School Improvement Plan
Comprehensive Needs Assessment
- Planning and Preperation
- Coherent Instruction Data
- Effective Leadership
- Professional Capacity
- Family and Community Engagement
- Supportive Learning Environment
- Data Analysis Questions
- Strengths and Challenges Based on Trends and Patterns
- Identification and Prioritization of Overarching Needs
- Needs Identification and Root Cause Analysis
Planning and Preperation
1.1 Identification of Team
The comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to ensure stakeholder involvement. A required team member’s name may be duplicated when multiple roles are performed by the same person. Documentation of team member involvement must be maintained by the LEA. Watch the Planning and Preparation webinar for additional information and guidance.
Leadership Team
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Position/Role |
Name |
---|---|---|
Team Member # 1 |
Erica L. Swindell-Foster |
Principal |
Team Member # 2 |
Dr. Joyia Turner |
Assistant Principal |
Team Member # 3 |
Antawn Harvey |
Counselor |
Team Member # 4 |
Lakeesha White |
EIP Teacher/Testing Coordinator |
Team Member # 5 |
Hannah Parker |
Exceptional Child Services Teacher |
Team Member # 6 |
Bianca Byron |
Pre-Kindergarten Teacher |
Team Member # 7 |
Karlaina Burns Harvey |
Pre-Kindergarten Teacher |
Additional Leadership Team
|
Position/Role |
Name |
---|---|---|
Team Member # 1 |
Autumn Foss |
Title 1 Kindergarten Teacher |
Team Member # 2 |
Anais Valentin Hansen |
Music Teacher |
Team Member # 3 |
Felicia Jamison-Cheeks |
School Social Worker |
Team Member # 4 |
Gianna Cerrato |
Media Specialists |
Team Member # 5 |
Tiffany Hendricks |
Special Education Teacher |
Team Member # 6 |
Natanya McLean |
Kindergarten Teacher |
Team Member # 7 |
Jordan Barrett |
Kindergarten Teacher |
Team Member # 8 |
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Team Member # 9 |
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Team Member # 10 |
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1.2 Identification of Stakeholders
Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Required stakeholders must be engaged in the process to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained by the LEA. Watch the Planning and Preparation webinar for additional information and guidance.
Stakeholders
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Position/Role |
Name |
---|---|---|
Stakeholder # 1 |
Molly Lieberman |
Executive Director, Loop It Up Savannah, Inc |
Stakeholder # 2 |
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Stakeholder # 3 |
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Stakeholder # 4 |
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Stakeholder # 5 |
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Stakeholder # 6 |
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Stakeholder # 7 |
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Stakeholder # 8 |
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Coherent Instruction Data
2. DATA COLLECTION ANALYSIS
2.1 Coherent Instructional System
Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of instructional needs. Complete a data-informed self-rating for each Georgia School Performance Standard (GSPS). See the Coherent Instructional System webinar for additional information and guidance.
Curriculum Standard 1 -Uses systematic, collaborative planning processes so that teachers share an understanding of expectations for standards, curriculum, assessment, and instruction |
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1. Exemplary |
A systematic, collaborative process is used proactively for curriculum planning. Nearly all teachers or groups of teachers, support staff, and leaders within the school have common expectations for standards, curriculum, assessment, and instruction. |
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2. Operational |
A systematic, collaborative process is used regularly for curriculum planning. Most teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction. |
✔ |
3. Emerging |
A collaborative process is used occasionally for curriculum planning. Some teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction. |
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4. Not Evident |
A collaborative process is rarely, if ever, used for curriculum planning. Few, if any, teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction. |
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Curriculum Standard 2 -Designs curriculum documents and aligns resources with the intended rigor of the required standards |
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1. Exemplary |
Curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope, and sequence documents, guides) that are aligned with the intended rigor of the required standards are the products of a systematic, collaborative process. These curriculum documents and resources are used and continuously revised by teachers and support staff to ensure an alignment with the intended, taught, and tested standards. |
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2. Operational |
Curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope and sequence documents, guides) have been designed, and resources are aligned with the intended rigor of the required standards. These curriculum documents and resources guide the work of teachers and instructional support staff. |
✔ |
3. Emerging |
Curriculum documents and resources exist, but they are not complete in all content areas or grade levels or lack the intended rigor of the required standards. |
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4. Not Evident |
Few, if any, curriculum documents and resources exist to support the implementation of the intended rigor of the required standards. |
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Instruction Standard 1 -Provides a supportive and well -managed environment conducive to learning |
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---|---|---|
1. Exemplary |
A supportive and well-managed environment conducive to learning is evident throughout the school. Students consistently stay on-task and take responsibility for their own actions. |
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2. Operational |
A supportive and well-managed environment conducive to learning is evident in most classrooms. |
✔ |
3. Emerging |
A supportive and well-managed environment conducive to learning is evident in some classrooms. |
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4. Not Evident |
A supportive and well-managed environment conducive to learning is evident in few, if any, classrooms. |
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Instruction Standard 2 -Creates an academically challenging learning environment |
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1. Exemplary |
Nearly all teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). Students consistently work independently and in teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking. |
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2. Operational |
Most teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). |
✔ |
3. Emerging |
Some teachers create an academically challenging learning environment. |
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4. Not Evident |
Few, if any, teachers create an academically challenging learning environment. |
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Instruction Standard 3 -Establishes and communicates clear learning targets and success criteria aligned to curriculum standards |
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1. Exemplary |
Nearly all teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. Learning targets are evident throughout the lesson and in student work. Articulation of the learning targets is consistent and pervasive among like content areas and grade levels. |
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2. Operational |
Most teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. Learning targets are evident throughout the lesson and in student work. |
✔ |
3. Emerging |
Some teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. |
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4. Not Evident |
Few, if any teachers establish clear learning targets and success criteria aligned to the required curriculum standards. |
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Instruction Standard 4 -Uses research based instructional practices that positively impact student learning |
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1. Exemplary |
Nearly all teachers pervasively demonstrate a repertoire of highly effective, research-based instructional practices that positively impact student learning (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, reciprocal teaching). |
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2. Operational |
Most teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, reciprocal teaching). |
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3. Emerging |
Some teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning. |
✔ |
4. Not Evident |
Few, if any, teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning. |
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Instruction Standard 5 -Differentiates instruction to meet specific learning needs of students |
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1. Exemplary |
Nearly all teachers differentiate instruction (e.g., using flexible grouping, making adjustments, providing choices based upon readiness levels, interests, or needs) to meet the specific learning needs of students. Nearly all teachers plan and implement multiple means of representation, engagement, action, and expression to meet the learning needs of students (UDL). Remediation, enrichment, and acceleration are pervasive practices. |
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2. Operational |
Most teachers differentiate instruction (e.g., using flexible grouping, making adjustments, providing choices based upon readiness levels, interests, or needs) to meet the specific learning needs of students. Most teachers plan and implement multiple means of representation, engagement, action, and expression to meet the learning needs of students (UDL). |
✔ |
3. Emerging |
Some teachers differentiate instruction to meet the specific learning needs of students. |
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4. Not Evident |
Few, if any, teachers differentiate instruction to meet the specific learning needs of students. |
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Instruction Standard 6 -Uses appropriate, current technology to enhance learning |
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1. Exemplary |
The use by staff members and students of appropriate, current technology to enhance learning is an institutional practice (e.g., facilitate communication, collaboration, research, design, creativity, problem-solving). |
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2. Operational |
Most staff members and students use appropriate, current technology to enhance learning (e.g., facilitate communication, collaboration, research, design, creativity, problem-solving). |
✔ |
3. Emerging |
Some staff members, students, or both use appropriate, current technology to enhance learning. |
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4. Not Evident |
Few, if any, teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning. |
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Instruction Standard 7 -Provides feedback to students on their performance on the standards or learning targets |
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1. Exemplary |
Nearly all teachers use the language of the standards or learning targets to provide students with specific, timely, descriptive feedback on their performance. Nearly all teachers systematically elicit diagnostic information from individual students regarding their understanding of the standards or learning targets. |
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2. Operational |
Most teachers use the language of the standards or learning targets to provide students with specific, timely, descriptive feedback on their performance. |
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3. Emerging |
Some teachers use the language of the standards or learning targets to provide students with specific, descriptive feedback on their performance. |
✔ |
4. Not Evident |
Few, if any, teachers use the language of the standards or learning targets to provide students with feedback on their performance, or the feedback that is provided is not specific, timely, or understandable. |
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Instruction Standard 8 -Establishes a learning environment that empowers students to actively monitor their own progress |
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1. Exemplary |
Nearly all students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. Nearly all students develop a sense of personal responsibility and accountability by engaging in record keeping, self-monitoring, sharing, exhibiting, and self-reflection. |
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2. Operational |
Most students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. |
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3. Emerging |
Some students use tools to actively monitor their own progress. |
✔ |
4. Not Evident |
Few, if any, students use tools to actively monitor their own progress. |
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Instruction Standard 9 -Provides timely, systematic, data -driven interventions |
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1. Exemplary |
Nearly all students are provided timely, systematic, data-driven interventions to support their learning needs. Interventions are designed to meet the needs of each student. The effectiveness of those interventions is consistently monitored and adjustments are made. |
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2. Operational |
Most students are provided timely, systematic, data-driven interventions to support their learning needs. |
✔ |
3. Emerging |
Some students are provided extra assistance or needed support in a timely manner. |
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4. Not Evident |
Few, if any, students are provided extra assistance or effective support in a timely manner. |
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Assessment Standard 1 -Aligns assessments with the required curriculum standards |
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1. Exemplary |
Nearly all assessments are aligned with the required curriculum standards. Assessments are reviewed during the school year to ensure alignment. |
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2. Operational |
Most assessments are aligned with the required curriculum standards. |
✔ |
3. Emerging |
Some assessments are aligned with the required curriculum standards. |
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4. Not Evident |
Few, if any, assessments are aligned with the required curriculum standards. |
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Assessment Standard 3 -Uses common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practices |
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1. Exemplary |
Teachers consistently use common assessments aligned with the required standards in nearly all content areas, grade levels, or both for diagnostic, summative, and formative purposes. The data from the common assessments are analyzed down to the item level, and the results are used to inform instruction and improve teacher practices. |
✔ |
2. Operational |
Teachers use common assessments aligned with the required standards in most content areas to monitor student progress, inform instruction, and improve teacher practices. |
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3. Emerging |
Teachers use some common assessments aligned with the required standards in a few content areas with a limited amount of data analysis to monitor student progress, inform instruction, or improve teacher practices. |
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4. Not Evident |
Teachers use few, if any, common assessments to monitor student progress, inform instruction, or improve teacher practices. |
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Assessment Standard 4 -Implements a process to collaboratively analyze assessment results to adjust instruction |
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1. Exemplary |
Teachers extensively use a systematic, collaborative process to analyze assessment results. Instruction is consistently adjusted based on the analysis of assessment results across all content areas, grade levels, or both. |
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2. Operational |
Teachers regularly use a collaborative process to analyze assessment results. Instruction is routinely adjusted based on the analysis of assessment results. |
✔ |
3. Emerging |
Teachers occasionally use a collaborative process to analyze assessment results. Instruction is sometimes adjusted based on the analysis of assessment results. |
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4. Not Evident |
A collaborative process to analyze assessment results does not exist. Instruction is rarely, if ever, adjusted based on the analysis of assessment results. |
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Assessment Standard 5 -Implements grading practices that provide an accurate indication of student progress on the required standards |
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1. Exemplary |
The grading practices used by teachers across nearly all content areas, grade levels, or both, consistently provide an accurate indication of student progress on the required standards. |
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2. Operational |
The grading practices used by teachers in most content areas, grade levels, or both provide an accurate indication of student progress on the required standards. |
✔ |
3. Emerging |
The grading practices used by teachers in some content areas, grade levels, or both provide an accurate indication of student progress on the required standards. |
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4. Not Evident |
The grading practices used by teachers rarely, if ever, provide an accurate indication of student progress on the required standards. |
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Effective Leadership
2.2 Effective Leadership
Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of leadership needs. Complete a data-informed self-rating for each Georgia School Performance Standard (GSPS). See the Effective Leadership webinar for additional information and guidance.
Effective Leadership Data
Leadership Standard 1 -Builds and sustains relationships to foster the success of students and staff |
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1. Exemplary |
Administrators consistently build and sustain relationships to foster the success of students and staff. The school staff is fully engaged in relationship building through collaboration, internal and external communication, and building trust with staff, students, families, and community stakeholders. |
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2. Operational |
Administrators regularly build and sustain relationships to foster the success of students and staff. |
✔ |
3. Emerging |
Administrators sometimes build relationships to foster the success of students and staff. |
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4. Not Evident |
Administrators seldom, if ever, build relationships to foster the success of students and staff. |
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Leadership Standard 2 -Initiates and manages change to improve staff performance and student learning |
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1. Exemplary |
Administrators, the school leadership team, and other teacher leaders initiate and sustain change to improve staff performance and student learning. Administrators, the school leadership team, and other teacher leaders create a sense of urgency for change and effectively communicate a common vision. |
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2. Operational |
Administrators and the school leadership team initiate and sustain change to improve staff performance and student learning. The principal provides an appropriate balance of pressure and support to manage the change process for desired results. |
✔ |
3. Emerging |
Administrators initiate change to improve staff performance and student learning but do not sustain the change, remove barriers, or both. |
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4. Not Evident |
Administrators initiate few, if any, changes that impact staff performance and student learning. |
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Leadership Standard 3 -Uses systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices |
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1. Exemplary |
The principal and other school leaders continually use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. The principal and other school leaders have a comprehensive knowledge and understanding of the best practices for curriculum, assessment, instruction, and professional learning. |
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2. Operational |
The principal and other school leaders often use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. |
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3. Emerging |
The principal and other school leaders occasionally use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. |
✔ |
4. Not Evident |
The principal and other school leaders rarely, if ever, use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. |
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Leadership Standard 4 -Uses processes to systematically analyze data to improve student achievement |
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1. Exemplary |
Extensive, comprehensive processes, including root cause analysis, are used consistently to analyze data (e.g., multiple sources of data: classroom, grade level, departmental, and subgroup, perception data) to improve student achievement. |
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2. Operational |
Numerous processes are used frequently to analyze data (e.g., multiple sources of data: classroom, grade level, departmental, and subgroup, perception data) to improve student achievement. |
✔ |
3. Emerging |
Some processes are in place and used occasionally to analyze data to improve student achievement. |
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4. Not Evident |
Few, if any, processes are in place to analyze data to improve student achievement. |
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Leadership Standard 5 -Builds leadership capacity through shared decision-making and problem-solving |
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1. Exemplary |
Extensive structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. Administrators collaborate consistently with staff members to gather input. |
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2. Operational |
Numerous structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. |
✔ |
3. Emerging |
Some structures exist for staff to engage in shared decision-making, problem-solving, or both. |
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4. Not Evident |
Few, if any, structures exist for staff to engage in shared decision-making or problem-solving. |
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Leadership Standard 6 -Establishes and supports a data-driven school leadership team that is focused on student learning |
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1. Exemplary |
A highly effective, proactive, and data-driven school leadership team is focused on student learning. The leadership team addresses nearly all areas of student and staff learning and school leadership, including the development, implementation, and regular monitoring of the school improvement plan. |
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2. Operational |
A data-driven school leadership team is established with stakeholder representation (e.g., core and non-core teachers, certified support staff) and is focused on student learning. The school leadership team meets regularly and uses norms and protocols to work effectively and efficiently. |
✔ |
3. Emerging |
The school leadership team is established and has some stakeholder representation but is focused chiefly on school operations rather than student learning. |
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4. Not Evident |
A school leadership team does not exist or does not have adequate stakeholder representation. |
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Leadership Standard 7 -Monitors and evaluates the performance of teachers and other staff using multiple data sources |
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1. Exemplary |
Monitoring the performance of teachers and other staff through observations, surveys, data, and documentation is consistent and comprehensive, resulting in highly accurate performance evaluations. A comprehensive system is in place to provide teachers and staff with ongoing, accurate, timely, detailed, descriptive feedback related to their performance. Administrators use the evaluation process to identify role models, teacher leaders, or both. |
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2. Operational |
Monitoring the performance of teachers and other staff regularly occurs using data or documentation, generally resulting in accurate performance evaluations. Teachers and staff receive accurate, timely, descriptive feedback related to their performance. |
✔ |
3. Emerging |
Monitoring the performance of teachers and other staff is inconsistent, incomplete, or lacks data or documentation, sometimes resulting in inaccurate performance evaluations. Teachers and staff receive some descriptive feedback related to their performance. |
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4. Not Evident |
Monitoring the performance of teachers and other staff rarely occurs or often results in inaccurate performance evaluations. Teachers and staff receive little or no descriptive feedback related to their performance. |
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Leadership Standard 8 -Provides ongoing support to teachers and other staff |
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1. Exemplary |
A comprehensive support system that is timely and targeted to individual needs is provided to teachers and other staff. |
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2. Operational |
Most support provided to teachers and other staff is targeted to individual needs. |
✔ |
3. Emerging |
Some support provided to teachers and staff is targeted to individual needs. |
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4. Not Evident |
Support to teachers and staff does not exist or is not targeted to individual needs. |
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Planning and Organization Standard 1 -Shares a common vision and mission that define the school culture and guide the continuous improvement process |
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1. Exemplary |
A common vision and mission have been collaboratively developed and communicated to nearly all stakeholders. The culture of the school has been deeply defined over time by the vision and mission, which are updated as needed. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement. |
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2. Operational |
A common vision and mission have been developed through a collaborative process and communicated to most stakeholders. The vision and mission define the culture of the school and guide the continuous improvement process. |
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3. Emerging |
A common vision and mission have been developed by some staff members but have not been effectively communicated so that they guide the continuous improvement process. |
✔ |
4. Not Evident |
A common vision and mission have not been developed or updated or have been developed by a few staff members. |
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Planning and Organization Standard 2 -Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance |
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1. Exemplary |
A school improvement plan has been developed using a data-driven and consensus-oriented process with input from nearly all stakeholders. The plan includes appropriate goals and strategies with a strong focus on increasing student performance. This process and plan consistently guide the work of the school staff. |
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2. Operational |
A school improvement plan has been developed using a data-driven and consensus-oriented process with input from most plan stakeholders. The plan includes appropriate goals and strategies with a focus on increasing student performance. |
✔ |
3. Emerging |
A school improvement plan has been developed with input from some stakeholders. The school improvement plan is based on incomplete data analysis with limited focus on student performance. |
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4. Not Evident |
An up-to-date, data-driven school improvement plan focused on student performance is not in place. |
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Planning and Organization Standard 3 -Monitors implementation of the school improvement plan and makes adjustments as needed |
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1. Exemplary |
The goals and strategies of the school improvement plan are continually monitored by administrators, the school leadership team, and teacher leaders to evaluate the impact on student performance. Ongoing adjustments are made based on various performance, process, and perception data. |
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2. Operational |
he goals and strategies of the school improvement plan are regularly monitored by administrators and the school leadership team to evaluate the impact on student performance. Adjustments are made to the plan, as needed, based on the analysis of data. |
✔ |
3. Emerging |
The goals and strategies of the school improvement plan are occasionally monitored by administrators. |
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4. Not Evident |
The goals and strategies of the school improvement plan are rarely, if ever, monitored. |
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Planning and Organization Standard 4 -Monitors the use of available resources to support continuous improvement |
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1. Exemplary |
The use of available resources (e.g., personnel, time, facilities, equipment, materials) to support continuous improvement is consistently monitored. School schedules and processes are designed to make effective use of personnel, time, materials, and equipment. |
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2. Operational |
The use of available resources (e.g., personnel, time, facilities, equipment, materials) to support continuous improvement is frequently monitored. |
✔ |
3. Emerging |
The use of available resources to support continuous improvement is inconsistently monitored. |
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4. Not Evident |
The use of available resources to support continuous improvement is rarely, if ever, monitored. |
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Planning and Organization Standard 5 -Develops, communicates, and implements rules, policies, schedules, and procedures to maximize student learning and staff effectiveness |
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1. Exemplary |
Rules, policies, schedules, and procedures are developed with stakeholder input, effectively communicated, and consistently implemented throughout the school to maximize student learning and staff effectiveness. These rules, policies, schedules, and procedures are consistently reviewed and revised as needed. |
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2. Operational |
Rules, policies, schedules, and procedures are developed, communicated, and implemented throughout the school to maximize student learning and staff effectiveness. These rules, policies, schedules, and procedures are periodically reviewed and systematically revised as needed. |
✔ |
3. Emerging |
Rules, policies, schedules, and procedures are developed but are not effectively communicated or are implemented inconsistently across the school. |
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4. Not Evident |
Rules, policies, or procedures are not developed, are poorly communicated, or are ineffectively implemented. In some cases, rules, policies, schedules, or procedures are out of date or have become barriers to student learning or staff effectiveness. |
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Planning and Organization Standard 6 -Uses protocols to maintain the school campus and equipment providing a safe, clean, and inviting learning environment |
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1. Exemplary |
Protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional custodial schedules) are used extensively to maintain the school campus and equipment providing a safe, clean, and inviting learning environment. A proactive maintenance process is in place, and repairs are completed in a satisfactory and timely manner, when needed. |
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2. Operational |
Protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional custodial schedules) are used to maintain the school campus and equipment providing a safe, clean, and inviting learning environment. The school and campus are clean, well-maintained, inviting, and safe. |
✔ |
3. Emerging |
Protocols are sometimes used to maintain the school campus and equipment. The school and campus are partially clean, maintained, and inviting, but some safety issues exist. |
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4. Not Evident |
Protocols do not exist or are rarely, if ever, used to maintain the school campus and equipment. The school and campus are not clean, maintained, or inviting, and safety issues exist. |
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Professional Capacity
1.1 Professional Capacity
Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of professional capacity needs. Complete a data-informed self-rating for each Georgia School Performance Standard (GSPS). See the Professional Capacity webinar for additional information and guidance.
Professional Capacity Data
Leadership Standard 5 -Builds leadership capacity through shared decision-making and problem-solving |
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1. Exemplary |
Extensive structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. Administrators collaborate consistently with staff members to gather input. |
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2. Operational |
Numerous structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. |
✔ |
3. Emerging |
Some structures exist for staff to engage in shared decision-making, problem-solving, or both. |
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4. Not Evident |
Few, if any, structures exist for staff to engage in shared decision-making or problem-solving. |
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Professional Learning Standard 1 -Aligns professional learning with needs identified through analysis of a variety of data |
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1. Exemplary |
Professional learning needs are identified and differentiated through a collaborative analysis process using a variety of data (e.g., student achievement data, examination of student work, process data, teacher and leader effectiveness data, action research data, perception data from students, staff, and families). Ongoing support is provided through differentiated professional learning. |
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2. Operational |
Professional learning needs are identified through a collaborative analysis process using a variety of data (e.g., student achievement data, examination of student work, process data, teacher and leader effectiveness data, action research data, perception data from students, staff, and families). |
✔ |
3. Emerging |
Professional learning needs are identified using limited sources of data. |
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4. Not Evident |
Professional learning needs are identified using little or no data. |
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Professional Capacity Data
Professional Learning Standard 2 -Establishes a culture of collaboration among administrators and staff to enhance individual and collective performance |
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1. Exemplary |
Administrators and staff, as a foundational practice, consistently collaborate to support leadership and personal accountability and to enhance individual and collective performance (e.g., construct knowledge, acquire skills, refine practice, provide feedback). Teachers conduct action research and assume ownership of professional learning processes. |
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2. Operational |
Administrators and staff routinely collaborate to improve individual and collective performance (e.g., construct knowledge, acquire skills, refine practice, provide feedback). |
✔ |
3. Emerging |
Administrators and staff sometimes collaborate to improve individual and collective performance. |
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4. Not Evident |
Administrators and staff rarely collaborate to improve individual and collective performance. |
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Professional Learning Standard 3 -Defines expectations for implementing professional learning |
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1. Exemplary |
Administrators, teacher leaders, or both consistently define expectations for the implementation of professional learning, including details regarding the stages of implementation and how monitoring will occur as implementation progresses. |
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2. Operational |
Administrators, teacher leaders, or both regularly define expectations for the implementation of professional learning. |
✔ |
3. Emerging |
Administrators, teacher leaders, or both occasionally define expectations for the implementation of professional learning. |
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4. Not Evident |
Administrators, teacher leaders, or both rarely, if ever, define expectations for the implementation of professional learning. |
|
Professional Capacity Data
Professional Learning Standard 4 -Uses multiple professional learning designs to support the various learning needs of the staff |
||
---|---|---|
1. Exemplary |
Staff members actively participate in job-embedded professional learning that engages collaborative teams in a variety of appropriate learning designs (e.g., collaborative lesson study, analysis of student work, problem solving sessions, curriculum development, coursework, action research, classroom observations, online networks). Professional learning includes extensive follow-up with descriptive feedback and coaching. |
|
2. Operational |
Staff members actively participate in professional learning, most of which is job-embedded, which includes multiple designs (e.g., collaborative lesson study, analysis of student work, problem-solving sessions, curriculum development, coursework, action research, classroom observations, online networks) to support their various learning needs. Professional learning includes follow-up with feedback and coaching. |
✔ |
3. Emerging |
Some staff members are engaged in professional learning that makes use of more than one learning design to address their identified needs. |
|
4. Not Evident |
Staff members receive single, stand-alone professional learning events that are informational and mostly large-group presentation designs. |
|
Professional Learning Standard 5 -Allocates resources and establishes systems to support and sustain effective professional learning |
||
---|---|---|
1. Exemplary |
Extensive resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, technology) and systems (e.g., conducive schedules, adequate collaborative time, model classrooms) are allocated to support and sustain effective professional learning. Opportunities to practice skills, receive follow-up, feedback, and coaching are provided to support the effectiveness of professional learning. |
|
2. Operational |
Adequate resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, technology) and systems (e.g., conducive schedules, adequate collaborative time, model classrooms) are in place to support and sustain professional learning. |
|
3. Emerging |
Some resources and systems are allocated to support and sustain professional learning. |
✔ |
4. Not Evident |
Few, if any, resources and systems are provided to support and sustain professional learning. |
|
Professional Capacity Data
Professional Learning Standard 6 -Monitors and evaluates the impact of professional learning on staff practices and student learning |
||
---|---|---|
1. Exemplary |
Monitoring and evaluating the impact of professional learning on staff practices and increases in student learning occurs extensively. Evaluation results are used to identify and implement processes to extend student learning. |
|
2. Operational |
Monitoring and evaluating the impact of professional learning on staff practices and student learning occurs routinely. |
✔ |
3. Emerging |
Monitoring and evaluating the impact of professional learning on staff practices occurs sporadically. |
|
4. Not Evident |
Monitoring and evaluating the impact of professional learning on staff practices occurs rarely, if ever. |
|
Family and Community Engagement
1.1 Family and Community Engagement
Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of needs related to family and community engagement. Complete a
data-informed self-rating for each Georgia School Performance Standard (GSPS). See the Family and Community for additional information and guidance. Visit Georgia’s Family Connection Partnership’s KIDS COUNT for additional data.
Family and Community Engagement Data
Family and Community Engagement Standard 1 -Creates an environment that welcomes, encourages, and connects family and community members to the school |
||
---|---|---|
1. Exemplary |
The school has a well-established, inviting learning environment that welcomes, encourages, and connects family and community members to the school. Numerous opportunities are given to family members to become actively engaged in school-related events and improvement efforts as participants, event managers, and workers. |
|
2. Operational |
The school has created an environment that welcomes, encourages, and connects family and community members to the school. |
✔ |
3. Emerging |
The school has made some progress toward creating an environment that welcomes, encourages, and connects family and community members to the school. |
|
4. Not Evident |
The school has not created an environment that welcomes, encourages, or connects family and community members to the school. |
|
Family and Community Engagement Standard 2 -Establishes structures that promote clear and open communication between the school and stakeholders |
||
---|---|---|
1. Exemplary |
Extensive structures that promote clear and open communication between the school and stakeholders have been effectively established and implemented. Structures are continuously monitored for reliable and interactive communication. |
|
2. Operational |
Most structures that promote clear and open communication between the school and stakeholders have been effectively established and implemented. |
✔ |
3. Emerging |
Some structures that promote clear and open communication between the school and stakeholders exist. |
|
4. Not Evident |
Few, if any, structures that promote clear and open communication between the school and stakeholders exist. |
|
Family and Community Engagement Data
Family and Community Engagement Standard 3 -Establishes relationships and decision-making processes that build capacity for family and community engagement in the success of students |
||
---|---|---|
1. Exemplary |
A wide variety of relationships and collaborative decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services, post-secondary partnerships) are pervasive in promoting student success and well being. Expectations for family and community engagement are embedded in the culture and result in stakeholders being actively involved in decision-making. |
|
2. Operational |
Numerous relationships and decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services) effectively build capacity for family and community engagement in the success of students. |
✔ |
3. Emerging |
Limited relationships and decision-making processes have been initiated by the school to build capacity for family and community engagement. |
|
4. Not Evident |
Relationships and decision-making processes for families and the community are non-existent, or those that do exist contribute minimally to student success. |
|
Family and Community Engagement Data
Family and Community Engagement Standard 4 -Communicates academic expectations and current student achievement status to families |
||
---|---|---|
1. Exemplary |
The school staff provides families with ongoing, detailed academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols). Extensive communication related to the current achievement level of individual students is provided (e.g., progress reports, student-led parent conferences, report cards, reading level reports, state test reports, school-based assessment reports, online reporting system). |
|
2. Operational |
The school staff communicates academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols) throughout the year. Regular communication related to the current achievement level of individual students is provided (e.g., progress reports, parent conferences, report cards, reading level reports, state test reports, school-based assessment reports, online reporting system). |
✔ |
3. Emerging |
The school staff communicates some academic expectations at the start of the year. Some communication related to the current achievement level of individual students is provided. |
|
4. Not Evident |
The school staff does little to inform families of academic expectations. Little, if any, communication related to the current achievement level of individual students is provided. |
|
Family and Community Engagement Standard 5 -Develops the capacity of families to use support strategies at home that will enhance academic achievement |
||
---|---|---|
1. Exemplary |
The school continually develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement. |
|
2. Operational |
The school frequently develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement. |
✔ |
3. Emerging |
The school occasionally develops the capacity of families to use support strategies at home that will enhance academic achievement. |
|
4. Not Evident |
The school seldom, if ever, develops the capacity of families to use support strategies at home that will enhance academic achievement. |
|
Family and Community Engagement Data
Family and Community Engagement Standard 6 -Connects families with agencies and resources in the community to meet the needs of students |
||
---|---|---|
1. Exemplary |
The school has a systematic process in place to connect families with an array of agencies and resources (e.g., Y-Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, tutoring services) to meet the needs of students. |
✔ |
2. Operational |
The school regularly connects families to agencies and resources in the community (e.g., Y-Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, tutoring services) to meet the needs of students. |
|
3. Emerging |
The school sometimes connects families to agencies and resources in the community to meet the needs of students. |
|
4. Not Evident |
The school does little to connect families with agencies and resources in the community to meet the needs of students. |
|
Supportive Learning Environment
1.1 Supportive Learning Environment
Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of needs related to a supportive learning environment. Complete a
data-informed self-rating for each Georgia School Performance Standard (GSPS). Student subgroups with a count of less than 15 are denoted by “TFS” (too few students). See the Supportive Learning Environment webinar for additional information and guidance.
Supportive Learning Environment Data
Instruction Standard 1 -Provides a supportive and well-managed environment conducive to learning |
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---|---|---|
1. Exemplary |
A supportive and well-managed environment conducive to learning is evident throughout the school. Students consistently stay on-task and take responsibility for their own actions. |
|
2. Operational |
A supportive and well-managed environment conducive to learning is evident in most classrooms. |
✔ |
3. Emerging |
A supportive and well-managed environment conducive to learning is evident in some classrooms. |
|
4. Not Evident |
A supportive and well-managed environment conducive to learning is evident in few, if any, classrooms. |
|
Instruction Standard 2 -Creates an academically challenging learning environment |
||
---|---|---|
1. Exemplary |
Nearly all teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). Students consistently work independently and in teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking. |
|
2. Operational |
Most teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). |
✔ |
3. Emerging |
Some teachers create an academically challenging learning environment. |
|
4. Not Evident |
Few, if any, teachers create an academically challenging learning environment. |
|
Supportive Learning Environment Data
Instruction Standard 8 -Establishes a learning environment that empowers students to actively monitor their own progress |
||
---|---|---|
1. Exemplary |
Nearly all students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. Nearly all students develop a sense of personal responsibility and accountability by engaging in record keeping, self-monitoring, sharing, exhibiting, and self-reflection. |
|
2. Operational |
Most students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. |
|
3. Emerging |
Some students use tools to actively monitor their own progress. |
✔ |
4. Not Evident |
Few, if any, students use tools to actively monitor their own progress. |
|
School Culture Standard 1 -Develops, communicates, and implements rules, practices, and procedures to maintain a safe, orderly learning environment |
||
---|---|---|
1. Exemplary |
Rules, practices, and procedures that maintain a safe, orderly learning environment are proactively developed, communicated, and consistently implemented across the school. These rules, practices, and procedures are continually monitored and revised as needed. |
|
2. Operational |
Rules, practices, and procedures that maintain a safe, orderly learning environment are developed, communicated, and implemented. |
✔ |
3. Emerging |
Rules, practices, and procedures are developed and communicated but are ineffective or inconsistently implemented across the school. |
|
4. Not Evident |
Rules, practices, and procedures that maintain a safe, orderly, learning environment are not developed nor updated or are poorly communicated. |
|
Supportive Learning Environment Data
School Culture Standard 2 -Establishes a culture of trust and respect that promotes positive interactions and a sense of community |
||
---|---|---|
1. Exemplary |
Extensive evidence (e.g., positive and respectful interactions, appreciation of diversity, tolerance, understanding) exists that a culture of trust and respect has been established. A pervasive commitment to promoting positive interactions and a sense of community is evident. |
|
2. Operational |
Evidence (e.g., positive and respectful interactions, appreciation of diversity, tolerance, understanding) exists that a culture of trust and respect has been established. A sustained commitment to promoting positive interactions and a sense of community is evident. |
✔ |
3. Emerging |
Some evidence exists that a culture of trust and respect has been established. A limited commitment to promoting positive interactions and a sense of community is evident. |
|
4. Not Evident |
Little or no evidence exists that a culture of trust and respect has been established. Unresolved conflicts interfere with a sense of community. |
|
School Culture Standard 3 -Establishes a culture that supports the college and career readiness of students |
||
---|---|---|
1. Exemplary |
Extensive evidence (e.g., advisement, career counseling, transition coaching, high expectations) exists that the beliefs and practices of the school support the college and career readiness of students. The school culture supports addressing individual achievement needs and strengths to prepare students for success. |
|
2. Operational |
Evidence (e.g., advisement, career counseling, transition coaching, high expectations) exists that the beliefs and practices of the school support the college and career readiness of students. |
|
3. Emerging |
Some evidence exists that the school supports the college and career readiness of students. |
✔ |
4. Not Evident |
Little or no evidence exists that the school supports the college and career readiness of students. |
|
Supportive Learning Environment Data
School Culture Standard 4 -Supports the personal growth and development of students |
||
---|---|---|
1. Exemplary |
The school staff consistently provides a comprehensive system of support (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving) to maximize the personal growth and development of nearly all students. |
|
2. Operational |
The school staff regularly provides support (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving) to enhance the personal growth and development of students. |
✔ |
3. Emerging |
The school staff sporadically supports the personal growth and development of students. |
|
4. Not Evident |
The school staff does little to support the personal growth and development of students. |
|
School Culture Standard 5 -Recognizes and celebrates achievements and accomplishments of students and staff |
||
---|---|---|
1. Exemplary |
The school community consistently recognizes and celebrates the achievements and accomplishments of students and staff. The celebrations are publicized within the school and to the community and support the culture of the school. |
|
2. Operational |
The school community regularly recognizes and celebrates the achievements and accomplishments of students and staff. |
✔ |
3. Emerging |
The school community periodically recognizes or celebrates the achievements or accomplishments of students and/or staff. |
|
4. Not Evident |
The school community rarely, if ever, recognizes or celebrates the achievements or accomplishments of students or staff. |
|
Supportive Learning Environment Data
Planning and Organization Standard 1 -Shares a common vision and mission that define the school culture and guide the continuous improvement process |
||
---|---|---|
1. Exemplary |
A common vision and mission have been collaboratively developed and communicated to nearly all stakeholders. The culture of the school has been deeply defined over time by the vision and mission, which are updated as needed. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement. |
|
2. Operational |
A common vision and mission have been developed through a collaborative process and communicated to most stakeholders. The vision and mission define the culture of the school and guide the continuous improvement process. |
|
3. Emerging |
A common vision and mission have been developed by some staff members but have not been effectively communicated so that they guide the continuous improvement process. |
✔ |
4. Not Evident |
A common vision and mission have not been developed or updated or have been developed by a few staff members. |
|
Data Analysis Questions
1.1 Data Analysis Questions
Analyze the LEA’s data and answer the guiding questions to determine existing trends and patterns that support the identification of demographic and financial needs. Student subgroups with a count of less than 15 are denoted by “TFS” (too few students).
The perception data used to comprise the ratings for this information included periodic parent and climate survey, 45 Day Action plan and Title One surveys.
|
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What perception data did you use? [examples: student perceptions about school climate issues (health survey, violence, prejudice, bullying, etc.); student/parent perceptions about the effectiveness of programs or interventions; student understanding of relationship of school to career or has an academic plan] |
---|
Families feel the school is doing a good job helping them work with their child(ren) to do better in school. Henderson E. Formey, Jr. School provides a welcoming environment for families. Families find the programs offered throughout the year very valuable.
Strategies for improving the delivery of events/activities: Offer morning and evening event times Contact parents by flyer Contact parents by text message
|
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What does the perception data tell you? (perception data can describe people’s knowledge, attitudes, beliefs, perceptions, competencies; perception data can also answer the question “What do people think they know, believe, or can do?") |
---|
The process data used was faculty and staff input, parental involvement, observations from day to day.
What process data did you use? (examples: student participation in school activities, sports, clubs, arts; student participation in special programs such as peer mediation, counseling, skills conferences; parent/student participation in events such as college information meetings and parent workshops) |
---|
The process data showed that parents were very interested in attending events when their students were performing or when the events were family oriented. Attendance to events in the evening for academic information was not well attended. The observation data showed parents did not attend events whether it was during the day or in the evening. Due to the pandemic events were virtual and average attendance was one to two parents depending upon the event.
|
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What does the process data tell you? (process data describes the way programs are conducted; provides evidence of participant involvement in programs; answers the question “What did you do for whom?”) |
---|
iReady data was the achievement data used. Students participated in three opportunities to monitor student progress. The assessment was administered fall, winter, and spring. |
---|
What achievement data did you use? |
---|
The achievement data shows that students did grow in achievement from the beginning of the year to the end. Sight word comprehension was a concerned due to only 37% of kindergarten students knew 50 out of the 100 kindergarten sight words. It will be imperative to keep parents informed and students engaged in understanding their data.
|
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What does your achievement data tell you? |
---|
What demographic data did you use?
85% of our students are African American 7% of our students Hispanic
1% of our students American Indian 4% of our students are Multi-Racial 3% of our students are White (non-Hispanic) 47% of our students are female and 53% of our students are male |
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|
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Strengths and Challenges Based on Trends and Patterns
1.1 Strengths and Challenges Based on Trends and Patterns
Read the trends and patterns summaries from each section of the data analysis process. Use the information in these summaries to complete 3.2 and 3.3. Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults involved in or affected by the program. Focus on strengths and challenges that will assist in the identification of needs during 3.2. Watch the Identifying Need for additional information and guidance.
Strengths and Challenges Based on Trends and Patterns
Strengths:Students consistently made growth on the assessments. Opportunity for intercession was embedded in the daily instruction schedule
Challenges: Student attendance posed a problem due to students needing to be quarantined during the high transmission periods in the fall and after the winter holiday breaks. One EIP teacher was available to assist kindergarten students with reading and math instruction. To improve instruction in this area, a content resource teacher will be available to provide instruction in reading and/or math based upon the greatest need.
|
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Coherent Instructional:Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Strengths: A School Leadership Team has been established and meets twice per month to monitor student performance. Teachers conduct professional development during PLCs
The school began meeting weekly to analyze assessment data. Teachers then created a remediation plan, implemented instruction by focusing on targeted skill, then provided students the opportunity to be reassessed after intervention. Challenges: There is a need to increase team building activities in order to build trust and relationships among the leaders, faculty and staff. A common vision and mission has been created and communicated, but must be shared on a consistent basis in order for all to embrace. Leaders will need to increase providing immediate feedback to teachers through the use of the coaching cycle, whether teachers are successful or not with the implementation of instruction. Plans must be created to closely monitor and evaluate instruction of ineffective teachers.
|
---|
Effective Leadership: Summarize the effective leadership trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Strength: Collaborative planning and grade level planning during the teachers planning periods consistently focused on data, instructional strategies, and RTI to monitor students who needed intense intervention and or enrichment.
Challenge: Increase and plan in advance the opportunity for extended planning. Allow time for teachers to collaborate in advance for the upcoming marking period for a half or full day.
|
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Professional Capacity: Summarize the professional capacity trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Strengths: The family and community engagement at Formey is positive and consistent. We are building partnerships that we intend to build and maintain.
Challenges: A Family and Community Resource Specialist is essential to plan engaging activities for families, maintain consistent communication with families, and to provide informative learning sessions for parents to be in the know with what is happening in the classroom and how they can provide supplemental assistance at home. Low attendance to academic events. The need to combine family oriented and academic events is evident.
|
---|
Family and Community Engagement: Summarize the family and community engagement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Strengths: All stakeholders were familiar with policies, procedures, and routines.
Challenge: Increasing the performance expectation of our students despite the age. Some tend to feel students may not be able to do what it is asked of them because they are in kindergarten and have never been in school, but as a staff we will continue to challenge students academically.
|
---|
Supportive Learning Environment: Summarize the supportive learning environment trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Instructional materials were purchased and utilized for reading and math instruction.
Demographic and Financial: Summarize the demographic and financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Spring Scores:64% of students in kindergarten scored at or above grade level in reading.
47% of students in kindergarten scored at or above grade level in math. Strength: Comprehension for literature and phonological awareness in reading. Geometry in math Challenge: Sight Word Data: 37% of students in kindergarten were able to read
|
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Student Achievement: Summarize the student achievement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? |
---|
Strengths and Challenges Based on Trends and Patterns
Fifty or more words by May 24, 2025. Phonics: Letters and letter sounds High Frequency Words
Numbers and Operations |
---|
IDEA – Special Education, Economically Disadvantaged Children, and English Learners.
Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults involved in or affected by the program. Focus on strengths and challenges that will assist in the identification of needs during 3.3. Watch the Identifying Need webinar for additional information and guidance.
The special education population received general education instruction through the inclusion model. Students showed gains from the beginning of the year assessment to the last assessment in May.
Strengths: Providing more instructional time for small group instruction or additional after school instruction due to the age of the students. |
---|
Challenges: Most parents were unable to allow the students to stay for tutorial.
Identification and Prioritization of Overarching Needs
1.1 Identification and Prioritization of Overarching Needs
Use the results of 3.1 to identify the overarching needs of the LEA. Determine the priority order of the identified needs based on data, team member and stakeholder knowledge, and answers to questions in the table below. Be sure to address the major program challenges identified in 3.1. Watch the Identifying Need webinar for additional information and guidance.
Overarching Need # 1
Overarching Need |
An academic coach is needed in order to provide additional instructional support to staff in order to focus on students' specific area that needs improvement. An academic coach is needed to stay coherent with the instructional changes in the district. |
---|---|
How severe is the need? |
High |
Is the need trending better or worse over time? |
Unknown |
Can Root Causes be Identified? |
Yes |
Priority Order |
1 |
Additional Considerations |
Our school district has a great instructional focus on literacy and numeracy. Teachers district wide are receiving professional development in these areas however, a district representative is needed to attend district meetings and report back to the teacher teams for support and guidance. |
---|
Overarching Need # 2
Overarching Need |
Parents must be constantly informed of the students' educational performance. Planning of the events and times will need to be addressed and focused upon in order to increase parent attendance at events that involve information regarding academics. A family engagement contact is needed to help keep the relationship and communication consistent between home and school. This person will provide support to families and help us meet our family engagement capacities. |
---|---|
How severe is the need? |
High |
Is the need trending better or worse over time? |
Unknown |
Can Root Causes be Identified? |
Yes |
Priority Order |
4 |
Additional Considerations |
Multiple times were provided throughout the day for parents to be able to attend |
---|
Overarching Need # 2
Additional Considerations |
events, but attendance remained low. |
---|
Overarching Need # 3
Overarching Need |
Students with disabilities growth on the iReady assessment was minimal. |
---|---|
How severe is the need? |
High |
Is the need trending better or worse over time? |
Unknown |
Can Root Causes be Identified? |
Yes |
Priority Order |
3 |
Additional Considerations |
|
---|
Needs Identification and Root Cause Analysis
1.1 Root Cause Analysis
Select the top 2-4 overarching needs from 3.2. Conduct a separate root cause analysis (RCA) for each need. Any RCA tools and resources can be used, but suggestions are available as part of the Identifying Need webinar. After describing the RCA process, complete a table for each selected overarching need.
Overarching Need - An academic coach is needed in order to provide additional instructional support to staff in order to focus on students' specific area that needs improvement. An academic coach is needed to stay coherent with the instructional changes in the district. |
---|
Root Cause # 1
Root Causes to be Addressed |
Teacher support is needed to enhance student learning and performance. An academic coach would be able to dedicate the time to focus on tier support and coaching to teachers. |
---|---|
This is a root cause and not a contributing cause or symptom |
Yes |
This is something we can affect |
Yes |
Impacted Programs |
IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program Title I, Part A - Parent and Family Engagement Program Title I, Part C - Education of Migratory Children Title I, Part D - Programs for Neglected or Delinquent Children |
Additional Responses |
|
---|
Overarching Need - Parents must be constantly informed of the students' educational performance. Planning of the events and times will need to be addressed and focused upon in order to increase parent attendance at events that involve information regarding academics. A family engagement contact is needed to help keep the relationship and communication consistent between home and school. This person will provide support to families and help us meet our family engagement capacities. |
---|
Root Cause # 1
Root Causes to be Addressed |
The meeting times must vary or be offered multiple times as well as constant communication to parents must be provided on a consistent basis. The team believes combining family-oriented events with academic events may increase attendance. |
---|---|
This is a root cause and not a contributing cause or symptom |
Yes |
This is something we can affect |
Yes |
Impacted Programs |
Title I, Part A - Parent and Family Engagement Program |
Additional Responses |
|
---|
Overarching Need - Students with disabilities growth on the iReady assessment was minimal.
Root Cause # 1
Root Causes to be Addressed |
Students with disabilities must receive instruction at their grade and instructional levels. |
---|---|
This is a root cause and not a contributing cause or symptom |
Yes |
This is something we can affect |
Yes |
Impacted Programs |
IDEA - Special Education Title I - Part A - Improving Academic Achievement of Disadvantaged Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program |
Additional Responses |
|
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School Improvement Plan
- General Improvement Plan Information
- Overarching Need #1
- Overarching Need #2
- Overarching Need #3
- Stakeholders, Coordination of Activities, Serving Children, and PQ
- PQ, Federally Identified Schools, CTAE, Discipline
General Improvement Plan Information
General Improvement Plan Information
General Improvement Plan Information
District |
Savannah-Chatham County |
---|---|
School Name |
Henderson E Formey Jr Early Learning Center |
Team Lead |
Erica Swindell-Foster |
Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply) |
Traditional funding (Federal funds budgeted separately) |
Factors(s) Used by District to Identify Students in Poverty (Select all that apply) |
|
---|---|
✔ |
Free/Reduced meal application |
|
Community Eligibility Program (CEP) - Direct Certification ONLY |
|
Other (if selected, please describe below) |
Overarching Need #1
2.1 Overarching Need # 1
Overarching Need
Overarching Need as identified in CNA Section 3.2 |
An academic coach is needed in order to provide additional instructional support to staff in order to focus on students' specific area that needs improvement. An academic coach is needed to stay coherent with the instructional changes in the district. |
---|---|
Root Cause # 1 |
Teacher support is needed to enhance student learning and performance. An academic coach would be able to dedicate the time to focus on tier support and coaching to teachers. |
Goal |
The Amazing Kindergarten Pandanimal students at Henderson E. Formey, Jr. School will improve their math proficiency 3% (BOY) to 53% (EOY) as measured by the i-Ready Math Assessment administered by May 2025. The Amazing Kindergarten Pandanimal students at Henderson E. Formey, Jr. School will improve their reading proficiency from 8% (BOY) to 58% (EOY) as measured by the i-Ready Reading administered by May 2025. |
Action Step # 1
Action Step |
An Academic Coach will be hired to provide instructional and professional learning support to teachers across all content areas. |
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Funding Sources |
Title I, Part A |
Subgroups |
Economically Disadvantaged Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction |
Method for Monitoring Implementation |
Monitoring will occur through weekly observations and student performance on iReady. |
Method for Monitoring Effectiveness |
Proficient student performance on informal assessments, iReady assessments, and Common Unit Assessments |
Position/Role Responsible |
Administrative Team (Principal, Assistant Principal, and district instructional support specialists) |
Timeline for Implementation |
Weekly |
Action Step # 1
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
We will partner with volunteers from our district volunteer program, VISTA in order to provide teachers with additional instructional support. |
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Action Step # 2
Action Step |
Professional learning support will be provided to all teachers on reading across the curriculum. (Instructional resources that will be used will include, but are not limited to classroom leveled libraries, Brain Pop Software, math libraries, and studies weekly) |
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Funding Sources |
Title I, Part A |
Subgroups |
Economically Disadvantaged Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction |
Method for Monitoring Implementation |
Monitoring will occur through weekly observations and student performance on iReady. |
Method for Monitoring Effectiveness |
Proficient student performance on informal assessments, iReady assessments, and Common Unit Assessments |
Position/Role Responsible |
Administrative Team (Principal, Assistant Principal, and district instructional support specialists) |
Timeline for Implementation |
Weekly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
We will partner with volunteers from our district volunteer program, VISTA in order to provide teachers with additional instructional support. |
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Action Step # 3
Action Step |
Teachers will use and implement Amira and Houghton Mifflin provided resources with fidelity to ensure growth in the areas of phonics and high frequency words. |
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Funding Sources |
Title I, Part A |
Subgroups |
Economically Disadvantaged Foster Homeless Race / Ethnicity / Minority |
Systems |
Coherent Instruction |
Method for Monitoring Implementation |
Teacher observations during Wilsons Fundations thirty minute block Vocabulary and Sight Word Assessments iReady Common Unit Assessments Amira |
Method for Monitoring Effectiveness |
Students should be able to read 70 or more sight words by May 2024 |
Position/Role Responsible |
Teachers Media Specialists Title One Content Teacher |
Timeline for Implementation |
Others : Bi-Weekly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
We will partner with volunteers from our district volunteer program, VISTA in order to provide teachers with additional instructional support. |
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Action Step # 4
Action Step |
Teachers will utilize and teach the new state math standards and implement the new Georgia Math units with fidelity. Math/manipulative usage professional development will be provided to teachers on the use to ensure growth in the areas of math. |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Homeless Race / Ethnicity / Minority |
Action Step # 4
Subgroups |
Student with Disabilities |
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Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Lesson plans and classroom observation |
Method for Monitoring Effectiveness |
Students will show proficient performance on district Common Unit Assessment and iReady assessments |
Position/Role Responsible |
Kindergarten teachers and instructional support |
Timeline for Implementation |
Weekly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Action Step # 5
Action Step |
Organize flexible groups to reinforce foundational literacy skills through differentiated instruction in small group and enrichment blocks. Instruction will be provided during Differentiated Instructional Group (D.I.G.) time. During this time students will be given instructional support for remediation, review, and enrichment. |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Homeless Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Action Step # 5
Method for Monitoring Implementation |
PLC Meetings Sign-in Sheets and Mentoring Logs |
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Method for Monitoring Effectiveness |
Proficient performance on student assessments |
Position/Role Responsible |
Kindergarten teachers and Instructional support teachers |
Timeline for Implementation |
Weekly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Action Step # 6
Action Step |
Provide teachers with supplemental materials and equipment to support classroom instruction |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Homeless Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Purchase orders, Observations |
Method for Monitoring Effectiveness |
Proficient performance on student assessments |
Position/Role Responsible |
Administrators and Teachers |
Timeline for Implementation |
Quarterly |
Action Step # 6
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Action Step # 7
Action Step |
Provide additional supplemental resources for home study use |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Homeless Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Progress Reports & Sign-out Sheets |
Method for Monitoring Effectiveness |
Proficient performance on student standards for the school year. |
Position/Role Responsible |
Instructional Teams and Family and Community Resource Specialist |
Timeline for Implementation |
Yearly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Action Step # 8
Action Step |
Purchase supplemental materials, technology, and Brain Pop software to support classroom instruction |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Homeless Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Purchase Orders and Observations |
Method for Monitoring Effectiveness |
Proficient performance on student standards for the school year. |
Position/Role Responsible |
Administration and instructional support teams |
Timeline for Implementation |
Yearly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Action Step # 9
Action Step |
Allow two to three teachers to attend the National Association for Educating the Young Child Professional Learning Institute to learn and collaborate with teachers and leaders across the country. Teachers and staff that attend will share the information they have learned with their teams. Teachers will obtain knowledge on how early learners learn, process, and retain the information taught to them. |
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Funding Sources |
Title I, Part A |
Subgroups |
Economically Disadvantaged Foster Homeless |
Action Step # 9
Subgroups |
Migrant Race / Ethnicity / Minority Student with Disabilities |
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Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Teacher agenda Teacher presentation |
Method for Monitoring Effectiveness |
Teacher Keys Effectiveness evaluation ratings Teachers implementation of lesson plans |
Position/Role Responsible |
Kindergarten teachers, instructional support teachers |
Timeline for Implementation |
Yearly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Overarching Need #2
2.1 Overarching Need # 2
Overarching Need
Overarching Need as identified in CNA Section 3.2 |
Parents must be constantly informed of the students' educational performance. Planning of the events and times will need to be addressed and focused upon in order to increase parent attendance at events that involve information regarding academics. A family engagement contact is needed to help keep the relationship and communication consistent between home and school. This person will provide support to families and help us meet our family engagement capacities. |
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Root Cause # 1 |
The meeting times must vary or be offered multiple times as well as constant communication to parents must be provided on a consistent basis. The team believes combining family-oriented events with academic events may increase attendance. |
Goal |
During the 2024-2025 School Year, we will increase our Passionate Pandanimals' parent participation rate for school wide academic events from 25% to 35%. |
Action Step # 1
Action Step |
A family engagement contact will manage and operate the family center and assist with the coordination of various parent activities for the school. The FE Contact will also work with the community to increase community/parent engagement. |
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Funding Sources |
Title I, Part A |
Subgroups |
Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A |
Systems |
Coherent Instruction Family and Community Engagement |
Method for Monitoring Implementation |
Administration will have weekly meetings and daily check-ins with the Family Engagement contact The contact will also provide updates to the faculty and staff during bi-weekly meet Formey Family Meetings. |
Method for Monitoring Effectiveness |
Proficient performance on student standards |
Position/Role Responsible |
Administrative team |
Timeline for Implementation |
Weekly |
Action Step # 1
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
The FCRS will work closely with our school and district business partners to provide resources for families, faculty, staff, and students. The FCRS will attend the Family Engagement conference and other professional development sessions in order to gain knowledge and grow in the role of Family Community Resource Specialist. |
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Action Step # 2
Action Step |
We will increase communication avenues by providing parent flyers, monthly calendars, and newsletters. We will also increase our social media presence using various social media platforms. We are committed to hosting quarterly parent workshops. |
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Funding Sources |
Title I, Part A |
Subgroups |
Economically Disadvantaged Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Family and Community Engagement |
Method for Monitoring Implementation |
Weekly meetings and daily check-ins with the Family and Community Resource Specialist. |
Method for Monitoring Effectiveness |
Proficient performance on student standards |
Position/Role Responsible |
Administrative team |
Timeline for Implementation |
Weekly |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
The FCSRS will work closely with our school and district business partners to provide resources for families, faculty, staff, and students. |
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Action Step # 3
Action Step |
The FCRS will offer family workshops and reading and math family activities to help parents/guardians to support learning at home. |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Foster Homeless Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Agendas, Sign-in Logs and Event Notices |
Method for Monitoring Effectiveness |
Proficient performance on student standards |
Position/Role Responsible |
The FCRS |
Timeline for Implementation |
Others : |
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
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Overarching Need #3
2.1 Overarching Need # 3
Overarching Need
Overarching Need as identified in CNA Section 3.2 |
Students with disabilities growth on the iReady assessment was minimal. |
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Root Cause # 1 |
Students with disabilities must receive instruction at their grade and instructional levels. |
Goal |
The Amazing Kindergarten students with disabilities at Henderson E. Formey, Jr. School will improve math performance in numbers and operations from 1% (BOY) to 15% (EOY) administered by May 23, 2024. |
Action Step # 1
Action Step |
Provide instruction in numbers and operations to all students to include students with disabilities. |
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Funding Sources |
Title I, Part A IDEA McKinney-Vento |
Subgroups |
Economically Disadvantaged Foster Homeless Race / Ethnicity / Minority Student with Disabilities |
Systems |
Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment |
Method for Monitoring Implementation |
Students with disabilities will obtain a 14% growth from the beginning of the year administration to the end of the year administration. |
Method for Monitoring Effectiveness |
Students will meet proficiency in numbers and operations in Math. |
Position/Role Responsible |
General Education Teacher |
Timeline for Implementation |
Yearly |
Action Step # 1
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? |
We will partner with our district volunteer program, Operation Beacon in order to provide teachers with additional instructional support with the help of community partners |
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Stakeholders, Coordination of Activities, Serving Children, and PQ
2.1 Stakeholders, Coordination of Activities, Serving Children, and PQ
Required Questions
As the schoolwide plan was developed input was sought from parents, teachers, community member, business partners, other school staff to include paraprofessionals and specialty staff, and district staff related to the effective management of the school , teacher quality of instruction , instructional content and strategies. This input was gathered through parent surveys, a virtual community/parent forum, an informal teacher survey, feedback from staff during professional learning communities. Administration gained input from the school leadership team and school council. Climate survey results from personnel and families was also included in the process. District level staff were consulted as part of continuing support in developing the plan.
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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). |
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Teachers will not be hired who are ineffective, out-of-field or inexperienced based upon the Georgia Professional Standards Commission guidelines and the LEA Strategic Waiver. Screening of all candidates for hire is completed at the district level before being released to the school to interview, this ensures that only qualified teachers are interviewed and hired.
After being hired to ensure teachers do not become ineffective after they are hired, they will be observed weekly to ensure students are receiving effective, meaningful and academically challenging instruction. School administrators and teacher leaders will participate in professional development regarding developmentally appropriate practices for educating the young child through participation in NAEYC and GAEYC conferences, webinars, and online learning opportunities. The information learned will be redelivered and shared with the remainder of the school staff.
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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. |
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Kindergarten students in this school will receive instruction from bell to bell. That means from the time they enter the classroom to the time they leave. Students will be taught using research based approved instructional materials in all content areas integrating science and social studies into reading and math lessons. . Teachers will be monitored and evaluated consistently. The School Leadership Team will meet twice monthly to review the components of the School Improvement plan to ensure we are monitoring our progress as a school.
The school is working to support at risk students instructionally by providing small group instruction when necessary in the classroom to support skill and concept mastery. Students who are most at risk are also included in a flexible learning block of 30 minutes per day in the areas of math and reading to give additional academic support. Multi-Tiered System of Support ( MTSS) is utilized
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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). |
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The school is working to support at risk students by providing professional learning to staff related to implementing Amira reading as a constructive response to student aloud reading, i-ready data and instruction based on student progress monitoring, and weekly professional learning communities that base staff instruction on student data and targeted interventions.
The school is working to support at risk students by providing parents with virtual and face to face meeting to support ;meeting challenging State standards, understanding testing & assessment, monitoring student progress, teaching parents key strategies to reinforce learning, transitioning between learning environments and other content as requested by parents. Additionally, teachers continuously communicate with parents on student progress and send home assignments and materials to meet individual student needs. Under the McKinney Vento Act there are several students who are being provided transportation, meals and additional academic support when requested by parents. At this time no students from Henderson Formey Jr, School are living in an N/D facility. |
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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. |
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PQ, Federally Identified Schools, CTAE, Discipline
2.1 PQ, Federally Identified Schools, CTAE, Discipline
Required Questions
In an effort to support, coordinate, and integrate services with early childhood programs, the school:● Conducts individual transition meeting for students in pre-school intervention programs to review Individualized Education Plan goals and objectives to ensure a seamless transition for students. ● Hosts kindergarten orientation to inform parents of the kindergarten curriculum standards, how students are assessed, and the manner in which parents are informed of the kindergarten curriculum standards how students are assessed, and the manner in which parents are informed of progress toward learning goals. |
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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; and Increased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.Effective classroom management goes hand in hand with student discipline. Consistent implementation of expectations for student conduct reduces behavior problems. Classrooms in which teachers establish and maintain positive relationships with students, and have ongoing communication with parents require less disciplinary actions. Classrooms that foster positive behaviors are likely to have fewer discipline issues. To reduce the overuse of discipline practices, the school communicates expectations for student conduct through the district's Code of Conduct and the school's student handbook to families during orientation prior to school opening, and is shared with students quarterly through age appropriate assemblies. Our school has established a school wide positive behavior intervention plan. We created a team to include teachers, administrators, the counselor, and the social worker. Students will also receive social emotional learning education through Sanford Harmony daily.
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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.Effective classroom management goes hand in hand with student discipline. Consistent implementation of expectations for student conduct reduces behavior problems. Classrooms in which teachers establish and maintain positive relationships with students, and have ongoing communication with parents require less disciplinary actions. Classrooms that foster positive behaviors are likely to have fewer discipline issues. To reduce the overuse of discipline practices, the school communicates expectations for student conduct through the district's Code of Conduct and the school's student handbook to families during orientation prior to school opening, and is shared with students quarterly through age appropriate assemblies. Our school has established a school wide positive behavior intervention plan. We created a team to include teachers, administrators, the counselor, and the social worker. Students will also receive social emotional learning education through Sanford Harmony daily. |
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ADDITIONAL RESPONSES
8. Use the space below to provide additional narrative regarding the school’s improvement plan.
The schoolwide program plan remains will in effect for the duration of the school's participation under Title I, Part A, 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.
In an effort to implement the Schoolwide plan with fidelity, the school regularly progress monitor the improvement goals utilizing 45 Day Action Plan (DAP) to ensure continuous improvement of students in the schoolwide program. During the meeting, committee
members are provided an overview of schoolwide data, and areas of strengths and weaknesses are shared.
The Henderson E. Formey Jr. school wide plan was initially developed based on data, staff and community input shared at leadership meetings during the 2020-2021 school year and the summer of 2021. Additonally, other agencies such as Special Education, McKinney Vento, Title II, Title IV, PTA, Pre-K and school nutrition were given an opportunity to provide input. As the school operates as schoolwide during the 2021-2022 school year, the school administration and leadership team will seek technical assistance from
The schoolwide plan is reviewed and the committee identifies the needs of targeted student group and learning goals; and offers recommendations to focus instructional improvement efforts to support progress toward learning goals. The draft of the Title 1 budget is shared and parents and stakeholders are encouraged to provide feedback and offer input on how the Title 1 funds should be utilized to support teaching and learning at Henderson E. Formey, Jr. School. The Title 1 parent involvement policy is reviewed from the previous school year.
School-Parent Compacts and the school-wide calendar of events is shared. Questions posed are answered to ensure there is clarity and understanding of the purpose of the documents.
During the school year the school improvement plan is formally monitored and reviewed by the school leadership team in conjunction with mid-year and end of year data to determine the effectiveness of interventions and strategies included in the plan. If at the mid year or end of the school year it is determined that revisions need to be made to the school improvement plan the school leadership team formulates the necessary changes in conjunction with the school administrators. Necessary changes will be based on ensuring each student is provided an opportunity to meet the challenging State academic standards.
The schoolwide plan will be made available , to the extent practicable a language parents can understand, on the school website and in the front office of the school. Additionally, the schoolwide plan will be shared at the Annual Title I meeting with all parents who attend.