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School Improvement Plan

Carmel Elementary School SY 2026-2027

Children in a classroom observe a science experiment with colored liquids on a table in the foreground, while another child lies on the floor in the background.
Two young girls huddle over a book at a desk in a classroom with yellow storage bins visible in the background.
Four young children are gathered on a fluffy gray rug in the foreground, engaged in an activity with a tray of sand and art supplies, while a classroom with colorful cubbies and decorations is visible in the background.
A young boy in a neon shirt holds open a binder with %22STAR GOALS!%22 written on it, while stacked chairs are visible in the blurred background.

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 72.2% 63.3% 00.0% * 82.2%
Grade 4 62.9% 66.7% 00.0% * 72.9%
Grade 5 76.8% 81.0% 00.0% * 86.8%

Reading Proficiency Action Steps

  • Strengthen systematic and explicit literacy instruction grounded in research-based practices across all classrooms.
  • Strengthen differentiated literacy instruction by using the Skills Progression Assessments to identify students mastered and developing skills, determine the evidence-based instructional routines needed to address skill deficits, and monitor the impact of instruction on student learning. 
  • Strengthen teachers' capacity to use assessment data to monitor student progress through ongoing PLC data conversations and Literacy Coach coaching styles. Student growth data will be used to adjust instruction, personalize interventions, and evaluate instructional effectiveness to ensure students make progress toward grade-level literacy proficiency.

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 51.9% 29.3% 00.0% * 61.9%
Grade 4 48.9% 53.2% 00.0% * 58.9%
Grade 5 56.1% 53.8% 00.0% * 66.1%

ELA Action Steps

  • Strengthen standards-based ELA instruction through instructional alignment and clarity by increasing teachers' understanding of learning progressions, the language of the standards, and grade-level rigor to ensure the implementation of effective high-impact instructional strategies that provide all students with access to rigorous, grade-level learning.
  • Embed explicit instruction of Tier II and Tier III academic vocabulary into daily ELA instruction. Teachers will intentionally teach, model, and provide opportunities for students to use academic vocabulary through speaking and collaborative discourse to strengthen comprehension and communication.
  • Strengthen Professional Learning Communities (PLCs) by collaboratively analyzing student work and assessment data, identifying student misconceptions, planning standards-aligned instruction, developing common formative assessments, and monitoring the impact of instructional practices to improve student achievement. 

Reading Intervention Plan

Identification of
Students

 Plan of Remediation Resources Monitoring
Students below proficiency in foundational literacy not currently receiving educational services Provide individualized literacy interventions, coaching, and research based instruction guided by student data in addition to Tier 1 instruction. Core and supplemental resources Targeted, ongoing monitoring

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 59.7% 44.7% 42.7% 69.7%
Grade 4 61.0% 64.7% 52.0% 71.0%
Grade 5 51.2% 56.3% 60.9% 61.2%

Math Proficiency Action Steps

  • Strengthen standards-based mathematics instruction by increasing teachers' understanding of learning progressions, the language of the standards, and grade-level rigor to ensure intentional scaffolding and the implementation of effective high-impact instructional strategies.
  • Strengthen mathematical reasoning and communication by embedding explicit Tier II and Tier III vocabulary instruction and structured academic discourse into daily mathematics instruction, providing students with frequent opportunities to explain, justify, and communicate their mathematical thinking using precise academic language. 
  • Strengthen Professional Learning Communities (PLCs) by collaboratively analyzing student work and assessment data, identifying misconceptions, planning standards-aligned instruction through backwards design, developing common formative assessments, and monitoring the impact of instructional practices to improve student achievement. 

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		 94.2% 95.4% 97.2%

Student Attendance Action Steps

  • Implement a Tiered Attendance Support System for all students through monthly attendance reviews to identify at risk students and provide a tiered system of supports. 
  • Launch a Targeted Month Attendance Campaign for December and March and implement a strategic, intensive school-wide incentive for perfect attendance during these months.