Loudoun County Public Schools
Comprehensive Needs Assessment - Executive Summary
School Improvement Team:
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.
Discovery is in its 10th year and we currently have approximately 715 students in grades PK - 5th. We believe in responsive instruction and provide Tier 2 and 3 interventions to students in both reading and math. Currently, we are in our 7th year of Personalized Learning and this is our 5th year applying this philosophy to our entire school population. This journey has allowed us to focus our instructional practices on individual students' learning needs.
Discovery also places a strong emphasis on Response to Intervention (RTI). This is a multi-tier approach to the early identification and support of students with learning and/or behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Identified students are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of staff, including general education teachers, special educators, and specialists. Student progress is closely monitored to assess both the learning rate and level of performance of individual students.
During the Fall of 2021, Discovery refocused our school’s Mission and Vision to realign this foundational focus for our school and students' learning. This focused realignment will set the foundation for our return to school plan for Discovery.
Extended Learning Opportunities
Provide information to describe extended learning opportunities for students, staff, families and community.
Discovery has an active PTO that provides multiple extended social events for our community, as well as our school hosts a Multicultural Night, Valentines Night, Trick or Treating, and Popsicles in the Park, along with other multiple events for our community. These events help establish a sense of community and school spirit for our students. Discovery hosts after-school programs for chorus, percussion, environmental club, Odyssey of the Mind, Math and Science Olympiad, and other enrichment opportunities.
All KG – 5th teachers are trained in the Morning Meeting aspect of the Responsive Classroom framework. The PBIS Team, which is composed of a grade level representative for each team, also provides monthly updates on Morning Meeting implementation successes. Each classroom teacher conducts a Morning Meeting every day to ensure our students feel respected, valued, and affirmed within their learning 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.
At Discovery, high levels of students and staff feel safe in our building. As it relates to student perceptions at Discovery 93% of respondents at Discovery feel safe and they have a strong sense of belonging within the school. In general, our student population enjoys coming to Discovery, feeling respected and valued as well.
With regards to student assessment data, Discovery consistently outperforms divisional percentile rank averages in reading and with math on the Measures of Academic Performance assessments ( MAP), as well as student Conditional growth Percentiles. In particular for reading, several subgroups of students performed significantly well in grades 3-5 in both Math and Reading. Overall, Discovery is a high achieving school where students, staff, and parents report a strong sense of trust, respect, and safety within our building.
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.
Currently for reading Discovery’s Black/African American students and students with IEPs are low achieving and have low growth in both reading and math as measured by the spring MAP assessment. In particular for reading, across grades 2-5, less than 50% of students with IEPs met their individual growth goal and less than 40% of students with IEPs in 2, 3, & 5 met their growth goal in math. Particularly, for reading, students in grades 3-5 had a conditional growth percentile of 38.4%. As well as, Black/African American students in grades 3-5 had a conditional growth percentile of 43.3 for reading.
Also based on survey data, next steps need to be taken to focus on attendance rates at Discovery Elementary. Specifically, Hispanic students have an attendance rate of 93%. This rate is approximately 2.5% less than other subgroups and Discovery’s overall average. This decrease in attendance may be attributed to the COVID-19 pandemic, however with school returning to pre-pandemic practices we will need to monitor this data through our Unified Mental Health Team.
School Improvement Goals
STRAND I: TEACHING FOR LEARNING
Domain 1 - English Language Arts
By 2024, identified Tier 2 and Tier 3 students will have average conditional growth percentile of 60% as measured on the Reading MAP spring assessment.
Discovery will focus on researched based differentiated instruction which will be monitored through walk through observation data
Domain 2 - Mathematics
By 2024, identified Tier 2 and Tier 3 students will have average conditional growth percentile of 60% as measured on the Math MAP spring assessment
Discovery will focus on differentiated instruction during math workshop and power-up
School Improvement Goals
Strand II: School Environment
Domain 8 - Safe and Supportive Environments
By 2024, Hispanic students will have an average attendance of 94% as measured by monthly attendance rates.
Discovery will focus on mental health and family/community needs to increase monthly attendance.