Plan life cycle | Monroe County Schools

Who are we?

Where are we now?

Performance Data
Financial Data
Stakeholder Input
SWOT Analysis

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Vision

Katherine B. Sutton Elementary School will provide a foundation of excellence for students to be successful in their future pursuits.

Stakeholder Input

SWOT Analysis

Strategic Goals, Strategic Priority

Strategic Goal I-Attaining High Student Achievement and Success
Strategic Goal II-Developing Organizational Effectiveness
Strategic Goal III-Ensuring Student/Stakeholder Engagement and Loyalty
Strategic Goal IV-Ensuring High Quality Professional Learning

Performance Objectives, Measure and Targets

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

Initiatives, Action Steps

- - - Action Step a-Disaggregation of FY21 data to determine the greatest area of need in reading by grade level to determine focus areas of Guided Reading and classroom remediation. (Instructional Coach, Teachers)
    - Action Step b-Infuse reading instruction across all content areas through the usage of math, science and social studies texts, Guided Reading materials, text books (Instructional Coach, Teachers)
    - Action Step c-Implement all Guided Reading components with fidelity, focusing on foundational reading skills (phonological awareness, vocabulary acquisition, fluency, comprehension)
    - Action Step d-Implement Accelerated Reader program with fidelity by encouraging participation in the program, providing time and having procedures in place, reading reports weekly and using data to drive independent reading levels.
    - Action Step e-Implement Phonics instruction with fidelity in K-3 using SONDAY and Haggerty (K-2 only)
  - - Action Step a-Disaggregation of FY121 data to determine the greatest area of need in math by grade level to determine focus areas of Guided Math and classroom remediation. (Administrators, Instructional Coach)
    - Action Step b-Administer a baseline assessment each nine weeks to determine students’ level of knowledge
    - Action Step c-Continue daily math facts review and practice and Math Facts Friday in grades 1-5. Effectiveness will be measured by the MathWhiz Kids Program. (Instructional Coach, Teachers)
    - Action Step d-Include math fluency facts review as a center/station during Guided Math (Instructional Coach, Teachers)
  - - Action Step a-Include and Model answering BCRs and ECRs in all subject areas on all assessments. Additionally, provide feedback via rubrics to demonstrate accurate responses. (Instructional Coach, Teachers)
    - Action Step b-Teachers will collaborate during grade level meetings to determine appropriate and acceptable responses for constructed response items on unit pre and post tests and benchmark assessments.(Administrators, Instructional Coach, Teachers)
  - - Action Step a-Enforce attendance policy and procedures. (Administrators, Teachers)
    - Action Step b-Identify and monitor at-risk students each quarter.
- - - Action Step a-Monitor and update RTI process through the analysis of student data using Illuminate (benchmark assessments, common assessments, universal screeners data) in order to identify students needing interventions. (Administrators, Instructional Coach, Counselors, Teachers)
    - Action Step b-Teachers will work in vertical/horizontal groups to analyze data to determine areas of weakness, identify and incorporate effective DI strategies in reading, math, science and social studies.(Administrators, Instructional Coach, Teachers)
    - Action Step c-Monitor the process of "Looking at Student Work" using protocols as teachers collaborate to identify common understanding of expected level of accomplishment by students.
    - Action Step d-Continue the effective use of Data teams.
    - Action Step e-Teachers will use illuminate to flexibly group students on a regular basis according to their individual needs to improve instruction and close the achievement gap between sub-groups.
    - Action Step f-Maintain I-SWIS and implement CICO for progress monitoring at Tier 3 to provide interventions to increase student acheivement
    - Action Step g-Utilize progress monitoring and other data sources to develop student specific strategies to improve achievement for students in Tier 3.
    - Action Step h-Monitor schools' increased use of formative assessment data to inform and differentiate instruction.
    - Action Step i-Provide vertical alignment meetings between grade levels to focus on data and strategies for improvement. (Administrators, Instructional Coach)
  - - Action Step a- Provide students with descriptive feedback on their work through a variety of methods such as posting exemplars with comments, peer review of teacher and student commentary, providing multiple opportunities to achieve mastery , and increasing the use of self, peer and teacher rubrics. (Teachers)
    - Action Step b-Increase the use of data to formulate/update flexible guided reading and guided math groups. (Administrators, Instructional Coach, Teachers)
    - Action Step c-During curriculum meetings, teachers will examine common assessments and student work samples to include exemplars(AdvancED).
  - - Action Step a-Increase the number of GIFTED endorsed teachers through system/RESA opportunities
    - Action Step b-Provide professional development to teachers on the traits and identification of gifted learners and model strategies through the PILOT Program. (Instructional Coach, Gifted Teachers)
    - Action Step c-Offer informational sessions and literature to parents and students on differentiating between gifted and above average learner.(Instructional Coach, Gifted Teachers)
- - - Action Step a-Use the MCBLI Framework to teach writing and literacy. (Teachers)
    - Action Step b-Integrate Math/Science and ELA/SS with writing across the curriculum to improve student performance. (Teachers)
    - Action Step c-Use 6 + 1 Traits for Writing .
    - Action Step d-Monitor the opening and closing of lessons through focus walks and lesson plan checks to improve the level of student understanding(GAPSS). (Administrators, Instructional Coach, Teachers)
  - - Action Step a-Ensure implementation of station teaching and alternative models during co-teaching 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 Sonday or SRA to reinforce phonics instruction and Do the math.
  - - Action Step a-Use vertical teams to complete focus walks to observe evidence of instructional implementation with use of student goal setting and evidence of teacher commentary and use of rubrics, checklists and exemplars. (Administrators, Instructional Coach, Counselor, Teachers)
  - - Action Step a-Teachers will infuse hands-on, real world problems into our science , technology, math, and ELA instruction.
    - Action Step b-Increase the number of STEM endorsed teachers.
    - Action Step c-Provide opportunity and encourage teachers to present at STEM conferences.
    - Action Step d-Incorporate STEM projects in classrooms to improve critical thinking and reasoning skills and encourage grade levels to use the STEM to enhance the scientific method/inquiry process for students. (All Classroom Teachers)
    - Action Step e-Develop school-wide (common) journaling protocols/expectations for STEM and/or STEAM
    - Action Step f-Improve and expand the use of PBLs
- - - Action Step a-Conduct mid-year and end-of-year reviews of CIP through Leadership Team work sessions. (Leadership Team)
    - Action Step b-The Media Program will perform and provide the following: promote and assist teachers and students with the Georgia Media Festival to ensure at least one project per class level is submitted, facilitate Helen Ruffin Reading Bowl (pending book choices), 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 book study groups, coordinate TV news program (?? or morning reading groups/AR/checkout), and keep the school website updated with current activities.
    - Action Step c-The Counseling Program will provide the following: Provide Individual and group counseling, conduct classroom guidance on personal/social, career, and academic standards, Lead the PBIS Tier 1 committee as the team leader; coordinate the Tier 2 PBIS committee, implement career awareness among students, Ensure the Multi-Tiered System of Supports (MTSS) framework provides targeted support to struggling students, coordinate student mentoring program, and along with the 5th-grade teachers will implement a Career Portfolio for each student.
  - - Action Step a-Meet periodically with custodial staff to maintain a clean and comfortable learning environment and to review results from system cleanliness checks. Ensure high traffic areas are sanitized often. (Administrators, Custodial Staff, All staff)
    - Action Step b-Provide all students with bus safety training and continue the implementation of PBIS on the bus; Provide bus drivers with PBIS training, as needed. (Director of Transportation, PBIS Team, Bus Drivers, Administrators)
    - Action Step c-All Staff Follow established safety protocols
    - Action Step d-Safety Committee will meet at least twice a month
    - Action Step e-Develop, implement, and monitor safety protocols per guidance concerning COVID-19. (All)
- - - Action Step a-Produce a school musical (Grades 3-5), musical performances (Grades K-2), and band performances (Grades 4-5).(Music Teacher, Band Teacher)
    - Action Step b-Provide competitive opportunities for all K-5th grade students such as the Spelling Bee, Accelerated Reader Goals, Math 24 Competitions, Math Whiz Kids, Science Fair, Media Festival, Special Olympics, Georgia Young Authors Writing Competition, Chess Club, Robotics, Science Olympiad, and the Helen Ruffin Reading Bowl. (Administrators, Instructional Coach, Media Specialist, Teachers, Specials Teachers)
    - Action Step c-Non-competitive opportunities for K-5 grade students. (Hydroponics Tiger Sprouts Team)
  - - Action Step a-Organize volunteers, mentors and business partnerships to increase participation with school and students. (Administrators, Counselor, Parent Involvement Specialist)
    - Action Step b-Maintain up-to-date school activities and meetings for parents and staff through monthly calendars, updated website, weekly emails, school Facebook and Twitter accounts, School Messenger Calls, Class DOJO, and Remind 101. (Administrators, Instructional Coach, Counselor, Parent Involvement Specialist, Media Specialist, Secretary)
    - Action Step c-Implement parent and principal discussion sessions (i.e.Parent Power Hour, Title I Meetings, School Council, PTA Officer Meetings).(Administrators, Parent Involvement Specialist)
    - Action Step d-Continue the school wide mentoring program, M&Ms.
- - - Action Step a-The IC will conduct/oversee trainings (illuminate, STAR, LDS, AfL, Best Practices) for teachers in order to increase student achievement in all content areas. (Administrators, IC)
    - Action Step b-Coordinate professional learning with district instructional technology personnel to increase teachers' knowledge base of instructional technology to increase student achievement. (Administrators, Instructional Coach)
    - Action Step c-Survey teachers to identify professional development needs.
    - Action Step d-Encourage and increase the number of STEM and Gifted Endorsed teachers.
  - - Action Step a-Identify and participate in research-based professional opportunities. (All Staff)
    - Action Step b-Teachers will be trained on identifying trauma, mental health issues and strategies that can be utilized in the classroom.
  - - Action Step a-The implementation of the Teacher Keys Evaluation System (TKES) will be monitored monthly during faculty/grade level team meetings. (Administrators, Teachers)
    - Action Step b-STEM / STEAM focused PD will be included in monthly faculty meetings.
    - Action Step c-Provide an opportunity for all new teachers to participate in a focus walk by the end of September.
    - Action Step d-Provide effective training and guidance to teachers, leaders, and staff for PBIS-RTI.
    - Action Step e-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.
    - Action Step f-Provide training for certified teachers on the implementation of on-line teaching and learning through Odysseyware and Google Classroom. (APs, ICs, Teachers)

SHES Continuous Improvement Plan FY22

Map View

Who are we?

Where are we now?

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Vision

Mission

Guiding Principles

Performance Data

Financial Data

Stakeholder Input

SWOT Analysis

Strategic Goals, Strategic Priority

Performance Objectives, Measure and Targets

Initiatives, Action Steps