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: HEATHER HILLS ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Williams, Latonya Claudette |
| State School No.: 0712 |
Supervisor Email: Latonya.Williams@pgcps.org |
School Type: 04. Elementary School Title I: No |
| Grades Served: 00K, 05 |
Community School: No |
Principal Name: Shaneena McDonnaugh Holland State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Shane.Colemcdonnaugh@pgcps.org |
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| School Address: 12605 HEMING Ln, BOWIE,MD - , BOWIE MD 20715 |
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| School Vision: Heather Hills Elementary School and community will prepare students to positively impact the world. |
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| School Mission: We will nurture students' talents, develop problem solving skills, encourage collaboration with others and will teach students to communicate effectively. |
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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 the 2025-2026 school year, students in grades 3-5 will increase their proficiency rate on the Math MCAP assessment by 7% from 76% to 83% proficiency. | RELA/ELA-During the 2025-2026 school year, students in grades 3-5 will increase their proficiency rate on the Reading MCAP assessment by 4% from 91% to 95% proficiency. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Math teachers are not implementing small /flexible group instruction. |
Reading teachers are not implementing small groups instruction. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Formulate data-driven, differentiated, flexible small group instruction. | Formulate data-driven, differentiated, flexible small group instruction. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By December 2025, at least 80% of classroom observations will show evidence of small group instruction aligned to student data, as measured by the school's instructional walkthrough tool and collaborative planning data reviews. | By December 2025, at least 80% of classroom observations will show evidence of small group instruction aligned to student data, as measured by the school's instructional walkthrough tool. | |
| By December 2025, at least 75% of students will score 80% or higher on post milestone assessments aligned to their grade-level standard. | By December 2025, at least 75% of students will score 80% or higher on cycle assessments aligned to their grade-level standard. | |
| 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 |
