School Improvement Plan 2020 - 2021taylorscreekes.entest.org/pdf/SIP FY21.pdf · School Improvement Plan 2020 - 2021 Liberty County Taylors Creek Elementary School. SCHOOL IMPROVEMENT

School Improvement Plan2020 - 2021

Liberty CountyTaylors Creek Elementary School

SCHOOL IMPROVEMENT PLAN

SCHOOL IMPROVEMENT PLAN

1 General Improvement Plan Information

General Improvement Plan Information

District Liberty CountySchool Name Taylors Creek Elementary SchoolTeam Lead Kelly Edgington

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY'FUND 400' - Consolidation of Federal funds only

Factors(s) Used by District to Identify Students in Poverty (Select all that apply)✔ Free/Reduced meal application

Community Eligibility Program (CEP) - Direct Certification ONLYOther (if selected, please describe below)

1 General Improvement Plan Information 40

SCHOOL IMPROVEMENT GOALS

2. SCHOOL IMPROVEMENT GOALS

2.1 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Increase the number of students scoring at the proficient or distinguished level on GMAS in all content areas.

Root Cause # 1 Insufficient teacher training in rigor and effective use of data.Root Cause # 2 Lack of comprehension, fluency, and vocabulary development in grades K-5. Low

understanding of phonemic awareness and sight words in grades K-2.Root Cause # 3 Lack of effective writing across all content areas.Goal On the 2020-2021 Georgia Milestones Assessment, students scoring at the proficient

learner level or higher will increase by 2% in all content areas.

2.1 OverarchingNeed # 1 41

Action Step # 1

Action Step Provide staff training in all content areas to meet students' needs through LCSS, FDRESA, and other certified professionals.

Funding Sources Title I, Part ATitle II, Part A

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionProfessional Capacity

Method for Monitoring Implementation and Effectiveness

lesson plans, MAP scores, observations, agendas, sign-in sheets, professional leave forms, certificate of completion

Position/Role Responsible Academic SpecialistTimeline for Implementation Others : ongoing

What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?

2.1 OverarchingNeed # 1 412.1 OverarchingNeed # 1 41


Action Step # 2

Action Step Organize and lead professional development and PLCs to include data digs, vertical alignment, grade level collaboration in all content areas.



Systems Effective LeadershipProfessional Capacity


Sign-in sheets, lesson plans, PLC agendas/minutes, data

Position/Role Responsible Academic SpecialistTimeline for Implementation Weekly



Action Step # 3

Action Step Monitor classroom implementation of effective strategies and programs by conducting walkthrough observations. The Academic Specialist will also provide support through modeled lessons, planning and PLC participation.

Funding Sources N/ASubgroups Economically Disadvantaged

FosterHomelessEnglish LearnersRace / Ethnicity / MinorityStudent with Disabilities

Systems Effective LeadershipProfessional Capacity



Action Step # 3

Systems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

TKES, informal walkthroughs, PLC agendas, summaries/minutes, model lesson plan schedule or notice




Action Step # 4

Action Step Staff members will attend, implement and redeliver district, FDRESA, state and other relevant professional development.



Systems Professional CapacityMethod for Monitoring Implementation and Effectiveness

TKES, lesson plans, data digs, agendas, sign-in sheets, redelivery schedule, professional leave forms, certificate of completion




Action Step # 4



Action Step # 5

Action Step Staff members will attend weekly school-wide PLCs as well as content and grade level specific PLCs focused on student achievement.

Funding Sources N/ASubgroups Economically Disadvantaged



PLC plan, PLC agendas/minutes, sign-in sheets, lesson plans,





Action Step # 6

Action Step Grade level parent nights focusing on content and grade specific curriculum. GMAS Parent Night will also be conducted to communicate preparedness, expectations, and how to interpret test results.

Funding Sources Title I, Part ASubgroups Economically Disadvantaged


Systems Family and Community EngagementMethod for Monitoring Implementation and Effectiveness

Agendas, Power Point presentations, sign-in sheets, feedback forms, flyers, announcements




Action Step # 7

Action Step RESSLA instruction & After School Tutoring will support struggling learners in ELA and Math.



Systems Coherent InstructionSupportive Learning Environment


Checkpoint data, RESSLA schedule, After School schedule, lesson plans, observations



Action Step # 7

Position/Role Responsible Academic SpecialistTimeline for Implementation Yearly



Action Step # 8

Action Step Provide materials, resources, computer software, programs, apps, and equipment to incorporate online components for cross curricular improvement and gather data that will be used to address individual student needs.



Systems Coherent InstructionEffective LeadershipSupportive Learning Environment


Lesson plans, TKES, data digs, informal walkthroughs purchase orders




Action Step # 8




2. SCHOOL IMPROVEMENT GOALS

2.2 OverarchingNeed # 2

Overarching Need

Overarching Need as identified in CNA Section 3.2

Reduce the number of office discipline referrals.

Root Cause # 1 Insufficient teacher training to keep students engaged.Root Cause # 2 Lack of social and emotional competencies and student motivation.Goal In the 2020-2021 school year, decrease the number of office discipline referrals by 5% as

measured in Educator's Handbook.


Action Step # 1

Action Step PBIS Coach/Team Members will model and review PBIS expectations with staff.Funding Sources N/ASubgroups Economically Disadvantaged

FosterHomelessMigrantRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionProfessional Capacity


Agendas, Sign-In sheets, observations

Position/Role Responsible Academic SpecialistTimeline for Implementation Monthly




Action Step # 2

Action Step School leaders are actively engaged in PBIS meetings.Funding Sources N/ASubgroups Economically Disadvantaged


Systems Effective LeadershipSupportive Learning Environment


Agendas, sign-in sheets, Educator's Handbook reports




Action Step # 3

Action Step Ensure staff members understand discipline reporting and coding requirements.Funding Sources N/ASubgroups Economically Disadvantaged



Educators Handbook reports, office referrals




Action Step # 3



Action Step # 4

Action Step Classroom Management training to newly hired teachers and those needing additional support.



Systems Professional CapacitySupportive Learning Environment


Observations, Professional leave forms, certificate of completion





Action Step # 5

Action Step Maintain students advocate and mentoring program to provide positive expectations.Funding Sources N/ASubgroups Economically Disadvantaged


Systems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

Mentoring Program Plans & Guidelines, Mentor Pairings, Mentoring plans/pictures




REQUIRED QUESTIONS

3. REQUIRED QUESTIONS

3.1 Stakeholders, Serving Children, PQ

Required Questions

1 In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was accomplished.

Taylors Creek invites all parents to attend the annual policies revisions meeting during the spring of each year. Additionally, parent input and comments regarding this plan are welcome during the school year through email, comment cards, and parent surveys. The plan is posted on our school website for parents to view and submit feedback throughout the year. All parent feedback received during the year will be used to revise the plan for the next school year. We also distribute an annual survey in the spring to ask for parent suggestions on the plan as well as the use of funds for parental engagement. Parents can give feedback at the Parent Information Table in the front lobby. A staff survey is conducted each year regarding the Title I program. We focus on its strengths and areas needed for improvement. All staff members have the opportunity to submit input. Leadership Team meetings as well as School Governance Team meetings are held throughout the year to receive continuous feedback from parents, staff members, and our community partners.

2 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.

As a Title I school we are required by federal law, the Every Student Succeeds Act (ESSA), to let parents know about their child's teachers' qualifications. Parents my request the following information:● Whether the teacher met the state requirements from the Georgia Professional Standards Commission for certification for the grade level subject area which they teach;● Whether the teacher is teaching under an emergency or other temporary status through which Georgia qualifications or certification criteria have been waived;● What undergraduate or graduate degree(s) the teacher holds, including graduate certificates and additional degrees and major(s) or area(s) of concentration; and● Whether your child is provided services by paraprofessionals, and if so, their qualifications.

Furthermore, if a teacher is identified as ineffective, children will not be placed with an ineffective teacher two years in a row. Students will be hand placed with a highly qualified teacher.

3.1 Stakeholders, Serving Children, PQ 52

REQUIRED QUESTIONS

3 Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable).

Due to COVID-19 mandated school closures, we do not have GMAS data from the 2019-2020 school year. From our 2018-2018 preliminary GMAS data, our student gains fluctuated. Math scores in third and fourth grade increased while fifth grade decreased. ELA scores remained almost the same as previous year with writing being an area of weakness. ELL showed some gains, but the SWD in grades three through five did not make any gains on GMAS. After analyzing the data, writing in all content areas will be a focus. Hands on math and science will continue to be an additional focus. Our instructional program will be characterized by a focus on small group instruction, comprehension, Lexile, vocabulary and phonemic awareness development, differentiation, remediation, progress monitoring, writing across the content, ongoing grade level and vertical team collaboration, increasing classroom rigor and data digs, and using GMAS exemplars from the GaDOE to ensure high expectations for student work. We will offer RESSLA services as well as after school tutoring for struggling students. The Title I program will also host several parent and family events throughout the year to promote family engagement and offer families strategies and resources to assist students at home.

4 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.

n/a

3.1 Stakeholders, Serving Children, PQ 53

REQUIRED QUESTIONS

3. REQUIRED QUESTIONS

3.2 PQ, Federally Identified Schools, CTAE, Discipline

Required Questions

5 If applicable, 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.

Each Spring, students from the Liberty County Pre-K Center visit TCE. They tour the school, meet administrators, and have story time in the media center. In addition to this, members of our kindergarten team host a parent night for parents/guardians of rising kindergarteners. They discuss and explain ways to assist children in making a smooth transition to kindergarten. The fifth grade students at TCE also take a field trip to visit the local middle school as well.Students are screened when they enroll to determine if they need remedial, gifted, or any other services in addition to the regular education program. The screening process is based on the EIP rubric and others provided by the state. Teachers review permanent records, data from previous schools (if applicable), and speak with the parents. The goal is to get as clear a picture as possible so the child can be placed appropriately for maximum success.

6 If applicable, 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; andIncreased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.

n/a

7 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.

Taylors Creek is an operational PBIS school. We set clear expectations for students centered around the Three R's...Ready, Responsible, and Respectful. We have a PBIS team in place to provide staff with training and to assist with discipline issue when needed. We will focus on recognizing positive student behavior as well as clearly defining behavior expectations and norms for all students. Staff members work with various teams such as PBIS, DEL, school counselors, administrators, and LCSS Behavioral Specialists to ensure maximum student success and to eliminate instructional time lost. If a student has chronic behavior issues, the student may be referred for RTI services.Taylors Creek has also implemented a student advocacy group. They meet to discuss ways to positively impact and advocate for our most at-risk students and subgroups. A monthly schedule has been created that allows teachers to visit their advocacy buddy class to promote positive behaviors and climate.

3.2 PQ, Federally Identified Schools, CTAE, Discipline 543.2 PQ, Federally Identified Schools, CTAE, Discipline 54

REQUIRED QUESTIONS

ADDITIONAL RESPONSES

8 Use the space below to provide additional narrative regarding the school’s improvement plan

n/a

3.2 PQ, Federally Identified Schools, CTAE, Discipline 55

Documents

School Improvement Plan 2020 - 2021taylorscreekes.entest.org/pdf/SIP FY21.pdf · School Improvement Plan 2020 - 2021 Liberty County Taylors Creek Elementary School. SCHOOL IMPROVEMENT