Franklin County Schools

School Improvement Plan

2016-18

School Name: Laurel Mill Elementary School Principal: Genie R. Faulkner

Part 1:
Conduct a Comprehensive Needs Assessment (Timeline: March-May 2017)
●  Step 1: Identify your School Improvement Team (SIT)
●  School staff and parent representatives shall constitute a school improvement team and the team shall be elected by their respective groups by secret ballot.
●  Parents shall be elected by parents of children enrolled in the school in an election by either the parent/teacher organization or the largest organization of parents formed specifically for the election.
●  Parents, serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in the school and shall NOT be members of the building-level staff.
●  Team meetings shall be held at convenient times to assure substantial parent participation.
●  All school improvement plans shall be data-driven.
●  Shall include a duty-free lunch period for every teacher.
●  The principal shall submit plan to the local board of education only if the proposed school improvement plan has the approval of a majority of the staff who voted on the plan.
Secret ballots were sent to parents on May 16, 2016 and counted on May 23, 2016 for our PTO Board who represents our parents on School Improvement.Secret Ballots were given to teachers and staff on August 22, 2016 to determine School Improvement Team members. Each grade level voted and chose their representatives.
School Improvement Team Member (s) / Role(s)
Genie R. Faulkner / Principal
Dakisha Perry / Assistant Principal
Amanda Lynch / Instructional Coach
Jill Overton / Kindergarten Teacher
Mary Allen/Nicole Marshall / First Grade Teacher
Nicole Williamson / Second Grade Teacher
Emily Williams / Third Grade Teacher
Amanda Redmond / Fourth Grade Teacher
Lindsey Bass / Fifth Grade Teacher
Catherine Littleton / Media Specialist
Rhonda Tharrington / Guidance Counselor
Jamie Smith / Instructional Assistant
Meg Wyatt
Kelly Nelms
Leslie Jones / Parents
●  Step 2: Understand and Assign Tasks
Ensure all understand the purpose and desired outcomes of the process
What do we want to accomplish? How do we facilitate the process? What are the time constraints?
Identify roles and responsibilities for each team member that ensures…
●  A wealth of data sources are gathered
●  Open, honest, and non-biased collaboration occurs
●  Step 3: Collect and Organize Data
Establish a plan for gathering and processing data
Data Sources
●  Student Achievement Data
●  Curriculum and Instruction
●  Professional Development
●  Technology
●  Family/Community Involvement
●  Early Childhood Assessment Data
●  Teacher Quality
●  School (e.g., culture, climate, organization)
●  Perceptions*
●  Longitudinal data is also an important consideration (examination of progress over time, patterns and trends) / Collection of Data
●  Establish a detailed plan or roadmap
●  What data is missing? What are the essential questions to ask to ensure data reflects the entire school?
●  How should the data be organized?
●  Collection of Valid and Reliable Data (e.g. surveys, focus groups)
●  Use of consistent worded survey items
●  Develop scripts for focus groups that are followed carefully
●  Use trained interviewers to reduce biases in data collection
●  Step 4: Analyze the Data
Data analysis based upon perceptual data, professional development, technology, etc. can be gathered and analyzed prior to EOG/EOC results. Current EOG/EOC data will be analyzed as part of the FCS Leadership Planning Session on June 21, 2016.
2013-14 EOG Composite 40.8, EOG Reading 40.4, EOG Math 36.3, EOG Science 53.7
2014-15 EOG Composite 48.1, EOG Reading 50, EOG Math 46, EOG Science 48
2015-16 EOG Composite 61.8, EOG Reading 54.9, EOG Math 64.1, EOG Science 77.8
2016-17 EOG Composite 64.8, EOG Reading 64.6, EOG Math 64.8, EOG Science 75.0
2015-16 mClass EOY TRC 40% Far Below Proficient, 21% Below Proficient, 16% Proficient, 23% Above Proficient
2016-17 mClass EOY TRC 37% Far Below Proficient, 18% Below Proficient, 25% Proficient, 18% Above Proficient
Strengths Based Upon Data: / Areas of Concern Based Upon Data:
See Comprehensive Needs Assessment for more detail. / See Comprehensive Needs Assessment for more detail.
Communication with parents.
Weekly PLC meetings.
Increased reading, math, and science EOG scores.
Learning walks/2 +2 protocol.
Use of instructional assistants and specials teachers with small group instruction. / Hands on technology in centers.
Vertical planning school-wide.
Written responses for TRC in Reading 3D.
Daily attendance.
Rigorous reading instruction.

Part 2: Complete the School Improvement Plan (May-August 2016)

Each school should have 3-4 goals, each aligned to the strategic plan. These goals should be SMART (specific, measurable, achievable, relevant, and time-bound). These goals should be based upon a comprehensive needs assessment by the School Improvement Team.

School Vision: · Create a safe nurturing environment where students become lifelong learners who are enthusiastic to learn and succeed.

· Encourage students and staff to become community leaders who collaborate with one another to grow socially and academically.

· Forge trusting relationships with our community in order to provide a legacy to the next generation.

· Create globally aware students who respect the beliefs, cultures, and traditions of those around them and learn from the differences of others.

School Mission: Our mission is to educate and prepare all students to be college and career ready.

FCS Blueprint Goal: / FCS Blueprint Objective(s) / Specific
School Goal(s)
(Must be measurable): / Strategies/Action Steps to Meet Goal: / Resources/Funding
Allocated
(include funding source) / Person(s) responsible for monitoring/
reporting / Timeline for Monitoring/
Reporting / Artifacts/Evidences of Successful Completion
FCS students will demonstrate proficiency in reading. / Increase overall percentage of students proficient in reading to 75% / Increase reading proficiency in grades 3-5 to 70%. / -Regroup students based on progress monitoring and benchmark data.
-Weekly PLC meetings to track student progress.
-Use intervention data to develop MTSS plans.
-Utilize district CRT’s for PD.
-IC provide support such as modeling, co-teaching, and PD.
-Teachers will take anecdotal notes during guided reading.
-Utilize special teachers and teacher assistants for intervention and small group instruction.
-Align reading instruction with FCS pacing guide.
-Provide vertical planning sessions for teachers.
-Incorporate technology during centers.
-K-2 teachers will focus on written responses for TRC.
-The SIT will meet monthly and will monitor data quarterly and will make necessary adjustments.
-Begin the Wilson’s Fundations program in grades K-2. / -Case 21 data
-PLC Log
-$6,172.83 Title I funds to purchase iPads and Chromebooks for centers. / -Ashley Cooper
-Genie Faulkner, Dakisha Perry
-Amanda Lynch, Genie Faulkner, Dakisha Perry
-Genie Faulkner, Dakisha Perry, Amanda Lynch
-Genie Faulkner, Dakisha Perry, Amanda Lynch
-Genie Faulkner, Dakisha Perry, Amanda Lynch / Quarterly
June 2017
Parents will be informed of SIP at our Title I Night, information in the newsletter, and also on our webpage. / Case 21 Benchmarks
Report card
Star Reading
mClass
Reading EOG
FCS students will demonstrate proficiency in mathematics. / Increase overall percentage of students proficient in math to 75%. / Increase math proficiency in grades 3-5 to 72%. / -Incorporate guided math and math talks during instruction.
-Regroup students based on progress monitoring and benchmark data.
-Weekly PLC meetings to track student progress.
-Use intervention data to develop MTSS plans.
-Utilize district CRT’s for PD.
-IC provide support such as modeling, co-teaching, and PD.
--Utilize special teachers and teacher assistants for intervention and small group instruction.
-Provide vertical planning sessions for teachers.
-Incorporate technology during centers.
-The SIT will meet monthly and will monitor data quarterly and make necessary adjustment. / -PD on guided math.
-Case 21 data
-$1,800 Title I funds to purchase IXL Math program. / -Genie Faulkner
-Ashley Cooper
-Amanda Lynch, Genie Faulkner, Dakisha Perry
-Genie Faulkner, Dakisah Perry, Amanda Lynch
-Genie Faulkner, Dakisha Perry, Amanda Lynch
-Genie Faulkner, Dakisha Perry, Amanda Lynch / Quarterly
June 2017 / Case 21 Benchmarks
Report Card
Star Math
Math EOG
FCS students will graduate prepared for college and/or career. / Increase the 4 year cohort graduation rate to 90%. / Increase our daily attendance rate to 96%. / -Daily phone calls to parents when students are absent.
-Attendance committee will track attendance and identify at risk students.
-An attendance board will recognize students with perfect attendance.
-Incentives for students that have perfect attendance every nine.
-Classroom incentives for the classroom with perfect attendance every week. / -Powerschool / -Rhonda Tharrington, Sherry Tabron / Monthly, June 2017 / Daily attendance from Powerschool
-Check in check out system for at risk students with guidance counselor.

Statement of Assurances/SIP Team Signatures: 8/29/2016

The School Improvement Team has a plan in place to provide duty-free lunch to our teachers.

Principal Signature: Genie R. Faulkner Date:8/29/2016

The school staff has voted on the proposed School Improvement Plan, and the majority of staff agree with the plan.

Principal Signature: Genie R. Faulkner Date: 8/30/2016

I was actively involved in the School Improvement Process at our school.

Signatures of School Improvement Team Members:

Franklin County School Improvement Plan 2016-18