School Improvement Plan
Ball Ground 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 | 72.6% | 64.0% | 78.6% | |
| Grade 4 | 63.0% | 58.4% | 69.0% | |
| Grade 5 | 74.7% | 88.0% | 80.7% |
Reading Proficiency Action Steps
Action Step 1: Implement daily close reading lessons using complex texts to strengthen students' ability to analyze, infer, and cite textual
evidence, with instructional practices monitored through learning walks and PLCs.
Action Step 2: Implement daily close reading lessons using complex texts to strengthen students' ability to analyze, infer, and cite textual
evidence, with instructional practices monitored through learning walks and PLCs.
Action Step 3: Integrate literacy across content areas through structured academic discourse and evidence-based reading tasks.
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 | 43.7% | 26.0% | 49.7% | |
| Grade 4 | 40.2% | 34.7% | 46.2% | |
| Grade 5 | 44.2% | 60.0% | 50.2% |
ELA Action Steps
Action Step 1: Implement daily standards-aligned writing instruction across genres using explicit modeling, feedback, and text evidence.
Action Step 2: Build 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 to strengthen written
communication.
Action Step 3: Teachers will use high-quality mentor texts to model how readers analyze theme, character development, and textual evidence in
literary texts.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| Grade 1-3 between 30-40th percentile | Small group literacy intervention based on student need |
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 | 48.9% | 59.0% | 58.2% | 56.9% |
| Grade 4 | 55.9% | 46.5% | 68.4% | 64.9% |
| Grade 5 | 46.9% | 66.0% | 44.1% | 55.9% |
Math Proficiency Action Steps
Action Step 1: Implement daily standards-aligned mathematics instruction using manipulatives, visual models, and mathematical discourse to
deepen conceptual understanding.
Action Step 2: Teachers will use ongoing formative assessments (e.g., exit tickets, quick checks, math fluency probes) to identify skill gaps in
computation and numerical reasoning, and provide small-group instruction focused on those specific needs.
Action Step 3: Align real-world and project-based tasks to CCSD Teaching and Learning Standards and strengthen students' ability to apply
math reasoning in measurement, time, graphing, and data interpretation.
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 |
95.0% | 96.5% | 96.0% |
Student Attendance Action Steps
Action Step 1: Conduct monthly attendance team meetings to analyze attendance data, monitor intervention effectiveness, and coordinate
family supports.
Action Step 2: Implement and sustain a tiered school-wide attendance incentive program to promote consistent student attendance.