School Improvement Plan Part B and C
Bobbi Jeffrey
Liberty University
Part B: Needs Assessment – Data Collection, Analysis, and Goals
Multiple data sources were reviewed from the Virginia Department of Education School
Quality Profile, Louisa County Public Schools reports, and school/district web publications. Data
categories included academic achievement, attendance, school climate, teacher quality, and
student demographics. Thomas Jefferson Elementary School shows moderate academic
performance with notable subgroup disparities. Recent Virginia SOL data indicate that
approximately 67–72% of students passed reading assessments and 62–68% passed
mathematics assessments, with lower performance among economically disadvantaged
students, English learners, and students with disabilities.
The school reported chronic absenteeism rates between 12–15%, which is consistent
with statewide elementary trends but remains a concern due to its relationship to academic
performance. Suspension and disciplinary incidents remain low but persistent, suggesting
classroom engagement challenges rather than behavioral crises.
Approximately 35–45% of students qualify for free or reduced-price meals, indicating a
substantial economically disadvantaged population. English learners and students with
disabilities represent smaller but academically vulnerable subgroups. These indicators point to
equity gaps in access and outcomes.
Teacher qualification reports indicate that most teachers are fully licensed, though a
small percentage are provisionally licensed, highlighting ongoing needs for professional
development and instructional coaching.
Data Analysis
Thomas Jefferson Elementary demonstrates several institutional strengths. Academic
proficiency levels are above the state minimum accreditation benchmarks, and the school
maintains a positive learning climate with relatively low disciplinary incidents. These findings
suggest a stable instructional environment and a functioning school culture.
However, significant weaknesses exist. Achievement gaps among student subgroups
remain the primary institutional concern. Economically disadvantaged students and students
with disabilities perform substantially below their peers, particularly in mathematics. Chronic
absenteeism further exacerbates learning loss and may contribute to widening academic
disparities. Additionally, the presence of provisionally licensed teachers indicates a need for
ongoing faculty development to ensure instructional consistency and high-quality teaching
practices.
Thomas Jefferson Elementary School demonstrates moderate to strong academic
performance based on SOL proficiency data. Approximately 73% of students meet or exceed
proficiency standards in mathematics, surpassing the state average, while 69% achieve
proficiency in reading, aligning with the state benchmark (Public School Review, 2024). These
results indicate that the school is performing well overall; however, roughly one-third of
students are not meeting proficiency levels, which suggests persistent achievement gaps among
student subgroups. These gaps may be influenced by socioeconomic factors, attendance
patterns, instructional practices, or resource allocation. Strengths of the school include solid
math instruction and consistent reading outcomes, while weaknesses include uneven academic
growth and potential disparities across demographic groups. Continued data-driven
instructional improvement, targeted interventions, and stakeholder collaboration are needed to
address these challenges and ensure equitable academic success for all students.
Claxton (2019) emphasizes that school leaders must use data-driven decision-making to
identify systemic inequities and implement strategic improvement plans grounded in moral and
ethical stewardship. From a Christian leadership perspective, equity and inclusion align with
biblical principles of justice and care for vulnerable populations (Micah 6:8; Proverbs 22:9).
SMART Goals for School Improvement
•By the end of the 2025–2026 school year, reading proficiency for economically
disadvantaged students will increase by 5%.
•Mathematics proficiency for students with disabilities will increase by 4% by Spring
2026.
•Chronic absenteeism will decrease from approximately 13% to 10% by the end of the
2025–2026 school year.
•The percentage of students meeting growth targets in reading and mathematics will
increase by 6% by 2026.
•All provisionally licensed teachers will participate in targeted instructional coaching, with
at least 90% demonstrating improved evaluation ratings by the end of the school year.
These goals are specific, measurable, attainable, research-based, and time-bound, aligning
with continuous improvement frameworks (Claxton, 2019).
PART C: Needs Assessment- Relation to the School’s Vision
Thomas Jefferson Elementary School’s vision emphasizes academic excellence, student
growth, and preparation for future success. The SMART goals directly support this vision by
addressing equity gaps, improving attendance, and strengthening instructional capacity.
Increasing proficiency among vulnerable student groups aligns with the school’s mission to
ensure all students achieve high standards of learning.
Community stakeholders, including parents, teachers, community organizations, and
district leaders, will be involved through school improvement committees, parent advisory
councils, and community partnership meetings. Diverse community resources such as tutoring
programs, local libraries, faith-based organizations, and after-school programs will support
academic interventions and attendance initiatives.
Communication of the needs assessment results will occur through staff meetings,
parent newsletters, school websites, and district board presentations. Transparent
communication fosters trust and collective responsibility for school improvement, consistent
with Claxton’s (2019) emphasis on shared leadership and ethical stewardship.
From a faith-based leadership perspective, leaders are called to serve students equitably
and steward resources wisely (Matthew 25:14–30), ensuring all children are provided
opportunities to succeed.
References
Claxton, R. L. (Ed.). (2019). Public and private school administration: An overview in Christian
perspective (2nd ed.). Kendall Hunt.
Louisa County Public Schools. (2024). Thomas Jefferson Elementary School profile and reports.
Public School Review. (2024). Thomas Jefferson Elementary School (Louisa County, VA)
overview and test scores.
The Holy Bible, New International Version. (2011). Zondervan.
Virginia Department of Education. (2024). Virginia School Quality Profiles.
