school improvement plan 2018 - 2019buttongwinnettes.org/pdf/sip.pdf · school improvement goals...

School Improvement Plan2018 - 2019

Liberty CountyButton Gwinnett Elementary School

SCHOOL IMPROVEMENT PLAN


1 General Improvement Plan Information

General Improvement Plan Information

District Liberty CountySchool Name Button Gwinnett Elementary SchoolTeam Lead Amber Durrence

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that appy)✔ 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 appy)✔ Free/Reduced meal application

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

1 General Improvement Plan Information 35

SCHOOL IMPROVEMENT GOALS

2. SCHOOL IMPROVEMENT GOALS

2.1 Creating Improvement Goals

Creating Improvement Goals

Effective goals assist districts and schools in attaining collective agreement about what work needs to occur for improvement to take place. Goals should focus and prioritize efforts and resources of the district/school to the previously identified needs and create a focus for improvement. Setting goals should be a strategic process which aligns the goals within one of the five systems: Coherent Instruction, Effective Leadership, Professional Capacity, Family and Community Engagement, or Supportive Learning Environement.

There are several categories of goals which may be used in school improvement but the one type which focuses on improving results and not just enhancing processes is a SMART goal. SMART is an acronym for:

Specific Measurable Attainable Relevant Time-Bound

An example of a SMART goal is: By the end of the school year 2017 - 2018, all teachers will heave training and be included in a PLC for their content-specific area.

Enter the school's two to four overarching needs and related root causes, as identified in the Comprehensive Needs Assessment 2017 - 2018 School Report. Use the codes below to list the structures addressed through the goal within each system. For each system, identify one to six action steps that will be taken to address the root causes that have created the overarching need. Finally, identify any supplmental action steps necessary to ensure the necessary supports are in place for the listed subgroups.

Coherent InstructionalCIS - 1 Planning for quality InstructionCIS - 2 Delivering Quaility InstructionCIS - 3 Monitoring student progressCIS - 4 Refining the instructional system

Family and Community EngagementFCE-1 Welcoming all families and the communityFCE-2 Communicating effectively with all families and the communityFCE-3 Supporting student accessFCE-4 Empowering familiesFCE-5 Sharing leadership with families and the communityFCE-6 Collaborating with the community

Effective LeadershipEL-1 Creating and maintaining a climate and culture conducive to learningEL-2 Cultivating and distributing leadershipEL-3 Ensuring high quality instruction in all classroomEL-4 Managing the School and its resourcesEL-5 Driving improvement efforts

Supportive Learning EnvironmentSLE-1 Maintaining order and safetySLE-2 Developing and monitoring a system of supportsSLE-3 Ensuring a student learning community

Professional CapacityPC-1 Attracting staffPC-2 Developing staffPC-3 Retaining staffPC-4 Ensuring staff collaboration

2.1 Creating Improvement Goals 36



2.2 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Increase student achievement in all core content areas.

Root Cause # 1 lack of student motivation, data focused PLCs, lesson planning focused PLCs, student self-monitoring (data notebooks)

Goal Button Gwinnett Elementary School will increase the percentage of students scoring at Proficient Learner or above by three percentage points as measured by the 2018-2019 Georgia Milestones End of Grade Assessment.

2.2 OverarchingNeed # 1 37

Action Step # 1Action Step Monitor and review pacing guides, timelines, and lesson plans in order to align curriculum

and ensure standards are being taught and assessed in a timely manner.Funding Sources N/ASubgroups Economically Disadvantaged

FosterHomelessRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionMethod for Monitoring Implementation and Effectiveness

On CoursePLC minutes and agendasTeacher observations

Position/Role Responsible Academic SpecialistTimeline for Implementation Others : 2018-2019 SY

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

2.2 OverarchingNeed # 1 372.2 OverarchingNeed # 1 37


Action Step # 2Action Step Provide professional development and supplemental resources (i.e. Study Island, Writing

to Win, Write Score, Showbie, Reading Eggs, Math Seeds, iStation, Phonics programs) in all content areas for a variety of activities to include but not limited to writing across the curriculum, content integration, student centered learning, Lexiles, DOK, rigor and relevance.

Funding Sources Title I, Part ATitle II, Part A

Subgroups Economically DisadvantagedFosterHomelessRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionMethod for Monitoring Implementation and Effectiveness

Observations, Lesson Plans, PLC Agendas & Minutes




Action Step # 3Action Step Schedule and conduct Saturday School, Afterschool, RESSLA, System 44, and READ 180.Funding Sources Title I, Part ASubgroups Economically Disadvantaged


Systems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

Lesson plans, Pre & Post data

Position/Role Responsible Administration & Academic SpecialistTimeline for Implementation Others : 2018-2019 SY

What partnerships with IHEs, business, Non-Profits, Community based organizations,



Action Step # 3What partnerships with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in carrying out this action step(s)?


Action Step # 4Action Step Schedule, monitor, and attend professional learning communities with a focus on

analyzing and using data to adjust and drive instruction to meet individual student needs.Funding Sources N/ASubgroups Economically Disadvantaged


Systems Effective LeadershipMethod for Monitoring Implementation and Effectiveness

PLC minutes and agendas, data sources

Position/Role Responsible Administration, Academic SpecialistTimeline for Implementation Others : 2018-2019 SY



Action Step # 5Action Step The Academic Specialist will enhance teacher effectiveness and student achievement by

completing informal observations, providing feedback, support, and resources, utilizing school data to inform teaching practices, redeliver professional development, review lesson plans, collaborate with staff, plan professional learning communities, and follow the Title I federal program requirements.


Subgroups Economically DisadvantagedFosterHomelessRace / Ethnicity / Minority



Action Step # 5Subgroups Student with DisabilitiesSystems Coherent Instruction

Effective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment

Method for Monitoring Implementation and Effectiveness

Title I Budget, Academic Specialist, Observation notes, Academic Specialist Logs




Action Step # 6Action Step The Content Mastery Lab teacher will provide remediation and enrichment through

rigorous, engaging instruction with a focus on problem solving, STEM, and real-world applications.



Systems Coherent InstructionProfessional CapacitySupportive Learning Environment


Lesson plans, Pre and Post Assessment

Position/Role Responsible Content Mastery Lab TeacherTimeline for Implementation Others : 2018-2019 SY




2.3 OverarchingNeed # 2

Overarching Need

Overarching Need as identified in CNA Section 3.2

Improve social emotional learning for all stakeholders.

Root Cause # 1 lack of training and background knowledge, social and emotional incompetencies, lack of motivation

Goal Button Gwinnett Elementary will decrease the number of minor incidents in Educator's Handbook by 3% during the 2018-2019 school year.


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


Action Step # 1Action Step Monitor and review Educator's Handbook minor incidents.Funding Sources Title I, Part A

Title II, Part ASubgroups Economically Disadvantaged


Systems Effective LeadershipSupportive Learning Environment


Educator's Handbook

Position/Role Responsible Assistant PrincipalTimeline for Implementation Others : 2018-2019 SY

2.3 OverarchingNeed # 2 412.3 OverarchingNeed # 2 41


Action Step # 2Action Step Provide professional development training and resources to teachers and staff for social

emotional learning and how it impacts academic achievement. (7 Mindsets, Second Step, MINDUP, etc.)



Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment


PLC agenda, minutes

Position/Role Responsible Principal, Academic SpecialistTimeline for Implementation Others : 2018-2019 SY


Action Step # 3Action Step The school counselor will plan and monitor monthly student advocacy lessons.Funding Sources Title I, Part A

Title II, Part ASubgroups Economically Disadvantaged


Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment


Lesson plans

Position/Role Responsible School CounselorTimeline for Implementation Weekly




3 Required Questions

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.

Button Gwinnett has an annual Title I Revision meeting to solicit input from all stakeholders. Grade level, leadership team, and school governance team meetings are held to seek input when developing the comprehensive school improvement plan. All stakeholders participate in surveys (parent surveys, staff surveys, and student surveys) and school improvement meetings.

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.

Button Gwinnett Elementary seeks out highly qualified and effective teachers. Newly hired teachers, teachers new to the grade level or school are assigned mentors. The role of the mentor is to provide assistance, guidance, and give feedback on best practices, state and district initiatives and school protocol. Students served by long term substitutes, ineffective teachers, or teachers not highly qualified will be placed in classrooms with highly qualified teachers the following school year.

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).

Button Gwinnett is implementing a plan that includes increasing academic achievement by 3%. The administrators and academic specialist will improve educational outcomes for students by supporting research based best practices, instructional strategies, and interventions. Specific subject areas to be addressed are ELA and Math. Weekly lesson plans, After School, Saturday School, Professional Learning Communities, and RESSLA will be implemented and monitored to determine if instruction is effective. In an effort to increase academic achievement for at-risk students, collaborative planning, professional learning communities, professional development, and data digs are ongoing throughout the school year to help ensure and monitor student progress as well as adjust instruction as needed to meet individual student needs. Button Gwinnett does not have any students living in local institutions for neglected or delinquent children at this time.

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

Not Applicable

3 Required Questions 43


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.

Not Applicable

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.

Button Gwinnett Elementary coordinates a transitional program for Pre-K students annually. Students from Liberty County Pre-K, Head Start, local daycare centers take a tour of our school and spend time in the kindergarten classrooms to explore and learn. Additionally, all parents of upcoming kindergarten students are invited to attend a Family Engagement Night for Pre-K Orientation to learn about our school, kindergarten expectations, and meet the kindergarten teachers.

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.

Not applicable

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.

Faculty and staff will participate in some professional learning communities with a classroom management focus and Positive Behavior Interventions and Support (PBIS). Additionally, PBIS rewards will be implemented in an effort to reduce inappropriate behavior. PBIS is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success. All students participate in the school counseling program that is designed to advocate for students with a comprehensive and developmentally appropriate curriculum. The curriculum promotes career, academics, and personal/social success for all students. Students can also be recommended by parents or teachers to receive



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.

one-on-one or small group support sessions to address individual student needs. Button Gwinnett also has the Mindshift Mentoring Program in place designed especially for students that are having difficulty academically or emotionally. Students are assigned mentors (community members) that come in to meet, advise, and support students.


ADDITIONAL RESPONSES8 Use the space below to provide additional narrative regarding the school’s improvement plan

Not applicable


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