Mossy Creek Elementary School School Stephanie Hammond Principal Elizabeth Everitt, Ph.D. Superintendent School Renewal Plan 2014-2019
School Renewal Plan Table of Contents Title Page 1 Cover Page 3 Mission and Vision 4 Stakeholders 5 Assurances 6 Needs Assessment for Student Achievement 8 Needs Assessment for Teacher/Administrator Quality 9 Needs Assessment for School Climate 10 Executive Summary of Needs Assessment (Summary of Conclusions) 12 Performance Goals and Action Plans 13
Purpose The purpose of Mossy Creek Elementary School is to give all students a quality education by focusing on student learning and standards-based activities to prepare them to become productive citizens and lifelong learners. Direction Mossy Creek Elementary Motivating Children Everyday
Stakeholder Involvement for School Renewal Plan (Mandated Component) List the name of persons who were involved in the development of the School Renewal Plan. A participant for each numbered position is required. Position Name 1. Principal Stephanie Hammond 2. Teacher Scott Holcomb 3. Parent/Guardian Lisa Carroll 4. Community Member Tom Rogers 5. School Improvement Council Ashlie Fortson OTHERS (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.) Teacher Teacher Parent/Guardian Parent/Guardian Community Member School Improvement Council PTO President PTO Teacher Representative Title I Coordinator Dede Scott Tabatha Hughes Mary Riley Ashley Watkins Mary Head Theresa Spieker Heather Curry Suzanne Gunn Joel Deer
Assurances for School Renewal Plan (Mandated Component) Act 135 Assurances Assurances, checked by the principal, attest that the district complies with all applicable Act 135 requirements. Yes 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). Yes 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). Yes Parent Involvement The school encourages and assists parents in becoming more involved in their children s education. Some examples of parent involvement initiatives include making special efforts to meet with parents at times more convenient for them, providing parents with their child s individual test results and an interpretation of the results, providing parents with information on the district s curriculum and assessment program, providing frequent, two way communication between home and school, providing parents an opportunity to participate on decision making groups, designating space in schools for parents to access educational resource materials, including parent involvement expectations as part of the principal s and superintendent s evaluations, and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of their children. Yes Staff Development The school provides staff development training for and administrators in the teaching techniques and strategies needed to implement the 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. Yes Technology The school integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning. N/A 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. Yes 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 not 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.
Yes 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). Yes 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. Yes 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. Yes 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. Yes 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 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 form dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening. Yes 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.
Needs Assessment for Student Achievement by Grade Range Recommended Data Sources State Standardized Language Arts Scores State Standardized Math Scores State Standardized Science Scores State Standardized Social Studies Scores Strength Identify by Subgroup Performance (as appropriate) Pass scores from 2013 show that 88% of White students scored met or exemplary in ELA. 2013 math PASS data showed 80.7% of full pay students scored met or exemplary. In 2013, 76.7% of white students scored met or exemplary on the science PASS. This is in line with the average of elementary schools with students like ours. In 2013, 83.3% of white students taking the social studies PASS scored met or exemplary. This exceeds the 82.4% mark of students at elementary schools like ours across the state. Weakness/Improvement Need Identify by Subgroup Performance (as appropriate) Elementary/Middle School (3-8) 34.2% of African American students scored not met on PASS ELA compared to only 12% of White students. 74.4% of disabled students and 53.2% of African American students scored not met on the 2013 math PASS compared to just 23% of White students. In 2013, 62.5% of students scored met or exemplary on the science PASS. This fell short of the 76.3% of elementary schools with students like ours across the state. 76.7% of white students in grades three through five taking the science PASS scored met or exemplary while just 42.5% of African-American students and 33.3% of students with disabilities scored met or exemplary. 82.4% of students at elementary schools like ours scored met or exemplary on the 2013 social studies PASS while 76% of our students scored met or exemplary. In 2013, 83.3% of white students scored met or exemplary on the social studies PASS while 63.6% of African-American students and 57.1% of students with disabilities scored met or exemplary. Contributing Factors (optional) Only the fourth and fifth grade subgroups of students with disabilities are included in the data because of the small number of third grade students taking the social studies PASS in 2013. Only the fourth grade subgroup of students with disabilities are included in the data because of the small number of students taking the social studies PASS in 2013 in third and fifth grades.
All Schools Summary of Needs Assessment for Teacher/Administrator Quality Recommended Data Sources Strength Identify by Subgroup Performance (as appropriate) Weakness/Improvement Need Identify by Subgroup Performance (as appropriate) Contributing Factors (optional) Percentage of Teachers with Advanced Degrees Currently, 70.7% of our have advanced degrees. This is up from 69%. Percentage of Teachers Returning Teachers returning to Mossy Creek is up from 84.5% to 87% for 2013. While our returning teacher rate has increased, it falls below the rate of schools like ours in the state (90%). Teachers who left following the 2013 school year were mainly due to job promotion or relocation to a different district. Percentage of Teachers Emergency/Provisional Contracts No are on emergency or provisional contract status. Percentage of Classes not Taught by Highly Qualified Teachers 100% of classes are taught by highly qualified. Percentage of Teachers on Continuing Contracts 85.4% of are on continuing contracts. This is up from 83.3% of. Number of PACE Teachers There are no PACE at Mossy Creek. Number of National Board Teachers Currently we have one teacher who has earned National Board Certification.
All Schools Summary of Needs Assessment for School Climate Recommended Data Sources Strength Identify by Subgroup Performance (as appropriate) Weakness/Improvement Need Identify by Subgroup Performance (as appropriate) Contributing Factors (optional) Percent of Teachers, Students, and Parents Satisfied with the Physical Environment 95.4% of and 91.8% of parents are satisfied with the school's physical environment. 81.3% of students are satisfied with the school's physical environment. The lower percentage of students satisfied with the school's physical environment could be due to misunderstanding what the survey question was describing by physical environment. Percentage of Teachers, Students, and Parents Satisfied with the Learning Environment 88% of parents and 86% of are satisfied with the school's learning environment. Only 76.6% of students are satisfied with the school's learning environment. Again, the lower percentage of students marking satisfied could be due to misunderstanding the survey question. Percentage of Teachers, Students, and Parents Satisfied with Home-school relations 87.5% of parents and 86.3% of are satisfied with home-school relations. Only 79.7% of students are satisfied with home-school relations. The lower percentage from students could be from a lack of understanding the benefits and purpose of home-school relations. Teacher Attendence Rate Mossy Creek's teacher attendance rate is 94.4%. This is in line with other elementary schools like ours. Student Attendance Rate Mossy Creek's student attendance rate is 95.2%. This exceeds the state objective of 94%.
Suspension/Expulsion Rate Students Older than Usual for Grade Mossy Creek's out-of-school suspension rate is 0.2%. 2.1% of students are older than usual for their grade, which matches the percentage for elementary schools with students like ours.
Executive Summary of Needs Assessment (Summary of Conclusions) Student Achievement Elementary/Middle School (3-8) 1. The primary concern in our school is the major achievement gap between white students and African-American students. African-American students as well as free and reduced price meal students have considerably higher percentages of students scoring NOT MET on all five PASS tests - Reading/Research, Writing, Math, Science, and Social Studies. The weakest area in all groups is Science, with only 62.5% of students meeting state standards across grades 3-5. Math was another weak area with just 64.4% of students meeting state standards across grades 3-5. The 2012-13 percentage of 53.2% for African-American students scoring NOT MET in math and 47.8% of subsidized meal students scoring NOT MET in math is unacceptably high and requires attention. Teacher/Administrator Quality 2. The school meets the goal of having 100% of its classes taught by highly qualified, and no have emergency or provisional contracts. Even though we have a high percentage of with advanced degrees, there is still a need to ensure that induction and provisional as well as all receive quality professional development that will help them improve their instruction and close the achievement gap. School Climate 3. According to their response on the School Climate Survey, about 1/4 of the students are not satisfied with the home-school relations and learning environment. In general, parents and are satisfied with the physical environment, learning environment, and home-school relations. Two major strengths of our school climate are the student and teacher attendance rates, both of which exceed the rate of other elementary schools with students like ours.
Performance Goal Performance Goal Area Performance Goal (desired result of student learning) Interim Performance Goal Data Sources Measure Learning Environment Parents Teachers Students Social/Physical Environment Parents Teachers Students School-Home Relations Parents Teachers Students School Climate By spring 2019, 90% of the school's stakeholders will indicate satisfaction with the learning environment, social and physical environment, and school-home relations as measured by agree and strongly agree responses on the Spring School Stakeholder Survey. By Spring of each year, the school's stakeholders will show satisfaction by the growth targets indicated below. School Stakeholder Survey Average Baseline 88% 86% 76.6% Spring 2013 91.8% 95.4% 81.3% 87.5% 86.3% 79.7% Overall Measures 2014/15 2015/16 2016/17 2017/18 2018/19 89% 87% 79% 92.5% 96% 82% 88% 86.9% 82% 89.4% 88% 82% 93.2% 96.5% 82.7% 88.5% 87.5% 84% 89.6% 89% 85% 93.8% 97% 83.4% 89% 88.3% 86% 89.8% 89.5% 88% 94.4% 97.5% 84.2% 89.5% 89% 88% 90% 90% 90% 95% 98% 85% 90% 90% 90%
Action Plan Strategy #1: Provide parent involvement activities and encourage parent volunteering through the school year. Action Step (List the processes to fully implement the strategy. Include professional development, scientifically based research, innovation initiatives etc.) 1. Continue to implement a student protection committee that is made up of school counselor,, students, and parents. 2. Continue to encourage community involvement through "Creek Speaks" and other published reports in the North Augusta Today and Star newspapers. 3. Continue holding Science Day as a means of involving SRS employees and other science related career members from the local community. 4. Hold PTO meetings, Open House for all parents, Open House for parents of ESOL students, and parent conferences to promote parent-teacher communication. Timeline Start/End Dates 5. Continue three hour power parent volunteer program. 6. Continue the use of automated phone calls and emails, school Facebook page, and Twitter account to encourage and advertise parent involvement activities. 7. Continue "Volunteer Drop-in" held each spring to recognize and show appreciation for parental involvement in the classrooms and throughout the school. People Responsible Estimated Cost School counselor, committee members Funding Source Indicators of Implementation $0 District sign-in sheets, agendas, report card surveys Teachers $0 N/A records, newspapers Science Day committee $0 District Report card surveys, schedules Administration, $0 N/A Meeting agendas, minutes, report card surveys Administration, school counselor, Administration,, school counselor, Student Protection Committee Administration,, school counselor $0 N/A Newsletters, school counselor's records, report card surveys $1.00 per child Title I records, report card surveys $1,000.00 Title I records of flyers, emails, report card surveys Strategy #2: Continue to implement the school-wide discipline program. Action Step 1. Encourage positive behavior with continued implementation of school-wide brag time, Timely Turtle program, friend of the month, student/character trait of the month, and activity student of the month. 2. Continue Star Turtle program where each teacher recognizes a student once a week. Names are read on WCRK and postcards are mailed home. 3. Reward positive behavior with celebrations at the end of each nine weeks. Timeline Start/End Dates People Responsible Estimated Cost Administration,, school counselor Funding Source Indicators of Implementation $0 N/A Report card surveys, MAP, PASS Administration, $500.00 Title I Report card surveys, MAP, PASS Teachers $200 Title I Newsletters, records of attendance, report card surveys Strategy #3: Continue to implement student incentives for recognition. Action Step 1. Continue to recognize students each month through the Principal's Writing Wall of Fame. 2. Continue to recognize students for making gains or being on grade level based on reading and math MAP scores three times annually. Timeline Start/End Dates People Responsible Estimated Cost Funding Source Indicators of Implementation Administration, $0 N/A Records, newspapers, report card surveys Administration,, student achievement committee $0 N/A Records, MAP Strategy #4: Continue to offer opportunities to increase teacher morale. Action Step 1. Award incentives to for completing tasks effectively and having perfect attendance. 2. Continue to provide faculty and staff with a candy bar and blue jeans pass at the beginning of the month for their birthday. 3. Hold monthly birthday celebrations for and staff members. 4. Recognize new employees by posting information and photographs on a designated bulletin board. Timeline Start/End Dates 5. Hold brag time during faculty meetings. 6. Hold special events, such as Chili Cook Off, Dr. Seuss week, Christmas Party, and end-of-year lunch to build teacher morale. People Responsible Estimated Cost Funding Source Indicators of Implementation Administration $0 N/A Report card survey Principal $800 Local Funds Report card survey Administration, $0 N/A Report card survey, emails Administration,, school climate committee $0 N/A Report card survey Administration $0 N/A Report card survey, agendas Administration,, school climate committee $0 N/A Report card survey, emails
7. Continue to utilize personality "color test" to help staff members get to know each other better. Administration, $0 District Meeting minutes, agenda, sign-in sheets
Performance Goal Performance Goal Area Performance Goal (desired result of student learning) Interim Performance Goal Data Sources Measure ELA Math Social Studies Science Student Achievement By spring 2019, MCE students will demonstrate academic proficiency by meeting the following targets: 88.6% of students will score at the Met or Exemplary level in ELA; 74.4% in Math; 86% in Social Studies; 72.5% in Science. By spring of each year, MCE students will grow by targets indicated below. South Carolina School Report Card Average Baseline Spring 2013 78.6% Spring 2013 64.4% Spring 2013 76% Spring 2013 62.5% Overall Measures 2014/15 2015/16 2016/17 2017/18 2018/19 80.6% 82.6% 84.6% 86.6% 88.6% 66.4% 68.4% 70.4% 72.4% 74.4% 78% 80% 82% 84% 86% 64.5% 66.5% 68.5% 70.5% 72.5%
Action Plan Strategy #1: Use research-based strategies to improve student achievement in all grade levels. Action Step (List the processes to fully implement the strategy. Include professional development, scientifically based research, innovation initiatives etc.) 1. Provide two half-day child development programs to increase readiness for the elementary program. 2. Implement school-wide writing plan across the curriculum in all grades. 3. Implement Reading Recovery strategies during inclusion in first grade reading groups. 4. Build a leveled literacy library to meet individual student needs and differentiate instruction. 5. Use flexible grouping to work with small groups that have been identified as at-risk in the areas of reading and math. 6. Utilize a pull-out program to provide accelerated curriculum for gifted and talented students. Timeline Start/End Dates People Responsible Administration, 4K teacher Administration, writing committee, Administration, first grade, reading recovery teacher Administration,, reading interventionist Administration, Estimated Cost Funding Source Indicators of Implementation $75,000 District Dial 3 Pretest and Post-test $0 District MAP, nine-weeks writing data, PASS $0 District MAP, running records, common assessments, observations, survey results $6,000 Title I MAP, running records, Dominie $0 District MAP, PASS, common assessments 2014- GT Teacher $0 District MAP, PASS Strategy #2: Develop and expand our capacity to use data analysis to support instructional decisions. Action Step 1. Continue the use of MAP as a formative assessment and benchmarking tool to track student progress and to set goals. 2. Utilize Student Intervention Team (SIT) to assist in collecting and analyzing student achievement data, to review school needs, and review the school renewal plan and to determine appropriate interventions for at-risk students. 3. Administer the Dominie assessment to students in kindergarten through third grade. 4. Continue the use of the Common Core standards as the basis for classroom instruction and analyzing assessment data according to district and state guidelines. 5. Continue weekly data team meetings for grade levels to meet together, analyze MAP data, and plan instructional strategies to increase student achievement in the needed areas according to the data. Timeline Start/End Dates People Responsible School MAP testing coordinator, Teachers Estimated Cost Funding Source Indicators of Implementation $12/student District NWEA summary reports Administration $0 LEA SIT agendas and meeting minutes Teachers $0 District Dominie Teachers $0 District Lesson plans, weekly data team meeting minutes Administration, Teachers $0 District Meeting minutes, agendas, MAP, PASS, common assessments, surveys Strategy #3: Provide structured interventions for struggling and at-risk students. Action Step 1. Provide a 1.0 FTE instructional aide to work with students in the computer lab. 2. Continue to implement the ESOL student instruction model and provide content and testing accommodations (as needed) to include regular and state testing. 3. Continue to offer mentoring programs to at-risk students through the community member volunteer program and North Augusta High School athlete buddy program. 4. Continue the morning math intervention through the Compass Learning Odyssey program to target at-risk math students. 5. Continue the use of a Reading Recovery teacher to provide one-on-one instruction for at-risk, first grade reading students. 6. Provide a 1.0 FTE instructional aide to work with struggling and at-risk math and reading students in first through third grades. Timeline Start/End Dates People Responsible Administration, Estimated Cost Funding Source $30,000 Title I MAP, PASS Indicators of Implementation ESOL teacher, $0 District PASS, ELDA, list of students served and accommodations Administration, school counselor, Administration, Reading Recovery teacher Administration,, reading recovery teacher $0 District Meeting records,surveys $0 District MAP, PASS, common assessments $70,000 Title I MAP, running records, observation surveys $30,000 Title I MAP, PASS, common assessments 7. Utilize guidance referral system for struggling students. School counselor $0 District Meeting records, discipline referrals, classroom grades, PASS, MAP Strategy #4: Use technology to enhance the curriculum and student achievement. Action Step Timeline Start/End Dates People Responsible Estimated Cost Funding Source Indicators of Implementation
1. Integrate technology in the classroom instruction to provide students with opportunities for involvement with a variety of technology resources. (Senteos, SMART boards, Airliners, ipads, and ipods) 2. Continue the use of handheld technology for targeted small group instruction. 3. Continue using Compass Learning Odyssey to enhance student learning in math and ELA in grades K-5. 4. Implement bring your own handheld device to school to enhance student learning in the upper grades. Administration, Administration, Teachers Administration, 2016 - Administration, $5,000 Title I Running records, observation surveys, PASS, MAP, technology inventory $10,000 EIA, Title I PASS, MAP, technology inventory $4000.00 Title 1/Local funds Compass Learning reports, MAP, PASS, common assessments $0 District PASS, MAP, common assessments
Performance Goal Performance Goal Area Performance Goal (desired result of student learning) Interim Performance Goal Data Sources Measure State Report Card Teacher/Administrator Quality By spring 2019, 100% of will be highly qualified as determined by state and federal requirements. Maintain 100% highly qualified. SC Report Card Average Baseline 100% 2013 Overall Measures 2014/15 2015/16 2016/17 2017/18 2018/19 100% 100% 100% 100% 100%
Action Plan Strategy #1: Provide with quality professional development opportunities based on school-wide data and teacher self-assessment. Action Step (List the processes to fully implement the strategy. Include professional development, scientifically based research, innovation initiatives etc.) 1. Provide extensive and ongoing professional development for on improving content area instruction through the implementation of Common Core State Standards and the ACPS Curriculum. 2. Provide an in-service such as SIOP training on how to serve and use accommodations for ESOL students. 3. Provide substitutes for to visit schools and attend professional development opportunities to learn about best practices. 4. Continue to implement the district's early release staff development plan. 5. Continue to implement professional book studies with on topics based on data and teacher self-assessment. 6. Provide professional learning on addressing students' academic and behavioral needs. Timeline Start/End Dates People Responsible Administration, Estimated Cost Funding Source Indicators of Implementation $0 District Lesson plans, professional development schedule, sign-in sheets ESOL teacher $0 District Agenda, sign-in sheets Administration, Administration, Administration, $800 Title I, Local Funds MAP, PASS $0 District Agenda, sign-in sheets, lesson plans, surveys $2,000 Title I Professional development schedule, sign-in sheets Administration $0 District Agenda, sign-in sheets