school renewal plan ridge view high school 2018-2023 · environment compared to 70.9% students and...
TRANSCRIPT
SCHOOL RENEWAL PLAN
RIDGE VIEW HIGH SCHOOL
2018-2023
2
TABLE OF CONTENTS
School Renewal Plan Signature Page…………………………………………………………………....3
Assurances for School Renewal Plans………………………………………………………………...4-5
Stakeholders Involvement for School Renewal Plan….………………………………………….……..6
Mission, Beliefs, and Accomplishments……………………………………………………………....7-8
Needs Assessment Data……………………………………………………………………….…….9- 19
Executive Summary of Needs Assessment Data Findings……………………………………...….20-21
Performance Goals and Action Plans…………………………………………………….…………22-43
Read to Succeed…………………………………………………………………………………….44-59
3
4
ASSURANCES FOR SCHOOL PLANS
ACT 135 ASSURANCES
Assurances checked and signed by the district superintendent and the principal, attest that the
school/district complies with all applicable ACT 135 requirements.
Academic Assistance, PreK–3: The school/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).
Academic Assistance, Grades 4–12: The school/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).
Parent Involvement: The school/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.
Staff Development: The school/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.
Technology: The school/district integrates technology into professional development, curriculum
development, and classroom instruction to improve teaching and learning.
Innovation: The school/district uses innovation funds for innovative activities to improve student
learning and accelerate the performance of all students.
Collaboration: The school/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).
Developmental Screening: The school/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 levels. This program normally is appropriate at primary and
elementary schools, although screening efforts could take place at any location.
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STAKEHOLDER INVOLVEMENT The following persons were involved in the development of the five (5)-year strategic plan.
1. PRINCIPAL Dr. Brenda Mack-Foxworth
2. TEACHER Ellen Harrison
3. PARENT/GUARDIAN Charlene Sales-McMillan
4. COMMUNITY MEMBER LaTrice Smalls
5. SCHOOL IMPROVEMENT COUNCIL Lahassanda Brown
6. OTHERS* (May include school board members, administrators, School Improvement
Council members, students, PTO members, agency representatives, university partners, etc.)
POSITION NAME
Parent/SIC Salina Lattimore
Parent/PTSO Anthony Lawrence
Counselors A. Burley, T. Gibson, C, Glover, Z.
Little, T. Mack, J, Vargas, J. Walker
Student Victoria Jackson
*REMINDER: If state or federal grant applications require representation by other stakeholder groups,
it is appropriate to include additional stakeholders to meet those requirements and to ensure that the
plans are aligned.
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Mission Statement
Ridge View High School, an active partner with its growing and diverse community, guarantees each
student the opportunity to achieve excellence in academic knowledge, critical and creative thinking
skills, and personal management resulting in life-long learning and responsible citizenship.
Belief Statements
We believe that igniting, inquiring, and inspiring means:
providing a safe, engaging, and caring environment with mutual respect for all in the learning
community
creating relevant and challenging experiences that prepare individual students for life beyond
the doors of Ridge View High School
Operating Principles
Understanding before decision making
Respectful and caring treatment of others beyond the expected
Empowerment with accountability
Expectation for excellence; intolerance for mediocrity
Commitment to continuous improvement
We Expect Success in The Four A’s
Academics
Activities
Arts
Athletics
Ridge View Accomplishments 2017-2018
Academics Awarded National Math and Science Initiative grant, based on military enrollment, increased AP
students enrollment by over 100 students.
11 Palmetto Fellow Qualifiers.
2 students recognized by the House and Senate for being one of the top 73 STEM students in the state
of South Carolina.
Ridge View had the first high school student in the country to earn a perfect score on CATIA computer
certification.
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First place in Academic World Quest for SC high school Quiz Bowl and went to nationals.
Fourth place in nation for National History Day Performance.
41 AP Scholars, 3 AP Scholars with Honors, and 9 AP Scholars with Distinction, and 2 National AP
Scholars.
Doc's Adopt School Wellness Incentive Award.
Won 3rd place in the SC Stock Market Challenge.
With the assistance of Scholars Academy Magnet for Business and Law, Sierrah's Law passed in the
Senate.
Ridge View won first place in the state in the Economics Challenge, sponsored by SC Economics and
held at the Darla Moore School of Business.
Ridge View awarded a TransformSC Innovative school, 2017.
Activities $2000 grant for the Robotics team for 2017-18 season.
Ridge View High School Student Council being recognized as a 2017 NASC National Gold Council of
Excellence and 4-H Video Award and SCASC Gold Council of Excellence. 3 project awards at the
state and Southern level.
Named a School of Distinction by the National Beta Club.
11 HOSA students placed in the Top 3 at the State Conference with 5 students receiving Gold medals,
1 student receiving a Silver medals and 5 students receiving Bronze medals.
Our Public Relations Committee won 7 South Carolina National School Public Relations Association
awards.
Arts Arts in Basic Curriculum (ABC) grant award recipient and model site since 1996.
Chamber Choir traveled to Charleston, South Carolina to participate in 2017 Piccolo Spoletto.
20 students selected for the 2018 SC All-state choir.
Twenty-third consecutive year for Blazer Marching Band making state marching finals and being one
of the top 8 bands in the state.
Athletics 2017-2018 AAAA State Champions in Boy’s Basketball.
2017 Region III-AAAA Champions in Girl’s Tennis.
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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS
Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set priorities
for the plan. The comprehensive needs assessment must identify targeted areas of discrepancy between the
desired performance levels and the current status as indicated by available data. Any discrepancies in the
following areas identified by the school and district report cards must be included in the plan: (1) achievement,
(2) achievement by subgroups, (3) graduation rates, (4) attendance, (5) discipline, (6) teacher/administrator
quality and professional growth, and (7) other priority areas.
Measurable performance goals, written in five-year increments, shall be developed to address the major areas of
discrepancy found in the needs assessment in key areas reported in the district and school report cards.
State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/
Directions: In the appropriate boxes, use school data to identify areas in need of improvement. Required areas
to be addressed: Student Achievement, Teacher/Administrator Quality, and School Climate.
Student Achievement, including sub-groups
High School (9–12):
The school’s priority is to focus on teaching grade level standards and ensuring mastery for all students. The
assessment data for EOCEP subject areas still shows a need for improvement. While high school state
assessment scores seem to be on the rise and are “at or above the State average” in most areas, instruction will
be focused on subgroups where achievement gaps exist. Continuing to focus on the four-year graduation rate
and aggressively tracking students from the time they enter high school are ways we will continue to improve
our graduation rate and exceed the State average. The African-American subgroup has not been able to close
the achievement gap with white students for more than one year at a time on certain assessments. The long-
term trend line across high school assessments shows a relatively flat line for the achievement gap between
whites and African-Americans. High school’s ACT achievement data analysis shows overall improvement is
needed in meeting college benchmarks in English and Mathematics. There is still an achievement gap for
students in the following subgroups: African-Americans, disabled, and those receiving subsidized meals.
Teacher/Administrator Quality
It is the intention of the faculty and staff at Ridge View High School to provide our students with the highest
quality education possible. In order to do so, there is a tremendous emphasis placed on teacher and
administrator quality. That is consistent with the 74.2% of teachers with advanced; 84.6% of teachers
returning from previous year; 93.6% teacher attendance rate; and the average teacher salary $54,583.
School Climate
At Ridge View High School, Home of the Blazers, the learning experience is tailor-made for each student.
Ridge View’s School Improvement Council (SIC) and administration’s collaborative efforts have resulted in
continuous improvement for our students via enduring support for the teaching and learning environment.
Based on an evaluation of the 2017 survey results by teachers, students, and parents many are pleased with
our efforts to personalize learning. Specifically, 85.2% of parents were satisfied with the learning
environment compared to 70.9% students and 78.6% teachers. Teachers and parents tend to be more satisfied
with the learning environments than students. Historically, this has been the case with these survey results. In
the area of social and physical environment 86.9% were satisfied while 71.6% students and 80.6% teachers.
Parent responses are higher than those of both teachers and students. Although the school has maintained a
five-year facilities plan increased maintenance and construction cost have made it difficult to keep up with the
demand for new and improved spaces. In addition, 70.5% of parents were satisfied with school-home
relations compared to 79.0% and 77.6% respectively students and teachers. With regard to home-school
relations, which has been an area needing work, strong efforts have been made over the past few years to
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improve the relationships between and among all stakeholders. Only students in grade 11 and their parents
complete the annual school report card survey.
Other (such as district and/or school priorities)
According to the responses on the State survey, most groups showed fairly high levels of satisfaction with the
school climate. Parents are not as satisfied with home-school relations, and issues that showed up in the
surveys include not being diligent in communicating with parents about their students’ performance. There is
also a need to involve more parents of students who live in poverty and students who are struggling
academically.
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Performance Goal Area: Student Achievement* Teacher/Administrator Quality* School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*
District Priority
(* required)
PERFORMANCE GOAL:
Per SBE Regulation 43-261, measurable performance goals, written in five-year increments, shall be developed to
address the major areas of discrepancy found in the needs assessment in key areas reported in the district and school
report cards.
SMART goal must include:
WHO will do WHAT, as measured by HOW and WHEN.
By the end of the 2022-2023 school year, the number
of students meeting the benchmark of College Ready
on the ACT will increase by 10 percentage points.
INTERIM PERFORMANCE GOAL: Meet annual targets below.
AVERAGE
BASELINE
2018–19 2019–20 2020–21 2021–22 2022–23
DATA
SOURCE(s):
MAP Scores
ACT Data
End of Course
Retention per
grade
SAT scores
AP Score data
For 2016-2017,
6.7% of Ridge
View students
meet the
benchmark in all
four areas on the
ACT.
Subcategories are
as follows:
English 38.2%
met benchmark;
Math 12.1% met
benchmark;
Reading 19.2%
met benchmark;
and Science 10.5%
met benchmark.
Projected Data 6.7% 8.7%
11.7
14.7%
16.7%
Actual Data
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ACTION PLAN FOR STRATEGY #1: Ridge View High School will actively engage students in a curriculum
to prepare them to be college and career ready.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Analyze EOC results in English,
Algebra, US History, and Biology 2018
2019
2020
2021
2022
2023
AP for Curriculum
& Instruction,
Department Leaders,
School Counseling,
Administrators, and
all teachers
NA NA EOC results analyzed by individual
and class scores. Results shared
with teachers during in-service/PEP.
Teachers use test data to adjust
pacing and to make sure that they
are covering required content in the
following semester in the next
course. Use district pacing guides
Use MAP data as part of student
placement in 9th grade
2018
2019
2020
2021
2022
2023
9th grade Lead
Teacher, AP for
Curriculum &
Instruction, School
Counseling,
Administrators, and
9th grade teachers of
English and Math
NA NA Data information is used to create a
Profile for 9th grade. Profile shared
with teachers of the rising 9th grade
during opening in-services
Analyze data on AP and dual credit
courses based on number of students
taking AP or dual courses and
success of those students
2018
2019
2020
2021
2022
2023
AP for Curriculum
& Instruction,
Counselors,
CATE administrator
Advanced
Placement teachers
and Special Program
Directors
NA School,
district, and
NMSI
(National
Math and
Science
Initiative)
Increase number of students
participating in at least one AP or
dual enrollment course. Establish
baseline and percent to increase
each year.
Continue with NMSI until 2020 for
professional development
Increase Graduation Rate 2018
2019
Administrative
Team NA NA Increase Graduation Rate based on
District and State Standards
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ACTION PLAN FOR STRATEGY #1: Ridge View High School will actively engage students in a curriculum
to prepare them to be college and career ready.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Based on District and State
Standards
2020
2021
2022
2023
School counseling
Power School
Coordinator
AiMS Magnet
Director
Teacher Leadership
Team
Examine 9th grade retention rates
based on first time 9th graders and
repeat 9th
2018
2019
2020
2021
2022
2023
Admin(Lead
teacher) for 9th grade
academy
Administrative
team, and 9th grade
teachers
Schools Counseling
NA School 9th grade analysis done each interim
and results shared with
administrative team. Plan for
follow-up adjusted each 9 weeks
Use the district instructional model
when designing and implementing
lessons.
2018
2019
2020
2021
2022
2023
Administrative
Team,
AP for curriculum
Department Leaders,
Lead Teachers
NA School and
district
Professional Early Planning time
allotted for collaboration. 100 % of
Lesson plans and observations
should indicate standards and
objectives are explained to students
in student friendly language.
Standards, objectives should be
posted in classrooms 100 % of the
time. Observations are discussed
weekly in admin. team meetings.
District instructional model should
be visible in every classroom.
25
ACTION PLAN FOR STRATEGY #1: Ridge View High School will actively engage students in a curriculum
to prepare them to be college and career ready.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Actively engage students in a variety
of instructional strategies using the
state standards and project based
learning based on district and
national standards.
2018
2019
2020
2021
2022
2023
Administrative
Team
Faculty
AiMS Magnet
Director
PBL Team
NA School and
district
Observations and lessons are
discussed by PBL Teams,
administrative team weekly.
Showcase of learning
Continue to increase mandatory
engagement strategies in all
classrooms
2018
2019
2020
2021
2022
2023
Administrative
Team
Faculty
Dept. Leaders
Lead Teachers
AiMS Magnet
Director
Technology
Learning Coach
TBD TBD Observations and lesson are
discussed by administrative team
weekly.
Engage students through a variety of
technology to create a community of
learners
2018
2019
2020
2021
2022
2023
Administrative
Team
Faculty
Technology
Learning Coach
TBD TBD Lesson plans and observations
should indicate use of technology as
a tool for active engagement of
learning. Observations are discussed
by administrative team weekly.
Observations by TLC and Bright
Bytes Survey
Include literacy (reading, critical
reasoning, technical comprehension, 2018
2019
2020
AP for Curriculum
Department
Leadership
TBD TBD Key elements of plan incorporated
in of lesson plans and classroom
observations. Students read and
26
ACTION PLAN FOR STRATEGY #1: Ridge View High School will actively engage students in a curriculum
to prepare them to be college and career ready.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
writing, technology and numeracy)
in instructional strategies 2021
2022
2023
Team
All teachers
write daily as indicated in lesson
plans. Read to Succeed plan
followed with 90 minutes daily of
Silent Sustained Reading,
PD in literacy strategies and rubric
writing
Continue to use mastery learning in
all content by providing opportunity
for all students to participate in 2nd
chance testing/retest in core content
areas.
2018
2019
2020
2021
2022
2023
All teachers
AP curriculum NA School Evaluated the effectiveness of
mastery learning in all core subjects.
Students will be assessed using a
variety of assessments (formative
and summative) including authentic
assessment.
2018
2019
2020
2021
2022
2023
AP Curriculum
Department Leaders
Teachers
Administrative team
Technology
Learning Coach
NA School Assessments are submitted as part
of weekly lesson plans and observed
through observation.
Administrative team discusses
observations at weekly meetings.
Teachers will perform assessment
reviews quarterly.
Maximize the use of AVID to
provide support to move students
into more challenging courses. Send
faculty yearly to AVID training.
2018
2019
2020
2021
2022
Admin. for AVID
AVID teachers
AiMS Magnet
Director
$40,000 Funds from
district AVID
funds and
AiMS Med
Pro 21 grant.
All students will participate in
AVID. AVID steering committee
will meet quarterly.
27
ACTION PLAN FOR STRATEGY #1: Ridge View High School will actively engage students in a curriculum
to prepare them to be college and career ready.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
2023
Require students to take a rigorous
schedule each year in high school
(For example, 4 year of math, 4 years
of Science, etc.)
2018
2019
2020
2021
2022
2023
AP for curriculum
AVID coordinator
School Counselors
NA NA Guidelines for registration.
Audit of schedules. Decrease the
number of students in study hall
School counselors’ looks at
schedules in summer.
Provide opportunities through virtual
learning, credit recovery, credit
retrieval, Gradpoint for students to
remain on track for graduation
2018
2019
2020
2021
2022
2023
Grade level
administrators
School Counselors
AVID coordinator
$55,000 TBD Monitor number of students
involved successfully in recovery
opportunities
To add a row, go to the last box and press the tab button.
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ACTION PLAN FOR STRATEGY #2: Ridge View High School will provide high stakes testing training for
students and teachers.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Have PSAT workshops for 10th
graders. 2018
2019
2020
2021
2022
2023
School counseling
Administrative team
$500 School,
AVID, Gear
Up, and
PTSO.
Student roster for workshop.
Send teachers to training for ACT
testing in their content areas. 2018
2019
Administration
$5,000 AiMS Med
Pro 21 grant
funding
Documentation of teachers
attending PD for ACT.
Provide a minimum of 4 ACT
workshops yearly for students. 2018
2019
2020
2021
2022
2023
School counseling
Administrative team
College Information
Specialist
TBD School, AiMS
Med Pro 21
grant funding
District CIS
funds
School Calendar, sign-up sheets for
workshops.
Student Surveys
Assist students in selecting
Acuplacer, ASVAB, Career
Inventories, ACT or SAT
2018
2019
2020
2021
2022
2023
School counseling
College and Career
Coordinator
Career Facilitator
NA NA Increase in ACT and SAT test
scores. Increase number of students
taking ASVAB.
29
Performance Goal Area: Student Achievement* Teacher/Administrator Quality* School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*
District Priority
(* required)
PERFORMANCE GOAL:
Per SBE Regulation 43-261, measurable performance goals, written in five-year
increments, shall be developed to address the major areas of discrepancy found in the
needs assessment in key areas reported in the district and school report cards.
SMART goal must include:
WHO will do WHAT, as measured by HOW and WHEN.
By the end of the 2022-2023 school year, Ridge View High School will increase its on
time graduation rate to 95%.
INTERIM PERFORMANCE GOAL: Meet annual targets below.
AVERAGE
BASELINE
2018–19 2019–20 2020–21 2021–22 2022–23
DATA
SOURCE(s):
School report
Card
Retention per
grade
88.5% Projected
Data
90% 91.5% 92.5% 93.5% 95%
Actual Data
30
ACTION PLAN FOR STRATEGY #1: Ridge View High School will create an Individualized Graduation Plan for
each student to help guide secondary and post-secondary goals.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Assign a high school counselor and a College
Developer Facilitator (CDF) to every student. 2018
2019
2020
2021
2022
2023
School Counseling,
School Counseling
Director,
School
administration
NA NA .List of students on Counselor and
CDF caseloads.
Provide information to parents on Naviance,
college and career inventories, financial aid,
and other topics.
2018
2019
2020
2021
2022
2023
School Counseling,
School Counseling
Director, Gear Up,
School
administration
$500 School, Gear
Up
School calendar and parent sign-in
sheets, District Naviance report
Provide career fairs, college fairs, and college
tours 2018
2019
2020
2021
2022
2023
School Counseling,
School Counseling
Director,
School
administration
$4000 annually School, Gear
Up, AiMS
Med Pro 21
School Calendar, Student and
Teacher Survey, College Tour
Sign-in
Provide workshops on understanding and
using PSAT, ACT, and WIN. 2018
2019
2020
2021
School Counseling,
School Counseling
Director,
School
administration
NA School and
Counselors
School Calendar, Student Survey,
Social Media
31
2022
2023
32
Performance Goal Area: Student Achievement* Teacher/Administrator Quality* School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*
District Priority
(* required)
PERFORMANCE GOAL:
Per SBE Regulation 43-261, measurable performance goals, written in five-year
increments, shall be developed to address the major areas of discrepancy found in the
needs assessment in key areas reported in the district and school report cards.
SMART goal must include:
WHO will do WHAT, as measured by HOW and WHEN.
By the end of the 2022-2023 school year, 100% of teachers will have professional
development opportunities in South Carolina 4.0 Teacher Evaluation Training.
INTERIM PERFORMANCE GOAL: Meet annual targets below.
AVERAGE
BASELINE
2018–19 2019–20 2020–21 2021–22 2022–23
DATA SOURCE(s):
SC Teacher 4.0
Human Resources
Currently the state is
transitioning from the
SAFE-T/ ADEPT
model to the 4.0
model. Therefore there
is no data.
Projected Data 50% 70% 90% 95% 100%
Actual Data
33
ACTION PLAN FOR STRATEGY #1: Ridge View High School will recruit, develop, and retain
teachers who promote strong character.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Encourage faculty teachers to
recruit teachers needed in
critical needs area.
2018
2019
2020
2021
2022
2023
Administration
Teachers
NA District Documentation of teachers
and staff hired that were
referred or recruited by Ridge
View faculty and staff.
Participate in job fairs. 2018
2019
2020
2021
2022
2023
Administration NA NA Attendance at district job fair
and other job fairs requested
by the district
Continue to partner with local
colleges and universities.
2018
2019
2020
2021
2022
2023
Administration NA NA Number of student teachers
especially in critical needs
areas
Continue to expand Teacher
Cadet Program with emphasis
on providing experiences in
critical needs areas
2018
2019
2020
2021
Administration
Teacher Cadet
Teacher
NA NA Baseline data established on
Teacher cadet and goals set to
increase. Reviewed each year
34
2022
2023
in summer with Teacher
Cadet teacher
Provide staff development on
Enrich, data profile and how to
use data for instruction
especially on how to address
the bottom 1/3 in each class
2018
2019
2020
2021
2022
2023
AP for
Curriculum,
TLC
NA NA List of teachers who
participate in Enrich
Collaborate and share best
practices on actively engaging
students in a variety of
instructional strategies and
project based learning based
on district and national
standards
2018
2019
2020
2021
2022
2023
Administrative
Team
Faculty
PBL Team
NA NA Observations are discussed by
administrative team weekly
Share strategies to increase
mandatory engagement
strategies in all classrooms
2018
2019
2020
2021
2022
2023
Administrative
Team
Faculty
Ridge View
Teacher
Leadership Team
NA Na Observations are discussed by
administrative team weekly.
Collaborate and document
strategies used in literacy
(reading, critical reasoning,
technical comprehension,
writing, technology and
numeracy) in instructional
strategies
2018
2019
2020
2021
2022
2023
TLC coach
AP for
Curriculum
Department
Leaders
NA NA Students read and write daily
as indicated in lesson plans.
35
Core subject teachers will
collaborate on mastery
learning.
2018
2019
2020
2021
2022
2023
Core subject
Teachers
NA NA Formative and Summative
Assessments
Reviewed after each testing
within two weeks of receiving
data
Teachers develop and
collaborate on a variety of
assessments, especially rubrics
and authentic assessments
2018
2019
2020
2021
2022
2023
Administrative
Team
Faculty
Ridge View
Teachers
Leadership Team
NA NA Assessments are submitted as
part of lesson plans and
observed through observation.
Administrative team discusses
observations at weekly
meetings.
Train teachers in behavior
management
2018
2019
2020
2021
2022
2023
Administrative
team, District
BEST
representative
School
counseling
School
Psychologist
NA NA Intervention plans developed
for students and reviewed by
administrators and school
counseling each 9 weeks
All students will participate in
the Med Pro 21 school wide
magnet
2018
2019
2020
2021
2022
2023
AiMS
Curriculum
Specialist,
School
Counseling,
As deemed by
federal funds
As deemed
by federal
funds
MSA Professional
Development
Demonstrations of learning
through portfolios, Federal
reports
36
ACTION PLAN FOR STRATEGY #2: Ridge View will continue to provide and send teachers to professional
development sessions and conferences to enhance teaching skills.
Evaluation
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Provide professional development on
AVID’s WICOR strategies. 2018
2019
2020
2021
2022
2023
AVID Teacher,
Administration,
AiMS magnet
Curriculum
Specialist,
Leadership Team
NA NA PD calendar, teacher PD sign-in
sheets
Promote completion of Read to
Succeed courses by all certified staff. 2018
2019
2020
2021
2022
2023
Literacy
Committee,
Administration,
Leadership Team
NA NA Teacher certificates.
37
ACTION PLAN FOR STRATEGY #3: Ridge View High School will provide opportunities for teacher
collaboration.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Continue Project-based learning
professional development. Teachers
will create interdisciplinary PBL’s
that focus on real-world problem
solving.
2018
2019
2020
2021
2022
2023
Leadership team,
PBL team,
Administration,
and department
chairs.
NA NA Lesson plans, PD Plan
Faculty Meetings and
Professional Early Planning
Provide professional development in
the integration of technology for
learning, with an emphasis on
students’ use of technology for
collaboration.
2018
2019
2020
2021
2022
2023
Technology
Leadership Team,
and Teachers
NA NA Professional Learning Plan, PD
Calendar, and lesson plans.
Faculty Meetings and
Professional Early Planning
Content teachers will “unpack” state
standards and design instruction and
assessments aligned to standards
2018
2019
2020
2021
2022
2023
Administration,
Department
Chairs, and district
curriculum team
NA NA Lesson plans and common
assessments
Faculty Meetings and
Professional Early Planning
38
ACTION PLAN FOR STRATEGY #3: Ridge View High School will provide opportunities for teacher
collaboration.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Utilize STEAMM learning
experiences through Engineering,
Computer Sciences, School-wide
magnets, and interdisciplinary
activities.
2018
2019
2020
2021
2022
2023
Administration,
Magnet directors,
and Leadership
Team.
NA NA Lesson plans and magnet
meeting notes.
Faculty Meetings and
Professional Early Planning
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39
Performance Goal Area: Student Achievement* Teacher/Administrator Quality* School Climate (Parent Involvement, Safe and Healthy Schools, etc.)*
District Priority
(* required)
PERFORMANCE GOAL:
Per SBE Regulation 43-261, measurable performance goals, written in five-year
increments, shall be developed to address the major areas of discrepancy found in the
needs assessment in key areas reported in the district and school report cards.
SMART goal must include:
WHO will do WHAT, as measured by HOW and WHEN.
By the end of the 2023, the percent of stakeholders satisfied with the school learning
environment will increase to 90%, based on the SC School Climate Survey.
INTERIM PERFORMANCE GOAL: Meet annual targets below.
AVERAGE
BASELINE
2018–19 2019–20 2020–21 2021–22 2022–23
DATA
SOURCE(s):
School Climate
Survey
Currently 80.6%
based on Teacher
Climate Survey
Projected Data 80.6% 83% 85% 88.5% 90%
Actual Data
40
ACTION PLAN FOR STRATEGY #1: Ridge View High School will purposefully plan events where our
partners learn and work in joyous atmosphere.
EVALUATION
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Recognize teachers for Best
Practices ( units that engage
students in learning), promoting
the culture of the school and
teachers who “RV Culture of
Excellence” for the school
2018
2019
2020
2021
2022
2023
Principal and
administrative
team
$500 School Faculty and In-service agendas.
List of teachers recognized
Celebrate major accomplishments
of teachers 2018
2019
2020
2021
2022
2023
Principal and
administrative
team,
Educator of Month
Committee
NA NA Faculty Meeting agendas, social
media post, and list of teachers
recognized
Continue to celebrate teaching
through a variety of events
traditional events such as Teacher
of the month, special dinners, etc.
2018
2019
2020
2021
2022
2023
Principal and
administrative
team
$1000 School and
PTO
Administrative team review
activities each summer
Continue to offer programs that
focus on faculty and staff health
such as : Health Updates,
nutrition, weight loss, and
exercise sessions
2018
2019
2020
2021
2022
2023
Wellness council
Nurse
Administrative
team
NA NA Health School’s committee
reviews and establishes goals in
fall of each year.
41
ACTION PLAN FOR STRATEGY #2: Ridge View High School will maximize opportunities for partners to
collaborate and work together for the greater good.
EVALUATION
ACTIVITY TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Continue to build alliances with
parents. 2018
2019
2020
2021
2022
2023
Administrative
team
Advisor/ Advisee
School counseling
Faculty
NA NA Participation in SIC, PTSO,
Booster clubs, logs of parent
contacts. Track during the year
and set goals during the summer
Continue to communicate with
parents and conduct parent
surveys for preference in
communications.
2018
2019
2020
2021
2022
2023
TLC
Administrative
team
Faculty
NA NA ConnectEd, Twitter, blogs, web
sites etc. with data needed for
each grade level
Provide parents with curriculum,
social and emotional, and other
workshops that impact students
and the community.
2018
2019
2020
2021
2022
2023
School counseling
Psychologist
Social worker
School Nurse
NA NA Participation in IGP plans,
parent information nights, and
parent universities.
Continue to build relationships
with military parents 2018
2019
2020
2021
School counseling
Military Family
Alliance
Representative
NA NA Review yearly strategies to
accommodate military parents
and students.
42
ACTION PLAN FOR STRATEGY #2: Ridge View High School will maximize opportunities for partners to
collaborate and work together for the greater good.
EVALUATION
ACTIVITY TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
2022
2023
Increase partnerships with the
business community especially in
areas that support the magnet
programs and CATE
2018
2019
2020
2021
2022
2023
CATE department
Magnet
coordinators
AiMS Curriculum
Specialist
NA NA Maintain a current list of
partnerships, set goals for each
year during the summer
Expand military, national and
international partnerships 2018
2019
2020
2021
2022
2023
Magnet
coordinators
TLC
NMSI
AiMS Curriculum
Specialist
NA NA National and international
partnerships established
Continue to market Ridge View
High School 2018
2019
2020
2021
2022
2023
Public relations
committee
Administrative
team
TLC
AiMS Magnet
Director
Magnet
coordinators
NA NA Review market strategies yearly
in the summer with
administrative team
43
ACTION PLAN FOR STRATEGY #2: Ridge View High School will maximize opportunities for partners to
collaborate and work together for the greater good.
EVALUATION
ACTIVITY TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Faculty
Review the key components of
strategic plan with stakeholders (
SIC, and faculty annually)
2018
2019
2020
2021
2022
2023
Administrative
team
NA NA Strategic plan reviewed in fall of
each year with SIC and faculty
Issue each year a school annual
report to parents on Ridge View’s
district website
2018
2019
2020
2021
2022
2023
Administrative
team
NA NA Annual report issued in April of
each year.
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44
Read to Succeed
A. This school documents and monitors the reading and writing assessment and instruction planned for all sixth through twelfth grade
students and the interventions provided to all struggling readers who are not able to comprehend grade-level texts. Lenses of Assessment A Comprehensive System of Assessment
Summative Assessment SC Ready, MAP, End of Course Formative Assessment
Fountas and Pinnell, DRA, Dominie Star Reading
Data Teams Collecting Data, Analyzing, Establishing Goals and Look-fors, Creating Action Plans
Documentation of Data
Rarely Sometimes Routinely Possible Sources of Evidence: A1. Teachers use a
comprehensive formative
assessment system. □ □ X
MAP, EOC, ACT, SC Ready Running Records, Reading Logs, Reading, Writing, Conceptualized
Questions, Anecdotal Notes, Sample Writings, Timed Writing,
Writing about Reading, Transcribed Conversations, Cornell Notes,
PEP, Conferencing, Grade level team planning, Blazer Academy,
AVID, Scholars Academy Magnet for Business and Law, Bio-Health
and Allied Magnet, Career Prep, Special Services, IATs , SLO data,
USA Test Prop, Peer reflections, Interactive notebooks, GBE data.
A2. Teachers make instructional
decisions for students based on
data. □ □ X
A3. Teachers work together in
teams to collect and analyze data,
establish goals and look-fors for
students, and create action plans
for students
□ □ X
A4. Teachers collect and analyze
data to determine targeted,
effective in-class intervention. □ X □
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B. This school provides supplemental instruction by teachers who have a literacy teacher add-on endorsement and is
offered during the school day and, as appropriate, before or after school in book clubs, through a summer reading camp, or
both.
Lenses of Assessment Assessing for Supplemental Instruction
Reading Process Small Group and Individual
Rarely Sometimes Routinely Possible Sources of Evidence:
B1. Teachers notice, teach, and prompt for
use of strategic reading behaviors. □ X □ Lesson plans focused on teaching strategic reading
behaviors, counselor administration collaboration,
professional development goal of literacy
intervention, gradual release model of instruction,
Blazer Book Club, the literacy book club The Right
to Literacy (Releah, Cossett, Lent).
B2. 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.
□ X □
B3. Teachers provide targeted, effective
in-class intervention which
-must provide individual and small-group
instruction; and
-must be 30 minutes in addition to 90
minutes of daily reading and writing
instruction.
□ X □
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C. This school utilizes a system for helping parents understand how they can support the student as a reader at home.
Lenses of Assessment Assessing for Family Support of Literacy Development
Rarely Sometimes Routinely Possible Sources of Evidence:
C1. Teachers provide
opportunities for parent
involvement with literacy
development including parent
workshops, parent conferences,
and newsletters.
□ □ X At the View (blog), conferences, Parent University,
partnership with the Richland County Public Library, Open
House, teacher websites/resources, college essay/ scholarship
workshop, GEAR-UP, College and Career Center, Newsletters
(CAT, Magnets, GEAR-UP, College and Career Center,
School for the Arts), Military information night, social media
feeds, School-wide summer reading and celebration, master
schedule (on website) , and a monthly focus in newsletter.
47
D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions
about intervention based on all available data. Lenses of Assessment Assessing for Research-Based Instructional Practices:
Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading
Process, Time to read w/ conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing Instruction, Independent Writing, Time to write
w/conferring and using a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for
collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards
Rarely Sometimes Routinely Possible Sources of Evidence: D1. Teachers ensure that instruction is
short and focused so that students
practice new behaviors and processes
by reading and writing authentic texts
for the majority of the instructional
time.
□ □ X Teacher Observations, Schedules, Lesson Plans, TDQ
Fisher and Frey, Literacy Team meetings (district), This is
Disciplinary Literacy Lent, In Defense of Read Alouds
Layne, 5 Practices for Orchestrating Productive
Mathematics Discussions by Smith ELEOT observations,
walk-through observations, writers workshop, read alouds,
shared reading, jigsaws, SSR, writing conferences, summer
alignment guide, syllabi (literacy statement), and Newsela.
D2. Teachers monitor student
engagement in reading and writing and
use this data to confer with students. □ □ X
D3. Teachers use Shared Reading
Experiences (literary texts and
informational texts) and Shared
Writing to scaffold student success
and build fluency.
□ □ X
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D4. Teachers use shared writing
experiences to scaffold student success
and build fluency. □ X □
D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels
with decisions about intervention based on all available data. (continued) Lenses of Assessment Assessing for Research-Based Instructional Practices:
Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading
Process, Time to read w/ conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing Instruction, Independent Writing, Time to write
w/conferring and using a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for
collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards
Rarely Sometimes Routinely Possible Sources of Evidence: D5. Teachers teach, guide, and support students in
how to independently use strategies to construct
meaning and monitor deep understandings using
challenging texts.
□ □ X Rubrics, student essay samples, SSR, Pegasus
(school literary magazine), literacy mini-
lessons , Professional development on literacy
strategies, transcripts/videos of lessons, lesson
plans D6. Teachers facilitate interactions so that students
are productively and actively engaged in
constructing meaning by reading, writing,
listening, speaking, and inquiring.
□ □ X
D7. Teachers provide opportunities for students to
develop deep conceptual knowledge in a discipline
by using the habits of reading, writing, talking, and
thinking, which that discipline values and uses.
(McConachie et.al, 2006)
□ □ X
49
D. This school provides for the reading and writing achievement and growth
at the classroom, school, and district levels with decisions about intervention
based on all available data. (continued)
Lenses of Assessment Assessing for Research-Based Instructional Practices:
Reading Workshop: Read Aloud, Shared Reading Experience, Independent
Reading, Small Group Reading Instruction, Reading Process, Time to read w/
conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing
Instruction, Independent Writing, Time to write w/conferring and using a system
for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading
and writing w/conferring and using a system for collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning
Standards for 4K
Rarely Sometimes Routinely
D8. Teachers use the South Carolina College and
Career Ready Standards when planning
instruction. □ □ X
50
E. This school ensures that students are provided with wide selections of texts over a wide range of genres and written on a
wide range of reading levels to match the reading levels of students.
Lenses of Assessment Assessing for Reading Engagement:
Student Choice Large blocks of time to read, write, and research Access to numerous books and other nontraditional forms of texts (audio books, eBooks, etc.) in the classroom that reflect a
variety of genre
Rarely Sometimes Routinely Possible Sources of Evidence: E1. Teachers provide students choice in what
they read, write, and research. □ □ X SSR (school-wide and classroom specific), PBL,
Media Center Collection (Digital, and Print), writing
conferences, reading conferences, chromebooks,
AOW, problem of the day for ACT
Student Engagement Inventories, Schedules, Book
Inventories, Photographs of Classroom Libraries
iTutor with English 2 students, HLTBQ, District
Instructional model, creative writing class and lunch
activities, and Poetry Open Mic activities.
E2. The teachers monitor reading and writing
engagement and use that data to conference
with students when needed to increase
reading and writing volume.
□ X □
E3. Teachers reflect on and eliminate
activities that interfere with text reading and
writing. □ □ X
E4. Teachers establish and directly teach
routines and procedures, so that students
know what to do in order to maximize time. □ □ X
E5. Teachers ensure there are ample texts
(both informational and literary) and other
materials available in their classrooms. □ □ X
51
F. This school provides teacher and administrator training in reading and writing instruction.
Lenses of Assessment Assessing for Professional Development
Literacy Competencies for Middle and Secondary Teachers Literacy Competencies for Administrators South Carolina College and Career Ready Standards Standards for Professional Learning
Rarely Sometimes Routinely Possible Sources of Evidence: F1. Teachers participate in professional
learning opportunities based on data
through Study groups Collaboration with school
coach Book clubs Teacher action research Collaborative planning Peer coaching
□ □ X PLCs for TDQ Fisher and Frey, Literacy Team meetings
(district), This is Disciplinary Literacy Lent, In Defense of
Read Alouds Layne, 5 Practices for Orchestrating
Productive Mathematics Discussions by Smith, and The
Right to Literacy in Secondary Schools, Google
Classroom, PEPs (department, PBL, Literacy), District
Literacy meetings, Collaboration with district instructional
leaders, conferences
Agendas, Sign-in Sheets, Professional Reading Logs,
Written Reflections of Practice and New Learning,
Coaches’ Schedules, Action Research Notes, Lesson Plans
F2. Administrators participate in
professional learning opportunities
within and outside the school based on
personal needs and/or school-wide data: Study groups
□ □ X
52
Collaboration with school
coach Book Clubs
G. This school develops strategically planned partnerships with county libraries, state and local arts organizations,
volunteers, social service organizations, community partners and school media specialists to promote reading and writing.
Lenses of Assessment Assessing for Literacy Partnerships
Rarely Sometimes Routinely Possible Sources of Evidence:
G1. Teachers and/or schools
participate in strategically planned
and developed partnerships in order
to promote reading and writing.
County libraries are used to
increase the volume of
reading in the community
over the summer State and local arts
organizations Volunteers Social service organizations School media specialists
□ □ X Richland County Public Library Partnership, South
Carolina Association of School Librarians, District Library
Meeting, South Carolina Reading Association, Real Men
Read, Teacher Cadets, PEARLS, Pegasus (school literary
magazine), School E-Newspaper, Brooks Harper (guest
speaker), Monthly guest speaker through 9th grade
Advisory, the Business Breakfast, Realtors Breakfast, PBL,
Steering Committee
Sign-in Logs, Plans for the Partnerships, Acknowledgement
of the Partnerships, Documentation of Actions, Record of
Programs Libraries Offer
53
G2. Specific actions are taken to
foster partnerships. □ □ X
H. This school embeds practices reflective of an exemplary literacy-rich environment.
Lenses of Assessment Assessing for Inquiry-based Learning:
Immersion, Investigation, Coalescing, Going Public Read Aloud/Shared Reading Independent reading, writing, researching South Carolina College and Career Ready Standards for Inquiry Profile of the South Carolina Graduate
Rarely Sometimes Routinely Possible Sources of Evidence:
H1. Teachers use predictable structures
(Immersion, Investigation, Coalescing,
and Going Public) so that students
construct knowledge by reading and
writing authentic texts for a majority of
the instructional time.
□ X □ Pegasus (school literary magazine), Yearbook, E-
Newspaper (journalism class), Media Center
collaborations, PBL, Media Center PD/ co-teaching,
Schedules reflecting students reading 40 to 45 minutes
for each hour of reading instruction, Schedules
reflecting students writing 40 to 45 minutes for each
hour of writing instruction, Lesson Plans Referencing H2. Teachers integrate content-specific
reading, writing, and researching into □ □ X
54
ELA in order to provide the authentic
experiences necessary to become more
proficient researchers and readers and
writers.
the Inquiry Standards, Examples of Student Research
Projects, Student artifacts from research
H3. Teachers provide large blocks of
time for instruction and practice in order
for students to sustain work on reading,
writing, and researching.
X Lesson plans
H4. Teachers ensure texts and materials
are organized and easily accessible by
students.
□ □ X Google classroom, teacher websites, classroom
libraries, digital libraries
H5. Teachers ensure texts and other
materials are appropriate for the readers
and writers in their classrooms.
□ □ X Classroom libraries, evidence of teacher conversation/
collaboration about texts
H6. Teachers prominently display
artifacts reflective of student learning. □ □ X Pictures of displays
Analysis of Data
Strengths Possibilities for Growth
School-wide summer reading event in fall of each year.
Students presenting research findings to peers, community, and
stakeholders using various platforms.
Professional Development by Leadership Team, Librarians, and
Technology showcasing, providing resources, and modeling for
Literacy Skills.
Use of technology platforms for reading and standardized
test in reading practice
Sustained and intentional writing across the curriculum.
Reading(s) assignments related to topics in classes,
varied levels and types of format, etc. newspapers,
magazines, books (genres).
55
Use of common vocabulary for expectations.
Continued Staff participation in R2 Succeed Literacy Class.
Providing choices for student presentation and reflection of learning.
EOC exam scores (16-17 data)
Administration classroom observation and feedback, both formal and
informal (SLO, GBE, SAFET, and district walk-through).
School and class specific SSR time blocks.
ACT problem and word of the day.
School Media Center.
Teachers’ classroom libraries.
Collection of high-interest, young adult literature available for SSR and
for check-out.
Scholastic Math magazine for Intermediate Algebra.
African-American Read-In.
Google Classroom platform for articles and such for professional
development.
Course offerings--Journalism, Speech, SAT/ACT Prep, and Creative
Writing,
School literary magazine--”Pegasus.”
RIT level training.
Writing workshops.
Rubric building workshops.
Digital portfolio building (Naviance and
STEMPremiere).
Writing Across the Curriculum strategies. .
56
Goals and Action Steps Based on Analysis of Data Goal #1: By June 2019, the literacy team will share content-specific writing samples and rubrics (quarterly at PEP) in an effort to increase teachers' literacy capacity.
Action Steps:1) Literacy Team will support English teachers in
the implementation of Richand Two Writing Rubrics. The Literacy team will: Appoint a Literacy Team member to gather their literacy
examples for the best practices in each content area. Increase vertical alignment. Use PEP time to collaborate best practices from each content. Share one best literacy practice at each faculty meeting. Continue to offer professional development on literacy across
the curriculum.
Goal #2: By June 2019,100% of teachers will monitor reading and writing engagement through conferencing with students at least twice per year to increase reading and writing volume.
Action Steps:1) A school-wide log will be used to gather
writing conference data. The Literacy team will: Streamline data collection process regarding reading for all
teachers. Provide professional development concentrating on effective
conferencing and differentiation strategies. Development a conferencing model for use. Develop and employ benchmarks.
Goal #3: By June 2019, the Literacy Team will provide reading interventions monthly in order to increase achievement in each content area for all students.
Action Steps:1) Literacy Team will use the Data Protocol to
support needed interventions. The Literacy team will: Provide Professional Development on lexile levels and MAP
data. Provide reading strategies for best practices. Provide Professional Development on using online textbook
resources appropriately. Create a system by which reading interventions should be
documented. .
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58
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References
McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006, October). Task, text, and talk.
Educational Leadership, 64(2),8-14.
Schools will complete and upload the appropriate Exemplary Literacy Classroom Reflection
Tool on the SCDE Read to Succeed Web page at
https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/reading-plans-state-district-and-school/ . Refer to the Directions for Completing District and School Reading Plans for additional
information on the SCDE Read to Succeed Web page at https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/reading-plans-state-district-and-school/ . For further Read to Succeed questions, please contact the Office of Early Learning and Literacy at 803-734-2577.