STAKEHOLDER INVOLVEMENT for SCHOOL PLAN (Mandated Component)

STAKEHOLDER INVOLVEMENT FOR SCHOOL PLAN (Mandated Component)

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

POSITION NAME

1. PRINCIPAL Gretchen Keefner

2. TEACHER Sandra Courtney

3. PARENT/GUARDIAN Mike Quigley

4. COMMUNITY MEMBER Marion Payne

5. SCHOOL IMPROVEMENT COUNCIL Stacie Bear, Cindy Bullock, Stephanie Cauller, Loren, Pedlar, Gretchen Mando, Mike Quigley, Karen Tinnerholm, Brooke Newsome 6. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.) Stephanie Tebrake – PTO, Gretchen Keefner-Principal

POSITION NAME

Arts Team Chair______Melinda Smith Office Manager/Classified Staff Kathy Eways SCA PTO Co-President Anne Finn SCA PTO Co-President Wendy Sampson Daufuskie PTO President Laura Leigh Miles Daufuskie SIC Christina Roberts Daufuskie Teacher Kym Castillo

*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 PLAN (Mandated Component)

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

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

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

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

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

__X___ Technology The school integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

__X___ Innovation The school uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students. Provide a good example of the use of innovation funds.

__X___ Recruitment

The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, ages birth through five years, who are considered at-risk of school failure. “At-risk children are defined as those whose school readiness is jeopardized by any of, but no limited to, the following personal or family situation(s): Educational level of parent below high school graduation, poverty, limited English proficiency, significant developmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional) and/or child abuse and neglect.

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

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

__X___ Half-Day Child Development The school provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function at primary and elementary schools, although they may be housed at locations with other grade levels or completely separate from schools.

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

__X___ Parenting and Family Literacy The school provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriated education to prepare children for success in school and life experiences (early childhood education). Family Literacy is not grade specific, but generally is most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents. Family Literacy program goals are to strengthen parent involvement in the learning process of preschool children ages birth through five years; promote school readiness of preschool children; offer parents special opportunities to improve their literacy skills and education, a chance to recover from dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.

__X___ Coordination of Act 135 Initiatives with Other Federal, State, and District Programs

The district ensures as much program effectiveness as possible by developing a district- wide/school-wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities.

Revisions 4-2016 Updated progress – Revisions in red.

TABLE OF CONTENTS

(Mandated Component)

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

Cover Page 1 Stakeholder Involvement 2 Assurances 3 Table of Contents 6 Executive Summary 7 Beaufort County School District Mission, Vision 21 School for the Creative Arts Mission, Vision 21 Daufuskie Island Elementary Satellite School to Creative Arts Mission, Vision 21 Beaufort County and School for the Creative Arts Belief Statements 22 Daufuskie Island Elementary Satellite School to Creative Arts Belief Statements 23 Performance Goal 1: Purpose and Direction 24 Performance Goal 2: Resources and Support Services 33 Performance Goal 3: Teaching and Assessing for Student Learning 54 Performance Goal 4: Documenting and Using Results for Continuous Improvement 81 Performance Goal 5: Governance and Leadership 93

EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS (Mandated Component) Data referenced is from Hilton Head Island Elementary School for the Creative Arts and Satellite Daufuskie Island Elementary School Hilton Head Island and neighboring Daufuskie Island S.C., assumed by some to be affluent resorts and retirement areas, are home to 1,650 public school students in grades one through five. 800 attend Hilton Head Island Elementary School for the Creative Arts. As a school of choice parents can select it because of it Arts Integrated approach to instruction. Because of their age and the fact that Daufuskie is only accessible by a 40 minute ferry ride, eleven students in grades prekindergarten to grade five attend Daufuskie Island Elementary School. Because of the small number of students Daufuskie Island Elementary became a satellite school to Creative Arts during the 2010-11 school year. Again, because of the small number of enrolled students, enrollment, attendance and reporting of Daufuskie students is through the School for the Creative Arts.

Hilton Head Island School for the Creative Arts is an arts-focused school where students participate in a challenging and rigorous academic program that integrates all art forms in the planning, teaching and assessing of student learning. A strong commitment to the arts insures that all children participate in standards based art, music, dance and theatre classes taught by certified arts teachers. The integration of technology and creative writing across all classrooms creates an exciting, advanced and creative way for children to learn. Hilton Head Island School for the Creative Arts has the enthusiastic and talented staff to help our students down a path to for success!

The School for the Creative Arts is for all children, and applications and auditions are not required. Rigorous teacher-planned academic lessons that integrate the arts expand on, enrich and compliment learning in non-arts academic subjects. “Arts integration” is a strategy that encourages creativity, problem-solving and collaboration, and our results speak for themselves. Thirteen of our students – more than any other district elementary school – had perfect 2012 state standardized test scores in key academic subjects like math, English Language Arts, science and social studies. In 2014 twenty-eight had perfect scores, again more than any other school in the district. On both 2014 and the most recent 2015 South Carolina Department of Education School Report Card the school received an excellent rating from the SC Department of Education.

Elementary School – Gr. Hilton Head Island Elementary School for Creative Arts (SCA) and PreK-5 Satellite Daufuskie Island Elementary School Enrollment (April, 2016) 787 students- 47% boys and 53% girls 14% African-American, 39% Hispanic, 42%White, 5% other - Asian, Two or more races % Minority Population 463/58% same as last year (April. 2016) Number of Second 230 for the 2015 -16 school year Language Learners

2015 Report Card Rating Absolute Rating – Excellent, Growth Rating - Average 2014 Report Card Rating Absolute Rating – Excellent, Growth Rating - Average 2013 Report Card Rating Absolute Rating – Good, Growth Rating – Average 2012 Report Card Rating Absolute Rating – Good, Growth Rating – Average PASS Writing and ELA & % Met or Exceeded 2012 2013 Math 2012 and 2013 Writing ELA Writing ELA G.3 - Writing &ELA Not given 73% 69.9% 82.5% G.4 - Writing & ELA Not given 72.8% 77.0% 70.7%

G.5 - Writing & ELA 76.2% 73.7% 74% 74.7%

G. 3 – Math 70.9% 71.9% G. 4 – Math 74.2% 84.7% G. 5 - Math 77.8% 77.9%

G. 3 – Science 63.0% 67.9% G. 4 – Science 72.8% 75.3%

G. 5 - Science 74.4% 75.6%

G. 3 – Social Studies 74.7% 85.5% G. 4 – Social Studies 76.2% 82.0% G. 5 – Social Studies 72.0% 68.4%

2014 2015 2015 PASS Science and G. 3 – Science 62.2 % Not Tested Social Studies (PASS ELA, G. 4 – Science 64.5% 73.9% Writing and Reading not G. 5 - Science 61% 58.6% given Tests were replaced G. 3 – Social Studies 75% Not Tested by ACT ASPIRE) G. 4 – Social Studies 87.8% 88.8% G. 5 – Social Studies 69.2% 64.2%

2015 ACT ASPIRE – 2015 New test given in Place of English ACT Production of Writing Knowledge of Language Conventions of SC PASS Readiness Benchmark Standard English Grade 3 56.2% 63.9% not at grade 3 53.3%  - denotes Creative Grade 4 *70.2% 70.8% 64.6% 68.9% Arts Exceeded Grade 5 62.3% 63% 46.9% 64.8% BCSD Average

Reading ACT Key Ideas &Details Craft& Structure Integration of Knowledge Readiness Benchmark and Ideas______Grade 3 22.9%% 25.9%% 20% 18.8% Grade 4 *32.9% *37.3% 38.5% 42.9% Grade 5 *34% 37% *38.3% *48.1%

Writing ACT Ideas Dev.&Support Organization Language Usage Readiness Benchmark &Analysis and Conventions__ 2015 ACT ASPIRE – Grade 3 *23.0% 8.1% *19.9% *21.7% *37.3% New test given in Place of Grade 4 *35% *16.6% *28.7% *39.5% *58.6% SC PASS Grade 5 18.4% 14.6% *17.1% 12% *28.5% - denotes Creative Arts Exceeded BCSD Average Math ACT Number and Number and Operations and Geometry Measurement

Readiness Operations- Operations in Algebraic and Benchmark Fractions _____Base 10______Thinking______Data_____

Grade 3 58.8 % 47.1% 53.5% 48.2% 40.6% 31.2% Grade 4 *54 % 39.8 % *67.7% 53.4% *64% 63.4% Grade 5 49.4% 51.2% 45.1.1% 42.6% *52.5% 43.2%

Foundation Justification and Explanation Modeling Grade 3 *57.6% 54.7% 49.4% Grade 4 52.8% *60.2% 55.9% Grade 5 * *61.7% *67.3% 48.8% % of student Attendance Rate 2013 96.7% 2014 96.6% 2015 95.6% Discipline Out of School or expulsion for violence 2014 Report Card 0 2015 Report Card 0 Retention Rate- 2013 State Report Card .7% 2014 .4% 2015 0.1% Limited English Proficiency 2013-14 241 Students - 2013-14 LEP (Primarily)Hispanic - 32% 2014-15 293 Students - 2014-15 LEP (Primarily Hispanic) - 36% County Data: Literacy Level  Beaufort County Literacy Level-11% of all Beaufort County adults are in Beaufort County- illiterate (2011) 1. High School diploma-  High School Diploma - 60% (2011) 4+ years of college 2.4+ years of College - 37.81% (2011)

Report Card survey 2013 State School Report  Number of surveys returned Card Survey  Teachers 61- 53-53  Students 139-151-152 2013 – first number reported  Parents 79-100-96 2014 – second number 2015 is RED  Percent satisfied with learning environment  Teachers 95.1%-90.5%-96.2  Students 69.7%-93.3%-78.9  Parents 92.4%-94%-88.5

 Percent satisfied with social and physical environment  Teachers 100% -96.2%-96.1  Students 58.7%-81.4%-60.8  Parents 92.3%-94.9% - 87.4%  Percent satisfied with school-home relations  Teachers 90.1%-94.2%-100%  Parents74.8%-86.1%-80.1%  Students 92.4%-76.8%-76.6%

Student – Teacher Ratio 2013 2013 – 22.1 to 1 students to teacher 2014 2014 – 20.6 to 1 students to teacher 2015 2015 – mis reported on report card. Served by Gifted and Talented Program – 2013 2013 - 14.9% Eligible Gifted and Talented Students 2014 2014 - 14.9% Eligible Gifted and Talented Students 2015 2015 – 14.2% Eligible Gifted and Talented Students % of students with Disabilities other than speech 2013 2013 – 8.7 2014 2014 – 8.2 2015 2015 – 9.1 Teachers with Advanced Degrees 2013 2013 - 72.7% 2014 2014 – 77.6 2015 2015 – 71.7 Teachers in the school 2013 – 55 2014 – 58 2015 - 60 Teachers returning from previous year 2013 2013 - 90.0% 2014 2014 – 90% 2015 2015 – 87.8%

Classes not taught by Highly Qualified teachers 2013 2013-5.3% 2014 2014 – 4.8% 2015 2015 – 3.8% Teacher Attendance Rate 2013 2013 - 95.6% up from 93.8% from previous year 2014 2014 – 94.7% 2015 2015 – 93.2% Principal’s Years at School 2013 2013 – 8 2014 2014 – 9 2015 2015-10 Opportunities in the Arts 2013 2013 - Excellent 2014 2014 – Excellent 2015 - Good Character Development Program 2013 2013 – Excellent 2014 2014 – Excellent 2015 2015 - Excellent SACS Accreditation 2013 2013 - Yes - Same as last year 2014 2014 –Yes 2015 - AdvancedED 2015 - Yes Dollars spent per pupil 2013 2013 - $7,068 down 5.3% from previous year 2014 2014 – $7521.00 2015 - %7,798.00 – Up 3.7% Percent of expenditures for instruction 2013 2013 - 81% up from 76.9% from previous year 2014 2014 – 73.0 % 2015 2015 – 73.2 Percentage of expenditures for teacher’s salaries 2013 2013 - 73% Down from 73.4% from previous year. 2014 2014 – 73% Same as last year 2015 2015 – 74.9% Up from last year

The Chamber of Commerce states that “Hilton Head Island was the first “Eco-planned” destination in the United States. The Island's pristine natural environment offers a relaxing, hospitable atmosphere with subtle signage and no neon lights. Fertile salt marshes, networks of lagoons and creeks, forests of moss-draped oaks, magnolias, pines, palmettos and 12 miles (19 km) of sandy beaches are interspersed with championship golf courses, tennis courts, fine restaurants and luxurious hotels, resorts and private villa accommodations”. (Chamber of Commerce website)

Wikipedia states, “Hilton Head Island or simply Hilton Head is a Low-country resort town located on an island of the same name in Beaufort County, South Carolina, United States. It is 20 miles (32 km) northeast of Savannah, Georgia, and 95 miles (153 km) southwest of

Charleston. The island gets its name from Captain William Hilton. In 1663, Hilton identified a headland near the entrance to Port Royal Sound, which he named "Hilton's Head" after himself. The island features 12 miles (19 km) of beachfront on the Atlantic Ocean and is a popular vacation destination. Over the past decade, the island's population growth rate was 32%. Hilton Head Island is a primary city within the Hilton Head Island-Bluffton-Beaufort Metropolitan Statistical Area”. (Wikipedia, 2014) The year-round population is listed at approximately 39,000 residents, according to the Chamber of Commerce, up from the 37,099 at the 2010 census, although during the peak of summer vacation season the population can swell to 275,000 or 2.5 million visitors annually. Wikipedia also states “Daufuskie Island is a residential “Sea Island” between Savannah Georgia and Hilton Head Island, South Carolina. It is about 2.75 miles (4.43 km) offshore. The total island surface is just 8 square miles (21 km2) within the maximum length of 5 miles (8.0 km) and maximum width of 2.5 miles (4.0 km). Daufuskie has a full-time population of around 250. There are two resorts, a private residential community, and a large undeveloped tract of lands identified as residential property”. (Wikipedia, 2014)

The data presents a clear, factual case that Hilton Head Island and Daufuskie Island are dichotomous communities with one part having financial stability, traditional two-parent family structures, access to enrichment opportunities and higher academic performing students. In contrast, another segment of the population served by Creative Arts and Daufuskie has predominantly single parent families or parents that have to hold multiple jobs, significant language and communication problems, high illiteracy rates and poor academic success. Below are selected findings from a needs assessment that support these conclusions:  20% of the children live in single-parent homes  5% of the children in single-parent homes have only the mother as the provider and caretaker  64.50% State reported Poverty Index for 2013 for the student population, up from 51% in 2007. A new process for calculating the poverty index went into place for the 2015 state report card. The Poverty Index calculation is now made based on the percentage of students at the school participating in Medicaid, SNAP, TANF, homeless, foster, or migrant students. Creative Arts under this new calculation was reported as 60.6 on the 2015 state report card.  over 250 second-language learners from 16 Spanish-speaking countries  65% non and/or limited English-speaking parents, are unable to provide academic support including homework help.

 The 2015-16 Creative Arts enrollment data indicates that the majority of students are from ethnic minorities. Creative Arts has seen its minority population go from 54% in 2014 to 58% in April of 2016. During the 2015-16 school year Hilton Head’s 42 square miles are home to the third largest population of Hispanics in the state, up from tenth largest in 2008. The S.C. Department of Education listed the 2014 Poverty Index for Creative Arts as 65.38% up from the 2013 listing of 64.5%, and 58.63% in 2007. The Poverty Index calculation is now made based on the percentage of students at the school participating in Medicaid, SNAP, TANF, homeless, foster, or migrant students. Creative Arts under this new calculation was reported as 60.6 on the 2015 state report card.

During the 2015-16 school year, within our school community, 230 second- language learners, and/or their families coming from 16 Spanish speaking countries, face many challenges educationally and socially, including the fact that our non and/or limited English speaking parents are often working several jobs and unable to provide homework support. Among these parents there is an estimated 70 to 75% illiteracy rate in English and Spanish which makes it nearly impossible for them to provide their children with any academic support. Another compelling indicator of need is that 21% of these children live in single parent homes, and in 75% of those homes the mother is the primary provider/care giver. Single-parent families experience challenges not only in homework support, but in the need for after-school care.

2013 PASS Trends - Analysis  Social Studies - Historically our strongest area when compared to local and state averages at all grades. Met or exceeded local and state averages for past five years. We missed exceeding the state average last year at grade 5.  Science 2013 Exceeded local and state averages in Grades 3, 4, 5.  Math 2013 exceeded local and state averages in math at all grades.  ELA 2013 exceeded district averages in all areas at grade 3 with 82.5% meeting or exceeding expectations and only .4 of a point from exceeding the state average. Historically, Creative Arts has not met or exceeded the local or state percentages.  Writing was tested for the past five years. HHSCA exceeded district percentage four of the last five years missing if in 2011. At grades three and four positive growth is seen from 2009 to 2013. AT grade three SCA is off the state average by .4 of a percentage point. At grade four Creative Arts has made 12.7% points growth since 2009. On the 2013 grade four PASS writing test students at Creative Arts exceeded the state average and missed the district average by .7 of a percentage point.  Performance by Group data indicates that achievement gap of 40 or more points exits between white students and all minorities. It also exits for Limited English Proficient students when compared to white students and between white students and disabled, and students with free and reduced lunch status.

Hilton Head Island Elementary School for the Creative Arts 11/2013 SC PASS Performance By Group - ESEA/Federal Accountability

2013 State Report Card – PASS Data – Performance by Group B Group Subgroups ELA Mean Math Mean Science Mean Soc. Stud. Mean ELA %Tested Math % TestedGrades All Students 664.2 668.7 629.9 650.4 99.2 99.4 Male 654.5 666.9 624.0 652.4 99.1 99.1 Female 673.0 670.4 635.1 648.4 99.2 99.6 White 692.3 696.7 653.2 672.1 99.1 99.6 African American 645.2* *640.8 *606.4 637.7 100.0 100.0 Asian/Pacific Islander N/A N/A N/A N/A N/A N/A Hispanic *631.0 *637.8 *604.5 *623.3 98.8 98.8 American Indian/Alaskan N/A N/A N/A N/A N/A N/A Disabled *608.9 *608.0 *579.2 *619.4 98.0 100.0 LEP *628.5 *636.5 *606.2 *620.2 99.3 99.3

Subsidized meals *639.7 *642.6 *608.7 *629.1 98.8 98.8 *- denotes – 40 or more point Achievement Gap between tested area and white students Annual Measurable Objective (AMO) 635.0 635.0 635.0 635.0 95.0 95.0

2014 State Report Card = PASS Data – Performance by Group Hilton Head Island Elementary School for the Creative Arts 11/14/2014 SC PASS Performance By Group - ESEA/Federal Accountability

Subgroups ELA Math Science Social ELA Math Science Mean Mean Mean Studies % % % Mean Tested Tested Tested All Students 648.2 668.8 626.3 646.5 99.6 99.6 99.4 Male 640.1 669.4 624.6 643.9 99.0 99.0 98.5 Female 654.3 668.4 627.4 648.6 100.0 100.0 100.0 White 676.5 706.4 655.9 666.6 99.6 99.6 100.0 African American 625.9 628.5 601.2 629.0 98.8 98.8 98.1 Asian/Pacific Isl. N/A N/A N/A N/A N/A N/A N/A N/A Hispanic 617.3 632.7 592.5 624.6 100.0 100.0 99.1 Am. Ind./Alaskan Nat. N/A N/A N/A N/A N/A N/A N/A With Disabilities 586.3 593.4 576.1 605.1 100.0 100.0 100.0 Limited English Prof. 617.5 634.2 591.1 622.7 100.0 100.0 99.0 Subsidized Meals 618.9 630.1 594.9 625.0 99.6 99.6 98.8 Migrant N/A N/A N/A N/A N/A N/A N/A Annual Meas. Object. 640.0 640.0 640.0 640.0 95.0 95.0 95.0

2012 -2014 ESEA Waiver Ratings – Analysis The report card grade earned on the Federal Accountability rating is the based on the school’s ability to perform at an expected level in the various subgroups that are enrolled at the school. In 2012 Creative Arts received a grade of C and a score of 74.4. On the 2013 a grade of B was received and a score of 84.8. These compared to the Districts 2012 grade of B and score of 86.4 and in 2013 a score of B and a score of 83.8. In 2012 the state had a grade of A and score of 90.1 and then in 2013 a grade of B and a score of 83.8.

In 2014 Creative Arts saw the mean score for all students drop from 664 to 648 and 692 to 676 for white students. Three to four points drop was also seen in all subgroups in ELA. In 2014 Creative Arts maintained a grade of B on the ESEA Federal report card grade. The school point total went down to an 80.6, still a grade of B, from the previous year of 84.8 points. Although the point value went down this year, it should be noted that the expected mean score for each subgroup was raised to a 640 from the 630 in 2012 and the 635 in 2013. Growth points were assigned to SCA from the state on the report card in 2014 was in the Language Arts area for Limited English Proficient and Hispanic subgroups. In Math growth was noted with a slight point increase in the disabled student category. The school also saw a growth in percentage of objectives met in Science, from 42.22% in 2013, to 44.22% met in 2014. Growth in the percentage of social studies objectives met also increased in 2014 from 78.89% in 2013 to 86.67% met in 2014.

State Report Card rating and growth ratings are determined by the percentage of students that meet or exceed the cut scores in ELA, Writing, Math, Science and Social Studies.

2009 Report Card Detail Absolute and Growth Ratings 2009 Absolute Growth Ind. Adj. Ind. Adj. 3.16 A 97.82 G

2009 - 2014 Report Card Detail Absolute and Growth Ratings 2010 2011 2012 2013 2014 Absolute Growth Absolute Growth Absolute Growth Absolute Growth Absolute Growth Ind. Adj. Ind. Adj. Ind. Adj. Ind. Adj. Ind. Adj. Ind. Adj. Ind. Adj. Ind. Adj. Ind Adj Ind Adj 3.28 G 97.82 G 3.29 G 96.09 A 3.29 G 95.71 A 3.37 G 100.75 A 3.4 E 101.11 G

2015 Report Card Detail continues to show Creative Arts with an Excellent Rating and Average Groth. Analysis – Report Card Detail Absolute and Growth Ratings Over the past six years the school has raised its Absolute Index number. The 2014 Index yielded the school’s first Excellent Rating in its 10 year history. The growth index has been good for three years and average for three years. The 2015 report card rating continued with average growth.

2014 MAP Testing Analysis – Fall to Spring On Grade Level Analysis and Fall to Spring Mean Score Analysis Implementation of the Everyday Math Curriculum and a laser focus on increasing the mean score of a class’s performance on MAP seems to have a positive impact on the Math program at Creative Arts. Analysis is difficult because of the changes made to the MAP assessment in the past few years with the introduction of the Common Core Standards and format changes to the MAP assessment.

2015 ACT ASPIRE - Taken Spring, 2015 and reported on 2015 SC State Report Card

ACT ASPIRE Grade 3 Reading Results – Taken Spring, 2015 and reported in 2015 SC State Report Card – Please note Column “G” –“Percentage of students scoring ready or exceeding”.

At grade 3 in reading, girls outperformed boys by 7 percentage points on meet or exceeding the expectation. White students, at 40.3% meeting or exceeding the reading expectation, outperformed the following subgroups Hispanic at 14.3% by 26 percentage points, LEP at 9% by 31.3 percentage points below the white students and 11.9% students of poverty met or exceeded the expectation as compared to 40.3% of white students or 28.4 percentage points below the white third grade students. Two of our subgroups, African American and disabled, at third grade did not have one student that met or exceeded the expectation. These same gaps are also seen at fourth and fifth in reading and at third fourth and fifth in math and English. 2015 ACT ASPIRE 2015 ACT ASPIRE Creative Arts Creative Arts Grade 4 - Reading Grade 5 - Reading

2015 ACT ASPIRE Creative Arts Grade 3 Math 2015 ACT ASPIRE Creative Arts Grade 4 Math

2015 ACT ASPIRE

Creative Arts

Grade 5 Math

2015 MAP Testing Analysis – Fall, 2015 MAP data continues to indicate that Creative Arts students perform better on the MAP Math test than they do on the Reading assessment. The dat on subgroups from the fall, 2015 testing is listed below. Yearlong analysis is not able to be done at the 2015 update because spring testing has not been done yet. This data will beused to begin the process of closing the achievement gap.

Analysis of 2014 ACT ASPIRE Results – Again because this test was given for the first time in the spring of 2014 it is difficult to make statements regarding school growth. The results are also difficult to analyze because of the move from the Common Core standards by the South Carolina Department of Education.

However, regardless of the changes in standards and testing or the updating of the NWEA growth charts, documented academic and social deficiencies exist among high-risk students attending the Creative Arts School, including the achievement gap between minority and white students, disabled vs non-disabled and LEP vs non LEP students as seen in the chars below. The significant increase in the Hispanic population and second-language learners, the high poverty index and percentages of free and reduced lunch students, the low rate of family literacy, the substantial number of single- parent homes is related to the high number of students needing assistance because of poor ACT ASPIRE, PASS or MAP test performance.

The introduction of the South Carolina State Department of Educations’ expectations as part of the Read to Succeed mandate will be used to steer our plan and School Improvement efforts to insure all students are successful at Creative Arts and Daufuskie Island satellite. In addition, Creative Arts will be an identified Title 1 school for the 2015-16 school year based on the jump in our free and reduced lunch status from 56% to 62.5%. All of these factors demonstrate the compelling need for a well thought out and developed School Plan. With a strong academic educational program that includes intervention, support and enrichment increases the chances of all Creative Arts and Satellite Daufuskie Island Elementary children being able to graduate from high school and be college and/or career ready and able to move forward for a productive life.

Creative Arts was named a SC Alliance for Arts Education School of Excellence in Arts Education in both 2008-09 and 2009-10. It was one of five schools selected nationally by the John F. Kennedy Center Alliance for Arts Education Network to receive the John F. Kennedy Center for the Performing Arts National Schools of Distinction in Arts Education Award for the 2009-10 school year too.

The school is committed to educational excellence as an Arts Focused School of Choice.

MISSION, VISION, VALUES, AND BELIEFS

MISSION Beaufort County School District The Beaufort County School District, through a personalized learning approach, will prepare graduates who compete and succeed in an ever-changing global society and career marketplace.

Hilton Head Island Elementary School for the Creative Arts As an Arts Infused School of Choice, Head Island Elementary School for the Creative Arts strives to support the mission of the Beaufort County School District in such a way that enables all students to be competent, competitive and successful in an ever-changing global society.

Satellite School: Daufuskie Island Elementary Our school is to be a school where: children are prepared and inquisitive; who learn with dedication and respect; who actively participate in their own learning. Staff is well-qualified, teach with dedication and respect; and parents and community members are informed and involved. Curriculum is challenging, engaging, individualized, child-centered, and developmentally appropriate while providing individual routes to our common vision. The environment is clean, safe, and nurturing; and has the resources required for excellence.

VISION Beaufort County School District We will work with families and our diverse community to ensure that students perform at an internationally competitive level in a learning environment that is safe, nurturing and engaging.

Hilton Head Island Elementary School for the Creative Arts We envision that Hilton Head Island Elementary School for the Creative Arts, in collaboration with an engaged community, is committed to actively ensuring that all learners will add value to their lives developing their potential by providing excellent education in an Arts Infused, safe and nurturing learning environment.

Satellite School: Daufuskie Island Elementary We envision one school where caring, knowledgeable adults teach all children to love learning; to become honorable and responsible citizens; where academic excellence and respect for others are the standards; where teachers and students are positive contributors to the local and global communities; where teachers, parents, and children have a voice and a choice in their educational environment and curriculum.

CORE BELIEFS Beaufort County School District  Every student can learn using his or her valuable and unique talents and skills.  Learning takes place when the physical, emotional, social and intellectual well-being of all students is assured at every level and during every transition.  High expectations of the school community positively impact student success.  Early childhood learning experiences form the foundation of future school success.  Students learn best when they are engaged and provided with opportunities for problem solving and active participation.  All students are entitled to learning experiences so that they can become competent and confident in the skills and knowledge needed to become successful and productive citizens.  Investment, involvement and connection of all members of the school community are essential to a student’s success.  Frequent informal and formal assessment aligned to clearly defined learning objectives will provide improved student achievement.  The collection, analysis and use of data from a variety of sources are critical to making decisions.  Students should be prepared to compete and contribute in a changing global and multilingual society.

Hilton Head Island Elementary School for the Creative Arts CORE BELIEFS  Every child is talented and creative and can learn in a positive and collaborative learning environment.  An infused school of choice should be provided as an option for all parents.  With high expectations and rigor, the entire community of Hilton Head Island Elementary School for the Creative Arts impacts the growth and success of all students.  The arts are considered academic areas and taught with rigor.  An Arts Infused program creates an exemplary academic program and learning environment using state and national standards in Visual Arts, Music, Dance Theatre, Creative Writing and Multimedia Technology which promote meaningful connections between the curriculum, the child and the world around them.  An Arts Infused approach to education enables students to develop critical thinking skills and problem solving strategies.  Active partnerships in the community and with parents will help students to make real life connections.  Assessment aligned to learning targets will improve student achievement.  Best practices found in the STEM (Science, Technology, Engineering and Math) framework should be integrated in an Arts Infused school.  All students should actively engage in college and career readiness activities.

CORE BELIEFS Satellite School: Daufuskie Island Elementary  Parent choice and involvement in the educational program is important.  All children can learn.  Multiage grouping of children encourages leadership, acceptance and academic achievement.  Students are successful when the physical, emotional and social concerns of each child are addressed in a safe and nurturing learning environment.  Community involvement is a critical aspect of the school and provides support to students and their family. .

SCHOOL RENEWAL PLAN FOR 2016-17 Hilton Head Island Elementary School for the Creative Arts and Daufuskie Island Elementary Satellite to Creative Arts DATE: April 23, 2016

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority Read to Succeed: Leadership Read to Succeed: Student Outcomes Read to Succeed: Professional Learning Read to Succeed: Assessment Plan Read to Succeed: Instructional Plan Read to Succeed: Parent and Family Involvement Read to Succeed: School-Community Partnerships

PERFORMANCE 1. Purpose and Direction: As part of the Beaufort County School District, Hilton Head Island GOAL #1 Purpose and Elementary School for the Creative Arts maintains and communicates at all levels of the organization a Direction purpose and direction for continuous improvement that commit to high expectations for learning as well as (Statement of desired progress shared values and beliefs about teaching and learning. or result over five years)

INTERIM 1. Engage in a comprehensive process to review, revise and communicate that our purpose is to create PERFORMANCE student success in an Arts Focused learning environment. GOAL: (One year goal) 2. Foster collaboration with community stakeholders and use their knowledge, skills and resources to support student learning academically through the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach and in and through the Arts. 3. Use system-wide strategies to listen to and communicate with stakeholders. 4. Communicate expectations and results for student learning and goals for improvement to all stakeholders. 5. Commit to a student-centered culture based on shared values and beliefs regarding teaching and learning. Support challenging, equitable educational programs and learning experiences for all students. Each school will develop a shared set of values and beliefs and build climate and culture to support the district’s mission and vision.

1. Agendas and Minutes from SIC/Strategic Arts Meetings. DATA SOURCE(S): 2. SCA Representation and Attendance, Agendas and Minutes of District joint SIC meetings. (List types of data that will be 3. SCA representation/participation in the South Carolina Arts in the Basic Curriculum Project. collected or examined to 4. Representation, attendance, agendas and minutes from Monthly SCA and Daufuskie PTO Meetings measure progress.) 5. Quarterly Principal’s Coffee’s – Attendance Sheets and topics discussed. 6. List of dates, locations and person/means of recruiting volunteers and Number of Volunteers and hours of volunteering. 7. Names of practicum students and student teachers with dates of placements and cooperation SCA staff. 8. Notes of monthly meetings with principal. 9. Dates of meetings and cost projections. 10. List of school business partners. 11. Copies of newsletters 12. State report card results.

OVERALL AVERAGE BASELINE 2013- Actual 2015-16 2016-17 2017-18 MEASURE 14 2014-15 S: Projected 8* Held 3 as Maintain Maintain Maintain Data of 4.27.15 *9 9* 9* SOURCE: 8 SIC Meetings annually –SIC/Strategic Arts Planning as part Actual Data of ABC Grant Held 5 as 2012-13 of 4.23.16 School Year

Joint Cluster Meetings – 1 attended Actual Data 2 Attended Not Maintain 2 Maintain 2

10-16-14 scheduled ______* Represents ______projections of Attended Attended improvement Joint District meetings – 2 attended (December and April) 10-28-14 fall and 3- Town Meeting 3-16 12-9-2014 BOE SIC Meeting Attend Monthly PTO Meeting – attended 6 Projected 7* Maintain Maintain Maintain Maintain Actual Data Attended 5 Attended 7 9* 9* as of as of 4- 1.17.15 6=2016 Volunteers - 76 signed up volunteers Projected 150 Inc. 150 237 Inc. Inc. Data 3% 1% 1% Actual Data 227

Practicum and Student Teacher - 11 Projected 25 2 2 3 3 0 – 2 2 Actual Data scheduled February, 2015 Business Partners - 10 Projected 12 15 16 25 30 Actual Data

Attend State ABC Meeting Projected 2 2 teachers 2 teachers 2 2 Data attended all attended conference, 2 Actual Data the fall teachers attended fall and spring 26 conference meeting To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY EVALUATION/EVIDENCE

#1.1: Engage in a comprehensive process to review, revise and communicate that our purpose is to create student success.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

1.1.1. Host monthly March, 2014 to Principal $500.00 annually Student Monthly Agendas and Minutes with attendance. School Improvement June, 2019 Activities 2014.15 – Held 4 Council meetings. Account 2015-16 – Held 4 as of 4-2016

1.1.2. Host bi-annual Annually in Principal None n/a Agenda and minutes from meeting dates. Attended 10-16-2014 meeting at HS. Cluster School October and No meeting scheduled for 2015-16 Improvement Council February meetings.

1.1.3. Meet monthly with Monthly – Principal or None n/a Monthly agenda and minutes from meetings. Attended monthly meetings Aug-Jan,2015 Parent/Teacher August through Assistant Principal 2015-16 attended August to April meetings Organization. May annually. and PTO President Scheduled in August annually

1.1,4. Quarterly Principal September, Principal $50.00 Student Sign in sheet with list of topics discussed. Dates – 10-12-14, 1-12-2015. Coffees open to anyone January, March Activities Dates-12-7-15, 11-9-15, 11-11-16 and May annually

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ACTION PLAN FOR STRATEGY #1.2: Foster collaboration with community stakeholders and EVALUATION/EVIDENCE use their knowledge, skills and resources to support student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

1.2.1. Actively recruit Ongoing Principal, Assistant $250.00 for Student List of dates, locations and person/means volunteers within the Principal, Guidance Annual Volunteer Activities of recruiting volunteers. Number of Volunteers and hours of volunteering. community. Counselors and Bruch in April 2014-15 227 Registered Volunteers coordinated by  Mentors volunteer 1 hour per Office Manager- week Kathy Eways.  United /Way Volunteers spend  Other Speakers at Rotary 2015-16 237Registered volunteers and other service 28 mentors, 67 United Way volunteers, 5- organizations. - 8 Back Pack buddies, PTO SIC, other. Continue with United Way volunteers. - Continue IMPACT mentoring program with community member Buck Edwards.

1.2.2. Work with HR to Ongoing Principal working None N/A Names of practicum students and student place practicum students with HR teachers with dates of placements and cooperation SCA staff. and student teachers 1-27-2015 – Non available to date. from USCB and other 2015-16 – Two practicum and 1 student colleges to build teacher. confidence among stakeholders that a

ACTION PLAN FOR STRATEGY #1.2: Foster collaboration with community stakeholders and EVALUATION/EVIDENCE use their knowledge, skills and resources to support student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) capable leadership team is in place.

1.2.3. Identify a person August 2014-19 Kathy Eways, None n/a 2015-16 monthly meetings with principal. within the school to Office Manager Kathy Eways coordinates volunteers regarding sign up. Karen Cauller for serve as volunteer Literacy and Buck Edwards for mentors.. coordinator.

1.2.4.Investigate hiring Fall 2014 Principal and Office $5,000 General Fund Dates of meetings and cost projections. of a part time Volunteer January 2015 Manager or Grant 1-28-15 No action to date Coordinator using obtained. 2015-16 No funding available. General Fund or grant money in the cluster

1.2.5. Develop Principal, and two None n/a List of school business partners- Each relationships with Assistant Principals administrator will document 5 Business Partners Annually business partners to build 1-28-15 No action to date confidence among 2015-16 List has begun to be developed stakeholders that a as paprt of the STEAM Planning – 7 in capable leadership team place as of 4-1-2016 is in place.

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ACTION PLAN FOR STRATEGY #1.3: Use system-wide strategies to listen to and EVALUATION/EVIDENCE communicate with stakeholders.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

1.3.2. Host Semi - Fall and January Principal $200.00 Student Dates of Meeting, number of persons in Annual “Principal town Annually Activities attendance, Topics discussed 1-28-15 No action to date hall meetings” to build 3-10-2015 No action to date confidence among stakeholders that a capable leadership team is in place.

ACTION PLAN FOR STRATEGY #1.4: Communicate expectations and results for student EVALUATION/EVIDENCE learning and goals for improvement to all stakeholders.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

1.4.1 Use a variety of Monthly Principal and #500.00 Paper, ink for Copies of newsletters, monitoring of web methods to disseminate Assistant Principals. newsletters – page, list of school messengers sent. information to parents School  1-28-15 Monthly newsletters go home, and stakeholders. – account. Media Specialist monitors web page, 6 school messengers sent to this year. including monthly  3-2016 Monthly newsletters go home, newsletters, up to date Media Specialist monitors web page, 11 web page and use of school messengers sent to this year. school messenger.

ACTION PLAN FOR STRATEGY #1.5: Commit to a student-centered Arts Focused and STEM EVALUATION/EVIDENCE culture based on shared values and beliefs regarding teaching and learning. Support challenging, equitable educational programs and learning experiences for all students. Each school will develop a shared set of values and beliefs and build climate and culture to support the district’s mission and vision.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

1.5.1. Student leaders November – Student Council $200.00 – Student Date of principal attendance to student share information, May Student Advisor appointed Notebooks and T- Activities Council meeting and notes on discussion. 1-28-15 No action to date expectations, values and Council by principal shirts for 4-2016 – no action to date. However, beliefs regarding Meetings annually member. Student Council was reinstituted. teaching and learning with their peers.

1.5.2. Include classified Semi-annually Principal and Office None N/A Dates, sign in sheets, agendas, and topics and certified staff in the beginning Manager will of discussion. 1-28-15 Fall meeting held. sharing process through September 2014 schedule and 4-2016 – Fall meeting held, 2 office staff semiannual joint staff document meetings held. meetings.

1.5.3. Address students’ Spring, 2015 - Guidance None Copy of school results on state report card overall sense of well- annually Counselor 1-28-15 Report card survey, Accreditation survey. being – physical, social 4-2016 School report card survey, SIC and emotional through teacher and classified survey. Annual Grade 5 survey conducted by guidance for state school report card.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

1.5.4. Attend ABC Fall 2014-2019 Principal/Arts $250.00 ABC Grant Travel logs State Meetings Coordinator 1-28-15 2 teachers attended the fall meeting. Principal attended grant meeting. Principal scheduled to go to February conference and ABC Grant was applied for 1-2015. As of 4-2016 2 teachers attended fall state conference, Principal attended administrative ABC conference, 1 teacher attended the and spring school meetings.

SCHOOL RENEWAL PLAN FOR 2016-17 Hilton Head Island Elementary School for the Creative Arts and Daufuskie Island Elementary Satellite to Creative Arts DATE: April 23, 2016 Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority Read to Succeed: Leadership Read to Succeed: Student Outcomes Read to Succeed: Professional Learning Read to Succeed: Assessment Plan Read to Succeed: Instructional Plan Read to Succeed: Parent and Family Involvement Read to Succeed: School-Community Partnerships

PERFORMANCE Goal # 2. Resources and Support Systems: Hilton Head Island Elementary School for the Creative GOAL #2 Resources and Arts as part of Beaufort County School District has resources and provides services in all schools that support its purpose and direction to ensure success for all students. Support Systems (Statement of desired progress or result over five years)

INTERIM 1. Mentor qualified professional staff capable of fulfilling assigned roles and responsibilities. PERFORMANCE 2. Assign professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge and experience). (One year goal) GOAL: 3. Hire sufficient qualified, certified arts staff in dance, visual art, music and theatre so that all students receive these classes. 4. Ensure that all staff participates in a continuous program of professional development. 5. Assign sufficient staff to meet the vision and purpose of each school. 6. Budget sufficient resources to support educational programs and implement plans for improvement. 7. Monitor all financial transactions through a recognized, regularly audited accounting system. 8. Provide an environment that is safe and orderly for all occupants. 9. Provide technology infrastructure to supports schools’ teaching, learning and operational needs. 10. Develop and keep current a written security and crisis management plan with appropriate training for stakeholders. 11. Ensure that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral and educational and career planning. 12. Provide appropriate support for students with special needs. 13. Provide services that support the counseling, assessment, referral, educational and career planning needs of students.

DATA SOURCE(S): 1. Annual Mentoring and evaluation assurance forms. 2. Paper reports from CODE as part of Enhanced ADEPT Pilot (List types of data that will be 3. HR Documentation collected or examined to 4. PD Calendar, evaluation forms, agendas and sign in sheets. measure progress.) 5. Master schedule including the academic arts areas 6. Organizational Chart 7. Budget 8. Copies of grants 9. Copy of security plan and dates/types of drills held. 10. Dates of inspections and copies of evaluations.33

OVERALL AVERAGE 2013-14 2014-15 2015-16 2016-17 2017-18 MEASURES: BASELINE Projected 43* Unknown until Unknown Unknown Unknown SOURCE: School year Data staffing is until staffing until staffing until staffing 2012-13 AND 2014-15 Mentoring and complete* is complete* is complete* is complete* assurance * * * forms * Represents projections of completed Actual Data 43 45 29 improvement 2012-13 29 unknown 2013-14 Projected To be To be To be To be To be Enhanced Data determined determined determined determined determined ADEPT Pilot after staffing after staffing after staffing after staffing after staffing 41 GBE 7-Annual Teachers Actual Data 52 STAFF 56 formal 4 Induction 7-Recert Teachers 15/16 changed 8-Induction 7 Annual back to 55-SLO’s Formal ADEPT

2014-15 Job Projected 3 3 3 3 3 Fair Data 2 3 participation 3 Actual Data 3 ABC Grant Projected 1 Final report Final report applied for Data submitted on submitted on January 2014 time time

Actual Data 4 To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #2.1: Mentor qualified professional staff capable of fulfilling EVALUATION/EVIDENCE assigned roles and responsibilities.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.1.1 Implement the August – Principal -Cost of subs for General Fund Annual Mentoring and evaluation district’s mentoring Mentors mentor assurance forms 4-15 – Completed for 4 staff program and practices to Assigned observations – 4-2016 completed or 8 staff members improve the performance Will change and retention rates of annually based on highly qualified staff. – number of new including providing all teachers. first year staff with a district trained mentor and a grade level mentor.

2.1.2. Implement the -August mentors Principal Cost of subs for General Fund Paper reports from CODE as part of districts program for assigned for mentor Enhanced ADEPT Pilot 4-15 Completed for 7 staff formal evaluation of teachers on observations – 4-16 Completed for 7 teachers on Annual teachers providing annual formal Will change Formal evaluations and 7 Certificate mentors for teachers in evaluation. annually based on renewal teachers. the annual formal -Assign mentors number of annual evaluation process or for GBE formal evaluation GBE teachers on teachers as they teachers or GBE assistance plans. are placed on teachers placed assistance plans. on assistance plans.

2.1.3. Participate in Spring, annually Principal, Assistant. None n/a Verification from HR of involvement

ACTION PLAN FOR STRATEGY #2.1: Mentor qualified professional staff capable of fulfilling EVALUATION/EVIDENCE assigned roles and responsibilities.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

annual district job Principal and 4-15 3 representatives participated. fair invitations extended 4-2016 Hunt, Lucas and Cauller to coaches and participated. teachers of the Year from our school

2.1.4. Develop a Fall, 2014 Principal/designee $500.00 ABC Grant Documentation mentoring plan 4-15 not completed Spring 2019 4-16 not completed – 4PD programs were for new teachers offered to teachers in arts integration.. in the arts and a program of staff development for new teachers in the school on Arts Integration To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #2.2: Assign professional staff responsibilities based on their EVALUATION/EVIDENCE qualifications (i.e., professional preparation, ability, knowledge and experience).

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

ACTION PLAN FOR STRATEGY #2.2: Assign professional staff responsibilities based on their EVALUATION/EVIDENCE qualifications (i.e., professional preparation, ability, knowledge and experience).

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.2.1. Maintain equitable Spring annually Administrative None n/a Staff list with experience. staff experience levels review the staff Team. 4-15 on file throughout the school experience 4-16 on file including the arts. levels at each grade level and in related arts areas.

2.2.2. Develop an annual August annually Principal None n/a Copy of Org. Chart school organizational 4-15 updated 8-14, revised 12-14 with new AP chart outlining 4-16 updated and distributed in all 2015 responsibilities

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ACTION PLAN FOR STRATEGY #2.3: Ensure that all staff participates in a continuous EVALUATION/EVIDENCE program of professional development.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.3.1 Establish an After each PD Administrative None n/a PD Plan, PD evaluation forms

ACTION PLAN FOR STRATEGY #2.3: Ensure that all staff participates in a continuous EVALUATION/EVIDENCE program of professional development.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) ongoing system of activity have team including 4-15 Plan submitted and approved 8-14. tracking, monitoring, staff complete a coaches 4-16 Submitted and approved fall 2015 assessing and analyzing feedback sheet. the effectiveness of professional development programs. - After each PD activity obtain participant feedback on quality of PD and its impact on student achievement.

2.3.2 Create a By August Principal, coaches None n/a PD Calendar -on file annually. supportive and fulfilling annually and teacher leaders. work environment with conditions that support professional development time by developing an annual professional development plan collaboratively with the admin team, coaches and teacher leaders based on achievement data and arts focused

ACTION PLAN FOR STRATEGY #2.3: Ensure that all staff participates in a continuous EVALUATION/EVIDENCE program of professional development.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) approach. To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #2.4: Assign sufficient staff to meet the vision and purpose of EVALUATION/EVIDENCE each school.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.4.1. Ensure that the Annually Admin Team, SIC Unknown at this District Master Schedule Master Schedule meets time staffing 4-15 Submitted and approved with district staff. the vision and purpose of allocations, 4-16 Submitted spring 2015 and approved the school. – Review Arts general funds, by district office. provided to students grant money based on the schools arts obtained. focus.

2.4.2. Investigate the August – initiate Focus team Meeting dates and agendas 4-15 not done

ACTION PLAN FOR STRATEGY #2.4: Assign sufficient staff to meet the vision and purpose of EVALUATION/EVIDENCE each school.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) initiation of a foreign a focus team develops a plan. 4-16 – Investigated – time is schedule and language for cost for staff not available without September- Observe and meet eliminating an arts position. implementation during November with schools that the 2015-16 school year. have implemented a foreign language.

December – January 14, Develop 2015 recommendation for staff.

By January 30, 2015 Present to staff, SIC, PTO

By February 15, 2015 Administrative team makes recommendation to HR.

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ACTION PLAN FOR STRATEGY #2.5: Budget sufficient resources to support educational EVALUATION/EVIDENCE programs and implement plans for improvement.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.5.1. Ensure that Spring annually- Principal None n/a Budget review of spending. funds/resources are submit budget as 4-15 Review budget updates at monthly PTO and SIC meetings. Budget for 2015- aligned to student directed by 15 signed off by PTO and SIC. achievement needs. district with 4-16 Budget review at PTO and SIC SIC/PTO/Staff meetings. input. And review spending for year in March

2.5.2. Secure ABC Submit Principal/designee None n/a Copy of ABC grant Grant funding annually application and 4-15 – Grant on file, Submitted new 3 year grant 1-15, submitted annual report 4-15. up to $7,500.00 based on annual reports as 4-16 – ABC grant received and annual ABC funding specified by the report submitted 5-15. requirements. SC Arts Commission.

2.5.3. Apply for at least Annually. Principal/designee None n/a Copy of grants applied for during the three grants annually to school year. 4-15 not done support before/after 4-16 not done – building funds used. school activities for students.

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ACTION PLAN FOR STRATEGY #2.6: Monitor all financial transactions through a recognized, EVALUATION/EVIDENCE regularly audited accounting system.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.6.1. Follow all district At all times Principal/Admin None n/a Audit report guidelines for purchasing Team 4-15 no negative findings as of 4-19-2015 and allocation of funds. 4-16 no negative findings as of 4-1-16

2.6.2 Maintain Monitor Principal None n/a Accredatition Report on certification qualified employees on certification issues. 4-15 Report submitted to district and state. staff with professional semi-annually, Expect clear status. certifications by and as notified in 4-16 Report submitted and received state monitoring and My Learning notification of clear status. Received reminding staff of their Plan AdvancED accreditation. professional responsibilities for their certifications.

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ACTION PLAN FOR STRATEGY #2.7: Provide an environment that is safe and orderly for all EVALUATION/EVIDENCE occupants.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.7.1. Develop, Annually Copy of security plan and dates/types of establish and maintain drills held.

ACTION PLAN FOR STRATEGY #2.7: Provide an environment that is safe and orderly for all EVALUATION/EVIDENCE occupants.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) short- and long-term 4-15 Updated fall, 2014, no school planning processes to breeches during district check of the building. provide a safe and 4-16 Updated fall 2015 – no school orderly environment for breeches during district check. all students. Emergency lockdown drill completed first semester. -by annually updating th - Assistant Principal building security plan. -by August 15 in charge of safety None n/a of each school

year staff will

sign off on -review permanent revised plan. 4-15 Submitted recommendations 3-15 as -Principal improvement plan and requested to District. -spring annually TBD by district -8% district make recommendations 4-16 Submitted requests 4-2016 and submit 8% committee. funding annually with safety as recommendations the first priority. to district.

2.7.2. Monthly Monthly Assistant Principal None n/a Dates of inspections and copies of evaluations of evaluations. 4-15 On file at school. All monthly maintenance, grounds reports done. and custodial services 4-16 all monthly reports completed by Mr. provided. Hunt. Building significantly improved from April of 2015. Front entrance repainted, hallways painted summer 2015.

2.7.3. Inspection of Monthly Assistant Principals None n/a Dates of inspections and copies of evaluations.

ACTION PLAN FOR STRATEGY #2.7: Provide an environment that is safe and orderly for all EVALUATION/EVIDENCE occupants.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) playground. 4-15 done quarterly and as requested. 4-16 Evaluated by District Risk Manager and maintenance with principal winter 2015, as well as monthly by maintenance. School scheduled forlarge piece replacement.

2.7.4. Review bus As submitted Assistant Principals None n/a Dates of inspections and copies of reports and bus videos evaluations. 4-15 Completed by AP as required. as needed to increase 4-16 Completed by Mr. Hunt as required.

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ACTION PLAN FOR STRATEGY #2.8: Provide technology infrastructure to supports schools’ EVALUATION/EVIDENCE teaching, learning and operational needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.8.1. Provide training All staff Principal and PD $10,000.00 will General Fund PD plan, agendas, sign in sheets. for teachers, development for Team be allocated to 4-15 District organized help desk to administrators and technology provide speaker individualize teacher needs. 4 trainings support staff on using integration will fees and/or have been set up school wide – test prep, available technology be in PD plan MAP reports, Grade Book, Discovery ED.,

ACTION PLAN FOR STRATEGY #2.8: Provide technology infrastructure to supports schools’ EVALUATION/EVIDENCE teaching, learning and operational needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) equipment, software and completed by materials needed SCETV, math program. applications to increase August 2015. 4-16 Help Ticket for individualized training continues. Building training for student achievement. Big Universe, Grade book, Skills Master, -monthly technology MAP Reports, USA Test Prep, Discovery training for all teachers ED. during planning. -monthly training for office staff based on a needs assessment taken prior to the 2014-15 4-15, 2015-16 Not done – school year. individually set up with tech. coaches. -monthly after school training for staff based on individual plans developed prior to the

2014-15 school year. 4-15, 2015-16 - Not done – -all teachers will observe individually set up with tech. a minimum of two coaches. lessons that integrate the use of technology for a student task at a DOK level of two or above. 4-15 – 2015-16 Not done – individually set up with tech.

ACTION PLAN FOR STRATEGY #2.8: Provide technology infrastructure to supports schools’ EVALUATION/EVIDENCE teaching, learning and operational needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

coaches.

2.8.2. Implement 1:1 October 1, 2014 Admin Team and None N/A PD plan, agendas, sign in sheets. IPad program for all staff grades 3-5. 4-15 Completed on district schedule. Several classes also pilot take home students in grades 3-5. project. 2015-16 – full implementation.

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ACTION PLAN FOR STRATEGY #2.9: Develop and keep current a written security and crisis EVALUATION/EVIDENCE management plan with appropriate training for stakeholders.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.9.1. Regularly review August 2014- Principal – None n/a Copy of plan, dates and sign in sheets of existing plans, equipment 2019 Assistant Principal meetings. 4-15 Overseen by district. SRO and and security measures in charge of neighborhood police work informally with with in-house staff and Building Safety. office. independent personnel 4-2016 Lockdown drill completed, parents trained in law notified

ACTION PLAN FOR STRATEGY #2.9: Develop and keep current a written security and crisis EVALUATION/EVIDENCE management plan with appropriate training for stakeholders.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) enforcement.

2.9.2. Update and August 2014 and None n/a Date of meeting maintain relationships monthly via fire 4-15 Work with Fire Department 12-14, Police – neighborhood program ongoing with local emergency drills. weekly throughout the year. management services. 4-16 Meet with local police and fire each semester.

2.9.3. Conduct ongoing August 2014-19 Administrative None n/a Dates of drills training and monitoring Team/Media 4-14 Drills completed – monthly fire, evacuation, tornado, lock down. of staff and students in Specialist/Grade 4-16 Drills completed – monthly fire, emergency management Level evacuation, tornado, lock down. procedures. Chairs/Assigned support staff.

ACTION PLAN FOR STRATEGY #2.10: Ensure that each student has access to guidance EVALUATION/EVIDENCE services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral and educational and career planning.

ACTION PLAN FOR STRATEGY #2.9: Develop and keep current a written security and crisis EVALUATION/EVIDENCE management plan with appropriate training for stakeholders.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End IMPLEMENTATION (completed, RESPONSIBLE COST SOURCE continue, modify or terminate) Dates)

2.10.1. Involve guidance August 2014-19 Principal – None n/a Guidance Department long range plan and services in classroom Guidance Staff calendars of classroom instruction. 4-15 district plan on file at board. instruction to address 4-16 plan on file at district. New differences in culture, counselors part of arts rotation to orient to values and lifestyles. all students.

2.10.2. Educate parents, August 2014-19 Guidance Staff None n/a Copy of Parent newsletters, Agenda/dates school staff and students of Presentation at PTO and Principal Town Meeting about guidance services 4-15 – not done and outside resources. 4-16 – new counselors have updated referral list and shared with parents as appropriate.

2.10.3. Monitor parent, August 2014-19 SIC Survey None n/a Annual state report card. school staff, student and 4-15 Survey completed for State school report card at grade 5 and school-wide guidance counselor student, parent and staff for Accreditation. satisfaction with 4-16 - Survey completed for State school guidance services and report card at grade 5 and school-wide administration. student, parent and staff for Accreditation.

ACTION PLAN FOR STRATEGY #2.9: Develop and keep current a written security and crisis EVALUATION/EVIDENCE management plan with appropriate training for stakeholders.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.10.4. Establish meeting August 2014-19 Guidance Services None n/a Documentation that Guidance not student needs for and RTI scheduled as Testing Coordinator. 4-15 Not scheduled. guidance services as the Coordinator 4-16 not scheduled primary mission. Other functions, such as administration and testing services, shall be addressed only after students’ guidance services needs have been met. To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #2.11: Provide appropriate support for students with special EVALUATION/EVIDENCE needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.11.1. Improve August 2014-19 Principal, Special Staffing costs are District special needs Education Coordinator, included in Allocation for graduation rates with a Regular Education district staffing,

ACTION PLAN FOR STRATEGY #2.11: Provide appropriate support for students with special EVALUATION/EVIDENCE needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) focus on job readiness Staff, Special Education allocations. General Fund and other post- Staff Costs incurred for supplies secondary will be from the and materials. opportunities by building allocated Schedule -implementing General Funds 4-15 no inclusion possible in schedule 4-16 no inclusion possible in schedule inclusion for supplies and strategies, materials based on student IEP’s Special Education review of IEP’s and documentation by Special Education -insuring and staff requests Supervisor. implementation of for materials 4-15 – done appropriate IEP’s need to make 4-16 done including support allocations. services, Professional Development in this area – agenda, sign in sheets 4-15 Staff meeting dedicated to special -insuring regular needs students. Teachers participate in education teachers IEP planning and conferences. assume 4-16 Staff meeting dedicated to this and responsibility for Enrich/RTI implementing instruction of grade level standards.

2.11.2. Support August 2014-19 Principal and designated None n/a Monitoring weekly of EWS system by programs to identify RTI coordinator. principal. Log in data. 4-15 Active RTI Team that meets weekly, students with special Principal checks Early Warning system

ACTION PLAN FOR STRATEGY #2.11: Provide appropriate support for students with special EVALUATION/EVIDENCE needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) needs, and expand weekly. opportunities for 4-16 No longer in use district wide. special education students including the Early Warning System and full implementation of the Response to Intervention.

2.11.3. Educate August 2014-19 Special Education Staff, $300.00 – Student Dates of meeting, agendas and sign in parents, school staff GT Building Refreshments for Activities sheets 4-15 Annual GT parent meeting held 1-13- and students about Coordinator and staff. parent and staff 2015, 4 ESOL parent meetings, Active services available for meetings. RTI team. special needs students, 4-16 Annual GT meeting held, 4 ESOL including gifted and parent meetings – 1 was at NOC, Full staff talented, ESOL, and implementation of ENRICH and weekly the criteria to access RTI mrrtings. those services through annual parent and staff informational meetings.

2.11.4. Monitor August 2014-19 Special Education and None n/a Special education survey results and parent, school staff GT Coordinator school report card results. 4-15, 4-16 – parent survey given at each and student IEP parent meeting.

ACTION PLAN FOR STRATEGY #2.11: Provide appropriate support for students with special EVALUATION/EVIDENCE needs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) satisfaction levels with services for students with special needs through parent and staff surveys.

2.11.5. Ensure August 2014-19 Special Education $1000.00 General PD dates, topics and sign in sheets appropriate training Coordinator in annually Funds 4-15, 4-16 Monthly Special Education for staff who works conjunction with allocated for staff training meetings. with special needs building Admin Team development students, including gifted and talented.

2.11.6. Provide a Fall 2014 – Arts $3000.00 ABC List of programs and enrollment program for Gifted spring 2019 Coordinator/Department grant/General 4-15, 4-16 Dance, theatre, singers, Art students can participate in Promising and Talented students Chair Funds Picassos. in the arts To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #2.12: Provide services that support the counseling, EVALUATION/EVIDENCE assessment, referral, educational and career planning needs of all students.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

2.12.1. Annually decrease August 2014- Principal and/or None to building n/a Enrollment numbers of students placed in the percentage of students 19 designee alternative program instead of suspension. 4-15 No options available. 1 student was receiving in-school placed on half day program in lieu of suspension, out-of-school suspension/expulsion. suspension and expulsion 4-16 one student placed in Promising by collaborating with Student Program at Red Cedar. neighboring schools and the district to implement an alternative school for elementary students.

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SCHOOL RENEWAL PLAN FOR 2016-17 Hilton Head Island Elementary School for the Creative Arts and Daufuskie Island Elementary Satellite to Creative Arts DATE: April 23, 2016

PERFORMANCE GOAL Goal #3: Teaching and Assessing for Student Learning: Beaufort County School District’s curriculum, #3 Teaching and Assessing instructional design and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. for Student learning:(Statement of desired progress or result over five years)

INTERIM 1. Provide 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. PERFORMANCE GOAL: 2. Promote active engagement of students in the learning process, including opportunities for them to apply higher-order (One year goal) thinking skills. 3. Allocate and protect instructional time to support student learning. 4. Provide for articulation and alignment among grade levels within the school. 5. Implement interventions to help students meet expectations for learning. 6. Provide comprehensive information and media services that support curricular and instructional programs. 7. Ensure that all students and staff members have regular and ready access to instructional technology and a comprehensive collection of materials that supports the curricular and instructional program. 8. Teachers will participate in collaborative learning communities and other professional learning to improve instruction and student learning. 9. Teachers will implement schools’ Instructional processes in support of student learning. 10. Ensure that mentoring, coaching and induction programs support instructional improvement consistent with schools’ values and beliefs about teaching and learning. 11. Engage families in meaningful ways in their children’s educations and keep them informed of their children’s learning progress. 12. Gather, analyze and use data and research in making curricular and instructional choices. 13. Monitor school climate and take appropriate steps to ensure that it is conducive to student learning. 14. Monitor and adjust curriculum, instruction and assessment systematically in response to data from multiple assessments of student learning and examinations of professional practice. 15. School leaders will monitor and support the improvement of instructional practices to ensure student success. 16. Ensure grading and reporting practices on clearly defined criteria that represent the attainment of content knowledge and skills and that are consistent across grade levels and courses.

DATA SOURCE(S): 1. Dates of collaborative planning and meeting notes. (List types of data that will be collected 2. Dates of transition meeting. or examined to measure progress.) 3. PD dates, agendas, sign in sheets and surveys/feedback. 4. Classroom walk through forms, dated and location. 54 5. Dates and outcomes of Instructional walk through process.

6. Master Schedule

Performance Goal #3 7. Dates of transition meeting and notes. DATA SOURCE(S): 8. MAP, PASS, Fountas and Pinnell Reading Assessment, GT Identification data, Number of RTI Tier 3 (List types of data that will be collected students, number of Arts GT identified, special education data, literacy and ESOL student numbers and or examined to measure progress.) testing data, including ELDA for improvement.

Continued

OVERALL MEASURES: AVERAGE 2013-14 2014-15 2015-16 2016-17 2017-18 BASELINE SOURCE: Collaborative Projected Monthly 4 6* 8* 12* 14* Data from 2013-14 school year Planning – for Data times* unless otherwise noted in annual show. baseline column Actual Data 3 4 4

1-2

* Represents projections of Staff Projected 6 hours 10 hours* 12 hours* 14 hours* 14 improvement Development for Data hours* Arts Integration Actual Data 6 4 6

STEM PD Projected 0 times* 6 hours* 8 hours* 12 hours* 14 Data hours* 0 4 4 Actual Data Instructional Projected Problem of 0 NA Rounds Data Practice – Rigor at DOK 0 Actual Data 2, 3, 4 MATH and Projected Increase OGL Increase Increase OGL Increase Reading MAP Data Math and Read. OGL Math Math and OGL See Appendix 2% and Read. Read. 2% Math Actual Data A Data not 2% and available- testing Read not completed to 2% date.

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ACTION PLAN FOR STRATEGY #3.1: Provide equitable and challenging learning experiences EVALUATION that ensure all students have sufficient opportunities to develop learning, thinking and life skills that lead to EVIDENCE success at the next level.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.1.1. Ensure that the August 2014-19 Administrative $5,000.00 General Fund 4-15, 4-16 Coaches meet monthly with curriculum in each Team/ Coaches Annually grade level teams. Teacher reps from SCA serve on curriculum CALT teams. grade level or course Teachers use Rubicon for viable provides students with curriculum. the opportunity to 4-16 District assessment/observation in develop knowledge, reading and math completed. thinking and life skills so that they may be successful at the next level following an arts infused approach to planning and implementation of instruction by providing collaborative August 2014-19 Administrative $10,000.00 General Fund Dates of Collaborative planning planning for grade level Team/Coaches/Grade 4-15 Teachers give two days annually. 4-16 not scheduled due to time and and arts teachers in Level Chairs funding. order to develop arts infused rigorous units and tasks for students using Webb’s DOK(Depth of Knowledge) levels and

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

Hess’s Cognitive Rigor Matrix.

3.1.2. Provide staff August 2014-19 Principal $5,000.00 ABC Grant PD dates, agendas, sign in sheets and development and General surveys 4-15 offered class summer 2014, offered at opportunities for arts Fund fall and winter PD days. and non-arts staff on art 4-16 Ukulele in the Classroom grant – 2 infusion. days training. Musical explorer training for teachers grades 1 and 2, Best Practices day all day offering from Kennedy Center, STEAM ½ day training.

3.1.3 Provide staff August 2014-19 Principal $5,000.00 ABC Grant PD dates, agendas, sign in sheets and development activities and General surveys 4-15 – 4 hours completed fall PD day. to integrate the STEM Fund 4-16 4 hours completed by Cifaldi.Walsh. (Science, Technology, 2 day Leadership training for SCA staff to Engineering and Math) develop plan for implementation. approach into our arts focused school to move towards STEAM (a=Arts) as the foundation of our arts focused school of choice.

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ACTION PLAN FOR STRATEGY #3.2: Promote active engagement of students in the learning EVALUATION/EVIDENCE process, including opportunities for them to apply higher-order thinking skills.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.2.1.. As an Arts August 2014-19 Principal/Coaches None – Staff N/A Classroom observations, Instructional Focused School of Development Walk Through. 4-15 not done participated in state pilot Choice ensure the Days, Planning, evaluation instrument. implementation and Staff Meetings. application of 4-16 Decision to pursue STEM instructional practices certification and not do Instructional that require active student Rounds this year. engagement and higher- order thinking implementing tasks for students based on Webb’s DOK(Depth of Knowledge) levels and Hess’s Cognitive Rigor Matrix.

3.2.2. Conduct internal 2x annually Administrative $2,000.00 General Fund Dates and report from Instructional Instructional rounds to 2014-2019 Team/Coaches Rounds 4-15 not done monitor progress on the 4-16 Decision to pursue STEM implementation of certification and not do Instructional rigorous tasks as initiated Rounds this year. in the spring of 2014.

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ACTION PLAN FOR STRATEGY #3.3: Allocate and protect instructional time to support EVALUATION/EVIDENCE student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.31. Ensure that school- August 2014- Principal None N/A Master schedule wide procedures are in 2019 4-15, 4-16 schedule submitted and place to maximize approved by district staff. instructional time looking at the schedule for intervention as well as interruptions. Interruptions will be monitored.

ACTION PLAN FOR STRATEGY #3.4: Provide for articulation and alignment among all levels EVALUATION/EVIDENCE of schools.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.4.1. Implement August 2014-19 Admin Team/ None N/A Observation, Instructional Rounds rigorous, organized Coaches data curricula consistently 4-15 not done across all grade levels

ACTION PLAN FOR STRATEGY #3.4: Provide for articulation and alignment among all levels EVALUATION/EVIDENCE of schools.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) and courses to meet the 4-16 – Observation with feedback needs of all learners. from district team of observers in Curricula will reading and math. appropriately support personalized student transitions across grade levels and school sites as monitored by teachers, coaches, and administrators.

3.4.2 Guidance Spring 2015-19 Grade 5 Guidance None N/A Dates of meetings Counselor will Counselor and 4-15, 4-16 Transition meetings held coordinate transition Grade 5 Assistant each spring for parents and tours activities with Principal Principal. for incoming kindergarten. March and Assistant Principal – 5th graders visit middle school. for Grade 5 students moving to Middle School.

3.4.3 Grade 1 Guidance Spring 2015-19 Grade 1 Guidance $500.00 for General Dates of transition meetings and Counselor will Counselor and transition Fund/Student activities coordinate transition Grade 1 Assistant activities Activities. 4-16 Grade 1 teacher reps will visit activities with Grade 1 Principal. kindergarten in May. Assistant Principal for

ACTION PLAN FOR STRATEGY #3.4: Provide for articulation and alignment among all levels EVALUATION/EVIDENCE of schools.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

Kindergartens students moving to Grade 1 at Creative Arts.

ACTION PLAN FOR STRATEGY #3.5: Implement interventions to help students meet EVALUATION/EVIDENCE expectations for learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.5.1. Anticipate, design August 2014-19 - Schedule – - 3 Literacy -District MAP, PASS, %of students reading and employ interventions Principal Teachers allocated staff below, on and above as measured that support student - EWS - Principal - 3.5 ESOL -District by F&P, GT Identification academic growth and Teachers allocated staff numbers, # students per grade level development and that - RTI – Assistant in RTI Tier 3, # Arts Identified address the needs of Principal assigned - 2 Gifted and -District students, #special education learners at all ability - Special Education Talented allocated staff students., # served in literacy, dates levels including: – Assistant Teachers of coaching visits.

- students working below Principal assigned - $45,000.00 -District grade level in reading Tutors for Math

ACTION PLAN FOR STRATEGY #3.5: Implement interventions to help students meet EVALUATION/EVIDENCE expectations for learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) and math as measured by - Academic Gifted and Reading supported MAP, PASS, Fontas and and Talented – - After School funds Pinnell reading GT Coordinator GT Arts -SCA General assessments, classroom - Arts Gifted and program Fund, ABC formative and summative Talented – GT Grant, Other assessments, GT testing, Coordinator grants. RTI Tier interventions, and the EWS system - Literacy – -Literacy including: Literacy Coach Coach –

- Math – Math District - the “At-Risk” student allocated Coach - the identified academic - Special Education -Math Coach Gifted and Talented – District students in grades 3-5 – Principal and Special Education allocated - the identified Arts Coordinator Gifted and Talented

Students in grade 3-5.

- the ESOL students

-the special education students. Interventions and support include: a. Full implementation a.4-15. 4-16 Coach monitors of the district Literacy literacy implementation. . Gordon

ACTION PLAN FOR STRATEGY #3.5: Implement interventions to help students meet EVALUATION/EVIDENCE expectations for learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

plan in math b.Full implementation b. M. Hunt monitors RTI of the district plan for RTI (Response to Intervention) c. Full implementation c. No longer used in district of the EWS system and plans through Enrich. d.Full implementation d. In progress as of 4-15, 4-16. of the district model of Special Education by all regular and special education teachers services

including inclusion. e. Intervention model of services to be planned e. See master schedule. for in building schedule. f. In classroom coaching including modeling by f. Completed Math and Literacy

ACTION PLAN FOR STRATEGY #3.5: Implement interventions to help students meet EVALUATION/EVIDENCE expectations for learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

coaches. g.Tier two and three g. Monitored by RTI coordinator interventions for by M. Hunt. students identified with tutors or literacy teachers. h. District model of h. Follow district guidelines for grouping for ELA grouping. and/or math for identified academic GT students.

ACTION PLAN FOR STRATEGY #3.6: Provide comprehensive information and media services EVALUATION/EVIDENCE that support curricular and instructional programs.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.6.1. Integrate, align and August 2014-19 Principal – Master None N/A Media schedule support information and Schedule 4-15, 4-16 In progress – schedule media services across all Media Specialist affected by computer use in media grade levels, and which center 12 weeks during testing and support courses that the fact that media specialist is a prepare 21st Century related arts teacher. learners for a global society and career marketplace. By providing an open media center for collaboration and instruction at least 75% of the time.

3.6.2. Provide a project August 2014-19 Principal – Master None N/A Master schedule based technology class to Schedule and 4-15 not done all students as part of the teacher allocation related arts schedule. 4-16 Implemented for all students as part of the arts rotation.

ACTION PLAN FOR STRATEGY #3.7: Ensure that all students and staff members have regular EVALUATION/EVIDENCE and ready access to instructional technology and a comprehensive collection of materials that supports the curricular and instructional program.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.7.1 Ensure instructional and technological resources are current, accessible and replenished in alignment with required curricular and instructional programs through the building professional development plan and the district technology plan. Annually – as Principal will Costs are N/A Dates, agendas, sign in sheets and - Professional reflected in the compile with input included in areas surveys. Development will be building PD plan from Assistant as defined. scheduled and held 4-15, 4-16 Completed per PD Principals and monthly during calendar approved by district and Coaches planning period with modified based on individual district tech coaches teacher requests to technology based on district tech coaches.

plan and individual grade level needs (IPad program,

individual teacher

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

needs). - Start August Principal and To be determined N/A - Implementation of a 2014 with full Technology after fall 2014 4-15 not done. equipped state of the implementation Teacher and Tech needs assessment. by 2016. Coaches. 4-16 Implemented as a related arts art related arts class. Three D printer purchased. technology class for

all students including laptops, IPads, printer,

3D printer. Unknown at Long range Tech plan for related arts – not done as of 4-15. this time

- Full implementation -August 2014 - District technology Determined by 4-16 – Implemented fall 2015 of district plan for all 19 staff with District refreshing/implementi collaboration from Technology Staff ng educational SCA Principal. 4-16 Report of refresh – District technology oversees.

ACTION PLAN FOR STRATEGY #3.8: Teachers will participate in collaborative learning EVALUATION/EVIDENCE communities and other professional learning to improve instruction and student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.8.1. Establish professional Annually Assistant Principal - $3,000.00 Building Groups formed and group report learning communities across assigned annually for General with plan and meeting notes. grade levels and courses to books, materials Fund 4-15, 4-16 Grade levels meet ensure teacher collaboration etc. monthly – minutes on file with to increase student principal. achievement.

ACTION PLAN FOR STRATEGY #3.9: Teachers will implement schools’ Instructional EVALUATION/EVIDENCE processes in support of student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.9.1. Ensure the use of Annually Assistant Principal $3,000,00 Building Dates, times, agendas and sign in research-based teaching assigned annually for General Fund sheets of training. and learning strategies to books, speaker, 4-15 4 hours completed. engage all students in materials etc. rigorous and relevant 4-16 – average of 5 hours per learning as evidenced by teacher including STEAM.

ACTION PLAN FOR STRATEGY #3.9: Teachers will implement schools’ Instructional EVALUATION/EVIDENCE processes in support of student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) all staff participating in a minimum of 10 hours of annual professional growth activities for arts infusion.

ACTION PLAN FOR STRATEGY #3.10: Ensure that mentoring, coaching and induction EVALUATION/EVIDENCE programs support instructional improvement consistent with schools’ values and beliefs about teaching and learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.10.1 Implement August 2014-19 Principal/Coaches None to building N/A Coaches log, PD plan coaching, mentoring and Coaches – All new teacher participate in induction programs that allocated by district program and logs consistently support district in maintained by mentors annually quality instruction that is staffing. and submitted to district for review aligned within the school

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) to the district values and beliefs about teaching and learning. 1.4-15, 15-16 met. 1. Implement district model of coaching for literacy, math and technology with plan outlined in school PD plan.

2. See 2.1.1. and 2.1.2. for 2.Met mentoring teachers.

ACTION PLAN FOR STRATEGY #3.11: Engage families in meaningful ways in their children’s EVALUATION/EVIDENCE educations and keep them informed of their children’s learning progress.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.11.1 Regularly August 2014-19 Agendas/Activity logs and sign in communicate with -Meet and Greet Principal sheets with dates and times. families regarding their – August a.A children’s learning. annually August 15, 2014, Friday before Provide meaningful Assistant Principals None N/A start of school 2015, opportunities for families -Open House – and Grade Level to participate actively in September Chairs b.A their children’s Annually educations. -Parent program None N/A b. September 8, 2014. 9/17/2015 in fall on -Technology Coach

accessing student grades c. September 8, 2014, 9/17/2015 online. None N/A -Progress Administrative Reports and Staff and Teachers Report Cards – d. Followed district schedule 2015- follow district 16 schedule None N/A -Parent Administrative Conferences – Staff and Teachers Fall -Grade level Assistant Principal $1,500.00 School parent education and Grade Level annually General Fund e. October 23,24 – 2014, Fall program Chairs will conferences 2015

ACTION PLAN FOR STRATEGY #3.11: Engage families in meaningful ways in their children’s EVALUATION/EVIDENCE educations and keep them informed of their children’s learning progress.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

annually organize. -Grade level Assistant Principals $500.00 per grade PTO f. not done., 2015-16 done sharing of and Teachers level annually integrated unit (regular and arts)

through performance g. All grades had performance or (grades 1,3,and showcase. 5) or exhibition (grade 2 and 4).

-Three ESOL parent nights- Literacy Coach, District Funds October, Literacy Teachers District January, and and ESOL Teachers March h.Three evening meetings – - Math Night September, February, April. Math Coach – $600.00 Annually School Grade 1 and 3 Grade Level Chairs General - Math Night Math Coach and Funds Grades 3-5 Grade Level Chairs. i.not done j.not done

ACTION PLAN FOR STRATEGY #3.11: Engage families in meaningful ways in their children’s EVALUATION/EVIDENCE educations and keep them informed of their children’s learning progress.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.11.2 Develop and Develop by 9- SIC Chair/designee None N/A % of parents that have signed implement a parent 15-14 with and Principal compact and % that meet criteria. compact for involvement annual 4-16 not done in school program. implementation

ACTION PLAN FOR STRATEGY #3.12: Gather, analyze and use data and research in making EVALUATION/EVIDENCE curricular and instructional choices.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.12.1 Math and Reading Plan developed Principal and Grade None N/A Plan developed with goals by 8- coaches will establish a with goals by Level Assistant 20-2014 with timeline included for systematic, collaborative 8-20-2014 with Principals. collaboration, reflection and process to ensure that timeline analysis. teachers have included for 4-15, 4-16Monthly grade level opportunities to analyze collaboration, meetings to analyze data take place and use student MAP reflection and with reading and math coaches. and Pass assessment data analysis. to inform instructional and curricular decisions.

ACTION PLAN FOR STRATEGY #3.12: Gather, analyze and use data and research in making EVALUATION/EVIDENCE curricular and instructional choices.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.12.2 Grade level chairs Plan developed Principal and Grade None N/A Plan developed with goals by 8- will establish a with goals by Level Assistant 20-2014 with timeline included for systematic, collaborative 8-20-2014 with Principals. collaboration, reflection and process to ensure that timeline analysis. teachers have included for 4-15, 4-16 Grade level chairs opportunities to analyze collaboration, manage and coordinate data for and use student reflection and grade level at monthly grade level assessment data to analysis. meetings. – minutes. inform grades, as well as instructional and curricular decisions.

ACTION PLAN FOR STRATEGY #3.13: Monitor school climate and take appropriate steps to EVALUATION/EVIDENCE ensure that it is conducive to student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.13.1. Ensure an Dates to be Principal and None N/A Dates of meetings, agenda environment that established by Teacher of the Year 4-15, 4-16 Meetings are scheduled

ACTION PLAN FOR STRATEGY #3.13: Monitor school climate and take appropriate steps to EVALUATION/EVIDENCE ensure that it is conducive to student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) supports the academic, Teacher of the with principal by chair. Two physical, social, Year for meeting held to date. emotional and cultural Meetings by safety of all students that August 30 allows learners to annually maximize their potential beginning 8- through quarterly 2014 through Teacher Forum Meetings 2019. with building Administrators.

3.13.2 Conduct quarterly Quarterly Assistant Principal None N/A Dates of inspections building inspections for inspections in charge of 4-15, 4-16Monthly reports custodial, maintenance Monthly online building and submitted to district by Asst. and grounds as well as surveys. grounds. Principal Hunt- complete. completing monthly surveys provided by district.

3.13.3 Obtain quarterly September, 2014 Assistant Principal None N/A Teacher survey results teacher feedback through and then for Building, 4-15, 4-16 completed November a survey on building, quarterly at Grounds and and December. Notebook in office grounds and safety. progress report Safety. for teachers to report problems. time.

ACTION PLAN FOR STRATEGY #3.13: Monitor school climate and take appropriate steps to EVALUATION/EVIDENCE ensure that it is conducive to student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.13.4. Annual teacher Spring, District supplied None N/A Teacher results. survey on building annually. and administered 4-15, 4-16, See accreditation climate. online. summary.

ACTION PLAN FOR STRATEGY #3.14: Monitor and adjust curriculum, instruction and EVALUATION/EVIDENCE assessment systematically in response to data from multiple assessments of student learning and examinations of professional practice.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.14.1. Regularly review Quarterly Teachers with None N/A 4-1, 4-16 All curriculum is curriculum, instruction support from supervised on a daily basis by and assessment with the Coaches and coaches and overall by the admin expectation that Administrative team. Team meets weekly. modifications will be Team. based on best practices and multiple sources of data.

ACTION PLAN FOR STRATEGY #3.15: School leaders will monitor and support the EVALUATION/EVIDENCE improvement of instructional practices to ensure student success.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.15.1. Ensure best August 2014 - Principal, Assistant None N/A Enhanced pilot reports practices in instruction to 2019 Principals 4-15 Participation in Enhanced positively impact student ADEPT pilot. achievement by completing one in class 4-16 Enhanced ADEPT no longer observations of not less in place at the state or district level. than 60 minutes each semester with the Enhanced ADEPT pilot and online e recording method.

3.15.2 Administrators Start August, Principal, Assistant None N/A Documentation of dates and staff will complete walk 2014- Schedule Principals observed. through observations as as described by 4-15, 4-16Met and continue to be prescribed by district district plan. ongoing. forms and plan.

3.15.3 Complete Start November Principal Possible sub costs N/A Dates and reports from Process. Instructional Rounds 2014 and then – To be 4-15 not done annually to monitor November and determined. current Problem of March annually. 4-16 Decision not to implement Practice and determine this during 2015-16 school year. new one when criteria is

ACTION PLAN FOR STRATEGY #3.15: School leaders will monitor and support the EVALUATION/EVIDENCE improvement of instructional practices to ensure student success.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) met.

ACTION PLAN FOR STRATEGY #3.16: Ensure grading and reporting practices on clearly EVALUATION/EVIDENCE defined criteria that represent the attainment of content knowledge and skills and that are consistent across grade levels and courses.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

3.16.1. Establish and Meet with a Principal $1500.00 for School School grading policy. maintain consistent focus group of Summer meeting General Fund. 4-15 Reviewed in August, grading and reporting teachers from submitted to district for approval practices across grade each grade level September, sent home with report levels and courses that to determine card 10-23-14. reflect clearly defined grading policy criteria and the for the school. 4-16 Reviewed in August, attainment of content submitted to district for approval knowledge and skills. September, sent home with report card.

PERFORMANCE Goaal #4: Documenting & Using Results for Continuous Improvement: Beaufort County School District GOAL #4: implements a comprehensive assessment system that generates a range of data about student learning and (Statement of desired progress system effectiveness and uses the results to guide continuous improvement. or result over five years)

INTERIM 1. Establish performance measures for student learning that yield information that is reliable, valid and free of bias. PERFORMANCE 2. Develop and implement a comprehensive assessment system for assessing progress toward meeting expectations for student learning. (One year goal) GOAL: 3. Use student assessment data to improve teaching and learning processes. Survey teachers to determine needs to assessments and academic audits. 4. Use the district’s systematic analysis of instructional and organizational effectiveness to improve student performance. 5. Communicate and explain the results of student performance and school effectiveness to all stakeholders in a timely manner. 6. Use expanded comparison and trend data of student performance from comparable schools in evaluating effectiveness. 7. Demonstrate verifiable growth in student performance using formal and informal assessments. 8. Maintain a secure, accurate and complete student records system in accordance with state and federal regulations.

DATA SOURCE(S): 1. District provided data reports – PASS, MAP (List types of data that will be 2. Creative Arts Data Team analysis of district reports. collected or examined to 3. Survey data 4. PD Plan measure progress.) 5. Coaches contact report. 6. Rubicon Atlas 7. Volunteer/Community involvement report. 8. Letter to the community 9. Agenda and sign in sheets.

OVERALL AVERAGE 2013-14 2014-15 2015-16 2016-17 2017-18 MEASURES: BASELINE 2013State Report Projected Data Excellent* Excellent* Excellent* Excellent* Excellent* SOURCE: 2012-13 school Card Absolute –G year Growth-A Good Excellent Excellent - Actual Data Average Average Palmetto Gold Same

2013State Report Projected Data A - 90 A-91 A-92 A-93 A-94 Card ESEA Waiver * Represents projections of B-84.8 Not used by improvement Actual Data B state this year. B-84.8 2013State Report Projected Data Less than 40 Less Than 35 Less Than 30 Less Than 25 Less Than 20 Card PASS point difference point difference point difference point difference point difference Actual Data Not used by Greater than 40 state this point achievement year.took ACT gap in subgroups ASPIRE Map Data Less than 25 % of Less than 25% Less than 23% Less than 20% Less than 18% Less than 16% all grade levels Reading below Reading below Reading below Reading below Reading below not reading on grade level grade grade level grade level grade level grade level. - Map not completed at update. MAP Data Map Data Less than 25 % Less than 25% Less than 23% Less than 20% Less than 18% of all grade of all grade levels of all grade of all grade of all grade levels not on not on grade levels not on levels not on levels not on grade level in level in math. grade level in grade level in grade level in math. -Map not math. math. math. completed at update To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #4.1: Establish performance measures for student learning EVALUATION/EVIDENCE that yield information that is reliable, valid and free of bias.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

12.1.1 Use PASS, MAP, August 2014 -19 Coaches to None N/A District provided data will be Lexile Levels, ACT/SAT synthesize data and reviewed and goals set to improve and ESEA Waiver present to academic achievement of students Scores – all of which are administrative team by grade level data teams. reliable, valid and free of quarterly or within 4-15, 4-16 Data used bias – to monitor student three weeks of achievement. receipt of the data.

12.1.2 Data teams to August 2014 -19 Coaches/Teachers None N/A Data team reports. analyze data school level 4-15, 4-16 Coaches coordinate data to identify strengths, teams. weaknesses and action plans.

12.1.3 Analyze August 2014 -19 Coaches/Teachers None N/A Demographic analysis reports of performance measures MAP and PASS. and growth measures 4-15, 4-16 See Accreditation report together, with consideration given to the performance of student demographic categories within the school.

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

ACTION PLAN FOR STRATEGY #4.2: Develop and implement a comprehensive assessment EVALUATION/EVIDENCE system for assessing progress toward meeting expectations for student learning.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.2.1. Continue to According to SCA Assistant None N/A Testing report from Technology administer MAP testing. District/State Principal assigned Assistant. Calendar as Testing 4-15, 4-16 Completed according to Coordinator district guidelines.

4.2.2. Administer South According to SCA Assistant None N/A Testing Coordinators report. Carolina’s state standards District/State Principal assigned 4-15, 4-16 completed assessments. Calendar as Testing Coordinator

4.2.3 Continue to According to SCA Assistant None N/A Results of assessment. administer a district-wide District/State Principal assigned 4-15, 4-16 Done as required. technology proficiency Calendar as Testing assessment. Coordinator

4.2.4 Develop and According to SCA Assistant None N/A Common assessments will be Implement school-wide District/State Principal assigned loaded into Rubicon under common assessments Calendar as Testing direction of Testing Coordinator. (benchmarks) in science, Coordinator 4-15 not done social studies and writing. 4-16 done in math and reading.

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

ACTION PLAN FOR STRATEGY #4.3: Use student assessment data to improve teaching and EVALUATION/EVIDENCE learning processes. Survey teachers to determine needs to assessments and academic audits.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.3.1 Survey teachers Spring annually Coaches None N/A Survey completed and results to determine their needs report for professional 4-15, 4-16 Done fall development related to understanding and using data and academic audits.

4.3.2 Use survey Summer Principal with $10,000.00 Building PD plan results to develop a plan Annually recommendations allocated annually General Fund 4-15, 4-16 PD plan submitted and and then provide from coaches and and ABC approved by district professional Assistant Principals. Grant. development that helps classroom teachers understand and use assessment data.

4.3.3. Ensure that Included on Principal and None N/A Schedule of teacher/coach contact instructional coaches or Professional coaches 4-15, 4-16 maintained and other designees (i.e., Development monitored by coaches. district subject plan and updated coordinators) meet with quarterly by teachers on a regular coaches during basis to discuss the school year. assessment data and its use for driving

ACTION PLAN FOR STRATEGY #4.3: Use student assessment data to improve teaching and EVALUATION/EVIDENCE learning processes. Survey teachers to determine needs to assessments and academic audits.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) instruction.

4.3.4 Use multiple Annually based Coaches None N/A Executive summary of SIC report sources of data to make on assessments updated by April 30 annually. accurate and effective given. 4-15, 4-16 In Progress decisions on instruction.

ACTION PLAN FOR STRATEGY #4.4: Use the district’s systematic analysis of instructional EVALUATION/EVIDENCE and organizational effectiveness to improve student performance.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.4.1. Use student Annually Principal None N/A 4-15, 4-16 Dashboard report. assessment data to starting August evaluate instructional 2014 and organizational effectiveness.

4.4.2 Document Annually – Each Principal-Office None N/A 4-15, 4-16 Community

ACTION PLAN FOR STRATEGY #4.4: Use the district’s systematic analysis of instructional EVALUATION/EVIDENCE and organizational effectiveness to improve student performance.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) community involvement, event and Manager involvement report. including parents, starting August businesses, and faith- 2014 based, charitable and civic organizations.

ACTION PLAN FOR STRATEGY #4.5: Communicate and explain the results of student EVALUATION/EVIDENCE performance and school effectiveness to all stakeholders in a timely manner.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.5.1 Continue to By April 30 Principal and SIC None N/A 4-15, 4-16 Annual report card and produce an annual SIC annually. Chair. letter of community. “School Report” that In Progress details academic performance, financial efficiencies, budgetary challenges and student demographics. Make

ACTION PLAN FOR STRATEGY #4.5: Communicate and explain the results of student EVALUATION/EVIDENCE performance and school effectiveness to all stakeholders in a timely manner.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) reports available in multiple languages.

4.5.2. Continue to Updated Principal and Estimated cost District cost 4-15, 4-16 Copy of brochure disseminate current brochures will designees. $500.00 annually. in production informational brochures be distributed to and cost of for each school in the all new printing by district containing prospective School pertinent information, parents and at General Fund. including student testing community performance, to be functions. available in multiple languages.

4.5.2 Hold -Fall Teachers None N/A Agendas, sign in sheets informational meetings Conferences to 4-15, 4-16 Not done as a large for parents and other discuss group. Reviewed with parents at stakeholders to discuss individual Fall conferences. the results and meaning MAP Scores. of student performance -Parent Brooke Rowe $100.00 School on standardized tests. Informational Presenter General Fund Meeting on coordinated by MAP $100.00 N/A Assistant Principal assigned Testing Coordinator

ACTION PLAN FOR STRATEGY #4.5: Communicate and explain the results of student EVALUATION/EVIDENCE performance and school effectiveness to all stakeholders in a timely manner.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

When results are Open SIC Parent $100.00 N/A 4-15, 4-16 – newsletter reports all released SIC Meeting on PASS SIC meetings. meeting will be scores- SIC Chair publicized and Principal

Annual Gifted GT Coordinator $100.00 N/A 4-15, 4-16 meeting held January and Talented Parent Meeting

ESOL Teachers and $100.00 N/A ESOL Parent Testing 4-15, 4-16 held at NOC. Meeting on Coordinator. ELDA results

ACTION PLAN FOR STRATEGY #4.6: Use expanded comparison and trend data of student EVALUATION/EVIDENCE performance from comparable schools in evaluating effectiveness.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.6.1 Compare School Annually as data Using /Data None N/A District reports from Mr. Fallon for for the Creative Arts with is released obtained from comparison. other Beaufort County Daniel Fallon the 4-15, 4-16 Data analyzed by Schools using Principal, Testing administrators, teachers and shared performance and growth Coordinator and with parents via SIC and PTO - measures, together with Coaches will use ongoing, comparison of student data to measure demographic categories school success. within schools.

ACTION PLAN FOR STRATEGY #4.7: Demonstrate verifiable growth in student performance EVALUATION/EVIDENCE using formal and informal assessments.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.7.1 Maintain current Follow district Assistant Principal None N/A School report card and District formal assessments timeline. assigned as Testing MSP reports. through the use of MAP, Coordinator 4-15, 4-16 Completed. PASS and writing benchmarks.

4.7.2 Develop a school Develop format Testing Coordinator None N/A Rubicon Atlas. wide database of in Google Apps 4-15, In progress. common formative by November 1,

ACTION PLAN FOR STRATEGY #4.7: Demonstrate verifiable growth in student performance EVALUATION/EVIDENCE using formal and informal assessments.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) assessments by grade 2014 and update 4-16 Use district assessments in level and subject area. quarterly. rubicon.

ACTION PLAN FOR STRATEGY #4.8: Maintain a secure, accurate and complete student records EVALUATION/EVIDENCE system in accordance with state and federal regulations.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

4.8.1 Continue to use Continue to Principal and Data None N/A District evaluation of data the current records follow district Specialist 4-15, 4-16 Continue management systems of protocol and PowerSchool and timelines. Testview.

4.8.2 Establish a Continue to Principal and Data None N/A District assessment of data process of accountability follow district Specialist management for student data protocol and 4-15, 4-16 Follow district management. timelines. protocols.

4.8.3 Ensure that data is Continue to Principal and Data None N/A Principal and feedback reports from entered correctly and in a follow district Specialist district. timely manner. protocol and 4-15, 4-16 Follow protocols and timelines. review monthly with data specialist.

PERFORMANCE 5.Governance and Leadership: Beaufort County School District operates under governance and GOAL: leadership that promote and support student performance and system effectiveness. (Statement of desired progress or result over five years)

INTERIM 1. Schools will ensure compliance with applicable local, state, and federal laws, policies, and regulations. PERFORMANCE 2. Schools will use an EVALUATION/EVIDENCE process that results in improved professional practice and student success. (One year goal) GOAL: 3. Schools will operate in a consistent manner with the district’s beliefs, purpose, and direction. 4. Schools will employ a system that provides accurate analysis and thorough review of student performance and school effectiveness. 5. Schools will provide teachers and students with opportunities to lead.

DATA SOURCE(S): 1. District letter indicating practices meet guidelines. (Previously in principal’s evaluation.) (List types of data that will be 2. Principal’s evaluation collected or examined to 3. Enhanced ADEPT reports from CODE 4. Teacher Forum agendas, minutes and sign in sheet. measure progress.)

OVERALL AVERAGE 2013-14 2014-15 2015-16 2016-17 2017-18 MEASURES: BASELINE Projected Data clear* clear* clear* clear* clear* SOURCE: 2012-13 school clear year District audit Actual Data clear clear Clear Clear/approval of record keeping * Represents projections of practices. improvement District Projected Data clear* clear* clear* clear* clear* protocol for clear compliance Actual Data clear Clear Clear/approval Enhanced Projected Data Complete* Complete* Complete* Complete* Complete* ADEPT complete In progress No longer Reports Actual Data Enhanced – changed to district ADEPT guidelines - DONE To add a row, go to the last box and press the tab button.

ACTION PLAN FOR STRATEGY #5.1: Schools will ensure compliance with applicable local, EVALUATION/EVIDENCE state and federal laws, policies and regulations.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

ACTION PLAN FOR STRATEGY #5.1: Schools will ensure compliance with applicable local, EVALUATION/EVIDENCE state and federal laws, policies and regulations.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

5.1.1Perform ongoing Continue to Principal and Data None N/A District report of compliance audits of student files follow district Specialist 4-15, 4-16 complete and records to ensure protocol and compliance standards timelines. and accuracy.

ACTION PLAN FOR STRATEGY #5.2: Schools will use an EVALUATION/EVIDENCE process that EVALUATION/EVIDENCE results in improved professional practice and student success.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

5.2.1 Research and provide August 2014 - Principal and None N/A District protocol/report of professional development to Continue to Assistant Principals compliance improve professional practice follow district 4-15, 4-16 follow district protocols. and student success. protocol and timelines.

5.2.2 Use ongoing teacher August 2014- Principal and None N/A Complete ADEPT Enhanced EVALUATION/EVIDENCE Continue to Assistant Principals Online evaluation program processes to measure classroom follow district 4-15, 4-16 follow district protocols. effectiveness. protocol and timelines.

ACTION PLAN FOR STRATEGY #5.3: Schools will operate in a consistent manner with the district’s EVALUATION/EVIDENCE beliefs, purpose, and direction.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

5.3.1 Align School for the By February Principal and unknown unknown Principal’s evaluation Creative Arts leadership and 2015 district designated 4-15, 4-16 follow district protocols. instructional efforts to the staff to guide district’s beliefs, purpose, and alignment

ACTION PLAN FOR STRATEGY #5.3: Schools will operate in a consistent manner with the district’s EVALUATION/EVIDENCE beliefs, purpose, and direction.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) direction with support from district staff.

ACTION PLAN FOR STRATEGY #5.4: Schools will employ a system that provides accurate analysis EVALUATION/EVIDENCE and thorough review of student performance and school effectiveness.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

5.4.1 Use uniform guidelines Continue to Principal Unknown N/A 4-15, 4-16 follow district protocols. and standards that support follow district student achievement goals protocol and and ensure consistent timelines. measurement.

5.4.2 Improve student Continue to Principal Unknown N/A 4-15, 4-16 follow district protocols. academic performance and follow district educator effectiveness. At protocol and SCA this includes ADEPT timelines. and SLO’s.

5.4.3 Use technology to Continue to Principal Unknown N/A Principal’s evaluation

ACTION PLAN FOR STRATEGY #5.4: Schools will employ a system that provides accurate analysis EVALUATION/EVIDENCE and thorough review of student performance and school effectiveness.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate) help students reach their follow district 4-15, 4-16 follow district protocols. academic goals and prepare protocol and them for a technology-rich timelines. future.

ACTION PLAN FOR STRATEGY #5.5: Leadership and staff will provide teachers and students with EVALUATION/EVIDENCE opportunities to lead.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

5.5.1 With the Principal, August 2014-19 Principal and None N/A Teacher Forum building meeting Teacher Forum Teacher Forum agendas, minutes and sign in sheet. Representatives at Creative Representatives 4-15, 4-16 follow district protocols. Arts will develop opportunities for teachers to assume shared and distributed leadership roles to provide personal development and assist with student development.

ACTION PLAN FOR STRATEGY #5.5: Leadership and staff will provide teachers and students with EVALUATION/EVIDENCE opportunities to lead.

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF (Start and End RESPONSIBLE COST SOURCE IMPLEMENTATION Dates) (completed, continue, modify or terminate)

5.5.2 Using the ADEPT August 2014-19 Administrative None N/A Submission of GBE/SLO reports to Evaluation Process Team HR teachers will develop 4-15, 4-16 follow district protocols. Growth plans and SLO’s that encourage and foster professional growth to prepare staff and students for future roles beyond the school district.