School Improvement Action Plan - School Year: 2022-2023 School Name: Pearson Middle - NET
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School Improvement Action Plan
School Year: 2022-2023
School Name: Pearson Middle
Principal Name: Dean Yoder
Date Submitted: 6/30/2022
Revision Dates:
Su
1District Cobb County School District
Name
School Pearson Middle
Name
Team Lead
Position
Email
Phone
Federal Funding Options to Be Employed (SWP Schools) in This Plan
(Select all that apply)
X Traditional funding (all Federal funds budgeted separately)
Consolidated funds (state/local and federal funds consolidated) - Pilot systems ONLY
“Fund 400” - Consolidation of Federal funds only
Factor(s) Used by District to Identify Students in Poverty
(Select all that apply)
Free/Reduced meal applications
Community Eligibility Program (CEP) - Direct Certification ONLY
X Other (if selected, please describe below)
Direct Certification
In developing this plan, briefly describe how the school sought and included advice from individuals (teachers, staff, other school leaders,
paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders).
References: Schoolwide Checklist 3.b.[Sec. 2103(b)(2)]
School Response: The SIP was reviewed by all shareholders with the expectation/understanding that all shareholders reviewing this document will have
the power to make suggestions, additions, and edits in which they felt best represented the needs of our community.
2IDENTIFICATION of STAKEHOLDERS
Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Stakeholders
must be engaged in the process to meet requirements of participating federal programs. Documentation of stakeholder involvement must be maintained by the school.
Position/Role Name
James Milliman
Title I Supervisor
Dean Yoder
Principal
Derika Hannibal
Academic Coach (Local School)
Ricardo Munoz
Parent (Non CCSD Employee)
Dr. Keith Ingram
Business Partner
Tekeya Weston
Counselor
Cynthia Del-Valle
Grade Level Teacher - ESOL
Sherie Forbes
Grade Level Teacher – General Education
Stephanie Jackson
Grade Level Teacher – Special Education
Pastor Tim Childers
Faith-based Community Leaders
Rebecca Tapia
Parent Facilitator
Tiffany Spriggs
Media Specialists/Librarians
Officer Cheryl Shepard
Police/Public or School Safety Officers
Dr. Ken Reaves
Universities or Institutes of Higher Education
3COMMITTEE MEMBERS SIGNATURE PAGE
The comprehensive needs assessment (CNA) and school improvement team (SIP) team consist of people who are responsible for working collaboratively throughout the needs
assessment and plan development process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to
ensure stakeholder involvement. Documentation of team member involvement must be maintained by the school.
Meeting Date(s):
Position/Role Printed Name Signature
Academic Coach ELA/Reading Derika Hannibal
Academic Coach – Math/Science Marshane Foreman
Principal Dean Yoder
Assistant Principal Dr. Mitchell Askew
Special Education Teacher - reading Stephanie Jackson
Parent Ricardo Munoz
Media Center Specialist Tiffany Spriggs
General Education Teacher Sherie Forbes
Academy Teacher Kimberly Piper
4Comprehensive Needs Assessment Evaluation of Goal(s)
(References: Schoolwide Checklist 1.a.)
Collaborate with your team to complete the questions below regarding the progress the school has made toward each goal in the FY21 School Improvement Plan (SIP).
The percentage of students scoring proficient or higher on the reading inventory will increase by 15% from the August
2021 administration to the May 2022 administration.
Previous Year’s Goal #1
Was the goal met? ☐ YES ☒ NO
RI Below Basic % Basic % Proficient % Advanced %
All Grades - Fall 44 32 13 11
All Grades - Winter 43 29 16 12
All Grades - Spring 39 29 16 15
RI Below Basic % Basic % Proficient % Advanced %
Grade 6 - Fall 49 31 12 8
Grade 6 - Winter 53 26 12 10
Grade 6 - Spring 46 28 12 14
What data supports the outcome of the
goal? Jim will add data tables RI Below Basic % Basic % Proficient % Advanced %
Grade 7 - Fall 44 31 15 11
Grade 7 - Winter 39 31 17 13
Grade 7 - Spring 37 30 16 17
RI Below Basic % Basic % Proficient % Advanced %
Grade 8 - Fall 39 34 15 12
Grade 8 - Winter 37 30 20 13
Grade 8 - Spring 35 29 22 15
5Reflecting on Outcomes
• Utilizing online components 5 days a week
•Improve student buy-in with measurable reading grades
•Student data binders / weekly reading reflections with teacher
•Specific use of strategies to embed in the reading curriculum (reading
comprehension strategies, ESOL strategies, word study, vocabulary
•Building reading stamina with longer passages
• Require weekly formative assessments in CTLS
If the goal was not met, what actionable
strategies could be implemented to
•By the end of the week, teachers should have a clear picture of what they will
address the area of need? address in their instruction using current student data.
•Using intentional stations/ work- shop model
•Review familiar effective reading strategies with teachers.
• Build better relationships with the students to improve classroom management.
• Create more engaging instruction that students can connect to in their own lives.
• Use academic coach more effectively.
If the goal was met or exceeded, what
processes, action steps, or interventions
contributed to the success of the goal and
continue to be implemented to sustain
progress?
6The percentage of students scoring proficient or higher on the math inventory will increase by 15% from the August
2021 administration to the May 2022 administration.
Previous Year’s Goal #2
Was the goal met? ☐ YES ☒ NO
Math Inventory
MI Below Basic % Basic % Proficient % Advanced %
All Grades - Fall 78 18 3 1
All Grades - Winter 70 22 7 1
All Grades - Spring 56 30 10 4
MI Below Basic % Basic % Proficient % Advanced %
Grade 6 - Fall 79 17 4 0
Grade 6 - Winter 76 16 6 1
Grade 6 - Spring 59 27 11 4
What data supports the outcome of the
goal? MI Below Basic % Basic % Proficient % Advanced %
Grade 7 - Fall 78 18 3 0
Grade 7 - Winter 64 26 9 2
Grade 7 - Spring 55 26 14 5
MI Below Basic % Basic % Proficient % Advanced %
Grade 8 - Fall 79 19 2 1
Grade 8 - Winter 70 23 5 1
Grade 8 - Spring 49 38 9 4
Overall- 10%
7Improved training with CCC’s to look how to use student data to create instruction
that matches where the students are currently at.
Retrain all math teachers on 360 math and make sure there are no variations in how
it is being taught in every math classroom
If the goal was not met, what actionable
strategies could be implemented to
address the area of need? Create more intentional remediation / acceleration instruction on Fridays that target
specific standards.
100% usage of CTLS assess to pull student data immediately and plan for targeted
instruction.
If the goal was met or exceeded, what
processes, action steps, or interventions
contributed to the success of the goal and
continue to be implemented to sustain
progress?
8Utilize Positive Behavior Intervention System and Restorative Circles / Conferences to limit the number of
Previous Year’s Goal #3 students receiving discipline referrals to 6% or below for the 2021-2022 school year.
Was the goal met? ☒ YES ☐ NO
Discipline data from our CTLS Portal
What data supports the outcome of the
goal?
Reflecting on Outcomes
Improve training with teachers on how to build stronger relationships with our
students.
Hold meetings with parents to review what is considered a student infraction and
how they can support positive behaviors at school.
If the goal was not met, what actionable Improve how we recognize positive student behavior.
strategies could be implemented to
address the area of need?
Full implementation of PBIS.
Continue to have counselors do whole group, small group, and individual
conversations about what is and what is not appropriate behavior.
Continue to grow the Pilot mentoring program.
9If the goal was met or exceeded, what
processes, action steps, or interventions
contributed to the success of the goal and
continue to be implemented to sustain
progress?
Previous Year’s Goal #4
Was the goal met? ☐ YES ☐ NO
What data supports the outcome of the
goal?
Reflecting on Outcomes
10If the goal was not met, what actionable
strategies could be implemented to
address the area of need?
If the goal was met or exceeded, what
processes, action steps, or interventions
contributed to the success of the goal and
continue to be implemented to sustain
progress?
Comprehensive Needs Assessment – Summary of Findings (Schoolwide)
Data Identified Strengths Identified Challenges Multiple Data Sources
Vocalizing opinions/arguments/claims Basic writing skills- sentence structure, editing and Milestones
Implementation of timed writing in grades 6-8 revising Formative and
ELA Narrative writing Elaborating on topic, idea, and evidence Summative assessments
Comprehending informational text RI data
Vocabulary Interims
Teachers analyzing data Reading Plus
Student accountability Forms
11Teachers implementing stations within the
workshop model
Comprehending Literary text Comprehending informational text Milestones
7% gain on the RI from Fall to Spring Direct instruction on Tier 1 and 2 Vocabulary Formative and
Students in grades 6-8 reading a total of 13, 455 Comprehending Informational Text Summative assessments
Reading
minutes on Flip Grid (Pilots Read) from Jan- May Implementing stations within the workshop model RI data
2022 Ability to draw inferences Interims
Reading Plus
Solving simple operations Struggle with fluency of basic facts, Milestones
Math Solving single-step problems connecting mathematical vocabulary and Formative and
problem-solving skills. summative assessments
MI data
Interims
Comprehension/verbal explanation of science Science vocabulary recognition Milestones
Science concepts Reading Fluency Formative and
summative assessments
Basic Map Skills Intermediate Map Skills Milestones
Understanding of some historical events Content Vocabulary Formative and
Social Studies
Knowledge of their own culture Informational Text summative assessments
Exposure to current issues Interims
ISS Days- By Grade Level ISS and OSS referrals
Discipline / School Attendance- By Grade Level Attendance
Climate Data OSS- By Grade Level
(Admin)
WHAT and What went well Wish List
Math 360 Training Implementing stations within the workshop model
Small Group station Revisit engagement strategies
Professional Learning
CTLS Instructional Strategies
What’s been provided?
Workshop Model CCC support: Question #3
What is the impact?
Station Rotation Student Accountability Forms
Classroom Management
Engagement Strategies
12Other
Comprehensive Needs Assessment – Summary of Findings (Student Groups)
Data Student Groups Identified Strengths Identified Challenges Multiple Data Sources
☐ Econ. Disadvantaged ☒ English Learners Cooperation in timed writing Vocabulary Reading Inventory
ELA Comprehending literary text Context Clues Reading Plus
☐ Special Ed. ☐ Foster/Homeless Narrative writing Reading Stamina Interim
☐ Race / Ethnicity ☐ Migrant Citing Basic Text Evidence Informational Text Formative & Summative
Basic Writing Skills Assessments
Milestones
☐ Econ. Disadvantaged ☒ English Learners Comprehending literary text Vocabulary Reading Inventory
Context Clues Reading Plus
☐ Special Ed. ☐ Foster/Homeless Citing Basic Text Evidence Reading Stamina Interim
Reading
☐ Race / Ethnicity ☐ Migrant Informational Text Formative & Summative
Listening and Speaking Assessments
Milestones
☐ Econ. Disadvantaged ☒ English Learners Solving Basic Math word Math Fluency Facts Math Inventory
problems Multi-Step Problems CTLS Common Formative
☒ Special Ed. ☐ Foster/Homeless
Math Able to dissect and solve simple Reading Fluency CCSD Interims
☐ Race / Ethnicity ☐ Migrant Math Word Problems
addition and subtraction word
problems.
☐ Econ. Disadvantaged ☒ English Learners Identifying and explaining science Reading Fluency Reading Inventory
Science concepts observed during Reading Stamina CCSD Interims
☒ Special Ed. ☐ Foster/Homeless inquiries/experiments. Reading Comprehension CTLS Common Formative
☐ Race / Ethnicity ☐ Migrant
13☐ Econ. Disadvantaged ☒ English Learners Content Vocabulary CTLS Common Formative
Reading Fluency CTLA Common Summative
Social Studies ☒ Special Ed. ☐ Foster/Homeless Reading Stamina Interims
☐ Race / Ethnicity ☐ Migrant Re
Milestones 8th Grade
Discipline / ☐ Econ. Disadvantaged ☒ English Learners
School Climate
☒ Special Ed. ☐ Foster/Homeless
Data
☒ Race / Ethnicity ☐ Migrant
(admin)
☐ Econ. Disadvantaged ☒ English Learners Co-Teaching Models- SWD Leave Blank
Professional ESOl Instructional Strategies
Learning ☒ Special Ed. ☐ Foster/Homeless Engagement Strategies
☐ Race / Ethnicity ☐ Migrant
☐ Econ. Disadvantaged ☐ English Learners
Other ☐ Special Ed. ☐ Foster/Homeless
☐ Race / Ethnicity ☐ Migrant
14Overarching Challenge #1 68% of students are not reading on grade level
Root Cause #1 - (Within control) Teachers need support in their CCC’s to understand question #3: What do we do when students do not learn
Impacts which system(s): it?
☒ Coherent Instruction
☒ Professional Capacity
☒ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #2 - (Within control) Teachers need support with intentional instructional strategies along with direct support of implementing
Impacts which system(s): stations within the workshop model
☒ Coherent Instruction
☒ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #3 - (Within control) Teachers need professional development and support with analyzing data weekly and adjusting instruction
Impacts which system(s): based on said data
☒ Coherent Instruction
☒ Professional Capacity
☒ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Students not practicing skills learned at home.
Contributing Factors
(Outside of control)
Goal The percentage of students scoring proficient or higher on the reading inventory will increase by 15% from the August
2022 administration to the May 2023 administration.
Specific, Measurable, Achievable,
Relevant, Timebound
15Overarching Challenge #2 All students need to be able perform on grade level in math.
Root Cause #1 - (Within control) Teachers must be more consistent in targeting student deficits and using CCC to utilize data and identify
Impacts which system(s): standards/areas of weakness.
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #2 - (Within control) Teachers need to model problem-solving skills for real world math problems and provide background
Impacts which system(s): knowledge consistently. Teachers must identify and use strategies to target problem solving deficits.
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #3 - (Within control) Teachers must utilize school wide resources such as Dreambox consistently to target pre-requisite skills and
Impacts which system(s): target learning gaps.
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Students lack resources outside of school and family dynamics.
Contributing Factors
(Outside of control)
Goal The percentage of students scoring proficient or higher on the math inventory will increase by 15% from the August 2021
administration to the May 2022 administration.
Specific, Measurable, Achievable,
Relevant, Timebound
16Overarching Challenge #3 Decreasing student referrals.
Root Cause #1 - (Within control) Teachers need to improve communication with their student’s parents/family members when they do well in
Impacts which system(s): their classrooms, as much as they do when the student makes a poor decision.
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement X
Root Cause #2 - (Within control) As a school, administration needs to provide professional development on how to build relationships with at-
Impacts which system(s): risk students.
☐ Coherent Instruction
☐ Professional CapacityX
☐ Effective LeadershipX
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #3 - (Within control) Teachers need to create engaging instruction that keeps their student’s attention in which they can connect
Impacts which system(s): their lives to the content.
☐ Coherent Instruction X
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Communication with families can be difficult at times because of the language barrier.
Contributing Factors
(Outside of control)
Utilize Positive Behavior Intervention System and Restorative Circles / Conferences to limit the number of
Goal students receiving discipline referrals to 6% or below for the 2021-2022 school year.
Specific, Measurable, Achievable,
Relevant, Timebound
17Overarching Challenge #4
Root Cause #1 - (Within control)
Impacts which system(s):
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #2 - (Within control)
Impacts which system(s):
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Root Cause #3 - (Within control)
Impacts which system(s):
☐ Coherent Instruction
☐ Professional Capacity
☐ Effective Leadership
☐ Supportive Learning Environment
☐ Family Engagement
Contributing Factors
(Outside of control)
Goal
Specific, Measurable, Achievable,
Relevant, Timebound
18School Improvement Goals
Include goals on the parent compacts and policy
The percentage of students scoring proficient or higher on the reading inventory will increase by 20% from the August 2022
administration to the May 2023 administration.
Goal #1
Increase the number of students performing at a level 2 or higher on the ELA Milestones by 10%
The percentage of students scoring proficient or higher on the math inventory will increase by 20% from the August 2022
administration to the May 2023 administration.
Goal #2
Reduce the number of students receiving an infraction from 362 to 280 or less.
Goal #3
Goal #4
19Title I Personnel/Positions Hired to Support the School Improvement Goals
SWP Checklist 2.c(iv)
Supports How will the primary actions of this position support the
Position Supports which system(s)
Goal(s) implementation of the School Improvement Plan?
The goal to increase RI scores by 20% from the August 2022 administration to the
☐ Goal 1 ☐ Coherent Instruction X May 2023 administration will be supported by the teacher. They will work with
X ☐ Professional Capacity X non-ESOL and non-special education students who are more than two grade
Small group reading teacher ☐ Goal 2 ☐ Effective Leadership levels behind their peers in their reading level.
☐ Goal 3 ☐ Supportive Learning Environment
☐ Goal 4 ☐ Family Engagement
The goal to increase MI scores by 20% from the August 2022 administration to
☐ Coherent Instruction X the May 2023 administration will be supported by the teacher. They will work
☐ Goal 1
☐ Professional Capacity X with non-ESOL and non-special education students who are more than two grade
☐ Goal 2
Small group math teacher ☐ Effective Leadership levels behind their peers in their understanding of math concepts.
☐ Goal 3
☐ Supportive Learning Environment
☐ Goal 4
☐ Family Engagement
The goal to reduce student referrals will be support by our parent liaison through
☐ Coherent Instruction the set-up of administrative and community quarterly meetings, monthly family
☐ Goal 1
☐ Professional Capacity academic nights, and conferences as needed with the parents of students who
☐ Goal 2
Parent Liaison ☐ Effective Leadership are making poor choices frequently.
☐ Goal 3
☐ Supportive Learning Environment
☐ Goal 4
☐ Family Engagement X
Both academic coaches will support teachers in the classroom through
☐ Goal 1 ☐ Coherent Instruction observations, professional development, and modeling instructional
X ☐ Professional Capacity X expectations, while fully supporting the mission, vision, and direction of the
Math and Reading Academic
☐ Goal 2 X ☐ Effective Leadership school as laid out by the administration.
Coaches
☐ Goal 3 ☐ Supportive Learning Environment
☐ Goal 4 ☐ Family Engagement
20The percentage of students scoring proficient or higher on the reading inventory will increase by 15% from the August 2022
GOAL #1 administration to the May 2023 administration.
How will the action step be What is the desired outcome Person
Funding implemented? of the action step? Responsible
Action Step(s) Source(s) Start
Resources What artifacts will be used to What evidence will be used to
SWP Checklist 2.a, 2.b, 2.c(i), 2.c(ii), 2.c(iv),2.c(v) SWP Checklist Date
5.e show implementation? evaluate the outcome?
SWP Checklist 3.a SWP Checklist 3.a
Workshop Model ? push in August 1 Implementation: Desired Outcome: Teacher
Title 1 Coach Opening Students to read at grade level Academic
Work session/ Stations Coach
Closing Admin
Evidence: RI, formative
Artifacts: CCC meeting notes, assessments, summative
observation, lesson plan, assessments, exit tickets,
Stations, exit tickets, interims, milestones
Title 1 Coach:
Implementation: Meet weekly
with academic coaches to review
previous week actions and
discuss current and next week’s
plans
Artifacts: Teacher weekly
planning/CCC meeting notes
Reading Plus Reading Plus Title 1 Aug 1 Implementation: Student usage Desired Outcome: Teacher
Software 15 mins 4 times a week Students to read at grade level Academic
Students completing 3-4 See Coach
Readers a week. Teachers Admin
conferencing with students bi-
weekly to address progress Evidence: RI, Usage Report, 80%
or higher report, Top Gains
Report
21Artifacts: Student accountability
Forms, Teacher Conference
Notes, Weekly Usage Reports,
Read 180/system 44 Title August 1 Implementation: Screening, Desired Outcome: Students to Teacher
Teacher direct teaching, teacher read at grade level Academic
modeling, guided and Coach
independent practice and Admin
application,
Evidence: RI Reports, SAM Usage
Report, SAM Quiz and Vocabulary
Artifacts: Lesson Plans, Weekly report- Screening, Progress
Usage Report Assessment Monitoring
Data summits facilitated by administrators Academic Title 1 August 1 Implementation: Administration Desired Outcome: Teacher Academic
and instructional coach using CCSD Interim Coach will conduct data summit after growth in implementing Coach
and data to identify and address specific each Unit Interim attended by instructional strategies and data Admin
needs and track student growth teachers, Academic Coaches and usage to drive student growth.
CCSD Title 1 Coaches
Evidence: CTLS assessment data
Artifacts: After meeting there
will a list of instructional focus
that teachers will use to work on
going forward. Academic Coach
will support team in
implementing instructional
suggestions given during
meeting.
Attend local and national conferences Academic Title 1 August 1 Implementation: Throughout Desired Outcome: Students to Academic
provide professional development on Coach the school year read at grade level Coach
SEL, instruction, assessment,
technology or achievement - Every Admin
Student Succeeds Act (ESSA), National Artifacts/Evidence:
Teachers
Education Association (NEA), registration, conference Evidence: Redelivery PD Agenda
Association for Supervision and schedules, redelivery to staff
Curriculum Development (ASCD),
Model Schools, Georgia Educational
22Technology Conference (GAETC)-
Georgia Teacher for English Conference
23The percentage of students scoring proficient or higher on the math inventory will increase by 20% from the August 2022
GOAL #2 administration to the May 2023 administration.
Funding How will the action step be What is the desired outcome Person
Source(s Start implemented? of the action step? Responsible
Action Step(s) Resources
SWP Checklist 2.a, 2.b, 2.c(i), 2.c(ii), 2.c(iv),2.c(v) ) Date What artifacts will be used to What evidence will be used to
SWP show implementation? evaluate the outcome?
Checklist 5.e SWP Checklist 3.a SWP Checklist 3.a
Teachers will use CTLS and MI data to Title 1 August 1 Implementation: Teachers will Desired Outcome: Students will Math teachers
consistently identify students that need divide students into groups on increase overall performance on Title 1 Coach
support and create student data groups Friday’s to target students gaps. common assessments and Math Admin
that will target identified student Students will be split by teacher Inventory
compacting or individualized
deficits.
groups in classrooms.
Evidence: CTLS scores & Math
Inventory
Artifacts: Teacher data sheets &
CCC minutes
Continue implementation of the 360 math Title 1 Coach Title 1 August 1 Implementation: Each Desired Outcome: Students Math Teachers
classroom for student engagement and student performs in a increasing common assessment Title 1 Coach
student collaboration. personalized “learning scores and Math Inventory scores Admin
frame” on the wall while
Attend weekly collaboration meetings and the teacher remains in the
provide evaluative feedback and assist with middle of the classroom
and has a 360-degree Evidence: Math Inventory &
weekly implementation of Math 360
view of student learning. Common Assessment Scores,
CTLS Formative Scores and CCSD
Interims
Teachers will implement
the following instructional
focus: 1) Opening at the
boards
2) Mini lesson at seats
3) Work session at
Boards
4) Work session at
Seats/station
5)Closing at seat/boards
24Artifacts: CCC Notes,
Observations, Quarterly Student
Surveys Academic Coach will
check teacher planning outline
weekly
Data summits facilitated by administrators Title 1 August 1 Implementation: Administration Desired Outcome: Teacher Academic Coach
and instructional coach using CCSD Interim will conduct data summit after growth in implementing Admin Team
and data to identify and address specific each Unit Interim attended by instructional strategies and data
needs and track student growth teachers, Academic Coaches and usage to drive student growth.
CCSD Title 1 Coaches
Evidence: CTLS assessment data
Artifacts: After meeting there
will a list of instructional focus
that teachers will use to work on
going forward. Academic Coach
will support team in
implementing instructional
suggestions given during
meeting.
25Reduce the number of students receiving an infraction from 362 to 280 or less.
GOAL #3
How will the action step be What is the desired outcome Person
Funding implemented? of the action step? Responsible
Action Step(s) Source(s) Start
Resources What artifacts will be used to What evidence will be used to
SWP Checklist 2.a, 2.b, 2.c(i), 2.c(ii), 2.c(iv),2.c(v) SWP Checklist Date
5.e show implementation? evaluate the outcome?
SWP Checklist 3.a SWP Checklist 3.a
Implementation of PBIS PBIS District 8/01/202 Implementation: Teachers and Desired Outcome: Reduction of PBIS
materials, 2 students will be trained on our poor student behavior committee,
signage PBIS acronym S.O.A.R. Teachers,
Administratio
n
Evidence: Discipline referrals
Artifacts: Presentation materials,
hallway displays and signage,
morning and afternoon
announcements to recognize
team members and students
who SOAR’d that day.
Implementation: Desired Outcome:
Artifacts: Evidence:
Implementation: Desired Outcome:
Artifacts: Evidence:
26Implementation: Desired Outcome:
Artifacts: Evidence:
27GOAL #4
How will the action step be What is the desired outcome Person
Funding implemented? of the action step? Responsible
Action Step(s) Source(s) Start
Resources What artifacts will be used to What evidence will be used to
SWP Checklist 2.a, 2.b, 2.c(i), 2.c(ii), 2.c(iv),2.c(v) SWP Checklist Date
5.e show implementation? evaluate the outcome?
SWP Checklist 3.a SWP Checklist 3.a
Implementation: Desired Outcome:
Artifacts: Evidence:
Implementation: Desired Outcome:
Artifacts: Evidence:
Implementation: Desired Outcome:
Artifacts: Evidence:
Implementation: Desired Outcome:
Artifacts: Evidence:
28Actions to Assist Student Groups in Meeting School Improvement Goals
Student Group(s) Funding
Action steps to improve/support achievement of student groups Resources
SWP Checklist 2.a, 2.b, 2.c(i), 2.c(ii) Source
☐ Econ. Disadvantaged ☒ English Learners Monthly Professional Development on ESOL instructional Strategies ESOL Consultant ESOL/ Title III
System 44
☐ Special Ed. ☐ Foster/Homeless
☐ Race / Ethnicity ☐ Migrant
☐ Econ. Disadvantaged ☐ English Learners Special Education CO- Teaching Models
Special Education Instructional Strategies
☒ Special Ed. ☐ Foster/Homeless
☐ Race / Ethnicity ☐ Migrant
☐ Econ. Disadvantaged ☐ English Learners
☐ Special Ed. ☐ Foster/Homeless
☐ Race / Ethnicity ☐ Migrant
☐ Econ. Disadvantaged ☐ English Learners
☐ Special Ed. ☐ Foster/Homeless
☐ Race / Ethnicity ☐ Migrant
☐ Econ. Disadvantaged ☐ English Learners
☐ Special Ed. ☐ Foster/Homeless
☐ Race / Ethnicity ☐ Migrant
29Family Engagement Plan to Support School Improvement (Required Components)
“Shall”
Date(s)
Family Engagement Activities (Must be listed in the school policy) Date Completed Standard(s)
Scheduled
Addressed
1. Required State of the School Meeting – Deadline September 30, 2022
Parents will learn about Title I, how our school spends Title funds (budget snapshot), highlights of the ☒1 ☐4
schoolwide plan, description of curriculum and assessments used, our school compacts and policies, September 13th ☐2 ☐5
professional qualifications of our teachers, and opportunities for family engagement including use of the ☐3 ☐6
family resource center.
☐1 ☐4
2. Required Fall Input Survey/ Evaluation (secondary method) – Deadline October 30, 2022
October 18th – ☐2 ☐5
Parents will have the opportunity to assist in planning future family engagement activities, revising our
October 21st ☐3 ☒6
school policy and compact, and considering how to spend our family engagement funds.
3. Required Spring Input Meeting and Survey (primary method) – Deadline April 28, 2023 ☐1 ☐4
Parents will have the opportunity to assist in planning future family engagement activities, revising our April 13th ☐2 ☐5
school policy and compact, and considering how to spend our family engagement funds. ☐3 ☒6
September 19th
4. Required FOUR Building Staff Capacity Opportunities (Do not need to be listed in the Policy)
Teacher will continue to learn about the value and utility of contributions of parents including how to December 9th ☐1 ☐4
reach, communicate with, and work with parents to implement parent programs and build ties between ☐2 ☐5
February 17th
the parents and school ☒3 ☐6
Deadlines: PL#1 9/23/22 | PL#2 12/9/22 | PL#3 2/17/23 | PL#4 4/28/23 April 28th
5. Required Transition Activities for students entering or exiting our school (Multiple options, not just visit
the school) Parents will have an opportunity to learn about the next grade level in their child’s education.
☐1 ☒4
Briefly describe the transition activities here:
☐2 ☐5
☐3 ☐6
6. Required: Provide information related to school and parent/programs meetings in a format and List documents translated for parents: ☐1 ☐4
language parents can understand. SWP Checklist 5.d ☐2 ☒5
☐3 ☐6
30School Developed Family Engagement Activities (Required for “Shall’s” 2 and 6)
School Developed Family Funding How is the activity monitored,
“Shall” Goal(s) Source(s) and evaluated? Include Team
Engagement Activities Resources Date
Addressed Addressed SWP data/artifacts to be collected as Lead
(Must be listed in the school policy) Checklist 5.e evidence.
☐1
☒2 ☐ Goal 1
☐3 ☐ Goal 2
☐4 ☐ Goal 3
☐5 ☐ Goal 4
☒6
☐1
☒2 ☐ Goal 1
☐3 ☐ Goal 2
☐4 ☐ Goal 3
☐5 ☐ Goal 4
☒6
☐1
☒2 ☐ Goal 1
☐3 ☐ Goal 2
☐4 ☐ Goal 3
☐5 ☐ Goal 4
☒6
GaDOE required six “Shall’s”. Each shall must be addressed at least once during the school year:
1. Assist parents in understanding state academic standards, state and local assessments, and how to monitor their child’s academic progress.
2. Provide materials and training to help parents work with their child to improve academic achievement. (Ex. Literacy training, technology training)
3. Educate school staff in the value and utility of the contributions of parents, and how to reach, communicate with, and partner with parents to implement parent
programs to build ties between parents and the school.
4. Coordinate and integrate parent programs and activities with other Federal, State, and local programs (Preschool to Kindergarten, transitions, parent resource centers,
etc.) to support parents in more fully participating in their child’s education.
5. Ensure information related to school and parent programs/meetings are sent in a format and language parents can understand.
6. Provide other reasonable support for parental involvement activities as parents may request. These are school developed activities based upon parent input.
(#14 in list of “shalls” and “mays”)
31School Improvement Plan Required Questions
Schoolwide Plan Development – Section 1114(2)(B) (i-iv)
1. Cobb County’s schoolwide plans are developed during a 1-year period; unless – the school is operating a schoolwide program on the day before the date of
the enactment of Every Student Succeeds Act, in which case such school may continue to operate such program but shall develop amendments to its existing
plan during the first year of assistance after that date to reflect the provisions of the section. Evidence to support this statement includes: The dated
schoolwide plans, dated budget meeting agendas and signature pages, and dated committee and input meeting signature pages. SWP Checklist 5(a)
2. Cobb County’s schoolwide plans are developed with the involvement of parents and other members of the community to be served and individuals who will
carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of
programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community,
and , if appropriate specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students,
and other individuals determined by the school. Evidence to support this statement includes: The schoolwide plan committee signature page and the Family
Engagement fall and spring input meetings. Schoolwide Checklist 5(b)
3. Cobb County’s schoolwide plans 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. Evidence to support this statement includes: The Title I midyear and end of year monitoring of SWP goals,
monitoring and approving all Title I expenditures, and revision dates listed on the SWP cover page. SWP Checklist 5(c)
4. Cobb County’s schoolwide plans are available to the local education agency, parents, and the public, and 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. Evidence to support this
statement includes: Every Title I school post the Title I plan, Title I budget, and Family Engagement Components on the school’s website and in multiple
languages. SWP Checklist 5(d)
5. Describe how the schoolwide plan has been developed in coordination and integration with other Federal, State and local services, resources, and
programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult
education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted
support and improvement activities under section 1111 (d), if appropriate and applicable. SWP Checklist 5(e) Include district initiatives that are supported
with Title I Funds (For example: Early Literacy Framework (ELF), Math Fluency Initiative (MFI), LETRS, Read 180, etc.)
SCHOOL RESPONSE:
32ESSA Requirements to Include in the Schoolwide Plan – Section 1116(B)(1)
6. Jointly develop with, and distribute to, parents and family members of participating children a written parental and family engagement involvement policy,
agreed on by such parents, that shall describe the means for carrying out the requirements of Subsections (c) through (f). Parents shall be notified of the
policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made
available to the local community and updated periodically to meet the changing needs of parents and the school. Evidence to support this statement includes
Posting every Title I school’s parent policy on the school’s website in multiple languages where practicable, Fall and Spring input meeting agendas and sign
in sheets providing parents the opportunity to assist in the development of the school’s parent policy, compact and parent engagement budget.
SWP Checklist 4
Evaluation of the Schoolwide Plan - 34 CFR § 200.26
7. Describe how the school regularly monitors and the implementation of, and results achieved by, the schoolwide program, using data from the State’s
annual assessments and other indicators of academic achievement. SWP Checklist 3(a)
SCHOOL RESPONSE:
8. Describe how the school determines whether the schoolwide program has been effective in increasing the achievement of students in meeting the
challenging State academic standards, particularly for those students who had been farther from achieving the standards. SWP Checklist 3(b)
SCHOOL RESPONSE:
9. Describe how the schoolwide plan will be revised, as necessary, based on regular monitoring to ensure continuous improvement of students in the
schoolwide program. SWP Checklist 3(c)
SCHOOL RESPONSE:
Schoolwide Plan Reform Strategies – Section 1114(b)(7)(A)(i-iii)(I-V)
10. Address the reform strategies the school will implement to meet the school needs, including a description of how such strategies will: Provide
opportunities for all children, including all subgroups defined in section 1111 (c)(2), to meet the State’s challenging academic standards. Evidence to support
this statement includes: Specific schoolwide plan action steps, the method for monitoring and evaluating those action steps and the schoolwide plan
student groups page specifically identifying supports to assist various student groups in meeting the State’s challenging academic standards, where
applicable. SWP Checklist 2(a)
11. Address the reform strategies the school will implement to meet the school needs, including a description of how such strategies will: use methods and
instructional strategies that strengthen an academic program in the school, will increase the amount and quality of learning time, and help provide an
enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education. Evidence to
support this statement includes: Specific schoolwide plan action steps, the method for monitoring and evaluating those action steps, where applicable.
SWP Checklist 2(b)
3312. Address the reform strategies the school will implement to meet the school needs, including a description of how such strategies will: 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 and other strategies to improve students’ skills outside
the academic subject areas. Evidence to support this statement includes: Specific schoolwide plan action steps, the method for monitoring and evaluating
those action steps, where applicable. SWP Checklist 2(c)(i)
13. Describe the implementation of your schoolwide tiered model to prevent and address problem behavior and early intervening services, coordinated with
similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.). SWP Checklist 2.c(iii)
SCHOOL RESPONSE:
14. Describe professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data
from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects. SWP Checklist 2.c(iv)
SCHOOL RESPONSE:
15. ONLY MIDDLE AND ELEMENTARY SCHOOL RESPONSE REQUIRED Describe the transition activities provided for preschool children to kindergarten, 5th
grade students to 6th grade and 8th grade students to 9th grade. SWP Checklist 2.c(v)
SCHOOL RESPONSE:
16. ONLY HIGH SCHOOL RESPONSE REQUIRED Describe how the school prepares and makes aware 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. SWP Checklist 2.c(ii)
SCHOOL RESPONSE:
Comprehensive Needs Assessment – Section 1114(b)(1)(A)
17. Cobb County’s schoolwide plans are based on a comprehensive needs assessment of the entire school, that considers information on the academic
achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of
failing, to meet the State academic standards and any other factors as determined by the local educational agency. Evidence to support this statement
includes: The comprehensive needs assessment section of the schoolwide plan. SWP Checklist 1
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