Published using Google Docs
2023 Executive Summary
Updated automatically every 5 minutes

Legacy Elementary

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

LCPS School Profile

Virginia School Quality Profile

School Improvement Team:

Name

Position

Kirsten O’Hara

Principal

Melissa Bugaj

Assistant Principal

Jeremy Lichliter

Dean

Raynell Brown

Special Education Dean and Equity Lead

Logan McIntosh

Instructional Facilitator of Technology

Stacey Hagenlock

Kindergarten Teacher

Cristin Pozniak

First Grade Teacher

Eric Hockensmith

Second Grade Teacher

Morgan Lucas

Third Grade Teacher

Stacy Parker

Fourth Grade Teacher

Erica Croghan

Fifth Grade Teacher

Nicole Reeves

Special Education Teacher

Suzette Shaw

School Counselor

Jennifer Mills

Reading Specialist

Allison Kipp

Music Teacher

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.

Legacy Elementary is located in the Brambleton community in Ashburn, Virginia.  This year, our enrollment is 650 students and our enrollment includes students from preschool through fifth grade.  Our demographics are:

Ethnicity

Percentage

Asian

45.8%

Black

5.9%

Hispanic

8.9%

Pacific Islander

Less than 10 students

Two or More

6.4%

White

32.8%

At Legacy Elementary, we also have 10% (73) economically disadvantaged students, 8.9% (65) English Learners and 15% (113) special education students.  

At Legacy Elementary, our vision is that everyone, everyday feels a sense of belonging, are engaged and challenged.   To begin each day, our students are provided social emotional learning within the classroom setting to prepare our students for success and build their social emotional well-being and a sense of belonging.  Each week, the PBIS committee has created LAB life lessons that reflect a social skill that each student and staff are focused on to build a well-rounded student ready for life.  Some of the skills include greeting others, how to ask for assistance, shaking hands, and how to include others in a conversation.

Our students are provided learning opportunities and differentiated instruction in math and language arts.  All classroom teachers are trained in Reading and Writing Workshop.   This year, students in grades K-3 will have explicit instruction to strengthen our students' foundation of reading with UFLI and Heggerty to build their phonemic awareness and phonics.  Our students are identified for reading intervention that occurs each week during lab time based on VALLS, PALS, DRA, DRA Progress Monitoring and MAP (Measure of Academic Progress) assessments.  Interventions are provided based on identified weaknesses with progress monitoring to determine the effectiveness of the intervention.  The effectiveness of our interventions will be monitored each month and also interventions will be shared with families.

Classroom teachers use the Math Workshop model to differentiate math core instruction for all students. Daily math instruction is provided using the Math Workshop model which includes a mini lesson and differentiated small group instruction. Based on classroom and MAP (Measure of Academic Progress) assessments, our students are identified for math intervention that occurs each week during lab time.  Interventions are provided based on identified weaknesses with progress monitoring to determine the effectiveness of the intervention.  Students are instructed using a variety of methods to meet all learners.

Legacy Elementary has implemented PBIS to incorporate positive behavior support for the success of our students both inside and outside the classroom setting.  This year, students are learning to work together to create rewards as a class and not just as an individual.  In the cafeteria, students are now working at a grade level to reach rewards for positive behavior.  

Extended Learning Opportunities

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

Legacy Elementary is focused on the whole child and building at least a year’s worth of growth in reading, math and socially.  In computer science, our focus this year will be fourth and fifth grade students to build a strong foundation in computational thinking for our upper level students.  Our Instructional Facilitator for Computer Science works with our staff and students weekly to engage students in computer science activities that enhance the content areas.  At least once a month, all classrooms will have lessons in our Creation Station, where they will access these lessons.  These lessons will include STEM activities and computer science and are created with collaboration with grade level teachers and the Instructional Facilitator of Technology.

Legacy Elementary provides teachers with enrichment opportunities for students to experience during LAB time created by the Search Teacher and the Instructional Facilitator of Technology.  

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.

SOL Assessments: In Spring 2023, Legacy Elementary had overall pass rates for English (93%), math (98%) and science (88%).  In English and math, all subgroups with the exception of special education were above 90%.  In science, Asian, English Language, Hispanic and Multi-race were all above 90% pass rate.  

MAP Assessments: In the Spring of 2022, our students had a 69.7% average achievement in math and 69.5% in reading.   In math, our students in grades first through fifth had a 57.8% average conditional growth.  Reading average conditional growth - 52.9%,  Meeting growth goals - math 54.8% and reading 57.1% and consistent growth across ethnicities.

Student Perception Survey: When reviewing perception data for students in grades 3- 5,  the following statements showed growth from our students.  The statements that showed growth were:

  • Teachers and students treat me with respect, teachers and students care about me.
  • I feel like I belong.
  • My classroom is a welcoming place.

Staff Perception: When reviewing perception data from our staff, the following statements showed growth from the previous years. The statements were:

  • I feel comfortable raising issues and concerns that are important to me with the school administrators.
  • School administrators support the professional development of the staff.  
  • Staff receive feedback that can help them improve their performance.
  • There are supports to help a student develop positive behavior.  
  • I have the support I need to incorporate technology into my work responsibilities.
  •  Teachers and other adults at this school often connect what students are learning to life outside the classroom.
  • Overall my school is a good place to work and learn.

Parent Perception Survey:  When reviewing perception data from our families, the areas where growth was shown were the following:

  • School provides a safe place for students to learn.  
  • There are high expectations for student behavior at this school.
  • My school supports an inclusive environment.
  • My student feels respected by the staff at this school.

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.

SOL Assessments: When reviewing the data, our staff found specific areas of growth with science and special education.  Our fourth and fifth grade teams have worked to determine the deficit areas created by instruction and hands-on activities to build a stronger understanding of science for our students. Our focus in fourth and fifth grade science will be daily instruction and hands-on activities to build connections to real world knowledge. Special Education students are still below the school overall scores in math, science, and reading. The following subgroups scored below 80% this year in science; Black, N-code and Sped.  

MAP Assessments:

In the 2022-2023 school year, students in grades 2-5 were given a reading MAP assessment and students in grade 1-5 were given a math MAP assessment.  An area of growth will be our second and third graders.  There was a significant decrease in both reading and math with our second grade students last year.

Student Perception Survey:

The areas of growth that were found when reviewing the survey were:

  • Students are able to work out disagreements while working with other students.
  • I can manage my own emotions when I am upset.

Staff Perception Survey:

The areas of growth that were found when reviewing our staff perception survey were as follows:

  • Staff ability to have access to supplies needed within the classroom setting.
  • Staff ability to be free to be creative within the instructional setting.
  • Ability to connect learning to the outside world.  
  • Non instructional time is sufficient.

Family Perception Survey: On the family perception survey, noted areas of growth are as follows:

  • Instructional program at Legacy that allows for a challenging curriculum.
  • Staff encouraging students to take academic risks
  • Legacy Staff eliciting feedback for school improvement
  • Giving families an opportunity to connect with our families.

After reviewing these areas, the school leadership team worked to implement strategies based on families’ feedback.

School Improvement Goals

Strand 1

STRAND I: TEACHING FOR LEARNING

Domain 1 - English Language Arts

Outcome Goal:

Students below the 40th achievement percentile on MAP in reading will have a fall to spring conditional growth percentile of 70 or higher and students above the 40th achievement percentile on MAP in reading will have a fall to spring conditional growth percentile of 60 or higher.

Process Goal:

Our school focus will be on strengthening core instruction to include high yield strategies of Reader's Workshop, intentional phonics instruction, and data driven decision making. Tiered Instruction will be provided to students that require this to access the general education curriculum.

Domain 2 - Mathematics

Outcome Goal:

Students below the 40th achievement percentile on MAP in math will have a fall to spring conditional growth percentile of 70 or higher and students above the 40th achievement percentile on MAP in reading will have a fall to spring conditional growth percentile of 60 or higher.

Process Goal:

Our school focus will be on strengthening core instruction to include high yield strategies of Math Workshop, Number talks, and data driven decision making. Tiered Instruction will be provided to students that require this to access the general education curriculum.

School Improvement Goals

Strand 2

Strand II: School Environment

Domain 8 - Safe and Supportive Environments

Outcome Goal:

By 2024, Legacy Elementary will increase the implementation of an inclusive, welcoming and affirming environment for all community stakeholders, as evidenced by increased positive responses on our family and student climate surveys.

Process Goal:

All Legacy staff will be provided professional development in SEL Curriculum and Equity to assist in fostering an inclusive environment for all students.