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2 | Joplin Schools Improvement Plan Five-Year Improvement Plan * beginning July 1, 2022 - June 30, 2027 *updated annually | |||||||
3 | School/Department Name: | Soaring Heights | ||||||
4 | Last Updated: | 2023-2024 | ||||||
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7 | District Strategic Plan Goal: | 1.1.1 Student proficiency and growth in English Language Arts in grades K-12 will improve as measured by local benchmark assessments and annually by state assessments. | ||||||
8 | 2027 SMART GOAL | Current Year Goal | Goal Met/Not Met | |||||
9 | Student proficiency in Phonological Domain in grade K will improve from 33% to 90% as measured by NWEA Reading Fluency by the end of the SY2027. | 74.00% | | |||||
10 | Student proficiency in Phonics Domain will improve in grade 1 from 18% to 90% as measured by NWEA Reading Fluency by the end of the SY2027. | 75.00% | | |||||
11 | Student proficiency in ELA will improve in grade 2 from 15% to 65% as measured by NWEA Growth by the end of the SY2027. | 41.00% | | |||||
12 | Student proficiency in ELA will improve in grade 3 from 26.92% to 65% as measured by MAP by the end of the SY2027. | 38.57% | | |||||
13 | Student proficiency in ELA will improve in grades 4 from 9.11% to 65% as measured by MAP by the end of the SY2027. | 39.85% | | |||||
14 | Student proficiency in ELA will improve in grades 5 from 21.31% to 65% as measured by MAP by the end of the SY2027. | 42.88% | | |||||
15 | Progress Monitoring as measured by NWEA Fluency in grades K-1 and NWEA Growth Reading in grades 3-5. | Grade | Fall | Winter | Spring | FY24 Goal | Goal Met/Not Met | |
16 | K | 64.00% | 48.00% | 74.00% | | |||
17 | 1 | 65.00% | 83.00% | 75.00% | | |||
18 | 2 | 25.00% | 27.00% | 41.00% | | |||
19 | 3 | 20.00% | 17.00% | 38.57% | | |||
20 | 4 | 28.00% | 20.00% | 39.85% | | |||
21 | 5 | 34.00% | 31.00% | 42.88% | | |||
22 | Action Step | Resource Need & Costs Include funding source | PD Needs & Cost Include funding source | Person(s) Responsible | Timeline | Fidelity of Implementation | ||
23 | Kindergarten Boot Camp will be implemented with fidelity in all K classrooms. | Kindergarten Bootcamp Curriculum | N/A | Curriculum Department, Classroom teachers | August - October implementation | Full Implementation with Results - Medium | ||
24 | 95% Core Phonics will be implemented in K - 2nd grade with fidelity according to the expectations set forth by Joplin curriculum guides and pacing guides. Teachers will receive training and coaching on the product. | 95% Core Phonics Curriculum | District 1% funds | Curriculum Department, Classroom teachers | Coaching 9/13 11/9 11/10 2/7, implementation of curriculum August - May | Demonstrated Results with Growth - Medium | ||
25 | District ELA Curriculum Frameworks will be implemented with fidelity according to the expectations set forth by Joplin curriculum guides and pacing guides. | District curriculum | N/A | Classroom teachers | August - May | Early Implementation - Medium | ||
26 | Heggerty Phonics will be implemented with fidelity in all K-2 classrooms. | Heggerty curriculum | N/A | Classroom teachers | August - May | Demonstrated Results with Growth - Low | ||
27 | District common ELA assessments for each unit will be administered in grades K-5 to monitor student progress and teachers will analyze performance data to plan for Tier 2 interventions during common planning times. | District curriculum and assessments | N/A | Classroom teachers | August - May | Awareness & Understanding - Medium | ||
28 | Principal will facilitate monthly collaborative learning cycles to review common assessment data and Curriculum Feedback Loops. | Canvas Feedback Loop, Performance Matters Baseball Card Reports | N/A | Principal & teachers, Curriculum leads | 1st Thursday October - May | Awareness & Understanding - Low | ||
29 | The master schedule was crafted to include protected time each day for a comprehensive, multi-tiered system of support that addresses achievement gaps. This intervention system was named "Eagle Time". The RtI is a Walk-to model that utilizes Title teachers and classroom teachers to offer standards-based skill interventions for every student. | N/A | N/A | Classroom teachers | August - May | Demonstrated Results with Growth - High | ||
30 | NWEA benchmark assessments will be administered to students in grades K-5 three times per year according to the master assessment calendar. The results of the assessments will be analyzed at data team meetings to be held during teacher planning times. Data will be disaggregated to analyze student subgroup achievement. | NWEA Assessment and student chromebooks | Snacks, candy, and beverages for ongoing, job-embedded PD $336 (Building 1% PD) | Classroom teachers | August - May | Demonstrated Results with Growth - High | ||
31 | Students in grades 2-5 will use ExactPath for targeted skill practice based upon their performance on the NWEA Reading and Language assessment. Students will use the Reading and/or Language portion of this software at least once per week during Eagle Time. | ExactPath Software, Chromebooks | N/A | Classroom teachers | A minimum of 20 minutes per week from September - May | Demonstrated Results with Growth - Medium | ||
32 | The District will provide ExactPath professional development for teachers new to the District or those who need a refresher | N/A | District 1% funds | Curriculum Department, Classroom teachers | Scheduled by the District | Awareness & Understanding - Low | ||
33 | For students who have already met benchmark or are on track to exceed the benchmark, Eagle Time enrichment lessons will be created to further boost their achievement. The lessons will be designed to engage students in higher levels of academic learning and to support them in their efforts to achieve advanced on the MAP test. Staff designing the units will consult DESE Performance Level Descriptors and Item Specifications as they develop these units. | N/A | The sub position is covered by our Teacher Intern | Principal, Enrichment Development Committee, Classroom Teachers | One work session per quarter | Early Implementation - Low | ||
34 | Teachers will be observed during ELA instruction and provided explicit feedback on student engagement and teacher-crafted feedback as a means to improve teaching and subsequent student achievement. | N/A | N/A | Principal, Assistant Principal, Educator Preparation Specialist, Title Teachers, Teacher Peers | October - May | Awareness & Understanding - Low | ||
35 | Some teachers will engage in coaching cycles to improve ELA instruction. Cycles will include observations, debriefing sessions, co-planning, and ongoing job-embedded professional development. | N/A | N/A | Principal, Assistant Principal, Educator Preparation Specialist | October - May | Awareness & Understanding - Low | ||
36 | Tier 2 ELA interventions will be developed for students in grades 4-5 using 2023 MAP item analysis. Teachers will be provided a list of standards to remediate at the whole group level and standards to be remediated in small groups. The lessons will be taught during Eagle Time. | N/A | N/A | Principal, Classroom Teachers | October - December | Awareness & Understanding - Low | ||
37 | Teachers in grades K-5 will analyze NWEA benchmark data to determine the impacts of Tier 1/2 ELA interventions and develop a plan for additional interventions to be delivered during Eagle Time. Students will use the Reading and/or Language portion of this software at least once per week during Eagle Time. | NWEA Data | Snacks, candy, and beverages for ongoing, job-embedded PD $336 (Building 1% PD) | Principal, Classroom Teachers | January 8, 2024 | Demonstrated Results with Growth - Medium | ||
38 | Students in grades K-5 will participate in 95% Group interventions during Eagle Time. Literacy teachers will use the District's intervention flowchart to determine which students will qualify for these Tier 2 interventions. | 95% Group intervention materials | N/A | Classroom teachers, Title I Literacy teachers | September - May | Demonstrated Results with Growth - High | ||
39 | Title I Literacy teachers and the building principal will participate in 95% Group professional development and coaching with a program consultant to increase capacity to implement the materials with maximum effectiveness. | N/A | District 1% funds | Curriculum Department, Principal, Title I Literacy teachers | 9/13 11/9 11/10 2/7 | Demonstrated Results with Growth - High | ||
40 | Select teachers in grades K-2 will participate in LETRS Volume 1 or Volume 2 professional development. | LETRS Manuals and Licenses | Eagle Advantage for professional development conducted off-contract time $500, Eagle Advantage for Facilitator stipends $500 | Volume 1 facilitator, Volume 2 facilitator, teachers who elected to participate | Once per month August - May | Demonstrated Results with Growth - High | ||
41 | All classroom teachers will participate in monthly PST (Problem Solving Team) professional development designed to increase teacher capacity to differentiate for diverse student needs in the ELA classroom. | N/A | N/A | School Psychologist, Special Education Process Coordinator, Title I Teachers, Classroom Teachers | Awareness & Understanding - Low | |||
42 | Classroom teaches and Title Teachers will collaborate to set student growth goals for NWEA. K-5 students who meet their literacy goals will have their name displayed on a bulletin board and be awarded with a brag tag. Their photo will be featured on social media. | Brag tags and chains $450 - student activity fund | N/A | Principal, Guidance Counselor, Title I Teachers, Classroom Teachers | November - May | Early Implementation - Low | ||
43 | Students with IEPs will participate minimally in direct instruction of core curriculum in ELA to the best extent possible as appropriate by the student's IEP. | N/A | N/A | Special Education teachers, Process Coordinator, Classroom Teachers | August - May | Early Implementation - Medium | ||
44 | Classroom teachers will participate in professional development to learn scaffolds to support students with IEPs and English Language Learners in the general education setting. A scaffold and a strategy of the month will be modeled during monthly Feedback Loop Learning Cycles and grade level teams will choose an upcoming lesson in which to implement the scaffold and strategy. The results of the scaffold and strategy will be revisited at the following month's Collaborative Learning cycle. | Teacher-leader created materials, Missouri Assessment and Teaching Toolbook Step-Up ELA | N/A | EL Teacher, Special Education Teachers, Principal, Classroom Teachers | November - May | Awareness & Understanding - Low | ||
45 | A team of classroom teacher-leaders will attend the DESE-sponsored Powerful Learning Conference. Teachers will attend sessions that focus on improving literacy outcomes in students. Attendees will present their findings at a staff meeting. | N/A | $1,952: Conference registration and travel expenses, Building 1% PD funds | Principal, 2 Teacher Leaders | Conference: March 10 - 12, 2024. Staff meeting presentation: April 3, 2024 | Demonstrated Results with Growth - Medium | ||
46 | The school's Title I plan will be implemented. The plan will include utilization of resources to increase parental involvement, decrease disruptive student behavior, and increase student engagement in the classroom, all of which will lead to higher academic achievement. | N/A | Compensation for after school Taking Flight committee work for 11 staff $1,732.50 (SH Eagle Advantage), compensation for committee chairperson to plan committee meetings $300 (SH Eagle Advantage). Compensation for after school BIST committee work for 10 staff $1,575 and Committee Facilitator $300 (SH Eagle Advantage) | All school staff | As needed for the duration of the school year | Demonstrated Results with Growth - High | ||
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48 | District Strategic Plan Goal: | 1.1.2 Student proficiency and growth in Mathematics in grades K-12 will improve as measured by local benchmark assessments and annually by state assessments. | ||||||
49 | 2027 SMART GOAL | Current Year Goal | Goal Met/Not Met | |||||
50 | Student proficiency in Math will improve in grade 2 from 23% to 65% as measured by NWEA Growth Math by the end of the SY2027. | 37.00% | | |||||
51 | Student proficiency in Math will improve in grade 3 from 26.93% to 65% as measured by MAP by the end of the SY2027. | 53.11% | | |||||
52 | Student proficiency in Math will improve in grade 4 from 15.79% to 65% as measured by MAP by the end of the SY2027. | 50.30% | | |||||
53 | Student proficiency in Math will improve in grade 5 from 16.39% to 65% as measured by MAP by the end of the SY2027. | 36.03% | | |||||
54 | Progress Monitoring as measured by NWEA Growth Math. | Grade | Fall | Winter | Spring | FY24 Goal | Goal Met/Not Met | |
55 | 2 | 20.00% | 30.00% | 37.00% | | |||
56 | 3 | 27.00% | 21.00% | 53.11% | | |||
57 | 4 | 30.00% | 24.00% | 50.30% | | |||
58 | 5 | 32.00% | 33.00% | 36.03% | | |||
59 | Action Step | Resource Need & Costs Include funding source | PD Needs & Cost Include funding source | Person(s) Responsible | Timeline | Fidelity of Implementation | ||
60 | District Curriculum Frameworks will be implemented with fidelity according to the expectations set forth by Joplin curriculum guides and pacing guides. | District curriculum | N/A | Classroom teachers | August - May | Demonstrated Results with Growth - High | ||
61 | District common math assessments for each module will be administered in grades K-5 to monitor student progress, and teachers will analyze performance data to plan for Tier 2 interventions. | District curriculum and assessments | N/A | Classroom teachers | August - May | Demonstrated Results with Growth - High | ||
62 | Principal will facilitate monthly collaborative learning cycles to review common assessment data and Curriculum Feedback Loops. | Canvas Feedback Loop, Performance Matters Baseball Card Reports | N/A | Principal & teachers, Curriculum leads | 1st Thursday October - May | Awareness & Understanding - Low | ||
63 | The master schedule was crafted to include protected time each day for a comprehensive, multi-tiered system of support that addresses achievement gaps. This intervention system was named "Eagle Time". | N/A | N/A | Classroom teachers | August - May | Demonstrated Results with Growth - High | ||
64 | NWEA benchmark assessments will be administered to students in grades 1-5 three times per year according to the master assessment calendar. The results of the assessments will be analyzed at data team meetings to be held during teacher planning times. Students will use the Reading and/or Language portion of this software at least once per week during Eagle Time. | NWEA Assessment and student chromebooks | Snacks, candy, and beverages for ongoing, job-embedded PD $336 (Building 1% PD) | Classroom teachers | August - May | Demonstrated Results with Growth - High | ||
65 | Students in grades 3-5 will use ExactPath for targeted skill practice based upon their performance on the NWEA math assessment. Students will use the math portion of this software at least once per week during Eagle Time. | ExactPath Software, Chromebooks | N/A | Classroom teachers | A minimum of 20 minutes per week from September - May | Demonstrated Results with Growth - Medium | ||
66 | The District will provide ExactPath professional development for teachers new to the District or those who need a refresher | N/A | District 1% funds | Curriculum Department, Classroom teachers | Scheduled by the District | Awareness & Understanding - Low | ||
67 | For students who have already met benchmark or are on track to exceed the benchmark, Eagle Time enrichment lessons will be created to further boost their achievement. The lessons will be designed to engage students in higher levels of academic learning and to support them in their efforts to achieve advanced on the MAP test. Staff designing the units will consult DESE Performance Level Descriptors and Item Specifications as they develop these units. | N/A | The sub position is covered by our Teacher Intern | Principal, Enrichment Development Committee, Classroom Teachers | One work session per quarter | Early Implementation - Low | ||
68 | Teachers will be observed during math instruction and provided explicit feedback on student engagement and teacher-crafted feedback as a means to improve teaching and subsequent student achievement. | N/A | N/A | Principal, Assistant Principal, Educator Preparation Specialist, Title Teachers, Teacher Peers | October - May | Awareness & Understanding - Low | ||
69 | Some teachers will engage in coaching cycles to improve math instruction. Cycles will include observations, debriefing sessions, co-planning, and ongoing job-embedded professional development. | N/A | N/A | Principal, Educator Preparation Specialist | October - May | Awareness & Understanding - Low | ||
70 | Tier 2 math interventions will be developed for students in grades 4-5 using 2023 MAP item analysis. Teachers will be provided a list of standards to remediate at the whole group level and standards to be remediated in small groups. The lessons will be taught during Eagle Time. | N/A | N/A | Principal, Classroom Teachers | October - May | Early Implementation - High | ||
71 | Teachers in grades 1-5 will analyze winter NWEA benchmark data to determine the impacts of Tier 1/2 math interventions and develop a plan for additional interventions to be delivered during Eagle Time. Students will use the Reading and/or Language portion of this software at least once per week during Eagle Time. | NWEA Data | Snacks, candy, and beverages for ongoing, job-embedded PD $336 (Building 1% PD) | Principal, Classroom Teachers | January 8, 2024 | Demonstrated Results with Growth - Medium | ||
72 | Teachers in grades K-5 will participate in ongoing, job-embedded professional development facilitated by two teacher leaders who are currently enrolled in DESE Math Specialist program. The focus on the PD will be to increase teacher capacity to design more engaging tier 1 lessons that will include a variety of scaffolds and strategies to meet the needs of all learners. Another outcome will be to engage students in more cognitively demanding tasks that provide conceptual foundation for skills. An additional outcome will be to promote equity during classroom discussion by increasing teacher capacity to plan for meaningful academic conversations about math concepts by increasing mathematical discourse among all students. | Teacher-leader created materials, Missouri Assessment and Teaching Toolbook Step-Up Math | N/A - Our intern will sub for the teacher | Principal, two teacher leaders, classroom teachers | Professional Development days: 11/1, 1/8, 3/8, 4/26 | Early Implementation - Low | ||
73 | Teachers in grades 3-5 will have 1/2 day team collaboration to develop a Math MAP Bootcamp. Teachers will analyze data to develop a final remediation cycle designed to target the math standards identified by the DESE Blueprint and DESE priority standards. | Principal created materials, DESE Item Specifications, Missouri Assessment and Teaching Toolbook Step-Up ELA | 3 subs for 2 days $630 (Building 1% fund) | Principal, 3-5 Classroom Teachers | April 2-3, 2024 | Awareness & Understanding - Low | ||
74 | All classroom teachers will participate in monthly PST (Problem Solving Team) professional development designed to increase teacher capacity to differentiate for diverse student needs in the Math classroom. | N/A | N/A | School Psychologist, Special Education Process Coordinator, Title I Teachers, Classroom Teachers | Early Implementation - Low | |||
75 | Classroom teaches and Title Teachers will collaborate to set student growth goals for math NWEA. 1-5 students who meet their math goals will have their name added to a bulletin board and be awarded with a brag tag. Their photo will be featured on social media. | Brag tags and chains $450 - student activity fund | N/A | Principal, Guidance Counselor, Title I Teachers, Classroom Teachers | November - May | Early Implementation - Low | ||
76 | Students with IEPs will participate minimally in direct instruction of core curriculum in Math to the best extent possible as appropriate by the student's IEP. | N/A | N/A | Special Education teachers, Process Coordinator, Classroom Teachers | August - May | Early Implementation - Medium | ||
77 | Classroom teachers will participate in professional development to learn scaffolds to support students with IEPs and English Language Learners in the general education setting. A scaffold and a strategy of the month will be modeled during monthly Feedback Loop Learning Cycles and grade level teams will choose an upcoming lesson in which to implement the scaffold and strategy. The results of the scaffold and strategy will be revisited at the following month's Collaborative Learning cycle. | Teacher-leader created materials, Missouri Assessment and Teaching Toolbook Step-Up ELA | N/A | EL Teacher, Special Education Teachers, Principal, Classroom Teachers | November - May | Awareness & Understanding - Low | ||
78 | A team of classroom teacher-leaders will attend the DESE-sponsored Learning Forward Conference. Teachers will attend sessions that focus on improving math outcomes in students. Attendees will present their findings at a staff meeting. | N/A | $1,952: Conference registration and travel expenses, Building 1% PD funds | Principal, 2 Teacher Leaders | Conference: January 29 - 30, 2024. Staff meeting presentation: February 7, 2024 | Awareness & Understanding - Low | ||
79 | A team of classroom teacher-leaders will attend the DESE-sponsored Powerful Learning Conference. Teachers will attend sessions that focus on improving math outcomes in students. Attendees will present their findings at a staff meeting. | N/A | $1,952: Conference registration and travel expenses, Building 1% PD funds | Principal, 2 Teacher Leaders | Conference: March 10 - 12, 2024. Staff meeting presentation: April 3, 2024 | Awareness & Understanding - Low | ||
80 | The school's Title I plan will be implemented. The plan will include utilization of resources to increase parental involvement, decrease disruptive student behavior, and increase student engagement in the classroom, all of which will lead to higher academic achievement. | N/A | Compensation for after school Taking Flight committee work for 11 staff $1,732.50 (SH Eagle Advantage), compensation for committee chairperson to plan committee meetings $300 (SH Eagle Advantage). Compensation for after school BIST committee work for 10 staff $1,575 and Committee Facilitator $300 (SH Eagle Advantage) | All school staff | As needed for the duration of the school year | Early Implementation - Medium | ||
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82 | District Strategic Plan Goal: | 1.1.3 Student proficiency and progress in Science in grades 5, 8, and high school Biology will improve as measured by local benchmark assessments and annually by state assessments. | ||||||
83 | 2027 SMART GOAL | Current Year Goal | Goal Met/Not Met | |||||
84 | Student proficiency in Science will improve in grades 5 from 26.23% to 65% as measured by MAP by the end of the SY2027. | 35.68% | | |||||
85 | Progress Monitoring as measured by NWEA Growth Science. | Grade | Fall | Winter | Spring | FY24 Goal | Goal Met/Not Met | |
86 | 4th | 19% | 25.00% | 35.68% | | |||
87 | 5th | 31% | 34.00% | 35.68% | | |||
88 | Action Step | Resource Need & Costs Include funding source | PD Needs & Cost Include funding source | Person(s) Responsible | Timeline | Fidelity of Implementation | ||
89 | 5th Grade teachers will pilot the new Science District Curriculum Frameworks with fidelity. | District Curriculum Frameworks, science materials $1,500 (building science budget) | N/A | 5th Grade Teachers, Learning Services Department | August - May | Demonstrated Results with Growth - Medium | ||
90 | A team of teacher leaders will conduct a site visit to John Thomas School of Discovery in Nixa, MO. The morning will consist of observations in classrooms focusing on student engagement, inquiry, problem solving skills, academic language, and higher order thinking. The afternoon will consist of Nixa teacher leaders coaching Soaring Heights teachers to increase their capacity to plan for deeper engagement using inquiry-based instruction. The following day, the teachers who attended will collaborate to plan elements of engaging instruction that were observed during the site visit. The committee will develop a timeline and priority goals for science improvement which will include professional development for all teachers in January. | N/A | $510 for substitutes and travel expenses 1% Building PD | Principal, Teacher Intern, 4 teacher leaders | November 6-7, 2023 | Demonstrated Results with Growth - High | ||
91 | The science improvement team will deliver professional development for all teachers during a PD inservice day. The PD will focus on increasing the use of acaemic language in the classroom, implementing Claim-Evidence-Reasoning practice across all content areas, and using phenomena and inquiry to boost engagement. | N/A | N/A | Principal, Teacher Intern, 4 teacher leaders | January 8, 2024 | Awareness & Understanding - Low | ||
92 | Students with IEPs will participate minimally in direct instruction of core curriculum in Science to the best extent possible as appropriate by the student's IEP. | N/A | N/A | Special Education teachers, Process Coordinator, Classroom Teachers | August - May | Demonstrated Results with Growth - High | ||
93 | Classroom teachers will participate in professional development to learn scaffolds to support students with IEPs and English Language Learners in the general education setting. A scaffold and a strategy of the month will be modeled during monthly Feedback Loop Learning Cycles and grade level teams will choose an upcoming lesson in which to implement the scaffold and strategy. The results of the scaffold and strategy will be revisited at the following month's Collaborative Learning cycle. | Teacher-leader created materials | N/A | EL Teacher, Special Education Teachers, Principal, Classroom Teachers | November - May | Awareness & Understanding - Low | ||
94 | A team of classroom teacher-leaders will attend the DESE-sponsored Learning Forward Conference. Teachers will attend sessions that focus on improving science outcomes in students. Attendees will present their findings at a staff meeting. | N/A | $1,952: Conference registration and travel expenses, Building 1% PD funds | Principal, 2 Teacher Leaders | Conference: January 29 - 30, 2024. Staff meeting presentation: February 7, 2024 | Awareness & Understanding - Low | ||
95 | A team of classroom teacher-leaders will attend the DESE-sponsored Powerful Learning Conference. Teachers will attend sessions that focus on improving science outcomes in students. Attendees will present their findings at a staff meeting. | N/A | $1,952: Conference registration and travel expenses, Building 1% PD funds | Principal, 2 Teacher Leaders | Conference: March 10 - 12, 2024. Staff meeting presentation: April 3, 2024 | Awareness & Understanding - Low | ||
96 | Two classroom teachers will offer after-school Science Club as tutoring and enrichment for interested students in grades 4-5. The club will meet for one hour once a week for 14 weeks. The club will focus on inquiry based investigations as a way to boost science achievement. The Science Club will culminate with a science night hosted by Club members and their families. | N/A | Club Sponsor Stipends $600 (Eagle Advantage), materials for investigations $500 (Student Activity Fund) | Science Team, Science Club Sponsor | January - May | Early Implementation - Medium | ||
97 | The school's Title I plan will be implemented. The plan will include utilization of resources to increase parental involvement, decrease disruptive student behavior, and increase student engagement in the classroom, all of which will lead to higher academic achievement. | N/A | Compensation for after school Taking Flight committee work for 11 staff $1,732.50 (SH Eagle Advantage), compensation for committee chairperson to plan committee meetings $300 (SH Eagle Advantage). Compensation for after school BIST committee work for 10 staff $1,575 and Committee Facilitator $300 (SH Eagle Advantage) | All school staff | As needed for the duration of the school year | Early Implementation - Medium | ||
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99 | District Strategic Plan Goal: | 1.3.1 The district attendance rate will meet or exceed projected targets of students in attendance as evaluated by the 90/90 attendance report annually. | ||||||
100 | 2027 SMART GOAL | Current Year Goal | Goal Met/Not Met | |||||
101 | 90/90 Student attendance will improve to 90% by 2027. | 75.00% | | |||||
102 | Proportional Attendance points will increase to 95% by 2027. | 86.00% | | |||||
103 | ADA/ADM measurement will increase to 95% by 2027. | 86.00% | | |||||
104 | Progress Monitoring as measured by attendance reporting in PowerSchool. | Goal | 10/25/23 | 1/24/24 | 4/3/24 | 5/24/24 | Goal Met/Not Met | |
105 | 90/90 | 84.93% | 83.63% | 75.00% | | |||
106 | Proportional | 89.00% | 88.57% | 86.00% | | |||
107 | ADA/ADM | 94.72% | 94.14% | 86.00% | | |||
108 | Action Step | Resource Need & Costs Include funding source | PD Needs & Cost Include funding source | Person(s) Responsible | Timeline | Fidelity of Implementation | ||
109 | Monitor attendance weekly, including absences and tardies | PowerSchool reports | N/A | Assistant Principal and At-Risk Coordinator | Weekly for the duration of the school year | Early Implementation - Medium | ||
110 | Documentation for medical absences will be requested from parents/guardians | N/A | N/A | Secretary, School Nurse, At-Risk Coordinator | As needed for the duration of the school year | Early Implementation - Medium | ||
111 | Call families and mail attendance letters to students who have missed 5, 7, and 10+ days of school | PowerSchool attendance form letters | N/A | Assistant Principal and At-Risk Coordinator | Weekly for the duration of the school year | Early Implementation - Medium | ||
112 | Families of students with 10+ absences will meet with our Assistant Principal to develop attendance plans which will include weekly intervention lessons with the At-Risk Coordinator | N/A | N/A | Assistant Principal and At-Risk Coordinator | As needed for the duration of the school year | Awareness & Understanding - Low | ||
113 | Meet with our Deputy Juvenile Officer to review absences and tardies. Refer families to the Jasper County Juvenile Office who have missed 10+ days of school | N/A | N/A | Deputy Juvenile Officer, Assistant Principal, and At-Risk Coordinator | Monthly for the duration of the school year | Early Implementation - Low | ||
114 | Students on attendance improvement plans will eat lunch with a school staff member and be rewarded with a snow cone when they have achieved their improvement goal. | Snow cone supplies will be purchased with funds from our Student Activity account | N/A | Assistant Principal and At-Risk Coordinator | As needed for the duration of the school year | Awareness & Understanding - Low | ||
115 | Individual students with perfect attendance each month will be recognized once a month during lunch. They will receive gum and will be in a group photo featured on the attendance bulletin board and social media. | Gum will be purchased with funds from our Student Activity account. | N/A | Assistant Principal and At-Risk Coordinator | Monthly for the duration of the school year | Awareness & Understanding - Low | ||
116 | The class with the highest attendance rate for the month will be recognized at our monthly character assembly. The class will be awarded a trophy and will participate in a fun, engaging activity or game on stage. The class will have a group photo featured on the attendance bulletin board and social media. | Gum and props for the games will be purchased with funds from our Student Activity account. | N/A | Assistant Principal and At-Risk Coordinator | Monthly for the duration of the school year | Early Implementation - Medium | ||
117 | One student with perfect or faithful attendance (95%) will be chosen at random to receive recognition each quarter. The student's photo will be featured on social media and the family will be provided with gift cards for a family dinner and a family activity. | PTO will provide donations of gift cards for quarterly attendance incentives. | N/A | PTO, Assistant Principal | Quarterly for the duration of the school year | Early Implementation - Low | ||
118 | One student per grade level with perfect attendance will be chosen at random each month to receive recognition. The student will be provided with a gift certificate for one free kids' meal from a local restaurant. | Local businesses have donated free meal certificates | N/A | Assistant Principal and At-Risk Coordinator | Monthly for the duration of the school year | Early Implementation - High | ||
119 | The class with the highest attendance rate each week will be rewarded with extra recess supervised by the Assistant Principal or At-Risk Coordinator. | N/A | N/A | Assistant Principal and At-Risk Coordinator | Weekly for the duration of the school year | Awareness & Understanding - Low | ||
120 | Students with perfect attendance will be featured on a thematic bulletin board each quarter. Two students from each grade level will be randomly selected to receive an attendance incentive (pizza party with the counselor). Their photo will be featured on social media. | N/A | Pizza paid for with funds from our Student Activity account | Counselor | Quarterly for the duration of the school year | Early Implementation - Medium | ||
121 | Classroom activities and team challenges will be scheduled during the first 35 minutes of the day to increase engagement and motivate students to arrive at school on time. | All materials and supplies needed for the challenges will be purchased with funds from our Student Activity account | N/A | Talking Flight Committee | Monthly for the duration of the school year | Early Implementation - High | ||
122 | The district will use agreed upon count dates for 90/90, Proportional Attendance, ADA/ADM and involvement in activities. | Powerschool, admin time, analysis requires no additional funding. | N/A | Executive Director of Student Services Building Principals | - Wed., October 25, 2023 - Wed., January 24, 2024 - Wed., April 3, 2024 | Full Implementation with Results - Medium | ||
123 | Parent Square notifications will be sent daily to all absent students. These notification will be text messages and push notification through the Parent Square app. Parents receiving the messages will be able to report absences through the messaging system. | Parent Square - District provided | N/A | Secretary | Daily as needed | Full Implementation with Results - High | ||
124 | Teachers will send direct messages through Parent Square to students who have missed two consecutive days of school. | Parent Square - District provided | N/A | Classroom Teachers | Daily as needed | Early Implementation - Medium | ||
125 | A parent-support committee will meet for students who are identified as Homeless and have missed 5, 7, or 10+ days of school. The committee will problem solve solutions and help connect parents with community resources to improve attendance. | N/A | N/A | McKinney Vento Coordinator, Assistant Principal, At-Risk Coordinator, Behavior Counselor, Classroom Teacher, Parent | As needed for the duration of the school year | Awareness & Understanding - Low | ||
126 | Participation in after school clubs (Running Club, etc.) will be promoted through photos featured on social media. | N/A | Club sponsor stipends will be paid for by Eagle Advantage funds. | Social Media Champion | Quarterly for the duration of the school year | Demonstrated Results with Growth - High | ||
127 | The school's Title I plan will be implemented. The plan will include utilization of resources to increase parental involvement, decrease disruptive student behavior, and increase student engagement in the classroom, all of which will lead to higher attendance rates. | N/A | Compensation for after school Taking Flight committee work for 11 staff $1,732.50 (SH Eagle Advantage), compensation for committee chairperson to plan committee meetings $300 (SH Eagle Advantage). Compensation for after school BIST committee work for 10 staff $1,575 and Committee Facilitator $300 (SH Eagle Advantage) | All school staff | As needed for the duration of the school year | Early Implementation - Medium | ||
128 |