<p>Strategic Plan Level : Riverside Primary School </p><p>2015-16 Cobb County School District Strategic Plan Long Range Board Goal 1: Vary learning experiences to increase success in college and career pathways.</p><p>District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority Status: Results NM = Not Met Focus Area: Focus Priorities: Key Actions: Measured by: Owner(s): Resources Of Key (Formative Actions: IP = In (Based on priorities identified by IE2, (List as many actions as needed in Needed: and/or Progress AdvancEd-AdvEd, Superintendent-S, each box.) (Due June Summative) and Academic Division-AD) 15, 2016) M = Met Vary learning 1. Organize student performance data experiences to through CTLS for full accessible use by N/A N/A N/A N/A N/A N/A increase success teachers and school leaders. (S) (AdvED) in college and 2. Organize, examine, and adjust Identify students who perform Running Teachers, DRA/Running career pathways. instruction based on student progress below grade level in literacy at Records, Academic Records Data monitoring data. (AD) the end of each quarter and plan Coaches, District wide accordingly for instructional Screener, DRA2, Administrators adjustment Lucy Calkins Writing Rubric</p><p>District wide Screener “ Identify students who perform Local SSP District wide below level in math at the end Problem Solving screener each quarter and plan Assessment accordingly for instructional adjustment 3. Develop and deliver flexible formative Collaborate by grade levels and Common grade NA assessments in all core content areas across content to develop and level Teachers for monitoring student progress and use locally created common assessments adjusting instruction to meet individual assessments to monitor daily student learning needs. (S) instruction.</p><p>Conduct monthly data team meetings to analyze student data, Monthly data determine growth, and meetings Coaches, NA recommend strategies. Teachers, and Administrator s</p><p>Based on the results of common and formative data, design Title I funds differentiated learning strategies Instructional Teachers across content areas to address Walks (planning student needs Review lesson days) plans Grade level team minutes 4. Align critical professional learning by Implement professional learning Instructional Teachers Grade Level grade level/content area and ensure activities on unpacking Georgia Walks Maps and Coaches access for all teachers. (AD) Standards of Excellence, develop Common/For Lesson plans curriculum calendars, identify Administrators mative resources, and common Observations Assessments assessments. Team minutes</p><p>Increase the use of Lucy Calkins The Lucy writing strategies to improve Lucy Calkins Calkins units student writing. Teachers Writing of study kit Rubric/Checklist Anchor Charts Collaborate to score student Lucy Calkins writing samples. Lucy Calkins writing rubrics Writing Rubric Teachers Coaches 5. Increase percentage of students Increase the number of students Running Records Teachers Running reading on grade level. (S) reading on grade level from 63% Record kits, DRA2 to 70% of above by the end of (Based on CCRPI 2014 Reading Scores) DRA2 kits 2015-2016 as measured by DRA2. 6. Increase percentage of student Increase the number of students Locally created Teachers Locally performance in math/algebra at every scoring proficient (3/4) in math problem solving created Coaches grade level. (S) problem solving as measured by assessment problem the CCSD problem solving rubric solving (Based on CCRPI ES-MS Math & HS assessment Algebra Scores) CCSD Problem CCSD solving rubric Problem solving rubric 7. Increase number of students Decrease the number of retained Report Card Teachers Tier academically completing every grade. students over the previous school strategies, Coaches (S) year (44) Extended Day Administrators 8. Other: (Priorities specific to school, division, or area. Can be multiple.)</p><p>Long Range Board Goal 2: Differentiate resources for students based on needs.</p><p>District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority Status: NM = Not Met Focus Area: Focus Priorities: Key Actions: Measured by: Owner(s): Resources Results IP = In (Based on priorities identified by IE2, (List as many actions as needed (Formative Needed: Of Key Actions: Progress AdvancEd-AdvED, Superintendent-S, in each box.) and/or (Due June 15, and Academic Division-AD) Summative) M = Met 2016) Differentiate Identify local school innovations through Use literacy specialists to DRA2 Literacy Level Books resources for system flexibility to increase student provide one-on –one instruction Specialists Running Record (Title I students based achievement. (IE2) for students performing below Administra Funds) on needs. grade level in collaborative District wide tor classroom settings screener Divisionally support local school innovations identified through system N/A N/A N/A N/A N/A flexibility for increasing student achievement. (IE2) Provide targeted resources for students: Utilize Reading Excel (IE2 Model) Running Records Teachers Literacy 1. not reading on grade level (Lexile) for identified student in need of Teachers DRA2 Coaches 2. unsuccessful in Math/Algebra reading remediation Administra (Based on 2014 CCRPI Math/Algebra tors 20 Day scores) Provide Extended Day Funds 3. not on-track for graduation (S) Literacy instruction for struggling iRead Teachers students in reading and math AR Title I Funds</p><p>Utilize Guided Math to improve Math Benchmark math performance CCSD Problem Solving Rubric</p><p>Identify and provide resources to increase opportunities for advanced, on- N/A N/A N/A N/A N/A level, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) Other: (Priorities specific to school, division, or area. Can be multiple.) Long Range Board Goal 3: Develop stakeholder involvement to promote student success.</p><p>District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority Status: NM = Not Met Focus Area: Focus Priorities: Key Actions: Measured by: Owner(s): Resources Results of Key IP = In (Based on priorities identified by IE2, (List as many actions as needed in (Formative Needed: Actions: Progress AdvancEd-AdvEd, Superintendent-S, each box.) and/or and Academic Division-AD) Summative) (Due June M = Met 15, 2016) Develop Seek and evaluate stakeholder input for Increase the number of AdvancED SLI and Parent AdvancEd stakeholder critical processes. (AdvED) stakeholders participating in Survey Facilitator Survey involvement to climate survey by 10% over 2014- 2015 school year of 66 parents. promote student success. Other: Gain feedback and suggestions Local school SLI and Parent Local school from stakeholders concerning survey Facilitator survey (Priorities specific to school, division, or parental activities for the school area. Can be multiple.) year. Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence.</p><p>District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority Status: NM = Not Met Focus Area: Focus Priorities: Key Actions: Measured by: Owner(s): Resources Results of Key Needed: Actions: IP = In (Based on priorities identified by IE2, (List as many actions as needed (Formative Progress AdvancEd-AdvED, Superintendent-S, in each box.) and/or (Due June 15, and Academic Division-AD) Summative) 2016) M = Met Recruit, hire… Seek and hire teachers who meet the Recruit and recommend for hire Summative SSP Human qualifications for a highly effective highly qualified teachers who Leadership Resources teacher. (IE2) specialize in the area of reading Team (applicants) Seek and hire school administrators who meet the qualifications for a N/A N/A N/A N/A N/A highly effective school leader and who are best suited for the school’s environment. (IE2) Support and Support local school teachers and retain leaders to improve retention rate. N/A 2 N/A N/A N/A N/A employees for (IE ) (S) highest levels of Ensure that teachers are highly Design professional learning to Walkthroughs Administrat trained in the standards, learning increase staff understanding of ors excellence. Staff survey engagement strategies, formative standards-based instruction and Coaches assessments, and student progress formative assessments for TKES data monitoring. (AD) measuring student progress Fully implement and evaluate state system of teacher and leaders N/A N/A N/A N/A N/A evaluation (TKES and LKES). </p><p>Use results of TKES and LKES to Use performance indicator Formative and Administrat Time improve professional performance results from TEKS and LEKS to Summative ors (IE2) assist teachers/administrators TKES Data Teachers with developing individual professional growth goals Other: (Specific to school, division, or area. Can be more than one.)</p><p>Key Trend Data</p><p>2014 District Mean Indicator 2012 2013 2014 2015 Elem. Middle High</p><p>4-Year Graduation Rate N/A N/A 78.2% (Data Source: CCRPI)</p><p>5-Year Graduation Rate N/A N/A 78.8% (D.S: CCRPI)</p><p>Lexile Levels 5th grade 75% N/A N/A (D.S.: CCRPI)</p><p>Lexile Levels 8th grade N/A 82% N/A (D.S.: CCRPI)</p><p>Lexile Levels 11th grade N/A N/A 56% (D.S: CCRPI) On-Track for 90% 88% 78% Graduation</p><p>Career 100% 98.8% 95% 92% 55% Ready</p><p>Advanced 31% 47% 58% Academics</p><p>Stakeholder Satisfaction 92% 89% 76% 73% (Annual AdvancED Survey)</p><p>CCRPI Score 90.2% 88.7% 85.7% 73 81 76</p><p>Iowa Reading 69% N/A N/A Grade 3</p><p>Iowa Reading N/A 60% N/A Grade 7 Elementary School Level Calculation Guide Indicator Description Numerator Denominator Details and Data Sources Students scoring Percent of students in grades 3, 4, 5 Data for this element is Lexile Levels a Lexile measure Students with achieving a Lexile measure greater than extracted from the EOG data Elementary ≥ 650 (3rd) a valid Lexile score or equal to the following on the EOG: file and include students with Schools ≥ 750 (4th) on the EOG Grade 3: 650, Grade 4: 750, Grade 5: 850 valid scores. ≥ 850 (5th) Unduplicated count of 5th Percent of students in grade 5 passing at grade students passing On-Track for least four courses in core content areas courses in four core content Data extracted Enrollment in grade 5 Graduation (ELA, Math, Science, Social Studies, and areas (ELA, Math, Science, from Synergy Gradebook World Language) Social Studies, and World Language) Number of students Career Percent of students completing a Career completing a Career Portfolio Enrollment in grade 5 Local School Ready Portfolio in grade 5 in grade 5 Percent of students enrolled in Gifted Unduplicated count of Advanced Resource (Target) classes for ELA, State recommended target is students in grades 1-5 Total Enrollment of grades 1-5 Academics Reading, Math, Science and Social 4% enrolled in Target Studies Number of positive ("Strongly Stakeholder Aggregate of all positive responses to all Total number of responses School Improvement Survey Agree" and "Agree") Satisfaction items included on the AdvancEd surveys excluding "No Answer" or "No Report, Page 2 - Provided by responses on the AdvancEd (AdvancED Survey) (parents, students, staff) Basis to Judge" the Office of Accountability surveys Number of 3rd grade students Iowa Reading Percentage of students in grade 3, Number of 3rd grade students with a valid test score in Riverside Data Manager Grade 3 scoring on-grade level in reading scoring on-grading in reading reading State accountability system whereby Georgia schools earn up to 100 points, CCRPI NA NA Georgia DOE based on required performance measurements</p>