaching expected writing proficiency goals. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Math Instructional Leaders will show teachers how to give specific, detailed feedback on mathematical modeling and reasoning work, not just final answers. | Reading instructional leaders will show teachers how to use the student friendly WIDA rubric to give specific writing feedback to improve students writing. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By 11/7 , during collaborative/grade level planning, 80% of teachers will have had at least two opportunities to engage within the first step of the Examining Student Work Protocol ;Part 1: Individual Teacher Pre Work. By 11/21, during collaborative/grade level planning, 80% of teachers will have had at least three opportunities to engage within the first two steps of the Examining Student Work Protocol ( 1. Individual Teacher Pre work along with 2. Process) By 12/19 during collaborative/grade level planning, 80% of teachers will have had at least three opportunities to engage within all three steps of the Examining Student Work Protocol (1. Individual Teacher Pre work, 2. Process and 3. Follow up) |
50% of teachers should use the WIDA rubric to score MLs writing during collaborative planning | |
| 10% of students in grades 4 will score the maximum amount allowed for each of the " Extended Text" items found within the first Benchmark Assessment. | MLs will use modified graphic organizers to record information and plan their academic writing. 75% of 3-5 grade ML's will increase 2 points on the writing tasks by December | |
| 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 | iReady Math, K-5 | By the Winter i-Ready Diagnostic administration (January 17, 2026), the target for students with disabilities in math to ensure that an additional $10% of students move out of the "Two or More Grade Levels Below" category in the Number and Operations domain, d |
