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13
REVISED August 6, 2019
School Improvement Plan 2019-2020 Action Plan
BRUMBY ELEMENTARY SCHOOL
Revised 8/8/2019
14
COHERENT INSTRUCTIONAL SYSTEM
GOAL #1 By the end of the 2019-2020 school year, increase the percentage of students from
non-proficient to proficient by 3 percent. 2018 math proficiency was 24%- Goal is 27%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Provide Mathletics software for all
students at all grade levels for use in
classrooms and math labs
Title I
instructional
a. Aug 2019 - May 2020 Math
extension
lab teacher,
Coaches
b. User data reports from
software
2. Number Talks occur daily in all
classrooms
CCSD a. Aug 2019 - May 2020 Admin and
coaches b. Evidence in team meetings and
teacher plans
3. Guided Math occurs daily in all
classrooms
CCSD a. Aug 2019 - May 2020 Admin and
coaches b. Evidence in team meetings and
teacher plans
4. Utilize technology daily during math
centers to access academic software
programs
Title I
instructional/
CCDS
a. Aug 2019 - May 2020 Admin and
coaches b. Evidence in team meetings and
teacher plans
5. During CCC meetings, teachers
disaggregate math data to identify
standards-based strengths and
weaknesses, then plan instruction to
address the identified strengths and
weaknesses
CCSD
a. Aug 2019 - May 2020 Admin and
coaches b. Evidence in team meetings and
data discussions
6. Utilize GLOSS and IKAN to identify gaps and strand weaknesses in students who may be candidates for RTI.
Title I instructional
a. Aug 2019 - May 2020 Admin and coaches
b. Evidence in RTI minutes and Tier 2 meetings
7. Provide students with real world mathematical experiences through school gardens, STEM programming, and outdoor classroom
Title I instructional, CCSD, outside funders
a. Sept 2019 – May 2020 Admin and coaches
b. lesson plans, lesson observations
8. Continue to implement the use of Standards for Mathematical Practices adopted from GSE and CCSD
CCSD a. Aug 2019- May 2020 Teachers, Coaches, Administrators
b. lesson plans and classroom observations
13
15
EFFECTIVE LEADERSHIP
GOAL
#1
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 math proficiency was 24%- Goal is 27%
Evidence Based Action Steps
Possible Funding
Source(s)
a. Timeline for
Implementation
Position Responsible
b. Method for
Monitoring
1. Hire Academic Coach to
support all staff members
Title I personnel a. Aug 2019 - May 2020 Principal
b. Communication with
admin
2. Facilitate weekly CCC data
team meetings
Local
Title I
a. September 2019-
May 2020
Team Data Leaders
Coaches
Teachers
Administrators b. Data team
spreadsheet and CCC
meeting minutes.
3. Sets expectation for
workshop models in reading,
writing and math.
CCSD a.Aug 2019-May 2020 Administration and coaches
b. Admin observations
4. Set expectations for use of
Mathletics
Title I a.Aug 2019-May2020 Principal
b.Admin observations,
software monitoring
5. Implement Core Extension
classes to provide additional
CCC time for classroom
teacher and academic
remediation and extension
support for students.
CCSD a.Aug 2019-May 2020 Principal
b.All teachers are able
to better differentiate
for all students in all
content areas.
6. Provide students with real
world mathematical
experiences through school
gardens and outdoor
classroom
Title I
instructional,
county, outside
funders
a.Aug 2019-May 2020 Admin and coaches
b. Lesson plans, lesson
observations.
16
PROFESSIONAL CAPACITY
GOAL #1
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 math proficiency was 24%- Goal is 27%
Evidence Based Action Steps
Possible Funding Source(s) a. Timeline for
Implementation
Position
Responsible
b. Method for Monitoring
1. Brumby University-
professional learning for new
teachers and teachers that have
specific needs
Title I/CCSD a. Aug 2019 - May 2020 Coaches
b. Meeting agendas and sign
in sheets
2. Attendance at Title I
conference, Ga educational
technology conferences, ASCD
conference, and GA council of
Math Teachers conference,
GAETC Conference, West GA
RESA
Title I /CCSD/Donations a. Aug 2019 - May 2020 Admin,
coaches b. Redelivery of information
to applicable staff
3. Provide Number Talks
refresher/training for all teachers
Title I a. Aug 2019 - May 2020 Title I Math
Coach,
coaches b. Visible during observations,
in team meetings and lesson
plans
4. Math lab teachers meet with
grade level teams for
collaboration
CCSD a. Aug 2019 - May 2020 (quarterly)
Admin,
coaches b. Meeting minutes
5. Peer observations for all grade
levels to promote best practices.
Title I /CCSD
a. Aug 2019 - May 2020
(quarterly)
Admin,
coaches
b. Submission of observation
feedback form to coaches
6. Utilize Title I District Math
coach for teacher identified
needs.
Title I a. As Needed throughout the year
Admin,
coaches b. School and District math
coach walkthroughs
7. Utilize gifted teacher to train staff on appropriate resources that can be utilized to accelerate students.
Title I instructional a. Aug 2019- May 2020 Gifted Teacher, Coaches b. Grade level data team
meetings
17
SUPPORTIVE LEARNING ENVIRONMENT
GOAL #1 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 math proficiency was 24%- Goal is 27%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Utilize the RTI Tier process effectively
when students exhibit weaknesses in
mathematical practices
CCSD a. Aug 2019- May 2020 Coaches, Tier
3 counselor b. Tier 2/3 intervention meetings
18
FAMILY AND COMMUNITY ENGAGEMENT
GOAL #1
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 math proficiency was 24%- Goal is 27%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Family Engineering Night Title I
instructional
a. February 2020 Admin,
coaches b. Agenda and surveys
2. Parent Curriculum Sessions: Inform
parents about how to support students in
academics at home. Meetings will be held
at school and/or complexes.
Title I
instructional
a. August 2019- May 2020
(quarterly)
Admin,
coaches
b. Agendas and surveys
3. Parent curriculum/information
resource communication tool. Grade level
teams will provide weekly parent
communication detailing events as well
as curricular preview to encourage home
support.
Title I
instructional
a. August 2019-2020 Admin,
coaches b. viewing updates to digital
documents and distribution
through blackboard/dojo
4. Families will have the option to enroll
in our Food Pantry and home support
assistance.
Outside sources a.August 2019-May 2020 Counselors,
volunteers b. School social worker
5. a.
b.
6.
a.
b.
19
STUDENT GROUPS
Goal #1 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 math proficiency was 24%- Goal is 27%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation
Position Responsible
b. Method for Monitoring
Economically Disadvantaged
Remove any economic barriers that limit access to instructional opportunities
Title I instructional
a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation
a.
b.
English Learners
Additional segments provided by ESOL teachers through pull out and push in small group instruction. ESOL teachers meet with grade level teams to provide strategies and suggestions for student support.
County allotments
a. Aug 2019 – May 2020 Admin
b. Observation and ACCESS data
Language support provided through use of technology via translation tools and applications
Title I instructional
a. Aug 2019 – May 2020 Coaches
b. App purchases, observation
Race / Ethnicity
Monitor the academic performance of all student groups and provide support/teacher training.
Title I instructional
a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation
a.
b.
Foster and Homeless
Provide supplemental academic materials as needed.
Title I instructional
a. Aug 2019 – May 2020 Admin
b. Families identified and served through Social Worker
a.
b.
Migrant
Provide supplemental academic materials as needed.
Title I instructional
a. Aug 2019 – May 2020 Admin
b.Families identified and served through Social Worker
a.
b.
Students with Disabilities
Provide appropriate settings and instructional support as outlined in the IEP.
a. Aug 2019 – May 2020 SSA, admin
b. observation and IEP meetings
20
COHERENT INSTRUCTIONAL SYSTEM
GOAL #2
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 reading proficiency was 30%- Goal is 33%
RI- Kindergarten from 5% scoring a Lexile to 8%
First Grade from 23% scoring a Lexile to 26%
Second Grade from 34% scoring a Lexile to 37%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Reading Workshop, guided reading
and/or literature circles occur daily in all
classrooms
Title I
instructional,
county resources
a. Aug 2019 - May 2020 Admin,
coaches b. Evidence in team meetings and
teacher plans
2. Structured literacy occurs in all K-2
classrooms daily and in 3rd as needed.
Title I
instructional
a. Aug 2019- May 2020 Academic
coach b. Classroom observations, team
planning meetings
3. Hire structured literacy consultant for
instruction and modeling in K-3
classrooms
Title I
instructional
a. Aug 2019- May 2020 Academic
coach b. Classroom observations, team
planning meetings
4. Integrate Science and Social Studies
content in reading block to compensate
for lack of instructional time.
Title I
instructional,
county resources
a. Aug 2019- May 2020 Admin,
coaches b. Classroom observations, team
planning, core x collab mtgs
5. Utilize technology daily during reading
centers
Title I
instructional
a. Aug 2019 - May 2020 Admin and
coaches b. Classroom observations, lesson
plans
6. Provide students with real world
instructional integration through school
gardens and outdoor classroom
Title I instructional, county, outside funders
a. Sept 2019 – May 2020 Admin and
coaches b. Lesson plans, lesson
observations
21
EFFECTIVE LEADERSHIP
GOAL #2
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 reading proficiency was 30%- Goal is 33%
RI- Kindergarten from 5% scoring a Lexile to 8%
First Grade from 23% scoring a Lexile to 26%
Second Grade from 34% scoring a Lexile to 37%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Hire Academic Coach to support all
staff members
Title I personnel a. Aug 2019 - May 2020 Principal
b. Communication with admin
2. Facilitate weekly CCC data team
meetings
Local
Title I
a. September 2019-May 2020 Team Data
Leaders
Coaches
Teachers
Administrators
b. Data team spreadsheet and
CCC meeting minutes.
3. Sets expectation for workshop models
in reading, writing and math.
CCSD a.Aug 2019-May 2020 Coaches
b. Admin observations
4. Implement Core Extension classes to
provide additional CCC time for
classroom teacher and academic
remediation and extension support for
students.
CCSD
Title I
a.Aug 2019-May 2020 Principal
b.All teachers are able to better
differentiate for all students in all
content areas.
5. Hire Science/Reading Core Extension
teacher to support all students
Title I personnel a.Aug 2019-May 2020 Principal
Administrators b.Admin observation
6.
a.
b.
22
PROFESSIONAL CAPACITY
GOAL #2
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 reading proficiency was 30%- Goal is 33%
RI- Kindergarten from 5% scoring a Lexile to 8%
First Grade from 23% scoring a Lexile to 26%
Second Grade from 34% scoring a Lexile to 37%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Brumby University- professional
learning for new teachers and teachers
that have specific needs
Title I
instructional
a. Aug 2019 - May 2020 Coaches
b. Meeting agendas and sign in
sheets
2. Attendance at Title I conference, Ga
educational technology conferences,
ASCD conference, and, GA Forum, West
GA RESA
Title I Professional
development
a. Aug 2019 - May 2020 Admin,
coaches b. Redelivery of information to
applicable staff
3. Provide continual PL in structured
literacy.
Title I
instructional
a. Aug 2019 - May 2020 Admin,
coaches b. Classroom observations,
agendas
4. Writing lab teacher meets with grade
level teams for collaboration
Title I
Professional
development
a. Aug 2019 - May 2020 (quarterly) Admin,
coaches b. Meeting minutes
5. Peer observations for all grade levels to
promote best practices.
Title I Professional
development
a. Aug 2019 - May 2020 (quarterly) Admin,
coaches b.
6.
a.
b.
23
SUPPORTIVE LEARNING ENVIRONMENT
GOAL #2
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 reading proficiency was 30%- Goal is 33%
RI- Kindergarten from 5% scoring a Lexile to 8%
First Grade from 23% scoring a Lexile to 26%
Second Grade from 34% scoring a Lexile to 37%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Utilize the RTI Tier process effectively
when students exhibit weaknesses in
reading or writing strands.
Title I
instructional
a. Aug 2019- May 2020 Coaches, Tier
3 counselor b. Tier 2/3 intervention meetings
2. Utilize gifted teacher and appropriate
resources to accelerate students who
exhibit strengths in reading and writing
strands.
Title I
instructional
a. Aug 2019- May 2020 Gifted
Teacher,
Coaches b. Grade level data team
meetings
3. Provide additional .49 highly qualified
teacher for classroom instructional
support of specified students
CCSD a. July 2019- May 2020 Admin,
coaches b. tracking student progress
4. Read 180/ System 44 available for
students who qualify based on RI scores
in grades 3, 4, and 5.
CCSD a.Aug 2019- May 2020 Read
180/System
44 teacher b.SAM reports quarterly
5. a.
b.
6.
a.
b.
24
FAMILY AND COMMUNITY ENGAGEMENT
GOAL #2
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 reading proficiency was 30%- Goal is 33%
RI- Kindergarten from 5% scoring a Lexile to 8%
First Grade from 23% scoring a Lexile to 26%
Second Grade from 34% scoring a Lexile to 37%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Reading Strategy curriculum Night for
3rd – 5th grade parents to encourage and
enable home support
Title I
instructional
a. September 2019 Admin,
coaches b. Agenda and surveys
2. Parent Curriculum Sessions Title I
instructional
a. August 2019- May 2020
(quarterly)
Admin,
coaches
b. Agendas and surveys
3. Parent curriculum/information
resource communication tool (newsletter
/ communication by grade level)
Title I
instructional
a. August 2019-2020 Admin,
coaches b. viewing updates to digital
documents and distribution
through blackboard/dojo
4. Structured Literacy Night for K – 2nd
grade parents to encourage and enable
home support
Title I
instructional
a. September 2019 Admin,
coaches b. Agenda and surveys
5. Read All Day Title I
Instructional/
CCSD
a. March 2020 Read All
Day
Committee b. Visitor Log and Sign In Sheets
6.
a.
b.
25
STUDENT GROUPS
Goal #2
By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.
2018 reading proficiency was 30%- Goal is 33% RI- Kindergarten from 5% scoring a Lexile to 8% First Grade from 23% scoring a Lexile to 26% Second Grade from 34% scoring a Lexile to 37%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation
Position Responsible
b. Method for Monitoring
Economically Disadvantaged
Remove any economic barriers that limit access to instructional opportunities
Title I instructional
a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation
a.
b.
English Learners
Additional segments provided by ESOL teachers through pull out and push in small group instruction.
County allotments
a. Aug 2019 – May 2020 Admin
b. Observation and ACCESS data
Language support provided through use of technology via translation tools and applications
Title I instructional
a. Aug 2019 – May 2020 Coaches
b. App purchases, observation
Race / Ethnicity
Monitor the academic performance of all student groups and provide support/teacher training.
Title I instructional
a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation
a.
b.
Foster and Homeless
Provide supplemental academic materials as needed.
Title I instructional
a. Aug 2019 – May 2020 Admin
b. Families identified and served through Social Worker
a.
b.
Migrant
Use of FRA/RI to assess student strengths and weakness and implement academic support around student needs.
a. Aug 2019- May 2020 Admin, Coaches
b. Scholastic Management System Data
a.
b.
Students with Disabilities
Provide appropriate settings and instructional support as outlined in the IEP.
a. Aug 2019 – May 2020 SSA, admin
b. observation and IEP meetings
a.
b.
26
COHERENT INSTRUCTIONAL SYSTEM
GOAL #3 By the end of the 2019-2020 school year, increase the percentage of students from
non-proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Provide Science extension class and lab during specials for acceleration and remediation for all students
Title I personnel a. Aug 2019 - May 2020 Teacher
b. Admin observations
1. Implement science curriculum with fidelity across grade levels.
Title and
Instructional
a. Aug 2019 - May 2020 Admin,
coaches b. Evidence in team meetings and
teacher plans
2. Provide students with real world instructional integration through school gardens and outdoor classroom
Title I
Donations
a. Aug 2019- May 2020 Academic
coaches b. Classroom observations, team
planning meetings
3. Implement all components of STEM units according to the scope and sequence.
Title and
Instructional
a. Aug 2019- May 2020 Admin,
coaches b. Classroom observations, team
planning meetings
4. Integrate Science content in reading
and math blocks.
Title and
Instructional
a. Aug 2019- May 2020 Admin,
coaches b. Classroom observations, team
planning, core x collab mtgs
5. Utilize technology during science to
introduce content, build vocabulary, chart
data, and participate in simulations
provided by the science curriculum.
Title and
Instructional
a. Aug 2019 - May 2020 Admin and
coaches b. Classroom observations, lesson
plans
6.
27
EFFECTIVE LEADERSHIP
GOAL #3 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Hire Academic Coach to support all
staff members
Title I personnel a. Aug 2019 - May 2020 Principal
b. Communication with admin
2. Instructional Walks Title I Personnel a. Aug 2019 - May 2020 Admin and
coaches b. Communication with admin
3. Partner with Real School Gardens to
provide outdoor learning space
Title I Personnel a.Aug 2019- May 2020 Coaches,
Admin b.Schedule of lessons and
observations
4. Implement Core Extension classes to
provide additional CCC time for
classroom teacher and academic
remediation and extension support for
students.
CCSD
Title I
a.Aug 2019-May 2020 Principal
b.All teachers are able to better
differentiate for all students in all
content areas.
5. Hire Science/Reading Core Extension
teacher to support all students
Title I personnel a.Aug 2019-May 2020 Principal
b.Admin observation
6.
a.
b.
28
PROFESSIONAL CAPACITY
GOAL #3 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Out Teach/Real School Gardens Professional Learning Coaching and Observations
Title I
Donations
a. March 2020-May 2020 Coaches
b. Scheduled with Out-Teach
2. Peer Observations Title I a. August 2020-May 2020 Coaches
b. quarterly
3. Form STEM team to work collectively
throughout the year to integrate STEM
across all grade levels and academic areas
Title I
CCSD
a.Aug 2019-May 2020 STEM
Coach,
coach b.meeting minutes and lesson
development/integration
4. Brumby University- professional
learning for new teachers and teachers
that have specific needs
Title I
instructional
a. Aug 2019 - May 2020 Coaches
b. Meeting agendas and sign in
sheets
5. Attendance at Title I conference, Ga
educational technology conferences,
ASCD conference, and, GA STEM Forum,
West GA RESA STEM, NSTA
Title I Professional
development
a. Aug 2019 - May 2020 Admin,
coaches b. Redelivery of information to
applicable staff
6. Provide continual PL in STEM content. Title I instructional
a. Aug 2019 - May 2020 Admin,
coaches b. Classroom observations,
agendas
29
SUPPORTIVE LEARNING ENVIRONMENT
GOAL #3 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. a.
b.
2. a.
b.
3. a.
b.
4. a.
b.
5. a.
b.
6.
a.
b.
30
FAMILY AND COMMUNITY ENGAGEMENT
GOAL #3 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Family Engineering Night Title I
instructional
a. February 2020 Admin,
coaches b. Agenda and surveys
2. Parent Curriculum Sessions Title I
instructional
a. August 2019- May 2020
(quarterly)
Admin,
coaches
b. Agendas and surveys
3. Parent curriculum/information
resource communication tool
(newsletters/videos by grade level)
Title I
instructional
a. August 2019-2020 Admin,
coaches b. viewing updates to digital
documents and distribution
through blackboard/dojo
4. Career Day Title I
Instructional
a. March 2020 Counselors
b. Visitor Log/Sign In
5. Night under the stars-
Parent/Community Open House for New
Gardens
Title I
Instructional/
CCSD
a.April 2020 Coaches,
Core X,
classroom
teachers
b.Attendance
6.
a.
b.
31
STUDENT GROUPS
Goal #3 By the end of the 2019-2020 school year, increase the percentage of students from non-
proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation
Position Responsible
b. Method for Monitoring
Economically Disadvantaged
Remove any economic barriers that limit access to instructional opportunities
Title I instructional
a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation
a.
b.
English Learners
Additional segments provided by ESOL teachers through pull out and push in small group instruction.
County allotments
a. Aug 2019 – May 2020 Admin
b. Observation and ACCESS data
Language support provided through use of technology via translation tools and applications
Title I instructional
a. Aug 2019 – May 2020 Coaches
b. App purchases, observation
Race / Ethnicity
Monitor the academic performance of all student groups and provide support/teacher training.
Title I instructional
a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation
a.
b.
Foster and Homeless
Provide supplemental academic materials as needed.
Title I instructional
a. Aug 2019 – May 2020 Admin
b. Families identified and served through Social Worker
a.
b.
Migrant
Use of FRA/RI and MI to assess student strengths and weakness and implement academic support around student needs.
a. Aug 2019- May 2020 Admin, Coaches
b. Scholastic Management System Data
a.
b.
Students with Disabilities
Provide appropriate settings and instructional support as outlined in the IEP.
a. Aug 2019 – May 2020 SSA, admin
b. observation and IEP meetings
a.
b.
32
COHERENT INSTRUCTIONAL SYSTEM
GOAL #4
By the end of the 2019-2020 school year, increase the school climate survey results
for personnel and students by 3%.
2018 personnel climate rate 75% 2018 student climate rate 73%
(parent rate was 97% our goal would be to maintain or improve)
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Implement positive behavior system
school wide
Title I
instructional,
county
a. Aug 2019- May 2020 Admin
b. Behavior report tracking
2. Frame instruction within the context of
culture
Title I
instructional
a. Aug 2019- May 2020 Admin,
coaches b. Team meetings and lesson
plans
3. Instruction will be student centered
embodying student voice and choice
Title I
instructional
a. September 2019 Admin,
coaches b. classroom observation, team
planning meetings
4. Utilize inquiry-based learning which
involves real-world connections
Title I
instructional
a. September 2019 Admin,
coaches b. classroom observation, team
planning meetings
5. a.
b.
6.
a.
b.
33
EFFECTIVE LEADERSHIP
GOAL #4
By the end of the 2019-2020 school year, increase the school climate survey results for
personnel and students by 3%.
2018 personnel climate rate 75% 2018 student climate rate 73%
(parent rate was 97% our goal would be to maintain or improve)
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Communicate clear expectations of
both teacher and student actions
Title I
instructional,
county
a. July 2019- preplanning for
teachers and
Aug 2019- start up pep rally for
students
Both happen quarterly at
minimum
Admin,
coaches,
Climate
committee
b. Staff meeting agendas, pep rally
content plans
2.Celebrate exceeding of expectations
with both teachers and students
Title I
instructional,
county
a. October 2019- staff meeting
and pep rally
Admin,
coaches,
climate
committee b. Behavior and academic data
3. a.
b.
4. a.
b.
5. a.
b.
6.
a.
b.
34
PROFESSIONAL CAPACITY
GOAL #4
By the end of the 2019-2020 school year, increase the school climate survey results for
personnel and students by 3%.
2018 personnel climate rate 75% 2018 student climate rate 73%
(parent rate was 97% our goal would be to maintain or improve)
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Staff receives PL on building classroom
culture and building positive environment
Title I
instructional,
county
a. Aug 2019 Admin,
coaches b. agenda and classroom
observations
2. Informative staff meetings are held at
least monthly or more frequently as
needed to communicate to staff.
Title I
instructional,
county
a. July 2019 and throughout
school year
Admin
b. agenda as set during admin
meetings
3. Time given at monthly meeting for
staff vertical communication to build
community of trust among all staff.
Title I
instructional,
county
a. July 2019 in preplanning and
through the year monthly at least.
Admin
b. agenda set during admin team
meetings
4. Staff receives PL on student-centered
instruction.
Title I
instructional,
county
a. September 2019 Coaches
and
counselors b. agenda and sign in sheet
5. Staff receives PL on bridging cultural
differences within the context of
communication and instruction.
Title I instruction,
county
a. October 2019 Coaches
and
counselors b. Agenda and sign in sheet
6. Staff receives PL on developing
learning environment that supports
students social, cultural and linguistic
experiences.
Title I instruction, county
a. January 2019 Coaches
and
counselors b. Agenda and sign in sheet
35
SUPPORTIVE LEARNING ENVIRONMENT
GOAL #4
By the end of the 2019-2020 school year, increase the school climate survey results for
personnel and students by 3%.
2018 personnel climate rate 75% 2018 student climate rate 73%
(parent rate was 97% our goal would be to maintain or improve)
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Teachers will implement strategies to
build positive classroom culture and a
positive environment
Title I
instructional,
county
a. September 2019 Admin,
coaches b. Classroom observations
2. Teachers implement student focused
instruction
Title I
instructional,
county
a. October 2019 Admin,
coaches b. Team curricular planning
meetings, observations
3. Teachers utilize strategies for bridging
cultural differences within the context of
communication and instruction.
Title I
instructional,
county
a. November 2019 Admin,
coaches b. Team curricular planning
meetings, observations, parent
communication documents
4. Teachers create a learning
environment that supports students
social, cultural, and linguistic experiences
a. January 2020 Admin,
coaches b. classroom observations, team
planning meetings
5. a.
b.
6.
a.
b.
36
FAMILY AND COMMUNITY ENGAGEMENT
GOAL #4
By the end of the 2019-2020 school year, increase the school climate survey results for
personnel and students by 3%.
2018 personnel climate rate 75% 2018 student climate rate 73%
(parent rate was 97% our goal would be to maintain or improve)
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. School will create and distribute
quarterly curriculum snapshots complete
with parent activities at all grade levels
which support classroom learning
Title I
instructional,
county
a. July 2019 Admin,
coaches,
team
curriculum
point
b. Approval of quarterly
curriculum snapshots and
monitored distribution
2. Family event calendar will be
developed during preplanning and
distributed during Go-Nights as well as be
available to parents in the front office.
Title I instruction a. July 2019 Admin,
coaches b. Calendar developed in July and
no additions fewer than 20 days in
advance.
3. Family engagement nights quarterly
including curriculum, community
empowerment, and other needs as
identified by student support team and
families.
Title I instruction a. Quarterly, October 2019,
February 2020, March 2020
Admin,
coaches,
b. Agenda and sign in documents
4. a.
b.
5. a.
b.
6.
a.
b.
37
STUDENT GROUPS
Goal #4
By the end of the 2019-2020 school year, increase the school climate survey results for
personnel and students by 3%.
2018 personnel climate rate 75% 2018 student climate rate 73%
(parent rate was 97% our goal would be to maintain or improve)
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation
Position Responsible
b. Method for Monitoring
Economically Disadvantaged
Provide uniforms, school supplies, food, and other necessities as available to families who express need
Outside donations
a. July 2019 – May 2020 Admin, coaches, counselors b. Contact sheets and notes
from contacts
a.
b.
English Learners
ESOL teachers will work collaboratively with gen ed teachers to ensure classroom culture is appropriate for ESOL students
Title I instructional, Title III, County
a. Aug 2019- May 2020 Admin
b. ESOL teacher feedback, classroom observations
a.
b.
Race / Ethnicity
Culturally responsive pedagogy will be integrated in classrooms.
Title I instructional
a. Aug 2019-May 2020 Admin, coaches
b. classroom observations, team meeting/planning
a.
b.
Foster and Homeless
Counselors and Social Worker will serve as contact person and seek support both academically and otherwise for students as needed.
Title I instructional, county, outside funds
a. Aug 2019- May 2020 Admin
b. Counselor and Social Worker contact log, observation
a.
b.
Migrant
Provide uniforms, school supplies, food, and other necessities as available to families who express need
Outside donations
a. July 2019 – May 2020 Admin, coaches, counselors
b. Contact sheets and notes from contacts
a.
b.
Students with Disabilities
Provide appropriate settings and instructional support as outlined in the IEP.
a. Aug 2019 – May 2020 SSA, admin
b. observation and IEP meetings
a.
b.
38
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 2019-2020 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.
39
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)
Brumby local Professional Learning- Our academic coaches will host monthly Brumby University PL
opportunities required for new teachers and optional for the rest of the staff. The topics will include:
August- The Brumby Way, September- Guided Reading, October- How to Communicate with Parents:
Preparing for Conferences, November- Guided Math and Number Talks. The second half of the school
year will be determined as RI/MI growth scores are analyzed and administrative mid-year conferences
have been held.
40
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 Brumby 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.
At Brumby 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.
41
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.)
Brumby’s student support team is composed of three counselors who are assigned to two grade
levels each, and one full time social worker who serves only our school. Through our counselors,
we have a partnership with Big Brother-Big Sisters, small group counseling sessions with parent
permission, and classrooms received counseling lessons once every two weeks.
Brumby has a long term partnership with Everybody Wins, who partners business persons from
the community with teacher identified students. Once a week, the community member joins the
student during his/her lunch time and they read together. This program fosters appropriate
adult relationships, the importance of reading, and mentoring for the students.
Brumby has created a structured approach to RTI identification, intervention, and progress
monitoring. The process is continually monitored by both the T3 facilitator and the T2 lead
facilitator to make needed adjustments and improvements to ensure fidelity.
42
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)]
Brumby will utilize a time out room for discipline incidences that require a student’s removal from the
educational setting for a short amount of time. School-wide classroom discipline expectation are going
to be reviewed and revised during the 2019-2020 school year to include the use of DOJO and positive
interventions including but not limited to giving DOJO points but never taking them away.
43
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
Brumby will maintain positive relationships with local Pre-K providers and encourage providers to visit
Brumby in the spring to ensure students have a positive initial experience when visiting Brumby and
are able to visit classrooms, common areas such as the gym, cafeteria and learning commons and get
to see some Kindergarten transitions.
Brumby will maintain positive relationship with East Cobb Middle School which will include inviting 6th
grade teachers to Brumby to observe classes in the Fall. In the Spring, Brumby 5th grade students will
visit East Cobb and attend a Q & A session with current 6th graders to put their minds at ease about the
transition to middle school.
44
ADDITIONAL RESPONSES
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)
45
ADDITIONAL RESPONSES
Use the space below to provide additional narrative regarding the school’s improvement plan (optional).
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