L F E S P SY DRAFT APPROVED JUNE - …...Needs Assessment – Process & Summary of Findings Lake...

LAKE FOREST ELEMENTARY SCHOOL

STRATEGIC PLAN SY 2014/15 – SY 2016/17

DRAFT APPROVED JUNE 2014

LAKE FOREST ELEMENTARY SCHOOL | Strategic Plan SY 2014/15 – 2016/17

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SECTION I: Strategic Planning Background and Approach

In May 2012, the Georgia Board of Education voted to make Fulton County Schools the state’s largest charter

system. The Charter System Model offers freedom and flexibility, both at the school level and system-wide, to

employ research-based methods to improve student achievement, even if such innovations would require

exemptions to current state laws and regulations.

Given the new Charter System framework, individual schools within Fulton County have the ability to work in

dramatically new ways. We are asking our communities to help drive change and to get involved in our schools.

Our collective vision is that every Fulton County school will have a principal and local School Governance Council

equipped to effectively lead in a charter system environment to improve student achievement through

innovation and flexibility. Schools will be empowered to consider the best uses of resources at the local level

and design innovative practices that align with school needs.

Lake Forest Elementary School began the strategic planning process in the spring of 2014. In order to plan our

strategic direction forward, we first had to engage with our community to understand our specific challenges

and consider a path to collectively address them. Our School Leadership Team and our School Governance

Council worked hand-in-hand to assess and evaluate where we are as a school in terms of our community

perception, academic achievement and instructional programs, and look towards where we aspire to be in the

future.

Our process included five distinct phases: (1) a needs assessment; (2) the identification of priority issues; (3) the

establishment of long-term outcomes, focus areas, & short-term goals; (4) the formulation of strategic initiative;

and (5) the development of a monitoring plan. Developed over a period of several months and designed

collaboratively with input and guidance from many stakeholders, the strategic plan represents our deliberate

approach to shape and guide what Lake Forest Elementary School is, what we do, and why. Our students

deserve the best educational experience we can provide, and this plan sets our vision and direction for making

that happen.


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SECTION II: Context for the Strategic Plan: The School’s Needs Assessment

For every school, the strategic planning process must begin with a thorough consideration of the questions

“Where are we as a school?” and “With what do we have to work?” By identifying strengths and weaknesses

within the school and examining opportunities and challenges within the external environment, schools lay the

foundation for building a strategic plan that builds on their positive attributes while overcoming any weaknesses

or areas for improvement.

The School Governance Council, in conjunction with the Administrative and Leadership teams, at Lake Forest

began the strategic planning process by conducting a needs assessment. Through a close analysis of the internal

and external environments, we sought to identify stakeholders’ perceptions of our school and enhance our

understanding of the political, socio-economic, and demographic environment in which the school operates. By

analyzing a comprehensive set of school data and reviewing school-based surveys and external school reviews,

the leaders of Lake Forest ES clarified performance trends and identified the school’s most critical areas for

improvement.

Needs Assessment – Process & Summary of Findings

Lake Forest Elementary School’s School Governance Council began its endeavors by looking at both external and

internal factors. The Outreach Committee of the SGC created a Stakeholder Survey to gather information about

stakeholder perceptions around academic achievement, communication, opportunities for parental

involvement, and opportunities for business/community involvement from parents and community

stakeholders. This survey was conducted over several weeks throughout the school day and at several evening

events with 239 surveys completed. Surveys were completed by parents and family members (217), business or

community members (30), and relatives of staff (3). After analyzing the results, our external stakeholders feel

that LFES strives for academic achievement with 90% agreeing or strongly agreeing. Stakeholders also indicated

that they feel there are strong school/community connections and that communication is effective with the

community. Areas indicated for growth were around parental involvement in education and extra-curricular

activities.

The School Governance Council also conducted the SchoolCheck Assessment from Education Resource

Strategies to gather data about staff perceptions around the areas of prioritizing teaching effectiveness,

targeting individual attention, maximizing academic time, and minimizing non-instructional spending. This

survey was given to all grade-level teams to complete together and to the administrative and support teams at

Lake Forest.

From the assessment, areas of strength were in the areas of:

designing teacher roles to deliberately focus teacher time on instruction,

scheduling collaborative planning time each week for teachers, and

the integration of special education and ELL students into the life of the core instruction of the building.


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Opportunities for growth as indicated from the survey were in areas around:

flexible scheduling for students needing additional assistance,

working to retain valuable teachers, and ensuring that teachers have access to curriculum, and

assessment tools that are aligned with rigorous learning.

In addition to these two formal survey/assessments, focus groups of the Leadership Team and parents and PTA

members were also conducted to discuss other areas for growth at Lake Forest. The Leadership Team was asked

“What do our students need?” and during this discussion several key findings came to light. Overall, the

Leadership Team felt that in order for the students to be successful they needed activities that are real-

world/project based, more focus on building background knowledge and language skills, fine arts integrated

throughout the curriculum, and more individualized instruction. Through the focus groups of the PTA and

parents, there were also key findings. Overall, the parents indicated that they would like more workshops and

information about how to assist their students academically. They indicated that they needed assistance with

technology, understanding the new curriculum, and strategies to assist students with homework.

Looking at academic improvements, there was a significant increase in students in Kindergarten, 1st, and 2nd

grade who met grade level fluency targets as measured by the Fulton County Fluency assessment since 2012. In

2013, Kindergarten students’ average fluency was 7% higher than the overall goal of 30%; 1st grade students

showed an increase in average fluency from 25 % to 54%; and 2nd grade students showed an increase in

average fluency from 52% to 82%. In 2014, 80% of all 1st graders reached their sight word goal by the end of the

school year.

In analyzing the 5th Grade

Writing Assessment, this

past year (2014), LFES had

84% of 5th graders

meeting/exceeding the

standards. This is a 7%

increase from the previous

year, and almost 10%

increase from 2012 (see

graph at right). This is also

above the State average of

80% for this administration.


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In a close analysis of the

CRCT assessments over the

past few years, the

following achievements can

be found:

-In 2014, 47% of 3rd

graders met standards in

math (a 9% increase from

2013), 85% met standards

in ELA (a 7% increase from

2013), and 13% of students

exceeded in English

Language Arts (a 2%

increase from 2013).

-In 2014, 4th grade

students showed an

increase in exceeds in social

students (10% an increase

of 4% from 2013).

-In 2014, 5th grade

students showed an

increase in exceeds in

reading (19% an increase of

10% from 2012), science

(28% an increase of 4%

from 2012), and social

studies (21% an increase of

13% from 2012).

-In 2014, 94% of 5th

graders met/exceeded in

reading (a 5% increase from

2012) and 93% of 3rd

graders met/exceeded in

reading (a 1% decrease

from 2012). For both 5th

and 3rd grades, this is

within one to two

percentage points of the

State and District averages

for these grades and subject

areas.


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Areas for continued

growth are in the areas of

Math, Science, and Social

Studies overall:

-In 2014, 3rd grade

students showed a

decrease in meets/exceeds

in math (73% down 2%

from 2013) and in science

(66% down 4% from 2013).

-In 2014, 4th grade

students showed a

decrease in meets/exceeds

in math (77% down 4%

from 2013), in science

(72% down 7% from 2013),

and in social studies (66%

down 3% from 2013).

Additionally, the

percentage of 4th grade

students exceeding in

science decreased from

27% in 2013 to 17% in

2014.

-In 2014, 5th grade

students decreased in

meets/exceeds in social

studies at 76% (down 3%

from 2013). Additionally,

the percentage of 5th grade

students exceeding in

math decreased from 29%

in 2013 to 21% in 2014.


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One other piece of data that was collected during the strategic planning process was to analyze graduation rate

data for our feeder high school Riverwood International Charter School (RICS). The graduation rate for our

feeder high school was 67.8% in 2013. Since Lake Forest Elementary School’s students fall predominately in the

student groups of Hispanic, EL, and Economically Disadvantage, a close look at those student group graduation

rates is also important. At Riverwood, in 2013,

the Hispanic student group’s graduation rate was 37.7%;

the EL student group’s graduation rate was 23.3%; and

the Economically Disadvantaged student group’s graduation rate was 52.2%.

Additionally, of the students who graduated from RICS with an International Baccalaureate (IB) Diploma in 2014

only 8% of those were Hispanic. Of that 8% only, 3% would have attended Lake Forest had it been open when

they were in elementary school. These findings indicate that students at Lake Forest should continue to be

encouraged to graduate from high school through more focused efforts while also being prepared for more

rigorous tasks as they progress through high school.

With these formal and informal data sets from the various surveys, assessments, and focus groups, the School

Governance Council determined long term outcomes, focus areas, and short term goals in order to address

areas of growth while capitalizing on current strengths. Additionally, we have set up strategic initiatives in order

to ensure that these long term outcomes are realized within the coming years.


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SECTION III: Long-term Outcomes

This section should define the school’s 3-5 Long-term Outcomes, and, for each Long-term Outcome, provide a

brief rationale that explains the reason for prioritizing the Outcome. Additionally, each Long-term Outcome

should have 1 or more associated measures and annual targets by which the success of the Outcome will be

assessed.

LONG-TERM OUTCOME 1. Increase student achievement at the highest levels across all content areas.

The students at Lake Forest Elementary should be challenged to reach their full potential in all content areas. In

order for students to continue to be academically successful, we must provide meaningful contexts of real-

world, inquiry based projects and activities to deepen their full understanding of content knowledge.

Additionally, if we are to prepare students for high school programs such as the IB Diploma, they must be able to

achieve at the highest levels while at the elementary level.

[List the 1 (or more) associated measures and annual targets for the Long-term Outcome.

--Associated measures will be from GA Milestone and STAR Data]

LONG-TERM OUTCOME 2. Students will demonstrate an increased use of critical thinking skills across all

content areas.

Through a focused effort on increasing critical thinking skills through various differentiated activities, students at

Lake Forest will be able to deepen their understanding of content and increase their ability to apply knowledge

to other subject areas. Students who are able to increase their critical thinking skills in the academic areas will

also be able to apply these skills to social and emotional situations which they will encounter as they move to

the middle and high schools thus furthering their potential for overall success during their educational career.

[List the 1 (or more) associated measures and annual targets for the Long-term Outcome.]

LONG-TERM OUTCOME 3. Increase literacy levels of all students by the end of 5th grade.

A majority of students at Lake Forest are second language learners or are struggling readers. In order for

students to be successful throughout their academic careers, they must develop literacy skills in reading and

writing while also developing secondary literacy skills of speaking and listening. An overall school focus on

increasing these levels at each grade level will provide a foundation for students ultimately preparing them for

the middle and high school levels of academic achievement.

[List the 1 (or more) associated measures and annual targets for the Long-term Outcome


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-Associated measures would include grade level goals around F&P, Lexile Results from GA Milestones, and STAR

Data.]

LONG-TERM OUTCOME 4. Enhance students’ social and emotional readiness for middle school.

As students level elementary school, they move into the middle school and ultimately to the high school. Lake

Forest has initiatives in place currently to foster a positive transition to the middle school. However, with a long

term outcome of enhancing these transitional practices, we feel that students will be better prepared

academically, socially, and behaviorally for challenges of the middle school.

[List the 1 (or more) associated measures and annual targets for the Long-term Outcome

--Associated measures will be related to College & Career Guidance Lesson Data and Student Readiness

Surveys.]


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SECTION IV: Focus Areas, Short-Term Goals, and Strategic Initiatives

FOCUS AREA 1. Instructional Practices

With a focus on instructional practices, Lake Forest teachers and administrators will be able to enhance real-

world experiences while also developing practices to impact language develop and literacy for all students.

Instructional practices of teachers directly impact students’ abilities to reach to their highest levels of

achievement while also allowing for meaningful development of critical thinking skills.

As measures of progress, we will:

1. Increase teachers’ use of data to drive differentiated instruction. 2. Increase the use of interdisciplinary performance tasks that facilitate students’ understanding of

the connection between content and real world application. 3. Increase the knowledge and application of instructional technology to enhance learning

opportunities

Summary of Strategic Initiatives:

Professional development around ESOL strategies

SIOP and ESOL Endorsement Courses offered for staff

Partnerships with KSU’s Department of Inclusive Education (co-teaching &

collaboration)

Explore becoming an IB PYP school (focus on connecting disciplines, inquiry based

projects & real-world activities)

Vertical teaming within departments (focus on common assessments and data

utilization)

School-wide Professional Learning Communities

Professional development on technology integration, writing instruction, balanced

literacy and math, work stations, and integration of core content area curriculum

FOCUS AREA 2. School-Home Connection

A strong partnership between the school and home leads to increased student achievement and is overall better

for the entire school community. Parents of Lake Forest ES students have a desire to work with and assist their

students academically; and with a focus on strengthening this connection, students achievement and

social/behavioral development will be improved.


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1. Increase parental involvement in academic workshops for areas of need. 2. Increase engagement of parental volunteers in academic activities. 3. Increase opportunities for parent involvement with technology.


Development of Parent University sessions focused on ways parents can support their

student(s) academic performance at home.

Partnerships with community resources and agencies (focus on math, science, literacy).

Develop a technology plan for parental use through the Parent Resource Center.

Explore becoming an IB PYP school (focus on preparing students and parents for

middle/high school transition).

FOCUS AREA 3. Culture & Community

A focus on understanding the cultures and communities from which Lake Forest students come from is key in

developing the whole child academically and socially. Additionally, students need to be connected to their

larger school communities as well as the communities within which they live or could potentially live. Providing

a focus on real-world experiences through a variety of means will strengthen students’ understanding of their

place in the world and where their futures could take them.


1. Increase professional development for staff about the community and culture of LFES students. 2. Increase student involvement in community/school partnerships. 3. Increase opportunities of student application of real world knowledge.


Explore becoming an IB PYP school (focus on culture, real world/international

mindedness, as well as individual place in the world)

Vertical teaming/collaboration between elementary and middle school staff

Community partnership to provide college, career, and ‘real-life’ experiences

Expand leadership opportunities for students

Development of PBIS focusing on social/emotional readiness


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SECTION V: Next Steps

The Lake Forest School Staff will lead and monitor the implementation of the strategic plan on a regular basis.

Throughout the school year, weekly meetings are scheduled with various foci to ensure the implementation of

the overall strategic plan. Administrative Support and Leadership Teams meet every other week to discuss the

school’s progress and future initiatives/strategies as it relates to overall strategic plan implementation,

professional development, parent/community outreach, and developing social/emotional readiness of students.

The school principal also meets with the PTA, School Governance Council, Title I Committee, and other

community agencies on a regular basis to discuss areas of support and growth which impact the strategic plan.

Additionally, Grade Level PLCs led by members of the Leadership Team are held weekly to discuss instructional

strategies and data utilization to drive instruction.

In order to provide appropriate oversight and monitoring of the strategic plan, responsibility will be shared by

various members of the Lake Forest team. Data relative to each of the strategic initiatives will, in turn, be

communicated and reviewed at various school and community meetings. The following leaders will be

responsible for the development, implementation, and progress monitoring of each strategic initiative:

Professional development around ESOL strategies—Administrative Team & ESOL

Department

SIOP and ESOL Endorsement Courses offered for staff—Principal & CST

Partnerships with KSU’s Department of Inclusive Education (co-teaching &

collaboration)—Principal & CST

Explore becoming an IB PYP school—IB PYP Coordinator

Vertical teaming within departments (focus on common assessments and data

utilization)—CST, Math Coach, & DSS

School-wide Professional Learning Communities—Administrative Team, DSS, & Math

Coach

Professional development on technology integration, writing instruction, balanced

literacy and math, work stations, and integration of core content area curriculum—

Administrative, Support Team, and Leadership Teams

Development of Parent University sessions focused on ways parents can support their

student(s) academic performance at home.--Parent Liaisons

Partnerships with community resources and agencies (focus on math, science,

literacy).—CST & Counselor

Develop a technology plan for parental use through the Parent Resource Center.--

School Technology Specialist & Parent Liaisons

Vertical teaming/collaboration between elementary and middle school staff—IB PYP

Coordinator, Counselor & CST

Community partnership to provide college, career, and ‘real-life’ experiences –Principal,

IB PYP Coordinator & Counselor


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Expand leadership opportunities for students--Administrative Team

Development of PBIS focusing on social/emotional readiness—Assistant Principal

The School Governance Council of Lake Forest ES and the school community will be provided with regular

updates through a variety of methods on the Strategic Plan and School-wide data. All stake holders will be

provided opportunities to become actively involved in some of the initiatives and opportunities to provide input.

The Strategic Plan will be assessed and/or revised on an as needed basis.

[Note that Initiative Action Plans and the Strategic Plan Monitoring Plan will be separate documents and should

be attached to this narrative.]

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