1A: Create systems, structures, and processes that institutionalize and operationalize the GCPS commitment to recognizing, valuing, and leveraging differences to interact effectively and better serve our students, staff, and community.

•        Professional learning throughout the school year with a focus on Rosebud’s marginalized populations (SPED, ESOL, and Gifted populations) - as identified by our ASTI status.
•        Family/Community Engagement focused on support for SPED, ESOL, and Gifted students (to include families and community members).
•        Working collaboratively with Office of Behavior Support and Interventions
•        Professional Development focused on strategies that specifically support the needs of all students but especially IRR/SPED, ESOL, and Gifted students.
•        Celebrating wins and recognizing students and staff for their growth (with a hyperfocus on ESOL, SPED, and gifted students)
•      PBIS celebrations and monthly PBIS student recognition ceremonies.
•      Hire a PIC to bridge the gap between the community and school.

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.

•      CCRPI data
•      iReady Data

Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD population by the end of the 2024-2025 school year as evidenced on GaDOE CCRPI Reports.

2A: Implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success. Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.

2B: Increase opportunities for students to demonstrate eligibility for gifted/talented programming.

2C: Overhaul resource allocation systems and processes to ensure that each school’s instructional, social emotional, and behavior supports match the unique student and community needs. Ensure access to effective instruction for students furthest from opportunity through differentiated and strategic compensation, as well as additional capacity building.

•      Revise observations to include more frequent coaching cycles and more frequent conversations around teaching practices/strategies.
•      Reduce class sizes to maximize differentiation.
•        Incorporate the vision of Rosebud and schoolwide goals in meetings to calibrate staff.
•        Have a process or set of norms for faculty meetings and CLTs.
•        Committees, Clubs, and Events should be designed to be inclusive of staff and student interests.
•        Award students throughout the year for growth and achievement
•        Review and revisement of grading practices (specific to ESOL and IRR students)
•        Team trained in MCPP.
•        Use of mentors and MTSS Behavior coach to provide support and training to mentors and teachers.
•        Analyze and disaggregate data to determine the next steps for planning and instruction (utilize CLT self-assessment rubric)
•        EL implementation of instructional resources
•        Implementation of New Math Standards
•        Continue MTSS Implementation (utilize MTSS Air Rubric)
•        Implementation of Balanced Assessment System
•        Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES)
•        Continue implementation of local school PBIS
•        Utilize SEL Lesson Plans
•        Continue implementation of local school PBIS
•        New Teacher Orientation, mentoring, and ongoing professional learning to support effective classroom strategies.
•        Working collaboratively with Office of Behavior Support & Interventions
•        Create a year-long new teacher institute specific to the needs of Rosebud Teachers

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.

•      CCRPI data
•      iReady Data

Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD population by the end of the 2024-2025 school year as evidenced on GaDOE CCRPI Reports.

3.A Redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured by the Results-Based Evaluation System (RBES) to support school improvement and student growth.

 3.B Transform the human resources function into a strategic talent management organization that supports educators and staff to achieve district goals. Consider offerings available and measurable impact on practice for teachers across the entire continuum of experience, grade band, and content specialties. Deepen professional development (PD) support for shifts outlined in the Blueprint, including cultural competence, equity, and SEL

•    Tier 1 instructional strategies are implemented with fidelity and equitably.  Rosebud will continue their focus on the following:
  •       Learning targets, annotating learning targets, and creating student friendly learning targets aligned to the AKS
  •        PD on how to use assessments to drive instruction and what does the data say about my teaching (what do I need to do differently, the same, what strategies will help students based on what the data says)
  •        PD on differentiation (databased groups vs. ability groups – knowing when to use which group)
  •        PD on spiraling standards and how to incorporate test taking strategies.
•            What interventions are used at the Tier 2 and 3 levels and how can I used them to target areas of growth for students (to include how can you push your on and above grade level students to achieve more)?
•       Communication of Instructional Framework and Communication of instructional goals
  •       Goals will be developed by departments, grade levels, teams, individual teachers, and students.
  •        A process for monitoring goals (staff and students)
  •        A process for being held accountable for meeting goals (staff and students)
•               Hire and retain highly proficient staff (provide training and support)

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.

•      CCRPI data
•      iReady Data
•       District Assessments

Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD population by the end of the 2024-2025 school year as evidenced on GaDOE CCRPI Reports.

4A: Promote a well-rounded education that includes various academic, arts, and athletic programs across the K–12 continuum, including co-curricular and extra-curricular activities.

4A: Sustain teaching quality and reduce variability between schools and classrooms.

4.B Prepare each and every student for post-secondary and workforce readiness so that they have multiple pathways to success based on their demonstrated knowledge, skills, abilities, and interests.

•       Professional learning throughout the school year
•        Increase the number of walk-throughs and provide constant feedback.
•        Leadership team analyzes GTES data to calibrate team ratings.
•        Create teacher leadership and accountability (team walkthroughs)
•        Develop teacher leaders (ILT meetings)
•        PBIS implementation for all teachers
•        Extracurricular activities and clubs that foster the whole child.
•        EES survey administration and analysis
•        Reward and recognition opportunities that celebrate students.
•        2-way communication opportunities for students, staff, and parents/community
•        Engaging families in multiple languages
•        Portrait of a Graduate
•        Community learning sessions on how to plan for college, careers, trades/jobs through our Title 1 parent coordinator.
•        Analyze and disaggregate EOG/EOC data to determine next steps.

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.

•      CCRPI data
•      iReady Data
•      District Assessments

Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD population by the end of the 2024-2025 school year as evidenced on GaDOE CCRPI Reports.