|LOUDOUN COUNTY PUBLIC SCHOOLS|
Stakeholder Input: Check all that apply.
|Forest Grove Elementary School||Teachers||X|
|46245 Forest Ridge Dr. Sterling, VA 20164||Building Administrators||X|
|571-434-4560||Central Office Administrators|
|[WEBSITE]||Parents / Guardians||X|
|Shontel Simon||Business Partners|
|SCHOOL PROFILE||Others (specify)|
|Instructional Overview - Title I, Component 2|
|Forest Grove Elementary School follows the curriculum outlined by LCPS, which is based upon the Virginia Standards of Learning.|
K-5 Reading/Writing: We provide a balanced literacy program, which includes Reading, Writing, and Oral Language based on the five components of reading instruction (phonemic awareness, phonics, vocabulary, fluency and comprehension).
Literacy Model: Students participate in large group, small group, and independent activities during the 2 hr - 2 ½ hr reading and writing block. Instruction for K-5 follows the Readers Workshop (Readers in grades 3-5 are taught using Lucy Calkins Readers Workshop Units of Study)other balanced literacy included: Interactive Read-Aloud, Shared Reading, Independent Reading, Guided Reading and Strategy Groups, and Readers Workshop (Readers in grades K-5 are taught using Lucy Calkins Readers Workshop Units of Study), Writers Workshop (Writers are taught the writing process using Lucy Calkins Writing Units of Study), and Word Study (LCPS’ spelling program which is based on Words Their Way). In addition to the Core instruction, first and second grade students in Tiers 2 and 3 receive a systematic intervention approach in guided reading, phonemic awareness, writing, and assessment.
K-5 Mathematics: We provide instruction designed to support students through the math workshop model. The instruction includes the following process skills: • becoming mathematical problem solvers • communicating mathematically • reasoning mathematically • making mathematical connections and • using mathematical representations to model and interpret practical situations.
K-5 Science: Students will develop enduring understandings that reflect the nature of science by engaging in LCPS Core/STEM lessons that are inquiry based science opportunities and hands-on investigations that promote problem solving skills and critical thinking.
K-5 Social Science/Social Studies: We provide a variety of engaging, student-centered, differentiated learning opportunities designed to develop enduring understandings and promote cultural diversity, critical thinking skills and active, informed citizenship.
K-5 Special Education: Students who qualify for specialized instruction are provided support via Individual Education Plans. Students may receive support within regular education classroom or within a specialized setting. Forest Grove Elementary School houses two Early Childhood Special Education Programs for Pre-K students. A Multiple Disability Programs for special education students with Individualized Education Plans are supported through this specialized instruction/setting.
K-5 Gifted and Talented services are available for those students identified through the process outlined by Loudoun County Public Schools. These services are delivered as weekly pull-out services. Additionally, the SEARCH teacher provides small group enrichment sessions weekly for students in grades K-3.
In addition to the core instruction provided, all K-5 students are tiered based on assessment data to include MAPS, PALS DRA and LCPS Quarterly Benchmark and Student Growth Assessments. Behavior data used to tier students includes discipline referrals; attendance; tardiness and teacher referral.
Students are provided core instruction that is differentiated as well as aligned with the grade level curriculum in all subject and content areas. We are a designated Personalized Learning school which means we use data to differentiate instruction provided by the teacher and digital content.
In addition to the core instruction provided, students are tiered based on assessment data, and all Tier 2 and Tier 3 students receive 30 minutes of intervention to start each morning.
Tier 3 students receive instruction in small group intervention instruction from specialists to include, ELL, SPED and Reading which targets their lowest deficit area in reading five times a week. Specialized reading strategies to include FOLI and OG are implemented in the small group.
Tier 2 students participate with small group intervention instruction provided by General Education teachers and digital content.
Tier 1 students are provided enrichment during this for 30 minute block. Students are serviced by specialist in Art, Music, PE, Technology, and Media.
Additional Curiricular Opportunities for our students include:
One to the World (OTTW): K-5 Grade students twice in the school year focus on significant content and important competencies while solving an authentic problem that reaches beyond the school community.
Digital Citizenship (Common Sense Media): 1-5th Grade students receive digital literacy and citizenship skills.
Loudoun Creates: 1-5 Grade students transition from consumers of digital content to creators of digital content, leading to increased engagement and deeper learning.
Project Based Learning (PBL): Project Based Learning 1st Grade students gain knowledge and skills by working for an extended period to investigate and respond to an engaging and complex question, problem, or challenge.
Personalized Learning: from the Glossary of Education Reform, this “refers to a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students.” During the 2016-17 school year, students in grades 3-5 have been participating in Personalized Learning. Students have access to an increased number of digital content providers. Teachers have received targeted professional development on these programs, starting in Fall 2016.
Co-Teaching: Forest Grove is an inclusive learning environment where students with disabilities as well as second language learners are instructed with their peers in general education settings. Grade levels as well as SPED and ELL teams meet weekly to discuss student data on common summative and diagnostic assessments and adjust instruction, supports, and interventions accordingly. During CLTs, student data is analyzed in Reading, Writing, Math, Science, and Social Studies..
Social and Emotional Learning: - from All Social and Emotional Learning Resources, this is the process of helping students develop the skills to manage emotions, resolve conflicts and make responsible decisions. This is delivered during weekly counseling sessions in grades K-5.-Forest Grove has also implemented a consistent check in check out program for Tier 2 behavior students within grades K-5. nd Step a social emotional curriculum is also implemented in K-5 to addresses the following topics with students in the classroom: conflict management, mindfulness, bullying prevention, career exploration, and diversity. Lessons are designed to meet the needs of a trauma-informed school.
|Extended Learning Opportunities - Title I, Component 3 & 4|
|Teachers recommend students to participate in academic after school programs to include blended learning opportunities in reading and math: Standards of Learning Club – grades 3 – 5; weekly during the months of March - May; Criteria is based on student performance on previous Standards of Learning assessments; report card performance for the first semester, and Tier Status. |
Forest Grove believes extracurricular and enrichment opportunities are essential for all students. This school year we have worked hard to implement additional opportunities. We have 4 teams of Odyssey of the Mind for students in grades 1-5. This year we have a K-5 Robotics Club, 1-5th grade Art Club and 3-5th grade Team Sports Club. In addition students in grades 4-5 are provided opportunities to participate in chorus. Girls on the Run formed this school year. 3-5 grade girls are encouraged to participate In addition, we have an EDGE program which provides a STEM program to our underidentified 4-5th grade students. As a school community we know meeting the needs of the whole child helps build our children’s confidence and quality decision making. We have two mentor programs for boys and girls in fourth and fifth grade. The school counselor and a Loudoun Mental Health Director run one for boys. The school counselor and the school social worker runs one for the girls.
|Areas of Strength - Title I, Component 1|
|-Falcon Time/RTI structure|
-Team Meetings and CLTs to discuss data, plan, and spiral back in our instruction, fluid grouping of students based on data, weekly progress monitoring.
-Backwards design of assessments, closer analysis of assessments
-Focus on Tiered -Vocabulary/Academic Vocab.
-Following county curriculum including Reading Workshop, Specialized Reading Intervention (OG, FOLI), -Addition of Tier A/1 enrichment during Falcon Time
90 minute Math Block
Spiral Back built in
Weekly Team Planning/CLTs
Backwards Design Planning
-Core experiences /STEM
T consistently discuss instructional improvement during CLTS
Students want to learn
Students believe they are being challenged.
Personalized learning with digital compenets/content
|Areas for Growth - Title I, Component 1|
Attendance can be an issue for some students
Alignment of county initiatives to include personalized learning and core reading instructional program with fidelity of components due to time restraints and needs of student population - assumption of fundamental skills. In additon digital content-technology resources that include real world problems that engage students and highlight core instruction.
Managing the needs of Tier 2 and 3 students
Targeted explicit Instruction needed on Comprehension and Vocabulary
Limited of Exposure to Math Vocabulary
Limited Vertical Planning for teams in regards to math and units of study in Pathways
Teaching students how to advocate-know where their learning needs-student ownership using the personalized learning
Limited instructional connections to engage parents as partners