pontiac elementary school strategic plan 2018-2023 · strategic plan for: 2018-2023 (five years)...
TRANSCRIPT
Creating Joyful Leaders and Learners
Pontiac Elementary School
Strategic Plan
2018-2023
Dr. Katie Barber, Principal
500 Spears Creek Church Rd.
Elgin, SC 29045
803-699-2700
~Richland School District Two~
PONTIAC ELEMENTARY SCHOOL
Strategic Plan 2018-2023
TABLE OF CONTENTS
Section 1: Page School Renewal Plan Signature Page 3
Assurances for School Renewal Plan 4
Stakeholders Involvement for School Strategic Plan 6
Mission, Vision, Values, and Beliefs 7
Needs Assessment Data 8
Executive Summary of Needs Assessment Data Findings 15
Section 2:
Performance Goals and Action Plans 20
Learning 20
Character 24
Community 28
Joy 31
Section 3:
Read to Succeed Literacy Plan 34
SCHOOL STRATEGIC PLAN SIGNATURE PAGE
SCHOOL DISTRICT: Richland School District Two
SCHOOL: Pontiac Elementary School
500 Spears Creek Church Rd.
Elgin, SC 29045
803-699-2700 www.richland2.org/PE Phone Website
STRATEGIC PLAN FOR: 2018-2023 (five years)
Superintendent
Baron R. Davis, Ph.D.
Printed Name
Signature
Date
Principal
Dr. Katie Barber
Printed Name
Signature
Date
Chairperson, District Boar d of Trustees
Craig Plank
Printed Name
Signature
Date
Chairperson, School Improvement Council
Evangelina Hemphill
Printed Name
Signature
Date
Director of Planning
William C. Simon
Printed Name
Signature
Date
School Read To Succeed Literacy Leadership Team Lead
Sonya Ramsue
Printed Name
Signature
Date
The school renewal plan, or annual update, includes elements required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135)
(S.C. Code Ann. §59-139-10 et seq. (Supp. 2004)), the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §59-18-1300 et seq. (Supp. 2004)), and
SBE Regulation 43-261. The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the School
Improvement Council, and the School Read to Succeed Literacy Leadership team lead are affirmation of active participation of key stakeholders and alignment
with Act 135 and EAA
requirements.
ASSURANCES FOR SCHOOL PLANS
ACT 135 ASSURANCES
Assurances checked and signed by the district superintendent and the principal, attest that the school/district complies
with all applicable ACT 135 requirements.
X Academic Assistance, PreK–3: The school/district makes special efforts to assist children in PreK–3 who
demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers,
individual tutoring, and group remediation).
X Academic Assistance, Grades 4–12: The school/district makes special efforts to assist children in grades
4–12 who demonstrate a need for extra or alternative instructional attention (e.g., afterschool homework help
centers, individual tutoring, and group remediation).
X Parent Involvement: The school/district encourages and assists parents in becoming more involved in
their children‘s education. Some examples of parent involvement initiatives include making special efforts to
meet with parents at times more convenient for them; providing parents with their child’s individual test results
and an interpretation of the results; providing parents with information on the district’s curriculum and
assessment program; providing frequent, two-way communication between home and school; providing
parents an opportunity to participate on decision making groups; designating space in schools for parents to
access educational resource materials; including parent involvement expectations as part of the principal’s
and superintendent’s evaluations; and providing parents with information pertaining to expectations held for
them by the school system, such as ensuring attendance and punctuality of their children.
X Staff Development: The school/district provides staff development training for teachers and
administrators in the teaching techniques and strategies needed to implement the school/district plan for the
improvement of student academic performance. The staff development program reflects requirements of Act
135, the EAA, and the National Staff Development Council‘s revised Standards for Staff Development.
X Technology: The school/district integrates technology into professional development, curriculum
development, and classroom instruction to improve teaching and learning.
X Innovation: The school/district uses innovation funds for innovative activities to improve student learning
and accelerate the performance of all students.
X Collaboration: The school/district (regardless of the grades served) collaborates with health and human
services agencies (e.g., county health departments, social services departments, mental health departments,
First Steps, and the family court system).
X Developmental Screening: The school/district ensures that the young child receives all services
necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic,
and cognitive developmental levels. This program normally is appropriate at primary and elementary schools,
although screening efforts could take place at any location.
ASSURANCES FOR SCHOOL PLANS (Continued)
X Half-Day Child Development: The school/district provides half-day child development programs for four-
year-olds (some districts fund full-day programs). The programs usually function at primary and elementary
schools, however, they may be housed at locations with other grade levels or completely separate from
schools.
X Developmentally Appropriate Curriculum for PreK–3: The school/district ensures that the scope and
sequence of the curriculum for PreK–3 are appropriate for the maturation levels of students. Instructional
practices accommodate individual differences in maturation level and take into account the student's social
and cultural context.
X Parenting and Family Literacy: The school provides a four component program that integrates all of the
following activities: interactive literacy activities between parents and their children (Interactive Literacy
Activities); training for parents regarding how to be the primary teachers for their children and how to be full
partners in the education of their children (parenting skills for adults, parent education); parent literacy
training that leads to economic self-sufficiency (adult education); and an age-appropriate education to
prepare children for success in school and life experiences (early childhood education). Family Literacy is not
grade specific, but is generally most appropriate for parents of children at the primary and elementary school
levels and below as well as for secondary school students who are parents. Family Literacy program goals
are to strengthen parental involvement in the learning process of preschool children ages birth through five
years; to promote school readiness of preschool children; to offer parents special opportunities to improve
their literacy skills and education; to provide parents a chance to recover from dropping out of school; and to
identify potential developmental delays in preschool children by offering developmental screening.
X Recruitment: The district makes special and intensive efforts to recruit and give priority to serving those
parents or guardians of children, age’s birth through five years, who are considered at-risk of school failure.
“At-risk children are defined as those whose school readiness is jeopardized by any of, but not limited to, the
following personal or family situation(s): parent without a high school graduation or equivalency, poverty,
limited English proficiency, significant developmental delays, instability or inadequate basic capacity within
the home and/or family, poor health (physical, mental, emotional) and/or child abuse and neglect.
X Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The school/district
ensures as much program effectiveness as possible by developing a district wide/school wide coordinated
effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start,
First Steps, Title I, and programs for students with disabilities.
Dr. Baron Davis
Superintendent’s Printed Name Superintendent’s Signature Date (for district and school plans)
Dr. Katie Barber
Principal’s Printed Name Principal’s Signature Date
STAKEHOLDER INVOLVEMENT The following persons were involved in the development of the five (5)-year strategic plan.
PONTIAC ELEMENTARY SCHOOL 2018-2023
1. PRINCIPAL Dr. Katie Barber
2. TEACHER Ashley Saullo, DeAnna Savage, and Amanda Smith
3. PARENT/GUARDIAN Quinne Evans
4. COMMUNITY MEMBER Deborah DePaoli
5. SCHOOL IMPROVEMENT COUNCIL Evangelina Hemphill
6. OTHERS* (May include school board members, administrators, School Improvement Council members,
students, PTO members, agency representatives, university partners, etc.)
POSITION NAME
Administrator Taurean Robinson
Administrator Jennifer Gillespie
Parent/SIC Member Sarah Venn
Parent/SIC Member Camia Gay
Parent/SIC Member Erin Glover
Parent/SIC Member Dorwoah Counts
Community Member/SIC Member Edward Griffin
Community Member/SIC Member Lydea Proctor
Teacher/Team Leader Michelle Hawkins
Teacher/Team Leader Ashley Saullo
Teacher/Team Leader Amanda Smith
Teacher/Team Leader DeAnna Savage
NEEDS ASSESSMENT DATA
Provide the link to your district’s most recent School Report Card:
https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=E&d=4002&s=081
Directions: Provide additional district’s needs assessment data including both formative and summative
assessments used to gauge student learning. (Charts, graphs, or other formats of data may be
used.)
Formative Assessment Data
Measures of Academic Progress (MAP)
Table 1 shows the percent of students who met their reading and math growth target for the 2014-2015
through 2016-2017 school years by subgroup.
Table 1: Percent of Students Who Met Their Growth Target on MAP by Subject and Subgroup
Subject and Subgroups 2014-2015 2015-2016 2016-2017
Count Percent Count Percent Count Percent
Mathematics
All Students 375 31.7% 372 29.6% 363 54.3%
Ethnicity
American Indian or Alaskan Native -- -- -- -- -- --
Asian 11 36.4% 11 36.4% 16 43.8%
Black or African American 195 28.7% 182 29.1% 193 50.8%
Hispanic or Latino 55 36.4% 62 41.9% 51 72.5%
Native Hawaiian or Other Pacific Islander -- -- 1 -- -- --
Two or More Races 13 15.4% 15 6.7% 17 64.7%
White 101 36.6% 101 25.7% 86 51.2%
Gender
Female 194 27.3% 195 28.2% 191 44.0%
Male 181 36.5% 177 31.1% 172 65.7%
Reading
All Students 377 45.6% 373 40.8% 364 56.3%
Ethnicity
American Indian or Alaskan Native -- -- -- -- -- --
Asian 11 36.4% 12 58.3% 16 68.8%
Black or African American 195 43.6% 182 36.3% 193 54.4%
Hispanic or Latino 55 58.2% 62 38.7% 52 63.5%
Native Hawaiian or Other Pacific Islander -- -- 1 -- -- --
Two or More Races 13 38.5% 15 26.7% 17 58.8%
White 103 44.7% 101 50.5% 86 53.5%
Gender
Female 196 41.8% 197 40.6% 191 56.0%
Male 181 49.7% 176 40.9% 173 56.6%
-- Data not reported for subgroups less than 10 students.
Summative Assessment Data
South Carolina Kindergarten Readiness Assessment
Table 2 shows the percent of students demonstrating overall readiness and readiness in each of the domains
on the 2016-2017 South Carolina Kindergarten Readiness Assessment (KRA) by subgroup.
Table 2: Percent of students demonstrating readiness by subgroup
Subgroup Count Overall
Performance
Language &
Literacy Mathematics
Social
Foundations
Physical
Well-Being
and Motor
Development
All 103 52.4% 42.7% 40.8% 63.1% 64.1%
Gender
Female 41 61.0% 41.5% 36.6% 65.9% 75.6%
Male 62 46.8% 43.5% 43.5% 61.3% 56.5%
Ethnicity
Asian 1 -- -- -- -- --
Afr. American 60 51.7% 40.0% 38.3% 61.7% 63.3%
Hispanic 12 33.3% 25.0% 16.7% 66.7% 50.0%
White 26 61.5% 53.8% 46.2% 65.4% 73.1%
Other 4 -- -- -- -- --
Lunch Status
Free/Reduced 65 41.5% 33.8% 29.2% 58.5% 55.4%
Pay 38 71.1% 57.9% 60.5% 71.1% 78.9%
English Proficiency
LEP 6 0.0% 0.0% 0.0% 16.7% 16.7%
Non-LEP 97 55.7% 45.4% 43.3% 66.0% 67.0%
IEP Status
Non-Speech IEP 6 0.0% 0.0% 16.7% 0.0% 16.7%
No IEP 97 55.7% 45.4% 42.3% 67.0% 67.0%
Pre-Kindergarten
Head Start 8 37.5% 12.5% 25.0% 50.0% 50.0%
PreK* 66 60.6% 54.5% 47.0% 68.2% 72.7%
None 25 36.0% 20.0% 28.0% 56.0% 48.0%
Unknown 4 -- -- -- -- --
-- Data not reported for subgroups less than 10 students.
South Carolina READY
Tables 3.1 and 3.2 show the percent of students in grades 3 through 5 who scored Meets or Exceeds
Expectations on the SC Ready English Language Arts and Mathematics tests for the 2015-2016 and 2016-
2017 school years by subgroup.
Table 3.1: Percent of Students (3-5) Who Score Meets or Exceeds Expectations on SC Ready ELA by
Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 293 40.9% 297 38.7%
Gender
Male 143 30.1% 139 33.1%
Female 150 51.3% 157 44.0%
Ethnicity
Hispanic or Latino 46 34.8% 43 32.6%
American Indian or Alaska Native 0 -- 0 --
Asian 9 0.0% 14 0.0%
Black or African American 150 30.0% 154 26.0%
Native Hawaiian or Other Pacific Islander 1 -- 0 --
White 72 62.5% 70 60.0%
Two or more races 12 0.0% 15 0.0%
Disability
Disabled 27 3.7% 25 0.0%
Not Disabled 266 43.6% 272 41.2%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 293 40.9% 297 38.7%
English Proficiency
Limited English Proficient 27 0.0% 27 14.8%
Non-Limited English Proficient 266 44.0% 270 40.7%
Poverty
Students in Poverty (SIP) 153 29.4% 175 26.8%
Non-Students in Poverty (SIP) 132 54.6% 121 56.2%
-- Data not reported for subgroups less than 10 students.
Table 3.2: Percent of Students (3-5) Who Scored Meets or Exceeds Expectations on SC Ready Math by
Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 296 43.9% 298 47.0%
Gender
Male 146 37.7% 141 44.7%
Female 150 50.0% 157 49.0%
Ethnicity
Hispanic or Latino 48 39.6% 44 31.8%
American Indian or Alaska Native 0 -- 0 --
Asian 10 0.0% 14 0.0%
Black or African American 150 34.0% 155 32.9%
Native Hawaiian or Other Pacific Islander 1 -- 0 --
White 72 63.9% 70 75.7%
Two or more races 12 0.0% 15 0.0%
Disability
Disabled 27 7.4% 25 4.0%
Not Disabled 269 45.7% 273 49.8%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 296 43.9% 298 47.0%
English Proficiency
Limited English Proficient 30 23.3% 28 17.9%
Non-Limited English Proficient 266 45.1% 270 49.3%
Poverty
Students in Poverty (SIP) 154 33.8% 176 34.7%
Non-Students in Poverty (SIP) 132 56.8% 122 64.8%
-- Data not reported for subgroups less than 10 students.
SCPASS
Table 4.1: Percent of Students (4-5) Who Met or Exceeded Expectations on SCPASS Science by Subgroup
Subgroup 2015 2016 2017
Count Percent Count Percent Count Percent
All Students 211 70.1% 196 67.4% 188 42.0%
Gender
Male 106 68.8% 106 67.9% 96 37.5%
Female 101 72.3% 89 66.2% 92 46.8%
Ethnicity
Hispanic or Latino 29 72.4% 25 71.9% 31 32.3%
American Indian or Alaska Native 1 -- -- -- -- --
Asian 5 -- 9 -- 8 --
Black or African American 102 61.8% 102 54.9% 105 26.7%
Native Hawaiian or Other Pacific Islander -- -- 1 -- -- --
White 63 79.4% 51 88.2% 36 72.2%
Two or more races 7 -- 7 -- 8 --
Disability
Disabled 18 5.5% 20 20.0% 21 --
Not Disabled 193 75.6% 176 72.1% 167 45.6%
English Proficiency
Limited English Proficient 17 35.3% 19 36.8% 23 30.5%
Non-Limited English Proficient 194 70.1% 177 67.8% 165 43.7%
Poverty
Students in Poverty (SIP) 114 57.9% 95 53.7% 110 31.8%
Non-Students in Poverty (SIP) 96 84.3% 96 82.2% 78 56.4%
-- Data not reported for subgroups less than 10 students.
Standards and Scale Changed for 2017
Table 4.2: Percent of Students (4-5) Who Met or Exceeded Expectations on SCPASS Social Studies by
Subgroup
Subgroup 2015 2016 2017
Count Percent Count Percent Count Percent
All Students 211 79.2% 197 79.2% 188 78.2%
Gender
Male 106 76.4% 107 78.5% 96 75.0%
Female 101 82.2% 89 79.8% 92 81.5%
Ethnicity
Hispanic or Latino 29 75.8% 26 84.6% 31 58.1%
American Indian or Alaska Native 1 -- -- -- -- --
Asian 5 -- 9 -- 8 --
Black or African American 102 75.5% 102 73.5% 105 76.2%
Native Hawaiian or Other Pacific Islander -- -- 1 -- -- --
White 63 84.1% 51 88.2% 36 83.4%
Two or more races 7 -- 7 -- 8 --
Disability
Disabled 18 -- 21 23.8% 21 14.3%
Not Disabled 193 84.5% 176 84.7% 167 83.2%
English Proficiency
Limited English Proficient 17 35.3% 20 45.0% 23 60.9%
Non-Limited English Proficient 194 79.4% 177 79.7% 165 80.6%
Poverty
Students in Poverty (SIP) 114 69.3% 95 69.5% 110 72.7%
Non-Students in Poverty (SIP) 96 90.6% 96 89.6% 78 85.9%
-- Data not reported for subgroups less than 10 students.
School Climate
Table 5 shows the percent of teachers, students and parents who indicated they were satisfied learning
environment, the social and physical environment, and school-home relations on the 2015 through 2017 South
Carolina Department of Education School Climate surveys.
Table 5: School Climate Satisfaction by Teacher, Student and Parent groups for 2015-2017
2015 2016 2017
Count Percen
t Count
Percen
t Count
Percen
t
Satisfied with the Learning Environment
Teacher 48 92.0% 44 90.9% 46 95.7%
Student 98 94.0% 97 94.8% 95 90.5%
Parent 53 96.0% 23 91.3% 16 100.1
%
Satisfied with the Social and Physical
Environment
Teacher 48 86.0% 44 93.2% 46 84.8%
Student 98 83.0% 97 95.8% 95 90.4%
Parent 53 83.0% 23 87.0% 16 100.0
%
Satisfied with the School-Home Relations
Teacher 48 90.0% 44 90.9% 46 84.8%
Student 98 95.0% 97 86.0% 95 90.6%
Parent 53 87.0% 23 81.8% 16 80.0%
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS
Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set priorities for the
plan. The comprehensive needs assessment must identify targeted areas of discrepancy between the desired performance
levels and the current status as indicated by available data. Any discrepancies in the following areas identified by the
school and district report cards must be included in the plan: (1) achievement, (2) achievement by subgroups, (3)
graduation rates, (4) attendance, (5) discipline, (6) teacher/administrator quality and professional growth, and (7) other
priority areas.
Measurable performance goals, written in five-year increments, shall be developed to address the major areas of
discrepancy found in the needs assessment in key areas reported in the district and school report cards.
State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/
In the appropriate boxes, use district and school data to identify areas in need of improvement. Required areas to be
addressed are: Student Achievement, Teacher/Administrator Quality, School Climate, and Gifted and Talented.
Student Achievement, including sub-groups
Early Childhood/Primary (PK–2):
During the 2017 Fall Administration of the SC Kindergarten Readiness Assessment, 42.7% of our Kindergarten students
demonstrated readiness in the area of Language and Literacy. In the area of math, 40.8% of our students in Kindergarten
demonstrated readiness. Overall, our Kindergarten students showed 63.1% readiness in the area of Social Foundations
and 64.1% of students showed readiness when assessed in the area of Physical Well Being and Motor Development.
When looking closely at subgroups, our female kindergarten students showed a higher percentage of overall readiness
(61%) than our male students in kindergarten (46.8%). Only 33.8% of our Free/Reduced Lunch status students showed
readiness in the area of Language and Literacy in comparison to 71.1% of our students that are not identified by
Free/Reduced lunch status.
Elementary School (3-5)
SC Ready ELA scores show that 40.9% of students scored Meets or Exceeds Expectations in 2016 and that percentage
decreased in 2017 to 38.7%. Our female students outperformed our male students both in 2016 and 2017. Ethnicity
subgroups showed that White students outperformed other ethnic groups in 2016 and 2017. 30% of our African American
students in grades 3-5 scored Meets or Exceeds Expectations on SC Ready ELA in 2016 and only 26% of that subgroup
scored Meets or Exceeds Expectations on SC Ready ELA in 2017. Of our Hispanic population of students, 34.8% scored
Meets or Exceeds Expectations on SC Ready ELA in 2016 and 32.6% of the Hispanic subgroup scored Meets or Exceeds
Expectations on SC Ready ELA in 2017. Data shows that only 29.4% of Students in Poverty scored Meets or Exceeds
Expectations on SC Ready ELA in 2016 and 26.8% of those identified students scored Meets or Exceeds Expectations on
SC Ready ELA in 2017. In comparison, 54.6% of Non-Students in Poverty scored Meets or Exceeds Expectations on SC
Ready ELA in 2016 and 56.2% of those same identified subgroup of students scored Meets or Exceeds Expectations on
SC Ready ELA in 2017.
43.9% of students in grades 3-5 scored Meets or Exceeds Expectations on SC Ready Math in 2016 and that percentage
increased to 47% overall in 2017 on the same assessment. Subgroup data from SC Ready Math Needs Assessment shows
that 63.9% of white students scored Meets or Exceeds Expectations on SC Ready Math in 2016 and 75.7% of students in
those subgroups scored Meets or Exceeds Expectations in 2017 on the same assessment measure. Our African American
subgroup shows that of the 150 students identified, 34% of those students scored Meets or Exceeds on SC Ready Math in
2016 and 32.9% of students in the same subgroup scored Meets or Exceeds in 2017 on SC Ready Math.
On the 2017 SC PASS Social Studies assessment, 78.2% of students Met or Exceeded Expectations. This percentage
decreased slightly by 1% from the overall percentage in both 2015 and 2016. The Hispanic subgroup of students
performed well in 2016 with 84.6% of the students scoring Met or Exceeded Expectations and that number decreased to
58.1% in 2017. The African American subgroup showed that 76.2% of those identified students Met or Exceeded
Expectations on the 2017 SC PASS Social Studies assessment.
Our percentage of students who Met or Exceeded Expectations on SC PASS Science has decreased over the last three
years in nearly every subgroup. Our Hispanic subgroup showed 72% Met or Exceeded Expectations in 2015 while only
32% Met or Exceeded Expectations on this assessment in 2017. Similar percentages are vident for our African American
subgroup. Of our 102 students in this subgroup that were assessed in 2015, 61% of these students Met or Exceeded
Expectations on SC PASS while only 26.7% of these students Met or Exceeded Expectations in 2017. It is important to
note that Standards and Scale changed for 2017 on this assessment.
Middle School (6-8)
N/A
High School (9-12)
N/A
Teacher/Administrator Quality
At Pontiac Elementary we recruit and retain quality teachers in a variety ways. This year marks our 28th year as a
Professional Development School. In partnership with the University of South Carolina, we welcome student teachers
into our classrooms each year. These student-teachers are paired with a trained coaching teacher who guides them as they
begin their journey in the field of education. Currently there are 5 certified teachers on our staff who are former Pontiac
student teachers.
Our students receive quality instruction from a staff of highly qualified teachers. Currently, 71% of our teachers have an
advanced degree. Five of the teachers on our staff have received National Board Certification. Also, 70% of the certified
staff at Pontiac have taught for at least three years which shows a high retention of teachers.
We are excited about our continued investment in AVID. Our 3rd, 4th and 5th grade teachers are trained in AVID
Elementary. AVID Elementary supports AVID‘s mission to close the achievement gap by preparing all students for
college and career readiness. The teachers take a systematic approach through the use of WICOR and an explicit focus on
high expectations, rigor, and developing a college readiness culture within their grade levels. WICOR is an acronym for
strategies used in the AVID classrooms. These letters stand for Writing to learn, Inquiry, Collaboration, Organization,
and Reading to learn.
At Pontiac Elementary, teachers are given opportunities to attend professional development that will enhance instruction
and mold student leaders. Teachers have attended the Leader in Me Symposium, AVID Summer Institute, and American
Montessori Society. We require that teachers share their new learning in our school-wide professional development blog,
―Rainforest Reflections‖, so that teachers can gain from each other‘s experiences.
School Climate
Two years ago, we began our journey as a Leader in Me school. Stephen Covey‘s 7 Habits have given our students,
faculty, and staff members a common language. We offer professional development on the 7 Habits over the summer and
throughout the year. Leader in Me is helping us to create a joyful community of leaders and learners. We have a
collaborative Lighthouse Team that drives our efforts and ensures we are building sustainability for this environment for
years to come. Students and staff, alike, begin each day in Habit Huddle. This 20 minute block of time is aligned to the
Leader in Me and the 7 Habits. Students are recognized for modeling the 7 habits in their classrooms. Teachers celebrate
students quarterly at Pancakes with the Principal for demonstrating the 7 Habits, also. Through student leadership
notebooks and Wildly Important Goals, our students are empowered to track and measure their own learning.
Additionally, our students have many opportunities to serve as school leaders. Students apply for jobs that are of interest
to them and are interviewed by the school sponsor. Once accepted, students fulfill leadership jobs around the school
including but not limited to, Lost and Found, Student Lighthouse Team, Pledge Leader, and Safety Patrol. We even have
our very own school coffee shop, ―Wake Up Wednesdays‖, staffed by students! Teacher facilitated Action Teams
determine future needs of our school by creating Big Rocks, or priorities, around the areas of data, climate, students, and
community engagement. The 2017 Leader in Me survey results show that 79% of our students feel a sense of belonging
and engagement at Pontiac Elementary School The same survey indicates that 70% of our staff feel empowered, while
86% feel a sense of professional fulfillment.
We also believe in creating awareness of college and career opportunities through AVID. Each year our students
participate in a Career Day led by our Career Facilitator. Students in 3rd, 4th, and 5th grade travel to technical schools
and college campuses to learn more about career opportunities and college requirements. We recognize how meaningful
it is to celebrate our Pontiac alumni and offer a scholarship to a graduating senior in high school that attended Pontiac
Elementary. This is a wonderful way to demonstrate our school‘s commitment to college and careers. Each month we
celebrate College Colors Day to promote excitement about our future pathways!
At Pontiac we offer several school-wide experiences during the school year that expose students to the world around
them. Arts Day focuses on arts in education. During that day, our students are immersed in music, theater, and culture
from around the world. Understanding Others Day teaches our students tolerance and compassion for others. Among the
many activities we have that day, students are encouraged to take a pledge to show respect towards others who are not like
themselves. We are very excited about launching Project HOPE, a program that embraces leadership and helps us to
bridge the gap between our general education population and those students that are served in our self-contained special
education classrooms.
Perception data is very important way to gain insight from partners to understand and continue to enhance our climate.
Based on our 2017 climate survey data, the following trends were noted: · 80% of parents were satisfied with home-school relations · The percent of parents who were satisfied with the learning environment as well as the social and physical environment at our school increased over the last three years, with both areas reflecting 100.% satisfaction. · Our Teacher School Climate survey shows that 95% of teachers are satisfied with the learning environment, an increase from the previous consecutive years.
Overall, our stakeholders are satisfied with our school climate. We were pleased to see an increasing trends in satisfaction
in our learning, social, and physical environments from our parents. We will continue to work on strategies to improve
home-school relations and increase teacher and staff morale.
District Priorities
Richland School District Two continues to focus on the S.C. Profile of a Graduate and our Four Squares to Success —
Learning, Character, Community and Joy. Richland Two has adopted The 7 Mindsets as a district-wide approach to
character building, helping students take purposeful action toward growing into responsible adults who contribute to their
Community. Our Choice and Magnet programs continue to be attractive learning options. More than 6,000 applications
were submitted for those programs. RSD2 retained its accreditation for another five years following a three-day visit in
March 2017 by a team of AdvancED evaluators. The district met AdvancED‘s high standards in three areas: Teaching and
Learning; Capacity of Leadership; and Use of Resources. We have developed the R2 Parent Institute for Learning and
Engagement, as well as the Special Education Academy, and Military Families Advisory Group to better serve parents
and students. Students in middle and high school with military connections are receiving federal aid through grants to
increase academic outcomes in math and science and to increase social-emotional support for those who frequently
relocate and may have parents deployed overseas.
Gifted and Talented
ALERT is the Richland Two program for state identified gifted and talented students in grades second through fifth.
ALERT operates as a one-day-a-week pullout program. The program is organized into Primary ALERT serving grades
second and third, while Elementary ALERT serves fourth and fifth grades. Gifted and talented students are found within
all racial, ethnic, and socioeconomic groups. Identification is a multi-step process. The state of South Carolina has
established three dimensions as criteria for placement in the academically gifted program. Students must meet the
eligibility criteria in at least two of the three dimensions.
In 2nd and 3rd grade ALERT this year, we are launching a yearlong focus on the concept of Systems. With our first unit
of study, ―Investigating Crime Scenes,‖ students examine age-appropriate CSI topics. They participate in hands-on
forensic science lab experiments that provide both background research and crime fighting challenges. Students also
explore the ―Judicial Side‖ as they see how forensic evidence is used in court.
The associated hands-on field studies involve day visits to a crime scene created by the Richland County Forensic Team
and a trip to the Richland County Judicial Center for a mock trial.
Learning how to process and analyze evidence provide students with the skills needed for our next unit, ―Environmental
Detectives.‖ A mysterious fish kill becomes an environmental crime that requires the expertise of ALERT detectives to
use not only their scientific knowledge, but also their critical thinking skills as they investigate the cause of this
crime. The associated field study for this unit of study is an extended day study to Jones Gap State Park.
A continued emphasis on developing a Growth Mindset and positive Habits of Mind underlies classroom activities as we
work to equip students for success.
The gifted Mentoring Mathematical Minds (M³) unit selected to accompany our units, ―Digging for Data,‖ students
―explore the world of a research scientist and learn how gathering, representing and analyzing data are the essence of good
research.‖
This year, ALERT students in 4th and 5th grade explore the overarching theme of CHANGE. Central themes of
Preservation Versus Progress, Sustainable Living, and Adaptive Reuse connect our two units, Humanity‘s Habitat and
Nature‘s Habitat.
The adventure begins with students examining their world through the lens of architecture. Each student learn about
architectural styles, blueprints, scale, and measurement as they construct scale model houses. We teach students to think
like architects.
With our second unit of study, Nature‘s Habitat, students investigate conflicts of interest, critical stakeholders, and the
difficult choices that environmental planning requires for preserving or developing South Carolina. This problem-based
learning unit moves us from a concentration on the built environment to the natural environment as students identify and
work with issues of significance.
Fostering a Growth Mindset is central to all of our ALERT units of study. We want students to understand the importance
of effective effort and dealing with failure and challenges.
Art Costa‘s sixteen Habits of Mind are woven through all that we do and are essential to cultivating a Growth
Mindset. Habits of Mind develop critical thinkers and help us to become lifelong learners. These are what intelligent,
successful people do when confronted with new situations, challenges and/or problems.
For our math component we are using a unit called ‗Getting Into Shapes!‘ from Mentoring Mathematical Minds (M³).
Students apply the math central to architecture as they work with shapes, measurement, and scale.
ALERT teachers use Nearpod to organize classroom learning in an interactive online form. It also allows students to
proceed at their own pace through an assignment or topic resulting in a more individualized experience for students.
LEARNING: Learning is the cornerstone on which all that we do in Richland Two is built. In our innovative learning environments,
all partners acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.
Achievement Goal: Using baseline data obtained from 2016-2017 SC READY and SCPASS, Pontiac Elementary will work to ensure
students’ academic success by increasing academic achievement in all areas by 2% each year as evidenced by State testing.
Student Outcome Our students will meet of exceed normed scores and will develop overall academic success on all key measures in ELA, Math, Science, and Social Studies.
Staff Outcome Our staff participate in ongoing, relevant professional learning experiences.
Community Outcome
We partner with community members to provide enriched real-world learning opportunities.
Strategy Action Steps Timeline Responsibility Measure of Progress
Cost and Funding Source
Accountability (Evidence)
Use Tier 1 differentiated instruction, along with pacing guides and unit curriculum maps, and common assessments
in all subject areas aligned with State
Standards.
2018-2023
Classroom teachers, administration, reading
coach, TLC, District Teaching and Learning,
and students.
Alignment of documents with
standards, curriculum maps,
and common assessments to evaluate rigor
No Cost
No funding source necessary
Administrative classroom
walkthroughs, Project based learning units,
Student work samples, Curriculum maps,
Lesson plans
Provide LLI curriculum for ELA/reading interventions for students <25%
2018-2023
RTI Interventionists, Administration, IAT,
Teacher, School Counselor
Growth on Easy CBM data
Discretionary Funds Fall, winter and spring
benchmark reports
Provide Number Wolds for math interventions
for students <25%
2018-2023
RTI Interventionists, Administration, IAT,
Teacher, School
Growth on Easy CBM data
Discretionary Funds Fall, winter and spring
benchmark reports
Counselor
Community members align their expertise within their individual careers to academic standards with guest speakers, shadowing
opportunities, and field studies.
2018-2023
Administration, School Improvement Council,
Community Action Team, Classroom Teachers, PTO, Martha Jones of
Community Partnerships, and military
Increase in students’ science and social studies SCPASS scores
PTO Fundraisers, General
Budget
Field Studies, SIC Agendas, Guest
Speaker Presentation, PTO Notes,
Community Action Team Notes
Talent Goal: By the end of 2023, Pontiac Elementary School will work to enable an atmosphere of collaboration, trust, and leadership,
as well as, boost teacher quality, by ensuring that 100% of certified staff have both observed and been observed by a fellow Pontiac teacher.
Student Outcome Our students take the initiative to seek out student leadership roles.
Staff Outcome Our staff model leadership by sharing their instructional talents with fellow teachers.
Community Outcome Community members model leadership by sharing their talents with students and staff.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students will apply for a leadership role based on their individual interests.
2018-2023
Student Sponsor Action Team, students,
teachers, and parents
Students will hold a leadership job within Pontiac at least once
during each school year
No Cost
No Funding source
necessary
Leadership Job Chart, Leader Board, Leadership
Applications, Student Sponsor Action Team
Notes, Parent Newsletter
Certified staff will create a student leadership job
around a personal interest that supports Pontiac Elementary.
2018-2023
Certified Staff, Student Sponsor Action Team,
and Administration
Certified staff members will sponsor a student
leadership job
No Cost
No funding source
necessary
Leadership job chart, Leadership Application, Student Sponsor Action
Team Notes
Certified Staff will develop individual instructional WIGs.
2018-2023
Certified Staff, Administration
WIG Scoreboard
No Cost
No funding source
necessary
WIG Scoreboard, Peer Observation Reflection
Administration will partner teachers based on best practices and
instructional WIG needs.
2018-2023
Certified Staff, Administration
Administration Accountability partner
No Cost
No funding source
necessary
Peer Observation Reflection,
Walk-throughs
Community partnerships provide incentives for
student leadership recognition.
2018-2023
Community Action Team, Administration, and Martha Jones of
Community Partnerships, SIC
Student leadership recognition programs
during the school year will offer community
partnership incentives to students
No cost
No funding source
necessary
Community Action Team Notes, SIC Notes
Culture/Environment Goal: Pontiac Elementary will nurture meaningful relationships with all partners to ensure that communication
and collaboration result in success for all students.
Student Outcome Students feel a sense of responsibility for their own academic success.
Staff Outcome Staff members use home/school relationships to support student success.
Community Outcome Partners have a voice in the decision-making process at Pontiac Elementary.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students utilize data notebooks to track their academic progress and Wildly Important Goals
(WIGs).
2018-2023
Students, Teachers, Administration, Data
Action Team
Students will maintain a data notebook from
kindergarten through 5th grade
No cost.
No funding source
necessary
Student Data notebooks, WIGs
Staff will facilitate student-led academic
conferences once a year.
2018-2023
Teachers, Students, Parents, Administration,
Leader in Me Action Teams
Conferences will be student-led
No cost
No funding source
necessary
Data notebooks, Conference Sign-In Sheets, Student-Led Conference Agenda
Community partnerships will enhance classroom
experiences.
2018-2023
Administration, SIC, Teachers, Community
Members
Each grade level will secure a minimum of one
community partnership each year to enhance classroom
experiences
No cost
No funding source
necessary
Grade Level Team Meeting notes, field
experiences
CHARACTER: Character is a building block to a great education. Positive character traits are essential to becoming contributing
members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.
Achievement Goal: Using baseline data obtained from 2017 Leader In Me Survey, Pontiac Elementary will encourage students, staff,
and families to demonstrate a high level of ethical character within and outside of the Pontiac Elementary community as measured by an increase of 2% each year.
Student Strand: Student Leadership
Staff Strand: Supportive Environment Community/Family Strand: Family Involvement
Student Outcome Students seek out opportunities to serve our community.
Staff Outcome Staff seek out meaningful opportunities for students to serve our community.
Community Outcome Stakeholders provide meaningful opportunities for students to serve.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
The Student Lighthouse Team leads meaningful
community service projects inside and outside of school.
2018-2023
Student Lighthouse Team, Student
Lighthouse Team Sponsors
The Student Lighthouse Team will lead two
purposeful community service projects each year
No cost
No funding source
necessary
Student Lighthouse Team Meeting
Notes
Teachers will identify students to serve as
community ambassadors based on their individual
strengths.
2018-2023
Teachers, Student Sponsor Action Teams
Classrooms will have a student community
ambassador
No cost
No funding source
necessary
Interview process, photographs,
Student Community Ambassador Roster
School Improvement Council will secure community
2018-2023
Parent Community Action Team, SIC,
Reciprocated community partnerships will increase
No cost
Leadership Roles documented in
partnerships that share in the school vision.
Administration by one yearly No funding source
necessary
Leadership Notebooks, SIC
minutes
Talent Goal: Pontiac Elementary will inspire each individual to discover their strengths and talents.
Student Outcome Students recognize and are confident in their own abilities.
Staff Outcome A sense of collaboration and shared leadership is exhibited among the staff.
Community Outcome Community members’ strengths and talents are utilized to ensure student success.
Strategy Action Steps Timeline Responsibility Measure of Progress
Cost and Funding Source
Accountability (Evidence)
Students will choose a personal WIG in an effort
to strengthen their character.
2018-2023
Teachers, students, Data Action Team
Students will develop a personal WIG
No cost
No funding source
necessary
Personal WIG in Leadership Notebook in
goal setting section, student scoreboard
Certified staff will choose and participate on an action team based on
their strengths.
2018-2023
Certified Staff, Lighthouse Team, Administration
Certified staff will participate on an
action team
No cost
No funding source
necessary
Action Team Minutes, Action Team Roster
All faculty and staff members will partner with classrooms to enhance
our Habit Huddles.
2018-2023
Classroom teachers, administration, support
staff, parents, community members
Classrooms have two or more adults
supporting Habit Huddle daily
No cost
No funding source
necessary
Habit Huddle Team Roster
Culture/Environment Goal: Pontiac Elementary will create a community of joyful leaders where each member feels valued.
Student Outcome Students, 3K to fifth, live the 7 Habits.
Staff Outcome Our staff participate in continuous Leader In Me training and model the 7 Habits.
Community Outcome Partners support and provide incentives recognizing positive student leadership.
Strategy Action Steps
Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students will be recognized for
demonstrating the 7 Habits.
2018-2023
Students, Staff, Administration.
Students will be recognized at least once per year for
demonstrating good character
Cost: TBD
Funding sources to
include:
PTO
General Fund
ASAP account
Pancakes with Principal, Birdcage, Leader in Me Tickets, Celebration Section in Leadership Notebook,
News Show Recognition, Classroom Recognition
Staff will attend Leader in Me professional
development.
2018-2023
Administration, Staff
Certified staff will receive ongoing Leader
in Me professional development
Cost: TBD
Funding source:
Professional Development
311
Leader in Me training sign in sheet, staff meeting agendas (7
minutes of 7 habits)
Staff will seek community
partnerships to reward student
leaders.
2018-2023
Community Action Team,
Administration, SIC, PTO
Students who are celebrated for student
leadership will receive a community incentive
No cost
No funding source
necessary
Community Incentives, Community Action Team Notes,
Student Celebration Page in Leadership Notebook
COMMUNITY: We value the power of working with our entire community – students, employees, parents, residents, businesses,
faith-based organizations, government entities and elected officials (partners). Working together, we continuously improve the Richland Two community and support each other in maximizing our gifts and talents, as we pursue our pathways to purpose.
Achievement Goal: Pontiac Elementary will create an environment of shared experiences and collaboration with all partners.
Student Outcome Students participate in meaningful and relevant community service projects that provide opportunities to expand their learning and support the Pontiac community.
Staff Outcome Staff participate in meaningful and relevant community service projects that provide opportunities to expand their learning and support the Pontiac community.
Community Outcome
Community members collaborate to provide opportunities for students to serve in meaningful and relevant projects.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students will participate in at least one service learning project per
year.
2018-2023
Administration, Teachers, Student Lighthouse Team, Community Actions Team,
Students, Stakeholders
Students will participate in a service
learning project per year
No cost
No funding source
necessary
Promotion of service learning project, service
project reflection in Leadership Notebook
Staff will sponsor at least one service
learning project per year.
2018-2023
Administration, Club Sponsors, Community Action Team, Events Action Team
Certified staff will sponsor a service
learning project each year
No cost
No funding source
necessary
Covey club minutes, covey club roster
Community members will be invited to partner in at least one service learning project per
year.
2018-2023
Stakeholders, Administration, Club
Sponsors, Community Action Team, Events Action Team
Community members will be invited to
partner in service learning opportunities
No cost
No funding source
necessary
Letter, Community Service Binder
Talent Goal: Pontiac Elementary will utilize the unique backgrounds and expertise of our stakeholders to enhance teaching and
learning.
Student Outcome Students interact with stakeholders to enhance their learning.
Staff Outcome Staff seek partnerships with stakeholders to help students identify their own personal pathways.
Community Outcome Community members partner with Pontiac to enhance teaching and learning.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students will participate in Pontiac’s Career Day.
2018-2023
Stakeholders, Administrators, Teachers,
Events Action Team, Community Action Team
Students will participate in Career Day
No cost
No funding source
necessary
Student interview sheet (Grades 3 - 5), Career bingo (Grades K - 2)
Grade-Levels will seek partnerships with
stakeholders to share careers and provide
exposure to students.
2018-2023
Teachers, Community members, Administration, Community Action Team
Grade levels will invite community partners to
share careers and provide exposure to
students
No cost
No funding source
necessary
Lobby Guard, Field Study approval sheet
Community members will be invited to share their
2018-2023
Stakeholders, Teachers, Events Action Team,
Community members will be invited to
No cost
Lobby Guard
profession to provide student exposure to
different careers.
Community Action Team, Administration
enhance teaching and learning
No funding source
necessary
Culture/Environment Goal: Pontiac Elementary will promote an inclusive and collaborative climate.
Student Outcome Every student is a valued member of the Pontiac family.
Staff Outcome Every staff member is a valued member of the Pontiac family.
Community Outcome Stakeholders are valued members of the Pontiac family.
Strategy Action Steps Timeline Responsibility Measure of Progress
Cost and Funding Source
Accountability (Evidence)
All students will participate in a minute
meeting.
2018-2023
Teachers, administration, school counselor, school
nurse, social worker
Students will participate in a minute meeting
No cost
No funding source
necessary
5th grade student climate survey, Minute Meetings with
school counselor
Team building events will be offered off
campus at least twice a year.
2018-2023
Culture/climate action team, Events action team, administration, staff
Saff will participate in team
building events
Cost TBD
Funding source: ASAP
account PTO
School calendar, climate survey, flyers, percentage of staff that participate, sign in
sheets, budget
All participating stakeholders will be
2018-2023
Events action team, student lighthouse team, community
Participating stakeholders will
Cost TBD
Invitations, sign in sheets, action team notes, community
recognized for their contributions.
action team, administration, staff
be recognized Funding source:
General fund
PTO
service binder, participant recognition event
JOY: What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the joy of a job well
done promotes future success. The Richland Two family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who embrace innovation and learning.
Achievement Goal: Pontiac Elementary will celebrate academic growth.
Student Outcome Students celebrate and recognize personal academic growth and achievement.
Staff Outcome All staff are recognized for demonstrating academic growth and excellence.
Community Outcome Community members participate in celebrations of academic growth.
Strategy Action Steps Timeline Responsibility Measure of Progress
Cost and Funding Source
Accountability (Evidence)
Students will develop and track an academic WIG.
2018-2023
Teachers, student, data action team
Students will develop an
academic WIG
No Cost
No funding source
necessary
Academic WIG in Leadership Notebook in goal setting section,
student scoreboard
Administration will celebrate teachers for continued education.
2018-2023
Administration
Teachers who seek continuing education
will be recognized
Cost: TBD
Funding Source:
General fund
Professional Development/Continuing
Education Yearly Certificate
Invitations will be sent to community partnerships
to attend academic celebrations.
2018-2023
Community Action Team,
administration, SIC, PTO
Community partners will be invited to all
academic celebrations
No Cost
No funding source
necessary
Invitations
Talent Goal: Pontiac Elementary will honor the voice of each individual.
Student Outcome Students showcase their individual strengths.
Staff Outcome Staff showcase their individual strengths.
Community Outcome Stakeholders are encouraged to share personal experiences and strengths.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students will select a Covey Club based on their
interests.
2018-2023
Student Sponsor Action Team, Club Sponsors,
Administration
Students will participate in a Covey Club
No Cost
No funding source
necessary
Covey Club Rosters
Staff will sponsor a Covey Club based on their personal interests.
2018-2023
Student Sponsor Action Team, Club Sponsors,
Administration
Staff will sponsor a Covey Club
No Cost
No funding source
necessary
Covey Club Rosters
Community stakeholders will support and/or sponsor
a Covey Club.
2018-2023
Community Action Team, SIC, Club Sponsors, Community Partners
Community partners will be invited to participate
in Covey Clubs
No Cost
No funding source
necessary
Invitations
Culture/Environment Goal: Pontiac Elementary will create an environment that celebrates the diversity of leaders and learners.
Student Outcome Learners demonstrate empathy, appreciation, and respect for differences in others.
Staff Outcome Our staff participate and practice in a culturally responsive environment.
Community Outcome Opportunities are created for stakeholders to share diverse experiences.
Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source
Accountability (Evidence)
Students will nominate others who are living the
7 Habits.
2018-2023
Staff, Administration, Student Lighthouse Team, Students
Community Action Team, Student Sponsor Team
Students will have a quarterly vote in
student leadership awards
No Cost
No funding source
necessary
Leadership Notebook Celebrations Section
Staff will plan experiences that
promote diversity and inclusiveness.
2018-2023
Staff, Community Action Team, Events Action Team
Certified staff will serve on an action team that plays a role in planning these experiences for
our students
Cost TBD
Funding Source: General
Fund
Understanding Others Day, Arts Day, End Racism Day, Black
History Month
Community partners will participate in hosting a
school-wide multicultural day, during the school
day.
2018-2023
Administration, Staff, Student Lighthouse Team, Students,
Community Action Team, PTO, SIC, Events Action Team,
Parents, Community Partners
Community partners will be invited to participate in the
multicultural event hosted at Pontiac
Cost TBD
Funding Source: General
Fund
Invitations
South Carolina Department of Education
Office of Early Learning and Literacy
Read to Succeed Primary and Elementary Exemplary Literacy Reflection Tool
A. This school documents and monitors the reading and writing assessment and instruction planned for all prekindergarten through fifth grade students
and the interventions be provided to all struggling readers who are not able to comprehend grade-level texts. Lenses of Assessment A Comprehensive System of Assessment
Summative Assessment SC Ready, MAP
Formative Assessment Fountas and Pinnell, DRA, Dominie Star Reading 4K Assessments: PALS, Gold, MyIgGDIs
Data Teams Collecting Data, Analyzing, Establishing Goals and Look-fors, Creating Action Plans
Documentation of Data
Rarely Sometimes Routinely Possible Sources of Evidence: A1. Teachers use a comprehensive formative
assessment system. □ □ X Data Notebooks, MAP goal setting, Data Conferences, Reading Logs, Quick
Writes, Assessment Audits, Exit Slips, Pre/Post Tests, SLO‘s, Reading A-Z,
LLI, DRA, District Writing Assessments, MAP Testing, Team Collaboration
Meetings, Action Teams (Leader in Me) A2. Teachers make instructional decisions for
students based on data. □ □ X
A3. Teachers work together in teams to
collect and analyze data, establish goals and
look-fors for students, and create action plans
for students
□ □ X
A4. Teachers collect and analyze data to
determine targeted, effective in-class
intervention.
□ □ X
B. This school provides supplemental instruction by teachers who have a literacy teacher add-on endorsement and is offered during the
school day and, as appropriate, before or after school in book clubs, through a summer reading camp, or both.
Lenses of Assessment Assessing for Supplemental Instruction
Reading Process Small Group and Individual
Rarely Sometimes Routinely Possible Sources of Evidence:
B1. Teachers notice, teach, and prompt for use of
strategic reading behaviors.
□ □ X Lesson Plans, MAP goal setting, Reading books on
Lexile level, Guided reading groups, Balanced Literacy
Framework, Classroom W.I.G.S., Lead Measures
Tracking, Teacher Anecdotal Notes, Small Group
Instruction
B2. Teachers and students collaborate to set measurable
short term goals aimed at growing students‘ reading
behaviors and make strategic plans outlining how these
goals will be accomplished.
□ □ X
B3. Teachers provide targeted, effective in-class
intervention which -must provide individual and small-group instruction; and -must be 30 minutes in addition to 90 minutes of daily
reading and writing instruction.
□ X □
C. This school utilizes a system for helping parents understand how they can support the student as a reader at home.
Lenses of Assessment Assessing for Family Support of Literacy Development
Rarely Sometimes Routinely Possible Sources of Evidence:
C1. Teachers provide opportunities for parent
involvement with literacy development including
parent workshops, parent conferences, and newsletters.
□ □ X Family Literacy Night Sign-in Sheets, Newsletters,
Blackboard Emails, Parent Teacher Conferences,
Richland County Library Partnership, Student Showcases
D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions about
intervention based on all available data. Lenses of Assessment Assessing for Research-Based Instructional Practices:
Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading Process, Time to read w/
conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing Instruction, Independent Writing, Time to write w/conferring and using
a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for collecting this data
Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning Standards for 4K
Rarely Sometimes Routinely Possible Sources of Evidence: D1. Teachers ensure that instruction is short and
focused so that students practice new behaviors and
processes by reading and writing authentic texts for
the majority of the instructional time.
□ □ X Teacher Observations, Schedules, Lesson Plans, Guided
Reading Groups, Close Reads, AVID Elementary
Weekly, Reading/Writing Workshop, Open Court, Lucy
Calkins Units of Study D2. Teachers monitor student engagement in reading
and writing and use this data to confer with students. □ □ X
D3. Teachers use shared reading experiences (literary
texts and informational texts) to scaffold success and
build fluency.
□ □ X
D4. Teachers use shared writing experiences to
scaffold student success and build fluency. X
D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions
about intervention based on all available data. (continued) Lenses of Assessment Assessing for Research-Based Instructional Practices:
Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading Process, Time to read w/
conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing Instruction, Independent Writing, Time to write w/conferring and using
a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning Standards for 4K
Rarely Sometimes Routinely Possible Sources of Evidence: D5. Teachers teach, guide, and support students
in how to independently use strategies to
construct meaning and monitor deep
understandings using challenging texts.
□ □ X Teacher Observations, Schedules, Lesson Plans, Guided Reading
Groups, Close Reads, AVID Elementary
Weekly, Reading/Writing Workshop, Independent Reading,
Student Led Presentations, Coaching Cycles, Co-Teaching with
Literacy Coach, Modeled Lessons
D6. Teachers facilitate interactions so that
students are productively and actively engaged in
constructing meaning by reading, writing,
listening, speaking, and inquiring.
□ □ X
D7. Teachers provide opportunities for students
to develop deep conceptual knowledge in a
discipline by using the habits of reading, writing,
talking, and thinking, which that discipline values
and uses. (McConachie et.al, 2006)
□ X □
D. This school provides for the reading and writing achievement and
growth at the classroom, school, and district levels with decisions about
intervention based on all available data. (continued) Lenses of Assessment Assessing for Research-Based Instructional Practices:
Reading Workshop: Read Aloud, Shared Reading Experience, Independent
Reading, Small Group Reading Instruction, Reading Process, Time to read w/
conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group
Writing Instruction, Independent Writing, Time to write w/conferring and using
a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading
and writing w/conferring and using a system for collecting this data Integration of Disciplinary Literacy
Standards: South Carolina College and Career Ready Standards, Early Learning
Standards for 4K
Lesson Plans, PD Sessions with District Teaching and Learning
Department, Observations, Walk-throughs
Rarely Sometimes Routinely
D8. Teachers use the South Carolina College and
Career Ready Standards when planning
instruction.
□ □ X
E. This school ensures that students are provided with wide selections of texts over a wide range of genres and written on a wide range of
reading levels to match the reading levels of students.
Lenses of Assessment Assessing for Reading Engagement:
Student Choice Large blocks of time to read, write, and research Access to numerous books and other nontraditional forms of texts (audio books, eBooks, etc.) in the classroom that reflect a variety of genre
Rarely Sometimes Routinely Possible Sources of Evidence: E1. Teachers provide students choice in
what they read, write, and research. □ □ X Master Schedule Provide Required Time for Reading Instruction,
Community Meetings, Classroom Procedures, Partnerships with
Community Increase the Variety of Texts Provided to Students,
Classroom Library Inventories, Photos of Classroom Libraries, Student
Interest Surveys
E2. Teachers monitor reading and writing
engagement and use that data to conference
with students when needed to increase
reading and writing volume.
□ X □
E3. Teachers reflect on and eliminate
activities that interfere with text reading and
□ □ X
writing.
E4. Teachers establish and directly teach
routines and procedures, so that students
know what to do in order to maximize time.
□ □ X
E5. Teachers ensure there are ample texts
(both informational and literary) and other
materials available in their classrooms.
□ □ X
F. This school provides teacher and administrator training in reading and writing instruction.
Lenses of Assessment Assessing for Professional Development
Literacy Competencies for PreK-5th Grade Teachers Literacy Competencies for Administrators South Carolina College and Career Ready Standards Standards for Professional Learning Early Learning Standards for 4K
Rarely Sometimes Routinely Possible Sources of Evidence: F1. Teachers participate in professional learning
opportunities based on data through Study groups Collaboration with school coach Book clubs Teacher action research Collaborative planning Peer coaching
□ □ x Co-Teaching Lessons with Reading Coach, Book Club
Opportunities Offered, Reading Coach Newsletter,
Collaborative Planning Offered for Teams, Principal Attends
Book Club, Teacher Book Clubs (Grades 2-5)
F2. Administrators participate in professional learning
opportunities within and outside the school based on
personal needs and/or school-wide data Study groups Collaboration with school coach Book Clubs
□ □ x
G. This school develops strategically planned partnerships with county libraries, state and local arts organizations, volunteers, social service
organizations, community partners and school media specialists to promote reading and writing.
Lenses of Assessment Assessing for Literacy Partnerships
Rarely Sometimes Routinely Possible Sources of Evidence:
G1. Teachers and/or schools participate in
strategically planned and developed
□ □ X Subaru Partnership Provides Books for Students, Verizon,
Midlands Reading Consortium Partnership Allows Volunteers to
partnerships in order to promote reading and
writing.
County libraries are used to increase
the volume of reading in the
community over the summer State and local arts organizations Volunteers Social service organizations School media specialists
Read With Students, Students Sent to District Summer Reading
Camp, Reading with the Fireflies and Gamecocks, SIC Reading
Initiatives
G2. Specific actions are taken to foster
partnerships.
□ □ X
H. This school embeds practices reflective of exemplary literacy-rich environments.
Lenses of Assessment Assessing for Inquiry-based Learning:
Immersion, Investigation, Coalescing, Going Public Read Aloud/Shared Reading Independent reading, writing, researching South Carolina College and Career Ready Standards for Inquiry Profile of the South Carolina Graduate
Rarely Sometimes Routinely Possible Sources of Evidence:
H1. Teachers use predictable structures
(Immersion, Investigation, Coalescing, and
Going Public) so that students construct
knowledge by reading and writing authentic
texts for the majority of the instructional
time.
□ X □ Schedules Allow for 90 Minutes of Reading Instruction, Lesson
Plans Referencing the Inquiry Standards, Black History Research
Projects, Integration of Science and Social Studies Standards into
Reading Instruction, Balanced Literacy Model, Montessori Work
Time, District Level Content Specialist/Teacher Meetings, Writing
in global arts classes
H2. Teachers integrate content-specific
reading, writing, and researching into ELA in
order to provide the authentic experiences
necessary to become proficient researchers
and readers and writers.
□ □ X
H3. Teachers provide large blocks of time for
instruction and practice in order for students
to sustain work on reading, writing, and
researching.
□ □ X
H4. Teachers ensure text and materials are
organized and easily accessible by students.
□ □ X Teacher Libraries Present in All Classrooms, Tips Offered by Literacy
Team for Organization
H5. Teachers ensure texts and other materials
are appropriate for the readers and writers in
their classrooms.
□ □ X Lexiles Listed on Texts in Media Center, Teacher Meeting with Students
to Discuss Lexiles
H6. Teachers prominently display artifacts
reflective of student learning.
□ □ X Teachers Display Student Work in Hallways and on Social Media, W.I.G.
Data Hallway Displays, Teacher posts on Twitter
Strengths Possibilities for Growth
90 Minute ELA Block – In the past we have not always had this built into our
schedule. Administration worked with grade level team leaders to ensure that
the proper amount of time was allotted for ELA instruction for each grade
level.
ELA Professional Development – Throughout the school year, several
professional development opportunities for teachers to work on reading/writing
instruction. These sessions have been led by teachers and district level
personnel. We have offered sessions where teachers leave with strategies to
incorporate in the classroom with students.
Community Partnerships – We currently have partnerships with the
University of South Carolina, Verizon, MRC, and Subaru. This school year we
have also added Richland County Public Library and Burlington Coat
Factory. Each partnership supports reading instruction at our school by either
providing texts, or allowing volunteers to read with our students.
Resources – Our school has a wealth of resources in both informational and
literary texts. We have a classroom where teachers can come to check out class
sets of texts to aid instruction.
Parental Involvement in Literacy – This year we hosted student showcases
to highlight student work including the area of literacy. In addition, we hosted
a family night at Richland County Public Library.
Use of Open Court in Kindergarten -- The new implementation of Open
Court has strengthened our phonics instruction, providing foundational skills
for future literacy growth. It has also strengthened the students‘ ability to blend
words independently during writing workshop. The resources offered by this
Reading/Writing Across Content Areas – After going through the
reflection tool, we noticed that not all grade levels are incorporating
reading and writing across all content areas.
Classroom Libraries – All teachers have classroom
libraries. However, they may all be set up in different ways or may
not be easily accessible to all students. Our intent is to balance the
amount of informational and literary texts to support our school-
wide goal and district recommendation.
Quality of Work in Hallways – Though we have an abundance of
work on display in our hallways, it may not always show the best
our students are capable of exhibiting.
Critical Thinking – We need to encourage teachers to offer more
opportunities for critical thinking during instruction.
Text Dependent Analysis (TDA) -- Despite ongoing efforts, we
are still working to improve our TDA scores.
Lucy Calkins Units Used with Fidelity-- Teachers need guidance
on how to implement this into their daily literacy block while
maintaining a balanced literacy model.
program have supported our district‘s balanced literacy model.
Leader in Me Mentor Texts -- Leader in Me libraries were purchased and
provided to every grade level to support our school‘s vision and beliefs. These
books are used to teach the 7 Habits in addition to strategies for analyzing
texts.
Goals and Action Steps Based on Analysis of Data Goal #1: Pontiac Elementary School will implement a school-wide system for organizing
and utilizing K-5 classroom libraries during the 2018-2019 school year using
clearly defined guidelines from High Progress Literacy Classrooms and South
Carolina’s Read to Succeed Act so that our students are exposed to a variety of
texts.
Action Steps: -Provide strategies for teacher on ways to organize classroom
libraries (Lexile, Author, Genre) -Teachers organize materials so that students are able to
independently access and find books. -Allow students to work with the teacher on how to organize and
manage the library. Books should have a manageable organizational
system. They should also be interesting and engaging for readers. -Ensure that classroom libraries have a variety of literary and
informational texts in a variety of genres and formats including
multimedia. -Provide an abundance of appropriately challenging books to all
readers, paying special attention to texts for struggling readers and
readers above grade level.
Goal #2: By the end of the 2018-2019 school year, all students in grades K-5 will be able to
show evidence of the ability to write texts for a variety of purposes while
incorporating the modes of argumentative/opinion, explanatory, and narrative
writing as measured by Lucy Calkins Writing Pathways Performance
Assessments and Learning Progressions.
Action Steps: -During the ELA block, provide explicit, whole-group instruction in
the writing process and give students time to apply learning. -Continue to have the Teaching and Learning Department and
Reading Coach offer professional development in modeling think -
alouds, close reading, text analysis, and TDA writing instruction. -Use evidence based questioning that will require students to move
beyond basic recall and move them toward questions where they will
have to revisit the text often for evidence. -Track students’ progress by using SC Ready/District Writing
Assessments -The Literacy Team will develop a school-wide system for collecting
and analyzing students’ writing in grades K - 5. Purchase Writing Pathways teacher resource manual for all teachers
in grades K - 5. Goal #3: K- 5 teachers will collect and analyze student writing data to determine best
practice strategies and targeted intervention as measured by Lucy Calkins
Assessment Based Instruction and Units of Study during the 2018-2019 school
year.
Action Steps: -Provide professional development that supports K - 5 teachers in
implementing Lucy Calkins units of study with fidelity.
-Provide explicit instruction in opinion/argument, information, and
narrative writing to students and daily opportunities for practice.
-Implement ‘learning walks’ by allowing teachers to visit model
classrooms/schools for professional development and teacher
collaboration.
-Utilize Lucy Calkins online resources to support classroom
instruction
Analysis of Data References
McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006, October). Task, text, and talk. Educational Leadership,
64(2),8-14.