Learn & Grow Lead & Show LAKE WINDWARD ELEMENTARY STRATEGIC PLAN SY 2015/16 SY 2017/18 APPROVED AUGUST 2015
SECTION I. Strategic Planning Background and Approach In May 2012, the Georgia Board of Education voted to make Fulton County Schools the state s largest charter system. The charter system model offers freedom and flexibility, both at the school level and system wide, to employ research-based methods to improve student achievement, even if such innovations would require exemptions to current state laws and regulations. Given this framework, individual schools within Fulton County have the ability to work in dramatically new ways. We are asking our communities to help drive change and to get involved in our schools. Our collective vision is that every Fulton County school will have a principal and local School Governance Council equipped to lead effectively in a charter system environment to improve student achievement through innovation and flexibility. Schools will be empowered to consider the best uses of resources at the local level and design innovative practices that align with school needs. LAKE WINDWARD ELEMENTARY began the strategic planning process in the spring of 2015. In order to plan our strategic direction forward, we first had to engage with our community to understand our specific challenges and consider a path to address them collectively. Our Student Governance Council consists of: Julie Morris (Principal), Cindy Bailey (Curriculum Support Teacher), Terri Cox (teacher), Susan Ahmad (teacher and Vice Chair), Christa Vogt (teacher), Paige Ledgerwood (parent and Chair), Richard Boston (parent), Bill King (parent), Tom Jennings (community member and Parliamentarian), and Amy Haysman (community member). Our process included five distinct phases: (1) a needs assessment; (2) the identification of priority issues; (3) the establishment of long-term outcomes, focus areas, & short-term goals; (4) the formulation of strategic initiatives; and (5) the development of a monitoring plan. Developed over a period of several months and designed collaboratively with input and guidance from many stakeholders, the strategic plan represents our deliberate approach to shape and guide what LAKE WINDWARD ELEMENTARY is, what we do, and why. Our students deserve the best educational experience we can provide, and this plan sets our vision and direction for making that happen. 2 P a g e
SECTION II. Context for the Strategic Plan: The School s Needs Assessment For every school, the strategic planning process must begin with a thorough consideration of the questions Where are we as a school? and With what do we have to work? By identifying strengths and weaknesses within the school and examining opportunities and challenges within the external environment, schools lay the foundation for building a strategic plan that builds on their positive attributes while overcoming any weaknesses or areas for improvement. LAKE WINDWARD ELEMENTARY began the strategic planning process by conducting a needs assessment. Through a close analysis of the internal and external environments, we sought to identify stakeholders perceptions of our school and enhance our understanding of the political, socio-economic, and demographic environment in which the school operates. By analyzing a comprehensive set of school data, the leaders of LAKE WINDWARD ELEMENTARY clarified performance trends and identified the school s most critical areas for improvement. Needs Assessment Process The Lake Windward Elementary School Governance Council worked to complete the internal and external needs assessments in order to gather information regarding perception of our school. We contacted and reviewed data and feedback from the following stakeholders: teachers and staff, students, parents, and community members. Below are the specific data points we reviewed during the Needs Assessment Process: Student Learning CCRP Index CRCT ITBS Student Growth Model Culture & Climate Parent AdvancEd Survey Student Focus Group Teacher Focus Group Community Resources, Trends, and Perceptions American Fact Finder Data Community Leader interviews (Johns Creek and Alpharetta Mayor) We distributed the above data points to everyone on the council so they could review prior to our meeting where we conducted the needs assessment activity. At the next meeting, we divided into three groups (Student Learning, Culture & Climate, and Community Resources, Trends, and Perceptions). Each group posted the 3 P a g e
common themes they identified in the data for their category. We then came together as one large group and discussed all the findings. Needs Assessment Summary of Findings During our data analysis, we identified the following opportunities for improvement. We gathered findings and then through group discussion, we came to a consensus on top priorities and drafted long-term outcomes. Finding Supporting Data Data Source Parents perceive our school as not having the most up to date technology. 22.43% of parents disagree that our school has up to date technology. 2014 Parent Survey Parents feel that students individual learning needs are not being met through differentiation. 26.53% of K-2 students do not know what to do in school every day. 36.73% of K-2 students feel that others teachers in the school don t know them. K-2 students are not sure if they use a computer to learn at school. 3-5 students feel that teachers and other staff don t ask what they think about school. 19.62% of parents disagree that teachers meet student learning needs by individualizing instruction. 73.47% of early elementary students agree that they know what to do every day in school. 63.27% of K-2 students surveyed said that other teachers know me in the school. 62.24% of K-2 students say they use a computer to learn at school. 45.63% of 3-5 students agree that principals and teachers ask what they think about school. 2014 Parent Survey 2014 Early Elementary Student Survey (K-2) 2014 Early Elementary Student Survey (K-2) 2014 Early Elementary Student Survey (K-2) 2014 Upper Elementary Student Survey (3-5) Teachers feel that the school does not provide enough material resources. Teachers are not aware of a plan to acquire and support technology for student learning. Teachers are not aware of a plan to acquire technology for the school s operational needs. 13.33% of teachers disagree that our school provides sufficient material resources. 10% of teachers disagree that there is a plan for the acquisition and support of technology to support student learning. 11% of teachers disagree that the school has a plan for acquisition and support of technology to support the school s operational needs. 2014 Teacher Survey 2014 Teacher Survey 2014 Teacher Survey 4 P a g e
Students perceive that teachers are not treated with respect from the students. Students feel that their families are not asked to come to school activities. Increase our partnership with the city of Johns Creek Need for increased involvement at the individual school level. Third grade Math CRCT scores decreased from 2013 to 2014. Fifth grade Math CRCT scores increased from 2013 to 2014. Fourth grade Math CRCT scores decreased from 2013 to 2014. Lake Windward scored no points for World Language or Fine Arts Lake Windward scored no points for STEM Program Certification Lake Windward scored no points for fifth grade career portfolios 32% of students surveyed not agree that students treat adults with respect. 42.31% of 3-5 students answered I m not sure and 8.17% answered I don t agree when asked if teachers ask my family to come to school activities. 39.8% of K-2 students answered maybe and 7.14% answered no when asked if their family likes to come to school. Johns Creek mayor did not realize that 45% of Lake Windward s students live in Johns Creek. Alpharetta council is more involved at the school board level versus individual school level. 5% decrease in Total Math CRCT scores from 2013 to 2014 13% increase in Total Math CRCT scores from 2013 to 2014 6% decrease in Total Math CRCT scores from 2013 to 2014 0 out of possible.5 points for students earning a passing score in world language or fine arts courses. 0 out of possible.5 points for the school earning a GA Science, Technology, Engineering and Math (STEM) program certification. 0 out of possible.5 points for percent of fifth grade students with a complete career portfolio by end of grade 5. 2014 Student Surveys 2014 Student Surveys Johns Creek Mayor interview Johns Creek Mayor Interview CRCT Percentage Data 2012-2014 CRCT Percentage Data 2012-2014 CRCT Percentage Data 2012-2014 2014 College and Career Ready Performance Index (CCRPI) 2014 College and Career Ready Performance Index (CCRPI) 2014 College and Career Ready Performance Index (CCRPI) 5 P a g e
Lake Windward scored no points for Teachers using the Statewide Longitudinal Data Systems 0 out of possible.5 points for percent of teachers using the Statewide Longitudinal Data Systems. 2014 College and Career Ready Performance Index (CCRPI) SECTION III. Long-term Outcomes LONG-TERM OUTCOME 1. Students will increase ownership and accountability of their learning. This long-term outcome is focused on helping students take responsibility for their own learning by ensuring students are aware of their current progress towards mastery and working with them to create goals in meeting and exceeding the standards. Evidence of this outcome can be seen through an increase of student led conferences, utilizing personalized data folders and communicating progress to parents/guardians. This goal would be measureable by having an increase of student led conferences and implementing the use of personalized data folders for all students to regularly monitor their growth. LONG-TERM OUTCOME 2. Students will demonstrate an increased use of critical and creative thinking skills across all content areas. Lake Windward Elementary School strives to engage all learners in critical thinking skills across all content areas. While our students are scoring in the Meets and Exceeds range on the CRCT, our goal is to push the students to think more and memorize less. As teachers, staff, parents, and community members we want to push students to strive for more, and to achieve at higher levels. In order to do this, students have to be taught how to apply their knowledge and be problem solvers in their own learning. We aim to offer students a more engaging learning atmosphere in the classroom through inquiry based learning, differentiation, and project based learning. We also plan to increase student usage of transformative technology and educate students about digital citizenship. This goal would be measureable by seeing an increase in student perception survey data from TKES focusing on standard 8, academically challenging environment. At this time, our school average for this standard in our student perception data is 1.52 and the district average is 1.62. LONG-TERM OUTCOME 3. Increase character development and leadership opportunities for students. This long-term outcome is targeted at making sure students have the opportunity for social and emotional growth and development, in addition to academic growth and development. Our school will help children to feel connected through school and extracurricular activities. Students will have opportunities for positive 6 P a g e
interactions and connections through initiatives such as goal setting, bullying prevention programs, health and wellness programs, and public speaking opportunities. This goal would be measurable by students increased participation in clubs and school activities. Students can also show increased sense of belonging through perception survey data. SECTION IV. Focus Areas, Short-Term Goals, and Strategic Initiatives FOCUS AREA 1. Instructional Strategies and Resources The rationale for this focus area is to increase instructional strategies as a way to create opportunities for students to utilize critical thinking skills. By focusing on this area, our students will be better problem solvers and be able to more readily apply their learning to real life situations. As measures of progress, we will: 1. Increase student growth in all academic areas through inquiry based learning, differentiation, project based learning, etc. 2. Increase student usage of transformative technology. 3. Expand opportunities for teachers to learn and implement current best practices for increasing student engagement and growth. Summary of strategic initiatives: Provide professional learning opportunities to increase teachers implementation of rigor in the classroom (i.e. STEM/ STEAM). Incorporate Professional Development on transformational technology in the classroom. Develop and implement a consistent writing program across all grade levels and content areas. FOCUS AREA 2. Culture and Community The rationale for this focus area is to create opportunities for students to increase positive relationships and connections for students, teachers, families and community stakeholders. By focusing on this area, our students will feel more connected to the school community. As measures of progress, we will: 1. Increase parent and community involvement and engagement in the classroom and school activities. 2. Increase student inter-personal and intra-personal awareness and skills. 3. Increase student career readiness skills such as public speaking and presentation opportunities. 7 P a g e
Summary of strategic initiatives: Implement a leadership character based program (i.e. Stephen Covey s The Leader in Me). Create opportunities for Parent Portfolio Reviews of students work. Involve parents and community members to deliver and/or facilitate learning sessions who are content experts or professionals. FOCUS AREA 3. Student Engagement The rationale for this focus area is to increase student ownership of social, emotional, and academic learning and participation in school activities. By focusing on this area, our students will be better problem solvers and be able to more readily apply their learning to real life situations. As measures of progress, we will: 1. Increase opportunities for all students to participate in school activities. 2. Improve positive character traits and increase students accountability to behave in this manner. 3. Improve health and well-being practices. Summary of strategic initiatives: Implement student goal setting initiative and track progress. Implement Student Mentoring program. Develop and implement a wellness program. Create Student Leadership opportunities. SECTION V. Next Steps The Lake Windward Elementary staff and leadership team will lead and monitor the implementation of the strategic plan on a regular basis. The staff and leadership teams meet weekly in PLCs and are able to discuss these goals on a regular basis through content area PLCs and grade level collaboration. The progress of the plan will be monitored by teachers, administration, leadership team, and the School Governance Council. Informational meetings will be scheduled to facilitate the strategic plan for our school. Regular updates on the progress toward these goals will be published through the School Governance Council updates. All school and community stakeholders will be provided opportunities to be involved with the initiatives to build a more positive school community. The strategic plan for Lake Windward Elementary is a living, fluid document and will be revised as needed. 8 P a g e