2015-2016 Strategic Plan Cover Sheet

________________(Austell Elementary School)

________________ (Dr. Marvin L. Bynes)

________________ (Dr. Belinda Walters-Brazille)

______ _ 1. September 15, 2015: SSP submitted to Accountability Division, Michell.bardin@cobbk12.org

(Principal initials when completed.)

________ 2. September 15, 2015: SSP submitted to Level Assistant Superintendent.

(Principal initials when completed.)

_________3. October 2, 2015: SSP feedback given to principal by Level Assistant Superintendent.

(Principal initials when completed.)

_________ 4. Upon approval from Level Assistant Superintendent; no later than October 2, 2015: SSP posted to local school website.

(Principal initials when completed.)

_________ 5. February 5, 2016: Level Assistant Superintendent reviews mid-year progress of school’s SSP with Principal.

(Principal initials when completed.)

________ 6. June 15, 2016: Principal completes RESULTS of KEY ACTIONS column of SSP, posts on local school website, and submits to

Michell.bardin@cobbk12.org and Level Assistant Superintendent.

2015-16 Cobb County School District Strategic Plan Long Range Board Goal 1: Vary learning experiences to increase success in college and career pathways.

District Focus Areas and Priorities 2016-2019

2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority

Focus Area:

Focus Priorities: (Based on priorities

identified by IE2, AdvancEd-AdvEd,

Superintendent-S, and Academic Division-AD)

Key Actions: (List as many actions as

needed in each box.)

Measured by: (Formative

and/or Summative)

Owner(s):

Resources Needed:

Results

Of Key Actions: (Due June 15, 2016)

Status: NM =

Not Met IP = In

Progress M = Met

Vary learning experiences to increase success in college and

1. Organize student performance data through CTLS for full accessible use by teachers and school leaders. (S) (AdvED)

N/A

N/A

N/A

N/A

N/A

N/A

Strategic Plan Level (Austell Elementary) (Elementary School)

career pathways.

2. Organize, examine, and adjust instruction based on student progress monitoring data. (AD)

1. Re-teach non-mastered target areas. 2. Increase the academic performance of high achieving students as measured by EOG data or CCRPI data.

Summative Reading Common

Assessments at the End of Nine

Weeks.

Classroom Teachers

Literacy Coach Math Coach

Administrators

N/A 2.1 IP - Georgia Standards of

Excellence Domains and Strands

were analyzed and prioritized

with the November release of

the 2015 EOG results. Teachers

re-taught the non-mastered skills

in those domains in class, during

after school tutoring, and during

the day tutoring. EOG results for

2016 have not been finalized to

reflect an increase or decrease in

reading proficiency for FAY

students.

2.2 IP - Students scoring above grade level on ITBS and EOG participated in Talent Development Classes with Target teacher. The Target teacher taught higher-order-thinking lessons in all 24 homeroom classrooms.

IP

3. Develop and deliver flexible formative assessments in all core content areas for monitoring student progress and adjusting instruction to meet individual student learning needs. (S)

1. Analyze student performance quarterly by grade level teams for differentiated instruction.

Walkthroughs Lesson Plans

Administrators N/A 3.1 M - Teachers met with RTI

coordinator weekly of biweekly

on the differentiated strategies

used with struggling students.

Administrators made it a focus

during TKES Walkthroughs to

review and rate differentiated

instruction and use of data

notebooks or instructional

strategies in the RTI Portal.

M

4. Align critical professional learning by grade level/content area and ensure access for all teachers. (AD)

1. Provide in-depth professional development in science, math, and technology to foster teacher professional development.

50% of Certified Teachers Enrolled in Science, Math, and Technology

Professional Development.

Administrators N/A 4.1 M - All teachers were trained in using iPads and Apps in the classroom. Eight teachers participated in the school district’s STEM Academy, nine teachers completed a three day STEM training, and less than five percent of the teachers participated in math trainings.

M

5. Increase percentage of students reading on grade level. (S) (Based on CCRPI 2014 Reading Scores)

1 Implement Lucy Calkins Units of Study by incorporating non-fiction texts and Mentor texts during instruction to improve reading. 2. Use Reader’s and Writer’s Workshop Models to frame instruction. 3. Implement Istation (a spiraling computer based reading program) that assesses students and sets a learning path for them at the students’ academic level.

Rubrics On-Demand

Writing Pre/Post tests

Common Assessments Lesson Plans

Classroom Teachers

Literacy Coach Administration

Title I Funds 5.1 M - All classroom teachers

have Lucy Calkins materials, and

they gave students On-Demand

Narrative-Informational-Opinion

Writing Pre/Posttests.

5.2 M - All classroom teachers

used the Reader’s and Writer’s

Workshop framework as a daily

instructional pedagogy.

5.3 IP - Istation software is

installed on all of school

computers and student have

opportunities to use the program

during school hours, after school

tutoring, and at home. But more

training is need for the staff to

use Istation data to set a learning

path for students.

IP

6. Increase percentage of student performance in math/algebra at every grade level. (S) (Based on CCRPI ES-MS Math & HS Algebra Scores)

1. Group students for small group guided math instruction. 2. Give teachers opportunities to identify best instructional strategies needs for math. 3. Have a common vocabulary for math at all grade levels. 4. Modeled math lessons by math coach.

Summative Math Common

Assessments at the End of Nine

weeks Fall and Math Spring SLOs

Data and Math Team Data

Minutes Math

Walkthrough Notes

Classroom Teachers

Math Coach Administration

N/A 6.1 M - All students are grouped

for small group guided math

instruction for guided math

based on common assessments.

6.2 M - Regular meetings with

math coach gives the teachers an

opportunity to discuss math

needs at each grade level.

6.3 IP - Meetings during common

planning have not focused on

developing a complete common

vocabulary beyond Number Talks

among teachers at all grade

levels.

6.4 IP - Math lessons have been

modeled in classrooms based on

the request of teachers, which

has limited the number of

classroom models taking place

throughout the school.

IP

7. Increase number of students academically completing every grade.(S)

1. Identify students-at-risk through RTI process and EIP program.

RTI Data EIP Checklists

Counselor Classroom Teachers

EIP Teachers Administration

N/A 7.1 M - Teachers met with RTI

coordinator weekly of biweekly

on the differentiated strategies

used with struggling students.

RTI data is collected weekly on

the students moving throughout

the different RTI Tiers.

M

8. Other: (Priorities specific to school, division, or area. Can be multiple.)

1. Increase the percentage of K-2 students reading on grade level before entering third grade by implementing DOE Complete Reading Series training for teachers which includes, Early Literacy, Phonics, Comprehension, and Words for the Wise.

Fall IOWA Test Results

(Reading) Fall and Spring Reading SLOs

Training Notes and Activities

Classroom Teachers

Literacy Coach Administrators

Phonics Program

Purchased with Title

Funds

8.1 NM - The percent of students

on grade level according to the

2015 EOG Assessment is 64%.

The IOWA NPR was 42. The

average number of K-2 students

improving on the spring post SLO

assessment increased by an

average of 24%. The Reading

series was not implemented due

to lack of Title I funding for the

training.

NM

Long Range Board Goal 2: Differentiate resources for students based on needs.

District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority

Focus Area:

Focus Priorities: (Based on priorities identified by IE2, AdvancEd-AdvED, Superintendent-S,

and Academic Division-AD)

Key Actions: (List as many actions as

needed in each box.)

Measured by: (Formative

and/or Summative)

Owner(s):

Resources Needed:

Results Of Key Actions:

(Due June 15, 2016)

Status: NM = Not

Met IP = In

Progress M = Met

Differentiate resources for students based on needs.

Identify local school innovations through system flexibility to increase student achievement. (IE2)

1. Implement creative writing and innovative technology activities for students through computer coding, animation creations, and graphic design in iMation Lab in order for K-2 students to increase and motivate writing performance.

Student Products Evaluated through

Rubrics Oral Presentations

iMation Teacher Classroom Teachers Media Specialist

Literacy Coach Math Coach Target Teacher Administrators

Additional IPAD Carts

Title I Funds

1. M - Repurposed computer lab into an iMation Lab with a learning commons concept for student writing. Three IPad carts with 30 IPads per cart were purchased. Two Laptops carts with 30 laptops per cart were purchased. Four desktop computers were placed in all classrooms. Coding programs and writing Apps/Software have been used to motivate and promote creative writing for K-5 students once a week during a Writer’s Workshop period. Video recorders and a green screen was purchased to record student generated stories or presentations.

M

Divisionally support local school innovations identified through system flexibility for increasing student achievement. (IE2)

N/A

N/A

N/A

N/A

N/A

N/A

Provide targeted resources for students: 1. not reading on grade level (Lexile) 2. unsuccessful in Math/Algebra (Based on 2014 CCRPI Math/Algebra scores) 3. not on-track for graduation (S)

1. Implement Saxon Phonics for grades K-3 (addressing decoding rules, spelling rules, syllabication, phonemic awareness, fluency, and phonics) with fidelity. Pull-Out and Push-in-EIP Models for EIP students in grades K-5 (address student individual needs in a small group setting). 2. Group students for small group guided math instruction. Give teachers opportunities to identify needs for math. Have a common vocabulary for math at all grade levels. Modeled math lessons by math coach. 3. Implement Istation (a spiraling computer based reading program) that assesses students and sets a learning path for them at the students’ academic level. Use Istation data to identify RTI levels of students and provide intervention strategies for teachers to implement with students.

Saxon Phonics Assessments Summative

Math Common

Assessments at the End of Nine weeks

Fall and Math Spring SLOs

Istation Data Indicated in the Lesson Plans of all Teachers

Phonics Program

Purchased with Title

Funds

Title I Funds for Computer Licensing

1. IP - All K-3 classroom

teachers have Saxon

Phonics materials. Teaching

the program with fidelity

has not been carried out

according to observations

through the TKES Evaluation

System.

2. IP - All students are

grouped for small group

guided math instruction for

guided math based on

common assessments.

Meetings during common

planning have not focused

on developing a complete

common vocabulary beyond

Number Talks among

teachers at all grade levels.

3. IP Istation software is

installed on all of school

computers and student

have opportunities to use

the program during school

hours, after school tutoring,

and at home, but the

Istation data has not been

used consistently for RTI

purposes.

IP

Identify and provide resources to increase opportunities for advanced, on-level, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD)

N/A

N/A

N/A

N/A

N/A

N/A

Other: (Priorities specific to school, division, or area. Can be multiple.)

N/A

N/A

N/A

N/A

N/A

N/A

Long Range Board Goal 3: Develop stakeholder involvement to promote student success.

District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority

Focus Area:

Focus Priorities: (Based on priorities identified

by IE2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD)

Key Actions: (List as many actions as needed in each

box.)

Measured by: (Formative

and/or Summative)

Owner(s):

Resources Needed:

Results of Key Actions: (Due June 15, 2016)

Status: NM =

Not Met IP = In

Progress M = Met

Develop

stakeholder

involvement to

promote student

success.

Seek and evaluate stakeholder input for critical processes. (AdvED)

1. Conduct parent discussions and input through Parent Brown Bag Lunches 2. Increase the parent return rate on surveys.

Meeting Minutes and Discussions Surveys Returned

Administration Parent Liaison

Teachers

N/A 1. M - Two Brown Bag

lunches for

stakeholders were held

to informally discuss

the school climate and

academic goals of the

school. Math and

literacy nights were

held at the school.

Three EOG Parent

Seminars to train

parents on how to use

reading, math, and

writing strategies with

their children at home

was conducted by

teachers.

2. IP - At the end of

each meeting, a survey

was given for feedback.

Building parent capacity

is still a work in

progress as we have a

10% participation rate

of parents participating

in academic meetings

provided for them.

IP

Other: (Priorities specific to school, division, or area. Can be multiple.)

Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence.

District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority

Focus Area:

Focus Priorities: (Based on priorities identified by IE2, AdvancEd-AdvED, Superintendent-S,

and Academic Division-AD)

Key Actions: (List as many actions as needed in each box.)

Measured by:

(Formative and/or

Summative)

Owner(s):

Resources Needed:

Results of Key Actions: (Due June 15, 2016)

Status: NM = Not Met

IP = In Progre

ss M = Met

Recruit, hire… Seek and hire teachers who meet the qualifications for a highly effective teacher. (IE2)

1. Seek to hire or new teachers who are proficient in technology, math, and science.

Summative Administration H.R. Support

Recruitments

1. M - All newly hired teachers are proficient in technology or have had training in STEM Instruction.

M

Seek and hire school administrators who meet the qualifications for a highly effective school leader and who are best suited for the school’s environment. (IE2)

N/A

N/A

N/A

N/A

N/A

N/A

Support and

retain

employees for

highest levels of

excellence.

Support local school teachers and leaders to improve retention rate. (IE2) (S)

N/A

N/A

N/A

N/A

N/A

N/A

Ensure that teachers are highly trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD)

1. Identify teachers who would benefit from opportunities for growth.

Walkthroughs

TKES Data

Administration Title I Funds

Training Materials

1. M - Eight teachers were identified to participate in the school district’s STEM Academy. Four teachers were selected to participate in the school district’s Teacher Leader Program in the areas of Math, Reading, Science, and STEM.

M

Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES).

N/A

N/A

N/A

N/A

N/A

N/A

Use results of TKES and LKES to improve professional performance (IE2)

1. Focus on Standards in need of improvement and encouraging individual teachers to meet a level 4 TKES rating through staff development opportunities.

TKES Data Interrater Reliability

Score

Administration CCSD Evaluation

Office Support

1. M- Administrators

were trained in rating

teachers on the TKES

Evaluation System and

clearly defining what is

a 2, 3, or 4 rating on

the TKES Rubric. An

Interrater score of 76%

was earned after TKES

Cycle I, and a score of

64.6% at the end of

TKES Cycle II.

M

Other: (Specific to school, division, or area. Can be more than one.)

N/A

N/A

N/A

N/A

N/A

N/A

Key Trend Data

Indicator 2012 2013 2014 2015 2014 District Mean

Elem. Middle High

4-Year Graduation Rate

(Data Source: CCRPI) N/A 56.6% 64% N/A N/A N/A 78.2%

5-Year Graduation Rate

(D.S: CCRPI) N/A N/A N/A 75% N/A N/A 78.8%

Lexile Levels 5th grade

(D.S.: CCRPI) N/A 56.6% 64% 60% 75.0% N/A N/A

Lexile Levels 8th grade

(D.S.: CCRPI) N/A N/A N/A N/A N/A 85.8% N/A

Lexile Levels N/A N/A N/A N/A N/A N/A 56.4%

11th grade (D.S: CCRPI)

On-Track for Graduation

N/A 82.5% 80.4% 93.8% 90.0% 88.0% 78.0%

Career Ready

N/A 100% 100% 100% 93.6% 99.2% 55.0%

Advanced Academics

2.2% 10.5% 6.1% 9.6% 15.0% 40.0% 50.0%

Stakeholder Satisfaction

(Annual AdvancED Survey) N/A N/A N/A 86% 89.0% 76.0% 73.0%

CCRPI Score 95.7

(Primary) 62.7

(Elementary) 69.7

(Elementary) 66.1

(Elementary) 75.7 80.0 77.7

Iowa Reading Grade 3

66.1% (Primary)

47.6% (Elementary)

38.3% (Elementary)

44.5% (Elementary)

57.5% N/A N/A

Iowa Reading Grade 7

N/A N/A N/A N/A N/A 47.9% N/A

Elementary School Level Calculation Guide Indicator Description Numerator Denominator Details and Data Sources

Lexile Levels Elementary

Schools

Percent of students in grade 5 achieving a Lexile measure greater than or equal to the following on the EOG Grade 5:

850

Students scoring a Lexile measure

≥ 850 (5th)

Students with a valid Lexile score

on the EOG

Data for this element is extracted from the EOG data file and include students with

valid scores.

On-Track for

Graduation

Percent of students in grade 5 passing at least four courses in core content areas

(ELA, Math, Science, Social Studies)

Unduplicated count of 5th grade students passing

courses in four core content areas (ELA, Math, Science,

Social Studies)

Enrollment in grade 5 Data extracted

from Synergy Gradebook

Career Ready

Percent of students completing a Career Portfolio in grade 5

Number of students completing a Career Portfolio

in grade 5 Enrollment in grade 5 Local School

Advanced Academics

Percent of students enrolled in Gifted Resource (Target) classes for ELA, Reading, Math, Science and Social

Studies

Unduplicated count of students in grades 1-5

enrolled in Target Total Enrollment of grades 1-5

State recommended target is 4%

Stakeholder Satisfaction

(AdvancED Survey)

Percent of positive responses to all items included on the AdvancEd surveys

(parents, students, staff)

Number of positive ("Strongly Agree" and "Agree")

responses on the AdvancEd surveys

Total number of responses excluding "No Answer" or "No

Basis to Judge"

School Improvement Survey Report, Page 2 - Provided by the Office of Accountability

Iowa Reading Grade 3

Percent of students in grade 3, scoring on-grade level in reading

(On-grade level = 3.1 or above)

Number of 3rd grade students scoring on-grading in reading

Number of 3rd grade students with a valid test score in

reading Riverside Data Manager

CCRPI

State accountability system whereby Georgia schools earn up to 100 points,

based on required performance measurements

NA NA Georgia DOE