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 SOUTH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: |
| State School No.: 2255 |
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: 9400 SURRATTS Rd, CHELTENHAM,MD - , CHELTENHAM MD 20623 |
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| School Vision: Our vision at Non-Traditional Program South (NTP-S) is to cultivate and sustain a vibrant community characterized by inclusivity, open communication, and mutual support. We strive to create an environment that prioritizes social and emotional well-being, promoting ongoing self-reflection and growth. By nurturing authentic connections and empowering individuals, we aim to create a foundation where every student feels valued and supported in their unique journey |
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| School Mission: Our mission at Non-Traditional Program South is to empower students through innovative and tailored educational experiences that foster holistic growth. We are dedicated to nurturing individual strengths, fostering creativity, and |
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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, Algebra 1 students will demonstrate a 5% increase in performance from the pre-assessment to the post-assessment, as measured by the District Benchmark Assessments. | Attendance-By June 2026, NTPS student chronic attendance will decrease 5% as measured by district attendance reports. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Reviewing student data led to the realization that although educators may be using academic language, there is a gap in student understanding as it relates to mathematics vocabulary. Therefore, educators will increase student access/exposure to academic vocabulary by taking time to build and/or reinforce background knowledge as a part of the daily lesson. | Students have a variety of concerns inclusive of NTP-S not being a neighborhood school, which leads to transportation-related/dependent attendance. Additionally, students have external community concerns, such as socioeconomic situations, and conflicts. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Educators will increase student vocabulary by utilizing the Frayer model when introducing terms in relation to the unit's lesson. | Educators/staff will engage students in wrap-around services to address a variety of student needs contributing to chronic absences. Service providers are not made aware of student needs. Change idea: Create opportunities for discussion of student needs by educating staff on the SIT process, and providing other formal spaces for discussion including in-house service providers. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| **Math educators** Create the word of the day: 5 words per math content per week. **Staff** Display weekly vocabulary in prominent areas around the school Share the 4 words of the day on the morning announcements Quiz students randomly at hall changes, during alternate bell schedule opportunities, and at breakfast/lunch gathering times. |
Educators will refer chronically absent students to SIT Staff will increase knowledge of appropriate wrap-around services for varying absence reasons Parent engagement in attendance nights. |
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| Students will be able to define three words accurately and use each word each week. Students will be able to utilize mathematics vocabulary correctly, in context, in order to better understand the mathematics problems and requirements. |
Students and families will engage in appropriate services as suggested/referred. | |
| 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 |
