School Improvement Plan
Free Home 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 | 76.2% | 62.3% | TBA | 84.2% |
| Grade 4 | 71.8% | 63.6% | TBA | 79.8% |
| Grade 5 | 84.7% | 88.6% | TBA | 90.7% |
Reading Proficiency Action Step
Action Step 1: Action Step 1: Enhance teacher ownership of rigorous, standards-aligned literacy instruction through PLC collaboration, reflective practice, classroom support, and consistent use of evidence-based resources aligned with the CCSD Teaching & Learning Standards.
Action Step 2: Action Step 2: Expand teachers’ use of content knowledge, academic vocabulary, and rigor through strategies that support meaningful academic discourse.
Action Step 3 : Action Step 3: Improve cohesion in implementation of effective instructional strategies through PLCs across content areas, to strengthen comprehension and promote purposeful goal setting that supports students in developing confidence and positive identities as readers.
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 | 46.9% | 28.3% | TBA | 54.9% |
| Grade 4 | 50.6% | 32.7% | TBA | 58.6% |
| Grade 5 | 58.6% | 68.2% | TBA | 66.6% |
ELA Action Steps
Action Step 1: Action Step 1: Elevate teacher ownership of rigorous, standards-aligned literacy instruction through PLC collaboration, reflective practice, classroom support, and consistent use of evidence-based resources aligned with the CCSD Teaching & Learning Standards and provide timely and actionable feedback to strengthen written communication and incorporate academic vocabulary.
Action Step 2: Action Step 2: Strengthen students’ ability to respond to grade-level texts through written and verbal responses that demonstrate comprehension, critical thinking, and use of textual evidence.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| Grades 2-3 below the 40th percentile |
30 mins 2x/weekly Targeted small group literacy instruction |
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 | 58.8% | 58.5% | 58.0% | 68.8% |
| Grade 4 | 56.2% | 49.1% | 56.6% | 66.2% |
| Grade 5 | 54.7% | 70.5% | 45.8% | 64.7% |
Math Proficiency Action Steps
Action Step 1: Provide timely, actionable mathematics feedback and monitor student growth through formative assessments.
Action Step 2: Foster a dynamic learning environment that promotes active engagement in mathematical thinking, problem-solving, and meaningful peer collaboration.
Action Step 3: Empower students to take ownership of their learning through meaningful goal-setting, ongoing self-reflection, and active monitoring of their academic progress.
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 |
95.8% | 96.3% | 96.0% |
Student Attendance Action Steps
Action Step 1: Foster a welcoming school climate while monitoring attendance data and implementing early interventions for students with attendance concerns.
Action Step 2: Strengthen family partnerships through regular attendance reviews and meaningful family engagement opportunities