A. SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I …€¦ · on 2016-2017 GA Milestones by achieving...
Transcript of A. SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I …€¦ · on 2016-2017 GA Milestones by achieving...
Georgia Department of Education October 1, 2015 ● Page 1 of 46
A. SCHOOLWIDE IMPROVEMENT PLAN (SIP)
TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN
TITLE I TARGETED ASSISTANCE (TA) PLAN
NAME OF SCHOOL/PRINCIPAL:
Seaborn Lee Elementary School / Kine’ Geathers
NAME OF DISTRICT/SUPERINTENDENT:
Fulton County Schools
Dr. Jeff Rose, Superintendent
6201 Powers Ferry Road NW
Atlanta, Georgia 30339
□ Comprehensive Support School □ Targeted Support School X Schoolwide Title 1 School □ Targeted Assistance Title 1 School
□ Non-Title 1 School □ Opportunity School
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DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS
B. Advancing Leadership | Transforming Schools
All required components of the Title I Schoolwide and Targeted Assistance are included in this template.
Planning Committee Members (SW- 8, 16; TA- 7)
SIGNATURES:
Superintendent _______________________________________________ Date ________________
Principal Supervisor ___________________________________________ Date ________________
Principal ____________________________________________________ Date ________________
Title 1 Director _______________________________________________ Date ________________
(Title 1 Schools only)
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C. Needs Assessment/ Data Review Results (Include Charts/Graphs)
(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)
Title I only (SWP 10, 15, 19; TA 3, 6)
The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.
Please indicate the programs that are consolidated in this plan: ___________________________________________________________________
_________________________________________________________________________________________________________________________________
School Designated as a Priority School ______ (Yes or No) School Designated as a Focus School _Yes____ (Yes or No)
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Insert most recent ELA STAR Report (provide for all grades or be grade specific, based on your school’s needs and how Title I funds will be used)
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GA Milestones Data
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Insert most recent Math STAR Report (or other math academic achievement report data)
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GA Milestones Data
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Insert most recent Science achievement data
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Insert most recent Social Studies achievement data
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Seaborn Lee’s 2015/2016 EOY Discipline Data
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Comprehensive Needs Assessment (SW 1; TA-1)
Data Review Summary
“Root Cause Analysis”
Strengths Weaknesses Needs
(Highlight 3 Prioritized Needs)
Prioritized Needs
Achievement Data EOG: 73% of 4th Grade students
scored on achievement levels 2, 3,& 4
in Science. They also had a 25 point
increase in level 3 Proficient Learners,
and level 4 Distinguished Learners.
EOG: 74% of 4th Graders scored on
levels 2,3,or 4 in Math
Star Reading: 70% of 1st & 2nd
Graders scored At/Above Benchmark,
and 60% of 3rd & 4th Graders scored
At/Above Benchmark.
Star Math: Grade 1 96% of the
students scored at/above grade level.
Grade 4 83% of students scored
at/above grade level.
DIBLES: 85% of Kindergarten scored
proficient in non-sense word fluency
(correct letter sounds)
DIBLES: 75% of 1st graders scored
proficient in nonsense word fluency
(whole words read)
SRI: 3rd grade made 102 point gain
from BOY to EOY
EOG: 51% of 3rd grade students
scored level 1 Beginning Learner in
Social Studies.
EOG: 3rd Grade Math 80% of the
students scored level-1 Beginning
Learner, and 2- Developing Learner
and 46% 4th Graders scored level 2 in
math.
EOG: 63% of 3rd grade students
scored in level 1 Beginning Learner in
Science
Star Math 70% of students in grades
1st-5th scored On Watch or Below the
benchmark.
GKIDS: 38% of the math standards
have not been met
GKIDS: 32% of the ELA standards
have not been met
DIBLES: 50% of 2nd graders are
accurate in oral reading fluency
DIBLES: 65% of 3rd graders are
accurate in oral reading fluency
Establish a schoolwide Math
initiative (SWMI) facilitated by the
Math Coach
Implement data driven Professional
Learning Communities (PLCs)
Improve systematic reading and
math instruction
Improve targeted instruction in
phoneme segmentation, nonsense
word fluency
Implementation of School Wide
Positive Behavior Interventions and
Supports
Establishment of a cross-functional
literacy leadership team to address
content integration which includes
science and social studies.
Root Causes:
Increase % of students scoring
at/above grade level in Math
Increase % of students scoring
at/above grade level in Reading/ELA
Establish a culture of trust and respect
and promotes a sense of community
(aligned with last weakness)
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SRI: 4th grade made 64 point gain
from BOY to EOY
SRI: 5th grade made 98 point gain
from BOY to EOY
SRI: 55% of 3rd graders did not meet
520 Lexile benchmark
SRI: 60% of 4th graders did not meet
740 Lexile benchmark SRI: 50% of 5th graders did not meet
830 Lexile benchmark
10% of students in K-5 were
suspended for a total of 113 days
which resulted in 678 hours of lost
instructional time.
1) Instructional deficits that address
phonic progression during literacy
stations.
2) Additional professional
development needed in next steps
of guided reading and guided math
Perception Data Teacher survey: 56% of teachers have
received sufficient professional
development for guided reading. 50%
of teachers have received sufficient
professional development in modeled
and shared reading.
Teacher survey: 35% of teachers have
received sufficient professional
development on math classroom
environments.
Teacher survey: 45% of teachers have
received sufficient professional
development in Nearpod.
Due to insufficient response of parent
survey, school will repeat survey with
parents.
Teacher survey: 45% of teachers need
more professional development in
literacy stations for reading language
arts.
Teacher survey: 38% of teachers need
more professional development in
math work stations.
Teacher survey: 61% of teachers need
more professional development in
project based learning. 56% need PD
in choice boards. 50% need PD with
technology tools.
Observation Data
TKES
Walkthrough/Formative
Assessment Data
Teacher survey: 35% of teachers have
received sufficient professional
development on math classroom
environments.
Teacher survey: 45% of teachers have
received sufficient professional
development in Nearpod.
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Needs Assessment/ Data Review Results
(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8) Prioritized Needs Data Source Participants Involved Communication to Parents and
Stakeholders
Increase % of students scoring
at/above grade level in Math
Increase % of students scoring
at/above grade level in Reading/ELA
Establish a culture of trust and respect
and promotes a sense of community
School administrators review the data
with the teachers and develop
Professional Development plans based
on the outcomes to increase student
achievement in math and literacy.
Be able to disaggregate data provided
by the Fulton County School System
Data Utilization Department as a
means of developing targeted and
individualized instructional plans.
STAR Math
STAR Reading
Reading Inventory
DIBELS Next
Georgia Milestones-2014/2015
Surveys
TKES Data
CCRPI Report 2014
CCRPI Report 2015
SWIS Discipline Data
GKIDS
Administrative team
Teachers
Students
Parents
School Website
Report Cards
Teacher/ Parent Conferences
Georgia CCRPI Reports
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D. SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)
Georgia School
Performance
Standard
Student
group (All
or
subgroup)
Action /Strategies (Include description of SWP 2, 7, 9, 10)
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated
Cost, Funding
Source, and/or
Resources (SWP 9) Artifacts Evidence
Instructional Standard
1: Uses systematic,
collaborative planning
processes so that
teachers share an
understanding of
expectations for
standards, curriculum,
assessment, and
instruction
Instruction Standard 6:
Uses appropriate,
current technology to
enhance learning
Instruction Standard 9:
Provides timely,
systematic, data-driven
interventions
ALL
All students
demonstrate
proficiency
on 2016-
2017 GA
Milestones
by
achieving
At/Above
results
Math coach with the help of classroom
teachers will implement a weekly math
focus based on standards and skills in
which students have shown the lowest
measure of mastery. This will include
but not limited to weekly instructional
plan, vocabulary based on skill, daily
activities, and weekly assessments.
Teachers will have on going
professional development in order to
implement full Math Instructional
Focus Plan.
Teachers will instruct and assess
students using the materials and
modeling from math coach based off
assessment results.
Lesson
Plans
Focus
Walks
School
Wide Math
Focus
Common
Assessments
PD
School Leaders
Demonstrate: Implement and
sustain a school wide
math focus to change
assessment results by
showing a 3%
increase.
Teachers
Demonstrate: A safe and student
centered classroom,
while instructing to
gets students to a
level of mastery.
Students
Demonstrate: Ability to work
independently and in
teams to show
content mastery of
skills.
At/Above standards
on GA Milestones
Math Coach
Creates
instructional plan
for teachers to
follow based on
assessment results
from previous
year.
Create common
math assessments
Teachers
Instruction
Math Coach
Title One Funded
In-service
Professional
Development
(provided by Math
Coach)
PD Materials (chart
paper, copy paper,
markers, post-it
notes, computer
ink)
Redbird
IXL Math
Math Matters
Resources
(professional text
and manipulatives)
NCTM Math
Conference
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SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)
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Georgia
School
Performance
Standard
Student
group (All
or
subgroup)
Action /Strategies
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated
Cost, Funding
Source,
and/or
Resources
(SWP 9) Artifacts Evidence
Curriculum
Standard #1:
All teachers use
systematic,
collaborative
planning
processes to
share an
understanding
of expectations
for standards,
curriculum,
assessment, and
instruction.
Assessment
Standard #2:
All teachers use
a balanced
system of
assessments
including
diagnostic,
formative, and
summative to
monitor
learning and
ALL
All 3rd-5th
grade students
demonstrate
proficiency on
2016-2017
EOG GA
Milestones by
achieving
At/Above
results
All K-2 grade
students
demonstrate
proficiency on
2016-2017
DIBELS Next
indicators by
achieving
At/Above on
End-of-Year
benchmark
results.
All 3rd-5th
grade students
demonstrate
proficiency on
2016-2017
Reading
Inventory
indicators by
Teachers will increase application of
intentional after-reading performance tasks
promoting inquiry and research through anchor
and mentor text to respond to opinion,
informational, and narrative with 3% higher
pass rates from pre to post writing
assessments.
Teachers receive support on implementing
intentional guided reading performance tasks
to promote inquiry and research utilizing
anchor and mentor text across content.
On Site PD to build professional knowledge
and implementation of opinion, information,
and narrative writing.
Acquire supplemental resources and
technology to remediate or enrich core content
teaching and learning environment along an
instructional continuum (DIBELS Next,
Reading Inventory, IXL, Study Island,
professional text and resources for balanced
literacy PD)
Acquire writing consultant to enhance writing
workshop capacity in the areas of constructed
responses, writing across the content, and
creating writing tasks aligned to EOG ELA
GA Milestones.
Purchase text selections, materials and supplies
for parent literacy sessions, and instructional
materials and supplies (files, file folders,
Teacher work
to include
lesson plans
and balanced
literacy
activities
(systematic
instruction,
guided
reading,
vocabulary,
close reading,
citing
evidence, and
constructed
responses) as
well as
instructional
action plans
per student
literacy data
reports.
Student work
to include
student
writing
displays,
writing
rubrics,
writing
conference
logs, & Write
School Leaders
Demonstrate:
Create and establish
common
expectations for
ELA curriculum,
assessment,
instruction, and
professional
learning. Teachers
Actively participate
in collaborative
process for
curriculum planning,
monitoring student
achievement, and
seek to increase
capacity of
delivering best
practices in literacy
instruction.
Teachers
Demonstrate:
Have common
expectations for
ELA curriculum,
assessment,
3rd-5th Pre/Post
Write Score in each
genre (opinion,
informational &
narrative) to be
administered first
(pre) and second
(post) semesters.
KG-2nd End of Unit
RELA assessments.
Weekly balanced
literacy
walkthrough rubrics
to inform
instructional
practices of
balanced literacy at
teaching and
literacy stations.
Monthly Cross
Functional Literacy
Leadership Team
PD on utilizing
literacy strategies
across the content
and review of
Professional text
to support
literacy and
writing best
practices with
consistency and
fidelity.
2 Title 1 Funded
teachers to
reduce RELA &
SS class sizes in
grades 4 and 5
Cross-functional
literacy
materials for
social studies
and science
Write Score
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inform
instruction.
Instruction
Standard #4:
All teachers use
research-based
instructional
practices that
positively
impact student
learning.
Professional
Learning
Standard #6:
All teachers
monitor and
evaluate the
impact of
professional
learning on
instructional
practices and
student
learning.
achieving
At/Above on
End-of-Year
benchmark
results.
hanging files, paper, pencils, copy paper,
literacy manipulatives, children's literature,
literacy station activities, journals, sentence
strips, Post It Notes, chart paper, pocket charts)
Purchase technology supplies to support
students (toner, ink cartridges, batteries)
resources and technology to remediate or
enrich core content teaching and learning
environment along an instructional continuum
(DIBELS Next, Reading Inventory, IXL,
Study Island, professional text and resources
for balanced literacy PD)
Score data
reports
PD agenda
instruction, and
professional
learning. Teachers
actively participate
in collaborative
process for
curriculum planning,
monitoring student
achievement, and
seek to increase
capacity of
delivering best
practices in literacy
instruction.
Students
Demonstrate:
Students will be able
to demonstrate
mastery of writing
by staying on topic,
elaborating details,
citing evidence,
applying transitional
words, addressing
genre components,
and writing on
demand per grade
level standards
teacher work and
student artifacts.
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SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) (SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)
Georgia
School
Performance
Standard
Student
group
(All or
subgroup)
Action /Strategies
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated Cost,
Funding
Source, and/or
Resources Artifacts Evidence
School Culture
Standard 1: Develops,
communicates,
and implements
rules, practices,
and procedures
to maintain a
safe, orderly
learning
environment.
School Culture
Standard 2: Establishes a
culture of trust
and respect that
promotes
positive
interactions and
a sense of
community
ALL
During the instructional day staff will engage
students in lessons which depict scenarios that
are tied to PAWS (Be Prepared; Act
Responsibly; Work Together; Stay Safe).
Teachers and school staff will increase their
proficiency at teaching social and emotional
skills within daily activities in a manner that is
meaningful to all K-5 students and promotes
skill acquisition.
Pyramid Practices workshops will be
conducted once a month to increase teacher
knowledge and practice of PBIS to enhance
classroom management and decrease lost seat
time.
PBIS leadership team meetings are conducted
once a month to discuss SWIS data (time,
location, grade levels, and types of off-task
behaviors) and solutions.
Lesson plans,
PAWS
behavior
matrices,
Informal
assessments,
Town Hall
Meeting
agendas,
Survey data,
SWIS (School
Wide
Information
System) data
reports, Rate
of
participation
in monthly
celebrations
School Leaders
Demonstrate:
Initiate and sustain
change to communicate
and implement rules,
practices, and
procedures to maintain
a safe, orderly learning
environment.
Teachers
Demonstrate:
An established culture
of trust and respect that
promotes positive
interactions and sense
of community.
Students
Demonstrate:
An established culture
of trust and respect that
promotes positive
interactions and sense
of community.
Administrative
Assistant: -Informal/formal
observations
-Provide feedback of
actionable items from
instructional
walkthroughs
-Facilitate grade level
Town Hall Meetings
-Monthly SWIS data
reports
Teachers: -Lesson plan
implementation
-Informal
observations of
students
Title I Personnel
$131,760.00
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Georgia Department of Education February 26, 2016 ● Page 31 of 46
E. Schoolwide Reform Strategies (SW 2; TA-1b)
Source Document
“Research Based Strategies”
Prioritized Need 1: Increase % of students scoring at/above grade level in Math/Close the achievement gap for all K-5 students in Mathematics
SMART Goal: Increase the percent of students scoring at Developing Learner or Above on the Georgia Milestones Math EOG from 73% to 76% for the
2016-2017 school year.
Georgia School Performance Standard Instructional Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding of
expectations for standards, curriculum, assessment, and instruction.
Instruction Standard 6: Uses appropriate, current technology to enhance learning.
Instruction Standard 9: Provides timely, systematic, data-driven interventions.
What action/strategy would support
this standard for all students including
migrant, homeless and historically
underserved population?
Strategic personnel change, the Data Support Specialist is now the Math Coach position.
Make use of technology software and additional resources to supplement instruction in math.
Acquire K-5 teacher for class size reduction for instruction.
Utilize Math Matters to supplement instruction in math.
List 2 Teacher Behaviors to support
this standard (include artifacts). Teachers will have on going professional development in order to implement full Math Instructional Focus Plan.
Teachers will instruct and assess students using the materials and modeling from math coach based off assessment
results.
Artifacts: PD workshop agendas and handouts; formative and summative assessment results
List 2 Student Behaviors to support
this standard (include artifacts). Students will apply themselves to reach mastery level.
Students are able to explain standards, learning objectives, and understand the expectations of achievement
Artifacts: Student work, report cards, student data notebooks
List 2 Leadership Behaviors to support
this standard (include artifacts). Administrative team will make weekly classroom walks and talk with students about expectations.
Teacher and Student recognition of mastery.
Artifacts: Focus Walk data
How would you monitor your action/
strategy?
Math coach with the help of classroom teachers will implement a weekly math focus based on standards and skills in
which students have shown the lowest measure of mastery. This will include but not limited to weekly instructional
plan, vocabulary based on skill, daily activities, and weekly assessments.
How would you fund this initiative
using -local, state, federal funds?
No additional figures needed, staff will only switch positions.
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Georgia Department of Education February 26, 2016 ● Page 32 of 46
Prioritized Need 2: Increase % of students scoring at/above grade level in Reading/ELA /Close the achievement gap for all K-5 students in Reading/English
Language Arts
SMART Goal: Increase the percent of students scoring at Developing Learner or Above on the Georgia Milestones ELA EOG from 63% to 66% for the
2016-2017 school year.
Georgia School Performance
Standard Curriculum Standard 1: All teachers use systematic, collaborative planning processes so that teachers share
an understanding of expectations for standards, curriculum, assessment, and instruction.
Assessment Standard 2: All teachers use a balanced system of assessments including diagnostic, formative,
and summative to monitor learning and inform instruction.
Instruction Standard 4: All teachers use research-based instructional practices that positively impact student
learning.
Professional Learning Standard 6: All teachers monitor and evaluate the impact of professional learning on
staff practices and student learning.
What action/strategy would
support this standard for all
students including migrant,
homeless and historically
undeserved population?
Acquire residencies with teaching artists to demonstrate drama-based strategies that teach and reinforce
literacy skills in speaking, listening, and writing in grades KG-1st.
Acquire writing consultant to improve content writing in grades 2nd-5th.
Acquire literacy resources that develop fluency and solid foundation of alphabetic principles in order to
apply knowledge to decoding words and meaning of text prior to 3rd grade.
Acquire literacy resources to increase and expand oral language, vocabulary development, expressive
language and reading comprehension skills at grades 3rd-5th.
List 2 Teacher Behaviors to
support this standard include
artifacts?
Assessment Standard 2:
Teachers utilize humanities lesson plan template to integrate literacy components across content.
Teachers analyze anecdotal notes on reading behaviors and responses to literature across content to inform
and improve teaching and learning.
Artifacts: Weekly lesson plans, Running records, Progress monitoring reports (Systematic Instruction, DIBELS
Next, High frequency word list, and Reading Inventory), Common writing assessments.
List 2 Student Behaviors to
support this standard include
artifacts?
Students have a clear understanding of ELA standards they are to master and are able to express "I Can"
statements relative to standard.
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Georgia Department of Education February 26, 2016 ● Page 33 of 46
Students are able to use ELA data to verbalize and/or write meaningful and measurable goals for literacy
achievement based on pre-assessment, adaptive software, and/or universal screener.
Artifacts: Presentation of "I Can" statements, Teacher/Student goal conference forms, & Student data and writing
portfolios; iRead
List 2 Leadership Behaviors to
support this standard include
artifacts?
Administration will monitor implementation of balanced literacy and writing across the curriculum to better
determine professional development needs per grade level, content, and/or teacher.
CST will collaborate with Literacy PD Facilitator to create professional calendar on best practices for
literacy development.
Artifacts: School wide agendas, Vertical content PLC agendas, Teacher and grade level progress monitoring data
reports.
How would you monitor your
action/ strategy?
Teachers and leaders consistently meet in PLCs and grade level planning where student achievement is the
focus.
Members of administration will monitor and evaluate the impact of collaborative planning to ensure that
student learning occurs. This will be monitored by reviewing meeting agendas and meeting minutes,
assessments and lesson plans.
Leadership team will meet routinely to review student data and mastery on selected and constructed
responses, application of Lexile levels during balanced literacy and content integration, utilization of
formative assessments inform direct instruction.
How would you fund this initiative
using -local, state, federal funds?
Striving Reader Comprehensive Literacy Grant Funds
Literacy Resources
Writing Consultant
Teacher Professional Development
Wolf Trap Residencies
Literacy Conferences
Professional Literacy Memberships Extended Learning
3rd-5th
Title I Summer Bridge
KG-5th
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Georgia Department of Education February 26, 2016 ● Page 34 of 46
Prioritized Need 3: Establish a culture of trust and respect and promotes a sense of community /Reduce student out of school suspension rate by 5% for all K-5 students
from 113 days to 107 days.
SMART Goal: 75% of the staff and students will be able to identify and explain behavioral expectations (PAWS) as articulated in matrices displayed around the building.
Georgia School Performance Standard School Culture Standard 1: Develops, communicates, and implements rules, practices, and procedures
to maintain a safe, orderly learning environment.
School Culture Standard 2: Establishes a culture of trust and respect that promotes positive
interactions and a sense of community
What action/strategy would support this
standard for all students including
migrant, homeless and historically
undeserved population?
During the instructional day staff will engage students in lessons which depict scenarios that are tied
to PAWS (Be Prepared; Act Responsibly; Work Together; Stay Safe).
Teachers and school staff will increase their proficiency at teaching social and emotional skills within
daily activities in a manner that is meaningful to all K-5 students and promotes skill acquisition.
List 2 Teacher Behaviors to support this
standard include artifacts?
Staff will conduct and participate in the creation of age appropriate mini lesson plans aimed at
increasing a positive campus culture and climate.
PBIS school expectations, will be posted in classrooms and common areas around the school and
acknowledgement made to system guidelines through lessons and student responses.
Artifacts: Lesson plans, PAWS behavior matrices, Informal assessments
List 2 Student Behaviors to support this
standard include artifacts? Students will be able to identify core beliefs tied to PAWS. Students will be able to explain and demonstrate core beliefs tied to PAWS.
Artifacts: Bulldog Bucks, Rate of participation in monthly celebrations
List 2 Leadership Behaviors to support
this standard include artifacts? Administration will administer and review campus created climate and culture surveys and will
develop action steps to increase campus culture and climate. Administration will host PBIS Town Hall meetings with each grade level to review and discuss
behavior expectations tied to PAWS.
Artifacts: Town Hall Meeting agendas, Survey data, SWIS (School Wide Information System) data reports
How would you monitor your action/
strategy? Administrator: Data from SWIS (School Wide Information System) will be pulled monthly and
discussed with faculty to monitor the effectiveness of the initiative. Data to include the monitoring of
date, time, location, type of infractions and occurrences.
Teacher: Classroom rituals and routines; Rates of Minor/Major Offense Referrals
How would you fund this initiative,-
local, state, federal funds?
No funding required.
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 35 of 46
F. Professional Learning Plan to Support School Improvement Plan
(SW 4; TA 4) Professional Learning
Strategy to support
achievement of SMART
Goals
Professional
Learning
Timeline
Estimated Cost,
Funding Source,
and/or Resources
Person(s)
Responsible
Monitoring Teacher
Implementation of
Professional
Learning
Artifacts/Evidence of
Impact on Student
Learning
Fraud, Waste, Abuse
Training
Professional Learning
Standard 6: All teachers
monitor and evaluate the
impact of professional
learning on staff practices
and student learning.
August 5, 2016 $0 Principal
Bookkeeper
Monitor number of
incidences as reported
Agenda
Sign-In Sheet
Compliant Process
Training
August 3, 2016 $0 Principal
Assistant Principal
Monitor number of
incidences as reported
Agenda
Sign-In Sheet
Teachers Use of Academic
Assessments to Improve
Instruction
(SW 8, TA-1)
Professional Learning
Standard 6: All teachers
monitor and evaluate the
impact of professional
learning on staff practices
and student learning.
September 2016 –
April 2017
Renaissance Place
(Star Testing)
Red Bird Math
Software
$0
Teachers 2nd -5th
Teachers K-5
Benchmark
assessments (STAR)
Weekly walkthroughs
and feedback on
targeted math
instructional
strategies including
but not limited to
teaching stations.
Professional Development
agendas and sign in sheets to
support.
Math Lesson plans
Math journals/Data folders
Provide ELA, Social
Studies, and Science
teachers to increase
October 2016 -
April 2017
SRCL Grant 2nd-5th ELA
Teachers
Weekly walkthroughs
and feedback on
targeted instructional
Job Embedded PD
Agenda/Resources/Handouts
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 36 of 46
capacity of writing across
content to foster
informational and opinion
responses to literature, as
well as the modeling of
explicit writing instruction
to support interactive
writing through social
studies and science
standards.
$25,000 for EJECS
consultant fee
3rd-5th Social
Studies & Science
Teachers
CST
Book Keeper
literacy strategies
(teaching and literacy
stations)
Vetting of alignment
of writing
assessments
(questions/format)
Biweekly data review
of student writing
Signature sheet
ELA Lesson Plans
Student Writing Portfolios
Professional Learning
Strategy to support
achievement of SMART
Goals
Professional
Learning
Timeline
Estimated Cost,
Funding Source,
and/or Resources
Person(s)
Responsible
Monitoring Teacher
Implementation of
Professional
Learning
Artifacts/Evidence of
Impact on Student
Learning
Provide PD for ELA
teachers to increase fidelity
in implementing guided
writing approaches that
develop, support, and
accelerate GSE ELA of
Writing, Speaking and
Listening, as well as
Language.
PD will take place
twice a month
during common
planning time
August 2016-May
2017.
Professional Text to
support children’s
literacy book study,
NCTE convention
and post staff
training.
SRCL Grant
$1000 to purchase
professional text to
provide (teachers)
for professional
knowledge
K2 Teachers
3rd-5th ELA
Teachers
Social Studies &
Science Teachers
CST
Administration
PD Literacy
Facilitator
Book Keeper
Weekly walkthroughs
and feedback on
targeted instructional
literacy strategies
(teaching and literacy
stations)
Vetting of alignment
of writing
assessments
(questions/format)
Biweekly data review
of student writing
Job Embedded PD
Agenda/Resources/Handouts
Live Binder for Writing
Documents/Handouts
Presentation/ Presenter Notes
Lesson Plans
Student Writing Samples
Writing Performance Tasks
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 37 of 46
Provide Cross Functional
Literacy Leadership Team PD
on balanced literacy.
November 18-20,
2016
Ongoing redelivery
of through Job
Embedded PD
Courses from
December 2016 –
May 2017.
SRCL Grant
$750 to Purchase
NCTE school
building membership
$2,245 to purchase
NCTE registration/
breakfast & lunch
Cross Functional
Literacy Leadership
Team
CST
PD Literacy
Facilitator
Book Keeper
Weekly walkthroughs
and feedback on
targeted literacy
strategies (teaching and
literacy stations)
Vetting of literacy
assessments
(questions/format)
Biweekly data review of
instruction and
comprehension
Convention Resources/
Handouts
Job Embedded PD
Agenda/Resources/Handouts
Evidence of PD through
teaching and learning artifacts
(teacher/student)
Provide PD to enhance capacity
for developing after-reading
performance tasks that promote
inquiry and research fostered
through anchor and mentor text
On Site PD to build
professional knowledge and
implementation of opinion,
information, and narrative
writing.
August 2016 -
May 2017
August 2016 -
March 2017
SRCL Grant
$6,210 to purchase
Lucy Calkins Units
of Study bundles.
$3,500 for Teachers
College Reading &
Writing Project PD.
$4,531.77 to
purchase Write
Score 2-5.
$1,190.70 to
purchase Write
Score Reading 3rd-
5th.
Literacy PD
Facilitator
All Teachers
CST
Vertical PLC
Administration
Book Keeper
Informal assessments to
include student writing
displays, CCGPS
writing rubrics, writing
conference log, & Write
Score
Job Embedded PD
Agenda/Resources/Handouts
Live Binder for Writing
Documents/Handouts
Presentation/ Presenter Notes
Lesson Plans
Student Writing Samples
Writing Performance
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 38 of 46
Residencies with Teaching
Artists, demonstrating
drama-based strategies that
teach and reinforce literacy
skills in speaking, listening,
and writing. A yearly
professional focus
component will allow
identified grade levels to
attend an on-site full day
orientation and instructional
strategy session presented by
Alliance Theatre staff.
Semester 1 2016 -
Semester 2 2017
SRCL Grant
$16,496 for Wolf
Trap Program,
fieldtrip, family
sharing (literacy)
night, and 2017
Woodruff Arts
Center
Educator
Conference.
$1,308 for bus
transportation
$1,000 for family
literacy night
materials.
$2800 for Teacher
Pay for Literacy
Night $28 hour
(how many
teachers, how
many hours)
Alliance Theatre
Coordinator,
Alliance
Teaching Artists,
KK Teachers
CST
Art & Music
Teachers
Book Keeper
Classroom
observations; evidence
of drama based
strategies in RELA
lesson plans; student
writing and
engagement
Stakeholder surveys
Job Embedded PD
Agenda/Resources/Handouts
Live Binder for Writing
Documents/Handouts
Presentation/ Presenter Notes
Lesson Plans
Student Writing Samples
Writing Performance
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 39 of 46
Provide Onsite PD to
enhance teachers’
understanding of Schoolwide
Positive Behavioral
Interventions and Support
(SWPBIS)
September 2016-
May 2017
$56 for Medicare
is 2% of the total
teacher pay.
PD provided by
Metro RESA
through the Early
Learning Climate
Prototype Project
Metro RESA’s
Early Learning
Climate Manager
Seaborn Lee
SWPBIS
Leadership Team
Classroom
observations, evidence
of teaching the
expected behaviors in
lesson plans, SET
observations by Metro
RESA
Job Embedded PD
Agenda/Resources/Handouts
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 40 of 46
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 41 of 46
G. Parent Engagement and Communication
(SW 6; TA 5)
Parent Engagement
Activities
Timeline Estimated Cost,
Funding Source,
and/or Resources
Person(s)
Responsible
Evaluation Results Artifacts/Evidence of
Impact on Student
Learning
Parent Involvement
Policy
Family and Community
Engagement Standard 2: Establishes structures that
promote clear and open
communication between the
school and stakeholders.
Revised by
September 30,
2016.
Distributed by
October 31, 2016.
Acquire Title 1
Parent Liaison to
assist in building
parent capacity
(parent involvement
policy, compact,
parent
workshops/meetings)
to help improve
student achievement.
Estimated $23,000
Principal
Parent Liaison
Staff
Parents
Georgia Department
of Education checklist
Evidence of
Distribution:
*School website
*All Teachers/Staff
Compact
Family and Community
Engagement Standard 2:
Establishes structures that
promote clear and open
communication between the
school and stakeholders
Revised and
Approved by
Sept. 30, 2016
100% compacts
collected by Oct.
31, 2016
$0
Principal
Parent Liaison
Staff
Parents
Students
Georgia Department
of Education
Checklist
Staff Input Meetings:
Grade level collaboration to
establish target learning
goals--
Agenda/Sign-In
Sheets
Meeting Minutes Parent invitations (minimum
of 2 different modes)
Title I Input Meeting
Family and Community
Engagement Standard 2:
Establishes structures that
promote clear and open
communication between the
school and stakeholders
May 11, 2016 $0 Principal
Parent Liaison
Staff
Parents
Students
Georgia Department
of Education
Checklist
Parent invitations (minimum
of 2 different modes)
School website
(required)
Flyer, Marquee,
School Messenger
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 42 of 46
Title I Annual Meeting
Family and Community
Engagement Standard 2:
Establishes structures that
promote clear and open
communication between the
school and stakeholders
Family and Community
Engagement Standard 4:
Communicates academic
expectations and current
student achievement status
to families.
Sept. 20, 2016
$0
Principal
Parent Liaison
Staff
Georgia Department
of Education
Checklist
Minimum of 2
different parent
invitations
School website
(required)
Flyer, Marquee,
School Messenger Inform parents of FLP
U.S. mailed letter
Student Assessment & Results
Parent Meeting
(SW 11, 12, 13, 14; TA 6, 7, 8)
August 2016-
September 30,
2016
$0 All Staff GA Milestones EOG
Results
Minimum of 2 different
parent invitations
School website (required)
Flyer, Marquee, School
Messenger
Transition Meetings
(Preschool Programs)
(SW 7, TA 3)
Once per semester
$0 PK and KK Staff WSO
Minimum of 2 different
parent invitations
School website (required)
Flyer, Marquee, School
Messenger
Parent Resource Center August 2016-
May 2017
$0 Parent Liaison Parent Surveys Sign-In Notebook
Monthly Title I Parent
Meetings/Family Nights
Family and Community
Engagement Standard 2:
Establishes structures that
promote clear and open
communication between the
school and stakeholders
August 2016-
May 2017
Parent Liaison Parent Surveys Survey Results
Agendas
Meeting minutes
Sign-In Sheets
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 43 of 46
H. Highly Qualified Staff
(SW 3, 5; TA 4)
All courses are taught by highly qualified staff. __Yes____ (Yes or No)
If no, explain
100% of the staff is highly-qualified.
The Office of Teacher and Staff Quality provides Title II-A guidance to non-highly qualified teachers, paraprofessionals, and their principals. Non-
highly teachers and paraprofessionals are placed on remediation and must complete GACE testing prior to their certification end dates in order to
become highly qualified. Non-highly qualified teachers and paraprofessionals who do not hold Georgia certifications are given three years to
successfully complete GACE testing in order to become highly qualified. Each year, instructions are shared with principals, teachers, and
paraprofessionals for completing Remediation Plans. Principals are expected to discuss remediation plans with teachers and paraprofessionals. These
instructions, along with GACE reimbursement, upcoming content workshops, and testing information, are also shared on the Teacher and Staff
Quality (Highly Qualified Teacher) internal webpage.
List efforts to recruit highly qualified teachers to your school.
·Fulton County Schools signing bonus
·Strategic staffing initiative
·Job recruitment fairs
·Mentorship program
· Supplemental support through the district’s Teacher Induction Program (TIP)
· Collaborative planning time
Family and Community
Engagement Standard 4:
Communicates academic
expectations and current
student achievement status to
families.
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 44 of 46
·On-going professional development provided by CST to support classroom instruction
I. GaDOE Title I Components
Comprehensive Needs Assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309 (1)
that is based on information which includes the achievement of children in relation to the state academic content standards and the state student
academic achievement standards described in Section 1111(b)(1).
Response
We have taken into account the needs of migrant children by following these procedures:
All new students receive an Occupational Survey form, as well as the registration form. This will be checked and verified by the registrar.
We will work closely with our counselor, school social worker, and our central office liaison to ensure that the student’s needs are met for any
students identified.
Providing intervention programs and additional assistance for any migrant student who might be identified and is experiencing academic
deficiencies.
Students will be considered for additional services based on formative data and classroom assessments.
Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for possible services.
Currently, there are no Migrant students attending our school.
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 45 of 46
Student Transition Plan
Below are our plans for assisting pre-school children in the transition from early childhood programs and students transitioning to middle school. We have
also included transition plans for students entering from private schools in addition to students entering the school throughout the year.
·Kindergarten Transition:
·PreK and Kindergarten orientation- Parents meet with the administrative team to learn about school expectations, curriculum, assessments and general
policies and procedures.
·Parents are provided with a parent handbook detailing expectations of the school.
·PreK students are given a basic screening of kindergarten readiness skills.
·Local preK providers also bring their students for a tour of our school and kindergarten classrooms.
·Our Administration team meets with prospective parents if they request a tour.
Middle school transition:
Our feeder middle school hosts a prospective student/parent meeting in the spring to assist all current fifth grade students with the transition to middle school.
·Sixth grade students meet with fifth grade students to share suggestions for the transition to middle school.
·Fifth grade students tour the feeder middle school in the spring.
·Fifth grade exposes students to the middle school schedule by departmentalizing their content areas.
·Counselors work with parents to help students select their middle school courses.
·New Students:
·Principal meets with parents if needed to get information about any special services.
·Teachers assess students to determine instructional program.
·Teacher meets with parents if needed.
·Administration provides tours as requested.
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 46 of 46
J. Comprehensive Needs Assessment
Resources Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx
Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-
Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf
System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-
Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf
Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx
QCIS (INDISTAR) - http://www.indistar.org/
Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx
Source Document
Data Sources:
Achievement Data: Perception Data: Observation Data:
Georgia Milestones TKES Surveys TKES Data
GKIDS Title I Parent Survey Content Walkthroughs (if applicable)
SLDS – Georgia Milestones, Student Growth, etc. Title I Teacher Survey
CCRPI Title I Student Survey
SLOs Climate Survey
Promotion/Retention Data Professional Learning Survey
Lexile Scores Local School Perception Data
Local School Data
Subgroup Data
Attendance Data
Discipline Data