Great Falls Elementary School Renewal Plan

GREAT FALLS ELEMENTARY SCHOOL RENEWAL PLAN TABLE OF CONTENTS

School Renewal Plan Signature Page Assurances for School Renewal Plans Stakeholders Involvement for School Renewal Plan District Requested Strategic/Renewal Plan Waiver Needs Assessment Data Executive Summary of Needs Assessment Data Findings Performance Goals and Action Plans Read to Succeed

GREAT FALLS ELEMENTARY SCHOOL NEEDS ASSESSMENT DATA Provide the link to your school’s most recent School Report Card:

Directions: Provide additional school’s needs assessment data including both formative and summative assessments used to gauge student learning. (Charts, graphs, or other formats of data may be used.)

SC READY DATA CHARTS – ATTACHED FOR 2017 – 2018 and 2018 – 2019

Student Achievement, including sub-groups Early Childhood/Primary (PK–2): Prekindergarten students are assessed individually using the PALS assessment.

Achievement data at Great Falls Elementary for Kindergarten to second grades was better in math than reading for the 2018-19 school year according to MAP. Only 22.9% of kindergarten students met or exceeded grade level expectations in reading and 65.9% in math. In first grade only 23.8% of students met or exceeded grade level expectations in reading and 53.6% in math. Again in second grade, only 30% of second grade students met or exceeded grade level expectations in reading and 52.6% in math.

The pandemic has had a negative impact on achievement data according to MAP. In Winter of the 201920 school year, 41% of kindergarteners met or exceeded grade level expectations in reading, while 48% met or exceeded grade level expectations in math. In first grade, 18% of students met or exceeded grade level expectations in reading and 50% in math. During the same school year, 21% of students in second grade met or exceeded grade level expectations in reading and 46% in math. One year later, Winter of the 2020-21 school year, In kindergarten, 29% met or exceeded grade level expectations in reading and 48% in math. In first grade 18% of students met or exceeded grade level expectations in reading and 34% in math. At the same time, 25% of second grade students met or exceeded grade level expectations in reading and 30% in math.

Elementary/Middle (3–8): Achievement data at Great Falls Elementary School was very poor for the 2017 – 2018 school year. In Reading, 192 students were assessed. Only 49 of those students met or exceeded expectations, resulting in only 25.52% of students meeting standards. In math, 192 students were assessed, while only 44 students met or exceeded expectations. This was only 22.92% of students meeting standards. In Science (only grade four students were assessed), 60 students were assessed, and only 21 of those students met or exceeded expectations, resulting in a 35% rate of meeting standards. In Social Studies (only grade five students were assessed), 71 students were assessed and 49 of those students met or exceeded expectations, resulting in 69% of students meeting standards.

Data confirms that while all sub-groups struggled to meet standards, some groups struggled more than others. In all content areas females meet standards at higher percentages. In reading, 33% of females and 19% of males met or exceeded expectations on the state assessment. In math, 24% of females and 22% of males met or exceeded expectations on the state assessment. In science, 46% of females and 28% of males met or exceeded standards. At Great Falls Elementary, African American students are being outperformed by their peers at the rate of 3 to 1 in some cases in both reading and math. Only 13% of students of color met or exceeded expectations for the state assessment in reading, and 11% met or exceeded expectations in math. In Math and Reading, less than a quarter of the students assessed met or exceeded expectations (math – 20%, Reading 21%). Although all gifted students should be achieving at high levels, not all of those students met or exceeded standards. Only 83% of gifted students met or exceeded in reading, while only 78% of those students met or exceeded in math.

More specifically: 31% of 3rd graders scored met or above in Math 27% of 4th graders scored met or above in Math 13% of 5th graders scored met or above in Math 23% of ALL students scored met or above in Math 33% of 3rd graders scored met or above in Reading 20% of 4th graders scored met or above in Reading 24% of 5th graders scored met or above in Reading 26% of ALL students scored met or above in Reading Achievement data for Great Falls Elementary improved during the 2018-19 school year. 40% of third grade students met or exceeded grade level expectations in reading and 45% in math. In fourth grade,

38% of students met or exceeded grade level expectations in reading and 38% in math. 28% of fifth grade students met or exceeded grade level expectations in reading and 37% in math.

The pandemic has had a negative impact on school achievement for the third through fifth grade students at Great Falls Elementary according to MAP. Only 19% of third grade students met or exceeded grade level expectations in reading and 23% in math. In fourth grade, 15% of students met or exceeded grade level expectations in reading and 8% in math. 13% of fifth grade students met or exceeded expectations in reading and 13% in math.

High School (9–12):

Teacher/Administrator Quality

School Climate Student behavior has been an issue for Great Falls Elementary that has negatively impacted assessment results. Data document that more than 100 students received referrals during the 2017 – 2018 school year. According to the data, 25% of students received at least one discipline referral. Many of these referrals resulted in one or more days of out of school suspension…14%. Males were suspended at three times the rate of their female peers receiving referrals. Boys had 22% of their referrals resulting in one or more days of suspension, while girls had only 7% of their referrals that resulted in one or more days of suspension. More than 25% of the discipline referrals came from students in poverty.

Other (such as district and/or school priorities)

GREAT FALLS ELEMENTARY SCHOOL EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set priorities for the plan.

The comprehensive needs assessment must identify targeted areas of discrepancy between the desired performance levels and the current status as indicated by available data. Any discrepancies in the following areas identified by the school and district report cards must be included in the plan: (1) achievement, (2) achievement by subgroups, (3) graduation rates, (4) attendance, (5) discipline, (6) teacher/administrator quality and professional growth, and (7) other priority areas.

Measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancy found in the needs assessment in key areas reported in the district and school report cards.

State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/ Directions: In the appropriate boxes, use school data to identify areas in need of improvement. Required areas to be addressed: Student Achievement, Teacher/Administrator Quality, and School Climate.

***During these unprecedented times in the educational world, extra support, guidance, and resources are necessary to further school improvement efforts at Great Falls Elementary School. In an effort to continue to mitigate student performance gaps, during the 2020-2021 school year - Dr. Melissa Balknight will work with Great Falls Elementary to provide support with blending learning - The GFE Hybrid Learning Plan - that has been adopted as the school's new learning model. This work will include Dr. Balknight's expertise in providing support to staff as teachers transition to a new way of delivering instruction both virtually and face to face...through the creation of detailed learning plans that outline expectations for students while being both physically on campus and during at home learning times. The work will also include her training staff on how to effectively use curriculum maps and content integration for related arts and intervention specials. Finally, the work will include training on Multi-Tiered Systems of Support through a refresher course on PLCs, school-wide discipline procedures, and classroom interventions.

Performance Goal Area:

Student Achievement* District Priority

Teacher/Administrator Quality*

School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*

(* required) PERFORMANCE GOAL: Per SBE Regulation 43-261, measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancy found in the needs assessment in key areas reported in the district and school report cards.

By 2023, 45% of students in grades 3-5 will score meets or exceeds on SCREADY ELA.

SMART goal must include: WHO will do WHAT, as measured by HOW and WHEN. INTERIM PERFORMANCE GOAL: Meet annual targets below. Our interim performance goals will be measured using data collected from: Common Formative Assessments, Case 21 Benchmarks, NWEA, and Exact Path.

AVERAGE BASELINE DATA SOURCE(s):

2018–19

Projected Data

29%

2019–20

35%

2020–21

2021–22

2022–23

35%

40%

45%

26%

TBA

TBA

26%

SC READY

Actual Data

37%

Did not Test

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary teachers will use the South Carolina College and Career Ready ELA Standards to provide literacy-based instruction and intervention for all students in grades 3 – 5 using a Balanced Literacy Model of Instruction.

EVALUATION

ACTIVITY

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Analyze and utilize formative and summative assessments for instructional planning during staff development, grade level planning, vertical team planning, and Data Day meetings.

2018 – 2019 Weekly planning periods

School Administrators, Literacy Coach, Classroom Teachers

$4,500.00

CSI Funds

Observations

School Administrators, Classroom Teachers

$0

Classroom Teachers

$12,000.00

(Mastery Connect)

Vertical Articulation Meetings – Every 5th Tuesday

MAP Progress CFA Data F & P Data

Quarterly Data Day Meetings 2. Teachers will provide 120 minutes of core (Tier I) reading/writing instruction for students in K-5th grade.

A balanced approach to teaching literacy.

2018 – 2019 Daily

3. Teachers will provide Tier II and Tier III academic support to students struggling with gradelevel reading skills using

Tier II – 3 days per week at least 30 minutes each day

Reading Interventionist

N/A

Observations Lesson Plans Assessment Data

School Improvement Mini Grant

Formal and Informal Observations RTI Discussions Assessment Data

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary teachers will use the South Carolina College and Career Ready ELA Standards to provide literacy-based instruction and intervention for all students in grades 3 – 5 using a Balanced Literacy Model of Instruction.

ACTIVITY

small group and/or personalized instruction.

This will provide intense small group instruction (LLI Intervention Kits).

4. Continue growing K-5th grade classroom libraries for fiction and nonfiction independent readings.

5.

6.

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

Tier III – 4 days per week at least 30 minutes each day

School Administrators

Start: 3/30/19 Completion: 6/30/19

7. Provide PreK-5 students with summer reading

FUNDING SOURCE

Lesson Plans RTI Meeting Minutes Intervention Logs

Literacy Coach (RTI Team)

School Administrators

INDICATORS OF IMPLEMENTATION

$15,000.00

Literacy Coach

School Improvement Mini Grant

Formal and Informal Classroom Observations Purchase Orders Inventory

Provide updated book Start: 3/30/19 selections to the Media Completion: Center to support literacy 6/30/19 efforts for students in PK – 5.

Provide struggling 3rd grade students with a Read to Succeed, 96-hour intensive summer reading camp to increase reading skills which aligns with the District Literacy Plan.

ESTIMATED COST

EVALUATION

June 10th –13th June 17th – 20th June 24th – 27th July 1st – 2nd

June 2019

School Administrators

$43,000.00

School Improvement Mini Grant

Library Inventory

District Funds

District Funds

F & P Pre/Post Assessment Scores, MAP Pre/Post Assessment Scores, Classroom Observations, Lesson Plans

$4,500.00

CERDEP

Purchase Order

Literacy Coach

Purchase Orders

Librarian District Literacy Coordinator Classroom Teachers Literacy Coach District Literacy Coordinator

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary teachers will use the South Carolina College and Career Ready ELA Standards to provide literacy-based instruction and intervention for all students in grades 3 – 5 using a Balanced Literacy Model of Instruction.

ACTIVITY

TIMELINE (Start and End Dates)

materials that align with district plan.

8. Provide The Teacher’s College Writing Training through a Quick Start onsite Writing PD.

PERSON RESPONSIBLE

ESTIMATED COST

School Administrators Literacy Coach August 12, 2019

School Administrators

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

Title I General Funds $14,000.00

CSI Funds

Lesson Plans Observations

Literacy Coach SIT Team Teachers

9.

NY Teachers College Reading and Writing Project Summer Institute for selected staff.

Summer 2020

School Administrators

$50,0000.00

CSI Funds

Classroom Observations Lesson Plans Professional Development

$25,000.00

CSI Funds

Follow up Staff Training Updates

Literacy Coach SIT Teachers

10. Follow up on-site Home Grown Writing Institute and teacher stipends.

Summer 2020

School Administrators School Team

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary teachers will use the South Carolina College and Career Ready ELA Standards to provide literacy-based instruction and intervention for all students in grades 3 – 5 using a Balanced Literacy Model of Instruction.

ACTIVITY

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

11. Provide instructional assistants in classrooms

August 2019 – June 1, 2020

School Administrator

$160,000.00

CSI Funds

Classroom Observations Progress Monitoring ELA Scores

12. Stipends for teachers for training

Summer 2019

School Administrator

$15,500.00

CSI Funds

Classroom Observations Sign in Rosters Agendas Stipends

13. Contracted work with NWEA MAP Consultant to assist with data analysis, Learning Continuum, and other MAP related activities.

Summer 2019 – Summer 2021

School Administrator

$50,000.00

CSI Funds

PD Follow Up Training Sessions Weekly Data Meetings

14. Provide a school-wide interventionist in math (K – 3) and ELA (3 – 5)

August 2019 – June 2019

School Administrator Coaches

$60,000.00

CSI

Plans Intervention Schedule Intervention Notes

15. Provide ongoing PLC training for staff

August 2019 – June 2019

School Administrator Coaches

$17,000.00

CSI

Agendas Sign in sheets PLC notes from grade level team meetings

SIT Team

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary teachers will use the South Carolina College and Career Ready ELA Standards to provide literacy-based instruction and intervention for all students in grades 3 – 5 using a Balanced Literacy Model of Instruction.

ACTIVITY

16. Provide The Teacher’s College Writing Training through a Quick Start onsite Reading PD.

TIMELINE (Start and End Dates)

August 12, 2019

PERSON RESPONSIBLE

School Administrators

ESTIMATED COST

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

$14,000.00

CSI Funds

Lesson Plans Observations

$35,000.00

13th Allocation

Schoology Playlists Curriculum Maps Schedules Lesson Plans Great Falls Elementary Hybrid Learning Plan

Literacy Coach SIT Team Teachers

17. Provide ongoing PD for staff throughout the school year in the following areas: creating Schoology playlists to ensure alignment of standards and student engagement.

Teachers will be trained in a virtual professional learning community with a focus on curriculum mapping for special area teachers. Teachers will also receive PD on SEL and teaching in a Hybrid climate.

Institutionalization of practices and structures to continue to improve

September 2020 – June 2021

School Administrator

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary teachers will use the South Carolina College and Career Ready ELA Standards to provide literacy-based instruction and intervention for all students in grades 3 – 5 using a Balanced Literacy Model of Instruction.

ACTIVITY

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

academic achievement and school climate will also be a part of this work.

18. Contracted work with NWEA MAP Consultant to assist with data analysis, Learning Continuum, and other MAP related activities.

19.

Summer 2019 – Summer 2021

School Administrator SIT Team

$25,000.00

CSI Funds

PD Follow Up Training Sessions Weekly Data Meetings

Performance Goal Area:

Student Achievement* District Priority

Teacher/Administrator Quality*

School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*

(* required) PERFORMANCE GOAL: Per SBE Regulation 43-261, measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancy found in the needs assessment in key areas reported in the district and school report cards.

By 2023, 40% of students in grades 3-5 will score meets or exceeds on SCREADY Math.

SMART goal must include: WHO will do WHAT, as measured by HOW and WHEN. INTERIM PERFORMANCE GOAL: Meet annual targets below. . Our interim performance goals will be measured using data collected from: Common Formative Assessments, District Benchmarks, Case 21 Benchmarks, NWEA, and Exact Path.

AVERAGE BASELINE DATA SOURCE(s):

2018–19

2019–20

2020–21

2021–22

2022–23

Projected Data

26%

29%

29%

35%

40%

Actual Data

40%

33%

TBA

23% SC READY

Did not test

TBA

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will provide research-based instructional strategies to all students in grades 3 - 5, with challenging curriculum and learner-centered instruction using a Guided Math model for instruction in mathematics.

EVALUATION

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

20. Present ongoing professional development for all math teachers that supports the Guided Math Framework.

Start: 5/18

Teacher Leaders

$3,000.00

Title I

Sign-In Sheets

Completion: TBD

School Administrators

21. Provide ongoing professional development to all certified staff members on analyzing student MAP data for differentiated instruction – through NWEA (12 sessions).

Start: Summer 2019

22. Utilize formative and summative assessments for instructional planning.

Start: 8/18

ACTIVITY

Session Outlines Registration Documents Classroom Observations Professional Development Plan

School Administrators Coaches

$50,000.00

CSI Funds

Sign-In Sheets Session Outlines

Completion: TBD

Registration Documents Classroom Observations Walk through Observations

Completion: 6/19

School Administrators Teacher Leaders Classroom Teachers

$0

N/A

Lesson Plans Classroom Observations CFA Assessment Data Benchmark Data/Analysis

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will provide research-based instructional strategies to all students in grades 3 - 5, with challenging curriculum and learner-centered instruction using a Guided Math model for instruction in mathematics.

ACTIVITY

23. Provide a math interventionist.

24. Provide struggling 3rd – 5th grade students with an intensive summer math camp to increase math skills.

TIMELINE (Start and End Dates)

Start: 8/18

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

June 17th – 20th

INDICATORS OF IMPLEMENTATION

School Administrator

$40,000.00

Title I

Schedules Rosters Lesson Plans PARS Form Assessment Data Observations Progress Monitoring

District Math Coordinator Classroom Teachers Math Coaches

District Funds

District Funds

Summer Rosters Lesson Plans

Completion: 6/19

June 10th – 13th

EVALUATION

June 24th – 27th July 1st – 2nd

25. Purchase Bridges in Mathematics Intervention Kits

Spring 2019

Math Coaches/Interventionists Classroom Teachers School Administrators

$40,000.00

CSI Funds

Progress Monitoring Math Scores Lesson Plans Intervention Documents

26. Purchase a Do the Math Kit for second Math Coach/Interventionist

Spring 2019

Math Coach/Interventionist

$5,000.00

CSI Funds

Progress Monitoring Math Scores Lesson Plans

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will provide research-based instructional strategies to all students in grades 3 - 5, with challenging curriculum and learner-centered instruction using a Guided Math model for instruction in mathematics.

ACTIVITY

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

Intervention Documents

27. Provide instructional assistants in classrooms

August 2019 – June 1, 2020

School Administrator

$160,000.00

CSI Funds

Classroom Observations Progress Monitoring Math Scores

28. Stipends for teachers for training

Summer 2019

School Administrator

$15,500.00

CSI Funds

Classroom Observations Sign in Rosters Agendas Stipends

29. Provide a Math Coach/Interventionist to ensure effective mathematics practices are occurring in classrooms.

August 2019 – June 2019

School Administrator

$60,000.00

CSI Funds

Plans Schedules Coaching Notes

30. Provide a school-wide interventionist in math (K – 3) and ELA (3 – 5)

August 2019 – June 2019

School Administrator Coaches

$60,000.00

CSI

Plans Intervention Schedule Intervention Notes

31. Provide ongoing PLC training for staff

August 2019 – June 2019

School Administrator Coaches

$17,000.00

CSI

Agendas Sign in sheets

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will provide research-based instructional strategies to all students in grades 3 - 5, with challenging curriculum and learner-centered instruction using a Guided Math model for instruction in mathematics.

ACTIVITY

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

PLC notes from grade level team meetings 32. Provide ongoing PD for staff throughout the school year in the following areas: creating Schoology playlists to ensure alignment of standards and student engagement.

Teachers will be trained in a virtual professional learning community with a focus on curriculum mapping for special area teachers. Teachers will also receive PD on SEL and teaching in a Hybrid climate.

Institutionalization of practices and structures to continue to improve academic achievement and school climate will also be a part of this work.

September 2020 – June 2021

School Administrator

$35,000.00

13th Allocation

Schoology Playlists Curriculum Maps Schedules Lesson Plans GFE Hybrid Learning Plan

Performance Goal Area:

Student Achievement* District Priority

Teacher/Administrator Quality*

School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*

(* required) PERFORMANCE GOAL: Per SBE Regulation 43-261, measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancy found in the needs assessment in key areas reported in the district and school report cards.

By 2023, the percentage of students receiving an office referral will be reduced from 25% to 15%, as evidenced by data from PowerSchool and the School Report Card.

SMART goal must include: WHO will do WHAT, as measured by HOW and WHEN. INTERIM PERFORMANCE GOAL: Meet annual targets below. Data from Educator’s Handbook will be used to determine referral reductions.

AVERAGE BASELINE DATA SOURCE(s):

Educator’s Handbook

2018–19

2019–20

2020–21

2021–22

2022–23

Projected Data

23%

21%

19%

17%

15%

Actual Data

21%

18%

TBA

TBA

25%

Full year data not available

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will implement a school-wide behavior intervention program that will positively impact student behavior.

ACTIVITY

TIMELINE (Start and End Dates)

1. Research a PBIS system to implement for schoolwide consistency with behavior with PD for teachers for implementation in August 2019.

Start: 3/19

2. Implement a transition protocol for students who experience in-school and out-of-school suspension.

Start: 8/18

3. Implement a GALAXY program that provides behavioral interventions for students in grades 3 – 5 as an alternative to suspension program with a counseling component.

4. Implement Handbook,

Educator’s to track,

Completion: 6/19

EVALUATION

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

School Guidance Counselor

$0

N/A

Sign-In Sheets Agendas

Administrators

Counselor Logs

School Improvement Team

School Administrators School Counselors

$0

Start: 8/18

School Administrators

$40,000.00

Completion: 6/19

School Guidance Counselor

August 2019

School Administrators

Completion: 6/19

Classroom Teachers

N/A

Meeting Attendance Logs Counseling Notes

Title I

Attendance Logs Suspension Data Referral Data

$500.00

Title I Funds

Discipline Data

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will implement a school-wide behavior intervention program that will positively impact student behavior.

ACTIVITY

TIMELINE (Start and End Dates)

EVALUATION

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

School Administrators

$200.00

Title I Funds

Discipline Data

$25,000.00

CSI Funds

Discipline Data

analyze, and evaluate student behaviors.

5.

Implement Educator’s Handbook – to track analyze, and evaluate student behaviors – to record minor incidents.

6. Institute a school-wide discipline program to reduce referrals –including training

August 2019

Classroom Teachers

Summer 2019

School Administrators Guidance Counselor Teachers Mental Health Counselor Classroom Teachers

7. Stipends for teachers for training

Summer 2019

School Administrator

$15,500.00

CSI Funds

Classroom Observations Sign in Rosters Agendas Stipends

8. Attend PBIS and other Behavior Intervention Conferences

Spring and Summer 2019

School Administrator

TBD

Title I

Conference Agenda Defined School-wide Program

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will implement a school-wide behavior intervention program that will positively impact student behavior.

ACTIVITY

9.

10.

TIMELINE (Start and End Dates)

Implement Educator’s Handbook, to track, analyze, and evaluate student behaviors.

August 2019

Provide supplies and materials for parenting activities.

August 2019 – June 2020

EVALUATION

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

School Administrators

$700.00

Title I Funds

Discipline Data

$15,000.00

CSI Funds

Sign in Logs

Classroom Teachers

School Administrators Office Staff

Handouts

Coaches

Agendas Plans

11. Provide ongoing PLC training for staff

August 2019 – June 2019

School Administrator Coaches

12. Provide ongoing PD for staff throughout the school year in the following areas: creating Schoology playlists to ensure alignment of standards and student engagement.

Teachers will be trained in a virtual professional learning

September 2020 – June 2021

School Administrator

$17,000.00

$35,000.00

CSI

13th Allocation

Agendas Sign in sheets PLC notes from grade level team meetings Schoology Playlists Curriculum Maps Schedules Lesson Plans GFE Hybrid Learning Plan

ACTION PLAN FOR STRATEGY #1: Great Falls Elementary School will implement a school-wide behavior intervention program that will positively impact student behavior.

ACTIVITY

TIMELINE (Start and End Dates)

PERSON RESPONSIBLE

community with a focus on curriculum mapping for special area teachers.

Teachers will also receive PD on SEL and teaching in a Hybrid climate.

Institutionalization of practices and structures to continue to improve academic achievement and school climate will also be a part of this work.

To add a row, go to the last box and press the tab button.

ESTIMATED COST

FUNDING SOURCE

EVALUATION

INDICATORS OF IMPLEMENTATION

Schools will complete and upload the appropriate Exemplary Literacy Classroom Reflection Tool on the SCDE Read to Succeed Web page at https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/readingplans-state-district-and-school/ .

Refer to the Directions for Completing District and School Reading Plans for additional information on the SCDE Read to Succeed Web page at https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/readingplans-state-district-and-school/ .

For further Read to Succeed questions, please contact the Office of Early Learning and Literacy at 803-734-2577.