Strategic Plan

Mission Statement

Francis Scott Key Elementary/Middle School recognizes and nurtures the potential of each student from Pre-k through 8th grade with a focus on developing the whole child. We do this by providing a challenging academic curriculum, experiential learning opportunities, and a community of caring adults including exceptional teachers, an active PTO, and multiple community partners. Located on a sprawling green campus in the heart of Baltimore City, FSK provides a creative, caring, inclusive environment for our diverse student body to learn through the arts, STEM challenges, learning supports, gifted and talented programs, an Advanced Academics program at the middle school level, and wellness services. Our graduates are prepared for academic and social success during their time at FSK and to be leaders of tomorrow.

Academics and Instruction

Francis Scott Key Elementary/Middle School will work to provide an academically challenging experience and a joyful learning experience for all students. FSK will hire and develop high-quality teachers at every grade level to excite and prepare students for success in their academic careers. The school will offer classes taught at the gifted and advanced learning (GAL) level in the elementary and middle schools with a goal of high achievement across all grade levels. FSK will help all learners achieve their potential through special enrichment and intervention programs leveraging the rich resources of our school community and the surrounding neighborhood.


  1. Create an exceptional academic program powered by an excellent teaching staff, challenging academics, arts integration, and STEM programming.
  2. Meet all learners at their level with individual interventions, multi-tier supports and school-wide programs including life skills, individualized education programs and gifted and advanced learning programs.
  3. Offer robust enrichment programs during and after school.
  4. Explore, leverage and maximize partnerships to enhance instruction.
Year 1 – School Year 2018/2019
  • Evaluate, develop and mentor teaching staff to ensure high-quality staff at every grade level based on best practices in teaching.
  • Launching of the K/1 Gifted Class as a way to meet the needs of advanced learners.
  • Create cycles of professional learning based on GAL, literacy and differentiation to support all students.
  • Create a STEM committee to define the academic objectives and learning goals for each grade level.
  • Ensure differentiation across all grade level to ensure the needs of diverse learners are met.
  • Identify a minimum of two outside vendors to provide creative arts programming.
  • Establish staple events and traditions at each grade level.
  • Continue to leverage partnerships and opportunities for enrichment programs.
  • Open a Maker Space (STEM) by November 12th, 2018.
Year 2 – School Year 2019/2020
  • Increase departmentalization across grade levels.
  • Support teachers in implementing STEM plans at each grade level.
  • Evaluate enrichment programs and expand our portfolio of offerings.
  • Expand our gifted class offerings with our elementary students with a goal of expanding to a second GAL class (assuming data supports this).
  • Continue Tier 2 and Tier 3 interventions for students and enhance Tier 2 and Tier 3 offerings to individualize to the student.
  • Maintain current partnerships and look to add new partners to help with funding and instructional needs. (this could be to develop an agreement with a local university to host student interns)
  • Enhance our Maker Space and track teacher use and student engagement across the grade levels.
Year 3 – School Year 2020/2021
  • Create STEM deliverables to use in instruction at every grade level, Pre-K through 8th grade.
  • Develop robust creative arts offerings that include a range of options and some student choice across grade levels.
  • Ensure partnerships are maintained and used to support school initiatives that include enhanced instruction.
  • Identify and use interventions that are in place through a vetting process of tracking student data/needs to fund interventions that are working for our students.
  • Expand our gifted class offerings with our elementary students with a goal of expanding to a third GAL class (assuming data supports this).
  • Assuming that the data supports our move toward departmentalization, this will be in place across grades with multiple teachers in our elementary school.
  • Build on the Maker Space concept to include enhancements to the space with the potential of expanding in collaboration with an additional STEM push.

School Climate

Francis School Key Elementary/Middle School will develop a school culture and climate that builds confidence, values learning differences, promotes safety and wellness, and supports the whole child physically, socially, emotionally, and academically. A healthy school climate starts with a foundation of positive relationships among all members of the school community. FSK wants to create and enhance a caring, trusting and welcoming environment for all FSK community members.


  • Establish and enhance character education programs
  • Create a staffing model to promote a healthy community and provide support to those in need in our school community.
  • Leverage our facility and the green spaces on our campus to enrich our instruction, support our commitment to wellness and foster a love of learning.
  • Introduce programs and opportunities for our staff to develop cohesive and collaborative working relationships.
Year 1 – School Year 2018/2019
  • Year 1 of Restorative Practices. This will include a minimum of two, whole staff professional development sessions as led by our Restorative Practices partner.
  • Restorative Practices will be a part of our Cycle of Professional Development through collaborative planning and faculty meetings.
  • Implement a PBIS system that recognizes positive student behaviors across the entire school.
  • Engage in at least two trauma-informed care professional developments sessions.
  • Start planning process for Phase III of our Project Birdland initiative in partnership with Mahan Rykiel.
  • Use our green space in collaboration with our “Greening Efforts” to begin our application to become a Maryland Green School.
  • Engage staff in a team building day in partnership with Outward Bound.
  • Continue to offer fitness classes in our staff gym and increase the number of staff taking advantage of this benefit.
  • Continue to partner with existing after-school offerings with the goal of increasing offerings based on student interest.
  • Add programming to our summer offerings to push student achievement and meet the needs and desires of the parent community.
Year 2 – School Year 2019/2020
  • Implement Year 2 of Restorative Practices. All mandatory Restorative Practices professional development sessions will have been completed for the entire staff.
  • Continue to infuse the practices of Restorative Practices into our cycles of professional development.
  • Implement a PBIS system that recognizes positive student behaviors across the entire school with incentives and more awards and recognition of good citizenship.
  • Explore ways to leverage our green space with an eye on ways to enhance our programming and usage.
  • Evaluate our summer offerings and add programming to push student achievement and meet the needs and wants of the parent community. Programming will be in place to help minimize “summer learning loss”.
Year 3 – School Year 2020/2021
  • Implement Year 3 of Restorative Practices. Ensure that systems and protocols for using Restorative Practices have been established and the process is part of our daily practice.
  • Implement a PBIS system that recognizes positive student behaviors across the entire school with incentives and more awards and recognition of good citizenship and more public recognition of our students.
  • Evaluate summer offerings and continue to add programming to push student achievement and meet the needs and desires of the parent community. Programming will be in place to help minimize “summer learning loss”.

One School Community

Francis Scott Key Elementary/Middle School recognizes that we are a stronger school community as a Pre-K to Grade 8 School. In order to leverage our strengths and make all students and families feel welcome and invested in our success, we need to be intentional about bringing the elementary and middle school together. This perspective will strengthen our academics by creating a pipeline of students from Pre-K to 8th, serve as an important resource to diverse families and students across Baltimore City and on the Locust Point peninsula, and nurture a climate and culture of authenticity, wellness and caring.


  • Develop and support a pipeline of students and families attending the school grades Pre-K through 8th.
  • Create an outreach strategy to schools across Baltimore City to build middle school enrollment.
  • Focus on intentional community building activities, programs and opportunities across all grade levels.
  • Build plans and processes for sustainability for the school including financial, community support and long-term leadership.
Year 1 – School Year 2018/2019
  • Host four Open Houses throughout the school year to promote FSK.
  • Host four Shadow Day opportunities for students across various grade levels with a focus on incoming 6th graders.
  • Work closely with local schools: Federal Hill Prep, Charles Carroll Barrister, and George Washington to serve as a pipeline from their elementary to FSK Middle School.
  • Work with Central Office to develop additional programming that could include Ingenuity or other advanced academic offerings which attract students to the middle school.
  • Work with current staff to build leadership capacity to ensure that our leadership model is distributive leadership. Work with Educational Associate to build her leadership with a focus on supporting the Middle School and exposing her to elements of the elementary school.
  • Usher in a new group of PTO leadership that takes over on July 1, 2018.
  • Increase PTO involvement across the school with a focus on our upper grades.
  • Continue a strong PTO/school partnership to increase fundraising efforts to supplement the needs of the students. This will become even more essential as we could lose Title I Funding.
  • Launch of a “Future Teachers” program that brings middle school students to work with our early learning students with instructional support, mentoring, and helping the teachers to push student achievement.
  • Implement programs and activities that bring students, parents and staff from the elementary and middle schools together to form relationships, identify shared experiences and create bonds.
Year 2 – School Year 2019/2020
  • Continue Shadow Days and Open Houses to support our recruitment of students from across the city.
  • Continue to work with local schools with an eye on expansion into elementary schools to serve as pipelines to our 6th grade.
  • Increase percentage of Middle School students that meet the Middle School choice criteria for acceptance to our advanced academics program.
  • Build on “Future Teachers” program to create one more intentional program bringing Elementary and Middle School students and teachers together.
  • Establish additional advanced academic programming as supported by Central Office.
  • Work to increase fundraising to maintain programming/staffing in the event of lost Title I Funds.
  • Ensure that each staff member leads on at least one initiative, committee, or team.
Year 3 – School Year 2020/2021
  • Partner with at least six elementary schools to develop a recruitment pipeline to our 6th grade.
  • Ensure systems, protocols, and staffing are in place to lead FSK through any leadership change that may occur.
  • Hold Elections to nominate new PTO leadership with a focus on representation across all grade bands.