School Improvement Plan 20-2021 Action Plan

13

blue– additions on 5/5 to reflect April

meeting with Lou.

COHERENT INSTRUCTIONAL SYSTEM

School Improvement Plan 2020-2021 Action Plan

Smyrna Elementary

Submitted: 6/9/20 Revised:

6/15/2020 6/17/2020

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GOAL #1 Increase by 5% the number of students reading on grade level as measured by RI (2-3-4-5) and FP

(K-1) during the 2020-2021 school year.

Evidence Based Action Steps Possible Funding

Source(s)

a. Timeline for Implementation Position

Responsible b. Method for Monitoring

1. Provide independent reading time at

each grade level to increase reading

stamina.

Title l a. Grades 1-5 will implement in

September, K will implement in

January. Once independent

reading is introduced, it will

continue throughout the year.

Teachers

b. Documentation in lesson plans

2. Increase the frequency of meeting with

struggling readers through one-on-one

conferring, guided reading, and strategy

groups. Teachers should meet with the

most at-risk students daily based on data

from ongoing informal running records in

combination with Next Step Guided

Reading Assessment guidelines (lowest 3-

5 students).

Title l a. Begin at the end of

August/beginning of September

after administering the Next Step

Guided Reading Assessment

Academic

Coach

Teachers

b. Assessments of students

receiving additional support

(ongoing informal running records

and the Next Step Guided

Reading Assessment guidelines)

3. Implement ELA touchstones to monitor

student progress and adjust instruction

through data teams (Grades 3-5) and

grade level CCC meetings (1-2).

NA a. Grades 3-5 begin in August

(Every 9 weeks for grades 1-5)

Academic

Coach

Teachers b. CTLS Assess data for each class

and grade level

4. Complete Next Step Guided Reading

Assessments throughout the year (K-5 will

administer at least 3 times a year).

Title l a. K-2 teachers will assess at the

beginning of the year and then in

November/December, March,

and at the end of the year.

Teachers in grades 3-5 will assess

in the beginning, middle, and end

of year (suggested timeline).

Academic

Coach

Teachers

b. Documentation of assessment

data compiled after each

assessment and posted on school

data sheet

5. Implement daily phonics instruction using Benchmark materials in kindergarten through second grade.

District a. Implement in August and

follow the county pacing guide

K-2 Teachers

and

Academic

Coach b. CTLS Assess and Skype meeting

dates and notes/minutes

Data from each phonics cycle will

be discussed during CCC

meetings.

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6. Implement strategies for writing about reading (such as those listed on Jan Richardson’s Lesson Plan/Next Step Forward in Guided Reading book and constructed responses across the curriculum).

Title l a. Begin in September and

implement throughout the year.

Teachers

b. Lesson plans and writing

samples

7. Implement strategies to build background and content knowledge (including academic vocabulary) related to science and social studies through hands-on experiences, DBQs (grades 3-5), read-alouds, and texts (articles, videos, visuals, etc.).

Title l a. Begin in August and implement throughout the year.

Teachers

Title 1

District

Science and

Social

Studies

Coaches

Academic

Coach

b. Agendas, sign-in sheets, lesson plans

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EFFECTIVE LEADERSHIP

GOAL #1 Increase by 5% the number of students reading on grade level as measured by RI (2-3-4-5) and

FP (K-1) during the 2020-2021 school year.


Source(s)



1. Set clear expectations for grade levels

to develop independent reading stamina

goals.

NA a. Set expectations in August Administration

b. Meeting agenda where

expectations are discussed and

monitor stamina charts in each

grade level until goals are

achieved

b. Academic Coach Binder/Log

3. Develop a PD schedule to ensure

running records are analyzed for

meaning, structure, visual,

comprehension and fluency. (Focus on

the lowest 5 students.)

NA a. Develop a PD schedule in

August to begin in September

(during PL grade level meetings,

3 times a year)

Academic

Coach

Reading

Support Staff

Administration

b. PD Calendar

Teachers will complete Jan

Richardson Problem Solving

Chart during the first meeting to

determine each student’s

strengths and needs. Teachers

will continue to use this chart to

monitor the lowest 5 students

throughout the year.

4. Develop a touchstone testing

schedule and data schedule to discuss

student progress.

NA a. Create schedule in August to

begin during the first nine weeks

and monthly thereafter.

Administration

Academic

Coach

b. Collaboration/testing calendar

5. Hire a Parent Liaison to assist with all

parent involvement activities and

maintain school compliance with federal

guidelines.

Title I a. Hire parent liaison in July. Principal

b. Parent Liaison binder

6. Set expectations for collaboration

between writing lab teacher and grade

level teams (CCC Meetings) to ensure

that writing standards are supported.

Title 1 a. Begin in August and

communicate through e-mail or

Face to Face at least one time

each quarter.

Principal

Academic Coach

Writing Lab Teacher

Classroom Teachers

(Grade level CCCs)

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PROFESSIONAL CAPACITY




Source(s)



1. Grade levels will collaborate to

determine reading stamina goals and

expectations for each quarter.

Title I (stipends,

subs)

a. At the beginning of the year,

each team will determine

stamina goals for each quarter.

The goals will be published and

monitored (3 times per year).

Establish dates for teachers to

discuss and monitor stamina

during team meetings. Teachers

will include the information in

team minutes.

Teachers

b. CCC Meeting Agenda and

Minutes

2. Implement collaborative meetings to

address professional learning. (Topics

may include Guided Reading, Patterns

of Power, Phonics/Word Study, Writing

Responses, CTLS Assess/Data Teams,

and RTI).

Title I

a. Implementation begins in

August and occurs weekly (Every

Thursday).

Teachers

b. CCC Meeting Agenda and

Minutes

3. Attend district trainings and

collaborate with other schools

implementing the Early Literacy

Framework (including phonics). Provide

supplemental resources when needed

(K-2).

District

Title l

a. Teachers will attend district

trainings offered during the year.

Teachers b. CCC Meeting Agenda and

Minutes documenting discussion

about strategies learned at

trainings (K-2)

4. Attend various ELA, reading, and/or

writing conferences to facilitate new

teaching strategies aligned to the Title I

reading goal (such as Teachers College

Institutes, Orton Gillingham Training,

Reading Recovery/Literacy Conference,

ILA Conference, KSU Children’s

Literature Conference, Picturing History:

Using Children’s Literature to Spark

Inquiry in Social Studies, Heinemann

Conferences (such as Carl Anderson,

Title I a. Conference dates TBD Teachers,

Administrators,

Academic

Coach

b. Redelivery agenda of

conference information and

implementation

18

Jennifer Serravallo) and ASCD

conferences.

5. Implement optional after school book study to support teachers in teaching reading/writing.

Title I a. Dates TBD Teachers Academic Coach b. Agenda and Sign-In Sheets

SUPPORTIVE LEARNING ENVIRONMENT




Source(s)



1. Hire a writing lab teacher to support

students with reading, writing, and

math word problem software programs.

Title I a. Hire by July COMPLETED Principal

a. The teacher will begin in

August.

2. Provide tutoring for students in

reading and writing, to promote

academic growth in reading across

content areas.

20 day funds,

Title I

a. Begin in September.

Academic

Coach Tutors

b. Tutoring schedules and Title 1

Logic Model Documents

3. An RTI para-professional will support

students performing below grade level

in reading.

Title 1 a.Begin in August. RTI Teacher

Academic

Coach b.RTI data showing progress with

student goals.

4. Implement various software packages

and digital texts and lessons to improve

reading skills and build background

(such as Raz Kids, Moby Max, Pioneer

Valley digital texts, Epic, Flocabulary,

Freckle, (6 month subscription for the

months that the District doesn’t

provide) Typing Club, Headsprout,

Imagine Learning, Mystery Science,

Generation Genius, Teachers College

Digital Mini-lessons, etc.).

Title I

a. Software purchased in October

Teachers

Academic

Coach

b. Classroom usage reports,

progress reports, and surveys,

Logic Model Documents

5. Implement programs for targeted

students based upon Lexile levels (may

include, Read 180, morning tutoring,

after school tutoring, tutoring during

the day, RISE Program,

morning/afternoon opportunities to use

Title 1/District

b. Begin implementing in

September during the day (may

include before and/or after

school)

Teachers

a. Student progress reports

(including software reports,

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programs such as Headsprout and

DreamBox.

reading levels from sources such

as running records, teacher

anecdotal notes, RI)

6. Create digital learning/take-home

bags for students in K-3. The bags would

include dry erase boards, markers,

magnetic letters, math counters, list of

websites.

Title 1 a. Order and begin implementing

in August.

EIP Teachers,

Classroom

Teachers,

Academic

Coaches

b. Student progress reports

(including software reports,

reading levels from sources such

as running records, teacher

anecdotal notes, RI)

FAMILY AND COMMUNITY ENGAGEMENT




Source(s)



1. Provide support through meetings

and activities for families in order to

help them learn how to support their

child academically at home (such as

Family Literacy, Lunch and Learn,

Breakfast Meetings, and Parent

Meetings).

Title I a. Begin in August and then

throughout the year (set dates

on calendar)

Parent

Facilitator and

Family Literacy

Support Staff b. Parent surveys, Title 1 Binder

(meeting schedules and

agendas)

2. Engage families in strategies that

support reading such as Family

Literacy Night, Curriculum Night, and

community outreach.

Title I a. Quarterly Parent

Facilitator

Teachers

Academic

Coach

b. Parent sign in sheets, agenda

(Title 1 Binder)- Dates to be

determined

3. Implement a parent meeting to

help parents prepare their children

for Milestones.

Title I a. ELA and Math Meeting -

Date TBT

Parent Liaison

and Academic

Coach b. Parent sign in sheets and

agenda

4. Kindergarten Welcome Bags

Title 1 a. Give parents and students

welcome bags at Kindergarten

Registration in March to

support math and literacy at

home (items may include

books, flash cards, dominoes,

EIP Teachers

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dice, literacy and math activity

cards)

5. Implement Siblings Supporting Siblings: My Family Reads Together

Title 1 b. This initiative will begin in

August. Siblings will meet

quarterly with EIP support

teachers and learn strategies

for supporting each other at

home.

EIP Teachers Academic Coach

6. Parent Newsletter – Reading

Connections (monthly)

Title I a. October – May Academic

Coach

Teachers b. Parent engagement survey

6. Summer Reading Books – Students in Second and Third Grade will receive summer reading book packs.

Title 1

a. Purchase by May, 2021 Academic

Coach

EIP Teachers

b. Parent engagement survey

7. Arrange for guest speakers to

come and share reading tips for

parents (such as Lester Laminack).

Title 1

a. The date will be determined. Academic

Coach

Administration

b. Agenda, Sign-in Sheets

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STUDENT GROUPS

Goal #1 Increase by 5% the number of students reading on grade level as measured by RI (2-3-4-5) and



Source(s)



Economically Disadvantaged

Go to the apartment complexes where students reside and bring services to them.

Title 1 a. quarterly Parent Liaison Academic Coach Teachers b. Sign in sheets

Ensure tutoring for ED students is free. Title 1 a. October Teachers Tutors Academic Coach

b. # of ED students attending

English Learners

Hire a bilingual parent liaison if possible. Title 1 a. July Principal

Completed

Collaborate with ESOL consultant/teachers to provide professional development to staff on effective ways to meet EL student needs.

District Title 1

a. Throughout the year @ CCCs and staff meetings as needed

ESOL Teachers District ESOL Consultant

b. CCC Agendas

Race / Ethnicity

Monitor subgroup data and provide interventions/support as necessary. Provide culturally relevant reading materials to students.

District Title 1

a. Part of CCCs Administration Teachers

b. Meeting Agendas and book lists given to teachers

Foster and Homeless

Remain at school of origin and provide take home reading materials. Collaborate with school social worker to make sure all needs are met.

NA a. As students register

Social Worker Administration

b. List of identified homeless students

b.

Migrant

When the student enters the school, he/she will be assessed to determine where the student is academically. Student supports will be identified and implemented.

NA a. As students enter (within 10 days of enrollment)

Academic Coach Teachers

b. Completed assessments

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Formatted: Font color: Text 1, Not Highlight

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Students with Disabilities

Special Ed. Teachers plan with regular Ed. Teachers to provide continuity of instruction.

Title a. Monthly @ CCCs and after school meetings as needed

Sp. Ed. Teachers Teachers

b. Meeting Agendas

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GOAL #2 Increase by 5% the number of students performing on grade level in math as measured by the

MI (Proficient or Advanced grades) during the 2020-2021 school year.


Source(s)



1. Implement Number Talks consistently

(3-5 times a week).

Title I a. Occurs daily beginning in

August

Teachers

and Administrators

Title 1 Math

Coach

b. Lesson plan review

2. Implement Math touchstones to

monitor student progress and adjust

instruction. (Grades 1-5)

Title I a. Grades 1-5 begin in October

and monthly thereafter - EVERY 9

Weeks.

Teachers

and

Academic

Coach

Title 1 Math

Coach

b. Touchstone scores in the CTLS

Assess program

3. Utilize Counting Inventory and GLOSS

data to implement appropriate math

intervention strategies. (We will need

time/money to train teachers to use

strategies to pinpoint students’ needs.)

Title I a. Administered 2 times per year

(see assessment plan for

requirements for each grade

level)

Teachers

Tutors

Title 1 Math

Coach

District

Assessment

Team

b. Implementation will be

monitored through data

collection of growth reports.

Assessment Plan will indicate

requirements for each grade

level.

4. Reinforce math concepts using

technology to increase achievement with

math concepts. (This includes software

programs such as Dreambox, Moby Max,

and Freckle).

Title I a. Implement weekly beginning in

August with an average usage of

at least 30 minutes per student

per week

Teachers Administration

Virtual

Learning

Support from

Software

Companies b. Software usage reports

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GOAL #2 Increase by 5% the number of students performing on grade level in math as measured by the MI

(Proficient or Advanced grades) during the 2020-2021 school year.


Source(s)



1. Develop a collaboration schedule for

administering touchstones. (Gr 1-5).

NA a. Create schedule in August to

begin during quarter 1 and

quarterly thereafter.

Administrators

b. Collaboration/Testing calendar

2. Monitor implementation of Number

Talks.

NA a. Monitoring through lesson

plans

Administrators

Title Math Coach

will model/observe

once a quarter

b. Observations

3. Develop a schedule to ensure GLOSS

and IKAN (counting interview) are

administered with fidelity.

NA a. Create testing calendar in July Administrators

b. Gloss and IKAN

administrations included on

testing calendar

4. Require a process to be implemented

for utilizing IKAN/GloSS descriptors to

address gaps in learning.

NA a. Develop process in August Tutors

District Title 1 Math

Coach (training)

b. GloSS/IKAN assessments

5. Implement Box of Facts in 1st, 2nd and

3rd (4th and 5th will use for intervention)

during the math block (small group plans).

Train teachers on this in August/September

Train parent volunteers to work with

small groups of students.

Title I a. Implement consistently during

the math block (5-7 minutes daily

based on student need).

Teachers

Academic

Coach

Tutors

Parent

Volunteers

Administrators

District Title 1

Math Coach

b. Lesson Plan review

6. Implement guided math (3-5 times per

week) based on needs identified through

assessment data.

Title 1 a. Implement beginning in August

(3-5 times per week) and

continue throughout the year.

Teachers

b. Lesson Plan Review

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5. Set expectations for consistent use of

math software packages at each grade

level and purchase laptops/IPADs,

headphones as needed.

Title 1 a. Develop expectations for

grade level software usage in

math

Administrators

b. Include in the Smyrna Non-

Negotiables given to teachers at

beginning of the year.

6. Set expectations for guided math at

each grade level.

NA

a. Lesson plans, observations Administrators

b. Include in the Smyrna Non-Negotiables given to teachers at the beginning of the year.

7. Set expectations for collaboration

between writing lab teacher and grade

level teams (CCC Meetings) to ensure

that writing standards are supported.

NA

a. Begin in August and continue throughout you.

Teachers

Writing Lab Teacher

Academic Coach

b. Meeting minutes





Source(s)



1. Implement collaborative meetings to

address professional learning. Topics

may include CTLS Assess/Data Teams,

guided math, Number Talks, Box of

Facts, math software programs

(DreamBox and Freckle), and RTI.

Title I a. Implementation begins in

August and occurs weekly.

Teachers

Administrators

Academic

Coach b. Collaborative meeting minutes

2. Provide ongoing training to all staff to

support the GloSS and IKAN (counting

interview) as needed. This will include

GloSS and IKAN strategies to address

student gaps.

Title I a. Begin in August (and continue

throughout the year as needed

(see assessment plan for details).

Teachers

District Title 1

Math Coach

Academic

Coach

Assessment Department

b. Training agendas and sign in

sheets

3. Provide ongoing training to all staff to

support Number Talks as needed.

Title I a. Begin in August – Title 1 Math

Coach will model/observe

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(Training may be provided by Sherry

Parish.)

Number Talks as needed and

train new teachers.

b. Train teachers how to use Box

of Facts tools and strategies as

part of Number Talks.

District Title 1

Math Coach

Academic

Coach

b. Training agendas and sign in

sheets

4. Support staff with Box of Facts

implementation (Teacher Leaders,

Academic Coach, and Title 1 Math

Coach).

Title I a. Teacher leaders/Title 1 Math

Coach will share strategies

during quarter 1 CCCs.

Teacher leaders/Title 1 Math

Coach will share strategies

quarterly.

Academic

Coach

Teacher

Leaders

Administrators

District Title 1

Math Coach

b. Training agenda and sign in

sheets

5. Attend math conferences (NCTM in

St. Louis – October 21-24, GCTM

October 14-16, and Regional NCTM in

Tampa – November 11 -13)

Title I a. Conference dates: October 21-

24 and October 14-16

Conference

Attendees

b. Agenda for redelivery of

conference materials to staff

6. Provide guided math training as

needed for staff and new teachers.

Title 1

a. Share expectations in August

and provide training as needed

during CCCs, staff meetings, or

release time. Training will focus

on using data to determine and

meet student needs during small

groups. Trainings will be based

on what each grade level needs

(dates will be determined for

grade level PL meetings)

District Title 1

Math Coach

Academic

Coach

b. Sign in Sheets/Agenda

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Source(s)



1. Provide tutoring for students in math

using materials such as Box of Facts to

promote academic growth based on

assessments such as MI, Counting

Inventory, math facts assessment. (2-5)

Title I, 20 day

funds

a. Begin in September. Tutors

Academic

Coach b. Student/Tutor Schedules (logic

model) and math assessments

2. An RTI para-professional will support

students performing below grade level in

reading.

a.Begin in August. RTI Teacher

Academic

Coach b.RTI data showing progress with

student goals.

3. Implement various software packages to improve math skills (DreamBox, Freckle, Generation Genius).

Title 1 a. Classroom usage reports,

student progress reports, and

teacher surveys

Teachers

Academic

Coach b.

4. Fund a STEM position to provide engaging lessons which integrate and have students apply math with science and technology.

Title 1 a. Hire by July. Principal

b. Teacher will begin in July.

5. Implement programs for targeted

students based on MI, GloSS, and IKAN

(may include ASP, morning tutoring, after

school tutoring, tutoring during the day

and morning/afternoon opportunities to

use DreamBox and Freckle).

Title 1

a. Begin implementing in

September during the day (may

include before or after school).

Teachers

Academic

Coach b. Student progress reports

6. Create digital learning/take-home bags

for students in K-3. The bags would

include dry erase boards, markers,

magnetic letters, math counters, list of

websites.

Title 1 a. Order and begin implementing

in August.

EIP

Teachers,

Classroom

Teachers,

Academic

Coaches

b. Student progress reports

(including software reports, data

from sources such as GloSS,

Counting Interview, anecdotal

notes)

28





Source(s)



1. Provide support for families to

learn how to teach and help their

child academically at home

specifically with Math (Family Math

Literacy)

Title I a. November then Thursday

evenings during 2020-2021

school year

Parents and

Family Literacy

Support Staff

b. Parent sign in sheets and

agendas (PL Binder)

2. Engage families in strategies that

support Math and Number Sense

and help in preparation for the Math

Milestones. Provide a Family Math/

STEM Night.

Title I a. Date TBA Parent

Facilitator

Teachers

Academic

Coach

b. Parent sign in sheets and

agenda

3. Implement a parent meeting to help parents prepare their children for Milestones.

Title 1 a. Date to be determined (January or February 2021)

Academic

Coach

Parent Facilitator

b. Parent sign in sheets and agenda

4. Kindergarten Welcome Bags

Title 1 a. Give parents and students welcome bags at Kindergarten Registration in March to support math and literacy at home (items may include books, flash cards, dominoes, dice, literacy and math activity cards)

EIP Reading Teachers Academic Coach

b. Sign-in sheets

5. Parent facilitator will reach out to families to communicate messages from the teacher when needed.

Title 1 a. Begin in August and continue throughout the year when needed.

Teachers

Parent Facilitator

b. Parent Facilitator Binder

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STUDENT GROUPS

Goal #2 Increase by 5% the number of students performing on grade level in math as measured by the MI



Source(s)

a. Timeline for Implementation Position Responsible b. Method for Monitoring


Go to apartment complexes and

bring training to the parents.

Title I a. Quarterly Parent Facilitator and Teachers b. Sign in sheets

Provide free tutoring to students. a. October – March Teachers

b. # ED students receiving support

English Learners

Provide materials in Spanish when possible.

Title I a. Translate as needed. Parent Facilitator

b. Translated materials

Parent facilitator will translate for parents and students in Spanish for school events.

a. Translate as needed.

b. Sign-in sheets

Race / Ethnicity

Monitor subgroup data and provide interventions as necessary.

District a. Part of CCCs Administration Teachers

b. Agendas, Data from Touchstones and Phonics Assessments

a.

b.

Foster and Homeless

Remain at school of origin and provide take home math materials. Collaborate with school social worker to make sure all needs are met.

NA a. As students register Social Worker Administration

b. List of identified homeless students

a.

b.

Migrant

When the student enters the school, he/she will be assessed to determine where the student is academically. Appropriate student support will be identified and implemented.

NA a. As students enter (within the first ten days)

Academic coach Teachers b. Completed Assessments

b.

30


Train co-teachers/classroom teachers on accommodations and modifications based on processing strengths and weaknesses.

Title 1 a. This will take place throughout the year as needed.

Sp. Ed. Teachers Teachers b.


GOAL #3

By the end of the 2020-21 year, all staff members will possess a working knowledge of the 5 SEL

Competencies, with specific emphasis placed on SEL Competency- Self-Awareness during Year 1

of implementation. As measured by…


Source(s)



1. Daily classroom morning meetings to

discuss behavioral expectations

(restorative practices/circles/SEL

Competencies)

District, Title I a. Begin in August and then

implement daily - EVERYDAY for

the first 20 minutes.

Teachers

b. Lesson plans

2. Small Counseling groups using Second

Step curriculum

NA

a. 2020-2021 School Year

b. Data from discipline referrals

and teacher recommendation

3. Implement the school wide

expectations matrix and common

language such as CHAMPS, TAME and

SLANT.

NA a. Begin in August and continue


Teachers

Administration b. Posters throughout the

building

4. Implement the minor infraction form. NA a. Begin in August and continue


Teachers

b. Copies of completed forms

5. Implement a classroom management

plan (using resources such as Conscious

Classroom Management and SEL

Competencies),

NA a. Begin in August and continue


Teachers

b. Plans submitted to

administration

6. Quarterly activities will be planned and implemented for all students who have no administration referrals for the quarter.

Title I

a. Quarterly Administrators

Teachers b. List of students participating

and description of activity

7. Implement “Calming Corner” in every

classroom – The “Calming Corner” can

include a reflection sheet, kinetic

activities including sand, coloring books,

crayons, and markers.

NA

a. Begin in August and then

implement daily.

Administrators

Teachers b. Walkthrough/observation data

from administrators

31


GOAL #3


Competencies, with specific emphasis placed on SEL Competency- Self-Awareness during Year 1 of

implementation. This will be measured by the Smyrna School Staff Created SEL Pre and Post

Perception Data Survey.


Source(s)



1. Continue discipline committee

meetings to review data and

interventions.

NA a. Begin in August and then

monthly

Administration

b. Meeting agendas

2. Require and schedule morning class

meetings schoolwide and daily

(Restorative Practices, SEL).

NA a. Develop schedule Administration

b. Completed schedule

3. Monitor implementation of classroom

management plans.

NA a. August Administration

b. Observation as discipline

situations occur

4. Provide ongoing training to staff on

working with RTI 3 behavior students.

District

a. Begin in August and then

weekly for identified students

Administration

Teachers

b. Agenda

5. Bring in guest speaker and district

trainers to train staff on discipline topics

(such as Conscious Classroom

Management topics, SEL).

Title I

a. Schedule during the year. Administration

b. Agenda, Sign-in Sheets

a.

b.

32


GOAL #3






Source(s)



1. Consult with student assistance

department regarding positive school

culture, SEL, and behavior management

support.

Title 1 a. Schedule meetings with

district SEL trainers.

Administration

b. Meeting agendas

2. Provide strategies for classroom

management and SEL integration.

Title I a. Scheduled at least 2 times

during 1st semester.

Academic

Coach

Administration b. Meeting agendas

3. Train all teachers on school wide

behavior plan and classroom

management plan template.

Title I a. Complete in pre-planning Administration

b. Meeting agendas

4. Book study will be offered to discuss

how to support children from diverse

backgrounds and creating positive

supports in the classroom.

Title I

a. Begin in the Fall and continue


Teachers

Counselors

b. Sign in sheet and agenda

5. Train new staff and paraprofessionals

in Restorative Practices.

Title I

a. August 2020-May 2021 Teachers

Counselors

b. Post surveys, sign-in sheets

a.

b.

33


GOAL #3






Source(s)



1. Counselors will implement and teach

Second Step lessons during small group

sessions.

Title I a. Counselors schedule times

beginning in August - ONGOING

(RTI Strategy)

Counselors

b. Counselor schedules

3. Implement Restorative Practices Title I a. Implement in August and

continue throughout the year

Teachers

observations, lesson plans

4. Implement techniques/strategies to

support students with their behavior

(from resources such as Conscious

Classroom Management, SEL,

restorative practices).

NA

a. Begin in August and

implement throughout the

school year

Teachers

Administrators

b. Surveys of staff, observations

5. Read culturally responsive books

during read-aloud time and use as a

springboard for discussions about

creating a positive classroom

community.

Title I a. Begin in August and implement throughout the school year.

Teachers

b. Lesson Plans

34


GOAL #3


Competencies, with specific emphasis placed on SEL Competency- Self-Awareness during Year 1

of implementation. This will be measured by the Smyrna School Staff Created SEL Pre and Post



Source(s)



1. Implement Love and Logic training for

parents in English and Spanish.

Title I a. Provide training - 6 times per

semester

Parent

Liaison and

Counselors b. Meeting agendas (logic model),

sign-in sheets

2. Implement SEL training/information

sessions for parents in English and

Spanish.

Title 1 a. During the 2020-2021 school

year (Date TBD)

Parent

Liaison and

Counselors

District

Personnel

b. Agenda, sign-in sheets

3. a.

b.

4. a.

b.

5. a.

b.

6.

a.

b.

35

STUDENT GROUPS

Goal #3






Source(s)

a. Timeline for Implementation

Position Responsible

b. Method for Monitoring


Addressed in plan. a.

b.

a.

b.

English Learners

Visual supports of school wide

expectations will be posted in

the classroom. Consistent

reinforcement (daily) of the

expectations will occur daily.

Title I a. August and daily

b. Posted expectations, lesson plans

a.

b.

Race / Ethnicity

Monitor discipline data to determine which student groups are most represented in discipline data.

Administration a. Begin in August and continue throughout the year.

Administration

b. Discipline referral data

a.

b.

Foster and Homeless

a.

b.

Migrant

Provide videos to support students who move in during the school year.

Title I a. As students enroll Front Office

b. Collection of videos and list of all students who participated

36


a.

b.

FY20 TITLE I SIP

REQUIRED QUESTIONS

CCSD Schoolwide Plan Development Sec. 1114(b)(1-5) of ESSA

References: Schoolwide Checklist (3.a., 3.c., 3.d.)

The School Improvement Plan is developed during a one-year period (FY20-21) as outlined in Sec. 114(b) (1-5) of ESSA. (Monitoring) The School Improvement Plan remains in effect for the duration of the school’s participation under Sec. 114(b)(1-5) of ESSA, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. (SIP Available to Stakeholders) The School Improvement Plan is available to the local educational agency, parents, and the public, by being published on the local school website and available in the front office of the school. The information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

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Describe how the school will provide professional development and other activities for teachers,

paraprofessionals, and other school personnel to improve instruction and use of data from

academic assessments.

References: Schoolwide Checklist (2.iii.d)

Cobb Collaborative Communities- Focused professional development based on high standards of teaching and learning is essential to improving teaching and increasing student achievement. It must be focused on what teachers, district-wide and in the individual schools need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:

• Provide on-going learning opportunities for all

• Improve teaching and learning

• Target student outcomes and goals of schools and districts

• Set time aside to allow teachers to implement new techniques learned and to plan collaboratively

• Establish study groups (e.g., book studies, professional magazine articles, etc)

• Involve all teachers including, Special Education, ESOL, paraprofessionals and specialists (music, art, science, math and physical education)

(Local School)

• Schedule meetings with District SEL/Behavior Specialists regarding positive school culture and

SEL/behavior management support.

• Administration and discipline committee will lead Conscious Classroom Management

Behavior/SEL training throughout the year.

• Book studies will be offered throughout the year.

• Restorative Practice Training will be offered to new staff members and support staff.

• Implement collaborative meetings to address professional learning: CTLS Assess/Data Teams,

and RTI.

• Provide ongoing training to all staff to support the Gloss and IKAN as needed.

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• Provide ongoing training to all staff to support Number Talks. (Training may be provided by

Sherry Parish.)

• Train teachers in first through fifth grade on Box of Facts (Teacher Leaders, Academic Coach,

Title 1 Coach).

• Teachers will attend math conferences (NCTM Conference, GCTM Conference).

• Grade levels will collaborate to determine reading stamina goals and expectations for each

quarter.

• Implement collaborative meetings to address professional learning. (Topics may include

Guided Reading, Patterns of Power, Phonics/Word Study, Writing Responses, CTLS

Assess/Data Teams, and RTI.)

• Attend district trainings and collaborate with other schools implementing the phonics

initiative. Provide supplemental resources when needed.

• Attend various ELA, reading, and/or writing conferences to facilitate new teaching strategies

aligned to the Title I reading goal (such as Teachers College Institutes, Orton Gillingham

Training, Reading Recovery/Literacy Conference, ILA Conference, Picturing History: Using

Children’s Literature to Spark Inquiry in Social Studies, KSU Literature Conference, Heinemann

Conferences -Carl Anderson, Jennifer Serravallo and ASCD conferences).

Describe how the school will ensure that low-income and minority children enrolled in the Title I

school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced

teachers. [Sec. 1111(g)(1)(B)] References: Schoolwide Checklist (2.iii.d)

All students at Smyrna Elementary will be served in the Title I program regardless of socio-economic

status or ethnic background. Cobb County School District strives to hire the best qualified candidate

for all teaching position. The CCSD Strategic Waiver allows our school the opportunity to hire the best

applicant; however, we strive to hire Georgia certified teachers whenever possible. Cobb Collaborative

Community (CCC) Teacher Meetings ensure teachers work collaboratively to plan, analyze data and

adjust instruction to meet the needs of all students. Furthermore, the Cobb County School District

recruits prospective teachers by attending various college/university campus job fairs and host a CCSD

job fair. Once hired, teachers new to CCSD and new to the teaching profession are registered and

participate in CCSD New Teacher Institute. This institute occurs prior to the new school year. Early

release and professional development days are provided throughout the school year for all teachers.

(Local School)

We have put in support measures to ensure that student learning difficulties are identified through

PLC’s, data teams and RTI process, using current data. We ensure ongoing training for teachers in

identifying learning difficulties and provide appropriate assistance for implementing effective

strategies. In addition, we provide tutors (experienced, certified teachers) to work with students who

need additional support. We schedule student-teacher-parent conferences that detail what the school

will do to help the student, what the parents can do to help the student, and any additional assistance

available to the student at the school or in the community. Parents are continually provided with

student data regarding progress. Progress reports are shared at the end of each quarter. Students not

progressing receive an academic alert at the mid-point of the quarter followed by a parent-teacher

conference. Putting support measures in place to support student achievement is a team approach, at

Smyrna Elementary, involving the teacher, parent, counselors, support staff and administration.

39

Strategies to attract and retain highly qualified teachers include participating in district job fairs and

reviewing candidate information using the Talent Ed HR recruitment system. We continue to host

KSU, Mercer, Georgia State, and UGA interns throughout the school year. Providing these experiences

for undergraduate students helps to support our SES students and helps us to observe student

teachers and in turn, select those who might be an asset to our school.

At Smyrna we provide new teacher orientation prior to the beginning of a new school year as well as

an on-going new teacher induction program that includes pairing with mentor teachers. We will set

aside specific times each week for members of grade levels to meet as a group for planning purposes.

We will receive curriculum support from local and district level coaches. Finally, we will provide

frequent professional learning to address areas of weakness in all content areas.

Describe how the Title I instructional program address the needs of all children in the school, but

particularly the needs of those at risk of not meeting the challenging State academic standards,

through activities which may include-

• counseling, school-based mental health programs, specialized instructional support

services, mentoring services, and other strategies to improve students’ skills outside the

academic subject areas;

• preparation for and awareness of opportunities for postsecondary education and the

workforce, which may include career and technical education programs and broadening

secondary school students’ access to coursework to earn postsecondary credit while still

in high school (such as Advanced Placement, International Baccalaureate, dual or

concurrent enrollment, or early college high schools);

• implementation of a schoolwide tiered model to prevent and address problem behavior

(PBIS), and early intervening services (RTI), coordinated with similar activities and

services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400

et seq.); [Sec. 1114(b)(7)(ii)]

References: Schoolwide Checklist (2.a.iii.a, 2.a.iii.b, & 2.a.iii.c.)

(Local School)

• Hold RTI and data teams in which we analyze data to address various cohort groups (DLI,

ELL, EIP, Race/Ethnicity, SWD) and discuss and implement strategies to meet the needs

of all students.

• Provide tutoring for students not meeting standards or needing additional support based

on district and local assessments.

• Counselors support our at-risk students through the Second Step Program. In addition,

the counselors offer Love and Logic training to parents in both English and Spanish.

• Counselors will provide opportunities for students to learn about various careers.

40

• Our school will implement a schoolwide tiered model, based on the Conscious Classroom

Management Book, to address student behavior.

• Teachers will be trained in SEL and implement strategies with their students through

daily class meetings and interactions with students throughout the day.

Describe the services provided for students living in local institutions for neglected or delinquent

children (if applicable). [Sec. 1114(b)(7)(ii)]

(Only include for Local School with students residing in N & D facilities)

Provisions have been made to ensure that all students have access to after school tutoring, paid for

with Title I funds. “In cases where the student(s) reside in a Neglected and Delinquent Residential

Facility, a representative from that Facility can serve as a proxy for the parent(s).”

Describe how the school will support efforts to reduce the overuse of discipline practices that remove

students from the classroom, specifically addressing the effects on all subgroups of students. [Sec.

1114(b)(7)(III)]

(Local School)

Smyrna Elementary will implement a School-wide Behavior Expectation Matrix. Teachers will develop

and submit to administration a comprehensive Classroom Management Plan, which includes classroom

meetings consisting of SEL competencies, restorative circles, and school-wide behavioral expectations.

Teachers will utilize a minor infraction form for documenting and re-teaching classroom-managed

behaviors. The behavior key team will monitor and analyze behavioral data monthly and provide

feedback to the leadership team. Staff will participate in book studies which focus on SEL, classroom

management, and meeting the needs of diverse student populations.

In addition to implementing techniques learned through book studies, the staff will continue to

implement techniques from the book, Conscious Classroom Management and SEL trainings.

41

Transition:

ES: Describe how the school will support, coordinate, and integrate services with early childhood

programs at the school level, including strategies for assisting preschool children in the transition from

early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)]

References: Schoolwide Checklist 2.a.iii.e

OR

MS/HS: Describe how the school will implement strategies to facilitate effective transitions for

students from middle grades to high school and from high school to postsecondary education including:

• Coordination with institutions of higher education, employers and local partners; and

• Increased student access to early college high school or dual or concurrent enrollment

opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)]

References: Schoolwide Checklist 4c

42

(Local School)

Smyrna Elementary provides support for preschool children in the transition from early childhood

programs to local elementary school programs and for students entering middle school. Our transition

plans includes a Future Stars Parent Night in late spring for the upcoming school year. Parents and

students are allowed to tour the facility, meet parents and teachers, and ask questions regarding

Smyrna Elementary. Additionally, each summer we host a Kindergarten Camp for our rising

Kindergarteners to assist in learning routines and procedures for elementary school. Our rising 6th

grade students and parents participate in middle school parent night and a day tour of middle school

for students. Transition questions are answered, and students feel more comfortable about

transitioning to middle school. In addition, administrators from Campbell Middle School are invited to

talk to parents at meetings during the year such as our monthly Watch Dads meetings to share

information about Campbell Middle School.

ADDITIONAL RESPONSES

Describe the process used to maintain an updated and accurate school inventory list. Include the process of how Title 1 equipment is utilized and/or checked out.

The Title 1 Parent Facilitator maintains an updated and accurate school inventory list. All new equipment is inventoried and tagged as Title I prior to being used in classrooms. Title 1 equipment is checked out by individual teachers using a sign-out sheet. The media specialist keeps track of the equipment that is signed out by teachers.

43

If applicable, provide a description of how teachers, in consultation with parents, administrators, and

pupil services personnel, will identify eligible children most in need of services in Title I targeted

assistance schools/programs. Please include a description of how the school will develop and

implement multiple (a minimum of 2) objective, academic based performance criteria to rank

students for service. Also include a description of the measurable scale (point system) that uses the

objective criteria to rank all students.

[Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)]

(Local School that is TA Schools Only)

Smyrna Elementary is a schoolwide school.

ADDITIONAL RESPONSES

Use the space below to provide additional narrative regarding the school’s improvement plan (optional).

School Improvement Plan 20-2021 Action Plan

Documents

Transcript of School Improvement Plan 20-2021 Action Plan