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School Renewal Plan Cover Page

Renewal Plan for 5 Year Cycle: 2018/19 to 2022/23

School Name: Ridge View High

SIDN: 4002084

Plan Submission: School utilizes AdvancED

Grade Span: 9 To 12

District: Richland 02

Address 1: 4801 Hard Scrabble Road

Address 2:

City: Columbia, SC

Zip Code: 29229

School Renewal Plan Contact Person: Dr. Brenda Mack-Foxworth

School Plan Contact Phone: (803) 699-2999

School Plan E-mail Address: [email protected]

Required Signature PageThe school renewal plan, or annual update, includes elements required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) (S.C.Code Ann. §59-139-10 et seq. (Supp. 2004)), the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §59-18-1300 et seq. (Supp. 2004)), and SBERegulation 43-261. The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the School Improvement Council,and the School Read to Succeed Literacy Leadership team lead are affirmation of active participation of key stakeholders and alignment with Act 135 and EAArequirements.

Assurances for the School Renewal PlansThe assurance pages following this page have been completed and the district superintendent’s and school principal’s signature below attests that the school/districtcomplies with all applicable assurances requirements including ACT 135 assurance pages.

Required Printed Names and Signatures

Superintendent

Dr. Baron Davis Printed Name

______________________ Signature

____________ Date

Principal

Dr. Brenda Mack-Foxworth Printed Name

______________________ Signature

____________ Date

Chairperson, District Board of Trustees

Craig Plank Printed Name

______________________ Signature

____________ Date

Chairperson, School Improvement Council

Lahassanda Brown Printed Name

______________________ Signature

____________ Date

School Read To Succeed Literacy Leadership Team Lead

Dr. Wendy Campbell Printed Name

______________________ Signature

____________ Date

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Assurances for School Renewal Plan

Assurances checked below, along with the signature page signed by the superintendent and schoolprincipal, attest that the school complies with all applicable regulatory and statutory requirementslisted.

Early Childhood Development and Academic Assistance Act (Act 135) Assurances (S.C. Code Ann §59-139-10 et seq. (Supp. 2004))

N/A Academic Assistance, PreK–3The school makes special efforts to assist children in PreK–3 who demonstrate a needfor extra or alternative instructional attention (e.g., after-school homework helpcenters, individual tutoring, and group remediation).

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

Yes Parent InvolvementThe school encourages and assists parents in becoming more involved in theirchildren’s education. Some examples of parental involvement initiatives includemaking 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 theresults; providing parents with information on the district’s curriculum and assessmentprogram; providing frequent, two way communication between home and school;providing parents an opportunity to participate on decision making groups; designatingspace in schools for parents to access educational resource materials; including parentinvolvement expectations as part of the principal’s and superintendent’s evaluations;and providing parents with information pertaining to expectations held for them by theschool system, such as ensuring attendance and punctuality of their children.

Yes Staff DevelopmentThe school provides staff development training for teachers and administrators in theteaching techniques and strategies needed to implement the school/district plan for theimprovement of student academic performance. The staff development programreflects requirements of Act 135, the EAA, and the National Staff DevelopmentCouncil’s revised Standards for Staff Development.

Yes TechnologyThe school integrates technology into professional development, curriculumdevelopment, and classroom instruction to improve teaching and learning.

Yes InnovationThe school uses innovation funds for innovative activities to improve student learningand accelerate the performance of all students.

Yes CollaborationThe school (regardless of the grades served) collaborates with health and humanservices agencies (e.g., county health departments, social services departments, mentalhealth departments, First Steps, and the family court system).

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Yes Developmental ScreeningThe school ensures that the young child receives all services necessary for growth anddevelopment. Instruments are used to assess physical, social, emotional, linguistic, andcognitive developmental levels. This program normally is appropriate at primary andelementary schools, although screening efforts could take place at any location.

No Half-Day Child DevelopmentThe school provides half-day child development programs for four-year-olds (somedistricts fund full-day programs). The programs usually function at primary andelementary schools. However, they may be housed at locations with other grade levelsor completely separate from schools.

N/A Developmentally Appropriate Curriculum for PreK–3The school ensures that the scope and sequence of the curriculum for PreK–3 areappropriate for the maturation levels of students. Instructional practices accommodateindividual differences in maturation level and take into account the student's social andcultural context.

Yes Parenting and Family LiteracyThe school provides a four component program that integrates all of the followingactivities: interactive literacy activities between parents and their children (InteractiveLiteracy Activities); training for parents regarding how to be the primary teachers fortheir children and how to be full partners in the education of their children (parentingskills for adults, parent education); parent literacy training that leads to economicself-sufficiency (adult education); and an age-appropriate education to prepare childrenfor success in school and life experiences (early childhood education). Family Literacyis not grade specific, but is generally most appropriate for parents of children at theprimary and elementary school levels and below as well as for secondary schoolstudents who are parents. Family Literacy program goals are to strengthen parentalinvolvement in the learning process of preschool children ages birth through fiveyears; to promote school readiness of preschool children; to offer parents specialopportunities to improve their literacy skills and education; to provide parents a chanceto recover from dropping out of school; and to identify potential developmental delaysin preschool children by offering developmental screening.

Yes RecruitmentThe district makes special and intensive efforts to recruit and give priority to servingthose parents or guardians of children, ages birth through five years, who areconsidered at-risk of school failure. “At-risk children are defined as those whoseschool readiness is jeopardized by any of, but not limited to, the following personal orfamily situation(s): parent without a high school graduation or equivalency, poverty,limited English proficiency, significant developmental delays, instability or inadequatebasic capacity within the home and/or family, poor health (physical, mental,emotional) and/or child abuse and neglect.

Yes Coordination of Act 135 Initiatives with Other Federal, State, and DistrictProgramsThe district ensures as much program effectiveness as possible by developing adistrict-wide/school-wide coordinated effort among all programs and funding. Act 135initiatives are coordinated with programs such as Head Start, First Steps, Title I, andprograms for students with disabilities.

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Stakeholder Involvement for School Renewal Plan

List the name of persons who were involved in the development of the School Renewal Plan.A participant for each numbered position is required.

Position Name

1. Principal Dr. Brenda Mack-Foxworth

2. Teacher Ms. Ellen Harrison

3. Parent/Guardian Ms. Charlene Sales-McMillan

4. Community Member Ms. Latrice Smalls

5. Paraprofessional Ms. Ellen Harrison

6. School Improvement Council Member Ms. Lahassanda Brown

7. Read to Succeed Reading Coach Dr. Brenda Mack-Foxworth

8. School Read To Succeed Literacy Leadership Team Lead Dr. Wendy Campbell

9. School Read To Succeed Literacy Leadership Team Member Dr. Brenda Mack-Foxworth

OTHERS (May include school board members, district or school administrators, students, PTO members, agencyrepresentatives, university partners, Head Start representatives, First Step representatives, etc.)** Must include the School Literacy Leadership Team for Read to Succeed

Parent/Guardian Mr. Anthony Lawrence

School Improvement Council Member Ms. Salina Lattimore

Counselor A. Burley

Counselor T. Gibson

Counselor C. Glover

Counselor Z. Little

Counselor T. Mack

Counselor J. Vargas

Counselor J. Walker

Student Victoria Jackson

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District Requested Strategic/Renewal Plan Waiver

The State Board of Education has the authority to waive regulations pursuant to (SBE Regulation 43-261) (C) District and School Planning whichstates the following:

Upon request of a district board of trustees or its designee, the State Board of Education may waive any regulation that would impede theimplementation of an approved district strategic plan or school renewal plan.

All waivers must be requested in writing, signed by the local superintendent, and approved by the local school board prior to being sent to StateAccountability. Use the following link to obtain more information on the waiver process: http://ed.sc.gov/districts-schools/state-accountability/waiver-requests/

Not Applicable

District WavierRequested and Approved

Explain how the SBE Regulation would impede the implementation of an approved district strategic orschool renewal plan.

1. Extension for initialDistrict Strategic andSchool Renewal Plans(SBE Regulation 43-261) 2. Teachers teaching morethan 1500 minutes(SBE Regulation 43-205)

3. Teachers teaching morethan 4 preps(SBE Regulation 43-205)

4. High School Principalover two schools or gradesmore than 9-12 (SBE Regulation 43-205)

5. Other(Include the SBERegulation number to bewaived)

6. Other(Include the SBERegulation number to bewaived)

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http://ed.sc.gov/districts-schools/state-accountability/waiver-requests/

SCHOOL RENEWAL PLAN

RIDGE VIEW HIGH SCHOOL

2018-2023

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TABLE OF CONTENTS

School Renewal Plan Signature Page…………………………………………………………………....3

Assurances for School Renewal Plans………………………………………………………………...4-5

Stakeholders Involvement for School Renewal Plan….………………………………………….……..6

Mission, Beliefs, and Accomplishments……………………………………………………………....7-8

Needs Assessment Data……………………………………………………………………….…….9- 19

Executive Summary of Needs Assessment Data Findings……………………………………...….20-21

Performance Goals and Action Plans…………………………………………………….…………22-43

Read to Succeed…………………………………………………………………………………….44-59

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ASSURANCES FOR SCHOOL PLANS

ACT 135 ASSURANCES

Assurances checked and signed by the district superintendent and the principal, attest that the

school/district complies with all applicable ACT 135 requirements.

Academic Assistance, PreK–3: The school/district makes special efforts to assist children in PreK–3

who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help

centers, individual tutoring, and group remediation).

Academic Assistance, Grades 4–12: The school/district makes special efforts to assist children in

grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school

homework help centers, individual tutoring, and group remediation).

Parent Involvement: The school/district encourages and assists parents in becoming more involved in

their children‘s education. Some examples of parent involvement initiatives include making special

efforts to meet with parents at times more convenient for them; providing parents with their child’s

individual test results and an interpretation of the results; providing parents with information on the

district’s curriculum and assessment program; providing frequent, two-way communication between

home and school; providing parents an opportunity to participate on decision making groups;

designating space in schools for parents to access educational resource materials; including parent

involvement expectations as part of the principal’s and superintendent’s evaluations; and providing

parents with information pertaining to expectations held for them by the school system, such as ensuring

attendance and punctuality of their children.

Staff Development: The school/district provides staff development training for teachers and

administrators in the teaching techniques and strategies needed to implement the school/district plan for

the improvement of student academic performance. The staff development program reflects

requirements of Act 135, the EAA, and the National Staff Development Council‘s revised Standards for

Staff Development.

Technology: The school/district integrates technology into professional development, curriculum

development, and classroom instruction to improve teaching and learning.

Innovation: The school/district uses innovation funds for innovative activities to improve student

learning and accelerate the performance of all students.

Collaboration: The school/district (regardless of the grades served) collaborates with health and human

services agencies (e.g., county health departments, social services departments, mental health

departments, First Steps, and the family court system).

Developmental Screening: The school/district ensures that the young child receives all services

necessary for growth and development. Instruments are used to assess physical, social, emotional,

linguistic, and cognitive developmental levels. This program normally is appropriate at primary and

elementary schools, although screening efforts could take place at any location.

X

X

X

X

X

X

X

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STAKEHOLDER INVOLVEMENT The following persons were involved in the development of the five (5)-year strategic plan.

1. PRINCIPAL Dr. Brenda Mack-Foxworth

2. TEACHER Ellen Harrison

3. PARENT/GUARDIAN Charlene Sales-McMillan

4. COMMUNITY MEMBER LaTrice Smalls

5. SCHOOL IMPROVEMENT COUNCIL Lahassanda Brown

6. OTHERS* (May include school board members, administrators, School Improvement

Council members, students, PTO members, agency representatives, university partners, etc.)

POSITION NAME

Parent/SIC Salina Lattimore

Parent/PTSO Anthony Lawrence

Counselors A. Burley, T. Gibson, C, Glover, Z.

Little, T. Mack, J, Vargas, J. Walker

Student Victoria Jackson

*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.

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Mission Statement

Ridge View High School, an active partner with its growing and diverse community, guarantees each

student the opportunity to achieve excellence in academic knowledge, critical and creative thinking

skills, and personal management resulting in life-long learning and responsible citizenship.

Belief Statements

We believe that igniting, inquiring, and inspiring means:

providing a safe, engaging, and caring environment with mutual respect for all in the learning

community

creating relevant and challenging experiences that prepare individual students for life beyond

the doors of Ridge View High School

Operating Principles

Understanding before decision making

Respectful and caring treatment of others beyond the expected

Empowerment with accountability

Expectation for excellence; intolerance for mediocrity

Commitment to continuous improvement

We Expect Success in The Four A’s

Academics

Activities

Arts

Athletics

Ridge View Accomplishments 2017-2018

Academics Awarded National Math and Science Initiative grant, based on military enrollment, increased AP

students enrollment by over 100 students.

11 Palmetto Fellow Qualifiers.

2 students recognized by the House and Senate for being one of the top 73 STEM students in the state

of South Carolina.

Ridge View had the first high school student in the country to earn a perfect score on CATIA computer

certification.

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First place in Academic World Quest for SC high school Quiz Bowl and went to nationals.

Fourth place in nation for National History Day Performance.

41 AP Scholars, 3 AP Scholars with Honors, and 9 AP Scholars with Distinction, and 2 National AP

Scholars.

Doc's Adopt School Wellness Incentive Award.

Won 3rd place in the SC Stock Market Challenge.

With the assistance of Scholars Academy Magnet for Business and Law, Sierrah's Law passed in the

Senate.

Ridge View won first place in the state in the Economics Challenge, sponsored by SC Economics and

held at the Darla Moore School of Business.

Ridge View awarded a TransformSC Innovative school, 2017.

Activities $2000 grant for the Robotics team for 2017-18 season.

Ridge View High School Student Council being recognized as a 2017 NASC National Gold Council of

Excellence and 4-H Video Award and SCASC Gold Council of Excellence. 3 project awards at the

state and Southern level.

Named a School of Distinction by the National Beta Club.

11 HOSA students placed in the Top 3 at the State Conference with 5 students receiving Gold medals,

1 student receiving a Silver medals and 5 students receiving Bronze medals.

Our Public Relations Committee won 7 South Carolina National School Public Relations Association

awards.

Arts Arts in Basic Curriculum (ABC) grant award recipient and model site since 1996.

Chamber Choir traveled to Charleston, South Carolina to participate in 2017 Piccolo Spoletto.

20 students selected for the 2018 SC All-state choir.

Twenty-third consecutive year for Blazer Marching Band making state marching finals and being one

of the top 8 bands in the state.

Athletics 2017-2018 AAAA State Champions in Boy’s Basketball.

2017 Region III-AAAA Champions in Girl’s Tennis.

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NEEDS ASSESSMENT DATA

Provide the link to your district’s most recent School Report Card:

https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=H&d=4002&s=084

Directions: Provide additional district’s needs assessment data including both formative and summative

assessments used to gauge student learning. (Charts, graphs, or other formats of data may be used.)

End of Course Examination Course Examinations (EOCEP)

Tables 1.1 through 1.4 show the percent of students who received a passing score on the EOCEP English 1,

Algebra 1, Biology 1, and U.S. History and the Constitution tests for the 2014-2015 through 2016-2017 school

years by subgroup.

Table 1.1: Percent of Student Who Received A Passing Score on the English 1 EOCEP by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017

Count Percent Count Percent Count Percent

All Students 352 70.2% 356 80.9% 361 77.5%

Gender

Male 180 63.3% 163 79.8% 178 75.3%

Female 172 77.3% 192 82.3% 182 80.3%

Ethnicity

Hispanic or Latino 16 62.6% 17 94.2% 21 71.4%

American Indian or Alaska Native 1 -- -- -- -- --

Asian 6 -- 5 -- 7 --

Black or African American 268 68.2% 277 78.0% 285 75.8%

Native Hawaiian or Other Pacific Islander 2 -- 1 -- -- --

White 38 86.9% 42 88.1% 40 90.0%

Two or more races 14 71.3% 13 100.1% 6 --

Disability

Disabled 43 30.3% 45 48.9% 53 45.3%

Not Disabled 309 75.8% 311 85.6% 308 83.1%

English Proficiency

Limited English Proficient (LEP) 12 50.0% 6 -- 13 69.3%

Non-LEP 340 70.8% 350 80.5% 348 77.9%

Poverty

Students in Poverty (SIP) 201 65.1% 158 78.4% 190 71.5%

Non-SIP 146 78.1% 188 84.7% 167 85.6%

-- Data not reported for subgroups less than 10 students.

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Table 1.2: Percent of Student Who Received A Passing Score on the Algebra 1 EOCEP by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 338 87.3% 205 78.1% 336 72.9%

Gender

Male 166 83.7% 111 70.2% 171 73.7%

Female 172 90.8% 93 87.1% 162 72.9%

Ethnicity


American Indian or Alaska Native 1 -- -- -- -- --

Asian 3 -- 4 -- 2 --


Native Hawaiian or Other Pacific Islander 1 -- -- -- -- --

White 27 99.9% 24 91.6% 23 99.9%

Two or more races 11 91.0% 5 -- 8 --

Disability

Disabled 44 65.9% 26 42.2% 55 50.9%

Not Disabled 294 90.5% 179 83.3% 281 77.1%

English Proficiency

Limited English Proficient (LEP) 10 90.0% 8 -- 5 --

Non-LEP 328 87.2% 197 77.6% 331 73.2%

Poverty


Non-SIP 132 89.5% 101 85.2% 144 82.0%


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Table 1.3: Percent of Student Who Received A Passing Score on the Biology 1 EOCEP by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 405 70.6% 370 76.5% 357 78.1%

Gender

Male 208 67.4% 182 70.3% 161 79.4%

Female 197 74.1% 188 82.4% 196 77.1%

Ethnicity


American Indian or Alaska Native 1 -- 1 -- -- --

Asian 10 90.0% 5 -- 10 90.0%


Native Hawaiian or Other Pacific Islander 1 -- 2 -- -- --

White 55 92.7% 37 91.9% 37 94.6%

Two or more races 7 -- 18 77.8% 10 100.0%

Disability

Disabled 31 32.3% 38 36.9% 53 52.8%

Not Disabled 374 73.7% 332 81.1% 304 82.5%

English Proficiency

Limited English Proficient (LEP) 13 92.4% 13 77.0% 8 --

Non-LEP 392 69.9% 357 76.5% 349 77.9%

Poverty


Non-SIP 193 81.4% 202 85.2% 179 86.1%


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Table 1.4: Percent of Student Who Received A Passing Score on the U.S. History and the Constitution

EOCEP by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 346 63.8% 314 58.9% 321 53.8%

Gender

Male 150 65.3% 166 57.8% 153 57.5%

Female 196 62.8% 148 60.0% 167 50.9%

Ethnicity


American Indian or Alaska Native 1 -- 1 -- 1 --

Asian 4 -- 7 -- 4 --


Native Hawaiian or Other Pacific Islander 1 -- 1 -- 2 --

White 42 90.5% 33 87.9% 30 73.4%

Two or more races 8 -- 4 -- 15 53.4%

Disability

Disabled 16 37.5% 24 4.2% 41 26.8%

Not Disabled 330 65.1% 290 63.5% 280 57.8%

English Proficiency

Limited English Proficient (LEP) 3 -- 8 -- 11 36.4%

Non-LEP 343 63.9% 306 58.1% 310 54.6%

Poverty


Non-SIP 163 76.2% 185 69.3% 178 62.4%


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ACT

Tables 2.1 through 2.4 are the percent of students who scored “Ready” on the English, Mathematics, Reading,

and Science ACT tests for the 2014-2015 through 2016-2017 school years by subgroup.

Table 2.1: Percent of Students Who Scored “Ready” on the ACT English by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 341 35.5% 307 25.7% 313 33.2%

Gender

Male 87 33.3% 157 24.2% 151 28.5%

Female 117 41.0% 150 27.3% 162 37.7%

Ethnicity

Hispanic or Latino 6 -- 18 22.2% 15 33.3%


Asian 2 -- 7 -- 3 --



White 24 70.8% 32 81.3% 28 57.1%

Two or more races 10 30.0% 4 -- 16 43.8%

Disability

With Disabilities 6 -- 25 4.0% 32 6.3%

Not with Disabilities 335 36.1% 281 27.8% 280 36.4%

Migrant

Migrant -- -- -- -- 0 --

Non-Migrant 341 35.5% 306 25.8% 312 33.3%

English Proficiency

Limited English Proficient 1 -- 8 -- 10 0.0%

Non-Limited English Proficient 340 35.6% 298 25.5% 302 34.4%

Poverty

Students in Poverty 179 26.3% 114 15.8% 138 23.2%

Non-Students in Poverty 162 45.7% 181 33.1% 174 41.4%


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Table 2.2: Percent of Students Who Scored “Ready” on the ACT Mathematics by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 340 15.9% 306 14.4% 313 12.1%

Gender

Male 87 16.1% 156 14.1% 151 13.2%

Female 117 14.5% 150 14.7% 162 11.1%

Ethnicity



Asian 2 -- 7 -- 3 --



White 24 33.3% 32 46.9% 28 32.1%

Two or more races 10 10.0% 4 -- 16 25.0%

Disability



Migrant

Migrant -- -- -- -- 0 --

Non-Migrant 340 15.9% 305 14.4% 312 12.2%

English Proficiency



Poverty




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Table 2.3: Percent of Students Who Scored “Ready” on the ACT Reading by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 340 22.1% 306 20.3% 313 19.2%

Gender

Male 87 25.3% 156 16.0% 151 14.6%

Female 117 21.4% 150 24.7% 162 23.5%

Ethnicity



Asian 2 -- 7 -- 3 --


Native Hawaiian or Other Pacific Islander -- -- 1 -- 2 --

White 24 54.2% 32 68.8% 28 35.7%

Two or more races 10 30.0% 4 -- 16 25.0%

Disability



Migrant

Migrant -- -- -- -- -- --

Non-Migrant 340 22.1% 305 20.3% 312 19.2%

English Proficiency



Poverty




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Table 2.4: Percent of Students Who Scored “Ready” on the ACT Science by Subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 340 12.6% 306 13.7% 313 10.5%

Gender

Male 87 14.9% 156 13.5% 151 11.9%

Female 117 11.1% 150 14.0% 162 9.3%

Ethnicity



Asian 2 -- 7 -- 3 --


Native Hawaiian or Other Pacific Islander -- -- 1 -- 2 --

White 24 33.3% 32 53.1% 28 35.7%

Two or more races 10 10.0% 4 -- 16 12.5%

Disability



Migrant

Migrant -- -- -- -- -- --

Non-Migrant 340 12.6% 305 13.8% 312 10.6%

English Proficiency



Poverty




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WorkKeys

Tables 3.1 through 3.3 show the percent of students who scored 3 or higher on the Applied Mathematics, Locating

Information and Reading For Information tests for the 2014-2015 through 2016-2017 school years by subgroup.

Table 3.1: Percent of students who scored 3 or higher on the WorkKeys Applied Mathematics by subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 348 92.5% 312 84.6% 313 89.5%

Gender

Male 155 91.6% 162 85.8% 149 86.6%

Female 192 93.2% 149 83.2% 164 92.1%

Ethnicity



Asian 4 -- 7 -- 3 --



White 42 95.2% 33 93.9% 27 92.6%

Two or more races 9 -- 4 -- 16 100.0%

Disability

With Disabilities 21 61.9% 28 50.0% 31 67.7%


English Proficiency



Poverty




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Table 3.2: Percent of students who scored 3 or higher on the WorkKeys Location Information by subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 348 96.8% 312 93.9% 312 93.9%

Gender

Male 155 96.8% 162 90.7% 148 91.9%

Female 192 97.4% 149 97.3% 164 95.7%

Ethnicity



Asian 4 -- 7 -- 3 --



White 42 100.0% 33 97.0% 26 100.0%

Two or more races 9 -- 4 -- 16 93.7%

Disability



English Proficiency



Poverty




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Table 3.3: Percent of students who scored 3 or higher on the WorkKeys Reading for Information by

subgroup

Subgroup 2014-2015 2015-2016 2016-2017


All Students 347 97.4% 313 96.8% 313 97.1%

Gender

Male 155 95.5% 163 94.5% 149 97.3%

Female 191 99.0% 149 99.3% 164 97.0%

Ethnicity



Asian 4 -- 7 -- 3 --



White 42 100.0% 33 97.0% 27 100.0%

Two or more races 9 -- 4 -- 16 100.0%

Disability



English Proficiency



Poverty




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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS

Per SBE Regulation 43-261, the annual needs assessment will provide focus for planning teams to set priorities

for the plan. The comprehensive needs assessment must identify targeted areas of discrepancy between the

desired performance levels and the current status as indicated by available data. Any discrepancies in the

following areas identified by the school and district report cards must be included in the plan: (1) achievement,

(2) achievement by subgroups, (3) graduation rates, (4) attendance, (5) discipline, (6) teacher/administrator

quality and professional growth, and (7) other priority areas.

Measurable performance goals, written in five-year increments, shall be developed to address the major areas of

discrepancy found in the needs assessment in key areas reported in the district and school report cards.

State Report Card for districts and schools data: http://ed.sc.gov/data/report-cards/state-report-cards/

Directions: In the appropriate boxes, use school data to identify areas in need of improvement. Required areas

to be addressed: Student Achievement, Teacher/Administrator Quality, and School Climate.

Student Achievement, including sub-groups

High School (9–12):

The school’s priority is to focus on teaching grade level standards and ensuring mastery for all students. The

assessment data for EOCEP subject areas still shows a need for improvement. While high school state

assessment scores seem to be on the rise and are “at or above the State average” in most areas, instruction will

be focused on subgroups where achievement gaps exist. Continuing to focus on the four-year graduation rate

and aggressively tracking students from the time they enter high school are ways we will continue to improve

our graduation rate and exceed the State average. The African-American subgroup has not been able to close

the achievement gap with white students for more than one year at a time on certain assessments. The long-

term trend line across high school assessments shows a relatively flat line for the achievement gap between

whites and African-Americans. High school’s ACT achievement data analysis shows overall improvement is

needed in meeting college benchmarks in English and Mathematics. There is still an achievement gap for

students in the following subgroups: African-Americans, disabled, and those receiving subsidized meals.

Teacher/Administrator Quality

It is the intention of the faculty and staff at Ridge View High School to provide our students with the highest

quality education possible. In order to do so, there is a tremendous emphasis placed on teacher and

administrator quality. That is consistent with the 74.2% of teachers with advanced; 84.6% of teachers

returning from previous year; 93.6% teacher attendance rate; and the average teacher salary $54,583.

School Climate

At Ridge View High School, Home of the Blazers, the learning experience is tailor-made for each student.

Ridge View’s School Improvement Council (SIC) and administration’s collaborative efforts have resulted in

continuous improvement for our students via enduring support for the teaching and learning environment.

Based on an evaluation of the 2017 survey results by teachers, students, and parents many are pleased with

our efforts to personalize learning. Specifically, 85.2% of parents were satisfied with the learning

environment compared to 70.9% students and 78.6% teachers. Teachers and parents tend to be more satisfied

with the learning environments than students. Historically, this has been the case with these survey results. In

the area of social and physical environment 86.9% were satisfied while 71.6% students and 80.6% teachers.

Parent responses are higher than those of both teachers and students. Although the school has maintained a

five-year facilities plan increased maintenance and construction cost have made it difficult to keep up with the

demand for new and improved spaces. In addition, 70.5% of parents were satisfied with school-home

relations compared to 79.0% and 77.6% respectively students and teachers. With regard to home-school

relations, which has been an area needing work, strong efforts have been made over the past few years to

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http://ed.sc.gov/data/report-cards/state-report-cards/

21

improve the relationships between and among all stakeholders. Only students in grade 11 and their parents

complete the annual school report card survey.

Other (such as district and/or school priorities)

According to the responses on the State survey, most groups showed fairly high levels of satisfaction with the

school climate. Parents are not as satisfied with home-school relations, and issues that showed up in the

surveys include not being diligent in communicating with parents about their students’ performance. There is

also a need to involve more parents of students who live in poverty and students who are struggling

academically.

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22

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

District Priority

(* required)

PERFORMANCE GOAL:

Per SBE Regulation 43-261, measurable performance goals, written in five-year increments, shall be developed to

address the major areas of discrepancy found in the needs assessment in key areas reported in the district and school

report cards.

SMART goal must include:

WHO will do WHAT, as measured by HOW and WHEN.

By the end of the 2022-2023 school year, the number

of students meeting the benchmark of College Ready

on the ACT will increase by 10 percentage points.

INTERIM PERFORMANCE GOAL: Meet annual targets below.

AVERAGE

BASELINE

2018–19 2019–20 2020–21 2021–22 2022–23

DATA

SOURCE(s):

MAP Scores

ACT Data

End of Course

Retention per

grade

SAT scores

AP Score data

For 2016-2017,

6.7% of Ridge

View students

meet the

benchmark in all

four areas on the

ACT.

Subcategories are

as follows:

English 38.2%

met benchmark;

Math 12.1% met

benchmark;

Reading 19.2%

met benchmark;

and Science 10.5%

met benchmark.

Projected Data 6.7% 8.7%

11.7

14.7%

16.7%

Actual Data

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23

ACTION PLAN FOR STRATEGY #1: Ridge View High School will actively engage students in a curriculum

to prepare them to be college and career ready.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Analyze EOC results in English,

Algebra, US History, and Biology 2018

2019

2020

2021

2022

2023

AP for Curriculum

& Instruction,

Department Leaders,

School Counseling,

Administrators, and

all teachers

NA NA EOC results analyzed by individual

and class scores. Results shared

with teachers during in-service/PEP.

Teachers use test data to adjust

pacing and to make sure that they

are covering required content in the

following semester in the next

course. Use district pacing guides

Use MAP data as part of student

placement in 9th grade

2018

2019

2020

2021

2022

2023

9th grade Lead

Teacher, AP for

Curriculum &

Instruction, School

Counseling,

Administrators, and

9th grade teachers of

English and Math

NA NA Data information is used to create a

Profile for 9th grade. Profile shared

with teachers of the rising 9th grade

during opening in-services

Analyze data on AP and dual credit

courses based on number of students

taking AP or dual courses and

success of those students

2018

2019

2020

2021

2022

2023

AP for Curriculum

& Instruction,

Counselors,

CATE administrator

Advanced

Placement teachers

and Special Program

Directors

NA School,

district, and

NMSI

(National

Math and

Science

Initiative)

Increase number of students

participating in at least one AP or

dual enrollment course. Establish

baseline and percent to increase

each year.

Continue with NMSI until 2020 for

professional development

Increase Graduation Rate 2018

2019

Administrative

Team NA NA Increase Graduation Rate based on

District and State Standards

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EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Based on District and State

Standards

2020

2021

2022

2023

School counseling

Power School

Coordinator

AiMS Magnet

Director

Teacher Leadership

Team

Examine 9th grade retention rates

based on first time 9th graders and

repeat 9th

2018

2019

2020

2021

2022

2023

Admin(Lead

teacher) for 9th grade

academy

Administrative

team, and 9th grade

teachers

Schools Counseling

NA School 9th grade analysis done each interim

and results shared with

administrative team. Plan for

follow-up adjusted each 9 weeks

Use the district instructional model

when designing and implementing

lessons.

2018

2019

2020

2021

2022

2023

Administrative

Team,

AP for curriculum

Department Leaders,

Lead Teachers

NA School and

district

Professional Early Planning time

allotted for collaboration. 100 % of

Lesson plans and observations

should indicate standards and

objectives are explained to students

in student friendly language.

Standards, objectives should be

posted in classrooms 100 % of the

time. Observations are discussed

weekly in admin. team meetings.

District instructional model should

be visible in every classroom.

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EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Actively engage students in a variety

of instructional strategies using the

state standards and project based

learning based on district and

national standards.

2018

2019

2020

2021

2022

2023

Administrative

Team

Faculty

AiMS Magnet

Director

PBL Team

NA School and

district

Observations and lessons are

discussed by PBL Teams,

administrative team weekly.

Showcase of learning

Continue to increase mandatory

engagement strategies in all

classrooms

2018

2019

2020

2021

2022

2023

Administrative

Team

Faculty

Dept. Leaders

Lead Teachers

AiMS Magnet

Director

Technology

Learning Coach

TBD TBD Observations and lesson are

discussed by administrative team

weekly.

Engage students through a variety of

technology to create a community of

learners

2018

2019

2020

2021

2022

2023

Administrative

Team

Faculty

Technology

Learning Coach

TBD TBD Lesson plans and observations

should indicate use of technology as

a tool for active engagement of

learning. Observations are discussed

by administrative team weekly.

Observations by TLC and Bright

Bytes Survey

Include literacy (reading, critical

reasoning, technical comprehension, 2018

2019

2020

AP for Curriculum

Department

Leadership

TBD TBD Key elements of plan incorporated

in of lesson plans and classroom

observations. Students read and

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26



EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

writing, technology and numeracy)

in instructional strategies 2021

2022

2023

Team

All teachers

write daily as indicated in lesson

plans. Read to Succeed plan

followed with 90 minutes daily of

Silent Sustained Reading,

PD in literacy strategies and rubric

writing

Continue to use mastery learning in

all content by providing opportunity

for all students to participate in 2nd

chance testing/retest in core content

areas.

2018

2019

2020

2021

2022

2023

All teachers

AP curriculum NA School Evaluated the effectiveness of

mastery learning in all core subjects.

Students will be assessed using a

variety of assessments (formative

and summative) including authentic

assessment.

2018

2019

2020

2021

2022

2023

AP Curriculum

Department Leaders

Teachers

Administrative team

Technology

Learning Coach

NA School Assessments are submitted as part

of weekly lesson plans and observed

through observation.

Administrative team discusses

observations at weekly meetings.

Teachers will perform assessment

reviews quarterly.

Maximize the use of AVID to

provide support to move students

into more challenging courses. Send

faculty yearly to AVID training.

2018

2019

2020

2021

2022

Admin. for AVID

AVID teachers

AiMS Magnet

Director

$40,000 Funds from

district AVID

funds and

AiMS Med

Pro 21 grant.

All students will participate in

AVID. AVID steering committee

will meet quarterly.

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27



EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

2023

Require students to take a rigorous

schedule each year in high school

(For example, 4 year of math, 4 years

of Science, etc.)

2018

2019

2020

2021

2022

2023

AP for curriculum

AVID coordinator

School Counselors

NA NA Guidelines for registration.

Audit of schedules. Decrease the

number of students in study hall

School counselors’ looks at

schedules in summer.

Provide opportunities through virtual

learning, credit recovery, credit

retrieval, Gradpoint for students to

remain on track for graduation

2018

2019

2020

2021

2022

2023

Grade level

administrators

School Counselors

AVID coordinator

$55,000 TBD Monitor number of students

involved successfully in recovery

opportunities

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

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28

ACTION PLAN FOR STRATEGY #2: Ridge View High School will provide high stakes testing training for

students and teachers.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Have PSAT workshops for 10th

graders. 2018

2019

2020

2021

2022

2023

School counseling

Administrative team

$500 School,

AVID, Gear

Up, and

PTSO.

Student roster for workshop.

Send teachers to training for ACT

testing in their content areas. 2018

2019

Administration

$5,000 AiMS Med

Pro 21 grant

funding

Documentation of teachers

attending PD for ACT.

Provide a minimum of 4 ACT

workshops yearly for students. 2018

2019

2020

2021

2022

2023

School counseling

Administrative team

College Information

Specialist

TBD School, AiMS

Med Pro 21

grant funding

District CIS

funds

School Calendar, sign-up sheets for

workshops.

Student Surveys

Assist students in selecting

Acuplacer, ASVAB, Career

Inventories, ACT or SAT

2018

2019

2020

2021

2022

2023

School counseling

College and Career

Coordinator

Career Facilitator

NA NA Increase in ACT and SAT test

scores. Increase number of students

taking ASVAB.

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29


District Priority

(* required)

PERFORMANCE GOAL:

Per SBE Regulation 43-261, measurable performance goals, written in five-year

increments, shall be developed to address the major areas of discrepancy found in the

needs assessment in key areas reported in the district and school report cards.



By the end of the 2022-2023 school year, Ridge View High School will increase its on

time graduation rate to 95%.


AVERAGE

BASELINE

2018–19 2019–20 2020–21 2021–22 2022–23

DATA

SOURCE(s):

School report

Card

Retention per

grade

88.5% Projected

Data

90% 91.5% 92.5% 93.5% 95%

Actual Data

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30

ACTION PLAN FOR STRATEGY #1: Ridge View High School will create an Individualized Graduation Plan for

each student to help guide secondary and post-secondary goals.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Assign a high school counselor and a College

Developer Facilitator (CDF) to every student. 2018

2019

2020

2021

2022

2023

School Counseling,

School Counseling

Director,

School

administration

NA NA .List of students on Counselor and

CDF caseloads.

Provide information to parents on Naviance,

college and career inventories, financial aid,

and other topics.

2018

2019

2020

2021

2022

2023

School Counseling,

School Counseling

Director, Gear Up,

School

administration

$500 School, Gear

Up

School calendar and parent sign-in

sheets, District Naviance report

Provide career fairs, college fairs, and college

tours 2018

2019

2020

2021

2022

2023

School Counseling,

School Counseling

Director,

School

administration

$4000 annually School, Gear

Up, AiMS

Med Pro 21

School Calendar, Student and

Teacher Survey, College Tour

Sign-in

Provide workshops on understanding and

using PSAT, ACT, and WIN. 2018

2019

2020

2021

School Counseling,

School Counseling

Director,

School

administration

NA School and

Counselors

School Calendar, Student Survey,

Social Media

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31

2022

2023

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32


District Priority

(* required)

PERFORMANCE GOAL:






By the end of the 2022-2023 school year, 100% of teachers will have professional

development opportunities in South Carolina 4.0 Teacher Evaluation Training.


AVERAGE

BASELINE

2018–19 2019–20 2020–21 2021–22 2022–23

DATA SOURCE(s):

SC Teacher 4.0

Human Resources

Currently the state is

transitioning from the

SAFE-T/ ADEPT

model to the 4.0

model. Therefore there

is no data.

Projected Data 50% 70% 90% 95% 100%

Actual Data

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33

ACTION PLAN FOR STRATEGY #1: Ridge View High School will recruit, develop, and retain

teachers who promote strong character.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Encourage faculty teachers to

recruit teachers needed in

critical needs area.

2018

2019

2020

2021

2022

2023

Administration

Teachers

NA District Documentation of teachers

and staff hired that were

referred or recruited by Ridge

View faculty and staff.

Participate in job fairs. 2018

2019

2020

2021

2022

2023

Administration NA NA Attendance at district job fair

and other job fairs requested

by the district

Continue to partner with local

colleges and universities.

2018

2019

2020

2021

2022

2023

Administration NA NA Number of student teachers

especially in critical needs

areas

Continue to expand Teacher

Cadet Program with emphasis

on providing experiences in

critical needs areas

2018

2019

2020

2021

Administration

Teacher Cadet

Teacher

NA NA Baseline data established on

Teacher cadet and goals set to

increase. Reviewed each year

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34

2022

2023

in summer with Teacher

Cadet teacher

Provide staff development on

Enrich, data profile and how to

use data for instruction

especially on how to address

the bottom 1/3 in each class

2018

2019

2020

2021

2022

2023

AP for

Curriculum,

TLC

NA NA List of teachers who

participate in Enrich

Collaborate and share best

practices on actively engaging

students in a variety of

instructional strategies and

project based learning based

on district and national

standards

2018

2019

2020

2021

2022

2023

Administrative

Team

Faculty

PBL Team

NA NA Observations are discussed by

administrative team weekly

Share strategies to increase

mandatory engagement

strategies in all classrooms

2018

2019

2020

2021

2022

2023

Administrative

Team

Faculty

Ridge View

Teacher

Leadership Team

NA Na Observations are discussed by

administrative team weekly.

Collaborate and document

strategies used in literacy

(reading, critical reasoning,

technical comprehension,

writing, technology and

numeracy) in instructional

strategies

2018

2019

2020

2021

2022

2023

TLC coach

AP for

Curriculum

Department

Leaders

NA NA Students read and write daily

as indicated in lesson plans.

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35

Core subject teachers will

collaborate on mastery

learning.

2018

2019

2020

2021

2022

2023

Core subject

Teachers

NA NA Formative and Summative

Assessments

Reviewed after each testing

within two weeks of receiving

data

Teachers develop and

collaborate on a variety of

assessments, especially rubrics

and authentic assessments

2018

2019

2020

2021

2022

2023

Administrative

Team

Faculty

Ridge View

Teachers

Leadership Team

NA NA Assessments are submitted as

part of lesson plans and

observed through observation.

Administrative team discusses

observations at weekly

meetings.

Train teachers in behavior

management

2018

2019

2020

2021

2022

2023

Administrative

team, District

BEST

representative

School

counseling

School

Psychologist

NA NA Intervention plans developed

for students and reviewed by

administrators and school

counseling each 9 weeks

All students will participate in

the Med Pro 21 school wide

magnet

2018

2019

2020

2021

2022

2023

AiMS

Curriculum

Specialist,

School

Counseling,

As deemed by

federal funds

As deemed

by federal

funds

MSA Professional

Development

Demonstrations of learning

through portfolios, Federal

reports

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36

ACTION PLAN FOR STRATEGY #2: Ridge View will continue to provide and send teachers to professional

development sessions and conferences to enhance teaching skills.

Evaluation

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Provide professional development on

AVID’s WICOR strategies. 2018

2019

2020

2021

2022

2023

AVID Teacher,

Administration,

AiMS magnet

Curriculum

Specialist,

Leadership Team

NA NA PD calendar, teacher PD sign-in

sheets

Promote completion of Read to

Succeed courses by all certified staff. 2018

2019

2020

2021

2022

2023

Literacy

Committee,

Administration,

Leadership Team

NA NA Teacher certificates.

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37

ACTION PLAN FOR STRATEGY #3: Ridge View High School will provide opportunities for teacher

collaboration.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Continue Project-based learning

professional development. Teachers

will create interdisciplinary PBL’s

that focus on real-world problem

solving.

2018

2019

2020

2021

2022

2023

Leadership team,

PBL team,

Administration,

and department

chairs.

NA NA Lesson plans, PD Plan

Faculty Meetings and

Professional Early Planning

Provide professional development in

the integration of technology for

learning, with an emphasis on

students’ use of technology for

collaboration.

2018

2019

2020

2021

2022

2023

Technology

Leadership Team,

and Teachers

NA NA Professional Learning Plan, PD

Calendar, and lesson plans.



Content teachers will “unpack” state

standards and design instruction and

assessments aligned to standards

2018

2019

2020

2021

2022

2023

Administration,

Department

Chairs, and district

curriculum team

NA NA Lesson plans and common

assessments



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38

ACTION PLAN FOR STRATEGY #3: Ridge View High School will provide opportunities for teacher

collaboration.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Utilize STEAMM learning

experiences through Engineering,

Computer Sciences, School-wide

magnets, and interdisciplinary

activities.

2018

2019

2020

2021

2022

2023

Administration,

Magnet directors,

and Leadership

Team.

NA NA Lesson plans and magnet

meeting notes.




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39


District Priority

(* required)

PERFORMANCE GOAL:






By the end of the 2023, the percent of stakeholders satisfied with the school learning

environment will increase to 90%, based on the SC School Climate Survey.


AVERAGE

BASELINE

2018–19 2019–20 2020–21 2021–22 2022–23

DATA

SOURCE(s):

School Climate

Survey

Currently 80.6%

based on Teacher

Climate Survey

Projected Data 80.6% 83% 85% 88.5% 90%

Actual Data

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40

ACTION PLAN FOR STRATEGY #1: Ridge View High School will purposefully plan events where our

partners learn and work in joyous atmosphere.

EVALUATION

ACTIVITY

TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Recognize teachers for Best

Practices ( units that engage

students in learning), promoting

the culture of the school and

teachers who “RV Culture of

Excellence” for the school

2018

2019

2020

2021

2022

2023

Principal and

administrative

team

$500 School Faculty and In-service agendas.

List of teachers recognized

Celebrate major accomplishments

of teachers 2018

2019

2020

2021

2022

2023

Principal and

administrative

team,

Educator of Month

Committee

NA NA Faculty Meeting agendas, social

media post, and list of teachers

recognized

Continue to celebrate teaching

through a variety of events

traditional events such as Teacher

of the month, special dinners, etc.

2018

2019

2020

2021

2022

2023

Principal and

administrative

team

$1000 School and

PTO

Administrative team review

activities each summer

Continue to offer programs that

focus on faculty and staff health

such as : Health Updates,

nutrition, weight loss, and

exercise sessions

2018

2019

2020

2021

2022

2023

Wellness council

Nurse

Administrative

team

NA NA Health School’s committee

reviews and establishes goals in

fall of each year.

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41

ACTION PLAN FOR STRATEGY #2: Ridge View High School will maximize opportunities for partners to

collaborate and work together for the greater good.

EVALUATION

ACTIVITY TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Continue to build alliances with

parents. 2018

2019

2020

2021

2022

2023

Administrative

team

Advisor/ Advisee

School counseling

Faculty

NA NA Participation in SIC, PTSO,

Booster clubs, logs of parent

contacts. Track during the year

and set goals during the summer

Continue to communicate with

parents and conduct parent

surveys for preference in

communications.

2018

2019

2020

2021

2022

2023

TLC

Administrative

team

Faculty

NA NA ConnectEd, Twitter, blogs, web

sites etc. with data needed for

each grade level

Provide parents with curriculum,

social and emotional, and other

workshops that impact students

and the community.

2018

2019

2020

2021

2022

2023

School counseling

Psychologist

Social worker

School Nurse

NA NA Participation in IGP plans,

parent information nights, and

parent universities.

Continue to build relationships

with military parents 2018

2019

2020

2021

School counseling

Military Family

Alliance

Representative

NA NA Review yearly strategies to

accommodate military parents

and students.

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42



EVALUATION

ACTIVITY TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

2022

2023

Increase partnerships with the

business community especially in

areas that support the magnet

programs and CATE

2018

2019

2020

2021

2022

2023

CATE department

Magnet

coordinators

AiMS Curriculum

Specialist

NA NA Maintain a current list of

partnerships, set goals for each

year during the summer

Expand military, national and

international partnerships 2018

2019

2020

2021

2022

2023

Magnet

coordinators

TLC

NMSI

AiMS Curriculum

Specialist

NA NA National and international

partnerships established

Continue to market Ridge View

High School 2018

2019

2020

2021

2022

2023

Public relations

committee

Administrative

team

TLC

AiMS Magnet

Director

Magnet

coordinators

NA NA Review market strategies yearly

in the summer with

administrative team

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43



EVALUATION

ACTIVITY TIMELINE

(Start and End

Dates)

PERSON

RESPONSIBLE

ESTIMATED

COST

FUNDING

SOURCE

INDICATORS OF

IMPLEMENTATION

Faculty

Review the key components of

strategic plan with stakeholders (

SIC, and faculty annually)

2018

2019

2020

2021

2022

2023

Administrative

team

NA NA Strategic plan reviewed in fall of

each year with SIC and faculty

Issue each year a school annual

report to parents on Ridge View’s

district website

2018

2019

2020

2021

2022

2023

Administrative

team

NA NA Annual report issued in April of

each year.


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44

Read to Succeed

A. This school documents and monitors the reading and writing assessment and instruction planned for all sixth through twelfth grade

students and the interventions provided to all struggling readers who are not able to comprehend grade-level texts. Lenses of Assessment A Comprehensive System of Assessment

Summative Assessment SC Ready, MAP, End of Course Formative Assessment

Fountas and Pinnell, DRA, Dominie Star Reading

Data Teams Collecting Data, Analyzing, Establishing Goals and Look-fors, Creating Action Plans

Documentation of Data

Rarely Sometimes Routinely Possible Sources of Evidence: A1. Teachers use a

comprehensive formative

assessment system. □ □ X

MAP, EOC, ACT, SC Ready Running Records, Reading Logs, Reading, Writing, Conceptualized

Questions, Anecdotal Notes, Sample Writings, Timed Writing,

Writing about Reading, Transcribed Conversations, Cornell Notes,

PEP, Conferencing, Grade level team planning, Blazer Academy,

AVID, Scholars Academy Magnet for Business and Law, Bio-Health

and Allied Magnet, Career Prep, Special Services, IATs , SLO data,

USA Test Prop, Peer reflections, Interactive notebooks, GBE data.

A2. Teachers make instructional

decisions for students based on

data. □ □ X

A3. Teachers work together in

teams to collect and analyze data,

establish goals and look-fors for

students, and create action plans

for students

□ □ X

A4. Teachers collect and analyze

data to determine targeted,

effective in-class intervention. □ X □

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B. This school provides supplemental instruction by teachers who have a literacy teacher add-on endorsement and is

offered during the school day and, as appropriate, before or after school in book clubs, through a summer reading camp, or

both.

Lenses of Assessment Assessing for Supplemental Instruction

Reading Process Small Group and Individual

Rarely Sometimes Routinely Possible Sources of Evidence:

B1. Teachers notice, teach, and prompt for

use of strategic reading behaviors. □ X □ Lesson plans focused on teaching strategic reading

behaviors, counselor administration collaboration,

professional development goal of literacy

intervention, gradual release model of instruction,

Blazer Book Club, the literacy book club The Right

to Literacy (Releah, Cossett, Lent).

B2. Teachers and students collaborate to

set measurable short term goals aimed at

growing students’ reading behaviors and

make strategic plans outlining how these

goals will be accomplished.

□ X □

B3. Teachers provide targeted, effective

in-class intervention which

-must provide individual and small-group

instruction; and

-must be 30 minutes in addition to 90

minutes of daily reading and writing

instruction.

□ X □

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C. This school utilizes a system for helping parents understand how they can support the student as a reader at home.

Lenses of Assessment Assessing for Family Support of Literacy Development


C1. Teachers provide

opportunities for parent

involvement with literacy

development including parent

workshops, parent conferences,

and newsletters.

□ □ X At the View (blog), conferences, Parent University,

partnership with the Richland County Public Library, Open

House, teacher websites/resources, college essay/ scholarship

workshop, GEAR-UP, College and Career Center, Newsletters

(CAT, Magnets, GEAR-UP, College and Career Center,

School for the Arts), Military information night, social media

feeds, School-wide summer reading and celebration, master

schedule (on website) , and a monthly focus in newsletter.

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D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions

about intervention based on all available data. Lenses of Assessment Assessing for Research-Based Instructional Practices:

Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading

Process, Time to read w/ conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing Instruction, Independent Writing, Time to write

w/conferring and using a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for

collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards

Rarely Sometimes Routinely Possible Sources of Evidence: D1. Teachers ensure that instruction is

short and focused so that students

practice new behaviors and processes

by reading and writing authentic texts

for the majority of the instructional

time.

□ □ X Teacher Observations, Schedules, Lesson Plans, TDQ

Fisher and Frey, Literacy Team meetings (district), This is

Disciplinary Literacy Lent, In Defense of Read Alouds

Layne, 5 Practices for Orchestrating Productive

Mathematics Discussions by Smith ELEOT observations,

walk-through observations, writers workshop, read alouds,

shared reading, jigsaws, SSR, writing conferences, summer

alignment guide, syllabi (literacy statement), and Newsela.

D2. Teachers monitor student

engagement in reading and writing and

use this data to confer with students. □ □ X

D3. Teachers use Shared Reading

Experiences (literary texts and

informational texts) and Shared

Writing to scaffold student success

and build fluency.

□ □ X

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D4. Teachers use shared writing

experiences to scaffold student success

and build fluency. □ X □

D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels

with decisions about intervention based on all available data. (continued) Lenses of Assessment Assessing for Research-Based Instructional Practices:





Rarely Sometimes Routinely Possible Sources of Evidence: D5. Teachers teach, guide, and support students in

how to independently use strategies to construct

meaning and monitor deep understandings using

challenging texts.

□ □ X Rubrics, student essay samples, SSR, Pegasus

(school literary magazine), literacy mini-

lessons , Professional development on literacy

strategies, transcripts/videos of lessons, lesson

plans D6. Teachers facilitate interactions so that students

are productively and actively engaged in

constructing meaning by reading, writing,

listening, speaking, and inquiring.

□ □ X

D7. Teachers provide opportunities for students to

develop deep conceptual knowledge in a discipline

by using the habits of reading, writing, talking, and

thinking, which that discipline values and uses.

(McConachie et.al, 2006)

□ □ X

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D. This school provides for the reading and writing achievement and growth

at the classroom, school, and district levels with decisions about intervention

based on all available data. (continued)

Lenses of Assessment Assessing for Research-Based Instructional Practices:

Reading Workshop: Read Aloud, Shared Reading Experience, Independent

Reading, Small Group Reading Instruction, Reading Process, Time to read w/

conferring and using a system for collecting this data Writing Workshop: Read Aloud, Shared/Interactive Writing, Small Group Writing

Instruction, Independent Writing, Time to write w/conferring and using a system

for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading

and writing w/conferring and using a system for collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning

Standards for 4K

Rarely Sometimes Routinely

D8. Teachers use the South Carolina College and

Career Ready Standards when planning

instruction. □ □ X

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E. This school ensures that students are provided with wide selections of texts over a wide range of genres and written on a

wide range of reading levels to match the reading levels of students.

Lenses of Assessment Assessing for Reading Engagement:

Student Choice Large blocks of time to read, write, and research Access to numerous books and other nontraditional forms of texts (audio books, eBooks, etc.) in the classroom that reflect a

variety of genre

Rarely Sometimes Routinely Possible Sources of Evidence: E1. Teachers provide students choice in what

they read, write, and research. □ □ X SSR (school-wide and classroom specific), PBL,

Media Center Collection (Digital, and Print), writing

conferences, reading conferences, chromebooks,

AOW, problem of the day for ACT

Student Engagement Inventories, Schedules, Book

Inventories, Photographs of Classroom Libraries

iTutor with English 2 students, HLTBQ, District

Instructional model, creative writing class and lunch

activities, and Poetry Open Mic activities.

E2. The teachers monitor reading and writing

engagement and use that data to conference

with students when needed to increase

reading and writing volume.

□ X □

E3. Teachers reflect on and eliminate

activities that interfere with text reading and

writing. □ □ X

E4. Teachers establish and directly teach

routines and procedures, so that students

know what to do in order to maximize time. □ □ X

E5. Teachers ensure there are ample texts

(both informational and literary) and other

materials available in their classrooms. □ □ X

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F. This school provides teacher and administrator training in reading and writing instruction.

Lenses of Assessment Assessing for Professional Development

Literacy Competencies for Middle and Secondary Teachers Literacy Competencies for Administrators South Carolina College and Career Ready Standards Standards for Professional Learning

Rarely Sometimes Routinely Possible Sources of Evidence: F1. Teachers participate in professional

learning opportunities based on data

through Study groups Collaboration with school

coach Book clubs Teacher action research Collaborative planning Peer coaching

□ □ X PLCs for TDQ Fisher and Frey, Literacy Team meetings

(district), This is Disciplinary Literacy Lent, In Defense of

Read Alouds Layne, 5 Practices for Orchestrating

Productive Mathematics Discussions by Smith, and The

Right to Literacy in Secondary Schools, Google

Classroom, PEPs (department, PBL, Literacy), District

Literacy meetings, Collaboration with district instructional

leaders, conferences

Agendas, Sign-in Sheets, Professional Reading Logs,

Written Reflections of Practice and New Learning,

Coaches’ Schedules, Action Research Notes, Lesson Plans

F2. Administrators participate in

professional learning opportunities

within and outside the school based on

personal needs and/or school-wide data: Study groups

□ □ X

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Collaboration with school

coach Book Clubs

G. This school develops strategically planned partnerships with county libraries, state and local arts organizations,

volunteers, social service organizations, community partners and school media specialists to promote reading and writing.

Lenses of Assessment Assessing for Literacy Partnerships


G1. Teachers and/or schools

participate in strategically planned

and developed partnerships in order

to promote reading and writing.

County libraries are used to

increase the volume of

reading in the community

over the summer State and local arts

organizations Volunteers Social service organizations School media specialists

□ □ X Richland County Public Library Partnership, South

Carolina Association of School Librarians, District Library

Meeting, South Carolina Reading Association, Real Men

Read, Teacher Cadets, PEARLS, Pegasus (school literary

magazine), School E-Newspaper, Brooks Harper (guest

speaker), Monthly guest speaker through 9th grade

Advisory, the Business Breakfast, Realtors Breakfast, PBL,

Steering Committee

Sign-in Logs, Plans for the Partnerships, Acknowledgement

of the Partnerships, Documentation of Actions, Record of

Programs Libraries Offer

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G2. Specific actions are taken to

foster partnerships. □ □ X

H. This school embeds practices reflective of an exemplary literacy-rich environment.

Lenses of Assessment Assessing for Inquiry-based Learning:

Immersion, Investigation, Coalescing, Going Public Read Aloud/Shared Reading Independent reading, writing, researching South Carolina College and Career Ready Standards for Inquiry Profile of the South Carolina Graduate


H1. Teachers use predictable structures

(Immersion, Investigation, Coalescing,

and Going Public) so that students

construct knowledge by reading and

writing authentic texts for a majority of

the instructional time.

□ X □ Pegasus (school literary magazine), Yearbook, E-

Newspaper (journalism class), Media Center

collaborations, PBL, Media Center PD/ co-teaching,

Schedules reflecting students reading 40 to 45 minutes

for each hour of reading instruction, Schedules

reflecting students writing 40 to 45 minutes for each

hour of writing instruction, Lesson Plans Referencing H2. Teachers integrate content-specific

reading, writing, and researching into □ □ X

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ELA in order to provide the authentic

experiences necessary to become more

proficient researchers and readers and

writers.

the Inquiry Standards, Examples of Student Research

Projects, Student artifacts from research

H3. Teachers provide large blocks of

time for instruction and practice in order

for students to sustain work on reading,

writing, and researching.

X Lesson plans

H4. Teachers ensure texts and materials

are organized and easily accessible by

students.

□ □ X Google classroom, teacher websites, classroom

libraries, digital libraries

H5. Teachers ensure texts and other

materials are appropriate for the readers

and writers in their classrooms.

□ □ X Classroom libraries, evidence of teacher conversation/

collaboration about texts

H6. Teachers prominently display

artifacts reflective of student learning. □ □ X Pictures of displays

Analysis of Data

Strengths Possibilities for Growth

School-wide summer reading event in fall of each year.

Students presenting research findings to peers, community, and

stakeholders using various platforms.

Professional Development by Leadership Team, Librarians, and

Technology showcasing, providing resources, and modeling for

Literacy Skills.

Use of technology platforms for reading and standardized

test in reading practice

Sustained and intentional writing across the curriculum.

Reading(s) assignments related to topics in classes,

varied levels and types of format, etc. newspapers,

magazines, books (genres).

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Use of common vocabulary for expectations.

Continued Staff participation in R2 Succeed Literacy Class.

Providing choices for student presentation and reflection of learning.

EOC exam scores (16-17 data)

Administration classroom observation and feedback, both formal and

informal (SLO, GBE, SAFET, and district walk-through).

School and class specific SSR time blocks.

ACT problem and word of the day.

School Media Center.

Teachers’ classroom libraries.

Collection of high-interest, young adult literature available for SSR and

for check-out.

Scholastic Math magazine for Intermediate Algebra.

African-American Read-In.

Google Classroom platform for articles and such for professional

development.

Course offerings--Journalism, Speech, SAT/ACT Prep, and Creative

Writing,

School literary magazine--”Pegasus.”

RIT level training.

Writing workshops.

Rubric building workshops.

Digital portfolio building (Naviance and

STEMPremiere).

Writing Across the Curriculum strategies. .

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Goals and Action Steps Based on Analysis of Data Goal #1: By June 2019, the literacy team will share content-specific writing samples and rubrics (quarterly at PEP) in an effort to increase teachers' literacy capacity.

Action Steps:1) Literacy Team will support English teachers in

the implementation of Richand Two Writing Rubrics. The Literacy team will: Appoint a Literacy Team member to gather their literacy

examples for the best practices in each content area. Increase vertical alignment. Use PEP time to collaborate best practices from each content. Share one best literacy practice at each faculty meeting. Continue to offer professional development on literacy across

the curriculum.

Goal #2: By June 2019,100% of teachers will monitor reading and writing engagement through conferencing with students at least twice per year to increase reading and writing volume.

Action Steps:1) A school-wide log will be used to gather

writing conference data. The Literacy team will: Streamline data collection process regarding reading for all

teachers. Provide professional development concentrating on effective

conferencing and differentiation strategies. Development a conferencing model for use. Develop and employ benchmarks.

Goal #3: By June 2019, the Literacy Team will provide reading interventions monthly in order to increase achievement in each content area for all students.

Action Steps:1) Literacy Team will use the Data Protocol to

support needed interventions. The Literacy team will: Provide Professional Development on lexile levels and MAP

data. Provide reading strategies for best practices. Provide Professional Development on using online textbook

resources appropriately. Create a system by which reading interventions should be

documented. .

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References

McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006, October). Task, text, and talk.

Educational Leadership, 64(2),8-14.

Schools will complete and upload the appropriate Exemplary Literacy Classroom Reflection

Tool on the SCDE Read to Succeed Web page at

https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/reading-plans-state-district-and-school/ . Refer to the Directions for Completing District and School Reading Plans for additional

information on the SCDE Read to Succeed Web page at https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/reading-plans-state-district-and-school/ . For further Read to Succeed questions, please contact the Office of Early Learning and Literacy at 803-734-2577.

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https://ed.sc.gov/instruction/early-learning-and-literacy/read-to-succeed1/reading-plans-state-district-and-school/




44

Read to Succeed

A. This school documents and monitors the reading and writing assessment and instruction planned for all sixth through twelfth grade

students and the interventions provided to all struggling readers who are not able to comprehend grade-level texts. Lenses of Assessment A Comprehensive System of Assessment

Summative Assessment SC Ready, MAP, End of Course Formative Assessment

Fountas and Pinnell, DRA, Dominie Star Reading

Data Teams Collecting Data, Analyzing, Establishing Goals and Look-fors, Creating Action Plans

Documentation of Data

Rarely Sometimes Routinely Possible Sources of Evidence: A1. Teachers use a

comprehensive formative

assessment system. □ □ X

MAP, EOC, ACT, SC Ready Running Records, Reading Logs, Reading, Writing, Conceptualized

Questions, Anecdotal Notes, Sample Writings, Timed Writing,

Writing about Reading, Transcribed Conversations, Cornell Notes,

PEP, Conferencing, Grade level team planning, Blazer Academy,

AVID, Scholars Academy Magnet for Business and Law, Bio-Health

and Allied Magnet, Career Prep, Special Services, IATs , SLO data,

USA Test Prop, Peer reflections, Interactive notebooks, GBE data.

A2. Teachers make instructional

decisions for students based on

data. □ □ X

A3. Teachers work together in

teams to collect and analyze data,

establish goals and look-fors for

students, and create action plans

for students

□ □ X

A4. Teachers collect and analyze

data to determine targeted,

effective in-class intervention. □ X □

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B. This school provides supplemental instruction by teachers who have a literacy teacher add-on endorsement and is

offered during the school day and, as appropriate, before or after school in book clubs, through a summer reading camp, or

both.

Lenses of Assessment Assessing for Supplemental Instruction

Reading Process Small Group and Individual


B1. Teachers notice, teach, and prompt for

use of strategic reading behaviors. □ X □ Lesson plans focused on teaching strategic reading

behaviors, counselor administration collaboration,

professional development goal of literacy

intervention, gradual release model of instruction,

Blazer Book Club, the literacy book club The Right

to Literacy (Releah, Cossett, Lent).

B2. Teachers and students collaborate to

set measurable short term goals aimed at

growing students’ reading behaviors and

make strategic plans outlining how these

goals will be accomplished.

□ X □

B3. Teachers provide targeted, effective

in-class intervention which

-must provide individual and small-group

instruction; and

-must be 30 minutes in addition to 90

minutes of daily reading and writing

instruction.

□ X □

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C. This school utilizes a system for helping parents understand how they can support the student as a reader at home.

Lenses of Assessment Assessing for Family Support of Literacy Development


C1. Teachers provide

opportunities for parent

involvement with literacy

development including parent

workshops, parent conferences,

and newsletters.

□ □ X At the View (blog), conferences, Parent University,

partnership with the Richland County Public Library, Open

House, teacher websites/resources, college essay/ scholarship

workshop, GEAR-UP, College and Career Center, Newsletters

(CAT, Magnets, GEAR-UP, College and Career Center,

School for the Arts), Military information night, social media

feeds, School-wide summer reading and celebration, master

schedule (on website) , and a monthly focus in newsletter.

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D. This school provides for the reading and writing achievement and growth at the classroom, school, and district levels with decisions

about intervention based on all available data. Lenses of Assessment Assessing for Research-Based Instructional Practices:





Rarely Sometimes Routinely Possible Sources of Evidence: D1. Teachers ensure that instruction is

short and focused so that students

practice new behaviors and processes

by reading and writing authentic texts

for the majority of the instructional

time.

□ □ X Teacher Observations, Schedules, Lesson Plans, TDQ

Fisher and Frey, Literacy Team meetings (district), This is

Disciplinary Literacy Lent, In Defense of Read Alouds

Layne, 5 Practices for Orchestrating Productive

Mathematics Discussions by Smith ELEOT observations,

walk-through observations, writers workshop, read alouds,

shared reading, jigsaws, SSR, writing conferences, summer

alignment guide, syllabi (literacy statement), and Newsela.

D2. Teachers monitor student

engagement in reading and writing and

use this data to confer with students. □ □ X

D3. Teachers use Shared Reading

Experiences (literary texts and

informational texts) and Shared

Writing to scaffold student success

and build fluency.

□ □ X

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