introduction - 1.cdn.edl.io · web view8.others* (may include school board members,...

STAKEHOLDER INVOLVEMENT FOR SCHOOL PLAN(Mandated Component)

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: Megan Carrero

2. ASSISTANT PRINCIPAL: Jonathan Wilburn

3. PARENT/GUARDIAN: Amanda Kaminer

4. TEACHERS: Jessica Goings, Meredith Pearce, Margaret Carson, & Laurie D’Amico

5. SCHOOL IMPROVEMENT COUNCIL: Amanda Kaminer

6. Read to Succeed Reading Coach: N/A

7. School Read to Succeed Literacy Leadership Team Lead: Rachel Caughman

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

POSITION NAME

7 th Grade Language Arts Teacher Jessica Goings

8 th Grade Language Arts Teacher Meredith Pearce

Special Education Teacher Laurie D’Amico

ESOL Teacher Margaret Carson

*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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ASSURANCES FOR SCHOOL PLAN(Mandated Component)

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

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

__X___ Academic Assistance, Grades 4–12 The 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).

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

_ X____ Staff Development The district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the school/district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council’s revised Standards for Staff Development.

_ X____ Technology The district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

__X___ Innovation The district 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.

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

_X____ Developmental Screening The district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and

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cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.

__X___ Half-Day Child Development The 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, although they may be housed at locations with other grade levels or completely separate from schools.

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

__X___ Parenting and Family Literacy The district provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of 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.

__X___ 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.

__X___ 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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District Strategic Plan Waiver Requests

The SBE has the authority to waive regulations pursuant to R. 43-261 (C) District and School Planning which states:

Upon request of a district board of trustees or its designee, the State Board of Education may waive any regulation that would impede the implementation of an approved district strategic plan or school renewal plan.

X Not Applicable

1. Teachers teaching more than 1500 minutes

2. Teachers teaching more than 4 preps

3.Extension for initial District Strategic and School Renewal Plans

4.High School Principal over two schools or grades more than 9-12

5. Other (Write in justification space)

6. Other (Write in justification space)

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TABLE OF CONTENTS

(Mandated Component)

Include a table of contents to ensure inclusion of all required elements, including Read to Succeed.

1. Executive Summary of Needs Assessment Findings Pages 7 - 11

2. Mission, Vision, and Beliefs Pages 12 - 13

3. Performance Goal #1: Student Achievement (Math) Pages 14 - 26

4. Performance Goal #2: Student Achievement (ELA) Pages 27 - 36

5. Performance Goal #3: Teacher/Administrator Quality Pages 37 - 42

6. Performance Goal #4: School Climate Pages 43 - 47

7. Read to Succeed Plan Pages 47 - 57

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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS(Mandated Component)

Must also address Read to Succeed.

Needs Assessment for Student Achievement by Grade Range

Data Sources Strength Weakness/Improvement Need

Grades 6 - 8

State Standardized Language Arts Scores

Students in Grades 7 and 8 outperformed the state average by scoring either “Meets or Exceeds” when assessed on state standards in English, compared to 43% for the state.

Grade 7 = 43.3% Meets or Exceeds

Grade 8 = 54.3% Meets or Exceeds

Students in Grade 6 performed below the state average by scoring either “Meets or Exceeds” when assessed on state state standards in English, compared to the 43% for the state.

Grade 6 = 40.5%

State Standardized Math Scores

Across all grade levels, 37.2% of students met state standards in math, compared to 42.6% for the state.

Grade 6 = 31.7% Meets or Exceeds Grade 7 = 39.4% Meets or Exceeds Grade 8 = 40.1% Meets or Exceeds

State Standardized Social Studies Scores

Across all grade levels, 82.4% of students met state standards in Social Studies, compared to 74.4% for the state.

Grade 6 = 83.2% Met or Exemplary



State Standardized Science Scores

Across all grade levels, 75.4% of students met state standards in English, compared to 67% for the state.

Grade 6 = 67% Met or Exemplary

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Read to Succeed Teachers work together in teams to collect and analyze data, establish goals and look fors for students and create action plans for students.

Teachers and students collaborate to set measurable short term goals aimed at growing students’ reading behaviors and make strategic plans outlining how these goals will be accomplished.

Grade 8

End-of-Course Algebra I and English I

The school wide successful passage rate of students scoring a 70 or above of 100% in 2015-16 for students enrolled in Algebra I and English I.

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Needs Assessment for Teacher/Administrator Quality

Tenets of Profile of the SC Graduate

Strength Weakness/Improvement Need

Opportunities and resources to develop world-class knowledge and skills as defined in the Profile of the South Carolina Graduate .

All students have access to iPads as a part of the district Lex2Next 1:1 Technology iniative. All students also have access to WICOR (Writing, Inquiry, Collaboration, Organization, & Reading) strategies as a part of AVID College Readiness System. Project Lead the Way has a strong presence on our campus, and all students have access to this coursework in the Related Arts schedule.

Opportunities and resources to develop life and career characteristics as defined in the Profile of the South Carolina Graduate .

Students are assigned to an advisory group with staff members so they can be mentored and have an adult advocate within the school based on common interests (ie., music, physical fitness, social media, leadership, history, etc.). Students have numerous opportunities to participate in college field trips to expand their options of college enrollment and attendance. Students have access to multiple opportunities to hear guest career speakers throughout the school year.

Our school needs to continue to build and foster community and business partnerships to provide students and staff with opportunities to develop life and career characteristics.

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Needs Assessment for School Climate

Recommended Data Sources

Strength Weakness/Improvement Need

Teacher Attendance Rate

The teacher attendance rate for 2015-16 was 95.8%, which is slightly below the average attendance rate for the district (96.1%). A monitoring and incentive system will continue to be implemented to support a positive trajectory in teacher attendance.

Percent of Teachers, Students, and Parents Satisfied with the Physical Environment

For the 2015-16 school year, 82.8% of parents, were satisfied with the social and physical environment as compared to 88.1% for other schools in our district and 88.8% of schools throughout the state.

Percent of Teachers, Students, and Parents Satisfied with Home-schoolrelations

For the 2015-16 school year, 85.9% of parents, were satisfied with the home-school relations as compared to 87.1% for other schools in our district and 86.1% for schools throughout the state.

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Executive Summary of Needs Assessment(Summary of Conclusions)

Student Achievement

Grades 6 - 8

Assessment data, discipline data, school report card data, professional development needs assessment data, and parent/teacher surveys were used as a basis to determine the needs of the school in the areas of student achievement, climate, and teacher and administrator quality. Based upon this data, emphasis will be placed upon improving grade level performance.

▪ 2015 PASS and SCREADY results indicate that the progress needs to be made in Reading (6th Grade), Writing (6th Grade), and Math (all grade levels).

Teachers are engaging in a wealth of reading, writing, and inquiry strategies through AVID College Readiness System and have external and internal professional development on how to embed these strategies in to their content classes. Teachers are also engaging in a collaboration with another middle school in our district to write assessments, develop curriculum, and analyze data from common formative assessments to guide instruction.

Grade 8

▪ Currently, End of Course Exam passage rates are at 100% for English I and Algebra I. Our school will continue to offer rigorous, credit-bearing coursework to more students with the support of AVID College Readiness System.

Teacher/Administrator Quality

▪ The Lex2Next 1:1 Technology Initiative will continue to provide students with access to information for research, a method to effectively and efficiently communicate, and a way to develop college and career readiness skills.

The Administration will continue to provide parents and stakeholders with valid, up-to-date information about how they can be involved with their students’ learning and overall adolescent development.

School Climate

▪ The parent surveys indicate an improvement in our overall school climate and perception of Fulmer Middle School. Our students will continue to participate in the Student Perception Survey that is administered each Spring by our district to collect data for teachers to analyze and gain a better understanding of students’ needs.

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MISSION, VISION, VALUES, AND BELIEFS

Mission

The mission of Fulmer Middle School, in partnership with the community, is to assure each student the opportunity to learn in a safe, positive, nurturing environment where respect and self-discipline build maturity and a foundation for life-long learning.

Vision

Our Fulmer Middle School mission is built upon a foundation of continuous improvement and life-long learning – for all students as well as adults. The enclosed Vision and Values created by our faculty and staff members provides the “imagination” of what it is we hope to become as a school community. It is our vision for the future.

Beliefs

I. CurriculumIn an exemplary school the curriculum:A. Involves teaching strategies that are hands-on, real world, motivating, and interdisciplinary.B. Establishes consistent content for all subject areas.C. Focuses on instruction that is student-centered, engaging, and meaningful.D. Uses technology and resources to meet all students’ needs and is challenging.E. Involves common goals and teacher collaboration.F. Involves assessment that is authentic, varied, fair, and related to the content taught, that assesses students’ understanding and provides a variety of opportunities for students to demonstrate mastery.G. Involves common assessments with consistent grading policies that are used as teaching tools and data driven.

II. StudentsIn an exemplary school students:A. Display responsibility through showing respect to self and others, coming prepared, following school and class rules, and promoting a positive learning environment.B. Show an academic attitude by showing a desire and commitment to learn, accepting ownership of their own learning, and valuing their own ideas and ideas of others.

III. StaffIn an exemplary school all staff:A. Are cooperative, positive, flexible, and willing to work together.B. Show respect to all and are friendly, caring, and helpful to others.C. Consistently enforce rules and follow rules that apply to them.D. Show a commitment to students and provide good role-modeling.E. Support professional development opportunities.IV. Instructional LeaderIn an exemplary school instructional leaders:A. Are decisive and clear communicators.B. Are encouraging, supportive, and respectful of others and their ideas.C. Provide opportunities for productive team meetings and professional development.D. Lead the way in clearly communicating and consistently enforcing behavioral expectations.E. Are effective leaders and good listeners.F. Are open to change and work together with faculty.

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V. School EnvironmentIn an exemplary school the school environment:A. Encourages and embraces respect for all students and teachers.B. Treats teachers as professionals.C. Has classrooms with low student-teacher ratio, colorful and clean rooms, and accessible and modern technology.D. Provides a warm, friendly, and welcoming environment that nurtures students and teachers.E. Provides a clean and safe place in which students and teachers feel physically, mentally, and socially healthy.F. Allows parents, teachers, students, and the community to develop ownership of the school through collaboration.G. Has simple, consistent, and realistic rules established that reward good behavior and help maintain a positive and disciplined working environment.

VI. Home – School RelationsIn an exemplary school home-school relations:A. Are improved with positive communication between parents and teachers with realistic expectations on both sides.B. Parental involvement is encouraged through homework assistance, conference attendance, positive respect for staff and school, and reinforcement of school and classroom guidelines.C. Faculty provides a welcoming environment and show a professional and caring attitude.D. Parent volunteers are utilized.

VII. Community InvolvementIn an exemplary school community involvement:A. Requires good communication between the school and the community.B. Offers resources through service learning opportunities, mentors, classroom speakers, business contributions to curriculum, and finances.C. Rewards and recognizes businesses and community partners.

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SCHOOL RENEWAL PLAN FOR Fulmer Middle School DATE:2017/2018 – 2021/2022

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:(Statement of desired progress or result over five years)

By 2022… Students will acquire the necessary mathematical knowledge and skills to excel at the next level and be college- and career-ready innovators as measured by standardized assessments.

The percent of students in grades 3-8 scoring at or above the Meets Expectation level on the SC Ready math assessment will increase from 37.2% to at least 65.0%.

The percent of students completing courses with Algebra 1 EOCEP requirements obtaining a passing score on the EOCEP assessment will remain at 100%

INTERIM PERFORMANCE GOAL: (One year goal)

Meets annual objective target below

DATA SOURCES(S):(List types of data that will be collected or examined to measure progress.)

SC READY Math and Algebra I EOCEP

OVERALL MEASURES:

SOURCE: SC READY Math and Algebra I EOCEP

* Represents projections of improvement

AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

SC READY – 37.2% EOCEP – 100.0%

Projected Data 45.0%*100.0%*

50.0%*100.0%*

55%*100.0%*

60.0%*100.0%*

65.0%*100.0%*

Actual Data

To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #1: Utilize student data (to include common formative assessments, daily checks for understanding, interim, and summative assessments) to gain understanding of students’ mathematical thinking in order to inform instructional decisions.

EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Participate in math assessment committee to research potential math test item banks for purchase.

Fall 2017 District Math Coordinator; School Administrators; Instructional Coaches; Director of Testing, Research, and Accountability; ESOL Coordinator; Special Education Director and Coach

TBD TBD Committee research notes

2. Provide coaching and professional development (including PD cohorts on early-release days) on how to effectively construct common formative assessments from unpacked standards.

Fall 2017 Why use CFAs (Sept.) Revisit unpacking and prioritizing standards (Oct/Nov) Write quality assessment items (Dec/Jan) Assembling quality assessment / spiraling content (Feb/March) Interpreting and using results (April/May) This process is cyclical and

District Math Coordinator; School Administrators; District Technology Coach; Instructional Coaches; Math Department Heads; Director of Testing, Research, and Accountability

$0 N/A Meeting agendas; sign-in rosters

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


the revision/refinement of assessment items should be ongoing.

3. Incorporate technology tools, resources, and training (including PD cohorts on early-release days) for teacher development of common formative assessments for monitoring student growth and achievement (such as Mastery Manager or Mastery Connect).

Fall 2018 – Ongoing Provide toolkit and training on using resources Fall 2019 – Ongoing Establish expectation of usage in instruction

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; Math Department Heads; Instructional Coaches

TBD TBD Sign-in rosters; posted toolkit on math content webpage; teacher lesson plans and classroom observations

4. Fully implement data/achievement teams district-wide to analyze/interpret data and develop appropriate differentiated instructional strategies. • Provide common planning time for teams to meet. • Provide training on Achievement Teams for administrators and teachers. • Monitor teams to ensure informed decisions are made.

Fall 2017 – Ongoing Implementation of achievement teams Fall 2018 – Ongoing Focus on disaggregation of data by subgroups

Chief Instructional Officer; District Math Coordinator; School Administrators; Director of Testing, Research, and Accountability

$10,000 Title II Meeting agendas and minutes; sign-in rosters

5. Provide professional development (including PD cohorts on Fall 2018 Why use daily District Math $0 N/A Sign-in rosters; flexible

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


early-release days) on why and how to incorporate daily checks for understanding for immediate feedback using the research of John Hattie and Robert Marzano.

checks for understanding (Sept/Oct) Methods of daily checks for understanding (Nov/Dec) Interpreting and using results (Jan/Feb) Adjusting instruction to respond (March/April) Fall 2019 – Ongoing Establish expectation of usage in instruction as evidenced in observation tool

Coordinator; School Administrators; Instructional Coaches; Math Department Heads

data-driven student groupings

6. Use technology to aid in establishing students’ personalized learning paths for student ownership, learner profiles, learning pathways, and flexible learning environments based on student assessment data. (SC Personalized Learning Framework)

Fall 2019 – Ongoing Provide toolkit and training (including PD cohorts on early-release days) on using resources Fall 2020 – Ongoing Select and target pilot schools for additional preparation Fall 2021 –

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators;

TBD TBD Sign-in rosters; posted toolkit on math content webpage; teacher lesson plans; classroom observations

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Ongoing Initiate personalized learning at pilot schools

7. Utilize the AVID tutorial model within the AVID elective class, as well as during morning tutoring, in order to provide students with multiple opportunities throughout the school year to identify a mathematical point of confusion, collaborate with peers to persevere through the point of confusion, and have access to college tutors or teachers to successfully understand the mathematical process.

Fall 2017 – Ongoing AVID Elective Teachers, AVID Site Team Members, Mathematics Teachers

TBD General Fund Budget

AVID Tutorial Request Forms, Morning Tutoring Request Rosters, Student Grades, EOCEP Algebra I results

8. Engage in a spiral homework method with students having opportunities to revisit standards and concepts throughout the school year through cumulative, spiraling homework assignments.

Fall 2017 – Ongoing Mathematics Teacher, Administration

TBD General Fund Budget

Student Homework grading practices, results from common cumulative formative assessments, SC READY assessment results, Algebra I EOCEP results

9. Use the Professional Learning Communities process through regular meetings to continue to improve Math instruction including backwards design, essential learning, common

Fall 2017 – Ongoing Administration, Math teachers

$0 N/A Meeting agendas, development of Guaranteed

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


assessments, and data teams and Viable curriculum

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ACTION PLAN FOR STRATEGY #2: Provide models and resources for hands-on experiences that embed standards and skills for students to demonstrate mathematical understanding.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Develop awareness and increase use of the embedded hands-on experiences in the math textbook series and curriculum guides (including PD cohorts on early-release days).

Inventory and implement currently available text-embedded materials with an intent to create a school library

Research and use digital alternatives, supplements, and manipulatives to hands-on units

Hands-on experiences must be documented in lesson plans with explicit feedback provided quarterly to each teacher by school-level administration

Summer 2019Inventory and research

Fall 2019Create libraryHighlight tools (Qtr. 2)

Spring 2020Hands-On Experiences Documented

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; Instructional Coaches; School Administrators

TBD General Fund Inventory list; catalog of digital alternatives; sign-in rosters; meeting agendas; lesson plan documentation; documented feedback from school administrators

2. Use and model differentiated supports with hands-on experiences beyond text-embedded strategies to assist diverse populations (to include special education, ESOL, gifted/talented, etc. and those included in the subgroups with large in-between achievement gaps).

Model teaching methods and sharing of instructional strategies at grade-level and departmental meetings

Differentiated support utilizing hands-on experiences must be documented in lesson plans with explicit feedback provided quarterly to each teacher by school-level administration

Fall 2020ResearchHost video libraryHighlight opportunities

Fall 2020 - OngoingModel teaching methods

Fall 2022 – OngoingLesson plan documentation

District Math Coordinator; District Technology Coach; Instructional Technology Coaches; Instructional Coaches; School Administrators

$5000 Technology Funds

Video library; revised curriculum guides and math documents; meeting agendas; sign-in rosters; lesson plan documentation; documented feedback from school administrators

3. Incorporate computer science applications into math Fall 2020 – Ongoing Chief Instructional $15,000 General Fund; Revised computer lab

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ACTION PLAN FOR STRATEGY #2: Provide models and resources for hands-on experiences that embed standards and skills for students to demonstrate mathematical understanding.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


instruction where appropriate. Familiarize computer lab managers with computer

science standards and opportunities for support Provide certification opportunities for middle-school

instructors Phase in Computer Science courses paired with

keyboarding

Familiarize middle school

Fall 2021 - OngoingProvide certification opportunities

Fall 2022 – OngoingPhase in courses

Officer; Director of Instruction; District Technology Coach; Instructional Technology Coaches; Director of Research, Testing, and Accountability; CATE Director; CATE Coordinator

Title II curriculum; meeting agendas; sign-in rosters; course catalog offerings; enrollment in certification courses; student enrollment in computer science courses


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https://scde.formstack.com/forms/sccsstandardspublicreview

https://scde.formstack.com/forms/sccsstandardspublicreview

ACTION PLAN FOR STRATEGY #3: Provide models and resources so teachers can engage students in real-world applications for deeper conceptual understanding.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Provide professional development to enhance conceptual understanding and build internal capacity to foster mathematical best practices for engaging students in authentic, mathematical problem solving.

Identify numeracy leaders to engage in coursework designed to enhance conceptual understanding and the use of authentic problem solving in instruction.

Offer summer math bridge camps (led by trained numeracy leaders) to foster conceptual understanding and the implementation of mathematical best practices for engaging students in authentic, mathematical problem solving, in order to bridge skills within the curriculum from grade level to grade level.

Explore possibilities for creating Professional Development School (in partnership with USC or other institutions of higher education) sites with an emphasis in conceptual understanding and authentic problem solving.

Enhance and expand site-based professional development opportunities including department head meetings, and professional development cohorts on early-release days.

Fall 2017 – OngoingExplore PDS partnerships Enhance and expand PD

Spring 2018 – OngoingIdentify numeracy leaders

Summer 2018 - OngoingMath Boot CampsCourse Revisions

Fall 2018 - OngoingVideo Modules

District Math Coordinator; School Administrators; Instructional Coaches; District Technology Coach; Instructional Technology Coaches; Director of Testing, Research, and Accountability

TBD Title II; Technology Funds

List of numeracy leaders; documentation of coursework; sign-in sheets; boot camp agendas; documented course revisions; PDS contracts and partnerships; meeting agendas; video modules

2. Identify and involve community stakeholders who use math as part of their job to communicate relevance to students.

Identify and reach out to community stakeholders.

Fall 2018 - Ongoing District Math Coordinator; District Facilitator

$0 N/A Partner directory; internship applications and rosters; meeting agendas

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Devise a mathematical business partner directory for teachers and guidance counselors to access for classroom talks, problem-based learning and evaluators, critical friends, etc.).

for School Counselors, Career Specialists, and Work-Based Learning; School Administrators;

and minutes; communication examples

3. Embed mathematical concepts in other subject areas for a multidisciplinary approach.

Refine problem-based units to ensure tight alignment between math standards and science/social studies/language arts content and capitalization of the latest trends in math and science including technology and engineering.

Identify a model classroom at each school site. Expand on the capacity of our teachers to be able to

implement integrated problem-based units that communicate rigor and relevance.

Develop teachers’ capacity to create and revise their own integrated problem-based units for students.

Fall 2019 - OngoingRefine units and expand capacity for implementation

Spring 2020 - OngoingIdentify model classrooms

Fall 2020 - OngoingDevelop capacity for creation and revision

District Math Coordinator; School Administrators; Instructional Coaches

$2000 Title II Revised units; roster of identified model classrooms; lesson plan documentation

4. Create marketing and media campaign to raise public understanding, interest, and enthusiasm for math and science.

Create a “Math and Science Day” and invite business partners to participate (i.e. Hour of Code, Pi Day, Metric Week)

Fall 2017 – Ongoing District Math Coordinator; District Technology Coach; Instructional Technology

$0 N/A Business partner invitations; record of participation

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Coaches

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ACTION PLAN FOR STRATEGY #4: Teachers will follow a common model for mathematical instruction. EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Implement the district’s secondary framework for mathematics instruction.

Fall 2018Develop framework

Fall 2019Pilot

Fall 2020 - OngoingFull Implementation

Fall 2021 - OngoingEvaluation/Revision

Chief Instructional Officer; Direction of Instruction; District Math Coordinator; Math Department Heads

$0 N/A Secondary framework for mathematics

2. Implement key components of an effective math classroom as outlined in the South Carolina Mathematical Process Standards:

1. Make sense of problems and persevere in solving them.2. Reason both contextually and abstractly.3. Use critical thinking skills to justify mathematical reasoning

and critique the reasoning of others.4. Connect mathematical ideas and real-world situations

through modeling.5. Use a variety of mathematical tools efficiently and

strategically.6. Communicate mathematically and approach mathematical

situations with precision.7. Identify and utilize structure and patterns.

Fall 2017 - Ongoing Chief Instructional Officer; Director of Instruction; District Math Coordinator; School Administrators; Instructional Coaches

$0 N/A District math frameworks; classroom observation data documented with the ELEOT

6. Require students to communicate conceptual understanding Fall 2017 – Ongoing Mathematics $0 N/A Lesson plans, samples of

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http://ed.sc.gov/instruction/standards-learning/mathematics/standards/scccr-standards-for-mathematics-final-print-on-one-side/

http://ed.sc.gov/instruction/standards-learning/mathematics/standards/scccr-standards-for-mathematics-final-print-on-one-side/

ACTION PLAN FOR STRATEGY #4: Teachers will follow a common model for mathematical instruction. EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


of real-life, relevant mathematical word problems through the “RACE” method:

R = Restate the question

A = Answer the question

C = Cite evidence

E = Explain your answer

Teachers students’ formative assessments, SC READY results

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District Priority


By 2022…Students will acquire the necessary literacy and language knowledge and skills to excel at the next level and be college and career ready innovators as measured by standardized assessments.

The percentage of students in Grades 6-8 scoring at or above Meets Expectations level of the SC READY ELA assessment will increase from 46.2% to 66%.

The percentage of students completing courses with English I EOCEP requirements obtaining a passing score on the EOCEP assessment will remain at 100%.




SC READY ELA and English I EOCEP

OVERALL MEASURES:

SOURCE: SC READY English Language Arts & English I EOCEP Results


AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

SC READY – 46.2%

EOCEP – 100.0%

Projected Data 50.2%*100.0%*

55.2%*100.0%*

60.2%*100.0%*

63.2%*100.0%*

66.2%*100.0%*

Actual Data


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ACTION PLAN FOR STRATEGY #1: Utilize common formative assessments to gain understanding of students’ literacy competencies to engage all students in challenging, differentiated learning opportunities.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Embed literacy test item banks provided by the district. Fall 2018 District ELA Coordinator; School Administrators; Instructional Coaches; Literacy Coaches; Director of Testing, Research, and Accountability; ESOL Coordinator; Special Education Director and Coach

TBD TBD Common assessments

28


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


2. Provide coaching and professional development (including PD cohorts on early-release days) on how to effectively construct common formative assessments to measure unpacked SCCCR indicators.

Fall 2017

Why use CFAs (Sept.)Revisit unpacking SCCCR indicators (Oct/Nov)Write quality assessment items (Dec/Jan)Assembling quality assessment / spiraling content (Feb/March)Interpreting and using results (April/May)This process is cyclical and the revision/refinement of assessment items should be ongoing

District ELA Coordinator; School Administrators; Instructional Coaches; Literacy Coaches; Director of Testing, Research, and Accountability; ESOL Coordinator; Special Education Director and Coach

$0 N/A Meeting agendas; sign-in rosters

29


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


3. Incorporate technology tools, resources, and training (including PD cohorts on early-release days) for teacher development of common formative assessments for monitoring student growth and achievement (such as Mastery Manager).

Fall 2018Form a committee to create toolkit

Spring 2019Provide toolkit and training on using resources

Fall 2019 – Ongoing Establish expectation of usage in instruction

District ELA Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; ELA Department Heads; Instructional Coaches; Literacy Coaches

TBD TBD Sign-in rosters; meeting agendas; toolkit posted on ELA content webpage

4. Fully implement data/achievement teams school-wide to analyze/interpret data and develop appropriate differentiated instructional strategies

Provide common planning time for teams to meet Monitor teams to ensure informed decisions are made Provide professional development for school leadership

teams on how to analyze and interpret interim and summative assessment data (disaggregated by subgroup)

Fall 2017 – OngoingAchievement Team training

Fall 2018 – OngoingSubgroup analysis

Chief Instructional Officer; District ELA Coordinator; School Administrators; Instructional Coaches; Literacy Coaches; ELA Department Heads; Director of Testing, Research, and Accountability

TBD Title II Meeting agendas and minutes; sign-in rosters

30


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


9. Use the Professional Learning Communities process through regular meetings to continue to improve Math instruction including backwards design, essential learning, common assessments, and data teams

Fall 2017 – Ongoing Administration, ELA teachers

$0 N/A Meeting agendas, development of Guaranteed and Viable curriculum

ACTION PLAN FOR STRATEGY #2: Increase access to text (print and digital) at all reading levels. Texts will include a variety of cultural, gender, career opportunities, and student perspectives and interests.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Continue to support and expand classroom libraries and media center collections.

Use the district’s guidance document for the selection of literature (digital and print) for use in media centers and classrooms.

Establish school-based literature support committees to ensure that purchases are data driven and address a variety of reading levels, cultural and gender perspectives, and student interests.

Annual review of media center and classroom collections to inform budget allocations.

Guidance DocumentFall 2017

Establish CommitteesFall 2018 – Ongoing

Annual ReviewFall 2018 – Ongoing

Chief Instructional Officer

District CommitteeESOL Coordinator, Special Education Coach, Media Specialists, ELA Coordinator, Gifted Education Teachers, Literacy Coaches (elementary), ELA

TBD Local and federal funding; donations; community partnerships; school PTOs; grants

Collection numbers; Collection analyses; Committee minutes; Guidance document for literature purchase; Analysis of new purchases

31

ACTION PLAN FOR STRATEGY #2: Increase access to text (print and digital) at all reading levels. Texts will include a variety of cultural, gender, career opportunities, and student perspectives and interests.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Department Heads (middle and high)

School CommitteeESOL Teacher, Special Education Representative, Media Specialist, ELA Point of Contact, Gifted Education Teacher, and Literacy Coach or ELA Dept. Head

32

ACTION PLAN FOR STRATEGY #3: Provide high-quality, research-based professional development. EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Identify and provide research-based PD and exemplars for best practices in the teaching of literacy for all classroom teachers.

Identify exemplars of classroom instruction. Provide opportunities for peer observations, in order for

teachers to observe exemplar classrooms and debrief/discuss.

PD on English language development PD on small, guided groups

Fall 2017Establish committee

Spring 2018Identify exemplars

Fall 2018Observations

Spring 2019 - OngoingPD in English language development

Fall 2020 - Ongoing PD in small, guided groups

District ELA Coordinator; District Early Childhood Coordinator; Literacy Coaches; District ESOL Coordinator; Special Education Coach; ELA Department Heads (middle and high school)

TBD Local, state, and federal funding

Identified exemplars; sign-in rosters; classroom observation data

2. Promote awareness of required Read to Succeed courses and monitor completion as needed for endorsement.

Fall 2017 - Ongoing Human Resources; School Administrators

N/A N/A Completion of Read to Succeed endorsement

3. Provide targeted professional development opportunities for incorporating reading in all content areas.

Fall 2017 – Ongoing Content-area Coordinators;

TBD Title II Sign-in rosters; meeting agendas; professional

33



PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


School Administrators; Instructional Facilitators/Literacy Coaches (elementary); Department heads (secondary)

development resources

4. Incorporate culturally responsive curriculum resources and strategies to improve academic achievement of students from all backgrounds/subgroups.

Communicate culturally responsive resources and strategies for improving academic achievement of students from all backgrounds/subgroups.

Include culturally responsive curriculum resources in instructional non-negotiables.

Monitor immediate implementation of culturally responsive resources.

Fall 2017Identify existing resources and curricular connections

Spring 2018Communicate resources and opportunities for use to classroom teachers

Fall 2018 - OngoingInclude usage in instructional non-negotiables and provide expectations for use to administrators; monitor classroom usage

School Administrators; District Cultural Diversity Taskforce

TBD TBD Standardized test scores; list of resources; documented sharing of resources; revised instructional non-negotiables; classroom observation data; district walkthrough data

34



PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


through observations and lesson plans

5. Engage all teachers in research-based WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) strategies, specifically Critical Reading and Written Response to Text, as outlined by AVID College Readiness System.

Fall 2017 – Ongoing Administration, AVID Site Team, AVID Elective Teachers

$15,000 General Fund Budget, District Level Professional Development Budget

Inservice Agendas, AVID Summer Institute Launches, strand attendance, and Boosts, departmental collaboration, lesson plans, Marking the Text posters in all content classes.

35

ACTION PLAN FOR STRATEGY #4: Support in aiding limited-English-proficient students and families with the acquisition of the English language.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Ensure high-quality learning experiences and appropriate accommodations are provided in all classrooms.

Required professional development provided for content teachers, ESOL teachers, and school administrators.

Ensure that EL families receive copies of state report card survey in their native language.

Continue early-release PD cohorts for all teachers in ESOL strategies and accommodations.

Ensure that all family correspondence is provided in the parent/guardian’s native language.

PD offered for state-required language objectives.

Fall 2017 - Ongoing District ESOL Coordinator; ESOL Teachers; Content Area Teachers; School Administrators

$0 N/A Sign-in rosters; classroom observation data; teacher lesson plans; increased English Proficiency scores

36

ACTION PLAN FOR STRATEGY #5: Maintain a school-wide system of tiered student literacy support and enrichment. EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Ensure that the tiered system is differentiated to support and enrich learners at all levels of literacy.

Ensure access to resources at each tier that are appropriate for age, content, and interest.

Ensure student groupings are data driven. Ensure access to required 30-minute additional

intervention in reading as indicated by the data.

Fall 2017 - Ongoing School Administrators; District ELA Coordinator

TBD TBD Number of students maintained in each tier; RTI time administered; decrease in SPED referrals; increase in number of students identified for gifted or advanced courses

2. Maintain individual digital portfolio for progress monitoring of necessary ELA knowledge and skills for the creation of individual learning paths in ELA meeting all Read to Succeed requirements.

Fall 2019 – Ongoing District ELA Coordinator; Instructional Coaches; Literacy Coaches; ELA Department Heads

TBD TBD Student portfolios

37



District Priority


By 2022…100% of the faculty/staff will receive thorough professional development, resources, and opportunities to support the tenets of the Profile of the South Carolina Graduate.




Principal’s Records, Professional Learning Community, Professional Development Plan

OVERALL MEASURES:

SOURCE:


AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

Varied % of teachers have training in school/district initiatives.

Projected Data 100.0%* 100.0%* 100.0%* 100.0%* 100.0%*

Actual Data


38

ACTION PLAN FOR STRATEGY #1: Make available opportunities and resources for teachers to engage students in experiences to develop world-class knowledge and skills as defined in the Profile of the South Carolina Graduate.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Provide professional development on relevant digital learning opportunities for students, utilizing 1:1 technology to promote collaboration, communication, creativity/innovation, problem solving, and critical thinking.

Provide technology professional development (in early release cohorts and other PD opportunities) based on assessment of staff needs and feedback from classroom observations.

Monitor for effective use of instructional technology as evidenced by district observation tool, lesson plans, and assessment.

Summer 2017 - OngoingTechnology PD

Fall 2018 - OngoingMonitor for Effective Use

Spring 2019 - OngoingConsultation with administration

Fall 2020 – OngoingRecognition

District Technology Coach; Instructional Technology Coaches; School Administrators; Director of Testing, Research, and Accountability

TBD Governor’s Tech Funds

CPIF

E-Rate

General Fund

Title II

Professional development survey results; sign-in rosters; classroom observation data;AdvancED findings

2. Expand inquiry opportunities and increase enrollment in AVID and Project Lead the Way.

Fall 2017 - OngoingContinued support for existing programs

Chief Instructional Officer; CATE Director; School Administrators

$120,000.00 Perkins Grant

District General Fund

Course catalog; PowerSchool report of course enrollment;showcase flyers and promotions

39

ACTION PLAN FOR STRATEGY #1: Make available opportunities and resources for teachers to engage students in experiences to develop world-class knowledge and skills as defined in the Profile of the South Carolina Graduate.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


3. Enhance school’s fine arts offerings to foster world-class knowledge and skills in the arts.

Enhance district’s artistic learning environments through capital improvements.

Recognize artistic achievement through district visual and performing arts showcases.

Support extracurricular offerings for arts education.

Fall 2017 – Ongoing Chief Instructional Officer; Fine Arts Coordinator; Chief Operations Officer

Bond Referendum; General Fund

Data collection; survey results; curriculum revisions; capital improvements; construction of performing arts center; district showcases; documentation of extracurricular offerings

4. Enhance district’s world language offerings to foster world-class knowledge and skills.

Recruit and retain world language instructors.

Fall 2019 – Ongoing Chief Instructional Officer; ESL Coordinator; Coordinator for Evaluation and Effectiveness

TBD General Fund Course catalogs; course offerings

5. Enhance schools’ technology offerings to foster world-class knowledge and skills

Fall 2019 Chief Instructional Officer; ESL Coordinator; Coordinator for Evaluation and Effectiveness

TBD General Fund Course catalogs; course offerings

40

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjTwdzWjIHRAhUQfiYKHU-NCGoQFggaMAA&url=http%3A%2F%2Fwww.eoc.sc.gov%2FHome%2FProfile%20of%20the%20Graduate%2FProfile%20of%20the%20SC%20Graduate.pdf&usg=AFQjCNHWok3QQtAkaaY8bP33Szpi7YYZWA&bvm=bv.142059868,d.eWE

ACTION PLAN FOR STRATEGY #2: Make available opportunities and resources for teachers to engage students in experiences to develop life and career characteristics as defined in the Profile of the South Carolina Graduate .

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Expand career awareness through Career Days, Guest Speakers, Community Services/Resources, and business partners.

Enhance quarterly school-wide College and Career Readiness Days to include robust and engaging school-wide activities.

Increase the number of community/business partners who assist and participate in school career awareness efforts.

Provide opportunities for students to be exposed to CATE program offerings.

Fall 2017 – Ongoing Chief Instructional Officer; CATE Director; CATE Coordinator; Guidance Facilitator; Guidance Counselors; CDFs; Superintendent

Transportation costs WBL Funds Meeting agendas and minutes; public outreach (website, flyers etc.);PowerSchool reports; field trip logs

2. Provide opportunities for students to connect with and gain hands-on experience from practitioners in the community.

Identify and establish relationships with Community Partners.

Develop directory of partners that is accessible to all stakeholders.

School level personnel will provide all students with the opportunity to participate in at least one meaningful job shadowing experience or internship per year.

Develop partnershipsFall 2017

Develop directoryWinter 2018

Provide experiencesSpring 2018 – Ongoing

CATE Director; CATE Coordinator; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning;Guidance Counselors; CDFs;School Administrators

$1000 WBL Funds Directory of partners; PowerSchool report

3. Continue and expand our School Counselors and Career Fall 2017 – Ongoing District Facilitator $50,000.00 General Fund PowerSchool reports;

41


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Specialists (CDF) involvement to include soft skills training, Individualized Graduation Plans, classroom guidance, career assessments, college tours, and virtual job shadowing.

Provide ongoing professional development for counselors on meeting the social and emotional needs of diverse learners and identification and characteristics of diverse learners.

Support the purchase of technology tools for college and career virtual explorations for each school.

Using available technology programs, CDFs will increase the number of virtual job shadowing opportunities.

At the secondary levels, job-shadowing opportunities will align with IGP goals.

CDFs will increase classroom guidance sessions to include note taking, presentation skills, setting goals, good study habits, organization, and higher-order thinking skills.

for School Counselors, Career Specialists, and Work-Based Learning; CATE Director; CDFs; Chief Instructional Officer

guidance counselor and CDF lesson plans

4. Ensure every student has at least one adult mentor to assist in the development of life and career characteristics through continuous implementation of the district-wide mentor/advocacy

Fall 2017 - Ongoing District Facilitator for School Counselors, Career

$0 N/A Mentor/Advocacy framework and rubric

42


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


framework. Increase the number of adult mentors to reduce

student:mentor ratio. Monitor schools’ plans to ensure implementation with

fidelity via mid-year pulse check. Recognize excellence in implementation of plans.

Specialists, and Work-Based Learning; CATE Director; School Administrators

District Website Highlighting exemplarity plans

5. Expand inquiry opportunities and increase enrollment in AVID and Project Lead the Way.

Fall 2017 - OngoingContinued support for existing programs

Chief Instructional Officer; CATE Director; School Administrators

$120,000.00 Perkins Grant

District General Fund

Course catalog; PowerSchool report of course enrollment;showcase flyers and promotions

43

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjTwdzWjIHRAhUQfiYKHU-NCGoQFggaMAA&url=http%3A%2F%2Fwww.eoc.sc.gov%2FHome%2FProfile%20of%20the%20Graduate%2FProfile%20of%20the%20SC%20Graduate.pdf&usg=AFQjCNHWok3QQtAkaaY8bP33Szpi7YYZWA&bvm=bv.142059868,d.eWE

SCHOOL RENEWAL PLAN FOR DATE:2017/2018 – 2021/2022


District Priority


By 2022, school report card surveys will show… An increase from 69% to at least 90% of parents agreeing or strongly agreeing that

Fulmer Middle School provides a safe, welcoming environment. An increase from 85.5% to 95% of teachers agreeing or strong agreeing that

Fulmer Middle School provides a safe, welcoming environment.


Meets annual objective targeted below


Responses to the “I AM SATISFIED WITH THE LEARNING ENVIRONMENT” item on the annual school report card survey of parents and teachers.

OVERALL MEASURES:

SOURCE:


AVERAGE BASELINE

2017–18 2018–19 2019–20 2020–21 2021–22

Parents = 69%Teachers = 85.5%

Projected Data 74.0%88.0%

79.0%90.0%

83.0%92.0%

87.0%94.0%

90.0%95.0%

Actual Data


44

45

ACTION PLAN FOR STRATEGY #1: Fulmer Middle School collaborates with family and community partners to engender a culture of trust, transparency, and mutual respect.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Ensure that Lexington Two schools and offices are welcoming environments.

Establish a quality customer service planning committee with representation of all stakeholders.

Determine quality customer service program components on customer service needs: customer service standards, training for all, accountability, and recognition).

Secure and Administer customer service satisfaction surveys and monitoring protocols, including the Mystery Customer assessment aligned to the customer service standard for schools and district offices.

Determine criteria, rewards, and recognition opportunities for schools and offices demonstrating outstanding customer service.

Provide training on Quality Customer Service for school and district personnel.

All schools will administer satisfaction survey to establish a customer service baseline.

Review results with school and district personnel.

Spring 2018 – Ongoing Superintendent; School Administrators; School Office Personnel; Director of Research and Accountability

$2500 bi-annually General Fund

Title II

Committee formed; program components and standards determined or developed; research of private sector models of training; training curriculum and model of delivery identified; metrics and monitoring protocols developed; evidence of established customer service incentive program; surveys administered and results provided to the Board

2. Develop mechanisms for interactive communication with stakeholders (e.g. town hall meetings, Remind).

Fall 2018 - Ongoing Coordinator of Data Collections/Computer Services; School Administrators

$0 N/A Rollout of communication tool

3. Consistently include representatives from stakeholder groups in planning processed to inform school system actions and decisions.

Include best practices in professional development for school staffs on how to promote active parental/guardian engagement in shared decision-making and congruent home-school support for students’ learning.

Create a supportive atmosphere and culture of inclusion by actively recruiting diverse council and committee members that reflect every child in the school (all ethnicities and programs).

Fall 2017 - Ongoing Superintendent; Chief Instructional Officer; Chief Financial Officer; Director of Title I; Director of Professional Development; School Administrators

$500 General Fund

Title II

Advisory committee agendas; sign-in rosters; Title I Plans

https://www.remind.com/

ACTION PLAN FOR STRATEGY #2: Strengthen, develop, and leverage partnerships throughout the community surrounding Fulmer Middle School to meet strategic goals.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Collaborate with businesses and organizations to enhance organizational practices.

Identify and develop partnerships with community-based organizations that are experienced and capable of assisting district efforts by providing parent/guardian education training, resources, and materials.

Fall 2017 – Ongoing Superintendent; Chief Instructional Officer; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Director of Parenting; Chief Operating Officer

$0 N/A Database compiled of external partners

2. Partner with government, community organizations, and businesses, to support the well being of students, families, and staff members.

Organize a Provider Fair and invite community partners and organizations who can provide training, support, and resources.

Map resources available in communities and disseminate information to schools about pertinent supports, services, programs, and options to meet the diverse needs of families.

Initiate a feasibility study for the development of a collaborative Family Resource Center where health, mental health, social services, and educational support and resources can be provided to families.

Fall 2018Conduct a study to determine goals and programs, identify space, determine personnel, define needs and responsibilities, determine a budget, identify a funding source, and develop an evaluation mechanism to determine effectiveness.

Fall 2019 - Ongoing

Superintendent; Chief Instructional Officer; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Director of Parenting; Chief Operating Officer

$15,000 for study

Costs of Family Resource Center TBD

Capital Funds

Parenting Grants

List of invitees compiled; Provider Fair Brochures; Fair sign-in rosters; Fair evaluation forms; resource compilation; Family Resource Center designed and equipped, personnel selected and assigned, schedules developed, partners’ memorandums of understanding established, and evaluation process determined

46

ACTION PLAN FOR STRATEGY #2: Strengthen, develop, and leverage partnerships throughout the community surrounding Fulmer Middle School to meet strategic goals.

EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


3. Increase volunteer opportunities that enrich the school environment.

Fall 2017 – Ongoing School Administrators; Guidance Counselors

$0 N/A Compiled data file of volunteers

47

ACTION PLAN FOR STRATEGY #4: Promote a safe and healthy environment for students and staff. EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Communicate requirements regarding safety and safety measures to all school stakeholders.

Fall 2017 – Ongoing Administration, Student Services

$0 N/A Documentation of safety communications

2. Update emergency safety plans annually. Fall 2017 – Ongoing Administration, Student Services

$0 N/A Updated emergency safety plans

3. Conduct required drills and inspections at all schools. Fire drills and safety inspections Earthquake drills Tornado drills Lock-down drill within first 45 days of school Semi-annual bus evacuations

Fall 2017 - Ongoing Administration, Student Services

$0 N/A Records of all drills and inspections; Fire Marshal reports; quarterly compliance reports

4. Create and/or maintain wellness models at all school sites which focus on nutrition, physical activity, health, safety, and family and community involvement.

Fall 2017 - Ongoing Chief Financial Officer; School Administrators; Director of Food Services

$0 N/A Implementation documentation of wellness models

4. Support safe and drug-free initiatives such as the Rise Above It Coalition and Red Ribbon exercises.

Fall 2017 – Ongoing Student Services; District Social Worker

$0 N/A Documentation of partnerships and activities supporting initiatives

48

R.H. Fulmer Middle SchoolAppendix A

Please provide a brief narrative describing the process the School Literacy Leadership Team (SLLT) used to develop the school reading plan, focusing on the guiding questions below.

Literacy Vision and CultureEnhancing and improving literacy at Fulmer Middle School is integral to the successes of adolescent learnersacross multiple disciplines as our students prepare for high school. We believe that in order for all students tobecome lifelong learners, the ability to read, write, listen, and speak are the foundational pieces to guarantee thatour students exemplify the characteristics of a 21st century learner and leader. Our plan will be successful if allstudents demonstrate growth towards individual and school wide improvement goals.

ContextOur school-wide focus on literacy has traditionally and consistently spanned across multiple academic and fine artsdisciplines for many years, due to our beliefs that students must possess strong literacy skills, in order to be successful inall coursework and during years of student transition. The belief that literacy is key to student success drives our behaviorin embedding it as a skill to foster student improvement.Communication This plan will consistently be communicated through our daily instructional practices, expectations for content literacy in allclasses, as well as our opportunities to form partnerships with parents and the community centered around our desire topromote reading with all stakeholders. This plan will be evident in our behaviors and what we know and believe aboutstudents’ growth regardless of ability level. Fulmer Middle School will continue to and provide promote opportunities forparents to interact with our text-rick environment, where students have opportunities to read for pleasure and for learning.

ImplementationImplementation of this plan will be monitored throughout the school year through our Professional LearningCommunity teams that will design a guaranteed and viable curriculum and develop cumulative commonformative assessments through the process of backwards design. These assessments will serve as data sets tomonitor the progress of student learning. Student exposure and access to text will be monitored by all teachersand supported by our Media Specialist and Administration.

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

Component 1: LeadershipThe Leadership team of Fulmer Middle School provides high quality professional development opportunities for teachers to be able to implement literacy strategies, including reading, writing, listening, and speaking in English Language Arts classes, as well as all content areas to include math, science, social studies, fine arts, foreign language, and physical education. Our team will seek to communicate the vision and importance of literacy in all content areas to all stakeholders through the accessibility of this plan, as well as programs and initiatives throughout the school year that will support the belief that literacy is the key component to students’ lifelong success.

Component 2: Student OutcomesFulmer Middle School will utilize SC READY assessment data, as well as cumulative common formative assessments to guide instructional practices.

49

Component 3: Professional Learning OpportunitiesAt Fulmer Middle School, content reading and writing connect all instructional areas, as well as the professionals engaged in those instructional practices. Teachers will have the opportunity to engage in professional learning centered around AVID (Advancement Via Individual Determination ) reading and writing strategies, literacy carousels provided through the Lexington School District 2 cohort model, the data teams process within our Professional Learning Communities.

Component 4: Assessment Plan Fulmer Middle School regularly gathers, disaggregates, and analyzes data from a variety of daily, cumulative, formative, and summative assessments to guide rigorous classroom instruction and interventions to support the level of learning. All teachers engage in cumulative common formative assessments that guide the professional collaborative practices. Timely feedback will be provided to students and communicated regularly with parents.

Component 5: Instructional PlanTimeFulmer Middle School believes that successful implementation of high quality literacy instruction takes place through content area reading in academic and fine arts classes. All students have access to 65-70 minutes of daily, Tier I instruction in English Language Arts,130-140 total minutes of daily instruction in Science and Social Studies, and 110 minutes of instruction in fine/related arts, where literacy strategies are embedded.

Instruction & AssessmentAll students will have access to print-rich environments, with multiple text genres available in all instructional areas, with teacher modeling. Reading strategies of monitoring, searching, confirming, cross-checking, rereading, and self-correcting are stressed along with the comprehension strategies before, during, and after reading text by using schema, annotating, questioning, visualizing, drawing inferences, determining importance, summarizing, and synthesizing. Our students are also engaged in problem -based learning that fosters inquiry along with reinforcement of basic reading skills. Teachers are expected to develop cumulative common formative assessments and utilize assessment data to guide instruction and interventions that take place during morning tutoring (30 minutes x 3 days per week).

Component 6: Parent and Family InvolvementFamily and community events and opportunities for school literacy involvement will be planned and implemented by the School Literacy Leadership Team. Stakeholders, to include parents, community members, etc. to promote literacy activities. Events, such as Summer Reading Extravaganza, will serve as an opportunity to engage parents and students in reading for enjoyment, as well for information.

Component 7: School-Community PartnershipsPartnerships with our local businesses, community agencies and organizations, county libraries, and faith-based institutions help Fulmer Middle School promote literacy awareness by providing volunteers, tutors and needed instructional materials and supplies. Moving forward, our School Literacy Leadership Team will provide guidelines and suggestions for our partners as we focus our efforts on increasing the volume of student reading done at home and over the summer.

Please reflect on the questions below and provide a brief narrative response to support the inclusion of data literacy as part of the School Reading Plan.

50

COMPONENT 1: LEADERSHIP

COMPONENT 2: STUDENT OUTCOMES

Who administers assessments?o All teachers administer daily formative assessments, as well as cumulative common formative assessments in their content area that are intended to be aligned to the state SC READY and

PASS Assessments. All students take part in these teacher-developed assessments as a measure of their current progress in reading and writing. All students in Special Education take part in the Measures of Academic Progress (MAP) assessment to gather baseline and progress monitoring data in reading.

What system is used to manage the assessment data including data entry and management? o All teachers utilize Mastery Manager as a means to collect, disaggregate, and analyze data for their cumulative common formative assessments, as well as their Student Learning Objective

(SLO) pre and post assessment data. Mastery Manager allows teachers to break apart standards and indicators to monitor students’ progress over time to determine student growth toward proficiency in reading and writing. State assessment data is disaggregated by the Administration upon receipt to allow teachers to analyze data on individual student performance, class performance, and performance in comparison to their peers.

What plan is in place to support the analysis of the data and who will be responsible for this? o Teachers at Fulmer Middle School engage in the data teams process as a part of our Professional Learning Communities, where they review sets of data to determine student progress within

their grade level, content planning partnerships, and departmental planning time. Time is embedded within our master schedule to allow teachers the opportunities to have conversations about data collected on student learning.

How are data displayed and accessed? o Data is displayed an accessed in Mastery Manager, where teachers can observe breakdown of student performance by standard/indicator, ability level, and make comparisons to the

performance of other students throughout our district. State assessment data is broken down by individual student performance, as well as by class performance and displayed and accessed through spreadsheets with percentages of student performance in graphs.

What is the plan for reviewing student data with instructional staff in order to prioritize needs and set goals?o Teachers review their common assessment data on a weekly basis with their content planning partners and grade level planning teams. The review of data takes place within departmental

teams on a monthly basis, as well as with Administration.

COMPONENT 3: SCHOOL-WIDE PROFESSIONAL LEARNING OPPORTUNITIES OFFERED AND/OR PLANNED MAY 2016 THROUGH JUNE 2017

School-wide professional learning opportunities for teachers take place in a variety of formats. Thirty teachers from Fulmer Middle School participated in the pilot for the Middle Level Content Area Reading professional development that was sponsored by Dr. Baron Holmes and Dr. Diane Stephens. This opportunity has allowed teachers to practice strategies and provide feedback through our peer observation model, as well as reflection during grade level content planning. Monitoring of the implementation of strategies attained during this professional development opportunity will continue to take place during the 2016-17 school year.

Fourteen teachers had the opportunity to attend Advancement Via Individual Determination (AVID) Summer Institute in Dallas, Texas in June 2016 to gain information on AVID strategies specific to their content areas in Writing, Inquiry, Collaboration, Organization, and Reading. Fulmer Middle School will continue full implementation of taking, making and revisiting Cornell Notes as a school-wide strategy, as well as Critical Reading strategies, to include marking the text, pre-reading, purposeful re-reading, and responding to the reading. These strategies will continue to be developed during monthly departmental meetings, as well as during Inservice time as a faculty throughout the 2016-17 school year.

COMPONENT 4: ASSESSMENT PLANBased on your analysis of state and local assessment data, please respond to the following:

Indicate at least one area for Indicate the action needed to Indicate a timeline for action

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growth support increased student achievement.

and who will be responsible.

Grade 6 Evaluate the effectiveness of the relationship of the author’s key ideas, details and word choice as they impact the author’s intended purpose.

Increased student exposure; Increased School & District-professional Learning for teachers

ELA Teachers, Special Education Co-Teachers

Grade 7 Evaluate the effectiveness of the relationship of the author’s key ideas, details and word choice as they impact the author’s intended purpose.

Increased student exposure; Increased School & District-provided professional Learning for teachers


Grade 8 Analyze the effectiveness of literary devices and figurative as they impact the author’s intended purpose.

Increased student exposure; Increased School & District-provided professional Learning for teachers


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COMPONENT 5: INSTRUCTIONAL PLAN

If you selected less than 90 minutes for the 2016-17 school year, please indicate what actions your district is taking to move toward a 90 minute uninterrupted instructional block.

Fulmer Middle School currently utilizes 65 to 70 minutes of instructional time per day that is specifically devoted to English Language Arts instruction in reading and writing. At this time, the expectation at Fulmer Middle School is for literacy strategies (reading, writing, listening, and speaking) to be an interdisciplinary approach, with all content areas incorporating these strategies within their curriculum. The longitudinal data supports an increase in reading and writing scores on the PASS assessment, as well as a performance that was above the state average on the ACT Aspire in Reading and Writing.

What action is the school taking to maximize and protect instructional time at all levels?

Instructional time is maximized through a master schedule that utilizes time for students to receive high-quality, Tier 1 class time, as well as targeted intervention through a morning tutoring block. AS mentioned previously, content literacy is embedded throughout the fine arts, in addition to the core curriculum. Students who are not taking part in morning tutoring on specific days participate in school-wide, independent reading.

Please upload a copy of your master schedule.

What instructional and other accommodations are made for special populations, those who need acceleration and those who need additional support?

Instructional support is provided for all students through a morning tutoring block on Tuesdays, Wednesdays, and Thursdays, where students receive targeted intervention to support rigorous classroom instruction.

Students in special education programs receive services in reading and writing through a blended instructional model, which is designed to meet the vast needs of learners at Fulmer Middle School. Students are identified based on individual needs for a Tier I approach (Co-teaching/Inclusion model), Tier II approach (Academic Support), or Tier III approach (Blend of Co-Teaching and Academic Support).

Students who receive services in ESOL are provided support through a push-in/pull-out model, in order to help facilitate relevant services for English Language Learners.

Students who have been identified as Gifted and Talented receive accelerated instruction through a more rigorous and pacing and curriculum designed to prepare students for English I Honors in the 8 th grade.

Additional programs such as AVID (Advancement Via Individual Determination) offer substantial support in the areas of reading and writing for students who “fall in the middle” academically, with the mindset of advancing this group of students to Honors level coursework. The Humanities elective class takes a multidisciplinary approach to reading, writing, and inquiry

What instructional supports are you providing in addition to the state adopted instructional materials program for these grade levels?Grade 6 Empowering Writers, Falling in Love with Close ReadingGrade 7 Empowering Writers, Falling in Love with Close ReadingGrade 8 Empowering Writers, Falling in Love with Close Reading

What support is the school providing to increase the number of books in classroom libraries and the library media center?

Budget allocations are made for the purchase of text for classroom libraries and the Media Center through General Fund budget appropriations. Additional funds are allocated from the school-level Instructional budget

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

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COMPONENT 6: PARENT AND FAMILY INVOLVEMENTWhat is the school’s mission regarding parent and family involvement in their student’s educational program?How is this mission fulfilled?

“The mission of Fulmer Middle School, in partnership with the community, is to assure each student the opportunity to learn in a safe, positive, nurturing environment where respect and self-discipline build maturity and a foundation for life-long learning.”

Partnerships with the community and families are integral to the success of adolescent learners. Regular parent and community outreach is maintained through weekly parent phone calls (“Minutes with Megan”) to inform parents of key news at FMS, an updated, conclusive school webpage, Student/Parent Portal, email and hard copy newsletters, Open House, Report Card nights, Summer Reading Extravaganza, AVID Parent Night, transition events, and a strong social media presence, as well as a school-developed Academic Intervention System and Behavior Intervention System, where collaborative efforts with parents are key to the success of these structures.

Does the school require regular and frequent communication with parents and families specifically related to literacy?☐Yes ☐NoIf yes, what communication methods are used?

Frequent communication regarding literacy takes place in a variety of formats, to include AVID Parent Night, where emphasis is place on Writing, Inquiry, Collaboration, Organization and Reading (WICOR) skills gained through the school-wide implementation of AVID. The annual Summer Reading Extravaganza is an event designed to promote the importance of students and parents reading throughout the summer, where we offer book talks by all faculty members on our district’s summer reading offerings. Various parenting articles, regarding the importance of reading and writing at home to improve comprehension, are posted to social media sites for parent and community access. Teacher suggested reading is promoted through our Media Center’s “Staff Shelfies,” where parents and community members have an opportunity to gain insight as to what teachers are reading.

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

COMPONENT 7: SCHOOL COMMUNITY PARTNERSHIPSHow does the school create partnerships with business and community organizations to raise awareness of the importance of literacy?

List community partnerships that currently exist with your school. What services and/or supports are provided?

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What plans does the school have to increase community partnerships? Teen Talk sponsored by Palmetto Health Alliance Nehemiah Project sponsored by Christ Central Ministries Girls for Tomorrow (GiFT) sponsored by the Department of Women’s Studies at the University of South Carolina Boys & Girls Club of the Midlands Rise Above It sponsored by the Lexington School District Two Coalition Teaching Fellows at the University of South Carolina Midlands Education Business Alliance

All community/business partnerships seek to increase resources available to adolescent learners, thus enhancing all students’ educational experiences. Services vary depending upon the partnership, but all programs seek to increase students’ abilities to read, write, listen, and speak.

Fulmer Middle School seeks to promote the visibility of the community within our school, in order to expose students to resources and opportunities available to them within our school, as well as beyond our school community. The aforementioned partnerships are long-standing partnerships

Please provide any additional information you wish to add or any information not requested in support of your school’s reading plan.

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