• Attendance Rates
• Numbers of FARMS students
• LEP (Limited English Proficiency) students
• Quarterly Assessments scores - English/Language Arts
• Quarterly Assessments scores - Mathematics
• PARCC Scores - Mathematics (Elementary grades 3,4,5)
• PARCC Scores - English/Language Arts (Elementary grades 3,4,5)

Key Challenge #1:  Assessments: English/Language Arts and Mathematics

In 2017-18 our quarterly assessments scores showed improvement as the year progressed; however, our PARCC assessment scores in Reading and in Math declined from the previous year with 35.1% of students scoring in the proficient range in each subject. Students who receive Special Education services and English Language Acquisition (ELA) services scored lower than the school average, with less than 15% of students from those student groups scoring in the proficient range in each subject. 

PARCC trends in math from 2014-2015 to 2017-2018 have shown that the percentages of students meeting and exceeding performance have dropped consistently each year in grades 4 and 5. In addition, 18% of our grade 2 students did not meet or were approaching the grade level expectation for reading on grade level (reaching Level M by the end of second grade) based on Fountas and Pinnell Benchmark Assessments. Additionally, during the 2017-2018 school year, 40% of our grade 1 students did not meet or were approaching the grade level expectation in reading (level J by the end of grade 1). While these scores are improving, there is still a need to focus our efforts on supporting our first graders to become proficient readers.

We know that while in elementary school, our students are forming the building blocks of success for the rest of their academic experiences. As a result, we strive to move all of our students toward greater success on math and reading assessments. If our students are not achieving success on these assessments,  we need to work to eliminate the gaps in their understanding so that they can have academic success moving forward. 

Key Challenge #2:  Families in Crisis and exposure to trauma in students’ everyday lives.

When families are in crisis, students are impacted by challenges that may prevent them from being ready to learn, physically and/or emotionally. Living in poverty can put stress on an entire household.  Employment instability, crime, low paying jobs, food insecurity, lack of health insurance, inadequate housing and lack of basic necessities can cause stress and a feeling of hopelessness. As a school community, we understand the barriers and challenges some of our families endure.  In addition, approximately 5% of our students receive outside mental health services; and some of our students are exposed to trauma at young ages and are in need of strategies to cope. Our goal is to support our students and families, and provide a bridge connecting the schoolhouse to our families.  George Cromwell Elementary partners with Villa Maria (an independent counseling group) to provide family and individual counseling and support for our parents and our school community.  Our Pupil Personnel Worker, Guidance Counselor and School Psychologist provide additional support and resources as well.

Moreover, we will be using the Second Step program in all of our classrooms.  Second Step is a program rooted in Social Emotional Learning that helps schools create safe learning environments that promote a sense of safety and respect, grounded in the social-emotional health and well-being of the entire school community.

• Socio-economic community issues (employment, income levels, housing costs)