• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1954
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    563
    Race/Ethnicity (%)
    African American....................... 5.7
    Hawaii/Pac. Islander.......................... -
    White.............................. 71.3
    Multiracial...................... 8.4
    Hispanic......................... 11.0
    American Indian/AK....................... -
    Asian.............................. 2.8
    GENDER (%)
    Male................................ 51.3 
    Female........................... 48.7
    Special Services** (%)
    FARMS........................... 10.8
    504.................................. 4.4
    Special Ed..................... 11.2
    LEP................................. 2.6
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1963, 1999; 1963-Addition ; 1999-Classroom reconfiguration

Belvedere 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 - 1, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    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

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

    The addition of Indicator 1 was based on the MS23 Survey school survey data that indicated that 88.1% of staff members reported that they “can get through to the most difficult or unmotivated students”. In order to support growth in this area, it was determined that a comprehensive approach with the support of students, families, staff, and partners could best support these students. Action steps for this indicator include teaching daily Second Step lessons during Morning Meeting to support students in: Skills for Learning, Empathy, Problem Solving and Emotional Management.

    Indicator 2 (Increase the percentage of students who report that AACPS staff care for and support them) was deleted based on the MS23 Survey school survey data that indicated that 88.1% of staff members reported that they “can get through to the most difficult or unmotivated students”. In order to support growth in this area, it was determined that a comprehensive approach with the support of students, families, staff, and partners could best support these students. We believe that Indicator A1 provides a broader approach to addressing this area and therefore replaced indicator A2 from the previous year.

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  • 2018-2019 Strategic Plan Indicator(s) Chosen by the School - 2, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 2. INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THAT AACPS STAFF CARE FOR AND SUPPORT THEM

    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

  • For students:

    After participating in Morning Meetings, Belvedere students will say they feel staff and their fellow students care about them. They will say they are given opportunities within the school day to express concerns to their teachers and their classmates on a regular basis. The routines and skills students learn through Morning Meeting and Second Step will be internalized by students, so they feel confident in their ability to express and advocate for themselves. Students will also say that their opinions, thoughts, and feelings are heard and valued.

    Students will say they feel prepared for standardized assessments, and successful when participating in them, due to the alignment between daily classroom instruction and the demands of the test. Students will also say they feel confident generating and responding to higher-level questions across subject areas.  We expect that students will demonstrate less anxiety leading up to and during participation in standardized testing. Additionally, we will observe a reduction in the gaps between our students with disabilities (SWD), Limited English Proficiency (LEP) students, and students receiving free and reduced meals (FARMS) as compared to our overall population on assessment scores.
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    For adults:

    Teachers and parents will say that students appear happier, calmer, and better able to express themselves and articulate their concerns as a result of their participation in Morning Meetings. Evidence of improvement will include fewer behavior referrals, fewer requests to see the school counselor, a decrease in interpersonal conflicts, and an increase in camaraderie and school spirit as perceived by the adults in the building and adult visitors to the school.

    Adults will say that Belvedere Elementary provides a high level of challenge to students of all ability levels. All students will have the opportunity to participate in a rigorous program at an appropriate level of challenge. Adults will report that every student at Belvedere has access to a rigorous program and Advanced Learner Program (ALPS) strategies. All teachers, regardless of their assignment, will be equally comfortable as they continue to deliver ALPS strategies as a result of the enhanced professional development received as Belvedere achieves the EGATE designation from Maryland State Advisory Council on Gifted and Talented Education.