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Transformation 2026Strategy Impact &Performance SummarySchool Year 2023-24Prince George’s County Public Schools

Table of Contents2024-25 FOCUS AREAS 2024-25 HIGH IMPACT STRATEGIES CONTACT US & RESOURCES2023-24 FOCUS AREAS & STRATEGIESDATA & STRATEGIES FOCUSES ON: IMPROVING MENTALHEALTH & WELLNESSDATA & STRATEGIES FOCUSES ON: IMPROVING SCHOOLCULTURE & CLIMATEPRINCE GEORGE'S COUNTY PUBLIC SCHOOLS OVERVIEW & PROGRAMS2A MESSAGE FROM SUPERINDENTENT HOUSEOVERVIEW OF TRANSFORMATION 2026 STRATEGIC PLANDATA & STRATEGIES FOCUSES ON: ACCELERATING ACHIEVEMENT IN MATHEMATICSCRITICAL SUCCESS INDICATOR PERFORMANCE & DASHBOARD

A Message FromSuperintendent House3Dear PGCPS Community,I am pleased to share our annual update, highlighting the strides made duringthe 2023-2024 school year in key focus areas: mathematics, school culture andclimate, and mental health and wellness. These achievements reflect ourongoing commitment to student success, operational excellence, andcommunity engagement.In mathematics, our students demonstrated progress on the MarylandComprehensive Assessment Program (MCAP). We saw growth across gradesthree through five and in Algebra I, with particularly significant gains amongstudents with disabilities in grades four, seven, and eight, as well as multilinguallearners in grades three, seven, eight, and Algebra I.Our focus on improving school culture and climate also yielded positive results.Chronic absenteeism declined across grades pre-kindergarten through 11, andenhanced safety and security measures led to a reduction in weapons-relatedincidents across the district.On the mental health and wellness front, we expanded student access to HazelTelehealth services, providing critical support when and where it's needed most.Additionally, we deepened our investment in social-emotional learning throughongoing professional development opportunities for educators, ensuring theyare equipped to nurture the whole child.While we are proud of these accomplishments, there is still much work to do.This report not only highlights our progress but also outlines areas where wemust continue to grow. As we move forward, our Strategic Plan will guide us inensuring that every student has the resources, support, and opportunities theyneed to thrive academically, socially, and emotionally.Thank you for your continued partnership and dedication to our mission.Sincerely,Millard House IISuperintendent, Prince George's County Public Schools

Overview of Transformation 2026 Strategic Plan4The Transformation 2026 Strategic Plan serves as the roadmap for PrinceGeorge's County Public Schools (PGCPS) in its quest for excellence, equity, andsuccess for every student. This comprehensive plan emphasizes a commitmentto adaptive change and strategic growth, shaping the district's decisions,priorities, and allocation of resources. It outlines specific, outcome-orientedgoals and strategic imperatives to facilitate necessary transformations withinthe school system.The plan was developed through an inclusive process that sought input fromdiverse stakeholders. The Transformation 2026 Plan reflects the collective visionand values of the community. Launched in the 2020-21 school year, it will guidethe district's work and promote our mission and core values. PGCPS aims toenhance educational outcomes and create a brighter future for its students bystriving for equitable support across all schools. For more information about the Transformation 2026 Strategic Plan, please visitour website: https://bit.ly/PGCPS-SPRM.

PGCPS Overview 20245131,325Students209Schools112 Elementary Schools26 Middle Schools26 High Schools1 Middle/High School6 Academies12 Dedicated Specialty15 Public Charter4 Special Centers7 Special SchoolsSchoolsGraduation Rate 2023Student DemographicsService Groups74.4%62.0%10.9%25.7%Free and Reduced MealsStudents with DisabilitiesMultilingual LearnersPGCPS is home to several programs and a variety of school types including the Academy ofHealth Sciences at Prince George’s Community College; Academy of Aerospace Engineeringand  Aviation  Technology;  Charter  Schools;  Dual  Enrollment;  Even  Start  Family  LiteracyProgram;  Health  Education;  Immersion  Programs;  International  Baccalaureate;  InternationalHigh  Schools; Montessori  Programs;  Physical  Education;  Pre-Kindergarten  and  Kindergarten;Science  and  Technology;  Talented  and  Gifted;  Advanced  Placement;  Advancement  ViaIndividual Determination (AVID); Career and Technology Education; and Creative, Visual, andPerforming Arts.PGCPS Programs

PGCPS adopted 30 districtwide strategies aimed at improving performance, with a collectivefocus on enhancing math proficiency, raising mental health awareness, and fostering apositive school environment. Every division played a key role in executing the focus areas ofthe strategic plan. 3. Improving School Culture & Climate2. Improving Social Emotional Learning & Mental Health1. Accelerating Academic Achievement with a Focus on Mathematics6Focus Areas:2023-24 Focus Areas & Strategies30STRATEGIESACROSSNINEDIVISIONS1:1 Student Technology ProgramCritical Success Indicator Data DashboardsImplementation of Cohort TrackerParent Assessment Portal School Performance Plans with Math FocusStakeholder Surveys & Focus GroupsParent & Community Advisory Council (PCAC) Streamlined Communications with PGCPSBoard Superintendent Advisory Panels Cultural CompetencyReview of Human Resource Metrics Teacher Hiring PathwaysEnhanced Safety & Security Measures Innovative Transportation Invest in Innovative Learning SpacesFamily/Community PartnershipsTargeted Communications CampaignsStudent-Based Budgeting DashboardsData Driven Math Instructional Practices Mental Health ServicesRestorative Approaches Social Emotional Learning Return from Suspension Counseling Wellness WednesdaysCHIEF OF STAFFCOMMUNICATION & COMMUNITY ENGAGEMENTBUSINESS MANAGEMENT SERVICESACCOUNTABILITYINFORMATION TECHNOLOGYSCHOOL LEADERSHIP & SCHOOL SUPPORTHUMAN RESOURCESOPERATIONSAmplify Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Universal ScreenerIncrease Talented and Gifted Enrollment for Underrepresented Groups with Targeted Focus on Hispanic and Latinx StudentsMath Focused Professional Learning for Mathematics, Multilingual Learner, and Special Education teachers andadministrators Mathematics Community Outreach Mathematics Tutoring, Intervention & Enrichment opportunitiesProfessional Learning on Science of ReadingACADEMICS

PGCPS identified several priority critical success indicators (CSIs) to track and monitorperformance within each outcome goal of the strategic plan. Information about criticalsuccess indicator performance can be found here on our website: https://shorturl.at/1GRaF.PGCPS math and ELA performancemimicked state trends and remainedflat or declined in several areas. Inaddition, stakeholder perceptions offeeling safe and welcome declined aswell as feelings about clean and up-to-date facilities. PGCPS met several English LanguageArts (ELA) targets for MCAP performanceincluding students in grade 10, males,and Black/African-American students.Students enrolled in PGCPSprekindergarten programs continue tosurpass targets for readiness asmeasured by the KindergartenReadiness Assessment (KRA).Suspension rates for males andstudents with disabilities slightlydeclined last year as staff worked toestablish restorative practices andtrauma-based instructional practices inclassrooms districtwide. 7Not Met, 28Approaching, 4Met, 8PGCPS is awaiting data on 11 additional CSIs. 2023-24 SCHOOL PERFORMANCE Met Not MetApproachingMetNot MetA pproachingCritical Success IndicatorPerformance & Dashboards

Data & Strategies Focused on: PGCPS focused on improving math performance across all grade levels.Strategies helped segments of student populations increase proficiency;however, significant and sustained performance gains are still underway. 8“Elementary school math proficiency is a critical indicator of future success. Theprogress we've seen this year is a testament to the dedication of our teachersand the effectiveness of targeted interventions, especially in the early grades.We remain focused on providing resources and targeted strategies to addressgaps and work toward continued growth districtwide.” -Superintendent Millard House, IIAccelerating Achievement inMathematics

Math Performance93rd21.5%4th14.3%9.0%2021-225th11.8%15.8%Grades 3-57.7%6th 7th7.2%8.6%10.7%2022-23Grades 6-8< 5%8th8.8%Algebra 18.8%Algebra 110.8%2023-246.2%Geometry10.8%Algebra 2In math, students saw improvements from school year 2023 to 2024 in third through fifthgrades as well as in Algebra I proficiency. The cohort of students who moved from seventh toeighth grade saw a 47.1 percent increase in the proficiency rate, while those transitioningfrom sixth to seventh grade experienced an increase of 22.6 percent.For the 2023-24 school year, overall math proficiency as measured by student performanceon the Maryland Comprehensive Assessment Program (MCAP) test, increased by 0.1percentage point. Please visit the PGCPS Critical Success Indicator (CSI) Dashboards,https://shorturl.at/1GRaF, for detailed performance data.Overall Math PerformanceMath Performance by Grade SpanMath Performance by GradeIndicates positive growth Indicates negative growth

Although PGCPS did not meet any math CSI targets, several student and service groupsshowed modest performance on the math MCAP assessment including multilingual learners,economically disadvantaged students and students with 504 plans. Race/EthnicityPercent of studentsProficient on MCAP Math byStudent Group Percent of studentsProficient on MCAP Math byRace/Ethnicity 107.0%9.8%10.8%11.5%17.9%23.0%27.0%30.3%< 5%< 5%7.1%7.7%8.3%9.8%10.8%11.9%13.3%28.0%53.7%AsianWhiteAll StudentsHispanicand/or Latinoof any race NativeHawaiian/OtherPacific Islander Two or MoreRaces Black and/ orAfricanAmericanAmericanIndian orAlaska NativeFemaleMaleMultilingualLearnersAll StudentsStudents withDisabilitiesEconomicallyDisadvantaged FARMSTitle I< 5%< 5%HomelessADA / 504Foster CareMilitaryConnectedTAG**Talented andGiftedIndicates positive growth Indicates negative growthMath Performance

11Data Driven Math Instructional PracticesPGCPS analyzed data and trends from math instruction to inform professional learning andinstructional outcomes districtwide. Quarterly learning walks were conducted, with anemphasis on multilingual learners and students with disabilities. This provided a closer look atthe evidence of practices during the delivery of instruction. The results varied among gradesand revealed the need to strengthen the instructional leadership capacity of PGCPSprincipals around monitoring math instruction.Schools review a comprehensive set of school-based student data todevelop School Performance Plans (SPPs), which outline SMART goals,problems of practice, progress indicators, research-based interventions,and timelines for implementation. Each SPP includes at least two SMARTGoals, one of which is centered around math. The planning process included two formal Plan, Do, Study, Act (PDSA) cycles that were designed to support progresstoward reaching the SMART goals and performance targets. PGCPS partnered with theUniversity of Maryland Networked Improvement Community (NIC) to strengthen the goal ofelevating math achievement through immersion into Improvement Science practices. Of the15 schools that participated in this partnership, 11 showed improved math MCAP performance. “There is a learning gap among our students. Somestudents lack foundational skills. Students are in highergrades on Kindergarten grade levels. It's hard to teach K-level students 5th grade content. I feel that students needmath books in the classrooms. Interactive notebooks area plus, but books are needed as well.” –PGCPS StaffSchool Performance Plans with Math Focus786 327Total Elementaryclassrooms visitedin second quarter Total Elementaryclassrooms visited inthird and fourth quartersMath Strategies53%70%Percentage of PGCPSschools that completed twoPlan-Do-Study-Act cycles.Percentage of PGCPS schools thatparticipated in the NIC withimproved math MCAP performance

Mathematics Tutoring, Intervention and Enrichment Opportunities PGCPS provided tutoring interventions through various avenues including small groups,algebra math labs, and through training teachers to effectively utilize student data toconduct targeted interventions and tutoring sessions. Each grade level was provided withtutoring or enrichment opportunities that included: Carnegie Learning Small Group Tutoring,Dreambox, IXL, and Mathia Algebra 1 Lab. Please visit the PGCPS Math tutoring webpage fortutoring opportunities.Mathematics Training for Special Education, Multilingual Learners, andMathematics TeachersPGCPS has worked to expand math professional development opportunities for educatorswithin each grade level. Sessions were held during the day, evening, and on the weekend topromote accessibility. PGCPS saw growth in math performance across grades three, four,five, and Algebra I, with significant progress made by students with disabilities in grades four,seven, and eight and by multilingual learners in grades three, seven, eight, and Algebra I. Thetraining sessions provided support for differentiation, embedded language supports, andcomprehensive instruction for content and included scaffolding techniques. This holisticapproach equipped our teachers to continue to address the diverse needs of our students.Percent of instructional staff agreedthe district provided enough subjectarea related professional learningopportunities4,00467%Number of participants inmath professionaldevelopment via PGCPS’eDoctrina learning platform Average growth of students who completed small group tutoring with Carnegie Learning:64% K-3rd 105% 4th-5th 1292%Percent of students whocompleted feedback formsreported their tutoringsession as helpful!Math Strategies 2,268 students 1,320 students 19% 6th-8th 657 students 454 students 32% 9th-12th

Data & Strategies Focused on: The Climate and Culture Survey offers our stakeholders the opportunity to sharetheir experiences and perceptions as members of the PGCPS community. Theirfeedback is valued and helps to inform our decisions. 13“I am absolutely grateful to be here. This is the most diverse and equityaware campus I have ever taught at. I truly enjoy my job, the students, andthe staff. Leadership is fantastic.” - PGCPS StaffImproving SchoolCulture & Climate

PGCPS stakeholders expressed feeling less connected to their school shown by adecline of eight percentage points over last year. As captured by the 2023 Cultureand Climate Survey, less than half of middle and high school student respondentsfelt connected to their school.Culture & ClimatePerformanceThe overall percentage of stakeholders agreeing bullying was a problem within schools hasincreased for the third consecutive year.1435%Elementary75%Elementary37%46%StudentsStudentsK-846%52%K-870%Families52%Middle40%Middle38%Families31%HighStaff75%45%HighIndicates positive growth/decrease in negative perceptionPercentage of stakeholderswho agreed bullying was aproblem at (their/theirchild’s) schoolPercentage of stakeholderswho agreed students at[their/their child’s] school feltconnected to the school Indicates negative growth/increase in negative perception45%49%Unchanged

5.9%PGCPS is committed to reducing suspension rates for students across the district. In the2023-24 school year, the suspension rate for Black or African American students, who madeup 51.3 percent of the student body, decreased by 0.1 percentage point. However, suspensionrates for students with disabilities and students receiving free and reduced meals (FARMs)both saw a 0.1 percentage point increase during the same period.155.5%FARMS< 5%Hispanic7.9%Students withDisabilities< 5% American Indian orAlaska Native< 5%Asian< 5% MultilingualLearners20%15%10%5%0%6.8%Black /African American< 5% NativeHawaiian/OtherPacific Islander< 5%Female< 5%WhiteMale< 5%Two or More Races5%0%20%15%10%20%15%10%5%0%Percent of Students Suspended by Race/EthnicityPercent of Students Suspended by Student GroupCulture & ClimatePerformance"The school is great at rewarding students for excellent behavior. Theirprograms encourage participation and togetherness." - ParentPercent of Students Suspended by Gender Indicates positive growth Indicates negative growth

Chronic absenteeism rates have decreased across all grades except 12th grade whichincreased by 1 percent. The rate for sixth grade decreased for a second consecutive year.1647%50%40%30%20%10%0%PreK35%SeptKindergarten30%1stOct2nd27%Nov3rd25%Dec24%4thJan24%5thFeb20%6th24%Mar7th26%8thApr45%9thMay41%10thJune38%11th46%12thSY22SY23SY24Percent of Students Who Are Chronically Absent by MonthPercent of Students Who Are Chronically Absent by GradeCulture & Climate Performance Indicates positive growth Indicates negative growth

Culture & Climate StrategiesProfessional Learning: Cultural CompetencyThe Office of Equity, Diversity, and Belonging (OEDB) held professional learning sessions andengaged staff from all PGCPS divisions to examine the topic of cultural competency.Participants explored subjects including the sociopolitical context and cultural forcesimpacting Black and Latino boys. In furtherance of equipping staff with tools addressingcultural competence, PGCPS utilized equity coaches to aid schools in analyzing data bystudent group. This helped schools develop and implement actions designed to boost theeducational experience and performance of various student groups with consideration fortheir unique needs. Please visit the PGCPS Equity Dashboard, https://shorturl.at/ZGrF9 toexplore data connected to student groups.Teacher Hiring PathwaysPGCPS continued to attract teaching talent through programs such as Grow-Your-Own, adual enrollment program in partnership with the University of Maryland and Prince George’sCommunity College (PGCC), designed to increase the number of teachers within Maryland.Students participating in the Teacher Preparation Program, offered through PGCC, werepresented with teaching opportunities within PGCPS following college graduation. Feedbackfrom the group showed a majority were interested in a teaching career while others aspiredto work with children in a different capacity. PGCPS also promoted a pathway to teachingthrough Alternative Certification programs for novice educators. Participants in theseprograms benefited from support to pass the Praxis exams. PGCPS continues to open pathways to teaching careers and remains a leader in whole-child education. In 2024, PGCPS received the EVERFI Empowered Seal, an honor awarded to only 10 percent of school districts in the United States, for the third consecutive year. 2830 of 40Number of Professional LearningOpportunities delivered by OEDBas part of this strategy Participants remain active with the Grow-Your-Own program. The remaining participants are slated to enter the teacher workforce by fall 2025.17

Culture & Climate StrategiesEnhanced Safety & Security MeasuresAll high schools and select middle schools were equipped with state-of-the-art metaldetectors to bolster safety measures. Furthermore, a policy requiring clear backpacks forhigh school students was established, ensuring greater campus transparency and security.This strategy enhanced the physical safety of PGCPS schools and positively influenced theeducational atmosphere, stakeholder confidence, and safety protocols. Additionally, theplanned architectural designs of new school buildings will be integrated with securityvestibules as a standard feature to foster a secure and conducive learning environment.Invest in Innovative Learning SpacesPGCPS continued to work toward facility modernization and completion of newly constructedschool buildings that are both suitably scaled and incorporate prekindergarten classrooms.To date, 17 projects have been delivered with 16 additional planned over the next five years.PGCPS’ educational landscape was positively impacted with the delivery of eight new schoolslast year which better equipped the district to accommodate growing student populations. 39% 43.5% Decline in weaponsrecovered on campus Increase in percentof students whoagreed they feltsafe at school $85M100%All 9 Districts18Ellen Ochoa Middle School(previously New Glenridge)To receive one new /modernized facilityConstruction Budgetfor Ellen OchoaMiddle SchoolPGCPS is dedicated to incorporating adaptive learning environments such as collaborativespaces and open areas designed for versatile learning experiences tailored to meet thediverse needs of our students. Phase two is underway and is part of a Public PrivatePartnership.

Culture & Climate Strategies19PreKEight New Schools in School Year 2023-24Plus Renovated Schools by RegionComing Soon:2026 Templeton Elementary School 2026 Margaret Brent Elementary School2027 Robert Frost K-82027 James Duckworth2027 Fairwood Elementary School2027 Springhill Lake Elementary School2028 Cool Springs / Adelphi Elementary School2028 Hyattsville Elementary School2029 New Northern Area High School2032 High Point High SchoolIn Planning - New International High SchoolComing Soon:2029 Longfields Elementary SchoolIn Design - Thomas Johnson Middle SchoolIn Design - Benjamin Tasker Middle SchoolIn Design - Calverton Elementary SchoolRenovation4 New Schools in 2023-24Ellen Ochoa Middle SchoolWilliam Wirt Middle SchoolSonia Sotomayor Middle SchoolHyattsville Middle School2022 Cherokee Lane Elementary SchoolNorthCentralSouth2 New Schools in 2023-24Colin Powell AcademyDrew Freeman Middle SchoolAndrew JacksonJames Madison Middle SchoolDistrict Heights Elementary School2 New Schools in 2023-24Kenmoor Middle SchoolWalker Mill Middle School2021 Bowie High School Annex2019 C.E. Rieg2019 Central High School2019 Glenarden Woods Elementary School2019 Tulip Grove Elementary School2017 Fairmont Heights High SchoolComing Soon:2027 Crossland High School: Career and Technical Education Addition2027 Brandywine K-82028 Suitland High School CampusIn Design - Benjamin Stoddert Middle SchoolProposed - New Southern Area Elementary School

Improving Mental Health & WellnessFirst Place Winner:Nora DakaJames Madison Middle School7th grade“I think mental health needs to be prioritized for staff and students.” - PGCPS StakeholderData & Strategies Focused on: Top Student Winners of Social EmotionalLearning (SEL) Logo Competition: 20Second Place Winner: Samadhi GriffinGwynn Park High School12th gradePGCPS offers mental health and wellness support through a variety of optionsavailable to both staff and students. Such offerings include telehealth visits andprofessional development sessions designed to increase awareness and thepractice of topics related to mental health and wellness.

Mental Health & WellnessPerformanceOverall, PGCPS stakeholders expressed feeling less welcome at school or work by a decline offour percent. Students, however, reported a modest increase of two percentage points infeeling welcome at school.How Stakeholders Feel About Their School and WorkplaceStakeholders expressed an overall decline in liking school of nine percentage points ascompared to last year. This marks the third year of decline for this metric.2157%ElementaryStudents80%65%K-877%Families59%MiddleStaff77%High61%76%Elementary39%Students50%K-870%Families43%Middle78%47%StaffHighUnchangedPercentage ofstakeholders whoagreed students at[their/their child’s]school liked school Indicates positive growth Indicates negative growthPercentage of stakeholderswho agreed students at[their/their child’s] school feltwelcome at the school. 50%64%

As captured in the 2023 Climate & Culture Survey, 75 percent of staff reported feeling morecomfortable incorporating SEL into instruction. This is a nine percent decline over last year.Instructional Staff Confidence in Incorporating Supports into Instruction 2274%62%ElementaryElementary75%63%K-877%67%K-8Staff Perceptions ofThemselvesStaff Perceptions ofThemselves77%Middle60%Middle59%42%High75%66%HighAdministratorPerceptions of StaffAdministratorPerceptions of StaffIndicates negative growthPercentage of instructional staff whoagreed were confident in their ability todeliver trauma-informed instruction Percentage of instructional staff whoagreed they were confident in their abilityto incorporate social-emotional learningstrategies into classroom instruction63%75%Mental Health & WellnessPerformanceThe percentage of instructional staff who feltconfident in delivering trauma-informed instructiondeclined seven percent over last year.

Professional Learning: Social Emotional Learning (SEL)PGCPS enrolled staff into the Social Emotional Learning Academy toincrease the number of staff certified in SEL practices and topromote it districtwide. This strategy also aimed to boost theconfidence staff had in incorporating SEL learning into classroominstruction. The goal of SEL saturation throughout PGCPS has alsobeen supported by activities such as the launch of the PGCPSeDoctrina, Self-Paced SEL Course for Educators, the promotion of SELmicro-journaling, and the formation of SEL student groups.Wellness Wednesdays PGCPS provided quarterly Wellness Wednesday sessions for families focusing on bullyingprevention, mental health, and restorative approaches. These sessions increased thepercentage of students and families who reported accessing mental health services. Videoson mental health and wellness and a discussion guide were shared with professional schoolcounselors, school psychologists, and mental health clinicians to help further promoteschool-based wellness efforts.461,0493165%Employees certified inSocial EmotionalLearning by Mt.Holyoke University Views of WellnessWednesdayPodcasts Certified in Leadership inSocial Emotional Learning andCharacter Development by St.Elizabeth University Wellness Wednesday:Young Men's Mental Health https://shorturl.at/8S1ioPercentage of PGCPS students and parentswho agreed their school provided informationon where and how to access supports forstudent mental health and wellness. 23Mental Health & Wellness Strategies77SEL TeamMembers:

Mental Health & Wellness Strategies24PGCPS provided a multi-tiered systemof support to grant access to a high-quality school experience for students.This was promoted through trainingson topics such as grief and peermediation as well as providingresources for families. Mental Health Services PGCPS worked with Hazel Health to provide mental health and wellness care for studentsdistrict wide. The versatility of virtual support options through Hazel Health enhanced thereach of PGCPS staff in meeting student need. Professional school counselors and mentalhealth clinicians were leveraged to determine when Hazel Health offerings would bebeneficial to students. PGCPS assisted the Hazel Health team in creating a plan to also utilizecommunity resources to address mental health emergencies.3,255 8,829 Saved Hours1,834 students usedHazel Health service Estimatedinstructional / schoolhours saved Mental & PhysicalHealth at HomeMental & PhysicalHealth at SchoolVisits

Increase college andcareer readiness forall students. Accelerate academicachievement with afocus onmathematics. Provide earlyinterventions,addressingbarriers leadingto chronicabsenteeism. Expand access toa high-qualitymixed- delivery(public andprivate)prekindergartensystem.Recruit and retainhigh qualityteachers andleaders. Increase male andHispanic/Latinxteachers andleadersdistrictwide. Create culturallyresponsive learningopportunities andresources in schoolsto increase access formultilingual learnersand students withdisabilities (i.e.scheduling, clubs,translation services,wrap around services,field trips etc).Create anorganizational learningculture focused onproviding high qualityprofessionaldevelopmentopportunities for allstaff. Improve physicalenvironments andtransportationthrough infrastructuraland operationalimprovements. Monitor strategicimplementation andCritical SuccessIndicatorperformance. Create and sustaininclusive, safespaces for allstudents and staffthroughcomprehensivesupport systems andinitiatives to foster awelcomingorganizationalclimate and culture.Promote social-emotionalcompetenceamong studentsand staff whileprovidingcomprehensivemental health andwell-beingsupports for all. 2024-25 Focus AreasStakeholder Engagement and Effective CommunicationLooking ahead to the 2024-25 school year, PGCPS has adopted a comprehensive range offocus areas anchored in our four Outcome Goals. The focus areas align to the MarylandBlueprint Plan and outline specific priorities to support student achievement and our PGCPScommunity. These priorities include; increasing math achievement, decreasing chronicabsenteeism, and improving educational facilities and transportation services.BlueprintPillars 1, 3, & 4BlueprintPillars 2, 3, & 4 BlueprintPillars 2 & 5 BlueprintPillar 4Educational ExcellenceExcellence in EquityWorkforce & Operational ExcellenceMental Health &Wellness

2024-25 High-Impact Strategies26There are 25 strategies for school year 2024-25 which are displayed below. These strategiesspan all grade levels and are designed to positively impact the performance andexperiences of students and staff. New strategies such as, Reduce Carbon Footprint fromBuildings and 100% Pre-K Accreditation, illustrate our commitments to the environment andto providing quality early childhood education.25 STRATEGIES FOR SCHOOLYEAR 2024-25K-12 Math InterventionsProfessional Learning and Modeling of Science of Reading StrategiesQuarterly Deep Dive: Amplify DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Professional Learning: Instructional Strategies for Multilingual LearnersMath-Focused School Performance PlansAdoption of Career and Technical EducationCurricular Units100% Pre-K AccreditationData Driven Math Instructional PracticesCentral Office Institute for Hiring Managers,Directors, Supervisors, ChiefsCritical Success Indicator Data Dashboards1:1 Student Technology ProgramSynergy Enhancements and CustomizationStudent Based Budget DashboardInvestment in Innovative Learning SpacesImproved Transportation ServicesReduce Carbon Footprint from BuildingsEquitable Identification of Hispanic/Latino Students for Talented & Gifted ProgramMonitor and Improve Key Human Resources MetricsProfessional Learning: Equity & CulturalResponsiveness (Special Education Focus)Districtwide Stakeholder Surveys & Focus GroupsEnhanced Safety & Security MeasuresMental Health ServicesProfessional Learning: Restorative ApproachesProfessional Learning: Social Emotional LearningWellness WednesdaysEducational ExcellenceMental Health & Wellness Workforce &Operational ExcellenceExcellence in Equity

Contact Us & ResourcesEquity Dashboardshttps://shorturl.at/ZGrF92023 Annual Report https://shorturl.at/COTAPProgress Reports https://shorturl.at/xXHks2024 Needs Assessmenthttps://shorturl.at/TG5xmCritical Success Indicator Dashboardshttps://shorturl.at/1GRaF27Strategic Planning and Resource ManagementVanessa Weatherington, DirectorStrategic Planning Team:Rashida Tyler, SupervisorColin Welch, SpecialistTiffanie Horsley, Strategic Transformation PartnerMarjhorysIbargüen, Strategic Transformation PartnerStrategic Planning Webpagehttps://shorturl.at/rL95D

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLSSasscer Administration Building 14201 School Lane Upper Marlboro, MD 20772301-952-6000StrategicPlanning@pgcps.orgwww.pgcps.org