• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1971
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    684
    Race/Ethnicity (%)
    African American....................... 2.7
    Hawaii/Pac. Islander.......................... -
    White.............................. 82.5
    Multiracial...................... 5.2
    Hispanic......................... 6.1
    American Indian/AK....................... -
    Asian.............................. 3.2
    GENDER (%)
    Male................................ 51.1Ā 
    Female........................... 48.9
    Special Services** (%)
    FARMS........................... 6.4
    504.................................. 5.0
    Special Ed..................... 4.9
    LEP................................. -
    Title 1............................. No

    Ā **Special Services Terms Glossary

    School Renovation Details - 2002, 2012; New building, Kindergarten addition

Davidsonville Elementary School

Strategic Plan Indicators

  • After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students.  Each school was directed to select two to six indicators on which to focus during the 2018-19 school year.  Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results.  The indicators that this school’s leadership team selected are noted below.
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  • 2019-2020 Strategic Plan Indicator(s) Chosen by the School - 4, 5, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 4. INCREASE THE NUMBER OF STORIES STAFF AND STUDENTS ARE ABLE TO SHARE ABOUT ONE ANOTHER’S LIFE EXPERIENCES

    Indicator 5. INCREASE THE PERCENTAGE OF STUDENTS WHO READ ON OR ABOVE GRADE LEVEL BY THE END OF SECOND GRADE

    Indicator 6. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 3-8 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED READING, LANGUAGE ARTS, AND MATHEMATICS ASSESSMENTS

    We switched from Indicator #1: Increase the percentage of students, families, staff, and partners who report feeling like a valuable member of the school or school system community. In order to fine-tune and further support our school culture, we elected to switch to Indicator #4: Increase the number of stories staff and students are able to share about one another’s life experiences. We had some staff transition that warranted further exploration of each others' stories. This indicator directly aligned with the work of class meetings and Unity Day. Knowing one another's stories allows our teachers to build upon each other's strengths to further collaborate for the benefit of our students.

    Indicator 4 better aligned with our Social Emotional goal, our Unity Day, and class meeting work, therefore we switched from Indicator #1. (see above)

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  • 2018-2019 Strategic Plan Indicator(s) Chosen by the School - 4, 5, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 4. INCREASE THE NUMBER OF STORIES STAFF AND STUDENTS ARE ABLE TO SHARE ABOUT ONE ANOTHER’S LIFE EXPERIENCES

    Indicator 5.     INCREASE THE PERCENTAGE OF STUDENTS WHO READ ON OR ABOVE GRADE LEVEL BY THE END OF SECOND GRADE

    Indicator 6. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 3-8 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED READING, LANGUAGE ARTS, AND MATHEMATICS ASSESSMENTS

Strategic Journey

  • Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools.  They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey.  Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.

Our Vision of Success: 2021

  • Our success will be made evident by students and adults who are excited to be at Davidsonville Elementary, as indicated by smiles, cheerful greetings, and valued peer and adult relationships. A sense of belonging will be measured by a variety of tangible (MSDE survey, student & staff attendance) and intangible means (Fri-Yay, school traditions, big/little buddies, safety patrol, participation in/attendance at extra-curricular activities, Tweets, etc.). Students will witness staff members who enjoy their job and one another. Staff members will stay at Davidsonville Elementary, actively contribute to the positive school culture, and view one another as family, seeking time together outside of school. Parents will remain actively involved in the school community and be regularly present at the school. 

    Our DES culture of literacy will be pervasive. Students will identify themselves as readers. We will have built teacher capacity in effectively monitoring reading progress (F&P data, quarterly reading assessments, conferring data, intervention data, CDM), which in turn positively impacts student reading growth. Guided reading instruction will continue to be delivered with fidelity, and our instructional schedule will align with our district and school vision. Students will be provided time to engage in both instructional-level and grade-level text in a literacy rich environment. Student interest will support their book selection. Teachers will provide access to intervention and enrichment opportunities in order to support individual reading growth. Students will love to read and will share their excitement for reading at home and in other content areas. Our DES readers will continue to promote books to each other through book recommendations, book talks on announcements, bulletin board displays, Black-Eyed Susan reading group participation, and celebrations. Staff will regularly share what they are reading, with students and for leisure. Teachers will share instructional resources and literacy strategies with one another (through online resources and collaborative planning). Parents will frequently access the school library and consult staff about book recommendations. Parents will continue to be regular guest readers who promote our culture of literacy.

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    Our Davidsonville Elementary students will be seen using math and thinking mathematically.  Our mathematicians will not only grasp the mathematical content, but they will be able to fully apply and understand.  When visiting classrooms, students will be observed using a variety of tools to support their application, reasoning, communication, and representation of math content.  Classrooms will be active laboratories of mathematics - where students work through challenging problems, testing different ideas to arrive at a solution. Our mathematics students will readily compete in extra-curricular mathematics programs, competitions and clubs. Student success will be celebrated and published on bulletin boards and social media. 

    Our team of educators will work tirelessly to support each learner in reaching his or her potential, through differentiated instruction. Teams of teachers will collaboratively examine student performance in order to routinely monitor progress and use a diagnostic, prescriptive approach when reteaching or enrichment is warranted. Each student will perform at a level that is anticipated through our GT identification process. Teachers will identify and collaboratively mitigate potential root causes when there is concern related to students achieving at their expected level of performance. Student’s individual strengths will be celebrated in our classrooms and school, whether it be a written composition, math project, piece of art, a musical solo, or an athletics trophy.

    Each of our Davidsonville students will engage in activities to support their confidence, motivation, problem solving, responsibility, effort, appreciation for diversity, and teamwork. 

    Students exhibiting strong character and core values will be celebrated by adults and peers. Our goal is to support the whole child and their family, so our students confidently move on prepared for success in Central Middle School and LIFE!