Tuscarora High School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

801 North King Street Leesburg, VA. 20176



Mrs. Pamela Croft

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.

The major initiative for our school this year continues to be Personalized Learning (PL) as the primary method for the delivery of instruction.  The school’s PL team continues to develop and deliver professional development to the staff regarding “best practices” for incorporating PL into their instruction. Personalized learning strategies consist of these four core strategies: Flexible Content and Tools, Targeted Instruction, Data Driven Decisions, and Student Reflection and Ownership.

The school offers several programs designed to support the students’ academic, behavioral, and/or social emotional needs, especially during this time of distance and hybrid learning.  Our Husky Support Team (HST) meets twice a month to discuss the needs of students who have attendance issues, have disengaged in distance learning, or demonstrate a need for extra support. The HST includes administrators, counselors, the school psychologist, social worker, attendance secretary, nurse, parent liaison, and attendance officer.  The team discusses students in grades 9 and 10 during the first meeting of the month and students in grades 11 and 12 during the second meeting of the month.  In addition, the Positive Behavior Intervention and Supports (PBIS) committee meets monthly to review and analyze school discipline data to identify students in need of behavioral support.

Comments from IC:

Extended Learning Opportunities

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

        Teachers and students are further empowered with extended learning opportunities through the creative use of new technologies and digital resources.  These resources further enhance the implementation of Personalized learning and create greater student engagement in distance learning.  These resources include Schoology, Jamboard, Padlet, Desmos, and a variety of digital assessment tools for students to demonstrate their learning and share their thinking.  

During the school day, students have the opportunity to extend their learning through Learning Labs for each instructional block and Study Hall. Learning Labs are 20 minute blocks in which students needing additional assistance may meet with their teachers to discuss academic progress, concerns, and receive additional support. During Study Hall, students have time to seek specific support, complete assignments, receive additional help, and work on enrichment activities.        

Comments from IC:

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.

Comments from IC:


Several areas of strength were identified through the use of the CNA. Perceptual data shows that students feel safe in their school environment. Our faculty views their strong collaboration skills as a strength. Parents appreciate how well the staff works with our diverse student body. An analysis of our process data shows an increasing ability and comfort level among staff and students in using online and multimedia skills. Analysis of discipline data revealed a continued strength in the relatively low rate of discipline incidents, specifically suspensions. Analysis of the attendance data shows an improvement in the overall absentee rate from 15% to 12%. This represents a 3% decrease in the absentee rate for our student body overall. Analysis of SOL data revealed that English reading scores exceeded the target for students in the subgroups of Black and students with disabilities. In Math, SOL participation exceeded the target for students in the subgroups of Hispanic, students with disabilities, and economically disadvantaged. The graduation target rates were met in 5 of the 8 demographic groups. This has been attributed to strong academic supports in and out of the classroom, such as teacher collaboration in CLTs with a focus on Personalized Learning. Teachers also implement targeted intervention through the development of Individualized Intervention Plans for struggling students. There is also a Husky Support Team to identify and support students at risk.

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.

Comments from IC:


Several areas for growth were identified through the use of the CNA.  Through perceptual data, it was shown that students would like to see more recognition from their teachers.  This could be done through teachers issuing Husky Tickets and more positive reinforcement to students.  Staff expressed a perceived need for more faculty input on decisions.  While there are numerous opportunities of input we could send out a survey to track data participation and input. Process data showed a continuing need to support teachers and students in the use of Personalized Learning (PL) and Project Based Learning (PBL), as we strive to create authentic learning environments for all students.  Analysis of discipline data showed that discipline incidents relating to attendance (skipping class) and disorderly conduct continue to be the most significant areas where students need continued support through PBIS.  Analysis of the absentee data showed the absentee rate for Hispanic and EL students demonstrated a significant increase during the 2018-19 school year.  Analysis of graduation rate data showed English Learners are graduating at a rate more than 24% lower than the next lowest group (economically disadvantaged).

Comments from IC:

Proposed Action Steps: