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, Michell.bardin@cobbk12.org (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 Michell.bardin@cobbk12.org and Level Assistant Superintendent.
Strategic Plan Level (Austell Elementary) (Elementary School) 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 Focus Area: Vary learning experiences to increase success in college and 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) Key Actions: (List as many actions as needed in each box.) 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority 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
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 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. 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. 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 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. Administrators N/A 3.1 M - 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) 5. Increase percentage of students reading on grade level. (S) (Based on CCRPI 2014 Reading Scores) 1. Provide in-depth professional development in science, math, and technology to foster teacher professional development. 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. 50% of Certified Enrolled in Science, Math, and Technology Professional Development. Rubrics On-Demand Writing Pre/Post tests Common Assessments Lesson Plans 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. Classroom 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. M 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 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. IP 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. 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 EIP Administration N/A 7.1 M - 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 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 Focus Area: Differentiate resources for students based on needs. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Academic Division-AD) Identify local school innovations through system flexibility to increase student achievement. (IE 2 ) Divisionally support local school innovations identified through system flexibility for increasing student achievement. (IE 2 ) Key Actions: (List as many actions as needed in each box.) 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. Measured by: (Formative and/or Summative) Student Products Evaluated through Rubrics Oral Presentations Owner(s): imation Teacher Classroom Media Specialist Literacy Coach Math Coach Target Teacher Administrators Resources Needed: Additional IPAD Carts Title I Funds Results Of Key Actions: (Due June 15, 2016) 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. Priority Status: NM = Not Met IP = In Progress M = Met M
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 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) 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 2016-2019 2015-16 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 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) Priority 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 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. IP 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. 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 Focus Area: Recruit, hire Support and retain employees for highest levels of excellence. 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 ) 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) Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES). Key Actions: (List as many actions as needed in each box.) 1. Seek to hire or new teachers who are proficient in technology, math, and science. Measured by: (Formative and/or Summative) Owner(s): Resources Needed: Summative Administration H.R. Support Recruitmen ts Results of Key Actions: (Due June 15, 2016) 1. M - All newly hired teachers are proficient in technology or have had training in STEM Instruction. Priority Status: NM = Not Met IP = In Progre ss M = Met M 1. Identify teachers who would benefit from opportunities for growth. Walkthroug hs 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
Use results of TKES and LKES to improve professional performance (IE 2 ) 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.) Key Trend Data Indicator 2012 2013 2014 2015 2014 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) N/A 56.6% 64% N/A N/A N/A 78.2% N/A N/A N/A 75% N/A N/A 78.8% N/A 56.6% 64% 60% 75.0% N/A N/A N/A N/A N/A N/A N/A 85.8% N/A Lexile Levels 56.4%
11 th grade (D.S: CCRPI) On-Track for Graduation Career Ready Advanced Academics Stakeholder Satisfaction (Annual AdvancED Survey) N/A 82.5% 80.4% 93.8% 90.0% 88.0% 78.0% N/A 100% 100% 100% 93.6% 99.2% 55.0% 2.2% 10.5% 6.1% 9.6% 15.0% 40.0% 50.0% 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 On-Track for Graduation Percent of students in grade 5 achieving a Lexile measure greater than or equal to the following on the EOG Grade 5: 850 Percent of students in grade 5 passing at least four courses in core content areas (ELA, Math, Science, Social Studies) Students scoring a Lexile measure 850 (5th) Unduplicated count of 5th grade students passing courses in four core content areas (ELA, Math, Science, Social Studies) Students with a valid Lexile score on the EOG Enrollment in grade 5 Data for this element is extracted from the EOG data file and include students with valid scores. 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 CCRPI Percent of students in grade 3, scoring on-grade level in reading (On-grade level = 3.1 or above) State accountability system whereby Georgia schools earn up to 100 points, based on required performance measurements 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 NA NA Georgia DOE