savannah-chatham countypac.sccpss.com/schools/butler/sap/sap.pdf · community based organizations,...

School Improvement Plan2019 - 2020

Savannah-Chatham CountyButler Elementary School

SCHOOL IMPROVEMENT PLAN


1 General Improvement Plan Information

General Improvement Plan Information

District Savannah Chatham County Public School System

School Name JHC Butler Elementary

Team Lead Lynette Ward

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)

✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY

'FUND 400' - Consolidation of Federal funds only

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)

1 General Improvement Plan Information 46

SCHOOL IMPROVEMENT GOALS

2. SCHOOL IMPROVEMENT GOALS

2.1 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

The majority of students are performing below level on reading benchmark and state assessment.

Root Cause # 1 Failure to provide a positive, academically challenging environment highly conducive to learning.

Root Cause # 2 Professional knowledge is insufficient to deliver rigorous instruction, ensure proficient learning, and assessment success.

Root Cause # 3 Lack of fidelity in implementing a research/standards/assessment-based program

Root Cause # 4 Inappropriate response and intervention to ensure the academic success of all students.

Root Cause # 5 Fixed mindset and negative perception of student potential, ability and behavior

Goal All students in grades 3-5 will improve in ELA at or above the developing level from 55% in the Spring of 2019 to 58% in the Spring of 2020 on the 2019-2020 EOG GMAS.

2.1 OverarchingNeed # 1 47

Action Step # 1

Action Step Implement a literacy program supported through resources, technology, software, materials, equipment and the effective use of an Academic Coach and paraprofessionals.

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkinsN/A

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with DisabilitiesN/A

Systems Coherent InstructionEffective LeadershipProfessional Capacity



Action Step # 1

Systems Family and Community EngagementSupportive Learning Environment

Method for Monitoring Implementation and Effectiveness

Documentation, observation, data review and analysis

Position/Role Responsible Principal, Leadership Team, Title I/Regular Staff

Timeline for Implementation Weekly

What partnerships with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in carrying out this action step(s)?

Partnerships with Local universities, business partners, community organizations, and afterschool programs will be used to implement this action step.


Action Step # 2

Action Step Utilize class size reduction at 3rd grade level to implement literacy program with fidelity.



Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community Engagement



Action Step # 2

Systems Supportive Learning Environment






Partnerships with Local universities, business partners, community organizations, and afterschool programs will be used to implement this action step.


Action Step # 3

Action Step Provide tutorial opportunities for students and collaboration opportunities for staff through professional, resource and assessment development to improve student reading achievement






Action Step # 3








Action Step # 4

Action Step Provide workshops, resources and conferences for parents to support development of student literacy skills.






Action Step # 4







Partnerships with local universities, business partners, community organizations, and afterschool programs will be used to implement this action step.


Action Step # 5

Action Step Use Balanced Literacy and supplemental reading programs and materials during intervention periods. PD will be provided to ensure fidelitous implementation which will be monitored by learning walk rubrics and student achievement data.



Systems Coherent InstructionEffective Leadership



Action Step # 5

Systems Professional CapacityFamily and Community EngagementSupportive Learning Environment











Overarching Need


The majority of students are performing below level on math benchmark and state assessments





Root Cause # 5 Failure to provide a positive academically challenging environment highly conducive to learning.

Goal All students in grades 3-5 will improve in Math at or above the developing level from 68% in the Spring of 2019 to 71% in the Spring of 2020 on the 2019-2020 EOG GMAS.


Action Step # 1

Action Step Implement a math program supported through resources, technology, software, materials, equipment and the effective use of an Academic Coach and paraprofessionals






Action Step # 1









Action Step # 2

Action Step Utilize class reduction at 3rd grade level to implement math program with fidelity.



Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community Engagement



Action Step # 2

Systems Supportive Learning Environment








Action Step # 3

Action Step Provide tutorial opportunities for students and collaboration opportunities for staff through professional, resource and assessment development opportunities to improve math achievement.






Action Step # 3









Action Step # 4

Action Step Provide workshops, materials, and conferences for parents to support development of student math skills.






Action Step # 4









Action Step # 5

Action Step Use Eureka Math and supplemental math programs and materials during intervention periods. PD will be provided to ensure fidelitous implementation which will be monitored by learning walk rubrics and student achievement data.






Action Step # 5












Overarching Need


The majority of students are performing below level on science benchmark/state assessments.






Goal All students in grade 5 will improve in Science at or above the developing level from 36% in the Spring of 2019 to 39% in the Spring of 2020 on the 2019-2020 EOG GMAS.


Action Step # 1

Action Step Implement a science program supported through resources, technology, software, materials, equipment, and the effective use of an Academic Coach and paraprofessional staff.






Action Step # 1









Action Step # 2

Action Step Provide tutorial opportunities for students and collaboration opportunities for staff through professional, resource, and assessment development.to improve science skills.






Action Step # 2









Action Step # 3

Action Step Provide workshops, resources and conferences for parents to support development of student science skills.






Action Step # 3









Action Step # 4

Action Step Use a variety of science texts, GSE Next Generation Science-based resources, labs, and materials.






Action Step # 4












Overarching Need


The majority of students are performing below level on social studies benchmark/state assessments.






Goal All students in grade 5 will improve in Social Studies at or above the developing level from 43% in the Spring of 2019 to 46% in the Spring of 2020 on the 2019-2020 EOG GMAS.


Action Step # 1

Action Step Implement a social studies program supported through social studies resources, technology, software, materials, equipment and the effective use of an Academic Coach and paraprofessionals.






Action Step # 1









Action Step # 2

Action Step Provide tutorial opportunities for students and collaboration opportunities for staff through professional, resource and assessment development to improve social studies skills.





Action Step # 2

Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment








Action Step # 3

Action Step Provide workshops, resources, and conferences for parents to support development of student social studies skills.





Action Step # 3









Action Step # 4

Action Step Use a variety of interactive GSE-based Social Studies materials, texts, and resources.





Action Step # 4











3 Required Questions

Required Questions

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) was accomplished.

All staff and other stakeholders participated in the comprehensive needs assessment and school improvement planning process through meetings, surveys, and committees. Parents were allowed to give feedback on the different aspects of the parent compact. The plan will last until 2020 and will be updated as needed based on the school-wide data and the needs of the school. The plan was reviewed and revised by the Leadership Team. They gave input and suggestions on needed school-wide changes for improvement. Once all the revisions and updates have been made the School Improvement Plan will be place on the website upon approval.

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.

All teachers are in-field and highly-qualified.

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).

JHC Butler Elementary is a school-wide Title I school. Researched based instructional strategies/methodologies are being employed to meet the needs of the most academically at-risk students in the reading (ELA), math, science, and social studies. Intervention programs and social services are also provided. The research based instructional strategies being used include Balanced Literacy Scholastic Material, iReady materials(books and computer programs) for Reading and Math, and Eureka Math is used for teaching Math. Eureka Math offers alternative math strategies to teach students how to solve math equations. We will have a Bear Ready Intervention block to provide more intense instruction to students in the areas where they may be struggling. The academically at risk students will be identified and provided with intense instruction in their areas of need. Butler uses the RTI process in conjunction with TIEnet to create Behavior Plans for students that are struggling with behavior issues. The progress of these students and/or the lack of progress is monitored through the Tiered Process so that the support for these students can be identified. This process is also followed for students that are struggling academically.

3 Required Questions 69


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.

Not applicable: Butler is a school-wide Title I school.

5 If applicable, describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

Butler has two Pre-K classrooms. Collaboration and coordination on instructional and transition strategies is integrated in school structure and processes. Butler's strategies for transitioning daycare students to Pre-K involves outreach to local daycare facilities and EOA to inform them of the Pre-K lottery process and how it works. We inform them of the date that it opens and different deadlines by providing them with informational fliers that have been provided by the state. We also provide parents with information about our School-wide Open House and Pre-K Orientation.

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; andIncreased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.

Butler participates throughout the year in vertical teaming, alignment, and transition activities and meetings with its feeder middle and high schools.

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.

Positive behavior campaigns, safety practices and procedures, social and academic interventions and supports are in place to reduce overuse of discipline practices that remove students from the classroom.

3 Required Questions 703 Required Questions 70


ADDITIONAL RESPONSES

8 Use the space below to provide additional narrative regarding the school’s improvement plan

3 Required Questions 71

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