13
School Improvement Plan 2019-2020 Action Plan
POWERS FERRY ELEMENTARY
13
14
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.
CCSD a. Aug. 2019; daily – May 2020 Teacher
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.
CCSD a. Aug. 2019; daily – May 2020 Teacher
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.
CCSD a. Aug. 2019; daily – May 2020 Teacher
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.
CCSD a. Aug. 2019; daily – May 2020 Teacher
b. Data Collection Instruction,
Collaboration
15
EFFECTIVE LEADERSHIP
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.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
b. Review progress and data
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.
CCSD a. Aug. 2019; weekly – May 2020 ADMIN
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
b. Classroom Walk throughs, lesson plans
16
PROFESSIONAL CAPACITY
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. 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
b. Collect and review PLC artifacts from
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
b. Review progress and data
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
17
SUPPORTIVE LEARNING ENVIRONMENT
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. 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
18
FAMILY AND COMMUNITY ENGAGEMENT
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. 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
19
STUDENT GROUPS
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
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
a.Implemented as Needed ADMIN
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
a. Aug. 2019; weekly – May 2020 ADMIN
b. Observation
Special education teachers will attend all required special education training provided by the district
CCSD
a.Implemented as Needed ADMIN
b.Observation
20
COHERENT INSTRUCTIONAL SYSTEM
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
• 2019 – 1st graders scored: 50% proficient or greater, 2020 – 2nd graders will score 55% proficient
or greater
• 2019 - 2nd graders scored: 48% proficient or greater, 2020 - 3rd graders will score 53% proficient
or greater
• 2019 - 3rd graders scored: 59% proficient or greater, 2020 - 4th graders will score 67% proficient
or greater
• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient
or greater
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Implement Number Talks with fidelity CCSD a. Aug. 2019; daily – May 2020 Teacher
b. Focus walks, Review data
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
b. Classroom Walkthroughs, lesson plans
4. Implement constructed, and extended response
tasks embedded into instruction consistently –QSA
CCSD
a. Aug. 2019; weekly – May 2020 Teacher
b. Classroom Walkthroughs, lesson plans
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
CCSD a. Aug. 2019; daily – May 2020 Teacher
b. Focus walks, Review data
7. During content clustering teachers will address deficits in reading based on common formative assessment results for 3-5 students
CCSD a. Aug. 2019; daily – May 2020 Teacher
b. Focus walks, Review data
21
EFFECTIVE LEADERSHIP
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
• 2019 – 1st graders scored: 50% proficient or greater, 2020 – 2nd graders will score 55% proficient
or greater
• 2019 - 2nd graders scored: 48% proficient or greater, 2020 - 3rd graders will score 53% proficient
or greater
• 2019 - 3rd graders scored: 59% proficient or greater, 2020 - 4th graders will score 67% proficient
or greater
• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient
or greater
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
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
b. Review progress and data
3. Administration will set expectation for effective
PLC model.
CCSD
a. Aug. 2019; quarterly – May 2020 ADMIN
b. Review progress and data
4. Ensure appropriate math resources and
manipulatives are accessible for instruction and
being used with fidelity.
CCSD
a. Aug. 2019; weekly – May 2020 ADMIN
b. Collect and review PLC artifacts from
collaborative teams
5. Administration will set expectation for the use of
Number Talks.
CCSD
a. Aug. 2019; weekly – May 2020 ADMIN
b. Classroom Walk throughs, lesson plans
6. Administration will set expectation for
implementation of constructed and extended
response tasks embedded into your instruction
consistently –QSA.
CCSD
a. Aug. 2019; weekly – May 2020 ADMIN
b. Classroom Walk throughs, lesson plans
22
PROFESSIONAL CAPACITY
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
• 2019 – 1st graders scored: 50% proficient or greater, 2020 – 2nd graders will score 55% proficient
or greater
• 2019 - 2nd graders scored: 48% proficient or greater, 2020 - 3rd graders will score 53% proficient
or greater
• 2019 - 3rd graders scored: 59% proficient or greater, 2020 - 4th graders will score 67% proficient
or greater
• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient
or greater
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
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
23
SUPPORTIVE LEARNING ENVIRONMENT
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
• 2019 – 1st graders scored: 50% proficient or greater, 2020 – 2nd graders will score 55% proficient
or greater
• 2019 - 2nd graders scored: 48% proficient or greater, 2020 - 3rd graders will score 53% proficient
or greater
• 2019 - 3rd graders scored: 59% proficient or greater, 2020 - 4th graders will score 67% proficient
or greater
• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient
or greater
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
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.
24
FAMILY AND COMMUNITY ENGAGEMENT
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
• 2019 – 1st graders scored: 50% proficient or greater, 2020 – 2nd graders will score 55% proficient
or greater
• 2019 - 2nd graders scored: 48% proficient or greater, 2020 - 3rd graders will score 53% proficient
or greater
• 2019 - 3rd graders scored: 59% proficient or greater, 2020 - 4th graders will score 67% proficient
or greater
• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient
or greater
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
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
25
STUDENT GROUPS
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
• 2019 – 1st graders scored: 50% proficient or greater, 2020 – 2nd graders will score 55% proficient
or greater
• 2019 - 2nd graders scored: 48% proficient or greater, 2020 - 3rd graders will score 53% proficient or
greater
• 2019 - 3rd graders scored: 59% proficient or greater, 2020 - 4th graders will score 67% proficient or
greater
• 2019 - 4th graders scored: 50% proficient or greater, 2020 - 5th graders will score 58% proficient or greater
Evidence Based Action Steps Possible Funding
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
a.Implemented as Needed ADMIN
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
a. Aug. 2019; weekly – May 2020 ADMIN
b. Observation
Special education teachers will attend all required special education training provided by the district
CCSD
a.Implemented as Needed ADMIN
b.Observation
26
COHERENT INSTRUCTIONAL SYSTEM
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.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Implement the Units of Study program model to
deliver effective writing instruction.
CCSD a. Aug. 2019; daily – May 2020 Teacher
b. Observation, Lesson Plans
2.Implement Writer’s Workshop Model along
student conferring with fidelity.
CCSD a. Aug. 2019; daily – May 2020 Teacher
b. Observation, Lesson Plans
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.
CCSD a. Aug. 2019; daily – May 2020 Teacher
b.Observation, Lesson Plans
5. During content clustering teachers will address
deficits in writing based on common formative
assessment results for 3-5 students.
CCSD a. Aug. 2019; daily – May 2020 Teacher
b.Observation, Lesson Plans
27
EFFECTIVE LEADERSHIP
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.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Administrative observation to be conducted to
ensure that writing workshop model is implemented
with fidelity.
CCSD a. Aug. 2019; weekly – May 2020 ADMIN
b. Observation, Lesson Plans
2. Ensure the required elements Units of Study
program model is used to deliver effective writing
instruction.
CCSD a. Aug. 2019; weekly – May 2020 ADMIN
b. Observation, Lesson Plans
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
b. Observation, Lesson Plans
28
PROFESSIONAL CAPACITY
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.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
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
29
SUPPORTIVE LEARNING ENVIRONMENT
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.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. a.
b.
2. a.
b.
3. a.
b.
4. a.
b.
5. a.
b.
6.
a.
b.
30
FAMILY AND COMMUNITY ENGAGEMENT
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.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
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
31
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.
Evidence Based Action Steps Possible Funding
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
a.Implemented as Needed ADMIN
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
a. Aug. 2019; weekly – May 2020 ADMIN
b. Observation
Special education teachers will attend all required special education training provided by the district
CCSD
a.Implemented as Needed ADMIN
b.Observation
32
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.
33
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)
34
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).