School Improvement Plan
April 2014
Crayton Middle
5000 Clemson Avenue
Susan
Childs
Columbia,
South
Carolina 29206
Principal
Richland County School District One
Dr. Percy A. Mack, Superintendent
SCHOOL RENEWAL PLAN
____Crayton Middle School______________________________________SCHOOL
____Richland
One_______________________________________________SCHOOL DISTRICT
SCHOOL RENEWAL PLAN FOR YEARS ___2014-15 through 2018-19________ (five years)
SCHOOL RENEWAL ANNUAL UPDATE FOR __2014-2015_____________ (one year)
Assurances
The school renewal plan, or annual update of the school renewal plan, includes elements required by
the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) and the Education
Accountability Act of 1998 (EAA) (S.C. Code Ann. §§ 59-18-1300 and 59-139-10 et seq. (Supp.
2004)). The signatures of the chairperson of the board of trustees, the superintendent, the principal, and
the chairperson of the school improvement council are affirmation of active participation of key
stakeholders and alignment with Act 135 and EAA requirements.
CHAIRPERSON, BOARD OF TRUSTEES
Mr. Aaron Bishop
PRINTED NAME
SIGNATURE
DATE
SUPERINTENDENT
Dr. Percy A. Mack
PRINTED NAME
SIGNATURE
DATE
CHAIRPERSON, SCHOOL IMPROVEMENT COUNCIL
Ms. Carey Zawada
PRINTED NAME
SIGNATURE
DATE
SIGNATURE
DATE
PRINCIPAL
Ms. Susan Childs
PRINTED NAME
SCHOOL
ADDRESS:
5000 Clemson Ave.
Columbia, SC 29206
SCHOOL’S TELEPHONE: (803)738-7224
PRINCIPAL’S E-MAIL ADDRESS:
schilds@richlandone.org
1
STAKEHOLDER INVOLVEMENT FOR SCHOOL PLAN
List the name of persons who were involved in the development of the school renewal plan. A
participant for each numbered category is required.
POSITION
NAME
1. PRINCIPAL
Susan G. Childs
2. TEACHER
See attached list of faculty members (Page 2A)
3. PARENT/GUARDIAN
Helen Russell__
4. COMMUNITY MEMBER ___Ben Satcher_____________________________________
5. SCHOOL IMPROVEMENT COUNCIL __Helen Russell__________________________
6. OTHERS* (May include school board members, administrators, School Improvement Council
members, students, PTO members, agency representatives, university partners, etc.)
POSITION
NAME
Assistant Principal
Herbert Andrews
Assistant Principal
Angela Burns
Assistant Principal
Cheryl Taylor
CRT
Monica Rook
MYP Coordinator
Monica Rook
*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.
2
Faculty Members who participated in the development of the School Renewal Plan.
Allendorf, Stacy
Alston, Amleht
Andrews, Herbie
Amola, Leola
Barry, Jacy
Bell, Carrie
Boyce, Daniel
Brazzell, Jonathan
Brown, Vicki
Burns, Angela
Bush, Maria
Byrd, Daryl
Cakora, Pam
Carbone, Ann
Carlander, Leah
Carlton, Tracy
Cherubini, Debra
Childs, Susan
Clarkson, Kim
Cogburn, Cassie
Coleman, Austin
Coleman, Sherrie
Davis, Charlotte
Day, Pam
Deininger, Jacqueline
Dillard, Khamilah
Drotor, Deb
Fisher, Erin
Foster, Lomar
Freeman, Jennifer
Gerace, Leann
Glover, Cordelia
Goodwin, Charles
Gould, Ian
Gregg, Staci
Hepburn, Ashley
Hopkins, Betty
Hughes, Debbie
Hyde, Latonia
James, Deborah
Jones, Bret
Karaffa, Andrea
Keels, Lawrence
Lance, Andrea
Leaphart, Bryant
Liferidge, April
Lytle, Ashley
Manning, Tim
Mazur, Susan
McGuinness, Candace
Miller, Angela
Mills, Raef
Nix, Cheryl
O’Boyle, Sylvia
Parsons, Sara
Peterson, Jan
Petty, John
Pfefferkorn, Laura
Pollock, Katherine
Porter, Harrelle
Priester, Lindsey
Reed, Alyssan
Roberts, Rene
Rook, Monica
Rush, Gayle
Sabina, Addie
Shell, Amanda
Sims, Wendell
Singleton, Deidre
Sullivan, Rosanne
Taylor, Cheryl
Thorpe, Tom
Weitzel, Stefanie
Wiggs, Annette
Williams, Charlie
Williams, Haley
Young, Amy
2A
Little, Nancy
ASSURANCES FOR SCHOOL PLAN
Act 135 Assurances
Assurances, checked by the principal, attest that the district complies with all applicable Act 135
requirements.
_NA___ Academic Assistance, PreK–3
The school makes special efforts to assist children in PreK–3 who demonstrate a need for
extra or alternative instructional attention (e.g., after-school homework help centers,
individual tutoring, and group remediation).
__X__ Academic Assistance, Grades 4–12
The school makes special efforts to assist children in grades 4–12 who demonstrate a need for
extra or alternative instructional attention (e.g., after-school homework help centers,
individual tutoring, and group remediation).
__X__ Parent Involvement
The school encourages and assists parents in becoming more involved in their children’s
education. Some examples of parent involvement initiatives include making special efforts to
meet with parents at times more convenient for them, providing parents with their child’s
individual test results and an interpretation of the results, providing parents with information
on the district’s curriculum and assessment program, providing frequent, two-way
communication between home and school, providing parents an opportunity to participate on
decision-making groups, designating space in schools for parents to access educational
resource materials, including parent involvement expectations as part of the principal’s and
superintendent’s evaluations, and providing parents with information pertaining to
expectations held for them by the school system, such as ensuring attendance and punctuality
of their children.
__X__ Staff Development
The school provides staff development training for teachers and administrators in the teaching
techniques and strategies needed to implement the school/district plan for the improvement of
student academic performance. The staff development program reflects requirements of Act
135, the EAA, and the National Staff Development Council’s revised Standards for Staff
Development.
__X__ Technology
The school integrates technology into professional development, curriculum development,
and classroom instruction to improve teaching and learning.
_NA__ Innovation
The school uses innovation funds for innovative activities to improve student learning and
accelerate the performance of all students. Provide a good example of the use of innovation
funds.
_ X__
Recruitment
The district makes special and intensive efforts to recruit and give priority to serving those
parents or guardians of children, ages birth through five years, who are considered at-risk of
school failure. “At-risk children are defined as those whose school readiness is jeopardized
by any of, but no limited to, the following personal or family situation(s): Educational level of
parent below high school graduation, poverty, limited English proficiency, significant
developmental delays, instability or inadequate basic capacity within the home and/or family,
poor health (physical, mental, emotional) and/or child abuse and neglect.
3
_X___ Collaboration
The school (regardless of the grades served) collaborates with health and human services
agencies (e.g., county health departments, social services departments, mental health
departments, First Steps, and the family court system).
_NA__ Developmental Screening
The school ensures that the young child receives all services necessary for growth and
development. Instruments are used to assess physical, social, emotional, linguistic, and
cognitive developmental levels. This program normally is appropriate at primary and
elementary schools, although screening efforts could take place at any location.
_NA__ Half-Day Child Development
The school provides half-day child development programs for four-year-olds (some districts
fund full-day programs). The programs usually function at primary and elementary schools,
although they may be housed at locations with other grade levels or completely separate from
schools.
_NA__ Developmentally Appropriate Curriculum for PreK–3
The school ensures that the scope and sequence of the curriculum for PreK–3 are appropriate
for the maturation levels of students. Instructional practices accommodate individual
differences in maturation level and take into account the student's social and cultural context.
_NA__ Parenting and Family Literacy
The school provides a four component program that integrates all of the following activities:
interactive literacy activities between parents and their children (Interactive Literacy
Activities); training for parents regarding how to be the primary teachers for their children
and full partners in the education of their children (parenting skills for adults, parent
education); parent literacy training that leads to economic self-sufficiency (adult education);
and an age-appropriated education to prepare children for success in school and life
experiences (early childhood education). Family Literacy is not grade specific, but generally
is most appropriate for parents of children at the primary and elementary school levels and
below, and for secondary school students who are parents. Family Literacy program goals are
to strengthen parent involvement in the learning process of preschool children ages birth
through five years; promote school readiness of preschool children; offer parents special
opportunities to improve their literacy skills and education, a chance to recover from
dropping out of school; and identify potential developmental delays in preschool children by
offering developmental screening.
_X__
Coordination of Act 135 Initiatives with Other Federal, State, and District Programs
The district ensures as much program effectiveness as possible by developing a districtwide/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.
4
TABLE OF CONTENTS
1. Cover Page
2. Section One-Preliminary Information
a. Table of Contents
b. Stakeholders (Attachment A)
c. Assurances
d. Executive Summary of Needs Assessment Findings
a. Data
b. Summary of Data
5
2A
3-4
6-7
6-7
6-7
3. Section Two-Standards for Accreditation
a. Mission and Beliefs
8
4. Section Three-Goals and Action Plans
a. District Strategic Plan
b. Student Achievement – ELA
a. Action Plan for ELA
c. Student Achievement – Mathematics
a. Action Plan for Mathematics
d. Student Achievement – Mathematics – EOC
a. Action Plan for Mathematics – EOC
e. Student Achievement – Science
a. Action Plan for Science
f. Student Achievement – Social Studies
a. Action Plan for Social Studies
g. Teacher/Administrator Quality – Highly Qualified
a. Action Plan for Highly Qualified
h. Teacher/Administrator Quality – Professional Development Goal #1
a. Action Plan for Professional Development Goal #1
i. Teacher/Administrator Quality – Professional Development Goal #2
a. Action Plan for Professional Development Goal #2
j. School Climate - Safety
a. Action Plan for School Climate – Safety
k. School Climate – Positive and Collaborative Relationships
a. Action Plan for Positive and Collaborative Relationships
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
5
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS
Crayton Middle School is located in the Forest Acres neighborhood in Columbia, South
Carolina. Crayton was originally named Jackson Heights and opened as an elementary school
serving grades one through six in 1951. In 1952 the school name was changed to honor Lizeve
and Nan Crayton, former Richland One Teachers. In 1969 the school expanded to include
grades six through eight. Renovations and additional classrooms were added in 1982, 1990, and
1991, and finally, demolition of the original school was completed in 2004-2005 and the new
school was completed in 2006.
Crayton has had a long history of excellence in the arts, boasting an exemplary program
with offerings in dance, theatre, visual arts, orchestra, band, and vocal music. We have
consistently received honors within the district in Visual Arts with Crayton students receiving
the Regan McAndrew award (top visual arts award) multiple times since its inception. Our
music department has consistently received honors in district and state competitions as well as
our theatre department. Dance students have received numerous honors as well as recognition
by the South Carolina Governor’s School for the Arts every year since we have had a dance
department.
Crayton Middle School gained formal recognition as an International Baccalaureate
Organization Middle Years Programme School in March of 2005. Since that time, our foreign
language department offers French and Spanish, and technology infuses all aspects of the
curriculum. Our students have become more globally aware and are more dedicated to
community service, many logging in a minimum of 20 hours per year. Many also go on to
complete the personal project in their tenth grade year, which is a major component of the MYP
Certificate.
Crayton Middle School also has a very involved School Improvement Council and Parent
Teacher Organization. Both groups have provided critical leadership and support to improving
student achievement. Faith-based partnerships, as well as business partnerships continue to serve
the students at Crayton and the school benefits from partnerships with The University of South
Carolina Schools of Education and Medicine, Palmetto Health, and Benedict College. In the past
year, Crayton won the 2014 Bronze National Recognition Award from the Alliance for a
Healthier Generation, one of only two middle schools receiving this award.
Academic Achievement is the top priority at Crayton. Instruction is based on state and
national standards. Teachers in all departments meet weekly to plan collaborative units of study
and common assessments and for the purpose of reviewing data to drive instruction. Our
administration and Curriculum Resource Teacher (CRT) also provide school based staff
development focusing on lesson plan development and data.
Academic achievement is also strengthened through after-school tutoring which is
provided for the four core content areas. Homework help is provided in our early morning help
offered by faculty members weekly. Our schedule is very flexible, accommodating accelerated
learning in our ACE classes in the four core content areas as well as Advanced Academic
Placement (AAP) and Math Education for the Gifted Secondary School Student (MEGSSS).
6
Crayton completed its ninth year as an International Baccalaureate Middle School
Programme (IBMYP). Our foreign language department offers French and Spanish, and
technology infuses all aspects of the curriculum. Our students have become more globally aware
and are more dedicated to community service, many logging in a minimum of 20 hours per year.
Many also go on to complete the personal project in their tenth grade year, which is a major
component of the MYP Certificate. Crayton continues as a Making Middle Grades Work
(MMGW) site, which is a comprehensive improvement framework that will assist us as we
continue to meet our goals. Crayton continues to build on our Positive Behavior Intervention and
Support (PBIS) for students which help provide the structure and clear expectations that allows
the Crayton community to improve and enhance our overall learning environment. Students were
allowed to participate in incentive programs thereby strengthening our strong sense of
community. Our hardworking faculty and staff are comprised of highly qualified and dedicated
individuals. Teachers work collaboratively to provide effective and engaging learning
experiences for all students. Teachers practice common planning and common assessment to
keep expectations at a high level. By analyzing data, including data from MAP testing and PASS
testing, teachers are able to determine strengths and weaknesses in instruction so as to
continuously make improvements.
Over the past several years, many faculty members have attended training along with our
principal and assistant principals to implement the initiative. As a school, we identified our
strengths and weaknesses and chose our top three areas on which we would focus in an effort to
increase student achievement. The three identified areas were; All students matter, High
Expectations for all students with opportunities for extra help, and Strong Leadership. Within
each of the categories, the staff listed practices that are already in place and those that need to be
implemented in order to insure necessary improvements in our three identified areas. We also
implemented Positive Behavior Interventions and Support (PBIS) which focuses on identifying
desired behaviors and implementing a positive approach to continued success. Our staff
identified three areas of concentration for the current school year, focusing on hallway, cafeteria,
and restroom behaviors. Desired behaviors were identified, taught, and reinforced through a
PBIS incentive program. Lessons were written and taught through our MMGW and PBIS
initiatives throughout the school year during our early release days.
On the 2012-2013 School Report Card, Crayton has gone from Good to Excellent in our
Absolute Rating and has gone from Average to Excellent on our Growth Rating in 5 years. In the
past five years, the percentage of students scoring not met in all grade levels and all subject areas
has decreased. Crayton has experienced an increase in the percentage of students scoring
exemplary across all subject areas and in all grade levels. The percent of students moving from
not met to met nearly mirrors the students moving from met to exemplary in all grade levels and
in all subject areas on the PASS test over the past five years. We have maintained 100% of our
students passing the EOC exam for Algebra 1.
Many honors were achieved during the 2012 – 2013 school year including The Palmetto
Gold award, the state’s highest award for student achievement and The Palmetto Gold Award for
academic improvement. 141 students were named Middle School Scholars. These students
maintained a GPA of 3.4 in their AAP classes. 139 students were named South Carolina Junior
Scholars earning a PSAT score of 50 or higher on any one of the three subtests in reading, math
and writing. 15 8th grade students were inducted into the National Junior Honor Society earning
a cumulative GPA of 3.75 or higher in all classes as well as achievements in character and
6A
leadership skills. 100% of our students passed the End of Course math exams, many students
were Duke Tip recipients, and our MathCounts team placed third in the region.
6B
6C
6D
End of Course, 2013
Algebra I 2013 end-of course scores remained the same as the year before at 100% of students
passing. We continue to implement additional interventions such as extra support opportunities
before school tutoring for all Algebra students for any struggling students.
Achievement Gap
Over the past five years, Crayton has closed the achievement gap with the exception of
one area. In 2009, Crayton had a gap of 40% between met and exemplary in Writing between
full pay and subsidized meals; by 2013, we closed that gap to 22%. In ELA, the gap was 30.5%
and it has stayed at that percentage over the five year period. In Mathematics, the gap was
reduced from 40.7% to 29%. In Science, the gap decreased from 30% to 26%. In Social Studies,
the gap was closed from 34% to 22%.
Over a five year time span, all male subgroups have increased their achievement in all
content areas. Looking specifically at the gap between African American and Caucasian males
over a five year period, we find that the achievement gap closed in writing from 47% to 36%.
Mathematics saw the gap decrease considerably from 50% to 35%. In Social Studies, the gap
remained the same over time at 35.5%, and in Science the gap actually widened from 32% to
35.5%.
6E
Interventions and programs providing support to underachieving students include various
RtI (Response to Intervention) tools such as READ 180, e2020, FastMath, and System 44. A
critical component of the RtI process is progress monitoring. Progress monitoring enables our
teachers and administration to determine whether an intervention is effective and provides an
opportunity to share with students the outcomes of their learning and involve them in setting
realistic goals. We are able to use Testview to accommodate progression monitoring and student
intervention plans data. Various data reports are available for teachers and administrations to
review and are kept in data books maintained by all teachers. There is a collaborative schoolwide approach in which every staff member is invested in helping all students.
Attendance Report, FY 2009-FY 2013
Our student attendance has remained consistent from 2009 to 2013 as represented by
96.5% in 2009 to 95.2% in 2013. Additionally teacher attendance has gradually increased with
93.5% in 2009 to 94.3 in 2013.
Student
Attendance
Teacher
Attendance
2009
96.5
2010
96.5
2011
95.3
2012
95.6
2013
95.2
93.7
93.6
94.5
94.3
94.3
Community
Crayton supports our community and the community as well as our Business and Faith
Partners provide Crayton with tremendous support for our school. This support benefits us to
help strengthen our goals and mission, as well as helping to increase our positive and
collaborative relationships with all stakeholders. The Crayton community subscribes to the
missive that every student will achieve at high levels. Each day is begun by everyone stating that
Crayton Middle is a school where responsible students are eager to learn.
The Crayton family has fulfilled its pledge to partner with parents, high education and
businesses within our diverse community. We have ensured that each student is successful in
her/his lifelong academic, vocational and personal growth by creating a school characterized by
respect for individual and cultural differences; cooperative and discover learning; advocacy
leadership for students; families of school clusters; creative risk-taking; and community pride
and support.
7
MISSION, VISION, VALUES, AND BELIEFS
Richland County School District One
District Strategic Plan Framework
BELIEFS
We believe that…
- Everyone learns.
- Each person has immeasurable worth and needs to be valued.
- Every person is responsible for his/her choices and actions.
- Integrity governs our behavior.
- People are interdependent.
- Change provides opportunity for growth.
- Excellence is attainable.
MISSION
We are Richland One, a leader in transforming lives through education, empowering all students
to achieve their potential and dreams.
VISION
Richland School District One, in collaboration with an engaged community, is committed to
ensuring that each learner achieves his/her potential in a safe, caring, academically challenging
and diverse learning environment that will develop productive citizens for a changing world.
OBJECTIVES
- Students will master numeracy and literacy skills.
- Students will demonstrate higher order thinking, social skills, and character traits necessary
to be contributing citizens in a global society.
- As life-long learners, students will be empowered to continue exploring their interests and
passion.
8
Strategy 1: We will ensure a variety of innovative, transformative,
personalized learning experiences for each student from early childhood
through graduation.
1.1
Continue to expand and support a comprehensive early childhood (Child Development –
2nd grade) program.
1.2
Create an innovative framework for success that transforms the district’s learning
environment and culture to include individualized, high quality educational experiences for
all students.
1.3
Provide a student-centered environment that will ensure every student uses technology to
access and demonstrate new knowledge and skills.
1.4
Design and implement an innovative district-wide graduation model to ensure all students
entering 9th grade graduate on time and are college and/or career ready.
Strategy 2: We will foster an environment that embraces change and leads
to a responsive culture of accountability, communication and stakeholder
engagement.
2.1
Implement practices and procedures designed to strengthen communication among staff.
2.2
Create and promote a clear brand identity for the district that reflects its vision, mission and
competitive advantages to external stakeholders.
2.3
Develop practices and procedures that facilitate a responsive culture emphasizing customer
care.
2.4
Strengthen stakeholder engagement and partnership development to support the success of
schools, students and families.
2.5
Promote and advance a district-wide culture in which purposeful change and innovation are
expected and embraced.
2.6
Implement procedures and processes with fidelity to hold all staff accountable for meeting
expectations and goals that accomplish the district’s mission.
9
Strategy 3: We will build/grow capacity for individual and system-wide
productivity to accomplish our mission.
3.1
Implement innovative and individualized learning experiences that enhance the capacity of
all administrators, teachers and staff.
3.2
Design, implement and sustain state-of-the-art technologies throughout the district.
3.3
Implement a systematic approach to recruitment, retention and succession planning to
enhance system effectiveness.
10
MISSION, VISION, VALUES, AND BELIEFS
Crayton Middle School
BELIEFS
We believe that…
- Everyone has worth.
- Everyone can learn.
- Everyone deserves respect.
- Diversity has value.
MISSION
We are Crayton Middle School, where high expectations and positive relationships increase the
achievement of all stakeholders.
VISION
Crayton Middle School, in collaboration with an engaged community, is committed to ensuring
that each learner achieves his/her potential in a safe, caring, academically challenging and
diverse learning environment that will develop productive citizens for a changing world.
11
DISTRICT STRATEGIC PLAN FOR Richland County School District One
Performance Goal Area:
☒Student Achievement ☐Teacher/Administrator Quality
DATE: April 2014
☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
Specific Results Statement:
1.
2.
3.
4.
By 2019, 100% of students in grades 3-8 will score met or exemplary in English/ language arts as measured by PASS.
By 2019, 100% of students in grades 3-8 will score met or exemplary in mathematics as measured by PASS.
By 2019, 100% of students in grades 3-8 will score met or exemplary in science as measured by PASS.
By 2019, 100% of students in grades 3-8 will score met or exemplary in social studies as measured by PASS.
INTERIM PERFORMANCE
GOAL: (One year goal)
1.
2.
3.
4.
By 2015, students scoring met or exemplary in English/ language arts will increase by 5 points as measured by PASS.
By 2015, students scoring met or exemplary in mathematics will increase by 5 points as measured by PASS.
By 2015, students scoring met or exemplary in science will increase by 5 points as measured by PASS.
By 2015, students scoring met or exemplary in social studies will increase by 5 points as measured by PASS.
DATA SOURCES(S):
PASS Student Achievement Results and Mathematics EOCEP Student Achievement Results
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
(List types of data that will be collected
or examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
Actual
Data
Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
74.9
67.2
68.5
73.9
79.9
72.2
73.5
78.9
84.9
77.2
78.5
83.9
89.9
82.2
83.5
88.9
94.9
87.2
88.5
93.9
100%
100%
100%
100%
2012–2013
ELA
Math
Science
SS
69.9
62.2
63.5
68.9
** This table will need to be revised in the summer of 2015 after results are released from the new assessment, SBAC.
12
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Student Achievement: English/Language Art
X Student Achievement ☐Teacher/Administrator Quality
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
DATE: April 2014
☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
By 2019, the percentage of students scoring Met and Above in ELA will increase to 100%.
INTERIM PERFORMANCE
GOAL: (One year goal)
The percentage of all students in grades 6-8 scoring Met and Above on PASS will be at least 80% in 2014
and will increase at least 5 points the following spring of 2015.
DATA SOURCES(S):
PASS results, District Benchmark Data, MAP testing results, Common Assessments
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
75.8
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
80
85
90
95
100
100
13
ACTION PLAN FOR STRATEGY #1: Implement effective instructional assessment and curriculum alignment
strategies in all areas of the ELA curriculum.
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
1. Analyze results of District ELA
benchmark assessments and MAP data.
08/14-5/19 Dept. Chairs, CRT,
Principal
$0
District
Initiative
Benchmark Results/Department
and Teacher Meetings
2. Hold ELA department meetings to target
specific reading skills
08/14-5/19 Dept. Chairs, CRT
$0
N/A
Minutes from ELA Dept.
Meetings
3. Continue Afterschool Comprehensive
Remediation for students performing Not
Met on PASS
08/14-5/19 Lead Teacher
$0
District
Initiative
Afterschool enrollment,
attendance, teacher plans
4.Use Renaissance Place Gr 6-8
Continuing ELA Teachers,
Media Specialist
$3100
School
Budget
Student AR scores, celebrations
$1,500
PTO, School Anthology, classroom and hall
Budget
displays
5. Display and publish student work in ELA
with standard type of assessment
Ongoing
ELA Teachers,
Media Specialist
7. Create student assessments in PASS
format
08/14-5/19 Teachers
$0
N/A
Common Assessment Data
8. Utilize co-teaching strategies to facilitate
the learning of special needs students
08/14-5/19 Teachers/CRT
$0
N/A
Lesson Plans Review of Data
$0
N/A
Schedule and Rosters from Extra
Help Sessions
9. Provide extra help opportunities for
students with skill deficiencies
Ongoing
Teachers, Principal
14
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Student Achievement: Mathematics
X Student Achievement ☐Teacher/Administrator Quality
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
DATE: April 2014
☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
By 2019, the percentage of students scoring Met and Above in Math will increase to 100%.
INTERIM PERFORMANCE
GOAL: (One year goal)
The percentage of all students in grades 6-8 scoring Met and Above on PASS will be at least 77% in 2014
and will increase at least 5 points the following spring of 2015.
DATA SOURCES(S):
PASS results, District Benchmark Data, MAP testing results, Common assessments, End of Course test results
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
72.4
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
77
82
87
92
97
100
15
ACTION PLAN FOR STRATEGY #1: Implement effective instructional assessment and curriculum alignment
strategies in all areas of the Mathematics curriculum.
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
1. Analyze results of District Math 08/14-5/19 Dept. Chairs, CRT,
benchmark assessments and MAP data.
Principal
$0
District
Initiative
Benchmark Results/Department
and Teacher Meetings
2. Hold Math department meetings to
target specific math skills
08/14-5/19 Dept. Chairs, CRT
$0
N/A
Minutes from Math Dept.
Meetings
3. Continue Afterschool Comprehensive
Remediation for students performing Not
Met on PASS
08/14-5/19 Lead Teacher
$0
District
Initiative
Afterschool enrollment,
attendance, teacher plans
$0
N/A
Attendance records
4. Provide before and after school
homework help
08/14
Classroom/afterschool
teachers
6. Common assessments will be written in
PASS format in all classes
08/14-5/19 Dept. Chairs, CRT,
Principal
$0
N/A
Common Assessments
7. Use of Smartboards and math
manipulatives in all classrooms
08/14-5/19 Teachers/Dept. Chair
$0
N/A
Lesson Plans
$0
N/A
Documentation of staff
development and lesson plans
8. Continued staff development on High
Yield Instructional Strategies
08/14
CRT/Dept. Chair
16
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Student Achievement: Mathematics – EOC Test
X Student Achievement ☐Teacher/Administrator Quality
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
DATE: April 2014
☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
By 2019, the percentage of students scoring passing the EOC test will be maintained at 100%.
INTERIM PERFORMANCE
GOAL: (One year goal)
The percentage of all students in grades 7-8 passing the EOC test will be 100% in Spring 2015.
DATA SOURCES(S):
PASS results, District Benchmark Data, MAP testing results, Common assessments, End of Course test results.
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
100
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
100
100
100
100
100
100
17
ACTION PLAN FOR STRATEGY #1: Implement effective instructional assessment and curriculum alignment
strategies in all areas of the Mathematics curriculum.
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
1. Analyze results of District
Mathematics performance tasks
assessments
08/14-5/19 Dept. Chair, CRT,
Principal, Teachers
$0
District
Initiative
Benchmark results/Department
and Teacher meetings
2. Hold Mathematics Dept. meetings
to target specific areas of weakness
08/14-5/19 Principal, Dept. Chair,
CRT, Teachers
$0
N/A
Minutes from Science Dept.
meetings
3. Provide before and after school
homework help
8/14-5/15
$0
N/A
Attendance records
Classroom, afterschool
teachers
18
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Student Achievement: Science
X Student Achievement ☐Teacher/Administrator Quality
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
DATE: April 2014
☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
By 2019, the percentage of students scoring Met and Above in Science will increase to 100%.
INTERIM PERFORMANCE
GOAL: (One year goal)
The percentage of all students in grades 6-8 scoring Met and Above on PASS will be at least 84% in 2014
and will increase at least 5 points the following spring of 2015.
DATA SOURCES(S):
PASS results, District Benchmark Data, MAP testing results, Common assessments
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
79.2
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
84
89
94
99
100
100
19
ACTION PLAN FOR STRATEGY #1: Implement effective instructional assessment and curriculum alignment
strategies in all areas of the Science curriculum.
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
1. Analyze results of District Science
benchmark assessments.
08/14-5/19 Dept. Chair, CRT,
Principal
$0
District Initiative Benchmark results/Department
and Teacher meetings
2. Hold Science Dept. meetings to target
specific areas of weakness
08/14-5/19 Principal, Dept. Chair,
CRT
$0
N/A
3. Continue After School Remediation for
students performing Not Met on PASS
08/14-5/19 Lead Teacher
$0
District Initiative Afterschool enrollment,
attendance, teacher plans
4. Provide before and after school
homework help.
6/15-5/16
$0
N/A
Attendance records
5. All Students will participate in individual
or group Science Fair Projects.
6. Summer collaborative planning for
vertical articulation and incorporation of
MMGW and PBIS
Classroom,
afterschool teachers
Science Teachers
$500
School
Instructional
Budget
Science Fair Projects
Science Teachers,
CRT, Principal
$500
Instructional
Budget
Unit plans, common assessments,
rosters of attendance
6/15-5/16
6/15-5/16
Minutes from Science Dept.
meetings
20
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Student Achievement: Social Studies
X Student Achievement ☐Teacher/Administrator Quality
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
DATE: April 2014
☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
By 2019, the percentage of students scoring Met and Above in Social Studies will increase to 100%.
INTERIM PERFORMANCE
GOAL: (One year goal)
The percentage of all students in grades 6-8 scoring Met and Above on PASS will be at least 85% in 2014
and will increase at least 5 points the following spring of 2015.
DATA SOURCES(S):
PASS results, District Benchmark Data, MAP testing results, Common assessments
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
78.8
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
85
90
95
100
100
100
21
ACTION PLAN FOR STRATEGY #1: Implement effective instructional assessment and curriculum alignment strategies
in all areas of the Social Studies curriculum.
ACTIVITY
TIMELINE
(Start and End PERSON RESPONSIBLE
Dates)
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
1. Analyze results of District Social Studies
benchmark assessments.
08/14-5/19 Dept. Chair, CRT,
Principal
$0
District
Initiative
Benchmark results/Department
and Teacher meetings
2. Hold Social Studies Dept. meetings to
target specific areas of weakness
08/14-5/19 Principal, Dept. Chair,
CRT
$0
N/A
Minutes from Social Studies
Dept. meetings
3. Continue After School Remediation for
students performing Not Met on PASS
08/14-5/19 Lead Teacher
$0
District
Initiative
Afterschool enrollment,
attendance, teacher plans
4. Provide before and after school
homework help.
08/14-5/15 Classroom, afterschool
teachers
$0
N/A
Attendance records
5. Students will have the opportunity to
participate in Mock Trial and Geography
Bee
08/14-5/19 Dept. Chair/Mock Trial
Coach
$0
N/A
Participation in Mock Trial and
Geography Bee
6. Utilize more high yield instructional
strategies in lesson planning/instruction
08/14-5/15 Principal, Dept. Chair,
MYP Coordinator, CRT
$0
N/A
Lesson plans and classroom
observations
22
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Highly Qualified Teachers
DATE: April 2014
☐Student Achievement X 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 2019, we will have 100% Highly Qualified Teachers and will maintain this percentage.
INTERIM PERFORMANCE
GOAL: (One year goal)
We will maintain our 100% Highly Qualified Teachers Status.
DATA SOURCES(S):
Human Resources Department and State Department of Education
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
100
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
100
100
100
100
100
100
23
ACTION PLAN FOR STRATEGY #1: Implement effective training to promote the overall efficiency of teaching and
learning.
ACTIVITY
TIMELINE
(Start and End
Dates)
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
1. Provide Professional Development on
instructional strategies in the classroom.
08/14-5/19
Dept. Chair, CRT,
Principal
$0
District
Initiative
Department and Teacher
meetings
2. Provide support by meeting monthly with all
new teachers.
08/14-5/15
Principal, Dept.
Chair, CRT
$0
District
Initiative
SAFE-T and Evaluation
Documents
3. Conduct Data Driven instructional workshops
regularly.
08/14-5/15
Principal,
Chair, CRT
$0
N/A
Minutes from meetings
24
Dept.
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Professional Development - Diversity/Sensitivity Training
DATE: April 2014
☐Student Achievement X 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 2019, 100% of all teachers and staff will be trained on diversity and sensitivity and will implement
practices in the workplace.
INTERIM PERFORMANCE
GOAL: (One year goal)
By 2015, 25% of all staff will be trained on diversity/sensitivity in the workplace and the training will
increase by 25% each year.
DATA SOURCES(S):
Avatar registration and completion data.
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
0
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
25
50
75
100
100
100
25
ACTION PLAN FOR STRATEGY #1: Implement effective diversity and sensitivity training and implement practices in the
workplace.
ACTIVITY
1. Research effective sensitivity training
programs for faculty and staff.
2. Hold sensitivity training workshops for all
faculty and staff
3. Provide for follow-up training annually.
TIMELINE
(Start and End Dates)
PERSON RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION
05/14-5/115
Administration and CRT
$0
N/A
Parent/Teacher/Student
Survey Results
08/15
Administration and CRT
$0
N/A
Parent/Teacher/Student
Survey Results
8/16-8/19
Administration and CRT
$0
N/A
Parent/Teacher/Student
Survey Results
26
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: Professional Development - Classroom Management
DATE: April 2014
☐Student Achievement X 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 2019, 100% of all teachers and staff will learn strategies to reduce the number of student discipline
referrals schoolwide.
INTERIM PERFORMANCE
GOAL: (One year goal)
By 2015, 85% of all staff will participate in learning new strategies in classroom observations and the
number of people trained will increase by 10% each year.
DATA SOURCES(S):
Avatar registration and completion data.
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
50
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
75
85
95
100
100
100
27
ACTION PLAN FOR STRATEGY #1: Implement effective training on classroom strategies.
ACTIVITY
TIMELINE
(Start and End Dates)
PERSON RESPONSIBLE
EVALUATION
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
1. We will provide effective training for
faculty and staff in classroom strategies.
08/14-5/19
Administration
$0
N/A
Data in PowerSchool
2. We will provide follow-up training on
classroom strategies annually.
08/15-8/19
Administration
$0
N/A
Data in PowerSchool
Administration
$0
N/A
Discipline Reports in
PowerSchool
Administration
$0
N/A
Discipline Reports in
PowerSchool
School
Budget
Discipline Reports in
PowerSchool
N/A
Discipline Reports in
PowerSchool
3. Small group training on how and when to
write referrals
08/14
4. Small group training on how to discipline
students without writing referrals
08/14
5. 5. We will provide a book on best practices
in the classroom and conduct a book study
throughout the year with the faculty
annually.
08/14
6. 6. We will provide training on PBIS [Positive
Behavioral Intervention and Supports] and
resources.
08/14
Administration and Faculty
Administration
28
$1500
$0
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: School Climate - Safety
DATE: April 2014
☐Student Achievement ☐ Teacher/Administrator Quality X School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
PERFORMANCE GOAL:
By 2019, we will implement strategies to ensure a safe school environment for 100% of students and staff.
(Statement of desired progress or result over
five years)
INTERIM PERFORMANCE
GOAL: (One year goal)
By 2015, 100% of faculty members, staff and students will be trained in of procedures used in an active shooter threat.
DATA SOURCES(S):
Teacher/Parent/Student Surveys as administered for the School Report Card.
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
OVERALL MEASURES:
AVERAGE
BASELINE
2012–2013
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
100
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
100
100
100
100
100
100
29
ACTION PLAN FOR STRATEGY #1: Implement effective Active Shooter Crisis Plan for ensuring the safety of faculty, staff and
students.
ACTIVITY
EVALUATION
FUNDING
ESTIMATED
INDICATORS OF
SOURCE
COST
IMPLEMENTATION
TIMELINE
(Start and End Dates)
PERSON RESPONSIBLE
1. Update the yearly Active Shooter Crisis
Plan.
08/14-5/19
Principal, Asst. Principals, SRO
$0
N/A
Training and
observation;
parent/teacher/student
survey
2. Train and practice active shooters
procedures with faculty/staff/students yearly.
08/14-5/19
Principal, Asst. Principals
$0
N/A
Training and
observation;
parent/teacher/student
survey
3. Conduct a parent workshop on school
safety procedures.
08/14-5/19
Administration
$0
N/A
Training and
observation;
parent/teacher/student
survey
30
SCHOOL RENEWAL PLAN FOR Crayton Middle School
Performance Goal Area: School Climate – Positive and Collaborative Relationships
DATE: April 2014
☐Student Achievement ☐ Teacher/Administrator Quality X School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐District Priority
PERFORMANCE GOAL:
(Statement of desired progress or result over
five years)
By 2019, we will develop and increase positive, collaborative relationships by 100% with all stakeholders to
strengthen support for Crayton Middle School and Richland School District One.
INTERIM PERFORMANCE
GOAL: (One year goal)
By 2015, the EOC Survey results regarding school climate and collaborative relationships will increase by 10
points to 77%.
DATA SOURCES(S):
Parent Surveys as administered for the School Report Card.
(List types of data that will be collected or
examined to measure progress.)
Five-Year Plan
AVERAGE
BASELINE
Actual Projected Projected Projected Projected Projected Projected
Data
Data
Data
Data
Data
Data
Data
OVERALL MEASURES:
2012–2013
47
2013–2014
2014–2015
2015–2016
2016–2017
2017-2018
2018-2019
67
77
87
97
100
100
31
ACTION PLAN FOR STRATEGY #1: Implement effective techniques for developing and maintaining positive, collaborative
relationships with all stakeholders.
ACTIVITY
1. Promote parent involvement by
conducting Parent University
workshops.
2. Increase student-led conferences to
increase and promote student
achievement.
3. Communicate events via phone
and email to all parents.
TIMELINE
(Start and End
Dates)
PERSON RESPONSIBLE
ESTIMATED COST
08/14-5/14
Teachers and Administration
$0
N/A
Agendas, minutes and sign
in sheets
08/14
Teachers and Administration
$0
N/A
Progress reports; sign in
sheets and notes from
conferences
Database Specialist and
Administration
$0
N/A
Printout of messages
Ongoing
32
FUNDING
SOURCE
EVALUATION
INDICATORS OF
IMPLEMENTATION