Blythewood Middle School...1 Blythewood Middle School Mrs. Karis Mazyck, Principal 2351 Longtown...

1

Blythewood

Middle School

Mrs. Karis Mazyck, Principal

2351 Longtown Road East

Blythewood, SC 29016

Version 2018/2019

Year 1 of 5-year term 2018/2019 - 2022/2023

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Table of Contents

School Renewal Plan Signature Page 3

Assurances for School Renewal Plans 4

Stakeholders Involvement for School Strategic

Plan

6

Mission, Vision, Values, and Beliefs 8

Needs Assessment Data 10

Executive Summary of Needs Assessment

Data Findings

16

Performance Goals and Action Plans 19

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SCHOOL STRATEGIC PLAN SIGNATURE PAGE

SCHOOL DISTRICT:

SCHOOL:

STRATEGIC PLAN FOR: (five years)

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.

Principal

Chairperson, School Improvement Council

Director of Planning

Chairperson, District Board of Trustees

School Read To Succeed Literacy Leadership Team Lead

Superintendent

Printed Name

Printed Name

Printed Name

Printed Name

Printed Name

Printed Name

Signature

Signature

Signature

Signature

Signature

Signature

Email

Email

Email

Email

Email

Email

Date

Date

Date

Date

Date

Date

Phone Website

Richland School District Two

Blythewood Middle School

2351 Longtown Road East

Blythewood, SC 29016

803-691-6850 www.richland2.org/bm

2018-19 / 2022-23

Baron R. Davis, Ph.D.

Karis Mazyck

Craig Plank

William Simon

Thomas Wright

Greta Carter

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ASSURANCES FOR SCHOOL PLANS

ACT 135 ASSURANCES

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

complies with all applicable ACT 135 requirements.

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

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

individual tutoring, and group remediation).

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

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

individual tutoring, and group remediation).

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

children„s education. Some examples of parent involvement initiatives include making special efforts to meet with

parents at times more convenient for them; providing parents with their child‟s individual test results and an

interpretation of the results; providing parents with information on the district‟s curriculum and assessment

program; providing frequent, two-way communication between home and school; providing parents an

opportunity to participate on decision making groups; designating space in schools for parents to access

educational resource materials; including parent involvement expectations as part of the principal‟s and

superintendent‟s evaluations; and providing parents with information pertaining to expectations held for them by

the school system, such as ensuring attendance and punctuality of their children.

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

teaching techniques and strategies needed to implement the school/district plan for the improvement of student

academic performance. The staff development program reflects requirements of Act 135, the EAA, and the

National Staff Development Council„s revised Standards for Staff Development.

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

and classroom instruction to improve teaching and learning.

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

accelerate the performance of all students.

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

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

the family court system).

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

growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive

developmental levels. This program normally is appropriate at primary and elementary schools, although

screening efforts could take place at any location.

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.

X

X

X

X

X

X

X

X

X

X

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ASSURANCES FOR SCHOOL PLANS (Continued)

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.

Superintendent‟s Printed Name Superintendent‟s Signature Date

(for district and school plans)

Principal‟s Printed Name Principal‟s Signature Date

X

X

X

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STAKEHOLDER INVOLVEMENT

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

1. PRINCIPAL Karis M. Mazyck

2. TEACHER Jill Lee

3. PARENT/GUARDIAN Ashton Carroll

4. COMMUNITY MEMBER Will Bonniville

5. SCHOOL IMPROVEMENT COUNCIL Thomas Wright

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

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

POSITION NAME

Assistant Principal Sidney Johnson

Assistant Principal Robert Ratterree

Assistant Principal Greta Carter

PTO Co-President Monica Rasso

SIC Co-Chair Lisa Long Cotton

SIC Secretary Takisha Solomon

Career Development Facilitator Lara Schmitz

Technology Learning Coach Tyler Abernathy

Curriculum Effectiveness Specialist Denise Webster

Director of School Counseling Cheryl Canty-Williams

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*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.

STAKEHOLDER INVOLVEMENT (continued)

POSITION NAME

Parent Rose Holmes

Parent Pamela Davis

Teacher Ronald Moody

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Mission:

At Blythewood Middle School, our goal is to provide engaging and meaningful opportunities in a rigorous environment where relationships are built, success are celebrated and students are competitive in the 21st century. We develop global citizens of tomorrow - citizens who are prepared to lead and excel in their chosen pathways.

Our students are stronger because of the culture of community developed at Blythewood Middle School.

Our Core Values:LeadershipCharacter

CommunityJoy

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Blythewood Middle School was recently re-designated as a National School to Watch for the third time when visited in

October, 2016. As a four-time designated National School to Watch, Blythewood Middle School has maintained a level

of excellence in teaching students at the middle level.

The School Improvement Council of Blythewood Middle School also has been named as an Honor Roll School for the

SC-SIC Dick and Tunky Riley Award for School Improvement Council Excellence two years in a row, 2016 -2017 and

2017-2018..

Blythewood Middle School was named a 2016 Palmetto Gold and Silver Award winner for performance on the state

assessments in 2012-2013 and again in 2014-2015.

Finally, Blythewood Middle is proud to announce that the number of Junior Scholars has risen from 27 in 2015 and 22 in

2016 to 33 in 2017! This is a great achievement for our students and our faculty and serves as evidence of the growth

among our students.

Our students and faculty have also been named to numerous other awards and achievements that are listed below:

Verizon App Challenge Winners

Two school musicals: Annie Jr. & Willie Wonka Jr.

Honor Roll District Teacher of the Year

District Champions ~ Football, Volleyball, Girls Basketball, and Girls Soccer

SCASCD Emerging Leaders Recognition

Raised over $23,000 in past three years for Service Learning Projects

Superior Ratings in Band and Orchestra

Administrative Assistant Earned National Certification (National Association of Educational Office Professionals)

Professional Development School

2014 - 7 Duke Tip Recipients



Third Place, Science Fair Regional Award Winner

Superior Rating and Outstanding Tuba Section at Charleston Music Festival 2016

Student participation in District Honor Band, Region and Tri-DAC

State Finalist for Samsung Solve for Tomorrow Contest

First Place Student Winner for "Letters About Literature",SC State Library

Second Place District Finish for Quiz Whiz

Student selected to attend the kids "State Dinner" hosted by First Lady, Michelle Obama

Two students qualified in National Track & Field and competed in the Jr. Olympics in Humble, TX.

Student qualified as finalist for National Geography Bee in Chicago

National Qualified for 2015 Drive, Chip And Putt competition

Teacher selected to participate in National Endowment for the Humanities: Freedom for One, Freedom for All? Abolition

and Woman Suffrage at the Brooklyn Historical Society

Student selected to air her recipes on a major cable TV network

Teachers presenting at SCAMLE

At Blythewood Middle School, it is our goal to improve educational outcomes for our students by focusing on the

following stretch goals:

-Teaching across content areas/interdisciplinary study

-Citizenship and project based learning

-Students having more say-so/voice and decision-making and leadership activities

-Socially & culturally relevant teaching within our classes

-Greater emphasis on strategies to close the achievement gap

By addressing these goals, we are certain that we will continue to meet and exceed the Profile of the South Carolina

Graduate and prepare our students for college and career readiness

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NEEDS ASSESSMENT DATA

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

https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=M&d=4002&s=085

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 724 43.4% 745 58.3% 787 62.9%

Ethnicity

American Indian or Alaskan Native 1 -- 1 -- 1 --

Asian 15 40.0% 17 64.7% 19 78.9%

Black or African American 325 41.5% 338 52.1% 363 60.1%

Hispanic or Latino 23 34.8% 31 45.2% 38 60.5%

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

Two or More Races 9 -- 25 80.0% 30 76.7%

White 351 46.2% 333 63.7% 335 64.2%

Gender

Female 332 45.8% 342 59.4% 396 67.2%

Male 392 41.3% 403 57.3% 391 58.6%

Reading

All Students 679 53.0% 744 56.3% 787 52.2%

Ethnicity

American Indian or Alaskan Native 1 -- 1 -- 1 --

Asian 15 53.3% 17 58.8% 19 36.8%



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

Two or More Races 8 -- 26 53.8% 30 66.7%

White 340 51.5% 332 60.5% 335 51.9%

Gender

Female 315 55.6% 341 58.1% 396 51.0%

Male 364 50.8% 403 54.8% 391 53.5%

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

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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.

Table2.1: 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 777 48.2% 809 53.3%

Gender

Male 420 42.4% 401 46.9%

Female 357 54.9% 408 59.6%

Ethnicity

Hispanic or Latino 32 37.5% 40 57.5%

American Indian or Alaska Native 1 -- 1 --

Asian 19 0.0% 20 0.0%

Black or African American 359 29.5% 376 33.0%

Native Hawaiian or Other Pacific Islander 0 -- 1 --

White 339 67.0% 341 75.1%

Two or more races 25 40.0% 30 36.7%

Disability

Disabled 74 8.1% 76 13.2%

Not Disabled 703 52.3% 733 57.4%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 777 48.2% 809 53.3%

English Proficiency

Limited English Proficient 13 0.0% 14 0.0%

Non-Limited English Proficient 764 48.1% 795 53.6%

Poverty

Students in Poverty (SIP) 175 24.6% 201 33.8%

Non-Students in Poverty (SIP) 601 55.1% 606 59.9%


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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 778 47.5% 809 54.9%

Gender

Male 420 45.2% 401 53.6%

Female 358 50.3% 408 56.1%

Ethnicity

Hispanic or Latino 32 37.5% 40 60.0%

American Indian or Alaska Native 1 -- 1 --

Asian 19 0.0% 20 0.0%

Black or African American 360 28.1% 376 35.6%

Native Hawaiian or Other Pacific Islander 0 -- 1 --

White 340 66.8% 341 74.2%

Two or more races 25 44.0% 30 40.0%

Disability

Disabled 74 8.1% 76 10.5%

Not Disabled 704 51.7% 733 59.5%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 778 47.5% 809 54.9%

English Proficiency

Limited English Proficient 13 0.0% 14 0.0%

Non-Limited English Proficient 765 47.5% 795 54.7%

Poverty

Students in Poverty (SIP) 176 25.0% 201 34.3%

Non-Students in Poverty (SIP) 602 54.2% 606 61.9%


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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 765 77.0% 776 73.0% 809 63.1%

Gender

Male 415 74.7% 420 72.6% 401 62.1%

Female 348 79.9% 356 73.6% 408 64.0%

Ethnicity


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

Asian 13 -- 18 -- 20 --



White 354 89.3% 339 89.1% 341 81.2%

Two or more races 14 -- 25 48.0% 30 46.7%

Disability

Disabled 81 30.8% 74 27.0% 76 15.7%

Not Disabled 684 82.5% 702 77.9% 733 67.9%

English Proficiency

Limited English Proficient 10 -- 13 -- 14 --

Non-Limited English Proficient 755 77.1% 763 73.4% 795 63.1%

Poverty

Students in Poverty (SIP) 233 60.1% 176 49.4% 201 39.8%

Non-Students in Poverty (SIP) 530 84.5% 600 80.0% 606 70.8%


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 765 81.1% 776 76.0% 809 78.2%

Gender

Male 415 80.9% 420 74.8% 401 77.5%

Female 348 81.9% 356 77.5% 408 78.9%

Ethnicity


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

Asian 13 -- 18 -- 20 --



White 354 90.7% 339 89.7% 341 89.4%

Two or more races 14 -- 25 48.0% 30 50.0%

Disability

Disabled 81 48.2% 74 33.8% 76 36.8%

Not Disabled 684 85.1% 702 80.5% 733 82.5%

English Proficiency

Limited English Proficient 10 -- 13 -- 14 --

Non-Limited English Proficient 755 81.2% 763 76.3% 795 78.3%

Poverty

Students in Poverty (SIP) 233 68.2% 176 54.0% 201 63.2%

Non-Students in Poverty (SIP) 530 87.2% 600 82.5% 606 83.2%


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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 44 95.0% 52 88.4% 55 89.1%

Student 257 86.0% 208 81.7% 250 71.2%

Parent 181 94.0% 111 91.0% 121 85.1%

Satisfied with the Social and Physical Environment

Teacher 44 100.0% 52 90.4% 55 89.1%

Student 257 81.0% 208 83.6% 250 79.2%

Parent 181 92.0% 111 91.0% 121 86.7%

Satisfied with the School-Home Relations

Teacher 44 93.0% 52 100.0% 55 96.4%

Student 257 92.0% 208 80.8% 250 80.4%

Parent 181 73.0% 111 73.2% 121 73.3%

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EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS

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

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

levels and the current status as indicated by available data. Any discrepancies in the following areas identified by the

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

graduation rates, (4) attendance, (5) discipline, (6) teacher/administrator quality and professional growth, and (7) other

priority areas.

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

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

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

Directions: In the appropriate boxes, use 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)

“At Blythewood Middle School, our goal is to provide engaging and meaning opportunities in a rigorous environment

where relationships are built, successes are celebrated, and students are competitive in the 21st century. We develop

global citizens of tomorrow – citizens who are prepared to lead and excel in their chosen pathways. Our students are

stronger because of the culture of community developed at Blythewood Middle School.” With our mission statement

at the core of everything we do, teaching and learning remains our commitment to our students, parents and community

stakeholders.

At Blythewood Middle School, we understand the importance of data and the integral role that analysis of data plays in

the growth of our students. We analyze our state standardized test scores and our MAP (Measures of Academic

Progress) scores to address the issues and trends to better address our students‟ academic needs. We administer the

MAP tests three times during the school year (Fall, Winter, and Spring) to provide teachers with current and consistent

data that can assist them when making decisions about class placement, teaching and learning, and most importantly,

about the individual needs of each student.

Our Measure of Academic Progress (MAP) scores in Reading and Math, as well as the states science and SS

standardized tests, SC PASS, over a three year period (2014-2015 – 2016-2017) continue to show progress among all

subgroups. Our MAP scores do not show an achievement gap among any of our subgroups since MAP is based upon

individual students‟ progress. While BMS continues to outperform other middle schools in Richland School District

Two, and continues to demonstrate scores that are higher than the state‟s average scores on the South Carolina

standardized test, SC Ready, which was implemented during the 2015 -2016 school year, as well as SC PASS (in the

areas of Science and SS) an achievement gap is apparent among our African American students when compared to their

white counterparts. Additionally, an achievement gap is noted among our students with disabilities, as well as students

of poverty. With this information in mind, BMS will need to ensure that classroom teaching strategies, as well as the

assessments therein, are rigorous and more closely aligned to the types of questions on the SC Ready and SC PASS

assessments, as well as look for additional ways to ensure that we are teaching to the needs of our African American

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

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students, students of poverty, students with disabilities and differentiating instruction as needed. BMS will continue to

focus on goal setting with our students and ensuring that our students are knowledgeable about the various tests and the

purpose of these tests; continued professional development for our teachers and high expectations for all faculty/staff

and students is our goal as we continue to move our students to higher levels of content mastery.

High School (9-12)

N/A

Teacher/Administrator Quality

As our nation continues to face a teacher shortage, Richland School District Two and Blythewood Middle School

are also feeling the effects. With this in mind, a continued goal will be to recruit and retain qualified personnel. A

review of our most recent Report Card data reveals a decrease in the percentage of teachers returning from the previous

year, a decrease in the percentage of teachers with advanced degrees, and a slight decrease in the percentage of

teachers with continuing contracts. This stands to reason since as teachers retire, relocate, and/or leave the profession,

they tend to be replaced by newer teachers without advanced degrees and will generally not be on a continuing contract

unless they are already within the district and transferring from another school within the district.

At Blythewood Middle School, continued emphasis will be placed on recruiting, retaining and providing professional

development and training for our current staff such that we are able to ensure a highly qualified faculty/staff.

School Climate

School climate is an important factor in ensuring the overall academic success of our students. To this end, the

faculty/staff of Blythewood Middle School continue to analyze our report card as a means for improving our school

climate for students, faculty/staff and community stakeholders.

An analysis of our Parent Survey data over a 3-year period reveals that while Blythewood Middle School continues to

be above the district average on the following indicators: “I Am Satisfied With Home-School Relations At My Child‟s

School”; “I Am Satisfied With The Learning Environment At My Child‟s School”; “I Am Satisfied With The Social

And Physical Environment At My Child‟s School”, results have varied from year to year with some years higher results

than other years.

Further analysis of our Survey data from our students and teachers revealed similar results with Blythewood Middle

School exhibiting averages above those for other district middle schools on “Working Conditions/Leadership”, “Home-

School Relations”, “Instructional Focus”, “Resources”, “Physical Environment” and “Safety” for Teachers and “Home-

School Relations”; “Learning Environment”; and “Social and Physical Environment” for Students.

While our 3 year analysis reveals that our School Survey results are higher than other district middle schools,

Blythewood Middle School is aware that there is a continuous need to work on our school climate such that all

stakeholders can continue to feel a sense of overall pride and well-being in our school.

District Priorities

Our school district continues to seek innovative initiatives to ensure that the needs of every student are met. Those

initiatives that affect the middle school are AVID (Advancement Via Individual Determination), PBL (Project Based

Learning), MMGW (Making Middle Grades Work) and most recently, our Middle School Success Task Force

(MSSTF), designed for middle school principals along with small school-wide teams, working together with district

level staff. The MSSTF has begun looking at issues unique to middle schools within our district as a means for

combatting decreasing test scores and overall student survey results as it relates to “joy”, one of our district‟s “Four

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Squares: Character, Learning, Community, Joy” for student success. The MSSTF has identified as priority goals, true

teaming; professional learning communities; common planning periods; advisor/advisee periods, and teacher support

and retention with an emphasis on promoting positive school cultures. During the 2016-2017 school year, each middle

school principal, along with their administrative team was asked to select at least one priority for their school that they

would focus on for the year. The Blythewood Middle School administrative team focused on the following

areas: implementing with fidelity, Professional Learning Communities; ensuring that all students have an

advisor/advisee period to include the addition of clubs at least once per month during the school day and teacher

support and retention.

In effort to better prepare students for 21st century learning, Richland School District Two is a 1:1 School District. At

Blythewood Middle School, all of our students are afforded the opportunity to utilize Chromebooks. Our school works

to ensure ease of information dissemination between our students and teachers and therefore use one Learning

Management System - Google Classroom.

Finally, Richland School District Two, along with the State Department of Education, has mandated that every school

ensure compliance with the Read to Succeed Act. As part of the Read to Succeed Act, teachers must ensure proper

endorsements on their certificates. Additionally, Richland School District Two, as well as Blythewood Middle School

and every school within the district have developed a Reading Plan appropriate to the needs of the school. Blythewood

Middle School will implement this plan in effort to improve students‟ reading skills.

Gifted and Talented

At Blythewood Middle School, 30% of our students are State Identified as Gifted & Talented. In addition to State

Identification, students at Blythewood Middle School are able to enroll in Honors level courses based on district

specified performance criteria as it relates to Measures of Academic Progress (MAP) scores, State Standardized Test

Scores, proven academic performance in the subject/content area and/or teacher recommendation. In addition to

students meeting district level criteria for placement into these classes, waivers are permitted at the middle school level;

however, students must show academic potential before being permitted to waive into the course and all waivers

require principal approval. Additionally, parents must sign off on the waiver and acknowledge that they are aware that

their student does not meet all criteria for placement into the Honors level class. Blythewood Middle School also

offers High School credit for the following subjects: Algebra I, Geometry, CATE and Spanish. In order for students to

enroll in these courses, they must have taken the prerequisite courses to prepare them for placement into the

class. Twenty-two percent of students, grades 7th and 8

th, are enrolled in high school credit courses.

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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 the 2022 - 2023 school year, BMS will utilize multiple sources of data and provide and utilize engaging academic strategies to increase the percentage of students scoring Met or higher on SCREADY and SC PASS, and meeting their MAP growth goal by 3% each year.

By the 2022 - 2023 school year, BMS will maintain a professional learning environment for all faculty and staff members by increasing both professional development opportunities and showcasing professional accomplishments.

STUDENT OUTCOME STRATEGY = BMS students will become critical thinkers, collaborators, and

problem solvers to become global citizens.

STAFF OUTCOME STRATEGY = Our staff will participate in ongoing, relevant professional learning

experiences that will provide them with additional strategies for teaching every child.

COMMUNITY OUTCOME STRATEGY = BMS will connect and partner with community members as

means for exposing our students to a variety of gifts and talents.

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AVERAGE BASELINE

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

DATA SOURCE(S):

MAP

Math - Percent of

Student Meeting

Fall to Spring

Growth 6th: 59.1 7th: 60.5 8th: 51.3

Reading - Percent

of Student Meeting

Fall to Spring

Growth 6th: 63

7th: 61.3 8th: 61.3

Projected Data

ELA

56.2

59.5

53

Math

63.7

61.6

48.1

ELA

59.2

62.5

56

Math

66.7

64.6

51.1

ELA

62.2

65.5

59

Math

69.7

67.6

54.1

ELA

65.2

68.5

62

Math

72.7

70.6

57.1

ELA

68.2

71.5

65

Math

75.7

73.6

60.1

Actual Data

DATA SOURCE(S):

SCPASS SS

6th: 88 7th: 79

8th: 67.4

Science: 6th: 65.2 7th: 64.4 8th: 59.5

Projected Data

SS

91

82

70.4

Science

68.2

67.4

62.5

SS

94

85

73.4

Science

71.2

70.4

65.5

SS

97

88

76.4

Science

74.2

73.4

68.5

SS

100

91

79.4

Science

77.2

76.4

71.5

SS

103

94

82.4

Science

80.2

79.4

74.5

Actual Data

DATA SOURCE(S):

ELA: Projected Data

Reading

66

Reading

69

Reading

72

Reading

75

Reading

78

21

Action Step Timeline Responsibility Estimate

d Cost

Funding

Source(s

)

Measure Accountability

(Evaluation)

Outcome

Analyze MAP data

three times a year

Sept - April

2018

2019

2020

2021

2022

2023

Administrative

Teams, Data Team,

Curriculum

Specialist, Faculty,

Technology

Learning Coach

NA NA At least 50% of the

student population

will meet their

growth goal.

Data Team and

Teachers

analyze MAP

data

immediately after

students

take the test.

Teachers review

with Curriculum

Specialist and

designated admin.

within

two weeks of

receiving results

and complete

MAP Analysis

Student

SCREADY 6th: 53.2

7th: 56.5

8th: 50.0

Math:

6th: 60.7

7th: 58.6

8th: 45.1

64.3

64.3

Math

62.1

63.5

54.3

67.3

67.3

Math

65.1

66.5

57.3

70.3

70.3

Math

68.1

69.5

60.3

73.3

73.3

Math

71.1

72.5

63.3

76.3

76.3

Math

74.1

75.5

66.3

Actual Data

DATA SOURCE(S): Opportunities to

Showcase

Professional

Accomplishmen

ts

1 Per

Year

Projected Data

1 2 3 4 5

Actual Data

22

reports.

Analyze MAP data to

determine tiered

support for students.

Oct & Jan

2018

2019

2020

2021

2022

2023

ELA & Math

Teachers; CES;

Administrative

Team

NA NA Students whose

scores measure

below the 25th

percentile, or drop

at least 6 points

from Fall, to

Winter.

During grade

level and/or

dept. PLC

meetings,

teachers will

determine Tier 2

& 3 students and

determine

additional

interventions for

these students as

needed.

Student

Utilize RIT bands to

group for

individualized

instruction

Aug & Jan

2018

2019

2020

Administrative

team, Curriculum

specialist, Faculty

NA NA 10 point RIT band

ranges are

identified using

reports from

NWEA to target

instructional needs

for student groups.

Teachers set

individualized

goals with

students within

two weeks of

receiving MAP

scores and adjust

instruction as

needed.

Reflections on

data are shared

and

adjustments/goals

are reviewed

during grade level

content meetings.

Information is

posted and

reviewed by

admin. team.

Student

Set yearly Sept. Administrative NA NA Growth goals set by Teachers review Student

23

individualized MAP

goals for students

2018

2019

2020

team, Curriculum

Specialist Faculty

ITS

NWEA based on

anticipated growth

for individual

students.

goals with

students at least

twice a year

Analyze SC PASS and

SC Ready data in core

areas and adjust

curriculum goals

Sept.

2018

2019

2020

Administrative

team, Curriculum

Specialist Faculty

Department

Leaders, Grade

level

NA NA Based on reported

findings by the SC

Department of

Education

Administrative

team analyses of

SC PASS, SC

Ready data over

several weeks and

adjusts

instructional

goals with

teachers

Student

Utilize grade

distribution and

analyze pass/failure

rate report to identify

students who need

academic assistance

and teachers who need

support

2018

2019

2020

2021

2022

2023

Administrative

team, Director of

Guidance,

Curriculum

Specialist, Faculty

ITS

NA NA Grade Distribution

Report from

Powerschool

Review grade

distribution

immediately after

grades are posted

and identify

students and

teachers who may

need

assistance.

Student

Implement school-

wide, AVID strategies

goals that the school

will strive to

implement school-

wide.

2018

2019

2020

2021

2022

2023

AVID Teacher;

Administrative

team; Faculty/staff

$5000 General

Fund

AVID best

Practices

AVID teacher

along with AVID

site demo. Team

and contact

administrator will

implement

school-wide goals

to aid in

increasing AVID

strategies on a

school-wide level.

Student

24

Continue to expand the

Honors program by

increasing rigor in

instruction and

encouraging student

performance on MAP

and state standardize

that will help students

meet Honors criteria.

2018

2019

2020

2021

2022

2023

Administrative

team, Curriculum

specialist Guidance

Faculty

NA NA District Honors

Criteria

Identify and track

students in

Honors classes

and consistently

monitor district

criteria for

placement into

Honors level

courses based

upon MAP and

state standardized

test

scores.

Student

Use instructional

strategies to engage

students in mastering

rigorous academic

content

2018

2019

2020

2021

2022

2023

Administrative

team Curriculum

specialist Faculty

NA NA 90% of classroom

observations,

weekly.

Lesson plans,

snap shots, and

classroom

observations

indicate that

teachers are using

a variety of

instructional

strategies.

Observations are

discussed by

administrative

team weekly

Student

Staff

Utilize current

curriculum mapping to

engage students in

thematic units based

on district, state and

national standards

2018

2019

2020

2021

2022

2023

Curriculum

specialist

Administrative

team

Team leaders

faculty

NA NA One per semester,

per team, per grade

level.

One Thematic

units planned by

each team each 9

weeks

Reviewed by

curriculum

specialist and

designated

administrator.

Student

Staff

25

As a 1:TWO:1

computing school,

utilize technology as

an authentic resource

2018

2019

2020

2021

2022

2023

Media Specialist

TLC

District technology

coordinator

NA NA At least 50% of

technology is used

as an authentic

resource.

SAMR

Framework

Student

Staff

Utilize a variety of

authentic assessments

2018

2019

2020

2021

2022

2023

Admin. Team

Curriculum

Specialist Faculty

NA NA Assessment Review

Protocol

Teachers

collaborate and

plan authentic

assessments

together.

Authentic

assessments are

peer reviewed.

Teachers set goals

on variety of

authentic

assessments to

use with thematic

lessons.

Staff

Use a variety of D. I.

instruction to provide

accelerated instruction

to prepare students for

high school and to

accommodate learning

styles

2018

2019

2020

2021

2022

2023

Curriculum

specialist

Administrative

team

Team leaders

faculty

NA NA 75% of all observed

lessons and lesson

plans weekly.

Lesson plans and

classroom

observations

indicate that

teachers are using

DI instruction.

Observations are

discussed by

administrative

team weekly

Staff

Implement the

teaching academic

vocabulary across all

content areas

2018

2019

2020

2021

Administrative

team; CES,

Literacy Team;

faculty

NA NA 100% of lesson

plans and

classrooms.

Review of lesson

plans; word walls

in classrooms

Staff

26

2022

2023

Develop and

implement a plan for

Silent Sustained

Reading.

Ongoing Administrative

team; CES, Media

Specialist; Literacy

Team; faculty

NA NA All Students

participate in SSR

weekly.

Grade-level plans

for implementing

school-wide SSR;

Staff

Develop and

implement a plan for

each grade- level

content area to read

one themed novel per

year and/or utilize

content area magazines

to enhance reading in

the content.

Aug./Sept.

2018

2019

2020

2021

2022

2023

Administrative

team; Media

Specialist; Literacy

Team; Media

Specialist; faculty

$1000 General

Fund

Grade Level Plans Novels and/or

magazine

subscriptions

ordered; plan by

grade-level

content area

provided for

reading within

the content

Staff

Identify students who

need extra help

through the

Blythewood Charger

Zone

Ongoing

2018

2019

2020

2021

2022

2023

Administrative

team Faculty

Guidance Students

$5000 At-risk

Funds

MAP growth from

Fall to Spring,,

SCPASS,

SCREADY are

above 50% (or

grow by 10%);

Grades are

improving each

marking period.

List of students

who are

participating in

Blythewood

Charger Zone.

Tracking of

students to make

sure that their

grade improves

and show growth

in MAP by

designated

administrator.

Students

Provide opportunity

for students to re-test

to demonstrate mastery

through the Rebound

program after school

Ongoing

2018

2019

2020

2021

2022

2023

Administrative

team Faculty

Guidance Students

NA NA Grade distribution

Reports

List of students

who are

participating in

Rebound

program.

Student

Maintain a record of

faculty and staff

Ongoing

2018

Admin. Team;

Faculty

NA NA 100% of faculty

offered appropriate

Admin Assistant

maintains records

Staff

27

documenting the

professional

development attended

2019

2020

2021

2022

2023

professional

development.

of professional

development

sessions

Individualize

professional

development in

technology on a

variety of competency

levels.

Ongoing

2018

2019

2020

2021

2022

2023

Principal

Administrative

team; Technology

Team Curriculum

specialist; Media

Specialist TLC

NA NA 90% use of

technology in

classroom

observations.

Lesson plans and

observations

should indicate

90% use of

technology to

create a

community of

learners

Staff

Designate biweekly

PLCs and dept.

meetings on how

Direct Instruction is

used to meet the

learning needs of

students in classroom

Ongoing

2018

2019

2020

2021

2022

2023

Curriculum

specialist

Administrative

team

Team leaders

faculty

NA NA 75% of classroom

observations

Lesson plans and

classroom

observations

indicate that

teachers are using

direct instruction

75% the time.

PLC agendas and

notes will entail

the use of DI and

its benefits to

students within

various RtI

groups.

Observations are

discussed by

administrative

team weekly

Staff

Provide special

programs for parents

such as parent

universities on high

school

Ongoing

2018

2019

2020

2021

Principal;

Administrative

team; Faculty

Guidance

NA A Number of parents

attending.

Establish baseline

and set goals.

Look for the

events that bring

out the most

Community

28

program, safe

technology, etc.

2022

2023

parents

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 the 2022-2023 school year, BMS will increase the minimum service learning opportunities for all partners to participate in that fosters a positive school climate by 1 opportunity annually.

STUDENT OUTCOME STRATEGY= BMS students excel in developing and applying integrity, self-

direction, global perspectives, perseverance, work ethic, and interpersonal skills.

STAFF OUTCOME STRATEGY = Our staff will continue to nurture and strengthen positive character

while intentionally serving as role models.

COMMUNITY OUTCOME STRATEGY = We will work with our partners to provide opportunities for

students and staff to contribute to the global community.

AVERAGE BASELINE

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

DATA SOURCE(S): Minimum number of Opportunities for Partners to Participate

0 Per Year

Projected Data

1 per year 2 per year 3 per year 4 per year 5 per year

Actual Data

29

30

Action Step Timeline Responsibility Estimated

Cost

Funding

Source(s)


(Evaluation)

Outcome

Infuse the “5

lifelong

guidelines” into

all aspects of our

counseling dept.

to develop

student character.

2018

2019

2020

2021

2022

2023

Faculty, Guidance

Leadership team

N/A N/A 100% of classroom

observations.

Posted in

classrooms,

included in lesson

plans, used in

conferences and

implemented as

consistently as

part of our

Character Awards

program.

Strategies

reviewed by

leadership team in

the summer

Students

Community

Staff

Continue to

implement BOLT

sessions under

new name

(Blythewood‟s

Own Life Skills

Training – new

name: Bringing

Organization &

Learning

Together) which

provides an adult

advocate for

students. BOLT

emphasis will use

“The Seven

Habits of Highly

2018

2019

2020

2021

2022

2023

Faculty, School

Counselors,

Administrative

team

N/A N/A Weekly

implementation

Agendas, Lesson

Plans of BOLT

Sessions,

Students

Community

Staff

31

Effective Teens”

and implement

this into the

BOLT

advisor/advisee

sessions.

Expand

opportunities for

students physical

activity

2018

2019

2020

2021

2022

2023

Healthy School

Comm.

Administrative

Team

School nurse PE

teachers

N/A N/A 100% of students have

opportunity for

physical activity

weekly

Documentation of

opportunities for

physical fitness

for all students

and participants

reviewed by

Health council in

fall of each year

and goals set

Students

Expand

Mentoring

program for first

year students and

teachers; teachers

who are new to

BMS; and

teachers that may

be experiencing

difficulty in the

classroom.

2018

2019

2020

2021

2022

2023

Mentor

Coordinator;

Admin Team

N/A N/A Teacher retention data

and selected items from

teacher survey

Documentation of

mentoring

programs

provided within

the school and

also by the

district.

Students

Staff

Continue to make

BMS an integral

part of the

Blythewood

community

2018

2019

2020

2021

2022

2023

Principal

Administrative

team

faculty

N/A N/A Students participate in

community events

annually.

Document the

variety of

opportunities that

BMS is involve

actively with the

community.

Students

Community

Staff

32


TALENT GOAL

By the 2022-2023 school year, BMS will increase participation in service learning opportunities for all partners to participate in that fosters a positive school climate by 5% annually. STUDENT OUTCOME STRATEGY = Our students serve as ambassadors by exemplifying our Charger Core values (Be Present, Be Polite, Be Prompt, and Be Prepared) STAFF OUTCOME STRATEGY = Our staff will lead by exhibiting the charger core and modeling life skills for students to emulate. COMMUNITY OUTCOME STRATEGY = Our community recognize their role as valuable partners and participate with our staff and students in service learning.


Cost

Funding

Source(s)


(Evaluation)

Outcome

Implement an

academic

mentoring program

aimed at providing

middle schools

students additional

supports between

2018

2019

2020

2021

2022

2023

Admin team

Guidance Career

Development

Facilitator

$1500 At-Risk

Funds

% of students

participating

Documentation of

students participating in

academic mentoring along

with partnership between

elementary and high

school

Students

AVERAGE BASELINE

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

DATA SOURCE(S): Percentage of partner participation

43%

Projected Data

48% 53% 58% 63% 68%

Actual Data

33

elementary and

high school

Provide a variety of

Mentoring

programs for

students such as

Roses, advisory

clubs,

administrative

BOLT sessions

2018

2019

2020

2021

2022

2023

Guidance

Faculty,

Administrative

team

N/A N/A Grades,

Discipline

Records, and

Attendance

records

Number of students

participating in mentoring

and documentation of

improvement in

academics, attendance,

and behavior.

Students

34


CULTURE & ENVIRONMENT GOAL

By 2022-2023, BMS will increase the opportunities to strengthen strong character traits from

once weekly, to five days per week.

STUDENT OUTCOME = Students will have opportunities to learn and develop self-awareness of

themselves and others.

STAFF OUTCOME = BMS 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.

AVERAGE BASELINE

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


1 Per Week

Projected Data

1 per week

2 per week

3 per week

4 per week

5 per week

Actual Data

35

Action Step Timeline Responsibilit

y

Estimated

Cost

Funding

Source(s)


(Evaluation)

Outcome

Implement an

advisor/advise

e program that

integrates the

“Seven Habits

of Highly

Effective

Teens.”

2018

2019

2020

2021

2022

2023

Admin team;

CES TOY;

Advisor/Advisee

Team; Faculty

$1500 General

Fund

Advisory offered daily. Documentation of

advisor/advisee

teams/schedules,

agendas, lesson plans,

goal planning sheets.

Review of

Advisor/advisee lesson

plan and goal sheets

reviewed by admin.

Survey students and

staff at end of year.

Students

Continue

consistency of

discipline

procedures

throughout

the building

emphasizing

the

characteristics

of “the five

lifelong

guidelines

2018

2019

2020

2021

2022

2023

Administrative

team; school

counselors; SDC

N/A N/A Reduction in

suspensions and

expulsions.

Analysis of types of

discipline infractions,

classroom

environments, focus on

five Lifelong guidelines

by administrative team

Staff

Provide a

variety of

guidance

programs on

such things as

bullying,

cyber safety,

etc.

2018

2019

2020

2021

2022

2023

Guidance

Leadership team

N/A N/A Number of programs

implemented annually.

Discipline records.

Student Culture and

Climate survey.

Documentation of types

of programs provided

and format.

Students

Continue to

offer

2018

2019

Health council

Nurse

N/A N/A Annual review of

programs offered

Offer at least one

program annually to

Staff

36

programs that

focus on

faculty and

staff health

such as :

Health

Updates,

nutrition,

weight loss,

wellness; etc

2020

2021

2022

2023

Administrative

team

support faculty and staff

health.

37

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

By the 2022-2023 school year, BMS will increase opportunities for stakeholder participation in

order to promote collaboration for creating a positive school environment by 5% annually.

STUDENT OUTCOME STRATEGY = Students will become global citizens by participating in causes

beyond themselves.

STAFF OUTCOME STRATEGY = Staff will serve and support the needs, demands, and efforts of

our community with congeniality and collegiality.

COMMUNITY OUTCOME STRATEGY = The community partnerships will support the faculty, staff

and students of BMS.

Action Step Timelin

e

Responsibility Estimate

d Cost

Funding

Source(s)


(Evaluation)

Outcome

AVERAGE BASELINE

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


0 Per Year

Projected Data

1 per year 2 per year 3 per year 4 per year 5 per year

Actual Data

38

Continue to offer

after school tutoring

2018

2019

2020

2021

2022

2023

Administrative

team

Guidance

$7000 At-Risk funds Students

participating

maintain or

improve their

academic success

in all classes.

Number of

students

participating in

after school

program.

Tracking of their

success in

classroom by

assigned

administrator.

Students

Continue to provide

professional

development to all

staff while

improving best

practices of teachers

by being a part of

the PDS network

2018

2019

2020

2021

2022

2023

Principal Admin

Team CES

Faculty

$5000 General Fund PDS Annual

participation in

PDS conference

and sharing of

best practices

with faculty.

School

professional

development plan

with PDS

network

Staff

Display and

advertise projects in

the community

2018

2019

2020

2021

2022

2023

Principal

Administrative

team; Faculty

N/A N/A Number of

businesses that

are displaying

project of BMS

students.

Principal reviews

in summer of

each year

Staff

Students

Community

Provide

opportunities for

BMS to perform in

the

community(Rotary,

Lions, Christmas

parade, Christmas

tree lighting,

athletic events etc)

2018

2019

2020

2021

2022

2023

Principal

Administrative

team; Faculty

N/A N/A Number of

events in the

community that

involve MS

students

Principal reviews

in summer of

each year

Staff

Students

Community

39


TALENT GOAL

By the end of their 8th grade year, BMS will provide opportunities and support to each student’s intellectual, social, and physical development by helping students identify at least one area of talent or interest as evidenced by their IGP plan.

STUDENT OUTCOME STRATEGY = Student talents will be nurtured and shared with the community.

STAFF OUTCOME STRATEGY = We offer a wide variety of classes and clubs to nurture the interest and talents of all students.

COMMUNITY OUTCOME STRATEGY = We utilize the community to share their expertise in their various fields.


Cost

Funding

Source(s)

Measure Accountabilit

y

(Evaluation)

Outcome

Empower teachers

to take active roles

in committees that

set high

2018

2019

2020

2021

Administrative

team; Team

leaders; Faculty

N/A N/A 100% of teachers Document that

all teachers have

an active role in

setting high

Staff

AVERAGE BASELINE

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

DATA SOURCE(S): IGP Plans % of students who have identified one area of talent or interests

0%

Projected Data

20% 40% 60% 80% 100%

Actual Data

40

expectations

(MMGW, Literacy,

Technology, Data

Team etc.) for

BMS

2022

2023

expectations.

Prin. Reviews in

the summer of

each year

Participate in job

fairs and minority

recruitment

2018

2019

2020

2021

2022

2023

Admin Team N/A N/A 100% participation

rate

Admin Team will

participate in all

job fairs.

Staff

Help make all

parents participants

in BMS (IGP plans,

ConnectEd, Blog,

parent universities,

etc.)

2018

2019

2020

2021

2022

2023

Admin Team;

Faculty

N/A N/A Maintain or expanded

parent participation

rate.

Document parent

involvement in

all activities at

BMS.

Student

Achieve additional state and national awards

2018 2019 2020 2021 2022 2023

Admin Team; Faculty

N/A N/A Pursue awards annually.

Documentation of teacher awards, presentations., publications, state and national recognitions

Community

41



By the 2022-2023, BMS will increase stakeholder participation in school sponsored events

by 5% annually in order to promote collaboration among all stakeholders in order to build

and add to our collective knowledge and expertise.

STUDENT OUTCOME STRATEGY = All students are provided with engaging and meaningful

opportunities in a rigorous environment.

STAFF OUTCOME STRATEGY = Staff will work with community partners to build effective and

meaningful relationships.

COMMUNITY OUTCOME STRATEGY = We will work collectively to benefit the needs of those

within and outside our community.


Cost

Funding

Source(s)


(Evaluation)

Outcome

Connect service

learning 2018 2019

Faculty

Leadership Team

N/A N/A Students have at least

one service learning

Number of students

who participate in

Students

Staff

AVERAGE BASELINE

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

DATA SOURCE(S): Percentage of partner participation at event using Partner Sign-Ins

54%

Projected Data

59% 64% 69% 74% 79%

Actual Data

42

experiences with

community,

national and

global issues

2020 2021 2022 2023

project annually. service learning.

Documentation in

lesson plans.

Reviewed by

leadership team each

summer

Community

Utilize

technology (web

site, blogs,

portals, etc. to

market BMS

2018 2019 2020 2021 2022 2023

Principal

Administrative

team

Faculty ITS

N/A N/A 100% utilization of

available to BMS

marketing channels.

List of technologies

used and document

the utilization of the

technology by

parents.

Community

Invite the

community into

BMS( Honor Roll

Parade, Veterans

Day,

professionals,

grandparents, etc

2018 2019 2020 2021 2022 2023

Principal

Administrative

team; Faculty

N/A N/A 100% events have at

least one community

partner in attendance.

Expand the number of

community and

parents that visit the

school. Document

through lobby guard.

Principal reviews in

summer of each year

Community

Review strategic

plan with

stakeholders in

the Spring & Fall

of each year

2018 2019 2020 2021 2022 2023

Admin., SIC, PTO N/A N/A Strategic plan

reviewed in fall of

each year with SIC

and PTO

Documented in

meeting minutes.

Community

Staff

Provide link to

updated annual

report to parents

2018 2019 2020 2021 2022 2023

Admin, SIC, PTO,

TLC

N/A N/A Annual report updated

yearly.

Annual report housed

on school website.

Community

43

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

By the 2022-2023 school year, BMS will increase opportunities to recognize partner contributions and achievements in the BMS community on a quarterly basis. Partner participation will increase by 3% each year.

STUDENT OUTCOME STRATEGY = BMS will celebrate and recognize the achievements of all students, faculty, and staff.

STAFF OUTCOME STRATEGY = BMS faculty and staff will consistently look for ways for parents,

students, and community members to experience joy while being a part of the Charger family.

COMMUNITY OUTCOME STRATEGY = BMS will foster a joyful and productive environment for all

Charger families and community stakeholders.

AVERAGE BASELINE

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

DATA SOURCE(S): Minimum number of Opportunities for Partners to Participate per quarter

4 Per Year

Projected Data

7 per year 10 per year

13 per year

17 per year

20 per year

Actual Data

44

Action Step Timelin

e

Responsibilit

y

Estimated

Cost

Funding

Source(s)


(Evaluation)

Outcome

Celebrate the

success of students

through a variety of

venues: Honor Roll

Parade; Character

Awards, MAP

Incentive

Celebration;

Charger

Spotlight; Moving

Up

2018

2019

2020

2021

2022

2023

Faculty

Leadership

Team

N/A N/A 100% of students

celebrated for some

success.

Documentation of

variety of venues

used to celebrate

students success

and number of

students

recognized.

Students

Community

Recognize teachers

for Best Practices,

promoting the

culture of the

school and teachers

who “go the extra

mile” for the

school

2018

2019

2020

2021

2022

2023

Principal and

administrative

team

N/A N/A Celebrate teachers

weekly.

Faculty and In-

service agendas.

List of teachers

recognized

Staff

45


TALENT GOAL

By the 2022-2023, BMS will increase opportunities for our stakeholders to express joy while learning and working on the BMS campus on a monthly basis. Student and teacher satisfaction as expressed on the Report Card Survey will increase 2% yearly. STUDENT OUTCOME STRATEGY = BMS will recognize and celebrate student achievements both in and out of the classroom through a variety of opportunities STAFF OUTCOME STRATEGY = BMS will recognize and celebrate the value and achievements of all faculty and staff through a variety of activities. COMMUNITY OUTCOME STRATEGY = BMS will invite and encourage community involvement in school activities and celebrations.

AVERAGE BASELINE

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

DATA SOURCE(S): SCDE School Climate Teacher Survey

89.1

Projected Data

91.1% 93.1% 95.1% 97.1% 99.1%

Actual Data

DATA SOURCE(S): SCDE School Climate Student Survey

71.2%

Projected Data

73.2% 75.2% 77.2% 79.2% 81.2%

Actual Data

46

Action Step Timeline Responsibilit

y

Estimated

Cost

Funding

Source(s)


(Evaluation)

Outcome

Provide a variety

of extra-curricular

opportunities for

all students

2018

2019

2020

2021

2022

2023

Guidance

Administrative

team

N/A N/A 100% of all

students have

opportunity to

participate in

extracurricular

activities.

Documentation of

students involved in

extracurricular

activities and analyze

to make sure all

students have an

opportunity for

involvement

Evaluated each

summer by

leadership team and

determine new

opportunities for

students

Students

Provide a variety

of athletic and club

opportunities for

students

2018

2019

2020

2021

2022

2023

Athletic Director

Guidance

Administrative

team

N/A N/A 100% of students

have opportunities

to participate in

club and/or athletic

teams.

List of students

involved in athletic

teams and other

clubs.

Students

Utilize Blythewood

business areas to

recognize students

2018

2019

2020

2021

2022

2023

Principal

Administrative

team; Faculty

N/A N/A Maintain or

increase number of

businesses

recognizing

students.

Number of

businesses

recognizing students.

Students

47



By the 2022-2023 school year, BMS will increase stakeholder participation in school sponsored events by 5% annually in order to promote a positive and productive environment among all partners in effort to build and add to our students’ sense of belonging. STUDENT OUTCOME STRATEGY = BMS will create a positive and productive environment

where students feel a sense of belonging in order to facilitate student learning.

STAFF OUTCOME STRATEGY = BMS Staff will recognize and celebrate personal and

professional achievements.

COMMUNITY OUTCOME STRATEGY = The BMS family will maximize opportunities to bring the

community together.

AVERAGE BASELINE

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

DATA SOURCE(S): Percentage of partner participation at event using Partner Sign-Ins

54%

Projected Data

59% 64% 69% 74% 79%

Actual Data

48

Action Step Timeline Responsibility Estimate

d Cost

Funding

Source(s)


(Evaluation)

Outcome

Celebrate major

accomplishments

of teachers

2018

2019

2020

2021

2022

2023

Principal and

administrative

team

N/A N/A 100% Celebration of

documented major

accomplishments.

Faculty Meeting

agendas and list of

teachers

recognized

Staff

Continue to

celebrate teaching

through a variety

of events

traditional events

such as special

dinners, etc.

2018

2019

2020

2021

2022

2023

Principal and

administrative

team

$2000 Charger Pride Celebrate teaching

semiannually.

Administrative team

review activities

each summer

Staff

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