Austell Elementary School

Principal Dr. Marvin L. Bynes Area I Date08/19/2013

Vision:The vision on of Austell Elementary School is for our students to become critical thinkers, as well as confident and successful life-long learners in a richly diverse society-Working Together, Growing Together, and Succeeding Together.

Mission: Austell Elementary staff and students are responsible for our learning and actions. We treat each other with respect and kindness. In a safe and successful environment, Austell Eagles will soar!

Core Values/Beliefs

Values

  • Achievement
  • Integrity
  • Creativity/Innovation
  • Accountability

Beliefs

  1. We believe successful schools are a foundation of community stability, growth, and prosperity.
  2. We believe family and community engagement is critical to student and district success.
  3. We believe in a constant and purposeful focus on what is best for students.
  4. We believe creativity and innovation are encouraged and embraced by all stakeholders.
  5. We believe in cultivating a positive environment where students are provided pathways for success.

Long Range Goals

  1. Vary learning experiences
    to increase success in
    college and career paths.
  2. Differentiate resources for students based on needs.
  3. Develop stakeholder involvement to promote student success.
  4. Recruit, hire, support, and retain employees for the highest levels of excellence.

District Priorities for 2013-2014

  1. Implement CCGPS with fidelity
  2. Create flexibility and support structures for schools
  3. Develop systems to prepare students for college and career readiness
  4. Engage community in dialogue about the future of Cobb schools
  5. Provide opportunities for innovative learning experiences for students

Key Strategies (3-5 yrs)

  • Create flexible and innovative learning opportunities for students
  • Develop, implement, and support new plans and/or programs that focus on student-centered learning, higher-order thinking, and problem solving in the classroom
  • Enhance existing programs to further develop college and career paths from kindergarten to twelfth grade
  • Increase strategic partnerships with businesses, post-secondary institutions, and community leaders to fully integrate college and career paths in CCSD
  • Increase the school’s ability to meet student and school needs
  • Provide flexibility for teachers
    to use resources
  • Advance innovative ways to engage the community and parents in the educational process
  • Expand community service learning opportunities for students and increase communication efforts with community agencies.
  • Create a supportive environment that empowers staff

Weaknesses

Teachers need training on increasing and monitoring Lexile levels

Students are weak in the area of Number Talks

No Local Academic Coaches

Inclusion teachers’ schedules are tight

Budget has dwindled resources

Theme for 2013-2014

Targets

Targets for 2013-2014
(Where will we be?)

CCSD / School
Lexile Levels (E) / 73.7% / 60%
Gap closure (E) / 99 / 35
College Ready (E) / 80% / 90%
Career Ready (E) / 65% / 100%
Advanced Academics / 54.4% / 05%
Stakeholder Satisfaction / 88.2% / 97%

Strengths

Teachers and parents have high expectations for all students Reading scores are consistently high at all grade level Teachers are trained in standards-based practices Teachers make their lessons and curriculum maps rigorous and relevant The school turnover rate of staff is low (06%)

Key Actions (1-3 years)

Action to be taken / Goal Alignment / Timeline / Person(s) Responsible
Annually raise Lexile levels of students in grades 2-5 to reflect proficiency at or above grade level. / 1,2 / 2013-2016 / Dr. Marvin Bynes
Principal
Melissa Faklaris
Assistant Principal
Psuedo-Academic Coaches
Annually increase math achievement for all students K-5 on CRCT, GKIDS, and benchmark assessments. Focusing on increasing the percent of students (grades 3-5) exceeding on the CRCT. / 1,2 / 2013-2016 / Dr. Marvin Bynes
Principal
Melissa Faklaris
Assistant Principal
Psuedo-Academic Coaches

Opportunities

Teachers have an understanding of assessing students Daily common planning time Common language in the areas of discipline Pseudo academic coaches available Ninety-eight percent SPED students in an inclusion class

Threats

Large Classroom sizes

School focuses on CRT assessments and very little on NRT assessments

CRCT assesses students with very low cut scores

No adopted math textbook/a need of researched-based math materials