School Improvement Plan 2019-2020 Action Plan · 2020. 2. 12. · School Improvement Plan 2019-2020 Action Plan DATE SUBMITTED: June 12, 2019 ... and vocabulary skills County a. August

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School Improvement Plan 2019-2020 Action Plan

DATE SUBMITTED: June 12, 2019

DATE REVISED: October 11, 2019

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HAYES ELEMENTARY SCHOOL

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COHERENT INSTRUCTIONAL SYSTEM

GOAL #1 The percentage of students scoring proficient or advanced on the Reading Inventory will increase from 60.8% to at least 65.8% in the spring of 2020.

Evidence Based Action Steps Possible Funding

Source(s) a. Timeline for Implementation Position

Responsible b. Method for Monitoring

1. Provide students with timely systematic, data-driven interventions to support their learning needs

20 Day Money; Title I; Cell Tower

a. August (6 weeks) Teachers

b. RI AND MI, walkthroughs, conferences, CCC Meeting

2. Ensure iRead access in all classrooms K-2 and iStation access in all classrooms 3-5

Title I a. August 14th – iREAD, October-IStation

Assistant Principal


3. Utilize System 44 and Read 180 with bottom quartile readers

County a. September Assistant Principal


4. Maintain leveled Book Room to allow access to quality books to build language and vocabulary skills

County a. August Academic Coach

b. Walkthroughs and Book Room logs

5. Provide daily guided reading instruction with quality books that help build language and vocabulary skills

County a. September Teachers

b. TKES, walkthroughs, conferences, student data

6. Implement a 20-minute independent reading block for all students

Local

a. August C & I Committee Chair

b. Walkthroughs and student interviews

EFFECTIVE LEADERSHIP





1. Following through TKES expectations with fidelity to include professional goals and Contributing Professionals

County a. August - May Administrators

b. TKES, walkthroughs, conferences

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2. Provide planning and collaboration time for CCCs and RTI

County a. August Principal

b. TKES, walkthroughs, conferences, CCC, RTI, data review

3. Re-establish expectations for school-wide 20-minute reading block

Local a. July - August C & I Committee Chair b. Walkthroughs and schedules

4. Establish expectations for literacy program to include Orton-Gillingham, guided reading, iRead, Read 180, and System 44

County Title 1

a. July – May (quarterly expectations)

Administrators

b. Walkthroughs, conferences, CCC

5. a.

b.

PROFESSIONAL CAPACITY




Responsible b. Method for Monitoring 1. Provide a variety of differentiated professional learning opportunities at the school

Title 1 a. October - May Principal

b. TKES Goals, Professional Learning Journals, CCC minutes

2. Provide instructional coaching for teachers as requested by teams

Title 1 a. August - May Academic & District Coaches b. Teacher feedback forms

3. Engage teachers in CCCs to investigate professional learning needs

NA a. August - October Principal

b. Survey and teacher feedback forms

4. a.

b.

b.

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SUPPORTIVE LEARNING ENVIRONMENT




Responsible b. Method for Monitoring 1. Maintain the school-wide Leader in Me initiative to include a K-5 Leadership Day

Title I

Cell Tower; Local

a. July - May Lighthouse Team

b. Student data notebooks, Discipline Reports

2. Offer after school tutoring to students who meet the needs-based criterion

20 Day Funds

Title I

a. January - April Tutoring Coordinator

b. Walkthroughs, sign-in sheets, time sheets, progress reports

3. Continue the Kids Hope mentoring partnership with Sanctuary Church

Partner in Ed-Sanctuary

a. August - May SFC Committee

b. Mentoring Logs, sign-in sheets, student/parent feedback

4. a.

b.

b.

FAMILY AND COMMUNITY ENGAGEMENT




Responsible b. Method for Monitoring 1. Offer "Lunch and Learns" with Parent Facilitator (Leader in Me, Parent University for English Language Learners)

Title I a. August (monthly) Parent Facilitator

b. Sign-in sheets

2. Invite and engage parents in school-wide curriculum-based events (Curriculum Carnival, Math Night, Literacy Night)

Local a. October Parent Facilitator

Teachers b. Sign-in sheets

3. Provide literacy resources for parents to read with their children at home via the Parent Resource Room

Title I a. August - May Parent Facilitator

b. Sign-out sheets

Title I a. October

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4. Provide at-home student access to Raz-Kids

b. Raz-Kids progress and growth reports

Principal

Teachers

5. Continue Read to Lead Summer Program (Sanctuary Church)

Title I Partners in Ed

a. May - August SFC Committee Chair b. Reading logs and sign-in sheets

6.

a.

b.

STUDENT GROUPS

Goal #1 The percentage of students scoring proficient or advanced on the Reading Inventory will increase from 60.8% to at least 65.8% in the spring of 2020.


Source(s)

a. Timeline for Implementation Position


Economically Disadvantaged

a.

b.

a.

b.

English Learners

• RTI Monitoring of interventions

• County level consultants meet with teachers

a. Quarterly meetings with teachers, Weekly RTI meetings, County Pl calendar or school request

RTI Coordinator, Academic Coach

b. Attendance roster, sign-in sheet

Families receive interpretation/translation upon request

a. By request Parent Facilitator

b. Building Parent Capacity Checklist, sign-in sheets, request forms

Race / Ethnicity

Data review to monitor growth and adjust interventions

a. Quarterly Administrators, Teacher leaders in CCC b. Assessment Plan Data

a.

b.

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Foster and Homeless

Social worker meets with parents/guardians and students to navigate community resources families may need to ensure student academic success

a. As needed/upon enrollment School Counselor and Homeless Liaison

b. Enrollment documentation

a.

b.

Migrant

a.

b.

a.

b.

Students with Disabilities

Individualized training for teachers related to students with disabilities as needed

a. Quarterly SSA

b. Professional learning opportunities/feedback

a.

b.

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EFFECTIVE LEADERSHIP

GOAL #2 The percentage of students scoring proficient or advanced on the Math Inventory will increase from 62.9% to at least 67.9% in the spring of 2020.




a. July and August

COHERENT INSTRUCTIONAL SYSTEM





1. 1. Continue to monitor Number Talks in K-5 classrooms with fidelity

N/A a. August- Daily throughout the school year

Academic Coach

Admin b. Walkthroughs, conferences, and lesson plan review

2. Adhere to the Math Workshop Model and Instructional Framework incorporating guided math with a focus on schoolwide problem-solving expectation

N/A a. August- Daily throughout the school year

Classroom Teachers

Admin b. TKES, walkthroughs, conferences, and lesson plan review

3. Provide math lab instructional time for K-5 students for improved fact fluency, problem solving and vocabulary

County a. August Math Specialist

b. Walkthroughs, conferences, and lesson plan review

4. Ensure Istation access in all K-5 classrooms

Title 1 a. October Academic Coach

b. Student data reports

5. a.

b.

6.

a.

b.

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1.Re-establish expectations for mathematics instructional program

N/A b. TKES, walkthroughs, CCC Meeting minutes

Principal

2. Create schedule to allow for math lab instruction

N/A a. July Assistant

Principal b. Schedules

3. Provide planning and collaboration time for CCCs and RTI

County a. July - May Principal

b. Schedules

4. Provide instructional resources for the effective teaching of mathematics

Local Title 1

a. July (Quarterly) Principal

b. Walkthroughs and CCC Meeting minutes

5. a.

b.

PROFESSIONAL CAPACITY




Responsible b. Method for Monitoring 1.Re-establish expectations for Number Talks lessons

Title 1 a. August Academic

Coach

Principal

b. Walkthroughs, schedules, lesson plans, student interviews

2. Provide a variety of differentiated professional learning opportunities

SFSD, Title 1 a. August (Quarterly) Academic

Coach b. Professional Learning Journals and CCC minutes

3. Provide instructional coaching for teachers as needed

Title 1 a. August (As Needed) Academic

Coach b. Teacher feedback forms

4. a.

b.

5. a.

b.

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SUPPORTIVE LEARNING ENVIRONMENT




Responsible b. Method for Monitoring 1. Provide instructional support before school for students in the bottom quartile in math

Title I a. January (2nd Semester) SSA

b. Progress Reports, attendance logs, program observation

2. Maintain the school-wide Leader in Me initiative

Title I, Cell Tower, Local

a. July (Daily throughout the year) Lighthouse

Committee b. Student data notebooks and discipline report

3. Offer after school tutoring to students who meet the needs-based criterion

Title I

20 Day

a. January (2nd Semester) Tutoring

Coordinator b. Walkthroughs, sign-in sheets, time sheets, progress reports

4. Continue the Kids Hope mentoring partnership with Sanctuary Church

Partner in Ed Sanctuary

a. August SFC

Committee b. Mentoring Logs, sign-in sheets, student/parent feedback

5. a.

b.

6.

a.

b.

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STUDENT GROUPS

Goal #2 The percentage of students scoring proficient or advanced on the Math Inventory will increase from 62.9% to at least 67.9% in the spring of 2020.


Source(s)

a. Timeline for Implementation Position


Economically Disadvantaged

a.

b.

a.

b.

English Learners

• RTI Monitoring of interventions

• County level consultants meet with teachers

a. Quarterly meetings with teachers, Weekly RTI meetings, County Pl calendar or school request

RTI Coordinator, Academic Coach

b. Attendance roster, sigh-in sheet

Families receive interpretation/translation upon request

a. By request Parent Facilitator

b. Building Parent Capacity Checklist, sign-in sheets, request forms

Race / Ethnicity

Data review to monitor growth and adjust interventions

a. Quarterly Administrators, Teacher leaders in CCC b. Assessment Plan Data

a.

b.

Foster and Homeless

Social worker meets with parents/guardians and students to navigate community resources families may need to ensure student academic success

a. As needed/upon enrollment School Counselor and Homeless Liaison

b. Enrollment documentation

a.

b.

Migrant

a.

b.

a.

b.

a. Quarterly SSA

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FAMILY AND COMMUNITY ENGAGEMENT



Source(s)

a. Timeline for Implementation Position Responsible b. Method for Monitoring

1. Offer "Lunch and Learns" with Parent Facilitator (Leader in Me, Parent University for English Language Learners)

Title I a. August (monthly) Parent Facilitator

b. Sign-in sheets

2. Invite and engage parents in school-wide curriculum-based events (Curriculum Carnival and Math Night)

Local a. October Parent Facilitator

Teachers b. Sign-in sheets

3. Provide math resources for parents to review with their children at home via the Parent Resource Room

Title I a. August - May Parent Facilitator

b. Sign-out sheets

4. Established a competitive team to participate in county Math Bowl

Local a. October Classroom Teacher

b. Syllabus and Academic Competition

Students with Disabilities

Individualized training for teachers related to students with disabilities as needed

b. Professional learning opportunities/feedback

a.

b.

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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.

Hayes Elementary developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide school improvement program plan. Those persons involved were administration, the academic coach, parent facilitator, teachers, Building Leadership Team (BLT) members, classified staff and parents. The Building Leadership Team consists of at least one Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade, an ESOL, Special Education, a Specialist teacher, an Academic Coach, the Assistant Principals and the Principal. We reviewed school-wide data as a team. The BLT is also involved in planning professional development trainings. The plan is developed, reviewed, and revised throughout the school year. Using surveys and assessment data, the BLT collected and analyzed data using the ATLAS Protocol. The data analysis for the needs assessment was completed by grade level data teams. Conclusions drawn from the analysis were provided by the principal and team leaders to stakeholders. The implementation of this plan will be monitored by the Building Leadership Team.

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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)

(Local School)

Teachers at Hayes Elementary participate in Grade Level and Department collaborative communities. These collaborative communities provide a supportive environment where educators exchange best practices and strategies, analyze data and adjust instructional practices to increase student improvement. Teachers engage in professional development in the following ways:

• Weekly math and language arts professional development provided by Academic Coach • Monthly videos, articles, presentations regarding best practices at staff meetings • Teachers set individual goas regarding ways thy will improve their professional practice • Weekly department and grade level collaboration time • Whole Day collaboration provided once per semester

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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 Hayes 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 Hayes 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) Hayes Elementary is utilizing FY18 Title I funds for a variety of purposes. Title I funds will be used to employee an Academic Coach to provide professional learning to all staff members and a Parent Liaison to support student learning in all academic areas. • The Academic Coach will work with all content areas; however, she will focus on reading, math and science which were areas identified as areas that need improvement based upon our data analysis. • The Parent Liaison is employed to assist in working with parents to support students in all content areas. Specific parent activities will be developed and presented to parents to assist them with helping their children. 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).”

We have taken into account the needs of homeless, neglected and delinquent children by ensuring compliance with the McKinney-Vento Homeless Assistance Act and CCSD policies regarding the education of homeless and migrant children. We offer various types of support.

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In addition, the school social worker, parent facilitator, and counselors assist families with accessing community resources. Hayes does have identified homeless students and the following extra provisions are made for our homeless students: • Social worker meets with the parents/guardians and students to help make a plan to utilize community resources to support their needs • Title I Homeless Liaison is notified and sets up adequate transportation for students • A tutor is assigned to the students • All extra extended day programs are offered and transportation is provided by the school district • Grade level collaboration that meets on a daily on identified additional support avenues for the students • TIP – Truancy Intervention Panels meet with parents to help with making sure the students have transportation to come early or stay late for extra tutoring

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)]

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(Local School)

At Hayes Elementary, we use Positive Discipline school-wide. This consists of creating a classroom climate that enhances academic learning, the use of encouragement, instilling valuable social skills and positive behavior through the use of class meetings, and we seek to understand the motivation behind students' behavior. Additionally, we have also launched our Leader in Me Program in which we emphasize that every child can be a leader, they just need to practice the virtues that make them leaders, such as the seven habits:

• Habit 1 — Be Proactive: You're in Charge. I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking. • Habit 2 — Begin with the End in Mind: Have a Plan. I plan ahead and set goals. I do things that have meaning and make a difference. I am an important part of my classroom and contribute to my school’s mission and vision. I look for ways to be a good citizen. • Habit 3 — Put First Things First: Work First, Then Play. I spend my time on things that are most important. This means I say no to things I know I should not do. I set priorities, make a schedule, and follow my plan. I am disciplined and organized. • Habit 4 — Think Win-Win: Everyone Can Win. I balance courage for getting what I want with consideration for what others want. I make deposits in others’ Emotional Bank Accounts. When conflicts arise, I look for third alternatives. • Habit 5 — Seek First to Understand, Then to Be Understood: Listen Before You Talk. I listen to other people’s ideas and feelings. I try to see things from their viewpoints. I listen to others without interrupting. I am confident in voicing my ideas. I look people in the eyes when talking. • Habit 6 — Synergize: Together Is Better. I value other people’s strengths and learn from them. I get along well with others, even people who are different than me. I work well in groups. I seek out other people’s ideas to solve problems because I know that by teaming with others we can create better solutions than anyone of us can alone. I am humble. • Habit 7 — Sharpen The Saw: Balance Feels Best. I take care of my body by eating right, exercising and getting sleep. I spend time with family and friends. I learn in lots of ways and lots of places, not just at school. I find meaningful ways to help others. These habits of self-discipline are fostered in our school culture along with clear expectations, rituals, routines, and common language. Students know the expectations and strive to meet them. Hayes' administrative team works with stakeholders to maximize students' time in school and in class while adhering to the CCSD Code of Conduct. We have made it a school-wide goal to reduce the number of discipline referrals which should in turn reduce the amount of time students spend out of class.

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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)

The following are our plans for assisting preschool children in the transition from early childhood programs and for helping students transition into middle school. The transition of preschool students to kindergarten consists of an orientation for students and parents, inviting local preschool students to tour the school, interact with kindergarten teachers, students, and the curriculum. We sponsor a three-day “Kindergarten Camp” to aid in the transition from preschool to kindergarten. Incoming kindergarten students will have the opportunity to participate in a Reader’s Workshop, a Math Workshop, and lunch in the cafeteria. They will experience a tour of Hayes. Our special needs preschool teachers participate in professional development and vertical alignment to bridge the gap between preschool and kindergarten. A separate Meet and Greet is held for this group of students to give special attention to their needs. For our fifth graders going to middle school, we have the following activities: • a day at the middle school where 5th grade student representatives shadow 6th grade students for a day • a parent night • early Open House at the middle school • 6th graders come to speak to 5th graders at Hayes • the middle school principal and 6th grade counselors present to the 5th graders • a summer program is offered at the middle school for 5th graders to spend the day in middle school and get acclimated further.

As a school, we seek input from families and stakeholders at various times throughout the year to provide input and feedback into our transition practices.

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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).

Documents

School Improvement Plan 2019-2020 Action Plan · 2020. 2. 12. · School Improvement Plan 2019-2020 Action Plan DATE SUBMITTED: June 12, 2019 ... and vocabulary skills County a. August