As Centerville Elementary School becomes more multicultural and multilingual with students and staff from diverse backgrounds, it will be important to create a safe school culture focused on the well-being of ALL students and staff.  Based on the 2022-23 Educational Effectiveness Survey (EES) data, there is a need to strengthen our work in the area of student and staff well-being and meeting the social emotional needs of students and staff through implementing effective Social Emotional Learning (SEL) strategies schoolwide.

1. Teachers will deliver Back to School Social Emotional Learning (SEL) lessons to students during the first 8-days of school.
2. Administrators will support Social Emotional Learning (SEL) lessons on the Morning Announcements.
3. School-wide professional development plan will include Social Emotional Learning (SEL) sessions for teachers delivered during grade level Working on the Work (WOW) Days (Release Days for Teachers).  
4. Social Emotional Learning (SEL) lessons will be provided to students by both teachers and school counselors/Positive Behavioral Interventions and Supports (PBIS).  Social Emotional Learning (SEL) Coach throughout the school year.  
5. Student and Staff Wellbeing Committee will plan new monthly activities that promote and support well-being and self-care. 
6. Teachers and staff will have opportunities throughout the school year to participate in listening sessions with the principal (Pop in with the Principal) to discuss their concerns and needs.
7. Student representatives will have opportunities throughout the school year to engage in listening sessions with school leadership to discuss ideas for student well-being activities, their concerns about school safety, and school improvement.  
8. Student Advisory Council will have opportunities throughout the school year to provide feedback on school initiatives and discussing ways to make school more enjoyable for students. 

Student Well-Being - Student Survey

• • Baseline Data - (% of Positive Responses)
    • Responsible Decision Making - 36%
    • Supportive Learning Environment - 46%
    • Monitoring of Teaching and Learning - 49%
  • Target Data - (% of Positive Responses) 
    • Responsible Decision Making - 41%
    • Supportive Learning Environment - 51%
    • Monitoring of Teaching and Learning - 54%

Staff Support - Staff Survey

• • Baseline Data - (% of Positive Responses)
    • Focused Professional Development - 79%
    • Collaboration and Communication- 83%
    • Monitoring of Teaching and Learning - 85%
  • Target Data - (% of Positive Responses) 
    • Focused Professional Development - 84%
    • Collaboration and Communication- 88%
    • Monitoring of Teaching and Learning - 90%

As Centerville Elementary School works to remove barriers to learning for all students, a Multi-tiered Systems of Supports (MTSS) will be implemented to address the academic and non-academic needs of our students.

Academic Press

Centerville Elementary School currently has a significant percentage of students represented in underserved student groups that are reading below grade level.  The Multi-tiered Systems of Supports will be implemented with fidelity to address the academic needs of our students and decrease the percentage of students performing below grade level on the reading portion of the Georgia Milestones Assessments.

Supportive Community

Centerville Elementary School will continue to focus on consistent implementation of the Positive Behavioral Interventions and Supports Program (PBIS) to promote positive behavior, improve school safety, and support the overall wellbeing of our students.

1. Utilize iReady Universal Screener to identify students with academic concerns and expedite the needed support.
2. MTSS and PBIS Team will analyze data from Wellness Screener and the resulting data will be used to determine improvement strategies.
3. The PBIS Team will participate in PBIS Universal Classroom Training and use strategies learned to support teachers with effective implementation of the PBIS Program.
4. Professional learning opportunities will be provided to the MTSS team members and the MTSS team members will share strategies learned with teachers.
5. Continue to implement the PBIS Framework strategies and interventions to support all students.
6. A 45-minute intervention block will be added in the master schedule(WIN “What I Need” Time) to provide support in reading for all identified students.
7. Math intervention opportunities will be provided to students during the math instructional block.
8. Additional reading and math intervention support will be provided to students during after-school and/or Saturday sessions.
9. Students identified as needing Tier II support in reading will receive additional intervention support through the Early Intervention Program (EIP).
10. During Collaborative Learning Team (CLT) Meetings, more focus will be placed on Tier I intervention practices to lessen the need for Tier II and Tier III invention support. 
11. Sessions will be set aside during scheduled Collaborative Learning Team meetings to focus on data review.
12. Students will engage in small group and partner work to improve understanding of the Academic Knowledge and Skills (AKS).
13. Vertical Planning Teams will meet to discuss data and additional supports needed for students.
14. Students will respond to the Educational Effectiveness Survey (Student Wellness Screener) and the resulting data will be used to determine improvement strategies.
15. Innovative Technology Instructional Coach (ITIC) will collaborate with staff to explore and share ideas around the use of innovative technology (i.e., interactive boards, iPads, Chromebooks, collaborative workstations, flexible seating areas) to increase student engagement in all academic core content areas. 

PBIS Implementation/Distinguished Status

• • Baseline Data - Operational
  • Target Data - Operational

Student Academic Improvement 

Decrease the % of students scoring at the Beginning level on Georgia Milestones - 3rd Grade - 5th Grade

Decrease the % of student reading below grade level on the Georgia Milestones - 3rd Grade - 5th Grade

As Centerville Elementary School continues to actively work towards all students having the knowledge and skills to excel both academically and behaviorally, we will ensure our students have access and opportunities to engage in a high-quality, rigorous, and culturally relevant curriculum expanding beyond K-5 to include early learning access to all families in the community. 

1. Continue implementation and increase enrollment of our kindergarten readiness program (Play2Learn).
2. Increase enrollment in the Summer Learning Program (Support Enrichment Acceleration (SEA) Program)for rising kindergarteners.
3. Hold a registration event for rising kindergarten families.
4. Rental of the Book Mobile for the kindergarten registration event to support early literacy at home.
5. Send summer mailings to rising kindergarten families with timely information for a successful start to the school year.
6. The Title I Parent Coordinator will partner with local daycare facilities to share information about registration dates, enrollment requirements, and SEA Program for rising kindergarteners.
7. The Title I Parent Coordinator will build parent capacity by providing parents with information and resources to help prepare their children for kindergarten.
8. The Title I Parent Coordinator will build parent capacity by providing parents with information to help them understand the school and district expectations.
9. Provide opportunities for extra-curricular activities/club activities before and after school.  
10. Students will have an opportunity to select and participate in a club of interest as a monthly SEL activity.  
11. Students in grades K - 1 will participate in Joyful Learning activities during morning arrival time.
12. Increase opportunity for learning through EL Education curriculum which engages students through reading, thinking, speaking, and writing about engaging grade level text on meaningful/culturally responsive topics.
13. Provide content-related activities that will enrich student learning experiences.

Rising Kindergarten Enrollment During the Month of May 

• •  Baseline Data - 31%
  • Target Data - 50%

 Rising Kindergarten Enrollment for SEA Program

• •  Baseline Data - 25 students 
  • Target Data - 30 students

 Play 2 Learn Enrollment During the Month of May

• •  Baseline Data - 21 students
  • Target Data - 30 students

Centerville Elementary School is actively cultivating a culture of continuous quality improvement by focusing on academic progress and reflecting on areas and strategies to help our students and teachers be successful.

1. The instructional coaches and administrators will continue to collaborate with grade levels during Collaborative Learning Team (CLT) Meetings to deepen their understanding of the Academic Knowledge and Skills for literacy and math, share best instructional practices for small group instruction, and review student assessment data and work samples to inform instruction.
2. Teachers will use ELA and Math assessment data (formative and summative) to inform their teaching to meet the needs of each student.
3. Teachers will conduct peer observations of effective instructional practices.
4. New teachers will participate in a New Teacher Academy (NTA) to increase their knowledge and skills in effective instructional practices, classroom management strategies, and technology integration.  
5. Vertical Planning Teams will identify specific low performing AKS for each grade level to improve teaching and learning practices.
6. The administrative team and instructional coaches will provide timely feedback to teachers after classroom observations.
7. The administrative team and instructional coaches will complete data analyzes and identify next steps for instructional support for students.
8. The Title I Parent Coordinator will build parent capacity by providing information and communication about ELA and Math curriculum each semester in appropriate languages, according to the school population, and in a format that is family friendly.

Peer observations for Teachers

• • Baseline Data - 17 observations
  • Target Data - 30 observations

As our community has become more diverse, we must communicate in a way that reaches all parents. Enhancing our communication to meet the needs of our diverse student population will help families stay informed of school information as well as student progress.

1.  School-wide communication/flyers will be provided to families in multiple languages, and in a format that is family-friendly.
2. Advertise and offer interpreter services for parents so they may fully participate in school events and activities.
3. Centerville’s E-News Parent Newsletter will be uploaded to the school’s website to be translated into multiple languages.
4. Centerville Administrators, Title I Parent Coordinator, and Technology Team will utilize social media platforms to connect and communicate with our stakeholders.
5. The  Title I Parent Coordinator will increase opportunities for families and community members to connect with one another through school events. 
6.  The Title I Parent Coordinator will work alongside the school registrar to create processes and procedures for welcoming new families to the school. 
7. The Title I Parent Coordinator will update the Parent Resource Room with resources, materials, equipment, and furniture to create a warm and inviting space to increase parent usage.

Family Survey Participation

• • Baseline Data - 90 participants 
  • Target Data - 100 participants

Responsive Communication - Family Survey

• • Baseline Data - 85%
  • Target Data - 90%

Followers on Social Media Accounts

• • Baseline Data - 208 Followers
  • Target Data - 275 Followers

Centerville Elementary School will build our parents' capacity to support their children's academic achievement by implementing the activities identified in the Plan/The Promise. 

1. Continue to build parent capacity through family engagement nights.
2. The Title I Parent Coordinator will partner with local daycare facilities to share information about registration dates, enrollment requirements, and SEA Program for rising kindergarteners.
3. The Title I Parent Coordinator will build parent capacity by providing parents with information and resources to help prepare their children for kindergarten.
4. The Title I Parent Coordinator will build parent capacity by providing parents with information to help them understand the school and district expectations.
5. Hold a registration event for rising kindergarten families.
6. Rental of the Book Mobile for the kindergarten registration event to support early literacy at home.
7. Send summer mailings to rising kindergarten families with timely information for a successful start to the school year.
8. The Title I Parent Coordinator will build parent capacity by providing information and communication about ELA and Math curriculum each semester in appropriate languages, according to the school population, and in a format that is family friendly.
9. The  Title I Parent Coordinator will increase opportunities for families and community members to connect with one another through school events. 
10.  The Title I Parent Coordinator will work alongside the school registrar to create processes and procedures for welcoming new families to the school. 
11. The Title I Parent Coordinator will update the Parent Resource Room with resources, materials, equipment, and furniture to create a warm and inviting space to increase parent usage.
12. Translation devices and interpreters will be used to support parents during conferences and family engagement nights.  
13. Support parents in using Parent Square for communication purposes.
14. Increase opportunities for small group, targeted instruction which supports the effective implementation of the MTSS process and/or provide additional interventions and supports to students.

Increase the percentage of families indicating positive responses on the Educational Effectiveness Survey in the following characteristics:  Collaboration , Communication, Parent and Community Involvement, and Clear and Shared Focus.

Increase the number of respondents on the Family Engagement Survey

Baseline Data - 79 Parent Responses

Target Data - 100 Parent Responses