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: FRANCIS T EVANS ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Evans, Darryl Carlos |
| State School No.: 0916 |
Supervisor Email: Darryl.Evans@pgcps.org |
School Type: 04. Elementary School Title I: No |
| Grades Served: 0PK, 05 |
Community School: Yes |
Principal Name: Sonya Gaston State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Sonya.Harris@pgcps.org |
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| School Address: 6720 Old Alexandria Ferry Rd, Clinton,MD - , Clinton MD 20735 |
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| School Vision: FTE scholars will be lifelong learners empowered to transfer knowledge and strategies to begin the path to their future. |
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| School Mission: In collaboration with staff, scholars, parents, and in partnership with other stakeholders in our community, we are creating a safe, inclusive learning environment where scholars are involved in rigorous opportunities that will challenge them academically, develop critical thinking while collaborating with peers during relevant, technology-infused, purpose-driven instruction. Scholars arriving on time, being accountable for their learning, and respectful to adults and peers will continue to be a viable component of our mission. |
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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- During 2025-26 SY, the percentage of students scoring proficient or higher will increase by 4% points as measured by the 2026 MCAP Mathematics assessment. | RELA/ELA-During 2025-26 SY, the percentage of students scoring proficient or higher will increase by 4% points as measured by the 2026 MCAP ELA assessment. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Students can model the problem; however, they are not able to explain in writing how they solved the problem or justify their approach to solving the problem. | Students default to basic sentence structures and simple statements, failing to express themselves or provide sufficient evidence, examples, or dialogue to fully develop their ideas. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Explicitly teach math talk and writing, and integrate language supports | · Explicit modeling of the writing process · Feedback given during the writing process |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| * 80% of Teachers will intentionally plan and implement the 3 Read Protocol and at least one of the Key EL Strategies. | * 80% of Teachers will intentionally plan and implement modeling of the writing process, using one of the Key ELD Strategies (Direct Vocabulary Instruction, Sentence Stems, or Graphic Organizers), and giving meaningful feedback. |
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| * 25% of students will increase their proficiency on the Math Benchmark by 40% | * 25% of students will increase their proficiency on the Cycle Assessments by 50%. | |
| 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 |
| Multilingual Learners:Students with Disabilities | Math - Dreambox and iReady Math RELA - Lexia | USAGE MONITORING: Students in TSI subgroups will complete a minimum of 5 Dreambox lessons per week. Teachers, Special Education Teachers, ML Teachers, and the Math Coach will monitor weekly usage reports and ensure participation across all targeted groups. STUDENT GROWTH MONITORING: DreamBox growth reports will be reviewed monthly. Success will be indicated if at least 50% of students in TSI subgroups show on-track growth within DreamBox toward grade-level proficiency. Progress will be compared to baseline usage at the beginning of the school year. |
