School Improvement Plan
2020 - 2021
Savannah-Chatham County
Otis J Brock III Elementary School
SCHOOL IMPROVEMENT PLAN
SCHOOL IMPROVEMENT PLAN
1 General Improvement Plan Information
General Improvement Plan Information
District Savannah-Chatham County
School Name Otis J Brock III Elementary School
Team Lead Selina Ruth-Gillans
Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)
✔ Traditional funding (all Federal funds budgeted separately)
Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY
'FUND 400' - Consolidation of Federal funds only
Factors(s) Used by District to Identify Students in Poverty (Select all that apply)
✔ Free/Reduced meal application
Community Eligibility Program (CEP) - Direct Certification ONLY
Other (if selected, please describe below)
1 General Improvement Plan Information 45
SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.1 Overarching Need # 1
Overarching Need
Overarching Need as identified in The overarching need is professional development for the teaching of reading for fluency
CNA Section 3.2 and increases in Lexile scores.
Root Cause # 1 Students poor performance in writing
Root Cause # 2 The integration of technology and personalized learning
Root Cause # 3 The need to improve teachers skills to teach writing in an effective manner.
Goal 1. The goal is to provide five professional development opportunities to increase the skills
of the 19 literacy teachers to effectively provide quality instruction in subjects of reading
and writing; evidenced by a 3% increase in Lexile scores(provided by NWEA MAP
Reading and Georgia Milestones Reading) by the end of the 2020-2021 school year.
Action Step # 1
Action Step Provide ongoing professional development throughout the school year based on the
teaching of reading.
Funding Sources Title I, Part A
Title II, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Migrant
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring The method of monitoring will be achieved through focus walks, instructional rounds,
Implementation and Effectiveness reflective coaching conversations and TKES observations.
Position/Role Responsible Principal, Assistant Principal, Academic Coaches and School Improvement Specialist will
monitor implementation and effectiveness
Timeline for Implementation Others : all of the above
2.1 Overarching Need # 1 46
SCHOOL IMPROVEMENT GOALS
Action Step # 1
What partnerships, if any, with Otis J. Brock, III Elementary School has partnerships with businesses, community leaders,
IHEs, business, Non-Profits, and IHEs. These partnerships afford students opportunities for one- on- one services from
Community based organizations, volunteers that assist with academics, mentors who assist with behavioral strategies, and
or any private entity with a information on how to improve community relationships.
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 2
Action Step Observe, monitor and evaluate job embedded strategies based on professional
development provided to teachers about the teaching of reading and writing.
Funding Sources Title I, Part A
Title II, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Migrant
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring The method of monitoring will be achieved through focus walks, instructional rounds,
Implementation and Effectiveness reflective coaching conversations and TKES observations.
Position/Role Responsible Principal, Assistant Principal, Academic Coaches and School Improvement Specialist will
monitor implementation and effectiveness
Timeline for Implementation Others : All of the above
What partnerships, if any, with Professional training provided by School Improvement Specialist, Academic Coaches,
IHEs, business, Non-Profits, Scholastic Consultants coupled with walkthroughs, TKES observations and teacher
Community based organizations, reflection and feedback will allow us to carry out this action step.
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.1 Overarching Need # 1 47
SCHOOL IMPROVEMENT GOALS
Action Step # 2
What partnerships, if any, with Professional training provided by School Improvement Specialist, Academic Coaches,
IHEs, business, Non-Profits, Scholastic Consultants coupled with walkthroughs, TKES observations and teacher
Community based organizations, reflection and feedback will allow us to carry out this action step.
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 3
Action Step Use technology integration and personalized learning strategies to help students increase
their reading skills through student reflection and ownership.
Funding Sources Title I, Part A
Title I, Part A SIG
Title I, Part C
Title I, Part D
Title II, Part A
Title III, Part A
Title IV, Part A
Title V, Part B
IDEA
McKinney-Vento
Perkins
N/A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Migrant
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring The method of monitoring will be achieved through focus walks, instructional rounds,
Implementation and Effectiveness reflective coaching conversations and TKES observations
Position/Role Responsible Principal, Assistant Principal, Academic Coaches and School Improvement Specialist will
monitor implementation and effectiveness
Timeline for Implementation Others : All of the above
2.1 Overarching Need # 1 48
SCHOOL IMPROVEMENT GOALS
Action Step # 3
What partnerships, if any, with
IHEs, business, Non-Profits, Otis J. Brock, III Elementary School has partnerships with businesses, community leaders,
Community based organizations, IHEs, Ed Elements, and GOSA. These partnerships afford teachers and students
or any private entity with a opportunities for services from professional consultants, volunteers that assist with
demonstrated record of success is academics, mentors who assist with behavioral strategies, and information on how to
the LEA implementing in carrying improve community relationships and student ownership of their learning.
out this action step(s)?
2.1 Overarching Need # 1 49
SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.2 Overarching Need # 2
Overarching Need
Overarching Need as identified in Students reading below grade level and their capacity for acquiring literacy skills to read
CNA Section 3.2 effectively across content.
Root Cause # 1 Reading below grade level which impacts writing.
Goal The goal is to provide two professional development opportunities that will increase the
instructional skills of teachers to impact students literacy skills in the areas of inference
and comprehension by increasing the number of informational texts used in science and
social studies from four to six texts per unit during the school year evidenced by texts
assigned to students and used by teachers during instruction and listed in their lesson
plans.
Action Step # 1
Action Step Teachers will use fiction, non-fiction and historical literary text during the teaching of
reading to ensure the building of literacy skills are cross content.
Funding Sources Title I, Part A
Title II, Part A
Title IV, Part A
IDEA
McKinney-Vento
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Migrant
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring Walkthroughs, formal and informal observations, lesson plans and teacher conferences
Implementation and Effectiveness
Position/Role Responsible Principal, Assistant Principal, Academic Coaches and Teachers
Timeline for Implementation Weekly
2.2 Overarching Need # 2 50
SCHOOL IMPROVEMENT GOALS
Action Step # 1
What partnerships, if any, with There are partnerships with businesses, community leaders, GOSA and IHE that afford
IHEs, business, Non-Profits, students opportunities for services from volunteers that assist with academics, mentors
Community based organizations, who assist with behavior strategies and information on how to improve community
or any private entity with a relationships.
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.2 Overarching Need # 2 51
SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.3 Overarching Need # 3
Overarching Need
Overarching Need as identified in The need to continue growth in numeracy on grade level
CNA Section 3.2
Root Cause # 1 Building students fluency of foundational skills in math
Goal Teachers will use research-based strategies to effectively teach students the skills to
continue growth in numeracy , evidenced by a 3% increase in NWEA MAP scores from
MOY to the EOY assessments.
Action Step # 1
Action Step Teachers will receive professional development from Academic Coaches, math consultants
and School Improvement Specialist on researched-based strategies for improving
numeracy on grade level
Funding Sources Title I, Part A
Title II, Part A
Title IV, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Migrant
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring Walkthroughs, formal and informal observations in TKES, lesson plans and student
Implementation and Effectiveness artifacts
Position/Role Responsible Principal, assistant principal, academic coaches, consultants and school improvement
specialist, Title I Program Managers
Timeline for Implementation Weekly
2.3 Overarching Need # 3 52
SCHOOL IMPROVEMENT GOALS
Action Step # 1
What partnerships, if any, with There are partnerships with businesses, community leaders, Ed Elements, GOSA and IHE
IHEs, business, Non-Profits, that afford students opportunities for services from volunteers that assist with academics,
Community based organizations, mentors who assist with behavior strategies and information on how to improve
or any private entity with a community relationships.
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
Action Step # 2
Action Step Teachers will use the integration of technology through Think Central, iReady, DreamBox
and other online tools to allow for practice and the increase of rigor to build numeracy on
grade level
Funding Sources Title I, Part A
Title II, Part A
Title IV, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Migrant
Race / Ethnicity / Minority
Student with Disabilities
N/A
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring Walkthroughs, formal and inform observations, teacher conferences, TKES, and Lesson
Implementation and Effectiveness Plans
Position/Role Responsible Administrators, Academic Coaches, School Improvement Specialist Teachers
Timeline for Implementation Weekly
2.3 Overarching Need # 3 53
SCHOOL IMPROVEMENT GOALS
Action Step # 2
What partnerships, if any, with There are partnerships with businesses, community leaders, consultants and IHE that
IHEs, business, Non-Profits, afford students opportunities for services from volunteers that assist with academics,
Community based organizations, mentors who assist with behavior strategies and information on how to improve
or any private entity with a community relationships.
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.3 Overarching Need # 3 54
SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS
2.4 Overarching Need # 4
Overarching Need
Overarching Need as identified in To increase CCRPI content mastery scores by 3% as required by GaDOE
CNA Section 3.2
Root Cause # 1 Ensuring that effective instructional practices and mastery of standards by students in all
content areas are evidenced
Goal the goal is to increase CCRPI content mastery scores by 3% as reflected by 2020-2021
Georgia Milestones Assessment through professional development of teachers and
acquisition of skills by students.
Action Step # 1
Action Step Three Academic Coaches, a fifth grade class-size reduction teacher and a family
engagement facilitator will be employed to support all content areas.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring implementation will be monitored through master schedules.
Implementation and Effectiveness
Position/Role Responsible School administrators
Timeline for Implementation Weekly
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.4 Overarching Need # 4 55
SCHOOL IMPROVEMENT GOALS
Action Step # 2
Action Step Based on the results of the Write Score mock writing assessment teachers will conduct
tutorials (morning and /or afternoon) and Saturday School sessions to provide support
through remediation and or enrichment to improve writing scores on the Georgia
Milestones Assessment.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster
Homeless
English Learners
Race / Ethnicity / Minority
Student with Disabilities
Systems Coherent Instruction
Effective Leadership
Professional Capacity
Family and Community Engagement
Supportive Learning Environment
Method for Monitoring Sign-in sheets from tutorial and data reports from Write Score.
Implementation and Effectiveness
Position/Role Responsible Administrators, teachers and academic coaches
Timeline for Implementation Monthly
What partnerships, if any, with
IHEs, business, Non-Profits,
Community based organizations,
or any private entity with a
demonstrated record of success is
the LEA implementing in carrying
out this action step(s)?
2.4 Overarching Need # 4 56
REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.1 Stakeholders, Serving Children, PQ
Required Questions
1 In developing this plan, briefly describe Otis J. Brock, III Elementary School has involved all of its teachers,
how the school sought advice from paraprofessionals, support personnel and school leaders in developing this
individuals (teachers, staff, other school Comprehensive Needs Assessment and the School Improvement Plan that
leaders, paraprofessionals, specialized evolved from the many meetings and gathered data. During FY19 post
instructional support personnel, parents, planning the leadership team which consist of representation from each of the
community partners, and other groups mentioned were able to meet with their colleagues and self -select one
stakeholders) was accomplished. of the five systems around which the plan revolve and work through rubrics
and artifacts. Parents provide input by attending the family forums, reviewing
the school improvement plan and making suggestions. In addition, a parent
survey is sent home requiring feedback on the School Improvement Plan and
budget and its impact on student outcomes.
2 Describe how the school will ensure that Otis J. Brock, III Elementary School believes that we are highly responsible for
low-income and minority children enrolled the future of our community and much of that future depends on providing
in the Title I school are not served at quality instruction in every classroom. Otis J. Brock, III Elementary School has
disproportionate rates by ineffective, no teachers who are teaching outside of their fields of certification. As for
out-of-field, or inexperienced teachers. inexperience, of the 36 teachers at Otis J. Brock, III Elementary School the
mean year of teaching is 18 years.
Teachers new to Otis J. Brock, III Elementary School and within their first
three years have assigned procedural mentors and access to three academic
coaches so that they develop pedagogical skills, classroom management and
content knowledge to provide foundations for students to become college and
career ready.
3 Provide a general description of the Title I The Title I Program at Otis J. Brock, III Elementary School is a school-wide
instructional program being implemented at program where all children benefit from evidence-based instructional
this Title I School. Specifically define the strategies and heterogeneous grouping within all core content areas. Teachers
subject areas to be addressed and the plan for variance in learning needs and are able to address student needs
instructional strategies/methodologies to be through blended learning methods. Throughout the school, we are focusing
employed to address the identified needs of upon student-centered classrooms, so student work is facilitated by teachers
the most academically at-risk students in the who should progress monitor and provide scaffolding and support.
school. Please include services to be
provided for students living in local
institutions for neglected or delinquent
children (if applicable).
3.1 Stakeholders, Serving Children, PQ 57
REQUIRED QUESTIONS
4 If applicable, provide a description of how Not applicable.
teachers, in constation with parents,
administrators, and pupil services personnel,
will identify eligible children most in need of
services in Title I targeted assistance
schools/programs. Please include a
description of how the school will develop
and implement mtiple (a minimum of 2)
objective, academic-based performance
criteria to rank students for service. Also
include a description of the measurable scale
(point system) that uses the objective criteria
to rank all students.
3.1 Stakeholders, Serving Children, PQ 58
REQUIRED QUESTIONS
3. REQUIRED QUESTIONS
3.2 PQ, Federally Identified Schools, CTAE, Discipline
Required Questions
5 If applicable, describe how the school will Otis J. Brock, III Elementary School will support, coordinate, and integrate
support, coordinate, and integrate services services with early childhood programs at the school level, including strategies
with early childhood programs at the school for assisting preschool children in the transition from pre-kindergarten to
level, including strategies for assisting kindergarten. Throughout the school year kindergarten teachers will prepare
preschool children in the transition from and guide the transition for students and parents by offering the following:
early childhood education programs to local ● Registration in the spring
elementary school programs. ● Provide parents with information that contains kindergarten expectations,
summer practice and early reading materials.
● Allow pre-kindergarten students to participate in the summer transition
program
6 If applicable, describe how the school will Not applicable
implement strategies to facilitate effective
transitions for students from middle grades
to high school and from high school to
postsecondary education including:
Coordination with institutions of higher
education, employers, and local partners;
and
Increased student access to early college,
high school, or dual or concurrent
enrollment opportunities or career
counseling to identify student interest and
skills.
7 Describe how the school will support Otis J. Brock, III Elementary School supports the efforts of school staff to
efforts to reduce the overuse of discipline reduce the overuse of discipline practices that remove students from the
practices that remove students from the classroom. We will use student incentives to reinforce positive character traits
classroom, specifically addressing the effects daily, weekly and monthly. This will allow for the reduction of discipline
on all subgroups of students. referrals and lost of instructional time. Relationship building, mentoring
programs and school counseling services all help to reduce discipline issues. In
addition, students and families are offered mental health, dental and medical
services on campus mitigate discipline. At Otis J. Brock, III Elementary School
the Family and Community Liaison, school counselor, and school social
worker work collaboratively to ensure that the school-wide discipline plan
provides students, parents and staff members the protocol for how students
with disciplinary issues will be addressed and providing positive reinforcement
incentives.
3.2 PQ, Federally Identified Schools, CTAE, Discipline 59
REQUIRED QUESTIONS
ADDITIONAL RESPONSES
8 Use the space below to provide additional Otis J. Brock, III Elementary School's improvement plan is developed with a
narrative regarding the school’s desire for success for staff, students and stakeholders who are involved in the
improvement plan process. Collaboration, communication and relationship building are the
methods that will be used to reduce discipline issues, engage parents and
families and implement a positive behavior system, increase parental
involvement and promote student engagement at high levels that increases
student growth across all core content areas.
3.2 PQ, Federally Identified Schools, CTAE, Discipline 60
