blythewood middle school...1 blythewood middle school mrs. karis mazyck, principal 2351 longtown...
TRANSCRIPT
1
Blythewood
Middle School
Mrs. Karis Mazyck, Principal
2351 Longtown Road East
Blythewood, SC 29016
Version 2018/2019
Year 1 of 5-year term 2018/2019 - 2022/2023
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Table of Contents
School Renewal Plan Signature Page 3
Assurances for School Renewal Plans 4
Stakeholders Involvement for School Strategic
Plan
6
Mission, Vision, Values, and Beliefs 8
Needs Assessment Data 10
Executive Summary of Needs Assessment
Data Findings
16
Performance Goals and Action Plans 19
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SCHOOL STRATEGIC PLAN SIGNATURE PAGE
SCHOOL DISTRICT:
SCHOOL:
STRATEGIC PLAN FOR: (five years)
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.
Principal
Chairperson, School Improvement Council
Director of Planning
Chairperson, District Board of Trustees
School Read To Succeed Literacy Leadership Team Lead
Superintendent
Printed Name
Printed Name
Printed Name
Printed Name
Printed Name
Printed Name
Signature
Signature
Signature
Signature
Signature
Signature
Date
Date
Date
Date
Date
Date
Phone Website
Richland School District Two
Blythewood Middle School
2351 Longtown Road East
Blythewood, SC 29016
803-691-6850 www.richland2.org/bm
2018-19 / 2022-23
Baron R. Davis, Ph.D.
Karis Mazyck
Craig Plank
William Simon
Thomas Wright
Greta Carter
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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.
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.
X
X
X
X
X
X
X
X
X
X
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ASSURANCES FOR SCHOOL PLANS (Continued)
Parenting and Family Literacy: The school provides a four component program that integrates all of the
following activities: interactive literacy activities between parents and their children (Interactive Literacy
Activities); training for parents regarding how to be the primary teachers for their children and how to be full
partners in the education of their children (parenting skills for adults, parent education); parent literacy training
that leads to economic self-sufficiency (adult education); and an age-appropriate education to prepare children for
success in school and life experiences (early childhood education). Family Literacy is not grade specific, but is
generally most appropriate for parents of children at the primary and elementary school levels and below as well
as for secondary school students who are parents. Family Literacy program goals are to strengthen parental
involvement in the learning process of preschool children ages birth through five years; to promote school
readiness of preschool children; to offer parents special opportunities to improve their literacy skills and
education; to provide parents a chance to recover from dropping out of school; and to identify potential
developmental delays in preschool children by offering developmental screening.
Recruitment: The district makes special and intensive efforts to recruit and give priority to serving those
parents or guardians of children, age‟s birth through five years, who are considered at-risk of school failure. “At-
risk children are defined as those whose school readiness is jeopardized by any of, but not limited to, the
following personal or family situation(s): parent without a high school graduation or equivalency, poverty, limited
English proficiency, significant developmental delays, instability or inadequate basic capacity within the home
and/or family, poor health (physical, mental, emotional) and/or child abuse and neglect.
Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The school/district
ensures as much program effectiveness as possible by developing a district wide/school wide coordinated effort
among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First
Steps, Title I, and programs for students with disabilities.
Superintendent‟s Printed Name Superintendent‟s Signature Date
(for district and school plans)
Principal‟s Printed Name Principal‟s Signature Date
X
X
X
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STAKEHOLDER INVOLVEMENT
The following persons were involved in the development of the five (5)-year strategic plan.
1. PRINCIPAL Karis M. Mazyck
2. TEACHER Jill Lee
3. PARENT/GUARDIAN Ashton Carroll
4. COMMUNITY MEMBER Will Bonniville
5. SCHOOL IMPROVEMENT COUNCIL Thomas Wright
6. OTHERS* (May include school board members, administrators, School Improvement Council
members, students, PTO members, agency representatives, university partners, etc.)
POSITION NAME
Assistant Principal Sidney Johnson
Assistant Principal Robert Ratterree
Assistant Principal Greta Carter
PTO Co-President Monica Rasso
SIC Co-Chair Lisa Long Cotton
SIC Secretary Takisha Solomon
Career Development Facilitator Lara Schmitz
Technology Learning Coach Tyler Abernathy
Curriculum Effectiveness Specialist Denise Webster
Director of School Counseling Cheryl Canty-Williams
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*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.
STAKEHOLDER INVOLVEMENT (continued)
POSITION NAME
Parent Rose Holmes
Parent Pamela Davis
Teacher Ronald Moody
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Mission:
At Blythewood Middle School, our goal is to provide engaging and meaningful opportunities in a rigorous environment where relationships are built, success are celebrated and students are competitive in the 21st century. We develop global citizens of tomorrow - citizens who are prepared to lead and excel in their chosen pathways.
Our students are stronger because of the culture of community developed at Blythewood Middle School.
Our Core Values:LeadershipCharacter
CommunityJoy
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Blythewood Middle School was recently re-designated as a National School to Watch for the third time when visited in
October, 2016. As a four-time designated National School to Watch, Blythewood Middle School has maintained a level
of excellence in teaching students at the middle level.
The School Improvement Council of Blythewood Middle School also has been named as an Honor Roll School for the
SC-SIC Dick and Tunky Riley Award for School Improvement Council Excellence two years in a row, 2016 -2017 and
2017-2018..
Blythewood Middle School was named a 2016 Palmetto Gold and Silver Award winner for performance on the state
assessments in 2012-2013 and again in 2014-2015.
Finally, Blythewood Middle is proud to announce that the number of Junior Scholars has risen from 27 in 2015 and 22 in
2016 to 33 in 2017! This is a great achievement for our students and our faculty and serves as evidence of the growth
among our students.
Our students and faculty have also been named to numerous other awards and achievements that are listed below:
Verizon App Challenge Winners
Two school musicals: Annie Jr. & Willie Wonka Jr.
Honor Roll District Teacher of the Year
District Champions ~ Football, Volleyball, Girls Basketball, and Girls Soccer
SCASCD Emerging Leaders Recognition
Raised over $23,000 in past three years for Service Learning Projects
Superior Ratings in Band and Orchestra
Administrative Assistant Earned National Certification (National Association of Educational Office Professionals)
Professional Development School
2014 - 7 Duke Tip Recipients
2015 - 3 Duke Tip Recipients
2016 - 7 Duke Tip Recipients
Third Place, Science Fair Regional Award Winner
Superior Rating and Outstanding Tuba Section at Charleston Music Festival 2016
Student participation in District Honor Band, Region and Tri-DAC
State Finalist for Samsung Solve for Tomorrow Contest
First Place Student Winner for "Letters About Literature",SC State Library
Second Place District Finish for Quiz Whiz
Student selected to attend the kids "State Dinner" hosted by First Lady, Michelle Obama
Two students qualified in National Track & Field and competed in the Jr. Olympics in Humble, TX.
Student qualified as finalist for National Geography Bee in Chicago
National Qualified for 2015 Drive, Chip And Putt competition
Teacher selected to participate in National Endowment for the Humanities: Freedom for One, Freedom for All? Abolition
and Woman Suffrage at the Brooklyn Historical Society
Student selected to air her recipes on a major cable TV network
Teachers presenting at SCAMLE
At Blythewood Middle School, it is our goal to improve educational outcomes for our students by focusing on the
following stretch goals:
-Teaching across content areas/interdisciplinary study
-Citizenship and project based learning
-Students having more say-so/voice and decision-making and leadership activities
-Socially & culturally relevant teaching within our classes
-Greater emphasis on strategies to close the achievement gap
By addressing these goals, we are certain that we will continue to meet and exceed the Profile of the South Carolina
Graduate and prepare our students for college and career readiness
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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=M&d=4002&s=085
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 (6-8) 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 724 43.4% 745 58.3% 787 62.9%
Ethnicity
American Indian or Alaskan Native 1 -- 1 -- 1 --
Asian 15 40.0% 17 64.7% 19 78.9%
Black or African American 325 41.5% 338 52.1% 363 60.1%
Hispanic or Latino 23 34.8% 31 45.2% 38 60.5%
Native Hawaiian or Other Pacific Islander -- -- -- -- 1 --
Two or More Races 9 -- 25 80.0% 30 76.7%
White 351 46.2% 333 63.7% 335 64.2%
Gender
Female 332 45.8% 342 59.4% 396 67.2%
Male 392 41.3% 403 57.3% 391 58.6%
Reading
All Students 679 53.0% 744 56.3% 787 52.2%
Ethnicity
American Indian or Alaskan Native 1 -- 1 -- 1 --
Asian 15 53.3% 17 58.8% 19 36.8%
Black or African American 295 54.9% 337 53.4% 363 51.5%
Hispanic or Latino 19 52.6% 31 41.9% 38 57.9%
Native Hawaiian or Other Pacific Islander 1 -- -- -- 1 --
Two or More Races 8 -- 26 53.8% 30 66.7%
White 340 51.5% 332 60.5% 335 51.9%
Gender
Female 315 55.6% 341 58.1% 396 51.0%
Male 364 50.8% 403 54.8% 391 53.5%
-- Data not reported for subgroups less than 10 students.
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Summative Assessment Data
South Carolina READY
Tables 2.1 and 2.2 show the percent of students in grades 6 through 8 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.
Table2.1: Percent of Students (6-8) Who Scored Meets or Exceeds Expectations on SC Ready ELA by Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 777 48.2% 809 53.3%
Gender
Male 420 42.4% 401 46.9%
Female 357 54.9% 408 59.6%
Ethnicity
Hispanic or Latino 32 37.5% 40 57.5%
American Indian or Alaska Native 1 -- 1 --
Asian 19 0.0% 20 0.0%
Black or African American 359 29.5% 376 33.0%
Native Hawaiian or Other Pacific Islander 0 -- 1 --
White 339 67.0% 341 75.1%
Two or more races 25 40.0% 30 36.7%
Disability
Disabled 74 8.1% 76 13.2%
Not Disabled 703 52.3% 733 57.4%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 777 48.2% 809 53.3%
English Proficiency
Limited English Proficient 13 0.0% 14 0.0%
Non-Limited English Proficient 764 48.1% 795 53.6%
Poverty
Students in Poverty (SIP) 175 24.6% 201 33.8%
Non-Students in Poverty (SIP) 601 55.1% 606 59.9%
-- Data not reported for subgroups less than 10 students.
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Table 2.2: Percent of Students (6-8) Who Scored Meets or Exceeds Expectations on SC Ready Math by Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 778 47.5% 809 54.9%
Gender
Male 420 45.2% 401 53.6%
Female 358 50.3% 408 56.1%
Ethnicity
Hispanic or Latino 32 37.5% 40 60.0%
American Indian or Alaska Native 1 -- 1 --
Asian 19 0.0% 20 0.0%
Black or African American 360 28.1% 376 35.6%
Native Hawaiian or Other Pacific Islander 0 -- 1 --
White 340 66.8% 341 74.2%
Two or more races 25 44.0% 30 40.0%
Disability
Disabled 74 8.1% 76 10.5%
Not Disabled 704 51.7% 733 59.5%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 778 47.5% 809 54.9%
English Proficiency
Limited English Proficient 13 0.0% 14 0.0%
Non-Limited English Proficient 765 47.5% 795 54.7%
Poverty
Students in Poverty (SIP) 176 25.0% 201 34.3%
Non-Students in Poverty (SIP) 602 54.2% 606 61.9%
-- Data not reported for subgroups less than 10 students.
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SCPASS
Table 3.1: Percent of Students (6-8) Who Met or Exceeded Expectations on SCPASS Science by Subgroup
Subgroup 2015 2016 2017
Count Percent Count Percent Count Percent
All Students 765 77.0% 776 73.0% 809 63.1%
Gender
Male 415 74.7% 420 72.6% 401 62.1%
Female 348 79.9% 356 73.6% 408 64.0%
Ethnicity
Hispanic or Latino 23 34.8% 32 59.4% 40 67.5%
American Indian or Alaska Native 1 -- 1 -- 1 --
Asian 13 -- 18 -- 20 --
Black or African American 354 64.4% 360 57.2% 376 44.7%
Native Hawaiian or Other Pacific Islander 1 -- -- -- 1 --
White 354 89.3% 339 89.1% 341 81.2%
Two or more races 14 -- 25 48.0% 30 46.7%
Disability
Disabled 81 30.8% 74 27.0% 76 15.7%
Not Disabled 684 82.5% 702 77.9% 733 67.9%
English Proficiency
Limited English Proficient 10 -- 13 -- 14 --
Non-Limited English Proficient 755 77.1% 763 73.4% 795 63.1%
Poverty
Students in Poverty (SIP) 233 60.1% 176 49.4% 201 39.8%
Non-Students in Poverty (SIP) 530 84.5% 600 80.0% 606 70.8%
-- Data not reported for subgroups less than 10 students.
Standards and Scale Changed for 2017
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Table 3.2: Percent of Students (6-8) Who Met or Exceeded Expectations on SCPASS Social Studies by Subgroup
Subgroup 2015 2016 2017
Count Percent Count Percent Count Percent
All Students 765 81.1% 776 76.0% 809 78.2%
Gender
Male 415 80.9% 420 74.8% 401 77.5%
Female 348 81.9% 356 77.5% 408 78.9%
Ethnicity
Hispanic or Latino 23 43.5% 32 62.5% 40 82.5%
American Indian or Alaska Native 1 -- 1 -- 1 --
Asian 13 -- 18 -- 20 --
Black or African American 354 71.7% 360 62.8% 376 66.2%
Native Hawaiian or Other Pacific Islander 1 -- -- -- 1 --
White 354 90.7% 339 89.7% 341 89.4%
Two or more races 14 -- 25 48.0% 30 50.0%
Disability
Disabled 81 48.2% 74 33.8% 76 36.8%
Not Disabled 684 85.1% 702 80.5% 733 82.5%
English Proficiency
Limited English Proficient 10 -- 13 -- 14 --
Non-Limited English Proficient 755 81.2% 763 76.3% 795 78.3%
Poverty
Students in Poverty (SIP) 233 68.2% 176 54.0% 201 63.2%
Non-Students in Poverty (SIP) 530 87.2% 600 82.5% 606 83.2%
-- Data not reported for subgroups less than 10 students.
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School Climate
Table 4 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 4: 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 44 95.0% 52 88.4% 55 89.1%
Student 257 86.0% 208 81.7% 250 71.2%
Parent 181 94.0% 111 91.0% 121 85.1%
Satisfied with the Social and Physical Environment
Teacher 44 100.0% 52 90.4% 55 89.1%
Student 257 81.0% 208 83.6% 250 79.2%
Parent 181 92.0% 111 91.0% 121 86.7%
Satisfied with the School-Home Relations
Teacher 44 93.0% 52 100.0% 55 96.4%
Student 257 92.0% 208 80.8% 250 80.4%
Parent 181 73.0% 111 73.2% 121 73.3%
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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
Early Childhood/Primary (PK–2):
N/A
Elementary School (3-5)
N/A
Middle School (6-8)
“At Blythewood Middle School, our goal is to provide engaging and meaning opportunities in a rigorous environment
where relationships are built, successes are celebrated, and students are competitive in the 21st century. We develop
global citizens of tomorrow – citizens who are prepared to lead and excel in their chosen pathways. Our students are
stronger because of the culture of community developed at Blythewood Middle School.” With our mission statement
at the core of everything we do, teaching and learning remains our commitment to our students, parents and community
stakeholders.
At Blythewood Middle School, we understand the importance of data and the integral role that analysis of data plays in
the growth of our students. We analyze our state standardized test scores and our MAP (Measures of Academic
Progress) scores to address the issues and trends to better address our students‟ academic needs. We administer the
MAP tests three times during the school year (Fall, Winter, and Spring) to provide teachers with current and consistent
data that can assist them when making decisions about class placement, teaching and learning, and most importantly,
about the individual needs of each student.
Our Measure of Academic Progress (MAP) scores in Reading and Math, as well as the states science and SS
standardized tests, SC PASS, over a three year period (2014-2015 – 2016-2017) continue to show progress among all
subgroups. Our MAP scores do not show an achievement gap among any of our subgroups since MAP is based upon
individual students‟ progress. While BMS continues to outperform other middle schools in Richland School District
Two, and continues to demonstrate scores that are higher than the state‟s average scores on the South Carolina
standardized test, SC Ready, which was implemented during the 2015 -2016 school year, as well as SC PASS (in the
areas of Science and SS) an achievement gap is apparent among our African American students when compared to their
white counterparts. Additionally, an achievement gap is noted among our students with disabilities, as well as students
of poverty. With this information in mind, BMS will need to ensure that classroom teaching strategies, as well as the
assessments therein, are rigorous and more closely aligned to the types of questions on the SC Ready and SC PASS
assessments, as well as look for additional ways to ensure that we are teaching to the needs of our African American
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students, students of poverty, students with disabilities and differentiating instruction as needed. BMS will continue to
focus on goal setting with our students and ensuring that our students are knowledgeable about the various tests and the
purpose of these tests; continued professional development for our teachers and high expectations for all faculty/staff
and students is our goal as we continue to move our students to higher levels of content mastery.
High School (9-12)
N/A
Teacher/Administrator Quality
As our nation continues to face a teacher shortage, Richland School District Two and Blythewood Middle School
are also feeling the effects. With this in mind, a continued goal will be to recruit and retain qualified personnel. A
review of our most recent Report Card data reveals a decrease in the percentage of teachers returning from the previous
year, a decrease in the percentage of teachers with advanced degrees, and a slight decrease in the percentage of
teachers with continuing contracts. This stands to reason since as teachers retire, relocate, and/or leave the profession,
they tend to be replaced by newer teachers without advanced degrees and will generally not be on a continuing contract
unless they are already within the district and transferring from another school within the district.
At Blythewood Middle School, continued emphasis will be placed on recruiting, retaining and providing professional
development and training for our current staff such that we are able to ensure a highly qualified faculty/staff.
School Climate
School climate is an important factor in ensuring the overall academic success of our students. To this end, the
faculty/staff of Blythewood Middle School continue to analyze our report card as a means for improving our school
climate for students, faculty/staff and community stakeholders.
An analysis of our Parent Survey data over a 3-year period reveals that while Blythewood Middle School continues to
be above the district average on the following indicators: “I Am Satisfied With Home-School Relations At My Child‟s
School”; “I Am Satisfied With The Learning Environment At My Child‟s School”; “I Am Satisfied With The Social
And Physical Environment At My Child‟s School”, results have varied from year to year with some years higher results
than other years.
Further analysis of our Survey data from our students and teachers revealed similar results with Blythewood Middle
School exhibiting averages above those for other district middle schools on “Working Conditions/Leadership”, “Home-
School Relations”, “Instructional Focus”, “Resources”, “Physical Environment” and “Safety” for Teachers and “Home-
School Relations”; “Learning Environment”; and “Social and Physical Environment” for Students.
While our 3 year analysis reveals that our School Survey results are higher than other district middle schools,
Blythewood Middle School is aware that there is a continuous need to work on our school climate such that all
stakeholders can continue to feel a sense of overall pride and well-being in our school.
District Priorities
Our school district continues to seek innovative initiatives to ensure that the needs of every student are met. Those
initiatives that affect the middle school are AVID (Advancement Via Individual Determination), PBL (Project Based
Learning), MMGW (Making Middle Grades Work) and most recently, our Middle School Success Task Force
(MSSTF), designed for middle school principals along with small school-wide teams, working together with district
level staff. The MSSTF has begun looking at issues unique to middle schools within our district as a means for
combatting decreasing test scores and overall student survey results as it relates to “joy”, one of our district‟s “Four
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Squares: Character, Learning, Community, Joy” for student success. The MSSTF has identified as priority goals, true
teaming; professional learning communities; common planning periods; advisor/advisee periods, and teacher support
and retention with an emphasis on promoting positive school cultures. During the 2016-2017 school year, each middle
school principal, along with their administrative team was asked to select at least one priority for their school that they
would focus on for the year. The Blythewood Middle School administrative team focused on the following
areas: implementing with fidelity, Professional Learning Communities; ensuring that all students have an
advisor/advisee period to include the addition of clubs at least once per month during the school day and teacher
support and retention.
In effort to better prepare students for 21st century learning, Richland School District Two is a 1:1 School District. At
Blythewood Middle School, all of our students are afforded the opportunity to utilize Chromebooks. Our school works
to ensure ease of information dissemination between our students and teachers and therefore use one Learning
Management System - Google Classroom.
Finally, Richland School District Two, along with the State Department of Education, has mandated that every school
ensure compliance with the Read to Succeed Act. As part of the Read to Succeed Act, teachers must ensure proper
endorsements on their certificates. Additionally, Richland School District Two, as well as Blythewood Middle School
and every school within the district have developed a Reading Plan appropriate to the needs of the school. Blythewood
Middle School will implement this plan in effort to improve students‟ reading skills.
Gifted and Talented
At Blythewood Middle School, 30% of our students are State Identified as Gifted & Talented. In addition to State
Identification, students at Blythewood Middle School are able to enroll in Honors level courses based on district
specified performance criteria as it relates to Measures of Academic Progress (MAP) scores, State Standardized Test
Scores, proven academic performance in the subject/content area and/or teacher recommendation. In addition to
students meeting district level criteria for placement into these classes, waivers are permitted at the middle school level;
however, students must show academic potential before being permitted to waive into the course and all waivers
require principal approval. Additionally, parents must sign off on the waiver and acknowledge that they are aware that
their student does not meet all criteria for placement into the Honors level class. Blythewood Middle School also
offers High School credit for the following subjects: Algebra I, Geometry, CATE and Spanish. In order for students to
enroll in these courses, they must have taken the prerequisite courses to prepare them for placement into the
class. Twenty-two percent of students, grades 7th and 8
th, are enrolled in high school credit courses.
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Performance Goals and Action Plans
Learning Learning is the cornerstone on which all that we do in Richland Two is built. We strive to provide innovative learning environments in which all partners can acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.
ACHIEVEMENT GOAL
By the 2022 - 2023 school year, BMS will utilize multiple sources of data and provide and utilize engaging academic strategies to increase the percentage of students scoring Met or higher on SCREADY and SC PASS, and meeting their MAP growth goal by 3% each year.
By the 2022 - 2023 school year, BMS will maintain a professional learning environment for all faculty and staff members by increasing both professional development opportunities and showcasing professional accomplishments.
STUDENT OUTCOME STRATEGY = BMS students will become critical thinkers, collaborators, and
problem solvers to become global citizens.
STAFF OUTCOME STRATEGY = Our staff will participate in ongoing, relevant professional learning
experiences that will provide them with additional strategies for teaching every child.
COMMUNITY OUTCOME STRATEGY = BMS will connect and partner with community members as
means for exposing our students to a variety of gifts and talents.
20
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S):
MAP
Math - Percent of
Student Meeting
Fall to Spring
Growth 6th: 59.1 7th: 60.5 8th: 51.3
Reading - Percent
of Student Meeting
Fall to Spring
Growth 6th: 63
7th: 61.3 8th: 61.3
Projected Data
ELA
56.2
59.5
53
Math
63.7
61.6
48.1
ELA
59.2
62.5
56
Math
66.7
64.6
51.1
ELA
62.2
65.5
59
Math
69.7
67.6
54.1
ELA
65.2
68.5
62
Math
72.7
70.6
57.1
ELA
68.2
71.5
65
Math
75.7
73.6
60.1
Actual Data
DATA SOURCE(S):
SCPASS SS
6th: 88 7th: 79
8th: 67.4
Science: 6th: 65.2 7th: 64.4 8th: 59.5
Projected Data
SS
91
82
70.4
Science
68.2
67.4
62.5
SS
94
85
73.4
Science
71.2
70.4
65.5
SS
97
88
76.4
Science
74.2
73.4
68.5
SS
100
91
79.4
Science
77.2
76.4
71.5
SS
103
94
82.4
Science
80.2
79.4
74.5
Actual Data
DATA SOURCE(S):
ELA: Projected Data
Reading
66
Reading
69
Reading
72
Reading
75
Reading
78
21
Action Step Timeline Responsibility Estimate
d Cost
Funding
Source(s
)
Measure Accountability
(Evaluation)
Outcome
Analyze MAP data
three times a year
Sept - April
2018
2019
2020
2021
2022
2023
Administrative
Teams, Data Team,
Curriculum
Specialist, Faculty,
Technology
Learning Coach
NA NA At least 50% of the
student population
will meet their
growth goal.
Data Team and
Teachers
analyze MAP
data
immediately after
students
take the test.
Teachers review
with Curriculum
Specialist and
designated admin.
within
two weeks of
receiving results
and complete
MAP Analysis
Student
SCREADY 6th: 53.2
7th: 56.5
8th: 50.0
Math:
6th: 60.7
7th: 58.6
8th: 45.1
64.3
64.3
Math
62.1
63.5
54.3
67.3
67.3
Math
65.1
66.5
57.3
70.3
70.3
Math
68.1
69.5
60.3
73.3
73.3
Math
71.1
72.5
63.3
76.3
76.3
Math
74.1
75.5
66.3
Actual Data
DATA SOURCE(S): Opportunities to
Showcase
Professional
Accomplishmen
ts
1 Per
Year
Projected Data
1 2 3 4 5
Actual Data
22
reports.
Analyze MAP data to
determine tiered
support for students.
Oct & Jan
2018
2019
2020
2021
2022
2023
ELA & Math
Teachers; CES;
Administrative
Team
NA NA Students whose
scores measure
below the 25th
percentile, or drop
at least 6 points
from Fall, to
Winter.
During grade
level and/or
dept. PLC
meetings,
teachers will
determine Tier 2
& 3 students and
determine
additional
interventions for
these students as
needed.
Student
Utilize RIT bands to
group for
individualized
instruction
Aug & Jan
2018
2019
2020
Administrative
team, Curriculum
specialist, Faculty
NA NA 10 point RIT band
ranges are
identified using
reports from
NWEA to target
instructional needs
for student groups.
Teachers set
individualized
goals with
students within
two weeks of
receiving MAP
scores and adjust
instruction as
needed.
Reflections on
data are shared
and
adjustments/goals
are reviewed
during grade level
content meetings.
Information is
posted and
reviewed by
admin. team.
Student
Set yearly Sept. Administrative NA NA Growth goals set by Teachers review Student
23
individualized MAP
goals for students
2018
2019
2020
team, Curriculum
Specialist Faculty
ITS
NWEA based on
anticipated growth
for individual
students.
goals with
students at least
twice a year
Analyze SC PASS and
SC Ready data in core
areas and adjust
curriculum goals
Sept.
2018
2019
2020
Administrative
team, Curriculum
Specialist Faculty
Department
Leaders, Grade
level
NA NA Based on reported
findings by the SC
Department of
Education
Administrative
team analyses of
SC PASS, SC
Ready data over
several weeks and
adjusts
instructional
goals with
teachers
Student
Utilize grade
distribution and
analyze pass/failure
rate report to identify
students who need
academic assistance
and teachers who need
support
2018
2019
2020
2021
2022
2023
Administrative
team, Director of
Guidance,
Curriculum
Specialist, Faculty
ITS
NA NA Grade Distribution
Report from
Powerschool
Review grade
distribution
immediately after
grades are posted
and identify
students and
teachers who may
need
assistance.
Student
Implement school-
wide, AVID strategies
goals that the school
will strive to
implement school-
wide.
2018
2019
2020
2021
2022
2023
AVID Teacher;
Administrative
team; Faculty/staff
$5000 General
Fund
AVID best
Practices
AVID teacher
along with AVID
site demo. Team
and contact
administrator will
implement
school-wide goals
to aid in
increasing AVID
strategies on a
school-wide level.
Student
24
Continue to expand the
Honors program by
increasing rigor in
instruction and
encouraging student
performance on MAP
and state standardize
that will help students
meet Honors criteria.
2018
2019
2020
2021
2022
2023
Administrative
team, Curriculum
specialist Guidance
Faculty
NA NA District Honors
Criteria
Identify and track
students in
Honors classes
and consistently
monitor district
criteria for
placement into
Honors level
courses based
upon MAP and
state standardized
test
scores.
Student
Use instructional
strategies to engage
students in mastering
rigorous academic
content
2018
2019
2020
2021
2022
2023
Administrative
team Curriculum
specialist Faculty
NA NA 90% of classroom
observations,
weekly.
Lesson plans,
snap shots, and
classroom
observations
indicate that
teachers are using
a variety of
instructional
strategies.
Observations are
discussed by
administrative
team weekly
Student
Staff
Utilize current
curriculum mapping to
engage students in
thematic units based
on district, state and
national standards
2018
2019
2020
2021
2022
2023
Curriculum
specialist
Administrative
team
Team leaders
faculty
NA NA One per semester,
per team, per grade
level.
One Thematic
units planned by
each team each 9
weeks
Reviewed by
curriculum
specialist and
designated
administrator.
Student
Staff
25
As a 1:TWO:1
computing school,
utilize technology as
an authentic resource
2018
2019
2020
2021
2022
2023
Media Specialist
TLC
District technology
coordinator
NA NA At least 50% of
technology is used
as an authentic
resource.
SAMR
Framework
Student
Staff
Utilize a variety of
authentic assessments
2018
2019
2020
2021
2022
2023
Admin. Team
Curriculum
Specialist Faculty
NA NA Assessment Review
Protocol
Teachers
collaborate and
plan authentic
assessments
together.
Authentic
assessments are
peer reviewed.
Teachers set goals
on variety of
authentic
assessments to
use with thematic
lessons.
Staff
Use a variety of D. I.
instruction to provide
accelerated instruction
to prepare students for
high school and to
accommodate learning
styles
2018
2019
2020
2021
2022
2023
Curriculum
specialist
Administrative
team
Team leaders
faculty
NA NA 75% of all observed
lessons and lesson
plans weekly.
Lesson plans and
classroom
observations
indicate that
teachers are using
DI instruction.
Observations are
discussed by
administrative
team weekly
Staff
Implement the
teaching academic
vocabulary across all
content areas
2018
2019
2020
2021
Administrative
team; CES,
Literacy Team;
faculty
NA NA 100% of lesson
plans and
classrooms.
Review of lesson
plans; word walls
in classrooms
Staff
26
2022
2023
Develop and
implement a plan for
Silent Sustained
Reading.
Ongoing Administrative
team; CES, Media
Specialist; Literacy
Team; faculty
NA NA All Students
participate in SSR
weekly.
Grade-level plans
for implementing
school-wide SSR;
Staff
Develop and
implement a plan for
each grade- level
content area to read
one themed novel per
year and/or utilize
content area magazines
to enhance reading in
the content.
Aug./Sept.
2018
2019
2020
2021
2022
2023
Administrative
team; Media
Specialist; Literacy
Team; Media
Specialist; faculty
$1000 General
Fund
Grade Level Plans Novels and/or
magazine
subscriptions
ordered; plan by
grade-level
content area
provided for
reading within
the content
Staff
Identify students who
need extra help
through the
Blythewood Charger
Zone
Ongoing
2018
2019
2020
2021
2022
2023
Administrative
team Faculty
Guidance Students
$5000 At-risk
Funds
MAP growth from
Fall to Spring,,
SCPASS,
SCREADY are
above 50% (or
grow by 10%);
Grades are
improving each
marking period.
List of students
who are
participating in
Blythewood
Charger Zone.
Tracking of
students to make
sure that their
grade improves
and show growth
in MAP by
designated
administrator.
Students
Provide opportunity
for students to re-test
to demonstrate mastery
through the Rebound
program after school
Ongoing
2018
2019
2020
2021
2022
2023
Administrative
team Faculty
Guidance Students
NA NA Grade distribution
Reports
List of students
who are
participating in
Rebound
program.
Student
Maintain a record of
faculty and staff
Ongoing
2018
Admin. Team;
Faculty
NA NA 100% of faculty
offered appropriate
Admin Assistant
maintains records
Staff
27
documenting the
professional
development attended
2019
2020
2021
2022
2023
professional
development.
of professional
development
sessions
Individualize
professional
development in
technology on a
variety of competency
levels.
Ongoing
2018
2019
2020
2021
2022
2023
Principal
Administrative
team; Technology
Team Curriculum
specialist; Media
Specialist TLC
NA NA 90% use of
technology in
classroom
observations.
Lesson plans and
observations
should indicate
90% use of
technology to
create a
community of
learners
Staff
Designate biweekly
PLCs and dept.
meetings on how
Direct Instruction is
used to meet the
learning needs of
students in classroom
Ongoing
2018
2019
2020
2021
2022
2023
Curriculum
specialist
Administrative
team
Team leaders
faculty
NA NA 75% of classroom
observations
Lesson plans and
classroom
observations
indicate that
teachers are using
direct instruction
75% the time.
PLC agendas and
notes will entail
the use of DI and
its benefits to
students within
various RtI
groups.
Observations are
discussed by
administrative
team weekly
Staff
Provide special
programs for parents
such as parent
universities on high
school
Ongoing
2018
2019
2020
2021
Principal;
Administrative
team; Faculty
Guidance
NA A Number of parents
attending.
Establish baseline
and set goals.
Look for the
events that bring
out the most
Community
28
program, safe
technology, etc.
2022
2023
parents
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
By the 2022-2023 school year, BMS will increase the minimum service learning opportunities for all partners to participate in that fosters a positive school climate by 1 opportunity annually.
STUDENT OUTCOME STRATEGY= BMS students excel in developing and applying integrity, self-
direction, global perspectives, perseverance, work ethic, and interpersonal skills.
STAFF OUTCOME STRATEGY = Our staff will continue to nurture and strengthen positive character
while intentionally serving as role models.
COMMUNITY OUTCOME STRATEGY = We will work with our partners to provide opportunities for
students and staff to contribute to the global community.
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Minimum number of Opportunities for Partners to Participate
0 Per Year
Projected Data
1 per year 2 per year 3 per year 4 per year 5 per year
Actual Data
29
30
Action Step Timeline Responsibility Estimated
Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Infuse the “5
lifelong
guidelines” into
all aspects of our
counseling dept.
to develop
student character.
2018
2019
2020
2021
2022
2023
Faculty, Guidance
Leadership team
N/A N/A 100% of classroom
observations.
Posted in
classrooms,
included in lesson
plans, used in
conferences and
implemented as
consistently as
part of our
Character Awards
program.
Strategies
reviewed by
leadership team in
the summer
Students
Community
Staff
Continue to
implement BOLT
sessions under
new name
(Blythewood‟s
Own Life Skills
Training – new
name: Bringing
Organization &
Learning
Together) which
provides an adult
advocate for
students. BOLT
emphasis will use
“The Seven
Habits of Highly
2018
2019
2020
2021
2022
2023
Faculty, School
Counselors,
Administrative
team
N/A N/A Weekly
implementation
Agendas, Lesson
Plans of BOLT
Sessions,
Students
Community
Staff
31
Effective Teens”
and implement
this into the
BOLT
advisor/advisee
sessions.
Expand
opportunities for
students physical
activity
2018
2019
2020
2021
2022
2023
Healthy School
Comm.
Administrative
Team
School nurse PE
teachers
N/A N/A 100% of students have
opportunity for
physical activity
weekly
Documentation of
opportunities for
physical fitness
for all students
and participants
reviewed by
Health council in
fall of each year
and goals set
Students
Expand
Mentoring
program for first
year students and
teachers; teachers
who are new to
BMS; and
teachers that may
be experiencing
difficulty in the
classroom.
2018
2019
2020
2021
2022
2023
Mentor
Coordinator;
Admin Team
N/A N/A Teacher retention data
and selected items from
teacher survey
Documentation of
mentoring
programs
provided within
the school and
also by the
district.
Students
Staff
Continue to make
BMS an integral
part of the
Blythewood
community
2018
2019
2020
2021
2022
2023
Principal
Administrative
team
faculty
N/A N/A Students participate in
community events
annually.
Document the
variety of
opportunities that
BMS is involve
actively with the
community.
Students
Community
Staff
32
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.
TALENT GOAL
By the 2022-2023 school year, BMS will increase participation in service learning opportunities for all partners to participate in that fosters a positive school climate by 5% annually. STUDENT OUTCOME STRATEGY = Our students serve as ambassadors by exemplifying our Charger Core values (Be Present, Be Polite, Be Prompt, and Be Prepared) STAFF OUTCOME STRATEGY = Our staff will lead by exhibiting the charger core and modeling life skills for students to emulate. COMMUNITY OUTCOME STRATEGY = Our community recognize their role as valuable partners and participate with our staff and students in service learning.
Action Step Timeline Responsibility Estimated
Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Implement an
academic
mentoring program
aimed at providing
middle schools
students additional
supports between
2018
2019
2020
2021
2022
2023
Admin team
Guidance Career
Development
Facilitator
$1500 At-Risk
Funds
% of students
participating
Documentation of
students participating in
academic mentoring along
with partnership between
elementary and high
school
Students
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Percentage of partner participation
43%
Projected Data
48% 53% 58% 63% 68%
Actual Data
33
elementary and
high school
Provide a variety of
Mentoring
programs for
students such as
Roses, advisory
clubs,
administrative
BOLT sessions
2018
2019
2020
2021
2022
2023
Guidance
Faculty,
Administrative
team
N/A N/A Grades,
Discipline
Records, and
Attendance
records
Number of students
participating in mentoring
and documentation of
improvement in
academics, attendance,
and behavior.
Students
34
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.
CULTURE & ENVIRONMENT GOAL
By 2022-2023, BMS will increase the opportunities to strengthen strong character traits from
once weekly, to five days per week.
STUDENT OUTCOME = Students will have opportunities to learn and develop self-awareness of
themselves and others.
STAFF OUTCOME = BMS staff participate in character education and model positive behavior to
students.
COMMUNITY OUTCOME = We partner with the community to provide character education
programs, and we recognize community members who model positive behavior for our students
and staff.
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Minimum number of Opportunities for Partners to Participate
1 Per Week
Projected Data
1 per week
2 per week
3 per week
4 per week
5 per week
Actual Data
35
Action Step Timeline Responsibilit
y
Estimated
Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Implement an
advisor/advise
e program that
integrates the
“Seven Habits
of Highly
Effective
Teens.”
2018
2019
2020
2021
2022
2023
Admin team;
CES TOY;
Advisor/Advisee
Team; Faculty
$1500 General
Fund
Advisory offered daily. Documentation of
advisor/advisee
teams/schedules,
agendas, lesson plans,
goal planning sheets.
Review of
Advisor/advisee lesson
plan and goal sheets
reviewed by admin.
Survey students and
staff at end of year.
Students
Continue
consistency of
discipline
procedures
throughout
the building
emphasizing
the
characteristics
of “the five
lifelong
guidelines
2018
2019
2020
2021
2022
2023
Administrative
team; school
counselors; SDC
N/A N/A Reduction in
suspensions and
expulsions.
Analysis of types of
discipline infractions,
classroom
environments, focus on
five Lifelong guidelines
by administrative team
Staff
Provide a
variety of
guidance
programs on
such things as
bullying,
cyber safety,
etc.
2018
2019
2020
2021
2022
2023
Guidance
Leadership team
N/A N/A Number of programs
implemented annually.
Discipline records.
Student Culture and
Climate survey.
Documentation of types
of programs provided
and format.
Students
Continue to
offer
2018
2019
Health council
Nurse
N/A N/A Annual review of
programs offered
Offer at least one
program annually to
Staff
36
programs that
focus on
faculty and
staff health
such as :
Health
Updates,
nutrition,
weight loss,
wellness; etc
2020
2021
2022
2023
Administrative
team
support faculty and staff
health.
37
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
By the 2022-2023 school year, BMS will increase opportunities for stakeholder participation in
order to promote collaboration for creating a positive school environment by 5% annually.
STUDENT OUTCOME STRATEGY = Students will become global citizens by participating in causes
beyond themselves.
STAFF OUTCOME STRATEGY = Staff will serve and support the needs, demands, and efforts of
our community with congeniality and collegiality.
COMMUNITY OUTCOME STRATEGY = The community partnerships will support the faculty, staff
and students of BMS.
Action Step Timelin
e
Responsibility Estimate
d Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Minimum number of Opportunities for Partners to Participate
0 Per Year
Projected Data
1 per year 2 per year 3 per year 4 per year 5 per year
Actual Data
38
Continue to offer
after school tutoring
2018
2019
2020
2021
2022
2023
Administrative
team
Guidance
$7000 At-Risk funds Students
participating
maintain or
improve their
academic success
in all classes.
Number of
students
participating in
after school
program.
Tracking of their
success in
classroom by
assigned
administrator.
Students
Continue to provide
professional
development to all
staff while
improving best
practices of teachers
by being a part of
the PDS network
2018
2019
2020
2021
2022
2023
Principal Admin
Team CES
Faculty
$5000 General Fund PDS Annual
participation in
PDS conference
and sharing of
best practices
with faculty.
School
professional
development plan
with PDS
network
Staff
Display and
advertise projects in
the community
2018
2019
2020
2021
2022
2023
Principal
Administrative
team; Faculty
N/A N/A Number of
businesses that
are displaying
project of BMS
students.
Principal reviews
in summer of
each year
Staff
Students
Community
Provide
opportunities for
BMS to perform in
the
community(Rotary,
Lions, Christmas
parade, Christmas
tree lighting,
athletic events etc)
2018
2019
2020
2021
2022
2023
Principal
Administrative
team; Faculty
N/A N/A Number of
events in the
community that
involve MS
students
Principal reviews
in summer of
each year
Staff
Students
Community
39
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.
TALENT GOAL
By the end of their 8th grade year, BMS will provide opportunities and support to each student’s intellectual, social, and physical development by helping students identify at least one area of talent or interest as evidenced by their IGP plan.
STUDENT OUTCOME STRATEGY = Student talents will be nurtured and shared with the community.
STAFF OUTCOME STRATEGY = We offer a wide variety of classes and clubs to nurture the interest and talents of all students.
COMMUNITY OUTCOME STRATEGY = We utilize the community to share their expertise in their various fields.
Action Step Timeline Responsibility Estimated
Cost
Funding
Source(s)
Measure Accountabilit
y
(Evaluation)
Outcome
Empower teachers
to take active roles
in committees that
set high
2018
2019
2020
2021
Administrative
team; Team
leaders; Faculty
N/A N/A 100% of teachers Document that
all teachers have
an active role in
setting high
Staff
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): IGP Plans % of students who have identified one area of talent or interests
0%
Projected Data
20% 40% 60% 80% 100%
Actual Data
40
expectations
(MMGW, Literacy,
Technology, Data
Team etc.) for
BMS
2022
2023
expectations.
Prin. Reviews in
the summer of
each year
Participate in job
fairs and minority
recruitment
2018
2019
2020
2021
2022
2023
Admin Team N/A N/A 100% participation
rate
Admin Team will
participate in all
job fairs.
Staff
Help make all
parents participants
in BMS (IGP plans,
ConnectEd, Blog,
parent universities,
etc.)
2018
2019
2020
2021
2022
2023
Admin Team;
Faculty
N/A N/A Maintain or expanded
parent participation
rate.
Document parent
involvement in
all activities at
BMS.
Student
Achieve additional state and national awards
2018 2019 2020 2021 2022 2023
Admin Team; Faculty
N/A N/A Pursue awards annually.
Documentation of teacher awards, presentations., publications, state and national recognitions
Community
41
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.
CULTURE & ENVIRONMENT GOAL
By the 2022-2023, BMS will increase stakeholder participation in school sponsored events
by 5% annually in order to promote collaboration among all stakeholders in order to build
and add to our collective knowledge and expertise.
STUDENT OUTCOME STRATEGY = All students are provided with engaging and meaningful
opportunities in a rigorous environment.
STAFF OUTCOME STRATEGY = Staff will work with community partners to build effective and
meaningful relationships.
COMMUNITY OUTCOME STRATEGY = We will work collectively to benefit the needs of those
within and outside our community.
Action Step Timeline Responsibility Estimated
Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Connect service
learning 2018 2019
Faculty
Leadership Team
N/A N/A Students have at least
one service learning
Number of students
who participate in
Students
Staff
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Percentage of partner participation at event using Partner Sign-Ins
54%
Projected Data
59% 64% 69% 74% 79%
Actual Data
42
experiences with
community,
national and
global issues
2020 2021 2022 2023
project annually. service learning.
Documentation in
lesson plans.
Reviewed by
leadership team each
summer
Community
Utilize
technology (web
site, blogs,
portals, etc. to
market BMS
2018 2019 2020 2021 2022 2023
Principal
Administrative
team
Faculty ITS
N/A N/A 100% utilization of
available to BMS
marketing channels.
List of technologies
used and document
the utilization of the
technology by
parents.
Community
Invite the
community into
BMS( Honor Roll
Parade, Veterans
Day,
professionals,
grandparents, etc
2018 2019 2020 2021 2022 2023
Principal
Administrative
team; Faculty
N/A N/A 100% events have at
least one community
partner in attendance.
Expand the number of
community and
parents that visit the
school. Document
through lobby guard.
Principal reviews in
summer of each year
Community
Review strategic
plan with
stakeholders in
the Spring & Fall
of each year
2018 2019 2020 2021 2022 2023
Admin., SIC, PTO N/A N/A Strategic plan
reviewed in fall of
each year with SIC
and PTO
Documented in
meeting minutes.
Community
Staff
Provide link to
updated annual
report to parents
2018 2019 2020 2021 2022 2023
Admin, SIC, PTO,
TLC
N/A N/A Annual report updated
yearly.
Annual report housed
on school website.
Community
43
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 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
By the 2022-2023 school year, BMS will increase opportunities to recognize partner contributions and achievements in the BMS community on a quarterly basis. Partner participation will increase by 3% each year.
STUDENT OUTCOME STRATEGY = BMS will celebrate and recognize the achievements of all students, faculty, and staff.
STAFF OUTCOME STRATEGY = BMS faculty and staff will consistently look for ways for parents,
students, and community members to experience joy while being a part of the Charger family.
COMMUNITY OUTCOME STRATEGY = BMS will foster a joyful and productive environment for all
Charger families and community stakeholders.
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Minimum number of Opportunities for Partners to Participate per quarter
4 Per Year
Projected Data
7 per year 10 per year
13 per year
17 per year
20 per year
Actual Data
44
Action Step Timelin
e
Responsibilit
y
Estimated
Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Celebrate the
success of students
through a variety of
venues: Honor Roll
Parade; Character
Awards, MAP
Incentive
Celebration;
Charger
Spotlight; Moving
Up
2018
2019
2020
2021
2022
2023
Faculty
Leadership
Team
N/A N/A 100% of students
celebrated for some
success.
Documentation of
variety of venues
used to celebrate
students success
and number of
students
recognized.
Students
Community
Recognize teachers
for Best Practices,
promoting the
culture of the
school and teachers
who “go the extra
mile” for the
school
2018
2019
2020
2021
2022
2023
Principal and
administrative
team
N/A N/A Celebrate teachers
weekly.
Faculty and In-
service agendas.
List of teachers
recognized
Staff
45
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 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.
TALENT GOAL
By the 2022-2023, BMS will increase opportunities for our stakeholders to express joy while learning and working on the BMS campus on a monthly basis. Student and teacher satisfaction as expressed on the Report Card Survey will increase 2% yearly. STUDENT OUTCOME STRATEGY = BMS will recognize and celebrate student achievements both in and out of the classroom through a variety of opportunities STAFF OUTCOME STRATEGY = BMS will recognize and celebrate the value and achievements of all faculty and staff through a variety of activities. COMMUNITY OUTCOME STRATEGY = BMS will invite and encourage community involvement in school activities and celebrations.
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): SCDE School Climate Teacher Survey
89.1
Projected Data
91.1% 93.1% 95.1% 97.1% 99.1%
Actual Data
DATA SOURCE(S): SCDE School Climate Student Survey
71.2%
Projected Data
73.2% 75.2% 77.2% 79.2% 81.2%
Actual Data
46
Action Step Timeline Responsibilit
y
Estimated
Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Provide a variety
of extra-curricular
opportunities for
all students
2018
2019
2020
2021
2022
2023
Guidance
Administrative
team
N/A N/A 100% of all
students have
opportunity to
participate in
extracurricular
activities.
Documentation of
students involved in
extracurricular
activities and analyze
to make sure all
students have an
opportunity for
involvement
Evaluated each
summer by
leadership team and
determine new
opportunities for
students
Students
Provide a variety
of athletic and club
opportunities for
students
2018
2019
2020
2021
2022
2023
Athletic Director
Guidance
Administrative
team
N/A N/A 100% of students
have opportunities
to participate in
club and/or athletic
teams.
List of students
involved in athletic
teams and other
clubs.
Students
Utilize Blythewood
business areas to
recognize students
2018
2019
2020
2021
2022
2023
Principal
Administrative
team; Faculty
N/A N/A Maintain or
increase number of
businesses
recognizing
students.
Number of
businesses
recognizing students.
Students
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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 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.
CULTURE & ENVIRONMENT GOAL
By the 2022-2023 school year, BMS will increase stakeholder participation in school sponsored events by 5% annually in order to promote a positive and productive environment among all partners in effort to build and add to our students’ sense of belonging. STUDENT OUTCOME STRATEGY = BMS will create a positive and productive environment
where students feel a sense of belonging in order to facilitate student learning.
STAFF OUTCOME STRATEGY = BMS Staff will recognize and celebrate personal and
professional achievements.
COMMUNITY OUTCOME STRATEGY = The BMS family will maximize opportunities to bring the
community together.
AVERAGE BASELINE
2018-19 2019-20 2020-21 2021-22 2022-23
DATA SOURCE(S): Percentage of partner participation at event using Partner Sign-Ins
54%
Projected Data
59% 64% 69% 74% 79%
Actual Data
48
Action Step Timeline Responsibility Estimate
d Cost
Funding
Source(s)
Measure Accountability
(Evaluation)
Outcome
Celebrate major
accomplishments
of teachers
2018
2019
2020
2021
2022
2023
Principal and
administrative
team
N/A N/A 100% Celebration of
documented major
accomplishments.
Faculty Meeting
agendas and list of
teachers
recognized
Staff
Continue to
celebrate teaching
through a variety
of events
traditional events
such as special
dinners, etc.
2018
2019
2020
2021
2022
2023
Principal and
administrative
team
$2000 Charger Pride Celebrate teaching
semiannually.
Administrative team
review activities
each summer
Staff