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: FLINTSTONE ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Hardy, Sheena |
| State School No.: 1208 |
Supervisor Email: Sheena.Hardy@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Brandi Stinson State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Brandi.Mitchell@pgcps.org |
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| School Address: 800 COMANCHE Dr, OXON HILL,MD - , OXON HILL MD 20745 |
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| School Vision: At Flintstone Elementary School, we envision a thriving, inclusive community where every student—regardless of ability level—is welcomed, supported, and empowered to succeed both academically and socially. We are dedicated to fostering lifelong learners who overcome challenges with resilience, curiosity, and determination. Through ongoing professional development, our staff continuously grows in implementing best practices to meet the diverse needs of all learners. In partnership with families and the broader community, we celebrate and value diversity, creating a nurturing environment where every child is recognized, encouraged, and prepared for a brighter future. |
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| School Mission: Our mission at Flintstone Elementary School is to cultivate a safe, inclusive, and supportive learning environment where every student is valued for their unique strengths and potential. We are committed to providing high-quality instruction grounded in best practices and informed by ongoing professional development for our staff. By partnering with families and embracing the richness of our diverse community, we empower students of all ability levels to thrive academically, socially, and emotionally. Together, we equip our learners with the skills, confidence, and resilience needed to meet challenges and grow into compassionate, curious, and capable individuals. |
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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 elementary students scoring proficient or advanced on the mathematics MCAP will increase from 6% to at least 20%, as measured by official MCAP results. | RELA/ELA-By the end of the 2025-2026 school year, at least 40% of students in the special education population will demonstrate growth in both Reading and Mathematics, as measured by the Maryland Comprehensive Assessment Program (MCAP), with growth defined as improving by at least one performance level from the prior year's MCAP results. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| When analyzing MCAP and benchmark assessments, students demonstrate difficulty applying multi-step strategies and explaining mathematical reasoning, resulting in low proficiency (currently 6%). | Students in Grades 4 & 5 consistently score below grade-level expectations in writing conventions, with errors in capitalization, punctuation, spelling, and grammar impacting their ability to achieve higher performance levels on the MCAP rubric. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Collaborative Teacher Planning – Teachers work together to analyze student data and plan lessons targeting reasoning skills. Focus will be on Grades 2 & 4 in which special education and ELD teachers will be present. | Provide sentence-level, paragraph-level, and full-text scaffolds. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By December, staff regularly attend collaborative planning sessions and actively contribute to at least one lesson plan per week, use student assessment data to identify trends or gaps, and reference strategies or resources from recent professional development when discussing instructional decisions. | By December, at least 80% of writing lessons include scaffolded supports that address sentence, paragraph, and full-text levels. | |
| By December, students will show measurable growth in mastery of targeted standards, with at least 80% achieving proficiency on formative assessments (milestones) and actively applying learned concepts during classroom activities. | By December, 75% of students are able to complete scaffolded writing tasks with minimal teacher support, showing progression from sentence-level to paragraph-level and full-text writing. | |
| 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 | Use **explicit, systematic instruction with scaffolded practice and cumulative review** for students with disabilities. In reading, this means directly teaching decoding/word-reading skills or comprehension strategies, modeling clearly, guided practice, and supported independent work. In math, this means explicitly teaching problem types and solution strategies (e.g., visual representations, step-by-step procedures), guided practice, and scaffolded independent practice. This approach is supported for students with disabilities in both reading and mathematics (via the What Works Clearinghouse \[WWC\] reviews). |
By **May 2026**, at least **70%** of students with disabilities in Grades 4 & 5 will demonstrate improved performance (i.e., moving up one rubric level or more) on benchmark assessments in both reading (word-reading/fluency or comprehension, as appropriate) and math (problem-solving and reasoning). Additionally, the average error rate for these students in targeted skill sets (e.g., mis-spelled words in writing, incorrect steps in multi-step math problems) will reduce by **25%** from baseline by end of year. |
