Audits and Investigations Round 2 Board of Education FY ...ektron.pgcps.org/uploadedFiles/Offices/Business... · 04.13.17 PGC Office of Audits & Investigations Page 6 Governing Board

P r i n c e G e o r g e ’ s C o u n t y P u b l i c S c h o o l s 1 4 2 0 1 S c h o o l L a n e , U p p e r M a r l b o r o , M D 2 0 7 7 2 w w w . p g c p s . o r g

Business Management Services Raymond H. Brown Chief Financial Officer

Board of Education FY 2018 Requested

Budget Q & A

Questions from Prince George’s County Office of Audits and Investigations Round 2

Date: May 2, 2017

Prince George’s County Public Schools Division of Business Management Services

FY 2018 Requested Operating Budget Q & A

Qu

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Questions from Prince George’s County

Office of Audits and Investigations Received April 13, 2017

Round Two 1. UPDATE LEGISLATION

Provide an update related to the Maryland General Assembly legislation that has been passed which will affect the

School System. Please include a discussion of the impact.

2. NON-RESIDENT TUITION

In last year’s budget review question responses, staff indicated the following amounts were due to the Board

of Education for Non-Resident students. Were these amount collected or written off?

3. TEACHERS ELIGIBLE FOR RETIREMENT In the response to first round question number 12 regarding the plan to negate the effects of teacher retirements, staff indicated that the services of Resident Teacher Programs and Teach for America are used to identify a significant number of teacher candidates each year. Please explain and discuss the retention rates of teachers recruited through Resident Teacher Programs and Teach for America.

4. PGCEA AND ASASP II RESIGNATIONS In response to first round question number 13, staff provided a chart. Please provide the chart data by position type.

5. VACANCIES BY CATEGORY In response to first round question number 18, staff provided a chart. Please provide the chart data by position type.

6. PGCC AND PGCPS Please detail and discuss the status of the committee, consisting of Prince George’s Community College and School System academic officers, established to create transition courses in English Language Arts literacy, and mathematics to address the lack of college and career readiness, of some students.

7. COAST PROGRAM Please detail and explain the status of the Creating Opportunities for Academic Success & Transfer (COAST) program.


FY 2018 Requested Operating Budget Q & A Q

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Questions from Prince George’s County Office of Audits and Investigations

Received April 13, 2017 Round Two

8. UNIVERSAL PRE-K Please provide a cost estimate for the establishment of Universal Pre-K for all eligible students. Please also discuss and explain any anticipated impediments the School System would incur in establishing a Universal Pre-K initiative.

9. SPECIALTY PROGRAMS In response to first round questions number 28, staff provided charts. Could staff please expand the charts to differentiate the number of seats offered during the current school year (SY 2017), and the number of seats which are proposed to be expanded for SY 2018?

10. ACADEMY PROGRAMS In response to first round questions number 29, staff provided charts. Could staff please expand the charts to differentiate the number of seats offered during the current school year (SY 2017), and the number of seats which are proposed to be expanded for SY 2018?


FY 2018 Requested Operating Budget Q & A

1. UPDATE LEGISLATION Provide an update related to the Maryland General Assembly legislation that has been passed which will affect the School System. Please include a discussion of the impact. Updates from the March 28, 2017 answer packet to the Office of Audits & Investigations provided on April are noted in italics. Bills that no longer represent an impact are noted with strikethrough.

There are several bills that may have an impact on the FY 2018 operating budget: HB1 / SB 230 (Enrolled) - Maryland Healthy Working Families Act – Due to the large number of temporary employees within PGCPS (substitutes, bus drivers, food services, custodians, paraprofessionals, etc.), this will have a significant impact. There will also be significant modifications to business process models and data tracking (timekeeping) efforts to capture data as indicated by the legislation. We estimate this initiative will cost PGCPS $650,000. No additional funds are requested in the FY 2018 budget. HB 270 (Passed) – Environment - Testing for Lead in Drinking Water - Public and Nonpublic Schools - Requires the Department of the Environment, in consultation with the State Department of Education, the Department of General Services, and Maryland Occupational Safety and Health, to adopt regulations, under specified circumstances, to require periodic testing for the presence of lead in drinking water outlets in occupied public or nonpublic school buildings; requiring the Department of the Environment, before adopting regulations, to gather specified information regarding the establishment of lead-free school environments; etc. Local expenditures increase, potentially significantly, beginning in FY 2019 to the extent PGCPS is responsible for paying for the required sampling and testing. Additionally, costs likely increase for any public schools that test positive for an elevated level of lead to conduct required follow-up actions. The exact amount of the fiscal impact is undetermined at this time. HB656/SB472 – Stormwater Remediation Fees – Unsure of the impact of this legislation. We are waiting on information from the county’s Department of the Environment. HB684 (Signed by the Governor) – Education - State Grants for Education Aid - (Pre-Kindergarten Funding) - establishes a supplemental prekindergarten grant for FY18- FY20 to a county board that makes a full-day public Pre-K program available for all eligible children. The grant equals the State share of the per pupil foundation amount multiplied by the number of FTE eligible children enrolled in the program on September 30 of the previous year. Additional revenue is not included in the FY 2018 requested budget. HB 1082 / SB1060 - (Enrolled) – Heroin and Opioid Education and Community Action Act of 2017 (Start Talking Maryland Act) - Requires a county superintendent of schools to approve or disapprove any proposed change in the hiring or termination of personnel in connection with the school health services program; requiring specified programs established by the State Board of Education to include instruction on heroin and opioid addiction and prevention, including information on the lethal effect of fentanyl; requiring each county board to establish a specified policy related to the administration of naloxone; etc. Potential significant increase in expenditures for PGCPS to provide naloxone and any associated training and to hire community action officials and implement program requirements under the bill. School health staff estimated $30,000 to provide one naloxone kit at each school and athletic event. Local boards may receive grant funding to mitigate a portion of these costs in FY 2019. HB1109 (Signed by the Governor) - Teachers' Retirement and Pension Systems - County Boards of Education Payments - Providing that, for fiscal year 2017, county boards of education shall be relieved of a specified portion of a contribution for specified local employees of the Teachers' Retirement and Pension Systems; providing for a specified allocation of payment relief; requiring the Governor to provide a specified amount in either fiscal year 2018 or 2019 to be paid into specified accumulation funds of the State Retirement and

http://mgaleg.maryland.gov/2017RS/bills/hb/hb0270T.pdf

http://mgaleg.maryland.gov/2017RS/bills/hb/hb1082E.pdf

http://mgaleg.maryland.gov/2017RS/bills/sb/sb1060E.pdf

Prince George’s County Public Schools Business Management Services

FY 2018 Requested Operating Budget

04.13.17 PGC Office of Audits & Investigations Page 5

Pension System if a specified condition is not met; etc. This legislation does not have an effect on FY2018 school system revenues. HB1568 (Signed by the Governor) - Workgroup on Transportation for Middle and High School Students in Prince George's County Establishing the Workgroup on Transportation for Middle and High School Students in Prince George's County to identify a range of options for transporting Prince George's County Public Schools middle and high school students and estimating the cost of specified options; requiring the Workgroup to study and make recommendations to the Prince George's County House and Senate Delegations by August 31, 2017; etc. PGCPS can staff the workgroup using existing resources. No FY 2018 fiscal impact is noted at this time. SB319 (Enrolled) – Pathways in Technology Early College High (P-TECH) School Act of 2017 – continuation of funding for a pilot program for P-Tech schools. PGCPS will offer two pathways for P-Tech, Health Services and Hospitality, at Frederick Douglass HS beginning August 2017. Due to the State share of the P-TECH supplemental school grant, PGCPS local school system revenue will increase by a total of $37,500 in FY 2018. Expenditures by PGCPS increase by an estimated $953,120 in FY 2018 and has been included in the FY 2018 Requested Budget... The State share of a P-TECH supplemental school grant is not less than $750 per P-TECH student per school year and must be used for P-TECH school costs. The State share of a P-TECH supplemental school grant must be calculated and distributed by MSDE to local boards of education. A local board of education that receives a P-TECH supplemental school grant must match 100% of the State share.

2. NON-RESIDENT TUITION In last year’s budget review question responses, staff indicated the following amounts were due to the Board of Education for Non-Resident students. Were these amount collected or written off? Payment in full was received from the DC Department of Youth and Rehabilitation on April 13, 2016. Based on the Interstate Compact on the Placement of Children (ICPC), payment for non-resident students was not required. A credit memo was issued on October 13, 2016.

3. TEACHERS ELIGIBLE FOR RETIREMENT In the response to first round question number 12 regarding the plan to negate the effects of teacher retirements, staff indicated that the services of Resident Teacher Programs and Teach for America are used to identify a significant number of teacher candidates each year. Please explain and discuss the retention rates of teachers recruited through Resident Teacher Programs and Teach for America. Prince George’s County Public Schools (PGCPS) currently coordinates teacher training and support for three Maryland Approved Alternative Preparation Programs (MAAPP). They are the Prince George’s County Resident Teacher Program (PGCRTP), PGCPS/Notre Dame of Maryland University (PGCPS/NDMU) special education dual-certification program, and Teach For America. Prince George’s County Resident Teacher Program (PGCRTP) The PGCRTP is a one-year alternative certification program, which prepares recent graduates and career changers to meet the educational goals of our school district. All PGCRTP Resident Teachers sign a Letter of Agreement at the onset of pre-service training, which requires individuals to complete a three-year service commitment with PGCPS. If individuals do not fulfill the three-year service requirement, the PGCPS Treasury Operations Office coordinates a repayment schedule for the cost of teacher training. The Letter of Agreement along with high-quality induction support consisting of professional learning seminars, coursework, and mentoring from master teachers contributes to a high retention rate of Resident Teachers. Quarterly, a




Governing Board convenes to discuss the status and progress of each Resident Teacher and review program data and feedback to improve the recruitment, training, and support of new Resident Teachers. On average, we select 30 to 40 PGCRTP Resident Teachers each year.

PGCPS/Notre Dame of Maryland University (PGCPS/NDMU) The PGCPS/NDMU special education dual-certification program is a two-year alternative certification program, which prepares recent graduates and career changers to meet the educational goals of our school district. All PGCPS/NDMU special education Residents Teachers sign a Letter of Agreement at the onset of pre-service training, requires individuals to complete a four-year service commitment with PGCPS. If individuals do not fulfill the four-year service requirement, the PGCPS Treasury Operations Office coordinates a repayment schedule for the cost of teacher training. The PGCPS/NDMU special education dual-certification program is a two-year alternative certification program which prepares recent graduates and career changers to meet the educational goals of our school district. The Letter of Agreement along with high-quality induction support consisting of professional learning seminars, coursework, and mentoring from master teachers contributes to a high retention rate of Resident Teachers. Quarterly, a Governing Board convenes to discuss the status and progress of each Resident Teacher and review program data and feedback to improve the recruitment, training, and support of new Resident Teachers. Due to the cost of the graduate-level coursework for the PGCPS/NDMU special education dual-certification program, we select approximately 20 to 25 PGCPS/NDMU special education Resident Teachers each year.

Teach For America Teach For America Corps members are required to complete a two-year service commitment with PGCPS. These new teachers are strategically placed in our highest needs schools during their teaching service. Quarterly, a Governing Board convenes to discuss the status and progress of each Teach For America Corps member and reviews data and feedback to improve program recruitment, training, and support. Due to the cost of the Teach For America program, we select approximately 20 to 25 Teach For America Resident Teachers each year.

Resident Teacher Program

Year Number Entered

Number Remaining

Retention Percentage

PGCRT Program 2010-11 26 18 69% PGCRT Program 2011-12 26 20 77% PGCRT Program 2012-13 35 25 71% PGCRT Program 2013-14 54 43 80% PGCRT Program 2014-15 45 42 93% PGCRT Program 2015-16 32 27 84%

Resident Teacher Program Year Number Entered

Number Remaining


PGCPS/NDMU- Special Education 2009-10 27 17 63% PGCPS/NDMU- Special Education 2010-11 15 11 73% PGCPS/NDMU- Special Education 2012-13 17 15 88% PGCPS/NDMU- Special Education 2013-14 17 17 100% PGCPS/NDMU- Special Education 2014-15 38 37 97% PGCPS/NDMU- Special Education 2015-16 23 20 87%

Resident Teacher Program

Year Number Entered

Number Remaining


Teach For America 2009-10 70 6 9% Teach For America 2010-11 41 1 2% Teach For America 2012-13 44 7 16% Teach For America 2013-14 54 16 3% Teach For America 2014-15 39 5 13% Teach For America 2015-16 25 7 28%




4. PGCEA AND ASASP II RESIGNATIONS In response to first round question number 13, staff provided a chart. Please provide the chart data by position type. The table below provides PGCEA and ASASPII resignations, by MSDE position category:

5. VACANCIES BY CATEGORY In response to first round question number 18, staff provided a chart. Please provide the chart data by position type. The table below provides the vacancies, by MSDE position category, as of March 17, 2017:

Bargaining Unit Desc MSDE Category

Total

Employees

Number

Resigned Percent

ASASP II Assistant Principals 268 13 4.9%

Directors, Coordinators, Supervisors, Specialist 244 11 4.5%

Principals 217 16 7.4%

ASASP II Total 729 40 5.5%

PGCEA Directors, Coordinators, Supervisors, Specialist 104 3 2.9%

Guidance Counselors 345 27 7.8%

Librarians 127 13 10.2%

Other Professional Staff 55 14 25.5%

Psychologists 90 12 13.3%

Pupil Personnel Workers, School Social Workers 56 1 1.8%

Teachers 8847 932 10.5%

Therapist 156 16 10.2%

PGCEA Total 9780 1018 10.4%

MSDE Category

Vacant

FTE

Full Year Value of

Vacancies

Directors, Coordinators, Supervisors, Specialists 6.50 1,055,137$

Principal (1.50) (189,759)

Assistant Principal 9.00 942,837

Teacher 95.80 7,123,301

Other Professional Staff 74.70 7,396,552

Therapist 9.61 754,403

Librarian 7.00 568,624

Guidance Counselor (1.00) (61,890)

Psychologist 0.50 42,990

Student Personnel Worker 1.00 91,427

Nurse 28.00 1,769,190

Teacher Aide 109.31 3,327,321

Secretary/Clerk 32.96 1,562,267

Other Support Personnel 135.45 6,388,344

507.33 30,770,744$




6. PGCC AND PGCPS Please detail and discuss the status of the committee, consisting of Prince George’s Community College and School System academic officers, established to create transition courses in English Language Arts literacy, and mathematics to address the lack of college and career readiness, of some students. The Committee began meeting in the fall of 2015. The composition from Prince George’s County Public Schools (PGCPS) included then Deputy Superintendent Dr. Shawn Joseph, Executive Director of Curriculum and Instruction Dr. Gladys Whitehead, Director of Academic Programs Dr. Kara Libby, Instructional Specialist for the Office of Advanced and Enriched Instruction Edrika Hall, and Instructional Supervisors for High School Mathematics and Reading/English Language Arts, Stephanie McCloud and Corey Carter. Prince George’s Community College (PGCC) representatives included Vice President of Academic Affairs Sandra Dunnington, and the Deans of the Mathematics and English departments including professors in those departments. Meetings were held monthly from October 2015 - May 2016. The initial focus of the work was establishing parameters for the transition course including analyzing PGCC and PGCPS data. Sub-committees met in between the monthly meetings to work towards the development of the courses. In May 2016, progress was shared out with the full committee and the courses/options were finalized for the 2016-17 school year.

7. COAST PROGRAM Please detail and explain the status of the Creating Opportunities for Academic Success & Transfer (COAST) program. The Creating Opportunities for Academic Success & Transfer (COAST) program is a high school to college pathway program that places dedicated Prince George’s Community College (PGCC) academic coaches in 10 targeted Prince George’s County public high schools to ensure participants a seamless transition from high school to college completion. The goal of the COAST program is to prepare high school students for transformational life-long learning. Schools were identified based on high eligibility and low school participation in dual enrollment and enrollment trends. The below list details the schools currently offering the program:

Largo High School

Dr. Henry A. Wise Jr. High School

Oxon Hill High School

Laurel High School

Gwynn Park High School

Surrattsville High School

High Point High School

Crossland High School

Central High School

Potomac High School

8. UNIVERSAL PRE-K Please provide a cost estimate for the establishment of Universal Pre-K for all eligible students. Please also discuss and explain any anticipated impediments the School System would incur in establishing a Universal Pre-K initiative. See presentation – Attachment 8.

9. SPECIALTY PROGRAMS In response to first round questions number 28, staff provided charts. Could staff please expand the charts to differentiate the number of seats offered during the current school year (SY 2017), and the number of seats which are proposed to be expanded for SY 2018? See updated chart – Attachment 9.




10. ACADEMY PROGRAMS In response to first round questions number 29, staff provided charts. Could staff please expand the charts to differentiate the number of seats offered during the current school year (SY 2017), and the number of seats which are proposed to be expanded for SY 2018? See updated chart – Attachment 10. Please note that there is no proposed expansion of seats for school year 2018.

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PrinceGeorge’sCountyPublicSchools

AcademicExcellence: SupportEarlyLearningReadinessApril14,2016

04.13.17 OAI Attachment 8

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PrinceGeorge’sCountyBoardofEducation

SegunC.Eubanks,Ed.D.,ChairCarolynM.Boston,Vice‐Chair,District6ZabrinaEpps,M.P.M.,District1LupiQuinteros‐Grady,District2DinoraA.Hernandez,Esq.,District3PatriciaEubanks,District4VerjeanaM.Jacobs,Esq.,District5K.AlexanderWallace,District7EdwardBurroughsIII,District8SonyaWilliams,District9CurtisValentine,M.P.P.,BoardMemberBeverlyAnderson,Ph.D.,BoardMemberMaryKingstonRoche,BoardMemberAvaPerry,StudentBoardMemberKevinM.Maxwell,Ph.D.,SecretaryTreasurerandChiefExecutiveOfficer


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ContentsI. Introduction.......................................................................................................................................................................................................................4‐6II. YearinReview

KindergartenReadinessAssessmentData.................................................................................................................................................8‐10 StrategyTeamOutcomes................................................................................................................................................................................11‐12 GrantSummary..........................................................................................................................................................................................................13 EarlyChildhoodTaskForceSubcommittees..........................................................................................................................................14‐17 Break‐OutSession:SubcommitteeResponsibilities,Facilitators,andParticipants.....................................................................18 EarlyChildhoodSummitBreak‐OutSessionDiscussion...................................................................................................................19‐20 KeyTake‐Aways,Recommendations,NextSteps.................................................................................................................................21‐23

III. UniversalPre‐K

HeadStartProgram..................................................................................................................................................................................................25 PrekindergartenProgram..............................................................................................................................................................................26‐28 JudithP.HoyerEarlyChildhoodProgram......................................................................................................................................................29 EarlyChildhoodDirectory..............................................................................................................................................................................30‐38 PreliminaryListofPossibleSchoolSites.................................................................................................................................................39‐43 PossibleChildcareCommunityPartnerships.........................................................................................................................................44‐46


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SectionI:IntroductionTheEarlyChildhoodProgramisdedicatedtohelpingouryoungestchildrenbyprovidingearlylearningopportunitiesacrossmultiplesettingsandprograms.Incollaborationwithparentsandcommunitypartners,theEarlyChildhoodProgramworkstofacilitate increased school readiness and community access as appropriate for our young learners.The Early ChildhoodProgramprovidesavarietyofservicestofamiliesandchildren.Whatisschoolreadiness?Kindergarten readiness is a child’s ability todemonstrate the foundational skills andbehaviors inkeyareasorDomainsofLearning thatpreparehim/her for curriculumbasedon thekindergarten standards.Domains are theoverarching areasofchilddevelopmentandearlylearningthatareessentialforschoolandlong‐termsuccess.TheDomainsofLearningare:

Language&Literacy Mathematics PhysicalWell‐Being&MotorDevelopment Science SocialFoundations SocialStudies TheFineArts

Alldomainsareimportantandneedtobesupportedandnurturedinavarietyofways. Maryland’sKindergartenReadinessAssessment(KRA)measureschildren’sreadinessinfourdomains–Language&Literacy,Mathematics,PhysicalWell‐Being&MotorDevelopment,andSocialFoundations.Thesedomainshavethegreatestimpactonoverallkindergartenreadiness.


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Howisschoolreadinessmeasured?Everyfall,teachersadministertheKindergartenReadinessAssessment(KRA)toallincomingkindergarteners.TheKRAusesage‐appropriate performance tasks and observations to measure specific skills and determine what each enteringkindergartenerknowsand isable todo in fourspecificdomains:Language&Literacy,Mathematics,PhysicalWell‐Being&MotorDevelopment,andSocialFoundations.TheKRAmeasures theskillsandbehaviors thatchildrenshouldhave learnedpriortoenteringkindergarten.Kindergartenreadinessisidentifiedas:

DemonstratingReadiness–achilddemonstratesthefoundationalskillsandbehaviorsthatpreparehim/herforcurriculumbasedonthekindergartenstandards.

ApproachingReadiness–achildexhibitssomeofthefoundationalskillsandbehaviorsthatpreparehim/herforcurriculumbasedonthekindergartenstandards.

EmergingReadiness–achilddisplaysminimalfoundationalskillsandbehaviorsthatpreparehim/herforcurriculumbasedonthekindergartenstandards.Childrenwhosereadinessskillsandbehaviorsareidentifiedas“developingoremerging”requireinstructionalsupporttobesuccessfulinkindergarten.

Howdoearlylearningexperiencessupportreadiness?Extensive research inneuroscience,psychology, andeconomics shows that the first fiveyearsof a child’s life are a criticalperiodofdevelopment.Thisisthetimewhenthebraindevelopsmorerapidlythanatanyotherpointinlife.It iswhenthebrain builds the pathways that provide the foundation for all future learning.During this time, the groundwork is laid forlanguage acquisition, literacy, mathematics, problem solving, social and emotional growth, executive functioning, physicaldevelopment,andapproachestolearning.Afterage5,thenumberofnewconnectionsslows,makingitmoredifficulttobuildthecognitiveandsocialskillsnecessarytosucceedinschoolandinlife.


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Whydoesschoolreadinessmatter?Kindergartenreadiness–demonstratingthefoundationalknowledge,skills,andbehaviorsthatenableachildtoparticipateandsucceedinschool–setsthestageforfuturelearning.Itisoneofthemostimportantfactorsin,andhasapowerfulimpacton, the educational and life successof everyyoung child.Childrenwhohaveearly childhoodexperiences anddemonstratereadinessaremorelikelytosucceedacademicallythroughouttheirschoolcareers.AccordingtotheMarylandStateDepartmentofEducation(MSDE),thereisastronglinkbetweenkindergartenreadinessandGrade 3 reading scores onMaryland Assessments. High quality early learning affords children the opportunity for school,workplace,and lifesuccess. In fact,youngchildrenwhoparticipate in formalearly learningenvironments theyearprior tokindergartenaremorelikelytoexhibithigherreadinessforschool,strongercognitiveorthinkingskills,andbetterlanguagedevelopment.Long‐termbenefitsincludeimprovedhighschoolgraduationrates,reducedratesofteenpregnancy,lowerratesofincarceration,andincreasedjobsuccess.


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SectionII:YearinReview


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PGCPSKindergartenReadinessAssessmentData

48

*

30

19

41

41

42

29

40

34

0 20 40 60

White

Two or More

Native Hawaiian

Hispanic/Latino

Asian

American Indian

African American

Male

Female

All Kindergarteners(Composite)

Percent

By Subgroup


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10


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StrategyID:

AE‐1

STRATEGYTEAMOUTCOMESSponsor(s):ShawnJosephStaffLead(s):LauraBarbee‐Matthews

Objective:Expandaccesstoformalfull‐dayprekindergartenprogramsandincreasethenumberofchildrenwhoare“fullyready”forkindergarten.

MEASURABLEOUTCOME#1:ByJune30,2020,PGCPSEarlyChildhoodprogramswillmeetorexceedthestateKindergartenReadinessAssessment(KRA);(internal60%)

FY16Outcome(s):ByJune2016,39%ofthePGCPSPreKandHeadStartsubgroupwillmeetorexceedthestatestandardfor languageandliteracyandmathematicalthinkingbasedontheKRA.FY16Milestones:

Q1ByAugust2015,developworkshopstobepresentedtoPreKandHeadStartteachersontheKindergartenReadinessAssessment‐CommonLanguageStandards.BySeptember2015,100%ofPreKandHeadStartteacherswillreceiveprofessionaldevelopmentintheareaofmathandliteracyinordertosupportschoolreadiness.BySeptember2015,providemultiplecommunityoutreachopportunitiesvialocalradiostations,TV96/38,website,socialmediasitesandbillboards.

Q2ByOctober15,2015,100%ofKindergartenteacherswillreceiveprofessionaldevelopmentintheareaofmathandliteracyinordertosupportcontinuedacademicprogress.ByDecember2015,IdentifyCommunityDayCareProvidersthatservicelargeLatinopopulation.ByDecember2015,developaworkshoptobepresentedtocommunity‐baseddaycarecenters(Northern,Central,SouthernareasofPGCounty)ontheKindergartenReadinessAssessment‐CommonLanguageStandards.

Q3ByMarch2016,train6communityday‐careproviders(3fulldaytraining)intheShelteredInstructionObservationProtocol(SIOP)inordertoincreaseschoolreadinesswithafocusonpreparingallstudents–especiallyEnglishlanguagelearnerstobereadyforkindergarten.(86teachersimpactingapproximately2,440)

Q4ByMay2016,hostquarterlyKindergartenReadinessAssessmentParentworkshopsthroughoutthecommunity(i.e.,COMERretreat,Back‐to‐SchoolEvents,PTO/PTAmeetings,KRAnights,BOEParentForums,TransformingNeighborInitiativeCommunityMeetings,church/youthmeetings,Park&Planning,etc.)toreviewskillsneededtodemonstratekindergartenreadinessandwaysparentscouldhelpathome.ByJune30,2016,100%ofPreK/HeadStartteacherswillreceivetargetedprofessionaldevelopmentbasedontheKRAassessmentscoresinordertoincreaseschoolreadiness.


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ByJune30,2016,100%oftheKindergartenteacherswillreceivetargetedprofessionaldevelopmentbasedontheKRAassessmentscoresinordertosupportcontinuedacademicprogressinthecontentareas.ByJune30,2016,provideprofessionaldevelopmentopportunitiesandteachingstrategiesforchildcareproviderstoincreasetheKindergartenReadinessAssessmentscoresofstudentsattendingcenters.ByJune2016,100%ofPreKandHeadStartteacherswillreceiveprofessionaldevelopmentintheareaintheKindergartenReadinessAssessment–CommonLanguageStandards.ByJune30,2016,provideprofessionaldevelopmentopportunitiesandteachingstrategiesforchildcareproviderstoincreasetheKindergartenReadinessAssessmentscoresofstudentsattendingcommunity‐basedcenters.


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GrantSummaryGrant Description/Partners Amount Timeframe

Kindergarten Readiness Assessment Professional Development Grant

Support for activities to improve the school readiness of children with the Ready for Kindergarten (R4K) Early Childhood Comprehensive Assessment Program: • professional development and support on the implementation Prekindergarten Maryland College and Career Readiness standards for PreK and Head Start teachers. • professional development and support on the implementation and use of data from the Kindergarten Readiness Assessment for kindergarten teachers

$95,000 7/1/2015 – 9/30/16

Head Start The Head Start Program mission is to provide an integrated system of quality services to participating families and eligible children. Head Start encourages self-sufficiency, growth, and development supported through family and community partnerships.

$7 million 5 year grant period – August 1, 2013 to July 31, 2019 – During the 2018 -2019 grant period we

must reapply for the next 5 years.

Judy P. Hoyer Early Care and Education Enhancement Grant for Preschool Services

Partnership between PGCPS and Greenbelt Children’s Center to promote school readiness in a community- based childcare center.

$113,850 State $8,720 Federal

7/1/15 – 6/30/16

Prekindergarten Expansion Grant (State-300%)

Increase and expand access to prekindergarten to traditionally underserved groups and increase kindergarten readiness.

$571,621 7/1/2015 – 6/30/2016

Prekindergarten Expansion Grant (Federal-220%)

Increase and expand access to prekindergarten to traditionally underserved groups and increase kindergarten readiness.

$1,028,160 7/1/2015 – 6/30/2016

Judy P. Hoyer Early Care and Education Enhancement Grant

The “Judy Center” will enhance comprehensive early childhood programs and services for children birth through kindergarten. The “Judy Center” working with their partners will collaborate to increase school readiness skills.

$323,333 7/1/2015 – 6/30/2015


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EarlyChildhoodTaskForceSubcommitteesBuildingSustainableCommunitiesSustainablecommunitiesarehealthy in theareasofenvironment,socialwell‐being,andaccess to food,healthcare,housing,education,andeconomicsecurity (localbusinessandmeaningfulemployment).Thismeans thathigh‐quality social supports inhealth,education,and youth development remain important to the well‐being of many families. It also places a premium on strong networks amongcommunity‐ based organizations. The support of community initiatives and backers of community partnerships is central to buildingsustainablecommunities.Members:Chair:StephanieBailey,HeadStartEducationalSpecialist([email protected])•RonnieLowenstein,PGCPSConsultant([email protected])•MaritzaGonzalez,DiversityOffice([email protected])•RachelZukowski,LibrarySystem([email protected])•MartiWorshtil,ParentResourceCenter([email protected])•FloraGee,GreenbeltChildren'sCenter([email protected])•PatriciaFreeman,CACFP([email protected])•PamelaHamlin,LibrarySystem([email protected])•BethKrugerud,Frogstreet([email protected])

VisionStatementPrinceGeorge’sCounty isacaring,engaged,and inclusivecommunitythatvaluesearlychildhooddevelopmentbyprovidingresourcesthatenhancethelivesofallmembers.Goals1.Providingcommunitymembersaccesstoresources2.Trainingforalllevelsofthecommunity3.Gettingcommunityintoschoolsandchildcareprovidersfacilities


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ClosingtheAchievementGapTheachievementgapreferstotheobserved,persistentdisparityofeducationalmeasuresbetweentheperformanceofgroupsofstudents,especiallygroupsdefinedbysocioeconomicstatus,race/ethnicity,andgender.Members:Chair:ChristyTirrellCorbin([email protected])

•AndreiaSearcy,InstructionalSupervisor([email protected])•PaulaHarris,SpecialistOfficeofContinuousSystemicImprovement([email protected])•JudithRuss,MathSupervisor([email protected])•KiaMcDaniel,ESOLInstructionalSupervisor([email protected])•SimoneJordanMcQuaige,ReadingSupervisor([email protected]) TehaniCollazo,EducationPolicyAdvisor,OfficeoftheCountyExecutive([email protected])

ServicingtheCommunityServiceoractivitiesdoneforthebenefitofcommunityatlarge.Workperformedintendedtobeforthecommongood,usuallydoneaspartofanorganizedscheme.MembersChair:BrendaNeal,BeforeandAfterCareExtendedLearningProgramManager([email protected])

DianeBonanni,CoordinatingSupervisor,SpecialEducation([email protected]) MartiWorshtil,ExecutiveDirector,PrinceGeorge’sCountyResourceCenter([email protected]) BethKrugerud,FrogstreetRepresentative([email protected]) ZoraydaMoreira‐Smith,SeniorManagerofCommunityDevelopmentDepartmentCASA([email protected]) MaritzaGonzalez,DiversityOfficer([email protected])


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MonitoringQualityChildCareWhilethereisnosingledefinitionofqualityinchildcare,therearesomeoverallelementsofchildcarethatareidentifiedascriticaltothewell‐beingofchildren.

Health,safety,andgoodhygiene Goodnutrition Awell‐maintainedenvironmentsetupforchildren Anadequatenumberofstaffwhoaresensitiveandresponsivetochildren Opportunitiesforactiveplay—especiallyoutdoors Opportunitiesforquietplayandrest Opportunitiesfordevelopingmotor,social,language,andcognitiveskillsthroughplay Positiveinteractionswithadults Practicesthatsupportpositiveinteractionamongchildren Facilitationofemotionalgrowth Participationof,supportfor,andcommunicationwithparents Respectfordiversityanddifference,genderequality,andinclusionofchildrenwithdisabilities

Highqualitychildcareisgenerallyunderstoodtohavebroadlearninganddevelopmentgoalsforchildren.Itemphasizeslettingchildrenlearnthroughplayandexperiencingawiderangeofartistic,cultural,cognitive,social,andphysicalactivities.MembersChair:LisaSampson,InstructionalSupervisor([email protected])

SheilaManess,MSDEQualityAssuranceSpecialist,MarylandEXCELS([email protected])VickieDiSanto([email protected])SherylDickerson,Director([email protected])StephanieCochran,SpecialProjectsCoordinator([email protected])MartiWorshtil,ExecutiveDirectorPrinceGeorge’sChildResourceCenter([email protected])FloraGee,Director([email protected])PatriciaFreeman,CACFPSupervisor([email protected])MeenaGraafar,FamilyChildcareProvider([email protected])


17

PoliciesandProceduresPoliciesandProceduresdefinewhatyourorganizationdoesandhowyoudoit.Clearpoliciesandproceduressupporteffectivedecision‐making and delegation because they provide guidelines onwhat people can and cannot do,what decisions they canmake, andwhatactivities are appropriate. Policies are clear, simple statements of how your organization intends to conduct its services, actions, orbusiness.Theyprovideasetofguidingprinciplestohelpwithdecision‐making.


18

Break‐OutSession:SubcommitteeResponsibilities,Facilitators,andParticipants

Thegoalistobetterpreparestudentsforthedemanding21stcentury.Subcommitteeswillconsiderthefoundationalknowledge,skills,andbehaviorsthatenableachildtoparticipateandsucceedinschool.Discusstheworkthathasbeendoneinyoursubcommittee?Usingthedefinitionofyoursubcommitteeandinformationgatheredinthe1stsession,gearthegroupinlookingatthedatathroughthelensoftheirsubcommittee.Whatarethe“Aha’s?”

ServicingtheCommunity MonitoringQualityChildCarePrograms BuildingSustainableCommunities PoliciesandProcedures Fiscal/GrantWriting ClosingtheAchievementGap

Howcanyoursubcommitteeassistinensuringthefoundationalknowledge,skills,andbehaviorsareinplacesothatthechildrenarereadyforschool?Whatstepswouldyoutake?Howdowerebrandandgetthemessageouttothegreatercommunityabouttheimportanceofearlychildhoodeducation?Wheredowecaptureourchildren(hospitals,grocerystores)?Oncechildrenarecaptured,howcanweidentifythediscreteneedsandseekfunding?Howcanyoursubcommitteeassistparentsandmeetthemwheretheyare?Whatarethenextstepstosuccessfullyassistparentsandmeetthemwheretheyare?


19

EarlyChildhoodSummitBreakoutSessionDiscussion

ServingOurCommunity

Someofthetopicsareconnectedinwaysthatwemirroreachother.Woulditbeanadvantageforthecommitteestomeetandshare?Identify3Goals:ParentEducation,SupportLicenseChildCareproviders,Encouragesupportofnon‐licensedchildcareproviders.Activities(AllforKReadiness:Connecting–resources,Increasing‐awareness,Engaging–allstakeholders)DepartmentofSocialServices–hasateamWearelookingatbills(MartiW)Educatingparents(wheretofindlicensedchildcare)Voucherpiece–wheredoparentsstandasfarasaccessibility/holdup

BuildingSustainableCommunities

Accessfood–howcanfoodbeprovidedtofamilies?NeedaSite:Morecommunitypartnershipsbetweenpublic,private,andnon‐profitorganizations.BuildmeaningfulrelationshipMorecommunicationandcollaborationwithintheschoolsystemtoprovideservicestofamiliesStrategyneededaroundcommunicationBetterpublicrelationsabouttheservicesavailableinPGCPSWhatdoescommunitymean?Howdoweconnect,Crossagencytrainings,Drop‐ininformationcenter


20

Policies/Procedures

BuildingRelationships/PersonalAgendasEqualSay/PD–stipendstogointoeducation/Buildleadershipinternshipstocollege&universitiesECEducation

Educateparents–parentsas1stteachersTransitionsfromthebeginningImportanceofrelationshipswithparentsAttendanceatpolicymeetingsSept‐May/LegislativeJan‐AprilCommunicationwithdepartments,agencies,i.e.,MSDE,PGCPSBrandingtoeverybody–Tagline“ECMatters“ReadinessMatters”Definewhatearlychildhoodeducational(setting)meansWhatarethemechanismsforstandards,agreements,andresourcesbetweenPGCountyschoolsandcommunitypartners?Userfriendly(i.e.,childcare,parents)

ClosingtheAchievementGap

Whoarethekeyplayers?Mostinfluential?Trainingsforteacherswithspecialpopulation,i.e.,ELLLookatin‐housestakeholdersfortransitiontokindergartenprogramestablishingastructureTransitionforparentsIdentifyhighleverageareasCommunicationblitz


21

KEY TAKE-AWAYS RECOMMENDATIONS NEXT STEPSSo much potential for greater impact by connecting existing efforts. We need stronger pathways between ECE centers and PGCPS.

I'll share next time we meet.

Identify action steps/strategies for priority targets. Organizing partners and assigning specific targets w/ timelines.

Juices flowing! Partnership enthusiasm!

Follow Up Prioritizing targets.

Communicate resources and share information with the larger community.

Great information to support the early childhood community.

Invite members of the Board of Education and the County Council.

Learn more about the responsibilities required to attend the Board planning meeting.

The necessity for all EC components to communicate and work together. The necessity for increased visibility @public places: churches, libraries, grocery stores, etc.

Create more opportunities for the different EC programs/agencies to collaborate and share ideas.

Investigating next steps.

Our group talked about how to unify services that would benefit child care and family providers.

Possibly mapping of PGC to see what agencies are close to what schools.

Inform the committee members about the date and time of the next board planning meeting.

Becoming familiar with the eligibility guidelines for PreK and HS. I am a "Piece of the Puzzle."

Invite Cheryl Landis from PGCPS Business and Community Partnerships Office with businesses that would support our vision to our next meeting.

Investigating next steps

How can we connect FCC providers to the community programs in their area and beyond?

Identify those programs and the schools to partner to get information out.

The County needs to improve communication w/ key EC stakeholders. There are many people committed to improving quality education for all children in PG County. There is a lot of work to be done.

Invite parents from a wide range of PGC communities. Provide opportunities for families to provide feedback on their needs and opportunities to get involved in this work.

Relationships and Partnerships matter/Different perspectives help all of us /communication/user friendly/Access for all children to high quality opportunities.

Combine all ECE Committees in PGC. Work on a tag line for all ECE Messages Public Awareness Campaign.

Go to County Exec and ask for a committee which must have members from PGCPS, County, Government, Fire Marshall, Health Dept., Environmental Health, DSS, Pediatricians, Child Care, PGCRC, Police Dept. Parents etc.

Great opportunity to hear the demographics and dynamics of all EC programs-could see how it impacts our division/initiatives/perspectives. Love the community interaction involving all stakeholders.

Coordinate w/ EC on articulation of PreK/K at all ES sites. (PDLTs, RS, and administrators).

More opportunities to hear across sub-committees…issues/concerns. Communication!


22

This was excellent. I think you should continue to have these summits.

Use local councils and advisory boards. Facilitate collaboration across agencies.

Meet regularly. Mapping. Strategic planning.

The scopes of the issues related to K are great and varied. The information helps is to focus our efforts in our individual programs to be more supportive of K readiness.

Make sure there is Robust follow up. Get the work done!

Narrow recommendations down to executable action items that move our efforts forward in a meaningful way.

Building Meaningful Relations with internal and external partners. Communication Strategy-encompassing linkages with PGCPS Communications/Public Relations Department.

Focus in on specific projects w/timelines, challenges/successes when meeting again.

The need to reach everyone not just certain communities.

Making sure the parent understands the importance of learning. To get non-conventional hours for locations to give out information.

To reach next level of management and decision- makers.

I learned more about how things operate in the County and the many things that we are doing together.

Make certain you maintain frequency of meetings and report about progress on goals.

Again keep this in the minds of participants.

Montessori schools in top 10. Engaging parents is crucial to success. Learning Parties, Raising a Reader and Transition.

Pathways between EC, Day care, and K Training for teachers and parents-statistics of what difference the training made. Public library projects/Info Centers-Which of the things that can make the biggest impact on scores. Half-day options to Full day. Readiness packets regarding the standards.

Present to BOE (having their ear in regards to EC needs) Including Faith based organization join committee for future meetings w/ BOE. Accountability

Don’t talk the talk but walk the walk. We all play a role in the ultimate success of the EC initiative-do your part. Reach out to law makers.

Consider semiannual Summit w/ status of progress.

Drill down on key recommendations. Example- Communicate strategy…Drop in Centers, Text Messaging…Flyers in County, Centers, Apartment Complex…Agency head mtg.

Still much work needed re: communication between groups. This (today) is a start to finding common ground but still need to break down barriers.

General meeting not following only one agency/group agenda but allowing equal say in goals.

Identify overlap of committees consolidate if needed. Meet + identify for achievable goals to refer to fiscal/grant writing committee to see if funds are available to match the goals.

The necessity to bridge the gap between early child care and ready to enter school at 5.

It is important that organizations and agencies within the county communicate to achieve our common goal of preparing our children for school and ensuring they are successful throughout their school experience.

A committee that includes All County stakeholders involved in early and continuing education.


23

Progress requires commitment of PGCPS and the community. There are vast differences between children preschooling experiences from home care to formalized preschool.

Expanding learning parties w/ community support and additional facilitation. May be necessary to have a collaborative PR effort.

Embracing Community partnerships to support parents on how to help their children become school ready. (In house PGCPS) More vertical articulation between EC and ES level.

There are programs & partnerships that already exist. More people are in need of training to expand the Learning Parties. More trained people = more learning parties to reach more families. Most subcommittees: help parents w/ access-not all parents are readers’ so helping their children is a challenge. We have to help them more than what we are doing – videos, modeling vs packets.

Offer training to individuals willing to help with the Learning Parties to go beyond 20 families. Need funding for a transition-students are "screened" or "assessed" for placement in K classes, so teachers are able to know (get snapshots) of students entering K. This could occur over the Summer.

Bridging the gap between the school system and child care provide/ Connecting w/parents & community w/ a commitment from families we can get knowledge, data and feedback about how it's going w/ what we provided over time not one and done/ having a core group of families that meet regularly.

Connect & message all of the great programs & activities going on in PG to support EC education; like Lisa said connect the communication dots.

Reaching parents-child's first teacher/Legislation-Marti- "Who's watching your child?"

Who is the key communications contact in PGC? Help to communicate a consistent message about all the great things going on regarding EC Education.

Compelling data of where we are and where we hope to be. Many good initiatives underway, but seem to be a best kept secret.

Sub-committee should develop clear "actionable" plans and share their progress at subsequent meetings. ECC should help architect the goals of each subcommittee under coherent and cohesive priorities.

Follow thru in action items developed in breakout sessions.


24

PrinceGeorge’sCountyPublicSchools

SectionIII:UniversalPreK


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HeadStartProgramDescriptionHead Start promotes the school readiness of young children from low‐income families through local schools and agencies in thecommunity.TheHeadStartprogramisauthorizedbytheImprovingHeadStartforSchoolReadinessActof2007.HeadStartsupportsthemental,social,andemotionaldevelopmentofchildren.Theprogramisrequiredtoimplementstatestandards.Inadditiontoeducationservices, theprogramprovideschildrenandtheir familieswithhealth,nutrition,social,andotherservices.HeadStartservicesareresponsivetoeachchildandfamily’sethnic,cultural,andlinguisticheritage.HeadStartencouragestheroleofparentsastheirchild’sfirstandmostimportantteachers.Programsbuildrelationshipswithfamiliesthat support positive parent‐child relationships, family well‐being, and connections to peers and community. Head Start began as aprogramforpreschoolers.Three‐and4‐year‐oldsmadeupover98percentofthechildrenservedbyHeadStartlastyear.CommunityPartnershipsCommunity Partnerships are expanding and currently include the Department of Social Services, Prince George’s Community College,CommunityCounselingandMentoringServices,BowieStateUniversity,PrinceGeorge’sCountyHealthDepartment,Women,InfantandChildren(WIC)Program,UniversityofMaryland,PriorityPartners,andSalvationArmy.Highlights/DataPoints•PGCPSHeadStartProgramstartsin1968ProgramAdministratorSandraKee,301‐408‐7100,[email protected]


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PrekindergartenProgramDescriptionPrekindergartenisastate‐fundedprogramfor4‐year‐oldchildrenwhoarefromfamiliesthatareeconomicallydisadvantagedorhomeless.Theoverallgoalofprekindergartenistoprovidelearningexperiencestohelpchildrendevelopandmaintainthebasicskillsnecessarytobesuccessfulinschool.Theprekindergartenprogramprovidesappropriateexperiencesthataddresstheliteracy,cognitive,social,emotional,andphysicalneedsofyoungchildren.Localschoolsystemsarerequiredtodeveloptheirownpoliciesandproceduresforimplementingaprekindergartenprogramin accordance with state regulations. Under these regulations, a prekindergarten site typically operates a morning andafternoon session five days aweek for aminimum of 2.5 hours daily per session, consistentwith the local school systemcalendar.Localschoolsystemsarerequiredtoimplementprekindergartencontentstandards,andmanylocalschoolsystemsuse the MSDE prekindergarten quality standards that define program management, the quality of early education in theclassroom,staffdevelopment,andproceduresforcommunicationwithkindergartenteachers.CommunityPartnershipsGreenbeltChildren’sCenter(GCC)–PartnershiptohouseaPGCPSPrekindergartenclassatGCCtopromoteschoolreadinessthroughpartnershipwithahighqualityearlychildhoodcareandeducationenvironmentcombiningtheresourcesofPGCPSandtheGCC.KiddieAcademyofOxonHillTheLourieCenterforChildren’sSocialandEmotionalWellnessThembaCreativeChildCare–Partnershiptomodelpublic‐privatepartnershipbetweenPGCPSandcommunity‐basededucationalchildcareproviderforimplementingahighqualityprekindergartenprogramresultinginpositiveoutcomesforchildren.


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Highlights/DataPointsRaisingAReader (RAR) focuses on the role families play in language and literacydevelopment rather than offeringdirecttraining or instruction to children. Second, it is intentionally designed to extend and enhance existing early childhoodprograms.RAR’sprogramisdesignedtohelpfamilieswhomayotherwiselacktheknowledge,skills,orresourcestodevelophome‐basedbooksharingroutines.Parentsparticipateinaseriesoftrainingsessionsaimedatbuildingawarenessandunderstandingoftheimportanceoftheirroleandthevalueofparent‐friendly,research‐basedhomeliteracypractices.Eachweek,teacherssendtheirstudentshomewithabrightredRARbagfilledwithhigh‐quality,multicultural,developmentallyappropriatebooks.RARconnectsfamiliestoschoolorpubliclibrariestoreinforceandhelpthemmaintainfamilyliteracybehaviors.Parenttrainingworkshopsareessentialtotheprogram.RARsitesofferbetweentwoandfiveworkshopsyearly,whichfocusontheimportanceofbooksharingforbrainandlanguagedevelopment.Further,theworkshopshelpadultcaregiverslearnandpracticespecificevidencebasedtechniques forbook‐sharingroutines,suchasasking interactivequestionsandmakingconnections between stories in the books and the child’s life. Additionally, each bag includes a DVD, available in fifteendifferentlanguages,thatreinforcesideascommunicatedtoparentsduringtraining,andpromotesthevalueoftheseliteracypracticesinsupportingtheirchild’ssuccess.Pairedwiththetraining,thebooksthatchildrentakehomeeachweekprovidefamilies with the resources to practice the strategies learned in the workshops and develop the home literacy routinesessentialforlanguagedevelopmentandliteracyacquisition.


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RaisingaReaderLocationsAndrewJacksonAcademyBarnabyManorElementaryBradburyHeightsElementaryCapitolHeightsElementaryCarmodyHillsElementaryCoolSpringElementaryDistrictHeightsElementaryDodgeParkElementaryDoswellE.BrooksElementary

HillcrestHeightsElementaryLangleyPark‐McCormickElementaryPortTownsElementaryRobertGrayElementarySamuelChaseElementarySuitlandElementaryWilliamPacaElementaryWilliamBeanesElementaryWilliamHallAcademy

ProgramAdministratorAndreiaSearcy,240‐724‐1924,[email protected]


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JudithP.HoyerEarlyChildCareProgramDescriptionJudithP.HoyerEarlyChildCareandFamilyEducationCenters(knownas“JudyCenters”)provideacentrallocationforearlychildhoodeducationandsupportservices forchildrenbirth throughkindergartenandtheir familieswhoreside inspecificTitle Ischooldistrictsacross theStateofMaryland.Toachieve thegoalofschoolreadiness, JudyCenterservicesandprograms foryoungchildrenand theirfamiliesaretypicallyavailable10–12hoursaday,yearround.Judy Centers promote school readiness through collaboration with community‐based agencies, organizations, and businesses. ThisintegratedapproachpromotesprogramandservicedeliverythatisconvenientlylocatedinornearTitleIschools,ensuringthatyoungchildrenwhomaybeginschoolatadeficitaregivenopportunitiestostarttheirformaleducationonalevelplayingfieldwiththeirpeers.

Each JudyCenterhasa formalizedpartnershipwith localagencies,organizations,andbusinesses in their community.ThepartnershipmeetsonaregularbasistodiscusstheactivitiesandneedsofJudyCenterfamilies.Theydiscusstheimpactofservicedeliveryonschoolreadiness and, using school readiness data, jointly determine goals, objectives, milestones and strategies to employ to increase thenumberofchildrenenteringschoolreadytolearn.

CommunityPartnershipsEarlyHeadStart;ChildandDayCareCenters;Mary’sCenterforMaternalandChildCare,Inc.;thePrinceGeorge’sCountyChildResourceCenter;thePrinceGeorge’sCountyDepartmentofSocialServicesChildrenYouthandFamiliesDivision;PrinceGeorge’sCountyMemorialLibrarySystem;CommunityCounselingandMentoringServices;thePrinceGeorge’sCountyPublicSchoolsDepartmentofInternationalPrograms;theWolfTrapInstituteforEarlyLearningThroughArts;PrinceGeorge’sCommunityCollege;andtheUniversityofMaryland.Highlights/DataPointsThefirstJudyCenterwasestablishedinPGCPSandhasbeeninexistencesince1993.ProgramAdministratorLisaSampson,301‐408‐6860,[email protected]


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EarlyChildhoodDirectory

Prince George’s County Public Schools Laura Barbee-Matthews, Coordinating Supervisor Andreia Searcy, Instructional Supervisor Sandra Kee, Instructional Supervisor Early Learning Programs Early Learning Office Head Start Office 1616 Owens Road 1616 Owens Road 8908 Riggs Road Oxon Hill, MD 20745 Oxon Hill, MD 20745 Adelphi, MD 20783 240-724-1939 (phone) 301-316-2156 (fax)301 240-724-1924 (phone) 301-316-2156 (fax) 301-408-7100 (phone) [email protected] [email protected] [email protected]

School Name Address Head Start Classes

If Prekindergarten is not provided at this location, please indicate where

eligible children attend

PreK Classes

Half Day or Full Day

Board Member

Accokeek Academy 14400 Berry Road Accokeek, MD 20607

N/A Prekindergarten is provided at this location

1 Full Day Sonya Williams

Adelphi 8820 Riggs Road Adelphi, MD 20783


1 Half Day Dinora A. Hernandez

Allenwood 6300 Harley Lane Temple Hills, MD 20748


1 Full Day Edward Burroughs III

Andrew Jackson Academy

3500 Regency Parkway Forestville, MD 20747


1 Full Day K. Alexander Wallace

Apple Grove 7400 Bellefield Avenue Fort Washington, MD 20744


1 Half Day Edward Burroughs III

Ardmore 9301 Ardwick-Ardmore Road Springdale, MD 20774


1 Half Day Patricia Eubanks

Arrowhead 2300 Sansbury Road Upper Marlboro, MD 20772

N/A No – Arrowhead students attend H. W. Wheatley ECC for PreK.

N/A N/A K. Alexander Wallace

Avalon 7302 Webster Lane Upper Marlboro, MD 20744



Baden 13601 Baden-Westwood Road Brandywine, MD 20613


1 Half Day Sonya Williams

Barack Obama 12799 Brooke Lane Upper Marlboro, MD 20772


1 Half Day K. Alexander Wallace

Barnaby Manor 2411 Owens Road Oxon Hill, MD 20745

2 Prekindergarten is provided at this location



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PreK Classes


Board Member

Beacon Heights 6929 Furman Parkway Riverdale, MD 20737



Beltsville Academy 4300 Wicomico Avenue Beltsville, MD 20705


1 Half Day Zabrina Epps

Benjamin Foulois 4601 Beauford Road Suitland, MD 20746

N/A No – Specialty school with no boundary students.


Berwyn Heights 6200 Pontiac Street Berwyn Heights, MD 20740

1 No – Berwyn Heights students attend Paint Branch Elem. for PreK.

N/A N/A Lupi Quinteros-Grady

Bladensburg 4915 Annapolis Road Bladensburg, MD 20710



Bond Mill 16001 Sherwood Avenue Laurel, MD 20707

N/A No – Bond Mill students attend Scotchtown Hills for PreK.

N/A N/A Verjeana M. Jacobs

Bradbury Heights 1401 Glacier Avenue Capitol Heights, MD 20743



Brandywine 14101 Brandywine Road Brandywine, MD 20613

1 No – Brandywine students attend Baden Elementary for PreK.

N/A N/A Sonya Williams

Calverton 3400 Beltsville Road Beltsville, MD 20705



Capitol Heights 601 Suffolk Avenue Capitol Heights, MD 20743


1 Full Day Carolyn M. Boston

*Carmody Hills 401 Jadeleaf Avenue Capitol Heights, MD 20743


1 Half Day Carolyn M. Boston

Carole Highlands 1610 Hannon Street Takoma Park, MD 20912


4 Full Day Dinora A. Hernandez

Carrollton 8300 Quintana Street New Carrollton, MD 20784


2 Half Day Lupi Quinteros-Grady

Catherine T. Reed 9501 Greenbelt Road Lanham, MD 20706

1 No – C. T. Reed students attend Gaywood Elementary for PreK.

N/A N/A Zabrina Epps

Cesar Chavez 6609 Riggs Road Hyattsville, MD 20782

1 No – Cesar Chavez students attend Ridgecrest Elementary for PreK.

N/A N/A Dinora A. Hernandez

Chapel Forge ECC 12711 Milan Way Bowie, MD 20715


2 Half Day Verjeana M. Jacobs

Cherokee Lane 9000 25th Avenue Adelphi, MD 20783

N/A No – Cherokee Lane students attend Frances Fuchs ECC for PreK



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PreK Classes


Board Member

Chillum 1420 Chillum Road Hyattsville, MD 20782



Clinton Gove 9420 Temple Hills Road Clinton, MD 20735

N/A No – Clinton Grove students attend Rose Valley Elementary for PreK.


Columbia Park 1901 Kent Village Drive Landover, MD 20785


2 Full Day Patricia Eubanks

Concord 2004 Concord Lane District Heights, MD 20747



*Cool Spring 8910 Riggs Road Adelphi, MD 20783



Cooper Lane 3817 Cooper Lane Landover Hills, MD 20784



Cora L. Rice 950 Nalley Road Landover, MD 20785



Deerfield Run 13000 Laurel-Bowie Road Laurel, MD 20708



District Heights 2200 County Road District Heights, MD 20747



Dodge Park 3401 Hubbard Road Landover, MD 20785



Doswell E. Brooks 1301 Brooke Drive Capitol Heights, MD 20743



Edward M. Felegy 6110 Editors Park Drive Hyattsville, MD 20782



Flintstone 800 Comanche Drive Oxon Hill, MD 20745

1 No – Flintstone students attend Valley View Elementary for PreK.

N/A N/A Edward Burroughs III

Forest Heights 200 Talbert Drive Oxon Hill, MD 20745



Fort Foote 8300 Oxon Hill Road Fort Washington, MD 20744



Fort Washington Forest 1300 Fillmore Road Fort Washington, MD 20744



Frances Fuchs ECC 11011 Cherry Hill Road Beltsville, MD 20705




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PreK Classes


Board Member

Francis Scott Key 2301 Scott Key Drive District Heights, MD 20743



Francis T. Evans 6720 Old Alexander Ferry Road Clinton, MD 20735



Gaywood 6701 97th Avenue Seabrook, MD 20706



Gladys Noon Spellman 3324 64th Avenue Cheverly, MD 20785



Glassmanor 1011 Macy Avenue Oxon Hill, MD 20745

1 No – Glassmanor students attend Forest Heights Elementary for PreK


Glenarden Woods 7801 Glenarden Parkway Glenarden, MD 20706

N/A No – Glenarden Woods students attend James McHenry Elementary for PreK

N/A N/A Patricia Eubanks

Glenn Dale 6700 Glenn Dale Road Glenn Dale, MD 20769

N/A No – Glenn Dale students attend Carrollton Elementary for PreK

N/A N/A Patricia Eubanks

Glenridge 7200 Gallatin Street Landover Hills, MD 20784



Greenbelt Children's Center

7600 Hanover Parkway Greenbelt, MD 20770


1 Full Day Lupi Quinteros-Grady

Greenbelt 66 Ridge Road Greenbelt, MD 20771



H. Winship Wheatley ECC

8801 Ritchie Road Capitol Heights, MD 20743



Heather Hills 12605 Heming Lane Bowie, MD 20716

N/A No – Heather Hills students attend Tulip Grove Elementary for PreK


High Bridge 7011 High Bridge Road Bowie, MD 20720

N/A No – High Bridge students attend Chapel Forge ECC for PreK


Highland Park 6501 Lowland Drive Landover, MD 20785



Hillcrest Heights 4305 22nd Place Temple Hills, MD 20745



Hollywood 9811 49th Avenue College Park, MD 20740



Hyattsville 5311 43rd Avenue Hyattsville, MD 20781




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PreK Classes


Board Member

Indian Queen 9551 Fort Foote Road Fort Washington, MD 20744



J. Frank Dent 2700 Corning Avenue Fort Washington, MD 20744



James Harrison 13200 Larchdale Road Laurel, MD 20708



James McHenry 8909 McHenry Lane Lanham, MD 20706



James Ryder Randall 5410 Kirby Road Clinton, MD 20735



John Bayne 7010 Walker Mill Road Capitol Heights, MD 20743



John Hanson Montessori 6360 Oxon Hill Road Oxon Hill, MD 20745

N/A No – PreK Specialty school with no boundary students


Judge Sylvania Woods 3000 Church Street Capitol Heights, MD 20743



Judith P. Hoyer Montessori

2300 Belleview Avenue Cheverly, MD 20785

N/A No – PreK Specialty school with no boundary students

N/A N/A Carolyn M. Boston

Kenilworth 12520 Kembridge Drive Bowie, MD 20715

N/A No – Kenilworth students attend Rockledge Elementary for PreK.


Kenmoor 3211 82nd Avenue Landover, MD 20785



Kettering 11000 Layton Street Upper Marlboro, MD 20772



Kingsford 1401 Enterprise Road Mitchellville, MD 20721



Lake Arbor 10205 Lake Arbor Way Mitchellville, MD 20721



Lamont 7101 Good Luck Road New Carrollton, MD 20784



Langley Park-McCormick 8201 15th Avenue Hyattsville, MD 20783



Laurel 516 Montgomery Street Laurel, MD 20707




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PreK Classes


Board Member

Lewisdale 2400 Banning Place Hyattsville, MD 20783



Longfields 3300 Newkirk Avenue Forestville, MD 20747



Magnolia 8400 Nightingale Drive Lanham, MD 20706



Marlton 8506 Old Colony Drive South Upper Marlboro, MD 20772



Mary Harris “Mother” Jones

2405 Tecumseh Street Adelphi, MD 20783



Mattaponi 11701 Duley Station Road Upper Marlboro, MD 20772

N/A No – Mattaponi students attend Marlton Elementary for PreK.


Melwood 7100 Woodyard Road Upper Marlboro, MD 20772

N/A No – Melwood students attend Rosaryville Elementary for PreK.


Montpelier 9200 Muirkirk Road Laurel, MD 20708



Mt. Rainier 4011 32nd Street Mt. Rainier, MD 20712



North Forestville 2311 Ritchie Road Forestville, MD 20747



Northview 3700 Northview Drive Bowie, MD 20716


2 Full Day Verjeana M. Jacobs

Oaklands 13710 Laure-Bowie Road Laurel, MD 20708



Overlook 3298 Curtis Drive Temple Hills, MD 20748

1 No – Overlook students attend Panorama Elementary for PreK.


Oxon Hill 7701 Livingston Road Oxon Hill, MD 20745

N/A No – Oxon Hill students attend Fort Foote Elementary for PreK.


Paint Branch 5101 Pierce Avenue College Park, MD 20740



Panorama 6360 Oxon Hill Road Oxon Hill, MD 20745



Patuxent 4410 Bishopmill Drive Upper Marlboro, MD 20772


1 Full Day Verjeana Jacobs


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PreK Classes


Board Member

Perrywood 501 Watkins Park Drive Largo, MD 20774

N/A No – Perrywood students attend H. W. Wheatley ECC for PreK.


Phyllis E. Williams 9601 Prince Place Upper Marlboro, MD 20772

N/A No – Phyllis E. Williams students attend H. W. Wheatley ECC for PreK.


Pointer Ridge 1110 Parkington Lane Bowie, MD 20716

N/A No – Pointer Ridge students attend Chapel Forge ECC


Port Towns 4381 58th Avenue Bladensburg, MD 20710



Potomac Landing 12500 Fort Washington Road Fort Washington, MD 20744



Princeton 6101 Baxter Drive Suitland, MD 20746



Ridgecrest 6120 Riggs Road Hyattsville, MD 20783



Riverdale 5006 Riverdale Road Riverdale Park, MD 20737



Robert Frost 6419 85th Avenue New Carrollton, MD 20784

N/A No – Robert Frost students attend Lamont Elementary for PreK,


Robert Goddard Montessori

9850 Good Luck Road Seabrook, MD 20706

N/A No- Specialty school with no boundary students.


Robert Gray 4949 Addison Road Capitol Heights, MD 20743



Rockledge 7701 Laurel-Bowie Road Bowie, MD 20715



Rogers Heights 4301 58th Avenue Bladensburg, MD 20710



Rosa Parks 6111 Ager Road Hyattsville, MD 20745



Rosaryville 9925 Rosaryville Road Upper Marlboro, MD 20772



Rose Valley 9800 Jacqueline Drive Fort Washington, MD 20744



*Samuel Chase 5700 Fisher Road Temple Hills, MD 20748




37




PreK Classes


Board Member

Samuel P. Massie Academy

3301 Regency Parkway Forestville, MD 20474



Scotchtown Hills 15950 Dorset Road Laurel, MD 20707



Seabrook 6001 Seabrook Road Seabrook, MD 20706



Seat Pleasant 6400 G Street Seat Pleasant, MD 20743

1 No – Seat Pleasant students attend Robert Gray Elementary for PreK.


Skyline 6311 Randolph Road Suitland, MD 20746



Springhill Lake 6060 Springhill Drive Greenbelt, MD 20770

N/A No- Springhill Lake students attend Frances Fuchs ECC for PreK.


Suitland 4650 Homer Avenue Suitland, MD 20746



Tayac 8600 Allentown Road Fort Washington, MD 20744

1 No – Tayac students attend Rose Valley Elementary for PreK.


Templeton 6001 Carters Lane Riverdale, MD 20737



Thomas S. Stone 4500 34th Street Mount Rainier, MD 20712



Tulip Grove 2909 Trainor Lane Bowie, MD 20715

N/A No – Tulip Grove students attend Rockledge Elementary for PreK.


University Park 4315 Underwood Street Hyattsville, MD 20782



Valley View 5500 Danby Avenue Oxon Hill, MD 20745



Vansville 6813 Ammendale Road Beltsville, MD 20705



Waldon Woods 10301 Thrift Road Clinton, MD 20735



Whitehall 3901 Woodhaven Lane Bowie, MD 20715

N/A No – Whitehall students attend Rockledge Elementary for PreK.


William Beanes 5108 Dianna Drive Suitland, MD 20746




38




PreK Classes


Board Member

William Hall Academy 5200 Marlboro Pike Capitol Heights, MD 20743



William Paca 7801 Sheriff Road Landover, MD 20785



Woodmore 12500 Woodmore Road Mitchellville, MD 20716

N/A No – Woodmore students attend Kingsford Elementary for PreK.


Woodridge 5001 Flintridge Drive Hyattsville, MD 20784



Yorktown 7301 Race Track Road Bowie, MD 20715

N/A No – Yorktown students attend Rockledge Elementary for PreK.


* Judy Center


39

PreliminaryListofPossibleSchoolSitesToBeAcquiredbyPGCPSFormerPGCPSschools(Countyowned):6820WebsterStreet,207845301EdgewoodRoad,207403603TaylorStreet,20722FormerPGCPSschools(transferred):6200SheridanStreet,207374601CalvertRoad,207406016PrincessGardensES,20784FormerPGCPSschools(sold):5301EdgewoodRoad,20740M‐NCPPCsitesthatmightwork:5400HaiigDrive,207377601WestParkDrive,207375051PierceAvenue,20740Moresites:3911HamiltonStreet,207817915AnchorStreet(7908CentralAvenue),20785


40

PGCPSundevelopedsitesthatwemightbeabletotradeoruse:HuronAve(18.4acnear921951stAvenue,20740)TulsaDrive(10.6acnear10311FloralDrive,20783)MandanRd(10acnear8400NightingaleDrive,20706...MagnoliaES)MandanRd(15.6acnear7601HanoverParkway,EleanorRooseveltHS)NorthPointeLn(9.6acnear12604NorthPointLn,20708...13200LarchdaleRoadisJamesHarrisonES)PGCPSschoolsitesthatmaybeunderutilized:1.MaryHarrisMotherJonesES(AdelphiRdPark2405aka2405TecumsehSt).35useableacresisminimumsizeforasuburbanHSsiteinPGCPSAdministrativeProcedure7100.

2.CoolSpringESwasaformerCatholicHSadjacenttoAdelphiES.3.GlenridgeESwasaformerPGCPSjuniorhighschooladjacenttoWoodridgeES.4.PortTownESisoneofourlargestESmodelsonthesamecampusasRogersHeightsES.

EstimatedCostPerSite Capacity

$1.5million 360students(FullDay)


41

6820 Webster Street, 20784 (Woodridge/Glenridge ES neighborhood)

3603 Taylor Street, 20722 (Mt. Rainier ES neighborhood)


42

6200 Sheridan Street (6410 62nd Place), 20737

4601 Calvert Road, 20740


43

6016 Princess Gardens ES, 20784

5301 Edgewood Road, 20740 (Hollywood ES neighborhood)


44

PossibleChildCareCommunityPartnerships

Themba Creative Learning Center (Lanham)

Kiddie Academy (Oxon Hill)


45

Ideal Child Care Center (District Heights)

Jaycees Child Care Center (Fort Washington)


46

KinderCare Learning Center (Lanham)


47

FrequentlyAskedQuestions1.WhatdetermineswhatistaughtinPrekindergartenandHeadStart?

PrekindergartenandHeadStartteachersusetheMarylandPreKCollegeandCareerReadinessstandardsasitscurriculum.

2.HowarePreK/HeadStartclassroomsmonitored?

VisitsbyEarlyChildhoodteamtosupportlessonplanning,developmentallyappropriateinstructionaldelivery,academicandbehavioralchallenges.MSDEhasprovidedamonitoringtoolforexpansiongrantsitesthatwillbeincorporatedintoallclassesmovingforward.InadditiontothePrekindergartenmonitoringtool,HeadStartalsomonitorsteachersthroughtheuseoftheClassroomAssessmentScoringSystem(CLASS).CLASSisanobservationalinstrumentthatassessthequalityofteacher‐childinteractionsinpreschoolclassroom.PrekindergartenwillbegintoimplementCLASSforthe2016‐17schoolyearasitwillbearequirementforthePreKExpansionGrant

3.Howmanyclassesdoeachstaffpersonmonitor?

Title Prekindergarten Classes Head Start Kindergarten Classes Instructional Specialist 40 94 Head Start Educational Coordinator

51 Government Sites 6 County Expansion Sites

Resource Teacher 1 28 60 Resource Teacher 2 24 77 Resource Teacher 3 33 86 Resource Teacher 4 22 59 4.Howmanychildrenwereathomeduringtheir4‐year‐oldyear?

Datafromthe2015‐16KRAdemographicreportsindicatethat1,853childrenwereidentifiedasbeingatHome/InformalCareduringtheirfour‐yearoldyear.

5.HowmuchwoulditcosttoimplementWaterfordinallclasses?Approximately,$400,000toimplementtheWaterfordprograminallPreKandHeadStartclassrooms.


48

6. DoEnglishLanguageLearnersreceiveservicesinEarlyChildhood? EnglishLanguageLearnersareidentifiedandbeginreceivingEnglishforSpeakersofOtherLanguagesservicesinKindergarten.

7.AbouthowmanyEnglishLanguageLearnersareinPre‐KandHeadStart?Approximately1,600Pre‐KandHeadStartstudentsareidentifiedfortestingtodetermineplacementintheESOLprogram.Thisisapproximately40%ofourPreKpopulation.

8. WhatarePreschoolIndicatorsforSpecialNeedsStudentsandwhatkindsofthingsdotheymeasure?

PreschoolIndicatorsarenowknownasChildOutcomeSummaryMeasures,(COS).Forchildrentobeactiveandsuccessfulparticipantathome,inthecommunityandinplaceslikechildcareorpreschoolprograms,theyneedtodevelopskillsinthreeareas: PersonalSocialRelationships

Relateswithadults Relateswithotherchildren Followsrulesrelatedtogroupsorinteractingwithothers

AcquiresandUsesKnowledgeandSkill Thinking,reasoning,problemsolving Understandingsymbols Understandingthephysicalandsocialworld

TakesAppropriateActiontoMeetNeeds Takingcareofandcommunicatingbasicneeds Contributingtoownhealthandsafety Gettingfromplacetoplaceandusingtools

AllthreeandfouryearoldsreceivingIEPservicesarerequiredtoparticipateinthisassessmentatentry,annualreviewandexit.Thisallowsustomeasureprogress/growthofthechildandimpactofpreschoolspecialeducationservices.


49

9.WhatisPreschoolOpportunitiesforStudentsWithDisabilities?TheDepartmentofSpecialEducation,EarlyChildhoodProgram,providesopportunitiesfortwoandthreeyearoldswithvaryingdisabilitiesandnon‐disabledpeerstolearninthesameclassroomtogetheronetothreehalfdaysa week.Allchildrenwillhaveaccesstodevelopmentallyappropriatecurriculum.PreschoolOpportunitiesprovidesincreasedopportunitiesforinclusionwhilealsoincreasingpreschoolopportunitiesfortypicallydevelopingchildren.PrinceGeorge'sCountyPublicSchoolsencouragesparentstoregistertheirtwoorthreeyearoldchildfortheupcomingyearusingavarietyofpublicawarenessstrategies.

10.Howmuchhaveweincreasedopportunitiesforchildrentobeincludedingeneraleducationsettings?

PGCPSmettheStatetargetforprovidingthemajorityofservicesinsideanearlychildhoodsettingin2015‐2016.

Increasedco‐taughtclassesfrom14classesin2012‐2013to24classesin2015‐2016.Thisisanincreaseinfromapproximately140seatsto240seats.

IncreasedthenumberofchildrenreceivingtheirservicesinpublicPreK,HeadStartandcommunitypreschoolclassroomsfrom130childrenin2014‐2015to185childrenin2015‐2016.

11.WhatisMarylandExcels?MarylandEXCELSisaqualityratingandimprovementsystemthatawardsratingsfrom1to5tochildcareandearlyeducationprogramsbasedonnationallyrecognizedstandardsandbestpractices.MarylandEXCELSgivesprogramsandprovidersaroadmapthatencouragesandrewardsthosethatimprovetheirservicesofferedtochildrenandfamilies,whileprovidingsupportandincentivestoprogramsthatstrivetomakeimprovements.MarylandEXCELSprovidesinformationthatfamiliesneedtomakeinformeddecisionswhenchoosingchildcareandearlyeducationprograms.Usingathoroughbuteasy‐to‐understandratingsystem,MarylandEXCELS,sets a standard for increasing the availability of high-quality child care and early education for children in Maryland.

12.WhatarethebenefitstoChildCareProviderstoobtainaLevel5rating?

All programs participating in Maryland EXCELS at every level demonstrate a commitment to quality improvement. Maryland EXCELS, a Quality Rating and Improvement System, was built upon nationally recognized components of quality that include Licensing and Compliance, Staffing and Professional Development, Accreditation, Developmentally Appropriate Practices, and Administrative Policies and Practices. Maryland EXCELS helps parents consider the quality of care when making decisions by clearly communicating information about the quality the program has achieved so families know more about the education and


50

care their children are receiving. In addition, research states children who do well in school typically do well in life. And children who are prepared when they start school are more likely to do well throughout their school careers. High‐quality child care and early childhood programs keep children safe and healthy and help them gain these essential skills to be successful learners in school and in life:

Social, emotional and communication skills Pre‐literacy and basic mathematical skills and concepts An awareness of their environment and the roles of the people in it

MSDErecognizesprogramsthathaveachievedalevel5forconsiderationofgrantopportunities.


Prince George's County Public Schools

Specialty Programs

04.13.17 OAI

Attachment 9

Program

Number

of Seats

Enrolled

Number of

New Seats:

Proposed for

SY 2018

Requested

BudgetAdmission

Elementary School

LocationsK - 8 Locations

Middle School

Locations

High School

Locations

Academy of Health Sciences at

Prince Georges Community

College

430 50 $3,312,748 Entrance Exam Prince Georges

Community College

Academy of Aerospace

Engineering and Aviation

135 150 $671,403 Application Duval

Biomedical * $155,655 Application / Academic Performance Bladensburg

743 $2,995,816 Benjamin Foulois

750 Thomas Pullen

Visual and Performing Arts 800 $3,540,767 Northwestern

Suitland

1,132 $4,868,987 Application / Academic Performance Central

Crossland Frederick Douglas

Laurel

Parkdale

Suitland

600 200 $7,864,952 Application Largo

Annapolis Road

Academy1,350 200 $2,613,421 Maya Angelou

Dora Kennedy

Dual Language 309 78 $454,598 Lottery Cesar Chavez

375 100 $3,028,373 Lottery Overlook

400 100 Phllyis E Williams

526 $3,302,520 Lottery John Hanson

550 Robert Goddard

430 Judith P. Hoyer

600 $1,722,299 Application / Academic Performance Charles H. Flowers

1,000 Eleanor Roosevelt

600 Oxon Hill

2,799 $3,525,788 Lottery Capitol Heights Kenmoor

Glenarden Woods Walker Mill

Heather Hills Greenbelt

Highland Park

Longfields

Mattaponi

Valley View

* Information not available at time of submission; seat enrollment is forthcoming.

Creative and Performing Arts Hyattsville

Audition

Lottery Application Grades K-5 /

Audition Gades 6-8

Spanish Immersion

International Baccalaureate

Talented & Gifted Accokeek

Academy

Montessori

Science and Technology

International School

CentralFrench Immersion Lottery


FY 2018 Career Academies

04.13.17 OAI

Attachment - 10 CAREER ACADEMIES

School Academy Enrollment

FY 2017

Capacity

FY 2018

Capacity

FY 2018

Requested

Budget

Bladensburg Architecture and Design

Carpentry 21 40 40

Electrical 16 40 40

Consumer Services, Hospitality and Tourism

Culinary 28 60 60

Cosmetology 61 61

ProStart 19 50 50

Health & Biosciences

Pharmacy Technician 20 60 60

Nursing (32) 25 32 32

PLTW- Biomedical 129 150 150

Graphic Arts, Media and Communication

Computer Graphics 128 180 180

1,213,392$

Bowie Architecture and Design

Construction Design Management 50 100 100

Law, Education, and Public Services

Child Growth and Development 111 100 100

Forensics 100 100 100

Pre-law and Social Justice 95 100 100

Teacher Academy 39 100 100

269,613$

Central Global Studies

International Relations 0 n/a n/a

World Language


Interactive Media Production 45 150 150

Communications Broadcast Technology 0


Teacher Academy of Maryland 0 n/a n/a

Child Growth and Development 25 100 100

Pre-law and Social Justice 92 240 240

252,613$

Charles H Flowers Engineering and Science

Pre-Engineering (PLTW) 145 150 150

Computer Science 82 100 100


Fire Science: Maryland Fire and Rescue Institute (MFRI) 33 48 48

Business and Finance

Business Management 60 150 150

Academy of Finance - NAF 191 150 150

494,291$

Croom Architecture and Design

Electrical 40 40

Information and Technology

IT-High 40 40

179,742$

Crossland Architecture and Design

HVAC 25 40 40

Masonry 22 40 40

Electrical 19 40 40


Culinary 28 60 60

Barbering 25 36 36

Cosmetology 31 36 36

Information Technology

IT Cisco 13 40 40

Page 1



04.13.17 OAI



FY 2017

Capacity

FY 2018

Capacity

FY 2018

Requested

Budget

Transportation

Automotive Technician 27 40 40


Nursing 34 32 32

Engineering and Science

Project Lead the Way (PLTW) - Engineering 54 150 150

Global Studies

World Language

1,348,198$

Dr. Henry Wise Information and Technology

IT Networking Academy (CISCO) 30 40 40


Accounting and Finance 163 240 240

Business Administrative Services



Academy of Health Professions (APH) 44 60 60

Project Lead The Way: Biomedical Sciences 97 150 150

539,226$

DuVal Consumer Services, Hospitality and Tourism

Culinary Arts (ACF) 28 30 30

Food and Beverage Management (ProStart) 104 100 100


Project Lead The Way (PLTW) Pre-Engineering 161 225 225


Interactive Media Production 57 100 100



Systems Engineering 151 150 150

Software Programming 53 100 100

826,205$

Eleanor Roosevelt Business and Finance


167,472$

Fairmont Heights Environmental Studies

Environmental Studies/ Natural Resources 72 120 120




376,850$

Friendly Health & Biosciences


Project Lead The Way: Biomedical Sciences 58 50 50

381,945$

Gwynn Park Consumer Services, Hospitality and Tourism

Food and Beverage Management (ProStart) 27 100 100

Careers in Cosmetology 43 48 48


Law, Education and Public Service

Fire Science: Maryland Fire and Rescue Institute (MFRI) 23 48 48

Environmental Studies

Curriculum for Agricultural Science Education (CASE) 76 100 100





Page 2



04.13.17 OAI



FY 2017

Capacity

FY 2018

Capacity

FY 2018

Requested

Budget

Transportation

Automotive Mechanics 32 40 40

1,051,015$

High Point Environmental Studies

Environmental Studies/ Natural Resources 87 100 100


Computer Science 68 100 100

Project Lead The Way- Pre-Engineering (PLTW) 98 150 150

Homeland Security and Military Science

Homeland Security and Emergency Preparedness- HS Sciences 134 200 200

494,291$

Largo Business and Finance

Business Management

Business Administrative Services 19 90 90




238,963$

Laurel Consumer Services, Hospitality and Tourism


Transportation

Automotive Technician (NATEF) 18 40 40



Health and Biosciences


Global Studies

International Business & Finance 119 150 150

International Relations (Staffing for social studies for LEPS and IR) 133 150 150

World Languages


Teacher Academy of Maryland (TAM) 92 100 100

Early Childhood Education/Child Care 76 100 100

Pre-Law and Social Justice 148 150 150


1,572,876$

Northwestern Engineering and Science




224,678$

Oxon Hill Consumer Services, Hospitality and Tourism








359,484$

Parkdale Global Studies

International Relations 104 240 240

International Business & Finance 118 240 240



Information/Communication Technology

584,162$

Page 3



04.13.17 OAI



FY 2017

Capacity

FY 2018

Capacity

FY 2018

Requested

Budget

Potomac Homeland Security and Military Science




Teacher Academy of Maryland (TAM) 60 120 120

Early Childhood Education/Child Care 10 n/a n/a



674,033$

Suitland Architecture and Design

Construction Trades - Masonry 22 40 40

Construction Trades - Carpentry 4 40 40

Construction Trades - Electrical 31 40 40

Construction Trades - Plumbing 22 40 40

Construction Maintenance - HVAC 14 40 40


Heath and Biosciences




Transportation

Automotive Body Repair 16 40 40

Automotive Mechanics 24 40 40


Graphic Communications (PrintED) 8 40 40


Barber/Hairstylist 38 36 36




Accounting and Finance




SSR

1,797,554$

Surrattsville Graphic Arts, Media and Communication

Communication Broadcast Technology 53 100 100



Early Childhood Education/Child Care 97 100 100


449,355$

Tall Oaks Information and Technology

IT-High 40 40

89,871$

Page 4

Documents

Audits and Investigations Round 2 Board of Education FY ...ektron.pgcps.org/uploadedFiles/Offices/Business... · 04.13.17 PGC Office of Audits & Investigations Page 6 Governing Board