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: COLIN L POWELL ACADEMY |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Fossett, Kristil Deshawn |
| State School No.: 0512 |
Supervisor Email: kfossett@pgcps.org |
School Type: 03. Combination School Title I: No |
| Grades Served: 0PK, 08 |
Community School: No |
Principal Name: Nina Lattimore State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Nina.Lattimore@pgcps.org |
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| School Address: 12500 Fort Washington Rd, Fort Washington,MD - , Fort Washington MD 20744 |
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| School Vision: At Colin L. Powell Academy, we inspire students to become leaders and critical thinkers through a dynamic K–8 learning environment that values curiosity, resilience, diversity, and global readiness. |
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| School Mission: At Colin Powell Academy, we empower students to lead their own learning through innovation, critical thinking, personalized instruction, and effective early childhood practices. In partnership with dedicated teachers, we model and apply best practices for staff while nurturing resilient, tech-savvy learners. We value diversity and inclusivity, creating a welcoming environment that enables children and families from all backgrounds and abilities to thrive in a changing world. |
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| Philosophy (Pre-Kindergarten) At Colin Powell Academy, the early years are the foundation for lifelong learning. In Pre-K, we provide a safe, nurturing environment where children learn through play, exploration, and hands-on experiences. We implement effective early childhood practices that support the whole child—socially, emotionally, physically, and academically. Our staff applies best practices for teaching and learning while celebrating diversity and ensuring that all children, regardless of ability, are welcomed, valued, and supported. Families are essential partners in each child's growth and success. |
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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 the 2026 MCAP Mathematics administration, the percentage of students demonstrating proficiency (Level 3 or above) is expected to increase by at least five percentage points from the 2025 baseline of 6.7% to 11.7%. | RELA/ELA-The percent of students scoring proficient or higher will increase by five percentage points, as measured by the 2026 MCAP RELA assessment. Baseline 2024: 37.3% Target 2026: 42.3% |
Culture and Climate-The percentage of staff who report being fully satisfied with professional growth opportunities is expected to increase by 30 percentage points, as measured by the 2026 School Culture Survey. Baseline: 50%: 2024 Target: 80%: 2025 |
| 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 analyzing student work as formative assessment data to identify learning needs and intentionally plan differentiated small-group instruction during Data-Driven Days. | Teachers lack a monitoring tool that helps them form flexible groups. | Inconsistent shared leadership, professional development, and staff recognition have led to low accountability, limited clarity, and reduced staff satisfaction. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Establish a structured data-driven planning process that trains and supports teachers in consistently analyzing student work and formative assessment data to identify learning needs and intentionally design differentiated small-group instruction during Data-Driven Days. Targert Group - 6th Grade Math Teachers |
Develop and implement a monitoring tool that enables teachers to collect and analyze formative assessment data efficiently, form flexible instructional groups, and track student progress to inform differentiated instruction. | Implement clear and consistent K–8 systems for professional learning and staff recognition to build staff capacity, reinforce effective instructional practices, and enhance overall staff satisfaction. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By June 2026, **70% of 6th-grade math teachers** will participate in a **structured data-driven planning process** to analyze student work and formative assessment data, identify learning needs, and intentionally design differentiated small-group instruction during Data-Driven Days. | **Cycle** | **Time Frame** | **Focus Area** | **Expected Growth** | **Adult Practice Indicator** | | --- | --- | --- | --- | --- | <table><tbody><tr><td><strong>Cycle 1</strong></td><td><strong>October–December 2025</strong></td><td>Teachers begin analyzing student work samples to identify learning trends and misconceptions during Data-Driven Days.</td><td><strong>+20%</strong> (Baseline ¿ 20%)</td><td>Data Analysis Form/ QBA</td></tr></tbody></table> <table><tbody><tr><td><strong>Cycle |
By June 2026, 70% of 7th-grade teachers will consistently use the monitoring tool to collect and analyze formative assessment data, form flexible instructional groups, and track student progress to inform differentiated instruction. | **Cycle** | **Time Frame** | **Focus Area** | **Expected Growth** | **Adult Practice Indicator** | | --- | --- | --- | --- | --- | | **Cycle 1** | **October–December 2025** | Teachers are introduced to the monitoring tool and begin using it to collect and review formative assessment data. | **+20%** (Baseline ¿ 20%) | Evidence of the **Assessment monitoring tool** setup and initial data entry during PLCs and planning sessions. | | **Cycle 2** | **January–April 2026** | Teachers begin forming flexible reading groups and adjusting instruction based on data trends from the tool. | **+25%** (20% ¿ 45%) | Flexible Group Forms and observation notes show data-driven grouping. - Linked to |
By June 2026, leaders will design, implement, and monitor a consistent K–8 professional learning and staff recognition system—ensuring timely PD cycles, implementation checks, and evidence-based recognition—resulting in at least _80% of staff reporting satisfaction with professional learning and recognition_ on the School Culture Survey. | **Cycle** | **Leader Performance Focus** | **Expected Progress** | | --- | --- | --- | | **Cycle 1 (Oct–Dec 2025)** | Build systems & launch expectations | Baseline ~50% | | **Cycle 2 (Jan–Apr 2026)** | Implement PD cycle & evidence-based recognition | Grow to 65–70% | | **Cycle 3 (Apr–Jun 2026)** | Validate implementation & refine systems | Reach **80% satisfaction** | |
| 2</strong></td><td><strong>January–March 2026</strong></td><td>Teachers use student work analysis to intentionally plan differentiated small-group lessons addressing specific learning needs.</td><td><strong>+25%</strong> (20% ¿ 45%)</td><td>Data Capture Folder (Small Groups)/QBA</td></tr></tbody></table> <table><tbody><tr><td><strong>Cycle 3</strong></td><td><strong>April–June 2026</strong></td><td>Teachers consistently apply data analysis to drive small-group instruction and refine grouping practices for reteach and enrichment.</td><td><strong>+25%</strong> (45% ¿ 70%)</td><td><p>Walkthroughs</p><p>QBA </p></td></tr></tbody></table> |
**Collaborative Plan** Folder | | **Cycle 3** | **April–June 2026** | Teachers consistently use the monitoring tool to refine flexible grouping and target comprehension and fluency needs. | **+25%** (45% ¿ 70%) | **Walkthroughs**, Benchmark Data, student work samples show consistent data use and instructional adjustments. | |
n/a NA |
| 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:Students with Disabilities | ||
