Colleton County School District Parent and Community Forum

Tuesday, February 26, 2013Forest Circle Middle School Cafeteria

Forum Goals:

Share good news about the strategic efforts CCSD is making to improve student performance;

Share opinions/suggestions/recommendations to improve district performance

Reaffirm stakeholder’s commitments to the district’s mission of Excellence and Effort

Strategic Plan Compliance with SC law;

Five Year Plan (2011-2016);

State Report Card and Report Card Ratings;

Four Core Content Areas English/Language Arts Math Science Social Studies

Accountability is measurable

School Renewal Plans support District’s Strategic Plan.

Meets International Accreditation Standards;

Five Year Plan (2012-2017);

Two years after External Review: District and schools will complete a progress report on findings;

Continuous Improvement Model English/Language Arts Math Science Social Studies

Accountability is measurable

Ongoing monitoring

AdvancED Accreditation

What are Strategic and Improvement Plans?

AdvancED Accreditation Standards

Standard 1 – Purpose and DirectionThe school and district maintains and communicates a purpose

and direction that commit to high expectations for learning as well as

shared values and beliefs about teaching and learning

Standard 2 – Leadership and GovernanceThe school and district operate under governance and

leadership thatpromote and support student performance and school and

district effectiveness

Standard 3 – Teaching and LearningThe school and system’s curriculum, instructional design, and

assessmentpractices guide and ensure teacher effectiveness and student

learningacross all grades and courses

AdvancED Accreditation Standards

Standard 4 – Resources and Support Services

The school and system have resources and provide services in all schools that support the school and system’s purpose and direction to ensure success forall students

Standard 5 – Using Results for Continuous Improvement

The school and system implement a comprehensive assessment system thatgenerates a range of data about student learning and school and system effectiveness and the uses and the results to guide continuous improvement

Mission and Beliefs

The MISSION of Colleton County School District is to ensure that all students meet or exceed state standards in preparation to become productive citizens.

We BELIEVE: All children can learn and be motivated to do so; Our district and schools should be held accountable for measured student

achievement; Schools should analyze their data to insure that all students meet or exceed

state standards; All people are worthy of respect and deserve equitable opportunities for high

quality education in a safe learning environment; The community deserves a school system that responsibly manages

financial, physical and human resources; Positive home and school relations promote excellence; A climate of high expectations must exist in all our schools; All people have the potential and responsibility to be self-disciplined,

productive citizens.

ESEA Waiver Approved

Principle 1: College and Career-Ready Expectations for All Students

Principle 2: State-Developed Differentiated Recognition, Accountability, and Support

Principle 3: Supporting Effective Instruction and Leadership

Principle 4: Reducing Duplication and Unnecessary Burden

ESEA Waiver Results

Elementary – 91.9* (A)

Middle – 70.1* (C) High – 62* (D) District – 78.7 (C)

Elementary Schools: BES, CES, HES – A FHES, NES - B

Middle School– D High School – D

ESEA DISTRICT REPORT CARD

2012 ESEA SCHOOL REPORT CARD

* Score reflects district score for grade span, NOT individual SCHOOLS’ scores. For details visit the Title I Website at: www.CCSDTitle1.org

State Report Card 2011-12 Results

Elementary: CES/EBE – Good/Good BES, FHES, HES, NES: Average/Average

Middle – Average/Average

High – Average/Below Avg.

District – Average/Average

Format: Absolute Rating/Growth Rating

* For details visit the Title I Website at: www.CCSDTitle1.org

Focus #1: Student Achievement

All children can learn and be motivated to mastery

The district, schools, parents, and students share accountability for achievement goals;

District and school staff analyze data to inform instruction, recognize student and teacher achievement, and share data with parents

Ongoing Activities: Student Achievement

Direct Instruction – research-based instructional delivery model

Frequent classroom observations with feedback to teachers

Class size reduction

Enhanced classroom technology

Sub Groups (30

students in a

demographic

become a subgroup

)

EL ELA MS ELA HS ELA

(HSAP)

EL Math MS Math

HS Math

(HSAP)

EL Scienc

e

MS Science

HS Bio I (EOC)

EL Social

Studies

MS Social

Studies

US Hist &

Constitution (EOC)

EL ELA requires 95%+

MS ELA

requires 95%+

HS ELA EL Math

Requires 95%+

MS Math

Requires 95%+

HS Math (Requires

95%)

HS Graduation

Point Value 35%

Point Value 35%

Point Value

22.5%

Point Value 35%

Point Value 35%

Point Value

22.5%

Point Value 5%

Point Value 5%

Point Value 5%

Point Value 5%

Point Value

5%

Point Value

5%

Point Value 10%

Point Value 10%

Point Value 7.5%

Point Value 10%

Point Value 10%

Point Value

7.5%

Point Value

30%

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Proficiency

Percent Percent Percent Percent Percent Percent Graduation Rate

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Met/

Improved

Tested Tested Tested Tested Tested Tested

ALL STUDENTS 1 1 1 1 1 1 0.7 1 0.6 1 0 0.1 1 1 1 1 1 1 1

Male 1 1 0.1 1 1 0.2 0.9 0 0.9 1 1 0.1 1 1 1 1 1 1 0.9Female 1 1 1 1 1 1 0.4 1 0.4 1 0 0.2 1 1 1 1 1 1 1White 1 1 1 1 1 1 1 1 0.8 1 1 1 1 1 1 1 1 1 1African-American 1 0.3 0 0.5 0 0.1 0.5 0 0.4 0.4 0 0.2 1 1 1 1 1 1 0.2Asian / Pacif Islander                                      Hispanic 1     1     1     0.4     1     1      Am. Indian / Alaskan                                      Disabled 0.3 0 0 0.7 0 0 0.9 0   0.1 0   1 1 1 1 1 1 0

LEP 1     1     0.9     1     1 1   1 1    Subsidized Meals 1 1 0 1 0 0.2 0.8 0 0.6 1 0.1 0.3 1 1 1 1 1 1 0.8

                                   

Total Number of Points

8 5 3 8 4 4 7 3 4 7 2 1.9 9 8 7 9 8 7 4.9

Total Number of Objectives

9 7 7 9 7 7 9 7 6 9 7 6 9 8 7 9 8 7 7

Percent of Objectives Met

92 76 44 91 57 50 79 43 62 77 30 32 ## ## # ## ## ## 70

Weight 0 0 0 0 0 0 0 0 0 0 0 0.1 0 0 0 0 0 0 0.3

Weighted Points Subtotal

32 27 10 32 20 11 4 2 3 4 2 1.6 10 10 8 10 10 8 21

ESEA Calculation

Graduation and Dropout Rates

EOC/HSAP Results

Average Baseline

2011*Goal -- Actual

2012*Goal -- Actual

2013* 2014* 2015* 2016*

  66.8%  68.8%-67.8% 

70.8%-67.7%

   72.8%      74.8%      76.8%      78.8%  

Performance Goal 3.2:  The percentage of second year high school students that meet basic or above on the HSAP ELA and math tests on the first attempt will increase to 78% by the year 2016. The progression towards this goal is detailed below:

Performance Goal 3.3: The percentage of students passing the state End of Course (EOC) will increase to 75.8% by 2016. The progression to this goal is detailed below:

Subjects 2010Baseline

2011Goal -- Actual

2012Goal -- Actual

2013Goal

2014Goal

2015Goal

All subjects 51.8% 55.8% -- 35.6%

59.8% --54.1%

63.8% 67.8% 71.8%

Algebra I & Math for the Technologies

59.7% 66.5%

57.3%

     

English I 65.7% 60.4%

56.1%

     

Bio I & Applied Bio 2

Physical Science 44.4%

48.8%

56.6%

     

U. S. History & the Constitution

30.9% 35.6%

34.0%

     

MA

P

Gro

wth

MA

P

Gro

wth

Activities for Continuous Improvement

Common assessments and progress monitoring Expanded Pre-kindergarten Program Credit recovery options for high school students Gear-up Extended Periods and “Skinnies” Increasing student engagement Inclusion of special education students Reading interventions and RIT-Band instruction SCTAP

Assessments: What do you know?

List the types of assessments that your child takes in school: Elementary Middle High Nationally

Student Achievement: High Stakes Testing

Common Assessments &Progress Monitoring:

Many short tests on specific standards and skills give the teachers

feedback about student mastery on an individual,

class, grade, or school level.

Student Achievement:State Report Card – 5 Years of Progress

Year Absolute Rating Growth Rating

2012 Average Average

2011 Average Excellent

2010 Below Average

Good

2009 At-Risk Below Average

2008 At-Risk Below Average

Focus #2: Staff Development & Teacher Quality

Staff development in Direct Instruction Differentiated

Instruction Technology Classroom

Management Special Needs Common Core

Standards STEM (Middle and

High) Literacy Across the

Curriculum Data-driven instruction

Ongoing, embedded school and district trainings

Book studies Collaborative and

extended planning Attendance at

conferences Consultants Instructional Facilitators Webinars Visits to other schools Peer observations

Ongoing Activities: Teacher Quality

Recruitment of Quality Teachers: Career Fairs (district and colleges/universities) Staff recommendations and referrals Advertisements CERRA

Retention Efforts: Induction Program and Mentors Recognition Programs Performance Incentives in SCTAP Schools Professional Development Opportunities Career Advancement Opportunities

Ongoing Activities: Recruitment

Ongoing Activities – HQ Teachers

Percentage of Classes Taught by Non-Highly Qualified Teachers

Number of Teachers Identified as Not Highly Qualified

*2011-12 3.30% **2011-12 12

*2010-11 2.48% **2010-11 10

*2009-10 6.68% **2009-10 16

*2008-09 10.82% **2008-09 28

*2007-08 8.22% **2007-08 25* 180 Day HQ report issued by the SCDE. ** Identified by Bob Pence

The data source is the SCDE HQ report for the year data is listed above.

We make a continuous effort to INCREASE the number of HIGHLY QUALIFIED teachers in our District. At current

calculation, 96.7% of CCSD classes are taught by teachers who qualify as Highly Qualified according to State

and National Standards

Focus #3: School Climate & Home/School/Community Relations

All people have the responsibility to be self-disciplined, productive citizens, and are worthy of respect.

A climate of high expectations exists in our schools: All students deserve equitable opportunities for a high quality

education in a safe environment;

All schools and District Offices will responsibly manage

financial, physical, and human resources;

All Administrators, Teachers, and Staff will act in a way that

promotes positive relationships, academic success, and

professional excellence

Focus #3: School Climate & Home/School/Community Relations

Keeping Stakeholders Informed:

• District & school websites

• Social networking

• Parent Portal

• Automated dialer

• School newsletters

• News articles

• Phone access to classrooms

• Calls home

• Parent-teacher conferences

Ongoing Activities: School Climate & Home/School/Community Relations

Increased opportunities for parent involvement: Reviewing student achievement data UPLIFT (District and School Parent Education and

Assistance) Volunteer Program Social Networking CCSDTV-56 Websites

Annual surveys of Parents, Teachers, Students, and Administrators www.CCSDTitle1.org Surveys for State Report Card Session Evaluations

Ongoing Activities: School Climate &Home/School/Community Relations

District-wide character education program

Positive Behavior Intervention System (PBIS)

Alternative program, Alternatives to

suspension

Anti-Bully Task Force Outreach: Mentoring and Volunteering Examples: Lunch Buddies, Boys to Young Men to Men, Girls to Young Ladies

to Ladies,

and Principal for a Day Program

Hearing Officer

Thank you for your feedback!

Questions/Comments/Suggestions:Colleton County School District

213 N. Jefferies Blvd.843-782-4510 (phone)

843-549-2606 (fax)

CCSD Website: http://colletonsd.org Title I Website at www.ccsdtitle1.org