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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]


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


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


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.


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.


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


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%


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.


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


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.


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 %



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%


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



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



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






Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric




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




School Administrative Team School Instructional Leadership Team American Reading Company Consultant ELA Teachers


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


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.


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)



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


Digital Resource Coach Media Specialist ELA teachers


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%



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



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.



Student SCREADY ELA Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric




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.


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


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


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



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.



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


School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team ELA Teacher


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



5. Provide a wealth of instructional, informational and authentic texts.


Student Achievement Goal 2: Math

Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority

PERFORMANCE GOAL


learning)


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%



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


School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Math Teachers


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



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.



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


SC College and Career-ready Standards and Support Documents (Math) Buck Institute for Education(BIE) PBL Planning Document and Rubric PD Curriculum Math Manipulatives



Lesson Plans


Outcome Person(s)


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.





School Administrative Team School Instructional Leadership Team SCDE Transformation Coach Math Teachers


Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan Feedback with rubric Data Notebooks



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


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



information presented will be research-based and proven.

2. The teachers will participate in monthly PLCs that focus on consistent and effective grading practices.



Spring 2017 MAP-Math (Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%


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



SC College and Career-ready Standards and Support Documents (Math) SC SCREADY Math Release Items PD Curriculum OCSD5 Curriculum Pacing Guides



(Projected Proficiency) 6th- 3.68% 7th- 0.90% 8th- 0.91%





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


School Administration Team School Instructional Leadership Team Digital Resource Coach Media Specialist Math teachers


Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan

Feedback with

rubric

Software usage

reports


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




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.


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.





School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Math Teachers


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.)



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.





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




Math Teachers

Student Work Samples Lesson Plans

Math Manipulatives


Student Achievement Goal 1: Science


PERFORMANCE GOAL


learning)


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%




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.


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.


School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Science Teachers


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



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%


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.








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%


Analyze Benchmark and Weekly Assessment Data to provide assistance to struggling teachers and students.




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%









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%


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.










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.




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






4. Continue to incorporate students in the PITSCO STEM lab.



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




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



SC 2014 Science Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Transportation






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


School Administration Team School Instructional Leadership Team Digital Resource Coach Media Specialist Science teachers


Student SCPASS Science Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan

Feedback

with rubric

Software

usage reports


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




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.



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


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



Student Achievement Goal 1: Social Studies


PERFORMANCE GOAL


learning)


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%





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.


School Administrative Team School Instructional Leadership Team SCDE Transformation Coach OCSD5 Curriculum Leadership Team Social Studies Teachers


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.









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.


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.






SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Technology devices



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






SC Social Studies Standards and Support Documents SCPASS Blueprint PD Curriculum OCSD5 Curriculum Pacing Guides Technology devices (quizlet) Social Studies Weekly NewsELA,



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.




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









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.






August 2017–June 2018, ongoing


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%


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.






August 2017-June 2018, ongoing


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%





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


School Administration Team School Instructional Leadership Team Digital Resource Coach Media Specialist Social Studies teachers


Student SCREADY Math Scores District Benchmark Data Monthly Assessment Data Student Grades Lesson Plan

Feedback with

rubric

Software usage

reports


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



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%


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



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


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%



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



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.



7th- 51.3% 8th- 42.5% 2016: 6th- 37.4% 7th-24.8% 8th- 53.6%



Mastery Connect


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%


Outcome Person(s)


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


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,


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



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.


Keep stakeholders informed of

monthly happenings

in the school

Increase in percentage of

parents, teachers, and

students satisfied with home-school

relations.


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


Continue to use various media sources as a means publicizing student accomplishments and upcoming events.


Keep stakeholders informed of

monthly happenings

in the school


and engagement.




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


A

n

a

l

y

s

i

s

o

f

s

u

r

v

e

y

r

e

s

u


l

t

s

Continue to distribute bi-weekly progress reports to parents/guardians to keep them inform of their child’s academic progress.


Keep parents informed of their child’s

academic progress.


and engagement.




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


A

n

a

l

y

s

i

s

o

f

s

u

r

v

e

y

r

e

s

u

l

t

s


Continue to implement Family Engagement Activities (Literacy/Math Night, STEM/Science Night, Social Studies Night, PTA, SIC Meetings, Muffins for Moms, Doughnuts for Dads)



academic progress.


learning requirements

.


and engagement.




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


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


To foster professional relationships

and camaraderie


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



Implement employee recognition programs (Bruin VIPs/MVPs, perfect attendance, and significant student achievement growth (State Assessments, MAP, TE21) to celebrate teacher achievements


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

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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%


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.


professional development opportunities each year.