Community School Assets and Needs Assessment Infographic Template The Community School Assets and Needs Assessment Infographic will provide an overview of the Assets and Needs Assessment process, findings, and recommended action steps. This infographic template is designed for a public-facing audience to clarify how the school’s data and stakeholder feedback will guide future decisions and actions. The instructions for each slide are included under the notes tab.
Beall Elementary School African Am. 3%
Hispanic 2%
412
2+, 8%
67%
Enrollment
Math Student Growth
Am. Indian 0%
92.8%
Attendance Rate
Asian 3%
Graduation Rate
10 Multilingual Learners 73 Students with Disabilities 20 Talented and Gifted Students
N/A
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504 241 FARMs/Economically Disadvantaged
English Language Arts Student Growth
N/A
White, 83%
Students by the Numbers
63.5%
17 Partners and Growing • • • • •
Main Street Books Frostburg United Methodist Church Frostburg State University Mountain City Center for the Arts Maryland Wellness
Beall Elementary School - Continued Who participated in our Assets and Needs Assessment?
94
122
42
16
Students
Families
Staff
Community Members
What did we learn? Students enjoy the welcoming environment at Beall Elementary. They want more opportunities for afterschool activities in their neighborhood. They need more access to therapy or counselling outside of school to help them with anxiety/worries. Students feel connected to their peers at school.
Families appreciate the honest, two-way communication about their student(s) behavior and progress in school. Parents would like to see more field trips and extended-day programs, such as an affordable after-school program. Help with transportation is a large need in our community
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
Extended learning programs, such as after-school enrichment, field trips, guest speakers, and hands-on learning opportunities, will be a priority for students and their families.
Collaborative Leadership, Shared Power, and Voice
Students will be given more opportunities to provide feedback and decision-making at school. Parents will have additional access to surveys, volunteer opportunities, and access to staff for communication.
Integrated Systems of Support
Further programming to support the physiological needs of families, including food insecurity, clothing and hygiene will be implemented in the coming years.
Beall is a welcoming place for everyone regardless of their background. Culture of Belonging, Safety, and Care
Continued implementation of PBIS, access to mental health professionals, and student programming will affirm the already welcoming culture of Beall Elementary School.
Powerful Student and Family Engagement
There will be additional opportunities for evening events and programs for students and families throughout the Community Schools grant cycle. Beall will welcome our community partners to be more actively involved in planning student and family engagement activities.
Staff are confident in their ability to provide creative, dynamic instruction to students They feel limited by the space available in our school and would benefit from more space and a dedicated classroom with walls. They identify mental health, food insecurity and access to clothing as high priority needs of students at Beall Elementary School.
Unilateral communication regarding family supports will be communicated to staff, families, and students, so they know of/have access to the programs available to them at Beall Elementary School.
Braddock Middle Community School 586
Enrollment
89.1%
English Language Arts Student Growth
N/A
N/A
30 Partners and Growing
353 FARMs/Economically Disadvantaged
73 Students with Disabilities <10 Multilingual Learners
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504
321 Economically Disadvantaged
44%
Attendance Rate
Graduation Rate
Students by the Numbers
54%
Math Student Growth
• • • •
Allegany County Library System University of Maryland Extension Western Maryland Food Bank Western Maryland Wellness
Braddock MCS Continued Who participated in our Assets and Needs Assessment?
457
140
71
15
Students
Families
Staff
Community Members
What did we learn? ●
Students know they can get help with school work and mental health when needed
●
Most feel the school is a welcoming environment
●
Students feel they can have open conversations with school staff
●
●
Parents are aware of events but unaware if there is a PTO
●
Most interact via the school’s Facebook group but want other methods of communication too
●
Parents feel the school has a welcoming environment
●
Parents have quick access to grades and attendance
Would like to see more family events
●
Staff believe open communication exists with parents and students
●
●
Communication with staff to families mostly done by email
● ●
●
Staff believe school possesses a welcoming environment to all
●
Most staff unaware if a PTO exists
●
Community partners are engaged and valued for the supports they provide Partners highlight the school's welcoming atmosphere There is a trusting and honest relationship between the school and its community partners
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
Braddock has an After School Program and tutoring opportunities available to all students as well as thoughtfully planned career focused field trips. Additional field trips to expand learning would be welcome by students and families.
Collaborative Leadership, Shared Power and Voice
Braddock maintains a highly active Facebook group with parents and began regular PTO meetings this year. Additional family input and participation would be beneficial as well as continued community partnerships. Students should also be included more in the decision making process.
Integrated Systems of Support
Braddock is staffed with a variety of highly qualified support staff. More than anything the school requires that these roles to continue if not grow, as all support staff are desperately needed and utilized on a daily basis.
Culture of Belonging, Safety and Care
Braddock maintains a welcoming environment with a staff that makes students and families feel cared for and respected. The school could grow this culture of belonging by being more inclusive to all cultures, especially for those who may not feel represented.
Powerful Student and Family Engagement
Braddock maintains trusting relationships in part due to the staff, including but not limited to guidance counselors, per pupil workers and social workers. The school needs more regular family events with family input in collaboration with community partners beginning with the input of our newly formed PTO.
Cash Valley Community School African Am. 7%
274
Enrollment
92.16%
Attendance Rate
88%
Math Student Growth
83%
English Language Arts Student Growth
2+, 7%
N/A
Graduation Rate
White, 87%
Students by the Numbers
<10 Multilingual Learners 100 Students with Disabilities 21 Talented and Gifted Students
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504 274 FARMs/Economically Disadvantaged
N/A
13 Partners and Growing • • • • •
Western Maryland Food Bank Cornerstone Baptist Church LaVale Branch of the Allegany County Library System UPMC Western Maryland Allegany County Health Department
Cash Valley Community School Continued Who participated in our Assets and Needs Assessment?
74
47
51
8
Students
Families
Staff
Community Members
Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
• Maybe an after school program will be available to us in the coming year. • Utilize the library and their services provided to the community • Community Schools funding will allow for increased opportunities for the students and the families
Families believe that: * Families are in need of getting nutritious food for their families * Need help seeing a counselor or therapist for mental health concerns * The families also feel that their children are safe when they are attending the school and its functions * Families feel like they belong at our school
Collaborative Leadership, Shared Power, and Voice
* Input and the voices of our partners will go a long way in helping our children grow and flourish • Community Schools funding will allow for increased opportunities for the students and the families with more events and workshops • Joint/Shared Steering Committee beginning next year
Integrated Systems of Support
* Steering Committee is able to take part in decision making at the school as far as shared responsibilities • Greater advertising of the PTO meetings so that we can better partner with them in the decision making at the school
Culture of Belonging, Safety, and Care
• Continuance and addition of more after school family events for them to attend together. • Collaborative events between families and community partners. • Events that build family and school relationships
Powerful Student and Family Engagement
* After School Program * Parenting Classes * GED Classes * Additional Mental Health Counseling * Additional Attendance growth
What did we learn? Students believe that: * Students feel that the school and its staff help them and their families feel included at the school *Several students have noted that they need help with feeling safe at home *Many feel the need for after school programs * Many children also have concerns about family members that use drugs and alcohol
Staff believes that: * Staff feels like there is a feeling of belong at our school for the students and the families * There has been good feedback from the students to their teachers about how much fun they are having at the after school events * They need regular access to clothing and healthy food * Programs are available for children struggling with academics * Small group and individualized support for children struggling with mental health
Community Members believe that: * Programs/ support available for children that struggle with mental health * Help for resources for families where the children do not feel safe at home * The partners are happy with the after school /evening activities being held at the school and off campus * Programs are available for children struggling with academics
Priorities and Opportunities
Center for Career and Technical Education 5.5%
1.9%
89.0%
Attendance Rate
282
329
Enrollment
95%
Graduation Rate
91.3%
Students by the Numbers 20 ADA 504
Current partners engaged with the community…
83 Partners and Growing
270 FARMs/Economically Disadvantaged <10 Multilingual Learners
•
45 Students with Disabilities
•
25 Honors Diploma Graduates
•
Hope House Coffee ~ Allegany County Health Dept ~ UPMC Western MD Allegany College of Maryland ~ Route 28 Auto ~ IBEW Electrical 307 Northrop Grumman/IBM ~ Shine & Glow Studio ~ Cintas ~ Walmart ~ Martins ~ Statik
CCTE Continued Who participated in our Assets and Needs Assessment?
167
6
12
0
Studen ts
Familie s
Staff
Communi ty Members
What did we learn? Use Bullets to Summarize Student Feedback ●
●
57% of students stated that they receive expanded, enriched learning experiences. Field trips that pertain to their skills and opportunities that enrich their learning experience Students are offered a variety of Honors, AP, & College courses. These are now offered to both juniors & seniors. The students support the opportunities given to them.
Use Bullets to Summarize Staff Feedback ● 100% of staff stated that they feel
there is collaborative leadership and shared power. They feel they can voice their opinions.
●
98% of staff selected that classroom instruction was enriched and had many learning opportunities. Each skill has many field trips and extended learning for students.
Use Bullets to Summarize Family Feedback ●
●
Out of 6 surveys 4 family surveys stated that they always feel they are welcomed and belong in the school when in attendance Parents feel there is ample opportunity for their students to receive opportunities within their schools.
Use Bullets to Summarize Community Feedback ● Feedback from the community is positive. ● The community loves all of the work and effort that is happening.
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
Students receive a well rounded education with field trips and hands on experience in their skills. The school has a wealth of partnerships in the community that feed into the school and into different skills which allows for many opportunities for students.
Collaborative Leadership, Shared Power, and Voice
The students are very independent when it comes to voicing opinions on their education. Staff is open to new upcoming events in the community and sharing such with parents/students.
Integrated Systems of Support
Fort Hill High School will be added to the Community Schools in ACPS. It will be helpful to collaborate with one of our shared homeschool programs
CSX is a new partner for our skills in Electrical, HVAC, Welding, and both Auto programs. It is one of the higher income options to enter the workforce locally.
The Western MD food bank is a great resource for families to have to get food, The possibility shop helps with jobs, bill assistance and much more. These are just a couple of resources that families have access to. Culture of Belonging, Safety, and Care
The school has a welcoming environment and staff for all who enter the building. Various counselors from the Health department are a good resource to students. Having mental health speakers who are willing to tell their stories and relate to students is substantial. William Martinez Is a great partner to give an outside view of belonging.
Powerful Student and Family Engagement
Communication is top priority when it comes to powerful engagements with students/parents/ partners. Health department could be beneficial for resource information. Transportation could be beneficial for those who do not have a vehicle to come.
Cresaptown Elementary School
280 Enrollment
92.7%
Attendance Rate
Students by the Numbers
<10 Multilingual Learners 17.8 Students with Disabilities 10 Accelerated Enrichment Program Students
Math Student Growth
66.5%
English Language Arts Student Growth
Current partners engaged with the community…
<10 ADA 504 63.3 FARMs
67.5%
23 Partners and Growing • • • • •
Weis Market Cresaptown Volunteer Fire Department Cresaptown Eagles Hope House Coffee/Union Rescue Frostburg State University
Who participated in our Assets and Needs Assessment?
Cresaptown Elementary School Continued 78
104
16
0
Students
Families
Staff
Community Members
What did we learn? Student Feedback
Family Feedback
• Students express the most concern about needing help with feeling sad, worried, angry or scared.
• Families express interest in more activities in their neighborhood, such as parks and recreation centers
• Students indicate concern about needing help for kids not feeling safe at home and those who are homeless • Students identify the need for parks and recreation centers in their area
• Families are interested in obtaining assistance in accessing the internet • Families would like to learn more about decision-making opportunities within the school for themselves and their students
Staff Feedback • Staff feel students need the most help in obtaining basic needs such as clothing and shoes • Staff express the need for students to have assistance in securing mental health support through use of a counselor or therapist • Staff identifies food insecurity as a top concern for students and their families
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
• Continue efforts to provide high quality learning opportunities such as STEM, Math and ELA interventions
Collaborative Leadership, Shared Power, and Voice
• Provide social emotional learning opportunities to students that promote leadership skills
• Provide student enrichment activities through field trips, guest speakers and interactive student experiences
• Encourage opportunities for parents, students and local community partners to participate on committees within the school Integrated Systems of Support
• Provide school-based counseling, mental health services, social workers, and access to necessary resources. • Increase communication with students and parents regarding attendance, behaviors and academic needs • Expand resources that allow for greater access to health care services
Culture of Belonging, Safety, and Care
• Offer a welcoming environment for students, families and staff that fosters inclusivity and diversity
Powerful Student and Family Engagement
• Expand family engagement activities by offering information and supports that are relative to student and family needs
George’s Creek Elementary Community School 268
Enrollment
92.1%
Attendance Rate
N/A
Graduation Rate
Students by the Numbers
<10 Multilingual Learners 57 Students with Disabilities 18 Talented and Gifted Students
42%
Student Growth in English Language Arts
<1%
Multilingual Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504 169 Economically Disadvantaged
57.5%
Student Growth in Math
30 Partners and Growing • • • • •
Maryland Extension Office The WELC Judy Center George’s Creek Food Pantry Egle Nursing Home Good Will Firemen and Auxiliary
George’s Creek Elementary Continued Who participated in our Assets and Needs Assessment?
43
71
19
8
Students
Families
Staff
Community Members
What did we learn? ● ● ● ●
● ● ● ●
Student Feedback feel valued and safe at school value hands on experiences want more say in their school experience want more activities available for their family in the community
Staff Feedback express needing to increase opportunities for family engagement feel welcomed and valued a need to create more excitement around learning report health concerns of students and families as high need
Family Feedback feel students are supported in their learning crave more support and transparency when working with the school feel welcomed and valued report wanting more family activities in their community report wanting help with health related issues
● ● ● ● ●
● ● ●
Community Feedback value opportunities for collaboration and reciprocal relationships feel welcomed and valued report needing to address community health
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
-Increase access to academic field trips -Continue to grow and improve after school programs -Diversify and improve family engagement opportunities -Grow partnerships with local colleges and universities -Provide hands on learning in the classroom -Offer specialty clubs
Collaborative Leadership, Shared Power, and Voice
-Increase voice of student government -Expand to a county wide steering committee model -Provide opportunities for students to lead activities -Provide quality case management to families -Maintain a welcoming and respectful environment
Integrated Systems of Support
-Provide quality case management -Offer student and family voice opportunities on steering committee -Provide linkage to quality community partners -Work with early learning institutions for early intervention -Helping families meet basic needs
Culture of Belonging, Safety, and Care
-Maintain a welcoming environment -Provide programming that is responsive to varying demographics -Offer family learning opportunities on issues of health and safety -Increase positive communication with families -Increase working with quality community partners
Powerful Student and Family Engagement
-Expand current family engagement opportunities -Increase family and student voice in the planning of programming -Provide case management to meet holistic family needs -Expand opportunities to engage during out of school times -Increase opportunities for special guests during the school day -Increase opportunities to engage families in the academic day
John Humbird Elementary School 253
44%
Enrollment
90.3%
Attendance Rate
Math Student Growth
52%
English Language Arts Student Growth
N/A
Graduation Rate
Students by the Numbers
24 Partners and Growing
255 FARMs/Economically Disadvantaged
43 Students with Disabilities <10 Talented and Gifted Students
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
10 ADA 504
<10 Multilingual Learners
N/A
• • • • •
Emmanuel Methodist Church Riverside YMCA LaVale Wholesale Walnut Ridge Farm Cumberland Parks and Recreation
John Humbird Elementary School Continued Who participated in our Assets and Needs Assessment?
176 Students
69
29
Families
Staff
What did we learn? Student Feedback
5 Community Members
Family Feedback
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
●
Collaborative Leadership, Shared Power, and Voice
●
• Families feel welcomed and appreciate consistent communication via newsletters, the school Facebook page, and the One Call system.
•Students feel respected by staff and have a strong sense of belonging in the school community.
• Some families are not fully utilizing resources like food giveaways, hygiene packs, and school supports even when they qualify.
•Students report concerns around peer behavior and a desire for increased behavioral support. •Students value STEM activities, field trips, and afterschool programming, but want more of them.
• Parents express a need for more after-school academic support and mental health resources.
•SEL programming and the presence of guidance counselors, peer mediation, and SEL coaches are noticed and appreciated.
• Family engagement remains strong, but there are gaps in participation from families with lower economic means or transportation issues.
• Staff consistently report that chronic absenteeism, academic struggles, and behavioral concerns are widespread— especially among economically disadvantaged students. • Teachers appreciate the existing support systems (SEL coach, family coordinator, PBIS), but want more consistent wraparound services for high need students.
●
Partners feel welcomed and valued by the school.
●
Organizations like Emmanuel Methodist Church and Frostburg State appreciate ongoing collaboration.
● ● ●
Engage students in leadership roles through PBIS committees and peer mediation with SEL coaches. Strengthen the John Humbird Advisory Team by rotating family and partner input and increasing visibility of meeting opportunities. Use platforms like the school Facebook page, monthly newsletters, and One Call system to solicit community feedback and promote involvement opportunities.
● ●
Integrated Systems of Support
Culture of Belonging, Safety, and Care
Community Feedback Staff Feedback
Partner with Frostburg State University, the Maryland Science Center, and local businesses to provide hands-on learning and real-world exposure. Use SNAP-Ed and Walnut Ridge Farms to integrate health and nutrition education into academic content. Expand after-school offerings by leveraging partners like Cumberland Parks & Rec for physical engagement and extended learning. Host events like STEM festivals, Literacy Nights, and guest speaker sessions that bring families directly into the learning experience.
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Maintain access to on-site support via guidance counselors, family coordinators, social workers, and partnerships with local agencies. Deliver hygiene bags, food distributions, and behavior incentives funded through the COP grant and partner donations.
●
• • •
Powerful Student and Family Engagement
● ● ●
●
There's interest in expanding support for academics, wellness, and family engagement.
Continue to foster inclusive practices through Title I events, student recognition programs, and SEL programming. Provide essentials like clothing, hygiene items, and food directly through the backpack program and monthly giveaways to reduce barriers to learning. Integrate SEL coaching and trauma-informed teaching to help students self-regulate and build strong peer relationships. Use events like Literacy Nights, Paint Nights, and the monthly food giveaways to build consistent, low-barrier family engagement. Build family awareness through newsletters, personal outreach from the community coordinator, and social media. Tailor events to reflect community needs, including access, transportation, and family work schedules.
Flintstone Elementary Community School 225
Enrollment
93.2% Attendance Rate
N/A Graduation Rate
Students by the Numbers ≤5
ADA 504
56.2%
FARMs/Economically Disadvantaged
≤5
Multilingual Learners
12.4%
Students with Disabilities
11
Talented and Gifted Students
39% Math Student Growth
35% English Language Arts Student Growth
NA English Learners Making Progress Towards Learning English
Current partners engaged with the community…
17 Partners and Growing • • • • •
Maryland Food Bank Local Church Communities Maryland Extension Walnut Ridge Farms Evergreen Heritage Center
Flintstone Elementary Community School
Priorities and Opportunities Rigorous, Community-Connected Classroom Instruction and Expanded, Enriched Learning Opportunities
Partner with Frostburg State University, the Maryland Science Center, and local businesses to provide hands-on learning and real-world exposure. Create STEM festivals, school garden/agricultural labs in partnership with Maryland Extension. Offer before/after school clubs and tutoring.
Who participated in our Assets and Needs Assessment?
89
64 Students
31
Families
Staff
5 Community Members
Host events like Literacy Nights, and guest speaker sessions that bring families directly into the learning experience. Collaborative Leadership, Shared Power, and Voice
Invite community partners to school meetings in order to collaborate more effectively.
What did we learn? ● ● ●
students would like more after school activities and community engagement. student would like more help with reading, writing, and math. students feel there is a trusted and welcoming environment.
● ● ●
Families would like more opportunities to be involved inside the school. Families would like to increase the number of child-family events. Families would like to see extended programming: STEM, theatre, agricultural programs, after school tutoring, and field trips.
Engage students in leadership roles through PBIS committees and a designated Leadership team. .
Use platforms like the school Facebook page, monthly newsletters, and One Call system to solicit community feedback and promote involvement opportunities. Integrated Systems of Support
Maintain access to on-site support via guidance counselors, family coordinators, social workers, and partnerships with local agencies. Prioritize mental health partnerships with Western Maryland Health System to offer trauma-informed support services. Deliver hygiene bags, food distributions, and behavior incentives funded through the COP grant and partner donations.
Culture of Belonging, Safety, and Care
Integrate the Leader In Me Program into the school culture (staff, students, and families).. Create welcoming spaces for students to decompress, including sensory corners or quiet zones. Provide essentials like clothing, hygiene items, and food directly through the backpack program and monthly giveaways to reduce barriers to learning.
● ● ● ●
Staff shared that attendance is a top unmet need a primary concern Staff desire stronger family engagement and internal staff communication. Staff would like to see students experience more cultural opportunities Staff recommend more training for clearer protocols for behavior and safety.
●
●
Partners wish to be involved more in planning and organization to increase communication Partners shared that they feel welcomed and valued by staff and students.
Powerful Student and Family Engagement
Design family centered events such as literacy nights, STEM festivals, and family workshops to invite hands-on family participation and model at-home learning strategies.. Expand volunteer and partnership roles by creating structured ways for families and partners to contribute with flexible scheduling. . Build family awareness through newsletters, personal outreach from the community coordinator, and social media. Tailor events to reflect community needs, including access, transportation, and family work schedules.
Fort Hill High Community School 649
Am. Indian,0%
Enrollment
Asian,0%
Hispanic,3%
African Am., 4%
86.2%
2+, 10%
Attendance Rate
91.15%
White, 83%
Graduation Rate
Students by the Numbers ≤ 10
ADA 504
360
FARMs/Economically Disadvantaged
≤ 10
Multilingual Learners
58
Students with Disabilities
109
Rigorous Indicators Completers
Current partners engaged with the community…
51 Partners and Growing • • • • •
Creekside Flower Farm We Are Fort Hill Organization The Fort Hill F-Club Chick fil a – Queen City Centre University of Maryland - Extension Office
Fort Hill High Community School Who participated in our Assets and Needs Assessment?
104
46
32
12
Students
Families
Staff
Community Members
What did we learn?
Priorities and Opportunities Rigorous, Community-Connected Classroom Instruction and Expanded, Enriched Learning Opportunities
• Partner with Frostburg State University, the Maryland Extension Office, and local businesses to provide hands-on learning and real-world exposure.
• Host events like FH Farmers Markets and guest speaker sessions that bring families directly into the learning experience.
• Expand RED Time offerings to include more enriched Life Skills Learning Opportunities of interest to students.
Collaborative Leadership, Shared Power, and Voice
• Engage students in leadership roles through sports, fine arts, FCA, NHS, Student Council, Sentinel Support Peer Mediation, and 4-H.
• Use platforms like the school website, Facebook, Instagram, and X page, monthly
•
• • • • • •
Students appreciate that they are in control of their course selection and level of rigor. RED Time is a huge motivation for students. Token Tuesday has been a fun PBIS initiative. Food, Hygiene, and Transportation are students biggest areas of need. Students love to see themselves being celebrated for the variety of their high school experiences. Students want to create a peer support system to help others with social skills development. Enhanced decorations, attendance incentives, and monthly themes have improved the school climate.
• • •
Few families are seeking opportunities to be active in the school for high school students. Everyone wants to know what is going on and having a platform that is consistently updated and transparent with information is needed. Current Parent Groups are not all parents of current students. They are aging alumni who need more parent engagement to help boost these programs like The Band Parents Organization, Football Mother’s Club, F Club, Greenway Ave Stadium Capital Improvement Committee, and We Are FH.
newsletters, and One Call system to solicit community feedback and promote involvement opportunities. Integrated Systems of Support
• Maintain access to on-site support via Health Nurse, Guidance Counselors, PPW, • •
Culture of Belonging, Safety, and Care
SEF, Mental Health Counselor, Career Coach, Project YES Coordinator, Community School Coordinator, Coaches, Advisors, and partnerships with local agencies. Provide hygiene bags, food distributions, and behavior incentives funded through the COP grant and partner donations. Establish the Sentinel Suds program to assist with hygiene, social acceptance, and general health and wellness.
• Continue to foster inclusive practices through extra curriculars, sports, student recognition programs, and peer lead programming.
• Create welcoming spaces and opportunities for students to decompress, including expanded RED Time, Courtyard Carnival Games, sensory corners or quiet zones.
• • •
•
Staff appreciate the safety protocols in place so they can focus on teaching. Staff response to student issues is quick and there is true empathy to help find solutions to problems. Community School Coordinator Incentive Programs - Token Tuesday, theme events and opportunities are by welcome additions to improving attendance and behaviors. Student Groups are growing and increasing the level of engagement for students to interact with others outside their normal friend groups.
• • •
• • •
There are many pocket communities with different assets and resources. Transportation is a huge barrier for participation and knowledge of what exists. Many community partners were unaware of the challenges facing high school students. Community support for football exists, but we need to expand our support to other areas by promoting all the amazing opportunities that exist. Agencies are eager to come into the school. Misinformation has led to many feeling they are unwanted in the school.
• Expand our Clothing Closet, Hygiene Cabinet, Sentinel Snacks/Food Fort • Integrate SEL coaching and trauma-informed teaching to help students self-regulate and build strong peer relationships. Powerful Student and Family Engagement
• Publish Happenings on the Hill to increase family engagement for student activities.
• Include families in planning through the C.O.P. Steering Committee, advisory teams, and ongoing feedback mechanisms.
• Build family awareness through newsletters, personal outreach from the community school coordinator, and social media.
• Tailor events to reflect community needs, including access, transportation, and family work schedules.
MOUNT SAVAGE ELEMENTARY SCHOOL 222
50%
Enrollment
93.2%
Attendance Rate
Math Student Growth
50%
English Language Arts Student Growth
N/A
Graduation Rate
Students by the Numbers 141 FARMS
37 Students with Disabilities 14 Gifted and Talented Students
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
25 Partners and Growing
126 Economically Disadvantaged <10 Multilingual Learners
N/A
• • • • •
Western Maryland Food Bank Allegany County Health Department SNAP-ED Frostburg State University Evergreen Heritage Center
Mt. Savage E.S. Continued Who participated in our Assets and Needs Assessment?
121
60
26
13
Students
Families
Staff
Community Members
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
Partnerships with Evergreen Heritage Center, Frostburg State University, University of Maryland Extension , first responders, local libraries, YMCA and many others allow Mount Savage students to benefit from enrichment opportunities. The continued development of Green School and Agricultural Club programs create opportunities for STEM education activities strongly connected to the culture of our community. Further after-school activities give students and families tools they need for academic success.
Collaborative Leadership, Shared Power, and Voice
The excellent relationship Mount Savage staff enjoys with families and community members provide a strong base to build upon. Leveraging these relationships will allow more services and supports to be offered to families. The PTA is active and involved, with many new volunteers contributing to school events and academic initiatives. Supporting this organization will remain a priority.
Integrated Systems of Support
Partnerships with the Western Maryland Food Bank, Allegany County Health Department and others have helped Mount Savage to assist families with basic needs. Other partners based in more populous areas of the county are interested In opportunities to engage with Mount Savage families. The community school program offers an opportunity to complement the efforts of these partners to provide support for students and their families in and out of school.
Culture of Belonging, Safety, and Care
Students at Mount Savage feel accepted by staff and report that their families are welcomed and included. As a community school, Mount Savage will continue to prioritize making our school a place in which kids, their families, and members of the community feel welcome. Our successful calendar of activities during and after school activities will be expanded and enhanced through our partnerships in the community.
Powerful Student and Family Engagement
Mount Savage Elementary engagement events have been steadily growing since the implementation of the community schools program. These events offer opportunities to engage with our community. As we continue to develop relationships with community partners, these events will provide a framework for family services and support.
What did we learn? • 70% of students surveyed report they can be honest and talk with adults in the school. • 48% of students surveyed indicate they need additional support with math, reading, and writing. • Students feel welcomed and included in the school.
• Mount Savage staff surveyed report communication between students, families, and staff is open and honest. • Staff requested additional opportunities to assist parents navigate the curriculum. • 63% of staff indicated that families need assistance fulfilling basic needs. 45% report that access to transportation, after-school care, and mental health services are lacking for students.
• 90% of families report they have opportunities to participate in decision making at Mount Savage. • 86% of families indicate their student needs additional support with math, 90% with reading. • 93% of families report honest, two-way communication with school staff.
• Community partners have identified transportation as a major barrier to providing services to the Mount Savage community. • Many service providers are welcoming opportunities to bring services to families through the community school program.
Northeast Elementary Community School 273
Enrollment
92.2%
Attendance Rate
N/A
Graduation Rate
Students by the Numbers
<10 Multilingual Learners 41 Students with Disabilities 17 Talented and Gifted Students
51%
English Language Arts Student Growth
N/A
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504 155 Economically Disadvantaged
56%
Math Student Growth
24 Partners and Growing • • • • •
Maryland Extension- Snap-ED Western MD Food Bank Cuttz of Encouragement Evergreen Heritage Center Main Street Books
Northeast Elementary Community School Who participated in our Assets and Needs Assessment?
56
86 Students
27 Staff
Families
Community Members
What did we learn? ●
Indicated they want more field trip
●
Reported they feel included in decision
opportunities
making and their input is taken into
Reported they rarely feel involved in
consideration
leadership roles at the school ●
•
●
community outside of school
●
●
Need for additional activities/support to highlight the connection between learning and real life outside of the classroom applications.
●
Need for Afterschool program to extend learning opportunities, especially for students needing additional reading and math support
●
Summer programs and activities for support extended learning opportunities, especially in math and health/fitness, and creative arts
Collaborative Leadership, Shared Power, and Voice
●
Include students in leadership roles within the school- student council, clubs
●
Survey students on topics for interest for events
Integrated Systems of Support
●
Offer continued support for medical care as well as mental health resources and support to make sure basic needs are being met for students
●
Continue to build partnerships which support physical health, mental health, and behavioral supports
Culture of Belonging, Safety, and Care
●
Need for additional communication with families via alternate platforms rather than just email- social media, in person conferences, and other communication platforms can be expanded is suggested in survey results.
Powerful Student and Family Engagement
● ●
Need for increasing attendance at family engagement activities More involvement with off-site community events
Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
Indicated they want more mental health resources
Indicated they want more events within the
Priorities and Opportunities
8
More events where they spend time together as a family.
●
Reported a need for additional after school
●
care and extended learning opportunities. ●
Indicated they would like students to have
learning opportunities. ●
more leadership positions ●
mental and behavioral health.
Report they feel they have a say and are taken into consideration in collaborative
There is a concern to make sure students are taken care of for basic needs: vision, dental,
Reported they rarely contribute to student
planning. ●
They would like more data shared on academic supports needed.
Student Performance Data is from the 2024 – 2025 School Year
Parkside Elementary Community School 222
54%
Enrollment
Student Growth Percentile Mathematics
41%
93.1%
Student Growth Percentile English Language Arts
Attendance Rate
N/A
Graduation Rate
Students by the Numbers ≤ 10
ADA 504
114
FARMs/Economically Disadvantaged
≤ 10
Multilingual Learners
45
Students with Disabilities
24
Talented and Gifted Students
N/A
Multilingual Learners Making Progress Towards Learning English
Current partners engaged with the community…
31 Partners and Growing • • • • •
Western Maryland Food Bank LaVale Baptist Church LaVale Methodist Church Allegany County Library System Allegany County Health Department
Parkside Elementary Community School
Assets and Needs Assessment Data is from the 2025 - 2026 School Year
Who participated in our Assets and Needs Assessment?
73
125
27
12
Students
Families
Staff
Community Members
Rigorous, Community-Connected Classroom Instruction and Expanded, Enriched Learning Opportunities
• Craft and cooking classes • Summer learning camps and a summer farmers market • Continue to offer field trips and family engagement events. • Build outdoor pavilion with shade for outdoor classes, small group counseling, and PBIS incentives
Use Bullets to Summarize Family Feedback
Collaborative Leadership, Shared Power, and Voice
• Create more structured student voice opportunities — involve students in decision-making (Student Ambassadors) • Work with PTA to be more inclusive, open to new ideas, and welcoming to all families • Restore community events: Fall Fun/Harvest event, movie nights, spirit nights, Parent Reader program
Integrated Systems of Support
• Add bus incentives and supports to address transportation safety and chronic absenteeism linked to missed buses • Expand visibility of mental health services — many families unaware resources exist • Continue and grow food, clothing, and hygiene supports for students and families
Culture of Belonging, Safety, and Care
• Expand culturally responsive curriculum to reflect student identities • Enhance calming/de-escalation spaces for students • Help students build frustration tolerance — social-emotional skill identified as a gap • Increase outreach to families who speak other languages
Powerful Student and Family Engagement
• Improve recognition for student achievements, •Improve awareness of mental health communication channels • Provide parents with resources to support homework • Increase opportunities for families to be involved in and understand what community schools mean
What did we learn? Use Bullets to Summarize Student Feedback • Many see a connection between learning and life outside school.
• 96% agree Parkside hosts family/community events.
• A majority of students feel they can talk honestly with adults at Parkside.
• 95% feel welcome (75% strongly agree).
Priorities and Opportunities
• Some students need help with mental/emotional health.
Use Bullets to Summarize Staff Feedback • 100% agree school welcomes everyone regardless of race, ethnicity, language, gender, or family structure • 89% agree school provides regular communication families can understand
Use Bullets to Summarize Community Feedback
• Community Partnership praised for building home-school connections
South Penn Elementary Community School 514
Enrollment
86.4%
Attendance Rate
56%
Math Student Growth
39.7%
English Language Arts Student Growth
N/A
Graduation Rate
Students by the Numbers
<10 Multilingual Learners 25 Students with Disabilities 16 Talented and Gifted Students
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504 67 FARMs/Economically Disadvantaged
N/A
20 Partners and Growing • • • • •
Maryland Food Bank Judy Center Early Learning Hub The Salvation Army First Church of the Nazarene City of Cumberland Parks and Recreation
South Penn Elementary Community School Continued Who participated in our Assets and Needs Assessment?
92
122
88
10
Students
Families
Staff
Community Members
What did we learn? *Indicated they felt safe and cared for. *Aware school helps with food, clothes, school supplies, and transportation. *Interested in STEM night events.
*Stay informed by family engagement Facebook page, Class Dojo, and flyers.
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
•
Collaborative Leadership, Shared Power, and Voice
•
*Food programs: backpack food program, food drives .
•
• •
*Security is in place and welcoming staff. *Health and wellness services are in place for support.
•
Integrated Systems of Support
•
Culture of Belonging, Safety, and Care
•
•
*Support staff for students with IEPs.
*Feels respected and cared for. *Open communication between staff, students, and families. *Various activities and events: Judy Center events, After School Program, tutoring. *Frequent leadership team meetings.
*Advisory Council meetings to stay informed.
•
*Health and wellness services provided through community partners. *Pupil Service Team helps to connect community partners with student needs. *There is a multi-tiered system of supports for students and families.
•
Powerful Student and Family Engagement
• •
Provide various family engagement events which connect students and families to opportunities and support in both the school and community. Increase extended learning time through our After School Program throughout the year. Have opportunities for students to connect with one another through extended learning activities and classroom collaboration.
Provide staff areas of growth and increasing their knowledge through professional development opportunities. Increasing opportunities to families through building collaboration between community school and community partnerships, specifically involving them in Advisory Council. Open up receiving feedback from students and families to make sure all voices are heard. Build connection between school staff and families to provide support and meet their specific needs. Students have access on-site social worker, mental health specialist, guidance counselors, occupational therapists, speech-language pathologists, and special education coordinator.
Open opportunities to everyone from all backgrounds and provide inclusivity through systems of support. Provide access to calming areas for students, specifically through out “mindfulness hallway.” Having on-site access to health and wellness services, including clothing, food, diapering, and hygiene. On-site student engagement activities and opportunities which promote positive behavioral interventions and supports (P.B.I.S.). Keeping up-to-date with families through family engagement Facebook page, contacting families directly, and sending information home.
Washington Middle School 568
Enrollment
87.7%
Attendance Rate
N/A
Graduation Rate
Students by the Numbers
175 Talented and Gifted Students
English Language Arts Student Growth
1%
English Learners Making Progress Towards Learning English
53 Partners and Growing
383 FARMs/Economically Disadvantaged
69 Students with Disabilities
43%
Current partners engaged with the community…
<10 ADA 504
<10 Multilingual Learners
44%
Math Student Growth
• • • •
Social Services Department *Local Resource Management Board HRDC *AHEC West *Western MD Food Bank Allegany County Health Dept *Allegany College of MD Martin's Food Market * Chick Fil A *Walmart
Washington Middle School Who participated in our Assets and Needs Assessment?
287
33
16
Students
Families
Staff
What did we learn? ●
● ●
● ● ● ●
62% of students feel Washington Middle School is a welcoming environment for all students Based on the needs list, students most want help with teeth and dental work (21), vision and eye glasses(18) and mental health issues for themselves and their families with mental health being the highest priority (37) Students want help with family members finding a job (18) Students want help with family members struggling with substance use (14) Students want help with assistance with older family members/grandparents (17) Students want help with food insecurity (13)
83.3% of families feel they can always get information about their students’ attendance 57% of families feel the school is a welcoming environment for all students 60% of families did not know if there was a parent teacher organization Parents feel their child/family needed assistance with mental health Parents want to see more activities in their neighborhood for their children
Priorities and Opportunities Rigorous, Community-Connected Classroom Instruction and Expanded, Enriched Learning Opportunities
Offer more field trips outside the school to places like the animal shelter, nursing homes, health dept, Makerspace (Western MD works), food bank, ACM and local colleges.
Collaborative Leadership, Shared Power, and Voice
Family members suggested PTO meetings be held both during the day and evening and possibly an online option for those who can’t be present at in person events.. Offer team building opportunities throughout the year with all involved parties.
Integrated Systems of Support
● ● ●
●
○ 90% of teachers feel the school is a welcoming environment for all students 68.8% of teachers feel students’ family members need help with substance use issues 68.8% of teachers feel students need help feeling safe at home 62.5% of teachers feel students need help getting clothing or shoes 56.3% of teachers feel families need parenting resources
43.8 of teachers feel students need food and nutrition assistance
Communication of resources to families over the summer and then periodically throughout the year would be good. Develop a resource guide for parents and students to access as needs arise Continued collaboration with community partners for services like dental and vision, mental health, parenting classes
Culture of Belonging, Safety, and Care
● ●
Create a list of all events planned for the year or for each marking period to go out to family members in advance
Develop peer to peer mentor program for students to connect Continue to strengthen school/family relationships and partnerships through Commanders Create program, PTO and other opportunities for involvement
Powerful Student and Family Engagement
Continued partnerships with community agencies Offer summer orientation/ 1 day camp for parents/families to learn more about the platforms and processes offered at Washington Continue school clubs and special interest topics and expand on those
Westmar Middle Community School 256
39.5%
Enrollment
91% Attendance Rate
Math Student Growth
60% English Language Arts Student Growth
N/A Graduation Rate
Students by the Numbers <10
ADA 504
185
FARMs/Economically Disadvantaged
N/A
Multilingual Learners
36
Students with Disabilities
53
Talented and Gifted Students
N/A English Learners Making Progress Towards Learning English
Current partners engaged with the community…
45+ Partners and Growing • • • • • •
University of Maryland Extension Services Mountain City Center for the Arts iTheatrics and Jumpstart Theatre Maryland Physicians Care George’s Creek and TriTowns Food Pantry The First Presbyterian Church of Barton
MSDE Community School Who participated in our Assets and Needs Assessment?
206
17
18
0
Students
Families
Staff
Community Members
What did we learn?
Student Feedback ● Students feel safe and cared for ● Students feel like they can seek help when necessary ● Students are aware that school can help with needs
Family Feedback ● Families are aware of current programs available ● Families feel students are safe and cared for ● Families feel welcomed
Staff Feedback ● Staff feels all students are included and welcomed ● Staff feels a need for additional support services ● Staff feels opportunities are available for positive interactions and communication
Priorities and Opportunities Rigorous, Community-Connected Classroom Instruction and Expanded, Enriched Learning Opportunities
* Integrate local community partnerships into academic instruction * Foster positive family and community engagement events * Increase opportunities for students to enrich learning
Collaborative Leadership, Shared Power, and Voice
*Provide opportunities for families and students to provide concerns and feedback *Provide professional growth opportunities for staff *Allow opportunities for staff, families, partners, and community members to collaborate in steering committee meetings.
Integrated Systems of Support
*Foster positive communication between families and school *Provide access to mental health services such as guidance, social emotional coach, mental health specialist *Provide access to resources such as occupational therapists, speech-language pathologists, and special education coordinator
Culture of Belonging, Safety, and Care
*Increase opportunities for guardians, students, and staff to build positive relationships *Provide health and hygiene assistance, including access to the school nurse, partnered health centers, and hygiene care items. *Foster inclusive teaching practices
Powerful Student and Family Engagement
*Promote positive engagement events for families, staff, and community *Maintain positive communication via ACPS all call system, Westmar Facebook page, and information flyers *Promote positive behavior intervention and supports (PBIS) school wide
West Side Elementary School 315
Enrollment
92.3%
Attendance Rate
53%
Math Student Growth
56.5%
English Language Arts Student Growth
N/A
Graduation Rate
Students by the Numbers
<10 Multilingual Learners 65 Students with Disabilities <10 Talented and Gifted Students
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
10 ADA 504 228 FARMs
6
20 Partners and Growing • • • • •
Allegany Radio BAM Fitness Cumberland Optical University of Maryland Extension Service Cumberland YMCA
Who participated in our Assets and Needs Assessment?
West Side Elementary School Continued 99
78
32
0
Students
Families
Staff
Community Members
What did we learn?
Student Feedback
Family Feedback
• Students feel they have trusting relationships with staff but they do not always feel included
• Families have concerns about vision, hearing, and dental health.
• Students have concerns about peer behavior
• Families believe their children need more academic and emotional support.
• Students believe high quality learning opportunities exist
• Families feel welcomed at our school
Priorities and Opportunities Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
• Collaborate with local organizations and businesses to provide real world learning experiences. • Host events to engage family and community members in the learning process. • Offer After School Programs
Collaborative Leadership, Shared Power, and Voice
• Empower students to lead giving them a direct role in shaping their school environment. • Provide opportunity for staff, students, and families to share concerns and provide feedback. • Openly share upcoming opportunities for involvement to all families.
Integrated Systems of Support
• Provide on-site counseling, mental health services, social workers, and access to necessary resources. • Build strong partnerships with families and organizations to create comprehensive system of support.
Culture of Belonging, Safety, and Care
• • • •
Powerful Student and Family Engagement
• Involve families and local organizations in school activities to create a strong network for students. • Keep families informed. • Involve families in committees, advisory boards, and surveys. • Organize events that welcome all families.
Staff Feedback • Staff indicates we have many students struggling with attendance, academics, behavior, and mental health issues. • Our staff believes all families are included and welcome. • Staff indicates a need for mental health services.
Foster inclusive teaching practices. Design areas where students feel safe and can decompress. Meet students physiological needs as necessary. Integrate SEL programs to help students manage emotions and develop healthy relationships.
Westernport Elementary School 253
Enrollment
91%
Attendance Rate
N/A
Graduation Rate
Students by the Numbers
<10 Multilingual Learners 53 Students with Disabilities 17 Talented and Gifted Students
83.9%
English Language Arts Student Growth
N/A
English Learners Making Progress Towards Learning English
Current partners engaged with the community…
<10 ADA 504 168 FARMs/Economically Disadvantaged
88%
Math Student Growth
30 Partners and Growing • • • • •
Western Maryland Food Bank Frostburg State University Mount Laurel Medical Center Bruce Outreach Center The WELC Judy Center
Westernport Elementary School Continued Who participated in our Assets and Needs Assessment?
68
112 Students
27 Staff
Families
Community Members
What did we learn? ● ● ● ●
● ● ●
Student Feedback feel valued and safe at school have access to high quality learning opportunities and leadership opportunities have access to a wide range of academic, behavioral and health supports in the school reported a need for increased mental health services, assistance for older adults, and support for not feeling safe in their home environment.
Staff Feedback express the school is a welcoming environment for all express needing to increase opportunities for family engagement report health concerns of students and families as high need
Family Feedback feel welcomed and valued feel students are supported in their learning feel welcomed and valued report wanting more family activities in their community report wanting help with health related issues
● ● ● ● ●
● ●
●
Priorities and Opportunities
7
Community Feedback value opportunities for collaboration and reciprocal relationships value engaging in exciting activities and opportunities for students and families in and out of school report needing to address community health
Rigorous, CommunityConnected Classroom Instruction and Expanded, Enriched Learning Opportunities
- Increase access to 21st century learning resources, programs and opportunities - Continue to expand partnerships with local colleges and universities - Continue to expand out-of-school learning opportunities - Diversify and improve family engagement opportunities - Expand real-world connections to in-school learning
Collaborative Leadership, Shared Power, and Voice
- Increase student leadership opportunities - Continue to support emerging PTO and their leadership opportunities in the school - Expand to a county wide steering committee model - Provide quality case management to families - Maintain a welcoming and respectful environment
Integrated Systems of Support
- Continue to develop school-based health center for timely access to student health care - Provide quality case management - Offer student and family voice opportunities on steering committee - Provide linkage to quality community partners - Continue working with early learning institutions for early intervention - Helping families meet basic needs (physical, mental, behavioral, etc.)
Culture of Belonging, Safety, and Care
- Maintain a welcoming environment for all - Continue to assist students and families to meet basic needs through various pantry programs (hygiene, food, clothing, etc.) - Provide programming that is responsive to varying demographics - Offer family learning opportunities on issues of health and safety - Increase positive communication with families - Increase working with quality community partners
Powerful Student and Family Engagement
- Expand current family engagement opportunities - Create responsive programming opportunities through family feedback - Continue to expand out-of-school learning opportunities - Increase opportunities to engage families during the school day - Expand real-world connections to in-school learning