Troup County School System Comprehensive School Improvement Plan

Transcription

1 Troup County School System Comprehensive School Improvement Plan School: Franklin Forest Elementary School Year: Building Capacity through Deliberate Planning, Collaboration, and Accountability

2 School Improvement Plan Template A Guide to Support College and Career Ready Graduates SCHOOL IMPROVEMENT PLAN School Name: Franklin Forest Elementary District Name: Troup Principal Name: Carol Montgomery School Year: Title I Schoolwide Program Title I Targeted Assistance Non-Title I School ESEA WAIVER ACCOUNTABILITY STATUS (Based on 2012 Data) (Check all boxes that apply and provide additional information if requested.) Priority School (SIG) Priority (Graduation Rate) Priority (Achievement) Alert School (Use 2012 Data) Subject Alert List Subject(s) Graduation Gap Sub-Group Alert List Sub-Group(s) Achievement Gap Graduation Alert List Sub-Group(s) Focus School (Use 2011 Data) List High and Low Sub-Groups with Percentages List High and Low Sub-Groups with Percentages Principal s Signature: Title I Director s Signature: Date: Date: Superintendent s Signature: Date: Georgia Departemnt of Education Dr. John D. Barge, State School Superintendent Jul-13

3 Troup County School System School: Franklin Forest Elementary Year: District Goal 1: Ensure all students achieve at their highest level of academic performance. Increase the percent of students meeting and exceeding math in all subgroups in all grade levels on the Georgia Milestone Assessment and ThinkGate t Improvement Area Math Math Estimated Cost, Action Steps Artifacts for Implementation: Implementation Timeline Funding Sources, Evidence & Resources Plan with math system coach, Katie Brown, to increase rigor of math instructional strategies and planning. The staff will collaborate with Project Criss consultant, Cindy McCloud, to provide staff development in instructional *Monthly strategies and lesson planning specifically with differentiation. *September 2014 Title 1 Budget All certified staff will receive training from math system coach, Katie Brown, on the effective use of math journals. 8/1/2014 NA Person / Group Responsible *System Math Coach *CRISS Consultant System Math Coach Evaluation of Implementation and Impact on Student Learning Sign In Sheets, meeting minutes/ handouts Sign In Sheets and handouts Lesson Plans and TKES Math Math Math Math Implement the use of math journals weekly in all grade levels Weekly NA Math teachers will gain feedback two times a month to improve DOK and fluency with math strategies from the system math coach, Katie Brown, as scheduled on the FFE calendar. Twice a Month NA Post and use DOK questioning charts for planning, daily instruction, and assessments Daily NA Classroom Teachers System Math Coach and Math Teachers Classroom Teachers Collaborate with the Design Team, once a year, to review power standards across gradel levels to ensure accurate vertical alignment of math standards. 5/1/2015 NA Design Team Student Journals Sign In sheets and lesson plans DOK Chart and lesson plans Sign In Sheets and Agendas Demonstrate understanding at a deeper level TKES student work and TKES Cohort groups show gains

4 Troup County School System School: Franklin Forest Elementary School Year: District Goal 2: Provide a safe, secure, and wholesome learning environment. Decrease number of student referrals by 50% during the school year. Improvement Area Behavior Behavior Action Steps for Artifacts Implementation: Implement Behavioral Forums 1 and 2 in all grades. Implement monthly Student Success Team meetings to discuss proactive measures and strategies for specific student concerns. Implementation Timeline Estimated Cost, Funding Sources, Evidence & Resources August 2014-May 2015 NA Monthly dates set on FFE calendar NA Person / Group Responsible All teachers and administration Student Success Team Evaluation of Implementation and Impact on Student Learning Forum Contracts Sign In and Agendas Improved communication between student, parent, teacher, and administration regarding behavior expectations Behavioral strategies for individual student needs Behavior Behavior Behavior Implement a Crisis Management Team schoolwide ("Code Sunshine"). August 2014-May 2015 NA Crisis Management Team Establish consistent behavioral expectations K-2 and /1/2014 NA Design Team Collaborate with School Leadership Team and teachers to review and monitor Beginning classroom management preplanning of School specifically with behavior 2014, continue Leadership concerns. monthly. NA Team Crisis Management Team Spreadsheet Behavioral Expectations Sign In and Agendas Efficient response to a Crisis Situation Consistency in approach to discipline and Monthly Positive Behavior Parties Positive Shift in School Culture

5 Troup County School System School: Franklin Forest Elementary School Year: District Goal 3: Engage all students, staff, families, businesses, and the community in the educational process. Improvement Goal(s): (SMART) Improvement Area Action Artifacts Steps for Implementation: Implementation Timeline Estimated Cost, Funding Sources, Evidence & Resources Person / Group Responsible Evaluation of Implementation and Impact on Student Learning

6 Troup County School System School: Franklin Forest Elementary School Year: District Goal 4: Maximize efficiency and productivity in pursuit of the system's mission. Improvement Goal(s): (SMART) Improvement Area Action Steps for Implementation: Artifacts Implementation Timeline Estimated Cost, Funding Sources, Evidence & Resources Person / Group Responsible Evaluation of Implementation and Impact on Student Learning

7 BALANCED SCORECARD for FRANKLIN FOREST ELEMENTARY, TROUP COUNTY District Goal 1: Ensure all students achieve at their highest level of academic performance. Measures Target Actual Actual Actual Target Actual Student Achievement Increase the % of students. Grades 3-5, Meeting or Exceeding (Levels 2 & 3) on CRCT, CRCT-M, and GAA for CCRPI. ELA % 100% [1] 93.8 Content Mastery Reading % (Elementary) 100% [2] 95.2 Math% 100% [3] 89.4 Social Studies % 100% [4] 83.4 Science % 100% [5] 84.3 Increase the % of students Meeting or Exceeding the benchmark on the Post Elementary Readiness section on CCRPI. % of EL with higher performance on ACCESS for ELLs Too Few 81.3 % of SWD in general education environments > 80% of school day [6] 75 % M + E on Grade 5 Post Elementary Writing Assessment 100% N/A School Readiness % of Grade 3 students 100% [7] 50 % of Grade 5 stduents 100% [8] 65 % of Grade 1-5 students completing identified number of grade specific career awareness lessons aligned to Georgia's 17 Career Clusters 100% N/A % Student attendance Increase the % of students with predictors for High School Graduation. % of Grade 5 students passing at least 5 core content areas (ELA, Reading, Math, Science, SS) and scoring Level 2 or 3 on all CRCT. Predictor % of for students HS exceeding Graduation (Level 3) on CRCT (Elementary) assessments (ELA, Reading, Math, Science, SS) # of CRCT tests by content area that increased the exceeds percentage from previous year ??? Actual Measures Actual Target Actual Target Actual

8 Academic Progress Increase # of students achieving typical / high growth on content area assessments (CRCT/SLO- CCRPI Progress Pts Earned). Determine % Progress for each content area (# with Typical / High Growth count of students with SGPs). Student ELA 100% Academic Reading 100% Growth Math 100% Social Studies 100% Science 100% Actual Perfomance Measures Actual Target Actual Target Actual Achievement Gap CCRPI Achievment Gap Score for Gap Size (School to State) and Gap Change (School to School). Use 0-3 CCRPI scale with 3 being highest rating possible. Size Ch Si Cha Siz Ch Si ze e ze Cha 3 pts. for CCRPI Gap Size and Gap Change Closing the Achievment ELAGap 3 pts Reading 3pts Math 3 pts Social Studies 3 pts Science 3 pts Siz e Change Economically Disadvant aged (ED) Actual Measures Actual Target Actual Target Actual Subgroup Achievement Increase the % of FAY students (subgroups), grades 3-5, meeting and exceeding on state assessments as measure by CCRPI. ELA % 100% [9] 80 Reading % 100% [10] 85 Math% 100% [11] 70 Social Studies % 100% [12] 75 Science % 100% [13] 70 Achiev ement for ALL Studen ts Students with Disability (SWD) ELA % 100% [14] 60 Reading % 100% [15] 73 Math% 100% Too Few N/A Social Studies % 100% Too Few N/A Science % 100% Too Few N/A Black Students ELA % 100% [19] 80 Reading % 100% [20] 85 Math% 100% [21] 65 Social Studies % 100% [22] 70

9 Science % 100% [23] 61 White Students ELA % 100% [24] 90 Reading % 100% [25] 94 Math% 100% [26] 85 Social Studies % 100% [27] 89 Science % 100% [28] 87 Actual Measures Actual Target Actual Target Actual Exceeding the Bar % of students in grades 3-5 earning a passing score in above grade level core courses (ELA, reading, mathematics, science, social studies) and scoring at 100% N/A N/A N/A Meets or Exceeds on all CRCT. % of students earning a passing score in world language courses or earning a passing score in 100% fine arts courses. School has earned Georgia Science, Technology, Engineering and Math (STEM) Yes N N/A N/A Program Certification. Additional % of CCRPI 5th grade students Criteria with a complete career portfolio by end of grade 99% N/A 0 100% 100% 5 % of teachers utilizing the Statewide Longitudinal Data Systems (SDLS). 100% N/A N/A School or LEA-defined innovative practice accompanied by data supporting improved Yes N/A N/A student achievement. School or LEA-defined interventions or practices designed to facilitate a personalize climate in the school. Yes N/A N/A Discipline District Goal 2: Provide a safe, secure, and wholesome learning environment. Actual Perfomance Measures Actual Target Actual Target Actual % Discipline Infractions (students with) 0% % In-school suspensions (students assigned) 0% % Out of school suspensions (students assigned) 0% Utilizing PBIS (Positive Behavior Interventions & Support) Yes N/A N/A Safety Annually revised safety plan Yes Yes Yes

10 District Goal 3: Engage all students, staff, families, businesses, and the community in the educational process. Stakeholder Engagement Actual Measures Actual Target Actual Target Actual # of Community and Business Partners # of School sponsored parent /community events (excluding regularly scheduled athletic competitions) Adult Volunteer Hours (#) Annual Student Attendance % 100% # of students absent # of students absent Annual Teacher 100% 97.2 [36] Attendance # of teachers absent [39] 18 [40] 23 [41] 20 # of teachers absent [42] 13 [43] 15 [44] 10 Annual Staff 100% # of staff absent 1-5 days # of staff absent District Goal 4: Maximize efficiency and productivity in pursuit of the system's mission. Actual Perfomance Measures Actual Target Actual Target Actual Energy Management Results (Annual % KBTUs per square ft) Support Processes School Nutrition Program (SNP) Health Inspection Score (#) 100% School Nutrition Program (SNP) Lunch Participation Rate (Annual %) 100% Custodial Building Management Cleaniness Rating (Annual / average %)

11 [1] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [2] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [3] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [4] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [5] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [6] 39 of 53 students from Oct FTE reports. [7] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [8] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [9] This is an estimate -- CRCT-M has been added but summer retakes have not been added also all [10] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [11] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [12] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [13] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [14] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [15] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [16] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [17] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [18] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [19] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [20] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [21] This is an estimate -- CRCT-M has been added but summer retakes have not been added also

12 [22] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [23] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [24] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [25] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [26] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [27] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [28] This is an estimate -- CRCT-M has been added but summer retakes have not been added also [29] 70 of 595. [30] 91 of 531. [31] 160 of 779. [32] 20 of 595. [33] 19 of 531. [34] 62 of 779. [35] based on 190 days. [36] Illness and Personal Only. [37] Illness and Personal Only. [38] Illness and Personal Only. [39] Illness and Personal Only. [40] Illness and Personal Only. [41] Illness and Personal Only. [42] Illness and Personal Only 1 over 15 days unsure of FMLA status. [43] Illness and Personal Only 2 over 15 days unsure of FMLA status. [44] Illness and Personal Only 2 over 15 days unsure of FMLA status. [45] based on 190 days -- all staff whose attendance is maintained in SSUI.