Vision: Empowering Dreams for the Future
Mission: Creating and Supporting Pathways for Success
School Strategic Plan - Elementary
Powers Ferry Elementary
Principal Rattana Inthirathvongsy Area 3 Date 2014-2015
Vision: Growing character and knowledge to achieve dreams for the future
Mission: Engaging and empowering our students, families and community for success
Core Values/Beliefs
Long Range Goals
Values
1. Vary learning experiences
to increase success in
college and career paths.




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.
2. Differentiate resources for
students based on needs.
3. Develop stakeholder
involvement to promote
student success.
Targets
Key Strategies (3-5 yrs)
Targets for 2014-2015
(Where will we be?)
Lexile Levels (E)
Gap closure (E)
College Ready (E)
Career Ready (E)
Stakeholder
Satisfaction
CCSD School
76.30% 60%
102.00
90
43.80% 95%
55.00% 100%
NA
NA
4. Recruit, hire, support, and
retain employees for the
highest levels of excellence.
District Priorities for 2014 -2015
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
Theme for 2014-2015
One Team
One Goal
Student Success
 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
Key Actions (1-3 years) Aligned to District Goals and Key Strategies
Action to be taken
Goal Alignment
Timeline
Person(s) Responsible
Classroom teachers,
support staff,
administration
Classroom teachers,
support staff
Administration,
academic coaches
Academic coaches,
classroom teachers,
support staff
Implement CCGPS with fidelity.
1
2014-2016
Increase family engagement to support academic achievement
3
2014-2016
Ensure the workshop model is being implemented consistently in math,
reading and writing
Provide individualized instructional support for students and teachers
3
2014-2016
Strengths
1) Reading performance on CRCT
2) Workshop-based instructional
framework
3) Improved writing performance
4) Decreased achievement gap between
SWD and all other student groups
Weaknesses
1) Mathematics performance in
all student groups
2) Achievement gap between
SWD and all other student groups
3) Stakeholder feedback on
professional development
2, 5
2014-2016
Opportunities
1) Collaborative team meetings focused on
student achievement
2) Title I support
3) Relevant, needs-based and data-driven
professional development that is systematic
and ongoing
4) Innovative model school
Threats
1) Population in flux
2) Parental involvement
3) New statewide assessments
Vision: Empowering Dreams for the Future
Mission: Creating and Supporting Pathways for Success
School Strategic Plan - Elementary
Tactical (Action) Plan for Powers Ferry
What are the desired results?*
(Begin with the end in mind. What is your SMART goal?)
2014-2015
How will the school/team(s) accomplish the desired results, including
professional learning?
(Clearly define the action steps that you will employ.)
What is the
Cost and
Funding
Source?
Cost of subs
through Title
(Approx.
$3,600)
Who is
Responsible?
Academic
coaches,
teachers,
administration
Timeline
Teachers will have a full understanding of CCGPS in all
content areas. They will be able to design learning
experiences that will engage students and promote thinking
across the depth of knowledge framework. (District priority
1)
On-site academic coaches, as well as district math and literacy coaches will provide
differentiated support based on a needs assessment solicited by administration.
Teachers will receive support individually or as a grade level. Quarterly previews
will be given four times a year so teachers know what they are expected to teach
each nine weeks. Weekly collaborative meetings will ensure that student
achievement is the central focus of collegial dialogue.
Guided math will be used within math workshop to provide
individualized instruction based on student’s strengths and
weaknesses. (District priorities 1, 3, 5)
A gradual phase-in process of professional development and one-on-one coaching.
District math coach support has been instrumental in aiding teachers implement
guided math. Local school academic coach will be providing modeled lessons and
individualized support for classroom teachers.
Cost of subs
through Title
(Approx.
$2,500)
Academic
coaches,
teachers,
administration
Increased student performance on writing. Writers
workshop model observed daily in classroom instruction.
(District priorities 1, 3)
The academic coaches will model, coach and provide ongoing feedback and support
for students and teachers.
Title I salary
(Approx. $80,
000)
Academic coach,
teachers,
administration
Aug-May;
walkthrough data to
be disaggregated
quarterly
Decreased achievement gap between SWD student group and
all others in all content areas. (District priority 3, 5)
Staff development on effective co-teaching will be delivered by county educational
program specialist. Follow up trainings will occur to ensure implementation of
strategies. Additional training for new staff will be conducted through the
remainder of the school year.
$750/ Title for
subs
EPS, teachers
Aug-May
Formative Indicators Tied to Desired Results
Indicators
Target
Results
Collaborative Scoring of
Writings
Grade Level Math Data
Teams
Time On Task Math
Walkthrough data
Reading Levels- Fountas
& Pinnell for K,1,2, and
SRI lexiles for 3,4,5
All students will score a
minimum of 28 points
on Caulkins rubric
80% of all students
mastering standards of
data team common
assessments
75% time on task in
workshop model
90% of our students
will be on grade level in
Reading
Collaborative Scoring
of Writings
Grade Level Math Data
Teams
Time On Task Math
Walkthrough data
Reading LevelsFountas & Pinnell for
K,1,2, and SRI lexiles
for 3,4,5
Aug-May;
walkthrough data to
be disaggregated
quarterly, Data Team
Assessments
Common Scoring of
Writing,
Aug-May;
walkthrough data to
be disaggregated
quarterly
Professional Learning Tied to Desired Results
Topic
Target
Audience
Delivery
Method
Cost and
Source
Timeline
Quarterly previews of ELA and
Math standards
Grade Level Collaboration
Co-teaching Training
Teachers
$4,400/Title I
October-May
$1,800/SFSD
$750/Title I
September
Aug-May
Modeled lessons; coaching;
one-to-one support from
academic coaches
Technology Integration
Training
Teachers
Small
Group
Workshop
Small
group
Coaching
Model
Title I/coach’s
salary
Aug-May
Coaching
Model
TTIS/Technology
Specialist
Aug-May
Teachers
Co-teachers
Teachers