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: COOL SPRING ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Haughton-Williams, Judith C |
| State School No.: 1725 |
Supervisor Email: Judith.Williams@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Laura Carr-Degen State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Laura.Carr@pgcps.org |
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| School Address: 8910 RIGGS Rd, ADELPHI,MD - , ADELPHI MD 20783 |
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| School Vision: Cool Spring Elementary is a springboard for all to Rise, Thrive and Achieve! |
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| School Mission: Cool Spring Elementary empowers every child to achieve success by nurturing creativity, embracing innovation, and cultivating strong community engagement within a high-performing learning environment. Grounded in the belief that every child is capable of growth and excellence, we value diversity, equity, and inclusivity as essential foundations of learning. Our pedagogical approach centers on fostering curiosity, critical thinking, and collaboration through student-centered, inquiry-based practices that honor individual strengths and needs. We are committed to creating a safe, supportive, and engaging school culture where meaningful relationships, high expectations, and a love of learning prepare students to thrive both academically and personally. |
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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- For School Year 26, we will increase the number of students scoring proficient on the MCAP Mathematics assessment by 5% percentage points from the previous school year administration. (8.1% to 13.1%). | RELA/ELA-By the end of the 2025-2026 school year, our school's ML population will achieve a 10% exit rate and 60% student growth-to-target, as measured by the spring 2026 WIDA ACCESS assessment. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| As a direct result of instructional inconsistencies and strategy instruction, students struggle significantly. They have difficulty interpreting questions, applying problem-solving strategies, and explaining their reasoning. Their responses are often incomplete, lack academic vocabulary, and do not show a clear understanding of rubric-based expectations. Furthermore, students lack the writing stamina required for sustained, high-quality work. | Analysis of student writing shows that many students are not consistently responding to prompts at grade-level expectations. This challenge is directly reflective of our 86% ELD population, as pervasive language deficits frequently limit students' capacity for expressive writing. Compounding this issue, current instruction does not always break down writing standards into clear, manageable steps tailored for language acquisition, nor does it consistently provide structured opportunities for guided practice and gradual release. As a result, many students are not developing the linguistic skills or the independence needed to effectively express their ideas in writing. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will increase students' ability to effectively express their mathematical reasoning by strengthening teacher implementation of the gradual release model (I Do, We Do, You Do) using the 3 I's protocol. | Due to the significant language needs of our student population (96%), ELD collaboration and integration with a focus on differentiated graphic organizers within the general education curriculum to target increasing student performance on expressive written tasks. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By January 2026, **90%** of mathematics teachers will demonstrate proficient implementation of all components of the gradual release model (I Do, We Do, You Do) and the 3 i's protocol for mathematical reasoning, as measured by a common instructional look-for tool during classroom observations. Students will increase performance on Math Milestone assessments in the area of reasoning subclaims by 10 % points. (3rd grade 21% to 31%, 4th grade 36% to 46%, 5th grade 0%- 10%) |
By December 2025, 75% of ELD and classroom teachers in grades 3 thru 5 will collaborate to create modified graphic organizers to support curriculum analytic writing in grades 3-5. Students will increase by 2 points on written tasks on the quarter 2 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 |
