b - greenville county school district
TRANSCRIPT
SIMPSONVILLE ELEMENTARY SCHOOL
AT MORTON PLACE Mrs. Jan James, Principal
SCHOOL DISTRICT OF GREENVILLE COUNTY Mr. W. Burke Royster, Superintendent
STRATEGIC PLAN
2013-14 THROUGH 2017-18
200 Morton Avenue
Simpsonville, SC 29681
864-355-8300
http://www.greenville.k12.sc.us/simville/
Kindergarten through 5th Grade
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SCHOOL RENEWAL PLAN COVER PAGE
School: Simpsonville Elementary School
School District: Greenville County Schools
School Renewal Plan for Years: 2013-14 through 2017-18 (five years)
School Renewal Annual Update for: 2013-14 (one year)
Assurances
The school renewal plan, or annual update of the of the school renewal plan, includes
components required by the Early Childhood Development and Academic Assistance Act of
1993 (Act 135) and the Education Accountability Act of 1998 (EAA) (S.C. Code Ann.
§§59-18-1300 and 59-139-10 et seq. (Supp. 2004)). The signatures of the chairperson of
the board of trustees, the superintendent, the principal, and the chairperson of the School
Improvement Council are affirmation of active participation of key stakeholders and
alignment with Act 135 and EAA requirements.
Chairperson, Board of Trustees
Mr. Charles J. Saylors ___ ____________________ _______________
Printed Name Signature Date
Superintendent
Mr. W. Burke Royster ___ ____________________ _______________
Printed Name Signature Date
Chairperson, School Improvement Council
Mrs. Sandra Lane ______ ____________________
Printed Name Signature Date
School Principal
Mrs. Jan H. James ______ ____________________ _______________
Printed Name Signature Date
School Address 200 Morton Avenue, Simpsonville, SC 29681 _______________
School’s Telephone (864) 355-8300
Principal’s E-Mail Address: [email protected]
SCHOOL NAME Simpsonville Elementary __
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STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS
List the names of persons who were involved in the development of the
school renewal plan. A participant for each numbered category is required.
Position Name
1. Principal Jan H. James ______________
2. Teacher David Janiskee ____________
3. Parent/Guardian Beth White _______________
4. Community Member Peter Bergstrom ___________
5. School Improvement Council Garrick Smith______________
6. Others* (May include school board members, administrators
School Improvement Council members, students, PTO members, agency representatives, university partners,
etc.)
Position Name
Assistant Principal ____ Jackie Earle
Parent/Teacher ______ Sally Given
Parent/Teacher ______ Antoinette Boller
Parent/Teacher ______ Angela Watts
Instructional Coach ___ Shay Willimon
Parent/Teaching Assistant Patricia Idarraga
P.T.A. President ______ Dixie Nance
* 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.
SCHOOL NAME Simpsonville Elementary __
4
ASSURANCES FOR SCHOOL RENEWAL PLANS (Mandated Component)
Act 135 Assurances
Assurances, checked and signed by the principal, attest that the district complies with all
applicable Act 135 requirements.
Academic Assistance, PreK–3
The school makes special efforts to assist children in PreK–3 who demonstrate a
need for extra or alternative instructional attention (e.g., after-school homework
help centers, individual tutoring, and group remediation).
Academic Assistance, Grades 4–12
The school makes special efforts to assist children in grades 4–12 who demonstrate
a need for extra or alternative instructional attention (e.g., after-school homework
help centers, individual tutoring, and group remediation).
Parent Involvement
The school encourages and assists parents in becoming more involved in their
children’s education. Some examples of parent involvement initiatives include
making special efforts to meet with parents at times more convenient for them,
providing parents with their child’s individual test results and an interpretation of
the results, providing parents with information on the district’s curriculum and
assessment program, providing frequent, two way communication between home
and school, providing parents an opportunity to participate on decision making
groups, designating space in schools for parents to access educational resource
materials, including parent involvement expectations as part of the principal’s and
superintendent’s evaluations, and providing parents with information pertaining to
expectations held for them by the school system, such as ensuring attendance and
punctuality of their children.
Staff Development
The school provides staff development training for teachers and administrators in
the teaching techniques and strategies needed to implement the district plan for
the improvement of student academic performance. The staff development
program reflects requirements of Act 135, the EAA, and the National Staff
Development Council’s revised Standards for Staff Development.
Technology
The school integrates technology into professional development, curriculum
development, and classroom instruction to improve teaching and learning.
Recruitment
The district makes special and intensive efforts to recruit and give priority to
serving those parents or guardians of children, ages birth through five years, who
are considered at-risk of school failure. “At-risk” children are defined as those
whose school readiness is jeopardized by any of, but not limited to, the following
personal or family situation(s): Educational level of parent below high school
graduation, poverty, limited English proficiency, significant developmental delays,
instability or inadequate basic capacity within the home and/or family, poor health
(physical, mental, emotional), and/or child abuse and neglect.
SCHOOL NAME Simpsonville Elementary __
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Collaboration
The school (regardless of the grades served) collaborates with health and human
services agencies (e.g., county health departments, social services departments,
mental health departments, First Steps, and the family court system).
Developmental Screening
The school ensures that the young child receives all services necessary for growth
and development. Instruments are used to assess physical, social, emotional,
linguistic, and cognitive developmental levels. This program normally is appropriate
at primary and elementary schools, although screening efforts could take place at
any location.
Half-Day Child Development
The school provides half-day child development programs for four-year-olds
(some districts fund full-day programs). The programs usually function at primary
and elementary schools, although they may be housed at locations with other
grade levels or completely separate from schools.
Developmentally Appropriate Curriculum for PreK–3
The school ensures that the scope and sequence of the curriculum for PreK-3 are
appropriate for the maturation levels of students. Instructional practices
accommodate individual differences in maturation level and take into account the
student's social and cultural context.
Parenting and Family Literacy
The school provides a four component program that integrates all of the following
activities: interactive literacy activities between parents and their Children
(Interactive Literacy Activities); training for parents regarding how to be the
primary teachers for their children and full partners in the education of their
children (parenting skills for adults, parent education); parent literacy training that
leads to economic self-sufficiency (adult education); and an age-appropriated
education to prepare children for success in school and life experiences (early
childhood education). Family Literacy is not grade specific, but generally is most
appropriate for parents of children at the primary and elementary school levels and
below, and for secondary school students who are parents. Family Literacy program
goals are to strengthen parent involvement in the learning process of preschool
children ages birth through five years; promote school readiness of preschool
children; offer parents special opportunities to improve their literacy skills and
education, a chance to recover form dropping out of school; and identify potential
developmental delays in preschool children by offering developmental screening.
Coordination of Act 135 Initiatives with Other Federal, State, and District
Programs
The district ensures as much program effectiveness as possible by developing a
district wide/school wide coordinated effort among all programs and funding. Act
135 initiatives are coordinated with programs such as Head Start, First Steps, Title
I, and programs for students with disabilities.
SCHOOL NAME Simpsonville Elementary __
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Table of Contents
I. Title Page 1
II. SDE Cover Page 2
III. SDE Stakeholder Involvement Page 3
IV. SDE Assurances 4 - 5
V. Table of Contents 6
VI. Introduction 7
VII. Executive Summary 8 - 11
VIII. School Profile 12 - 27
IX. Mission, Vision, and Beliefs 28
X. Data Analysis and Needs Assessment 29 – 45 A. Student Achievement Needs Assessment
B. Teacher and Administrator Quality
a. Professional Development Plan
C. School Climate Needs Assessment
XI. School Renewal Plan 2013-14 through 2017-18 46-87
XII. 2011-12 School Report Card 88-91
2010-11 School Report Card
SCHOOL NAME Simpsonville Elementary __
7
INTRODUCTION
to the Our Strategic Plan/School Portfolio
The Simpsonville Elementary Strategic Plan/School Portfolio was developed to
document the progress our school has made while working to continuously improve all
areas of instruction, learning environment and parent/community involvement. The
strategic plan provides our staff with an ongoing means for self-assessment,
communication, continuous improvement, and accountability.
This strategic plan is an evolving document that describes Simpsonville Elementary and
includes actual evidence of our work. It describes who we are, our vision for the school,
goals, plans, progress, and achievements in the context of student demographics and
needs, and school partnerships.
A team of teachers was involved in developing the narrative for our portfolio based on
input from the whole staff. Much of the narrative content came from discussions by the
staff in the process of evaluating our work using the AdvancedED Self-Assessment. In
future yearly assessments, the staff will be asked to contribute “evidence” of progress—
actual documents that show the changes in our practices.
Staff and community members listed on page 3 were involved in the development of
our Strategic Plan along with our Leadership Team composed of grade level/
department chairs and Action Team chairs. The additional members of our Leadership
Team are Carrie Moore, Joy Floyd, Marsha Bankston, Lisa Lewis, Cindy Gillespie, Marie
Howard, Teresa Finchum, Anne Henderson, Jennie Shaver, Judy Coble, Sally Given,
Molly Mathews, and Angela Watts.
8
EXECUTIVE SUMMARY to the Our Strategic
Plan/School Portfolio
"Simpsonville Elementary School at Morton Place is a neighborhood school working in partnership
with committed parents, eager students and dedicated professionals striving to achieve success…nothing less."
Simpsonville Elementary School is a kindergarten through grade five public school. We moved into our new
facility in August, 2003. Our new school is the result of combining Morton Elementary and Simpsonville
Elementary in 2002-2003 and is located on the old Morton site. We lost a portion of our higher socio-
economic population in 2002 with the opening of the new Bell’s Crossing Elementary. At the same time, we
merged with a Title I School.
Our building houses 810 students and 48 instructional staff members. It is one of 50 elementary schools in
the Greenville County School District. Simpsonville Elementary School at Morton Place is located in
Simpsonville, South Carolina.
The facilities at Simpsonville Elementary School consist of 41 classrooms, 7 resource, speech and
conference rooms, 2 art rooms, 2 music rooms, administrative offices, a cafetorium, multi-purpose
room/gym, athletic track, media center, guidance office, health room suite, science lab, and a computer lab.
Special features: computers in all classrooms, wall-mounted Promethean Boards, communication (phone)
access in each classroom, outdoor dining area, covered playground area for Kindergarten, P.T.A. office,
separate bus and car pick-up areas, etc.
Our school leaders promote quality instruction by actively supporting teaching and learning. Teachers are
encouraged to attend workshops, conferences and other professional development activities throughout the
year in addition to workshops that are planned at our school. (See our Professional Development section of
our School Portfolio.)
Our Goals for 2012-13 to 2017-18
Goal #1: Raise the academic challenge and performance of each student.
Objectives:
The percentage of students who score met or exemplary in PASS Reading/Research will increase from 81% in 2012-13 to 83.5% in 2017-18.
The percentage of students who score met or exemplary in PASS MATH will increase from 82.8% in 2012-13 to 85.3% in 2017-18.
Strategies:
Use test scores to determine strengths and weaknesses in the curriculum.
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Provide additional support to students identified as having weaknesses in math, reading/research, and/or writing with Leveled Readers and Compass Odyssey.
Use state math and language arts standards and district curriculum guides while transitioning to CCSS
Continue Larson’s Morning Math Achievers for students who scored MET but are within 4-8 points of scoring Exemplary on PASS Math in 2013 and in the 30th to 50th percentile on MAP in Math.
Continue Poppin Math Race to maintain and improve enthusiasm for math
Goal #2: Teacher/Administrator Quality.
Objectives:
Core Teachers will be provided Professional Development Activities so that our ELA and Mathematics goals for student achievement will be reached from 2013-14 to 2017-18.
Strategies:
Faculty and staff will participate in classes, workshops, and site visits to observe quality instruction
Fountas and Pinnell training will be provided in school-level workshops along with District training
Authentic Assessment Workshop will be provided to our teachers
New Common Core State Standards workshop will be provided at our school
Technology workshops provided for teachers at our school.
Goal # 3: School Climate (Parental involvement, Safe/Healthy schools, etc.).
Objectives:
Increase number of parents who are satisfied with our school’s learning environment from 88.5% in 2012 to 91% in 2017-2018.
Maintain at least a 95% attendance for all students and all AYP subgroups for the 2013-2014 school year through the 2017-2018 year.
Strategies:
Encourage greater parent participation in classroom enrichment programs and P.T.A. activities such as Build-a-book, ESOL P.T.A. Parent Group, and Tutoring.
Schedule teacher-parent conferences
Involve Hispanic parents in our school activities and provide translators
School will participate in an “Attendance Blitz.”
Administration will hold attendance conferences with students and parents for excessive tardies and absences.
Teacher and staff will highlight positive behaviors.
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Overview of Simpsonville’s significant awards, results, and accomplishments for past three years:
► Building addition with updated facilities
o Internet and Wireless access in all classrooms
o Handicap accessibility
o Promethean Boards in 44 classrooms
► Every Day Counts Math training for all teachers
► 4-Blocks implementation at all grade levels
► Larson’s Morning Math Achievers in computer lab before school
► Realignment of Action Teams
► Implementation of Common Core State Standards at Kindergarten and 1st grade
► Good News Club
► Continued support from P.T.A. and business partners
► Creating a warm, friendly environment, a home away from home
Significant challenges facing our school:
► Limited funding for mandated programs
► Adding students and mainstreaming Intermediate ED and LD classes
► Communicating with ESOL parents (making progress with Hispanic Family Nights and information
line.)
► No Child Left Behind rating by our disabled population (AYP met in 2009)
► Homework help for ESOL students
► Time to carry out innovative ideas
► Increased class sizes, up to 32 student, due to Special Ed inclusion
Major Findings:
► Need for an after school remediation program
► Increase in Challenge student population
► Need for parent education programs
► We are blessed to learn and work in a school with a happy, caring attitude
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Achievements/Awards
South Carolina Red Carpet School 2009-2013
Palmetto Silver Award Winning School 2010, 2011 SC Overall Performance Award
2004, 2005, 2006, 2012 Closing the Achievement Gap Award from SDE
2012 SC Gold Award for General Performance
2012 ESEA Federal Accountability “A” Rating
2010-11 Top Ten District Teacher of the Year
Project Fit America Grant
Numerous Donor’s Choose Grant Recipients
2013 Project Fit America National Educator
2012-13 SC School Nurse of the Year
2013 SC Board of Education Individual Volunteer Award Winner
Safe Kids School Award 2005 – 2012
Numerous Alliance for Quality Education Grants
2013 Live Well Grant
2011, 2012 Energy Star Certified School
Six National Board Certified Teachers
First School in South Carolina to raise over $100,000 for Jump Rope for Heart
As of 2012 SES has raised over $200,000 in 28 years for Jump Rope for Heart
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SCHOOL PROFILE
Simpsonville Elementary School at Morton Place
"Simpsonville Elementary School at Morton Place is a neighborhood school working in partnership with committed parents, eager students and dedicated professionals striving to achieve success…nothing less."
Simpsonville Elementary School is a kindergarten through grade five public school. We moved into our new facility in August,
2003. Our new school is the result of combining Morton Elementary and Simpsonville Elementary in 2002-2003 and is located on
the old Morton site. We lost a portion of our higher socio-economic population in 2002 with the opening of the new Bell’s
Crossing Elementary. At the same time, we merged with a Title I School.
Our building houses 810 students and 48 instructional staff members. It is one of 50 elementary schools in the Greenville County
School District. Simpsonville Elementary School at Morton Place is located in Simpsonville, South Carolina.
The facilities at Simpsonville Elementary School consist of 41 classrooms, 6 resource, speech and conference rooms, 2 art rooms,
2 music rooms, administrative offices, a cafetorium, multi-purpose room/gym, athletic track, media center, guidance office, health
room suite, science lab, and a computer lab. Special features: computers in all classrooms, lap-top car with 30 computers, 12
wall-mounted promethean boards, broadcast room for TV morning show, wall-mounted TV’s, communication (phone) access in
each classroom, outdoor dining area, covered playground area for Kindergarten, P.T.A. office, separate bus and car pick-up areas.
etc.
Our school leaders promote quality instruction by actively supporting teaching and learning. Teachers are encouraged to attend
workshops, conferences and other professional development activities throughout the year in addition to workshops that are
planned at our school.
Simpsonville Elementary
joined
Morton Elementary
to form
Simpsonville Elementary
at Morton Place
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Overview of our Simpsonville Community
Simpsonville has a population of 30,002. Of the 30,002 residents, 1320 were foreign born, a statistic that reflects the
increasing diversity of the area. About 75% of households consider themselves to be families and 59.4% are married.
There is a significant percent of single-mother households--11.9%. More than 52% of families with children have both
parents working. The racial composition of Simpsonville is as follows: 88% are white, 8.8% is African American,
1.5% is Asian, 2.4% are Hispanic/ Latino, and 2.4% are listed as “other.” Over 88% of the residents own their own
homes, and the median household income in 2000 was $63,643. Among those employed, 60% are in management,
professional or sales occupations. A small percent, 2.7% work at home. The remaining 33% work in production,
transportation and material-moving occupations. Of Simpsonville’s residents, 9.8% have less than a high school
diploma, 90.2% are high school graduates or higher and 38.9% have a Bachelor’s degree or higher.
According to the Simpsonville Chamber of Commerce, the top four industrial employers are as follows:
The largest employer in the area is Cryovac, Sealed Air Corporation. They design, manufacture, and sell proprietary
packaging materials and equipment and are located next door to our new site. Kemet Electronics Corporation is the
second-largest employer with its corporate headquarters and a plant located in Simpsonville. The third-largest
employer is Fiberweb North America. They produce nonwoven materials for the hygiene, medical and industrial
markets. Woven Electronics is the fourth-largest employer. They manufacture custom inter-connects for commercial
and military original equipment manufacturers.
Simpsonville Area Schools
There are six elementary schools, two middle schools, one high school, and one career center in the growing
Simpsonville/Fountain Inn area. Opportunities for a college education also are available nearby through Greenville
Technical College's Brashier Campus. Named for local businessman T. Walter Brashier, the Tech facility has been in
operation since August, 1996.
Other opportunities for furthering one’s education are located with a few miles of Simpsonville: Bob Jones University,
Furman University, and University Center of Greenville (serving students of the University of South Carolina,
Clemson, South Carolina State University and Lander University and many more.)
ii.
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Our School Board Representative is Dr. Crystal Ball O’Connor.
Dr. Crystal Ball O’Connor, Board member for Area 27.
Crystal Ball O'Connor, Ph.D. is serving her third term on the Greenville County School
Board. She received her doctorate in Education and Human Development from Peabody
Teacher’s College, Vanderbilt University. She is a highly regarded educator and children’s
book author who writes books with the mission of helping children preserve and protect the
gifts of family, literacy and nature. Her books have received the highest rating by the
National Center for the Study of Children’s Literature.
As a registered artist in the South Carolina Arts Commission Artist in Residence Program,
Dr. O'Connor provides writing instruction to students across the state. She also provides
professional development and conference presentations on writing and arts integration for
academic associations including the South Carolina International Reading Association,
South Carolina Association of School Librarians, South Carolina Science Council, South Carolina Association of
Curriculum and Instruction, Upstate Writers Program, Hands-on Minds-on Edventure Science Center, South Carolina
Teachers of English, and South Carolina Title I Administrators.
Dr. O’Connor served on the Committee to Develop the Education Plan for the School District, the Roper Mountain
Science Center Board, the Committee to Review the South Carolina State Board of Education Gifted and Talented
Regulations, and the Charles Townes Center Student Improvement Council. She is a member of the Naturaland Trust
Board. Crystal lives in Simpsonville, South Carolina with her husband Jim and their three children
Our principal is Mrs. Jan James.
Mrs. Jan James has been Simpsonville Elementary’s principal for 8 years and served as
our Assistant Principal at Simpsonville for 5 years. Mrs. James joined the faculty of
Simpsonville Elementary in August of 1999. She earned a BA degree in Intermediate
Education from Elon University, a M.Ed. degree in Gifted Education from Converse
College and Administrative Certification from Clemson University. Mrs. James has
experience as a middle school teacher and as administrative assistant at Hillcrest Middle
School. Mrs. James works with students to encourage wise choices and promote good
citizenship. The favorite part of her job is working with students, staff and parents.
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Our assistant principal is Mrs. Jackie Earle
Mrs. Jackie Earle is the Assistant Principal at Simpsonville. She received her
Elementary and Early Childhood Degree from Lander College. She taught elementary
and middle school for 12 years and obtained her master’s degree in Administration
from Clemson University. She came to Simpsonville Elementary after working as an
Assistant Principal in several Greenville County schools over the last 6 years. She was
married in 2004 and has a wonderful husband who works at Hillcrest High School.
Note: Mrs. Earle was named Principal of Simpsonville Elementary in May 2013
effective July 1, 2013.
Our Instructional Coach is Mrs. Shay Willimon
Mrs. Shay Willimon joined the staff at Simpsonville Elementary in August of 2002. She
earned a BS and a M.Ed. degree in Elementary Education from Converse College as
well as an Ed.S. Degree in School Administration from Converse. She taught 4th
grade
at Mauldin Elementary for 9 years before becoming a district ADEPT Teacher Leader
for 3 years. At Simpsonville she works to promote quality instruction by actively
supporting teaching and learning. Mrs. Willimon was a 1998 Milken National Educator
and a 1997 Presidential Awardee for Excellence in Mathematics and Science Teaching.
Counseling and Other Student Support Services
Students at Simpsonville Elementary receive a high level of support services from Dr.
Anne Henderson. She has a B.A. in Early Childhood Education from USC, an M.A. in
Personnel from Clemson, and a Doctorate in Education – Child, Youth and Family
Services from Nova Southeastern University.
The Guidance program at Simpsonville Elementary consists of guidance lessons in the
classroom twice a month, small group guidance, character education and parent
education. Individual planning includes consultation and placement input. Response
services include individual counseling and small group counseling. System support
includes Programming, planning, staff and community relations, professional
development.
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Simpsonville Elementary School Staff
The staff at Simpsonville Elementary School includes: 35 regular education teachers and 2 special education self-
contained teachers. We have two 0.5 Instructional Coaches and 3 full-time related arts teachers and 3 part-time related
arts teachers. There are 1.5 Resource Teachers and 2.8 Speech Therapists and a TESOL teacher. We also have one .6
Gifted and Talented teacher. Our staff includes 2 male teachers and 1 African-American teaching assistant. We have
no teachers teaching with an out-of-field permit and all teachers are “highly qualified” under No Child Left Behind.
Our teachers consistently have an attendance rate over 95%. The numbers of years the teachers have taught, by grade
level, are shown below:
Grade Level 1-3 4-5 6-8 9-10 11-15 16-20 21-25 26+
K 1 1 1 1 3
1 1 1 2 3
2 2 2 2
3 1 1 2 2
4 3 2
5 1 1 1 2
Other Areas 1 1 1 1 1 2 1 5
Additional personnel include the school principal, assistant principal, secretary, plant engineer, custodial staff, library
assistant, and food services workers. Several bus drivers and utility workers also provide services to students.
Other support personnel available to assist in meeting the needs of Simpsonville Elementary School students include
the district psychologist, a contract school nurse, a speech and language specialist, and network computer engineer. Our
student/teacher ratio is lower than the district guidelines. In kindergarten it is 25 to 1 plus a teaching assistant in each
5-K class, first grade is 18 to 1, second grade is 20 to 1, third grade is 20 to 1, fourth grade is 22 to 1, and fifth grade is
24 to 1. The education attainment of our staff, by grade level, is shown below:
Grade
Level
Bachelors Bachelors +
18
Masters Masters +
30
Doctorate National
Board
K 3 1 2 1 3
1 1 2 3 1 3
2 2 3 1
3 3 1 2
4 3 1 1
5 3 2
Other Areas 3 2 6 2 1
iv.
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The Staff of Simpsonville Elementary
Christine Amond
Deanna Arce
Leslie Bak
Marsha Bankston
Janelle Bauknight
James Berry
Antoinette Boller
Elaine Buckley
Kate Canterbury
Sharon Clyborne
Judy Coble
Susan Cooney
Jackie Earle
Kimberly Evans
Teresa Finchum
Joy Floyd
Shannon Forman
Cindy Gillespie
Sally Given
Cathy Gowan
Shannon Greene
Donald Greer
Melanie Grieve-Beal
Amy Hallasy
Elaine Harvey
Jennifer Hauser
Anne Henderson
Cayce Hoenshel
Marie Howard
Beverly Hubert
Zoe Hudson
Julie Huff
Carolyn Hurlbut
Regina Humes
Sandra Ianuario
Dee Jacobs
Jan James
David Janiskee
Mary Jennings
John Kelly
Amy Kozakiewicz
Carol Larson
Laura Lewis
Lisa Lewis
Mary Lou Lundis
Kelly Mangum
Molly Mathews
Margaret Mattison
Lindsey McCarson
Barbara McPhail
Suzy Mefferd
Bernadette Mendez
Larry Merritt
Carrie Moore
Danielle Norris
Lynn Osborn
Cheri Owensby
Pam Reece
Lynn Ridgeway
Cheryl Ritter
Jennifer Rivers
Jennie Shaver
Christine Smith
Lindsey Smith
Angie Thomas
Laura Little Thompson
Angela Watts
Resi Wieringa
Shay Willimon
Sherri Wilson
Nancy Wingo
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Overview of Simpsonville Elementary School at Morton Place Students
In 2011-12, the student enrollment at Simpsonville Elementary School is made up of 13.3% percent Hispanic, 59.9
percent White, 19.6 percent Black, and 7.2 percent Other Ethnicity, as shown in the pie chart below. Our student
population’s ethnicity has changed very little in the last three years.
Enrollment Summary: Simpsonville Elementary School Ethnicity as of 03/21/2013
60%
-1%
20%
13%
7%
Simpsonville Elementary Enrollment by Ethnicity 2012-13
White Asian African American Hispanic Other
Simpsonville Elementary Enrollment by Ethnicity
03/21/2013
Grade Level
TOTAL IN GRADE Asian
Black or African
American Hispanic/
Latino Two or More
Races White
K-4 15 1 2 3 1 8
Male/Female 7 / 8 0 / 1 2 / 0 2 / 1 1 / 0 2 / 6
K 136 1 33 17 8 77
Male/Female 81 / 55 1 / 0 19 / 14 9 / 8 3 / 5 49 / 28
1 128 1 28 22 8 69
Male/Female 74 / 54 0 / 1 16 / 12 10 / 12 2 / 6 46 / 23
2 133 0 24 14 5 90
Male/Female 73 / 60 0 / 0 11 / 13 8 / 6 0 / 5 49 / 41
3 122 1 21 22 5 83
Male/Female 74 / 58 1 / 0 11 / 10 9 / 13 4 / 1 49 / 34
4 134 1 21 21 2 89
Male/Female 69 / 65 1 / 0 11 / 10 8 / 13 2 / 0 47 / 42
5 136 1 35 16 10 74
Male/Female 72 / 64 0 / 1 17 / 18 7 / 9 7 / 3 41 / 33
TOTAL 804 6 167 108 43 480
Male/Female 442 / 362 2 / 4 84 / 83 54 / 54 25 / 18 277 / 203
Percentiles 0.5% 19.6% 13.3% 6.7% 59.9%
v.
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Simpsonville Elementary School’s current enrollment configuration by grade level is as follows:
The chart below shows our population for the past 5 years by grade level.
Grade 2008-
09
2009-
10
2010-
11 2011-12
(2-15-12) 2012-13 (03-21-13)
Pre-K 7 11 18 14 15
K-5 106 122 121 135 136
Grade 1 120 130 124 128 128
Grade 2 112 122 129 122 133
Grade 3 105 123 124 136 122
Grade 4 134 116 124 133 134
Grade 5 100 138 120 133 136
TOTAL
Students 684 762 760 800
804
Attendance
Student attendance rates at Simpsonville Elementary School have remained steady over the past few
years. Simpsonville Elementary School has an average daily student attendance of 96-97%. Enrollment
count increased from 760 to 800 last year and has averaged out at 804 this year.
Teacher attendance rates remains about the state average for schools like ours of 95.1%. In 2011-12 our
teachers’ attendance rate was 95.9%. (This is the latest available data.)
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FARMS and Paid Lunch Status
At Simpsonville Elementary School, 46.5 percent of the students qualify for Free or Reduced priced meals in
2012-2013. The student population is comprised of students with 3 home languages. These languages, in order
of student enrollment, are English, Spanish, and Arabic. Simpsonville Elementary School has community
volunteers, business tutors and high school students who come during the school day to tutor at-risk students.
Simpsonville Elementary also has a gifted and talented program for identified students.
FARMS FARMS Paid Paid All
# % # % Enrolled
2005-2006 258 37.55% 429 62.45% 687
2006-2007 259 36.27% 455 63.73% 714
2007-2008 256 37.37% 429 62.63% 685
2009-2010 303 39.76% 459 60.24% 762
2010-2011 299 39.34% 461 60.66% 760
2011-2012 356 44.50% 444 55.50% 800
2012-2013 374 46.50% 430 53.50% 804
0
50
100
150
200
250
300
350
400
450
500
FARMS #
FARMS %
Paid #
Paid %
21
Simpsonville Elementary Media Center
The Media Center has over 13,000 books in the collection, an average of 20 books per student. The
Media Center is open every day from 7:30 am to 3:00 pm, with a flexible schedule. Teachers sign up and plan
lessons using state standards with the Media Specialist. The Media Specialist provides curricular support for
the teachers in the classroom. The Media Center is open to students for study, computer use, research and book
check-out throughout the day. The Media Center is also open to parents for check out, study and computer use.
A Media Center web page on the school web site is kept with up-to- date with pertinent information.
The Media Center broadcasts a student morning announcement program produced by 5th
grade students.
Students in 4th
grade students apply at the end of the school year to become a member of the Morning News
Crew. Students are responsible for their part in the program, which includes 2 news anchors, a tech, camera
operator and reporter.
The Media Center also provides a reading incentive program “Reading Counts”. This program enables
teachers to assess the reading progress of their students. The classroom teacher sets a reading goal for the
students to achieve each grading period. Students earn points by taking and passing tests on the books they
have read. The points can be redeemed at the end of each grading period at the Reading Counts Store in the
Media Center.
The Media Center sponsors several programs each year:
Build-a-Book Program
Author visits
Reading Assemblies
Book Fairs
Reading Contests
Summer Reading Program
Reading Counts Program
Before School Program
Gifted and Talented Program
Gifted and Talented Identification Criteria included in State Regulation 43-220 has been implemented since our
2000-2001 school year. Our program now serves students being taught in Special Education and individuals
with severe math, reading or writing deficiencies. Mrs. Hubert meets the needs of all her students, working
with them using many varied instructional strategies, and utilizing Yale University’s Program for Diversified
Instruction and Assessment. Often our smaller groups of highly gifted serve as mentors demonstrating
advanced standards to their peers in an academic and creative atmosphere. This non-competitive situation
enhances learning in many areas.
22
Computer Lab and Computer Access
Simpsonville Elementary School is currently equipped with a 32 student station Computer Lab. We lost our
part-time Computer Lab manager / technical assistant. All grades, first through fifth, have weekly hands-on
instruction in the Computer Lab. Kindergarten has Computer Lab bi-monthly. Classroom teachers coordinate
their weekly lesson plans to include technology (utilizing a wide variety of software and internet) to support and
enhance their classroom instruction.
The laptop lab is primarily used for first and second grade students to work on Compass Learning software and
Reading Counts. The laptop Computer Lab is available to all other classrooms as needed.
We have 58 networked Dell teacher laptop computers and 194 Dell networked student computers. All
classrooms, Kindergarten through fifth, have a teacher computer, at least 4 networked student stations and a
Kyocera B/W printer. We have a school-wide color Kyocera printer located in the front office. Thirty-seven of
our classrooms have Promethean Boards that are used daily. Our school was refreshed in the summer of 2011.
We have new computers in our desktop lab, 45 new laptops on carts in addition to 4 more Promethean Boards
for special areas.
After School Program
Simpsonville Elementary offers an extended day program for our students after school. Our mission in the
After-School Program is to provide each and every child with a safe and caring environment where they all can
flourish. In addition, our mission is to also provide the after-school students with an environment that includes
education, nourishment, and all other physical and mental needs. Students have the opportunity to work in our
media center and computer lab in addition to homework help and outside play and craft activities. We offer
clubs for students to participate in during the Extended Day hours. Clubs are created due to interest and
availability of volunteers. Participation in these clubs will be strictly voluntary. Along with these clubs, we
offer special events during the school year. These may include, but are not limited to, arts and crafts, holiday
activities, movie days, pizza parties, ice cream parties and contests.
Larson’s Morning Math Achievers
Simpsonville Elementary’s computer lab is open each morning
from 7:15-8:00 for students to work on Larson’s Math software.
We targeted students that were within a few points of scoring
Proficient or moving from Not Met to Proficient on PASS and
invited them to attend. We are very encouraged by the willing
participation of our Hispanic population to participate. We are
encouraging all minorities to take advantage of this extra
opportunity to achieve. The lab is staffed by parent volunteers and
volunteers from Cryovac and our community.
23
Science Lab
Simpsonville Elementary has a Science Lab that teachers use for demonstration lessons and regular classroom
instruction. Our Science Lab is furnished with supplies that include microscopes, anatomical models, weighing
and measuring devices, and miscellaneous supplies required for teaching our elementary school science
curriculum. It is furnished with laboratory tables that are sized to accommodate students from K - 5th
grade. We have a television, computer, and a computer microscope set up for teachers to use. The storage areas
are all labeled for easy access to supplies. The lab is user friendly for our teachers and our students. There is a
sign-up sheet for the lab in the teacher's workroom. The lab enables us to have more room for our hands-on
activities when using our district
science kits.
Project Fit America
Our school won a Project Fit America grant sponsored by Bon Secours St. Francis Hospital System in
2011. We are the first school in Greenville County to be awarded this physical education package, which
includes an outside fitness area, curriculum to increase movement and skills during physical education classes,
and national skill competitions.
Students participated in the Gold Challenge in sit
ups. One of our fourth grade students is now ranked 5th
in the nation. She executed 675 consecutive sit-ups.
24
RTI – Response to Intervention / First Grade Readiness
The overall goal of RTI is to accelerate children’s
reading ability by increasing their ability to use phonics
skills in order to improve their reading fluency and their
comprehension. Appropriate, reading tools and
strategies are taught so that children can become
independent and successful readers on or above
grade level.
The Soar to Success curriculum published by
Houghton-Mifflin is used for instruction. There are 30
literature selections that include both a fiction and a non-
fiction story for students. Each lesson is composed of the
following components: Revisiting, Teaching, Reading,
and Responding. These lessons are taught in small groups of about 5 children by trained staff.
AIMSweb benchmark reading fluency tests are administered to all first graders at the beginning of the school
year for identification of those students that may be “at risk” for reading failure. AIMS web is a progress
monitoring system based on direct, frequent, and continuous student assessment. The results are reported to
teachers, parents, and administrators via a web-based data management and reporting system to determine
response to intervention.
All data is entered into the AIMSweb tracking program. The fall benchmark test screens for fluency in the
following areas: letter identification, sound identification, nonsense word reading, and phoneme segmentation.
“At risk” students receive extra help three days per week in small groups with a teacher in the SOAR to Success
reading intervention program. These students are progress monitored every three weeks. When students meet
the benchmarks, they are dismissed from the reading intervention program. The AIMSweb progress monitor
program provides teachers with a graph of individual student progress in each area tested and allows teachers to
see if students are on target for meeting end of the year goals.
Mid-year benchmark tests are administered to all first graders in January to measure fluency in phoneme
segmentation, nonsense words, and oral reading from three passages. Students who are identified as “at risk” at
this time begin receiving reading help with the reading intervention teachers. These students continue to be
progress monitored in the program until they meet the goals.
In May, all first graders are evaluated again using the end of year benchmark goals for reading fluency. Final
data is entered into the AIMSweb tracking program which gives teachers an overview of the progress of all first
graders.
25
Parent and Community Support
PTA
Parents are valuable resources for our students. Our parent volunteers logged well over 15,165 hours of service
during the 2011-12 school year with 925 volunteers. Their efforts include serving as resource speakers,
participating in career awareness sessions, American Education Week and Red Ribbon Week activities.
Support is further provided through their involvement with Teacher Appreciation Week, health room assistance,
Jump Rope for Heart, chaperones for field trips, book fair, clerical assistance, making copies for teachers, field
days, securing needed classroom resources (e.g. computers, copier machines, classroom supplies). Volunteers
are not limited to supporting extra and co-curricular activities, but are also directly involved in the classrooms
as tutors in reading, math and other areas of the curriculum and the SEEDS (Starting Early with Enrichment
Designs for Students) Program. With tight budget constraints, fundraising has become a high priority for our
P.T.A. Board. However, one of the most important aspects of parental support comes from their commitment to
assisting and encouraging their children to participate fully in the academic program of the school.
P.T.A. volunteers served pizza, cookies and drinks during Jump Rope for Heart.
Our P.T.A. volunteers serve ice cream
to our Poppin Math Facts winners
26
Jump Rope for Heart was supported by many of our PTA families.
SIC
“The School is the heart of any community. With everyone playing a part, no matter how great or small, our
children will succeed.”
Inez M. Tenenbaum, Former State Superintendent of Education
The School Improvement Council (SIC) serves as an advisory committee to our principal and faculty. Our SIC
plays a key role in the education of our children, bringing together parents, educators and community
stakeholders to collaborate on the improvement of our school. Our SIC allows us to connect to the community
and share successes and seek ideas to further enhance our community relations. Our SIC participated in the
development of the five-year school improvement plan. (ACT 135) Our SIC monitors the implementation of
the plan and evaluation of the improvements and innovations. This year they made bags for each student that
enrolled in our Kindergarten. The gift bag contained a book to share with the family, crayons, alphabet cards,
pencil, coloring sheet and a list of skills all children should know and be able to do upon entering 5K. They
have supported our academic achievement by proposing “The Great Math Race” which has evolved into our
Poppin Math Facts Program.
27
Volunteer Academic Tutors
Business partners from Cryovac and area churches serve children through individual tutoring and computer
assistance in our computer lab. They also work with the second grade in an Emergency Preparedness Program.
Employees from Caterpillar provide Junior Achievement instruction. Parents and retired community members
come to our school on a daily basis to provide one-on-one learning experiences for our children. Our academic
volunteers truly make a positive difference in our school.
28
Mission, Vision, and Beliefs
Our Mission at Simpsonville Elementary is to prepare student to be productive, respectful and
responsible.
Our Vision…Simpsonville Elementary School’s vision stems from a child-centered focus on
improving the curriculum, instruction, assessment, and environmental factors that support effective
learning for our students
We believe…
Each student has an equal and fundamental right to an education.
All children have significant worth and should be provided the best educational opportunities for
reaching their greatest potential.
The educational process is a partnership among students, parents, educators, and the
community.
Each child, through his/her cultural diversity, contributes to an enriched society.
A nurturing environment encourages success in learning.
Early school success fosters continued positive learning/achievement.
The primary focus of education is to provide the building blocks that facilitate growth and life-long
learning.
29
Data Analysis and Student Achievement Needs Assessment
In May 2012 , 73.7% of our fifth grade students scored Met or Exemplary on PASS Writing.
This was a decrease from 2011 when 80.7% scored Met/Exemplary. The prior year 79.7%
scored Met/Exemplary. Even though our scores dropped in 2012, our 5th grade writing program
is very strong. We have asked our 5th grade writing teacher to share her strategies for success
with other grade level teams. We implemented a school-wide writing program this year called
Power Writing. We have seen tremendous strides in writing at all grade levels. All 3rd
-4th-5
th
grade students took PASS Writing in March 2013.
Simpsonville Writing
Met or Exemplary
Met or Exemplary
Met or Exemplary
Grades Writing 2010 Writing 2011 Writing 2012
3 68.1
4 73.1
5 79.9 80.7 73.7
0
10
20
30
40
50
60
70
80
90
100
3 4 5
Writing GCS
Writing SC
Writing SES
2011
SES 2012
30
ENGLISH/LANGUAGE ARTS Grade 3 Grade 4 Grade 5
Performance Level 2010 2011 2012 2010 2011 2012 2010 2011 2012
Not Met 21.4% 20.6% 15.6% 23.5% 17.5% 20.5% 18.4% 12.2% 24.1%
Met 28.6% 24.8% 17.7% 33.9% 40.0% 31.1% 44.1% 44.3% 42.1%
Exemplary 50.0% 12.2% 66.7% 42.6% 44.3% 48.5% 37.5% 43.5% 33.8%
Met/Exemplary 78.6% 79.4% 84.4% 76.5% 75.2% 79.5% 81.6% 87.8% 75.9%
In May 2012, 81% of our students scored Met/Exemplary on PASS English/Language Arts
which was up from 80% in 2011. 84.4% of our 3rd
graders scored Met/Exemplary. Our
Language Arts program is strong with an increased emphasis of integrating the curriculum and
teaching reading and social studies through novel study. We will implement Fountas & Pinnell
Balanced Literacy program in the fall of 2013. Students in classrooms that have been piloting
the program this year made tremendous gains on their MAP testing in March 2012.
0
10
20
30
40
50
60
70
80
90
100
3 4 5
ELA GCS
ELA SC
ELA SES
SES 2011
SES 2012
31
MATHEMATICS Grade 3 Grade 4 Grade 5
Performance Level 2010 2011 2012 2010 2011 2012 2010 2011 2012
Not Met 20.0% 22.2% 15.6% 13.1% 26.5% 17.4% 34.3% 20.6% 20.3%
Met 25.6% 23.0% 24.8% 40.1% 20.5% 35.6% 49.5% 41.9% 37.6%
Exemplary 54.4% 54.8% 59.6% 46.7% 53.0% 47.0% 16.2% 37.5% 42.1%
Met/Exemplary 80.0% 77.8% 84.4% 86.8% 73.5% 82.6% 65.7% 79.4% 79.7%
We have shown a steady increase in Mathematics PASS scores over the last 3 years. In May,
2012, 82.8% of our students scored Met/Exemplary. In 2011, 78.9% of our students met the
standard. Tracking the 5th
graders from their 3rd
grade year, there were 80.0% in 3rd
, 73.5% in
4th
and 79.7% in 5th
who scored Met/Exemplary. Our 3rd
graders had the highest percentage
scoring Met/Exemplary on PASS Mathematics 2012. We have used MAP scores to target
groups of students that are “on the bubble” to score Met on PASS 2012 and worked with them
in small groups to strengthen their skills.
0
10
20
30
40
50
60
70
80
90
100
3 4 5
Math GCS
Math SC
MATH SES
SES2011
SES 2012
32
SCIENCE Grade 3 Grade 4 Grade 5
Performance Level 2010 2011 2012 2010 2011 2012 2010 2011 2012
Not Met 36.5% 33.3% 31.0% 27.4% 32.8% 21.2% 25.8% 25.4% 28.4%
Met 42.9% 34.9% 32.4% 53.8% 54.4% 67.4% 66.7% 42.4% 55.2%
Exemplary 20.6% 31.7% 36.6% 18.8% 12.8% 11.4% 7.6% 32.2% 16.4%
Met/Exemplary 63.5% 66.7% 69.0% 72.6% 67.2% 78.8% 74.3% 74.6% 71.6%
We saw the same trend in PASS Science as in PASS Mathematics with our longitudinal data on
our 2012 5th graders. 63.5% in 3
rd grade, 67.2% in 4
th grade and 71.6% in 5
th grade scored
Met/Exemplary on PASS Science over the last 3 years. While these scores are still below our
expectations for Science achievement, we are pleased with the progress across grade levels. We
are encouraging stronger correlation to the District supplied science kits for hands-on
instruction. Overall 74.4% of our students met the standard in science.
0
10
20
30
40
50
60
70
80
90
100
3 4 5
Science GCS
Science SC
Science SES
SES 2011
SES 2012
33
PASS DATA for SIMPSONVILLE ELEMENTARY SCHOOL Comparing 2009 PASS Performance with 2010 and 2011 PASS Performance by Grade Level
SOCIAL STUDIES Grade 3 Grade 4 Grade 5
Performance Level 2010 2011 2012 2010 2011 2012 2010 2011 2012
Not Met 12.7% 17.5% 14.3% 22.2% 16.8% 15.9% 20.0% 11.5% 16.7%
Met 54.0% 31.7% 31.4% 54.7% 57.6% 43.2% 40.0% 34.4% 31.8%
Exemplary 33.3% 50.8% 54.3% 23.1% 25.6% 40.9% 40.0% 54.1% 51.5%
Met/Exemplary 87.3% 82.5% 85.7% 77.8% 83.2% 84.1% 80.0% 88.5% 83.3%
Social Studies continued to be a strong area of achievement at Simpsonville Elementary with
84.7% of all students tested on PASS Social Studies scoring Met/Exemplary. In 2012 85.7%
of our 3rd
graders, 84.1% of our 4th
graders, and 83.3% of our 5th graders scored Met/
Exemplary. We attribute this success to integration with language arts, strong team planning,
and to teachers that love what they teach. We also credit our success to the use of primary
sources and novels to teach the content.
0
10
20
30
40
50
60
70
80
90
100
3 4 5
Social StudiesGCS
Social Studies SC
Social Studies SES
SES 2011
SES 2012
34
Simpsonville Elementary - 2301081 - 2011 State Report Card - No Child Left Behind - Adequate Yearly Progress Objective(s) Objective(s) Objectives Compliance Student Percent Graduation AYP
Met Not Met
Index Performance Tested or Attendance Rate 24 5 29 82.8 Not Met Met Met Not Met
Percent Attendance 2010 2011 96.5 96.8
Number Enrolled % Tested
Number Included % Not Met % Met
% Exemplary
Opt 1 Adj % Met & Exemplary
Opt 2 Adj % Met & Exemplary 3yr Avg
% Adj Met & Exemplary Prev yr
Opt 3 % Met & Exemplary Inc Needed
Opt 3 % Met & Exemplary Inc Actual
% Att
Perf Obj Met?
% Tested Met?
English Language Arts
Need 79.4% ALL STUDENTS 371 98.7 352 18.5 34.7 46.9 88.6 89 91 0.9 -2.4 96.8 Yes Yes
Male ** 185 98.9 176 21 36.4 42.6 88.6 89.2 92.3 0.8 -3.7 96.9 N/A N/A
Female ** 186 98.4 176 15.9 33 51.1 88.6 88.8 89.7 1 -1.1 96.7 N/A N/A
White 219 99.1 207 14.5 31.9 53.6 92.3 92.4 92.4 0.8 -0.1 96.7 Yes Yes
African-American 97 100 93 20.4 46.2 33.3 84.9 83 88.3 1.2 -3.4 97 Yes Yes
Asian/Pacific Is. 7
7
I/S I/S
Hispanic 47 93.6 44 31.8 27.3 40.9 81.8 81.7 86.5 1.4 -4.7 96.6 Yes Yes Am. Indian/Alaskan 1
1
I/S I/S
Disabled 66 100 63 54 30.2 15.9 61.9 65.1 71.9 2.8 -10 96.7 No Yes
Not Disabled ** 305 98.4 289 10.7 35.6 53.6 94.5 94 95.2 0.5 -0.7 96.8 N/A N/A
Migrant **
N/A N/A
Non-migrant ** 371 98.7 352 18.5 34.7 46.9 88.6 89 91 0.9 -2.4 96.8 N/A N/A Limited Eng. Prof. 56 91.1 50 32 24 44 80 82.6 89.4 1.1 -9.4 96.7 Yes Yes
Non-LEP ** 315 100 302 16.2 36.4 47.4 90.1 90 91.3 0.9 -1.2 96.8 N/A N/A Subsidized Meals 158 97.5 144 27.8 38.2 34 81.9 83.9 87.1 1.3 -5.2 96.4 Yes Yes
Full-Pay Meals ** 213 99.5 208 12 32.2 55.8 93.3 92.2 93.5 0.7 -0.2 97.1 N/A N/A
Mathematics
Need 79% ALL STUDENTS 371 100 356 21.1 33.1 45.8 86 86.2 86.8 1.3 -0.8 96.8 Yes Yes
Male ** 185 100 178 20.2 32 47.8 86.5 86.8 87.8 1.2 -1.3 96.9 N/A N/A
Female ** 186 100 178 21.9 34.3 43.8 85.4 85.5 85.7 1.4 -0.3 96.7 N/A N/A
White 219 100 208 16.8 26.9 56.3 88.9 89.7 90.6 0.9 -1.7 96.7 Yes Yes
African-American 97 100 93 25.8 48.4 25.8 83.9 80.4 81.6 1.8 2.3 97 Yes Yes
Asian/Pacific Is. 7
7
I/S I/S
Hispanic 47 100 47 31.9 29.8 38.3 74.5 74.8 73 2.7 1.5 96.6 No Yes Am. Indian/Alaskan 1
1
I/S I/S
Disabled 66 100 63 69.8 19 11.1 46 52.2 49.2 5.1 -3.2 96.7 No Yes
Not Disabled ** 305 100 293 10.6 36.2 53.2 94.5 93.3 94.9 0.5 -0.4 96.8 N/A N/A
Migrant **
N/A N/A
Non-migrant ** 371 100 356 21.1 33.1 45.8 86 86.2 86.8 1.3 -0.8 96.8 N/A N/A Limited Eng. Prof. 56 100 54 29.6 27.8 42.6 75.9 78.6 78.7 2.1 -2.8 96.7 No Yes
Non-LEP ** 315 100 302 19.5 34.1 46.4 87.7 87.4 88 1.2 -0.3 96.8 N/A N/A Subsidized
Meals 158 100 147 32.7 38.8 28.6 78.2 78 80.7 1.9 -2.5 96.4 No Yes
Full-Pay Meals ** 213 100 209 12.9 29.2 57.9 91.4 91.1 90.7 0.9 0.7 97.1 N/A N/A
Data Date: 14 jul 2011 Calculation Date: 14 jul 2011
35
2012 PASS Data by Grade Level and Demographics 1) These statistics may differ from those in report cards and AYP ratings. They were calculated based on where students
tested regardless of school entry date. Home school students, students with incomplete scores, and students who took the test with a non-standard accommodation were excluded.
2) If the number tested is less than 10, no other statistics appear.
3) Only 5th and 8th graders took the Writing test in 2012.
Scores by Grade Level and Demographic Category
Column Legend
A) Number of Students tested E) Percentage of Students Scoring “Met” and “Exemplary”
B) Percentage of Students Scoring “Not Met” F) Mean (Scale Score) for the total group of students
C) Percentage of Students Scoring “Met” G) Standard Deviation (Scale Score) for the group of students
D) Percentage of Students Scoring “Exemplary”
Grade 3
Need
English Language Arts (Reading and Research)-3 79.4
A
B -not met
C - MET
D - Exemp E F G
All Students 141 15.6 17.7 66.7 84.4 667.6 60.4 Male 79 17.7 24.1 58.2 82.3 654.1 58.8 Female 62 12.9 9.7 77.4 87.1 684.8 57.9 Hispanic or Latino 23 17.4 34.8 47.8 82.6 654.4 62.3 American Indian or Alaska Native 0 Asian 1 Black or African American 23 39.1 17.4 43.5 60.9 633.4 63 Native Hawaiian or Other Pacific Islander 0 White 89 9 14.6 76.4 91 679.5 55.4 Two or more races 5 Disabled 18 50 5.6 44.4 50 621.1 69.1 Not Disabled 123 10.6 19.5 69.9 89.4 674.4 55.8 Migrant 0 Non-migrant 141 15.6 17.7 66.7 84.4 667.6 60.4 Limited English Proficient 18 11.1 38.9 50 88.9 654.6 54.3 Non-LEP 123 16.3 14.6 69.1 83.7 669.5 61 Subsidized Meals 62 25.8 22.6 51.6 74.2 644.9 60.2 Full-Pay Meals 79 7.6 13.9 78.5 92.4 685.4 54.2
36
Mathematics-3 79.0
A
B -not met
C - MET
D - Exemp E F G
All Students 141 15.6 24.8 59.6 84.4 657.6 55.9 Male 79 19 26.6 54.4 81 650.8 57.7 Female 62 11.3 22.6 66.1 88.7 666.3 52.2 Hispanic or Latino 23 21.7 30.4 47.8 78.3 642 45.2 American Indian or Alaska Native 0 Asian 1 Black or African American 23 39.1 26.1 34.8 60.9 625.4 60.3 Native Hawaiian or Other Pacific Islander 0 White 89 9 22.5 68.5 91 669.8 54 Two or more races 5 Disabled 18 50 16.7 33.3 50 615.3 65.6 Not Disabled 123 10.6 26 63.4 89.4 663.8 51.5 Migrant 0 Non-migrant 141 15.6 24.8 59.6 84.4 657.6 55.9 Limited English Proficient 18 16.7 38.9 44.4 83.3 643.6 41.7 Non-LEP 123 15.4 22.8 61.8 84.6 659.7 57.4 Subsidized Meals 62 25.8 29 45.2 74.2 637.4 53.7 Full-Pay Meals 79 7.6 21.5 70.9 92.4 673.5 52.3
Science-3
A
B -not met
C - MET
D - Exemp E F G
All Students 71 31 32.4 36.6 69 630.9 49.7 Male 42 35.7 28.6 35.7 64.3 625.9 50.4 Female 29 24.1 37.9 37.9 75.9 638.1 47.8 Hispanic or Latino 13 61.5 15.4 23.1 38.5 609.8 44.2 American Indian or Alaska Native 0 Asian 0 Black or African American 9 Native Hawaiian or Other Pacific Islander 0 White 48 22.9 35.4 41.7 77.1 640.1 47.3 Two or more races 1 Disabled 11 72.7 9.1 18.2 27.3 582.9 54.2 Not Disabled 60 23.3 36.7 40 76.7 639.7 43.4 Migrant 0 Non-migrant 71 31 32.4 36.6 69 630.9 49.7 Limited English Proficient 10 50 30 20 50 618.8 38.8 Non-LEP 61 27.9 32.8 39.3 72.1 632.9 51 Subsidized Meals 33 48.5 24.2 27.3 51.5 611.9 49.5 Full-Pay Meals 38 15.8 39.5 44.7 84.2 647.3 43.6
37
Social Studies-3
A
B -not met
C - MET
D - Exemp E F G
All Students 70 14.3 31.4 54.3 85.7 656.2 43.8 Male 37 18.9 32.4 48.6 81.1 648.9 45.5 Female 33 9.1 30.3 60.6 90.9 664.3 40.4 Hispanic or Latino 10 10 50 40 90 646.8 37.6 American Indian or Alaska Native 0 Asian 1 Black or African American 14 50 14.3 35.7 50 622.1 46.2 Native Hawaiian or Other Pacific Islander 0 White 41 4.9 31.7 63.4 95.1 668.9 38.2 Two or more races 4 Disabled 7 Not Disabled 63 11.1 33.3 55.6 88.9 659 40.7 Migrant 0 Non-migrant 70 14.3 31.4 54.3 85.7 656.2 43.8 Limited English Proficient 8 Non-LEP 62 16.1 25.8 58.1 83.9 658.5 45.1 Subsidized Meals 29 24.1 34.5 41.4 75.9 637.9 43.7 Full-Pay Meals 41 7.3 29.3 63.4 92.7 669.1 39.1 Grade 4
English Language Arts (Reading and Research)-4
Need 79.4
A
B -not met
C - MET
D - Exemp E F G
All Students 132 20.5 31.1 48.5 79.5 644.7 52 Male 73 28.8 23.3 47.9 71.2 636.2 53.8 Female 59 10.2 40.7 49.2 89.8 655.2 47.6 Hispanic or Latino 14 21.4 21.4 57.1 78.6 647.7 67.9 American Indian or Alaska Native 0 Asian 1 Black or African American 32 15.6 56.3 28.1 84.4 633.3 37.8 Native Hawaiian or Other Pacific Islander 0 White 76 22.4 23.7 53.9 77.6 650.4 53.4 Two or more races 9 Disabled 22 63.6 36.4 36.4 584.9 32.1 Not Disabled 110 11.8 30 58.2 88.2 656.7 46.7 Migrant 0 Non-migrant 132 20.5 31.1 48.5 79.5 644.7 52 Limited English Proficient 20 40 20 40 60 625.6 64.8 Non-LEP 112 17 33 50 83 648.2 48.6 Subsidized Meals 54 29.6 31.5 38.9 70.4 631.3 57.7 Full-Pay Meals 78 14.1 30.8 55.1 85.9 654 45.4
38
Mathematics-4 79.0
A
B -not met
C - MET
D - Exemp E F G
All Students 132 17.4 35.6 47 82.6 653.8 54.8 Male 73 17.8 35.6 46.6 82.2 654.8 57.9 Female 59 16.9 35.6 47.5 83.1 652.5 50.7 Hispanic or Latino 14 14.3 21.4 64.3 85.7 665.1 57.3 American Indian or Alaska Native 0 Asian 1 Black or African American 32 28.1 50 21.9 71.9 632 47.3 Native Hawaiian or Other Pacific Islander 0 White 76 13.2 31.6 55.3 86.8 662.1 55.2 Two or more races 9 Disabled 22 63.6 22.7 13.6 36.4 595.8 36.6 Not Disabled 110 8.2 38.2 53.6 91.8 665.4 50.3 Migrant 0 Non-migrant 132 17.4 35.6 47 82.6 653.8 54.8 Limited English Proficient 20 15 30 55 85 652.9 55.8 Non-LEP 112 17.9 36.6 45.5 82.1 654 54.7 Subsidized Meals 54 24.1 38.9 37 75.9 642 52.7 Full-Pay Meals 78 12.8 33.3 53.8 87.2 662 54.8
Science-4
A
B -not met
C - MET
D - Exemp E F G
All Students 132 21.2 67.4 11.4 78.8 629.5 46 Male 73 21.9 61.6 16.4 78.1 631.5 48.8 Female 59 20.3 74.6 5.1 79.7 626.9 42.2 Hispanic or Latino 14 21.4 64.3 14.3 78.6 642.7 57.3 American Indian or Alaska Native 0 Asian 1 Black or African American 32 34.4 62.5 3.1 65.6 608.9 41.3 Native Hawaiian or Other Pacific Islander 0 White 76 15.8 69.7 14.5 84.2 635.6 44 Two or more races 9 Disabled 22 54.5 40.9 4.5 45.5 593.6 39.7 Not Disabled 110 14.5 72.7 12.7 85.5 636.6 43.8 Migrant 0 Non-migrant 132 21.2 67.4 11.4 78.8 629.5 46 Limited English Proficient 20 25 60 15 75 633.1 53.4 Non-LEP 112 20.5 68.8 10.7 79.5 628.8 44.5 Subsidized Meals 54 24.1 66.7 9.3 75.9 622.3 47.2 Full-Pay Meals 78 19.2 67.9 12.8 80.8 634.4 44.5
39
Social Studies-4
A
B -not met
C - MET
D - Exemp E F G
All Students 132 15.9 43.2 40.9 84.1 654.1 48.2 Male 73 16.4 42.5 41.1 83.6 651.2 50 Female 59 15.3 44.1 40.7 84.7 657.7 45.5 Hispanic or Latino 14 28.6 21.4 50 71.4 651.4 51.3 American Indian or Alaska Native 0 Asian 1 Black or African American 32 12.5 65.6 21.9 87.5 642.4 40.2 Native Hawaiian or Other Pacific Islander 0 White 76 13.2 40.8 46.1 86.8 660.8 49.4 Two or more races 9 Disabled 22 45.5 50 4.5 54.5 610.3 36.1 Not Disabled 110 10 41.8 48.2 90 662.8 45.4 Migrant 0 Non-migrant 132 15.9 43.2 40.9 84.1 654.1 48.2 Limited English Proficient 20 30 30 40 70 645.7 49.9 Non-LEP 112 13.4 45.5 41.1 86.6 655.6 47.7 Subsidized Meals 54 18.5 44.4 37 81.5 647 46.5 Full-Pay Meals 78 14.1 42.3 43.6 85.9 659 48.7 Grade 5
Writing-5
A
B -not met
C - MET
D - Exemp E F G
All Students 133 26.3 40.6 33.1 73.7 628.7 47.4 Male 60 31.7 41.7 26.7 68.3 621.4 48.5 Female 73 21.9 39.7 38.4 78.1 634.7 45.7 Hispanic or Latino 16 18.8 50 31.3 81.3 628.8 43 American Indian or Alaska Native 0 Asian 0 Black or African American 26 38.5 38.5 23.1 61.5 616.2 56.4 Native Hawaiian or Other Pacific Islander 0 White 80 23.8 40 36.3 76.3 631.8 45 Two or more races 11 27.3 36.4 36.4 72.7 635.6 41.9 Disabled 22 68.2 27.3 4.5 31.8 579.3 37 Not Disabled 111 18 43.2 38.7 82 638.5 42.9 Migrant 0 Non-migrant 133 26.3 40.6 33.1 73.7 628.7 47.4 Limited English Proficient 18 16.7 50 33.3 83.3 631.9 41.8 Non-LEP 115 27.8 39.1 33 72.2 628.2 48.2 Subsidized Meals 62 35.5 43.5 21 64.5 615.4 48.4 Full-Pay Meals 71 18.3 38 43.7 81.7 640.2 43.3
40
English Language Arts (Reading and Research) - 5
Need 79.4
A
B -not met
C - MET
D - Exemp E F G
All Students 133 24.1 42.1 33.8 75.9 638.1 55.5 Male 60 25 45 30 75 638.3 50.9 Female 73 23.3 39.7 37 76.7 637.9 59 Hispanic or Latino 16 18.8 62.5 18.8 81.3 627.4 45.3 American Indian or Alaska Native 0 Asian 0 Black or African American 26 38.5 50 11.5 61.5 610.8 62.5 Native Hawaiian or Other Pacific Islander 0 White 80 20 37.5 42.5 80 646.7 46.4 Two or more races 11 27.3 27.3 45.5 72.7 655.4 81.7 Disabled 22 54.5 40.9 4.5 45.5 592.1 60.3 Not Disabled 111 18 42.3 39.6 82 647.2 49.7 Migrant 0 Non-migrant 133 24.1 42.1 33.8 75.9 638.1 55.5 Limited English Proficient 18 16.7 61.1 22.2 83.3 635.1 50.1 Non-LEP 115 25.2 39.1 35.7 74.8 638.5 56.3 Subsidized Meals 62 27.4 51.6 21 72.6 623.3 55.1 Full-Pay Meals 71 21.1 33.8 45.1 78.9 651 52.6
Mathematics - 5 79.0
A
B -not met
C - MET
D - Exemp E F G
All Students 133 20.3 37.6 42.1 79.7 643.7 56.3 Male 60 20 36.7 43.3 80 646.6 57.4 Female 73 20.5 38.4 41.1 79.5 641.3 55.3 Hispanic or Latino 16 25 37.5 37.5 75 636.6 47.3 American Indian or Alaska Native 0 Asian 0 Black or African American 26 23.1 53.8 23.1 76.9 614.7 59.2 Native Hawaiian or Other Pacific Islander 0 White 80 20 32.5 47.5 80 651.4 54.7 Two or more races 11 9.1 36.4 54.5 90.9 666.8 44.9 Disabled 22 81.8 13.6 4.5 18.2 569.7 47.5 Not Disabled 111 8.1 42.3 49.5 91.9 658.4 45.3 Migrant 0 Non-migrant 133 20.3 37.6 42.1 79.7 643.7 56.3 Limited English Proficient 18 22.2 33.3 44.4 77.8 645.1 51.1 Non-LEP 115 20 38.3 41.7 80 643.5 57.1 Subsidized Meals 62 30.6 38.7 30.6 69.4 626.7 61.4 Full-Pay Meals 71 11.3 36.6 52.1 88.7 658.5 46.7
41
Science - 5
A
B -not met
C - MET
D - Exemp E F G
All Students 67 28.4 55.2 16.4 71.6 625 54.5 Male 33 30.3 51.5 18.2 69.7 626.5 57 Female 34 26.5 58.8 14.7 73.5 623.6 51.9 Hispanic or Latino 8 American Indian or Alaska Native 0 Asian 0 Black or African American 13 53.8 46.2 46.2 587 35.5 Native Hawaiian or Other Pacific Islander 0 White 40 22.5 57.5 20 77.5 633 54.4 Two or more races 6 Disabled 9 Not Disabled 58 22.4 58.6 19 77.6 632.6 51.9 Migrant 0 Non-migrant 67 28.4 55.2 16.4 71.6 625 54.5 Limited English Proficient 9 Non-LEP 58 31 53.4 15.5 69 620 53.7 Subsidized Meals 29 34.5 58.6 6.9 65.5 612.5 48.2 Full-Pay Meals 38 23.7 52.6 23.7 76.3 634.5 57
Social Studies-5
A
B -not met
C - MET
D - Exemp E F G
All Students 66 16.7 31.8 51.5 83.3 654.5 51.5 Male 27 18.5 25.9 55.6 81.5 659.9 56.5 Female 39 15.4 35.9 48.7 84.6 650.8 47.4 Hispanic or Latino 8 American Indian or Alaska Native 0 Asian 0 Black or African American 13 15.4 46.2 38.5 84.6 643.7 41.9 Native Hawaiian or Other Pacific Islander 0 White 40 17.5 27.5 55 82.5 660.2 54 Two or more races 5 Disabled 13 53.8 30.8 15.4 46.2 601.5 38.2 Not Disabled 53 7.5 32.1 60.4 92.5 667.5 45.7 Migrant 0 Non-migrant 66 16.7 31.8 51.5 83.3 654.5 51.5 Limited English Proficient 9 Non-LEP 57 15.8 31.6 52.6 84.2 656.6 49.9 Subsidized Meals 33 27.3 39.4 33.3 72.7 638.5 55.6 Full-Pay Meals 33 6.1 24.2 69.7 93.9 670.6 41.2
42
Three-year summary -- PASS (school wide – Grades 3-5 combined) results
Met or Exemplary
Met or Exemplary
Met or Exemplary
2010 2011 2012
Writing 74.1 81 74
ELA 80.1 80.6 81
Math 79.6 78.9 82.7
Science 71.6 68.9 74.4
Social Studies 83.7 84.9 84.7
Writing scores increased significantly from 2010 to 2011 then dipped again in 2012. We implemented a
school-wide writing initiative in the fall of 2012 to build consistency in our overall K-5 program. This
provided a common vocabulary for all of the students and we expect to see growth in writing as students use
strategies in this program throughout elementary school.
ELA scores rose slightly from 80.1% (2010) to 80.6% (2011) to 81% in 2012. The third grade rose
significantly from 79.4% to 84.4%, fourth grade rose from 75.2% to 79.5%, although fifth graders dropped from
87.8% to 75.9% in 2012.
Math scores have shown a steady increase over the past three years. As a school, scores moved up 3.8 points
from 78.9% to 82.7% in 2012. The 2010 score was 79.6%. Third grade scores showed an impressive gain from
77.8% to 84.4% in 2012. Fourth grade scores dropped from 86.8% to 73.5% in 2011 but rose again to 82.6%
in 2012. Fifth grade scores rose significantly from 65.7% in 2010 to 79.4% in 2011 and stayed steady at 79.7%
in 2012. Our Larson’s Math program, Great Math Race for math facts, Super Star Math Program, and strong
core instruction have led to this improvement. We want to continue to solidify our program and raise test
scores.
Science data shows growth from 2011 to 2012 after dropping from 2010 to 2011. Scores dropped from
71.6% to 68.9%, then rose to 74.4% in 2012. Third grade scores rose each year to 69% in 2012. Fourth grade
scores jumped from 67.2% to 78.8% in 2012, and fifth grade scores dropped from 74.6% in 2011 to 71.6% in
2012. We will concentrate on building science vocabulary and process skills.
Social Studies scores have been a strength for us each year. We had 83.7% in 2010, 84.9% in 2011, and
84.7% in 2012 to score met/exemplary. Grade levels showed strength with scores of 85.7% in third, 84.1% in
fourth, and 83.3% in fifth for 2012.
43
November 2012 ITBS Scores for Simpsonville Elementary
Overall in math and reading, scores decreased from 2011 to 2012. The area that dropped most significantly in
math was “problems”, with a difference of 18 points in Percentile Rank of Average SS: National Student
Norms. The National Stanine of Average SS dropped from 6 to 5 in 2012. Reading Comprehension decreased
from 75% to 68%, however the National Stanine stayed the same at 6 in reading, which is above average.
44
45
Analyze and document Teacher and Administrator Quality outcomes and create a needs
assessment based on the analysis
All teachers at Simpsonville Elementary were Highly Qualified in the 2012-13 school year. We have a second-year teacher in Kindergarten and resource. We have an induction teacher in 1st grade. Our staff was provided with 23 hours of Professional Development in the 2012-13 school year. These offering ranged from Balanced Literacy with Small Groups, Classroom Applications for ActivExpressions, Promethean Board instruction for ActivInspire, which replaced ActivStudio as the Promethean Board operating system, Strategies and Interventions for Student Success, and training for Edmodo and ENRICH. In 2012-13 we have focused on providing Professional Development related to Curriculum and Instruction and the new Common Core State Standards. Teams of teachers have attended the District Common Core Standards workshops for Language Arts, first grade and second grade Common Core math. We have offered workshops at our school for Science, Math and Language Arts provided by our District Curriculum Specialists/Consultants. We will continue to provide additional training as we implement the new Common Core State Standards.
Analyze and document School Climate outcomes and create a needs assessment based on the
analysis
Our student attendance goal was at least 94% which we have exceeded for the past 3 years. We exceeded that goal in 2012-13 with a 96.3% rate. We will continue to make personal contact with the family of any student that is out more than 8 days. We are also closely monitoring tardies as they accumulate students are held accountable by not being awarded Perfect Attendance Ribbons on Awards Day if they have over 3 tardies in a quarter. Our parent participation by our ESOL parent group continues to increase. We have teachers who are bi-lingual in Kindergarten and 1st grade. This is beneficial in helping parents communicate with our school family. Attendance at our ESOL Family Nights continues to be very good and surpasses our goal. 100 attended this year. Parent-teachers conferences are scheduled to meet the needs of our ESOL parents with translators as needed. We will continue these strategies. Below are results from our state survey:
Teachers Students* Parents* Number of surveys returned 42 124 59
Percent satisfied with learning environment 97.6% 88.5% 96.5%
Percent satisfied with social and physical environment 97.6% 86.1% 93.0%
Percent satisfied with school-home relations 95.2% 82.9% 89.7
SCHOOL NAME Simpsonville Elementary __
pPASS % WRITING
Simpsonville Elementary SCHOOL RENEWAL PLAN FOR 2013-14 through 2017-18
Student Achievement Teacher/Administrator Quality School Climate Other Priority
GOAL AREA 1: Raise the academic challenge and performance of each student.
PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in
writing and English Language Arts each year.
FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard (Met and Exemplary) in
writing as measured by the Palmetto Assessment of State Standards (PASS) from 74% in 2012 to 79% in 2018.
ANNUAL OBJECTIVE: Annually increase by 1.5 percentage point(s) students meeting standard (Met and Exemplary) in writing as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): SDE School Report Card
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 75.5 77.0 78.5 80.0 81.5
School Actual 74.0
District Projected
X X 78.8 79.8 80.8 81.8 82.8
District Actual 77.8
Baseline data from 2011-12 is based upon 5th and 8th grade scores only. Projected performance is based upon 3rd through 8th grade scores.
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS % ELA
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in English Language
Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS) from 81% in 2012 to 83.5% in 2018.
ANNUAL OBJECTIVE: Increase by 0.5 percentage point(s) annually students meeting standard in English
Language Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): SDE School Report Card
Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
School Projected
X X 81.5 82.0 82.5 83.0 83.5
School Actual 81.0
District Projected
X X 79.0 80.0 81.0 82.0 83.0
District Actual 78.0
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS AVG. ELA
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: By grade band (elementary), meet the required annual measurable objectives
(AMOs) in English Language Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS).
ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in English Language Arts (reading
and research) as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card
ELA - School
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students
670.1
Male 663.0
Female 677.7
White 679.9
African-American 647.7
Asian/Pacific Islander N/A
Hispanic 666.1
American Indian/Alaskan N/A
Disabled 617.2
Limited English Proficient 661.2
Subsidized Meals 652.9
ELA - District - Grades 3-5
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 671.1
Male 665.7
Female 676.8
White 685.1
African-American 644.4
Asian/Pacific Islander 696.1
Hispanic 650.8
American Indian/Alaskan 688.2
Disabled 614.9
Limited English Proficient 654.9
Subsidized Meals 649.2
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS % MATH
Student Achievement Teacher/Administrator Quality School Climate Other Priority
PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in
mathematics each year.
FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in mathematics as measured by the Palmetto Assessment of State Standards (PASS) from 82.8 % in 2012 to 85.3 % in 2018.
ANNUAL OBJECTIVE: Increase by 0.5 percentage point(s) annually students meeting standard in mathematics as
measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): SDE School Report Card
Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
School Projected
X X 83.3 83.8 84.3 84.8 85.3
School Actual 82.8
District Projected
X X 78.4 79.4 80.4 81.4 82.4
District Actual 77.4
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS AVG. MATH
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: By grade band (elementary), meet the required annual measurable objectives
(AMOs) in mathematics as measured by the Palmetto Assessment of State Standards (PASS).
ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in mathematics as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card
Math - School Baseline
2011-
12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 669.9
Male 670.1
Female 669.6
White 679.7
African-American 646.6
Asian/Pacific Islander N/A
Hispanic 666.3
American Indian/Alaskan N/A
Disabled 606.4
Limited English Proficient 667.5
Subsidized Meals 653.1
Math - District – Grades 3-5
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 664.8
Male 665.3
Female 664.3
White 677.8
African-American 636.8
Asian/Pacific Islander 703.1
Hispanic 649.0
American Indian/Alaskan 668.4
Disabled 607.9
Limited English Proficient 656.1
Subsidized Meals 643.6
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS % TESTED
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Meet the annual measurable objective (AMO) of 95% of students tested for all
ELA and math tests and subgroups each year from 2014 through 2018.
ANNUAL OBJECTIVE: Meet the annual measurable objective (AMO) of 95% of students tested for all ELA and math tests and subgroups annually.
DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card
% Tested ELA – School Baseline
2011-
12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 95.0 95.0 95.0 95.0 95.0 95.0 95.0
Actual Performance
All Students 100.0
Male 100.0
Female 100.0
White 100.0
African-American 100.0
Asian/Pacific Islander N/A
Hispanic 100.0
American Indian/Alaskan N/A
Disabled 100.0
Limited English Proficient 100.0
Subsidized Meals 100.0
% Tested ELA – District Grades 3-5
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 95.0 95.0 95.0 95.0 95.0 95.0 95.0
Actual Performance
All Students 99.9
Male 99.9
Female 99.9
White 99.9
African-American 99.8
Asian/Pacific Islander 99.8
Hispanic 99.9
American Indian/Alaskan 100.0
Disabled 99.2
Limited English Proficient 99.8
Subsidized Meals 99.8
% Tested Math – School
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 95.0 95.0 95.0 95.0 95.0 95.0 95.0
Actual Performance
All Students 100.0
Male 100.0
Female 100.0
White 100.0
African-American 100.0
Asian/Pacific Islander N/A
Hispanic 100.0
American Indian/Alaskan N/A
Disabled 100.0
Limited English Proficient 100.0
Subsidized Meals 100.0
% Tested Math – District – Grades 3-5
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 95.0 95.0 95.0 95.0 95.0 95.0 95.0
Actual Performance
All Students 100.0
Male 99.9
Female 100.0
White 100.0
African-American 99.9
Asian/Pacific Islander 100.0
Hispanic 99.9
American Indian/Alaskan 100.0
Disabled 99.8
Limited English Proficient 99.9
Subsidized Meals 99.9
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS % SCIENCE
Student Achievement Teacher/Administrator Quality School Climate Other Priority
PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in
science each year.
FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in science as measured by the Palmetto Assessment of State Standards (PASS) from 74.4 % in 2012 to 79.4 % in 2018.
ANNUAL OBJECTIVE: Increase by 1 percentage point(s) annually students meeting standard in science as
measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): SDE School Report Card
Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
School Projected
X X 75.4 76.4 77.4 78.4 79.4
School Actual 74.4
District Projected
X X 76.9 77.9 78.9 79.9 80.9
District Actual 75.9
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS AVG. SCIENCE
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: By grade band (elementary), meet the required annual measurable objectives
(AMOs) in science as measured by the Palmetto Assessment of State Standards (PASS).
ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in science as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card
Science - School Baseline
2011-12
Planning
Year
2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 629.7
Male 629.8
Female 629.6
White 638.0
African-American 608.5
Asian/Pacific Islander N/A
Hispanic 634.1
American Indian/Alaskan N/A
Disabled 584.0
Limited English Proficient 639.3
Subsidized Meals 617.1
Science - District – Grades 3-5
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 632.8
Male 633.7
Female 631.8
White 645.2
African-American 607.3
Asian/Pacific Islander 655.9
Hispanic 617.0
American Indian/Alaskan 640.3
Disabled 585.9
Limited English Proficient 620.7
Subsidized Meals 614.1
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS % SOCIAL STUDIES
Student Achievement Teacher/Administrator Quality School Climate Other Priority
PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in
social studies each year.
FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in social studies as measured by the Palmetto Assessment of State Standards (PASS) from 84.7 % in 2012 to 87.2 % in 2018.
ANNUAL OBJECTIVE: Increase by 0.5 percentage point(s) annually students meeting standard in social studies
as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): SDE School Report Card
Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
School Projected
X X 85.2 85.7 86.2 86.7 87.2
School Actual 84.7
District
Projected X X 79.9 80.9 81.9 82.9 83.9
District Actual 78.9
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
PASS AVG. SOCIAL STUDIES
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: By grade band (elementary), meet the required annual measurable objectives
(AMOs) in social studies as measured by the Palmetto Assessment of State Standards (PASS).
ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in social studies as measured by the Palmetto Assessment of State Standards (PASS).
DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card
Social Studies - School
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 656.3
Male 656.3
Female 654.5
White 658.0
African-American 642.2
Asian/Pacific Islander N/A
Hispanic 649.0
American Indian/Alaskan N/A
Disabled 609.1
Limited English Proficient 647.3
Subsidized Meals 643.4
Social Studies - District Grades 3-5
Baseline
2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected Performance 630 635 640 645 650 655 660
Actual Performance
All Students 649.2
Male 651.8
Female 646.6
White 661.3
African-American 626.1
Asian/Pacific Islander 676.9
Hispanic 632.8
American Indian/Alaskan 655.8
Disabled 605.3
Limited English Proficient 637.7
Subsidized Meals 629.0
*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state
standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*
ITBS
Student Achievement Teacher/Administrator Quality School Climate Other Priority
PERFORMANCE STATEMENT: Increase student performance on state and national assessments, including the
Iowa Test of Basic Skills (ITBS).
FIVE YEAR PERFORMANCE GOAL: Annually meet or exceed the national norm of 50th percentile in each subtest of the Iowa Tests of Basic Skills (ITBS) in grade 2.
ANNUAL OBJECTIVE: Annually meet or exceed the national norm of 50th percentile in each subtest of the Iowa
Tests of Basic Skills (ITBS) in grade 2.
DATA SOURCE(S): Fall 2011 and Fall 2012 ITBS/CogAT report produced by Riverside Publishing
School Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Reading
Comprehension Projected
50th %tile 50th %tile 50th %tile 50th %tile 50th %tile
Reading Comprehension Actual
75 %tile 68 %tile
Mathematics Concepts
Projected
50th %tile 50th %tile 50th %tile 50th %tile 50th %tile
Mathematics Concepts
Actual
60 %tile 52 %tile
Mathematics Problems
Projected
50th %tile 50th %tile 50th %tile 50th %tile 50th %tile
Mathematics Problems
Actual
68 %tile 49 %tile
District Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Reading Comprehension
Projected
50th %tile 50th %tile 50th %tile
50th %tile
50th %tile
Reading
Comprehension
Actual
67th %tile 66th %tile
Mathematics Concepts Projected
50th %tile 50th %tile 50th %tile
50th %tile
50th %tile
Mathematics Concepts Actual
52nd %tile
50th %tile
Mathematics Problems
Projected 50th %tile 50th %tile
50th %tile
50th %tile
50th %tile
Mathematics Problems
Actual 58th %tile 55th %tile
STRATEGY
Activity
Timeline Person Responsible Estimated
Cost Funding Sources
Indicators of Implementation
The instructional coach will: observe
in classrooms, `provide resources and
materials as needed, and work with
teachers individually and in grade
levels to implement best practices for
Common Core Writing, L.A. and
Math
August –June
2013 – 2018
Instructional Coach n/a n/a IC Portfolio Examples
Teachers will integrate writing and
reading standards into all areas of the
curriculum.
August –June
2013 – 2018
Teachers
Instructional Coach
n/a n/a Work Samples
Lesson Plans
We will provide additional support for
students having weaknesses in
Language Arts with Leveled Readers
and Compass Odyssey
August –June
2013 – 2018
Teachers, I/C, Parents,
volunteers
n/a n/a Reports from Compass
Odyssey
Teachers will attend local workshops
and conferences in balanced literacy
and the integration of technology.
August –June
2013 – 2018
Principal
Substitutes,
Conference/workshop/
travel
Professional
Development
Budget
Report from
participants/work
samples/certificates
Teachers will use “Reading Counts”
as a support tool for balanced literacy.
August –June
2013 – 2018
Media Specialist
Classroom Teachers
n/a n/a n/a
Teachers will evaluate pre, post, and F
& P Benchmark Assessments in
reading and writing to inform
instruction.
Quarterly Grade Level Chair
IC
n/a n/a Curriculum Update
document
Teachers will review MAP, PASS and
ITBS data in Language Arts and Math
Fall 2008 - Fall
2013
IC n/a n/a Completed Data Notebook
Teachers will use CCSS ELA
standards and district ELA
August –June
2013 – 2018
Teachers
IC
n/a n/a Lesson Plans
Instructional Guide.
Encourage technology integration
when teaching reading and writing
August –June
2013 – 2018
Teachers
Principal
n/a Refresh Lesson Plans
Encourage integration of ELA and
Social Studies through novels and
children’s literature
August –June
2013 – 2018
Principal, District ELA
Consultant,
Instructional Coach
n/a n/a Lesson Plans
Use parent volunteers to work with
students who are struggling
academically as well as our students
who are working above grade level.
August – June
2013 – 2018
Principal, PTA
Volunteer Coordinator,
Teachers
n/a n/a Parent Volunteer Log
Teachers will use current CCSS math
standards and district Math
Instructional Guide.
August –June
2013 – 2018 Teachers n/a n/a Lesson Plans
The teachers will attend math
workshops that model the use of math
manipulatives as Best Teaching
Practices to address and meet the
diverse needs of learners.
August –June
2013 – 2018 Instructional Coach
Classroom Teachers
Substitutes,
Conference/workshop/
travel
Professional
Development
Budget
Certificates/Reports/
Work Samples
Teachers will report progress
according to Greenville County
Pacing Guide each quarter
Quarterly IC n/a n/a Curriculum Update
document
Teachers will evaluate pre, post, and
benchmark assessments in math to
inform instruction
Quarterly Grade Level Chair
IC
n/a n/a Curriculum Update
document
Teachers will participate in “Everyday
Calendar Math Counts” training and
implement school wide.
August –June
2013 – 2018
Teachers n/a Professional
Development
Budget
Certificate
Teachers will conference with
students and parents about MAP,
PASS, ITBS and ELDA scores if
appropriate.
Fall 2013 –
June 2018 2
nd -5
th grade Teachers n/a n/a Conference Log
Students will set individual MAP RIT Fall 2013 – 2nd
-5th grade Teachers n/a n/a Conference Log
growth goals based on expected
growth by the normed group.
June 2018
All students who scored Not Met on
PASS MATH will be recommended
for Larson’s Morning Math
Fall 2013 –
June 2018
IC
4th & 5
th Grade
Teachers
n/a n/a Conference Log
Students will participate in the Great
Math Race at all grade levels with
requirements to win based on grade
level standards
Fall 2013 –
June 2018
IC
All SES staff
n/a n/a Log of student Race Winners
PROFESSIONAL DEVELOPMENT
Student Achievement Teacher/Administrator Quality School Climate Other Priority
GOAL AREA 2: Ensure quality personnel in all positions.
FIVE YEAR PERFORMANCE GOAL: From 2012-13 through 2017-18, 100% of core content teachers will be provided Professional Development Activities annually. 100% of our instructional staff will be trained in the theory and implementation of the balanced literacy
model using Fountas and Pinnell ANNUAL OBJECTIVE: 100% of core content teachers will be provided Professional Development Activities so that our ELA and Mathematics goals for student achievement will be reached 2012-13 to 2017-18. 100% of our instructional staff will complete cycle one of the balanced literacy model training in 2013-2014.
DATA SOURCE(S): Portal Professional Development log
Baseline 2011-12
Planning
Year 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18
Projected x x 100% 100% 100% 100% 100%
Actual 0 0
STRATEGY
Activity
Timeline Person Responsible Estimated
Cost Funding Sources
Indicators of Implementation
Instructional staff will participate in site
visits to observe Fountas & Pinnell
implementation
August –June
2013-2014
Instructional staff Substitutes Pay District P/D
Funds Log of school visits
Instructional staff will participate in
Cycle 1 training to implement Fountas &
Pinnell Balanced Literacy
August –June
2013-2014
Instructional staff n/a District P/D
Funds Professional Development
portal log
Instructional staff will participate in
Cycle 2 training to implement Fountas &
Pinnell Balanced Literacy
August –June
2014-2015
Instructional staff n/a District P/D
Funds Professional Development
portal log
Instructional staff will participate in
Cycle 3 training to implement Fountas &
Pinnell Balanced Literacy
August –June
2014-2015
Instructional staff n/a District P/D
Funds Professional Development
portal log
Common Core State Standards and
Learning Focused Cycle strategies will
be highlighted in school-level workshops
August –June
2013-2018
Principal
Instructional Coach
n/a n/a
Portal sign-in sheets
Technology workshops provided at the
school level
August –June
2013-2018
Instructional Coach n/a
n/a Portal sign-in sheets
Data Analysis workshops by grade level August –June
2013-2018
Principal
Instructional Coach
n/a n/a Portal sign-in sheets
STUDENT ATTENDANCE
Student Achievement Teacher/Administrator Quality School Climate Other Priority
GOAL AREA 3: Provide a school environment supportive of learning.
FIVE YEAR PERFORMANCE GOAL: Achieve an annual student attendance rate of 95% or higher.
ANNUAL OBJECTIVE: Maintain an annual student attendance rate of 95% or higher.
DATA SOURCE(S): SDE School Report Card
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 95.0 95.0 95.0 95.0 95.0
School Actual 97.0
District
Projected X X 95.0 95.0 95.0 95.0 95.0
District Actual 95.9
PARENT SATISFACTION – LEARNING ENV.
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Maintain the percent of parents who are satisfied with the learning
environment at 96.5 % or higher through 2018.
ANNUAL OBJECTIVE: Beginning in 2013-14, maintain at least 96.5% of parents who are satisfied with the learning environment.
DATA SOURCE(S): SDE School Report Card Survey results – Question #5
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 96.5 96.5 96.5 96.5 96.5
School Actual 96.5
District
Projected X X 89.0 89.5 90.0 90.5 91.0
District Actual 88.0*
*SDE has not yet provided GCS with the District’s Parent Survey results for 2011-12. Info is from 2010-11.*
STUDENT SATISFACTION – LEARNING ENV.
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Increase the percent of students who are satisfied with the learning
environment from 88.5 % in 2012 to 91 % by 2018.
ANNUAL OBJECTIVE: Beginning in 2013-14, increase by 0.5 percentage point(s) annually students who are satisfied with the learning environment.
DATA SOURCE(S): SDE School Report Card Survey results – Question #18
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School Projected X X 89.0 89.5 90.0 90.5 91.0
School Actual 88.5
District Projected
(ES, MS, and HS) X X 83.5 84.0 84.5 85.0 85.5
District Actual (ES and MS)
83.8
TEACHER SATISFACTION – LEARNING ENV.
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Maintain the percent of teachers who are satisfied with the learning environment at 97.6% or higher through 2018.
ANNUAL OBJECTIVE: Beginning in 2013-14, maintain at least 97.6% of teachers who are satisfied with the
learning environment.
DATA SOURCE(S): SDE School Report Card Survey results – Question #27
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 97.6 97.6 97.6 97.6 97.6
School Actual 97.6
District
Projected X X 92.5 93.0 93.5 94.0 94.5
District Actual 98.0
PARENT SATISFACTION – SAFETY
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Increase the percent of parents who indicate that their child feels safe at
school from 94.8 % in 2012 to 95.5 % by 2018.
ANNUAL OBJECTIVE: In 2013-14, increase by 0.7 percentage point and maintain 95.5 annually for parents who indicate that their child feels safe at school.
DATA SOURCE(S): SDE School Report Card Survey results – Question #18
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 95.5 95.5 95.5 95.5 95.5
School Actual 94.8
District
Projected X X 93.9 94.3 94.7 95.1 95.5
District Actual 93.5*
*SDE has not yet provided GCS with the District’s Parent Survey results for 2011-12. Info is from 2010-11.*
STUDENT SATISFACTION – SAFETY
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Maintain the percent of students who feel safe at school during the school day
from 93.5 % in 2012 to 93.5 % by 2018.
ANNUAL OBJECTIVE: Beginning in 2013-14, maintain the percentage point(s) annually students who feel safe at school during the school day.
DATA SOURCE(S): SDE School Report Card Survey results – Question #30
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 93.5 93.5 93.5 93.5 93.5
School Actual 93.5
District
Projected X X 91.9 92.3 92.7 93.1 93.5
District Actual 90.9
TEACHER SATISFACTION – SAFETY
Student Achievement Teacher/Administrator Quality School Climate Other Priority
FIVE YEAR PERFORMANCE GOAL: Increase the percent of teachers who feel safe at school during the school day
from 97.6 % in 2012 to 98.5 % by 2018.
ANNUAL OBJECTIVE: Beginning in 2013-14, increase by 0.9 percentage point(s) in 2013-14 and maintain 98.5 percentage points annually for teachers who feel safe at school during the school day.
DATA SOURCE(S): SDE School Report Card Survey results – Question #39
Baseline
2011-12
Planning Year
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
School
Projected X X 98.5 98.5 98.5 98.5 98.5
School Actual 97.6
(+2.4 Don’t Know)
District
Projected X X 98.5 98.5 98.5 98.5 98.5
District Actual 98.9
STRATEGY
Activity
Timeline Person Responsible Estimated
Cost Funding Sources
Indicators of Implementation
Encourage greater parent participation in
classroom enrichment programs and
P.T.A. activities such as Build-a-Book,
ESOL, P.T.A., and Tutoring.
Fall 2013 –
June 2018 2
nd -5
th grade Teachers n/a n/a Conference Log
Schedule teacher-parent conferences
Involve Hispanic parents in our school
activities and provide translators for
conferences
Fall – Spring
2013-2018
Teachers, Guidance
Counselors
n/a n/a Conference Log
Hispanic Family Nights Fall 2013-
June 2018
Administration,
Teachers,
TESOL staff
n/a n/a Attendance Log
School will participate in an “Attendance Blitz”.
2013-2018 Teachers
Administration
Guidance Counselor
Attendance Clerk
$0 N/A Weekly attendance
percentage totals will be
calculated.
Student made posters will
be displayed around
school to encourage
students
Attendance conferences
will be held with
administration and
documentation will be
kept in office. Teachers and staff will utilize School Wide
Behavior/Discipline Program.
Steps, buddy teacher, parent contact,
etc.
2013-2018 Teachers
Administrators
N/A N/A Teachers will follow the
steps outlined in the
Handbook
Referrals will document
steps taken prior to
referral to ensure program
is being used.
Teaches will conduct required Parent-
Teacher Conferences and positive phone
contacts.
2013-2018 Teachers N/A N/A Teachers will maintain
Conference Logs as
documentation in the
PAS-T notebook and
copies will be provided
for administration each
nine weeks.
The counselor will conduct guidance lessons
on positive behaviors and bully prevention.
Bully Program for 3rd
& 4th
Cyber-Safety Program 4th
& 5th
SafeKids Night, Watch Dogs (Dads of Great
Students) begin 2013-14
2013-2018 Guidance Counselor N/A N/A A schedule will be
maintained by counselor
and administration for
classroom lessons.
Lesson plans by guidance
counselor will reflect
character education units
and topics for positive
behaviors in school.
Administration will hold attendance
conferences with students and parents for
excessive tardies and absences.
2013-2018 Teachers
Administrators
Guidance Counselor
Parents
Attendance Clerk
District Attendance
Officer
N/A N/A Attendance reports will be
pulled by clerk on a
regular basis.
Letters will be sent to
parents regarding
excessive absence/ tardy
issues and copies will be
maintained by
administration.
A conference intervention
form will be maintained
by administration after
each attendance
conference.
Teachers and staff will highlight positive
behaviors. 2013-2018 Teachers
Administrators
Morning News Crew
Afternoon
Announcements
N/A N/A Teacher and staff will
recognize students as they
see good behaviors.
Decreased number of
referrals will indicate
positive reinforcement is
working
The school will reward all students with
perfect attendance each nine weeks and hold
quarterly awards ceremonies for 2nd
through
5th
grades.
Each nine Weeks Teachers
Administration
$3,000 PTA List of students with
perfect attendance each
nine weeks
Teachers and staff will utilize the Assistance
Team to provide behavior strategies for
struggling students.
October – February
2013-2018
Teachers
Administration
A-Team
N/A N/A An A-Team log and
meeting minutes will be
kept for documentation.
Professional development
of A-Team processes and
strategies will be
conducted for teachers.
Attendance will document
participation.
The school will continue partnerships with
Community Groups to recognize positive
behaviors.
Terrific Kids – Kiwanis
Certificates for recognition
2013-2018 Teachers
Administration
Kiwanis Club
Business Managers
N/A Donations A schedule will be sent
for TK recognitions.
Partner with the Simpsonville Police
Department to provide an office for our
community patrol officer at our school.
2013-2018 Administration
Simpsonville Police Dept.
N/A N/A
Officer sign-in
Simpsonville Elementary2012 School Report Card Summary Link
Simpsonville Elementary2012 School Report Card
https://ed.sc.gov/data/report-cards/2012/elem/c/e2301081.pdf