Hamilton Elementary School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

54 South Kerr Street

Hamilton, VA 20158

304-268-3639

https://www.lcps.org/hamilton

Principal: Kelly Meisenzahl

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.

Hamilton Elementary school is committed to creating a learning environment where people treat each other with respect and students and staff feel safe taking instructional risks.  We are committed to continuous improvement in our instructional program, ensuring that we meet the academic needs for all students.  School staff strive to promote problem solving, responsible citizenship,instruction that is rigorous, a desire for lifelong learning and student and staff empowerment.  We are focused on implementing core instruction and interventions with fidelity.  Our perceptual data indicates that Hamilton is safe, students and adults care about each other and learning is a top priority.  Hamilton staff are committed to PBIS using positive reinforcement and a common language throughout the school.   Our Panther Time (RTI - Response to Intervention) program provides targeted instruction focused on research based strategies, for identified students.  Resource staff was trained in specialized reading programs and identified students received and will continue to receive specialized reading instruction. Many teachers were trained in math workshop.   The 2019-2020 school year will bring a focus to math instruction, with some teachers trained in specialized math instruction that will benefit our students in need of tier 3 intervention.

Teachers in grades 3-5 were trained in Personalized learning in the 2018-2019 school year with the plan to roll out personalized learning in the area of math in the 2019-2020 school year.  The entire staff will engage in professional development focused on the Core 4 of personalized learning (data driven decisions, targeted instruction, flexible content, student reflection and ownership).  

Extended Learning Opportunities

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

Hamilton Elementary has a strong PTA focused on family engagement.  Some activities include family breakfast, STEAM Night, Reading Night, Back to School BBQs and BINGO.  Our PTA also offers after school programs.  In November the school partners with the PTA to deliver a music and art night Reflections with the 2019 theme being A Look Within.   In addition, the Watch D.O.G.S. program facilitates parent involvement in our school.  

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.

Teaching and Learning

  1.  Structures in place to deliver tiered instruction
  2.  Structure in place to look at data and use decision making tree to determine student needs   based on tiers
  3.   Strong CLTs focused on identifying students in need of intervention
  4.   72% of students with disabilities are included 80% or more of the time with general education peers
  5.   Maintained math score of 87%

 School Environment

  1. Perceptual Data indicates positive climate and overall satisfaction with school environment
  2. Discipline data indicates minimal incidents of office referrals with no disproportionality
  3. Teachers and students have access to technology at home and at school
  4. ~ Students and parents feel they learn important information at school and that there are high expectations
  5. ~ Students are proud of the school and feel that teachers want them to succeed (100%)
  6. ~ Teachers listen to what students have to say (100%)
  7. ~ Students feel that teachers will help them if they have a problem (100%)
  8. ~ Students feel that the adults respect the students
  9. ~ 95% of students report that bullying isn't a problem
  10. ~ Students and parents feel the school is safe
  11. ~ Teachers feel they are treated professionally (100%)
  12. ~ Teachers feel behavior is maintained (100%)
  13. ~ Parents feel that there are strong relationships at the school
  14. ~ Parents don’t see bullying as a concern at school
  15. ~ Parents feel they are taken seriously when they have a concern
  16. ~ parents feel that support is provided when students need help
  17. ~ 100% of teachers feel there are supports to help a student who consistently misbehaves to develop positive behavior

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.

Teaching and Learning

  1. Bridge Year for Math SOLs - increase focus on Math RTI Math SOL = 87% all students with SWD 61%
  2. Increase Reading SOL for students with disabilities (61%)
  3. Increase Science SOL (69%)
  4. Growth based on MAP scores for students above and below 40% on math and reading

School Environment

  1. Increase student ownership over behavior and learning (30% of teachers somewhat agree)
  2. Collaboration/planning among staff