School Improvement Plan

2021 – 2024

General Improvement Plan Information

School Allen Elementary
Principal Felicia Thompson
SIP Team Lead Felicia Thompson
Grades Served Kindergarten-5th
Factors used by the District to Identify Students in Poverty (All Schools) – Check One Box
☒ Community Eligibility Provision (CEP)
☐ Free/Reduced Meal Application
Federal Funding Options to be Employed in this Plan (Title I Schools Only) – Check One Box
☐ Traditional Funding (All Federal Funds are Budgeted Separately)
☒ Consolidated Funds (State/Local and Federal Funds are Consolidated)

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 TEAM MEMBERS
The comprehensive needs assessment (CNA)/school improvement plan (SIP) team consists of people who are responsible for working collaboratively
throughout the CNA/SIP process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the
ability to ensure stakeholder involvement. Documentation of team member involvement must be maintained by the school.
Schools must ensure they are incorporating a paraprofessional in the process.
Name Position
Aetavia Williams Principal
Kathleen Houston Assistant Principal or Dean
Angelia Brooks Academic Coach
Steven Ring Teacher
Amy Hall Teacher
Karie Tillett Teacher--SPED
Amanda Whitfield Teacher--ESOL
Taylor May Paraprofessional
Tamara Reyes Family Engagement Re[presentative
Rachael Morrison Parent
Nicole Thompson Parent
Julie Allen Business/Community Partner
Lucy Collier Business/Community Partner
N/A GaDOE (SI schools only)
N/A RESA (SI schools only)
ADDITIONAL TEAM MEMBERS
Name Position

How will the team ensure that stakeholders are able to provide meaningful feedback throughout the CNA/SIP process?
Stakeholders will be invited to Leadership Team meetings, ZOOM availability for members unable to attend in person, during which we will have small group
collaboration, share-out, whole team discussions to present trending academic data and perception data.

OUR SCHOOL MISSION

At Allen Elementary, our mission is to inspire and empower knowledge to all students so that all achieve excellence without exception

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 OUR SCHOOL VISION
Our mission is to inspire and equip all students to achieve unlimited potential.

OUR SCHOOL PURPOSE

At Allen Elementary, we are a beacon of educational excellence where all are known, valued, and inspired.

OVERARCHING NEEDS
Category
(Check the
Overarching Needs in Prioritized Order Root Cause(s) applicable box)
1. Improvement in Student Reading Comprehension  Students struggle with phonics. ☒ Instructional
2. Early Literacy: Student Display an issue with phonemic  Reading Fluency ☐ Climate
awareness, which affects all areas of reading.  Reading Comprehension: Difficulty in student retaining
3. School-wide Poor Writing Skills information
4. Lack of Basic Math Skills  Students are in need of basic mathematical foundations
 There were issues with PBIS not being done with ☐ Instructional
1. Social-Emotional Learning (SEL)/PBIS: How to address
fidelity. There was not enough instant gratification, ☒ Climate
problem behaviors in the classroom
and there was inconsistency with point structure
2. How to address problem behaviors and continue
from classroom to classroom.
instruction

IMPORTANT
As you develop your school’s Improvement Plan (SIP), the actions in the plan need to align with the district’s CNA Overarching Needs/DIP Goals as well as the
Powerful Practices, Opportunities for Improvement and Improvement Priorities from the last AdvancED review.

DISTRICT COMPREHENSIVE NEEDS ASSESSMENT (CNA)/IMPROVEMENT PLAN

Overarching Needs
1. Provide leadership development
2. Address individual student needs
Improvement Plan Goals
1. By July 2022, MCSD will have implemented the first 3 tiers of its leadership development program (Aspiring Principal cohort,
Assistant Principals, 1st & 2nd year Principals) and developed the next tier (all Principals) for FY 2023 implementation as well as provide
pertinent leadership development training in alignment with the district's mission and vision.
2. By July 2022, 100% of teachers will implement evidence-based Tier 1 instructional strategies through the standards-based classroom
framework with 80% of teachers implementing them effectively as measured by student achievement across content areas and student
Lexile scores as well as progress on individual school improvement plans.

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 3. By July 2022, all MCSD schools will implement a Core Four area of Personalized Learning with cohorts of teachers who participate in
training and implement practices around the identified Core Four area as measured by status reports, walk-throughs and survey
feedback.
4. By July 2023, all MCSD schools will implement Multi-Tiered System of Supports (MTSS) at a “Developing” level or higher as measured
3. Monitor progress (applies to all 4 goals)
by the School MTSS Fidelity of Implementation Rubric.
5. By July 2022, MCSD will increase awareness of and adherence to the district’s Mission, Vision and Values to create a “Culture of
4. Create a Culture of Kindness
Kindness” for all stakeholders as measured by stakeholder surveys and a reduction in office discipline referrals.

ADVANCED ENGAGEMENT REVIEW FOR ACCREDITATION (FALL 2017)

Powerful Practices
1. The Muscogee County School District is exceptional in engaging stakeholders to support achievement of the system’s purpose and direction through the development
and maintenance of strong relationships with regular and positive communication among community partners, system staff, students and parents.
2. The Muscogee County School District fosters a culture of collaboration, excellence and pride that is evident across all levels of the organization.
3. The Muscogee County School District analyzed its existing utilization of resources and crafted an exceptional plan to prioritize and reorganize resources in order to
provide a more structured support system aligned to the organization’s needs resulting in greater student performance and system effectiveness.
Opportunities for Improvement
1. Design and implement a defined process to review and revise, as indicated, the system and schools’ purpose and vision on a regular basis.
2. Develop, implement and regularly monitor clearly defined system-wide practices to coordinate learning support services that meet the multi-tiered learning needs of
all learners.
3. Align system resources and instructional support with school-based practices to ensure the fidelity of implementation of the collection, analysis and utilization of
formative and summative data for increased student learning, achievement and growth.
4. Develop and implement professional development strategies that focus on utilization of digital resources as an integral component of content delivery.
Improvement Priorities
1. Strengthen and monitor professional learning communities to evaluate, interpret and utilize data for personalized learning and differentiated instruction to increase
learning, achievement and growth.
2. Develop and implement a comprehensive professional development plan that addresses the training needs of instructional, instructional support and leadership staff.

2021 – 2024 OVERARCHING NEEDS & GOALS

District Overarching Need SIP Goal
By July 2022, all MCSD schools will implement a Core Four area of
Address individual student needs Personalized Learning with cohorts of teachers who participate in
training and implement practices around the identified Core Four area

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School Overarching Need
Address individual student needs
Address individual student emotional needs
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with 85% fidelity as measured by status reports, walk-throughs and
survey feedback.
SIP Goal (SMART process goal, not an outcome goal)
By May 2024, 100% of the Allen Elementary staff
will be trained in Personalized Learning under the Core Four area of
Targeted Instruction in all content areas with 85% of the Staff
implementing with fidelity as measured by progress monitoring, walk-
throughs, and feedback.
By May 2024, 100% of the Allen Elementary staff will be trained in the
Social Emotional Learning (SEL) processes with 85% of the Staff fully
implementing the processes with fidelity as measured by progress
monitoring, data collection, and feedback.
 SHORT TERM ACTION PLAN
FALL 2021
PERSONALIZED LEARNING

By May 2024, 100% of the Allen Elementary staff will be trained in Personalized Learning, under the Core Four
area of Targeted Instruction in all content areas with 85% of the staff implementing with fidelity as measured by
FALL 2021
progress monitoring, walk-throughs, and feedback.
INSTRUCTIONAL
FOCUS

Evaluation of Implementation & ROI

Implementation Progress
Timeline Monitoring Progress
Impacted Funding Position(s) (do not use Method & Monitoring
Action Steps Subgroup(s) Source(s) Responsible ongoing) Frequency Artifacts/Evidence Status
• Teachers create Principal, AP,
heterogeneous/homogenous ALL COF Academic Coach, weekly
PLC Minutes
student groups based on Grade Level Chair
Focus Walks Choose an item.
data consistently. Intended Effectively planning and implementing criteria for success (CFS) and exemplars
Lesson Plans
Outcomes: across the curriculum will create common language between standards, teachers, and
students on learning outcomes
• Teachers review multiple ALL COF Teachers weekly
sources of student data to
PLC Minutes
identify the instructional Effectively planning and implementing criteria for success (CFS) and exemplars
Intended Lesson Plans Choose an item.
needs of students. across the curriculum will create common language between standards, teachers, and
Outcomes: Focus Walks
students on learning outcomes

• Teachers modify the Principal, AP, Peer Observation

ALL COF weekly/monthly
delivery of lessons for Academic Coach Forms
more groups of students. Choose an item.
Intended Professional development for think alouds based on teacher readiness will provide Reflection Notes
Outcomes: individualized support for teachers
Focus Walks
ALL COF Teachers monthly Peer Observation
 The teacher will schedule
Forms
peer observations and do Intended Professional development for think alouds based on teacher readiness will provide Choose an item.
follow-up conferences Outcomes: individualized support for teachers
Reflection Notes

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 SHORT TERM ACTION PLAN
Spring 2022
PERSONALIZED LEARNING
SPRING 2022 By May 2024, 100% of the Allen Elementary staff will be trained in Personalized Learning, under the Core Four area of Targeted Instruction in all
content areas with 85% of the Staff implementing with fidelity as measured by progress monitoring, walk-throughs, and feedback.
INSTRUCTIONAL
FOCUS
Evaluation of Implementation & ROI
Progress
Implementation Monitoring Progress
Impacted Position(s) Timeline Method & Monitoring
Action Steps Subgroup(s) Funding Source(s) Responsible (do not use ongoing) Frequency Artifacts/Evidence Status
Principal, AP,
Survey Forms
Leaders will monitor the ALL COF Academic Coach, Quarterly
Monthly PLC
administration and use of Leadership Team
Minutes Choose an item.
data from focus walks Intended Outcomes: Effective and on-going use of student surveys will provide feedback of learning styles and
Focus Walks
preferences for targeting instruction
ALL COF Teachers Weekly Survey Forms
The teacher will
Student Data
administer and use data
from weekly IXL, Lexia, Intended Outcomes:
Effective and on-going use of student surveys will provide feedback of learning styles and Notebook Choose an item.
preferences for targeting instruction Work samples
Achieve Data
PLC Minutes
Principal, AP,
ALL COF Weekly
The leader will monitor Academic Coach Focus Walks
vocabulary instruction The effective ongoing use of vocabulary instruction will increase student comprehension and Lesson Plans Choose an item.
Intended Outcomes:
Lexile
The teacher will ALL COF Teachers Weekly
intentionally look at the
intent of the standard and Lesson Plans
pull out key vocabulary
Intended Outcomes:
The effective ongoing use of vocabulary instruction will increase student comprehension and Assessment Data Choose an item.
words to tartet with Lexile
examples and non-
examples
The Leader will set Principal, AP,
ALL COF Monthly
criteria for selecting Academic Coach
Feedback Form
model classrooms,
Debriefing Form
provide an observation The effective and ongoing use of model classrooms to observe the teacher modeling of the
Lesson Plans Choose an item.
schedule, and monitor Intended Outcomes: learning process (think alouds and metacognition) and vocabulary acquisition will provide
Focus Walks
implementation of individualized teacher support and uniformity
observed strategies
The teacher will observe Feedback Form
in selected/assigned
ALL COF Teacher Monthly
Debriefing Form Choose an item.

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model classroom, Lesson Plans
complete feedback form, The effective and ongoing use of model classrooms to observe the teacher modeling of the
debrief with peer, and Intended Outcomes learning process (think alouds and metacognition) and vocabulary acquisition will provide
implement observed individualized teacher support and uniformity
strategies

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 YEAR 1
PERSONALIZED LEARNING PD PLAN

PROFESSIONAL DEVELOPMENT PLAN 2021 – 2022

Offerings Training Topic(s) SIP Goal(s) Addressed Progress Monitoring Method
By May 2022, 100% of the Allen
Elementary staff
Monitored by: Administration
will be trained in Personalized
August, 2/Pre-Planning 2021: Focus : and Leadership Team
Learning, under the Core Four
 Create routines and procedures for students to work in groups area of Targeted Instruction in
Artifacts: Student work samples,
PD Day #1  Gather data from multiple sources such as unit assessments, unit pre- all content areas with 85% of the
Lesson Plans, Exit Tickets,
tests, digital content (Achieve 3000, Lexia, and IXL) to create lessons. staff implementing with fidelity
Teacher Reflection
as measured by progress
monitoring, walk-throughs, and
feedback.

By May 2022, 100% of the Allen

Elementary staff
will be trained in Personalized Monitored by: Administration
Learning, under the Core Four and Leadership Team
January 5/February 2022: Focus: Going Deeper: Check for Understanding of Target
area of Targeted Instruction in
Instruction. Focus Walk Review, Analyze data to identify instructional needs of
PD Day #2 all content areas with 85% of the Artifacts: Student work samples,
students.
staff implementing with fidelity Lesson Plans, Focus Walk
as measured by progress Information, Teacher Reflection
monitoring, walk-throughs, and
feedback.

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 SHORT TERM ACTION PLAN
FALL 2021
CLIMATE
FALL 2021 By May 2024, 100% of the Allen Elementary staff will be trained in the Social Emotional Learning (SEL) processes with 85% of the Staff fully
CLIMATE implementing the processes with fidelity as measured by progress monitoring, data collection, and feedback.
FOCUS
Evaluation of Implementation & ROI
Implementation Progress Monitoring
Impacted Position(s) Timeline Method & Progress Monitoring
Action Steps Subgroup(s) Funding Source(s) Responsible (do not use ongoing) Frequency Artifacts/Evidence Status
Teach and review PBIS Coach, AP,
PBIS expectations & ALL COF Counselor, Teachers, Beginning of Q1
rules to new Staff and Support Staff
PBIS Focus Walks
students. Introduction For teachers to be knowledgeable of the PBIS Framework/Second Step Curriculum and SEL Focus Walks Choose an item.
to Second Step Intended Outcomes: consistently implement expectations with fidelity so that students will demonstrate school wide Learning Plans
Curriculum (SEL) expectations.

PBIS Coach, AP,

ALL COF Counselor, Teachers, Beginning of Q1
Review and/or create Learning Walk Tool
Support Staff
PBIS/SEL teacher and DOJO Graphs
For teachers to be knowledgeable of the PBIS Framework/Second Step Curriculum and Choose an item.
student recognitions PBIS Rewards
consistently implement expectations with fidelity so that students will demonstrate school wide
(week/month/year) Intended Outcomes: Reports
expectations.

PBIS Coach, AP,

Counselor, Principal,
ALL COF Beginning of Q1
Analyze Data and Academic Coach,
Learning Walk Tool
Analysis to improve Teachers
Learning Plans Choose an item.
student behavior. SEL For teachers to be knowledgeable of the PBIS Framework/Second Step Curriculum and
Focus Walks consistently implement expectations with fidelity so that students will demonstrate school wide
Intended Outcomes:
expectations.

AP, PBIS Team, Beginning of Q1 and PBIS Look Fors Tool

ALL COF Choose an item.
Students throughout year Learning Walk Tool

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 For teachers to be knowledgeable of the PBIS Framework/Second Step
Intended Outcomes: Curriculum and consistently implement expectations with fidelity so that students will
demonstrate school wide expectations.
Determine Tier 2
strategies for repeat
For teachers to be knowledgeable of the PBIS Framework and consistently implement
offenders
Intended Outcomes: expectations with fidelity so that scholars will demonstrate school wide expectations.

SHORT TERM ACTION PLAN

SPRING 2022
CLIMATE
SPRING 2022 By May 2024, 100% of the Allen Elementary staff will be trained in the Social Emotional Learning (SEL) processes with 85% of the Staff fully
CLIMATE implementing the processes with fidelity as measured by progress monitoring, data collection, and feedback.
FOCUS
Evaluation of Implementation & ROI
Implementation Progress Monitoring
Impacted Position(s) Timeline Method & Progress Monitoring
Action Steps Subgroup(s) Funding Source(s) Responsible (do not use ongoing) Frequency Artifacts/Evidence Status
Bi-monthly
PBIS Team will Principal, AP, PBIS beginning second Focus
ALL COF
schedule and conduct Coach, PBIS Team semester until end of Walk Forms
Second Step Walks year Observation Choose an item.
with specific Look For teachers to be knowledgeable of the PBIS Framework/SEL Instruction and consistently Schedule
Intended Outcomes:
fors and feedback implement expectations with fidelity so that students will demonstrate school wide expectations. Feedback Form

Faculty and Staff to AP, PBIS Coach, Beginning of second

ALL COF Training Agenda
receive training and Counselor semester
Sign-In Sheets
coaching on Tier II For teachers to be knowledgeable of the PBIS Framework/SEL Instruction and consistently
Schedule Choose an item.
Behavior Intended Outcomes: implement expectations with fidelity so that students will demonstrate school wide expectations.
ODR/SWIS Data
Interventions
Beginning of second
Leadership Team will Leadership Team
ALL COF semester until end of IC Contact Log
monitor ratio of Teachers
school wide positive
year Choose an item.
For teachers to be knowledgeable of the PBIS Framework/SEL Instruction and consistently
feedback and praise Intended Outcomes:
implement expectations with fidelity so that scholars will demonstrate school wide expectations.

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12
 YEAR 1
CLIMATE
PROFESSIONAL DEVELOPMENT PLAN 2021 – 2022
Offerings Training Topic(s) SIP Goal(s) Addressed Progress Monitoring Method
By May 2024, 100% of the
Monitored by: Administration,
Allen Elementary staff will be
Instructional-Based Faculty and
trained in the Social Emotional
August Pre-Planning 2021 Training: Teacher Introduction to Social Emotional Staff, PBIS Team, Leadership
Learning (SEL) processes with
Learning Concept and Second Step Curriculum. Teach and review PBIS expectations & Team
85% of the Staff fully
PD Day #1 rules to new Staff and students
implementing the processes with
Artifacts: SEL/PBIS Focus Walk
fidelity as measured by progress
Data SWIS Data
monitoring, data collection, and
feedback.

By May 2024, 100% of the

Allen Elementary staff will be
Monitored by: Administration,
trained in the Social Emotional
Instructional-Based Faculty and
Learning (SEL) processes with
October 11, 2021 Training: Review of SEL/Second Step Focus Walk Data Staff, PBIS Team, Leadership
85% of the Staff fully
PD Day #2 Booster PBIS Training Team
implementing the processes with
fidelity as measured by progress
Artifacts: SEL/PBIS Focus Walk
monitoring, data collection, and
Data SWIS Data
feedback.

By May 2024, 100% of the

Allen Elementary staff will be
Monitored by: Administration,
trained in the Social Emotional
Instructional-Based Faculty and
Learning (SEL) processes with
Staff, PBIS Team, Leadership
85% of the Staff fully
PD Day #3 January 5, 2022 Training: PBIS/SEL Focused training based on teacher/student needs. Team
implementing the processes with
fidelity as measured by progress
Artifacts: SEL/PBIS Focus Walk
monitoring, data collection, and
Data SWIS Data
feedback.

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 REQUIRED QUESTIONS

In developing this plan, briefly describe how the school sought advice from various stakeholders (ex. teachers, Staff, other school leaders,
paraprofessionals, specialized instructional support personnel, parents, community partners and other stakeholders).

The CNA/SIP Team reflects stakeholders from all areas of JD Davis:

Grade Level Chair Teachers—1 per grade level
Media Center Specialist
Counselor
Parent Liaison
Intervention Teacher
Lead SPED Teacher
Academic Coach
Assistant Principal
Principal
Parent
Community Stakeholder
The team met 2-3 times weekly from April-May to analyze data, determine needs, prioritize needs, identify root causes, and create the SIP from
input from all stakeholders. Notebooks with all needed perception data, academic trending data, and additional information were provided to
the CNA/SIP Team. The facilitators provided multiple opportunities for group and individual share outs and reflections.

Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically
addressing the effects on all subgroups of students.

The Team will focus on building relationships with students and parents. Teachers will implement engaging lessons. The instructional day will
include daily Morning Meetings and Social Emotional Lessons.
Our 3 Year Climate SIP Goal is focused on effectively implementing Tier 1 and Tier 2 of the PBIS Framework.

Elementary Schools Only

Describe how the school will support, coordinate and integrate services with early childhood programs at the school level, including strategies for
assisting pre-school children in the transition from early childhood education programs to the elementary school.
Also, describe what supports and/or services will be put into place to support 5 th grade students in their transition to middle school.
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 We will have a designated day to host parents and upcoming kindergarteners to provide opportunities for them to::
 Meet the teachers
 Tour the building
 Receive an overview of the kindergarten program and school-wide expectation
 Receive a pre-assessment to provide data to be used to plan instruction

To support 5th-grade scholars in transitioning to Middle School:

 We invite Admin/Faculty from our feeder Middle Schools to come and present an overview of Middle School expectations, curriculum,
extra-curricular activities and provide a Question/Answer Session for our students
 We offer a Parent Meeting for parents who have students moving/transitioning into Middle School

In addition, we hold a school-wide Transition Day:

 scholars have an opportunity to meet with the teachers of the next grade level, answer questions, and do fun activities to help them in
transitioning up to the next grade level.

Middle Schools Only

Describe how the school will support, coordinate and integrate services with elementary schools, including strategies for 5th grade students in the
transition from elementary school to middle school.
Also, describe what supports and/or services will be put into place to support 8 th grade students in their transition to high school.

Describe how the school will ensure that enrolled low-income and minority students are not served at disproportionate rates by ineffective, out-of-
field or inexperienced teachers.

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