school improvement plan...school improvement plan members christina wagoner, principal sara kany,...

School Name West Side Elementary School

School Year 2020-2021

School Improvement Plan

Members

Christina Wagoner, Principal

Sara Kany, Instructional Coach

Tim O’Connell, TSS

T’Shunta Rambert, Counselor

Carrie Reeser, 1st Grade Team Leader

Heather Woods, Assistant Principal

Laura Kraus, Instructional Coach

Erin Compton, MTSS Coordinator

Sarah Pulley, Kindergarten Team Leader

Sarah Little, 2nd Grade Team Leader

Members

Laura Young, 3rd Grade Team Leader

Joanna Johnson, 5th Grade Team Leader

Lydia Grant, Specialist Team Leader

Michelle Burns, Gifted Coordinator

Tara Smith, 4th Grade Team Leader

Colleen Clark, SPED Team Leader

Laura Moseley, Media Specialist

SGT Members

Needs Assessment

Needs Assessment

Black Students SWD Economically Disadvantaged

Gifted Students

Needs Assessment

Strategic Plan:

Ou

tco

mes

/Go

als:

Wh

at w

ill

succ

ess

loo

k lik

e fo

r o

ur

sch

oo

l? (

Smar

t G

oal

s)

Init

iati

ves:

Wh

at w

ill

we

do

to

ach

ieve

su

cces

s?

Balanced Literacy Framework

Implement literacy instructional

framework that helps students

establish a strong foundation in reading

and writing

Balanced Math Framework

Implement math instructional

framework that helps students build

the computational and conceptual skills

needed to solve complex problems

3rd-5th Grade English Language Arts

75% of students will demonstrate

Distinguished or Proficient Levels of

Performance on EOG

Culture of Learning

Increase opportunities for staff to

engage in job-embedded professional

development to support student

achievement

Culture of Learning

Refine current practices for PLCs, improving

effectiveness and impact on student

achievement; Provide increased PD with

on-site gifted endorsement, ½-day planning,

coaching, and EdCamps

There’s no place like West Side!

Increase the percentage of families and

students who would recommend West

Side Elementary School for the

complete K-5th grade experience

There’s no place like West Side!

Provide stakeholders academic and

social experiences from the

perspective of a West Side Student

Budget AlignmentAlign school budgets to have direct connection to student achievement

goals, monitoring the ROI of each investment

Improved ProcessesImprove processes for collecting funds

Increased allotments in EIP and Gifted, based on FTE earnings. Additional allotments to be

used for innovation and intervention personnel.

Improved Processes

Improve processes for collection of

funds

Budget Alignment

Align school budgets to have direct

connection to student achievement

goals, monitoring the ROI of each

investment

3rd-5th Grade Mathematics



Performance on EOG

Implementation of reading and writing workshop,

with a focus on consistent, data-driven small group

instruction.

Implementation of structured reading

programs/practices (K-2nd Benchmark Phonics, OG;

3rd-5th Grade SWD: HillRap, Wilson Reading

Intensive) to build a strong foundation for reading.

Implementation of writing and reading assessment

systems to monitor student progress, and adjust

instruction to support individualized growth.

Align evidence-based interventions and contracted

instructor to support students reading below grade

level (System 44/Read 180, LLI, 95% Group).

Balanced Literacy

Framework

Classroom observations show consistent use of components within the balanced literacy framework, and early reading programs/practices (Benchmark Phonics, OG).

Students demonstrate growth on assessments, including MAP, F&P, and writing on-demands.

K-2nd grade students show positive progress on phonics assessment cycles.

Students participating in intervention programs make at least 1.5 years growth, as

measured by Lexile reading levels.

3rd-5th Grade English Language Arts



Performance on EOG

Student Group Achievement Targets:

Economically Disadvantaged – 39% →

63%

Students with Disabilities – 36% → 59%

Black Students – 54% → 69%

Balanced Math

Framework

Implementation math workshop, with a focus on consistent small group instruction, individual conferring, and common formative assessment.

Provide all students with guaranteed curriculum by leveraging Saavas resource.

Implementation of math assessment systems, using digital platform, to monitor student mastery of grade level standards.

Align evidence-based interventions and personnel to support students performing below grade level (SWD: Do the Math, MTSS: Symphony Math).

Hire part-time instructional coach to support mathematics achievement across all grade levels.

Contract additional tutors to support students performing below grade level, as needed throughout the year.

Classroom observations show consistent use of components within the balanced math framework, as well as use of Pearson to support instruction.

Students demonstrate growth on assessments, including MAP, and grade level common assessments.

3rd-5th Grade Mathematics



Performance on EOG

Student Group Achievement Targets:

Economically Disadvantaged – 37% →

61%

Students with Disabilities – 36% → 59%

Black Students – 33% → 69%

Initiatives: What will we do to achieve

success?

Critical actions: What major actions will we complete and by when

(student groups)?

Evidence of progress: How will we know that the initiative is working?

(Timeline)

Outcomes: What will success look if we provide opportunities for all

children (student groups)?

16

Data from Fall MAP 2020● Cohort gains in all measurable grade

levels, as determined by EOG Actual 2019 to Fall MAP 2020.

○ 4th - 60% → 76% ○ 5th - 67% → 87%

● Noticeable growth in grade level achievement, as determined by EOG Actual 2019 and Fall MAP Predicted 2020

○ 4th - 74% → 76%○ 5th - 56% → 78%

● Improvement needed in 3rd grade achievement, as measured by MAP/EOG Prediction (71% → 62%)

● Improvement needed in achievement of student groups,including Black, ED, and SWD.

Balanced Literacy

Framework

Balanced Math

Framework

Data from Fall MAP 2020● Noticeable growth in 5th grade

achievement, as determined by EOG Actual 2019 and Fall MAP Predicted 2020.○ 40% → 58%

● Improvement needed in grade level achievement in 3rd and 4th grade

● Improvement needed in cohort achievement in all grade levels○ 4th - 68% → 67%○ 5th - 78% → 58%

● Improvement needed in achievement of student groups, including Black, ED, and SWD.


success?

Evidence of Progress: Impact Check #1- Fall

Evidence of Progress:Impact Check #2- Winter

Evidence of Success:Impact Check #3- End of Year

17

Culture of Learning

Increase opportunities for staff to engage

in job-embedded professional

development to support student

achievement

Teachers actively engaged in PLCs and

evidence of learning transferred to

instruction. Classroom observations show

consistent implementation of instructional

strategies taught and modeled by

school-based coaching staff.

Continue to increase the number of gifted

endorsed teachers (9 to 23).

Classroom observations and teacher

planning show consistent implementation

of Schoology.

Teachers engaged and excited about

sharing with colleagues.

Develop highly effective PLCs, aligning the work of each grade level with curriculum, instruction, and assessment practices that support student achievement initiatives. Hire additional part-time math coach to support student achievement and teacher development in this area.

Provide opportunities for staff to attend conferences aligned to school improvement areas, and encourage participation in gifted endorsement.

Provide OG Math training to all certified teachers.

Develop school-based Schoology expert team to provide leadership in leveraging the LMS with students and families.

Hold three EdCamps during the year to create opportunities for veteran teachers to share and grow with faculty.

Culture of Learning


(student groups)?


(Timeline)




success?

18

PLCs held weekly to support a common vision

for teaching and learning and West Side and

improve consistency of practice across the

school.

4 staff members attended OG Level II summer

training; 100% K-2nd grade teachers completed

OG Level I training.

8 teachers completed the gifted endorsement

program during 18/19 SY; 3 teachers enrolled in

gifted endorsement during 20/21 SY (85% of

teachers 1st-5th grade hold gifted

endorsement)

100% of certified math teachers completed OG

math training by October 2020.

3 teachers lead West Side Schoology Expert

team supporting teacher implementation.

Culture of Learning





success?

19

Communicate mission and vision of West Side Elementary School through effective use of website, social media, school newsletters, etc.

Increase positive contact with students and families through “Stand Out Stingers”.

Implement enrichment opportunities for students during the school day (K-5 STEM Lab; K-5 Innovation Lab, Media Literacy in the Learning Commons). Develop curriculum and learning experiences for growth enrichment programs - STEM, Innovation Lab, Learning Commons.

Increase at-home engagement for families through the use of Schoology, and early Literacy initiative (BeeReaders).

Transition activities for rising Kindergarten students and 5th graders (Teddy Bear Tour, Kinder Skills Assessments, MSGA Preview Events).

There’s no place like

West Side!

Increase parent/community engagement on digital platforms (website, social media, surveys, Stinger Stories read).

70% of students will receive positive contact by May 2020.

Establish innovative learning space and enhance interior school design through active partnerships with PTA, district, and community partners.

Support enrichment staff in developing curricular experiences that engage students in the learning process through innovative ways.

100% of staff will utilize Schoology to provide daily communication to families, and support instruction across all grade levels.

Identified students in K-1st grade will use BeeReaders 75% of opportunities.

There’s no place like West Side!Increase the percentage of families and students who would recommend West

Side Elementary School for the complete K-5th grade experience


(student groups)?




success?

20


(Timeline)

Continue updating website to include information relevant to current and prospective families, increasing the presence of visual media on the website.

Stinger Stories read nearly 15,000 times between July-August, over 16 publications.

Continue business partnership established in 2019 (Brasfield & Gorie) which provides financial contributions of $6,000 over three years.

Completed construction on Learning Commons to transform media literacy experience for students. Will continue to work on student learning experiences created through LC.

$10,000 grant (Project Lead the Way) supports curriculum develop and program improvement in STEM.

Worked collaboratively with PTA to support direct donation campaign, which resulted in the complete renovation of a new Innovation Lab (SY 18-19), and STEM Lab (19-20).

Successfully led Boosterthon campaign for second year to ensure valuable technology improvements for STEM Lab and Learning Commons.

Developed new logo, in partnership with PTA and SGT, to provide a modern visual identifier for the school.

There’s no place like

West Side!




success?

21


Assess impact of historical budget purchases, discontinue programs no longer impacting student achievement.

Conduct resource inventory to determine areas of need to support balanced literacy and math frameworks.

Prioritize purchases of resources that directly impact student achievement.

Ensure fidelity of TSI programs to support underperforming student groups (Black, ED, SWS).

Budget Alignment

Increased availability of appropriate

resources to support balanced literacy and

math frameworks.

Increased access to programs that support

underperforming student groups (Black,

ED, SWD).

● Read 180/System 44

● Do the Math

● In school tutoring

Budget Alignment

Align school budgets to have direct

connection to student achievement goals,

monitoring the ROI of each investment

Improved Processes

Continue implementation of RevTrak online payment options for all activities requiring student payment.

Improve implementation of central deposit system for student activity fees.

Collaborate with finance department to provide regular training to bookkeeper to ensure compliance with internal processes.

Maximize FTE earnings for EIP and gifted students.

Decrease of direct bank deposits made annually.

Eliminate teacher receipting of student activity fees.

Audit findings yield satisfactory progress in bookkeeping processes.

Increased FTE earnings from 2018 to 2019.

Improved ProcessesImprove processes for collecting fundsIncreased allotments in EIP and Gifted,

based on FTE earnings. Additional allotments to be used for innovation and

intervention personnel.


(student groups)?




success?

22


(Timeline)

Conducted resource inventory to determine areas of need to support balanced literacy and math frameworks, purchasing the following –

● Completed leveled bookroom● Class library texts for Kinder and 2nd grade● Take home leveled books for K-1st grade● DBQ to support Social Studies instruction● System 44/Read 180 licenses, materials, and

training● Do the Math materials and training● Digital print resources to support virtual

learning during SY20-21 (RazKids, NewsELA)● Instructional technology to support virtual

teaching (document cameras, tripods, bluetooth headphones)

● Instructional materials to support learning from home (books, math manipulatives, consumable materials)

● In school tutoring for identified students● Part-time instructional coach

Budget Alignment

Improved Processes

Increased FTE, resulting in additional staffing to provide full-time Innovation Lab teacher, additional part-time gifted teacher, and maintaining EIP support staff.




success?

23


Charter Funding - Strategic Support

-SGT Request Form-

School: West Side Elementary School

Amount Requested:

Date of SGT Approval/Vote1:

Strategic Alignment: Explain how your proposed use of charter funds aligns to your school improvement plan (and/or the district strategic plan) and the long-term outcomes or goals

highlighted in your plan.

Funding Activities: Use the table below to state the project activities, strategic alignment, anticipated outcomes and long-term impact for your students.

Implementation: (Project Activities

– including any Enhanced Roles2)

Strategic Plan Alignment: Program Effectiveness: (Project

Outcomes)

Program Impact: (Long-term

Outcomes)

Budget:

Charter Funding - Strategic Support

-SGT Request Form (continued) -

Evaluation/RO3I: How will you measure your project results? For each of the project outcomes and long-term outcomes listed above, indicate how you will measure your results. Initiatives identified in this form must be presented at the end of the school year and documented in the SGT meeting minutes.

SGT Chair Signature Principal Signature

Superintendent (or Designee) Signature Date

1 SGT approval of Charter Funding requests must be reflected in the SGT minutes.2 All Enhanced Roles must be reflected in the HR process for 2019-2020.3 Initiatives identified in this form must be presented at the end of the school year and documented in the SGT meeting minutes.

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