Title I Schoolwide Program School Improvement Plan ... - WCSD Portal

Walton County School District School Improvement Plan

School Improvement Plan School Name: Walnut Grove Elementary School

District Name: Walton County School District

Principal Name: Cindy Callaway

School Year: 2017-2018

Title I Schoolwide Program X

Title I Targeted Assistance

Non-Title I School

ESEA WAIVER ACCOUNTABILITY STATUS – Double clicking on the gray squares brings up the option to mark the squares. (Check all boxes that apply and provide additional information on student achievement in the Needs Assessment narrative.)

Priority School (SIG)

Priority (Graduation Rate)

Alert School

Priority (Achievement) Focus School

Subject Alert

Yes

List Subject(s) if applicable

Graduation Gap

List High and Low Sub-Groups with Percentages

Sub-Group Alert

Yes

List Sub-Group(s) if applicable

Achievement Gap

List High and Low Sub-Groups with Percentages

List Sub-Group(s) if applicable

Reward School

Type of Rewards School:

Graduation Alert

Yes

Principal’s Signature:

Date:

Curriculum Director’s Signature:

Date:

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date: 1


School: Walnut Grove Elementary School Revision Date: August 21, 2017 Initial Planning Team Members (including Stakeholders) Participant’s Name

Participant’s Role

Amy Billings

Teacher

Shelly Gleaton Blair

Teacher

Kerri Brooks

Teacher & Parent/Guardian

Gail Burgess

Teacher

Cassie Burrell

Parent/Guardian

Cindy Callaway

Principal

Kimberly Cliatt

Teacher

Ken Cline

Assistant Principal

Becky Cosper

Teacher

Donna Hawk

Title I Parent Involvement Coordinator

Haley Herrick


Misty Lance

Teacher & Parent/Guardian 2


Joy Lord

Parent/Guardian

Erica Selman


Deborah Showes

Teacher

Winifred Tarbush

Parent/Guardian

Eileen Tishken


Lucy Townley

Teacher

Breana Turpin

Parent/Guardian

Ashley Williford

Parent/Guardian

Barbara Zink

Parent/Guardian

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Overview of School with demographic data: Demographic Data Opened in 1994, Walnut Grove Elementary School (WGES) is located in a rural section of Walton County. WGES is one of nine (9) elementary schools in the Walton County School District (WCSD) and is in one of three clusters within the school district with Atha Road Elementary School, Youth Elementary School, Youth Middle School, and Walnut Grove High School. As of August 2017, WGES had an enrollment of 675 Pre-Kindergarten (Pre-K) through Grade 5 students. This enrollment includes Preschool Exceptional Education Program (PEEP) classes and a self-contained Emotional and Behavioral Disorder (EBD) class. These classes contain students whose home school is other than WGES. WGES students who are determined to be eligible for English to Speakers of Other Languages (ESOL) services, receive these services at another elementary school within the cluster. WGES students who require Special Education services for intellectual disability receive these services at another elementary school. According to the 2016-2017 Ethnic Distribution report, 88.1% of the students attending WGES were White, 5.5% of the students were Hispanic, 3.5% of the students were Black, 2.6% of the students were Multiracial, 0.2% of the students were Asian, 0.2% of the students were Indian, and 0.0% of the students were Hawaiian. According to the Free & Reduced Price Lunch Eligibility Report for FY 2017, the total percentage of Free and Reduced Lunch at the school was 43.48%. The total percentage for the school district was 48.04%. WGES currently has no identified Migrant Students. If Migrant students are identified, they will be served by GA MEP Consortium Program with support of ABAC. Procedures are in place in order to identify migratory children so that the needs of these migratory children can be taken into account. A Parent Occupation Survey is a part of the Walton County School District (WCSD) registration packet that is to be completed by all parents/guardians at the time they enroll their child and provides the information to determine if a student is potentially eligible for services as a migratory child. All completed Occupational Surveys are sent to the WCSD Federal Program Department for review. Occupational Surveys on which the parent/guardian completing the survey indicated that their family had moved in order to work in another city, county, or state in the last three years and had an occupation of farming or potential migratory employment are routed to the Georgia Migrant Education Program through the WCSD County Office. For the 2016-2017 school year, nine students qualified for McKinney-Vento. For the 2017-2018 school year, six students qualified for McKinney-Vento. Procedures are in place to address the McKinney-Vento Act. Parents/guardians complete a questionnaire 4

Walton County School District School Improvement Plan concerning residency information as a part of the WCSD registration packet that is to be completed by all parents/guardians at the time they enroll their child. The school has one identified ESOL student who receives services at Youth Elementary School. The school has one EL student whose parents have refused ESOL services. Procedures are in place to determine ESOL eligibility upon enrollment. A Home Language Survey: English as a Second Language is a part of the WCSD registration packet that is to be completed by all parents/guardians at the time they enroll their child in school. As of August 2017, WGES has 73 students identified by Special Education Status (Pre-K – 5th Grade). This number includes students in the PEEP classes and the EBD class, whose home school is other than WGES. During the 2016-2017 school year, 38 WGES students had Section 504 plans in place. As of August 2017, 33 students had Section 504 plans in place for medical issues such as Asthma, food allergies, Attention Deficit Disorder, Diabetes, and Seizures. Georgia (GA) Milestones End of Grade (EOG)Assessment/College & Career Ready Performance Index (CCRPI) On the 2016-2017 Georgia (GA) Milestones End of Grade (EOG) Assessment, students scored below the school system average in terms of the percentage scoring at Levels 3 & 4 (Proficient & Distinguished) and the percentage scoring as Distinguished (Level 4) in English/Language Arts and Mathematics for Grade 3; English/Language Arts and Mathematics for Grade 4; and English/Language Arts, Mathematics, and Social Studies in Grade 5. Students scored above the system average in Grade 5 Science in terms of both the percentage scoring at Levels 3 & 4 and the percentage scoring as Distinguished. 2016-2017 GA Milestones EOG English /Language Arts – Levels 3 & 4 (Proficient & Distinguished) Grade 3 Grade 4 Grade 5 English/Language Arts – Distinguished (Level 4) Grade 3 Grade 4 Grade 5

WGES

WCSD

38% 37% 43%

44% 47% 45%

03% 10% 05%

10.68% 13.19% 05.15% 5

Walton County School District School Improvement Plan Mathematics – Levels 3 & 4 (Proficient & Distinguished) Grade 3 Grade 4 Grade 5 Mathematics – Distinguished (Level 4) Grade 3 Grade 4 Grade 5 Science – Levels 3 & 4 (Proficient & Distinguished) Grade 5 Science – Distinguished (Level 4) Grade 5 Social Studies – Levels 3 & 4 (Proficient & Distinguished) Grade 5 Social Studies – Distinguished (Level 4) Grade 5

41% 45% 34%

45% 52% 43%

03% 08% 08%

08.30% 11.43% 11.97%

46%

44%

11%

09.56%

25%

36%

07%

13.79%

The school’s performance as measured by on grade level or above reading status was below the school system average in 3rd Grade and in 4th Grade and above the school system average in Grade 5. 2016-2017 GA Milestones EOG Performance by Reading Status – On Grade Level or Above 3rd Grade ELA 4th Grade ELA 5th Grade ELA

WGES

WCSD

71% 61% 78%

76% 64% 75%

On the 2016-2017 Georgia (GA) Milestones End of Grade (EOG) Assessment, All Special Education Students scored below the school system average with 00% scoring at Levels 3 & 4 in English/Language Arts (12% WCSD) and 12% scoring at Levels 3 & 4 in Mathematics in Grade 3 (17% WCSD) which was the only reported grade for the 2016-2017 school year. For the 2015-2016 school year, results were reported for Grade 3 and Grade 5. During this school year 00% of All Special Education Students scored at Levels 3 & 4 in English/Language Arts in Grade 3 and Grade 5; 07% scoring at Levels 3 & 4 in Mathematics in Grade 3 and 00% scoring at 6

Walton County School District School Improvement Plan Levels 3 & 4 in Mathematics in Grade 5; 00% scoring at Levels 3 & 4 in Science in Grade 5; and 00% scoring at Levels 3 & 4 in Science in Grade 5. The Lexile measures on the last reported College & Career Ready Performance Index (CCRPI) (2015 – 2016 CCRPI) showed the percentage of students in Grade 3 achieving a Lexile measure equal to or greater than 650 on the GA Milestones English/Language Arts (ELA) End of Grade (EOG) Assessment at 57.0% (59.1% WCSD; 100% benchmark). The Lexile measures on the last reported CCRPI (2015-2016 CCRPI) showed the percentage of students in Grade 5 achieving a Lexile measure equal to or greater than 850 on the GA Milestones ELA EOG at 77.6% (69.6% WCSD; 100% benchmark). Attendance According to the 2017 CCRPI report, 44.3% of students missed fewer than six days of school during the 2016-2017 school year. According to the 2016 CCRPI report, 43.7% missed fewer than six days of school during the 2015-2016 school year. School attendance data from the 2016-2017 school year showed 28.7% of students were absent 10 or more days and 13.4% were absent 15 or more school days. School attendance data from the 2015-2016 school year showed 30.7% of students were absent 10 or more school days and 10.9% of students were absent 15 or more school days. During the 2016-2017 school year, a WGES Attendance Committee was established to develop an attendance initiatives/incentive plan which was implemented to encourage school attendance. The school has an established Attendance Support Team (AST) which meets on a regular basis to review individual student attendance issues. Discipline During the 2016-2017 school year, a total of 106 events at the school or on the school bus, involving 39 students, were reported. The event types were primarily disrupting the school environment, reckless conduct, or disrespect/disregard for directions or commands. A total of 108 discipline events, taking place at the school or on the school bus, were reported ruing the 2015-2016 school year. Discipline events were reported on 32 students. The event types were primarily disrespect/disregard for directions or commands, disrupting the school environment, or reckless conduct.

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Walton County School District School Improvement Plan For the 2017-2018 school year, the school, and all other elementary school in the school system, will implement the Positive Behavioral Interventions and Support (PBIS) program. Parent Input for School Quality and Improvement Survey Results from the 2017-2018 Parent Input for School Quality and Improvement Survey showed that of the parents/guardians completing the survey: • 96% of the parents/guardians agreed or strongly agreed that their child’s teachers(s) adequately addressed their child’s specific individualized learning needs; • 96% agreed or strongly agreed that they were satisfied with the services and support provided by the school to help their child academically; • 100% believed that teachers regularly informed them about their child’s academic progress in English Language Arts, Math, Science, and Social Studies; • have received information from the school through student folder/school agenda, newsletters, email, fliers, personal call from the school or district staff, posters at school entrance, parent portal online (Infinite Campus), school and/or district website, school marquee, school media: Facebook, school signs at car rider line, Infinite Campus Mobile Portal App, local newspapers (from highest to lowest percentage) and have received information from other sources (Class Dojo, text messages, and conferences); • 100% of those responding indicated that English was the best language for schools to communicate with them; • 97% understood their child’s report cards, progress reports, and test scores; • would prefer parent engagement funds be used to improve their child’s Math skills, to improve their child’s English Language Arts skill, to develop homework and study habits, to use technology, to improve their child’s Science skills, to improve their child’s Social Studies skills, to provide academic materials for parents to use with their student in the home, for dual enrollment/Move on When Ready, other (Engineering/Robotics, challenging Gifted students, providing more hands-on innovative activities in the Gifted program, providing more technology for classrooms), to understanding Georgia Standards of Excellence (English Language Arts, Math, Science, and Social Studies), to understand required state assessments (GA Milestones, End of Grade and End of Course assessments), to understand test scores (from highest to lowest percentage) (none indicated that they would prefer parent engagement funds be used for Adult EL (English as Second Language) or Adult literacy (i.e. GED, beginning reading, math, etc.)); • 42% indicated that they needed no assistance for them to participate in school events and Title I Program activities; 40% indicated that they needed reminders sent home one week before the event; 39% indicated that the needed a calendar of events 8


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•

•

• • • • •

sent home regularly; 17% indicated that they needed child care provided; 3% indicated that they needed transportation provided; 47% indicated that they preferred to attend parent trainings over the Internet (streaming/video), 44% indicated that they preferred to attend parent trainings at their home school, 42% indicated that they preferred to attend parent trainings by viewing information on the district website, 6% indicated that they prefer to attend parent trainings at a location in the community (church, community center, etc.), and 2% indicated that they prefer to attend parent trainings at the Board of Education training rooms (from highest to lowest percentage); 50% indicated that they preferred to attend parent trainings during weekday evenings (6:00 p.m. to 9:00 p.m.), 27% indicated that they preferred to attend parent trainings during weekday mornings (8:00 a.m. to 12:00 p.m.), 27% indicated that they preferred to attend parent trainings during weekday afternoons (1:00 p.m. to 4:00 p.m.), 25% indicated that they preferred to attend parent trainings during the lunch hour (Lunch-N-Learn with your child), and 18% indicated that they preferred to attend parent training on Saturdays (11:00 a.m. to 2:00 p.m.) (from highest to lowest percentage); the school activities attended by the largest percentage of parents/guardians who responded was Open House/PTO meeting (94%) and Curriculum Night (Family Reading/Math Night, Science or Social Studies) (35%); all other activities (development/review of the Parental Involvement Plan, development/review of the School Parent Compact, development/review of the Title I Program Plan/Evaluation and School Improvement Plan, Parent Advisory Committees/Councils/School Governance Team, explanation of state standards and school curriculum (GA Standards of Excellence), explanation of state test (GA Milestones, End of Grade, End of Test, ACCESS Test, GKIDS), Technology Night, District Title I/CLIP - Comprehensive LEA (District) Implementation Plan Meeting, Parent Computer Classes/Workshops, and English Learners Parent Orientation) were attended by 0% – 6%; 90% indicated that they think that all children in the school had the same opportunity to learn and succeed; 96% agreed or strongly agreed that the Walton County School System provides every student equal access to experienced, highly qualified (certified in the area in which they were teaching) teachers; 100% agreed or strongly agreed that the staff is responsive and helpful when discussing their child’s academic progress; 68% agreed or strongly agreed that their child’s teachers regularly update grades in the parent portal; and 93% have access to devices (phone, computer, eReader, iPad, Kindle, etc.) to make use of the Internet, 97% to make use of Email, 75% to make use of Research, and 75% to make use of the Parent Portal; 3% indicated that they do not have access to devices.

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Walton County School District School Improvement Plan Results from the 2016-2017 Parent Input for School Quality and Improvement Survey showed that of the parents/guardians completing the survey: • 75% of the parents/guardians agreed or strongly agreed that their child’s teachers(s) adequately addressed their child’s specific individualized learning needs; • 75% agreed or strongly agreed that they were satisfied with the services and support provided by the school to help their child academically; • 57.89% believed that teachers regularly informed them about their child’s academic progress in English Language Arts, Math, Science, and Social Studies; • 95% understood their child’s report cards and test scores; • 41.18% would prefer parent engagement funds be used to provide training on improving their child’s English Language Arts skills, improving their child’s Math skills, and developing homework and study habits (out of choices provided); • 45% indicated that no assistance or reminder sent home one week before the event was needed for them to participate in school events and activities; • 57.89% preferred to attend parent training at their home school; • 61.11% preferred to attend parent trainings during weekday evenings; • 78.95% believed that all children in the school had the same opportunity to learn and succeed; • 78.95% agreed or strongly agreed that the school system provided every student equal access to experienced, highly qualified (certified in the area in which they were teaching) teachers; • 73.68% agreed or strongly agreed that the staff was responsive and helpful when discussing their child’s academic progress; and • 57.9% agreed or strongly agreed that their child’s teachers regularly update grades in the parent portal. Transition Fifth grade students visit the middle school at the end of the school year for an orientation. The middle school offers more extensive orientation for parents and students during the summer. The middle school provides opportunities for students to learn about programs at the middle school such as the Band program by performances and presentations. Information concerning student academic performance is shared to assist the middle school in class formation for sixth grade. Pre-K classrooms are on the same hall as Kindergarten classrooms. This enables the Pre-K students to become very familiar with the Kindergarten teachers and classrooms and the Kindergarten teachers to become familiar with the Pre-K students. The Kindergarten 10

Walton County School District School Improvement Plan teachers share information with the Pre-K teachers concerning skills and activities to which the Pre-K students should be exposed. The Pre-K students are allowed to visit the Kindergarten classrooms at the end of the school year. Community daycare centers may bring their students who will be attending Kindergarten at the school to visit the school during the summer. Translation of the School Improvement Plan The plan can be translated into any language needed through services available through the Curriculum Department upon request. The Title I Parental Involvement Plan contains the statement: Si usted necesita ayuda con la traducción de esta carta, por favor comuníquese con la Shannon Hammond en Walton County Board of Education. Su número de teléfono es 770-266-4486.

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Walton County School District School Improvement Plan SMART (Specific, Measurable, Attainable, Results-Based, and Time-Bound) GOAL/WHAT IN THE SCHOOL-LEVEL DATA SUGGEST THAT THIS SHOULD BE A GOAL and needs assessments for other areas e.g. process, professional learning, parental involvement goals. (Enter only 1 goal per worksheet) GOAL #1: The percentage of students in Grade 3, Grade 4, and Grade 5 scoring at Levels 3 & 4 (Proficient & Distinguished) on the Georgia (GA) Milestones End of Grade (EOG) Assessment in the area of English/Language Arts (ELA) will be at or above the percentage for the Walton County School District (WCSD).

School Keys Strands

Instruction Standard 7; Assessment Standard 5; Planning & Organization Standard 5

Instruction Standard 9; Assessment Standard 4; Planning & Organization Standard 5; School Culture Standard 4

Actions, Strategies, Interventions

To provide a paraprofessional to offer instruction on computer skills, to provide assessment of skill mastery, to provide keyboarding instruction, and to implement supplemental computer-based instructional programs

To provide tutoring to identified students in the area of Reading

Timeline/When will target be reached? 2017-2018 School Year

2017-2018 School Year

Estimated Costs, Funding Sources, and Resources $42,857 for Paraprofessional Salary & Benefits; $500 for Paraprofessional Substitutes Title I Funds $50,575 (including FICA) Title I Funds

Person(s) Responsible

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

School Administrators; Computer Lab Paraprofessional

Computer Lab Schedule; Computer Lab Lesson Plans

STAR Reports; Classroom Observations of Computer Lab; Assessment Results

School Administrators; Lead Tutor; Tutors; School POI Chairperson; Classroom Teachers

Tutoring List; Tutoring Schedule; Student Rosters

Tutoring Attendance Reports; Pre- & PostTest Reports

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School Keys Strands

Instruction Standards 7,8,9; Assessment Standard 1

Instruction Standards 4,9; Planning & Organization Standard 5


Timeline/When will target be reached?

To provide supplemental instructional and technology supplies to support instruction, tutoring, and instruction on computer skills


To provide supplemental instructional software to support instruction in Reading and Language Arts


Estimated Costs, Funding Sources, and Resources $17,920 for Supplemental Instructional Supplies; $4,000 for Supplemental Technology Supplies Title I Funds $15,300 for software ($14,000 for Imagine Learning; $800 for Tumble Books; $500 for Reading A-Z/Raz Kids)



School Administrators; Classroom Teachers; Tutors

Purchase Orders

Classroom Observations of Instruction in which Supplemental Supplies Utilized; Lesson Plans; Assessment Results

School Administrators; Classroom Teachers; EIP Teachers

Purchase Orders; Contracts

Classroom Observations in which Supplemental Instructional Software Utilized; Lesson Plans; Software Utilization & Progress Reports; Assessment Results

Title I Funds

13


School Keys Strands

Instruction Standard 7

Assessment Standards 1,2,3,4,5 Instruction Standard 8

Instruction Standards 4,5


To provide supplemental equipment to support instruction and to provide students access to quality learning programs and website resources

To provide the opportunity for students in Grades 3 – 5 to practice writing and reading through formal assessments; to provide the opportunity for students in Grades 3 – 5 to develop keyboarding skills To provide high interest books to supplement instruction in core curriculum classes



Estimated Costs, Funding Sources, and Resources $1,800 for equipment; $16,848 for computer equipment; $500 for installation of equipment Title I Funds $5,000 for Write Score Title I Funds


$360



School Administrators; Classroom Teachers

Purchase Orders

Classroom Observations in which Supplemental Equipment Utilized; Lesson Plans; Assessment Results

School Administrators; Classroom Teachers in Grades 3 – 5

Purchase Orders; Contract; Assessment Schedule

Write Score Assessment Schedule; Write Score Student Reports

School Administrators

Books

Reading of Books by Individual Students

Title I Funds

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School Keys Strands

Family & Community Engagement Standard 3; Planning & Organization


To foster communication between school and home concerning academics and student and school achievement

Timeline/When will target be reached? 2017 – 2018 School Year

Estimated Costs, Funding Sources, and Resources $5,290 ($3,000 for PAGES Agendas; $1,700 for Student Handbooks; $100 for envelopes; $490 for stamps)

Standard 3

Title I Funds

Person(s) Responsible School Administrators; Classroom Teachers


Purchase Orders

PAGES Agendas; Student Handbook; Sample Communication through PAGES Agenda; Parent Input for School Quality & Improvement Survey Results

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Walton County School District School Improvement Plan SMART (Specific, Measurable, Attainable, Results-Based, and Time-Bound) GOAL/WHAT IN THE SCHOOL-LEVEL DATA SUGGEST THAT THIS SHOULD BE A GOAL? GOAL #2: The percentage of students in Grade 3, Grade 4, and Grade 5 scoring at Levels 3 & 4 (Proficient & Distinguished) on the Georgia (GA) Milestones End of Grade (EOG) Assessment in the area of Mathematics will be at or above the percentage for the Walton County School District (WCSD).

School Keys Strands

Instruction Standard 7; Assessment Standard 5; Planning & Organization


To provide a paraprofessional to offer instruction on computer skills, to provide assessment of skill mastery, to provide keyboarding instruction, and to implement supplemental computer-based instructional programs


Estimated Costs, Funding Sources, and Resources $42,857 for Paraprofessional Salary & Benefits; $500 for Paraprofessional Substitutes



School Administrators; Computer Lab Paraprofessional

Computer Lab Schedule; Computer Lab Lesson Plans

STAR Reports; Classroom Observations; Assessment Results

School Administrators; Lead Tutor; Tutors; School POI Chairperson; Classroom Teachers

Tutoring List; Tutor Schedule; Student Rosters

Tutoring Attendance Reports; Pre- & Post-Test Reports

Standard 5

Instruction Standard 9; Assessment Standard 4 ; Planning & Organization Standard 5; School Culture Standard 4

To provide tutoring to identified students in the area of Mathematics


Title I Funds $50,575 (including FICA) Title I Funds

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School Keys Strands

Instruction Standards 7,8,9; Assessment Standard 1

Instruction Standards 4,9; Planning & Organization Standard 5


Timeline/When will target be reached?

To provide supplemental instructional and technology supplies to support instruction, tutoring, and instruction on computer skills

2017 – 2018 School Year

To provide supplemental instructional software to support instruction in Mathematics


Estimated Costs, Funding Sources, and Resources $17,920 for Supplemental Instructional Supplies; $4,000 for Supplemental Technology Supplies Title I Funds $1,000 for IXL Math Title I Funds



School Administrators; Classroom Teachers; Tutors

Purchase Orders

Classroom Observations of instruction in which Supplemental Supplies Utilized; Lesson Plans; Assessment Results

School Administrators; Classroom Teachers; EIP Teachers

Purchase Order; Contract

Classroom Observations in which Supplemental Instructional Software Utilized; Lesson Plans; Software Utilization & Progress Reports; Assessment Results

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School Keys Strands

Instruction Standard 7


To provide supplemental equipment to support instruction and to provide students access to quality learning programs and website resources


Estimated Costs, Funding Sources, and Resources $1,800 for equipment;$16,848 for computer equipment; $500 for installation of equipment



Schools Administrators; Classroom Teachers

Purchase Orders

School Administrators; Classroom Teachers in Grades 3 – 5

Purchase Orders

School Administrators; Classroom Teachers

Purchase Orders

Title I Funds Instruction Standards 4,5; Assessment

To provide supplemental mathematics curriculum resources for students and teachers to expand upon instruction

Standards 1,2,3


$12,000 for My Math consumables for all students in Grades 3 – 5 Title I Funds

Planning & Organization Standard 3; Family & Community Engagement

To foster communication between school and home concerning academics and student and school achievement

$5,290 ($3,000 for PAGES Agendas; $1,700 for Student Handbooks; $100 for envelopes; $490 for stamps)

Standard 3

Title I Funds

Classroom Observations in which Supplemental Equipment Utilized; Lesson Plans; Assessment Results Classroom Observations in which My Math Utilized; Lesson Plans; Assessment Results PAGES Agendas; Student Handbook; Sample Communication through PAGES Agenda; Parent Input for School Quality & Improvement Survey Results

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Information Only and Important Links

• Revised 2014 School Keys Standards - http://www.gadoe.org/School-Improvement/SchoolImprovement-Services/Pages/default.aspx • Leadership Summit Information - http://www.gadoe.org/SchoolImprovement/Pages/Summer-Leadership-Academy-2013.aspx?PagePreview=true • Title I - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx • Flexible Learning Program - http://www.gadoe.org/School-Improvement/FederalPrograms/Pages/Flexible-Learning-Program-(FLP).aspx

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SCHOOL KEYS: Unlocking Excellence through the Georgia School Standards Strands and Standards Summary

2. 3.

Ensures that teachers have a shared understanding of expectations for standards, curriculum, assessment, and instruction. Builds curriculum documents and aligns resources with the required standards. Monitors curriculum implementation and revises, as needed, based on data analysis.

1.

Assessment

Curriculum Planning

1.

2. 3. 4. 5.

Uses a balanced system of assessment including diagnostic, formative, and summative to monitor learning and inform instruction. Aligns assessments with the required curriculum standards. Uses common assessments to monitor student progress, inform instruction, and improve teacher practices. Analyzes assessment results to provide feedback to students and to adjust instruction. Implements assessment practices that provide an accurate indication of student progress on the required standards.

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2.

3.

Instruction

4. 5. 6.

7. 8.

9.

Provides an orderly, well-managed learning environment. Creates an academically-challenging environment that cultivates higher-order thinking skills and processes. Implements research-based instructional strategies. Enables students to attain higher levels of learning through differentiated instruction. Engages students in setting learning targets aligned to curriculum standards. Establishes high expectations with students playing an active role in monitoring their own progress. Integrates appropriate current technology into teaching and learning. Provides feedback to students on their performance on the standards or learning targets. Provides timely, systematic, data-driven interventions.

1. 2.

Planning & Organization

1.

3. 4. 5. 6.

Maintains the school building, campus, and equipment to ensure a safe, clean, and inviting learning environment. Shares a common vision/mission that defines the school culture and guides the continuous improvement process. Develops, communicates, and implements rules, policies, schedules, and procedures to maximize student learning and staff effectiveness. Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance. Allocates and monitors available resources to support continuous improvement. Monitors implementation of the school improvement plan and makes adjustments as needed.

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SCHOOL KEYS: Unlocking Excellence through the Georgia School Standards Strands and Standards Summary

2.

3.

4.

5.

6.

Creates an environment that welcomes, encourages, and connects family and community members to the school. Establishes partnerships and decision-making processes that build capacity for family and community engagement in the success of students Cultivates meaningful two-way communication between the school and families as well as the school and the community. Communicates the grade-level/course expectations and the current student achievement status to families. Collaborates about available school interventions as well as support strategies that can be used at home to enhance academic achievement. Connects families with agencies and resources in the community to meet the needs of students.

1. 2. 3.

Professional Learning

Family & Community Engagement

1.

4. 5. 6.

Aligns professional learning with needs identified through analysis of a variety of data. Uses multiple professional learning designs to support the various learning needs of the staff. Allocates resources and establishes a support structure to ensure the effectiveness of professional learning. Cultivates collaborative inquiry and learning that enhance individual and collective performance. Communicates implementation expectations regarding teacher and staff practices and curriculum standards. Monitors and evaluates the impact of professional learning on staff practices and student learning.

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2.

Leadership

3.

4. 5. 6. 7. 8.

Builds and sustains relationships to improve student achievement. Guides the school’s work in curriculum, assessment, instruction, and professional learning. Establishes and supports a data-driven school leadership team that is focused on student learning. Implements collaborative, distributed leadership. Initiates and manages change to improve staff performance and student learning. Provides ongoing performance feedback and support to teachers and other staff. Leads the data analysis efforts of the school to improve student achievement. Monitors and evaluates the performance of teachers and other staff through observations, data, and documentation.

1. 2.

School Culture

1.

3. 4. 5.

Develops, communicates, and implements rules, practices, and procedures that ensure a safe, orderly learning environment. Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community. Promotes the academic achievement and career readiness of all students. Supports the personal growth and development of all students. Celebrates and recognizes achievements and accomplishments of students and staff.

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