TABLE OF CONTENTS
TAB
PAGE
1.
Cover Page, Signature Pages and Assurances
2
2.
Description of School System
11
3.
Executive Summary of Needs Assessment Findings
15
4.
Mission, Vision, Guiding Principles, Beliefs
34
Demographic Report
36
District Administration Directory
37
Organizational Chart
38
Improvement Plan: Goals & Action Plans
39
2
STAKEHOLDER INVOLVEMENT FOR DISTRICT PLAN
(Mandated Component)
List the name of persons who were involved in the development of the district strategic plan. A
participant for each numbered category is required.
POSITION
NAME
1. Superintendent
Thomas A. Wilson
2. Principal
Walter Mayfield
3. Teacher
Leigh Burton
4. Parent/Guardian
Sharesa Goodine
5. Community Member
Joe Drennon
6. Private School Representative(s)
Dr. Tommy Watson
(Title II Requirement)
7. District Level Administrators(s)
Dr. Sonia Leverette
(Title II Requirement)
8. Paraprofessional(s)
Pamela Evans
(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
Assistant Superintendent
Tripp Dukes
Assistant Superintendent
Mike Mahaffey
Director of Student Administrative Services
Sherry Martin
Principal
Anthony Ware
Principal
Walter Mayfield
Principal
Dr. Jerome Hudson
*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–3
The district makes special efforts to assist children in PreK–3 who demonstrate a need for
extra or alternative instructional attention (e.g., after-school homework help centers,
individual tutoring, and group remediation).
___√__ Academic Assistance, Grades 4–12
The district makes special efforts to assist children in grades 4–12 who demonstrate a need for
extra or alternative instructional attention (e.g., after-school homework help centers,
individual tutoring, and group remediation).
___√__ Parent Involvement
The district encourages and assists parents in becoming more involved in their children’s
education. Some examples of parent involvement initiatives include making special efforts to
meet with parents at times more convenient for them, providing parents with their child’s
individual test results and an interpretation of the results, providing parents with information
on the district’s curriculum and assessment program, providing frequent, two-way
communication between home and school, providing parents an opportunity to participate on
decision-making groups, designating space in schools for parents to access educational
resource materials, including parent involvement expectations as part of the principal’s and
superintendent’s evaluations, and providing parents with information pertaining to
expectations held for them by the school system, such as ensuring attendance and punctuality
of their children.
__√___ Staff Development
The district provides staff development training for teachers and administrators in the
teaching techniques and strategies needed to implement the school/district plan for the
improvement of student academic performance. The staff development program reflects
requirements of Act 135, the EAA, and the National Staff Development Council’s revised
Standards for Staff Development.
__√___ Technology
The district integrates technology into professional development, curriculum development,
and classroom instruction to improve teaching and learning.
__√___ Innovation
The district uses innovation funds for innovative activities to improve student learning and
accelerate the performance of all students. Provide a good example of the use of innovation
funds.
__√___ 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.
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__√___ Collaboration
The district (regardless of the grades served) collaborates with health and human services
agencies (e.g., county health departments, social services departments, mental health
departments, First Steps, and the family court system).
___√__ Developmental Screening
The district ensures that the young child receives all services necessary for growth and
development. Instruments are used to assess physical, social, emotional, linguistic, and
cognitive developmental levels. This program normally is appropriate at primary and
elementary schools, although screening efforts could take place at any location.
__√___ Half-Day Child Development
The 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–3
The district ensures that the scope and sequence of the curriculum for PreK–3 are appropriate
for the maturation levels of students. Instructional practices accommodate individual
differences in maturation level and take into account the student's social and cultural context.
__√___ Parenting and Family Literacy
The district provides a four component program that integrates all of the following activities:
interactive literacy activities between parents and their children (Interactive Literacy
Activities); training for parents regarding how to be the primary teachers for their children
and full partners in the education of their children (parenting skills for adults, parent
education); parent literacy training that leads to economic self-sufficiency (adult education);
and an age-appropriated education to prepare children for success in school and life
experiences (early childhood education). Family Literacy is not grade specific, but generally
is most appropriate for parents of children at the primary and elementary school levels and
below, and for secondary school students who are parents. Family Literacy program goals are
to strengthen parent involvement in the learning process of preschool children ages birth
through five years; promote school readiness of preschool children; offer parents special
opportunities to improve their literacy skills and education, a chance to recover from
dropping out of school; and identify potential developmental delays in preschool children by
offering developmental screening.
__√___ 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.
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DESCRIPTION OF SCHOOL SYSTEM
Anderson School District Five is located in Anderson County, South Carolina, midway between
Atlanta, Georgia and Charlotte, North Carolina along the busy Interstate-85 corridor. The school
district has a Pre-K through 12th grade enrollment of approximately 12,700 students which constitutes
over 40% of the county's total school population. There are four other school districts in Anderson
County; Anderson School Districts 1, 2, 3, and 4. In 2008, Anderson County's population was
182,825, up from 173,500 in 2000.
During this past school year, all twenty-three schools within our district became schools of
choice. Families have the opportunity during the month of February to apply to the school that best
suits the students' interest. We also opened a Charter school that will eventually serve students in
grades 4-12 who perform better academically in a smaller, alternative setting.
Community support of education is evident by the passing of a $140 million bond referendum
in 2007. The vote was favorably approved by over 60% of voters and the funds were used to support
the construction of new schools and the renovation of the older existing schools. In District Five, there
are ten elementary schools, one primary school, five middle schools, two high schools, two early
childhood centers, one career campus, one Charter School, and the Adult Education Center. In the past
13 years, over $200 million have been spent on our building program.
The district contains a very diverse community with 44.8% minority population, a poverty
index of over 68.22% and 708 English Speakers of Other Languages (ESOL) students, representing
30 different languages. The special education population of Anderson School District Five is 7.9%,
and 13% with speech included.
The area is a growing industrial, commercial and tourist center with over 230 manufacturers,
including 22 international companies in the county. Anderson has a thriving business climate. The top
major industries in Anderson include manufacturers of automotive products, metal products, industrial
machinery, plastics, publishing and textiles. Two industries that many times interconnect are the
plastic and automotive sectors. There are more than 27 BMW suppliers in the Upstate. Anderson
County has 11 automotive suppliers and is a major player in the plastic industry with 27 plastic
companies located within its borders. A major tourist attraction, Anderson County contains Lake
Hartwell, a 55,950-acre lake located on the South Carolina/Georgia border.
Anderson School District Five is fortunate to have a very supportive business community as
evidenced by the 265 active business partners we currently have. A list of business partners is
included in our evidence documents.
Anderson School District Five, in collaboration with numerous and diverse stakeholders, has
prepared this study to provide a glimpse into the status of our educational system. This report details
the educational progress and challenges that must be addressed as the district continually seeks to
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improve student learning. This self-study will be used as a valuable decision-making tool at the
school and district level.
NOTABLE ACHIEVEMENTS AND AREAS OF IMPROVEMENT
Students of Anderson School District Five posted the ninth highest among the state's 83 school
districts and ten points above last year's district average on the SAT. District Five seniors posted an
average composite score of 21.0 on the ACT college entrance exam in 2011, above the state average
composite score of 20.1, and just one-tenth of one point behind the national average composite score
of 21.1. Our seniors also earned a record $26.1 million in college scholarships. The district posted its
highest numbers ever in the three years the PASS test has been administered. In addition, we are
embedding the Common Core State Standards in our curriculum at various grade levels. These
standards for ELA, math and literacy in science, social studies and technical subjects were developed
by a coalition of states and benchmarked to international standards in order to design instruction that
will better prepare students for college and career readiness.
Within the past 13 years, our district has received over $20 million in grants. The most recent
grants are the $1.2 million Elementary and Secondary Counseling Grant and the $53 million grant for
equipment at Nevitt Forest Community School of Innovations' School Based Healthcare Facility
slated to open in the fall of 2013.
Our district is now a district of complete choice, where students can choose the magnet
programs that best fit their individual needs and interests. Choices at the elementary level include the
arts, global communications, International Baccalaureate, leadership, innovation, 21st Century
Learning; and science, technology, engineering and math (STEM). Choices at the middle level
include the arts, International Baccalaureate, inquiry, and leadership. High school choices are
International Baccalaureate, early college or the charter school. Homeland Park Elementary School
was converted into a primary school (K-2) this year, while Varennes Academy of Communication and
Technology was converted into an Intermediate School (3-5). South Fant Early Childhood Education
Center and West Market Early Childhood Education Center are now South Fant School of Early
Education and West Market School of Early Education. Also, North Pointe Elementary School and
the Anderson School District Five Charter School opened this past fall. Our charter school began
with approximately 100 students in grades 11 and 12 and will eventually include grades 4-12. Our
Board of Trustees and community members are appreciated for their continued support of our
progressive programs and goal of awarding our students with the best education we can offer. The
future of our students, parents and teachers is bright.
In 2009, District 5 sold its curriculum to the SC State Department of Education so that school
districts across South Carolina could have access. The state provided at no cost the curriculum
developed by District 5 to the other 52 districts across the state that might not have the resources to
develop or update their own curriculum. Since 2000, District 5 has sold its curriculum to other
districts. Over the years, at least 33 districts purchased it. The curriculum includes guides for how to
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pace instruction, recommended activities, lists of web sites and sample test items, all aligned to the
South Carolina academic standards in English/language arts, math, science and social studies.
Curriculum development and implementation continue to be a strength of District 5.
Anderson School District Five values safe and secure buildings. Through a partnership with
the Anderson County Emergency Services Division, Anderson Five will authorize emergency
services to access its video camera network for emergencies and training exercises. This partnership
will be piloted at T L Hanna and Westside High Schools for the first year, and it has the potential to
save lives. All schools, including our newest facilities and schools with additions, have updated or
created emergency procedures and provided district staff with a comprehensive response plan. Our
educators are committed to protecting our students by closely monitoring parental custody matters
and by frequently checking the sex offender registry, being aware of who enters their buildings,
when and why. To aid with this process, Anderson School District Five purchased visitor
management systems for every school building (LobbyGuard). Further protection is executed by
taking measures to reduce bullying. School administrators have attended training to learn strategies
to educate students on the dangers of bullying and cyber bullying. Our district's bullying policy has
been updated to include cyber bullying.
In addition to requiring comprehensive emergency management plans, the district works
closely with schools to monitor issues that may threaten the school community or student
achievement. These issues include gang activity, drugs, weapons, drop outs, and infectious disease.
School administrators closely monitor signs of gang activity and utilize various strategies to combat
drugs entering the school, such as random drug dog visits. The district utilizes many programs to
assist students who are in danger of dropping out, including Evening School, Credit Recovery, Fast
Track GED, Saturday School, Graduate Anderson, Connect to College, and AVID. Reassigning a
designated "attendance manager" this year has streamlined the district's court presence, and this
employee is able to provide a consistent presence to the schools and families.
The district understands the importance of utilizing the expertise and knowledge of other
agencies. In response, District Five has developed close working relationships with various
community agencies that include Anderson County Emergency Services, DHEC, Anderson-Oconee
Behavioral Health, the Anderson City Police and Anderson County Sheriff's Department.
Proper dental health is not only important to our healthy physical looks; it is essential to the
well-being of the entire body. Because of this, nursing services has partnered with Health Promotion
Specialists (HPS) Dental Program to offer dental services to preschool, primary and elementary
students who may not otherwise have dental care. With parental consent, HPS will clean teeth, screen
for cavities and provide sealants, and bill Medicaid when applicable.
In an effort to lower the number of expulsions and to ensure that expulsions occur only when
necessary, procedures are under review in an effort to lower the number of expulsions. New hearing
officers are being trained, and the increased number of officers available should improve on
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objectivity. Schools are becoming more conscientious of the information they compile and present,
and all changes involve legal counsel.
School buses make up the largest type of public transportation in the United States, providing
daily rides to approximately 26 million students to and from school and school-related activities. The
safety of these students rests in the hands of school officials across the country. Video surveillance is
a preventative measure that schools can utilize to promote student safety, prevent misconduct, assist in
tracking problem motorists, protect drivers from fraudulent claims, enforce good driving practices and
deter vandalism. AngelTrax Student Transit Video Surveillance Solutions, which has been added to
each of our buses, help protect the lives of both students and drivers by encouraging a safe
transportation environment. These durable systems are equipped with the most innovative and
efficient mobile video technology in the industry.
Anderson School District Five is the proud recipient of the Elementary and Secondary School
Counseling Grant. The district was awarded nearly $1.2 million over a three-year period to support
counseling programs in elementary schools. The award will specifically aid the schools in hiring
qualified professionals with the goal of expanding the range, availability, quantity and quality of
counseling services. The number of available and qualified counselors will be increased based on a
school's student population and the needs of those students. Research shows that having adequate
counseling services can help reduce the number of disciplinary referrals in schools, improve student
attendance and academic performance, and enhance development of social skills. Some funds will be
used to support parental involvement, counselor and teacher professional development and
collaboration with community-based organizations that provide mental health and other services to
students. "Camp U-turn," a Saturday program, will offer therapy to students and their parents.
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EXECUTIVE SUMMARY OF NEEDS
ASSESSMENT FINDINGS
(Mandated Component)
15
PURPOSE AND DIRECTION
The system maintains and communicates at all levels of the organization a purpose and direction for continuous
improvement that commit to high expectations for learning as well as shared values and beliefs about teaching
and learning. Overall Rating: 4.0
Indicator
1.1
Statement or Question
The system engages in a
systematic, inclusive,
and comprehensive
process to review,
revise, and communicate
a system-wide purpose
for student success.
Response
The process for review, revision, and
communication of the system's purpose
is clearly documented, and a record of
the use and results of the process is
maintained. The process is formalized
and implemented with fidelity on a
regular schedule. The process includes
participation by representatives selected
at random from all stakeholder groups.
The purpose statement clearly focuses
on student success.
Evidence
•District purpose statements past and present
Rating
Level 4
•Survey results
•Documentation or description of
the process for creating the
district's purpose including the
role of stakeholders
•Examples of communications
to stakeholders about the
district's purpose (i.e. website,
newsletters, annual report,
student handbook)
•Copy of strategic plan
referencing the district purpose
and direction and its effectiveness
Indicator
1.2
Indicator
1.3
Statement or Question
The system ensures
that each school
engages in a
systematic, inclusive,
and comprehensive
process to review,
revise, and
communicate a school
purpose for student
success.
Response
System policies and procedures clearly
outline the expectations for schools
regarding a systematic, inclusive, and
comprehensive process for review,
revision, and communication of a
purpose for student success. System
personnel monitor and maintain data
about each school and provide feedback
and training for the improvement of the
implementation of the process to school
personnel.
Statement or Question
The school leadership and
staff at all levels of the
system commit to a culture
that is based on shared
values and beliefs about
teaching and learning and
supports challenging,
equitable educational
programs and learning
experiences for all students
that include achievement of
learning, thinking, and life
skills.
Response
Commitment to shared values and beliefs
about teaching and learning is clearly
evident in documentation and decision
making. This commitment is always
reflected in communication among leaders
and staff. Challenging educational
programs and equitable learning
experiences are implemented in a
measurable way so that all students
achieve learning, thinking, and life skills
necessary for success. Evidence indicates
a strong commitment to instructional
practices that include active student
engagement, a focus on depth of
understanding, and the application of
knowledge and skills. System leadership
and staff hold one another accountable to
high expectations for professional practice.
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Evidence
•Survey results
Rating
Level 4
•Agendas and/or minutes that
reference a commitment to the
components of the schools'
purpose statements
•Examples of school purpose
statements if different from the
district purpose statement
Evidence
•Examples of schools' continuous
improvement plans
•Survey results
•Statements or documents about
ethical and professional practices
•Statements of shared values and
beliefs about teaching and learning
•The district strategic plan
Rating
Level 4
Indicator
1.4
Statement or Question
Leadership at all levels of
the system implement a
continuous improvement
process that provides clear
direction for improving
conditions that support
student learning.
Response
Evidence
Rating
Leaders at all levels of the system require •Examples of schools continuous
Level 4
the use of a documented, systematic
improvement plans
continuous improvement process for
•Survey results
improving student learning and the
conditions that support learning. All
stakeholder groups work collaboratively
•Professional development plans and
and consistently in authentic and
implementation timelines on topics
meaningful ways that build and sustain
related to equity, organizational
ownership of the system's purpose and
effectiveness, and improved
direction. Personnel systematically
instruction and programs
maintain, use, and communicate a profile
with current and comprehensive data on
•Agenda, minutes from continuous
student, school, and system performance. improvement planning meetings
The profile contains thorough analyses of a
broad range of data used to identify goals •The district data profile
for the improvement of conditions that
•The district strategic plan
support student learning and that are
aligned with the system's purpose. All
improvement goals have measurable
performance targets. The process includes
action planning that identifies measurable
objectives, strategies, activities, resources,
and timelines for achieving all improvement
goals. System personnel hold one another
accountable for and evaluate the overall
quality of the implementation of all
interventions and strategies. The process is
reviewed and evaluated regularly.
Documentation that the process is
implemented with fidelity and yields
improved student achievement and
conditions that support student learning is
available and communicated to
stakeholders.
Strengths we noted are the many vehicles we use in order to communicate with all stakeholders. Everything is
measured by how it impacts student achievement. District level meetings are frequently held to solicit input, provide
direction and offer assistance to our schools. After district level meetings, principals are required to schedule school level
meetings to transfer pertinent information.
Various types of parent groups exist which provide an avenue for
communication. The district encourages and maintains strong internal and external relationships with it stakeholders. The
superintendent has established student, teacher, parent and support staff advisory councils for the purpose of fostering a
stronger culture of participation, responsibility and ownership. Each school has a School Improvement Council, parent
organization, and numerous teacher and staff committees that provide input from the bottom up. Community feedback is
garnered through various methods. Each spring, the state parent, teacher and student surveys are administered. Survey
results dating back to 2001 are compiled in a single database to assist in longitudinal analysis. Trends in stakeholder
perception and satisfaction are analyzed as a part of strategic planning. All individual school improvement plans are
aligned to the district's vision, mission and beliefs. Progress toward district goals is continuously evaluated and adjusted
as needed. The district provides an Annual Report to the community and school board each year. The Annual Report
documents district and school progress toward the achievement of our goals and important events and happenings that
have occurred since the last report. Each District Five school has created and annually updates its school profile, which
includes test score data, demographic information and parent/student/teacher state survey data. District and state provided
reports assist principals in evaluating their schools' progress toward desired goals. The superintendent reviews the
district's goals and strategic priorities with the Board of Trustees throughout the school year as data becomes available.
The District Five Strategic Plan is annually evaluated and revised by our stakeholders. The district continually informs its
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community in the most comprehensive and strategic ways. Throughout the year, the district has used the following means
to communicate to its stakeholders:

Monthly principal, instructional facilitator and district leadership team meetings; teacher, student, and parent
advisory meetings; district wide celebrations; magnet fairs; district five website; district publications; reports to
the board, data displays, student and parent orientations, school and district business partnerships, press releases
and media contacts, billboards, paid advertising in the local newspaper, and faculty meetings. Hundreds of press
releases are emailed to over 8000 parents annually.

Through the Model Planning Progress, system-wide goals are developed. Action plans are created to
achieve the goals. These action plans include specific steps, assignment of responsibility, determination of
costs, and creation of a target date for completion of each step. The strategic planning team annually
reviews each action plan to determine its status. Plans are deemed complete, continued or discontinued.

District Five works continuously to create a culture of continuous improvement. This culture is created
by making teaching and learning a central focus in everything that we do. We can improve by increasing
parent involvement in district-level meetings, especially in our parent advisory committee.
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GOVERNANCE AND LEADERSHIP
The system operates under governance and leadership that promote and support student performance and
system effectiveness. Overall Rating: 3.83
Indicator
2.1
Indicator
2.2
Indicator
2.3
Statement or Question
The governing body
establishes policies and
supports practices that
ensure effective
administration of the system
and its schools.
Statement or Question
The governing body
operates responsibly and
functions effectively.
Statement or Question
The governing body ensures
that the leadership at all
levels has
the autonomy to meet goals
for achievement and
instruction and to manage
day-to-day operations
effectively.
Response
Policies and practices clearly and directly
support the system's purpose and
direction and the effective operation of
the system and its schools. Policies and
practices require and have mechanisms
in place for monitoring conditions that
support student learning, effective
instruction, and assessment that produce
equitable and challenging learning
experiences for all students. There are
policies and practices requiring and
giving direction for professional growth of
all staff. Policies and practices provide
clear requirements, direction for, and
oversight of fiscal management at all
levels of the system.
Evidence
•Student handbooks
•Governing body policies,
procedures, and practices
•Staff handbooks
•District operations manuals
•School handbooks
Response
The governing body has a process to
ensure that its decisions and actions are
in accordance with defined roles and
responsibilities, a code of ethics, and free
of conflict of interest. Governing body
members participate in a systematic,
formal professional
development process regarding the roles
and responsibilities of the governing
body and its individual members. The
governing body complies with all policies,
procedures, laws, and regulations, and
functions as a cohesive unit.
Evidence
•Proof of legal counsel
Response
The governing body consistently
protects, supports, and respects the
autonomy of system and school
leadership to accomplish goals for
achievement and instruction and to
manage day-to-day operations of the
system and its schools. The governing
body maintains a clear distinction
between its roles and responsibilities
and those of system and school
leadership.
Evidence
•Communications regarding
governing authority actions
Rating
Level 3
•Governing authority training
plan
•Assurances, certifications
•Historical compliance data
•Governing authority policies on roles
and responsibilities, conflict of
interest
•Governing code of ethics
•District strategic plan
•Examples of school
improvement plans
•Roles and responsibilities of school
leadership
•Roles and responsibilities of district
leadership
•Social media
•Survey results regarding functions of
the governing authority and operations
of the district
•Stakeholder input and feedback
•Agendas and minutes of meetings
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Rating
Level 4
Rating
Level 4
Indicator
2.4
Indicator
2.5
Indicator
2.6
Statement or Question
Leadership and staff at all
levels of the system foster a
culture consistent with the
system's purpose and
direction.
Statement or Question
Leadership engages
stakeholders effectively in
support of the system's
purpose and direction.
Statement or Question
Leadership and staff
supervision and evaluation
processes result in improved
professional practice in all
areas of the system and
improved student success.
Response
Leaders and staff throughout the system deliberately
and consistently align their decisions and actions
toward continuous improvement to achieve the
system's purpose. They encourage, support, and
expect all personnel to maintain high standards and
to hold students to high standards in all courses of
study. All stakeholders are collectively
accountable for maintaining and improving
conditions that support
student learning. Leaders throughout the system
actively and consistently support and encourage
innovation, collaboration, shared leadership, and
rigorous professional growth. The culture is
characterized by collaboration and a sense of
community among all stakeholders.
Evidence
Rating
•Professional development Level 4
offerings and plans
Response
Leaders consistently communicate effectively with
appropriate and varied representatives from
stakeholder groups, provide opportunities for
stakeholders to shape decisions, solicit feedback
and respond to stakeholders, work collaboratively
on system and school improvement efforts, and
provide and support meaningful leadership roles for
stakeholders. System and school leaders' proactive
and persistent efforts result in measurable, active
stakeholder participation, positive engagement in
the system and its schools, a strong sense of
community, and ownership.
Evidence
•Copies of surveys or
screen shots from online
surveys
Response
The primary focus of the criteria and processes of
supervision and evaluation is improving professional
practice in all areas of the system and ensuring
student success. Supervision and evaluation
processes are consistently and regularly
implemented. The results of the supervision and
evaluation processes are analyzed carefully and
used to monitor and effectively adjust professional
practice throughout the system and ensure student
learning.
Evidence
Rating
•Governing body policy on Level 4
supervision and evaluation
•Examples of collaboration
and shared leadership
•Survey results
•Examples of decisions in
support of the schools'
continuous improvement
plans
•Examples of improvement
efforts and innovations in
the educational programs
Rating
Level 4
•Survey responses
•Involvement of
stakeholders in district
strategic plan
•Job specific criteria
Our district is strong in the area of governance and leadership. According to Board Policy BA, the Anderson School
District Five Board of Trustees is responsible for the establishment and maintenance of a system of free public schools
for all children residing in the district. The board may make all necessary rules and regulations for the government and
conduct of schools consistent with the laws of the state. We have a nine-member board, which consists of at least three
retired educators, who are supportive in ensuring that all students benefit from a quality education by employing highly
qualified professional and paraprofessional staff. Two of the nine board members are elected at large and seven are
elected from single-member districts. Members of the board are elected during the general election held in November.
The regular term of office for each trustee is four years. Pictures and names of the Board members are located in the
Annual Report.
A policy manual that guides the operation of the district is maintained on the district's web page. New policies and
revisions to existing policies are developed by the district administration and recommended to the Policy Committee as
needed. All new policies and revisions are approved by this committee before being presented to the full Board of
Trustees for ratification. All new and revised policies are discussed with the district leadership team.
Personnel-related policies are provided to all employees via the district's Employee Handbook. Bus policies are
communicated to students and parents via the district's Transportation Handbook. Pertinent student policies are
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contained in each school's Student Handbook. All handbooks contain a signature page that must be signed by the
receiver and returned to the appropriate school or department, ensuring that handbooks have been received and reviewed.
Anderson School District Five is a member of the South Carolina School Boards Association (SCSBA). The
SCSBA serves as a source of information for our school board and district. Specifically related to policies, the SCSBA
provides our district with model policies and policy updates based on recent legislative action. The Board of Trustees
recognizes and supports the leadership authority of the superintendent who operates as the chief executive officer of the
district.
Anderson School District Five adheres to all local, state and federal laws, standards and regulations. Board policy
and procedures govern the district and are in alignment with local, state and federal laws and regulations. The SCSBA
provides our district with model policy updates based on recent legislative action.
As required by law, Board members complete a state-approved orientation training program within one year of
taking office. All Board members have been active participants in the SC School Boards Association's Boardsmanship
Institute. The annual district report card reports the percent of the district's new board members attending training and
the average hours of training for all board members.
Anderson School District Five is very conscientious with regard to the management of its resources. The district's
emphasis is on supporting the instructional program for its students. Traditionally, the district searches for and secures
all available funding (via local tax support, state and federal revenues support, and eligible grant programs) toward
meeting this goal. The district also enjoys strong public support related to its overall management of district assets as
demonstrated by the 60% voter approval of the $140 million bond referendum held on April 24, 2007, in support of the
recently completed building program. The district does not hesitate in requesting additional monetary resources when it
is in the best interest of its students to do so.
The district routinely uses the services of legal counsel. Typically, matters of general district operation and issues
relating to special education are referenced to the law firm of Childs & Halligan, P. A. Matters related to capital project
financing, including the issuance of general obligation bonds, are handled by the McNair Law Firm, P. A. Legal counsel
is often used in matters relating to HIPPA, student discipline and personnel. As required by Policy EI - Insurance
Program/Risk Management, the district is fully insured for property and casualty coverage and workers compensation
coverage. Coverage is provided through the SC School Boards Insurance Trust.
The district uses the state's online principals' evaluation instrument, in addition to its own principal's evaluation
instrument. The district also utilizes ADEPT, the state evaluation system (Assisting, Developing and Evaluating
Professional Teaching), which is based on state expectations that are aligned with nationally recognized standards for
professional growth. This evaluation is used for classroom-based teachers, school guidance counselors, library media
specialists and speech language therapists. The district uses its own instrument for classified employees. Every
employee is to be evaluated annually. Improvement plans are to be implemented if all standards and expectations are not
met.
The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and
instruction and to manage day-to-day operations effectively. This goal is achieved by allocating funds to each school on
a per-pupil basis (see School Budgets in Evidence), and allowing school leadership teams flexibility in determining how
the following will be carried out in planning, school themes, hiring, assignment of personnel, professional development,
curriculum, purchase and the use of support materials.
21
TEACHING AND ASSESSING FOR LEARNING
The system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness
and student learning across all grades and courses.
Overall Rating: 3.42
Indicator Statement or Question
3.1
The system's curriculum
provides equitable and
challenging learning
experiences that ensure all
students have sufficient
opportunities to develop
learning, thinking, and life
skills that lead to success at
the next level.
Indicator Statement or Question
3.2
Curriculum, instruction, and
assessment throughout the
system are monitored and
adjusted systematically in
response to data from
multiple assessments of
student learning and an
examination of professional
practice.
Indicator Statement or Question
3.3
Teachers throughout the
district engage students in
their learning through
instructional strategies that
ensure achievement of
learning expectations.
Response
Curriculum and learning experiences in each
course/class throughout the system provide all
students with challenging and equitable
opportunities to develop learning skills, thinking
skills,
and life skills that align with the system's and
school's purpose. Evidence clearly indicates
curriculum and learning experiences prepare
students for success at the next level. Like
courses/classes have the same high learning
expectations across the system. Teachers in all
schools individualize learning activities for each
student in a way that supports achievement of
expectations.
Evidence
•Course, program, or
school schedules
Response
Using data from multiple assessments of student
learning and an examination of professional
practice, system and school personnel
systematically monitor and adjust curriculum,
instruction, and assessment to ensure vertical and
horizontal alignment and alignment with goals for
achievement and instruction and statements of
purpose. There is a systematic, collaborative
process in place to ensure alignment each time
curriculum, instruction, and/or assessments are
reviewed or revised at the system or school level.
The continuous improvement process has clear
guidelines to ensure that vertical and horizontal
alignment as well as alignment with the system's
purpose are maintained and enhanced in
curriculum,
Evidence
•Curriculum guides
Response
Teachers throughout the district are consistent
and deliberate in planning and using instructional
strategies that require student collaboration, selfreflection, and development of critical thinking
skills. Teachers personalize instructional
strategies and interventions to address individual
learning needs of each student. Teachers
consistently use instructional strategies that
require students to apply knowledge and skills,
integrate content and skills with other disciplines,
and use technologies as instructional resources
and learning tools.
Evidence
•Examples of teacher use
of technology as an
instructional resource
•Course or program
descriptions
•Survey results
•Lesson plans
•Descriptions of
instructional techniques
•Approved Curriculum,
Thinking Maps, Work
Keys, AVID, Magnet
schools, Guided reading,
Guided math, DRA, ERI,
AP/IB/Dual Credit, Reflex
Math, Credit Recovery
Rating
Level 4
•A description of the
systematic review process
for curriculum, instruction,
and assessment
•Common assessments
•Surveys results
•Curriculum writing
process
•Lesson plans aligned to
the curriculum
•Examples of student use of
technology as a learning tool
•Student work
demonstrating the
application of knowledge
•Surveys results
•Examples of professional
development offerings and
plans tied specifically to
the
approved
or
prescribed
instructional
strategies
and programs
22
Rating
Level 4
Rating
Level 4
Indicator
3.4
Statement or Question
System and school leaders
monitor and support the
improvement of
instructional practices of
teachers to ensure student
success.
Indicator Statement or Question
3.5
The system operates as a
collaborative learning
organization through
structures that support
improved instruction and
student learning at all levels.
Response
System and school leaders formally and
consistently monitor instructional practices through
supervision and evaluation procedures beyond
classroom observation to ensure that they 1) are
aligned with the system's values and beliefs about
teaching and learning, 2) are teaching the approved
curriculum, 3) are directly engaged with all students
in the oversight of their learning, and 4) use
content-specific standards of professional practice.
Response
All system staff participate in collaborative learning
communities that meet both informally and
formally on a regular schedule. Frequent
collaboration occurs across grade levels, content
areas, and other system divisions. Staff members
implement a formal process system-wide that
promotes productive discussion about student
learning and the conditions that support student
learning. Learning, using, and discussing the
results of inquiry practices such as action
research, the examination of student work,
reflection, study teams, and peer coaching are a
part of the daily routine of all staff members.
System personnel can clearly link collaboration
to improvement results in instructional practice,
system effectiveness, and student performance.
Evidence
•Supervision and
evaluation procedures
Rating
Level 4
•Surveys results
•Administrative classroom
observation protocols and
logs
•Professional development
offerings and plans tied to
the prescribed education
program, instructional
strategies,
developmentally
appropriate practices, and
student success
Evidence
•Common language,
protocols and reporting
tools
Rating
Level 4
•Agendas and minutes of
collaborative learning
committees
•Calendar/schedule of
learning community
meetings
•Survey results
•Professional development
funding to promote
professional learning
communities
•Peer coaching guidelines
and procedures
•Evidence of informal
conversations that reflect
collaboration about student
learning
Indicator Statement or Question
3.6
Teachers
implement
the
system's instructional process
in support of student learning.
Response
All teachers throughout the system use an
instructional process that informs students of
learning expectations and standards of
performance. Exemplars are often provided to
guide and inform students. The process includes
multiple measures, including formative
assessments, to inform the ongoing modification
of instruction and provide data for possible
curriculum revision. The process provides
students with specific and timely feedback about
their learning.
23
Evidence
•Survey results
•Examples of assessments
that prompted modification
in instruction
•Letter from State
Superintendent
Rating
Level 3
Indicator Statement or Question
3.7
Mentoring, coaching, and
induction programs support
instructional improvement
consistent with the system's
values and beliefs about
teaching and learning.
Response
System personnel are engaged in mentoring,
coaching, and induction programs that are
consistent with the system's values and beliefs
about teaching, learning, and the conditions that
support learning. These programs
set expectations for all system personnel and
include measures of performance.
Evidence
•Survey results
Rating
Level 3
•Descriptions and schedules
of mentoring, coaching, and
induction programs with
references to district and
school beliefs and values
about teaching and learning
•Professional learning
calendar with activities for
instructional support of new
staff
•Personnel manuals with
information related to new
hires including mentoring,
coaching, and induction
practices
Indicator Statement or Question
The system and all of its
3.8
schools engage families in
meaningful ways in their
children's education and keep
them informed of their
children's learning progress.
Response
Programs that engage families in meaningful
ways in their children's education are designed
and implemented. System and school
personnel regularly inform families of their
children's learning process.
Evidence
•Survey results
Rating
Level 3
•List of varied activities and
communications modes with
families, e.g., info portal,
online, newsletters, parent
centers, academic nights,
open house, early release
days
•Parental/family/caregiver
involvement plan including
activities, timeframes, and
evaluation process
•Special "rights"
Indicator Statement or Question
The system designs and
3.9
evaluates structures in all
schools whereby each student
is well known by at least one
adult advocate in the student's
school who supports that
student's educational
experience.
Response
School personnel implement and participate in a
structure designed and evaluated by the system
that gives them long-term interaction with
individual students, allowing them to build strong
relationships over time with the student. All
students may participate in the structure. The
structure allows the school employee to gain
insight into and serve as an advocate for the
student's needs regarding learning skills, thinking
skills, and life skills.
Evidence
•Curriculum and activities of
structures for adults
advocating on behalf of
students
Indicator Statement or Question
Grading and reporting are
3.10
based on clearly defined
criteria that represent the
attainment of content
knowledge and skills and are
consistent across grade levels
and courses.
Response
Teachers across the system use common grading
and reporting policies, processes, and procedures
based on clearly defined criteria that represent
each student's attainment of content knowledge
and skills. These policies, processes, and
procedures are implemented in all schools across
grade levels and courses. Stakeholders are aware
of the policies, processes, and procedures. The
policies, processes, and procedures are regularly
evaluated.
Evidence
•Evaluation process for
grading and reporting
practices
•Survey results
•List of students matched to
adults who advocate on their
behalf
•Survey results
•District quality control
procedures including the
monitoring of grading
practices across all schools
•Sample report cards for
each program or grade
level and for all courses and
programs
•Policies, processes, and
procedures on grading and
reporting
24
Rating
Level 3
Rating
Level 3
Anderson Five has an established history of providing programs and services to meet the varying needs of its
students. Our curriculum is an ever evolving document that drives instruction. Since 2001, the District Five Approved
Curriculum has been the vehicle for delivering high quality K-8 lessons that are aligned to state standards. Based on state
standards, our goal has been to develop comprehensive lessons and assessment that teachers can implement district-wide
and to provide consistent and rigorous instruction to all of our students. Pacing Guides ensure that our students and
teachers follow a consistent scope and sequence of instruction.
Each department embraces ownership in assisting our schools and their staff members to guarantee continuous
improvement in teaching and learning. District Five's instructional goal is to define and identify best practices and to
support, train, coach, and observe the District Five staff in those practices. Our various directors provide training,
resources, and guidance to schools, working closely with school instructional facilitators (IFs) and assistant principals for
instruction (API's) to ensure that best practices and current trends reach the schools consistently. Meetings between
Indicator Statement or Question
3.11
All staff members participate
in a continuous program of
professional learning.
Response
All staff members participate in a continuous
program of professional learning that is aligned
with the system's purpose and direction.
Professional development is based on assessment
of needs of the system. The program builds
capacity among all professional and support staff.
The program is systematically evaluated for
effectiveness in improving instruction, student
learning, and the conditions that support learning.
Evidence
•Evaluation tools for
professional learning
Rating
Level 3
•Survey results
•District professional
development plan
involving the district and all
schools
•Brief explanation of
alignment between
professional learning and
identified needs
district support staff, IFs and APs are ongoing throughout each school month. Extensive support is provided for teachers
Indicator Statement or Question
3.12
The system and its schools
provide and coordinate
learning support services to
meet the unique learning
needs of students.
Response
System and school personnel use data to identify
unique learning needs of all students at all levels
of proficiency as well as other learning needs
(such as second languages). System and school
personnel stay current on research related to
unique characteristics of learning (such as
learning styles, multiple intelligences, personality
type indicators) and provide or coordinate related
learning support services to all students.
Evidence
•Survey results
Rating
Level 3
•List of learning support
services and student
population served by such
services
•Data used to identify
unique learning needs of
students
and administrators in research-based methods and strategies to improve learning.
Teams of teachers and IFs meet in content-specific curriculum writing sessions throughout the year to develop and/or
revise pacing guides, instructional materials, instructional strategies and assessments. Elementary and secondary planning
teams meet monthly with administrators and instructional staff to monitor and evaluate programs and initiatives. Quarterly
accountability meetings are held with each principal and instructional team. The superintendent, assistant superintendent
for instruction and district-level directors review state test results, benchmark and MAP data to assess student progress,
focusing on strengths and weaknesses demonstrated by the data. Trends are identified in the areas of teacher effectiveness,
standards implementation and attainment, curriculum, and student demographic gaps. In the area of standards, weaknesses
are identified for re-teaching and weak strands are identified for future professional development.
Information and trends gleaned from quarterly accountability meetings are used to inform instruction at the school
level. Accountability meetings focus on reviewing PASS, MAP, Benchmark, EOC and other relevant data to identify
strengths, weaknesses and pacing concerns. Principals and IFs take information back to schools to work with teachers in
small groups during grade level planning. This process fosters data-driven decision-making focused on student
achievement. Teachers then work with individual students to determine progress toward each student's learning goals.
25
District Five supports on-going, comprehensive professional development. Local, state and federal funding is used to
provide opportunities in all content areas with a focus on teaching and learning. Courses are offered to teachers and
administrators for certificate renewal and/or graduate credit. The district's Summer Institute has become a highly anticipated
opportunity for teachers to "sharpen their saws." Two Summer Institute sessions are held; one after school ends and one
before school resumes. Teacher feedback has been overwhelmingly positive for providing meaningful staff development in
a collegial and energetic atmosphere. Teachers appreciate the opportunity to grow professionally at a time when school and
student responsibilities are not distracting.
District Five implements a consistent program of professional development that includes after school training, half-day
training and release time. A calendar is developed each summer to ensure that training is given top priority and to ensure
that other events are scheduled around training dates. Students are dismissed early on three occasions during the school
year so teachers can receive training. Teacher contracts provide for five full-day training opportunities.
Anderson Five has a long history of excellence across multiple measures and has been recognized as a leader and highperforming school system in South Carolina in academics, athletics, and the arts. The district has achieved this status by
ensuring that students are the primary focus of all decisions. We strive to develop a well-rounded student that will be
college/career and citizenship ready by graduation.
Areas for improvement that District Five has identified through this evaluation process include our professional
development plan. Ideas that have been generated to address this need include the following:

When financially possible, hire a district level coordinator for professional development. This was lost during
recent budget cuts.

Create, promote, and expand access to digital content for our teachers and students.

Develop more online learning opportunities for teachers

Develop an accountability mechanism for teachers and administrators for online/blended learning requirements
(eliminate some of the need for travel for face-to-face meetings)

Develop a more uniform method of obtaining information about the professional development needs of teachers
(mostly informal or targeted for topics at the current time). This will be very important as we move forward in
implementation of CCSS.

Increase the number of professional development offerings for our non-certified staff.
In addition, the district has support systems in place but could improve in increasing its mentoring and relationship
building with all students. Our Mentor/Volunteer Coordinator position was cut years ago and this position should be
reinstated when financially possible.
26
RESOURCES AND SUPPORT SYSTEMS
The system has resources and provides services in all schools that support its purpose and direction
to ensure success for all students.
Overall Rating: 3.88
Indicator Statement or Question
Response
4.1
Policies, processes, and procedures ensure that
•Survey results
Level 3
system and school leaders have access to, hire,
place, and retain qualified professional support
•District budgets or financial
staff. System and school leaders systematically
plans for the last three years
determine the number of personnel necessary to
fill all the roles
•District quality assurance
and responsibilities necessary to support purposes, procedures for monitoring
educational programs, and continuous
qualified staff across all
improvement throughout the district. Sustained
schools
fiscal resources are available to fund positions
critical to achieve the purpose and direction of the •School budgets or
system, individual schools, and educational
financial plans for last
programs.
three years
The system engages in a
systematic process to recruit,
employ, and retain a sufficient
number of qualified
professional and support staff
to fulfill their roles and
responsibilities and support
the purpose and direction of
the system, individual schools,
and educational programs.
Evidence
Rating
•Assessments of staffing
needs
•Documentation of highly
qualified staff
•Policies, processes,
procedures and other
documentation related to
the hiring, placement and
retention of professional
and support staff for the
district and schools
•Board Policy Manual
Indicator Statement or Question
4.2
Instructional time, material
resources, and fiscal
resources are sufficient to
support the purpose and
direction of the system,
individual schools,
educational programs, and
system operations.
Response
Instructional time, material resources, and fiscal
resources are focused solely on supporting the
purpose and direction of the system, its schools,
educational programs, and system operations.
Instructional time is fiercely protected in policy and
practice in all schools. System and school leaders
exhaust every option to secure material and fiscal
resources to meet the needs of all students and
improve the effectiveness of the system. System
and school leaders measurably demonstrate that
instructional time, material resources, and fiscal
resources are allocated so that all students have
equitable opportunities to attain challenging
learning expectations. Efforts toward the
continuous improvement of instruction and
operations concentrate on achieving the purpose
and direction of the system and its schools.
Evidence
•Examples of school
schedules
•Examples of efforts of
school leaders to secure
necessary material and
fiscal resources
•Survey results
•Examples of school
calendars
•Alignment of school
budgets with school
purpose and direction
•Alignment of district
budget with district
purpose and direction
•District strategic plan
showing resources support
for district
•Low pupil/teacher ratios
27
Rating
Level 4
Indicator
4.3
Indicator
4.4
Indicator
4.5
Indicator
4.6
Statement or Question
The system maintains
facilities, services, and
equipment to provide a safe,
clean, and healthy
environment for all students
and staff.
Response
System and school leaders have adopted or
collaboratively created clear definitions and
expectations for maintaining safety, cleanliness,
and a healthy environment, and have shared
these definitions and expectations with all
stakeholders. All system and school personnel as
well as students are accountable for maintaining
these expectations. Valid measures are in place
that allow for continuous tracking of these
conditions. Improvement plans are developed and
implemented by appropriate personnel to
continuously improve these conditions. The
results of improvement efforts are systematically
evaluated regularly.
Evidence
•Example systems for
school maintenance
requests
Response
The system has clearly defined policies and
procedures for strategic resource management.
The system employs a systematic, long-range,
strategic planning process in the areas of budget,
facilities, and other strategic system components.
The strategic planning process is regularly
evaluated for effectiveness, and improvement
plans related to the process are developed and
implemented when necessary. All strategic plans
are implemented with fidelity by the governing
body, and system leaders and have built-in
measures used to monitor and ensure successful
implementation and completion.
Evidence
Rating
•District strategic plan
Level 4
showing the areas of budget,
facilities, quality control, and
other strategic systems
Statement or Question
The system provides,
coordinates, and evaluates
the effectiveness of
information resources and
related personnel to support
educational programs
throughout the system.
Response
The system provides, coordinates, and evaluates
the effectiveness of information resources and
related personnel to ensure that all students,
school, and system personnel have access to an
exceptional collection of media and information
resources to achieve the educational programs of
the system and its schools. The system designs,
implements, and evaluates processes to ensure
highly qualified personnel are recruited, hired, and
retained in sufficient numbers to assist students,
school, and system personnel in learning about
the tools and locations for finding and retrieving
information.
Evidence
•Survey results
Statement or Question
The system provides a
technology infrastructure and
equipment to support the
system's teaching, learning,
and operational needs.
Response
The system provides a modern, fully
functional technology infrastructure,
state-of-the-art equipment, and a highly
qualified technical support staff to meet
the teaching, learning, and operational
needs of all stakeholders throughout
the system. System and school
personnel develop and administer
needs assessments and use the
resulting data to develop and
implement a technology plan to
continuously improve technology
services, infrastructure, and equipment.
Statement or Question
The system demonstrates
strategic resource
management that includes
long-range planning in support
of the purpose and direction of
the system.
•Survey results
•Example maintenance
schedules for schools
•Maintenance work order
system, AEDs in every
school, Walking track
facilities available at some
schools, Nurses at all
schools, Comprehensive
security plan
•Survey results
•Comprehensive Security
Plan
Rating
Level 4
•Assistant Principals'
Academy, District Leadership
Academy, Teachers as
Leaders, Teacher Advisory
Council, Support Staff
Advisory Council, Principals'
Meetings, and Cluster
Meetings
Evidence
•Policies relative to technology use at
the district-level and school- level
•Survey results
•District technology plan and budget
to improve technology services and
infrastructure for the district-level and
school- level
•Examples of school-level technology
plans and budgets to improve
technology services and infrastructure
to students and staff
•eLearning Directors' position
established and Basic Technology
Assessment
28
Rating
Level 4
Rating
Level 4
Indicator
4.7
Statement or Question
The system provides,
coordinates, and evaluates
the effectiveness of support
systems to meet the physical,
social, and emotional needs
of the student population
being served.
Response
The system has designed and
implemented a process to determine
the physical, social, and emotional
needs of all students and then selects
or designs and implements programs
to meet the needs of each student in
the system. Valid and reliable
measures of program effectiveness are
in place, and system and school
personnel use the data from these
measures to regularly and
comprehensively evaluate all
programs. Improvement plans related
to these programs are designed,
implemented, and evaluated to more
effectively meet the needs of all
students.
Evidence
•Student assessment system for
identifying student needs
Rating
Level 4
•Agreements with school community
agencies for student-family support
•Survey results
•Schedule of family services, e.g.,
parent classes, survival skills
•Rubrics on developmentally
appropriate benchmarks; e.g. early
childhood education
•Social classes and services, e.g.,
bullying, character education
•List of support services available to
students
•Mental Health Program, School
Psychologists, Behavior Health Referral
System, Alternative School, Summer
Feeding Program, Star Track Academy
Indicator Statement or Question
The system provides,
4.8
coordinates, and evaluates the
effectiveness of services that
support the counseling,
assessment, referral,
educational, and career
planning needs of all students.
Response
The system has designed and
implemented a process to determine
the counseling, assessment, referral,
educational, and career planning needs
of all students and then selects or
designs and implements programs to
meet the needs of each student in the
system. Valid and reliable measures of
program effectiveness are in place, and
system and school personnel use the
data from these measures to regularly
and comprehensively evaluate all
programs. Improvement plans related
to these programs are designed,
implemented, and evaluated to more
effectively meet the needs of all
students.
Evidence
•List of services available related to
counseling, assessment, referral,
educational, and career planning
Rating
Level 4
•Survey results
•Budget for counseling, assessment,
referral, educational and career
planning
•Description of IEP
process
•Description of referral process
Our district works closely with Anderson University, Clemson University and other colleges and universities in the
surrounding area. The majority of placements for the practicum and student teaching are from Anderson University and
Clemson University. We are fortunate to have strong ties with these institutions, because budget cuts have had an impact
on recruiting trips.
Each spring, many of our teaching vacancies are filled with individuals who did their student teaching in the district.
This means they enter our classrooms in August familiar with the Anderson Five Curriculum. The nearby colleges and
universities provide opportunities for educators to earn advanced degrees. Many of these courses are taught in the district.
For individuals who are interested in administration, the district offers two academies: The Assistant Principals' Academy
and The District Leadership Academy. Teacher Leaders is another academy that offers teachers a glimpse outside of their
schools into the operations of the district.
The district recently completed a $140 million building program. The program saw additions and/or renovations to 13
schools as well as the construction of two middle schools plus one elementary school. This brought the total school
facilities maintained in the district to 27 (including 21 schools). The district maintains facilities with a total of almost 3
million square feet of space and approximately 600 acres of grounds. The Buildings & Grounds department maintains a
staff of 134 employees comprised of a director, secretary, 26 maintenance employees and 106 custodians. The Buildings
& Grounds department processes almost 6,000 work requests annually, on average. The district understands and
29
appreciates the correlation between students' academic achievement and providing a modern, safe and healthy learning
environment. This is evidenced in the Buildings & Grounds department's mission statement: To maintain and improve all
district facility buildings and grounds in a manner which positively contributes to the learning experience of each student
by providing a safe, clean, healthy environment while supporting community pride in appearance.
The district recognizes the value in, and necessity of, providing its students with the latest instruction-enhancing
technology resources. The use of technology has been well integrated into the district's curriculum and it is used daily in
instruction in all schools. The importance placed on technology is reflected in the $25,000,000 million investment the
district has made in technology resources over the past 13 years. The technology department currently maintains almost
6,000 computing devices used by staff and students, numerous classroom instructional technological tools in each
classroom, nearly 500 printers and peripheral devices, and 118 physical and virtual servers. The technology department
maintains a staff of 12 comprised of a director, secretary and 10 technical staff members. The technology department
processes almost 5,000 helpdesk requests annually. The relationship between technology and instruction may be best
understood by considering the technology department's motto: The true value in technology is not learning to use the
technology, but rather, using the technology to learn.
School staff members have the ability to implement assessment tools to determine a student's needs for additional
services in order to improve the overall emotional health of each student. Various intervention programs have been
developed and implemented to assess and improve the emotional needs of our students. School staff members utilize an
assessment that determines the specific counseling needs for each student and identifies whether collaboration with outside
agencies is warranted. Assessments include BASC (Behavior Assessment System for Children), BURKS (Burks Behavior
Rating Assessment, and Eyburg Assessment. Programs and interventions include Rehabilitative Behavior Health Services
(includes Behavior Modification, Behavior Health Screening, PBIS- Positive Behavior Supports and the PBIS
Interventionist, Rehabilitative Psychosocial Services, Family, Group, and Individual Counseling).
To support the physical needs of our students, Anderson Five offers the following:
basic dental care in the school for early childhood and elementary students, a weekend "backpack snack pack program,"
gardens at two Title I elementary schools as provided by grant funding, fresh fruits and vegetables grant at three of our Title
I elementary schools that provides fruits and vegetables outside of lunch, and the district offers a Summer Nutrition Program
to ensure that students are properly fed during the summer months. Many campuses have walking tracks, and some are open
to the community.
Our district employs a Homeless Liaison who assists in serving the basic needs of our homeless families. A massive
operation is activated preceding the Winter Holidays to ensure that students who might not receive gifts do. The Culinary
Arts classes prepare meals for homeless families at Thanksgiving, and many students across the district participate in food
drives.
Each middle and high school has its own School Resource Officer, and every school has its own nurse. Ten school
psychologists. Currently, our district has eight mental health counselors and two social workers. Plans are underway to
increase security personnel at the elementary level and to increase mental health presence throughout our system. In the fall
of 2013, plans are underway to open a healthcare facility on the campus of Nevitt Forest Community School of Innovation
which will provide services to the students of Nevitt Forest and South Fant School of Early Childhood and to the residents
of the Nevitt Forest Community.
Evidence worth noting includes allocations to schools and the CERRA Supply and Demand Survey.
30
USING RESULTS FOR CONTINUOUS IMPROVEMENT
The system implements a comprehensive assessment system that generates a range of data about student
learning and system effectiveness and uses the results to guide continuous improvement.
Overall Rating: 3.6
Indicator Statement or Question
5.1
The system establishes and
maintains a clearly defined
and comprehensive student
assessment system.
Response
System and school personnel maintain and use a
comprehensive assessment system that produces
data from multiple assessment measures. These
measures include locally developed and
standardized assessments about student learning
as well as school and system (including noninstructional divisions) performance. The
comprehensive assessment system ensures
consistent measurement across classrooms,
courses, educational programs and system
divisions. Most assessments are proven reliable
and bias free. The comprehensive assessment
system is regularly evaluated for reliability and
effectiveness in improving instruction, student
learning, and the conditions that support learning.
Evidence
•Brief description of
technology or web-based
platforms that support the
education delivery model
Indicator Statement or Question
5.2
Professional and support staff
continuously collect, analyze
and apply learning from a
range of data sources,
including comparison and
trend data about student
learning, instruction, program
evaluation, and organizational
conditions that support
learning.
Response
Systematic processes and procedures for
collecting, analyzing, and applying learning from
all data sources are documented and used
consistently by professional and support staff
throughout the district. Data sources include
comparison and trend data that provide a
comprehensive and complete picture of student
learning, instruction, the effectiveness of
programs, and the conditions that support
learning. All system personnel use data to design,
implement, and evaluate continuous improvement
plans to improve student learning, instruction, the
effectiveness of programs, and the conditions that
support learning.
Evidence
•Survey results
Indicator Statement or Question
5.3
Throughout the system
professional and support staff
are trained in the interpretation
and use of data.
Response
All professional and support staff members are
assessed and trained in a rigorous professional
development program related to the evaluation,
interpretation, and use of data.
Evidence
•Survey results
Indicator Statement or Question
5.4
The school system engages in
a continuous process to
determine verifiable
improvement in student
learning, including readiness
for and success at the next
level.
Response
Policies and procedures clearly define and
describe a process for analyzing data that
determine verifiable improvement in student
learning including readiness for and success at
the next level. Results indicate
significant improvement, and system and school
personnel systematically and consistently use
these results to design, implement, and evaluate
the results of continuous improvement action plans
related to student learning, including readiness for
and success at the next level.
Evidence
•Student surveys
31
Rating
Level 3
•Documentation or
description of evaluation
tools/protocols
•Survey results
•MAP and Benchmark
Meetings
Rating
Level 4
•Examples of changes to
the district strategic plan
based on data results
Rating
Level 3
•Think Gate, Train-theTrainer Method
•Evidence of student
growth
Rating
Level 4
Indicator Statement or Question
5.5
System and school leaders
monitor and communicate
comprehensive information
about student learning, school
performance, and the
achievement of system and
school improvement goals to
stakeholders.
Response
System and school leaders monitor
comprehensive information about student learning,
system and school effectiveness, and the
achievement of system and school improvement
goals. Leaders regularly communicate results
using multiple delivery methods and in appropriate
degrees of sophistication for all stakeholder
groups.
Evidence
•Survey results
Rating
Level 4
•Sample communications to
stakeholders regarding
student learning, conditions
that support
learning, and achievement of
school improvement goals
•Examples of district
marketing tools and websites
that cite student achievement
results or that make
promises regarding student
achievement
•Executive summaries of
student learning reports to
stakeholder groups
Anderson Five is data-driven. A focus on the use and analysis of data begins at the top with the superintendent and
her instructional team and flows down to each teacher. Data is collected and analyzed throughout the year, which begins
with a review of the prior year's state assessments.
District Five's focus is to define and identify best practices, as well as to support, train, coach, and observe the District
Five staff in those practices. Based on data review, our instructional directors provide training, resources, and guidance to
schools, working closely with school instructional facilitators (IFs) and assistant principals for instruction (APs) to ensure
that best practice and current trends are flowing into the schools consistently.
Quarterly accountability meetings, which focus on areas of strength and weakness, are scheduled with principals and
instructional teams to review data from state assessments, benchmark tests, and Measure of Academic Progress (MAP)
administration in which the superintendent and instructional leaders (assistant superintendent and directors) participate.
Trends are identified in the areas of teacher effectiveness, standards implementation and attainment, curricular, and student
demographic gaps. In the area of standards, weaknesses are identified for re-teaching and weak strands are identified for
future professional development and modifications to the Approved Curriculum.
Benchmark and MAP tests are scored in-house and can be analyzed quickly by teachers and administrators, giving us
the ability to make adjustments in near real time. In addition to reviewing end-of-year data, District Five utilizes
benchmarking assessments to monitor progress in standards implementation. Benchmark tests are administered at the end
of each nine week period in grades one through twelve.
MAP tests are computer adaptive tests developed by the Northwest Evaluation Association (NWEA) that are aligned
to state academic standards and provide the instructional level for the student. The tests measure students' academic
progress through an equal-interval growth measure, the RIT scale. NWEA conducts regular state alignment studies to
specify the RIT scale score that corresponds to the proficient levels on the state accountability tests. All students in grades
two through nine take the reading and math MAP tests in the fall and spring. Elementary schools MAP test in the winter,
providing growth trends for students at a critical juncture in the school year.
In addition, MAP provides the Dynamic Reporting Suite which includes projected performance that gives teachers an
idea of how students are projected to perform on the state tests and the distribution of students by quartile. NWEA offers a
continuum of learning called DesCartes that identifies the skills and concepts tested at ten point RIT ranges, providing a
tool for teachers to guide instruction by indicating "where" the student is on a learning continuum and what skills must be
32
learned to show growth. DesCartes gives meaning to the RIT scores, facilitates grouping for instruction, and assists with
selecting appropriate instructional materials and developing curriculum.
Information and trends gleaned from the many data points discussed in district level accountability meetings are used
to inform instruction at the school level. Meetings between district support staff, instructional facilitators and assistant
principals for instruction are ongoing throughout each school month. Extensive support is provided for teachers and
administrators in research-based methods and strategies to improve learning. Principals and instructional facilitators work
with teachers in small groups during grade level planning to foster data-driven decision-making on student achievement
and progress toward meeting their goals.
One intervention implemented by District Five for students prior to referral for special services is Response to
Intervention (RTI). As a part of this plan, students receive additional interventions at the classroom level (Tier 1), or in
Tier 2 or 3. Tiers 2 and 3 are differentiated by size of group, frequency of intervention, and amount of time devoted to the
intervention services. Generally, Tier 2 refers to small groups while Tier 3 refers to individual services. District Five has
implemented Tier 2 using reading interventionists at each elementary school in grades K-2. Additionally, Reading
Recovery teachers at our Title I schools perform reading intervention.
District Five screens pre-kindergarteners using information from parents and DIAL-3 Screening Instrument to
determine the most "at risk" students. West Market, one of these sites, is accredited by the National Association for the
Education of the Young Child (NAEYC).
In summary, the many formal and informal data points generated by the district and schools are used to drive
instruction. Weaknesses in instruction are addressed as follows: if the issue is an individual teacher, the principal
develops an action plan; if the data shows a systemic weakness, the district addresses the problem through curriculum
revision and/or professional development. Teams comprised of teachers and IFs meet in content-specific curriculum
writing sessions throughout the year to develop and/or revise pacing guide, instructional materials, instructional strategies,
and assessments.
Although District Five is proud of its assessment and analysis program, we have room to improve in preparation for
common core. We see a need to begin mirroring our assessments to the Smarter Balanced Assessments and other next
generation assessments in terms of performance tasks, technology enhanced items, etc. In addition, the next generation
assessments will require online testing which will require significant commitment and planning by the district.
33
MISSION, VISION, VALUES,
AND BELIEFS
MISSION
To educate students who are college and career-ready and will positively contribute to an everchanging world.
Revised December 2013
VISION
To provide a superior school system empowering students to reach their potential through academics,
arts, and athletics.
Revised December 2013
WE BELIEVE...
GENERAL AND COMMUNITY


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
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

in the institution of public education;
broad-based community support is the foundation of the school system;
learning is the business of public schools and that knowledge and skills are our product;
family involvement is critical in the development of the student;
diversity is a strength in our society;
with every right comes responsibility;
shared decision-making improves the educational process;
ethical values, sportsmanship and a positive self-image contribute to the success of the
individual and society;
the understanding of individual differences can promote harmony and mutual respect;
the understanding of ethnic differences can promote harmony and mutual respect;
the quality of life in our community is improved by increasing the general educational levels of
our population;
STUDENTS








the student is our central focus;
each student is entitled to a quality education;
every student has the responsibility to earnestly participate in the educational process;
each individual has worth and potential for growth and development;
individuals have different education needs;
students learn in different ways;
effective education helps students apply knowledge;
every student is entitled to a safe, secure and positive learning environment;
34




each individual will be treated with dignity and respect;
in educating the total student;
students should have an opportunity to experience the arts;
the knowledge of and practice of health and physical education contribute to the well-being of
students.
Our school system embodies its purpose and exemplifies its Mission, Vision and Beliefs through its
GUIDING PRINCIPLES,
stated as follows:
In the Anderson District Five Community:











We make a quality instructional program the highest priority.
We will not tolerate any action that interferes with the students' rights to learn and the teachers'
rights to teach.
We treat each person with dignity and respect in a caring atmosphere.
We will not tolerate any action that jeopardizes the safety and well-being of students, teachers, or
staff.
We practice participatory management at all levels of the organization.
We include business, industry and community as partners in education.
We promote the recognition and understanding of individual and ethnic diversity.
We have high expectations of all students, parents, and staff.
We welcome all parents into our schools and recognize them as partners in their child's education.
We support and encourage teachers, administrators and staff in their professional commitment.
We will promote skills to ensure that our graduates are career and college ready.
Through our magnet school offerings, we provide quality educational opportunities for all students
in an environment that enhances students' educational success and increases the educational choices
available to parents and students. By offering choice to parents and students, we strive to prepare students
for further education and the world of work through the use of theme based learning, develop positive
theme-based climates with an academic emphasis, provide real-world and hands-on experiences within a
specific theme, promote diversity within our schools and offer unique opportunities for in-depth
experiences and study in specific areas of interest.
35
Anderson District Five Demographic Report
(data extracted on or around day 45)
As
ia
n
%
As
ia
n
Bl
ac
k
%
Bl
ac
k
Hi
sp
%
Hi
sp
*T
ot
al
%
En
2
2
%
ro
or
or
W
W
llm
M
M
hi
hi
o
en
o
te
te
re
re
t
an
an
ic
ic
School Name
South Fant School
4
1.9% 125 59.5%
7
3.3%
59 28.1% 11
5.2% 210
West Market School
6
2.5%
70 29.3% 30 12.6% 114 47.7% 17
7.1% 239
Calhoun Aca
5
0.8% 231 36.6% 32
5.1% 323 51.2% 39
6.2% 631
Centerville Aca
6
0.9% 155 24.2% 29
4.5% 404 63.1% 46
7.2% 640
Concord Elementary, IB
24
3.4% 122 17.5% 24
3.4% 512 73.6% 14
2.0% 696
Homeland Park Primary
0.0% 190 50.5% 54 14.4% 105 27.9% 27
7.2% 376
Midway Elem S&E
21
2.7%
90 11.5% 19
2.4% 613 78.5% 38
4.9% 781
McLees Aca
9
1.4% 150 23.5% 15
2.3% 443 69.3% 21
3.3% 639
Nevitt Forest CSI
1
0.2% 380 77.9% 13
2.7%
69 14.1% 25
5.1% 488
New Prospect Aca
3
0.6% 183 36.3% 46
9.1% 233 46.2% 39
7.7% 504
North Pointe Elementary
15
4.5%
47 14.2% 12
3.6% 254 77.0%
2
0.6% 330
Varennes Aca
1
0.3% 193 57.4% 34 10.1% 99 29.5%
9
2.7% 336
Whitehall
12
2.6% 162 35.8% 51 11.3% 190 41.9% 36
7.9% 453
McCants Middle IB
19
2.8% 202 29.6% 24
3.5% 409 60.0% 27
4.0% 682
Lakeside Middle I&I
4
0.7% 191 31.9% 47
7.8% 326 54.4% 29
4.8% 599
Robert Anderson Middle
4
0.6% 283 40.8% 30
4.3% 346 49.9% 30
4.3% 694
Glenview Middle School
9
1.3% 237 33.9% 21
3.0% 406 58.1% 26
3.7% 699
Southwood Aca
0.0%
59 24.9%
5
2.1% 162 68.4% 11
4.6% 237
T.L. Hanna High, IB
39
2.2% 554 31.7% 55
3.1% 1058 60.6% 37
2.1% 1747
Westside High ECA
8
0.5% 662 40.0% 74
4.5% 868 52.4% 40
2.4% 1657
Anderson Five Charter School
0.0%
32 32.7%
2
2.0%
60 61.2%
4
4.1%
98
Total
180 1.5% 4123 33.6% 587 4.8% 6880 56.0% 500 4.1% 12287
*While not shown, TOTAL Enrollment does include Hawaiian/Pacific Islander and Indian ethnicities
Free/Red
School Name
Lunch %
Special Ed. %
ESOL %
South Fant School
55.4%
10.0%
6.2%
West Market School
67.2%
18.0%
13.8%
Calhoun Aca
61.3%
10.0%
5.7%
Centerville Aca
57.5%
13.0%
4.8%
Concord Elementary, IB
32.9%
11.0%
4.7%
Homeland Park Primary
88.7%
10.0%
14.1%
Midway Elem S&E
23.2%
16.0%
6.1%
McLees Aca
59.4%
17.0%
2.5%
Nevitt Forest CSI
85.0%
10.0%
4.3%
New Prospect Aca
68.7%
12.0%
6.3%
North Pointe Elementary
26.1%
15.0%
17.9%
Varennes Aca
90.0%
19.0%
9.2%
Whitehall
71.5%
8.0%
11.0%
McCants Middle IB
42.8%
12.0%
2.9%
Lakeside Middle I&I
66.9%
15.0%
7.8%
Robert Anderson Middle
72.7%
15.0%
5.0%
Glenview Middle School
45.7%
12.0%
4.1%
Southwood Aca
47.7%
6.0%
1.3%
T.L. Hanna High, IB
36.0%
11.0%
2.7%
Westside High ECA
56.6%
16.0%
4.2%
Anderson Five Charter School
67.0%
21.0%
2.0%
36
ANDERSON SCHOOL DISTRICT FIVE
DISTRICT LEVEL ADMINISTATORS
Tom Wilson
Superintendent
Dr. Sonia Leverette
Assistant Superintendent for Management and Testing
Mike Mahaffey
Assistant Superintendent for Personnel Services
Tripp Dukes
Assistant Superintendent for Instructional Services
Amy Heard
Executive Director of Business Services
Wesley Grant
Executive Director of Operations
Kyle Newton
Coordinator of Communications
Anna Baldwin
Director of eLearning and Integration
Janis Bolden
Director of Nursing Services
Judy Buchanan
Coordinator of Benefits
Sarah Burns
Coordinator of Grants/AVID/Magnet School Programs
Dennis Kent
Director of Buildings and Grounds
Dr. Lynn Dowis
Director of Special Education
Jacky Stamps
Director of Adult and Community Education
Benjamin Willis
Director of Technology
Pamela Hassan
Director of Purchasing
Amy Hawkins
Director of Secondary Programs
Sharon Hunt
Director of Food Service
Dana McClung
Director of Finance
Tracy Hamilton
Business Manager
Sallie Earle Heard
Transportation/Special Programs Activity Bus Supervisor
vacant
Assistant Director of Special Education and Middle School Coordinator
Brenda Kelley
Director of Elementary and Early Childhood Programs
Sherry Martin
Director of Student Administrative Services
Sabrina McCall
Director of Personnel Services
Dana McClung
Account Manager
Kim Morgan
Director of State/Federal Programs, Assessment/Instructional Technology
Dr. Veta New
Executive Director of College and Career Readiness
Jamie Hindmon
Operations and Routing Supervisor
Melvin Valentine
Safety & Training Specialist
Darryl Webb
Director of Transportation
Dr. Cory Williams
Director of Student Management
Henry Adair
Administrator for Student Services
Craig Crittendon
Sr. Network Engineer
37
ORGANIZATIONAL CHART
38
GOALS AND ACTION PLANS
GOALS
Performance Goal Area: STUDENT ACHIEVEMENT

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

Anderson School District Five will be rated Excellent on its South Carolina Report Card.
In the pre-kindergarten program, the student will demonstrate growth in developmental skills
necessary for kindergarten.
The student graduates or meets the requirements of an Individual Education Plan.
The student demonstrates the knowledge and skills necessary for college or career readiness.
The student will meet or exceed grade level standards in English/language arts.
The student will meet or exceed grade level standards in math.
The student will meet or exceed grade level standards in science.
The student will meet or exceed grade level standards in social studies.
The student is proficient in technology.
Five Year Monitoring Chart
2013-14
Bold Font
2014-15
Italics Font
2015-16
Underline Font
Courier Font
2016-17
2017-18
Reverse Image Font
39
PERFORMANCE GOALS
STUDENT ACHIEVEMENT (SA)
SA1
In the pre-kindergarten program, the student will demonstrate growth in developmental skills
necessary for kindergarten.
SA2
The percentage of grade 3 – 8 students who meet standard on PASS/Smarter Balanced ELA,
Writing, Math, Science Social Studies and writing will increase by 2 percentage points each year
from 2013-2018. (2015 will become the benchmark year for Smarter Balanced)
SA3
The percentage of grade K-2 students who meet their
individual growth targets will meet or exceed 90%.
SA4
The percentage of grades 3-8 gifted students who score Exemplary on PASS/SBA will increase in
ELA from 46% to 90% over five years.
SA4.1
The percentage of grades 3-8 gifted students who score Exemplary 5 on PASS/SBA in their will increase in
math from 56% to 90% over five years.
SA5
The percentage of high school students who enroll in AP, IB or Dual Credit classes will increase
annually.
SA6
The district high school students’ SAT average will meet or exceed the national SAT average each
year from 2013-2018.
SA7
The district high school students’ ACT average score will meet or exceed the national ACT
average score each year from 2013-2018.
SA8
The percentage of high school students who graduate in four years will increase 2 percentage
points each year from 2013-2018.
SA9
The percentage of high school students who score 3 or above on AP exams will increase by 2
percentage points each year from 2013-2018.
SA10
The percentage of high school students who pass HSAP or other “exit exam” on the first attempt
will increase by 2 percentage points a year from 2013-2018.
SA 11
The percentage of high school students who pass End-of-Course Exams will increase 2 percentage
points a year from 2013-2018.
SA12
The achievement gap between majority and minority demographic groups will decrease 2% per
year in ELA, Math, Science Social Studies and Writing.
40
ACTION PLAN:
STUDENT ACHIEVEMENT 1-3
STRATEGY: SA1
In the pre-kindergarten program, the student will demonstrate growth in developmental skills necessary for
kindergarten.
STRATEGY: SA2
The percentage of grade 3 – 8 students who meet standard on PASS/Smarter Balanced ELA, Writing, Math, Science,
and Social Studies and will increase by 2 percentage points each year from 2013-2018. (2015 will become the
benchmark year for Smarter Balanced)
STRATEGY: SA3
The percentage of grade K-2 students who meet their MAP individual growth targets will meet or exceed 90%.
Activity
Timeline
Start/End Date
Person
Responsible
Revise and update district’s
approved curriculum in ELA,
Writing, Math, Science and Social
Studies.
August 2013 August 2018
Content
Directors
$30,000
Revise and update pacing guides in
ELA, Writing, Math, Science and
Social Studies.
August 2013 August 2018
Content
Directors
$30,000
Provide professional development in
Daggett’s Rigor, Relevance, and
Relationships.
August 2013 August 2018
Content
Directors
Provide professional development
on ELL standards and strategies.
August 2013 August 2018
ELL Director
Implement various methods of
delivering professional development
to include online, conferences, site
visits, and purchased services.
August 2013 August 2018
Content
Directors
Provide professional development
activities based on identified needs
of teachers and administrators.
August 2013 August 2018
Content
Directors
Maximize grade level common
planning to ensure team-based
instructional planning.
August 2013 August 2018
Principals,
Instructional
Facilitators,
Teachers
41
Est. Cost
Funding Source
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
District, State, Local
funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
District, State, Local
funds
$5000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$90,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$90,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
Activity
Timeline
Start/End Date
Person
Responsible
Post updated curriculum, pacing
guides and support documents on
the district website or other online
instructional management system.
August 2013 August 2018
Instructional
Services
Content
Directors
Provide training to teachers on the
instructional management system.
August 2013 August 2018
Content
Directors
Fully implement AVID strategies at
the middle and high schools where
funding is available.
August 2013 August 2018
Instructional
Services
Support current and future magnet
schools’ instructional themes as
funding will allow.
August 2013 August 2018
Instructional
Services
Revise and update nine-week
assessments in grades 1 – 12 in
ELA, Math, Science and Social
Studies.
August 2013 August 2018
Instructional
Services
Content
Directors
Provide professional development
on effective classroom assessment
and common assessment.
August 2013 August 2018
Content
Directors
Instructional
Services
Maintain the use of running records
and DRA.
August 2013 August 2018
Instructional
Services
Elementary
Director
Maintain the use of science kits at
the elementary level
August 2013 August 2018
Instructional
Services
Content
Directors
Utilize interventionists in non-Title
I schools.
August 2013 August 2018
A5 Board
Instructional
Services
Provide professional development in
the use of The Balanced Literacy
Model.
August 2013 August 2018
Instructional
Services
Elementary
Director
Provide professional development
for PreK-8 in best practice in
mathematical instructional.
August 2013August 2018
Elementary
Director
42
Est. Cost
Funding Source
$25,000
PDSI, Title I, II, II
K-5/6-8 Lottery
District, State, Local
funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$100,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$60,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$55,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$100,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$200,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
Activity
Timeline
Start/End Date
Person
Responsible
Implement RTI progress monitoring
K – 2 in reading
August 2013 August 2018
Special
Education Staff
Instructional
Services
Utilize Measure of Academic
Proficiency (MAP) in grades K– 9
in ELA and Math.
August 2013 August 2018
Instructional
Services Staff
Content
Directors
Continue the use of benchmark
assessments
August 2013 August 2018
Content
Directors
Hold accountability data meetings
with each principal and his/her
instructional team to review state
and local assessments.
August 2013 August 2018
Principal’s Team
Instructional
Services Staff
Content
Directors
Provide professional development in
the use the writing process.
August 2013 August 2018
Elementary
Director
Implement a pre and post
assessment at the Pre-K level.
August 2013August 2018
Elementary
Director
Increase the number of non-print
and printed materials in classrooms,
leveled libraries, and media centers
annually.
August 2013 August 2018
Instructional
Services
Elementary and
Instructional
Support Services
Director
Implement research-based
interventions for at-risk students
August 2013 August 2018
Instructional
Services
Provide opportunity and training for
students to effectively utilize
instructional technology
August 2013 August 2018
Instructional
Services
Fund guidance counselor ratios at
250:1 based on American School
Counselors Association
August 2013 August 2018
District Initiative
August 2013 August 2018
Instructional
Services
Content
Directors
Principals and
teams
Utilize walk-through evaluations by
the school instructional team and
district administrators at all levels.
43
Est. Cost
Funding Source
$50,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$70,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$60,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$20,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$20,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$50,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$50,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$400,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$5000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
Activity
Develop a model for providing
reading tutoring for students based
on student weaknesses.
Timeline
Start/End Date
Person
Responsible
August 2013 August 2018
Content
Directors
44
Est. Cost
Funding Source
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
ACTION PLAN:
STUDENT ACHIEVEMENT 5
STRATEGY: SA5
The percentage of high school students who enroll in AP, IB or Dual Credit classes will increase annually.
Activity
Timeline
Start/End Date
Person
Responsible
August 2013 August 2018
High School
Principals
Provide students with test taking
strategies and materials.
August 2013 August 2018
Strategies, CP,
AP, IB, Honors
Teachers
Infuse ACT/SAT-type questions in
classroom assessments.
August 2013 August 2018
Strategies, CP,
AP, IB, Honors
Teachers
Serve gifted students in their
specific area(s) of giftedness.
August 2013 August 2018
A5 Board
Approval
GT Director
GT Teachers
Principals
Align GT pacing guides with
indicators and common core
standards.
August 2013 August 2018
GT Director
GT Teachers
Field-test units for gifted learners
in Benchmark Assessments.
August 2013 August 2018
GT Director
GT Teachers
Collect and analyze Benchmark
results to identify curricular
weaknesses
August 2013 August 2018
Content
Directors
Provide ACT/SAT Prep classes.
45
Est. Cost
Funding Source
$5000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$15,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$750,000
additional
FTEs
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$15,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO Disc
ontinue
(REASON)
Continue
Modify w/date
Activity
Timeline
Start/End Date
Make necessary revisions to pacing
guides and pre/post assessments
August 2013 August 2018
Content
Directors
Train all teachers in differentiating
instruction.
August 2013 August 2018
Content
Directors
Offer Gifted and Talented courses
for all teachers in grades 2-12.
August 2013 August 2018
GT Director
GT Teachers
Provide assessment materials for
the Pre-K program.
August 2013 August 2018
Instructional
Services
Provide support for AP, IB, and
Dual Credit courses
August 2013 August 2018
Instructional
Services
Person
Responsible
46
Est. Cost
Funding Source
$20,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$14,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$25,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
$125,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
ACTION PLAN:
STUDENT ACHIEVEMENT 6-11
STRATEGY: SA6
The district high school students’ SAT average will meet or exceed the national SAT average each year from 20132018.
STRATEGY: SA7
The district high school students’ ACT average score will meet or exceed the national ACT average score each year
from 2013-2018.
STRATEGY: SA8
The percentage of high school students who graduate in four years will increase 2 percentage points each year from
2013-2018.
STRATEGY: SA9
The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each
year from 2013-2018.
STRATEGY: SA10
The percentage of high school students who pass HSAP or other “exit exam” on the first attempt will increase by 2
percentage points a year from 2013-2018.
STRATEGY: SA11
The percentage of high school students who pass End-of-Course Exams will increase 2 percentage points a year from
2013-2018.
Activity
Timeline
Start/End Date
Person
Responsible
Provide students with test taking
strategies and materials.
August 2013 August 2018
Instructional
Services
Ensure the use of state writing
rubric.
August 2013 August 2018
High School
Teachers
Provide materials that correlate
with state standards in English I IV.
August 2013 August 2018
Instructional
Services
Support ninth grade academy
mentoring.
August 2013 August 2018
Academy
Directors
47
Est. Cost
$15,000
0
Funding Source
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$10,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
0
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
w/date
Activity
Timeline
Start/End Date
Person
Responsible
Fully implement AVID strategies
at the middle and high schools
where funding is available.
August 2013 August 2018
AVID
Coordinator,
principals,
academy directors
Provide special education support
emphasizing reading, math and
writing.
August 2013 August 2018
Special Education
Teachers
Revise and update secondary
curriculum guides.
August 2013 August 2018
Instructional
Services
Develop curriculum units.
August 2013 August 2018
Instructional
Services
$20,000
Provide professional development
related to ELL strategies.
August 2013 August 2018
Instructional
Services
$5000
Provide eLearning, evening
school, or other options for
students not meeting success in
the regular classroom setting.
August 2013 August 2018
Instructional
Services
$20,000
Create a viable plan to establish a
District Five Alternative School
August 2013 August 2018
Instructional
Services
TBD
Utilize graduation audits with
response for each high school
9GR cohort
August 2013 August 2018
Instructional
Services
0
Provide remediation for students
failing HSAP/EOC and use credit
recovery software or other
recovery methods.
August 2013 August 2018
High School
Principals
Continue with the Charter School
program
August 2013 August 2018
Provide professional development
activities based on identified
needs of teachers and
administrators.
August 2013 August 2018
Provide support for AP, IB,
and Dual Credit courses
August 2013 August 2018
Charter School
Board
District Five
Board
Charter School
Board
District Five
Board
Instructional
Services
48
Est. Cost
Funding Source
$100,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
$60,000
$20,000
$10,000
$500,000
$90,000
$125,000
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO
Discontinue
(REASON)
Continue
Modify
ACTION PLAN:
STUDENT ACHIEVEMENT 12
STRATEGY: SA12
The achievement gap between demographic groups will decrease 2% per year in ELA, Math, Science and Social
Studies.
Activity
Timeline
Start/End Date
Person
Responsible
Provide professional development
for teachers on working with
children from poverty.
August 2013 August 2018
Professional
Development/
Instructional
Services
Provide eLearning, before or after
school programs or other options
for students not meeting success
in the regular classroom setting.
August 2013 August 2018
Director
Fully implement AVID strategies
at the middle and high schools
where funding is available.
August 2013 August 2018
AVID
Coordinator,
principals,
academy directors
Provide professional development
related to ELL strategies.
August 2013 August 2018
Instructional
Services
Provide support for inclusion.
August 2013 August 2018
Special
Education Direct
or
Provide eLearning to support
Special Education instruction.
August 2013 August 2018
Special Ed.
Director
49
Est. Cost
$5000
$50,000
$100,000
$5000
$200,000
$60,000
Funding Source
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
PDSI, Title I, II, III
K-5/6-8 Lottery
Federal, District,
State funds
Monitor
Completed
YES/NO Dis
continue
(REASON)
Continue
Modify
w/date
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:SA1
(desired result of student learning)
STRATEGY: SA1
By the end of 2017-18, 80% of pre-kindergarten students will demonstrate growth in developmental skills
necessary for kindergarten based on the LAP3 (Learning Accomplishment Profile) i-Station Assessment from
pre- and post-tests.
INTERIM PERFORMANCE
GOAL:
In Pre-kindergarten, students will demonstrate growth in developmental skills based on annual targets below.
DATA SOURCES(S):
LAP3 Test i-Station Assessment
OVERALL MEASURES:
Pre-K
AVERAGE
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
Interim Goals
50% of students
demonstrated
skills needed for
kindergarten.
Increase over
prior year
Increase over
prior year
Actual>>
100%
100%
Hit/Missed Goal
Hit
Hit
50
Increase over
prior year
Increase over
prior year
Increase over
prior year
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA2 ELA and MATH
The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED ELA and
MATH will increase 10 percentage points per year from 2013-2018.
INTERIM PERFORMANCE
GOAL:
The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED ELA and
MATH will meet the annual targets below.
DATA SOURCES(S):
State Testing Results
OVERALL MEASURES:
ELA
MATH
AVERAGE
BASELINE
2013
2013-14
ELA
+2%
Actual>>
77.8
Hit/Missed Goal
Missed
AVERAGE
BASELINE
2013
2013-14
Math
+2%
Actual>>
75.6
Hit/Missed Goal
Missed
2014-15
2015-16
2016-17
2017-18
Interim Goals
79.8
+2%
+2%
+2%
+2%
2014-15
2015-16
2016-17
2017-18
Interim Goals
77.1
+2%
51
+2%
+2%
+2%
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Student Achievement
Teacher/Administrator Quality
School Climate
DATE: April 8, 2015
District Priority
PERFORMANCE GOAL:
SA2 Science, Social Studies, Wring
The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED SCIENCE,
SOCIAL STUDIES AND WRITING will increase 10 percentage from 2013-2018.
INTERIM PERFORMANCE
GOAL:
The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED SCIENCE,
SOCIAL STUDIES AND WRITING will meet the annual targets below.
DATA SOURCES(S):
State Testing Results
OVERALL MEASURES:
BASELINE
2013
2013-14
SCIENCE
SCIENCE
+2%
SOCIAL STUDIES
Actual>>
77.3
WRITING
Hit/Missed Goal
Missed
BASELINE
2013
2013-14
SOC ST
+2%
Actual>>
82.5
Hit/Missed Goal
Missed
BASELINE
2013
2013-14
WRITING
+2%
Actual>>
81.3
Hit/Missed Goal
Hit
2014-15
80.1
2015-16
2016-17
2017-18
Interim Goals
+2%
+2%
+2%
+2%
2014-15
2015-16
2016-17
2017-18
Interim Goals
82.6
+2%
+2%
+2%
+2%
2014-15
2015-16
2016-17
2017-18
78.8
Interim Goals
+2%
52
+2%
+2%
+2%
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA3
By the end of 2017-18, 80 percent of grade K-2 students will meet or exceed their Reading MAP individual.
INTERIM PERFORMANCE
GOAL:
Annually, the percentage of grade K-2 students will meet or exceed their Reading MAP individual growth
targets based on targets below.
DATA SOURCES(S):
MAP Testing Results
OVERALL MEASURES:
MAP
READING
AVERAGE
BASELINE
2013
2013-14
MAP
≥50%
Actual>>
51%
Hit/Missed Goal
Hit
2014-15
2015-16
2016-17
2017-18
Interim Goals
≥58%
53
≥65%
≥73%
≥80%
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA3
By the end of 2017-18, 80 percent of grade K-2 students will meet or exceed their Math MAP individual
growth targets.
INTERIM PERFORMANCE
GOAL:
Annually, the percentage of grade K-2 students will meet or exceed their Math MAP individual growth targets
based on targets below.
DATA SOURCES(S):
MAP Testing Results
OVERALL MEASURES:
MAP
MATH
AVERAGE
BASELINE
2013
2013-14
MAP
≥50%
Actual>>
56.2%
Hit/Missed Goal
Hit
2014-15
2015-16
2016-17
2017-18
Interim Goals
≥58%
54
≥65%
≥73%
≥80%
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
PERFORMANCE GOAL:
SA4 and SA4.1
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
SA4 The percentage of grades 3-8 gifted students who score Exemplary on PASS/SBA will increase in ELA
from 46% to 90% over five years.
SA4.1 The percentage of grades 3-8 gifted students who score Exemplary on PASS/SBA in their will increase
in math from 56% to 90% over five years.
INTERIM PERFORMANCE
GOAL:
SA4 The percentage of grades 3-8 gifted students who score Exemplary on PASS/SBA will increase in ELA
based on the annual targets below.
SA4.1 The percentage of grades 3-8 gifted students who score Exemplary on PASS/SBA in their will increase
in math based on the annual targets below.
DATA SOURCES(S):
OVERALL MEASURES:
Gifted and
Talented
PASS Data
DELETE GOAL
This data is not reported in the
state file or report card.
Reference page 40
BASELINE
2012-13
46%
2013-14
2014-15
2015-16
2016-17
2017-18
GT ELA
54%
62%
71%
80%
90%
BASELINE
2012-13
56%
2013-14
2014-15
2015-16
2016-17
2017-18
GT Math
62%
Interim Goals
Actual>>
Hit/Missed Goal
Interim Goals
68%
Actual>>
Hit/Missed Goal
55
75%
82%
90%
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA5
By 2017-18, the percentage of high school students who enroll in AP, IB or Dual Credit classes will increase
by 5 students or more.
INTERIM PERFORMANCE
GOAL:
The percentage of high school students who enroll in AP, IB or Dual Credit classes will increase based on
annual targets.
DATA SOURCES(S):
Class Enrollment Data
OVERALL MEASURES:
AP, IB,
Dual Credit
Enrollment
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
Interim Goals
AP
Increase over prior year
355 Actual>>
230
Hit/Missed Goal
Missed
2013
Increase over prior year
Increase over prior year
Increase over prior year
Increase over prior year
2013-14
2014-15
2015-16
2016-17
2017-18
IB
Increase over prior year
Increase over prior year
Increase over prior year
Increase over prior year
Increase over prior year
65 Actual>>
74
Hit/Missed Goal
Hit
2013
2013-14
2014-15
2015-16
2016-17
2017-18
Dual Credit
Increase over prior year
Increase over prior year
Increase over prior year
Increase over prior year
Increase over prior year
310 Actual>>
543
Hit/Missed Goal
Hit
56
DISTRICT STRATEGIC PLAN FOR 2013-2018
DATE: April 8, 2015
Performance Goal Area:
Student Achievement
Safe and Healthy Schools, etc.)
District Priority
Teacher/Administrator Quality
School Climate (Parent Involvement,
PERFORMANCE GOAL:
SA6
(desired result of student
learning)
The district high school students’ SAT testing scores average will meet or exceed the national and state
SAT testing scores average from 2013 through 2018.
INTERIM PERFORMANCE
GOAL:
The district high school students’ SAT testing scores average will meet or exceed the national and state
SAT testing scores average each year.
DATA SOURCES(S):
SAT Testing Results
OVERALL MEASURES:
SAT
AVERAGE
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
District Five
1474
District Five
1447
District Five
District Five
District Five
District Five
Nation
1498
Nation
1471
Nation
Nation
Nation
Nation
State
1423
State
1429
State
State
State
State
Hit/Missed Goal
National
Missed
Hit/Missed Goal
State
Hit
Interim Goals
57
DISTRICT STRATEGIC PLAN FOR 2013-2018
DATE: April 8, 2015
Performance Goal Area:
Student Achievement
Safe and Healthy Schools, etc.)
District Priority
Teacher/Administrator Quality
School Climate (Parent Involvement,
PERFORMANCE GOAL:
SA7
(desired result of student
learning)
The district high school students’ ACT testing scores average will meet or exceed the national and state
SAT testing scores average from 2013 through 2018.
INTERIM PERFORMANCE
GOAL:
The district high school students’ ACT testing scores average will meet or exceed the national SAT
testing scores average each year.
DATA SOURCES(S):
ACT Testing Results
OVERALL MEASURES:
ACT
AVERAGE
BASELINE
2012-2013
2013-14
2014-15
2015-16
2016-17
2017-18
District Five
20.5
District Five
20.9
District Five
District Five
District Five
District Five
Nation
20.9
Nation
21.0
Nation
Nation
Nation
Nation
State
20.1
State
20.2
State
State
State
State
Hit/Missed
National Goal
Missed by .01
Hit/Missed State
Goal
Hit
Interim Goals
58
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
DATE: April 8, 2015
Student Achievement
Teacher/Administrator Quality
District Priority
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA8
(desired result of student learning)
By the end of 2017-18, the percentage of high school students who graduate in four (4) years will
increase by 10 percent from 2013 through 2018.
INTERIM PERFORMANCE GOAL:
The percentage high school students who graduate in four years will increase annually based on
targets below.
DATA SOURCES(S):
State Report Card
OVERALL MEASURES:
GRADUATION
RATE
AVERAGE
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
77.8
+2%
+2%
+2%
+2%
+2%
Actual>>
76.1
Hit/Missed Goal
Missed
*Represents projections of improvement
59
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
DATE: April 8, 2015
Student Achievement
District Priority
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA11
(desired result of student learning)
The percentage of high school students who pass End-of-Course Exams will increase 10 percentage
points by the end of 2017-18.
INTERIM PERFORMANCE GOAL:
The percentage of high school students who pass End-of-Course Exams will increase annually
based on targets below.
DATA SOURCES(S):
State Testing Results
OVERALL MEASURES:
END OF COURSE
EXAMS
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
Interim Goals
76.9
+2%
Actual>>
78.2%
Hit/Missed
Goal
Missed
0.7%
60
+2%
+2%
+2%
+2%
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
District Priority
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
PERFORMANCE GOAL:
SA9
(desired result of student learning)
The percentage of high school students who score 3 or above on AP exams will increase by 10% at the
end of 2017-18.
INTERIM PERFORMANCE
GOAL:
The percentage of high school students who score 3 or above on AP exams will increase annually based
on targets below.
DATA SOURCES(S):
AP Testing Results
OVERALL MEASURES:
AP Exam
Passing Rate
AVERAGE
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
83%
+2%
+2%
+2%
+2%
+2%
Actual>>
85%
Hit/Missed Goal
Hit
*Represents projections of improvement
61
PERFORMANCE GOAL:
SA12
(desired result of student learning)
By the end of 2017-18, the achievement gap between majority and minority demographic groups will
decrease by 10 in ELA Math, Science Social Studies and Writing.
INTERIM PERFORMANCE
GOAL:
The achievement gap between majority and minority demographic groups will decrease in ELA, Math,
Science Social Studies and Writing as evidenced by the annual targets below.
DATA SOURCES(S):
State Testing Results
OVERALL MEASURES:
PASS Reducing
the Gap
Each subject
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
23% 3-5 ELA
-2%
-2%
-2%
-2%
-2%
Actual>>
15%
Hit/Missed Goal
Hit
20% 6-8 ELA
-2%
-2%
-2%
-2%
-2%
Actual>>
20%
Hit/Missed Goal
Missed
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
25% 3-5 Math
-2%
-2%
-2%
-2%
-2%
Actual>>
26%
Hit/Missed Goal
Missed
22% 6-8 Math
-2%
-2%
-2%
-2%
-2%
Actual>>
26%
Hit/Missed Goal
Missed
62
PERFORMANCE GOAL:
SA12
By the end of 2017-18, the achievement gap between majority and minority demographic groups will
decrease by 10% in ELA Math, Science Social Studies and Writing.
INTERIM PERFORMANCE
GOAL:
The achievement gap between majority and minority demographic groups will decrease in ELA, Math,
Science Social Studies and Writing as evidenced by the annual targets below.
DATA SOURCES(S):
State Testing Results
OVERALL MEASURES:
PASS Reducing
the Gap
Each subject
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
28% 3-5 Science
-2%
-2%
-2%
-2%
-2%
Actual>>
28%
Hit/Missed Goal
Missed
28% 6-8 Science
-2%
-2%
-2%
-2%
-2%
Actual>>
30%
Hit/Missed Goal
Missed
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
16% 3-5 SS
-2%
-2%
-2%
-2%
-2%
Actual>>
17%
Hit/Missed Goal
Missed
16% 6-8 SS
-2%
-2%
-2%
-2%
-2%
Actual>>
18%
Hit/Missed Goal
Missed
63
PERFORMANCE GOAL:
SA12
By the end of 2017-18, the achievement gap between majority and minority demographic groups will
decrease by 10% in ELA Math, Science Social Studies and Writing.
INTERIM PERFORMANCE
GOAL:
The achievement gap between majority and minority demographic groups will decrease in ELA, Math,
Science Social Studies and Writing as evidenced by the annual targets below.
DATA SOURCES(S):
State Testing Results
OVERALL MEASURES:
PASS Reducing
the Gap
Each subject
BASELINE
2013
2013-14
2014-15
2015-16
2016-17
2017-18
23% 3-5 Writing
-2%
-2%
-2%
-2%
-2%
Actual>>
15%
Hit/Missed Goal
Hit
20% 6-8 Writing
-2%
Actual>>
20%
Hit/Missed Goal
Missed
64
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
District Priority
PERFORMANCE GOAL:
(Statement of desired progress or result
over five years)
1. By 2017-18, 100% of Anderson District Five teachers will continue to meet the NCLB highly qualified
definition.
2. By 2017-18, 100% of middle level teachers will be middle level certified (grades 7-8).
INTERIM PERFORMANCE
GOAL: (One year goal)
1. All teachers will be highly qualified based on the annual targets below.
2. All middle level teachers will be middle level certified based on the annual targets below.
DATA SOURCES(S):
(List types of data that will be collected
or examined to measure progress.)
Information provided by the district Personnel Division and by the State Department of Education.
OVERALL MEASURES:
SOURCE: HQ Report and Middle
Level Certification of Grade 7 and 8
Teachers
AVERAGE
BASELINE
100% (HQ)
100% (Middle
Level
Certification)
2013-14
2014-15
2015-16
2016-17
2017-18
Projected
Data
100%*
100%*
100% *
100%*
100%*
Actual Data
100%
99.26%
Projected
Data
100%*
100%*
100% *
100%*
100%*
Actual Data
100%
99.02%
65
ACTION PLAN FOR STRATEGY #1:
ACTIVITY
TIMELINE
(Start and End
Dates)
1.
Recruit
and
hire
teachers for new or
vacant positions who
have met the highly
qualified criterion.
July 2013-June
2018
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Personnel Division
$1000
NCLB/Title II
Accreditation Report
Also note
No teacher is permitted to teach
more than fifteen hundred (1,500)
minutes weekly. [R43-205]
No special education teacher's
daily individual classes exceed
the student-teacher ratios
established by regulations. [R43205]
Teachers are not assigned more
than four (4) preparations daily.
[R43-205]
66
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
District Priority
PERFORMANCE GOAL: C1-8
(Statement of desired progress or
result over five years)
INTERIM PERFORMANCE
GOAL: (One year goal)
DATA SOURCES(S):
(List types of data that will be
collected or examined to measure
progress.)
1. By 2017-18, the percentage of parents/guardians that report satisfaction with the learning environment in
our district will meet or exceed 96.9%.
2. By 2017-18, the percentage of parents/guardians that report satisfaction with the home-school relations in
our district will meet or exceed 92.4%.
3. By 2017-18, the percentage of parents/guardians that report satisfaction with the social and physical
environment in our district will meet or exceed 92.7%.
4. By 2017-18, the percentage of teachers that report satisfaction with the learning environment in our district
will meet or exceed 98.2%.
5. By 2017-18, the percentage of teachers with the home-school relations in our district will meet or exceed
94.7%.
6. By 2017-18, the percentage of teachers with the social and physical environment will meet or exceed
99.5%.
Meet all annual targets below.
We will use the following data sources to document goals and to measure progress toward stated
goals:
State Survey and District Report Card
67
OVERALL MEASURES:
AVERAGE
BASELINE
SOURCE:
School Report Card Surveys
2012-13
2013-14
2014-15
2015-16
2016-17
Projected
Data
88.9%*
90.9%*
92.9%*
94.9%*
96.9%*
Actual
Data
87.8
88.8
84.4%*
86.4%*
88.4%*
90.4%*
92.4%*
90
75.9
84.7%*
86.7%*
88.7%*
90.7%*
92.7%*
83.3
87.7
94.2%*
95.2%*
96.2%*
97.2%*
98.2%*
92.5
89.6
95.5%*
96.5%*
97.5%*
98.5%*
99.5%*
93.5
92.9
86.7%*
88.7%*
90.7%*
92.7%*
94.7%*
82.2
78.5
Parent Survey
1. I am satisfied
with the learning
environment at
my child’s
school.
86.9%
2. I am satisfied
with home-school
relations at my
child’s school.
82.4%
3. I am satisfied
with the social
and physical
environment at
my child’s
school.
82.7%
Teacher Survey
1. I am satisfied
with the learning
environment in
my school.
93.2%
2. I am satisfied
with the social
and physical
environment at
my school.
94.5%
3. I am satisfied
with home and
school relations.
84.7%
68
ACTION PLAN FOR STRATEGY #1:
ACTIVITY
TIMELINE
(Start and End
Dates)
1. Reinstate
the
Advisory Council.
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Parent
August
2013June 2018
Superintendent
$500
General Fund
Agendas
2. Reinstate
the
Student
Advisory Council.
August
2013June 2018
Superintendent
$500
General Fund
Agendas
3.
4.
5.
6.
69
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
DATE: April 2014
Student Achievement
Teacher/Administrator Quality
District Priority - TECHNOLOGY
School Climate (Parent Involvement, Safe and Healthy Schools, etc.)
PERFORMANCE GOAL: T1
(desired result of student learning)
By the end of 2017-18, the district will increase access to technology for all students and staff by 100%.
INTERIM PERFORMANCE GOAL:
The percentage of students with access to technology during the school day will meet the annual targets
below.
DATA SOURCE(S):
Purchase orders, BYOT (bring your own technology) participation logs, guest wireless access logs
OVERALL MEASURES:
Average
Baseline
Source: purchase orders, BYOT
participation logs, guest wireless
access logs
20%
Increased
Usage Each
Year
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Projected
20%
40%
60%
80%
100%
Actual
20%
40%
* Represents projections of improvement
70
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
Student Achievement
Teacher/Administrator Quality
District Priority - TECHNOLOGY
DATE: April 2014
School Climate (Parent Involvement, Safe and Healthy Schools, etc.)
PERFORMANCE GOAL: T2
(desired result of student learning)
By 2017-18, the district will provide professional development for staff to accommodate for the evolving
technological needs of a 21st century learner that will be measured by 100% of staff earning 35 points for
professional development credits.
INTERIM PERFORMANCE GOAL:
Provide professional development opportunities that will allow staff to earn professional development credit
points annually based on targets below.
DATA SOURCE(S):
Professional development credit logs, meeting attendance logs
OVERALL MEASURES:
Average Baseline
100% earning 10
points
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Projected
15
Points
20
Points
25
Points
30
Points
35
Points
100%
100%
(by June 2015)
Source: Professional development
credit logs and meeting attendance logs
Actual
71
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
Student Achievement
DATE:
Teacher/Administrator Quality
April 8, 2015
School Climate
District Priority - TECHNOLOGY
PERFORMANCE GOAL: T3
(desired result of student learning)
By the end of 2017-18, the district will increase digital citizenship education for staff, students, parents,
and the community by 100%.
INTERIM PERFORMANCE GOAL:
The percentage of available technology devices for use by students and staff will increase by the amounts
projected below.
OVERALL MEASURES:
Source: purchase orders, BYOT
participation logs, guest wireless access
logs
Average
Baseline
20%
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Projected
20%
40%
60%
80%
100%
Actual
20%
40%
72
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
DATE:
April 8, 2015
Student Achievement
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and Healthy Schools, etc.)
District Priority - TECHNOLOGY
PERFORMANCE GOAL: T4
(desired result of student learning)
By the end of 2017-18, the district will implement new or modified processes that will become more
digitized to improve online access opportunities and reduce dependency on paper by 100%.
INTERIM PERFORMANCE GOAL:
The district will transition 20% of the existing paper based content, per year, to an internet based solution.
DATA SOURCE(S):
Purchase orders, online logs and printer usage logs
OVERALL MEASURES:
Source: Purchase orders will reflect a
decrease in paper purchases. Online
logs will reflect an increase in
technology usage. Printer usage logs
will reflect a decrease in the number of
documents printed.
Average
Baseline
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Increase each
year
Projected
20%
40%
60%
80%
100%
Actual
Met
Met
73
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
DATE:
April 8, 2015
Student Achievement
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and Healthy Schools, etc.)
District Priority – TECHNOLOGY
PERFORMANCE GOAL: T5
(desired result of student learning)
By the end of 2017-18, the district will increase technology staffing by 5 persons in support of
evolving technological instructional needs of the 21st century learner.
INTERIM PERFORMANCE GOAL:
Increase technology staffing based on annual targets below.
DATA SOURCE(S):
Personnel Records
OVERALL MEASURES:
Source: Personnel records/information
Average
Baseline
# of FTE Staff
Members
Increased
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Projected
13
1
1
1
1
Actual
0
4
(by July 2015)
74
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
DATE:
April 8, 2015
Student Achievement
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and Healthy Schools, etc.)
District Priority – TECHNOLOGY
PERFORMANCE GOAL: T6
(desired result of student learning)
By the end of 2017-18, the district will maintain and expand its technological hardware lifecycle by
100% to accommodate the instructional strategies of the district based on purchase orders.
INTERIM PERFORMANCE GOAL:
Increase internet enabled devices for student usage based on annual targets below.
DATA SOURCE(S):
Purchase orders
OVERALL MEASURES:
Average
Baseline
Increase
internet enabled
devices for
students usage
by 20% each
year
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Projected
20%
40%
60%
80%
100%
Actual
20%
40%
Source: Purchase orders signifying the
number of new devices
75
DISTRICT STRATEGIC PLAN FOR 2013 - 2018
Performance Goal Area:
DATE:
April 8, 2015
Student Achievement
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and Healthy Schools, etc.)
District Priority – TECHNOLOGY
PERFORMANCE GOAL: T7
(desired result of student learning)
By the end of 2017-18, the district will maintain and expand its technological software lifecycle by
100% to accommodate the instructional strategies of the district based on purchase orders.
INTERIM PERFORMANCE GOAL:
District software will be refreshed and replaced as needed to accommodate instructional strategies based
on annual targets below.
DATA SOURCE(S):
Purchase orders
OVERALL MEASURES:
Source: Purchase orders issued
Average
Baseline
2013
2014
2014
2015
2015
2016
2016
2017
2017
2018
Projected
100%
100%
100%
100%
100%
Actual
100%
100%
100%
76
TECHNOLOGY
ACTION PLAN FOR STRATEGY #1: T1
ACTIVITY
TIMELINE
(Start and End
Dates)
1. The percentage of students
accessing relevant
instructional content with
internet enabled devices will
increase by 100%
2013-2018
2. Provide infrastructure to
2013-2018
support mobile computing for
students and staff
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Anna Baldwin/
Wesley Grant
$1,325,000.00
annually
Local
Technology
Funding
Continue
$125,000.00
annually and then
$25,000.00
annually
Local
Technology
Funding
Continue
Ben Willis
Anna Baldwin/
Wesley Grant
Ben Willis
77
ACTION PLAN FOR STRATEGY #2: T2
ACTIVITY
TIMELINE
(Start and End
Dates)
1. Staff
will
earn
35
technology
professional
development points.
2013-2018
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Anna Baldwin
$30,000.00
annually
Local
Technology
Funding
Continue
78
ACTION PLAN FOR STRATEGY #3: T3
ACTIVITY
TIMELINE
(Start and End
Dates)
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
1. Utilize Common Sense
Media's research based
Digital Literacy and
Citizenship classroom
curriculum at all grade
levels.
2013-2018
Anna Baldwin
Continue
2. 3rd through 5th grade
students will earn a Digital
Passport through Common
Sense Media.
2013-2018
Anna Baldwin
Continue
3. Implement a Family Media
agreement to help parents
establish safe guidelines for
responsible behavior when
it comes to media.
2013-2018
Anna Baldwin
Continue
4. Implement professional
development for all
classroom teachers utilizing
Common Sense Media's
Digital Literacy and
Citizenship online training.
2013-2018
Anna Baldwin
Continue
79
ACTION PLAN FOR STRATEGY #4: T4
ACTIVITY
TIMELINE
(Start and End
Dates)
student
packet
content to digital process of
capturing and storing
2013-2018
2. Expand digital processes and
2013-2018
1. Transition
reduce dependency on paper
processes by creating new
digitized
processes
for
students and staff
3. Expand online collaboration
environments enhancing the
abilities of our students and
staff to collaborate from
anywhere and at anytime
EVALUATION
PERSON
RESPONSIBLE
Anna Baldwin/
Wesley Grant
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
$7,000.00
annually
Local
Technology
Funding
Continue
$7,000.00
Annually
Local
Technology
Funding
Continue
$7,000.00
Annually
Local
Technology
Funding
Continue
Ben Willis
Anna Baldwin/
Wesley Grant
Ben Willis
2013-2018
Anna Baldwin/
Wesley Grant
Ben Willis
80
ACTION PLAN FOR STRATEGY #5: T5
ACTIVITY
TIMELINE
(Start and End
Dates)
1. Restore
11
elementary
computer
facilitator
positions eliminated
2013-2014
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Anna Baldwin/
Wesley Grant
$550,000.00
Local
Technology
Funding
Continue
$100,000.00
Local
Technology
Funding
Continue
$50,000.00
Local
Technology
Funding
Continue
Ben Willis
technology
department staff by 2 FTE
due
to
increased
responsibilities
2013-2014
3. Expand district eLearning
2014-2015
2. Increase
EVALUATION
Wesley Grant
Ben Willis
Anna Baldwin
and integration staffing to
accommodate
additional
professional development
opportunities
81
ACTION PLAN FOR STRATEGY #6: T6
ACTIVITY
TIMELINE
(Start and End
Dates)
1. The
district’s
internet
enabled
devices
for
students will increase by
20% each year beginning
2013-2014
2013-2018
2. The district’s internet &
2013-2018
district’s
core
infrastructure
will
be
updated and replaced as
needed to meet the
instructional
strategies
required
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Anna Baldwin/
Wesley Grant
$1,325,000,000
annually
Local
Technology
Funding
Continue
$25,000.00
annually
Local
Technology
Funding
Continue
$275,000.00
annually
Local
Technology
Funding
Continue
$100,000.00
annually
Local
Technology
Funding
Continue
Wesley Grant
Wesley Grant
Ben Willis
2013-2018
be updated and replaced
as needed to meet the
instructional
strategies
required
4. The
PERSON
RESPONSIBLE
Ben Willis
wide
area
network
bandwidth speeds will be
increased each year as
needed
to
meet
instructional strategies
3. The schools hardware will
EVALUATION
Anna Baldwin/
Wesley Grant
Ben Willis
2013-2018
Wesley Grant
Ben Willis
82
ACTION PLAN FOR STRATEGY #7: T7
ACTIVITY
TIMELINE
(Start and End
Dates)
1. The district’s instructional
2013-2018
software will be refreshed
and replaced as needed to
accommodate instructional
strategies
2. The district’s core software
will be updated and
replaced as needed to
meet the needs of the
district
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
INDICATORS OF
IMPLEMENTATION
Anna Baldwin/
Wesley Grant
$400,000.00
annually
Local
Technology
Funding
Continue
$100,000.00
annually
Local
Technology
Funding
Continue
Ben Willis
2013-2018
Wesley Grant
Ben Willis
3.
4.
5.
6.
7.
8.
9.
83
DISTRICT STRATEGIC PLAN FOR 2013-2018
Performance Goal Area:
Healthy Schools, etc.)
Student Achievement
DATE: April 8, 2015
Teacher/Administrator Quality
School Climate (Parent Involvement, Safe and
District Priority (Finance)
PERFORMANCE GOAL:
(Statement of desired progress or result
over five years)
At the end of 2017-18, the year-end fund balance will be within the board policy operating
guidelines.
At the end of 2017-18, the financial general fund operating budget will be balanced.
INTERIM PERFORMANCE
GOAL: (One year goal)
DATA SOURCES(S):
(List types of data that will be collected or
examined to measure progress.)
OVERALL MEASURES:
SOURCE:
Budget reports that
include revenue and expenditures for all
accounts.
Meet annual targets below.
Monthly finance reports and annual audit reports. The fund balance currently exceeds two months of
operating expenses.
AVERAGE
BASELINE
100%
(two months
of operating
expenditures
$14,731,632)
Projected
Data
Actual
Data
84
2013-14
2014-15
2015-16
2016-17
2017-18
100%*
100%*
100% *
100%*
100%*
100%
100%
$16,554,131 $18,284,984
ACTION PLAN FOR FINANCE GOAL
ACTIVITY
TIMELINE
EVALUATION
PERSON
RESPONSIBLE
ESTIMATED
COST
FUNDING
SOURCE
August 2013 –
August 2018
Amy Heard
$0
General Fund
2. Provide
secretary/bookkeeping
training yearly to ensure
up-to-date procedures to
monitor financial data
for each school.
August 2013 –
August 2018
Dana McClung
$0
General Fund
3.
Have yearly audits to
monitor the financial
stability of the district.
August 2013-
Amy Heard
$60,000
General Fund
4.
Provide
budget
information to board
monthly
for
their
review.
August 2013August 2018
Amy Heard
$0
General Fund
5.
Provide
information
during budget work
sessions to board to help
them set the general
fund operating budget.
August 2013 –
August 2018
Amy Heard
$0
General Fund
(Start and End
Dates)
1.
Provide quarterly
reports to principals to review
general fund operating budget.
August 2018
85
INDICATORS OF
IMPLEMENTATION