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SCHOOL RENEWAL PLAN COVER PAGE

STAKEHOLDER INVOLVEMENT FOR SCHOOL PLAN(Mandated Component)

List the name of persons who were involved in the development of the school renewal plan. A participant for each numbered category is required.

POSITION NAME

1. PRINCIPAL Dr. Dixon Brooks

2. TEACHER Jordan Bright

3. PARENT/GUARDIAN Shannon DeSoye

4. COMMUNITY MEMBER __________________________Pamela Sulton__________________

5. SCHOOL IMPROVEMENT COUNCIL _______________Annette Halter__________________

6. Read to Succeed Reading Coach Iesha Jefferson

7. School Read to Succeed Literacy Leadership Team Lead__ Iesha Jefferson ______ ___________

8. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.) ** Must include the School Read to Succeed Literacy Leadership Team.

POSITION NAME

Dean of Academics Donna Wilmot

English Teacher Anne Marie Cleary

Math Teacher Ashley Seats

Social Studies Teacher Forest Kinnett

Dance Teacher Jenna Oliver

Math Teacher Ashton Gallagher

Special Education Teacher Debbie Linton

English Teacher Bailey Pearson

Media Specialist Kinsi Near

Assistant Principal Stephanie Hucks

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ASSURANCES FOR SCHOOL PLAN(Mandated Component)

Act 135 Assurances Assurances, checked by the principal, attest that the district complies with all applicable Act 135 requirements.

__X___ Academic Assistance, PreK–3 The district 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).

__X___ Academic Assistance, Grades 4–12 The district 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).

__X___ Parent Involvement The district 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.

__X___ Staff Development The district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the school/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.

__X___ Technology The district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

__X___ Innovation The district 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.

__X___ Collaboration The district (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).

__X___ Developmental Screening The district 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

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levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.

___X__ Half-Day Child Development The district 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.

___X__ Developmentally Appropriate Curriculum for PreK–3 The district 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.

___X__ Parenting and Family Literacy The district 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 from dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.

___X__ 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 no 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.

___X__ 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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District Strategic Plan Waiver Requests

The SBE has the authority to waive regulations pursuant to R. 43-261 (C) District and School Planning which states:

Upon request of a district board of trustees or its designee, the State Board of Education may waive any regulation that would impede the implementation of an approved district strategic plan or school renewal plan.

X Not Applicable

1. Teachers teaching more than 1500 minutes

2. Teachers teaching more than 4 preps

3.Extension for initial District Strategic and School Renewal Plans

4.High School Principal over two schools or grades more than 9-12

5. Other (Write in justification space)

6. Other (Write in justification space)

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TABLE OF CONTENTS

(Mandated Component)

Include a table of contents to ensure inclusion of all required elements, including Read to Succeed.

1. School Renewal Plan Cover Page Page 1

2. Stakeholder Involvement for School Plan Page 2

3. Assurances for School Plan Pages 3-4

4. District Strategic Plan Waiver Requests Page 5

5. Table of Contents

6. Executive Summary of Needs Assessment Findings Pages 7-10

7. Mission, Vision, and Beliefs Pages 11

8. Performance Goal #1: Student Achievement (Math) Pages 12-21

9. Performance Goal #2: Student Achievement (ELA) Pages 22-30

10. Performance Goal #3: Teacher/Administrator Quality Pages 31-35

11. Performance Goal #4: School Climate Pages 36-38

12. Read to Succeed Plan Pages 39-48

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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS(Mandated Component)

Must also address Read to Succeed.

Needs Assessment for Student Achievement by Grade Range

Data Sources Strength Weakness/Improvement Need

Grades 6 - 8

State Standardized Language Arts Scores

English proficiency increases from grade 6 through grade 8.

Across all grade levels, 24.1% of students met state standards in English, compared to 43% for the state.

State Standardized Math Scores

Across all grade levels, 17.1% of students met state standards in math, compared to 42.6% for the state.

State Standardized Social Studies Scores

Across all grade levels, 68% of students met state standards in English, compared to 74.4% for the state.

State Standardized Science Scores

Across all grade levels, 48.5% of students met state standards in English, compared to 67% for the state.

Read to Succeed Teachers work together in teams to collect and analyze data, establish goals and look fors for students and create action plans for students.

Teachers and students collaborate to set measurable short term goals aimed at growing students’ reading behaviors and make strategic plans outlining how these goals will be accomplished.

Grade 8

End-of-Course Algebra I and English I

The school pass rate of 100% in 2015-16 for students enrolled in Algebra I and English I.

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Needs Assessment for Teacher/Administrator Quality

Tenets of Profile of the SC Graduate

Strength Weakness/Improvement Need

Opportunities and resources to develop world-class knowledge and skills as defined in the Profile of the South Carolina Graduate .

Our students each have an iPad and teachers each have a laptop to use as instructional resources. As an ABC project school, our students have additional opportunities in the arts that help build skills to be career and college ready.

Our students do not have as many opportunities to participate in engineering or STEAM activities or classes.

Opportunities and resources to develop life and career characteristics as defined in the Profile of the South Carolina Graduate .

Students are assigned to an advisory group with staff members so they can be mentored and have an adult advocate within the school. Students have numerous opportunities to participate in college field trips to help them see beyond their current reality.

Our school needs to continue to build and foster community and business partnerships to provide students and staff with opportunities to develop life and career characteristics.

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Needs Assessment for School Climate

Recommended Data Sources

Strength Weakness/Improvement Need

Teacher Attendance Rate

The teacher attendance rate for 2015-16 was 93.5%, which is slightly below the average attendance rate for the district (94%) and lower than the previous year (94.7%).

Percent of Teachers, Students, and Parents Satisfied with the Physical Environment

For the 2015-16 school year, 90.9% of parents, were satisfied with the social and physical environment as compared to 88.1% for other district schools.

Percent of Teachers, Students, and Parents Satisfied with Home-schoolrelations

For the 2015-16 school year, 81.8% of parents, were satisfied with the home-school relations as compared to 87.1% for other district schools.

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Executive Summary of Needs Assessment(Summary of Conclusions)

Student Achievement

Grades 6 - 8

Assessment data, discipline data, school report card data, professional development needs assessment data, and parent/teacher surveys were used as a basis to determine the needs of the school in the areas of student achievement, climate, and teacher and administrator quality. Based upon this data, emphasis will be placed upon improving grade level performance.

▪ 2015 PASS and SCREADY results indicate that the progress needs to be made in all of the content areas.

Our efforts to improve schools begins with a new partnership/collaboration with a sister middle school where our teachers are now planning instruction, writing assessments, comparing assessments, and adjusting instructional strategies based on the results.

Grade 8

▪ Currently, End of Course Exam passage rates are at 100% for English I and Algebra I. The challenge will be to keep the achievement in these areas.

Teacher/Administrator Quality

▪ The District has provided students with iPads and upgraded technology. The challenge will be to use appropriately and effectively use resources including technology to best ensure students are learning content.

As an Arts Magnet School we will continue to provide teachers with the skills and knowledge to include arts into their everyday classroom instruction in all content areas.

School Climate

▪ Overall, school climate for our school per the parent surveys shows that stakeholders give a favorable overall rating. Efforts need to be made to make our interactions with our stakeholders even more consistent and positive.

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MISSION, VISION, VALUES, AND BELIEFS (Optional)

Mission Statement:The mission of Cyril B. Busbee Creative Arts Academy is to create opportunities for students to grow in confidence and a sense of belonging through diverse programs in academics, arts, technology, and athletics.

Vision Statement:Through arts integration and a shared responsibility in learning, the students of Cyril B. Busbee Creative Arts Academy will become well-rounded citizens who are creatively thinking, technologically advanced, and self-advocating.

Belief Statements • Students are our first priority. Every decision and action must be based on the needs of students.• Engaging, rigorous, innovative, and collaborative learning experiences are essential across all content areas.• High-performing Professional Learning Communities, anchored in a structured data analysis process, support effective, continuous professional growth and development for educators.• Technology fluency enables students, teachers, and administrators to communicate, critically process information, and solve problems.• Acknowledgement of every student’s uniqueness and value is essential in developing relationships and fostering each student’s full potential.• Life and career characteristics, such as perseverance, integrity, and work ethic, are critical for students’ success.• Community involvement is imperative for each and every student’s success in Lexington Two.

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SCHOOL RENEWAL PLAN FOR BUSBEE CREATIVE ARTS ACADEMY DATE: 2017/2018 – 2021/2022

Performance Goal Area: ☒ Student Achievement Teacher/Administrator Quality ☐ School Climate (Parent Involvement, Safe and ☐Healthy Schools, etc.)

District Priority☐PERFORMANCE GOAL:(Statement of desired progress or

result over five years)

By 2022… Students will acquire the necessary mathematical knowledge and skills to excel at the next level and be college- and career-ready innovators as measured by standardized assessments.

● The percent of students in grades 6-8 scoring at or above the Meets Expectation level on the SC Ready math assessment will increase from 17.1% to at least 50.0%.

● The percent of students completing courses with Algebra 1 EOCEP requirements obtaining a passing score on the EOCEP assessment will remain at 100%.

INTERIM PERFORMANCE GOAL:

(One year goal)

Meets annual objective target below

DATA SOURCES(S):(List types of data that will be

collected or examined to measure progress.)

SC READY Math and Algebra I EOCEP

OVERALL MEASURES:

SOURCE:

* Represents projections of improvement

AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

SC READY – 17.1% EOCEP – 100%

Projected Data 27.0%*100%*

32.0%*100%*

38.0%*100%*

44.0%*100%*

50.0%*100%*

Actual Data

ACTION PLAN FOR STRATEGY #1: Utilize student data (to include common formative assessments, daily checks for understanding, interim, and summative assessments) to gain understanding of students’ mathematical thinking in order to inform instructional decisions.

EVALUATION

ACTIVITY TIMELINE(Start and End

Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

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1. Participate in math assessment committee to research potential math test item banks for purchase.

Fall 2017 Administrators; Instructional Coaches

TBD TBD Committee research notes

2. Provide coaching and professional development on how to effectively construct common formative assessments from unpacked standards.

Fall 2017 Why use CFAs (Sept.) Revisit unpacking and prioritizing standards (Oct/Nov) Write quality assessment items (Dec/Jan) Assembling quality assessment / spiraling content (Feb/March) Interpreting and using results (April/May) This process is cyclical and the revision/refinement of assessment items should be ongoing.

District Math Coordinator; School Administrators; District Technology Coach; Instructional Coaches; Math Department Heads; Director of Testing, Research, and Accountability

$0 N/A Meeting agendas; sign-in rosters

3. Incorporate technology tools, resources, and training for teacher development of common formative assessments for monitoring student growth and achievement using Mastery Manager.

Fall 2018 – Ongoing Provide toolkit and training on using resources Fall 2019 – Ongoing Establish expectation of usage in instruction

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; Math Department Heads; Instructional Coaches

TBD TBD Sign-in rosters; posted toolkit on math content webpage; teacher lesson plans and classroom observations

4. Fully implement data/achievement teams to analyze/interpret data and develop appropriate differentiated instructional strategies.

Fall 2017 – Ongoing Implementation of achievement teams Fall 2018 – Ongoing

Administrators; Instructional Coaches

Meeting agendas and minutes; sign-in rosters

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• Provide common planning time for teams to meet.• Monitor teams to ensure informed decisions are made.

Focus on disaggregation of data by subgroups

5. Provide professional development on why and how to incorporate daily checks for understanding for immediate feedback using the research of John Hattie and Robert Marzano.

Fall 2018 Why use daily checks for understanding (Sept/Oct) Methods of daily checks for understanding (Nov/Dec) Interpreting and using results (Jan/Feb) Adjusting instruction to respond (March/April) Fall 2019 – Ongoing Establish expectation of usage in instruction as evidenced in observation tool

District Math Coordinator; School Administrators; Instructional Coaches; Math Department Heads

$0 N/A Sign-in rosters; flexible data-driven student groupings

6. Use technology to aid in establishing students’ personalized learning paths for student ownership, learner profiles, learning pathways, and flexible learning environments based on student assessment data. (SC Personalized Learning Framework)

Fall 2019 – Ongoing Provide toolkit and training (including PD cohorts on early-release days) on using resources Fall 2020 – Ongoing Select and target pilot schools for additional preparation Fall 2021 – Ongoing Initiate personalized

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; Instructional Coaches

TBD TBD Sign-in rosters; posted toolkit on math content webpage; teacher lesson plans; classroom observations

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learning at pilot schools

7. Use software program such as iXL to provide skill practice and supplemental instruction on basic skills.

Fall 2017 - Ongoing Math Coach; School Administrators

$2500 Title I Reports

8. Use the PLC Process through regular meetings to continue to improve math instruction including backwards design, essential learning, common assessments, and data teams.

Fall 2017 - Ongoing School Administrators; Instructional Coaches

ACTION PLAN FOR STRATEGY #2: Provide models and resources for hands-on experiences that embed standards and skills for students to demonstrate mathematical understanding.

EVALUATION


Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Develop awareness and increase use of the embedded hands-on experiences in the math textbook series and curriculum guides.

● Inventory and implement currently available text-embedded materials with an intent to create a school library

● Research and use digital alternatives, supplements, and/or manipulatives to hands-on units

● Hands-on experiences must be documented in lesson plans with explicit feedback provided quarterly to each teacher by school-level administration

Summer 2019Inventory and research

Fall 2019Create libraryHighlight tools (Qtr. 2)

Spring 2020Hands-On Experiences Documented

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; Instructional Coaches; School Administrators

TBD General Fund

Inventory list; catalog of digital alternatives; sign-in rosters; meeting agendas; lesson plan documentation; documented feedback from school administrators

2. Use and model differentiated supports with hands-on experiences beyond text-

Fall 2020Research

District Math Coordinator; District

$5000 Technology Funds

Video library; revised curriculum guides and

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embedded strategies to assist diverse populations (to include special education, ESOL, gifted/talented, etc. and those included in the subgroups with large in-between achievement gaps).

● Highlight opportunities for using manipulatives in curriculum guides and other math documents referencing available videos

● Model teaching methods at grade-level and department meetings

● Differentiated support utilizing hands-on experiences must be documented in lesson plans with explicit feedback provided quarterly to each teacher by school-level administration

Host video libraryHighlight opportunities

Fall 2020 - OngoingModel teaching methods

Fall 2022 – OngoingLesson plan documentation

Technology Coach; Instructional Technology Coaches; Instructional Coaches; School Administrators

math documents; meeting agendas; sign-in rosters; lesson plan documentation; documented feedback from school administrators

3. Incorporate computer science applications into math instruction where appropriate.

● Familiarize computer lab managers with computer science standards and opportunities for support

● Provide certification opportunities for middle-school instructors

● Phase in Computer Science courses paired with keyboarding

● Fall 2020 – Ongoing● Familiarize middle

school

Fall 2021 - OngoingProvide certification opportunities

Fall 2022 – OngoingPhase in courses

Chief Instructional Officer; Director of Instruction; District Technology Coach; Instructional Technology Coaches; Director of Research, Testing, and Accountability; CATE Director; CATE Coordinator

$15,000 General Fund; Title II

Revised computer lab curriculum; meeting agendas; sign-in rosters; course catalog offerings; enrollment in certification courses; student enrollment in computer science courses

4. Math teachers will incorporate more problem based learning activities that include a variety of art forms.

Fall 2017 - Ongoing

Math Coach; School Administrators

TBD ABC Grant Lesson Plans; observations

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ACTION PLAN FOR STRATEGY #3: Provide models and resources so teachers can engage students in real-world applications for deeper conceptual understanding.

EVALUATION


Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Provide professional development to enhance conceptual understanding and build internal capacity to foster mathematical best practices for engaging students in authentic, mathematical problem solving.

● Identify numeracy leaders to engage in coursework designed to enhance conceptual understanding and the use of authentic problem solving in instruction.

● Offer summer math boot camps (led by trained numeracy leaders) to foster conceptual understanding and the implementation of mathematical best practices for engaging students in authentic, mathematical problem solving.

● Explore possibilities for creating Professional Development School sites with an emphasis in conceptual understanding and authentic problem solving.

Fall 2017 – OngoingExplore PDS partnerships Enhance and expand PD

Spring 2018 – OngoingIdentify numeracy leaders

Summer 2018 - OngoingMath Boot CampsCourse Revisions

Fall 2018 - OngoingVideo Modules

District Math Coordinator; School Administrators; Instructional Coaches; District Technology Coach; Instructional Technology Coaches; Director of Testing, Research, and Accountability

TBD Title II; Technology Funds

List of numeracy leaders; documentation of coursework; sign-in sheets; boot camp agendas; documented course revisions; PDS contracts and partnerships; meeting agendas; video modules

2. Identify and involve community stakeholders who use math as part of their job to communicate relevance to students.

● Identify and reach out to community stakeholders.

● Devise a mathematical business partner directory for teachers and guidance counselors to access for

Fall 2018 - Ongoing District Math Coordinator; District Facilitator for School Counselors, Career Specialists, and School Administrators

$0 N/A Partner directory; internship applications and rosters; meeting agendas and minutes; communication examples

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classroom talks, problem-based learning and evaluators, critical friends, etc.).

3. Embed mathematical concepts in other subject areas for a multidisciplinary approach.

● Refine problem-based units to ensure tight alignment between math standards and science/social studies/language arts content and capitalization of the latest trends in math and science including technology and engineering.

● Identify a model classroom.● Expand on the capacity of our

teachers to be able to implement integrated problem-based units that communicate rigor and relevance.

● Develop teachers’ capacity to create and revise their own integrated problem-based units for students.

Fall 2019 - OngoingRefine units and expand capacity for implementation

Spring 2020 - OngoingIdentify model classrooms

Fall 2020 - OngoingDevelop capacity for creation and revision

District Math Coordinator; School Administrators; Instructional Coaches

$2000 Title II Revised units; roster of identified model classrooms; lesson plan documentation

4. Create marketing and media campaign to raise public understanding, interest, and enthusiasm for math and science.

● Create a “Math and Science Day” and invite parents and business partners to participate (i.e. Cranium Quest, Hour of Code, Pi Day, Metric Week)

Fall 2017 – Ongoing District Math Coordinator; District Technology Coach; Instructional Technology Coaches

$0 N/A Business partner invitations; record of participation

5. Continue to provide a math instructional coach to increase teacher and student learning.

Fall 2017 - Ongoing School Administrators; Coordinator of Title I

TBD Title I

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ACTION PLAN FOR STRATEGY #4: Teachers will follow a common model for mathematical instruction. EVALUATIONACTIVITY TIMELINE

(Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Implement the district secondary framework for mathematics instruction.

Fall 2020 - Full Implementation

School Administrators; Instructional Coaches

$0 N/A Secondary framework for mathematics

2. Implement key components of an effective math classroom as outlined in the South Carolina Mathematical Process Standards:

1. Make sense of problems and persevere in solving them.

2. Reason both contextually and abstractly.

3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others.

4. Connect mathematical ideas and real-world situations through modeling.

5. Use a variety of mathematical tools efficiently and strategically.

6. Communicate mathematically and approach mathematical situations with precision.

7. Identify and utilize structure and patterns.

Fall 2017 - Ongoing School Administrators; Instructional Coaches

$0 N/A District math frameworks; classroom observation data documented with the ELEOT


Performance Goal Area: ☒Student Achievement ☐Teacher/Administrator Quality ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

☐District Priority20

PERFORMANCE GOAL:(Statement of desired progress or


By 2022…Students will acquire the necessary literacy and language knowledge and skills to excel at the next level and be college- and career-ready innovators as measured by standardized assessments.

● The percent of students in grades 6-8 scoring at or above the Meets Expectation level on the SC Ready ELA assessment will increase from 24.1% to at least 48.1%.

● The percent of students completing courses with English 1 EOCEP requirements obtaining a passing score on the EOCEP assessment will remain at 100%.

INTERIM PERFORMANCE GOAL: (One year goal)




SC READY ELA and English I EOCEP

OVERALL MEASURES:

SOURCE:


AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

SC READY – 24.1%

EOCEP – 100%

Projected Data

34.1%*100%*

37.6%*100%*

41.1%*100%*

44.6%*100%*

48.1%*100%*

Actual Data

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ACTION PLAN FOR STRATEGY #1: Utilize common formative assessments to gain understanding of students’ literacy competencies to engage all students in challenging, differentiated learning opportunities.

EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Utilize literacy test item banks provided by the district.

Fall 2018 Administrators; Instructional Coaches

TBD TBD Common Assessments

2. Provide coaching and professional development on how to effectively construct common formative assessments to measure unpacked SCCCR indicators.

Fall 2017

Why use CFAs (Sept.)Revisit unpacking SCCCR indicators (Oct/Nov)Write quality assessment items (Dec/Jan)Assembling quality assessment / spiraling content (Feb/March)Interpreting and using results (April/May)This process is cyclical and the revision/refinement of assessment items should be ongoing

District ELA Coordinator; School Administrators; Instructional Coaches; Literacy Coaches; Director of Testing, Research, and Accountability; ESOL Coordinator; Special Education Director and Coach

$0 N/A Meeting agendas; sign-in rosters

3. Incorporate technology tools, resources, and training for teacher development of common formative assessments for monitoring student growth and achievement using Mastery Manager.

Fall 2018Form a committee to create toolkit

Spring 2019Provide toolkit and training on using resources

District ELA Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; ELA Department

TBD TBD Sign-in rosters; meeting agendas; toolkit posted on ELA content webpage

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Fall 2019 – Ongoing Establish expectation of usage in instruction

Heads; Instructional Coaches; Literacy Coaches

4. Fully implement data/achievement teams to analyze/interpret data and develop appropriate differentiated instructional strategies

● Provide common planning time for teams to meet

● Monitor teams to ensure informed decisions are made

Fall 2017 – OngoingAchievement Team training

Fall 2018 – OngoingSubgroup analysis


TBD TBD Meeting agendas and minutes; sign-in rosters

5. Use software program such as iXL to provide skill practice and supplemental instruction on basic skills.

Fall 2017 ELA Coach; Administrators

$2500 Title I

6. ELA teachers will incorporate more literacy-based activities that include a variety of art forms.

Fall 2017 ELA Coach; Administrators

TBD Title I; ABC Grant

7. Use the PLC Process through regular meetings to continue to improve language arts instruction including backwards design, essential learning, common assessments, and data teams.

Fall 2017 - Ongoing Administrators; Instructional Coaches

N/A N/A

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ACTION PLAN FOR STRATEGY #2: Increase access to text (print and digital) at all reading levels. Texts will include a variety of cultural, gender, career opportunities, and student perspectives and interests.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Continue to support and expand classroom libraries and media center collections.

● Use the district’s guidance document for the selection of literature (digital and print) for use in media centers and classrooms.

● Establish school-based literature support committees to ensure that purchases are data driven and address a variety of reading levels, cultural and gender perspectives, and student interests.

● Annually review of media center and classroom collections to inform budget allocations.

Guidance DocumentFall 2017

Establish CommitteesFall 2018 – Ongoing

Annual ReviewFall 2018 – Ongoing

Chief Instructional Officer

District Committee

School CommitteeESOL Teacher, Special Education Representative, Media Specialist, ELA Point of Contact, Gifted Education Teacher, and Literacy Coach or ELA Dept. Head

TBD Local and federal funding; donations; community partnerships; school PTOs; grants

Collection numbers; Collection analyses; Committee minutes; Guidance document for literature purchase; Analysis of new purchases

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ACTION PLAN FOR STRATEGY #3: Provide high-quality, research-based professional development. EVALUATIONACTIVITY TIMELINE

(Start and End Dates)PERSON

RESPONSIBLEESTIMATED

COSTFUNDING SOURCE


1. Identify and provide research-based PD and exemplars for best practices in the teaching of literacy for all classroom teachers.

● Provide teachers with opportunities to observe exemplar classrooms and debrief/discuss.

● PD in English literacy/language development

Fall 2017Establish committee

Spring 2018Identify exemplars

Fall 2018Observations

Spring 2019 - OngoingPD in English language development

Fall 2020 - Ongoing PD in small, guided groups

District ELA Coordinator; District Early Childhood Coordinator; Literacy Coaches; District ESOL Coordinator; Special Education Coach; ELA Department Heads (middle and high school)

TBD Local, state, and federal funding

Identified exemplars; sign-in rosters; classroom observation data

2. Promote awareness of required Read to Succeed courses and monitor completion as needed for endorsement.

Fall 2017 - Ongoing Human Resources; School Administrators

N/A N/A Completion of Read to Succeed endorsement

3. Provide targeted professional development opportunities for incorporating reading in all content areas.

Fall 2017 – Ongoing Content-area Coordinators; School Administrators; Instructional Coaches; Department heads

TBD Title II Sign-in rosters; meeting agendas; professional development resources

4. Incorporate culturally Fall 2017 School TBD TBD Standardized test scores; list 25

responsive curriculum resources and strategies to improve academic achievement of students from all backgrounds/subgroups.

● Communicate culturally responsive resources and strategies for improving academic achievement of students from all backgrounds/subgroups.

● Include culturally responsive curriculum resources in instructional non-negotiables.

● Monitor immediate implementation of culturally responsive resources.

Identify existing resources and curricular connections

Spring 2018Communicate resources and opportunities for use to classroom teachers

Fall 2018 - OngoingInclude usage in instructional non-negotiables and provide expectations for use to administrators; monitor classroom usage through observations and lesson plans

Administrators; District Cultural Diversity Taskforce

of resources; documented sharing of resources; revised instructional non-negotiables; classroom observation data; district walkthrough data

5. Continue to provide a ELA instructional coach to increase teacher and student learning.

Fall 2017 - Ongoing Administration; Coordinator of Title I

TBD Title I

ACTION PLAN FOR STRATEGY #4: Support limited-English-proficient students and families with the acquisition of the English language.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Ensure high-quality learning experiences and appropriate accommodations are provided in all classrooms.

● Required professional development provided for content teachers,

Fall 2017 - Ongoing District ESOL Coordinator; ESOL Teachers; Content Area Teachers; School Administrators; Instructional

$0 N/A Sign-in rosters; classroom observation data; teacher lesson plans; increased English Proficiency scores

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ESOL teachers, and school administrators.

● Ensure that EL families receive copies of state report card survey in their native language.

● Continue early-release PD cohorts for all teachers in ESOL strategies and accommodations.

● Ensure that all family correspondence is provided in the parent/guardian’s native language.

● PD offered for state-required language objectives.

Coaches

ACTION PLAN FOR STRATEGY #5: Maintain a school-wide system of tiered student literacy support and enrichment.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Ensure that the tiered system is differentiated to support and enrich learners at all levels of literacy.

● Ensure access to resources at each tier that are appropriate for age, content, and interest.

● Ensure student groupings are data

Fall 2018 - Ongoing School Administrators; District ELA Coordinator; Instructional Coach

TBD TBD Number of students maintained in each tier; RTI time administered; decrease in SPED referrals; increase in number of students identified for gifted or advanced courses

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driven.● Ensure access to

required 30-minute additional intervention in reading as indicated by the data.

2. Maintain individual digital portfolio for progress monitoring of necessary ELA knowledge and skills for the creation of individual learning paths in ELA meeting all Read to Succeed requirements.

Fall 2019 – Ongoing District ELA Coordinator; Instructional Coaches; Literacy Coaches; ELA Department Heads

TBD TBD Student portfolios


Performance Goal Area: ☐Student Achievement ☒Teacher/Administrator Quality School Climate (Parent Involvement, Safe and ☐Healthy Schools, etc.)

District Priority☐



By 2022…As evidenced by sign-in sheets, 100% of the faculty/staff will receive thorough staff development and be provided resources and opportunities to support the tenets of the Profile of the South Carolina Graduate.


(One year goal)Meets annual timeline target in activities



Principals Records, Professional Learning Community, Professional Development Plan

OVERALL MEASURES:AVERAGE 2017–18 2018–19 2019–20 2020–21 2021–22

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SOURCE:


BASELINE

Varied % of teachers have

training in school/district

initiatives

Projected Data

100%*(A) 100%* 100%* 100%* 100%*

Actual Data

ACTION PLAN FOR STRATEGY #1: Make available opportunities and resources for teachers to engage students in experiences to develop world-class knowledge and skills as defined in the Profile of the South Carolina Graduate.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATIO

N1. Provide professional development on relevant digital learning opportunities for students, utilizing 1:1 technology to promote collaboration, communication, creativity/innovation, problem solving, and critical thinking.

● Provide technology professional development based on assessment of staff needs and feedback from classroom observations.

● Monitor for effective use of instructional technology as evidenced by district observation tool, lesson plans, and assessment.

Summer 2017 - OngoingTechnology PD

Fall 2018 - OngoingMonitor for Effective Use

Spring 2019 - OngoingConsultation with administration

Fall 2020 – OngoingRecognition

District Technology Coach; Instructional Technology Coaches; School Administrators; Instructional Coaches; Director of Testing, Research, and Accountability

TBD Governor’s Tech Funds

CPIF

E-Rate

General Fund

Title II

Professional development survey results; sign-in rosters; classroom observation data;AdvancED findings

2. Expand STEAM opportunities and increase enrollment in Gateway to Technology.

Fall 2019BCAA expansion

Chief Instructional Officer; CATE Director; School Administrators

$120,000.00 Perkins Grant

District General Fund

Course catalog; PowerSchool report of course enrollment;showcase flyers and promotions

3. Enhance school’s fine arts offerings and supplies/materials to foster world-

Fall 2017 – Ongoing Chief Instructional Officer; Fine Arts

Bond Referendum;

Data collection; survey results;

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class knowledge and skills through the arts.

● Evaluate artistic curricular needs through analysis of data and survey of instructional staff and administrators.

● Plan artistic curriculum revisions and professional development based upon the above results to improve student outcomes.

● Enhance school’s artistic learning environments through capital improvements.

● Enhance school’s artistic learning environments through increased supplies and materials.

● Support extracurricular offerings for arts education.

Coordinator; Chief Operations Officer; School Administrators; Instructional Coaches

General Fund

Title I; ABC Grant

curriculum revisions; capital improvements; construction of performing arts center; district showcases; documentation of extracurricular offerings

4. Enhance school’s world language offerings to foster world-class knowledge and skills.

Fall 2019 – Ongoing Chief Instructional Officer; ESL Coordinator; Coordinator for Evaluation and Effectiveness

TBD General Fund Course catalogs; course offerings

5. Enhance school’s technology offerings to foster world-class knowledge and skills.

Fall 2019 – Ongoing Chief Instructional Officer; ESL Coordinator; Coordinator for Evaluation and Effectiveness

TBD General Fund Course catalogs; course offerings

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ACTION PLAN FOR STRATEGY #2: Make available opportunities and resources for teachers to engage students in experiences to develop life and career characteristics as defined in the Profile of the South Carolina Graduate .

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Expand career awareness through Career Days, Guest Speakers, Community Services/Resources, Job Shadowing, and business partners.

● Enhance quarterly College and Career Readiness Days to include robust and engaging school-wide activities.

● Increase the number of community/business partners who assist and participate in school career awareness efforts.

● Provide opportunities for students to be exposed to CATE program offerings.

● SCANA

Fall 2017 – Ongoing Guidance Facilitator; Guidance Counselors; CDFs; Superintendent

Transportation costs

WBL Funds

Title I

Meeting agendas and minutes; public outreach (website, flyers etc.);PowerSchool reports; field trip logs

2. Provide opportunities for students to connect with and gain hands-on experience from practitioners in the community to include artists in residence programs.

● Identify and establish relationships with Community Partners.

● Provide all students with the opportunity to participate in at least one meaningful job shadowing experience per year.

Develop partnershipsFall 2017

Develop directoryWinter 2018

Provide experiencesSpring 2018 – Ongoing

Guidance Counselors; CDFs;School Administrators

TBD WBL Funds

Title I

ABC Grant

Directory of partners; PowerSchool report

3. Continue and support School Counselor and Career Specialist (CDF) involvement to include soft skills training,

Fall 2017 – Ongoing District Facilitator for School Counselors, Career

$50,000.00 General Fund PowerSchool reports; guidance counselor and

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Individualized Graduation Plans, classroom guidance, career assessments, college tours, and virtual job shadowing.

● Using available technology programs, CDFs will increase the number of virtual job shadowing opportunities.

● At the secondary levels, job-shadowing opportunities will align with IGP goals.

● CDFs will increase classroom guidance sessions to include note taking, presentation skills, setting goals, good study habits, organization, and higher-order thinking skills.

Specialists, and Work-Based Learning; CATE Director; CDFs; Chief Instructional Officer; School Administrators

CDF lesson plans

4. Ensure every student has at least one adult mentor to assist in the development of life and career characteristics through continuous implementation of the mentor/advocacy framework.

Fall 2017 - Ongoing School Administrators

$0 N/A Mentor/Advocacy framework and rubric

District Website Highlighting exemplarity plans

5. Participate in the 12 Thousand Year Old Park through student tour groups and BCAA students leading tours for other guests.

Fall 2019 - Ongoing School Administrators; Fine Arts Teachers

TBD TBD


Performance Goal Area: ☐Student Achievement Teacher/Administrator Quality ☐ ☒School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority☐

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By 2022, school report card surveys will show …● An increase from 93.9% to at least 96.0% of parents agreeing or strongly agreeing that Cyril B. Busbee

Creative Arts Academy provides a safe, and welcoming environment.● An increase from 76.7% to at least 92.0% of teachers agreeing or strongly agreeing that Cyril B. Busbee

Creative Arts Academy provides a safe, and welcoming environment.


(One year goal)




Responses to the “I AM SATISFIED WITH THE LEARNING ENVIRONMENT” item on the annual school report card parent and teacher surveys.

OVERALL MEASURES:

SOURCE:


AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

Parents – 93.9%Teachers – 76.7%

Projected Data 94.0%*77.0%*

94.3%*80.75%*

95.0%*84.5%*

95.7%*88.25%*

96.0%*92.0%*

Actual Data

ACTION PLAN FOR STRATEGY #1: Cyril B. Busbee Creative Arts Academy collaborates with family and community partners to foster a culture of trust, transparency, and mutual respect.

EVALUATION


Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Ensure our school has a welcoming environment.

● Participate on the quality customer service planning committee with representation of all stakeholders.

● Implement quality customer

Spring 2018 – Ongoing

Superintendent; School Administrators; School Office Personnel; Director of Research and Accountability

$2500 bi-annually

General Fund

Title II

Title I

Committee formed; program components and standards determined or developed; research of private sector models of training; training

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service program components on customer service needs: customer service standards, training for all, accountability, and recognition.

● Provide training on Quality Customer Service for office personnel.

curriculum and model of delivery identified; metrics and monitoring protocols developed; evidence of established customer service incentive program; surveys administered and results provided to the Board

2. Develop mechanisms for interactive communication with stakeholders (e.g. Parent Connect, Remind).

Fall 2018 - Ongoing

Coordinator of Data Collections/Computer Services; School Administrators

$0 N/A Rollout of communication tool

3. Increase volunteer opportunities that enrich the school environment.

Fall 2017 – Ongoing

School Administrators; Guidance Counselor

$0 N/A Compiled data file of volunteers

ACTION PLAN FOR STRATEGY #2: Promote a safe and healthy environment for students and staff. EVALUATIONACTIVITY TIMELINE

(Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Support safe and drug-free initiatives such as the Rise Above It Coalition and Red Ribbon exercises.


Guidance Counselor; CDF

$0 N/A Documentation of partnerships and activities supporting initiatives

2. Implement a discipline behavior system that incorporates components of the Positive Behavior Intervention Support model.



$0 Title I School PBIS plans

3. Provide training in the Crisis Prevention Institute (CPI) to all special education staff members.


Director of Special Services; CPI Trainers; School Administrators; Special Education

$0 N/A Training schedules; sign-in rosters

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Department Head4. Provide training on Classroom Management using strategies from programs such as Teach Like a Champion 2.0, Smart Classroom Management, and Time to Teach.

Fall 2017 - Ongoing

Administrators; Instructional Coaches

TBD Title I Training schedules; sign-in rosters; Discipline Reports

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Middle SchoolsAppendix A

Literacy Vision and CultureBusbee Creative Arts Academy believes that literacy is the foundation of all learning. We believe that literacy is among the major antidotes for poverty. We believe that literacy makes the lives of our students and their families better by allowing them more choices in their work and personal lives; therefore leading to greater freedom as they consciously contribute to the betterment of society.

If our comprehensive Literacy reform plan is successful, students at Busbee Creative Arts Academy will: Understand the purposes for reading. Access and read daily books of their choosing at their independent reading level. Read independently with more fluency and comprehension. Engage in more guided reading with informational texts. Use reading comprehension strategies whenever they read. Engage in critical thinking. Increase reading and writing stamina. Respond to various texts orally, in writing, and with technology. Write fluently to communicate their feelings, thoughts, ideas, and research. Discuss their reading and writing. Have an awareness of their strengths and needs as learners. Analyze, evaluate, reflect on, and revise their writing. Read and write daily across the curriculum in multiple forms

If our comprehensive Literacy reform plan is successful, teachers at Busbee Creative Arts Academy will: Use flexible grouping for literacy instruction based on student needs and data. Build student background and vocabulary knowledge through purposeful read alouds. Use continuous and varied assessment to inform instruction. Know each student as a reader and as a writer through conferring. Apply multiple strategies to increase student literacy. Model useful strategies for reading, writing, thinking, speaking, and using new literacies. Provide multiple opportunities for students to practice, apply, and master new strategies. Differentiate instruction within the classroom using appropriate sources based on student

reading levels and interests. Provide explicit and immediate feedback to students. Provide a classroom that reflects and supports the teaching of comprehensive literacy

components (i.e. anchor charts, independent reading materials, dedicated conferring area …) Exhibit common understanding that literacy instruction positively impacts content learning.

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ContextOur Literacy Plan supports both our District Non-negotiables and Balanced Literacy Model. In addition, itconnects to our School/District Strategic, AdvancEd, and School/District Professional Development plans

alongwith our School/District Mission, Vision, and We Believe statements.

Communication Our Literacy Plan will be shared with our School/District stakeholders on the Busbee Creative Arts Academywebsite/Wiki space, our School Newsletters, our Instructional Department Meetings, fall and spring openhouse, Bulldog PRIDE Academy, literacy nights, and Parent Universities.

ImplementationWe will monitor our student formative and summative achievement data, our teacher participation in Professional Learning Communities, classrooms will be observed, and immediate feedback will be providedusing our English Language Arts modified ELEOT template. In addition, our implementation timeline will be monitored and adjusted as we measure our progress during the next year.

Component 1: LeadershipThe Literacy Instructional Coach will provide evidence-based literacy resources, professional learning, and support to our instructional staff as they become more effective literacy practitioners. Our Literacy Plan and its implementation will be shared with our stakeholders on the Cyril S. Busbee Creative Arts Academy website, our Parent/Teacher Organization, newsletters, open houses, Parent Universities , and our PRIDE Academy. Members of the Literacy Leadership Team will expand their knowledge of evidence-based reading practices and effective writing instruction through attending professional learning opportunities sponsored by the South Department of Education and educational consultants. Administration and the school leadership team will provide Read to Succeed information to all stakeholders, coordinate literacy support within all instructional areas, evaluate effectiveness of our literacy and intervention practices, and provide continued to support our professional learning communities.

Component 2: Student OutcomesBusbee Creative Arts Academy will use state assessment date for setting clear and measurable reading goals for grades three through eight (SC READY). MAP Reading will be used as a secondary local assessment in grades six through eight. Our grade level achievement goals will help direct our instruction as we move forward in improving student achievement and growth.

Component 3: Professional Learning OpportunitiesOur school district provides job-embedded professional learning opportunities. During our half-day Cohorts and full day in-service meetings, professional development will be provided by the SC Governor’s School for the Arts to help train teachers on the implementation of visual, digital, and written literacy. Additional training will also be provided by the Francis Marion University’s Center for Excellence to Prepare Teachers of Children of Poverty. Members of the English Language Arts department will participate in blended learning opportunities offered by the SC Department of Education Office of Standards and Learning, The SC International Reading Association, and the National Conference of Teachers of English.

Component 4: Assessment Plan Busbee Creative Arts Academy regularly triangulates a variety of data to inform instruction and interventions, evaluate the effectiveness of literacy practices, and measure student growth toward demonstrating grade-level proficiency. The assessments are: SC READY, SC PASS, English I and Algebra I EOCEP (eighth grade), MAP Reading, Language Usage, and Math, Lexington Two Developmental Writing Continuum, Common Formative Assessments, and District Writing Benchmarks. These summative and formative assessments are also triangulated with running records, anecdotal and kid-watching notes to provide more information to better

37

inform our instruction and interventions and to aid in evaluating the effectiveness of our school literacy plan. Our instructional staff provides timely assessment feedback to our parents and families through written reports, parent conferences, and our parent/student portal.

Component 5: Instructional PlanElement 1: Significant TimeThe English/Language Arts classes at Busbee support sixty-five minutes of daily reading and writing instruction and thirty-five minutes of weekly reading advisory from the librarian/media specialist. Students also receive thirty-five minutes of daily tier two instruction during Bulldog Breakout(RTI). Master schedules and posted daily schedules provide documentation along with teacher lesson plans.

Element 2: Books Matched to Student Needs, Levels, and InterestsThe school library provides a wide selection of texts that meet the instructional reading needs and reading levels of students. Classroom libraries are currently being expanded to include more high interest and multi-cultural text to appeal to diverse readers and text sets that support inquiry. Also all students have also been issued iPads that allow them to access ebooks. The media specialist and literacy coach evaluate reading levels throughout the school and administer formal and informal reading interest surveys. Based on the information collected, they consult book review lists and library advisory groups to select quality titles to address the interest and needs of the student body. The library media center also collects and maintains a variety of specialized collections. These collections support teacher and student needs such as read-alouds or shared reading. Some of these collections are short story, biographies, e-books, fiction, non-fiction, periodicals, and award-winning books.

Element 3: High Quality Instruction in Reading Skills and StrategiesOur Reading Workshop approach provides a print-rich environment for our student readers who have teachers model reading habits and strategies frequently while encouraging and motivating students to become literate. Since teachers frequently assess to better form flexible small guided reading groups that meet the specific needs, students receive more targeted small group reading instruction. The small groups encourage more conversation and discussion among the students, which leads to deeper understanding of the text being read. Teachers are able to better provide explicit and focused instruction that is based on the student’s strengths and weaknesses in the cueing system as a result of frequent monitoring. Reading strategies of monitoring, searching, confirming, cross-checking, rereading, and self-correcting are stressed along with the comprehension strategies before, during, and after reading text by using schema, annotating, questioning, visualizing, drawing inferences, determining importance, summarizing, and synthesizing. Our students are also engaged in problem -based learning that fosters inquiry along with reinforcement of basic reading skills.

Element 4: Small Group and Individualized Instruction Teachers orchestrate a variety of grouping structures: whole group mini-lessons and shared reading, small, flexible groups, and individual conferences to provide meaningful literacy experiences and instruction. Anecdotal records, student data notebooks, benchmarks, common formative assessment, Mastery Manager and MAP data provide needed data to identify the shared instructional needs and abilities of our students to form literature circles (books clubs and reading groups). Our grade level Professional Learning Communities support individual teachers in evaluating effectiveness of both instructional approaches and flexible grouping.

Component 6: Parent and Family InvolvementFamily and community events and opportunities for school literary involvement will be planned and implemented by the School Literacy Team. We also plan to involve community leaders, churches, and businesses in supporting school-based literacy events to include Read to Succeed information. Additionally,

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we plan to further extend our existing online literacy activities and Read to Succeed web links on the Busbee Creative Arts Academy webpage/Wiki-Space in both English and Spanish. We also have a fulltime interpreter on staff to assist with our Spanish speaking families.

Component 7: School-Community PartnershipsPartnerships with our local businesses, community agencies and organizations, county libraries, and faith-based institutions help promote literacy awareness by providing volunteers, tutors and needed instructional materials and supplies. Moving forward, our District and School Literacy teams will provide guidelines and suggestions for our partners as we focus our efforts on increasing the volume of student reading done at home and during winter and summer break.

COMPONENT 1: LEADERSHIPNo uploads or narratives are required.COMPONENT 2: STUDENT OUTCOMESPlease reflect on the questions below and provide a brief narrative response to support the inclusion of data literacy as part of the School Reading Plan.A variety of assessments are administered to provide classroom teachers with student data. Reading, Language Arts, and Math MAP test is administered during the Fall, Winter, and Spring. The data is then received from the NWEA site, reviewed by all content area teachers, and used to assist in the development of instruction. Busbee Creative Arts Academy has also collaborated with Fulmer Middle School where all content area teachers interpret and compare data from Common Formative Assessments and Mastery Manager. During this collaboration, teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.

COMPONENT 3: SCHOOL-WIDE PROFESSIONAL LEARNING OPPORTUNITIES OFFERED AND/OR PLANNED MAY 2016 THROUGH JUNE 2017No uploads or narratives required.COMPONENT 4: ASSESSMENT PLANBased on your analysis of state and local assessment data, please respond to the following:

Indicate at least one area for growth

Indicate the action needed to support increased student achievement.

Indicate a timeline for action and who will be responsible.

Grade 6 Evaluate the effectiveness of the relationship of the author’s key ideas, details and word choice as they impact the author’s intended purpose.

Increased student exposure; Increased School/District-professional Learning for teachers

Fall to Winter MAP Reading benchmark; Winter to Spring MAP Reading benchmark. Coordinator of ELA;ELA Instructional Coach

Grade 7 Evaluate the effectiveness of the relationship of the author’s key ideas, details and word choice as they impact the author’s intended purpose.

Increased student exposure; Increased School/District-provided professional Learning for teachers


Grade 8 Analyze the effectiveness of literary devices and figurative as they impact the author’s intended purpose.

Increased student exposure; Increased School/District-provided professional Learning for teachers


COMPONENT 5: INSTRUCTIONAL PLAN

If you selected less than 90 minutes for the 2016-17 school year, please indicate what actions your district is taking to move toward a 90 minute uninterrupted instructional block.Busbee Creative Arts Academy has designated a daily sixty-five minute instructional timeframe for English Language Arts along with a daily thirty-five minute RTI class for targeted instruction.

What action is the school taking to maximize and protect instructional time at all levels?

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Please upload a copy of your master schedule.

What instructional and other accommodations are made for special populations, those who need acceleration and those who need additional support?Classroom teachers provide individual tutoring as needed and they provide small groups or one-on-one tutoring during their designated intervention time.

What instructional supports are you providing in addition to the state adopted instructional materials program for these grade levels?Grade 6 Empowering Writers, Falling in Love with Close ReadingGrade 7 Empowering Writers, Falling in Love with Close ReadingGrade 8 Empowering Writers, Falling in Love with Close Reading

What support is the school providing to increase the number of books in classroom libraries and the library media center?The district provides initial funding for media center budgets and funding for some of the specialized collections such as periodicals and award-winning books.

If Tier II or Tier III interventions are not being provided, please explain why.

COMPONENT 6: PARENT AND FAMILY INVOLVEMENTWhat is the school’s mission regarding parent and family involvement in their student’s educational program?How is this mission fulfilled?Family and community events and opportunities for school literary involvement will be planned and implemented by the School Literacy Team. We also plan to involve community leaders, churches, and businesses in supporting school-based literacy events to include Read to Succeed information. Additionally, we plan to further extend our existing online literacy activities and Read to Succeed web links on the Busbee Creative Arts Academy webpage/Wiki-Space in both English and Spanish. We also have a fulltime interpreter on staff to assist with our Spanish speaking families.

Does the school require regular and frequent communication with parents and families specifically related to literacy?☐Yes ☐NoIf yes, what communication methods are used?

If no, what plans are in place to strengthen parent and family communication, specifically related to literacy?With the addition of an interpreter our school plans to add a Spanish version of all correspondence to our school website and automated phone bank.

COMPONENT 7: SCHOOL COMMUNITY PARTNERSHIPSHow does the school create partnerships with business and community organizations to raise awareness of the importance of literacy?Partnerships with our local businesses, community agencies and organizations, county libraries, and faith-based institutions help Busbee Creative Arts Academy promote literacy awareness by providing volunteers, tutors and needed instructional materials and supplies. Moving forward, our District and School Literacy teams will provide guidelines and suggestions for our partners as we focus our efforts on increasing the volume of student reading done at home and during the summer. List community partnerships that currently exist with your school. What services and/or supports are provided?What plans does the school have to increase community partnerships?

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Lexington Two - Business Partnerships

BUSINESS/ORGANIZATION CONTRIBUTIONAirport High School Educational Foundation Student scholarships & teacher grantsBrookland-Cayce High School Educational Foundation Student scholarships & teacher grantsCayce - West Columbia Chamber of Commerce

Bi-monthly student & teacher recognitions & annual Teacher of the Year & Student of the Year

Cayce - West Columbia Sertoma Club "What Freedom Means to Me" essay contest for middle school students

Cayce -West Columbia Lions Club Glasses for students, Camp LEO sponsorship for visually impaired student, Peace Poster Contest for middle school students

Cayce-West Columbia Rotary Co-partner to provide dictionaries to all 3rd graders in the district, "Happy Feet" shoes for some 3rd grade students, sponsor student of the month at each high school

Christ Central Ministries - Nehemiah Project After school tutoring, mentoring, home visits, Flip It - Wednesday Pancake Breakfast, Student Athlete Support, School Supplies

Cindy Roof Wilkerson Foundation Cindy's Place - Community Fitness Park at Springdale Elementary

Fred Anderson Toyota Emergency Entrance/Exit for Northside MSHarvest Hope Food BankHorace MannLexington County Mental Health Placement of mental health counselors in some of our schoolsLexington Interfaith Community ServicesLexington Medical Center Student Internships

Lexington Medical Center Foundation Bi-monthly Living Well student & employee awards

Lexington Two Community Coalition - Rise Above It

Promoting an alcohol & drug free environment by sponsoring grants for student organizations throughout the district, sponsoring staff development, conducting town hall meetings, recognition programs

Michael J. Mungo Foundation Sponsor annual District Teacher of the Year $1,000 award

Midlands Technical College Talent Search - 1st time graduates & Airport HS Middle College; field trip for alternative school students to see and hear presentation on

SC Department of Health & Environmental Control (DHEC)

Support for district nurses

Sodexo Food Services Sponsorship of District Teacher of the Year at the annual SC Teacher of the Year event, host a luncheon for the top United Way school campaign, Future Chef Competition for district elementary students.

State Street Baptist Church Scholarships for Airport and Brookland-Cayce HS studentsUnited Way of the Midlands Midlands Reading Consortium (MRC) tutors for early childhood

grades

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Lexington Two - Business Partnerships

BUSINESS/ORGANIZATION CONTRIBUTION

University of South Carolina (USC) Science Program Grants - Student Summer Camps & Staff Professional Development; USC Counseling Education grant provided counseling/mentoring services for alternative high school students, and a field trip at Midlands Technical College and luncheon with USC students.

West Metro Rotary Club Co-partner to provide dictionaries to all 3rd graders in the district, sponsor high school field trips to Nephron & Boeing

Please provide any additional information you wish to add or any information not requested in support of your school’s reading plan.

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Middle SchoolsAppendix B

COMPONENT 1: LEADERSHIPDoes your school have a School Literacy leadership Team? If so, how often does the team meet?Busbee Creative Arts Academy has a school literacy leadership team that meets monthly.COMPONENT 2: STUDENT OUTCOMESNo narratives or uploads required.COMPONENT 3:SCHOOL-WIDE PROFESSIONAL LEARNING OPPORTUNITIESOFFERED AND/OR PLANNED MAY 2016 THROUGH JUNE2017Professional Learning Opportunities for AdministratorsTopic“Brain Based Research Strategies”“Visible Learning for Literacy”“Visual Literacy, Creative Writing, and Drama”

Date10/21/16TBD10/26,12/7, 2/22, 3/22

Provided by:Consultant: Center for Excellence for Teachers of Children of PovertyConsultantSC Governor’s School for the Arts

Professional Learning Opportunities for Classroom Teachers“Brain Based Research Strategies”“Visible Learning for Literacy”“Visual Literacy, Creative Writing, and Drama”

10/21/16TBD10/26,12/7, 2/22, 3/22

Consultant: Center for Excellence for Teachers of Children of PovertyConsultantSC Governor’s School for the Arts

Professional Learning Opportunities for those providing Interventions“Brain Based Research Strategies”“Visible Learning for Literacy”“Visual Literacy, Creative Writing, and Drama”

10/21/16TBD10/26,12/7, 2/22, 3/22


Professional Learning Opportunities for Special Educators, ELL, Speech Language Pathologists, Library Media Specialists and others who support special populations“Brain Based Research Strategies”“Visible Learning for Literacy”“Visual Literacy, Creative Writing, and Drama”

10/21/16TBD10/26,12/7, 2/22, 3/22


Professional Learning Opportunities for Paraprofessionals“Brain Based Research Strategies”“Visible Learning for Literacy”“Visual Literacy, Creative Writing, and Drama”

10/21/16TBD10/26,12/7, 2/22, 3/22


COMPONENT 4: ASSESSMENT PLANPlease indicate the Screening and Progress Monitoring tools your school uses and how thedata collected from these tools are used to inform instruction.Grade 6Screening Assessment Tool(s) Common Formative Assessments, Reading and Language Arts MAPUse of Data Collected: teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.

Progress Monitoring Tool(s) Common Formative Assessments, Reading and Language Arts MAPUse of Data Collected: teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.Grade 7Screening Assessment Tool(s) Common Formative Assessments, Reading and Language Arts MAPUse of Data Collected: teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.

Progress Monitoring Tool(s) Common Formative Assessments, Reading and Language Arts MAP

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Use of Data Collected: teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.Grade 8Screening Assessment Tool(s) Common Formative Assessments, Reading and Language Arts MAPUse of Data Collected: teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.

Progress Monitoring Tool(s) Common Formative Assessments, Reading and Language Arts MAPUse of Data Collected: teachers review student data with our instructional coaches to prioritize needs, set goals, and implement an action plan.

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COMPONENT 5: INSTRUCTIONAL PLANPlease indicate the number of daily uninterrupted instructional minutes the school requires as part of the Core Instructional Literacy Block (Tier I) for each grade level.

2014-15 (Historical) 2015-16 (Current) 2016-17 (Projected)Grade 6 60 Minutes 60 Minutes 60 MinutesGrade 7 60 Minutes 60 Minutes 60 MinutesGrade 8 60 Minutes 60 Minutes 60 Minutes

Please select the State Adopted Instructional Materials Program used as part of your Core Instruction (Tier I).Grade 6 Houghton Mifflin Harcourt CollectionsGrade 7 Houghton Mifflin Harcourt CollectionsGrade 8 Houghton Mifflin Harcourt Collections

What is the average number of books (texts), representinga wide range of reading levels, genres and interests, the school expects to seeas part of classroom libraries? What is the average number of books (texts) the school expects to see in school library media centers?

Classroom Libraries Library Media Center Average Age of CollectionGrades 6-8 200 7500 10 years

INTERVENTIONWhat screening and/or diagnostic tools are used to determine those students needing Tier II and Tier III interventions?

Additional number of minutes provided

Frequency of intervention(s) (daily, weekly, other)

Grade 6 Tier II: Reading and Language MAP 35 dailyTier III: Reading and Language MAP 35 daily

Grade 7 Tier II: Reading and Language MAP 35 dailyTier III Reading and Language MAP 35 daily

Grade 8 Tier II Reading and Language MAP 35 dailyTier III Reading and Language MAP 35 daily

If you are using a program to provide Tier II intervention, please list the program name. If you are usinghighly-effective, specially trained educators to provide interventions, please indicate the person’s name,their role,qualifications, and specialized training. (This information may be uploaded.)

Program Name Instructor’s name, role, qualifications, and specialized trainingGrade 6 Small and individual groups Classroom TeachersGrade 7 Small and individual groups Classroom TeachersGrade 8 Small and individual groups Classroom TeachersIf you are using a program to provide Tier III intervention, please list the program name. If you are using highly–effective, specially trained educators to provide interventions, please indicate the person’s name,their role, qualifications, and specialized training.(This information may be uploaded.)

Program Name Instructor’s name, role, qualifications, and specialized trainingGrade 6 Small and individual groups Classroom TeachersGrade 7 Small and individual groups Classroom TeachersGrade 8 Small and individual groups Classroom Teachers

COMPONENT 6: PARENT AND FAMILY INVOLVEMENTCOMPONENT 7: SCHOOL COMMUNITY PARTNERSHIPSNo quantitative data is requested for these components.

Please provide any additional information you wish to add or any information not requested in support of your school’s reading plan.Busbee Creative Arts Academy has added a Literacy Instructional Coach for the 2016-2017 school year to help implement our Read to Succeed. Iesha Jefferson is serving in this role. Ms. Jefferson currently holds an Ed.S in Literacy and has previously worked as a Literacy Specialist with the SC Department of Education.

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school renewal plan cover page - 1.cdn.edl.io · web viewteachers teaching more than 4 preps. 3....

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