State of Our School 2018 - forsyth.k12.ga.us

State of Our School 2018 - forsyth.k12.ga.us

STATE OF OUR SCHOOL 2018 S H A R O N E L E M E N TA RY AT THE END OF THE DAY, THE MOST OVERWHELMING KEY TO A CHILDS SUCCESS IS THE POSITIVE INVOLVEMENT OF PARENTS. - JANE D. HULL- CCRPI School Year School Name Content Mastery

(30%) Progress (35%) Closing Gaps (15%) Readiness (20%) CCRPI Score Achievement Achievement Progress Points (50 Gap Points (10

Points (40 pts) pts) pts) ED/EL/SWD Performance ETB Points 2018 School Year School Name Challenge CCRPI Score Points 2017

Sharon ES 50.9 35.5 10 1.8 1.5 3.3 99.7 2016

Sharon ES 49.8 39.2 10 1.8 2 3.8 102.8 2015 Sharon ES

47.6 36.8 10 2.3 1.5 3.8 98.2 Achievement Points (60 pts) Progress Points

(25 pts) Achievement Gap Points (15 pts) ED/EL/SWD Performance ETB Points Challenge Points CCRPI Score 2014 Sharon ES

59.3 18.2 15 1.9 1.5 3.4 95.9 2013 Sharon ES 58.9

16.7 15 2.1 1.5 3.6 94.2 2012 Sharon ES 58.9

16.4 15 2 0.5 2.5 92.8 2018 SCHOOL REPORT CARD https://schoolgrades.georgia.gov/sharon-elementar y-school NOTABLE ACHIEVEMENTS 2017 CCRPI Top 1% of Elementary Schools in

the State (20 out of 1,461) Top Ranked Elementary Public School in Georgia (Tied with Daves Creek) SchoolDigger.com Platinum Award for Highest Performing Every Year of GA Milestones 2016 National Blue Ribbon School of Excellence 2017-2018 SCHOOL IMPROVEMENT PLAN Enhance Literacy Instruction Jennifer Serravallo Book Studies Explicit Instruction Lucy Calkins Writing Units of Study Instructional Coaching Multi-Tiered System of Supports (MTSS) Grade Level Intervention Time 7 Mindsets (Social Emotional Learning) Grade Level Intervention Time

ENHANCE LITERACY INSTRUCTIO N OUR SCHOOLS FOCUS ON LITERACY: Improving reading levels based on Fountas & Pinnells Benchmarks Growing classroom libraries and a LOVE for reading Increasing the amount of time spent reading throughout the school day and at home Balancing actual reading versus stuff Meeting one-on-one and in small groups with readers Implementing Jennifer Serravallos reading strategies Providing Leveled Literacy Intervention (LLI) lessons Participating in a coaching cycle Continuing to implement the Lucy Calkins Units of Study in a writing workshop

In order to improve instruction, teachers are studying the literacy work of Jennifer Serravallo from Teachers College Reading and Writing Project (TCRWP) in New York City. Through grade-level conversations around her books, a live webinar, an inperson workshop, her podcast, as well as modeling by a coach or through available videos, teachers HOW CAN YOU BEST SUPPORT YOUR LEARNERS Create and promote a habit of TIME spent reading. AT HOME?

Provide audio books along with the text. Continue to listen to your child read while you follow along. React and have conversation about the text with your child. Talk about what a word means in that particular text. Let your child witness you reading a book. Spend time just browsing books. MTSS M U LT I T I E R E D S Y S T E M O F S U P P O R T Click icon to add picture MTSS M U LT I TIERED

SYSTEM OF SUPPORT Pyramid of Interventio ns TIER 4 RTI Response to Interventions TIER 3

TIER 2 TIER 1 MTSS Tier 2 Instructional Support Team (IST) Students needing additional instruction fairly consistently on more than one skill, concept, topic, etc. than what is provided at Tier 1, may be referred to Tier 2 Tier 2 team includes teacher, grade level peers, support staff, and an administrator Tier 1 Teacher provides classroom instruction that meets the needs of learners Students may need repetition

Grade level intervention time can support Tier 1 instruction Students may need to see material taught in multiple ways Interventions are often administered during grade level intervention time in the classroom but may also be delivered through the pull-out model, i.e. para support in small group or EIP (Early Intervention Program) support Progress is monitored once a month with Fastbridge in computation and application of skills in math Progress is monitored once a month with Fastbridge in reading fluency and comprehension Fastbridge is an online program that measures progress and is norm-referenced in the fall, winter, and spring

MTSS Tier 3 Student Support Team (SST) Students who are not making progress on Tier 2 as identified by Fastbridge, may be referred to Tier 3 This team is made up of parents, teachers, support staff who provide interventions, school psychologist, and an administrator Interventions are often administered during grade level intervention time, but not always, and delivered through the pull-out model for EIP (Early Intervention Program) support. Progress is monitored twice a month with Fastbridge in computation and application of skills in math Progress is monitored twice a month with Fastbridge in reading fluency and comprehension Fastbridge is an online program that measures progress and is norm-referenced in the fall, winter, and spring MTSS Tier 4 Students must be found eligible for Tier 4 services There has been an identified need for individualized instruction

Tier 4 services include special education, gifted, and ESOL SCHOOL S AFETY SCHOOL RESOURCE OFFICER (SRO) Deputy Joy Hubbar d SAFETY PRECAUTIONS Single Access Entry All visitors must come through the front door and show identification. All other exterior doors remain locked. UPDATED CAMERAS throughout the school.

Classroom Doors are LOCKED at all times. (Magnets for quick lockdown) 2 Panic Buttons Instant Notification of 911 Calls SRO is here regularly SAFETY DRILLS are practiced regularly Fire, Tornado, Lockdown Gotta Go Bags Teacher Training in First Aid, CPR, etc. Parents need to be sure contact info is updated in IC / Join Remind 101 DISTRICT COMMAND CENTER Constant surveillance of all schools SEE SOMETHING, SAY SOMETHING Campus Crime Stoppers TEXT to CRIMES (274637), Start message with FCSS CALL: 770.888.3466 (x 1 or 3) LOC KD OWN VIDEO Director of School Safety Todd Shirley [email protected]

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