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Summit Parkway Middle School

April Shell, Principal

200 Summit Parkway

Columbia, SC 29229

(803) 699-3580

School Strategic Plan

2017-2023

1

TABLE OF CONTENTS

School Renewal Plan Signature Page……..…………………………………………………………………………………………………..2

Assurances for School Plan...………………………………………………………..………………………………………………….…..3-5

Stakeholder Involvement for School Plans……………………………………………………………………………………………..……..6

Mission, Vision, Core Values, Belief…………………………………………………………………………………………………….……7

Highlights & Accomplishments…………………………………………………………………………………………………..…………...7

Needs Assessment Data…………………………………………………………………………………………………………………….8-14

Executive Summary of Needs Assessment Data Findings………………………………………......………………………………….....15-17

Performance Goals & Action Plans for Learning….……………………………………………………………………………….….......18-23

Performance Goals & Action Plans for Character………………………………………………………………………...…………….....24-29

Performance Goals & Action Plans for Community.……………………………………………………………………...…………….....30-35

Performance Goals & Action Plans for Joy……..………………………………………………………………………...…………….....36-41

Our Read to Succeed Plan is attached separately.

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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).

X

X

X

X

X

X

X

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Developmental Screening: The school/district ensures that the young child receives all services necessary for growth and development. Instruments are

used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary

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

ASSURANCES FOR SCHOOL PLANS (Continued)

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

programs). The programs usually function at primary and elementary schools, however, they may be housed at locations with other grade levels or

completely separate from schools.

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

appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the

student's social and cultural context.

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

activities between parents and their children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their

children and how to be full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to

economic self-sufficiency (adult education); and an age-appropriate education to prepare children for success in school and life experiences (early

childhood education). Family Literacy is not grade specific, but is generally most appropriate for parents of children at the primary and elementary school

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

learning process of preschool children ages birth through five years; to promote school readiness of preschool children; to offer parents special

opportunities to improve their literacy skills and education; to provide parents a chance to recover from dropping out of school; and to identify potential

developmental delays in preschool children by offering developmental screening.

Recruitment: The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, age‟s birth

through five years, who are considered at-risk of school failure. “At-risk children are defined as those whose school readiness is jeopardized by any of, but

not limited to, the following personal or family situation(s): parent without a high school graduation or equivalency, poverty, limited English proficiency,

significant developmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional) and/or

child abuse and neglect.

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

possible by developing a district wide/school wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs

such as Head Start, First Steps, Title I, and programs for students with disabilities.

X

X

X

X

X

X

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Baron R. Davis, Ph.D.

Superintendent‟s Printed Name Superintendent‟s Signature Date

(for district and school plans)

April Shell

Principal‟s Printed Name Principal‟s Signature Date

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STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS

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

1. PRINCIPAL_______________________________________________________________ APRIL SHELL

2. TEACHER ________________________________________________________________MICHELE SHORT

3. PARENT/GUARDIAN_______________________________________________________CALVERNETTA BROWN

4. COMMUNITY MEMBER____________________________________________________CHRISTINE WRIGHT

5. SCHOOL IMPROVEMENT COUNCIL________________________________________JEREL ARCENEAUX

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

agency representatives, university partners, etc.)

POSITION NAME

CURRICULUM EFFECTIVE SPECIALIST_______________________________________LOUISE GILL

ASSISTANT PRINCIPAL________________________________________________________BENITA ESTEEN

ASSISTANT PRINCIPAL________________________________________________________VINCENT MCCLINTON

SIC MEMBER__________________________________________________________________ASHLEY HARRIS

SIC MEMBER__________________________________________________________________ZACARIAH GRAHAM

*Reminder: If state or federal grant applications require representation by other stakeholder groups, it is appropriate to include

additional stakeholders to meet those requirements and to ensure that the plans are aligned.

Mission

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Summit Parkway Middle School, with the support of parents, families, and community, will provide each student the opportunity for a

quality education by offering challenging and diverse learning experiences in a safe and nurturing environment.

Vision

At BEST, we capture the heart of our students while developing an innovative and growth mindset.

Core Values

The Four Squares of Learning, Character, Community and Joy embody everything that we do.

Belief

Students soar with P.R.I.D.E., rising above their challenges and helping others do the same. They glide through 6th

, fly through 7th

and

soar through 8th

believing that there are no boundaries, daring to be different and destined to be great.

Highlights & Accomplishments Palmetto‟s Finest, 1993-1994

National Blue Ribbon, 1996

Honor Roll School, 2000-2001

School of Promise, 2001

Exemplary Writing, 2001, Exemplary Writing Project, 2002-2005

National Service Learning School, 2005

Closing the Achievement Gap, 2006

Get Fit Magnet Program, 2008

Red Carpet, 2008

Blue Cross Blue Shield Grant Recipient, 2008

Carolina Recycling- Outstanding School, 2009

Green Steps School, 2010

PEP Grant Recipient, 2011

STEM SIDI School 2013

District Quiz Whiz Champions 2012-2013, 2014-2015

Metro City Boys Basketball Champions 2013-2014, 2014-2015, 2015-2016

Wellness Achievement Award 2016

NEEDS ASSESSMENT DATA

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

https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=M&d=4002&s=082

https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=M&d=4002&s=082

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Directions: Provide additional district‟s needs assessment data including both formative and summative assessments used to gauge

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

Formative Assessment Data

Measures of Academic Progress (MAP)

Table 1 shows the percent of students who met their reading and math growth target for the 2014-2015 through 2016-2017 school years by subgroup.

Table 1: Percent of Students (6-8) Who Met Their Growth Target on MAP by Subject and Subgroup

Subject and Subgroups 2014-2015 2015-2016 2016-2017

Count Percent Count Percent Count Percent

Mathematics

All Students 855 38.9% 878 40.3% 893 49.4%

Ethnicity

American Indian or Alaskan Native 1 -- 2 -- 3 --

Asian 18 55.6% 19 68.4% 13 69.2%

Black or African American 546 37.4% 537 38.7% 551 48.8%

Hispanic or Latino 66 43.9% 87 32.2% 102 48.0%

Native Hawaiian or Other Pacific Islander 1 -- 3 -- 4 --

Two or More Races 42 38.1% 38 50.0% 49 51.0%

White 181 40.3% 192 44.8% 171 49.7%

Gender

Female 410 35.6% 399 41.9% 404 51.2%

Male 445 42.0% 479 39.0% 489 47.9%

Reading

All Students 853 55.7% 873 58.4% 890 59.2%

Ethnicity

American Indian or Alaskan Native 1 -- 2 -- 3 --

Asian 18 55.6% 19 73.7% 13 69.2%


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Two or More Races 41 51.2% 37 59.5% 50 70.0%

White 181 63.0% 192 55.7% 170 58.8%

Gender

Female 410 55.9% 397 56.4% 404 61.6%

Male 443 55.5% 476 60.1% 486 57.2%

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

Summative Assessment Data

South Carolina READY

Tables 2.1 and 2.2 show the percent of students in grades 6 through 8 who scored Meets or Exceeds Expectations on the SC Ready English Language Arts and

Mathematics tests for the 2015-2016 and 2016-2017 school years by subgroup.

Table 2.1: Percent of Students (6-8) Who Scored Meets or Exceeds Expectations on SC Ready ELA by Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 946 34.3% 940 30.0%

Gender

Male 514 31.5% 519 28.3%

Female 432 37.5% 421 32.1%

Ethnicity

Hispanic or Latino 97 26.8% 116 28.4%

American Indian or Alaska Native 2 -- 3 --

Asian 19 47.4% 13 0.0%

Black or African American 580 26.0% 572 24.6%

Native Hawaiian or Other Pacific Islander 3 -- 4 --

White 203 52.2% 178 41.6%

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Two or more races 42 52.4% 53 39.6%

Disability

Disabled 92 3.2% 105 4.8%

Not Disabled 854 37.6% 835 33.2%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 946 34.3% 940 30.0%

English Proficiency

Limited English Proficient 73 27.4% 72 29.1%

Non-Limited English Proficient 873 34.9% 868 30.0%

Poverty

Students in Poverty (SIP) 450 20.5% 457 21.5%

Non-Students in Poverty (SIP) 484 47.7% 476 38.7%


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Table 2.2: Percent of Students (6-8) Who Scored Meets or Exceeds Expectations on SC Ready Math by Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 948 24.7% 942 23.5%

Gender

Male 516 26.2% 520 25.8%

Female 432 22.9% 422 20.6%

Ethnicity

Hispanic or Latino 97 25.8% 116 22.4%

American Indian or Alaska Native 2 -- 3 --

Asian 19 42.1% 13 0.0%

Black or African American 582 17.0% 574 17.8%

Native Hawaiian or Other Pacific Islander 3 -- 4 --

White 203 40.9% 178 36.0%

Two or more races 42 26.2% 53 32.1%

Disability

Disabled 92 1.1% 106 3.8%

Not Disabled 856 27.2% 836 26.0%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 948 24.7% 942 23.5%

English Proficiency

Limited English Proficient 73 24.6% 72 25.0%

Non-Limited English Proficient 875 24.7% 870 23.3%

Poverty

Students in Poverty (SIP) 452 15.0% 457 16.2%

Non-Students in Poverty (SIP) 484 34.1% 478 30.3%


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SCPASS

Table 3.1: Percent of Students (6-8) Who Met or Exceeded Expectations on SCPASS Science by Subgroup

Subgroup 2015 2016 2017


All Students 917 63.9% 946 61.3% 940 34.3%

Gender

Male 475 65.7% 515 63.1% 518 35.1%

Female 442 62.0% 431 59.2% 422 33.2%

Ethnicity


American Indian or Alaska Native 2 -- 2 -- 3 --

Asian 20 50.0% 19 52.6% 13 --



White 197 84.2% 201 78.6% 177 48.6%

Two or more races 36 55.6% 42 64.3% 53 41.5%

Disability

Disabled 81 24.7% 88 18.2% 106 5.6%

Not Disabled 836 67.7% 858 65.7% 834 37.9%

English Proficiency

Limited English Proficient 55 63.6% 70 64.3% 72 30.5%

Non-Limited English Proficient 862 63.9% 876 61.1% 868 34.5%

Poverty

Students in Poverty (SIP) 489 54.4% 454 47.0% 457 26.0%

Non-Students in Poverty (SIP) 421 75.5% 480 75.6% 477 42.6%


Standards and Scale Changed for 2017

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Table 3.2: Percent of Students (6-8) Who Met or Exceeded Expectations on SCPASS Social Studies by Subgroup

Subgroup 2015 2016 2017


All Students 917 73.8% 945 70.0% 940 57.5%

Gender

Male 476 75.6% 515 71.7% 518 57.7%

Female 441 71.9% 430 68.1% 422 57.4%

Ethnicity


American Indian or Alaska Native 2 -- 2 -- 3 --

Asian 20 50.0% 19 52.6% 13 --



White 196 87.2% 201 79.6% 177 72.9%

Two or more races 36 77.8% 42 71.4% 53 60.4%

Disability

Disabled 81 35.8% 89 28.1% 106 20.8%

Not Disabled 836 77.5% 856 74.4% 834 62.3%

English Proficiency

Limited English Proficient 55 74.5% 69 71.0% 72 50.0%

Non-Limited English Proficient 862 73.8% 876 70.0% 868 58.2%

Poverty

Students in Poverty (SIP) 489 65.4% 453 58.7% 457 47.3%

Non-Students in Poverty (SIP) 421 84.1% 480 81.7% 477 67.8%


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School Climate

Table 4 shows the percent of teachers, students and parents who indicated they were satisfied learning environment, the social and physical environment, and

school-home relations on the 2015 through 2017 South Carolina Department of Education School Climate surveys.

Table 4: School Climate Satisfaction by Teacher, Student and Parent groups for 2015-2017

2015 2016 2017


Satisfied with the Learning Environment

Teacher 50 78.0% 68 39.8% 67 49.2%

Student 222 62.0% 193 73.1% 275 67.7%

Parent 59 71.0% 36 75.0% 60 90.0%

Satisfied with the Social and Physical Environment

Teacher 50 78.0% 68 54.4% 67 56.7%

Student 222 60.0% 193 70.5% 275 74.0%

Parent 59 70.0% 36 77.1% 60 80.4%

Satisfied with the School-Home Relations

Teacher 50 80.0% 68 53.0% 67 67.2%

Student 222 85.0% 193 85.9% 275 79.7%

Parent 59 59.0% 36 66.6% 60 77.0%

EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS

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

must identify targeted areas of discrepancy between the desired performance levels and the current status as indicated by available data. Any discrepancies in the

following areas identified by the school and district report cards must be included in the plan: (1) achievement, (2) achievement by subgroups, (3) graduation rates,

(4) attendance, (5) discipline, (6) teacher/administrator quality and professional growth, and (7) other priority areas.

Measurable performance goals, written in five-year increments, shall be developed to address the major areas of discrepancy found in the needs assessment in key

areas reported in the district and school report cards.

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

Directions: In the appropriate boxes, use district and school data to identify areas in need of improvement. Required areas to be addressed are:

Student Achievement, Teacher/Administrator Quality, School Climate, and Gifted and Talented.

Student Achievement, including sub-groups

Early Childhood/Primary (PK–2):

N/A

Elementary School (3-5)

N/A

Middle School (6-8)

● In viewing the percentage of students (6-8) who met their growth target on MAP subgroups of African Americans and Hispanic or Latino need

assistance in meeting or exceeding their Math goal on future MAP assessments. Utilizing the NWEA website with parents and teachers may be helpful

in addressing gaps and deficents.

● Subgroups of African American and Whites are the lowest in the area of Reading on the MAP Assessment. As we look at the Professional Learning

Plan moving forward, the reading and standards will have to be addressed in and outside of the classroom. Students need to know where they are on the

scale as well. Our Read to Succeed Plan will address this as well.

● In viewing the percentage of students (6-8) who met their growth target on subgroups of African Americans need assistance in meeting or exceeding

their ELA goal on future SC Ready.. Utilizing man different resources such as NewsELA and NoRedInk used with consistency will help to guide

students achieve their goal and keep students engaged. Another category to watch is students in poverty.

● As we look at the Student Achievement category the Professional Learning Plan will encompass an intentional math professional development plan

going forward for teachers and students.

● All students will need to be addressed on the SC PASS in the are of Science and Social Studies. All subgroups are performing at or around the 30%

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

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percent mark for Science and on an average of 55% on Social Studies. A school-wide department effort would be beneficial.

High School (9-12)

N/A

Teacher/Administrator Quality

● Teacher Quality is of the utmost importance now more than ever with the Teacher shortage. In looking through out report card data we currently have

82% of our teachers returning from the previous year. Which is down from 83.8. We do have to take into account that teachers decided to not to return

because of various reasons. (caretakers of parents, marriages, military orders, spouse job placement, etc.) These reasons matter.

● Our teacher attendance rate is on the high side at 93.8. It was however, 95%. We have expressed at meetings how grateful we are because the high

attendance rate for teachers.

● The professional development days that teachers have is at 6%, down from 17.4. I believe that because of our performance goal and action plan in this

area we will begin to see an increase in our percentage.

School Climate

● Our school climate data is very important to us and it deserved a performance goal every year as we strive to provide a safe environment in which

teaching and learning is taking place in the classroom.

● Overall, according to 2017 data, our parents are satisfied with the learning environment however, our teachers were not followed by our students.

During the course of the year, surveys will be conducted with student periodically to check the “pulse” of the environment.

● We also noticed that the teacher response at 56% and student response at 64% could be improved in the area of the satisfaction of the social and

physical environment. We have made this a performance goal and a school priority to improve this category.

● There are only 67% who are satisfied with the School Home Relations which aligns with communication and customer service. I believe that the goal

should be at least 80% or higher.

District Priorities

We believe that our School Strategic Plan aligns directly with the District Plan as our core values are in the area of Learning, Character Community and Joy.

The state department focus areas are Student Achievement, School Climate and Teacher/Administrative Quality with District Priority as an option. We have

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chosen to merge these areas to develop Performance Goals with aligned Action Plans.

Gifted and Talented

● Our percentage of students served by gifted and talented program is 11.9, which is down from 13.0. We should see an increase with this goal as we

will strive to maximize the gifts and talents of our students.

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

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ACHIEVEMENT GOAL

Performance Goal Area: Student Achievement

Performance Goal: The percentage of all students scoring in the 50th percentile in ELA on SC Ready will

increase 5% every year from 2017-2023.

STUDENT OUTCOME STRATEGY

Our students will understand how their data correlates with the expectation set by the

State Department of Education.

STAFF OUTCOME STRATEGY

Our staff will incorporate Literacy standards in their lesson plans.

COMMUNITY OUTCOME STRATEGY

The school will provide opportunities for the community to attend Literacy Night in our Parent University Series.

Interim Performance Goal: Our interim performance goal is to meet annual targets below.

Average Baseline

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s):

SC Ready

40.3% Projected Data

Actual Data

45.3% 50.3% 55.3% 60.3% 65.3%

Action Timeline Responsibility Estimated Cost

Funding Sources

Measure Accountability (Evaluation)

Outcome

Using common planning, department meetings and grade level meeting time,

2018-2019 Administration, CES, Teachers,

Student

N/A N/A SC Ready Scores

Analyze all of the ELA student scores and record actual

Student

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teachers will assist students and create an individual

performance goal indicating where they are and where

they need to be on SC Ready.

data. Adjust performance goal if necessary or create

a new goal.

Use the Read to Succeed Plan and Literacy Standards to ensure that standards are

being covered. Review teacher lesson plans weekly

to ensure the Literacy standards are included..

Observe teachers weekly to ensure strategies are

implemented. NewsELA program will be renewed to assist in reaching our goal.

2018-2019 Administration, CES, Teachers, Media Specialist

$2,100

At Risk & Discretionary

Budget

Teacher Observations

Data

Analyze all of the teacher observation data monthly and

address teachers as necessary.

Staff

Using the Read to Succeed Plan and Literacy

Standards, topics will be chosen and presented to the community in a round robin format during Literacy Night during our Parent University Series.Light refreshments

will be served.

2018-2019 Administration, CES, Media

Specialist, Faculty & Staff, Sodexo

$500 General Budget

Parent Participation

Survey

Distribute and analyze the community

evaluation at the end of Literacy Night to

make adjustment for next year.

Community

We will review this performance goal every year after SC Ready Data is available to ensure that the projected goal in the current year has been met.

Learning

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

TALENT GOAL

Performance Goal Area: Student Achievement

Performance Goal: The number of Junior Scholars will increase from 13 in 2017-2018 to 26 by 2022-2023.


Our students in 6th & 7th grade will participate in grade level activities while the PSAT is being administered to all 8th graders.


Our staff will incorporate AVID test taking strategies in their lesson plans.


The school will provide an opportunity for the community to attend a PSAT Information Night during our Parent University Series.


Average Baseline

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s):

Junior Scholar

Data

13 Projected Data

Actual Data

14 17 20 23 26

Action Timeline Responsibility Estimated Funding Measure Accountability Outcome

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Cost Sources (Evaluation) Use research based

resources to plan a school-wide testing framework for PSAT. The 6th grade will

learn about AVID test taking strategies. The 7th grade will take a practice PSAT and the 8th grade will take the actual

PSAT. All


AVID Coordinator

$5,100 PTO &

At-Risk Budget

PSAT Scores

Use the data to determine if an

increase occurred and to analyze

academic patterns in students who are Junior Scholars.

Student

Use AVID strategies throughout the year to strengthen test taking

strategies and analytical ability in students. The AVID

Site Team will provide professional development to

the faculty..


AVID Coordinator & Site Team

N/A N/A Nest Check Survey

(School-Wide survey given at the end of

the third quarter.)

Use the data from the Nest Check to determine if the

professional development was

adequate training to assist the teachers in

implementation.

Staff

Using the College Board resources, the school will

provide topics relevant to the PSAT to present to the community at our PSAT Information Night.Light

refreshments will be served.

2018-2019 Administration, CES, Faculty &

Staff,, AVID Coordinator & Site

Team. Sodexo

$500 General Budget

Parent Participation

Survey

Use the data from the Nest Check to determine if the

professional development was

adequate training to assist the teachers in

implementation.

Community

We will review this performance goal every year after the Junior Scholar Data is available to ensure that the projected goal in the current year has been met.

Learning

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

CULTURE & ENVIRONMENT GOAL

Performance Goal Area: School Climate

Performance Goal: The Social and Physical Environment Category on the Student Climate Survey will increase

from 74% in 2017-2018 to 94% in 2022-2023.

STUDENT STUDENT STRATEGY STAFF OUTCOME STRATEGY COMMUNITY OUTCOME STRATEGY

Our students will participate in the Rachel’s Challenge presentations and assessments.

Our staff will participate in the Rachel’s Challenge professional development and training.

Our community will be invited to the Rachel’s Challenge community event..


Average Baseline

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s):

Student Climate

Survey Data

74% Projected Data

Actual Data

78% 82% 86% 90% 94%

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Funding Sources


Outcome

Provide the Middle School Curriculum for Rachel’s

Challenge that will challenge our students to show

compassion, learn from their mistakes and forgive

themselves and others. Students will be given the Marzano Research-Based Survey to assess school climate for strength and

opportunities.

2018-2019 Administration, Faculty & Staff,

Rachel’s Challenge Staff

$6500 At Risk Fund

& Pupil

Expenditure

Student Climate Survey

Marzano Research

Based Survey

Use the measures listed to determine if Rachel’s Challenge had a positive effect

on our students.

Student


Challenge that will challenge our staff to show compassion, learn from their mistakes and

forgive themselves and others. Professional

development and training will be provide to our staff as well

as tools to continue the momentum all year.



(Include in Estimated Cost

above.)

(Same as above.)

Teacher Climate Survey

Use the measures listed to determine if Rachel’s Challenge

had a positive impact our staff.

Staff


Challenge that will challenge our community to be

ambassadors of kindness.



(Include in Estimated Cost

above.)

(Same as above.)

Parent Climate Survey

Use the measures listed to determine if Rachel’s Challenge

had a positive impact our community..

Community

We will review this performance goal every year after the Student Climate Survey Data is available to ensure that the projected goal in the current year has been met.

Character

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

CULTURAL & ENVIRONMENT

GOAL


Performance Goal: To Increase the percentage of students with a growth mindset from 30% to 85% between 2017-2023.

STUDENT OUTCOME STRATEGY Our students will excel in developing and applying a growth mindset promoting positive character traits.

STAFF OUTCOME STRATEGY Our staff will consistently model and a growth mindset positive character traits to traits to include those found in the Life and Career Characteristics of the Profile of the SC Grad: self-direction, global perspective, perseverance, work ethic, and interpersonal skills. COMMUNITY OUTCOME STRATEGY We will work with our community partners to provide opportunities for students and staff to utilize a growth mindset that supports the Life and Career Characteristics of the SC Graduate while contributing to the community


Average Baseline 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s):

7 Mindsets

Survey

30% of student population currently

have a growth mindset.

(Estimated)

Projected Data

Actual Data

45% 55% 65% 75% 85%

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Action Timeline Responsibility Estimated

Cost Funding Sources


Outcome

Use 7 Mindsets, Capturing Kids Hearts, and P.R.I.D.E. to teach positive character traits

schoolwide.

2018-2019 Administration, Process

Champions, Teachers, and 7

Mindsets Committee

$2,000 At Risk Budget

7 Mindsets Pre/Post Growth Mindset Survey

Analyze data after pre-test and post-test

survey has been given.

Student

Implement the Profile of the SC Graduate Life and Career

Characteristics into lesson planning and advisory while modeling a growth mindset

during interactions with students and staff.

2018-2019 Teachers and Career Facilitator

Walkthrough Data,

Quarterly Projects, Half Day Career

Activities

Analyze and review weekly lesson plans to ensure Profile of SC Graduate Life

and Career Characteristics are

being used. .

Staff

Collaborate with community members to provide

meaningful, relevant hands on opportunities to

demonstrate positive character traits and the SC Graduate Life and Career Characteristics such as entrepreneurships, field

studies to R2i2, and onsite project based learning.

2018-2019 Administration, teachers,

community members

Projects, Guest

Speaker Attendance Field Study Approvals

Review department meeting minutes and

agenda to ensure planning is occurring to support students

opportunities..

Community

We will review this performance goal every year after the 7 Mindset Post Survey results are available to ensure the projected goal in

the current year is being met.

26

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

TALENT GOAL


Performance Goal: The percentage of students participating in service learning opportunities will increase from

17% to 30% between 2017-2023.

STUDENT OUTCOME STRATEGY Our students will participate in service learning projects that promote positive character traits. STAFF OUTCOME STRATEGY Our staff will facilitate service learning opportunities that support student’s use of positive character traits. COMMUNITY OUTCOME STRATEGY We will work with our community to organize service learning opportunities to positively contribute to our community.



Date Source(s):

School-Wide

Club Data

17% of student

population currently

participate in service

learning opportunities

Projected Data

Actual Data

30% 35% 40% 45% 50%

27


Funding Sources


Outcome

Students will participate in club offerings and classroom opportunities. The offerings

and opportunities will be determined by the students in conjunction with the Student

Council.

2018-2019 Administration, Students

N/A N/A School-Wide Club Data

School-Wide Club Data will be

accessed each year to ensure that club offerings align with student request.

Students

Provide club offerings and classroom opportunities such

as recycling programs, canned food drive, and

beautification projects as service learning opportunities

for students.

2018-2019 Teachers, Student Activities

Coordinator

N/A N/A Service Learning

Data

Club Attendance

Data

Student activities coordinator will compile a list of service learning opportunities to share with staff.

Monthly debrief with student activities

coordinator to review progress of service

learning at the school.

Staff

Collaborate with community members to provide and

engage in service learning opportunities in the school

and in community.

2018-2019 Administration, Teachers, Student

Activities Coordinator,

PTO/SIC

$100 General Budget

Service Learning

Data

PTO/SIC Data

Monthly debrief with student activities

coordinator to review progress of service

learning at the school.

Community

We will review this performance goal every year after the School-Wide Club Related Data results are available to ensure the projected

goal in the current year is being met.

28

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

ACHIEVEMENT GOAL

Performance Goal Area: School Climate Performance Goal: The percentage of students participating in a mentoring program will increase from 3% to 20% between 2017-2023

STUDENT OUTCOME STRATEGY Our students will participate in mentoring programs that support their academic and social emotional needs.

STAFF OUTCOME STRATEGY Our staff will facilitate and organize mentoring programs for our students that support their academic and social emotional needs.

COMMUNITY OUTCOME STRATEGY We will invite our community members to work with our students as mentors to support their academic and social emotional needs.

ertise to further development a growth mindset.



Date Source(s):

Mentor Program

Data

Only 2% of student population is

currently participating in a

mentoring program.

Projected Data

Actual Data

5% 8% 10% 15% 20%

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Outcome

Invite students to participate in Pearls of Power, Young Gentleman of Power and assign mentors based on their academic and social

emotional needs.

2018-2019 School Counselors $500 Pupil Expenditure

Budget

Mentor Program

Data

Review counseling department meeting

notes related to mentoring programs.

Student

Recruit staff members to serve as mentors of students

based on academic and social emotional needs.

2018-2019 School Counselors N/A N/A Mentor Program

Data

Review attendance kept by mentors.


notes related to mentoring programs.

Staff

Use Mentoring Programs staffed by faculty and

community members to build character within our students

2018-2019 School Counselors N/A N/A Mentor Program

Data


notes related to mentoring programs and any community feedback collected.

Community

We will review this performance goal every year after the Mentor Program Data results are available to ensure the projected goal in

the current year is being met.

30

COMMUNITY We value the power of working with our entire community. School staff and faculty will facilitate positive relationships with students, parents, and members of the community. By working together, we can continuously improve the Summit Parkway Middle School community and support each other in maximizing our gifts and talents, as we pursue our pathway to effective community partnerships.

ACHIEVEMENT GOAL

Performance Goal Area: District Priority Performance Goal: Increase the number of community based partners from 7 to 20 by 2023 and strive to maximize opportunities for partnerships to collaborate and work for the greater good of the school community. STUDENT OUTCOME STRATEGY Our students will indirectly benefit from the community based partnerships that will provide the necessary resources to promote academic and behavior success. STAFF OUTCOME STRATEGY Our staff support and serve as leaders in community organizations, building their capacity to support the mission and vision of the district while bettering the community. COMMUNITY OUTCOME STRATEGY We capitalize on mutually beneficial community partnerships that support our students, staff and community partners as they pursue their pathways to purpose.


Average Baseline

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s): Partnership

Data Parent University Participation Data

7 Projected Data

Actual Data

8 11 14 17 20

31

CKH Survey Data


Funding Sources


Outcome

Students will be provided with

opportunities to participate in Community

Service/Service Learning projects.

2018-2019 Student Activity Director, Club

Sponsors, Athletic Director &

Coaches, School Counselor

N/A N/A CKH Survey Analyze Capturing Kids Hearts survey

data to determine the effectiveness of

community service/service

learning projects.

Student

Utilize faculty/staff/ partners and

open house/town hall meetings to ensure that we

maintain a shared vision for

learning and developmental

outcomes for our students.

2018-2019 Administration, Leadership Team

N/A N/A Parent & Community

Survey

Analyze parent and community survey to

find strengths and opportunities for

growth in identified areas of needed improvements

Staff

Faculty/Staff will promote positive relationships with

partners to promote high quality and engaging

learning activities for students.

2018-2019 Administration, Faculty/Staff

N/A N/A Partner Participation

Survey

Partnership Data

Analyze partnership participation survey to

determine effectiveness of

community partnerships.

Community

We will review this performance goal every year after Partnership Data is available to ensure that the projected goal in the current year has been met.

32


TALENT GOAL

Performance Goal Area: Student Achievement Performance Goal: Increase the number of teachers utilizing AVID Instructional Strategies to develop the talents of students from 52 to 62 by 2023 to maximize the collective talents of our students, staff and community. STUDENT OUTCOME STRATEGY Our students identify their talents and share them each other and the with our community. STAFF OUTCOME STRATEGY Our staff identifies their talents and uses them to assist our students in pursuing personal pathways to purpose. COMMUNITY OUTCOME STRATEGY Community members share their gifts and talents with students, and faculty/staff.


Average Baseline

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s):

AVID School-

Wide Plan

52 Projected Data

Actual Data

54 56 58 60 62

33

Action Timeline Responsibility Estimated Cost Funding Sources


Outcome

Student will discover their

talents through engaging

lessons using AVID Strategies.

2018-2019 AVID Site Coordinator,

Administration

N/A N/A AVID Teacher Survey

Review AVID Teacher Survey to find

strengths and areas of growth.

Students

Utilize AVID Strategies to help students develop their

growth mindset to promote talent

development.

2018-2019 Administration, Faculty/Staff,

AVID Site Coordinator

AVID Teacher Survey

Review observation data to ensure that

teachers are utilizing AVID instructional

Strategies

Staff

Community members and

partners assist in developing the

student talent by sharing passions

of their own.

2018-2019 Administration, faculty/staff,

Career Facility Specialist

Student Career Survey Data

Review Career Survey Data results to ensure continued growth of

students.

Community

We will review this performance goal every year after AVID & Career Survey Data is available to ensure that the projected goal in the current year has been met.

34



Performance Goal Area: School Culture Performance Goal: Increase the number of opportunities for positive relationships with students, parents, and members of the community from 16 to 25 to improve attendance,achievement, and involvement in extracurricular activities by 2023.

STUDENT OUTCOME STRATEGY Our students are valued and appreciated by our administrators, faculty and staff. STAFF OUTCOME STRATEGY Our staff is highly qualified and positively interacts with parents and members of the community. COMMUNITY OUTCOME STRATEGY We will provide opportunities to bring the community together and utilize their resources to lead the way in enhancing the educational experience.


Average Baseline

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Date Source(s):

PTO/SIC Participation

Parent University

Data

Parent Climate

16 Projected Data

Actual Data

18 20 22 24 25

35

Survey Data

Action Timeline

Responsibility Estimated



Outcome

Students will use 7 Mindsets

strategies to develop social

emotional learning skills

and understanding

their self worth..

2018-2019 Administration, School Counselors,

Faculty/staff

N/A N/A Assessment & Achievement

Data

Analyze student assessment data for

strengths and areas of improvement .

Students

Staff will use CKH strategies

to build relationships. Administration will approve diversity and

cultural events to maintain overall

positive partnerships.

2018-2019 Administration, school counselors,

faculty/staff, club/activity sponsor

$1500 General Budget Events calendar, post event surveys

Analyze the events survey to determine any needed improvements,

and to develop additional events to support community

partnership initiatives.

Staff

Provide parents community

members with opportunities to collaborate and foster positive relationships.

2018-2019 Administration, school counselors,

faculty/staff, partners

$500 Pupil Expenditure Budget

PTO/SIC participation

survey, Parent University

Survey

Analyze PTO/SIC growth data and parent surveys to determine the effectiveness of

partnerships, and the growth of partnerships.

Community

We will review this performance goal every year after Positive Interaction Data is available to ensure that the projected goal in the current year has been met.

36

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

ACHIEVEMENT GOAL

Performance Goal Area: Teacher/Administrative Quality

Performance Goal: The number of student, staff and community recognitions will increase from 5 to 10 between

2017 - 2023 to help create and maintain a joyful environment. Categories will alternate every year.


Our students are recognized for their growth and achievements in academics, arts,

athletics, and service.


Our staff is acknowledged for demonstrating growth and excellence in students.


We honor community partners for maximizing their gifts and talents.


Date Source(s)

Average Baseline

Data 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Celebration Assessment

Data

Climate Survey

5

Projected Data

Actual Data

6 7 8 9 10

37

Data




Outcome

Our students will participate in the following recognitions

throughout the academic year: Report Card Honor

Roll, MAP Goal Achievement, Summer Reading, Student of the

Month, Perfect Attendance,

and Eagle PRIDE.

2018-2019

Administration, CES, Teachers,

Student

$1000

Pupil

Expenditure Budget


Data

Climate Survey Data

Analyze the data from the student

survey

Student

Our staff will participate in the following recognitions throughout the academic year: Perfect Attendance,

Teacher of the Month, Teacher Superlatives, and Lesson Plan Submissions.

2018-2019

Administration, CES, Teachers

$500

General Budget


Data

Climate Survey Data

Analyze the data from the teacher

survey

Staff

The school community will be invited to participate and

engage in these joyful moments.

2018-2019

Administration, CES, Faculty &

Staff,

$500

General Budget

Climate Survey Data

Analyze the data from the parent

survey

Community

We will review this performance goal every year after Climate Surveys are available to ensure that projected goal in the current year is being met.

38


TALENT GOAL

Performance Goal Area: Teacher/Administration Quality

Performance Goal: The percentage of teacher professional development days will increase from 6.0% to 21% from

2017-2023.


Our students will benefit from multiple opportunities to discover their passions from teachers using the tools and strategies from professional development..


Our staff participates in ongoing professional development and personal growth opportunities to develop skills and knowledge, and to ensure a healthy work/personal life

balance.


We will provide opportunities for staff to share with the community to share their gifts and talents with through various events and activities.


Date Source(s)

Average Baseline

Data 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Report Card

6%

Projected Data

9% 12% 15% 18% 21%

39

Data

Actual Data


Funding Sources


Outcome

Our students will increase will participate in activities

and clubs, such as the International Club, where

student talents and gifts are showcased. Benefiting from

the professional development given to teachers.

2018-2019

Administration, CES, Teachers,

Student

N/A

N/A Report Card

Data

Analyze the data from the annual

report card to make adjustments as

necessary.

Student

Our staff will expand on the current International Club,

Cultural Awareness Showcase Expo, and the Annual Cultural Hispanic

Event. Professional Development will be provided

based on the needs and goals for the current year.

2018-2019

Administration, CES, Teachers

$10,000 Teacher & Learning Budget

At-Risk Budget

Report Card

Data

Analyze the data from the annual

report card to make adjustments as

necessary.

Staff

The community will be invited to participate in and actively

engage in events that provide the forum for the

understanding and embracing of different cultures.

2018-2019

Administration, CES, Faculty &

Staff,

$500

Fundraisers

and Community Donations

Parent Climate Survey

Analyze the data from the annual parent climate survey to make adjustments as

necessary.

Community

We will review this performance goal every year as soon as the Report Card Data and Parent Climate Survey Data become available

to ensure the projected goal in the current year has been met.

40




Performance Goal: The number of school-wide activities will increase from 4 to 10 between 2017 - 2023 to have

and maintain a joyful and productive environment.

STUDENT OUTCOME STRATEGY STAFF OUTCOME STRATEGY COMMUNITY OUTCOME STRATEGY

Our students develop meaningful relationships through school-wide activities while

engaging students in purposeful learning.

Our staff participate in regular motivational and inspirational activities.

We provide opportunities to bring the community together.


Date Source(s)

Average Baseline

Data 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Nest Check Data

4

Projected Data

Actual Data

5 6 7 9 10

41




Outcome

Our students will participate in activities sponsored by clubs

such as the Beta Club, Student Council, that promote and foster joy celebrations for quarterly and month events.


Student

$1,000 General Budget

Nest Check Data

Analyze the Nest Check Data as it

pertains for Joyous Celebrations to

adjust activities or funding for the next

year.

Student

Our staff will create and participate in activities

sponsored by groups, such as our Joy Committee and/or

PTO.

2018-2019 Administration, CES, Teachers

$1,000 General Budget

PTO

Nest Check Data




year.

Staff

The community will be invited to participate in events that

celebrate the school, its students, faculty, and staff.

2018-2019 Administration, CES, Faculty &

Staff,

N/A

N/A Nest Check Data




year.

Community

We will review this performance goal every year after annual JOY Celebrations have taken place to ensure that projected goal in the

current year has been met.

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