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: CHILLUM ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Evans, Darryl Carlos |
| State School No.: 1709 |
Supervisor Email: Darryl.Evans@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Joel Nelson State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Joel.Nelson@pgcps.org |
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| School Address: 1420 CHILLUM Rd, HYATTSVILLE,MD - , HYATTSVILLE MD 20782 |
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| School Vision: Chillum Elementary School is a safe environment, which develops holistic, responsible, and caring students who are culturally aware, critical thinkers, academically ready for college and careers of their choice in an ever changing global society. |
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| School Mission: Chillum Elementary School strives to provide an equitable and inclusive educational experience empowering students to develop excellence by perseverance, rigor, and grit enabling them to become lifelong learners, rising empathetic leaders, and thriving citizens who contribute to their community and beyond. |
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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- During SY26, the percent of students scoring Level 3 or higher will increase by 3 percentage points as measured by the 2026 MCAP Mathematics assessment. Baseline 2025: 14% (ALL students who scored Level 3 or higher) Target 2026: 17% |
RELA/ELA-During the SY2026, the percent of students scoring Level 3 or higher will increase by 5 percentage points as measured by the 2026 MCAP RELA assessment. Baseline 2025: 18% (ALL students who scored Level 3 or higher) Target 2026: 23% |
Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Teachers are not explicitly modeling math component (Launch, Explore, Summarize) | Teachers are unable to understand the writing process/rubric | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Introduce a routine where teachers begin each new math concept or problem type with a brief, explicit model (ie. using a think-aloud strategy) to highlight math vocabulary, strategies, and reasoning process. | Facilitate regular collaborative planning where teachers analyze the writing process, break down the rubric, and score student samples together to align understanding and instructional approaches. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of Cycle 1, 3 out of 6 math teachers will implement 3 out of 4 think-aloud modeling strategies during the launch of each math lesson, as documented through classroom observations. By the end of Cycle 1, 30% of students will score 60% or above on milestone tasks assessments. |
By the end of Cycle 1, 100% of ELA/RELA teachers will participate in bi-weekly calibrating sessions during collaborative planning, and **at least 80% will demonstrate alignment in scoring** (within 1 point) during calibration of student samples utilizing the MCAP Written Expression and Written Conventions rubrics. By the end of Cycle 1, **30% of students will score at least "Proficient" (3rd grade- 4 out of 6/4th & 5th grades- 5/7 points) utilizing the MCAP Written Expression and Written Conventions rubrics** in writing using a common rubric during cycle assessments. |
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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 |
| Economically Disadvantaged | Dreambox | On a weekly basis during cycle 1, 4/6 grade levels will average a completion of 5-8 lessons weekly in Dreambox, to support student in building conceptual understanding and procedural fluency in grade-level math standards. |
