Coal Mountain ES 1
2015-18 Executive Summary
Continuous Improvement Goal
(Schools determine the number of goals)
1. Coal Mountain will increase the
percentage of students showing typical
or high growth in math and reading as
measured by Student Learning
Objectives (Fountas & Pinnell) and
Student Growth Percentiles.
2. Coal Mountain ES will increase the
overall CCRPI School Climate Star Rating
from 95.7 (2014) to 96.7 by focusing on
survey results, attendance, and
personalized climate.
AdvancED Standards
(Check all that apply)
Purpose and Direction
Governance and Leadership
X
Teaching and Assessing for
Learning
Resources and Support
Systems
X
Using Results for Continuous
Improvement
X
X
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Support from FCS Depts.*
(List all that apply)
Teaching & Learning
Technology & Information
Services
Special Education
Educational Leadership
Human Resources
Teaching & Learning
Educational Leadership
Student Support Services
Technology & Informational
Services
Resources and Support
Systems
X
3. Coal Mountain will collaborate with North
Cluster schools to develop a strategic plan in
the following areas:
a. Graduation and Attendance Rates
b. Community Awareness
c. Access to Opportunities
Using Results for Continuous
Improvement
Purpose and Direction
Governance and Leadership
X
Teaching and Assessing for
Learning
Student Support Services
Teaching & Learning
Educational Leadership
Technology & Informational
Services
Resources and Support
Systems
X
Using Results for Continuous
Improvement
* FCS Depts:
Educational Leadership
Facilities
Finance & Operations
Food & Nutrition Services
Human Resources
Public Inf. & Communications
School Safety & Discipline
Special Education
Student Support Services
Superintendent
Teaching & Learning
Technology & Inf. Services
Transportation
Coal Mountain ES 2
2015-16 School Improvement Plan
Continuous Improvement Goal:
The goal for CMES is to create and foster critical thinkers who are risk takers, tenacious in their learning, and set high goals, while
accepting responsibility for their own learning and life choices.
SMART Goal:
1. The percentage of students scoring proficient and exceeding proficient will increase in Math from 4.2% to 40% by the end of
the 3rd quarter grading period of the 2015-2016 school year as measured by the 5th grade FCS Math Interim Post-Assessment.
2. The percentage of students who will meet expected to high growth in reading will increase from 95% to 96% based on SLO
data as measured by Fountas and Pinnell.
Actions, Strategies and
Interventions
(Includes Prof. Learning Plan)
See Step 4 (DMR):
Select Specific Strategies
Fully operational data teams will meet
twice monthly to analyze data and come
to consensus on high leverage strategies
or enrichment opportunities to support
student achievement.
Improve math achievement in the areas of
problem solving and computation through
the implementation of New Zealand Math
(daily guided math/IKAN-GLoSS
strategies); Teacher modeling of high level
math problem solving using Math
Frameworks and SVM, and implementing
Number Talks K – 5.
Improve reading instruction and
Impact on Student and Adult
Behavior
(“If…then...” Statements)
Timeline
Resources Needed?
Who is
Responsible?
See Step 5 (DMR):
Determine Results Indicators
If assessment data is routinely
analyzed to monitor student
progress, then differentiated
instructional strategies, assessments,
and learning activities will address
students’ learning needs.
If students’ areas of weakness are
identified and monitored through
the data team process, then
appropriate learning strategies and
instructional activities can be
identified and implemented to
support learning. Likewise, those
students proficient and above will
benefit from higher level and more
rigorous instructional activities and
assessments.
If the level of reading is to increase,
August 2015 – May
2016
August 2015 – May
2016
August 2015 – May
Responsible: CMES
Assessment Team;
Kimberly Davis; Kim Fox
Resources: District
level data team training;
Hattie’s work on
research based
strategies; A focus on
daily learning targets;
Ongoing training for
assessment team
members (state
modules, PBA training,
rubric development)
with redelivery to their
colleagues.
Responsible: All
classroom and support
teachers;
Administrative team
Resources: New
Zealand Math – daily
guided math; Math
Frameworks; SVM;
Math Exemplars;
Ongoing collaboration
among K-5 teachers.
Ongoing conversations
and training with Brian
Lack. Metro RESA
Training.
Responsible: All
Coal Mountain ES 3
incorporation of reading across all content
areas, especially in the areas of science
and math. Teachers will model reading
strategies using higher level non-fiction
texts while providing student practice with
on-level texts.
then the instruction provided by
teachers will improve to show
continued growth. If non-fiction
texts are increased and assessed
with high expectations, then the
level of student reading will
increase.
2016
Continued work to develop inquiry based
units of study that are differentiated,
rigorous, and incorporate higher level DOK
and Bloom’s questioning strategies.
Integrate content areas and reflect
balanced assessment – including PBA.
If students are expected to explore,
question, and develop their own
solutions for authentic units of study
and produce and present their
learning via their own presentations,
then they will acquire a deep
understanding of the standard(s).
Continue to Develop a Collaborative
Culture and Community by a) Building
collaborative school based teams b)
Collaborating with other elementary and
K-12 cluster schools c) celebrating success
d) Customer Focus/Positively Forsyth
TKES (observations, conversations,
feedback, surveys, data collection and
monitoring)
Continued implementation of BYOT to
engage students in their learning.
Continued use of technology resources
(Skype; aps; Noble) to authentically
engage students in their learning.
Ongoing professional learning for
If students are authentically engaged
in their learning, then increased
amounts of student learning and
deeper levels of thinking will be
achieved for all learners.
If teachers and leaders have a clear
understanding of professional
standards and expectations, as well
as a “growth mindset” and trusting
culture, then meaningful
conversations and collaboration can
focus on improved professional
practice in a risk free environment.
If students are authentically engaged
in their learning, then increased
amounts of student learning and
deeper levels of thinking will be
achieved for all learners.
August 2015 – May
2016
August 2015 – May
2016
classroom teachers and
support teachers.
Administrative team;
Resources: Fountas &
Pinnell benchmarking;
Assessment Team &
Design Team leaders;
Denise Webb to provide
science literacy support;
Amanda Wickman to
provide math literacy
support; Brandy Forde
to provide Integration
support
Responsible: All
teachers;
Administration; Design
Team
Resources: Wiggins and
McTigh –UBD;
Collaborate to design
inquiry units, reflecting
and modifying after
instruction takes place.
Purchase additional
resources ( i.e. Inquire:
A 21st Century
Handbook for Inquiry
Learning) to support
inquiry based
instruction; Design
Team will support
lesson design on their
grade levels
Responsible: All
professional educators
August 2015 – May
2016
Responsible: All
Certified Staff
Resources: Continued
support, training, and
resources from the GA
DOE and FCS Human
Resources Dept.
August 2015 – May
2016
Responsible: All
Classroom and support
teachers;
Administrative team;
ITS; 21st Century Team
Resources: Continued
Coal Mountain ES 4
technology and ITSLearning will be
provided throughout the school year by
our Instructional Technology Specialist.
purchase of state of the
art technology
resources. Continued
updates of instructional
aps. Continued
collaboration among all
K-5 personnel led by the
21st Century Team on
new and best strategies
at the transformational
level.
Describe how your SMART Goal will be monitored throughout the year:
See Step 6 (DMR): Monitor and Evaluate Results
Progress will be monitored throughout the year by reviewing student data, professional learning feedback,
and committee meeting feedback.
2015-16 Professional Learning Plan
Professional Learning Goal(s):
Provide training and support for writing and math assessment and instruction, transformational technology,
and content integration.
Connection to Continuous Improvement Goal(s):
Increase student achievement in the areas of math and writing, as well as build a collaborative and trusting
school culture focused on a “growth mindset”.
Date
# Hours
Description of Learning Activities
July 30
Pre-Planning
July 31
Pre-Planning (District)
August 3
Pre-Planning
August 4
Pre-Planning
August 5
Pre-Planning
September 2
Early Release/Prof. Dev. (District)
October 23
Prof. Dev. Day (District AM/School PM)
October 26
January 4
4
7 Mindsets Training
3
District Collaboration Day - itslearning
6
Technology & Integration of Content Training: itslearning,
GLoSS, Fontas & Pinnell, Data Teams; CPR & Other Medical
Training
Open House
4
4
Code of Ethics, MV/Mandated Reporter, and Acceptable Use
Training; Core Team Collaboration
Data Teams/School & Grade Improvement Plans
4
Differentiation Instruction
2
7
Number Talks Training
Data Teams Collaboration; Classroom Assessment Data
Coal Mountain ES 5
Prof. Dev. Day (School)
February 16
Prof. Dev. Day (District AM/School PM)
May 31
Post-Planning
June 1
Post-Planning
Thursday Collaboration Meetings
Every Thursday throughout the year
during planning time
Wednesday Professional Learning
Meetings
After school meetings
TOTAL HOURS:
7
3
3
30
21
97
discussions; Grade Level Collaboration
Differentiation Instruction
Data Team Collaboration – review assessment data, design RTI
Instruction for 2016-2017; Update School Improvement Goals
Data Team Collaboration – review assessment data, design RTI
Instruction for 2016-2017; Update School Improvement Goals
a) 2 Thursdays a month are devoted to RTI/Data
Team/Assessment Review/Instructional Strategies
b) 2 Thursdays a month are devoted to technology integration
and content integration, specifically math strategies as well as
Science & Social Studies
Three Wednesdays monthly, staff members meet in K-5
vertical teams to discuss and plan performance-based
assessments tied to inquiry units, design, and adjust integrated
inquiry units of student with a focus on writing and math
instruction. (The fourth Wednesday of the month is for
Leadership Team meetings.)