Rice Creek Elementary School · Community, and Joy – embody everything that we do. OUR BELIEFS:...

Stacey Gadson, Principal 4751 Hard Scrabble Road

Columbia, SC 29229

Strategic Plan 2018 - 2023

Rice Creek Elementary School

Stacey Gadson, Principal 4751 Hard Scrabble Road

Columbia, SC 29229

2018 - 2022

TABLE OF CONTENTS

SECTION 1 3

School Renewal Plan Signature Page 3

Assurances for School Renewal Plan 4

Stakeholders Involvement for School Strategic Plan 6

Mission, Vision, Values, and Beliefs 8

Needs Assessment Data 10

Executive Summary of Needs Assessment Data Findings 17

SECTION 2 20

Performance Goals and Action Plans

Learning 20

Character 28

Community 35

Joy 41

SECTION 3 45

Read to Succeed Literacy Plan 45

SCHOOL STRATEGIC PLAN SIGNATURE PAGE

SCHOOL DISTRICT: Richland School District Two SCHOOL: Rice Creek Elementary School 4751 Hard Scrabble Road Columbia, SC 29229 803-699-2900 www.richland2.org/RCE

STRATEGIC PLAN FOR: SY 2018-2019 through SY 2022-2023 (five years)

Phone Website

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

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

2004)), and SBE Regulation 43-261. The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of

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

stakeholders and alignment with Act 135 and EAA requirements.

ASSURANCES FOR SCHOOL PLANS

ACT 135 ASSURANCES

Assurances checked and signed by the district superintendent and the principal, attest

that the school/district complies with all applicable ACT 135 requirements.

Academic Assistance, PreK–3: The school/district makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation). Academic Assistance, Grades 4–12: The school/district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation). Parent Involvement: The school/district encourages and assists parents in becoming more involved in their children„s education. Some examples of parent involvement initiatives include making special efforts to meet with parents at times more convenient for them; providing parents with their child‟s individual test results and an interpretation of the results; providing parents with information on the district‟s curriculum and assessment program; providing frequent, two-way communication between home and school; providing parents an opportunity to participate on decision making groups; designating space in schools for parents to access educational resource materials; including parent involvement expectations as part of the principal‟s and superintendent‟s evaluations; and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of their children.

Staff Development: The school/district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the school/district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council„s revised Standards for Staff Development. Technology: The school/district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.

Innovation: The school/district uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students.

Collaboration: The school/district (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social services departments, mental health departments, First Steps, and the family court system).

Developmental Screening: The school/district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.

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ASSURANCES FOR SCHOOL PLANS (Continued)

Half-Day Child Development: The school/district provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function at primary and elementary schools, however, they may be housed at locations with other grade levels or completely separate from schools.

Developmentally Appropriate Curriculum for PreK–3: The school/district ensures that the scope and sequence of the curriculum for PreK–3 are appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the student's social and cultural context. Parenting and Family Literacy: The school provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and how to be full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriate education to prepare children for success in school and life experiences (early childhood education). Family Literacy is not grade specific, but is generally most appropriate for parents of children at the primary and elementary school levels and below as well as for secondary school students who are parents. Family Literacy program goals are to strengthen parental involvement in the learning process of preschool children ages birth through five years; to promote school readiness of preschool children; to offer parents special opportunities to improve their literacy skills and education; to provide parents a chance to recover from dropping out of school; and to identify potential developmental delays in preschool children by offering developmental screening. Recruitment: The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, age‟s birth through five years, who are considered at-risk of school failure. “At-risk children are defined as those whose school readiness is jeopardized by any of, but not limited to, the following personal or family situation(s): parent without a high school graduation or equivalency, poverty, limited English proficiency, significant developmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional) and/or child abuse and neglect. Coordination of Act 135 Initiatives with Other Federal, State, and District Programs: The school/district ensures as much program effectiveness as possible by developing a district wide/school wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities. Baron R. Davis, Ph.D. Superintendent‟s Printed Name Superintendent‟s Signature Date (for district and school plans) Mr. Stacey Gadson Principal‟s Printed Name Principal‟s Signature Date

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STAKEHOLDER INVOLVEMENT

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

1. PRINCIPAL Mr. Stacey Gadson

2. TEACHER Mrs. Dana DuPre

3. PARENT/GUARDIAN Ms. Natalie Hill-Dingle, SIC Vice Chair

4. COMMUNITY MEMBER Mr. Rowland Washington, SIC Member

5. SCHOOL IMPROVEMENT COUNCIL Mrs. Shambi Broome, SIC Chair

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

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

etc.)

POSITION NAME

Administrator Mrs. Wanda Wells

Administrator Mrs. Denise Webster

Magnet Curriculum Specialist Ms. Nikki Gilmore

Technology Learning Coach Mrs. Tia Meekins

Parent/SIC Member Mr. DeVon Chisolm

Parent/SIC Member Mrs. Angela Wright

Parent/PTO Member Mrs. Tamara Hammonds

Parent/PTO Member Mrs. Audreyano Thomas

Teacher Mrs. Kate Gindhart

*REMINDER: If state or federal grant applications require representation by other stakeholder

groups, it is appropriate to include additional stakeholders to meet those requirements and to ensure

that the plans are aligned.

STAKEHOLDER INVOLVEMENT (continued)

POSITION NAME

Teacher /Team Leader Mrs. Amanda Miller

Teacher/Team Leader Mrs. Sara Elizabeth Barrett

Teacher/Team Leader Mrs. Cheryl Milburn-Jenkins

Librarian/Team Leader Mrs. Elizabeth Harris

Teacher/Team Leader Mrs. Serene Owens

Teacher/Team Leader Mrs. Jennifer Corn

Teacher/Team Leader Mrs. Glenda Butler

Teacher Ms. Takenya Atkins

Teacher Ms. Janaya Sumrall

OUR MOTTO: Where students Learn Today, Lead Today.

MISSION: In partnership with your community, Rice Creek will

develop the global citizens of tomorrow – citizens who are prepared to lead and excel in their chosen pathway.

VISION: Rice Creek Elementary strives to be the premier

elementary school – a learning and working environment where all partners are committed to creating, sustaining, and investing in a culture and environment of excellence and where all are afforded the opportunity to maximize their gifts and talents as they pursue their pathway to purpose.

OUR CORE VALUES: The Four

Squares – Learning, Character, Community, and Joy – embody everything that we do.

OUR BELIEFS: We believe in

educating leaders, empowering leaders, and communicating as leaders.

Highlights and accomplishments: National Junior Beta School of Merit, 2017 MSAP Med-Pro 21 Grant Recipient, 2017 DODEA Education Grant, 2012, 2017 USC PDS School Partnership R2 Innovation School, 2015 Award for Exemplary Professional Development School Achievement, 2011 Palmetto Gold and Silver Award 2010, 2006, 2004, 2002, 2001 Palmetto Gold Closing the Achievement Gap, 2013 eFIT – The Environmental Fitness Academy, 2009 Red Carpet School, 2007, 2002 Exemplary Writing Award, 2002 – 2005, 1999-2000 (Hall of Fame) National Blue Ribbon School of Excellence, 2001 School of Promise Avid Elementary Showcase School Leader in Me School

NEEDS ASSESSMENT DATA

Provide the link to your district‟s most recent School Report Card: https://ed.sc.gov/data/report-cards/state-report-cards/2017/view/?y=2017&t=E&d=4002&s=083

Directions: Provide additional district‟s needs assessment data including both formative and summative assessments used to gauge student learning. (Charts, graphs, or other formats of data may be used.)

Formative Assessment Data

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

Table 1: Percent of Students Who Met Their Growth Target on MAP by Subject and Subgroup

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

Count Percent Count Percent Count Percent

Mathematics

All Students 463 39.5% 453 27.8% 424 51.4%

Ethnicity

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

Asian 9 -- 7 -- 7 --

Black or African American 343 36.7% 351 27.4% 348 50.0%

Hispanic or Latino 26 46.2% 20 35.0% 11 63.6%

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

Two or More Races 20 60.0% 27 14.8% 20 45.0%

White 62 48.4% 46 34.8% 38 63.2%

Gender

Female 239 37.7% 218 25.7% 209 48.8%

Male 224 41.5% 235 29.8% 215 54.0%

Reading

All Students 462 49.1% 454 46.7% 423 53.2%

Ethnicity

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

Asian 9 -- 7 -- 7 --


Hispanic or Latino 26 50.0% 20 60.0% 11 63.6%


Two or More Races 20 70.0% 27 40.7% 20 35.0%

White 62 58.1% 47 53.2% 38 55.3%

Gender

Female 238 50.0% 220 42.7% 208 55.3%

Male 224 48.2% 234 50.4% 215 51.2%

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

Summative Assessment Data

South Carolina Kindergarten Readiness Assessment

Table 2 shows the percent of students demonstrating overall readiness and readiness in each of the domains on the 2016-2017 South Carolina Kindergarten Readiness Assessment (KRA) by subgroup.

Table 2: Percent of students demonstrating readiness by subgroup

Subgroup Count Overall Performance

Language & Literacy

Mathematics Social Foundations

Physical Well-Being and Motor Development

All 93 37.6% 39.8% 32.3% 45.2% 64.5%

Gender

Female 50 38.0% 38.0% 32.0% 54.0% 80.0%

Male 43 37.2% 41.9% 32.6% 34.9% 46.5%

Ethnicity

Asian 2 -- -- -- -- --

Afr. American 68 44.1% 44.1% 33.8% 51.5% 72.1%

Hispanic 11 0.0% 9.1% 18.2% 27.3% 45.5%

White 6 66.7% 66.7% 50.0% 50.0% 50.0%

Other 6 16.7% 33.3% 33.3% 16.7% 50.0%

Lunch Status

Free/Reduced 58 41.4% 39.7% 34.5% 53.4% 70.7%

Pay 35 31.4% 40.0% 28.6% 31.4% 54.3%

English Proficiency

LEP 5 -- -- -- -- --

Non-LEP 88 39.8% 42.0% 34.1% 45.5% 64.8%

IEP Status

Non-Speech IEP 4 -- -- -- -- --

No IEP 89 39.3% 41.6% 33.7% 47.2% 67.4%

Pre-Kindergarten

Head Start 9 11.1% 33.3% 22.2% 22.2% 33.3%

PreK* 60 46.7% 46.7% 38.3% 56.7% 76.7%

None 17 23.5% 29.4% 17.6% 23.5% 41.2%

Unknown 7 28.6% 14.3% 28.6% 28.6% 57.1%


South Carolina READY

Tables 3.1 and 3.2 show the percent of students in grades 3 through 5 who scored Meets or Exceeds Expectations on the SC Ready English Language Arts and Mathematics tests for the 2015-2016 and 2016-2017 school years by subgroup.

Table 3.1: Percent of Students (3-5) Who Score Meets or Exceeds Expectations on SC Ready ELA by Subgroup

Subgroup 2016 2017

Count Percent Count Percent

All Students 392 34.7% 361 42.1%

Gender

Male 198 31.8% 193 37.3%

Female 194 37.6% 168 47.6%

Ethnicity

Hispanic or Latino 18 38.9% 12 0.0%

American Indian or Alaska Native 1 -- 0 --

Asian 7 0.0% 4 0.0%

Black or African American 303 29.7% 292 41.4%

Native Hawaiian or Other Pacific Islander

1 -- 0 --

White 44 45.5% 35 17.1%

Two or more races 18 27.8% 18 0.0%

Disability

Disabled 49 12.2% 51 21.6%

Not Disabled 343 37.9% 310 45.5%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 392 34.7% 361 42.1%

English Proficiency

Limited English Proficient 13 0.0% 10 0.0%

Non-Limited English Proficient 379 34.3% 351 42.5%

Poverty

Students in Poverty (SIP) 205 30.7% 203 37.4%

Non-Students in Poverty (SIP) 184 39.7% 158 48.1%


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

Subgroup 2016 2017

Count Percent Count Percent

All Students 392 47.2% 361 51.0%

Gender

Male 198 46.0% 193 47.1%

Female 194 48.5% 168 55.4%

Ethnicity

Hispanic or Latino 18 38.9% 12 0.0%

American Indian or Alaska Native 1 -- 0 --

Asian 7 0.0% 4 0.0%

Black or African American 303 41.6% 292 49.7%

Native Hawaiian or Other Pacific Islander

1 -- 0 --

White 44 59.1% 35 17.1%

Two or more races 18 33.3% 18 0.0%

Disability

Disabled 49 20.4% 51 31.4%

Not Disabled 343 51.0% 310 54.2%

Migrant Status

Migrant 0 -- 0 --

Non-Migrant 392 47.2% 361 51.0%

English Proficiency

Limited English Proficient 13 0.0% 10 0.0%

Non-Limited English Proficient 379 47.0% 351 51.0%

Poverty

Students in Poverty (SIP) 205 43.4% 203 45.8%

Non-Students in Poverty (SIP) 184 51.6% 158 57.6%


SCPASS

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

Subgroup 2015 2016 2017


All Students 253 79.5% 257 71.2% 263 54.3%

Gender

Male 118 79.7% 132 66.6% 138 55.8%

Female 134 79.1% 125 76.0% 125 52.8%

Ethnicity

Hispanic or Latino 20 60.0% 14 71.4% 9 --

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

Asian 3 -- 3 -- 4 --



White 36 94.5% 36 88.9% 26 38.4%

Two or more races 15 -- 12 66.7% 12 --

Disability

Disabled 21 28.6% 34 50.0% 37 37.8%

Not Disabled 232 81.5% 223 74.5% 226 57.1%

English Proficiency

Limited English Proficient 14 64.3% 9 -- 7 --

Non-Limited English Proficient 239 78.7% 248 71.0% 256 54.2%

Poverty

Students in Poverty (SIP) 155 78.0% 138 69.6% 139 47.5%

Non-Students in Poverty (SIP) 97 81.5% 117 73.5% 124 62.1%


Standards and Scale Changed for 2017

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

Subgroup 2015 2016 2017


All Students 253 87.0% 257 80.5% 263 81.0%

Gender

Male 118 89.8% 132 80.3% 138 81.9%

Female 134 84.3% 125 80.7% 125 80.1%

Ethnicity

Hispanic or Latino 20 70.0% 14 71.4% 9 --

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

Asian 3 -- 3 -- 4 --



White 36 94.5% 36 94.5% 26 50.0%

Two or more races 15 -- 12 58.3% 12 --

Disability

Disabled 21 47.6% 34 61.8% 37 67.6%

Not Disabled 232 88.4% 223 83.4% 226 83.2%

English Proficiency

Limited English Proficient 14 71.4% 9 -- 7 --

Non-Limited English Proficient 239 86.6% 248 81.1% 256 80.9%

Poverty

Students in Poverty (SIP) 155 85.2% 138 79.0% 139 77.0%

Non-Students in Poverty (SIP) 96 89.6% 117 82.9% 124 85.5%


School Climate

Table 5 shows the percent of teachers, students and parents who indicated they were satisfied learning environment, the social and physical environment, and school-home relations on the 2015 through 2017 South Carolina Department of Education School Climate surveys.

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

2015 2016 2017


Satisfied with the Learning Environment

Teacher 45 96.0% 53 88.7% 52 86.5%

Student 110 94.0% 131 90.1% 124 79.0%

Parent 85 93.0% 102 89.3% 83 89.2%

Satisfied with the Social and Physical Environment

Teacher 45 100.0%

53 94.3% 52 86.5%

Student 110 89.0% 131 86.2% 124 75.0%

Parent 85 92.0% 102 91.3% 83 89.3%

Satisfied with the School-Home Relations

Teacher 45 96.0% 53 90.6% 52 90.4%

Student 110 91.0% 131 86.2% 124 81.5%

Parent 85 68.0% 102 83.3% 83 78.1%

EXECUTIVE SUMMARY OF NEEDS ASSESSMENT DATA FINDINGS

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

priorities for the plan. The comprehensive needs assessment must identify targeted areas of discrepancy

between the desired performance levels and the current status as indicated by available data. Any

discrepancies in the following areas identified by the school and district report cards must be included in the

plan: (1) achievement, (2) achievement by subgroups, (3) graduation rates, (4) attendance, (5) discipline, (6)

teacher/administrator quality and professional growth, and (7) other priority areas.

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

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

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

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

Required areas to be addressed are: Student Achievement, Teacher/Administrator Quality,

School Climate, and Gifted and Talented.

Student Achievement, including sub-groups

Early Childhood/Primary (PK–2):

During the 2017 fall administration of KRA, 39.8% of Kindergartners demonstrated readiness in Language and Literacy and 32.3% demonstrated readiness in math. Of our Kindergartners receiving subsidized meals, 39.7% of students demonstrated readiness in Language and Literacy and 34.5% demonstrated reading in math. Based on our KRA data and the needs of our incoming Kindergartners, we will continue to monitor and increase our intervention support in the early grades to ensure that all of our students are ready to meet the grade level expectations.

Elementary School (3-5)

ELA and Math: During the 2017 spring administration of SC READY, 42.1% of our third-fifth graders scored met or exceeds in ELA. 41.4% of African American students, and 17.1% of White students scored met or exceeds in ELA. Based on our ELA data, we will continue to focus on improving student achievement in ELA by providing more professional development support for teachers, more of a literacy rich environment, and literacy intervention. We will also add Open Court to first grade this year to ensure that all of our students have a solid phonics background. During the 2017 spring administration of SC READY, 51.0% of our third-fifth graders scored met or exceeds in Math. 49.7% of African American students and 17.1% of White students scored met or exceeds in Math. Based on our Math data, there is improvement from last year but will continue to strive to improve student achievement, specifically with our White Students. The SC Ready data in Math and ELA is right at the district and state average. The administration and teachers are working closely with our district content specialists to ensure that instruction in Math and ELA is fully aligned to the standards.

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

Science and Social Studies: During the 2017 spring administration of SC PASS, 54.3% of our fourth and fifth graders scored met or exceeds in Science. 51.0% of African American students and 38.4% of White students scored met or exceeds in Science. During the 2017 spring administration of SC PASS, 81.0% of our fourth and fifth graders scored met or exceeds in Social Studies. 80.2% of African American students and 50.0% of White students scored met or exceeds in Social Studies. The SC PASS data in Science and Social Studies has slightly declined over the past three years. The administration and teachers are working closely with our district content specialists to ensure that instruction in Science and Social Studies is fully aligned to the standards.

High School (9-12)

N/A

Teacher/Administrator Quality

Quality professional development opportunities will address our school needs in order to maintain an enhanced growth based on student achievement and observations. Our staff participates in on-going, relevant professional learning experiences related to STEAM-M education and best practices in the classroom, which includes using AVID strategies. Professional development will also focus on meeting the social-emotional needs of our students while providing teachers with innovative strategies to fully integrate the use of technology to prepare 21st Century Learners for their future pathways. We will also maximize the strengths of our faculty and staff as well as addressing any challenges thus positively affecting student achievement.

School Climate

Perception is an important part of the data picture and is critical in analyzing a school‟s climate. Our students' satisfaction with the learning environment indicates a discrepancy between their responses from those of teachers and parents. Teachers and parents tend to be more satisfied with the learning environment than students. Historically, this has been the case with these survey results. Regarding the social and physical environment, Our students' satisfaction indicates a discrepancy between their responses from those of teachers and parents. Teachers and parents tend to be more satisfied with the social and physical environment than students. With regard to home-school relations, our teachers‟ satisfaction indicates a discrepancy between their responses from those of students and parents. Teachers tend to be more satisfied with home-school relations than students and parents. Overall, there has been a slight decreasing trend in satisfaction in our learning, social, and physical environments. We will continue to work on strategies to improve home-school relations and focus on ways to improve the learning, social, and physical environment for all of our stakeholders.

District Priorities

Rice Creek aligns our goals and priorities to the district priorities and framework. Our professional development and all of our practices are aligned to learning, character, community, or joy - our district‟s four squares of success.

Gifted and Talented

Our district‟s ALERT program starts in the second grade. Rice Creek continues to differentiate instruction for all of our learners to ensure we meet the needs of gifted and academically advanced students in all grade levels.

LEARNING

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

ACHIEVEMENT GOAL

Using baseline data obtained from 2017 SC Ready scores for ELA and MATH, Rice Creek will work to ensure students’ academic success by increasing academic achievement in all areas as evidenced by State and District testing:

2018 - 2% increase based on 2017 baseline data ; 2019 - 4% increase based on 2017 baseline data; 2020 - 6% increase based on 2017 baseline data; 2021 - 8 % increase based on 2017 baseline data; 2022 - 10% increase based on 2017 baseline data

RCE Student Outcome/Strategy

Our students will meet or exceed their target growth and be on grade level or above grade level on state assessments in ELA, Math, Science and Social Studies.

RCE Staff Outcome/Strategy

Our staff participates in on-going, relevant professional learning experiences related to STEAM-M education and best practices in the classroom, which includes using AVID strategies.

RCE Community Outcome/Strategy

We collaborate with our partners to provide learning opportunities for our parents and community members which support the curriculum and learning at RCE.

RCE Student Strategy Action Steps

Timeline Responsibility Cost/Funding Source

Measure(s) of Progress

Accountability

Use AVID and LIM, along with pacing guides and unit curriculum maps, and common assessments in all subject areas aligned with State Standards.

2018-2022

Administrative Team, Faculty and staff, Reading Coach

Varies/STEAM-M Grant, DODEA Grant, School funds

Alignment of documents with standards, curriculum maps, and

Walkthrough observations, Lesson plans, Assessment Reviews

common assessments to evaluate rigor.

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

2018-2022

Teachers, RTI Interventionist, RTI assistants

$50,000/At risk funds

Growth on EasyCBM data

Fall, winter and spring benchmark report RTI Teacher, RTI Assistants, and TLC will use data to make informed instructional decisions to target identified individuals and groups of students at regularly scheduled intervals.

Provide Number Worlds for math interventions for students < 25%

2018-2022

Teachers, RTI Interventionist, RTI assistants

$50,000/At risk funds

Growth on EasyCBM data

Fall, winter and spring benchmark reports

RTI Teacher, RTI Assistants, and TLC will use data to make informed instructional decisions to target identified individuals and groups of students at regularly scheduled intervals.

Students (with teacher guidance) will use data to set individualized goals (WIGS). These goals are shared with parents through conferences.

2018-2022

Faculty and staff, RTI Teacher/Assistants, TLC, Administrative Team, Magnet Curriculum Specialist

N/A MAP, Progress Monitoring Data (EasyCBM, Reflex, MobyMax, etc), Student WIGs,

Teachers effectively differentiate instruction to meet the needs of their students as noted through classroom observations and teacher lesson plans.

and Data Notebooks

Provide afterschool opportunities in ELA and Math for student enrichment

2018-2022

Magnet Curriculum Specialist, Teachers

DODEA Grant, STEAM-M Grant

Increase in MAP scores

Identified student groups, Attendance records, Increase in MAP scores

Provide students access to field trips and experiences that provide hands-on experiences in Science and Social Studies

2018-2022

Administrators

Teachers

Community Members

Discretionary funds, Grants

Increase in students Science and Social Studies scores

SC PASS scores

RCE Staff Strategy Action Step Timeline Responsibility Cost/Funding Source


Accountability

Develop a yearly professional development calendar based on school magnet focuses and best practices addressing the academic, behavior and social/emotional needs of the students and school community.

AVID STEAM-M Leader in Me Restorative Practices Blended Learning Technology (Techie

Tuesday/ Wednesday Workshop)

Content/Curriculum Updates

RTI Tier Strategies

2018-2022

Administrative Team, Magnet Curriculum Specialist, Teaching and Learning Coach, RTI Teacher, District Content Specialists, Teacher Leaders

Varies/Discretionary Budget, DODEA and STEAM-M Grants

Teacher PD survey results and measure of student data for growth.

Professional development calendar, Training documentation, Faculty and staff led professional development experiences, Student MAP, SC Ready and SC PASS Scores

RCE Community Strategy Action Steps



Accountability

Provide opportunities for parent learning through Parent

2018-2022

Administrative team, Teacher Leaders,

Discretionary budget, PTO Funds

Number of people who

Documentation of attendees and offerings

University and workshops Counselor attend sessions, School calendar of events

for parents/ community members, photos and social media posts, survey/feedback results

Provide tours and opportunities for families and community members to visit classrooms and mentor/work with students

2018-2022

RCE Families, PTO and SIC Members Community partners- USC and RVH

NA Increase in positive community feedback Increase in number of visitors and opportunities for community partners

Pictures of events and interactions between students/stakeholders Community satisfaction surveys

TALENT GOAL

By the end of the 2022-2023 school year, the number of Rice Creek faculty members (certified staff members) who share their gifts and talents by leading at least one professional development session will increase to: 2018 - 20% of RCE faculty; 2019 - 40% of RCE faculty; 2020 - 60% of RCE faculty; 2021 - 80% of RCE faculty; 2022 - 100% of RCE faculty.

RCE Student Outcome Our students will benefit from the opportunity to identify their gifts and talents and have the opportunity to pursue a passion.

RCE Staff Outcome Staff works to identify and pursue a passion in their areas of interest and share it with other staff, students and community.

RCE Community Outcome Community members share their gifts and talents with Rice Creek students and employees.




Accountability

Provide opportunities for development of academic achievement. (Beta Club, Battle of the Books, Math League, Robotics, Dolphin Academy)

2018-2022

Faculty and staff Varies/Student fees, school funding, PTO funds, Grant funds

List of events/ activities, school calendar of opportunities

Analyze types of leadership skills, clubs, jobs, and other leadership opportunities offered to students.

Provide meaningful and relevant extra-curricular opportunities and experiences for all students. (Covey Clubs, Dolphin Singers)

2018-2022

Faculty and staff Varies/School funds, PTO funds

Rosters and schedules for extracurricular activities and experiences.

Document number of students in extra-curricular experiences.

RCE Staff Strategy Action Steps



Accountability

Provide a variety of meaningful and relevant extracurricular opportunities and experiences for all students (Covey Clubs, community service projects, etc.) sponsored by Faculty and Staff members based on their personal interests and talents.

2018-2022



Document variety of Clubs and activities available for students. Calendar of events on school blog.

Expand mentoring program for first year teachers and teachers who are new to Rice Creek.

2018-2022

Administrative team, Teacher Leaders

N/A Agendas, calendar of events for Mentoring Program

Teacher retention data and selected items from teacher survey

Provide opportunities for Faculty and Staff to provide PD for colleagues through school-based and/or district-based PD opportunities

2018-2022


Varies/School funds, STEAM-M Grant

School calendar of PD opportunities, participation by staff members in PD

Documentation of PD opportunities and PD participants




Accountability

Provide a variety of venues for parent and community member participation (Career Day, SuperMen Read/Women of STEAM, AVID Day, etc.)

2018-2022


Varies/ School funds, PTO funds

School calendar of events

Provides a variety of events that focus on the interests of our parents

Work collaboratively with partner school Ridge View to provide instruction, mentoring, and leadership support (Mentors, Spanish Instruction, and Interns)

2018-2022

Administrative team, Faculty and Staff

N/A School calendar of events

Maintain a list of partner school activities completed and the individuals participating in the programs.

CULTURE AND ENVIRONMENT GOAL

Rice Creek will promote collaboration among all partners in order to build and add to our collective knowledge and expertise.

RCE Student Outcome We maintain a student centered environment that fosters collaboration and supports learning.

RCE Staff Outcome Our staff creates and maintains an environment that promotes collaboration and supports learning for students and all partners including themselves.

RCE Community Outcome

Collaboration with our community partners expands and increases learning opportunities for students, staff, and community members.




Accountability

Utilize a variety of strategies focused on 21st century skills to

2018-2022

Administrative team, Faculty and staff

N/A Schedule of school events on school calendar and

Classroom observations indicate that students are engaged in relevant instruction. Observations

engage students in meaningful and relevant work.

classroom observation schedule

discussed by administrative team and leadership team monthly.

Implement AVID and Leader in Me strategies with all students, faculty, and staff. Students work with teaching staff to set academic and/or personal goals, monitor their progress and celebrate successes.

2018-2022

Administrative staff, Lighthouse Team, AVID Site Team, Students

Varies/DODEA Grant, STEAM-M Grant

Classroom schedules and Master schedule reflecting time for Morning Meeting and Intervention Block for identified students.

Students utilize information from Leadership notebooks to share progress with parents and establish new goals/revise old goals based on progress.

Engage in community meetings each day to ensure student centered collaboration and leadership.

2018-2022

Administrative staff, Lighthouse Team, AVID Site Team, Students

N/A Master Schedule allows 20 minute focus each day for grade level community meetings.

Every staff member and student participates as part of a classroom and school community.




Accountability

Weekly collaborative grade level planning sessions with support personnel available as needed (RTI, Reading Coach, TLC, Librarian, etc.) to enhance student learning

2018-2022

Administrative team, Faculty and Staff, District Content Specialists

N/A Weekly team meeting notes, Schedule for extended planning once per semester

Review of grade level meeting notes, scheduled meeting dates, school calendar dates for extended planning

Quarterly data meetings will be held with Teachers, the Administrative team and support personnel to

2018-2022

Administrative team, Faculty and Staff, TLC, RTI Teacher

N/A Quarterly data meeting notes, school calendar, Schedule for extended planning

Administration and teachers will analyze data as received. Teachers effectively differentiate instruction to meet the needs of their students as noted through classroom

analyze data, review instructional planning, identify specific and group academic needs.

once per semester observations and teacher lesson plans.




Accountability

Provide a variety of avenues to involve parents and community members. (Career Day, SuperMen Read/Women of STEAM, Covey Clubs, Spring Fling, Mentoring Program, AVID Day, etc.)

2018-2022


School calendar, schedule of events

Provide a variety of events that focus on the needs and interests of our parents. Maintain database.

Work collaboratively with DOD (Department of Defense) contacts to continue established military programs and expand additional programs. (Day in the Life, Dolphin to Dolphin, Dolphin Academy)

2018-2022

Administrative Staff, Teacher Leaders

TBD/DODEA Grant

Students will build positive relationships with school community members to impact their lives.

Maintain a list of military activities completed and the individuals participating in the military programs.

Work collaboratively with SIC and PTO to improve opportunities for learning for Rice Creek students.

2018-2022

Administrative Staff, Teacher Leaders, SIC Members, PTO Members

N/A School calendar, School documents, monthly scheduled meetings.

Maintain notes from monthly meetings, calendar of PTO events, programs sponsored by PTO

CHARACTER

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

ACHIEVEMENT GOAL

Using baseline data from 2017-2018 discipline referrals and Culture & Climate Surveys, Rice Creek will encourage our students to demonstrate a high level of ethical character within and outside of the RCE community as measured by a decrease in discipline referrals and an increase in our positive culture and climate: Discipline Referrals/Climate Survey

2018 - 5% reduction/2% increase based on 2017 baseline data; 2019 – 10% reduction/4% increase based on 2017 baseline data; 2020 – 15% reduction/6% increase based on 2017 baseline data; 2021 – 20% reduction/8% increase based on 2017 baseline data; 2022 - 25% reduction/10% increase based on 2017 baseline data

RCE Student Outcome

Through the use of Leader in Me and AVID Principles, RCE students develop and apply the Life and Career Characteristics of the South Carolina Graduate: Integrity, Self-Direction, Global Perspective; Perseverance; Work Ethic; and Interpersonal Skills.

RCE Staff Outcome

Through the use of Leader in Me and AVID Principles, RCE staff will consistently model strong character traits and encourage positive behavior while serving as role models for our students and each other.


We work with our community partners to provide opportunities for students and staff to contribute to society through service learning projects and other opportunities.



Measure(s) of Progress Accountability

Continue to implement the Leader in Me 7 Habits & SEA Expectations as well as AVID Principles to

2018-2022

Administrative team, Faculty and Staff, Students

Varies/School funds, PTO funds

Reduction in discipline referrals

Lesson Plans, Pictures, Referral data

All students and staff

promote student leadership, college and career readiness, and to grow 21st century leaders and learners.

members actively participate as a member of their classroom and the greater school community.

Provide monthly character education lessons.

2018-2022

School Counselor, Lighthouse Team, BAT Team

N/A Increase in student confidence and positive prosocial behavior displayed towards others

Student surveys, Discipline referral data

Establish activities to recognize students with demonstrate the 7 Habits and AVID principles. (Dynamic Dolphins)

2018-2022

Administrative Team, School Counselor Faculty and Staff


Students demonstrate the 7 Habits and AVID principles. Reduction in negative behavior

Maintain a list of students to be recognized

Student surveys, Discipline referral data

Provide opportunities for participation in meaningful and relevant service learning and community involvement projects. (Winter wishes, Beta Club, Student Lighthouse Team)

2018-2022


N/A Student surveys, Leadership Notebooks, Community Feedback

Identify types of leadership skills, clubs, jobs, and other leadership opportunities offered to students. Document events and celebrate success and participation.




Continue to implement the Leader in Me 7 Habits & SEA expectations as well as AVID Principles to promote student leadership, college and career readiness, and to grow 21st century leaders and learners.

2018-2022

Administrative team, Faculty and Staff, Students


Use of AVID strategies and principles, LIM 7 Habits, SEA Expectations, Morning Meetings and Town Halls

All students and staff members actively participate as a member of their classroom and the greater school community.

Provide opportunities for faculty and staff training on

2018-2022

Administrative team, Faculty and

N/A Annual review of Rice Creek Handbook and

All faculty and staff members adhere to the

the Rice Creek Handbook including expectations, school practices, school programs, and safety/crisis information

staff Expectations guidelines established within the handbook, Staff climate surveys

Implementation of B.E.S.T Model - Analyze qualitative data from multiple sources to identify students who need additional behavioral supports

2018-2022

Administrative Team, District Behavior Interventionist, School Counselor, Psychologist and Social Worker, Faculty and staff

N/A Increase in teacher understanding and ability to identify and manage students‟ inappropriate behaviors and promote prosocial behaviors, List of students and schedule of instructional sessions/groups

Staff surveys, Reduction in teacher behavior referrals

Use information gathered to determine the need for counseling sessions and small group instruction for identified groups of students.

RCE Community Strategy Action Step



Provide opportunities for participation in meaningful and relevant service learning and community involvement projects. (Winter wishes, Beta Club, Student Lighthouse Team, Walk for Life, Jump Rope for Heart, etc.)

2018-2022




TALENT GOAL

Rice Creek will work to recruit, develop, and retain partners who promote the strong positive character traits that help make learning complete.

RCE Student Outcome

Our students serve as ambassadors for Rice Creek by modeling the core values of the school: Learning; Character; Community; and Joy.

RCE Staff Outcome Our staff demonstrates a commitment to the district and school‟s core values, models positive character traits and helps students develop those traits as well.


Our community provides a safe, secure, and inviting place to live which attracts and retains partners who are contributing members of society and positive role models for our students.




Accountability

Provide a variety of meaningful and relevant extracurricular opportunities and experiences for all students.

2018-2022

Faculty and staff TBD/School funds, PTO funds



Provide relevant field study experiences for real world connections to the curriculum as well as their greater community. Students will model their leadership skills as they serve as ambassadors of Rice Creek.

2018-2022


School calendar, Alignment to Curriculum

Document the variety of opportunities offered to students each year. Reviewed by administrative team yearly.

Provide opportunities for the development of leadership skills. (Dolphin to Dolphin, Beta Club, Library Helpers, Dolphin Update, Safety Patrol, Color Guard)

2018-2022


List of opportunities for school leadership positions and requirements.

Analyze types of leadership skills, clubs, jobs, and other leadership opportunities offered to students.

RCE Staff Strategy Action Steps Timeline Responsibility Cost/Funding Source


Accountability

Teachers and staff are recognized 2018- Administrative Varies/School Recognize faculty Quarterly celebrations,

for exemplary attitude and effort. 2022 Team, Faculty and Staff

funds, PTO funds

and staff regularly Celebrate joy at weekly faculty meetings, Monthly staff “shout outs”

Faculty and staff participate in district required training on specific topics including expectations, Mission, Vision, and Core Values. New employees provided with additional training through New to Two Seminars.

2018-2022

Administrative team, Faculty and Staff

N/A Annual review of Richland Two Handbook, Expectations, Guidelines, Mission, Vision, and Core Values

All faculty and staff members adhere to the guidelines established




Accountability

Provide opportunities for participation in meaningful and relevant service learning and community involvement projects. (Winter wishes, Beta Club, Student Lighthouse Team, Walk for Life, Jump Rope for Heart, etc.)

2018-2022




Provide a variety of avenues to involve parents and community members. (Career Day, SuperMen Read/Women of STEAM, Covey Clubs, Spring Fling, Mentoring Program, etc.)

2018-2022



Provide a variety of events that focus on the needs and interests of our parents. Maintain database


Rice Creek will work to maintain a culture and environment that reinforces positive character traits.

RCE Student Outcome

From Preschool through grade 5, our students participate in character education.

RCE Staff Outcome Our staff participates in character education, models positive behavior for students, and engages in restorative practices.


We partner with the community to provide character education programs and we recognize community members who model positive behavior for our students and staff.




Accountability

Implement AVID and Leader in Me strategies with all students, faculty, and staff. Utilize positive behavior strategies and restorative justice practices based on the needs of the students.

2018-2022

Administrative team, Faculty and Staff, Magnet Curriculum Specialist

TBD/School funds, PTO funds, STEAM-M Grant

Lesson plans, School calendar of events. Classroom observations, students implement strategies

AVID and 7 Habits posters in classrooms, hallways, and highlight on morning news show. Integrate into lesson plans. Reviewed by the administrative team weekly.

Establish activities to recognize students with demonstrate the 7 Habits and AVID principles. (Dynamic Dolphins)

2018-2022

Administrative team, Faculty and staff, Counselor

N/A Students demonstrate the 7 Habits and AVID principles.

Maintain a list of students, faculty, and staff to be recognized.




Accountability

Teachers and staff will incorporate morning meetings, Town Halls, and social emotional lessons into their schedule to positively reinforce the 7 Habits and AVID principles. These strategies will be reinforced through Counseling

2018-2022

Administrative team, Faculty and staff, Counselor, Social Worker, Parent Educator


Staff will practice and demonstrate understanding of RCE expectations to serve as role models for students.

Lesson plans, classroom schedules, Counselor‟s schedule, Discipline Records

Classes and by all members of the RCE faculty.




Accountability

Work collaboratively with partner school community members and Ridge View students /teachers/coaches to provide mentoring to Rice Creek students.

2018-2022

Administrative team, Counselor

N/A Students will build positive relationships with mentors to impact their lives.

Maintain a list of mentoring activities completed and the individuals participating in the mentoring programs.

Work collaboratively with DOD (Department of Defense) contacts and families to identify students of military families to provide social emotional support. (Military groups, Dolphin to Dolphin)

2018-2022

Administrative team, Counselor, School Social Worker, Military Counselor

TBD/DODEA Grant

Students will build positive relationships with school community members to impact their lives.

Maintain a list of military activities completed and the individuals participating in the military programs.

COMMUNITY

We value the power of working with our entire community – students, employees, parents, residents, businesses, faith-based organizations, government entities, and elected officials (partners). Working together, we continuously improve the Rice Creek community and support each other in maximizing our gifts and talents, as we pursue our pathways to purpose.

ACHIEVEMENT GOAL

Rice Creek will maximize opportunities for partners to collaborate and work together for the greater good.

RCE Student Outcome

Students participate in meaningful and relevant community service projects that provide opportunities to expand their learning and support the Rice Creek and Richland Two community.

RCE Staff Outcome Our staff support and serve as leaders in community organizations, building their capacity to support the mission and vision of the district and school while bettering the community.


We capitalize on mutually beneficial community partnerships that support our students, staff and community partners as they pursue their pathways to purpose.

RCE Student Strategy Action Step



Accountability

Provide opportunities for participation in meaningful and relevant service learning and community involvement projects. (Winter wishes, Beta Club, Student Lighthouse Team)

2018-2022

Faculty and staff, School Counselor






Accountability

Showcase faculty and staff participation and leadership in community organizations through

2018-2022

Faculty and Staff, Administrative Team, Parents,

N/A Evidence posted on multiple sources

Documentation of community events updated at least quarterly.

a “The Creek Cares” Bulletin Board and Social Media (United Way, Walk for Life, Autism Awareness, Harvest Hope Food Drive, etc.)

Community Members

(digitally, paper copy, etc.)




Accountability

Continue to grow relationships with existing community partners while seeking to add additional partners who support RCE, AVID, LIM, and STEAM-M. Work collaboratively to develop opportunities for RCE students.

2018-2022

Administrative team, Teacher Leaders, PTO, SIC, Community Members

N/A Evidence of community involvement

List of current partners, recognitions throughout the year for contributions

Review strategic plan with stakeholders in the fall of each year, provide annual update or progress, and post document digitally on the school website.

2018-2022

SIC, PTO, Faculty and staff, Administrative Team

N/A Strategic Plan Agendas from SIC, PTO, and Faculty Meetings

Issue annual school report to parents.

2018-2022

SIC, PTO, Faculty and staff, Administrative Team

N/A School Report Card

Report issued and connected with link on district website.

TALENT GOAL

Rice Creek will strive to identify and maximize the collective talent of our partners.

RCE Student Outcome We help our students identify their talents and share them with our community.

RCE Staff Outcome Our staff identifies their talents and uses them to assist our students in pursuing personal pathways to purpose.


Community members share their gifts and talents with RCE students and employees.




Accountability

Provide a variety of meaningful and relevant extracurricular opportunities and experiences for all students. (Covey Clubs, etc.)

2018-2022

Faculty and Staff, Administrative Team, Students

Varies/School funds and PTO funds

Rosters and schedules for extra-curricular activities and experiences.

Document variety of clubs and activities available for students. School calendar of events. Calendar of school events on school blog.

Recognize and celebrate student accomplishments (Principal‟s Wall of Work, Dynamic Dolphins, Positive Behavior Referrals, Honor Roll, Dolphin Update)

2018-2022

Principal, Administrative team, Faculty and staff

N/A


List of students who are being recognized. Use of Dolphin Update, Social Media accounts, blog, etc

RCE Staff Strategy Action Steps Timeline Responsibility Cost/Funding Source


Accountability

Recognize and celebrate personal and professional accomplishments.

2018-2022

Principal, Administrative team.

N/A


Faculty, In-Service agendas, List teachers and community members who are being recognized.

Provide a variety of meaningful and relevant extracurricular opportunities and experiences for all students (Covey Clubs, community service projects, etc.) sponsored by Faculty and Staff members based on their personal interests and talents.

2018-2022

Faculty and staff, Administrative Team







Accountability

Provide a variety of avenues to involve parents and community members to showcase their talents and gifts. (Career Day, SuperMen Read/Women of STEAM, Covey Clubs, Spring Fling, Mentoring Program, etc.)

2018-2022

Faculty and staff, Administrative Team, Community Members



Provide a variety of events that focus on the needs and interests of our parents. Maintain database.


Rice Creek will promote collaboration among all partners in order to build and add to our collective knowledge and expertise.

RCE Student Outcome In all classrooms, it is evident that every student is valued and appreciated.

RCE Staff Outcome A highly qualified, premier teacher is in all classrooms in the district.


We maximize opportunities to bring the community together and lead the way in enhancing Northeast Richland County.




Accountability

Using Leader in Me, Morning Meetings, Class Celebrations, and Town Halls, reinforce positive student character and leadership within all classrooms daily. Utilize Restorative Justice Practices and Positive Behavioral Supports in all classrooms.

2018-2022

Administrative team, Faculty and Staff, PTO

$7500 per year/School funds, PTO funds

Increase the number of positive recognitions for students and classes (shout outs, class rewards, etc)

Documentation of Dynamic Dolphins, special recognitions, positive referrals as well as discipline reports.




Accountability

Continue to develop a staff committed to the RCE mission and vision. All teachers participate in professional development opportunities (on and off-campus) to provide quality instruction, implement curriculum with fidelity, and utilize strategies deemed to be best practices in their field.

2018-2022

Administrative team, Teachers

TBD per year/ School PD funds, Grants

All teachers participate in professional development to grow professionally and implement curriculum based on best practices.

Documentation of PD, Teachers surveys, Surveys of PD topics/ideas, Classroom observations

Participate in job fairs and minority recruitment

2018-2022

Administrative team, Teacher leaders

N/A Events calendar, Mentoring Program

Number of teachers recruited and retained

Maintain status as a PDS School. Continue to grow collaboration through partner activities, joint presentations, and events with USC to better serve the greater educational community and Rice Creek Faculty and Staff

2018-2022

Administrative team, PDS Team

N/A School calendar, Collaboration with USC Program Director

PDS contracted by USC. Log of interns, student/professor classroom observations maintained by USC.




Accountability

Continue to make Rice Creek an integral part of the community by providing community service projects, Parent University, Spring Fling, etc. and Partnering with local businesses.

2018-2022

Faculty and Staff, SIC, PTO, Community Partners

Varies/ School funds, PTO funds

Community newsletters, District communication Department, Social Media accounts.

Document the variety of opportunities in which Rice Creek is actively involved within the community.

Utilize technology, social media and other tools to market Rice Creek, showcase student learning, and the opportunities that Rice Creek has to offer.

2018-2022

Faculty and staff, PTO, SIC

Varies/STEAM-M Grant

District communication Department, Social Media accounts, School and Teacher blogs, etc.

Actively promote and celebrate the events and accomplishments of Rice Creek through the school website, teachers‟ blogs, school marquee, banners, community newspapers, district communications department, and school‟s social media accounts.

JOY

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

ACHIEVEMENT GOAL

Rice Creek will celebrate and recognize the achievement of all partners.

RCE Student Outcome We celebrates and recognizes our students for growth and achievements in academics, arts, talents, and service.

RCE Staff Outcome Our staff earns celebrations and recognition for demonstrating growth and excellence.


We honor community partners for maximizing their gifts and talents.


Timeline Responsibility Cost/Fundraising Measure(s) of Progress

Accountability

Students are recognized and celebrated for exemplary effort, growth, achievement, and excellence through a variety of venues (Classroom morning meetings, Grade Level Town Halls, Dynamic Dolphin Celebrations, Beta Club Membership, the Dolphin Update and Social Media.)

2018-2022

Administrative Team, Faculty and Staff


Classroom schedules for morning meetings, School calendar for Town Halls and School events

Document the ways in which students are recognized and how their successes are celebrated. Reviewed by teacher leaders yearly.

RCE Staff Strategy Action Step



Accountability

Teachers and staff are 2018- Administrative Varies/School Recognize faculty Quarterly celebrations, Weekly

recognized for exemplary effort and growth regularly

2022 Team, Faculty and Staff

funds and PTO funds

and staff regularly faculty meetings, Monthly staff “Shout Outs”




Accountability

Community members and partners are recognized for assisting in creating learning experiences and supporting the learning of Rice Creek students.

2018-2022

Administrative Team, Faculty and Staff


Showcase community members who have supported student learning.

Photos/flyers and other evidence of community members supporting students, social media and blog records, SIC and PTO minutes.

TALENT GOAL

Rice Creek will consistently look for ways for our partners to experience joy while learning and working.

RCE Student Outcome

Our students benefit from multiple opportunities to discover their passions.

RCE Staff Outcome Our staff participates in on-going professional and personal growth opportunities to develop work skills and knowledge, and to ensure a healthy work/personal-life balance.


In joyful settings, we offer community members opportunities to share their gifts and talents with JCE students and employees.




Accountability

Provide meaningful and relevant extracurricular opportunities and experiences for all students. (Covey Clubs, etc.)

2018-2022

Faculty and staff Varies/PTO Funds, School Funds


Document number of students in extracurricular experiences and list of opportunities provided.




Accountability

Develop school calendar to include professional development, school events, and social activities sponsored by the Creek Club and/or PTO.

2018-2022

Faculty and Staff, Administrative team, Creek Club Chair, PTO Board

Varies/PTO Funds, School Funds

School calendar, Conference registrations and attendees

School calendar and PD sign in sheets.




Accountability

Provide a variety of venues for parent and community member participation (Career Day, SuperMen Read/Women of STEAM, Covey Clubs, Service Learning Projects, etc.)

2018-2022

Administrative team, Teacher Leaders, Community Members

Varies/PTO Funds, Discretionary Funds

School calendar of events, invitations and informational flyers about events.

Documentation of events scheduled, participants in events, and Social Media.


Rice Creek will strive to have a joyful and productive environment for all partners.

RCE Student Outcome We ensure all students develop meaningful relationships, which are vital to engaging students in purposeful learning.

RCE Staff Outcome RCE staff participates in regular motivational and inspirational activities.


We maximize opportunities to bring the community together.


Timeline Responsibility Cost/Funding Source Measure(s) of Progress

Accountability

Develop a variety of opportunities for students to engage in meaningful relationships including Book Buddies, Covey Clubs,

2018-2022

Faculty and Staff N/A Variety of opportunities to build relationships outside of the homeroom

List of opportunities provided to students at Rice creek

Mentoring Program, Dolphin to Dolphin, Military Groups, etc.



Accountability

Develop a variety of activities that motivate and inspire teachers including Twitter Challenge, Random Acts of Kindness, Teacher/Staff Appreciation Activities, Creek Club Activities, etc.

2018-2022

Administrative Staff, Teacher Leaders, PTO, SIC, Creek Club Chair

Varies/Discretionary Funds, PTO Funds, Creek Club Funds

Dedicated time developed in professional development calendars and school calendar

Documentation of events scheduled, Social Media, Faculty Meeting Agendas/ Minutes



Accountability

Schedule a variety of events at the school and in the community (Chick-Fil-A Night, Skate Night, Spring Fling, etc.)

2018-2022

Administrative Staff, Faculty and Staff, PTO, SIC, Business Partners

N/A School calendar of events

Documentation of events scheduled, Social Media

South Carolina Department of Education

Office of Early Learning and Literacy

Read to Succeed Primary and Elementary Exemplary Literacy Reflection Tool

2018 Rice Creek Elementary School

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

students and the interventions be provided to all struggling readers who are not able to comprehend grade-level texts.

Lenses of Assessment

A Comprehensive System of Assessment

● Summative Assessment o SC Ready, MAP

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

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

● Documentation of Data Rarely Sometimes Routinely Possible Sources of Evidence:

A1. Teachers use a

comprehensive formative

assessment system.

□ □ x Running Records,

Reading/Writing/Researching

Engagement Inventories, Reading

Logs, Reading, Writing, Researching

Notebooks, Anecdotal Notes,

Sample Writings, Writing about

Reading, Note-taking Samples,

Transcribed Conversations

A2. Teachers make instructional

decisions for students based on

data.

□ x

A3. Teachers work together in

teams to collect and analyze

data, establish goals and look-

fors for students, and create

action plans for students

□ x

A4. Teachers collect and

analyze data to determine

targeted, effective in-class

intervention.

□ x

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

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


Assessing for Supplemental Instruction

● Reading Process ● Small Group and Individual

Rarely Sometimes Routinely Possible Sources of Evidence:

B1. Teachers notice, teach, and

prompt for use of strategic

reading behaviors.

□ □ x Anecdotal Notes from small group

instruction and individual

conference, schedules, goals with

look-fors and action plans, lesson

plans focused on teaching strategic

reading behaviors. Progress

monitoring biweekly

B2. Teachers and students

collaborate to set measurable

short term goals aimed at

growing students’ reading

behaviors and make strategic

plans outlining how these goals

will be accomplished.

□ x

B3. Teachers provide targeted,

effective in-class intervention

which

-must provide individual and

small-group instruction; and

-must be 30 minutes in addition

to 90 minutes of daily reading

and writing instruction.

□ x

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


Assessing for Family Support of Literacy Development


C1. Teachers provide

opportunities for parent

involvement with literacy

development including parent

workshops, parent conferences,

and newsletters.

□ □ x Agendas from parent workshops,

Sign-in Sheets from parent meetings,

Newsletters, Conference Summaries,

Conference Schedules, Anecdotal

Notes from conferences and phone

calls, and teacher websites

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

intervention based on all available data.


Assessing for Research-Based Instructional Practices:

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

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

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


D1. Teachers ensure that

instruction is short and focused

so that students practice new

behaviors and processes by

reading and writing authentic

texts for the majority of the

□ x Teacher Observations, Schedules,

Lesson Plans, writing journals and

reader response journals and

independent reading

instructional time.

D2. Teachers monitor student

engagement in reading and

writing and use this data to

confer with students.

□ □ x

D3. Teachers use shared reading

experiences (literary texts and

informational texts) to scaffold

success and build fluency.

□ x

D4. Teachers use shared writing

experiences to scaffold student

success and build fluency.

x

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

intervention based on all available data. (continued)



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

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

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


D5. Teachers teach, guide, and

support students in how to

independently use strategies to

construct meaning and monitor

deep understandings using

challenging texts.

□ □ x Teacher Observations, Schedules,

Lesson Plans,writing journals and

reader response journals and

independent reading

D6. Teachers facilitate

interactions so that students are

productively and actively

engaged in constructing meaning

by reading, writing, listening,

speaking, and inquiring.

□ □ x

D7. Teachers provide

opportunities for students to

develop deep conceptual

knowledge in a discipline by

using the habits of reading,

writing, talking, and thinking,

which that discipline values and

uses. (McConachie et.al, 2006)

□ □ x

D. This school provides for the reading and writing achievement and growth at the classroom, school, and

district levels with decisions about intervention based on all available data. (continued) Lenses of Assessment


● Reading Workshop: Read Aloud, Shared Reading Experience, Independent Reading, Small Group Reading

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

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

using a system for collecting this data ● Integration of Disciplinary Literacy

Standards: South Carolina College and Career Ready Standards, Early Learning Standards for 4K

Rarely Sometimes Routinely

D8. Teachers use the South

Carolina College and Career

Ready Standards when planning

instruction.

□ □ x

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

levels to match the reading levels of students.


Assessing for Reading Engagement:

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


E1. Teachers provide students

choice in what they read, write,

and research.

□ □ x Student Engagement Inventories,

Schedules, Book Inventories,

Photographs of Classroom Libraries,

Big Universe, Reading Eggs and

Reading A-Z E2. Teachers monitor reading

and writing engagement and use

that data to conference with

students when needed to increase

reading and writing volume.

□ □ x

E3. Teachers reflect on and

eliminate activities that interfere

with text reading and writing.

□ x

E4. Teachers establish and

directly teach routines and

procedures, so that students

know what to do in order to

maximize time.

□ □ x

E5. Teachers ensure there are

ample texts (both informational

and literary) and other materials

available in their classrooms.

□ □ x

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


Assessing for Professional Development

● Literacy Competencies for PreK-5th Grade Teachers

● Literacy Competencies for Administrators ● South Carolina College and Career Ready Standards ● Standards for Professional Learning ● Early Learning Standards for 4K


F1. Teachers participate in

professional learning

opportunities based on data

through

o Study groups o Collaboration with

school coach o Book clubs o Teacher action research o Collaborative planning o Peer coaching

□ □ x Agendas, Sign-in Sheets,

Professional Reading Logs, Written

Reflections of Practice and New

Learning, Coaches’ Schedules,

Action Research Notes, Lesson Plans

F2. Administrators participate in

professional learning

opportunities within and outside

the school based on personal

needs and/or school-wide data

o Study groups o Collaboration with

school coach o Book Clubs

□ X

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

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


Assessing for Literacy Partnerships


G1. Teachers and/or schools

participate in strategically

planned and developed

partnerships in order to promote

reading and writing.

● County libraries are

used to increase the

volume of reading in

the community over

the summer

● State and local arts

organizations ● Volunteers ● Social service

organizations

● School media

specialists

□ □ x Sign-in Logs, Plans for the

Partnerships, Acknowledgement of

the Partnerships, Documentation of

Actions, Record of Programs

Libraries Offer, SuperMen Read,

Women of STEAM-M

G2. Specific actions are taken to

foster partnerships. □ □ x

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


Assessing for Inquiry-based Learning:

● Immersion, Investigation, Coalescing, Going Public

● Read Aloud/Shared Reading ● Independent reading, writing, researching

● South Carolina College and Career Ready Standards for Inquiry ● Profile of the South Carolina Graduate


H1. Teachers use predictable

structures (Immersion,

Investigation, Coalescing, and

Going Public) so that students

construct knowledge by reading

and writing authentic texts for

the majority of the instructional

time.

□ x □ Schedules reflecting students reading

40 to 45 minutes for each hour of

reading instruction, Schedules

reflecting students writing 30 to 40

minutes for each hour of writing

instruction, Lesson Plans

Referencing the Inquiry Standards,

Examples of Student Research

Projects, Student artifacts from

research H2. Teachers integrate content-

specific reading, writing, and

researching into ELA in order to

provide the authentic experiences

necessary to become proficient

researchers and readers and

writers.

□ □ x

H3. Teachers provide large

blocks of time for instruction and

practice in order for students to

sustain work on reading, writing,

and researching.

□ □ x

H4. Teachers ensure text and

materials are organized and

easily accessible by students.

□ □ x

H5. Teachers ensure texts and

other materials are appropriate

for the readers and writers in

their classrooms.

□ □ x

H6. Teachers prominently

display artifacts reflective of

student learning.

□ □ x

Analysis of Data

Strengths Possibilities for Growth

Teachers routinely analyze summative data and use this data to make

instructional decisions.

Teachers routinely provide opportunities for parent involvement including

parent workshops (parent university, family nights), parent conferences,

newsletters, school/teacher blogs, and other online opportunities.

Teachers routinely provide students with choice in what they read, write, and

research.

Teachers and the school participates in planned and developed partnerships in

order to promote reading and writing such as Sandhills Community Church,

Columbia Fireflies, and Richland County Library as well as through events

such as Parent University, Family Book Fair Night, and Career Day.

Field Studies both on campus and off campus

Teachers sometimes use formative assessment data to make instructional

decisions to improve student reading and writing.

Teachers sometimes make instructional decisions for students based on data.

Data supports the differentiation of instruction to meet the needs of students

through strategies such as student conferencing and conversations,

monitoring of reading and writing, independent practice, small group

workshop, student goal setting and progress monitoring.

Teachers sometimes utilize materials for reading and writing which are

authentic in nature.

Teachers’ organization of classroom libraries

Goals and Action Steps Based on Analysis of Data:

Goal #1:

During the 2018-2019 school year, 100% teachers will work collaboratively in

weekly grade level teams to collect and analyze formative assessment data and

develop targeted instructional goals to improve student reading/writing as

measured by Grade Level Team Meeting Notes and Attendance.

Action Steps:

1 - Review of formative assessment tools, data collected, and processes for

analyzing data through professional development, modeling, and/or peer

assistance.

2 - With school reading team, review formative assessment data and select

goals/interventions to improve student reading/writing

3 - Independently/Together in grade level teams establish goals/interventions

to improve student reading/writing.

Goal #2:

During the 2018-2019 school year, 100% of classroom teachers will use data

to develop and implement targeted, effective instructional strategies as

evidenced through teacher lesson plans and classroom observations focused on

differentiated instruction strategies as measured by Grade Level Team Meeting

Notes and Attendance as well as Classroom Observations.

Action Steps:

1 - Professional development on Differentiated Instruction including:

- providing individual, and small group instruction

- collaboration between teachers and students to set measurable short

term goals to grow student reading and writing

- conferencing with students to review academic progress

- using shared reading/writing experiences to scaffold student success

and build fluency

2 - Professional development on Reading/Writing Workshop and the

Balanced Literacy Model

3 - Professional development on Leader In Me and AVID goal

setting/tracking and conferencing with students.

4 - Classroom observations focused on DI strategies

Goal #3:

By the end of the 2018-2019 school year, the number of teachers accurately

implementing the Guided Reading Component of the Balanced Literacy Model

will increase from an average of 50% to 90%.

Action Steps:

1 - Professional development on the Balanced Literacy Model with focus on

the Guided Reading Component.

2 - Review of Guided Reading utilized in lesson plans.

3 - Classroom observations and feedback for teachers during Guided

Reading Instruction by Administration.

References

McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006, October). Task, text, and talk. Educational Leadership, 64(2),8-14.

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