Catoctin Elementary School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

311 Catoctin Circle SW Leesburg, VA 20175

(571) 252-2940

https://www.lcps.org/catoctin

Janet Platenberg

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.

Catoctin Elementary School is a strong and thriving organization where students feel safe in their learning environment.   Students, staff, and parents strongly agree that adults at Catoctin and students have strong and positive relationships.   Parents and Staff agree that teachers care deeply for students.   Parents agree that children are being taught to respect different cultural backgrounds. Expectations are clear to students and parents and students understand the rules and feel they are fairly treated.  

Teachers are entering their third year with PL.  Teachers indicate they want more PD on online and multimedia skills. Staff agree that PL dovetails nicely with math and digital content. SOL data indicates that some instructional adjustments will be made this year with PL in reading and reading special education support. PL allows the students to have voice and choice while teachers are meeting with students in small groups in reading and math. In the 2017 - 2018 school year, second grade was trained in the units of study. This year, Kindergarten teachers will be trained in the Units of Study ensuring all K-5 classrooms are utilizing the Workshop model in Language Arts. Staff also agree that a stronger Reader's Workshop approach with digital content in 3 – 5 utilized this year as a mean to create something verses solely digital content would be most beneficial.

Every teacher at Catoctin designed and implemented two PBL projects during the 2017-2018 school year.   Most teachers planned these experiences by grade levels.  Each grade level had at least one exhibition.  While many teachers have PBL training formally, more teachers could be encouraged to engage in this PD at the county level when offered. In 2018-2019, Catoctin is going to implement a protocol for specialists to meet with grade levels to discuss PBL projects twice a year.  Also, there is going to be more discussion on how to implement PBL in math and reading.

There is a strong PBIS team at Catoctin and staff support the 3 Rs – Respect, responsibility, ready to learn. Students understand the three Rs and can articulate them. Students are rewarded with Cardinal Cash. A first day "Pep Rally" for the 3 Rs is conducted. The PBIS team meets on a monthly basis to analyze data.  

Extended Learning Opportunities

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

There are many opportunities for students to extend their learning at Catoctin Elementary.   This year, each 3 - 5 have their own laptop device.   Every K -2 classroom has a classroom set of iPads to enhance instruction.   Students can participate in our school wide spelling bee and also the Geography Bee.   Our fifth grade students create and produce our morning new show.   Classroom teachers challenge students with “level 4” activities and questions on a regular basis.  

In music, students can extend their learning through joining our 4th and 5th grade choir.   Second grade students have the opportunity to participate in a drama production.   In addition, students can extend their learning if they participate in all county and all district choir.   All Catoctin students have an art exhibit during March.  

 

The PTA sponsors after school enrichment programs led by community members or staff members weekly after school. Students also have the opportunity to participate in a variety of STEM activities, movement, art, and problem solving activities.   Students also enjoy monthly parent volunteers who coordinated science and math experiences in a hands-on / cooperative learning approach.

 

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.

Catoctin is performing strong academically. We recently received the Board of Education Distinguished Achievement Award.  Fourth and fifth grade students have strong passing rates in math and reading. Third grade math was also strong.  84% of overall students in grades 3,4,5 passed (Level 1) the Reading SOL. Possible contributing factors are as follows: In 4th and 5th grade when special education students were pulled they were working on the same learning objectives and there was consistent reading specialist support in 4th and 5th grade. Math scores improved in all areas. 92% of overall students in grades 3,4,5 passed (Level 1, 2% increase from last year), 94% of EL students passed (Level 1) and 78% of special education students passed, increase of 3% (Level 1). PL in grades 3-5 and spiral math reviews in all grades contributed to our success in math. In Science, 85% of overall students in grade 5 passed (Level 1).

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.

We would like to improve achievement for our special education students and black students in reading. 74% of special education students passed in the three year average (Level 2), 63% of special education students passed in the 2017-2018 school year (Level 3), 70% of special education students met their MAP growth goal in 2017 - 2018. 74% of black students passed in the 2017 - 2018 school year (Level 2). Possible contributing factors are as follows: Special education students were pulled for self contained instruction and did not receive instruction on the same learning objectives, third grade students did not have the units of study when they were in second grade, and students need more practice with audio features and technology questions. We plan to increase push in services for special education students in reading and increase student practice with audio and technology enhanced questions. Third grade students in 2018-2019 have completed the second grade Units of Study. All K-5 classrooms will be participating in Reading Labs in order to strengthen reading instruction and support Units of Study curriculum.