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Continuous Improvement Plan FY17

Monroe County Schools


Printed : 7/25/2016 2:44:58 PM EST

SHES Continuous Improvement Plan FY17 
7/1/2016-6/30/2017

Strategic Goal I-Attaining High Student Achievement and Success

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Performance Objective A-A system is present for managing and facilitating student achievement and learning based upon consensus-driven content and performance standards.

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Initiative i-Increase reading comprehension skills of all students in grades K - 5.

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Action Step a-Dissaggregation of FY17 data to determine the greatest area of need in reading by grade level to determine focus areas of Guided Reading and classroom remediation. (Instructional Coach, Teachers)

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Action Step b-Infuse Georgia Milestone type questions and provide feedback via assessment rubrics. (Administrators, Instructional Coach, Teachers)

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Action Step c-Infuse reading instruction across all content areas through the usage of math, science and social studies texts, Guided Reading materials, text books (Instructional Coach, Teachers)

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Action Step d-Implement all Guided Reading components with fidelity, focusing on foundational reading skills (phonological awareness, vocabulary acquisition, fluency, comprehension)

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Action Step e-Implement Accelerated Reader program with fidelity by encouraging participation in the program, providing time and having procedures in place, reading reports weekly and using data to drive independent reading levels.

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Initiative ii-Increase math fluency skills of all students in grades K - 5.

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Action Step a-Dissaggregation of FY17 data to determine the greatest area of need in math by grade level to determine focus areas of Guided Math and classroom remediation. (Administrators, Instructional Coach)

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Action Step b-Administer a baseline assessment each nine weeks to determine students' level of knowledge

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Action Step c-Continue daily math facts review and practice and Math Facts Friday in grades 1-5. (Instructional Coach, Teachers)

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Action Step d-Include math fluency facts review as a center/station during Guided Math (Instructional Coach, Teachers)

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Action Step e-Continue the use of Math Whiz Kid Program to increase math fact fluency among students.

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Initiative iii-Increase use of Brief Constructed Response and Extended Constructed Response questions in Reading and Math.

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Action Step a-Include and Model answering BCRs and ECRs in all subject areas on all assessments. Additionally, provide feedback via rubrics to demonstrate accurate responses. (Instructional Coach, Teachers)

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Action Step b-Teachers will collaborate during grade level meetings to determine appropriate and acceptable responses for constructed response items on unit pre and post tests and benchmark assessments.(Administrators, Instructional Coach, Teachers)

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Initiative iv-Improve Student Attendance rate to 70% missing less than 6 days of school

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Action Step a-Enforce attendance policy and procedures. (Administrators, Teachers)

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Action Step b-Identify and monitor at-risk students each quarter.

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Action Step c-Include attendance incentives in PBIS program.

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Performance Objective B-The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.

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Initiative i-A cohesive and comprehensive system is in place to ensure that all administrators and instructional personnel use assessment data to design and adjust instruction to maximize student achievement.

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Action Step a-Monitor and update RTI process through the analysis of student data through Tracking Sheets (benchmark assessments, common assessments, universal screeners and Student Learning objectives data) in order to identify students needing interventions. (Administrators, Instructional Coach, Counselors, Teachers)

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Action Step b-Teachers will work in vertical/horizontal groups to analyze data to determine areas of weakness, identify and incorporate effective DI strategies in reading, math, science and social studies.(Administrators, Instructional Coach, Teachers)

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Action Step c-Monitor the process of "Looking at Student Work" using protocols as teachers collaborate to identify common understanding of expected level of accomplishment by students.

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Action Step d-Implement the effective use of Data teams.

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Action Step e-Teachers will use the SLDS, Performance Matters, and Benchmark 3000 to flexibly group students on a regular basis according to their individual needs to improve instruction and close the achievement gap between sub-groups.

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Action Step f-Maintain I-SWIS and implement CICO for progress monitoring at Tier 3 to provide interventions to increase student acheivement

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Action Step g-Utilize progress monitoring and other data sources to develop student specific strategies to improve achievement for students in Tier 3 and Tier 4.

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Action Step h-Monitor schools' increased use of formative assessment data to inform and differentiate instruction.

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Action Step i-Provide vertical alignment meetings between grade levels to focus on data and strategies for improvement. (Administrators, Instructional Coach)

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Initiative ii-A variety of effective and balanced assessment techniques is routinely and systematically implemented by all instructional personnel as part of a comprehensive school-based assessment and evaluation system.

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Action Step a- Provide students with descriptive feedback on their work through a variety of methods such as posting exemplars with comments, peer review of teacher and student commentary, providing multiple opportunities to achieve mastery , and increasing the use of self, peer and teacher rubrics. (Teachers)

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Action Step b-Increase the use of data to formulate/update flexible guided reading and guided math groups. (Administrators, Instructional Coach, Teachers)

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Action Step c-Identify the Tiered remediation supports through the use of GRASP screening data.

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Action Step d-During curriculum meetings, teachers will examine common assessments and student work samples to include exemplars(AdvancED).

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Initiative iii-Increase the number of students qualifying for GIFTED services

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Action Step a-Increase the number of GIFTED endorsed teachers through system/RESA opportunities

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Action Step b-Provide professional development to teachers on the traits and identification of gifted learners (Instructional Coach, Gifted Teachers)

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Action Step c-Offer informational sessions and literature to parents and students on differentiating between gifted and above average learner.(Instructional Coach, Gifted Teachers)

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Performance Objective C-Designing and implementing teaching - learning - assessment tasks and activities to ensure that all students achieve proficiency relative to the Common Core State Standards (CCSS) and Georgia Performance Standards (GPS).

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Initiative i-Instructional design and implementation are clearly and consistently aligned with CCSS/GPS and district expectations for learning.

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Action Step a-Use the MCBLI Framework to teach writing and literacy. (Teachers)

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Action Step b-Integrate Math/Science and ELA/SS with writing across the curriculum to improve student performance. (Teachers)

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Action Step c-Use 6 + 1 Traits for Writing . Use of brief constructed response in the classrooms in 3-5th grade.

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Action Step d-Monitor the opening and closing of lessons through focus walks and lesson plan checks to improve the level of student understanding(GAPSS). (Administrators, Instructional Coach, Teachers)

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Action Step e-Ensure SLDS resources are utilized and teachers view a total of at least 500 pages (75 per month) in SLDS throughout the year. Monthly data reports will be run to ensure implementation. (Administration, Instructional Coach, Media Specialist, Counselor, Teachers)

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Initiative ii-Research-based instruction is standard practice

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Action Step a-Ensure implementation of station teaching and alternative models during co-teaching instruction. (Co-teach Teams, Instructional Coach, Administrators)

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Action Step b-Integrate student use of technology into all subject areas and in Specials. (Teachers, Specials Teachers, EIP Teachers, SPED Teachers)

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Action Step c-Special Education teachers will implement Sonday or SRA to reinforce phonics instruction and Do the math.

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Initiative iii-High expectations for all learners are consistently evident, with students playing an active role in setting personal learning goals and monitoring their own progress based upon clear evaluation criteria.

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Action Step a-Use vertical teams to complete focus walks to observe evidence of instructional implementation with use of student goal setting and evidence of teacher commentary and use of rubrics, checklists and exemplars. (Administrators, Instructional Coach, Counselor, Teachers)

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Initiative iv-Achieve STEM program certification

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Action Step a-Teachers will infuse hands-on, real world problems into our science , technology, math, and ELA instruction.

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Action Step b-Increase the number of math and/or science endorsed teachers.

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Action Step c-Provide opportunity and encourage teachers to present at STEM conferences.

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Action Step d-Increase the use of the STEM lab in all grades.

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Action Step e-Incorporate STEM projects in classrooms to improve critical thinking and reasoning skills and encourage grade levels to use the Science Lab to enhance the scientific method/inquiry process for students. (All Classroom Teachers)

 

Strategic Goal II-Developing Organizational Effectiveness

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Performance Objective A-The processes, procedures, structures, and products that focus the operations of a school on ensuring attainment of standards and high levels of learning for all students.

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Initiative i-A comprehensive planning process results in a current school improvement plan to guide the continuous improvement process for the school.

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Action Step a-Conduct mid-year and end-of-year reviews of CIP through Leadership Team work sessions. (Leadership Team)

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Action Step b-The Media Program will perform and provide the following: promote and assist teachers and students with the GA Media Festival to ensure at least one project per grade level is submitted, facilitate Helen Ruffin Reading Bowl, participate in the Georgia Book Awards nominations, coordinate, monitor, and implement Accelerated Reading Program and incentives, assist with reading instruction to students on appropriate Lexile/Rigby/AR levels, coordinate a Technology/AR Committee, provide lessons to engage students in standards-based learning, and implement online book study groups, coordinate TV news program, and keep the school website updated with current activities.

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Action Step c-The Counseling Program will provide the following:Provide classroom guidance sessions, provide individual and group counseling,conduct classroom guidance on state mandated career clusters, use the Pyramid of Intervention/Monroe County Framework for Student Success/RTI with all teachers to support documentation of strategies used before SST process, coordinate the Tier 2 PBIS committee, implement career awareness among students, ensure implementation of 5th grade Career Portfolios and coordinate student mentoring program.

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Initiative ii-All staff work collaboratively to increase safety of the school and health of the student body.

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Action Step a-Meet periodically with custodial staff to maintain a clean and comfortable learning environment and to review results from system cleanliness checks. Ensure high traffic areas are sanitized often. (Administrators, Custodial Staff, All staff)

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Action Step b-Provide all students with bus safety training and continue the implementation of PBIS on the bus; Provide bus drivers with PBIS training, as needed. (Director of Transportation, PBIS Team, Bus Drivers, Administrators)

Strategic Goal III-Ensuring Student/Stakeholder Engagement and Loyalty

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Performance Objective A-The school as a community of learning involves parents and community members as active participants. There is consistent and growing evidence of parental involvement and volunteerism, participation in workshops and enrichment activities, and a process of two-way communication. Everyone collaborates to help the school achieve its continuous improvement targets and short-and long-range goals.

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Initiative i-The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community.

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Action Step a-Produce a school musical (Grades 3-5), musical performances (Grades K-2), and band performances (Grades 4-5).(Music Teacher, Band Teacher)

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Action Step b-Provide competitive opportunities for all K-5th grade students such as the Spelling Bee, Geography Bee, Accelerated Reader Goals, Math 24 Competitions, Math Whiz Kids, Science Fair, Media Festival, Special Olympics, Georgia Young Authors Writing Competition, Chess Club, Robotics, Science Olympiad, and the Helen Ruffin Reading Bowl. (Administrators, Instructional Coach, Media Specialist, Teachers, Specials Teachers)

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Action Step c-Non-competitive opportunities for K-5 grade students. (Hydroponics Tiger Sprouts Team)

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Initiative ii-The school has organizational structures and processes to ensure that students, families, and community members play an active and sustained role in school governance, decision-making, and problem-solving.

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Action Step a-Organize volunteers, mentors and business partnerships to increase participation with school and students. (Administrators, Counselor, Parent Involvement Specialist)

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Action Step b-Maintain up-to-date school activities and meetings for parents and staff through monthly calendars, updated website, weekly emails, school Facebook and Twitter accounts, School Messenger Calls, Class DOJO, and Remind 101. (Administrators, Instructional Coach, Counselor, Parent Involvement Specialist, Media Specialist, Secretary)

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Action Step c-Implement parent and principal discussion sessions (i.e.Parent Power Hour, Title I Meetings, School Council, PTA Officer Meetings).(Administrators, Parent Involvement Specialist)

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Action Step d-Continue the school wide mentoring program, M&Ms.

Strategic Goal IV-Ensuring High Quality Professional Learning

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Performance Objective A-Professional learning is the means by which teachers, administrators and other school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and support high levels of learning for all students.

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Initiative i-The context of professional learning--the who, when, why and where--contributes to the development and quality of learning communities, ensuring that they are functioning, leadership is skillful and focused on continuous improvement, and resources have been allocated to support adult learning and collaboration.

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Action Step a-The IC will conduct/oversee trainings (LDS, AfL, Best Practices) for teachers in order to increase student achievement in all content areas. (Administrators, IC)

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Action Step b-Coordinate professional learning with district instructional technology personnel to increase teachers' knowledge base of instructional technology to increase student achievement. (Administrators, Instructional Coach)

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Action Step c-Survey teachers to identify professional development needs.

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Action Step d-Encourage and increase the number of Math, Science and Gifted Endorsed teachers.

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Initiative ii-The process - the how - of professional learning is aligned with articulated goals and purposes, data-driven, research-based, evaluated to determine its impact, aligned with adult learning theory, and collaborative in design and implementation.

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Action Step a-Identify and participate in research-based professional opportunities. (All Staff)

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Initiative iii-The content - the what - of professional learning reinforces educators' understanding and use of strategies for promoting equity and high expectations for all students, application of research-based teaching strategies and assessment processes, and involvement of families and other stakeholders in promoting student learning.

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Action Step a-Encourage staff participation during Leading Learners Summit for professional learning credit. (Administrators, Instructional Coach)

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Action Step b-The implementation of the Teacher Keys Evaluation System (TKES) will be monitored monthly during faculty/grade level team meetings. (Administrators, Teachers)

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Action Step c-STEM focused PD will be included in monthly faculty meetings.

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Action Step d-Provide an opportunity for all new teachers to participate in a focus walk by the end of September.

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Action Step e-Provide effective training and guidance to teachers, leaders, and staff for PBIS-RTI.

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Action Step f-Certified staff will implement professional learning action steps and activities according to school-wide, grade level and individual goals. Professional Growth Plan data will be monitored throughout the year.



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