Rolling Ridge Elementary
Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
500 E Frederick Dr, Sterling, VA 20164
Abby Sacco, Principal
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.
Nestled in the Sterling Park area of Sterling, Virginia, Rolling Ridge Elementary School, serves as a hub for positive educational experiences for its 630 students and their families. The school is a K-5 campus, which also serves students in a Preschool STEP program and Special Needs programs for students with intellectual disabilities, as well as autism. At Rolling Ridge, 65% of students are economically disadvantaged, 54% ELL, 9% receive Special Education services.
All Rolling Ridge Elementary teachers utilize the LCPS curriculum framework and pacing guides to plan for instruction. The lesson plan design is based on the nine component lesson plan, as outlined by the VDOE. Rolling Ridge ascribes to a strategic process for identifying academic strengths and areas for further development for students. The school strives for a comprehensive plan with a focus on teaching and learning through Collaborative Learning Team Meetings, Data Days, and Student Placement Meetings. Multiple data points are utilized that include: SOLs, PALS, DRA, Running Records, PowerSchool, Dreambox, Achieve 3000, ALEKS, Measures of Academic Progress (MAP), Attendance and School Behavior. The use of Measures of Academic Progress (MAP) has strengthened the school-wide focus on differentiating instruction. Digital content is provided and used throughout all grades to enhance the learning experience for students and provide opportunities for content to be presented at each student’s level of readiness. Grades 3-5 utilize the digital content provided in coordination with our Personalized Learning framework. As a year three Personalized Learning school, Rolling Ridge’s teaching team is comprised of teachers who have experience fully implementing all aspects of Personalized Learning. Based on classroom visits, observations, teacher reflections, and data, the school is effectively implementing integrated digital content, targeted instruction, and data driven decisions in both reading and math.
While student reflection and ownership is included in each lesson, this area is still developing within the school’s Personalized Learning framework. Professional Learning time was spent during the previous school year to focus on playlist (differentiated learning opportunities), data-informed decisions, and opportunities for student reflection and ownership, three of the Core 4 of Personalized Learning. Rolling Ridge Elementary has a school-wide process for determining and providing both intervention and enrichment support as needed. Each grade level tiers students using a flow chart developed by the school’s Remediation and Enrichment Committee. The flow chart takes into account multiple data points for both reading and math to determine the level of proficiency for every student. On a quarterly basis, each grade level team develops a 45-day plan for instruction, to included core instruction, re-teaching, intervention, review, enrichment, and extension. The needs of the underperforming students determined through a continuous focus on the four guiding questions from the Professional Learning Community (PLC) Framework. The school will join the county’s RTI cohort this year to strengthen progress monitoring practices for our Tier 3 students.
In an effort to engage parents in the learning process, multiple events and Curriculum and SOL Nights are annually held. Resources on Middle School transition, the school counseling program, reading strategies, Title I parent, student, and school responsibilities are shared with families during these events. A strong focus will be placed this year on ensuring that parents attend a parent-teacher conference to discuss student achievement.
Rolling Ridge follows the division-wide balanced literacy program has been implemented division-wide to ensure the consistency and fidelity of the reading instruction for all K-5 students. Students are provided opportunities for intervention and enrichment through a differentiated lens and a strategic plan to maximize teaching and learning through personalized learning, co-teaching, specialized reading, and Phonological Awareness Literacy Screening (PALS) tutors in grades K-3. Pathways to Reading and Writing is an instructional framework utilized in Kindergarten through 5th grade that incorporates the best practices with regards to literacy instruction (reader's workshop, guided reading, strategy groups, conferring, word study and writer's workshop.) The framework is based on current research and is differentiated to meet the needs of diverse populations. The school will participate in Labsite visits this year with the reading department to strengthen practices surrounding the units of study and conferring with students, among other topics.
Attendance Data from 2016-2017 was used to identify on-time and regular attendance as an area of focus for our school last school year. Connect Ed messages were sent to parents, the school counselor created and maintained a bulletin board displaying each grade level’s attendance, and during our quarterly school-wide C.H.A.M.P. Assemblies, a spirit stick award was presented to the grade level with the best attendance rate for each quarter. These practices will continue through this school year.
Extended Learning Opportunities
Provide information to describe extended learning opportunities for students, staff, families and community.
Rolling Ridge Elementary School actively engages teachers in opportunities for professional learning and development focused on Personalized Learning, Project-Based Learning, and using Targeted Instruction and Digital Content to drive instructional next steps. The school’s focus areas on LCPS Building Blocks for the 2017-2018 school year have been: Student Agency, Personalized Learning, and Powerful Planning. The four PLC Guiding Questions are utilized for planning and assessment purposes at Rolling Ridge: 1. What do we expect our students to learn? 2. How will we know they learned it? 3. How will we respond when they don’t learn it? 4. How will we respond when they already know it. Teachers receive professional development through weekly Collaborative Learning Team (CLT) Meetings, monthly Professional Learning Community (PLC) and Professional Development (PD) Faculty meetings, through MyLearningPlan opportunities and the division-wide Pathways Literacy Framework. Jan Richardson's Next Step in Guided Reading, Faculty Book Study. Teachers will be offered differentiated staff development in order to meet their individual needs.
In August 2017, All K – 5 teachers were trained in the Morning Meeting aspect of the Responsive Classroom framework. The PBIS Team, which is comprised of a grade level representative for each team, provides monthly updates on Morning Meeting implementation successes. Each classroom teacher conducts a Morning Meeting every day.
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.
Reading Strengths: 88% pass rate for the 2016-2017 & 2017-2018 school years 93.5% pass rate during the 2017-2018 SOL administration. SOL Remediation Club is used as a targeted intervention to support students with identified deficiencies in reading.
Math Strengths: 92.2% pass rate in math during the 2017-2018 SOL administration. Guided math is used to differentiate daily instruction and provide students with multiple ways to grasp concepts. Digital content is used to both inform and supplement instruction within the classroom. Teachers in grades 3-5 have developed a consistent process for remediating and reviewing topics prior to SOL testing using student summative data. Teams develop common learning progressions that include objectives and “look fors” for differentiated instruction based on student readiness. Teams analyze a variety of common assessment during weekly CLT meetings to inform instructional next steps. All teachers in grades 3-5 are utilizing differentiated playlists to meet the individual needs of students. Of the math SOL strands, number sense and probability and statistics are both areas of strength across multiple grade levels.
PD Strengths: Technology retreats are offered multiple times throughout the year. Differentiated Professional Development is offered throughout the school year based on interest and areas of professional need. Teachers in grades K-5 have been explicitly trained by literacy facilitators to ensure a comprehensive and consistent reading and writing program across the county. School based facilitators and reading specialists offer coaching and reflection opportunities frequently throughout the year.
Safe and Orderly Learning Environment Strengths:The faculty determined that more emphasis needs to be placed on building relationships with students, creating a supportive learning environment, and student agency through including opportunities for student voice and choice within the instructional day. 2017-2018 survey results compared to 2016-2017 survey results: Based on a school-wide focus on the following indicators, Rolling Ridge Elementary was able to make significant gains from last year’s survey to our current year’s survey. The data increase from 29% to 68% of teachers believe students are persistent in difficult tasks. The data increase from 27% to 71 % of teachers felt students look for ways to improve their own performance. The data increase from 32% to 59% accept responsibility for their own learning.
Family Engagement Strengths: During the 2017-2018 school year, Rolling Ridge has hosted several family engagement events. During the three parent coffees, there were approximately 20 parents at each. The PTA meetings ranged from 15 parents to 3 parents. At each of the major events hosted by the school, there were over 250 people. At the beginning of each school year, teachers make positive phone calls to parents of students.
21st Century Skills Strengths: Rolling Ridge Elementary has been digital citizenship certified (through Common Sense Media) for the last 4 years. Students experience lessons during both their time in the STEM lab as well as on grade level digital days. Lessons in the STEM lab supported the 5 C’s. The use of Title 1 funds allowed the school to have a part-time teacher to run lessons in the STEM lab as a special for all grade levels. All grade levels completed at least 2 PBL/OTTW projects this school year. When looking at the Bright Bytes data, it is clear that digital citizenship learning is still an area for growth at our school. We were rated low by both teachers and students when it comes to basic components of digital citizenship such as acting respectfully, sharing information about themselves, and communicating with others.
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.
Reading Areas for Growth: Grade level teams are becoming more adept at analyzing the MAP quadrant report. While this has been an area of improvement, teachers can still improve the consistency that this data guides unit planning. Next steps for grades 3-5 include strengthening guided reading and strategy group practices as well as strengthening instruction based on the units of study. Identify and ask questions and identifying support details were identified as SOL strands that require additional focus for next school year.
Math Areas for Growth: Grade level teams are becoming more adept at analyzing the MAP quadrant report. While this has been an area of improvement, teachers can still improve the consistency that this data guides unit planning. Teachers need to develop a more consistent way to ensure they are conferring and reflecting individually with students on the learning that is taking place in the classroom. Based on student data trends, computation and estimation and measurement and geometry are both areas for development across multiple grade levels.
PD Areas for Growth: Based on feedback from our faculty, the following areas are next steps for professional development: Creation and utilization of Learning Progressions; Special Ed and ELL Roundtables to focus on strategies for working with students with diverse learning needs;Digital Citizenship for teachers; and PBIS: minimizing behavioral disruptions to maximize learning time.
Safe and Orderly Learning Environment Areas for Growth: Based on survey data, next steps need to be taken to focus on bully prevention efforts at Rolling Ridge Elementary. The school will seek to improve PBIS practices to decrease behavioral disruption to maximize learning time.
Family Engagement Areas for Growth: Although school events (such as International Night, Bingo Night, Game Night, Movie Night, etc.) are well-attended, Rolling Ridge endeavors to further strengthen the level of engagement with families for more curricular events and activities: parent coffees, parent teacher conferences, Curriculum Nights. The teacher-led “events” committee will be revamped into a Family Engagement Committee will guide all efforts to implement an effective plan for family engagement. At Back to School Night, the families will be reminded of the three-prong responsibilities: parents, students, school, and a goal will be set for parents and teachers to engage in strengthening the partnership through regular conferences.
21st Century Skills Areas for Growth: At this time, 26% of our staff is PBL trained. A strategic plan will be developed next year with a focus on scheduling PBL training to teachers who are not in their first two years at Rolling Ridge. Professional development will be provided to staff to help them better imbed and teach lessons involving digital citizenship throughout the school year. The goal is to provide students with more exposure to the elements of PBL and the 5 C’s to help prepare them for PBL projects within the classrooms. Staff will continue to grow in their ability to utilize technology (programs, tools and strategies) in the classroom to benefit student learning.