• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1989
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    550
    Race/Ethnicity (%)
    African American....................... 7.6
    Hawaii/Pac. Islander.......................... -
    White.............................. 69.7
    Multiracial...................... 6.6
    Hispanic......................... 14.7
    American Indian/AK....................... -
    Asian.............................. -
    GENDER (%)
    Male................................ 51.1Ā 
    Female........................... 48.9
    Special Services** (%)
    FARMS........................... 16.9
    504.................................. 3.6
    Special Ed..................... 8.3
    LEP................................. 5.7
    Title 1............................. No

    Ā **Special Services Terms Glossary

    School Renovation Details - N/A

Windsor Farm Elementary School

Key Challenges to Student Success

  • The students who attend Windsor Farm 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 Windsor Farm 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

    • Quarterly Assessments scores - English/Language Arts
    • Quarterly Assessments scores - Mathematics
    • PAARC Scores in specific student groups - Mathematics (Elementary grades 3, 4, 5)
    • PAARC Scores in specific student groups - English/Language Arts (Elementary grades 3, 4, 5)

  • Non-Traditional Socio-Economic Challenges

    • Socio-Economic issues (employment, income levels, housing costs)
    • Continuing to grow in addressing the needs of English Learners’ (ELs’) proficiency, academic and family needs 
    • Social and emotional needs of students
    • Increasing numbers of students needing support due to economic hardship

    The school team continues to focus on specific student groups when reviewing data to assess instructional needs. 

    Key Challenge #1: Social and emotional needs of students 

    At Windsor Farm, we believe that it is important to meet not only the academic needs of a student, but the needs of the whole child, including social and emotional needs.  We believe it is important to build relationships with students and their families in order to best meet those needs. An increasing number of students who have additional social-emotional needs and challenges continue to attend Windsor Farm. At times the actions or outbursts of some  students with significant needs may interrupt the learning environment and may affect other students in the classroom.  We work to address this situation through actions such as positive relationships, knowing our students and their families, Multi-Tiered Systems of Support (MTSS), and restorative practices. These are items that align with our school improvement plan. 

    Key Challenge #2: Continuing to grow in addressing the academic and family needs of English Learners (ELs)

    There has been an increase in the number of ELs and families who come to our school speaking little English and requiring a bilingual facilitator, translation services, and other supports. Our teachers work collaboratively with our EL resource teacher to identify and address the academic needs of our students. A homework club supports targeted students and our expanded library allows students to check out books in Spanish. We also work with various offices at the Board of Education to provide resources and events that encourage school involvement. We are working to welcome these families and address their needs. Our Hispanic Night in December provides Spanish-speaking families, and any others who wished to attend, access to multiple county resources.  These included representatives from our middle and high schools, the Maryland Food Bank, the Health Department, the public library, the American Foundation of Suicide Preventions, the County Crissis Response System, Mental Health Association of MD, as well as several Spanish-speaking law offices (familiar with issues immigrants face), Maryland Fiesta Latina, and OHLA (Organization of Hispanic & Latin Americas in Anne Arundel County - all available to provide what any family might need. (Indicators 1 & 6)  

    Key Challenge #3: Socioeconomic issues and the number of students needing support due to economic hardship: 

    Students achieve best when they and their families do not have to worry about having their basic needs met so they can focus on school readiness and academics; however, more families are finding economic hardships to be the reality. During the 2017-18 school year 16.9% of students at Windsor Farm qualified for Free and Reduced Meals (FARMS) and this increased to 17.5% for 2018-19. These students share with school counselors and Pupil Personnel Workers (PPWs) their personal needs as a result of living in poverty.  The school staff has reported an increase in requests for support and resources to provide assistance to these families. In response we work with College Parkway Baptist Church filling backpacks with food they provide for students to take home for the weekends. In addition to what SPAN provides for holiday meals, our PPW works with families who have serious need on a case by case basis.  (Indicators 1 & 6)

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

    • Socio-economic community issues (employment, income levels, housing costs)
    • Significant changes over time to the community 
    • Access (or lack of access) to community social programs

  • Windsor Farm