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: H WINSHIP WHEATLEY 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.: 1822 |
Supervisor Email: wandaw@pgcps.org |
School Type: 04. Elementary School Title I: No |
| Grades Served: 0PK, 0PK |
Community School: No |
Principal Name: Kelly Moffett State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Kelly.Moffett@pgcps.org |
||
| School Address: 8801 RITCHIE Dr, FORESTVILLE,MD - , FORESTVILLE MD 20743 |
||
| School Vision: The vision of H. Winship Wheatley ECC is to provide a safe, fun, stimulating, nurturing environment where children enter with various abilities and exit with the confidence and foundational skills to be ready for Kindergarten and successful, contributing citizens in our community. |
||
| School Mission: The mission of H. Winship Wheatley ECC is to provide early learning opportunities and intervention to young students. We believe that each student should be given the opportunity to reach their fullest potential educationally,physically and socially, while developing as lifelong learners. |
||
| 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 2025-2026 school year, 70% of H. Winship Wheatley ECC pre-kindergarten students will show an increase of at least 2% points as measured by the Cognitive Toy Box Assessments for the math standard: demonstrate an understanding of quantity by using objects or drawings to show a given quantity from zero to five. (PK.OA.3). | English Language Development-By the end of 2025-2026 school year, 70% of H. Winship Wheatley ECC pre-kindergarten students will show an increase of at least 2% points as measured by the Cognitive Toy Box Assessments for the Language/literacy standard. CCSS PK L 2.c Use letter-like shapes, symbols, letters and words to convey meaning by scoring Emerging to 5 by intentionally conveying meaning through letter-like forms and some real letters. Begins to use inventive spelling. | RELA/ELA- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| The adult doesn't fully understand how to break down the concept in a simple and concrete way for young children. Therefore, the students lack the understanding needed to reach the goal. | The adult doesn't fully understand how to break down the concept in a simple and concrete way for young children. Therefore, the students lack the understanding needed to reach the goal. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Data shows that prek teachers plan bi-weekly at H. Winship Wheatley ECC. Prek teachers will incorporate planning for differentiated small group instruction during collaborative planning by reviewing student data points of Cognitive toy box, student portfolio, and observational data. By changing our small group instruction based on data we anticipate student achievement will increase. |
Data shows that prek teachers plan bi-weekly at H. Winship Wheatley ECC. Prek teachers will incorporate planning for differentiated small group instruction during collaborative planning by reviewing student data points of Cognitive toy box, student portfolio, and observational data. By changing our small group instruction based on data we anticipate student achievement will increase. |
|
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 80% of prek teachers will meet use collaborative planning practice of reviewing and analyzing of student data to make informed decision about small group instruction. Teachers will need to meet the criteria in the collaborative planning look fors of reviewing and analyzing student data to make informed decisions about small group instruction monthly in order to meet the criteria starting in October 2025 and ending in April 2026. | 80% of the prek teachers will be recorded using the collaborative planning practice of reviewing and analyzing of student data to make informed decision about small group instruction. Teachers will need to meet the criteria in the collaborative planning look fors of reviewing and analyzing student data to make informed decisions about small group instruction monthly in order to meet the criteria starting in October 2025 and ending in April 2026. | |
| 70% of H. Winship Wheatley ECC pre-kindergarten students will show an increase of at least 2% points as measured by the Cognitive Toy Box Assessments | 70% of H. Winship Wheatley ECC pre-kindergarten students will show an increase of at least 2% points as measured by the Cognitive Toy Box Assessments | |
| 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 |
