• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1971
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    491
    Race/Ethnicity (%)
    African American....................... 5.8
    Hawaii/Pac. Islander.......................... -
    White.............................. 77
    Multiracial...................... 3.3
    Hispanic......................... 8.1
    American Indian/AK....................... -
    Asian.............................. 5.0
    GENDER (%)
    Male................................ 48.7 
    Female........................... 51.4
    Special Services** (%)
    FARMS........................... 22.1
    504.................................. 4.6
    Special Ed..................... 9.9
    LEP................................. 3.1
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2012 - Added walls, technology

Linthicum Elementary School

Key Challenges to Student Success

  • The students who attend Linthicum 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 Linthicum 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

    • Discipline Rates
    • Number of 504 Students
    • Number of FARMS Students
    • Special Education Student Enrollment
    • Quarterly Assessment Scores - English/Language Arts
    • Quarterly Assessment Scores - Mathematics
    • PARCC Scores - Mathematics (Grades 3,4,5)
    • PARCC Scores - English/Language Arts (Grades 3,4,5)

    Our need for action is reflected by the following data: • 35%of incoming second graders are not reading at grade level as per the Spring 2018 Fountas and Pinnell Benchmark System data. • On the 2018 PARCC Reading Assessment: o 64% of students in grade 3 scored at PL 4 or 5; in 2017, 75% of students in grade 3 scored at PL 4 or 5 o 66% of students in grade 4 scored at PL 4 or 5; in 2017, 74% of students in grade 4 scored at PL 4 or 5  The percentage of students who scored at Level 5 grew from 16% to 31% o 63% of students in grade 5 scored at PL 4 or 5; in 2017, 60% of students in grade 5 scored at PL 4 or 5 o Standards of concern: RI 3.5; RI 3.8; RI 3.9; RL 3.2; RI 4.5; RI 4.8; RL 4.5; RL 4.3; L 4.5; RI 5.5; RI 5.6; RI 5.8; RL 5.2; RL 5.6; RL 5.7; RL 5.9 • Historical Reading Quarterly Assessment data show trends of weakness in the following standards:

    RI.2.1; RI.2.6;; RI.3.1; RI.3.2; RI.3.9; RL.3.1; RI.4.1; RI.4.4; RI.4.5; RL.4.1; W.4.1;W.4.2; RI.5.1; RI.5.2; RI.5.3; W.5.2; L.5.1; L.5.2; L.5.3; L.5.6; Underlined standards showed weakness in previous years Bold standards show weakness across grade levels or across assessments. • On the 2018 Math PARCC Assessment: o 64% of students in grade 3 scored at PL 4 or 5; in 2017, 65% of students in grade 3 scored at PL 4 or 5  The percentage of students who scored at Level 5 grew from 11-15% o 49% of students in grade 4 scored at PL 4 or 5; in 2017, 55% of students in grade 4 scored at PL 4 or 5 o 54% of students in grade 5 scored at PL 4 or 5; in 2017, 45% of students in grade 5 scored at PL 4 or 5 • Historical Math Quarterly Assessment data show trends of weakness in the following standards: o 4 MD.B.4; 4. MD. C.6; 4. NF. B.3.c; 4.NF. C. 6; 4.NF. C.7; o G.B.3; 5.NBT.B.7; 5 NF.B.7.c

    Our number of discipline referrals has risen significantly from 2016-2017 to 2017- 2018. Our total number of referrals in 2018 was over 100. The numbers of students identified with health needs impacting education has grown, therefore the number of 504 plans has also grown. Our school has a cluster self-contained program, which increases the number of special education students.

    On the 2018 Math PARCC Assessment:

    • 64% of students in grade 3 scored at PL 4 or 5; in 2017, 65% of students in grade 3 scored at PL 4 or 5

    The percentage of students who scored at Level 5 grew from 11-15%

    • 49% of students in grade 4 scored at PL 4 or 5; in 2017, 55% of students in grade 4 scored at PL 4 or 5
    • 54% of students in grade 5 scored at PL 4 or 5; in 2017, 45% of students in grade 5 scored at PL 4 or 5

    Historical Math Quarterly Assessment data show trends of weakness in the following standards:

    • 4 MD.B.4; 4.MD. C.6; 4. NF. B.3.c; 4.NF. C. 6; 4.NF. C.7;
    • 5.G.B.3; 5.NBT.B.7.c

    Our need for action is reflected by the following data:

    • 35% of incoming second graders are not reading at grade level as per the Spring 2018 Fountas and Pinnell Benchmark System data.
    • On the 2018 PARCC Reading Assessment:
    • 64% of students in grade 3 scored at PL 4 or 5; in 2017, 75% of students in grade 3 scored at PL 4 or 5.
    • 66% of students in grade 4 scored at PL 4 or 5; in 2017, 74% of students in grade 4 scored at PL 4 or 5

    The percentage of students who scored at Level 5 grew from 16% to 31%

    • 63% of students in grade 5 scored at PL 4 or 5; in 2017, 60% of students in grade 5 scored at PL 4 or 5;
    • Standards of concern: RU 3.5; RI 3.8; RI 3.9; RL 3.2; RI 45; RL 4.3; L 4.5; RI 5.5, RI 5.6; RI 5.8; RL 5.2; RL 5.6; RL 5.7; RL 5.9
    • Historical Reading Quarterly Reading Assessment data show trends of weakness in the following standards:  
    • RI.2.1; RI.2.6; RI.3.1; RI.3.2; RI.3.9; RL.3.1; RI.4.1; RI.4.4; RI.4.5; RL.4.1; W.4.1; W.4.2; RI.5.1; RI.5.2; W.5.2; L.5.1; L.5.2; L.5.3; L.5.6

  • Non-Traditional Socio-Economic Challenges

    • Socio-Economic Issues (employment, income levels, housing costs
    • Student Mobility
    • Families in Crisis (mental, physical, emotional, financial)
    • Substance Abuse
    • Inclusion of Triple E (EEE)
    • Inclusion of Support Staff

    Our demographics have changed in numbers of students and families needing support: financially, academically, behaviorally. The large number of students (we teeter on 500) and the increased demands on teachers and staff has challenged us as a school. We lack support staff (Learning Lab, Assistant Principal), and we use our other resources to help fill in the gaps. We are lucky to have a partnership with Villa Maria, which supports about 8 families.

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

    • Significant changes over time in student/community demographics
    • Access or lack of access to community financial programs
    • Access or lack of access to community social programs
    • Access or lack of access to community academic support programs
    • Significant increase/reduction in student enrollment numbers

  • Linthicum