Introduction and School Overview:
Stovall-Shaw Elementary School is a PreK-5th grade community school with a choice program devoted to helping students grow in a positive way both physically and academically by utilizing the CATCH program. Our school population is approximately 350 students. We are a diverse Title I school with a high percentage of economically disadvantaged students. Over the past five years the school has faced a school merger, a pandemic, and the constant pull from a nearby charter school, which has changed the enrollment numbers as well as the demographic makeup of the school. We feel that we have mostly moved past those changes and are now embracing our new normal. We still have lingering effects from the pandemic as seen in our lower attendance rates. This year we hope to significantly increase that number as we also increase student growth, therefore raising our overall proficiency rates.
Goal or Performance Measure #1:
Students will grow academically
- By June 2024, students will demonstrate academic growth by meeting their growth goal according to iReady and by attaining a growth score of 75 or higher in all subgroups, subjects, and overall according to EOG data. (A4.01, B3.03, C2.01, A3.10)
Success Indicators:
Relevant Data:
- According to the 2022-2023 EOG data was rated with a report card grade of D and a score of 50. Our achievement score was 44.8 and growth score was 71.1. Our goal is to have an overall achievement score of 50 and a growth score of 75, which will place us as a C.
Reading Scores -
- 3rd - 38.5%, 4th - 35.6%, 5th - 28.6%
Math Scores -
- 3rd - 76.5%, 4th - 53.3%, 5th - 40.8%
Success Indicators:
- At MOY 75% of K-5 students will have reached at least half of their growth goal in reading and math as determined by iReady
- At EOY at least 75% of students will have reached their growth goal in reading and math as determined by iReady
- EVAAS growth index for EOG will be 0.0 or higher in all subjects and subgroups.
A3.10 - All teachers use assessment data and match instruction and supports to individual student needs
A4.01 - The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.
B3.03 - The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.
C2.01 - The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.
Action Steps:
Summary: How are we going to accomplish our goals?
- Sharing School Wide Data -
- Teachers will upload all BOY, MOY, EOY data into the school-wide data sheet.
- Grade level teams will share relevant grade level data sheets to the grade level folders in the school drive to monitor formative assessments at the end of each unit.
- Strong Core Instruction
- PLC teams will utilize Performance Based Objectives for each standard which will be posted in the classrooms and the academic vocabulary will be explicitly taught
- Classroom teachers will utilize PLC team documents, ie Google Sheets or Plan Books to record the targeted standards, PBO, important vocabulary, measurable outcome, lessons and activities, as well as what to do for enrichment and remediation
- Admin will use feedback provided in the beginning of the year meeting to make decisions about school wide professional development sessions such as additional Heggerty training.
- Evidence of Individual Independent Differentiation taking place WEEKLY - This is for CORE instruction and not just tiered interventions
- Differentiation will occur at least weekly in all classes and evidence will be demonstrated through classroom walkthroughs and student work.
- Each grade level will group students across the grade for intervention Mondays for at least an hour to provide intervention support or enrichment while targeting specific standards
- Administrators will conduct routine walkthroughs
- Admin will routinely complete walkthroughs, with a goal of 25 total per week.
- Admin will meet with PLC's to disaggregate data collected from walk-throughs and set targets for upcoming units.
- MTSS will be used to address behavioral and academic challenges.
- Teams will meet with the MTSS team every 4-6 weeks with all relevant data present and ready to analyze before the meeting.
- Teachers will write Tier II and Tier III plans using specific interventions aligned to targeted goals for students not demonstrating proficiency and not progressing towards proficiency.
- All teachers will be trained and supported on how to effectively utilize ECATS to track students' progress towards meeting targeted goals.
- Progress monitoring will be completed as directed by the tiered plan and then uploaded into ECATS (if not already imported) at least once per month.
- Schoolwide training on updates with the exceptional children’s program to ensure proper placement and support of students.
- A school behavior support committee will be formed to monitor and support students with chronic behavior concerns in order to create effective interventions plans
- Professional development will be offered in order to effectively utilize Heggerty and Bridges for quality tiered instruction for student interventions.
Goal or Performance Measure #2:
Students will grow in basic reading skills
- By June 2024, at least 60% of students in kindergarten through 2nd grade will be proficient in basic reading skills as measured by mClass. (A4.01, B3.03, C2.01, A3.10)
Success Indicators:
Relevant Data:
- Overall mClass results from K-2nd grade EOY 2023 - 51% were proficient, 19% were approaching proficiency, and 30% were well below proficiency
- Kindergarten mClass EOY Achievement 2023. 50% of students were at or above grade level. - 38% were well below grade level
- 1st grade mClass EOY Achievement 2023. 62% of students were at or above grade level. - 22% were well below grade level
- 2nd grade mClass EOY Achievement 2023. 45% of students were at or above grade level. - 26% were well below grade level
- BOY iReady EOY Achievement 2023 - 63% of kindergarteners, 50% of 1st graders, and 52% of 2nd graders were proficient.
Success Indicators:
- BOY, MOY and EOY results
- Progress monitoring data
A3.10 - All teachers use assessment data and match instruction and supports to individual student needs
A4.01 - The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.
B3.03 - The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.
C2.01 - The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.
Action Steps:
Summary: How are we going to accomplish this goal?
* All Action steps from Goal #1 will apply for goal #2 PLUS
- Every K-3rd teacher will provide daily phonics instruction using the district mandated materials
- The reading specialist with meet with K-2 PLCs at least monthly to review student literacy data and make plans to target areas of need
- The reading specialist and other support staff members will provide targeted reading interventions for small groups of students at least 4 times per week.
Goal or Performance Measure #3:
Student attendance will increase
- During the 2023-2024 school year, Stovall-Shaw will maintain an overall attendance average of 95% or higher. (A4.06, E1.06)
Success Indicators:
Relevant Data:
2022-2023 Results - Our attendance rate was 91%
- 38% of our students missed 10 days or less
- 62% of our students missed more than 10 days.
- 44% of the students missed 15 days or more!
Success Indicators:
Less than 5% of students will miss more than 15 days
Less than 10% of students will miss 10-14 days
A4.06: ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.
E1.06: The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).
Action Steps:
Summary: How are we going to accomplish this goal?
- We will follow the procedures outlined by the GCPS district attendance committee
- As a school we will also implement further procedures such as:
- The school will create an attendance committee to support the creation of incentives for good attendance and work with families to improve attendance with families with chronic absenteeism.
- If a child acquires their 8th absence then the school based attendance & MTSS team will require a meeting with the parent(s)
- After each quarter all students earning perfect attendance for that quarter will earn a token.
- Students with more than 2 days of absence within a PBIS period will be excluded from the event unless extreme circumstances and makeup work complete.
- Teachers will create a positive morning experience with incentivized tasks and SEL classroom meetings
- We will schedule various family involvement activities such as Tailgate Title I night, Literacy Night and Math Game Night that will guide parents in working with their students at home and foster a sense of community among the school
- At least once a quarter the school will engage in school wide wellness activities
- Staff will have processes to follow to identify and devise a plan for students that are most at risk in emotional needs
- Grade levels will send home a newsletter at least monthly.
- All teachers will maintain a communication log through Remind or other means and document communication with parents
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