On Thursday, October 24, 2024, the Bulloch County Board of Education meeting took a deep dive into academic improvements at Stilson Elementary School (SES) and Langston Chapel Elementary School (LCES).
Assistant Superintendent of School Improvement Teresa Phillips led the presentation, supported by staff members from both schools, who shared first hand accounts of progress, challenges, and future plans to address performance issues in targeted areas. The focus was uplifting the Students with Disabilities (SWD) subgroup, which has shown consistent academic struggle, according to state assessment metrics.
Why SES and LCES are on the ATSI List
Both SES and LCES have been tagged as Additional Targeted Support and Improvement (ATSI) schools. This ATSI designation is applied to schools with student subgroups that perform in the lowest 5% statewide on the College and Career Ready Performance Index (CCRPI). The SWD subgroup at each school has consistently underperformed in areas like English Language Arts (ELA), math, and readiness for the next grade level, flagging these schools for targeted improvement.
As outlined by Phillips, the ATSI designation means that SES and LCES will have three years to improve their scores in these key areas to meet state exit criteria.
What’s Being Measured?
The CCRPI score that put SES and LCES on the list includes several core areas:
- Content Mastery: This is about how well students perform on state assessments in ELA, math, science, and social studies—essentially the core subjects.
- Progress: It measures individual student growth over time, especially in ELA and math, assessing if students are meeting expected learning benchmarks compared to their peers.
- Closing Gaps: This metric keeps tabs on achievement disparities across subgroups like race, income level, and disabilities.
- Readiness: Reflecting a school’s success in preparing students for the next grade or higher education, this category factors in attendance, accelerated enrollment, and other key readiness indicators.
Early data for 2024, though still embargoed, shows that both schools have made strides in improving these scores, especially in ELA and math.
The Schools’ Performance by the Numbers
Phillips and the school staff broke down the numbers to illustrate the current standing at both schools. Here’s a snapshot of how SES and LCES fared, particularly among their SWD students:
- Stilson Elementary (SES): In ELA, 11.76% of SWD students reached the “developing learner” category in 2024, while math scores showed similar progress, moving more students out of the “beginning learner” category.
- Langston Chapel Elementary (LCES): LCES saw a 25.53% jump in ELA-developing learners, with math improvement following close behind. These marks signal a notable step forward compared to previous years, especially given the historical challenges these schools have faced.
Both schools are aiming to leverage these improvements as they work toward exiting the ATSI list in three years.
The Game Plan: Key Strategies for Improvement
In Phillips’ presentation, backed by SES and LCES staff, a comprehensive plan was laid out for turning the schools around. The plan includes several targeted approaches designed to meet the needs of SWD students:
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Teacher Clarity: This concept is all about ensuring clear learning targets and success criteria, so both teachers and students know exactly what they’re aiming for. Teachers are being supported through professional development and coaching, with School Improvement Specialists providing one-on-one guidance.
- At SES and LCES, teachers are displaying these learning targets and success criteria in classrooms, making it easier for students to follow along and understand expectations.
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Collaborative Planning: Educators are teaming up in Professional Learning Communities (PLCs) to break down standards, align lesson plans, and develop common assessments that measure student progress more effectively. This collaborative approach also allows teachers to share strategies for tackling common challenges.
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Specially Designed Instruction (SDI): SDI is an individualized teaching method created specifically to meet the unique needs of students with disabilities. It goes beyond general classroom instruction to provide accommodations and support tailored to each student’s IEP (Individualized Education Program).
- The SDI initiative includes regular coaching cycles, feedback sessions, and professional learning on tools like assistive technology to help students access the general curriculum.
What’s Next for SES and LCES?
Each school outlined specific next steps to further improve student outcomes. Here’s what they’re working on:
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SES: Collaborative planning groups at SES will now create common formative assessments and analyze the results to adjust teaching strategies as needed. SES aims to continue building on the positive climate and culture observed during classroom observations.
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LCES: LCES will keep a close watch on its SDI program, especially in terms of lesson planning to make sure the SWD subgroup’s needs are being met. A Leadership Team will also conduct regular instructional walk-throughs to observe and refine classroom practices in real time.
Both schools are also working on integrating class plans with lesson plans to ensure students are getting the necessary instruction in each subject area. Additionally, there’s a focus on applying these insights to other classrooms within the district to spread these successful practices.
Phillips closed the presentation by underscoring that these changes aren’t an overnight fix. Both SES and LCES are committed to building sustainable improvements, not just meeting short-term goals. This means continuous adjustments, teacher coaching, and strategy refinement over the next three years.
The board recognized the strides already made, with Phillips and school staff expressing optimism about the long-term impact. With new standards and practices taking root, SES and LCES are positioning themselves not only to meet the exit criteria but to set a new standard for success within the district.