PGCPS_Strategic_Overview

PGCPS STRATEGIC OVERVIEW | 1

Prince George’s County Public Schools

STRATEGIC OVERVIEW

What Matters Most: Preparing

Graduates for the 21st Century

MISC-1632 (5/11)

Our Students SY2010–11

Prince George’s County Public Schools at a Glance

Demographics

� Low-income students (number of students who qualify for free and reduced-price meals): 67,382

� English for Speakers of Other Languages (ESOL) students: 15,109

� International students (from 149 countries speaking 165 languages): 27,977 Native American: <1%

African American69%

Hispanic 23%

Asian: 3%

Caucasian: 4%

Our Schools SY2010–11

198 schools, including five public charter schools

� Elementary (K–5): 128

� Middle (6–8): 36

� High (9–12): 24

� Special Centers: 8

� Vocational Centers: 2

Prince George’s County Public Schools is the 2nd largest school system in Maryland and the 18th largest in the United States.

Student Enrollment

127,039 students � Pre-K: 6,139 � Elementary (K–5): 53,264 � Middle (6–8): 27,242 � High (9–12): 40,394


Dear PGCPS Employees,

This document is about focusing on what matters most.

Our large, robust school system is trying to do more, and do better, with fewer

resources. This strategic overview is our roadmap for this challenge. It is the key to

applying our time and energy where they will have the greatest impact.

Throughout this document, we refer to performance management — a term you will

be hearing more and more. Performance management is the ongoing process we

use to identify activities that produce the best results. It involves setting specific

goals to improve student outcomes, implementing strategies to attain the goals,

and using data to measure our progress and adjust our efforts. Every employee

is involved in this process, everyone is held accountable for improvement, and

everyone receives support along the way.

The performance management process gives every PGCPS employee powerful

information: When we know which efforts yield the best results for our students, we

can make informed decisions about where best to invest our time and energy.

The point of this work is to raise the bar — to set higher standards for ourselves and

our students — so more students will graduate and be ready for college and careers.

It is our collective responsibility to understand and follow the strategy outlined here.

In this way, we can make sure that all of our resources — your time, your budget,

your energy — are devoted to what matters most.

Thank you,

William R. Hite

Superintendent of Schools

2 | PGCPS STRATEGIC OVERVIEW


ContentsOur Mission, Core Beliefs, and Theory of Action 5

Setting Goals, Key Performance Indicators, and Targets 6

Goal 1: High Student AchievementGoal 2: Highly Effective TeachingGoal 3: Safe and Supportive SchoolsGoal 4: Strong Community PartnershipsGoal 5: Effective and Efficient Operations

Key Performance Indicators (KPIs) and Targets 8

Our Current Performance 10

Improvement Has BegunKey Challenges Remain

Strategies for Improvement 13

2011 Strategy MapImplementing Strategies

Goal 1: High Student AchievementGoal 2: Highly Effective TeachingGoal 3: Safe and Supportive SchoolsGoal 4: Strong Community PartnershipsGoal 5: Effective and Efficient Operations

Meeting Our Goals: We’re All Accountable 15

Annual Performance/Improvement PlansPMAPP and Employee Performance ObjectivesA Closer Look at PMAPPData Warehouse: An Effective Management Tool



Our Mission, Core Beliefs, and Theory of ActionPrince George’s County Public Schools (PGCPS) is dedicated to preparing all students to graduate from high school ready for college and/or work. Being college and career ready means that graduates have 21st century skills, so they are prepared for 21st century jobs. Our graduates will be:

� Effective communicators and collaborators,

� Successful problem solvers,

� Responsible people, and

� Engaged global and domestic citizens.

Graduates will also exhibit mastery in the core content areas of knowledge — English, mathematics, science, social studies, fine arts, physical education, health, technology, and world languages. (To learn more about PGCPS’ vision of our high school graduates, see www1.pgcps.org/ssr.)

All of our work is directed toward helping our students reach their potential in these areas, and this focus is reflected in the system’s Core Beliefs:

1. Children are our business, and they come first;

2. Parents are our partners;

3. Victory is in the classroom;

4. Continuous improvement in teaching, leadership, and accountability is the key to our success; and

5. Every member of this community shares the responsibility for successful schools.

These Core Beliefs are reflected in our Theory of Action around teaching and learning, which is:

� The most important interaction is between the teacher and the learner.

� Teaching improves through reflection with colleagues around practice.

� Rigor and high expectations are attainable through the alignment of curriculum, assessments, and practice.

� Principals are the guiding force in setting the expectations and culture of a school.

To make sure all of our work exemplifies our mission, core beliefs, and theory of action, we are focused on five strategic goals. These five goals, known as Strive for Five, provide a framework for all PGCPS actions.


Setting Goals, KPIs, and TargetsIn 2010, PGCPS restructured our existing goals to create five strategic goals that summarize the district’s top priorities — and keep everyone focused on the work that matters most. The five goals, now known as Strive for Five, incorporate all of the district’s previous goals. In addition to focusing our work, they reflect a shift from compliance to performance, from inconsistent accountability to positive accountability and support. The plan will help us change the way we approach our work so, together, we can be more effective.

For each goal, we have identified key performance indicators (KPIs) and specific targets. For each indicator, we have a short-term target (for the current school year) and a long-term target (SY2016–17). We will set annual targets each year through 2017. We measure progress toward annual targets regularly.

Below are the Strive for Five strategic goals and examples of the KPIs for each. Pages 8 and 9 show a complete list of KPIs and targets for each goal.

Goal 1: High Student Achievement Ensure that all students graduate college and career ready. In setting a goal of having graduates who are college and career ready, PGCPS emphasizes the difference between college ready and college eligible. A student who is college eligible meets the requirements for attending college. A student who is college ready is prepared for college-level courses and does not need remediation.

PGCPS ensures that our students graduate college and career ready by providing high school experiences that mimic the world of college and work. For example, our students take college-level courses in three ways: dual enrollment, Advanced Placement (AP) courses, and International Baccalaureate (IB) courses. We also offer internship experiences in the workforce.

Our commitment to high student achievement demands that every child, in every grade, receives rigorous, engaging instruction that prepares him or her to succeed in the 21st century. All the district’s work — in every school, division, department, office, and unit— supports this overarching goal.

Goal 1 has 13 KPIs that target, for example, increasing kindergarten and reading readiness, increasing the percentage of students who are proficient and advanced in reading and math; meeting High School Assessment (HSA) requirements; and earning a score of 3 or higher on AP exams. An attendance KPI aims to reduce the percentage of students who have 10 or more absences in a school year.

Goal 2: Highly Effective Teaching Develop and maintain a highly effective workforce.Highly effective teaching is demonstrated by three outcomes: (1) students who are excited about and engaged in learning; (2) students who can communicate what they have learned to peers, parents, and others; and (3) high performance on standardized tests and other academic measures.

Highly effective teachers interact with every student in the classroom, and they deliver instruction that is rigorous and meets the needs of every student. They are supported by the district with effective professional development.

Goal 2 has six KPIs that target, for example, increasing the percentage of highly qualified teachers in all schools (with particular attention on Title I schools); maintaining or reducing attrition of satisfactory teachers; and improving staff satisfaction using evaluations, professional development, and other activities.

Note that PGCPS distinguishes between highly qualified and highly effective teachers. According to the federal definition, a highly qualified teacher meets all of the following criteria: He or she is fully certified and/or licensed by the state, holds at least a bachelor’s degree from a four-year institution, and demonstrates competence in each core academic subject area in which he or she teaches. In PGCPS, 89 percent of teachers in all schools and 94 percent of teachers in Title I schools are highly qualified. However, since a highly qualified teacher may not be highly effective, we emphasize the goal of highly effective and aim for teachers to meet both definitions.


Goal 3: Safe and Supportive Schools Ensure a school environment that is conducive to teaching and learning.A safe school environment is one in which students and teachers can focus on instruction with no distractions.

Goal 3 has six KPIs that target, for example, decreasing the number of out-of-school suspensions; increasing the percentage of schools with cleanliness ratings of at least 70; and increasing the percentage of schools with active, sustainable Health Alliance programs.

Goal 4: Strong Community Partnerships Strengthen connections with constituents and stakeholders.We will improve partnerships with parents, businesses, our state and local governments, and community leaders willing to assist us in meeting our student achievement goals.

Goal 4 has three KPIs that target, for example, increasing the percentage of schools that have multiple business and/or community partnerships; increasing the percentage of schools with active formal parent organizations; and responding to 95 percent of constituent concerns within five working days.

Shifting Our ApproachTo meet our goals — to make sure we focus on what matters most — we need to shift our approach.

FROM TO

Compliance Performance

Central office-centric School-centric

Lack of focus and clarity Focused on results

Inconsistent accountability Positive accountability and support

Anecdotal decisions Data-driven decisions

Highly qualified Highly effective

Inconsistent communications Effective communications

Reactive Strategic

Goal 5: Effective and Efficient Operations Deliver high-quality services to PGCPS customers.We will perform our noninstructional operations efficiently, so we can maximize resources devoted to the classroom.

Goal 5 has eight KPIs that range, for example, from increasing the percentage of capital projects completed on time and on budget to increasing the percentage of information technology (IT) service calls resolved within 24 hours. Other areas of focus include transportation, food services, financial integrity and stability, and improved processes.


SY2009–10 Baseline

2011 Target

2017 Target

GOAL 1: HIGH STUDENT ACHIEVEMENT

College and Career Readiness

% of graduates who are college and/or career ready (based on participation in AP or IB courses OR technical assessments/certification OR Senior Capstone/Portfolio) 43.3% 50% 100%

Maryland School Assessment (MSA)

% of students scoring proficient or above (Reading, Math)(77.5%,

68%)82% 100%

% of students scoring advanced (Reading, Math)(25.8%,

17%)(35%, 27%)

75%

High School Assessment (HSA)

% of graduates who pass all four HSA assessments 47% 54% 90%

% of graduates who meet HSA requirements via the Academic Validation Program 15.9% 13% <=5%

Advanced Placement (AP) Courses

% of exams representing a score of 3+ 26.1% 30% 50%

Graduation Rate % of students graduating within four years (based on a four-year adjusted cohort)85% (leaver

rate)87% 95%

International Baccalaurate (IB)

% of exams representing a score of 4+ 38.9% 41% 50%

% of students enrolled in an IB program (diploma track) who earn a diploma 31% 35% 75%

SAT% of test-taking students who achieve at or above the national SAT average based on highest overall combined score in Reading, Math, and Writing 22% 25% 50%

ACT % of test-taking students who meet benchmark scores in 1+ subject areas 47% 50% 75%

Kindergarten Readiness % of students who are fully ready for kindergarten 68% 75% 100%

Reading Readiness% of 2nd graders who score on or above grade level on the Scholastic Reading Inventory (SRI) 59% 66% 100%

Adequate Yearly Progress (AYP)

% of schools meeting AYP 50% 58% 100%

School Performance % of schools that increase in School Performance Index ratings 65% 70% 100%

Attendance % of students with 10 or more absences (reduce) 38% 35% 5%

G OA L 2: H I G H LY E F F E C T I V E T E AC H I N G

Recruitment % of new hires who are bilingual 6% 7% 12%

Staffing% of highly qualified teachers in all schools 88.6% 90% 100%

% of highly qualified teachers in Title I schools 94.4% 95% 100%

Employee Productivity# of teachers enrolled in the FIRST program 394 544 900+

% of highly effective teachers in all FIRST Schools 47% 55% 90%

Attrition% of attrition of employees with satisfactory performance ratings (excluding retirements) 4.5% Maintain or reduce

Satisfaction

% of employees who consider their evaluation process effective

To be determined pending (baseline) results of SY2010–11 Employee Satisfaction Survey

% of directors/supervisors who consider the PGCPS evaluation process effective

% of staff satisfaction with professional development

% of staff satisfaction with physical condition of work environment

% of staff satisfaction with resources

% of staff satisfaction with student attitudes/behavior

% of staff satisfaction with leadership

Evaluation% of all permanent employees who receive a written evaluation on an established schedule 65% 70% 100%

Key Performance Indicators and Targets


SY2009–10 Baseline

2011 Target

2017 Target

G OA L 3: S A F E & S U P P O R T I V E S C H O O L S

Suspensions # of out-of-school suspensions 17,564 16,510 14,052

Expulsions% of expelled and long-term suspended students able to continue their educational experience, when appropriate 100% 100% 100%

Safety % of fire drills completed 64% 65% 95%

Physical Work % of schools earning cleanliness rating of 70+ 72.3% 80% 100%

Healthy Students% of schools with an active, sustainable Healthy Alliance program at the Bronze level or above

1.5% 10% 20%

Parent, Student, andTeacher Satisfaction

% of satisfaction of parents based on School Climate survey 83% 85% 90%

% of satisfaction of students based on School Climate survey 72% 75% 90%

% of satisfaction of teachers based on School Climate survey 86% 88% 90%

G OA L 4: S T R O N G CO M M U N I T Y PA R T N E R S H I P S

Business Partnerships % of schools with 2+ business/community partners 0% 10% 100%

Family and Community % of schools which have an active formal parent organization 85% 90% 100%

Constituent Services % of responses to constituent concerns made within working five days No data 95% 95%

G OA L 5: E F F E C T I V E & E F F I C I E N T O P E R AT I O N S

Capital Improvement% of identified, prioritized, and funded capital projects completed within costs and schedule (CIP-Educational Facility Master Plan) 66% 95% 95%

Transportation

average # of miles driven accident-free to/from school (safety) 39,000 42,000 46,000

% of acceptable rider behavior 96.5% 96.5% 100%

% of bus trips that arrive on time to school (on-time delivery) 95% 95% 100%

Food Services

% of FARMS students who participate in FARMS (meal consumption) 83% 87% 94%

Average revenue per student (meal cost) (Includes federal and state reimbursement and a la carte sales) $3.10 $3.15 $3.20

Purchasing% of goods and services delivered within 30 days 90% 93% 100%

% of annual minority business enterprise participation 28% 30% 30%

Response to AuditFindings

% of management responses to material weakness or reportable condition findings from prior audits that are fully implemented within the determined time frame (external audits)

100% 100% 100%

# of material weaknesses or reportable condition findings (external audits)0 0 0

% of school audits that yield repeat findings 63% 55% 25%

% of management responses to recommended action plans within determined time frame (internal audits) 67% 95% 100%

Demonstrates FinancialIntegrity and Stability

% of categories closed within budgeted resources 67% 87% 100%

% of categories closed ≤ 3% funds transferred 40% 60% 100%

% difference between total expenses vs. planned expenses 2% 2% 2%

% of grant funds expended 88% 92% 100%

Information Technology (IT) Response Rate

% of IT service calls resolved within 24 hours 82% 85% 95%

Process Improvement% of actionable recommendations implemented to yield district-wide process efficiencies No data 30% 75%


57%61%

46%51%

68%72%

56%

73%

55% 55%

Reading Math

SY2006 SY2007 SY2008 SY2009 SY2010

Our Current PerformanceImprovement Has BegunWe are already making progress. The system’s successes in the last two years include increased student achievement on state assessments and increased access to rigorous coursework. Now our work is about increasing the pace: making greater strides toward our targets and making sure our improvements are reaching every student in every school.

Student AchievementTrend data reflect steady improvement in the performance of elementary students on the Reading and Math Maryland School Assessment (MSA). From SY2005–06 through SY2009–10, proficiency rates of elementary students increased by 12 percentage points in reading and by 10 percentage points in math.

The MSA proficiency rates of students in middle school also showed steady increases from SY2005–06 through SY2009–10 — 16 percentage points in reading and 10 percentage points in math.

In SY2009–10, 69 elementary schools had 80 percent or more students scoring proficient or advanced in reading, compared with 20 schools in SY2006–07. Sixty elementary schools performed at the 80 percent or higher proficiency level in math in SY2009–10, compared with 20 schools in SY2006–07.

Since SY2005–06, the school system has had a consistent, systemic focus on using formative assessments to identify and address learning needs; providing high-quality, standards-based professional development; and planning collaboratively.

Access to Rigorous Coursework In SY2006–07, PGCPS launched the Advanced Placement 8 (AP8) Initiative to provide equal access to rigorous coursework in all our high schools. Between SY2006–07 and SY2009–10, there has been a 10 percent increase in the number of students taking AP exams and a 63 percent increase in the number of AP exams taken.

In addition, the percentage of AP exams taken has increased significantly within two subgroups of students who have historically had limited access to rigorous coursework: 25 percent more Hispanic students took at least one AP exam; and 10 percent more African American students took at least one AP exam.

Middle Grades Reading and Math MSA: SY2006 –SY2010

67%70% 68% 71%

77% 78% 78%79%75% 75%

Reading Math

SY2006 SY2007 SY2008 SY2009 SY2010

Elementary Reading and Math MSA: SY2006–SY2010


1 This We Believe: Keys to Educating Young Adolescents, National Middle School Association position paper, 2010. www.nmsa.org/portals/0/pdf/about/twb/This_We_Believe_Exec_Summary.pdf

2 AYP is a measurement defined by the federal No Child Left Behind law, which requires schools, districts, and states to demonstrate sufficient progress (“adequate yearly progress”) in standardized test scores. To make AYP, a specific percentage of students must test at the level of proficient or higher on standardized tests in English/language arts and math. That required percentage (the AMO) increases each year. Because the bar for “adequate” is raised each year, it is especially hard for underperforming schools to catch up.

Key Challenges RemainWhile student achievement overall is improving, it is important to disaggregate the data to track progress for different student groups. Persistent challenges remain in increasing the achievement of middle school students, improving the performance of students with special needs, and increasing student success in rigorous coursework, such as AP. The current strategic goals address these challenges.

Middle School Achievement Middle school achievement is crucial for preparing students to be college and/or career ready. This time is critical because “the middle grades set the stage for success in high school and beyond, or for disengagement and the likelihood of becoming a high school dropout.”1

With respect to college readiness, students who complete Algebra 1 and pass the accompanying high school assessment by the end of 8th grade are poised to succeed in AP courses starting in 11th grade. Success in AP courses is highly correlated with both college entry and college graduation. Similarly, for those students who choose to pursue a career and technology education (CTE) course of study, middle school achievement lays the foundation for their high school graduation as dual completers — students who complete a particular CTE course of study and also meet the University System of Maryland admissions requirements.

While we have seen some gains in middle school, the quality of teaching, learning, school leadership, and achievement in the district’s middle schools continues to be a challenge. Middle schools are not making adequate yearly progress (AYP), and the annual measurable objective (AMO) — the percentage of students who must test proficient or above to make AYP — increases annually.2

MSA data indicate that none of the district’s 24 middle schools made AYP in SY2009–10. When schools fail to meet AMOs in the same reported area (grade and subject) for two consecutive years, they enter school improvement status until they meet all of the AMOs in that reported area for two consecutive years. Of the 23 PGCPS middle schools in improvement, 19 have been in improvement for at least four years.

To address this challenge, the district has formed a Middle School Task Force to examine organizational structures and develop strategic plans of action. The task force’s work includes:

� A qualitative review of effective middle school practices.

� A quantitative study of factors that contribute to overall academic performance of students in PGCPS middle schools.

� A review of the district’s prior research of middle school organizational structures and models to determine the feasibility of implementation.

� Developing strategies to promote increased achievement in 8th grade reading and math.

� Developing research-based strategies to provide adolescent developmental and transitional assistance for students entering middle school.

� Increasing the capacity and effectiveness of middle school teachers.

Achievement of Students with Special Needs Approximately one in 10 students within the district receives special education services. Although there has been identifiable growth in the achievement of students with special needs in PGCPS, most data points indicate that the pace of progress is far too slow and that the achievement gap between students with special needs and their nondisabled peers is widening.

Despite grade-level improvements for students with special needs on the MSA in reading and mathematics since SY2002–03, there continue to be performance gaps between students with special needs and the SY2009–10 state performance standards. These range from an 18 percentage point gap in 5th grade reading to a 52 percentage point gap in 8th grade mathematics. Moreover, current reading and mathematics performance gaps between county students with special needs and their nondisabled peers range between 24 percentage points (3rd grade reading) and 33 percentage points (8th grade reading). And since SY2002–03, the mathematics performance gap between students with


special needs and their nondisabled peers has increased by 1.1 percentage point at the 5th grade level and by 4.3 percentage points at the 8th grade level. There is an urgent need to continue to develop expertise in understanding the diversity in learning needs within this group of students and differentiating instruction to meet their needs.

PGCPS is committed to improving services for students with disabilities — and improving these students’ academic successes. As such, one of the system’s seven key initiatives is Special Education Reform. This comprehensive reform aims to eliminate the achievement gap between students with special needs and their nondisabled peers. The initiative focuses on three areas:

� providing free and appropriate public education (FAPE) in the least restrictive environment (i.e., expanded access to general curriculum);

� reducing the disproportionality of suspensions — in both frequency and duration — in the special education subgroup; and

� reforming the pre-referral process to accurately identify students who need support so as to provide instructional and behavioral interventions at the earliest signs of difficulty.

Increasing Student Success in Rigorous Coursework While we celebrate the increased number of students taking AP courses and exams and greater participation of minority groups in the AP program, data regarding the success of students taking AP exams is of great concern. In SY2006–07, 35 percent of AP exam takers attained a passing score; in SY2009–10, that percentage decreased to 26 percent. The system is addressing the challenge of increasing student success in rigorous academic programs.

With clearly defined goals, performance targets, and strategies, the district is positioned to strategically use available resources to meet these and other challenges. We will continue to set higher standards for our district and the students of Prince George’s County. We will fulfill our mission to graduate students who are ready for college and careers.

The expectation is that the district’s strategic approach to aligning mission, goals, objectives, strategies, metrics, and accountability will result in steady improvement in critical areas, thereby improving overall student achievement.


Equip 21st century graduates

Ensure all students achieve at high levels

Provide rigorous, engaged instruction

Close achievement gaps

High Student Achievement

Create a pipeline of highly effective

teachers and leaders

Ensure a performance-driven

environment

Institute positive accountability and

support

Orient all offices to support school

performance

Highly Effective Teaching

Ensure a supportive, safe, orderly environmentSafe and

Supportive Schools

Effective and Efficient

Operations

Provide timely, service-oriented customer support

and communication

Increase family, community, and business engagement

Expand and strengthen business partnerships

Strong Community

Partnerships

Mission: To graduate students college and workforce ready

Align resources to systemic priorities

Enable data-driven decisions

Streamline processes to maximize outcomes

and cost savings

Strategies for Improvement2011 Strategy MapFor each goal, we have specified what success looks like. This strategy map shows how each strategy supports the PGCPS mission of graduating students who are college and career ready. And it shows how efforts to support all five goals are interrelated and mutually reinforcing.


To continue current progress and address challenges, we have identified strategies — initiatives, programs, and projects — to attain each of the Strive for Five strategic goals. These strategies are summarized below.

Some strategies, designated as initiatives, are more visible, have higher levels of accountability, and receive significant support from leadership and the district. Initiatives are shown in bold below.

Goal 1: High Student Achievement Ensure that all students graduate college and career ready.

Strategies include: � Secondary School Reform (SSR)

� Special Education Reform

� High School Assessment (HSA) Reform

� Aligning to the Common Core Standards

� Increasing access to and success in rigorous coursework

� Improving achievement in middle school reading, math, and science

� Expanding science, technology, engineering, and math (STEM) offerings

� Improving attendance

Goal 2: Highly Effective Teaching Develop and maintain a highly effective workforce.

Strategies include: � Human Capital Reform

� Financial Rewards for Supervisors and Teachers (FIRST)

� Pilot Teacher Evaluation Model (PTEM)

� Race to the Top (RTTT)

� Building effective instructional leadership teams

Goal 3: Safe and Supportive Schools Ensure a school environment that is conducive to teaching and learning.

Strategies include: � Reducing suspensions and expulsions

� Improving student health

� Maintaining a safe environment

� Maintaining clean schools

� Improving parent, student, and teacher satisfaction

Goal 4: Strong Community Partnerships Strengthen connections with constituents and stakeholders.

Strategies include: � Increasing family and community engagement

� Expanding business partnerships

� Improving constituent services

Goal 5: Effective and Efficient Operations Deliver high-quality services to PGCPS customers.

Strategies include:

Direct Student Support � Capital Improvement Program

� Efficient and safe transportation

� Efficient food services with increased free and reduced-price meals (FARM) participation

Business and Management Support � Student-Based Budgeting

� Purchasing with faster delivery

� Increasing minority business enterprise (MBE) participation

� Improved responsiveness to audit findings

� More efficient, cost-effective processes

� Demonstrated financial integrity and stability

� Improved IT response rate

For more information about the strategies, visit www1.pgcps.org/superintendent/.

Implementing Strategies


Meeting Our Goals: We’re All AccountableHaving clear goals, measurable KPIs and targets, and comprehensive strategies is essential. But to drive the work throughout the whole system also requires annual performance or improvement plans for every school and office, a process to track and measure progress, and performance objectives for each employee. That way, everyone’s work is aligned toward what matters most: improved student achievement.

Annual Performance/Improvement PlansEvery year, schools and offices develop performance plans. These annual performance plans outline the strategies and activities that will support the strategic goals, KPI targets, and specific performance objectives. The plans also detail the metrics (specific items to be measured) that are periodically monitored to assess progress. Each school develops a school improvement plan. Each office develops a performance plan.

PMAPP and Employee Performance ObjectivesSenior leadership, administrators, schools, and offices use the Performance Management Analysis and Planning Process (PMAPP) to track and report progress toward objectives, including KPI targets.

PMAPP centers on periodic meetings at which school principals and central office leaders publicly:

� present the status of their improvement or performance plan objectives, and

� share the findings of their data analyses.

A department’s performance is the cumulative result of individual employees’ performances. For that reason, employee performance objectives — goals for each employee — are a critical part of this process.

A Closer Look at PMAPPPMAPP is our framework for the systematic and systemic monitoring of critical student achievement and performance data (KPIs, targets, and objectives). Both central office and school staff participate in PMAPP, and the process is based on having information flow in a logical way. Thus, the process makes it easier for everyone involved to access and use information.

PMAPP helps create a clear picture of the district’s strengths and challenges. When those are clear, participants can work collaboratively to identify the root causes of challenges, pinpoint areas of need, assess and/or modify strategies for improvement, and identify best practices for dissemination throughout the district.

Performance Management Helps Us Attain Our GoalsPerformance management helps us make the most effective use of our limited resources (both time and money). Together, we need to make sure that:

� All instructional and administrative activities are directly connected to helping us attain our five strategic goals (Strive for Five).

� All staff members have access to the processes, tools, and support they need to make data-driven decisions.

Our performance management structure is:

Strive for Five Strategic GoalsAll our work is in the service of attaining these goals

Key Performance Indicators (KPIs) and Targets

What we measure for each goal, targets for 2011, and long-term targets

Strategies

Initiatives, programs, and practices we use to reach KPI targets

Annual Performance/Improvement Plans

Specific plans for departments and schools to execute strategies and monitor progress

Performance Management Analysis and Planning Process (PMAPP)

The collaborative process of tracking and reporting progress toward objectives,

including KPI targets

Employee Performance Objectives

Individual objectives that, when achieved, contribute to overall progress


Data Warehouse: An Effective Data Management ToolPGCPS is now starting to use a data warehouse, a comprehensive data management tool that helps all staff access and use data. The data warehouse supports the work of all the Strive for Five goals.

In the past, PGCPS data were housed in separate databases and managed at multiple locations. The data warehouse combines all of our performance data — for schools, administrators, teachers, and students — in one central location. It provides instant access to the latest information, allowing staff to:

� Access current and historical student assessment data for tracking, trending, and evaluating programs and instructional strategies (Goal 1).

� Track and monitor truancy rates to develop and assess strategies intended to reduce these rates (Goal 1).

� Track student progress — including assessments, attendance, discipline, grades, and demographic information — within a single tool (Goal 1).

� Monitor and track highly qualified teachers, levels of faculty experience, and teacher absences (available only to area assistant superintendents and principals, Goal 2).

� Access student discipline data (Goal 3).

� Retrieve parental feedback from school climate surveys (Goal 3).

� Track maintenance and help desk requests by the requesting department or individual and/or the time it takes to complete the request (Goal 5).

� Monitor and track human resources and purchasing metrics (Goal 5).

Using PMAPP: � Each principal reports to his or her area assistant

superintendent four times a year. These presentations include analyses of school data, reflections on lessons learned, evaluations of strategies, progress toward action items, and next steps.

� Each area assistant superintendent reports to the Executive Cabinet twice a year. In these presentations, they identify the top five lowest- and highest-performing

schools in their areas, analyze patterns and trends, assess strategies, and report progress toward targets. They also discuss what additional data are needed, challenges, and next steps.

� Each director reports to the Executive Cabinet twice a year. In these presentations, directors report performance against annual objectives, KPIs, and other departmental measures represented in the Annual Performance Plan.


The Board of Education of Prince George’s County does not discriminate in admissions, treatment or

employment on the basis of race, color, sex, age, national origin, religion, sexual orientation, or disability.

For TTD Services/Hearing & Speech Impaired, call 301-952-6068. May 2011

BOARD OF EDUCATIONVerjeana M. Jacobs, Esq., Chair

Donna Hathaway Beck, Vice ChairHenry P. Armwood, Jr.

Carolyn M. BostonEdward Burroughs, III

Patricia Eubanks Peggy Higgins, LCSW-C

Rosalind A. JohnsonAmber Waller

Jonathan Harris, II, Student MemberWilliam R. Hite, Jr., Ed.D., Superintendent of

Schools and Secretary/Treasurer


Prince George’s County Board of EducationPrince George’s County Public Schools 14201 School LaneUpper Marlboro, MD 20772

www.pgcps.org

PGCPS_Strategic_Overview

Documents

international students

performance management

current performance

languages esol students

effective teachinggoal

dear pgcps employees

setting goals

high student achievementgoal