Goshen Post Elementary School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

24945 Lobo Drive, Aldie, VA  20105

571-367-4030

https://www.lcps.org/Goshen 

Mrs. Ann Hines

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.

Goshen Post Elementary School is a wall-to-wall Project Based Learningschool located in Aldie, Virginia. Goshen Post’s current enrollment is 1,292 students. Demographics at Goshen Post include: American Indian- 21 students; Asian- 480 students; Black/African American- 89 students; Hispanic- 88 students; MultiRacial- 72 students; Pacific Islander- 5 students; and White- 537 students. Economically Disadvantaged: 78 students; Special Education: 112 students; English Learners: 262 students.

According to Goshen Post Elementary’s perceptual data, which includes: parent, student, and staff surveys Goshen Post continues to be a strong academic school providing authentic learning experiences through a Project Based Learning framework. Goshen Post Parent survey provided explicit feedback in the areas of academia, communications, relationships, and safety. Parents stated they were pleased with the emphasis on critical thinking and the quality of education provided by Goshen post staff. In addition to a strong parent survey, teachers also responded they were trusted with instructional practices and had autonomy over lessons and their own academic environment. Areas of strength in the school climate survey were student engagement, building relationships, instructional practices, and school expectations.

GPE Staff has been trained in the Units of Study through monthly professional development within the collaborative Deeper Learning Team meetings. Reading specialists not only provide PD, but also coaching and modeling to ensure student growth in the areas of reading and literacy.

Goshen Post along with continuing their PBL journey in providing authentic learning experiences for their students will adopt a social and emotional curriculum, which will meet the behavioral needs of their student body. PBIS is fully embraced through a ‘House System’ which cultivates a positive school environment, which promotes positive relationships between students and staff.

In addition to PBL practices, Goshen Post provides research-based interventions along with weekly progress monitoring to ensure that all students are making academic growth. This Response to Intervention framework has proven to be successful according to MAP and SOL assessment data.

Extended Learning Opportunities

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

Goshen Post is moving into year two of being a wall-to-wall Project Based Learning school. Staff continues to participate in monthly professional development in PBL instructional strategies and implementation. Goshen Post administration, county instructional facilitators, and teacher leaders provide on-time PD ensuring the fidelity of these authentic practices. Along with professional development, Goshen Post staff participates in PBL learning walks, which focus on Project Based Learning Best Teaching Practices. Staff is provided common weekly PBL planning opportunities along with quartly full-day planning sessions.

Through the PBL process, students not only excel in academia but also 21st century competencies. Collaboration, Creative Thinking, and Problem Solving are essential elements for the Goshen Post Student. Through authentic learning experiences, students are provided with purposeful learning opportunities.

The Goshen Post community has embraced the PBL pedagogy and supports student learning through real-life experiences. Administration provides the Goshen Post community with informational sessions about PBL practices and grade-level experiences. These informational sessions are provided through PTA meetings and parent coffees. PBL provides a platform to create positive relationships between parents and students.

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.

With only one year of perceptual data, Goshen Post’s strengths are the following:

Parent Survey:

  • Academic- 92%
  • Communication- 92%
  • Relationships- 97%
  • Safety- 97%
  • Parents stated that they were pleased with the emphasis on critical thinking and the quality of education provided by the Goshen Post staff.

Working Conditions Survey:

  • Professionalism,
  • Teacher Autonomy,
  • Instructional and Student Support,
  • Academic Environment

School Climate Survey:

  • Student Academic Engagement,
  • Relationships,
  • Instructional Practices,  
  • Adult Respect,
  • Expectations

Staff Report:

  • Work Space environment,
  • Teaching Instruction and student support,
  • Staff collegiality

MAP

  • The following students met 50% conditional growth in the areas of Reading: African American, Hispanic, EL, White, Asian, MultiRacial, Special Education
  • The following students met 50% conditional growth in the areas of Math: EL, White, Asian, MultiRacial, Special Education

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.

Working Conditions Survey:

  • Shared decision making between administration and teachers,
  • student assessment practices.

School Climate Survey:

  • Social and Emotional support

Staff Report:

  • Effective student discipline increasing the efforts of the PBIS framework.

MAP:

Hispanic and Black students did not meet 50% conditional growth in Mathematics.

SOL:

- Special Education students scored a 65% in English which classified Goshen Post as Level Two with this specific group.  

- Special Education students scored a 60% in Mathematics which classified Goshen Post as Level Three with this specific group.