[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6058631,"mediaKeyId","3296986-f1691e8cc5a40930787f0f700c42876b","parentId",3296986,"title","PGCPS benchmark data show gains overall but persistent third-grade writing and comprehension challenges","audioSeconds",182,"startMs",4172000,"endMs",4354000,"viewUrl","/Search/View?dp=1&key=3296986-f1691e8cc5a40930787f0f700c42876b&start=4172&end=4354","thumbnailUrl","https://assets.pipeline.soar.com/3296986-f1691e8cc5a40930787f0f700c42876b/thumbnail_4172000.jpg","articleUrl","/articles/6058631/Maryland/PGCPS-benchmark-data-show-gains-overall-but-persistent-third-grade-writing-and-comprehension-challenges","mediaUrl","https://secure.pipeline.soar.com/6058631-bc693154137bf6f6eedc140aaeaedc09/orig.mp4?Expires=1771189679&Signature=DxrbfNXkFzEtvTtseM7V7wu~dD5SdBdP-T~fl0urV0rkV60EFi6spCnQt0hNbqwFiviQzUCQ5Grh1jenkoPca631G5xmLQsoiu6Oh2dzYHZT1q0GB2soIwz9REmoENCRQDJaZaUfE~7zCKMPt7akql4HYR4C9WvPnKG1f8jL~zW0fz7g-2Lkvzkz8KOflcZfNx2Hx1douH4TEjlPEQ0b~6yUB4Fa3FnEncemMUkQY7m7T5gUC71nyaJ64yt52fbdcDA01nmBwaAwD3bpQr3iMdwtODb2noM5n-mVeXdKLQQUD15L5jSshHY3IGD6nlNmSzfNg1-N8rMdQ0nMcu2cLw__&Key-Pair-Id=KUT5TJCACFTXG","author","Prince George's County Public Schools","date","2025-05-14T15:48:00.477Z","article","Prince George's County Public Schools told the Academic Achievement Committee that while five-year benchmark trends show roughly 8 percent growth overall, the district continues to see persistent challenges in third-grade reading comprehension and student writing and will expand scoring calibration and targeted professional development.

\"We have been looking at the growth across our 5 years. We've shown about an 8% growth across all grades and all courses in both reading and math and our benchmarks,\" said Jamie Bowers, director of testing, research and evaluation, summarizing benchmark trends.

Why it matters: district officials said sustained writing and third-grade reading weaknesses affect state assessment readiness and will require focused curriculum alignment, scoring norming and teacher training to raise student performance on constructed-response items.

The district reported content-specific benchmark concerns: third graders showed a large share of emerging learners on benchmark assessments with about 53 percent classified as emerging at an earlier benchmark and 34 percent at Benchmark 2 (presenters cited increases and year-to-year comparisons while noting some year-to-year variation). Writing performance for third grade was reported at about 27 percent meeting expectations on Benchmark 1 and 35 percent on Benchmark 2. The district plans to hold benchmark scoring sessions to calibrate teacher scoring on constructed responses, revise the scoring guide with exemplars, and provide targeted professional development that aligns curriculum, instruction and assessment with explicit writing instruction.

Committee members asked about student stamina and completion of writing tasks; presenters said they would provide explicit instruction models and scaffolds, ensure weekly data meetings include writing as a focus, and require rubric calibration across teacher teams. The district said it will continue to monitor benchmark scoring and use scoring sessions as professional development.","mediaType","Video","parentTitle","Board of Education Academic Achievement Committee Meeting May 12, 2025","oneSentenceSummary","District benchmark reporting showed about 8% growth over five years across benchmarks but continued weaknesses in third-grade comprehension and student writing; the district plans scoring calibration, revised scoring guides and targeted professional development for writing next year.","taxTitle","Prince George's County Public Schools, School Boards, Maryland","taxId",14202,"location","Maryland","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6058636,"PGCPS early literacy data show gaps; district to expand scoring supports, in-class intervention and high-dosage tutoring",207,2997000,3204000,"/Search/View?dp=1&key=3296986-f1691e8cc5a40930787f0f700c42876b&start=2997&end=3204","https://assets.pipeline.soar.com/3296986-f1691e8cc5a40930787f0f700c42876b/thumbnail_2997000.jpg","/articles/6058636/Maryland/PGCPS-early-literacy-data-show-gaps-district-to-expand-scoring-supports-in-class-intervention-and-high-dosage-tutoring","https://secure.pipeline.soar.com/6058636-eff651eeb88dfc89100e52bb4d818913/orig.mp4?Expires=1771189679&Signature=Ca-ZedIQg2XZAQfIbak0RaDzR~liIw3xtnudiK8dggXflynXlNt-Idn0cJWwbuS5GXh5EQUXsyyaNeodS~nOyouJyf2yT93lmWhXMaaiQ-H2M6zjkoTaYc1BIInGFE~MGx3CNRMo0HF~7aygtl3~wSEBTO2dNCQ5rz8LmaDwvYEJ1ArwcUDlahtBKOyYHONGPIizudjlq7v4P3FwZhuNtqkv3P0m2fFPeUSStsaG0LC85Vnp4lgQTy8WSgD18XVFkdrv1~R5LigXhVA7wqRQxRD~k3m3pF0mTdtJ2OpvTVkroqg53nxPWX4FgLJK9WqfjWaWknCkYdWOFHEYaJDvYQ__&Key-Pair-Id=KUT5TJCACFTXG","Prince George's County Public Schools told the Academic Achievement Committee Monday that early-literacy screening results show persistent gaps and that the district will expand scoring refreshers, coaching, in-class interventions and high-dosage tutoring to address students identified as at-risk.

\"We are currently in the window when we're administering our end of year DIBELS data,\" said the presentation team, noting trend data and midyear results that informed next steps.

Why it matters: district leaders said DIBELS and I‑Ready data show high rates of students scoring well below benchmarks in K–3 foundational skills; the district described targeted interventions and monitoring to accelerate skill gains.

Presenters shared midyear figures: about 61 percent of kindergarten students scored well below on the DIBELS phonemic-awareness subtest; roughly 45 percent of first graders scored well below on word fluency; about 44 percent of second graders were well below on reading fluency; and roughly 56 percent of third graders scored well below on reading comprehension. In parallel I‑Ready screening, presenters said about 50 percent of kindergarteners, 63 percent of first graders and about 60 percent of second graders performed one or more grade levels below in comparable measures; third-grade I‑Ready figures were cited near 70 percent one or more grade levels below. Presenters cautioned the two instruments are not perfectly aligned.

District adjustments for next year include quarterly scoring refreshers to improve fidelity, expanded use of two district DIBELS coaches who will conduct on-site data reviews and customized professional learning, professional development on planning targeted small-group instruction, implementation of in-class intervention modules (M-class) in comprehensive schools, and continuation and expansion of high-dosage tutoring. \"We provided high dosage tutoring this year, and we want to continue that next year,\" presenters said, and noted tutoring arrangements vary by partner: some virtual (Amplify Tutoring during school day), some face-to-face with tutors pulling students from classes, and individual tutoring options paid for with grant funds or school-level funding.

Committee members asked how schools could access Amplify and other vendors; district staff said principals received information sessions and flyers and that a community-schools office request-for-proposals is intended to produce an approved vendor list to standardize contracting and expand district capacity. No formal adoption of contracts or new budget authorizations was made at the meeting.","PGCPS officials reported persistent early-literacy gaps on DIBELS and I‑Ready benchmarks, outlined fidelity and scoring supports, said two district DIBELS coaches will target struggling schools and described plans to continue high-dosage tutoring funded with grants and school funds.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6058641,"PGCPS expands multilingual family engagement pilot; district eyes school-level leadership for parent consortium",194,2381000,2575000,"/Search/View?dp=1&key=3296986-f1691e8cc5a40930787f0f700c42876b&start=2381&end=2575","https://assets.pipeline.soar.com/3296986-f1691e8cc5a40930787f0f700c42876b/thumbnail_2381000.jpg","/articles/6058641/Maryland/PGCPS-expands-multilingual-family-engagement-pilot-district-eyes-school-level-leadership-for-parent-consortium","https://secure.pipeline.soar.com/6058641-49f7be97f498f9c676ae98d2b2b2e18e/orig.mp4?Expires=1771189679&Signature=SJXCWslA6l6dhO-JR1jvfY1fxZfCvrYG8bL13wiAe3vN~WK8w122YVbHYCt1bGs47vd1YxYgaloRX0kS-cEvoP1KM5vdjwP7RvBpGsv1yxmNZkoG3JDZ5wEtmcj83VtHIsPQZGa0Fsp3A9tbVHuN9J6TnP0VhKtODMqLL5kVndwEc4jnrjqzx0gnH2yWAJ0finnvgZea5wuLtOQ19xNr5vRcUVuzEp-zm7tC73M5GQeG~0aWy38EH6dtR6CczEP~LE9PSgMo06XreaXM3ZgOr5vUAkir3khi5Lo5DrXKbu3XXaOMvpitgfyeM8IMozLwRDVWzKF9-FMaYWwQTIJejQ__&Key-Pair-Id=KUT5TJCACFTXG","Prince George's County Public Schools said Monday that multilingual family engagement efforts this year included a pilot Family English Literacy program, an active International Parent Leadership Consortium and expanded translation and hybrid participation options; district leaders said they intend to move some leadership to the school level while maintaining central supports.

\"Family engagement is the cornerstone of student success,\" said Simone McQuaidge, elementary reading language arts supervisor, summarizing the district's multilingual family engagement priorities and noting language and cultural barriers faced by multilingual families.

Why it matters: district officials said stronger family engagement is intended to increase parental leadership and influence on school programs, improve communication around services for multilingual learners and help families navigate special-education processes.

District staff said schools reported 39 family-engagement events this school year (self-reported) and that 56 families participated in the spring Family English Literacy pilot, which started at two schools and expanded to four. The International Parent Leadership Consortium — restarted this spring after a COVID hiatus — engaged about 27 families in district-led leadership roles, the district said. Presenters emphasized translation and the option to attend events in person, virtually or in hybrid formats as key to increased participation.

Officials said they have not finalized a detailed plan to transfer the consortium to school-level control but plan to provide templates, resources and coaching so schools that wish to lead locally can do so; a central office consortium would remain for schools that cannot host their own local program. Community Schools staff and parent-engagement assistance were identified as partners to help scale and sustain school-level programming. No new funding formulas or staffing changes were voted on at the meeting.","District officials described a first-year pilot of a Family English Literacy program, the return of an International Parent Leadership Consortium, and plans to shift some district-run family leadership work to school-level ownership while continuing central support.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6058646,"PGCPS pilots OGAP math coaching in CSI schools; teachers report confidence gains",292,1424000,1716000,"/Search/View?dp=1&key=3296986-f1691e8cc5a40930787f0f700c42876b&start=1424&end=1716","https://assets.pipeline.soar.com/3296986-f1691e8cc5a40930787f0f700c42876b/thumbnail_1424000.jpg","/articles/6058646/Maryland/PGCPS-pilots-OGAP-math-coaching-in-CSI-schools-teachers-report-confidence-gains","https://secure.pipeline.soar.com/6058646-62595ed9fcc07f6d00b735d4b37eda41/orig.mp4?Expires=1771189679&Signature=I0QuMWAFL344fJvwKa~fObTyf5v4~BXs6prfTggFBz7OMuaq09B0nHeQ5GBGvCio2bWL2Qv7SxvS~lLr8JCIoT0mwux4-IDY6TQWj~cGJzAmHwfVjdLufq3Yi2m6rNkE1EkITGwuWUS~W7RzfdwxbYzJnyGfDFpB~OjVBbmm9HVTHGyuEbL8q3PkYdf91GPwnaPgbIEzR8nBJVABiShqwFyTvAilhj~utPlmVqIltzn0mXdK1sWpbOraMfvXP1rjeQivMV~Vw1ZYlHqDRrSWE8jGNnPJaZ4z2cn1PS2YYYQDoCF4sue79zFYlxEwIZ~aV~CKBrX6JYNMPAW-lOL12w__&Key-Pair-Id=KUT5TJCACFTXG","Prince George's County Public Schools reported Monday that an OGAP (ongoing assessment project) professional-development pilot reached more than 150 teachers in CSI schools this year and that participants who completed a follow-up survey reported stronger understanding of math instruction and greater confidence applying student work progressions.

The district presented OGAP as a multi-day, hands-on professional learning sequence focused on four math domains — addition, multiplication, fractions and proportional reasoning — and said the work was paired with follow-up coaching in schools. \"We implemented the ongoing assessment project or OGAP, and it is a professional development around how we look at student work in 4 domains,\" said Leona Smith, innovation officer for transformation, leadership, and continuous improvement.

Why it matters: OGAP is listed among research-based practices recommended by the Maryland State Department of Education for improving student outcomes; the district said OGAP is one of multiple strategies to help CSI schools make measurable gains required to move out of state identification.

District officials said roughly 150 teachers attended four days of OGAP training and received differing levels of follow-up coaching (small group and one-on-one). Of the participants who completed a follow-up survey — \"about 70, about almost half,\" Smith said — 90 percent said they had a much better understanding of how to teach math content, 85 percent reported increased ability to analyze student work against a learning progression, and 76 percent said they were seeing day-to-day improvement in students' work. The district noted that end-of-year assessment data were not yet available to show summative gains.

Leaders emphasized the importance of school leadership participation: schools that launched OGAP with a full math team and a math lead who also received training showed stronger implementation, the presentation said. The district plans to continue OGAP next year with stronger alignment to the curriculum, broader coaching access, weekly data meetings using a common protocol, and newly planned district school support teams for implementation monitoring.

Committee members asked about evidence of impact and scaling; officials said OGAP appeared most effective with multi-year implementation and that schools will use benchmark and state assessment (MCAP) data together with internal monitoring to determine whether CSI schools can exit identification. No formal policy or ordinance change was proposed during the discussion.","Prince George's County Public Schools said it implemented the OGAP (ongoing assessment project) this year in support of 24 state-identified Comprehensive Support and Improvement (CSI) schools; participating teachers reported improved content knowledge and classroom practice in early results from surveys and coaching.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6058650,"PGCPS equity office shifts closer to schools as leaders emphasize collaboration for special education",464,355000,819000,"/Search/View?dp=1&key=3296986-f1691e8cc5a40930787f0f700c42876b&start=355&end=819","https://assets.pipeline.soar.com/3296986-f1691e8cc5a40930787f0f700c42876b/thumbnail_355000.jpg","/articles/6058650/Maryland/PGCPS-equity-office-shifts-closer-to-schools-as-leaders-emphasize-collaboration-for-special-education","https://secure.pipeline.soar.com/6058650-89f35274a4cae951b4a627e80d6dffec/orig.mp4?Expires=1771189679&Signature=e1-1QQswp84q-ezPRds8L2Zd~82Fgc9q3KHomjxTS2MOBHiy1Q77pSokfxFfub3iC~G7cwSF1kr~0P9NfoWncVV-6t6he9YhJBBHR0LGz3ZnTnWn~Y1ejmOs1dYoO2~umtjIZ6M4lCkgXWlrmT1GO04XcEHPq09KTar3FnPSlzuHRg6T5GEuYhDIycPBW1TaUsHdkB4kwzokrd9FY4Rm1MKyG4aoIKeADqoWcqQXYWC9NRl2dnAZSQwTLw-4mkeNK0TMHTT1BZI3w5M7dxoCkL0z0Ifpxl~3Xhz6Gh9oi172X9~jwtdXqEf-nwZuTY8qHFCp8DyY7bEkrd8DMTLVyQ__&Key-Pair-Id=KUT5TJCACFTXG","Prince George's County Public Schools officials said Monday that deeper cross-department collaboration helped accelerate supports for students with disabilities and their families, and that the district has moved its Office of Equity, Diversity and Belonging to report to the Division of School Support and Leadership to strengthen school-level ties.

District officials told the Academic Achievement Committee that bringing equity staff closer to school leadership will allow the office to participate more directly in school-based professional learning and area office meetings and to integrate school-based equity leads into school leadership teams. \"The power of deep, inclusive collaboration among departments in PGCPS,\" said David Rees, associate superintendent, Office of Equity, Diversity and Belonging, describing the partnership between equity and special education staff.

Why it matters: district leaders said the shift is meant to move equity work from awareness toward changes in daily practice so improvements for students with disabilities are measurable in school performance goals.

Leaders described three practical lessons from the year-long collaboration: collect ongoing feedback, co-create goals and actions with accountable check-ins, and embed school-based equity leads in leadership structures. \"We heard from over 5,000 of the staff members directly through a survey around what their professional learning experiences were like,\" Rees said, noting staff and student feedback informed next steps.

Officials said they will continue the district's current equity focus for a second year rather than adopting a new topic, and will concentrate efforts on elementary schools — identified as the entry point where many families first learn about a child's disability. Leona Smith, innovation officer for transformation, leadership, and continuous improvement, explained the rationale for the office move: putting equity \"where we want to see the rubber hit the road more dramatically, and that's where children are.\"

The district also plans to expand family engagement strategies tied to special education, including collecting family experience data through surveys and coordinating existing family-support bodies — parent engagement assistance, area office resolution partners and the Special Ed Family Support Center — to target supports and highlight successful schools.

Committee members asked about implementation and reception at the area level; district leaders said Area 1 principal supervisors responded positively to a draft plan for consistent school-leader professional learning. No formal board policy or ordinance was proposed or voted on in this discussion.

Looking ahead: officials said they will report ongoing family-survey results and school performance data as they adjust practices and monitor whether the shift in organizational reporting accelerates integration of equity practices into daily school operations.","Prince George's County Public Schools leaders described lessons learned from a year of cross-department work on equity and special education, announced an administrative move of the Office of Equity, Diversity and Belonging, and outlined plans to deepen elementary outreach and family engagement.","actionData","errors"]

Article not found

PGCPS benchmark data show gains overall but persistent third-grade writing and comprehension challenges

PGCPS early literacy data show gaps; district to expand scoring supports, in-class intervention and high-dosage tutoring

PGCPS expands multilingual family engagement pilot; district eyes school-level leadership for parent consortium

PGCPS pilots OGAP math coaching in CSI schools; teachers report confidence gains

PGCPS equity office shifts closer to schools as leaders emphasize collaboration for special education