windsor elementary school strategic plan 2018- 2023
TRANSCRIPT
Windsor Elementary School STRATEGIC PLAN
2018- 2023
Richland School District Two — The District Of Choice Where Every School Is An Excellent Choice
TABLE OF CONTENTS
CHAPTER 1 3
School Renewal Plan Signature Page 3
Assurances for School Renewal Plan 4
Stakeholders Involvement for School Strategic Plan 6
Mission, Vision, Values, and Beliefs 8
Needs Assessment Data 9
Executive Summary of Needs Assessment Data Findings 17
CHAPTER 2 20
Performance Goals and Action Plans 20
Learning 20
Character 25
Community 29
Joy 33
CHAPTER 3 37
Read to Succeed Literacy Plan 37
SCHOOL STRATEGIC PLAN SIGNATURE PAGE
SCHOOL DISTRICT: Richland School District Two
SCHOOL: Windsor Elementary
9800 Dunbarton Road
Columbia, SC 29223
803-736-8723 www.richland2.org/we
STRATEGIC PLAN FOR: SY 2018-19 through SY 2022-23 (five years)
Phone Website
ASSURANCES FOR SCHOOL PLANS
ACT 135 ASSURANCES
Assurances checked and signed by the district superintendent and the principal, attest that the
school/district complies with all applicable ACT 135 requirements.
Academic Assistance, PreK–3: The school/district makes special efforts to assist children in
PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-school
homework help centers, individual tutoring, and group remediation).
Academic Assistance, Grades 4–12: The school/district makes special efforts to assist children
in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-
school homework help centers, individual tutoring, and group remediation).
Parent Involvement: The school/district encourages and assists parents in becoming more
involved in their children‗s education. Some examples of parent involvement initiatives include
making special efforts to meet with parents at times more convenient for them; providing parents
with their child‘s individual test results and an interpretation of the results; providing parents with
information on the district‘s curriculum and assessment program; providing frequent, two-way
communication between home and school; providing parents an opportunity to participate on
decision making groups; designating space in schools for parents to access educational resource
materials; including parent involvement expectations as part of the principal‘s and
superintendent‘s evaluations; and providing parents with information pertaining to expectations
held for them by the school system, such as ensuring attendance and punctuality of their children.
Staff Development: The school/district provides staff development training for teachers and
administrators in the teaching techniques and strategies needed to implement the school/district
plan for the improvement of student academic performance. The staff development program
reflects requirements of Act 135, the EAA, and the National Staff Development Council‗s revised
Standards for Staff Development.
Technology: The school/district integrates technology into professional development, curriculum
development, and classroom instruction to improve teaching and learning.
Innovation: The school/district uses innovation funds for innovative activities to improve student
learning and accelerate the performance of all students.
Collaboration: The school/district (regardless of the grades served) collaborates with health and
human services agencies (e.g., county health departments, social services departments, mental
health departments, First Steps, and the family court system).
Developmental Screening: The school/district ensures that the young child receives all services
necessary for growth and development. Instruments are used to assess physical, social, emotional,
linguistic, and cognitive developmental levels. This program normally is appropriate at primary
and elementary schools, although screening efforts could take place at any location.
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ASSURANCES FOR SCHOOL PLANS (Continued)
Half-Day Child Development: The school/district provides half-day child development
programs for four-year-olds (some districts fund full-day programs). The programs usually
function at primary and elementary schools, however, they may be housed at locations with other
grade levels or completely separate from schools.
Developmentally Appropriate Curriculum for PreK–3: The school/district ensures that the
scope and sequence of the curriculum for PreK–3 are appropriate for the maturation levels of
students. Instructional practices accommodate individual differences in maturation level and take
into account the student's social and cultural context.
Parenting and Family Literacy: The school provides a four component program that integrates
all of the following activities: interactive literacy activities between parents and their children
(Interactive Literacy Activities); training for parents regarding how to be the primary teachers for
their children and how to be full partners in the education of their children (parenting skills for
adults, parent education); parent literacy training that leads to economic self-sufficiency (adult
education); and an age-appropriate education to prepare children for success in school and life
experiences (early childhood education). Family Literacy is not grade specific, but is generally
most appropriate for parents of children at the primary and elementary school levels and below as
well as for secondary school students who are parents. Family Literacy program goals are to
strengthen parental involvement in the learning process of preschool children ages birth through
five years; to promote school readiness of preschool children; to offer parents special
opportunities to improve their literacy skills and education; to provide parents a chance to recover
from dropping out of school; and to identify potential developmental delays in preschool children
by offering developmental screening.
Recruitment: The district makes special and intensive efforts to recruit and give priority to
serving those parents or guardians of children, age‘s birth through five years, who are considered
at-risk of school failure. ―At-risk children are defined as those whose school readiness is
jeopardized by any of, but not limited to, the following personal or family situation(s): parent
without a high school graduation or equivalency, poverty, limited English proficiency, significant
developmental delays, instability or inadequate basic capacity within the home and/or family,
poor health (physical, mental, emotional) and/or child abuse and neglect.
Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The
school/district ensures as much program effectiveness as possible by developing a district
wide/school wide coordinated effort among all programs and funding. Act 135 initiatives are
coordinated with programs such as Head Start, First Steps, Title I, and programs for students with
disabilities.
Superintendent‘s Printed Name Superintendent‘s Signature Date
(for district and school plans)
Principal‘s Printed Name Principal‘s Signature Date
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STAKEHOLDER INVOLVEMENT The following persons were involved in the development of the five (5)-year strategic plan.
1. PRINCIPAL Beth Elliott
2. TEACHER Dr. Tracy Goodwin
3. PARENT/GUARDIAN Delores Ridgell
4. COMMUNITY MEMBER Amy Ellisor
5. SCHOOL IMPROVEMENT COUNCIL Erin Campbell
6. OTHERS* (May include school board members, administrators, School Improvement
Council members, students, PTO members, agency representatives, university partners,
etc.)
POSITION NAME
Administrator Sherrill Creel __
Administrator Johnathan Abney ______
Intervention Specialist Dr. Tonya Rhett
Reading Coach ____________________Kim Krapfel
Technology Learning Coach Sandra Gibson_
Parent/PTO President Holly Schnider___________________
Teacher/Team Leader Marles Riechard
Teacher/Team Leader Amanda Frye _______
Teacher/Team Leader Allison Barlik
Teacher/Team Leader Nozaa Tinsley
Teacher/Team Leader Carla Tillman__
*REMINDER: If state or federal grant applications require representation by other stakeholder groups, it
is appropriate to include additional stakeholders to meet those requirements and to ensure that the plans
are aligned.
OUR SCHOOL’S PURPOSE
Mission
WINDSOR ELEMENTARY SCHOOL, IN PARTNERSHIP WITH OUR COMMUNITY, WILL
PREPARE STUDENTS FOR AN EVER-CHANGING WORLD BY PROVIDING AND ENRICHED
LEARNING ENVIRONMENT THAT PRODUCES LIFELONG LEARNERS WHO ARE
RESPONSIBLE CITIZENS IN A GLOBAL SOCIETY.
Our Core Values
The Four Squares—Learning, Character, Community, and Joy—embody everything that we do.
-Every child can learn and grow.
-Every child should be provided with engaging and rigorous work.
-Every child can experience success.
-Every child deserves positive experiences.
-Every child is a valued student at our school.
-Every child needs encouragement.
-Every child needs a role model.
-Every child must have high expectations established for them.
-Every child deserves a positive support system between home and school.
-Every child has the right to be in a safe, supportive, and respectful environment.
-Every child deserves our best every day.
Windsor Elementary‘s mission and beliefs are routinely reviewed. Along with our teachers, staff, and
stakeholders ensure that our beliefs align with the beliefs and goals of our district and community.
Windsor Elementary strives to meet the needs each child through a wide variety of programs that provide
academic support, academic enrichment, and behavioral support. Our school focuses on building and
maintaining positive relationships among and between teachers, students, parents, staff and community
members to provide a positive support system for our students. In addition, we offer a wide range of
activities, clubs, and events during school and outside of school to meet the diverse needs of our students.
NEEDS ASSESSMENT DATA
Provide the link to your district’s most recent School Report Card:
https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=E&d=4002&s=077
Directions: Provide additional district’s needs assessment data including both formative and
summative assessments used to gauge student learning. (Charts, graphs, or other
formats of data may be used.)
Formative Assessment Data
Measures of Academic Progress (MAP)
Table 1: Percent of Students Who Met Their Growth Target on MAP by Subject and Subgroup
Subject and Subgroups 2014-2015 2015-2016 2016-2017
Count Percent Count Percent Count Percent
Mathematics
All Students 435 40.5% 461 35.6% 431 53.6%
Ethnicity
American Indian or Alaskan Native -- -- -- -- -- --
Asian 15 40.0% 17 58.8% 8 --
Black or African American 292 39.4% 308 35.1% 286 51.4%
Hispanic or Latino 75 41.3% 80 32.5% 80 66.3%
Native Hawaiian or Other Pacific Islander 3 -- 2 -- -- --
Two or More Races 12 33.3% 9 -- 18 50.0%
White 38 44.7% 45 37.8% 39 41.0%
Gender
Female 201 40.8% 215 34.0% 210 55.2%
Male 234 40.2% 246 37.0% 221 52.0%
Reading
All Students 437 48.7% 465 37.8% 440 59.5%
Ethnicity
American Indian or Alaskan Native -- -- -- -- -- --
Asian 15 86.7% 17 64.7% 8 --
Black or African American 292 48.6% 311 36.3% 295 57.3%
Hispanic or Latino 77 37.7% 80 37.5% 80 58.8%
Native Hawaiian or Other Pacific Islander 3 -- 2 -- -- --
Two or More Races 12 66.7% 10 40.0% 18 66.7%
White 38 55.3% 45 37.8% 39 66.7%
Gender
Female 201 52.7% 216 38.0% 213 56.8%
Male 236 45.3% 249 37.8% 227 62.1%
-- Data not reported for subgroups less than 10 students.
Summative Assessment Data
South Carolina Kindergarten Readiness Assessment
Table 2: Percent of students demonstrating readiness by subgroup
Subgroup Count Overall
Performance
Language &
Literacy Mathematics
Social
Foundations
Physical
Well-Being
and Motor
Development
All 92 27.2% 22.8% 14.1% 48.9% 48.9%
Gender
Female 44 34.1% 27.3% 15.9% 56.8% 61.4%
Male 48 20.8% 18.8% 12.5% 41.7% 37.5%
Ethnicity
Asian 2 -- -- -- -- --
Afr. American 62 29.0% 25.8% 17.7% 50.0% 43.5%
Hispanic 19 26.3% 15.8% 10.5% 52.6% 63.2%
White 3 -- -- -- -- --
Other 6 16.7% 16.7% 0.0% 33.3% 33.3%
Lunch Status
Free/Reduced 50 20.0% 18.0% 12.0% 54.0% 48.0%
Pay 42 35.7% 28.6% 16.7% 42.9% 50.0%
English Proficiency
LEP 16 31.3% 12.5% 6.3% 62.5% 68.8%
Non-LEP 76 26.3% 25.0% 15.8% 46.1% 44.7%
IEP Status
Non-Speech IEP 1 -- -- -- -- --
No IEP 91 27.5% 23.1% 14.3% 49.5% 49.5%
Pre-Kindergarten
Head Start 7 0.0% 0.0% 14.3% 28.6% 0.0%
PreK* 53 37.7% 28.3% 18.9% 58.5% 54.7%
None 31 16.1% 19.4% 6.5% 38.7% 51.6%
Unknown 1 -- -- -- -- --
-- Data not reported for subgroups less than 10 students.
South Carolina READY
Table 3.1: Percent of Students (3-5) Who Scored Meets or Exceeds Expectations on SC Ready ELA by
Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 369 29.6% 366 20.7%
Gender
Male 193 22.8% 192 14.6%
Female 176 37.0% 174 27.6%
Ethnicity
Hispanic or Latino 63 17.5% 67 16.4%
American Indian or Alaska Native 0 -- 0 --
Asian 16 0.0% 7 0.0%
Black or African American 237 29.1% 248 20.5%
Native Hawaiian or Other Pacific Islander 2 -- 0 --
White 40 30.0% 33 18.2%
Two or more races 11 0.0% 11 0.0%
Disability
Disabled 65 1.5% 62 3.2%
Not Disabled 304 35.5% 304 24.4%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 369 29.6% 366 20.7%
English Proficiency
Limited English Proficient 67 19.4% 60 13.3%
Non-Limited English Proficient 302 31.8% 306 22.2%
Poverty
Students in Poverty (SIP) 286 24.5% 298 17.1%
Non-Students in Poverty (SIP) 77 48.0% 65 35.4%
-- 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 371 34.8% 371 31.6%
Gender
Male 194 30.9% 195 29.7%
Female 177 39.0% 176 33.5%
Ethnicity
Hispanic or Latino 63 28.6% 71 26.8%
American Indian or Alaska Native 0 -- 0 --
Asian 17 0.0% 7 0.0%
Black or African American 237 33.3% 248 28.6%
Native Hawaiian or Other Pacific Islander 2 -- 0 --
White 41 39.1% 33 27.3%
Two or more races 11 0.0% 11 0.0%
Disability
Disabled 65 10.8% 62 4.9%
Not Disabled 306 39.9% 309 36.9%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 371 34.8% 371 31.6%
English Proficiency
Limited English Proficient 70 31.4% 64 25.0%
Non-Limited English Proficient 301 35.5% 307 32.9%
Poverty
Students in Poverty (SIP) 287 29.6% 299 27.5%
Non-Students in Poverty (SIP) 79 53.2% 68 48.5%
-- 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 208 55.7% 227 45.9% 259 25.1%
Gender
Male 100 49.0% 125 46.4% 139 23.0%
Female 108 62.1% 102 45.1% 120 27.5%
Ethnicity
Hispanic or Latino 34 50.0% 36 38.9% 48 14.5%
American Indian or Alaska Native -- -- -- -- -- --
Asian 6 -- 12 -- 5 --
Black or African American 140 55.0% 146 44.5% 172 25.0%
Native Hawaiian or Other Pacific Islander 2 -- 1 -- -- --
White 15 -- 28 42.9% 26 30.8%
Two or more races 10 -- 4 -- 8 --
Disability
Disabled 37 10.8% 44 11.4% 45 2.2%
Not Disabled 171 65.5% 183 54.1% 214 29.9%
English Proficiency
Limited English Proficient 32 40.6% 42 38.1% 45 11.0%
Non-Limited English Proficient 176 58.5% 185 47.6% 214 28.0%
Poverty
Students in Poverty (SIP) 164 55.0% 173 39.3% 209 22.9%
Non-Students in Poverty (SIP) 41 60.9% 52 69.2% 47 34.0%
-- 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 208 79.4% 226 71.6% 259 60.3%
Gender
Male 100 71.0% 124 70.2% 139 56.1%
Female 108 87.1% 102 73.6% 120 65.0%
Ethnicity
Hispanic or Latino 34 67.6% 36 61.1% 48 50.0%
American Indian or Alaska Native -- -- -- -- -- --
Asian 6 -- 11 -- 5 --
Black or African American 140 80.7% 146 73.3% 172 58.7%
Native Hawaiian or Other Pacific Islander 2 -- 1 -- -- --
White 15 -- 28 67.9% 26 73.1%
Two or more races 10 -- 4 -- 8 --
Disability
Disabled 37 45.9% 44 34.1% 45 26.6%
Not Disabled 171 86.5% 182 80.8% 214 67.3%
English Proficiency
Limited English Proficient 32 68.8% 41 63.4% 45 60.0%
Non-Limited English Proficient 176 81.2% 185 73.5% 214 60.3%
Poverty
Students in Poverty (SIP) 164 78.0% 173 68.3% 209 58.4%
Non-Students in Poverty (SIP) 41 87.8% 51 86.3% 47 70.2%
-- 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 Percent Count Percent Count Percent
Satisfied with the Learning Environment
Teacher 49 100.0% 43 100.0% 63 96.8%
Student 92 94.0% 87 88.5% 111 90.1%
Parent 44 86.0% 19 100.0% 18 88.9%
Satisfied with the Social and Physical Environment
Teacher 49 100.0% 43 97.7% 63 100.0%
Student 92 74.0% 87 88.5% 111 83.8%
Parent 44 89.0% 19 94.8% 18 83.3%
Satisfied with the School-Home Relations
Teacher 49 84.0% 43 83.8% 63 82.5%
Student 92 82.0% 87 80.2% 111 83.9%
Parent 44 73.0% 19 70.6% 18 72.2%
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS
Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set
priorities for the plan. The comprehensive needs assessment must identify targeted areas of discrepancy
between the desired performance levels and the current status as indicated by available data. Any
discrepancies in the following areas identified by the school and district report cards must be included in
the plan: (1) achievement, (2) achievement by subgroups, (3) graduation rates, (4) attendance, (5)
discipline, (6) teacher/administrator quality and professional growth, and (7) other priority areas.
Measurable performance goals, written in five-year increments, shall be developed to address the major
areas of discrepancy found in the needs assessment in key areas reported in the district and school report
cards.
State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/
Directions: In the appropriate boxes, use district and school data to identify areas in need of
improvement. Required areas to be addressed are: Student Achievement,
Teacher/Administrator Quality, School Climate, and Gifted and Talented.
Student Achievement, including sub-groups
Windsor Elementary has several systems in place to meet the academic and behavioral needs of its
students. Homeroom teachers serve as the primary Tier I interventionists and if students present with
additional academic or behavioral needs, teachers can recommend them to the school‘s Intervention
Assistance Team (IAT). This team composed of members such as the school‘s administrators, teachers,
psychologist, counselor, and social worker help to develop interventions and provide recommendations to
help referred students. If these students need further support academically, they are added to the Tier II
and Tier III pullout programs where they receive supplemental instruction in the areas of reading and
math. If students need behavioral support, they receive services including, but not limited to behavior
intervention plans and individual and small group counseling. While our students have experienced
success with this model, Windsor continues to monitor and adjust its procedures and practices to benefit
its students.
Although Windsor has made noteworthy academic improvements over the last three years, we
continuously reflect on ways to improve the overall educational experience of all students. Using data
from the past three years to guide our decision-making, Windsor will work on the following areas of
improvement:
Windsor‘s students are currently being outperformed by other students in the district and state as
measured by SC READY and PASS. Teachers and administrators will continue working with
district content specialists in order to improve achievement in all core subject areas.
Through continued professional development, teachers will continue to improve their knowledge
and implementation of the International Baccalaureate PYP and differentiated instruction
strategies.
Early Childhood/Primary (PK–2):
During the 2017 fall administration of KRA, 22.8% of Kindergartners demonstrated readiness in
Language and Literacy and 14.1% demonstrated readiness in math.
Of our Kindergartners receiving subsidized meals, 18.0% of students demonstrated readiness in Language
and Literacy and 12.0% demonstrated reading in math.
Based on our KRA data and the needs of our incoming Kindergartners, we will continue to monitor and
increase our intervention support in the early grades to ensure that all of our students are ready to meet the
grade level expectations.
Elementary School (3-5)
ELA and Math:
During the 2017 spring administration of SC READY, 20.7% of our third-fifth graders scored met or
exceeds in ELA. 20.5% of African American students and 16.4% of Hispanic students scored met or
exceeds in ELA. Based on our ELA data, we will continue to focus on improving student achievement in
ELA by providing more professional development support for teachers, more of a literacy rich
environment, and literacy intervention. We will also continue to add Open Court to first grade this year to
ensure that all of our students have a solid phonics background.
During the 2017 spring administration of SC READY, 31.6% of our third-fifth graders scored met or
exceeds in Math. 28.6% of African American students and 26.8% of Hispanic students scored met or
exceeds in Math. Based on our Math data, we are pleased with improvement from last year but will
continue to strive to improve student achievement, specifically with our Hispanic Students.
The SC Ready data in Math and ELA is below the district and state average. The administration and
teachers are working closely with our district content specialists to ensure that instruction in Math and
ELA is fully aligned to the standards specifically in the areas of reading comprehension and base ten.
Science and Social Studies:
During the 2017 spring administration of SC PASS, 25.1% of our fourth and fifth graders scored met or
exceeds in Science. 25.0% of African American students and 14.5% of Hispanic students scored met or
exceeds in Science.
During the 2017 spring administration of SC PASS, 60.3% of our fourth and fifth graders scored met or
exceeds in Social Studies. 58.7% of African American students and 50.0% of Hispanic students scored
met or exceeds in Social Studies.
The SC PASS data in Science and Social Studies has declined over the past three years. The
administration and teachers are working closely with our district content specialists to ensure that
instruction in Science and Social Studies is fully aligned to the standards.
Middle School (6-8)
N/A
High School (9-12)
N/A
Teacher/Administrator Quality
Although state report card data reflects a high percentage of teachers satisfied with the learning
environment within our high-poverty setting; we recognize the need for on-going professional
development. Additional professional learning opportunities for teachers are needed for the
implementation of the International Baccalaureate PYP to teach the South Carolina College and Career
Ready Standards. The District‘s Four Squares focusing on Learning, Character, Community, and Joy
provide guidance to teachers and other stakeholders about their roles in helping our students to achieve
the Profile of the South Carolina graduate.
School Climate
Windsor Elementary is noted for having a strong, positive teaching and learning community. This culture
of excellence has allowed us to recruit, employ, and retain qualified certified and classified staff to
support the purpose and direction of our school.
State report card survey results for our school indicates that ―Leadership and staff foster a culture
consistent with the school‘s purpose and direction‖ and ―Qualified professional and support staff are
sufficient in number to fulfill their roles and responsibilities necessary to support the school‘s purpose,
direction, and educational program‖. Additionally, ―Leadership monitors and communicates
comprehensive information about student learning, conditions that support student learning and the
achievement of school improvement goals to stakeholders.‖
District Priorities
As an International Baccalaureate PYP World School, Windsor Elementary believes in helping all students develop world class skills. Being an IB PYP School, our students focus on the IB profiles and attitudes. Windsor provides a safe, nurturing and academically challenging learning environment where all students enhance their use of skills necessary for 21st Century citizenship.
Faculty and staff are trained in differentiated instruction to meet the academic needs of all students. Windsor has the constant drive to enhance the curriculum through hands-on activities and a variety of strategies to engage all students in the mastery of content learning. Our teachers are data-informed and are always stretching our students to do their very best.
Our Response to Intervention Program (RTI) has implemented LLI in our early grades with much success. We are focusing on constantly helping each and every student develop early intervention strategies to be successful readers and writers with an understanding of number sense and the social sciences. Through the expertise and training of our on-site reading coach, we have focused on text dependent analysis which develops students’ reading stamina and ability communicate the understanding of texts using written expression.
At Windsor Elementary we have also focused on Service Learning Projects such as our annual “We Pink We Can” Cancer walk where we have raised over a thousand dollars each year. We believe that these real-life giving experiences are helping our students to become connected
with their community and enhance their goals for success in life.
Gifted and Talented
Students may begin our district‘s state identified Gifted and Talented program, ALERT, in second grade.
ALERT operates as a one-day-a week pullout program.
In addition to the Gifted and Talented Program offered by the school district, Windsor also hosts a math
enrichment program to for all fifth grade students who score above the 70th percentile in math based on
SC Ready and Measures of Academic Progress (MAP) results.
LEARNING
Learning is the cornerstone on which all that we do in Richland Two is built. In our innovative learning environments, all partners acquire knowledge
and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.
ACHIEVEMENT GOAL
Using baseline data obtained from 2017 SC Ready scores in ELA and Math, Windsor Elementary will work to ensure students’ academic
success by increasing academic achievement in all areas as evidenced by State and District testing:
2018 - 2 % increase;
2019 – 4 % increase;
2022 – 6 % increase;
2021 - 8 % increase;
2022 - 10% increase
WE Student Outcome/Strategy Our students will meet or exceed normed scores and will develop overall academic success on all key measures in
ELA, math, science, and social studies.
WE Staff Outcome/Strategy WE staff participates in on-going, relevant professional learning experiences to support teaching and learning using
the International Baccalaureate PYP as our framework for ELA, math, science, and social studies and culturally
relevant practices.
WE Community
Outcome/Strategy
Increase parent and community awareness and support of academics and curriculum taught at WE.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and funding
source(s)
Accountability
Students will participate in Project-Based
and Inquiry-Based Learning experiences.
2018
2019
2020
2021
2022
Administration
Teachers
IB Unit Planners Discretionary
Funds-($300)
PTO
-SC Ready
-SC PASS
-MAP
-Benchmarks
-IB Student Portfolios
-IB Exhibition
Provide students access to field trips and
experiences that provide hands on
engagement in science and social studies
2018
2019
2020
2021
2022
Administrators
Teachers
Community
Members
SC PASS Scores Discretionary
Funds, Title I-
($15,000)
Grants
PTO
-SC PASS Scores
Leveled Literacy materials for Tier I and
II instruction
2018
2019
2020
2021
2022
Response to
Intervention
Program (RTI)
Growth on Easy CBM Data Title I- ($5,000) -SC Ready Scores
Number Worlds materials for Tier I and
II instruction.
2018
2019
2020
2021
2022
Response to
Intervention
Program (RTI)
Growth on Easy CBM Data Title I- ($2,000) -SC Ready Scores
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and funding
source(s)
Accountability
Ensure alignment between IB Planners,
district pacing guides, and effective
strategies to help students connect with
content and promote real-world learning.
2018
2019
2020
2021
2022
Administration
Teachers
Content
Specialists
RTI Team
Alignment of planners to state
standards
General Funds
21st Century Grant
Title I- ($5,000)
At Risk Funds
-Quarterly review of
planners with
standards
-After School
Tutoring
Provide faculty and staff with
professional development on the
implementation of the IB PYP and other
best practices to address the needs of
WES.
2018
2019
2020
2021
2022
Administration
Content
Specialists
Teacher Survey Results
Student Data
General Funds
Title I ($6,000)
-Survey professional
development needs
from teachers
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and funding
source(s)
Accountability
Continue to foster partnerships with
district and community stakeholders in
order to provide meaningful learning
experiences for students and community
members.
2018
2019
2020
2021
2022
Administration
Teachers
Staff
School
Counselor
Social Worker
Community Survey Results Discretionary
Funds
Title I
-Survey of
Community Needs
Students will demonstrate an appreciation
for the diverse talents and cultural
perspectives of others.
2018
2019
2020
2021
2022
Administration
Student
Council/Early
Act Advisor
Teachers
Students
Two Service Learning Activities
Per Year
Discretionary
Funds
PTO Supported
Fundraisers
-Monthly Student
Council/Early Act
Meetings
TALENT GOAL
Windsor Elementary will enhance our college and career readiness of students by increasing the percentage of teachers who plan and
implement professional development focusing on an area of individual or group expertise.
2018- 20%
2019- 40%
2020- 60%
2021- 80%
2022- 100%
WE Student Outcome/Strategy WE students benefit from the opportunity to identify their gifts and talents and have the opportunity to pursue their passions.
WE Staff Outcome/Strategy WE employees will identify an area of expertise and share with their colleagues to enhance the quality of the teaching and learning environment.
WE Community Outcome/Strategy Community members share their gifts and talents with WE, Richland Two students and employees.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source
Accountability
Continue club days as well as other community experiences to allow student inquiry to pursue their passions and strengths such as photography, creative writing, and yoga.
2018 2019 2020 2021 2022
Administration Teachers Staff
Scheduled dates on the calendar Presentation of student work
Discretionary Funds After School Budget- ($500) PTO
-Assemblies -Club Days -Arts Day -International -Community Day -Career Day
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source
Accountability
The WE faculty will develop their expertise in content and assessment to enhance the implementation of the IB PYP.
2018 2019 2020 2021 2022
Administration IB Coordinator Reading Coach Teachers
-Survey of professional development needs -SC Ready Scores -SC PASS Scores
General Funds & Title I ($25,000)
-IB Unit Planners -Lesson Plans
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source
Accountability
Continue to foster partnerships with district and community stakeholders that allow students, employees, and
2018 2019 2020
Administration Teachers School
-Sign-in sheets for guests presenters/artists -Volunteer records
Discretionary Funds, General Funds, and Title I
-Service learning initiatives (Hope 365, Pennies for Patients,
community members to explore their passions and share their talents.
2021 2022
Counselors ($5,000) WE Pink We Can) -Club days -Assemblies -International Community Day -Career Day
CULTURE AND ENVIRONMENT GOAL
Windsor Elementary will promote collaboration among all partners in order to build and add to our collective knowledge and expertise.
WE Student Outcome/Strategy WE maintains a student-centered environment that fosters collaboration and supports learning.
WE Staff Outcome/Strategy We staff create and maintain an environment that promotes collaboration and supports learning for students
and all other partners including themselves.
WE Community Outcome/Strategy Collaboration with WE community partners expands and increases learning opportunities for students, staff,
and community members.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding
Source
Accountability
Students will demonstrate an appreciation
for the diverse talents and cultural
perspectives of others.
2018
2019
2020
2021
2022
Administration
Student
Council/Early
Act Advisor
Teachers
Students
Two service learning activities
per year
After School
Budget
PTO
-Student
Council/Early Act
monthly meetings
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Accountability
Source
WE faculty and staff will participate in
professional development which promotes
the implementation of the IB PYP. exhibit
IB Learner Profiles and Attitudes that
promote Global Citizenship
2018
2019
2020
2021
2022
Administration
Teachers
Mentors
Staff
Students
IB Planners guiding Units of
Study
General Funds
Title I
-Student portfolios
-Fifth grade
exhibition
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding
Source
Accountability
Continue to foster partnerships with
district and community stakeholders
that promote global citizenship.
2018
2019
2020
2021
2022
Administration
Content Area
Specialist
School
Counselor
Career
Counselor
Monthly Professional Speakers
at faculty meeting
General Funds
Title I
-Create a timeline of
monthly guest
speakers to faculty
meetings.
CHARACTER Character is a building block to a great education. Positive character traits are essential to becoming contributing members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.
ACHIEVEMENT GOAL
Using baseline data obtained from 2017 discipline referrals, Windsor Elementary will encourage our students to demonstrate a high level of ethical
character within and outside of the WE community as measured by a decrease in discipline referrals and suspensions. A reduction in discipline
referrals and suspensions will help to create a positive school CLIMATE.
2018 - 10% reduction
2019 – 20% reduction
2022 – 30% reduction
2021 – 40% reduction
2022 - 50% reduction.
WE Student Outcome/Strategy WE students excel in developing and applying the Life and Career Characteristics of South Carolina Graduate by exemplifying the IB Learner Profile and practicing the Attitudes.
WE Staff Outcome/Strategy WE staff consistently model strong proactive behaviors, serving as role models for our students and each other.
WE Community Outcome/Strategy The WE community benefits from and participates in service learning and character building opportunities to make the community better.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source
Accountability
Through a variety of experiences WE
will promote global citizenship and
the implementation of the IB PYP
using the Learner Profile and
Attitudes.
2018 2019 2020 2021 2022
Administration
Teachers
Mentors
Staff
Students
School
-Weekly Girls in Pearls
program and Boys in
Bowties
-Reduction in Discipline
Referrals
-Title I
-Discretionary
Funds- ($1,500)
-General Funds
-Monthly Calendar of
events
-Classroom Community
Meetings
-Highlight Profile and
Attitudes on the News
Counselor
Career
Counselor
Show
Students will demonstrate an
appreciation for the diverse talents and
cultural perspectives of others.
Administration
Teachers
Student
Council/Early
Act Advisor
Students
-Two service learning
activities per year,
-Reduction in discipline
referrals
Discretionary Funds
($500)
-Monthly Student
Council/Early Act meetings
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source
Accountability
Provide faculty and staff with
professional development on the
implementation of the IB PYP and other
best practices to address and support the
needs of WES.
2018
2019
2020
2021
2022
Administration
Teachers
IB Coordinator
School
Counselor
RTI Behavior
Coach
-Review of classroom
management/community-
building needs based on
quarterly review of
discipline referrals.
General Funds
Title I (RTI
Behavior Support
Coach/Teacher
Assistant Position
($30,000)
-Calendar of professional
development opportunities
-Reduction in discipline
referrals/suspensions
Celebrate faculty and staff members
who exemplify great character and use
of the Learner Profile and Attitudes
2018
2019
2020
2021
2022
Administration
Teachers
Staff
School
Counselor
Sign-in sheets and
reflection writing
Discretionary Funds
Title I
PTO
Grants
($6,000)
-Semester scheduling with
Columbia College Alliance
-Guys with Ties and Girls in
Pearls Mentoring
-Rotary/Community
Readers
-Club Day volunteers
-Backpack Program
(Harvest Hope)
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Accountability
Source
Cultivate a teaching and learning
climate that welcomes and celebrates the
diversity of the WE community.
2018
2019
2020
2021
2022
Administration
Teachers
Reading Coach
Staff
-Sign-in sheets/Logs
-Surveys
-Arts Day
-Monthly PTO
Meetings
-Rotary Readers
-University
Partnerships
-Assemblies
-Family Curriculum
Nights
-WE Fest
-Title I
-After School Funds
-PTO
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding Source
Accountability
Ongoing service projects through
Parenting Partners, PBL, and Service
Learning
2018
2019
2020
2021
2022
Principal
Teachers
Community
Members
Parent Educator
Implementation of
service projects with
community partners.
TBD
SSIP grant,
Magnet grant
-All partners will be given
the opportunity to
participate in our school
community.
TALENT GOAL
WE will work to recruit, develop and retain partners who promote the strong positive character traits that help make learning complete.
WE Student Outcome/Strategy WE students serve as ambassadors for Richland Two by modeling the core values of the district: Learning;
Character; Community; and Joy.
WE Staff Outcome/Strategy WE staff demonstrates a commitment to the district‘s core values; model positive character traits and help
students develop those traits as well.
WE Community Outcome/Strategy Our WE community provides a safe, secure and inviting place to live which attracts and retains partners who
are contributing members of society and positive role models for our students.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress
Cost and Funding Source
Accountability
Students will demonstrate an
appreciation for the diverse talents and
cultural perspectives of others. .
2018
2019
2020
2021
2022
Student
Council/Early
Act Advisor Teachers Students Administration
Two service learning
activities per year
After School Budget -Student Council/Early Act
monthly meetings
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress
Cost and Funding Source
Accountability
Promote global citizenship the
implementation of the IB PYP using the
Learner Profile and Attitudes.
2018
2019
2020
2021
2022
Students Administration Teachers Staff
-Daily morning show -morning meetings -Classroom
observations
General Funds -Daily morning show -Morning meetings
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress
Cost and Funding Source
Accountability
Continue to foster partnerships with
district and community stakeholders who
serve as positive role models for the
students of WE
2018
2019
2020
2021
2022
Administration
Teachers
School
Counselor
College Intern
Sign in sheets and
reflection writing
General Funds
Title I
-Semester scheduling with
Columbia College Alliance
-Male Mentor program
-Rotary Readers
Liaison
CULTURE AND ENVIRONMENT GOAL
WE will work to maintain a culture and environment that reinforces positive character traits.
WE Student Outcome/Strategy Our students participate in character education.
WE Staff Outcome/Strategy Our staff participates in character education and model positive behavior to students.
WE Community Outcome/Strategy We partner with the community to develop positive character traits for our stakeholders.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress
Cost and Funding Source
Accountability
Promote global citizenship through the
implementation of the IB PYP using the
Learner Profile and Attitudes.
2018 2019 2020 2021 2022
Administration
Teachers (Club
Leaders)
School Counselor
Observation
Surveys
After School
Funding
PTO
-Monthly recognition of IB
spotlight
-Participation in student
organizations (Flag Patrol;
WE Pink We Can; Safety
Patrol; Pennies for Patients
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress
Cost and Funding Source
Accountability
WE faculty and staff will participate in
professional development to reinforce the
implementation of the IB Learner Profile
and Attitudes.
2018 2019 2020 2021 2022
Girls on the Run
Trained staff
School Counselor
Teachers
Yearly program
participation
General Funds
Title I
-Girls on the Run
-Girls in Pearls and Boys in
Bowties
Administration
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress
Cost and Funding Source
Accountability
Continue to foster partnerships with
district and community stakeholders who
model positive behavior for our students.
2018 2019 2020 2021 2022
Administration
Teachers
Mentors
Service Learning
Project (Hope 365
with RNE)
General Funds
Title I
-Annual collaboration with
High schools/Colleges
COMMUNITY
We value the power of working with our entire community – students, employees, parents, residents, businesses, faith-based organizations, government
entities and elected officials (partners). Working together, we continuously improve the Richland Two community and support each other in
maximizing our gifts and talents, as we pursue our pathways to purpose.
ACHIEVEMENT
WE will maximize opportunities for partners to collaborate and work together for the greater good.
WE Student Outcome/Strategy
WE Students participate in meaningful and relevant community service projects that provide
opportunities to expand their learning and support the WE and Richland Two community.
WE Staff Outcome/Strategy Our WE employees support and serve as leaders in community organizations, building their capacity to
support the mission and vision of the district and school while bettering the community.
WE Community Outcome/Strategy WE capitalize on mutually beneficial community partnerships that support our students, staff and
community partners as they pursue their pathways to purpose.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Promote global citizenship through the
implementation of the IB PYP by
providing students with opportunities to
participate in service learning activities.
2018
2019
2020
2021
2022
Administration
Teachers
Students
School Counselor
IB Planners guiding
units of study
Title I First and second semester
service learning project for
Student Council/Early Act
Fifth grade Exhibition
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Cost and Funding Accountability
Progress Source
Provide faculty and staff with
professional development on the
implementation of the IB PYP and other
best practices to address the needs of
WES.
2018
2019
2020
2021
2022
Administration
Teachers
Staff
IB Planners guiding
units of study
General Funds
Title I
IB Planners guiding units of
study
WE Community Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Continue to foster partnerships with
district and community stakeholders.
2018
2019
2020
2021
2022
Administration
Teachers
Students
PTO
Sign-in Sheets
School-wide
participation log
General Funds
Title I
-WE Fest
-Curriculum Night(s)
-PTO Sponsored Programs
TALENT GOAL
WE will strive to identify and maximize the collective talent of our partners.
WE Student Outcome/Strategy WE helps our students identify their talents and share them with our community.
WE Staff Outcome/Strategy Our WE staff identifies their talents and uses them to assist our students in pursuing personal pathways to
purpose.
WE Community Outcome/Strategy Community members share their gifts and talents with WE and Richland Two students and employees.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Cost and Funding Accountability
Progress Source
Students will be given opportunities to
share their talents and demonstrate an
appreciation for the diverse talents and
cultural perspectives of others.
2018
2019
2020
2021
2022
Administration
Teachers
Staff
General Funds
After School Budget
PTO
-Club Days
-Assemblies
-Quarterly Awards
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Continue to offer WE faculty and staff
opportunities to model the characteristics
of the IB PYP by mentoring students and
offering them chances to explore their
individual talents.
2018
2019
2020
2021
2022
Administration
Teachers
Staff
Interest surveys General Funds
After School Budget
PTO
-Club Days
-Assemblies
-Girls on the Run
-Guys in Ties
WE Community Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Continue to foster partnerships with
district and community stakeholders.
2018
2019
2020
2021
2022
Administration
Career Counselor
School Counselor
Teachers
Yearly theater
production
Career Day
General Funds
Title I
PTO
-Yearly theater production
Career Day
CULTURE AND ENVIRONMENT GOAL
WE will promote collaboration among all partners in order to build and add to our collective knowledge and expertise.
WE Student Outcome/Strategy In all WE classrooms, it is evident that every student is valued and appreciated.
WE Staff Outcome/Strategy A highly qualified, premier teacher is in all classrooms at WE.
WE Community Outcome/Strategy We maximize opportunities to bring the community together and lead the way in enhancing Northeast
Richland County and the WE community.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Promote global citizenship through the
implementation of the IB PYP using the
Learner Profile and Attitudes.
2018
2019
2020
2021
2022
Administration
Teachers
School Counselor
Observations
Survey of end of
quarter grades
PTO -Monthly recognition for IB
spotlight
-Quarterly Honor Roll
Bingo
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Implement mentoring programs that focus
on character development and IB Learner
Profile and Attitudes.
2018
2019
2020
2021
2022
Administration
Teachers
Resource Officer
DARE Program
Guys in Ties and
Girls with Pearls
General Funds -DARE Program
-Guys in Ties and Girls
with Pearls
WE Community Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Conduct routine evaluations of WE‘s
implementation of the IB PYP and its
progress toward achieving its overall
mission.
2018
2019
2020
2021
2022
Administration Annual Surveys General Funds Accountability Data
JOY
What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the job of a job well done promotes future success.
The WE family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who
embrace innovation and learning.
ACHIEVEMENT GOAL
WE will celebrate and recognize the achievement of all partners.
WE Student Outcome/Strategy We celebrate and recognize our students for growth and achievements in academics, arts, athletics, and service.
WE Staff Outcome/Strategy Our staff earns celebrations and recognition for demonstrating growth and excellence.
WE Community Outcome/Strategy We honor community partners for maximizing their gifts and talents.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Promote global citizenship through the
implementation of the IB PYP using the
Learner Profile and Attitudes.
2018
2019
2020
2021
2022
Administration
Teachers
Students
Quarterly grades
Annual Exhibition
Classroom
Observations
PTO
After School Funds
-Honor Roll Bingo
-Family Nights
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Recognize/celebrate the contributions of
staff members who exemplify the traits of
the IB Learner Profile and Attitudes.
2018
2019
2020
Administration
Teachers
Staff
Monthly IB spotlight
for staff
Teacher Appreciation
PTO
After School Funds
-Monthly IB spotlight for
staff
-Teacher Appreciation Week
2021
2022
Week
WE Community Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Recognize/celebrate the contributions of
community stakeholders who exemplify
the traits of the IB Learner Profile and
Attitudes.
2018
2019
2020
2021
2022
Administration
School
Counselor
Career Counselor
Staff
Volunteer Breakfast
Sign-in Sheets
After School Funds
-Sign-in Sheets
TALENT GOAL
WE will consistently look for ways for our partners to experience joy while learning and working.
WE Student Outcome/Strategy WE students benefit from multiple opportunities to discover their passions.
WE Staff Outcome/Strategy WE staff participates in ongoing professional and personal growth opportunities to develop work skills and
knowledge, and to ensure a healthy work/personal-life balance.
WE Community Outcome/Strategy In joyful settings, we offer community members opportunities to share their gifts and talents with WE and
Richland Two students and employees.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Recognize/celebrate students who
exemplify the traits of the IB Learner
Profile and Attitudes.
2018
2019
2020
Administration
Teachers
Career
Observations
Exhibition
Survey results
Title I
General Funds
-Exhibition
-Field studies
-Career Day
2021
2022
Counselor
School
Counselor
-R2 Designated Turn
Around Student
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Provide faculty and staff with professional
development on the implementation of the
IB PYP and other best practices to address
the needs of WES.
2018
2019
2020
2021
2022
Administration
Teachers
Professional
development plan
Surveys
SLOs/GBEs
General Funds
After School Funds
-Monthly schedule of
professional development
opportunities
WE Community Strategy Action Step Timeline Responsibility Measure(s) of
Progress
Cost and Funding
Source
Accountability
Establish opportunities for all stakeholders
to use their unique talents to promote a
positive school culture and exemplify the
traits of the IB Learner Profile and
Attitudes.
2018
2019
2020
2021
2022
Administration
Teachers
Staff
Interest survey PTO
Grants
After School Funds
-School Garden
-Club Days
CULTURE AND ENVIRONMENT GOAL
WE will strive to have a joyful and productive environment for all partners.
WE Student Outcome/Strategy WE ensure all students develop meaningful relationships, which are vital to engaging students in
purposeful learning.
WE Staff Outcome/Strategy WE staff participates in regular motivational and inspirational activities.
WE Community Outcome/Strategy WE maximizes opportunities to bring the community together.
WE Student Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding
Source
Accountability
Students will demonstrate an
appreciation for the diverse talents and
cultural perspectives of others.
2018
2019
2020
2021
2022
Administration
Teachers
Students
Engagement
After School Funds -Assemblies (Veteran‘s
Day, Black History
Month, International Day).
WE Staff Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding
Source
Accountability
Cultivate a teaching and learning
environment that welcomes and
celebrates the diversity of the WE
community.
2018
2019
2020
2021
2022
Administration
Teachers
Reading Coach
Staff
Sign-in sheets/Logs
Surveys
Title I
After School Funds
PTO
-Arts Day
-Monthly PTO meetings
-Rotary Readers
-University Partnerships
-Assemblies
-Family Curriculum
Nights
WE Community Strategy Action Step Timeline Responsibility Measure(s) of Progress Cost and Funding
Source
Accountability
Establish opportunities for all
stakeholders to use their unique talents
to promote a positive school culture and
exemplify the traits of the IB Learner
Profile and Attitudes.
2018
2019
2020
2021
2022
Administration
Teachers
Staff
PTO
Program/Assembly
Committee Team
Members
Volunteer sign-up
Community
engagement/Participation
PTO
After School Funds
-School Garden
-WE Fest
-Assemblies