District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus

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1 Strategic Plan Level (Davis Elementary) 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 Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Vary learning experiences to increase success in college and career pathways. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD) 1. Organize student performance data through CTLS for full accessible use by teachers and school leaders. (S) (AdvED) 2. Organize, examine, and adjust instruction based on student progress monitoring data. (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) Priority Status: NM = Not Met IP = In Progress M = Met Examine formative assessment data through the Data Team process and determine appropriate instructional strategies Grade level assessments used in Data Team process Data Team Leaders Identify students through the RTI process and determine appropriate instructional strategies Classroom data collection on individual students RTI Coordinators 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) Examine student summative assessment data Utilize grade level formative assessments currently shared on T-drive Utilize pre post testing in math Georgia Milestones, Iowa, SLOs Evidence in teacher lesson plans Testing results Implement differentiation strategies based on student performance data TKES ratings

2 4. Align critical professional learning by grade level/content area and ensure access for all teachers. (AD) Align professional learning to School Strategic Plan goals Professional learning plan agendas Conduct needs assessment to inform the design of differentiated professional learning Examination of input 5. Increase percentage of students reading on grade level. (S) (Based on CCRPI 2014 Reading Scores) Establish Key Content Teams aligned to SSP goals Continue Daily 5 program and guided reading model Conduct regular monitoring of student progress data via Data Teams and RTI Agendas DRA, progress reports, report cards, fluency probes, running records Data Team Leaders, RTI Coordinators Emphasize reading/writing across the curriculum 6. Increase percentage of student performance in math/algebra at every grade level. (S) (Based on CCRPI ES-MS Math & HS Algebra Scores) Specialized instruction for students with disabilities Continue daily use of Number Talks Implement practices to improve fact fluency, Implement strategies to improve problem solving and extended response Conduct regular monitoring of student progress data via Data Teams Unit pre/post assessments, Iowa, GA Milestones Data Team Leaders

3 7. Increase number of students academically completing every grade.(s) Continue Response to Intervention process and additional year notification RTI data Counselors,, 8. Other: (Priorities specific to school, division, or area. Can be multiple.) Provide Extended Day Tutoring Strengthen school teams to create clear alignment of SSP goals and professional learning and student progress monitoring Team minutes, agendas, team feedback Long Range Board Goal 2: Differentiate resources for students based on needs. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Academc 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) Priority Status: NM = Not Met IP = In Progress M = Met

4 Differentiate resources for students based on needs. Identify local school innovations through system flexibility to increase student achievement. (IE 2 ) Launch and implement a Science Exploration Lab Support 2 teacher leaders to complete science endorsement Science Lab schedules for classroom visits Administra tion Science lab materials and consumables Secure funding to support resources and materials in the Science Exploration Lab Funds obtained Funding sources Establish Key Content Team for Science and maximize their professional learning Science Key Team meeting notes Science Team Continue and expand the technology lab with funded part-time teacher Technology schedules Initiate the process of establishing a learning commons in media center Media Specialist Divisionally support local school innovations identified through system flexibility for increasing student achievement. (IE 2 ) 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.Utilization of extended day tutoring, Early Intervention Program 2. Utilization of extended day tutoring, Early Intervention Program, differentiated math groups, Number Talks, First in Math, fact fluency emphasis, problem solving Formative assessments Student progress data via the Data Team process Administra tion Extended day funds 3. Continue implementation of RTI process and specialized instruction to students with disabilities RTI data Administra tion

5 Identify and provide resources to increase opportunities for advanced, onlevel, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) Other: (Priorities specific to school, division, or area. Can be multiple.) Long Range Board Goal 3: Develop stakeholder involvement to promote student success. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Develop stakeholder involvement to promote student success. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD) Seek and evaluate stakeholder input for critical processes. (AdvED) Key Actions: (List as many actions as needed in each box.) Utilize the Parent Survey, TKES surveys, LKES surveys Meet with School Council, PTA, Davis Foundation Measured by: (Formative and/or Summative) Survey results Discussions Owner(s): Resources Needed: Results of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met IP = In Progress M = Met Other: (Priorities specific to school, division, or area. Can be multiple.)

6 Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Recruit, hire Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Academic Division-AD) Seek and hire teachers who meet the qualifications for a highly effective teacher. (IE 2 ) Key Actions: (List as many actions as needed in each box.) Recruit new hires and support current staff to pursue additional certification areas Measured by: (Formative and/or Summative) Certification summaries TKES measures Owner(s): Resources Needed: Qualified hiring pool from HR Results of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met IP = In Progress M = Met Establish teacher interview and selection protocols Protocols Support and retain employees for highest levels of excellence. 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. (IE 2 ) Support local school teachers and leaders to improve retention rate. (IE 2 ) (S) Ensure that teachers are highly trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD) Create support systems for new staff Mentoring Create a master calendar of professional learning aligned to SSP goals Incorporate differentiated professional learning for teachers within the SSP goals Professional learning plan TKES data Resources, books, district support Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES).

7 Use results of TKES and LKES to improve professional performance (IE 2 ) Identify areas of highest need and plan professional learning based on data TKES data Other: (Specific to school, division, or area. Can be more than one.) Promote teacher effectiveness through professional learning emphasizing Strengths Based Leadership Participant feedback Promote leadership in all Key Action Areas; grade level teams, Key Content Teams, RTI and Data Teams Agendas and feedback Key Trend Data (Elementary School) Indicator District Mean Elem. Middle High 4-Year Graduation Rate (Data Source: CCRPI) 5-Year Graduation Rate (D.S: CCRPI) Lexile Levels 5 th grade (D.S.: CCRPI) Lexile Levels 8 th grade (D.S.: CCRPI) Lexile Levels 11 th grade (D.S: CCRPI) 78.2% 78.8% % 85.8% 56.4%

8 On-Track for Graduation Career Ready Advanced Academics Stakeholder Satisfaction (Annual AdvancED Survey) 94.4% 96.1% 90.0% 88.0% 78.0% 95% 93.6% 99.2% 55.0% 29% 28% 29% 15.0% 40.0% 50.0% % 76.0% 73.0% CCRPI Score Iowa Reading Grade 3 Iowa Reading Grade % 47.9% 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, and World Language) Unduplicated count of 5th grade students passing courses in four core content areas (ELA, Math, Science, Social Studies, and World Language) 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

9 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) Average score from combined Student, Staff, and Parent Survey total scores. Add the 3 total scores from Student, Staff, and Parent surveys. Divide by 3 for an average score of all 3 surveys Fetch, AdvancEd Folder Iowa Reading Grade 3 Percent of students in grade 3, scoring on-grade level in reading (On-grade level = 3.1) Number of 3 rd grade students scoring on-grading in reading Number of 3 rd 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