• School Improvement Plan 2022-2023
     

    Lucketts Elementary

    Loudoun County Public Schools

    Comprehensive Needs Assessment - Executive Summary

    LCPS School Profile

    Virginia School Quality Profile


    School Improvement Team:


    Name

    Position

    Carolyn Clement

    Administrator

    Andria Donnelly

    District Instructional Facilitator

    Kristin Sundheimer

    Instructional Facilitator, Technology

    Jennifer Fortune

    Teacher, Grade 3, Personalized Learning

    Stephanie Bickmore

    Teacher, Grade 2, Equity Lead

    Dana Carmichael

    Teacher, Special Education

    Stacy DeVendra Cooper

    Teacher, EL

    Vicki McCaffrey

    Teacher, Grade 4, Math Lead

    Judi Britton

    Reading Specialist

    Beth AshConklin

    Teacher, Grade KG


    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.


    Lucketts Elementary staff provides Reading and Language Arts Instruction using Teachers’ College Units of Study structure, Readers’ and Writers’ Workshop Models.  Phonics is part of core instruction, especially in grades K - 2, and the Heggerty Phonemic Awareness program is also implemented consistently.  Teachers use a Math Workshop model to include Number Talks, as these reinforce number sense and application of math skills.  Resource staff, including special educators, teaching assistants and English Language teachers, work with students to provide targeted, research-based interventions based on specific, measured needs.  Our specialists (Art, Music, PE, Librarian) also support small group and individual student academic needs.  Our Second Step program provides the structure for our social emotional learning curriculum, helping students to learn problem solving skills and become more confident, as well as improving their  interactions with others.  Our entire student population is supported through our PBIS system.  Students with specific behavioral needs are supported by individual behavior plans as well.  This year we will implement the House System to increase interaction and trust between students of varied grade levels.



    Extended Learning Opportunities

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


    At Lucketts Elementary, we provide extended learning opportunities throughout the school day, as well as in conjunction with our PTA and after school activities.  In a typical year, we support a Propel program after school for students who are underrepresented in higher level math and science classes.  We also provide PEP (Parents as Educational Partners) for our families, providing English classes as part of the curriculum for parents, as well as information regarding how to support their children’s education.



    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.  


    Our Climate Survey, across Staff, Students and Parents, revealed many strengths in how our community members are feeling about Lucketts Elementary.  Specific strengths lie in the areas of Safety, Communication, Academic Support and Relationships.  These strength areas are consistent among all of the surveys.


    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.  


    Although there were varying degrees of agreement, depending on the audience surveyed, Student Behavior (student perception of consequences) is an area for growth; students feel that not all consequences are the same for the same offenses.  86% of staff feel that students understand the consequences for their behavior.




    School Improvement Goals

    Strand 1

    Schools identify at least one goal in Strand 1


    Domain 1 - English Language Arts

    Outcome Goal:

    By May 2024, Students in grades 2, 3, 4 and 5 below the 40th percentile in reading, according to MAP (measures of academic progress) will have an average fall to spring conditional growth percentile of 58 or higher.

    Process Goal:

    Teachers will provide explicit, consistent differentiated reading instruction as measured by notes from lab site work, walk throughs, and observations 80% of the time during the 21-22 school year.


    Domain 2 - Mathematics

    Outcome Goal:

    By May 2024, Students in grades 2, 3, 4 and 5 below the 40th percentile in math, according to MAP (measures of academic progress) will have an average fall to spring conditional growth percentile of 58 or higher.

    Process Goal:

    Teachers will provide explicit, consistent differentiated math instruction as measured by lesson plans, walk throughs, and observations 80% of the time during the 21-22 school year.




    School Improvement Goals

    Strand 2

    Schools identify at least one goal in Strand 2


    Domain 8 - Safe and Supportive Environments

    Outcome Goal:

    The students will perceive that consequences are fair and equitable as evidenced by 80% school climate survey data during the 2023-2024 school year.

    Process Goal:

    Teachers will clearly communicate the expectations and consequences relating to behavior as evidenced by 80% of student climate surveys during the 21-22 school year. The administrator will clearly communicate the expectations and consequences relating to behavior as evidenced by 85% of staff surveys.

Last Modified on November 16, 2022