school improvement plan -2020 action plan€¦ · daily principal b. lesson plans, classroom...

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COHERENT INSTRUCTIONAL SYSTEM

School Improvement Plan 2019-2020 Action Plan

RUSSELL ELEMENTARY

Tammy Watson, Principal

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Submission Date

June 21, 2019

Revision Date(s)

August 16, 2019

Approved Copy

8.16.19

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GOAL #1

Percentage of students scoring proficient in the domain area of Idea Development, Organization,

and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will

increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.

Evidence Based Action Steps Possible Funding

Source(s)

a. Timeline for Implementation Position

Responsible b. Method for Monitoring

1. Focus on idea development,

organization and coherence by the

implementation of Units of Study and

WriteScore through guided writing

Title I a. August, daily Principal

b. Lesson plans, classroom

observations, team

meeting minutes

2.Provide students with feedback that will

acknowledge growth and focus on next

steps through oral and written

commentary using the writing rubrics

provided by the GADOE

SSFD a. August, weekly ELA

Academic

Coach b. Classroom observation,

written commentary,

writing journals, or

binders

3.Create and implement rigorous and

relevant lesson plans using Units of Study

and WriteScore to expose students to a

detailed step by step writing process

Title I Funds

(Write Score)

a. August, weekly Principal


observation

4.Provide reading instruction and

resources that supports writing across the

curriculum

Title I

SSFD



observation

a.

b.

6.

a.

b.

15

EFFECTIVE LEADERSHIP

GOAL #1





Source(s)



1.Establish, maintain, and communicate a

shared vision for Guided Writing and

Collaborative Scoring

N/A a. August through May; Daily

Principal

b. Professional Development

Agenda, Faculty Meeting

Agenda, Principal’s

Weekly Newsletter,

OneNote, Policy and

Procedure Manual

2.Continue to Implement a Cobb

Collaborative Communities (CCC) with

grade level leaders to support the

implementation of Guided Writing and

Collaborative Scoring by providing

feedback and guidance.

a. August through May;

Weekly

Principal

b. Leadership Team Agenda,

Teams

3.Grade Level leaders will redeliver

information from the Guided Writing CCC

SFSD

a. August through May,

Monthly

Principal

b. Grade Level Team

Minutes

4.Develop and utilize a guided writing

checklist to use during writing

walkthroughs in order to monitor and

provide feedback

a. August; Monthly ELA

Academic

Coach b. Checklist

5.Implement a process to analyze student

work through collaborative scoring of

writing samples

a. August; Monthly ESOL

Lead

Teacher b. Professional Development

Agenda, Pictures

c. Professional Development agenda, rubric scoring

sheets, pictures

16

PROFESSIONAL CAPACITY

GOAL #1





Source(s)



1.Implementation of job embedded

professional learning on collaborative

scoring to promote self-reflection

through video recording

Title I a. August; Monthly Principal


Agenda, Video Recording

Reflection Log

2. Attend Title I Conference to gain

knowledge on research based best

practices for writing and redeliver to the

staff

Title I a. February; Monthly Principal

b. Participants session

agendas, Staff Meeting

Agenda

3.Implement a monthly writing

performance task in which teachers will

collaboratively score writing pieces using

the GADOE rubrics

Title I

(Subs)

a. August through April;

Monthly

ELA

Academic

Coach b. Scored Rubrics

4.Provide opportunities for staff

members to attend local and off-campus

district professional development

opportunities on writing and redeliver to

increase the school’s capacity to meet the

needs of all students.

Local Funds a. August through April; Monthly

Principal

b. Copy of Conference

Agenda, Staff Meeting

Agenda

5.Hire ELA Academic Coach to provide

school-wide and individualized

professional development, support the

sustainability of guided writing, and assist

teachers in reflecting on their practices

through collaborative scoring

Title I a. August through May; Annual

Principal


Agenda, Coach Binder,

Coach Log

6. Video-record teachers to support and

provide successful, consistent

implementation of guided writing lessons

on idea development, organization and

coherence

Title I( Subs )

a. August through May, Monthly EIP

Teacher

Leader

b. Video-recording reflection

sheet

7 Provide professional learning to support

implementation of collaborative scoring

to allow teachers to focus on a reflective

practice that will make student work

more consistent and aligned to the

writing rubric

Title I Stipends

(Off contract)

a. August through May; Monthly ESOL

Lead

Teacher

17

8.Continue Advanced ELA Content

(grades 4th-5th) to enrich language arts

and writing instruction

CCSD a. August through May; Daily

Principal

b. Lesson Plans, Classroom Observations

9.Video record teachers to provide

successful implementation of constructed

and extended writing

CCSD

a. September through May; Monthly

Principal

b. Video recording, Reflection Form

c. Professional Development

Agenda, Coach Binder,

Coach Log

10. Continue to implement the 6 step process with the Touchstones through using the 4 CCC questions

Title I (Coaches) a. August through May; Every 9 weeks

b. 6 Step Process Form Completed; CCC Meeting

Minutes

Principal

11. Provide Job-embedded professional development in reading to support writing across the curriculum

Title I CCSD

a. August through April; Monthly

b. Professional Development Agenda; Reflection Log

Principal

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SUPPORTIVE LEARNING ENVIRONMENT

GOAL #1





Source(s)



1.Hire tutors to support students (K-2) in

literacy with a focus on the Idea

Development, Organization, and

Coherence writing domain

20 Day Funds a. September through May; Annual

Principal

b. Sign-in Sheets, Informal

observations

2.Provide opportunities for parents

students, and the community to

participate collaboratively in school

decisions

a. August through May; Monthly

Principal

b. School Council Agenda,

Student Council Agenda,

PTA Agenda,

Title I Agenda,

Family/Community

Survey

3.Implementation of the Restorative

Practices component to build healthy

relationships between educators and

students to support a cohesive learning

environment

Title I Funds a. August through May; Daily

Principal

b. Faculty Meeting,

Restorative Practice

Meeting Notes

4.Develop a writing mentor program in

which students across the school discuss

writing pieces through a student friendly

rubric

CCSD a. August through May, Monthly

ELA

Academic

Coach b. Writing Mentor List, Pictures, Writing

Conference Notes

5.Continue the implementation of

READ180 and System 44 to meet the

academic needs of students

Title 1 Funds a. August through May; Daily

ELA

Academic

Coach b. System Reports; Classroom Observation

6.

a.

b.

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FAMILY AND COMMUNITY ENGAGEMENT

GOAL #1





Source(s)



1.Provide opportunities for parents to

analyze student work on Parent

Involvement Engagement Support (PIES)

Night in order to gain a more thorough

understanding of WriteScore and RI.

Parents learn how to use one strategy in

ELA and Math to support learning at

home.

Title I a. October, January, May ELA

Academic

Coach b. Sign-in Sheets, Flyers,

Family Evaluations

2.Provide families with the school policy

and School-Parent Compact form to

support writing at home

Title I a. October, Annual ELA

Academic

Coach b. Family Evaluations

3.Hire a Parent Facilitator to work with

parents and advocate for family

involvement of student writing

Title I a. August through May, Annual

Principal

b. Translated Papers, Title I

Parent Meeting Agenda

and Sign-In Sheets

4.Use various forms of communication to

keep families abreast of writing

challenges, contest, standards, rubrics,

and assessments

Local

School

Funds

Title I Funds

(post cards)


Weekly

Principal

b. Translated Papers,

Remind101, Flyers

5.Provide opportunities for families to

give input in the Fall and Spring on how

to support writing

a. October, March Parent

Facilitator b. Agenda, Sign-in Sheets

6.

a.

b.

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STUDENT GROUPS

Goal #1 Percentage of students scoring proficient in the domain area of Idea Development, Organization, and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.


Source(s)

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

Economically Disadvantaged

Implement goal setting for students to encourage ownership of learning

a. August through May; Every 9 Weeks

ELA Academic

Coach b. Journals, Binders, Conferences

Ensure collaborative planning protocols include analysis, monitoring, and impact of interventions on subgroup

a. August through May; Weekly

Principal

b. CCC Minute Meeting Notes

English Learners

ESOL teachers will collaborate with general education teachers to ensure strategies for EL students are consistently implemented

SSFD a. August through May; Daily

ESOL Lead

Teacher b. Email summation of discussion

Implement a process to provide visual and language supports consistently across all content areas

a. September Principal

b. Material on OneNote

Race / Ethnicity

Create a process to ensure formative assessments and interventions are analyzed and monitored by subgroups

a. August through May; Every 41/2 Weeks

Principal

b. Team and CCC meetings

Foster and Homeless

Collaborate with social worker and counselor to ensure student needs are met

CCSD a. August through May; Weekly

Principal

b. Informal walkthroughs on OneNote

Social worker will connect with student’s support system and/or family to ensure clear communication and participation

CCSD a. August to May; Weekly Principal

b. Email on which parents were contacted

Migrant

Work with International Welcome Center to identify any migrant students and provide support to students and families as needed

CCSD a. August through May; Monthly

Parent Facilitator

b. Emails, IWC forms

Ensure processes are in place to meet the needs of any migrant students that may enroll

a. August Principal

b. OneNote

Students with Disabilities

Implement a process to ensure the creation and implementation of effective IEPs that address writing; Case managers will contact families Provide protective time for SWD and General Education Teachers to

CCSD a. August to May; Monthly Student Support

Specialist (SSA)

b. IEP Writing Goals

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collaborate and review IEP accommodations and goals.


GOAL #2

On the Math Inventory (K-5), the percentage of students performing at and above the proficient

level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of

students performing at and above the proficient level in Number and Operations domain will

increase by 5% in the Spring of 2020 due to a focus on number sense.


Source(s)



1.Provide opportunities for real world

performance tasks and constructed

responses

20 Day Funds a. August, weekly Principal

b. Lesson Plans, Classroom

Observation

2.Continue the implementation of

Number Talks with a focus on

encouraging students to rely on what they

know and understand about numbers and

how they are related

CCSD


b. Lesson Plans, Number

Talk Observation

Checklist

3.Continue implementation of the CRA

style of instruction prior to the beginning

of a new math skill/concept

CCSD a. August, Weekly EIP

Teacher b. Lesson Plans, Classroom

Observation

4. Continue implementation of guided

math with a focus on building solid math

skills, concepts and strategies.

Local Funds


Daily

b. Lesson Plans, Classroom Observation

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GOAL #2






Source(s)



1.Establish and maintain a shared vision

for the implementation of CRA

instruction using a CRA Observation Tool

to provide teachers with feedback

Local Funds


Daily

Principal


Observations, Agenda,

Sign-in Sheet, CRA

Observation Checklist

2.Continue to use CTLS Teach to

implement high quality math instruction

that includes the use of CRA


Principal

b. Lesson Plans, CTLS

Teach, Classroom

Observation

3.Utilize CCC with each grade level leader

to support the implementation of CRA

instruction, Number Talks, and

constructed responses

CCSD a. August through May; Weekly

Principal

b. Leadership Agenda, Grade

Level Meeting Minutes

4.Video record CRA instruction and

Number Talks for self-reflection and to

improve instruction

CCSD a. September through April; Monthly

Principal

b. Video recordings,

Reflection Form

5. a.

b.

6.

a.

b.

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GOAL #2






Source(s)



1.Continue to provide optional tiered job

embedded collaborative professional

learning opportunities to support the

implementation of CRA instruction and

number sense strategies

Title I

CCSD

(District Coach)

a. September, Monthly Principal

b. CCC Agenda, Lesson

Plans

2.Hire a Math Collaborative Teacher to

support students with Number Talks and

CRA

Title I a. July, annually Principal


Agenda, Data Analysis

Agenda

3.Provide opportunities for staff

members to attend local and district

professional development training

Title I a. August through May;

Monthly

Principal

b. Conference Agenda, Staff

Meeting Agenda

4. Continue Advanced Math Content

(grades 4th-5th) to enrich math instruction


Principal

b. Lesson Plans, AC Meeting

Minutes

5. Video record teachers to provide

successful implementation of guided

math with constructed responses and

Concrete Representational Abstract (CRA)

CCSD a. September through May; Monthly

EIP Teacher

b. Videos

6. Continue to meet weekly in grade-level

Cobb Collaborative Communities (CCC) to

discuss and analyze math standards and

formative assessments.


Weekly

Principal

b. Grade Level CCC Team

Meeting Minutes

7. Continue to implement the 6 step process with Russell’s math priority standards through using the 4 CCC questions

a. August through May; every 9 weeks

b. 6 Step Process Form Completed; CCC Meeting

Minutes

24


GOAL #2



students performing at and above the proficient level in Number and Operation domain will



Source(s)



1.Hire a math tutor to support students

(3rd-5th) in developing an understanding

of the value of numbers

Title I a. July, annually Principal

b. Classroom Observation,

Tutor Schedule

2.Video record teachers to allow them to

self-reflect on the implementation of CRR

and Number Talks

a. September, Monthly EIP

Teacher b. Vide-recording, Reflection

Sheet

3.Provide opportunities for parents,

students, and the community to

participate collaboratively in school

decisions

CCSD a. September through May; Monthly

Principal

b. School Council Agenda,

Student Council Agenda,

Families/ Community

Survey

4. Continue training for families to

support the implementation of CRA

instruction and number sense strategies

Title I a. August through May; Monthly

EIP

Teacher

b. Training Agendas and

Sign-in Sheets

5. a.

b.

6.

a.

b.

25


GOAL #2






Source(s)



1.Provide assessment training

opportunities for parents to strengthen

home-school connections by informing

parents how math and writing are

integral in understanding math concepts;

share progress on Math Inventory (MI)

and constructed response

Title I

a. October, January, May ELA

Academic

Coach b. Flyer, Sign-in Sheet,

Agenda, Family

Evaluation

2.Provide families with school policy and

School-Parent Compact Forms to support

math and writing at home

Title I a. October, Annually Parent

Facilitator b. Family Evaluation

3.Hire a Parent Facilitator to work with

teachers, administrators, and parents to

coordinate and advocate for family

involvement to support student learning

Title I a. July, Annually Principal

b. Alternative Assessment

4.Use various methods of communication

to keep families/community informed,

involved, and aware of the happenings at

Russell

Title I

CCSD

a. August, Monthly Principal

b. Family evaluation,

Website, Newsletter,

Facebook, Twitter

5.Use Number Talks with fidelity to

access students with number sense.

Title

SSFD

a. August, Daily EIP

Math

Teacher b. Lesson Plans, Classroom

Observation

6.

a.

b.

26

STUDENT GROUPS

Goal #2

On the Math Inventory (K-5), the percentage of students performing at and above the proficient level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of students performing at and above the proficient level in Number and Operations domain will increase by 5% in the Spring of 2020 due to a focus on number sense.


Source(s)

a. Timeline for Implementation

Position Responsible

b. Method for Monitoring


Implement goal setting for students to encourage ownership of learning

a. August to May; Every 9 weeks

ELA Academic

Coach b. Math journals

Ensure collaborative planning protocols include analysis, monitoring, and impact of interventions on subgroup

CCSD a. August to May; Weekly

Principal

b. CCC Meeting Notes RTI Spreadsheet

English Learners

ESOL teachers will collaborate with general education teachers to ensure strategies for EL students are consistently implemented

CCSD a. August to May; Daily Assistant Principal

b. Professional Development Agenda,

Meeting Notes, Emails

Implement a process to provide visual and language supports consistently across all content areas

Local School Funds

a. September Assistant Principal


Lesson Plans

Race / Ethnicity

Create a process to ensure formative assessments and interventions are analyzed and monitored by subgroups

a. August Principal

b. 6 Step Process Meeting Form

Foster and Homeless

Collaborate with social worker and counselor to ensure student needs are met

CCSD a. August to May; Weekly

Principal

b. Emails, Handouts

Social worker will connect with student’s support system and/or family to ensure clear communication and participation

CCSD

a. August to May; Weekly

Principal

b. Emails, Handouts

Migrant

Work with International Welcome Center to identify any migrant students and provide support to students and families as needed

CCSD a. August to May; Monthly

Parent Facilitator


Ensure processes are in place to meet the needs of any migrant students that may enroll

a. August Principal

b. Copy of process


Provide protective time for SWD and General Education Teachers to collaborate and review IEP accommodations and goals.

CCSD

a. August to May; Daily Principal

b. Collaborative Meeting Notes

27

SSA will collaborate with administration to ensure students’ schedule align with IEPs.

a. August to May; Weekly

Principal

b. Emails, Meeting Notes


GOAL #3 Decrease the number of horseplay referrals 10% by Spring 2020.


Source(s)



1.Provide routine social and emotional

instruction throughout the year

PBIS Funds a. August through May; Three times a week

Assistant

Principal


Observation

2.Provide time in the master schedule for

teachers to implement social and

emotional instruction (Second Step

Program)

a. August Principal

b. Master Schedule,

Classroom Observation

3.Russell’s expectations will be shared

with parents

Local

School

Funds


Monthly

Assistant

Principal

b. Agendas, Sign-In Sheets

4. Provide time in the master schedule for

Restorative Circles

a. August through May; Daily

PBIS

Coach

b. Lesson Plans,

Observations

5. a.

b.

6.

a.

b.

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Source(s)



1.Implement the Restorative Practices

component of restoring relationships

among students

CCSD

Local

School

Funds


Daily

Principal

b. Restorative Practice

Meeting Minutes,

Classroom Observation,

2.PBIS Coach will attend district and staff

training throughout the year

a. August, September, December

Principal

b. Training Agenda,

Redelivery

3.Continue to provide professional

development opportunities on

Restorative Practices

Local

School

Funds


Monthly

Principal

b. Agenda, Sign-In Sheets

4.Continue to implement PBIS Tier 2

Team

a. August through May; Monthly

Principal

b. Agenda

5. a.

b.

6.

a.

b.

29




Source(s)



1.Train all certified staff on Restorative

Practices

a. August Principal

b. Agendas, Sign-In Sheets

2.Provide PBIS Training a. August through May; Monthly

PBIS

Coach

b. Training Agenda,

Handouts, Redelivery

3.Provide Restorative Practice Training a. August through May; Monthly

Principal

b. Training Agenda, Handouts

4. Attend National ESEA Conference

(Atlanta)

Title I a. February 4 – 7, 2020 Principal

b. Participants will present

strategies and resources aligned to

school climate goal to staff.

5. Two Teachers will attend Ron Clark

Academy professional learning

(Atlanta)

Title I a. January 30, 2020 Principal

b. Participants will present

engagement strategies to

staff which will be

implemented schoolwide

6.Implement Job-embedded

professional development to support

teachers in the implementation of

Number Talks

Title I

SSFD

a. August through May,

Monthly

Principal


Agenda, Reflection Forms

30




Source(s)



1.Provide additional training for the staff

to develop and monitor our PBIS System

through the PBIs Team

CCSD

a. July through May;

Monthly

Assistant

Principal

b. Agenda, Sign-In Sheets,

Hand Outs

2.Continue to implement PBIS and RTI as

a unit to respond to potential behavior

issues that also take away on-task

instructional time


Assistant

Principal

b. PBIS/RTI Data Sheet

3.Continue to implement the Student

PBIS Store to reward students for

appropriate behavior

Local

School

Funds


Monthly

PBIS

Coach

b. School Calendar, Pictures

4.Continue to implement the Staff PBIS

Store with fidelity to reward teachers for

using Target Talk (sharing with students

why they are being recognized for one of

the 3Rs (Respectful, Responsible, Role

Model)

Local

School

Funds


Monthly

PBIS

Coach

b. School Calendar, Pictures

5. a.

b.

6.

a.

b.

31




Source(s)



1.Host a Parent PBIS workshop for

parents and community members

Local

School

Funds

a. October PBIS

Coach b. Flyer, Agenda, Sign-in

Sheets

2.Include a parent on the PBIS Team a. August Assistant

Principal b. PBIS Team Minutes

3.Continue to implement a Tier 2 PBIS

Team


Principal

b. PBIS Team Minutes

4.Implement the Check and Connect

Program to provide mentors for students

CCSD a. September; Daily PBIS

Coach b. Activity Log

5.Implement Restorative Practice Training

for Parents

CCSD a. September PBIS

Coach b. Agenda

6.

a.

b.

32

STUDENT GROUPS

Goal #3 Decrease the number of horseplay referrals 10% by Spring 2020.


Source(s)

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


Ensure collaborative protocols includes analysis, monitoring, and impact of interventions on subgroup performances

CCSD a. August Classroom Teacher

b. RTI Agenda

Implement goal setting for students to encourage ownership of their behavior

a. August to May; Every 9 Weeks

Principal

b. CCC Meeting Notes, RTI Spreadsheet

English Learners

ESOL teacher will collaborate with general education teachers to ensure strategies for EL students are consistently implemented

CCSD a. August to May; Daily Assistant Principal


Meeting Notes, Emails

ESOL teachers will attend district ESOL meetings

CCSD a. August, November, February

Assistant Principal


Lesson Plans

Race / Ethnicity

Create a process to ensure data and interventions are analyzed and monitored by subgroups; Provide timely feed back

CCSD

a. August Principal


Ensure interventions are analyzed and monitored by subgroups

a. August to May; Weekly Principal


Foster and Homeless

Collaborate with the school social worker and counselor to keep students in their school of origin and maintain a consist education program

CCSD a. August to May; Weekly Principal

b. Emails, Handouts

Implement a process to monitor student behavior.

a. August Principal

b. Emails, Handouts

Migrant

Implement a process to provide additional instructional time during the school day to address gaps resulting from mobility

a. August Parent Facilitator


Provide parent meeting minutes to all parents in a newsletter

Local School Funds

a. August to May; Quarterly

Principal

b. Parent Newsletter

CCSD a. August to May;Daily Principal

33


Special education and general education teaches will collaborate to ensure students with disabilities are receiving appropriate behavior interventions

b. Collaborative Meeting Notes

Address students’ needs and support during grade level planning

a. August to May; Weekly Principal

b. Emails, Meeting Notes

34

FY20 TITLE I SIP

REQUIRED QUESTIONS

1. 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 2019-20 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.

2. 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)

35

At Russell

• Provide professional development twice a month

• Complete the 6 Step Process on Math Priority Standards and ELA Standards

• Utilize the RTI process to determine students’ challenges

• Book Studies (Leadership Team, Paraeducators, Future Leaders, and Schoolwide (certified)

3. 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 Russell Elementary 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 Russell Elementary, 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.

36

4. 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.)

At Russell Elementary, we hire human resources (academic coach, tutors, ESOL teachers, early

intervention teachers, School Support Specialist (SSA), psychologist, social worker and a parent

liaison) to support our teachers, students, and parents. The full-time math early intervention teacher

and literacy coaches provide quality professional development for teachers and workshops for

parents in math and writing in our identified subject areas of need. The parent liaison works to

increase parent involvement in the educational process and assist with the facilitation of the school’s

math and writing goals for Title I students. Number sense and guided writing are being employed to

address the needs of our most academically at-risk students. These effective and research-based

strategies will help our ESOL, Special Education, and EIP populations who present continued struggles

in math and writing. Other means in which we support our students are through Advance Content

Classes, Gift Program, Saturday Tutoring, Russell Rockers (nursing home comes and read with

students) and a master schedule.

Below are a list of ways we support our students in other areas:

• Second Step Program (character education)

• Positive Behavioral Intervention and Support (PBIS)

• Restorative Practices

• Various Clubs (Radio Club, Space Team, Cheerleading, Science Olympia, Chorus, Art,

Students on the Run etc.)

• Food backpacks for some students to take home for the weekend

• Clothes Closet

• Snack Closet

• Lunch Account (for students who need assistance)

• Response to Intervention (RTI)

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5. 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).”

6. 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)]

Russell Elementary School utilizes the Positive Behavioral Interventions and Support (PBIS) system to

address student behavior. Classroom PBIS strategies are used to decrease disruptions, increase

instructional time, and improve student social behavior and academic outcomes. By taking a

behavioral proactive approach, students are more able to enjoy academic and emotional

achievement.

The PBIS team holds monthly meetings to view and analyze behavioral data. Many parameters are

taken into consideration while analyzing data including day of the week that behavior occurs, student

subgroups, and types of behavior infractions. This data is redelivered to Russell Elementary staff on a

monthly basis in order to address current issues through PBIS lessons and interventions.

Most specifically, staff members have used PBIS and the data to address specific subgroups by doing

the following:

*selected student/teacher mentor relationships and check-ins for repeat offenders

*social skills lessons for students and/or those who struggle in this area

*additional strategies to support extreme behaviors

Russell Elementary will implement Restorative Practices. Restorative Practices will allow Russell to

focus on building relationships and creating community in school to prevent harm, to repair harm and

address the needs of all people impacted by the harm. The program will build or rebuild respectful

and trusting relationships and providing meaningful opportunities for students to develop self-

discipline and positive behaviors in a caring, supportive environment.

Russell will also develop a student mentor program that will identify specific students with behavior concerns and connect them with a teacher. This program will pair up each participating teacher with a student from another classroom. The teacher-mentor will spend 20 minutes per week with the child before, after, or during school. The teacher will have the ability to split up the time in various increments.

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7. 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

Russell Elementary School supports, coordinates, and integrates services for rising kindergarten

students by offering kindergarten orientation sessions to tour the school and explain school services

such as lunchrooms, bus, our after school program, and the curriculum. When parents pre-register

their students, they receive a parent brochure/packet with relevant information for the parents and

students. Additionally, kindergarten teachers perform a screening on students to evaluate their

abilities in communication, listening, academic foundational skills, self-care, etc. Russell Elementary

School and Floyd Middle School administration, counselors, and teachers collaborate to provide

transitioning opportunities for the rising 6th graders. During the spring, our students travel to Floyd

Middle School for tours, presentations, orientations, etc. Floyd Middle School provides an orientation

night for Russell parents. In the fall, kindergarten students are offered a 4 day program to assist with

transitioning into elementary school.

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ADDITIONAL RESPONSES

8. 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).

school improvement plan -2020 action plan€¦ · daily principal b. lesson plans, classroom...

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