• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1957
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    330
    Race/Ethnicity (%)
    African American....................... 4.6
    Hawaii/Pac. Islander.......................... -
    White.............................. 77.5
    Multiracial...................... 5.5
    Hispanic......................... 5.2
    American Indian/AK....................... -
    Asian.............................. 7.2
    GENDER (%)
    Male................................ 53.4 
    Female........................... 46.6
    Special Services** (%)
    FARMS........................... 7.5
    504.................................. 6.2
    Special Ed..................... 7.5
    LEP................................. -
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1997, 2015;  1998 - Added classrooms, offices, science room, teacher planning/storage, new kitchen and cafeteria, stage, art room, music rooms, new Kindergarten, computer room, new electrical/HVAC  2015 - two additional Kindergarten rooms added

Jones Elementary School

Key Challenges to Student Success

  • The students who attend Jones Elementary School are influenced daily by events, situations, and circumstances that occur at home and in their neighborhood.  While there are numerous factors that contribute to student achievement at Jones Elementary, the school leadership team has narrowed its focus to the following challenges to student success, with the acknowledgement that this is not an all-inclusive list and that some students may be affected by other opportunities or issues in their young lives.

    This school's key challenges to student success are also noted in the boxes shown below.

  • Traditional MSDE and/or school-based student challenges

    • PARCC Scores - Mathematics (Elementary grades 3, 4, 5)
    • PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

    Key Challenge #1: PARCC Scores - Mathematics and ELA

    We continue to ensure that all students have the opportunity to achieve at their best personal level of performance and learning in all content areas. Historically, students at Jones have performed well-above the AACPS average scores on quarterly assessments as well as on PARCC. As we continue our focus on rigorous and relevant instruction, we would like to increase the number of students scoring in the advanced range (performance level (PL) 4-5) on these assessments as a measure of student achievement through high levels of engaging, enlightening, and empowering learning opportunities at Jones Elementary.

    We promise to implement explicit instruction on explaining our mathematical thinking within real-world problems to advance all mathematicians. Although 71% of students in grades 3, 4, and 5 scored a PL 4 or 5 on the 2017-18 PARCC Math Assessment, only 17% of the students scored a PL 5. Additionally, when looking at the sub-claims, Mathematical Reasoning was a relative area of need across all grade levels. We believe that a stronger ability to explain their mathematical thinking will help them to be more successful not only in math, but in being able to express their ideas and thinking in other areas as well.

    We also promise to implement explicit writing instruction that can be applied across all content areas to help all students be able to share their thinking clearly. Although 71% of students in grades 3, 4, and 5 scored a PL 4 or 5 on the 2017-18 PARCC ELA Assessment, only 20% of the students scored a PL 5. We would like students to be able to share their thinking clearly and concisely across all content areas, so we chose to focus on using consistent, concise writing rubrics and conferencing more intentionally to provide feedback to students in order to improve their writing skills.

  • Non-Traditional Socio-Economic Challenges

    • Inclusion of programs of choice
    • Social Emotional Learning - Implementation and monitoring of the new Second step program

    Key Challenge #2: Social-Emotional Learning 

    Our students excel and achieve tremendous success in many areas; and the majority of our students enter school each day ready to learn and focused on achieving. However, even with an exceptional teaching staff and a highly supportive community, there are still challenges to student success.The challenge some students face is in finding a healthy balance between high academic performance and perfection. Our goal is to provide Jones 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. 

    After implementing and monitoring Morning Meetings last year, staff members reported seeing growth in students’ social-emotional skills. Students were also given opportunities through Morning Meeting to share stories with their peers and staff members. Continuing to share stories during Morning Meetings will allow students and staff to build and cultivate relationships in the classroom and throughout the school. Once we implement the Second Step program, our goal will be to continue providing necessary support and to broaden our students’ social-emotional skills. 

  • HISTORICAL SCHOOL & COMMUNITY CHALLENGES THAT HAVE INFLUENCED THE WRITING OF THIS SCHOOL'S STORY

    • Significant increase/reduction in student enrollment numbers
    • Increased # of students in FARMS sub-group when compared to other schools within the feeder system

  • Jones Elementary