Hutchison Farm Elementary School
Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
42819 Center Street, Chantilly, Virginia 20152
Mrs. Heidi E. Smith, Principal
A structure for PLC (Professional Learning Community)/CLT (Collaborative Learning Teams) collaboration is built into the school operation to allow for staff collaboration and growth.
Teachers use the 9 components of effective lesson planning to prepare for instruction. Guided math and guided reading are used to deliver mini lessons followed by differentiated and engaging student learning activities that incorporate voice and choice, student reflection, student collaboration, conferring, and feedback with a Growth Mindset. A school-wide intervention time is scheduled daily for students in grades K-5. Teachers in grades 3-5 have been provided with professional development to implement interventions and monitor student progress through data collection for targeted students using RTI (Response to Intervention). Designated staff that serve students in grades K-5 have been trained to utilize specialized reading strategies and monitor student progress through data collection for targeted students in need of intervention. Special education teachers and EL teachers have increased their use of a co-teaching model in general education classrooms to provide interventions with an inclusive approach.
Teachers continue to demonstrate growth in their implementation of embedded authentic learning experiences for students. Teachers have also differentiated their classroom learning environments to provide greater opportunity for student collaboration, movement, engagement, and flexibility to facilitate these authentic learning opportunities. Teachers also continue to build on the Digital Citizenship instruction provided through the Common Sense Media curriculum.
The school-wide PBIS (Positive Behavioral Interventions and Supports) system is implemented by all staff and continues to be refined through the work of the PBIS CLT (Collaborative Learning Team). Tier 1 supports for individual students (e.g., Pawsome Awards and Top Dog recognition), classes of students (Golden Paw stickers/grids), and school-wide expectations (Behavior Matrices for Respect, Responsibility, and Readiness in all areas of the school environment) have been consistently implemented and refined. Tier 2 and 3 supports are provided through a CICO (Check-in Check-out) program and differentiated strategies
(including increased and differentiated small group counseling sessions) to meet individual student behavioral and social/emotional needs.
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.
Extended Learning Opportunities
To ensure the ability for all students to participate with an inclusive and equitable approach, most differentiated learning opportunities and experiences are scheduled, offered, and provided within school hours. Extended learning opportunities for students beyond school hours do include PTA ASEP (After-School Enrichment Program) course offerings for students,
Mileage Club for students before school, PTA Reflections program, Fuel Up to Play 60 student wellness activities, 5th Grade Chorus performance opportunities, grade-level musical performances, and teachers continuing interventions with students over the summer.
Extended learning opportunities for staff include differentiated staff professional development through “Ignite” sessions monthly after school and staff attendance at educational conferences.
Extended learning opportunities for parents includes a parent workshop on Growth Mindset and various resources disseminated to parents via bi-weekly e-mails from the school principal.
Provide information to describe extended learning opportunities for students, staff, families and community.
Areas of Strength
Overall, there is a pattern of strength with a collaborative learning community among teachers, administrators, parents, and students. There is a structure built into the school operation for effective PLC (Professional Learning Community)/CLT (Collaborative Learning Teams) collaboration, and systems and structures work efficiently to facilitate this.
Lesson planning continues to be an area of strength, with all lessons including the 9 effective components. Teachers thoughtfully consider the levels of Bloom’s Taxonomy and incorporate methods for student self-assessment. Strengths in lesson delivery include greater student engagement, increased conferring with individual students to provide feedback, and integration of subject material. Lesson plans will continue to include more thoughtful reflection by both teachers and students.
The school continues to increase the use of Growth Mindset language and discussion for both students (through class meetings) and staff (through a non-evaluative use of specific feedback and opportunity for self-reflection).
The school attendance rate meets requirements for accreditation.
Overall SOL pass rates for English increased. Professional development in reading instruction and implementation of RTI and specialized reading strategies continue to remain strong areas of focus to continue growth.
SOL pass rates in science and social science met accreditation requirements.
Students and staff feel that technology enhances both their learning and daily life. Strengths include multimedia skills and growth with Digital Citizenship skills.
Overall, student, parent, and staff surveys reflected solid and strong satisfaction with the learning environment and educational program at Hutchison Farm Elementary.
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.
Areas for Growth
Lesson delivery will expand with the addition of more embedded PBL (Project Based Learning)/authentic learning opportunities and the explicit instruction of competency skills. Digital citizenship and solving authentic problems using technology are continued areas of growth. PBL (Project Based Learning)/authentic learning is still emerging within the school to support the county’s 20/20 vision, and staff who have embraced PBL (Project Based Learning)/authentic learning have found it to be very effective and successful. Teachers feel supported and encouraged to take risks in embracing PBL (Project Based Learning)/authentic learning teaching practices, and administration encourages and supports risk taking in PBL (Project Based Learning)/authentic learning with specific feedback provided. Staff have been well informed of the county vision and the expectations for PBL (Project Based Learning)/authentic learning instruction. Staff work collaboratively to implement PBL (Project Based Learning)/authentic learning experiences, and opportunities for collaboration with peers are provided for this purpose.
Staff are still in the beginning stages, and also at various levels, of implementation of PBL (Project Based Learning)/authentic learning experiences. Classroom observations indicate a range of instructional delivery models. Classroom structures continue to be refined to align with a PBL (Project Based Learning)/authentic learning climate. Teachers are changing their systems or structures to allow for greater student ownership and engagement. Implementation of PBL (Project Based Learning)/authentic learning experiences will need to continue to both improve and increase in order to effectively address learning standards and competency skills, and become embedded within daily instruction.
In the 2016-2017 school year, there were 49 office referrals. In the 2017-2018 school year, there were 141 office referrals. In relation to enrollment percentages, the referrals and suspensions per subgroup were reasonably relative for all groups with the exception of special education, EL, male, and black subgroups. The highest percentage of referrals involved fighting/conflict. Additionally, student responses on the spring 2018 student survey were lower regarding student interactions. 74% (74% overall in LCPS Elementary schools as well) of students overall indicated that “Students are kind to each other.” 79% (80% overall in LCPS Elementary schools) of students overall indicated that “Students care about each other.”
SOL pass rates for students with disabilities are a targeted area for growth. The school will begin with a focus on increasing pass rates for students with disabilities in English and math, as the pass rates for students with disabilities fell in the “Level 2” (Near Standard) range in English and the pass rates for students with disabilities fell in the “Level 3” (Below Standard) range in math in a cumulative 3-year accreditation report.
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.