• sCartersville School System

     

    Building Legacies – One Student at a Time 

    2021-2022 School Improvement Plan for:

    Cartersville Elementary School

    Dr. Melissa Bates, Principal 

    School Address:

    340 Old Mill Road

    Cartersville, GA 30120



    Table of Contents

    1. School Improvement Team Members

    2. School Improvement Plan Assurances

    3. District & School Vision and Mission

    4. Overview of School Performance Data

    5. School Data Analysis

    6. School Improvement Plan Goals, Strategies, and Action Steps
      1. SMART Goal #1
      2. SMART Goal #2

    7. Professional Learning Plan

     


     

    Section I:
    School Improvement Plan Committee/Leadership Team 
    (top)

    Position/Role

    Name

    Signature

    SIT Chairperson:

    Becky Bryant

     

    Principal:

    Dr. Melissa Bates

     

    SIT Member

    Renee Dittmer – 3rd

     

    SIT Member

    Lori Farmer – 3rd

     

    SIT Member

    Kate DeBoard – 4th

     

    SIT Member

    Haley Wilson – 4th

     

    SIT Member

    Kenya Ash – 5th

     

    SIT Member

    Tracey Riley – 5th

     

    SIT Member

    Beth Gaines - Specialist

     

    SIT Member

    Shannon Suarez - Specialist

     

    SIT Member

    Sarah Daniel - PBIS

     

    SIT Member

    Jorie Wright - SSS

     

    SIT Member

    Bobbie Bruton - TSS

     

    SIT Member

    Joe Crawford - ITS

     

    ESOL Teacher

    Breanna McDonald

     

    Social Worker

    Paula Womack/ Tiffany Mize/Kristen Braid

     

    SPED Teacher

    Rachel Phillips – SPED lead

     

     


     

    Section II- School Improvement Plan Assurances (top)

    STATEMENT OF ASSURANCES:

    Our signatures below serve as the assurance that these steps took place during the development, discussion, and approval of our

    2021-2022 school improvement plan.

     The school improvement plan submitted for approval to the CCS Board of Education has been developed in accordance with the GA. Department of Educations guidelines and applicable state laws.  In the development of this plan, be assured that:

    • representatives of all grade levels and job classifications have been selected to serve on the school improvement team.
    • the plan has been shared and feedback requested from the local school governance teams.
    • notice of time, date, and location of school improvement team meetings was posted according to public meeting guidelines;
    • all components of the FY 2021-22 Title I Program Plan Checklist have been met.

     This school improvement plan represents goals and strategies for addressing improvement of student performance and includes components that focus on: an inviting and nurturing school climate; a safe learning environment; rigorous curriculum; relevant instruction; preparing students to be competitive locally and globally; recruitment and retention of quality staff; training for highly qualified professionals; internal and external communications; partnerships with parents; partnerships with the school community; physical and financial resources; and people and time resources. 

    School Principal’s Signature: _____________________________________           Date:_____________  

     School Improvement Team Chairperson’s Signature: ­_______________________ Date:___________

     


     

    Section III- District Vision and Mission (top)

    District Vision

    Building Legacies - One Student at a Time

    District Mission

    We inspire all students to build the skills and confidence to find their passions and achieve their goals.

    District Core Values

    COMPASSION: We must exhibit compassion as we build relationships based on trust and mutual respect.

    COMMUNITY: We involve students, parents, teachers, and the community to support student learning. We firmly believe students will learn best when engaged with the community and when the community is invested in student learning- ensuring that we are all achieving at the highest level.

    EQUITY: We support every student and create a learning environment in which all of our diverse learners can achieve their highest potential. We believe that all students have the capability to learn at a high level and we encourage them to find their passions and achieve their goals.

    ENGAGEMENT: We believe that engagement is at the core of all student success. We know students learn best when they participate in a student-centered, standards-based curriculum that emphasizes hands-on, project-based learning. Our innovative staff strives to create a dynamic, engaging learning environment for all students.

    HIGH EXPECTATIONS: All staff and students must hold the highest expectations for their own achievement and believe in the motivating power of hope combined with unwavering determination. We align curriculum, instruction, and assessments as an accountability tool for continuous learning. We are committed to providing all students with the skills that will ensure their ability to achieve success for career, college, and life.

    SHARED LEADERSHIP: We are committed to a vision of shared leadership that is collaborative and courageous. The district is led by a team of highly qualified partners who invite all community stakeholders to contribute to the decision-making process. We look forward to the momentum that occurs when the hopes and dreams of the community fuse with the expertise of caring innovative educators.

    True AccountabilityTrue Accountability

    Cartersville is one of eleven school districts in Georigia that have spearheaded the movement to expand the existing statewide accountability system to one that is an educator-led, evidence-based, student-centric, community-based accountability system that moves far beyond test scores and A-F rankings. This system is called True Accountability. True Accountability provides an accurate, holistic performance measure and a thorough accounting to the students, families, and communities for whom educators and schools exist.  True Accountability involves seven pillars made up of 27 different elements that must be evaluated in order to assess the effectiveness of any school. All CCSs are required to plan and continuously monitor all 27 elements of the True Accountability system.

    7 Pillars of True Accountability

    1. Student Achievement
    2. Student Readiness
    3. Engaged, Well-Rounded Students
    4. Community Engagement and Partnerships
    5. Professional Learning/Quality Staff
    6. Systems and Operations
    7. Safety and Well-Being

    Key questions have been designed for the seven pillars and should be used to guide the school improvement team. Planning for the 20-21 school year will include the alignment of the Seven pillars and 27 elements and integrated into the building school improvement plan.

    All schools will track their progress on the 27 elements using the provided TAGS tracking/signaling spreadsheet. Schools will report quarterly progress on all elements. Building leadership teams will host on-site quarterly update meetings for district leadership.

     


     

    Section IV- Overview of School Performance Data (top)

    *Specific to each building

    CPS- GKIDS, AIMS Web, MAP, Intervention Data, Attendance, CES- MAP, GMAS EOG, Access, Intervention Data, Attendance, CMS- MAP, GMAS EOG/EOC, Access, Intervention Data, Attendance, CHS- MAP, GMAS EOC, Access, EOP, Grad Rate, AP, Failure Rate, Intervention Data, Attendance

    Georgia Milestones Spring [2019 & 2021]

    ELA

    Beginning

    Developing

    Proficient

    Distinguished

    Proficient & Dsitinguished

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    Grade 3

    20%

    34%

    31%

    30%

    29%

    28%

    19%

    8%

    48%

    36%

    Grade 4

    19%

    27%

    36%

    38%

    31%

    29%

    14%

    7%

    45%

    36%

    Grade 5

    21%

    26%

    32%

    34%

    39%

    34%

    8%

    6%

    47%

    40%

    Total

     

     

     

     

     

     

     

     

     

     

     

    Georgia Milestones Spring [2019 & 2021]

    Math

    Beginning

    Developing

    Proficient

    Distinguished

    Proficient & Dsitinguished

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    Grade 3

    13%

    17%

    31%

    46%

    40%

    31%

    15%

    5%

    55%

    36%

    Grade 4

    10%

    17%

    36%

    40%

    42%

    34%

    13%

    9%

    55%

    43%

    Grade 5

    22%

    36%

    36%

    39%

    31%

    19%

    11%

    7%

    42%

    26%

    Total

     

     

     

     

     

     

     

     

     

     

     

    Georgia Milestones Spring [2019 & 2021] Sub Groups (Proficient+Distinguished)

    ELA

    Black

    Hispanic

    EL

    Sped

    ED

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    Total

    24%

    14%

    37%

    25%

    10%

    %

    17%

    15%

    33%

    %

     

    Georgia Milestones Spring [2019 & 2021] Sub Groups (Proficient+Distinguished)

    Math

    Black

    Hispanic

    EL

    Sped

    ED

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    2019

    2021

    Total

    29%

    14%

    45%

    22%

    23%

    %

    21%

    14%

    38%

    %

     


     

    Section V- School Performance Data Analysis (top)

    Student Achievement Data Collected

    • Georgia Milestones proficiency levels
    • Georgia Milestones subgroup performance
    • CCRPI scores (content mastery, progress, readiness, closing gaps)
    • 2020-21 MAP scores (fall, winter, spring)
    • Lexile/RIT performance (students reading on grade level)
    • Intervention data
    • Data provided by various software programs

    Summarize the student achievement trends and patterns. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

    There is a consistent downward trend in academic performance from 3rd to 5th grade in all content areas.  5th grade students did not meet any projected growth targets (MAP) during the 2020-2021 school year while 3rd grade students showed growth in all three areas – reading, language, and math.  The gaps between subgroups and other student populations widened, as well.  While many of these trends and patterns could be connected to effects from Covid, the data also highlights a critical need for Tier 1 instructional supports, as well as additional support for specific, researched based interventions for students in Tiers 2 and 3.

    Demographic Data Collected

    • Enrollment
    • Race/Ethnicity
    • Gender
    • Gifted
    • Remedial/EIP
    • ESE
    • EL
    • 504
    • Mobility rates
    • Free/Reduced lunch
    • Homeless

    Summarize the demographic trends and patterns. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

    Overall enrollment remained steady during the 2020-2021 school year, including subgroup enrollment; however, enrollment was split between two learning options – in person or Cartersville Virtual Academy.  There were 163 students who enrolled for the virtual academy first semester, while only 76 remained in the CVA program during the 2nd semester. There was a small reduction in new ELL students.  The number of students receiving special education services continues to climb. 

    School Climate Data Collected

    • Climate rating
    • Climate indicator ratings
    • Georgia Health Survey Results (student, personnel, parent)
    • Student attendance data
    • Teacher attendance data
    • Discipline data (Ed Handbook)
    • PBIS data
    • Staff retention

    Summarize school performance trends and patterns.  What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

    Teacher and student attendance data were both affected by Covid during the 2020-2021 school year.  However, student discipline data was overall much lower. 

    What parts of this data catch your attention?

    3rd grade growth as evidence through MAP was substantial; 5th grade did not meet any of their MAP projected growth targets; 5th grade MAP data aligned with GMAS data, where only approximately 25% of students were proficient or higher.

    What does the data tell us?  What does the data NOT tell us?

    We have a lot of work to do.  We need to look vertically as to why our 3rd grade students do not maintain expected growth as they move up to grades 4 and 5.  The data does not tell us the impact Covid had on students social and emotional state to be ready for learning.  The data also does not tell us gaps in specific skills within each academic domain.  There is also not a way for us to gauge the instructional impact Covid precautions had on students’ academic pursuits in the classroom.

    What good news is there to celebrate?

    3rd grade students overall showed growth in all three tested areas in MAP – Reading, Math, and Language.  Student discipline data was also significantly lower during the 2020-2021 school year.

    What are the issues are suggested by the data? 

    ** focuses on the instructional core, is directly observable, is actionable, and connects to a broader strategy of improvement

    There is an evident need for additional Tier 1 instructional support in both reading and math in all grade levels, but especially 5th grade.  In addition more work, time, and training is needed to better use the data we have available to anticipate results and remediate where needed prior to GMAS testing each spring.   

    What are our key conclusions? What recommendations does the team have for addressing the issues? 

    The first recommendation is a strong focus on Tier 1 instruction in Reading/ELA while looking for a curriculum to meet our local needs.  The 2nd recommendation is continued support with Tier 1 instruction with our new Bridges math curriculum, while also diving deeper into students Tier 2 and 3 math interventions.  The team also recommended we monitor our implementation of Capturing Kids Hearts and how basic classroom behaviors are affected by its implementation.  And finally the team recommended we begin discussions involving common grading practices aligned to prioritized outcomes which could include common summative and formative assessments and a deeper understanding of the PLC community. 

     


     

    Section VI- School Improvement Plan Goals, Strategies, and Action Steps (top)

    Cartersville Elementary embraces a process of Continuous Improvement Planning. Stakeholder groups meet regularly to review and revise system and school improvement plans to address the unique academic needs of all students. Vast amounts of data, both quantitative and qualitative, are analyzed to formulate the School Improvement Plan. The administrators, teachers, paraprofessionals through School Leadership team and, parents and community through Local School Governance Teams) examine Climate Surveys, Georgia Milestones, CCRPI, SLDS, NWEA MAP universal screening data, ACCESS data, progress monitoring data, formative and summative data, and other sources. All of the above data is disaggregated by subgroup (e.g., Race, ethnicity gender, sped ELL). Data is analyzed to determine strengths and weaknesses and SMART goals are developed and revised as needed based on feedback. A monthly and quarterly review of this plan and progress is conducted to evaluate its effectiveness. The School Improvement Plan is available to all stakeholders on the school website and at the annual Title I meeting.

    Effective goals assist schools in attaining collective agreement about what work needs to occur for improvement to take place. Goals should focus and prioritize the efforts and resources of the district/school to the identified needs and create a focus for improvement. Setting goals should be a strategic process that aligns the SMART Goals within one of the seven pillars of True Accountability: Student Achievement, Student Readiness, Engaged, Well-Rounded Students, Community Engagement and Partnerships, Professional Learning and Quality Staff, Systems And Operations, and Safety and Well Being.

    All schools can set building goals based on the specific needs of their learning community. Schools will track all elements of the seven Pillars of the True Accountability System and report progress monthly to the Director of Strategic Initiatives and School Improvement. District leadership will conduct building visits quarterly, and building leadership teams will present SIP goals and progress.

     

    SMART Goal #1: From August 2021 to May 2022, the average Reading RIT growth in each grade level will increase as follows, as evidenced by the Fall to Spring MAP assessment data. 

    3rd grade – increase 14 RIT points between Fall and Spring (1 RIT point above actual growth during the 20-21 school year)

    4th grade – increase 11 RIT points between Fall and Spring (1 RIT point above actual growth during the 20-21 school year)

    5th grade – exceed the MAP projected growth target from Fall to Spring (actual average RIT growth was below the projected growth for the 20-21 school year)

    TAGS Area (Pillar & Element(s)): Student Achievement; Student Readiness; Professional Learning/Quality Staff; Engaged, Well-Rounded Students

     

     

    Georgia School Performance Standard

     

    Student Group(s)

    (Include subgroups)

     

    Actions/Strategies

     

    Evaluation of Implementation & Impact on Student Learning (Sub Groups)

     

    Project Lead

    Artifacts

    Evidence

    Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data

     

    Instruction Standard 4: Uses research-based instructional practices that positively impact student learning

    Teachers, TSS, SSS

     

     

     

    Teachers will meet consistently within community groups to gain professional learning designed to enhance Tier 1 reading instruction.

    (Tier 2 and 3 supports will be mostly completed through individual meeting with SSS.)

     

     

    PL sign-in sheets and agendas

     

     

     

    MAP data (Fall, Winter, Spring -

    All subgroups)

     

    Knowledge will be used to determine new Reading/ELA curriculum for 2022-2023

    TSS and SSS

    Curriculum Standard 3: Uses a process to review curriculum documents to ensure alignment to the intent and rigor of the standards and revises as needed

    Teachers, TSS, SSS

     

    Teachers will meet with TSS and SSS to review researched-based practices and strategies to promote effective reading instruction for students. 

    CES Literacy Commitments document; Reading Lesson Plan template/components

    Evidence of implementation through TKES observations

     

    Increased independent reading time for students

    TSS and SSS

    Instruction Standard 5: Differentiates instruction to meet specific learning needs of students

    ELL Teachers, ELL students

    Continue to provide a language acquisition program for non-English speaking students (not limited to, but including immigrant students) and their families.

    Program usage reports

    Student ACCESS scores

    ELL teachers

    Leadership Standard 4: Uses processes to systematically analyze data to improve student achievement

    Adminsitration

    Administration will consistently monitor MAP data (Fall, Winter, Spring) with specific attention to student subgroups

    MAP data reports

    Adjust processes based on data as needed with professional learning

    Administration

    Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of the staff

    Teachers

    All teacher will be provided an opportunity to participate in ELL training through online modules available on the SLDS portal. 

    Certificates of Completion

    TKES observations

    Teachers

    Family and Community Engagement Standard 5: Develops the capacity of families to use support strategies at home that will enhance academic achievement

    Teachers, students

    Teachers will create, train, and share with parents a tool to be used at home to support reading instrction in the classroom.

    Reading tool (once designed)

    [different by grade level]

    MAP data, parent feedback

    Teachers

    School Culture Standard 2: Establishes a culture of trust and respect that promotes positive interactions and a sense of community

    Teachers, students

    Continue ongoing implementation of Capturing Kids Hearts in all classrooms

    Social Contracts in classrooms

    CKH signals and cues being used during classroom observations

    Administration

    Family and Community Engagement Standard 4: Communicates academic expectations and current student achievement status to families

    Teachers

    Host a minimum of two parent nights – one per semester – to share student progress including MAP progress in both Reading and Math throughout the year.

    MAP reports

     

    Parent sign-in sheets

    Parent communication

    Administration

     

    Monitoring Actions of Implementation- Monthly Impact Points:

    MAP data will be monitored following each admininstration (Fall, Winter, Spring).  Professional learning monitoring will be ongoing through weekly PLC meetings with the TSS and individual MTSS meetings with SSS. 

    Estimated Cost, Funding Source and/or Resources:

    Cost of Language Acquisition Program – approximately .  No intial costs, unless data suggests a need for additional resources or outside professional development.

     

    SMART Goal #2:  From August 2021 to May 2022, the average Math RIT growth in each grade level will increase as follows, as evidenced by the Fall to Spring MAP assessment data. 

    3rd grade – increase 18 RIT points between Fall and Spring (1 RIT point above actual growth during the 20-21 school year)

    4th grade – increase 14 RIT points between Fall and Spring (1 RIT point above actual growth during the 20-21 school year)

    5th grade – exceed the MAP projected growth target from Fall to Spring (actual average RIT growth was below the projected growth for the 20-21 school year)

    TAGS Area (Pillar & Element(s)): Student Achievement; Student Readiness; Professional Learning/Quality Staff; Engaged, Well-Rounded Students

     

     

    Georgia School Performance Standard

     

    Student Group(s)

    (Include subgroups)

     

    Actions/Strategies

     

    Evaluation of Implementation & Impact on Student Learning (Sub Groups)

     

    Project Lead

    Artifacts

    Evidence

    Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data

     

    Instruction Standard 4: Uses research-based instructional practices that positively impact student learning

    Teachers, TSS, SSS

     

     

     

    Teachers will meet consistently within community groups to gain professional learning designed to enhance Tier 1 AND Tier 2 math instruction.

     

    Specific focus will be given to the black student population and their MAP math scores.

     

     

    PL sign-in sheets and agendas

     

     

     

    MAP data (Fall, Winter, Spring -

    All subgroups)

     

    Tier 2 and 3 MTSS math data

    TSS and SSS

    Curriculum Standard 3: Uses a process to review curriculum documents to ensure alignment to the intent and rigor of the standards and revises as needed

    Teachers, TSS, SSS

     

    Teachers will meet with TSS and SSS to review our implementation of our new math curriculum as we move into year 2 with Bridges. 

    Meeting agendas

     

    Lesson Plans

     

     

     

    Evidence of implementation through TKES observations

     

     

    TSS and SSS

     

    Administration

    Leadership Standard 4: Uses processes to systematically analyze data to improve student achievement

    Adminsitration

    Administration will consistently monitor MAP data (Fall, Winter, Spring) with specific attention to student subgroups – specifically our Black subgroup (Equity plan) as well as our Hispanic subgroup

    MAP data reports

    Adjust processes based on data as needed with professional learning

    Administration

    Family and Community Engagement Standard 5: Develops the capacity of families to use support strategies at home that will enhance academic achievement

    Teachers, students

    Teachers will create, train, and share with parents a tool to be used at home to support math instrction in the classroom.

    Math tool (once designed)

    [different by grade level]

    MAP data, parent feedback

    Teachers

    School Culture Standard 2: Establishes a culture of trust and respect that promotes positive interactions and a sense of community

    Teachers, students

    Continue ongoing implementation of Capturing Kids Hearts in all classrooms

    Social Contracts in classrooms

    CKH signals and cues being used during classroom observations

    Administration

    Family and Community Engagement Standard 4: Communicates academic expectations and current student achievement status to families

    Teachers

    Host a minimum of two parent nights – one per semester – to share student progress including MAP progress in both Reading and Math throughout the year.

    MAP reports

    Parent communication

    Teachers

     

    Monitoring Actions of Implementation- Monthly Impact Points:

    MAP data will be monitored following each admininstration (Fall, Winter, Spring).  Professional learning monitoring will be ongoing through weekly PLC meetings with the TSS and individual MTSS meetings with SSS. 

    Estimated Cost, Funding Source and/or Resources:

    No intial costs, unless data suggests a need for additional resources or outside professional development.

    • Weekly Literacy Teams - Wednesdays
    • Monthly MTSS Training/meetings - Monday/Tuesdays
    • Monthly Mathematics Teams – Thursdays
    • Monthly Wrap Team “Honeycomb" - Thursdays

     


     

    CES 21-22 Proposed Professional Learning Plan (top)

    School Beliefs

    LEARNING: (development in progress)

    LITERACY:  At Cartersville Elementary School, we believe in the science of reading and its five pillars are the foundation for effective literacy instruction. We want every child to read rich, diverse grade level texts where they can see themselves as well as the world around them.  We recognize that reading development occurs on a fluid continuum that is not necessarily bound by age or grade level.  Although our students have diverse needs, backgrounds, and abilities, we believe reading is a civil right. We believe literacy should be woven into every part of our school building and day.  We believe our families are part of and can contribute to this journey with knowledge and support from us. It is our mission to make each child a reader and writer. Our students, our families, our community and world depend on it. (est. 7/20/21 by Literacy Design Team)

    MATHEMATICS: (development in progress)

    PL Design & Purpose

    Mondays & Tuesdays

    Tier 2 & 3 Meetings

    Monthly Small group trainings and one-on-one data discussions with teachers.

     

    Wednesdays

    Tier 1 Literacy Meetings

    Weekly Literacy Collaborative Team meetings with grade level teams during their planning.

    Purpose: To explore the science of reading by focusing on the 5 Pillars of Reading while refining our literacy instruction & assessments

    Thursdays

    Tier 1 Mathematics

     

     

    Wrap Team/ Honeycomb Meetings

     

     

     

     

    District-Wide Teaching & Learning Meetings

     

     

    Monthly Mathematics collaborative meetings with grade level teams during their planning.

     

     

     

    Monthly collaborative meetings with counselors, school psychologist, ELL teachers, EIP teachers, Gifted teachers, Special Area teachers, Family Engagement Liaison, social worker and administration.

     

     

     

    Monthly meetings with district staff, APs, TSS, SSS, ITS, etc. 

     

    Purpose: To inspect our teaching & assessment cycle within mathematics with data protocols in order to design next steps for instruction and differentiation, with an emphasis on specific subgroup data.

     

     

    To discuss student-specific data as well as plan and review supports for students with ACE

     

     

     

     

     

     

    To inform school-level leadership of district initiatives; to provide open communication between district & schools; vertical alignment...