Key Challenge #1: Fountas & Pinnell Reading Benchmark Assessments

In reviewing our Fountas & Pinnell (F&P) Reading Benchmark Assessment data, we noted performance trends by certain student groups. Specifically, our students receiving Special Education services and our students receiving Free and Reduced Meals (FARMS) did not perform as well as our overall student population on the F&P Benchmark Assessments. Sixty-seven percent of our students receiving special education services were reading on or above grade level, and 70% of our FARMS students were reading on or above grade level according to F&P data and classroom performance data. As a result, these student groups have been provided numerous reading interventions on a daily basis, such as Fundations, Wilson Reading System, Leveled Literacy Interventions (LLI) and targeted group instruction during Guided Reading groups. In addition, our counselor, reading teacher, and Pupil Personnel Worker (PPW) support these students on a daily basis providing supplemental materials, making phone calls, and identifying resources to help these students overcome obstacles and accomplish academic success.

In alignment with AACPS Strategic Plan Indicator 5, it is our goal to increase the percentage of all students who read on or above grade level by the end of second grade. Our goal for these specific student groups is to decrease the identified gaps in reading levels, and for 90% of our students who receive special education services and 90% of our FARMS students to be reading on or above grade level prior to their advancement to Central Middle School. (Indicators 1, 5 and 6)

         

Key Challenge #2:  Non-Diverse Student Population

As we strive to mold our students into responsible citizens and successful 21st century learners, our goal is to also teach them to value and embrace diversity. The Mayo Elementary school community has minimal diversity; and as a result, our students have limited exposure to diverse cultures and populations. Our belief is that by promoting diversity and inclusion, our students can learn more about the many different world cultures and be better prepared to become global citizens. Through increased instructional opportunities to explore cultural diversity and social-emotional learning, our students will develop a greater cultural awareness, empathy, self-awareness, and interpersonal skills to be successful interacting with all members of our school community and society. (Indicators 1 and 11) 

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