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: GLENARDEN WOODS ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: |
| State School No.: 2010 |
Supervisor Email: | School Type: 04. Elementary School Title I: No |
| Grades Served: 00K, 05 |
Community School: No |
Principal Name: State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: | ||
| School Address: 7801 GLENARDEN Pkwy, LANHAM,MD - , LANHAM MD 20706 |
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| School Vision: Glenarden Woods Elementary is committed to educating gifted and highly able students through an enriched, advanced, and differentiated TAG program. We believe in meeting students' academic and socio-emotional needs by offering authentic research, hands-on learning, rigorous STEAM opportunities, and culturally responsive instruction. Our teachers are specially trained to support twice-exceptional learners, encourage critical thinking, creativity, and provide appropriate accommodations so all students can thrive. |
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| School Mission: We strive to be a beacon of excellence in gifted education. At Glenarden Woods, we envision a learning environment where high expectations, perseverance, curiosity, and growth mindset guide students toward becoming thoughtful, capable, and compassionate learners. We seek to foster academic growth, creativity, and global awareness through enrichment, acceleration, and rigorous instruction in a supportive, inclusive community. |
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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 SY2025-2026, the percent of students scoring proficient or higher will increase by 2 percentage points as measured by the 2026 MCAP Math Assessment. Baseline 2025: 90.2% Target 2026: 92.2% |
RELA/ELA-During the 2025-2026 SY, the percent of students scoring proficient or higher will increase by 2 percentage points as measured by the 2026 ELA MCAP Assessment. Baseline: 2025: 92. 8% Target 2026: 94. 8% |
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 consistently modeling the the written explanation and/or solution to a problem/scenario. Therefore, students are struggling to solve complex and/or multi-step problems. Lack of intentional instruction around written explanations and/or solutions is negatively impacting students' ability to solve real-work problems based on the 2025 MCAP scores. | Teachers are not consistently modeling the steps of the writing process with text evidence and evidence-based terms/sentence variation in order to complete a final product. Therefore, students are struggling with the writing process when responding to writing prompts. Lack of intentional instruction around the writing process including citing text evidence with sentence variation is negatively impacting students' ability to respond to writing prompts based on the 2025 MCAP scores. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Using a specific problem solving strategy (1) create a diagram/picture/model, (2) guess, check, revise, (3) make a table or list, (4) logical reasoning, (5) find a pattern, (6) work backward} in conjunction with the 3 Read Protocol. | Using evidence-based terms with sentence variation in order cite text evidence to respond to a writing prompt with a clear introduction sentence, transition/linking words, and a conclusion sentence. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 75% of teachers are seen modeling a written response and/or solution that includes reference to a related problem solving strategy {(1) create a diagram/picture/model, (2) guess, check, revise, (3) make a table or list, (4) logical reasoning, (5) find a pattern, (6) work backward}. |
75% of teachers are seen modeling a written response that includes evidence-based terms and sentence variation. | |
| 33% or more of GWES' selected student population will achieve a Performance Level 3/On-Track Learner or higher on the Math Benchmark I Assessment. 50% or more of GWES' selected student population will achieve a 70% or higher on the Milestone Assessment (data will be based on the average of multiple Milestone assessments). |
33% or more of GWES' selected student population will achieve a Performance Level 3/On-Track Learner or higher on the RELA Benchmark I Assessment. 50% or more of GWES' selected student population will achieve a 4 or higher on the Quarterly Analytic Writing Task based on the MCAP rubric. |
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| 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 |
