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 involves the implementation of Personalized Learning (PL) as the primary method for the delivery of instruction.  The school’s PL team developed and delivered 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.  Our Husky Support Team (HST) meets twice a month to discuss the needs of students who have attendance issues as well as any other students who demonstrate a need for extra support. The HST includes administrators, counselors, the school psychologist, social worker, attendance secretary, nurse, 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.

        To further enhance the implementation of Personalized Learning, our school is piloting one-to-one devices for our students this school year.  Teachers and students will be using and enhancing their digital platforms through the use of google classroom and other mediums to allow students to access instruction not only in the classroom, but remotely from any location.   This extension of the classroom will encourage deeper learning for students. For example, all students enrolled in Algebra I through Pre-Calculus have access to ALEKS (Assessment and LEarning in Knowledge Spaces) to build an individual learning path for each student. This program is available in both Spanish and English, providing further accessibility and support  to our ELL and Special Education populations.

During the school day, students have the opportunity to extend their learning through Tusky Time daily and Study Hall every other day. Tusky Time is a 30 minute block in which students meet with their teachers to discuss academic progress and concerns. During Study Hall, students engage in 20 minutes of Sustained Silent Reading and then have time to complete assignments, receive additional help, and work on enrichment activities.        

Another important support that we provide students is our SLED (Student Lead Education) program.  SLED is an after school program which meets each Tuesday and Thursday.  Students are targeted to attend SLED based on their academic needs and are required to attend at least one session per week.  Administrators and counselors are engaged in ensuring these students attend the SLED activity and follow up with students as the year progresses to ensure their success.

        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.

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 is 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 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).