During the 2019-2020 school year, 28 schools provided academic assistance using Transitional Supplemental Instruction (TSI) funding. Specifically, across all schools that provided TSI services during the 2019-20 school year, the number of students in each grade who received TSI services is as follows:
There were no after-school tutors hired to provide TSI services to students during the 2019-2020 school year. However, the predominant service delivery method for TSI services was the implementation of interventions through digital learning programs for early learners that focused on both mathematics (Dreambox Learning Math) and literacy (iRead) during the school day.
Prior to the school closure in March 2020, funds were to be used for substitutes for professional development held during the school day and stipends for teachers who attended after school. Those sessions were cancelled due to the pandemic. Consequently, PGCPS did not spend its full TSI allocation during the 2019-2020 school year; however, the pandemic did not adversely affect TSI services and PGCPS was able to continue virtually without interruption until summer 2020.
In light of the COVID-19 pandemic, the school system continues to provide virtual TSI services to 28 schools during the 2020-2021 school year using the $1,265,523 allocated in TSI funding. Further, in an effort to identify students for TSI services, the lowest 28 performing elementary schools’ scores were selected from the rank order listing of the Maryland Accountability System's Academic Achievement Reading/English Language Arts and Math indicators for SY 2018-19.
This indicator describes students’ English Language Arts and mathematics performance on state standardized tests. Thus, students in these schools will receive small group after-school tutoring services in addition to access to digital platforms.
The number of students in each grade who receive TSI services is as follows:
To implement this initiative, there are 24 certified teachers who provide after-school tutoring and two (2) tutor coordinators who manage the after school hours TSI services. In addition to the whole group and one-on-one pairs with the classroom teacher serving as tutors (after school) through our instructional delivery model, the students will also have individualized support with two commercial instructional programs using digital platforms (iRead and Dreambox Learning). In fact, the predominant service delivery method for TSI services across all TSI schools is the after-school tutoring through digital learning programs for early learners that will focus on both mathematics (Dreambox Learning Math) and literacy (iRead). Progress is being monitored through the data reports generated in Dreambox Learning and iRead. And, PGCPS is on track to spend all of its TSI funds this school year.
December Survey 2020
The Reading Language Arts and Mathematics offices continue to utilize funding to support students who have struggled during distance learning. Since January 2021, students in grades K-2 have been engaged in after-school tutoring and have access to predictive curriculum programs. Moreover, the after-school tutoring program continued with a second session from March 15th - April 29th.
Other interventions include DreamBox for mathematics and iRead for reading. Both are predictive programs that tailor instruction to each student based on his or her response to academic questions. Although the Reading and Mathematics Offices recommend 5 lessons per week, schools are only averaging 2 iRead lessons per week, while DreamBox lessons per week increased for 12 schools since January. More specifically, 2 schools consistently participate more than the minimum requirement of 5 lessons per week. Overall, 2 lessons per week still captures enough data for predictive insight.
To support this effort, the Mathematics Office assisted classroom teachers in 28 schools with using student data to inform instruction and provide guidance for all students to access grade level content. Additionally, 18 of the 28 schools received coaching support from the Reading/English Language Arts Office for iRead that provided differentiated support to help increase usage and plan for small group instruction. To date, these 28 schools have the highest usage across the county at 70-80%.
To promote transparency, monthly updates are sent to schools to keep principals and staff informed. Schools requiring differentiated support, received training to help increase usage and planning for small group instruction, demonstration lessons, data analysis, and a question and answer session.
Tutoring: Students participated in after school tutoring in Reading and Mathematics until June 10, 2021. (see attendance report for number of students who attended per session). Parents/guardians were surveyed twice during the program. There were 4 questions and 38 responses for the March survey. And, there were 4 questions and 34 responses for the June survey. The parent/guardian survey included responses such as:
March
Comments
June
Comments
Reading: Students in Kindergarten to grade 2 have opportunities to engage with an online program called iREAD. This interactive digital program promotes reading efficiency and excites readers. Additionally, teachers can adjust instruction to meet the individual needs of students. During the month of April, there were 4 coaching sessions held to assist teachers with using this program. The following elementary schools were session sites: Mary Harris Mother Jones, District Heights, Cora Rice, and Oxon Hill. April 2021 Coaching Report Summary
Friday, April 16, was the kick-off of the 10 Day--200 Minute iRead Challenge. Students were encouraged to complete as many lessons as possible over the course of the challenge (April 16-25, 2021). Students were given at least one hour to complete the challenge on the following tutoring days (April 15th, April 22nd, and April 26th). Student progress was monitored. A second 10 Day Challenge was completed at the end of May.
Results: Overall, students increased their usage and growth within the platform. There were 11 winners out of 50 participants who were selected based on students’ progress in at least two topics within the program between April 16th - April 27th. Top winners were celebrated in their tutoring groups and received a *prize. Another campaign was launched at the end of May for the final tutoring session. There were 10 winners out of 60 participants who were selected based on the same criteria.
*[Prizes included Chick-fil-A gift cards for a free chicken meal (30 gift cards were donated by Chick-fil-A at Capital Blvd.), Chick-fil-A free cookie gift cards, books donated by Scholastic, and free Slurpee coupons from 7-Eleven].
Elementary school sites with April’s winners:
Elementary school sites with May’s winners:
Mathematics: Teachers who needed support with using DreamBox reports for instructional decisions were invited to attend a virtual workshop. On April 27th, 48 teachers of grades K-2 attended and on April 28th, 28 teachers took advantage of the professional development (teacher attendance per grade level). Then, on May 26th, 99 teachers of grades K-2 attended and on May 27th, 79 teachers took advantage of the professional development. Virtual sessions were held to support teachers with utilizing DreamBox student reports to assign individualized content to students over the summer based on skills needed for the next grade level (teacher attendance per grade level). In an effort to provide continuity of services, DreamBox will continue during summer school. As part of the students’ summer instruction, they will work on DreamBox in a small group for 30 minutes while a teacher monitors their progress. Training for 216 instructors to implement this summer session was conducted on June 29, 2021.
Currently, 65 schools are identified as Community Schools under the Concentration of Poverty grant; Forty-five (45) of these schools were in place for the full 2019-20 school year, while an additional 20 schools were added beginning in the 2020-2021 school year.
After each school receiving funding completed its needs assessment of required wraparound services for students by July 1, 2020, every school hired a community school coordinator and provided full-time health coverage by a healthcare practitioner. Funding from the state flowed directly to PGCPS and the school system allocated funding to each of the schools. Specifically, the funding was distributed in the following ways:
The pandemic restructured PGCPS' ability to deliver in-person services and caused an unexpected shift to distance learning. As a result, all 45 schools had unspent Concentration of Poverty funds at the end of the 2019- 2020 school year. Additionally, students, faculty and staff did not return to the buildings due to safety regulations and technology barriers. Consequently, grant funds reserved for extended day staff salaries and wages, bus transportation, supplies, and materials were reallocated to support distance learning services and support programs. These services and programs include but are not limited to PSAT/SAT tutors, virtual art and dance clubs, enrichment activities focused on Science, Technology, Engineering, and mathematics (STEM), book clubs, poetry, prose and spoken word clubs, and a financial literacy club.
December Survey 2020
The concentration of poverty grants are awarded to public schools that educate students where at least 70% of them are eligible for free and reduced-price meals. The Director of the 65 identified community schools has diligently staffed each one with a community school coordinator. This role is vital to the success of our community schools as the coordinator establishes and maintains a connection between the school and its broader community. Thus, our 20 new Community School Coordinators will take part in The New Coordinator’s Boot Camp with Children’s Aid on April 29th and 30th.
Further, the District Steering Committee hosted a Mid-Year Reconvening with over 300 participants. Topics discussed included: mental health, the Parent Hotline, and how to leverage resources from the Department of Social Services. Since food scarcity is the number one concern for families, an additional highlight since January 2021, was the collaboration with PGCPS Food and Nutrition and the Bowie Produce Company, Inc. to create Family Food Boxes:
As of July 1, 2021 PGCPS added 13 new schools which brings the total to 77 PGCPS community schools for the school year 2021-2022. Annapolis Road Academy was funded for the 2019-2020 and 2020-2021 school years. However, it will not be funded for next school year due to a difference in the way the state is considering alternative schools.
On April 12, 2021, the Department of Social Services and Shepherd Pratt hosted a professional development opportunity titled: Coping with Reopening. There were 53 Community School Coordinators and School and Community Engagement Advocates who attended the event.
On Tuesday, April 13, 2020, Secretary of Education Miguel Cardona visited Mary Harris “Mother” Jones Elementary as part of the Biden Administration’s Reopening Tour.
Additionally, on April 21,2021 in collaboration with The Alliance to Reclaim our Schools (AROS) and Institute for Educational Leadership facilitated an Inclusive Leadership Workshop for 66 participants including Community School Coordinators, principals, Parent Engagement Assistants, and parent leaders.
Further, on April 29th and 30th, Abe Fernandez from Children’s Aid hosted a Community Schools Boot Camp for Cohort 2 Community School Coordinators. And, PGCPS collaborated with Kaiser Permanente to offer a Vaccine Hesitancy Outreach program where 50 PGCPS Community School Coordinators will receive a certificate upon completion. These participants will be equipped to build vaccine confidence in others by answering general questions, assisting in identifying vaccine locations, and assisting residents in making a vaccine plan. The dates of the program were June 8 and 10, and July 1, 2021.
Currently, Prince George’s County Public Schools (PGCPS) allocates $108,271 for the full-time salary for this position. The pandemic has affected the work of the person in this position and the delivery of needed mental health services. Specifically, the Mental Health Coordinator modifed procedures and documentation related to crisis response, suicide intervention, threat assessment, and counseling to allow school-based mental health professionals to virtually implement these procedures. In conjunction with these changes, the Mental Health Coordinator led professional development in each of these areas, especially in the delivery of tele-mental health services. The person in this position has carried out but is not limited to the following duties:
December Survey 2020
The Role of the Mental Health Coordinator is vital to our school district as we navigate the prolonged effects of the COVID-19 pandemic. With funding from the Blueprint for Maryland’s Future, PGCPS continues to provide resources for social, emotional, and behavioral growth, seek out programs and practices that will provide stakeholders with a safety net, and support students and staff who have experienced the loss of an individual.
Specifically, the mental health coordinator collaborated with National Center for Safe and Supportive Learning Environments (NCSSLE), a technical assistance center, to continue the development of a project that would provide 100-120 workshops during the 2020-2021 school year to educate PGCPS staff on the impact of trauma on students’ behavior and trauma-informed strategies to support students and families. There will be 25 participants per workshop (2,500 total staff members).
Initiatives since January 2021 include:
As a result of Kirwan II funds, PGCPS will receive a one-time amount of $4,506,214 to support students who experienced learning loss and their families who were adversely affected by the COVID-19 pandemic. The Mental Health Coordinator for PGCPS is developing a plan on how the funds will be spent during summer 2021 and school year 2021-2022. The plan is due to the state legislature prior to September 1, 2021.
Additionally, crisis response continues to be an ongoing need that offers support to students and staff due to the passing of individuals. Thus, the Mental Health Coordinator has weekly meetings with the Youth First Care Team, who consist of staff from PGCPS and county government agencies, to facilitate the integration of mental health clinicians in individual schools and has co-led the Department of Health’s Network and Workforce Development committee to increase collaboration between primary care and behavioral health providers. The intent of the collaboration is to increase partnerships and exchange resources with community partners.
As of March 2020, Prince George’s County Public Schools (PGCPS) provided 4,196 full-day four-year old slots. Eighty-seven percent (3,645 slots) were funded through the Supplemental Pre-K grant. Since the onset of the pandemic, a subsequent decrease in enrollment levels occurred and are attributed to the challenges imposed by the pandemic in the last quarter of the 2019-2020 school year.
However, in the 2020-2021 school year, PGCPS has been able to provide 2,841 full-day prekindergarten slots to four-year olds. Although the total number of slots provided in this current school year decreased due to a decline in enrollment, 99% (2,813 slots) are funded by the Supplemental Pre-K grant. And, the Supplemental Pre-K grant funds empowered PGCPS to convert 240 half-day slots to full-day slots. Additionally, in partnership with a community provider other than Head Start, PGCPS has the ability to offer 36 additional slots during fiscal 2021. December Survey 2020
The Early Childhood office submitted an application to the Maryland State Department of Education for the PreK Enhancement Grant. The proposed amount of funding is $2,678,600.00 and will support a summer school program and fall 2021 tutoring program. This initiative is set to take place March 1, 2021 - December 30, 2021.
Additionally, PreK teachers, students, and families continue to be supported in virtual instruction by our Early Childhood staff. For the 2020-21 school year, PGCPS is servicing approximately 2,841 students within 17 Half-Day Schools, 90 Full-Day Schools and 2 Community Partners. To support kindergarten readiness, each student continues to have access to Hatch Ignite or Waterford UpStart instructional software.
Further, student supply kits and books were distributed this winter to enhance the virtual learning experience by providing students with hands-on materials to support student engagement and the learning of kindergarten readiness standards. Every student mentioned above received a winter kit to replace their fall kit that included:
Also, students received copies of "Growing Vegetable Soup, "Yo! Yes?", "Wonderful Worms," "The Way I Feel," and "My Friend is Sad" for their home libraries.
PGCPS was awarded the FY21 PreK Enhancement Grant for the Rising Stars summer program in the amount of $2,678,600. This program will provide learning recovery through targeted instructional strategies, resources, and support for students who are at risk of school success, rising Kindergarten students who are at or below the 300% Federal Poverty Guidelines, or students who have an Individualized Educational Program (IEP) and were not enrolled in PGCPS during the 2020-2021 school year. Currently, 900 students will benefit. However, The Early Childhood Office will offer a summer readiness program through SeeSaw for students not enrolled in the summer program and/or students who will enter PGCPS for Kindergarten in fall 2021.
Additionally, PGCPS received a PreK expansion award for $1.4 million dollars. This funding will support identified schools (listed below) with providing high quality prekindergarten experiences that prepare children to demonstrate school readiness when entering Kindergarten. As a result, PGCPS will:
The following schools met the Level 4/Level 5 within *Maryland EXCELS and their Accreditation status with the Maryland State Department of Education (MSDE):
|
Allenwood Elementary |
Apple Grove Elementary |
Barnaby Manor Elementary |
|
Beacon Heights Elementary |
Capitol Heights Elementary |
Chapel Forge Early Childhood Center |
|
Concord Elementary |
District Heights Elementary |
Doswell E. Brooks Elementary |
|
Flintstone Elementary |
Fort Washington Forest Elementary |
Greenbelt Children’s Center |
|
Highland Park Elementary |
H. Winship Wheatley Early Childhood Center |
Indian Queen Elementary |
|
James Harrison Elementary |
J. Frank Dent Elementary |
Kenmoor Early Childhood Center |
|
Lake Arbor Elementary |
North Forestville Elementary |
Overlook Spanish Immersion |
|
Potomac Landing Elementary |
Robert Gray Elementary |
Rose Valley Elementary |
*Maryland EXCELS is a quality rating and improvement system that awards ratings from 1 to 5 to child care and early education programs based on nationally recognized standards and best practices.
Other initiatives include new sites for Judy Centers
During the 2019-2020 school year, 28 schools provided academic assistance using Transitional Supplemental Instruction (TSI) funding. Specifically, across all schools that provided TSI services during the 2019-20 school year, the number of students in each grade who received TSI services is as follows:
There were no after-school tutors hired to provide TSI services to students during the 2019-2020 school year. However, the predominant service delivery method for TSI services was the implementation of interventions through digital learning programs for early learners that focused on both mathematics (Dreambox Learning Math) and literacy (iRead) during the school day.
Prior to the school closure in March 2020, funds were to be used for substitutes for professional development held during the school day and stipends for teachers who attended after school. Those sessions were cancelled due to the pandemic. Consequently, PGCPS did not spend its full TSI allocation during the 2019-2020 school year; however, the pandemic did not adversely affect TSI services and PGCPS was able to continue virtually without interruption until summer 2020.
In light of the COVID-19 pandemic, the school system continues to provide virtual TSI services to 28 schools during the 2020-2021 school year using the $1,265,523 allocated in TSI funding. Further, in an effort to identify students for TSI services, the lowest 28 performing elementary schools’ scores were selected from the rank order listing of the Maryland Accountability System's Academic Achievement Reading/English Language Arts and Math indicators for SY 2018-19.
This indicator describes students’ English Language Arts and mathematics performance on state standardized tests. Thus, students in these schools will receive small group after-school tutoring services in addition to access to digital platforms.
The number of students in each grade who receive TSI services is as follows:
To implement this initiative, there are 24 certified teachers who provide after-school tutoring and two (2) tutor coordinators who manage the after school hours TSI services. In addition to the whole group and one-on-one pairs with the classroom teacher serving as tutors (after school) through our instructional delivery model, the students will also have individualized support with two commercial instructional programs using digital platforms (iRead and Dreambox Learning). In fact, the predominant service delivery method for TSI services across all TSI schools is the after-school tutoring through digital learning programs for early learners that will focus on both mathematics (Dreambox Learning Math) and literacy (iRead). Progress is being monitored through the data reports generated in Dreambox Learning and iRead. And, PGCPS is on track to spend all of its TSI funds this school year.
December Survey 2020
The Reading Language Arts and Mathematics offices continue to utilize funding to support students who have struggled during distance learning. Since January 2021, students in grades K-2 have been engaged in after-school tutoring and have access to predictive curriculum programs. Moreover, the after-school tutoring program continued with a second session from March 15th - April 29th.
Other interventions include DreamBox for mathematics and iRead for reading. Both are predictive programs that tailor instruction to each student based on his or her response to academic questions. Although the Reading and Mathematics Offices recommend 5 lessons per week, schools are only averaging 2 iRead lessons per week, while DreamBox lessons per week increased for 12 schools since January. More specifically, 2 schools consistently participate more than the minimum requirement of 5 lessons per week. Overall, 2 lessons per week still captures enough data for predictive insight.
To support this effort, the Mathematics Office assisted classroom teachers in 28 schools with using student data to inform instruction and provide guidance for all students to access grade level content. Additionally, 18 of the 28 schools received coaching support from the Reading/English Language Arts Office for iRead that provided differentiated support to help increase usage and plan for small group instruction. To date, these 28 schools have the highest usage across the county at 70-80%.
To promote transparency, monthly updates are sent to schools to keep principals and staff informed. Schools requiring differentiated support, received training to help increase usage and planning for small group instruction, demonstration lessons, data analysis, and a question and answer session.
Tutoring: Students participated in after school tutoring in Reading and Mathematics until June 10, 2021. (see attendance report for number of students who attended per session). Parents/guardians were surveyed twice during the program. There were 4 questions and 38 responses for the March survey. And, there were 4 questions and 34 responses for the June survey. The parent/guardian survey included responses such as:
March
Comments
June
Comments
Reading: Students in Kindergarten to grade 2 have opportunities to engage with an online program called iREAD. This interactive digital program promotes reading efficiency and excites readers. Additionally, teachers can adjust instruction to meet the individual needs of students. During the month of April, there were 4 coaching sessions held to assist teachers with using this program. The following elementary schools were session sites: Mary Harris Mother Jones, District Heights, Cora Rice, and Oxon Hill. April 2021 Coaching Report Summary
Friday, April 16, was the kick-off of the 10 Day--200 Minute iRead Challenge. Students were encouraged to complete as many lessons as possible over the course of the challenge (April 16-25, 2021). Students were given at least one hour to complete the challenge on the following tutoring days (April 15th, April 22nd, and April 26th). Student progress was monitored. A second 10 Day Challenge was completed at the end of May.
Results: Overall, students increased their usage and growth within the platform. There were 11 winners out of 50 participants who were selected based on students’ progress in at least two topics within the program between April 16th - April 27th. Top winners were celebrated in their tutoring groups and received a *prize. Another campaign was launched at the end of May for the final tutoring session. There were 10 winners out of 60 participants who were selected based on the same criteria.
*[Prizes included Chick-fil-A gift cards for a free chicken meal (30 gift cards were donated by Chick-fil-A at Capital Blvd.), Chick-fil-A free cookie gift cards, books donated by Scholastic, and free Slurpee coupons from 7-Eleven].
Elementary school sites with April’s winners:
Elementary school sites with May’s winners:
Mathematics: Teachers who needed support with using DreamBox reports for instructional decisions were invited to attend a virtual workshop. On April 27th, 48 teachers of grades K-2 attended and on April 28th, 28 teachers took advantage of the professional development (teacher attendance per grade level). Then, on May 26th, 99 teachers of grades K-2 attended and on May 27th, 79 teachers took advantage of the professional development. Virtual sessions were held to support teachers with utilizing DreamBox student reports to assign individualized content to students over the summer based on skills needed for the next grade level (teacher attendance per grade level). In an effort to provide continuity of services, DreamBox will continue during summer school. As part of the students’ summer instruction, they will work on DreamBox in a small group for 30 minutes while a teacher monitors their progress. Training for 216 instructors to implement this summer session was conducted on June 29, 2021.
PGCPS was able to spend all funds allocated in the 2019-2020 school year for special education. And, PGCPS had a plan to spend at least as much total state and local funds on special education in the 2020-2021 school year. However, due to COVID-19 school closures, PGCPS modified grant expenditures to ensure special education students had the following:
The Department of Special Education purchased materials for student use in the home environment during distance learning. Materials included manipulatives kits, communication boards, sensory materials, visual boards, instructional materials and resources. Funds were also spent on print materials. IEP meetings were conducted via teleconference or video platform - part-time funds were needed to support paying 1,437 staff.
As a result of the COVID-19 pandemic, IEP meetings were either postponed or canceled. The Department of Special Education estimated that 4,000 IEP meetings were not held as a result of the COVID-19 school closure between March 16, 2020 and June 15, 2020. However, the Individuals with Disabilities Education Act (IDEA) requires that IEP teams meet specific timelines related to special education processes. In an effort to comply with IDEA timelines, the Department of Special Education has held duly constituted IEP team meetings - 2,000 IEP meetings for elementary, middle and high school students during the summer of 2020.
In addition, 200 Infant and Toddlers/pre-school Individualized Family Service Plan (IFSP)/IEP meetings were held during the summer. Each IEP/IFSP team member who does not work during the summer months was paid to attend the IFSP and IEP meetings and complete IEP/ISFP preparation tasks to include assessment report writing and IEP/IFSP development. During the 2020-2021 school year, funding will continue to be used to support IEP development, assessment report writing and evening IEP team meetings for IEP staff members.
2019-2020 funds were used in the following ways:
December Survey 2020
Due to COVID-19 school closures, and the fact that PGCPS is still required to provide a Free Appropriate Public Education (FAPE) to all children with disabilities, even during this pandemic, PGCPS modified grant expenditures. In compliance with Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, the following grants awarded for special education have been fully encumbered:
| Student | Special Education Program | Type of Device/ Material | Total Number |
| PGCPS Students | Early Childhood/Special Education |
iPads |
987 |
| None Public Placement | Non Public Placement | Chromebooks | 200 |
| N/A | iPad Covers | 1,558 |
PGCPS was allocated $10,114,897 this current school year for special education. And, all funds are expected to be fully encumbered by the end of the 2020-2021 school year. Ongoing activities and expenditures in this current 2020-2021 school year include:
Additionally, in support of the Americans with Disabilities Act (ADA), materials for distance learning for preschool were purchased and will be used to increase accessibility at the schools below. Funding will also be used to support ADA compliance needs at neighborhood schools. Items such as grab bars, automatic door operators, railings installed on ramps, and ramps for portable classrooms have been either investigated for pricing or ordered.
The Department of Special Education in collaboration with the mathematics supervisors are preparing for the mathematics symposium to determine the framework on how to build the capacity of teachers to support instructional delivery with mathematical practices for students with disabilities. The mathematics symposium will be held on April 28, 2021, and includes experts in the field of special education and mathematics from around the state and country.
Finally, in an effort to comply with Section 504, PGCPS has placed an emphasis on providing supplies that support student accessibility in the virtual and hybrid learning environments such as face masks, student supplies i.e.pencils, highlighters, and computers. Further, $3,515 in registration fees was spent on 3 office staff members who will attend the 2021 Special Education Law Symposium @ Leigh College to increase their knowledge of special education laws and virtual learning resource programs.
PGCPS implemented IEP monitoring for central and school-based staff from March 2021 to June 2021. The following schools participated in the IEP monitoring pilot for school based teams: Perrywood Elementary, Buck Lodge Middle School and High Point High School (refer to the the PGCPS General Supervision IEP Monitoring Plan February 12-2021). As of June 9, 2021, out of the $107,650 for monitoring and supervision of IEPs, there remains a balance of $48,680 that is on target to be spent by June 30, 2021. Results from the IEP monitoring will be shared with schools and target assistance and professional learning opportunities will be provided to ensure implementation of specially designed instruction and special education services.
All funds ($1,171,920) allocated for distance learning materials for students in K-12 have been fully encumbered and spent. All schools received supplies to support students during hybrid and distance learning instruction. Additionally, distance learning materials for pre-kindergarten students were purchased using the $2,092,391 of the $2,668,534 allotted funding.
After receiving confirmation from the Maryland State Department of Education (MSDE) that Kirwan funding can be used to support Americans with Disabilities Act (ADA) compliance needs at neighborhood schools to implement student IEPs, the remaining balance of $576,143 will be used to support ADA accessibility at the following elementary schools:
|
Beacon Heights Elementary School |
Carrollton Elementary School |
Glen Dale Elementary School |
|
James Ryder Randall Early Childhood Center |
Lamont Elementary School |
Magnolia Elementary School |
|
Montpelier Elementary School |
Potomac Landing Elementary School |
Princeton Elementary School |
|
Rockledge Elementary School |
Scotchtown Hills Elementary School |
William Paca Elementary School |
Students continued to receive access to evidence-based interventions and instructional support with iReady Math being the last contract for $383,385 to be encumbered.
Students with disabilities now have access to software to implement text-to-speech accommodations during instructional activities. Two hundred and twenty-two staff members were trained to support over 1273 students with this accommodation district-wide.
And finally, during the fourth quarter, there were several training sessions:
All PGCPS staff attending after school training and coaching sessions will continue to be paid from the $707,734 funds allocated for professional learning.
