2013-16 Executive Summary School Improvement Plan School Name: Chattahoochee Elementary School 9/29/13 AdvancED Standards FCS Departments Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Academics & Accountability Educational Leadership Facilities and Operations Finance and Operations Food and Nutrition Services Human Resources Public Information and Communications School Safety and Discipline Special Education Student Support Services Superintendent Technology and Information Services Transportation Continuous Improvement Goal AdvancED Standards Support from FCS Department(s) Teachers will fully engage in the data team process, using data in a continuous improvement cycle to determine student needs and strategies for small group instruction. Tri-weekly data team meetings Disaggregation of data to determine student Matching student needs to available resources and programs Quarterly grade level meetings with Admin team to review Data Team results Standard 5: Using Results for Continuous Improvement 5.2 Professional and support staffs continuously collect analyze and apply learning from data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. 5.3 Professional and support staff is trained in the evaluation, interpretation, and use of data. 5.4 The school engages in a continuous process to determine verifiable improvements in student learning, including readiness and success at the next level. Finance and Operations Monetary Support to Build Leveled Book Library Academics & Accountability Continued PD Support for Rigorous Reading Instruction Continued Data Team Trainings Guided Math Training, IKAN/GLOS Performance Assessment PD Problem Based Assessment PD ELA and Math Literacy Leaders Ongoing Training and Support Continued Technology PD and Support at the Classroom Level Continued Gifted Certification Class
All teachers will provide their students with quality differentiated, flexible small group instruction in reading, writing, and math on a daily basis in K-5 and in phonics in K-2. Differentiation through content, process and product based on continual assessment of student growth. Implementation of Daily 5 Increased use of non-fiction text Use of Mentor texts across content areas K-5 Implementation of Lucy Calkins CCSS Writing Program Increased use of The 4c’s and Technology Standard 3: Teaching and Assessing for Learning 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. 3.6 Teachers implement the school’s instructional process in support of student learning. 3.7 Mentoring, coaching and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. Academics & Accountability Continued PD Support for Rigorous Reading Instruction Continued Data Team Trainings Guided Math Training, IKAN/GLOS Performance Assessment PD Problem Based Assessment PD ELA and Math Literacy Leaders Ongoing Training and Support Continued Technology PD and Support at the Classroom Level Continued Gifted Certification Class Administrators and classroom teachers will implement the TKES process. Familiarize and acclimate all staff to the TAPS process Utilize observational data to increase the SGPs and SLOs Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Educational Leadership Continued support in TKES and LKES
AdvancED Standards (check all that apply) Annual School Improvement Plan Continuous Improvement Goal: the CCRPI Score SMART Goal: Increase Reading scores school wide School Name: Chattahoochee Elementary School School Year: 2013-2014 Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Literacy Team consisting of Reading Literacy Coach, EIP Teachers, ESOL Teachers and Math Literacy Coach scheduled to meet with teachers every three weeks to facilitate Data Teams (IST/SST/RTI/Gifted) and support differentiated instruction If teachers collaboratively engage in the Data Team process to monitor student progress, then interventions will be supplied with fidelity to students at risk while others will be challenged at appropriate levels. This will result in higher levels of success on the CRCT. Every three weeks beginning Reading conferences with Admin at mid-year and end of year Literacy Team, Grade Chairs Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Grade Level Power Planning every week for job embedded professional learning; ITS and Literacy Team supports the learning If teachers collaboratively engage in lesson planning with Literacy Team facilitation then students will achieve at higher levels on the CRCT. three weeks beginning Literacy Team, Grade Chairs Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Vertical K-2 implementation of Reading Horizons phonics program If all K-2 Homeroom and Support teachers follow the Reading Horizons program with fidelity students will increase reading and writing efficacy. Results will be evident in at least a year’s growth in F and P levels and writing portfolios will show an increase in spelling efficacy. 8/12/13 Reading Horizons Teacher materials K-2 Homeroom and Support Teachers and Paras
Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices and ensure teacher effectiveness and student learning. K-5 Implementation of 5 Guided Reading structure for balanced reading instruction. If K-5 Homeroom and support teachers follow the Daily 5 structure during the scheduled Reading block, students will receive differentiated reading instruction and will achieve at higher levels in reading on the CRCT and FCS Interims. 8/12/13 -5/23/14 Leveled Readers County support in training K-5 Teachers and Support Personnel Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. K-5 Implementation of Daily 5 Guided Reading with reading in the content areas of Science and Social Studies embedded in differentiated group instruction. If K-5 Homeroom and support teachers follow the Daily 5 structure during the scheduled Reading block and embed reading instruction using Science and Social Studies text then students will achieve at higher levels in reading and Science and Social Studies on the CRCT and on FCS Interims for Reading. 8/12/13 -5/23/14 Leveled Readers in Media Literacy and non-fiction County support in training K-5 Teachers and Support Personnel
AdvancED Standards (check all that apply) Annual School Improvement Plan Continuous Improvement Goal: Raise the CCRPI Score SMART Goal: Increase Writing scores school wide School Name: Chattahoochee Elementary School School Year: 2013-2014 Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. K-5 implementation of Lucy Calkins Common Core Writing Program If all K-5 Homeroom and Support teachers follow the Lucy Calkins Writing Program with fidelity, students will increase writing efficacy. Results will be evident in progress in student writing samples and rubrics in writing portfolios and on the3rd and 5th grade Writing Tests. 8/12/13 -5/23/16 Three-five years to see full growth potential, we predict some student growth in 2013-14 Lucy Calkins Writing Program K-5 Homeroom and Support Teachers and Paras Literacy Team Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Grade Level Power Planning every week for job embedded professional learning; ITS and Literacy Team supports the learning If teachers collaboratively engage in lesson planning with Literacy Team facilitation then students will achieve at higher levels on the Writing Test. Every three weeks beginning Literacy Team, Grade Chairs Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Literacy Team consisting of Reading Literacy EIP Teachers, ESOL Teachers and Math Literacy Coach scheduled to meet with teachers every three weeks to facilitate Data Teams (IST/SST/RTI/Gifted) and support differentiated instruction If teachers collaboratively engage in the Data Team process to monitor student progress, then interventions will be supplied with fidelity to students at risk while others will be challenged at appropriate levels. This will result in higher levels of success on the Writing Test. Every three weeks beginning Portfolio conferences with Admin at mid-year and end of year Literacy Team, Grade Chairs
AdvancED Standards (check all that apply) Annual School Improvement Plan Continuous Improvement Goal: Raise the CCRPI Score SMART Goal: Increase Math scores school wide School Name: Chattahoochee Elementary School School Year: 2013-2014 Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Grades K-5 implementation of Guided Math If all K-5 Homeroom and Support teachers in small differentiated groups for math instruction, then students will increase in math efficacy. Results will be evident in FCS Interims and on the CRCT. 8/12/13 -5/23/13 District Support with math trainings K-5 Homeroom and Support Teachers Math Literacy Coach Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. K-5 Training in performance based math tasks. If K-5 Homeroom and support teachers include daily performance based math tasks in math groups and teach students the process through modeling, small group and individual task performances then students will achieve at higher levels in math on the CRCT and FCS Interims. 8/12/13 -5/23/14 K-5 Teachers and Support Personnel District Support with math trainings Math Literacy Coach Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Grade Level Power Planning every week for job embedded professional learning; ITS and Literacy Team supports the learning If teachers collaboratively engage in lesson planning with Literacy Team facilitation then students will achieve at higher levels on the CRCT. Every three weeks beginning Literacy Team, Grade Chairs
2013-14 Professional Learning Plan for School Improvement Planning School Name: Chattahoochee Elementary School Professional Learning Goal(s): Connection to Continuous Improvement Goal(s): Advanced ED Standard 3: Teaching and Assessing for Learning Chattahoochee will increase the CCRPI score Date # Hours Description of Learning Activities August 1 Pre-Planning (School) 8 Teacher effectiveness training. Todd Whitaker; The Teacher is the Variable Data Team for Results Training August 2 Pre-Planning (District) 8 FCS Report Card Trainings IST/SST/RTI meetings with classroom and support teachers w/Admin, EIP, ESOL, Sped teachers facilitating Learning rotations: Guided Math, Lucy Calkins Writing, Guided Reading with Daily 5 August 5 Pre-Planning 4 Building culture for increased team effectiveness; Colors Training with Susie Brookshire Grade Level Data team meetings with Admin and Literacy Team August 6 Pre-Planning 2 Team Lesson Planning with ITS and Literacy Team leaders August 7 Pre-Planning 5 Safety Training Technology training and BYOT CCGPS Math training; Performance Based Tasks August 28 ER/Prof. Dev. (School) 3.5 Science and Social Studies Vertical Curriculum Mapping K-5; Increasing Reading in the Content September 18 ER/Prof. Dev. (District) 3.5 BYOT and the 4 C’s; Communication, Collaboration, Critical Thinking and Creativity January 6 Prof. Dev. Day (School) 3.5 Mid Year Data Team Presentations of results by grade level to Admin and Literacy Team inclusive of Writing Portfolios, F and P levels/Reading portfolios and Math journals Grade Level collaborative goal setting and lesson planning with Literacy Team support February 14 Prof. Dev. Day (District a.m.) 3 Thinker Keys Training facilitated by Literacy Team Grade Level collaborative goal setting and lesson planning with Literacy Team support May 27 Post-Planning 3 EOY Data Team Presentations by grade level to Admin and Literacy Team inclusive of Writing Portfolios, F and P levels/Reading portfolios and Math journals May 28 Post-Planning 3 Data Team Dig of CRCT results and Writing results Goal setting and “If/Then” chart completed Total Hours: 46.5