Creighton’s Corner Elementary School
Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
Virginia School Quality Profile
School Improvement Team: (Your school improvement team should consist of a variety of stakeholders within your school community including parents)
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Instructional Overview |
Provide descriptive information related to the curriculum, instructional programs, professional learning and existing interventions utilizing a Response to Intervention approach to support the academic needs of students. Provide explicit connections to your school’s instructional overview and how it supports and aligns with GOAL 1: Empowered Students of the LCPS Strategic Plan and Goal 2.1 Offer high-quality Ongoing Growth and Development available to all staff; 2.2 Develop dedicated resources to improve Professional Collaboration across schools and the division |
Elementary Reading & Writing: At Creighton’s Corner Elementary, we believe that literacy is the foundation for lifelong learning, and that every child deserves the opportunity to become a confident, capable reader and writer. Our approach to literacy instruction is rooted in the Science of Reading, a body of research that informs how children best learn to read. Instruction is intentionally designed around the five essential pillars of literacy: Phonemic Awareness, Phonics and Word Study, Fluency, Vocabulary, and Comprehension—with writing seamlessly integrated throughout to reinforce and extend learning. We utilize HMH Into Reading as our core instructional resource, which allows our teachers to deliver lessons that are explicit, systematic, and aligned with both the Virginia Standards of Learning and the expectations outlined in the Virginia Literacy Act. This ensures that our students receive high-quality instruction that is both research-based and standards-driven. At CCE, we understand that students thrive when instruction is consistent, responsive, and tailored to their individual needs. To support this, our teachers use a variety of formative and summative assessments, including VALLS and MAP Growth, to monitor student progress and inform instructional decisions. When students require additional support, we provide differentiated instruction and evidence-based interventions, often delivered in small group settings. These supports are guided by the LCPS Literacy Decision Trees, ensuring that every intervention is targeted, strategic, and effective. Student progress is closely tracked to ensure that interventions are making a meaningful impact and are adjusted as needed. Our commitment to literacy extends beyond the classroom. Teachers at Creighton’s Corner engage in ongoing professional learning focused on best practices in literacy instruction. They also collaborate regularly in Literacy CLTs/PLCs with their grade-level teams to analyze student data, share instructional strategies, and co-plan lessons. This collaborative culture ensures that instruction is cohesive across classrooms and that every student is known, supported and challenged on their literacy journey. At Creighton’s Corner, literacy is more than a subject, it is a shared mission. We are proud to partner with families and the community to nurture a love of reading and writing in every child, empowering them to become thoughtful, articulate and successful learners. Math: Creighton’s Corner Colts believe that mathematics is more than just solving equations. It is a powerful tool for thinking critically, reasoning logically, and solving problems in the real world. Our math instruction is designed to help students see math as a dynamic and meaningful part of their everyday lives. We use a Math Workshop model that balances whole group instruction, small group learning, and independent practice. This structure allows teachers to deliver focused lessons, provide targeted support, and foster student agency. Daily number sense routines and reflection activities build fluency and flexibility with numbers, while hands-on, inquiry-based experiences encourage students to explore mathematical concepts using models, manipulatives, and real-world applications. Instruction is grounded in both conceptual understanding and procedural fluency, ensuring that students not only know how to solve problems but also understand why the solutions work. Students are encouraged to communicate their reasoning, make connections across concepts, and collaborate with peers, bringing to life the Process Goals for Mathematics and the LCPS 5Cs—critical thinking, communication, collaboration, creativity, and citizenship. To support and extend learning, we leverage powerful digital tools:
When students need additional support, our teachers provide differentiated instruction and targeted, evidence-based interventions, often in small groups. These supports are informed by ongoing assessment and data analysis, ensuring that every learner continues to grow and thrive. Above all, our goal is to help students develop a love for mathematics, confidence in their abilities, and the skills to apply their learning in everyday life. At Creighton’s Corner, we are building mathematicians who are curious, capable and ready to tackle the challenges of tomorrow. Science: At Creighton’s Corner Elementary, science is a journey of curiosity, discovery, and exploration. We believe that students learn science best by doing science—posing questions, testing ideas, and thinking like scientists. Our instructional approach is hands-on, inquiry-driven, and designed to spark wonder about the world around us. Students engage in authentic investigations, real-world problem solving, and collaborative learning experiences that mirror the work of scientists and engineers. Through experiments, performance tasks, projects, and presentations, students demonstrate their understanding in diverse and meaningful ways. Instruction is fully aligned with the Virginia Standards of Learning and guided by the 5Cs—critical thinking, communication, collaboration, creativity, and citizenship—ensuring that students develop both scientific knowledge and essential life skills. Teachers use a combination of formative and summative assessments to monitor student progress and adjust instruction to meet the needs of every learner. This responsive approach ensures that all students are supported in developing a deep understanding of scientific concepts and practices. We also believe that science learning should extend beyond the classroom walls. At CCE, students have opportunities to :
These enrichment opportunities help students see the relevance of science in their everyday lives and inspire them to envision themselves as future innovators, problem-solvers, and lifelong learners in the STEM fields. At Creighton’s Corner, our goal is not only to build strong scientific knowledge, but also to nurture a mindset of inquiry and a passion for exploration. We are committed to helping every student develop the confidence and curiosity to ask big questions and develop the skills to seek out the answers. Social Sciences & Global Studies: In Social Science and Global Studies, we help our students at CCE understand the past, connect it to the present, and imagine a more just and equitable future. Instruction is inquiry-based and culturally responsive, encouraging students to explore multiple perspectives and engage deeply with history and society. Through workshop models, learning stations, project-based learning, and student-led discussions, our students develop essential historical thinking skills. They work with a wide range of primary and secondary sources, strengthening their ability to analyze, question, and connect ideas. Reflection is built into every unit—whether through discussions, quick writes, or revisiting driving questions. Our programming also provides opportunities for authentic, real-world learning. Students demonstrate their understanding through performance tasks, projects, and written responses that make their thinking visible. Cross-curricular connections to reading and writing further deepen their understanding. With the addition of local and statewide field trips, history truly comes alive for our students. |
Comprehensive Needs Assessment Academic Achievement A summary providing evidence of analysis of trends, patterns, proficiency, and growth in student academic achievement data. Provide a clear connection between outcomes and contributing factors. |
Creighton’s Corner Elementary demonstrated notable academic growth across multiple content areas over the 2023-2024 school year.. In Mathematics, overall performance improved by +2.3 points, with Economically Disadvantaged students showing a significant gain of +8.3, reflecting the effectiveness of differentiated instruction and targeted support. Asian students (+4.7) and Students without Disabilities (+3.7) also exhibited strong growth. In English: Reading, Students with Disabilities (+6.0) and Hispanic students (+3.8) made meaningful progress, highlighting the impact of targeted interventions, while Asian students sustained high achievement with continued growth (+1.0). In History and Social Sciences, Economically Disadvantaged students (+13.0) and Female students (+6.0) showed substantial improvement, indicating that equity-focused and engagement strategies are yielding positive results; Asian students also maintained growth (+2.0). In Grade 5 Science, Hispanic students demonstrated exceptional progress (+17.0), suggesting that hands-on and inquiry-based learning approaches are highly effective, while Asian students continued to perform at a high level, with 90% proficiency. While Creighton’s Corner Elementary has demonstrated strong academic performance in several areas, specific subgroups show notable areas for growth. English Learners experienced significant declines in both Reading (-21.0) and Science (-20.0), underscoring the urgent need for enhanced language support and integrated literacy strategies across content areas. Students with Disabilities, despite gains in Reading, showed declines in Math (-5.3) and History (-9.0), along with persistently low achievement in Science (~43%), indicating a need for more specialized and targeted instructional interventions. Economically Disadvantaged students, while showing strengths in Math and History, declined in Reading (-7.7), revealing gaps that must be addressed to ensure equitable outcomes. White students experienced declines in Reading (-3.7) and Science (-24.0), suggesting a need to revisit instructional practices and engagement strategies for this subgroup. Additionally, the Multiple Races subgroup saw sharp drops in Math (-20.0) and History (-30.0), though these results may be influenced by a small cohort size and should be interpreted with caution. Contributing factors include:
The quality of core instruction and the effectiveness of intervention strategies are closely linked to student achievement and growth metrics. Data suggests that targeted professional development and intentional planning are critical to addressing these performance gaps. Student engagement levels and the overall school climate are essential components of academic success. Building positive relationships between staff and students, along with creating inclusive and supportive environments, is vital for improving educational outcomes. Focus professional development efforts on enhancing teachers’ ability to implement differentiated instruction, particularly for underrepresented student groups facing challenges. Develop and execute more effective intervention plans for mathematics, along with ongoing monitoring and support for literacy initiatives. Address chronic absenteeism and behavioral concerns through targeted strategies, while fostering a positive and supportive school environment. |
Comprehensive Needs Assessment Student Engagement A summary of trends, patterns, strengths and areas for growth in student engagement data, including attendance, discipline, perceptual data, and graduation data (HS only). |
For the 2024-2025 school year, here’s a summary of the strengths and areas of growth for Creighton’s Corner Elementary based on survey data from staff, families, and students: Strengths: High Academic Expectations: The school maintains strong academic standards, with a significant proportion of families acknowledging the institution's dedication to student achievement. Family Engagement: Opportunities for family interactions and community building have shown consistent improvement, enhancing overall community cohesion. Safety and Security: Perceptions of safety within the school environment remain highly positive, contributing to a secure atmosphere for students, families, and staff. Areas of Growth: Encouraging Academic Risks: The proportion of families and students who perceive that the school actively promotes academic risk-taking remains low, highlighting the importance of providing additional support to help students confidently explore new challenges. Trusted Relationships with Staff: There has been a decline in families reporting trust in a specific staff member to whom they can turn for support, underscoring the need to strengthen communication and build stronger relationships within the school community. Support for Students with Disabilities (SWD): Families of students with disabilities have expressed concerns regarding the difficulty of the curriculum and the level of encouragement for academic risk-taking. This suggests a need for more individualized academic and emotional support tailored to these students’ needs. School Feedback and Improvement: A notable number of families feel that the school could improve in actively seeking their feedback and involving them in ongoing improvement initiatives. Enhancing avenues for communication and collaboration is therefore recommended. |
Extended Learning and Engagement Opportunities Provide information to describe extended learning and engagement opportunities for students, families, and community including what events you have planned or are considering hosting. Provide explicit connections to your school’s extended learning and engagement opportunities and how they support and align with GOAL 4: Engaged Community of the LCPS Strategic Plan, especially GOAL 4.1 Deepen Family Engagement by offering inclusive opportunities for conversation across the division. |
Extended Learning: The Parent-Teacher Association (PTA) at CCE offers a variety of enriching opportunities aimed at enhancing student learning and engagement: Math Olympiad: This program is designed to foster enthusiasm and a passion for mathematics among students. Its primary objective is to introduce essential mathematical concepts and develop effective strategies for solving mathematical problems. The PTA also brings in various assemblies such as mobile reptile learning opportunities and author visits to support extending student learning. Through a differentiated staffing position, we have two part time Deeper Learning specialists that support teachers with providing opportunities targeting students at the high end of the achievement scale to encourage growth. These activities and lessons are also able to be adapted to allow exposure by every student in every classroom. Family and Community Engagement Opportunities: At CCE, we support Family and Community Engagement through various events such as Spooky Bingo, Cosmic Bowling, Staff vs. Staff Volleyball game, Annual CCE Turkey Trot, monthly Colt Coffee events for families held in-person and virtually and family representation on various committees focused on improving School Climate, Deeper Learning, Equity and PBIS/SEL. |
Climate and Culture Provide a description of strategies that address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities such as counseling, social emotional learning and mental health programs, and PBIS implementation. Make explicit connections to the LCPS Strategic Plan goals of 1.3 Prioritize Care for Students by ensuring a safe and affirming learning environment for all; |
School specific narrative (could include info from climate surveys, attendance data, and unique school culture factors, including climate and culture within individual classrooms) At Creighton’s Corner Elementary, the overall school climate continues to reflect a positive, collaborative, and inclusive community. Recent climate survey results indicate that families feel their children are safe and supported at school, and students report strong relationships with both peers and teachers. These findings affirm the school’s commitment to fostering a nurturing and respectful learning environment. The leadership team remains proactive in addressing areas for growth. While most students feel socially connected, a portion expressed a need for additional support in building friendships and managing conflict. In response, the school expanded its social-emotional learning (SEL) curriculum and introduced regular “friendship workshops” led by counselors to help students navigate social dynamics more effectively. Staff feedback also highlighted increased satisfaction with administrative support, reflecting the school’s emphasis on professional development and collaborative planning. At the same time, teachers identified a need for more resources to manage classroom behaviors, particularly in the younger grades. To address this, targeted professional development sessions focused on behavior management strategies have been scheduled for the upcoming year. Attendance data shows overall strength, though chronic absenteeism remains a concern among specific student groups, particularly those facing economic or health-related challenges. To support these students, the school has launched an outreach initiative that includes weekly family check-ins and is exploring partnerships with local health providers to address long-term medical needs. These efforts aim to reduce absenteeism and ensure consistent access to learning. Overall, Creighton’s Corner continues to demonstrate a strong foundation for academic and social success, driven by a responsive leadership team and an engaged school community. Positive Behavioral Interventions and Supports (PBIS): Creighton’s Corner Elementary (CCE) implements Positive Behavioral Interventions and Supports (PBIS) as a systemic framework to foster a safe, supportive, and inclusive learning environment. Through a consistent schoolwide vision, shared language, and aligned practices, PBIS promotes social, behavioral, and academic success for all students. Effective implementation of PBIS at CCE has contributed to a positive school climate, improved classroom management, increased clarity around behavioral expectations, and strengthened relationships among students and staff. Outcomes include increased positive behaviors, enhanced academic achievement, more equitable learning experiences, and a reduction in office referrals and suspensions. To ensure fidelity and responsiveness, the PBIS team meets regularly to analyze behavioral data, deliver targeted behavioral lessons based on identified needs, and share resources with staff. This data-driven approach allows for continuous improvement and alignment with student needs. At CCE, PBIS is anchored in the “3 Rs”:
These expectations are explicitly taught to all students and reinforced through positive recognition. A schoolwide assembly at the beginning of each year sets the tone and introduces the 3 Rs, ensuring a unified understanding across the school community. CCE places a strong emphasis on behavior in hallways and the cafeteria, using Colt Coins and Cafeteria Coins to reward students who consistently demonstrate the 3 Rs. These incentives contribute to a culture of respect and responsibility and can be redeemed for rewards such as extra recess and special assemblies, further reinforcing positive behavior. Social Emotional Learning (SEL): Creighton’s Corner Elementary implements a comprehensive Social-Emotional Learning (SEL) framework that provides students with explicit instruction, integrated practice, and consistent reinforcement of SEL skills across academic and social contexts. This framework fosters a supportive, student-centered environment that emphasizes relationships, belonging, and safety, and is strengthened by the active involvement of staff, students, families, and community partners. SEL instruction is delivered through the Second Step curriculum during daily morning meetings, ensuring consistent and developmentally appropriate learning experiences. |