Pontiac Elementary School Strategic Plan 2018-2023 · STRATEGIC PLAN FOR: 2018-2023 (five years)...

Creating Joyful Leaders and Learners

Pontiac Elementary School

Strategic Plan

2018-2023

Dr. Katie Barber, Principal

500 Spears Creek Church Rd.

Elgin, SC 29045

803-699-2700

~Richland School District Two~

PONTIAC ELEMENTARY SCHOOL

Strategic Plan 2018-2023

TABLE OF CONTENTS

Section 1: Page School Renewal Plan Signature Page 3

Assurances for School Renewal Plan 4

Stakeholders Involvement for School Strategic Plan 6

Mission, Vision, Values, and Beliefs 7

Needs Assessment Data 8

Executive Summary of Needs Assessment Data Findings 15

Section 2:

Performance Goals and Action Plans 20

Learning 20

Character 24

Community 28

Joy 31

Section 3:

Read to Succeed Literacy Plan 34

SCHOOL STRATEGIC PLAN SIGNATURE PAGE

SCHOOL DISTRICT: Richland School District Two

SCHOOL: Pontiac Elementary School

500 Spears Creek Church Rd.

Elgin, SC 29045

803-699-2700 www.richland2.org/PE Phone Website

STRATEGIC PLAN FOR: 2018-2023 (five years)

Superintendent

Baron R. Davis, Ph.D.

Printed Name

Signature

[email protected]

Email

Date

Principal

Dr. Katie Barber

Printed Name

Signature

[email protected]

Email

Date

Chairperson, District Boar d of Trustees

Craig Plank

Printed Name

Signature

[email protected]

Email

Date

Chairperson, School Improvement Council

Evangelina Hemphill

Printed Name

Signature

Email

Date

Director of Planning

William C. Simon

Printed Name

Signature

[email protected]

Email

Date

School Read To Succeed Literacy Leadership Team Lead

Sonya Ramsue

Printed Name

Signature

[email protected]

Email

Date

The school renewal plan, or annual update, includes elements required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135)

(S.C. Code Ann. §59-139-10 et seq. (Supp. 2004)), the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §59-18-1300 et seq. (Supp. 2004)), and

SBE Regulation 43-261. The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the School

Improvement Council, and the School Read to Succeed Literacy Leadership team lead are affirmation of active participation of key stakeholders and alignment

with Act 135 and EAA

requirements.

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.

X 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).

X 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., afterschool homework help

centers, individual tutoring, and group remediation).

X 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.

X 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.

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

development, and classroom instruction to improve teaching and learning.

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

and accelerate the performance of all students.

X 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 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)

X 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.

X 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 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.

X 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.

X Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The school/district

ensures as much program effectiveness as possible by developing a district wide/school wide coordinated

effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start,

First Steps, Title I, and programs for students with disabilities.

Dr. Baron Davis

Superintendent’s Printed Name Superintendent’s Signature Date (for district and school plans)

Dr. Katie Barber

Principal’s Printed Name Principal’s Signature Date

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

PONTIAC ELEMENTARY SCHOOL 2018-2023

1. PRINCIPAL Dr. Katie Barber

2. TEACHER Ashley Saullo, DeAnna Savage, and Amanda Smith

3. PARENT/GUARDIAN Quinne Evans

4. COMMUNITY MEMBER Deborah DePaoli

5. SCHOOL IMPROVEMENT COUNCIL Evangelina Hemphill

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

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

POSITION NAME

Administrator Taurean Robinson

Administrator Jennifer Gillespie

Parent/SIC Member Sarah Venn

Parent/SIC Member Camia Gay

Parent/SIC Member Erin Glover

Parent/SIC Member Dorwoah Counts

Community Member/SIC Member Edward Griffin

Community Member/SIC Member Lydea Proctor

Teacher/Team Leader Michelle Hawkins

Teacher/Team Leader Ashley Saullo

Teacher/Team Leader Amanda Smith

Teacher/Team Leader DeAnna Savage

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=E&d=4002&s=081

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 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 375 31.7% 372 29.6% 363 54.3%

Ethnicity

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

Asian 11 36.4% 11 36.4% 16 43.8%

Black or African American 195 28.7% 182 29.1% 193 50.8%

Hispanic or Latino 55 36.4% 62 41.9% 51 72.5%

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

Two or More Races 13 15.4% 15 6.7% 17 64.7%

White 101 36.6% 101 25.7% 86 51.2%

Gender

Female 194 27.3% 195 28.2% 191 44.0%

Male 181 36.5% 177 31.1% 172 65.7%

Reading

All Students 377 45.6% 373 40.8% 364 56.3%

Ethnicity

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

Asian 11 36.4% 12 58.3% 16 68.8%




Two or More Races 13 38.5% 15 26.7% 17 58.8%

White 103 44.7% 101 50.5% 86 53.5%

Gender

Female 196 41.8% 197 40.6% 191 56.0%

Male 181 49.7% 176 40.9% 173 56.6%

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

Summative Assessment Data

South Carolina Kindergarten Readiness Assessment

Table 2 shows the percent of students demonstrating overall readiness and readiness in each of the domains

on the 2016-2017 South Carolina Kindergarten Readiness Assessment (KRA) by subgroup.

Table 2: Percent of students demonstrating readiness by subgroup

Subgroup Count Overall

Performance

Language &

Literacy Mathematics

Social

Foundations

Physical

Well-Being

and Motor

Development

All 103 52.4% 42.7% 40.8% 63.1% 64.1%

Gender

Female 41 61.0% 41.5% 36.6% 65.9% 75.6%

Male 62 46.8% 43.5% 43.5% 61.3% 56.5%

Ethnicity

Asian 1 -- -- -- -- --

Afr. American 60 51.7% 40.0% 38.3% 61.7% 63.3%

Hispanic 12 33.3% 25.0% 16.7% 66.7% 50.0%

White 26 61.5% 53.8% 46.2% 65.4% 73.1%

Other 4 -- -- -- -- --

Lunch Status

Free/Reduced 65 41.5% 33.8% 29.2% 58.5% 55.4%

Pay 38 71.1% 57.9% 60.5% 71.1% 78.9%

English Proficiency

LEP 6 0.0% 0.0% 0.0% 16.7% 16.7%

Non-LEP 97 55.7% 45.4% 43.3% 66.0% 67.0%

IEP Status

Non-Speech IEP 6 0.0% 0.0% 16.7% 0.0% 16.7%

No IEP 97 55.7% 45.4% 42.3% 67.0% 67.0%

Pre-Kindergarten

Head Start 8 37.5% 12.5% 25.0% 50.0% 50.0%

PreK* 66 60.6% 54.5% 47.0% 68.2% 72.7%

None 25 36.0% 20.0% 28.0% 56.0% 48.0%

Unknown 4 -- -- -- -- --


South Carolina READY

Tables 3.1 and 3.2 show the percent of students in grades 3 through 5 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 3.1: Percent of Students (3-5) Who Score Meets or Exceeds Expectations on SC Ready ELA by

Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 293 40.9% 297 38.7%

Gender

Male 143 30.1% 139 33.1%

Female 150 51.3% 157 44.0%

Ethnicity

Hispanic or Latino 46 34.8% 43 32.6%

American Indian or Alaska Native 0 -- 0 --

Asian 9 0.0% 14 0.0%

Black or African American 150 30.0% 154 26.0%

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

White 72 62.5% 70 60.0%

Two or more races 12 0.0% 15 0.0%

Disability

Disabled 27 3.7% 25 0.0%

Not Disabled 266 43.6% 272 41.2%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 293 40.9% 297 38.7%

English Proficiency

Limited English Proficient 27 0.0% 27 14.8%

Non-Limited English Proficient 266 44.0% 270 40.7%

Poverty

Students in Poverty (SIP) 153 29.4% 175 26.8%

Non-Students in Poverty (SIP) 132 54.6% 121 56.2%


Table 3.2: Percent of Students (3-5) Who Scored Meets or Exceeds Expectations on SC Ready Math by

Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 296 43.9% 298 47.0%

Gender

Male 146 37.7% 141 44.7%

Female 150 50.0% 157 49.0%

Ethnicity

Hispanic or Latino 48 39.6% 44 31.8%

American Indian or Alaska Native 0 -- 0 --

Asian 10 0.0% 14 0.0%

Black or African American 150 34.0% 155 32.9%

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

White 72 63.9% 70 75.7%

Two or more races 12 0.0% 15 0.0%

Disability

Disabled 27 7.4% 25 4.0%

Not Disabled 269 45.7% 273 49.8%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 296 43.9% 298 47.0%

English Proficiency

Limited English Proficient 30 23.3% 28 17.9%

Non-Limited English Proficient 266 45.1% 270 49.3%

Poverty

Students in Poverty (SIP) 154 33.8% 176 34.7%

Non-Students in Poverty (SIP) 132 56.8% 122 64.8%


SCPASS

Table 4.1: Percent of Students (4-5) Who Met or Exceeded Expectations on SCPASS Science by Subgroup

Subgroup 2015 2016 2017


All Students 211 70.1% 196 67.4% 188 42.0%

Gender

Male 106 68.8% 106 67.9% 96 37.5%

Female 101 72.3% 89 66.2% 92 46.8%

Ethnicity


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

Asian 5 -- 9 -- 8 --



White 63 79.4% 51 88.2% 36 72.2%

Two or more races 7 -- 7 -- 8 --

Disability

Disabled 18 5.5% 20 20.0% 21 --

Not Disabled 193 75.6% 176 72.1% 167 45.6%

English Proficiency

Limited English Proficient 17 35.3% 19 36.8% 23 30.5%

Non-Limited English Proficient 194 70.1% 177 67.8% 165 43.7%

Poverty

Students in Poverty (SIP) 114 57.9% 95 53.7% 110 31.8%

Non-Students in Poverty (SIP) 96 84.3% 96 82.2% 78 56.4%


Standards and Scale Changed for 2017

Table 4.2: Percent of Students (4-5) Who Met or Exceeded Expectations on SCPASS Social Studies by

Subgroup

Subgroup 2015 2016 2017


All Students 211 79.2% 197 79.2% 188 78.2%

Gender

Male 106 76.4% 107 78.5% 96 75.0%

Female 101 82.2% 89 79.8% 92 81.5%

Ethnicity


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

Asian 5 -- 9 -- 8 --



White 63 84.1% 51 88.2% 36 83.4%

Two or more races 7 -- 7 -- 8 --

Disability

Disabled 18 -- 21 23.8% 21 14.3%

Not Disabled 193 84.5% 176 84.7% 167 83.2%

English Proficiency

Limited English Proficient 17 35.3% 20 45.0% 23 60.9%

Non-Limited English Proficient 194 79.4% 177 79.7% 165 80.6%

Poverty

Students in Poverty (SIP) 114 69.3% 95 69.5% 110 72.7%

Non-Students in Poverty (SIP) 96 90.6% 96 89.6% 78 85.9%


School Climate

Table 5 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 5: School Climate Satisfaction by Teacher, Student and Parent groups for 2015-2017

2015 2016 2017

Count Percen

t Count

Percen

t Count

Percen

t

Satisfied with the Learning Environment

Teacher 48 92.0% 44 90.9% 46 95.7%

Student 98 94.0% 97 94.8% 95 90.5%

Parent 53 96.0% 23 91.3% 16 100.1

%

Satisfied with the Social and Physical

Environment

Teacher 48 86.0% 44 93.2% 46 84.8%

Student 98 83.0% 97 95.8% 95 90.4%

Parent 53 83.0% 23 87.0% 16 100.0

%

Satisfied with the School-Home Relations

Teacher 48 90.0% 44 90.9% 46 84.8%

Student 98 95.0% 97 86.0% 95 90.6%

Parent 53 87.0% 23 81.8% 16 80.0%

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/

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):

During the 2017 Fall Administration of the SC Kindergarten Readiness Assessment, 42.7% of our Kindergarten students

demonstrated readiness in the area of Language and Literacy. In the area of math, 40.8% of our students in Kindergarten

demonstrated readiness. Overall, our Kindergarten students showed 63.1% readiness in the area of Social Foundations

and 64.1% of students showed readiness when assessed in the area of Physical Well Being and Motor Development.

When looking closely at subgroups, our female kindergarten students showed a higher percentage of overall readiness

(61%) than our male students in kindergarten (46.8%). Only 33.8% of our Free/Reduced Lunch status students showed

readiness in the area of Language and Literacy in comparison to 71.1% of our students that are not identified by

Free/Reduced lunch status.

Elementary School (3-5)

SC Ready ELA scores show that 40.9% of students scored Meets or Exceeds Expectations in 2016 and that percentage

decreased in 2017 to 38.7%. Our female students outperformed our male students both in 2016 and 2017. Ethnicity

subgroups showed that White students outperformed other ethnic groups in 2016 and 2017. 30% of our African American

students in grades 3-5 scored Meets or Exceeds Expectations on SC Ready ELA in 2016 and only 26% of that subgroup

scored Meets or Exceeds Expectations on SC Ready ELA in 2017. Of our Hispanic population of students, 34.8% scored

Meets or Exceeds Expectations on SC Ready ELA in 2016 and 32.6% of the Hispanic subgroup scored Meets or Exceeds

Expectations on SC Ready ELA in 2017. Data shows that only 29.4% of Students in Poverty scored Meets or Exceeds

Expectations on SC Ready ELA in 2016 and 26.8% of those identified students scored Meets or Exceeds Expectations on

SC Ready ELA in 2017. In comparison, 54.6% of Non-Students in Poverty scored Meets or Exceeds Expectations on SC

Ready ELA in 2016 and 56.2% of those same identified subgroup of students scored Meets or Exceeds Expectations on

SC Ready ELA in 2017.

43.9% of students in grades 3-5 scored Meets or Exceeds Expectations on SC Ready Math in 2016 and that percentage

increased to 47% overall in 2017 on the same assessment. Subgroup data from SC Ready Math Needs Assessment shows

that 63.9% of white students scored Meets or Exceeds Expectations on SC Ready Math in 2016 and 75.7% of students in

those subgroups scored Meets or Exceeds Expectations in 2017 on the same assessment measure. Our African American

subgroup shows that of the 150 students identified, 34% of those students scored Meets or Exceeds on SC Ready Math in

2016 and 32.9% of students in the same subgroup scored Meets or Exceeds in 2017 on SC Ready Math.

On the 2017 SC PASS Social Studies assessment, 78.2% of students Met or Exceeded Expectations. This percentage

decreased slightly by 1% from the overall percentage in both 2015 and 2016. The Hispanic subgroup of students

performed well in 2016 with 84.6% of the students scoring Met or Exceeded Expectations and that number decreased to

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

58.1% in 2017. The African American subgroup showed that 76.2% of those identified students Met or Exceeded

Expectations on the 2017 SC PASS Social Studies assessment.

Our percentage of students who Met or Exceeded Expectations on SC PASS Science has decreased over the last three

years in nearly every subgroup. Our Hispanic subgroup showed 72% Met or Exceeded Expectations in 2015 while only

32% Met or Exceeded Expectations on this assessment in 2017. Similar percentages are vident for our African American

subgroup. Of our 102 students in this subgroup that were assessed in 2015, 61% of these students Met or Exceeded

Expectations on SC PASS while only 26.7% of these students Met or Exceeded Expectations in 2017. It is important to

note that Standards and Scale changed for 2017 on this assessment.

Middle School (6-8)

N/A

High School (9-12)

N/A

Teacher/Administrator Quality

At Pontiac Elementary we recruit and retain quality teachers in a variety ways. This year marks our 28th year as a

Professional Development School. In partnership with the University of South Carolina, we welcome student teachers

into our classrooms each year. These student-teachers are paired with a trained coaching teacher who guides them as they

begin their journey in the field of education. Currently there are 5 certified teachers on our staff who are former Pontiac

student teachers.

Our students receive quality instruction from a staff of highly qualified teachers. Currently, 71% of our teachers have an

advanced degree. Five of the teachers on our staff have received National Board Certification. Also, 70% of the certified

staff at Pontiac have taught for at least three years which shows a high retention of teachers.

We are excited about our continued investment in AVID. Our 3rd, 4th and 5th grade teachers are trained in AVID

Elementary. AVID Elementary supports AVID‘s mission to close the achievement gap by preparing all students for

college and career readiness. The teachers take a systematic approach through the use of WICOR and an explicit focus on

high expectations, rigor, and developing a college readiness culture within their grade levels. WICOR is an acronym for

strategies used in the AVID classrooms. These letters stand for Writing to learn, Inquiry, Collaboration, Organization,

and Reading to learn.

At Pontiac Elementary, teachers are given opportunities to attend professional development that will enhance instruction

and mold student leaders. Teachers have attended the Leader in Me Symposium, AVID Summer Institute, and American

Montessori Society. We require that teachers share their new learning in our school-wide professional development blog,

―Rainforest Reflections‖, so that teachers can gain from each other‘s experiences.

School Climate

Two years ago, we began our journey as a Leader in Me school. Stephen Covey‘s 7 Habits have given our students,

faculty, and staff members a common language. We offer professional development on the 7 Habits over the summer and

throughout the year. Leader in Me is helping us to create a joyful community of leaders and learners. We have a

collaborative Lighthouse Team that drives our efforts and ensures we are building sustainability for this environment for

years to come. Students and staff, alike, begin each day in Habit Huddle. This 20 minute block of time is aligned to the

Leader in Me and the 7 Habits. Students are recognized for modeling the 7 habits in their classrooms. Teachers celebrate

students quarterly at Pancakes with the Principal for demonstrating the 7 Habits, also. Through student leadership

notebooks and Wildly Important Goals, our students are empowered to track and measure their own learning.

Additionally, our students have many opportunities to serve as school leaders. Students apply for jobs that are of interest

to them and are interviewed by the school sponsor. Once accepted, students fulfill leadership jobs around the school

including but not limited to, Lost and Found, Student Lighthouse Team, Pledge Leader, and Safety Patrol. We even have

our very own school coffee shop, ―Wake Up Wednesdays‖, staffed by students! Teacher facilitated Action Teams

determine future needs of our school by creating Big Rocks, or priorities, around the areas of data, climate, students, and

community engagement. The 2017 Leader in Me survey results show that 79% of our students feel a sense of belonging

and engagement at Pontiac Elementary School The same survey indicates that 70% of our staff feel empowered, while

86% feel a sense of professional fulfillment.

We also believe in creating awareness of college and career opportunities through AVID. Each year our students

participate in a Career Day led by our Career Facilitator. Students in 3rd, 4th, and 5th grade travel to technical schools

and college campuses to learn more about career opportunities and college requirements. We recognize how meaningful

it is to celebrate our Pontiac alumni and offer a scholarship to a graduating senior in high school that attended Pontiac

Elementary. This is a wonderful way to demonstrate our school‘s commitment to college and careers. Each month we

celebrate College Colors Day to promote excitement about our future pathways!

At Pontiac we offer several school-wide experiences during the school year that expose students to the world around

them. Arts Day focuses on arts in education. During that day, our students are immersed in music, theater, and culture

from around the world. Understanding Others Day teaches our students tolerance and compassion for others. Among the

many activities we have that day, students are encouraged to take a pledge to show respect towards others who are not like

themselves. We are very excited about launching Project HOPE, a program that embraces leadership and helps us to

bridge the gap between our general education population and those students that are served in our self-contained special

education classrooms.

Perception data is very important way to gain insight from partners to understand and continue to enhance our climate.

Based on our 2017 climate survey data, the following trends were noted: · 80% of parents were satisfied with home-school relations · The percent of parents who were satisfied with the learning environment as well as the social and physical environment at our school increased over the last three years, with both areas reflecting 100.% satisfaction. · Our Teacher School Climate survey shows that 95% of teachers are satisfied with the learning environment, an increase from the previous consecutive years.

Overall, our stakeholders are satisfied with our school climate. We were pleased to see an increasing trends in satisfaction

in our learning, social, and physical environments from our parents. We will continue to work on strategies to improve

home-school relations and increase teacher and staff morale.

District Priorities

Richland School District Two continues to focus on the S.C. Profile of a Graduate and our Four Squares to Success —

Learning, Character, Community and Joy. Richland Two has adopted The 7 Mindsets as a district-wide approach to

character building, helping students take purposeful action toward growing into responsible adults who contribute to their

Community. Our Choice and Magnet programs continue to be attractive learning options. More than 6,000 applications

were submitted for those programs. RSD2 retained its accreditation for another five years following a three-day visit in

March 2017 by a team of AdvancED evaluators. The district met AdvancED‘s high standards in three areas: Teaching and

Learning; Capacity of Leadership; and Use of Resources. We have developed the R2 Parent Institute for Learning and

Engagement, as well as the Special Education Academy, and Military Families Advisory Group to better serve parents

and students. Students in middle and high school with military connections are receiving federal aid through grants to

increase academic outcomes in math and science and to increase social-emotional support for those who frequently

relocate and may have parents deployed overseas.

Gifted and Talented

ALERT is the Richland Two program for state identified gifted and talented students in grades second through fifth.

ALERT operates as a one-day-a-week pullout program. The program is organized into Primary ALERT serving grades

second and third, while Elementary ALERT serves fourth and fifth grades. Gifted and talented students are found within

all racial, ethnic, and socioeconomic groups. Identification is a multi-step process. The state of South Carolina has

established three dimensions as criteria for placement in the academically gifted program. Students must meet the

eligibility criteria in at least two of the three dimensions.

In 2nd and 3rd grade ALERT this year, we are launching a yearlong focus on the concept of Systems. With our first unit

of study, ―Investigating Crime Scenes,‖ students examine age-appropriate CSI topics. They participate in hands-on

forensic science lab experiments that provide both background research and crime fighting challenges. Students also

explore the ―Judicial Side‖ as they see how forensic evidence is used in court.

The associated hands-on field studies involve day visits to a crime scene created by the Richland County Forensic Team

and a trip to the Richland County Judicial Center for a mock trial.

Learning how to process and analyze evidence provide students with the skills needed for our next unit, ―Environmental

Detectives.‖ A mysterious fish kill becomes an environmental crime that requires the expertise of ALERT detectives to

use not only their scientific knowledge, but also their critical thinking skills as they investigate the cause of this

crime. The associated field study for this unit of study is an extended day study to Jones Gap State Park.

A continued emphasis on developing a Growth Mindset and positive Habits of Mind underlies classroom activities as we

work to equip students for success.

The gifted Mentoring Mathematical Minds (M³) unit selected to accompany our units, ―Digging for Data,‖ students

―explore the world of a research scientist and learn how gathering, representing and analyzing data are the essence of good

research.‖

This year, ALERT students in 4th and 5th grade explore the overarching theme of CHANGE. Central themes of

Preservation Versus Progress, Sustainable Living, and Adaptive Reuse connect our two units, Humanity‘s Habitat and

Nature‘s Habitat.

The adventure begins with students examining their world through the lens of architecture. Each student learn about

architectural styles, blueprints, scale, and measurement as they construct scale model houses. We teach students to think

like architects.

With our second unit of study, Nature‘s Habitat, students investigate conflicts of interest, critical stakeholders, and the

difficult choices that environmental planning requires for preserving or developing South Carolina. This problem-based

learning unit moves us from a concentration on the built environment to the natural environment as students identify and

work with issues of significance.

Fostering a Growth Mindset is central to all of our ALERT units of study. We want students to understand the importance

of effective effort and dealing with failure and challenges.

Art Costa‘s sixteen Habits of Mind are woven through all that we do and are essential to cultivating a Growth

Mindset. Habits of Mind develop critical thinkers and help us to become lifelong learners. These are what intelligent,

successful people do when confronted with new situations, challenges and/or problems.

For our math component we are using a unit called ‗Getting Into Shapes!‘ from Mentoring Mathematical Minds (M³).

Students apply the math central to architecture as they work with shapes, measurement, and scale.

ALERT teachers use Nearpod to organize classroom learning in an interactive online form. It also allows students to

proceed at their own pace through an assignment or topic resulting in a more individualized experience for students.

http://nearpod.com/

LEARNING: Learning is the cornerstone on which all that we do in Richland Two is built. In our innovative learning environments,

all partners acquire knowledge and skills through quality instruction and engaging experiences. Character, Community and Joy help to support this key square.

Achievement Goal: Using baseline data obtained from 2016-2017 SC READY and SCPASS, Pontiac Elementary will work to ensure

students’ academic success by increasing academic achievement in all areas by 2% each year as evidenced by State testing.

Student Outcome Our students will meet of exceed normed scores and will develop overall academic success on all key measures in ELA, Math, Science, and Social Studies.

Staff Outcome Our staff participate in ongoing, relevant professional learning experiences.

Community Outcome

We partner with community members to provide enriched real-world learning opportunities.

Strategy Action Steps Timeline Responsibility Measure of Progress

Cost and Funding Source

Accountability (Evidence)

Use Tier 1 differentiated instruction, along with pacing guides and unit curriculum maps, and common assessments

in all subject areas aligned with State

Standards.

2018-2023

Classroom teachers, administration, reading

coach, TLC, District Teaching and Learning,

and students.

Alignment of documents with

standards, curriculum maps,

and common assessments to evaluate rigor

No Cost

No funding source necessary

Administrative classroom

walkthroughs, Project based learning units,

Student work samples, Curriculum maps,

Lesson plans

Provide LLI curriculum for ELA/reading interventions for students <25%

2018-2023

RTI Interventionists, Administration, IAT,

Teacher, School Counselor

Growth on Easy CBM data

Discretionary Funds Fall, winter and spring

benchmark reports

Provide Number Wolds for math interventions

for students <25%

2018-2023

RTI Interventionists, Administration, IAT,

Teacher, School

Growth on Easy CBM data

Discretionary Funds Fall, winter and spring

benchmark reports

Counselor

Community members align their expertise within their individual careers to academic standards with guest speakers, shadowing

opportunities, and field studies.

2018-2023

Administration, School Improvement Council,

Community Action Team, Classroom Teachers, PTO, Martha Jones of

Community Partnerships, and military

Increase in students’ science and social studies SCPASS scores

PTO Fundraisers, General

Budget

Field Studies, SIC Agendas, Guest

Speaker Presentation, PTO Notes,

Community Action Team Notes

Talent Goal: By the end of 2023, Pontiac Elementary School will work to enable an atmosphere of collaboration, trust, and leadership,

as well as, boost teacher quality, by ensuring that 100% of certified staff have both observed and been observed by a fellow Pontiac teacher.

Student Outcome Our students take the initiative to seek out student leadership roles.

Staff Outcome Our staff model leadership by sharing their instructional talents with fellow teachers.

Community Outcome Community members model leadership by sharing their talents with students and staff.

Strategy Action Steps Timeline Responsibility Measure of Progress Cost and Funding Source


Students will apply for a leadership role based on their individual interests.

2018-2023

Student Sponsor Action Team, students,

teachers, and parents

Students will hold a leadership job within Pontiac at least once

during each school year

No Cost

No Funding source

necessary

Leadership Job Chart, Leader Board, Leadership

Applications, Student Sponsor Action Team

Notes, Parent Newsletter

Certified staff will create a student leadership job

around a personal interest that supports Pontiac Elementary.

2018-2023

Certified Staff, Student Sponsor Action Team,

and Administration

Certified staff members will sponsor a student

leadership job

No Cost

No funding source

necessary

Leadership job chart, Leadership Application, Student Sponsor Action

Team Notes

Certified Staff will develop individual instructional WIGs.

2018-2023

Certified Staff, Administration

WIG Scoreboard

No Cost

No funding source

necessary

WIG Scoreboard, Peer Observation Reflection

Administration will partner teachers based on best practices and

instructional WIG needs.

2018-2023

Certified Staff, Administration

Administration Accountability partner

No Cost

No funding source

necessary

Peer Observation Reflection,

Walk-throughs

Community partnerships provide incentives for

student leadership recognition.

2018-2023

Community Action Team, Administration, and Martha Jones of

Community Partnerships, SIC

Student leadership recognition programs

during the school year will offer community

partnership incentives to students

No cost

No funding source

necessary

Community Action Team Notes, SIC Notes

Culture/Environment Goal: Pontiac Elementary will nurture meaningful relationships with all partners to ensure that communication

and collaboration result in success for all students.

Student Outcome Students feel a sense of responsibility for their own academic success.

Staff Outcome Staff members use home/school relationships to support student success.

Community Outcome Partners have a voice in the decision-making process at Pontiac Elementary.



Students utilize data notebooks to track their academic progress and Wildly Important Goals

(WIGs).

2018-2023

Students, Teachers, Administration, Data

Action Team

Students will maintain a data notebook from

kindergarten through 5th grade

No cost.

No funding source

necessary

Student Data notebooks, WIGs

Staff will facilitate student-led academic

conferences once a year.

2018-2023

Teachers, Students, Parents, Administration,

Leader in Me Action Teams

Conferences will be student-led

No cost

No funding source

necessary

Data notebooks, Conference Sign-In Sheets, Student-Led Conference Agenda

Community partnerships will enhance classroom

experiences.

2018-2023

Administration, SIC, Teachers, Community

Members

Each grade level will secure a minimum of one

community partnership each year to enhance classroom

experiences

No cost

No funding source

necessary

Grade Level Team Meeting notes, field

experiences

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: Using baseline data obtained from 2017 Leader In Me Survey, Pontiac Elementary will encourage students, staff,

and families to demonstrate a high level of ethical character within and outside of the Pontiac Elementary community as measured by an increase of 2% each year.

Student Strand: Student Leadership

Staff Strand: Supportive Environment Community/Family Strand: Family Involvement

Student Outcome Students seek out opportunities to serve our community.

Staff Outcome Staff seek out meaningful opportunities for students to serve our community.

Community Outcome Stakeholders provide meaningful opportunities for students to serve.



The Student Lighthouse Team leads meaningful

community service projects inside and outside of school.

2018-2023

Student Lighthouse Team, Student

Lighthouse Team Sponsors

The Student Lighthouse Team will lead two

purposeful community service projects each year

No cost

No funding source

necessary

Student Lighthouse Team Meeting

Notes

Teachers will identify students to serve as

community ambassadors based on their individual

strengths.

2018-2023

Teachers, Student Sponsor Action Teams

Classrooms will have a student community

ambassador

No cost

No funding source

necessary

Interview process, photographs,

Student Community Ambassador Roster

School Improvement Council will secure community

2018-2023

Parent Community Action Team, SIC,

Reciprocated community partnerships will increase

No cost

Leadership Roles documented in

partnerships that share in the school vision.

Administration by one yearly No funding source

necessary

Leadership Notebooks, SIC

minutes

Talent Goal: Pontiac Elementary will inspire each individual to discover their strengths and talents.

Student Outcome Students recognize and are confident in their own abilities.

Staff Outcome A sense of collaboration and shared leadership is exhibited among the staff.

Community Outcome Community members’ strengths and talents are utilized to ensure student success.




Students will choose a personal WIG in an effort

to strengthen their character.

2018-2023

Teachers, students, Data Action Team

Students will develop a personal WIG

No cost

No funding source

necessary

Personal WIG in Leadership Notebook in

goal setting section, student scoreboard

Certified staff will choose and participate on an action team based on

their strengths.

2018-2023

Certified Staff, Lighthouse Team, Administration

Certified staff will participate on an

action team

No cost

No funding source

necessary

Action Team Minutes, Action Team Roster

All faculty and staff members will partner with classrooms to enhance

our Habit Huddles.

2018-2023

Classroom teachers, administration, support

staff, parents, community members

Classrooms have two or more adults

supporting Habit Huddle daily

No cost

No funding source

necessary

Habit Huddle Team Roster

Culture/Environment Goal: Pontiac Elementary will create a community of joyful leaders where each member feels valued.

Student Outcome Students, 3K to fifth, live the 7 Habits.

Staff Outcome Our staff participate in continuous Leader In Me training and model the 7 Habits.

Community Outcome Partners support and provide incentives recognizing positive student leadership.

Strategy Action Steps

Timeline Responsibility Measure of Progress Cost and Funding Source


Students will be recognized for

demonstrating the 7 Habits.

2018-2023

Students, Staff, Administration.

Students will be recognized at least once per year for

demonstrating good character

Cost: TBD

Funding sources to

include:

PTO

General Fund

ASAP account

Pancakes with Principal, Birdcage, Leader in Me Tickets, Celebration Section in Leadership Notebook,

News Show Recognition, Classroom Recognition

Staff will attend Leader in Me professional

development.

2018-2023

Administration, Staff

Certified staff will receive ongoing Leader

in Me professional development

Cost: TBD

Funding source:

Professional Development

311

Leader in Me training sign in sheet, staff meeting agendas (7

minutes of 7 habits)

Staff will seek community

partnerships to reward student

leaders.

2018-2023

Community Action Team,

Administration, SIC, PTO

Students who are celebrated for student

leadership will receive a community incentive

No cost

No funding source

necessary

Community Incentives, Community Action Team Notes,

Student Celebration Page in Leadership Notebook

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: Pontiac Elementary will create an environment of shared experiences and collaboration with all partners.

Student Outcome Students participate in meaningful and relevant community service projects that provide opportunities to expand their learning and support the Pontiac community.

Staff Outcome Staff participate in meaningful and relevant community service projects that provide opportunities to expand their learning and support the Pontiac community.

Community Outcome

Community members collaborate to provide opportunities for students to serve in meaningful and relevant projects.



Students will participate in at least one service learning project per

year.

2018-2023

Administration, Teachers, Student Lighthouse Team, Community Actions Team,

Students, Stakeholders

Students will participate in a service

learning project per year

No cost

No funding source

necessary

Promotion of service learning project, service

project reflection in Leadership Notebook

Staff will sponsor at least one service

learning project per year.

2018-2023

Administration, Club Sponsors, Community Action Team, Events Action Team

Certified staff will sponsor a service

learning project each year

No cost

No funding source

necessary

Covey club minutes, covey club roster

Community members will be invited to partner in at least one service learning project per

year.

2018-2023

Stakeholders, Administration, Club

Sponsors, Community Action Team, Events Action Team

Community members will be invited to

partner in service learning opportunities

No cost

No funding source

necessary

Letter, Community Service Binder

Talent Goal: Pontiac Elementary will utilize the unique backgrounds and expertise of our stakeholders to enhance teaching and

learning.

Student Outcome Students interact with stakeholders to enhance their learning.

Staff Outcome Staff seek partnerships with stakeholders to help students identify their own personal pathways.

Community Outcome Community members partner with Pontiac to enhance teaching and learning.



Students will participate in Pontiac’s Career Day.

2018-2023

Stakeholders, Administrators, Teachers,

Events Action Team, Community Action Team

Students will participate in Career Day

No cost

No funding source

necessary

Student interview sheet (Grades 3 - 5), Career bingo (Grades K - 2)

Grade-Levels will seek partnerships with

stakeholders to share careers and provide

exposure to students.

2018-2023

Teachers, Community members, Administration, Community Action Team

Grade levels will invite community partners to

share careers and provide exposure to

students

No cost

No funding source

necessary

Lobby Guard, Field Study approval sheet

Community members will be invited to share their

2018-2023

Stakeholders, Teachers, Events Action Team,

Community members will be invited to

No cost

Lobby Guard

profession to provide student exposure to

different careers.

Community Action Team, Administration

enhance teaching and learning

No funding source

necessary

Culture/Environment Goal: Pontiac Elementary will promote an inclusive and collaborative climate.

Student Outcome Every student is a valued member of the Pontiac family.

Staff Outcome Every staff member is a valued member of the Pontiac family.

Community Outcome Stakeholders are valued members of the Pontiac family.




All students will participate in a minute

meeting.

2018-2023

Teachers, administration, school counselor, school

nurse, social worker

Students will participate in a minute meeting

No cost

No funding source

necessary

5th grade student climate survey, Minute Meetings with

school counselor

Team building events will be offered off

campus at least twice a year.

2018-2023

Culture/climate action team, Events action team, administration, staff

Saff will participate in team

building events

Cost TBD

Funding source: ASAP

account PTO

School calendar, climate survey, flyers, percentage of staff that participate, sign in

sheets, budget

All participating stakeholders will be

2018-2023

Events action team, student lighthouse team, community

Participating stakeholders will

Cost TBD

Invitations, sign in sheets, action team notes, community

recognized for their contributions.

action team, administration, staff

be recognized Funding source:

General fund

PTO

service binder, participant recognition event

JOY: What is success without celebration? We value the practice of honoring our accomplishments. Sharing in the joy 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: Pontiac Elementary will celebrate academic growth.

Student Outcome Students celebrate and recognize personal academic growth and achievement.

Staff Outcome All staff are recognized for demonstrating academic growth and excellence.

Community Outcome Community members participate in celebrations of academic growth.




Students will develop and track an academic WIG.

2018-2023

Teachers, student, data action team

Students will develop an

academic WIG

No Cost

No funding source

necessary

Academic WIG in Leadership Notebook in goal setting section,

student scoreboard

Administration will celebrate teachers for continued education.

2018-2023

Administration

Teachers who seek continuing education

will be recognized

Cost: TBD

Funding Source:

General fund

Professional Development/Continuing

Education Yearly Certificate

Invitations will be sent to community partnerships

to attend academic celebrations.

2018-2023

Community Action Team,

administration, SIC, PTO

Community partners will be invited to all

academic celebrations

No Cost

No funding source

necessary

Invitations

Talent Goal: Pontiac Elementary will honor the voice of each individual.

Student Outcome Students showcase their individual strengths.

Staff Outcome Staff showcase their individual strengths.

Community Outcome Stakeholders are encouraged to share personal experiences and strengths.



Students will select a Covey Club based on their

interests.

2018-2023

Student Sponsor Action Team, Club Sponsors,

Administration

Students will participate in a Covey Club

No Cost

No funding source

necessary

Covey Club Rosters

Staff will sponsor a Covey Club based on their personal interests.

2018-2023

Student Sponsor Action Team, Club Sponsors,

Administration

Staff will sponsor a Covey Club

No Cost

No funding source

necessary

Covey Club Rosters

Community stakeholders will support and/or sponsor

a Covey Club.

2018-2023

Community Action Team, SIC, Club Sponsors, Community Partners

Community partners will be invited to participate

in Covey Clubs

No Cost

No funding source

necessary

Invitations

Culture/Environment Goal: Pontiac Elementary will create an environment that celebrates the diversity of leaders and learners.

Student Outcome Learners demonstrate empathy, appreciation, and respect for differences in others.

Staff Outcome Our staff participate and practice in a culturally responsive environment.

Community Outcome Opportunities are created for stakeholders to share diverse experiences.



Students will nominate others who are living the

7 Habits.

2018-2023

Staff, Administration, Student Lighthouse Team, Students

Community Action Team, Student Sponsor Team

Students will have a quarterly vote in

student leadership awards

No Cost

No funding source

necessary

Leadership Notebook Celebrations Section

Staff will plan experiences that

promote diversity and inclusiveness.

2018-2023

Staff, Community Action Team, Events Action Team

Certified staff will serve on an action team that plays a role in planning these experiences for

our students

Cost TBD

Funding Source: General

Fund

Understanding Others Day, Arts Day, End Racism Day, Black

History Month

Community partners will participate in hosting a

school-wide multicultural day, during the school

day.

2018-2023

Administration, Staff, Student Lighthouse Team, Students,

Community Action Team, PTO, SIC, Events Action Team,

Parents, Community Partners

Community partners will be invited to participate in the

multicultural event hosted at Pontiac

Cost TBD

Funding Source: General

Fund

Invitations

South Carolina Department of Education

Office of Early Learning and Literacy

Read to Succeed Primary and Elementary Exemplary Literacy Reflection Tool

A. This school documents and monitors the reading and writing assessment and instruction planned for all prekindergarten through fifth grade students

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

Summative Assessment SC Ready, MAP

Formative Assessment Fountas and Pinnell, DRA, Dominie Star Reading 4K Assessments: PALS, Gold, MyIgGDIs

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

Documentation of Data

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

assessment system. □ □ X Data Notebooks, MAP goal setting, Data Conferences, Reading Logs, Quick

Writes, Assessment Audits, Exit Slips, Pre/Post Tests, SLO‘s, Reading A-Z,

LLI, DRA, District Writing Assessments, MAP Testing, Team Collaboration

Meetings, Action Teams (Leader in Me) A2. Teachers make instructional decisions for

students based on data. □ □ X

A3. Teachers work together in teams to

collect and analyze data, establish goals and

look-fors for students, and create action plans

for students

□ □ X

A4. Teachers collect and analyze data to

determine targeted, effective in-class

intervention.

□ □ X

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

school day and, as appropriate, before or after school in book clubs, through a summer reading camp, or both.

Lenses of Assessment Assessing for Supplemental Instruction

Reading Process Small Group and Individual

Rarely Sometimes Routinely Possible Sources of Evidence:

B1. Teachers notice, teach, and prompt for use of

strategic reading behaviors.

□ □ X Lesson Plans, MAP goal setting, Reading books on

Lexile level, Guided reading groups, Balanced Literacy

Framework, Classroom W.I.G.S., Lead Measures

Tracking, Teacher Anecdotal Notes, Small Group

Instruction

B2. Teachers and students collaborate to set measurable

short term goals aimed at growing students‘ reading

behaviors and make strategic plans outlining how these

goals will be accomplished.

□ □ X

B3. Teachers provide targeted, effective in-class

intervention which -must provide individual and small-group instruction; and -must be 30 minutes in addition to 90 minutes of daily

reading and writing instruction.

□ X □

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

Lenses of Assessment Assessing for Family Support of Literacy Development


C1. Teachers provide opportunities for parent

involvement with literacy development including

parent workshops, parent conferences, and newsletters.

□ □ X Family Literacy Night Sign-in Sheets, Newsletters,

Blackboard Emails, Parent Teacher Conferences,

Richland County Library Partnership, Student Showcases

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

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

Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading Process, Time to read w/

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

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

Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning Standards for 4K

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

focused so that students practice new behaviors and

processes by reading and writing authentic texts for

the majority of the instructional time.

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

Reading Groups, Close Reads, AVID Elementary

Weekly, Reading/Writing Workshop, Open Court, Lucy

Calkins Units of Study D2. Teachers monitor student engagement in reading

and writing and use this data to confer with students. □ □ X

D3. Teachers use shared reading experiences (literary

texts and informational texts) to scaffold success and

build fluency.

□ □ X

D4. Teachers use shared writing experiences to

scaffold student success and build fluency. X

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

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

Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading Instruction, Reading Process, Time to read w/

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

a system for collecting this data Research Workshop: Mini lesson, Time to construct knowledge through reading and writing w/conferring and using a system for collecting this data Integration of Disciplinary Literacy Standards: South Carolina College and Career Ready Standards, Early Learning Standards for 4K

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

in how to independently use strategies to

construct meaning and monitor deep

understandings using challenging texts.

□ □ X Teacher Observations, Schedules, Lesson Plans, Guided Reading

Groups, Close Reads, AVID Elementary

Weekly, Reading/Writing Workshop, Independent Reading,

Student Led Presentations, Coaching Cycles, Co-Teaching with

Literacy Coach, Modeled Lessons

D6. Teachers facilitate interactions so that

students are productively and actively engaged in

constructing meaning by reading, writing,

listening, speaking, and inquiring.

□ □ X

D7. Teachers provide opportunities for students

to develop deep conceptual knowledge in a

discipline by using the habits of reading, writing,

talking, and thinking, which that discipline values

and uses. (McConachie et.al, 2006)

□ X □

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

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

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

Reading Workshop: Read Aloud, Shared Reading Experience, Independent

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

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

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

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

and writing w/conferring and using a system for collecting this data Integration of Disciplinary Literacy

Standards: South Carolina College and Career Ready Standards, Early Learning

Standards for 4K

Lesson Plans, PD Sessions with District Teaching and Learning

Department, Observations, Walk-throughs

Rarely Sometimes Routinely

D8. Teachers use the South Carolina College and

Career Ready Standards when planning

instruction.

□ □ X

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

reading levels to match the reading levels of students.

Lenses of Assessment Assessing for Reading Engagement:

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

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

what they read, write, and research. □ □ X Master Schedule Provide Required Time for Reading Instruction,

Community Meetings, Classroom Procedures, Partnerships with

Community Increase the Variety of Texts Provided to Students,

Classroom Library Inventories, Photos of Classroom Libraries, Student

Interest Surveys

E2. Teachers monitor reading and writing

engagement and use that data to conference

with students when needed to increase

reading and writing volume.

□ X □

E3. Teachers reflect on and eliminate

activities that interfere with text reading and

□ □ X

writing.

E4. Teachers establish and directly teach

routines and procedures, so that students

know what to do in order to maximize time.

□ □ X

E5. Teachers ensure there are ample texts

(both informational and literary) and other

materials available in their classrooms.

□ □ X

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

Lenses of Assessment Assessing for Professional Development

Literacy Competencies for PreK-5th Grade Teachers Literacy Competencies for Administrators South Carolina College and Career Ready Standards Standards for Professional Learning Early Learning Standards for 4K

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

opportunities based on data through Study groups Collaboration with school coach Book clubs Teacher action research Collaborative planning Peer coaching

□ □ x Co-Teaching Lessons with Reading Coach, Book Club

Opportunities Offered, Reading Coach Newsletter,

Collaborative Planning Offered for Teams, Principal Attends

Book Club, Teacher Book Clubs (Grades 2-5)

F2. Administrators participate in professional learning

opportunities within and outside the school based on

personal needs and/or school-wide data Study groups Collaboration with school coach Book Clubs

□ □ x

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

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

Lenses of Assessment Assessing for Literacy Partnerships


G1. Teachers and/or schools participate in

strategically planned and developed

□ □ X Subaru Partnership Provides Books for Students, Verizon,

Midlands Reading Consortium Partnership Allows Volunteers to

partnerships in order to promote reading and

writing.

County libraries are used to increase

the volume of reading in the

community over the summer State and local arts organizations Volunteers Social service organizations School media specialists

Read With Students, Students Sent to District Summer Reading

Camp, Reading with the Fireflies and Gamecocks, SIC Reading

Initiatives

G2. Specific actions are taken to foster

partnerships.

□ □ X

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

Lenses of Assessment Assessing for Inquiry-based Learning:

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


H1. Teachers use predictable structures

(Immersion, Investigation, Coalescing, and

Going Public) so that students construct

knowledge by reading and writing authentic

texts for the majority of the instructional

time.

□ X □ Schedules Allow for 90 Minutes of Reading Instruction, Lesson

Plans Referencing the Inquiry Standards, Black History Research

Projects, Integration of Science and Social Studies Standards into

Reading Instruction, Balanced Literacy Model, Montessori Work

Time, District Level Content Specialist/Teacher Meetings, Writing

in global arts classes

H2. Teachers integrate content-specific

reading, writing, and researching into ELA in

order to provide the authentic experiences

necessary to become proficient researchers

and readers and writers.

□ □ X

H3. Teachers provide large blocks of time for

instruction and practice in order for students

to sustain work on reading, writing, and

researching.

□ □ X

H4. Teachers ensure text and materials are

organized and easily accessible by students.

□ □ X Teacher Libraries Present in All Classrooms, Tips Offered by Literacy

Team for Organization

H5. Teachers ensure texts and other materials

are appropriate for the readers and writers in

their classrooms.

□ □ X Lexiles Listed on Texts in Media Center, Teacher Meeting with Students

to Discuss Lexiles

H6. Teachers prominently display artifacts

reflective of student learning.

□ □ X Teachers Display Student Work in Hallways and on Social Media, W.I.G.

Data Hallway Displays, Teacher posts on Twitter

Strengths Possibilities for Growth

90 Minute ELA Block – In the past we have not always had this built into our

schedule. Administration worked with grade level team leaders to ensure that

the proper amount of time was allotted for ELA instruction for each grade

level.

ELA Professional Development – Throughout the school year, several

professional development opportunities for teachers to work on reading/writing

instruction. These sessions have been led by teachers and district level

personnel. We have offered sessions where teachers leave with strategies to

incorporate in the classroom with students.

Community Partnerships – We currently have partnerships with the

University of South Carolina, Verizon, MRC, and Subaru. This school year we

have also added Richland County Public Library and Burlington Coat

Factory. Each partnership supports reading instruction at our school by either

providing texts, or allowing volunteers to read with our students.

Resources – Our school has a wealth of resources in both informational and

literary texts. We have a classroom where teachers can come to check out class

sets of texts to aid instruction.

Parental Involvement in Literacy – This year we hosted student showcases

to highlight student work including the area of literacy. In addition, we hosted

a family night at Richland County Public Library.

Use of Open Court in Kindergarten -- The new implementation of Open

Court has strengthened our phonics instruction, providing foundational skills

for future literacy growth. It has also strengthened the students‘ ability to blend

words independently during writing workshop. The resources offered by this

Reading/Writing Across Content Areas – After going through the

reflection tool, we noticed that not all grade levels are incorporating

reading and writing across all content areas.

Classroom Libraries – All teachers have classroom

libraries. However, they may all be set up in different ways or may

not be easily accessible to all students. Our intent is to balance the

amount of informational and literary texts to support our school-

wide goal and district recommendation.

Quality of Work in Hallways – Though we have an abundance of

work on display in our hallways, it may not always show the best

our students are capable of exhibiting.

Critical Thinking – We need to encourage teachers to offer more

opportunities for critical thinking during instruction.

Text Dependent Analysis (TDA) -- Despite ongoing efforts, we

are still working to improve our TDA scores.

Lucy Calkins Units Used with Fidelity-- Teachers need guidance

on how to implement this into their daily literacy block while

maintaining a balanced literacy model.

program have supported our district‘s balanced literacy model.

Leader in Me Mentor Texts -- Leader in Me libraries were purchased and

provided to every grade level to support our school‘s vision and beliefs. These

books are used to teach the 7 Habits in addition to strategies for analyzing

texts.

Goals and Action Steps Based on Analysis of Data Goal #1: Pontiac Elementary School will implement a school-wide system for organizing

and utilizing K-5 classroom libraries during the 2018-2019 school year using

clearly defined guidelines from High Progress Literacy Classrooms and South

Carolina’s Read to Succeed Act so that our students are exposed to a variety of

texts.

Action Steps: -Provide strategies for teacher on ways to organize classroom

libraries (Lexile, Author, Genre) -Teachers organize materials so that students are able to

independently access and find books. -Allow students to work with the teacher on how to organize and

manage the library. Books should have a manageable organizational

system. They should also be interesting and engaging for readers. -Ensure that classroom libraries have a variety of literary and

informational texts in a variety of genres and formats including

multimedia. -Provide an abundance of appropriately challenging books to all

readers, paying special attention to texts for struggling readers and

readers above grade level.

Goal #2: By the end of the 2018-2019 school year, all students in grades K-5 will be able to

show evidence of the ability to write texts for a variety of purposes while

incorporating the modes of argumentative/opinion, explanatory, and narrative

writing as measured by Lucy Calkins Writing Pathways Performance

Assessments and Learning Progressions.

Action Steps: -During the ELA block, provide explicit, whole-group instruction in

the writing process and give students time to apply learning. -Continue to have the Teaching and Learning Department and

Reading Coach offer professional development in modeling think -

alouds, close reading, text analysis, and TDA writing instruction. -Use evidence based questioning that will require students to move

beyond basic recall and move them toward questions where they will

have to revisit the text often for evidence. -Track students’ progress by using SC Ready/District Writing

Assessments -The Literacy Team will develop a school-wide system for collecting

and analyzing students’ writing in grades K - 5. Purchase Writing Pathways teacher resource manual for all teachers

in grades K - 5. Goal #3: K- 5 teachers will collect and analyze student writing data to determine best

practice strategies and targeted intervention as measured by Lucy Calkins

Assessment Based Instruction and Units of Study during the 2018-2019 school

year.

Action Steps: -Provide professional development that supports K - 5 teachers in

implementing Lucy Calkins units of study with fidelity.

-Provide explicit instruction in opinion/argument, information, and

narrative writing to students and daily opportunities for practice.

-Implement ‘learning walks’ by allowing teachers to visit model

classrooms/schools for professional development and teacher

collaboration.

-Utilize Lucy Calkins online resources to support classroom

instruction

Analysis of Data References

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

64(2),8-14.

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