Conduct weekly, collaborative, teacher team meetings on the 4 critical questions. CCC’s collaborate every Tuesday during planning to collaboratively review and discuss the four critical questions. CCC’s collaborate every other Thursday for targeted data analysis and acceleration/ enrichment strategies to move students toward higher levels of success. CCC’s collaborate weekly to identify students in need of acceleration or enrichment and students receive targeted support through ELT (Extended Learning Time) or grade recovery weekly. *CCC’s complete and submit collaborative team agendas and lesson/ unit plans that reflect a focus on the 4 critical questions. *Administrative observations during CCC’s and classroom lessons reviewed to determine quality of implementation. *2017-18 PLC meeting minutes reflect a on the four essential questions. *2017-18 bell schedule reflects dedicated time for acceleration and enrichment through ELT (Extended Learning Time). Board Goal 2: Differentiate resources for students based on needs. Superintendent‘s Priorities District Initiatives Local School Key Actions: (List as many actions as needed in each box.) Measured by: Results of Key Actions from last year’s plan: (Due September 1)
Use data to make decisions. Utilize CTLS to assess, develop, deliver, and analyze common formative assessments in all core content areas. Teachers in all core content areas utilize CTLS to develop and implement common formative assessments in each unit. CCC’s analyze common, formative assessment data to reflection of the four critical questions and develop plans that address identified achievement gaps. Teachers in all core content areas develop and implement common summative assessments for each unit. Support and refresh teachers on successful implementation of CTLS: create and use common assessments in CCC process, including at least one constructed response. Teachers will administer Touchstone assessment questions to monitor student progress using CTLS. *CCC’s utilize reports in CTLS ASSESS to analyze common assessment data and determine acceleration and enrichment needs of students. *Administrative observations and of CCC’s and classroom instruction. *2017-18 CTLS data reflects successful implementation of CTLS assessments and completion and Cohort 4 CTLS Assess Training. Deliver, analyze, and adjust instruction in reading and math, utilizing data from Universal Screener (RI and MI). Reading and math teachers utilize universal screener data (RI and MI) to analyze current achievement data and determine acceleration and enrichment activities that drive classroom instruction. Reading and math teachers utilize universal screener data to make recommendations for ELT (Extended Learning Time). RI assessment results and ELA EOG data analyzed by Connections teachers as well as science and social studies teachers in grades 6th and 7th to drive development and implementation of research-based instructional strategies supporting grade level reading goals. *RI and MI screeners utilized by reading, math and social studies teachers to support SMART Goals. *RI and MI data reviewed by administration to determine progress in professional growth goals. *2017-18 PLC minutes reflect analysis of RI and MI universal screener data to develop and implement strategies to support acceleration and enrichment for identified students.
Superintendent’s Priorities District Initiatives Local School Key Actions: (List as many actions as needed in each box.) Measured by: Results of Key Actions from last year’s plan: (Due September 1) Make Cobb the best place to teach, lead, and learn. Utilize stakeholder input to improve school processes. GA Climate Survey data analyzed to identify curriculum and program School Council, PTSA Executive Board and Student Forum serve as principal advisory committees to provide input to the principal regarding school program priorities. *GA Climate Survey data *Local surveys during parent events *School Council, PTSA Board and Student Forum meeting minutes. Establish programs and practices that enhance parental involvement and reflect the needs of students and their families. Extend implementation of “Habitudes” program through reading classes to increase focus on leadership skills. Develop and implement a parent survey to create a bank of volunteers from various STEM careers to increase partnership with related programs within the school. PTSA and parent volunteers organize and implement International Night to celebrate cultures and community diversity. Principal’s Charger Club implemented to increase student leadership skills and increase communication and parent involvement. *Parent surveys during parent and community events. *STEM partnership agreements. *2017-18 reading teachers’ lesson and unit plans reflect incorporation of focus on Habitudes leadership skills. Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence.