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AIRPORT HIGH SCHOOL STRATEGIC PLAN COVER PAGE

(Mandated Component)

SCHOOL / DISTRICT INFORMATION AND REQUIRED SIGNATURES

Airport High School- Lexington School District Two

AIRPORT HIGH SCHOOL STRATEGIC PLAN FOR YEARS 2017/2018 to 2021/2022__ (five years)

Airport High School Annual Update for _______________ (one year)

AssurancesThe school strategic plan, or annual update of the school strategic 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

Linda Alford-Wooten

PRINTED NAME SIGNATURE DATE

SUPERINTENDENT

Dr. Bill James


TITLE II COORDINATOR

Morgan PlattKevin Smoak


DISTRICT STRATEGIC PLANNING COORDINATOR

Dr. Marcella Heyward-Evans


AIRPORT HIGH SCHOOL PRINCIPAL

Brad Coleman


Address: Airport High School- 1315 Boston Ave West Columbia, SC 26171 Phone: 803-822-5600

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

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STAKEHOLDER INVOLVEMENT FOR DISTRICT PLAN(Mandated Component)

List the name of persons who were involved in the development of the school strategic plan. A participant for each numbered category is required.

POSITION NAME

1. Superintendent Dr. William “Bill” James

2. Principal Mr. Brad Coleman

3. Teacher Daniel Bailey

4. Parent/Guardian Teresa Bradwell

5. Community Member Tom Smith

6. Private School Representative(s) John Lastinger (Title II Requirement)

7. District Level Administrators(s) Dr. Marcella Heyward Evans (Title II Requirement)

8. Paraprofessional(s) Margaret Martin (Title II Requirement)

9. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.)

POSITION NAME

SIC Mary Davis

SIC Kim Ellisor

SIC Tammy O’Quinn

SIC Dawn Williams

SIC Beth Williams

SIC Edie Key

SIC Robin Hook

*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, and signed by the district superintendent, attest that the school/district complies with all applicable Act 135 requirements.

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

_____ Academic Assistance, Grades 4–12The district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).

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

_____ Staff DevelopmentThe 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.

_____ TechnologyThe district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

_____ InnovationThe 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.

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

_____ Developmental ScreeningThe district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.

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_____ Half-Day Child DevelopmentThe 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.

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

_____ Parenting and Family LiteracyThe 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.

_____ RecruitmentThe 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.

_____ Coordination of Act 135 Initiatives with Other Federal, State, and District ProgramsThe 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.

_____ Office of Health and NutritionAs required by the Students Health and Fitness Act [section 59-10-330 (B)], the district has established a Coordinated School Health Advisory Council (CSHAC) that includes members of the community, school representatives, students, parents, district food service employees, and school board members, and has collaborated with the CSHAC to develop a school health improvement plan that addresses strategies for improving student nutrition, health, and physical activity and includes the district's wellness policy. The district health improvement plan goals and progress toward those goals are included in the district's strategic plan.

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Chapter 59 of Title 59:

Education and Economic Development Act Assurances for Districts

1. Each elementary, middle, and high school in the district has implemented the Comprehensive Developmental Guidance and Counseling Program Model.

2. All elementary, middle, and high schools in the district have integrated career awareness, exploration, and/or preparation activities into their curricula.

3. Each middle and high school in the district has a student-to-guidance personnel ratio of 300:1 or less. Suspended as pursuant to R14.3352.

4. Each middle and high school in the district employs certified career development facilitators who perform the 13 duties specified in the EEDA legislation.

5. All students in grades eight through twelve have developed an individual graduation plan (IGP) that is reviewed by students and their parents/parental designees during annual IGP conferences facilitated by certified guidance counselors.

6. All eighth grade students in the district have chosen a career cluster. (Students may change their cluster choice if they desire to do so).

7. All tenth grade students in the district have chosen a career major. (Students may change their major if they desire to do so).

8. All high schools in the district offer enough courses for all students to complete their chosen majors. (NOTE: To complete a major, students must take four courses for elective credit that are associated with that major).

9. Each high school in the district is organized around a minimum of three of the 16 national career clusters.

10. Each high school in the district has implemented an evidence-based program model designed to ensure that students identified as being at risk of dropping out actually graduate from high school with a state diploma.

11. Each high school in the district has implemented High Schools That Work or another state-approved comprehensive reform model.

12. Each high school in the district offers all students at least one opportunity to participate in an extended or work-based learning activity prior to graduation.

13. Each high school in the district offers students opportunities to enroll in courses for which they may receive both high school and college credit.

Superintendent's Printed Name Superintendent's Signature Date (for district and school plans)

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General Grant Assurances for Districts

As the duly authorized representative of …Lexington School District Two / Airport High School,(Please print or type name of District)

I certify that this applicant

A. Has the legal authority to apply for state assistance and the institutional, managerial, and financial capability (including funds sufficient to pay the non-state share of project costs) to ensure proper planning, management, and completion of the project described in this application.

B. Will give the State Department of Education (SCDE) access to and the right to examine all records, books, papers, or documents related to this award and will establish a proper accounting system in accordance with generally accepted accounting principles or agency directives. The applicant's accounting system must include sufficient internal controls, a clear audit trail, and written cost-allocation procedures as necessary. Financial management systems must be capable of distinguishing expenditures that are attributable to this grant from those that are not attributable to this grant. This system must be able to identify costs by programmatic year and by budget line item and to differentiate among direct, indirect, and administrative costs. In addition, the grantee must maintain adequate supporting documents for the expenditures (federal and nonfederal) and in-kind contributions, if any, that it makes under this grant. Costs must be shown in books or records (e.g., disbursements ledger, journal, payroll register) and must be supported by a source document such as a receipt, travel voucher, invoice, bill, or in-kind voucher. The applicant will also comply with the Office of Management and Budget 2 CFR Part 230 "Cost Principles for Non-Profit Organizations," 2 CFR Part 225 "Cost Principles for State, Local, and Indian Tribal Governments," or 2 CFR Part 220 "Cost School Administrators for Educational Institutions" for maintaining required support for salaries and wages. Required support includes certifications and/or personnel activity records according to the type of entity. Will approve all expenditures, document receipt of goods and services, and record payments on the applicant's accounting records prior to submission of reimbursement claims to the SCDE for costs related to this grant.

C. Will approve all expenditures, document receipt of goods and services, and record payments on the applicant’s accounting records prior to submission of reimbursement claims to the SCDE for costs related to this grant.

D. Will initiate and complete work within the applicable time frame after receipt of approval by the SCDE.

E. Will not discriminate against any employee or applicant for employment because of race, color, religion, age, sex, national origin, or disability. The grantee will take affirmative action to ensure that applicants for employment and the employees are treated during the period of their employment without regard to their race, color, religion, age, sex, national origin, or disability.

F. Will comply with the Ethics, Government Accountability, and Campaign Reform Act (S.C. Code Ann. § 2-17-10 et seq. and § 8-13-100 et seq. (Supp. 2009)].

G. Will comply with the Drug Free Workplace Act (S.C. Code Ann. § 44- 107-10 et seq. (Supp. 2009)] if the amount of this award is $50,000 or more.

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H. Ensures that all policies, procedures, programs and the administration of programs in the school district are consistent with the No Child Left Behind Act of 2001, EDGAR (1999), and other applicable statues, regulations, program plans, and applications.

I. Will submit reports as necessary to enable the SDE to meet its responsibilities under the program and will maintain such records, provide such information, and afford access to the records as the SDE may find necessary to carry out its duties. The school district will cooperate in carrying out any evaluation conducted by state or federal agencies.

J. Affirms that the needs assessment was conducted in consultation and collaboration with the teachers of the school district, including those teachers in schools receiving assistance under Title I, school administrators, and charter school and private school representatives (where applicable) in the development of the needs assessment.

K. Will ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates that other students by unqualified, out-of-field, or inexperienced teachers.

L. Will target Title II-A teacher quality funds to schools that have the lowest proportion of highly qualified teachers, have the largest average class size, or are identified for school improvement under the specification in Title I, section 1116(b)(1)(A) of the Elementary and Secondary Education Act (ESEA): "A local educational agency shall identify for school improvement any elementary school or secondary school served under this part that fails, for 2 consecutive years, to make adequate yearly progress as defined in the State's plan under section 1111(b)(2)."

M. Will comply with Title IX, Section 9501 of the ESEA regarding participation by private school children and teachers.

N. Will comply with Title V, Section 5206(a) of the ESEA regarding participation by charter schools.

O. Will use the grant funds received in order to supplement, and not supplant, nonfederal funds that would otherwise be used for activities authorized under Section 2123 of the ESEA, "Local Use of Funds."

_______________________ _____________________ _______ Superintendent's Printed Name Superintendent's Signature Date (for district and school plans)

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Terms and Conditions for SCDE Grant Programs(Page 1 of 2)

A. Completeness of Proposal All proposals should be complete and carefully worded and must contain all of the information requested by the State Department of Education (SCDE). If you do not believe a section applies to your proposal, please indicate that fact.

B. Termination The SCDE reserves the right to reject any and all applications and to refuse to grant monies under this solicitation. After it has been awarded, the SCDE may terminate a grant by giving the grantee written notice of termination. In the event of a termination after award, the SCDE shall reimburse the grantee for expenses incurred up to the notification of termination. In addition, this grant may be terminated by the SCDE if the grantee fails to perform as promised in its proposal.

C. Travel Costs Travel costs, if allowed under this solicitation, must not exceed limits noted in the United States General Services Administration (www.gsa.gov) regulations.

D. Honoraria Amounts paid in honoraria, if allowed under this grant, must be consistent with SCDE policies. You should check with the program office before budgeting for honoraria.

E. Obligation of Grant Funds Grant funds may not be obligated prior to the effective date or subsequent to the termination date of the grant period. No obligations are allowed after the end of the grant period, and the final request for payment must be submitted no later than thirty (30) days after the end of the grant period.

F. Use of Grant FundsFunds awarded are to be expended only for purposes and activities covered by the project plan and budget.

G. Copyright The grantee is free to copyright any books, publications, or other copyrightable materials developed in the course of this grant. However, the SCDE reserves a royalty-free, nonexclusive, and irrevocable license to reproduce, publish, or otherwise use, and to authorize others to use, the copyrighted work developed under this grant.

H. Documentation The grantee must provide for accurate and timely recording of receipts and expenditures. The grantee's accounting system should distinguish receipts and expenditures attributable to each grant.

I. Reports The grantee shall submit a final financial report within thirty (30) days of the final disbursement. This report should be a final accounting of the grant. It may be submitted in either narrative or spreadsheet form.

J. Certification Regarding Suspension and Debarment. By submitting a proposal, the applicant certifies, to the best of its knowledge and belief, that the

Applicant and/or any of its School Administrators, subgrantees, or subcontractors Are not presently debarred, suspended, proposed for debarment, or declared ineligible

for the award of contracts by any state or federal agency; Have not, within a three-year period preceding this application, been convicted of or

had a civil judgment rendered against them for: commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (federal, state, or local) contract or subcontract; violation of federal or state antitrust statutes relating to the submission of offers; or commission of embezzlement, theft,

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Terms and Conditions for SCDE Grant Programs continued(Page 2 of 2)

Forgery, bribery, falsification or destruction of records, making false statements, tax evasion, or receiving stolen property; and

Are not presently indicted for, or otherwise criminally or civilly charged by a governmental entity with, commission of any of the offenses enumerated above.

Applicant has not, within a three-year period preceding this application, had one or more contracts terminated for default by any public (federal, state, or local) entity.

K. Audits Entities expending $500,000 or more in federal awards:

Entities that expend $500,000 or more in federal awards during the fiscal year are required to have an audit performed in accordance with the provisions of Office of Management and Budget (OMB) Circular No. A-133, Audits of States, Local Governments, and Non-Profit Organizations. The submission deadline for A-133 audits is nine months after the entity's fiscal year-end. A grantee that passes through funds to subrecipients has the responsibility of ensuring that federal awards are used for authorized purposes in compliance with federal program laws, federal and state regulations, and grant agreements. The director of the OMB, who will review this amount every two years, has the option of revising the threshold upward.

Entities expending less than $500,000 in federal awards: Entities that expend less than $500,000 in a fiscal year in federal awards are exempt from the audit requirements in the Single Audit Act and Circular A-133. However, such entities are not exempt from other federal requirements (including those to maintain records) concerning federal awards provided to the entity. The entity's records must be available for review or audit by the SCDE and appropriate officials of federal agencies, pass-through entities, and the General Accounting Office (GAO).

N. Records. The grantee shall retain grant records, including financial records and supporting documentation, for a minimum of three (3) years after the termination date of the grant.

O. Reduction in Budgets and Negotiations. The SCDE reserves the right to negotiate budgets with potential grantees. The SCDE may, in its sole discretion, determine that a proposed budget is excessive and may negotiate a lower budget with the potential grantee. The grantee may at that time negotiate or withdraw its proposal. In addition, the SCDE may desire to fund a project but not at the level proposed. In that case the SCDE shall notify the potential grantee of the amount that can be funded, and the grantee and the SCDE shall negotiate a modification in the proposal to accommodate the lower budget. All final decisions are that of the SCDE.

N. Amendments to Grants. Amendments are permitted upon the mutual agreement of the parties and will become effective when specified in writing and signed by both parties.

Superintendent's Printed Name Superintendent's Signature Date (for district and school plans)

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TABLE OF CONTENTS

(Mandated Component)

Include a table of contents to ensure inclusion of all required elements.

1. School Profile................................................................................................................................. 11

2. Executive Summary of Needs Assessment Findings.......................................................................12

3. Mission, Vision, and Beliefs............................................................................................................15

4. Performance Goal #1: Student Achievement (Math).....................................................................16

5. Performance Goal #2: Student Achievement (ELA)........................................................................33

6. Performance Goal #3: Student Achievement (College and Career Readiness)..............................44

7. Performance Goal #4: Teacher/Administrator Quality..................................................................56

8. Performance Goal #5: School Climate............................................................................................64

9. Performance Goal #7: District Priority (Technology)......................................................................79

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Airport High School Summary

Our school is helping all students develop the world class skills and life and career characteristics of the Profile of the South Carolina Graduate by providing a safe, caring, and academically challenging learning environment. We provide such an environment through the implementation of our new school vision: As the home of the E.L.I.T.E. Eagles, Airport high school will become a school with a high performance learning culture with a tradition of Engagement, Leadership, Integrity, Teamwork, and Empowerment in Academics, Athletics and the Arts.

Our staff continues to develop a guaranteed and viable curriculum so that all students learn the same skills in a course regardless of the assigned teacher. Students at Airport HS are offered a choice of 3 world languages, Project Lead the Way engineering classes, advanced computer courses including computer programming and animation, numerous Career and Technology courses including a cosmetology program that boasts a 100% pass rate on the state boards, an array of outstanding fine arts classes including theater, an advanced placement program that begins during the freshman year, and dual enrollment courses through our partnership with Midlands Technical College. We also began a freshman cohort group who will be able to earn an Associate’s Degree when they graduate from high school.

This is just a cross section of how we are addressing the World Class Knowledge component of the Profile and providing our students with more opportunities for eventual employment in the global community.

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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS(Mandated Component)

Needs Assessment for Student Achievement by Grade RangeData Sources Strength Weakness/Improvement Need

Airport High School (9 - 12)End-of-Course Algebra I/ Mathematics for the Technologies

There is only a 1% achievement gap in mean in 2015-16 for students enrolled in Algebra I.

The pass rate of 63.6% in 2015-16 for students enrolled in Algebra I is below the district (76.3) and (82.4) State averages.

End-of-Course English I

The pass rate of 75% in 2015-16 for students enrolled in English I improved 11% from the previous year.

The pass rate of 75% in 2015-16 for students enrolled in English I is bellow the district (81.4) and State (78.9) averages.

End-of-Course Biology I/ Applied Biology II

The pass rate of 84.3% in 2015-16 for students enrolled in Biology I is currently above the district (81.2) and State (78.9) averages.

The pass rate has not improved in two years.

End-of-Course U.S. History and Constitution

The pass rate of 66.8% in 2015-16 for students enrolled in US History is above the district average.

The pass rate of 66.8% in 2015-16 for students enrolled in U.S. History and Constitution was less than the state rate of 71.2%.

On-Time Graduation Rate

The school on-time graduation rate in 2015-16 was 87.9%, which is an increase from the previous year's rate of 82.2%. This on-time graduation rate is higher than the statewide rate of 82.6%.

Benchmark Assessment: ACT

ACT Composite, English, Math, Reading, and Science scores all increased from theprevious year. The highest subject area was Science.

The average ACT composite score for was 17.4, which is lower than the state average (18.2). The lowest subject area score was in English (15.6).

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Needs Assessment for Teacher/Administrator QualityRecommended Data

Sources Strength Weakness/Improvement Need

Percentage of Teachers on Continuing Contracts

The percentage of teachers with continuing contracts in 2014-15 was 73.3%, which is a decrease of the previous year’s value of 76.3% and lower than district like ours (80.4%).

Percentage of Teachers Returning

The percentage of teachers returning to the district in 2014-15 (89.5%) was less than in the previous year (90.2%). This figure is only slightly less than districts like ours (89.7%).

Percentage of Teachers with Advanced Degrees

During the 2014-15 school year, a larger percentage (63.4%) of teachers had advanced degrees in 2014-15 compared to districts like ours (61.7%).

During the 2014-15 school year, the percentage of teachers with advanced degrees (63.4%) slightly decreased over the previous year (63.6%).

Percentage of Classes not Taught by Highly Qualified Teachers

The overall percent of classes not taught by highly qualified teachers was 1.3% in 2014-15, which is less than the previous year (4.3%) and is less than districts like ours (3.3%).

Needs Assessment for School Climate

Recommended Data Sources Strength Weakness/Improvement Need

Teacher Attendance Rate

The teacher attendance rate at Airport High School for 2015-16 was 95%, which is above the district average of 94.1 and an increase over last year.

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

For the 2015-16 school year, 81.2% (up 14.5) of parents, and 75% of students were satisfied with the social and physical environment of their schools.

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

For the 2015-16 school year, 78.1% (up 18%) of parents, and 67% of students were satisfied with home-school relations.

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relations

Percent of Teachers, Students, and Parents Satisfied with the LearningEnvironment

For the 2015-16 school year, 87.1% (up 11.3%) of parents, and 76% of students were satisfied with the learning environment.

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Vision Statement

As the home of the E.L.I.T.E. Eagles, Airport high school will become a school with a high performance learning culture with a tradition of Engagement, Leadership, Integrity, Teamwork, and Empowerment in Academics, Athletics and the Arts.

Mission Statement

The mission of Airport High School, in conjunction with a positive school-community relationship, is to provide a quality education for students that creates well-rounded individuals through varied

opportunities in academics, arts, sports, and clubs, which is supported by a system that promotes hope, independence, good character traits, and the development of skills that are needed for success in life

Belief Statements

We will develop curriculum and instructional strategies that utilize various resources which will promote active involvement of students, provide for their varied experiences, and acknowledge their individual abilities and talents.

We will model the importance of life-long learning through our ongoing professional development.

We will collaborate with one another to create conditions that provide equity and promote student success.

We will act in a professional manner with integrity and honesty and will develop relationships characterized by caring and respect - relationships which will lead to a rewarding professional experience.

We will provide a supportive school atmosphere where everyone feels emotionally, physically, and intellectually safe.

We will hold expectations for student achievement and character, and will guide students to make responsible choices for their lives and the learning process.

We will care for our physical environment and school property and will expect the same of students.

We will communicate with parents and each other about students and will encourage parents to be positively involved in their children’s education.

We are a Positive Behavioral Interventions and Supports (P.B.I.S/M.T.S.S.) School

P.B.I.S. is a research and evidence-based, school-wide behavior initiative that is:

· Proactive instead of reactive· Provides a common language between students, staff and community· Creates consistency & community· Provides recognition for displaying E.L.I.T.E. behaviors

Together we are changing the culture of Airport and starting a NEW Tradition of Engagement, Leadership, Integrity, Teamwork and Empowerment (E.L.I.T.E.) in Academics, Athletics and the Arts.

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DISTRICT STRATEGIC PLAN FOR Airport High 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 completing courses with Algebra 1 EOCEP requirements obtaining a passing score on the EOCEP assessment will increase from 63.6% to at least 85.0%.

The average math score for the ACT spring eleventh grade administration will increase from 17.6 to 22.0 or higher.

INTERIM PERFORMANCE GOAL:(One year goal)

Meets annual objective target below

DATA SOURCE(S): MAP Math, SC READY Math, Algebra I EOCEP, and ACT

OVERALL MEASURES:

SOURCE:

* Represents projections of improvement

AVERAGE BASELINE

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

EOCEP –63.6%ACT – 17.2

Projected Data 67.6%*18.2*

71.6%*19.2*

75.6%*20.2*

79.6%*21.2*

85.0%*22.0*

Actual Data

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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. Establish 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, and math teachers

TBD TBD Committee research notes

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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 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 the revision/refinement of assessment items should be ongoing.

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

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

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

Fall 2018 – OngoingProvide toolkit and training on using resources

District Math Coordinator;

TBD TBD Sign-in rosters; posted toolkit on math content

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Manager or Mastery Connect).

Fall 2019 – Ongoing Establish expectation of usage in instruction

District Technology Coach; Instructional Technology Coaches; School Administrators; Math Department Heads; Instructional Coaches and math teachers

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 embedded time for teams to meet. Provide training on Achievement Teams for

administrators and teachers. 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 – OngoingImplementation of achievement teams

Fall 2018 – OngoingFocus on disaggregation of data by subgroups

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

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

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EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


5. Provide professional development (including PD cohorts on 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.

Fall 2018Why use daily 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

District Math Coordinator; School Administrators; Instructional Coaches; Math Department Heads and math teachers

$0 N/A Sign-in rosters; flexible 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 – OngoingProvide toolkit and training (including PD cohorts on early-release days) on using

District Math Coordinator; District Technology

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

20

https://ed.sc.gov/newsroom/school-district-memoranda-archive/personalized-learning/personalized-learning-framework/

https://ed.sc.gov/newsroom/school-district-memoranda-archive/personalized-learning/personalized-learning-framework/


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


resources

Fall 2020 – OngoingSelect and target pilot schools for additional preparation

Fall 2021 – OngoingInitiate personalized learning at pilot schools

Coach; Instructional Technology Coaches; School Administrators; Instructional Coaches and math teachers

plans; classroom observations

21

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 currently available text-embedded materials with an intent to create a district lending library.

Research digital alternatives or supplements to hands-on units.

Conduct textbook/curriculum guide gallery walk for instructional coaches/department heads/team leaders/site-based administrators to uncover embedded hands-on experiences already available to teachers.

Highlight physical and digital manipulatives or tools available in our district.

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

Summer 2019Inventory andresearch

Fall 2019Create libraryGallery walk (Qtr. 1)Highlight tools (Qtr. 2)

Spring 2020 - OngoingHands-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. Develop 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

Fall 2020Research

District Math Coordinator;

$5000 Technology Funds

Video library; revised curriculum guides and

22


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


subgroups with large in-between achievement gaps). Math coaches research applications of selected math

manipulatives (physical and digital) and create instructional videos for teachers.

Host online video library for teachers to reference as needed.

Highlight opportunities for using manipulatives in curriculum guides and other math documents referencing available videos.

Model teaching methods at grade-level 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.

Host video libraryHighlight opportunities

Fall 2020 - OngoingModel teaching methods

Fall 2022 – OngoingLesson plan documentation

District Technology Coach; Instructional Technology Coaches; Instructional Coaches; School Administrators and math teachers

math documents; meeting agendas; sign-in rosters; lesson plan documentation; documented feedback from school administrators

3. Incorporate computer science applications into math instruction where appropriate.

High School – expand computer science course offerings at the Career and Technical Center to include AP Computer Science.

Fall 2020 – OngoingFamiliarize middle schoolHigh school expansion

Fall 2021 - Ongoing

Chief Instructional Officer; Director of Instruction; District Technology Coach; Instructional Technology

$15,000 General Fund; Title II

Revised computer lab curriculum; meeting agendas; sign-in rosters; course catalog offerings; enrollment in certification courses; student enrollment

23


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


Provide certification opportunities

Fall 2022 – OngoingPhase in courses

Coaches; Director of Research, Testing, and Accountability; CATE Director; CATE Coordinator and math teachers

in computer science courses

24

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.

Develop a means to make recommendations for how to revise the required math and science courses so that they lead to the development of a more profound understanding of fundamental concepts.

Offer summer math boot camps (led by trained numeracy leaders) to foster conceptual understanding and the implementation of mathematical best practices for engaging students in authentic problem solving.

Explore 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 district-wide and site-based professional development opportunities including Coach’s Corner, Conversations with Coordinators, department head meetings, and professional development cohorts on early-release days.

Locate and host externally- and internally-produced video modules developing conceptual understanding and authentic problem solving opportunities.

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 and math teachers

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 Fall 2018 - Ongoing District Math $0 N/A Partner directory;

25


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


job to communicate relevance to students. Identify and reach out to community stakeholders. Devise a mathematical business partner directory for

teachers and guidance counselors to access for classroom talks, problem-based learning and evaluators, critical friends, etc.).

Pursue internships for high school students to apply mathematical learning outside the classroom.

Establish an ongoing dialogue with the business community, to include the Chamber of Commerce and Rotary, on the relationship between workforce needs and math and science education.

Coordinator; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; School Administrators and math teachers

internship applications and rosters; meeting agendas and minutes; communication examples

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

Fall 2019 - OngoingRefine units and expand

District Math Coordinator; School

$2000 Title II Revised units; roster of identified model

26


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


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.

capacity for implementation

Spring 2020 - OngoingIdentify model classrooms

Fall 2020 - OngoingDevelop capacity for creation and revision

Administrators; Instructional Coaches and math/other core teachers

classrooms; lesson plan documentation

4. Create a math and science education newsletter, periodic publications, and resource database, including video resources, for students and parents/guardians to access as they seek to develop their own conceptual understanding.

Create an evaluation instrument to assess instructional

Spring 2020Evaluation Instrument

Fall 2020 - Ongoing

District Math Coordinator; District Technology Coach; Instructional

$5000 Technology Funds

Evaluation instrument; instructional video database; information session sign-in sheets;

27


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


quality of videos. Locate and evaluate instructional videos for student use. Ensure network’s ability to handle streaming of digital

video content and upgrade as necessary. Provide student access to instructional video bank to

supplement classroom instruction. Conduct information sessions with stakeholders to

introduce the resource and methods of access. Establish expectation that teachers communicate the

availability of this resource to stakeholders when relevant to classroom instruction.

Locate videos

Spring 2021 - OngoingEnsure sufficient network

Fall 2021Student AccessInformation SessionsStakeholder Communication

Technology Coaches; School Administrators; Instructional Coaches and math/science teachers

advertisements for information sessions; documented communication with stakeholders

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

Promote statewide visibility of recognition and award programs related to math and science.

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

Fall 2017 – Ongoing District Math Coordinator; District Technology Coach; Instructional Technology Coaches and math teachers

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

28

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


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Implement a secondary framework for mathematics instruction. Develop a secondary framework for mathematics. Pilot a secondary framework for mathematics. Full implementation of secondary framework for

mathematics. Evaluate and revise secondary framework for

mathematics to include provisions for a tiered support (Response to Intervention/Intelligence) system for struggling and gifted learners.

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 and math teachers

$0 N/A Secondary framework for mathematics

2. Ensure continuity across all levels of instruction by including key components of an effective math classroom in the framework and monitoring their implementation in classrooms 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 and math teachers

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

29

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


3. Refine elementary framework, to include provisions for a tiered support (Response to Intervention/Intelligence) system for struggling and gifted learners, with an increase in utilization.

Communicate instructional framework to elementary teachers, coaches, and administrators through a variety of methods including webinars, Conversations with Coordinators, posters, reference guides, professional development cohorts on early release days, etc.

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

$0 N/A Refined framework; recorded webinars; meeting agendas, posters, references guides; sign-in rosters

4. Establish expectations of exemplary mathematics instruction at each level. Create video segments of exemplars for each of the

framework components. Support administrators in evaluating elements of math

instruction.

Fall 2018 – Ongoing District Math Coordinator; District Technology Coach; Instructional Technology Coaches; Instructional Coaches and math teachers

$0 N/A Video segments; math observation data as evidenced by the ELEOT

5. Develop family-friendly resources to help parents/guardians, teachers, and staff make informed decisions about math and science education for children.

Fall 2018 – Ongoing District Math Coordinator

$0 N/A Resource bank

6. Publicly and prominently recognize excellence in teaching and learning in mathematics and science.

Fall 2017 – Ongoing District Math Coordinator

$250 General Fund Documentation of recognition

30

DISTRICT STRATEGIC PLAN FOR Airport High School DATE:2017/2018 – 2021/2022


District Priority


By 2022… The percent of students completing courses with English 1 EOCEP requirements obtaining a passing score on the EOCEP assessment

will increase from 75.0% to at least 85.0%.



DATA SOURCE(S): DRA, MAP Reading , SC READY ELA, and English I EOCEP

OVERALL MEASURES:

SOURCE:


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

AVERAGE BASELINE

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

EOCEP –75.0%

Projected Data 77%* 79%* 81%* 83%* 85.0%*

Actual Data

31

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. Establish literacy assessment committee to research potential literacy test item banks for purchase.

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

TBD TBD Committee research notes

32


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 and prioritizing 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 and English teachers

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

3. Incorporate technology tools, resources, and training (including PD cohorts Fall 2018 District ELA TBD TBD Sign-in rosters; meeting

33


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


on early-release days) for teacher development of common formative assessments for monitoring student growth and achievement (such as Mastery Manager or Mastery Connect).

Form a committee to create toolkit

Spring 2019Provide toolkit and training on using resources

Fall 2019 – Ongoing Establish expectation of usage in instruction

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

agendas; toolkit posted on ELA content webpage

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

Provide embedded time for teams to meet. Provide training on Achievement Teams for

administrators and teachers. 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 and

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

34


EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


English teachers

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.

Establish a 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.

o This committee will support faculty in acquiring quality materials with suggestions of titles and review of

Fall 2017Guidance Document

Fall 2018 - OngoingEstablish CommitteesAnnual Review

Chief Instructional Officer

District CommitteeESOL Coordinator, Special Education Coach, Media Specialists, ELA Coordinator, Gifted Education Teachers, Literacy Coaches, ELA Department Heads and English teachers and

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

35


EVALUATION


PERSON RESPONSIBLE



classroom purchase lists according to the District Literature Committee guidelines.

Annual review of media center and classroom collections for presentation to school administrators to inform budget allocations.

English teachers

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

2. Strategically make texts available in our community. Continue providing access to text through current

home visitation model (preschool-age children). Collect materials for distribution in the

community from donations, grants, local funds, and community partners.

Establish partnerships with community locations, such as Lexington Medical Center, doctors’ offices, laundromats, barbershops, and support

Fall 2017 – OngoingCollection(Aug.-Oct.)Establish partnerships(Oct.-Dec.)Distribute (Jan.-March)

Fall 2019 - Ongoing

District Early Childhood Coordinator; District ELA Coordinator; Superintendent’s Parent Council; School PTO; CATE Coordinator; High

$2,000.00 Donations; community partnerships; grants; local and federal funding

Number of locations; inventory; number of books distributed; number of partnerships established; existence of libraries; number of books contained in each; frequency of use

36


EVALUATION


PERSON RESPONSIBLE



local church little libraries. Create and maintain two certified Little Free

Libraries at DEC for the community (one adult height and one child height).

Distribute materials. Evaluate program and plan for revision and

expansion.

Evaluate Program School Service Groups and English teachers

37

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

Establish committee to identify research-based best practices in literacy (foundational skills for 4K-2, reading and writing workshops for grades 3-5, 6-8, 9-12).

Identify exemplars of classroom instruction. Bring in small groups to observe exemplar

classrooms and debrief/discuss. Deliver professional development in English

language development. Deliver professional development in small,

guided groups.

Summer 2017Establish committeeIdentify best practicesIdentify exemplars

Fall 2017 Observations

Spring 2018- OngoingPD in English language development

Fall 2018 - 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) and English teachers

TBD Local, state, and federal funding

Identified exemplars; sign-in rosters; classroom observation data

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

Fall 2017 - Ongoing Human Resources; School Administrators; Literacy Coaches and English teachers

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

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

Fall 2017 – Ongoing Content-area Coordinators; School Administrators; Instructional Facilitators/Literacy

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

38

Coaches (elementary); Department heads (secondary) and English teachers

6. Provide administrators with professional development and support on current literacy best practices and their classroom implementation.

Identify promising best practices and associated research.

Share practices and strategies for implementation with building administrators.

Support administrators in introducing, monitoring, giving feedback, and coaching faculty and staff in the use of best practices.

Fall 2017 - Ongoing District ELA Coordinator

N/A N/A Observation logs; School Report Card Surveys

7. 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-

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

39

negotiables and provide expectations for use to administrators; monitor classroom usage through observations and lesson plans

40

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

EVALUATION


PERSON RESPONSIBLE



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 and English teachers

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

2. Provide opportunities for English development through extended day programs and summer programs.

After-school programs focus on math and reading skills.

Summer Programs focus on math and reading skills as well as course recovery and Newcomer English.

Fall 2017 - Ongoing District ESOL Coordinator; ESOL Teachers; Content Area Teachers and English/math teachers

$25,000.00 Title III Student enrollment in programs; course recovery credit

41

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


PERSON RESPONSIBLE



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

42

DISTRICT STRATEGIC PLAN FOR LEXINGTON SCHOOL DISTRICT TWO DATE:2017/2018 – 2021/2022


District Priority


By 2022… The 4-year on-time graduation rate will increase from 87.9% to at least 95.0%. The average composite score from the 11th grade ACT administration will increase from 17.4 to at least 24.0. The percent of Lexington Two 11th grade students scoring at the Silver level or higher on WorkKeys for each tested area will increase

as follows: Applied Mathematics (from 67.6% to 75.0%), Reading for Information (from 95% to 97.0%), and Locating Information (from 77% to 80.0%).



DATA SOURCE(S): 4-year Graduation Rate, ACT, and WorkKeys

43

OVERALL MEASURES:

SOURCE:



AVERAGE BASELINE

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

Grad Rate – 87.9ACT – 17.4WorkKeys…

AMP 67.6%RI – 95%LI – 77%

Projected Data 89.3%*18.6%*69%*

95.4%*77.6%*

90.7%*19.9%*70.4%*95.8%*78.2%*

92.1%*21.2%*71.8%*96.2%*78.8%*

93.5%*22.5%*73.2%*96.6%*79.4%*

95%*22%*

75.0%*97.0%*80%*

Actual Data

44

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



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 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.

Consult with school leadership to offer customized professional development based on monitoring results.

Provide positive recognition for schools demonstrating high levels of effective implementation.

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;AdvancEDfindings

2. Expand STEM opportunities and increase enrollment Fall 2017 Chief Instructional $120,000.00 Perkins Grant Course catalog;

45


EVALUATION


PERSON RESPONSIBLE



in Gateway to Technology, Project Lead the Way Launch, Project Lead the Way, Paideia, and AVID.

Expand PLTW Launch to BCHS feeder schools. Expand GTT in NMS and BCAA. Expand AVID into AHS. Expand Paideia to all of Cayce Elementary. Continue supporting and strengthening existing

programs. Host Spring CATE Showcase for stakeholder

awareness.

Secondary expansionPaideia expansion

Fall 2017 - OngoingContinued support for existing programs

Spring 2017 – OngoingSpring CATE Showcase

Fall 2019Elementary expansion

Officer; CATE Director; School Administrators

District General Fund

PowerSchool report of course enrollment; showcaseflyers and promotions

46


EVALUATION


PERSON RESPONSIBLE



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

Evaluate artistic curricular needs through analysis of data and survey of instructional staff and administrators.

Plan artistic curriculum revisions and professional development based upon the above results to improve student outcomes.

Ensure continuity in arts programming through feeder schools

Enhance district’s artistic learning environments through capital improvements.

Construct a district performing arts center. 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

TBD 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.

Offer world languages at the elementary level. Recruit and retain world language instructors. Expand secondary offerings at middle and high

school levels.

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

TBD General Fund Course catalogs; course offerings

47


EVALUATION


PERSON RESPONSIBLE



5. Provide opportunities to earn college credits through Advanced Placement courses, dual enrollment, and Early College.

Expand early college/dual enrollment opportunities for all high school students district-wide.

Ensure students have the required pre-requisite course work for success in advanced courses by outlining the district’s honors and AP sequence.

Provide funding for teacher AP certification. Meet annually with guidance counselors to assist

in ensuring the course progression. Enhance early identification measures, starting

with fourth grade Duke TIP Scholars and including AP Potential candidates, to ensure proper course progressions.

Offer professional development on ways to accelerate and support identified students

Expand OASIS academy to offer an academy to include both feeder zones.

Fall 2017 – Ongoing

Fall 2018 – OngoingExpand OASIS program

District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Guidance Counselors; Chief Instructional Officer

Textbook funding for Early College

Tuition for Early College

General Fund PowerSchool enrollment in courses; AP scores; AP Potential Report

48


EVALUATION


PERSON RESPONSIBLE



6. Expand the opportunities for industry recognized certifications through our Career and Technology Education Programs.

Implement National Automotive Technicians’ Education Foundation certification for Auto Technology.

Implement Culinary Arts Certifications Continued support for Certified Nursing

Assistant certification. Implement Inter-industry Conference on Auto

Collision Repair certification in Auto Collision program.

Continue to support and expand American Welding Society certification.

Fall 2017 - OngoingAuto TechnologyCNA CertificationWelding Certification

Fall 2018 - OngoingCulinary ArtsICAR Certification

CATE Director; CATE Coordinator

$40,000.00 Perkins Grant

General Fund

Certification of CATE programs; course catalog

7. Expand CATE Class offerings and encourage enrollment in CATE programs ultimately leading to higher numbers of students completing programs.

Add Culinary Arts Program. Add Barbering Program. Add Horticulture Program.

Fall 2017 – OngoingRecruiting

Spring 2018 – OngoingAnnual CATE

CATE Director; CATE Coordinator; Director of Instruction; District Facilitator for School Counselors,

4 Additional FTEs

Equipment costs

General fund

Perkins

Bond Referendum

CATE completer report; course catalog

49


EVALUATION


PERSON RESPONSIBLE



Add Law and Public Safety. Host CATE Showcase. Expand recruiting efforts.

Showcase

Fall 2018Program Additions

Career Specialists, and Work-Based Learning; Guidance Counselors

50

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



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

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

Set expectation for each school to increase the number of community/business partners who assist and participate in school career awareness efforts.

Support opportunities for elementary and middle school students to be exposed to CATE program offerings through program tours.

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.

Fall 2017Develop partnerships

Winter 2018Develop directory

Spring 2018 - OngoingProvide experiences

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

51

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/COMMITTEE_MAIN/COMMITTEE_CURR_INSTRUCT/COMMITTEE_CURR_INSTRUCT_AGENDA/TAB%202A-ATTACHMENT%20A%20-%20ACTIVITIES%20FOR%20ELEMENTARY%20SCHOOL.PDF

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


EVALUATION


PERSON RESPONSIBLE



3. Continue and expand our School Counselors and Career 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 schools in the purchase of technology tools for college and career virtual explorations.

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.

Continue and expand avenues of communication preparing students and parents/guardians for college application, financial aid, and readiness, including information nights and Educational Talent Search (first-generation college students).

Fall 2017 – Ongoing District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; CATE Director; CDFs; Chief Instructional Officer

$50,000.00 General Fund PowerSchool reports; guidance counselor and CDF lesson plans

52


EVALUATION


PERSON RESPONSIBLE



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 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.

Fall 2017 - Ongoing District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; CATE Director; School Administrators

$0 N/A Mentor/Advocacy framework and rubric

District Website Highlighting exemplarity plans

53

ACTION PLAN FOR STRATEGY #3: Provide resources and support to increase on-time graduate rate, scholarship awards, and post-secondary opportunities.

EVALUATION


PERSON RESPONSIBLE



1. Implement with fidelity the action steps as outlined in the District’s On-Time Grad Rate plan.

Utilize district withdrawal form. Track cohorts based on 9GR and conduct pulse

checks to identify potential dropouts. Conduct quarterly audits of Power School to

ensure accuracy of data. Conduct 8th grade End of Year procedures as

defined in the On Time Grad Rate document. Utilize strategies for identifying, scheduling, and

enrolling students in Adult Education and the Expulsion Extension Program as outlined in the On-Time Grad Rate Document.

Use virtual learning opportunities to recover credits and earn initial credits.

Identify early warning signs for dropout prevention for At-Promise students in grades 8 through 12.

Fall 2017 - Ongoing Superintendent; Chief InstructionalOfficer; CATE Director; Director of Adult Education; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Registrars; Guidance Counselors; Power School Clerks; Attendance/On-time Graduation Interventionist

$100,000 for virtual learning platform

General Fund District withdrawal form; reports from quarterly audits; enrollment in Adult Ed and Expulsion Extension Programs; GradPoint reports

54


EVALUATION


PERSON RESPONSIBLE



2. Promote students’ self-efficacy and achievements to increase the amount of scholarships awarded and post secondary opportunities.

Support students’ self-promotion for prospective scholarships, college acceptance, apprenticeships, and job opportunities by providing STEM Premier.

Promote student participation in College Application Days by communicating via social media, Parent Connect, newsletters, etc.

Promote student participation in Official College Visit days (three allowed per year).

Fall 2017 - Ongoing CATE Director; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Guidance Counselors; CDF’s

$2000 for Stem Premier dashboard in years 2 and beyond

TBD transportation costs for college visits

General Fund STEM Premier Dashboard reports; increase in colleges/universities participating in College App Days; documentation of students’ visits to colleges/universities.

3. Institute the Graduation Acceleration Program Identify students based on criteria of the

Graduation Acceleration Program. Plan for and implement program at the District

CATE Center.

Fall 2017 - Ongoing CATE Director; CATE Coordinator; Director of Adult Education; School Administrators; Guidance Counselors

TBD General FundAdult Ed Funds

Credentials earned by Adult Ed students through GAP

55


EVALUATION


PERSON RESPONSIBLE



4. Continue and expand interventions to address and improve student attendance. Ensure Attendance Improvement Plans are being

developed as an early intervention with students and parents/guardians at the elementary and secondary levels to problem solve attendance issues.

Ensure On-Time Graduation Interventionists at the high school level are identifying and intervening in a timely manner with students who are having attendance issues.

Collaborate with the Lexington County Family Court staff to implement the Truancy Assistance Grant (TAG) Program for students who are legally truant.

Fall 2017 - Ongoing District Social Worker; Attendance/On-time Graduation Interventionist,School Administrators

$0 N/A Attendance improvement plans; contact log; TAG program log

56

AVERAGE BASELINE

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

89.1

Projected Data 90.2 91.3 92.4 93.5 95

Actual Data

DISTRICT STRATEGIC PLAN FOR LEXINGTON SCHOOL DISTRICT TWO DATE:2017/2018 – 2021/2022


District Priority


By 2022…

Percentage of teachers returning from previous year will increase to 95%.


Meets anneal targets below

DATA SOURCE(S): State Report Card, Chief Human Resource Officer’s records

OVERALL MEASURES:

SOURCE:


ACTION PLAN FOR STRATEGY #1: Provide incentives to retain teachers. EVALUATION


PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE


1. Implement a PBIS teacher incentive menu where teachers can use ELITE cards earned for meeting expectations.

2. Conduct an ongoing study/survey of the teachers on what why choose to work at Airport High School compared to other schools/districts.

Fall 2017 – Ongoing School Principal $5,000

$0

School funds, fundraiser

SDE, AdvancEd, school based survey results, PBIS assessments

3. Implement a research-based mentoring program for teachers and yearly new to Airport High School staff orientation and monthly pulse check PLC time for new staff members.

Fall 2017 – Ongoing School Principal $0 Annual survey data; formative assessment throughout each school year; District Expanded ADEPT Implementation Plan

57

58

AVERAGE BASELINE

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

Parents – 86.8%Teachers – 83.5%

Projected DataParents

Teachers88.5%*86.3%*

89.4%*87.8%*

90.3%*89.2%*

91.1%*90.6%*

92.0%*92.0%*

Actual Data

DISTRICT STRATEGIC PLAN FORLEXINGTON SCHOOL DISTRICT TWO DATE:2017/2018 – 2021/2022


District Priority


By 2022, school report card surveys will show … An increase from 86.8%to at least 92.0% of parents agreeing or strongly agreeing that Airport High School offices provide safe,

welcoming environment. An increase from 83.5%to at least 92.0% of teachers agreeing or strongly agreeing that Airport High School provides a safe,

welcoming environment.



DATA SOURCE(S): Responses to the “I AM SATISFIED WITH THE LEARNING ENVIRONMENT” item on the annual school report card parent and teacher surveys.

OVERALL MEASURES:

SOURCE:



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

EVALUATION


PERSON RESPONSIBLE



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/Compute

$0 N/A Rollout of communication tool

59

https://www.remind.com/


EVALUATION


PERSON RESPONSIBLE



r Services; School Administrators

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).

Provide School Improvement Council training and support to parents/guardians and all stakeholder groups about how to effectively carry out their responsibility to develop the School Renewal Plan by utilizing a cycle of continuous monitoring and improve mentaligned to the school’s academic goals.

Identify and support experienced parent/guardian leaders at the central, local district and school level who will mentor and build capacity of new members to serve

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

60


EVALUATION


PERSON RESPONSIBLE



effectively on the school’s governance and advisory committees.

Ensure that state-mandated committees at the school and district levels exist and are functioning as required (Title I, SIC, PTO/PTA)

Ensure consistent implementation of federal, state, and district requirements, policies, and procedures at all central, local district, and school level decision-making councils and advisory committees. (Title I, District Title I One Committee, SIC, PTO/PTA)

4. Engage parents/guardians in school improvement. Provide research-based PD to school/district

personnel around the relationship between parent engagement/student achievement.

Research, secure, and administer a CD-4-12 Parent Education Curriculum that is grade level specific, cultivates a college-going culture, and includes supports for critical transition periods.

Include a component in the Parent Education Curriculum that includes “twenty-first century parent skills” such as the importance of positive parent-child communication, and how to identify risk (Urban Parent Recasting Model).

Develop consistency across the district about the

Fall 2018 - Ongoing Chief Instructional Officer; Director of Parenting; Director of Testing, Research, and Accountability; School Administrators; Guidance Counselors; Director of Title I

$2000 annually General Fund

Title II

At-Risk

Evidence of training provided; implementation of curriculum; parenting policy and procedures disseminated

61


EVALUATION


PERSON RESPONSIBLE



purpose, mission, and role of Parenting to ensure effective parent/guardian engagement.

Provide on-going training, facilitation, and technical assistance to support efforts in increasing parent/guardian engagement at schools linked to academic success.

5. Develop intentional strategies to involve parents/guardians in decisions.

Spring 2018 – Ongoing

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

$0 N/A List of strategies

6. Develop intentional strategies to connect directly with families who need additional supports.

Prepare and provide a Parenting Toolkit for schools to ensure that all schools are equipped with best practices, a Parent Education Curriculum, culturally relevant strategies, district resources for parents/guardians, community resources, services, and supports.

Fall 2018 – Ongoing Chief Instructional Officer; Director of Parenting; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Counselors

$2000 At-Risk Toolkit developed

7. Develop a robust and convenient family education Fall 2019 – Ongoing Chief Instructional $0 N/A Program framework

62


EVALUATION


PERSON RESPONSIBLE



program on key topics around student achievement, advocacy, and student and family supports.

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

63

ACTION PLAN FOR STRATEGY #2: Strengthen, develop, and leverage partnerships throughout Lexington Two to meet strategic goals.

EVALUATION


PERSON RESPONSIBLE



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.

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 Centerdesigned and equipped, personnel selected andassigned, schedulesdeveloped, partners’memorandums ofunderstanding established, and evaluation process determined

64

ACTION PLAN FOR STRATEGY #2: Strengthen, develop, and leverage partnerships throughout Lexington Two to meet strategic goals.

EVALUATION


PERSON RESPONSIBLE



Fall 2019 - Ongoing

3. Increase volunteer opportunities that enrich the school environment.

Fall 2017 – Ongoing School Administrators; Guidance Counselors

$0 N/A Compiled data file of volunteers

65

ACTION PLAN FOR STRATEGY #3: Ensure district/school stakeholders have access to, and act upon, accurate and timely information regarding school and district initiatives.

EVALUATION


PERSON RESPONSIBLE



1. Provide timely, relevant, and easily accessible information on the Lexington Two website and ensure uniformity in school and district websites.

Summer 2017 - Ongoing

District Technology Coach; Marketing consultant

$5000 General Fund Updated website

2. Tailor communication to user needs. Provide baseline Parent Survey data for schools

to use in assessing how well the school is communicating with parents/guardians and community and identifying goals for improvement.

Summer 2017 – Ongoing

Marketing consultant; Director of Research and Accountability; School Administrators

$0 N/A Data provided to all schools

3. Increase opportunities for two-way communication. Provide human relations/cross-cultural training

to build positive, open two-way communication and healthy working relationships between all stakeholders at the school.

Conduct school-community orientations to practice open, two-way communication. Staff will learn about the community’s strengths and needs and how to best support children’s learning; families will learn how the school works, and what is expected of both parents/guardians and students.

Redesign the Parent-Student Handbook to make it more user-friendly.

Redesign/expand the parent component of the

Spring 2018 Chief Instructional Officer; Coordinator of Data Collections and Computer Services; Department Directors

$0 N/A Trainings/Orientations conducted; redesigned handbook; parent component of district website redesigned and expanded

66


EVALUATION


PERSON RESPONSIBLE



District website and include links for parent/ guardian engagement resources and materials.

4. Acclimate all families in accessing information and services to best support their students’ education.

Fall 2017 – Ongoing Coordinator of Data Collections and Computer Services; Instructional Technology Coaches; School Administrators

$0 N/A Agendas for parent information nights; communications home to parents; usage information for various communication channels; parent surveys

5. Facilitate awareness and utilization of a one-stop portal to streamline communications with parents/guardians.

Systems to inform parents/guardians about academic goals, class work, grades, &homework.

Communication in a format and language parents/guardians understand.

Clear two-way channels for communications from home to school and from school to home.

Facilitation for broad participation by providing interpreters and translated materials, setting convenient meeting times, and seeking input via surveys about how to best communicate.

Mechanisms to document concerns and for concerns to be addressed.

Fall 2018 - Ongoing Chief Instructional Officer; Director of Instruction; Coordinator of Data Collections and Computer Services; Instructional Technology Coaches; School Administrators

TBD TBD Agendas for parent information nights; communications home to parents; usage information for portal; parent surveys

67


EVALUATION


PERSON RESPONSIBLE



Processes to enable families to share with school about background, culture, talents, and goals.

Ample opportunities for parents/guardians and teachers to communicate and build positive relationships.

6. Provide parents/guardians with an annual School ReportCard regarding student academic progress and other indictors of school success and areas for improvement.

Fall 2017 – Ongoing Chief Instructional Officer; Director of Testing, Research, and Accountability

$0 N/A Report Cards distributed

7. Link feedback on student performance with resources for improvement that parents/guardians can access to help their children succeed.

Summer 2018 - Ongoing

Chief Instructional Officer; Department Directors; District Technology Coach

$0 N/A Accessible links on website

68

ACTION PLAN FOR STRATEGY #4: Ensure that the district/school complies with statutory requirements regarding safety. EVALUATION


PERSON RESPONSIBLE



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

Fall 2017 – Ongoing Student Services and School Administrators

$0 N/A Documentation of safety communications

2. Update emergency safety plans annually. Fall 2017 – Ongoing 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 Student Services and School Administrators

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

4. Monitor site compliance with statutory requirements regarding safety at annual safe schools meeting.


$0 N/A Meeting notes; agendas; monitoring findings

5. Annually review and update District Crisis and Recovery Plan.


$0 N/A Updated plan

6. Complete analysis of emergency situations that occur during the year and monitor responses and needed changes.


$0 N/A Completed analyses; documentation of necessary changes

69



PERSON RESPONSIBLE



7. Provide district-supported safety training for all employees.

Fall 2017 – Ongoing Student Services $0 N/A Schedule of trainings; training sign-in rosters; completion certificates

8. Review up-to-date communication systems for facilities and transportation.

Fall 2017 – Ongoing Chief Operations Officer; Director of Transportation; Director of Data Collections

$30,000 General Fund Completed systems reviews and analyses

9. Enhance the safety and efficiency of the transportation system through upgraded communications, surveillance, and GPS systems.

Fall 2017 – Ongoing Chief Operations Officer; Director of Transportation; Director of Data Collections

$50,000 General Fund Needs assessments; upgrade schedule; purchase records

10. Provide all facilities with a security camera system for high traffic and problem areas.

Fall 2017 – Ongoing Chief Operations Officer; Director of Data Collections

$175,000 General Fund Needs assessments; purchase records; camera location map

11. Comply with the Freedom of Information Act, the Family Educational Right to Privacy Act, and the Children’s Online Privacy Protection Act.

Fall 2017 – Ongoing Student Services; Instructional Technology Coaches

$0 N/A Documentation of completed Freedom of Information Act requests; parent/guardian notification of rights under FERPA; parents’/guardians’

70



PERSON RESPONSIBLE



completed options to decline information release; COPPA policies and parent/guardian consent forms

12. Conduct criminal background checks for employees, volunteers, and mentors.

Fall 2017 – Ongoing Chief Human Resources Officer

$125,000 General Fund Background check applications; volunteer sign-in sheets; completed background checks

13. Partner with law enforcement to maintain School Resource Officers (SROs) at all schools.

Fall 2017 – Ongoing Student Services TBD General Fund Contracts with law enforcement agencies

71

ACTION PLAN FOR STRATEGY #5: Promote a safe and healthy environment for students and staff. EVALUATION


PERSON RESPONSIBLE



1. Maintain a Class A Department of Health and Environmental Control (DHEC) rating for all cafeterias.

Fall 2017 – Ongoing Director of Food Services

$0 N/A Cafeteria ratings; documentation from DHEC inspections

2. Implement a nutritional breakfast/lunch program that meets state and federal requirements.

Fall 2017 – Ongoing Director of Food Services

$800,000 Federal, state, and local funds

Menus with nutritional information

3. 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

5. Implement Positive Behavior Intervention and Supports /Multitier Systems of Support model to Airport High Schools and assist others in implementation as needed.

Fall 2017 – Ongoing Student Services; School Administrators

$25,000 School School PBIS/MTSS plans, TICK assessments and SAS evaluation

6. Provide continuous professional development on the Darkness to Light abuse prevention model for all staff.

Fall 2017 – Ongoing District Social Worker; District Facilitator for School Counselors,

$0 N/A Training schedules; sign-in rosters

72

ACTION PLAN FOR STRATEGY #5: Promote a safe and healthy environment for students and staff. EVALUATION


PERSON RESPONSIBLE



Career Specialists, and Work-Based Learning

7. Provide training in the Crisis Prevention Institute (CPI) at all school locations.

Fall 2017 – Ongoing Director of Special Services; CPI Trainers

$0 N/A Training schedules; sign-in rosters

73

AVERAGE BASELINE

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

2.11

Projected Data 2.41* 2.56* 2.70* 2.85* 3.00*

Actual Data

DISTRICT STRATEGIC PLAN FORLEXINGTON SCHOOL DISTRICT TWO DATE:2017/2018 – 2021/2022


District/School Priority


By 2022, Lexington County School District Two will provide world-class education and prepare students for the jobs of tomorrow by advancing and supporting the integration of evolving technologies for teaching, learning, and information management, as evidenced by increasing the average ELEOT observation digital learning environment score from a 2.11 to a 3.0.


Meets annual objective target below.

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

Classroom Mosaic observation reports

OVERALL MEASURES:

SOURCE:


ACTION PLAN FOR STRATEGY #1: Develop students’ technology fluency to engage in authentic inquiry, problem solving, collaboration, and reflection.

EVALUATION


PERSON RESPONSIBLE



1. Provide opportunities for students to use technology to develop and demonstrate inquiry skills such as responsibly obtaining information, solving problems, collaborating, and communicating in a positive way.

Incorporate digital citizenship lessons (including cyber safety and anti-bullying) into appropriate curricular areas.

Promote collaboration through technology. Continue to support learning environments that

encourage students to solve problems using available technology.

Fall 2017- Ongoing District Technology Coach; Instructional Technology Coaches

$5000 annually Technology funds

Digital citizenship lessons; curriculum guides; classroom observation data

2. Provide technology for students to engage in authentic learning activities aligned with curricular standards.

Provide educational resources that facilitate authentic learning activities.

Showcase exemplar learning environments and products.

Revise all content area curricula as necessary to include technology-infused authentic learning activities to ensure that all students are college and career ready.

Fall 2017 – Ongoing District Technology Coach; Instructional Technology Coaches; Content Area Coordinators

$5000 annually Technology funds

Catalog of resources; list of exemplar environments and products; curricular revisions; classroom observation data

74

ACTION PLAN FOR STRATEGY #1: Develop students’ technology fluency to engage in authentic inquiry, problem solving, collaboration, and reflection.

EVALUATION


PERSON RESPONSIBLE



3. Develop students’ technological acumen enabling them to select appropriate technologies and resources for to best communicate, create, collaborate, and problem solve.

Expose students to a variety of devices and platforms.

Revise all content area curricula as necessary to address the selection of appropriate technology for the task.

Fall 2017 – Ongoing District Technology Coach; Instructional Technology Coaches; Content Area Coordinators

$15,000 Technology funds

Curricular revisions; district technology asset and software lists; classroom observation data

4. Develop students’ digital fluency to support transformative classroom activities and prepare them for life’s next steps.

Expose students to a variety of devices and platforms.

Revise computer lab curriculum to include activities that address a generalized understanding of common features and abilities of current technology.

Fall 2018 – Ongoing District Technology Coach; Instructional Technology Coaches

$0 N/A Curricular revisions; classroom observation data

75

ACTION PLAN FOR STRATEGY #2: Develop proficiency of teachers and administrators in the effective integration of technology to enable students to acquire world-class knowledge and skills to process information, solve problems, and communicate their learning.

EVALUATION


PERSON RESPONSIBLE



1. Enable teachers to achieve and demonstrate proficiency as outlined in the ISTE Standards for Teachers in their respective areas of instruction.

Utilize a microcredentialing system to foster teachers’ proficiency and growth.

Utilize the SAMR Model as a district framework for evaluating technology integration and informing next steps.


$40,000 annually Technology Funds

Microcredentialing certifications

2. Provide full-time technology coaching and leadership whose focus is to ensure technology has the intended impact on student learning outcomes.

Fund at least one technology coach per instructional level to assist with basic technology skills and classroom technology integration.

Explore ways to increase coaching capacity district-wide.


TBD General Fund Classroom observation data, specifically ELEOT Environment G scores

3. Ensure professional development remains responsive to staff needs and is a district-wide cultural expectation.

Continue to administer the annual professional development needs survey.

Explore implementation of an action research model to promote technology self-efficacy.

Explore development of a model classroom integration lab accessible to teachers and


$5000 Technology funds

Professional Development Needs Survey results; sign-in rosters; follow-up survey data after opportunities

76


EVALUATION


PERSON RESPONSIBLE



administrators for experimentation.

ACTION PLAN FOR STRATEGY #3: Utilize technology-infused instruction to foster creativity, collaboration, critical thinking, and communication in all Lexington Two classrooms.

EVALUATION


PERSON RESPONSIBLE



1. Ensure that effective technology-based instruction is present in all classrooms.

Develop supportive documents to guide instructional practices and facilitate self-reflection.

Emphasize, district-wide, developing digital learning environments as outlined in Section G of the ELEOT.

Utilize administrative classroom observations, peer observations, and exemplars to identify need and illustrate best practices.


$5000 annually Technology Funds

Classroom observation data, specifically ELEOT Environment G scores

2. Provide appropriate and effective technology and instructional software.

Research supportive technology and software to meet the needs of students including special

Fall 2017 – Ongoing District Technology Coach; Instructional Technology

TBD Technology Funds

Student achievement data on standardized assessments

77


EVALUATION


PERSON RESPONSIBLE



populations. Locate or develop measurement instrument for

assessing the impact of purchased instructional software on learning outcomes.

Coaches

3. Expand learning opportunities through the district-wide use of Google Classroom.

Model Google Classroom use in district meetings and communications.

Communicate platform updates and best practices through professional development.


$0 N/A Teacher usage survey data; classroom observation data

ACTION PLAN FOR STRATEGY #4: Develop stakeholders’ digital literacy and awareness of the technology being used as tools that support student learning.

EVALUATION


PERSON RESPONSIBLE



1. Schools will provide opportunities for community access to labs and media centers.

Host themed technology nights that offer access to labs (i.e. FAFSA night, resume-building, etc.).

Establish regular open hours for community

Fall 2017- Ongoing District Technology Coach; Instructional Technology Coaches; School

$10,000 Technology Funds

School calendars; event sign-in sheets

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ACTION PLAN FOR STRATEGY #4: Develop stakeholders’ digital literacy and awareness of the technology being used as tools that support student learning.

EVALUATION


PERSON RESPONSIBLE



access to school computer labs. Administrators

2. District Technology Coaches will provide training for community members outside the school day to enhance instructional support at home.

Coaches host information sessions during registration.

Coaches participate in themed technology nights for parents/guardians by planning content and helping support facilitators.

Coaches develop technology reference guides to aid parents/guardians in using home technology to support classroom instruction.


$0 N/A School calendars; coaching logs; reference guides

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airport high school - edl€¦ · web viewassurances, checked, and signed by the district...

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