Non-Traditional Program North School Performance Plan

SCHOOL PROFILE

School Name:

NON-TRADITIONAL PROGRAM NORTH

School Year:

2026

Area:

Area-3

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

State School No.:

2256

Supervisor Email:

School Type:

01. High School

Title I:

No

Grades Served:

09, 12

Community School:

No

Principal Name:

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

School Address:

2112 CHURCH Rd, BOWIE,MD - , BOWIE MD 20716

School Vision:

At NTP North, we are more than a school; we are a family united by our commitment to growth, healing, and progress. By nurturing a culture of understanding, empathy, and collaboration, we are forging a path towards a brighter future for our students and our community. Together, we create a legacy of transformation that resonates today, tomorrow, and beyond.

School Mission:

AT NTP North is to maintain a safe and orderly environment where students and staff feel safe, respected and develop the skills to become lifelong learners. We are dedicated to all stakeholders fostering growth, facilitating healing and driving progress in the lives of our scholars and broader community. Our goal is for students to

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the 2025–2026 school year, at least 30% (11/37) of students enrolled in Algebra 1 (starting date 9/29/25) will show improvement by scoring at least 2 points on the Modeling and Reasoning items of Common Assessment 2-2, as measured by the Holistic Rubrics for 4-Point Reasoning/modeling Items, compared to their performance on Common Assessment 1-1.

Culture and Climate-By August 2026, the percentage of students in the Non-Traditional Program promoted to the next grade level will increase by 3–5% annually, with the target of achieving at least 70% promotion success at each grade level.

Baseline Data (as of September 12, 2025): 9th Grade: 18/27 (67%)

10th Grade: 16/24 (67%) 11th Grade: 21/30 (70%) 12th Grade: 21/30 (70%)

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 do not explicitly and consistently teach modeling strategies or equip students with the tools to interpret, construct and justify their mathematical reasoning. As a result, students lack the skills and academic vocabulary necessary to construct mathematical models and provide clear, written justifications in response to modeling and reasoning questions on mathematics

NTP-North affords students the opportunity to earn the grades and/or credits needed to advance students to their appropriate grade level as well as meet the requirements for testing and student service hours. To ensure students are on track, it is vital to identify gaps, ensure families are aware of student progress, and provide interventions.

assessments.

Change Idea

A specific, actionable idea or technique that school teams will use to address the SMART Goal

Math teachers will explicitly and consistently implement a modified 3 read graphic organizer for open-ended constructed response word problems to enhance students' comprehension, sense-making, and modeling.

This year, NTP-N will implement a "Progress Pulse Protocol" — a structured, biweekly review system using the D/E List, progress reports, and quarterly report cards to identify students at risk of retention or credit loss.

The shift in adult practice includes:

-  Earlier and More Frequent Intervention Identification

-  Consistent Progress Monitoring

Target

The AIM set to determine if the implementation of the change idea was successful

1.   100% of math teachers will attend professional development on 3 read strategies by November 30th, 2025

2.   100% of math teachers will implement the modified 3 read graphic organizer for open-ended constructed response word problems once a week until January 30th, 2026.

*    End of Q1: Leadership Team will review Grade Distribution (D/E Lists) reports from progress & end of quarter to compare data and identify teachers and students.

*    End Q1: Leadership Team will review NTP-N Student Tracker to analyze data ensuring priority focus on students at risk of retention or credit loss.

*    Repeat for S1/Q2.

*    70% of teachers via Departmentalized Collaborative Planning will review progress reports and report card grades to identify student progress and begin to identify potential causal factors.

*    End Q1: Teaches identify targeted student supports to be implemented Q2.

1. At least 10% (4/37) of students enrolled in Algebra 1 will show improvement by scoring at least 2 points on the Modeling and Reasoning items of Common Assessment 1-2, as

*    60% of students will be on track for promotion to the next grade level at the end of semester one.

*    70% of students will be promoted to the next

measured by the Holistic Rubrics for 4-Point Reasoning/modeling Items, compared to their performance on Common Assessment 1-1.

2.   At least 20% (7/37) of students enrolled in Algebra 1 will show improvement by scoring at least 2 points on the Modeling and Reasoning items of Common Assessment 2-1, as measured by the Holistic Rubrics for 4-Point Reasoning/modeling Items, compared to their performance on Common Assessment 1-1.

3.   At least 30% (11/37) of students enrolled in Algebra 1 will show improvement by scoring at least 2 points on the Modeling and Reasoning items of Common Assessment 2-2, as measured by the Holistic Rubrics for 4-Point Reasoning/modeling Items, compared to their performance on Common Assessment 1-1.

grade level by the targeted date.

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