• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1977
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    425
    Race/Ethnicity (%)
    African American....................... 3.5
    Hawaii/Pac. Islander.......................... -
    White.............................. 90.1
    Multiracial...................... 2.9
    Hispanic......................... 2.6
    American Indian/AK....................... -
    Asian.............................. -
    GENDER (%)
    Male................................ 53.7 
    Female........................... 46.3
    Special Services** (%)
    FARMS........................... 16.2
    504.................................. 3.7
    Special Ed..................... 12.9
    LEP................................. -
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details -  1999

Fort Smallwood Elementary School

Key Challenges to Student Success

  • The students who attend Ft. Smallwood Elementary 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 Fort Smallwood, 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

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

    Traditional MSDE  and/or School-based Student Challenges

    • PARCC Assessment - increase students scoring 4 and 5 in Math and ELA
    • Literacy - increase the percentage of students reading at or above grade-level, ensure F&P assessments are administered with fidelity to accurately gauge student reading abilities
    • Students with special needs - ensure students with disabilities receive appropriate modifications  and accommodations to access their free and appropriate public education

    The performance trends in math, specifically in Grades 3-5, indicated that, of the 5 schools in our cluster, Fort Smallwood performed at the middle of or near the bottom of the curve in quarterly math benchmarks and/or PARCC math data. The math data, historically, has been disproportionately lower than the data associated with the reading/language performance. In reading/language, our school performance trends resemble the better-performing schools.

    Fort Smallwood’s performance in reading/language arts has continued to climb over the past four years, specifically on the PARCC and quarterly benchmark assessments. As such, our teachers continue to increase the rigor related to reading/language arts standards, so that our students continue to thrive in this academic area. As there is a direct connection between reading and writing, our school has identified writing conventions (based on PARCC results and quarterly benchmarks) as an area of need. Therefore, we have incorporated writing focuses (specifically in the area of teaching conventions) such as: writing mini-lesson focuses, utilizing linear rubrics focused on conventions across grade levels, enhancing and requiring the instruction of word work within guided reading instruction in all grade levels, and actively monitoring this trend of performance.

    Based on ongoing data collection and analysis, including comparative data to cluster, county, and state schools, our school strives to stay “ahead of the curve”. 

    According to the results of the 2017-18 spring administration of the F & P Benchmark Assessment, 15% of current first graders are reading below grade level, 34% of current second graders are reading below grade level, 35% of current third graders, 33% of current fourth graders are reading below grade level, and 25% of current fifth graders are reading below grade level. 

  • Non-Traditional Socio-Economic Challenges

    The Fort Smallwood Elementary School vision states “each and every student will achieve his or her individual potential in a safe, positive, and nurturing environment.” Our vision statement was influenced, in part, by the nationwide awareness of families/individuals in crisis, and the focus upon mental health.  

    Non-traditional Socio-economic Challenges

    • Families in Crisis - observe families in crisis, mental health challenges, illnesses, and provide counseling and psychological services for students in crisis.
    • Attendance - at 95%, want to maintain or increase this rate
    • Healthcare- presence of opioid abuse in Chesapeake cluster, ‘Not My Child’ info session to inform stakeholders of the perils of opioid abuse, symptoms, warning signs and treatment options

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

    • Significant changes over time in student/community demographics
    • Significant increase/reduction in student enrollment numbers

  • Strat Plan