School Improvement Plan
Avery Elementary School SY 2026-2-27
Goals for ELA
Percentages below represent students who scored at the Proficient and Distinguished Level.
*Due to new ELA Georgia Milestones assessment in May of 2026, ELA and Reading scores will not be shared by the state until November 2026.
Scores will be updated when they are available to the district.
Reading Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Grade 3 | 81.4% | 84.7% | 87.4% | |
| Grade 4 | 75.5% | 82.8% | 81.5% | |
| Grade 5 | 87.7% | 84.9% | 93.7% |
Reading Proficiency Action Steps
Action Step 1: Implement evidence-based literacy instruction with fidelity across grade levels and monitor student growth through benchmark and progress-monitoring data.
Action Step 2: Use universal screening and benchmark data to identify students needing additional literacy support and provide targeted evidence-based interventions.
Action Step 3: Provide targeted small-group instruction and intervention based on identified reading needs.
ELA
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Grade 3 | 56.8% | 55.9% | 62.8% | |
| Grade 4 | 57.0% | 69.4% | 63.0% | |
| Grade 5 | 87.7% | 84.9% | 74.4% |
ELA Action Steps
Action Step 1: Strengthen teacher clarity by aligning instructional tasks, checks for understanding and assessments with the learning target and success criteria to demonstrate student mastery.
Action Step 2: Utilize standards deconstruction and backward design planning during PLCs to ensure rigorous, standards-aligned instruction and common expectations across all grade levels.
Action Step 3: Implement explicit vocabulary instruction and academic discourse routines across all content areas to strengthen reading comprehension, written responses, and students' ability to access complex texts and tasks.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| K-5 Below 40th percentile with no additional services | Daily small-group targeted literacy intervention | Core and Supplemental | Targeted and Ongoing |
Goals for Math
Percentages below represent students who scored at the Proficient and Distinguished Level.
Math Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Grade 3 | 71.3% | 71.8% | 79.8% | 79.3% |
| Grade 4 | 71.3% | 86.0% | 80.8% | 80.3% |
| Grade 5 | 67.9% | 62.2% | 69.5% | 76.9% |
Math Proficiency Action Steps
Action Step 1: Build teacher ownership of rigorous, standards aligned instruction across all grade levels through PLC collaboration and consistent use of evidence-based resources aligned with the CCSD learning progression.
Action Step 2: Analyze benchmark and common assessment data through PLCs to identify trends and instructional needs.
Action Step 3: Provide targeted intervention and enrichment opportunities for students based on performance data.
Goals for Student Attendance
Student Absences
| Baseline (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2027-2028) |
|
|---|---|---|---|
| Average Daily Attendance |
95.7% | 96.3% | 97.7% |
Student Attendance Action Steps
Action Step 1: Conduct monthly attendance reviews with grade-level teams to identify trends, monitor interventions, and implement support plans.
Action Step 2: Communicate attendance expectations and the importance of regular attendance to families through newsletters, conferences, school communications, and social media.