2019-2020 Action Plan - Cobb County School District 1 Information...Action Plan POWERS FERRY...

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School Improvement Plan 2019-2020 Action Plan

POWERS FERRY ELEMENTARY

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COHERENT INSTRUCTIONAL SYSTEM

GOAL #1

The percentage of students scoring proficient or advanced on the Reading Inventory from May 2019 to May 2020.

• 2019 – 1st graders scored: 24% proficient or greater, 2020 – 2nd graders will score 35% proficient or

greater

• 2019 - 2nd graders scored: 44% proficient or greater, 2020 - 3rd graders will score 49% proficient or

greater

• 2019 - 3rd graders scored: 46% proficient or greater, 2020 - 4th graders will score 51% proficient or

greater

• 2019 - 4th graders scored: 33% proficient or greater, 2020 - 5th graders will score 38% proficient or

greater

Evidence Based Action Steps Possible Funding

Source(s)

a. Timeline for Implementation Position

Responsible b. Method for Monitoring

1. Implement kindergarten through 2nd grade early

literacy program with fidelity.

CCSD a. Aug. 2019; daily – May 2020 Teacher

b. Focus walks, Review data

2. Implement guided reading workshop model using

café with fidelity.


b. Classroom walkthroughs, lesson plans

3. Teachers will use common assessments and RI

data to develop and implement differentiated small

group instruction using leveled text with fidelity.


b. Collaborative Data Talk

4. Utilize the scheduled intervention block of time to

address reading deficits based on common

formative assessment results for K-2 students.


b. Focus walk, Review data

5. During content clustering teachers will address

deficits in reading based on common formative

assessment results for 3-5 students.


b. Data Collection Instruction,

Collaboration

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EFFECTIVE LEADERSHIP

GOAL #1


• 2019 – 1st graders scored: 24% proficient or greater, 2020 – 2nd graders will score 35% proficient

or greater

• 2019 - 2nd graders scored: 44% proficient or greater, 2020 - 3rd graders will score 49% proficient

or greater

• 2019 - 3rd graders scored: 46% proficient or greater, 2020 - 4th graders will score 51% proficient

or greater

• 2019 - 4th graders scored: 33% proficient or greater, 2020 - 5th graders will score 38% proficient

or greater


Source(s)



1.Administrative observations will be conducted to ensure that the Kindergarten,1st, and 2nd grade Early Literacy program is being implemented with fidelity.

CCSD/Title I a. Aug. 2019; 2x week – May 2020 ADMIN

b. Informal observations and focused

walks

2. Participate in scheduled cycle Skype sessions

with other school leaders to determine progress of

literacy program.

CCSD a. Aug. 2019; 2x month – May 2020 ADMIN

b. Review progress and data

3. Administration will create a schedule that will

provide an intervention block for K-2 students and a

content clusters for 3-5 students to differentiate

support for students.

CCSD a. Aug. 2019; each quarter – May 2020 ADMIN


4. Administration will set expectation for effective

PLC model.

CCSD a. Aug. 2019; weekly – May 2020 ADMIN

b. Collect and review PLC artifacts from

collaborative teams

5. Administration will set expectations for using

common assessments and RI data to develop and

implement differentiated small group instruction

using leveled text with fidelity.


b. Classroom Walk throughs, lesson plans

6.Administration will set expectations for

implementation of the guided reading workshop

model and look for consistent evidence of analysis

of running records (meaning, structure, visual) as

well as comprehension and fluency.

CCSD

a. Aug. 2019; weekly – May 2020 ADMIN


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PROFESSIONAL CAPACITY

GOAL #1



or greater


or greater


or greater


or greater


Source(s)



1. Ensure collaborative planning time for teachers.

PLC’s- discuss student data to determine strategies

for increasing achievement

Local Funds, Title 1 a. Aug. 2019; weekly – May 2020 ADMIN


collaborative teams

2. Provide professional development as part of the

Cobb Teaching and Learning System (CTLS)

Enhanced with the use of common assessments

Local Funds a. Aug. 2019; 2x month – May 2020 TTIS


3. Provide support on intensive phonics instruction

for the Kindergarten, 1st, and 2nd grade Early

Literacy Program

Local Funds, Title 1 a. July 2019; quarterly – May 2020 Literacy Dept.

b. Formative Observation

4. Provide professional develop modeling sessions

to support Reading Workshop Model of instruction

Title 1 a. Aug. 2019; quarterly – May 2020 Academic

Coach b. Formative Observation

5. Provide professional develop from a Jan Richardson trainer to assist teachers in understanding the Next Steps in Guided Reading Assessment (NSGRA).

Title 1 a.First Quarter 2019 Contractor/ Academic Coach b. Formative Observation

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SUPPORTIVE LEARNING ENVIRONMENT

GOAL #1



or greater


or greater


or greater


or greater


Source(s)



1. Use push-in tutors for reading during the day to

assist students who fall in the bottom quartile with

essential skills.

Title 1 a. Sept. 2019; 3x week - May 2020 Academic

Coach/ ADMIN b. Progress Monitoring through RI data

2. Use after school tutors to assist targeted

students.

20 day funds, Title 1 a. Jan. 2020; 2x week – April 2020 Academic

Coach/ ADMIN b. Progress Monitoring through RI data

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FAMILY AND COMMUNITY ENGAGEMENT

GOAL #1



or greater


or greater


or greater


or greater


Source(s)



1. Conduct reading workshops (Read with Me) to

provide parents with strategies and resources.

Title 1 a. Second Quarter Academic

Coach b. Sign-in Sheet, Title I Parent Survey

2. Host Character Extravaganza Night with

integration of activities focused on reading

strategies

Title 1 a. January, 2020 Grade Level

Teams b. Sign-in Sheet, Title I Parent Survey

3.Host homework help session for parents to assist

them with identifying what to look forward to with

student homework.

Title 1 a. First Quarter Academic

Coach b. Sign-in Sheet, Title 1 Parent Survey

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STUDENT GROUPS

Goal #1



or greater


greater


greater

• 2019 - 4th graders scored: 33% proficient or greater, 2020 - 5th graders will score 38% proficient or greater


Source(s)

a. Timeline for Implementation Position Responsible b. Method for Monitoring

Economically Disadvantaged

When necessary, remove barriers for students that prevent them from accessing strategies and interventions

Title 1

a. Implemented as Needed ADMIN

b. Observation

English Learners

ESOL teachers will collaborate with regular education teachers to ensure strategies for EL students are consistently implemented where appropriate

CCSD

a. Aug. 2019; Weekly – May 2020 ADMIN

b. Observation

Race / Ethnicity

Continue to disaggregate student group data and address instructional deficiencies as needed

CCSD

a. Aug. 2019; Quarterly – May 2020 ADMIN

b.Observation

Foster and Homeless

Collaborate with social worker and counselor to ensure student needs are met CCSD

a.Implemented as Needed ADMIN

b.Observation

Migrant

Work with Title III to identify any migrant students and provide support to students and families as needed

CCSD


b.Observation

Students with Disabilities

Special education and general education teachers will collaborate to ensure students with disabilities are receiving interventions as documented in learning plans

CCSD


b. Observation

Special education teachers will attend all required special education training provided by the district

CCSD


b.Observation

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GOAL #2

The percentage of students scoring proficient or advanced on the Math Inventory from May 2019 to May 2020.

• 2019 – K graders scored: 30% proficient or greater, 2020 – 1st graders will score 35% proficient

or greater


or greater


or greater


or greater


or greater


Source(s)



1. Implement Number Talks with fidelity CCSD a. Aug. 2019; daily – May 2020 Teacher


2. Conduct Guided Math Groups as part of the Math

Workshop model

CCSD

a. Aug. 2019; daily – May 2020 Teacher

b. Classroom Walkthroughs, lesson plans

3. Differentiate instruction with the use of

manipulatives and math models during Guided

Math Groups.

CCSD

a. Aug. 2019; daily – May 2020 Teacher


4. Implement constructed, and extended response

tasks embedded into instruction consistently –QSA

CCSD

a. Aug. 2019; weekly – May 2020 Teacher


5. Implement common assessment through the

Cobb Teaching and Learning System (CTLS) and

MI data to direct instruction based on student

needs.

CCSD

a. Aug. 2019; weekly – May 2020 Teacher

b.Classroom walk-throughs, lesson plans,

review data

6. Utilize the scheduled intervention block of time to address reading deficits based on common formative assessment results for K-2 students



7. During content clustering teachers will address deficits in reading based on common formative assessment results for 3-5 students



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GOAL #2


• 2019 – K graders scored: 30% proficient or greater, 2020 – 1st graders will score 35% proficient or

greater


or greater


or greater


or greater


or greater


Source(s)



1. Administrative observation be conducted to

ensure that math workshop model is implemented

with fidelity.

CCSD

a. Aug. 2019; 2x week – May 2020 ADMIN

b. Informal observations and focused

walks

2. Ensure the scheduled intervention block of time

to address reading deficits based on common

formative assessment results for K-2 students..

CCSD

a. Aug. 2019; 2x month – May 2020 ADMIN


3. Administration will set expectation for effective

PLC model.

CCSD

a. Aug. 2019; quarterly – May 2020 ADMIN


4. Ensure appropriate math resources and

manipulatives are accessible for instruction and

being used with fidelity.

CCSD



collaborative teams

5. Administration will set expectation for the use of

Number Talks.

CCSD



6. Administration will set expectation for

implementation of constructed and extended

response tasks embedded into your instruction

consistently –QSA.

CCSD



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GOAL #2



greater


or greater


or greater


or greater


or greater


Source(s)



1. Ensure job embedded professional development

with an emphasis on strategies in Number Talks for

new teacher and those needed a refresher.

Title I a.Implement as Needed; Aug. 2019 –

May 2020

Academic

Coach

b.Observation

2. Provide professional development for problem-

solving strategies using math models.

CCSD

a.Implement as Needed; Aug. 2019 –

May 2020

Academic

Coach

b.Observation

3. Ensure collaborative planning time for teachers.

PLC’s – discuss student data to determine

strategies for increasing achievement.

Title I a.Aug. 2019; weekly – May 2020 ADMIN

b.Observation; Collaboration Agenda

4. Provide professional develop in constructed

response through the CTLS.

CCSD a. Implement as Needed; Aug. 2019 –

May 2020

ADMIN

b.Observation

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GOAL #2


• 2019 – K graders scored: 30% proficient or greater, 2020 – 1st graders will score 35% proficient

or greater


or greater


or greater


or greater


or greater


Source(s)



1. Use after school tutors to assist targeted

students.

CCSD /Title I a.Jan. 2020; 2x weekly – March 2020 ADMIN/

Tutoring

Teachers b.Attendance Sheet, Lesson Plans

2. Implement FASTT Math Next Gen. to support 1st

grade through 3rd grade.

CCSD

a. Aug. 2019; targeted as needed for

students needed addl. support, May 2020

Academic

Coach

b. Progress monitoring data

3. Implement FASTT Math Next Gen. and Fraction

Nation to support grades 4 and 5.

CCSD

a. Aug. 2019; targeted as needed for

students needed addl. support, May 2020

Academic

Coach

b. Progress monitoring data.

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GOAL #2



greater


or greater


or greater


or greater


or greater


Source(s)



1. To provide parents and families opportunity to

attend Kroger Math night with strategies and

resources in math skills.

Title I a. Sept. 2019 Academic

Coach/ Parent

Liaison b. Sign-in Sheet, Title 1 Parent Survey

2. Provide parents with access to the parent

resource Center to help build math concepts in fact

fluency at home.

Title I a. Aug. 2019 – May 2020 Parent Liaison

b. Sign-in Sheet, Title 1 Parent Survey

3. Provide Math + Science Connection newsletter

to parents to be used at home with students.

Title I a. Sept. 2019; Monthly, - May 2020 Parent Liaison/

ADMIN b. Title 1 Parent Survey

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STUDENT GROUPS

Goal #2



greater


or greater


greater


greater

• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient or greater


Source(s)




Title 1


b. Observation

English Learners


CCSD


b. Observation

Race / Ethnicity


CCSD


b.Observation

Foster and Homeless



b.Observation

Migrant


CCSD


b.Observation



CCSD


b. Observation


CCSD


b.Observation

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GOAL #3 Students will demonstrate an increase in writing scores from pre to post on-demand assessment per

genre for the 2019-2020 School year.


Source(s)



1.Implement the Units of Study program model to

deliver effective writing instruction.


b. Observation, Lesson Plans

2.Implement Writer’s Workshop Model along

student conferring with fidelity.



3.Use pre-post writing data to determine writing skill

weaknesses and strengths.

CCSD a. Aug. 2019; 2x month – May 2020 Teacher/

ADMIN b.Observation, Lesson Plans, Data

Results

4. Utilize the scheduled intervention block of time to

address writing deficits based on common formative

assessment results for K-2 students.


b.Observation, Lesson Plans

5. During content clustering teachers will address

deficits in writing based on common formative

assessment results for 3-5 students.


b.Observation, Lesson Plans

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Source(s)



1. Administrative observation to be conducted to

ensure that writing workshop model is implemented

with fidelity.



2. Ensure the required elements Units of Study

program model is used to deliver effective writing

instruction.



3. Monitor the pre-post writing data to determine

school-wide writing skill weaknesses and strengths.

CCSD a. Aug. 2019; 2x month – May 2020 ADMIN


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Source(s)



1.Participate in collaborative training model – PF

Writes to increase capacity for writing instruction.

CCSD a.Implemented as Needed Academic

Coach/ ADMIN b.Observation

2.Participate in professional development related to

elements of Units of Study for effective

implementation.

CCSD a.Implemented as Needed Academic

Coach/ ADMIN b.Observation

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Source(s)



1. a.

b.

2. a.

b.

3. a.

b.

4. a.

b.

5. a.

b.

6.

a.

b.

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Source(s)



1.During Character Extravaganza Night parents will

have the opportunity to review the Units of Study

writing elements.

Title 1 a.Second Quarter Grade Level

Teams b.Parent Sign-in/ Survey

2.Provide writing strategies in parent newsletter,

Panther Chronicle to be used at home with

students.

Title 1 a.Aug. 2019; weekly- May 2020 ADMIN

b.Parent Survey

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STUDENT GROUPS

Goal #3 Students will demonstrate an increase in writing scores from pre to post on-demand assessment per genre for the 2019-2020 School year.


Source(s)




Title 1


b. Observation

English Learners


CCSD


b. Observation

Race / Ethnicity


CCSD


b.Observation

Foster and Homeless



b.Observation

Migrant


CCSD


b.Observation



CCSD


b. Observation


CCSD


b.Observation

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FY20 TITLE I SIP

REQUIRED QUESTIONS

CCSD Schoolwide Plan Development Sec. 1114(b)(1-5) of ESSA

References: Schoolwide Checklist (3.a., 3.c., 3.d.)

The School Improvement Plan is developed during a one-year period (Grant Year) as outlined in Sec. 114(b) (1-5) of ESSA. (Monitoring) The School Improvement Plan remains in effect for the duration of the school’s participation under Sec. 114(b)(1-5) of ESSA, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. (SIP Available to Stakeholders) The School Improvement Plan is available to the local educational agency, parents, and the public, by being published on the local school website and available in the front office of the school. The information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

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Describe how the school will provide professional development and other activities for teachers,

paraprofessionals, and other school personnel to improve instruction and use of data from

academic assessments.

References: Schoolwide Checklist (2.iii.d)

Cobb Collaborative Communities- Focused professional development based on high standards of teaching and learning is essential to improving teaching and increasing student achievement. It must be focused on what teachers district-wide and in the individual schools need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:

• Provide on-going learning opportunities for all

• Improve teaching and learning

• Target student outcomes and goals of schools and districts

• Set time aside to allow teachers to implement new techniques learned and to plan collaboratively

• Establish study groups (e.g., book studies, professional magazine articles, etc)

• Involve all teachers including, Special Education, ESOL, paraprofessionals and specialists (music, art, science, math and physical education)

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Describe how the school will ensure that low-income and minority children enrolled in the Title I

school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced

teachers. [Sec. 1111(g)(1)(B)]

References: Schoolwide Checklist (2.iii.d)

All students at Powers Ferry Elementary will be served in the Title I program regardless of socio-

economic status or ethnic background. Cobb County School District strives to hire the best qualified

candidate for all teaching position. The CCSD Strategic Waiver allows our school the opportunity to

hire the best applicant; however, we strive to hire Georgia certified teachers whenever possible. Cobb

Collaborative Community (CCC) Teacher Meetings ensure teachers work collaboratively to plan,

analyze data and adjust instruction to meet the needs of all students. Furthermore, the Cobb County

School District recruits prospective teachers by attending various college/university campus job fairs

and host a CCSD job fair. Once hired, teachers new to CCSD and new to the teaching profession are

registered and participate in CCSD New Teacher Institute. This institute occurs prior to the new

school year. Early release and professional development days are provided throughout the school

year for all teachers.

(Local School)

At Powers Ferry Elementary we provide new teacher orientation prior to the beginning of a new

school year as well as an on-going new teacher induction program that includes pairing with mentor

teachers. We will set aside specific times each week for members of grade levels to meet as a group

for planning purposes. We will receive curriculum support from local and district level coaches.

Finally, we will provide frequent professional learning to address areas of weakness in all content

areas.

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Describe how the Title I instructional program address the needs of all children in the school, but

particularly the needs of those at risk of not meeting the challenging State academic standards,

through activities which may include-

• counseling, school-based mental health programs, specialized instructional support

services, mentoring services, and other strategies to improve students’ skills outside the

academic subject areas;

• preparation for and awareness of opportunities for postsecondary education and the

workforce, which may include career and technical education programs and broadening

secondary school students’ access to coursework to earn postsecondary credit while still

in high school (such as Advanced Placement, International Baccalaureate, dual or

concurrent enrollment, or early college high schools);

• implementation of a schoolwide tiered model to prevent and address problem behavior

(PBIS), and early intervening services (RTI), coordinated with similar activities and

services carried out under the Individuals with Disabilities Education Act (20 U.S.C.

1400 et seq.); [Sec. 1114(b)(7)(ii)]

References: Schoolwide Checklist (2.a.iii.a, 2.a.iii.b, & 2.a.iii.c.)

(Local School)

Describe the services provided for students living in local institutions for neglected or delinquent

children (if applicable). [Sec. 1114(b)(7)(ii)]

(Only include for Local School with students residing in N & D facilities)

Provisions have been made to ensure that all students have access to after school tutoring, paid for

with Title I funds. “In cases where the student(s) reside in a Neglected and Delinquent Residential

Facility, a representative from that Facility can serve as a proxy for the parent(s).”

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Describe how the school will support efforts to reduce the overuse of discipline practices that remove

students from the classroom, specifically addressing the effects on all subgroups of students. [Sec.

1114(b)(7)(III)]

(Local School)

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Transition:

ES: Describe how the school will support, coordinate, and integrate services with early childhood

programs at the school level, including strategies for assisting preschool children in the transition from

early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)]

References: Schoolwide Checklist 2.a.iii.e

OR

MS/HS: Describe how the school will implement strategies to facilitate effective transitions for

students from middle grades to high school and from high school to postsecondary education

including:

• Coordination with institutions of higher education, employers and local partners; and

• Increased student access to early college high school or dual or concurrent enrollment

opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)]

References: Schoolwide Checklist 4c

(Local School)

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ADDITIONAL RESPONSES

If applicable, provide a description of how teachers, in consultation with parents, administrators, and

pupil services personnel, will identify eligible children most in need of services in Title I targeted

assistance schools/programs. Please include a description of how the school will develop and

implement multiple (a minimum of 2) objective, academic based performance criteria to rank

students for service. Also include a description of the measurable scale (point system) that uses the

objective criteria to rank all students.

[Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)]

(Local School that is TA Schools Only)

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ADDITIONAL RESPONSES

Use the space below to provide additional narrative regarding the school’s improvement plan (optional).

2019-2020 Action Plan - Cobb County School District 1 Information...Action Plan POWERS FERRY...

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