2019-2020 action plan i fy20 sip action plan .pdf · 2018 reading proficiency was 30%- goal is 33%...

13

REVISED August 6, 2019

School Improvement Plan 2019-2020 Action Plan

BRUMBY ELEMENTARY SCHOOL

Revised 8/8/2019

14

COHERENT INSTRUCTIONAL SYSTEM

GOAL #1 By the end of the 2019-2020 school year, increase the percentage of students from

non-proficient to proficient by 3 percent. 2018 math proficiency was 24%- Goal is 27%

Evidence Based Action Steps Possible Funding

Source(s)

a. Timeline for Implementation Position

Responsible b. Method for Monitoring

1. Provide Mathletics software for all

students at all grade levels for use in

classrooms and math labs

Title I

instructional

a. Aug 2019 - May 2020 Math

extension

lab teacher,

Coaches

b. User data reports from

software

2. Number Talks occur daily in all

classrooms

CCSD a. Aug 2019 - May 2020 Admin and

coaches b. Evidence in team meetings and

teacher plans

3. Guided Math occurs daily in all

classrooms

CCSD a. Aug 2019 - May 2020 Admin and


teacher plans

4. Utilize technology daily during math

centers to access academic software

programs

Title I

instructional/

CCDS

a. Aug 2019 - May 2020 Admin and


teacher plans

5. During CCC meetings, teachers

disaggregate math data to identify

standards-based strengths and

weaknesses, then plan instruction to

address the identified strengths and

weaknesses

CCSD



data discussions

6. Utilize GLOSS and IKAN to identify gaps and strand weaknesses in students who may be candidates for RTI.

Title I instructional

a. Aug 2019 - May 2020 Admin and coaches

b. Evidence in RTI minutes and Tier 2 meetings

7. Provide students with real world mathematical experiences through school gardens, STEM programming, and outdoor classroom

Title I instructional, CCSD, outside funders

a. Sept 2019 – May 2020 Admin and coaches

b. lesson plans, lesson observations

8. Continue to implement the use of Standards for Mathematical Practices adopted from GSE and CCSD

CCSD a. Aug 2019- May 2020 Teachers, Coaches, Administrators

b. lesson plans and classroom observations

13

15

EFFECTIVE LEADERSHIP

GOAL

#1

By the end of the 2019-2020 school year, increase the percentage of students from non-proficient to proficient by 3 percent.

2018 math proficiency was 24%- Goal is 27%

Evidence Based Action Steps

Possible Funding

Source(s)

a. Timeline for

Implementation

Position Responsible

b. Method for

Monitoring

1. Hire Academic Coach to

support all staff members

Title I personnel a. Aug 2019 - May 2020 Principal

b. Communication with

admin

2. Facilitate weekly CCC data

team meetings

Local

Title I

a. September 2019-

May 2020

Team Data Leaders

Coaches

Teachers

Administrators b. Data team

spreadsheet and CCC

meeting minutes.

3. Sets expectation for

workshop models in reading,

writing and math.

CCSD a.Aug 2019-May 2020 Administration and coaches

b. Admin observations

4. Set expectations for use of

Mathletics

Title I a.Aug 2019-May2020 Principal

b.Admin observations,

software monitoring

5. Implement Core Extension

classes to provide additional

CCC time for classroom

teacher and academic

remediation and extension

support for students.

CCSD a.Aug 2019-May 2020 Principal

b.All teachers are able

to better differentiate

for all students in all

content areas.

6. Provide students with real

world mathematical

experiences through school

gardens and outdoor

classroom

Title I

instructional,

county, outside

funders

a.Aug 2019-May 2020 Admin and coaches

b. Lesson plans, lesson

observations.

16

PROFESSIONAL CAPACITY

GOAL #1



Evidence Based Action Steps

Possible Funding Source(s) a. Timeline for

Implementation

Position

Responsible

b. Method for Monitoring

1. Brumby University-

professional learning for new

teachers and teachers that have

specific needs

Title I/CCSD a. Aug 2019 - May 2020 Coaches

b. Meeting agendas and sign

in sheets

2. Attendance at Title I

conference, Ga educational

technology conferences, ASCD

conference, and GA council of

Math Teachers conference,

GAETC Conference, West GA

RESA

Title I /CCSD/Donations a. Aug 2019 - May 2020 Admin,

coaches b. Redelivery of information

to applicable staff

3. Provide Number Talks

refresher/training for all teachers

Title I a. Aug 2019 - May 2020 Title I Math

Coach,

coaches b. Visible during observations,

in team meetings and lesson

plans

4. Math lab teachers meet with

grade level teams for

collaboration

CCSD a. Aug 2019 - May 2020 (quarterly)

Admin,

coaches b. Meeting minutes

5. Peer observations for all grade

levels to promote best practices.

Title I /CCSD

a. Aug 2019 - May 2020

(quarterly)

Admin,

coaches

b. Submission of observation

feedback form to coaches

6. Utilize Title I District Math

coach for teacher identified

needs.

Title I a. As Needed throughout the year

Admin,

coaches b. School and District math

coach walkthroughs

7. Utilize gifted teacher to train staff on appropriate resources that can be utilized to accelerate students.

Title I instructional a. Aug 2019- May 2020 Gifted Teacher, Coaches b. Grade level data team

meetings

17

SUPPORTIVE LEARNING ENVIRONMENT

GOAL #1 By the end of the 2019-2020 school year, increase the percentage of students from non-

proficient to proficient by 3 percent. 2018 math proficiency was 24%- Goal is 27%


Source(s)



1. Utilize the RTI Tier process effectively

when students exhibit weaknesses in

mathematical practices

CCSD a. Aug 2019- May 2020 Coaches, Tier

3 counselor b. Tier 2/3 intervention meetings

18

FAMILY AND COMMUNITY ENGAGEMENT

GOAL #1




Source(s)



1. Family Engineering Night Title I

instructional

a. February 2020 Admin,

coaches b. Agenda and surveys

2. Parent Curriculum Sessions: Inform

parents about how to support students in

academics at home. Meetings will be held

at school and/or complexes.

Title I

instructional

a. August 2019- May 2020

(quarterly)

Admin,

coaches

b. Agendas and surveys

3. Parent curriculum/information

resource communication tool. Grade level

teams will provide weekly parent

communication detailing events as well

as curricular preview to encourage home

support.

Title I

instructional

a. August 2019-2020 Admin,

coaches b. viewing updates to digital

documents and distribution

through blackboard/dojo

4. Families will have the option to enroll

in our Food Pantry and home support

assistance.

Outside sources a.August 2019-May 2020 Counselors,

volunteers b. School social worker

5. a.

b.

6.

a.

b.

19

STUDENT GROUPS

Goal #1 By the end of the 2019-2020 school year, increase the percentage of students from non-

proficient to proficient by 3 percent. 2018 math proficiency was 24%- Goal is 27%


Source(s)

a. Timeline for Implementation



Economically Disadvantaged

Remove any economic barriers that limit access to instructional opportunities


a. Aug 2019 – May 2020 Admin, coaches, teams b. Data disaggregation

a.

b.

English Learners

Additional segments provided by ESOL teachers through pull out and push in small group instruction. ESOL teachers meet with grade level teams to provide strategies and suggestions for student support.

County allotments

a. Aug 2019 – May 2020 Admin

b. Observation and ACCESS data

Language support provided through use of technology via translation tools and applications


a. Aug 2019 – May 2020 Coaches

b. App purchases, observation

Race / Ethnicity

Monitor the academic performance of all student groups and provide support/teacher training.



a.

b.

Foster and Homeless

Provide supplemental academic materials as needed.



b. Families identified and served through Social Worker

a.

b.

Migrant




b.Families identified and served through Social Worker

a.

b.

Students with Disabilities

Provide appropriate settings and instructional support as outlined in the IEP.

a. Aug 2019 – May 2020 SSA, admin

b. observation and IEP meetings

20


GOAL #2


2018 reading proficiency was 30%- Goal is 33%

RI- Kindergarten from 5% scoring a Lexile to 8%

First Grade from 23% scoring a Lexile to 26%

Second Grade from 34% scoring a Lexile to 37%


Source(s)



1. Reading Workshop, guided reading

and/or literature circles occur daily in all

classrooms

Title I

instructional,

county resources

a. Aug 2019 - May 2020 Admin,


teacher plans

2. Structured literacy occurs in all K-2

classrooms daily and in 3rd as needed.

Title I

instructional

a. Aug 2019- May 2020 Academic

coach b. Classroom observations, team

planning meetings

3. Hire structured literacy consultant for

instruction and modeling in K-3

classrooms

Title I

instructional


coach b. Classroom observations, team

planning meetings

4. Integrate Science and Social Studies

content in reading block to compensate

for lack of instructional time.

Title I

instructional,

county resources

a. Aug 2019- May 2020 Admin,

coaches b. Classroom observations, team

planning, core x collab mtgs

5. Utilize technology daily during reading

centers

Title I

instructional


coaches b. Classroom observations, lesson

plans

6. Provide students with real world

instructional integration through school

gardens and outdoor classroom

Title I instructional, county, outside funders

a. Sept 2019 – May 2020 Admin and

coaches b. Lesson plans, lesson

observations

21


GOAL #2







Source(s)



1. Hire Academic Coach to support all

staff members


b. Communication with admin

2. Facilitate weekly CCC data team

meetings

Local

Title I

a. September 2019-May 2020 Team Data

Leaders

Coaches

Teachers

Administrators

b. Data team spreadsheet and

CCC meeting minutes.

3. Sets expectation for workshop models

in reading, writing and math.

CCSD a.Aug 2019-May 2020 Coaches


4. Implement Core Extension classes to

provide additional CCC time for

classroom teacher and academic

remediation and extension support for

students.

CCSD

Title I

a.Aug 2019-May 2020 Principal

b.All teachers are able to better

differentiate for all students in all

content areas.

5. Hire Science/Reading Core Extension

teacher to support all students

Title I personnel a.Aug 2019-May 2020 Principal

Administrators b.Admin observation

6.

a.

b.

22


GOAL #2







Source(s)



1. Brumby University- professional

learning for new teachers and teachers

that have specific needs

Title I

instructional

a. Aug 2019 - May 2020 Coaches

b. Meeting agendas and sign in

sheets

2. Attendance at Title I conference, Ga

educational technology conferences,

ASCD conference, and, GA Forum, West

GA RESA

Title I Professional

development


coaches b. Redelivery of information to

applicable staff

3. Provide continual PL in structured

literacy.

Title I

instructional


coaches b. Classroom observations,

agendas

4. Writing lab teacher meets with grade

level teams for collaboration

Title I

Professional

development

a. Aug 2019 - May 2020 (quarterly) Admin,

coaches b. Meeting minutes

5. Peer observations for all grade levels to

promote best practices.


development

a. Aug 2019 - May 2020 (quarterly) Admin,

coaches b.

6.

a.

b.

23


GOAL #2







Source(s)



1. Utilize the RTI Tier process effectively

when students exhibit weaknesses in

reading or writing strands.

Title I

instructional

a. Aug 2019- May 2020 Coaches, Tier

3 counselor b. Tier 2/3 intervention meetings

2. Utilize gifted teacher and appropriate

resources to accelerate students who

exhibit strengths in reading and writing

strands.

Title I

instructional

a. Aug 2019- May 2020 Gifted

Teacher,

Coaches b. Grade level data team

meetings

3. Provide additional .49 highly qualified

teacher for classroom instructional

support of specified students

CCSD a. July 2019- May 2020 Admin,

coaches b. tracking student progress

4. Read 180/ System 44 available for

students who qualify based on RI scores

in grades 3, 4, and 5.

CCSD a.Aug 2019- May 2020 Read

180/System

44 teacher b.SAM reports quarterly

5. a.

b.

6.

a.

b.

24


GOAL #2







Source(s)



1. Reading Strategy curriculum Night for

3rd – 5th grade parents to encourage and

enable home support

Title I

instructional

a. September 2019 Admin,


2. Parent Curriculum Sessions Title I

instructional


(quarterly)

Admin,

coaches



resource communication tool (newsletter

/ communication by grade level)

Title I

instructional





4. Structured Literacy Night for K – 2nd

grade parents to encourage and enable

home support

Title I

instructional



5. Read All Day Title I

Instructional/

CCSD

a. March 2020 Read All

Day

Committee b. Visitor Log and Sign In Sheets

6.

a.

b.

25

STUDENT GROUPS

Goal #2


2018 reading proficiency was 30%- Goal is 33% RI- Kindergarten from 5% scoring a Lexile to 8% First Grade from 23% scoring a Lexile to 26% Second Grade from 34% scoring a Lexile to 37%


Source(s)








a.

b.

English Learners

Additional segments provided by ESOL teachers through pull out and push in small group instruction.

County allotments







Race / Ethnicity




a.

b.

Foster and Homeless





a.

b.

Migrant

Use of FRA/RI to assess student strengths and weakness and implement academic support around student needs.

a. Aug 2019- May 2020 Admin, Coaches

b. Scholastic Management System Data

a.

b.





a.

b.

26


GOAL #3 By the end of the 2019-2020 school year, increase the percentage of students from

non-proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%


Source(s)



1. Provide Science extension class and lab during specials for acceleration and remediation for all students

Title I personnel a. Aug 2019 - May 2020 Teacher


1. Implement science curriculum with fidelity across grade levels.

Title and

Instructional



teacher plans

2. Provide students with real world instructional integration through school gardens and outdoor classroom

Title I

Donations



planning meetings

3. Implement all components of STEM units according to the scope and sequence.

Title and

Instructional



planning meetings

4. Integrate Science content in reading

and math blocks.

Title and

Instructional



planning, core x collab mtgs

5. Utilize technology during science to

introduce content, build vocabulary, chart

data, and participate in simulations

provided by the science curriculum.

Title and

Instructional


coaches b. Classroom observations, lesson

plans

6.

27



proficient to proficient by 3 percent. 2018 science proficiency was 15%- Goal is 18%


Source(s)



1. Hire Academic Coach to support all

staff members


b. Communication with admin

2. Instructional Walks Title I Personnel a. Aug 2019 - May 2020 Admin and

coaches b. Communication with admin

3. Partner with Real School Gardens to

provide outdoor learning space

Title I Personnel a.Aug 2019- May 2020 Coaches,

Admin b.Schedule of lessons and

observations

4. Implement Core Extension classes to

provide additional CCC time for

classroom teacher and academic

remediation and extension support for

students.

CCSD

Title I

a.Aug 2019-May 2020 Principal

b.All teachers are able to better

differentiate for all students in all

content areas.

5. Hire Science/Reading Core Extension

teacher to support all students

Title I personnel a.Aug 2019-May 2020 Principal

b.Admin observation

6.

a.

b.

28





Source(s)



1. Out Teach/Real School Gardens Professional Learning Coaching and Observations

Title I

Donations

a. March 2020-May 2020 Coaches

b. Scheduled with Out-Teach

2. Peer Observations Title I a. August 2020-May 2020 Coaches

b. quarterly

3. Form STEM team to work collectively

throughout the year to integrate STEM

across all grade levels and academic areas

Title I

CCSD

a.Aug 2019-May 2020 STEM

Coach,

coach b.meeting minutes and lesson

development/integration

4. Brumby University- professional

learning for new teachers and teachers

that have specific needs

Title I

instructional

a. Aug 2019 - May 2020 Coaches

b. Meeting agendas and sign in

sheets

5. Attendance at Title I conference, Ga

educational technology conferences,

ASCD conference, and, GA STEM Forum,

West GA RESA STEM, NSTA


development


coaches b. Redelivery of information to

applicable staff

6. Provide continual PL in STEM content. Title I instructional


coaches b. Classroom observations,

agendas

29





Source(s)



1. a.

b.

2. a.

b.

3. a.

b.

4. a.

b.

5. a.

b.

6.

a.

b.

30





Source(s)



1. Family Engineering Night Title I

instructional

a. February 2020 Admin,


2. Parent Curriculum Sessions Title I

instructional


(quarterly)

Admin,

coaches



resource communication tool

(newsletters/videos by grade level)

Title I

instructional





4. Career Day Title I

Instructional

a. March 2020 Counselors

b. Visitor Log/Sign In

5. Night under the stars-

Parent/Community Open House for New

Gardens

Title I

Instructional/

CCSD

a.April 2020 Coaches,

Core X,

classroom

teachers

b.Attendance

6.

a.

b.

31

STUDENT GROUPS

Goal #3 By the end of the 2019-2020 school year, increase the percentage of students from non-



Source(s)








a.

b.

English Learners

Additional segments provided by ESOL teachers through pull out and push in small group instruction.

County allotments







Race / Ethnicity




a.

b.

Foster and Homeless





a.

b.

Migrant

Use of FRA/RI and MI to assess student strengths and weakness and implement academic support around student needs.

a. Aug 2019- May 2020 Admin, Coaches

b. Scholastic Management System Data

a.

b.





a.

b.

32


GOAL #4

By the end of the 2019-2020 school year, increase the school climate survey results

for personnel and students by 3%.

2018 personnel climate rate 75% 2018 student climate rate 73%

(parent rate was 97% our goal would be to maintain or improve)


Source(s)



1. Implement positive behavior system

school wide

Title I

instructional,

county

a. Aug 2019- May 2020 Admin

b. Behavior report tracking

2. Frame instruction within the context of

culture

Title I

instructional


coaches b. Team meetings and lesson

plans

3. Instruction will be student centered

embodying student voice and choice

Title I

instructional


coaches b. classroom observation, team

planning meetings

4. Utilize inquiry-based learning which

involves real-world connections

Title I

instructional


coaches b. classroom observation, team

planning meetings

5. a.

b.

6.

a.

b.

33


GOAL #4

By the end of the 2019-2020 school year, increase the school climate survey results for

personnel and students by 3%.




Source(s)



1. Communicate clear expectations of

both teacher and student actions

Title I

instructional,

county

a. July 2019- preplanning for

teachers and

Aug 2019- start up pep rally for

students

Both happen quarterly at

minimum

Admin,

coaches,

Climate

committee

b. Staff meeting agendas, pep rally

content plans

2.Celebrate exceeding of expectations

with both teachers and students

Title I

instructional,

county

a. October 2019- staff meeting

and pep rally

Admin,

coaches,

climate

committee b. Behavior and academic data

3. a.

b.

4. a.

b.

5. a.

b.

6.

a.

b.

34


GOAL #4






Source(s)



1. Staff receives PL on building classroom

culture and building positive environment

Title I

instructional,

county

a. Aug 2019 Admin,

coaches b. agenda and classroom

observations

2. Informative staff meetings are held at

least monthly or more frequently as

needed to communicate to staff.

Title I

instructional,

county

a. July 2019 and throughout

school year

Admin

b. agenda as set during admin

meetings

3. Time given at monthly meeting for

staff vertical communication to build

community of trust among all staff.

Title I

instructional,

county

a. July 2019 in preplanning and

through the year monthly at least.

Admin

b. agenda set during admin team

meetings

4. Staff receives PL on student-centered

instruction.

Title I

instructional,

county

a. September 2019 Coaches

and

counselors b. agenda and sign in sheet

5. Staff receives PL on bridging cultural

differences within the context of

communication and instruction.

Title I instruction,

county

a. October 2019 Coaches

and

counselors b. Agenda and sign in sheet

6. Staff receives PL on developing

learning environment that supports

students social, cultural and linguistic

experiences.

Title I instruction, county

a. January 2019 Coaches

and

counselors b. Agenda and sign in sheet

35


GOAL #4






Source(s)



1. Teachers will implement strategies to

build positive classroom culture and a

positive environment

Title I

instructional,

county


coaches b. Classroom observations

2. Teachers implement student focused

instruction

Title I

instructional,

county

a. October 2019 Admin,

coaches b. Team curricular planning

meetings, observations

3. Teachers utilize strategies for bridging

cultural differences within the context of

communication and instruction.

Title I

instructional,

county

a. November 2019 Admin,

coaches b. Team curricular planning

meetings, observations, parent

communication documents

4. Teachers create a learning

environment that supports students

social, cultural, and linguistic experiences

a. January 2020 Admin,

coaches b. classroom observations, team

planning meetings

5. a.

b.

6.

a.

b.

36


GOAL #4






Source(s)



1. School will create and distribute

quarterly curriculum snapshots complete

with parent activities at all grade levels

which support classroom learning

Title I

instructional,

county

a. July 2019 Admin,

coaches,

team

curriculum

point

b. Approval of quarterly

curriculum snapshots and

monitored distribution

2. Family event calendar will be

developed during preplanning and

distributed during Go-Nights as well as be

available to parents in the front office.

Title I instruction a. July 2019 Admin,

coaches b. Calendar developed in July and

no additions fewer than 20 days in

advance.

3. Family engagement nights quarterly

including curriculum, community

empowerment, and other needs as

identified by student support team and

families.

Title I instruction a. Quarterly, October 2019,

February 2020, March 2020

Admin,

coaches,

b. Agenda and sign in documents

4. a.

b.

5. a.

b.

6.

a.

b.

37

STUDENT GROUPS

Goal #4






Source(s)





Provide uniforms, school supplies, food, and other necessities as available to families who express need

Outside donations

a. July 2019 – May 2020 Admin, coaches, counselors b. Contact sheets and notes

from contacts

a.

b.

English Learners

ESOL teachers will work collaboratively with gen ed teachers to ensure classroom culture is appropriate for ESOL students

Title I instructional, Title III, County


b. ESOL teacher feedback, classroom observations

a.

b.

Race / Ethnicity

Culturally responsive pedagogy will be integrated in classrooms.


a. Aug 2019-May 2020 Admin, coaches

b. classroom observations, team meeting/planning

a.

b.

Foster and Homeless

Counselors and Social Worker will serve as contact person and seek support both academically and otherwise for students as needed.

Title I instructional, county, outside funds


b. Counselor and Social Worker contact log, observation

a.

b.

Migrant

Provide uniforms, school supplies, food, and other necessities as available to families who express need

Outside donations

a. July 2019 – May 2020 Admin, coaches, counselors

b. Contact sheets and notes from contacts

a.

b.





a.

b.

38

FY20 TITLE I SIP

REQUIRED QUESTIONS

CCSD Schoolwide Plan Development Sec. 1114(b)(1-5) of ESSA

References: Schoolwide Checklist (3.a., 3.c., 3.d.)

The School Improvement Plan is developed during a one-year period 2019-2020 as outlined in Sec. 114(b) (1-5) of ESSA. (Monitoring) The School Improvement Plan 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. (SIP Available to Stakeholders) The School Improvement Plan is available to the local educational agency, parents, and the public, by being published on the local school website and available in the front office of the school. 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.

39

Describe how the school will provide professional development and other activities for teachers,

paraprofessionals, and other school personnel to improve instruction and use of data from

academic assessments.

References: Schoolwide Checklist (2.iii.d)

Cobb Collaborative Communities- Focused professional development based on high standards of teaching and learning is essential to improving teaching and increasing student achievement. It must be focused on what teachers district-wide and in the individual schools need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:

• Provide on-going learning opportunities for all

• Improve teaching and learning

• Target student outcomes and goals of schools and districts

• Set time aside to allow teachers to implement new techniques learned and to plan collaboratively

• Establish study groups (e.g., book studies, professional magazine articles, etc)

• Involve all teachers including, Special Education, ESOL, paraprofessionals and specialists (music, art, science, math and physical education)

Brumby local Professional Learning- Our academic coaches will host monthly Brumby University PL

opportunities required for new teachers and optional for the rest of the staff. The topics will include:

August- The Brumby Way, September- Guided Reading, October- How to Communicate with Parents:

Preparing for Conferences, November- Guided Math and Number Talks. The second half of the school

year will be determined as RI/MI growth scores are analyzed and administrative mid-year conferences

have been held.

40

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. [Sec. 1111(g)(1)(B)]

References: Schoolwide Checklist (2.iii.d)

All students at Brumby will be served in the Title I program regardless of socio-economic status or

ethnic background. Cobb County School District strives to hire the best qualified candidate for all

teaching position. The CCSD Strategic Waiver allows our school the opportunity to hire the best

applicant; however, we strive to hire Georgia certified teachers whenever possible. Cobb

Collaborative Community (CCC) Teacher Meetings ensure teachers work collaboratively to plan,

analyze data and adjust instruction to meet the needs of all students. Furthermore, the Cobb County

School District recruits prospective teachers by attending various college/university campus job fairs

and host a CCSD job fair. Once hired, teachers new to CCSD and new to the teaching profession are

registered and participate in CCSD New Teacher Institute. This institute occurs prior to the new

school year. Early release and professional development days are provided throughout the school

year for all teachers.

At Brumby we provide new teacher orientation prior to the beginning of a new school year as well as

an on-going new teacher induction program that includes pairing with mentor teachers. We will set

aside specific times each week for members of grade levels to meet as a group for planning purposes.

We will receive curriculum support from local and district level coaches. Finally, we will provide

frequent professional learning to address areas of weakness in all content areas.

41

Describe how the Title I instructional program 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, mentoring services, and other strategies to improve students’ skills outside the

academic subject areas;

• preparation for and awareness 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);

• implementation of a schoolwide tiered model to prevent and address problem behavior

(PBIS), and early intervening services (RTI), coordinated with similar activities and

services carried out under the Individuals with Disabilities Education Act (20 U.S.C.

1400 et seq.); [Sec. 1114(b)(7)(ii)]

References: Schoolwide Checklist (2.a.iii.a, 2.a.iii.b, & 2.a.iii.c.)

Brumby’s student support team is composed of three counselors who are assigned to two grade

levels each, and one full time social worker who serves only our school. Through our counselors,

we have a partnership with Big Brother-Big Sisters, small group counseling sessions with parent

permission, and classrooms received counseling lessons once every two weeks.

Brumby has a long term partnership with Everybody Wins, who partners business persons from

the community with teacher identified students. Once a week, the community member joins the

student during his/her lunch time and they read together. This program fosters appropriate

adult relationships, the importance of reading, and mentoring for the students.

Brumby has created a structured approach to RTI identification, intervention, and progress

monitoring. The process is continually monitored by both the T3 facilitator and the T2 lead

facilitator to make needed adjustments and improvements to ensure fidelity.

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Describe the services provided for students living in local institutions for neglected or delinquent

children (if applicable). [Sec. 1114(b)(7)(ii)]

(Only include for Local School with students residing in N & D facilities)

Provisions have been made to ensure that all students have access to after school tutoring, paid for

with Title I funds. “In cases where the student(s) reside in a Neglected and Delinquent Residential

Facility, a representative from that Facility can serve as a proxy for the parent(s).”

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. [Sec.

1114(b)(7)(III)]

Brumby will utilize a time out room for discipline incidences that require a student’s removal from the

educational setting for a short amount of time. School-wide classroom discipline expectation are going

to be reviewed and revised during the 2019-2020 school year to include the use of DOJO and positive

interventions including but not limited to giving DOJO points but never taking them away.

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Transition:

ES: 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. [Sec. 1114(b)(7)(V)]

References: Schoolwide Checklist 2.a.iii.e

OR

MS/HS: 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. [Se. 1114(b)(7)(II)]

References: Schoolwide Checklist 4c

Brumby will maintain positive relationships with local Pre-K providers and encourage providers to visit

Brumby in the spring to ensure students have a positive initial experience when visiting Brumby and

are able to visit classrooms, common areas such as the gym, cafeteria and learning commons and get

to see some Kindergarten transitions.

Brumby will maintain positive relationship with East Cobb Middle School which will include inviting 6th

grade teachers to Brumby to observe classes in the Fall. In the Spring, Brumby 5th grade students will

visit East Cobb and attend a Q & A session with current 6th graders to put their minds at ease about the

transition to middle school.

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ADDITIONAL RESPONSES

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.

[Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)]

(Local School that is TA Schools Only)

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ADDITIONAL RESPONSES

Use the space below to provide additional narrative regarding the school’s improvement plan (optional).

2019-2020 action plan i fy20 sip action plan .pdf · 2018 reading proficiency was 30%- goal is 33%...

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