Conference Week Statistics Conduct Dashboard Perception data Demographic Data Profile Debbie Ruic – Positive Incentive Room Melissa – Parent Liaison Pleak – Content Vocabulary Specialist Students of the Webpages Social SGT and PTA Increase reading achievement and growth for all students, while closing achievement gaps for subgroups. GMAS data MAP Data CCRPI Fountas & Pinnell Administrative Team ELA Vertical Team Literacy Coaches Support (EIP, ESOL, SpEd) MTSS Homeroom teachers Susan Pleak – Content Vocabulary Specialist Debbie Ruic – Positive Incentives/AR Melissa Moore – Parent Liaison School-wide faculty meetings IB Transdisciplinary Skills Program of Inquiry Webpages Social Media SGT and PTA AR Reading Goals/Incentives Increase Mathematical fluency, achievement and growth for all students, closing achievement gaps for subgroups. GMAS data MAP Data CCRPI Administrative Team Math Vertical Team Math Coaches Support Staff (EIP, ESOL, SpEd) MTSS Homeroom teachers Melissa Moore – Parent Liaison School-wide faculty meetings IB Transdisciplinary Skills Program of Inquiry Webpages Social SGT and PTA SMART GOAL: Student Office Referrals will decrease by 10% from 91 in 2015-16 to <82 in 2016-17. Student engagement will increase from a 57%average in April 2016 to a 65% average in April 2017 as measured by the Student Engagement Ladder, during the 2016-17 school year. (SWP 2, 7, 9, 10) Georgia School Performance Standard Student Group (All or Subgroup, Parents, Teachers) Action /Strategies Include description of SWP 2, 7, 9, 10) Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources (SWP 9) Artifacts Evidence
School Culture Standard 2: Establishes a culture of trust and respect that promotes positive interactions and a sense of community Instruction Standard 1: Provides a supportive and well-managed environment conducive to learning All SRE students, emphasis on black males and homeless students All SRE Teachers need professional learning on Social Emotional Learning. Teachers implement morning meetings and responsive classroom strategies. Develop schedules and protocols to ensure that students are getting 5-10 minutes of physical activity or gross motor development each hour. Staff needs training in de-escalation strategies. Parent Liaison communicate and promote positive culture Learner Profile, IB Attitudes, Transdisciplinary Skills will be taught and reinforced Students will practice collaborative learning skills and problem solving skills while in the Star Explorers Lab. Positive Behavior Room (Starfish Reef) ALL 2nd- 5th grade students will participate in enrichment STEP (Student Tutorial and Enrichment Program) two days a week. Sign-in sheet from training. Essential agreements from teams Morning meeting time in schedule Student Engagement Data Recess Schedule Break Resource list Office Referral data Sign-in sheets from quarterly and monthly meetings School Leaders Demonstrate: Protecting time for Morning meetings Providing support for training Keeping the Starfish Reef open more often (increasing accessibility for students) Teachers Demonstrate: Implementing Morning meetings Using de-escalation strategies and preventative measures to maintain a calm and safe learning environment. Students Demonstrate: Active Engagement in the learning environment Positive behaviors reflective of the Learner Profile, IB attitudes and transdisciplinary skills Parents Demonstrate: Parent’s submit parent Tip of the Week Embodying the IB Learner Profile for their student Parents demonstrate participation in SGT Monitoring conduct referrals as part of SST referrals Student Engagement Ladder Quarterly SEL Vertical Meetings Monthly Team Data Meetings Parent Liaison Star Explorers Lab Starfish Reef (Positive Behavior Room) CPI Training (subs?) SMART GOAL #2: The number of 3rd – 5th grade students performing at Level 3 or Level 4 in ELA on the GMAS will increase to 35% by 2016-17. 60% of Sawyer Road students will meet or exceed their expect RIT growth as measured by the MAP Assessment. (SWP 2, 7, 9, 10)
Georgia School Performance Standard Student (All or Subgroup, Parents, Teachers) Action /Strategies Include description of SWP 2, 7, 9, 10) Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources (SWP 9) Artifacts Evidence Instruction Standard 4: Uses research-based instructional practices that positively impact student learning Instruction Standard 5: Differentiates instruction to meet specific learning needs of students Assessment Standard 2: Uses a balanced system of assessments including diagnostic, formative, and summative to monitor learning and inform instruction K – 5 students Homeroom Teachers Support teachers (EIP) Primary teachers will implement balanced-literacy instruction includes direct phonics/phonological awareness instruction, guided reading, Jr. Great Books, and independent practice. Upper Elementary teachers will implement balanced- literacy instruction which includes morphology instruction, guided reading, Jr. Great Books, and independent practice. Increased emphasis on writing including explicit instruction of writing skills, in the content areas, and responses to literature in the Units of Inquiry. Upper grades will incorporate word processing and using technology in the writing process. Content area vocabulary and writing will be developed and reinforced in the Star Explorers Lab. Teachers will use balanced assessments to monitor student learning. This will include Fountas and Pinnell running records, written responses to literature, as well as other assessments. Teachers will analyze data from common assessments to differentiate instruction. Student Data Records (Class at a Glance Sheets) Teacher schedules STEP Groups IB planners Parent sign in at literacy events Sign in sheets from quarterly and monthly meetings School Leaders Demonstrate: Providing time and supports for Guided Reading, Phonics and Jr. Great Books Using data to make instructional decisions Promote the AR program/incentives Provide 2 full day planning days for teams Teachers Demonstrate: Use data to differentiate instruction and provide support/enrichment Provide balanced literacy instruction Mrs. Pleak, the content vocabulary specialist will emphasize content vocabulary and writing in the Star Explorers Lab. Students Demonstrate: Reading Independently – AR Engagement in the learning process during reading instruction Parents Demonstrate: Participation in EIP reading Parent events Support reading in the home Quarterly ELA vertical meetings Monthly data team meetings Flexible STEP (student Tutorial and Enrichment) groups for enrichment and remediation. Review of Student Data Records in Fall, Winter, and Spring Susan Pleak (Content Vocabulary Specialist) Debbie Ruic (AR) ½ day planning days - subs Melissa Parent Liaison based
SMART GOAL #3: The number of 3rd – 5th grade students performing at Level 3 or Level 4 in math on the GMAS will increase to 35% by 2016-17. 60% of Sawyer Road students will meet or exceed their expect RIT growth as measured by the MAP Assessment. (SWP 2, 7, 9, 10) Georgia School Performance Standard Student (All or Subgroup, Parents, Teachers) Action /Strategies Include description of SWP 2, 7, 9, 10) Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources (SWP 9) Artifacts Evidence Instruction Standard 2: Creates an academically challenging learning environment Instruction Standard 4: Uses instructional practices that positively impact student learning K – 5 Teachers Teachers will use an inquiry approach when providing instruction of math concepts, and integrate math concepts into the IB Planners when appropriate. Mathematics assessment, including MAP, MCS quarterly assessments and teacher created common assessments will be analyzed to differentiate instruction to provide appropriately challenging lessons that engage all learners. Number Talks and flexible strategies will be used to teach fluency with numbers and computation. Student Data Records (Class at a Glance Sheets) Teacher schedules STEP Groups IB planners Parent sign in at Math events Sign in sheets from quarterly and monthly meetings School Leaders Demonstrate: Providing time and supports for integrating math concepts into the IB Planners Scheduling Full-day planning for level teachers each semester Teachers Demonstrate: Analyzing multiple data sources to make instructional decisions Implementing number and inquiry approach to teach math concepts Students Demonstrate: Increased fluency Engagement in math lessons and demonstrating competence of math standards & concepts Parents Demonstrate: Attend math make & take activities Support math activities and planner projects Quarterly Math vertical meetings Monthly data team meetings Flexible STEP (student Tutorial and Enrichment) groups for enrichment and remediation. Review of Student Data Records in Fall, Winter, and Spring Melissa Moore, parent liaison Subs for 2 full day planning for homeroom teachers Professional Learning Plan to Support School Improvement Plan (SWP 4)
Professional Learning Strategy to Support Achievement of SMART Goals Professional Learning Timeline Estimated Cost, Funding Source, and/or Resources Person(s)/ Position Responsible Monitoring Teacher Implementation of Professional Learning Artifacts/Evidence of Impact on Student Learning Student Office Referrals will decrease, student engagement will increase during the 2016-17 school year. Crisis Support Team strategists) -Full CPI training for select members August – May Training for additional members will be in September Substitute teachers for Bennett, Garner Currently CPI trained Schicker Jennifer Williams Jeannie Barry Jenilee Merrell Kristen Lincoln Diana Malone Tim O’Connell To Be trained in Sept. Maj Bassery OJ Bennett Sterling Garner Kate Harrell Julie Smith Emily Kelley Jatziry Echeverria Meet quarterly to review restraints and transports – sign in sheet Student Engagement will increase “Major” Referrals for repeat offenders will decrease De-escalation Training Redelivery for select staff members- paraprofessionals & Specials Teachers September – May $0.00 Mardy Schicker Tim O’Connell Diana Malone Sign in Sheet Student Engagement will increase “Major” Referrals for repeat offenders will decrease Responsive School Discipline Study for School Leaders September - May $0.00 Susan Graves Tezella McQueen Mardy Schicker Margaret Burgess-Wright Carrie Woityra Jill Baker Book Study Agenda Sign-in sheet Student Engagement will increase “Major” Referrals for repeat offenders will decrease MTSS Training & Support Initial Training in the fall; follow up bi-monthly Funding from DSS Magnussen Schicker Smith Natalino Sara Carter Deanna Land Amanda Oglesby Amy Dillon Shea Konigsmark Sara Cleveland Data team notes Student placement in appropriate supports GMAS
IB – Planner integrating concept teaching and Math, ELA August 17 September 14 October 12 November 16 December 14 January 18 February 8 March 15 12 May 10 $0.00 Facilitated by Jill Baker -All certified teachers attend GMAS Reading Comprehension Training (EIP teachers)- See Wilson Zanetta Hornbuckle Lyn Huber Allison Bebout Lindsay O’Neal Katy Kirk Julie Smith Quarterly ELA Vertical Meeting F&P Phonics Training October 3, October 6, October 12, October 13 District provided Lydia Spruill Lela Horne Deepali Patel Catherine Hettrich Andrea Gutierrez Brittany Weinstein Sara Carter Sara Kelsie Peters Megan Fletcher Amy Dillon Quarterly ELA Vertical Meeting F&P MAP scores TKES observations GMAS Literacy Training September 19 September 22 District provided Lydia Spruill Lela Horne Deepali Patel Catherine Hettrich Andrea Gutierrez Quarterly ELA Vertical Meeting F&P MAP scores TKES observations GMAS Highly Qualified Staff (SWP 3, 5)