Comprehensive Needs Assessment

2021 School Report

Muscogee County School District

Allen Elementary School
 TEAM LEAD
Name Felicia Thompson
Title Principal
Email Thompson.Felicia.D@muscogee.k12.ga.us
Phone 706-748-2418
REQUIRED TEAM MEMBERS
Name Position/Role
Felicia Thompson Principal
Kathleen Houston Assistant Principal or Dean
Angelia Brooks Academic Coach
Steven Ring Teacher
Amy Hall Teacher
Karie Tillett SWD Teacher (when applicable)
Amanda Whitfield ESOL Teacher (when applicable)
Taylor May Paraprofessional
Rachel Daniel Family Engagement Representative
Racheal 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/Role

1
 INSTRUCTIONS: For the next 5 pages, rate collaboratively with your SIP Team where you are with the 5 Systems in Georgia’s Continuous
Improvement Process by checking the box for Exemplary, Operational, Emerging or Not Evident for each Structure
Structure Structure Description
The structure of the
instructional system in which
CI-1 teams plan what the students
Planning for should know and do, and
quality determine how their students
instruction will show they “know” the
content and can “do” a skill or
performance task
The structure of the
instructional system that guides
teachers in how they introduce
CI-2 content, practice its use along
Delivering with the students, and then
quality allow students to use the
instruction content on their own while
providing students regular
standards-based Feedback to
gain mastery of the content
The structure of the
instructional system that
CI-3
methodically discovers if the
Monitoring
students are getting the
Student
content, and what to do about it
Progress
when they are getting it or are
not getting it
The structure of the
instructional system that
CI-4 Refining
examines how to improve the
the
planning for quality instruction,
Instructional
delivering quality instruction,
System
and monitoring student
progress
COHERENT INSTRUCTIONAL SYSTEM
Exemplary
☐The targeted set of processes
that support the effective
implementation of this structure
is pervasive and consistent and
could serve as an exemplar for
other schools/districts to
emulate. The implementation is
clearly linked to increased
student achievement.
☐ The targeted set of processes
that support the effective
implementation of this structure
is pervasive and consistent and
could serve as an exemplar for
other schools/districts to
emulate. The implementation is
clearly linked to increased
student achievement.
☐ The targeted set of processes
that support the effective
implementation of this structure
is pervasive and consistent and
could serve as an exemplar for
other schools/districts to
emulate. The implementation is
clearly linked to increased
student achievement.
☐ The targeted set of processes
that support the effective
implementation of this structure
is pervasive and consistent and
could serve as an exemplar for
other schools/districts to
emulate. The implementation is
clearly linked to increased
student achievement.
Operational Emerging Not Evident
☒ An organized, intentional, explicit set of ☐ Efforts are being made to ☐ Little, if any,
processes is routinely used by teachers of develop and implement the evidence exists of a
content areas to plan collaboratively at least targeted set of processes that targeted set of
once weekly using data to inform the creation support the effective processes that
and implementation of rigorous curriculum implementation of this structure, support the
and assessment tools that are aligned to the but the implementation is still in effective
required standards. the developmental stage and has implementation of
not yet reached a level of this structure.
consistent, routine practice.
☒ An organized, intentional, explicit set of ☐ Efforts are being made to ☐ Little, if any,
processes is routinely used by teachers of all develop and implement the evidence exists of a
content areas to deliver quality instruction as targeted set of processes that targeted set of
they (a) introduce content by setting learning support the effective processes that
targets, (b) practice its use along with implementation of this structure, support the
students, (c) actively engage students in using but the implementation is still in effective
the content on their own with evidence- the developmental stage and has implementation of
based instructional practices, (d) provide not yet reached a level of this structure.
timely and individualized Feedback to consistent, routine practice.
students, (e) build student capacity to self-
monitor, and (f) meet specific learning needs
of students.
☒ An organized, intentional, explicit set of ☐ Efforts are being made to ☐ Little, if any,
processes is routinely used by teachers of all develop and implement the evidence exists of a
content areas to continuously monitor targeted set of processes that targeted set of
student mastery of required standards using a support the effective processes that
balanced blend of assessments (diagnostic, implementation of this structure, support the
formative, and summative) to support but the implementation is still in effective
individual learning needs by providing the developmental stage and has implementation of
systematic, data-driven interventions and not yet reached a level of this structure.
enrichment. consistent, routine practice.
☒ An organized, intentional, explicit set of ☐ Efforts are being made to ☐ Little, if any,
processes is routinely used by school/district develop and implement the evidence exists of a
leadership to progress monitor the targeted set of processes that targeted set of
effectiveness of collaborative planning and support the effective processes that
instructional delivery to determine if implementation of this structure, support the
substantial improvement is occurring in but the implementation is still in effective
student learning, and to guide the creation the developmental stage and has implementation of
and implementation of next steps in the work not yet reached a level of this structure.
of school/district improvement. consistent, routine practice.

Structure Structure Description
EL-1 Creating
The structure of the
and
leadership system that
maintaining a
ensures that the school
school
allows both adults and
climate and
children to put learning at
culture
the center of their daily
conducive to
activities
learning
The structure of the
leadership system that
EL-2
develops others to
Cultivating
accomplish the group’s
and
purpose and encourages
distributing
the development of
leadership
leadership across the
organization
EL-3 Ensuring The structure of the
high quality leadership system that
instruction in reduces the variability in
all the quality of instruction
classrooms across all classrooms
An organized, intentional,
explicit set of processes is
EL-4
routinely used by the
Managing
principal to plan, direct, and
the school
monitor the use of available
and its
resources to effectively
resources
support increased student
achievement.
The structure of the
leadership systems that
EL-5 Driving
methodically, intentionally,
improvement
and effectively improves
efforts
the schools major systems,
structures, and processes
EFFECTIVE LEADERSHIP SYSTEM
Exemplary
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to
emulate. The implementation is
clearly linked to increased student
achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to
emulate. The implementation is
clearly linked to increased student
achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to
emulate. The implementation is
clearly linked to increased student
achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to
emulate. The implementation is
clearly linked to increased student
achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to
emulate. The implementation is
clearly linked to increased student
achievement.
Operational
☒ An organized, intentional,
explicit set of processes is
routinely used by school
leadership to ensure the effective
planning, implementing and
monitoring of protocols that focus
the climate and culture of the
school on ensuring high levels of
learning for all students.
☒ An organized, intentional,
explicit set of processes is
routinely used by the principal to
engage the entire Staff in shared
decision-making and problem-
solving in order to build leadership
capacity.
☒ An organized, intentional,
explicit set of processes is
routinely used by school
leadership to reduce the variability
of the quality of instruction by the
continual monitoring and support
of evidence-based classroom
practices.
☒ An organized, intentional,
explicit set of processes is
routinely used by the principal to
plan, direct, and monitor the use
of available resources to
effectively support increased
student achievement.
☒ An organized, intentional,
explicit set of processes is
routinely used by school
leadership to methodically,
intentionally, and effectively
improve the systems, structures,
and processes of the school in
order to positively impact student
outcomes.
Emerging Not Evident
☐ Efforts are being made to develop and ☐ Little, if any,
implement the targeted set of processes evidence exists of a
that support the effective implementation targeted set of
of this structure, but the implementation processes that
is still in the developmental stage and has support the effective
not yet reached a level of consistent, implementation of
routine practice. this structure.
☐ Efforts are being made to develop and ☐ Little, if any,
implement the targeted set of processes evidence exists of a
that support the effective implementation targeted set of
of this structure, but the implementation processes that
is still in the developmental stage and has support the effective
not yet reached a level of consistent, implementation of
routine practice. this structure.
☐ Efforts are being made to develop and ☐ Little, if any,
implement the targeted set of processes evidence exists of a
that support the effective implementation targeted set of
of this structure, but the implementation processes that
is still in the developmental stage and has support the effective
not yet reached a level of consistent, implementation of
routine practice. this structure.
☐ Efforts are being made to develop and ☐ Little, if any,
implement the targeted set of processes evidence exists of a
that support the effective implementation targeted set of
of this structure, but the implementation processes that
is still in the developmental stage and has support the effective
not yet reached a level of consistent, implementation of
routine practice. this structure.
☐ Efforts are being made to develop and ☐ Little, if any,
implement the targeted set of processes evidence exists of a
that support the effective implementation targeted set of
of this structure, but the implementation processes that
is still in the developmental stage and has support the effective
not yet reached a level of consistent, implementation of
routine practice. this structure.
3

Structure Structure Description
The structure of the
professional capacity system
that is intentional in locating
PC-1 Attracting staff
the teachers and leaders that
are the best fit for the school
to achieve its mission
The structure of the
professional capacity system
PC-2 Developing Staff that ensures the increasing
quality of the Staff’s
knowledge and skills
The structure of the
professional capacity system
that ensures that quality staff
PC-3 Retaining Staff is working in the
context/position that is most
beneficial to student
achievement
The structure of the
professional capacity system
that reinforces the effective
PC-4 Ensuring staff
practice of constant
collaboration
collaboration to improve
instructional quality in all
classrooms
PROFESSIONAL CAPACITY SYSTEM
Exemplary
☐ The targeted set of
processes that support the
effective implementation of
this structure is pervasive
and consistent and could
serve as an exemplar for
other schools to emulate.
The implementation is clearly
linked to increased student
achievement.
☐ The targeted set of
processes that support the
effective implementation of
this structure is pervasive
and consistent and could
serve as an exemplar for
other schools to emulate.
The implementation is clearly
linked to increased student
achievement.
☐ The targeted set of
processes that support the
effective implementation of
this structure is pervasive
and consistent and could
serve as an exemplar for
other schools to emulate.
The implementation is clearly
linked to increased student
achievement.
☐ The targeted set of
processes that support the
effective implementation of
this structure is pervasive
and consistent and could
serve as an exemplar for
other schools to emulate.
The implementation is clearly
linked to increased student
achievement.
Operational
☒ An organized, intentional,
explicit set of processes is
routinely used by school
leadership to collaborate
with the district to recruit,
interview, and hire new staff
members.
☒ An organized, intentional,
explicit set of processes is
routinely used by school
leadership to implement and
monitor the effectiveness of
a professional learning
system that supports specific
targeted needs of individual
teachers.
☒ An organized, intentional,
explicit set of processes is
routinely used by school
leadership to support the
placement, development,
and retention of high-
achieving Staff.
☒ An organized, intentional,
explicit set of processes is
routinely used by
administrators and teachers
to collaborate as a
professional learning
community using evidence-
based and data-driven
protocols that enhance
individual and collective
performance to improve
instructional quality.
Emerging Not Evident
☐ Efforts are being made to ☐ Little, if any, evidence
develop and implement the exists of a targeted set of
targeted set of processes that processes that support the
support the effective effective implementation of
implementation of this this structure.
structure, but the
implementation is still in the
developmental stage and has
not yet reached a level of
consistent, routine practice.
☐ Efforts are being made to ☐ Little, if any, evidence
develop and implement the exists of a targeted set of
targeted set of processes that processes that support the
support the effective effective implementation of
implementation of this this structure.
structure, but the
implementation is still in the
developmental stage and has
not yet reached a level of
consistent, routine practice.
☐ Efforts are being made to ☐ Little, if any, evidence
develop and implement the exists of a targeted set of
targeted set of processes that processes that support the
support the effective effective implementation of
implementation of this this structure.
structure, but the
implementation is still in the
developmental stage and has
not yet reached a level of
consistent, routine practice.
☐ Efforts are being made to ☐ Little, if any, evidence
develop and implement the exists of a targeted set of
targeted set of processes that processes that support the
support the effective effective implementation of
implementation of this this structure.
structure, but the
implementation is still in the
developmental stage and has
not yet reached a level of
consistent, routine practice.
4

Structure Structure Description
The structure of the family and community
engagement system that ensures families
FCE-1
and the community are active participants
Welcoming all
in the life of the school, and feel
families/the
welcomed, valued, and connected to each
community
other, to school staff, and to what
students are learning and doing in school
FCE-2 The structure of the family and community
Communicating engagement system that ensures
effectively with families/community and school staff
families/the engage in regular, two-way, meaningful
community communication about student learning
The structure of the family & community
engagement system that ensures families
and school staff continuously collaborate
FCE-3
to support students’ learning and healthy
Supporting
development both at home and at school,
student success
and have regular opportunities to
strengthen their knowledge and skills to
do so effectively
The structure of the family and community
engagement system that ensures families
FCE-4 are empowered to be advocates for their
Empowering own and other children, to ensure that
families students are treated fairly and have access
to learning opportunities that will support
their success
The structure of the family and community
engagement system that ensures
FCE-5 Sharing
families/the community and school staff
leadership with
are equal partners in decisions that affect
families/the
children and families and together inform,
community
influence, and create policies, practices,
and programs
The structure of the family and community
engagement system that ensures families
FCE-6
and school staff collaborate with
Collaborating
community members to connect students,
with the
families, and Staff to expanded learning
community
opportunities, community services, and
civic participation
FAMILY & COMMUNITY ENGAGEMENT SYSTEM
Exemplary
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to emulate.
The implementation is clearly linked to
increased student achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to emulate.
The implementation is clearly linked to
increased student achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to emulate.
The implementation is clearly linked to
increased student achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to emulate.
The implementation is clearly linked to
increased student achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to emulate.
The implementation is clearly linked to
increased student achievement.
☐ The targeted set of processes that
support the effective implementation
of this structure is pervasive and
consistent and could serve as an
exemplar for other schools to emulate.
The implementation is clearly linked to
increased student achievement.
Operational Emerging Not Evident
☒ An organized, intentional, explicit ☐ Efforts are being made to develop and ☐ Little, if any,
set of processes is routinely used by implement the targeted set of processes evidence exists of a
the school to establish a positive that support the effective implementation targeted set of
learning environment that welcomes, of this structure, but the implementation processes that
encourages, and successfully engages is still in the developmental stage and has support the effective
family and community members as not yet reached a level of consistent, implementation of
active participants in the life of the routine practice. this structure.
school.
☒ An organized, intentional, explicit ☐ Efforts are being made to develop and ☐ Little, if any,
set of processes is routinely used by implement the targeted set of processes evidence exists of a
the school to create and maintain that support the effective implementation targeted set of
clear, reciprocal, and continuous of this structure, but the implementation processes that
communication between the school is still in the developmental stage and has support the effective
and stakeholders regarding student not yet reached a level of consistent, implementation of
learning. routine practice. this structure.
☒ An organized, intentional, explicit ☐ Efforts are being made to develop and ☐ Little, if any,
set of processes is routinely used by implement the targeted set of processes evidence exists of a
the school to build capacity for all that support the effective implementation targeted set of
stakeholders to collaboratively of this structure, but the implementation processes that
develop and use effective support is still in the developmental stage and has support the effective
strategies that strengthen student not yet reached a level of consistent, implementation of
learning at school and at home. routine practice. this structure.
☒ An organized, intentional, explicit ☐ Efforts are being made to develop and ☐ Little, if any,
set of processes is routinely used by implement the targeted set of processes evidence exists of a
the school to empower families and that support the effective implementation targeted set of
the community to advocate for of this structure, but the implementation processes that
students regarding fair and equitable is still in the developmental stage and has support the effective
treatment and access to learning not yet reached a level of consistent, implementation of
opportunities that will support routine practice. this structure.
student success.
☒ An organized, intentional, explicit ☐ Efforts are being made to develop and ☐ Little, if any,
set of processes is routinely used by implement the targeted set of processes evidence exists of a
the school to create a partnership that support the effective implementation targeted set of
with families and the community to of this structure, but the implementation processes that
solicit input and Feedback on is still in the developmental stage and has support the effective
educational policies, practices, and not yet reached a level of consistent, implementation of
programs that affect student learning. routine practice. this structure.
☒ An organized, intentional, explicit ☐ Efforts are being made to develop and ☐ Little, if any,
set of processes is routinely used by implement the targeted set of processes evidence exists of a
school staff and families to effectively that support the effective implementation targeted set of
collaborate with community of this structure, but the implementation processes that
members, local businesses, and civic is still in the developmental stage and has support the effective
organizations to expand learning not yet reached a level of consistent, implementation of
opportunities and services for routine practice. this structure.
students.
5
 SUPPORTIVE LEARNING ENVIRONMENT SYSTEM
Structure Structure Description Exemplary Operational Emerging Not Evident
☐ The targeted set of ☒ An organized, ☐ Efforts are being made ☐ Little, if any, evidence
processes that support the intentional, explicit set of to develop and implement exists of a targeted set of
effective implementation processes is routinely used the targeted set of processes that support the
of this structure is by school leadership and processes that support the effective implementation
The structure of the
pervasive and consistent Staff to develop, effective implementation of this structure.
SLE-1 Maintaining order supportive learning
and could serve as an communicate, implement, of this structure, but the
and safety to ensure a environment system that
exemplar for other and revise rules, policies, implementation is still in
healthy school climate and ensures that the basic
schools to emulate. The schedules, and procedures the developmental stage
culture needs of orderliness and
implementation is clearly to maintain order and and has not yet reached a
safety are met
linked to increased safety in a way that level of consistent, routine
student achievement. maximizes student practice.
learning and staff
effectiveness.
☐ The targeted set of ☒ An organized, ☐ Efforts are being made ☐ Little, if any, evidence
processes that support the intentional, explicit set of to develop and implement exists of a targeted set of
The structure of the effective implementation processes is routinely used the targeted set of processes that support the
supportive learning of this structure is by school leadership and processes that support the effective implementation
SLE-2 Developing and environment system that pervasive and consistent Staff to develop, effective implementation of this structure.
monitoring a multi-tiered provides comprehensive and could serve as an implement, and monitor a of this structure, but the
system of supports services to students to exemplar for other multi-tiered system of implementation is still in
meet their unique, whole- schools to emulate. The supports to meet the developmental stage
child needs implementation is clearly students’ unique whole- and has not yet reached a
linked to increased child needs. level of consistent, routine
student achievement. practice.
☐ The targeted set of ☒ An organized, ☐ Efforts are being made ☐ Little, if any, evidence
processes that support the intentional, explicit set of to develop and implement exists of a targeted set of
The structure of the effective implementation processes is routinely used the targeted set of processes that support the
supportive learning of this structure is by the school to support a processes that support the effective implementation
environment system that pervasive and consistent student learning effective implementation of this structure.
SLE-3 Ensuring a student
ensures compliance with and could serve as an community that of this structure, but the
learning community
positive and healthy exemplar for other encompasses healthy implementation is still in
behavioral and academic schools to emulate. The behavioral and academic the developmental stage
norms implementation is clearly norms. and has not yet reached a
linked to increased level of consistent, routine
student achievement. practice.

6
 McREL’s What Matters Most Framework

Challenging, engaging, and intentional instruction. At the core of effective systems are teachers who
challenge students, develop positive relationships with them, and are intentional in their use of a broad
repertoire of teaching strategies.

Curricular pathways to success. High-performing systems guarantee that every student, in every classroom,
no matter what the aspirations, is provided with both challenging and personalized learning experiences that
prepare each of them for life success.

Whole-child student supports. Setting high expectations requires providing students with the scaffolding they
need to succeed—a just-in-time, personalized response to students’ cognitive, psychosocial, and academic
needs.

High-performance school cultures. Effective schools ensure high-quality learning experiences in every
classroom. At the same time, they develop a culture of high expectations for learning and behavior, which is
an even more powerful predictor of student success than socioeconomic status.

Data-driven, high-reliability systems. High performing school systems put data systems and processes in place
to ensure high-quality learning experiences for all students, as well as real-time responses to student failures.
Stages of Improvement

1. Adopting better routines. The key difference between high- and low-performing schools is summed up in
one word: consistency. The first thing schools must do as they improve and move toward innovation is
focus on adopting better routines to increase the quality, and reduce the variability, in core elements of
teaching and learning.

2. Ensuring greater consistency. The second phase of improvement grows out of the first; it focuses on
ensuring consistent implementation of the better routines to guarantee that all students benefit from high-
quality learning environments.

3. Developing collegial expertise. Better routines, however, are simply that: better, but not yet perfect.
Consistently implementing better routines (e.g., a set of research-based instructional strategies) will often
bring significant initial gains. Yet even the best strategies won’t work for all students, all the time. Schools
recognizing this must pivot to inside-out approaches and professional capacity building, as shown in Figure
3, that empower and support teachers to adapt best practices to more precisely meet the needs of their
students.

4. Fostering shared innovation. Ultimately, creating learning environments where curiosity can flourish
requires complex approaches like inquiry-based learning or personalized learning. Schools that create such
learning environments adopt a “fail fast” and “fail forward” ethos—using data and working collaboratively
to engage in rapid-cycle innovation efforts.

8
 CHARTING A COURSE
Begin with the “Adopt Better Routines” column and check the boxes next to items you believe accurately describe your
school as a whole (nearly all). Move through each column following the same process. The goal is not to exaggerate
your position on the pathway, but rather to engage in a thoughtful assessment of your strengths and opportunities to
increase consistency and move toward expertise and innovation. A gap in check marks provides an opportunity for a
focused improvement priority. It is also important to note that this pathway is not meant to be exhaustive; rather, it
describes high-leverage practices that successful schools usually implement effectively.

Charting a Course Reflection Tool:

CURRICULAR PATHWAYS TO SUCCESS

Adopt Better Routines Ensure Greater Consistency Develop Collegial Expertise Foster Shared Innovation

☒ All teachers are ☒ We consistently use ☐ We collaborate to ☐ We collaborate to

implementing state
standards.
☐ We collaboratively
plan what students
should know & do,
determine how students
will show they “know”
the content & can “do a
skill or performance task.
the adopted curriculum
supports to help teach
standards (ex. Achieve
3000, IXL Math, etc).
☐ Model classrooms are
identified and utilized for
teacher-to-teacher
observations (live
observations and/or
video).
☒ All teachers use
district pacing guides.
provide opportunities for ensure learning is engaging
students to engage in for students at all levels.
interest-driven and self- ☒ Feedback from
directed learning. teachers and students
☒ We collaborate to guides curriculum
enhance and adapt our adaptations.
common curriculum
resulting in a range of
shared resources for
learners working above,
on, or below expected
levels.

A focus on essential and guaranteed curriculum: No single pathway or curriculum is ideal for all students. The
challenge for schools becomes implementing the approved curriculum, strengthening teacher practice for delivering
the curriculum, then extending the curriculum and instructional practices to meet the diverse needs of all learners. A
demanding curriculum for all students calls for flexible yet consistent approaches to how students engage in the
curriculum, pursue their interests, and develop their unique talents.

9
 Charting a Course Reflection Tool:
CHALLENGING, ENGAGING, AND INTENTIONAL INSTRUCTION

Adopt Better Routines Ensure Greater Consistency Develop Collegial Expertise Foster Shared Innovation

☒ We have adopted the
Gradual Release
framework.
☐ We have an established
structure for improving
instructional planning,
delivering quality
instruction and monitoring
student progress.
☐ We have adopted a
common template for
lesson planning.
☐ We use a method to
calibrate classroom walk-
throughs.
☐ We support struggling
teachers.
☐ We have adopted a set
of evidence-based
instructional practices.
☐ We implement the
Gradual Release
framework consistently in
all classrooms.
☒ We implement the
adopted evidence-based
instructional strategies
consistently in all
classrooms.
☐ We introduce content,
practice its use with
students, and allow
students to use content on
their own while providing
them regular, ongoing
standards-based Feedback.
☐ We regularly assess
students to see if they
are/are not getting the
content and act
accordingly.
☐ We use peer coaching
to develop teacher
expertise.
☒ We accelerate
instruction with
technology, as
appropriate.
☒ We intentionally adapt
our instructional model
and evidence-based
instructional strategies to
meet student needs.
☐ We use action
research to develop
teaching approaches that
engage learners and foster
curiosity.
☐ We work together and
with students to create
student-driven learning
activities that reflect
student needs, interests,
and the climate and
culture of our community.

A focus on the core: At the heart of most successful school improvement efforts is an explicit focus on curriculum
and instruction—guaranteeing challenging, engaging, and intentional instruction and providing all students with
curricular pathways to success. It is difficult to imagine improvement efforts that do not, in some way, address
teaching and learning being successful.

10
 Charting a Course Reflection Tool:
WHOLE CHILD STUDENT SUPPORTS

Adopt Better Routines Ensure Greater Consistency Develop Collegial Expertise Foster Shared Innovation

☒ We have created/ ☐ We build meaningful ☐ We collect ☐ We collaborate with

maintained a culture and
climate conducive to
learning.
☒ We offer early
learning opportunities.
☒ We have a
standardized approach for
multi-tiered interventions.
☒ We have agreed upon
expectations for behavior
and learning.
☐ We engage in two-way,
meaningful communication
about student learning
with families, Staff and
community.
relationships with students
and each other.
☐ We offer authentic
opportunities for parent
and family voice and
engagement.
☒ We help students
develop self-efficacy and
growth mind-sets.
☒ We focus on behavior
expectations that foster
student success.
information from
students to inform how
well we are doing as a
school on a range of
issues from classroom
teaching, routines, and
procedures to whole
school culture.
☐ We collaborate to
design and implement
supports for a range of
student needs.
other institutions on the
development of emerging
research-informed
programs.
☐ We align our curriculum
with post-secondary
systems (ex. technical, 4-
year institutions) and help
students access those
programs.
☒ We collaborate with
each other and Staff at
other schools to share data
on student learning and
social-emotional supports
to ensure continued
student success.

A focus on the whole child: Barriers to learning are widespread and intractable in the lives of some children. They
arise from the varied backgrounds and social factors that contribute to or inhibit their ability to perform well in
school. Studies show that addressing these needs via school-based programs can have a positive effect on learning,
achievement, and college readiness. The first guiding principle for whole-child student supports reflects the old
Benjamin Franklin adage, “an ounce of prevention is worth a pound of cure.” It’s very clear that effective teachers
are one factor that have great impact on student achievement. Schools that exemplify the characteristics of
Purposeful Communities, especially those that possess a strong sense of collective efficacy (Goddard et. al. 2000;
2003; Jacob et. al., 2015) can and do overcome the barriers that get in the way of student achievement.

11
 Charting a Course Reflection Tool:
HIGH PERFORMANCE SCHOOL CULTURES

Adopt Better Routines Ensure Greater Consistency Develop Collegial Expertise Foster Shared Innovation

☒ We communicate ☐ Our leaders embrace ☒ All school personnel, ☐ We embrace a fail-

expectations for instruction
across the school.
☒ We communicate and
hold students and Staff
accountable to high
expectations for learning
and behavior.
☒ We have articulated a
school purpose and values
reflecting our belief that all
students can learn and we
are responsible to support
them.
☐ A SIP/leadership team
leads improvement efforts
methodically, intentionally
and effectively.
☐ We cultivate and
distribute leadership
throughout the building.
☐ We ensure all
stakeholders are equal
partners in decisions
impacting students.
their roles as instructional
leaders, conducting regular
walkthroughs and coaching
teachers toward better,
more consistent practice.
☒ The physical
appearance of our school
conveys high expectations
for teaching, leading, and
learning.
☒ We regularly discuss
and celebrate progress
toward shared goals.
☐ We utilize Professional
Learning Communities
(PLCs) to drive
collaboration.
☐ We empower families
to be advocates for their
children (and other
children).
from teachers to support
and janitorial Staff, connect
their work to student
success.
☒ Professional
development is determined
by evaluating data and
collaboratively developing a
coherent plan to address
prioritized needs and goals.
☐ Professional
development includes
opportunities for peer
coaching and teacher self-
directed learning.
forward ethos, making and
learning from mistakes, and
problem solving to support
student and staff success.
☐ We share our successes
as a school community and
invite student and family
feedback on our
performance.
☒ We participate in
professional networks
across schools and districts
in order to learn more and
contribute to our
profession.

A focus on the culture: As reported in High-Needs Schools: What Does It Take to Beat the Odds?, several differences
emerged between the perceptions of teachers in high-performing vs. low-performing schools. Teachers in the low-
performing schools reported that their schools appeared to be doing many of the “right” things research says are
correlated with higher levels of student achievement. For example, they were focusing on offering challenging
curricula, encouraging teacher collaboration, and improving teachers’ practices through high-quality professional
development. The missing ingredient—the thing that beat-the-odds schools were attending to that struggling
schools were not—was their school culture.

12
 Charting a Course Reflection Tool:
DATA-DRIVEN HIGH RELIABILITY SYSTEMS

Adopt Better Routines Ensure Greater Consistency Develop Collegial Expertise Foster Shared Innovation

☐ We have articulated ☒ We use common ☒ We use data systems ☒ We regularly collect,

district/school-wide goals
for teaching and learning.
☒ We collaboratively align
resources to our prioritized
needs and goals.
☒ We use formative and
summative data to inform
decision-making.
protocols for collecting
and analyzing
implementation and
effectiveness data.
☐ We have processes in
place to recruit and retain
the best teachers possible.
☒ We use fair, consistent
teacher evaluations that
improve performance.
that track a variety of data
such as student
achievement, dropout
indicators, engagement,
school perceptions of
culture and climate,
program implementation,
etc.
☒ We have standard
operating procedures for
responding to student
failure.
analyze, and use a variety
of data to make shared
decisions about where we
must improve and innovate
to address adaptive
challenges.
☐ We have systematized
innovation with agreed-
upon processes for rapid-
cycle improvement.
☐ We recognize and
reward teachers for
developing expertise and
applying innovative
practices in their
classrooms.

A focus on system reliability: Modeling school systems after core principles of high-reliability organizations is the
last key to changing the odds for students. This final component of the What Matters Most Framework is not so
much a new or additional leverage point, but rather, a way of thinking about how to bring together and leverage
the other four high-impact areas of the framework by ensuring their flawless implementation. The simple and
straightforward idea at the heart of this final area is this: One of the most powerful things school systems can do to
change the odds for all students is simply doing well what they already know they must do.

13
 STUDENT ACHIEVEMENT DATA
Denote student subgroups with a count of less than 15 as “TFS” (too few students).
ACHIEVE 3000
Avg. # of Avg. Article
Year Grade Level BOY Lexile EOY Lexile Lexile Gain Articles/Week Score
3rd Grade 221 399 +161 1.7
4th Grade 447 589 +118 1.7
2020-21
5th Grade 561 938 +73 1.5

3rd Grade 269 476 +174 2.1

4th Grade 424 595 +127 1.8
2019-20
5th Grade 638 761 +141 1.9

2018-19

LEXIA
Year Grade Level % Below Grade Level % On Grade Level % Above Grade Level
3rd Grade 48% 43% 9%
4th Grade 39% 39% 21%
5th Grade 64% 22% 14%
2020-21

3rd Grade 55% 38% 7%

4th Grade 64% 28% 8%
5th Grade 54% 20% 26%
2019-20

3rd Grade 87% 13% 0%

4th Grade 55% 43% 2%
5th Grade 100% 0% 0%
2018-19

14
 IXL MATH DIAGNOSTIC (%)
Year Grade Level Below Grade Level On Grade Level Above Grade Level
3rd Grade 34% 57% 9%
4th Grade 24% 41% 35%
2020-21 5th Grade 44% 33% 23%

3rd Grade 47.3% 5.4% 0%

4th Grade 44.4% 5.6% 0%
2019-20 5th Grade 43.3% 3.3% 0%

STAR EARLY LITERACY/READING

Tier 1 – Green Tier 2 – Blue Tier 3 – Yellow Tier 4 – Red
At/Above Benchmark On Watch Developing Beginner
Year Grade Level Distinguished Proficient Intervention Urgent Intervention
Kindergarten 50% 14.3% 15.5% 20.2%
1st Grade 48.1% 19.5% 16.9% 15.6%
STAR Reading
2020-21 2nd Grade 8% 14% 25% 53%
3rd Grade 7% 15% 26% 52%
4th Grade 2% 23% 38% 38%
5th Grade 6% 24% 36% 34%

Kindergarten 0% 6%
1st Grade 54% 46%
STAR Reading
2019-20
2nd Grade 20% 20% 0% 60%
3rd Grade 0% 18% 30% 52%
4th Grade 2% 37% 22% 39%
5th Grade 6% 21% 45% 28%

STAR MATH
Tier 1 – Green Tier 2 – Blue Tier 3 – Yellow Tier 4 – Red
At/Above Benchmark On Watch Developing Beginner
Year Grade Level Distinguished Proficient Intervention Urgent Intervention
3rd Grade 4% 13% 35% 49%
4th Grade 6% 25% 42% 28%
5th Grade 9% 20% 40% 31%
2020-21

3rd Grade 2% 15% 52% 32%

4th Grade 4% 16% 24% 41%
5th Grade 4% 22% 43% 31%
2019-20

15
 REPORT CARDS – PROFICIENT/FAILURE RATES (%)
ELA Math
(Include data from all Reading/ELA courses) (Include data from all Math courses)
Year Grade Level Proficient (>80/B) Failure (<69) Proficient (>80/B) Failure (<69)
1st Grade 68% 24% 59% 14%
2nd Grade 30% 22% 61% 14%
2020-21 3rd Grade 56% 7% 47% 15%
(as of 3/11/21) 4th Grade 42% 16% 59% 23%
5th Grade 33% 10% 65% 14%

1st Grade 70% 5% 56% 8%

2nd Grade 42% 25% 49% 13%
3rd Grade 62% 10% 49% 4%
2019-20
4th Grade 62% 11% 61% 2%
5th Grade 58% 19% 46% 0%

1st Grade 70% 4% 89% 3%

2nd Grade 62% 10% 43% 10%
3rd Grade 56% 15% 52% 8%
2018-19
4th Grade 65% 15% 68% 13%
5th Grade 59% 6% 66% 12%

REPORT CARDS - % OF STUDENTS WITH 3 OR MORE Fs

Year Grade Level % of Students with 3 or More Fs
1st Grade 1%
2nd Grade 4%
rd
3 Grade 2%
2020-21 (as of 3/11/21)
4th Grade 4%
5th Grade 4%

1st Grade 0%
2nd Grade 0%
3rd Grade 0%
2019-20
4th Grade 0%
5th Grade 0%

2018-19

16
 DEMOGRAPHIC DATA
Denote student subgroups with a count of less than 15 as “TFS” (too few students).
STUDENT ATTENDANCE – ALL STUDENTS
5 or Fewer Days 6 to 15 Days Absent More than 15 Days Chronic
Year # of Students Absent (%) (%) Absent (%) Absenteeism (%)
2019-20
2018-19
2017-18
STUDENT ATTENDANCE – RACE/ETHNICITY
5 or Fewer Days 6 to 15 Days More than 15 Chronic
Year Race/Ethnicity # of Students Absent (%) Absent (%) Days Absent (%) Absenteeism (%)
2019-20 American Indian/Alaskan
Asian/Pacific Islander
Black
Hispanic
Multi-Racial
White
2018-19 American Indian/Alaskan
Asian/Pacific Islander
Black
Hispanic
Multi-Racial
White
2017-18 American Indian/Alaskan
Asian/Pacific Islander
Black
Hispanic
Multi-Racial
White
STUDENT ATTENDANCE – OTHER SUBGROUPS
5 or Fewer Days 6 to 15 Days More than 15 Chronic
Year Other Subgroups # of Students Absent (%) Absent (%) Days Absent (%) Absenteeism (%)
2019-20 Female
Male
Economically
Disadvantaged
Limited English Proficient
Students w/ Disability
Students w/out Disability
2018-19 Female
Male
Economically
Disadvantaged
Limited English Proficient
Students w/ Disability
Students w/out Disability
2017-18 Female
Male
Economically
Disadvantaged
Limited English Proficient
Students w/ Disability
Students w/out Disability
This data can be found at https://gosa.georgia.gov/report-card-dashboards-data/report-card.

17
 STAFF ATTENDANCE – CERTIFIED
SICK/PERSONAL LEAVE PROFESSIONAL DEVELOPMENT
% of Total Contract % of Total Contract
Year # of Staff # of Total Days Out Days # of Total Days Out Days
2019-20
2018-19
2017-18
STAFF ATTENDANCE – CLASSIFIED
SICK/PERSONAL LEAVE PROFESSIONAL DEVELOPMENT
% of Total Contract % of Total Contract
Year # of Staff # of Total Days Out Days # of Total Days Out Days
2019-20
2018-19
2017-18
Available in district provided CPI data

STUDENT DISCIPLINE – ISS

2018 2019 2020
Total Student Count 5 5 1
Category Subgroup Discipline Rate %
Minority
American Indian/Alaskan 0 0 0
Asian 0 0 0
ISS 10 Days or Less
Other Pacific Islander 0 0 0
Black 40% 40% 0
Hispanic 0 0 0
NA = 0 – No Data
Multi-Racial 0 0 0
Found
White 60% 60% 100%
TFS = <15 – Too Few
Students Economically
Disadvantaged
English Language Learner
Students w/ Disabilities 60% 80%

2018 2019 2020

Total Student Count 0 0 0
Category Subgroup Discipline Rate %
Minority
American Indian/Alaskan
ISS More than 10 Asian
Days Other Pacific Islander
Black
Hispanic
NA = 0 – No Data Multi-Racial
Found White
TFS = <15 – Too Few Economically
Students Disadvantaged
English Language Learner
Students w/ Disabilities

18
 STUDENT DISCIPLINE – OSS
2018 2019 2020
Total Student Count 33 37 18
Category Subgroup Discipline Rate %
Minority
American Indian/Alaskan 0 0 0
Asian 0 0 0
OSS 10 Days or Less
Other Pacific Islander 0 0 0
Black 54.5% 48% 66.7%
Hispanic 3% 10.8% 0
NA = 0 – No Data
Multi-Racial 0 0 0
Found
White 42.5% 40.6% 33.3%
TFS = <15 – Too Few
Students Economically
Disadvantaged
English Language Learner
Students w/ Disabilities 66.7% 59.4% 44.4%

2018 2019 2020

Total Student Count 0 0 0
Category Subgroup Discipline Rate %
Minority
American Indian/Alaskan
OSS More than 10 Asian
Days Other Pacific Islander
Black
Hispanic
NA = 0 – No Data Multi-Racial
Found White
TFS = <15 – Too Few Economically
Students Disadvantaged
English Language Learner
Students w/ Disabilities
This data can be found at https://gosa.georgia.gov/report-card-dashboards-data/report-card.

BESS SCREENER (%)

Year Green – Normal Risk Yellow – Elevated Risk Red – Extremely Elevated Risk
2020-21 81.8% 14.3% 3.9%

EMPLOYEE RETENTION (%)

Year Principal Assistant Principal(s) Teachers
2019-20 100% 100% 100%
2018-19 100% 100% 98%
2017-18 100% 99%

INEXPERIENCED TEACHERS (%)

Year Inexperienced Teachers (< 4 years) Teachers Out-of-Field
2019-20 2 0
2018-19 3 0
2017-18 2 0

19
 PERCEPTION DATA
STUDENT ENGAGEMENT SURVEY
We See . . . We Wonder . . .
From the survey, we see that students think that teachers are We what can be done if implementing short/long projects and
caring, honest, fun, active, and curious. The majority of student presentations will improve student engagement and
classroom engagement is listening to teachers, completing growth measures
worksheets, briefly working with others, and taking tests.

STAFF SURVEY
We See . . . We Wonder . . .
We see that teachers agree that the vision and mission are We wonder what is needed to support new faculty and Staff
clearly stated, and the school is a safe environment. Teachers that join our school. Also, how can teachers be supported
believe that the school is a safe environment, has high through peer coaching, and what Professional Learning is
academic standards, and is supported by the district to provide required to continue to support teachers’ efforts in teaching
student learning. our students.

FAMILY ENGAGEMENT SURVEY

We See . . . We Wonder . . .
From the survey, we see that parents feel that teachers don’t We wonder how to ensure parents that students are given
ask students what they are thinking, but teachers have multiple opportunities to be exposed to instructions by
conversations to have students explain their work. Parents different methods.
believe that teachers ask students what they are working on
but feel students are given too many worksheets, take too
many tests, and work individually.

20
 DATA ANALYSIS
After analyzing the school’s data, answer the guiding questions below to determine existing trends and patterns that
support the identification of continuous improvement, student achievement, demographic and perception needs.
GA SYSTEMS OF CONTINUOUS IMPROVEMENT
COHERENT INSTRUCTION SYSTEM TRENDS & PATTERNS
Strengths Challenges
 Teachers have allotted time to review data to guide  The academic coach has limited time to schedule
instruction with the academic coach. Teachers have an individual meetings to support teachers.
understanding and implement the MTSS process  Teachers need additional training to implement the
Gradual Release Model for instruction

GA SYSTEMS OF CONTINUOUS IMPROVEMENT

EFFECTIVE LEADERSHIP SYSTEM TRENDS & PATTERNS
Strengths Challenges
 Administration supports and guides the  Admin continues to find ways to incentivize and
implementation of the PBIS Framework support teacher achievements
 Admin attends the majority of the data team, parent,
and SPED meetings.
 Admin guides instructional practices

GA SYSTEMS OF CONTINUOUS IMPROVEMENT

PROFESSIONAL CAPACITY SYSTEM TRENDS & PATTERNS
Strengths Challenges
 There is a low turnover of school faculty and Staff  Ensuring that paras are provided relevant training to
best assist teachers in the classroom

GA SYSTEMS OF CONTINUOUS IMPROVEMENT

FAMILY & COMMUNITY ENGAGEMENT SYSTEM TRENDS & PATTERNS
Strengths Challenges
 Teachers effectively communicate with parents  It is a challenge to engage parents of upper-grade
through Class Dojo students to participate in school activities.

GA SYSTEMS OF CONTINUOUS IMPROVEMENT

SUPPORTIVE LEARNING ENVIRONMENT SYSTEM TRENDS & PATTERNS
Strengths Challenges
 Faculty, staff, and parents consider the school’s  We don’t effectively communicate the need for parent
climate-safe, orderly, and effective learning support and involvement at the school level. Parents
environment. aren’t empowered to collaborate with faculty and
staff in support of their students.

MCREL’S WHAT MATTERS MOST FRAMEWORK

CURRICULAR PATHWAYS TO SUCCESS TRENDS & PATTERNS
Strengths Challenges
 We consistently use the adopted curriculum that helps  We need to consistently adopt evidence-based
teach the standards instructional strategies in all classrooms.
  We collaborate to ensure learning is engaging for
students at all levels

21
  Teachers need to collaborate to provide opportunities
for students to engage in interest-driven and self-
directed learning

MCREL’S WHAT MATTERS MOST FRAMEWORK

CHALLENGING, ENGAGING & INTENTIONAL INSTRUCTION TRENDS & PATTERNS
Strengths Challenges
 We have adopted a common template for lesson  We implement the adopted evidence-based
planning. instructional strategies consistently in all
 We use a method to calibrate classroom walk- classrooms.
throughs.
 We accelerate instruction with technology, as
 We support struggling teachers.
appropriate.

MCREL’S WHAT MATTERS MOST FRAMEWORK

WHOLE CHILD STUDENT SUPPORTS TRENDS & PATTERNS
Strengths Challenges
 We collect information from students to inform how  We engage in two-way, meaningful communication
well we are doing as a school on a range of issues from about student learning with families, Staff and
classroom teaching, routines, and procedures to community.
whole school culture.
 We collaborate to design and implement supports for
a range of student needs.

MCREL’S WHAT MATTERS MOST FRAMEWORK

HIGH PERFORMANCE SCHOOL CULTURES TRENDS & PATTERNS
Strengths Challenges
 The physical appearance of our school conveys high  We share our successes as a school community and
expectations for teaching, leading, and learning. invite student and family feedback on our
 We regularly discuss and celebrate progress toward performance.
shared goals  Professional development includes opportunities for
 We communicate and hold students and Staff peer coaching and teacher self-directed learning.
accountable to high expectations for learning and
behavior.

MCREL’S WHAT MATTERS MOST FRAMEWORK

DATA-DRIVEN HIGH RELIABILITY SYSTEMS TRENDS & PATTERNS
Strengths Challenges
 We use formative and summative data to inform  We recognize and reward teachers for developing
decision-making. expertise and applying innovative practices in their
classrooms.

STUDENT ACHIEVEMENT DATA TRENDS & PATTERNS

Strengths Challenges
 STAR Early Literacy 2021 shows 50% of  Overall, students need to spend more time in the IXL
Kindergarteners scored distinguished at the end of the platform to increase their overall level and levels
year. within domains.
  Lexia On Grade Level and Above Grade Level
increased over time and conversely Below Grade Level
decreases over time.

22
  STAR Math shows a concern: The percentage of 4th
Grade Scholars in the Urgent Intervention Tier
increased from 46% to 61%, after moving to 5th Grade.
 Overall school-wide the 37% of students are scoring in
bottom 2 Tiers on STAR Math.
 3rd grade students haven’t acquired the basic skills
needed with 49% of students still needing urgent
intervention.
 The percentage of scholars On Grade Level or Above
isn’t increasing over time.

DEMOGRAPHIC DATA TRENDS & PATTERNS

Strengths Challenges

PERCEPTION DATA TRENDS & PATTERNS

Strengths
 From the survey, we see that students think that
teachers are caring, honest, fun, active, and curious.
 We see that teachers agree that the vision and mission
are clearly stated, and the school is a safe
environment. Teachers believe that the school is a
safe environment, has high academic standards, and is
supported by the district to provide student learning.
Challenges
 The majority of classroom engagement is listening to
teachers, completing worksheets, briefly working with
others, and taking tests.
 Teachers need to consistently implement short/long
projects and student presentations will improve
student engagement and growth measures

ECONOMICALLY DISADVANTAGED TRENDS & PATTERNS

Strengths Challenges
 

SPECIAL EDUCATION TRENDS & PATTERNS

Strengths
 We have improved our MTSS process, therefore 9 out
of 18 referred students qualified for SPED services
allowing them to receive the necessary resources to
improve their individualized instruction.
Challenges
 Some teachers continue to struggle with working with
a co-teacher and providing individualized (Tiered)
instruction for their students.

ENGLISH LEARNERS TRENDS & PATTERNS

Strengths
 ESOL teachers promote and guide systematic,
explicit, and sustained language development
 ESOL teachers monitor multilingual learners’ language
growth
Challenges
 Educators don’t use the Can Do Descriptors in the
following ways:
 Teachers struggle to collaborate and engage in
conversations about language for learning as students
move along the continuum of language development
 Differentiate instruction and classroom assessment
 Understand ACCESS for ELLs test scores

23
 PROFESSIONAL DEVELOPMENT TRENDS & PATTERNS
Strengths Challenges
 We consistently meet in grade levels to discuss and  More time needs to be made for Focus Walks and
Tier students based on their academic growth or lack teachers given Feedback, guidance, and resources to
of growth improve instruction.
 Based on Feedback from data and MTSS meetings  We need to identify Model classrooms and teachers
professional development is provided to teachers for
the improvement of instruction

FAMILY ENGAGEMENT TRENDS & PATTERNS

Strengths Challenges
 The school communicates to parents and community  There is a need to increase 2-Way Conversation
stakeholders well (Teacher Newsletters, DOJO, E- between parents and school
mails, Canvas, and Connect ED)  There is a need for differentiated parenting classes to
 strengthen parents’ knowledge and skills
 There is a need to teach parents how to be advocates
for their child(ren)
 We provide plenty of opportunities for parental
involvement.

SUMMER PROGRAMMING TRENDS & PATTERNS

Strengths Challenges
 Data & Feedback hasn’t been shared at this time 

24
 ADDITIONAL QUESTIONS
Of all that is important to us, what will we have to give up in order to survive and thrive moving forward?
Time, The Old Way of Thinking, Our Comfort Zone

Of all that is important to us, what characteristics are essential to preserve moving forward to keep us from losing our values,
capabilities, and identity?
Uniformity, Consistency, Structures, Professionalism, Relationships, Commitment, Flexibility, Autonomy, Sense of Family

How does the vision for our school align with the district’s vision? How does our vision communicate the limitless possibilities for
our students?
At Allen, each student is valued as an individual learner, and we understand the importance of establishing relationships with all
stakeholders. We are committed to the continued professional growth of all faculty & staff.

PERSONALIZED LEARNING – Where are we as a school with the Core Four?

We are working toward implementing Targeted Instruction

PERSONALIZED LEARNING – Where are we preparing with our team to scale PL to the other teachers in the building?
We spent SY2020-21 learning and implementing Personalize Learning in 2nd and 3rd Grade.

What are our current monitoring processes for ensuring effectiveness and a return on investment?
The administration and academic coach reiview data monitior student progress weekly and give teacher’s feedback during data
team meetings

What challenges/barriers do we foresee for the next 3 years? What can we proactively put in place to meet these challenges/
barriers? For elementary schools, how can we be proactive in ensuring students are proficient in Reading by the end of 3 rd
Grade?
Challenges and barriers are reading fluency, knowledge of grade-level vocabulary, reading comprehension, math fluency, problem
solving, foundational math skills, and writing. To ensure that students are profiecient in reading by third grade, teachers
developed Literarcy Plans to give guidance and directions in ensuring that students are making progress towards profeicenty in
reading.

How do we establish school-wide and classroom environments of trust, safety and belonging? Which characteristics of our
culture and climate need to be preserved? Which characteristics need to change?
The continued implementation of PBIS and SEL will assist faculty and staff in maintaining and environment of trust, safety and
belonging. The administration needs to ensure the faculty trust the decisions made for discipline are consistant and students are
behaviors improved with the assistance of the counselor and interventions and strategies used to support improvement.

What is our purpose and desired impact for school leaders, decision-making and collaborative teams?
Our purpose and desired impacet for school leaders and teams is that they have a input in determing next steps as we implement
SIP goals and monitoring student progress.

How do we incorporate community partnerships to help engage students in learning?

We have an active PTO that supports student and teachers by financing activities, incentives and instructional needs.

25
How do we differentiate professional development opportunities for Staff while ensuring that we are being responsive to the
needs of students?
Staff are given opportunities to express their specific indiviuals needs for profrofessional growth in data team meetings which the
administration/academic coach arranges requested training.

IDENTIFICATION/PRIORITIZATION OF NEEDS & ROOT CAUSE ANALYSIS

PRIORITIZED NEEDS
Is the need
Priority How severe is the trending better or Can root causes
Order Identified Need need? worse over time? be identified? Additional Considerations
1 Phonemic Awareness High No Change Yes
2 Reading Fluency High No Change Yes
Reading
3 High No Change Yes
Comprehension
Vocabulary
4 High No Change Yes
Knowledge
5 Math Fluency High No Change Yes
6 Problem Solving High No Change Yes
Writing: Organizing
7 High No Change Yes
Thoughts
8 Writing: Lack of Ideas High No Change Yes
9 Choose an item. Choose an item. Choose an item.
10 Choose an item. Choose an item. Choose an item.

ROOT CAUSE ANALYSIS

This is a root This is Impacted
cause & not a something Programs (Titles
Priority contributing we can I-A, II-A, III-A,
Overarching Need Order Root Causes to be Addressed symptom affect IV-A, SI, IDEA)
Phonemic Awareness Yes Yes Title I
Reading 1 Comprehension Yes Yes Title I
Vocabulary Yes Yes Title I

Fluency: Foundations of Math Yes Yes Title I

Math 2 Problem Solving Yes Yes Title I

Vocabulary Yes Yes Title I

Writing 3 Reading Yes Yes Title I
Organization Yes Yes Title I

26