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: GLENN DALE ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Williams, Latonya Claudette |
| State School No.: 1408 |
Supervisor Email: Latonya.Williams@pgcps.org |
School Type: 04. Elementary School Title I: Yes |
| Grades Served: 00K, 05 |
Community School: Yes |
Principal Name: Heather Porterfield State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Hea.Porterfield@pgcps.org |
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| School Address: 6700 Glenn Dale Rd, Glenn Dale,MD - , Glenn Dale MD 20769 |
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| School Vision: Vision Glenn Dale Elementary School is a great school that strives to empower faculty, students & community to collaborate and create opportunities to develop well-rounded citizens who will be productive in society. |
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| School Mission: Mission The mission of Glenn Dale Elementary is to empower lifelong learners who will reach their highest level of academic success, pursue their dreams and become productive members of society. We will provide a safe and respectful environment, equitable and rigorous instruction, compassion, and appreciation of cultural diversity. |
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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 June 2026, Students in grades 3-5 will increase their MCAP scores in Math by 10% from the MCAP 2025-2026. | RELA/ELA-During the 25-26 SY, the percentage of students scoring proficient or higher on the Spring Reading MCAP will increase by 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 | ||
| Meeting the needs of students with scaffolding and differentiated lessons to meet the needs of all students, especially Students with Disabilities and English Language Learners. Many new and experienced teachers lack pedagogical knowledge and the willingness to determine and implement flexible grouping in Math classrooms, which has impeded the rigor of instruction needed to raise students' academic performance to higher standards. |
Teachers' lack of pedagogical knowledge and willingness to differentiate and implement focus groups in reading classrooms have impeded the rigor of instruction needed to raise students' academic performance to higher standards. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will participate in collaborative planning sessions and content planning specific to math expectations, including how to implement flexible groups to address students' needs during the allotted time block. Teachers will be expected to implement at least 2 times a week. |
Instructional coaching and peer observation cycles to provide feedback, reduce resistance, and support consistent implementation of small group instruction. Clear expectations and tools (lesson templates, data trackers, exemplar lessons) that make focus-group instruction manageable and sustainable. Reading Specialist will pull students for intervention based on data from Amplify and Dibels. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| At least 10 teachers will implement small groups 2 times a week by the end of the 1st quarter. We will utilize these teachers to host peer visits and modeled for other and new teachers. At least 20/30 teachers will implement small groups 2 times a week by the end of the 2nd quarter. All 30/30 teachers will implement small groups 2 times a week from the 3rd quarter through the 4th quarter. Small/Flexible groups twice a week, as evidenced in the teacher's Google Form submission for each Teacher. |
Teachers will implement focus groups a minimum 2 days a week during their reading block. ELD will provide small group supports. Reading Specialist will provide small group intervention. At least 15 teachers will implement small groups 3 times a week by the end of the 1st quarter. We will use these teachers for peer visits to model instruction other and new teachers. At least 20/30 teachers will implement small groups 3 times a week by the end of the 2nd quarter. All 30/30 teachers will implement small groups 3 times a week by the end of the 3rd quarter through the 4th quarter. |
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| Increased performance on Milestone Tasks and lesson completion in DreamBox will increase by 10% from the BOY to the MOY and another 10% to the EOY. (20% gain from BOY to EOY) | The percentage of students scoring proficient or higher will increase by 5% from the beginning of the year assessments to MOY and again to EOY. | |
| 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 | SPIRE Intervention Strageties-The explicit, teacher-led multisensory instruction of¿SPIRE®'s science of reading-based, easy-to-implement and easy-to-use intervention solutions transform beginning and striving students, and those with dyslexia, into successful readers. |
Intensive, structured, multisensory reading instruction for beginning and striving readers, including students with dyslexia, covers all five pillars of reading. For nonreaders, striving readers, and students with dyslexia, SPIRE® 4th Edition opens the door through 10-step teacher-led lessons and reinforcing practice, locking in measurable gains and replacing doubt with delight. This complete multisensory Orton-Gillingham-based reading intervention program brings Science of Reading principles to work in your K–8+ classrooms. Students begin with basic concepts and are assessed at the end of each lesson and level. Data-driven instruction with continual practice and review ensures measurable and permanent gains.EPS Reading Assistant for SPIRE provides online reading practice with real-time adaptive feedback and micro-interventions to lock in learning and accelerate gains. Special Education students in grades 3-5 will be selected to participate in the SPIRE program, which offers one-on-one direct or small group teaching for 2 30-minute sessions per week. Students in the SPIRE program will complete 30 sessions of instruction from October 2025 to May 2026 and increase by one level. |
