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School Improvement Plan

Carroll Springs School

School Improvement Plan

2023-2024

 

Carroll County Public Schools Strategic Plan 2018-23: Objectives and Priority Focus Areas

Multiple Pathway Opportunities for Student Success

⮚       Prepare students to exit CCPS college, career, and community ready.

⮚       Improve the proficiency level of each student group in ELA and mathematics.

o   Grade 3 Reading

o   Middle School Algebra

o   MCAP ELA Proficiency

o   MCAP Math Proficiency

⮚       Provide access to a well-rounded, varied, and rigorous curriculum to all students.

o   Under-represented Student Groups in High School Courses

Family and Community Partnerships

⮚      Demonstrate transparency, trust, and respect.

o   Meaningful, informative, timely, respectful, two-way, and multimodal communication

⮚      Seek out, welcome, and engage parent and community volunteers to enhance achievement.

o   Outreach to families

⮚      Partner with local government, businesses, and agencies to support learning.

Successful Workforce

⮚      Recruit and retain highly qualified and diverse employees reflective of our community.

o   Recruit and retain

⮚      Provide professional and leadership development for effectiveness and cultural competence.

o   Equitable opportunities for employee growth

⮚      Promote a culture of continuous improvement

Safe, Secure, Healthy, and Modern Learning Environment

⮚      Establish a welcoming culture of diversity.

o   Welcoming, diverse, respectful, and civil culture

⮚      Promote respect and civility.

⮚      Collaborate internally and externally to support students’ health and well-being.

⮚      Provide safe and secure schools, facilities, and assets.

o   Safe to Learn Act

⮚      Maintain modern schools, facilities, and resources that support the educational program.

o   Facilities Condition Index (FCI)

 

School Needs Assessment

 Based on review of statewide alternative assessments, there is a need to improve test scores related to student achievement in reading, writing, science, and math for all grade levels.  Students scored at the basic level (level 1) in all areas during the recently reported test window (data currently from Fall 2021). Carroll Springs School has 2 distinct programs that span from preschool to high school. Needs for each level vary and therefore will require separate school improvement goals to target areas of reading, math, writing, and equity. Students in our Learning For Independence program are pursuing certificates of completion and students in our Building Early Language and Learning Success program are pursuing high school diplomas.  Carroll Springs students are a subgroup of disproportionality in themselves as all students have Individualized Educational Programs and have been identified with educational disabilities.

 

 

 

 

 

 

 

 

 

 

School Improvement Goals to Target Areas from Needs Assessment

Learning For Independence

1.     By May 2024, all LFI students will demonstrate at least a 50% increase from pre to post assessments in reading vocabulary as measured by formative assessments.

2.     By May 2024, all LFI students will receive a passing score for a persuasive writing piece and informational writing piece as measured by the CCPS writing rubric that has been adapted and aligned with DLM expectations.   

3.     By May 2024, All 3-8th graders will meet with at least 50% proficiency of skills assessed on the January and May Accessible Assessments aligned with the alternative essential elements.  

4.     By May 2024, all LFI students will engage in collaborative experiences with lesser restrictive settings (I.e. comprehensive elementary, middle or high schools, gen ed pre-k) and/or diverse cultural backgrounds at least once quarter.  

 

Building Early Language and Learning Success

1.     By May 2024, all BELLS students enrolled by September 30, 2023 will score a minimum score of 3 out of 7 on the CCPS Pre-K Early Concepts of Print assessment. 

2.     By May 2024, all BELLS students enrolled by September 30, 2023 will grasp a writing tool with the purpose of making a mark on paper as measured by student work samples. 

3.     By May 2024, all BELLS students enrolled by September 30, 2023 will match a numeral to a given set of objects for a set of 5 or less as measured by classroom based assessments.  

4.     By May 2024, all BELLS students will engage in collaborative experiences with lesser restrictive settings (I.e. comprehensive elementary, middle or high schools, gen ed pre-k) and/or diverse cultural backgrounds at least once quarter.  

 

 

 

 

 

 

 

 

 

 

 

 

Learning For Independence

School Improvement Goal

1.     By May 2024, all LFI students will demonstrate at least a 50% increase from pre to post assessments in reading vocabulary as measured by formative assessments.

 

 

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

1.1   Develop formative assessment related to key vocabulary and collect baseline data  

October/November

 

 

Develop format of pre/post assessments and identify key vocabulary across curricular units

1.2  Provide professional learning on customizing topic displays and AAC systems to support vocabulary development strategies

November- ongoing

Use feedback forms and staff input

1.3  Assess reading vocabulary skills with formative assessment  each unit for pre test data

 

 

Ongoing

Formative Assessments

1.4  Examine scores and areas of need to provide extension activities and experiences to aid with vocabulary development

Ongoing

Review formative assessment scores within monthly data meetings

1.5  Administer post test vocabulary assessments

Ongoing- May

Post Test Vocabulary Assessments

 

 

 

 

 

 

 

School Improvement Goal

2.     By May 2024, all LFI students will receive a passing score for a persuasive writing piece and informational writing piece as measured by the CCPS writing rubric that has been adapted and aligned with DLM expectations.   

 

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

2.1 Adapt county writing rubric- meet with ELA specialist to ensure essential criteria is preserved

October/November

Final product

2.2 Provide professional learning for teachers on use of the rubric

November/December

Use feedback forms and staff input

2.3 Provide professional learning and coaching related to use of AAC systems to support language scaffolding and written language.

December- ongoing

Use feedback forms and staff input, walkthroughs

2.4 Collect baseline data 

January

Data collection forms, review in monthly data meetings

2.5 Review baseline data and identify areas of need to specifically target

January/February

Review data collection forms in monthly data meetings

2.6 Work with ELA specialists and interventionists to provide direct, explicit instruction targeting areas of need

February/March

Targeted learning objectives for areas of need, walkthroughs during lessons

2.7 Review writing pieces using the adapted rubric

April/May

Adapted rubric scores reviewed at monthly data meetings

 

 

 

 

 

 

 

School Improvement Goal

3.     By May 2024, All 3-8th graders will meet with at least 50% proficiency of skills assessed on the January and May Accessible Math Assessments aligned with the alternative essential elements.  

 

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

3.1 Use Alt Framework and Alt Framework Math Accessible Assessment to plan appropriate instruction. 

October

 

3.2 Provide professional learning and opportunities for coaching related to developing topic visual vocabulary and vocabulary within AAC systems to support instruction and application of concepts.

October and ongoing

Staff feedback forms, staff input, walkthroughs

3.3 Provide instruction in small chunks targeting areas of identified need 

Ongoing

Observed during walkthroughs and observations

3.4 Give formative assessments periodically during instruction to monitor student progress

Ongoing

Periodic formative assessments, data reviewed monthly

3.5 Seek professional learning related to targeting specific skills

Ongoing

Staff input, feedback from walkthroughs

3.6 Administer Alt Framework Math Assessment at mid-year and end-of-year to determine growth. 

April/May

Alt Framework Math Assessment scores

 

 

 

 

 

 

 

 

 

Building Early Language and Learning Skills

School Improvement Goal

1.     By May 2024, all BELLS students enrolled by September 30, 2023 will score a minimum score of 3 out of 7 on the CCPS Pre-K Early Concepts of Print assessment. 

 

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

1.1 Give all BELLS students the CCPS Pre-K Early Concepts of Print (Jan.) assessment to collect baseline scores. 

October

CCPA

1.2 Work with ELA specialists and interventionists to support teaching of concepts and strategies to support complex learners.

Ongoing

Collaborative planning meetings with Reading Specialist as needed

1.3 Provide instruction to all BELLS students, teaching how to hold book, identify the front cover, identify the title, point to a letter, point to a number, point to where one starts reading, etc. 

Daily

Observed during walkthroughs and observations

 

1.4 Give all BELLS students the CCPS Pre-K Early Concepts of Print (Jan.) assessment  between to collect mid-year scores. 

January

CCPS Pre-K Early Concepts of Print assessment

1.5 Compare mid-year scores to baseline scores to guide instruction. 

January/February

Monthly data meeting

 

School Improvement Goal

2.     By May 2024, all BELLS students enrolled by September 30, 2023 will grasp a writing tool with the purpose of making a mark on paper as measured by student work samples. 

 

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

2.1 Staff development for prompt hierarchy and fading prompts. 

October

Use feedback forms and staff input

2.2 OT consult for verbiage/strategies for helping students learn appropriate grasp and sensory strategies.

Ongoing

Collaborative planning with OT, feedback forms and staff input

2.3 Provide opportunities for students to practice fine motor grasping exercises. 

Daily

Observed during walkthroughs and observations

2.4 Collect work samples to show student growth.  

November, January, March

Collect and review work samples quarterly

2.5 Adjust teaching strategies to help student become more successful with grasp & making purposeful marks on paper. 

Ongoing

Walkthroughs, observations

 

School Improvement Goal

3.     By May 2024, all BELLS students enrolled by September 30, 2023 will match a numeral to a given set of objects for a set of 5 or less as measured by classroom based assessments.  

 

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

3.1 Use classroom based assessment/observational data to collect baseline data. 

October

Data collection forms

3.2 Provide instruction on numbers representing quantities to 5. 

Ongoing

Walkthroughs and observations

3.3 Collect progress data. 

Every 2-3 weeks

Review data collection forms

3.4 Reassess using the same tool used to collect baseline data.

January

Review of data at data meetings

 

 

 

 

 

 

 

 

 

 

Living For Independence and Building Early Language and Learning Success

School Improvement Goal

4.     By May 2024, all BELLS and LFI students will engage in collaborative experiences with lesser restrictive settings (I.e. comprehensive elementary, middle or high schools, gen ed pre-k) and/or diverse cultural backgrounds at least once quarter.  

Strategic Actions

Time Line

Measures of Success / Desired Performance Level

4.1 Identify potential classroom partnerships. 

October

Collaborative discussion with other schools, staff feedback

4.2 Match schedules with other schools and CSS Head Start program. 

October

Share master schedules, look for common times

4.3 Research cultural assemblies 

September

Review possible programs at ILT meetings

4.4 Have cultural assemblies scheduled 

Ongoing/quarterly

Obtain staff, student, and family feedback following programs

4.5 Share information related to programs for family engagement

Ongoing/quarterly

Monthly newsletters

4.6 Professional learning and coaching with SLP for use of AAC systems and visuals to support conversation and language around programs and experiences.

Ongoing

Walkthroughs, staff feedback, observations