• Empathy and inclusion are fundamental to creating a positive and respectful learning environment for all students at Cedar Hill Elementary.
• A culturally responsive curriculum supports students in making meaningful connections to their learning experiences.

1. Continue to incorporate empathy-building activities and discussions into the curriculum.
2. Provide professional development for staff on cultural competence, diversity, and inclusion.
3. Provide scaffolded SEL lessons for grades K-5 using the "Character Strong" Program, to help our students reach their full potential and thrive with evidence-based social-emotional learning (SEL) lessons. 
4. Encourage teachers to adapt their instructional methods to accommodate the cultural backgrounds of their students.
5. Expand our multicultural literatures in the school library that reflect diversity and specifically the school's diversity. 

         I. Improve student response on the annual Student EES survey in the following Action Steps:

a.       “This School respects student differences” Baseline 70%, Target 75% Almost Always True positive rate.

b.      "Most students are respectful of others at this school" Baseline 18%, Target 28% Almost Always True positive rate. 

    c. “I enjoy coming to school” Baseline 30%, Target 40% Almost Always True positive rate.

II. Improve parent response on the annual Family EES survey in the following Action Steps:

a.       "I believe that Adults in this school care about my student" Baseline 71%, target 76% Almost Always True positive rate.. 

b.      “I am informed about progress toward the improvement goals of the school” Baseline 73%, Target 83% Almost Always True positive rate.

           III.  Improve staff response on the annual Staff EES survey in the following Action Steps:

a.       “We are provided training to meet the needs of a diverse student population in our  school” Baseline 80%, Target 85% Almost Always True positive rate. 

b.        "The school communicates effectively with families of all cultures". Baseline 85% Target 90% Almost Always True positive rate.

• Implementing a comprehensive framework to fully operationalize a multi-tiered system of supports designed to address academic and non-academic student needs and remove barriers to success.
• Data is essential for informed decision-making and the success of MTSS in addressing student needs.
• PBIS supports student achievement by establishing a proactive approach to behavior management, promoting a safe and supportive environment conducive to learning.

1. Train staff in data collection methods and tools. (Universal Screeners)
2. Establish regular data review meetings to identify trends and areas for improvement.
3. Provide professional development for teachers in evidence-based instructional practices.
4. Enhance our PBIS team to strengthen and implement a school-wide behavior matrix and reward system.
5. We will continue the  MTSS Team monthly meetings to discuss students with Tier 2 and Tier 3 educational needs.
6. We will offer Extended Learning Time (ELT) in the first and second semesters to support students academically in Math and English Language Arts.
7. Imagine Learning Professional Development, Imagine Learning Data talks, as well as Learning Walks for ML Teachers. 
8. ML Teachers work with Grade Levels quarterly to update ELPS and develop Language Goals
9. ML AP met with ML Teachers to review students who did not demonstrate growth.

     I. Improve parent response on the annual Parent EES survey in the following Action Steps:

a.       “My student understands the purpose of each lesson” Baseline 69%, Target 74%, Almost Always True positive rate. 

b.      “Struggling students receive early intervention and additional help at this school”  Baseline 71%, Target 80%, Almost Always True positive rate.  

c.       “Teacher accommodates my individual students’ needs by adjusting instruction” Baseline 68%, Target 70%, Almost Always True positive rate. 

d.    Decrease the percentage of students qualified for Tier 3 Intervention to achieve the GPCS RTI expectation of 5% by increasing the fidelity of Tier 1 and Tier 2 Intervention.

       Baseline for each grade level at the start of the 24-25 School Year

         1. Kindergarten: 3%

         2. First Grade: 8%

         3. Second Grade: 9%

         4. Third Grade: 8%

         5. Fourth Grade: 15%

         6. Fifth Grade: 14%

e.        Achieve a 95% participation rate in the iReady and EES Well-being Screeners.

    II. Increase in student achievement scores on standardized assessments.

    a. Show an improvement on the Georgia Milestones Assessment (GMAS) by increasing the number of students reading on grade level or above in grades 3-5: 

    1. 3rd Grade Projection: Baseline 59%, Target 65% to reach the CI Benchmark. 

    2. 4th Grade Projection:  Baseline 52.3%, Target 54.8% to reach the CI Benchmark

    3. 5th Grade Projection: Baseline 71.4%, Target 74.7% to reach the CI Benchmark

    b. Improve the number of students making progress towards English Proficiency based on Growth and ACCESS: 

    1.  Improve the number of ML students reaching the CI Benchmark. Baseline 89.2%, Target 93.4%. 

Rationale

• Every student should feel safe, valued, and empowered to learn, regardless of their background.
• Equitable access to advanced opportunities is essential for preparing students for success in the future.

1. Provide diversity and inclusion training for all staff members.
2. Continue to offer advanced content reading and math classes to identified students in grades 2-5
3. Expand extracurricular offerings and make them accessible to all students e.g. Readers Rally/Robotics/ Peer Leaders.
4. Offer additional academic support and tutoring to help underrepresented students succeed in advanced courses.
5. Continue to offer K-5 Computer Science and have added a K-5 Reading Specials.
6. Create a peer leadership team consisting of 3 branches: Safety Patrol, Ambassadors, and Social Media.  Through these branches, students are able to interact with others on all grade levels and prove to be role models in our school.  Our goal is to build community through leadership opportunities.

      I. Improve parent response on the annual Student EES survey in the following Action Steps:

       a. “I am encouraged to collaborate with my student’s teacher about my student learning” 78% to 86% Almost Always True positive rate. 

       b. “Parent Organizations at this school actively encourage all families to participate” 75% to 80% Almost Always True positive rate. 

       c. “Parents/families have input for improving this school” 73% to 78% Almost Always True positive rate.

       d. “Teachers accommodate my student’s individual needs by adjusting instruction” from 51% to 61%, Almost Always True positive rate. 

        II. Improve student response on the annual Student EES survey in the following Action Steps:

        a. “My teacher(s) find other ways for me to learn things I find difficult” from 58% to 68%, Almost Always True positive rate. 

         III. Cedar Hill ES will improve the number of students in advanced content classes:

         a. 2nd Grade: from 15% to 18% Increase

         b. 3rd Grade: from 33% to 35%Increase

         c. 4th Grade: from 17% to 20%  Increase

         d. 5th Grade: from 0% to 3%  Increase

         IV.  iReady

·                    a. Students will achieve Typical Growth in LA by increasing scores 2.9% to reach the 46.9% 1st Semester to reach the CI benchmark. 

4              b. Students will achieve Typical Growth in MA by increasing scores by 3% to reach the 48% 1st Semester to reach the CI benchmark. 

                           c. Students will achieve Stretch Growth in LA by increasing scores by 2.9% to reach the 30.9% 1st Semester to reach the CI benchmark. 

2              d. Students will achieve Stretch Growth in MA by increasing scores by 3.1% to reach the 19.1% 1st Semester to reach the CI benchmark. 

• At Cedar Hill, an ongoing teacher evaluation is essential for maintaining high standards of instruction and promoting professional growth.
• Effective professional development is essential for enhancing teacher effectiveness and student outcomes.
• Collaborative Learning Teams (CLTs), classroom walkthroughs, and administrator feedback together promote the sharing of best practices, professional growth, and a focus on student learning.

1. Regularly collect and analyze evaluation data to identify areas for improvement and professional development needs.
2. Conduct regular classroom walkthroughs led by administrators to observe and provide constructive feedback to teachers.
3. Provide targeted professional development opportunities aligned with evaluation findings.
4. Enhance our processes of Collaborative Learning Team meetings to include adapting to our new EL and Math Curriculum.
5. Schedule quarterly classroom walkthroughs where new teachers observe and receive feedback from their colleagues.
6. Continue to offer quarterly release time (½ day planning) to analyze student data and lesson plans. 

 I. Improve staff response on the annual Student EES survey in the following Action Steps:

 a. My colleagues are willing to hold me accountable for student learning 70% to 75%

 b. Staff members enforce consistent behavior expectations and consequences in their classroom 75% to 85%

 c. We reflect upon instructional practice to inform our conversation about improvement 78% to 88%

 II. Improve student response on the annual Student EES survey in the following Action Steps:

  a. “My teacher(s) provide lessons and activities that challenge me to learn.” From 58% to 63%, Almost Always True positive rate. 

 III. Cedar Hill ES will improve on the Georgia Milestones Assessment (GMAS) in ELA for grades 3-5 from in the proficient or above levels. 

   a. 3rd Grade Projection: from 33.3% increase to 37.9% for the CI Benchmark

   b. 4th Grade Projection: from 22.3% increase to 24.4% for the CI Benchmark

    c. 5th Grade Projection: from 27.7% increase to 32.7%  for the CI Benchmark

 IV. Cedar Hill ES will improve on the Georgia Milestones Assessment (GMAS) in Math for grades 3-5 in the proficient or above levels.

    a. 3rd Grade Projection: from 34% increase to 39% for the CI Benchmark

    b. 4th Grade Projection: from 32% increase to 37% for the CI Benchmark

    c. 5th Grade Projection: from 29% increase to 34% for the CI Benchmark

• Early exposure to career options can inspire students, broaden their horizons, and help them set educational and career goals.
• A strong foundation in these skills is crucial for success in any future endeavor, whether academic or professional.

1. Integrate age-appropriate career-related activities and discussions into the curriculum.
2. Provide hands-on experiences related to different professions to encourage students to explore their interests and talents.
3. Collaborate with the school counseling department to organize career days or events where professionals from diverse fields visit the school to share insights about their careers.
4. Encourage students to embrace challenges and view mistakes as opportunities for personal growth.
5. Offer enrichment activities and extracurricular opportunities that foster a love for learning beyond the classroom.

 I. Improve family response on the annual Family ESS survey in the following questions:

 a. “The school is doing a good job of preparing my student for a successful future” from 75% to 83% Almost Always True positive rate.

 II. Improve student response on the annual Student EES survey in the following Action Steps:

 a. I am good at figuring out the best solution to problems I am facing: 31% move up to 36%

 b. I think of more than one solution when I have a problem: 40% move up to 45%

 c. In class we often work with other students to solve a problem/To do a task: 33% move up to 38%

• We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.
• Collaborative relationships between parents and the school positively impact student outcomes and create a supportive learning environment.
• Equipping parents with knowledge and resources empowers them to be active partners in their child's education.

1.    Host parent-teacher conferences to discuss student progress and set academic goals.

2.    Organize workshops and informational sessions on topics such as homework support, literacy, and navigating the education system.

3.    Create a welcoming and inclusive school environment that encourages parents to actively participate in school activities and decision-making.

4.    Offer workshops and training sessions on literacy development, math support, and strategies for reinforcing classroom learning at home.

5.    Share information about community resources, including tutoring programs and local libraries, to further support parents and students.

       I. Increase the frequency of communication with Cedar Hill families to set an expectation of 75% attendance at Parent-Teacher Conferences. 

      II. Provide three Parent Workshops per Semester through the Family Center that address academic expectations and available resources and increase

          the percentage of parent participation by 5%. 

      III. Expect at least one weekly communication from each teacher through Parent Square to the entire group of parents in order to improve 

           two-way  communication between parents and teachers. 

       IV. Improve family response on the annual Family ESS survey in the following questions:

       a. “I am informed about progress toward the improvement goals of the school” from 42% to 47%, Almost Always True positive rate.