district strategic plan table of contents

District Strategic PlanTable of Contents

Cover Page 2

Stakeholders 4

Assurances 6

Needs Assessment for Student Achievement 10

Needs Assessment for Teacher/Administrator Quality 17

Needs Assessment for School Climate 19

Executive Summary of Needs Assessment(Summary of Conclusions) 21

Performance Goals and Action Plans 23

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District Strategic Plan Cover Page(Mandated Component)

Strategic Plan for years 2016/17 to 2020/21

District: Union 01

SIDN: 4401

Plan Submission: School utilizesAdvancED

Address 1: 130 West Main Street

Address 2:

City: Union, SC

Zip Code: 29379

District Plan Contact Person: Cynthia F. Langley

Contact Phone: 864-429-1740

E-mail Address: [email protected]

AssurancesThe District Strategic Plan and the Annual Update of the District Strategic Plan include components required by the EarlyChildhood 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 theboard of trustees, the superintendent, and the district strategic planning coordinator are affirmation of active participationof key stakeholders and alignment with Act 135 and EAA requirements.

Required Printed Names and Signatures

Chairperson, District Board of Trustees

Ms. Jane Hammett Printed Name

______________________ Signature

____________ Date

Superintendent

Dr. David Eubanks Printed Name

______________________ Signature

____________ Date

Title II Coordinator

Cynthia F. Langley Printed Name

______________________ Signature

____________ Date

District Strategic Planning Coordinator

Cynthia F. Langley Printed Name

______________________ Signature

____________ Date

District Read To Succeed Literacy Leadership Team Lead

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Barbara Palmer Printed Name

______________________ Signature

____________ Date

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Stakeholder Involvement for District Strategic Plan(Mandated Component)

List the name of persons who were involved in the development of the District Strategic Plan.A participant for each numbered position is required.

Position Name

1. Superintendent Dr. David Eubanks

2. Principal Betsy Trakas

3. Teacher Dianne Dehart

4. Parent/Guardian Del Mitchell

5. Community Member Mickey Gist

6. Private School Representative(s) Roger Estes

7. District Level Administrator Jeff Stribble

8. Paraprofessional Jackie Good

9. District Read To Succeed Literacy Leadership Team Lead Barbara Palmer

10. District Read To Succeed Literacy Leadership Team Patsy Farmer

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

Principal Mickey Connolly

Principal Anita Maness

Principal Glen Wile

Principal Eric Childers

Principal Kevin Morrow

Principal Kathy Taylor

Principal Rene Pryor

Teacher Tammy Fisher

Teacher Ashley Dill

Teacher Jodie Ledbetter

Parent/Guardian Armanda Jeter

Parent/Guardian Alison Coker

Community Member Charles Lott

Community Member Roger Bailey

Community Member Buddy Smith

Community Member Frank Hart

Community Member Torance Inman

District Level Administrator Melissa Inman of 82

District Read To Succeed Literacy Leadership Team Dena Addis

District Read To Succeed Literacy Leadership Team Miriam Benjamin

District Read To Succeed Literacy Leadership Team Lisa Morrow

District Read To Succeed Literacy Leadership Team Crystal Bryant-Robinson

Curriculum Coach Suan Gilstrap

Curriculum Coach Rhonda Hollingsworth

Curriculum Coach Jan Carter

SC Works and Union County Career Development Katherine Pendergrass

Upstate Regional Career Facilitator Toney Farr

Director of First Steps Catherine Childers

Director of Union Advanced Technology Center Kathy Jo Lancaster

USC Union Representative Brad Greer

Mayor of Carlisle Mary Ferguson-Glenn

Student Brandon Lewis

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Assurances for District Strategic Plan(Mandated Component)

Assurances, checked by the district superintendent, attest that the district complies with all applicable requirements.

Yes Academic Assistance, PreK–3The district makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-schoolhomework help centers, individual tutoring, and group remediation).

Yes Academic Assistance, Grades 4–12The district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-schoolhomework help centers, individual tutoring, and group remediation).

Yes Parent InvolvementThe district encourages and assists parents in becoming more involved in their children’s education. Some examples of parent involvement initiatives includemaking special efforts to meet with parents at times more convenient for them, providing parents with their child’s individual test results and aninterpretation of the results, providing parents with information on the district’s curriculum and assessment program, providing frequent, two waycommunication between home and school, providing parents an opportunity to participate on decision making groups, designating space in schools forparents to access educational resource materials, including parent involvement expectations as part of the principal’s and superintendent’s evaluations, andproviding parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of theirchildren.

Yes Staff DevelopmentThe district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the districtplan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the NationalStaff Development Council’s revised Standards for Staff Development.

Yes TechnologyThe district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning. Thedistrict will provide a copy of their updated technology plan to the S.C. Department of Education on an annual basis.

Yes InnovationThe district uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students. Provide a goodexample of the use of innovation funds.

Yes CollaborationThe district (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social servicesdepartments, mental health departments, First Steps, and the family court system).

Yes Developmental ScreeningThe district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social,emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screeningefforts could take place at any location.

Yes Half-Day Child DevelopmentThe district provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function atprimary and elementary schools, although they may be housed at locations with other grade levels or completely separate from schools.

Yes Developmentally Appropriate Curriculum for PreK–3The district ensures that the scope and sequence of the curriculum for PreK–3 are appropriate for the maturation levels of students. Instructional practicesaccommodate individual differences in maturation levels and take into account the student's social and cultural context.

Yes Parenting and Family LiteracyThe district provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their children(Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of theirchildren (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and anage-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 areparents. 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 fromdropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.

Yes RecruitmentThe 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, thefollowing personal or family situation(s): educational level of parent below high school graduation, poverty, limited English proficiency, significantdevelopmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional), and/or child abuseand neglect.

Yes Coordination of Act 135 Initiatives with Other Federal, State, and District ProgramsThe district ensures as much program effectiveness as possible by developing a district wide/school wide coordinated effort among all programs andfunding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities.

Yes Office of Health and NutritionAs required by the Students Health and Fitness Act [section 59-10-330 (B)], the district has established a Coordinated School Health Advisory Council(CSHAC) that includes members of the community, school representatives, students, parents, district food service employees, and school board members,and has collaborated with the CSHAC to develop a school health improvement plan that addresses strategies for improving student nutrition, health, andphysical activity and includes the district's wellness policy. The district health improvement plan goals and progress toward those goals are included in thedistrict's strategic plan. Chapter 59 of Title 59: Education and Economic Development Act Assurances for Districts1. Each elementary, middle, and high school in the district has implemented the Comprehensive Developmental Guidance and Counseling Program

Model.

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Yes

2. All elementary, middle, and high schools in the district have integrated career awareness, exploration, and/or preparation activities into their curricula.

3. Each middle and high school in the district has a student-to-guidance personnel ratio of 300:1 or less. Suspended as pursuant to R14.3352.

4. Each middle and high school in the district employs certified career development facilitators who perform the 13 duties specified in the EEDAlegislation.

5. All students in grades eight through twelve have developed an individual graduation plan (IGP) that is reviewed by students and their parents/parentaldesignees during annual IGP conferences facilitated by certified guidance counselors.

6. All eighth grade students in the district have chosen a career cluster. (Students may change their cluster choice if they desire to do so).

7. All tenth grade students in the district have chosen a career major. (Students may change their major if they desire to do so).

8. All high schools in the district offer enough courses for all students to complete their chosen majors. (NOTE: To complete a major, students musttake four courses for elective credit that are associated with that major).

9. Each high school in the district is organized around a minimum of three of the 16 national career clusters.

10. Each high school in the district has implemented an evidence-based program model designed to ensure that students identified as being at risk ofdropping out actually graduate from high school with a state diploma.

11. Each high school in the district has implemented High Schools That Work or another state-approved comprehensive reform model.

12. Each high school in the district offers all students at least one opportunity to participate in an extended or work-based learning activity prior tograduation.

13. Each high school in the district offers students opportunities to enroll in courses for which they may receive both high school and college credit.

General Grant Assurances for DistrictsAs the duly authorized representative of #rc.districtName#, I certify that this applicantA. Has the legal authority to apply for state assistance and the institutional, managerial, and financial capability (including funds sufficient to pay the

nonstate share of project costs) to ensure proper planning, management, and completion of the project described in this application.

B. Will give the State Department of Education (SCDE) access to and the right to examine all records, books, papers, or documents related to this awardand will establish a proper accounting system in accordance with generally accepted accounting principles or agency directives. The applicant’saccounting system must include sufficient internal controls, a clear audit trail, and written cost-allocation procedures as necessary. Financialmanagement systems must be capable of distinguishing expenditures that are attributable to this grant from those that are not attributable to this grant.This system must be able to identify costs by programmatic year and by budget line item and to differentiate among direct, indirect, andadministrative costs. In addition, the grantee must maintain adequate supporting documents for the expenditures (federal and nonfederal) and in-kindcontributions, if any, that it makes under this grant. Costs must be shown in books or records (e.g., disbursements ledger, journal, payroll register)and must be supported by a source document such as a receipt, travel voucher, invoice, bill, or in-kind voucher. The applicant will also comply withthe Office of Management and Budget 2 CFR Part 230 “Cost Principles for Non-Profit Organizations,” 2 CFR Part 225 “Cost Principles for State,Local, and Indian Tribal Governments,” or 2 CFR Part 220 “Cost Principals for Educational Institutions” for maintaining required support for salariesand wages. Required support includes certifications and/or personnel activity records according to the type of entity.

C. Will approve all expenditures, document receipt of goods and services, and record payments on the applicant’s accounting records prior tosubmission of reimbursement claims to the SCDE for costs related to this grant.

D. Will initiate and complete work within the applicable time frame after receipt of approval by the SCDE.

E. Will not discriminate against any employee or applicant for employment because of race, color, religion, age, sex, national origin, or disability. Thegrantee will take affirmative action to ensure that applicants for employment and the employees are treated during the period of their employmentwithout regard to their race, color, religion, age, sex, national origin, or disability.

F. Will comply with the Ethics, Government Accountability, and Campaign Reform Act (S.C. Code Ann. § 2-17-10 et seq. and § 8-13-100 et seq.(Supp. 2009)].

G. Will comply with the Drug Free Workplace Act (S.C. Code Ann. § 44-107-10 et seq. (Supp. 2009)] if the amount of this award is $50,000 or more.

H. Ensures that all policies, procedures, programs and the administration of programs in the school district are consistent with the No Child Left BehindAct of 2001, EDGAR (1999), and other applicable statues, regulations, program plans, and applications.

I. Will submit reports as necessary to enable the SDE to meet its responsibilities under the program and will maintain such records, provide suchinformation, and afford access to the records as the SDE may find necessary to carry out its duties. The school district will cooperate in carrying outany evaluation conducted by state or federal agencies.

J. Affirms that the needs assessment was conducted in consultation and collaboration with the teachers of the school district, including those teachers inschools receiving assistance under Title I, school administrators, and charter school and private school representatives (where applicable) in thedevelopment of the needs assessment.

K. Will ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies,that low-income students and minority students are not taught at higher rates that other students by unqualified, out-of-field, or inexperiencedteachers.

L. Will target Title II-A teacher quality funds to schools that have the lowest proportion of highly qualified teachers, have the largest average class size,or are identified for school improvement under the specification in Title I, section 1116(b)(1)(A) of the Elementary and Secondary Education Act(ESEA): “A local educational agency shall identify for school improvement any elementary school or secondary school served under this part thatfails, for 2 consecutive years, to make adequate yearly progress as defined in the State’s plan under section 1111(b)(2).”

M. Will comply with Title IX, Section 9501 of the ESEA regarding participation by private school children and teachers.

N. Will comply with Title V, Section 5206(a) of the ESEA regarding participation by charter schools.

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Yes O. Will use the grant funds received in order to supplement, and not supplant, nonfederal funds that would otherwise be used for activities authorized

under Section 2123 of the ESEA, “Local Use of Funds."

Yes

Terms and Conditions for SCDE Grant Programs

A. Completeness of Proposal All proposals should be complete and carefully worded and must contain all of the information requested by the StateDepartment of Education (SCDE). If you do not believe a section applies to your proposal, please indicate that fact.

B. Termination The SCDE reserves the right to reject any and all applications and to refuse to grant monies under this solicitation. After it has beenawarded, the SCDE may terminate a grant by giving the grantee written notice of termination. In the event of a termination after award, the SCDEshall reimburse the grantee for expenses incurred up to the notification of termination. In addition, this grant may be terminated by the SCDE if thegrantee fails to perform as promised in its proposal.

C. Travel Costs Travel costs, if allowed under this solicitation, must not exceed limits noted in the United States General Services Administration(www.gsa.gov) regulations.

D. Honoraria Amounts paid in honoraria, if allowed under this grant, must be consistent with SCDE policies. You should check with the program officebefore budgeting for honoraria.

E. Obligation of Grant Funds Grant funds may not be obligated prior to the effective date or subsequent to the termination date of the grant period. Noobligations are allowed after the end of the grant period, and the final request for payment must be submitted no later than thirty (30) days after theend of the grant period.

F. Use of Grant Funds Funds awarded are to be expended only for purposes and activities covered by the project plan and budget.

G. Copyright The grantee is free to copyright any books, publications, or other copyrightable materials developed in the course of this grant. However,the SCDE reserves a royalty-free, nonexclusive, and irrevocable license to reproduce, publish, or otherwise use, and to authorize others to use, thecopyrighted work developed under this grant.

H. Documentation The grantee must provide for accurate and timely recording of receipts and expenditures. The grantee’s accounting system shoulddistinguish receipts and expenditures attributable to each grant.

I. Reports The grantee shall submit a final financial report within thirty (30) days of the final disbursement. This report should be a final accounting ofthe grant. It may be submitted in either narrative or spreadsheet form.

J. Certification Regarding Suspension and Debarment. By submitting a proposal, the applicant certifies, to the best of its knowledge and belief, thatthe

Applicant and/or any of its principals, subgrantees, or subcontractors Are not presently debarred, suspended, proposed for debarment, or declared ineligible for the award of contracts by any state or federalagency; Have not, within a three-year period preceding this application, been convicted of or had a civil judgment rendered against them for:commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (federal, state, orlocal) contract or subcontract; violation of federal or state antitrust statutes relating to the submission of offers; or commission ofembezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, tax evasion, or receiving stolen property; and Are not presently indicted for, or otherwise criminally or civilly charged by a governmental entity with, commission of any of theoffenses enumerated above.

Applicant has not, within a three-year period preceding this application, had one or more contracts terminated for default by any public(federal, state, or local) entity.

K. Audits

Entities expending $500,000 or more in federal awards:Entities that expend $500,000 or more in federal awards during the fiscal year are required to have an audit performed in accordance with theprovisions of Office of Management and Budget (OMB) Circular No. A-133, Audits of States, Local Governments, and Non-ProfitOrganizations. The submission deadline for A-133 audits is nine months after the entity’s fiscal year-end. A grantee that passes through fundsto subrecipients has the responsibility of ensuring that federal awards are used for authorized purposes in compliance with federal programlaws, federal and state regulations, and grant agreements. The director of the OMB, who will review this amount every two years, has theoption of revising the threshold upward. Entities expending less than $500,000 in federal awards:Entities that expend less than $500,000 in a fiscal year in federal awards are exempt from the audit requirements in the Single Audit Act andCircular A-133. However, such entities are not exempt from other federal requirements (including those to maintain records) concerningfederal awards provided to the entity. The entity’s records must be available for review or audit by the SCDE and appropriate officials offederal agencies, pass-through entities, and the General Accounting Office (GAO).

L. Records. The grantee shall retain grant records, including financial records and supporting documentation, for a minimum of three (3) years after thetermination date of the grant.

M. Reduction in Budgets and Negotiations. The SCDE reserves the right to negotiate budgets with potential grantees. The SCDE may, in its solediscretion, determine that a proposed budget is excessive and may negotiate a lower budget with the potential grantee. The grantee may at that timenegotiate or withdraw its proposal. In addition, the SCDE may desire to fund a project but not at the level proposed. In that case the SCDE shallnotify the potential grantee of the amount that can be funded, and the grantee and the SCDE shall negotiate a modification in the proposal toaccommodate the lower budget. All final decisions are that of the SCDE.

N. Amendments to Grants. Amendments are permitted upon the mutual agreement of the parties and will become effective when specified in writingand signed by both parties.

Read To Succeed Act 284 Assurances

Assurances, checked, and signed by the district superintendent, attest that the school/district complies with all applicable Act 284requirements.

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Yes District Reading PlanThe district has a district reading plan which addresses the components of leadership, student outcomes, professional learning opportunities, instructionaland assessment plans, parent and family involvement, and school-community partnerships.

Yes 4K and 5K Readiness Assessment The district ensures that a state identified readiness assessment for 4K and 5K is administered to all students prior to the 45th day of school.

Yes Third Grade RetentionThe district provides support to ensure all students are provided with an instructional program based on student needs as determined by local and stateformative and summative assessment data and provides intervening services, including summer reading camps, to reduce the number of students not readingon grade level by the end of third grade and therefore needing to be retained beginning with the 2017â€“18 school year.

Yes Reading CoachesThe district supports school based reading coaches in every elementary school.

Yes InterventionsThe district provides interventions based on data for all students identified.

Yes Summer Reading CampsThe district offers summer reading camps for those students identified.

Signature

_________________________________________ _________________________________________ ____________Superintendent's Printed Name Superintendent's Signature Date

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Needs Assessment for Student Achievementby Grade Range

RecommendedData Sources

Strength Weakness/Improvement NeedContributing

Factors(optional)

Identify by SubgroupPerformance

(as appropriate)


(as appropriate)

Primary School (K - 2)

PrimeInstructionalTime

BES: 89.0% compared toschools like ours at 89.2%FES: 88.4% compared toschools like ours at 89.1%JES: 90.0% compared toschools like ours at 89.2%LES: NAMES: 91.1% compared toschools like ours at 89.4%

District: 83.9% compared todistricts like ours at 88.3%

Pupil-TeacherRatio

BES 21.8:1 compared toschools like ours at 19.9:1FES 19.6:1 compared toschools like ours at 19.2:1JES 21.4:1 compared toschools like ours at 20.1:1LES 13.7:1 compared toschools like ours at 20.1:1MES 22.2:1 compared toschools like ours at 20.1:1

ParentInvolvement

Parents attendingconferences:District: 100% BES: 100%FES: 100%JES: 100%LES: 100%MES: 100%

ExternalAccreditation

All schools and the districtare accredited by AdvancEDDistrict accreditation.

ProfessionalDevelopment

BES: 9.5 days compared toschools like ours at 10.7 FES: 13.7 days compared toschools like ours at 11.0

JES: 6.7 days compared to schoolslike ours at 10.6LES: 5.5 days compared to schoolslike ours at 10.6MES: 6.1 days compared to schoolslike ours at 10.3

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Percentage ofTeachers withAdvancedDegrees

BES: 64.9% compared toschools like ours at 60.0%LES: 64.7% compared toschools like ours at 58.3%MES: 64.0% compared toschools like ours at 61.2%

FES: 46.9% compared to schoolslike ours at 60%JES: 50% compared to schools likeours at 58.3%District: 58.3% compared todistricts like ours at 58.9%

Percentage ofTeachersReturning

BES: 89.9% compared toschools like ours at 86.1%FES: 87.55 compared toschools like ours at 85.4%LES: 87.5% compared toschools like ours at 88.3%MES: 86.1% compared toschools like ours at 87.9%District: 89.7% compared todistricts like ours at 89.2%

JES: 78.0% compared to schoolslike ours at 88.3%

'Other' DataSource:K-1 ReadingLevels

84% of the students inkindergarten and first grademet grade-level readingstandards compared to 80%the previous year.

Elementary/Middle School (3 - 8)

StateStandardizedLanguageArts Scores

District: 63.6% scoredexceeding or ready on ACTEnglish compared to 63.1%of districts like ours and67.9% in the state.District: 30.4% scoredexceeding or ready on ACTReading compared to 29.7%of districts like ours and37.2% in the state.Scoring above the stateaverage:70.3% of 4th grade studentsscored exceeding or ready inEnglish39.2% of 8th grade studentsscored exceeding or ready inReading29.2% of 6th grade studentsscored exceeding or ready inWriting 26.5% of 7th grade studentsscored exceeding or ready inWriting

District: 19.1% scored exceeding orready on ACT writing compared to19.7% in districts like ours and24.4% in the state.6th Grade English: 56.9% scoredexceeding or ready

ACT Aspire was atimed testadministered onlyin 2015.

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StateStandardizedMath Scores

The following grade levelsexceeded the state average ingrades 3-8:Grade 3: 54.0%Grade 4: 47.8%

District: 38.3% scored exceeding orready on ACT Mathematicscompared to 40.5% of districts likeours and 46.7% in the state.The following grade levels werebelow the district average in grades3-8:Grade 7: 29.8%Grade 8: 19.5%

StateStandardizedSocial StudiesScores

70.7% of the students scoredmet or exemplary comparedto districts like ours at 72.8%and the state at 76%.Exceeding state average forgrades 3-8:4th grade: 87.9%

Significantly below district averagein grades 3 - 8:7th grade: 65.6%8th grade: 65.1%

StateStandardizedScience Scores

Grades scoring above the 3-8state average:Grade 4: 72.9%

62% 0f the students scored met orexemplary compared to 63.5% ofdistricts like ours and 67.7% in thestate.Grades significantly below thedistrict average in grades 3-8:5th grade: 59.8%6th grade: 53.6%8th grade: 59.3%

AYPLanguage Arts

District: 63.6% scoredexceeding or ready on ACTEnglish compared to 63.1%of districts like ours and67.9% in the state.District: 30.4% scoredexceeding or ready on ACTReading compared to 29.7%of districts like ours and37.2% in the state.Scoring above the stateaverage:70.3% of 4th grade studentsscored exceeding or ready inEnglish39.2% of 8th grade studentsscored exceeding or ready inReading29.2% of 6th grade studentsscored exceeding or ready inWriting 26.5% of 7th grade studentsscored exceeding or ready inWriting

District: 19.1% scored exceeding orready on ACT writing compared to19.7% in districts like ours and24.4% in the state.6th Grade English: 56.9% scoredexceeding or ready

ACT Aspire was atimed testadministered onlyin 2015.

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AYP Math The following grade levelsexceeded the state average ingrades 3-8:Grade 3: 54.0%Grade 4: 47.8%

District: 38.3% scored exceeding orready on ACT Mathematicscompared to 40.5% of districts likeours and 46.7% in the state.The following grade levels werebelow the district average in grades3-8:Grade 7: 29.8%Grade 8: 19.5%

BenchmarkAssessment:% MeetingGrowthTargets inNWEA MAPReading

50% or more of the studentsin the following grade levelsmet their growth targets inReading:Grade 4: 53%Grade 5: 54%Grade 8: 56%

Fewer that 50% of the students inthe following grade levels met theirgrowth targets in Reading:Grade 3: 47%Grade 7: 28%Grade 8: 56%

BenchmarkAssessment:% MeetingGrowthTarget onNWEA MAPMath

None of the grade levels met goalof having 50% or more of thestudents meeting their growth targetin math.Grade 3: 38%Grade 4: 31%Grade 5: 46%Grade 6: 32%Grade 7: 44%Grade 8: 42%

High School (9 - 12)

First AttemptHSAPCombinedScore PassageRate

NA

First AttemptHSAP ELAPassage Rate

NA

First AttemptHSAP MathPassage Rate

NA

LongitudinalExit ExamCombinedPassage Rate

NA

LongitudinalExit ExamELA PassageRate

NA

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LongitudinalExit ExamMath PassageRate

NA

End-of-CoursePhysicalScience

NA

End-of-CourseAppliedBiology II

NA

On-TimeGraduationRate

Graduation rate of thefollowing groups increased:Female: 81.4% to 84%African American: 72.8% to79%Students with Disabilities:37.1% to 53.0%

The district graduation rate of73.9% is lower than that of the stateat 80.3%.Graduation rate of the followinggroups decreased:Male: 76.3% to 67%White: 81.7% to 72%

End-of-CourseAlgebra I

JMS: 95.8% passedLMS: 100% passedSims: 1005 passed

District: 69% of the students passedAlgebra 1 compared to 83.7% indistricts like ours and 85.7% in thestate.UCHS: 57.9% passed

Advanced 8thgrade students takethe EOC test ateach of the middleschools.

End-of-CourseMathematicsfor theTechnologies

55.4% of the students in Math TechII passed the test.

End-of-CourseEnglish I

JMS: 97.1% passedLMS: 100% passedSMS: 95% passed

District: 62.2% of the studentspassed the English I examcompared to 68.7% of students indistricts like ours and 75.1% at thestate level.UCHS: 42.6% passed.

Advanced 8thgrade students takethe EOC test at themiddle schools.

End-of-CourseBiology I

62.4% of the students passed theBiology I exam compared to 71%of the students in districts like oursand 77.8% at at the state level.

End-of-CourseU.S. HistoryandConstitution

55.9% of the students passed theUS History exam compared to59.8% of students in districts likeours and 69.1% at the state level.

AYP English English: District ACT average inEnglish was 14.5 compared to stateaverage of 16.5.Reading: District ACT average inReading was 16.7 compared to stateaverage of 18.3.29.5% of the students met the

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29.5% of the students met theEnglish ACT college-readybenchmark of 18.18.1% of the students met theReading ACT college-readybenchmark of 22.

AYP Math Math: District ACT average inMath was 16.6 compared to thestate average of 18.1.12.4% of the students met the MathACT college-ready benchmark of22.

BenchmarkAssessment:APParticipationRate andSuccess Rate

Participation in AP courses:22.2% in Union compared to9.8% in districts like ours.

Success in AP courses: 33% inUnion compared to 41.9% indistricts like ours.

BenchmarkAssessment:ACTWorkKeys

Percent of Students meetingplatinum, gold, or silver:District: 90.6% in reading forinformation compared to93.2% at the state level.District: 84.2% in locatinginformation compared to87.7% at the state level.

District: 59.5% in appliedmathematics compared to 71.2% atthe state level.

'Other' DataSource:Percentage ofStudentsEnrolled in aTwo- orFour-YearCollege

District: 83.3% compared to70.3% in the state

'Other' DataSource:DualEnrollmentNumber andSuccess Rate

Number of students: 97 inUnion compared to 83 indistricts like ours.Success rate: 97.8% in Unioncompared to 98.7% indistricts like ours.

BenchmarkAssessment:CATEGraduationRate

93.7% Union CATE Centercompared to 97.1% StateCATE rate

'Other' DataSource:CATEPlacement

100% Union CATE Centercompared to 97.1% state

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'Other' DataSource:CATETechnicalSkillsAttainment

84.6% Union County CATE Centercompared to 90.4% state

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All Schools Summary of Needs Assessment forTeacher/Administrator Quality



Factors(optional)


(as appropriate)


(as appropriate)

Percentage ofTeachers withAdvanced Degrees

BES: 64.9% compared toschools like ours at 60%LES: 64.7% compared toschools like ours at 58.3%MES: 64.0% compared toschools like ours at 61.2%LMS: 64.7% compared toschools like ours at 57.4%SMS: 62.7% compared toschools like ours at 57.8%

CATE Center: 17.6% comparedto schools like ours at 17.6%FES: 46.9% compared toschools like ours at 60.0%JES: 50.0% compared toschools like ours at 58.3%JMS: 55.6% compared toschools like ours at 57.9%UCHS: 44.4% compared toschools like ours at 60.9%District: 53.8% compared todistricts like ours at 58.9%

Percentage ofTeachers onContinuing Contracts

District: 80.5% comparedto districts like ours at80.0%BES: 86.5% compared toschools like ours at 78.8%FES: 90.6% compared toschools like ours at 77.5%JES: 81.8% compared toschools like ours at 80.7%LES: 88.2% compared toschools like ours at 80.8%MES: 80.0% compared toschools like ours at 80.6%JMS: 88.95 compared toschools like ours at 77.5%LMS: 88.2% compared toschools like ours at 74.4%SMS: 82.4% compared toschools like ours at 72.2%

UCHS: 75.9% compared toschools like ours at 78.4%CATE: 47.1% compared toschools like ours at 47.1%

Percentage ofTeachersEmergency/ProvisionalContracts

We have only twoteachers on provisionalcontracts.

Number of NationalBoard Teachers

14 National BoardCertified Teachersthroughout the district

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Number of PACETeachers

We have only threePACE teachers.

Percentage of Classesnot Taught by HighlyQualified Teachers

2.2 percent of the classesin the district are nottaught by HQ teacherscompared to 3.5% indistricts like ours. Thedistrict percentage isdown from 5.8% theprevious year.BES: 0%FES: 0%JES: 0%MES: 0%JMS: 0%

UCHS: 3.7% compared todistricts like ours at 3.7%LES/LMS: 13.5% compared toschools like ours at 5.5%SMS: 4.9% compared toschools like ours at 5.3%

Coding issues atLES/LMS aswell as the smallstaff numbers(17) contributedto the highpercentage. Theissues have beenaddressed at allthree schools for2016.

Percentage ofTeachers Returning

District: 89.7% comparedto districts like ours at89.2%BES: 89.95 compared toschools like ours at 86.1%FES: 87.5% compared toschools like ours at 85.4%LES: 87.5% compared toschools like ours at 88.3%MES: 86.1% compared toschools like ours at 87.9%LMS: 87.5% compared toschools like ours at 84.8%SMS: 81.7% compared toschools like ours at 84.5%

JES: 78% compared to schoolslike ours at 88.3%UCHS: 75.2% compared toschools like ours at 85.25

Programs andInitiatives

100% of the schools inthe district haveclassrooms with wirelessaccess.

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All Schools Summary of Needs Assessment forSchool Climate



Factors(optional)


(as appropriate)


(as appropriate)

Teacher AttendenceRate

BES: 95.0% compared toschools like ours at 95.0%JES: 95.2% compared toschools like ours at 94.9%MES: 94.8% compared toschools like ours at 95.0%SMS: 94.5% compared toschools like ours at 94.7%UCHS: 94.8% comparedto schools like ours at95.4%CATE: 95.3% comparedto schools like ours at95.3%

District: 91.0% compared todistricts like ours at 94.9%FES: 92.9% compared toschools like ours at 94.8%LES: 87.5% compared toschools like ours at 88.3%LMS: 87.5% compared toschools like ours at 84.8%

Student AttendanceRate

LMS: 94.8% compared toschools like ours at 95.1%JMS: 95.2% compared toschools like ours at 95.1%MES: 96.8% compared toschools like ours at 95.5%LES: 94.8% compared toschools like ours at 95.5%JES: 95.2% compared toschools like ours at 95.6%District: 94.3% comparedto districts like ours at94.7%FES: 96.4% compared toschools like ours at 95.4%BES: 94.3% compared toschools like ours at 95.5%

UCHS: 92.3% compared toschools like ours at 94.0%SMS: 93.8% compared toschools like ours at 95.1%

Suspension/ExpulsionRate

BES: 0.2% compared toschools like ours at 0.0%FES: 0%JES: 0%MES: 0%SMS: 0%

District: 1.2% compared todistricts like ours at 1.0%LES: 2.1% compared to schoolslike ours at 0.0%JMS: 1.3% compared to schoolslike ours at 1.0%LMS: 2.1% compared to schoolslike ours at 0.9%UCHS: 3.5% compared toschools like ours at 0.9%

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schools like ours at 0.9%

Students Older thanUsual for Grade

Based on Retention data:UCHS: 2.1% compared toschools like ours at 3.0%LMS: 1.6% compared toschools like ours at 0.7%JMS: 0%LES: 1.6% compared toschools like ours at 1.3%FES: 1.9% compared toschools like ours at 1.4%

District: 2.9% compared todistricts like ours at 2.5%SMS: 2.5% compared to schoolslike ours at 0.8%MES: 5.2% compared to schoolslike ours at 1.4%JES: 2.2% compared to schoolslike ours at 1.4%BES: 5.8% compared to schoolslike ours at 1.5%

Percent of Teachers,Students, and ParentsSatisfied with thePhysicalEnvironment

JES: 88%, 83%, 92%LES: 100%, 87%, I/SJMS: I/S, 83%, 91%MES: 100%, 98%, 82%LMS: 100%, 87%, I/S

BES: 96%, 84%, 76%FES: 74%, 64%, 83%SMS: 81%, 72%, 74%UCHS: 67%, 62%, I/SCATE: 95%, 69%, I/S

Percentage ofTeachers, Students,and Parents Satisfiedwith the LearningEnvironment

BES: 100%, 92%, 85%JES: 88%, 85%, 81%LES: 100%, 100%, I/SJMS: I/S, 81%, 90%LMS: 100%, 100%, I/S

FES: 82%, 71%, 85%MES: 100%, 98%, 79%SMS: 87%, 76%, 77%UCHS: 58%, 57%, I/SCATE: 83%, 73%, I/S

Percentage ofTeachers, Students,and Parents Satisfiedwith Home-schoolrelations

LES: 94%, 100%, I/SLMS: 94%, 100%, I/S

BES: 85%, 96%, 73%FES: 78%, 83%, 80%JES: 88%, 89%, 69%MES: 100%, 93%, 77%JMS: I/S, 91%, 76%SMS: 65%, 90%, 50%UCHS: 45%, 84%, I/SCATE: 61%, 79%, I/S

School Poverty Index JONESVILLE MIDDLE 76.67LOCKHART SCHOOL 79.10SIMS MIDDLE 80.80UNION COUNTY HIGH 74.53BUFFALO ELEMENTARY84.18FOSTER PARKELEMENTARY 87.18JONESVILLE ELEMENTARY77.81MONARCH ELEMENTARY80.65DISTRICT TOTAL 80.10

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Executive Summary of Needs Assessment(Summary of Conclusions)

Student AchievementPrimary School (K - 2)

1. Prime instructional time at each elementary school and student to teacher ratios in core academic classes are similar tothat at schools to which each is compared. Parent participation at the elementary school is excellent with 100% of the parents attending conferences at eachelementary school.All schools are accredited by AdvancED.Professional development at two of the schools is comparable to or exceeds that at similar schools while professionaldevelopment at three of the schools falls short of that at similar schools.The percentage of teachers with advanced degrees exceeds that of similar schools at three of the five elementaryschools.The percentage of teachers returning from the previous year at 4 of the 5 elementary schools is similar to or exceedsthat of those returning at similar schools. The district percentage of teachers returning from the previous year alsoexceeds that of districts like ours.The percent of students reading on grade level in kindergarten and first grade increased from 80% to 84%. We will addthe reading level information for students in second grade in addition to that of students in K-1 in 2016.We do not have benchmark to measure math progress of students in the K-2 grade span. We will add that in 2016.

Elementary/Middle School (3 - 8)2. District English and Reading scores on ACT Aspire were comparable to those of districts like ours; however, the

Reading scores were low for both groups. District writing scores were also comparable to those of districts like ours; however, they were extremely low for allgroups. Students throughout the district were not accustomed to completing timed writing.Achievement in mathematics continues to be a weak area at all grade levels on most assessments.72.9% of our 4th graders scored met or exemplary on Science SCPASS. This is above the state average of 67.7% anddistricts like ours (63.5%).53% of our 4th graders exceeded Target Growth in Reading on MAP54% of our 5th graders exceeded Target Growth in Reading on MAP56% of our 8th graders exceeded Target Growth in Reading on MAP

High School (9 - 12)3. Academic success of students in the district as measured by the graduation rate and performance on EOCEP scores

was below that of students in districts like ours. The graduation rate for African Americans, females, and students with disabilities increased while it decreased forwhite students and male students.The percentage of students enrolled in AP courses exceeded that of districts like ours while the performance fell belowthat of districts like ours.The number of students enrolled in dual credit courses exceeded that of districts like our. The success rate was high.Students performed well on the WorkKeys tests in the areas of reading for information and locating information.Performance on applied mathematics was significantly below that of the state average.Significantly more students in the Class of 2014 from the district enrolled in a two-or four-year college compared tothe state average: District 83.3%; State 70.3%.CATE graduation rate is 93.7% compared to state rate of 97.1%.CATE placement rate is 100% compared to state rate of 97.1%CATE technical skills attainment is 84.6% compared to state rate of 90.4%

Teacher/Administrator Quality4. Just over 50% of the teachers in the district have advanced degrees.

Over 80% of the teachers in grades K-8 have continuing contracts.Almost 90% of the teachers in the district returned from the previous year.100% of the classes were taught by highly qualified teachers at five schools and only 2.2% of the classes throughoutthe district were taught by non-HQ teachers. We have 14 National Board certified teachers; only three teachers are in the PACE program; only two teachers haveprovisional contracts.100% of the schools have classrooms with wireless access, a factor which contributes to our district initiative of

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technology integration. School Climate

5. The teacher attendance rate and student attendance rate were at or above 95% at the majority of the schools in thedistrict.Suspension rate at the high school is considerably higher than that of similar schools: 3.5% compared to 0.9%.Retention rates at three of the elementary schools and one of the middle schools are greater than 2% and exceed therates of similar schools.At most of the schools at least one group of stakeholders (teachers, students, or parents) had a less than 80%satisfaction rate for the three survey indicators. Also, an insufficient sample of parents was a recurring issue at some ofthe schools.All schools and the district have a poverty index greater than 74.5%.

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Performance Goal

Performance Goal Area School Climate

Performance Goal(desired result of student learning)

The percentage of parents/guardians, students, and teachers who report satisfaction with schoolclimate as measured by annual report card surveys will increase from the baseline percentage for eachgroup in 2015 to 95% in 2021.

Interim Performance Goal

Meet yearly targets

Data Sources District report card surveys

Overall Measures

Measure AverageBaseline 2016/17 2017/18 2018/19 2019/20 2020/21

Teachers: Learning Environment 84% 86% 88% 90% 93% 95%

Students: Learning Environment,Elementary 83% 86% 88% 91% 93% 95%

Students: Learning Environment,Secondary 62.7% 69% 75% 81% 88% 95%

Parents: Learning Environment 80% 84% 87% 90% 93% 95%

Teachers: Social and PhysicalEnvironnment 84% 86% 88.5% 90.5% 92.5% 95%

Students: Social Students:Social andPhysical Environment, elementary 79% 84% 87% 90% 93% 95%

Students: Social and PhysicalEnvironment,secondary 64.3% 71% 77% 83% 89% 95%

Parents: Social and PhysicalEnvironment 69% 74% 80% 85% 90% 95%

Teachers: Home/School Relationship 72% 76% 80% 85% 90% 95%

Students: Home/School Relationship,elementary 91% 92% 93% 94% 94.5% 95%

Students: Home/School Relationship,secondary 82.3% 85% 88% 91% 93% 95%

Parents: Home/School Relationship 81% 84% 87% 90% 93% 95%

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Action Plan

Strategy #1: Improve the relationships between home, school, and the community.

Action Step(List the processes to fully

implement the strategy.Include professional

development, scientificallybased research, innovation

initiatives etc.)

TimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource

Indicators ofImplementation

1. Expand parent/family involvement programs to help all families establishenvironments to support children as students: provide literacy packets topediatricians in the district; provide 4K support packets for four-year-oldchildren in the district; provide parent education and training opportunities.

7/16 - 6/21 Department ofInstruction,Title I Coordinato,rPrincipals

$10,000 Title I Sample packets,Registration sign-in sheets,Parent evaluations, agendas

2. Utilize effective forms of home/school communications about schoolprograms and student progress: Teacher Websites, Parent Portal(PowerSchool), School Websites/Newsletters, Marquees, Parent Conferences,Quarterly Newsletters, School Messenger, School Apps.

7/16-6/21 Department ofInstruction,Principals

$10,000 Title IE-RateGeneral Fund

Copy of newsletters,Web-site, Parent conferencesign-ins

3. Assist families in helping students with curriculum-related activities,decisions, and future planning: provide information on skills required in allsubjects; provide opportunities for parent/guardian participation in settingstudent goals; provide after-school support services at designated sites;provide mentoring support for at-risk students; provide family literacyservices; conduct eIGP conferences; provide field trips to local colleges andhost career and college fairs.

7/16-6/21 Department ofInstruction,Principals,Counselors, CDFs

$5000 ActivityaccountsTitle I

eIGP's, Parent Portal,Teacher web-site, ParentConference ExpectationSheet, Field tripdocumentation

4. Integrate resources and services from the community to strengthen schoolprograms and family practices to enhance student learning and development.

7/16-6/21 Department ofInstruction,Principals,Counselors

$5,000 Title IGeneral Fund

Volunteer logs, Mediasubmissions, Mentoringlogs, Web-sites

5. Enhance PBIS school efforts through district sharing each semester byschool PBIS representatives.


$1000 ActivityFunds

Media submissions,Web-sites, Faculty meetingagendas, Discipline history

6. Provide youth interventions that address healthy lifestyles to include thefollowing: Choosing the Best, grades 6 - 12.


$10,000 General Fund Guidance lesson plans,Health/PE lesson plans,Parent newsletters, Studentassessments

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Performance Goal

Performance Goal Area School Climate


The district's prime instructional time will increase from a baseline of 83.9% in 2015 to 90% in 2021.


Meet yearly targets

Data Sources District report card

Overall Measures


District Prime Instructional Time2015 83.9 85.5 87 88 89 90

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Action Plan

Strategy #1: Focus on improving prime instructional time through student and teacher attendance.




initiatives etc.)

TimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Implement strategies which contribute to high attendance rates for students:collaboration with DJJ, solicitor's office, and district truancy contact; createintervention plans with parents and students; create school incentive plans;use engaging instructional strategies to encourage participation andattendance; encourage teachers to creatively engage lowest achievingstudents; utilize Family Literacy services (Teen Moms) and partner withEarly Start; extend Family Literacy services and support to outlying areas ofthe community; provide a focused effort to reduce suspensions/expulsions andclassroom disruptions (PBIS); provide expanded learning opportunities forstudents (virtual school and unit recovery); provide resource officer andmental health support.

7/16-6/21 Department ofInstruction,Department ofPersonnel,Principals

$50,000 Title I,IDEA

Agendas/minutes of TruancyIntervention mtgs, FamilyResource attendance logs, andevaluations, Sign-in sheets,Student handbooks, lessonplans, Virtual learning logs,Attendance spreadsheet andlogs

2. Provide services to students in career awareness, exploration, and planning. 7/16-6/21 Counselors,Career Specialists,Principals

$50,000 EEDA Guidance lesson plans, eIGP's,PowerSchool, Enrich/Testview

3. Implement strategies which contribute to high attendance rates for facultyand staff: set a monthly attendance goal for each school; make faculty andstaff aware of attendance trends during monthly faculty meetings; implementan incentive plan to encourage attendance.

7/16-6/21 Department ofPersonnel,Principals

$1000 ActivityFunds

Monthly attendance schoolresults, Faculty meetingagendas, Incentive plansubmission

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Performance Goal

Performance Goal Area Student Achievement


The percentage of students in grades K-2 who will read on grade level as measured by Fountas andPinnell will increase yearly from a baseline established in 2016 and the percentage of students ingrades K-2 who meet or exceed 80% mastery on grade level math benchmarks will increase yearlyfrom a baseline to be established in 2016.


Meet yearly targets

Data Sources End of Year reading levels on Fountas and Pinnell

Overall Measures


Kindergarten Reading TBD > baseline > 2016/17 > 2017/18 > 2018/19 > 2019/20

First Grade Reading TBD > baseline > 2016/17 > 2016/17 > 2018/19 > 2019/20

Second Grade Reading TBD > baseline > 2016/17 > 2016/17 > 2018/19 > 2019/20

Kindergarten Math Benchmark TBD > baseline > 2016/17 > 2016/17 > 2018/19 > 2019/20

First Grade Math Benchmark TBD > baseline > 2016/17 > 2016/17 > 2018/19 > 2019/20

Second Grade Math Benchmark TBD > baseline > 2016/17 > 2016/17 > 2018/19 > 2019/20

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Action Plan

Strategy #1: Student Achievement Goal 1: Support effective early childhood classroom instruction through professionaldevelopment




initiatives etc.)

TimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Provide teachers, support staff and administrators with professionaldevelopment opportunities in teaching strategies and assessment throughcourses, conferences, workshops, school visits, book studies, etc.

7/16-6/21 Department ofInstruction,Principals, Coaches

$25,000 Title II, IDEA,First Steps,Title I

Workshops/courseevaluations; recertificationcertificates

2. Continue and expand teacher training in the use of technology toimpact student achievement and engagement (i.e. SmartBoards, studentresponse systems, Odysseyware, NWEA MAP, and Enrich, etc.)

7/16-6/21 TechnologyDepartment, MediaSpecialists,Principals

$5,000 State fundsGeneral fund

Teacher technologyproficiency test andtechnology evaluationsutes

3. Expand the opportunities of reading instructional teachers to supportgeneral/special education teachers in implementing reading best practices.


$10,000 Title 1, IDEA, Lesson plans; minutes ofprofessional learning teams

4. 4. Provide training in the use of state standards, state supportdocuments, and the development of common assessments.


$10,000 Title II, Title I,IDEA

Lesson plans, classobservations, andgrade/subject meeting min

Strategy #2: Student Achievement Goal 1: Implement effective instructional practices, programs, and assessment strategies inearly childhood.

Action StepTimeline

Start/EndDates

PeopleResponsible

EstimatedCost

FundingSource


1. Identify and implement research-based practices, programs, andinterventions to meet identified needs of students (Continuum ofLiteracy, Literacy Lessons, Fast Start, Response to Intervention, Visualand Performing Arts, math kits).


$250,000 Title I, IDEA,Save theChildren grant,

RTI folders, masterschedule, lesson plans

2. Revise and update pacing guides, curriculum notebooks and commonassessments including math benchmarks aligned to state standards


$5000 Title I Updated guides, commonassessments, and analyzeddata

3. Emphasize a structured approach to lesson planning incorporating statesupport documents, assessment, and observational feedback (i.e. usingstate resources)


$1000 Title I Lesson plans, classobservations, ProfessionalLearning CommunityMinutes

4. Implement support strategies for students to improve achievement (i.e.Reduced class size, after school programs (Save the Children), mentoringprogram, PBIS, differentiation, brain-based instructional strategies,character education, service learning, narrowing achievement gaps forstudent target groups, etc.).


$10,000 Title I, Savethe Childrengrant, Title II

Lesson plans, classroomobservations, after schooltime sheets, class data

5. Focus on data-driven discussion/decision-making (i.e. Enrich, testanalysis, common assessments, Response to Intervention, Fountas andPinnell, math baenchmarks, PBIS, student portfolios, etc.).

7/16-6/21 Deparmtent ofInstruction,Principals, Coaches

$5000 Title I, Title II,IDEA

Class data charts, lessonplans, PLC minutes

6. Identify and serve the most at-risk four-year-old students for 4Kprograms in order to promote early literacy and school readiness.


$360,000 Title I District criteria form,PowerSchool data entry

7. Provide parenting support through resources and workshops to addressidentified needs (i.e. literacy workshops/resources,technology workshops,job fairs, etc.).


$5,000 Title I Parent workshopevaluations, workshopagendas

8. Provide early childhood outreach in outlying areas of the communitythrough satellite services of family resource.

7/16-6/21 Department ofInstruction

$30,000 Title I Family attendance rosters,lesson plans, Media releases

9. Continue technology upgrades for early childhood (computerreplacement program, Elmos, LCD projectors, student hand-held devices).


$40,000 Title I Equipment inventories

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Performance Goal



The percentage of students in each grade 3 – 8 meeting target growth on Measure of AcademicProgress(MAP) assessments in reading and math will meet or exceed 50%.


Meet or exceed yearly targets in reading and math

Data Sources NWEA MAP Scores in Reading and Math

Overall Measures


Reading 3rd grade = or > 50% = or > 50% = or > 50% = or > 50% = or > 50% = or > 50%

Reading 4th grade = or > 50% = or > 50% = or > 50% = or > 50% = or > 50% = or > 50%




Reading 8th Grade = or > 50% = or > 50% = or > 50% = or > 50% = or > 50% = or > 50%

Math 3rd grade = or > 50% = or > 50% = or > 50% = or > 50% = or > 50% = or > 50%

Math 4th grade = or > 50% = or > 50% = or > 50% = or > 50% = or > 50% = or > 50%





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Action Plan

Strategy #1: Student Achievement Goals 2 and 3: Support effective elementary and middle school classroom instructionthrough professional development.




initiatives etc.)

TimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Provide teachers, support staff, and administrators withprofessional development opportunities in teaching strategies andassessment through courses, conferences, workshops, school visits,book studies, etc.


$25,000 Title II,IDEA, Title I

Workshop/course evaluations,recertification certificates, PDcalendar, and agendas

2. 2. Continue and expand teacher training in the use of technologyto impact student achievement and engagement (i.e. SmartBoards,student response systems, Odysseyware, NWEA MAP, Enrich, etc.).

7/16-6/21 TechnologyDepartment, MediaSpecialists,Principals

$5000 Title IGeneral Fund

Teacher and student technologyproficiency tests, Tech PDevaluations

3. Expand the opportunities of reading instructional teachers tosupport general/special education teachers in implementing bestpractices across all content areas.


$10,000 Title I, IDEA Lesson plans, PLT minutes andagendas, class observation ofinclusion

4. Provide instructional support to enhance teachers' contentknowledge, best practices, and development of educational resources.


$10,000 Title II, TitleI, IDEA

Lesson plans, class observations,grade or subject meeting minutes,instructional and assessmentdocumentation

5. Support general/special education teachers in integrating corecontent areas, particularly math/science content and reading/socialstudies content.


$10,000 Title II, TitleI,IDEA

Lesson plans, team meeting agendaand minutes PD evaluations andsign-ins Documentation of peerevaluations

6. Provide training in the use of state standards, state supportdocuments, and the development of common assessments.


$10,000 Title II, TitleI, IDEA

Lesson plans, class observations,grade/subject meeting minutes

Strategy #2: Student Achievement Goals 2 and 3: Implement effective instructional practices, programs, and assessmentstrategies in elementary and middle schools.

Action StepTimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Identify and implement research-based best practices, programs,and interventions to meet identified needs of students (i.e.Continuum of Literacy, Plugged into Reading, Literacy Lessons,Odysseyware, math kits, math tutorials, youth interventionprograms, Response to Intervention, Visual and Performing Arts).


$250,000 Title I, IDEA RTI folders, Master Schedule, lessonplans, class pacing guides

2. Revise and update pacing guides, curriculum notebooks, andcommon assessments aligned to state standards.


$5000 Title I Updated guides, commonassessments, analyzed data

3. Emphasize a structured approach to lesson planning incorporatingstate support documents, assessment planning, and observationalfeedback (i.e. using state support resources).


$1000 Title I Lesson plans, classroomobservations, Professional LearningTeam minutes

4. Implement support strategies for students to improve achievement(i.e. class size reduction, after school programs, mentoring program,PBIS, differentiation, brain-based instructional strategies, charactereducation, service learning, etc.).

7/16-6/21 Department ofEducation,Principals, Coaches

$10,000 Title I, TitleII

Lesson plans, classroomobservations, after school timesheets, class data sheets

5. Increase services to students through EEDA mandates. 7/16-6/21 Department ofInstruction,Principals,Counselors

$100,000 EEDA eIGP data, reports from careerdevelopment facilitators, Enrichstudent history

6. Develop transition plans from school to school (i.e. elementary tomiddle and middle to high school).


$5000 General Fund eIGP data, counselor notes, parentmeeting agendas and evaluations,teacher planning meeting notes

7. 7. Narrow achievement gaps for target groups. 7/16-6/21 Department ofInstruction,Principals, Coaches

$10,000 Title I Data analysis, grade and teammeeting notes, lesson plans, PDevaluations

8. Focus on data driven decisions to meet district requirements andgoals as well as state and national academic goals (i.e. Enrich, testanalysis, Response to Intervention, Fountas and Pinnell, MAP,PBIS, student portfolios, etc.).


$20,000 Title I District report card data, minutes ofteam mtgs w data analysisdocumentation, SC READY andMAP on a page, assessmentspreadsheets, notebooks, and/or walls

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Performance Goal



The percentage of students in grades 3 – 8 scoring Met or Exemplary on English Language Arts andMathematics state tests will meet or exceed the measurements of Districts Like Ours as reported onthe state report card. Baseline will be determined in 2016 since we will be administering a new test in2016.


Meet or exceed yearly targets as determined by scores of districts like ours.

Data Sources Scores on state accountability tests for ELA and mathematics as reported on the state report card

Overall Measures


SC Ready English Language Arts TBD TBD TBD TBD TBD TBD

SC Ready Mathematics TBD TBD TBD TBD TBD TBD

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Action Plan

Strategy #1: See Student Achievement Goal 2.




initiatives etc.)

TimelineStart/End Dates People Responsible Estimated Cost Funding Source Indicators of

Implementation

1. See Student Achievement Goal 2. See StudentAchievement Goal 2.

See Student AchievementGoal 2.

See StudentAchievement Goal 2.



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Performance Goal



The graduation rate will increase yearly from a baseline of 73.7% as indicated on the state report card.


Meet or exceed yearly targets.

Data Sources 4-year graduation rate as reported on the district's state report card

Overall Measures


Graduation Rate 73.9% 76% 78% 80% 82% 84%

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Action Plan

Strategy #1: Student Achievement Goals 4-8: Support effective high school classroom instruction through professionaldevelopment.




initiatives etc.)

TimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Provide teachers, support staff, and administrators withprofessional development opportunities in teaching strategies andassessment through courses, conferences, workshops, school visits,book studies, etc.

7/16-6/21 Department ofInstruction, Principals,Department Chairs

$25,000 Title II,IDEA, HSTWgrant

Workshops/course evaluations,recertification certificates

2. Continue and expand teacher training in the use of technology toimpact student achievement and engagement (i.e. SmartBoards,student response systems, Odysseyware, NWEA MAP, Enrich, etc.)

7/16-6/21 TechnologyDepartment, MediaSpecialists, Principals

$5000 State funds,Perkins

Technology proficiency test andtechnology evaluations,Teacher PD rosters

3. Expand the opportunities of reading instructional teachers tosupport classroom teachers in implementing reading best practicesacross all content areas.

7/16-6/21 Department ofInstruction, Principal,Department Chairs

$10,000 General Fund Lesson plans; minutes ofprofessional learning teams

4. Provide instructional support incorporating the use of the statestandards and state support documents to enhance teachers' contentknowledge, best practices, and development of educational resourcesand common assessments.


$10,000Title II,IDEA, Perkins

Lesson plans, classobservations, subject meetingminutes, instructional andassessment documents

5. Expand the opportunities of high school and CATE teachers tosupport integration of content areas.


$10,000 PerkinsTitle II

Minutes of professionallearning teams, lesson plans,classroom observations

6. Establish professional learning communities to implementconcepts of Smaller Learning Communities.


$10,000 General FundTitle II

Master schedule, minutes ofprofessional learningcommunity meetings

Strategy #2: Student Achievement Goals 4 - 8: Implement effective instructional practices, programs, and assessment strategies.

Action StepTimeline

Start/EndDates

PeopleResponsible

EstimatedCost

FundingSource


1. 1. Use Virtual Learning programs for content recovery, creditrecovery, and proficiency-based initial credit. See Proficiency Plan.

7/16-6/21 High School principalor designee and districtinstructionaldepartment

$15,000 peryear

General Fund Student reports, Class data report

2. Identify and implement research-based best practices, programs,and interventions to meet identified needs of students (i.e. VirtualUnit Recovery, Plugged into Reading, BookJam, Virtual Schools,Visual and Performing Arts, Response to Intervention).


$100,000 IDEA, StateFunds

RTI plans, master schedule,lesson plans

3. Revise and update pacing guides and curriculum notebooks anddevelop common assessments aligned to state standards.


$5000 State FundsIDEA

Updated guides, commonassessments, and data analysis

4. Emphasize a structured approach to lesson planning incorporatingstate support documents, assessment planning, and observationalfeedback (using state-developed resources in planning).


$1000 HSTWLesson plans, classobservations, ProfessionalLearning Minutes

5. Implement support strategies for students to improve achievementand develop goals (advisor/advisee, Virtual Unit Recovery,mentoring program, SAT/ACT workshops, PSAT/PLAN testing,Service Learning, other materials and resources).


$10,000 State Funds Lesson plans, classroomobservations, after school timesheets, class data reports

6. Increase services to students through EEDA mandates. 7/16-6/21 Department ofInstruction, Principal,Counselors,CDFs

$100,000 EEDA Reports of career developmentfacilitator, eIGP data

7. Develop transition plans from middle to high school and highschool to college.

7/16-6/21 Department ofInstruction, Principal,Counselors

$5000 State Funds eIGP data, counselor notes

8. 8. Narrow achievement gaps for target groups. 7/16-6/21 Department ofInstruction, Principal,Department Chairs

$10,000 State funds Data analysis reports

9. Focus on data driven decisions to meet district requirements andgoals as well as state and national academic goals (i.e. Enrich, testanalysis, graduation/dropout prevention plans).


$20,000 State Funds District report card data, dataanalysis reports, NationalClearinghouse Data

10. Increase the number of students who are career andcollege-ready as measured by state assessments.


$5000 State Funds College Freshman Report;National Clearinghouse data;ACT WorkKeys; Dual Creditparticipation

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Performance Goal



The number of students participating in Advanced Placement courses and the percentage of studentsscoring 3 or higher on Advanced Placement exams will increase yearly from a baseline of 144students participating and 33% scoring 3 or higher.


Meet yearly targets

Data Sources AP scores and AP unduplicated participation rate

Overall Measures


Number Participating in AP Courses 144 >144 > 2016/17 > 2017/18 > 2017/18 > 2019/20

% Scoring 3 or better on AP Courses 33% >33% > 2016/17 > 2017/18 > 2017/18 > 2019/20

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Action Plan





initiatives etc.)


Implementation






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Performance Goal



The percentage of students passing End of Course tests will increase yearly from a baseline of 63.5%.


Meet yearly targets.

Data Sources Percentage of students passing EOCEP tests as reported on the state report card

Overall Measures


EOCEP All Subjects 63.5% 66% 69% 72% 75% 78%

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Action Plan





initiatives etc.)


Implementation






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Performance Goal



The average SAT score and ACT composite will increase yearly from a baseline of 1256 SAT totaland 16.3 ACT composite



Data Sources SAT score and ACT percent college ready as reported on the state report card.

Overall Measures


SAT Scores 1256 1275 1300 1325 1350 1375

ACT Composite 16.3 16.7 17 17.3 17.6 18

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Action Plan





initiatives etc.)


Implementation






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Performance Goal



The percentage of students scoring platinum, gold, or silver on WorkKeys Assessments will increaseyearly from a baseline of 59.% in Applied Mathematics, 90.6% in Reading for Information, and 84.2%in Locating Information.



Data Sources WorkKeys percentages from the district's state report card

Overall Measures


Applied Mathematics 59.5% 63% 66% 69% 72% 73%

Reading for Information 90.6% 91% 91.5% 92% 92.5% 93%

Locating Information 84.2% 85% 85.5% 86% 86.5% 87%

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Action Plan





initiatives etc.)


Implementation






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Performance Goal

Performance Goal Area Teacher/Administrator Quality


The percentage of courses not taught by highly qualified teachers will decrease from 2.2% to 0% in2016-17 and remain 0% through 2020/21 ensuring that all students are taught by highly qualifiedinstructors as required by ESSA.



Data Sources Highly qualified report on state report card

Overall Measures


Percentage classes not taught byhighly qualified teachers 2015 2.2% 0% 0% 0% 0% 0%

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Action Plan

Strategy #1: Provide opportunities for teachers to obtain highly qualified status.




initiatives etc.)

TimelineStart/End Dates

PeopleResponsible

EstimatedCost Funding Source Indicators of

Implementation

1. Survey staff to determine areas of deficiencies. 7/16-6/21 Department ofPersonnel, Departmentof Instruction,Principals

$200 Title I Teacher surveys, Personneldocumentation, Title IIreports

2. Collaborate with surrounding districts to offermiddle schoolcourses (reading, curriculum, and psychology)forsecondaryteachers to support highly qualified status andcertification.

7/16-6/21 Department ofPersonnel, Departmentof Instruction

$4500 Title II Course documentation,Professional developmentcalendar on web-site

3. Reimburse for Praxis testing for successful highlyqualifiedadd on.

7/16-6/21 Department ofPersonnel, Departmentof Instruction

$2000 Title II Financial documentation,Title IIapplication,Teacher list for Praxis frompersonnel

4. Pay portion of tuition costs for elementaryteachers addingmiddle level certification.

7/16-6/21 Department ofPersonnel,Department ofInstruction

$1000 Title II Financial records,supplementalagreement forms, coursecompletion documentation

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Performance Goal

Performance Goal Area Teacher/Administrator Quality


The number of professional development days will increase yearly from a baseline of 10.8 throughout2020/21.


Meet Yearly Targets

Data Sources Schools report card data

Overall Measures


Professional Development Days 10.8 11 12 13 14 15

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Action Plan

Strategy #1: Support effective classroom instruction through professional development




initiatives etc.)


PeopleResponsible

EstimatedCost Funding Source Indicators of

Implementation

1. Provide teachers, support staff, and administratorswith professionaldevelopment opportunities in teaching strategies andassessmentthrough courses, conferences, workshops, school visits,book studies,technology, and REX (NetSCOPE) partnership.

7/16-6/21 Department ofInstruction,Department ofPersonnel, Principals,Coaches

$100,000 Title ITitle IIGrants

Professional developmentevaluations, course/bookstudy, andworkshop recertificationcertificates, teachersurveys

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Performance Goal

Performance Goal Area Read to Succeed: Assessment Plan


Students in 4K, 5K, will meet or exceed the developmental ranges for readiness as measured by StateAssessments.


Meet or exceed yearly goals

Data Sources State assessment reports

Overall Measures


4K students will meet thedevelopmental ranges for readiness.% meeting goal will increase yearly

from baseline.

TBD 2016 > 2016 >2017 >2018 >2019 >2020

5k students will meet or exceed thedevelopmental ranges for readiness onthe state assessment. % meeting goal

will increase yearly.

TBD 2016 > 2016 > 2017 > 2018 > 2019 > 2020

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Action Plan

Strategy #1: Teachers will use the 4K and 5K State Assessment at the beginning of the year and middle of the year to guideinstruction and the end of year to determine overall readiness for the next level.




initiatives etc.)


PeopleResponsible

EstimatedCost

FundingSource


1. Beginning and middle of the year state testing used as abenchmark and end of year results will determine readiness.

August2016-May 2017

Classroom teachers,Reading Coaches

N/A State Funded School and districtsummary reports

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Performance Goal



The percentage of students in grades 3-8 scoring Met or Exemplary on English Language Arts willmeet or exceed the measurements of Districts Like Ours as reported on the state report card. Baselinewill be determined in 2016 since we will be administering a new test in 2016.


Meet or exceed yearly targets as determined by scores of Districts Like Ours.

Data Sources Scores on state accountability tests for ELA.

Overall Measures


SC Ready English Language Arts TBD 2016 > or = to 2016 > or = to 2017 > or = to 2018 > or = to 2019 > or = to 2020

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Action Plan

Strategy #1: Teachers will participate in a Reading Strategies Course and work as a team to design common assessments.




initiatives etc.)

TimelineStart/End

DatesPeople Responsible Estimated

CostFundingSource


1. Read to Succeed Strategies Course 7/16-6/21 Administrators, Reading Coaches,Office of Instruction, teachers

$20,000 Title ITitle IISDE

Sign- in sheets, observations,lessonplans , certificates

Strategy #2: Response to Intervention Measures used with fidelity



CostFundingSource


1. Response to intervention tiers training andimplementation

7/16-6/21 Coaches, Administration, RTITeams, District Leadership Team,Office of Instruction and SpecialServices,teachers

$10,000 Title ITitle IISDEGrants

Minutes of meetings, agendas,Professional development agendas,Tier forms used by teachers,observations

Strategy #3: Teachers will assist in developing common assessments.



CostFundingSource


1. Meet as grade level teams (school anddistrict-wide) to construct common assessments

7/16-6/21 Coaches, teachers, administrators,Office of Instruction, DLLTmembers

N/A N/A Common Assessments, sign-in sheets,agendas, observations

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Performance Goal



The percentage of students in first and second grade meeting grade level requirements (as measured byFountas & Pinnell Benchmarks)will increase yearly from baseline.


Meet yearly target

Data Sources Fountas & Pinnell Benchmark

Overall Measures


1st graders will read on grade level (J)using Fountas & Pinnell benchmark

assessment system. Percentage meeting goal will increase

yearly.

TBD 2016 > 2016 > 2017 > 2018 > 2019 > 2020

2nd graders will read on grade level(M) using Fountas & Pinnell

benchmark assessment system. Percentage meeting goal will increase

yearly.

TBD 2016 >2016 > 2017 >2018 > 2019 > 2020

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Action Plan

Strategy #1: Teachers will attend a strategies course and implement best practices in the classroom.




initiatives etc.)

TimelineStart/End Dates People Responsible Estimated

CostFunding

SourceIndicators of

Implementation

1. Strategies Course, graduate course, in-servicesand workshops

August 2016-May2017

Reading Coach AdministratorTeachersOther professors

$100,000 Title ITitle IISDE

class sign-in sheets,observations,course syllabus

Strategy #2: Teachers will implement best practices in the classroom.

Action Step TimelineStart/End Dates People Responsible Estimated

CostFunding

SourceIndicators of

Implementation1. Administrator/peer observations 7/16-7/21 Administrators, teachers, Office of

Instruction, Reading Coaches, N/A N/A Observation Records,

Videos

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Performance Goal



The percentage of students passing End of Course English I test will increase yearly from a baselineto be determined in 2016.



Data Sources Percentage of students passing EOCEP Engish I as reported on the state report card

Overall Measures


EOCEP English I Scores will increasefrom the baseline. TBD >baseline > 2016/17 > 2017/18 > 2018/19 > 2019/20

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Action Plan

Strategy #1: Support classroom instruction through professional development opportunities.




initiatives etc.)


CostFundingSource


1. Provide teachers, support staff and administrators learningopportunities through coursework and staff development.

2016-2017 District office personnel,administrators, team leaders

TBD TBD Sign-in sheets, scores,agendas

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Performance Goal

Performance Goal Area Read to Succeed: Instructional Plan


Student scores in literacy will improve as a result of students in k-5 receiving 120 minutes of balancedliteracy instruction and grades 6-12 receiving 90 minutes of literacy instruction.


Meet yearly goals

Data Sources School Report Card and Fountas and Pinnell Benchmark Assessment

Overall Measures


Students (K-2)reading on grade levelas measured by Fountas and Pinnellwill increase from baseline in 2016.

TBD 2016-17 = or > baseline = or > 2016-17

=or > 2017-18 =or> 2018-19 =or> 2019-20

Students in grades 3-5 will meet orexceed scores of Districts Like Oursin ELA on state testing as a result of

120 minutes of balanced literacy.

TBD 2016-17 = or > baseline = or > 2016-17 = or > 2017-18 = or > 2018-19 = or >2019-20

Students in grades 6-8 will meet orexceed the scores of Districts LikeOurs on state testing as a result ofreceiving 90 minutes of balanced

literacy.

TBD 2016-17 = or > baseline = or > 2016-17 = or > 2017-18 = or > 2018-19 = or >2019-20

Scores on English EOC will increaseyearly from the baseline for grades

9-12 TBD 2016-17 = or > baseline = or > 2016-17 = or > 2017-18 = or > 2018-19 = or >

2019-20

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Action Plan

Strategy #1: Teachers and administrators will receive professional development on balanced literacy




initiatives etc.)


PeopleResponsible

EstimatedCost

FundingSource


1. Provide professional through coursework, conferences, and workshops. 7/16-6/21 Reading coachAdminstratorsSDECollegePartnership leadersteachers

na Title ITitle II

Lesson plansobservation recordssign-in sheetsCertificatesAgendas

2. Teachers, adminstrators and support staff will receieve training on RTItiers to meet the needs of all students

7/16-6/21 Reading coachSupport StaffTeachersAdminstrators

n/a n/a AgendasRTInotes/documentation

3. Administrators will work toward creating a master schedule to provide120 minutes of balanced literacy for grades K-5 and 90 minutes of ELAfor grades 6-12.

7/16-6/21 Administrators N/A N/A Master scheduleClassroom schedules

Strategy #2: Develop units of study to integrate content into the balanced literacy instruction.

Action Step TimelineStart/End Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Grade teams develop and implement units of study that have alreadybeen created as well as develop new units.

7/16-6/21 District partnersReading coachesAdministrators

n/a n/a Units of studyobservations in theclassroom

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Performance Goal

Performance Goal Area Read to Succeed: Leadership


Student achievement and teacher quality will increase as a result of administrators taking Read toSucceed Coursework.


The percentage of administrators taking Read to Succeed Coursework will increase yearly from thebaseline.

Data Sources Course sign-in sheets, certificates

Overall Measures


The percentage of administratorstaking Read to Succeed Coursework

will increase yearly from the baseline. TBD 2016 > or= 2016 = or >2017 = or >2018 = or >2019 = or >2020

0 1 2 2.5 3 4

TBD 2016 > or= 2016 > or= 2017 > or= 2018 > or= 2019 > or= 2020

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Action Plan

Strategy #1: Leadership




initiatives etc.)


CostFundingSource


1. Provide Read to Succeed coursework forteachers and administrators.

7/16-6/21 Department of Instruction,Department of Personnel,Principals, Coaches,SDE

$100000 Title I,Title II,Grants

PD evaluations, course/book study andworkshop recertification certificates,teacher surveys

Strategy #2: Teachers will implement best practices in the classroom.


CostFundingSource


1. Administrators will observe literacy lessonsin the classroom.

7/16-6/21 Administrators N/A N/A Observation sheets

Strategy #3: Administrators will review lesson plans.


CostFundingSource


1. Collect and review lesson plans to evaluatebalanced literacy lesson plans.

6/12-7/21 Administrators N/A N/A Lesson PlansTeacher conferences

Strategy #4: Leadership participation in District Literacy Leadership Team meetings.


CostFundingSource


1. Schedule literacy team meetings throughoutthe year.

6/16-7/21 Administrators, team members N/A N/A Sign-in sheets, agendas

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Performance Goal

Performance Goal Area Read to Succeed: Parent and Family Involvement


The percentage of parents/guardians who report satisfaction with school/home relationship asmeasured by annual report surveys will increase from the baseline set in 2016.


Meet yearly targets

Data Sources School report card surveys

Overall Measures


School Report Card Survey TBD 2016 >2016 >2017 >2018 >2019 >2020

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Action Plan

Strategy #1: Increase parent and family support by providing school/family engagement opportunities




initiatives etc.)

TimelineStart/End

Dates

PeopleResponsible

EstimatedCost

FundingSource


1. Expand parent/family involvement programs to help allfamilies establish environments to support children as students,provide literacy packets to pediatricians in the district, provide4k support packets for four-year-old children in the district,provide parent education and training opportunities.

7/16-6/21 Department ofInstruction, Title ICoordinator, Principals,teachers, ReadingCoaches, SchoolPartnerships

$2,000 Title I Grants

Sample packets, registration sign-insheets, parent evaluations, agendas,surveys

2. Utilize effective forms of home/school communication aboutschool programs and student progress.

7/16-6/21 Department ofInstruction, Principals,School Partnerships,PTO/PTA

$1,000 Title IErate GeneralFundsGrants

Teacher Websites, Parent Portal(Power School), SchoolWebsites/Newsletters, Marquees,Parent Conferences, QuarterlyNewsletters, School Messenger,School Apps

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Performance Goal

Performance Goal Area Read to Succeed: Professional Learning


Student performance on ELA State Testing /Benchmarks will increase as a result of literacy relatedprofessional development.


Meet yearly target

Data Sources School report card data, Fountas & Pinnell Benchmarks

Overall Measures


Increase literacy related professionaldevelopment days TBD 2016 >2016 >2017 >2018 >2019 >2020

ELA scores for students in grades 3-5will meet or exceed schools Like Ours TBD =or>2016 =or>2017 =or>2018 =or>2019 =or>2020

K-2 students reading on grade levelaccording to Fountas & Pinnell will

increase from baseline in 2016 TBD 2016 >206 >2017 >2018 >2019 >2020

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Action Plan

Strategy #1: Support effective classroom instruction through professional development




initiatives etc.)


CostFundingSource


1. Provide teachers, support staff, and administratorslearning opportunities through coursework in ELA.

7/16-6/21 Reading CoachOffice of Instruction SDE

$20,000 Title ITitle IIGrantsSDE

PD evaluations, course/book studyagendas and sign-in sheets,recertification certificates

Strategy #2: Teachers will meet in grade teams to plan and share strategies to improve reading and writing instruction.


CostFundingSource


1. Administrators will attempt to schedule commonplanning for grade level teams

7/16-6/21 AdministratorsTeachersR2S Coach

N/A N/A Master schedule

Strategy #3: Attempt to plan district-wide grade level meetings.


CostFundingSource


1. Plan district-wide team planning to share units,ideas, etc.

7/16-6/21 Reading coaches,administrators, Office ofInstruction

N/A N/A Staff development calendar

Strategy #4: Work with administrators to plan vertical team meetings.


CostFundingSource


1. Plan vertical team meetings. 7/16-6/21 Administrators, Office ofPersonnel and Instruction

N/A N/A Minutes of meetings, agendas,

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Performance Goal

Performance Goal Area Read to Succeed: School-Community Partnerships


Community partnerships will provide resources to supplement instructional and student material.These relationships will also increase student attendance which also equates to learning.


Increase community partnerships

Data Sources Volunteer logs, mentoring logs, and media submissions and school report cards.

Overall Measures


Student attendance will increase from2016 from the baseline set in 2016 as

a result of qualitypartnerships/mentors.

TBD > than 2016 > than 2017 > than 2018 > than 2019 > than 2020

Teachers surveys related to learningenviroment will increase from the

baseline in 2016 TBD > than 2016 > than 2017 > than 2018 > than 2019 > than 2020

The number of students beingmentored will increase from the

baseline set in 2016 TBD > than 2016 > than 2017 > than 2018 > than 2019 > than 2020

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Action Plan

Strategy #1: Increase school-community partnerships.




initiatives etc.)


PeopleResponsible

EstimatedCost

FundingSource


1. Integrate resources and services from the community to strengthenschool programs and as a result, improve student attendance.

7/16-6/21 AdministatorsSICCommunity leadersPTO/PTAMentorsSRC clerksteam leadersteacherscoachesparents

$1000 Title ITitle IIgrantsPTO

report card attendanceratemeeting agendaslogs

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Performance Goal

Performance Goal Area Read to Succeed: Student Outcomes


Students will increase yearly toward goal of reading and comprehending on grade level.


Meet or exceed yearly targets

Data Sources State Report Cards and Fountas and Pinnell benchmarks

Overall Measures


Students in K-5 will make progresstoward reading on grade level asmeasured by Fountas & Pinnell.

Baseline will be set in 2016.

TBD 2016 >2016 >2017 >2018 >2019 >2020

TBD > > > > >

TBD > > > > >

TBD > > > > >

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Action Plan

Strategy #1: Coursework will be offered to all teachers and administrators.




initiatives etc.)


CostFunding

SourceIndicators of

Implementation

1. Read to Succeed Endorsement coursework willbe offered each year.

7/16-6-21 Read to Succeed Coach,Administrators, Office ofInstruction, SDE

$20,000 Title ITitle II

Sign-in sheets, agendas,certificates

Strategy #2: Response to Intervention training will be provided to all staff members.


CostFunding

SourceIndicators of

Implementation1. Schedule training on Response to InterventionPlan.

7/16-6/21 Read to Succeed Coaches, SpecialServices, AdministratorsOffice of Instruction

N/A N/A Sign-in sheets/agendas

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Updated February 22, 2016 Page 1

District Plan Appendix A

Narrative/Qualitative Information

Please provide a brief narrative describing the process the District Literacy Leadership Team (DLLT) used

to develop the district reading plan, focusing on the guiding questions below.

Literacy Vision and Culture We believe that children become strong readers by

spending time reading. We must build strong readers

who are able to read critically across a variety of text and

genre. In order for children to become strong readers,

they must spend time reading “high access’ texts. High

access text can be read independently with accuracy,

fluency, and comprehension. Our goal is that students

will read independently at least thirty minutes daily in our

K-12 setting. If our plan is successful, all students will

be reading on grade level.

Context Our Reading Plan connects to our RTI plan, our School

Renewal Plan, our Read to Succeed Assessment

Course, and Literacy Collaborative Design.

Communication Stakeholders will be informed about the K-12 school

reading plan on the district web-site, our school website,

local publications, Title One Parent Meetings, School

Parent /Teacher Organization meetings, local media

outlets, Open-House nights, and School Improvement

Council meetings. This plan will also be presented to

the district school board, as well as, to principals,

assistant principals, and teachers. During the initial

study-group sessions, the plan will be shared with all

district employees. All stakeholders will be encouraged

to make recommendations to the District Literacy

Leadership Team (DLLT) as well as to the School

Literacy Leadership Team (SLLT).

Implementation Implementation of this new plan will begin with district-

wide professional development the week of August 8,

2016. The District Literacy Leadership Team( DLLT) will

lead and monitor the process. At the school level, data

will be kept by each teacher who will compile a

comprehensive set of data for each classroom and each

individual student. School-wide Data Notebooks will be

maintained by the Reading Coach at the elementary

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level. The DLLT along with building administrators will

monitor monthly Data Team meetings to insure this

process is carried out with fidelity. At all levels, the

district will evaluate the literacy program by using the

State Report Card. Interventions, programs and teaching

strategies will be adjusted based on the review of

literacy data across the school district.

Please provide a belief statement in support of each reading plan component.

Component 1: Leadership Union County Schools is building a tradition of excellence. We believe that

we must put students first if we are to build world class knowledge, world class skills and life and career

characteristics. To be successful in the 21st century workforce, students must be able to read proficiently.

Union County Schools currently has a District Literacy Leadership Team in place to support research-

based reading and writing practices and believe that these best practices in literacy should be evident in

every classroom in our district in order for every child to read on grade level by 3rd grade. Likewise, every

classroom teacher should have high expectations that are focused on student outcomes. Barbara

Palmer, Coordinator of Teacher Quality and Evaluation, serves as our chair person. The team is

comprised of State Reading Coaches and the Director of Special Services/Gifted and Talented Programs.

The DLLT will continue to ensure that reading, writing practices, and instruction are researched-based, effective, and aligned to state policies by attending all State Department of Education training meetings, consulting the State Regional Literacy Specialist, and providing endorsement courses developed by the district and approved by The South Carolina State Department of Education. The team will continue to research policies and practice (WhatWorks, Ed.gov, etc.) as well as modeling effective strategies for educators. At monthly regional literacy cohort meetings and at monthly reading coach professional learning community meetings, the district’s reading coaches and administrators will be involved in acquiring professional development that has been provided to state literacy specialists by the South Carolina Read to Succeed Agency, vendors or other entities. Reading Coaches and administrators are responsible for planning professional development and providing the follow up opportunities at the school level. Reading Coaches will be responsible for delivering the professional development to school staff with support from the school-based administrators.

Component 2: Student Outcomes

* 4k classes (consisting of at-risk students), 4K students will meet the developmental ranges for

readiness by the spring on the state assessment. Number of students will increase yearly from

the baseline in 2016.

*Kindergarten – 5K students will meet the developmental ranges for readiness by spring on

the state assessment. Number of students will increase yearly from the baseline in 2016.

Or

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5k students will read on grade level as measured by Fountas and Pinnell Benchmark

Assessment System. Percentage of students meeting goal will increase yearly from the baseline

in 2016.

*First grade – Students in first grade will read on grade level as measured by Fountas and

Pinnell Benchmark Assessment System. Percentage of student meeting goal will increase yearly

from the baseline in 2016.

*Second grade – students in second grade will read on grade level as measured by Fountas and

Pinnell Benchmark Assessment System. Percentage of student meeting goal will increase yearly

from the 2016 baseline.

*Third grade - The third grade average reading scores on the state assessment will meet or

exceed the average scores of the state or of comparable districts for percentage ready or

exceeding.

Or

Students in third grade will read on grade level as measured by Fountas and Pinnell Benchmark

Assessment System. Percentage of student meeting goal will increase yearly from the baseline

in 2016.

*Fourth grade - The fourth grade reading scores on the state assessment will meet or exceed

the average scores of the state or of comparable districts for percentage ready or exceeding.

Or

Students in fourth grade will read on grade level as measured by Fountas and Pinnell

Benchmark Assessment System. Percentage of student meeting goal will increase yearly from

the baseline in 2016.

*Fifth grade - The fifth grade average reading scores on the state assessment will meet or


exceeding.

Or

Students in fifth grade will read on grade level as measured by Fountas and Pinnell Benchmark

Assessment System. Percentage of student meeting goal will increase yearly from the 2016

baseline.

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*Sixth grade - The sixth grade average reading scores on the state assessment will meet or


exceeding.

*Seventh grade - The seventh grade average reading scores on the state assessment will meet

or exceed the average scores of the state or of comparable districts for percentage ready or

exceeding.

*Eighth grade - The eighth grade average reading scores on the state assessment will meet or


exceeding.

*Ninth grade - The ninth grade average reading scores on the state assessment will meet or

exceed the average scores of the state or of comparable districts for End of Course English.

*Tenth grade - The tenth grade average reading scores on the state assessment will meet or

exceed the average scores of the state or of comparable districts for End of Course for English.

*Eleventh grade - The eleventh grade average reading scores on the state assessment will meet

or exceed the average scores of the state or of comparable districts for End of Course for

English from the state. In addition, eleventh grade students will meet or exceed the state

average in Reading for Information test component of the ACT Work Keys.

*Twelfth grade - The twelfth grade average reading scores on the state assessment will meet or

exceed the average scores of the state or of comparable districts for End of Course for English

from the state.

Component 3: Professional Learning Opportunities Our district uses a Train the Trainer model for

professional development. Reading Coaches and other district personnel attend professional

development provided by state agencies, vendors, or other entities, and then determine the audience that

needs to hear the information. The district personnel or reading coaches will be trained so that the

material can be delivered to all schools. Principals in Union County participate in monthly staff

development and engage in book studies at the school and district level. Principals or district personnel

regularly accompany teachers and reading coaches to state and national conferences and seminars. All

principals, along with assistant principals and district leaders, visit classrooms regularly, observing

students, and monitoring their performance. The district instructional staff works closely with principals to

plan staff development and possible interventions based on the information gathered during these

observations.

Principals work to increase the consistency with which high quality instruction is provided in all

classrooms by doing the following:

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*Establishing a strong professional learning community in each school.

*Assuring that all teachers are knowledgeable about the district’s reading goals and plan.

*Ensuring teachers have ongoing researched-based professional development.

*Monitoring classroom instruction through observation.

*Supporting and collaborating with the reading coach.

* Analyzing test data to determine professional development needs.

The district utilizes reading coaches to provide job-embedded professional learning opportunities. In

2015-2016, all professional staff in K-5 are participating in the professional development course

Assessment of Reading, taught by a State Reading Coach to provide training in the analysis and use of

intervention strategies. The district will also provide on-going, job embedded, professional learning

opportunities for administrators and teachers in the areas of scientifically-based reading instruction,

discipline-specific literacy, and intervention by:

District

* Offering graduate level, state-approved coursework for literacy endorsement

*Offering state approved professional development reading course taught by reading coaches

*Providing professional development resource text free of charge

*Creating district in-services and conferences which focus on literacy, organized by reading coaches

*Establishing grade level literacy study groups led by reading coaches

*Establishing common planning times

*Providing training for special education personnel in early literacy strategies, taught by reading coaches

*Providing materials selected by reading coaches for test-prep Tuesdays

In addition to the above, some opportunities are differentiated by school level.

PK-5th Grade

*Providing school based study groups

*Requiring participation in state approved reading endorsement courses offered as professional

development

*Offering model lesson by trained reading coaches

*Attending Upstate Educational Consortium in collaboration with Furman University

*Offering “Behind the Glass” strategy lessons

*Providing para-professional training in early literacy strategies

*Partnering with teachers to incorporate Inquiry in Research environment

*Reading coaches attending PLC and Cohort and disseminate information to teachers and staff

Grades 6-12

*Participating in Literacy Design Collaborative Grant

*Participating in the i3 Writing Collaborative

* Course specific workshops and professional development

In order to assure that individual teachers have the level of intensity needed for professional growth

based on student achievement data, professional development will be individualized. All teachers and

paraprofessionals can benefit from differentiated professional development-providing more information

and support for less experienced teachers and advanced activities for those who are at a more proficient

level. Data team meetings are held monthly to analyze student data through data walls and data

notebooks in order to progress monitor student literacy growth. Reading coaches currently offer a Read to

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Succeed Course on Reading Assessment. This course was based on district need in accordance with

state standards and literacy competencies. However, the course is also tailored to meet the individual

needs of teachers based on the analysis of classroom student performance data. Reading coaches work

with individual teachers to address concerns and needs and to model strategies as appropriate.

Component 4: Assessment Plan

Union County Schools use a variety of assessment tools to measure student progress. These district-

wide systems measure student performance, expectations of student learning, effectiveness of

curriculum, and assist in the implementation of instruction for students who need remediation or

extensions beyond the curriculum. Students from pre-kindergarten through 8th grade participate in diverse

assessments to indicate academic progress. The 4K teacher uses PALS in the fall and spring as well as

a progress monitoring tool. The 5K teacher also monitors reading progress and data collection by

administering the DRA 2+ assessments adopted by our state through the Read to Succeed Law. Informal

assessments such as running records, frequency and engagement checks, student conferences and

results of Fountas and Pinnell benchmarking, as well as, teacher made assessments also guide

instruction and are used to meet the diverse needs of our students. Students in grades 3-8 use SC

Ready and SC PASS as their state assessments and grades 9-12 use End of Course and Work Keys.

Data is stored in an online data base and analyzed to help plan for instructional needs in the classroom.

Teachers and coaches are trained to analyze, as well as, utilize this data.

Component 5: Instructional Plan

Students should receive motivating, high-quality, explicit, and systematic reading instruction according to their needs during the 90-minute block ( goal of 120 min. beginning in 2016)of uninterrupted time which includes: whole group instruction, content area tests to increase the amount of exposure to non-fiction texts and more complex texts, small flexible groups for differentiated instruction based on the diagnostic assessment data and progress monitoring data. The teacher may use ancillary materials or leveled content area materials, researched-based instructional protocols, or supplemental materials to differentiate the instruction presented in the whole group lesson through explicit instruction. Learning centers or cooperative learning groups are provided for application of strategies and to reinforce instruction with activities that promote high student engagement for students who are not meeting with the teacher. Student placement in groups should be flexible, and different curricula may be used to instruct these different groups. There is active student engagement in a variety of reading-based activities, which connect to the six essential components of reading, and to overall, clearly articulated academic goals.

Component 6: Parent and Family Involvement Local media coverage, school web sites, Family Nights,

PTO/PTA meetings, newsletters, formal and informal parent conferences, and Power School Parent

Portal are used to keep parents as well as the community as a whole informed about school events that

provide families with research-based strategies and activities to support reading and writing practices.

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Component 7: School-Community Partnerships

There are many reasons for developing school, family, and community partnerships. They can improve

school programs and school climate, provide family services and support, increase parents’ skills and

leadership, connect families with others in the school and the community, and help teachers with their

work. However, the main reason to create such partnerships is to help all youngsters succeed in school

and later in life.

COMPONENT 1: LEADERSHIP

No uploads or narratives required.

COMPONENT 2: STUDENT OUTCOMES

Prekindergarten: Please upload a copy of your district assessment results report from the

assessment you chose to administer to 4K students.

Please reflect on the questions below and provide a brief narrative response to support the

inclusion of data literacy as part of the District Reading Plan.

Who administers assessments? What system is used to manage the assessment data including data

entry and management? What plan is in place to support the analysis of the data and who will be

responsible for this? How are data displayed and accessed? What is the plan for reviewing student data

with instructional staff in order to prioritize needs and set goals?

Students from kindergarten through 8th grade participate in diverse assessments to indicate academic progress. The kindergarten teacher uses pre-screening assessments during spring registration to measure student ability. The teacher also monitors reading progress and data collection by administering the DRA 2+ assessments adopted by our state through the Read to Succeed Law. Data is stored in an online data base and analyzed with the assistance of the State Reading Coach to help plan for instructional needs in the classroom. Teachers and coaches are trained to analyze, as well as, utilize this data.

Assessments, such as District Writing Prompts (K-8th grade) and Fountas and Pinnell Reading Benchmark Assessment System (K-5th grade), are administered at the beginning, middle, and end of year at a minimum to monitor reading and writing progress. Text levels are posted on a school data wall and are updated five times throughout the school year. This data wall is also used to monitor progress Response to Intervention (RtI) students who are receiving reading intervention. It is used to devise a plan to meet the needs of students who need extensions beyond the regular classroom curriculum. Writing Prompt data is analyzed during grade level study groups and used to plan and implement further writing instruction.

In addition to the standardized written and performance assessments, teacher observations, and portfolios, teachers rely on class work, homework and participation to monitor and make changes to instruction as necessary. At the elementary level, a Data Notebook is kept by each teacher and compiles a comprehensive set of data for each classroom and each individual

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student. School-wide Data Notebooks are maintained by the Reading Coach and Curriculum Coach at the elementary level. Upper level teachers keep data in folders. Writing folders (which include writing samples collected throughout each school year) are passed to the next grade level teacher and include the student’s writing samples from each previous year. Running records are also collected as longitudinal data. Data on students performing below reading level when they leave 5th grade is collected by the Learning Specialist and given to State Reading Coaches. State Reading Coaches will deliver this data to the middle level schools. A similar process will be used for transition from middle to high school.

Professional staff also have access to the Enrich (TestView) web-database. MAP, PASS (previously), ACT Aspire (previously), ITBS, CogAT, End of Course, ACT, SAT, and other state assessments as well as, text level assessment data can be tracked over numerous years in this system. Scores can also be analyzed, including comparison and trend data about student learning, instruction, and program evaluation.

At all levels, the district will evaluate the literacy program by using the State Report Card. Interventions, programs and teaching strategies are adjusted based on the review of literacy data across the school district.

State Testing results are distributed at the beginning of each school year to parents and MAP scores are reported immediately after each test administration. Standardized test data, report cards, portfolios, and formal and informal assessments are all used to denote readiness for the next level of education. Parent-teacher communication is necessary to ensure that students are achieving within norms and are prepared to move to the next level. Grades K through 12 invite parents to attend conferences twice a year. However, teachers are available to discuss academic growth and review student portfolios and assessments with parents at any time. In the middle school conferences, students are asked to participate and be an important part of the conference in order to take ownership of their work. Guidance Counselors, alongside parents, hold annual individual graduation plans (IGP) conferences with every eighth grader to focus on the selection of a career cluster. Data is analyzed in order to better assist students and parents with these decisions. Parents have access to the PowerSchool Parent Portal and can view student grades daily.

COMPONENT 3: DISTRICT-WIDE PROFESSIONAL LEARNING OPPORTUNITIES OFFERED

AND/OR PLANNED

No uploads or narratives required.

COMPONENT 4: ASSESSMENT PLAN

Based on your analysis of state and local assessment data, please respond to the following:

Indicate at least one area for growth

Indicate the action needed to support increased student achievement.

Indicate a timeline for action and who will be responsible.

Prekindergarten Beginning sounds Early literacy strategies training for teachers

2016- R2S Coaches

Kindergarten Word analysis Early literacy strategies 2016- R2S Coaches

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training for teachers Grade 1 Comprehension Early literacy strategies

training for teachers 2016- R2S Coaches

Grade 2 Comprehension Early literacy strategies training for teachers

2016- R2S Coaches


2016- R2S Coaches


2016- R2S Coaches


2016- R2S Coaches

Grade 6 Comprehension Literacy strategies training for close reading

2016- R2S Coaches/Felicia Oliver





High School Comprehension Literacy strategies training for close reading


COMPONENT 5: INSTRUCTIONAL PLAN

If you selected less than 90 minutes of instructional time for the 2016-17 school year, please

indicate what actions your district is taking to move toward a 90 minute instructional block at the

secondary level.

What action is the district taking to maximize and protect instructional time at all levels? District and school-based administrators will be responsible for ensuring that all elementary schools have an uninterrupted 90-minute reading block for core reading instruction( working toward 120 in 2016), and as needed, additional time for immediate intensive intervention.. This will be accomplished by a system of accountability in which the District requires principals to provide documentation of a master schedule of each teacher’s 90 Minute Uninterrupted Reading Block and intervention times. Principals will be required to keep this schedule current and up to date with the district administration. Also, school-based administration will utilize unannounced/frequent classroom observations to ensure that uninterrupted reading block and literacy time is taking place as scheduled.

What instructional supports are you providing in addition to the state adopted instructional materials?

Kindergarten Fountas & Pinnell benchmark system, F&P Leveled Literacy Intervention kits, leveled text libraries, 100 Book Challenge, State Reading Coach

Grade 1 Fountas & Pinnell benchmark system, F&P Leveled Literacy Intervention kits, leveled text libraries, 1st grade Book Clubs, State Reading Coach

Grade 2 Fountas & Pinnell benchmark system, F&P Leveled Literacy Intervention kits, leveled text libraries, State Reading Coach, 21st Century Grant/After School Program



Grade 5 Fountas & Pinnell benchmark system, F&P Leveled Literacy Intervention kits, leveled text libraries, State Reading Coach, 21st Century Grant/After School

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Program Grade 6 Case 21 Benchmarks, MAP Grade 7 Case 21 Benchmarks, MAP Grade 8 Case 21 Benchmarks, MAP High School Case 21 Benchmarks

Please upload a sample master schedule from a school at each level (elementary, middle, and

high) that you would use as a model for other schools at this level in your district.

What instructional and other accommodations are made for special populations, those who need

acceleration and those who need additional support? Students will receive motivating, high-quality,

explicit, and systematic reading instruction according to their needs during the 90-minute block ( working

toward 120 minutes for primary and elementary) of uninterrupted time which includes: whole group

instruction, content area tests to increase the amount of exposure to non-fiction texts and more complex

texts, small flexible groups for differentiated instruction based on the diagnostic assessment data and

progress monitoring data. The teacher may use ancillary materials or leveled content area materials,

researched-based instructional protocols, or supplemental materials to differentiate the instruction

presented in the whole group lesson through explicit instruction. Learning centers or cooperative learning

groups are provided for application of strategies and to reinforce instruction with activities that promote

high student engagement for students who are not meeting with the teacher. Student placement in groups

is flexible, and different curricula may be used to instruct these different groups. There is active student

engagement in a variety of reading-based activities, which connect to the six essential components of

reading, and to overall, clearly articulated academic goals.

Fountas and Pinnell’s Leveled Literacy Intervention is utilized during the school year and with the summer reading camp. In addition, a variety of high-interest, leveled books are used. American Reading Company’s 100 Book Challenge Program is used during the independent reading part of the language arts instructional block for kindergarten and first grade. Teachers will use authentic literature to enhance reading instruction by integrating science, social studies, and language arts. Students will have access to libraries during whole group, small group and independent reading. Planned learning center activities used during this time include: partner reading, reciprocal teaching, and literacy circles.

Individual accommodations and modifications are provided for students who qualify for Individualized Education Plans (IEPs), based on their individual strengths and needs. Learning Specialists (Special Educators) serve students with IEPs and students who were identified as struggling readers based on their text levels and other assessment data. Some students with IEPs receive services through a pull-out model of special education services. However, most are served in an inclusion model. This enables the special educator and classroom teacher to collaborate more effectively and enables them to assist other students in the classroom setting.

What support is the district providing to increase the number of books in classroom libraries and

library media centers? Classroom libraries or school libraries with book nooks will provide quality literary

and informational texts of varying levels of complexity to build background knowledge, engage students in

reading for pleasure and information, and to explore for self-selected independent reading. Students will

have access to fiction and nonfiction text representing a range of levels, interests, genres, and cultures

through the use of classroom libraries. The library media specialists work collaboratively with reading and

content area teachers to create text sets or collections of books around a topic of inquiry at varying levels

of complexity that can be checked out to the teacher for particular units of study. Leveled classroom

libraries of both fiction and non-fiction texts will be utilized as a meaningful extension of the skills.

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Leveling of libraries and determination of student reading levels will be done through Fountas and Pinnell

Benchmark Assessment System.

The district provides support to increase the number of books in classroom libraries by allocating Title I funding, through Dollar General Reading is Fundamental grants, and book fairs. Library media centers are allocated general funds for purchasing books and supplemental reading materials.

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

information for each level, elementary, middle, and high school.

The district will promote multi-tiered systems:

Schools must facilitate instruction based on students’ needs and skills, as evidenced by student data. The

District’s Multi-Tiered System of Supports/Response to Intervention (MTSS/RTI) process guides school Data Teams in implementing a tiered approach to instructional delivery that includes fidelity of instruction with the core programs and interventions of increasingly higher intensity, based on students’ needs. This

multi-tiered approach to providing instruction and interventions at increasing levels of intensity is based on progress monitoring and data analysis. Problem solving at all tiers is a cyclical process that involves using the data to define the problem, analyzing the data to determine why it is occurring, implementing a

plan to target specific student needs, and evaluation to ensure positive response to the instruction and/or intervention. Schools will maintain accurate records of parent communications. Copies of letters, minutes from data team meetings, and documentation of other forms of parent communications will be compiled by each school. A district-created form that includes interventions used, suggestions for supporting the student at home, and an update on student progress will be shared with parents.

Through systematic progress monitoring, students in grades in Kindergarten through 12th grades who are not able to comprehend grade level material are provided a wide range of scaffolded supports with differentiated instruction. The supports include but are not limited to the following:

The School provides parents with written information on student's performance, instructional expectations, and programs offered.

The School provides specific time for Parent Conferences during and after school to meet with parents and discuss student's current performance, instructional expectations, and programs offered.

Classroom teachers and administrators contact parents to discuss strengths and concerns about individual students regarding test data, text level data, classroom performance, attendance, and behavior.

Teachers match texts, materials and strategies to the students' independent reading levels.

Teachers assist students with setting target goals for specific reading strategies and skills, and to increase text competency.

Classroom teachers use instructional materials of varied reading levels in content area classes, so that students can access the content area information in Science, Social Studies and Math. These include the use of modeling and visual supports (including anchor charts).

Science and Social Studies instruction includes the use of historical fiction, non-fiction, interactive read alouds and shared reading strategies.

One-on-one student/teacher conferences are held with the classroom teacher or learning specialist during independent reading time.

Classroom teachers, Reading Coaches, and administrators contact parents to discuss specific strategies and interventions to address individual student's needs.

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The District manages several after school tutoring programs, offered to students in grades 3-5 who are recommended by their teachers. Fifth grade teachers send invitations to every student who is reading 2 or more levels below grade level.

Despite the use of best practices and differentiated instruction in all classes, some students may need more instruction on specific skills to perform at grade level at times. Intervention groupings are flexible, changing based on individuals targeted goals and skills.

Elementary Level

Tier I: At the elementary level the Fountas and Pinnell text leveling system is used as Universal Screening. Students scoring 2 levels or more below the instructional reading expectation on the Fountas and Pinnell Benchmark Assessment are targeted for Tier I intervention. Initial interventions are planned based on weaknesses found in the analysis of performance on the fall Universal Screening. The teacher will provide small group or one-to-one instruction which will occur a minimum of three times per week for fifteen minutes each session, within the 90 minute Literacy Block. These students are provided Tier I instruction by general education teacher and/or interventionist with guided reading or small group differentiated instruction. Fountas and Pinnell Leveled Literacy Intervention Prompting Guide will be used during instruction in Tier 1.

Teachers bring completed District RTI Tier I Anecdotal Note Form detailing anecdotal notes based on strategies given during the specific planned intervention sessions.

Continuing interventions are planned based on the analysis of regular running records through progress monitoring.

Students scoring 2 levels or more below the instructional reading expectation on the Fountas and Pinnell Benchmark Assessment are targeted for Tier II intervention. For students who begin the school year two levels or more below this reading expectation, classroom teachers complete the RTI Meeting Minutes Form and an Initial RTI Referral Form. These forms are submitted to the School Data Team and a meeting is scheduled. During the school year, if it becomes necessary for a student to move from Tier I to Tier II, this decision is supported with Tier I intervention data from the RTI Intervention Form and Running Records for Progress Monitoring Forms.

Tier II: If a student is not making adequate progress after 3 consecutive data collections, then a discussion begins on possible movement to Tier II with the RtI Team. For a student who is maintaining grade level performance after 3 consecutive data collections, he/she is considered by the RTI Team for possible movement to monitoring monthly without Tier I interventions. If a student is monitored monthly, this will occur for 2 consecutive months. Once these two months pass and the student continues to be on grade level, he/she can be dismissed from RTI. The teacher continues to monitor student progress using the growth chart in the RTI guidelines, along with guided reading anecdotal notes. The district will make every effort to provide Prompting Guides for teachers of below level students.

Supplemental Instructional Interventions provided in small group instruction (3-5 students) are listed below. The teacher will provide small group or one-to-one instruction which will occur a minimum of three times per week for thirty minutes each session, in addition to the 90 minute Literacy Block.

Students scoring 2 levels or more below the instructional reading expectation on the Fountas and Pinnell Benchmark Assessment are targeted for Tier II intervention. Students who begin the school year two levels or more below this reading expectation, classroom teachers complete the RTI Meeting Minutes Form and an Initial RTI Referral Form. These forms are submitted to the School Data Team and a meeting is scheduled. During the school year, if it becomes necessary for a student to move from Tier I to

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Tier II, this decision is supported with Tier I intervention data from the RTI Intervention Form and Running Records for Progress Monitoring Forms. This decision is made by the RTI Data Team. A letter is sent to parents upon initiation and dismissal of Tier II interventions. Every effort is made for face-to-face contact with parents at the Fall parent teacher conferences. Classroom teachers and administrators contact parents to discuss specific strategies and interventions to address individual student's more intensive needs and ongoing progress.

Students receiving Tier II interventions receive a minimum of small group instruction (3-5 students) 4 to 5 days per week, delivered by interventionists. These students continue to receive in class small group guided reading and whole group reading instruction. Students are grouped and progress monitored based on Fountas and Pinnell Benchmark Assessment Levels. The Fountas and Pinnell Leveled Literacy Intervention Program as well as the Fountas and Pinnell Continuum of Literacy Learning will be used to guide instruction in Tier II. Interventions focus on individual areas of possible growth found in the analysis of data collected through Serravallo’s seven lenses.

Tier III: Increased Levels of Supplemental Instructional Interventions provided in individualized or small group instruction (1-2 students) are listed below.

Students who do not progress effectively using Tier II interventions will be provided Tier III interventions. Tier III interventions are constructed of one-to-one instruction with a reading interventionist for 30 minute periods, 4 to 5 times a week, for a minimum of three weeks.

Parents are invited to participate in conferences with educators to develop more intensive intervention plans or consider whether further screening is required.

Reading Recovery strategies will be utilized with all students at the Tier III level of intervention.

In accordance with the Read to Succeed law, students retained in 3rd grade will be served by a reading interventionist in individual and/or small groups of students for a minimum of 60 minutes each day using a variety of instructional resources and strategies in an effort to promote growth, with a focus on Reading Recovery strategies. In addition, the regular classroom teacher will work with retained third grade student(s) in a small reading group during the regularly scheduled ELA time. The Reading Interventionist, classroom teacher, and school leadership team will meet monthly (at a minimum) to discuss student progress and revisit individual goals.

In 2015-2016,all professional staff in K-5 participated in the professional development course Assessment of Reading, taught by a State Reading Coach to provide training in the analysis and use of

intervention strategies.

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

Program Name Instructor’s name, role, qualifications, and specialized training

Kindergarten Fountas& Pinnell Leveled Literacy Kits

TBD

Grade 1 Fountas& Pinnell Leveled Literacy Kits

TBD


TBD

Grade 3 Fountas& Pinnell Leveled TBD

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Literacy Kits Grade 4 Fountas& Pinnell Leveled

Literacy Kits TBD


TBD

Grade 6 TBD Grade 7 TBD Grade 8 TBD High School TBD If you are using a program to provide Tier III intervention, please list the program name. If you are using highly–effective, specially trained educators to provide interventions, please indicate the person’s name, their role, qualifications, and specialized training. This information maybe uploaded.

Program Name Instructor’s name, role, qualifications, and specialized training

Kindergarten Fountas& Pinnell Leveled Literacy Kits

TBD


TBD


TBD


TBD


TBD


TBD

Grade 6 TBD TBD Grade 7 TBD Grade 8 TBD High School TBD TBD

COMPONENT 6: PARENT AND FAMILY INVOLVEMENT

What is the district’s mission regarding parent and family involvement in their student’s

educational program? How is this mission fulfilled?

How does the district communicate the third grade retention policy, as required by Read to

Succeed, to parents and families?

Does the district require regular and frequent communication with parents and families

specifically related to literacy? If yes, what communication methods are used.

If no, what plans are in place to strengthen parent and family communication, specifically related

to literacy.

Research shows that when parents are involved in their children’s education, all children do better in school, regardless of the age of the child, the parent’s educational level or even the family’s socioeconomic status. As a district we will send home a Read to Succeed Newsletter to inform parents of the components of Read to Succeed, including the third grade retention policy. We will inform and update parents on the Read to Succeed Program during Open Houses and PTO meetings as well. Each student and parent/guardian is regularly informed in writing of:

Students reading proficiency, progress, and ability to comprehend and write grade-level texts.

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Specific actions of the classroom teacher and other reading professionals have taken and will continue take to help the student comprehend and write grade level texts.

Specific actions that the guardian can take to help the student comprehend grade level texts by providing access to grade level texts for home use.

The district plans for formal conferences to be held in the fall and spring. The district encourages parents/teachers to schedule conferences throughout the year on an as need basis. Educators offer reading and writing strategies for use at home during these conferences. When conferencing with parents of students at-risk of being retained, the third grade retention policy is discussed. Family reading/writing events are held at schools to promote family involvement and provide opportunities to practice instructional strategies to support reading and writing growth. Parents are encouraged to sign student book logs as a means to document reading at home.

COMPONENT 7: SCHOOL COMMUNITY PARTNERSHIPS

How does the district create partnerships with business and community organizations to raise

awareness of the importance of literacy?

Our school seeks businesses and community partners who share common interests in fostering life-long learning and developing students who are college and career ready. List community partnerships that currently exist within the district. What services and/or supports

are provided?

Partnerships include:

University of South Carolina-Reading with the Gamecocks -reading incentive program

University of South Carolina Upstate -student interns

Converse College -student interns

Union Carnegie Library- Summer Reading Program -improving summer reading gap

Pizza Hut-Book It Programs - reading incentive program

Dollar General-Reading Is Fundamental -book giveaway grant

Winthrop University-NetSCOPE partnership-professional development and interns

Union County First Steps

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What plans does the district have to increase community partnerships?

Our district leadership continually searches for community partnership members. All members of the

Union County school district are encouraged to join local professional clubs that include potential

business partnerships. We seek partnerships through grant opportunities, as well as local faith-based

organizations. We work with Save the Children Foundation to explore additional resources in the

community and to assist us in making connections with other community organizations.

Please provide any additional information you wish to add or any information not requested in

support of your district’s reading plan.

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district strategic plan table of contents

Documents