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: COLUMBIA PARK ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Shields, Ebony Love Cross |
| State School No.: 1302 |
Supervisor Email: Ebony.Cross@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Michelle Tyler State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: m.tylerskinner@pgcps.org |
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| School Address: 1901 KENT VILLAGE Dr, LANDOVER,MD - , LANDOVER MD 20785 |
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| School Vision: At Columbia Park Elementary School, we envision a vibrant learning community where every student achieves their highest potential through rigorous academic instruction, embracing cultural diversity, and fostering strong community partnerships. |
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| School Mission: At Columbia Park Elementary School, our mission is to create an environment where academic excellence, cultural diversity, and community engagement thrive, preparing our students to be leaders and innovators in the ever-changing demands of the 21st century. |
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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 end of the 2025 - 2026 school year, teachers will implement flexible math groups, using formative assessments to regroup students as needed. At least 5% of our students will achieve proficiency in math benchmarks by the end of the year, compared to their starting point. | RELA/ELA-By Spring 2026, Kindergarten–2nd Grade students will decrease the percentage performing below grade level (composite score) on the DIBELS assessment by 5% from the Fall 2025 baseline, through consistent use of data-driven focus groups and targeted intervention. | Attendance- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| At Columbia Park Elementary School, while teachers are implementing the curriculum with fidelity, there is an inconsistent use of flexible groups that will guide student learning and growth. As a result, students are not fully benefiting from the individualized support needed to deepen their understanding. | At Columbia Park Elementary School, while teachers are implementing the curriculum with fidelity, there is an inconsistent use of focus groups to provide targeted support in mastering foundational skills. Without consistent, intentional focus group instruction, students are not receiving the individualized support necessary to solidify early reading skills. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Implement a small group rotation model | Implement a small group rotation model. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| During classroom visits, 50% of classroom teachers will be engaged in small group instruction. Include: · evidence of a structured (flexible) small group · lesson plans will include implementation of (flexible) small groups · teachers will use student misunderstandings and misconceptions to alter groupings as situations present themselves during whole-group instruction |
During classroom visits, 50% of classroom teachers will be engaged in focus group instruction. Include: · evidence of a structured (focus) small group · lesson plans will include implementation of (focus) small groups · teachers will use student misunderstandings and misconceptions to alter groupings as situations present themselves during whole-group instruction |
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| In grades K-5, at least 50% of students in each class will actively participate in assigned small groups based on their understanding and learning of new (and previously taught) skills. Include: · participation in (flexible) small group each time the opportunity presents itself · students being able to ask clarifying questions that may determine if they need small group support · students will produce independent work based on their understanding (from small group support) |
25%-50% of students will participate in planned small group rotations each week. Include: · participation in (focus) small group each time the opportunity presents itself · students being able to ask clarifying questions that may determine if they need small group support · students will produce independent work based on their understanding (from small group support) By Spring 2026, Kindergarten–2nd Grade students will decrease the percentage performing below grade level (composite score) on the DIBELS assessment by 5% from the Fall 2025 baseline, through consistent use of data-driven focus groups and targeted intervention. |
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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 |
| Students with Disabilities | iReady Math i-Ready Math is an **evidence-based** intervention designed to support mathematics instruction through a combination of **diagnostic assessment**, **personalized online instruction**, and **teacher-led lessons**. i-Ready uses diagnostic and embedded assessment data to deliver targeted instruction that is matched to each student's level. This differentiation reduces instructional mismatch and increases learning efficiency. It is administered 3 times per year (or more frequently for progress monitoring) using computer-adaptive testing to pinpoint students' strengths and skill gaps across mathematical domains. It also provides detailed reports for teachers, including individualized learning profiles, domain-specific skill levels, and recommended instructional groups. Lessons are interactive, scaffolded, and designed to build conceptual understanding before procedural fluency. It adjusts in real time based on student responses, providing built-in supports and reteaching as needed. Teachers use diagnostic and lesson data to support targeted intervention groups. |
* Success will be demonstrated by an increase in i-Ready Math diagnostic scores from the Fall 2025 baseline to the Spring 2026 assessment. A minimum growth target of 3 points or more per student will indicate meaningful progress. * Regular review of the i-Ready Reports will confirm that students are completing their personalized lessons at least 60minutes per week with a 70% or higher accuracy rate—evidence that instruction is both accessible and effective. * Use of i-Ready data to inform flexible math grouping. * Differentiated instructional materials that align with IEP goals. * By Spring 2026, the percentage of SPED students meeting their individualized math growth targets will increase by at least 5% compared to the previous year. |
