windsor elementary school strategic plan 2018- 2023

Windsor Elementary School STRATEGIC PLAN

2018- 2023

Richland School District Two — The District Of Choice Where Every School Is An Excellent Choice

TABLE OF CONTENTS

CHAPTER 1 3

School Renewal Plan Signature Page 3

Assurances for School Renewal Plan 4

Stakeholders Involvement for School Strategic Plan 6

Mission, Vision, Values, and Beliefs 8

Needs Assessment Data 9

Executive Summary of Needs Assessment Data Findings 17

CHAPTER 2 20

Performance Goals and Action Plans 20

Learning 20

Character 25

Community 29

Joy 33

CHAPTER 3 37

Read to Succeed Literacy Plan 37

SCHOOL STRATEGIC PLAN SIGNATURE PAGE

SCHOOL DISTRICT: Richland School District Two

SCHOOL: Windsor Elementary

9800 Dunbarton Road

Columbia, SC 29223

803-736-8723 www.richland2.org/we

STRATEGIC PLAN FOR: SY 2018-19 through SY 2022-23 (five years)

Phone Website

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.

X

X

X

X

X

X

X

X

ASSURANCES FOR SCHOOL PLANS (Continued)

Half-Day Child Development: The school/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, however, they may be housed at locations with other

grade levels or completely separate from schools.

Developmentally Appropriate Curriculum for PreK–3: The school/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.

Parenting and Family Literacy: The school provides a four component program that integrates

all of the following activities: interactive literacy activities between parents and their children

(Interactive Literacy Activities); training for parents regarding how to be the primary teachers for

their children and how to be 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-appropriate education to prepare children for success in school and life

experiences (early childhood education). Family Literacy is not grade specific, but is generally

most appropriate for parents of children at the primary and elementary school levels and below as

well as for secondary school students who are parents. Family Literacy program goals are to

strengthen parental involvement in the learning process of preschool children ages birth through

five years; to promote school readiness of preschool children; to offer parents special

opportunities to improve their literacy skills and education; to provide parents a chance to recover

from dropping out of school; and to identify potential developmental delays in preschool children

by offering developmental screening.

Recruitment: The district makes special and intensive efforts to recruit and give priority to

serving those parents or guardians of children, age‘s birth through five years, who are considered

at-risk of school failure. ―At-risk children are defined as those whose school readiness is

jeopardized by any of, but not limited to, the following personal or family situation(s): parent

without a high school graduation or equivalency, 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.

Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The

school/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.

Superintendent‘s Printed Name Superintendent‘s Signature Date

(for district and school plans)

Principal‘s Printed Name Principal‘s Signature Date

X

X

X

X

X

STAKEHOLDER INVOLVEMENT The following persons were involved in the development of the five (5)-year strategic plan.

1. PRINCIPAL Beth Elliott

2. TEACHER Dr. Tracy Goodwin

3. PARENT/GUARDIAN Delores Ridgell

4. COMMUNITY MEMBER Amy Ellisor

5. SCHOOL IMPROVEMENT COUNCIL Erin Campbell

6. OTHERS* (May include school board members, administrators, School Improvement

Council members, students, PTO members, agency representatives, university partners,

etc.)

POSITION NAME

Administrator Sherrill Creel __

Administrator Johnathan Abney ______

Intervention Specialist Dr. Tonya Rhett

Reading Coach ____________________Kim Krapfel

Technology Learning Coach Sandra Gibson_

Parent/PTO President Holly Schnider___________________

Teacher/Team Leader Marles Riechard

Teacher/Team Leader Amanda Frye _______

Teacher/Team Leader Allison Barlik

Teacher/Team Leader Nozaa Tinsley

Teacher/Team Leader Carla Tillman__

*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.

OUR SCHOOL’S PURPOSE

Mission

WINDSOR ELEMENTARY SCHOOL, IN PARTNERSHIP WITH OUR COMMUNITY, WILL

PREPARE STUDENTS FOR AN EVER-CHANGING WORLD BY PROVIDING AND ENRICHED

LEARNING ENVIRONMENT THAT PRODUCES LIFELONG LEARNERS WHO ARE

RESPONSIBLE CITIZENS IN A GLOBAL SOCIETY.

Our Core Values

The Four Squares—Learning, Character, Community, and Joy—embody everything that we do.

-Every child can learn and grow.

-Every child should be provided with engaging and rigorous work.

-Every child can experience success.

-Every child deserves positive experiences.

-Every child is a valued student at our school.

-Every child needs encouragement.

-Every child needs a role model.

-Every child must have high expectations established for them.

-Every child deserves a positive support system between home and school.

-Every child has the right to be in a safe, supportive, and respectful environment.

-Every child deserves our best every day.

Windsor Elementary‘s mission and beliefs are routinely reviewed. Along with our teachers, staff, and

stakeholders ensure that our beliefs align with the beliefs and goals of our district and community.

Windsor Elementary strives to meet the needs each child through a wide variety of programs that provide

academic support, academic enrichment, and behavioral support. Our school focuses on building and

maintaining positive relationships among and between teachers, students, parents, staff and community

members to provide a positive support system for our students. In addition, we offer a wide range of

activities, clubs, and events during school and outside of school to meet the diverse needs of our students.

NEEDS ASSESSMENT DATA

Provide the link to your district’s most recent School Report Card:

https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=E&d=4002&s=077

Directions: Provide additional district’s needs assessment data including both formative and

summative assessments used to gauge student learning. (Charts, graphs, or other

formats of data may be used.)

Formative Assessment Data

Measures of Academic Progress (MAP)

Table 1: Percent of Students Who Met Their Growth Target on MAP by Subject and Subgroup

Subject and Subgroups 2014-2015 2015-2016 2016-2017

Count Percent Count Percent Count Percent

Mathematics

All Students 435 40.5% 461 35.6% 431 53.6%

Ethnicity

American Indian or Alaskan Native -- -- -- -- -- --

Asian 15 40.0% 17 58.8% 8 --

Black or African American 292 39.4% 308 35.1% 286 51.4%

Hispanic or Latino 75 41.3% 80 32.5% 80 66.3%

Native Hawaiian or Other Pacific Islander 3 -- 2 -- -- --

Two or More Races 12 33.3% 9 -- 18 50.0%

White 38 44.7% 45 37.8% 39 41.0%

Gender

Female 201 40.8% 215 34.0% 210 55.2%

Male 234 40.2% 246 37.0% 221 52.0%

Reading

All Students 437 48.7% 465 37.8% 440 59.5%

Ethnicity

American Indian or Alaskan Native -- -- -- -- -- --

Asian 15 86.7% 17 64.7% 8 --




Two or More Races 12 66.7% 10 40.0% 18 66.7%

White 38 55.3% 45 37.8% 39 66.7%

Gender

Female 201 52.7% 216 38.0% 213 56.8%

Male 236 45.3% 249 37.8% 227 62.1%

-- Data not reported for subgroups less than 10 students.

Summative Assessment Data

South Carolina Kindergarten Readiness Assessment

Table 2: Percent of students demonstrating readiness by subgroup

Subgroup Count Overall

Performance

Language &

Literacy Mathematics

Social

Foundations

Physical

Well-Being

and Motor

Development

All 92 27.2% 22.8% 14.1% 48.9% 48.9%

Gender

Female 44 34.1% 27.3% 15.9% 56.8% 61.4%

Male 48 20.8% 18.8% 12.5% 41.7% 37.5%

Ethnicity

Asian 2 -- -- -- -- --

Afr. American 62 29.0% 25.8% 17.7% 50.0% 43.5%

Hispanic 19 26.3% 15.8% 10.5% 52.6% 63.2%

White 3 -- -- -- -- --

Other 6 16.7% 16.7% 0.0% 33.3% 33.3%

Lunch Status

Free/Reduced 50 20.0% 18.0% 12.0% 54.0% 48.0%

Pay 42 35.7% 28.6% 16.7% 42.9% 50.0%

English Proficiency

LEP 16 31.3% 12.5% 6.3% 62.5% 68.8%

Non-LEP 76 26.3% 25.0% 15.8% 46.1% 44.7%

IEP Status

Non-Speech IEP 1 -- -- -- -- --

No IEP 91 27.5% 23.1% 14.3% 49.5% 49.5%

Pre-Kindergarten

Head Start 7 0.0% 0.0% 14.3% 28.6% 0.0%

PreK* 53 37.7% 28.3% 18.9% 58.5% 54.7%

None 31 16.1% 19.4% 6.5% 38.7% 51.6%

Unknown 1 -- -- -- -- --


South Carolina READY

Table 3.1: Percent of Students (3-5) Who Scored Meets or Exceeds Expectations on SC Ready ELA by

Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 369 29.6% 366 20.7%

Gender

Male 193 22.8% 192 14.6%

Female 176 37.0% 174 27.6%

Ethnicity

Hispanic or Latino 63 17.5% 67 16.4%

American Indian or Alaska Native 0 -- 0 --

Asian 16 0.0% 7 0.0%

Black or African American 237 29.1% 248 20.5%

Native Hawaiian or Other Pacific Islander 2 -- 0 --

White 40 30.0% 33 18.2%

Two or more races 11 0.0% 11 0.0%

Disability

Disabled 65 1.5% 62 3.2%

Not Disabled 304 35.5% 304 24.4%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 369 29.6% 366 20.7%

English Proficiency

Limited English Proficient 67 19.4% 60 13.3%

Non-Limited English Proficient 302 31.8% 306 22.2%

Poverty

Students in Poverty (SIP) 286 24.5% 298 17.1%

Non-Students in Poverty (SIP) 77 48.0% 65 35.4%


Table 3.2: Percent of Students (3-5) Who Scored Meets or Exceeds Expectations on SC Ready Math by

Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 371 34.8% 371 31.6%

Gender

Male 194 30.9% 195 29.7%

Female 177 39.0% 176 33.5%

Ethnicity

Hispanic or Latino 63 28.6% 71 26.8%

American Indian or Alaska Native 0 -- 0 --

Asian 17 0.0% 7 0.0%

Black or African American 237 33.3% 248 28.6%

Native Hawaiian or Other Pacific Islander 2 -- 0 --

White 41 39.1% 33 27.3%

Two or more races 11 0.0% 11 0.0%

Disability

Disabled 65 10.8% 62 4.9%

Not Disabled 306 39.9% 309 36.9%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 371 34.8% 371 31.6%

English Proficiency

Limited English Proficient 70 31.4% 64 25.0%

Non-Limited English Proficient 301 35.5% 307 32.9%

Poverty

Students in Poverty (SIP) 287 29.6% 299 27.5%

Non-Students in Poverty (SIP) 79 53.2% 68 48.5%


SCPASS

Table 4.1: Percent of Students (4-5) Who Met or Exceeded Expectations on SCPASS Science by Subgroup

Subgroup 2015 2016 2017


All Students 208 55.7% 227 45.9% 259 25.1%

Gender

Male 100 49.0% 125 46.4% 139 23.0%

Female 108 62.1% 102 45.1% 120 27.5%

Ethnicity


American Indian or Alaska Native -- -- -- -- -- --

Asian 6 -- 12 -- 5 --



White 15 -- 28 42.9% 26 30.8%

Two or more races 10 -- 4 -- 8 --

Disability

Disabled 37 10.8% 44 11.4% 45 2.2%

Not Disabled 171 65.5% 183 54.1% 214 29.9%

English Proficiency

Limited English Proficient 32 40.6% 42 38.1% 45 11.0%

Non-Limited English Proficient 176 58.5% 185 47.6% 214 28.0%

Poverty

Students in Poverty (SIP) 164 55.0% 173 39.3% 209 22.9%

Non-Students in Poverty (SIP) 41 60.9% 52 69.2% 47 34.0%


Standards and Scale Changed for 2017

Table 4.2: Percent of Students (4-5) Who Met or Exceeded Expectations on SCPASS Social Studies by

Subgroup

Subgroup 2015 2016 2017


All Students 208 79.4% 226 71.6% 259 60.3%

Gender

Male 100 71.0% 124 70.2% 139 56.1%

Female 108 87.1% 102 73.6% 120 65.0%

Ethnicity


American Indian or Alaska Native -- -- -- -- -- --

Asian 6 -- 11 -- 5 --



White 15 -- 28 67.9% 26 73.1%

Two or more races 10 -- 4 -- 8 --

Disability

Disabled 37 45.9% 44 34.1% 45 26.6%

Not Disabled 171 86.5% 182 80.8% 214 67.3%

English Proficiency

Limited English Proficient 32 68.8% 41 63.4% 45 60.0%

Non-Limited English Proficient 176 81.2% 185 73.5% 214 60.3%

Poverty

Students in Poverty (SIP) 164 78.0% 173 68.3% 209 58.4%

Non-Students in Poverty (SIP) 41 87.8% 51 86.3% 47 70.2%


School Climate

Table 5 shows the percent of teachers, students and parents who indicated they were satisfied learning

environment, the social and physical environment, and school-home relations on the 2015 through 2017

South Carolina Department of Education School Climate surveys.

Table 5: School Climate Satisfaction by Teacher, Student and Parent groups for 2015-2017

2015 2016 2017


Satisfied with the Learning Environment

Teacher 49 100.0% 43 100.0% 63 96.8%

Student 92 94.0% 87 88.5% 111 90.1%

Parent 44 86.0% 19 100.0% 18 88.9%

Satisfied with the Social and Physical Environment

Teacher 49 100.0% 43 97.7% 63 100.0%

Student 92 74.0% 87 88.5% 111 83.8%

Parent 44 89.0% 19 94.8% 18 83.3%

Satisfied with the School-Home Relations

Teacher 49 84.0% 43 83.8% 63 82.5%

Student 92 82.0% 87 80.2% 111 83.9%

Parent 44 73.0% 19 70.6% 18 72.2%

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 district and school data to identify areas in need of

improvement. Required areas to be addressed are: Student Achievement,

Teacher/Administrator Quality, School Climate, and Gifted and Talented.

Student Achievement, including sub-groups

Windsor Elementary has several systems in place to meet the academic and behavioral needs of its

students. Homeroom teachers serve as the primary Tier I interventionists and if students present with

additional academic or behavioral needs, teachers can recommend them to the school‘s Intervention

Assistance Team (IAT). This team composed of members such as the school‘s administrators, teachers,

psychologist, counselor, and social worker help to develop interventions and provide recommendations to

help referred students. If these students need further support academically, they are added to the Tier II

and Tier III pullout programs where they receive supplemental instruction in the areas of reading and

math. If students need behavioral support, they receive services including, but not limited to behavior

intervention plans and individual and small group counseling. While our students have experienced

success with this model, Windsor continues to monitor and adjust its procedures and practices to benefit

its students.

Although Windsor has made noteworthy academic improvements over the last three years, we

continuously reflect on ways to improve the overall educational experience of all students. Using data

from the past three years to guide our decision-making, Windsor will work on the following areas of

improvement:

Windsor‘s students are currently being outperformed by other students in the district and state as

measured by SC READY and PASS. Teachers and administrators will continue working with

district content specialists in order to improve achievement in all core subject areas.

Through continued professional development, teachers will continue to improve their knowledge

and implementation of the International Baccalaureate PYP and differentiated instruction

strategies.

http://ed.sc.gov/data/report-cards/state-report-cards/

Early Childhood/Primary (PK–2):

During the 2017 fall administration of KRA, 22.8% of Kindergartners demonstrated readiness in

Language and Literacy and 14.1% demonstrated readiness in math.

Of our Kindergartners receiving subsidized meals, 18.0% of students demonstrated readiness in Language

and Literacy and 12.0% demonstrated reading in math.

Based on our KRA data and the needs of our incoming Kindergartners, we will continue to monitor and

increase our intervention support in the early grades to ensure that all of our students are ready to meet the

grade level expectations.

Elementary School (3-5)

ELA and Math:

During the 2017 spring administration of SC READY, 20.7% of our third-fifth graders scored met or

exceeds in ELA. 20.5% of African American students and 16.4% of Hispanic students scored met or

exceeds in ELA. Based on our ELA data, we will continue to focus on improving student achievement in

ELA by providing more professional development support for teachers, more of a literacy rich

environment, and literacy intervention. We will also continue to add Open Court to first grade this year to

ensure that all of our students have a solid phonics background.

During the 2017 spring administration of SC READY, 31.6% of our third-fifth graders scored met or

exceeds in Math. 28.6% of African American students and 26.8% of Hispanic students scored met or

exceeds in Math. Based on our Math data, we are pleased with improvement from last year but will

continue to strive to improve student achievement, specifically with our Hispanic Students.

The SC Ready data in Math and ELA is below the district and state average. The administration and

teachers are working closely with our district content specialists to ensure that instruction in Math and

ELA is fully aligned to the standards specifically in the areas of reading comprehension and base ten.

Science and Social Studies:

During the 2017 spring administration of SC PASS, 25.1% of our fourth and fifth graders scored met or

exceeds in Science. 25.0% of African American students and 14.5% of Hispanic students scored met or

exceeds in Science.

During the 2017 spring administration of SC PASS, 60.3% of our fourth and fifth graders scored met or

exceeds in Social Studies. 58.7% of African American students and 50.0% of Hispanic students scored

met or exceeds in Social Studies.

The SC PASS data in Science and Social Studies has declined over the past three years. The

administration and teachers are working closely with our district content specialists to ensure that

instruction in Science and Social Studies is fully aligned to the standards.

Middle School (6-8)

N/A

High School (9-12)

N/A

Teacher/Administrator Quality

Although state report card data reflects a high percentage of teachers satisfied with the learning

environment within our high-poverty setting; we recognize the need for on-going professional

development. Additional professional learning opportunities for teachers are needed for the

implementation of the International Baccalaureate PYP to teach the South Carolina College and Career

Ready Standards. The District‘s Four Squares focusing on Learning, Character, Community, and Joy

provide guidance to teachers and other stakeholders about their roles in helping our students to achieve

the Profile of the South Carolina graduate.

School Climate

Windsor Elementary is noted for having a strong, positive teaching and learning community. This culture

of excellence has allowed us to recruit, employ, and retain qualified certified and classified staff to

support the purpose and direction of our school.

State report card survey results for our school indicates that ―Leadership and staff foster a culture

consistent with the school‘s purpose and direction‖ and ―Qualified professional and support staff are

sufficient in number to fulfill their roles and responsibilities necessary to support the school‘s purpose,

direction, and educational program‖. Additionally, ―Leadership monitors and communicates

comprehensive information about student learning, conditions that support student learning and the

achievement of school improvement goals to stakeholders.‖

District Priorities

As an International Baccalaureate PYP World School, Windsor Elementary believes in helping all students develop world class skills. Being an IB PYP School, our students focus on the IB profiles and attitudes. Windsor provides a safe, nurturing and academically challenging learning environment where all students enhance their use of skills necessary for 21st Century citizenship.

Faculty and staff are trained in differentiated instruction to meet the academic needs of all students. Windsor has the constant drive to enhance the curriculum through hands-on activities and a variety of strategies to engage all students in the mastery of content learning. Our teachers are data-informed and are always stretching our students to do their very best.

Our Response to Intervention Program (RTI) has implemented LLI in our early grades with much success. We are focusing on constantly helping each and every student develop early intervention strategies to be successful readers and writers with an understanding of number sense and the social sciences. Through the expertise and training of our on-site reading coach, we have focused on text dependent analysis which develops students’ reading stamina and ability communicate the understanding of texts using written expression.

At Windsor Elementary we have also focused on Service Learning Projects such as our annual “We Pink We Can” Cancer walk where we have raised over a thousand dollars each year. We believe that these real-life giving experiences are helping our students to become connected

with their community and enhance their goals for success in life.

Gifted and Talented

Students may begin our district‘s state identified Gifted and Talented program, ALERT, in second grade.

ALERT operates as a one-day-a week pullout program.

In addition to the Gifted and Talented Program offered by the school district, Windsor also hosts a math

enrichment program to for all fifth grade students who score above the 70th percentile in math based on

SC Ready and Measures of Academic Progress (MAP) results.

LEARNING

Learning is the cornerstone on which all that we do in Richland Two is built. In our innovative learning environments, all partners acquire knowledge

and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.

ACHIEVEMENT GOAL

Using baseline data obtained from 2017 SC Ready scores in ELA and Math, Windsor Elementary will work to ensure students’ academic

success by increasing academic achievement in all areas as evidenced by State and District testing:

2018 - 2 % increase;

2019 – 4 % increase;

2022 – 6 % increase;

2021 - 8 % increase;

2022 - 10% increase

WE Student Outcome/Strategy Our students will meet or exceed normed scores and will develop overall academic success on all key measures in

ELA, math, science, and social studies.

WE Staff Outcome/Strategy WE staff participates in on-going, relevant professional learning experiences to support teaching and learning using

the International Baccalaureate PYP as our framework for ELA, math, science, and social studies and culturally

relevant practices.

WE Community

Outcome/Strategy

Increase parent and community awareness and support of academics and curriculum taught at WE.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and funding

source(s)

Accountability

Students will participate in Project-Based

and Inquiry-Based Learning experiences.

2018

2019

2020

2021

2022

Administration

Teachers

IB Unit Planners Discretionary

Funds-($300)

PTO

-SC Ready

-SC PASS

-MAP

-Benchmarks

-IB Student Portfolios

-IB Exhibition

Provide students access to field trips and

experiences that provide hands on

engagement in science and social studies

2018

2019

2020

2021

2022

Administrators

Teachers

Community

Members

SC PASS Scores Discretionary

Funds, Title I-

($15,000)

Grants

PTO

-SC PASS Scores

Leveled Literacy materials for Tier I and

II instruction

2018

2019

2020

2021

2022

Response to

Intervention

Program (RTI)

Growth on Easy CBM Data Title I- ($5,000) -SC Ready Scores

Number Worlds materials for Tier I and

II instruction.

2018

2019

2020

2021

2022

Response to

Intervention

Program (RTI)

Growth on Easy CBM Data Title I- ($2,000) -SC Ready Scores

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and funding

source(s)

Accountability

Ensure alignment between IB Planners,

district pacing guides, and effective

strategies to help students connect with

content and promote real-world learning.

2018

2019

2020

2021

2022

Administration

Teachers

Content

Specialists

RTI Team

Alignment of planners to state

standards

General Funds

21st Century Grant

Title I- ($5,000)

At Risk Funds

-Quarterly review of

planners with

standards

-After School

Tutoring

Provide faculty and staff with

professional development on the

implementation of the IB PYP and other

best practices to address the needs of

WES.

2018

2019

2020

2021

2022

Administration

Content

Specialists

Teacher Survey Results

Student Data

General Funds

Title I ($6,000)

-Survey professional

development needs

from teachers

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and funding

source(s)

Accountability

Continue to foster partnerships with

district and community stakeholders in

order to provide meaningful learning

experiences for students and community

members.

2018

2019

2020

2021

2022

Administration

Teachers

Staff

School

Counselor

Social Worker

Community Survey Results Discretionary

Funds

Title I

-Survey of

Community Needs

Students will demonstrate an appreciation

for the diverse talents and cultural

perspectives of others.

2018

2019

2020

2021

2022

Administration

Student

Council/Early

Act Advisor

Teachers

Students

Two Service Learning Activities

Per Year

Discretionary

Funds

PTO Supported

Fundraisers

-Monthly Student

Council/Early Act

Meetings

TALENT GOAL

Windsor Elementary will enhance our college and career readiness of students by increasing the percentage of teachers who plan and

implement professional development focusing on an area of individual or group expertise.

2018- 20%

2019- 40%

2020- 60%

2021- 80%

2022- 100%

WE Student Outcome/Strategy WE students benefit from the opportunity to identify their gifts and talents and have the opportunity to pursue their passions.

WE Staff Outcome/Strategy WE employees will identify an area of expertise and share with their colleagues to enhance the quality of the teaching and learning environment.

WE Community Outcome/Strategy Community members share their gifts and talents with WE, Richland Two students and employees.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source

Accountability

Continue club days as well as other community experiences to allow student inquiry to pursue their passions and strengths such as photography, creative writing, and yoga.

2018 2019 2020 2021 2022

Administration Teachers Staff

Scheduled dates on the calendar Presentation of student work

Discretionary Funds After School Budget- ($500) PTO

-Assemblies -Club Days -Arts Day -International -Community Day -Career Day

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source

Accountability

The WE faculty will develop their expertise in content and assessment to enhance the implementation of the IB PYP.

2018 2019 2020 2021 2022

Administration IB Coordinator Reading Coach Teachers

-Survey of professional development needs -SC Ready Scores -SC PASS Scores

General Funds & Title I ($25,000)

-IB Unit Planners -Lesson Plans

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source

Accountability

Continue to foster partnerships with district and community stakeholders that allow students, employees, and

2018 2019 2020

Administration Teachers School

-Sign-in sheets for guests presenters/artists -Volunteer records

Discretionary Funds, General Funds, and Title I

-Service learning initiatives (Hope 365, Pennies for Patients,

community members to explore their passions and share their talents.

2021 2022

Counselors ($5,000) WE Pink We Can) -Club days -Assemblies -International Community Day -Career Day

CULTURE AND ENVIRONMENT GOAL

Windsor Elementary will promote collaboration among all partners in order to build and add to our collective knowledge and expertise.

WE Student Outcome/Strategy WE maintains a student-centered environment that fosters collaboration and supports learning.

WE Staff Outcome/Strategy We staff create and maintain an environment that promotes collaboration and supports learning for students

and all other partners including themselves.

WE Community Outcome/Strategy Collaboration with WE community partners expands and increases learning opportunities for students, staff,

and community members.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding

Source

Accountability

Students will demonstrate an appreciation

for the diverse talents and cultural

perspectives of others.

2018

2019

2020

2021

2022

Administration

Student

Council/Early

Act Advisor

Teachers

Students

Two service learning activities

per year

After School

Budget

PTO

-Student

Council/Early Act

monthly meetings

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Accountability

Source

WE faculty and staff will participate in

professional development which promotes

the implementation of the IB PYP. exhibit

IB Learner Profiles and Attitudes that

promote Global Citizenship

2018

2019

2020

2021

2022

Administration

Teachers

Mentors

Staff

Students

IB Planners guiding Units of

Study

General Funds

Title I

-Student portfolios

-Fifth grade

exhibition

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding

Source

Accountability


district and community stakeholders

that promote global citizenship.

2018

2019

2020

2021

2022

Administration

Content Area

Specialist

School

Counselor

Career

Counselor

Monthly Professional Speakers

at faculty meeting

General Funds

Title I

-Create a timeline of

monthly guest

speakers to faculty

meetings.

CHARACTER Character is a building block to a great education. Positive character traits are essential to becoming contributing members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.

ACHIEVEMENT GOAL

Using baseline data obtained from 2017 discipline referrals, Windsor Elementary will encourage our students to demonstrate a high level of ethical

character within and outside of the WE community as measured by a decrease in discipline referrals and suspensions. A reduction in discipline

referrals and suspensions will help to create a positive school CLIMATE.

2018 - 10% reduction

2019 – 20% reduction



2022 - 50% reduction.

WE Student Outcome/Strategy WE students excel in developing and applying the Life and Career Characteristics of South Carolina Graduate by exemplifying the IB Learner Profile and practicing the Attitudes.

WE Staff Outcome/Strategy WE staff consistently model strong proactive behaviors, serving as role models for our students and each other.

WE Community Outcome/Strategy The WE community benefits from and participates in service learning and character building opportunities to make the community better.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source

Accountability

Through a variety of experiences WE

will promote global citizenship and

the implementation of the IB PYP

using the Learner Profile and

Attitudes.

2018 2019 2020 2021 2022

Administration

Teachers

Mentors

Staff

Students

School

-Weekly Girls in Pearls

program and Boys in

Bowties

-Reduction in Discipline

Referrals

-Title I

-Discretionary

Funds- ($1,500)

-General Funds

-Monthly Calendar of

events

-Classroom Community

Meetings

-Highlight Profile and

Attitudes on the News

Counselor

Career

Counselor

Show

Students will demonstrate an

appreciation for the diverse talents and

cultural perspectives of others.

Administration

Teachers

Student

Council/Early

Act Advisor

Students

-Two service learning

activities per year,

-Reduction in discipline

referrals

Discretionary Funds

($500)

-Monthly Student

Council/Early Act meetings

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source

Accountability




best practices to address and support the

needs of WES.

2018

2019

2020

2021

2022

Administration

Teachers

IB Coordinator

School

Counselor

RTI Behavior

Coach

-Review of classroom

management/community-

building needs based on

quarterly review of

discipline referrals.

General Funds

Title I (RTI

Behavior Support

Coach/Teacher

Assistant Position

($30,000)

-Calendar of professional

development opportunities

-Reduction in discipline

referrals/suspensions

Celebrate faculty and staff members

who exemplify great character and use

of the Learner Profile and Attitudes

2018

2019

2020

2021

2022

Administration

Teachers

Staff

School

Counselor

Sign-in sheets and

reflection writing

Discretionary Funds

Title I

PTO

Grants

($6,000)

-Semester scheduling with

Columbia College Alliance

-Guys with Ties and Girls in

Pearls Mentoring

-Rotary/Community

Readers

-Club Day volunteers

-Backpack Program

(Harvest Hope)

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Accountability

Source

Cultivate a teaching and learning

climate that welcomes and celebrates the

diversity of the WE community.

2018

2019

2020

2021

2022

Administration

Teachers

Reading Coach

Staff

-Sign-in sheets/Logs

-Surveys

-Arts Day

-Monthly PTO

Meetings

-Rotary Readers

-University

Partnerships

-Assemblies

-Family Curriculum

Nights

-WE Fest

-Title I

-After School Funds

-PTO

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source

Accountability

Ongoing service projects through

Parenting Partners, PBL, and Service

Learning

2018

2019

2020

2021

2022

Principal

Teachers

Community

Members

Parent Educator

Implementation of

service projects with

community partners.

TBD

SSIP grant,

Magnet grant

-All partners will be given

the opportunity to

participate in our school

community.

TALENT GOAL

WE will work to recruit, develop and retain partners who promote the strong positive character traits that help make learning complete.

WE Student Outcome/Strategy WE students serve as ambassadors for Richland Two by modeling the core values of the district: Learning;

Character; Community; and Joy.

WE Staff Outcome/Strategy WE staff demonstrates a commitment to the district‘s core values; model positive character traits and help

students develop those traits as well.

WE Community Outcome/Strategy Our WE community provides a safe, secure and inviting place to live which attracts and retains partners who

are contributing members of society and positive role models for our students.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress

Cost and Funding Source

Accountability



cultural perspectives of others. .

2018

2019

2020

2021

2022

Student

Council/Early

Act Advisor Teachers Students Administration

Two service learning

activities per year

After School Budget -Student Council/Early Act

monthly meetings

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress


Accountability

Promote global citizenship the

implementation of the IB PYP using the

Learner Profile and Attitudes.

2018

2019

2020

2021

2022

Students Administration Teachers Staff

-Daily morning show -morning meetings -Classroom

observations

General Funds -Daily morning show -Morning meetings

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress


Accountability


district and community stakeholders who

serve as positive role models for the

students of WE

2018

2019

2020

2021

2022

Administration

Teachers

School

Counselor

College Intern

Sign in sheets and

reflection writing

General Funds

Title I

-Semester scheduling with

Columbia College Alliance

-Male Mentor program

-Rotary Readers

Liaison


WE will work to maintain a culture and environment that reinforces positive character traits.

WE Student Outcome/Strategy Our students participate in character education.

WE Staff Outcome/Strategy Our staff participates in character education and model positive behavior to students.

WE Community Outcome/Strategy We partner with the community to develop positive character traits for our stakeholders.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress


Accountability

Promote global citizenship through the



2018 2019 2020 2021 2022

Administration

Teachers (Club

Leaders)

School Counselor

Observation

Surveys

After School

Funding

PTO

-Monthly recognition of IB

spotlight

-Participation in student

organizations (Flag Patrol;

WE Pink We Can; Safety

Patrol; Pennies for Patients

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress


Accountability

WE faculty and staff will participate in

professional development to reinforce the

implementation of the IB Learner Profile

and Attitudes.

2018 2019 2020 2021 2022

Girls on the Run

Trained staff

School Counselor

Teachers

Yearly program

participation

General Funds

Title I

-Girls on the Run

-Girls in Pearls and Boys in

Bowties

Administration

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress


Accountability


district and community stakeholders who

model positive behavior for our students.

2018 2019 2020 2021 2022

Administration

Teachers

Mentors

Service Learning

Project (Hope 365

with RNE)

General Funds

Title I

-Annual collaboration with

High schools/Colleges

COMMUNITY

We value the power of working with our entire community – students, employees, parents, residents, businesses, faith-based organizations, government

entities and elected officials (partners). Working together, we continuously improve the Richland Two community and support each other in

maximizing our gifts and talents, as we pursue our pathways to purpose.

ACHIEVEMENT

WE will maximize opportunities for partners to collaborate and work together for the greater good.

WE Student Outcome/Strategy

WE Students participate in meaningful and relevant community service projects that provide

opportunities to expand their learning and support the WE and Richland Two community.

WE Staff Outcome/Strategy Our WE employees support and serve as leaders in community organizations, building their capacity to

support the mission and vision of the district and school while bettering the community.

WE Community Outcome/Strategy WE capitalize on mutually beneficial community partnerships that support our students, staff and

community partners as they pursue their pathways to purpose.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of

Progress

Cost and Funding

Source

Accountability


implementation of the IB PYP by

providing students with opportunities to

participate in service learning activities.

2018

2019

2020

2021

2022

Administration

Teachers

Students

School Counselor

IB Planners guiding

units of study

Title I First and second semester

service learning project for

Student Council/Early Act

Fifth grade Exhibition

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Cost and Funding Accountability

Progress Source




best practices to address the needs of

WES.

2018

2019

2020

2021

2022

Administration

Teachers

Staff

IB Planners guiding

units of study

General Funds

Title I

IB Planners guiding units of

study

WE Community Strategy Action Step Timeline Responsibility Measure(s) of

Progress

Cost and Funding

Source

Accountability


district and community stakeholders.

2018

2019

2020

2021

2022

Administration

Teachers

Students

PTO

Sign-in Sheets

School-wide

participation log

General Funds

Title I

-WE Fest

-Curriculum Night(s)

-PTO Sponsored Programs

TALENT GOAL

WE will strive to identify and maximize the collective talent of our partners.

WE Student Outcome/Strategy WE helps our students identify their talents and share them with our community.

WE Staff Outcome/Strategy Our WE staff identifies their talents and uses them to assist our students in pursuing personal pathways to

purpose.

WE Community Outcome/Strategy Community members share their gifts and talents with WE and Richland Two students and employees.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Cost and Funding Accountability

Progress Source

Students will be given opportunities to

share their talents and demonstrate an



2018

2019

2020

2021

2022

Administration

Teachers

Staff

General Funds

After School Budget

PTO

-Club Days

-Assemblies

-Quarterly Awards

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of

Progress

Cost and Funding

Source

Accountability

Continue to offer WE faculty and staff

opportunities to model the characteristics

of the IB PYP by mentoring students and

offering them chances to explore their

individual talents.

2018

2019

2020

2021

2022

Administration

Teachers

Staff

Interest surveys General Funds

After School Budget

PTO

-Club Days

-Assemblies

-Girls on the Run

-Guys in Ties


Progress

Cost and Funding

Source

Accountability


district and community stakeholders.

2018

2019

2020

2021

2022

Administration

Career Counselor

School Counselor

Teachers

Yearly theater

production

Career Day

General Funds

Title I

PTO

-Yearly theater production

Career Day


WE will promote collaboration among all partners in order to build and add to our collective knowledge and expertise.

WE Student Outcome/Strategy In all WE classrooms, it is evident that every student is valued and appreciated.

WE Staff Outcome/Strategy A highly qualified, premier teacher is in all classrooms at WE.

WE Community Outcome/Strategy We maximize opportunities to bring the community together and lead the way in enhancing Northeast

Richland County and the WE community.


Progress

Cost and Funding

Source

Accountability




2018

2019

2020

2021

2022

Administration

Teachers

School Counselor

Observations

Survey of end of

quarter grades

PTO -Monthly recognition for IB

spotlight

-Quarterly Honor Roll

Bingo


Progress

Cost and Funding

Source

Accountability

Implement mentoring programs that focus

on character development and IB Learner

Profile and Attitudes.

2018

2019

2020

2021

2022

Administration

Teachers

Resource Officer

DARE Program

Guys in Ties and

Girls with Pearls

General Funds -DARE Program

-Guys in Ties and Girls

with Pearls


Progress

Cost and Funding

Source

Accountability

Conduct routine evaluations of WE‘s

implementation of the IB PYP and its

progress toward achieving its overall

mission.

2018

2019

2020

2021

2022

Administration Annual Surveys General Funds Accountability Data

JOY

What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the job of a job well done promotes future success.

The WE family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who

embrace innovation and learning.

ACHIEVEMENT GOAL

WE will celebrate and recognize the achievement of all partners.

WE Student Outcome/Strategy We celebrate and recognize our students for growth and achievements in academics, arts, athletics, and service.

WE Staff Outcome/Strategy Our staff earns celebrations and recognition for demonstrating growth and excellence.

WE Community Outcome/Strategy We honor community partners for maximizing their gifts and talents.


Progress

Cost and Funding

Source

Accountability




2018

2019

2020

2021

2022

Administration

Teachers

Students

Quarterly grades

Annual Exhibition

Classroom

Observations

PTO

After School Funds

-Honor Roll Bingo

-Family Nights


Progress

Cost and Funding

Source

Accountability

Recognize/celebrate the contributions of

staff members who exemplify the traits of

the IB Learner Profile and Attitudes.

2018

2019

2020

Administration

Teachers

Staff

Monthly IB spotlight

for staff

Teacher Appreciation

PTO

After School Funds

-Monthly IB spotlight for

staff

-Teacher Appreciation Week

2021

2022

Week


Progress

Cost and Funding

Source

Accountability

Recognize/celebrate the contributions of

community stakeholders who exemplify

the traits of the IB Learner Profile and

Attitudes.

2018

2019

2020

2021

2022

Administration

School

Counselor

Career Counselor

Staff

Volunteer Breakfast

Sign-in Sheets

After School Funds

-Sign-in Sheets

TALENT GOAL

WE will consistently look for ways for our partners to experience joy while learning and working.

WE Student Outcome/Strategy WE students benefit from multiple opportunities to discover their passions.

WE Staff Outcome/Strategy WE staff participates in ongoing professional and personal growth opportunities to develop work skills and

knowledge, and to ensure a healthy work/personal-life balance.

WE Community Outcome/Strategy In joyful settings, we offer community members opportunities to share their gifts and talents with WE and

Richland Two students and employees.


Progress

Cost and Funding

Source

Accountability

Recognize/celebrate students who

exemplify the traits of the IB Learner


2018

2019

2020

Administration

Teachers

Career

Observations

Exhibition

Survey results

Title I

General Funds

-Exhibition

-Field studies

-Career Day

2021

2022

Counselor

School

Counselor

-R2 Designated Turn

Around Student


Progress

Cost and Funding

Source

Accountability

Provide faculty and staff with professional

development on the implementation of the

IB PYP and other best practices to address

the needs of WES.

2018

2019

2020

2021

2022

Administration

Teachers

Professional

development plan

Surveys

SLOs/GBEs

General Funds

After School Funds

-Monthly schedule of

professional development

opportunities


Progress

Cost and Funding

Source

Accountability

Establish opportunities for all stakeholders

to use their unique talents to promote a

positive school culture and exemplify the

traits of the IB Learner Profile and

Attitudes.

2018

2019

2020

2021

2022

Administration

Teachers

Staff

Interest survey PTO

Grants

After School Funds

-School Garden

-Club Days


WE will strive to have a joyful and productive environment for all partners.

WE Student Outcome/Strategy WE ensure all students develop meaningful relationships, which are vital to engaging students in

purposeful learning.

WE Staff Outcome/Strategy WE staff participates in regular motivational and inspirational activities.

WE Community Outcome/Strategy WE maximizes opportunities to bring the community together.

WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding

Source

Accountability




2018

2019

2020

2021

2022

Administration

Teachers

Students

Engagement

After School Funds -Assemblies (Veteran‘s

Day, Black History

Month, International Day).

WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding

Source

Accountability

Cultivate a teaching and learning

environment that welcomes and

celebrates the diversity of the WE

community.

2018

2019

2020

2021

2022

Administration

Teachers

Reading Coach

Staff

Sign-in sheets/Logs

Surveys

Title I

After School Funds

PTO

-Arts Day

-Monthly PTO meetings

-Rotary Readers

-University Partnerships

-Assemblies

-Family Curriculum

Nights

WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding

Source

Accountability

Establish opportunities for all

stakeholders to use their unique talents

to promote a positive school culture and

exemplify the traits of the IB Learner


2018

2019

2020

2021

2022

Administration

Teachers

Staff

PTO

Program/Assembly

Committee Team

Members

Volunteer sign-up

Community

engagement/Participation

PTO

After School Funds

-School Garden

-WE Fest

-Assemblies

windsor elementary school strategic plan 2018- 2023

Documents