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: DORA KENNEDY FRENCH IMMERSION |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Fossett, Kristil Deshawn |
| State School No.: 1416 |
Supervisor Email: kfossett@pgcps.org |
School Type: 03. Combination School Title I: No |
| Grades Served: 00K, 08 |
Community School: No |
Principal Name: James Spence State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: James.Spence@pgcps.org |
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| School Address: 8950 Edmonston Rd, Greenbelt,MD - , Greenbelt MD 20770 |
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| School Vision: To create a learning community that is caring, principled, reflective, and open-minded. Such a community will help our students develop into multilingual inquirers, critical thinkers, and communicators. |
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| School Mission: Provide a culturally responsive, inclusive, and equitable instructional multilingual program that empowers all of our students to become successful and responsible global citizens, while building more just communities. |
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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, the percentage of students in grades 3–6 meeting or exceeding expectations in Mathematics on the MCAP will increase by 5 percentage points compared to the Spring 2025 results. |
RELA/ELA-By the end of the 2025–2026 school year, students in grades 3–6 will improve clarity and comprehension in writing by accurately understanding and responding to prompts. |
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 observed using intensive direct instruction, with limited evidence of differentiation based on students' needs. | Teachers are observed as providing limited opportunities for students to express their knowledge through writing. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| The instructional strategies will be centered on differentiation, the development of learning centers, small-group instruction, and student-led small groups with rotational structures. | · Monthly Writing Practice with Targeted Feedback on prompt responses. · peer review and self-reflection practices. -Using Resources from the Tag Office for consistent writing to respond to prompts. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By December 2025, 80% of observed lessons show at least one strategy for differentiation. | _Documented in lesson plans and observed in instructional observations and walkthroughs, 75% ELA Teachers in grades 3-6 provide written feedback on writing tasks to their students._ | |
| In learning walks and walkthroughs, 75% of students are engaged in tasks differentiated by readiness or levels | By December , 70% of students will meet proficiency on the school-wide writing rubric for _clarity and comprehension_. 85% of students will meet or exceed proficiency on the same rubric. Average rubric score in "Responding to the Prompt" domain increases by at least 1 performance Standard level ( from Emerging to Developing or from Developing to On-track or from Ontrack to Advanced on Benchmark 1 and I-Ready. |
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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 |
