dr. phinnize j. fisher middle school · dr. phinnize j. fisher middle school ... 17 school renewal...

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DR. PHINNIZE J. FISHER MIDDLE SCHOOL

Greenville County Schools

700 Millennium Blvd.

Greenville, South Carolina 29607

864-452-0800

Grades 6 – 8

Grade 6 2014 - 2015

Grades 6 - 7 2015 - 2016

Grades 6 - 8 2016 - 2017

2014 - 2015

W. Burke Royster, Superintendent Jane Garraux, Principal

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Table of Contents

Title Page ................................................................................................ 1

Table of Contents .................................................................................... 2

Cover Page .............................................................................................. 3

Stakeholder Involvement ........................................................................ 4

Assurances............................................................................................... 5

Introduction ............................................................................................. 7

Executive Summary ................................................................................ 9

School Profile .......................................................................................... 10

Mission, Vision, Beliefs .......................................................................... 16

Needs Assessment ................................................................................... 17

School Renewal Plan .............................................................................. 18

Professional Development Plan .............................................................. 29

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SDE COVER PAGE

(Mandated Component)

REQUIRED - SCHOOL INFORMATION AND SIGNATURES

SCHOOL: Dr. Phinnize J. Fisher Middle

DISTRICT: Greenville County Schools

SCHOOL RENEWAL PLAN FOR YEARS: 2015-16 through 2017-18

SCHOOL RENEWAL ANNUAL UPDATE FOR: 2015-16 (one year)

Assurances

The school renewal plan, or annual update of the school renewal plan, includes elements required by the Early

Childhood Development and Academic Assistance Act of 1993 (Act 135) and the Education Accountability Act

of 1998 (EAA) (S.C. Code Ann. §§ 59-18-1300 and 59-139-10 et seq. (Supp. 2004)). The signatures of the

chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the school

improvement council are affirmation of active participation of key stakeholders and alignment with Act 135 and

EAA requirements.

CHAIRPERSON, BOARD OF TRUSTEES

Mrs. Lisa Wells

PRINTED NAME SIGNATURE DATE

SUPERINTENDENT

Mr. W. Burke Royster


CHAIRPERSON, SCHOOL IMPROVEMENT COUNCIL

Andy Casto-Waters


PRINCIPAL

Jane Garraux


SCHOOL ADDRESS: 700 Millennium Blvd Greenville, SC 29607

SCHOOL’S TELEPHONE: (864) 452-0800

PRINCIPAL’S E-MAIL ADDRESS: [email protected]

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SDE STAKEHOLDER INVOLVEMENT PAGE


List the name of persons who were involved in the development of the school renewal plan. A participant for

each numbered category is required.

POSITION NAME

1. PRINCIPAL Jane Garraux

2. TEACHER Serena Cox

3. PARENT/GUARDIAN Jerry Blassingame

4. COMMUNITY MEMBER Cassie Quigley

5. SCHOOL IMPROVEMENT COUNCIL Andy Casto-Waters

6. OTHERS* (May include school board members, administrators, School Improvement Council

members, students, PTO members, agency representatives, university partners, etc.)

POSITION NAME

School Improvement Council Augustus Dicks

School Improvement Council Michelle Kirby

Assistant Principal Michael Parker

Math Department Head Kim Skipper_____

English Language Arts Department Head Gage McAngus___________

Social Studies Department Head Ben Whitley

*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.

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SDE ASSURANCES


Act 135 Assurances

Assurances, checked by the principal, attest that the district complies with all applicable Act 135 requirements.

_____ Academic Assistance, PreK–3

The school makes special efforts to assist children in PreK–3 who demonstrate a need for extra or

alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and

group remediation).

_____ Academic Assistance, Grades 4–12

The school makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or

alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and

group remediation).

_____ Parent Involvement The school encourages and assists parents in becoming more involved in their children’s education.

Some examples of parent involvement initiatives include making special efforts to meet with parents at

times more convenient for them, providing parents with their child’s individual test results and an

interpretation of the results, providing parents with information on the district’s curriculum and

assessment program, providing frequent, two-way communication between home and school,

providing parents an opportunity to participate on decision-making groups, designating space in

schools for parents to access educational resource materials, including parent involvement expectations

as part of the principal’s and superintendent’s evaluations, and providing parents with information

pertaining to expectations held for them by the school system, such as ensuring attendance and

punctuality of their children.

_____ Staff Development The school provides staff development training for teachers and administrators in the teaching

techniques and strategies needed to implement the 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 integrates technology into professional development, curriculum development, and

classroom instruction to improve teaching and learning.

N/A___ Innovation The school uses innovation funds for innovative activities to improve student learning and accelerate

the performance of all students. Provide a good example of the use of innovation funds.

_____ Recruitment

The district makes special and intensive efforts to recruit and give priority to serving those parents or

guardians of children, ages birth through five years, who are considered at-risk of school failure. “At-

risk children are defined as those whose school readiness is jeopardized by any of, but no limited to,

the following personal or family situation(s): Educational level of parent below high school graduation,

poverty, limited English proficiency, significant

developmental delays, instability or inadequate basic capacity within the home and/or family, poor

health (physical, mental, emotional) and/or child abuse and neglect.

_____ Collaboration

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The school (regardless of the grades served) collaborates with health and human services agencies

(e.g., county health departments, social services departments, mental health departments, First Steps,

and the family court system).

_____ Developmental Screening The school ensures that the young child receives all services necessary for growth and development.

Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental

levels. This program normally is appropriate at primary and elementary schools, although screening

efforts could take place at any location.

_____ Half-Day Child Development The school provides half-day child development programs for four-year-olds (some districts fund full-

day programs). The programs usually function at primary and elementary schools, although they may

be housed at locations with other grade levels or completely separate from schools.

_____ Developmentally Appropriate Curriculum for PreK–3 The school ensures that the scope and sequence of the curriculum for PreK–3 are appropriate for the

maturation levels of students. Instructional practices accommodate individual differences in maturation

level and take into account the student's social and cultural context.

_____ Parenting and Family Literacy The school provides a four component program that integrates all of the following activities:

interactive literacy activities between parents and their children (Interactive Literacy Activities); training

for parents regarding how to be the primary teachers for their children and full partners in the

education of their children (parenting skills for adults, parent education); parent literacy training that

leads to economic self-sufficiency (adult education); and an age-appropriated education to prepare

children for success in school and life experiences (early childhood education). Family Literacy is not

grade specific, but generally is most appropriate for parents of children at the primary and elementary

school levels and below, and for secondary school students who are parents. Family Literacy program

goals are to strengthen parent involvement in the learning process of preschool children ages birth

through five years; promote school readiness of preschool children; offer parents special

opportunities to improve their literacy skills and education, a chance to recover from dropping out of

school; and identify potential developmental delays in preschool children by offering developmental

screening.

_____ Coordination of Act 135 Initiatives with Other Federal, State, and District Programs The district ensures as much program effectiveness as possible by developing a district-wide/school-

wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with

programs such as Head Start, First Steps, Title I, and programs for students with disabilities.

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Introduction

Greenville County Schools’ Planning and Demographic Department, through the development process for the

Long Range Facilities Plan, proposed the opening of a new middle school, to open in August of 2014. The

school opening was proposed in order to provide relief for five overcrowded middle schools.

Greenville County Schools understands the necessity to prepare students to lead the United States and the world

in the 21st Century with the ability to compete in the global marketplace. In order to realize this goal, the

District accepted the responsibility to provide students with educational opportunities that include a solid

foundation in Science, Technology, Engineering, the Arts, and Math. The opening of the new middle school

was an initial step in accomplishing this goal.

The school was named in honor of Dr. Phinnize J. Fisher, the ninth Superintendent of the School District of

Greenville County. Dr. Fisher served in the capacity of Superintendent from May 2004 – April 2012. Dr.

Fisher’s lifelong career in education began in 1969. She served as a teacher, principal, Assistant/Associate

Superintendent, Deputy Superintendent of Operations, Chief of Staff and Superintendent.

Dr. Fisher championed high academic rigor, relevance for students, and enhanced student opportunities. Her

educational philosophy focused on connecting children to the purpose of learning and helping them understand

how success relates to a meaningful, fulfilling, and successful life. Dr. Fisher’s vision, determination, and

advocacy for innovative programs for our children persuaded the Greenville County Schools Board of Trustees

to approve the naming of the school in her honor. Additionally, the school was designated as a Science,

Technology, Engineering, Arts, and Math (STEAM) focused curriculum, furthering the innovative

foreknowledge of both the District leadership and Dr. Fisher.

As a relief school for five middle schools, the District, with input from community stakeholders, developed a

comprehensive student population plan. The population plan included the following: priority for students

attending one of the five overcrowded middle schools: Beck Academy, Bryson Middle School, Hillcrest Middle

School, Mauldin Middle School, and Riverside Middle School. The proposal projected the school’s capacity to

be 1000 students with approximately 340 students recommended for attendance the inaugural year.

The District’s Academic Department recommended the school open in 2014 – 2015 with a 6th grade class only,

adding 7th grade in 2015 – 2016 and 8th grade in 2016 – 2017. This grade phase-in plan would benefit

students and staff in a number of ways.

• Students and staff will have the time to make the necessary adjustments to the STEAM concept by developing

learning communities, creating a culture of collaboration, and emphasizing all areas of the STEAM curriculum.

These goals are more likely to be accomplished by giving the staff the opportunity to focus on one grade level at

a time, until the learning communities, culture, and curriculum are established.

• The STEAM curriculum model should be supported by the Academics department through a partnership with

the school’s instructional leadership team. The opportunity to phase-in one grade level each year provides time

for a focused collaboration with teachers, by grade level, on curriculum development.

• The goals of Fisher Middle School include developing relationships with numerous community partners,

including Clemson University. Phasing the grade start for students would provide an enhanced opportunity to

focus work with Clemson on developing a STEAM certification area, as well as other professional development

activities.

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The Academic Department also recommended that the curriculum be designed to facilitate a smooth transition

for incoming 6th graders with or without prior experience in a project-based, STEAM environment.

The Dr. Phinnize J. Fisher Middle School Student Population Plan is as follows:

I. Assigned Attendance Area (N = 90 students)

A. Approximately 90 students will attend the school based on an assigned geographic attendance

area in close proximity of the school. This number is projected to increase.

II. Priority Relief Choice (N = 190 students)

A. Rising 6th grade students from A.J. Whittenberg Elementary School who also reside in the

priority relief choice schools’ attendance area.

B. All remaining II seats will be filled by rising 6th grade students who reside in one of the priority

relief choice schools’ attendance areas. If more requests are received than seats available, a

random selection lottery will occur.

III. Change in Assignment Choice (N = 60 students)

A. Up to 30 rising 6th grade students from A.J. Whittenberg Elementary may attend through the

Change in Assignment Choice process.

B. All remaining III seats will be filled using the Districts’ Change in Assignment Choice process,

for rising 6th graders from across the District who neither come from A.J. Whittenberg

Elementary nor reside in the area of the five priority relief middle schools.

IV. Lateral entries for the 7th and 8th graders after the first year, if space is available, will be allotted to

students residing in the five priority relief middle schools.

Notes:

A) As the attendance areas and/or priority middle schools’ student populations increase, the availability for

students to participate in choice from other areas of the school district decrease

B) Parents with students attending on either priority relief choice or change in assignment must provide

their own transportation.

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Executive Summary

Dr. Phinnize J. Fisher Middle School opened in August, 2014 with an inaugural sixth grade class. Opening a

new school is challenging on its own; opening a new school with an innovative focus and curriculum is even

more challenging. Our students began the year with the elementary school to middle school transition. They

were then introduced to an eight period schedule which included academic related arts classes, an alternating

block schedule with ninety minute periods, a one-to-one laptop program and a project-based learning model.

Despite these initiatives, our students have adapted well and are thriving. All of our stakeholders have worked

together and are to be commended for their commitment to the overall success of our school.

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School Profile

Dr. Phinnize J. Fisher Middle School

700 Millennium Blvd.

Greenville, SC 29607

Telephone: (864) 452-0800

Fax: (864) 452-0890

www.greenville.k12.sc.us/fisher/index.asp

Student Enrollment

Year Grade Levels Actual Enrollment Projected Enrollment

2014-2015 Grade: 6 336

2015-2016 Grades: 6-7 670

2016-2017 Grades: 6-8 1000

Student Demographics

2014-2015

Male 58.0%

Female 42.0%

White 56.5%

African-American 30.5%

Hispanic 5.6%

Asian 4.1%

Other 0.4%

Free/Reduced Lunch 34.0%

Limited English Proficiency 5.0%

Faculty Profile

2014-2015

Administrators 3

Teachers 20

Guidance Counselor 1

Media Specialist 1

Support Staff 16

http://www.greenville.k12.sc.us/fisher/index.asp

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Facilities

Opened in August 2014

Nine learning communities – three learning communities per floor

Each learning community includes: two learning studios, a STEAM studio, a seminar room, a commons

area, two small collaboration rooms, and a digital lab

Each floor includes an additional lab and a prototype gallery

A predominantly digital Media Center

Exposed building areas for observational learning

Fine Arts wing – band room, chorus room, ensemble room, piano lab, two practice rooms, and a Fine Arts

commons area

Gymnasium with a stage

Indoor and outdoor amphitheaters

Open courtyard

School Features/Programs

Science, Technology, Engineering, ARTS, Math (STEAM) focused curriculum

Project-based learning instructional format

Eight period, alternating block schedule with four ninety-minute periods per day

One-to-one laptop initiative

Educational Partnership with Clemson University

Community Service Learning requirement - annually

Related Arts Program: art, chorus, band, computer technology, piano keyboarding, robotics, video gaming

Academic Related Arts Program: creative writing, speech and drama, public speaking, Broadcast

Journalism, Journalism

Gifted and Talented (GT) Program

Advanced courses in math and English Language Arts

National Board Certified Teachers (6)

Active PTSA/SIC

Parent, Teacher, Student Association (PTSA)

The Parent, Teacher, Student Association (PTSA) at Dr. Phinnize J. Fisher Middle School was adopted at our

first general meeting in April 2014. As an organization governed by the State and National organizations,

Fisher Middle School embraced the mission, vision, and values:

The overall purpose of PTSA is to make every child’s potential a reality by engaging and empowering families

and communities to advocate for all children.

The purposes of the South Carolina PTSA are:

To promote the welfare of children and youth in home, school, community, and place of worship.

To raise the standards of home life.

To secure adequate laws for the care and protection of children and youth.

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To bring into closer relation the home and the school, so that parents and teachers may cooperate intelligently in

the education of children and youth.

To develop between educators and the general public such united efforts as will secure for all children and

youth the highest advantages in physical, mental, social and spiritual education.

PTSA Values

Collaboration: We work in partnership with a wide array of individuals and organizations to accomplish our

agreed-upon goals.

Commitment: We are dedicated to promoting children’s health, well-being, and educational success through

strong parent, family, and community involvement.

Accountability: We acknowledge our obligations. We deliver on our promises.

Respect: We value our colleagues and ourselves. We expect the same high quality of effort and thought from

ourselves as we do from others.

Inclusivity: We invite the stranger and welcome the newcomer. We value and seek input from as wide a

spectrum of viewpoints and experiences as possible.

Integrity: We act consistently with our beliefs. When we err, we acknowledge the mistake and seek to make

amends.

The Dr. Phinnize J. Fisher PTSA Board members include the following members, per election guidelines:

Jerry Blassingame, President

Kirsten Small, VP Ways and Means

Tiffany Scott, VP Programs

Mary Green, VP Communications

Shonette Sullivan, Treasurer

Joy Rohrbaugh, Teacher Liaison

School Improvement Council

One of the many ways parents can contribute to the successful operation of a school is by serving on the School

Improvement Council (SIC). The core function of the SIC is to work together to develop goals in the

implementation and evaluation of the School Improvement Plan. The SIC is responsible for gathering

information about the actions taking place and the progress realized in achieving its goals. Additionally, the SIC

may provide assistance in school initiatives and/or any school site related issues that arise.

Members of the SIC include the principal, parents, teachers, and community leaders. Parents are selected for the

SIC through an election conducted at a parent meeting. For our inaugural year, 2014 – 2015, the Fisher Middle

School SIC will include the following:

Jane Garraux, Principal

Jerry Blassingame, PTSA President

Business Representative, Amy Bulger, Clemson University ICAR

Serena Cox, Teacher

Judy Harrington, Teacher

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Michelle Kirby, Teacher

Augustus Dicks, Parent

Katrina Robinson, Parent

Andy Casto-Waters, Parent

Partnerships

The goal of Dr. Phinnize J. Fisher Middle School is to provide the students with authentic learning experiences

that will not only enhance their Middle School education but also point them in the right direction regarding

their career choices. Through partnerships with local businesses and other agencies, the students at Dr.

Phinnize J. Fisher Middle School have unique opportunities for authentic learning.

Partnership Events

August 29, 2014: The students at Dr. Phinnize J. Fisher Middle School had an opportunity to ride paracycling

bikes which were used in the World Championships held on the CU-ICAR campus. Students also met and

interacted with Para-Cyclists from the Roger C. Peace team sponsored by the Greenville Health System.

October 2014: Students in Mrs. Harrington's Art Class and Mrs. O’Malley’s Computer Technology Course

worked with representatives from The Children's Museum of the Upstate to learn about Astrophotography.

Students learned how to layer RGB profiles to create full color images out of black and white images captured

by NASA's Satellites. Students then attended a breakfast at The Children's Museum of the Upstate where their

artwork was unveiled.

November/December 2014: Students in Service Learning designed ornaments to decorate a Christmas Tree in

the Hyatt in downtown Greenville. Each Service Learning class voted on a class design and Matt Luther from

TPM came in to discuss the 3D Design Process to the students. Each design was transformed into a 3D

ornament and sold for $10.00 each. TPM covered the print cost and all monies raised were donated to the

American Heart Association. The grand total of the donation was $840.00!

December 19, 2014: Students Demonstrated Zikes at Children's Hospital Donation Event.

January 30, 2015: Students worked with their mentors from various STEAM fields across the upstate.

Mentor Program

The purpose of the Mentor Program at Dr. Phinnize J. Fisher Middle School is to provide students an

opportunity to learn about a STEAM career that interests them. Students take part in a career day/mentor fair

experience at the beginning of the year and rank the participating businesses based on their interest. The

Guidance Counselor and Program Director at Fisher Middle worked to provide a variety of career options in

order to appeal to all students. The following companies have taken part in the inaugural Mentor Program at Dr.

Phinnize J. Fisher Middle School:

Fluor Sage Automotive

CU-ICAR Hubbell Lighting

TD Bank Michelin

Peace Center Carolina Ballet Theatre

ReWa Greenville County Facilities Department

McMillan Pazdan Smith

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Approximately 30 students work with each company represented at the Mentor Fair at the beginning of the year.

The goal is to have one mentor for every ten students working together. Mentors meet with the students

quarterly for one hour. During this time, the mentors work with students on projects reflecting a scenario that

would be present in their profession. In the inaugural year, students have stated they enjoy the approach to the

program because it allows them experiences in an areas of individual interest; allows them to see how Science,

Technology, Engineering, the Arts, and Mathematics are related in all types of careers; and it provides them a

hands-on learning experience instead of a direct lecture. Mentors from the various businesses represented have

stated that working with smaller numbers of students that have an interest in their field of work; working on a

project that reflects their daily role; and having the opportunity to see the students four times throughout the

year has made it easy for them to take on a mentor role at Dr. Phinnize J. Fisher Middle School.

Some examples of the scenarios that students are engaged in can be found below:

Scenario 1:

The staff and students of Dr. Phinnize J. Fisher Middle School have requested an addition to the school’s

facility. In order to better understand the lifecycle of plants, the school is requesting that a greenhouse building

be constructed on the property. Their hope is that this building will not only contain a greenhouse but also an

adjacent classroom that can be used for instructional activities related to the plants in the greenhouse. The

budget for this project is $1,500,000.00. Your job is as follows:

Construct a greenhouse that will fit on the property adjacent to the Fine Arts wing across from the tennis courts.

Design a building that compliments the design of Dr. Phinnize J. Fisher Middle School.

Identify the interior design features that will make the greenhouse and classroom spaces both functional and

appealing to the eye.

After the initial planning phases, your team will meet with the team from Nu-Idea to finalize furniture and

fixtures that will go into the space.

Scenario 2:

Dr. Phinnize J. Fisher Middle School’s bank account information has been compromised! In the past week,

unauthorized withdrawals and purchases have been made with the school’s account information. According to

Ms. Jackson, the school’s bookkeeper, only she and Ms. Garraux, the Principal, have access to the accounts.

None of the information from these accounts has been shared with others. Your job is to do the following:

Research the ways that this account information has been or could have been compromised.

Based on your findings, determine ways unauthorized access to information could be prevented in the future.

Develop a presentation related to banking and financial safeguards that can be shared with the public to prevent

others from making these mistakes in the future.

Is there an app for that?!?! Using your knowledge regarding financial safeguards, design, invent, or modify an

app that can enable the safeguards that you have identified in your research.

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Scenario 3:

The auto industry is constantly changing. To assist SAGE Automotive in staying current with the needs of

tomorrow’s drivers, it is looking to incorporate a younger generation into its workforce that can help them plan

for the drivers of the future. There are many components to designing a car, and many of them are done behind

the scenes. Your team is expected to:

Look at the characteristics of today’s automobile interiors. What features do you like and dislike? What

advancements can be made to make the interiors more durable?

Create a profile for your generation and imagine the look and design that your future self would like to see in an

automobile. What type of fabric, colors, accents, and customizable features would you like to see in the first car

you drive?

Multiple teams are required to accomplish this project: Design Team, Research, Financial, and Management.

You must determine which role you want to play in this process.

The Design Team will create a profile and interior designs to meet the needs of tomorrow’s drivers.

The research team will investigate the pros and cons of today’s interiors.

The financial team will allocate $70,000.00 among design costs (fabric samples, materials, supplies, etc.),

research (student surveys, current driver costs), and marketing (ads, traveling to companies to present designs).

The management team will be responsible for ensuring all three teams mentioned above are working together to

ensure the project’s focus is on target and are meeting deadlines for the project.

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Mission, Vision, and Beliefs

Mission Statement

Dr. Phinnize J. Fisher Middle School will provide a continuous pathway of education through opportunities that

create STEAM-literate graduates ready to accept the challenges of the curriculum at high school, advanced

education, and the needs of tomorrow’s workforce. Innovation is the key to discovering the solutions to the

challenges facing the world today and in the future.

Vision Statement

STEAM (Science, Technology, Engineering, Arts, and Math) Education seeks to transform the typical teacher-

centered classroom by encouraging a transdisciplinary curriculum that is driven by problem-solving, discovery,

exploratory learning, and an experience that requires each student to actively engage in a situation in order to

find its solution. The STEAM curriculum permeates every facet of the school environment--from the moment

the student steps onto the campus until he/she advances to high school and the post-secondary world.

Beliefs

The key components of Dr. Phinnize J. Fisher Middle School are:

• The engaging and rigorous STEAM curriculum will give students a foundation of creativity, ingenuity,

responsibility, leadership, and compassion which will lead them to discover solutions to global issues.

• The STEAM curriculum will expose learners to the myriad of opportunities and rewards (both personal

and professional) of STEAM-related careers.

• The STEAM community (faculty and staff, students, parents and guardians, community partners) will be

immersed in an environment of continuous improvement and data-analysis.

• Partnerships form the core of STEAM school success. These partnerships are among the faculty and

staff, with and among students, with other schools (including post-secondary institutions), with

businesses and industries within the county and throughout the state, and with community organizations

in the Greenville Community.

• STEAM embraces the whole child, recognizing the need to balance academics with the physical, social,

mental, nutritional, and spiritual aspects of a developing adolescent.

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Needs Assessment

Dr. Phinnize J. Fisher Middle School opened in August 2014. The baselines for 6

th grade ACT Aspire in

Writing, English, Reading, and Math, as well as baselines for SCPASS in Science and Social Studies will be

established in April 2015 during the first standardized test administrations.

Currently, the only standardized test data that is available originates from the 2013-2014 school year, at which

time our current student population was in 5th

grade at several different elementary schools.

SCPASS

2013-2014 % Not Met % Met % Exemplary

Writing 7.3 28.7 63.9

Reading 7.7 32.8 59.5

Math 8.6 27.7 63.7

Science 10.1 48.1 41.8

Social Studies 13.7 25.6 60.7

SCPASS

2013-2014 Mean Scale Score

Writing 665.7

Reading 667.6

Math 688.4

Science 673.9

Social Studies 661.5

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ACT ASPIRE WRITING

SCHOOL RENEWAL PLAN FOR 2013-14 through 2017-18

Student Achievement Teacher/Administrator Quality School Climate Other Priority

GOAL AREA 1: Raise the academic challenge and performance of each student.

PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in writing each year.

FIVE YEAR PERFORMANCE GOAL: Meet or exceed the standard in writing as measured by ACT Aspire.

ANNUAL OBJECTIVE: Annually meet or exceed the standard in writing as measured by ACT Aspire.

DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card

Baseline

2014-15 2015-16 2016-17 2017-18

School Projected

X

School Actual

District

Projected X

District

Actual

*Baseline data to be established in 2014-15.*

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ACT ASPIRE ENGLISH


PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in

English each year.

FIVE YEAR PERFORMANCE GOAL: Meet or exceed the standard in English as measured by ACT Aspire.

ANNUAL OBJECTIVE: Annually meet or exceed the standard in English as measured by ACT Aspire.


Baseline

2014-15 2015-16 2016-17 2017-18

School

Projected X

School Actual

District Projected

X

District

Actual


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ACT ASPIRE READING



reading each year.

FIVE YEAR PERFORMANCE GOAL: Meet or exceed the standard in reading as measured by ACT Aspire.

ANNUAL OBJECTIVE: Annually meet or exceed the standard in reading as measured by ACT Aspire.


Baseline

2014-15 2015-16 2016-17 2017-18

School

Projected X

School Actual

District Projected

X

District

Actual


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EOCEP % ENGLISH I


FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students who meet standard (test score of 70 or

higher) on the state-mandated End of Course test in English I from ____% in 2017 to ____% in 2018.

ANNUAL OBJECTIVE: Increase by ____ percentage points annually students who meet standard (test score of 70 or higher) on the state-mandated End of Course test in English I.

DATA SOURCE(S): SDE School Report Card and SDE EOCEP data file used for accountability calculations

School Baseline

2016-17 2017-18

School Projected

School Actual

District Projected (MS and HS) 80.3 81.3

District Actual (MS only)

*Baseline to be established in 2016-17 with the inaugural 8th grade class.*

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ACT ASPIRE MATH



mathematics each year.

FIVE YEAR PERFORMANCE GOAL: Meet or exceed the standard in mathematics as measured by ACT Aspire.

ANNUAL OBJECTIVE: Meet or exceed the standard in mathematics as measured by ACT Aspire.


Baseline

2014-15 2015-16 2016-17 2017-18

School

Projected X

School Actual

District Projected

X

District

Actual


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EOCEP % ALGEBRA I


FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students who meet standard (test score of 70 or

higher) on the state-mandated End of Course test in Algebra I from ____% in 2016 to ____% in 2018.

ANNUAL OBJECTIVE: Increase by ____ percentage point(s) annually students who meet standard (test score of 70 or higher) on the state-mandated End of Course test in Algebra I.

DATA SOURCE(S): SDE School Report Card

Baseline

2015-16 2016-17 2017-18

School Projected

School Actual

District Projected (MS and HS)

86.6 87.6 88.6

District Actual

(MS only)

*Baseline will be established in 2015-16 with the 7th grade inaugural class.*

24

ACT ASPIRE % TESTED


FIVE YEAR PERFORMANCE GOAL: Meet the annual measurable objective (AMO) of 95% tested for all students and

student subgroups tested on ACT Aspire.

ANNUAL OBJECTIVE: Meet the annual measurable objective (AMO) of 95% tested for all students and student subgroups tested on ACT Aspire.


% Tested ELA – School Baseline 2014-15

2015-16 2016-17 2017-18

Projected Performance 95.0 95.0 95.0 95.0

Actual Performance

All Students

Male

Female

White

African-American

Asian/Pacific Islander

Hispanic

American Indian/Alaskan

Disabled

Limited English Proficient

Subsidized Meals *Baseline data to be established in 2014-15.*

25

% Tested ELA – District

Grades 6-8

Baseline

2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students

Male

Female

White

African-American


Hispanic


Disabled



% Tested Math – School Baseline

2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students

Male

Female

White

African-American


Hispanic


Disabled



26

% Tested Math – District

– Grades 6-8

Baseline

2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students

Male

Female

White

African-American


Hispanic


Disabled



27

SCPASS SCIENCE



science each year.

FIVE YEAR PERFORMANCE GOAL: Meet or exceed the standard in science as measured by the South Carolina Palmetto Assessment of State Standards (SCPASS).

ANNUAL OBJECTIVE: Annually meet or exceed the standard in science as measured by the South Carolina

Palmetto Assessment of State Standards (SCPASS).


Baseline

2014-15 2015-16 2016-17 2017-18

School

Projected X

School Actual

District Projected

X

District

Actual

*Beginning in 2014-15, grades 4-8 will take Science and Social Studies.*

28

SCPASS SOCIAL STUDIES



social studies each year.

FIVE YEAR PERFORMANCE GOAL: Meet or exceed the standard in social studies as measured by the South Carolina Palmetto Assessment of State Standards (SCPASS).

ANNUAL OBJECTIVE: Annually meet or exceed the standard in social studies as measured by the South Carolina

Palmetto Assessment of State Standards (SCPASS).


Baseline

2014-15 2015-16 2016-17 2017-18

School

Projected X

School Actual

District Projected

X

District

Actual

*Beginning in 2014-15, grades 4-8 will take Science and Social Studies.*

29

STRATEGY Activity

Timeline Person Responsible

Estimated Cost

Funding Sources

Indicators of Implementation

ELA/Writing Teach argument writing

across the curriculum

2014 -16 Instructional Coach

ELA Department Head

ELA Departmental meetings

Lesson Plans

Encourage school-wide use of District approved writing

rubrics for all written assignments

2014 -16 Instructional Coach

Lesson Plans

Provide teacher training in

the analysis of MAP data to help provide strategies

targeted to the areas of weakness

2014 - 16 Instructional

Coach

Departmental

meetings Lesson Plans

Math Provide opportunities for

students to discuss

individual math progress

2014-16 Math Department Head

Lesson Plans Conference Logs

Increase the use of math

manipulatives in instruction to improve comprehension

of math concepts and relationships

2014-16 Math Department

Head

Lesson Plans

Social Studies

Teachers will expand the use of argument writing in

Social Studies

2014-16 Instructional

Coach Social Studies

Department Head

Lesson Plans

Writing Samples

Science

Increase the vocabulary instruction in STEAM

2014-16 Instructional

Coach Science

Department Head

Lesson Plans

30

Increase student

engagement and deepen the understanding of the

engineering design process through the use of PBL

2014-16 Science

Department Head

Lesson Plans

Project Samples

Special Education

Utilize full implementation of inclusion using the co-

teaching model

2014-15 SPED Department

Head

Master Schedule

31

PROFESSIONAL DEVELOPMENT


GOAL AREA 2: Ensure quality personnel in all positions.

FIVE YEAR PERFORMANCE GOAL: 100% of teachers will attend professional development related to STEAM

ANNUAL OBJECTIVE: Annually 100% of teachers will attend professional development related to STEAM

DATA SOURCE(S): Professional Development Portal and sign-in sheets

Baseline 2014-15

2015-16 2016-17 2017-18

Projected 100%

Actual

32

STRATEGY Activity


Estimated Cost

Funding Sources


Teachers will participate in the District STEAM Alive Professional

Development

Summer 2015

Principal Participation Log STEAM Alive Final

Project

Presentation

Support inclusion model through the District Cohort I Professional Development

2014-15 Principal SPED

Department Head

Master Schedule with Inclusion

Classes

Continue to increase professional expertise in technology integration

through District/school-site professional development

2014-16 Program Director Media

Specialist

Workshop logs Lesson plans

Informal

observations

33

STUDENT ATTENDANCE


GOAL AREA 3: Provide a school environment supportive of learning.

FIVE YEAR PERFORMANCE GOAL: Achieve an annual student attendance rate of 95%.

ANNUAL OBJECTIVE: Maintain an annual student attendance rate of 95% or higher.

DATA SOURCE(S): SDE School Report Card – School Profile page – Students section

Baseline 2014-15

2015-16 2016-17 2017-18

School Projected

95.0 95.0 95.0 95.0

School

Actual

District

Projected 95.0 95.0 95.0 95.0

District

Actual

*Baseline will be established in 14-15*

34

STUDENT EXPULSION


FIVE YEAR PERFORMANCE GOAL: Maintain a student expulsion rate below 0.5% of the total school population.

ANNUAL OBJECTIVE: Maintain an annual student expulsion rate below 0.5% of the total school population.

DATA SOURCE(S): SDE School Report Card - School Profile page – Students section

Baseline

2014-15 2015-16 2016-17 2017-18

School

Projected

Less than

0.5%

Less than

0.5%

Less than

0.5%

Less than

0.5%

School

Actual

District Projected

Less than 0.5%

Less than 0.5%

Less than 0.5%

Less than 0.5%

District Actual

*Baseline will be established 14-15*

35

PARENT SATISFACTION – LEARNING ENV.


FIVE YEAR PERFORMANCE GOAL: Increase the percent of parents who are satisfied with the learning

environment from ____% in 2015 to ____% by 2018.

ANNUAL OBJECTIVE: Beginning in 2015-16, increase by ____ percentage point(s) annually parents who are satisfied with the learning environment.

DATA SOURCE(S): SDE School Report Card Survey results – Parent Survey item #5

Baseline 2014-15

2015-16 2016-17 2017-18

School Projected

School

Actual

District

Projected 89.5 90.0 90.5 91.0

District

Actual


36

STUDENT SATISFACTION – LEARNING ENV.


FIVE YEAR PERFORMANCE GOAL: Increase the percent of students who are satisfied with the learning


ANNUAL OBJECTIVE: Beginning in 2015-16, increase by ____ percentage point(s) annually students who are satisfied with the learning environment.


Baseline

2014-15 2015-16 2016-17 2017-18

School Projected

School Actual

District Projected (ES, MS, and HS)

84.0 84.5 85.0 85.5

District Actual

(ES/MS)


37

TEACHER SATISFACTION – LEARNING ENV.


FIVE YEAR PERFORMANCE GOAL: Increase the percent of teachers who are satisfied with the learning


ANNUAL OBJECTIVE: Beginning in 2015-16, increase by ____ percentage point(s) annually teachers who are satisfied with the learning environment.

DATA SOURCE(S): SDE School Report Card Survey results – Teacher Survey item #27

Baseline 2014-15

2015-16 2016-17 2017-18

School Projected

School

Actual

District

Projected 93.0 93.5 94.0 94.5

District

Actual


38

PARENT SATISFACTION – SAFETY


FIVE YEAR PERFORMANCE GOAL: Increase the percent of parents who indicate that their child feels safe at

school from ____% in 2015 to ____% by 2018.

ANNUAL OBJECTIVE: Beginning in 2015-16, increase by ____ percentage point(s) annually parents who indicate that their child feels safe at school.


Baseline 2014-15

2015-16 2016-17 2017-18

School Projected

School

Actual

District

Projected 94.3 94.7 95.1 95.5

District

Actual


39

STUDENT SATISFACTION – SAFETY


FIVE YEAR PERFORMANCE GOAL: Increase the percent of students who feel safe at school during the school day

from ____% in 2015 to ____% by 2018.

ANNUAL OBJECTIVE: Beginning in 2015-16, increase by ____ percentage point(s) annually students who feel safe at school during the school day.

DATA SOURCE(S): SDE School Report Card Survey results – Student Survey item #30

Baseline 2014-15

2015-16 2016-17 2017-18

School Projected

School

Actual

District

Projected 92.3 92.7 93.1 93.5

District

Actual


40

TEACHER SATISFACTION – SAFETY


FIVE YEAR PERFORMANCE GOAL: Increase the percent of teachers who feel safe at school during the school day

from ____% in 2015 to ____% by 2018.

ANNUAL OBJECTIVE: Beginning in 2015-16, increase by ____ percentage point(s) annually teachers who feel safe at school during the school day.

DATA SOURCE(S): SDE School Report Card Survey results – Teacher Survey item #39

Baseline 2014-15

2015-16 2016-17 2017-18

School Projected

School

Actual

District

Projected 98.5 98.5 98.5 98.5

District

Actual


41

STRATEGY Activity


Estimated Cost

Funding Sources


Develop a school wide discipline plan to ensure continuity of discipline and

consequences to ensure an environment conducive of learning

2014-16 Assistant Principal Discipline

Committee

Referral Data Climate Surveys

ACT-Aspire results SCPASS Data

Develop and implement a school wide safety plan to ensure a safe, positive learning environment

2014-16 Principal Climate Survey SIC Parent Satisfaction

Survey

Provide training to all teachers in classroom management and progressive discipline

2014-17 Principal Assistant Principal

Participation Logs Parent Contact

Logs

Promote parental involvement through varied activities

2014-17 Principal PTSA President

SIC Chairperson

Meeting/Activity sign in sheets

Conferences with students, parents to discuss academic progress and school

2014-16 Principal Counselor

Conference logs Intervention Plans

42

goals

Conference with students who have five or more absences and provide interventions for improved student attendance

2014-16 Assistant Principal

Counselor Attendance

Clerk

Attendance Logs Guidance

Conference Logs

14

School Website: http://www.greenville.k12.sc.us/fisher/

http://www.greenville.k12.sc.us/fisher/

dr. phinnize j. fisher middle school · dr. phinnize j. fisher middle school ... 17 school renewal...

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