Cardinal Ridge Elementary
Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
26155 Bull Run Post Office Road
Centreville, Virginia 20120
Provide descriptive information related to the curriculum, instructional programs, and/or existing interventions to support the academic, behavioral, and/or social emotional needs for all students.
Nestled in the South Riding area of Loudoun County, Virginia, Cardinal Ridge Elementary School serves approximately 870 students. The student population at CRE is comprised of: 54% Asian, 27% White, 8% Hispanic, 6% African American,5% Multiracial, 1% American Indian. While 9% of the student population is Economically Disadvantaged, 22% are English Language Learners, and 9% of the student population consists of students with IEPs.
The Needs Assessment reflects that the expectations for a safe, welcoming environment and high achievement are high, clearly stated, and sought after at Cardinal Ridge. Cardinal Ridge Elementary was one of fourteen schools in LCPS receiving the Virginia Board of Education Excellence Award. The Virginia Index of Performance provides a means for the Board of Education to recognize schools that far exceed the minimum requirements of state accreditation and federal accountability. 2017-2018 Perceptual Climate Survey Data revealed that nearly 90% of students, staff and parents believe school rules and expectations were clear and fair. The parent survey, in particular, shed light on over 90 % of parents believe the school to be safe and supportive in terms of diversity, level of care, and the school has an overall welcoming environment. Next steps will include a focus in the area of academic support. Only 76% of the parents (compared to 86% of parents in LCPS overall) stated they are satisfied with how much their child is learning.
An area for further development is PBL, now with the Performance-Based Assessments (PBA) aspect. A focus on helping students see themselves as thinkers/learners/problem-solvers/questioners is also an area for further development.
Deeper Learning: Opportunities for a deeper dive into the 5Cs are among other next steps for CRE. Strengths include: Critical Thinking and Collaboration. Next steps include more consistent learning experiences in homeroom classroom with a deeper learning focus on thinking critically when applying concepts learned, as well as Communication and becoming more organic Contributors with Creativity and using that for the betterment of the community/world.
Teacher PD: Some PD has occurred in PL and PBL for teachers, a more cohesive big picture focus on the competencies in the 5Cs regular lesson design should be the next steps in PD;
Areas of focus
1. Lessening a slight achievement gap in Reading for SWD 83%) and Math for Black (85% 3 year avg) students and SWD (80% 3 year avg) - all other groups 90%+ rate. Differentiation through use of MAP and MTSS to help address this.
2. Focus intently on more organic and authentic PBL experiences and making the transition from “dessert projects”
Next Steps include:
-Revise the walkthrough form to incorporate the components of PBL
-Set a specific learning walk lens to provide feedback on
-Create collaborative time for learning walks and colleague visits
-Allow for vertical dialogue and sharing at monthly PLC meetings
Cardinal Ridge Elementary Teachers utilize a balanced framework for literacy in Grades K-5 – Components include: Shared Reading, Independent Reading, Read Aloud (not yet interactive) and Guided Reading. Grades 3-5 utilize the grade level specific Lucy Calkins Reading Workshop Units of Study for reading instruction. Grades K and 2 using a Daily Five model, along with the Jan Richardson Guided Reading Framework. First Grade is currently launching their first year with the Reading Units of Study. Each grade level has the Grade Level Specific Writing Units of Study.
The Reading Specialists at CRE trained new teachers in Year 1 Pathways in the 2017-2018 school year. Year 2 of Pathways Training focus is for teachers not yet trained in the Writing Workshop model. Year Two training includes Developmental Word Study.
All teachers at CRE are at various levels of understanding and comfort with both Year 1 (reading) and Year 2 (writing). Reading Specialists are utilizing CLT time to support literacy instruction based specific grade level needs.
Training for Writers Workshop for new and seasoned teachers
CLT PD based on specific grade level needs (google survey)
Schedule of coaching for new teachers (includes modeling and observation) to support growth
Vertical planning (Grades 2-5 at least) at the end of the year to support powerful planning and content alignment. One meeting with team leads (1 hour) and half day vertical planning for each grade level (to springboard the 2019-2020) school year.
Cardinal Catch-Up Time
This time was used in 2017-2018 as a designated remediation time for students and an opportunity for students to retake assessments.
Next Steps for 2018-2019 include repurposing this time to use ensure the needs of all students are being met through intervention, remediation, enrichment and extension of the curriculum. The Measures of Academic Progress (MAP) Assessment and CRE’s participation in the RTI Cohort work, will assist in the instructional redesignation of this allotted time.
Extended Learning Opportunities
Provide information to describe extended learning opportunities for students, staff, families and community.
Areas of Strength
Summary statements for domains providing evidence of analysis of trend data over a 3-year period and data triangulation to confirm areas of strength. Provide a clear connection between outcomes and contributing factors.
Academic: Accreditation Status : Fully Accredited
Reading and Math Accreditation
BULLYING LCPS Elementary Schools
Areas for Growth
Summary statements for domains providing evidence of analysis of trend data over a 3-year period and data triangulation to confirm areas of concern. Provide a clear connection between outcomes and contributing factors.
The perceptual data from the 2017-2018 LCPS Climate Survey revealed the following areas for growth:
Goal and action steps will be created based on the following areas of focus and LCPS Building Blocks:
Starting as a MAP school this year, and realizing the “challenge” this will present to all students, it will necessitate a greater focus on goal-setting and reflection.
Building stronger collaboration between students during PBL experiences and daily learning.
Encourage Creativity Communication, and Collaboration by incorporating student ideas for spirit days and ways to make our school shine: book nooks, flexible seating, clubs, etc.