School Improvement Plan
School Name: Whitlow Elementary School /
AdvancED Standards / FCS Departments /
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / Educational Leadership
Facilities and Operations
Finance and Operations
Food and Nutrition Services / Human Resources
Public Information and Communications
School Safety and Discipline
Special Education
Student Support Services / Superintendent
Teaching and Learning
Technology and Information Services
Transportation /
Continuous Improvement Goal / AdvancED Standards / Support from FCS Department(s)
All students will experience inquiry-based, rigorous, high-level, learning opportunities through the integration of STEM infused with literacy every day in every classroom. / Teaching and Assessing for Learning
Using Results for Continuous Improvement / Dedicated times for and specific resources of instructional and assessment practices that best support STEM literacy:
· Inquiry-based learning
· Higher-order thinking
· Unit design & lesson planning
· Writing across the curriculum
· Common STEM language and processes
Whitlow Elementary will become a Georgia STEM-certified school by the conclusion of the 2015-2016 school year. / Purpose and Direction
Resources and Support Systems / · Opportunities for teachers to achieve Science and Math endorsements for specialized certification
· Facilitation of the collaboration between Whitlow and other schools and community partners
· Support in writing the plan for an achieving final STEM certification
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: All students will experience inquiry-based, rigorous, high-level, learning opportunities through the integration and exploration of STEM (Math specific) infused with literacy every day in every classroom and will demonstrate their understanding through a variety of formal and informal assessments.
SMART Goals:
The percentage of students in grades 2-5 scoring proficient and exceeding proficient in Math will increase on the FCS Math Interim for the 2014-15 school year as measured by thegrowth from the Pre-Interim (September 2014) to the Post-Interim (February 2015) by the following measures:
Second Grade: Increase from 32% to 62%
Third Grade: Increase from 8% to 36%
Fourth Grade: Increase from 7% to 45%
Fifth Grade: Increase from 10% to 46%
School Name: Whitlow Elementary School Year: 2014-2015 /
Purpose and Direction
Governance and Leadership
X / Teaching and Assessing for Learning
Resources and Support Systems
x / Using Results for Continuous Improvement
/
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible? /
AdvancED Standard(s) /
Math-Focused RTI Groups and Strategies / If we use multiple pieces of student data to create student-centered math intervention and enrichment groups and strategies, then students will increase their math scores on CFAs and other classroom/school assessments. / Quarterly / Math Assessment Data
At-Risk/RTI Planning Meetings
Intervention/Enrichment Programs and Materials
Math Professional Learning
(Teachers and Admin/QWF)
Complete Technology Integration / If we provide opportunities to integrate technology into daily learning tasks through Its Learning, Flipped Classrooms, and other BYOT initiatives, then students will become digitally connected at school and at home and access technology as a tool for learning. / By the EOY 2014-2015 / Impact Groups
Its Learning Training
Differentiated Tech Training
Student/School Devices and Programs
(Teachers and ITS)
Collaborative team planning to design differentiation in the area of math instruction / If teachers plan and implement daily lessons that integrate differentiated strategies based on student data, then student performance in math will increase. / By the EOY 2014-2015 / Math Endorsement class
Advanced Content
Impact Groups
Power Planning/Unit Design
At-Risk/Data Teams Meetings
Math Literacy Strategies / If teachers effectively use provided instructional resources, scheduling and training to implement content-literacy strategies, then students will be engaged in integrated learning opportunities that connect acquired information to real-world applications and processes. / By the EOY 2014-2015 / Training on Effective Math Literacy Strategies
Power Planning for Unit Design
Interactive Math Notebooks and Vocabulary
(Teachers, Coach and Admin)
STEM-Focused School Opportunities
Use of Performance-Based and Informal Assessment Practices / If we promote STEM practices throughout the school curriculum and associated activities while planning common instructional tasks, then students will develop an understanding of STEM processes, vocabulary, and careers.
If teachers use performance-based tasks and informal assessment opportunities, then students will become proficient at demonstrating their knowledge and understanding outside of formal assessments at least 50% of the time. / EOY 2014-2015
By the EOY 2014-2015 / 5 E’s Training
Common STEM Practices/ Vocab
Continued use of the Science Lab and STEM Specials Integration
GO Days/Career Planning
(Teachers, Counselors, PTA)
PBA Training and Examples
Informal Assessment Models and Strategies
IKAN/GLOSS,
Number Talks
(Coach, Admin, CO Experts)
© 2013 FCS Public Information & Communications Dept.