ANDERSON DISTRICT FIVE STRATEGIC PLAN

TABLE OF CONTENTS

TAB PAGE

1.Cover Page, Signature Pages and Assurances 1

2. Description of School System 10

3.Executive Summary of Needs Assessment Findings 16

Mission, Vision, Guiding Principles, Beliefs 33Demographic Report 35District Administration Directory 36Organizational Chart 37

4.Improvement Plan: Goals & Action Plans 38

STAKEHOLDER INVOLVEMENT FOR DISTRICT PLAN(Mandated Component)

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

POSITION NAME

1. Superintendent Betty Bagley

2. Principal Martha Hanwell

3. Teacher Leigh Burton

4. Parent/Guardian Sharesa Goodine

5. Community Member Anna Johnson

6. Private School Representative(s) (Title II Requirement) Dr. Bob Hanley

7. District Level Administrators(s) (Title II Requirement) Dr. Sonia Leverette

8. Paraprofessional(s)(Title II Requirement) Pamela Evans

9. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.)

POSITION NAME

Assistant Superintendent Tripp Dukes

Assistant Superintendent Mike Mahaffey

Director of Student Administrative Services Sherry Martin

Principal Anthony Ware

Principal Martha Hanwell

Principal Dr. Jerome Hudson

*REMINDER: If state or federal grant applications require representation by other stakeholder groups, it is appropriate to include additional stakeholders to meet those requirements and to ensure that the plans are aligned.

ASSURANCES FOR SCHOOL PLAN(Mandated Component)

Act 135 Assurances Assurances, checked, and signed by the district superintendent, attest that the school/district complies with all applicable Act 135 requirements.

__√___ Academic Assistance, PreK–3 The 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 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 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 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 district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

__√___ Innovation The district 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.

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

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__√___ Collaboration The 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).

___√__ Developmental Screening The 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.

__√___ Half-Day Child Development The 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, although they may be housed at locations with other grade levels or completely separate from schools.

___√__ Developmentally Appropriate Curriculum for PreK–3 The 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 district provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriated education to prepare children for success in school and life experiences (early childhood education). Family Literacy is not grade specific, but generally is most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents. Family Literacy program goals are to strengthen parent involvement in the learning process of preschool children ages birth through five years; promote school readiness of preschool children; offer parents special opportunities to improve their literacy skills and education, a chance to recover from dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.

__√___ 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.

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DESCRIPTION OF SCHOOL SYSTEM

Anderson School District Five is located in Anderson County, South Carolina, midway between Atlanta, Georgia and Charlotte, North Carolina along the busy Interstate-85 corridor. The school district has a Pre-K through 12th grade enrollment of approximately 12,700 students which constitutes over 40% of the county's total school population. There are four other school districts in Anderson County; Anderson School Districts 1, 2, 3, and 4. In 2008, Anderson County's population was 182,825, up from 173,500 in 2000.

During this past school year, all twenty-three schools within our district became schools of choice. Families have the opportunity during the month of February to apply to the school that best suits the students' interest. We also opened a Charter school that will eventually serve students in grades 4-12 who perform better academically in a smaller, alternative setting.

Community support of education is evident by the passing of a $140 million bond referendum in 2007. The vote was favorably approved by over 60% of voters and the funds were used to support the construction of new schools and the renovation of the older existing schools. In District Five, there are ten elementary schools, one primary school, five middle schools, two high schools, two early childhood centers, one career campus, one Charter School, and the Adult Education Center. In the past 13 years, over $200 million have been spent on our building program.

The district contains a very diverse community with 44.8% minority population, a poverty index of over 68.22% and 708 English Speakers of Other Languages (ESOL) students, representing 30 different languages. The special education population of Anderson School District Five is 7.9%, and 13% with speech included.

The area is a growing industrial, commercial and tourist center with over 230 manufacturers, including 22 international companies in the county. Anderson has a thriving business climate. The top major industries in Anderson include manufacturers of automotive products, metal products, industrial machinery, plastics, publishing and textiles. Two industries that many times interconnect are the plastic and automotive sectors. There are more than 27 BMW suppliers in the Upstate. Anderson County has 11 automotive suppliers and is a major player in the plastic industry with 27 plastic companies located within its borders. A major tourist attraction, Anderson County contains Lake Hartwell, a 55,950-acre lake located on the South Carolina/Georgia border.

Anderson School District Five is fortunate to have a very supportive business community as evidenced by the 265 active business partners we currently have. A list of business partners is included in our evidence documents.

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Anderson School District Five, in collaboration with numerous and diverse stakeholders, has prepared this study to provide a glimpse into the status of our educational system. This report details the educational progress and challenges that must be addressed as the district continually seeks to improve student learning. This self-study will be used as a valuable decision-making tool at the school and district level.

NOTABLE ACHIEVEMENTS AND AREAS OF IMPROVEMENT

Students of Anderson School District Five posted the ninth highest among the state's 83 school districts and ten points above last year's district average on the SAT. District Five seniors posted an average composite score of 21.0 on the ACT college entrance exam in 2011, above the state average composite score of 20.1, and just one-tenth of one point behind the national average composite score of 21.1. Our seniors also earned a record $26.1 million in college scholarships. The district posted its highest numbers ever in the three years the PASS test has been administered. In addition, we are embedding the Common Core State Standards in our curriculum at various grade levels. These standards for ELA, math and literacy in science, social studies and technical subjects were developed by a coalition of states and benchmarked to international standards in order to design instruction that will better prepare students for college and career readiness.

Within the past 13 years, our district has received over $20 million in grants. The most recent grants are the $1.2 million Elementary and Secondary Counseling Grant and the $53 million grant for equipment at Nevitt Forest Community School of Innovations' School Based Healthcare Facility slated to open in the fall of 2013.

Our district is now a district of complete choice, where students can choose the magnet programs that best fit their individual needs and interests. Choices at the elementary level include the arts, global communications, International Baccalaureate, leadership, innovation, 21st Century Learning; and science, technology, engineering and math (STEM). Choices at the middle level include the arts, International Baccalaureate, inquiry, and leadership. High school choices are International Baccalaureate, early college or the charter school. Homeland Park Elementary School was converted into a primary school (K-2) this year, while Varennes Academy of Communication and Technology was converted into an Intermediate School (3-5). South Fant Early Childhood Education Center and West Market Early Childhood Education Center are now South Fant School of Early Education and West Market School of Early Education. Also, North Pointe Elementary School and the Anderson School District Five Charter School opened this past fall. Our charter school began with approximately 100 students in grades 11 and 12 and will eventually include grades 4-12. Our Board of Trustees and community members are appreciated for their continued support of our progressive programs and goal of awarding our students with the best education we can offer. The future of our students, parents and teachers is bright.

In 2009, District 5 sold its curriculum to the SC State Department of Education so that school districts across South Carolina could have access. The state provided at no cost the curriculum

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developed by District 5 to the other 52 districts across the state that might not have the resources to develop or update their own curriculum. Since 2000, District 5 has sold its curriculum to other districts. Over the years, at least 33 districts purchased it. The curriculum includes guides for how to pace instruction, recommended activities, lists of web sites and sample test items, all aligned to the South Carolina academic standards in English/language arts, math, science and social studies. Curriculum development and implementation continue to be a strength of District 5.

Anderson School District Five values safe and secure buildings. Through a partnership with the Anderson County Emergency Services Division, Anderson Five will authorize emergency services to access its video camera network for emergencies and training exercises. This partnership will be piloted at T L Hanna and Westside High Schools for the first year, and it has the potential to save lives. All schools, including our newest facilities and schools with additions, have updated or created emergency procedures and provided district staff with a comprehensive response plan. Our educators are committed to protecting our students by closely monitoring parental custody matters and by frequently checking the sex offender registry, being aware of who enters their buildings, when and why. To aid with this process, Anderson School District Five purchased visitor management systems for every school building (LobbyGuard). Further protection is executed by taking measures to reduce bullying. School administrators have attended training to learn strategies to educate students on the dangers of bullying and cyber bullying. Our district's bullying policy has been updated to include cyber bullying.

In addition to requiring comprehensive emergency management plans, the district works closely with schools to monitor issues that may threaten the school community or student achievement. These issues include gang activity, drugs, weapons, drop outs, and infectious disease. School administrators closely monitor signs of gang activity and utilize various strategies to combat drugs entering the school, such as random drug dog visits. The district utilizes many programs to assist students who are in danger of dropping out, including Evening School, Credit Recovery, Fast Track GED, Saturday School, Graduate Anderson, Connect to College, and AVID. Reassigning a designated "attendance manager" this year has streamlined the district's court presence, and this employee is able to provide a consistent presence to the schools and families.

The district understands the importance of utilizing the expertise and knowledge of other agencies. In response, District Five has developed close working relationships with various community agencies that include Anderson County Emergency Services, DHEC, Anderson-Oconee Behavioral Health, the Anderson City Police and Anderson County Sheriff's Department.

Proper dental health is not only important to our healthy physical looks; it is essential to the well-being of the entire body. Because of this, nursing services has partnered with Health Promotion Specialists (HPS) Dental Program to offer dental services to preschool, primary and elementary students who may not otherwise have dental care. With parental consent, HPS will clean teeth, screen for cavities and provide sealants, and bill Medicaid when applicable.

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In an effort to lower the number of expulsions and to ensure that expulsions occur only when necessary, procedures are under review in an effort to lower the number of expulsions. New hearing officers are being trained, and the increased number of officers available should improve on objectivity. Schools are becoming more conscientious of the information they compile and present, and all changes involve legal counsel.

School buses make up the largest type of public transportation in the United States, providing daily rides to approximately 26 million students to and from school and school-related activities. The safety of these students rests in the hands of school officials across the country. Video surveillance is a preventative measure that schools can utilize to promote student safety, prevent misconduct, assist in tracking problem motorists, protect drivers from fraudulent claims, enforce good driving practices and deter vandalism. AngelTrax Student Transit Video Surveillance Solutions, which has been added to each of our buses, help protect the lives of both students and drivers by encouraging a safe transportation environment. These durable systems are equipped with the most innovative and efficient mobile video technology in the industry.

Anderson School District Five is the proud recipient of the Elementary and Secondary School Counseling Grant. The district was awarded nearly $1.2 million over a three-year period to support counseling programs in elementary schools. The award will specifically aid the schools in hiring qualified professionals with the goal of expanding the range, availability, quantity and quality of counseling services. The number of available and qualified counselors will be increased based on a school's student population and the needs of those students. Research shows that having adequate counseling services can help reduce the number of disciplinary referrals in schools, improve student attendance and academic performance, and enhance development of social skills. Some funds will be used to support parental involvement, counselor and teacher professional development and collaboration with community-based organizations that provide mental health and other services to students. "Camp U-turn," a Saturday program, will offer therapy to students and their parents.

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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS

(Mandated Component)

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PURPOSE AND DIRECTIONThe system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating1.1 The system engages in a

systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.

The process for review, revision, and communication of the system's purpose is clearly documented, and a record of the use and results of the process is maintained. The process is formalized and implemented with fidelity on a regular schedule. The process includes participation by representatives selected at random from all stakeholder groups. The purpose statement clearly focuses on student success.

•District purpose statements - past and present

•Survey results

•Documentation or description of the process for creating the district's purpose including the role of stakeholders

•Examples of communications to stakeholders about the district's purpose (i.e. website, newsletters, annual report, student handbook)

•Copy of strategic plan referencing the district purpose and direction and its effectiveness

Level 4

Indicator Statement or Question Response Evidence Rating1.2 The system ensures

that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.

System policies and procedures clearly outline the expectations for schools regarding a systematic, inclusive, and comprehensive process for review, revision, and communication of a purpose for student success. System personnel monitor and maintain data about each school and provide feedback and training for the improvement of the implementation of the process to school personnel.

•Survey results

•Agendas and/or minutes that reference a commitment to the components of the schools' purpose statements

•Examples of school purpose statements if different from the district purpose statement

Level 4

Indicator Statement or Question Response Evidence Rating1.3 The school leadership and

staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.

Commitment to shared values and beliefs about teaching and learning is clearly evident in documentation and decision making. This commitment is always reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented in a measurable way so that all students achieve learning, thinking, and life skills necessary for success. Evidence indicates a strong commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. System leadership and staff hold one another accountable to high expectations for professional practice.

•Examples of schools' continuous improvement plans

•Survey results

•Statements or documents about ethical and professional practices

•Statements of shared values and beliefs about teaching and learning

•The district strategic plan

Level 4

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Indicator Statement or Question Response Evidence Rating1.4 Leadership at all levels of

the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning.

Leaders at all levels of the system require the use of a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups work collaboratively and consistently in authentic and meaningful ways that build and sustain ownership of the system's purpose and direction. Personnel systematically maintain, use, and communicate a profile with current and comprehensive data on student, school, and system performance. The profile contains thorough analyses of a broad range of data used to identify goals for the improvement of conditions that support student learning and that are aligned with the system's purpose. All improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving all improvement goals. System personnel hold one another accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated regularly. Documentation that the process is implemented with fidelity and yields improved student achievement and conditions that support student learning is available and communicated to stakeholders.

•Examples of schools continuous improvement plans

•Survey results

•Professional development plans and implementation timelines on topics related to equity, organizational effectiveness, and improved instruction and programs

•Agenda, minutes from continuous improvement planning meetings

•The district data profile

•The district strategic plan

Level 4

Strengths we noted are the many vehicles we use in order to communicate with all stakeholders. Everything is

measured by how it impacts student achievement. District level meetings are frequently held to solicit input, provide

direction and offer assistance to our schools. After district level meetings, principals are required to schedule school level

meetings to transfer pertinent information. Various types of parent groups exist which provide an avenue for

communication. The district encourages and maintains strong internal and external relationships with it stakeholders. The

superintendent has established student, teacher, parent and support staff advisory councils for the purpose of fostering a

stronger culture of participation, responsibility and ownership. Each school has a School Improvement Council, parent

organization, and numerous teacher and staff committees that provide input from the bottom up. Community feedback is

garnered through various methods. Each spring, the state parent, teacher and student surveys are administered. Survey

results dating back to 2001 are compiled in a single database to assist in longitudinal analysis. Trends in stakeholder

perception and satisfaction are analyzed as a part of strategic planning. All individual school improvement plans are

aligned to the district's vision, mission and beliefs. Progress toward district goals is continuously evaluated and adjusted

as needed. The district provides an Annual Report to the community and school board each year. The Annual Report

documents district and school progress toward the achievement of our goals and important events and happenings that

have occurred since the last report. Each District Five school has created and annually updates its school profile, which

includes test score data, demographic information and parent/student/teacher state survey data. District and state provided

reports assist principals in evaluating their schools' progress toward desired goals. The superintendent reviews the

district's goals and strategic priorities with the Board of Trustees throughout the school year as data becomes available.

The District Five Strategic Plan is annually evaluated and revised by our stakeholders. The district continually informs its

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community in the most comprehensive and strategic ways. Throughout the year, the district has used the following means

to communicate to its stakeholders:

Monthly principal, instructional facilitator and district leadership team meetings; teacher, student, and parent

advisory meetings; district wide celebrations; magnet fairs; district five website; district publications; reports to

the board, data displays, student and parent orientations, school and district business partnerships, press releases

and media contacts, billboards, paid advertising in the local newspaper, and faculty meetings. Hundreds of press

releases are emailed to over 8000 parents annually.

Through the Model Planning Progress, system-wide goals are developed. Action plans are created to

achieve the goals. These action plans include specific steps, assignment of responsibility, determination of

costs, and creation of a target date for completion of each step. The strategic planning team annually

reviews each action plan to determine its status. Plans are deemed complete, continued or discontinued.

District Five works continuously to create a culture of continuous improvement. This culture is created

by making teaching and learning a central focus in everything that we do. We can improve by increasing

parent involvement in district-level meetings, especially in our parent advisory committee.

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GOVERNANCE AND LEADERSHIPThe system operates under governance and leadership that promote and support student performance and system effectiveness. Overall Rating: 3.83

Indicator Statement or Question Response Evidence Rating2.1 The governing body

establishes policies and supports practices that ensure effective administration of the system and its schools.

Policies and practices clearly and directly support the system's purpose and direction and the effective operation of the system and its schools. Policies and practices require and have mechanisms in place for monitoring conditions that support student learning, effective instruction, and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices requiring and giving direction for professional growth of all staff. Policies and practices provide clear requirements, direction for, andoversight of fiscal management at all levels of the system.

•Student handbooks

•Governing body policies, procedures, and practices

•Staff handbooks

•District operations manuals

•School handbooks

Level 4

Indicator Statement or Question Response Evidence Rating2.2 The governing body

operates responsibly and functions effectively.

The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in a systematic, formal professionaldevelopment process regarding the roles and responsibilities of the governingbody and its individual members. The governing body complies with all policies, procedures, laws, and regulations, and functions as a cohesive unit.

•Proof of legal counsel

•Governing authority training plan

•Assurances, certifications

•Historical compliance data

•Governing authority policies on roles and responsibilities, conflict of interest

•Governing code of ethics

Level 3

Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures

that the leadership at all levels hasthe autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

The governing body consistently protects, supports, and respects the autonomy of system and school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the system and its schools. The governing body maintains a clear distinction between its roles and responsibilities and those of system and school leadership.

•Communications regarding governing authority actions

•District strategic plan

•Examples of school improvement plans

•Roles and responsibilities of school leadership

•Roles and responsibilities of district leadership

•Social media

•Survey results regarding functions of the governing authority and operations of the district

•Stakeholder input and feedback

•Agendas and minutes of meetings

Level 4

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Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff at all

levels of the system foster a culture consistent with the system's purpose and direction.

Leaders and staff throughout the system deliberately and consistently align their decisions and actions toward continuous improvement to achieve the system's purpose. They encourage, support, and expect all personnel to maintain high standards and to hold students to high standards in all courses of study. All stakeholders are collectivelyaccountable for maintaining and improving conditions that supportstudent learning. Leaders throughout the system actively and consistently support and encourage innovation, collaboration, shared leadership, and rigorous professional growth. The culture is characterized by collaboration and a sense of community among all stakeholders.

•Professional development offerings and plans

•Examples of collaboration and shared leadership

•Survey results

•Examples of decisions in support of the schools' continuous improvement plans

•Examples of improvement efforts and innovations in the educational programs

Level 4

Indicator Statement or Question Response Evidence Rating2.5 Leadership engages

stakeholders effectively in support of the system's purpose and direction.

Leaders consistently communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on system and school improvement efforts, and provide and support meaningful leadership roles for stakeholders. System and school leaders' proactive and persistent efforts result in measurable, active stakeholder participation, positive engagement in the system and its schools, a strong sense of community, and ownership.

•Copies of surveys or screen shots from online surveys

•Survey responses

•Involvement of stakeholders in district strategic plan

Level 4

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff

supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.

The primary focus of the criteria and processes of supervision and evaluation is improving professional practice in all areas of the system and ensuring student success. Supervision and evaluation processes are consistently and regularly implemented. The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice throughout the system and ensure student learning.

•Governing body policy on supervision and evaluation

•Job specific criteria

Level 4

Our district is strong in the area of governance and leadership. According to Board Policy BA, the Anderson School District Five Board of Trustees is responsible for the establishment and maintenance of a system of free public schools for all children residing in the district. The board may make all necessary rules and regulations for the government and conduct of schools consistent with the laws of the state. We have a nine-member board, which consists of at least three retired educators, who are supportive in ensuring that all students benefit from a quality education by employing highly qualified professional and paraprofessional staff. Two of the nine board members are elected at large and seven are elected from single-member districts. Members of the board are elected during the general election held in November. The regular term of office for each trustee is four years. Pictures and names of the Board members are located in the Annual Report.

A policy manual that guides the operation of the district is maintained on the district's web page. New policies and revisions to existing policies are developed by the district administration and recommended to the Policy Committee as needed. All new policies and revisions are approved by this committee before being presented to the full Board of Trustees for ratification. All new and revised policies are discussed with the district leadership team.

Personnel-related policies are provided to all employees via the district's Employee Handbook. Bus policies are communicated to students and parents via the district's Transportation Handbook. Pertinent student policies are

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contained in each school's Student Handbook. All handbooks contain a signature page that must be signed by the receiver and returned to the appropriate school or department, ensuring that handbooks have been received and reviewed.

Anderson School District Five is a member of the South Carolina School Boards Association (SCSBA). The SCSBA serves as a source of information for our school board and district. Specifically related to policies, the SCSBA provides our district with model policies and policy updates based on recent legislative action. The Board of Trustees recognizes and supports the leadership authority of the superintendent who operates as the chief executive officer of the district.

Anderson School District Five adheres to all local, state and federal laws, standards and regulations. Board policy and procedures govern the district and are in alignment with local, state and federal laws and regulations. The SCSBA provides our district with model policy updates based on recent legislative action.

As required by law, Board members complete a state-approved orientation training program within one year of taking office. All Board members have been active participants in the SC School Boards Association's Boardsmanship Institute. The annual district report card reports the percent of the district's new board members attending training and the average hours of training for all board members.

Anderson School District Five is very conscientious with regard to the management of its resources. The district's emphasis is on supporting the instructional program for its students. Traditionally, the district searches for and secures all available funding (via local tax support, state and federal revenues support, and eligible grant programs) toward meeting this goal. The district also enjoys strong public support related to its overall management of district assets as demonstrated by the 60% voter approval of the $140 million bond referendum held on April 24, 2007, in support of the recently completed building program. The district does not hesitate in requesting additional monetary resources when it is in the best interest of its students to do so.

The district routinely uses the services of legal counsel. Typically, matters of general district operation and issues relating to special education are referenced to the law firm of Childs & Halligan, P. A. Matters related to capital project financing, including the issuance of general obligation bonds, are handled by the McNair Law Firm, P. A. Legal counsel is often used in matters relating to HIPPA, student discipline and personnel. As required by Policy EI - Insurance Program/Risk Management, the district is fully insured for property and casualty coverage and workers compensation coverage. Coverage is provided through the SC School Boards Insurance Trust.

The district uses the state's online principals' evaluation instrument, in addition to its own principal's evaluation instrument. The district also utilizes ADEPT, the state evaluation system (Assisting, Developing and Evaluating Professional Teaching), which is based on state expectations that are aligned with nationally recognized standards for professional growth. This evaluation is used for classroom-based teachers, school guidance counselors, library media specialists and speech language therapists. The district uses its own instrument for classified employees. Every employee is to be evaluated annually. Improvement plans are to be implemented if all standards and expectations are not met.

The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. This goal is achieved by allocating funds to each school on a per-pupil basis (see School Budgets in Evidence), and allowing school leadership teams flexibility in determining how the following will be carried out in planning, school themes, hiring, assignment of personnel, professional development, curriculum, purchase and the use of support materials.

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TEACHING AND ASSESSING FOR LEARNINGThe system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. Overall Rating: 3.42

Indicator Statement or Question Response Evidence Rating3.1 The system's curriculum

provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

Curriculum and learning experiences in each course/class throughout the system provide all students with challenging and equitable opportunities to develop learning skills, thinking skills,and life skills that align with the system's and school's purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. Like courses/classes have the same high learning expectations across the system. Teachers in all schools individualize learning activities for each student in a way that supports achievement of expectations.

•Course, program, or school schedules

•Course or program descriptions

•Survey results

•Lesson plans

•Descriptions of instructional techniques

•Approved Curriculum, Thinking Maps, Work Keys, AVID, Magnet schools, Guided reading, Guided math, DRA, ERI, AP/IB/Dual Credit, Reflex Math, Credit Recovery

Level 4

Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

Using data from multiple assessments of student learning and an examination of professional practice, system and school personnel systematically monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment and alignment with goals for achievement and instruction and statements of purpose. There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised at the system or school level. The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the system's purpose are maintained and enhanced in curriculum,

•Curriculum guides

•A description of the systematic review process for curriculum, instruction, and assessment

•Common assessments

•Surveys results

•Curriculum writing process

•Lesson plans aligned to the curriculum

Level 4

Indicator Statement or Question Response Evidence Rating3.3 Teachers throughout the

district engage students in their learning through instructional strategies that ensure achievement of learning expectations.

Teachers throughout the district are consistent and deliberate in planning and using instructional strategies that require student collaboration, self- reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of each student. Teachers consistently use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools.

•Examples of teacher use of technology as an instructional resource

•Examples of student use of technology as a learning tool

•Student work demonstrating the application of knowledge

•Surveys results

•Examples of professional development offerings and plans tied specifically to the approved or prescribed instructional strategiesand programs

Level 4

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Indicator Statement or Question Response Evidence Rating3.4 System and school leaders

monitor and support the improvement of instructional practices of teachers to ensure student success.

System and school leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the system's values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content-specific standards of professional practice.

•Supervision and evaluation procedures

•Surveys results

•Administrative classroom observation protocols and logs

•Professional development offerings and plans tied to the prescribed education program, instructional strategies,developmentally appropriate practices, and student success

Level 4

Indicator Statement or Question Response Evidence Rating3.5 The system operates as a

collaborative learning organization through structures that support improved instruction and student learning at all levels.

All system staff participate in collaborative learning communities that meet both informally and formally on a regular schedule. Frequent collaboration occurs across grade levels, content areas, and other system divisions. Staff members implement a formal process system-wide that promotes productive discussion about student learning and the conditions that support student learning. Learning, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching are a part of the daily routine of all staff members. System personnel can clearly link collaborationto improvement results in instructional practice, system effectiveness, and student performance.

•Common language, protocols and reporting tools

•Agendas and minutes of collaborative learning committees

•Calendar/schedule of learning community meetings

•Survey results

•Professional development funding to promote professional learning communities

•Peer coaching guidelines and procedures

•Evidence of informal conversations that reflect collaboration about student learning

Level 4

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the

system's instructional process in support of student learning.

All teachers throughout the system use an instructional process that informs students of learning expectations and standards of performance. Exemplars are often provided to guide and inform students. The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and timely feedback about their learning.

•Survey results

•Examples of assessments that prompted modification in instruction

•Letter from StateSuperintendent

Level 3

Indicator Statement or Question Response Evidence Rating

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3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the system's values and beliefs about teaching and learning.

System personnel are engaged in mentoring, coaching, and induction programs that are consistent with the system's values and beliefs about teaching, learning, and the conditions that support learning. These programsset expectations for all system personnel and include measures of performance.

•Survey results

•Descriptions and schedules of mentoring, coaching, and induction programs with references to district and school beliefs and values about teaching and learning

•Professional learning calendar with activities for instructional support of new staff

•Personnel manuals with information related to new hires including mentoring, coaching, and induction practices

Level 3

Indicator Statement or Question Response Evidence Rating3.8 The system and all of its

schools engage families in meaningful ways in their children's education and keep them informed of their children's learning progress.

Programs that engage families in meaningful ways in their children's education are designed and implemented. System and school personnel regularly inform families of their children's learning process.

•Survey results

•List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days

•Parental/family/caregiver involvement plan including activities, timeframes, and evaluation process

Level 3

•Special "rights"

Indicator Statement or Question Response Evidence Rating3.9 The system designs and

evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student's school who supports that student's educational experience.

School personnel implement and participate in a structure designed and evaluated by the system that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student. All students may participate in the structure. The structure allows the school employee to gain insight into and serve as an advocate for the student's needs regarding learning skills, thinking skills, and life skills.

•Curriculum and activities of structures for adults advocating on behalf of students

•Survey results

•List of students matched to adults who advocate on their behalf

Level 3

Statement or Question Response Evidence Rating3.11 All staff members participate

in a continuous program of professional learning.

All staff members participate in a continuous program of professional learning that is aligned with the system's purpose and direction. Professional development is based on assessment of needs of the system. The program builds capacity among all professional and support staff. The program is systematically evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning.

•Evaluation tools for professional learning

•Survey results

•District professional development planinvolving the district and all schools

•Brief explanation of alignment between professional learning and identified needs

Level 3

Indicator Statement or Question Response Evidence Rating

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Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are

based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

Teachers across the system use common grading and reporting policies, processes, and procedures based on clearly defined criteria that represent each student's attainment of content knowledge and skills. These policies, processes, and procedures are implemented in all schools across grade levels and courses. Stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures are regularly evaluated.

•Evaluation process for grading and reporting practices

•Survey results

•District quality control procedures including the monitoring of grading practices across all schools

•Sample report cards for each program or grade level and for all courses and programs

•Policies, processes, and procedures on grading and reporting

Level 3

3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.

System and school personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). System and school personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students.

•Survey results

•List of learning support services and student population served by such services

•Data used to identify unique learning needs of students

Level 3

Anderson Five has an established history of providing programs and services to meet the varying needs of its students. Our curriculum is an ever evolving document that drives instruction. Since 2001, the District Five Approved Curriculum has been the vehicle for delivering high quality K-8 lessons that are aligned to state standards. Based on state standards, our goal has been to develop comprehensive lessons and assessment that teachers can implement district-wide and to provide consistent and rigorous instruction to all of our students. Pacing Guides ensure that our students and teachers follow a consistent scope and sequence of instruction.

Each department embraces ownership in assisting our schools and their staff members to guarantee continuous improvement in teaching and learning. District Five's instructional goal is to define and identify best practices and to support, train, coach, and observe the District Five staff in those practices. Our various directors provide training, resources, and guidance to schools, working closely with school instructional facilitators (IFs) and assistant principals for instruction (API's) to ensure that best practices and current trends reach the schools consistently. Meetings between district support staff, IFs and APs are ongoing throughout each school month. Extensive support is provided for teachers and administrators in research-based methods and strategies to improve learning.

Teams of teachers and IFs meet in content-specific curriculum writing sessions throughout the year to develop and/or revise pacing guides, instructional materials, instructional strategies and assessments. Elementary and secondary planning teams meet monthly with administrators and instructional staff to monitor and evaluate programs and initiatives. Quarterly accountability meetings are held with each principal and instructional team. The superintendent, assistant superintendent for instruction and district-level directors review state test results, benchmark and MAP data to assess student progress, focusing on strengths and weaknesses demonstrated by the data. Trends are identified in the areas of teacher effectiveness, standards implementation and attainment, curriculum, and student demographic gaps. In the area of standards, weaknesses are identified for re-teaching and weak strands are identified for future professional development.

Information and trends gleaned from quarterly accountability meetings are used to inform instruction at the school level. Accountability meetings focus on reviewing PASS, MAP, Benchmark, EOC and other relevant data to identify strengths, weaknesses and pacing concerns. Principals and IFs take information back to schools to work with teachers in small groups during grade level planning. This process fosters data-driven decision-making focused on student achievement. Teachers then work with individual students to determine progress toward each student's learning goals.

District Five supports on-going, comprehensive professional development. Local, state and federal funding is used to provide opportunities in all content areas with a focus on teaching and learning. Courses are offered to teachers and administrators for certificate renewal and/or graduate credit. The district's Summer Institute has become a highly anticipated opportunity for teachers to "sharpen their saws." Two Summer Institute sessions are held; one after school ends and one before school resumes. Teacher feedback has been overwhelmingly positive for providing meaningful staff development in a collegial and energetic atmosphere. Teachers appreciate the opportunity to grow professionally at a time when school and student responsibilities are not distracting.

District Five implements a consistent program of professional development that includes after school training, half-day training and release time. A calendar is developed each summer to ensure that training is given top priority and to ensure

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that other events are scheduled around training dates. Students are dismissed early on three occasions during the school year so teachers can receive training. Teacher contracts provide for five full-day training opportunities.

Anderson Five has a long history of excellence across multiple measures and has been recognized as a leader and high-performing school system in South Carolina in academics, athletics, and the arts. The district has achieved this status by ensuring that students are the primary focus of all decisions. We strive to develop a well-rounded student that will be college/career and citizenship ready by graduation.

Areas for improvement that District Five has identified through this evaluation process include our professional development plan. Ideas that have been generated to address this need include the following:

When financially possible, hire a district level coordinator for professional development. This was lost during recent budget cuts.

Create, promote, and expand access to digital content for our teachers and students.

Develop more online learning opportunities for teachers

Develop an accountability mechanism for teachers and administrators for online/blended learning requirements (eliminate some of the need for travel for face-to-face meetings)

Develop a more uniform method of obtaining information about the professional development needs of teachers (mostly informal or targeted for topics at the current time). This will be very important as we move forward in implementation of CCSS.

Increase the number of professional development offerings for our non-certified staff.

In addition, the district has support systems in place but could improve in increasing its mentoring and relationship building with all students. Our Mentor/Volunteer Coordinator position was cut years ago and this position should be reinstated when financially possible.

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RESOURCES AND SUPPORT SYSTEMSThe system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. Overall Rating: 3.88

Indicator Statement or Question Response Evidence Rating

4.1 The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs.

Policies, processes, and procedures ensure that system and school leaders have access to, hire, place, and retain qualified professional support staff. System and school leaders systematically determine the number of personnel necessary to fill all the rolesand responsibilities necessary to support purposes, educational programs, and continuous improvement throughout the district. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the system, individual schools, and educational programs.

•Survey results

•District budgets or financial plans for the last three years

•District quality assurance procedures for monitoring qualified staff across all schools

•School budgets or financial plans for last three years

•Assessments of staffing needs

•Documentation of highly qualified staff

•Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff for the district and schools

•Board Policy Manual

Level 3

Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations.

Instructional time, material resources, and fiscal resources are focused solely on supporting the purpose and direction of the system, its schools, educational programs, and system operations. Instructional time is fiercely protected in policy and practice in all schools. System and school leaders exhaust every option to secure material and fiscal resources to meet the needs of all students and improve the effectiveness of the system. System and school leaders measurably demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations concentrate on achieving the purpose and direction of the system and its schools.

•Examples of school schedules

•Examples of efforts of school leaders to secure necessary material and fiscal resources

•Survey results

•Examples of school calendars

•Alignment of school budgets with school purpose and direction

•Alignment of district budget with district purpose and direction

•District strategic plan showing resources support for district

•Low pupil/teacher ratios

Level 4

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Indicator Statement or Question Response Evidence Rating4.3 The system maintains

facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.

System and school leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, cleanliness, and a healthy environment, and have shared these definitions and expectations with all stakeholders. All system and school personnel as well as students are accountable for maintaining these expectations. Valid measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel to continuously improve these conditions. The results of improvement efforts are systematically evaluated regularly.

•Example systems for school maintenance requests

•Survey results

•Example maintenance schedules for schools

•Maintenance work order system, AEDs in every school, Walking track facilities available at some schools, Nurses at all schools, Comprehensive security plan

Level 4

Indicator Statement or Question Response Evidence Rating4.4 The system demonstrates

strategic resource management that includes long-range planning in support of the purpose and direction of the system.

The system has clearly defined policies and procedures for strategic resource management. The system employs a systematic, long-range, strategic planning process in the areas of budget, facilities, and other strategic system components. The strategic planning process is regularly evaluated for effectiveness, and improvement plans related to the process are developed and implemented when necessary. All strategic plans are implemented with fidelity by the governing body, and system leaders and have built-in measures used to monitor and ensure successful implementation and completion.

•District strategic plan showing the areas of budget, facilities, quality control, and other strategic systems

•Survey results

•Comprehensive SecurityPlan

Level 4

Indicator Statement or Question Response Evidence Rating4.5 The system provides,

coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.

The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to ensure that all students, school, and system personnel have access to an exceptional collection of media and information resources to achieve the educational programs of the system and its schools. The system designs, implements, and evaluates processes to ensure highly qualified personnel are recruited, hired, and retained in sufficient numbers to assist students, school, and system personnel in learning about the tools and locations for finding and retrieving information.

•Survey results

•Assistant Principals' Academy, District Leadership Academy, Teachers as Leaders, Teacher Advisory Council, Support Staff Advisory Council, Principals' Meetings, and Cluster Meetings

Level 4

Indicator Statement or Question Response Evidence Rating4.6 The system provides a

technology infrastructure and equipment to support the system's teaching, learning, and operational needs.

The system provides a modern, fully functional technology infrastructure, state-of-the-art equipment, and a highly qualified technical support staff to meet the teaching, learning, and operational needs of all stakeholders throughout the system. System and school personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to continuously improve technology services, infrastructure, and equipment.

•Policies relative to technology use at the district-level and school- level

•Survey results

•District technology plan and budget to improve technology services and infrastructure for the district-level and school- level

•Examples of school-level technology plans and budgets to improve technology services and infrastructure to students and staff

•eLearning Directors' position established and Basic Technology Assessment

Level 4

Indicator Statement or Question Response Evidence Rating

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4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served.

The system has designed and implemented a process to determine the physical, social, and emotional needs of all students and then selects or designs and implements programs to meet the needs of each student in the system. Valid and reliable measures of program effectiveness are in place, and system and school personnel use the data from these measures to regularly and comprehensively evaluate all programs. Improvement plans related to these programs are designed, implemented, and evaluated to more effectively meet the needs of all students.

•Student assessment system for identifying student needs

•Agreements with school community agencies for student-family support

•Survey results

•Schedule of family services, e.g., parent classes, survival skills

•Rubrics on developmentally appropriate benchmarks; e.g. early childhood education

•Social classes and services, e.g., bullying, character education

•List of support services available to students

•Mental Health Program, School Psychologists, Behavior Health Referral System, Alternative School, Summer Feeding Program, Star Track Academy

Level 4

Indicator Statement or Question Response Evidence Rating4.8 The system provides,

coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.

The system has designed and implemented a process to determine the counseling, assessment, referral, educational, and career planning needs of all students and then selects or designs and implements programs to meet the needs of each student in the system. Valid and reliable measures of program effectiveness are in place, and system and school personnel use the data from these measures to regularly and comprehensively evaluate all programs. Improvement plans related to these programs are designed, implemented, and evaluated to more effectively meet the needs of all students.

•List of services available related to counseling, assessment, referral, educational, and career planning

•Survey results

•Budget for counseling, assessment, referral, educational and career planning

•Description of IEPprocess

•Description of referral process

Level 4

Our district works closely with Anderson University, Clemson University and other colleges and universities in the surrounding area. The majority of placements for the practicum and student teaching are from Anderson University and Clemson University. We are fortunate to have strong ties with these institutions, because budget cuts have had an impact on recruiting trips.

Each spring, many of our teaching vacancies are filled with individuals who did their student teaching in the district. This means they enter our classrooms in August familiar with the Anderson Five Curriculum. The nearby colleges and universities provide opportunities for educators to earn advanced degrees. Many of these courses are taught in the district. For individuals who are interested in administration, the district offers two academies: The Assistant Principals' Academy and The District Leadership Academy. Teacher Leaders is another academy that offers teachers a glimpse outside of their schools into the operations of the district.

The district recently completed a $140 million building program. The program saw additions and/or renovations to 13 schools as well as the construction of two middle schools plus one elementary school. This brought the total school facilities maintained in the district to 27 (including 21 schools). The district maintains facilities with a total of almost 3 million square feet of space and approximately 600 acres of grounds. The Buildings & Grounds department maintains a staff of 134 employees comprised of a director, secretary, 26 maintenance employees and 106 custodians. The Buildings & Grounds department processes almost 6,000 work requests annually, on average. The district understands and appreciates the correlation between students' academic achievement and providing a modern, safe and healthy learning

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environment. This is evidenced in the Buildings & Grounds department's mission statement: To maintain and improve all district facility buildings and grounds in a manner which positively contributes to the learning experience of each student by providing a safe, clean, healthy environment while supporting community pride in appearance.

The district recognizes the value in, and necessity of, providing its students with the latest instruction-enhancing technology resources. The use of technology has been well integrated into the district's curriculum and it is used daily in instruction in all schools. The importance placed on technology is reflected in the $25,000,000 million investment the district has made in technology resources over the past 13 years. The technology department currently maintains almost 6,000 computing devices used by staff and students, numerous classroom instructional technological tools in each classroom, nearly 500 printers and peripheral devices, and 118 physical and virtual servers. The technology department maintains a staff of 12 comprised of a director, secretary and 10 technical staff members. The technology department processes almost 5,000 helpdesk requests annually. The relationship between technology and instruction may be best understood by considering the technology department's motto: The true value in technology is not learning to use the technology, but rather, using the technology to learn.

School staff members have the ability to implement assessment tools to determine a student's needs for additional services in order to improve the overall emotional health of each student. Various intervention programs have been developed and implemented to assess and improve the emotional needs of our students. School staff members utilize an assessment that determines the specific counseling needs for each student and identifies whether collaboration with outside agencies is warranted. Assessments include BASC (Behavior Assessment System for Children), BURKS (Burks Behavior Rating Assessment, and Eyburg Assessment. Programs and interventions include Rehabilitative Behavior Health Services (includes Behavior Modification, Behavior Health Screening, PBIS- Positive Behavior Supports and the PBIS Interventionist, Rehabilitative Psychosocial Services, Family, Group, and Individual Counseling).

To support the physical needs of our students, Anderson Five offers the following:

basic dental care in the school for early childhood and elementary students, a weekend "backpack snack pack program," gardens at two Title I elementary schools as provided by grant funding, fresh fruits and vegetables grant at three of our Title I elementary schools that provides fruits and vegetables outside of lunch, and the district offers a Summer Nutrition Program to ensure that students are properly fed during the summer months. Many campuses have walking tracks, and some are open to the community.

Our district employs a Homeless Liaison who assists in serving the basic needs of our homeless families. A massive operation is activated preceding the Winter Holidays to ensure that students who might not receive gifts do. The Culinary Arts classes prepare meals for homeless families at Thanksgiving, and many students across the district participate in food drives.

Each middle and high school has its own School Resource Officer, and every school has its own nurse. Ten school psychologists. Currently, our district has eight mental health counselors and two social workers. Plans are underway to increase security personnel at the elementary level and to increase mental health presence throughout our system. In the fall of 2013, plans are underway to open a healthcare facility on the campus of Nevitt Forest Community School of Innovation which will provide services to the students of Nevitt Forest and South Fant School of Early Childhood and to the residents of the Nevitt Forest Community.

Evidence worth noting includes allocations to schools and the CERRA Supply and Demand Survey.

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USING RESULTS FOR CONTINUOUS IMPROVEMENTThe system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.Overall Rating: 3.6

Indicator Statement or Question Response Evidence Rating5.1 The system establishes and

maintains a clearly defined and comprehensive student assessment system.

System and school personnel maintain and use a comprehensive assessment system that produces data from multiple assessment measures. These measures include locally developed and standardized assessments about student learning as well as school and system (including non-instructional divisions) performance. The comprehensive assessment system ensures consistent measurement across classrooms, courses, educational programs and system divisions. Most assessments are proven reliable and bias free. The comprehensive assessment system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.

•Brief description of technology or web-based platforms that support the education delivery model

•Documentation or description of evaluation tools/protocols

•Survey results

•MAP and BenchmarkMeetings

Level 3

Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning.

Systematic processes and procedures for collecting, analyzing, and applying learning from all data sources are documented and used consistently by professional and support staff throughout the district. Data sources include comparison and trend data that provide a comprehensive and complete picture of student learning, instruction, the effectiveness of programs, and the conditions that support learning. All system personnel use data to design, implement, and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs, and the conditions that support learning.

•Survey results

•Examples of changes to the district strategic plan based on data results

Level 4

Indicator Statement or Question Response Evidence Rating5.3 Throughout the system

professional and support staff are trained in the interpretation and use of data.

All professional and support staff members are assessed and trained in a rigorous professional development program related to the evaluation, interpretation, and use of data.

•Survey results

•Think Gate, Train-the- Trainer Method

Level 3

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Indicator Statement or Question Response Evidence Rating5.4 The school system engages in

a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

Policies and procedures clearly define and describe a process for analyzing data that determine verifiable improvement in student learning including readiness for and success at the next level. Results indicatesignificant improvement, and system and school personnel systematically and consistently use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.

•Student surveys

•Evidence of student growth

Level 4

Indicator Statement or Question Response Evidence Rating5.5 System and school leaders

monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.

System and school leaders monitor comprehensive information about student learning, system and school effectiveness, and the achievement of system and school improvement goals. Leaders regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups.

•Survey results

•Sample communications to stakeholders regarding student learning, conditions that supportlearning, and achievement of school improvement goals

•Examples of district marketing tools and websites that cite student achievement results or that make promises regarding student achievement

•Executive summaries of student learning reports to stakeholder groups

Level 4

Anderson Five is data-driven. A focus on the use and analysis of data begins at the top with the superintendent and her instructional team and flows down to each teacher. Data is collected and analyzed throughout the year, which begins with a review of the prior year's state assessments.

District Five's focus is to define and identify best practices, as well as to support, train, coach, and observe the District Five staff in those practices. Based on data review, our instructional directors provide training, resources, and guidance to schools, working closely with school instructional facilitators (IFs) and assistant principals for instruction (APs) to ensure that best practice and current trends are flowing into the schools consistently.

Quarterly accountability meetings, which focus on areas of strength and weakness, are scheduled with principals and instructional teams to review data from state assessments, benchmark tests, and Measure of Academic Progress (MAP) administration in which the superintendent and instructional leaders (assistant superintendent and directors) participate. Trends are identified in the areas of teacher effectiveness, standards implementation and attainment, curricular, and student demographic gaps. In the area of standards, weaknesses are identified for re-teaching and weak strands are identified for future professional development and modifications to the Approved Curriculum.

Benchmark and MAP tests are scored in-house and can be analyzed quickly by teachers and administrators, giving us the ability to make adjustments in near real time. In addition to reviewing end-of-year data, District Five utilizes benchmarking assessments to monitor progress in standards implementation. Benchmark tests are administered at the end of each nine week period in grades one through twelve.

MAP tests are computer adaptive tests developed by the Northwest Evaluation Association (NWEA) that are aligned to state academic standards and provide the instructional level for the student. The tests measure students' academic progress through an equal-interval growth measure, the RIT scale. NWEA conducts regular state alignment studies to specify the RIT scale score that corresponds to the proficient levels on the state accountability tests. All students in grades two through nine take the reading and math MAP tests in the fall and spring. Elementary schools MAP test in the winter, providing growth trends for students at a critical juncture in the school year.

In addition, MAP provides the Dynamic Reporting Suite which includes projected performance that gives teachers an idea of how students are projected to perform on the state tests and the distribution of students by quartile. NWEA offers a continuum of learning called DesCartes that identifies the skills and concepts tested at ten point RIT ranges, providing a tool for teachers to guide instruction by indicating "where" the student is on a learning continuum and what skills must be

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learned to show growth. DesCartes gives meaning to the RIT scores, facilitates grouping for instruction, and assists with selecting appropriate instructional materials and developing curriculum.

Information and trends gleaned from the many data points discussed in district level accountability meetings are used to inform instruction at the school level. Meetings between district support staff, instructional facilitators and assistant principals for instruction are ongoing throughout each school month. Extensive support is provided for teachers and administrators in research-based methods and strategies to improve learning. Principals and instructional facilitators work with teachers in small groups during grade level planning to foster data-driven decision-making on student achievement and progress toward meeting their goals.

One intervention implemented by District Five for students prior to referral for special services is Response to Intervention (RTI). As a part of this plan, students receive additional interventions at the classroom level (Tier 1), or in Tier 2 or 3. Tiers 2 and 3 are differentiated by size of group, frequency of intervention, and amount of time devoted to the intervention services. Generally, Tier 2 refers to small groups while Tier 3 refers to individual services. District Five has implemented Tier 2 using reading interventionists at each elementary school in grades K-2. Additionally, Reading Recovery teachers at our Title I schools perform reading intervention.

District Five screens pre-kindergarteners using information from parents and DIAL-3 Screening Instrument to determine the most "at risk" students. West Market, one of these sites, is accredited by the National Association for the Education of the Young Child (NAEYC).

In summary, the many formal and informal data points generated by the district and schools are used to drive instruction. Weaknesses in instruction are addressed as follows: if the issue is an individual teacher, the principal develops an action plan; if the data shows a systemic weakness, the district addresses the problem through curriculum revision and/or professional development. Teams comprised of teachers and IFs meet in content-specific curriculum writing sessions throughout the year to develop and/or revise pacing guide, instructional materials, instructional strategies, and assessments.

Although District Five is proud of its assessment and analysis program, we have room to improve in preparation for common core. We see a need to begin mirroring our assessments to the Smarter Balanced Assessments and other next generation assessments in terms of performance tasks, technology enhanced items, etc. In addition, the next generation assessments will require online testing which will require significant commitment and planning by the district.

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MISSION, VISION, VALUES,AND BELIEFS

(Optional)

By assuring quality improvement in every facet of school life and incorporating the resources and diversities of our communities, Anderson School District Five's mission is to educate all students and produce graduates with the knowledge and skills to be lifelong learners, individuals of ethical character, and citizens who contribute to an ever-changing global society.

Reviewed October 2012

Every Child in the Winner's Circle

GENERAL AND COMMUNITY in the institution of public education; broad-based community support is the foundation of the school system; learning is the business of public schools and that knowledge and skills are our product; family involvement is critical in the development of the student; diversity is a strength in our society; with every right comes responsibility; shared decision-making improves the educational process; ethical values, sportsmanship and a positive self-image contribute to the success of the

individual and society; the understanding of individual differences can promote harmony and mutual respect; the understanding of ethnic differences can promote harmony and mutual respect; the quality of life in our community is improved by increasing the general educational levels of

our population;STUDENTS

the student is our central focus;

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WE BELIEVE...

VISION

MISSION

each student is entitled to a quality education; every student has the responsibility to earnestly participate in the educational process; each individual has worth and potential for growth and development; individuals have different education needs; students learn in different ways; effective education helps students apply knowledge; every student is entitled to a safe, secure and positive learning environment; each individual will be treated with dignity and respect; in educating the total student; students should have an opportunity to experience the arts; the knowledge of and practice of health and physical education contribute to the well-being of

students.

Our school system embodies its purpose and exemplifies its Mission, Vision and Beliefs through its

stated as follows:

In the Anderson District Five Community:

We make a quality instructional program the highest priority. We will not tolerate any action that interferes with the students' rights to learn and the teachers'

rights to teach. We treat each person with dignity and respect in a caring atmosphere. We will not tolerate any action that jeopardizes the safety and well-being of students, teachers, or

staff. We practice participatory management at all levels of the organization. We include business, industry and community as partners in education. We promote the recognition and understanding of individual and ethnic diversity. We have high expectations of all students, parents, and staff. We welcome all parents into our schools and recognize them as partners in their child's education. We support and encourage teachers, administrators and staff in their professional commitment. We will promote skills to ensure that our graduates are career and college ready.

Through our magnet school offerings, we provide quality educational opportunities for all students in an environment that enhances students' educational success and increases the educational choices available to parents and students. By offering choice to parents and students, we strive to prepare students for further education and the world of work through the use of theme based learning, develop positive theme-based climates with an academic emphasis, provide real-world and hands-on experiences within a specific theme, promote diversity within our schools and offer unique opportunities for in-depth experiences and study in specific areas of interest.

37

GUIDING PRINCIPLES,

Anderson District Five Demographic Report(data extracted on or around day 45)

School NameAsian

% AsianBlack

% Black

Hispanic

% HispanicWhite

% White

2 or More

% 2 or More

*Total EnrollmentSouth Fant School 4 1.9% 125 59.5% 7 3.3% 59 28.1% 11 5.2% 210West Market School 6 2.5% 70 29.3% 30 12.6% 114 47.7% 17 7.1% 239Calhoun Aca 5 0.8% 231 36.6% 32 5.1% 323 51.2% 39 6.2% 631Centerville Aca 6 0.9% 155 24.2% 29 4.5% 404 63.1% 46 7.2% 640Concord Elementary, IB 24 3.4% 122 17.5% 24 3.4% 512 73.6% 14 2.0% 696Homeland Park Primary 0.0% 190 50.5% 54 14.4% 105 27.9% 27 7.2% 376Midway Elem S&E 21 2.7% 90 11.5% 19 2.4% 613 78.5% 38 4.9% 781McLees Aca 9 1.4% 150 23.5% 15 2.3% 443 69.3% 21 3.3% 639Nevitt Forest CSI 1 0.2% 380 77.9% 13 2.7% 69 14.1% 25 5.1% 488New Prospect Aca 3 0.6% 183 36.3% 46 9.1% 233 46.2% 39 7.7% 504North Pointe Elementary 15 4.5% 47 14.2% 12 3.6% 254 77.0% 2 0.6% 330Varennes Aca 1 0.3% 193 57.4% 34 10.1% 99 29.5% 9 2.7% 336Whitehall 12 2.6% 162 35.8% 51 11.3% 190 41.9% 36 7.9% 453McCants Middle IB 19 2.8% 202 29.6% 24 3.5% 409 60.0% 27 4.0% 682Lakeside Middle I&I 4 0.7% 191 31.9% 47 7.8% 326 54.4% 29 4.8% 599Robert Anderson Middle 4 0.6% 283 40.8% 30 4.3% 346 49.9% 30 4.3% 694Glenview Middle School 9 1.3% 237 33.9% 21 3.0% 406 58.1% 26 3.7% 699Southwood Aca 0.0% 59 24.9% 5 2.1% 162 68.4% 11 4.6% 237T.L. Hanna High, IB 39 2.2% 554 31.7% 55 3.1% 1058 60.6% 37 2.1% 1747Westside High ECA 8 0.5% 662 40.0% 74 4.5% 868 52.4% 40 2.4% 1657Anderson Five Charter School 0.0% 32 32.7% 2 2.0% 60 61.2% 4 4.1% 98Total 180 1.5% 4123 33.6% 587 4.8% 6880 56.0% 500 4.1% 12287*While not shown, TOTAL Enrollment does include Hawaiian/Pacific Islander and Indian ethnicities

School NameSouth Fant SchoolWest Market SchoolCalhoun AcaCenterville AcaConcord Elementary, IBHomeland Park PrimaryMidway Elem S&EMcLees AcaNevitt Forest CSINew Prospect AcaNorth Pointe ElementaryVarennes AcaWhitehall McCants Middle IBLakeside Middle I&IRobert Anderson Middle Glenview Middle SchoolSouthwood AcaT.L. Hanna High, IBWestside High ECAAnderson Five Charter School

12.0%15.0%

6.0%11.0%

12.0%15.0%

10.0%12.0%15.0%19.0%

10.0%

8.0%

18.0%

42.8%66.9%72.7%45.7%

88.7% 10.0%16.0%17.0%

90.0%71.5%

23.2%59.4%85.0%68.7%26.1%

32.9%

ESOL %6.2%13.8%5.7%4.8%4.7%

Free/Red Lunch %

55.4%67.2%61.3%57.5%

Special Ed. %

10.0%13.0%11.0%

14.1%6.1%2.5%4.3%6.3%17.9%9.2%11.0%2.9%7.8%

67.0% 21.0%

5.0%4.1%1.3%2.7%4.2%

47.7%36.0%56.6%

2.0%16.0%

38

Betty Bagley SuperintendentDavid Brooks Assistant Superintendent for Financial Services and OperationsDr. Sonia Leverette Assistant Superintendent for Management and TestingMike Mahaffey Assistant Superintendent for Personnel ServicesTripp Dukes Assistant Superintendent for Instructional ServicesBill Baker Coordinator of CommunicationsAnna Baldwin Director of eLearning and IntegrationJanis Bolden Director of Nursing ServicesJudy Buchanan Coordinator of BenefitsSarah Burns Coordinator of Grants/AVID/Magnet School ProgramsDonovan Colman Director of Buildings and GroundsDr. Lynn Dowis Director of Special EducationRichard Gaines Director of Adult and Community EducationWesley Grant Director of TechnologyPamela Hassan Director of PurchasingAmy Hawkins Director of Secondary ProgramsNikki Hawthorne Director of Food ServiceAmy Heard Director of FinanceSallie Earle Heard Transportation/Special Programs Activity Bus SupervisorDavid Hendricks Assistant Director of Special Education and Middle School CoordinatorCindy Martin Director of Elementary and Early Childhood ProgramsSherry Martin Director of Student Administrative ServicesSabrina McCall Director of Personnel ServicesDana McClung Account ManagerKim Morgan Director of State/Federal Programs, Assessment/Instructional TechnologyLesia Patterson Director of Instructional Support ServicesDavid Poag Operations and Routing SupervisorMelvin Valentine Safety & Training SpecialistDarryl Webb Director of TransportationDr. Cory Williams Director of School and Community ServicesBenjamin R Willis Sr. Network Engineer

39

ANDERSON SCHOOL DISTRICT FIVEDISTRICT LEVEL ADMINISTATORS

40

ORGANIZATIONAL CHART

GOALS AND ACTION PLANS

Performance Goal Area: STUDENT ACHIEVEMENT

Anderson School District Five will be rated Excellent on its South Carolina Report Card. In the pre-kindergarten program, the student will demonstrate growth in developmental skills

necessary for kindergarten. The student graduates or meets the requirements of an Individual Education Plan. The student demonstrates the knowledge and skills necessary for college or career readiness. The student will meet or exceed grade level standards in English/language arts. The student will meet or exceed grade level standards in math. The student will meet or exceed grade level standards in science. The student will meet or exceed grade level standards in social studies. The student is proficient in technology.

Five Year Monitoring Chart2013-14 Bold Font2014-15 Italics Font2015-16 Underline Font2016-17 Courier Font2017-18 Reverse Image Font

41

GOALS

STUDENT ACHIEVEMENT (SA)

SA1 In the pre-kindergarten program, the student will demonstrate growth in developmental skills necessary for kindergarten.

SA2The percentage of grade 3 – 8 students who meet standard on PASS/Smarter Balanced ELA, Writing, Math, Science and Social Studies will increase by 2 percentage points each year from 2013-2018.  (2015 will become the benchmark year for Smarter Balanced)

SA3 The percentage of grade K-2 students who meet their MAP individual growth targets will meet or exceed 90%.

SA4 The percentage of grades 3-8 gifted students who score Exemplary 5 on PASS/SBA* in their specific area of giftedness will increase in ELA from 46% to 90%.

SA4.1 The percentage of grades 3-8 gifted students who score Exemplary 5 on PASS/SBA in their specific area of giftedness will increase in math from 56% to 90%.

SA5 The percentage of high school students who enroll in AP, IB or Dual Credit classes will increase annually.

SA6 The district high school students’ SAT average will meet or exceed the national SAT average each year from 2013-2018.

SA7 The district high school students’ ACT average score will meet or exceed the national ACT average score each year from 2013-2018.

SA8 The percentage of high school students who graduate in four years will increase 2 percentage points each year from 2013-2018.

SA9 The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

SA10 The percentage of high school students who pass HSAP or other “exit exam” on the first attempt will increase by 2 percentage points a year from 2013-2018.

SA 11 The percentage of high school students who pass End-of-Course Exams will increase 2 percentage points a year from 2013-2018.

SA12 The achievement gap between demographic groups will decrease 2% per year in ELA, Math, Science and Social Studies.

42

PERFORMANCE GOALS

STRATEGY: SA1In the pre-kindergarten program, the student will demonstrate growth in developmental skills necessary for kindergarten.

STRATEGY: SA2 The percentage of grade 3 – 8 students who meet standard on PASS/Smarter Balanced ELA, Writing, Math, Science, and Social Studies and will increase by 2 percentage points each year from 2013-2018.  (2015 will become the benchmark year for Smarter Balanced)

STRATEGY: SA3The percentage of grade K-2 students who meet their MAP individual growth targets will meet or exceed 90%.

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NODiscontinue (REASON)ContinueModify

Revise and update district’s approved curriculum in ELA, Writing, Math, Science and Social Studies.

August 2013 - August 2018

Content Directors $30,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Revise and update pacing guides in ELA, Writing, Math, Science and Social Studies.

August 2013 - August 2018

Content Directors $30,000

PDSI, Title I, II, IIIK-5/6-8 LotteryDistrict, State, Local funds

Provide professional development in Daggett’s Rigor, Relevance, and Relationships.

August 2013 - August 2018

Content Directors $10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryDistrict, State, Local funds

Provide professional development on ELL standards and strategies.

August 2013 - August 2018 ELL Director $5000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Implement various methods of delivering professional development to include online, conferences, site visits, and purchased services.

August 2013 - August 2018

Content Directors $90,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development activities based on identified needs of teachers and administrators.

August 2013 - August 2018

Content Directors $90,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Maximize grade level common planning to ensure team-based instructional planning.

August 2013 - August 2018

Principals, Instructional Facilitators, Teachers

0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

ActivityTimeline Start/End Date

Person Responsible

Est. Cost Funding Source MonitorCompleted YES/NODiscontinue (REASON)

43

ACTION PLAN: STUDENT ACHIEVEMENT 1-3

ContinueModify

Post updated curriculum, pacing guides and support documents on the district website or other online instructional management system.

August 2013 - August 2018

Instructional ServicesContent Directors

$25,000

PDSI, Title I, II, IIK-5/6-8 LotteryDistrict, State, Local funds

Provide training to teachers on the instructional management system.

August 2013 - August 2018

Content Directors 0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Fully implement AVID strategies at the middle and high schools where funding is available.

August 2013 - August 2018

Instructional Services $100,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Support current and future magnet schools’ instructional themes as funding will allow.

August 2013 - August 2018

Instructional Services $60,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Revise and update nine-week assessments in grades 1 – 12 in ELA, Math, Science and Social Studies.

August 2013 - August 2018

Instructional ServicesContent Directors

$55,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development on effective classroom assessment and common assessment.

August 2013 - August 2018

Content DirectorsInstructional Services

$10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Maintain the use of running records and DRA.

August 2013 - August 2018

Instructional ServicesElementary Director

$10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Maintain  the use of science kits at the elementary level

August 2013 - August 2018

Instructional ServicesContent Directors

$100,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Utilize interventionists in non-Title I schools.

August 2013 - August 2018

A5 BoardInstructional Services

$200,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development in the use of The Balanced Literacy Model.

August 2013 - August 2018

Instructional ServicesElementary Director

$10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development for PreK-8 in best practice in mathematical instructional.

August 2013-August 2018

ElementaryDirector $10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NODiscontinue (REASON)ContinueModify

44

Implement RTI progress monitoring K – 2 in reading

August 2013 - August 2018

Special Education StaffInstructional Services

$50,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Utilize Measure of Academic Proficiency (MAP) in grades K– 9 in ELA and Math.

August 2013 - August 2018

Instructional Services StaffContent Directors

$70,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Continue the use of benchmark assessments

August 2013 - August 2018

Content Directors $60,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Hold accountability data meetings with each principal and his/her instructional team to review state and local assessments.

August 2013 - August 2018

Principal’s TeamInstructional Services StaffContent Directors

0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development in the use the writing process.

August 2013 - August 2018

ElementaryDirector $20,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Implement a pre and post assessment at the Pre-K level.

August 2013-August 2018

ElementaryDirector $20,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Increase the number of non-print and printed materials in classrooms, leveled libraries, and media centers annually.

August 2013 - August 2018

Instructional ServicesElementary and Instructional Support Services Director

$50,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Implement research-based interventions for at-risk students

August 2013 - August 2018

Instructional Services $50,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide opportunity and training for students to effectively utilize instructional technology

August 2013 - August 2018

Instructional Services $10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Fund guidance counselor ratios at 250:1 based on American School Counselors Association

August 2013 - August 2018 District Initiative $400,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Utilize walk-through evaluations by the school instructional team and district administrators at all levels.

August 2013 - August 2018

Instructional ServicesContent DirectorsPrincipals and teams

$5000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NODiscontinue (REASON)ContinueModify

45

Develop a model for providing reading tutoring for students based on student weaknesses.

August 2013 - August 2018

Content Directors $10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

46

STRATEGY: SA5The percentage of high school students who enroll in AP, IB or Dual Credit classes will increase annually.

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NO Discontinue (REASON)ContinueModify w/date

Provide ACT/SAT Prep classes. August 2013 - August 2018

High School Principals

$5000PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide students with test taking strategies and materials.

August 2013 - August 2018

Strategies, CP, AP, IB, Honors Teachers

$15,000PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Infuse ACT/SAT-type questions in classroom assessments.

August 2013 - August 2018

Strategies, CP, AP, IB, Honors Teachers

0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Serve gifted students in their specific area(s) of giftedness.

August 2013 - August 2018

A5 Board ApprovalGT DirectorGT TeachersPrincipals

$750,000additional FTEs

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Align GT pacing guides with indicators and common core standards.

August 2013 - August 2018

GT DirectorGT Teachers $15,000

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Field-test units for gifted learners in Benchmark Assessments.

August 2013 - August 2018

GT DirectorGT Teachers 0

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Collect and analyze Benchmark results to identify curricular weaknesses

August 2013 - August 2018

Content Directors 0

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NODiscontinue (REASON)ContinueModify

47

ACTION PLAN: STUDENT ACHIEVEMENT 5

Make necessary revisions to pacing guides and pre/post assessments

August 2013 - August 2018

Content Directors $20,000

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Train all teachers in differentiating instruction.

August 2013 - August 2018

Content Directors $14,000

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Offer Gifted and Talented courses for all teachers in grades 2-12.

August 2013 - August 2018

GT DirectorGT Teachers $25,000

PDSI, Title I, II, IIIK-5/6-8 Lottery

Federal, District, State funds

Provide assessment materials for the Pre-K program.

August 2013 - August 2018

Instructional Services

$10,000 PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide support for AP, IB, and Dual Credit courses

August 2013 - August 2018

Instructional Services $125,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

48

STRATEGY: SA6The district high school students’ SAT average will meet or exceed the national SAT average each year from 2013-2018.

STRATEGY: SA7The district high school students’ ACT average score will meet or exceed the national ACT average score each year from 2013-2018.

STRATEGY: SA8The percentage of high school students who graduate in four years will increase 2 percentage points each year from 2013-2018.

STRATEGY: SA9The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

STRATEGY: SA10The percentage of high school students who pass HSAP or other “exit exam” on the first attempt will increase by 2 percentage points a year from 2013-2018.

STRATEGY: SA11The percentage of high school students who pass End-of-Course Exams will increase 2 percentage points a year from 2013-2018.

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NODiscontinue (REASON)ContinueModify w/date

Provide students with test taking strategies and materials.

August 2013 - August 2018

Instructional Services

$15,000PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Ensure the use of state writing rubric.

August 2013 - August 2018

High School Teachers 0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide materials that correlate with state standards in English I - IV.

August 2013 - August 2018

Instructional Services $10,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Support ninth grade academy mentoring.

August 2013 - August 2018

Academy Directors 0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

49

ACTION PLAN: STUDENT ACHIEVEMENT 6-11

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NODiscontinue (REASON)ContinueModify

Fully implement AVID strategies at the middle and high schools where funding is available.

August 2013 - August 2018

AVID Coordinator, principals, academy directors

$100,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide special education support emphasizing reading, math and writing.

August 2013 - August 2018

Special Education Teachers $60,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Revise and update secondary curriculum guides.

August 2013 - August 2018

Instructional Services

$20,000PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Develop curriculum units. August 2013 - August 2018

Instructional Services $20,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development related to ELL strategies.

August 2013 - August 2018

Instructional Services $5000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide eLearning, evening school, or other options for students not meeting success in the regular classroom setting.

August 2013 - August 2018

Instructional Services $20,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Create a viable plan to establish a District Five Alternative School

August 2013 - August 2018

Instructional Services TBD

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Utilize graduation audits with response for each high school 9GR cohort

August 2013 - August 2018

Instructional Services 0

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide remediation for students failing HSAP/EOC and use credit recovery software or other recovery methods.

August 2013 - August 2018

High School Principals

$10,000PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Continue with the Charter School program

August 2013 - August 2018

Charter School BoardDistrict Five Board

$500,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development activities based on identified needs of teachers and administrators.

August 2013 - August 2018

Charter School BoardDistrict Five Board

$90,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide support for AP, IB, and Dual Credit courses

August 2013 - August 2018

Instructional Services $125,000

50

STRATEGY: SA12The achievement gap between demographic groups will decrease 2% per year in ELA, Math, Science and Social Studies.

Activity Timeline Start/End Date

Person Responsible Est. Cost Funding Source

MonitorCompleted YES/NO Discontinue (REASON)ContinueModify w/date

Provide professional development for teachers on working with children from poverty.

August 2013 - August 2018

ProfessionalDevelopment/Instructional Services

$5000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide eLearning, before or after school programs or other options for students not meeting success in the regular classroom setting.

August 2013 - August 2018 Director $50,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Fully implement AVID strategies at the middle and high schools where funding is available.

August 2013 - August 2018

AVID Coordinator, principals, academy directors

$100,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide professional development related to ELL strategies.

August 2013 - August 2018

Instructional Services $5000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide support for inclusion. August 2013 - August 2018

Special Education Director $200,000

PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

Provide eLearning to support Special Education instruction.

August 2013 - August 2018

Special Ed.Director

$60,000PDSI, Title I, II, IIIK-5/6-8 LotteryFederal, District, State funds

51

ACTION PLAN: STUDENT ACHIEVEMENT 12

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA2(desired result of student learning)

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED ELA will increase 2 percentage points above the prior year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED ELA will increase 2 percentage points

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

ELAAVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

1

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA3(desired result of student learning)

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED math will increase 2 percentage points above the prior year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED math will increase 2 percentage points

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

MATHAVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

2

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA4(desired result of student learning)

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED science will increase 2 percentage points above the prior year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED science will increase 2 percentage points

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

SCIENCEAVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

3

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA4.5(desired result of student learning)

NEW GOAL FOR 2009

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED Writing will increase 2 percentage points above the prior year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED Writing will increase 2 percentage points each school year

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

WRITINGAVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

4

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA5(desired result of student learning)

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED social studies will increase 2 percentage points above the prior year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage of grade 3 – 8 students who meet standard on PASS/SMARTER BALANCED social studies will increase by 2 percentage points

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

SOCIAL STUDIES

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

5

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA6(desired result of student learning)

The district high school students’ SAT average will meet or exceed the national SAT average each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The district high school students’ SAT average will meet or exceed the national SAT average each year.

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

SATAVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

District Five District Five District Five District Five District Five District Five

Nation Nation Nation Nation Nation Nation

State State State State State State

Hit/Missed Goal*Represents projections of improvement

6

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA7(desired result of student learning)

The district high school students’ ACT average score will meet or exceed the national ACT average score each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The district ACT average score will meet or exceed the national ACT average score each successive year.

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

ACTAVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

Interim Goals

District Five District Five District Five District Five District Five District Five

Nation Nation Nation Nation Nation Nation

State State State State State State

Hit/Missed Goal*Represents projections of improvement

7

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA8(desired result of student learning)

The percentage of high school students who graduate in 4 years will increase 2 percentage points each year from 2013 -2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who graduate in 4 years will increase by 2% from2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

GRADUATION RATE

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

8

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA8(desired result of student learning)

The percentage of high school students who pass HSAP on the first attempt will increase from 2 percentage points a year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who pass HSAP will increase by 2%2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

HSAP FIRST ATTEMPT

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

9

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA9(desired result of student learning)

The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who score 3 or above on AP exams will increase by 2% from2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

End-of-Course EXAMS Algebra

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

10

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA9(desired result of student learning)

The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who score 3 or above on AP exams will increase by 2% from2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

End-of-Course EXAMS English

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

11

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA9(desired result of student learning)

The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who score 3 or above on AP exams will increase by 2% from2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

End-of-Course EXAMS Biology

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

12

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA9(desired result of student learning)

The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who score 3 or above on AP exams will increase by 2% from2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

End-of-Course EXAMS

US History

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

13

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 30, 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL:SA9(desired result of student learning)

The percentage of high school students who score 3 or above on AP exams will increase by 2 percentage points each year from 2013-2018.

INTERIM PERFORMANCE GOAL:

The percentage high school students who score 3 or above on AP exams will increase by 2% from2013 – 2014 2%2014 – 2015 2 %2015 – 2016 2%2016 – 2017 2%2017 – 2018 2%

DATA SOURCES(S): State Testing Results

OVERALL MEASURES:

End-of-Course EXAMS

All Subjects

AVERAGE BASELINE

2013

2013-14 2014-15 2015-16 2016-17 2017-18

+2% +2% +2% +2% +2%

Actual>>

Hit/Missed Goal*Represents projections of improvement

14

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE: April 2013

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)

1. 100% of District Five teachers will meet the NCLB highly qualified definition.2. 100% of middle level teachers will be middle level certified (grades 7-8).

INTERIM PERFORMANCE GOAL: (One year goal)

     All new teachers in our buildings will be highly qualified. All new middle level teachers will be middle level certified.     The Overall Measures table below lists each year-to-year interim goal benchmark.

DATA SOURCES(S):(List types of data that will be collected or examined to measure progress.)

Information provided by the district Personnel Division and by the State Department of Education.

OVERALL MEASURES:

SOURCE:      

AVERAGE BASELINE

2013-14 2014-15 2015-16 2016-17 2017-18

100%     

Projected Data

Actual Data

100%*

     

100%*

     

100% *     

100%*

     

100%*

     

15

ACTION PLAN FOR STRATEGY #1:       EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBL

E

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Recruit and hire teachers for new or vacant positions who have met the highly qualified criterion.

July 2013-June 2018 Personnel Division $1000 NCLB/Title II Accreditation Report

2.

3.

4.

5.

6.

7.

8.

9.

10.

16

DISTRICT STRATEGIC PLAN FOR  2013-2018     DATE: April 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority

PERFORMANCE GOAL: C1-8(Statement of desired progress or result over five years)

1. The percentage of parents/guardians that report satisfaction with the learning environment in our district will meet or exceed 88%.

2. The percentage of parents/guardians that report satisfaction with the home-school relations in our district will meet or exceed 83%.

3. The percentage of parents/guardians that report satisfaction with the social and physical environment in our district will meet or exceed 83%.

4. The percentage of teachers that report satisfaction with the learning environment in our district will meet or exceed 94%.

5. The percentage of teachers with the home-school relations in our district will meet or exceed 94%.6. The percentage of teachers with the social and physical environment will meet or exceed 94%.7. Student attendance will meet or exceed 96%.8. Teacher attendance will meet or exceed 96%.

INTERIM PERFORMANCE GOAL: (One year goal)

     The Overall Measures table below lists each year-to-year interim goal benchmark.

DATA SOURCES(S):(List types of data that will be collected or examined to measure progress.)

We will use the following data sources to document goals and to measure progress toward stated goals:State Survey and District Report Card

17

OVERALL MEASURES:

SOURCE:      

School Report Card Surveys

AVERAGE BASELINE

2013-14 2014-15 2015-16 2016-17 2017-18

Parent Survey

1. I am satisfied with the learning environment at my child’s school.

86.9% Projected Data

Actual Data

88.9%* 90.9%*

     

92.9%*

     

94.9%*

     

96.9%*

     

2. I am satisfied with home-school relations at my child’s school.

82.4% 84.4%* 86.4%* 88.4%* 90.4%* 92.4%*

3. I am satisfied with the social and physical environment at my child’s school.

82.7% 84.7%* 86.7%* 88.7%* 90.7%* 92.7%*

Teacher Survey

1. I am satisfied with the learning environment in my school.

93.2% 94.2%* 95.2%* 96.2%* 97.2%* 98.2%*

2. I am satisfied with the social and physical environment at my school.

94.5% 95.5%* 96.5%* 97.5%* 98.5%* 99.5%*

3. I am satisfied with home and school relations.

84.7% 86.7%* 88.7%* 90.7%* 92.7%* 94.7%*

18

ACTION PLAN FOR STRATEGY #1:       EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBL

E

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Reinstate the Parent Advisory Council. August 2013-June 2018 Superintendent $500 General Fund Agendas

2. Reinstate the Student Advisory Council. August 2013-June 2018 Superintendent $500 General Fund Agendas

3.

4.

5.

6.

7.

8.

9.

10.

19

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority - TECHNOLOGY

PERFORMANCE GOAL: T1(desired result of student learning)

The district will increase access to technology for all students and staff.

INTERIM PERFORMANCE GOAL: 2013 – 2014 - The percentage of students with internet enabled devices used to access relevant instructional content during the school day will improve by 20%.

DATA SOURCE(S): Purchase orders, BYOT (bring your own technology) participation logs, guest wireless access logs

OVERALL MEASURES:

Source: purchase orders, BYOT participation logs, guest wireless access logs

Average

Baseline

20%Increased

Usage Each Year

20132014

20142015

20152016

20162017

20172018

Projected

20% 40% 60% 80% 100%

20

Actual* Represents projections of improvement

21

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority – TECHNOLOGY

PERFORMANCE GOAL: T2(desired result of student learning)

The district will provide professional development for staff to accommodate for the evolving technological needs of a 21st century learner.

INTERIM PERFORMANCE GOAL: 2013 – 2014 - Provide professional development opportunities to staff that will allow them to earn 12 professional development credits.

DATA SOURCE(S): Professional development credit logs, meeting attendance logs

OVERALL MEASURES:

Source: Professional development credit logs and meeting attendance logs

Average Baseline12 points

20132014

20142015

20152016

20162017

20172018

Projected

Actual

22Points

34Points

46Points

58Points

70Points

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate District Priority - TECHNOLOGY

PERFORMANCE GOAL: T3(desired result of student learning)

The district will increase digital citizenship education for staff, students, parents, and the community.

INTERIM PERFORMANCE GOAL: 2013 - 2014 - Implement Common Sense Media’s digital literacy and citizenship classroom curriculum in K-12 grade levels.

DATA SOURCE(S): Online logs, online forms

OVERALL MEASURES:

Source: Online logs and forms

Average Baseline

100%

20132014

20142015

20152016

20162017

20172018

Projected

Actual

100% 100% 100% 100% 100%

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority - TECHNOLOGY

PERFORMANCE GOAL: T4(desired result of student learning)

The district will implement new or modified processes that will become more digitized to improve online access opportunities and reduce dependency on paper.

INTERIM PERFORMANCE GOAL: 2013-2014 - Transition 20% of the paper content in the student packet to online capturing and processing solutions.

DATA SOURCE(S): Purchase orders, online logs

OVERALL MEASURES:

Source: Purchase orders and online logs

Average Baseline

Increase each year

20132014

20142015

20152016

20162017

20172018

Projected

Actual

20% 40% 60% 80% 100%

22

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority - TECHNOLOGY

PERFORMANCE GOAL: T5(desired result of student learning)

The district will increase technology staffing in support of evolving technological instructional needs of the 21st century learner.

INTERIM PERFORMANCE GOAL: 2013-2014 - Restore elementary computer facilitator staffing positions eliminated2013-2014 – Increase technology staffing by 2 FTE

DATA SOURCE(S): Personnel Records

OVERALL MEASURES:

Source: Personnel records/information

Average Baseline# of Staff Members

Increased

20132014

20142015

20152016

20162017

20172018

Projected

Actual

13 1 1 1 1

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority – TECHNOLOGY

PERFORMANCE GOAL: T6(desired result of student learning)

The district will maintain and expand its technological hardware lifecycle to accommodate the instructional strategies of the district.

INTERIM PERFORMANCE GOAL: 2013-2014 – Increase internet enabled devices for students usage by 20%

DATA SOURCE(S): Purchase orders

OVERALL MEASURES:

Source: Purchase orders issued

Average BaselineIncrease internet

enabled devices for students usage by

20% each year

20132014

20142015

20152016

20162017

20172018

Projected

Actual

20% 40% 60% 80% 100%

DISTRICT STRATEGIC PLAN FOR 2013 - 2018 DATE: April 2013Performance Goal Area:

Student Achievement Teacher/Administrator QualitySchool Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority – TECHNOLOGY

PERFORMANCE GOAL: T7(desired result of student learning)

The district will maintain and expand its technological software lifecycle to accommodate the instructional strategies of the district.

INTERIM PERFORMANCE GOAL: 2013-2014 – District software will be refreshed and replaced as needed to accommodate instructional strategies.

DATA SOURCE(S): Purchase orders

OVERALL MEASURES:

Source: Purchase orders issued

Average Baseline100%

20132014

20142015

20152016

20162017

20172018

Projected

Actual

100% 100% 100% 100% 100%

TECHNOLOGY

ACTION PLAN FOR STRATEGY #1: T1 EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBL

E

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. The percentage of students accessing relevant instructional content with internet enabled devices will increase by 100%

2013-2018 Anna Baldwin/Wesley Grant

$1,325,000.00 annually

Local Technology Funding

Continue

2. Provide infrastructure to support mobile computing for students and staff

2013-2018 Anna Baldwin/Wesley Grant

$125,000.00annually and then

$25,000.00 annually

Local Technology Funding

Continue

3.

4.

5.

6.

7.

8.

9.

10.

23

ACTION PLAN FOR STRATEGY #2: T2      EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBL

E

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Staff will earn 70 technology professional development points.

2013-2018 Anna Baldwin $30,000.00annually

Local Technology Funding

Continue

2.

3.

4.

5.

6.

7.

8.

9.

10.

24

ACTION PLAN FOR STRATEGY #3: T3 EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Utilize Common Sense Media's research based Digital Literacy and Citizenship classroom curriculum at all grade levels. 2013-2018 Anna Baldwin Continue

2. 3rd through 5th grade students will earn a Digital Passport through Common Sense Media. 2013-2018 Anna Baldwin Continue

3. Implement a Family Media agreement to help parents establish safe guidelines for responsible behavior when it comes to media. 2013-2018 Anna Baldwin Continue

4. Implement professional development for all classroom teachers utilizing Common Sense Media's Digital Literacy and Citizenship online training. 2013-2018 Anna Baldwin Continue

5.

6.

7.

8.

9.

10.

25

ACTION PLAN FOR STRATEGY #4: T4 EVALUATION

ACTIVITY TIMELINE(Start and End

Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Transition student packet content to digital process of capturing and storing

2013-2018 Anna Baldwin/WesleyGrant

$7,000.00annually

Local Technology Funding

Continue

2. Expand digital processes and reduce dependency on paper processes by creating new digitized processes for students and staff

2013-2018

Anna Baldwin/Wesley Grant

$7,000.00annually

Local Technology Funding Continue

3. Expand online collaboration environments enhancing the abilities of our students and staff to collaborate from anywhere and at anytime

2013-2018

Anna Baldwin/Wesley Grant

$7,000.00annually

Local Technology Funding Continue

4.

5.

6.

7.

8.

9.

10.

26

ACTION PLAN FOR STRATEGY #5: T5 EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBLE

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. Restore 11 elementary computer facilitator positions eliminated

2013-2014 Anna Baldwin/Wesley Grant

$550,000.00 Local Technology Funding

Continue

2. Increase technology department staff by 2 FTE due to increased responsibilities

2013-2014 Wesley Grant $100,000.00 Local Technology Funding

Continue

3. Expand district eLearning and integration staffing to accommodate additional professional development opportunities

2014-2015 Anna Baldwin $50,000.00 Local Technology Funding

Continue

4.

5.

6.

7.

8.

9.

10.

27

ACTION PLAN FOR STRATEGY #6: T6 EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBL

E

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. The district’s internet enabled devices for students will increase by 20% each year beginning 2013-2014

2013-2018 Anna Baldwin/Wesley Grant

$1,325,000,000annually

Local Technology Funding

Continue

2. The district’s internet & wide area network bandwidth speeds will be increased each year as needed to meet instructional strategies

2013-2018 Wesley Grant $25,000.00annually

Local Technology Funding

Continue

3. The schools hardware will be updated and replaced as needed to meet the instructional strategies required

2013-2018 Anna Baldwin/Wesley Grant

$275,000.00 annually

Local Technology Funding

Continue

4. The district’s core infrastructure will be updated and replaced as needed to meet the instructional strategies required

2013-2018 Wesley Grant $100,000.00 annually

Local Technology Funding

Continue

5.

6.

7.

8.

9.

28

ACTION PLAN FOR STRATEGY #7: T7 EVALUATION

ACTIVITY TIMELINE(Start and End Dates)

PERSON RESPONSIBL

E

ESTIMATED COST

FUNDING SOURCE

INDICATORS OF IMPLEMENTATION

1. The district’s instructional software will be refreshed and replaced as needed as needed to accommodate instructional strategies

2013-2018 Anna Baldwin/Wesley Grant

$400,000.00annually

Local Technology Funding

Continue

2. The district’s core software will be updated and replaced as needed to meet the needs of the district

2013-2018 Wesley Grant $100,000.00 annually

Local Technology Funding

Continue

3.

4.

5.

6.

7.

8.

9.

10.

29

DISTRICT STRATEGIC PLAN FOR 2013-2018 DATE:April 2013

Performance Goal Area: Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)

District Priority (Finance)

PERFORMANCE GOAL:(Statement of desired progress or result over five years)

1. Maintain a minimum of two months of operating expenses as a general fund reserve ($14,731,632).2. Ensure the continued receipt of unqualified audit reports

INTERIM PERFORMANCE GOAL: (One year goal)

       The Overall Measures table below lists each year-to-year interim goal benchmark.   

DATA SOURCES(S):(List types of data that will be collected or examined to measure progress.)

Monthly finance reports and annual audit reports. The fund balance currently exceeds two months of operating expenses.

OVERALL MEASURES:

SOURCE:      Budget reports

AVERAGE BASELINE

2013-14 2014-15 2015-16 2016-17 2017-18

100%     

Projected Data

Actual Data

100%*

     

100%*

     

100% *     

100%*

     

100%*

     

30