School Improvement Plan Action Plan

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13

School Improvement Plan

2020-2021

Action Plan

CLAY-HARMONY LELAND 13 August 18, 2020 Date(s) Revised

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14 COHERENT INSTRUCTIONAL SYSTEM

GOAL #1

By the end of the 2020-2021 school year, using the MI a minimum of 10% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

Evidence Based Action Steps Possible Funding _Source(s) a. Timeline for Implementation _ResponsiblePosition b. Method for Monitoring

1. Teachers will utilize Number Talks daily during math instruction.

N/A a. August - May Teachers

b. Observations 2. Teaches will prioritize math

standards and utilize math Unit Plans.

Title I a. August - March Teachers

and Academic

Coaches b. Math Unit Plans

3. Utilize I-Station and Dreambox in accordance with usage guidelines

Title I Funds a. August -May Teachers

b. I-Station and Dreambox usage reports

4. Utilize the data team process to analyze common assessment math data in CTLS Assess and use it drive instruction

N/A a. August-May Teachers

b.CCC Minutes and CTLS Assess reports

5. Implement Think It, Show It Problem Solving Strategy

a. September-May Teachers

b.Unit Plans and Observations

6. a.

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15 EFFECTIVE LEADERSHIP

GOAL #1

By the end of the 2020-2021 school year, using the MI a minimum of 10% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced.

1. Provide departmentalization in grades 4 and 5.

N/A a. August - May Administration

b. Assign teacher teams for ELA and Math

2. Provide non-negotiables for math instruction.

N/A a. August - May Administration

b. Non-negotiables page 3. Implement the data team

process to analyze common math assessment data through CTLS

Title I Funds a. August - May Administration b. CCC Minutes and CTLS

Assess data 4. Monitor the use of I-Station and

Dreambox for compliance with usage guidelines

Title I Funds a. September - May Administration and Academic Coaches b. I-Station and Dreambox

Usage Reports

5. a.

b.

6. a.

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16 PROFESSIONAL CAPACITY

GOAL #1

By the end of the 2020-2021 school year, using the MI a minimum of 10% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

1. Teachers will participate weekly in CCCs.

N/A a. August - May Teachers

b. CCC Minutes 2. Teachers will participate in

bi-weekly collaborative sessions with Math Coach.

N/A a. September - May Teachers,

Math Coach b. Math Coach’s Log

3. Teachers will participate in quarterly

collaboration/professional learning

Title I Funds a. October - March Teachers, Math Coach b. Sign In Sheet

4. Provide PL for Think It, Show It Strategy Title I Funds, SFSD Funds a. September Academic Coaches b. Sign in Sheet 5. a. b. 6. a. b.

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17 SUPPORTIVE LEARNING ENVIRONMENT

GOAL #1

By the end of the 2020-2021 school year, using the MI a minimum of 10% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

1. Provide access to math applications.

Title I Funding a. August - May Teachers

b. Math Applications Reports

2. Provide tutoring for additional math support.

Title I Funding a. October - March Tutors b. Tutoring

Logs/Pre-Postests 3. Provide math manipulative kits

for each student for use during Digital Learning.

Title I Funding a. September Math

Coach, Teachers b. Teacher surveys 4. a. b. 5. a. b. 6. a. b.

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18 FAMILY AND COMMUNITY ENGAGEMENT

GOAL #1

By the end of the 2020-2021 school year, using the MI a minimum of 10% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

1. Provide parents with grade level math resources. a. September, November, January, March Parent Facilitator Math Coach b. School website, parent

drive-by

2. Provide parent support using various math applications.

Title I Funds a. September Parent

Facilitator Math Coach b. Math Workshops

3 .Utilize Parent Facilitator to support parents with academic math needs

Title I Funds a. September - May Parent Facilitator b. Workshop Sign In Sheets

4.Provide access to materials that support math in the parent resource room

Title I Funds a. August - May Parent Facilitator b. Parent Resource Room Sign

Out Sheet

5. a.

b.

6. a.

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19

STUDENT GROUPS

Goal #1

By the end of the 2020-2021 school year, using the MI a minimum of 10% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

Evidence Based Action Steps

Possible Funding Source(s)

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

Economically Disadvantaged

Offer math tutoring at no cost to students categorized as EDD

Title I Funds a. October Academic Coaches b. Tutoring Rosters a. b. English Learners

Collaborate with ELL teachers regarding key grade level strategies and vocabulary words for math

a. September b. CCC Minutes a. b. Race / Ethnicity a. b. a. b. Foster and Homeless

Utilize Homeless Tutor to support students with math deficits

a. October b. Tutor Log a. b. Migrant N/A a. b. a. b. Students with Disabilities

Collaborate with SPED teachers regarding key grade level strategies and vocabulary words

a. August b. CCC minutes a.

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20 b.

COHERENT INSTRUCTIONAL SYSTEM

GOAL #2

By the end of the 2020-2021 school year, using the RI a minimum of 15% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

Possible Funding Source(s)

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

1. Uilize I-Station and Headsprout in accordance with the usage guide to improve reading skills

Title I Funding a. August - May Teachers b. I-Station and Headsprouts

Usage Reports 2. Utilize the Early Literacy

Initiative to improve phonics skills in students grades K-2

N/A a. August-May K-2 Teachers

b. Classroom walks 3. Utilize the data team process to

analyze common assessment data and use findings to drive instruction

SFSD Funds a. September-May Teachers

b. CTLS reports, CCC minutes 4. Implement consistent delivery of RTI

reading strategies and data collection

N/A a. September - May Teachers

b. RTI Portal Reports

5. a.

b.

6. a.

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GOAL #2

By the end of the 2020-2021 school year, using the RI a minimum of 15% of our students

will move from Basic to Proficient and a minimum of 3% of our students will move from

Proficient to Advanced

1.Monitor the usage of I-Station and Headsprout

Title I Funding a. August - May Administration and Coaches b. Usage reports for I-Station and

Headsprout 2.Rountinely review reading common

assessment data to include Early Literacy Assessments

N/A a.Septemeber- May Administration

and Coaches b. CTLS Assess Reports

3.Monitor the consistent

implementation of guided reading instruction

N/A a.September - May Administration

and Coaches b. Classroom walks

4. Provide time for RTI meetings every 4-6 weeks with Tier Coordinator and teachers to identify strategies and evaluate progress

N/A a. September - May Admistration and RTI Coordinator b. RTI Meeting Schedule

5. a.

b.

6. a.

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GOAL #2

By the end of the 2020-2021 school year, using the RI a minimum of 15% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

1. Provide PL on how to use I-Station lessons and how to use I-Station to plan instruction Title I Funds/SFSD Funds a. October Academic Coaches b. PL Roster 2. a. b. 3. a. b. 4. a. b. 5. a. b. 6. a. b.

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GOAL #2

By the end of the 2020-2021 school year, using the RI a minimum of 15% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

1.Provide tutoring to students with reading gaps/deficits

Title I Funds a. October Teachers

b. Tutoring Rosters 2.Provide I-Station and Headsprout for

differentiated reading instruction

Title I Funds a.August Teachers

b. I-Station and Headsprouts Usage Reports

3. Provide an RTI Coordinator that will support teachers with strategy

identification and implementation, data collection and data input

N/A a.September - May RTI

Coordinator b. RTI Portal 4. a. b. 5. a. b. 6. a. b.

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GOAL #2

By the end of the 2020-2021 school year, using the RI a minimum of 15% of our

students will move from Basic to Proficient and a minimum of 3% of our students will

move from Proficient to Advanced

1.Provide workshops for parents on utilizing I-Station and Headsprouts at home

Title I Funds a. September Academic

Coaches and Parent Facilitator b. Parent Sign In/ParentVue

Registation 2.Provide books for students to check out

during digital learning

Title I Funds a. September - May Parent

Facilitator and Media Specialist b. 3. a. b. 4. a. b. 5. a. b. 6. a. b.

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25

STUDENT GROUPS

Goal #2

By the end of the 2020-2021 school year, using the RI a minimum of 15% of our students

will move from Basic to Proficient and a minimum of 3% of our students will move from

Proficient to Advanced

Offer reading tutoring at no cost to students categorized as EDD

Title I Funds October Academic Coaches Tutoring Rosters a. b. English Learners

Collaborate with ELL teachers regarding key grade level strategies and vocabulary words for reading

September Teachers CCC Minutes a. b. Race / Ethnicity a. b. a. b. Foster and Homeless

Utilize Homeless Tutor to support students with reading deficits

October Homeless Tutor and Grade Level Curriculum Leads Tutor Log a. b. Migrant N/A a. b. a. b. Students with Disabilities

Collaborate with SPED teachers regarding key grade level strategies and vocabulary words for reading

August SPED

Teacher and Curriculum Team Leads CCC minutes

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26 a.

b.

COHERENT INSTRUCTIONAL SYSTEM

GOAL #3

All teachers and support staff will participate in social and emotional training to gain

knowledge of strategies aimed to reduce the number of behavior referrals by 10% by the end of the school year.

Possible Funding Source(s)

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

b. O365 Form/Lesson Plans

3. a. b. 4. a. b. 5. a. b. 6. a. b.

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GOAL #3 All teachers and support staff will participate in social and emotional training to gain knowledge of _{strategies aimed to reduce the number of behavior referrals by 10% by the end of the school year.}

1. Administrator’s will require that all staff members complete the Hanover SEL Modules by October 1st_.

N/A a. August Administration

b.SEL Modules 2.Administrator’s will highlight best

practices from the SEL Modules in staff meetings

a.October Administration

b.Staff Meeting Agendas

3. a. b. 4. a. b. 5. a. b. 6. a. b.

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GOAL #3

All teachers and support staff will participate in social and emotional training to gain knowledge of strategies aimed to reduce the number of behavior referrals by 10% by the end of the school year.

1. Complete the Hanover SEL Modules and utilize Social and Emotional Learning (SEL) components (managing emotions and maintaining positive relationships, and make responsible decisions) - Teachers and support staff

N/A a. September Teachers

b. SEL modules 2. 3. a. b. 4. a. b. 5. a. b. 6. a. b.

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GOAL #3

1. Provide students with positive and healthy behavioral and academic-rich norms to engage in school/virtual learning

N/A a. October Teachers

b.Lesson Plans 2. a. b. 3. a. b. 4. a. b. 5. a. b. 6. a. b.

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GOAL #3

1. Families will be provided with opportunities to gain knowledge, skills, and dispositions about SEL strategies. -

a.October Parent Facilitators, Families, and Teachers b. School/family communication/ ParentVue

2. Families and staff will be encouraged to utilize similar strategies at home and school to foster SEL strategies uniquely aligned to their child's needs to ease the transition from home to school/schooling "at-home". a. October Parent Facilitator, Families and Teachers b. School/family communication/ ParentVue 3. a. b. 4. a. b. 5. a. b. 6. a. b.

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STUDENT GROUPS

Goal #3

Teachers will complete the Hanover SEL Modules and utilize Social and Emotional Learning (SEL) components (managing emotions and maintaining positive relationships, and make responsible decisions) to reduce the number of behavior referrals by 10%.

Counselors will utilize SEL

component with select students in small groups

a.November Counselors

b. Counselor Small Group Logs a.

b.

English Learners

ELL teachers will utilize SEL

components with English Language Learners

a.November ELL

Teachers b.SEL Reflection Log

a. b. Race / Ethnicity a. b. a. b. Foster and Homeless

Parent Liason will share SEL components with Homeless Tutors for use with students

a. Parent Liason b. a. b. Migrant N/A a. b.

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32 a.

b.

Students with Disabilities

Special Education Teachers will utilize SEL components with studdents

a. November Special

Educaiton Teachers b.SEL Reflection Log

a. b.

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 2020-2021 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.

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33 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)

All certified staff members are a part of a collaborative community. These CHLES CCCs meet weekly to plan instruction, analyze assessments and determine next steps for students. Certifies staff members participate in professional development in the follow areas:

• Family and Community Engagement • English Language Arts

• Math

• Social Emotional Learning • Technology

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34 All staff members participate in technology and social emotional learning professional development.

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 Clay-Harmony Leland 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.

At Clay-Harmony Leland 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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35 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.)

Clay-Harmony Leland Elementary provides different opportunities to meet the needs of all our students. We provide reduced EIP class models and push-in EIP services, counseling services, specialized instruction through Special Education, RTI at all tiers, differentiated instruction through guided/small group instruction and the use of research-based strategies, and tutoring for reading, writing, and math.

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36 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).”

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)]

Clay-Harmony Leland staff will utilize a Discipline Matrix to determine which behaviors require an office referral and which behaviors can be addressed in the classroom. Teachers will set classroom rules, expectations and procedures and pre-teach these to students. The staff will post and teach students school-wide procedures that will be used throughout the building. The staff will also utilize a common language when addressing behavior with students.

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37 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

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38 Clay-Harmony Leland facilitates a Kindergarten Round-Up where upcoming Kindergarten students and their parents tour the school and spend a portion of the day in a kindergarten classroom. Students and parents get to experience firsthand what being in kindergarten is like and also get to ask questions and express any concerns

Clay-Harmony Leland also facilitates a 5th_{grade trip to Lindley Middle School. Students tour the}

building, see classes, interact with students and staff and participate in an information session with counselors.

*If COVID prevents in person classroom/school visits then we will set up virtual class/school visits.

ADDITIONAL RESPONSES

*NEW

Describe the process used to maintain an updated and accurate school inventory list. Include the process of how Title I equipment is utilized and/or checked out.

The Media Specialist facilitates the check out of all Title I technology. All staff members must check items in and out. Laptop and I-pad carts must be turned in at the conclusion of each school day. The Parent Facilitator facilitates the check-out of all materials in the Parent Resource Room.

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39 (Local School)

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.

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40 (Local School that is TA Schools Only)

ADDITIONAL RESPONSES

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