| Summit Drive Elementary • 424 Summit Dr. • Greenville, SC 29609 • (864) 355-8800 | Wednesday, September 06, 2006 |
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School Portfolio Summit Drive Elementary School “Where Every Student is a Star!”
The Summit Drive Elementary School
Megan Mitchell-Hoefer, PrincipalKristen Hill, Administrative Assistant
Greenville County Schools Dr. Phinnize Fisher, Superintendent 2008-2013 COVER PAGE FOR SCHOOL PLANSSCHOOL INFORMATION AND REQUIRED SIGNATURESSummit Drive Elementary_______________________SCHOOL
Greenville____________________________________________SCHOOL DISTRICT SCHOOL RENEWAL PLAN FOR YEARS __2008-2013__________________ SCHOOL RENEWAL ANNUAL UPDATE FOR __2009-2010_____________
Assurances The school renewal plan, or annual update of the school renewal plan, includes elements required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) and the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §§ 59-18-1300 and 59-139-10 et seq. (Supp. 2004)). The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the school improvement council are affirmation of active participation of key stakeholders and alignment with Act 135 and EAA requirements.
CHAIRPERSON, BOARD OF TRUSTEES
SUPERINTENDENT
CHAIRPERSON, SCHOOL IMPROVEMENT COUNCIL
PRINCIPAL
ADDRESS: 424 Summit Drive Greenville, SC 29609TELEPHONE: (864) 355-8800
E-MAIL ADDRESS: mmitchel@greenville.k12.sc.us
STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS
List the name of persons who were involved in the development of the school renewal plan. A participant for each numbered category is required.
POSITION NAME
1. PRINCIPAL Megan D. Mitchell-Hoefer
2. TEACHER Rebecca Johnson
3. PARENT/GUARDIAN Holly Bolling
4. COMMUNITY MEMBER Rev. Blue Bryan
5. SCHOOL IMPROVEMENT COUNCIL Mary Miller
6. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.)
POSITION NAME
Administrative Assistant Kristen Hill
Instructional Coach Pell Culler
Special Education Lesley Pollard
PTA President Jennifer Jerina
Teacher of the Year Rhonda Willis
*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.
ASSURANCES FOR SCHOOL PLANS (Mandated Component) Act 135 AssurancesAssurances, checked and signed by the district superintendent and the principal, attest that the school/district complies with all applicable Act 135 requirements. X_____ Parent Involvement The school/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, 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. Provide a good example of parent involvement by referencing a page number of the plan along with the number of the School Climate goal, strategy 8, 11 or activity 8, 11.
Dr. Phinnize Fisher________________ ___________________________ _____ Superintendent’s Printed Name Superintendent’s Signature Date Megan D. Mitchell-Hoefer________ ____________________________ _____ Principal’s Printed Name Principal’s Signature Date
Table of Contents
Cover Page and Signatures 2
Stakeholder Involvement for School Plan 3
Assurances for School Plan 4-6
Table of Contents 7
Introduction 8
Executive Summary: Greenville County Schools Profile 9 School Profile 10-11
Information and Analysis 12-20
Student Achievement 22-35
Quality Planning/Action Plan 36-48
Professional Development Plan 49-51
Leadership 52-53
Partnership 54-56
Continuous Improvement 57-62
Office of School Quality Rubric 63-106
Introduction
Summit Drive Elementary School faculty and staff began to review information for the School Portfolio update September of 2008. We completed the Leadership for Continuous Improvement. A Look Inward: Reflections on Our Journey at a faculty meeting and discussed the results as a follow up. This activity was beneficial and forced everyone to look at how we approach curriculum, assessment and instruction. We also discussed our beliefs and practices in each area.
The school committees in place are professional development, curriculum and instruction, technology, student services and the leadership team, which consists of the chairs of each committee. The principal, administrative assistant, instructional coach and a lead teacher chair each committee along with teacher co-chairs. The faculty and staff along with parent members of SIC and PTA assist in the review of the school portfolio and action plan yearly. Everyone graciously contributes to the partnership and strategic planning process work at Summit Drive Elementary School.
Each group was given the task of reviewing the portfolio sections and updating content. A lot of discussion centered on changes over the past five years, such as curriculum, programs, organizational changes, and improvements. As each section was completed, groups reviewed the work and sometimes included additional comments and/or suggestions. The committee structure was as follows:
Greenville County Schools DISTRICT PROFILE
Greenville County Schools (GCS) is widely recognized as a leader in public education. Serving over 67,903 students, GCS is the largest public school system in South Carolina. According to the latest publication from the National Center of Education Statistics, GCS is the 51st largest school district in the nation. The area served by GCS covers over 800 square miles and includes almost all of Greenville County and portions of Laurens and Spartanburg Counties. The District facilities include 6 child development centers, 49 elementary schools, 18 middle schools, 14 high schools, 4 career centers, and 7 special focus centers. Among the elementary, middle, and high schools, 12 International Baccalaureate programs and 11 magnet academics operate, providing unique educational opportunities, including concentrations in foreign language, communication arts, pre-engineering, and science and technology. GCS has 16 schools receiving federal funding from Title I. Title I funds allow schools to provide opportunities for children to acquire the knowledge and skills contained in the challenging state content standards. The GCS Title I program provides enriched and accelerated educational programs. These programs include school-wide programs which provide additional staffing, professional development, and parent involvement programs to help parents participate in the education of their children at home and at school. GCS serves a culturally diverse population of students. The ethnic make-up of students in GCS in 2008-2009 was 59.9% white, 26.0% African-American, 10.4% Hispanic, 2.6% Asian, and 0.2% Native American. Dedicated to meeting the educational needs of all students, GCS serves over 10,790 (15.9%) students with disabilities. Of those, over 8,434 are students with disabilities more severe than speech and an additional 2,360 are students with speech disabilities. Additionally, 8,771 (12.9%) GCS students participate in the District’s gifted and talented program. GCS also serves over 5,800 (8.5%) students who meet the state specifications for English for Speakers of Other Languages (ESOL). GCS stresses the importance of daily attendance for all students and teachers. As reported in the 2007-2008 Annual Report Card, GCS had an average student attendance rate of 96.2% and a teacher attendance rate of 95.6%. The annual student dropout rate was 3.8%. There are 4,864 teachers in the District; 60.1% hold Master’s degrees or higher, while 500 are National Board Certified. The average teacher salary is $44,197. Thirteen Greenville County schools have been named National Blue Ribbon Schools of Excellence. Over the last thirty years, 18 schools have been designated Palmetto’s Finest Schools, our state’s highest honor for schools. In May 2009, three GCS schools were identified as Red Carpet Schools for their efforts to provide the highest level of customer service to their parents and school community. In the past six years, over 40 schools have received the honor at least once. Twenty-nine schools are part of the PTA National Schools of Excellence, and 34 schools have been identified as Baldrige Model Schools. Finally, 88% of our graduates in 2009 went on to pursue higher education. In 2008-2009, Greenville County Schools earned National Accreditation from the AdvancED Accreditation Commission, recognizing GCS as a high quality school district and granting full accreditation to the school district and all of its schools. Executive Summary Summit Drive School Profile
Summit Drive Elementary School is a neighborhood school located in the city of Greenville. The school opened in 1953 and a new building was built behind the old one in 2001. Over the past six years, Summit Drive’s enrollment has increased from approximately 300 to 390 and serves four year old kindergarten through grade five. The community that Summit Drive serves is seventy-six years old. Our school has had a long standing tradition of support from the neighborhood.
Mission, Vision and Beliefs
The mission of Summit Drive Elementary School is to encourage continuous learning and increase student achievement. The vision of Summit Drive Elementary School is to encourage students to become life-long learners and responsible citizens. The belief is that all students can learn and that “Every Student is a Star.”
Instructional and Organizational Priorities
Student Learning Needs and Desired Results
1. Need: Increasing PASS and SC-Alt in math, English/Language Arts, social studies and science scores among student subgroups in grades 3 through 5.
1a.Desired Result: Measurable increased student achievement and Adequate Yearly Progress
2. Need: Continuing use of data collection to help in decision-making and goal setting for student achievement. (MAP, PASS and Aimsweb benchmarking data)
2a.Desired Result: Visual evidence of increasing student achievement through charts and graphs. (Quality Tools)
3. Need: Increasing English fluency among ESOL students
3a.Desired Result: Greater communication with teachers and peers Increase academic progress
Performance Goals
Significant Accomplishments/Results in past six years
Information and AnalysisSchool Profile
The community that Summit Drive serves is seventy-six years old. Our school has had a long standing tradition of support from the neighborhood. Summit Drive opened in 1952. The original Summit Drive was demolished in June 2000 to make room for the new facility. The new facility opened in August.
The student population at Summit Drive is very diverse. We have a total population of 385 students. There are 49% Caucasian students, 25% African American students, 19% Hispanic students, and 1% Asian. Free and reduced lunch is provided to 55% of the students at Summit Drive.
Student attendance is maintained at 96.61%. Our special education population is 8.05%; and ESOL is 16.36%.
Summit Drive Elementary School faculty and staff consists of twenty-two classroom teachers. These include: one 4K teacher and assistant, three kindergarten teachers and assistants, four first grade teachers, three second grade teachers, three third grade teachers, and three fourth and fifth grade teachers. Our special education department consists of three special education teachers, one speech, psychologist, part time occupational therapist and three special education teacher assistants. We have a part-time guidance counselor, media specialist, instructional coach, part time Challenge, part-time ESOL teacher, one science lab teachers and a science lab manager, and our related arts department; one physical education teachers, one art and one music teacher. We also offer an after-school program with one director and 3 staff members. We have one secretary, attendance clerk, nurse, four lunch room staff, four custodians, administrative assistant and principal.
We currently have ten National Board Certified teachers.
Analysis of School Personnel Data
Exper. Gender Educ. Ethnicity
Code: MS-Masters NB-National Board MS+30- Masters +30 hours Ph.D.- Doctorate BS- Bachelor of Science EDS- Education Specialist
Analysis of Student Population Data
Ethnicity: African American 94 AA/American Indian 1 Hispanic 75 White 187 White/Asian 2 White/Af. American 16 White/Am. Indian 2 Other 3
Free/Lunch: 48.04%
LEP/ELL: 66 students/17.23%
Instructional and Organizational Effectiveness
School Processes
The processes at Summit Drive support our belief that teachers, students, parents, and community must all work together to educate our students. There are many processes and programs at Summit Drive that strive to meet our student’s needs.
The A-Team Process Students who continue to experience difficulties after receiving extra help may be referred to the Academic Assistance Team (A-Team), a group of teachers, with the student’s parent who develop an individual plan for each student. After completion of the A-Team process, students are screened for a possible referral for psycho-educational evaluation. Depending on the testing results, the student may receive services form the special education department.
Community Involvement School, PTA, and community programs support learning in math, language arts, science, and character education. Some of the programs are: Artist in Residence, Chapter Book Challenge, Chick-Fil-A breakfasts, holiday meals, Parent Workshops with the Instructional Coach, Fall Festival, Spanish Parent Meetings hosted by our guidance department, Kiwanis Terrific Kid Program, Clemson Architecture students, Teacher Cadets, student teachers from Bob Jones and Converse, Campus Beautification Day, Book Fair, fifth grade day, and grade level student-led conferences.
School Improvement Council The School Improvement Council is composed of representatives from parents, teachers, and other community persons. The council meets monthly to discuss school and community concerns, to make recommendations to the principal, and to prepare the annual school improvement report.
Volunteer Tutors Parent and community volunteers work with students on reading and math skills weekly. Particular volunteers work with ESOL students to help them learn basic reading and English skills.
Reading Benchmarks Teachers administer the Rigby Benchmark assessment tool to all students two times during the school year. This enables the teachers to diagnose any reading difficulties, assess reading fluency, and adjust instructional strategies.
Writing Assessments All students complete a writing sample three times per year. The topic is determined by the School District of Greenville County’s Language Arts Consultant. Teachers score the writing samples using the South Carolina state rubric. These assessments guide writing instruction throughout the year, and determine growth.
Flexible Math Groups In grades 2-5 students MAP scores are analyzed to form flexible math groups. These groups meet one day a week. The students are placed into groups based on their ability level on each math strand. The groups may change as the teachers teach different strands. The DesCartes is used to guide instruction.
Accelerated Reader Book Challenge Students in 2-5 grades check out chapter books from the instructional coach. These books must be in their lexile range. Students read these books during self-selected reading and take them home to read with their parents. Once they complete the book, they write a summary and receive a prize. Once they read 5 chapter books, they are invited to a celebration.
Response to Intervention We implemented RtI in 2008 to identify students in kindergarten that were in need of more intense small group instruction. In 2009 we implemented Soar to Success in grade one. Each of these grade levels use the Aimsweb online data program to input and receive information on how their students are performing. In the 2010-2011 school year, we will solely devote a teacher as an interventionist to serve first, second, third and fifth grade students who are performing poorly in reading.
ESOL Tutoring Program One of our parents has devoted countless hours towards finding other parents who will work with our ESOL students on a weekly basis in word recognition and reading. This is the second year of the program and we have consistently maintained at least eight volunteers that come regularly. Along with the parent volunteers, the Governor’s School of Arts and Humanities student club have worked with our ESOL students and providing them with opportunities to read and make crafts.
Student Lunch Bunch Lunch Bunch is a behavioral incentive program designed to increase positive behavior in the school and classroom. Once a month, two students are chosen by their classroom teacher for exhibiting positive behaviors linked to our school wide STAR behavior intervention program. The selected students are able to eat lunch in a special room with school administration and the school counselor. Along with the small reward they receive (a pencil or snack), the students especially enjoy getting a chance to sit with students from other classes and enjoy talking and getting to know their school administration on a personal level.
Guidance Services Students in grades 1-5 receive bi-weekly classroom guidance lessons focusing on character education and life skills. Kindergarten also receives weekly classroom guidance lessons with a focus on empathy training. Small groups are held to serve students in all grades. Group topics include: family transition, school success and study skills, and self concept. These groups meet for six sessions. These groups change as needed. The counselor coordinates service projects to assist those in the community and state. Each year the counselor helps to select and honor terrific kids every nine weeks. She also helps select the governor’s citizenship award. The guidance schedule will change next year due to a decrease in our counselor’s allocation from 1.0 to .5 (part-time).
Extended Day Program This program provides supervised childcare for the 180 day school year for children enrolled in Kindergarten through fifth grade at Summit Drive. The program operates from 2:30-6 each school day. Students have a structured daily schedule of homework, outdoor activities, creative playtime, and games.
Curriculum and Instructional Effectiveness Teachers at Summit Drive rigorously teach the state and district standards. Lesson plans denote the standards or essential question as well as assessments and authentic activities for early finishers. The standards are also communicated to students and parents. Special education teachers also teach state standards to the applicable grade level as well as goals and objectives from the Individual Education Plans of their students. Strategies are being used in the classrooms to differentiate instruction. State adopted textbooks are used in all five subject areas. School processes are in place that focus on the achievement of all students.
Literacy/ Language Arts
Building Blocks: 5K Teachers use the Building Blocks to deliver Language Arts Instruction. In kindergarten classrooms, teachers provide a variety of reading and writing experiences from which all children can develop these 6 critical understandings, which are the “building blocks” of their success.
· Students learn letters and sounds – usually connected to the interesting words they have learned.
Four Blocks (1st – 3rd) or Big Blocks (4th -5th) The Language Arts Curriculum in Greenville county is delivered through the basic instruction of Pat Cunningham’s 4 Blocks (1st – 3rd) or Big Blocks (4th – 5th) (words, writing, guided reading, self-selected reading). All teachers have received grading in the delivery system through Greenville County School District. Each block of instruction is 30 to 45 minutes daily. Materials for instruction include the basal readers, novels related to social studies, and supplemental readers to differentiate instruction.
Special Education The resource teacher uses the SRA reading program with students who attend resource. The EMD teachers utilize the Edmark reading program and TouchMath. All of the special education teachers pull different materials from the regular education curriculum for all subject areas.
Math Instruction Greenville County Schools adopted McMillan-McGraw/Hill in Spring 2009. The math instruction is standard-based. All teachers have been trained in Every Day Counts Math. This 15 minutes of instruction provides the following: builds concepts on variety of topics over time, class discussions, multiple representations of important concepts analyzing and predicting patterns, problem solving/multiple paths to a solution. In addition, teachers use manipulatives daily to model a mathematical concept and to assess children’s understanding. Teachers also document on checklist dates standards are taught by being introduced, reinforced and maintained. Assessments include performance tasks open ended questions, recorded observations, student interviews, journal entries, tests, quizzes, student presentations, student self-assessments.
Social Studies, Science and Health Social studies, health and science are taught in unit format. Instruction and expectations include a high degree of rigor. Lessons actively engage and involve students in the learning process. All levels of the revised version of Bloom’s Taxonomy are used in questioning students. An on-going grade level timeline for social studies is visible in each fourth and fifth grade classroom which is added to and reviewed throughout the year. Teachers and students use maps during instruction. Science and Social Studies should be integrated with other content areas such as language arts and math. Lessons are based on state social studies standards. A variety of assessment tools are used in the evaluation process. District provided Science Kits to teach the standards. Teachers provide engaging inquiry experiences and follow-up discussions on the findings.
Technology Teachers integrate technology through instruction as much as possible. Teachers work with the Media Specialist to complete research in the media center. We now have 3 laptop carts for each of our hallways. We also have promethean boards in each classroom. As a refresh school two years, we are now able to integrate technology in more ways. The Compass Odyssey software program will be added this year, which will establish learning instructional paths from MAP results for children in grades two through five. All certified teachers have completed a technology requirement for certification renewal. Each teacher must renew every five years.
Assessment Teachers continue to use the conventional forms of assessment: teacher observation, grading daily performance, homework assignments, unit pre tests, teacher prepared tests, and project grading. The state scoring scale is used which includes numerical scores and letter grades:
A 93-100 B 85-92 C 77-84 D 70-76 U Below 70
Teachers use a rubric for units of study, and some utilize student portfolios. Rubrics serve as guides for students to work towards curriculum goals and to help students evaluate their progress. MAP testing provides teachers with the actual performance levels of their students as well as skills and concepts needed for individual mastery. ITBS is administered in the fall for second grade and in the spring for fourth grade. Grades 3-5 take the state PASS test each spring.
Grade Level Meetings The administration and instructional coach meet with individual grade levels two times a month. During these meetings we discuss curriculum issues. Information and training from the district is reviewed. Teachers are kept abreast of the latest methods of delivering instruction. Each teacher has a grade level notebook divided into sections that include subject area, assessments, and a curriculum calendar. Data from all mandated assessments are analyzed and a plan of action is created to improve student achievement.
School Committees The teachers are divided into 4 different committees. The committees have representatives form different grade levels and subjects. The committees include: Student Services, Curriculum and Instruction, Technology, and School Climate. There is also a leadership committee. The committees meet at least one a month to discuss school issues, fundraisers, curriculum and instruction, staff activities, and student groups. We also have a Faculty Council with a grade level representative. Issues other than curriculum and instruction are addressed in this group.
Student Achievement
Mission, Vision and Beliefs
The mission of Summit Drive Elementary School is to encourage continuous learning and increase student achievement. The vision of Summit Drive Elementary School is to encourage students to become life-long learners and responsible citizens. The belief is that all students can learn and that “Every Student is a Star.”
Student Learning Needs and Desired Results:
Pass 2010 Data
In the area of writing, 76.6% of students at Summit Drive scored “exemplary” or “met.” Writing was a strength for fifth grade students with 15.1% scoring “not met.” However, in fourth grade 31.4 % of students scored “not met” indicating a weakness in fourth grade compared to third through fifth grades. English language arts also showed as a weakness for fourth grade compared to third and fifth grade data. 25% of fourth graders scored not met in the area of ELA. Overall, Summit Drive had 78.8% of students score met or exemplary in ELA. In the area of math, 80.7% of students scored exemplary or met. The math data indicated math as a strength for both 4th and 5th grade with only 13 – 15% scoring not met. However, 3rd grade had 29.4% of students scoring not met indicating an area of weakness for 3rd grade. Science data also indicating an area of weakness for 3rd grade with 44% of 3rd graders tested scoring not met. However, 3rd grade tested a random sample only including half of the students in 3rd grade. School-wide Summit Drive scored 74.7% exemplary or met in science. The area of science was a particular strength for 5th grade with only 9.7 % scoring not met. However, all 5th graders were not included in this data as only half of 5th graders were tested in the area of science. School-wide, social studies data showed the highest percent of exemplary or met at Summit Drive. With 88.7% exemplary or met, social studies was a strength for all grade levels. 3rd and 5th grade students only tested a random sample as the entire 4th grade was tested in the area of social studies. It is our desired goal to increase our exemplary and met percentages by 4 to 5 percentage points each year. By the year 2014-2015, at least 95% of our students should be at the met/exemplary level.
Survey Data:
*Note: Data does not reflect the number of surveys received from participants.
Since the beginning of the State School Report Card, fifth grade teachers, parents and students have been asked to complete an annual survey responding to three areas: (a) learning environment; (b) physical environment; and (c) home-school relations. Teachers have responded in high favor of each area each year giving 100 percent, except 2003. In 2003, only 86.2 percent were satisfied with the learning environment, 96.6 percent were satisfied with social and physical environment and 89.3 percent were satisfied with home-school relations. Students responded more positively in 2006 and 2004 than any other year. The lowest year was 2005, where 64.1 were satisfied with the learning environment, 73.7 percent were satisfied with social and physical environment and 74.4 percent were satisfied with home-school relations. Parents have been satisfied in each area more in some years than others. In the area of the learning environment, parents were satisfied in 2005 with 100 percent than in 2004 with only 86.4 percent. In the area of social and physical environment, parents were more satisfied in 2004 with 100 percent than in 2003 with 65.2 percent. In the area of home-school relations parents were more satisfied in 2005 with 94.4 percent than in 2004 with 71.4 percent. Overall, home-school relations, has a dramatically improved since 2002. Parents in 2007 showed that only 84.6% were satisfied with the learning environment. Unfortunately, their satisfaction with social and physical environment and home relations was lower than any year over the past five years. In 2008, teachers were pleased 100% in all areas and in 2009, only showed a slight decline in the area of home and school relations. Students were more satisfied with home and school relations in 2008 than in 2009, yet the lowest area of satisfaction in 2008 was with the learning environment. Student satisfaction in the other areas during 2008 and 2009 stayed about the same in the mid-nineties. Lastly, 100% of parents were satisfied in 2008 with the learning environment and the social and physical environment. The lowest area of satisfaction was in 2009 with home and school relations. All other areas were between 100% and 93.1.
ACTION PLAN 2008-2013
GOAL AREA: FORMCHECKBOX Student Achievement FORMCHECKBOX Teacher/Admin Quality FORMCHECKBOX School Climate (Parent Involvement, Safe and Healthy Schools, etc.) FORMCHECKBOX Other Priority
PERFORMANCE GOAL 1: The percentage of students in grades 3-5 who meet or exceed on the PASS test in math will increase from 80.7% in 09-10 to 84% in 2010-2011.
OBJECTIVE 1: The percentage of students in grades 3-5 who meet or exceed on the PASS test will increase 4% each year.
ACTION PLAN 2008-2013
GOAL AREA: FORMCHECKBOX Student Achievement FORMCHECKBOX Teacher/Admin Quality FORMCHECKBOX School Climate (Parent Involvement, Safe and Healthy Schools, etc.) FORMCHECKBOX Other Priority
PERFORMANCE GOAL 1: The percentage of students in grades 3-5 who meet or exceed on the PASS test in ELA will increase from 78.8% in 09-10 to 82% in 2010-2011.
OBJECTIVE 1: The percentage of students in grades 3-5 who meet or exceed on the PASS test will increase 4% each year.
ACTION PLAN 2008-2013
GOAL AREA: FORMCHECKBOX Student Achievement FORMCHECKBOX Teacher/Admin Quality FORMCHECKBOX School Climate (Parent Involvement, Safe and Healthy Schools, etc.) FORMCHECKBOX Other Priority
PERFORMANCE GOAL 1: The percentage of students in grades 3-5 who meet or exceed on the PASS test in writing will increase from 76.6% in 09-10 to 81% in 2010-2011.
OBJECTIVE 1: The percentage of students in grades 3-5 who meet or exceed on the PASS test will increase 5% each year.
ACTION PLAN 2008-2013
GOAL AREA: School Climate FORMCHECKBOX Student Achievement FORMCHECKBOX Teacher/Admin Quality FORMCHECKBOX School Climate (Parent Involvement, Safe and Healthy Schools, etc.) FORMCHECKBOX Other Priority
PERFORMANCE GOAL 1: Provide consistent communication in multiple forms for the staff, parents, and students of Summit Drive.
*Represents projected improvement
Survey Data:
*Note: Data does not reflect the number of surveys received from participants. ACTION PLAN 2008-2013
GOAL AREA: School Climate FORMCHECKBOX Student Achievement FORMCHECKBOX Teacher/Admin Quality FORMCHECKBOX School Climate (Parent Involvement, Safe and Healthy Schools, etc.) FORMCHECKBOX Other Priority
PERFORMANCE GOAL 1: All certified teachers will have completed the PAS-T evaluation at least three times by 2014.
*Represents projected improvement
Professional Development Plan
Teachers and staff at Summit Drive attend numerous research-based in-service workshops, conferences, university classes, and training sessions. In the 2002-2009 school years, school-wide staff development included the following topics: PAS-T, TESOL, Quality Tools: Continuous Quality Improvement, rubrics, Vertical Team Planning, Best-Practices, 4-Blocks/Building Blocks/Big Blocks, Differentiated Instruction, Success Maker, Promethean Board and Activotes, webpage development, flexible coaching groups, Writing Exemplary Practices, Odyssey Compass software training and Learning Focus Teaching Strategies. Individual teachers attended workshops on MAP, Des Cartes, PACT training, web page development, and Response to Intervention. Teachers and/or administrators attended conferences in the following curricula areas: math, reading, Everyday Counts, writing across the curriculum, Science Summer Plus Institute, Quality Tools for Learning, Peace Center Outreach, MAP, Writing Exemplary, Compass Odyssey, Response to Intervention Leadership Training, Emergency Response Training and Learning Focus Teaching Strategies. Various staff members have attended professional development programs in music, science, health, reading, math, special education, technology, writing, social studies, office training, early childhood, CPR, and National Board Certification. Summit Drive Professional Development Plan is based on our school goals, as stated in our Action Plan, which is data-driven and aligned with the District Education Plan and the No Child Left Behind Act. Our professional development plan focuses on research-based programs, models, and best practices in education. The following table shows the professional development focus for each year. Staff development initiatives over the past four years continue to be on-going and revisited for refresher trainings.
District Programs include Pat Cunningham’s 4-Blocks, Everyday Counts Math, Rigby Benchmarks, Writing Rubrics, Measure of Academic Progress (MAP), Intel Learning Focus Teaching Strategies and Building Blocks. Each year new teachers must receive staff development on these topics from the district and/ or the Instructional Coach. In 2003-2004, Summit Drive became a Quality Tools School. The staff unanimously adopted the model. Along with in-house training, teachers attend monthly training sponsored by the Chamber of Commerce/ Carolina First Center of Excellence in Schools. Teachers have practiced using Quality Tools for continuous improvement with their students to solve problems and improve processes. When Measure of Academic Progress (MAP) was introduced in Greenville County in 2005, the district’s staff development focus shifted to using data to guide instruction. As we have learned to differentiate instruction, teachers are using DES CARTES as a tool to teach skills that were identified as weak according to the MAP data. This data is also compared to PACT data that becomes available in the fall. Success Maker is a computer program that was purchased by our school in spring 2006. Teachers were trained in fall 2006 and have utilized the software to differentiate instruction for reading and math. The program creates individualized activities that help the student progress in the areas of reading and math. In addition to the professional development that is mandatory for Summit Drive, teachers and staff have many opportunities to attend numerous in-service workshops, conferences, and summer in-service workshops. In the summer of 2006, Greenville County’s Summer Academy began offering many free workshops on various subjects for teachers to earn points and continues each summer. Individual teachers also attended workshops during the school year on MAP, Des Cartes, PACT training, web page development, PAS-T and ADEPT evaluator classes, and SCRA. Various staff members have attended professional development programs in music, science, health, reading, math, special education, technology, writing, social studies, office training, early childhood, CPR, and National Board Certification. Teachers and/or administrators attended conferences in the following curricula areas: math, reading, Everyday Counts, Writing Across the Curriculum, Science Summer Plus Institute, Quality Tools for Learning, Peace Center Outreach, and MAP. As a result of teacher training in curriculum development Summit Drive was selected in the fall of 2005 as a silver award winner due to student achievement performance on the PACT. In the future we will continue to utilize the following data to determine necessary staff development to meet the needs of our students: MAP, PASS, Rigby Benchmarks, Writing Assessments, Compass Odyssey, RTI/Aimsweb and teacher survey results. Faculty and staff will also participate and continue to implement district initiatives such as Focused Learning, Curriculum Connections and Exemplary Writing.
Leadership
Mrs. Megan D. Mitchell-Hoefer has served as principal of Summit Drive for five years. Prior to this assignment, Mrs. Mitchell-Hoefer was principal at Hollis Academy of Year-Round Education for five years and assistant principal for two years. Mrs. Mitchell-Hoefer has taught grades three, four, five and also adult education. She has had the opportunity to teach in three states: Virginia, New York and South Carolina. Presently, Mrs. Mitchell-Hoefer is working toward completion of her doctoral degree. Ms. Kristen Hill joins the administration staff at Summit Drive as its’ second official administrative assistant. Prior to this assignment she taught three years in North Carolina and three years at Grove Elementary School. She has taught grades 2 and 3. She holds a Masters Degree in Elementary Administration and Supervision. Administrative responsibilities range in the areas of curriculum and instruction, school and community relations, human resources, communication, interaction with students and educational leadership. Both administrators share in discipline issues, parent conferences and support staff departments. Delegated duties and responsibilities include, but are not limited to:
The decision-making structure regarding personnel, safety and some financial decisions begins with the administration; however, most school-wide decisions are discussed and reviewed by teacher committees. Ultimately, a representative from each grade level/department and administration reviews committee reports. This is the Leadership Team whereas most final decisions are made.
Progress towards meeting school-wide goals (eg student achievement, school goals, etc.) are discussed with the School Improvement Council and PTA. These two groups are able to discuss and provide valuable input about the school, which is relayed back to the faculty by the administration. The financial management process and governance of the school is primarily handled by the building principal. Teachers become involved in the financial allocation of money when reviewing the school action plan. Teachers also have an opportunity to share how money is spent for their classrooms and grade level before the closing of school when all the funds are spent.
Partnerships
For over 36 years, Summit Drive has had 100% membership in the PTA. The PTA has consistently sponsored many school-wide events such as Back to School Night, Open House, meals for staff, Fall Festival, and Beautification Day. In addition, they sponsored monthly grade level performances and transition nights at the end of each year. Every other spring a community/school yard sale is held at the school. Spring will feature additional grade level performances. All profits from PTA events benefit the students. In addition, PTA and SIC have undertaken several school projects. They have worked together to provide instructional materials, Science Lab enhancement, Artist in Residence, field trip support for students, landscaping for campus beautification and an upper grade level playground. A “Memory Lane” was established highlighting memorabilia from past students and staff permanently displayed within the school. The PTA and staff members continually work together to seek additional funding for school projects. Grants and funding have been received from the South Carolina Arts Commission for an Artist in Residence; Carolina First Center for Excellence for Quality Tools staff development and the Greenville Chapter of the American Institute of Architects for fifth grade studies (Clemson University). Summit Drive traditionally received support from the surrounding community. In addition to parents and grandparents, volunteer hours exceed 1,000. Other involvement includes: tutors from various colleges, Fall Festival volunteers from Bob Jones University, Wade Hampton and Greenville High School, arts demonstration students from the Governor’s School for the Arts, and architectural students from Clemson University. Several volunteers donate their time on a weekly basis to help ELL/ ESOL students. Furman students and business representatives have worked with classes through the Junior Achievement Program. Volunteers/Partnerships PTA volunteer hours exceed 1,000 Parent lunches with students ELL/ ESOL volunteers City Police and Firefighters Kiwanis Terrific Kid Program Student teachers and practicum students from area colleges Bob Jones University students Governor’s School for the Arts Clemson Architecture students Greenville Symphony Northgate Baptist Church Northside United Methodist Church provides a School Supply Drive each year for our students and allows several of our students to utilize their lawn to play after school. We also team up with Northside to have a Blood Drive in the fall. Junior Achievement Girl Scouts Greenville Safe Kids PTA Sponsored Activities Summit Drive has had 100% membership for over 36 yrs Back to School Night/Dinner Meals for teachers and staff Open House meeting and dinner Fall Festival Chick-fil-a Friday Breakfast Beautification Day Frodo’s Bingo Night Movie Nights PTA and SIC projects Provided instructional materials Book Drive Monthly sponsored grade level performances Science Lab enhancement Upper Grade Playground Artist in Residence Field trip support for students Volunteers for Field Day Landscaping for Beautification Day Box Tops and Campbell Soup label education program Grants from the South Carolina Arts Commission for an Artist in Residence each year School-wide Programs Quality Tools staff development sponsored by Carolina First and the Greenville Chamber of Commerce Greenville Chapter of the American Institute of Architects for fifth grade studies. (Clemson University) Grant writing: The Science Lab teacher received two grants this year, which will begin a composting project. One of our PTA parents is writing a grant that will enable us to grow our own organic garden. The recycling program is a major component of the Science Lab and future garden. School-wide Giving Opportunities Salvation Army “Kans for Kids” yearly campaign Pennies for Patients Winner in the Festival of Trees sponsored by Saint Francis Hospital System American Heart Association (Jump Rope for Heart) Angel Tree for school families Christmas performance for Pendleton Manor Nursing Home
Continuous Improvement and Evaluation
Quality Assurance and Performance Report
How does the school ensure that the plan for improvement is enacted, monitored and analyzed on a continuous basis?
The faculty and staff review the school’s mission, vision and beliefs at the beginning of each school year. We also conduct the Continuous Improvement Continuum exercise to gauge where we are in the seven core areas of continuous improvement. The action plan is reviewed and changes are made as needed. In the past, we have only reviewed the plan once a year; however, from preparing for this peer review it was mentioned that we need to review the plan a minimum of three times a year. It was suggested at the beginning of the year, again in the winter and then in the spring. All were in agreement of this routine.
How does the school use and communicate the results of its efforts to improve student learning?
We communicate student achievement results a number of ways. First, the faculty and staff meet to discuss PACT results. Once the report cards are issued, we review, once again the characteristics of the report card, such as “Schools Like Us,” attendance rates, AYP results of subgroups and the overall rating and improvement rating. From this point, teachers begin to look at their personal goal-setting for the year. Surprisingly, most of the teachers choose to focus on the same content area in alignment with the school test results.
Results are also communicated via parent meetings on the School Report Card and AYP. We use this as an opportunity to educate our parents on how to read the report card and test data. Later in the year, we have a curriculum night and share various ways we are approaching teaching and learning. Parents have an opportunity to learn more about science, math, English Language Arts, social studies and technology curriculum, as well as testing programs, such as MAP, Accelerated Reader and Success Maker.
Lastly, in the fall, schools issue a Report to the Community, which is a brief description of how a school is doing in areas of testing, volunteerism, programs and much more.
This report is shared not only with parents, but the community as a whole. How does the school manage its internal systems (e.g. organizational planning, scheduling, evaluation systems, and allocation of resources to ensure that they effectively serve and enhance student learning?
The school schedule does not change dramatically from year to year. More discussion takes place about morning and afternoon bus duties. Teachers are reminded the amount of time to allocate per subject and must post their schedules outside of their classrooms.
The organizational structure has been in place for quite a while where teachers are on a particular committee. This year we added a Leadership Team, but have not used this team often. Most of our committee/team focus this year has been preparing for our peer review. Most often, the work and planning occurs through either assigned committees or during grade level meetings every other week.
The financial budgets and accounts are managed by the school principal, however, supplemental funds are shared with teachers and grade levels are given a particular amount to spend on instructional materials. In the spring, we review the action plan and discuss ways to spend additional funds.
In the future, to ensure quality assurance is occurring, the action plan must be reviewed more often the mission and vision of the school should be visible at all times. Also, the leadership team should function in the role it was intended, which is to explore school-wide issues and solutions. These are three areas that have not been reinforced throughout the school year, but will be enforced in the future. Continuous Improvement Continuums
Information and Analysis
Approach: (4) There is a systematic reliance on hard data (including data for subgroups) as a basis for decision making at the classroom level as well as at the school level. Changes are based on the study of data to meet the needs of students and teachers.
Implementation: (4) Data are used to improve the effectiveness of teaching strategies on all student learning. Students’ historical performances are graphed and utilized for diagnostics. Student evaluations and performances are analyzed by teachers in all classrooms.
Outcome: (3) Information collected about student and parent needs, assessment, and instructional practices are shared with the school staff and used to plan for change. Information helps staff understand pressing issues, analyze information for “root causes,” track results for improvement.
Student Achievement
Approach: (4) Data on student achievement are used throughout the school to pursue the improvement of student learning. Teachers collaborate to implement appropriate instruction and assessment strategies for meeting student learning standards articulated across grade levels. All teachers believe that all students can learn.
Implementation: (4) There is a systematic focus on the improvement of student learning school wide. Effective instruction and assessment strategies are implemented in each classroom. Teachers support one another with peer coaching and/or action research focused on implementing strategies that lead to increased achievement.
Outcome: (3) There is an increase in communication between students and teachers regarding student learning. Teachers learn about effective instructional strategies that will meet the needs of their students. They make some gains.
Quality Planning
Approach: (3) A comprehensive school plan to achieve the vision is developed. Plan includes evaluation and continuous improvement.
Implementation: (3) Implementation goals, responsibilities, due dates, and timelines are spelled out. Support structures for implementing the plan are set in place.
Outcome: (3) There is evidence that the school plan is being implemented in some areas of the school. Improvements are neither systematic nor integrated school wide.
Professional Development
Approach: (4) Professional development and data-gathering methods are used by all teachers and are directed toward the goals of continuous improvement. Teachers have ongoing conversations about student achievement research. Other staff members receive training in their roles.
Implementation: (4) Teachers, in teams, continuously set and implement student achievement goals. Leadership considers these goals and ensures appropriateness of professional development. Teachers utilize effective support approaches as they implement new instruction and assessment strategies.
Outcome: (4) A collegial school is evident. Effective classroom strategies are practiced, articulated school wide , and are reflective of professional development aimed at ensuring student achievement.
Leadership
Approach: (4) Leadership team represents a true shared decision making structure. Study teams are reconstructed for the implementation of a comprehensive continuous improvement plan.
Implementation: (4) Decisions about budget and implementation of the vision are made within teams by the principal by the leadership team and by the full staff as appropriate. All decisions are communicated to the leadership team and to the full staff.
Outcome: (4) There is evidence that the leadership team listens to all levels of the organization. Implementation of the continuous improvement plan is linked to student learning standards and the guiding principles of the school. Teachers are empowered.
Partnership Development
Approach: (3) School has knowledge of why partnerships are important and seeks to include businesses and parents in a strategic fashion related to student learning standards for increased student achievement.
Implementation: (3) Involvement of business, community, and parents begins to take place in some classrooms and after school hours related to the vision. Partners begin to realize how they can support each other in achieving school goals. School staff understand what partners need out of the partnership.
*Note: Involvement of parents and the community are evident; however, business partnership has not been formed officially or formally. This is an area in need of improving.
Outcome: (2) Much effort is given to establishing partnerships. Some spotty trends emerge, such as receiving donated equipment.
Continuous Improvement and Evaluation
Approach: (4) All elements of the school’s operations are evaluated for improvement and to ensure congruence of the elements with respect to the continuum of learning students experience.
Implementation: (3) Elements of the school organization are improved on the basis of comprehensive analyses of root causes of problems, client perceptions, and operational effectiveness of processes.
Outcome: (3) Evidence of effective improvement strategies is observable. Positive changes are made and maintained due to comprehensive analyses and evaluation.
OFFICE OF SCHOOL QUALITY
STAFF DEVELOPMENT SELF-ASSESSMENT RUBRIC
OUR GOAL IS TO SUPPORT CHANGE IN BOTH EDUCATOR PRACTICE AND STUDENT ACHIEVEMENT BY FOSTERING A LEARNING COMMUNITY.
STAFF DEVELOPMENT IS A PROCESS NOT AN EVENT; THE EVALUATION OF STAFF DEVELOPMENT SHOULD MEASURE A CONTINUUM OF IMPROVEMENT JUST AS CHANGE SHOULD BE AN IMPROVEMENT PROCESS.
The staff development self-assessment rubric is based on the National Staff Development Council’s revised twelve Standards for Staff Development.[1] The rubric represents best practices in staff development at the school level and is intended to be used by schools to improve the daily work of administrators and teachers to increase student learning. The principal/leadership team should use the rubric to denote what practices are currently being implemented in the building as well as to identify areas where improvements are needed. There are no right or wrong answers. The Planning and Support Section asks only that you provide an honest assessment that reflects current practices in your school. Each of the twelve standards is presented with indicators and accompanying practices defined in four stages: no evidence, early, intermediate, and advanced. What you should do1. Place a check in the boxes that identify the practices currently implemented in the school. 2. Submit a copy of the completed self-assessment rubric to the Office of School Quality. How to use the rubric1. Once you have established current practices, determine the practice(s) that need to be strengthened or initiated. 2. Implement the practice(s) in the school to support the school renewal plan and increase student learning.
[1]National Staff Development Council. Standards for Staff Development Revised. Oxford, OH: National Staff Development Council, 2001.
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