• Discipline Rates
• Numbers of FARMS students
• LEP (Limited English Proficiency) students
• Special Education student enrollment
• Student Mobility Rate
• Quarterly Assessments scores - English
• Quarterly Assessments scores - Mathematics
• PARCC Scores - Mathematics (Elementary grades 3, 4, 5)
• PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

• Socio-Economic Issues (employment, income levels, housing costs)
• Student Mobility
• Limited English proficiency for students and/or families
• Families in Crisis (mental, physical emotional, financial)
  

Key Challenge #1: Number of FARMS students

The changing demographics of our growing school community have provided Odenton Elementary with both exciting opportunities and challenges.  Along with a wide range of backgrounds and life experiences, many of our students arrive with challenges that limit their ability to invest in learning.  Thirty-eight percent of OES students qualify for Free and Reduced Meals (FARMS). As a result, our school qualifies for the free breakfast program for all students. 

In 2015-2016 and 2016-2017, our Partnership for Assessment of Readiness for College and Careers (PARCC) English Language (ELA) and Mathematics results for our FARMS students were as follows:

Percentage of FARMS Students that scored in PLD 3, 4, and 5

	2015-2016	2016-2017
English Language Arts (ELA)	69%	68%
Mathematics (Math)	46%	48%

As we work to improve the assessment scores of all of our students, we have additional academic supports in place to support our FARMS students. Such supports include Math and Reading Resource Teachers/Specialists who provide small group instruction, pull-out students for reading and math interventions, and often co-teach with classroom teachers. OES staff also work closely with Central Office staff to obtain additional resources and strategies for math and reading instruction. 

We also partner with community stakeholders and our PTA to engage and support our students and families in need. Engagement activities include our annual Arts Showcase, reading events at the public library, and Art Shows around the county. In addition, we maintain authentic relationships and constant communication with all families to ensure that nothing prevents each child from participating in their education and achieving academic success. [Indicator 1, 2]

---

Key Challenge #2: LEP students

Another reflection of our changing community is an increasing population of Students with Limited English Proficiency (LEP).  Eleven percent of Odenton Elementary students are eligible for participation in the AACPS English Language Acquisition program. In addition, 75% of these LEP students qualify for free and reduced meals (FARMS). A further challenge is that often the parents of our LEP students do not speak English, making it difficult to communicate and connect. It should also be noted that many of the families of our English Language Learners return to their home country during the school year. As a result, these students miss several weeks of instruction.

Odenton Elementary now has a Bilingual Facilitator on staff to support our English Language Learners and their families; and to assist OES staff with communicating important school information and information regarding student academic progress. 

In 2015-2016 and 2016-2017, our Partnership for Assessment of Readiness for College and Careers (PARCC) English Language (ELA) and Mathematics results for our LEP students were as follows:

Percentage of LEP Students that scored in PLD 3, 4, and 5

	2015-2016	2016-2017
English Language Arts (ELA)	38%	0%
Mathematics (Math)	25%	0%

In addition to engaging families through communication and outreach, we work to ensure that the school community we create is inclusive of all cultures.  This is especially apparent in our culturally responsive approach to instruction.  We know that being culturally responsive encourages students to feel a sense of belonging and helps to create a classroom environment where they feel safe, respected, heard, and challenged. We also understand that thoughtful dialogue and critical thinking are essential aspects of meaningful engagement for all students.  Our instructional philosophy promotes culturally responsive teaching, engagement, data-driven lesson design, divergent questioning, specific feedback, and structured progress monitoring. It is our goal to incorporate instructional strategies to reach and engage our English Language Learners and all OES students.  [1, 2, 5, 6, 10 and 11]

---

Key Challenge #3: Special Education Student Enrollment

At Odenton, we pride ourselves on our personalized approach to meeting the unique needs of all learners, which is clearly evident in our Special Education program.  Sixteen percent of our students receive Special Education services, including students from the surrounding area who attend our Regional Program for students with emotional disabilities.  Almost half of our Special Education students also qualify for free and reduced meals (FARMS). Meeting the academic and social-emotional needs of such a large and diverse group requires a personalized approach that is structured around the strategic goals of the student and their family.  We employ a team approach --- utilizing the support of the entire Odenton Elementary staff along with Central Office staff and resources.  

In 2015-2016 and 2016-2017, our Partnership for Assessment of Readiness for College and Careers (PARCC) English Language (ELA) and Mathematics results for our Special Education students were as follows:

Percentage of Special Education Students that scored in PLD 3, 4, and 5

	2015-2016	2016-2017
English Language Arts (ELA)	34%	30%
Mathematics (Math)	28%	5%

Our families, teachers, special educators, administrators and the entire OES staff are fully committed to providing instruction that meets each student’s unique physical, emotional and instructional needs.  Our classroom teachers provide activities that reflect students’ readiness, interests and aptitude.  Moreover, our Cultural Arts teachers provide instruction that complements the classroom curriculum, along with engaging programs like Book Clubs, Band, Strings, Chorus and Percussion.  Administrators, counseling staff and other specialists assess and support our students' social-emotional needs; and all team members work to support each student’s academic progress and investment in lifelong learning.  [Indicators 1, 2, 5 and 6]

• Socio-economic community issues (employment, income levels, housing costs)
• Significant changes over time in student/community demographics
• Significant increase/reduction in student enrollment numbers