School Improvement Plan 2020 2021 - Liberty County Button Gwinnett Elementary School - 2021 Liberty County Button ...
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School Improvement Plan
2020 - 2021
Liberty County
Button Gwinnett Elementary School
SCHOOL IMPROVEMENT PLAN
SCHOOL IMPROVEMENT PLAN
1 General Improvement Plan Information
General Improvement Plan Information
District Liberty County
School Name Button Gwinnett Elementary School
Team Lead Amber Durrence
Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)
✔ Traditional funding (all Federal funds budgeted separately)
Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY
'FUND 400' - Consolidation of Federal funds only
Factors(s) Used by District to Identify Students in Poverty (Select all that apply)
✔ Free/Reduced meal application
Community Eligibility Program (CEP) - Direct Certification ONLY
Other (if selected, please describe below)
1 General Improvement Plan Information 42SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.1 OverarchingNeed # 1
Overarching Need
Overarching Need as identified in Increase student achievement in all core content areas.
CNA Section 3.2
Root Cause # 1 Professional Learning Communities to focus on investigating student work, student data,
and lesson planning
Root Cause # 2 student self-monitoring (data walls and/or data workbooks in all classes)
Goal Button Gwinnett Elementary School will increase the percentage of students scoring at
Proficient Learner or above by three percentage points as measured by the 2020-2021
Georgia Milestones End of Grade Assessment.
Action Step # 1
Action Step Monitor and review pacing guides, timelines, and lesson plans/assignments/agendas in
order to align curriculum and ensure standards are being taught and assessed in a timely
manner.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Method for Monitoring On Course
Implementation and Effectiveness PLC minutes and agendas
Teacher observations
MAP Data
Georgia Milestones Assessment System
Georgian Kindergarten Inventory of Developing Skills (GKIDS)
Canvas Courses
Position/Role Responsible Principal, Assistant Principal,
Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
2.1 OverarchingNeed # 1 43SCHOOL IMPROVEMENT GOALS
Action Step # 1
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 2
Action Step Provide professional development and supplemental resources (i.e. Write Score, Book
Creator, Math Seeds, Flocabulary, Spelling City, Happy Numbers, Reading Eggs,
Education Galaxy, Canvas, etc.) in all content areas for a variety of activities to include but
not limited to writing across the curriculum, content integration, student-centered
learning, data walls, Lexiles, DOK, rigor and relevance.
Funding Sources Title I, Part A
Title II, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Professional Capacity
Method for Monitoring Observations, Lesson Plans, Leave Forms, PLC Agendas & Minutes, Professional Leave
Implementation and Effectiveness Forms, Certificate of Completion, MAP Data, LCSS Benchmarks, Dibels, GKIDS
Position/Role Responsible Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.1 OverarchingNeed # 1 44SCHOOL IMPROVEMENT GOALS
Action Step # 3
Action Step Schedule and conduct After-school, RESSLA, System 44, and READ 180.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Supportive Learning Environment
Method for Monitoring Lesson plans, Fall, Winter, & Spring MAP data RIT scores, Schedules for RESSLA
Implementation and Effectiveness
Position/Role Responsible Administration & Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 4
Action Step Schedule, monitor, and attend professional learning communities with a focus on
analyzing and using data, best practices, teaching & learning strategies, content specific
training, PBIS, social-emotional learning, effective virtual & distance learning, etc. to
adjust and drive instruction to meet individual student needs.
Funding Sources Title I, Part A
N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Effective Leadership
Method for Monitoring PLC minutes, agendas, & sign-in sheets, data sources (Canvas LMS, MAP, LCSS
Implementation and Effectiveness Benchmarks, GKIDS, Dibels, Educator's Handbook Office Referrals)
Position/Role Responsible Academic Specialist
2.1 OverarchingNeed # 1 45SCHOOL IMPROVEMENT GOALS
Action Step # 4
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 5
Action Step The Academic Specialist will enhance teacher effectiveness and student achievement by
completing informal observations, providing feedback, support, and resources, utilizing
school data to inform teaching practices, virtual/distance learning, redeliver professional
development, review lesson plans, collaborate with staff, plan professional learning
communities, and follow the Title I federal program requirements.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring Title I Budget, Academic Specialist, Observation notes, Academic Specialist Logs, MAP
Implementation and Effectiveness Data, TKES Goal, Canvas LMS
Position/Role Responsible Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
2.1 OverarchingNeed # 1 46SCHOOL IMPROVEMENT GOALS
Action Step # 5
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 6
Action Step The Content Mastery Lab teacher will collaborate with grade level teams and use
research-based, technology driven programs and activities to remediate and enrich
learning in reading and math.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Professional Capacity
Supportive Learning Environment
Method for Monitoring Schedule, Lesson plans, MAP Fall, Winter, Spring RIT Score Comparisons
Implementation and Effectiveness
Position/Role Responsible Content Mastery Lab Teacher, Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.1 OverarchingNeed # 1 47SCHOOL IMPROVEMENT GOALS
Action Step # 7
Action Step Schedule and observe teachers to establish inter-rater reliability among administrators and
academic specialist to provide effective and meaningful feedback and target areas that need
improvement.
Funding Sources Title I, Part A
Title II, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Supportive Learning Environment
Method for Monitoring Observation Notes, TKES, GMAS, GKIDS, MAP, Canvas LMS
Implementation and Effectiveness
Position/Role Responsible Administration, Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.1 OverarchingNeed # 1 48SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.2 OverarchingNeed # 2
Overarching Need
Overarching Need as identified in Improve social-emotional learning for all stakeholders.
CNA Section 3.2
Root Cause # 1 lack of student motivation
Root Cause # 2 student-teacher ratio (mentors, advocates, volunteers), lack of background knowledge,
social and emotional incompetencies, lack of motivation
Goal Button Gwinnett Elementary will decrease the number of office referrals in Educator's
Handbook by 3% during the 2020-2021 school year.
Action Step # 1
Action Step Monitor and review Educator's Handbook office referrals.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Effective Leadership
Supportive Learning Environment
Method for Monitoring Educator's Handbook, PBIS agendas, minutes, sign-in sheets, Canvas LMS courses
Implementation and Effectiveness
Position/Role Responsible Assistant Principal, Academic Specialist
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.2 OverarchingNeed # 2 49SCHOOL IMPROVEMENT GOALS
Action Step # 2
Action Step Provide professional development and resources to teachers and staff for classroom
management, PBIS, and social-emotional learning (7 Mindsets, The Compassion Project,
Class Dojo Growth Mindsets lessons, etc.).
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring PBIS agendas, minutes, Educator's Handbook data, Professional Leave Forms, Certificate
Implementation and Effectiveness of Completion, Canvas LMS courses
Position/Role Responsible Principal, Assistant Principal, Academic Specialist, Counselor, PBIS Coach
Timeline for Implementation Others : 2020-2021 SY
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 3
Action Step The school counselor will plan and monitor monthly student advocacy lessons based on 7
Mindsets, The Compassion Project, Class Dojo Mindset lessons.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
2.2 OverarchingNeed # 2 50SCHOOL IMPROVEMENT GOALS
Action Step # 3
Systems Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring Lesson plans, Student work samples, Advocacy Schedule, Canvas LMS
Implementation and Effectiveness
Position/Role Responsible School Counselor, Academic Specialist
Timeline for Implementation Others : FY 2020-2021
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.2 OverarchingNeed # 2 51REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.1 Stakeholders, Serving Children, PQ
Required Questions
1 In developing this plan, briefly describe Button Gwinnett has an annual Title I Revision meeting to solicit input from
how the school sought advice from all stakeholders. Grade level, leadership team, and school governance team
individuals (teachers, staff, other school meetings are held to seek input when developing the comprehensive school
leaders, paraprofessionals, specialized improvement plan. All stakeholders participate in surveys (parent surveys,
instructional support personnel, parents, staff surveys, and student surveys) and school improvement meetings.
community partners, and other
stakeholders) was accomplished.
2 Describe how the school will ensure that Button Gwinnett Elementary seeks out effective teachers and
low-income and minority children enrolled paraprofessionals. Newly hired teachers, teachers new to the grade level or
in the Title I school are not served at school are assigned mentors. The role of the mentor is to provide assistance,
disproportionate rates by ineffective, guidance, and give feedback on best practices, state and district initiatives and
out-of-field, or inexperienced teachers. school protocol. Students served by long term substitutes or ineffective
teachers will be placed in classrooms with teachers the following school year.
3 Provide a general description of the Title I Button Gwinnett is implementing a plan that includes increasing academic
instructional program being implemented at achievement by 3%. The administrators and academic specialist will improve
this Title I School. Specifically define the educational outcomes for students by supporting research based best practices,
subject areas to be addressed and the instructional strategies, and interventions. Specific subject areas to be
instructional strategies/methodologies to be addressed are ELA and Math. Weekly lesson plans, After-School, Saturday
employed to address the identified needs of School Enrichment, Professional Learning Communities, Content Mastery
the most academically at-risk students in the Lab, and RESSLA will be implemented and monitored to determine if
school. Please include services to be instruction is effective. In an effort to increase academic achievement for
provided for students living in local at-risk students, collaborative planning, professional learning communities,
institutions for neglected or delinquent professional development, and data digs are ongoing throughout the school
children (if applicable). year to help ensure and monitor student progress as well as adjust instruction
as needed to meet individual student needs. Button Gwinnett does not have
any students living in local institutions for neglected or delinquent children at
this time.
4 If applicable, provide a description of how Not Applicable
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
3.1 Stakeholders, Serving Children, PQ 52REQUIRED QUESTIONS include a description of the measurable scale (point system) that uses the objective criteria to rank all students. 3.1 Stakeholders, Serving Children, PQ 53
REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.2 PQ, Federally Identified Schools, CTAE, Discipline
Required Questions
5 If applicable, describe how the school will Button Gwinnett Elementary coordinates a transitional opportunity for Pre-K
support, coordinate, and integrate services students annually. Students from Liberty County Pre-K, Head Start, local
with early childhood programs at the school daycare centers take a tour of our school and spend time in the kindergarten
level, including strategies for assisting classrooms to explore and learn. Additionally, all parents of upcoming
preschool children in the transition from kindergarten students are invited to attend a Family Engagement Night for
early childhood education programs to local Pre-K Orientation to learn about our school, kindergarten expectations, and
elementary school programs. meet the kindergarten teachers. BGE also offers a Kindergarten Camp over the
summer for students that will attend kindergarten in the fall.
6 If applicable, describe how the school will Not applicable
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.
7 Describe how the school will support Faculty and staff will participate in some professional learning communities
efforts to reduce the overuse of discipline with a classroom management focus and Positive Behavior Interventions and
practices that remove students from the Support (PBIS). Additionally, PBIS rewards will be implemented in an effort
classroom, specifically addressing the effects to reduce inappropriate behavior. PBIS is a proactive approach to establishing
on all subgroups of students. the behavioral supports and social culture needed for all students in a school to
achieve social, emotional, and academic success. All students participate in the
school counseling program that is designed to advocate for students with a
comprehensive and developmentally appropriate curriculum. The curriculum
promotes career, academics, and personal/social success for all students.
Students can also be recommended by parents or teachers to receive
one-on-one or small group support sessions to address individual student
needs. Button Gwinnett also has the Mindshift Mentoring Program in place
designed especially for students that are having difficulty academically or
emotionally. Students are assigned mentors (community members) that come
in to meet, advise, and support students. Some students at Button Gwinnett
also receive counseling services by the Fraser Center.
3.2 PQ, Federally Identified Schools, CTAE, Discipline 54REQUIRED QUESTIONS ADDITIONAL RESPONSES 8 Use the space below to provide additional Not applicable narrative regarding the school’s improvement plan 3.2 PQ, Federally Identified Schools, CTAE, Discipline 55
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