• Attendance Rates
• Numbers of FARMS students
• ELs (English Learners

Key Challenge #1:  Attendance

At Broadneck Elementary, 31% of our students’ attendance is 95% or below. These students represent a statistically significant percentage of students who are not meeting academic expectations on MCAP and Quarterly Assessments and are reading below grade level according to Fountas & Pinnell (F&P) assessments. We are aware that students’ daily attendance directly impacts their academic success.  Research indicates there is a high correlation between attendance, school success and graduation rates amongst students. Every student absence is a missed opportunity for academic instruction, as well as crucial social-emotional development. 

Our administration and school counselors work tirelessly with our Pupil Personnel Worker (PPW) during monthly attendance meetings to address the needs of students with excessive absences. Students are identified with an Early Warning Indicator (EWI) if their attendance is below 95%.  Students with an EWI will receive home visits from the PPW in an effort to offer resources and encourage improved attendance. Additionally, school counselor will offer incentives as attendance improves throughout the school year.

Key Challenge #2:  FARMS (Free and Reduced Meals)

Our students who qualify for free or reduced meals (FARMS) only represent 15% of our student population, yet also represent a statistically significant percentage of students who are not meeting academic expectations. Our data shows that a disproportionate percentage of our students that are not meeting expectations are FARMS students.  

Research indicates that there is a strong correlation between poverty and academic achievement. We see a gap in school readiness in our students coming from low-income situations. In addition to academic needs, a growing number of our FARMS students have experienced trauma through exposure to violence, divorce, substance abuse, incarceration of a parent, or other family crises. Moreover, prior to entering school, many of our FARMS students have limited access to books, educational toys, music, and other activities which promote cognitive development. These students enter school and often require additional social-emotional support and coping strategies to regulate behavior in order to be available for classroom learning. As a result, our school will be implementing the Second Step Program, which is rooted in social-emotional learning (SEL).  Additionally, school counselors will continue to provide extended professional development for staff on relationship building strategies to help meet students’ needs and increase achievement. 

Through support from community stakeholders, such as the Cape St. Claire United Methodist Church, Broadneck will continue to provide identified families in need with take-home backpacks filled with food for the weekend. Additionally, our staff provides books for summer reading in June, so students have meaningful and engaging resources during the summer break.

Key Challenge #3:  ELs (English Learners)

Our English Learner (EL) students represent only 5% of our student population. However, these students represent a statistically significant percentage of students who are not meeting academic expectations. Research shows there are many factors that influence the academic performance and success of EL students, who often struggle to communicate what they already know because they lack the language and  vocabulary to do so. While some EL students may have experienced interruption in their education, research suggests that a common misconception is that ELs all come into school academically behind their English-speaking peers. Rather, they may know the material being taught, but face challenges in communicating their understanding in English. As a result, some ELs may become disengaged and discouraged when they understand the material, yet cannot convey their understanding.  

In an effort to support all students and improve teacher capacity, our school staff participates in extensive professional development focused on awareness of and strategies for addressing equity, cultural awareness, and ELs. In particular, the teachers and staff at Broadneck participate in sessions aimed at promoting positive self-confidence and self-esteem. At Broadneck, we are aware that when language barriers prevent students from participating, their self esteem may suffer. Our teachers deliver instruction using multiple modalities in an effort to reach our EL students. 

• Socio-Economic Issues (employment, income levels, housing costs)
• Limited English proficiency for students and/or families

• Socio-economic community issues (employment, income levels, housing costs)
• Significant changes over time in student/community demographics
• Access (or lack of access) to community financial programs
• Access (or lack of access) to community academic support programs