3. REQUIRED QUESTIONS
3.1 Stakeholders, Serving Children, PQ
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.
This school improvement plan was developed collaboratively, with input from various members of the school community. School leaders, academic coaches, and lead teachers representing all grade levels were brought together to share student performance information, review Spring 2019 GMAS and MAP data, interact with the CNA, and discipline data from the past two years to help in understanding this school improvement plan. Each person was brought a different perspective to this task of shaping a plan of action to lead the school as it works towards meeting its SMART goals, while increasing its CCRPI score. All input was integrated into the development of this final plan. Parents, students (where applicable) and community partners are invited to provide input and feedback. Parents & stakeholders are invited to a Family Forum where the School Improvement Plan was discussed and input was requested. At the Family Forum, stakeholders are given an update of school-wide data, and areas of strengths and weaknesses are shared. The school improvement plan is reviewed & the school's needs of the most at-risk students and action steps are planned. The Title 1 budget draft is shared and parents and stakeholders are encouraged to provide feedback & offer input on how the Title 1 funds should be spent. The Title 1 family engagement policy is reviewed and feedback is sought from stakeholders.
At the mid-year point of the school year the school leadership team meets to review goals, action steps, and budget items included int he school
improvement plan reflective of current school year data and needs. If necessary the plan is revised to meet the present and evolving needs of students for academic success.
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.
As teachers were selected to serve at the School of Humanities at Juliette Gordon Low Elementary, they were carefully interviewed and screened by a panel of educators using questions which focused on achievement, initiative, monitoring, planning ahead, interpersonal relationships, and teamwork. Additionally, teachers all had to meet the requirements of the State of Georgia credentialing process, and hiring requirements of the Savannah-Chatham County Public Schools.
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
The School of Humanities at Juliette Gordon Low Elementary presents as a comprehensive PreK-5th grade school serving approximately 750 students with a very high free-reduced lunch percentage. Our designation as a Title 1 school-wide project stems from the composition of the students zoned to attend the school. The instructional program is extensive, providing for students Georgia standards-based core tier 1 instruction in math, reading, science, and social studies; followed by intensive tier 2 and tier 3 instruction determined from student formative assessment results. To meet the demands
REQUIRED QUESTIONS
provided for students living in local institutions for neglected or delinquent children (if applicable).
of Georgia's ELA standards, the Balanced Literacy framework will be implemented for the second year, utilizing leveled texts and guided reading. The math standards will be served utilizing the implementation of Eureka Math in all grade levels with the Go Math series being used as an intervention tool.
After school tutorial in collaboration with the 21st Century Learning Program will provide extended learning after school to remediate and close the
achievement gap of identified students. After school tutorial will be provided twice a week in the areas of reading and math. Tutorial teachers will target specific reading and math deficient areas identified by students' performance on the GMAS and MAPS assessments with researched and evidenced-based strategies to support their individual learning needs and promote academic achievement.
Title I funds will also be used to hire one full time math/reading lab
paraprofessional. This staff member will support student's math and reading through technology as students visit the lab as one of their specials rotations. Title I funds will also be used to fund two full time Academic Coaches. One focusing on grades K-2 and the other focusing on grades 3-5. The Academic Coaches are responsible for meeting with teachers weekly for collaborative instructional planning and weekly professional learning to support the implementation of the Balanced Literacy program and implementation of the Eureka Math program. The coaches will also model lessons and provide teachers with extensive support to influence instruction. Finally, Title I funds will be used to fund a full time Parent and Community Specialist for the purpose of meeting with parents to bring awareness to them of the instructional programs going on at the School of Humanities and provide parents with resources to support learning at home.
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.
N/A
REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.2 PQ, Federally Identified Schools, CTAE, Discipline
Required Questions
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.
To assist with the transition from pre-school to kindergarten, an annual Kindergarten Orientation is held for both parents and students in the spring. This allows students the opportunity to see what a kindergarten classroom looks like and allows for parents to ask questions and hear information that will make the transition smoother. The teachers and paraprofessionals from Kindergarten classrooms participate in all leadership, professional learning, and collaborative planning meetings and functions just as all k-5 staff does to build staff capacity resulting in student achievement.
During the school year all students and their families who are new to the school receive welcoming school registration, and are oriented to the school via the Family Center. Family Engagement staff work with families for a smooth transition to the school.
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; and
Increased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.
N/A
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.
School-wide (PBIS) Positive Behavior Interventions and Supports will be implemented as a systematic approach to establishing the social culture and behavioral supports needed for all children in our school to achieve both social and academic success. A tiered PBIS program is defined at our school and includes the following:
Tier 1:
*Behavioral Expectations Defined *Behavioral Expectations Taught
*Reward system for appropriate behavior
*Clearly defined consequences for problem behavior Tier 2:
*Differentiated instruction for behavior
REQUIRED QUESTIONS
*Continuous collection and use of data for decision-making *Universal screening for behavior support
*Progress monitoring for at risk students Tier 3:
*Functional Behavioral Assessment (full, complex
*Individualized intervention based on assessment information focusing on (a) prevention of problem contexts, (b) instruction on functionally equivalent skills, and instruction on desired performance skills, (c) strategies for placing problem behavior on extinction, (d) strategies for enhancing contingence reward of desired behavior, and (e) use of negative or safety consequences if needed.
The administrators and the PBIS Coaches will attend the PBIS Conference to obtain the appropriate training for implementation of our school-wide PBIS program. Coaches will then provide professional development on effective classroom management strategies and positive behavior supports to teachers and other stakeholders on effective practices to reduce removal of students from the learning environment and increase more time on task behavior. The school's behavior intervention teacher, behavior intervention para educator and school counselors will work closely with those students exhibiting disruptive behaviors in small groups. Behaviors will be monitored through Class Dojo (and RTI if necessary).
3.2 PQ, Federally Identified Schools, CTAE, Discipline
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ADDITIONAL RESPONSES
8 Use the space below to provide additional narrative regarding the school’s
improvement plan