Cedar Lane Elementary

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

43700 Tolamac Drive, Ashburn, Virginia 20147

571-252-2120

https://www.lcps.org/cedarlane

Mr. Robert Marple, Principal

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.

Overview:

Language Arts:  Cedar Lane will be  implementing  the Pathways Balanced Literacy Framework, K to 5 for the 2018-19 school year for our CORE curriculum.  This consists of guided reading, strategy groups, shared reading, read aloud, word study and Writing Workshop.  For RTI in reading, Cedar Lane will use different measurements to assess our tier 2 and 3 students. We will be utilizing  PALs and MAP data for universal screening and FastBridge for progress monitoring. Cedar Lane will hold their Power Up time in each teacher’s classroom for 15 minutes with extra support being given to support the needs of the kids.

Math: Our K-5 will be implementing the Math Workshop Framework for the 2018-19 school year . We will use the new math series to help support and differentiate our instructional needs.  We are currently part of the Math Workshop Cohort and RTI Math Cohort.   MAP data will be used to universally screen all students 2 to 5 and FastBridge for K-1.  FastBridge will be used for progress monitoring. Cedar Lane will hold their Power Up time in each teacher’s classroom for 15 minutes with extra support being given to support the needs of the kids.

Behavior/Social Emotional:  We are continuing our successful PBIS program which involves modeling and teaching expected behaviors to students, giving them a "common language" about those expectations, and helping guide students to take personal responsibility and make positive choices.  We also incorporate Social Thinking into our PBIS program.  Our school incorporates social emotional learning throughout the day in activities like morning meetings, restorative circles and our school counseling curriculum.  

Technology: Cedar Lane is in its first year of 1:1 in grades 3-5. With the use of UDL to help assist teachers in planning lessons to allow our students to be critical thinkers, communicators, collaborators, creators and contributors. The use of UDL will assure teachers plan their PBL units so they are accessible for all learners.

Extended Learning Opportunities

Provide information to describe extended learning opportunities for students, staff, families and community.

Cedar Lane provides a variety of extended learning opportunities for:

Students: Enrichment Matters, Lion Time (SOL Club), Odyssey of the Mind, Math Olympiad, Lunch Bunch, USTA Tennis Program, Family Reading Night, International Night, Community PBL Showcase, Extension groups with SEARCH, Autism and Disability Awareness Month.

Staff: PBL 101, PBA, Summer Reading Institute, Pathways in house, Autism Institute, TLI, Mandt, RTI Math and Reading, GO Math, SPED Google enhancements, LAMP training, Apple iOS, UDL, Math Workshop, National Math Conference, VSTE

Community: 1st and 2nd grade Literacy night, PEP, PTA, Monthly Parent Coffees, SOL night for parents, PBIS night, PBL night, International Night

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.

Outcomes:

Contributing Factors: Learning Walks, Common Planning, Small group instruction, intervention, staff development. 

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.

Outcomes:

English:  After reviewing the VDOE report we decreased our pass rate in grades 4 and 5. Grade 4 (86 to 81) and Grade 5 (92 to 87).  Over all we had a 94.24 pass rate for grades 3 – 5.  The Federal Accountability detailed report we scored 82.97 for grades 3-5 with the target being 73.  Our concern is when looking at our Economically Disadvantaged subgroup in the Federal Accountability we did not meet the Federal target. The Economically Disadvantaged sub-group scored 56.58 with the target being 64.  Our EL sub-group scored 40.98 with the target score of 57.  We were very proud that per the VDOE, our EL learners outscored both our state (59 avg.) and LCPS (62 avg.) getting a pass rate of 97.22.

 

Math:  After reviewing the VDOE report we decreased our pass rate in grades 3 and 5. Grade 3 (79 to 76) and Grade 5 (91 to 90).  Over all we had a 92.84 pass rate for grades 3 – 5.  The Federal Accountability detailed report we scored 83.57 for grades 3-5 with the target being 74.  Our concern is when looking at our Economically Disadvantaged subgroup in the Federal Accountability we did not meet the Federal target. The Economically Disadvantaged sub-group scored 57.69 with the target being 64.  Our EL sub-group scored 47.62 with the target score of 59.  We were very proud that per the VDOE, our EL learners outscored both our state (64 avg.) and LCPS (62 avg.) getting a pass rate of 93.85.

Contributing Factors: Learning Walks, Common Planning, Small group instruction, intervention, staff development.