• 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
• To provide additional opportunities to elevate student voice, ownership, and agency in the design of their school experience and be responsive to their requests.

Student Well Being

• Expand efforts to build an exemplary social and emotional learning (SEL) program by increasing lesson implementation from once to twice a week; collaborate with stakeholders monthly; and provide ongoing professional development

• Continue the implementation of PBIS, Restorative Practices, and the "Student Experience Committee" (SEC) to enhance academic and social engagement 

• Utilize the Marcus Crisis Prevention Program and de-escalation strategies to support intervention & crises

• Leverage student supports, recognitions and celebrations in partnership with PTSA, counseling department etc. (i.e Bronco of the Month, grade-level socials & celebrations, referrals for student check-ins)

• Share weekly communications with families (progress reports, Bronco Bulletin newsletter etc.)

• Create a Family and Community Engagement (FACE) site on the Crews home page to streamline access to school calendar and student resources

• Provide peer leader mentorship to students new to Crews & those referred by staff

Staff Well Being

• Recognize and highlight staff through our week-at-a-glance newsletter (shout-out section), weekly You Shine notes, monthly birthday celebrations, monthly staff meetings & grade-level celebrations, and ongoing climate activities

• Continue the work to support staff input and voice by building the capacity of our curriculum lead teachers, grade-level representatives, and support staff leaders

• Seek staff voice and input through our School Improvement Team (SIT) meetings and develop actionable steps or plans to support improvement

• PBIS - the PBIS team recognize a monthly staff member who utilizes the PBIS matrix 

Student & Staff Well-being

• Leverage school improvement team to support school culture and climate (i..e. Communications and calendaring, student & staff recognition, family & community engagement)

• Implement regular surveys, suggestion links, or forums where students and staff can provide input regarding school programs, events, and activities

• PBIS - Students and staff participate in PBIS rewards days throughout the school year

Student EES Survey

• High Standards & Expectations-All students have access to rigorous courses and supports (Baseline 78%/Target 82%) 

• Supportive Learning Environment-Student success is celebrated in this school (Baseline 70%/Target 74%)

• Belonging & Engagement-Students are involved in solving problems in this school (Baseline-71%/Target 75%)

• Social Awareness-I feel proud of my school (Baseline 65%/Target 69%)

Staff EES Survey

• Supportive Learning Environment-We celebrate progress toward school toward improvement plan goals (Baseline 84%/Target 88%)

• Collaboration & Communication-When there is problem in my school, we talk about how to solve it (Baseline 86%/Target 90%)

• Focused Professional Development- I receive training on instructions to support social emotional learning (Baseline 73%/Target 77%)

PBIS

• Percent of students with incidents (Baseline 15%/Target 11%)

• Reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, grade level curriculum, ongoing formative assessments, and progress monitoring.

• Continue PLC work to implement the school’s instructional framework & priorities in support of AKS rigor and standards

• Use school PLC template for team planning & communications

• Implement three-part lesson plan framework daily to encourage consistency across classroom environments

• Embed teacher-led small group instruction through lesson plans and practices formally at least twice a week to ensure high-quality Tier 1 instruction is occurring for all students 

• Use Atlas data protocols to review student work and assessments (i.e., CFAs, DAs) & adjust instruction to support teaching and learning

• Monitor the progress of students scheduled in the Remedial Education Program (REP) segments and Special Education Support Segments  to receive daily instructional and intervention support

• Conduct biweekly meetings with the intervention team (i.e., reading connection, math connection, MTSS coordinator, counselors,  administration)

• Review student plans of support for appropriate implementation and monitoring (i.e., 504, SST, Kid Talks, IEP ELP)

• Build staff capacity to support and fully integrate academic rigor and excellence through supportive community structures and processes for tier 2 & 3 intervention in local school and district professional development

• Implement WIDA training to support instructional strategies for multi-language learners through local and district professional development, peer observation, and coaching

• Formalize academic and behavioral responses to intervention (RTI) process to reduce variability and improve the fidelity of implementation

• Provide RTI training and support through PD and grade-level meetings

MTSS Screening: Academic Rigor/Excellence 

iReady Math Performance Bands

• Students performing two grade levels below (Baseline 14%/Target 10%)

iReady Reading Performance Bands

• Students performing two grade levels below (Baseline 19%/Target 15%)

 MTSS Progress Monitoring

• Students in REP: 121 (8% of students)

• Students receiving Tier 2: 69 (5% of students)

• Students receiving Tier 3: 52 (3% of students)

Behavior Management

•  Percent of students with incidents (Baseline 15%/Target 11%)

• Increase opportunities for students to demonstrate eligibility for gifted/talented programming

• Continue PLC work to implement the school’s instructional framework & priorities in support of AKS rigor and standards

• Use school PLC template for team planning & communications

• Implement three-part lesson plan framework daily to encourage consistency across classroom environments

• Embed teacher-led small group instruction through lesson plans and practices formally at least twice a week to ensure high-quality Tier 1 instruction is occurring for all students 

• Use Atlas data protocols to review student work and assessments (i.e., CFAs, DAs) & adjust instruction to support teaching and learning

• Monitor the progress of students scheduled in the Remedial Education Program (REP) segments and Special Education Support Segments  to receive daily instructional and intervention support

• Conduct biweekly meetings with the intervention team (i.e., reading connection, math connection, MTSS coordinator, counselors,  administration)

• Review student plans of support for appropriate implementation and monitoring (i.e., 504, SST, Kid Talks, IEP ELP)

• Build staff capacity to support and fully integrate academic rigor and excellence through supportive community structures and processes for tier 2 & 3 intervention in local school and district professional development

• Implement WIDA training to support instructional strategies for multi-language learners through local and district professional development, peer observation, and coaching

• Formalize academic and behavioral responses to intervention (RTI) process to reduce variability and improve the fidelity of implementation

• Provide RTI training and support through PD and grade-level meetings

MTSS Screening: Academic Rigor/Excellence 

iReady Math Performance Bands

• Students performing two grade levels below (Baseline 14%/Target 10%)

iReady Reading Performance Bands

• Students performing two grade levels below (Baseline 19%/Target 15%)

MTSS Progress Monitoring

• Students in REP: 121 (8% of students)

• Students receiving Tier 2: 69 (5% of students)

• Students receiving Tier 3: 52 (3% of students)

Behavior Management

•  Percent of students with incidents (Baseline 15%/Target 11%)

• Promote high levels of collaboration and engagement within professional learning communities using the Results-Based Evaluation System to define inputs, behaviors, and outcomes of students to determine successes of academic press and supportive community implementations

• Meet with PLC leaders monthly to review school, departmental, and/or grade-level progress and supports

• Continue PLC work to support ongoing formative assessment, feedback, reteaching, and targeted teacher-led small group planning to ensure student mastery of the AKS

• Coordinate opportunities for teachers to conduct 1-2 peer observations

• Schedule opportunities for PLC leaders to observe their teams

• Provide students with ongoing opportunities to demonstrate mastery and utilize the Academic Assistance Program, Academic Boot Camp, and Early Morning Help

• Use local school assessments, district assessments, and Milestones Benchmarks to measure progress

• Present academic and behavioral data during faculty & staff meetings and through weekly staff newsletter 

• Provide new teachers in our building with a mentor (veteran teacher for teachers new to the profession) or a Bronco Backer (veteran at the school for teachers new to the school)

• Conduct monthly check-ins with new teachers in our building

• Offer ongoing, targeted schoolwide professional development and choice sessions to all staff

• Ensure daily learning targets are posted, aligned with appropriate AKS and instructional calendars, and reviewed with students

GA Milestones: Students scoring at Proficient+ Distinguished by subgroups

Language Arts

• Special Education (Baseline 28%/Target 32%)

• EL (Baseline 43%/Target 47%)

Math

• Special Education (Baseline 30%/Target 33%)

• EL (Baseline 56%/Target 58%) 

GA Milestones: Students scoring at Proficient + Distinguished

•  Language Arts (Baseline-69%/Target 73%)

• Math (Baseline-76%/ Target 80%)

• Science (Baseline-64%/ Target 68%)

• Social Studies (Baseline-62%/Target 66%) 

Student EES Survey

• Monitoring Teaching & Learning- My teacher(s) tells me the purpose for each lesson or activity (Baseline 56 %/Target 60%)

• Clear & Shared Focus-This school is doing a good job of preparing me to succeed in life (Baseline-67%/Target 71%)

• Monitoring Teaching & Learning- My teachers help me learn by challenging me with interesting activities in class (Baseline-59%/ Target 63%)

Staff EES Survey

• Focused Professional Development- Peer observation/coaching is a tool we use to improve instruction (Baseline 56%/Target 60%)

• Improve two-way communication, engagement, and outreach that connects the community, the schools, and the district office

• Continue the work of newly formed school improvement committees: family & community engagement, student & staff recognition, and communications & calendaring

• Develop and share schoolwide internal (i.e., calendars, week-at-a-glance, Parent Square groups)  and external communication plans (i.e., teacher Google sites, weekly Bronco Bulletin, weekly progress reports, monthly team newsletters, social media)

• Create a family resource website embedded in school and teacher communication platforms

• Continue the work of Connected at Crews, which focuses  on providing opportunities for students, staff, and  community members to engage in clubs, activities, and classes based on their interests

• Utilize the connections’ preference survey to support student choices and interests

• Provide opportunities for parent and community involvement for all stakeholders to be active in our school improvement process (i.e., Local School Council, PTSA, All Pro Dads, Counseling Advisory Committee, etc.) 

• Host events that highlight and engage students and families with different backgrounds and interests

• Solicit student, staff, and family feedback following school events and activities

tudent EES Survey:

• Belonging & Engagement-What we do in school will help me succeed in life (Baseline 68%/ Target 70%)

• Clear & Shared Focus-This school is doing a good job of helping me to succeed in life (Baseline 67%/ Target 71%)

Staff EES Survey:

• Readiness to Benefit:  I am willing to work at changing my school for the better (Baseline 99%/ Target 100%)

• Readiness to Benefit:  My colleagues welcome new ideas and change (Baseline 71%/ Target 75%)

Family EES Survey:

• Parent & Community Involvement- Parents/families have input into improving this school (Baseline 58%/ Target 62%)

• Parent & Community Involvement- I feel welcome at this school (Baseline 83%/ Target 87%)