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, [email protected]
(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
[email protected] 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