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Continuous Improvement Plan

K.B. Sutton Elementary School

Continuous Improvement Plan


Monroe County Schools


Strategic Goal I-Attaining High Student Achievement and Success

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

Initiative i-The curriculum is sequenced and organized to ensure students know, do, and understand the core content outlined in the Georgia Standards of Excellence/GPS.

Action Step a-Ensure the successful implementation of the Georgia Standards of Excellence/GPS and revised curriculum frameworks. (Instructional Coach, Teachers)

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

Initiative ii-Teachers engage in a process of collaborative planning for curriculum implementation to ensure that they agree on core content and required student performance(s).

Action Step a-Increase alignment of assessment, instruction and curriculum through monthly grade level curriculum meetings to ensure consistent implementation of Acquisition Lesson Plan components and standards, as well as review student work and student assessment data by subgroups and identify next steps. (Administrators, Instructional Coach, Teachers)

Action Step b-During curriculum meetings, teachers will examine common assessments and student work samples to include exemplars(AdvancED). (Administrators, Instructional Coach, Teachers)

Initiative iii-Teachers and administrators use a systematic process for monitoring and evaluating implementation of the curriculum.

Action Step a-Teachers will collaborate during grade level meetings to determine appropriate and acceptable responses for constructed response items on unit pre and post tests,benchmark assessments, predictor assessments and SLOs.(Administrators, Instructional Coach, K-3 Teachers)

Action Step b-Develop a plan for monitoring and evaluating Teacher Assessment on Performance Standards (TAPS) to include student's academic achievement on the Student Learning Objective (SLOs) and Student Growth Percentile (SGP) process.(Administrators, Instructional Coach, Teachers)

Action Step c-The RTI committee will meet with grade level teachers monthly to review students' progress and ensure safety  nets are in place to support growth. (EIP teachers, Classroom Teachers, Administrators)

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.

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.

Action Step a-Monitor the RTI process through the analysis of student data in order to identify students needing interventions. Interventions should change according to student data and need. (Administrators, Instructional Coach, Counselors, Teachers)

Action Step b-Continue the implementation of the Knight OWLS (Online Web Learners) computer lab intervention program for Tier III K-5th grade students in ELA and Math prior to the start of the school day as well as Ticket to Read and the Howework Club for Tier IV students. (EIP Teachers, SpEd Teachers)

Action Step c-Use Pre-K Work Sampling Online and CLASS assessment data to refine focus on specific student's needs and to support teachers' instructional strategies in HOTS, Language Development, and Concept Understanding.(Administrators, Instructional Coach, Pre-K Teachers, Pre-K Paraprofessionals)

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.

Action Step a-Provide students with descriptive feedback on their work through a variety of methods such as posting of exemplars with comments, commentary posted online via Google classroom, peer reviews of teacher and student commentary, and providing opportunities for re-work. (Teachers)

Action Step b-Assessment for Learning, GLISI, Teacher Leader, and other Endorsements participants will share strategies (i.e. faculty meetings, peer observations, and focus walks) in order to help promote a common understanding of best practices (GAPSS).(Teachers)

Action Step c-Monitor accommodations and progress monitoring data for Special Education students. (Administrators, Special Education Teachers)

Action Step d-Incorporate peer observations/focus walks to ensure fidelity of identified best practices (i.e. Acquisition Lesson Plans, Differentiated Instruction, flexible grouping, commentary, Higher-Order Thinking Skills (HOTS), writing across the  curriculum, Guided Reading, Student Engagement, and openings/closings of lessons)(GAPSS). (Administrators, Instructional Coach, Teachers)

Initiative iii-Assessment and evaluation data are analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole.

Action Step a-Ensure all teachers continuously monitor student performance of all subgroups and adjust instruction accordingly through class data tracking sheets, SLO data, PMI, guided reading and math flexible grouping and common assessment tracking sheets. (Administrators, Instructional Coach, Teachers)

Action Step b-Implement Knight Time Blitz (GA Milestones) to help ensure high achievement of all subgroups prior to state testing windows. (Administrators, Instructional Coach, Teachers)

Initiative iv-i. Establish an attendance committee to identify and monitor students with frequent absences to identify interventions and supports to encourage students to attend school.

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).

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

Action Step a-Incorporate activities to include writing brief and extended constructed response items across the curriculum, as well as using text-based evidence in the writing process. (GAPSS)(Teachers)

Action Step b-Use state writing rubrics to assess student writing. (Teachers)

Action Step c-Use web-based resources and computer programs to support curriculum, assessment, and instruction.(Teachers, Instructional Coach, EIP Teachers, SPED Teachers, Specials Teachers, Administrators)

Action Step d-Increase student and teacher utilization of technology and media support as effective instructional tools to reinforce higher order thinking skills and increase opportunities for differentiation. (GAPSS). (Administrators, Instructional Coach, Counselor, Teachers, Media Specialist)

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)

Action Step f-Incorporate STEAM 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)

Initiative ii-Research-based instruction is standard practice

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

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

Action Step c-Special Education teachers will implement the Sonday System or SRA to reinforce phonics instruction and Do the Math to reinforce numeracy instruction in both co-teaching and separate class environments. (SPED Teachers, SPED Instructional Paraprofessionals, Administrators, Instructional Coach)

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.

Action Step a-Increase student involvement in their academic progress through a variety of activities such as goal setting and self-assessments using checklists, rubrics, and/or data folders. (Administrators, Instructional Coach, Counselor, Teachers)

Action Step b-Continue the use of Math Whiz Kid Program to increase math fact fluency among students and Accelerated Reader Program to increase reading fluency. (Teachers, EIP Teachers, SPED Teachers)

Strategic Goal II-Developing Organizational Effectiveness

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.

Initiative i-A current school vision and mission are the basis for all aspects of continuous improvement. All stakeholders within the learning community have achieved consensus regarding their shared sense of vision and mission, which serves as the basis for all facets of the continuous improvement process.

Action Step a-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 student Knight TV news program, and keep the school website updated with current activities. (Media Specialist, Administrators)

Action Step b-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. (Counselor, Administrators)

Action Step c-Continue to provide transition activities for all students (Level Up Transition Night, Transition Day events, and 5th to 6th Orientation visit)to help acclimate students to the next grade level.(Counselor, Instructional Coach, Parent Involvement Specialist, Administrators, Teachers)

Action Step d-Continue the school-wide mentoring program to ensure every child has one adult mentor. (AdvancED)(Staff)

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

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

Initiative iii-Collaborative planning involving the district and the school is present in all aspects of fiscal management and resource distribution. This process reinforces the ability of the school to achieve its articulated continuous improvement goals, including ensuring the academic success of all learners.

Action Step a-Grade level teams will create budgets to support students' learning needs.(Administrators, Bookkeeper, Teachers)

Action Step b-Maintain accurate data and maximize FTE funding in Infinite Campus.

Initiative iv-All staff work collaboratively to ensure that rules, policies, and procedures related to sustaining a safe, productive, and inviting learning environment are clearly articulated, effectively communicated, and successfully and consistently implemented throughout the school.

Action Step a-Provide all students with bus safety training and continue the Knight Riders program in order to reduce the number of bus referrals and increase student awareness of safe  bus riding behaviors. (PBIS Team, Bus Drivers, Administrators)

Action Step b-Encourage perfect attendance for students and staff through drawings for special rewards and certificates. (Administrators)

Action Step c-Continue Wellness Zone school-wide initiative and activities to support increased physical fitness and healthy eating habits.(Wellness Team, All Staff)

Strategic Goal III-Ensuring Student/Stakeholder Engagement and Loyalty

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.

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

Action Step a-Provide competitive and fine arts opportunities for all PK-5th grade students such as the Spelling Bee, Visual Art shows and contests, Accelerated Reader Goals, Math Whiz Kids, Science Fair, Media Festival, Special Olympics, Science Olympiad, Robotics Club, Poetry Writing Contest, Georgia Young Authors Writing Competition, and the Helen Ruffin Bowl. (Administrators, Instructional Coach, Media Specialist, Teachers, Specials Teachers)

Action Step b-Increase parental involvement during instructional time (assistance during guided reading groups, read alouds, hands-on activities, writing process, Curriculum Nights, small group assessments, math facts and sight word fluency. (Teachers, Parent Involvement Specialist, Instructional Coach, Administrators)

Action Step c-Provide opportunities for students to join school clubs based on students' interests (i.e. Reader Leaders, Math 24, Wellness Walkers, Knightly News Crew, PBIS Cart Helpers, Flag Patrol, Book Club, Safety Team, Morning Greeters, AR Buddies, Knight OWLS Technology Club).(Counselors, Teachers, Administrators)

Action Step d-Recognize the work of service staff and support personnel through the CLASS ACT Reward.(Administrators, Certified Staff)

Action Step e-Students have the opportunity to recognize teachers for the STAR teacher award to be selected each month. (Students, Administration)

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.

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

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

Action Step c-Annually survey personnel, parents and students concerning satisfaction with KBSES programs. (Administrators,Central Office)

Action Step d-Implement parent and administration discussion sessions (i.e. Title I Meetings, Coffee Talks, School Council).(Administrators, Parent Involvement Specialist)

Initiative iii-The school addresses student, family, and community needs through appropriate services and cross-institutional partnerships.

Action Step a-Maintain a high-quality After School Child Care program as funding permits. (Administrators, After School Program Coordinator)

Action Step b-Provide Parent Workshops (through Parent Power Hour and/or Leading Learners Summit) to support instructional involvement in the classroom and at home. (Parent Involvement Specialist)

Action Step c-Recognize students who participate in local community competitions/events. (Administrators, Parent Involvement Specialist)

Strategic Goal IV-Ensuring High Quality Professional Learning

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.

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.

Action Step a-Encourage and increase the number of Math, Science and Gifted Endorsed teachers. (Administrators)

Action Step b-Encourage staff to present at local professional staff sessions, as well as at state and national conferences. (Administrators)

Action Step c-Provide new teachers with a support mentor in his/her instructional area and encourage participation in Leading Learners Summit. (Administrators, Instructional Coach)

Action Step d-Implement the use of Gifted Endorsed teachers to assist with co-teaching opportunities in the classroom. (AdvancED) (Teachers, Gifted Teachers)

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.

Action Step a-Identify and participate in research-based professional opportunities to include the following: Best Practices, Mindset Communication, Job-specific Technology training, Paraprofessional Training, Use of Math Manipulatives and Strategies, Clerical and Administrative training, Pre-K Program/DECAL training, Georgia Standards of Excellence, CCSS, MCBLI, Appropriate content-related conferences and training, Assessment for Learning, Assistive Technology, Functional Behavior Assessments and Behavior Intervention Plan, Identifying Gifted & Talented students, Poverty, Exemplars, 6+1 Writing, Writing Initiative, Thinking Maps, Application/use of Lexiles with/for students, Co-Teaching, Building Teacher Leaders. (All Staff)

Action Step b-Conduct annual review of College and Career Ready Performance Index reports and subgroup target performance. (Administration)

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.

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

Action Step b-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.(Certified Staff)