Henry County SchoolsContinuous Improvement Planning Process

2018-19 GUIDANCE:This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document is to develop strategic goals & actions for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics.

The school leadership team, led by the principal, should complete this document. While Assistant Superintendents are working in conjunction with the Learning and Performance Services and Leadership Departments, your Assistant Superintendent is the best resource to help you complete this form.

It is essential that your work include an alignment of the District Strategic Priorities to the fundamental work that will be accomplished at your school:

● Unify Henry County around excellence in public education

● Strengthen our core business of student learning

● Ensure a high performing environment for all students

GOALS and STRATEGIES:Start with the end in mind.

● What needs are identified by your data (current and historical)?

● What do you need to accomplish the learning outcomes you have identified?

● Have you identified the root cause?

Goals should be achievement goals to increase student learning.

● For example, a measurable achievement goal is there will be a 3% increase (based on your school’s specific data) in developing or proficient for all students in mathematics during the 2018 -19 school year.

All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, time-bound).Each goal should have metrics associated with it.

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Each achievement goal requires strategic actions to accomplish the goal. Focus these strategic actions around the professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice teaching, and to promote reflection.

ALIGNMENT: Cohort 15, 16, 17 and 18 personalized learning schools’ CIP goals and strategies must align with those outlined through the school redesign process and articulated in the School Readiness Criteria (SRC) document.

Title schools’ plans must align with Title goals and strategies outlined in the Title documents.

All schools must align with the Henry County strategic priorities of Unify, Strengthen, and Ensure outlined above.

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Monitoring Plan:CSIP achievement goals are intended to improve student-learning outcomes. As such, student learning are data points to be monitored as part of the Plan, Do, Study, Act process.Monitoring of Achievement practices should focus on monitoring implementation in the classroom (e.g., walk-throughs, examining student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans).A process for the monitoring of achievement practices should be developed/articulated (e.g., Focus walk-throughs conducted by Administrators, Leadership team, Department Chairs, Grade Level Chairs, and District Leadership Team members quarterly).

Feedback & Monitoring Loops:

✓ To facilitate schools receiving feedback on their plans, we have developed the following timelines.

✓ Draft #1- Due July 5th, 2018 – Assistant Superintendent will provide feedback not later than July 16th, 2018.

✓ Final Draft of CSIP- Due July 27th- completed Final Draft is due to Assistant Superintendent, which should incorporate/address any concerns/feedback provided on Draft #1.

✓ CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared with school staff during preplanning to contextualize the focus of your school’s work for the upcoming year.

✓ Assistant Superintendents of Leadership Services are expected to schedule quarterly visits with schools to participate in the process schools are using to support and monitor implementation of the school’s goals (e.g., conducting walk-throughs, participating in data examination/analysis and needs analysis of next steps, participating in components of PD).

✓ Monthly Performance Review (MPR)-This will occur monthly where each building leader will meet with the Assistant Superintendents to report status of CSIP actions and 5 x 5 walk-thru results.

✓ All schools with be required to conduct a MPR. The specific schedule for your school is dependent upon your CCPRI score (see your Assistant Superintendent for more details.)

✓ NOTE: All MPR sessions will be held at your school. District Leadership Team from various departments will attend each session.

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Dates Level I – 100 - 80 Level II – 79 - 70 Level III – 69 -60Level IV – below

60August 31,2018 MPR MPR MPR MPR

September 28,2018 MPROctober 26,2018 MPR MPR

November 30,2018 MPR MPRDecember 13,2018 MPR

January 25,2019 MPR MPRFebruary 22,2019 MPR MPR

March 29,2019 MPR MPRApril 26,2019 MPRMay 31,2019 MPR MPR MPR MPR

Section A: Where are we now as a school?

What Perceptions data did you use? What did the data tell you? We used survey data from the Title I parent surveys and data from the school climate surveys. In general, both parents and students are very pleased with the school.

What demographics data did you use? What did the data tell you? We examined our subgroup data by race and also by exceptionality. We have a moderate gap between black student performance and other subgroups. Further, our SWD students are significantly below non-SWD students.

What student learning data did you use? What did the data tell you? We analyzed 2018 Milestones and Spring 2018 MAP data. Overall, our students fared well, compared to other schools in our district, but the number of students who scored in the distinguished category was low. Our Lexile data (from MAP) indicated that only 33% of student were reading grade level or above.

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What internal processes & programs did you evaluate? What did this evaluation tell you?

We reviewed our student-led conference format (as this was our first year) and PBIS data. Behavior data indicate that there has been a 55% decline in office discipline referrals since the implementation of PBIS practices. Data also indicate that 37% of infractions occur on the school bus and 72% of offenders are boys. Classroom infractions include behavior detrimental to learning, inappropriate physical contact, and disrespectful behavior. Teacher feedback and a review of Infinite Campus and SWISS data (which is used to track minor incidents) determine that PBIS guidelines could benefit from additional clarity. Furthermore, a heightened focus will need to be placed on referring students with chronic behavioral issues to Tier 2 of the MTSS process.

In terms of student-led conferences, teacher feedback concludes that student-led conferences assisted students in taking ownership of their learning and allowed parents and students to see the connection between standards and learning targets with the academics gains made. Student-led conferences allowed students to articulate their goals based on areas of strength and improvement and demonstrate to parents (using evidence) progress toward meeting their individually set goals.

Section B: Where do we want to be?

Purpose and vision statement: To be among the top 10 percent of schools (as measured by the Milestones) in the state of Georgia.

For Cohort 15, 16, 17 & 18 schools, what are the key personalized learning priorities outlined in your approved School Readiness Criteria (SRC) document for this school year? Reference the Rollout Sequence and Implementation Roadmap sections of your SRC. N/A

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How does your vision align with the HCS Strategic Priorities? Explain. Our vision aligns with the strategic priorities by strengthening the core business of student learning and ensuring a high performing environment for all students.

Section C: FY19 Comprehensive Needs Assessment

1. Planning and Preparation

1.1 Identification of Team MembersThe comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to ensure stakeholder involvement. Documentation of team member involvement must be maintained.

Position/Role Name

Principal Dr. Jay Fowler

Assistant Principal Sonya Ayannuga

Student Support Facilitator Sarah Waugh

Counselor Latasha Hopkins

Kindergarten Chairperson Ashley Bowen

1st Grade Chairperson Debbie Chapman

2nd Grade Chairperson Dana Junger

3rd Grade Chairperson Michaela Engebretson

4th Grade Chairperson Morgan Dentler

5th Grade Chairperson Pam Chester

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Specials Chairperson Carly Long

Special Education Chairperson Lori Williams

Parent Involvement Paraprofessional Sherine Thomas

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1.2 Identification of StakeholdersStakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Stakeholders must be engaged in the process in order to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained.

Position/Role Included (Yes/No)

Instructional coaches Yes

Counselors Yes

Parent liaison Yes

Health care providers No

Social workers No

Faith-based community leaders No

School/District based Technology staff No

Librarian Yes

Parents Yes

Students No

District Staff Yes

How did the team ensure that the selection of stakeholders were included in the CSIP?

All involved stakeholders were sent a draft version of the plan and encouraged to provide written feedback to the principal via email. Further, the RCE School Council will regularly review CSIP at their monthly meetings.

3. Needs Identification and Root Cause Analysis (All Schools must complete)

3.1 Strengths and Challenges based on Trends and PatternsCoherent Instructional System: Summarize the coherent instructional system trends and patterns

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observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are doing to address the various educational needs of your students?

● Georgia Standards of Excellence Frameworks

● Common Planning

● Collaborative Grade Level Meetings

● Assessment: Formative and Summative (Benchmarks on Illuminate, Milestones,

MAP, F&P, IKAN and GLOSS, Unit Assessments, Writing Benchmarks, WriteScore)

● Learner Needs: EIP, MTSS, Special Education, Instructional Coach, Instructional

Focus Time, Grade Level Data Talks and Walls

● Student Led Conferences

● Collaborative goal setting

● Teacher set learning goals

● Professional Learning Sessions

● Instructional models: workshop model for writing

● Student goal setting, conferencing with teacher

● Small group lesson plans

● Classroom Walkthoughs

● Peer Observations

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Effective Leadership System: Summarize the effective leadership system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you and the administrative team doing to ensure high quality instruction for all classes/students?

The leadership team meets at a minimum of once per month to discuss relevant concerns, analyze data, and monitor implementation of the school improvement plan. Grade level chairpersons share minutes with their individual teams to inform them of decisions and solicit feedback for future meetings.

Professional Capacity System: Summarize the professional capacity system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? Do your professional development practices align with the expectations of a PLC? How frequently will the PLC be monitored?

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● Climate Star Rating to attract and maintain staff

● Teacher Mentors for new staff members

● Common planning and collaborative planning – developing staff/staff

collaboration

● Peer Observations – developing staff/staff collaboration

● Data Talks

● TKES

● Monitored: Provide samples of student work, implementation of new skill,

artifacts

Family and Community Engagement System: Summarize the family and community engagement system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to involve the families in improving the academic achievement of the child?

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● Parent, student, and teacher surveys

● Backpack Buddies (addresses outside of school needs)

● Class Dojo (communication)

● Remind 101 (Fowler/communication)

● Counseling services

● Monthly/weekly newsletters (communication)

● Open House

● School social media (Twitter/Facebook)

● Teacher webpages on school website (homework, upcoming events, schedule,

etc.)

● Parent workshops

● Parent resource room

● PTSO nights (curriculum, science, literacy, technology, etc.)

● All Pro Dads

● Student-led conferences (improving academic achievement)

● Parent-teacher conferences upon request (improving academic achievement)

Supportive Learning Environment System: Summarize the supportive learning environment system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to decrease the number of discipline referrals and attendance

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concerns?

-PBIS

-Common Planning

-EIP

-SIEP

-MAP Data

-Benchmarks

-CFA’s (Common Formative Assessments)

-PL

-Staff Surveys

-MTSS

-PBIS Parties

-Instructional Coaches

-Grade Level/Leadership Minutes

-Bus referrals and monitors

-Perfect Attendance Celebration

-RESPECT Party

-Attendance Groups (students with chronic absences)

-Teacher Mentor Program (HEART)

-Winner’s Circle

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-Student Led Conferences

-Guidance Special

Demographic: Summarize the demographic trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in the following areas (Subgroup data, mobility, remedial/early intervention/alternative/gifted)?

-Increase of enrollment of minorities

-TAG and EIP Rosters

-Flexible Grouping

-High number of students within lexile band

-Less balanced percentage of race (percentage of racial subgroups increasing, while others decreasing)

Financial: Summarize the financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in terms of the financial status of the families?

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Our free and reduced lunch percentages has remained fairly consistent during the last 9 years (around 55%).

Student Achievement: Summarize the student achievement trends (milestones/student subgroups) and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

● Milestones: We have a lower percentage of distinguished learners in third grade for ELA and

math compared to the previous two school years. 5th grade has an upward trend of distinguished learners in social studies. 5th grade has a downward trend of distinguished learners in math. For students that are within and above the Milestones Lexile Stretch Bands, the percentage of students is between 71-75% for 3rd, 4th, and 5th grade.

● Students: MTSS screeners, MAP data

● Teachers: personal observation data, teacher mentors, PLP

● Leaders: teacher observation data, feedback

3.2 Identification and Prioritization of Identified Needs

Overarching Need

How severe is the need?

Is the need trending

Please identify a root

Priority order (Number 1-

Impacted programs (See

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(High, Medium, Low, Unknown)

better or worse over time? (Better, No Change, Worse, Unknown)

cause. You may list more than one root cause.

10) list below).

Additional considerations (Optional)

Lexile levels of students are lower than expected.

High No Change. Lack of quality reading instruction, lack of reading, weak phonics program.

1 EIP, TAG,

Writing performance lags behind reading performance.

High No Change Lack of consistency of practice, teacher knowledge about how to teach writing.

2 All grades.

The number of students scoring in the distinguished area is low.

High No change. Lack of clarity in what is being taught and assessed, low expectations, and lack of differentiation in the classrooms.

3 All grade

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Section E: School Improvement Template(All Schools Must Complete)

(see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

● Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public educationo Strengthen our core business of student learningo Ensure a high performing environment for all students

Goal 1: By April 30, 2019 44% of students (up from 33%) in grades K-5 will achieve a Lexile level on grade level or above as measured by the Spring 2019 Measures of Academic Progress (MAP) assessment. Specific grade level goals are as follows:

Grade 2018 Percentage Goal

Kindergarten 8 25

1st Grade 31 41

2nd Grade 32 42

3rd Grade 36 46

4th Grade 44 54

5th Grade 48 58

School Average: 33 44

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Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies

How Is It Done?

Measurement of Strategies

Timeline

Evaluation

How Effective Was It?

Establish an instructional focus explicitly targeting reading.

Grade level teachers, Administration, Instructional Specialist.

1. Assess students.

2. Formulate IF Groupings.

3. Monitor Progress.

4. Repeat steps 1-3.

Sept. 1, 2018 – begin.

Nov. 1, 2018 - checkpoint #1

January 1, 2019 – Checkpoint #2

March 1, 2019 – Checkpoint #3.

May 1, 2019 – Final Checkpoint

Analyze Lexile data after every MAP administration.

Bi-Weekly Professional Development in Literacy for K-2 teachers and quarterly for 3-5 teachers.

Instructional Specialist

Subs will be secured every other Monday to preserve dedicated time with Instructional Specialist

Every other week during the 2018, 2019 school year.

Teacher perception data, Milestones data, MAP data.

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Ensure the Reader’s Workshop framework is utilized for literacy instruction with an emphasis on a focused word-work session.

Classroom Teachers, Instructional Specialist,

Administration.

1. Conduct professional development on Reader’s Workshop and Work Work.

2. Instructional Specialist will model lessons for each teacher at least twice per year.

3. Administration and Instructional Specialist will conduct informal walkthroughs at least three times during the school year to review instructional practices, to provide feedback to teachers, and to spark conversation during collaborative grade level meetings.

PL: Monthly August 2018-March 2019

Model Lessons: Once in Fall (August- November) and once in Winter (December-February).

Walkthroughs: September 2018, December 2018, and February 2019.

Walkthrough data, data from instructional specialist, MAP Growth Reports

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Section E: School Improvement Template(All Schools Must Complete)

(see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

● Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public educationo Strengthen our core business of student learningo Ensure a high performing environment for all students

Goal 2: By May 2019, 75% of RCE students in Grades K-5 will score Level 3 or above on their post writing assessment as measured by the Units of Study Writing Rubric.

Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies

How Is It Done?

Measurement of Strategies

Timeline

Evaluation

How Effective Was It?

Implement Writer's Workshop (Mini Lesson, Conferencing, and Share).

Instructional Specialist, Classroom Teachers

Utilize bi-weekly professional learning meetings to bring clarity to Writer’s Workshop expectations and monitor implementation through regular walk-throughs.

Initial professional learning – August/September of 2018.

Examine walkthrough data.

Analyze Milestones writing data.

Post Writing Assessment Data

All teachers will explicitly communicate writing learning targets to students.

Instructional Specialist, Classroom teachers

Outline expectations for communicating writing learning targets. Plan learning targets during Collaborative planning meetings.

August 2018 for initial meeting.

Inclusion of learning targets in lesson plans.

Walkthrough data, collaborative planning notes. Review of lesson plans.

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Use rubrics, exemplars, and checklists to model exemplar work, provide to teachers to monitor their progress toward meeting goals, and rubrics to assess growth

Instructional Specialist, classroom teachers

During collaborative planning meetings, distribute/create rubrics, exemplars and checklists.

Bi-Weekly, beginning in August 2018, continuing for the remainder of the year.

Collaborative planning notes/minutes. Work samples.

Write daily (use units of study WRITING lessons to develop students writing skills/strategies).

Classroom teachers.

Establish minimum expectations of implementation and present to teachers during collaborative planning. Examine lesson plans once a month for evidence of implementation.

Begin August, 2018 and ending in May, 2019.

Lesson Plans. Writing Exemplars.

Section E: School Improvement Template(All Schools Must Complete)

(see pg 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

● Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public educationo Strengthen our core business of student learningo Ensure a high performing environment for all students

Goal 3: By May 2019, the number of students in each subject that score in the Distinguished level of the 2019 Georgia Milestones will increase by at least 10%.

Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies

How Is It Done?

Measurement of Strategies

Timeline

Evaluation

How Effective Was It?

Professional Learning on rigor. Sonya Enlist the help of rigor experts to September, 2018 Surveys from teachers.

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Ayannuga conduct professional learning for the teachers 3 times per year.

November, 2018

January, 2019. Number of students who score distinguished on Milestones.

Implement student goal setting with students including use of learner profile and student led conferences.

Jay Fowler, Sonya Ayannuga

At faculty meeting, explain expectations for student-led conferences and the learner profile.

Learner Profile survey given Aug. 2018. Goals established Sept. 2018 and updated quarterly. It is my opinion that student-led conferences occur once per year. 1st parent/teacher conference by October 2018. Student-led conference February 2019.

Student and parent perception data.

Walkthrough data to gauge student understanding of goal-setting and learner profiles.

Data Walls

Regularly examine the rigor level of tasks and assessments in grade level meetings.

Instructional Specialist, Sonya Ayannuga, Jay Fowler

During common planning meetings once a quarter, teachers will bring assessment samples and work samples to examine for rigor level.

September, 2018

November, 2018

January, 2019

March, 2019

Increased rigor level of assessments and tasks.

Teachers will conduct rigor walks 3 times a year.

Classroom Teachers, Administration

Review rigor walks protocol with teachers. Conduct rigor walks 3 times per year. After each rigor walk, meet with teachers to debrief.

October/November, 2018.

January, 2019

March, 2019

Feedback from teachers about rigor walks.

Data from rigor walks.

Students will utilize the Dreambox and Odysseyware and ALEKs programs 30 minutes each day

Classroom Teachers, Administration

Teachers will incorporate the online math programs into their small group math instruction and also for homework.

August, 2018-May 2018 REview of MAP and Formative Assessment data.

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Section E: School Improvement Template(All Schools Must Complete)

(see pg 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

● Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public educationo Strengthen our core business of student learningo Ensure a high performing environment for all students

Goal 4: 100% of students in Grades 3-5 will utilize the Learner Profile to establish goals, monitor goals and conduct at least one student-led conference.

Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies

How Is It Done?

Measurement of Strategies

Timeline

Evaluation

How Effective Was It?

Professional development on use of the learner profile.

Ben Palmer, Sonya Ayannuga, Jay Fowler

Ben Palmer will conduct a professional development for teachers about the use of the learner profile.

August, 2018. Student use of learner profile.

Student led conferences held at least once per year in grades 3-5 using the Learner Profile.

Jay Fowler, Sonya Ayannuga

At faculty meeting, explain expectations for student-led conferences and the learner profile.

Learner Profile survey given Aug. 2018. Goals established Sept. 2018 and updated quarterly. It is my opinion that student-led conferences occur once per year. 1st parent/teacher conference by October 2018. Student-led conference February 2019.

Student perception data.

Walkthrough data.

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Students in grades 3-5 will upload work samples to Learner Profile.

Classroom Teachers.

Quarterly, teachers will facilitate the uploading of student work samples to the Learner Profile.

September, 2018,

November, 2018

February, 2019

Number of work samples uploaded to Learner Profile.

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