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1STRATEGIC PLANNING Year Three Implementation Report School Year 2023-24Prepared by:Office of Strategic Planning & Resource ManagementPrince George’s County Public Schools Message

2STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORT Prince George’s County Public SchoolsFollowing a comprehensive strategic planning process, Prince George’s County Public Schools (PGCPS) developed a strategic plan to implement from 2021 to 2026. The plan, titled, Transformation 2026 (T26) was developed to represent the voices and priorities of the PGCPS community encompassed by four key Outcome Goals:Educational ExcellenceOutcome Goal 1Attain educational excellence by providing every PGCPS student with a premier education characterized by innovative, relevant, and accessible learning and development opportunities that build 21st-century competencies.Outcome Goal 2Achieve excellence in equity within our learning and work environments that demonstrates an inclusive, authentic, and culturally-responsive community that attracts, supports, develops, retains, and celebrates a diverse masterpiece of students, families, and education professionals.Excellence in EquityRealize workforce and operational excellence by harnessing the power of organization learning for improved creativity, enriched collaboration, system knowledge sharing and operational efficiency.Outcome Goal 4Increase awareness of mental health and wellness linkages to learning by eliminating stigmas, increasing access to supports, and decreasing the number of avoidable adverse educational outcomes.Outcome Goal 3Workforce and Operational ExcellenceMental Health & WellnessThis progress report highlights the Critical Success Indicator (CSI) targets met at the end of the 2023-24 school year. Many data points are not finalized until six to nine months after the end of the school year.We have highlighted some of the CSIs meeting the target, approaching the target, and not meeting the target to illustrate areas of success and opportunities for improvement in the upcoming year.

3STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTSTRATEGIES IMPLEMENTED IN SCHOOL YEAR 2023-24PGCPS has implemented a comprehensive set of strategies across all divisions to help spur improvements in student performance. These targeted strategies, identified and prioritized by the Executive Leadership Team, have been implemented and monitored to support the ongoing transformation of the school district. Key initiatives undertaken include:These strategies represent a commitment to fostering a high-performing school district where all students can achieve their full potential. Ongoing monitoring and evaluation of our T26 strategies will continue to inform our efforts and ensure their effectiveness in driving positive and sustainable outcomes for our students.Prince George’s County Public Schools

4STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTPGCPS met the 2023-24 target for students demonstrating proficient or distinguished levels of performance on the English 10 English Language Arts (ELA) MCAP assessment. Additionally, students who attended PGCPS prekindergarten programs met the standards for kindergarten readiness (KRA). The KRA assessment was discontinued in the 2024-25 school year. View the full list of CSIs that were met on page 9.APPROACHING TARGET for SIX CRITICAL SUCCESS INDICATORS MET TARGET FOR 13 CRITICAL SUCCESS INDICATORSSix priority CSIs are within three percentage points of the school year 2023-24 target including suspension rates for male and Black/African American students, staff diversity, and computer access. View the full list of CSIs that were approaching 2023-24 targets on page 10.Prince George’s County Public Schools

5STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTDID NOT MEET TARGET FOR 28 CRITICAL SUCCESS INDICATORSPGCPS did not meet all of the CSI targets related to math achievement; but several student groups showed improvement from the previous year. View the full list of CSIs that were not met on pages 11 to 13. 7.4%7.7%9.9%9.8%11.8%11.9%<5%<5%<5%<5%All scales are out of 100 percent.School Year 2023 School Year 2024MCAP Percent of Students Meeting or Exceeding Expectations by Student GroupPrince George’s County Public Schools

6STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORT7.1%7.0%10.0%9.8%30.0%27.0%11.1%11.5%17.8%17.9%29.9%30.3%21.3%23.0%DID NOT MEET TARGET FOR 28 CRITICAL SUCCESS INDICATORSMCAP Percent of Students Meeting or Exceeding Expectations by Race/EthnicityThe percent of students meeting or exceeding expectations in math range from seven to slightly above 30 percent according to race or ethnicity. These results are a continuation from page five.All scales are out of 100 percent.School Year 2023 School Year 2024Prince George’s County Public Schools

7STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTT26 STRATEGIES SPOTLIGHT Math Interventions for Elementary StudentsThe goal of this strategy is to apply a multi-tiered system of supports (MTSS) to provide varying levels of interventions to increase student performance in math. Students interventions include tailored class interventions, small group instruction, and individualized interventions.Students are identified to receive a targeted intervention based on criteria such as their proficiency in grade level material, report card grades, baseline assessment, and if they are an emerging learner. Teachers are provided with professional development and explicit guidance throughout the school year on how to identify students in need of support.DreamBox Sample LessonGet Involved - Resources to Help Your Student Succeed:● PGCPS Mathematics Parent Hub● DreamBox at Home● MCAP - Maryland Comprehensive Assessment Program (Math)● Maryland State Department of Education - Math StandardsOver 45,000 elementary students completed the DreamBox Launchpad Baseline assessment1. Additionally, school principals and over 350 teachers were trained on using Dreambox as a tier 2 intervention. Click the DreamBox at Home picture on the right to learn more. As of February, 90 percent of students showed growth compared to their baseline assessment. Through this intervention, students have shown an average growth of four months from the beginning of the school year through February. Most notably, 101 students who have completed the recommended seven lessons or more grew an average of seven months from the beginning of the year through January. 1. Launchpad is an engaging, in-platform student assessment that helps correctly place students within the DreamBox Math curriculum and gives educators a better understanding of student growth.Prince George’s County Public Schools

8STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTT26 STRATEGIES SPOTLIGHT Professional Learning: Equity & Cultural ResponsivenessThe goal of this strategy is to create and provide PGCPS staff with professional development opportunities designed to promote equity and meet student’s cultural needs. Specifically, culturally responsive learning and resources for students with disabilities have been developed and incorporated throughout the district to enhance inclusiveness and student learning.Professional development survey feedback and equity lead updates indicated PGCPS staff used a wide array of actions to identify, honor, and nurture the unique strengths and talents of students with disabilities based on the professional learning.Nearly 80 percent of respondents, or 4,200 PGCPS staff, indicated they felt more responsible for supporting and serving students with disabilities after completing the professional development aligned to this effort.Efforts surrounding implementation of this strategy have evolved by strengthening the partnership between the Office of Equity, Diversity, and Belonging and the Department of Special Education. The professional development materials were created through this partnership, which allowed the exchange of ideas, resources, and the input of subject matter experts on the sessions.Please visit the PGCPS Special Education Programs webpage here for more information on our offerings.District-wide, the 2024 Climate and Culture Survey Revealed:(n=4,261)My child’s school provides enough quality resources and support for students with disabilities.I am confident in my ability to use effective strategies to teach students with disabilitiesMy school/district provides enough professional learning opportunities related to supporting students with disabilities.I am confident that the staff in my building use effective strategies to teach students with disabilities.My school/district provides enough professional learning opportunities related to equity related issues.My school/district provides enough professional learning opportunities related to culturally responsive practices.(n=4,507 - 4,531)(n=3,769)(n=6,411)(n=292 - 294)(n=4,234)Prince George’s County Public Schools

9STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTCritical Success IndicatorTarget SY 2024Actual SY 2024TargetSY 2025Percent of English 10 students meeting or exceeding expectations on ELA state assessment 32.9% 45.1% 36.6%Percent of students meeting or exceeding expectations on ELA state assessment by gender (MALE) 30.9% 31.3% 34.7%Percent of students meeting or exceeding expectations on ELA state assessment by race/ethnicity (BLACK AND/OR AFRICAN AMERICAN) 38.2% 40.3% 41.6%Percent of Kindergarten students who attended PGCPS PreK meeting standards for Kindergarten readiness. 31.0% 41.1% 32.4%Percent of instructional staff by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (MALE)23.2% 24.5% 23.2%Percent of instructional staff by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (HISPANIC AND/OR LATINO)5.9% 6.3% 5.9%Percent of non-instructional staff by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (HISPANIC AND/OR LATINO)7.3% 8.9% 7.3%Percent of administrators by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (HISPANIC AND/OR LATINO)2.4% 2.8% 2.4%Percent of employees agreeing that [their school/the district] provides opportunities for them to collaborate with colleagues 73.5% 73.6% 74.3%Percent of teachers retained within the district from one year to the next 92.6% 94.7% 93.0%Percent of all employees who complete professional learning opportunities via the district professional learning platform 43.8% 78.1% 46.9%Percent of instructional staff agreeing that they are confident in their ability to incorporate social-emotional learning strategies into classroom instruction75.0% 75.2% 77.5%Percent of employees who used one or more mental health and wellness supports agreeing that the support(s) improved their mental health and wellness (e.g., stress, coping skills)78.1% 78.2% 81.7%CRITICAL SUCCESS INDICATORS - METPrince George’s County Public Schools

10STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTCritical Success IndicatorTarget SY 2024Actual SY 2024TargetSY 2025Percent of students meeting or exceeding expectations on ELA state assessment by gender (FEMALE) 43.3% 41.0% 46.5%Percent of students by race/ethnicity, gender, students with disabilities status, and multilingual learner status who receive at least one in-school or out-of-school suspension compared with that group's share of enrollment (MALE)4.7% 5.9% 4.7%Percent of students by race/ethnicity, gender, students with disabilities status, and multilingual learner status who receive at least one in-school or out-of-school suspension compared with that group's share of enrollment (BLACK AND/OR AFRICAN AMERICAN)4.7% 6.8% 4.7%Percent of non-instructional staff by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (MALE)37.9% 36.7% 37.9%Percent of administrators by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (MALE)28.1% 26.7% 28.1%Percent of schools with a 1-to-1 student device ratio to ensure computer access for every student 97.2% 95.2% 98.6%CRITICAL SUCCESS INDICATORS - APPROACHING TARGET (WITHIN 3%)Prince George’s County Public Schools

11STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTCritical Success IndicatorTarget SY 2024Actual SY 2024TargetSY 2025Percent of students in grades 3 - 5 meeting or exceeding expectations on ELA state assessment 36.6% 33.4% 40.1%Percent of students in grades 6 - 8 meeting or exceeding expectations on ELA state assessment 39.6% 35.6% 43.0%Percent of students in grades 3 - 5 meeting or exceeding expectations on math state assessment 20.6% 15.8% 25.0%Percent of students in grades 6 - 8 meeting or exceeding expectations on math state assessment 16.5% 7.2% 21.1%Percent of Algebra 1 students meeting or exceeding expectations on math state assessment 15.1% 8.8% 19.8%Percent of students meeting or exceeding expectations on ELA state assessment by race/ethnicity (HISPANIC AND/OR LATINO) 30.4% 26.7% 34.3%Percent of students meeting or exceeding expectations on ELA state assessment by multilingual learner status (MULTILINGUAL LEARNERS)15.5% 9.2% 20.2%Percent of students meeting or exceeding expectations on ELA state assessment by students with disability status (STUDENTS WITH DISABILITIES)16.1% 8.1% 20.8%Percent of students meeting or exceeding expectations on ELA state assessment by Socioeconomic status (ECONOMICALLY DISADVANTAGED)33.5% 29.6% 37.2%Percent of students meeting or exceeding expectations on math state assessment by gender (MALE) 18.6% 11.9% 23.1%Percent of students meeting or exceeding expectations on math state assessment by gender (FEMALE) 17.6% 9.9% 22.1%Percent of students meeting or exceeding expectations on math state assessment by race/ethnicity (HISPANIC AND/OR LATINO) 15.0% 7.0% 19.7%Percent of students meeting or exceeding expectations on math state assessment by race/ethnicity (BLACK AND/OR AFRICAN AMERICAN)18.3% 11.5% 22.8%CRITICAL SUCCESS INDICATORS - DID NOT MEETPrince George’s County Public Schools

12STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTCritical Success IndicatorTarget SY 2024Actual SY 2024TargetSY 2025Percent of students meeting or exceeding expectations on math state assessment by multilingual learner status (MULTILINGUAL LEARNERS)12.2% 3.5% 17.0%Percent of students meeting or exceeding expectations on math state assessment by students with disability status (STUDENTS WITH DISABILITIES)12.0% 2.5% 16.9%Percent of students meeting or exceeding expectations on math state assessment by Socioeconomic status (ECONOMICALLY DISADVANTAGED)14.1% 7.7% 18.9%Percent of stakeholders agreeing that teachers offer students a relevant curriculum that helps students make meaningful connections to their lives and the world.76.0% 60.5% 82.9%Percent of students by race/ethnicity, gender, twice exceptional status, and multilingual learner status identified for gifted and talented services compared to their targeted representation using the gifted equity formula (HISPANIC AND/OR LATINO)31.4% 18.7%In ProcessPercent of students by race/ethnicity, gender, twice exceptional status, and multilingual learner status identified for gifted and talented services compared to their targeted representation using the gifted equity formula (FARMS)57.0% 48.7%In ProcessPercent of students by race/ethnicity, gender, students with disabilities status, and multilingual learner status who receive at least one in-school or out-of-school suspension compared with that group's share of enrollment (STUDENTS WITH DISABILITIES)4.7% 7.9% 4.7%Percent of stakeholders agreeing that they feel welcome at their/their child's school 77.5% 63.8% 78.8%Percent of stakeholders agreeing that their school has classroom environments that support student learning (e.g., size, temperature, lighting)74.0% 63.0% 77.0%CRITICAL SUCCESS INDICATORS - DID NOT MEETEnrollment targets for student groups in the Talented and Gifted (TAG) program are set annually using the gifted equity formula. For additional information about the gifted equity formula, please click here to read more.Prince George’s County Public Schools

13STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORTCritical Success IndicatorTarget SY 2024Actual SY 2024TargetSY 2025Percent of employees agreeing that [their school/the district] encourages them to innovate 69.5% 64.0% 72.3%Percent of stakeholders agreeing that their school/building has up-to-date facilities 56.8% 51.6% 59.2%Percent of instructional staff agreeing that they are confident in their ability to practice trauma sensitive strategies 75.0% 62.9% 77.5%Percent of stakeholders who report that the frequency by which mental health stigmas are observed/experienced surrounding use of mental health supports at school/work is "rare" or "never"68.5% 59.2% 70.3%Percent of stakeholders agreeing that [they/their child] feels safe at school/work 82.5% 52.6% 83.8%Percent of stakeholders agreeing that bullying is a problem at [their/their child’s] school 12.5% 44.5% 11.3%CRITICAL SUCCESS INDICATORS - DID NOT MEETNEW CRITICAL SUCCESS INDICATORS FOR SCHOOL YEAR 2025Percent of high school completers who complete the high school level of a registered apprenticeship or an industry-recognized occupational credentialNumber of teaching and learning professional development opportunities for public and private pre-kindergarten providersNumber of PGCPS pre-kindergarten programs maintaining level 5 with Maryland ExcelsPercent of teachers and administrators who complete professional learning opportunities focused on the Science of Reading via the district professional learning platformPercent of instructional staff by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (MULTILINGUAL)Percent of non-instructional staff by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (MULTILINGUAL)Percent of administrators by race/ethnicity, gender, and multilingual status as compared to the percent of students in the same groups (MULTILINGUAL)Percent of teacher of record positions that are filled by the start of the school yearPercent of teachers of record who are professionally certified or licensedPercent of employees who are rated effective or highly effective on their annual evaluationPercent of employees that have a completed BOY/MOY/EOY reviewPercent of bus routes with on-time arrivalsPrince George’s County Public SchoolsThe new CSIs are non-priority CSIs. PGCPS reports progress on priority CSIs publicly; non-priority CSIs are reported and tracked internally.

14The Office of Strategic Planning and Resource Management has compiled the resources below to support our PGCPS planning efforts to meet our district’s mission, vision, and goals. Visit the PGCPS Strategic Planning and Resource Management website for more information: https://shorturl.at/1uHk0. Please contact us at StrategicPlanning@pgcps.org.Critical Success Indicators (CSIs)ReportingDashboardsEquity Dashboardshttps://shorturl.at/m9yqjCSI Dashboardsbit.ly/3PG6v9ZQuickbase CSI Reportshttps://bit.ly/4jsEIYSSpring 2024 Progress Reporthttps://shorturl.at/YliW0STRATEGIC PLANNING YEAR THREE IMPLEMENTATION REPORT2023-24 Strategy Impact & Performance Summaryhttps://shorturl.at/3lfi2Prince George’s County Public Schools