Tuscarora High School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

801 North King Street Leesburg, VA. 20176

571-252-1900

www.lcps.org/Tuscarora

Mrs. Pamela Croft

LCPS School Profile

Virginia School Quality Profile

School Improvement Plan

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:

• Advisory and How we’re using advisory
• Sources of Strength for social emotional

        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:

• Structures in Study Hall for additional support: Content specific labs and library as an area for additional support.  SLED for when we are back to face-to-face
• While we are not able to hold SLED in its traditional form, the spirit of SLED is still being met in our structures so that students get the extra help.

Comments from IC:

• Advisory - we have the same students over 4 years and meeting with our students every day - this is a strength to build relationships and providing support for students.  Safe environment and the “normal” consistently each school day.
• PEER
• Include statistics of students feeling safe - identifying the data came from school climate surveys
• Supporting community with family/community events - monthly food distribution, EL family connections, addressing the hierarchy of needs.  Food, emotional,
• Less is more - focus on meeting the needs of students, emotional, food, learning.  
• Backpack coalition
• AVID is a successful program supporting students - AND can continue to grow this program to reach more students

2019-2020        

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.

Comments from IC:

• Strategies and support to re engage students
• AVID is a successful program supporting students - AND can continue to grow this program to reach more students
• Positive reinforcement, smaller more frequent conversations with individual or small groups of students to receive that positive feedback.  Being more specific in our feedback to reinforce the specific action.  
• Finding multiple ways to recognize students for good behavior and positive engagement.  Positive behavior reinforcement.  

• Gift cards, notes home - with their names on it, e-giftcards.

2019-2020

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:

• Once a month through Advisory to acknowledge someone for the tenets of RISE
• Virtual Husky Tickets (Spin the wheel on Fridays)
• Google form for entries to be entered for a giveaway
• Schoology has badges
• Virtual husky tickets can be sent to Pellicano for a random drawing
• It can be put in resources for teachers to access it
• Continue to improve online and hybrid teaching and learning