School Improvement Plan 2020 - 2021 BGE School... · 2020. 8. 19. · improvement plan. All stakeholders participate in surveys (parent surveys, staff surveys, and student surveys)

School Improvement Plan2020 - 2021

Liberty CountyButton Gwinnett Elementary School

SCHOOL IMPROVEMENT PLAN

SCHOOL IMPROVEMENT PLAN

1 General Improvement Plan Information

General Improvement Plan Information

District Liberty CountySchool Name Button Gwinnett Elementary SchoolTeam Lead Amber Durrence

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY'FUND 400' - Consolidation of Federal funds only

Factors(s) Used by District to Identify Students in Poverty (Select all that apply)✔ Free/Reduced meal application

Community Eligibility Program (CEP) - Direct Certification ONLYOther (if selected, please describe below)

1 General Improvement Plan Information 42

SCHOOL IMPROVEMENT GOALS

2. SCHOOL IMPROVEMENT GOALS

2.1 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Increase student achievement in all core content areas.

Root Cause # 1 Professional Learning Communities to focus on investigating student work, student data, and lesson planning

Root Cause # 2 student self-monitoring (data walls and/or data workbooks in all classes)Goal Button Gwinnett Elementary School will increase the percentage of students scoring at

Proficient Learner or above by three percentage points as measured by the 2020-2021 Georgia Milestones End of Grade Assessment.

2.1 OverarchingNeed # 1 43

Action Step # 1

Action Step Monitor and review pacing guides, timelines, and lesson plans/assignments/agendas in order to align curriculum and ensure standards are being taught and assessed in a timely manner.

Funding Sources N/ASubgroups Economically Disadvantaged

FosterHomelessRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionMethod for Monitoring Implementation and Effectiveness

On CoursePLC minutes and agendasTeacher observationsMAP DataGeorgia Milestones Assessment SystemGeorgian Kindergarten Inventory of Developing Skills (GKIDS)Canvas Courses

Position/Role Responsible Principal, Assistant Principal,Academic Specialist

Timeline for Implementation Others : 2020-2021 SY



Action Step # 1

What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?


Action Step # 2

Action Step Provide professional development and supplemental resources (i.e. Write Score, Book Creator, Math Seeds, Flocabulary, Spelling City, Happy Numbers, Reading Eggs, Education Galaxy, Canvas, etc.) in all content areas for a variety of activities to include but not limited to writing across the curriculum, content integration, student-centered learning, data walls, Lexiles, DOK, rigor and relevance.

Funding Sources Title I, Part ATitle II, Part A

Subgroups Economically DisadvantagedFosterHomelessRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionProfessional Capacity

Method for Monitoring Implementation and Effectiveness

Observations, Lesson Plans, Leave Forms, PLC Agendas & Minutes, Professional Leave Forms, Certificate of Completion, MAP Data, LCSS Benchmarks, Dibels, GKIDS

Position/Role Responsible Academic SpecialistTimeline for Implementation Others : 2020-2021 SY


2.1 OverarchingNeed # 1 442.1 OverarchingNeed # 1 44


Action Step # 3

Action Step Schedule and conduct After-school, RESSLA, System 44, and READ 180.Funding Sources Title I, Part ASubgroups Economically Disadvantaged


Systems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

Lesson plans, Fall, Winter, & Spring MAP data RIT scores, Schedules for RESSLA

Position/Role Responsible Administration & Academic SpecialistTimeline for Implementation Others : 2020-2021 SY



Action Step # 4

Action Step Schedule, monitor, and attend professional learning communities with a focus on analyzing and using data, best practices, teaching & learning strategies, content specific training, PBIS, social-emotional learning, effective virtual & distance learning, etc. to adjust and drive instruction to meet individual student needs.

Funding Sources Title I, Part AN/A


Systems Effective LeadershipMethod for Monitoring Implementation and Effectiveness

PLC minutes, agendas, & sign-in sheets, data sources (Canvas LMS, MAP, LCSS Benchmarks, GKIDS, Dibels, Educator's Handbook Office Referrals)

Position/Role Responsible Academic Specialist



Action Step # 4

Timeline for Implementation Others : 2020-2021 SY



Action Step # 5

Action Step The Academic Specialist will enhance teacher effectiveness and student achievement by completing informal observations, providing feedback, support, and resources, utilizing school data to inform teaching practices, virtual/distance learning, redeliver professional development, review lesson plans, collaborate with staff, plan professional learning communities, and follow the Title I federal program requirements.

Funding Sources Title I, Part ASubgroups Economically Disadvantaged


Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment


Title I Budget, Academic Specialist, Observation notes, Academic Specialist Logs, MAP Data, TKES Goal, Canvas LMS

Position/Role Responsible Academic SpecialistTimeline for Implementation Others : 2020-2021 SY



Action Step # 5



Action Step # 6

Action Step The Content Mastery Lab teacher will collaborate with grade level teams and use research-based, technology driven programs and activities to remediate and enrich learning in reading and math.



Systems Coherent InstructionProfessional CapacitySupportive Learning Environment


Schedule, Lesson plans, MAP Fall, Winter, Spring RIT Score Comparisons

Position/Role Responsible Content Mastery Lab Teacher, Academic SpecialistTimeline for Implementation Others : 2020-2021 SY




Action Step # 7

Action Step Schedule and observe teachers to establish inter-rater reliability among administrators and academic specialist to provide effective and meaningful feedback and target areas that need improvement.

Funding Sources Title I, Part ATitle II, Part A


Systems Coherent InstructionEffective LeadershipSupportive Learning Environment


Observation Notes, TKES, GMAS, GKIDS, MAP, Canvas LMS

Position/Role Responsible Administration, Academic SpecialistTimeline for Implementation Others : 2020-2021 SY




2. SCHOOL IMPROVEMENT GOALS

2.2 OverarchingNeed # 2

Overarching Need

Overarching Need as identified in CNA Section 3.2

Improve social-emotional learning for all stakeholders.

Root Cause # 1 lack of student motivationRoot Cause # 2 student-teacher ratio (mentors, advocates, volunteers), lack of background knowledge,

social and emotional incompetencies, lack of motivationGoal Button Gwinnett Elementary will decrease the number of office referrals in Educator's

Handbook by 3% during the 2020-2021 school year.


Action Step # 1

Action Step Monitor and review Educator's Handbook office referrals.Funding Sources Title I, Part ASubgroups Economically Disadvantaged


Systems Effective LeadershipSupportive Learning Environment


Educator's Handbook, PBIS agendas, minutes, sign-in sheets, Canvas LMS courses

Position/Role Responsible Assistant Principal, Academic SpecialistTimeline for Implementation Others : 2020-2021 SY




Action Step # 2

Action Step Provide professional development and resources to teachers and staff for classroom management, PBIS, and social-emotional learning (7 Mindsets, The Compassion Project, Class Dojo Growth Mindsets lessons, etc.).



Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment


PBIS agendas, minutes, Educator's Handbook data, Professional Leave Forms, Certificate of Completion, Canvas LMS courses

Position/Role Responsible Principal, Assistant Principal, Academic Specialist, Counselor, PBIS CoachTimeline for Implementation Others : 2020-2021 SY



Action Step # 3

Action Step The school counselor will plan and monitor monthly student advocacy lessons based on 7 Mindsets, The Compassion Project, Class Dojo Mindset lessons.



Systems Coherent InstructionEffective Leadership



Action Step # 3

Systems Professional CapacityFamily and Community EngagementSupportive Learning Environment


Lesson plans, Student work samples, Advocacy Schedule, Canvas LMS

Position/Role Responsible School Counselor, Academic SpecialistTimeline for Implementation Others : FY 2020-2021



REQUIRED QUESTIONS

3. REQUIRED QUESTIONS

3.1 Stakeholders, Serving Children, PQ

Required Questions

1 In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was accomplished.

Button Gwinnett has an annual Title I Revision meeting to solicit input from all stakeholders. Grade level, leadership team, and school governance team meetings are held to seek input when developing the comprehensive school improvement plan. All stakeholders participate in surveys (parent surveys, staff surveys, and student surveys) and school improvement meetings.

2 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.

Button Gwinnett Elementary seeks out effective teachers and paraprofessionals. Newly hired teachers, teachers new to the grade level or school are assigned mentors. The role of the mentor is to provide assistance, guidance, and give feedback on best practices, state and district initiatives and school protocol. Students served by long term substitutes or ineffective teachers will be placed in classrooms with teachers the following school year.

3 Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable).

Button Gwinnett is implementing a plan that includes increasing academic achievement by 3%. The administrators and academic specialist will improve educational outcomes for students by supporting research based best practices, instructional strategies, and interventions. Specific subject areas to be addressed are ELA and Math. Weekly lesson plans, After-School, Saturday School Enrichment, Professional Learning Communities, Content Mastery Lab, and RESSLA will be implemented and monitored to determine if instruction is effective. In an effort to increase academic achievement for at-risk students, collaborative planning, professional learning communities, professional development, and data digs are ongoing throughout the school year to help ensure and monitor student progress as well as adjust instruction as needed to meet individual student needs. Button Gwinnett does not have any students living in local institutions for neglected or delinquent children at this time.

4 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

Not Applicable

3.1 Stakeholders, Serving Children, PQ 52

REQUIRED QUESTIONS

include a description of the measurable scale (point system) that uses the objective criteria to rank all students.

3.1 Stakeholders, Serving Children, PQ 53

REQUIRED QUESTIONS

3. REQUIRED QUESTIONS

3.2 PQ, Federally Identified Schools, CTAE, Discipline

Required Questions

5 If applicable, 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.

Button Gwinnett Elementary coordinates a transitional opportunity for Pre-K students annually. Students from Liberty County Pre-K, Head Start, local daycare centers take a tour of our school and spend time in the kindergarten classrooms to explore and learn. Additionally, all parents of upcoming kindergarten students are invited to attend a Family Engagement Night for Pre-K Orientation to learn about our school, kindergarten expectations, and meet the kindergarten teachers. BGE also offers a Kindergarten Camp over the summer for students that will attend kindergarten in the fall.

6 If applicable, 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; andIncreased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.

Not applicable

7 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.

Faculty and staff will participate in some professional learning communities with a classroom management focus and Positive Behavior Interventions and Support (PBIS). Additionally, PBIS rewards will be implemented in an effort to reduce inappropriate behavior. PBIS is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success. All students participate in the school counseling program that is designed to advocate for students with a comprehensive and developmentally appropriate curriculum. The curriculum promotes career, academics, and personal/social success for all students. Students can also be recommended by parents or teachers to receive one-on-one or small group support sessions to address individual student needs. Button Gwinnett also has the Mindshift Mentoring Program in place designed especially for students that are having difficulty academically or emotionally. Students are assigned mentors (community members) that come in to meet, advise, and support students. Some students at Button Gwinnett also receive counseling services by the Fraser Center.

3.2 PQ, Federally Identified Schools, CTAE, Discipline 543.2 PQ, Federally Identified Schools, CTAE, Discipline 54

REQUIRED QUESTIONS

ADDITIONAL RESPONSES

8 Use the space below to provide additional narrative regarding the school’s improvement plan

Not applicable

3.2 PQ, Federally Identified Schools, CTAE, Discipline 55

Documents

School Improvement Plan 2020 - 2021 BGE School... · 2020. 8. 19. · improvement plan. All stakeholders participate in surveys (parent surveys, staff surveys, and student surveys)