Haw Creek ES 1
2015-18 Executive Summary
Continuous Improvement Goal
(Schools determine the number of goals)
1. Develop a comprehensive and balanced
assessment system that informs instruction
and clearly communicates students’ level of
mastery of standards.
AdvancED Standards
(Check all that apply)
Purpose and Direction
Governance and Leadership
X
Teaching and Assessing for
Learning
Resources and Support
Systems
X
2. Develop and fully utilize a comprehensive
collection of appropriate level texts
(informational and literary) integrated across
all content areas to ensure challenging
X
learning experiences for all students.
Using Results for Continuous
Improvement
Purpose and Direction
Governance and Leadership
Support from FCS Depts.*
(List all that apply)
Continued support of the
development of a comprehensive
local assessment system.
Continued training and support in
the development and utilization of
performance-based assessments.
Continued support of district
collaboration to ensure consistent
communication of results
(standards-based report cards).
Continued support of district
collaboration to develop common
curricular units and resources.
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for Continuous
Improvement
* FCS Depts:
Educational Leadership
Facilities
Finance & Operations
Food & Nutrition Services
Human Resources
Public Inf. & Communications
School Safety & Discipline
Special Education
Student Support Services
Superintendent
Teaching & Learning
Technology & Inf. Services
Transportation
2015-16 School Improvement Plan
Continuous Improvement Goal:


Develop a comprehensive and balanced assessment system that informs instruction and clearly communicates
students’ level of mastery of standards.
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
Haw Creek ES 2
integrated across all content areas to ensure challenging learning experiences for all students.
SMART Goal:
The percentage of K-3 students scoring on or above grade level in reading on the FCS SLO will increase from the 2015-2016
pre-assessment score of 63% to 85% as measured by the Fountas and Pinnell Benchmark post-assessment administered in
May 2016.
The percentage of 5th grade students scoring proficient in Math will increase from the 2015-2016 pre-assessment score of 7%
to 47% as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2016.
The percentage of 4th grade students scoring proficient in Math will increase from the 2015-2016 pre-assessment score of 3%
to 47% as measured by the FCS Math Grade 4 Interim post-assessment administered in February 2016.
Actions, Strategies and
Interventions
(Includes Prof. Learning Plan)
Impact on Student and Adult
Behavior
(“If…then...” Statements)
 Use data from the Fountas & Pinnell
Benchmark Assessment to create
flexible groups for differentiated reading
instruction
Timeline
August 2015-May
2016
 Utilize a variety of research- based
instructional strategies to differentiate
reading instruction (ie. STARS/CARS, Raz
Kids, Ready Reading, i-ready reading
diagnostic/instruction program,
Accelerated Reader, SMART Phonics,
Orton Gillingham, 6 Minute Fluency,
Read Naturally, and Close Reading
Strategies)
 Utilize a variety of assessment methods
to track student progress in order to
make informed instructional decisions
and ensure the fluidity of flexible
reading groups (e.g. F&P fall and winter
benchmark assessments, informal
running records, FASTBRIDGE, County
Common Assessments)
 Teachers and administrators will
continue to develop and implement data
teams in order to monitor student
progress and make informed decisions
regarding SST/IST and student
interventions and placement for RTI.
 If students are grouped according
to reading level, then teachers will
be able to differentiate instruction
to meet student needs.
 Teacher will implement Number Talks,
math manipulatives, Ready Math, and
the i-ready math diagnostic/instruction
program
 Teachers will implement the Math
Exemplar program for students scoring
proficient on FCS math interims as well
as showing mastery on FCS math pre-
 If teachers use multiple math
resources and strategies, then
students will increase their level of
proficiency in math.
 If teachers use the Math Exemplar
Program, then students will
increase their critical thinking and
reasoning skills to solve real-world
 If we utilize a variety of researchbased interventions, then teachers
will be able to meet specific needs
of students
 If we use a variety of assessment
strategies, then teachers will be
able to plan appropriate
instruction to meet student needs
Resources Needed?
Who is
Responsible?
 Classroom teachers
 Speech pathologists
and Special education
teachers
 EIP, ESOL, and Gifted
Teachers
 Fountas & Pinnell
Reading Benchmark
Assessment Kits
 Special Area Teachers
(Science, Art, Music,
PE) Level Library
(Media Center
Teacher/Para)
 I-ready, Accelerated
Reading, RAZ Kids
Programs
 Its Learning Resources
 Karl Mercer
 If teachers work collaboratively to
monitor student progress, then
they will have specific student data
to better inform instructional
planning and differentiation.
August 2015-May
2016
 Grade Level
Teams/Admin Support
 Media Specialist/Para
 Classroom teachers
 Speech pathologists
and Special education
teachers
 EIP, ESOL, and Gifted
Haw Creek ES 3
assessments
 4th/5th teachers will use Feb. math
interim data to remediate math
instruction for those not scoring
proficient in preparation for the
Georgia Milestones
 Gifted teacher plans weekly with grade
levels in order to provide challenging
and engaging differentiated instruction
in all subject areas.
problems.
 If teachers use post-interim data to
remediate math instruction, then
students will increase their level of
proficiency in math
 Professional Learning will focus on
creating and implementing
differentiated instruction in all subject
areas.
 If teachers focus their professional
learning on differentiation, then
they will improve their instructional
practices and students will achieve
higher growth.
 If teachers use itslearning
effectively, then students and
parents will have a better
understanding of academic
expectations and the tools to
achieve those expectations.
 If teachers collaborate, then
support staff can help implement
strategies to improve reading
skills.
 If teachers use a variety of
resources and genres for reading
instruction, students will increase
vocabulary and comprehension
skills.
 Teachers will utilize itslearning as a
learning platform for students, as a tool
to differentiate instruction, and as a
communication tool for parents.
 Continue to develop and utilize a
comprehensive collection of leveled
texts (informational and literacy)
 Collaborate as a grade level team with
support staff to integrate standards
across all areas
Teachers
 Special Area Teachers
(Science, Art, Music,
PE)
 If teachers plan regularly with the
gifted teacher and implement
differentiated instructional
strategies, then students will
increase in their levels of
proficiency across all content areas
August 2015-May
2016




Classroom Teachers
Gifted Teacher
Math Resource Room
HCES Administrative
Team
 Its Learning
Describe how your SMART Goal will be monitored throughout the year:
We will monitor our K-3 SMART goal monthly using informal reading inventories. K-3 teachers will also administer a mid-year
Fountas and Pinnell benchmark assessment to monitor student progress. Teachers will also use data from the i-ready diagnostic
assessment, administered three times during the year and monthly progress monitoring data from i-ready reading and FAST
Bridge to monitor growth. If students are not making progress, then grade level data teams will work collaboratively to
determine research-based strategies that will be implemented during RTI to help meet student needs.
We will monitor our 4th and 5th grade goals through i-ready diagnostic math assessments administered three times during the
year and monthly progress monitoring data from i-ready math and FAST Bridge. We will also use data from 4th and 5th grade FSC
Pre/Post Math Summative Assessments. If students are not making progress, then grade level data teams will work
collaboratively to determine research-based strategies that will be implemented during RTI to help meet student needs.
2015-16 Professional Learning Plan
Professional Learning Goal(s):


All teachers will become proficient in using assessment data to differentiate instruction
All teachers will become proficient in utilizing itslearning and Learning Station to analyze student data and
Haw Creek ES 4
differentiate instruction
Connection to Continuous Improvement Goal(s):


Develop a comprehensive and balanced assessment system that informs instruction and clearly communicates
students’ level of mastery of standards.
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
integrated across all content areas to ensure challenging learning experiences for all students.
Date
July 30
Pre-Planning
# Hours
8 hrs
8 hrs
TKES Orientation; Self-Assessment; Pre-Conferences
Grade level collaborative planning
8 hrs
July 31
Pre-Planning (District)
August 3
Pre-Planning
August 4
Pre-Planning
August 5
Pre-Planning
8 hrs
8 hrs
September 2
Early Release/Prof. Dev. (District)
3.5 hrs
October 23
Prof. Dev. Day (District AM/School PM)
8 hrs
January 4
Prof. Dev. Day (School)
8 hrs
February 16
Prof. Dev. Day (District AM/School PM)
8 hrs
May 31
Post-Planning
8 hrs
June 1
Post-Planning
8 hrs
TOTAL HOURS:
Description of Learning Activities
Team Building and Collaboration Goals for the Year
Data Team Review
RTI/SST/IST Overview
Mandated Reporter
Grade level collaborative planning
DCD: itslearning training, expectations for itslearning usage
Grade level collaborative planning
75.5 hrs
Differentiated Instructional Strategies: Grade levels will assess their
proficiency in the area of differentiated instructional strategies and
set a grade level goal based on area of needed growth
Grade level collaborative planning
ITS Learning training with Jackie O. (All Certified)
SLO Training (K-3; Art, Music, PE)
Crisis Team Training
Grade level collaborative planning
Data Teams Review
Differentiated Instructional Strategies: Grade levels will create a
plan for professional learning meetings centered around
differentiated instructional strategies and creating plans using
student assessment data
DCD: Differentiated Instruction/Learning Targets
Differentiated Instructional Strategies: Grade Levels will work on
goals
DCD: Differentiated Instruction
Differentiated Instructional Strategies: Grade Levels will work on
goals
DCD: Differentiated Instruction
Differentiated Instructional Strategies: Grade Levels will work on
goals
Differentiated Instructional Strategies: Grade Levels will present
their work to the staff
Data Analysis for School Improvement
Grade Level Collaboration and Summative Data Analysis
Differentiated Instructional Strategies: Grade Level Year-End
Reflection