Virtual Loudoun

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

801 N. King Street, Leesburg, VA 20176


Stacie Ahrens-Mininberg, Virtual Loudoun Supervisor

LCPS School Profile

Virginia School Quality Profile

School Improvement Plan

Stakeholder Input

  • Teachers
  • Building Administrators
  • Central Office Administrators
  • Parents / Guardians
  • School Counselor
  • 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.

Virtual Loudoun offers flexible, asynchronous, rigorous academic learning experiences for students throughout the school year and in the summer. Students are empowered to lead their learning in a personalized learning path, accessing course curriculum at their own pace and place.  Virtual Loudoun teachers enable students to access performance based assessment activities and provide explicit  feedback to ensure students every opportunity to demonstrate mastery of critical content and competencies. Virtual Loudoun offers three terms in which students may enroll.  

Virtual Loudoun staff place personalized  learning at the forefront of its mission. In order for students to access deeper learning experiences.  Virtual Loudoun looks to provide continued professional development for online teachers both in the traditional sense and also through online modules.

Virtual Loudoun seeks to increase access to online learning for the most vulnerable learners by creating connections with students, providing them face to face support where appropriate, and ensuring students know how to access tools that will enable them to find success when applied.

Extended Learning Opportunities

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

Virtual Loudoun provides a system of supports to learners based on needs.  Much of what students need to be successful is embedded in the course and in the way the teachers support the learning. For students who need a higher level of intervention, the Virtual Loudoun Supervisor, Instructional Designer, School Counselor, and EL Instructor will work to find supports through face to face instruction.

In addition to the 24/7 learning environment offered through the traditional Virtual Loudoun program, extended learning opportunities are offered in the way of support videos for students, staff, and community members. These virtual learning experiences allow for participants to increase their knowledge and skills.  This personalized approach is also applied to the offering in Online Teacher Methodology, a course which enables LCPS teachers to learn the best practices to teaching in an online environment.  

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.

Students reported areas of strength for Virtual Loudoun include student and teacher interaction, clear course objectives, teachers providing explicit feedback in a timely manner, and that students can control their learning process.  In addition, overall student success rates in final grades and SOL scores are a strength.  The SOL results exceed the division’s average scores in most content areas.

Parent survey indicated areas of academic support are a strength for Virtual Loudoun which include teacher caring, help provided, and efforts to improve student learning.  One hundred percent of parents reported effective communication about learning, communicating important information, and supporting learners as strengths.  One hundred percent of parents also reported that Virtual Loudoun respects diversity and students feel respected.

Staff survey indicated positive view of student persistence with difficult tasks, taking responsibility for their own learning, being aware of their learning strengths, and their hard work paying off. Staff also indicate that teacher relations with students and home, student relations among each other, and leadership’s actions being consistent with their word are all strengths for Virtual Loudoun. 

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.

The focus of our SIP will be targeting areas of improvement within Domains 2, 8, and 9.

Domain 2:  Math--Virtual Loudoun learners have struggled this year and in years past with the SOL associated with Algebra 2.  The average score of students assessed fell well below the division pass rate. This is concerning considering the success of other areas.  As a first step to addressing this concern, a crosswalk was completed between the SOLs and the  course. Then, remedial/support content was added for the 17-18 school year. Our learners continue to struggle as indicated by the pass rate.

Domain 8:  Parent survey indicates we have 69% of parents feeling students have access to social-emotional support (as compared to the division at 88%). This data indicates a need for connections to be made between virtual learners, their families, and the staff at Virtual Loudoun, particularly our School Counselor.  Additionally, in review of enrollment data, our English Learner (EL) population is low when compared to the division enrollment data. When reviewing 3 year enrollment data, overall Virtual Loudoun enrollment has seen 88% growth as compared to 6% in the entire division.  While the overall population continues to increase accessing Virtual Loudoun courses, EL enrollment has seen no increase.

Domain 9: Parent data also indicated  that only 67% of parents surveyed feel that the school provides multiple opportunities for family engagement in activities as compared to division results of 85%.