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DCS Executive Summary
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 Douglass School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

407 E.Market Street

Leesburg, VA 20176


Marianne Turner

LCPS School Profile

Virginia School Quality Profile

School Improvement Plan

Stakeholder Input

  • Teachers
  • Building Administrators
  • Central Office Administrators
  • Parents / Guardians
  • Community Members
  • Business Partners

Instructional Overview

Douglass Alternative Education Center


High School 3.5 x 4 Program

This is the largest program at Douglass. It offers a personalized environment with a maximum of 15 students per class.  Students take three 85-minute classes and one 45-minute class and can earn seven credits in a school year. A variety of credit and non-credit classes are in the 45-minute block.  Support classes include:  SOL prep, EL support, writing center and subject-specific study halls.

The Academy Program – Credit Recovery (part of the 3.5 x 4 program)

Four teachers provide credit recovery opportunities for students in the CORE subject areas during the 45-minute class.  The program follows the LCPS summer school model.   Students who have failed a class and need to retake it are eligible to be in this program.  The goal is for students to be able to expedite their credit earnings. Focus groups for the Academy Program are older EL students and  students who did not graduate in June and only need a couple of courses to finish.

Referrals come from home school counselors and placement is voluntary.


Individual Student Alternative Education Plan (ISAEP) Program

Prepares students, ages 16 to 18, for the Graduate Equivalency Diploma (GED) exam. Emphasis is placed on the basic academic skills preparation needed to pass the GED exam, career assessment and exploration, and development of work readiness skills.  Students come and go throughout the year in this program.  Over the course of the year, the program usually serves about 50 students, with a maximum of 15 students at a time.  In 2018, the division approved the expansion of the  program to include instruction for students preparing to take the Spanish version of the GED.  

Pearson VUE Testing Center is now located at Douglass,allowing for easy access for students to take the GED after completion of the ISAEP program.

Middle School Alternative Education Program

The Douglass middle school classes are located in the portable unit behind the building.  Students struggling within the traditional school setting often find success in this individualized setting.  This is both a voluntary and an involuntary program.  Class sizes range from four to ten students.

Independent Learning Center (ILC)

Two online learning labs staffed with teachers and assistants make up a supportive, closely monitored, educational environment.  Online courses provide an alternative way for students to complete coursework for some or all of their classes.  This is self-paced with encouragement from the teachers, and students can earn extra credits, if motivated.

Substance Use Education (SUE) Program and Class

Students from the high and middle schools who violate the LCPS drug policy are assigned to ten days at Douglass; seven days in the classroom for academic work and three days in the SUE class receiving substance use education and assessment from division social workers.


Extended Learning Opportunities

Douglass’ programs already provide extended learning opportunities.  In addition to what was previously stated, Douglass has SOL instruction embedded into the courses. The following are a few of the tools used in the classrooms:

  • English, is great practice for when students finish work in class. This year Douglass has a writing lab that is open every day, block two.  
  • Science teachers run a study hall that meets every day for students who need assistance studying for science SOLs.  
  • Algebra interventions meets daily for support and social science teachers provide students access to SOL prep materials on their websites.
  • Douglass’ scheduled support time for students is 45 minutes daily for remediation in preparation for SOL assessments.
  • Support Staff:  
  • One (1) Reading Specialist
  • Two (2) EL Specialists
  • Two (2) Special Education Case Managers
  • Two (2) Social Workers ( approximately 85% of the time)
  • One and a half (1.5) School Counselors
  • Building student connections through school and community supports:  Students work with transition partners to prepare for life after their academic completion. (learning how to build relationships with adults and peers to make informed decisions)
  • School-to-Work Initiative involves:
  • Douglass School Administration and Staff and LCPS Administration
  • Business and Marketing Teacher
  • ISAEP Teacher Career Center
  • Career and Technical Education Supervisor
  • Loudoun County Workforce Center
  • Northern Virginia Community College-Loudoun Campus
  • Retired Business and School volunteers
  • Community Outreach--Mobile Hope
  • Lead retiree-Regional Leader for Target Retail Group
  • Leadership of Mobile Hope
  • Volunteer retired teachers/counselors, and community business members

Areas of Strength

Student Survey

  • Students express a desire to learn and to graduate
  • Students know an adult on campus with who he/she can confide

Staff Survey

  • Staff makes use of all available data in their determination of student achievement
  • Student confident that staff will listen to and will respond to his/her problem(s)

Parent Survey

  • Strong belief that teachers at Douglass cares about their child’s success
  • Support the fact that Douglass seeks alternative educational choices in their children’s process

School Environment Summary

  • Strong student/staff relationships
  • Diverse and comprehensive learning environment
  • Welcoming, inclusive and accepting campus environment


  • Low student/teacher ratio
  • Non-traditional instruction; differentiated
  • Class/schedule flexibility
  • Trained teachers are teaching the PBL experience
  • Increased use of RP in 2016-2017, along with a PBIS framework in the school
  • Students come regularly to school at Douglass after having persistent attendance issues the previous year at their home schools.
  • Students at Douglass performed better on alternative tests than on the standard SOLs.
  • Black, white and Hispanic groups had similar/balanced graduation and non-graduation rates.  The larger ethnic demographics were near equal.

Areas for Growth

Student Survey

  • Good behavior should be given the same amount of attention as bad
  • Set firm consequences for infractions, post them, and follow them

Staff Survey

  • Provide an atmosphere of respect and reciprocity among all departments
  • Play a larger role in the decision-making process if the decision affects them/their department

Parent Survey

  • Provide more detailed information about educational and graduation requirements
  • Strive to teach respect and tolerance for people with different cultural, financial, ethnic, religious, and racial backgrounds

School Environment Summary

  • Create consistent framework promoting restorative practices (RP)
  • Improve communication between teachers and parents
  • Provide more community resources for students


  • Greater access to and use of computer-assisted instruction
  • Hands-on assignments
  • Participating staff has not met Gold Standard PBL
  • HIspanic/EL students suspended at a higher rate than other groups
  • Increase support and tutoring for EL students at Douglass with SOLs
  • To improve the graduation rate of students with two or more ethnicities