Transition Team 2016-17 Final Report

26 \ STUDENT ACHIEVEMENT
by the time they exit from the GCS.
This effort is already underway and
aligns well with the research-based
pathways to post-secondary success
and analytics regarding GCS progress
on these measures referenced by the
Schoolhouse Partners reports in 2013
and Say Yes to Education materials
provided to the committee for review.
That being said, we believe it
is important to identify specific
recommendations and implications for
change at the elementary school level:
1. Develop a set of proven design
principles for school, curricular,
instructional and leadership practices
in elementary school that are backward
mapped from middle and high school
practices that ensure 80 percent of
students are college ready, career
ready or both.
JUSTIFICATION
FOR PROPOSED
RECOMMENDATIONS
In 2016, 17 out of 70 elementary
schools had more than 50 percent of
their students achieving Levels 4 or 5
in reading, math and science. Twentytwo
schools had 50 percent or higher
at Levels 4 or 5 in math and 18 schools
had 50 percent or more at Levels 4 or 5
in reading.
2. Work with external partners
to establish a coherent system of
professional development that improves
teacher and leader effectiveness and
supports the instructional shifts needed
to engage all students in challenging
academic tasks.
3. Develop targeted, accelerated
strategies at major educational
transition points — like PreKelementary,
elementary to middle
grades, middle grades to high school,
and high school to postsecondary — to
increase the percentage of students
who are on track to meeting collegeand
career- readiness standards.
Ask each elementary school principal
and teacher to identify students who at
the end of grade four, most likely will
not achieve at grade level standards
by the end of grade five. Develop an
accelerated learning plan and provide
extended time and support designated
to help more students achieve at grade
level standards by the end of the fifth
grade.