School Improvement Team:

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

Instructional Overview  

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 Seldens Landing Elementary School, our reading and writing instruction aligns with the latest research and the new Virginia Standards of Learning (SOLs). Using LCPS decision trees, we provide personalized reading interventions based on each student's needs. Our team works collaboratively to make informed decisions, closely monitoring Multi-Tiered System of Support (MTSS) plans. We remain committed to implementing the new reading program and using a variety of 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, evidenced-based intervention.

At Seldens Landing Elementary School, our math instruction follows a workshop model,including targeted small-group instruction for personalized support and math rich tasks for real-world application. Teachers have received additional training on the new standards and are committed to following the math department's scope and sequence. Collaborative planning during team meetings ensures the use of available and required county resources to enhance student learning.

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 Seldens Landing Elementary School, our science instruction follows the 5E model, allowing students to engage, explore, explain, elaborate, and evaluate scientific topics each week. Teachers enrich the learning experience throughout the year through the use of hands-on activities.

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 Seldens Landing Elementary School, our social science and global studies instruction empowers students to make meaningful historical connections. Teachers collaborate to create authentic learning opportunities, and several grade levels will visit historical sites across Virginia. Additionally, Camp Flintlock will offer an immersive experience in Virginia’s rich history right at Seldens Landing.

Comprehensive Needs Assessment

Academic Achievement

The 2023-2024 school year data at Seldens Landing Elementary highlights strong overall academic performance, with the school maintaining its accreditation status based on high achievement levels in English, Math, and Science. The school has consistently met or exceeded state benchmarks, as indicated by its "Level One" status across key academic areas, including achievement gaps for various student groups.

Analysis of Seldens Landing Elementary School's recent SOL data indicates a decline in overall reading performance. While the school's raw pass rate was 83% in 2022-2023, it dropped to 82.2% in 2024-2025. The data also reveals a significant gap in achievement among specific subgroups, with only 55.9% of English Learners (ELs), 45.9% of Students with Disabilities (SWD), and 57.8% of Economically Disadvantaged students passing.

In Math, students also performed well, with a 84.9% pass rate. Economically disadvantaged students and ELs performance decreased, achieving pass rates of 57.4% and 60.5%, respectively. SWD had a pass rate of 57.4%.

The science proficiency pass rate for our grade 5 was 78% of students passing, reflecting a increase from previous years.

The data analyzed in the Comprehensive Needs Assessment performed in August 2025,  indicates that Seldens Landing Elementary School is making progress in improving student academic achievement, particularly in mathematics.

The alignment of instruction with math rich tasks seems to be a contributing factor to the positive trends in mathematics. In response, the school has set a new goal to increase the collective SOL Reading average pass rate to 86% by June 2026, aiming to address the need for targeted support and improved instructional strategies to ensure all students are successful.

Comprehensive Needs Assessment

Student Engagement

Our most recent student perceptual survey provides information about how our students feel about their school experience. 4% of students feel they belong in the school, 96% say they like their school, and 94% are motivated to learn as much as they can. Additionally, 94% of students report learning about people who are different from them, reflecting the school’s commitment to fostering an inclusive community. However, there are areas where we see opportunities for improvement. While 80% of students feel they help make decisions in the classroom, 20% would like more opportunities to have their voices heard.

Furthermore, 88% of students feel their peers treat others with respect. In terms of behavior, 97% of students understand the consequences of breaking school rules, and 92% feel recognized for positive behavior. However, only 78% believe that staff discipline is applied consistently, indicating a need for a better understanding of student behavior accountability reporting. We will focus on enhancing student involvement in decision-making, fostering peer respect, and ensuring consistent disciplinary practices.

This year, our attendance data shows 502 students with regular attendance and 33 students with chronic absenteeism out of a total enrollment of 535 students. This results in a chronic absenteeism rate of 6.17%, placing us in the Level One performance category. Comparatively, last year we had 483 students with regular attendance and 78 with chronic absenteeism, for a rate of 13.90%. Over a cumulative three-year period, the data shows 985 students with regular attendance and 111 with chronic absenteeism, giving us an average rate of 10.13%.

We reduced chronic absenteeism this year compared to last year. This progress demonstrates the effectiveness of our attendance initiatives and the collective efforts of our students, families, and staff. Moving forward, we will continue to prioritize attendance through consistent outreach, support systems, and communication with families, ensuring that every student has the opportunity to succeed by being present and engaged in their learning.

Extended Learning and Engagement Opportunities

Seldens Landing Elementary School is committed to fostering a strong and supportive community through a variety of extended learning and engagement opportunities. These initiatives align with GOAL 4: Engaged Community of the LCPS Strategic Plan, particularly GOAL 4.1: Deepen Family Engagement.

The school offers a range of extended learning experiences, including business partner collaborations, guest speakers, and participation in the Math Olympiad. These opportunities provide students with valuable insights into real-world applications of their learning and challenges for high-achieving students. Additionally, the school hosts school assemblies, featuring guest authors and other speakers, to inspire students and promote literacy.

To engage families, the school organizes PTA meetings, Family Math and Science Night with Riverside High School, and PTA after school activities. These initiatives collectively contribute to a strong and supportive school community, providing students with enriched learning experiences and opportunities for family involvement.

Climate and Culture

Seldens Landing Elementary School is committed to ensuring all students succeed, especially those at risk of not meeting state academic standards. To achieve this, we have implemented counseling services, social emotional learning, mental health programs, and Positive Behavioral Interventions and Supports (PBIS). We use a tiered support system, individualized education plans, and prioritize family engagement. By collecting and analyzing data monthly as a team during kid talks, we can inform our strategies and measure their effectiveness. We offer quarterly counseling meetings to inform families of these strategies and how they can engage them at home. 

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 Seldens Landing Elementary School we use 3Rs which stands for respectful, responsible, and ready to learn.  All students are taught these expectations and are provided reinforcement when displaying 3Rs behaviors.

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.

In our school we support and teach SEL through the Second Step curriculum during morning meetings.