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: GLASSMANOR ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Hardy, Sheena |
| State School No.: 1214 |
Supervisor Email: Sheena.Hardy@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 00K, 05 |
Community School: Yes |
Principal Name: Jamilah Weldon State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Jamilah.Byrom@pgcps.org |
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| School Address: 1011 MARCY Ave, OXON HILL,MD - , OXON HILL MD 20745 |
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| School Vision: With 20/20 vision, we will believe in, educate, and develop children from diverse populations so they can become college and career ready. Our goal is to prepare the whole child for future real-world experiences. We will cultivate a culture where EVERY student counts at Glassmanor ES. |
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| School Mission: Develop students and staff who are self directed learners, increase creativity about their world, are informed decision makers, effective communicators and collaborators, life-long learners, and able to pursue personal and career goals that foster physical, emotional, and mental well being. Community members will participate in our democratic processes, honestly and fairly We will have a respect for all human dignity |
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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 25-26 school year, 25% of students in each grade level, K-5, will score "On track learner" on the Math Benchmark III Assessment. | RELA/ELA-By the end of SY 2025-2026, 50% of K-5 students will demonstrate mastery of phonemic awareness and vocabulary skills on the iReady EOY, with the use of the following lowing ELD language supports: Visuals, Sentence Frames, and Direct Vocabulary Instruction, and Collaborative Conversations, during daily English Language Arts instruction. Throughout the school year, student progress will be measured using the iReady Diagnostic (K-5), Lexia (K-2), and Reading Benchmark (3-5). |
Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| There has been inconsistent use of the daily Math Protocols and ELD Supports in mathematics instruction. | There has been inconsistent use of the ELD Supports in RELA instruction. By the Teachers not consistently implementing the use of ELD language supports during RELA instruction, our MLLs are not grasping concepts and experiencing difficulty with making connections and constructing meaning from the texts and skills being presented to them. |
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| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Encourage students to use drawings or other visual supports to explain their reasoning and connect different representations of math concepts. | Teachers will encourage students to use the Tracking Strategy using their finger as they are reading to improve focus, fluency and comprehension. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| Teachers will achieve their learning walk targets by receiving at least 80% effective feedback on observation tools. | Teachers will achieve their learning walk targets by receiving at least 80% effective for the implementation of instructional strategies, according to the K-5 RELA look-fors and use of Visual support, Sentence Frames, Direct Vocabulary Instruction, and Collaborative Conversations as ELD strategies, on observation feedback tools. | |
| Students will meet the goal of 25% being "On Track Learner" on the Math Benchmark III Assessment. | 50% of students in K-5 students will demonstrate mastery of phonological awareness and vocabulary skills on the iReady Reading EOY 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 |
| Black or African American | **Math** ESSA Level 2 (Moderate) i-Ready personalized instruction **Reading** ESSA Level 1 (Strong) Amplify intervention programs to address deficits with foundational Reading skills |
**Math** By the end of the 25-26 school year, 25% of African American students in each grade level, K-5, will score "On track learner" on the Math Benchmark III Assessment, by implementing the Math daily protocols, i.e. daily flexible group interventions, Math Talks, and the 3 Read Protocol. **ELA** By the end of SY 2025-2026, 50% of K-5 African American students will demonstrate mastery of phonemic awareness and vocabulary skills on the iReady EOY. |
