b - Greenville County School District

SIMPSONVILLE ELEMENTARY SCHOOL

AT MORTON PLACE Mrs. Jan James, Principal

SCHOOL DISTRICT OF GREENVILLE COUNTY Mr. W. Burke Royster, Superintendent

STRATEGIC PLAN

2013-14 THROUGH 2017-18

200 Morton Avenue

Simpsonville, SC 29681

864-355-8300

http://www.greenville.k12.sc.us/simville/

Kindergarten through 5th Grade

2

SCHOOL RENEWAL PLAN COVER PAGE

School: Simpsonville Elementary School

School District: Greenville County Schools

School Renewal Plan for Years: 2013-14 through 2017-18 (five years)

School Renewal Annual Update for: 2013-14 (one year)

Assurances

The school renewal plan, or annual update of the of the school renewal plan, includes

components required by the Early Childhood Development and Academic Assistance Act of

1993 (Act 135) and the Education Accountability Act of 1998 (EAA) (S.C. Code Ann.

§§59-18-1300 and 59-139-10 et seq. (Supp. 2004)). The signatures of the chairperson of

the board of trustees, the superintendent, the principal, and the chairperson of the School

Improvement Council are affirmation of active participation of key stakeholders and

alignment with Act 135 and EAA requirements.

Chairperson, Board of Trustees

Mr. Charles J. Saylors ___ ____________________ _______________

Printed Name Signature Date

Superintendent

Mr. W. Burke Royster ___ ____________________ _______________


Chairperson, School Improvement Council

Mrs. Sandra Lane ______ ____________________


School Principal

Mrs. Jan H. James ______ ____________________ _______________


School Address 200 Morton Avenue, Simpsonville, SC 29681 _______________

School’s Telephone (864) 355-8300

Principal’s E-Mail Address: [email protected]

mailto:[email protected]

SCHOOL NAME Simpsonville Elementary __

3

STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS

List the names of persons who were involved in the development of the

school renewal plan. A participant for each numbered category is required.

Position Name

1. Principal Jan H. James ______________

2. Teacher David Janiskee ____________

3. Parent/Guardian Beth White _______________

4. Community Member Peter Bergstrom ___________

5. School Improvement Council Garrick Smith______________

6. Others* (May include school board members, administrators

School Improvement Council members, students, PTO members, agency representatives, university partners,

etc.)

Position Name

Assistant Principal ____ Jackie Earle

Parent/Teacher ______ Sally Given

Parent/Teacher ______ Antoinette Boller

Parent/Teacher ______ Angela Watts

Instructional Coach ___ Shay Willimon

Parent/Teaching Assistant Patricia Idarraga

P.T.A. President ______ Dixie Nance

* 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.


4

ASSURANCES FOR SCHOOL RENEWAL PLANS (Mandated Component)

Act 135 Assurances

Assurances, checked and signed by the principal, attest that the district complies with all

applicable Act 135 requirements.

Academic Assistance, PreK–3

The school 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 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 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 provides staff development training for teachers and administrators in

the teaching techniques and strategies needed to implement the 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 integrates technology into professional development, curriculum

development, and classroom instruction to improve teaching and learning.

Recruitment

The district makes special and intensive efforts to recruit and give priority to

serving those parents or guardians of children, ages 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): Educational level of parent below high school

graduation, 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.


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Collaboration

The school (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 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 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, although they may be housed at locations with other

grade levels or completely separate from schools.

Developmentally Appropriate Curriculum for PreK–3

The school ensures that the scope and sequence of the curriculum for PreK-3 are

appropriate for the maturation levels of students. Instructional practices

accommodate individual differences in maturation level and take into account the

student's social and cultural context.

Parenting and Family Literacy

The school provides a four component program that integrates all of the following

activities: interactive literacy activities between parents and their Children

(Interactive Literacy Activities); training for parents regarding how to be the

primary teachers for their children and 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-appropriated

education to prepare children for success in school and life experiences (early

childhood education). Family Literacy is not grade specific, but generally is most

appropriate for parents of children at the primary and elementary school levels and

below, and for secondary school students who are parents. Family Literacy program

goals are to strengthen parent involvement in the learning process of preschool

children ages birth through five years; promote school readiness of preschool

children; offer parents special opportunities to improve their literacy skills and

education, a chance to recover form dropping out of school; and identify potential

developmental delays in preschool children by offering developmental screening.

Coordination of Act 135 Initiatives with Other Federal, State, and District

Programs

The 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.


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Table of Contents

I. Title Page 1

II. SDE Cover Page 2

III. SDE Stakeholder Involvement Page 3

IV. SDE Assurances 4 - 5

V. Table of Contents 6

VI. Introduction 7

VII. Executive Summary 8 - 11

VIII. School Profile 12 - 27

IX. Mission, Vision, and Beliefs 28

X. Data Analysis and Needs Assessment 29 – 45 A. Student Achievement Needs Assessment

B. Teacher and Administrator Quality

a. Professional Development Plan

C. School Climate Needs Assessment

XI. School Renewal Plan 2013-14 through 2017-18 46-87

XII. 2011-12 School Report Card 88-91

2010-11 School Report Card


7

INTRODUCTION

to the Our Strategic Plan/School Portfolio

The Simpsonville Elementary Strategic Plan/School Portfolio was developed to

document the progress our school has made while working to continuously improve all

areas of instruction, learning environment and parent/community involvement. The

strategic plan provides our staff with an ongoing means for self-assessment,

communication, continuous improvement, and accountability.

This strategic plan is an evolving document that describes Simpsonville Elementary and

includes actual evidence of our work. It describes who we are, our vision for the school,

goals, plans, progress, and achievements in the context of student demographics and

needs, and school partnerships.

A team of teachers was involved in developing the narrative for our portfolio based on

input from the whole staff. Much of the narrative content came from discussions by the

staff in the process of evaluating our work using the AdvancedED Self-Assessment. In

future yearly assessments, the staff will be asked to contribute “evidence” of progress—

actual documents that show the changes in our practices.

Staff and community members listed on page 3 were involved in the development of

our Strategic Plan along with our Leadership Team composed of grade level/

department chairs and Action Team chairs. The additional members of our Leadership

Team are Carrie Moore, Joy Floyd, Marsha Bankston, Lisa Lewis, Cindy Gillespie, Marie

Howard, Teresa Finchum, Anne Henderson, Jennie Shaver, Judy Coble, Sally Given,

Molly Mathews, and Angela Watts.

8

EXECUTIVE SUMMARY to the Our Strategic

Plan/School Portfolio

"Simpsonville Elementary School at Morton Place is a neighborhood school working in partnership

with committed parents, eager students and dedicated professionals striving to achieve success…nothing less."

Simpsonville Elementary School is a kindergarten through grade five public school. We moved into our new

facility in August, 2003. Our new school is the result of combining Morton Elementary and Simpsonville

Elementary in 2002-2003 and is located on the old Morton site. We lost a portion of our higher socio-

economic population in 2002 with the opening of the new Bell’s Crossing Elementary. At the same time, we

merged with a Title I School.

Our building houses 810 students and 48 instructional staff members. It is one of 50 elementary schools in

the Greenville County School District. Simpsonville Elementary School at Morton Place is located in

Simpsonville, South Carolina.

The facilities at Simpsonville Elementary School consist of 41 classrooms, 7 resource, speech and

conference rooms, 2 art rooms, 2 music rooms, administrative offices, a cafetorium, multi-purpose

room/gym, athletic track, media center, guidance office, health room suite, science lab, and a computer lab.

Special features: computers in all classrooms, wall-mounted Promethean Boards, communication (phone)

access in each classroom, outdoor dining area, covered playground area for Kindergarten, P.T.A. office,

separate bus and car pick-up areas, etc.

Our school leaders promote quality instruction by actively supporting teaching and learning. Teachers are

encouraged to attend workshops, conferences and other professional development activities throughout the

year in addition to workshops that are planned at our school. (See our Professional Development section of

our School Portfolio.)

Our Goals for 2012-13 to 2017-18

Goal #1: Raise the academic challenge and performance of each student.

Objectives:

The percentage of students who score met or exemplary in PASS Reading/Research will increase from 81% in 2012-13 to 83.5% in 2017-18.

The percentage of students who score met or exemplary in PASS MATH will increase from 82.8% in 2012-13 to 85.3% in 2017-18.

Strategies:

Use test scores to determine strengths and weaknesses in the curriculum.

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Provide additional support to students identified as having weaknesses in math, reading/research, and/or writing with Leveled Readers and Compass Odyssey.

Use state math and language arts standards and district curriculum guides while transitioning to CCSS

Continue Larson’s Morning Math Achievers for students who scored MET but are within 4-8 points of scoring Exemplary on PASS Math in 2013 and in the 30th to 50th percentile on MAP in Math.

Continue Poppin Math Race to maintain and improve enthusiasm for math

Goal #2: Teacher/Administrator Quality.

Objectives:

Core Teachers will be provided Professional Development Activities so that our ELA and Mathematics goals for student achievement will be reached from 2013-14 to 2017-18.

Strategies:

Faculty and staff will participate in classes, workshops, and site visits to observe quality instruction

Fountas and Pinnell training will be provided in school-level workshops along with District training

Authentic Assessment Workshop will be provided to our teachers

New Common Core State Standards workshop will be provided at our school

Technology workshops provided for teachers at our school.

Goal # 3: School Climate (Parental involvement, Safe/Healthy schools, etc.).

Objectives:

Increase number of parents who are satisfied with our school’s learning environment from 88.5% in 2012 to 91% in 2017-2018.

Maintain at least a 95% attendance for all students and all AYP subgroups for the 2013-2014 school year through the 2017-2018 year.

Strategies:

Encourage greater parent participation in classroom enrichment programs and P.T.A. activities such as Build-a-book, ESOL P.T.A. Parent Group, and Tutoring.

Schedule teacher-parent conferences

Involve Hispanic parents in our school activities and provide translators

School will participate in an “Attendance Blitz.”

Administration will hold attendance conferences with students and parents for excessive tardies and absences.

Teacher and staff will highlight positive behaviors.

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Overview of Simpsonville’s significant awards, results, and accomplishments for past three years:

► Building addition with updated facilities

o Internet and Wireless access in all classrooms

o Handicap accessibility

o Promethean Boards in 44 classrooms

► Every Day Counts Math training for all teachers

► 4-Blocks implementation at all grade levels

► Larson’s Morning Math Achievers in computer lab before school

► Realignment of Action Teams

► Implementation of Common Core State Standards at Kindergarten and 1st grade

► Good News Club

► Continued support from P.T.A. and business partners

► Creating a warm, friendly environment, a home away from home

Significant challenges facing our school:

► Limited funding for mandated programs

► Adding students and mainstreaming Intermediate ED and LD classes

► Communicating with ESOL parents (making progress with Hispanic Family Nights and information

line.)

► No Child Left Behind rating by our disabled population (AYP met in 2009)

► Homework help for ESOL students

► Time to carry out innovative ideas

► Increased class sizes, up to 32 student, due to Special Ed inclusion

Major Findings:

► Need for an after school remediation program

► Increase in Challenge student population

► Need for parent education programs

► We are blessed to learn and work in a school with a happy, caring attitude

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Achievements/Awards

South Carolina Red Carpet School 2009-2013

Palmetto Silver Award Winning School 2010, 2011 SC Overall Performance Award

2004, 2005, 2006, 2012 Closing the Achievement Gap Award from SDE

2012 SC Gold Award for General Performance

2012 ESEA Federal Accountability “A” Rating

2010-11 Top Ten District Teacher of the Year

Project Fit America Grant

Numerous Donor’s Choose Grant Recipients

2013 Project Fit America National Educator

2012-13 SC School Nurse of the Year

2013 SC Board of Education Individual Volunteer Award Winner

Safe Kids School Award 2005 – 2012

Numerous Alliance for Quality Education Grants

2013 Live Well Grant

2011, 2012 Energy Star Certified School

Six National Board Certified Teachers

First School in South Carolina to raise over $100,000 for Jump Rope for Heart

As of 2012 SES has raised over $200,000 in 28 years for Jump Rope for Heart

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SCHOOL PROFILE

Simpsonville Elementary School at Morton Place

"Simpsonville Elementary School at Morton Place is a neighborhood school working in partnership with committed parents, eager students and dedicated professionals striving to achieve success…nothing less."

Simpsonville Elementary School is a kindergarten through grade five public school. We moved into our new facility in August,

2003. Our new school is the result of combining Morton Elementary and Simpsonville Elementary in 2002-2003 and is located on

the old Morton site. We lost a portion of our higher socio-economic population in 2002 with the opening of the new Bell’s

Crossing Elementary. At the same time, we merged with a Title I School.

Our building houses 810 students and 48 instructional staff members. It is one of 50 elementary schools in the Greenville County

School District. Simpsonville Elementary School at Morton Place is located in Simpsonville, South Carolina.

The facilities at Simpsonville Elementary School consist of 41 classrooms, 6 resource, speech and conference rooms, 2 art rooms,

2 music rooms, administrative offices, a cafetorium, multi-purpose room/gym, athletic track, media center, guidance office, health

room suite, science lab, and a computer lab. Special features: computers in all classrooms, lap-top car with 30 computers, 12

wall-mounted promethean boards, broadcast room for TV morning show, wall-mounted TV’s, communication (phone) access in

each classroom, outdoor dining area, covered playground area for Kindergarten, P.T.A. office, separate bus and car pick-up areas.

etc.

Our school leaders promote quality instruction by actively supporting teaching and learning. Teachers are encouraged to attend

workshops, conferences and other professional development activities throughout the year in addition to workshops that are

planned at our school.

Simpsonville Elementary

joined

Morton Elementary

to form

Simpsonville Elementary

at Morton Place

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Overview of our Simpsonville Community

Simpsonville has a population of 30,002. Of the 30,002 residents, 1320 were foreign born, a statistic that reflects the

increasing diversity of the area. About 75% of households consider themselves to be families and 59.4% are married.

There is a significant percent of single-mother households--11.9%. More than 52% of families with children have both

parents working. The racial composition of Simpsonville is as follows: 88% are white, 8.8% is African American,

1.5% is Asian, 2.4% are Hispanic/ Latino, and 2.4% are listed as “other.” Over 88% of the residents own their own

homes, and the median household income in 2000 was $63,643. Among those employed, 60% are in management,

professional or sales occupations. A small percent, 2.7% work at home. The remaining 33% work in production,

transportation and material-moving occupations. Of Simpsonville’s residents, 9.8% have less than a high school

diploma, 90.2% are high school graduates or higher and 38.9% have a Bachelor’s degree or higher.

According to the Simpsonville Chamber of Commerce, the top four industrial employers are as follows:

The largest employer in the area is Cryovac, Sealed Air Corporation. They design, manufacture, and sell proprietary

packaging materials and equipment and are located next door to our new site. Kemet Electronics Corporation is the

second-largest employer with its corporate headquarters and a plant located in Simpsonville. The third-largest

employer is Fiberweb North America. They produce nonwoven materials for the hygiene, medical and industrial

markets. Woven Electronics is the fourth-largest employer. They manufacture custom inter-connects for commercial

and military original equipment manufacturers.

Simpsonville Area Schools

There are six elementary schools, two middle schools, one high school, and one career center in the growing

Simpsonville/Fountain Inn area. Opportunities for a college education also are available nearby through Greenville

Technical College's Brashier Campus. Named for local businessman T. Walter Brashier, the Tech facility has been in

operation since August, 1996.

Other opportunities for furthering one’s education are located with a few miles of Simpsonville: Bob Jones University,

Furman University, and University Center of Greenville (serving students of the University of South Carolina,

Clemson, South Carolina State University and Lander University and many more.)

ii.

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Our School Board Representative is Dr. Crystal Ball O’Connor.

Dr. Crystal Ball O’Connor, Board member for Area 27.

Crystal Ball O'Connor, Ph.D. is serving her third term on the Greenville County School

Board. She received her doctorate in Education and Human Development from Peabody

Teacher’s College, Vanderbilt University. She is a highly regarded educator and children’s

book author who writes books with the mission of helping children preserve and protect the

gifts of family, literacy and nature. Her books have received the highest rating by the

National Center for the Study of Children’s Literature.

As a registered artist in the South Carolina Arts Commission Artist in Residence Program,

Dr. O'Connor provides writing instruction to students across the state. She also provides

professional development and conference presentations on writing and arts integration for

academic associations including the South Carolina International Reading Association,

South Carolina Association of School Librarians, South Carolina Science Council, South Carolina Association of

Curriculum and Instruction, Upstate Writers Program, Hands-on Minds-on Edventure Science Center, South Carolina

Teachers of English, and South Carolina Title I Administrators.

Dr. O’Connor served on the Committee to Develop the Education Plan for the School District, the Roper Mountain

Science Center Board, the Committee to Review the South Carolina State Board of Education Gifted and Talented

Regulations, and the Charles Townes Center Student Improvement Council. She is a member of the Naturaland Trust

Board. Crystal lives in Simpsonville, South Carolina with her husband Jim and their three children

Our principal is Mrs. Jan James.

Mrs. Jan James has been Simpsonville Elementary’s principal for 8 years and served as

our Assistant Principal at Simpsonville for 5 years. Mrs. James joined the faculty of

Simpsonville Elementary in August of 1999. She earned a BA degree in Intermediate

Education from Elon University, a M.Ed. degree in Gifted Education from Converse

College and Administrative Certification from Clemson University. Mrs. James has

experience as a middle school teacher and as administrative assistant at Hillcrest Middle

School. Mrs. James works with students to encourage wise choices and promote good

citizenship. The favorite part of her job is working with students, staff and parents.

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Our assistant principal is Mrs. Jackie Earle

Mrs. Jackie Earle is the Assistant Principal at Simpsonville. She received her

Elementary and Early Childhood Degree from Lander College. She taught elementary

and middle school for 12 years and obtained her master’s degree in Administration

from Clemson University. She came to Simpsonville Elementary after working as an

Assistant Principal in several Greenville County schools over the last 6 years. She was

married in 2004 and has a wonderful husband who works at Hillcrest High School.

Note: Mrs. Earle was named Principal of Simpsonville Elementary in May 2013

effective July 1, 2013.

Our Instructional Coach is Mrs. Shay Willimon

Mrs. Shay Willimon joined the staff at Simpsonville Elementary in August of 2002. She

earned a BS and a M.Ed. degree in Elementary Education from Converse College as

well as an Ed.S. Degree in School Administration from Converse. She taught 4th

grade

at Mauldin Elementary for 9 years before becoming a district ADEPT Teacher Leader

for 3 years. At Simpsonville she works to promote quality instruction by actively

supporting teaching and learning. Mrs. Willimon was a 1998 Milken National Educator

and a 1997 Presidential Awardee for Excellence in Mathematics and Science Teaching.

Counseling and Other Student Support Services

Students at Simpsonville Elementary receive a high level of support services from Dr.

Anne Henderson. She has a B.A. in Early Childhood Education from USC, an M.A. in

Personnel from Clemson, and a Doctorate in Education – Child, Youth and Family

Services from Nova Southeastern University.

The Guidance program at Simpsonville Elementary consists of guidance lessons in the

classroom twice a month, small group guidance, character education and parent

education. Individual planning includes consultation and placement input. Response

services include individual counseling and small group counseling. System support

includes Programming, planning, staff and community relations, professional

development.

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Simpsonville Elementary School Staff

The staff at Simpsonville Elementary School includes: 35 regular education teachers and 2 special education self-

contained teachers. We have two 0.5 Instructional Coaches and 3 full-time related arts teachers and 3 part-time related

arts teachers. There are 1.5 Resource Teachers and 2.8 Speech Therapists and a TESOL teacher. We also have one .6

Gifted and Talented teacher. Our staff includes 2 male teachers and 1 African-American teaching assistant. We have

no teachers teaching with an out-of-field permit and all teachers are “highly qualified” under No Child Left Behind.

Our teachers consistently have an attendance rate over 95%. The numbers of years the teachers have taught, by grade

level, are shown below:

Grade Level 1-3 4-5 6-8 9-10 11-15 16-20 21-25 26+

K 1 1 1 1 3

1 1 1 2 3

2 2 2 2

3 1 1 2 2

4 3 2

5 1 1 1 2

Other Areas 1 1 1 1 1 2 1 5

Additional personnel include the school principal, assistant principal, secretary, plant engineer, custodial staff, library

assistant, and food services workers. Several bus drivers and utility workers also provide services to students.

Other support personnel available to assist in meeting the needs of Simpsonville Elementary School students include

the district psychologist, a contract school nurse, a speech and language specialist, and network computer engineer. Our

student/teacher ratio is lower than the district guidelines. In kindergarten it is 25 to 1 plus a teaching assistant in each

5-K class, first grade is 18 to 1, second grade is 20 to 1, third grade is 20 to 1, fourth grade is 22 to 1, and fifth grade is

24 to 1. The education attainment of our staff, by grade level, is shown below:

Grade

Level

Bachelors Bachelors +

18

Masters Masters +

30

Doctorate National

Board

K 3 1 2 1 3

1 1 2 3 1 3

2 2 3 1

3 3 1 2

4 3 1 1

5 3 2

Other Areas 3 2 6 2 1

iv.

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The Staff of Simpsonville Elementary

Christine Amond

Deanna Arce

Leslie Bak

Marsha Bankston

Janelle Bauknight

James Berry

Antoinette Boller

Elaine Buckley

Kate Canterbury

Sharon Clyborne

Judy Coble

Susan Cooney

Jackie Earle

Kimberly Evans

Teresa Finchum

Joy Floyd

Shannon Forman

Cindy Gillespie

Sally Given

Cathy Gowan

Shannon Greene

Donald Greer

Melanie Grieve-Beal

Amy Hallasy

Elaine Harvey

Jennifer Hauser

Anne Henderson

Cayce Hoenshel

Marie Howard

Beverly Hubert

Zoe Hudson

Julie Huff

Carolyn Hurlbut

Regina Humes

Sandra Ianuario

Dee Jacobs

Jan James

David Janiskee

Mary Jennings

John Kelly

Amy Kozakiewicz

Carol Larson

Laura Lewis

Lisa Lewis

Mary Lou Lundis

Kelly Mangum

Molly Mathews

Margaret Mattison

Lindsey McCarson

Barbara McPhail

Suzy Mefferd

Bernadette Mendez

Larry Merritt

Carrie Moore

Danielle Norris

Lynn Osborn

Cheri Owensby

Pam Reece

Lynn Ridgeway

Cheryl Ritter

Jennifer Rivers

Jennie Shaver

Christine Smith

Lindsey Smith

Angie Thomas

Laura Little Thompson

Angela Watts

Resi Wieringa

Shay Willimon

Sherri Wilson

Nancy Wingo

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Overview of Simpsonville Elementary School at Morton Place Students

In 2011-12, the student enrollment at Simpsonville Elementary School is made up of 13.3% percent Hispanic, 59.9

percent White, 19.6 percent Black, and 7.2 percent Other Ethnicity, as shown in the pie chart below. Our student

population’s ethnicity has changed very little in the last three years.

Enrollment Summary: Simpsonville Elementary School Ethnicity as of 03/21/2013

60%

-1%

20%

13%

7%

Simpsonville Elementary Enrollment by Ethnicity 2012-13

White Asian African American Hispanic Other

Simpsonville Elementary Enrollment by Ethnicity

03/21/2013

Grade Level

TOTAL IN GRADE Asian

Black or African

American Hispanic/

Latino Two or More

Races White

K-4 15 1 2 3 1 8

Male/Female 7 / 8 0 / 1 2 / 0 2 / 1 1 / 0 2 / 6

K 136 1 33 17 8 77

Male/Female 81 / 55 1 / 0 19 / 14 9 / 8 3 / 5 49 / 28

1 128 1 28 22 8 69

Male/Female 74 / 54 0 / 1 16 / 12 10 / 12 2 / 6 46 / 23

2 133 0 24 14 5 90

Male/Female 73 / 60 0 / 0 11 / 13 8 / 6 0 / 5 49 / 41

3 122 1 21 22 5 83

Male/Female 74 / 58 1 / 0 11 / 10 9 / 13 4 / 1 49 / 34

4 134 1 21 21 2 89

Male/Female 69 / 65 1 / 0 11 / 10 8 / 13 2 / 0 47 / 42

5 136 1 35 16 10 74

Male/Female 72 / 64 0 / 1 17 / 18 7 / 9 7 / 3 41 / 33

TOTAL 804 6 167 108 43 480

Male/Female 442 / 362 2 / 4 84 / 83 54 / 54 25 / 18 277 / 203

Percentiles 0.5% 19.6% 13.3% 6.7% 59.9%

v.

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Simpsonville Elementary School’s current enrollment configuration by grade level is as follows:

The chart below shows our population for the past 5 years by grade level.

Grade 2008-

09

2009-

10

2010-

11 2011-12

(2-15-12) 2012-13 (03-21-13)

Pre-K 7 11 18 14 15

K-5 106 122 121 135 136

Grade 1 120 130 124 128 128

Grade 2 112 122 129 122 133

Grade 3 105 123 124 136 122

Grade 4 134 116 124 133 134

Grade 5 100 138 120 133 136

TOTAL

Students 684 762 760 800

804

Attendance

Student attendance rates at Simpsonville Elementary School have remained steady over the past few

years. Simpsonville Elementary School has an average daily student attendance of 96-97%. Enrollment

count increased from 760 to 800 last year and has averaged out at 804 this year.

Teacher attendance rates remains about the state average for schools like ours of 95.1%. In 2011-12 our

teachers’ attendance rate was 95.9%. (This is the latest available data.)

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FARMS and Paid Lunch Status

At Simpsonville Elementary School, 46.5 percent of the students qualify for Free or Reduced priced meals in

2012-2013. The student population is comprised of students with 3 home languages. These languages, in order

of student enrollment, are English, Spanish, and Arabic. Simpsonville Elementary School has community

volunteers, business tutors and high school students who come during the school day to tutor at-risk students.

Simpsonville Elementary also has a gifted and talented program for identified students.

FARMS FARMS Paid Paid All

# % # % Enrolled

2005-2006 258 37.55% 429 62.45% 687

2006-2007 259 36.27% 455 63.73% 714

2007-2008 256 37.37% 429 62.63% 685

2009-2010 303 39.76% 459 60.24% 762

2010-2011 299 39.34% 461 60.66% 760

2011-2012 356 44.50% 444 55.50% 800

2012-2013 374 46.50% 430 53.50% 804

0

50

100

150

200

250

300

350

400

450

500

FARMS #

FARMS %

Paid #

Paid %

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Simpsonville Elementary Media Center

The Media Center has over 13,000 books in the collection, an average of 20 books per student. The

Media Center is open every day from 7:30 am to 3:00 pm, with a flexible schedule. Teachers sign up and plan

lessons using state standards with the Media Specialist. The Media Specialist provides curricular support for

the teachers in the classroom. The Media Center is open to students for study, computer use, research and book

check-out throughout the day. The Media Center is also open to parents for check out, study and computer use.

A Media Center web page on the school web site is kept with up-to- date with pertinent information.

The Media Center broadcasts a student morning announcement program produced by 5th

grade students.

Students in 4th

grade students apply at the end of the school year to become a member of the Morning News

Crew. Students are responsible for their part in the program, which includes 2 news anchors, a tech, camera

operator and reporter.

The Media Center also provides a reading incentive program “Reading Counts”. This program enables

teachers to assess the reading progress of their students. The classroom teacher sets a reading goal for the

students to achieve each grading period. Students earn points by taking and passing tests on the books they

have read. The points can be redeemed at the end of each grading period at the Reading Counts Store in the

Media Center.

The Media Center sponsors several programs each year:

Build-a-Book Program

Author visits

Reading Assemblies

Book Fairs

Reading Contests

Summer Reading Program

Reading Counts Program

Before School Program

Gifted and Talented Program

Gifted and Talented Identification Criteria included in State Regulation 43-220 has been implemented since our

2000-2001 school year. Our program now serves students being taught in Special Education and individuals

with severe math, reading or writing deficiencies. Mrs. Hubert meets the needs of all her students, working

with them using many varied instructional strategies, and utilizing Yale University’s Program for Diversified

Instruction and Assessment. Often our smaller groups of highly gifted serve as mentors demonstrating

advanced standards to their peers in an academic and creative atmosphere. This non-competitive situation

enhances learning in many areas.

22

Computer Lab and Computer Access

Simpsonville Elementary School is currently equipped with a 32 student station Computer Lab. We lost our

part-time Computer Lab manager / technical assistant. All grades, first through fifth, have weekly hands-on

instruction in the Computer Lab. Kindergarten has Computer Lab bi-monthly. Classroom teachers coordinate

their weekly lesson plans to include technology (utilizing a wide variety of software and internet) to support and

enhance their classroom instruction.

The laptop lab is primarily used for first and second grade students to work on Compass Learning software and

Reading Counts. The laptop Computer Lab is available to all other classrooms as needed.

We have 58 networked Dell teacher laptop computers and 194 Dell networked student computers. All

classrooms, Kindergarten through fifth, have a teacher computer, at least 4 networked student stations and a

Kyocera B/W printer. We have a school-wide color Kyocera printer located in the front office. Thirty-seven of

our classrooms have Promethean Boards that are used daily. Our school was refreshed in the summer of 2011.

We have new computers in our desktop lab, 45 new laptops on carts in addition to 4 more Promethean Boards

for special areas.

After School Program

Simpsonville Elementary offers an extended day program for our students after school. Our mission in the

After-School Program is to provide each and every child with a safe and caring environment where they all can

flourish. In addition, our mission is to also provide the after-school students with an environment that includes

education, nourishment, and all other physical and mental needs. Students have the opportunity to work in our

media center and computer lab in addition to homework help and outside play and craft activities. We offer

clubs for students to participate in during the Extended Day hours. Clubs are created due to interest and

availability of volunteers. Participation in these clubs will be strictly voluntary. Along with these clubs, we

offer special events during the school year. These may include, but are not limited to, arts and crafts, holiday

activities, movie days, pizza parties, ice cream parties and contests.

Larson’s Morning Math Achievers

Simpsonville Elementary’s computer lab is open each morning

from 7:15-8:00 for students to work on Larson’s Math software.

We targeted students that were within a few points of scoring

Proficient or moving from Not Met to Proficient on PASS and

invited them to attend. We are very encouraged by the willing

participation of our Hispanic population to participate. We are

encouraging all minorities to take advantage of this extra

opportunity to achieve. The lab is staffed by parent volunteers and

volunteers from Cryovac and our community.

23

Science Lab

Simpsonville Elementary has a Science Lab that teachers use for demonstration lessons and regular classroom

instruction. Our Science Lab is furnished with supplies that include microscopes, anatomical models, weighing

and measuring devices, and miscellaneous supplies required for teaching our elementary school science

curriculum. It is furnished with laboratory tables that are sized to accommodate students from K - 5th

grade. We have a television, computer, and a computer microscope set up for teachers to use. The storage areas

are all labeled for easy access to supplies. The lab is user friendly for our teachers and our students. There is a

sign-up sheet for the lab in the teacher's workroom. The lab enables us to have more room for our hands-on

activities when using our district

science kits.

Project Fit America

Our school won a Project Fit America grant sponsored by Bon Secours St. Francis Hospital System in

2011. We are the first school in Greenville County to be awarded this physical education package, which

includes an outside fitness area, curriculum to increase movement and skills during physical education classes,

and national skill competitions.

Students participated in the Gold Challenge in sit

ups. One of our fourth grade students is now ranked 5th

in the nation. She executed 675 consecutive sit-ups.

24

RTI – Response to Intervention / First Grade Readiness

The overall goal of RTI is to accelerate children’s

reading ability by increasing their ability to use phonics

skills in order to improve their reading fluency and their

comprehension. Appropriate, reading tools and

strategies are taught so that children can become

independent and successful readers on or above

grade level.

The Soar to Success curriculum published by

Houghton-Mifflin is used for instruction. There are 30

literature selections that include both a fiction and a non-

fiction story for students. Each lesson is composed of the

following components: Revisiting, Teaching, Reading,

and Responding. These lessons are taught in small groups of about 5 children by trained staff.

AIMSweb benchmark reading fluency tests are administered to all first graders at the beginning of the school

year for identification of those students that may be “at risk” for reading failure. AIMS web is a progress

monitoring system based on direct, frequent, and continuous student assessment. The results are reported to

teachers, parents, and administrators via a web-based data management and reporting system to determine

response to intervention.

All data is entered into the AIMSweb tracking program. The fall benchmark test screens for fluency in the

following areas: letter identification, sound identification, nonsense word reading, and phoneme segmentation.

“At risk” students receive extra help three days per week in small groups with a teacher in the SOAR to Success

reading intervention program. These students are progress monitored every three weeks. When students meet

the benchmarks, they are dismissed from the reading intervention program. The AIMSweb progress monitor

program provides teachers with a graph of individual student progress in each area tested and allows teachers to

see if students are on target for meeting end of the year goals.

Mid-year benchmark tests are administered to all first graders in January to measure fluency in phoneme

segmentation, nonsense words, and oral reading from three passages. Students who are identified as “at risk” at

this time begin receiving reading help with the reading intervention teachers. These students continue to be

progress monitored in the program until they meet the goals.

In May, all first graders are evaluated again using the end of year benchmark goals for reading fluency. Final

data is entered into the AIMSweb tracking program which gives teachers an overview of the progress of all first

graders.

25

Parent and Community Support

PTA

Parents are valuable resources for our students. Our parent volunteers logged well over 15,165 hours of service

during the 2011-12 school year with 925 volunteers. Their efforts include serving as resource speakers,

participating in career awareness sessions, American Education Week and Red Ribbon Week activities.

Support is further provided through their involvement with Teacher Appreciation Week, health room assistance,

Jump Rope for Heart, chaperones for field trips, book fair, clerical assistance, making copies for teachers, field

days, securing needed classroom resources (e.g. computers, copier machines, classroom supplies). Volunteers

are not limited to supporting extra and co-curricular activities, but are also directly involved in the classrooms

as tutors in reading, math and other areas of the curriculum and the SEEDS (Starting Early with Enrichment

Designs for Students) Program. With tight budget constraints, fundraising has become a high priority for our

P.T.A. Board. However, one of the most important aspects of parental support comes from their commitment to

assisting and encouraging their children to participate fully in the academic program of the school.

P.T.A. volunteers served pizza, cookies and drinks during Jump Rope for Heart.

Our P.T.A. volunteers serve ice cream

to our Poppin Math Facts winners

26

Jump Rope for Heart was supported by many of our PTA families.

SIC

“The School is the heart of any community. With everyone playing a part, no matter how great or small, our

children will succeed.”

Inez M. Tenenbaum, Former State Superintendent of Education

The School Improvement Council (SIC) serves as an advisory committee to our principal and faculty. Our SIC

plays a key role in the education of our children, bringing together parents, educators and community

stakeholders to collaborate on the improvement of our school. Our SIC allows us to connect to the community

and share successes and seek ideas to further enhance our community relations. Our SIC participated in the

development of the five-year school improvement plan. (ACT 135) Our SIC monitors the implementation of

the plan and evaluation of the improvements and innovations. This year they made bags for each student that

enrolled in our Kindergarten. The gift bag contained a book to share with the family, crayons, alphabet cards,

pencil, coloring sheet and a list of skills all children should know and be able to do upon entering 5K. They

have supported our academic achievement by proposing “The Great Math Race” which has evolved into our

Poppin Math Facts Program.

27

Volunteer Academic Tutors

Business partners from Cryovac and area churches serve children through individual tutoring and computer

assistance in our computer lab. They also work with the second grade in an Emergency Preparedness Program.

Employees from Caterpillar provide Junior Achievement instruction. Parents and retired community members

come to our school on a daily basis to provide one-on-one learning experiences for our children. Our academic

volunteers truly make a positive difference in our school.

28

Mission, Vision, and Beliefs

Our Mission at Simpsonville Elementary is to prepare student to be productive, respectful and

responsible.

Our Vision…Simpsonville Elementary School’s vision stems from a child-centered focus on

improving the curriculum, instruction, assessment, and environmental factors that support effective

learning for our students

We believe…

Each student has an equal and fundamental right to an education.

All children have significant worth and should be provided the best educational opportunities for

reaching their greatest potential.

The educational process is a partnership among students, parents, educators, and the

community.

Each child, through his/her cultural diversity, contributes to an enriched society.

A nurturing environment encourages success in learning.

Early school success fosters continued positive learning/achievement.

The primary focus of education is to provide the building blocks that facilitate growth and life-long

learning.

29

Data Analysis and Student Achievement Needs Assessment

In May 2012 , 73.7% of our fifth grade students scored Met or Exemplary on PASS Writing.

This was a decrease from 2011 when 80.7% scored Met/Exemplary. The prior year 79.7%

scored Met/Exemplary. Even though our scores dropped in 2012, our 5th grade writing program

is very strong. We have asked our 5th grade writing teacher to share her strategies for success

with other grade level teams. We implemented a school-wide writing program this year called

Power Writing. We have seen tremendous strides in writing at all grade levels. All 3rd

-4th-5

th

grade students took PASS Writing in March 2013.

Simpsonville Writing

Met or Exemplary

Met or Exemplary

Met or Exemplary

Grades Writing 2010 Writing 2011 Writing 2012

3 68.1

4 73.1

5 79.9 80.7 73.7

0

10

20

30

40

50

60

70

80

90

100

3 4 5

Writing GCS

Writing SC

Writing SES

2011

SES 2012

30

ENGLISH/LANGUAGE ARTS Grade 3 Grade 4 Grade 5

Performance Level 2010 2011 2012 2010 2011 2012 2010 2011 2012

Not Met 21.4% 20.6% 15.6% 23.5% 17.5% 20.5% 18.4% 12.2% 24.1%

Met 28.6% 24.8% 17.7% 33.9% 40.0% 31.1% 44.1% 44.3% 42.1%

Exemplary 50.0% 12.2% 66.7% 42.6% 44.3% 48.5% 37.5% 43.5% 33.8%

Met/Exemplary 78.6% 79.4% 84.4% 76.5% 75.2% 79.5% 81.6% 87.8% 75.9%

In May 2012, 81% of our students scored Met/Exemplary on PASS English/Language Arts

which was up from 80% in 2011. 84.4% of our 3rd

graders scored Met/Exemplary. Our

Language Arts program is strong with an increased emphasis of integrating the curriculum and

teaching reading and social studies through novel study. We will implement Fountas & Pinnell

Balanced Literacy program in the fall of 2013. Students in classrooms that have been piloting

the program this year made tremendous gains on their MAP testing in March 2012.

0

10

20

30

40

50

60

70

80

90

100

3 4 5

ELA GCS

ELA SC

ELA SES

SES 2011

SES 2012

31

MATHEMATICS Grade 3 Grade 4 Grade 5


Not Met 20.0% 22.2% 15.6% 13.1% 26.5% 17.4% 34.3% 20.6% 20.3%

Met 25.6% 23.0% 24.8% 40.1% 20.5% 35.6% 49.5% 41.9% 37.6%

Exemplary 54.4% 54.8% 59.6% 46.7% 53.0% 47.0% 16.2% 37.5% 42.1%

Met/Exemplary 80.0% 77.8% 84.4% 86.8% 73.5% 82.6% 65.7% 79.4% 79.7%

We have shown a steady increase in Mathematics PASS scores over the last 3 years. In May,

2012, 82.8% of our students scored Met/Exemplary. In 2011, 78.9% of our students met the

standard. Tracking the 5th

graders from their 3rd

grade year, there were 80.0% in 3rd

, 73.5% in

4th

and 79.7% in 5th

who scored Met/Exemplary. Our 3rd

graders had the highest percentage

scoring Met/Exemplary on PASS Mathematics 2012. We have used MAP scores to target

groups of students that are “on the bubble” to score Met on PASS 2012 and worked with them

in small groups to strengthen their skills.

0

10

20

30

40

50

60

70

80

90

100

3 4 5

Math GCS

Math SC

MATH SES

SES2011

SES 2012

32

SCIENCE Grade 3 Grade 4 Grade 5


Not Met 36.5% 33.3% 31.0% 27.4% 32.8% 21.2% 25.8% 25.4% 28.4%

Met 42.9% 34.9% 32.4% 53.8% 54.4% 67.4% 66.7% 42.4% 55.2%

Exemplary 20.6% 31.7% 36.6% 18.8% 12.8% 11.4% 7.6% 32.2% 16.4%

Met/Exemplary 63.5% 66.7% 69.0% 72.6% 67.2% 78.8% 74.3% 74.6% 71.6%

We saw the same trend in PASS Science as in PASS Mathematics with our longitudinal data on

our 2012 5th graders. 63.5% in 3

rd grade, 67.2% in 4

th grade and 71.6% in 5

th grade scored

Met/Exemplary on PASS Science over the last 3 years. While these scores are still below our

expectations for Science achievement, we are pleased with the progress across grade levels. We

are encouraging stronger correlation to the District supplied science kits for hands-on

instruction. Overall 74.4% of our students met the standard in science.

0

10

20

30

40

50

60

70

80

90

100

3 4 5

Science GCS

Science SC

Science SES

SES 2011

SES 2012

33

PASS DATA for SIMPSONVILLE ELEMENTARY SCHOOL Comparing 2009 PASS Performance with 2010 and 2011 PASS Performance by Grade Level

SOCIAL STUDIES Grade 3 Grade 4 Grade 5


Not Met 12.7% 17.5% 14.3% 22.2% 16.8% 15.9% 20.0% 11.5% 16.7%

Met 54.0% 31.7% 31.4% 54.7% 57.6% 43.2% 40.0% 34.4% 31.8%

Exemplary 33.3% 50.8% 54.3% 23.1% 25.6% 40.9% 40.0% 54.1% 51.5%

Met/Exemplary 87.3% 82.5% 85.7% 77.8% 83.2% 84.1% 80.0% 88.5% 83.3%

Social Studies continued to be a strong area of achievement at Simpsonville Elementary with

84.7% of all students tested on PASS Social Studies scoring Met/Exemplary. In 2012 85.7%

of our 3rd

graders, 84.1% of our 4th

graders, and 83.3% of our 5th graders scored Met/

Exemplary. We attribute this success to integration with language arts, strong team planning,

and to teachers that love what they teach. We also credit our success to the use of primary

sources and novels to teach the content.

0

10

20

30

40

50

60

70

80

90

100

3 4 5

Social StudiesGCS

Social Studies SC

Social Studies SES

SES 2011

SES 2012

34

Simpsonville Elementary - 2301081 - 2011 State Report Card - No Child Left Behind - Adequate Yearly Progress Objective(s) Objective(s) Objectives Compliance Student Percent Graduation AYP

Met Not Met

Index Performance Tested or Attendance Rate 24 5 29 82.8 Not Met Met Met Not Met

Percent Attendance 2010 2011 96.5 96.8

Number Enrolled % Tested

Number Included % Not Met % Met

% Exemplary

Opt 1 Adj % Met & Exemplary

Opt 2 Adj % Met & Exemplary 3yr Avg

% Adj Met & Exemplary Prev yr

Opt 3 % Met & Exemplary Inc Needed

Opt 3 % Met & Exemplary Inc Actual

% Att

Perf Obj Met?

% Tested Met?

English Language Arts

Need 79.4% ALL STUDENTS 371 98.7 352 18.5 34.7 46.9 88.6 89 91 0.9 -2.4 96.8 Yes Yes

Male ** 185 98.9 176 21 36.4 42.6 88.6 89.2 92.3 0.8 -3.7 96.9 N/A N/A

Female ** 186 98.4 176 15.9 33 51.1 88.6 88.8 89.7 1 -1.1 96.7 N/A N/A

White 219 99.1 207 14.5 31.9 53.6 92.3 92.4 92.4 0.8 -0.1 96.7 Yes Yes

African-American 97 100 93 20.4 46.2 33.3 84.9 83 88.3 1.2 -3.4 97 Yes Yes

Asian/Pacific Is. 7

7

I/S I/S

Hispanic 47 93.6 44 31.8 27.3 40.9 81.8 81.7 86.5 1.4 -4.7 96.6 Yes Yes Am. Indian/Alaskan 1

1

I/S I/S

Disabled 66 100 63 54 30.2 15.9 61.9 65.1 71.9 2.8 -10 96.7 No Yes

Not Disabled ** 305 98.4 289 10.7 35.6 53.6 94.5 94 95.2 0.5 -0.7 96.8 N/A N/A

Migrant **

N/A N/A

Non-migrant ** 371 98.7 352 18.5 34.7 46.9 88.6 89 91 0.9 -2.4 96.8 N/A N/A Limited Eng. Prof. 56 91.1 50 32 24 44 80 82.6 89.4 1.1 -9.4 96.7 Yes Yes

Non-LEP ** 315 100 302 16.2 36.4 47.4 90.1 90 91.3 0.9 -1.2 96.8 N/A N/A Subsidized Meals 158 97.5 144 27.8 38.2 34 81.9 83.9 87.1 1.3 -5.2 96.4 Yes Yes

Full-Pay Meals ** 213 99.5 208 12 32.2 55.8 93.3 92.2 93.5 0.7 -0.2 97.1 N/A N/A

Mathematics

Need 79% ALL STUDENTS 371 100 356 21.1 33.1 45.8 86 86.2 86.8 1.3 -0.8 96.8 Yes Yes

Male ** 185 100 178 20.2 32 47.8 86.5 86.8 87.8 1.2 -1.3 96.9 N/A N/A

Female ** 186 100 178 21.9 34.3 43.8 85.4 85.5 85.7 1.4 -0.3 96.7 N/A N/A

White 219 100 208 16.8 26.9 56.3 88.9 89.7 90.6 0.9 -1.7 96.7 Yes Yes

African-American 97 100 93 25.8 48.4 25.8 83.9 80.4 81.6 1.8 2.3 97 Yes Yes

Asian/Pacific Is. 7

7

I/S I/S

Hispanic 47 100 47 31.9 29.8 38.3 74.5 74.8 73 2.7 1.5 96.6 No Yes Am. Indian/Alaskan 1

1

I/S I/S

Disabled 66 100 63 69.8 19 11.1 46 52.2 49.2 5.1 -3.2 96.7 No Yes

Not Disabled ** 305 100 293 10.6 36.2 53.2 94.5 93.3 94.9 0.5 -0.4 96.8 N/A N/A

Migrant **

N/A N/A

Non-migrant ** 371 100 356 21.1 33.1 45.8 86 86.2 86.8 1.3 -0.8 96.8 N/A N/A Limited Eng. Prof. 56 100 54 29.6 27.8 42.6 75.9 78.6 78.7 2.1 -2.8 96.7 No Yes

Non-LEP ** 315 100 302 19.5 34.1 46.4 87.7 87.4 88 1.2 -0.3 96.8 N/A N/A Subsidized

Meals 158 100 147 32.7 38.8 28.6 78.2 78 80.7 1.9 -2.5 96.4 No Yes

Full-Pay Meals ** 213 100 209 12.9 29.2 57.9 91.4 91.1 90.7 0.9 0.7 97.1 N/A N/A

Data Date: 14 jul 2011 Calculation Date: 14 jul 2011

35

2012 PASS Data by Grade Level and Demographics 1) These statistics may differ from those in report cards and AYP ratings. They were calculated based on where students

tested regardless of school entry date. Home school students, students with incomplete scores, and students who took the test with a non-standard accommodation were excluded.

2) If the number tested is less than 10, no other statistics appear.

3) Only 5th and 8th graders took the Writing test in 2012.

Scores by Grade Level and Demographic Category

Column Legend

A) Number of Students tested E) Percentage of Students Scoring “Met” and “Exemplary”

B) Percentage of Students Scoring “Not Met” F) Mean (Scale Score) for the total group of students

C) Percentage of Students Scoring “Met” G) Standard Deviation (Scale Score) for the group of students

D) Percentage of Students Scoring “Exemplary”

Grade 3

Need

English Language Arts (Reading and Research)-3 79.4

A

B -not met

C - MET

D - Exemp E F G

All Students 141 15.6 17.7 66.7 84.4 667.6 60.4 Male 79 17.7 24.1 58.2 82.3 654.1 58.8 Female 62 12.9 9.7 77.4 87.1 684.8 57.9 Hispanic or Latino 23 17.4 34.8 47.8 82.6 654.4 62.3 American Indian or Alaska Native 0 Asian 1 Black or African American 23 39.1 17.4 43.5 60.9 633.4 63 Native Hawaiian or Other Pacific Islander 0 White 89 9 14.6 76.4 91 679.5 55.4 Two or more races 5 Disabled 18 50 5.6 44.4 50 621.1 69.1 Not Disabled 123 10.6 19.5 69.9 89.4 674.4 55.8 Migrant 0 Non-migrant 141 15.6 17.7 66.7 84.4 667.6 60.4 Limited English Proficient 18 11.1 38.9 50 88.9 654.6 54.3 Non-LEP 123 16.3 14.6 69.1 83.7 669.5 61 Subsidized Meals 62 25.8 22.6 51.6 74.2 644.9 60.2 Full-Pay Meals 79 7.6 13.9 78.5 92.4 685.4 54.2

36

Mathematics-3 79.0

A

B -not met

C - MET

D - Exemp E F G

All Students 141 15.6 24.8 59.6 84.4 657.6 55.9 Male 79 19 26.6 54.4 81 650.8 57.7 Female 62 11.3 22.6 66.1 88.7 666.3 52.2 Hispanic or Latino 23 21.7 30.4 47.8 78.3 642 45.2 American Indian or Alaska Native 0 Asian 1 Black or African American 23 39.1 26.1 34.8 60.9 625.4 60.3 Native Hawaiian or Other Pacific Islander 0 White 89 9 22.5 68.5 91 669.8 54 Two or more races 5 Disabled 18 50 16.7 33.3 50 615.3 65.6 Not Disabled 123 10.6 26 63.4 89.4 663.8 51.5 Migrant 0 Non-migrant 141 15.6 24.8 59.6 84.4 657.6 55.9 Limited English Proficient 18 16.7 38.9 44.4 83.3 643.6 41.7 Non-LEP 123 15.4 22.8 61.8 84.6 659.7 57.4 Subsidized Meals 62 25.8 29 45.2 74.2 637.4 53.7 Full-Pay Meals 79 7.6 21.5 70.9 92.4 673.5 52.3

Science-3

A

B -not met

C - MET

D - Exemp E F G

All Students 71 31 32.4 36.6 69 630.9 49.7 Male 42 35.7 28.6 35.7 64.3 625.9 50.4 Female 29 24.1 37.9 37.9 75.9 638.1 47.8 Hispanic or Latino 13 61.5 15.4 23.1 38.5 609.8 44.2 American Indian or Alaska Native 0 Asian 0 Black or African American 9 Native Hawaiian or Other Pacific Islander 0 White 48 22.9 35.4 41.7 77.1 640.1 47.3 Two or more races 1 Disabled 11 72.7 9.1 18.2 27.3 582.9 54.2 Not Disabled 60 23.3 36.7 40 76.7 639.7 43.4 Migrant 0 Non-migrant 71 31 32.4 36.6 69 630.9 49.7 Limited English Proficient 10 50 30 20 50 618.8 38.8 Non-LEP 61 27.9 32.8 39.3 72.1 632.9 51 Subsidized Meals 33 48.5 24.2 27.3 51.5 611.9 49.5 Full-Pay Meals 38 15.8 39.5 44.7 84.2 647.3 43.6

37

Social Studies-3

A

B -not met

C - MET

D - Exemp E F G

All Students 70 14.3 31.4 54.3 85.7 656.2 43.8 Male 37 18.9 32.4 48.6 81.1 648.9 45.5 Female 33 9.1 30.3 60.6 90.9 664.3 40.4 Hispanic or Latino 10 10 50 40 90 646.8 37.6 American Indian or Alaska Native 0 Asian 1 Black or African American 14 50 14.3 35.7 50 622.1 46.2 Native Hawaiian or Other Pacific Islander 0 White 41 4.9 31.7 63.4 95.1 668.9 38.2 Two or more races 4 Disabled 7 Not Disabled 63 11.1 33.3 55.6 88.9 659 40.7 Migrant 0 Non-migrant 70 14.3 31.4 54.3 85.7 656.2 43.8 Limited English Proficient 8 Non-LEP 62 16.1 25.8 58.1 83.9 658.5 45.1 Subsidized Meals 29 24.1 34.5 41.4 75.9 637.9 43.7 Full-Pay Meals 41 7.3 29.3 63.4 92.7 669.1 39.1 Grade 4

English Language Arts (Reading and Research)-4

Need 79.4

A

B -not met

C - MET

D - Exemp E F G

All Students 132 20.5 31.1 48.5 79.5 644.7 52 Male 73 28.8 23.3 47.9 71.2 636.2 53.8 Female 59 10.2 40.7 49.2 89.8 655.2 47.6 Hispanic or Latino 14 21.4 21.4 57.1 78.6 647.7 67.9 American Indian or Alaska Native 0 Asian 1 Black or African American 32 15.6 56.3 28.1 84.4 633.3 37.8 Native Hawaiian or Other Pacific Islander 0 White 76 22.4 23.7 53.9 77.6 650.4 53.4 Two or more races 9 Disabled 22 63.6 36.4 36.4 584.9 32.1 Not Disabled 110 11.8 30 58.2 88.2 656.7 46.7 Migrant 0 Non-migrant 132 20.5 31.1 48.5 79.5 644.7 52 Limited English Proficient 20 40 20 40 60 625.6 64.8 Non-LEP 112 17 33 50 83 648.2 48.6 Subsidized Meals 54 29.6 31.5 38.9 70.4 631.3 57.7 Full-Pay Meals 78 14.1 30.8 55.1 85.9 654 45.4

38

Mathematics-4 79.0

A

B -not met

C - MET

D - Exemp E F G

All Students 132 17.4 35.6 47 82.6 653.8 54.8 Male 73 17.8 35.6 46.6 82.2 654.8 57.9 Female 59 16.9 35.6 47.5 83.1 652.5 50.7 Hispanic or Latino 14 14.3 21.4 64.3 85.7 665.1 57.3 American Indian or Alaska Native 0 Asian 1 Black or African American 32 28.1 50 21.9 71.9 632 47.3 Native Hawaiian or Other Pacific Islander 0 White 76 13.2 31.6 55.3 86.8 662.1 55.2 Two or more races 9 Disabled 22 63.6 22.7 13.6 36.4 595.8 36.6 Not Disabled 110 8.2 38.2 53.6 91.8 665.4 50.3 Migrant 0 Non-migrant 132 17.4 35.6 47 82.6 653.8 54.8 Limited English Proficient 20 15 30 55 85 652.9 55.8 Non-LEP 112 17.9 36.6 45.5 82.1 654 54.7 Subsidized Meals 54 24.1 38.9 37 75.9 642 52.7 Full-Pay Meals 78 12.8 33.3 53.8 87.2 662 54.8

Science-4

A

B -not met

C - MET

D - Exemp E F G

All Students 132 21.2 67.4 11.4 78.8 629.5 46 Male 73 21.9 61.6 16.4 78.1 631.5 48.8 Female 59 20.3 74.6 5.1 79.7 626.9 42.2 Hispanic or Latino 14 21.4 64.3 14.3 78.6 642.7 57.3 American Indian or Alaska Native 0 Asian 1 Black or African American 32 34.4 62.5 3.1 65.6 608.9 41.3 Native Hawaiian or Other Pacific Islander 0 White 76 15.8 69.7 14.5 84.2 635.6 44 Two or more races 9 Disabled 22 54.5 40.9 4.5 45.5 593.6 39.7 Not Disabled 110 14.5 72.7 12.7 85.5 636.6 43.8 Migrant 0 Non-migrant 132 21.2 67.4 11.4 78.8 629.5 46 Limited English Proficient 20 25 60 15 75 633.1 53.4 Non-LEP 112 20.5 68.8 10.7 79.5 628.8 44.5 Subsidized Meals 54 24.1 66.7 9.3 75.9 622.3 47.2 Full-Pay Meals 78 19.2 67.9 12.8 80.8 634.4 44.5

39

Social Studies-4

A

B -not met

C - MET

D - Exemp E F G

All Students 132 15.9 43.2 40.9 84.1 654.1 48.2 Male 73 16.4 42.5 41.1 83.6 651.2 50 Female 59 15.3 44.1 40.7 84.7 657.7 45.5 Hispanic or Latino 14 28.6 21.4 50 71.4 651.4 51.3 American Indian or Alaska Native 0 Asian 1 Black or African American 32 12.5 65.6 21.9 87.5 642.4 40.2 Native Hawaiian or Other Pacific Islander 0 White 76 13.2 40.8 46.1 86.8 660.8 49.4 Two or more races 9 Disabled 22 45.5 50 4.5 54.5 610.3 36.1 Not Disabled 110 10 41.8 48.2 90 662.8 45.4 Migrant 0 Non-migrant 132 15.9 43.2 40.9 84.1 654.1 48.2 Limited English Proficient 20 30 30 40 70 645.7 49.9 Non-LEP 112 13.4 45.5 41.1 86.6 655.6 47.7 Subsidized Meals 54 18.5 44.4 37 81.5 647 46.5 Full-Pay Meals 78 14.1 42.3 43.6 85.9 659 48.7 Grade 5

Writing-5

A

B -not met

C - MET

D - Exemp E F G

All Students 133 26.3 40.6 33.1 73.7 628.7 47.4 Male 60 31.7 41.7 26.7 68.3 621.4 48.5 Female 73 21.9 39.7 38.4 78.1 634.7 45.7 Hispanic or Latino 16 18.8 50 31.3 81.3 628.8 43 American Indian or Alaska Native 0 Asian 0 Black or African American 26 38.5 38.5 23.1 61.5 616.2 56.4 Native Hawaiian or Other Pacific Islander 0 White 80 23.8 40 36.3 76.3 631.8 45 Two or more races 11 27.3 36.4 36.4 72.7 635.6 41.9 Disabled 22 68.2 27.3 4.5 31.8 579.3 37 Not Disabled 111 18 43.2 38.7 82 638.5 42.9 Migrant 0 Non-migrant 133 26.3 40.6 33.1 73.7 628.7 47.4 Limited English Proficient 18 16.7 50 33.3 83.3 631.9 41.8 Non-LEP 115 27.8 39.1 33 72.2 628.2 48.2 Subsidized Meals 62 35.5 43.5 21 64.5 615.4 48.4 Full-Pay Meals 71 18.3 38 43.7 81.7 640.2 43.3

40

English Language Arts (Reading and Research) - 5

Need 79.4

A

B -not met

C - MET

D - Exemp E F G

All Students 133 24.1 42.1 33.8 75.9 638.1 55.5 Male 60 25 45 30 75 638.3 50.9 Female 73 23.3 39.7 37 76.7 637.9 59 Hispanic or Latino 16 18.8 62.5 18.8 81.3 627.4 45.3 American Indian or Alaska Native 0 Asian 0 Black or African American 26 38.5 50 11.5 61.5 610.8 62.5 Native Hawaiian or Other Pacific Islander 0 White 80 20 37.5 42.5 80 646.7 46.4 Two or more races 11 27.3 27.3 45.5 72.7 655.4 81.7 Disabled 22 54.5 40.9 4.5 45.5 592.1 60.3 Not Disabled 111 18 42.3 39.6 82 647.2 49.7 Migrant 0 Non-migrant 133 24.1 42.1 33.8 75.9 638.1 55.5 Limited English Proficient 18 16.7 61.1 22.2 83.3 635.1 50.1 Non-LEP 115 25.2 39.1 35.7 74.8 638.5 56.3 Subsidized Meals 62 27.4 51.6 21 72.6 623.3 55.1 Full-Pay Meals 71 21.1 33.8 45.1 78.9 651 52.6

Mathematics - 5 79.0

A

B -not met

C - MET

D - Exemp E F G

All Students 133 20.3 37.6 42.1 79.7 643.7 56.3 Male 60 20 36.7 43.3 80 646.6 57.4 Female 73 20.5 38.4 41.1 79.5 641.3 55.3 Hispanic or Latino 16 25 37.5 37.5 75 636.6 47.3 American Indian or Alaska Native 0 Asian 0 Black or African American 26 23.1 53.8 23.1 76.9 614.7 59.2 Native Hawaiian or Other Pacific Islander 0 White 80 20 32.5 47.5 80 651.4 54.7 Two or more races 11 9.1 36.4 54.5 90.9 666.8 44.9 Disabled 22 81.8 13.6 4.5 18.2 569.7 47.5 Not Disabled 111 8.1 42.3 49.5 91.9 658.4 45.3 Migrant 0 Non-migrant 133 20.3 37.6 42.1 79.7 643.7 56.3 Limited English Proficient 18 22.2 33.3 44.4 77.8 645.1 51.1 Non-LEP 115 20 38.3 41.7 80 643.5 57.1 Subsidized Meals 62 30.6 38.7 30.6 69.4 626.7 61.4 Full-Pay Meals 71 11.3 36.6 52.1 88.7 658.5 46.7

41

Science - 5

A

B -not met

C - MET

D - Exemp E F G

All Students 67 28.4 55.2 16.4 71.6 625 54.5 Male 33 30.3 51.5 18.2 69.7 626.5 57 Female 34 26.5 58.8 14.7 73.5 623.6 51.9 Hispanic or Latino 8 American Indian or Alaska Native 0 Asian 0 Black or African American 13 53.8 46.2 46.2 587 35.5 Native Hawaiian or Other Pacific Islander 0 White 40 22.5 57.5 20 77.5 633 54.4 Two or more races 6 Disabled 9 Not Disabled 58 22.4 58.6 19 77.6 632.6 51.9 Migrant 0 Non-migrant 67 28.4 55.2 16.4 71.6 625 54.5 Limited English Proficient 9 Non-LEP 58 31 53.4 15.5 69 620 53.7 Subsidized Meals 29 34.5 58.6 6.9 65.5 612.5 48.2 Full-Pay Meals 38 23.7 52.6 23.7 76.3 634.5 57

Social Studies-5

A

B -not met

C - MET

D - Exemp E F G

All Students 66 16.7 31.8 51.5 83.3 654.5 51.5 Male 27 18.5 25.9 55.6 81.5 659.9 56.5 Female 39 15.4 35.9 48.7 84.6 650.8 47.4 Hispanic or Latino 8 American Indian or Alaska Native 0 Asian 0 Black or African American 13 15.4 46.2 38.5 84.6 643.7 41.9 Native Hawaiian or Other Pacific Islander 0 White 40 17.5 27.5 55 82.5 660.2 54 Two or more races 5 Disabled 13 53.8 30.8 15.4 46.2 601.5 38.2 Not Disabled 53 7.5 32.1 60.4 92.5 667.5 45.7 Migrant 0 Non-migrant 66 16.7 31.8 51.5 83.3 654.5 51.5 Limited English Proficient 9 Non-LEP 57 15.8 31.6 52.6 84.2 656.6 49.9 Subsidized Meals 33 27.3 39.4 33.3 72.7 638.5 55.6 Full-Pay Meals 33 6.1 24.2 69.7 93.9 670.6 41.2

42

Three-year summary -- PASS (school wide – Grades 3-5 combined) results

Met or Exemplary

Met or Exemplary

Met or Exemplary

2010 2011 2012

Writing 74.1 81 74

ELA 80.1 80.6 81

Math 79.6 78.9 82.7

Science 71.6 68.9 74.4

Social Studies 83.7 84.9 84.7

Writing scores increased significantly from 2010 to 2011 then dipped again in 2012. We implemented a

school-wide writing initiative in the fall of 2012 to build consistency in our overall K-5 program. This

provided a common vocabulary for all of the students and we expect to see growth in writing as students use

strategies in this program throughout elementary school.

ELA scores rose slightly from 80.1% (2010) to 80.6% (2011) to 81% in 2012. The third grade rose

significantly from 79.4% to 84.4%, fourth grade rose from 75.2% to 79.5%, although fifth graders dropped from

87.8% to 75.9% in 2012.

Math scores have shown a steady increase over the past three years. As a school, scores moved up 3.8 points

from 78.9% to 82.7% in 2012. The 2010 score was 79.6%. Third grade scores showed an impressive gain from

77.8% to 84.4% in 2012. Fourth grade scores dropped from 86.8% to 73.5% in 2011 but rose again to 82.6%

in 2012. Fifth grade scores rose significantly from 65.7% in 2010 to 79.4% in 2011 and stayed steady at 79.7%

in 2012. Our Larson’s Math program, Great Math Race for math facts, Super Star Math Program, and strong

core instruction have led to this improvement. We want to continue to solidify our program and raise test

scores.

Science data shows growth from 2011 to 2012 after dropping from 2010 to 2011. Scores dropped from

71.6% to 68.9%, then rose to 74.4% in 2012. Third grade scores rose each year to 69% in 2012. Fourth grade

scores jumped from 67.2% to 78.8% in 2012, and fifth grade scores dropped from 74.6% in 2011 to 71.6% in

2012. We will concentrate on building science vocabulary and process skills.

Social Studies scores have been a strength for us each year. We had 83.7% in 2010, 84.9% in 2011, and

84.7% in 2012 to score met/exemplary. Grade levels showed strength with scores of 85.7% in third, 84.1% in

fourth, and 83.3% in fifth for 2012.

43

November 2012 ITBS Scores for Simpsonville Elementary

Overall in math and reading, scores decreased from 2011 to 2012. The area that dropped most significantly in

math was “problems”, with a difference of 18 points in Percentile Rank of Average SS: National Student

Norms. The National Stanine of Average SS dropped from 6 to 5 in 2012. Reading Comprehension decreased

from 75% to 68%, however the National Stanine stayed the same at 6 in reading, which is above average.

45

Analyze and document Teacher and Administrator Quality outcomes and create a needs

assessment based on the analysis

All teachers at Simpsonville Elementary were Highly Qualified in the 2012-13 school year. We have a second-year teacher in Kindergarten and resource. We have an induction teacher in 1st grade. Our staff was provided with 23 hours of Professional Development in the 2012-13 school year. These offering ranged from Balanced Literacy with Small Groups, Classroom Applications for ActivExpressions, Promethean Board instruction for ActivInspire, which replaced ActivStudio as the Promethean Board operating system, Strategies and Interventions for Student Success, and training for Edmodo and ENRICH. In 2012-13 we have focused on providing Professional Development related to Curriculum and Instruction and the new Common Core State Standards. Teams of teachers have attended the District Common Core Standards workshops for Language Arts, first grade and second grade Common Core math. We have offered workshops at our school for Science, Math and Language Arts provided by our District Curriculum Specialists/Consultants. We will continue to provide additional training as we implement the new Common Core State Standards.

Analyze and document School Climate outcomes and create a needs assessment based on the

analysis

Our student attendance goal was at least 94% which we have exceeded for the past 3 years. We exceeded that goal in 2012-13 with a 96.3% rate. We will continue to make personal contact with the family of any student that is out more than 8 days. We are also closely monitoring tardies as they accumulate students are held accountable by not being awarded Perfect Attendance Ribbons on Awards Day if they have over 3 tardies in a quarter. Our parent participation by our ESOL parent group continues to increase. We have teachers who are bi-lingual in Kindergarten and 1st grade. This is beneficial in helping parents communicate with our school family. Attendance at our ESOL Family Nights continues to be very good and surpasses our goal. 100 attended this year. Parent-teachers conferences are scheduled to meet the needs of our ESOL parents with translators as needed. We will continue these strategies. Below are results from our state survey:

Teachers Students* Parents* Number of surveys returned 42 124 59

Percent satisfied with learning environment 97.6% 88.5% 96.5%

Percent satisfied with social and physical environment 97.6% 86.1% 93.0%

Percent satisfied with school-home relations 95.2% 82.9% 89.7

pPASS % WRITING

Simpsonville Elementary SCHOOL RENEWAL PLAN FOR 2013-14 through 2017-18

Student Achievement Teacher/Administrator Quality School Climate Other Priority

GOAL AREA 1: Raise the academic challenge and performance of each student.

PERFORMANCE STATEMENT: Meet the state and federal accountability objectives for all students and subgroups in

writing and English Language Arts each year.

FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard (Met and Exemplary) in

writing as measured by the Palmetto Assessment of State Standards (PASS) from 74% in 2012 to 79% in 2018.

ANNUAL OBJECTIVE: Annually increase by 1.5 percentage point(s) students meeting standard (Met and Exemplary) in writing as measured by the Palmetto Assessment of State Standards (PASS).

DATA SOURCE(S): SDE School Report Card

Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 75.5 77.0 78.5 80.0 81.5

School Actual 74.0

District Projected

X X 78.8 79.8 80.8 81.8 82.8

District Actual 77.8

Baseline data from 2011-12 is based upon 5th and 8th grade scores only. Projected performance is based upon 3rd through 8th grade scores.

*Information in the above tables is subject to change. Projected performance and actual performance are dependent upon which state

standardized assessment is administered as South Carolina begins full implementation of common core standards in 2013-2014.*

PASS % ELA


FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in English Language

Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS) from 81% in 2012 to 83.5% in 2018.

ANNUAL OBJECTIVE: Increase by 0.5 percentage point(s) annually students meeting standard in English

Language Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS).


Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

School Projected

X X 81.5 82.0 82.5 83.0 83.5

School Actual 81.0

District Projected

X X 79.0 80.0 81.0 82.0 83.0




PASS AVG. ELA


FIVE YEAR PERFORMANCE GOAL: By grade band (elementary), meet the required annual measurable objectives

(AMOs) in English Language Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS).

ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in English Language Arts (reading

and research) as measured by the Palmetto Assessment of State Standards (PASS).

DATA SOURCE(S): ESEA Federal Accountability and SDE School Report Card

ELA - School

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

Projected Performance 630 635 640 645 650 655 660

Actual Performance

All Students

670.1

Male 663.0

Female 677.7

White 679.9

African-American 647.7

Asian/Pacific Islander N/A

Hispanic 666.1

American Indian/Alaskan N/A

Disabled 617.2

Limited English Proficient 661.2

Subsidized Meals 652.9

ELA - District - Grades 3-5

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 671.1

Male 665.7

Female 676.8

White 685.1


Asian/Pacific Islander 696.1

Hispanic 650.8

American Indian/Alaskan 688.2

Disabled 614.9





PASS % MATH



mathematics each year.

FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in mathematics as measured by the Palmetto Assessment of State Standards (PASS) from 82.8 % in 2012 to 85.3 % in 2018.

ANNUAL OBJECTIVE: Increase by 0.5 percentage point(s) annually students meeting standard in mathematics as

measured by the Palmetto Assessment of State Standards (PASS).


Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

School Projected

X X 83.3 83.8 84.3 84.8 85.3

School Actual 82.8

District Projected

X X 78.4 79.4 80.4 81.4 82.4




PASS AVG. MATH



(AMOs) in mathematics as measured by the Palmetto Assessment of State Standards (PASS).

ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in mathematics as measured by the Palmetto Assessment of State Standards (PASS).


Math - School Baseline

2011-

12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 669.9

Male 670.1

Female 669.6

White 679.7



Hispanic 666.3


Disabled 606.4



Math - District – Grades 3-5

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 664.8

Male 665.3

Female 664.3

White 677.8



Hispanic 649.0


Disabled 607.9





PASS % TESTED


FIVE YEAR PERFORMANCE GOAL: Meet the annual measurable objective (AMO) of 95% of students tested for all

ELA and math tests and subgroups each year from 2014 through 2018.

ANNUAL OBJECTIVE: Meet the annual measurable objective (AMO) of 95% of students tested for all ELA and math tests and subgroups annually.


% Tested ELA – School Baseline

2011-

12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Projected Performance 95.0 95.0 95.0 95.0 95.0 95.0 95.0

Actual Performance

All Students 100.0

Male 100.0

Female 100.0

White 100.0



Hispanic 100.0


Disabled 100.0



% Tested ELA – District Grades 3-5

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 99.9

Male 99.9

Female 99.9

White 99.9



Hispanic 99.9


Disabled 99.2



% Tested Math – School

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 100.0

Male 100.0

Female 100.0

White 100.0



Hispanic 100.0


Disabled 100.0



% Tested Math – District – Grades 3-5

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 100.0

Male 99.9

Female 100.0

White 100.0



Hispanic 99.9


Disabled 99.8





PASS % SCIENCE



science each year.

FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in science as measured by the Palmetto Assessment of State Standards (PASS) from 74.4 % in 2012 to 79.4 % in 2018.

ANNUAL OBJECTIVE: Increase by 1 percentage point(s) annually students meeting standard in science as

measured by the Palmetto Assessment of State Standards (PASS).


Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

School Projected

X X 75.4 76.4 77.4 78.4 79.4

School Actual 74.4

District Projected

X X 76.9 77.9 78.9 79.9 80.9




PASS AVG. SCIENCE



(AMOs) in science as measured by the Palmetto Assessment of State Standards (PASS).

ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in science as measured by the Palmetto Assessment of State Standards (PASS).


Science - School Baseline

2011-12

Planning

Year

2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 629.7

Male 629.8

Female 629.6

White 638.0



Hispanic 634.1


Disabled 584.0



Science - District – Grades 3-5

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 632.8

Male 633.7

Female 631.8

White 645.2



Hispanic 617.0


Disabled 585.9





PASS % SOCIAL STUDIES



social studies each year.

FIVE YEAR PERFORMANCE GOAL: Increase the percentage of students meeting standard in social studies as measured by the Palmetto Assessment of State Standards (PASS) from 84.7 % in 2012 to 87.2 % in 2018.

ANNUAL OBJECTIVE: Increase by 0.5 percentage point(s) annually students meeting standard in social studies

as measured by the Palmetto Assessment of State Standards (PASS).


Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

School Projected

X X 85.2 85.7 86.2 86.7 87.2

School Actual 84.7

District

Projected X X 79.9 80.9 81.9 82.9 83.9




PASS AVG. SOCIAL STUDIES



(AMOs) in social studies as measured by the Palmetto Assessment of State Standards (PASS).

ANNUAL OBJECTIVE: Meet the required annual measurable objectives (AMOs) in social studies as measured by the Palmetto Assessment of State Standards (PASS).


Social Studies - School

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 656.3

Male 656.3

Female 654.5

White 658.0



Hispanic 649.0


Disabled 609.1



Social Studies - District Grades 3-5

Baseline

2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18


Actual Performance

All Students 649.2

Male 651.8

Female 646.6

White 661.3



Hispanic 632.8


Disabled 605.3





ITBS


PERFORMANCE STATEMENT: Increase student performance on state and national assessments, including the

Iowa Test of Basic Skills (ITBS).

FIVE YEAR PERFORMANCE GOAL: Annually meet or exceed the national norm of 50th percentile in each subtest of the Iowa Tests of Basic Skills (ITBS) in grade 2.

ANNUAL OBJECTIVE: Annually meet or exceed the national norm of 50th percentile in each subtest of the Iowa

Tests of Basic Skills (ITBS) in grade 2.

DATA SOURCE(S): Fall 2011 and Fall 2012 ITBS/CogAT report produced by Riverside Publishing

School Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

Reading

Comprehension Projected

50th %tile 50th %tile 50th %tile 50th %tile 50th %tile

Reading Comprehension Actual

75 %tile 68 %tile

Mathematics Concepts

Projected


Mathematics Concepts

Actual

60 %tile 52 %tile

Mathematics Problems

Projected



Actual

68 %tile 49 %tile

District Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

Reading Comprehension

Projected

50th %tile 50th %tile 50th %tile

50th %tile

50th %tile

Reading

Comprehension

Actual

67th %tile 66th %tile

Mathematics Concepts Projected

50th %tile 50th %tile 50th %tile

50th %tile

50th %tile

Mathematics Concepts Actual

52nd %tile

50th %tile


Projected 50th %tile 50th %tile

50th %tile

50th %tile

50th %tile


Actual 58th %tile 55th %tile

STRATEGY

Activity

Timeline Person Responsible Estimated

Cost Funding Sources

Indicators of Implementation

The instructional coach will: observe

in classrooms, `provide resources and

materials as needed, and work with

teachers individually and in grade

levels to implement best practices for

Common Core Writing, L.A. and

Math

August –June

2013 – 2018

Instructional Coach n/a n/a IC Portfolio Examples

Teachers will integrate writing and

reading standards into all areas of the

curriculum.

August –June

2013 – 2018

Teachers

Instructional Coach

n/a n/a Work Samples

Lesson Plans

We will provide additional support for

students having weaknesses in

Language Arts with Leveled Readers

and Compass Odyssey

August –June

2013 – 2018

Teachers, I/C, Parents,

volunteers

n/a n/a Reports from Compass

Odyssey

Teachers will attend local workshops

and conferences in balanced literacy

and the integration of technology.

August –June

2013 – 2018

Principal

Substitutes,

Conference/workshop/

travel

Professional

Development

Budget

Report from

participants/work

samples/certificates

Teachers will use “Reading Counts”

as a support tool for balanced literacy.

August –June

2013 – 2018

Media Specialist

Classroom Teachers

n/a n/a n/a

Teachers will evaluate pre, post, and F

& P Benchmark Assessments in

reading and writing to inform

instruction.

Quarterly Grade Level Chair

IC

n/a n/a Curriculum Update

document

Teachers will review MAP, PASS and

ITBS data in Language Arts and Math

Fall 2008 - Fall

2013

IC n/a n/a Completed Data Notebook

Teachers will use CCSS ELA

standards and district ELA

August –June

2013 – 2018

Teachers

IC

n/a n/a Lesson Plans

Instructional Guide.

Encourage technology integration

when teaching reading and writing

August –June

2013 – 2018

Teachers

Principal

n/a Refresh Lesson Plans

Encourage integration of ELA and

Social Studies through novels and

children’s literature

August –June

2013 – 2018

Principal, District ELA

Consultant,

Instructional Coach

n/a n/a Lesson Plans

Use parent volunteers to work with

students who are struggling

academically as well as our students

who are working above grade level.

August – June

2013 – 2018

Principal, PTA

Volunteer Coordinator,

Teachers

n/a n/a Parent Volunteer Log

Teachers will use current CCSS math

standards and district Math

Instructional Guide.

August –June

2013 – 2018 Teachers n/a n/a Lesson Plans

The teachers will attend math

workshops that model the use of math

manipulatives as Best Teaching

Practices to address and meet the

diverse needs of learners.

August –June

2013 – 2018 Instructional Coach

Classroom Teachers

Substitutes,

Conference/workshop/

travel

Professional

Development

Budget

Certificates/Reports/

Work Samples

Teachers will report progress

according to Greenville County

Pacing Guide each quarter

Quarterly IC n/a n/a Curriculum Update

document

Teachers will evaluate pre, post, and

benchmark assessments in math to

inform instruction

Quarterly Grade Level Chair

IC

n/a n/a Curriculum Update

document

Teachers will participate in “Everyday

Calendar Math Counts” training and

implement school wide.

August –June

2013 – 2018

Teachers n/a Professional

Development

Budget

Certificate

Teachers will conference with

students and parents about MAP,

PASS, ITBS and ELDA scores if

appropriate.

Fall 2013 –

June 2018 2

nd -5

th grade Teachers n/a n/a Conference Log

Students will set individual MAP RIT Fall 2013 – 2nd

-5th grade Teachers n/a n/a Conference Log

growth goals based on expected

growth by the normed group.

June 2018

All students who scored Not Met on

PASS MATH will be recommended

for Larson’s Morning Math

Fall 2013 –

June 2018

IC

4th & 5

th Grade

Teachers

n/a n/a Conference Log

Students will participate in the Great

Math Race at all grade levels with

requirements to win based on grade

level standards

Fall 2013 –

June 2018

IC

All SES staff

n/a n/a Log of student Race Winners

PROFESSIONAL DEVELOPMENT


GOAL AREA 2: Ensure quality personnel in all positions.

FIVE YEAR PERFORMANCE GOAL: From 2012-13 through 2017-18, 100% of core content teachers will be provided Professional Development Activities annually. 100% of our instructional staff will be trained in the theory and implementation of the balanced literacy

model using Fountas and Pinnell ANNUAL OBJECTIVE: 100% of core content teachers will be provided Professional Development Activities so that our ELA and Mathematics goals for student achievement will be reached 2012-13 to 2017-18. 100% of our instructional staff will complete cycle one of the balanced literacy model training in 2013-2014.

DATA SOURCE(S): Portal Professional Development log

Baseline 2011-12

Planning

Year 2012-13

2013-14 2014-15 2015-16 2016-17 2017-18

Projected x x 100% 100% 100% 100% 100%

Actual 0 0

STRATEGY

Activity




Instructional staff will participate in site

visits to observe Fountas & Pinnell

implementation

August –June

2013-2014

Instructional staff Substitutes Pay District P/D

Funds Log of school visits

Instructional staff will participate in

Cycle 1 training to implement Fountas &

Pinnell Balanced Literacy

August –June

2013-2014

Instructional staff n/a District P/D

Funds Professional Development

portal log




August –June

2014-2015



portal log




August –June

2014-2015



portal log

Common Core State Standards and

Learning Focused Cycle strategies will

be highlighted in school-level workshops

August –June

2013-2018

Principal

Instructional Coach

n/a n/a

Portal sign-in sheets

Technology workshops provided at the

school level

August –June

2013-2018

Instructional Coach n/a

n/a Portal sign-in sheets

Data Analysis workshops by grade level August –June

2013-2018

Principal

Instructional Coach

n/a n/a Portal sign-in sheets

STUDENT ATTENDANCE


GOAL AREA 3: Provide a school environment supportive of learning.

FIVE YEAR PERFORMANCE GOAL: Achieve an annual student attendance rate of 95% or higher.

ANNUAL OBJECTIVE: Maintain an annual student attendance rate of 95% or higher.


Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 95.0 95.0 95.0 95.0 95.0

School Actual 97.0

District

Projected X X 95.0 95.0 95.0 95.0 95.0


PARENT SATISFACTION – LEARNING ENV.


FIVE YEAR PERFORMANCE GOAL: Maintain the percent of parents who are satisfied with the learning

environment at 96.5 % or higher through 2018.

ANNUAL OBJECTIVE: Beginning in 2013-14, maintain at least 96.5% of parents who are satisfied with the learning environment.

DATA SOURCE(S): SDE School Report Card Survey results – Question #5

Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 96.5 96.5 96.5 96.5 96.5

School Actual 96.5

District

Projected X X 89.0 89.5 90.0 90.5 91.0

District Actual 88.0*

*SDE has not yet provided GCS with the District’s Parent Survey results for 2011-12. Info is from 2010-11.*

STUDENT SATISFACTION – LEARNING ENV.


FIVE YEAR PERFORMANCE GOAL: Increase the percent of students who are satisfied with the learning

environment from 88.5 % in 2012 to 91 % by 2018.

ANNUAL OBJECTIVE: Beginning in 2013-14, increase by 0.5 percentage point(s) annually students who are satisfied with the learning environment.


Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School Projected X X 89.0 89.5 90.0 90.5 91.0

School Actual 88.5

District Projected

(ES, MS, and HS) X X 83.5 84.0 84.5 85.0 85.5

District Actual (ES and MS)

83.8

TEACHER SATISFACTION – LEARNING ENV.


FIVE YEAR PERFORMANCE GOAL: Maintain the percent of teachers who are satisfied with the learning environment at 97.6% or higher through 2018.

ANNUAL OBJECTIVE: Beginning in 2013-14, maintain at least 97.6% of teachers who are satisfied with the

learning environment.


Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 97.6 97.6 97.6 97.6 97.6

School Actual 97.6

District

Projected X X 92.5 93.0 93.5 94.0 94.5


PARENT SATISFACTION – SAFETY


FIVE YEAR PERFORMANCE GOAL: Increase the percent of parents who indicate that their child feels safe at

school from 94.8 % in 2012 to 95.5 % by 2018.

ANNUAL OBJECTIVE: In 2013-14, increase by 0.7 percentage point and maintain 95.5 annually for parents who indicate that their child feels safe at school.


Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 95.5 95.5 95.5 95.5 95.5

School Actual 94.8

District

Projected X X 93.9 94.3 94.7 95.1 95.5

District Actual 93.5*

*SDE has not yet provided GCS with the District’s Parent Survey results for 2011-12. Info is from 2010-11.*

STUDENT SATISFACTION – SAFETY


FIVE YEAR PERFORMANCE GOAL: Maintain the percent of students who feel safe at school during the school day

from 93.5 % in 2012 to 93.5 % by 2018.

ANNUAL OBJECTIVE: Beginning in 2013-14, maintain the percentage point(s) annually students who feel safe at school during the school day.


Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 93.5 93.5 93.5 93.5 93.5

School Actual 93.5

District

Projected X X 91.9 92.3 92.7 93.1 93.5


TEACHER SATISFACTION – SAFETY


FIVE YEAR PERFORMANCE GOAL: Increase the percent of teachers who feel safe at school during the school day

from 97.6 % in 2012 to 98.5 % by 2018.

ANNUAL OBJECTIVE: Beginning in 2013-14, increase by 0.9 percentage point(s) in 2013-14 and maintain 98.5 percentage points annually for teachers who feel safe at school during the school day.


Baseline

2011-12

Planning Year

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

School

Projected X X 98.5 98.5 98.5 98.5 98.5

School Actual 97.6

(+2.4 Don’t Know)

District

Projected X X 98.5 98.5 98.5 98.5 98.5


STRATEGY

Activity




Encourage greater parent participation in

classroom enrichment programs and

P.T.A. activities such as Build-a-Book,

ESOL, P.T.A., and Tutoring.

Fall 2013 –

June 2018 2

nd -5

th grade Teachers n/a n/a Conference Log

Schedule teacher-parent conferences

Involve Hispanic parents in our school

activities and provide translators for

conferences

Fall – Spring

2013-2018

Teachers, Guidance

Counselors

n/a n/a Conference Log

Hispanic Family Nights Fall 2013-

June 2018

Administration,

Teachers,

TESOL staff

n/a n/a Attendance Log

School will participate in an “Attendance Blitz”.

2013-2018 Teachers

Administration

Guidance Counselor

Attendance Clerk

$0 N/A Weekly attendance

percentage totals will be

calculated.

Student made posters will

be displayed around

school to encourage

students

Attendance conferences

will be held with

administration and

documentation will be

kept in office. Teachers and staff will utilize School Wide

Behavior/Discipline Program.

Steps, buddy teacher, parent contact,

etc.

2013-2018 Teachers

Administrators

N/A N/A Teachers will follow the

steps outlined in the

Handbook

Referrals will document

steps taken prior to

referral to ensure program

is being used.

Teaches will conduct required Parent-

Teacher Conferences and positive phone

contacts.

2013-2018 Teachers N/A N/A Teachers will maintain

Conference Logs as

documentation in the

PAS-T notebook and

copies will be provided

for administration each

nine weeks.

The counselor will conduct guidance lessons

on positive behaviors and bully prevention.

Bully Program for 3rd

& 4th

Cyber-Safety Program 4th

& 5th

SafeKids Night, Watch Dogs (Dads of Great

Students) begin 2013-14

2013-2018 Guidance Counselor N/A N/A A schedule will be

maintained by counselor

and administration for

classroom lessons.

Lesson plans by guidance

counselor will reflect

character education units

and topics for positive

behaviors in school.

Administration will hold attendance

conferences with students and parents for

excessive tardies and absences.

2013-2018 Teachers

Administrators

Guidance Counselor

Parents

Attendance Clerk

District Attendance

Officer

N/A N/A Attendance reports will be

pulled by clerk on a

regular basis.

Letters will be sent to

parents regarding

excessive absence/ tardy

issues and copies will be

maintained by

administration.

A conference intervention

form will be maintained

by administration after

each attendance

conference.

Teachers and staff will highlight positive

behaviors. 2013-2018 Teachers

Administrators

Morning News Crew

Afternoon

Announcements

N/A N/A Teacher and staff will

recognize students as they

see good behaviors.

Decreased number of

referrals will indicate

positive reinforcement is

working

The school will reward all students with

perfect attendance each nine weeks and hold

quarterly awards ceremonies for 2nd

through

5th

grades.

Each nine Weeks Teachers

Administration

$3,000 PTA List of students with

perfect attendance each

nine weeks

Teachers and staff will utilize the Assistance

Team to provide behavior strategies for

struggling students.

October – February

2013-2018

Teachers

Administration

A-Team

N/A N/A An A-Team log and

meeting minutes will be

kept for documentation.

Professional development

of A-Team processes and

strategies will be

conducted for teachers.

Attendance will document

participation.

The school will continue partnerships with

Community Groups to recognize positive

behaviors.

Terrific Kids – Kiwanis

Certificates for recognition

2013-2018 Teachers

Administration

Kiwanis Club

Business Managers

N/A Donations A schedule will be sent

for TK recognitions.

Partner with the Simpsonville Police

Department to provide an office for our

community patrol officer at our school.

2013-2018 Administration

Simpsonville Police Dept.

N/A N/A

Officer sign-in

Simpsonville Elementary2012 School Report Card Summary Link

Simpsonville Elementary2012 School Report Card

https://ed.sc.gov/data/report-cards/2012/elem/c/e2301081.pdf

https://ed.sc.gov/data/report-cards/2012/elem/s/e2301081.pdf

b - Greenville County School District

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