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.
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SCHOOL PROFILE |
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School Name: |
IMAGINE FOUNDATIONS AT MORNINGSIDE PCS |
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School Year: |
2026 |
Area: |
Area-2 |
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Local Education Agency: |
Prince Georges County Public Schools |
Supervisor Name: |
Hall, Chevonne |
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State School No.: |
1522 |
Supervisor Email: |
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School Type: |
03. Combination School |
Title I: |
No |
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Grades Served: |
00K, 08 |
Community School: |
Yes |
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Principal Name: |
Sara Cypress |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
6900 AMES St, MORNINGSIDE,MD - , MORNINGSIDE MD 20746 |
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School Vision: |
Belief Statement We Believe in our scholars' capabilities to imagine, plan, and achieve boundless opportunities; We Must identify and cultivate our scholars' strengths by creating rigorous learning experiences within a safe and responsive environment to ensure our scholars are college and career-ready for global citizenship. |
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School Mission: |
Vision & Mission At Imagine Foundations at Morningside, all scholars will imagine a picture of success, design a success plan, and achieve their academic, character, and personal goals each year. We exist as a community to support our scholars |
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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- Increase mathematics proficiency by 10 percentage points to 29% as measured by MCAP Math data for SY26. |
RELA/ELA-Increase RELA MCAP proficiency by 10 percentage points to 49% for SY26. |
Attendance-Decrease chronic absenteeism by 10 percentage points to 12% for the school year 25-26. |
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Problem of Practice One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal |
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Teachers are uncomfortable with elements of the curriculum that involve conceptual understanding and reasoning. |
Teachers are uncomfortable with elements of the curriculum that involve productive struggle for student learning. |
Support staff are unaware of the appropriate support to provide to families to solve problems that result in high absenteeism from school. |
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Change Idea A specific, actionable idea or technique that school teams will use to address the SMART Goal |
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1:1 coaching on the strategies that build conceptual understanding. |
Peer coaching on unpacking standards to clearly identify learning outcomes that provide scholars with opportunities to engage in productive struggle to deepen learning and foster critical skills. |
Provide tiered interventions for families to remove obstacles that prevent students from consistently attending school at a rate of 95% or higher. |
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Target The AIM set to determine if the implementation of the change idea was successful |
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* Unpack math standards to identify what students know and understand conceptually to demonstrate mastery of learning outcomes. * Plan instruction that will support the conceptual understanding of math standards for collaborative planning |
At least 2 of the identified teachers will engage in at least one peer coaching session with the following outcomes.
* Unpack RELA standards to identify what students need to understand in order to demonstrate mastery of learning outcomes. * Plan instruction that will support students to develop the critical reasoning and analysis skills through well planned opportunities for productive struggle as part of the teaching and learning process. |
100% of identified families contacted and provided with needs assessment.
50% of families respond to communication and complete 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. |
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Identified Group(s) |
Evidence-Based Strategy (EBS) |
EBS Target |
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Students with Disabilities |
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