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: COLLEGE PARK ACADEMY |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Hall, Chevonne |
| State School No.: 2142 |
Supervisor Email: Chevonne.Hall@pgcps.org |
School Type: 03. Combination School Title I: No |
| Grades Served: 06, 12 |
Community School: No |
Principal Name: Steven Baker State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Steven.Baker@pgcps.org |
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| School Address: 5751 RIVERTECH Ct, RIVERDALE,MD - , RIVERDALE MD 20737 |
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| School Vision: College Park Academy strives to be one of the most rigorous college prep middle and high schools in America, combining a strong academic culture, personalized learning and extracurriculars with college-level opportunities in partnership with the University of Maryland. |
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| School Mission: College Park Academy provides all students the opportunity to learn at their own pace while accelerating and earning up to 60 college credits, including UMD credits, and, holistically preparing them for admissions to the top colleges and universities in the country. |
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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- Math - By June 2026, the percentage of students who score proficient or distinguished will increase by 5 percentage points on MCAP Mathematics from 19.23% to 24.23%. This requires 18 or more students to score proficient or distinguished on MCAP Mathematics. | English Language Development-By June 2026, fifty percent of multilingual students will increase their ACCESS writing proficiency scores by 0.4 tenths of a point. This requires 12 or more students to score increase their writing score. |
Attendance-By the end of SY26, 50% of the families who were identified as chronically absent from school year SY24/25 will not be identified as chronically absent during SY25/26. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Teachers provide students with limited opportunities to do the math themselves and engage in mathematical discussions with peers. During instruction, teachers primarily lead the problem solving, and student-to-student discourse is rarely observed. | ELD students are not consistently provided with leveled opportunities to write during instruction. As a result, students are not developing the writing stamina and practice needed to demonstrate proficiency on the ACCESS test. | Despite systematic attendance tracking, chronically absent students are not consistently re-engaging with the school community after absences, resulting in an average loss of instructional days per student across the cohort. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| SPARK Protocol S - Solve Independently P - Partner Talk A - Assess and Feedback R - Report and Share K - Knowledge Check SpED Cohorts (6-8) 13 minute protocol Tues. and Thurs. Replaces Warm Up, Using MCAP-type questions Poster Made by Teachers |
WRITE60 - 20 minutes of focused writing instruction (2x a week) + 60 minutes of Summit writing practice (virtual classes and at home) | R.I.S.E. (Re-Engagement and Integrated Support Effort): High fidelity, tiered interventions are specified at 5, 10, and 15 absences. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of Cycle 1, 100% of teachers will implement the SPARK protocol at least 2x weekly with 60% fidelity to the agreed upon steps (as measured by monthly walkthroughs). N/A Adult Facing |
N/A - Student Facing By the end of Cycle 1, at least 75% of sixth grade ELD students will attend both weekly WRITE60 instructional sessions and at least 75% of sixth grade ELD students will complete a minimum of 60 minutes of Summit writing practice each week. |
N/A - Student facing By the end of Cycle 1, 50% of students who were chronically absent during the 24-25 SY will have 9 or fewer absences. |
| 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 |
