School Improvement Plan
Knox Elementary School SY 2026-2027
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 | 67.3% | 67.1% | 75.3% | |
| Grade 4 | 62.2% | 62.4% | 70.2% | |
| Grade 5 | 75.6% | 82.1% | 83.6% |
Reading Proficiency Action Steps
Action Step 1: Provide daily, targeted small-group literacy instruction based on ongoing assessment data to address identified student needs and accelerate reading growth, with explicit instruction and practice in the five pillars of reading.
Action Step 2: Utilize PLCs to analyze structured literacy practices with fidelity across grade levels to strengthen students’ foundational reading skills and
vocabulary through explicit, systematic, and multisensory instruction.
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 | 41.1% | 33.5% | 49.1% | |
| Grade 4 | 43.5% | 47.4% | 51.5% | |
| Grade 5 | 54.7% | 55.9% | 60.7% |
ELA Action Steps
Action Step 1: Implement evidence-based ELA instructional strategies aligned to CCSD Teaching and Learning Standards through collaborative planning,
professional learning, and ongoing classroom observations to ensure consistent, rigorous, standards-based literacy instruction across classrooms.
Action Step 2: Utilize Data-Driven Small Group Instruction and Targeted Intervention from formative assessments, benchmark data, and progress monitoring tools to identify student learning needs and provide targeted small-group instruction.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| Grade 3 English Language Learners reading below grade level |
Targeted small group reading intervention focused on foundational skills |
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 | 53.1% | 62.1% | 61.6% | 61.1% |
| Grade 4 | 56.4% | 64.2% | 61.9% | 65.4% |
| Grade 5 | 57.7% | 63.4% | 66.4% | 66.7% |
Math Proficiency Action Steps
Action Step 1: Deepen mathematics instruction by collaboratively deconstructing standards during PLCs to clarify learning expectations, determine appropriate levels of rigor, and design aligned instructional tasks that promote mathematical reasoning, understanding, and mastery.
Action Step 2: Use collaborative PLCs to align mathematics instruction, questioning, instructional tasks, and assessments with grade-level
standards and intended rigor to ensure consistent, standards-based instruction and promote student mastery.
Goals for Student Attendance
Student Absences
| Baseline (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|
| Average Daily Attendance |
95.3% | 95.1% | 96.3% |
Student Attendance Action Steps
Action Step 1: Conduct monthly attendance review meetings to identify students needs intervention and monitor progress.
Action Step 2: Implement schoolwide and classroom-based attendance recognition programs to celebrate and encourage consistent attendance
among students.