The Board of Education is focusing on SES and LCES strategies to close learning gaps

Bulloch County Schools recently held a work session to review improvement efforts at Stilson Elementary and Langston Chapel Elementary schools. Assistant Superintendent for School Improvement Teresa Phillips and staff from both schools outlined strategic steps to address the academic needs of a subset of students with disabilities (SWD).

On Thursday, October 24, 2024, the Bulloch County Board of Education meeting discussed in detail academic improvements at Stilson Elementary School (SES) and Langston Chapel Elementary School (LCES).

Deputy Superintendent of School Improvement Teresa Phillips led the presentation, with support from staff from both schools who shared first-hand accounts of progress, challenges and future plans to address performance issues in selected areas. The focus was on uplifting a subgroup of students with disabilities (SWD) who, according to state assessment metrics, demonstrate ongoing academic struggles.

Why SES and LCES are on the ATSI list

Both SES and LCES have been designated as Additional Targeted Support and Improvement (ATSI) schools. This ATSI designation is applied to schools whose student subgroups score in the bottom 5% statewide on the College and Career Readiness Index (CCRPI). The SWD subgroup in each school consistently performs poorly in areas such as English Language Arts (ELA), math, and grade readiness, indicating that these schools require targeted improvement.

As Phillips emphasized, the ATSI designation means that SES and LCES will have three years to improve their performance in these key areas to meet the state’s exit criteria.

What is measured?

The CCRPI score that placed SES and LCES on the list covers several key areas:

Content mastery: It’s about how well students perform on state assessments in ELA, math, science and social studies – the core subjects.

Progress: Measures individual student growth over time, especially in ELA and math, by assessing whether students meet expected learning criteria compared to their peers.

Closing the gaps: This metric allows you to monitor achievement differences between subgroups, such as race, income level, and disability.

Readiness: Reflecting a school’s success in preparing students for the next grade or college, this category includes attendance, accelerated enrollment and other key readiness indicators.

Early data for 2024, while still under embargo, shows that both schools have made progress in improving their scores, especially in ELA and math.

School results in numbers

Phillips and school officials provided numbers to illustrate the current situation at both schools. Here’s a snapshot of SES and LCES scores, specifically among SWD students:

Stilson Primary School (SES): In ELA, 11.76% of SWD students achieved the “developing learner” category in 2024, while math scores showed similar progress, with more students falling out of the “beginning learner” category.

Langston Chapel Primary School (LCES): LCES saw a 25.53% increase in students progressing in ELA, closely followed by improvement in math. These ratings signal a significant step forward compared to previous years, especially given the historical challenges these schools have faced.

Both schools intend to build on these improvements as they seek to move off the ATSI list in three years.

Game Plan: Key Improvement Strategies

Phillips’ presentation, supported by SES and LCES staff, outlined a comprehensive plan to transform schools. The plan includes several focused approaches designed to meet the needs of SWD students:

Teacher’s clarity: This concept is about providing clear learning goals and success criteria so that both teachers and students know exactly what they are working towards. Teachers are supported through professional development and coaching, and school improvement specialists provide individual guidance.
- In SES and LCES, teachers display these learning goals and success criteria in classrooms, making it easier for students to track progress and understand expectations.

Joint planning: Educators come together in professional learning communities (PLCs) to develop standards, align lesson plans, and develop common assessments that more effectively measure student progress. This collaborative approach also allows teachers to share strategies for dealing with common challenges.

Specially Designed Instruction (SDI): SDI is an individualized instruction method specifically designed to meet the unique needs of students with disabilities. This goes beyond general classroom instruction and provides 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 such as assistive technology to help students access the overall curriculum.

What’s next for SES and LCES?

Each school has identified specific next steps to further improve student outcomes. Here’s what they’re working on:

SES: Collaborative planning groups within SES will now create collaborative formative assessments and analyze the results to adapt teaching strategies as needed. SES aims to further build the positive climate and culture observed during classroom observations.

LCES: LCES will be closely monitoring its SDI program, especially regarding lesson planning, to ensure that the needs of the SWD subgroup are met. The leadership team will also conduct regular briefings to observe and refine classroom practices in real time.

Both schools are also working to integrate lesson plans into their lesson plans to ensure students have the necessary knowledge in each subject area. Additionally, there is an emphasis on applying these insights to other classrooms in the district to spread these effective practices.

Phillips concluded his presentation by emphasizing that these changes cannot be solved overnight. Both SES and LCES are committed to building lasting improvements, not just achieving short-term goals. This means continuous adjustments, teacher coaching and strategy refinement over the next three years.

The board acknowledged the progress already made, and Phillips and school staff expressed optimism about the long-term impact. As new standards and practices take root, SES and LCES strive to not only meet exit criteria, but also set a new standard for success in the district.