• Attendance Rates
• Discipline Rates
• Numbers of 504 students
• Numbers of FARMS students
• LEP (Limited English Proficiency) students
• Special Education student enrollment
• Student Mobility Rate
• Quarterly Assessments scores - English
• PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

     Key Challenge #1: PARCC Scores - English/Language Arts (Grades 3, 4, 5)

 

The AACPS reading curriculum as well as the professional development and resources for guided reading instruction, has increased our reading teachers’ capacity to deliver high quality reading instruction and to increase the number of students reading on or above grade level. The reading curriculum is standards based and aligned to the expectations of the PARCC assessment.  Structures in place such as interactive read aloud lessons and explicit comprehension activities have helped our teachers align the student data to specific skill instruction based on the standards being taught. 

While the majority of our students are reading on or above grade level, our reading goal is designed to focus on student growth, which continues to be addressed in all content areas. Current data indicates 88% of our students in grades 1-5 are reading on or above grade level. However, some students continue to struggle with performing satisfactorily on grade level PARCC assessments. Data analysis shows that some students in grades 3-5 have scores in the range of approaching and below grade level on the quarterly assessments.  [Indicator 5]

Based on Crofton Elementary's focus on Indicator 5, all students will continue to receive high quality instruction aligned to grade level standards.  Explicit instruction with adequate modeling and practice aligned to the AACPS’s reading office’s assessments will continue with a focus on oral discourse and discussion  related to specific standards of concern. In addition, implementation of appropriate classroom interventions for specific students based on progress will continue to be evident to provide additional support in reading.  [Indicator 5]

Key Challenge #2:  Quarterly Assessments scores - English

The AACPS reading curriculum as well as the professional development and resources for guided reading instruction, has increased our reading teachers’ capacity to deliver high quality reading instruction and to increase the number of students reading on or above grade level. Structures in place such as progress monitoring throughout the school year, differentiated instruction and the use of miscue analysis has helped our teachers align the student data to specific skills instruction. Fountas and Pinnell data indicate that most of our students are reading at or above grade level. However, some students continue to struggle with performing satisfactorily on quarterly reading skills assessments. Data analysis shows that some students in grades 3-5 have scores in the range of approaching and below grade level on the quarterly assessments.  [Indicator 5]

Based on Crofton Elementary's focus on Indicator 5, all students will continue to receive high quality instruction differentiated to meet the needs of individual students.  Explicit instruction with adequate modeling and practice aligned to the AACPS’s reading office’s assessments will continue with a focus on oral discourse and discussion related to specific standards of concern. In addition, implementation of appropriate classroom interventions for specific students based on progress will continue to be evident to provide additional support in reading.  [Indicator 5]

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

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