Potomac Falls High School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

46400 Algonkian Parkway, Potomac Falls, VA 20165



Brandon Wolfe, Ed.D.

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.

  • As a school we are focused on delivering high quality instruction, maintaining a working knowledge of how to respond when intervention is needed (behavioral and academic), and working towards becoming a high performing professional learning community.
  • We offer 21 AP courses and are working to integrate the AP capstone offering. % of students participating in AP courses - a focus on increasing the number of students participating in AP courses 
  • $$$ in scholarship money received last year
  • Student performance in co-curricular (music, theatre, DECA, debate)
  • Learning Lab - Math Lab - NHS/PEER tutoring
  • Sources of Strength (% of students who are peer leaders)
  • LINK Crew - freshman transition program
  • # of DE courses….

Extended Learning Opportunities

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

  • Three day professional workshop for math teachers
  • Adaptive schools training for department chairs and cohort leads
  • Parent Liaison evening for EL families
  • Post-Secondary planning and financial aid awareness evening events for students and families
  • Volunteer and Job Fair
  • Coordinate meetings in support of student transition for continued education; vocational training,  and workplace skills and employment
  • Learning lab for student remediation
  • Math lab each scheduled block for content support
  • Homework club after school three days per week supported by honor society students to provide needed support for students
  • School based professional development based on identified school needs (substance abuse awareness; restorative practices; mental health; SIOP; team teaching; strategies for working with challenging classroom)
  • PEER students work with local elementary school
  • Panther Panel students present to the rising 9th middle school students about disabilities and supports available at high school.
  • Curriculum and Rising 9th Parent Night
  • College Application Boot Camp featuring a writing application essay seminar facilitated by two English teachers

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.

  1. Staff survey reflects an increase of 25% from 2016-2017 to 2017-2018 in seven components of Collaborative Working Relationships, such as collaboration among faculty and professional trust reflecting the largest increase of 46% and 33% respectively.
  2. Parent survey reflects stronger performance in relationships and safety category as evidenced by performance at/exceeding/or slightly below LCPS HS averages.
  3. While many staff survey results are slightly below the county HS average, nearly every category showed an increase from 2016/17.
  4. Collaborative working relationships category only 1% below county HS average. Representing a significant increase from PFH previous staff survey. This is a result of a direct focus on our professional learning community work and empowerment of teachers through decision making and creative freedom.
  5. Teacher responsibility for learning exceeds the county HS average in some categories and is only 3% below overall also a direct result of empowerment of teachers.

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.

  1. English (Students with Disabilities-see Accreditation Report) Report indicates that in the Reading SOL for 2015 18% passed Advanced, 56% Proficient, 2016 11% Passed Advanced, 58% Proficient, and in 2017 10% passed Advanced, 63% Proficient.
  2. Math (ALL-See Accreditation Report) Report indicates  for 2015 78% Proficiency, 2016 74% Proficiency, and 2017 70% Proficiency.
  3. English Reading (ELs-See Federal Accountability Report) Report indicates for 2015 3% Advanced Proficient, 78% Proficient, 2016 67% Proficient, and 2017 5% Advanced Proficient, and 64% Proficient.
  4. Chronic Absenteeism (ALL-See Federal Accountability Report): For the 2017-2018 school year the number of students absent between 0-9% was 80.6%, 10-14% was 8.9%, 15-19% was 4.3%, 20% or more 6.2%.          
  5. FGI 4 Year Rate (Hispanic, Economically Disadvantaged, English Learners-See Federal Accountability Report)
  6. Student Relations: The results of the overall student relations indicates to be at a 58%.  The percentage per grade level are as follows:  9th grade 48%, 10th grade 60%, 11th grade 59%, and 12th grade 67%.
  7. PBL (Lessons connected to real world-See Annual Student Surveys): The results of the overall lessons connected to real world indicates to be at a 71%.  The percentage per grade level are as follows: 9th grade 30%, 10th grade 54%, 11th grade 50%, and 12th grade 47%.