School Improvement Team:

(Your school improvement team should consist of a variety of stakeholders within your school community including parents)

Instructional Overview  

Provide descriptive information related to the curriculum, instructional programs, professional learning, and existing interventions utilizing a Response to Intervention approach to support the academic needs of students.

Provide explicit connections to your  school’s instructional overview and how it supports and aligns with GOAL 1: Empowered Students of the LCPS Strategic Plan and Goal 2.1 Offer high-quality Ongoing Growth and Development available to all staff; 2.2 Develop dedicated resources to improve Professional Collaboration across schools and the division

Elementary Reading & Writing: Elementary Reading and Writing instruction is grounded in the science of reading and utilizes evidence-based literacy practices that reflect the five pillars of literacy: Phonemic Awareness, Phonics and Word Study, Fluency, Vocabulary, and Comprehension, in addition to Writing.  Instruction across all areas of literacy should be explicit and systematic, and aligned to the Virginia Standards of Learning (SOLs).  All classrooms are provided with state-approved resources consistent with the expectations of the Virginia Literacy Act.  Students are empowered through the integration of Houghton Mifflin Harcourt's Into Reading as the core instructional resource that supports each of the five pillars of literacy.  Teachers are provided with continuous professional development to support the implementation of best practices for literacy instruction.  Each student’s literacy progress is monitored through state-provided assessments (Virginia Language and Literacy Screener [VALLS) or the use of Measures of Academic Progress (MAP).  Students who have identified areas of need are provided with differentiated classroom instruction and/or evidence-based intervention.  Using the LCPS decision trees as guidance, tiered supports are provided to students that align with expectations outlined in the Virginia Literacy Act.  All teachers are provided with professional learning on specific intervention strategies and programs.  To support this collective and ongoing effort of providing high-quality literacy instruction and intervention, all teachers engage in Literacy CLT/PLCs with their grade-level teams.  During these instances, teachers can collaborate and share student progress, strategize, and plan instruction for all students.  

Emerick's reading and writing instruction is thoughtfully aligned with the latest research findings and the new Virginia Standards of Learning (SOLs). By utilizing the LCPS decision trees, we ensure that students receive personalized reading interventions tailored to their needs. Our dedicated team collaborates to make informed decisions, and we closely monitor Multi-Tiered System of Support (MTSS) plans. We are committed to following the new reading program and employing various tools to support our diverse learners.

Math: LCPS Math Curriculum and Instruction uses a math workshop structure and focuses on student-centered learning activities that include daily number sense routines and reflection.  Teachers plan small-group targeted instruction, varying the groups regularly.  Instruction prioritizes hands-on, inquiry-based learning, focusing on conceptual understanding using representations and models/manipulatives.   Instruction also emphasizes the implementation of the Process Goals and the 5Cs through student collaboration, reasoning, communicating, making connections, and problem-solving.  Students who have identified areas of need are provided with differentiated classroom instruction and/or explicitly taught, evidence-based intervention.

At Emerick, our approach to math instruction is thoughtfully designed around a workshop structure. Each day commences with an engaging number talk, setting the stage for a comprehensive whole-group lesson. The session culminates in focused small-group instruction, ensuring personalized attention and deeper understanding for every student.  Teachers have received extra training this year with the new standards and have committed to following the scope and sequence of unit plans created by the math department. Teachers are planning collaboratively during their team meetings using available resources from the county. LCPS has adopted a new textbook for 2025-2026, called Kiddom, as well as an online skills practice tool called Magma Math, which teachers are implementing into their lessons.

Science: LCPS science programs are designed to actively engage students in the process of science and use reasoning processes that build scientific thinking. These programs teach students to know, use, and interpret scientific explanations of the natural world; to generate and evaluate scientific evidence and explanations; to understand the nature and development of scientific knowledge; and to participate productively in scientific practices and discourse.

At Emerick, our science instruction embraces the 5E model. Students have opportunities throughout the week to engage, explore, explain, elaborate, and evaluate various scientific topics. Teachers utilize PowerSchool assessments to guide in evaluating students’ progress throughout their learning journey. Students actively engage in hands-on learning experiences, and teachers are encouraged to use our outdoor classroom throughout the year to further enrich lessons.

Social Sciences & Global Studies: Social Science and Global Studies instruction in LCPS is grounded in a culturally responsive approach to the content in a way that elevates multiple perspectives. Students are empowered through authentic, inquiry-based learning experiences that promote students' development of historical thinking skills and provide opportunities to make their thinking visible.  Students demonstrate their understanding, knowledge, and skills through authentic performance tasks.

At Emerick, teachers provide instruction in social science and global studies that is designed to empower students to forge meaningful historical connections. Through collaborative planning, teachers design opportunities for students to make authentic connections, enriching their understanding of the world around them. To bring history to life, several grade levels will be visiting historical sites across Virginia throughout the year.  Additionally, speakers from Williamsburg will visit the 2nd and 4th-grade classrooms, bringing historical artifacts for the students to interact with. Camp Flintlock will also set up tents at Emerick, offering an immersive experience in Virginia’s rich historical past.

Emerick’s instructional approach is deeply rooted in critical thinking. We believe that students must grasp the 5Cs—critical thinking, creativity, collaboration, communication, and contribution—and integrate these strategies into their daily lives. By encouraging students to engage in authentic learning experiences, make mistakes, and reflect on their progress, we prepare them to tackle any future career challenges. Throughout the year, Emerick is dedicated to fostering this belief, culminating in the June showcase where students demonstrate how they have applied the 5Cs in real-world scenarios.

Comprehensive Needs Assessment

Academic Achievement

A summary providing evidence of analysis of trends, patterns, proficiency, and growth in student academic achievement data.  Provide a clear connection between outcomes and contributing factors.

2024-2025 Data

Reading Accreditation - 93% - all students, - 80% - Students with disabilities

Math Accreditation - 92% - all students,  - 77% - Students with disabilities

Science Accreditation - 96% - all students

Chronic Absenteeism - %

Emerick is a fully accredited elementary school. Teachers focus on meeting the instructional needs of all students in all academic areas by providing small group instruction, intervention, and enrichment opportunities as needed.

Comprehensive Needs Assessment

Student Engagement

A summary of trends, patterns, strengths, and areas for growth in student engagement data, including attendance, discipline, perceptual data, and graduation data (HS only).

Attendance

In the 24-25 school year, 4.1% were chronically absent.  This is an improvement from the 23-24 school year, which was 5.6% chronically absent. Emerick will continue to not excuse vacations.  The Unified Mental Health Team meets monthly to look at attendance to address attendance concerns.

Parent and Student Surveys

Student surveys reflect a high level of satisfaction as well. An impressive 95% of students enjoy attending the school, 93% feel they have learned about people different from themselves, and 94% believe they get along well with others. Regarding school behavior, 94% of students understand the consequences of breaking rules, and 86% feel recognized for good behavior. Additionally, 96% of students feel safe at school, and 96% feel safe walking home.  Remarkably, 98% of students feel respected by teachers and other adults, and 96% have an adult they can turn to for help. These results underscore the strong, supportive, and respectful environment at Emerick, making it a place where students thrive both academically and personally.

Areas for Growth

One area for growth this year is to foster closer collaboration with families of students on MTSS plans. We believe that increased communication will provide valuable feedback on how we can better support their child and enhance our efforts in working with them. Building a stronger rapport with families could significantly aid in closing the necessary gaps for the student.

Additionally, Emerick will continue to encourage students to take more risks in their learning journey, promoting growth and development. We will continue to grow our students as critical thinkers with a focus on higher level questioning strategies. We will add a focus on students being contributors within their school, community, and globally.

Extended Learning and Engagement Opportunities

Provide information to describe extended learning and engagement opportunities for students, families, and community including what events you have planned or are considering hosting.

Provide explicit connections to your school’s extended learning and engagement opportunities and how they support and align with GOAL 4: Engaged Community of the LCPS Strategic Plan, especially GOAL 4.1 Deepen Family Engagement by offering inclusive opportunities for conversation across the division.

Extended Learning

*September 11th - The community comes together to remember September 11th and raise the flag together.

*September 12th- Grandparent’s Luncheon

*November 11th - Emerick students will sing for the Veterans as the school provides breakfast for them

*At Emerick, we held 19 different clubs after school.  We had 327 students participate in after-school activities.

* Every grade goes on a minimum of one field trip.  

*PTO provides 4 different Assemblies per year

*5th Grade will do a Broadway Jr Musical at LVHS - Newsies

*Students in grades 2-5 participate in a Deeper Learning Showcase for the parents, community, and other school administration June 10th

*PTO Events Monthly, Cornhole tournament, Movie Night, Trunk or Treat Night, Winter Wonder Land Gift Making, Bingo, Game Night, Pastries with Parent, End of Year Picnic

Family and Community Engagement Opportunities

Emerick has a very active PTO.  They run a family event for the school once a month, which is well attended.  They also support 18 different after-school events for students to get involved in.  Some examples are technology, theater, art, writing, reading, hockey, baking, Robotics, and Legos.  This is a great way to get involved and learn something that builds on different interests you may have.

Climate and Culture

Describe strategies that address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities such as counseling, social-emotional learning and mental health programs, and PBIS implementation.

Make explicit connections to the LCPS Strategic Plan goals of 1.3 Prioritize Care for Students by

ensuring a safe and affirming learning environment for all;  

Positive Behavioral Interventions and Supports (PBIS)

PBIS is a systemic approach to establishing a safe and supportive learning environment. Through the implementation of a consistent vision, language, and practices, school staff promote social, behavioral, and academic success for all students.  Successful implementation of PBIS can lead to a positive school climate, improved classroom management, increased understanding of schoolwide expectations, strengthened relationships, increased positive behaviors, academic achievement, and equitable learning experiences, and decreased office referrals and suspensions. To support implementation, the PBIS team meets regularly to evaluate behavioral data, provide behavioral lessons based on identified needs, and share resources.

At Emerick, we proudly embrace the House system to foster a positive and inclusive atmosphere within our school community. Our six houses, each a blend of students and teachers from grades K-5, create a supportive and nurturing environment. Our school-wide behavior system encourages good conduct by awarding chips to students for their houses. At the end of each month, the house with the most chips earns the honor of displaying its flag on the flagpole and enjoys a special reward. Past rewards have included glow dance parties, ice cream treats, outdoor chalk displays, and much more. This system not only promotes positive behavior but also helps students build meaningful relationships across different grades. Additionally, a dedicated committee meets monthly to review PBIS (Positive Behavioral Interventions and Supports) needs, while the UMHT (Unified Mental Health Team) collaborates with the administration twice a month to address the needs of our students. Together, we strive to create a vibrant and supportive school environment where every student can thrive.

Social Emotional Learning (SEL) 

The social-emotional learning framework provides students with explicit SEL instruction, practice, and reinforcement of skills through academic integration and a supportive environment that cultivates relationships, belonging, safety, and a student-centered approach. The framework is supported by the involvement of all community members, including staff, students, families, and community partners.  

All classrooms at Emerick participate in a daily SEL lesson during their morning meeting.  At Emerick, we believe in starting each day by greeting students as they get off the bus, out of their cars, and even at their classroom doors as they walk in.  During this time, we give high-fives for a great game they may have had last night, notice a new haircut, or ask something about how their night was. We believe that knowing all about the child from activities that they are involved in, to supporting them academically, is what we are all about. We have two school counselors who visit each classroom every other week and also support the students throughout the day. Small groups or individual meetings are offered to support students in their emotional, behavioral, and academic needs.