• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1989
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    744
    Race/Ethnicity (%)
    African American....................... 4.7
    Hawaii/Pac. Islander.......................... -
    White.............................. 72.7
    Multiracial...................... 8.3
    Hispanic......................... 8.0
    American Indian/AK....................... -
    Asian.............................. 6.0
    GENDER (%)
    Male................................ 51.1 
    Female........................... 48.9
    Special Services** (%)
    FARMS........................... 4.8
    504.................................. 3.6
    Special Ed..................... 6.1
    LEP................................. 2.4
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2010 Kindergarten wing added, spaces created in media center and walls added in all open space areas.

Crofton Woods 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 - 3, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 3. INCREASE THE USE OF RESTORATIVE PRACTICES IN SCHOOLS AND OFFICES

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

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  • 2018-2019 Strategic Plan Indicator(s) Chosen by the School - 3, 6 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 3. INCREASE THE USE OF RESTORATIVE PRACTICES IN SCHOOLS AND OFFICES

    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

  • Crofton Woods is committed to implementing effective student routines and adult practices, such as morning meetings/restorative circles (Together Talks) and the social skills training program, Second Step. The goal of student study groups is to increase students' feelings of being connected and valued within the school. Students will increase their ability to problem solve, thereby decreasing student referrals. Students will see each other coming together. Students will say "I belong." They will know their teachers and classmates know and care about them. They will be more respectful and conscientious members of the school community. Students will be less likely to engage in disputes with others (physically or verbally). Students will be more actively-engaged participants in their learning. As a result of these restorative practices, adults will see students who are less likely to engage in disputes with others as our parents will be able to see an environment where all members of the school community feel they belong, are cared about, and are valued for who they are. They will see more respectful and conscientious members of the school community. Adults will say, "Crofton Woods cares."
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    Adult practices for teaching Math at Crofton Woods will include the use of the following strategies: the constructivist model in math, differentiated grouping, the use of math journals, solid number sense routines and number talks, the use and availability of manipulatives, differentiation based on formative assessments (enrichment or reteaching) and student needs, students engaged in productive struggles to teach problem solving, and multiple solutions. Our students will say, "I can ‘do math’," "I like math," "I know how to show my thinking," “I know there are multiple ways to solve this problem," and "Math is challenging, but I will persevere!"

    In Language Arts, teaching practices will include explicit and direct instruction in  comprehension through a gradual release, small-group, differentiated Guided Reading model with appropriate instructional-level text, diagnostic prompting, and individual conferring. Teachers will use formative assessments, anecdotal records, and summative assessments to monitor student progress. Students will use a variety of tools to document and show thinking (e.g., journals, flagging, graphic organizers). Students will have meaningful discourse and effectively write about what they have read. Students will see a variety of reading materials that match their needs, interests, diversity, and culture. Students will say, "My teacher gives me strategies for becoming a strong reader." Students will say, "I know how to organize my thoughts about what I read and how to put it in writing." Students will also say, "I LOVE reading!"

    At Crofton Woods, there will be ongoing staff development along with scheduled collaborative and individual planning time provided in order to develop lesson plans and implement practices within the classroom. Adult study groups will allow teachers to explore and discuss relevant topics for professional growth and change, develop connectedness between staff, and provide ongoing maintenance of teacher professional development throughout the year. The Principal and Assistant Principal will conduct ongoing daily walk-throughs, formal and informal observations, and data analysis, which will guide and monitor the effectiveness of each practice. The teachers will feel confident that "Crofton Woods fosters creative thinkers and problem solvers."