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SUL -2023 Executive Summary
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Sully Elementary School

Loudoun County Public Schools

Comprehensive Needs Assessment - Executive Summary

LCPS School Profile

Virginia School Quality Profile

School Improvement Team:

Name

Position

John Tuck

Principal

Jeffrey Mayer

Assistant Principal

Chelsie Grant

IFT

Annamarie Frost

SBIF

Katherine Shuffleton

Reading Specialist

Angela Barbero

Equity Lead

Cindy Solano

5th Grade Teacher

Ruth Narcisse

RTI Lead

Samantha Moore

EL Teacher

Lori Timmes

PE Teacher

Michelle Armentrout

Division Instructional Facilitator

Debbie Moser

School Counselor

Logan Berchtold

School Counselor

Brenn Galvez

Science Contact

Kathy Nekic

Instructional Facilitator of Computer Science

Maria Ifurung

Special Education Teacher

Ana Hussey

Parent

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.

Sully Elementary School follows the curriculum outlined by Loudoun County Public Schools which is based upon the Virginia Standards of Learning.

Reading/Writing: 

We provide a comprehensive 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 reading and writing block. Instruction includes: Interactive Read-Aloud (Teacher reads and models the strategy making his or her thinking visible), Shared Reading (Teacher and students read a short text that is revisited each day during the course of a week, focusing on different skills and strategies), Independent reading (Students read texts independently while the teacher confers and/or works with small groups), small group reading instruction (Teacher provides differentiated instruction to small homogenous groups reading books that match their instructional reading needs), Readers Workshop (Readers in grades K-5 are taught using Lucy Calkins Readers Workshop Units of Study), and Writers Workshop (Writers are taught the writing process using Lucy Calkins Writing Units of Study). Students are provided explicit instruction in phonics (Teachers utilize resources provided through Heggerty and UFLI) and handwriting (Students use Handwriting without Tears workbooks).  K-3 Phonological Awareness Literacy Screening services are delivered by a PALs tutor per guidelines from the Commonwealth of Virginia to grades K-3. Reading specialists are utilized for both coaching and intervention. Reading, English Language Learner, and Special Education teachers work with classroom teachers to create instructional plans for children requiring additional support. Supplementary lessons are taught in addition to quality core instruction provided by the classroom teacher.  Imagine Learning is used by our EL students to assist with language and vocabulary development as well as improve reading skills.  Last school year, our 1st grade team piloted the use of UFLI which is being incorporated in grades K-2 county-wide this school year.

Mathematics:

We instruct utilizing a math workshop model which includes a combination of number sense routines, math tasks, focus lessons, targeted small groups, learning stations, and student reflection.  Math playlists and tasks are used to practice concepts as well as differentiate the instruction.  Data is analyzed to create differentiated groups specific to the topic within the classroom.  Zearn is utilized as our main digital content for math for students in K-3, and ALEKS will be used in grades 4-5.  Teachers have access to manipulatives to ensure that students have math presented using the CRA (concrete, representational, abstract) model.  Utilizing our differentiated staffing, we hired a full time math interventionist to assist with providing intervention to our students who have not demonstrated success through other methods.  We hope this position will serve as a model for well planned intervention and close the instructional gaps that exist for some of our students.

Content:

In Science, students will develop enduring understandings that reflect the nature of science by engaging in inquiry-based science opportunities and hands-on investigations that promote problem solving skills and critical thinking.  Resources within our school’s STEM Lab are used to provide these experiences for students and enhance Sully’s Science program.  Teachers utilize the 5E lesson model and 5C integration when developing their lessons.  In Social Science, we provide a variety of engaging, student-centered, differentiated learning opportunities designed to develop enduring understandings and to promote cultural diversity, critical thinking skills and active, informed citizenship.  Project Based Learning and performance assessments are used to provide more authentic ways of interacting with the standards.  In order to provide students with additional experiences related to STEM and science, Title I funds were used to hire a full time STEM lab teacher.  She was able to meet with students in grades K-1 twenty-five minutes every other  week and grades 2-5 fifty minutes every other week.  She is also assisting teams with science planning and co-teaching lessons throughout the year with 4th and 5th grade teachers.

Special Education:

Students who qualify for specialized instruction are provided support via Individual Education Plans. Students may receive support within regular education classrooms or within a specialized setting. Sully Elementary School houses two Intellectual Disability programs and an ECSE program for special education students with Individualized Education Plan goals that are supported through this specialized instructional setting.

Positive Behavior Interventions and Supports (PBIS): 

Student behavior is reinforced through our Tier 1 and Tier 2 Positive Behavior Interventions and Supports. PBIS refers to a systems change process for an entire school that teaches behavioral expectations in the same manner as any core subject. This includes proactive strategies for defining, teaching and supporting appropriate student behaviors to create positive school environments. A continuum of positive behavioral supports is implemented in the classroom and non-classroom settings.  Class Dojo is utilized by teachers to reward students exhibiting positive behavior in the classroom.  PBIS and Cornerstone Assemblies are used to highlight students traits that align with our PBIS motto (Be Respectful, Be Responsible, Be Ready) and provide students reminders of the expectations within the building.  CICO (Check-in/Check-out), emotional check-ins with the school counselors, and community mentors are used to help students who need additional support or positive models.

Personalized Learning:

Sully Elementary is a wave 1 Personalized Learning School.  Teachers consistently used data to make instructional decisions based on the individual needs of the students.  Differentiated playlists are utilized in the classroom to provide a variety of opportunities for students to progress through and practice skills.  Throughout the school year, differentiated professional development was provided to staff members through our Academic Targeted Support sessions to continue their use of personalized learning and provide practical examples of who it could and should look in the classroom.

Social and Emotional Learning: 

This is the process of helping students develop the skills to manage emotions, resolve conflicts and make responsible decisions.  Teachers incorporate the Second Step curriculum into their daily morning meeting time as well as throughout the school day when it relates to the curriculum or needed skills.   This is delivered during bi-weekly counseling sessions in grades K-5, through the use of social skills curriculum (Second Step).  Sully’s Unified Mental Health Team meets weekly to discuss students and ways that we can support their social emotional needs.  Sully works in collaboration with Youth For Tomorrow to provide assistance to students who need additional emotional support throughout the school day.  Our school counselors and school social worker hold a variety of groups to help students develop social emotional skills and cope after traumatic experiences.

   

QTEL

A variety of staff members attended QTEL training last school year.  QTEL is an instructional framework designed to help engage EL students in academic content through rich texts.  It strives to get students reading, writing, and communicating each day through a variety of activities.  The selected staff members then came back and presented to the rest of the staff to provide suggestions for activities.  Observations of the trained staff members were provided by the EL Office.

Co-Teaching: 

Sully is an inclusive learning environment where students with disabilities as well as English language learners are instructed with their peers in general education settings. Grade levels as well as SPED and ELL teachers meet 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, and Behavior.  Each team had dedicated planning time built into the master schedule that allows them to collaboratively plan for upcoming instruction.  Quarterly planning days are provided for each grade level to look forward and plan upcoming units as well as pace out instruction for the quarter.

Computer Science

Teachers received quarterly  training from an Instructional Facilitator as well as our IFT on ways to integrate computer science across content areas with a specific focus on modeling lessons related to science topics.  These activities included a variety of coding tools that could be integrated into any subject as well as Lego lessons that were more geared to science content.  Coaching and coteaching opportunities were provided to staff as they implemented these practices in their classrooms and through the planning process with the assistance of our Instructional Facilitator of Computer Science.  Computer science skills and tools are also utilized and integrated into lessons in the STEM lab.

MTSS/RTI

This year, Sully Elementary fully implemented the MTSS Phoenix module.  Teachers were expected to develop individual academic or behavior goals for students who were in need of Tier 2 or Tier 3 interventions.  The data was tracked through Phoenix, and data was analyzed at CLT meetings on a 6-week basis starting in the first quarter.  Students who were identified based on school criteria were provided Tier 3 interventions 3-5 days each week and Tier 2 interventions 2-3 days each week to address their specific skill deficits.  This school year, we have established a dedicated intervention time during the day to provide tiered interventions to students.  Using universal screeners and other assessment measures, students are placed into targeted intervention groups for math and reading every 6 weeks. In reading, students were progress monitored using FastBridge.  In math, students were progress monitored using teacher created assessments.  Math progress monitoring tools will need to be modified and solidified moving into next school year.  Individual plans are sent to families to notify them of the focus of the intervention as well as the goal that was set for their child.

Title I Budget Implications:

  • Title I funds are used to purchase supplies to support hands-on science experiments in classrooms and the STEM lab
  • Title I funds are used to purchase a Raz kids subscription for the school so that students can have access to a wide variety of texts within the classroom
  • Title I funds will be used for author visits or assemblies that relate to academic needs of our students.
  • Title I funds will be used to purchase supplemental resources to support core instruction and intervention in reading and math.
  • Title I funds will be used to purchase materials for our STEM Lab which reinforces and extends our students’ understanding of the science curriculum.

Extended Learning Opportunities

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

Students:

Students have opportunities to participate in 4 - 6 weeks enrichment/after school programs to include some of the following: SOL Remediation, Running Club, Soccer Club, Girls on the Run, Girls on the Court, Hydroponics Club, Girls Who Code, and PROPEL.  Students are also provided access to extended learning opportunities during the instructional day such as FUTURA, EDGE, student council, morning new show, coffee cart, safety patrols, and community mentors.

Staff:

The Sully Leadership Team aligns professional development to the needs of staff related to LCPS initiatives to include equity and deeper learning as determined by walkthrough and assessment data.  Academic Targeted Support sessions will be provided to staff throughout the school year to model and strengthen instructional practices.  Mini PD sessions were presented on a variety of topics during optional Lunch and Learn sessions.  The Administrative Leadership Team supports the CLTs and the use of data to evaluate the effectiveness of instructional delivery through the use of learning walks, walkthroughs and formal/informal observations to meet the needs of all students.  Teachers were provided the opportunity to attend LETRS and QTEL professional development throughout the school year.  Two staff members will be attending VSTE as both presenters and participants this school year.  VSTE supports the goals and actions that we have related to Science.  It will provide Ms. Stiles (STEM Lab Teacher) with ideas and practices that she can implement as part of her STEM lab instruction.  It will provide Ms. Grant (IFT) tools and strategies to help coach our staff related to authentic science instruction and adding rigor to science instruction.

Families:

Families are provided a variety of extended learning opportunities to include:  PEP (Parents as Educational Partners), Family Coffees, resources from community partners, Parent Resource Nights, and grade level family engagement events.  Each grade level held four grade level family engagement events related to topics that were being taught in their classrooms.  Our parent liaison and school social worker assist families with finding and connecting to outside community resources if the need arises for families.  A Family Reading Night was held to build an understanding of the importance of reading as well as how to read with their child at home.  In the spring, Sully held a Family Traditions Night to highlight the unique cultures that are represented in our building.   The PTO supports families and the school culture through school events (craft events, BINGO Night) and spirit nights.  Information and updates are provided to parents through the use of ConnectED, Class Dojo, and Smore.  School administration sends a weekly newsletter to parents that highlights important information and provides questions that parents can ask their child at home.  Information related to interventions are provided by the teacher through conferences and reports and by the school administration through formal intervention letters.  Parents were able to assist in classrooms and on field trips as volunteers.

Title I Budget Implications:

  • Title I funds will to used to purchase resources/materials that can be shared with families during our events
  • Title I funds will be utilized to send two staff members to VSTE
  • Title I funds will be utilized to pay SLT members for the time that they devote to leading the school through grade level leadership, data analysis, SIP creation and monitoring, and school-wide planning.
  • Title I funds will be used to purchase food for family coffee presentations and/or family engagement events.
  • Title I funds will be used to purchase books that can be sent home with students so they have access to quality literature at home.

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.

Student Achievement Reading

Based on the 2023 SOL test results, Sully met the accreditation standard in all achievement gap subgroups with the exception of Black students.  Asian students had a 100% pass rate.  Economically disadvantaged students and EL students both outperformed the all students category.  

Student Achievement Math

Based on the 2023 SOL test results, Sully met the accreditation standard in all achievement gap subgroups.  EL students both outperformed the all students category.  Students with disabilities maintained a pass rate of 86% which was an increase from the 2021 SOL test administration.

Climate (Student)

According to the 2023 Student Climate Survey, 96% of students stated that they feel that teachers and other adults treat them with respect.  There was a 4% increase in the number of students who felt that they could manage their emotions when upset.  91% of students stated that their classroom was welcoming.  85% of students who had stated they had been bullied stated that a teacher or adult helped to stop the bullying.  This was a 13% increase from the previous year.

Climate (Staff)

According to the 2023 Staff Climate Survey, 100% of staff felt that the school encourages family engagement.  100% of the staff stated that the school administration supports the professional development of staff.  96% of the staff stated that they felt equipped with knowledge and skills to address topics about race, racism, and inequity appropriately.  95% of teachers felt they had the knowledge and skills to use disaggregated data to make instructional decisions to address student learning needs.

Climate (Families)

According to the 2023 Family Climate Survey, 97% of the families responded that they feel welcomed at the school.  97% of families stated that their child knows the behavior expectations at Sully.  95% of families stated that their child is taught to respect people of different cultural, ethnic, and racial backgrounds.  88% of families stated that the school works with them to make key decisions about their child’s education.

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.

Student Achievement Reading

According to the spring PALS assessment:

  • Kindergarten - 88% met the PALS benchmark
  • Grade 1 - 32% met the PALS benchmark
  • Grade 2 - 36% met the PALS benchmark

According to the Spring 2023 SOL assessment, 71% of our students did not pass.  After adjustments and growth calculations, the overall pass rate for the school was 91%.

According to the fall MAP administration, a significant percentage of our students scored in the Tier 2 or Tier 3 range.

  • Grade 2 - Tier 3 -34%; Tier 2 - 37%
  • Grade 3 - Tier 3 - 45%; Tier 2 - 28%
  • Grade 4 - Tier 3 - 51%; Tier 2 - 18%
  • Grade 5 - Tier 3 - 26%; Tier 2 - 25%

Student Achievement Math

According to the 2023 spring VKRP assessment administered to kindergarten students, 81% of our students met the spring benchmark.

According to the Spring 2023 SOL assessment, 73% of our students did not pass with only 1% of the students scoring in the advanced range.  After adjustments and growth calculations, the overall pass rate for the school was 86%.

According to the fall MAP administration, a significant percentage of our students scored in the Tier 2 or Tier 3 range.

  • Grade 1 - Tier 3 - 38%; Tier 2 - 27%
  • Grade 2 - Tier 3 - 29%; Tier 2 - 26%
  • Grade 3 - Tier 3 - 35%; Tier 2 - 35%
  • Grade 4 - Tier 3 - 41%; Tier 2 - 32%
  • Grade 5 - Tier 3 - 41%; Tier 2 - 24%

Student Achievement Science

According to the Spring 2022 SOL assessment, the overall pass rate was 63% which did not meet the benchmark for accreditation.

Climate (Student)

According to the 2023 Student Climate Survey, 63% of students feel that bullying is a problem.  On the follow-up questions, 69% of students said they told a teacher, and 85% of the students said the teacher helped stop the bullying.  80% of students reported that they feel safe at school which was a 5% decrease from the previous year.

Climate (Staff)

According to the 2023 Staff Climate Survey, 37% of teachers felt that bullying was a problem at the school.  Only 23% of teachers felt that the non-instructional time was sufficient.  25% of teachers reported that students are aware of consequences for breaking school rules.  This was a 46% decrease from the previous year.

Climate (Families)

According to the 2023 Family Climate Survey, 76% of families stated that their child feels safe from bullying.  This was a 10% decrease from the previous year.  80% of families reported that the school encourages their child to take academic risks.  This was a 3% decrease from the previous year.  80% of parents reported that the school empowers them to become a partner in their child’s education.  This was a 12% decrease from the previous year.  78% of parents reported that the school seeks feedback on school improvement.  This was a 12% decrease from the previous year.

Discipline (suspension/disproportionality rates)

Based on the 2022-2023 school year data, there were 11 total suspensions.  There was an identified disproportionately when looking at the suspension rate of students with special education needs.

Title I Budget Implications:

  • Title I funds are used to hire a STEM lab teacher
  • Title I funds are used to turn our 0.5 provided reading specialist into a full-time reading specialists

School Improvement Goals

Strand 1

STRAND I: TEACHING FOR LEARNING

Domain 1 - English Language Arts

Outcome Goal:

By June 2024, students who are at the 30th percentile or below in Reading will have an average of 60% conditional growth on the Spring MAP assessment.

Process Goal:

Teachers will use the workshop model and specialized reading to deliver differentiated instruction to students as observed through walkthroughs and lesson plan reviews 80% of the time during the 2022-2023 school year.

Domain 2 - Mathematics

Outcome Goal:

By June 2024, students who are at the 30th percentile or below in Math will have an average of 60% conditional growth on the Spring MAP assessment.

Process Goal:

Teachers will plan and deliver differentiated math instruction and remediation through the Math Workshop Model as observed through walkthroughs and lesson plan reviews 80% of the time during the 2022-2023 school year.

Domain 3 - Science

Outcome Goal:

By June 2024, 80% of students in grades 1-5 will meet their individual growth target on the Spring Science SGA assessment.

Process Goal:

Teachers will plan and deliver science instruction utilizing the 5 E Lesson Plan Model, hands-on experiences and computer science integration as observed through walkthroughs and lesson plan reviews 80% of the time during the 2022-2023 school year.

School Improvement Goals

Strand 2

Domain 9 - Family and Community Engagement

Outcome Goal:

By June 2024, 85% of families will participate in at least one family engagement opportunity provided at the school.

Process Goal:

Conference, Home Visits, Classroom/Grade-level Engagement events, PEP, and Family Coffee attendance will be tracked throughout the school year and reminders/follow-up communication will be sent home to parents.

Domain 8 - Safe and Supportive Environments

Outcome Goal:

By June 2024, Students' perceptions of bullying at Sully elementary will decrease by 10%, according to the end of year Student Survey.

Process Goal:

Teachers will engage students in positive behavior support mechanisms and implement the MTSS framework strategies to address student behaviors and social emotional needs based on PBIS data and Student Climate Survey data.

Domain 8 - Safe and Supportive Environments

Outcome Goal:

By June 2024, Sully Elementary School will improve its chronic absenteeism rate by 10% as compared to the 22-23 school year.

Process Goal:

Sully Elementary will form an Attendance Team that will monitor absences throughout the year and provide support and interventions to families with students missing more than 5 days of school.