• Increasing rigorous instruction to meet diverse needs

• Continue to increase the sense of school community and Social Emotional Connectedness

Key Challenge #1: Social and Emotional Learning: Since opening, Crofton Woods has experienced an increase in double-income families and dual-family households, such as multigenerational households. The area has seen an increase in EL students and international students, as well. There has also been an increase of military-based families with the expansion of the Fort Meade facility, which has impacted the mobility of our students. Moreover, many families in our area experience difficulties within the family, such as divorce, unemployment and mental health struggles. As a result of the changes and growing complexity in our students’ everyday lives, there is an increasing need for social emotional learning in order to teach our students the skills to help them understand and manage their everyday emotions.  When students cannot manage everyday emotions, their ability to learn can be negatively impacted, causing gaps in instruction and knowledge. Our goal is to provide Crofton Woods Elementary students with social-emotional skills to help them navigate everyday academic and social challenges. Through social-emotional learning, our students will develop self-awareness, self-control and interpersonal skills to be successful at school and in life. (Indicators 1, 2, 4)      

Key Challenge #2 Rigorous Learning to Meet Diverse Learning Needs: 

Crofton Woods is a relatively large elementary school with a total population of over 760 students. The median income for families in the area is $120,316, with most of our students coming from two-income working families. An average of 25% of the students at Crofton Woods Elementary are identified as advanced learners (ALPs and GTID combined), which creates a need for significant differentiation in instruction. Crofton Woods is working toward qualifying for status as a Maryland EGATE school; this process will continue to challenge us to develop unique and targeted ways of meeting our advanced learners’ needs. While there is a high percentage of students who are at or above grade level, there also has been an increase in the number of students who qualify for a 504 or IEP. This creates a particular challenge in meeting the needs of those students who struggle to meet the standards due to a disability or impairment.   Continual progress monitoring through formative assessment, quarterly assessments, Fountas and Pinnell reading screening, monthly grade-level meetings and bi-weekly Educational Management Teams keeps every student’s progress in clear focus. (Indicators 5, 6)

• Significant increase/reduction in student enrollment numbers