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TRANSCRIPT
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COHERENT INSTRUCTIONAL SYSTEM
School Improvement Plan 2019-2020 Action Plan
RUSSELL ELEMENTARY
Tammy Watson, Principal
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Submission Date
June 21, 2019
Revision Date(s)
August 16, 2019
Approved Copy
8.16.19
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COHERENT INSTRUCTIONAL SYSTEM
GOAL #1
Percentage of students scoring proficient in the domain area of Idea Development, Organization,
and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will
increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1. Focus on idea development,
organization and coherence by the
implementation of Units of Study and
WriteScore through guided writing
Title I a. August, daily Principal
b. Lesson plans, classroom
observations, team
meeting minutes
2.Provide students with feedback that will
acknowledge growth and focus on next
steps through oral and written
commentary using the writing rubrics
provided by the GADOE
SSFD a. August, weekly ELA
Academic
Coach b. Classroom observation,
written commentary,
writing journals, or
binders
3.Create and implement rigorous and
relevant lesson plans using Units of Study
and WriteScore to expose students to a
detailed step by step writing process
Title I Funds
(Write Score)
a. August, weekly Principal
b. Lesson plans, classroom
observation
4.Provide reading instruction and
resources that supports writing across the
curriculum
Title I
SSFD
a. August, weekly Principal
b. Lesson plans, classroom
observation
a.
b.
6.
a.
b.
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EFFECTIVE LEADERSHIP
GOAL #1
Percentage of students scoring proficient in the domain area of Idea Development, Organization,
and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will
increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Establish, maintain, and communicate a
shared vision for Guided Writing and
Collaborative Scoring
N/A a. August through May; Daily
Principal
b. Professional Development
Agenda, Faculty Meeting
Agenda, Principal’s
Weekly Newsletter,
OneNote, Policy and
Procedure Manual
2.Continue to Implement a Cobb
Collaborative Communities (CCC) with
grade level leaders to support the
implementation of Guided Writing and
Collaborative Scoring by providing
feedback and guidance.
a. August through May;
Weekly
Principal
b. Leadership Team Agenda,
Teams
3.Grade Level leaders will redeliver
information from the Guided Writing CCC
SFSD
a. August through May,
Monthly
Principal
b. Grade Level Team
Minutes
4.Develop and utilize a guided writing
checklist to use during writing
walkthroughs in order to monitor and
provide feedback
a. August; Monthly ELA
Academic
Coach b. Checklist
5.Implement a process to analyze student
work through collaborative scoring of
writing samples
a. August; Monthly ESOL
Lead
Teacher b. Professional Development
Agenda, Pictures
c. Professional Development agenda, rubric scoring
sheets, pictures
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PROFESSIONAL CAPACITY
GOAL #1
Percentage of students scoring proficient in the domain area of Idea Development, Organization,
and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will
increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Implementation of job embedded
professional learning on collaborative
scoring to promote self-reflection
through video recording
Title I a. August; Monthly Principal
b. Professional Development
Agenda, Video Recording
Reflection Log
2. Attend Title I Conference to gain
knowledge on research based best
practices for writing and redeliver to the
staff
Title I a. February; Monthly Principal
b. Participants session
agendas, Staff Meeting
Agenda
3.Implement a monthly writing
performance task in which teachers will
collaboratively score writing pieces using
the GADOE rubrics
Title I
(Subs)
a. August through April;
Monthly
ELA
Academic
Coach b. Scored Rubrics
4.Provide opportunities for staff
members to attend local and off-campus
district professional development
opportunities on writing and redeliver to
increase the school’s capacity to meet the
needs of all students.
Local Funds a. August through April; Monthly
Principal
b. Copy of Conference
Agenda, Staff Meeting
Agenda
5.Hire ELA Academic Coach to provide
school-wide and individualized
professional development, support the
sustainability of guided writing, and assist
teachers in reflecting on their practices
through collaborative scoring
Title I a. August through May; Annual
Principal
b. Professional Development
Agenda, Coach Binder,
Coach Log
6. Video-record teachers to support and
provide successful, consistent
implementation of guided writing lessons
on idea development, organization and
coherence
Title I( Subs )
a. August through May, Monthly EIP
Teacher
Leader
b. Video-recording reflection
sheet
7 Provide professional learning to support
implementation of collaborative scoring
to allow teachers to focus on a reflective
practice that will make student work
more consistent and aligned to the
writing rubric
Title I Stipends
(Off contract)
a. August through May; Monthly ESOL
Lead
Teacher
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8.Continue Advanced ELA Content
(grades 4th-5th) to enrich language arts
and writing instruction
CCSD a. August through May; Daily
Principal
b. Lesson Plans, Classroom Observations
9.Video record teachers to provide
successful implementation of constructed
and extended writing
CCSD
a. September through May; Monthly
Principal
b. Video recording, Reflection Form
c. Professional Development
Agenda, Coach Binder,
Coach Log
10. Continue to implement the 6 step process with the Touchstones through using the 4 CCC questions
Title I (Coaches) a. August through May; Every 9 weeks
b. 6 Step Process Form Completed; CCC Meeting
Minutes
Principal
11. Provide Job-embedded professional development in reading to support writing across the curriculum
Title I CCSD
a. August through April; Monthly
b. Professional Development Agenda; Reflection Log
Principal
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SUPPORTIVE LEARNING ENVIRONMENT
GOAL #1
Percentage of students scoring proficient in the domain area of Idea Development, Organization,
and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will
increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Hire tutors to support students (K-2) in
literacy with a focus on the Idea
Development, Organization, and
Coherence writing domain
20 Day Funds a. September through May; Annual
Principal
b. Sign-in Sheets, Informal
observations
2.Provide opportunities for parents
students, and the community to
participate collaboratively in school
decisions
a. August through May; Monthly
Principal
b. School Council Agenda,
Student Council Agenda,
PTA Agenda,
Title I Agenda,
Family/Community
Survey
3.Implementation of the Restorative
Practices component to build healthy
relationships between educators and
students to support a cohesive learning
environment
Title I Funds a. August through May; Daily
Principal
b. Faculty Meeting,
Restorative Practice
Meeting Notes
4.Develop a writing mentor program in
which students across the school discuss
writing pieces through a student friendly
rubric
CCSD a. August through May, Monthly
ELA
Academic
Coach b. Writing Mentor List, Pictures, Writing
Conference Notes
5.Continue the implementation of
READ180 and System 44 to meet the
academic needs of students
Title 1 Funds a. August through May; Daily
ELA
Academic
Coach b. System Reports; Classroom Observation
6.
a.
b.
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FAMILY AND COMMUNITY ENGAGEMENT
GOAL #1
Percentage of students scoring proficient in the domain area of Idea Development, Organization,
and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will
increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Provide opportunities for parents to
analyze student work on Parent
Involvement Engagement Support (PIES)
Night in order to gain a more thorough
understanding of WriteScore and RI.
Parents learn how to use one strategy in
ELA and Math to support learning at
home.
Title I a. October, January, May ELA
Academic
Coach b. Sign-in Sheets, Flyers,
Family Evaluations
2.Provide families with the school policy
and School-Parent Compact form to
support writing at home
Title I a. October, Annual ELA
Academic
Coach b. Family Evaluations
3.Hire a Parent Facilitator to work with
parents and advocate for family
involvement of student writing
Title I a. August through May, Annual
Principal
b. Translated Papers, Title I
Parent Meeting Agenda
and Sign-In Sheets
4.Use various forms of communication to
keep families abreast of writing
challenges, contest, standards, rubrics,
and assessments
Local
School
Funds
Title I Funds
(post cards)
a. August through May;
Weekly
Principal
b. Translated Papers,
Remind101, Flyers
5.Provide opportunities for families to
give input in the Fall and Spring on how
to support writing
a. October, March Parent
Facilitator b. Agenda, Sign-in Sheets
6.
a.
b.
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STUDENT GROUPS
Goal #1 Percentage of students scoring proficient in the domain area of Idea Development, Organization, and Coherence on the Unit of Study Rubrics (K-1), WriteScore (2-5) Rubric, and Milestone will increase by 5% Spring 2019 due to implementing Guided Writing with fidelity.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position Responsible b. Method for Monitoring
Economically Disadvantaged
Implement goal setting for students to encourage ownership of learning
a. August through May; Every 9 Weeks
ELA Academic
Coach b. Journals, Binders, Conferences
Ensure collaborative planning protocols include analysis, monitoring, and impact of interventions on subgroup
a. August through May; Weekly
Principal
b. CCC Minute Meeting Notes
English Learners
ESOL teachers will collaborate with general education teachers to ensure strategies for EL students are consistently implemented
SSFD a. August through May; Daily
ESOL Lead
Teacher b. Email summation of discussion
Implement a process to provide visual and language supports consistently across all content areas
a. September Principal
b. Material on OneNote
Race / Ethnicity
Create a process to ensure formative assessments and interventions are analyzed and monitored by subgroups
a. August through May; Every 41/2 Weeks
Principal
b. Team and CCC meetings
Foster and Homeless
Collaborate with social worker and counselor to ensure student needs are met
CCSD a. August through May; Weekly
Principal
b. Informal walkthroughs on OneNote
Social worker will connect with student’s support system and/or family to ensure clear communication and participation
CCSD a. August to May; Weekly Principal
b. Email on which parents were contacted
Migrant
Work with International Welcome Center to identify any migrant students and provide support to students and families as needed
CCSD a. August through May; Monthly
Parent Facilitator
b. Emails, IWC forms
Ensure processes are in place to meet the needs of any migrant students that may enroll
a. August Principal
b. OneNote
Students with Disabilities
Implement a process to ensure the creation and implementation of effective IEPs that address writing; Case managers will contact families Provide protective time for SWD and General Education Teachers to
CCSD a. August to May; Monthly Student Support
Specialist (SSA)
b. IEP Writing Goals
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collaborate and review IEP accommodations and goals.
COHERENT INSTRUCTIONAL SYSTEM
GOAL #2
On the Math Inventory (K-5), the percentage of students performing at and above the proficient
level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of
students performing at and above the proficient level in Number and Operations domain will
increase by 5% in the Spring of 2020 due to a focus on number sense.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Provide opportunities for real world
performance tasks and constructed
responses
20 Day Funds a. August, weekly Principal
b. Lesson Plans, Classroom
Observation
2.Continue the implementation of
Number Talks with a focus on
encouraging students to rely on what they
know and understand about numbers and
how they are related
CCSD
a. August, weekly Principal
b. Lesson Plans, Number
Talk Observation
Checklist
3.Continue implementation of the CRA
style of instruction prior to the beginning
of a new math skill/concept
CCSD a. August, Weekly EIP
Teacher b. Lesson Plans, Classroom
Observation
4. Continue implementation of guided
math with a focus on building solid math
skills, concepts and strategies.
Local Funds
a. August through May;
Daily
b. Lesson Plans, Classroom Observation
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EFFECTIVE LEADERSHIP
GOAL #2
On the Math Inventory (K-5), the percentage of students performing at and above the proficient
level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of
students performing at and above the proficient level in Number and Operations domain will
increase by 5% in the Spring of 2020 due to a focus on number sense.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Establish and maintain a shared vision
for the implementation of CRA
instruction using a CRA Observation Tool
to provide teachers with feedback
Local Funds
a. August through May;
Daily
Principal
b. Lesson Plans, Classroom
Observations, Agenda,
Sign-in Sheet, CRA
Observation Checklist
2.Continue to use CTLS Teach to
implement high quality math instruction
that includes the use of CRA
CCSD a. August through May; Daily
Principal
b. Lesson Plans, CTLS
Teach, Classroom
Observation
3.Utilize CCC with each grade level leader
to support the implementation of CRA
instruction, Number Talks, and
constructed responses
CCSD a. August through May; Weekly
Principal
b. Leadership Agenda, Grade
Level Meeting Minutes
4.Video record CRA instruction and
Number Talks for self-reflection and to
improve instruction
CCSD a. September through April; Monthly
Principal
b. Video recordings,
Reflection Form
5. a.
b.
6.
a.
b.
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PROFESSIONAL CAPACITY
GOAL #2
On the Math Inventory (K-5), the percentage of students performing at and above the proficient
level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of
students performing at and above the proficient level in Number and Operations domain will
increase by 5% in the Spring of 2020 due to a focus on number sense.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Continue to provide optional tiered job
embedded collaborative professional
learning opportunities to support the
implementation of CRA instruction and
number sense strategies
Title I
CCSD
(District Coach)
a. September, Monthly Principal
b. CCC Agenda, Lesson
Plans
2.Hire a Math Collaborative Teacher to
support students with Number Talks and
CRA
Title I a. July, annually Principal
b. Professional Development
Agenda, Data Analysis
Agenda
3.Provide opportunities for staff
members to attend local and district
professional development training
Title I a. August through May;
Monthly
Principal
b. Conference Agenda, Staff
Meeting Agenda
4. Continue Advanced Math Content
(grades 4th-5th) to enrich math instruction
CCSD a. August through May; Daily
Principal
b. Lesson Plans, AC Meeting
Minutes
5. Video record teachers to provide
successful implementation of guided
math with constructed responses and
Concrete Representational Abstract (CRA)
CCSD a. September through May; Monthly
EIP Teacher
b. Videos
6. Continue to meet weekly in grade-level
Cobb Collaborative Communities (CCC) to
discuss and analyze math standards and
formative assessments.
a. August through May;
Weekly
Principal
b. Grade Level CCC Team
Meeting Minutes
7. Continue to implement the 6 step process with Russell’s math priority standards through using the 4 CCC questions
a. August through May; every 9 weeks
b. 6 Step Process Form Completed; CCC Meeting
Minutes
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SUPPORTIVE LEARNING ENVIRONMENT
GOAL #2
On the Math Inventory (K-5), the percentage of students performing at and above the proficient
level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of
students performing at and above the proficient level in Number and Operation domain will
increase by 5% in the Spring of 2020 due to a focus on number sense.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Hire a math tutor to support students
(3rd-5th) in developing an understanding
of the value of numbers
Title I a. July, annually Principal
b. Classroom Observation,
Tutor Schedule
2.Video record teachers to allow them to
self-reflect on the implementation of CRR
and Number Talks
a. September, Monthly EIP
Teacher b. Vide-recording, Reflection
Sheet
3.Provide opportunities for parents,
students, and the community to
participate collaboratively in school
decisions
CCSD a. September through May; Monthly
Principal
b. School Council Agenda,
Student Council Agenda,
Families/ Community
Survey
4. Continue training for families to
support the implementation of CRA
instruction and number sense strategies
Title I a. August through May; Monthly
EIP
Teacher
b. Training Agendas and
Sign-in Sheets
5. a.
b.
6.
a.
b.
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FAMILY AND COMMUNITY ENGAGEMENT
GOAL #2
On the Math Inventory (K-5), the percentage of students performing at and above the proficient
level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of
students performing at and above the proficient level in Number and Operations domain will
increase by 5% in the Spring of 2020 due to a focus on number sense.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Provide assessment training
opportunities for parents to strengthen
home-school connections by informing
parents how math and writing are
integral in understanding math concepts;
share progress on Math Inventory (MI)
and constructed response
Title I
a. October, January, May ELA
Academic
Coach b. Flyer, Sign-in Sheet,
Agenda, Family
Evaluation
2.Provide families with school policy and
School-Parent Compact Forms to support
math and writing at home
Title I a. October, Annually Parent
Facilitator b. Family Evaluation
3.Hire a Parent Facilitator to work with
teachers, administrators, and parents to
coordinate and advocate for family
involvement to support student learning
Title I a. July, Annually Principal
b. Alternative Assessment
4.Use various methods of communication
to keep families/community informed,
involved, and aware of the happenings at
Russell
Title I
CCSD
a. August, Monthly Principal
b. Family evaluation,
Website, Newsletter,
Facebook, Twitter
5.Use Number Talks with fidelity to
access students with number sense.
Title
SSFD
a. August, Daily EIP
Math
Teacher b. Lesson Plans, Classroom
Observation
6.
a.
b.
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STUDENT GROUPS
Goal #2
On the Math Inventory (K-5), the percentage of students performing at and above the proficient level will increase by 5% in the Spring of 2020. On the Milestone (3rd-5th), the percentage of students performing at and above the proficient level in Number and Operations domain will increase by 5% in the Spring of 2020 due to a focus on number sense.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation
Position Responsible
b. Method for Monitoring
Economically Disadvantaged
Implement goal setting for students to encourage ownership of learning
a. August to May; Every 9 weeks
ELA Academic
Coach b. Math journals
Ensure collaborative planning protocols include analysis, monitoring, and impact of interventions on subgroup
CCSD a. August to May; Weekly
Principal
b. CCC Meeting Notes RTI Spreadsheet
English Learners
ESOL teachers will collaborate with general education teachers to ensure strategies for EL students are consistently implemented
CCSD a. August to May; Daily Assistant Principal
b. Professional Development Agenda,
Meeting Notes, Emails
Implement a process to provide visual and language supports consistently across all content areas
Local School Funds
a. September Assistant Principal
b. Professional Development Agenda,
Lesson Plans
Race / Ethnicity
Create a process to ensure formative assessments and interventions are analyzed and monitored by subgroups
a. August Principal
b. 6 Step Process Meeting Form
Foster and Homeless
Collaborate with social worker and counselor to ensure student needs are met
CCSD a. August to May; Weekly
Principal
b. Emails, Handouts
Social worker will connect with student’s support system and/or family to ensure clear communication and participation
CCSD
a. August to May; Weekly
Principal
b. Emails, Handouts
Migrant
Work with International Welcome Center to identify any migrant students and provide support to students and families as needed
CCSD a. August to May; Monthly
Parent Facilitator
b. Emails, IWC forms
Ensure processes are in place to meet the needs of any migrant students that may enroll
a. August Principal
b. Copy of process
Students with Disabilities
Provide protective time for SWD and General Education Teachers to collaborate and review IEP accommodations and goals.
CCSD
a. August to May; Daily Principal
b. Collaborative Meeting Notes
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SSA will collaborate with administration to ensure students’ schedule align with IEPs.
a. August to May; Weekly
Principal
b. Emails, Meeting Notes
COHERENT INSTRUCTIONAL SYSTEM
GOAL #3 Decrease the number of horseplay referrals 10% by Spring 2020.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Provide routine social and emotional
instruction throughout the year
PBIS Funds a. August through May; Three times a week
Assistant
Principal
b. Lesson Plans, Classroom
Observation
2.Provide time in the master schedule for
teachers to implement social and
emotional instruction (Second Step
Program)
a. August Principal
b. Master Schedule,
Classroom Observation
3.Russell’s expectations will be shared
with parents
Local
School
Funds
a. August through May;
Monthly
Assistant
Principal
b. Agendas, Sign-In Sheets
4. Provide time in the master schedule for
Restorative Circles
a. August through May; Daily
PBIS
Coach
b. Lesson Plans,
Observations
5. a.
b.
6.
a.
b.
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EFFECTIVE LEADERSHIP
GOAL #3 Decrease the number of horseplay referrals 10% by Spring 2020.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Implement the Restorative Practices
component of restoring relationships
among students
CCSD
Local
School
Funds
a. August through May;
Daily
Principal
b. Restorative Practice
Meeting Minutes,
Classroom Observation,
2.PBIS Coach will attend district and staff
training throughout the year
a. August, September, December
Principal
b. Training Agenda,
Redelivery
3.Continue to provide professional
development opportunities on
Restorative Practices
Local
School
Funds
a. August through May;
Monthly
Principal
b. Agenda, Sign-In Sheets
4.Continue to implement PBIS Tier 2
Team
a. August through May; Monthly
Principal
b. Agenda
5. a.
b.
6.
a.
b.
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PROFESSIONAL CAPACITY
GOAL #3 Decrease the number of horseplay referrals 10% by Spring 2020.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Train all certified staff on Restorative
Practices
a. August Principal
b. Agendas, Sign-In Sheets
2.Provide PBIS Training a. August through May; Monthly
PBIS
Coach
b. Training Agenda,
Handouts, Redelivery
3.Provide Restorative Practice Training a. August through May; Monthly
Principal
b. Training Agenda, Handouts
4. Attend National ESEA Conference
(Atlanta)
Title I a. February 4 – 7, 2020 Principal
b. Participants will present
strategies and resources aligned to
school climate goal to staff.
5. Two Teachers will attend Ron Clark
Academy professional learning
(Atlanta)
Title I a. January 30, 2020 Principal
b. Participants will present
engagement strategies to
staff which will be
implemented schoolwide
6.Implement Job-embedded
professional development to support
teachers in the implementation of
Number Talks
Title I
SSFD
a. August through May,
Monthly
Principal
b. Professional Development
Agenda, Reflection Forms
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SUPPORTIVE LEARNING ENVIRONMENT
GOAL #3 Decrease the number of horseplay referrals 10% by Spring 2020.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Provide additional training for the staff
to develop and monitor our PBIS System
through the PBIs Team
CCSD
a. July through May;
Monthly
Assistant
Principal
b. Agenda, Sign-In Sheets,
Hand Outs
2.Continue to implement PBIS and RTI as
a unit to respond to potential behavior
issues that also take away on-task
instructional time
CCSD a. August through May; Monthly
Assistant
Principal
b. PBIS/RTI Data Sheet
3.Continue to implement the Student
PBIS Store to reward students for
appropriate behavior
Local
School
Funds
a. August through May;
Monthly
PBIS
Coach
b. School Calendar, Pictures
4.Continue to implement the Staff PBIS
Store with fidelity to reward teachers for
using Target Talk (sharing with students
why they are being recognized for one of
the 3Rs (Respectful, Responsible, Role
Model)
Local
School
Funds
a. August through May;
Monthly
PBIS
Coach
b. School Calendar, Pictures
5. a.
b.
6.
a.
b.
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FAMILY AND COMMUNITY ENGAGEMENT
GOAL #3 Decrease the number of horseplay referrals 10% by Spring 2020.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position
Responsible b. Method for Monitoring
1.Host a Parent PBIS workshop for
parents and community members
Local
School
Funds
a. October PBIS
Coach b. Flyer, Agenda, Sign-in
Sheets
2.Include a parent on the PBIS Team a. August Assistant
Principal b. PBIS Team Minutes
3.Continue to implement a Tier 2 PBIS
Team
CCSD a. August through May; Monthly
Principal
b. PBIS Team Minutes
4.Implement the Check and Connect
Program to provide mentors for students
CCSD a. September; Daily PBIS
Coach b. Activity Log
5.Implement Restorative Practice Training
for Parents
CCSD a. September PBIS
Coach b. Agenda
6.
a.
b.
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STUDENT GROUPS
Goal #3 Decrease the number of horseplay referrals 10% by Spring 2020.
Evidence Based Action Steps Possible Funding
Source(s)
a. Timeline for Implementation Position Responsible b. Method for Monitoring
Economically Disadvantaged
Ensure collaborative protocols includes analysis, monitoring, and impact of interventions on subgroup performances
CCSD a. August Classroom Teacher
b. RTI Agenda
Implement goal setting for students to encourage ownership of their behavior
a. August to May; Every 9 Weeks
Principal
b. CCC Meeting Notes, RTI Spreadsheet
English Learners
ESOL teacher will collaborate with general education teachers to ensure strategies for EL students are consistently implemented
CCSD a. August to May; Daily Assistant Principal
b. Professional Development Agenda,
Meeting Notes, Emails
ESOL teachers will attend district ESOL meetings
CCSD a. August, November, February
Assistant Principal
b. Professional Development Agenda,
Lesson Plans
Race / Ethnicity
Create a process to ensure data and interventions are analyzed and monitored by subgroups; Provide timely feed back
CCSD
a. August Principal
b. 6 Step Process Meeting Form
Ensure interventions are analyzed and monitored by subgroups
a. August to May; Weekly Principal
b. 6 Step Process Meeting Form
Foster and Homeless
Collaborate with the school social worker and counselor to keep students in their school of origin and maintain a consist education program
CCSD a. August to May; Weekly Principal
b. Emails, Handouts
Implement a process to monitor student behavior.
a. August Principal
b. Emails, Handouts
Migrant
Implement a process to provide additional instructional time during the school day to address gaps resulting from mobility
a. August Parent Facilitator
b. Emails, IWC forms
Provide parent meeting minutes to all parents in a newsletter
Local School Funds
a. August to May; Quarterly
Principal
b. Parent Newsletter
CCSD a. August to May;Daily Principal
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Students with Disabilities
Special education and general education teaches will collaborate to ensure students with disabilities are receiving appropriate behavior interventions
b. Collaborative Meeting Notes
Address students’ needs and support during grade level planning
a. August to May; Weekly Principal
b. Emails, Meeting Notes
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FY20 TITLE I SIP
REQUIRED QUESTIONS
1. CCSD Schoolwide Plan Development Sec. 1114(b)(1-5) of ESSA
References: Schoolwide Checklist (3.a., 3.c., 3.d.)
The School Improvement Plan is developed during a one-year period 2019-20 as outlined in Sec. 114(b) (1-5) of ESSA. (Monitoring) The School Improvement Plan remains in effect for the duration of the school’s participation under Sec. 114(b)(1-5) of ESSA, 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. (SIP Available to Stakeholders) The School Improvement Plan is available to the local educational agency, parents, and the public, by being published on the local school website and available in the front office of the school. The information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
2. Describe how the school will provide professional development and other activities for teachers,
paraprofessionals, and other school personnel to improve instruction and use of data from
academic assessments.
References: Schoolwide Checklist (2.iii.d)
Cobb Collaborative Communities- Focused professional development based on high standards of teaching and learning is essential to improving teaching and increasing student achievement. It must be focused on what teachers district-wide and in the individual schools need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:
• Provide on-going learning opportunities for all
• Improve teaching and learning
• Target student outcomes and goals of schools and districts
• Set time aside to allow teachers to implement new techniques learned and to plan collaboratively
• Establish study groups (e.g., book studies, professional magazine articles, etc)
• Involve all teachers including, Special Education, ESOL, paraprofessionals and specialists (music, art, science, math and physical education)
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At Russell
• Provide professional development twice a month
• Complete the 6 Step Process on Math Priority Standards and ELA Standards
• Utilize the RTI process to determine students’ challenges
• Book Studies (Leadership Team, Paraeducators, Future Leaders, and Schoolwide (certified)
3. 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. [Sec. 1111(g)(1)(B)]
References: Schoolwide Checklist (2.iii.d)
All students at Russell Elementary will be served in the Title I program regardless of socio-economic
status or ethnic background. Cobb County School District strives to hire the best qualified candidate
for all teaching position. The CCSD Strategic Waiver allows our school the opportunity to hire the best
applicant; however, we strive to hire Georgia certified teachers whenever possible. Cobb
Collaborative Community (CCC) Teacher Meetings ensure teachers work collaboratively to plan,
analyze data and adjust instruction to meet the needs of all students. Furthermore, the Cobb County
School District recruits prospective teachers by attending various college/university campus job fairs
and host a CCSD job fair. Once hired, teachers new to CCSD and new to the teaching profession are
registered and participate in CCSD New Teacher Institute. This institute occurs prior to the new
school year. Early release and professional development days are provided throughout the school
year for all teachers.
At Russell Elementary, we provide new teacher orientation prior to the beginning of a new school
year as well as an on-going new teacher induction program that includes pairing with mentor
teachers. We will set aside specific times each week for members of grade levels to meet as a group
for planning purposes. We will receive curriculum support from local and district level coaches.
Finally, we will provide frequent professional learning to address areas of weakness in all content
areas.
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4. Describe how the Title I instructional program address the needs of all children in the school,
but particularly the needs of those at risk of not meeting the challenging State academic
standards, through activities which may include-
• counseling, school-based mental health programs, specialized instructional support
services, mentoring services, and other strategies to improve students’ skills outside the
academic subject areas;
• preparation for and awareness of opportunities for postsecondary education and the
workforce, which may include career and technical education programs and broadening
secondary school students’ access to coursework to earn postsecondary credit while still
in high school (such as Advanced Placement, International Baccalaureate, dual or
concurrent enrollment, or early college high schools);
• implementation of a schoolwide tiered model to prevent and address problem behavior
(PBIS), and early intervening services (RTI), coordinated with similar activities and
services carried out under the Individuals with Disabilities Education Act (20 U.S.C.
1400 et seq.); [Sec. 1114(b)(7)(ii)]
References: Schoolwide Checklist (2.a.iii.a, 2.a.iii.b, & 2.a.iii.c.)
At Russell Elementary, we hire human resources (academic coach, tutors, ESOL teachers, early
intervention teachers, School Support Specialist (SSA), psychologist, social worker and a parent
liaison) to support our teachers, students, and parents. The full-time math early intervention teacher
and literacy coaches provide quality professional development for teachers and workshops for
parents in math and writing in our identified subject areas of need. The parent liaison works to
increase parent involvement in the educational process and assist with the facilitation of the school’s
math and writing goals for Title I students. Number sense and guided writing are being employed to
address the needs of our most academically at-risk students. These effective and research-based
strategies will help our ESOL, Special Education, and EIP populations who present continued struggles
in math and writing. Other means in which we support our students are through Advance Content
Classes, Gift Program, Saturday Tutoring, Russell Rockers (nursing home comes and read with
students) and a master schedule.
Below are a list of ways we support our students in other areas:
• Second Step Program (character education)
• Positive Behavioral Intervention and Support (PBIS)
• Restorative Practices
• Various Clubs (Radio Club, Space Team, Cheerleading, Science Olympia, Chorus, Art,
Students on the Run etc.)
• Food backpacks for some students to take home for the weekend
• Clothes Closet
• Snack Closet
• Lunch Account (for students who need assistance)
• Response to Intervention (RTI)
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5. Describe the services provided for students living in local institutions for neglected or
delinquent children (if applicable). [Sec. 1114(b)(7)(ii)]
(Only include for Local School with students residing in N & D facilities)
Provisions have been made to ensure that all students have access to after school tutoring, paid for
with Title I funds. “In cases where the student(s) reside in a Neglected and Delinquent Residential
Facility, a representative from that Facility can serve as a proxy for the parent(s).”
6. 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.
[Sec. 1114(b)(7)(III)]
Russell Elementary School utilizes the Positive Behavioral Interventions and Support (PBIS) system to
address student behavior. Classroom PBIS strategies are used to decrease disruptions, increase
instructional time, and improve student social behavior and academic outcomes. By taking a
behavioral proactive approach, students are more able to enjoy academic and emotional
achievement.
The PBIS team holds monthly meetings to view and analyze behavioral data. Many parameters are
taken into consideration while analyzing data including day of the week that behavior occurs, student
subgroups, and types of behavior infractions. This data is redelivered to Russell Elementary staff on a
monthly basis in order to address current issues through PBIS lessons and interventions.
Most specifically, staff members have used PBIS and the data to address specific subgroups by doing
the following:
*selected student/teacher mentor relationships and check-ins for repeat offenders
*social skills lessons for students and/or those who struggle in this area
*additional strategies to support extreme behaviors
Russell Elementary will implement Restorative Practices. Restorative Practices will allow Russell to
focus on building relationships and creating community in school to prevent harm, to repair harm and
address the needs of all people impacted by the harm. The program will build or rebuild respectful
and trusting relationships and providing meaningful opportunities for students to develop self-
discipline and positive behaviors in a caring, supportive environment.
Russell will also develop a student mentor program that will identify specific students with behavior concerns and connect them with a teacher. This program will pair up each participating teacher with a student from another classroom. The teacher-mentor will spend 20 minutes per week with the child before, after, or during school. The teacher will have the ability to split up the time in various increments.
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7. Transition:
ES: 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. [Sec. 1114(b)(7)(V)]
References: Schoolwide Checklist 2.a.iii.e
OR
MS/HS: 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. [Se. 1114(b)(7)(II)]
References: Schoolwide Checklist 4c
Russell Elementary School supports, coordinates, and integrates services for rising kindergarten
students by offering kindergarten orientation sessions to tour the school and explain school services
such as lunchrooms, bus, our after school program, and the curriculum. When parents pre-register
their students, they receive a parent brochure/packet with relevant information for the parents and
students. Additionally, kindergarten teachers perform a screening on students to evaluate their
abilities in communication, listening, academic foundational skills, self-care, etc. Russell Elementary
School and Floyd Middle School administration, counselors, and teachers collaborate to provide
transitioning opportunities for the rising 6th graders. During the spring, our students travel to Floyd
Middle School for tours, presentations, orientations, etc. Floyd Middle School provides an orientation
night for Russell parents. In the fall, kindergarten students are offered a 4 day program to assist with
transitioning into elementary school.
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ADDITIONAL RESPONSES
8. 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.
[Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)]
(Local School that is TA Schools Only)
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ADDITIONAL RESPONSES Use the space below to provide additional narrative regarding the school’s improvement plan (optional).