School Improvement Plan 2020 2021 - Liberty County Lyman Hall Elementary School - 2021 Liberty County Lyman ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
School Improvement Plan
2020 - 2021
Liberty County
Lyman Hall Elementary School
SCHOOL IMPROVEMENT PLAN
SCHOOL IMPROVEMENT PLAN
1 General Improvement Plan Information
General Improvement Plan Information
District Liberty County
School Name Lyman Hall Elementary School
Team Lead Aisha Simmons
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 40SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.1 OverarchingNeed # 1
Overarching Need
Overarching Need as identified in Increase student achievement and learning gains with an intense focus on Reading and
CNA Section 3.2 Mathematics.
Root Cause # 1 Professional development training on small group instruction, differentiated instruction,
and data-driven decision making.
Root Cause # 2 Students need small group differentiated interventions to address reading and
mathematics standards.
Goal LHE Reading and Mathematics student achievement level and learning gains will increase
by 3%.
Action Step # 1
Action Step Content mastery lab teacher will provide personalized instruction in mathematics and
reading.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Supportive Learning Environment
Method for Monitoring Observations, lesson plans, myOn
Implementation and Effectiveness
Position/Role Responsible Administrators/Academic Specialist
Timeline for Implementation Quarterly
What partnerships, if any, with N/A
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 41SCHOOL IMPROVEMENT GOALS
Action Step # 2
Action Step Academic Specialist will plan for school improvement, increase teacher effectiveness,
monitor implementation of professional development linked to school identified needs
and complete informal walk through observations to inform instruction.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Professional Capacity
Method for Monitoring Professional development, staff sign-in sheets, walkthrough, observations, MAP data
Implementation and Effectiveness
Position/Role Responsible Academic Specialist
Timeline for Implementation Monthly
What partnerships, if any, with N/A
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 Grade level PLCs will be used to redeliver staff development opportunities, analyze data
and plan collaboratively.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Professional Capacity
Method for Monitoring Agendas, minutes, and sign-in sheets
Implementation and Effectiveness
Position/Role Responsible Academic Specialist
2.1 OverarchingNeed # 1 42SCHOOL IMPROVEMENT GOALS
Action Step # 3
Timeline for Implementation Monthly
What partnerships, if any, with N/A
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 Professional development for staff to increase effectiveness in all content areas.
Funding Sources Title I, Part A
Title II, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Professional Capacity
Method for Monitoring Professional Leave Forms, agendas, and GMAS data
Implementation and Effectiveness
Position/Role Responsible Academic Specialist
Timeline for Implementation Quarterly
What partnerships, if any, with N/A
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 43SCHOOL IMPROVEMENT GOALS
Action Step # 5
Action Step Academic Specialist and the Parent Facilitator will provide training for parents and staff to
build capacity and improve student achievement.
Funding Sources Title I, Part A
Title II, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Professional Capacity
Family and Community Engagement
Method for Monitoring Professional development agendas, staff sign-in sheets, flyers, feedback forms, GMAS data
Implementation and Effectiveness and professional leave forms
Position/Role Responsible Academic Specialist and Parent Facilitator
Timeline for Implementation Quarterly
What partnerships, if any, with N/A
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 Professional development for leadership staff, academic specialist, systems operator and
office staff on how to support staff and lead effectively.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Effective Leadership
Professional Capacity
Method for Monitoring Professional leave forms and certificates of completion
Implementation and Effectiveness
2.1 OverarchingNeed # 1 44SCHOOL IMPROVEMENT GOALS
Action Step # 6
Position/Role Responsible Administrators
Timeline for Implementation Yearly
What partnerships, if any, with N/A
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 # 7
Action Step Administrators will perform formal and informal walk through observations and provide
feedback on instructional practices.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Supportive Learning Environment
Method for Monitoring TKES observations, informal walk throughs, lesson plan commentary, PLC logs, MAP
Implementation and Effectiveness Data and NAVVY Data
Position/Role Responsible Administrators
Timeline for Implementation Monthly
2.1 OverarchingNeed # 1 45SCHOOL IMPROVEMENT GOALS
Action Step # 7
What partnerships, if any, with N/A
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 # 8
Action Step After-school remediation and enrichment programs will be provided as needed.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Supportive Learning Environment
Method for Monitoring Surveys, sign-in sheets, lesson plans, assessment data tracking and rosters
Implementation and Effectiveness
Position/Role Responsible Academic Specialist
Timeline for Implementation Others : Ongoing
What partnerships, if any, with N/A
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 46SCHOOL IMPROVEMENT GOALS
Action Step # 9
Action Step Incorporate STEM and Growing Readers lessons into the curriculum to foster creativity,
teamwork, problem solving skills for students and to provide effective reading instruction
to help more children read on grade level.
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 Lesson plans, observations and Lexile scores
Implementation and Effectiveness
Position/Role Responsible Academic Specialist/Administrators
Timeline for Implementation Quarterly
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
2. SCHOOL IMPROVEMENT GOALS
2.2 OverarchingNeed # 2
Overarching Need
Overarching Need as identified in Increase student engagement and ability to monitor their own progress.
CNA Section 3.2
Root Cause # 1 Climate and culture between student and teachers in way that student see themseleves
and/or make connections (personal, cultural and community assets).
Root Cause # 2 Students and teachers need to set SMART goals to regular monitor student progress.
Goal The number of discipline referrals will decrease by 5%.
Action Step # 1
Action Step Review PBIS expectations with the staff and students.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Effective Leadership
Professional Capacity
Supportive Learning Environment
Method for Monitoring Meeting agendas, sign-in sheets, student handbook, Educator Handbook
Implementation and Effectiveness
Position/Role Responsible PBIS Coach, Administrators, teachers
Timeline for Implementation Yearly
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 48SCHOOL IMPROVEMENT GOALS
Action Step # 2
Action Step PBIS Coach and administrators will support staff with classroom management training
and notification.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Effective Leadership
Professional Capacity
Supportive Learning Environment
Method for Monitoring Agendas, Sign-in sheets and Educators handbook
Implementation and Effectiveness
Position/Role Responsible PBIS Coach/Administrators
Timeline for Implementation Monthly
What partnerships, if any, with n/a
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 During PLCs, provide training to ensure that staff understand the multi-tiered levels to
behavior support for students. Analyze discipline reporting trends during PLCs.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Effective Leadership
Professional Capacity
Method for Monitoring Monthly Discipline Report, Office Referrals, Sign-in sheets, Agendas
Implementation and Effectiveness
2.2 OverarchingNeed # 2 49SCHOOL IMPROVEMENT GOALS
Action Step # 3
Position/Role Responsible PBIS Coach/Administrators
Timeline for Implementation Quarterly
What partnerships, if any, with n/a
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 Ensure engaging instruction in all classrooms by conducting observations.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Method for Monitoring Observations
Implementation and Effectiveness
Position/Role Responsible Administrators/Academic Specialist
Timeline for Implementation Weekly
What partnerships, if any, with n/a
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 50SCHOOL IMPROVEMENT GOALS
Action Step # 5
Action Step Classroom management training to newly hired teachers and those needing additional
support.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Professional Capacity
Supportive Learning Environment
Method for Monitoring Observations, Professional Leave Forms and certificate of completion
Implementation and Effectiveness
Position/Role Responsible Behavior Specialist, Academic Specialist, Administrators
Timeline for Implementation Yearly
What partnerships, if any, with n/a
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 Maintain student advocate and mentoring program to provide positive expectations.
Funding Sources N/A
Subgroups Economically Disadvantaged
Foster
Homeless
Race / Ethnicity / Minority
Student with Disabilities
Systems Supportive Learning Environment
Method for Monitoring Mentoring Program Plans and Guidelines, Roster mentors
Implementation and Effectiveness
Position/Role Responsible School Counselor, Administrators
Timeline for Implementation Monthly
2.2 OverarchingNeed # 2 51SCHOOL IMPROVEMENT GOALS Action Step # 6 What partnerships, if any, with n/a 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 52
REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.1 Stakeholders, Serving Children, PQ
Required Questions
1 In developing this plan, briefly describe Lyman Hall Elementary scheduled multiple leadership team meetings during
how the school sought advice from the school year to identify areas in need of improvement, collected and
individuals (teachers, staff, other school analyzed data, researched possible interventions, and developed strategies to
leaders, paraprofessionals, specialized address identified deficiencies. Members of the School Governance Team were
instructional support personnel, parents, invited to participate and provide feedback. All stakeholders were invited to
community partners, and other attend the Annual Title I Input Meeting. Stakeholders participate in surveys
stakeholders) was accomplished. (parent surveys, staff surveys and student surveys) and school improvement
meetings.
2 Describe how the school will ensure that Lyman Hall Elementary seeks out effective, qualified teachers. Newly hired
low-income and minority children enrolled teachers are assigned mentors. The role of the mentor is to provide assistance,
in the Title I school are not served at guidance and feedback on best practices, state and district initiatives and
disproportionate rates by ineffective, school practices. Students served by long term substitutes or ineffective
out-of-field, or inexperienced teachers. teachers will be placed strategically in classrooms to receive additional support
the following year.
3 Provide a general description of the Title I Lyman Hall Elementary is implementing a plan that includes increasing
instructional program being implemented at student learning and achievement by 3%, decreasing discipline referrals by
this Title I School. Specifically define the 5%. The academic specialist will improve educational outcomes for students by
subject areas to be addressed and the supporting research based, high quality instructional strategies and
instructional strategies/methodologies to be interventions. The content mastery lab teacher will work collaboratively with
employed to address the identified needs of classroom teachers to plan and deliver lessons that support technology across
the most academically at-risk students in the the curriculum and use appropriate strategies to manage students, resources
school. Please include services to be and the learning environment. Specific subject areas to be addressed are ELA
provided for students living in local and mathematics. Lyman Hall Elementary provides technology based
institutions for neglected or delinquent resources, reading and math intervention teachers, adult advocates and
children (if applicable). support from our guidance counselor to aid in student achievement. RtI and
SST meetings are held routinely to identify and provided support to struggling
learners. Weekly lesson plans, After School, Saturday School, and RESSLA will
be actively monitored to determine if instruction is effective. In efforts to
increase student achievement for at risk students, a collaborative process for all
stakeholders will be employed through the use of professional learning
communities and professional development. At this time, we have do not have
students living in local institutions for neglected or delinquent children.
3.1 Stakeholders, Serving Children, PQ 53REQUIRED QUESTIONS 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 include a description of the measurable scale (point system) that uses the objective criteria to rank all students. 3.1 Stakeholders, Serving Children, PQ 54
REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.2 PQ, Federally Identified Schools, CTAE, Discipline
Required Questions
5 If applicable, describe how the school will Lyman Hall Elementary facilitates a transitional program for prekindergarten
support, coordinate, and integrate services students annually. Students from Head Start, local daycare centers, and the
with early childhood programs at the school Liberty County Pre-K Center take a guided tour of the campus. Additionally,
level, including strategies for assisting all parents of upcoming kindergarten students are invited to attend a
preschool children in the transition from Kindergarten Transition Program to learn about the school and meet the
early childhood education programs to local kindergarten teachers.
elementary school programs.
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 classroom management training. We utilize
efforts to reduce the overuse of discipline PBIS Rewards to reduce disruptive behaviors. All students participate in the
practices that remove students from the school counseling program. The goal of the program is to advocate for
classroom, specifically addressing the effects students by providing a comprehensive and developmentally appropriate
on all subgroups of students. curriculum that promotes career, academics and personal/social success for all
students. Some students are recommended by their teachers or parents for
one-on-one support sessions to address particular needs they may exhibit.
Sessions are provided monthly. Dolphin Talk Time is a student advisory
meeting designed to encourage a connected and positive learning
environment. Six sessions are provided annually. Check-In/Check-Out is a
component of PBIS designed for students who have failed to respond to
interventions and general classroom management techniques and
interventions. These students are assigned to mentors who meet with them
twice daily to provide immediate feedback and adult support on a daily basis as
well as to help improve and establish daily home/school communication and
collaboration. We will implement 7 Mindsets, a social-emotional learning
program designed to positively change the way both staff and students think
about their lives passion, purpose, and meaning.
3.2 PQ, Federally Identified Schools, CTAE, Discipline 55REQUIRED 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 56
You can also read
