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: FORT WASHINGTON FOREST ELEM |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Hardy, Sheena |
| State School No.: 0504 |
Supervisor Email: Sheena.Hardy@pgcps.org |
School Type: 04. Elementary School Title I: No |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Kimberly Corprew State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Kimberly.Corprew@pgcps.org |
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| School Address: 1300 FILLMORE Rd, FORT WASHINGTON,MD - , FORT WASHINGTON MD 20744 |
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| School Vision: NA |
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| School Mission: At Fort Washington Forest Elementary School, we are committed to fostering an inclusive and supportive environment where every student feels valued and empowered. We strive to inspire a love for lifelong learning, equipping our students with the skills, knowledge, and confidence they need to thrive both in and outside the classroom. Through collaboration, respect, and dedication, we are focused on guiding our students to become responsible, compassionate, and capable adults who positively impact their communities and the world. |
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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- Students in grades 3–5 will strengthen mastery of grade-level mathematics skills—particularly in number sense, operations, multiplication, problem solving, and data/geometry—as assessed by the MCAP Math assessment. | Attendance-By June 2026, the percentage of K–2 students meeting or exceeding benchmark on the DIBELS assessment will increase by at least 10 percentage points from Fall 2025 to Spring 2026. This growth will result from consistent progress monitoring, targeted small-group interventions for students performing below and well below benchmark, and data-driven instructional practices that strengthen foundational reading skills and support the school's goal of raising academic rigor. | 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 providing consistent instruction on mastering multiplication facts on a regulary basis. Students are coming to grade 3, 4 and 5 not knowing their basic multiplication facts. | Teachers in grades K–2 are not consistently using DIBELS progress monitoring data to inform and adjust reading instruction, resulting in limited growth for students performing below and well below benchmark. Strengthening teacher fidelity in progress monitoring and data-driven instruction is needed to improve early literacy outcomes and increase the percentage of students meeting benchmark expectations. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Students will strengthen their mastery of multiplication facts in order to be more successful on problem solving and word problem skills. The first focus will beon mastery of multiplication facts. |
Implement a structured progress monitoring schedule for K–2 students using the DIBELS tracking tool, ensuring teachers consistently complete data entry by each due date. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of all 3rd thru 5th grade teachers will consistently implement fluency Friday assessments 80% of 3rd thru 5th grade teachers will track and document their students use of learned strategies to help master multiplication math facts |
By Dec 5, 2025, at least **90% of K–2 teachers** will complete 100% of required progress monitoring entries on time as documented in the DIBELS Tracking Tool. | |
| 70% of students in grades 3rd to 5th will use math flash cards to help learn multiplication facts with 90% 80% of students in grades 3 thru 5 will actively participate in daily fast fact review practice 70% of students in grades 3 thru 5 will show growth each month |
By Dec 5, 2025, at least **60% of K–2 students** will show measurable progress on DIBELS progress monitoring measures from the Fall baseline assessment. | |
| 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 | ||
