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: NON-TRADITIONAL PROGRAM MIDDLE |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: |
| State School No.: 2257 |
Supervisor Email: | School Type: 03. Combination School Title I: No |
| Grades Served: 06, 09 |
Community School: No |
Principal Name: State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: | ||
| School Address: 2001 SHADYSIDE Ave, SUITLAND,MD - , SUITLAND MD 20746 |
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| School Vision: Vision Self Aware Tenacious Advocating Restorative Scholars |
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| School Mission: Mission Through a 3 prong approach of instruction, behavioral and social emotional supports, the Non Traditional Program Middle will prepare Self Aware, Tenacious, Advocating, Restorative, Scholars for graduation and beyond. |
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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 the end of School Year 2025-2026, the number of students who will be able to construct responses that demonstrate mastery of content modeling and reasoning on the Math 8 MCAP will increase by 5%. | Culture and Climate-By the end of school year 2025-2026 the number of students who demonstrate improved self regulation will increase by 10% as evidenced by a reduction in Student Discipline Referrals. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Teachers have provided insufficient opportunities for students to practice content modeling and reasoning. Therefore, students lack the ability to use mathematical concepts to solve real-world problems and justify their responses with logical thought. | Students are demonstrating the inability to demonstrate self-regulation and effective decision-making which negatively impacts their academic achievement, teacher and peer interactions. As a result there has been an increase in classroom disruptions, off-task behaviors and discipline referrals. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| The teacher will adapt Math lessons to incorporate real-life, culturally relevant scenarios that connect to student interests. By doing so, student engagement during problem solving activities will increase. | Teachers will engage in ongoing professional development in order to assist with disruptive student behaviors; lesson planning for student engagement, classroom management, trauma informed instruction and restorative approaches. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 70% of the Math 8 Teacher's lessons will clearly outline modified instructional activities that reflect the interests of the students. 80% of the students will complete the student surveys. The Math 8 Teacher will review 50% of the student work samples |
100% of instructional staff will plan and deliver lessons aligned with the Framework for Teaching(Domain 3c) 100% of instructional staff will participate in professional development on Trauma Informed instruction, Restorative Approaches and Classroom Management |
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| 80% of the students will participate in the student survey 40% or more of the students will increase by at least 1 performance level on the 4 point Math-Language Rubric on the quarterly work samples and/or assessments |
70% of students will demonstrate more respectful interactions with peers and adults (teachers, etc.) 70% of students will improve self-control and the ability to manage frustration in a more constructive manner. 70% of students will be more attentive in class and participate and complete more independent tasks. |
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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 |
