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1 | 2019-20 Oconee County Elementary School SIP | |||||||||||||||||||||||||
2 | Strategic Goal Area I: Teaching and Learning | |||||||||||||||||||||||||
3 | Performance Objective | Performance Measure | Initiative | Action Steps | Person Responsible | Start & End Date | Resources Needed | |||||||||||||||||||
4 | Metrics & Measures | Targets | ||||||||||||||||||||||||
5 | I. Provide high quality professional learning | Increase the number of gifted endorsed teachers | FY20: 32 FY21: 100% FY22: 100% FY23: 100% FY24: 100% | 1) Job Embedded Professional Learning | Provide gifted endorsement training all teachers needing certification | Administration, Teachers | 2019-20 | District Funds, OCES Gifted Cohort | ||||||||||||||||||
6 | Increase the number of ESOL endorsed teachers (1 per grade level at ES and 1 per content area by grade level in MS) | FY20: 7 FY21: 8 FY22: 9 FY23: 10 FY24: 11 | Provide ESOL endorsement training to two teachers | Administration, Teachers | 2019-20 | District Funds, OCS ESOL Cohort | ||||||||||||||||||||
7 | Create and implement a teacher mentoring program aligned to the district framework | Administration, Teachers | 2019-2020 | School-level teacher mentor plan, district framework, Monthly Mentor/Mentee Converstatin Sheets | ||||||||||||||||||||||
8 | Cultivate leadership among school leaders, district leaders, and teacher leaders through content area action teams | Administration, Action Team Members/School Level PLC Leaders | 2019-2020 | Action team evaluations, Title II-A funds for subs, OCES PLC Leaders | ||||||||||||||||||||||
9 | Evaluate and improve the effectivness of professional learning | FY20: TBD
FY21: TBD FY22: TBD FY23: TBD FY24: TBD | Examine and refine the framework of
Professional Learning Communities | Administration, Teachers | 2019-2020 | OCES Professional Learning Plan, Survey Data | ||||||||||||||||||||
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11 | Il. Prepare students for postsecondary and workforce options | Improve the % of at-risk students graduating in 4 years (Black, SWD, ED) | FY20: 84 FY21: 85 FY22: 86 FY23: 87 FY24: 88 | 1) College and Career Opportunities | Provide Title l, ESOL, and SWD parent nights | Administration, Classroom Teachers, EIP Teachers, SPED teachers,
Title l Teacher, After School Instructional Extension Teachers | 2019-2020 | Sign-in sheets; agendas; Title I, Title III, AIE Funds, Wilson Training by OCS | ||||||||||||||||||
12 | Increase the % of students in grades 3-5 demonstrating reading comprehension at or above the midpoint of the College & Career Ready “Stretch” Lexile Band for each grade level | FY20: 85 FY21: 86 FY22: 87 FY23: 88 FY24: 89 | Utilize a variety of technology tools and instructional resources to support student lexile growth including Daily 5, F&P, Title l Program in Reading, EIP Support at all grade levels, After School Instructional Extension Program (AIE) | Administration, Classroom Teachers, EIP Teachers, Title l Teacher, After School Instructional Extension Teachers | 2019-2020 | MAP three times a year, F&P refresher training, Exact Path Program and professional learning through the year, Exact Path Professional Learning, Wilson Training by OCS | ||||||||||||||||||||
13 | Increase the % of students scoring Level 3 and Level 4 on Elementary School Math EOG Achievement Level | FY20: 75 FY21: 76 FY22: 77 FY23: 78 FY24: 79 | Provide differentiation in small groups, send teachers to Problem Solving and Effective Teaching Practices trainings (CGI), School level Math PLC | Administration, Teachers, Math PLC Members | 2019-2020 | District Funds, OCES Math PLC | ||||||||||||||||||||
14 | lll. Improve student achievement and growth | Decrease the % of students scoring Level 1 on Elementary School Math EOG Student Growth Percentile | FY20: TBD FY21: TBD FY22: TBD FY23: TBD FY24: TBD | 1) Literacy Across All Content Areas | Provide differentiation in small groups, send teachers to Problem Solving and Effective Teaching Practices trainings (CGI), implement School level Math PLC, provide After School Instructional Extension Program, continue MAP analysis after each testing session, Exact Path implementation | Administration, Teachers, Math PLC Members | 2019-2020 | District Funds, MAP three times a year, Exact Path Program and professional learning through the year, walk throughs, lesson plans | ||||||||||||||||||
15 | Implement 1:1 devices for students in K-12th grades | Administration, Teachers | August, 2019 | # of devices deployed, ELOST | ||||||||||||||||||||||
16 | Increase the % of students scoring Level 3 and Level 4 on Elementary School ELA EOG Achievement Level | FY20: 73 FY21: 74 FY22: 75 FY23: 76 FY24: 77 | 2) Coherent Instructional System | Utilize a variety of technology tools and instructional resources to support student growth including Daily 5, F&P, Title l Program in Reading, EIP Support at all grade levels, After School Instructional Extension Program (AIE) , School level Writing PLC, AP Writing PLC, WriteScore testing/analysis, Exact Path implementation | Administration, Teachers, Writing PLC Members | 2019-2020 | MAP three times a year, F&P refresher training, Exact Path Program and professional learning through the year, Lucy Calkins, WriteScore, OCES Writing PLC, Wilson Training by OCS | |||||||||||||||||||
17 | Decrease the % of students scoring Level l Elementary School ELA EOG Student Growth Percentile | FY20: TBD FY21: TBD FY22: TBD FY23: TBD FY24: TBD | Continue implementation of K-5 Lucy Calkins writing program with integration of writing on-demand into the program | Administration, Teachers, Writing PLC Members | 2019-2020 | Walk-throughs, lesson plans, AP PLC, OCES Writing Data Teams, OCES Writing PLC, Wilson Training by OCS | ||||||||||||||||||||
18 | 3) Data Used to Inform Instructional Practices | Utilize instructional extension funds to provide students additional opportunities to master standards | Administration, Teachers, After School Instructional Extension Teachers | 2019-2020 | Student achievement data, instructional extension evaluations, Wilson Training by OCS | |||||||||||||||||||||
19 | Continue monitoring the implementation of data teams and common assessments at the school level | Administration, Teachers, and Writing Data Team leaders | 2019-2020 | Data Team minutes, Data Spreadsheets, OCES Writing Data Teams | ||||||||||||||||||||||
20 | Increase the % of students scoring Level 2 and 3 on 3-5 ELA Milestones Writing and Language (Domain 2) | FY20: 78 FY21: 79 FY22: 80 FY23: 81 FY24: 82 | Analyze subgroup data to determine student needs and instruction priorities | Administration, Teachers, | 2019-2020 | Assessment results, OCES Writing PLC | ||||||||||||||||||||
21 | Communicate to stakeholders results of student performance data and student achievement | Administration, Teachers, | 2019-2020 | Website, PTO, School Council, Parent Portal in itslearning, Parent Tribal News, OCS Technology Professional Learning, Wilson Training by OCS, OCES Writing PLC, Writing Data Teams | ||||||||||||||||||||||
22 | o) Utilize the RTI/MTSS Task Force to refine the intervention process | Administration, RTI Team, Teachers | 2019-2020 | RTI Handbook, RTI minutes, Parent Letters, Assessment Results | ||||||||||||||||||||||
23 | Utilize MAP data to inform instructional practices | Administration, Teachers, | 2019-2020 | SALI Sheets, Data Notebooks, Exact Path Reports, MAP Reports | ||||||||||||||||||||||
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