•       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)

Key Challenge #1: Reading

AACPS engages in an extensive GT Identification Process, under the direction of MSDE. Davidsonville Elementary currently has 48 students identified as “Gifted” in Reading in grades 3-5. It would be expected that our GT students would earn the top score on PARCC (PLD 5 for College and Career Readiness); however, that is not yet the case. Only 11 identified GT students (of 20 GT students tested) earned PLD 5 on PARCC ELA in spring 2018. We must examine current structures (class placement, grade reporting, classroom-based assessments, district test performance, curricular offerings, and supplementary ALPs supports) and additional factors (growth mindset, grit, grouping/appropriate level of challenge) to determine how DES can further support each student in achieving personal excellence. (Indicator #6)

Teachers utilize the Fountas and Pinnell Benchmark Assessment System (F&P) to measure individual student reading progress. In addition, reading progress and success are measured through AACPS quarterly benchmark assessments and the Spring PARCC assessment (grades 3-5). Our school team regularly analyzes data to ensure fidelity in practice with assessment (F&P), alignment in performance using multiple measures, and reasonable progress over time. Still, of the incoming grade 2 students, only 54% met or exceeded grade-level expectations in the spring of 2019 (during grade 1) as measured by F&P. There is much work that needs to occur in order to support the continued reading growth of our young readers.  (Indicator #5)

Key Challenge #2:  Mathematics

Davidsonville Elementary currently has 48 students identified as “Gifted” in Math. It would be expected that our GT students would earn the top score on PARCC (PLD 5 for College and Career Readiness); however, that is not yet the case. Only 9 identified GT students (of 18 GT students tested) earned PLD 5 on PARCC Math in spring 2018. We must examine current structures (class placement, grade reporting, classroom-based assessments, district test performance, curricular offerings, and supplementary ALPs supports) and additional factors (growth mindset, grit, grouping/appropriate level of challenge) to determine how DES can further support each student in achieving personal excellence.

The Davidsonville Elementary team will continue to analyze data and utilize the Collaborative Decision Making (CDM) and Advanced Learner Program School Based Teams (ASBT) in order to best meet student needs. School improvement efforts have focused on increased efficacy in long range and collaborative planning, as well as integration of new math manipulatives. Our mathematics teachers continue to work with our school-based math lead teacher who offers training and expertise related to curriculum implementation. While 60% of grade 3-5 students (218 out of 363) met or exceeded expectations on PARCC Math in spring 2018, earning PLD 4 or 5 for College and Career Readiness, there is still significant progress to be made. (Indicator #6)

• Socio-Economic Issues (employment, income levels, housing costs)
• Families in Crisis (mental, physical emotional, financial)

 

• Access (or lack of access) to community social programs
• Access (or lack of access) to community academic support programs