spring valley high school - richland2.org · spring valley high school opened in 1970 in a rural...

Spring Valley High School

Jeff Temoney, Principal

120 Sparkleberry Lane

Columbia, SC 29229

Spring Valley High School Strategic Plan 2018-2023

1

Table of Contents SCHOOL STRATEGIC PLAN SIGNATURE PAGE .............................................................................................................................................................................................................................................. 2

ASSURANCES FOR SCHOOL PLANS ............................................................................................................................................................................................................................................................... 4

STAKEHOLDER INVOLVEMENT ..................................................................................................................................................................................................................................................................... 7

NEEDS ASSESSMENT DATA .......................................................................................................................................................................................................................................................................... 9

EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS ............................................................................................................................................................................................................. 23

PERFORMANCE GOALS AND ACTION PLANS ............................................................................................................................................................................................................................................. 27

READ TO SUCCEED ..................................................................................................................................................................................................................................................................................... 39


2

SCHOOL STRATEGIC PLAN SIGNATURE PAGE

SCHOOL DISTRICT: Richland School District Two

SCHOOL: Spring Valley High School

120 Sparkleberry Lane

Columbia, South Carolina 29229

803-699-3500 https://www.richland2.org/SVH/

STRATEGIC PLAN FOR: 2018 -- 2023 (five years)

Superintendent

Dr. Baron Davis Printed Name

Signature

[email protected] Email

Date

Principal

Mr. Jeff Temoney Printed Name

Signature


Date

Chairperson, District Board of Trustees

Mr. Craig Plank Printed Name

Signature


Date

Phone Website


3

Chairperson, School Improvement Council

Ms. Kim Watson Printed Name

Signature


Date

Director of Planning

Mr. William Simon Printed Name

Signature


Date

School Read To Succeed Literacy Leadership Team Lead

Dr. Linda Silvernail Printed Name

Signature


Date

The 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 SBE Regulation 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 EAA requirements.


4

ASSURANCES FOR SCHOOL PLANS ACT 135 ASSURANCES

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

Academic Assistance, PreK–3: The school/district makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-

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

Academic Assistance, Grades 4–12: The school/district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g.,

after-school homework help centers, individual tutoring, and group remediation).

Parent Involvement: The school/district encourages and assists parents in becoming more involved in their children‘s education. Some examples of parent involvement initiatives include

making special efforts to meet with parents at times more convenient for them; providing parents with their child’s individual test results and an interpretation of the results; providing

parents with information on the district’s curriculum and assessment program; providing frequent, two-way communication between home and school; providing parents an opportunity to

participate on decision making groups; designating space in schools for parents to access educational resource materials; including parent involvement expectations as part of the

principal’s and superintendent’s evaluations; and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and

punctuality of their children.

Staff Development: The school/district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the

school/district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development

Council‘s revised Standards for Staff Development.

Technology: The school/district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

Innovation: The school/district uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students.

Collaboration: The school/district (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social services departments,

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

X

X

X

X

X

X

X

X


5

Developmental Screening: The school/district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social,

emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any

location.

ASSURANCES FOR SCHOOL PLANS (Continued)

Half-Day Child Development: The school/district provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually

function at primary and elementary schools, however, they may be housed at locations with other grade levels or completely separate from schools.

Developmentally Appropriate Curriculum for PreK–3: The school/district ensures that the scope and sequence of the curriculum for PreK–3 are appropriate for the maturation levels of

students. Instructional practices accommodate individual differences in maturation level and take into account the student's social and cultural context.

Parenting and Family Literacy: The school provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their

children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and how to be full partners in the education of their children

(parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriate education to prepare children for

success in school and life experiences (early childhood education). Family Literacy is not grade specific, but is generally most appropriate for parents of children at the primary and

elementary school levels and below as well as for secondary school students who are parents. Family Literacy program goals are to strengthen parental involvement in the learning process

of preschool children ages birth through five years; to promote school readiness of preschool children; to offer parents special opportunities to improve their literacy skills and education;

to provide parents a chance to recover from dropping out of school; and to identify potential developmental delays in preschool children by offering developmental screening.

Recruitment: The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, age’s birth through five years, who are

considered at-risk of school failure. “At-risk children are defined as those whose school readiness is jeopardized by any of, but not limited to, the following personal or family situation(s):

parent without a high school graduation or equivalency, poverty, limited English proficiency, significant developmental delays, instability or inadequate basic capacity within the home

and/or family, poor health (physical, mental, emotional) and/or child abuse and neglect.

Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The school/district ensures as much program effectiveness as possible by developing a district

wide/school wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students

with disabilities.

Dr. Baron Davis

X

X

X

X

X


6

Superintendent’s Printed Name Superintendent’s Signature Date

(for district and school plans)

Mr. Jeff Temoney

Principal’s Printed Name Principal’s Signature Date


7

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

1. PRINCIPAL Mr. Jeff Temoney

2. TEACHER Ms. Denise Stiffler

3. PARENT/GUARDIAN Ms. Valerie Wright

4. COMMUNITY MEMBER Ms. Dusty Broadway-Amick

5. SCHOOL IMPROVEMENT COUNCIL Ms. Kim Watson

6. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university

partners, etc.)

POSITION NAME

Assistant Principal Ms. Stacey Baker Assistant Principal Mr. Jim Childers

Assistant Principal Mr. Sean Glover

Assistant Principal Dr. Linda Silvernail

REMINDER: If state or federal grant applications require representation by other stakeholder groups, it is appropriate to include additional stakeholders to meet those requirements and to

ensure that the plans are aligned.

Mission Statement:


8

Spring Valley High School, working together with its students, families and the community, will provide a secure environment and innovative educational experiences that will empower our students to achieve excellence and to take responsibility for their lives, their learning and the world in which they live. Vision Statement:

To create and sustain a student-centered learning environment where educators are encouraged to meet the needs of all learners by designing academically challenging work that is both meaningful and engaging and that continuously inspires innovation, exploration, discovery and creativity.

Demographic Data:

Spring Valley High School opened in 1970 in a rural area of the Midlands. In 2008 we moved into a new 450,000 sq. ft. state-of-the-art facility with cutting-edge technology, science and fine arts labs designed for specific content, and exceptional athletic facilities. Located in Richland County, the school community is a mixture of suburban, rural, and military families - approximately 45,000 citizens (Federal Census, Dec. 2016) -- a 2% decline since 2010. Retail and business growth in the area has increased steadily over the past few years which is slowly creating a more urban profile. Currently, we have a diverse student body of approximately 2,065 students, including African American (52%), White (27%), Hispanic (12%), Asian (6%) students, and other (3%) of all socioeconomic levels with household incomes ranging from 18% below $10,000 per year to 12% above $75,000. Within the past three years, our Hispanic enrollment has almost doubled, and we have seen an increase in lower socioeconomic families and a decrease of higher income families moving into our area. Adding to our diversity, we have students from single-parent and traditional families; students whose parents are laborers, military personnel, and professionals; and native English speakers alongside second language learners. Regardless of background, these families have a keen sense of pride in our school.

Highlights:

Awarded National Magnet School of Distinction by Magnet Schools of

Band, orchestra, and chorus earned superior and excellent ratings at SCBDA

Discovery Magnet students earned 43 awards at the SC Junior Academy of Science Written Research Paper and Oral Presentation Competition and 34 Awards at the SC Region II Science and

Engineering Fair

Student Council recognized as the SCASC Gold Award Honor Council of 2017

7 Presidential Scholar Candidates

17 National Merit Semifinalists (

2perfect ACT score

1 perfect SAT score and 10 perfect SAT section scores

7 perfect ACT section scores

39 South Carolina High School League Scholar Athletes

49 Palmetto Fellows, 112 Hope Scholars, and 126 Four-year and 20 Two-year LIFE Scholarship recipients


9

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=069 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 and 1.2 show the percent of students who received a passing score on the EOCEP English 1 and Algebra 1 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 531 78.5% 515 82.1% 598 79.5%

Gender

Male 277 72.8% 256 80.4% 306 73.2%

Female 252 85.0% 259 83.4% 291 85.9%

Ethnicity

Hispanic or Latino 55 61.8% 51 64.8% 62 72.6%

American Indian or Alaska Native 1 0.0% 1 0.0% 1 0.0%

Asian 39 92.3% 28 89.2% 42 92.9%

Black or African American 254 72.0% 276 77.5% 302 69.5%

Native Hawaiian or Other Pacific Islander 3 0.0% 2 0.0% -- --

https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=H&d=4002&s=069


10

White 139 92.1% 141 93.5% 171 95.9%

Two or more races 18 100.0% 16 93.9% 18 77.9%

Disability

Disabled 39 35.9% 62 38.7% 65 27.7%

Not Disabled 492 81.9% 453 87.8% 533 85.8%

English Proficiency

Limited English Proficient (LEP) 45 48.9% 35 51.4% 42 71.4%

Non-LEP 486 81.3% 480 84.1% 556 79.9%

Poverty

Students in Poverty (SIP) 252 67.8% 194 72.1% 238 67.2%

Non-SIP 270 88.5% 316 89.0% 354 87.8%

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


11

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 411 90.3% 367 82.9% 440 83.7%

Gender

Male 218 89.0% 187 85.0% 229 82.9%

Female 191 91.7% 180 80.6% 210 84.3%

Ethnicity


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

Asian 9 0.0% 11 91.0% 8 0.0%


Native Hawaiian or Other Pacific Islander 2 0.0% 1 0.0% -- --

White 72 95.8% 73 93.1% 95 94.8%

Two or more races 11 100.1% 9 0.0% 15 73.3%

Disability

Disabled 44 81.8% 43 67.5% 67 52.3%


12

Not Disabled 367 91.2% 324 84.9% 373 89.3%

English Proficiency

Limited English Proficient (LEP) 39 89.7% 34 64.7% 43 86.1%

Non-LEP 372 90.3% 333 84.6% 397 83.3%

Poverty

Students in Poverty (SIP) 244 88.1% 155 84.6% 225 79.1%

Non-SIP 149 93.9% 201 83.1% 207 87.9%



13

ACT

Tables 2.1 and 2.2 show the percent of students who scored “Ready” on the English and Mathematics 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 460 40.9% 454 45.4% 472 42.8%

Gender

Male 223 37.7% 225 39.1% 238 37.4%

Female 228 44.3% 229 51.5% 233 48.1%

Ethnicity


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

Asian 21 95.2% 31 83.9% 30 76.7%


Native Hawaiian or Other Pacific Islander 2 -- -- -- 3 --

White 135 65.2% 143 67.8% 132 72.7%

Two or more races 17 58.8% 12 75.0% 20 50.0%


14

Disability

With Disabilities 33 9.1% 31 6.5% 35 5.7%

Not with Disabilities 427 43.3% 420 48.6% 428 46.3%

Migrant

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

Non-Migrant 460 40.9% 451 45.7% 463 43.2%

English Proficiency

Limited English Proficient 12 41.7% 22 22.7% 25 16.0%

Non-Limited English Proficient 448 40.8% 429 46.9% 438 44.7%

Poverty

Students in Poverty 203 21.7% 124 17.7% 168 23.8%

Non-Students in Poverty 257 56.0% 302 59.9% 295 54.2%



15

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

Subgroup 2014-2015 2015-2016 2016-2017


All Students 460 27.4% 454 35.5% 471 28.2%

Gender

Male 223 30.5% 225 36.4% 237 27.4%

Female 228 25.0% 229 34.5% 233 28.8%

Ethnicity



Asian 21 90.5% 31 83.9% 30 70.0%



White 135 48.9% 143 55.2% 131 53.4%

Two or more races 17 29.4% 12 50.0% 20 30.0%

Disability



16


Migrant

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

Non-Migrant 460 27.4% 451 35.5% 462 28.6%

English Proficiency



Poverty





17

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 444 92.8% 458 92.6% 463 87.5%

Gender

Male 219 91.8% 227 94.3% 238 86.1%

Female 224 93.7% 231 90.9% 225 88.9%

Ethnicity



Asian 22 100.0% 32 100.0% 30 96.7%



White 132 97.0% 139 97.8% 127 96.1%

Two or more races 16 100.0% 14 100.0% 17 88.2%


18

Disability



English Proficiency



Poverty





19

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 444 95.9% 457 95.4% 462 92.2%

Gender

Male 219 94.5% 226 95.1% 237 90.7%

Female 224 97.3% 231 95.7% 225 93.8%

Ethnicity



Asian 22 100.0% 32 100.0% 30 96.7%



White 132 99.2% 139 97.1% 127 96.9%

Two or more races 16 93.7% 14 100.0% 17 94.1%

Disability



20


English Proficiency



Poverty





21

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 444 94.6% 458 98.7% 463 95.2%

Gender

Male 219 91.8% 228 98.7% 238 94.5%

Female 224 97.3% 230 98.7% 225 96.0%

Ethnicity



Asian 22 100.0% 32 100.0% 30 96.7%



White 132 97.7% 139 99.3% 127 99.2%

Two or more races 16 100.0% 14 100.0% 17 94.1%

Disability



22


English Proficiency



Poverty




Evaluations by Teachers, Students, and Parents

Teachers Students Parents

Percent satisfied with learning environment 95.0% 82.1% 96.3%

Percent satisfied with social and physical environment 93.0% 89.1% 96.3%

Percent satisfied with school-home relations 91.0% 87.8% 74.0


23

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 district and school data to identify areas in need of improvement. Required areas to be addressed are: Student Achievement, Teacher/Administrator

Quality, School Climate, and Gifted and Talented.

Student Achievement, including sub-groups

Early Childhood/Primary (PK–2):

N/A

Elementary School (3-5)

N/A

Middle School (6-8)

N/A

High School (9-12)

Our data for EOC, ACT, WorkKeys , and Advanced Placement tests indicate our students as a whole score

above the district and state averages in almost every category of each tests.

Our overall outcomes and more specific subgroup outcomes for all our data sources (EOC, ACT, AP,

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


24

graduation rates, etc.) closely parallel one another: strong overall achievement with clear achievement gaps

for Hispanic/Latino, African American, and impoverished students.

We are successfully increasing AP enrollment of underrepresented populations while maintaining pass rates

that exceed state and global pass rates.

Overall, our WorkKeys scores are strong for all groups.

We are steadily increasing our graduation rate and decreasing our dropout rate.

Teacher/Administrator Quality

Based on the SC Department of Education 2017 school report card for SVH, we are able to attract and

maintain quality teachers to maintain a strong faculty of 125:

81.6% have advanced degrees (up from 79.7% in 2016)

87.2% are on continuing contracts (up from 87%)

92.6% returned from the previous year (up from 87.9%)

Teacher attendance rate was 95.1% (up from 94.2%)

We had zero teacher vacancies for more than 9 weeks (down from .9%)

100% of our teachers and administrators are fully certified in their assigned positions.

Currently, 23% of our teachers are National Board certified, 35% have gifted and talented endorsements, and

33% are endorsed to teach AP courses. These numbers will increase by the beginning of the 2018-19 school

year to 27%, 40%, and 34% respectively.

Quality professional development opportunities will address group and school needs in order to maintain an

enhanced growth based on student achievement and observations. All employees’ strengths will be

maximized and all weaknesses will be addressed, thus positively impacting student achievement.


25

School Climate

Generally, students, parents, and teachers are satisfied with our school climate:

Parents (96%) and teachers (95%) are strongly in agreement in satisfaction with the learning

environment.

Parents (96%) are strongly satisfied with the social and physical environment, while teachers (93%)

and students (89%) are only a bit less satisfied.

Parents (74%) are least satisfied with home-school relations, although teachers (91%) and students

(88%) are closely aligned in satisfaction in the area.

District Priorities

Richland Two will work to ensure success for all partners by preparing them for their futures.

Richland Two will dedicate resources towards the ongoing development of the gifts and talents of all

partners.

Richland Two will promote collaboration among all partners in order to build and add to our collective

knowledge and expertise.

Richland Two will encourage our partners to demonstrate a high level of ethical character within and outside

of the Richland Two community.

Richland Two will work to recruit, develop and retain partners who promote the strong positive character

traits that help make learning complete.

Richland Two will work to maintain a culture and environment that reinforces positive character traits

Richland Two will maximize opportunities for partners to collaborate and work together for the greater good.

Richland Two will strive to identify and maximize the collective talent of our partners.

Richland Two will promote collaboration among all partners in order to build and add to our collective

knowledge and expertise.

Richland two will celebrate and recognize the achievement of all partners.

Richland Two will consistently look for ways for our partners to experience joy while learning and working.


26

Richland Two will strive to have a joyful and productive environment for all partners.

Gifted and Talented

According to the 2017 state report card, 27% of our students are enrolled in gifted and talented classes, and

29% are enrolled in advanced classes.

Currently 35% of our teachers are endorsed to teach gifted & talented classes (this number will increase to

35% by the opening of 2018-2019).

100% of our honors courses are taught by G&T endorsed teachers.

We will continue to encourage our teachers to earn G&T endorsement s and to maintain the 100%

endorsement of honors class teachers.


27

PERFORMANCE GOALS AND ACTION PLANS

LEARNING Learning is the cornerstone on which all that we do in Richland Two is built. We strive to provide innovative learning environments in which all partners can acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.

ACHIEVEMENT GOAL

BY JUNE OF EACH YEAR, SPRING VALLEY HIGH SCHOOL WILL ACHIEVE AT LEAST A 1% GAIN ON ALL STATE REPORT CARD

MEASURES THROUGH IMPLEMENTATION OF ACTIONS THAT INCREASE ENGAGEMENT, RIGOR, AND RELEVANCE BY PROVIDING

FACULTY WITH PROFESSIONAL LEARNING OPPORTUNITIES IN THESE AREAS AND BY EXPANDING COMMUNITY

PARTNERSHIPS. STUDENT OUTCOME

Our students perform among the highest scorers in the nation on key measures of success

STAFF OUTCOME

Our staff participate in on-going, relevant professional learning experiences

COMMUNITY OUTCOME

We collaborate with our partners to provide learning opportunities for community members

Action Timeline Responsibility Est. Cost Funding

Source(s) Measure Accountability

Prepare college-and career-ready students through active engagement in a rigorous and relevant curriculum

2018-2023 Faculty & Staff Administration

TBD TBD At least a 5% gain on all state report card measures

Test scores, graduation rate, 9th grade retention rate

Curriculum guides & instructional materials

Design and implement professional learning opportunities focused on literacy, inquiry, rigor, and best practices

2018-2023 Administration Academic Leadership Team

TBD TBD

Increase at least 5% in ratings of 3 or 4 in all areas of the R2 Instructional Model as measured by walk-through observations

Professional Learning Plan

Workshop documents

Walk-through data

Expand new and existing community 2018-2023 Administration TBD TBD Add at least one new Documentation/list of


28

partnerships through invitations to open houses, orientations, parent nights, informational workshops, and other school/community events

Guidance Faculty & Staff

business partnership per year and increase by 5% parent & community attendance at school events

business partners

Data from news feeds

Documentation of attendance at events

TALENT GOAL

BY JUNE OF EACH YEAR, SPRING VALLEY HIGH SCHOOL WILL INCREASE BY AT LEAST 1% THE NUMBER OF STUDENTS

TAKING 8 OR MORE COURSES BY DEDICATING RESOURCES TOWARDS THE ONGOING DEVELOPMENT OF THE GIFTS AND

TALENTS OF ALL PARTNERS THROUGH EXPANSION OF COURSE OFFERINGS, BY PROVIDING FACULTY WITH AT LEAST 2 NEW

OPTIONS FOR PERSONALIZED LEARNING, AND BY INVITING AT LEAST 4 COMMUNITY PARTNERS TO PRESENT TO STUDENTS

AND FACULTY. STUDENT OUTCOME

Our students benefit from the opportunity to develop their gifts and talents and have the opportunity to pursue a passion.

STAFF OUTCOME

Our staff members will have opportunities to maximize their potential as we cultivate a culture of professional growth

COMMUNITY OUTCOME

Community members participate as partners by sharing skills and talents with SVH students and employees.



Expand student opportunities through new course offerings, virtual courses, and community partners

2018-2023

Administration Faculty Community Partners

TBD TBD Increase by at least 5% the number of students who are taking 8 or more courses

Registration guide

Enrollment data

Work-based learning data

Expand staff opportunities for personalized professional development

2018-2023

Administration Personalized Learning Coaches

TBD TBD

Expand the Viking 20 personalized learning plan by adding at least 1 new option per semester

PLC documentation

Viking 20 documentation and data

Increase opportunities for business and community members to present to students, faculty, and families

2018-2023 Administration Faculty Community Partners

TBD TBD Invite at least two community partners per semester to participate in

Event documentation


29

presentations

CULTURE & ENVIRONMENT

GOAL

BY JUNE OF EACH YEAR, SPRING VALLEY HIGH SCHOOL WILL INCREASE BY 1% STUDENT INVOLVEMENT IN MENTORING AND

TUTORING BY PROMOTING COLLABORATION AMONG ALL PARTNERS, FOSTERING OPTIMAL SUCCESS FOR EACH STUDENT

THROUGH QUARTERLY DATA REVIEW, AND STRENGTHENING ALLIANCES WITH FAMILIES AND COMMUNITY MEMBERS.

STUDENT OUTCOME

We maintain a student-centered environment that fosters good citizenship, collaboration, and academic success.

STAFF OUTCOME We strive to maintain an environment of safety, collaboration, and exploration to support academic, social, and emotional development of all learners.

COMMUNITY OUTCOME

Collaboration with our community partners expands and increases learning opportunities for all.



Expand opportunities for mentoring, tutoring and personalization for students.

2018-2023

Administration

Counseling

Faculty

TBD TBD

Increase by 5% student involvement in both mentoring and tutoring programs

Man-up & Fierce data

IAT data Tutoring Center data

Maintain a supportive climate and inclusive culture that fosters optimal success for each student 2018-2023

Administration

Counseling Faculty TBD TBD

Continue quarterly review teams to monitor ongoing student success and identify individual student needs

Quarterly data review documentation ABE data

Strengthen alliances with families and the community to support student success

2018-2023

Administration

Counseling

Faculty

TBD TBD

Increase volunteer hours and community speakers by 3% per year

Volunteer data Guest speaker documentation


30

CHARACTER Character is a building block to a great education. Positive character traits are essential to becoming contributing members of society. Without opportunities to develop and strengthen strong character traits, learning is not complete.

ACHIEVEMENT GOAL

BY JUNE OF EACH YEAR, SPRING VALLEY HIGH SCHOOL WILL INCREASING BY 2% STUDENTS’ AWARENESS AND INVOLVEMENT IN

EXTRA- AND CO-CURRICULAR ACTIVITIES, COLLEGE AND CAREER READINESS, AND COMMUNITY SERVICE WITH THE AIM OF

HELPING THEM DEVELOP AND APPLY THE LIFE AND CAREER CHARACTERISTICS OF THE SOUTH CAROLINA GRADUATE.

STUDENT OUTCOME

Our students excel in developing and applying the Life and Career Characteristics of the South Carolina Graduate: Integrity; Self-direction; Global perspective; Perseverance; Work ethic; and interpersonal skills.

STAFF OUTCOME

Our staff consistently model strong character and life skills, serving as role models for our students and each other.

COMMUNITY OUTCOME

We work with our community partners to provide opportunities for students and staff to contribute to society.



Engage each student in an extra-curricular or co-curricular activity that embodies the characteristics of the SC Graduate

2018-2023

Administration

Counseling

Faculty & staff TBD TBD

Increase by 10% student awareness & involvement in extra- & co-curricular activities

Social media data

Club Fair documentation Extra-curricular or co-

curricular activity rosters

Provide quality, high-level programs in a variety of educational settings to develop career pathways and life skills.

2018-2023

Administration Counseling Faculty & staff

TBD TBD

Embed life skills instruction throughout the curriculum to prepare students for various post-secondary options

Lesson plans Activities documentation


31

Increase community service opportunities for students, faculty, and staff

2018-2023 Administration Faculty & Staff

TBD TBD

Provide at least one new opportunity per year for community service

Community service data and documentation

TALENT GOAL

BY JUNE OF EACH YEAR, SPRING VALLEY HIGH SCHOOL WILL INCREASE BY AT LEAST 2% OPPORTUNITIES FOR STUDENT

COLLABORATION AND LEADERSHIP AND USE OF SOCIAL MEDIA TO INFORM SHAREHOLDERS OF THEIR SUCCESSES.

STUDENT OUTCOME

Our students serve as ambassadors for Spring Valley High School by modeling the core values of the district: Learning, Character, Community, and Joy.

STAFF OUTCOME

Our staff demonstrates a commitment to the district’s core values, model positive character traits, and help students develop those traits as well.

COMMUNITY OUTCOME

Our community provides a safe, secure and inviting place to live, which attracts and retains partners who are contributing members of society and positive role models for our students.



Provide students with leadership opportunities to promote character development


TBD TBD

Expand student leadership opportunities by 10%

Student activities data Documentation of activities

and programs

Faculty and staff will foster a respectful and collaborative culture


TBD TBD Increase opportunities for student collaboration

Walk through data Lesson plans

Expand the reach of positive school news through multiple communication methods


TBD TBD

Add at least one new avenue yearly for sharing school successes

List of information sharing platforms


32


GOAL

SPRING VALLEY HIGH SCHOOL WILL WORK TO MAINTAIN A CULTURE AND ENVIRONMENT THAT REINFORCES POSITIVE

CHARACTER TRAITS WITH ONE MONTHLY SCHOOL-WIDE FOCUS ON A CHARACTERISTIC IDENTIFIED IN THE PROFILE OF THE

SC GRADUATE. STUDENT OUTCOME

From grades 9-12, our students participate in character education.

STAFF OUTCOME

Our staff participate in character education and model positive behavior to students.

COMMUNITY OUTCOME

We partner with the community to provide character education programs, and we recognize community members who model positive behavior for our students and staff.



Foster development of positive character traits among all students

2018-2023 Administration Faculty & staff

TBD TBD

Use social media to promote a monthly focus on at least one characteristic identified in the profile of the SC Graduate

Character Development Plan

Social media data SDE Climate Survey data

Embed traits identified in the Profile of the SC Graduate in classroom discussions and assignments


TBD TBD

Promote the monthly characteristic identified in the profile of the SC Graduate

SDE Climate Survey data

Lesson Plans Walk-through data

Increase community and family involvement in character education


TBD TBD

Communicate to all shareholders the positive character traits to be spotlighted each month

Character education plan

Social media data SDE Climate Survey data


33

COMMUNITY We value the power of working with our entire community – students, employees, parents, residents, businesses, faith-based organizations, government entities and elected officials (partners). Working together, we continuously improve the Richland Two community and support each other in maximizing our gifts and talents, as we pursue our pathways to purpose.

ACHIEVEMENT GOAL

WORKING WITH OUR COMMUNITY PARTNERS, SPRING VALLEY HIGH SCHOOL WILL INCREASE BY 2% EACH YEAR THE NUMBER OF

STUDENTS INVOLVED IN COMMUNITY SERVICE PROJECTS AND WILL USE SOCIAL MEDIA TO RECOGNIZE FACULTY AND COMMUNITY

AGENCIES PARTICIPATION IN COMMUNITY SERVICE.

STUDENT OUTCOME

Students participate in meaningful and relevant community service projects that provide opportunities to expand their learning and support the Spring Valley High School community.

STAFF OUTCOME

Our employees support and serve as leaders in community organizations, building their capacity to support the mission and vision of the district while bettering the community.

COMMUNITY OUTCOME

We capitalize on mutually beneficial community partnerships that support our students, staff and community partners as they pursue their pathways to purpose.



Increase opportunities for students to engage in service-oriented experiences within and outside of the Viking community

2018-2023

Administration Faculty & staff Student Activities Director

TBD TBD Increase by 10% the number of students involved in service projects

Service projects data

Recognize self-reported faculty & staff participation with community organizations and businesses


TBD TBD

Use social media/ newsfeeds to recognize all self-reported faculty involvement with community agencies

Social media data

Solicit community support to ensure all students have diverse opportunities, equal access to resources, and exposure to enriching experiences that maximize potential


TBD TBD

Increase outreach to community agencies gain resources in support of student success.

Outreach documentation (contact logs, meeting minutes, etc.)


34

TALENT GOAL

SPRING VALLEY HIGH SCHOOL WILL STRIVE TO IDENTIFY AND MAXIMIZE THE COLLECTIVE TALENT OF OUR PARTNERS BY

INCREASING STUDENT ENROLLMENT IN ADVANCED LEVEL CLASSES BY 2%, PROVIDING MONTHLY PROFESSIONAL GROWTH

OPPORTUNITIES FOR FACULTY, AND INCREASING COMMUNITY OUTREACH TO SUPPORT STUDENT GROWTH. STUDENT OUTCOME

We help our students identify their talents and share them with our community.

STAFF OUTCOME

Our staff identifies their talents and uses them to assist our students in pursuing personal pathways to purpose.

COMMUNITY OUTCOME

Community members share their gifts and talents with Spring Valley High School students and employees.



Challenge students to embrace the most appropriately rigorous and relevant curriculum to develop the knowledge, skills, and initiative that will prepare them for success in any college or career pathway

2018-2023

Administration Faculty Counselors

TBD TBD

Increase by 10% enrollment in advanced level classes

Course enrollment data

Provide faculty and staff with relevant ongoing professional development training and opportunities

2018-2023

Administration Personalized Learning Coaches

TBD TBD

Provide monthly opportunities for professional growth

SVH Professional Development Plan PD documentation

Strive to increase community participation in school sponsored events


TBD TBD Increase invitations to community agencies



35


GOAL

SPRING VALLEY HIGH SCHOOL WILL INCREASE BY 2% YEARLY THE SATISFACTION QUOTIENTS OF ALL STAKEHOLDERS

THROUGH STUDENT-CENTERED, COLLABORATIVE INSTRUCTIONAL METHODS; INCREASED FACULTY DIVERSITY; AND

INCREASED PARTICIPAITON AMONG ALL STAKEHOLDERS IN DECISION-MAKING.

STUDENT OUTCOME

In all classrooms, it is evident that every student is valued and appreciated.

STAFF OUTCOME

A highly qualified, premier teacher is in all classrooms.

COMMUNITY OUTCOME

We maximize opportunities to bring the community together and lead the way in enhancing Northeast Richland County.



Build a sense of belonging for all through safe and inclusive learning experiences

2018-2023 Administration Faculty

TBD TBD

Increase student-centered, collaborative teaching methods

SVH walk-through data Lesson plans

Actively recruit and hire highly-qualified, diverse teachers

2018-2023 Administration TBD TBD Seek to increase diversity among faculty

Hiring data

Expand opportunities for input from all stakeholders (faculty, staff, students, parents, SIC, Education Foundation, etc.) to ensure decisions are made collectively

2018-2023

Administration Faculty & Staff Foundation

TBD TBD

Increase shareholder’s satisfaction with decision making opportunities

SDE Climate survey data for related items


36

JOY

What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the job of a job well done promotes future success. The Richland Two family takes time to revel in the great achievements made by all of our partners. A joyful environment produces happy and productive people who embrace innovation and learning.

ACHIEVEMENT GOAL

SPRING VALLEY HIGH SCHOOL WILL ACHIEVE A 2% PER YEAR INCREASE IN RECOGNITION AND CELEBRATION OF STUDENT, FACULTY, AND COMMUNITY ACHIEVEMENTS.

STUDENT OUTCOME

We celebrate and recognize our students for growth and achievements in academics, arts, athletics, and service.

STAFF OUTCOME

Our staff earn celebrations and recognition for demonstrating growth and excellence.

COMMUNITY OUTCOME

We honor community partners for maximizing their gifts and talents.



Recognize and celebrate student successes


TBD TBD

Increase recognition & celebration of student successes

Social media data

Rewards programs data SDE Climate survey data

for related items

We will value, recognize and appreciate all employees for their work supporting students in order to foster high staff morale

2018-2023 Administration TBD TBD

Increase recognition & celebration of faculty & staff successes

SDE Climate survey data for related items TOM & COM documentation

Recognize and celebrate community partnerships


TBD TBD

Increase recognition & celebration of community successes

SDE Climate survey data for related items


37

TALENT GOAL

SPRING VALLEY HIGH SCHOOL WILL IMPROVE BY 2% YEARLY OPPORTUNITIES FOR ALL STAKEHOLDERS TO EXPERIENCE

PERSONALIZED LEARNING THROUGH IMPLEMENTATION OF AP CAPSTONE, EXPANSION OF THE VIKING 20 PLC PROGRAM, AND INCREASED COMMUNITY INVOLVEMENT.

STUDENT OUTCOME

Our students benefit from multiple opportunities to discover their passions.

STAFF OUTCOME

Our staff participate in ongoing professional and personal growth opportunities to develop work skills and knowledge and to ensure a healthy work/personal-life balance.

COMMUNITY OUTCOME

We offer community members opportunities to share their gifts and talents with Spring Valley High School students and employees.

Timeline Responsibility Est. Cost Funding


Increase opportunities for students to take part in interest-based learning


TBD TBD

Implement AP Capstone program in two-year stages

AP Capstone documentation

Increase opportunities for students, faculty, and staff to take place in personalized professional and personal growth

2018-2023

Administration Faculty & staff Personalized Learning Coaches

TBD TBD

Implement a “Living & Learning Fair” each semester that offers session choices related to professional and personal growth

Documentation and materials from each “Living & Learning Fair”

Strive to increase community participation in school sponsored events


TBD TBD Increase invitations to community agencies



38


GOAL

SPRING VALLEY HIGH SCHOOL WILL STRIVE TO HAVE A JOYFUL AND PRODUCTIVE ENVIRONMENT FOR ALL PARTNERS BY

SCHEDULING AT LEAST 2 OPPORTUNITIES EACH YEAR FOR JOYFUL AND COLLEGIAL INTERACTION IN SCHOOL AND

COMMUNITY EVENTS. STUDENT OUTCOME

We ensure all students develop meaningful relationships, which are vital to engaging students in purposeful learning.

STAFF OUTCOME

Our staff participate in regular motivational and inspirational celebrations.

COMMUNITY OUTCOME

We maximize opportunities to bring the community together.



Expand opportunities for students to interact with faculty and staff outside of the classroom experience


TBD TBD

Schedule at least one activity per semester that involves joyful faculty, staff, & student interaction

SVH Staff calendar Documentation of activities

Offer collegial fellowship opportunities for faculty and staff


TBD TBD

Schedule at least one faculty and staff opportunity per quarter for collegial fellowship

SVH Staff calendar Documentation of activities

Expand opportunities for community-wide events


TBD TBD

Schedule at least one community-wide event per semester

SVH Staff calendar

Documentation of activities


39

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

o Fountas and Pinnell, DRA, Dominie

o Star Reading

● Data Teams

o 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.

□ □

● Reading/Writing/Researching

Assignments

● Sample Writing about Reading

● Lesson plans

● Data/ notes from meetings &

discussions

A2. Teachers make instructional

decisions for students based on

data.

□ □


40

A3. Teachers work together in

teams to collect and analyze

data, establish goals and look-

fors for students, and create

action plans for students

□

□

A4. Teachers collect and

analyze data to determine

targeted, effective in-class

intervention.

□ □

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.


Assessing for Supplemental Instruction

● Reading Process ● Small Group and Individual


B1. Teachers notice, teach, and

prompt for use of strategic

reading behaviors.

□

□ ● Reading Seminar lesson plans

focused on teaching strategic

reading behaviors

● Documentation of individual

student progress and student work

samples

● Group documentation and work

samples

B2. Teachers and students

collaborate to set measurable

short term goals aimed at

□

□


41

growing students’ reading

behaviors and make strategic

plans outlining how these goals

will be accomplished.

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.

□ □


42

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


Assessing for Family Support of Literacy Development


C1. Teachers provide

opportunities for parent

involvement with literacy

development including parent

workshops, parent conferences,

and newsletters.

□

□ ● Conference Summaries

● SVH Resources for Parents &

Students: Literacy Links

● Viking Update

● SVH Website & Social Media

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.


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

https://sites.google.com/a/richland2.org/svh-resources/literacy-tools


https://vikingupdate.blogspot.com/2018/02/nths-induction-ceremony.html?spref=fb

https://www.richland2.org/SVH/


43

● 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.

□ □

● Teacher Observations, Schedules

● Lesson Plans

● Student work samples

● SVH Core Resources web site

● SVH Resources for Parents &

Students: Literacy Links

D2. Teachers monitor student

engagement in reading and

writing and use this data to

confer with students.

□ □

D3. Teachers use Shared

Reading Experiences (literary

texts and informational texts)

and Shared Writing to scaffold

student success and build

fluency.

□ □

D4. Teachers use shared writing

experiences to scaffold student

success and build fluency.

□ □

https://sites.google.com/a/richland2.org/spring-valley-common-core-state-standards-resources/




44

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)



● 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


D5. Teachers teach, guide, and

support students in how to

independently use strategies to

construct meaning and monitor

deep understandings using

challenging texts.

□ □

● Walk-through Observation

documentation

● Lesson Plans

● Reading Seminar syllabus/ scope

& sequence

D6. Teachers facilitate

interactions so that students are

productively and actively

engaged in constructing meaning

by reading, writing, listening,

speaking, and inquiring.

□ □


45

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)

□ □

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


● 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


46

D8. Teachers use the South

Carolina College and Career

Ready Standards when planning

instruction.

□ □

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.


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


E1. Teachers provide students

choice in what they read, write,

and research.

□ □

● Walk-through Observation

documentation

● Lesson plans

● Book Inventories

● Photographs of Classroom

Libraries

E2. The teachers monitor reading

and writing engagement and use

that data to conference with

students when needed to increase

reading and writing volume.

□ □


47

E3. Teachers reflect on and

eliminate activities that interfere

with text reading and writing.

□ □

E4. Teachers establish and

directly teach routines and

procedures, so that students

know what to do in order to

maximize time.

□ □

E5. Teachers ensure there are

ample texts (both informational

and literary) and other materials

available in their classrooms.

□ □


48

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


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


F1. Teachers participate in

professional learning

opportunities based on data

through

o Study groups o Collaboration with

school coach o Book clubs o Teacher action research o Collaborative planning o Peer coaching

□ □

● Agendas, Sign-in Sheets, &

workshop materials

● Lesson Plans

● Professional Reading library

inventory

F2. Administrators participate in

professional learning

opportunities within and outside

the school based on personal

needs and/or school-wide data:

□ □


49

o Study groups o Collaboration with

school coach o Book Clubs


50

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.


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

□ □

● Plans for the Partnerships

● Documentation of Partnerships

● Records of Partnership Outcomes

● Volunteer documentation

● Documentation of Media

Specialist’s activities and Media

Center Use

G2. Specific actions are taken to

foster partnerships. □ □


51

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


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.

□ □

● Lesson Plans reflecting students

reading and writing and inquiry

methods

● Examples of Student Research

Projects

● Student artifacts from research

H2. Teachers integrate content-

specific reading, writing, and

researching into ELA in order to

□ □


52

provide the authentic experiences

necessary to become more

proficient researchers and

readers and writers.

H3. Teachers provide large

blocks of time for instruction and

practice in order for students to

sustain work on reading, writing,

and researching.

H4. Teachers ensure texts and

materials are organized and

easily accessible by students.

□ □

H5. Teachers ensure texts and

other materials are appropriate

for the readers and writers in

their classrooms.

□ □

H6. Teachers prominently

display artifacts reflective of

student learning.

□ □


53

Analysis of Data

Strengths Possibilities for Growth

● Teachers at Spring Valley routinely use formative assessments and collect,

analyze and use data to make instructional decisions and to provide in-class

interventions.

● The school routinely provides for reading and writing achievement and

growth at the classroom level through data-driven decisions.

● We routinely provide students with wide selections of texts over a wide

range of genres with a range of levels to meet diverse student needs.

● We offer a variety of professional learning opportunities related to literacy

to our faculty.

● Our school cultivates partnerships with many organizations, including

libraries, arts organizations, community volunteers and service

organizations, and school media specialists to promote literacy development

for our students.

● Literacy practices are embedded throughout each day across all content

areas.

● Teachers at Spring Valley sometimes teach strategic reading behaviors.

● Teacher sometimes collaborate with one another and with individual

students to make goals and strategic plans aimed at improving students’

reading behaviors.

● We sometimes offer opportunities for parent involvement with literacy

development.

Goals and Action Steps Based on Analysis of Data

Goal #1:

By June 2019, we will provide direct instruction of strategic reading

behaviors across all content areas.

Action Steps:

1. We will provide professional learning about teaching strategic

reading behaviors.

2. We will document direct instruction in strategic reading behaviors

in all classes each semester.


54

Goal #2:

By June 2019, we will expand opportunities for parents to be involved in

their children’s literacy development.

Action Steps:

1. We will invite parents to participate in focus groups aimed at

increasing literacy development.

2. We will update and increase links to literacy resources for parents

on the SVH Resources web page and communicate new additions to

parents.

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.

spring valley high school - richland2.org · spring valley high school opened in 1970 in a rural...

Documents