Robert E. Howard
Middle School School Improvement Plan
2011-2016 2017-2022 Update
Charlene Stokes, Ed. D. Principal
Jesse Washington, Ph. D. Superintendent
1 School Improvement Plan 2017-2022
School Name: Robert E. Howard Middle
SIDN (BEDS code): 3805026
Plan Submission: X School utilizes SACS
School does not utilize SACS
Grade Range From: 6-8
District: Orangeburg Consolidated School District 5
Address 1: 1255 Belleville Road
Address 2:
City: Orangeburg
Zip Code: 29115
School Renewal Plan Contact Person: Charlene Stokes
Contact Phone: 803.534.5470
E-mail Address: [email protected]
2 School Improvement Plan 2017-2022
Required Printed Names
The school renewal plan, or annual update of the of the school renewal plan, includes components required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) and the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §§59-18-1300 and 59-139-10 et seq. (Supp. 2004)). The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the School Improvement Council are affirmation of active participation of key stakeholders and alignment with Act 135 and EAA requirements.
Position Name Signature
Chairperson, District Board of Trustees Mary Ulmer
Superintendent Dr. Jesse Washington
Principal Charlene Stokes
Chairperson, School Improvement Council Hercules Mack
Signature Page will be uploaded after the May 13th Board Meeting
3 School Improvement Plan 2017-2022
Stakeholder Involvement List the name of persons who were involved in the development of the School Renewal Plan. A participant for each numbered position is required.
Position Name
1. Principal Charlene Stokes
2. Teacher Elizabeth Humphrey
3. Parent/Guardian Chedra Anthony
4. Community Member Reverened Julius Sistrunk
5. School Improvement Council Monica Young
Others: (May include school board members, administrators, School Improvement Council members,
students, PTO members, agency representatives, university partners, etc.) Assistant Principals Dr. Derrick James & Mrs. Ayanna Glover
Pitsco Education STEM Lab Facilitator Tammie C. Jenkins
SCDE Transformation Coach Rinice Sauls
Enterprise Learning Coach (Carolina Consortium for Enterprise Learning)
Tamara Stroman
Read 180 Facilitator Ida Walters
Claflin University Kamilah Brown
American Reading Company Dr. Andrea Givens
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Assurances for School Renewal Plan Assurances, checked by the principal, attest that the district complies with all applicable Act 135 requirements.
Yes N/A Assurances
Academic Assistance, PreK–3 The school makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
Academic Assistance, Grades 4–12 The school makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
Parent Involvement The school encourages and assists parents in becoming more involved in their children’s education. Some examples of parent involvement initiatives include making special efforts to meet with parents at times more convenient for them, providing parents with their child’s individual test results and an interpretation of the results, providing parents with information on the district’s curriculum and assessment program, providing frequent, two way communication between home and school, providing parents an opportunity to participate on decision making groups, designating space in schools for parents to access educational resource materials, including parent involvement expectations as part of the principal’s and superintendent’s evaluations, and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of their children.
Staff Development The school provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council’s revised Standards for Staff Development.
Technology The school integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.
N/A
Innovation The school uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students. Provide a good example of the use of innovation funds.
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Yes N/A Assurances
Recruitment The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, ages birth through five years, who are considered at-risk of school failure. “At-risk” children are defined as those whose school readiness is jeopardized by any of, but not limited to, the following personal or family situation(s): Educational level of parent below high school graduation, poverty, limited English proficiency, significant developmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional), and/or child abuse and neglect.
Collaboration The school (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social services departments, mental health departments, First Steps, and the family court system).
Developmental Screening The school ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.
Half-Day Child Development The school provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function at primary and elementary schools, although they may be housed at locations with other grade levels or completely separate from schools.
Developmentally Appropriate Curriculum for PreK–3 The school ensures that the scope and sequence of the curriculum for PreK 3 are appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the student's social and cultural context.
Parenting and Family Literacy The school provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their Children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriated education to prepare children for success in school and life experiences (early childhood education). Family Literacy is not grade specific, but generally is most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents. Family Literacy program goals are to strengthen parent involvement in the learning process of preschool children ages birth through five years; promote school readiness of preschool children; offer parents special opportunities to improve their literacy skills and education, a chance to recover form dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.
Coordination of Act 135 Initiatives with Other Federal, State, and District Programs The district ensures as much program effectiveness as possible by developing a district wide/school wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities.
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Needs Assessment (Add Charts and Graphs as appropriate)
School Profile Measure 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2012-2022 Prime Instructional Time Pupil-Teacher Ratio Parent Involvement Professional Development Percentage of Teachers with Advanced Degrees Percentage of Teachers Returning Prime Instructional Time Percentage of Teachers with Advanced Degrees Percentage of Teachers on Continuing Contracts Percentage of Teachers Emergency/Provisional Contracts
Percentage of Teachers Returning Percentage of Classes not Taught by Highly Qualified Teachers
Number of National Board Teachers Number of PACE Teachers Teacher Attendance Rate Student Attendance Rate Out- of-school Suspension or expulsion for violent and/or criminal offenses
Students Older than Usual for Grade School Poverty Index
7 School Improvement Plan 2017-2022
Measure 2015-2016 Sixth Grade ELA 8.7% Sixth Grade Math 5.2% Sixth Grade Science 32.2% Sixth Grade Social Studies 37.4% Seventh Grade ELA 11.1% Seventh Grade Math 0.9% Seventh Grade Science 31.6% Seventh Grade Social Studies 24.8% Eighth Grade ELA 17.3% Eighth Grade Math 4.5% Eighth Grade Science 34.5% Eighth Grade Social Studies 53.6%
8 School Improvement Plan 2017-2022
Executive Summary of Needs Assessment (Summary of Conclusions)
Mission
Robert E. Howard Middle School exists to provide effective teaching and learning through equitable, high expectations and digital learning environments to ensure academic success for all students through collaborative partnerships.
Vision
The Robert E. Howard student will graduate all students with life characteristics, world-class knowledge and skills, college and career ready.
Beliefs
Robert E. Howard believes that…..
Safe and secure learning environments are our primary focus
All students shall receive quality instruction provided by effective teachers.
Fostering positive relationships with parents, community members and stakeholders are essential to students' success.
Creating critical thinkers, problem solvers and technologically advanced students are imperative to success in a global society.
Building positive character and lifelong learners are essential for success.
Embracing change and diversity create environments for growth.
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Robert E. Howard Middle School is located in Orangeburg County approximately 5 miles from interstate 26. Known as the “Garden City”, Orangeburg lies near the geographic center of the state. Orangeburg offers a highly diversified industrial structure and is famed for its lovely Edisto Garden and charming residential neighborhoods. Columbia, the state capital, lies 44 miles to the west. Orangeburg is proud to be the home of South Carolina State University and Claflin University, which are integral parts of our community. Robert E. Howard Middle School is a comprehensive middle school, grades 6-8, with a present enrollment of 348 students with 100% of the students receiving free lunch. Our school is 95% African American, 02% Hispanic and .003% other. Most classes average approximately 25 students. As a Title I school and a participating school in the Carolina Consortium for Enterprise Learning (CCEL), teachers, parents, staff and students work as collaborative stakeholders to promote and maintain a safe, healthy, nurturing, and compassionate atmosphere. Robert E. Howard Middle School’s motto is “Every Child, Everyday, in Every Way Will Succeed at Robert E. Howard Middle School”. Robert E. Howard Middle School is committed to meeting the unique needs of every student and educating the "whole" child. Our school offers students a comprehensive and engaging curriculum. The course curriculum consists of English I, Algebra I, English/language arts, mathematics, science, and social studies. Related arts courses include physical education, band, keyboarding, computer applications, art, music, and chorus. Additional courses are offered to students to build their skills in reading, mathematics, STEM, and soft skills needed for high school, college and career readiness. These course offering are as follows: Career Exploration, AVID, Read 180, and the Pitsco Education STEM Lab. The school offers students a variety of extracurricular activities and clubs which foster interest, citizenship, leadership, social, and teamwork skills. Extracurricular activities include football, basketball, track, and cheerleading. The school sponsors clubs to include National Junior Honor Society, Student Ambassadors, Student Tech Team, and Step Teams. As we continuously strive to make sure that all of our children meet state standards, we will consistently: review and analyze data, adjust classroom instruction via technology and differentiated instruction to meet the needs of all diverse learners, raise the level of involvement of parents in the education of their children, encourage our students to always strive to do their best, provide on-going professional development for all teachers, and continuously assess student progress with mastery of standards and end results to ensure that all students are academically successful. In order to achieve success, the school developed a shared leadership approach. The leadership team consists of the principal, assistant principals (2), guidance counselors (2) , STEM facilitator, Digital Resource Coach, and the Enterprise Learning Coach. The leadership team meets weekly to discuss and plan curriculum, instructional, and school activities. Collectively, the leadership team shares the responsibility
10 School Improvement Plan 2017-2022
of supporting effective instruction, implementing best instructional practices, observing and providing instructional feedback, and monitoring student achievement. The comprehensive needs assessment developed by the school’s strategic planning members and the school administration addressed the following areas: (1) student achievement, (2) parental involvement, and (3) school climate. For each of these areas, a plan of action has been determined for improvement. Information gained from the school’s report card, other assessment data, AdvancED diagnostic review report, community meetings, and school personnel meetings were utilized to develop this school improvement plan. Student Achievement: The data reports (SCREADY (ELA and math), SCPASS (science and social studies), MAP, and TE21), clearly shows that there is a definite need to improve student achievement. The school believes it is necessary to implement strategies and differentiated instruction to move our students towards meeting/exceeding expectations on state standardized assessments. To meet the academic needs of all students, teachers are expected to use various instructional strategies in their lesson preparation and delivery, such as clear modeling, high quality questioning, checking for understanding, student engagement, differentiation of instruction, and aligned formative and summative assessments. School Climate: According to District/School Climate Surveys, Attendance records for workshops and conferences, School Report Cards, Parent Teacher Student Associations/Parent Teacher Organizations records, Customer Service Surveys, Robert E. Howard Middle School needs to address parental and community involvement/engagement. Another need identified at Robert E. Howard Middle School is improvement of the overall work environment for teachers, administrators, and staff. One indicator of school performance on the SC Annual School Report Card is teacher retention. For the past four years, the percentage of returning teachers has fluctuated from year to year.
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Student Achievement Goal 1: English/Language Arts Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL
1: (desired result of student
learning)
Goal #1 By the end of the 2021-2022 school year, 100% of students in grades 6-8 will demonstrating
proficiency on the ELA SCREADY.
INTERIM
PERFORMANCE GOALS: The percentage of students in grades 6-8 demonstrating proficiency on SCREADY will increase by at least 10%.
DATA SOURCE(S): MAP, SCREADY, School Benchmarks, End of Course (English 1), Teacher Anecdotal Records, Reading Logs,
Lesson Plans, Teacher Made Formative Assessment Documentation, Teacher Checks for Understanding OVERALL MEASURES: * Projected Performance ELA
Baseline Data
Baseline
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2015-2016 2016-2017
MAP-Reading Grade 6 13.24 %
MAP-Reading Grade 7 7.27 %
MAP-Reading Grade 8 10.43 %
SCREADY ELA Gr. 6 8.7% 18.0 % 39% 54% 69% 84% 100%
SCREADY ELA Gr. 7 11.1% 20.0 % 41% 56% 71% 86% 100%
SCREADY ELA Gr. 8 17.3% 33.0% 48% 63% 78% 94% 100%
EOCEP-English 1 90.5% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
12 School Improvement Plan 2017-2022
Strategy/Activity Data source Purpose Expected
Outcome Person(s)
Responsible Monitoring Process Measuring
Process Resource
Needed Timeline
ELA teachers will assign performance based assessments and projects to facilitate highly-engaging learning experiences to teach grade specific ELA standards. Additionally, they will Implement SC College and Career-Ready Standards for English language arts
1. Follow implementation timelines.
2. Review and update curriculum documents for SC College and
3. Career-Ready Standards to ensure equitable and challenging learning experiences for students.
4. Develop exemplars to guide and inform teachers, students, and parents.
5. Provide ongoing professional dev. for staff on the SC College and Career-Ready Standards.
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach ELA Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric Data Notebooks
SC College and Career-ready Standards and Support Documents (ELA) SC SCREADY ELA Release Items PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017- June 2018, ongoing
Fully implement Project-based Learning
1. Provide professional
development for integrating world class skills (creativity and innovation; critical thinking and problem solving; collaboration and
To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team Enterprise Learning Coach
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data
SC College and Career-ready Standards and Support Documents (ELA) Buck Institute for Education(BIE) PBL Planning
August 2017- June 2018, ongoing
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teamwork; communication information, media and technology; and knowing how to
learn) into classroom instruction in ELA.
ELA Teachers
District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student Grades Lesson Plan Feedback with rubric
Document and Rubric PD Curriculum
Implement the RTI model including Tier I, Tier II, and Tier III- interventions system-wide and with fidelity. 1. Identify intervention
programs for all Tiers for ELA as needed to meet the unique learning needs of students.
2. Provide on-going professional development for staff in identified programs to support the improvement of instructional practices of teachers.
3. Share information that keeps families informed of their children’s learning progress and provides opportunities for meaningful participation.
4. Provide students training on how to lead their own learning conferences.
5. Monitor intervention implementation and provide support to ensure equitable and challenging learning experiences for students.
6. Collect intervention data from multiple assessments to monitor student learning and systematically adjust
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach ELA Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC College and Career-ready Standards and Support Documents (ELA) SC SCREADY ELA Release Items PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017- June 2018, ongoing
14 School Improvement Plan 2017-2022
curriculum and instruction to accelerate student learning.
7. Continue to monitor and track student progress to determine the following: a. Intervention eligibility b. Retention implications c. Number of students
reading on grade level by the end of 2nd grade
d. Data Rooms with an established protocol.
Support reading instruction in all classrooms by developing professional reading experts.
1. Continue to implement the American Reading Company reading program in teaching high-yielding reading strategies, conferencing, techniques, coaching, and record keeping.
2. Implement the 100 book challenge observations, training, and assist with guided reading implementation by the consultants.
3. Monitor and provide feedback to teachers regarding their practice
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team American Reading Company Consultant ELA Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Students'
conference
information
entered into
School Pace
100 Book Challenge Reading Log Student SCREADY Scores (ELA) District Benchmark Assessment Data-MAP Reading
SC College and Career-ready Standards and Support Documents (ELA) American Reading Company (ARC) Agreement, Materials, & Supplies
August 2017- June 2018, ongoing
Teachers will implement digital tools and technology in daily instructional practices.
1. Provide professional development opportunities related to instructional technology.
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs
To enhance the learning experiences of all students and to provide more engaging learning opportunities.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administration Team School Instructional Leadership Team
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets
Student SCREADY ELA Scores District Benchmark Data
SC College and Career-ready Standards and Support Documents (ELA)
August 2017- June 2018, ongoing
15 School Improvement Plan 2017-2022
2. Provide a variety of technology tools for instructional use in the classrooms.
3. Use of computer software programs to provide students additional practice in ELA (USA Test Prep, Study Island, Compass Learning, READ 180, PITSCO STEM Lab, Mastery Connect)
Diagnostic Review Report from AdvancED External Review (4/2016) 2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
Digital Resource Coach Media Specialist ELA teachers
District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Monthly Assessment Data Student Grades Lesson Plan
Feedback with
rubric
Software
usage reports
Mastery
Connect Data
OCSD 5 Curriculum Pacing Guides PD curriculum Student laptops/laptop carts Various computer software programs (USA Test Prep, Study Island, Compass Learning, Read 180) Mastery Connect
Continue to monitor and promote effective and consistent grading practices throughout the school. 1. The instructional leadership
team will facilitate PLCs in best practices in grading practices and rubrics. The information presented will be research-based and proven.
2. The teachers will participate in monthly PLCs that focus on
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27%
To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team ELA Teachers
Classroom Walk-Throughs Observations/Evaluations Powerschool Audit Reports Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Mastery Connect Data
PowerSchool PD Curriculum SC College and Career-ready Standards and Support Documents (ELA) Mastery Connect
August 2017- June 2018, ongoing
16 School Improvement Plan 2017-2022
consistent and effective grading practices.
3. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
4. Continue to implement OCSD5’s Redo Policy.
8th-10.43% Profile of the South Carolina Graduate
Teacher Created Assessments Student Work Samples Lesson Plans
Teachers will differentiate instruction in their classrooms daily to meet their students’ needs.
1. Teachers will engage in professional development to develop and enhance their knowledge and implementation of differentiated instructional strategies in their classrooms.
2. Leadership team will assist in lesson planning to ensure the implementation of differentiated instructional and alignment to standards, instructional practices, and assessments.
3. Leadership team will conduct walk-throughs for the purpose of monitoring and providing feedback on implementation.
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs Diagnostic Review Report from AdvancED External Review (4/2016) Lesson plan feedback forms 2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency)
To improve delivery of instruction to meet the academic needs of all student learners and improve student outcomes To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
All teachers will effectively differentiate instruction to meet the academic needs of all learners. To increase the percentage of students who demonstrate proficiency on SC READY ELA during the 2017-2018 school year.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach ELA Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC College and Career-ready Standards and Support Documents (ELA) SC SCREADY ELA Release Items PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017- June 2018, ongoing
17 School Improvement Plan 2017-2022
4. MAP testing will be used to analyze individual student data and create differentiated learning experiences for students.
6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
Continue to utilize READ 180 to build students’ reading levels and increase students’ interest in reading.
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
To ensure that students are reading on grade level and to improve student achievement levels in reading. To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School instructional leadership team READ 180 facilitator
Classroom walkthroughs Student work samples Student data logs Student Reading Logs Teacher data binders
Reading logs Unit tests SRI test
SC College and Career-Ready Standards (ELA) OCSD5’s Curriculum Pacing Guides READ 180 Instructional Software
August 2017-2018, ongoing
Implement professional learning on the reading processes, strategies, and how to effectively teach reading and writing within the content areas and across the curricula. (B1) 1. Employ certified reading and
writing professionals/coaches 2. Identify reading processes
and strategies of how to effectively teach reading and writing.
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24%
To ensure that students are reading on grade level and to improve student achievement levels in reading. To ensure that students are college and career ready and to improve the student achievement
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades
SC College and Career-ready Standards and Support Documents (ELA) SC SCREADY ELA Release Items PD Curriculum
August 2017- June 2018, ongoing
18 School Improvement Plan 2017-2022
3. Establish professional learning opportunities (workshops, conferences, PLCs, etc.)
4. Provide feedback and coaching upon professional learning.
7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
levels of all students in ELA
OCSD5 Curriculum Leadership Team ELA Teachers
Student Work Samples Lesson Plans
Lesson Plan Feedback with rubric Professional Learning Documentation (recertification info., certificates of participation, etc.)
OCSD5 Curriculum Pacing Guides
All ELA teachers will plan and deliver focused mini-lessons that include periodic checkpoints to assess student mastery of content presented while ensuring that the majority of the instructional time is devoted to the reading and writing of authentic texts. 1. Ongoing professional
development on selecting appropriate grade-level texts.
2. Ongoing profession development of the structure of lesson cycle of an ELA classroom that promotes the reading and writing of authentic texts.
3. Ongoing professional development of monitoring of ELA instruction to ensure that the majority of instructional time is devoted to the reading and writing of authentic text.
4. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
2015-2016 SCREADY ELA % Meeting Standard 6th -8.7% 7th-11.1% 17.3% Spring 2017 MAP-Reading (Projected Proficiency) 6th-13.24% 7th-7.27% 8th-10.43% Profile of the South Carolina Graduate
To ensure that students are reading on grade level and to improve student achievement levels in reading. To ensure that students are college and career ready and to improve the student achievement levels of all students in ELA
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team ELA Teacher
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric Professional Learning Documentation (recertification info., certificates of participation, etc.)
SC College and Career-ready Standards and Support Documents (ELA) SC SCREADY ELA Release Items PD Curriculum OCSD5 Curriculum Pacing Guides Various texts
August 2017- June 2018, ongoing
19 School Improvement Plan 2017-2022
5. Provide a wealth of instructional, informational and authentic texts.
20 School Improvement Plan 2017-2022
Student Achievement Goal 2: Math
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL
1: (desired result of student
learning)
Goal #1 By the end of the 2021-2022 school year, 100% of students in grades 6-8 will demonstrating
proficiency on the Math SCREADY.
INTERIM
PERFORMANCE GOALS: The percentage of students in grades 6-8 demonstrating proficiency on SCREADY will increase by at least 10%.
DATA SOURCE(S): MAP, SCREADY, School Benchmarks, End of Course (Algebra 1), Teacher Anecdotal Records, Lesson Plans,
Teacher Made Formative Assessment Documentation, Teacher Checks for Understanding OVERALL MEASURES: * Projected Performance Math
Baseline Data
Baseline
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2015-2016 2016-2017
MAP-Math Grade 6 3.68 %
MAP-Math Grade 7 0.90%
MAP-Math Grade 8 0.91%
SCREADY Math Gr. 6 5.22 % 16% 39% 54% 69% 84% 100%
SCREADY Math Gr. 7 0.85 % 10% 41% 56% 71% 86% 100%
SCREADY Math Gr. 8 4.55 % 15% 48% 63% 78% 94% 100%
EOCEP-Algebra 1 N/A 90.0% 100.0% 100.0% 100.0% 100.0% 100.0%
21 School Improvement Plan 2017-2022
Strategy/Activity Data source Purpose Expected
Outcome Person(s)
Responsible Monitoring
Process Measuring
Process Resources
Needed Timeline
Math teachers will assign performance based assessments and projects to facilitate highly-engaging learning experiences to teach grade specific math standards. Additionally, math teachers will implement SC College and Career-Ready Standards for Math
1. Follow implementation timelines. 2. Review and update curriculum
documents for SC College and 3. Career-Ready Standards to ensure
equitable and challenging learning experiences for students.
4. Develop exemplars to guide and inform teachers, students, and parents.
5. Provide ongoing professional dev. for staff on the SC College and Career-Ready Standards.
SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55% Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in Math
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Math Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC College and Career-ready Standards and Support Documents (Math) SC SCREADY Math Release Items PD Curriculum OCSD5 Curriculum Pacing Guides Math Manipulatives
August 2017- June 2018, ongoing
Fully implement Project-based Learning
1. Provide professional development for integrating world class skills (creativity and innovation; critical thinking and problem solving; collaboration and teamwork; communication information, media and technology; and knowing how to
learn) into classroom instruction in math.
To ensure that students are college and career ready and to improve the student achievement levels of all students in Math
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team Enterprise Learning Coach Math Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC College and Career-ready Standards and Support Documents (Math) Buck Institute for Education(BIE) PBL Planning Document and Rubric PD Curriculum Math Manipulatives
August 2017- June 2018, ongoing
22 School Improvement Plan 2017-2022
Lesson Plans
Strategy/Activity Data source Purpose Expected
Outcome Person(s)
Responsible Monitoring
Process Measuring
Process Resources
Needed Timeline
Implement the RTI model including Tier I, Tier II, and Tier III- interventions system-wide and with fidelity. 1. Identify intervention programs for all
Tiers for Math as needed to meet the unique learning needs of students.
2. Provide on-going professional development for staff in identified programs to support the improvement of instructional practices of teachers.
3. Monitor intervention implementation and provide support to ensure equitable and challenging learning experiences for students.
4. Collect intervention data from multiple assessments to monitor student learning and systematically adjust curriculum and instruction to accelerate student learning.
5. Continue to monitor and track student progress to determine the following: Intervention eligibility Retention implications Number of students mastering grade level math standards
6. Data Room with an established protocol.
SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55% Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in Math
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach Math Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric Data Notebooks
SC College and Career-ready Standards and Support Documents (Math) SC SCREADY Math Release Items PD Curriculum OCSD5 Curriculum Pacing Guides Math Manipulatives
August 2017- June 2018, ongoing
Continue to monitor and promote effective and consistent grading practices throughout the school.
1. The instructional leadership team will facilitate PLCs in best practices in grading practices and rubrics. The
SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55%
To ensure that students are college and career ready and to improve the student achievement
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team
Classroom Walk-Throughs Observations/Evaluations Powerschool Audit Reports Test Data
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades
PowerSchool PD Curriculum SC College and Career-ready Standards and
August 2017- June 2018, ongoing
23 School Improvement Plan 2017-2022
information presented will be research-based and proven.
2. The teachers will participate in monthly PLCs that focus on consistent and effective grading practices.
3. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
4. Continue to implement OCSD5’s Redo Policy.
Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
Profile of the South Carolina Graduate
levels of all students in Math
Math Teachers
PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Mastery Connect Data
Support Documents (Math) Mastery Connect
Teachers will differentiate instruction in their classrooms daily to meet their students’ needs.
1. Teachers will engage in professional development to develop and enhance their knowledge and implementation of differentiated instructional strategies in their classrooms.
2. Leadership team will assist in lesson planning to ensure the implementation of differentiated instructional strategies in teachers’ lesson plan
3. Leadership team will conduct walk-throughs for the purpose of monitoring and providing feedback on implementation.
4. MAP testing will be used to analyze individual student data and create differentiated learning experiences for students.
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs Diagnostic Review Report from AdvancED External Review (4/2016) Lesson plan feedback forms SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55% Spring 2017 MAP-Math
To improve delivery of instruction to meet the academic needs of all student learners and improve student outcomes To ensure that students are college and career ready and to improve the student achievement levels of all students in Math
All teachers will effectively differentiate instruction to meet the academic needs of all learners. To increase the percentage of students who demonstrate proficiency on SC READY Math during the 2017-2018 school year.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach Math Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC College and Career-ready Standards and Support Documents (Math) SC SCREADY Math Release Items PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017- June 2018, ongoing
24 School Improvement Plan 2017-2022
(Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
Profile of the South Carolina Graduate
Teachers will implement digital tools and technology in daily instructional practices.
1. Provide professional development opportunities related to instructional technology.
2. Provide a variety of technology tools for instructional use in the classrooms.
3. Use of computer software programs to provide students additional practice in Math (USA Test Prep, Study Island, Compass Learning, PITSCO STEM and Math Labs)
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs Diagnostic Review Report from AdvancED External Review (4/2016) SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55% Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
To enhance the learning experiences of all students and to provide more engaging learning opportunities. To ensure that students are college and career ready and to improve the student achievement levels of all students in math
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administration Team School Instructional Leadership Team Digital Resource Coach Media Specialist Math teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan
Feedback with
rubric
Software usage
reports
Mastery Connect Data
SC College and Career-ready Standards and Support Documents (Math) OCSD 5 Curriculum Pacing Guides PD curriculum Student laptops/laptop carts Various computer software programs (USA Test Prep, Study Island, Compass Learning,) Mastery Connect
August 2017- June 2018, ongoing
25 School Improvement Plan 2017-2022
Profile of the South Carolina Graduate
Teachers will research and identify a math problem solving strategy to be incorporated and implemented with fidelity in all math classes at each grade level.
1. Identify math learning processes and strategies of how to effectively teach math problem solving using real world applications.
2. Establish professional learning opportunities (workshops, conferences, PLCs, etc.)
3. Provide feedback and coaching upon professional learning.
4. Ongoing professional development of monitoring of math instruction to ensure that the majority of instructional time is devoted to the math problem solving strategies using real world applications.
SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55% Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
Profile of the South Carolina Graduate
To ensure that students are college and career ready and to improve the student achievement levels of all students in Math
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Math Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric Professional Learning Documentation (recertification info., certificates of participation, etc.)
SC College and Career-ready Standards and Support Documents (Math) SC SCREADY Math Release Items PD Curriculum OCSD5 Curriculum Pacing Guides Math Manipulatives
August 2017- June 2018, ongoing
Implement weekly fact fluency instruction, practice, and assessments with fidelity in the math classrooms.
1. Ongoing profession development of the structure of lesson cycle of a math classroom that promotes the reading and problem solving strategies to solve real world problems.
2. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
SCREADY Math % Meeting Standard 6th-5.2% 7th-0.85% 8th-4.55% Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%
To ensure that students are college and career ready and to improve the student achievement levels of all students in Math
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric Professional Learning Documentation (recertification info., certificates of participation, etc.)
SC College and Career-ready Standards and Support Documents (Math) SC SCREADY Math Release Items PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017- June 2018, ongoing
26 School Improvement Plan 2017-2022
Profile of the South Carolina Graduate
Math Teachers
Student Work Samples Lesson Plans
Math Manipulatives
27 School Improvement Plan 2017-2022
Student Achievement Goal 1: Science
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL
1: (desired result of student
learning)
Goal #1 By the end of the 2021-2022 school year, 100% of students in grades 6-8 will demonstrating
proficiency on the Science SCPASS.
INTERIM
PERFORMANCE GOALS: By the end of the 2016-2017 school year, the percentage of students in grades 6-8 who scored at the met or
exemplary level on the Science SCPASS Exam will increase by (10%).
DATA SOURCE(S): TE21, MAP, SCPASS, School Benchmarks, Teacher Anecdotal Records, Lesson Plans, Teacher Made Formative
Assessment Documentation, Teacher Checks for Understanding OVERALL MEASURES: * Projected Performance Math
Baseline Data
Baseline
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2015-2016 2016-2017
TE21-Science Grade 6 32.0 %
TE21-Science Grade 7 38.0%
TE21-Science Grade 8 36.0%
SCPASS Science Gr. 6 32.2 % 42% 52% 62% 72% 82% 100%
SCPASS Science Gr. 7 31.6 % 42% 52% 62% 72% 82% 100%
SCPASS Science Gr. 8 34.5 % 45% 55% 65% 75% 85% 100%
28 School Improvement Plan 2017-2022
Strategy/Activity Data source Purpose Expected Outcome
Person(s) Responsible
Monitoring Process
Measuring Process
Resources Needed
Timeline
Continue to implement the Science and Engineering Practices to inform science instruction in order to support students’ development in understanding and using the practices in appropriate context.
1. Establish professional learning opportunities (workshops, conferences, PLCs, etc.)
2. Provide feedback and coaching upon professional learning and lesson planning.
3. Ongoing professional development of monitoring of science instruction to ensure that the majority of instructional time is devoted to inclusion of the SEPs.
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5% 2016 SCPASS Standard Analysis % Strength 6th Scientific Inquiry-10.4% Structures, Processes, and Responses of Animals-9.6% Structures, Processes, and Responses of Animals-9.6% Earth’s Atmosphere & Weather-13% Conservation of Energy-15.7% 7th
Students should engage in scientific and engineering practices as a means to learn about the specific topics identified for their grade levels and courses. The practices must be employed within the content for each grade level of course. The incorporation of these practices (SEPs) will ensure that students are college and career ready and to improve the student achievement levels of all students in science.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Science Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Science FOSS Kits
August 2017- June 2018, ongoing
29 School Improvement Plan 2017-2022
Scientific Inquiry-10.3% Cells and Heredity-10.3% Human Body Systems and Disease-5.1% Ecology: The Biotic and Abiotic Environment-9.4% The Chemical Nature of Matter-17.9% 8th Scientific Inquiry-16.4% Earth’s Biological History-12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%
30 School Improvement Plan 2017-2022
Utilize the 5 E’s protocol weekly in Science classes to effectively plan science lessons.
1. Ongoing profession development of the structure of the lesson cycle using the 5Es protocol in the science classroom that promotes the following:
Continuity and Innovation
Critical Thinking and Problem Solving
Collaboration and Team Work
Communication, information media and technology
Knowledge how to learn
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5% SCPASS Standard Analysis % Strength 6th Scientific Inquiry-10.4%
To ensure that students are college and career ready and to improve the student achievement levels of all students in science.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Science Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Science FOSS Kits
August 2017- June 2018, ongoing
31 School Improvement Plan 2017-2022
Structures, Processes, and Responses of Animals-9.6% Structures, Processes, and Responses of Animals-9.6% Earth’s Atmosphere & Weather-13% Conservation of Energy-15.7% 7th Scientific Inquiry-10.3% Cells and Heredity-10.3% Human Body Systems and Disease-5.1% Ecology: The Biotic and Abiotic Environment-9.4% The Chemical Nature of Matter-17.9% 8th Scientific Inquiry-16.4% Earth’s Biological History-12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%
32 School Improvement Plan 2017-2022
Analyze Benchmark and Weekly Assessment Data to provide assistance to struggling teachers and students.
1. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
2. Establish professional learning opportunities (workshops, conferences, PLCs, etc.)
3. Provide feedback and coaching upon professional learning and lesson planning.
4. Ongoing professional development of monitoring of the alignment of the standards, objectives, teaching and learning strategies, and assessments.
5. MAP and TE21 testing will be used to analyze individual student
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5% 2016 SCPASS Standard Analysis % Strength 6th Scientific Inquiry-10.4% Structures, Processes, and Responses of Animals-9.6% Structures, Processes, and Responses of Animals-9.6% Earth’s Atmosphere & Weather-13% Conservation of Energy-15.7% 7th Scientific Inquiry-10.3% Cells and Heredity-10.3%
To ensure that students are college and career ready and to improve the student achievement levels of all students in science.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Science Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Science FOSS Kits
August 2017- June 2018, ongoing
33 School Improvement Plan 2017-2022
data and create differentiated learning experiences for students.
Human Body Systems and Disease-5.1% Ecology: The Biotic and Abiotic Environment-9.4% The Chemical Nature of Matter-17.9% 8th Scientific Inquiry-16.4% Earth’s Biological History-12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%
34 School Improvement Plan 2017-2022
Incorporate Science labs weekly and semester research projects to assist students in understanding the standard being taught and to differentiate learning experiences for all students.
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5% 2016 SCPASS Standard Analysis % Strength 6th Scientific Inquiry-10.4% Structures, Processes, and Responses of Animals-9.6% Structures, Processes, and Responses of Animals-9.6% Earth’s Atmosphere & Weather-13% Conservation of Energy-15.7% 7th Scientific Inquiry-10.3% Cells and Heredity-10.3%
To ensure that students are college and career ready and to improve the student achievement levels of all students in science.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Science Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Science FOSS Kits
August 2017- June 2018, ongoing
35 School Improvement Plan 2017-2022
Human Body Systems and Disease-5.1% Ecology: The Biotic and Abiotic Environment-9.4% The Chemical Nature of Matter-17.9% 8th Scientific Inquiry-16.4% Earth’s Biological History-12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%
36 School Improvement Plan 2017-2022
Incorporate STEAM initiatives where teachers and students will incorporate independent and cooperative group learning experiences during the study of science. Science will be integrated with other curriculum subjects (Technology, Engineering, Art, and Mathematics) in a multidisciplinary approach through thematic base learning.
1. Provide opportunities for all staff members to participate in a continuous program of professional learning in reference to STEAM.
2. Research a guaranteed and viable curriculum that includes multiple languages, science, technology, engineering, arts, mathematics, and social sciences.
3. Design the program using data to ensure that the unique learning needs of students will be met.
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5% 2016 SCPASS Standard Analysis % Strength 6th Scientific Inquiry-10.4% Structures, Processes, and Responses of Animals-9.6% Structures, Processes, and Responses of Animals-9.6% Earth’s Atmosphere & Weather-13% Conservation of Energy-15.7% 7th Scientific Inquiry-10.3% Cells and Heredity-10.3%
To ensure that students are college and career ready and to improve the student achievement levels of all students in science.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach Pitsco Education STEM Lab Facilitator Claflin University CECOR Coordinator OCSD5 Curriculum Leadership Team Science Teachers Fine Arts Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Science FOSS Kits
August 2017- June 2018, ongoing
37 School Improvement Plan 2017-2022
4. Continue to incorporate students in the PITSCO STEM lab.
Human Body Systems and Disease-5.1% Ecology: The Biotic and Abiotic Environment-9.4% The Chemical Nature of Matter-17.9% 8th Scientific Inquiry-16.4% Earth’s Biological History-12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%
38 School Improvement Plan 2017-2022
Incorporate field experiences to add value to student learning experiences and to provide a connection to real world experiences and applications.
1. Partner with Greenwood Genetics Center to bring STEM and real world applications to the students.
2. Partner with Ruth Patrick Education Center (University of South Carolina Aiken)
3. Partner with Claflin University CECOR program
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5% 2016 SCPASS Standard Analysis % Strength 6th Scientific Inquiry-10.4% Structures, Processes, and Responses of Animals-9.6% Structures, Processes, and Responses of Animals-9.6% Earth’s Atmosphere & Weather-13% Conservation of Energy-15.7% 7th Scientific Inquiry-10.3% Cells and Heredity-10.3%
To ensure that students are college and career ready and to improve the student achievement levels of all students in science.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach Pitsco Education STEM Lab Facilitator Claflin University CECOR Coordinator OCSD5 Curriculum Leadership Team Science Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Transportation
August 2017- June 2018, ongoing
39 School Improvement Plan 2017-2022
Human Body Systems and Disease-5.1% Ecology: The Biotic and Abiotic Environment-9.4% The Chemical Nature of Matter-17.9% 8th Scientific Inquiry-16.4% Earth’s Biological History-12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%12.7% Earth’s Structure and Processes-18.2% Astronomy: Earth and Space Systems-10.9% Forces and Motion-7.3% Waves-6.4%
40 School Improvement Plan 2017-2022
Teachers will implement digital tools and technology in daily instructional practices.
1. Provide professional development opportunities related to instructional technology.
2. Provide a variety of technology tools for instructional use in the classrooms.
3. Use of computer software programs to provide students additional practice in Science (USA Test Prep, Study Island, Compass Learning, PITSCO STEM and Lab)
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs Diagnostic Review Report from AdvancED External Review (4/2016)
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5%
To enhance the learning experiences of all students and to provide more engaging learning opportunities. To ensure that students are college and career ready and to improve the student achievement levels of all students in science
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administration Team School Instructional Leadership Team Digital Resource Coach Media Specialist Science teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan
Feedback
with rubric
Software
usage reports
Mastery Connect Data
SC 2014 Science Standards and Support Documents OCSD 5 Curriculum Pacing Guides PD curriculum Student laptops/laptop carts Various computer software programs (USA Test Prep, Study Island, Compass Learning,) Mastery Connect
August 2017- June 2018, ongoing
41 School Improvement Plan 2017-2022
Continue to monitor and promote effective and consistent grading practices throughout the school.
1. The instructional leadership team will facilitate PLCs in best practices in grading practices and rubrics. The information presented will be research-based and proven.
2. The teachers will participate in monthly PLCs that focus on consistent and effective grading practices.
3. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
4. Continue to implement OCSD5’s Redo Policy.
Spring 2017 TE 21 Projections 6th- 32% 7th- 38% 8th- 36% 2016 SCPASS Science Longitudinal Data 2015: 6th- 36.6% 7th- 32.8 % 8th- 30.7% 2016: 6th- 32.2% 7th-31.6% 8th- 34.5%
To ensure that students are college and career ready and to improve the student achievement levels of all students in Science
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team Science Teachers
Classroom Walk-Throughs Observations/Evaluations Powerschool Audit Reports Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Mastery Connect Data
PowerSchool PD Curriculum SC 2014 Science Standards and Support Documents Mastery Connect
August 2017- June 2018, ongoing
42 School Improvement Plan 2017-2022
Student Achievement Goal 1: Social Studies
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL
1: (desired result of student
learning)
Goal #1 By the end of the 2021-2022 school year, 100% of students in grades 6-8 will demonstrating
proficiency on the Social Studies SCPASS.
INTERIM
PERFORMANCE GOALS: By the end of the 2016-2017 school year, the percentage of students in grades 6-8 who scored at the met or
exemplary level on the Social Studies SCPASS Exam will increase by (10%).
DATA SOURCE(S): TE21, MAP, SCPASS, School Benchmarks, Teacher Anecdotal Records, Lesson Plans, Teacher Made Formative
Assessment Documentation, Teacher Checks for Understanding OVERALL MEASURES: * Projected Performance Math
Baseline Data
Baseline
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2015-2016 2016-2017
TE21-Soc. Studies Grade 6 57.0 %
TE21-Soc. Studies Grade 7 28.0%
TE21-Soc. Studies Grade 8 33.0%
SCPASS S. Studies Gr. 6 37.4 % 47% 57% 67% 77% 87% 100%
SCPASS S. Studies Gr. 7 24.8 % 35% 45% 55% 65% 75% 100%
SCPASS S. Studies Gr. 8 53.6 % 64% 74% 84% 90% 95% 100%
43 School Improvement Plan 2017-2022
Strategy/Activity Data source Purpose Expected
Outcome
Person(s)
Responsible
Monitoring Process Measuring
Process
Resources
Needed
Timeline
Social Studies teachers will assign performance based assessments and projects to facilitate highly-engaging learning experiences to teach grade specific Social Studies standards. Follow implementation timelines.
1. Review and update curriculum documents for Social Studies Standards to ensure equitable and challenging learning experiences for students.
2. Develop exemplars to guide
and inform teachers, students, and parents.
3. Provide ongoing professional dev. for staff on the Social Studies Standards
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5% 7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6% SCPASS 2016 % Strength 6th Cradles of Civilization-14.8% Greek & Roman Civilizations-9.6% Civilizations in Asia-6.1% Civilizations in Africa & the Americas-12.2% The Middle Ages-9.6% Renaissance, Reformation, & Exploration-16.5%
To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Social Studies Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides
August –June 2017 -2018, ongoing
Social Studies teachers will provide instruction that focuses on analyzing data such as: maps, charts, sources (primary and secondary); and visual images. to increase students’ literacy skills as well as practice answering document-based questions (DBQs).
1. Ongoing professional development on selecting age appropriate and developmentally appropriate primary and secondary source documents in the Social Studies classroom/lesson.
To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides
August –June 2017 -2018, ongoing
44 School Improvement Plan 2017-2022
2. Provide a wealth of instructional resources to ensure implementation of primary and secondary sources
3. Ongoing professional development and monitoring of Social Studies instruction to ensure that the instructional time is devoted to the inclusion of primary and secondary sources, maps, charts, graphs, etc.
4. Establish professional learning opportunities (workshops, conferences, PLCs, etc.)
5. Provide coaching and feedback upon professional learning.
7th- European Colonial Expansion & Global Trade-6% Limited & Unlimited Government-7.7% Independence Movements-6.8% Early 20th Century World Conflicts-4.3% Cold War Era-7.7% Developments Since 1989-6% 8th-Settlement-17.3% The American Revolution-14.5% The New Nation-15.5% The Civil War-25.5% Reconstruction, Industrialization-16.4% \Early 20th Century-10.9% Late 20th & Early 21st Centuries-8.2%
Media Specialists Social Studies Teachers
Technology devices Maps, charts, graphs, visuals primary and secondary sources The DBQ Project Think CERA Docs Teach additional instructional supplies and materials
Social Studies teachers will implement effective student engagement strategies, instructional strategies, and literacy strategies (Read Alouds, Graphic Organizers, Writing to Learning, and Structures Notetaking) to increase student engagement, reflection, and achievement in the content and standards being taught.
To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Technology devices
August –June 2017 -2018, ongoing
45 School Improvement Plan 2017-2022
Social Studies Teachers
Kagan Engagement Strategies resources NewsELA ReadWorks Reading Quest additional instructional supplies and materials
Social Studies teachers will focus on vocabulary acquisition to strengthen the students’ reading comprehension skills.
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5% 7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6% SCPASS 2016 % Strength
To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Social Studies Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Technology devices (quizlet) Social Studies Weekly NewsELA,
August –June 2017 -2018, ongoing
46 School Improvement Plan 2017-2022
6th Cradles of Civilization-14.8% Greek & Roman Civilizations-9.6% Civilizations in Asia-6.1% Civilizations in Africa & the Americas-12.2% The Middle Ages-9.6% Renaissance, Reformation, & Exploration-16.5% 7th- European Colonial Expansion & Global Trade-6% Limited & Unlimited Government-7.7% Independence Movements-6.8% Early 20th Century World Conflicts-4.3% Cold War Era-7.7% Developments Since 1989-6% 8th-Settlement-17.3% The American Revolution-14.5% The New Nation-15.5% The Civil War-25.5% Reconstruction, Industrialization-16.4% \Early 20th Century-10.9% Late 20th & Early 21st Centuries-8.2%
Social Studies grade level textbooks non-fiction reading materials vocabulary flash cards additional instructional supplies and materials
5. Analyze Benchmark and Weekly Assessment Data to provide assistance to struggling teachers and students.
1. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
2. Establish professional learning opportunities (workshops, conferences, PLCs, etc.)
3. Provide feedback and coaching upon professional learning and lesson planning.
4. Ongoing professional development of monitoring of the alignment of the standards, objectives, teaching and learning strategies, and assessments.
5. MAP and TE21 testing will be used to analyze individual student data and create
To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Social Studies Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides
August –June 2017 -2018, ongoing
47 School Improvement Plan 2017-2022
differentiated learning experiences for students.
Teachers will prepare critical thinking learning opportunities in the subject area of social studies through explicit experiences that stress problem solving and research exercises through the implementation of the Model UN initiative as well as Multicultural events. These experiences will bring awareness to various cultures, backgrounds, and races that exists locally and globally
Profile of the South Carolina Graduate AdvancED Diagnostic Review Report (April 2016) Effective Learning Environments Observation Tools (ELEOT)-District Instructional Walk-through-Reports Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5% 7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6%
To ensure that students are college and career ready and to improve the student awareness of various cultures.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Social Studies Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017–June 2018, ongoing
48 School Improvement Plan 2017-2022
SCPASS 2016 % Strength 6th Cradles of Civilization-14.8% Greek & Roman Civilizations-9.6% Civilizations in Asia-6.1% Civilizations in Africa & the Americas-12.2% The Middle Ages-9.6% Renaissance, Reformation, & Exploration-16.5% 7th- European Colonial Expansion & Global Trade-6% Limited & Unlimited Government-7.7% Independence Movements-6.8% Early 20th Century World Conflicts-4.3% Cold War Era-7.7% Developments Since 1989-6% 8th-Settlement-17.3% The American Revolution-14.5% The New Nation-15.5% The Civil War-25.5% Reconstruction, Industrialization-16.4% \Early 20th Century-10.9% Late 20th & Early 21st Centuries-8.2%
49 School Improvement Plan 2017-2022
Social studies teachers will focus on providing students with rich learning experiences that support students acquisition of knowing and understanding with detailed knowledge of social studies content through the use and implementation of field experiences.
1. 6th grade-Medieval Times (Standard 5)
2. 7th Grade-USS Yorktown at Patriots Point (Standards 4 & 5)
3. 8th Grade-Charles Town Landing and Boone Hall Plantation
Profile of the South Carolina Graduate AdvancED Diagnostic Review Report (April 2016) Effective Learning Environments Observation Tools (ELEOT)-District Instructional Walk-through-Reports Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5% 7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6% SCPASS 2016 % Strength 6th Cradles of Civilization-14.8%
To enhance the learning experiences of all students and to provide more engaging learning opportunities. To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Social Studies Teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides
August 2017-June 2018, ongoing
50 School Improvement Plan 2017-2022
Greek & Roman Civilizations-9.6% Civilizations in Asia-6.1% Civilizations in Africa & the Americas-12.2% The Middle Ages-9.6% Renaissance, Reformation, & Exploration-16.5% 7th- European Colonial Expansion & Global Trade-6% Limited & Unlimited Government-7.7% Independence Movements-6.8% Early 20th Century World Conflicts-4.3% Cold War Era-7.7% Developments Since 1989-6% 8th-Settlement-17.3% The American Revolution-14.5% The New Nation-15.5% The Civil War-25.5% Reconstruction, Industrialization-16.4% \Early 20th Century-10.9% Late 20th & Early 21st Centuries-8.2%
51 School Improvement Plan 2017-2022
Teachers will implement digital tools and technology in daily instructional practices.
4. Provide professional development opportunities related to instructional technology.
5. Provide a variety of technology tools for instructional use in the classrooms.
6. Use of computer software programs to provide students additional practice in Social Studies (USA Test Prep, Study Island, Compass Learning)
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs Diagnostic Review Report from AdvancED External Review (4/2016)
Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5% 7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6% SCPASS 2016 % Strength 6th Cradles of Civilization-14.8%
To enhance the learning experiences of all students and to provide more engaging learning opportunities. To ensure that students are college and career ready and to improve the student achievement levels of all students in social studies
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administration Team School Instructional Leadership Team Digital Resource Coach Media Specialist Social Studies teachers
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan
Feedback with
rubric
Software usage
reports
Mastery Connect Data
SC Social Studies Standards and Support Documents OCSD 5 Curriculum Pacing Guides PD curriculum Student laptops/laptop carts Various computer software programs (USA Test Prep, Study Island, Compass Learning,) Mastery Connect
August 2017- June 2018, ongoing
52 School Improvement Plan 2017-2022
Greek & Roman Civilizations-9.6% Civilizations in Asia-6.1% Civilizations in Africa & the Americas-12.2% The Middle Ages-9.6% Renaissance, Reformation, & Exploration-16.5% 7th- European Colonial Expansion & Global Trade-6% Limited & Unlimited Government-7.7% Independence Movements-6.8% Early 20th Century World Conflicts-4.3% Cold War Era-7.7% 8th-Settlement-17.3% The American Revolution-14.5% The New Nation-15.5% The Civil War-25.5% Reconstruction, Industrialization-16.4% \Early 20th Century-10.9% Late 20th & Early 21st Centuries-8.2%
Fully implement Project-based Learning
1. Provide professional
development for integrating world class skills (creativity
Effective Learning Environments Observation Tool (ELEOT) District Learning Walk and school based walk- throughs
To ensure that students are college and career ready and to improve the student achievement
The percentage of students demonstrating proficiency on state assessments will
School Administrative Team School Instructional
Classroom Walk-Throughs Observations/Evaluations Test Data PD Feedback
Student SCPASS Social Studies Scores District Benchmark Data
SC Social Studies Standards and Support Documents Buck Institute for
August 2017- June 2018, ongoing
53 School Improvement Plan 2017-2022
and innovation; critical thinking and problem solving; collaboration and teamwork; communication information, media and technology; and knowing how to
learn) into classroom instruction in Social Studies.
Diagnostic Review Report from AdvancED External Review (4/2016) Profile of the South Carolina Graduate Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5% 7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6%
levels of all students in Social Studies.
increase by at least 10%.
Leadership Team Enterprise Learning Coach Social Studies Teachers
Agendas/Sign-In Sheets District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric
Education(BIE) PBL Planning Document and Rubric PD Curriculum
Continue to monitor and promote effective and consistent grading practices throughout the school.
1. The instructional leadership team will facilitate PLCs in best practices in grading practices and rubrics. The information presented will be research-based and proven.
2. The teachers will participate in monthly PLCs that focus on
Spring 2017 TE 21 Projections 6th- 57% 7th- 28% 8th- 33% 2016 SCPASS Social Studies Longitudinal Data 2015: 6th- 52.5%
To ensure that students are college and career ready and to improve the student achievement levels of all students in Social Studies.
The percentage of students demonstrating proficiency on state assessments will increase by at least 10%.
School Administrative Team School Instructional Leadership Team Social Studies Teachers
Classroom Walk-Throughs Observations/Evaluations Powerschool Audit Reports Test Data PD Feedback Agendas/Sign-In Sheets
Student SCPASS Social Studies Scores District Benchmark Data Monthly Assessment Data Student Grades
PowerSchool PD Curriculum SC Social Studies Standards and Support Documents
August 2017- June 2018, ongoing
54 School Improvement Plan 2017-2022
School Climate Goal 5: Increase Parent Involvement and Community Engagement Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL (desired result of student learning)
By the end of the school year 2021-2022, the school will increase opportunities that promote stakeholder involvement and engagement each year.
INTERIM PERFORMANCE GOAL:
By the year 2016-2017, the percentage of stakeholders satisfied with the learning environment, satisfied with the social and physical environment, and satisfied with school-home relations will increase by 2%.
DATA SOURCE(S): District/School Climate Surveys, Attendance records for workshops and conferences, School Report Cards, Parent Teacher Student Associations/Parent Teacher Organizations records, Customer Service Surveys, Sign-in sheets from Parent Conference and Family Nights
OVERALL MEASURES: * Projected Performance
School Average 2016-2017 Baseline Data
2017-2018* 2018-2019* 2019-2020* 2020-2021* 2021-2022*
Parents attending conferences 99.4% 100% Maintain Maintain Maintain 100%
Percent satisfied with learning environment 79%
81.2 83.4 85.6 87.8 90%
consistent and effective grading practices.
3. Periodic reviews of summative and formative assessment data to monitor growth and to provide intervention as needed.
4. Continue to implement OCSD5’s Redo Policy.
7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6%
District Benchmark Assessments Teacher Created Assessments Student Work Samples Lesson Plans
Mastery Connect Data
Mastery Connect
55 School Improvement Plan 2017-2022
Percent satisfied with social and physical environment
82%
83.6 85.2 86.8 88.4 90%
Percent satisfied with school-home relations
78%
80.4 82.8 85.2 87.6 90%
Strategy/Activity Data source Purpose Expected
Outcome Person(s)
Responsible Monitoring
Process Measuring
Process Resources
Needed
Timeline
Develop methods to increase mentoring and tutoring opportunities for community members.
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys, Sign-in sheets from Parent Conference and Family Nights
Increase stakeholder involvement
and engagement
Increase in the number of
mentors and tutors serving in our schools.
School Administrative Team Guidance Counselors Student Services Interventionists Career Specialists
Media to advertise
program
Sign-in sheets at
recruitment events
Track the number of volunteers
Analysis of standardized assessment results
Paper Technology devices Printer/Ink
August 2017-June 2018, ongoing
Create opportunities between various school-district partners, such as Chamber of Commerce, elected officials, higher education leaders, clergy and business partners to engage all entities in the success of Robert E. Howard Middle School.
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
Increase stakeholder involvement
and engagement.
Increase the number of community
stakeholders involved in our
schools.
Administrative Team Guidance Counselors Student Services Interventionists Career Specialists
Sign-in sheets from
events held in the
district.
Various media to
confirm the event
was held.
Survey results.
Analysis of survey
results
Collection of sign-in sheets and agendas Flyers
Paper Technology devices Printer/Ink
August 2017-June 2018, ongoing
56 School Improvement Plan 2017-2022
Sign-in sheets from Parent Conference and Family Nights
Continue to prepare and distribute a monthly newsletter to the community that summarizes school activities and superlatives for the previous month and includes a calendar of activities for the upcoming month.
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
Keep stakeholders informed of
monthly happenings
in the school
Increase in percentage of
parents, teachers, and
students satisfied with home-school
relations.
Increase stakeholder involvement
and engagement
School Administrative Team Computer Applications Instructor Visual Arts Instructor
P Published Monthly
NNewsletters during
2 2016-2017 school
ye year.
Copies of the Newsletter
Paper Printer Computer Ink
August 2017-June 2018, ongoing
Continue to use various media sources as a means publicizing student accomplishments and upcoming events.
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
Keep stakeholders informed of
monthly happenings
in the school
Increase stakeholder involvement
and engagement.
Increase in percentage of
parents, teachers, and
students satisfied with home-school
relations.
School Administrative Team Computer Applications Instructor Student Tech Team
Press Releases
Website Articles
Radio
Announcements
Cable Network
Broadcasting
School Videos and
Pictures posted to
website
Analysis of survey
results
Technology Devices
August 2017-June 2018, ongoing
A
n
a
l
y
s
i
s
o
f
s
u
r
v
e
y
r
e
s
u
57 School Improvement Plan 2017-2022
l
t
s
Continue to distribute bi-weekly progress reports to parents/guardians to keep them inform of their child’s academic progress.
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
Keep parents informed of their child’s
academic progress.
Increase stakeholder involvement
and engagement.
Increase in percentage of
parents, teachers, and
students satisfied with home-school
relations.
School Administrative Team Guidance Counselors All Teachers
Bi-weekly Progress Report Logs Parental Contact Logs
Analysis of survey
results
Technology Devices PowerSchool Mastery Connect
August 2017-June 2018, ongoing
A
n
a
l
y
s
i
s
o
f
s
u
r
v
e
y
r
e
s
u
l
t
s
58 School Improvement Plan 2017-2022
Continue to implement Family Engagement Activities (Literacy/Math Night, STEM/Science Night, Social Studies Night, PTA, SIC Meetings, Muffins for Moms, Doughnuts for Dads)
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
Keep parents informed of their child’s
academic progress.
Keep parents informed of their child’s
learning requirements
.
Increase stakeholder involvement
and engagement.
Increase in percentage of
parents, teachers, and
students satisfied with home-school
relations.
School Administrative Team Instructional Leadership Team Student Interventionists Guidance Counselors All Teachers
Flyers Agendas and Sign-in Sheets Family Engagement Passports Pictures
Analysis of Survey
Results
Technology Devices PowerSchool Mastery Connect
August 2017-June 2018, ongoing
Plan monthly activities (Random Act of Kindness (initiated by Staff and Students); Social Activities for Staff- "Food for Thought"; Revamp Student of the month; Weekly Vodcast about the Lives of Robert E. Howard Middle School Staff staff; Live Video Announcements Daily; Coffee House Days, Celebration Wednesdays, duty free lunch) that foster professional relationships and camaraderie
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
To foster professional relationships
and camaraderie
Increase in percentage of
teachers satisfied with
the climate and culture of the
school.
School Administrative Team Climate and Environment Committee PTA/SIC Student Tech Team Digital Resource Coach
Flyers Agendas Sign in Sheets Programs Announcements (website, newsletter)
Analysis of Survey
Results
Technology Devices Paper Printer/Ink Snacks
August 2017-June 2018, ongoing
59 School Improvement Plan 2017-2022
Implement employee recognition programs (Bruin VIPs/MVPs, perfect attendance, and significant student achievement growth (State Assessments, MAP, TE21) to celebrate teacher achievements
District/School Climate Surveys School Report Cards Parent Teacher Student Associations/Parent Teacher Organizations records Customer Service Surveys,
To foster professional relationships
and camaraderie
percentage of teachers
satisfied with the climate and culture of the
school.
School Administrative Team Climate and Environment Committee PTA/SIC
Flyers Agendas Sign in Sheets Programs Announcements (website, newsletter)
Analysis of Survey
Results
Paper Printer/Ink Certificates trophies
August 2017-June 2018, ongoing
60 School Improvement Plan 2017-2022
Performance Goal Area: Teacher/Administrator Quality Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 3: (desired result of student learning)
By 2021-22, the percentage of highly effective faculty, staff, and administrators will increase.
INTERIM PERFORMANCE GOAL:
See table below for interim performance targets
DATA SOURCE(S): School records of Performance Evaluations (Goals Based Evaluations: Competency Based and Goals Based Evaluation) Faculty & Staff Attendance Professional Development Surveys PADEPP Results Faculty and Staff Evaluations Student Learning Objectives (SLOs) SC Teaching Standards 4.0 School Report Cards
OVERALL MEASURES: * Projected Performance
School Average 2016-2017 Baseline
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Highly Effective Employees
TBD 60% 70% 80% 90% 100%
61 School Improvement Plan 2017-2022
Strategy/Activity Purpose Timeline Person(s) Responsible
Resources Funding Source
Monitoring Process
Expected Outcome
Data Source
Measuring Process
Build leadership capacity in faculty, staff, and administrators to foster an environment of excellence. a. Provide ongoing professional development to build leadership capacity b. Establish a system that rewards levels of accomplishments. The system is to include private and public presentations and recognitions, tangible and intangible incentives for accomplishments. c. Administrators will be trained as Cognitive Coaches.
To improve student achievement
On Going Principal Scientifically Proven Research
General Fund
Employee
evaluations
Monthly
communication
from the
administrative
team
Percentage of highly effective faculty and staff will increase yearly.
Percentage of favorable evaluations
Student
achievement
data
Continue training sessions and examine the state’s current and future requirements for employee evaluations and plan accordingly.
To increase student achievement results.
On Going Principal Department Chairs Team Leaders
$2,000 Federal Funds
Standardized
Test Scores
Teacher
Observations
Job
Accountability
Forms
Review Job Descriptions
Student Achievement will increase.
Standardized Assessment Results
Completion of evaluations
Implement a comprehensive professional development plan for all employees. a. Determine the professional development needs for each type of employee. b. All employees will participate in at least two
To increase the overall school operations.
On Going Principal
No Cost N/A Professional Development Surveys Sign-In Sheets
Agendas
Increased level of performance of all employees.
Student Achievement Scores Teacher Observance Performance Appraisals
Analyzing professional development survey results according to organizational needs.
62 School Improvement Plan 2017-2022
professional development opportunities each year.