Paulding County School District



Roberts ElementarySchool Improvement Plan2019-2020Paul Wilder, PrincipalPCSD VISIONPCSD MISSIONPCSD STRATEGY MAPThe vision of the Paulding County School System is to prepare ALL students for success today and tomorrow.Engage. Inspire. Prepare.PCSD VISIONPCSD MISSIONPCSD STRATEGY MAPThe vision of the Paulding County School System is to prepare ALL students for success today and tomorrow.Engage. Inspire. Prepare.-1651000SCHOOL MISSION & VISION00SCHOOL MISSION & VISION-15765581191Our VisionOur vision is to create a safe, engaging, and cooperative learning community, in partnership with all stakeholders, which meets the diverse needs of students, empowering them to become active citizens that are independent, life-long learners striving for excellence.?Our MissionRealizing?Our?Capabilities,?Keeping?Everyone?Targeted for?Success00Our VisionOur vision is to create a safe, engaging, and cooperative learning community, in partnership with all stakeholders, which meets the diverse needs of students, empowering them to become active citizens that are independent, life-long learners striving for excellence.?Our MissionRealizing?Our?Capabilities,?Keeping?Everyone?Targeted for?Success2679459214693500 Roberts Elementary School Improvement Action PlanSMART Goal 1: Students will score 5 out of 7 on the extended writing task as measured by the ELA Georgia Milestones (Spring 2020). 4th will increase 14% to 20% and 5th will increase 36% to 40% (2019 cohort data). Students in grades 3rd-5th will increase from 31% to 35%. Strategy/Initiative: Constructed Response Grade Level Data TeamsStrategic Goal Area & GSPSAction StepsCost/ Resources & Funding SourcePerson(s) ResponsibleTimelineEvaluation of Implementation and Impact on Student LearningArtifacts Evidence Strategic Goals: 1, 2GSPS: L5, L6, L8, L9, A1, A2, A3, C1, C2, C3Professional Learning:Professional learning on how to implement constructed response writing across content areas using various genres and paired text will be provided to teachers and administrators by Esther Jones. Professional learning will integrate the district’s expectations and rubrics, Lucy Caulkins, paired-text prompts, and Georgia Standards of Excellence. Grades 3-5 will continue implementation of Assesslets during the 2019-2020 school year.Professional learning provided by Giselle Neal and Mary Wade on Olweus to compliment Bookworms with affective support and strategies to foster a classroom environment in which students’ emotional and social needs are met to promote writing instruction. Lucy Caulkins kits, Paired text writing prompts, GSE in Writing, Local PL and Title II funds for subs Assesslets program and webinars, district funded PLDistrict fundedEsther Jones, EACAP and Mary WadeAugust 2019-May 2020December 20192019-2020 school yearPL agendas and sign-in sheets, PD Express transcripts for Differentation and Assessment PLC, and observationsPL Agendas and sign in sheets; Assesslet student scores for data review and instructional planningSchool Leaders Demonstrate:Understanding of how teachers plan and implement paired text constructed responses using various genres across content areas by utilizing Lucy Caulkins, other district expectations, paired-text prompts, Assesslets, and Georgia Standards of Excellence. Teachers Demonstrate: Understanding of how to plan and implement paired text constructed responses using various genres across content areas by utilizing Lucy Caulkins, other district expectations, paired-text prompts, Assesslets and Georgia Standards of Excellence. Strategic Goals: 1, 2GSPS: L5, L6, L8, L9, A3, A4, A5, C1, C2, C3Planning:Grade level constructed response data teams will meet every nine weeks (during Common Planning) to analyze trends and report the percentage of constructed response writing data by the following categories: 1-4 for content; 1-3 for mechanics. Results will drive the data teams’ next cycle of specific instruction/strategies to increase the students’ writing fluency and understanding when using paired text for evidence and citations. Olweus committee will schedule and meet regularly to discuss current progress and next steps. Trainings will occur throughout the year for all teachers, paras, parents, contributing professionals, and other stakeholders in conjunction with the Olweus roll out plan.Lucy Caulkins kits, county curriculum maps, OnCourse, Roberts constructed response writing rubrics, and Roberts constructed response data sheetsEAC, AP, and 3-5 teachersEvery nine weeks during the 2019-2020 school yearDifferentiation and Assessment PLC agendas and sign-in sheets, lesson plans, Roberts constructed response rubrics, Roberts constructed responses data sheetsSchool Leaders Demonstrate:Scheduling of Constructed Response Grade Level Data Teams every 9 weeks during the Differentiation and Assessment PLCs throughout the school yearTeachers Demonstrate:Understanding of how to plan and implement paired text constructed responses using various genres when writing across content areas based on data team analysis while incorporating district and state resources such as Lucy Caulkins and Georgia Standards of Excellence in WritingStudents Demonstrate:Production of quality constructed responsesStrategic Goals: 1, 2GSPS: L5, L6, L8, L9Implementation:Teachers will increase constructed response writing opportunities across all content areas that are scored using the constructed response rubrics The 4 Olweus rules will be introduced, discussed, and reviewed schoolwide during the first stage of implementation. The second stage of implementation will include weekly class meetings, a parent/community kickoff event, and reference to the Olweus anti-bullying rules to ensure consistency in practice. Lucy Caulkins kits, paired text prompts, constructed response writing expectations and rubricsTeachersAugust 2019- May 2020OnCourse lesson plans, TKES classroom observationsTeachers Demonstrate:Implementation of constructive response genre studies using paired texts across all content areas implementing Lucy Caulkins, other district expectations, and Georgia Standards of Excellence in WritingStudents Demonstrate:Production of quality constructed responsesStrategic Goals: 1, 2, 4GSPS: L5, L6, L8, L9, C1, C2, C3Monitoring:School administrators will review writing lesson plans in OnCourse, conduct classroom observations during writing time, and provide feedback to teachers on their implementation of the Lucy Caulkins and the Georgia Standards of Excellence with writing paired text constructed responses across all content areas. The Olweus committee will meet twice monthly to review SWIS data and monitor implementation stages and plan next steps.OnCourse Lesson PlanPrincipal, AP, and EACAugust 2019- May 2020OnCourse lesson plans, TKES classroom observations, Roberts Constructed Response Writing Data Team documentationSchool Leaders Demonstrate:Reviewing of lesson plans and conducting TKES observations with effective feedback given after observationTeachers Demonstrate:Provide consistent, formative expectations of student paired text constructed response writing across all content areas Roberts School Improvement Action PlanSMART Goal 2: Increase midpoint Lexile scores by 3% schoolwide from 53% to 56% and in the following cohorts: 3rd (from 49% to 52% using May 2019 RI measure); 4th (from 43% to 46%); 5th (from 58% to 61%) as measured by the ELA Georgia Milestones (Spring 2020). Sub goals for SWD students scoring at or above Grade level lexile midpoint:??25% of 3rd grade SWD students will score at midpoint lexile or higher on the ELA portion of the Georgia Milestones (May 2020); 4th?grade will increase from 25% to 28% (cohort data); and 5th?grade will increase from 8% to 11% (cohort data).Strategy/Initiative: Continuation of Full Bookworms Program (Shared, Interactive, and DI)Strategic Goal Area & GSPSAction StepsCost/ Resources & Funding SourcePerson(s) ResponsibleTimelineEvaluation of Implementation and Impact on Student LearningArtifactsEvidenceStrategic Goals: 1, 2GSPS: L5, L6, L8, L9, A1, A2, A3, C1, C2, C3Professional Learning:Professional learning provided by the district and Kim Freedman on Booksworms (Shared, Interactive, and DI) to improve Lexile Scores will be provided to teachers and administrators by district level reading support throughout the 2019-2020 school year. Professional learning will include follow-up with feedback and coaching support by EAC and/or district level support. Professional learning provided by Kim Freedman in conjunction with Bookworms Model Schools for K-5 teachers to observe and discuss implementation for DI, Shared, and Interactive Reading with opportunities for authentic peer observations. Professional learning provided by Giselle Neal and Mary Wade on Olweus to compliment Bookworms with affective support and strategies to foster a classroom environment in which students’ emotional and social needs are met to promote reading instruction. Resources and assessments for Booksworms Reading Program, RI and Title II funds for subsDistrict fundedDistrict Support, Bookworms Model Schools EAC, AP, and teachersAP and Mary WadeAugust 2019-May 20202019-2020 school yearPL agendas and sign in sheets, Differentiation and Assessment PLC transcripts in PD Express, and observationsSchool Leaders Demonstrate:Understanding of the Bookworms program and its instructional reading strategies needed to improve Lexile levelsTeachers Demonstrate:Understanding of the Bookworms program and its instructional reading strategies needed to improve Lexile levelsStrategic Goals: 1, 2GSPS: L5, L6, L8, L9, A3, A4, A5, C1, C2, C3Planning:Professional Learning Communities will meet monthly (during Common Planning) to utilize SRI data, Dibels, IDIs, skill assessments, and other Bookworms data to drive instruction for the next reading cycle. Refine Booksworms text selections to integrate Science and Social Studies content and standards for authentic cross-curricular planning.Olweus committee will schedule and meet regularly to discuss current progress and next steps. Trainings will occur throughout the year for all teachers, paras, parents, contributing professionals, and other stakeholders in conjunction with the Olweus roll out plan.RI, computers, laptops, common planning timeEAC, AP, and teachersAugust 2019-May 2020Differentiation and Assessment PLC agendas and sign-in sheets, lessons plans, SRI dataSchool Leaders Demonstrate:Scheduling of Differentiation and Assessment PLCs for Booksworms approximately every four weeks throughout the school year for Data Fishbowls and/or literacy coachingTeachers Demonstrate:Understanding of how to utilize reading data obtained from the Universal Screener, Dibels, IDIs, skill assessments and other Bookworms data to drive future instructionStudents Demonstrate:Reading more texts on their appropriate Lexile levelStrategic Goals: 1, 2GSPS: L5, L6, L8, L9Implementation:Daily Bookworms instruction for reading (Shared, Interactive, and DI) to provide students with targeted and strategic needs- based interventions and enrichment to support their learning in Reading and ELA.The 4 Olweus rules will be introduced, discussed, and reviewed schoolwide during the first stage of implementation. The second stage of implementation will include weekly class meetings, a parent/community kickoff event, and reference to the Olweus anti-bullying rules to ensure consistency in practice. DI kits, Universal Screener, Bookworms reading scheduleTeachersAugust 2019-May 2020OnCourse lesson plans, TKES classroom observations, common assessmentsTeachers Demonstrate:Implementation of differentiated lessons and activities to meet the individual needs of studentsStudents Demonstrate:Engagement in targeted learning to address individual needs and mastery of Reading and ELA standards; when appropriate, collaborative engagement displaying academic and affective respect through PBIS and Olweus strategies Strategic Goals: 1, 2GSPS: L5, L6, L8, L9Monitoring:School administrators will review Bookworms lesson plans, conduct classroom observations during reading, and provide feedback on the implementation of Shared, Interactive, and DI.Monitoring subgroup midpoint Lexile progress during data teams. The Olweus committee will meet twice monthly to review SWIS data and monitor implementation stages and plan next steps.OnCourse, Bookworms reading schedulePrincipal, AP, and EACAugust 2019-May 2020OnCourse lesson plans, TKES classroom observations, PL and PLC agendas and minutesSchool Leaders Demonstrate:Reviewing Bookworms OnCourse lessons as well as observations with effective feedback given after the observations of Shared, Interactive, and DITeachers Demonstrate:Improved implementation of differentiated lessons and activities to meet the individual needs of students through the use of Bookworms Roberts School Improvement Action PlanSMART Goal 3: Students in grades 3rd-5th will score proficient or above on the math portion of Georgia Milestones (May 2020). 3rd will increase 65% to 68%; 4th grade will increase 68% to 70%; and 5th grade will increase 43% to 47 % from May 2019. Students in grades 3rd-5th will increase 59% to 63%. Sub goals for SWD:??20% of 3rd grade SWD students will score proficient or advanced on the math portion of the Georgia Milestones (May 2020); 4thgrade will increase from 23% to 26% (cohort data); and 5th?grade will increase from 10% to 13% (cohort data). Strategy/Initiative: DTM to develop strong number sense to increase mathematics achievement Strategic Goal Area & GSPSAction StepsCost/ Resources & Funding SourcePerson(s) ResponsibleTimelineEvaluation of Implementation and Impact on Student LearningArtifactsEvidenceStrategic Goal: 1, 2GSPS: L5, L6, L8, L9, A1, A2, A3, C1, C2, C3Professional Learning:Professional learning given by Laura Freeman and an HMH coach throughout the 2019-2020 school year on how to implement, monitor, and assess the DTM program. Professional learning will include follow-up with feedback and coaching support by EAC and/or district level support. Professional learning provided by Giselle Neal and Mary Wade on Olweus to compliment Bookworms with affective support and strategies to foster a classroom environment in which students’ emotional and social needs are met to promote math instruction. MI, DTM resources and materials, Local PL funds, and Title II funds for subsDistrict fundedLaura Freeman, HMH coach, AP, and EACAP and Mary WadeAugust 2019-May 20202019-2020 school yearPL agendas and sign-in sheets, PD Express transcripts for Differentation and Assessment PLC, and observationsSchool Leaders Demonstrate:Understanding of DTM program and how to implement it effectively. Teachers Demonstrate:Understanding of DTM program and how to implement it effectively. Strategic Goals: 1, 2GSPS: L5, L6, L8, L9, A3, A4, A5, C1, C2, C3Planning:Professional Learning Communities will meet (during Common Planning) monthly for the professional training of MI data to plan for future instruction for NBI. Olweus committee will schedule and meet regularly to discuss current progress and next steps. Trainings will occur throughout the year for all teachers, paras, parents, contributing professionals, and other stakeholders in conjunction with the Olweus roll out plan.MI, computers, common planning timeEAC, AP, and teachersAugust 2019-May 2020Differentiation and Assessment PLC agendas and sign-in sheets, lesson plans, SMI dataSchool Leaders Demonstrate:Scheduling of Differentiation and Assessment PLCs monthly throughout the school yearTeachers Demonstrate:Understanding how to utilize math data obtained from the Universal Screener to drive future instruction using DTMStudents Demonstrate:Students will be able to apply prior skills to new mathematical conceptsStrategic Goals: 1, 2GSPS: L5, L5, L6, L8, L9Implementation:Differentiated math instruction will be implemented to provide students with needs based interventions (DTM) and enrichment focusing on Number Sense to support their learning in Math. The 4 Olweus rules will be introduced, discussed, and reviewed schoolwide during the first stage of implementation. The second stage of implementation will include weekly class meetings, a parent/community kickoff event, and reference to the Olweus anti-bullying rules to ensure consistency in practice. MI; NBI math blockTeachersAugust 2019-May 2020OnCourse lesson plans, TKES classroom observations, common assessments, PL agendas and sign-in sheetsTeachers Demonstrate:Implementation of differentiated lessons (DTM) and activities to meet the individual needs of students.Students Demonstrate:Students will be able to apply prior skills to new mathematical conceptsStrategic Goals: 1, 2, 4GSPS: L5, L6, L8, L9, C1, C2, C3Monitoring:School administrators will review math lesson plans for differentiation and conduct classroom observations during NBI math instruction to provide teacher feedback on the implementation of DMT.The Olweus committee will meet twice monthly to review SWIS data and monitor implementation stages and plan next steps.OnCourse, math blockPrincipal, AP, and EACAugust 2019-May 2020OnCourse lesson plans, TKES classroom observations, PL and PLC agendas and minutesSchool Leaders Demonstrate:Observation of lesson plans and classroom lessons with effective feedback give after the observationTeachers Demonstrate:Improved implementation of differentiated lessons and activities to meet the individual needs of students using DTM-42041-131380 Roberts Professional Learning Plan Professional Learning Strategy/SupportCost/ Resources & Funding SourcePerson(s) ResponsibleTimelineEvaluation of Implementation and Impact on Student LearningArtifactsEvidenceProfessional learning on how to implement constructed response writing across content areas using various genres and paired text will be provided to teachers and administrators by Esther Jones. Professional learning will integrate the district’sexpectations and rubrics, Lucy Caulkins, paired-text prompts, and Georgia Standards of Excellence. Grades 3-5 will continue implementation of Assesslets during the 2019-2020 school year.Lucy Caulkins kits, Paired text writing prompts, GSE in Writing, Local PL and Title II funds for subs Assesslets program and webinars, district funded PLEsther Jones, EACAugust 2019-May 2020December 2019PL agendas and sign-in sheets, PD Express transcripts for Differentation and Assessment PLC, and observationsPL Agendas and sign in sheets; Assesslet student scores for data review and instructional planningSchool Leaders Demonstrate:Understanding of how teachers plan and implement paired text constructed responses using various genres across content areas by utilizing Lucy Caulkins, other district expectations, paired-text prompts, Assesslets, and Georgia Standards of Excellence. Teachers Demonstrate: Understanding of how to plan and implement paired text constructed responses using various genres across content areas by utilizing Lucy Caulkins, other district expectations, paired-text prompts, Assesslets and Georgia Standards of Excellence. Professional learning provided by the district and Kim Freedman on Bookworms (Shared, Interactive, and DI) to improve Lexile Scores will be provided to teachers and administrators by district level reading support throughout the 2019-2020 school year. Professional learning will include follow-up with feedback and coaching support by EAC and/or district level support. Resources and assessments for Booksworms Reading Program, Universal Screener and Title II funds for subsDistrict Support, Bookworms Model Schools EAC, AP, and teachersAugust 2019-May 2020PL agendas and sign in sheets, Differentiation and Assessment PLC transcripts in PD Express, and observationsSchool Leaders Demonstrate:Understanding of the Bookworms program and its instructional reading strategies needed to improve Lexile levelsTeachers Demonstrate:Understanding of the Bookworms program and its instructional reading strategies needed to improve Lexile levelsProfessional Learning:Professional learning given by Laura Freeman and an HMH coach throughout the 2019-2020 school year on how to implement, monitor, and assess the DTM program. Professional learning will include follow-up with feedback and coaching support by EAC and/or district level support. MI, DTM resources and materials, Local PL funds, and Title II funds for subsLaura Freeman, HMH coach, AP, and EACAugust 2019-May 2020PL agendas and sign-in sheets, PD Express transcripts for Differentation and Assessment PLC, and observationsSchool Leaders Demonstrate:Understanding of DTM program and how to implement it effectively. Teachers Demonstrate:Understanding of DTM program and how to implement it effectively. ................
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