About Our School
Flower Hill Elementary School is located on Flower Hill Way, a residential thoroughfare linking Woodfield Road (Maryland Route 124) with Snouffer School Road in Gaithersburg, Maryland, 17 miles northwest of Washington, D. C.
A Little About Us
Flower Hill Elementary School opened in September 1985. By 1987, the enrollment grew to 924 students, requiring the use of 14 portable classrooms. Today, the school’s total enrollment of 503 students, Pre-K though grade 5, includes two resource rooms for children receiving Special Education services and six portable classrooms.
The student population is racially, economically, and educationally diverse. The student population is approximately 8.5% white, 28.7% African-American, 15.1% Asian-American and 41.7% Hispanic. The student mobility rate is 31.7%. All of this diversity enriches the school community and gives students, parents, and staff on-going exposure to a variety of experiences for educational growth.
Mission & Vision Statements
Flower Hill Elementary School is part of the Magruder Cluster. Students feed into Shady Grove Middle School and then to Magruder High School. Col. Zadok Magruder High School is ranked #10 in Maryland. Please click here for top ranked MD schools. http://www.usnews.com/education/best-high-schools/maryland?int=9abb08
What is Baldrige?
Baldrige is a way of focusing our efforts to help all students become independent learners, make good decisions, solve problems and take responsibility for their learning. It requires that we:
- involve the school community, including students, staff and parents
- have measurable goals and plans for achieving the goals
- make sure goals and plans are communicated and understood
- monitor our progress and make changes to improve results
- More on the MCPS main site
(FHES SIP) Flower Hill Elementary School Improvement Plan
The action plan is an organizational tool for setting goals and monitoring progress towards these goals. At FHES we have a schoolwide action plan that incorporates our reading and math goals. Each of the objectives/goals require resources, monitoring and an analysis of results/next steps. Here we show what we are doing in our school. This is a working document and additions or deletions are made when appropriate.
Please click here for the final version of the FHES 2013-2014 SIP.
Parental Right to Request Information
Our schools is fortunate to receive supplemental funding through Title I, a federal grant program for schools that serve communities with students who have high economic needs. The federal legislation that establishes Title I regulations is known as the No Child Left Beh!nd Act of 2001(NCLB Act). The NCLB Act requires the Montgomery County Public Schools to inform you that you have the right to request information about the professional certification qualifications of your child's teacher, substitute teacher, or paraeducator (formerly titled instructional assistant).
If you wish to request certification information about your child's teacher, paraeducator, or long-term substitute teacher, please submit a written request to the principal at your school. Your written request may include information about the following qualifications:
- Degree status and subject area of certification
- State of Maryland certification status, including conditional certification status
- Qualifications of paraeducators or long-term substitute teachers who may be working with your student
Your request will be forwarded to the Office of Human Resources, and you will receive a written response from them within 30 business days. Please contact the main office if you have any questions.
Nuestra escuelas es afortunada de recibir fondos suplementarios a traves del Titulo L un programa federal de donaciones para escuelas que sirven a las comunidades con estudiantes que tienenaltas necesidades economicas. La legislacion federal que establece las regulaciones del Titulo Ise canoee como No Child Left Behind Act of 2001 (NCLBAct - Decreto Ning7inNfflo DebeQuedar Atras del 2001). El NCLB Act requiere que Montgomery County Public Schools les informen a ustedes que tienen el derecho de solicitar informacion sobre las cualificaciones y certificaciones profesionales de los maestros de sus hijos, maestros substitutos, o paraeducadores (anteriormente llamados asistentes de
Si usted desea solicitar informacion sobre la certificacion del maestro de su hijo/a, el paraeducador o el substituto de largo plazo, por favor, someta una peticion por escrito al director de su escuela. Su solicitud escrita puede inc1uirinformacion sobre las siguientes cualificaciones:
- Titulo universitario y area de certificacion
- Estado de la certificacion del Estado de Maryland, incluyendo certificacion condicional.
- Cualificaciones de los paraeducadores o substitutos a largo plazo que pueden estar trabajando con su estudiante
Su solicitud sera enviada a la Office of Human Resources (Oficina de Recursos Humanos) y usted recibira una respuesta de ellos dentro de los proximos 30 dias de trabajo. Por favor, contacte al director si tiene preguntas.
The linkages chart shows categories that represent programs we have in place at FHES that enables us to focus on performance and continuous improvement. At Flower Hill we have used the linkages chart to represent our school improvement plan (SIP). Click on the links below to view SIP documents:
Gifted and Talented
All second grade students are screened for gifted and talented during the second semester of the school year. Students in grades 3-5 who are new to MCPS or who have been recommended for re-screening (by parents and/or school staff) are screened during the first semester of each year. Gifted and talented screening occurs at the student’s school. The data gathered on each student is used to provide appropriate differentiated instruction.
All students have an equal opportunity to be considered for identification regardless of special needs, language, or cultural differences.
Grading and Reporting
All elementary schools in MCPS are using a standards-based grading system in grades K -3. Standards-based grading and reporting helps to improve student achievement by focusing on four critical questions:
- What do students need to know and be able to do? (Curriculum)
- How will we know that they have learned it? (Assessment)
- What will we do when they haven’t learned it? (Intervention)
- What will we do when they already know it? (Acceleration)
Grades based on curriculum standards become triggers for action. Standards-based grades help teachers plan their instruction so they can challenge and support all students. They help parents know the academic areas in which a student meets or exceeds expectations, needs challenge or needs support.