• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1971
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    491
    Race/Ethnicity (%)
    African American....................... 5.8
    Hawaii/Pac. Islander.......................... -
    White.............................. 77
    Multiracial...................... 3.3
    Hispanic......................... 8.1
    American Indian/AK....................... -
    Asian.............................. 5.0
    GENDER (%)
    Male................................ 48.7 
    Female........................... 51.4
    Special Services** (%)
    FARMS........................... 22.1
    504.................................. 4.6
    Special Ed..................... 9.9
    LEP................................. 3.1
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2012 - Added walls, technology

Linthicum Elementary School

Key Challenges to Student Success

  • The students who attend Linthicum Elementary School are influenced daily by events, situations, and circumstances that occur at home and in their neighborhood.  While there are numerous factors that contribute to student achievement at Linthicum Elementary, the school leadership team has narrowed its focus to the following challenges to student success, with the acknowledgement that this is not an all-inclusive list and that some students may be affected by other opportunities or issues in their young lives. 

    This school's key challenges to student success are also noted in the boxes shown below.
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  • Traditional MSDE and/or school-based student challenges

    • Discipline Rates
    • Number of 504 Students
    • Number of FARMS Students
    • Special Education Student Enrollment
    • Quarterly Assessment Scores - English/Language Arts
    • Quarterly Assessment Scores - Mathematics
    • PARCC Scores - Mathematics (Grades 3,4,5)
    • PARCC Scores - English/Language Arts (Grades 3, 4, 5)

    Key Challenge #2: English Language Arts and Mathematics Assessments

    Fontas and Pinnell Benchmark System Results for grade 2

    An area of concern is the percentage of our students scoring at PLD 4 and PLD 5 (at or above grade level) on the 2018 PARCC assessment.  The data chart below reflects areas of concern from the 2018 PARCC Math and ELA results of those students scoring PLD 4 and PLD 5. Our goal is to have 75% of students in grade 3, 75% students in grade 4, and 75% students in grade 5 scoring PLD 4 and PLD 5. (Indicator 6)         

    Percentage of Students Scoring PLD 4 and PLD 5 on the
    2018 PARCC Assessment

    Grade Level

    2018 ELA

    2018 Math

    Grade 3

    64%

    64%

    Grade 4

    66%

    49%

    Grade 5

    63%

    54%


    Factors contributing to the current percentage of students in grades 3-5 scoring below grade level expectations include discipline rates and families in crisis. The increase of students that have experienced trauma, causing an increase in behavioral concerns, has reduced students’ ability to access instruction. Historically, teachers at Linthicum Elementary have not experienced the levels of trauma and crisis they are currently experiencing. Teachers require training and support in implementing strategies for addressing trauma in the classroom.

    In addition, our Fountas and Pinnell Benchmark System results  from 2017-2018 indicate 35% of incoming second graders scored below grade level. Our goal is to provide the necessary support by increasing the reading levels of our incoming second graders by providing additional interventions and increasing teacher capacity to effectively analyze conferring notes and data to diagnostically plan for instruction. (Indicator 5)    

  • Non-Traditional Socio-Economic Challenges

    • Socio-Economic Issues (employment, income levels, housing costs)
    • Student Mobility
    • Families in Crisis (mental, physical, emotional, financial)
    • Substance Abuse
    • Inclusion of Triple E (EEE)
    • Inclusion of Support Staff

    Key Challenge #1: Social and Emotional Needs

    Our demographics have changed with regard to the number of students and families needing support: financially, academically, and behaviorally. Our large student enrollment (approximately 500) and the increased demands on teachers and staff has challenged us as a school. There has also been an increase in the number of our students that have experienced some type of trauma. As a whole, the LES staff and school community lack the knowledge and experience of working with students who have experienced trauma. We are fortunate to have a partnership with Villa Maria, which supports our families that have students in need of mental health services. (Indicator 1 and 2) 

    Our number of discipline referrals has risen significantly from the 2016-2017 year, with  over 100 in 2018. In addition, the numbers of students identified with health needs impacting their academic achievement has grown; and as a result, our number of 504 Plans has also grown. (Indicator 3)

  • HISTORICAL SCHOOL & COMMUNITY CHALLENGES THAT HAVE INFLUENCED THE WRITING OF THIS SCHOOL'S STORY

    • Significant changes over time in student/community demographics
    • Access or lack of access to community financial programs
    • Access or lack of access to community social programs
    • Access or lack of access to community academic support programs
    • Significant increase/reduction in student enrollment numbers

  • Linthicum