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: FRANCES R FUCHS E C C |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Williams, Wanda C |
| State School No.: 0107 |
Supervisor Email: wandaw@pgcps.org |
School Type: 04. Elementary School Title I: No |
| Grades Served: 0PK, 0PK |
Community School: No |
Principal Name: Lauri Hay State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Lauri.Butler@pgcps.org |
||
| School Address: 11011 Cherry Hill Rd, Beltsville,MD - , Beltsville MD 20705 |
||
| School Vision: A collaborative environment resulting in happy, healthy, and ambitious learners. |
||
| School Mission: We will deliver experiences that ensure readiness of each learner for kindergarten. |
||
| SMART Goals | ||
| A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
||
| Math- By the end of March 2026, 40% of students will meet or exceed expectations on the Cognitive ToyBox Quarter 3 assessment for the 2025–2026 school year, specifically in the targeted Quantitative Objective domain. | RELA/ELA-By March 2026, 50% of PreK students will demonstrate meeting or exceeding in comprehension of text as measured by the Cognitive Toybox Assessment, teacher anecdotal records, observation checklists, or student work samples, specifically to answer basic retell questions about the details of the story. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Despite access to a developmentally appropriate curriculum and dual-teacher support, math instruction is often less differentiated and lacks consistent use of intentional math language and targeted small group interventions. | Teachers are not consistently embedding intentional comprehension strategies (e.g., think-alouds, visual supports, purposeful questioning) during read-alouds, resulting in limited opportunities for all students, especially those with IEPs or language delays, to develop and demonstrate deeper understanding of text. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Implement co-planned, data-informed math instruction in Four's classrooms by using assessment data to form flexible small groups, embedding math language across the day, and incorporating supplementary aids and math tools to support access and learning for all students. | Implement a structured planning and coaching cycle focused on embedding intentional comprehension strategies into read-alouds and small group instruction, with specific emphasis on differentiation for students with IEPs and English Language Learners. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| During Cycle 1, 100% of teaching teams will consistently use data collection tools, including co-planning logs, lesson plan templates, and observation checklists to document and measure the implementation of data-driven small-group math instruction, embedded math language, and use of supplementary aids and tools, updating these tools at least once per week. | 100% of PreK teachers will implement at least one intentional comprehension strategy (e.g., think-alouds, purposeful questioning, or visual supports) during three read-alouds per week, with evidence of differentiation for students with IEPs or language delays, as documented through lesson plans and confirmed via instructional walkthroughs or coaching observations. | |
| During Cycle 1, at least 20% of students in Four's classrooms will meet or exceed expectations in number sense and quantitative reasoning, as measured by Cognitive ToyBox assessment and supported by documented growth in teacher progress monitoring and IEP goal data. | 50% of students will demonstrate emerging 4 comprehension skills by using strategies during instruction. | |
| 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 |
