• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1943
    ATTENDANCE RATE (%)
    93.7
    student Enrollment
    479
    Race/Ethnicity (%)
    African American....................... 25.2
    Hawaii/Pac. Islander.......................... -
    White.............................. 34.0
    Multiracial...................... 7.0
    Hispanic......................... 29.6
    American Indian/AK....................... -
    Asian.............................. 3.6
    GENDER (%)
    Male................................ 50.3 
    Female........................... 49.7
    Special Services** (%)
    FARMS........................... 83.8
    504.................................. 3.0
    Special Ed..................... 9.5
    LEP................................. 15.1
    Title 1............................. Yes

     **Special Services Terms Glossary

    School Renovation Details - Park Elementary was a complete renovation which resulted in a new building. The building was transformed from a two story building to all one floor. In 2018, Park Elementary received an early childhood wing that included six new classrooms. These classrooms are used for pre-k and kindergarten students.

Park Elementary School

Park
  • When each school began to plan their unique work for the Strategic Plan in the spring of 2018 school leaders selected between 2 and 6  Indicators from the 17 possible Indicators in the AACPS Strategic Plan. Based upon the individual culture and needs within their own schools, including Traditional Data (test scores and attendance); Non-Traditional Data (community characteristics); and Historical Data (the evolution of the school community over time), schools decided to work intentionally on those indicators for which growth and improvement would have the greatest positive impact for their students. As a result, Park Elementary has selected Strategic Plan Indicators 1, 5, 6 (focusing primarily upon Reading) and 10.

  • Strategic Plan Indicator(s) Chosen - 1, 5, 6, 10 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 1. INCREASE THE PERCENTAGE OF STUDENTS, FAMILIES, STAFF, AND PARTNERS WHO REPORT FEELING LIKE A VALUABLE MEMBER OF THE SCHOOL OR SCHOOL SYSTEM COMMUNITY

    Indicator 5. INCREASE THE PERCENTAGE OF STUDENTS WHO READ ON OR ABOVE GRADE LEVEL BY THE END OF SECOND GRADE

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

    Indicator 10.  INCREASE THE PERCENTAGE OF STUDENTS ATTENDING SCHOOL ON A DAILY BASIS

Existing School Culture

  • We at Park Elementary School are committed to providing essential supports for our students and their families daily. Much of what we do reaches far beyond the classroom walls so that our children are prepared, first to attend school, and then to demonstrate academic growth. We have established a cadre of community partners (like Mr. Tim and Mr. Lou) who provide our students and their families with basic necessities like bread and meals for students to take to their homes and feed their families while away from school.  Park invites families to the school for Superhero Math Night and similar events highlighting student achievement; all enjoy dinner together as one large family before viewing the students in action. In addition, community organizations such as the Chesapeake Arts Center in Brooklyn Park and Anne Arundel County Recreation and Parks provide opportunities for students and adults to engage in a variety of events, classes, and teams in the areas of fine arts, environmental education, and athletics. Despite the benefits provided by these partners, our students still face significant social challenges that may prevent them from being available for learning, either physically or emotionally.

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CONTRIBUTING FACTORS TO STRATEGIC INDICATOR SELECTION

  • Factors that may influence student success in school include academic data points, demographics, or community circumstances. Of the numerous contributing factors considered at this school, leadership identified the following as the most significant leading to the selection of their Indicators:

Contributing Factors

  • Traditional MSDE and/or school-based student data factors

    • Attendance Rates
    • Numbers of  FARMS students
    • LEP (Limited English Proficiency) students 
    • Title I Status 
    • Student Mobility Rate
    • Quarterly Assessments scores - English
    • PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

  • Non-Traditional Socio-Economic Factors

    • Businesses/Job Market
    • Student Mobility
    • Unaccompanied youth and homelessness
    • Access to food  ("food desert")
    • Rates of crime 
    • Access to transportation
    • Limited English proficiency for students and/or families
    • Families in Crisis (mental, physical emotional, financial)
    • Access to healthcare
    • Substance Abuse

  • Historical factors that have influenced the writing of this school's SCHOOL STORY 

    Socio-economic community issues (employment, income levels, housing costs)

    • Significant changes over time in student/community demographics
    • Lack of access to:
      • community financial programs
      • public transportation
      • community social programs
      • community health-related programs
      • community academic support programs
    • Significant increase/reduction in student enrollment numbers

Discussion of Contributing Factors

  • The Leadership team at Park and School Improvement Team have discussed at length the challenges our students face and the factors that impact their ability to achieve academic success. The numerous contributing issues which may impede student success have been identified as a high mobility rate, poverty, family instability and child well-being, lack of parental involvement, attendance, lack of school readiness, trauma, and increasing numbers of non-English speaking ELL students. Many of our students experience multiple issues, more significantly challenging their attendance, engagement, and achievement.

OVER TIME: OUR VISION OF SUCCESS BY THE 2021 SCHOOL YEAR

  • As we progress through the second half of the 2018-19 school year,  we have laid the foundation for our work around Park Elementary’s Indicators.

    We have met with families to learn how we can better support them in sending their students to school regularly.  We continue to reach out to families early in the day when children have not arrived to school and have seen some improvement in children ultimately arriving to school, albeit, tardy.  

    Students will see a large collection of books in the school, teachers who are excited about the teaching of literacy, and a welcoming environment that includes a variety of seating opportunities for independent reading. Students will say that they love coming to school, they love reading, that they are having discussions about books, and they express confidence in themselves as readers.

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Principal's Summary Statement*

  • At the end of the 2018-2019 school year, this will be a reflection statement written by the principal and his/her leadership team where the foundation has been laid and new indicators possibly chosen, depending upon progress with existing indicators and/or other internal and external factors.

    *This portion will be completed by the principal in June/July 2019