SCHOOL RENEWAL PLAN FOR Fulmer Middle School DATE:2017/2018 – 2021/2022 Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority PERFORMANCE GOAL: (Statement of desired progress or result over five years) By 2022… Students will acquire the necessary mathematical knowledge and skills to excel at the next level and be college- and career-ready innovators as measured by standardized assessments. The percent of students in grades 3-8 scoring at or above the Meets Expectation level on the SC Ready math assessment will increase from 37.2% to at least 65.0%. The percent of students completing courses with Algebra 1 EOCEP requirements obtaining a passing score on the EOCEP assessment will remain at 100% INTERIM PERFORMANCE GOAL: (One year goal) Meets annual objective target below DATA SOURCES(S): (List types of data that will be collected or examined to measure progress.) SC READY Math and Algebra I EOCEP OVERALL MEASURES: SOURCE: SC READY Math and Algebra I EOCEP * Represents projections of improvement To add a row, go to the last box and press the tab button.
ACTION PLAN FOR STRATEGY #1: Utilize student data (to include common formative assessments, daily checks for understanding, interim, and summative assessments) to gain understanding of students’ mathematical thinking in order to inform instructional decisions. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Participate in math assessment committee to research potential math test item banks for purchase. Fall 2017 District Math Coordinator; School Administrators; Instructional Coaches; Director of Testing, Research, and Accountability; ESOL Coordinator; Special Education Director and Coach TBD TBD Committee research notes 2. Provide coaching and professional development (including PD cohorts on early-release days) on how to effectively construct common formative assessments from unpacked standards. Fall 2017 Why use CFAs (Sept.) Revisit unpacking and prioritizing standards (Oct/Nov) Write quality assessment items (Dec/Jan) Assembling quality assessment / spiraling content (Feb/March) Interpreting and using results (April/May) This process is cyclical and District Math Coordinator; School Administrators; District Technology Coach; Instructional Coaches; Math Department Heads; Director of Testing, Research, and Accountability $0 N/A Meeting agendas; sign-in rosters
the revision/refinement of assessment items should be ongoing. 3. Incorporate technology tools, resources, and training (including PD cohorts on early-release days) for teacher development of common formative assessments for monitoring student growth and achievement (such as Mastery Manager or Mastery Connect). Fall 2018 – Ongoing Provide toolkit and training on using resources Fall 2019 – Ongoing Establish expectation of usage in instruction District Math Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; Math Department Heads; Instructional Coaches TBD TBD Sign-in rosters; posted toolkit on math content webpage; teacher lesson plans and classroom observations 4. Fully implement data/achievement teams district-wide to analyze/interpret data and develop appropriate differentiated instructional strategies. • Provide common planning time for teams to meet. • Provide training on Achievement Teams for administrators and teachers. • Monitor teams to ensure informed decisions are made. Fall 2017 – Ongoing Implementation of achievement teams Fall 2018 – Ongoing Focus on disaggregation of data by subgroups Chief Instructional Officer; District Math Coordinator; School Administrators; Director of Testing, Research, and Accountability $10,000 Title II Meeting agendas and minutes; sign-in rosters 5. Provide professional development (including PD cohorts on Fall 2018 Why use daily District Math $0 N/A Sign-in rosters; flexible
Ongoing Initiate personalized learning at pilot schools 7. Utilize the AVID tutorial model within the AVID elective class, as well as during morning tutoring, in order to provide students with multiple opportunities throughout the school year to identify a mathematical point of confusion, collaborate with peers to persevere through the point of confusion, and have access to college tutors or teachers to successfully understand the mathematical process. Fall 2017 – Ongoing AVID Elective Teachers, AVID Site Team Members, Mathematics Teachers TBD General Fund Budget AVID Tutorial Request Forms, Morning Tutoring Request Rosters, Student Grades, EOCEP Algebra I results 8. Engage in a spiral homework method with students having opportunities to revisit standards and concepts throughout the school year through cumulative, spiraling homework assignments. Fall 2017 – Ongoing Mathematics Teacher, Administration TBD General Fund Budget Student Homework grading practices, results from common cumulative formative assessments, SC READY assessment results, Algebra I EOCEP results 9. Use the Professional Learning Communities process through regular meetings to continue to improve Math instruction including backwards design, essential learning, common Fall 2017 – Ongoing Administration, Math teachers $0 N/A Meeting agendas, development of Guaranteed
2. Use and model differentiated supports with hands-on experiences beyond text-embedded strategies to assist diverse populations (to include special education, ESOL, gifted/talented, etc. and those included in the subgroups with large in-between achievement gaps). Model teaching methods and sharing of instructional strategies at grade-level and departmental meetings Differentiated support utilizing hands-on experiences must be documented in lesson plans with explicit feedback provided quarterly to each teacher by administration Fall 2020 Research Host video library Highlight opportunities Fall 2020 - Ongoing Model teaching methods Fall 2022 – Ongoing Lesson plan documentation District Math Coordinator; District Technology Coach; Instructional Technology Coaches; Instructional Coaches; School Administrators $5000 Technology Funds Video library; revised curriculum guides and math documents; meeting agendas; sign-in rosters; lesson plan documentation; documented feedback from school administrators 3. Incorporate computer science applications into math instruction where appropriate. Familiarize computer lab managers with and opportunities for support Provide certification opportunities for middle-school instructors Phase in Computer Science courses paired with keyboarding Fall 2020 – Ongoing Familiarize middle school Fall 2021 - Ongoing Provide certification opportunities Fall 2022 – Ongoing Phase in courses Chief Instructional Officer; Director of Instruction; District Technology Coach; Instructional Technology Coaches; Director of Research, Testing, and Accountability; CATE Director; CATE Coordinator $15,000 General Fund; Title II Revised computer lab curriculum; meeting agendas; sign-in rosters; course catalog offerings; enrollment in certification courses; student enrollment in computer science courses
1. Implement the district’s secondary framework for mathematics instruction. Fall 2018 Develop framework Fall 2019 Pilot Fall 2020 - Ongoing Full Implementation Fall 2021 - Ongoing Evaluation/Revision Chief Instructional Officer; Direction of Instruction; District Math Coordinator; Math Department Heads $0 N/A Secondary framework for mathematics 2. Implement key components of an effective math classroom as outlined in the : Make sense of problems and persevere in solving them. Reason both contextually and abstractly. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. Connect mathematical ideas and real-world situations through modeling. Use a variety of mathematical tools efficiently and strategically. Communicate mathematically and approach mathematical situations with precision. Identify and utilize structure and patterns. Fall 2017 - Ongoing Chief Instructional Officer; Director of Instruction; District Math Coordinator; School Administrators; Instructional Coaches $0 N/A District math frameworks; classroom observation data documented with the ELEOT 6. Require students to communicate conceptual understanding of real-life, relevant mathematical word problems through the Fall 2017 – Ongoing Mathematics Teachers $0 N/A Lesson plans, samples of students’ formative
SCCCR indicators. Revisit unpacking SCCCR indicators (Oct/Nov) Write quality assessment items (Dec/Jan) Assembling quality assessment / spiraling content (Feb/March) Interpreting and using results (April/May) This process is cyclical and the revision/refinement of assessment items should be ongoing Instructional Coaches; Literacy Coaches; Director of Testing, Research, and Accountability; ESOL Coordinator; Special Education Director and Coach 3. Incorporate technology tools, resources, and training (including PD cohorts on early-release days) for teacher development of common formative assessments for monitoring student growth and achievement (such as Mastery Manager). Fall 2018 Form a committee to create toolkit Spring 2019 Provide toolkit and training on using resources Fall 2019 – Ongoing Establish expectation of District ELA Coordinator; District Technology Coach; Instructional Technology Coaches; School Administrators; ELA Department Heads; Instructional Coaches; Literacy Coaches TBD TBD Sign-in rosters; meeting agendas; toolkit posted on ELA content webpage
usage in instruction 4. Fully implement data/achievement teams school-wide to analyze/interpret data and develop appropriate differentiated instructional strategies Provide common planning time for teams to meet Monitor teams to ensure informed decisions are made Provide professional development for school leadership teams on how to analyze and interpret interim and summative assessment data (disaggregated by subgroup) Fall 2017 – Ongoing Achievement Team training Fall 2018 – Ongoing Subgroup analysis Chief Instructional Officer; District ELA Coordinator; School Administrators; Instructional Coaches; Literacy Coaches; ELA Department Heads; Director of Testing, Research, and Accountability TBD Title II Meeting agendas and minutes; sign-in rosters 9. Use the Professional Learning Communities process through regular meetings to continue to improve Math instruction including backwards design, essential learning, common assessments, and data teams Fall 2017 – Ongoing Administration, ELA teachers $0 N/A Meeting agendas, development of Guaranteed and Viable curriculum ACTION PLAN FOR STRATEGY #2: Increase access to text (print and digital) at all reading levels. Texts will include a variety of cultural, gender, career opportunities, and student perspectives and interests. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Continue to support and expand classroom libraries and media center collections. Use the district’s guidance document for the selection of Guidance Document Fall 2017 Establish Committees Chief Instructional Officer District Committee TBD Local and federal funding; donations; community Collection numbers; Collection analyses; Committee minutes; Guidance document for
literature (digital and print) for use in media centers and classrooms. Establish school-based literature support committees to ensure that purchases are data driven and address a variety of reading levels, cultural and gender perspectives, and student interests. Annual review of media center and classroom collections to inform budget allocations. Fall 2018 – Ongoing Annual Review Fall 2018 – Ongoing ESOL Coordinator, Special Education Coach, Media Specialists, ELA Coordinator, Gifted Education Teachers, Literacy Coaches (elementary), ELA Department Heads (middle and high) School Committee ESOL Teacher, Special Education Representative, Media Specialist, ELA Point of Contact, Gifted Education Teacher, and Literacy Coach or ELA Dept. Head partnerships; school PTOs; grants literature purchase; Analysis of new purchases ACTION PLAN FOR STRATEGY #3: Provide high-quality, research-based professional development. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Identify and provide research-based PD and exemplars for Fall 2017 District ELA TBD Local, state, and Identified exemplars;
best practices in the teaching of literacy for all classroom teachers. Identify exemplars of classroom instruction. Provide opportunities for peer observations, in order for teachers to observe exemplar classrooms and debrief/discuss. PD on English language development PD on small, guided groups Establish committee Spring 2018 Identify exemplars Fall 2018 Observations Spring 2019 - Ongoing PD in English language development Fall 2020 - Ongoing PD in small, guided groups Coordinator; District Early Childhood Coordinator; Literacy Coaches; District ESOL Coordinator; Special Education Coach; ELA Department Heads (middle and high school) federal funding rosters; classroom observation data 2. Promote awareness of required Read to Succeed courses and monitor completion as needed for endorsement. Fall 2017 - Ongoing Human Resources; School Administrators N/A N/A Completion of Read to Succeed endorsement 3. Provide targeted professional development opportunities for incorporating reading in all content areas. Fall 2017 – Ongoing Content-area Coordinators; School Administrators; Instructional TBD Title II Sign-in rosters; meeting agendas; professional development resources
5. Engage all teachers in research-based WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) strategies, specifically Critical Reading and Written Response to Text, as outlined by AVID College Readiness System. Fall 2017 – Ongoing Administration, AVID Site Team, AVID Elective Teachers $15,000 General Fund Budget, District Level Professional Development Budget Inservice Agendas, AVID Summer Institute Launches, strand attendance, and Boosts, departmental collaboration, lesson plans, Marking the Text posters in all content classes. ACTION PLAN FOR STRATEGY #4: Support in aiding limited-English-proficient students and families with the acquisition of the English language. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Ensure high-quality learning experiences and appropriate accommodations are provided in all classrooms. Required professional development provided for content teachers, ESOL teachers, and school administrators. Ensure that EL families receive copies of state report card survey in their native language. Continue early-release PD cohorts for all teachers in Fall 2017 - Ongoing District ESOL Coordinator; ESOL Teachers; Content Area Teachers; School Administrators $0 N/A Sign-in rosters; classroom observation data; teacher lesson plans; increased English Proficiency scores
ESOL strategies and accommodations. Ensure that all family correspondence is provided in the parent/guardian’s native language. PD offered for state-required language objectives. ACTION PLAN FOR STRATEGY #5: Maintain a school-wide system of tiered student literacy support and enrichment. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Ensure that the tiered system is differentiated to support and enrich learners at all levels of literacy. Ensure access to resources at each tier that are appropriate for age, content, and interest. Ensure student groupings are data driven. Ensure access to required 30-minute additional intervention in reading as indicated by the data. Fall 2017 - Ongoing School Administrators; District ELA Coordinator TBD TBD Number of students maintained in each tier; RTI time administered; decrease in SPED referrals; increase in number of students identified for gifted or advanced courses 2. Maintain individual digital portfolio for progress monitoring of necessary ELA knowledge and skills for the creation of Fall 2019 – Ongoing District ELA Coordinator; TBD TBD Student portfolios
ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Provide professional development on relevant digital learning opportunities for students, utilizing 1:1 technology to promote collaboration, communication, creativity/innovation, problem solving, and critical thinking. Provide technology professional development (in early release cohorts and other PD opportunities) based on assessment of staff needs and feedback from classroom observations. Monitor for effective use of instructional technology as evidenced by district observation tool, lesson plans, and assessment. Summer 2017 - Ongoing Technology PD Fall 2018 - Ongoing Monitor for Effective Use Spring 2019 - Ongoing Consultation with administration Fall 2020 – Ongoing Recognition District Technology Coach; Instructional Technology Coaches; School Administrators; Director of Testing, Research, and Accountability TBD Governor’s Tech Funds CPIF E-Rate General Fund Title II Professional development survey results; sign-in rosters; classroom observation data; AdvancED findings 2. Expand inquiry opportunities and increase enrollment in AVID and Project Lead the Way. Fall 2017 - Ongoing Continued support for existing programs Chief Instructional Officer; CATE Director; School Administrators $120,000.00 Perkins Grant District General Fund Course catalog; PowerSchool report of course enrollment; showcase flyers and promotions 3. Enhance school’s fine arts offerings to foster world-class knowledge and skills in the arts. Enhance district’s artistic learning environments through capital improvements. Fall 2017 – Ongoing Chief Instructional Officer; Fine Arts Coordinator; Chief Operations Officer Bond Referendum; General Fund Data collection; survey results; curriculum revisions; capital improvements;
Recognize artistic achievement through district visual and performing arts showcases. Support extracurricular offerings for arts education. construction of performing arts center; district showcases; documentation of extracurricular offerings 4. Enhance district’s world language offerings to foster knowledge and skills. Recruit and retain world language instructors. Fall 2019 – Ongoing Chief Instructional Officer; ESL Coordinator; Coordinator for Evaluation and Effectiveness TBD General Fund Course catalogs; course offerings 5. Enhance schools’ technology offerings to foster world-class knowledge and skills Fall 2019 Chief Instructional Officer; ESL Coordinator; Coordinator for Evaluation and Effectiveness TBD General Fund Course catalogs; course offerings ACTION PLAN FOR STRATEGY #2: Make available opportunities and resources for teachers to engage students in experiences to develop life and career characteristics as defined in the . EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Expand career awareness through Career Days, Guest Speakers, Community Services/Resources, and business partners. Enhance quarterly school-wide College and Career Fall 2017 – Ongoing Chief Instructional Officer; CATE Director; CATE Coordinator; Transportation costs WBL Funds Meeting agendas and minutes; public outreach (website, flyers etc.); PowerSchool reports; field class
Readiness Days to include robust and engaging activities. Increase the number of community/business partners who assist and participate in school career awareness efforts. Provide opportunities for students to be exposed to CATE program offerings. Guidance Facilitator; Guidance Counselors; CDFs; Superintendent trip logs 2. Provide opportunities for students to connect with and gain hands-on experience from practitioners in the community. Identify and establish relationships with Community Partners. Develop directory of partners that is accessible to all stakeholders. School level personnel will provide all students with the opportunity to participate in at least one meaningful job shadowing experience or internship per year. Develop partnerships Fall 2017 Develop directory Winter 2018 Provide experiences Spring 2018 – Ongoing CATE Director; CATE Coordinator; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Guidance Counselors; CDFs; School Administrators $1000 WBL Funds Directory of partners; PowerSchool report 3. Continue and expand our School Counselors and Career Specialists (CDF) involvement to include soft skills training, Individualized Graduation Plans, classroom guidance, career assessments, college tours, and virtual job shadowing. Provide ongoing professional development for Fall 2017 – Ongoing District Facilitator for School Counselors, Career Specialists, and Work-Based $50,000.00 General Fund PowerSchool reports; guidance counselor and CDF lesson plans
fidelity via mid-year pulse check. Recognize excellence in implementation of plans. Administrators 5. Expand inquiry opportunities and increase enrollment in AVID and Project Lead the Way. Fall 2017 - Ongoing Continued support for existing programs Chief Instructional Officer; CATE Director; School Administrators $120,000.00 Perkins Grant District General Fund Course catalog; PowerSchool report of course enrollment; showcase flyers and promotions SCHOOL RENEWAL PLAN FOR DATE:2017/2018 – 2021/2022 Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
ACTION PLAN FOR STRATEGY #2: Strengthen, develop, and leverage partnerships throughout the community surrounding Fulmer Middle School to meet strategic goals. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Collaborate with businesses and organizations to enhance organizational practices. Identify and develop partnerships with community-based organizations that are experienced and capable of assisting district efforts by providing parent/guardian education training, resources, and materials. Fall 2017 – Ongoing Superintendent; Chief Instructional Officer; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Director of Parenting; Chief Operating Officer $0 N/A Database compiled of external partners 2. Partner with government, community organizations, and businesses, to support the well being of students, families, and staff members. Organize a Provider Fair and invite community partners and organizations who can provide training, support, and resources. Map resources available in communities and disseminate information to schools about pertinent supports, services, programs, and options to meet the diverse needs of families. Initiate a feasibility study for the development of a collaborative Family Resource Center where health, mental health, social services, and educational support and resources can be provided to families. Fall 2018 Conduct a study to determine goals and programs, identify space, determine personnel, define needs and responsibilities, determine a budget, identify a funding source, and develop an evaluation mechanism to determine effectiveness. Fall 2019 - Ongoing Superintendent; Chief Instructional Officer; District Facilitator for School Counselors, Career Specialists, and Work-Based Learning; Director of Parenting; Chief Operating Officer $15,000 for study Costs of Family Resource Center TBD Capital Funds Parenting Grants List of invitees compiled; Provider Fair Brochures; Fair sign-in rosters; Fair evaluation forms; resource compilation; Family Resource Center designed and equipped, personnel selected and assigned, schedules developed, partners’ memorandums of understanding established, and evaluation process determined
3. Increase volunteer opportunities that enrich the school environment. Fall 2017 – Ongoing School Administrators; Guidance Counselors $0 N/A Compiled data file of volunteers ACTION PLAN FOR STRATEGY #4: Promote a safe and healthy environment for students and staff. EVALUATION ACTIVITY TIMELINE (Start and End Dates) PERSON RESPONSIBLE ESTIMATED COST FUNDING SOURCE INDICATORS OF IMPLEMENTATION 1. Communicate requirements regarding safety and safety measures to all school stakeholders. Fall 2017 – Ongoing Administration, Student Services $0 N/A Documentation of safety communications 2. Update emergency safety plans annually. Fall 2017 – Ongoing Administration, Student Services $0 N/A Updated emergency safety plans 3. Conduct required drills and inspections at all schools. Fire drills and safety inspections Earthquake drills Tornado drills Lock-down drill within first 45 days of school Semi-annual bus evacuations Fall 2017 - Ongoing Administration, Student Services $0 N/A Records of all drills and inspections; Fire Marshal reports; quarterly compliance reports