APPLICANT INFORMATION

1. Applicant Information

a. School District Name: Savannah-Chatham County Public School System

b. School Name: Otis J. Brock, III Elementary
c. School Address: 1804 Stratford Ave., Savannah, Ga 31415
d. Principals Name: Selina-Ruth Gillans
e. Principals Phone Number: (912) 395-5300
f. Principals Email Address: selina.ruth-gillans@sccpss.com
g. Confirm Principals Email Address: selina.ruth-gillans@sccpss.com
h. Primary Applicants Name (if different from principal): N/A
i. Primary Applicants Role (if different from principal): N/A
j. Primary Applicants Phone Number (if different from principal): N/A
k. Primary Applicants Email Address (if different from principal): N/A
l. Confirm Primary Contacts Email Address (if different from principal): N/A
m. Alternate Contacts Name: Joseph Donald Johnson
n. Alternate Contacts Role: Library Media & Instructional Technology Specialist (LMTS)
o. Alternate Contacts Phone Number: (912) 395-5300
p. Alternate Contacts Email Address: joseph.johnson@sccpss.com
q. Confirm Alternate Contacts Email Address: joseph.johnson@sccpss.com

Need for Grant

Otis J. Brock, III Elementary is a Title 1 school located in the inner-city of Savannah,
Georgia. Currently, our faculty and staff support 565 students. 98% percent of our students
receive free or reduced lunch. Further, our school is comprised of 99% African-American
students. During the 2017-2018 school year, Brock Elementary became the only school in the
district participating in the Extended School Year based on the turnaround model to help raise
academic achievement, especially in reading and math for our students. This was due to
inadequate progress on main state assessments.
Utilizing assessment data taken from our districts two formative assessment instruments
(the SRI for Reading and MAP Testing for Math) a definite need becomes quickly apparent as it
relates to reading and math scores for second and third grades. In the beginning of 2016-2017
school year, 92% of second grade and 88% of third grade were below the benchmark when it
came to reading. At the end of the 2016-2017 school year, second grade had 65% below
benchmark, 28% at basic, and 7%-proficient. Third grade faired similar, showing 66% below
benchmark, 16% at basic, and 16% proficient, and only 2%-above benchmark. For math, second
grade showed 73% below benchmark at the beginning of the year and 27% tested as being above
benchmark. For third, 65% were below benchmark and 35% were above. At the end of the year,
65% of second grade students were still below benchmark, and 66% of third graders stayed
below the benchmark. Looking at data for Kindergarten and First grades show similar trends
when it comes to deficiencies in these main two subject areas.
 Goals
Through the implementation of this grant, we anticipate that teachers will facilitate a more personalized
learning environment for their students, utilizing technology and new professional practices to directly
influence student success in K-3 reading and math.
Currently, Otis J. Brock, III serves 168 second and third grade students. Expected student outcomes
consist of an anticipated growth of 10% in NWEA-MAP Reading and Math scores by June 2019.
Goals:
Smart Goal 1:By June 2019, the percentage of students scoring average or higher in Reading will
increase:
2nd - 29% to 39%; 3rd - 23% to 33% as measured by the NWEA-MAP Reading Assessment.
Smart Goal 2: By June 2019, the percentage of students scoring average or higher in Math will increase:
2nd - 33% to 43%; 3rd- 29% to 39% as measured by the NWEA-MAP Math Assessment.
Smart Goal 3: By June 2019, all grant teachers will demonstrate, through classroom observation by an
evaluator using a co-created evaluation instrument, that they have progressed from the Getting Started
Level to the Going Deeper Level in one of the 4 Core Elements of Personalized Learning (Flexible
Content, Targeted Instruction, Data Driven Decisions, or Student Reflection and Ownership) and all will
become Apple Certified Educators by June 2019.

Action Plan for Staff

Actions Resources Implementation Monitoring Feedback

Smart Train teachers Computers Implementation Diagnostic Feedback will
Goal on how to will be ongoing Assessments be ongoing as
#1 effectively Go Math online throughout the Formative teachers and
incorporate GO- modules and school year, on a Assessments students are
Math in their software daily basis. Summative monitored and
lessons and Assessments observed
online. iPads/Chromebooks Lesson implementing
Think Plans personalized
Central (online) Online Rubrics Data learning,
will be utilized on Notebooks utilizing the
a consistent Online Assessments Interactive resources and
basis. Math support
DreamBox Notebooks provided by
Implement Unit the grant.
student centered Assessments
rubrics (online) Student
for self- Learning
assessment. Plan
Smart Students will Implementation Diagnostic Feedback will
Goal develop shared Interactive Ebooks will be ongoing Assessments be ongoing as
#2 academic throughout the Formative teachers and
language using Tumble Books school year, on a Assessments students are
concepts in daily basis. Summative monitored and
everyday iPads/Chromebooks Assessments observed
language Lesson implementing
through READ Online Rubrics Plans personalized
ALOUDS (virtual Data learning,
and physical Online Assessments Notebooks utilizing the
libraries and Interactive resources and
books). Lexia Math support
Notebooks provided by
Implement Unit the grant.
student centered Assessments
rubrics for self- Student
assessment Learning
(online rubrics) Plan

Smart Teachers will be Education Elements Implementation Lesson Feedback will

Goal provided training will be ongoing Plans be ongoing as
#3 on Personalized SCCPSS throughout the Apple teachers and
Learning Instructional school year, on a Certification students are
practices for Technology Coaches daily basis. monitored and
their classroom Apple Professional Walk- observed
through. Development Through implementing
Form personalized
Teachers will be GOSA Grant learning,
provided training Support Personnel utilizing the
by Apple on resources and
effective support
strategies for provided by
using the iPad to the grant.
create a
personalized
learning
environment for
their students.

Teachers will be
provided ongoing
professional
support in the
form of modeling
and coaching to
increase the
effectiveness of
school staff.
 Establish a
school
framework for
sustainability and
building capacity
for personalized
learning.

Capacity
Staff that will be involved to meet the criteria of the grant based on content knowledge and leadership.
Mary-Katherine Howard (2 ) as a first year teacher strives to differentiate for success mainly through
nd

utilization of various technology resources and hands-on projects.

Alexandra Gonzalez (2 ) knows learning through active participation provides students with the
nd

opportunity to apply what they learn through 1:1 technology is an exciting prospect.
Personia Thomas (2 ) has taught 3 years and is always looking for ways to reach her students by utilizing
nd

technology to enrich the curriculum and close any gaps that her students might have.
Agustavia Dramado (2 ): has taught 14 years and believes in allowing student experiences that lead them
nd

to take more ownership of their learning.

Cathy LaCount (3 ) has taught over 7 years, and focuses on a Universal Learning style, incorporating new
rd

strategies through a variety of technology resources to close the learning gaps and lack of background
knowledge of our students.
Lakia Owens (3 ) has taught over 3 years and believes each student is learns differently which is why I
rd

believe in hands-on experiences, such as tactile learning and use of various technology and resources.
Karen McGriff (3 ), a teacher of over 10 years, inspires students to become lifelong learners by
rd

integrating technology to create a connection between classroom and real-life situations.

Stephanie Daniel (3 ) has degrees in psychology and communicative disorders, believes that it is vital to
rd

utilize a blended learning model, aligned curriculum, and technology for her students to reach their full
potential.
The Grant Management Team which consist of the administrators and media specialist with over 100
years combined educational service at the school and district level have backgrounds in curriculum,
technology integration, Title I grant management, reading endorsement and leadership will evaluate and
implement.
Evaluation and Sustainability

Grant teachers will implement with fidelity the 4 Core Elements of Personalized
Learning. Student success will be evidenced by how well they are using instructional technology
tools in their learning activities. Teacher success will be evidenced by their ability to apply their
new pedagogical techniques into their instructional practices effectively, appropriately, and
routinely. Evidence will be documented during observations of instructional practices using
specific walkthrough forms tailored to the grant. Implementation with fidelity will also be
evidenced from classroom observations documenting a change in student learning behaviors,
performance, and growth increases on district and state assessments.
Student growth will be measured by data acquired from formative assessments, Georgia
Milestones Assessment System, and Measure of Academic Progress benchmarks. Participants
will work collaboratively to disaggregate the assessment results, progress monitor, and
implement interventions that target deficiencies and address student needs.
Continuing the initiative after funding ends will require:
Embedding project goals and objectives of the grant into the districts overall mission to
increase reading and math achievement.
Establishing problem-solving protocols early.
Using the train-the-trainer model for academic coaches and the high performing teachers
to redeliver to other staff.
Using data that provides evidence on how well the initiative is meeting its goals and
objectives.
Reviewing fiscal needs for continued sustainability; the district will allocate a standard
fixed percentage of the local budget, request funding from the PTA by soliciting
contributions and financial support from community and business partners for continuous
professional learning.
This initiative can be sustained by implementing the following steps:
Rotating in new teachers each year,
Building capacity through collaboration and on-site coaching,
Using the blended-model approach in all content areas,
Valuing the data and using it for continuous evaluation, and
Strategically using only the components of the initiative that have made a positive
impact.