• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1937
    ATTENDANCE RATE (%)
    94.9
    student Enrollment
    836
    Race/Ethnicity (%)
    African American....................... 12.3
    Hawaii/Pac. Islander.......................... -
    White.............................. 64.0
    Multiracial...................... 8.0
    Hispanic......................... 11.8
    American Indian/AK....................... -
    Asian.............................. 3.4
    GENDER (%)
    Male................................ 51.6 
    Female........................... 48.4
    Special Services** (%)
    FARMS........................... 30.5
    504.................................. 2.3
    Special Ed..................... 7.1
    LEP................................. 4.5
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1995, 2012; 1995 - Replacement - Total renovation; 2012 - Addition

Solley Elementary School

Solley

Who We Are: Our Community and School Culture

  • Each of our schools’ leadership teams analyzed the factors that impact their students’ ability to engage deeply and achieve academic success. They shared stories of their students and families, some of whom are facing serious challenges associated with physical wellness, social-emotional stability, unique learning needs, family security, mental health, violence, and food/housing uncertainties. They discussed the obstacles that their students face daily when preparing to come to school on time, ready to learn.

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    Questions such as the following drove discussions around Anne Arundel County: 

    • What are the challenges and obstacles that negatively affect our students’ engagement and achievement most significantly and why?
    • Are we analyzing our data and listening closely to learn about all of our students when we seek to understand our learners’ social-emotional and academic struggles?
    • How do cultural differences, language challenges, transportation difficulties, health problems, and frequent family relocation (mobility) serve as obstacles to school success for our students?
    • What resources and supports are available within AACPS and across our county to support students and families in need?  How do we help our families receive the supports they need?

Our School Culture

  • Below is the school’s story as seen through the eyes of school leaders. They discuss the culture of their school and the community.

    The culture of Solley Elementary is best described as a family in which educators, parents, and students all take responsibility for our students’ success. Our school culture encourages teaching and learning with intention, optimism, respect, and trust. We believe collaboration is crucial in creating our positive and respectful school culture.  This is evident through the successful implementation of Community Circles known as “Solley Circles”, Positive Behavioral Interventions and Support (PBIS), Triple E-STEM and Kids At Hope. Students participate in “Solley Circles” each day. This time allows students to share stories and experiences with each other and allows teachers to be equal participants, building positive relationships in our community.  PBIS is observed as students earn incentives and experiences for appropriate behaviors. Students earning positive referrals are celebrated on the daily announcements.  

    Solley’s culture is further enhanced by its partnerships.  Solley has a long-standing relationship with Loyola University Maryland to provide student interns with authentic classroom experiences.  Another partner is Villa Maria which provides on location mental health services in order for students to achieve their full potential. Day Spring Presbyterian Church provides volunteers to assist in our school with the preparation of materials for instruction and outdoor beautification.  The PTA enhances the school culture by providing many after school events for families and friends to enjoy, as well as fundraising to provide additional resources.  The Solley team is dedicated to creating a positive, safe and supportive environment both physically and emotionally by maintaining respectful and trusting relationships throughout the school and community.  At Solley, we believe that all children are capable of success: NO EXCEPTIONS.

CHALLENGES TO STUDENT SUCCESS

  • The leadership team in each AACPS school reviewed all of the factors that may influence their students’ engagement and achievement in school; these challenges include academic data elements, community history, and socio-economic aspects of each community. The school’s leadership team identified the following elements as impactful for their students.

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