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: COOPER LANE ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Shields, Ebony Love Cross |
| State School No.: 0213 |
Supervisor Email: Ebony.Cross@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Micah Pate State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Micah.Pate@pgcps.org |
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| School Address: 3817 COOPER Ln, LANDOVER HILLS,MD - , LANDOVER HILLS MD 20784 |
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| School Vision: To inspire and empower a community where every individual is encouraged to explore their passions, innovate fearlessly, and grow together, fostering a future of limitless potential and positive change. |
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| School Mission: Our mission is to inspire and empower a community where every individual is encouraged to explore their passions, innovate fearlessly, and grow together, fostering a future of limitless potential and positive change. |
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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- S.M.A.R.T Goal #1: During the 2025-2026 SY, the percent of students scoring proficient or higher will increase by 7 percentage points as measured by the 2024 MCAP Mathematics assessment. Baseline 2024: 11.89.% Target 2025: 17.89% |
RELA/ELA-S.M.A.R.T Goal #2: During the 2025-2026 SY, the percent of students scoring proficient or higher will increase by 7 percentage points as measured by the 2024 MCAP ELA assessment. Baseline 2024: 23.63.% Target 2025: 30.63% |
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 implementing small group instruction in math on a daily basis. As a result, students' misconceptions and learning gaps are not being effectively addressed during whole group instruction, limiting opportunities for targeted support and differentiated learning. | Teachers are not consistently implementing focus group instruction in reading on a daily basis. As a result, students' misconceptions and learning gaps are not being effectively addressed during whole group instruction, limiting opportunities for targeted support and differentiated learning. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Daily Small Group Instruction in Mathematics | Daily Focus Group Instruction in Reading | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| As evidenced by our Learning Walk, 100% of adults will implement a small group during Mathematics instruction. | As evidenced by our Learning Walk, 100% of adults will implement focus groups during RELA instruction. | |
| 15% of students will meet proficiency on the Fall Math Benchmark in grades 1-5 | 15% of students will meet proficiency on the Fall RELA Benchmark in grades 3-5 | |
| 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 | Structured Writing Instruction with Explicit Modeling and Scaffolding for Students with Disabilities | To improve written expression outcomes for students with disabilities by increasing organization, elaboration, and clarity in writing through explicit modeling, scaffolded supports, and progress monitoring. 10% increase in students with disabilities scoring at or above proficiency on Benchmark assessments. |
