Plan life cycle | Griffin-Spalding County School System

Who are we?

Where are we now?

Performance Data
Financial Data
StakeHolder Input
SWOT

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Beliefs

Student Achievement:
We believe that promoting educational equity will advance academic achievement and support a well-rounded education for each student, empowering them to graduate ready to choose college or a career.

Family and Community Engagement:
We believe that cultivating collaborative engagement with families and the community will build and sustain positive relationships that lead to student success.

High Performing Staff:
We believe that investing in the growth of our employees will produce a high performing and enduring staff who build positive relationships with students.

Organizational and Operational Efficiency:
We believe that our providing effective organizational structures and efficient operations will support the growth and retention of high-quality staff and excellent learning experiences for each student.

StakeHolder Input

SWOT

Strategic Goals, Strategic Priority

- Strategic Priority A-Execute cohesive systems and innovative practices.
- Strategic Priority A-Champion a culture that attracts and develops great employees.
- Strategic Priority B-Growth and development via coaching and feedback.
- Strategic Priority A-Deep partnerships with students, families, business, and industry.
- Strategic Priority A-Rigorous Learning Activities where students read, write, speak, and solve.
- Strategic Priority B-Increase percentage of proficient learners.

Performance Objectives, Measure and Targets

- Performance Objective A-Align Resources to Student & Staff Needs
- Performance Objective B-Provide Effective & Efficient Operations
- Performance Objective C-Present Safe & Supportive Learning Environments
- Performance Objective D-Implement a multi-tiered system of behavior interventions to support to high-quality teaching and learning
- Performance Objective A-Attract Quality Candidates
- Performance Objective B-Support Effective Professional Learning & Growth
- Performance Objective C-Cultivate a Committed Workforce
- Performance Objective A-Leverage Business & Community Partnerships
- Performance Objective B-Provide Proactive Communication of Information
- Performance Objective C-Address the Diverse Needs of Students
- Performance Objective A-Implement a Coherent & Viable Curriculum
- Performance Objective B-Provide Engaging & High Quality Instruction
- Performance Objective C-Prepare College & Career Ready Graduates

Initiatives, Action Steps

- - Initiative 1-Develop fiscal and accounting processes, procedures, and structures that focus the operations of a school on ensuring attainment of standards and high levels of learning for all students
- - - Action Step a-Implement a system to monitor expenditures and progress of projects for eSPLOST #6 to ensure long-term sustainability of our buildings
    - Action Step b-Monitor, evaluate, and improve the on-time performance to include researching a tiered-system for transporting students
    - Action Step c-Develop, monitor, and evaluate a system to provide students with enticing healthy and nutritious meals
- - - Action Step a-Define clear expectations for student behavior and evaluate the effectiveness of Tier I behavior management strategies
    - Action Step b-Train teachers on behavior management strategies such as CPI, restorative practices, de-escalation, and SEL
    - Action Step c-Implement and monitor Positive Behavior Interventions & Support (PBIS) and Socio-Emotional Learning (SEL)
    - Action Step d-Monitor the effectiveness of Tiers II and III behavior interventions and provide relevant support to school leaders
  - - Action Step a-Implement positive attendance campaign including tracking of student attendance
    - Action Step b-Implement the Attendance Task Force to identify and resolve barriers to satisfactory attendance
    - Action Step c-Engage the community in attendance awareness
    - Action Step d-Identify resources available to improve chronic absenteeism rates among various student populations
- - Initiative 1-Define clear expectations for student behavior and evaluate the effectiveness of Tier I behavior management strategies
  - Initiative 2-Train
- - - Action Step a-Communicate, promote and strengthen pipelines to attract quality candidates that result in candidates becoming fully certified.
    - Action Step b-Implement a coherent hiring process: efficiently tracking vacancies and reducing the number of unfilled positions by the first day of school.
- - - Action Step a-Ensure effective mentoring for all induction phase teachers and leaders
- - - Action Step a-Track and improve employee retention for classified employees
- - - Action Step a-Increase business and industry partners working with GSCS at system and school level.
    - Action Step b-Increase opportunities for stakeholders to participate and to volunteer in school and district-level events. i.e. mentoring
- - - Action Step a-Host events to promote to family and community partnership.
    - Action Step b-Provide professional development on effective communication, community engagement, and partnership development.
  - - Action Step a-Increase opportunities for stakeholders to share feedback and input on district-level decisions utilizing Let's Talk, Surveys, and social media campaigns.
- - Initiative 1-Support the needs of all learners
- - - Action Step a-1. Implement the GSCS Teaching and Learning Frameworks to provide rigorous and relevant lessons that allow students to think critically and problem solve
    - Action Step b-2.Provide curriculum for advanced learning (gifted/honors) courses
    - Action Step c-3. Research Science, Technology, Engineering, and Math (STEM/STEAM) related courses districtwide that will provide greater access to rigorous and relevant Course offerings.
    - Action Step d-4. Provide a balanced assessment approach to include diagnostic, formative, and summative assessments to design and adjust instruction
    - Action Step e-5. Provide professional learning in order to support the implementation of the Teaching and Learning Frameworks
  - - Action Step a-1.Research Reading Foundation Skills curriculum
    - Action Step b-2. Research literacy curriculum for grades 3-12.
    - Action Step c-3. Research, plan, and evaluate opportunities to increase kindergarten readiness.
    - Action Step d-4.Plan and evaluate the outcomes of professional learning on the district literacy plan
- - - Action Step a-1. Research, plan, and provide professional learning to support teachers in the delivery of effective strategies in math fluency/numeracy in all grade levels.
    - Action Step b-2.Provide professional learning to support teachers in the delivery of effective instructional strategies in social studies.
    - Action Step c-3.Implement a multi tier of student supports to meet the needs of all subgroup populations
    - Action Step d-4.Engage students as active participants in their learning by setting personal learning goals and monitoring their own progress based upon clear criteria for success
    - Action Step e-5.Provide professional learning opportunities that support teachers in the implementation of high yield instructional strategies
    - Action Step f-Implement and monitor the Instructional Framework for explicit instruction
  - - Action Step a-1.Implement the district wide system of Continuous Improvement
    - Action Step b-2.Implement Professional Learning Communities with fidelity through effective use of protocols and critical questions during PLC sessions
    - Action Step c-3.Implement a data cycle to determine effectiveness of practices and strategies that lead to student progress at all levels at the district and school level
    - Action Step d-4.Grow and develop teachers and leaders through a cycle of observation and feedback
- - - Action Step a-1. Students select and use relevant technology to develop collaboration, communication, creativity & innovation, and critical thinking skills to develop agency.
    - Action Step b-2.Supports counselors so that students in grades 6-12 use the results of the career interest inventories to identify career interests
    - Action Step c-3.Supports counselors so that students are advised students in grades 9-12 using individual graduation plans to select courses and pathways that will prepare them for college or a career success
    - Action Step d-4. Students participate in work based learning to provide students with real-life work experiences where they can apply academic and technical skills and develop their employability
    - Action Step e-5. Increase students receiving credentials from Business and Industry
    - Action Step f-6. Expand student participation in Career Technical Student Organizations, and increase students competing in local, state and national competitions with CTSOs and JROTC.
    - Action Step g-7. Increase student participation in the Fine Arts Pathway, extra-curricular activities, and experiences that foster fine arts mastery in elementary and secondary schools, GHSA literary competition
    - Action Step h-8. Increase opportunities for students to demonstrate high levels of proficiency in speaking, reading, and writing in one or more languages in addition to English by completing the biliteracy seal
  - - Action Step a-1.Increase opportunities for advanced learning and rigorous coursework opportunities for all students
    - Action Step b-2. Provide professional learning on the traits and identification of gifted learners and model gifted strategies
    - Action Step c-3.Research and provide training on high yield instructional strategies that are designed to increase the students’ readiness for college and career (i.e. AVID, Pre-AP, Springboard)
    - Action Step d-4.Increase # of students receiving high school credit prior to ninth grade to allow students to compete beyond high school

GSCS Road Map to Success

Map View