• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1977
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    425
    Race/Ethnicity (%)
    African American....................... 3.5
    Hawaii/Pac. Islander.......................... -
    White.............................. 22.3
    Multiracial...................... -
    Hispanic......................... 2.6
    American Indian/AK....................... -
    Asian.............................. -
    GENDER (%)
    Male................................ 52.1 
    Female........................... 47.9
    Special Services** (%)
    FARMS........................... 63.3
    504.................................. -
    Special Ed..................... 10.2
    LEP................................. 10.6
    Title 1............................. Yes

     **Special Services Terms Glossary

    School Renovation Details -  1999

Fort Smallwood Elementary School

Ft. Smallwood

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

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

    When we, as a Leadership Team, wrote our school story in the spring of 2018, the culture within our school was average. Students consistently reported feeling happy and safe at school, as well as reported that their teachers cared for them. However, teachers, overall, felt overworked, with some teachers opting to leave the profession, leave elementary school teaching, or retire. Teachers had experienced a great adjustment in implementing many new curriculum models within a short time span (Guided Reading, Lucy Calkins, new curriculum in math, science and social studies). Therefore, there was a tremendous learning curve and increased level of planning for many teachers. Additionally, we moved from a departmentalized model to all teachers being “self-contained” and teaching all subjects to their respective homerooms/assigned class. This required additional training for some teachers in subjects that were “new” in terms of teaching them. However, the majority of teachers have indicated the positive benefit that teaching their own class all day has afforded them in getting to better know their students’ overall strengths and weaknesses. This model also directly impacted the students’ overall satisfaction of getting to stay with one teacher throughout the majority of the school day.

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    Supports have been put in place to increase communication between home, school, and the community using emailed newsletters, Connect Ed  messages, and increasing attendance at school wide functions such as the PTA. All parents are invited into the school to join students during Welcome Wednesday Lunches. Teachers regularly update Blackboard Sites with parent information as a means of keeping open lines of communication. Parents have been invited in as guest speakers on special holidays such as Veterans Day.

    Teachers/Staff will recognize “balance” between personal and professional needs.

    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. The desire to “stay ahead” influenced our inclusion of this indicator in our school’s strategic plan. In our school’s story, we address this need with, ”Additionally, we build the capacity of all learners as we goal set, make weekly data-based decisions, and provide customized opportunities for all to grow, serve, and learn.” According to Refining our Stories @ AACPS opportunities for all to grow, serve, and learn.” 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.

     

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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Principal's Annual Summary*

  • This reflection will include a discussion of data and progress related to the Strategic Plan Indicators on which the school has been focused.

    *This year’s statement will be completed by July 2019.