Upload
lamkhue
View
214
Download
0
Embed Size (px)
Citation preview
Summit Parkway Middle School
April Shell, Principal
200 Summit Parkway
Columbia, SC 29229
(803) 699-3580
School Strategic Plan
2017-2023
1
TABLE OF CONTENTS
School Renewal Plan Signature Page……..…………………………………………………………………………………………………..2
Assurances for School Plan...………………………………………………………..………………………………………………….…..3-5
Stakeholder Involvement for School Plans……………………………………………………………………………………………..……..6
Mission, Vision, Core Values, Belief…………………………………………………………………………………………………….……7
Highlights & Accomplishments…………………………………………………………………………………………………..…………...7
Needs Assessment Data…………………………………………………………………………………………………………………….8-14
Executive Summary of Needs Assessment Data Findings………………………………………......………………………………….....15-17
Performance Goals & Action Plans for Learning….……………………………………………………………………………….….......18-23
Performance Goals & Action Plans for Character………………………………………………………………………...…………….....24-29
Performance Goals & Action Plans for Community.……………………………………………………………………...…………….....30-35
Performance Goals & Action Plans for Joy……..………………………………………………………………………...…………….....36-41
Our Read to Succeed Plan is attached separately.
3
ASSURANCES FOR SCHOOL PLANS
ACT 135 ASSURANCES
Assurances checked and signed by the district superintendent and the principal, attest that the school/district complies with all applicable ACT 135
requirements.
Academic Assistance, PreK–3: The school/district makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative
instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
Academic Assistance, Grades 4–12: The school/district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or
alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
Parent Involvement: The school/district encourages and assists parents in becoming more involved in their children„s education. Some examples of
parent involvement initiatives include making special efforts to meet with parents at times more convenient for them; providing parents with their child‟s
individual test results and an interpretation of the results; providing parents with information on the district‟s curriculum and assessment program;
providing frequent, two-way communication between home and school; providing parents an opportunity to participate on decision making groups;
designating space in schools for parents to access educational resource materials; including parent involvement expectations as part of the principal‟s and
superintendent‟s evaluations; and providing parents with information pertaining to expectations held for them by the school system, such as ensuring
attendance and punctuality of their children.
Staff Development: The school/district provides staff development training for teachers and administrators in the teaching techniques and strategies
needed to implement the school/district plan for the improvement of student academic performance. The staff development program reflects requirements
of Act 135, the EAA, and the National Staff Development Council„s revised Standards for Staff Development.
Technology: The school/district integrates technology into professional development, curriculum development, and classroom instruction to improve
teaching and learning.
Innovation: The school/district uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students.
Collaboration: The school/district (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments,
social services departments, mental health departments, First Steps, and the family court system).
X
X
X
X
X
X
X
4
Developmental Screening: The school/district ensures that the young child receives all services necessary for growth and development. Instruments are
used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary
schools, although screening efforts could take place at any location.
ASSURANCES FOR SCHOOL PLANS (Continued)
Half-Day Child Development: The school/district provides half-day child development programs for four-year-olds (some districts fund full-day
programs). The programs usually function at primary and elementary schools, however, they may be housed at locations with other grade levels or
completely separate from schools.
Developmentally Appropriate Curriculum for PreK–3: The school/district ensures that the scope and sequence of the curriculum for PreK–3 are
appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the
student's social and cultural context.
Parenting and Family Literacy: The 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 how to be 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-appropriate education to prepare children for success in school and life experiences (early
childhood education). Family Literacy is not grade specific, but is generally most appropriate for parents of children at the primary and elementary school
levels and below as well as for secondary school students who are parents. Family Literacy program goals are to strengthen parental involvement in the
learning process of preschool children ages birth through five years; to promote school readiness of preschool children; to offer parents special
opportunities to improve their literacy skills and education; to provide parents a chance to recover from dropping out of school; and to identify potential
developmental delays in preschool children by offering developmental screening.
Recruitment: The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, age‟s 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): parent without a high school graduation or equivalency, 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.
Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The school/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.
X
X
X
X
X
X
5
Baron R. Davis, Ph.D.
Superintendent‟s Printed Name Superintendent‟s Signature Date
(for district and school plans)
April Shell
Principal‟s Printed Name Principal‟s Signature Date
6
STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS
The following persons were involved in the development of the five (5)-year strategic plan.
1. PRINCIPAL_______________________________________________________________ APRIL SHELL
2. TEACHER ________________________________________________________________MICHELE SHORT
3. PARENT/GUARDIAN_______________________________________________________CALVERNETTA BROWN
4. COMMUNITY MEMBER____________________________________________________CHRISTINE WRIGHT
5. SCHOOL IMPROVEMENT COUNCIL________________________________________JEREL ARCENEAUX
6. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members,
agency representatives, university partners, etc.)
POSITION NAME
CURRICULUM EFFECTIVE SPECIALIST_______________________________________LOUISE GILL
ASSISTANT PRINCIPAL________________________________________________________BENITA ESTEEN
ASSISTANT PRINCIPAL________________________________________________________VINCENT MCCLINTON
SIC MEMBER__________________________________________________________________ASHLEY HARRIS
SIC MEMBER__________________________________________________________________ZACARIAH GRAHAM
*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.
Mission
7
Summit Parkway Middle School, with the support of parents, families, and community, will provide each student the opportunity for a
quality education by offering challenging and diverse learning experiences in a safe and nurturing environment.
Vision
At BEST, we capture the heart of our students while developing an innovative and growth mindset.
Core Values
The Four Squares of Learning, Character, Community and Joy embody everything that we do.
Belief
Students soar with P.R.I.D.E., rising above their challenges and helping others do the same. They glide through 6th
, fly through 7th
and
soar through 8th
believing that there are no boundaries, daring to be different and destined to be great.
Highlights & Accomplishments Palmetto‟s Finest, 1993-1994
National Blue Ribbon, 1996
Honor Roll School, 2000-2001
School of Promise, 2001
Exemplary Writing, 2001, Exemplary Writing Project, 2002-2005
National Service Learning School, 2005
Closing the Achievement Gap, 2006
Get Fit Magnet Program, 2008
Red Carpet, 2008
Blue Cross Blue Shield Grant Recipient, 2008
Carolina Recycling- Outstanding School, 2009
Green Steps School, 2010
PEP Grant Recipient, 2011
STEM SIDI School 2013
District Quiz Whiz Champions 2012-2013, 2014-2015
Metro City Boys Basketball Champions 2013-2014, 2014-2015, 2015-2016
Wellness Achievement Award 2016
NEEDS ASSESSMENT DATA
Provide the link to your district‟s most recent School Report Card:
https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=M&d=4002&s=082
8
Directions: Provide additional district‟s needs assessment data including both formative and summative assessments used to gauge
student learning. (Charts, graphs, or other formats of data may be used.)
Formative Assessment Data
Measures of Academic Progress (MAP)
Table 1 shows the percent of students who met their reading and math growth target for the 2014-2015 through 2016-2017 school years by subgroup.
Table 1: Percent of Students (6-8) Who Met Their Growth Target on MAP by Subject and Subgroup
Subject and Subgroups 2014-2015 2015-2016 2016-2017
Count Percent Count Percent Count Percent
Mathematics
All Students 855 38.9% 878 40.3% 893 49.4%
Ethnicity
American Indian or Alaskan Native 1 -- 2 -- 3 --
Asian 18 55.6% 19 68.4% 13 69.2%
Black or African American 546 37.4% 537 38.7% 551 48.8%
Hispanic or Latino 66 43.9% 87 32.2% 102 48.0%
Native Hawaiian or Other Pacific Islander 1 -- 3 -- 4 --
Two or More Races 42 38.1% 38 50.0% 49 51.0%
White 181 40.3% 192 44.8% 171 49.7%
Gender
Female 410 35.6% 399 41.9% 404 51.2%
Male 445 42.0% 479 39.0% 489 47.9%
Reading
All Students 853 55.7% 873 58.4% 890 59.2%
Ethnicity
American Indian or Alaskan Native 1 -- 2 -- 3 --
Asian 18 55.6% 19 73.7% 13 69.2%
Black or African American 545 55.0% 536 58.0% 548 57.7%
9
Hispanic or Latino 66 43.9% 84 63.1% 102 62.7%
Native Hawaiian or Other Pacific Islander 1 -- 3 -- 4 --
Two or More Races 41 51.2% 37 59.5% 50 70.0%
White 181 63.0% 192 55.7% 170 58.8%
Gender
Female 410 55.9% 397 56.4% 404 61.6%
Male 443 55.5% 476 60.1% 486 57.2%
-- Data not reported for subgroups less than 10 students.
Summative Assessment Data
South Carolina READY
Tables 2.1 and 2.2 show the percent of students in grades 6 through 8 who scored Meets or Exceeds Expectations on the SC Ready English Language Arts and
Mathematics tests for the 2015-2016 and 2016-2017 school years by subgroup.
Table 2.1: Percent of Students (6-8) Who Scored Meets or Exceeds Expectations on SC Ready ELA by Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 946 34.3% 940 30.0%
Gender
Male 514 31.5% 519 28.3%
Female 432 37.5% 421 32.1%
Ethnicity
Hispanic or Latino 97 26.8% 116 28.4%
American Indian or Alaska Native 2 -- 3 --
Asian 19 47.4% 13 0.0%
Black or African American 580 26.0% 572 24.6%
Native Hawaiian or Other Pacific Islander 3 -- 4 --
White 203 52.2% 178 41.6%
10
Two or more races 42 52.4% 53 39.6%
Disability
Disabled 92 3.2% 105 4.8%
Not Disabled 854 37.6% 835 33.2%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 946 34.3% 940 30.0%
English Proficiency
Limited English Proficient 73 27.4% 72 29.1%
Non-Limited English Proficient 873 34.9% 868 30.0%
Poverty
Students in Poverty (SIP) 450 20.5% 457 21.5%
Non-Students in Poverty (SIP) 484 47.7% 476 38.7%
-- Data not reported for subgroups less than 10 students.
11
Table 2.2: Percent of Students (6-8) Who Scored Meets or Exceeds Expectations on SC Ready Math by Subgroup
Subgroup 2016 2017
Count Percent Count Percent
All Students 948 24.7% 942 23.5%
Gender
Male 516 26.2% 520 25.8%
Female 432 22.9% 422 20.6%
Ethnicity
Hispanic or Latino 97 25.8% 116 22.4%
American Indian or Alaska Native 2 -- 3 --
Asian 19 42.1% 13 0.0%
Black or African American 582 17.0% 574 17.8%
Native Hawaiian or Other Pacific Islander 3 -- 4 --
White 203 40.9% 178 36.0%
Two or more races 42 26.2% 53 32.1%
Disability
Disabled 92 1.1% 106 3.8%
Not Disabled 856 27.2% 836 26.0%
Migrant Status
Migrant 0 -- 0 --
Non-Migrant 948 24.7% 942 23.5%
English Proficiency
Limited English Proficient 73 24.6% 72 25.0%
Non-Limited English Proficient 875 24.7% 870 23.3%
Poverty
Students in Poverty (SIP) 452 15.0% 457 16.2%
Non-Students in Poverty (SIP) 484 34.1% 478 30.3%
-- Data not reported for subgroups less than 10 students.
12
SCPASS
Table 3.1: Percent of Students (6-8) Who Met or Exceeded Expectations on SCPASS Science by Subgroup
Subgroup 2015 2016 2017
Count Percent Count Percent Count Percent
All Students 917 63.9% 946 61.3% 940 34.3%
Gender
Male 475 65.7% 515 63.1% 518 35.1%
Female 442 62.0% 431 59.2% 422 33.2%
Ethnicity
Hispanic or Latino 79 60.7% 94 63.8% 116 28.4%
American Indian or Alaska Native 2 -- 2 -- 3 --
Asian 20 50.0% 19 52.6% 13 --
Black or African American 574 57.3% 584 53.6% 574 29.2%
Native Hawaiian or Other Pacific Islander 2 -- 3 -- 4 --
White 197 84.2% 201 78.6% 177 48.6%
Two or more races 36 55.6% 42 64.3% 53 41.5%
Disability
Disabled 81 24.7% 88 18.2% 106 5.6%
Not Disabled 836 67.7% 858 65.7% 834 37.9%
English Proficiency
Limited English Proficient 55 63.6% 70 64.3% 72 30.5%
Non-Limited English Proficient 862 63.9% 876 61.1% 868 34.5%
Poverty
Students in Poverty (SIP) 489 54.4% 454 47.0% 457 26.0%
Non-Students in Poverty (SIP) 421 75.5% 480 75.6% 477 42.6%
-- Data not reported for subgroups less than 10 students.
Standards and Scale Changed for 2017
13
Table 3.2: Percent of Students (6-8) Who Met or Exceeded Expectations on SCPASS Social Studies by Subgroup
Subgroup 2015 2016 2017
Count Percent Count Percent Count Percent
All Students 917 73.8% 945 70.0% 940 57.5%
Gender
Male 476 75.6% 515 71.7% 518 57.7%
Female 441 71.9% 430 68.1% 422 57.4%
Ethnicity
Hispanic or Latino 79 69.6% 93 68.8% 116 56.0%
American Indian or Alaska Native 2 -- 2 -- 3 --
Asian 20 50.0% 19 52.6% 13 --
Black or African American 575 68.7% 584 66.3% 574 52.5%
Native Hawaiian or Other Pacific Islander 2 -- 3 -- 4 --
White 196 87.2% 201 79.6% 177 72.9%
Two or more races 36 77.8% 42 71.4% 53 60.4%
Disability
Disabled 81 35.8% 89 28.1% 106 20.8%
Not Disabled 836 77.5% 856 74.4% 834 62.3%
English Proficiency
Limited English Proficient 55 74.5% 69 71.0% 72 50.0%
Non-Limited English Proficient 862 73.8% 876 70.0% 868 58.2%
Poverty
Students in Poverty (SIP) 489 65.4% 453 58.7% 457 47.3%
Non-Students in Poverty (SIP) 421 84.1% 480 81.7% 477 67.8%
-- Data not reported for subgroups less than 10 students.
14
School Climate
Table 4 shows the percent of teachers, students and parents who indicated they were satisfied learning environment, the social and physical environment, and
school-home relations on the 2015 through 2017 South Carolina Department of Education School Climate surveys.
Table 4: School Climate Satisfaction by Teacher, Student and Parent groups for 2015-2017
2015 2016 2017
Count Percent Count Percent Count Percent
Satisfied with the Learning Environment
Teacher 50 78.0% 68 39.8% 67 49.2%
Student 222 62.0% 193 73.1% 275 67.7%
Parent 59 71.0% 36 75.0% 60 90.0%
Satisfied with the Social and Physical Environment
Teacher 50 78.0% 68 54.4% 67 56.7%
Student 222 60.0% 193 70.5% 275 74.0%
Parent 59 70.0% 36 77.1% 60 80.4%
Satisfied with the School-Home Relations
Teacher 50 80.0% 68 53.0% 67 67.2%
Student 222 85.0% 193 85.9% 275 79.7%
Parent 59 59.0% 36 66.6% 60 77.0%
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS
15
Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set priorities for the plan. The comprehensive needs assessment
must identify targeted areas of discrepancy between the desired performance levels and the current status as indicated by available data. Any discrepancies in the
following areas identified by the school and district report cards must be included in the plan: (1) achievement, (2) achievement by subgroups, (3) graduation rates,
(4) attendance, (5) discipline, (6) teacher/administrator quality and professional growth, and (7) other priority areas.
Measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancy found in the needs assessment in key
areas reported in the district and school report cards.
State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/
Directions: In the appropriate boxes, use district and school data to identify areas in need of improvement. Required areas to be addressed are:
Student Achievement, Teacher/Administrator Quality, School Climate, and Gifted and Talented.
Student Achievement, including sub-groups
Early Childhood/Primary (PK–2):
N/A
Elementary School (3-5)
N/A
Middle School (6-8)
● In viewing the percentage of students (6-8) who met their growth target on MAP subgroups of African Americans and Hispanic or Latino need
assistance in meeting or exceeding their Math goal on future MAP assessments. Utilizing the NWEA website with parents and teachers may be helpful
in addressing gaps and deficents.
● Subgroups of African American and Whites are the lowest in the area of Reading on the MAP Assessment. As we look at the Professional Learning
Plan moving forward, the reading and standards will have to be addressed in and outside of the classroom. Students need to know where they are on the
scale as well. Our Read to Succeed Plan will address this as well.
● In viewing the percentage of students (6-8) who met their growth target on subgroups of African Americans need assistance in meeting or exceeding
their ELA goal on future SC Ready.. Utilizing man different resources such as NewsELA and NoRedInk used with consistency will help to guide
students achieve their goal and keep students engaged. Another category to watch is students in poverty.
● As we look at the Student Achievement category the Professional Learning Plan will encompass an intentional math professional development plan
going forward for teachers and students.
● All students will need to be addressed on the SC PASS in the are of Science and Social Studies. All subgroups are performing at or around the 30%
16
percent mark for Science and on an average of 55% on Social Studies. A school-wide department effort would be beneficial.
High School (9-12)
N/A
Teacher/Administrator Quality
● Teacher Quality is of the utmost importance now more than ever with the Teacher shortage. In looking through out report card data we currently have
82% of our teachers returning from the previous year. Which is down from 83.8. We do have to take into account that teachers decided to not to return
because of various reasons. (caretakers of parents, marriages, military orders, spouse job placement, etc.) These reasons matter.
● Our teacher attendance rate is on the high side at 93.8. It was however, 95%. We have expressed at meetings how grateful we are because the high
attendance rate for teachers.
● The professional development days that teachers have is at 6%, down from 17.4. I believe that because of our performance goal and action plan in this
area we will begin to see an increase in our percentage.
School Climate
● Our school climate data is very important to us and it deserved a performance goal every year as we strive to provide a safe environment in which
teaching and learning is taking place in the classroom.
● Overall, according to 2017 data, our parents are satisfied with the learning environment however, our teachers were not followed by our students.
During the course of the year, surveys will be conducted with student periodically to check the “pulse” of the environment.
● We also noticed that the teacher response at 56% and student response at 64% could be improved in the area of the satisfaction of the social and
physical environment. We have made this a performance goal and a school priority to improve this category.
● There are only 67% who are satisfied with the School Home Relations which aligns with communication and customer service. I believe that the goal
should be at least 80% or higher.
District Priorities
We believe that our School Strategic Plan aligns directly with the District Plan as our core values are in the area of Learning, Character Community and Joy.
The state department focus areas are Student Achievement, School Climate and Teacher/Administrative Quality with District Priority as an option. We have
17
chosen to merge these areas to develop Performance Goals with aligned Action Plans.
Gifted and Talented
● Our percentage of students served by gifted and talented program is 11.9, which is down from 13.0. We should see an increase with this goal as we
will strive to maximize the gifts and talents of our students.
Learning Learning is the cornerstone on which all that we do at Summit Parkway Middle School is built. We strive to provide innovative learning environments in which all partners can acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.
18
ACHIEVEMENT GOAL
Performance Goal Area: Student Achievement
Performance Goal: The percentage of all students scoring in the 50th percentile in ELA on SC Ready will
increase 5% every year from 2017-2023.
STUDENT OUTCOME STRATEGY
Our students will understand how their data correlates with the expectation set by the
State Department of Education.
STAFF OUTCOME STRATEGY
Our staff will incorporate Literacy standards in their lesson plans.
COMMUNITY OUTCOME STRATEGY
The school will provide opportunities for the community to attend Literacy Night in our Parent University Series.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
SC Ready
40.3% Projected Data
Actual Data
45.3% 50.3% 55.3% 60.3% 65.3%
Action Timeline Responsibility Estimated Cost
Funding Sources
Measure Accountability (Evaluation)
Outcome
Using common planning, department meetings and grade level meeting time,
2018-2019 Administration, CES, Teachers,
Student
N/A N/A SC Ready Scores
Analyze all of the ELA student scores and record actual
Student
19
teachers will assist students and create an individual
performance goal indicating where they are and where
they need to be on SC Ready.
data. Adjust performance goal if necessary or create
a new goal.
Use the Read to Succeed Plan and Literacy Standards to ensure that standards are
being covered. Review teacher lesson plans weekly
to ensure the Literacy standards are included..
Observe teachers weekly to ensure strategies are
implemented. NewsELA program will be renewed to assist in reaching our goal.
2018-2019 Administration, CES, Teachers, Media Specialist
$2,100
At Risk & Discretionary
Budget
Teacher Observations
Data
Analyze all of the teacher observation data monthly and
address teachers as necessary.
Staff
Using the Read to Succeed Plan and Literacy
Standards, topics will be chosen and presented to the community in a round robin format during Literacy Night during our Parent University Series.Light refreshments
will be served.
2018-2019 Administration, CES, Media
Specialist, Faculty & Staff, Sodexo
$500 General Budget
Parent Participation
Survey
Distribute and analyze the community
evaluation at the end of Literacy Night to
make adjustment for next year.
Community
We will review this performance goal every year after SC Ready Data is available to ensure that the projected goal in the current year has been met.
Learning
20
Learning is the cornerstone on which all that we do in is built. We strive to provide innovative learning environments in which all partners can acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.
TALENT GOAL
Performance Goal Area: Student Achievement
Performance Goal: The number of Junior Scholars will increase from 13 in 2017-2018 to 26 by 2022-2023.
STUDENT OUTCOME STRATEGY
Our students in 6th & 7th grade will participate in grade level activities while the PSAT is being administered to all 8th graders.
STAFF OUTCOME STRATEGY
Our staff will incorporate AVID test taking strategies in their lesson plans.
COMMUNITY OUTCOME STRATEGY
The school will provide an opportunity for the community to attend a PSAT Information Night during our Parent University Series.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
Junior Scholar
Data
13 Projected Data
Actual Data
14 17 20 23 26
Action Timeline Responsibility Estimated Funding Measure Accountability Outcome
21
Cost Sources (Evaluation) Use research based
resources to plan a school-wide testing framework for PSAT. The 6th grade will
learn about AVID test taking strategies. The 7th grade will take a practice PSAT and the 8th grade will take the actual
PSAT. All
2018-2019 Administration, CES, Teachers,
AVID Coordinator
$5,100 PTO &
At-Risk Budget
PSAT Scores
Use the data to determine if an
increase occurred and to analyze
academic patterns in students who are Junior Scholars.
Student
Use AVID strategies throughout the year to strengthen test taking
strategies and analytical ability in students. The AVID
Site Team will provide professional development to
the faculty..
2018-2019 Administration, CES, Teachers,
AVID Coordinator & Site Team
N/A N/A Nest Check Survey
(School-Wide survey given at the end of
the third quarter.)
Use the data from the Nest Check to determine if the
professional development was
adequate training to assist the teachers in
implementation.
Staff
Using the College Board resources, the school will
provide topics relevant to the PSAT to present to the community at our PSAT Information Night.Light
refreshments will be served.
2018-2019 Administration, CES, Faculty &
Staff,, AVID Coordinator & Site
Team. Sodexo
$500 General Budget
Parent Participation
Survey
Use the data from the Nest Check to determine if the
professional development was
adequate training to assist the teachers in
implementation.
Community
We will review this performance goal every year after the Junior Scholar Data is available to ensure that the projected goal in the current year has been met.
Learning
22
Learning is the cornerstone on which all that we do in Summit Parkway Middle School is built. We strive to provide innovative learning environments in which all partners can acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.
CULTURE & ENVIRONMENT GOAL
Performance Goal Area: School Climate
Performance Goal: The Social and Physical Environment Category on the Student Climate Survey will increase
from 74% in 2017-2018 to 94% in 2022-2023.
STUDENT STUDENT STRATEGY STAFF OUTCOME STRATEGY COMMUNITY OUTCOME STRATEGY
Our students will participate in the Rachel’s Challenge presentations and assessments.
Our staff will participate in the Rachel’s Challenge professional development and training.
Our community will be invited to the Rachel’s Challenge community event..
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
Student Climate
Survey Data
74% Projected Data
Actual Data
78% 82% 86% 90% 94%
23
Action Timeline Responsibility Estimated Cost
Funding Sources
Measure Accountability (Evaluation)
Outcome
Provide the Middle School Curriculum for Rachel’s
Challenge that will challenge our students to show
compassion, learn from their mistakes and forgive
themselves and others. Students will be given the Marzano Research-Based Survey to assess school climate for strength and
opportunities.
2018-2019 Administration, Faculty & Staff,
Rachel’s Challenge Staff
$6500 At Risk Fund
& Pupil
Expenditure
Student Climate Survey
Marzano Research
Based Survey
Use the measures listed to determine if Rachel’s Challenge had a positive effect
on our students.
Student
Provide the Middle School Curriculum for Rachel’s
Challenge that will challenge our staff to show compassion, learn from their mistakes and
forgive themselves and others. Professional
development and training will be provide to our staff as well
as tools to continue the momentum all year.
2018-2019 Administration, Faculty & Staff,
Rachel’s Challenge Staff
(Include in Estimated Cost
above.)
(Same as above.)
Teacher Climate Survey
Use the measures listed to determine if Rachel’s Challenge
had a positive impact our staff.
Staff
Provide the Middle School Curriculum for Rachel’s
Challenge that will challenge our community to be
ambassadors of kindness.
2018-2019 Administration, Faculty & Staff,
Rachel’s Challenge Staff
(Include in Estimated Cost
above.)
(Same as above.)
Parent Climate Survey
Use the measures listed to determine if Rachel’s Challenge
had a positive impact our community..
Community
We will review this performance goal every year after the Student Climate Survey Data is available to ensure that the projected goal in the current year has been met.
Character
24
Character is a building block to a great education. Positive character traits are essential to becoming contributing members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.
CULTURAL & ENVIRONMENT
GOAL
Performance Goal Area: School Climate
Performance Goal: To Increase the percentage of students with a growth mindset from 30% to 85% between 2017-2023.
STUDENT OUTCOME STRATEGY Our students will excel in developing and applying a growth mindset promoting positive character traits.
STAFF OUTCOME STRATEGY Our staff will consistently model and a growth mindset positive character traits to traits to include those found in the Life and Career Characteristics of the Profile of the SC Grad: self-direction, global perspective, perseverance, work ethic, and interpersonal skills. COMMUNITY OUTCOME STRATEGY We will work with our community partners to provide opportunities for students and staff to utilize a growth mindset that supports the Life and Career Characteristics of the SC Graduate while contributing to the community
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
7 Mindsets
Survey
30% of student population currently
have a growth mindset.
(Estimated)
Projected Data
Actual Data
45% 55% 65% 75% 85%
25
Action Timeline Responsibility Estimated
Cost Funding Sources
Measure Accountability (Evaluation)
Outcome
Use 7 Mindsets, Capturing Kids Hearts, and P.R.I.D.E. to teach positive character traits
schoolwide.
2018-2019 Administration, Process
Champions, Teachers, and 7
Mindsets Committee
$2,000 At Risk Budget
7 Mindsets Pre/Post Growth Mindset Survey
Analyze data after pre-test and post-test
survey has been given.
Student
Implement the Profile of the SC Graduate Life and Career
Characteristics into lesson planning and advisory while modeling a growth mindset
during interactions with students and staff.
2018-2019 Teachers and Career Facilitator
Walkthrough Data,
Quarterly Projects, Half Day Career
Activities
Analyze and review weekly lesson plans to ensure Profile of SC Graduate Life
and Career Characteristics are
being used. .
Staff
Collaborate with community members to provide
meaningful, relevant hands on opportunities to
demonstrate positive character traits and the SC Graduate Life and Career Characteristics such as entrepreneurships, field
studies to R2i2, and onsite project based learning.
2018-2019 Administration, teachers,
community members
Projects, Guest
Speaker Attendance Field Study Approvals
Review department meeting minutes and
agenda to ensure planning is occurring to support students
opportunities..
Community
We will review this performance goal every year after the 7 Mindset Post Survey results are available to ensure the projected goal in
the current year is being met.
26
Character Character is a building block to a great education. Positive character traits are essential to becoming contributing members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.
TALENT GOAL
Performance Goal Area: School Climate
Performance Goal: The percentage of students participating in service learning opportunities will increase from
17% to 30% between 2017-2023.
STUDENT OUTCOME STRATEGY Our students will participate in service learning projects that promote positive character traits. STAFF OUTCOME STRATEGY Our staff will facilitate service learning opportunities that support student’s use of positive character traits. COMMUNITY OUTCOME STRATEGY We will work with our community to organize service learning opportunities to positively contribute to our community.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
School-Wide
Club Data
17% of student
population currently
participate in service
learning opportunities
Projected Data
Actual Data
30% 35% 40% 45% 50%
27
Action Timeline Responsibility Estimated Cost
Funding Sources
Measure Accountability (Evaluation)
Outcome
Students will participate in club offerings and classroom opportunities. The offerings
and opportunities will be determined by the students in conjunction with the Student
Council.
2018-2019 Administration, Students
N/A N/A School-Wide Club Data
School-Wide Club Data will be
accessed each year to ensure that club offerings align with student request.
Students
Provide club offerings and classroom opportunities such
as recycling programs, canned food drive, and
beautification projects as service learning opportunities
for students.
2018-2019 Teachers, Student Activities
Coordinator
N/A N/A Service Learning
Data
Club Attendance
Data
Student activities coordinator will compile a list of service learning opportunities to share with staff.
Monthly debrief with student activities
coordinator to review progress of service
learning at the school.
Staff
Collaborate with community members to provide and
engage in service learning opportunities in the school
and in community.
2018-2019 Administration, Teachers, Student
Activities Coordinator,
PTO/SIC
$100 General Budget
Service Learning
Data
PTO/SIC Data
Monthly debrief with student activities
coordinator to review progress of service
learning at the school.
Community
We will review this performance goal every year after the School-Wide Club Related Data results are available to ensure the projected
goal in the current year is being met.
28
Character Character is a building block to a great education. Positive character traits are essential to becoming contributing members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.
ACHIEVEMENT GOAL
Performance Goal Area: School Climate Performance Goal: The percentage of students participating in a mentoring program will increase from 3% to 20% between 2017-2023
STUDENT OUTCOME STRATEGY Our students will participate in mentoring programs that support their academic and social emotional needs.
STAFF OUTCOME STRATEGY Our staff will facilitate and organize mentoring programs for our students that support their academic and social emotional needs.
COMMUNITY OUTCOME STRATEGY We will invite our community members to work with our students as mentors to support their academic and social emotional needs.
ertise to further development a growth mindset.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
Mentor Program
Data
Only 2% of student population is
currently participating in a
mentoring program.
Projected Data
Actual Data
5% 8% 10% 15% 20%
29
Action Timeline Responsibility Estimated
Cost Funding Sources
Measure Accountability (Evaluation)
Outcome
Invite students to participate in Pearls of Power, Young Gentleman of Power and assign mentors based on their academic and social
emotional needs.
2018-2019 School Counselors $500 Pupil Expenditure
Budget
Mentor Program
Data
Review counseling department meeting
notes related to mentoring programs.
Student
Recruit staff members to serve as mentors of students
based on academic and social emotional needs.
2018-2019 School Counselors N/A N/A Mentor Program
Data
Review attendance kept by mentors.
Review counseling department meeting
notes related to mentoring programs.
Staff
Use Mentoring Programs staffed by faculty and
community members to build character within our students
2018-2019 School Counselors N/A N/A Mentor Program
Data
Review counseling department meeting
notes related to mentoring programs and any community feedback collected.
Community
We will review this performance goal every year after the Mentor Program Data results are available to ensure the projected goal in
the current year is being met.
30
COMMUNITY We value the power of working with our entire community. School staff and faculty will facilitate positive relationships with students, parents, and members of the community. By working together, we can continuously improve the Summit Parkway Middle School community and support each other in maximizing our gifts and talents, as we pursue our pathway to effective community partnerships.
ACHIEVEMENT GOAL
Performance Goal Area: District Priority Performance Goal: Increase the number of community based partners from 7 to 20 by 2023 and strive to maximize opportunities for partnerships to collaborate and work for the greater good of the school community. STUDENT OUTCOME STRATEGY Our students will indirectly benefit from the community based partnerships that will provide the necessary resources to promote academic and behavior success. STAFF OUTCOME STRATEGY Our staff support and serve as leaders in community organizations, building their capacity to support the mission and vision of the district while bettering the community. COMMUNITY OUTCOME STRATEGY We capitalize on mutually beneficial community partnerships that support our students, staff and community partners as they pursue their pathways to purpose.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s): Partnership
Data Parent University Participation Data
7 Projected Data
Actual Data
8 11 14 17 20
31
CKH Survey Data
Action Timeline Responsibility Estimated Cost
Funding Sources
Measure Accountability (Evaluation)
Outcome
Students will be provided with
opportunities to participate in Community
Service/Service Learning projects.
2018-2019 Student Activity Director, Club
Sponsors, Athletic Director &
Coaches, School Counselor
N/A N/A CKH Survey Analyze Capturing Kids Hearts survey
data to determine the effectiveness of
community service/service
learning projects.
Student
Utilize faculty/staff/ partners and
open house/town hall meetings to ensure that we
maintain a shared vision for
learning and developmental
outcomes for our students.
2018-2019 Administration, Leadership Team
N/A N/A Parent & Community
Survey
Analyze parent and community survey to
find strengths and opportunities for
growth in identified areas of needed improvements
Staff
Faculty/Staff will promote positive relationships with
partners to promote high quality and engaging
learning activities for students.
2018-2019 Administration, Faculty/Staff
N/A N/A Partner Participation
Survey
Partnership Data
Analyze partnership participation survey to
determine effectiveness of
community partnerships.
Community
We will review this performance goal every year after Partnership Data is available to ensure that the projected goal in the current year has been met.
32
COMMUNITY We value the power of working with our entire community. School staff and faculty will facilitate positive relationships with students, parents, and members of the community. By working together, we can continuously improve the Summit Parkway Middle School community and support each other in maximizing our gifts and talents, as we pursue our pathway to effective community partnerships.
TALENT GOAL
Performance Goal Area: Student Achievement Performance Goal: Increase the number of teachers utilizing AVID Instructional Strategies to develop the talents of students from 52 to 62 by 2023 to maximize the collective talents of our students, staff and community. STUDENT OUTCOME STRATEGY Our students identify their talents and share them each other and the with our community. STAFF OUTCOME STRATEGY Our staff identifies their talents and uses them to assist our students in pursuing personal pathways to purpose. COMMUNITY OUTCOME STRATEGY Community members share their gifts and talents with students, and faculty/staff.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
AVID School-
Wide Plan
52 Projected Data
Actual Data
54 56 58 60 62
33
Action Timeline Responsibility Estimated Cost Funding Sources
Measure Accountability (Evaluation)
Outcome
Student will discover their
talents through engaging
lessons using AVID Strategies.
2018-2019 AVID Site Coordinator,
Administration
N/A N/A AVID Teacher Survey
Review AVID Teacher Survey to find
strengths and areas of growth.
Students
Utilize AVID Strategies to help students develop their
growth mindset to promote talent
development.
2018-2019 Administration, Faculty/Staff,
AVID Site Coordinator
AVID Teacher Survey
Review observation data to ensure that
teachers are utilizing AVID instructional
Strategies
Staff
Community members and
partners assist in developing the
student talent by sharing passions
of their own.
2018-2019 Administration, faculty/staff,
Career Facility Specialist
Student Career Survey Data
Review Career Survey Data results to ensure continued growth of
students.
Community
We will review this performance goal every year after AVID & Career Survey Data is available to ensure that the projected goal in the current year has been met.
34
COMMUNITY We value the power of working with our entire community. School staff and faculty will facilitate positive relationships with students, parents, and members of the community. By working together, we can continuously improve the Summit Parkway Middle School community and support each other in maximizing our gifts and talents, as we pursue our pathway to effective community partnerships.
CULTURE & ENVIRONMENT GOAL
Performance Goal Area: School Culture Performance Goal: Increase the number of opportunities for positive relationships with students, parents, and members of the community from 16 to 25 to improve attendance,achievement, and involvement in extracurricular activities by 2023.
STUDENT OUTCOME STRATEGY Our students are valued and appreciated by our administrators, faculty and staff. STAFF OUTCOME STRATEGY Our staff is highly qualified and positively interacts with parents and members of the community. COMMUNITY OUTCOME STRATEGY We will provide opportunities to bring the community together and utilize their resources to lead the way in enhancing the educational experience.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Average Baseline
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Date Source(s):
PTO/SIC Participation
Parent University
Data
Parent Climate
16 Projected Data
Actual Data
18 20 22 24 25
35
Survey Data
Action Timeline
Responsibility Estimated
Cost Funding Sources
Measure Accountability (Evaluation)
Outcome
Students will use 7 Mindsets
strategies to develop social
emotional learning skills
and understanding
their self worth..
2018-2019 Administration, School Counselors,
Faculty/staff
N/A N/A Assessment & Achievement
Data
Analyze student assessment data for
strengths and areas of improvement .
Students
Staff will use CKH strategies
to build relationships. Administration will approve diversity and
cultural events to maintain overall
positive partnerships.
2018-2019 Administration, school counselors,
faculty/staff, club/activity sponsor
$1500 General Budget Events calendar, post event surveys
Analyze the events survey to determine any needed improvements,
and to develop additional events to support community
partnership initiatives.
Staff
Provide parents community
members with opportunities to collaborate and foster positive relationships.
2018-2019 Administration, school counselors,
faculty/staff, partners
$500 Pupil Expenditure Budget
PTO/SIC participation
survey, Parent University
Survey
Analyze PTO/SIC growth data and parent surveys to determine the effectiveness of
partnerships, and the growth of partnerships.
Community
We will review this performance goal every year after Positive Interaction Data is available to ensure that the projected goal in the current year has been met.
36
Joy What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the job of a job well done promotes future success. The Summit Parkway Middle School family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who embrace innovation and learning.
ACHIEVEMENT GOAL
Performance Goal Area: Teacher/Administrative Quality
Performance Goal: The number of student, staff and community recognitions will increase from 5 to 10 between
2017 - 2023 to help create and maintain a joyful environment. Categories will alternate every year.
STUDENT OUTCOME STRATEGY
Our students are recognized for their growth and achievements in academics, arts,
athletics, and service.
STAFF OUTCOME STRATEGY
Our staff is acknowledged for demonstrating growth and excellence in students.
COMMUNITY OUTCOME STRATEGY
We honor community partners for maximizing their gifts and talents.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Date Source(s)
Average Baseline
Data 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Celebration Assessment
Data
Climate Survey
5
Projected Data
Actual Data
6 7 8 9 10
37
Data
Action Timeline Responsibility Estimated
Cost Funding Sources
Measure Accountability (Evaluation)
Outcome
Our students will participate in the following recognitions
throughout the academic year: Report Card Honor
Roll, MAP Goal Achievement, Summer Reading, Student of the
Month, Perfect Attendance,
and Eagle PRIDE.
2018-2019
Administration, CES, Teachers,
Student
$1000
Pupil
Expenditure Budget
Celebration Assessment
Data
Climate Survey Data
Analyze the data from the student
survey
Student
Our staff will participate in the following recognitions throughout the academic year: Perfect Attendance,
Teacher of the Month, Teacher Superlatives, and Lesson Plan Submissions.
2018-2019
Administration, CES, Teachers
$500
General Budget
Celebration Assessment
Data
Climate Survey Data
Analyze the data from the teacher
survey
Staff
The school community will be invited to participate and
engage in these joyful moments.
2018-2019
Administration, CES, Faculty &
Staff,
$500
General Budget
Climate Survey Data
Analyze the data from the parent
survey
Community
We will review this performance goal every year after Climate Surveys are available to ensure that projected goal in the current year is being met.
38
Joy What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the job of a job well done promotes future success. The Summit Parkway Middle School family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who embrace innovation and learning.
TALENT GOAL
Performance Goal Area: Teacher/Administration Quality
Performance Goal: The percentage of teacher professional development days will increase from 6.0% to 21% from
2017-2023.
STUDENT OUTCOME STRATEGY
Our students will benefit from multiple opportunities to discover their passions from teachers using the tools and strategies from professional development..
STAFF OUTCOME STRATEGY
Our staff participates in ongoing professional development and personal growth opportunities to develop skills and knowledge, and to ensure a healthy work/personal life
balance.
COMMUNITY OUTCOME STRATEGY
We will provide opportunities for staff to share with the community to share their gifts and talents with through various events and activities.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Date Source(s)
Average Baseline
Data 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Report Card
6%
Projected Data
9% 12% 15% 18% 21%
39
Data
Actual Data
Action Timeline Responsibility Estimated Cost
Funding Sources
Measure Accountability (Evaluation)
Outcome
Our students will increase will participate in activities
and clubs, such as the International Club, where
student talents and gifts are showcased. Benefiting from
the professional development given to teachers.
2018-2019
Administration, CES, Teachers,
Student
N/A
N/A Report Card
Data
Analyze the data from the annual
report card to make adjustments as
necessary.
Student
Our staff will expand on the current International Club,
Cultural Awareness Showcase Expo, and the Annual Cultural Hispanic
Event. Professional Development will be provided
based on the needs and goals for the current year.
2018-2019
Administration, CES, Teachers
$10,000 Teacher & Learning Budget
At-Risk Budget
Report Card
Data
Analyze the data from the annual
report card to make adjustments as
necessary.
Staff
The community will be invited to participate in and actively
engage in events that provide the forum for the
understanding and embracing of different cultures.
2018-2019
Administration, CES, Faculty &
Staff,
$500
Fundraisers
and Community Donations
Parent Climate Survey
Analyze the data from the annual parent climate survey to make adjustments as
necessary.
Community
We will review this performance goal every year as soon as the Report Card Data and Parent Climate Survey Data become available
to ensure the projected goal in the current year has been met.
40
Joy What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the job of a job well done promotes future success. The Summit Parkway Middle School family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who embrace innovation and learning.
CULTURE & ENVIRONMENT GOAL
Performance Goal Area: School Climate
Performance Goal: The number of school-wide activities will increase from 4 to 10 between 2017 - 2023 to have
and maintain a joyful and productive environment.
STUDENT OUTCOME STRATEGY STAFF OUTCOME STRATEGY COMMUNITY OUTCOME STRATEGY
Our students develop meaningful relationships through school-wide activities while
engaging students in purposeful learning.
Our staff participate in regular motivational and inspirational activities.
We provide opportunities to bring the community together.
Interim Performance Goal: Our interim performance goal is to meet annual targets below.
Date Source(s)
Average Baseline
Data 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Nest Check Data
4
Projected Data
Actual Data
5 6 7 9 10
41
Action Timeline Responsibility Estimated
Cost Funding Sources
Measure Accountability (Evaluation)
Outcome
Our students will participate in activities sponsored by clubs
such as the Beta Club, Student Council, that promote and foster joy celebrations for quarterly and month events.
2018-2019 Administration, CES, Teachers,
Student
$1,000 General Budget
Nest Check Data
Analyze the Nest Check Data as it
pertains for Joyous Celebrations to
adjust activities or funding for the next
year.
Student
Our staff will create and participate in activities
sponsored by groups, such as our Joy Committee and/or
PTO.
2018-2019 Administration, CES, Teachers
$1,000 General Budget
PTO
Nest Check Data
Analyze the Nest Check Data as it
pertains for Joyous Celebrations to
adjust activities or funding for the next
year.
Staff
The community will be invited to participate in events that
celebrate the school, its students, faculty, and staff.
2018-2019 Administration, CES, Faculty &
Staff,
N/A
N/A Nest Check Data
Analyze the Nest Check Data as it
pertains for Joyous Celebrations to
adjust activities or funding for the next
year.
Community
We will review this performance goal every year after annual JOY Celebrations have taken place to ensure that projected goal in the
current year has been met.