Mill Run Elementary School
Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
Virginia School Quality Profile
School Improvement Team: (Your school improvement team should consist of a variety of stakeholders within your school community including parents)
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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 align 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 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 through 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 are able to collaborate and share student progress, strategize, and plan instruction for all students. At Mill Run Elementary School, our staff utilizes the LCPS Scope and Sequence to plan instruction that also aligns with SOL’s provided by VDOE. Mill Run ES follows the HMH Curriculum, recently adopted by LCPS, to further support best practices that align with the Science of Reading. Many staff at Mill Run have been LETRS 1 and 2 and OG trained, and utilize specialized reading to instruct students requiring additional instructional support. Students with identified areas of need receive differentiated classroom instruction and/or evidence-based interventions tailored to their specific requirements. Progress for these students is closely monitored through MTSS (Multi-Tiered System of Supports) using various tracking tools. This data is used to adjust group placements, ensuring that students move in and out of groups based on their evolving needs and mastery of content. During targeted instruction, students engage in differentiated instructional activities to enhance their learning experience. In collaboration with classroom teachers, English Language Instructors, Special Education staff, and administrators, the progress of individual students is monitored during grade-level Collaborative Learning Teams (CLTs),and quarterly data planning days. 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 based on formative and summative assessment data. 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, evidenced-based intervention. At Mill Run Elementary School, our staff utilizes the LCPS Scope and Sequence to plan instruction that also aligns with SOL’s provided by VDOE. As noted in the section above, our staff implements the core components of the math workshop structure in order to ensure differentiated and targeted instruction is provided. Our staff uses various formative and summative assessments to identify students’ mastery of learning, as well as any areas requiring intervention, remediation, and enrichment. Our staff provides personalized learning experiences at an appropriate level of readiness to ensure instruction is accessible to all students. Personalized learning is provided through math menus, learning centers, and small group instruction with the teacher. Additionally, Bridges and Do The Math are two interventions that staff utilize to provide targeted intervention and instruction based on identified areas of student need. During targeted instruction, students engage in differentiated instructional activities to enhance their learning experience. In collaboration with classroom teachers, English Language Instructors, Special Education staff, and administrators, the progress of individual students is monitored during grade-level Collaborative Learning Teams (CLTs) and quarterly data planning days. 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 Mill Run Elementary School, our staff utilizes the LCPS Scope and Sequence to plan instruction that also aligns with SOL’s provided by VDOE. Science instruction is taught hands-on through experiments, STEM, and PBL experiences. We have partnered with a local organization who provides weekly climate lessons to inform students about the impact of their carbon footprint. Additionally, students expand on their classroom learning through planting and maintaining our school garden of vegetables and herbs, which also supports donations to our community. 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 Mill Run Elementary School, our staff utilizes the LCPS Scope and Sequence to plan instruction that also aligns with SOL’s provided by VDOE. Social Studies instruction is taught hands-on through projects, experiences, and direct instruction. |
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. |
At Mill Run, our students continue to flourish at a high achievement level. Our most recent SOL testing from the 2023 - ‘24 school year yields the following scores for Grades 3 - 5:
Our MAP Achievement Data from 2023 - ‘24 shows the following information: Reading Mill Run: 71% Reading LCPS: 60% Math Mill Run: 75% Math LCPS: 59% Mill Run’s continued instructional focus is on students who demonstrate high achievement but low growth, as identified on the MAP assessment administered three times per year (Fall, Winter, Spring). Additionally, our continued instructional focus is closing the achievement gap for our students with disabilities. During the 2023 Reading SOL, our students with disabilities demonstrated a combined rate of 84%, which includes 24% of students who did not show proficiency but were celebrated for their growth in the area of reading. |
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). |
Student, Staff, and Family Climate Survey Celebrations:
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Focus: Student Absenteeism: Mill Run reduced our Chronic Absenteeism from 17% (2022 - ‘23) to 10% (2023 - ‘24). We are moving closer to our pre-pandemic absenteeism of 6.5% (2018 - ‘19). Staff Climate Survey: 88% of MRES staff share that students know there are consequences for breaking school rules, per the Student Code of Conduct. We continue to monitor student data during our MTSS Committee Meetings. Additionally, we follow along with the LCPS Student Behavior Accountability Response and our Mill Run matrix when responding to student behaviors. |
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:
Family and Community Engagement Opportunities: At Mill Run, we traditionally offer extended learning opportunities via After-School Activities in partnership with our PTO. These enrichment opportunities are both teacher and community led. Also traditionally, many Mill Run students participate in Odyssey of the Mind, Lego League, and Math Olympiad. Additionally, our students create and lead The Lion’s Den Podcast, which features special guests within our community. We also partner with the Loudoun County Library, where we strongly encourage reading and have won 1st place in the Ashburn district for nine years straight. We continue to partner with NEST and Ashburn Cares to support local community families in need. Once a month, Mill Run staff lead a Morning Mocha, which includes topics to engage families to learn more about their child, what is happening in school, and ways to best support our children. Examples of this include: chronic absenteeism, UMHT, welcoming a licensed social worker to lead an information session on power struggles, etc. We also partner with local high schools for our Young Leaders Mentor Program: Briar Woods, Broad Run, and Stone Bridge High School. Mentors from these schools are members of PEER, National Honors Society, and/or sports teams. Mentors come to Mill Run once a week to work with their mentee throughout the school year. All mentees are Mill Run students in grades K-5. Semester 1 consists of grades K-2 and semester 2 consists of grades 3-5. During this time, our mentees learn leadership skills from their mentor through games, activities, and conversation. It is also a great time for our mentees to build relationships and learn from a positive role model. We strongly believe in full community involvement, and providing opportunities for families to closely connect with Mill Run and actively participate with evening events, which are listed below. We have an incredible, active community that is fully invested in our school and instruction, and we couldn’t be more grateful. August
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Climate and Culture Provide a description of 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 for 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 Mill Run Elementary School, our school motto is “Where Children Always Come First” and recite the Mill Run oath on our daily morning news show: Today, I will do more than I have to, I will treat others the way that I want to be treated, and I will try to become a better person. We also share on our Morning News Show: At Mill Run, we are Respectful, Responsible, and Safe. Our PBIS (Positive Behavioral Interventions and Supports) committee has developed a school-wide matrix outlining clear expectations, common language, and a unified vision. This matrix has been shared with all staff and serves as the foundation, ensuring consistent expectations for student behavior across the school. The goal is to promote positive behavior in the classroom, bathroom, cafeteria, and playground. These behaviors are explicitly taught by classroom teachers at the start of the school year and reinforced throughout. The PBIS team meets regularly to review behavioral data, identify areas of improvement, and ensure that necessary resources are available and accessible to all staff. 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.
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