Belmont Station Elementary School
Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
Virginia School Quality Profile
Instructional Overview |
Belmont Station Elementary School serves over 600 students and their families in grades pre-kindergarten to fifth grade. The school has two school-based ECSE (Early Childhood Special Education) programs, a K-2 Special Education program, a 3-5 Special Education program, a FUSION Gifted Education program, and serves students in the community with one resource ECSE teacher. At Belmont Station, 16% of students receive Special Education services, 11% of students receive English Language (EL) services, and 14% of students come from economically disadvantaged households.
Teachers at Belmont Station Elementary utilize the LCPS curriculum framework, along with the pacing guides and VDOE standards to design instruction. Teachers use MAP, VALLSS/PALS, FastBridge, Dreambox, VDOE Quick Checks, and other classroom assessments to design differentiated instruction that meets the needs of all learners. Deeper Learning Teams (DLTs) meet weekly centered around focused agendas on Language Arts, Math, Science, Social Studies, and Kid Talks. These teams tier students, either Tier 0, 1, 2, or 3, based on their data to determine their intervention needs. Interventions match the student’s need, and progress is monitored biweekly (Tier 2) or weekly (Tier 3). The main schedule provides 50 minutes of common planning to classroom teachers daily, allowing time and space for collaboration. All grade levels have a Station Personalization time within their schedule for thirty minutes a day. This allows teachers the opportunity to differentiate and intervene based on need. As a Wave 1 school, Belmont Station Elementary teachers use Personalized Learning (PL) to differentiate content for students. Teachers begin their day with Morning Meeting utilizing the Second Step Social/Emotional curriculum. We have a Math Resource Teacher who supports Tier 2 and Tier 3 interventions in math.
Extended Learning Opportunities |
Belmont Station Elementary School continues to find ways for increasing opportunities to extend learning for students, staff, families, and the community. Students have the opportunity to participate in explicit goal setting and personalized learning. Additionally, in grades Kindergarten, First, and Fifth Grade, teachers are engaged in integrating Computer Science (CS) standards into content instruction with support of the Instructional Facilitator of Technology (IFT) and the Instructional Facilitator of Computer Science (IFCS). Gifted Education is integrated in Fourth and Fifth Grade, through the FUSION and DCI program. Staff’s learning is extended through differentiated professional learning, including Jacob’s Ladder, LETRS, and Personalized Learning. The PTA works closely with school administration to plan monthly community events with a focus on providing opportunities to connect.
Areas of Strength |
Math: According to the 2023 Growth Reports on MAP Math, students below the 40th percentile made strong conditional growth. Of our 69 Tier 2 students 34 moved to Tier 1. Of our 25 Tier 3 students 2 moved to Tier 1 and 9 moved to Tier 2. An area of strength was 2nd and 5th grade scores compared to the Loudoun County Public School’s average.
Reading: According to the 2023 Growth Reports on MAP Reading, students above the 40th percentile (Tier 2 and Tier 3) made significant conditional growth. According to the 2022 PALS Reports, 80% of students in grades K through 3 met the benchmark.
School Environment: According to the 2021-2022 Belmont Station Elementary Annual Family Survey, the school respects diversity and culture, supports inclusive environments, and children taught to respect people of diverse backgrounds are strengths. These areas have improved since the 2020-2021 school year and are now above the Loudoun County Public School’s average.
Areas for Growth |
Math: According to the 2022 Growth Reports on MAP Math, students that achieve under the 40th percentile (Tier 2 and Tier 3) made less gains than students above the 40th percentile. An area of need is in math computation and estimation.
Reading: According to the 2022 Growth Reports on MAP Reading, students that achieve over the 40th percentile (Tier 0 and 1) made less gains than students below the 40th percentile.
School Environment: According to the 2021-2022 Belmont Station Elementary Family Survey, the school is working on reducing discipline disproportionately for behavior concerns and incidents.
School Improvement Goals Strand 1 |
Domain 2 - Mathematics | ||||||||||||
Outcome Goal: | Students achieving below the 40th percentile on the Fall MAP Math Assessment will achieve a Fall to Spring average conditional growth percentile of 58 or higher. | Process Goal: | Instructional Staff will plan and deliver differentiated math instruction with a PL lens utilizing the Math Workshop model as observed through walkthroughs and classroom observations 85% of the time. | |||||||||
Process Goal: | Instructional Staff will plan and deliver differentiated reading instruction with a Tier 1 focus implementing rigorous instruction to ensure high growth for high achievement as observed through Achievement Status Growth Quadrant with at least 50% of high achieving students moving from low growth to high growth from fall to spring. | |||||
School Improvement Goals Strand 2 |
Domain 8 - Safe and Supportive Environments | ||||||||||||
Outcome Goal: | By Spring of 2024, we will provide a welcoming, affirming and equitable environment for all students, staff and community members as evidenced by 10% or more increase in annual survey results of equitable practices and 10% or more reduction of discipline disproportionality in minoritized populations. | Process Goal: | School staff will reduce discipline disproportionality referrals for behavior concerns/incidents for minority students (black, hispanic, EL, and students with IEPs) by at least 10%. | |||||||||
Domain 8 - Safe and Supportive Environments | ||||||||||||
Outcome Goal: | Belmont Station Elementary will reduce our chronic absenteeism rate from 21% in the 22-23 school year to less than 10% in 23-24. | Process Goal: | The United Mental Health Team will monitor absences throughout the year and provide support and interventions to families with students missing more than 5 days of school. | |||||||||