As a school, we at Jenkins ES will continue efforts to build an intentional, well-established, exemplary social and emotional learning (SEL) program that strategically provides cross-divisional support coupled with robust professional learning and resources for staff, students, and families. JES is working to build an atmosphere conducive to teaching and learning through the implementation of Social Emotional Learning and Restorative Practices, with an emphasis on student and staff well-being, self-care, and physical and mental health.

•  Using the wealth of resources being rendered  by the district to intentionally plan for designated times during the year to:

• Analyze  Educational Effectiveness Survey Data and actively share it with stakeholders

• Solicit feedback based on received data

• Provide time for professional development (i.e. Restorative Practices, Positive Learning Environment Strategies)

• Provide times for teacher and student check-ins for reflective discussions (i.e. New Teacher Institute, scheduled teacher check-ins)

• Implement strategies and provide support for teachers and students based on what the surveys and discussions reflect

• Provide professional development for teachers for Social/Emotional Learning

• Celebrate the cultures of our teachers and families to promote a sense of belonging,( i.e. International Night, Holidays Around the World, etc.

• Implement WIN Time - Provide SEL-based lessons and discussion time with students on Wednesdays and Fridays

Student

• Increase SEL Advisement  through IgKnight Time on Wednesdays and Fridays

• Restorative Practice Opportunities in place of exclusionary practices as appropriate. Lessons rendered by trained staff

• Increase Student check-ins and reflective discussions.

• Black Knight Students of the Month

• “Check In/Check/Out” with identified students as part of a Multi-Tiered System of Support with a Behavior point person

• Target conflict resolution, problem-solving, decision-making, and communication sessions with Counselors/SEL-trained clerks assigned as part of our Multi-Tiered System of Supports

Staff

• Prioritize Adult Social Emotional Learning through school-based professional development monthly

• Provide Monthly wellness activities by the Counseling Department

• Provide a Wellness Room to support the need for calming, reflective time and a collaborative space for teachers and staff

• Provide an SEL room for students who may need to reflect 

• Provide opportunities for quarterly scheduled reflective chats

Increase Percent Positive Responses (% Often True + % Almost Always True) on the following EES-STUDENT survey items:  

1. I enjoy coming to school 

Baseline: 28%

2023: 35%

2024 Target: 40%

2. Students are respectful of others at this school.

Baseline: 17%

2023: 67%

2024 Target: 70%

3. In my school, I feel that I belong to a group of friends.

Baseline: 59%

2023: 52%

Result: 61%

4. There's at least one adult in this school I can talk to if I have a problem. 

Baseline: 67%

2023: 71%

2024 Target: 73%

5. I can calm myself down when I am excited or upset.

Baseline: 41%

2023: 45%

2024 Target: 48%

6. I am comfortable interacting with people from a different ethnic or racial background. 

Baseline: 44%

2023: 49%

2024 Target: 53%

7. I am good at figuring out problems that I am facing.

Baseline: 26%

2023: 40%

2024 Target: 43%

STAFF

Percent Positive Responses (% Often True + % Almost Always True) on the following EES-STAFF survey items:

1. I receive training on instruction to support social-emotional learning.

Baseline: 56%

2023: 76%

2024 Target: 79%

2. There is a willingness to address conflict in this school

Baseline: 62%

2023: 69%

2024 Target: 72%

3. When there is a problem in the school, we talk about how to solve it 

Baseline: 62%

2023: 65%

2024 Target: 68%

4. Our staff believes all students can meet state standards 

Baseline: 70%

2023 Target: 76%

2024 Target: 79%

As a school, Jenkins ES will improve in the following areas:

• Establishing a strong infrastructure for the MTSS at Jenkins will operate with an emphasis on the implementation of strong Tier I instruction.
•  Professional development for effective and efficient monitoring of Tier 2 interventions as needed for student progress
• Establishing a streamlined process and timeline for progress monitoring of student growth
• Kindergarten readiness through expanding access to early learning experiences from birth to five through district programming and effective community partnerships (Play to Learn, summer programs)
• Increased opportunities to learn through consistently implementing a high-quality curriculum that reflects grade level expectations, focusing on early literacy and the science of reading, and identifying subjects and grades to target for improvement through third-party curriculum audits.
• Increased opportunities and pathways for all students to demonstrate eligibility for gifted/talented programming.

There was a need to strengthen the team for MTSS based on last year's implementation. For this reason, we will:

• Create a strong infrastructure for the process to move students to progression through the RTI process. 
• Begin the year by using the diagnostic iReady data to be prescriptive of the needs of each and every student to improve in the areas of reading and math for academic success and indicators for success on the GMAS
• Build capacity to support and fully integrate strong Tier 1, Tier 1+ strategies and non-academic Tier 1 structure and processes such as school-wide positive behavior interventions and supports (PBIS), SEL curriculum/competencies, attendance campaigns, school counseling programs, etc.
• Formalize the academic response to intervention (RTI) process to reduce variability and improve the fidelity of implementation across all schools and grade bands which includes: Universal screening of all children in the general education classroom and identifying of students qualified for QBE-funded early intervention program (K–5) and remedial education program (6-12).

This team will be responsible for:

• Reinforcing and building the capacity of the staff to support the formula of the academic press + supportive community to result in student success for the students of Jenkins ES
• Reenergizing and building upon the basis of our PBIS system
• Establishing incentives for students and staff
• Providing the lessons for students and staff for an awareness of how the PBIS system works at Jenkins
• Creating the structure to make the RTI a formal process that has procedures for all to follow to ensure fairness and fidelity in rendering student needs
• Utilizing the appropriate data and providing a platform for collegial discussion of student needs in a timely manner
• Readily having that to provide for teachers for continual growth in truly “knowing” their students 
• Establishing a defined process for how students receive the appropriate academic and behavioral support
• Establishing a robust PBIS system, systematic use of restorative practices as well as the use of district-level supportive community resources.
• The use of universal screeners, and EES surveys to specifically identify student needs
• Student Small Groups 

Each student will move at least one year's growth as measured by the iReady assessment. By the end of the year the Two or More Grade Levels Below will decrease by at least 50%. The baseline data is as follows:

Reading:

Math:

Increase the percentage of students scoring in the proficient and distinguished levels on the milestones to at least the target percentage to reach high growth:

As a school, Jenkins ES will improve in the following areas:

• Improve kindergarten readiness through expanding access to early learning experiences from birth to five through district programming and effective community partnerships.

• Increase opportunity to learn through consistently implementing a high-quality curriculum that reflects grade level expectations, focusing on early literacy and the science of reading, and identifying subjects and grades to target for improvement through third-party curriculum audits.

• Increase opportunities and pathways for all students to demonstrate eligibility for gifted/talented programming.

• Implementation of ongoing professional development days for teachers and staff on alternating Wednesdays as it relates to instruction
• Timely review of data for more targeted instruction
• Professional learning on data analysis of county-vetted resources
• Plan for Play 2 Learn opportunities for families with children ages 0-5.
• Building Babies Brains After School Program available to selected families
• GGC After school program for the selected student
• Jenkins ES Based extended learning program
• Jenkins Family Engagement Nights
• Increase experiences outside of the Jenkins Elelemntary which include field trips that enhance the learning experience of the AKS
• Ongoing Cultural Awareness Activities -Hispanic Heritage Month Contest, African American Research, International Night
• Classroom/School Instructional Resources:  process to ensure diverse representation in materials (piloting EL Education K-5)
• Increase of Colleges and Careers highlighted from various backgrounds throughout the year with an emphasis on the historical nature of HBCUs here in the state of Georgia.

EES-STUDENT survey items:

1. All students have opportunities to choose more challenging work. 

Baseline: 27%

2023: 41%

2024 Target: 45%

2. Adults in my school help me plan and set goals for my future.

Baseline:  42%

2023: 46%

2024 Target: 51%

3. In class, we work with other students.

 Baseline: 24%

2023: 31%

2024 Target: 41%

4. Student success is celebrated in this school. 

Baseline: 46%

2023: 45%

2024 Target: 48%

Increase Gifted Percentage:

• Baseline: 6%

• 2023: 11%

• 2024 Target: 13%

As an instructional team, we will vigorously monitor instruction for learning and to increase support of teacher needs by:

• Updating the Local School Plan of Improvement (LSPI) framework to reflect expectations for both academic press and Supportive community for schools.

• Revising and implementing updated systems, structures, and processes for progress monitoring of LSPI implementation, with proactive opportunities to course-correct with additional resources and support within the academic year.

• Using data from state, district and local assessments to drive instructional decisions

• Provide professional development through a New Teacher Institute that differentiates the needs of new teachers and new teachers to Jenkins ES. 
• Create an extensive monitoring schedule to be in classrooms and provide a weekly report that includes leadership moves for the next steps
• Provide coaching cycle opportunities for teachers indicating areas of needed support
• Provide opportunities for feedback meetings after observations within the week of the observation for timely feedback
• Schedule weekly walkthroughs conducted by admin (some paired)
• Schedule Instructional Expectations Feedback Meetings with teachers
• Tuesday/Thursday Collaborative Learning Team meetings to plan for instruction
• Schedule Data Dive Days/Collaborative Planning
• Provide weekly additional collaborative planning with teams after school

Each student will move at least one year's growth as measured by the iReady assessment. By the end of the year the Two or More Grade Levels Below will decrease by at least 50%. The baseline data is as follows:

Reading:

Math:

Increase the percentage of students scoring in the proficient and distinguished levels on the milestones to at least the target percentage to reach high growth:

• Implement a strategic communications plan to reach the target audiences of families, students, teachers, and the community to share the work of GCPS and solicit input and feedback. 

  • Evaluate and reimagine district publications to ensure news and information is relevant, timely, and effectively communicated.
  • Refresh the GCPS brand to clearly communicate who GCPS is today. 
  • Strategically use social media and digital communications to connect with more stakeholders. 
  • Elevate student voice by including students in surveys, councils, and district leadership opportunities and providing more opportunities to share their stories.

• Create newsletters with language translation options
• Readily provide updates to the website in multiple languages
• Email blasts with language translations options
• English/Spanish documents
• Build a social media presence for our school
• Documents in multiple languages

ESS Family Satisfaction Rating

• I am informed about progress toward the improvement goals of this school

• Baseline: 91%

• 2023 Target: 93%

• Results: 77%

• This school tells me how I can help my student with homework

• Baseline: 86%

• 2023 Target:88%

• Results: 74

ESS Staff Satisfaction Rating

• When there is a problem in my school, we talk about how to solve it

• Baseline:68%

• 2023 Target: 70%

• Results: 65%