COLLEGE PARK ELEMENTARY SCHOOL

COLLEGE PARK ELEMENTARY SCHOOL STRATEGIC PLAN SY 2015/16 SY 2017/18 APPROVED OCTOBER 2015

[INSERT SCHOOL NAME HERECOLLEGE PARK ELEMENTARY] Strategic Plan SY 2015/16 2017/18 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. In preparation for a strong start in August, College Park Elementary School began the strategic planning process in the spring of 2015. This collaborative work began in March with visits to Conley Hills Elementary, Harriet Tubman Elementary and various neighborhood community meetings. 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. Commented [WDJ1]: I would use the same font for the school name. When it changes, it makes the narrative look like a template that only changed the name. (just an opinion) 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 intentional approach to shape and guide what College Park Elementary School 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. Commented [WDJ2]: Why italics? Formatted: Font: Not Italic Glossary of Terms To assist with the reading of College Park Elementary School s Strategic Plan, a list of frequently used acronyms and a brief definition of each is provided below: CCGPS Common Core Georgia Performance Standards DIBELS - Dynamic Indicators of Basic Early Literacy Skills DRA - Developmental Reading Assessment ED Economically Disadvantaged a subgroup of the student population that receives free/reduced lunch EIP- Early Intervention Program ELA English Language Arts ELL English Language Learners ESOL English to Students of Other Languages; a student English language program GaDOE Georgia Department of Education GKIDS- Georgia Kindergarten Inventory of Developing Skills 2 P a g e

[INSERT SCHOOL NAME HERECOLLEGE PARK ELEMENTARY] Strategic Plan SY 2015/16 2017/18 GMAS Georgia Milestones Assessment System GOSA Governor s Office for Student Achievement HQT Highly Qualified Teacher IEP- Individual Education Plan (created through Special Education) IRR- Inter-Related Resource (a program within special education) ITBS Iowa Test of Basic Skills: a standardized assessment given across the nation to 3 rd & 5 th grade students. Lexile a number [on a scale from below (0 Lexile) to above (2000)] that represents an individual s reading ability. RDG Reading RtI Response to Intervention SED Special Education SGC School Governance Council SGP- Student Growth Percentile SRI - Scholastic Reading Inventory STAR Math a standardized, computerized assessment tool for Math STAR Reading a standardized, computerized assessment tool for Reading SWD- Students with Disabilities 3 P a g e

COLLEGE PARK ELEMENTARY SCHOOL Strategic Plan SY 2015/16 2017/18 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. College Park Elementary School 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 College Park Elementary School clarified performance trends and identified the school s most critical areas for improvement. Needs Assessment Process Beginning in July, several meetings were conducted to involve the school administrative team, the leadership team and parents in analyzing our school data. Since College Park Elementary School is a new school, we used sources from the two merging schools (Conley Hills & Harriet Tubman Elementary Schools) to compile our data. Based on our review of the data, the following ten (10) findings emerged: 1. 97100% of our student population is economically disadvantaged. 2. 28-3836% of all 5 th grade students are on/above level in reading (based on ITBS data). 3. 31-4038% of all 3 rd grade students are on/above level in reading (based on ITBS data). 4. 51% of all students (K-5) scored below level on STAR Math. 5. 66% of all students with disabilities (K-5) scored below level on STAR Math. 6. 33% of all students (K-5) scored below level on STAR Reading. 7. 88% of all students with disabilities (K-5) scored below level on STAR Reading. 8. In Math, students (K-5) consistently struggle with Numbers & Operations, Measurement, and Data analysis. 9. In Reading, students (K-5) consistently struggle with understanding informational text, generating opinions and opinion writing. 10. Bus referrals make up the majority of discipline referrals. In our first Governance Council meeting, we discussed each finding to ensure that the council members were knowledgeable on the issue. We also discussed the literacy focus of the Achievement Zone (of which College Park Elementary School is a member) to provide understanding of the intentional efforts to improve reading ability of students K-12. The council used a version of the Dotmocracy Protocol to identify our collective opinions of the urgency and seriousness of each finding. Each council member had three orange (urgent) dots and three green (serious) dots. The council placed their dots next to findings they felt were most urgent and most serious. The top three (3) findings include the following: Commented [WDJ3]: All AZ schools are now considered 100% economically disadvantaged. I don t know how they will track actuals moving forward. Commented [WDJ4]: What is the percentage for all. This reflects a range to me and how was the range determined? External environment factor: 97100% of our student population is economically disadvantaged. 4 P a g e

COLLEGE PARK ELEMENTARY SCHOOL Strategic Plan SY 2015/16 2017/18 Internal environment factors: In Reading, students (K-5) consistently struggle with understanding informational text, generating opinions and opinion writing. Bus referrals make up the majority of discipline referrals. Needs Assessment Summary of Findings All of our findings point toward the need to address the effects of having a student population that is 97% economically disadvantaged. Our discussion included that in order for improved academic performance to occur, we must first meet some basic needs like food, clothing and safety. Through grants and contributions from community partners, College Park Elementary School is able to address the basic needs, so that academic success can be a primary focus. Our findings revealed that 31-4032.8% of all 3 rd grade students are on/above level in reading (based on ITBS data) and 28-3828.4% of all 5 th grade students are on/above level in reading (based on ITBS data). Our students must be reading at or above the 50 th percentile on the ITBS, compared with other children across the nation, to be adequately prepared for college or career. Our STAR Reading data supports the notion that literacy efforts should be emphasized. Commented [WDJ5]: I don t understand the range 100 2014 ITBS Data (% of students on/above level) 50 0 49.2 32.8 40 31.3 39.2 28.4 30.2 38.4 40.8 39.8 3rd Grade 5th Grade Reading ELA Math Science Soc. Stud. 100 2014-15 STAR Reading & Math Data (% of students on/above level) 50 0 59.2 53.9 52.9 42.2 48 40.6 28 29.6 26.7 27.7 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Math Reading SECTION III. Long-term Outcomes 5 P a g e

COLLEGE PARK ELEMENTARY SCHOOL Strategic Plan SY 2015/16 2017/18 LONG-TERM OUTCOME 1. Increase student mastery of literacy across all 5 content areas Literacy support through explicit reading and phonics instruction will be emphasized, implemented and monitored with fidelity. Additionally, the Governor s Office for Student Achievement (GOSA) will provide an additional layer of support for teachers of K-3 students. Progress will be monitored and maintained in data binders and on classroom data walls. Monthly data team meetings (Data & Chatta) will ensure ongoing interventions and collaboration around best practices in reading instruction. This outcome will be measured through Student performance on the Spring 2016 Georgia Milestones Assessment, DRA, DIBELS and SRI assessments. LONG-TERM OUTCOME 2. Increase reading proficiency of the lowest quartile of students All students must read at or above grade level to be college or career ready. Phonemes, phonics, sight word fluency, vocabulary acquisition and reading comprehension skills will be taught on a daily basis in RTI and literacy blocks. The RTI block is designed to address the specific needs of this underperforming population of students using a personalized learning approach. This outcome will be measured through Student performance on the Spring 2016 Georgia Milestones Assessment, DRA, DIBELS and SRI assessments. LONG-TERM OUTCOME 3. Students will become intentionally engaged citizens who make positive contributions to their community. Our discipline data revealed that our students have difficulty translating what they learn at school about modeling respect in all they say and do to how they behave on the bus and in their communities outside of school. College Park Elementary School is in the middle of a very transient and economically disadvantaged community, but business partners, parents and community members are eager to engage with students to aide in rewriting the narrative that has stigmatized the community for so many years. This outcome will be measured through the following strategies: Student clubs and mentoring groups will meet bi-monthly to enhance learning and teach the keys to responsible citizenship as well as good etiquette Students will participate in at least one school-wide service project each semester 6 P a g e

College Park Elementary School Strategic Plan SY 2015/16 2017/18 SECTION IV. Focus Areas, Short-Term Goals, and Strategic Initiatives Organizational Capacity, data utilization and Culture & Climate were chosen as the vessels through which we will address our areas of concern. Our focus on increasing literacy by grade 3 and the reading proficiency of the lowest performing quartile of students will influence student achievement. Additionally, we will create opportunities for students to engage as positive contributors to their community. FOCUS AREA 1. Organizational Capacity Maximizing the capabilities of all stakeholders is an important focus for the success of College Park Elementary School. Stakeholders must be provided with training on effective instructional practices, support in innovative implementation and permission to take academic risks in our learning environment in order to positively impact literacy/ As measures of progress, we will: 1. Increase opportunities for staff to develop unique skill sets in literacy instruction. 2. Increase workshop offerings to parents that focus on building capabilities in reading, language and technological literacy. 3. Increase involvement with community through partnerships with local businesses and non-profit organizations. Summary of strategic initiatives: Customized professional development for staff Parent university Community Partnership Network Community Health Center Student Ambassadors FOCUS AREA 2. Data Utilization Progress must be monitored in order to determine student success or struggle. Data will be gathered and maintained in data binders and on classroom data walls. Monthly data team meetings (Data & Chatta) will ensure ongoing interventions and collaboration around best practices in reading instruction. As measures of progress, we will: 1. Increase teacher proficiency in use of data to drive instruction. 2. Increase the use of interdisciplinary performance tasks that facilitate students understanding of the connection between content and real world application. 3. Increase students use of data to set goals. 7 P a g e

College Park Elementary School Strategic Plan SY 2015/16 2017/18 Summary of strategic initiatives: Data & Chatta (vertical professional learning community) Student led conferences Literacy Café (morning coffee club for parents) Parent2Parent (parent led workshops) FOCUS AREA 3. Culture & Climate At College Park Elementary School, it will be clear that: children & staff members are knowledgeable instructionally about Reading, Math, Science and Social Studies; teachers and staff members are competent users of technology our children know how to be respectful, caring, well-spoken, self-confident, disciplined and fun to be around our students are using technology and content to prepare themselves for the future our children and staff are problem-solvers, not problem generators, and are actively looking for ways to help to create a better and more peaceful world As measures of progress, we will: 1. Increase teacher proficiency in collaborative instructional planning. 2. Increase teacher implementation of subject integration through technology. 3. Increase student use of technology to understand and synthesize content. 4. Monitor and decrease the number of incidents on the bus. Summary of strategic initiatives: professional learning communities project-based learning/problem-based learning PAWS behavior incentives (Class Dojo) for the bus Boys mentoring group Girls mentoring group 8 P a g e

College Park Elementary School Strategic Plan SY 2015/16 2017/18 SECTION V. Next Steps Our College Park Elementary School mission is to empower every student to succeed in college and/or career by providing an intentionally challenging learning environment that emphasizes subject integration, infused with technology, engages students and supports diverse learning needs, and builds healthy relationships with family and community. Our three focus areas will support increased student achievement and ultimately support our mission of empowering students for success. The College Park Elementary School Strategic Plan will be implemented and monitored through the following: The Leadership Team (Principal, Assistant Principal, Curriculum Support Teacher, Counselor, Literacy Instructional Coach, Math Instructional Coach and Grade Level Chairs) meets weekly to discuss implementation of strategies documented in the Strategic Plan. The Governance Council Chair will lead and monitor the implementation of the strategic plan? The School Governance Council (SGC) will monitor and discuss the Strategic Plan during meetings, which are open to the public and abide by all open meeting and open record laws. The Principal will communicate goals and progress toward achieving goals as outlined in the Strategic Plan. The Parent Liaison will communicate with parents and the community about the progress of the Strategic Plan during parent workshops. The progress of the Strategic Plan will be shared and communicated to all stakeholders through the following avenues: o School website o Monthly school newsletter o School messenger call-outs & email blasts o Twitter o School Marquee o Title I flyers o Parent Information Board in the school lobby The Strategic Plan will be formally assessed twice a year, at the January and May SGC meetings and at the Leadership Meetings. 9 P a g e