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 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 |
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| 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. |
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| 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 |
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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, 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 assessments. |
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. | |
| 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 |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of math teachers will attend professional development on 3 read strategies by November 30th, 2025 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. |
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| 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 measured by the Holistic Rubrics for 4-Point Reasoning/modeling Items, compared to their performance on Common Assessment 1-1. 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. 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. |
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 grade level by the targeted date. |
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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 |
