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: HIGH BRIDGE ELEMENTARY |
School Year: 2026 Area: Area-1 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: |
| State School No.: 1412 |
Supervisor Email: | School Type: 04. Elementary School Title I: Yes |
| Grades Served: 00K, 05 |
Community School: Yes |
Principal Name: State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: | ||
| School Address: 7011 HIGH BRIDGE Rd, BOWIE,MD - , BOWIE MD 20715 |
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| School Vision: "High Bridge Elementary School is a community of diverse learners, where all students can develop their talents and gifts to be prepared for college and careers. Through real world experiences, 21st century instruction and the integration of all cultures, students will achieve academic success and become lifelong learners." |
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| School Mission: "Our mission is to ensure that all students acquire knowledge, develop skills, and improve work habits to enable them to become productive members of society. We will maintain high expectations for all students, to sustain a positive school climate, ensure a safe and orderly school environment, monitor students' progress on a frequent basis, adjust instruction, and promote effective home-school communication." |
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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 May 2026, students in grades 3–5 will demonstrate improved proficiency in mathematical problem-solving and number sense, as measured by a 5% increase in the number of students scoring Proficient (Level 3 or 4) on the MCAP assessment. | RELA/ELA-By the end of school year 2025-2026 all students will increase by 5% on the MCAP RELA Assessment. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Data indicates that students have not developed a strong foundation in problem-solving and number sense. As a result, they struggle to apply mathematical reasoning in unfamiliar contexts and demonstrate limited flexibility with numbers. This suggests a need to examine and adjust instructional practices to better support the development of these foundational skills | Students are struggling with answering comprehension and constructed response questions related to informational text. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Using Data to inform flexible/focus group instruction. | We are revising our SPP goal from last year. Teachers will receive professional development on how to implement instructional strategies for students which will include planning for focus groups and differentiating lessons to meet the needs of all students and increase student achievement. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 80% will be observed using at least one evidence-based instructional strategy with focus groups to build numeracy and problem-solving skills during informal observations and learning walks. | 80% of teachers will plan and implement data based Focus Group lessons which will include differentiation at least six times per quarter. | |
| PI: Between Benchmark 1 and 3 students will demonstrate improved proficiency as measured by a 5% increase in the number of students scoring Proficient (Level 3 or 4) on the Benchmark assessment. IPI: 50% of students will score level 2 or higher on the Milestone Tasks. |
PI: 5% of students will score 70% or higher on the cycle assessments. IPI: Between benchmark 1 and 2 the overall proficiency rate will increase by 5% as indicated by students scoring level 3 or above on the assessment. |
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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 |
| Students with Disabilities | Iready and Lexia Intervention Programs | 50% of SWD will meet their MOY and EOY Dibels and Iready growth goals. Formative Assessments and progress monitoring tools for Lexia and Iready will be used for progress monitoring. |
