Cardinal Ridge Elementary

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

26155 Bull Run Post Office Road

Centreville, Virginia 20120

571.367.4020

https://www.lcps.org/CRE

Lottie M.Spurlock

LCPS School Profile

Virginia School Quality Profile

School Improvement Plan

Stakeholder Input

  • Teachers
  • Building Administrators
  • Central Office Administrators
  • Parents / Guardians
  • Community Members
  • Business Partners
  • Others (specify):

Instructional Overview

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

Reading:

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.

Next Steps:

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.

  • After-School Enrichment Program offerings through the PTO
  • Genius Hour embedded into what was formerly known as Cardinal Catch Up Time
  • Using Measures of Academic Progress (MAP) Data to drive instructional next steps
  • Parent Coffees will be used as a vehicle for providing updates on the CRE learning culture, PBIS Framework, and School-Community Engagement
  • A book study for all teachers will occur through the reading of Stories from Webb, to re-engage the school culture, answering the questions “Who are we at CRE?” “What do we believe about learning and ensuring the growth and progress of all students??” How do we create a thriving, dynamic school culture for our Red Wings?  
  • Student Leadership Opportunities for Student Government Association: SGA

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

Passing Rate from Previous School Year

Reading and Math Accreditation

       Subject

      Current Year

     Previous Year

  Cumulative (3 - yr)

    Reading

           94.04

             93.98

           94.62

    Math

           92.40

             93.32

           94.24

    Science

           95.65

             95.38

           95.34

Behavioral Supports:

BULLYING LCPS Elementary Schools
4a. Bullying is a problem at this school. (Percent Disagree) 67%
4b. My school has taught me appropriate ways to stop bullying. 95%
4c. I have bullied others at school this year. (Percent Disagree) 94%
4d. I have stopped other people from bullying when I have seen it at school. 57%
4e. I have been bullied at school this year. (Percent Disagree) 74%
OVERALL AVERAGE 77 % CRE and 78% - LCPS 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:

Staff:

  1. Teachers being included in decision-making processes - 34 %
  2. Professional trust among the faculty - 65%
  3. Students view assessment as a means to give them feedback on their learning - 63%
  4. Teachers view assessment as a means to give feedback on learning - 71%
  5. Consequences for students breaking rules are fair - 71%

Students:

Goal and action steps will be created based on the following areas of focus and LCPS Building Blocks:

  1. PBL Experiences- Authenticity, Relevance, Connecting with Community partners
  2. Lesson Planning - Powerful Planning: ensuring a variety of Bloom’s planned questioning. Math workshop and Guided Math.  In addition to the 9 components as outlined by the VDOE:
  1. Varying levels of Blooms
  2. Utilizing MAP data results to drive instructional next steps
  3. RTI Model
  1. Safe and Supportive School
  1. Culture of Learning, Reflection and Risk-Taking: Teachers and Students
  2. Collaboration
  3. PBIS Framework
  4. MTSS

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.