2015-16 Cobb County School District Strategic Plan
Long Range Board Goal 1: Vary learning experiences to increase success in college and career pathways.
District Focus Areas and Priorities 2016-2019 / 2015-16 Aligned Actions and Measurements (Due June 30, 2015) / Focus PriorityFocus Area: / Focus Priorities:
(Based on priorities identified by IE2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD) / Key Actions:
(List as many actions as needed in each box.) / Measured by: (Formative and/or Summative) / Owner(s): / Resources
Needed: / Results
Of Key Actions:
(Due June 15, 2016) / Status:
NM = Not Met
IP = In Progress
M = Met
Vary learning experiences to increase success in college and career pathways. / 1. Organize student performance data through CTLS for full accessible use by teachers and school leaders.(S) (AdvED) / N/A / N/A / N/A / N/A / N/A / N/A
2. Organize, examine, and adjust instruction based on student progress monitoring data.(AD) / Use data routinely in order to differentiate instruction and adjust instructional focus.
Focus on special education support strategies and specialized instruction to impact student progress. / SLO assessments and analysis of teacher-created common formative and summative assessments; student grades/academic performance / All teaching faculty members / Thursday grade levels; SFSD/Cell tower funds for release & training / All teachers using data to address instructional needs. Ready to implement CTLS for 2016-17 school year. / IP
Durham is a Cohort 3 CTLS school.
3. Develop and deliver flexible formative assessments in all core content areas for monitoring student progress and adjusting instruction to meet individual student learning needs.(S) / Plan common formative and summative assessments for each instructional unit through collaborative teams / Formative: TKES observations, anecdotal, Unit Plans & Reflections
Summative: Student data on assessments (teacher created and state tests) / Teachers and Admin / Thursday grade levels; Release time through SFSD/Cell tower funds for training and planning / Common summative assessments are utilized in all subjects/ grade levels. / IP – focus now to be placed on formative assessment.
4. Align critical professional learning by grade level/content area and ensure access for all teachers. (AD) / Provide one release day per semester for data team training, analysis of assessments, and creation of common assessments / Data team results, CCRPI Scores, anecdotal, survey results / Admin / Thursday grade levels; SFSD/Cell tower funds for release & training / All teachers received 2 days to review Milestone data, plan assessments, and develop instructional plans to meet the needs of identified deficits. / IP – next year we will focus on data teams and the use of CTLS.
5. Increase percentage of students reading on grade level. (S)
(Based on CCRPI 2014 Reading Scores) / Implement Read 180 for our lowest 25%ile in 8th grade and our ELL students;
Identify by name students not reading on grade level (SRI or other district measure);
Provide RTI or other strategic intervention (Extended Day tutoring, etc.) for students below grade level;
Focus on student literacy and writing skills (continued from 2014-15) via engaging classroom strategies that integrate literacy into all content areas. / CCRPI scores, class performance, SRI scores, teacher assessments / Admin and teachers / Extended Day funds; Thursday grade levels; SFSD/Cell tower funds for release & training / RTI is now running much more effectively and students below grade level in reading are receiving more intensive reading instruction (Read 180 & System 44) / IP – Continue the focus in this area. Utilize CTLS data in addition to other assessments and scores to identify students needing intervention.
6. Increase percentage of student performance in math/algebra at every grade level. (S)
(Based on CCRPI ES-MS Math & HS Algebra Scores) / Invite students below the 30th percentile to Extended Day tutoring.
Identify by name those students not performing on grade level and provide strategic interventions to include:
- Wildcat Tutoring (Extended Day)
- SOS Club
- RTI process
- Study Skills Class
CCRPI scores, class performance, math scores, teacher assessments / Admin and math teachers / Thursday grade levels; SFSD/Cell tower funds for release & training;
SOS tutors / Still awaiting Milestone results.
End-of-Course test results were positive. / IP – Still awaiting Milestone results.
Continue interventions for students not performing on grade level.
7. Increase number of students academically completing every grade.(S) / Monitor actively, and provide interventions for students at risk of retention through the following methods:
RTI Process
Wildcat Tutoring
Study Skills
SOS Club / RTI Data Collection; monitored monthly / Teachers, Counselors, and Admin / None / The number of students in danger of retention was more than 40 at the end of the first semester. By the end of the 2nd semester, there were 11 students who did not earn promotion. / IP – This is a continuing goal.
8. Other:
(Priorities specific to school, division, or area. Can be multiple.) / Purchase, train teachers, and utilize Gizmos online resources in science and math classes to increase student engagement / Data team results, CCRPI Scores, anecdotal, survey results
CCRPI scores, class performance, math& science scores, teacher assessments / Principal & Science/Math teachers / Instructional funds / All science and math teachers received training and login info. The program was especially useful in science classes. Simulations were very helpful as instructional and reinforcement tools. / M- Gizmos has been integrate into the science curriculum. Other resource have been found more relevant and helpful for math.
The program has been re-purchased and new teachers will be trained.
Long Range Board Goal 2: Differentiate resources for students based on needs.
District Focus Areas and Priorities 2016-2019 / 2015-16 Aligned Actions and Measurements (Due June 30, 2015) / Focus PriorityFocus Area: / Focus Priorities:
(Based on priorities identified by IE2, AdvancEd-AdvED, Superintendent-S, and Academic Division-AD) / Key Actions:
(List as many actions as needed in each box.) / Measured by:
(Formative and/or Summative) / Owner(s): / Resources
Needed: / Results
Of Key Actions:
(Due June 15, 2016) / Status:
NM = Not Met
IP = In Progress
M = Met
Differentiate resources for students based on needs. / Identify local school innovations through system flexibility to increase student achievement.(IE2) / NA / NA / NA / NA / NA / NA
Divisionally support local school innovations identified through system flexibility for increasing student achievement.(IE2) / N/A / N/A / N/A / N/A / N/A / N/A
Provide targeted resources for students:
1. not reading on grade level (Lexile)
2. unsuccessful in Math/Algebra
(Based on 2014 CCRPI Math/Algebra
scores)
3. not on-track for graduation(S) / 1. Implement Read 180 in 8th grade and ELL classes; Provide all students in grades 6 and 7 with daily reading instruction as a separate course with a focus on reading skills and strategies.
2. Re-design Extended Day/Wildcat Tutoring Program to target specific weaknesses in each subject.
3. RTI process revamped to meet monthly and help teachers carve out time to discuss strategies to help students be more successful; Implementation of the Study Skills Connections class to support students struggling academically through targeted interventions, contracts, and support with organization, work habits, and work completion. / Data team results, CCRPI Scores, anecdotal, survey results
CCRPI scores, class performance, reading SRI scores, teacher assessments / Admin and teaching staff / Instructional funds to maintain Read 180 – and perhaps extend to 7th and 6th grades / Read 180 was very successful in 8th grade and will be expanded to 7th and 6th grades for those students below grade level in reading. Additionally, we will add System 44 for those students who need phonics and below basic reading instruction in all grade levels.
Study Skills showed tremendous success.
/ IP – More focus is needed on Extended Day program to best meet instructional need.
RTI Process will be managed by the counselors and grade level administrators. Study Skills class will continue.
Identify and provide resources to increase opportunities for advanced, on-level, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) / N/A / N/A / N/A / N/A / N/A
Other:
(Priorities specific to school, division, or area. Can be multiple.) / Provide a release day (1 per semester) to all content-area teams to work together to create and analyze common assessments, and create the plans to address student needs / Improved achievement data, student performance, CCRPI Achievement Score / Admin and teachers / SFSD and Cell Tower Funds (applied for) / All teachers received 2 days to review Milestone data, plan assessments, and develop instructional plans to meet the needs of identified deficits. / IP – next year we will focus on data teams and the use of CTLS.
Long Range Board Goal 3: Develop stakeholder involvement to promote student success.
District Focus Areas and Priorities 2016-2019 / 2015-16 Aligned Actions and Measurements (Due June 30, 2015) / Focus PriorityFocus Area: / Focus Priorities:
(Based on priorities identified by IE2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD) / Key Actions:
(List as many actions as needed in each box.) / Measured by:
(Formative and/or Summative) / Owner(s): / Resources
Needed: / Results of Key Actions:
(Due June 15, 2016) / Status:
NM = Not Met
IP = In Progress
M = Met
Develop stakeholder involvement to promote student success. / Seek and evaluate stakeholder input for critical processes. (AdvED) / Review stakeholder survey data with staff during pre-planning and with School Council
Implement initiatives based on data:
- Admin attend weekly collaborative meetings
- Team Leaders meet monthly with principal to discuss current issues
- RTI process - teams meet monthly
- 504 & RTI process are managed by counselors, mentored by SSA
- Data teams meet each Wednesday to create common assessments and plan for instruction, remediation, and enrichment.
CCRPI scores, class performance, math scores, teacher assessments; course syllabus / Admin and teachers / SFSD and Cell Tower Funds (applied for) / Durham received 5-Star Climate Rating for CCRPI / IP -
Continued focus to maintain and improve in all areas.
Grading consistency will require further work – and CCSD has some new grading parameters in place that will be new in 2016-17.
More focus is needed on building valuable Partnerships with local businesses.
Other:
(Priorities specific to school, division, or area. Can be multiple.) / Continue to build and develop the DMS Foundation
Improve parent perception of school by updating/refreshing the building, partnering with churches and community businesses.
Increase number of Partners in Education and program offerings (school play, etc.)
Provide clear and consistent parent and staff communication by streamlining PTSA eblasts on Sundays, School e-blasts on Wednesdays, and Friday memo to all staff members. / Stakeholder survey data; school climate rating / Principal / None
Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence.
District Focus Areas and Priorities 2016-2019 / 2015-16 Aligned Actions and Measurements (Due June 30, 2015) / FocusPriority
Focus Area: / Focus Priorities:
(Based on priorities identified by IE2, AdvancEd-AdvED, Superintendent-S, and Academic Division-AD) / Key Actions:
(List as many actions as needed in each box.) / Measured by:
(Formative and/or Summative) / Owner(s): / Resources Needed: / Results of Key Actions:
(Due June 15, 2016) / Status:
NM = Not Met
IP = In Progress
M = Met
Recruit, hire… / Seek and hire teachers who meet the qualifications for a highly effective teacher. (IE2) / Re-design interview questions to promote better, more in-depth interviews.
Hire special education teachers for special education openings to change the culture of SPED at Durham / Survey data, retention, and school climate ratings / Principal / None
Seek and hire school administrators who meet the qualifications for a highly effective school leader and who are best suited for the school’s environment.(IE2) / N/A / N/A / N/A / N/A / N/A
Support and retain employees for highest levels of excellence. / Support local school teachers and leaders to improve retention rate.(IE2) (S) / N/A /
N/A / N/A / N/A / N/A
Ensure that teachers are highly trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring.(AD) / Assign all new staff members a mentor.
Meetings weekly with all new special education teachers and the SSA to assist in meeting timelines, answering questions, etc.
Hold weekly grade level meetings to address data team needs, instructional strategies, assessment strategies, and student progress monitoring methods (CTLS, iRespond, benchmarks, etc.) / Trend data from surveys, observation, student performance on common assessments, and stakeholder feedback (teachers, parents, students); teacher retention rate / Administration and teachers / Mentors, trainings in progress monitoring/data teams
Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES). / N/A / N/A / N/A / N/A / N/A
Use results of TKES and LKES to improve professional performance (IE2) / Reflect upon instruction, administration, and current practices. / Trend data from surveys, observation, student performance on common assessments, and stakeholder feedback (teachers, parents, students) / Admin and teaching staff / None
Other:
(Specific to school, division, or area. Can be more than one.)
Key Trend Data
Indicator / 2012 / 2013 / 2014 / 2015 / 2014 District MeanElem. / Middle / High
4-Year
Graduation Rate
(Data Source: CCRPI) / N/A / N/A / N/A / N/A / N/A / N/A / 78.2%
5-Year
Graduation Rate
(D.S: CCRPI) / N/A / N/A / N/A / N/A / N/A / N/A / 78.8%
Lexile Levels
5th grade
(D.S.: CCRPI) / N/A / N/A / N/A / N/A / 75% / N/A / N/A
Lexile Levels
8th grade
(D.S.: CCRPI) / 95.8 / 93.5 / 94.7 / TBD / N/A / 82% / N/A
Lexile Levels
11th grade
(D.S: CCRPI) / N/A / N/A / N/A / N/A / N/A / N/A / 56%
On-Track for
Graduation / 85.7 / 85.8 / 58.2 / TBD (Feb) / 90% / 88% / 78%
Career
Ready / 100% / 100% / 100% / TBD / 95% / 92% / 55%
Advanced
Academics / NA – Sept / NA – Sept / NA – Sept / NA-Sept / 15% / 40% / 50%
Stakeholder
Satisfaction
(Annual AdvancED Survey) / NA / NA / 78.4% / 80.4% / 89% / 76% / 73%
CCRPI Score / 90.7 / 91.8 / 88.9 / TBD (Feb) / 73 / 81 / 76
Iowa Reading
Grade 3 / N/A / N/A / N/A / N/A / 69% / N/A / N/A
Iowa Reading
Grade 7 / Not available / 82.4% / 77.2% / 76.5% / N/A / 60% / N/A
Middle School Level Calculation Guide
Indicator / Description / Numerator / Denominator / Details and Data SourcesLexile Levels
Middle
Schools / Percent of students in grade 8achieving a Lexile measure greater than or equal to the following on the EOG: 1050 / Students scoring
a Lexile measure
≥ 1050 (8th) / Students with
a valid Lexile score
on the EOG / Data for this element is extracted from the EOG data file and include students with valid scores.
On-Track for
Graduation / Percent of students in grade 8 passing at least four courses in core content areas (ELA, Math, Science, Social Studies, and World Language) / Unduplicated count of grade 8 students passing courses in four core content areas (ELA, Math, Science, Social Studies, and World Language) / Total enrollment in grade 8 / Data extracted
from Synergy Gradebook
Career
Ready / Percent of students with a complete state-defined Individual Graduation Plan by the end of grade 8 / Unduplicated count of students in grade 8 with a complete IGP / Total enrollment in grade 8 / Will be collected via Student Records
Advanced
Academics / Percent of students enrolled in Middle School AC classes / Unduplicated count of students in grades 6-8 enrolled in Middle School AC classes / Total Enrollment of grades 6-8 / Course information in Synergy
Stakeholder
Satisfaction / Percent ofpositive responses to all items included on theAdvancEdsurveys (parents, students, staff) / Number of positive ("Strongly Agree" and "Agree") responses on the AdvancEd surveys / Total number of responses excluding "No Answer" or "No Basis to Judge" / School Improvement Survey Report, Page 2 - Provided by the Office of Accountability
Iowa Reading
Grade 7 / Percentage of students in grade 7, scoring on-grade level in reading
(On-grade level = 7.1 or above) / Number of 7th grade students scoring on-grading in reading / Number of 7th grade students with a valid test score in reading / Riverside Data Manager
CCRPI / State accountability system whereby Georgia schools earn up to 100 points, based on required performance measurements / NA / NA / Georgia DOE