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: CLINTON GROVE ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Hardy, Sheena |
| State School No.: 0906 |
Supervisor Email: Sheena.Hardy@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Renee Hall-McNeil State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Renee.Gibbons@pgcps.org |
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| School Address: 9420 TEMPLE HILLS Rd, CLINTON,MD - , CLINTON MD 20735 |
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| School Vision: The scholars of Clinton Grove Elementary School will be lifelong learners, college and career ready, and emotionally supported as they become positive and productive citizens of a global society. |
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| School Mission: We accept the responsibility to: · Equip and empower our scholars with the necessary academic and social tools. · Model professionalism by demonstrating high ethical and instructional standards. · Reflect on our own professional practice and its outcomes for focused improvement that is shared across and within our school community. |
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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 the 2025-26 SY students in grades 3-5 scoring on level 3 or 4 will increase by 5% on the Mathematics MCAP. | Attendance-In SY 26, Student absenteeism will decrease by 5%. | 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 consistently and effectively planning for differentiated instruction in math. | Staff are not consistently implementing county practices with monitoring attendance. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| We will provide targeted professional development and collaborative planning time focused on differentiated math instruction. Teachers will learn how to use student data (e.g., formative assessments, DreamBox, MCAP, and classroom tasks) to plan lessons that meet the needs of all learners, including those performing below and above grade level. Change Idea: Teachers in grades 2-5 will use 40 minutes of A week planning to plan for differentiated instruction and formative checkpoint administration. |
Teachers will send attendance letters and contact families within the outlined timeline from AP 5116. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of Cycle 1, 50% of teachers in grades 2-5 (2 teachers) will consistently demonstrate implementation of differentiated mathematics instruction for students. By the end of Cycle 1, 30% of students in Grades 2-5 will score 65% or higher on formative checkpoint assessments. |
**90%** of teachers will consistently log parent contacts within **24 hours** of the second absence by the end of **Quarter 2**. | |
| **95%** of students will maintain **90% or higher attendance** (no more than 10 absences) by **June 2026**. **At least 60%** of students who were chronically absent in **SY 2024–2025** will move **out of chronic absenteeism status** by the end of **SY 2025–2026**. **80%** of students will participate in **at least one attendance incentive activity per quarter**, tracked through PBIS data and event sign-ins. **100%** of students in grades 2–5 will engage in **monthly attendance tracking**, with **classroom trackers updated monthly**. |
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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 |
| Multilingual Learners:Students with Disabilities | For our SWDs the Evidence Based Strategy that we will be using is High Leverage Practice 16: Explicit Instruction for reading and math instruction. For our ML students- We will be focusing on implementing 4 of the 7 Key ELD strategies: Visuals, Sentence Frames, Modified Graphic Organizers, and Direct Vocabulary Instruction into daily instruction. |
SWD- By the end of Cycle 1, 20% of SWD students will score 60% or higher on math formative checkpoints. ML- By the end of Cycle 1, 20% of ELD students will score 60% or higher on math formative checkpoints. |
