Richland School District 2...Apr 04, 2016 · Merriwether-Hawkins, Dan Neal, Kate Paull, Lynn Roth, Dwayne Smalls, G. Todd Weiss District Literacy Leadership Team for Read to Succeed**

Richland School

District Two

Debra Hamm, Ed.D., Superintendent

6831 Brookfield Road

Columbia, SC 29206

District Strategic Plan

Version 2016/2017

Year 5 of 5-year term 2012/2013 - 2016/2017

TABLE OF CONTENTS TABLE OF CONTENTS .......................................................................................................................................... 2

DISTRICT STRATEGIC PLAN................................................................................ Error! Bookmark not defined.

STAKEHOLDER INVOLVEMENT FOR DISTRICT PLANS ................................................................................... 4

ASSURANCES FOR DISTRICT PLANS (Mandated Component) ......................................................................... 6

Chapter 59 of Title 59: Education and Economic Development Act Assurances for Districts ................................ 9

General Grant Assurances for Districts ................................................................................................................ 10

Terms and Conditions for SCDE Grant Programs ................................................................................................ 12

American Recovery and Reinvestment Act (ARRA) ............................................................................................. 14

The Richland Two Story ........................................................................................................................................ 15

Mission Statement ................................................................................................................................................. 16

Demographic Data ................................................................................................................................................ 16

District Highlights .................................................................................................................................................. 16

STRATEGIES .......................................................................................................................................... 20 1-Actively engage all students in a relevant and challenging curriculum .............................................. 212 2-Create an environment that supports the engagement of students in learning .................................... 40 3-Recruit, Employ and Support Individuals who engage students in relevant learning ......................... 579 4-Provide for the fiscal and physical needs of the district ........................................................................ 71 5-Cultivate relationships with families, schools and the community ........................................................ 76

6-Read to Succeed…………………………………………………………………………………..…………….86

DISTRICT STRATEGIC PLAN COVER PAGE (Mandated Component)

DISTRICT INFORMATION AND REQUIRED SIGNATURES

Richland School District Two___________________________________SCHOOL DISTRICT

DISTRICT STRATEGIC PLAN FOR YEARS _2012/2013 – 2016/2017__________ (five years)

DISTRICT STRATEGIC ANNUAL UPDATE FOR _2016/2017______________ (one year)

Assurances

The district strategic plan, or annual update of the district strategic plan, includes elements 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

James Manning

PRINTED NAME SIGNATURE DATE

SUPERINTENDENT

Debra Hamm, Ed. D.


TITLE II COORDINATOR

Nancy Gregory


DISTRICT STRATEGIC PLANNING COORDINATOR

Will Anderson


DISTRICT READ TO SUCCEED LITERACY LEADERSHIP TEAM LEAD

David Foster


DISTRICT’S ADDRESS: 6831 Brookfield Road ________________________

Columbia, SC 29206 ______

DISTRICT’S TELEPHONE: (803) 787-1910 ________

SUPERINTENDENT’S E-MAIL ADDRESS: [email protected]

(Title II requirement)

(Title II requirement)

STAKEHOLDER INVOLVEMENT FOR DISTRICT PLANS

(Mandated Component)

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. Superintendent Katie Brochu, Ed.D.

2. Principal Ralph Schmidt

3. Teacher Sherry Whitlock

4. Parent/Guardian Kim Sizemore

5. Community Member Jerel Arceneaux

6. Private School Representative(s) Barbara Cole, St. John Neumann

7. District Level Admin. Sue Mellette, Chief Academic Officer

8. Paraprofessional(s) Lisa Blackwell, Georgette Council

9. District Read to Succeed Literacy Leadership Team Lead David Foster

10. Others* (May include school board members, administrators, School Improvement

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

partners, etc.) ** Must include the District Literacy Leadership Team for Read to

Succeed

School Board Members: Calvin "Chip" Jackson, Chair, Susan Brill, Vice Chair, James Manning, M.A.T., Secretary, Melinda Anderson, R.N. Stephanie Burgess, Ph.D., Bill Flemming Jr., D.M.D., Barbara Specter Executive Staff: Cheryl Washington, Sue Mellette, Roosevelt Garrick, Fred McDaniel, Debra Hamm, Robert Davis

Academics: Nancy Gregory, David Foster, Dawne McLeod, Audrey Ratchford, Marsha Moseley, Mary Page Boyce

Human Resources: Karen Lovett, Trace Batchelder, Faye James. Michele Taylor-Brown Student Services: Cleveland Smith, Lottie Chishom, Shirley Vickery, Karen Cooper-Haber, Lisa Ellis, Gary Fulmer, Kellie Johnson, Dawn McAdams, Chuck Earles Planning: Fred McDaniel, Sharon Buddin, Rich Robinson, Arlene Bakutes, Will Anderson, Jeff Potts, Ashley Bruton School Improvement Council Chairs 2010-2011: Jim Andreen, Deborah Boone, Gregory Branch, Jennifer Coleman, Bill Collins, Mark Curfman, Jeffery Dowd, Donna Fann, Bill Fort, Paula Harrell, Carol Henley, Melvin Henry, Mary Jackson, Anthony Kennedy, Bionca Martin, Bill McCracken, Andrena McFadden, Julie-Ann McIntosh, Tonya Nesbitt, Cassie

Radford, Jennifer Roof, Martin Roth, Wanda Russ-Kenscoff, Kimberly Simmons, Valencia Strother, Martie Summerford, Natasha Taylor, Sally Tryon, Clay Turner Collaborative Council Representatives (composed of members of SIC, PTO and Educ. Foundation) Jim Andreen, Jerel Arceneaux, Linda Bailey, Naconda Bilbro, Juli Blalock, Gregory Branch, Traci Cooper, Christy Craig, Bill Fort, Tonya Green, Stevie Johnson, Laura Kiser, Bill McCracken, Amelia McKie, Sonja Merriwether-Hawkins, Dan Neal, Kate Paull, Lynn Roth, Dwayne Smalls, G. Todd Weiss District Literacy Leadership Team for Read to Succeed** David Foster – District Literacy Leadership Team Leader, Director of Elementary Instruction Alice Shawen – District Elementary ELA Specialist Alisa Long- District Middle/High Socials Studies Specialist Angel Brown – Elementary Social Studies Specialist Audrey Brady – District Data Analyst Maria Kratsios – Associate for Advanced Programs Mary Paige Boyce – Parent Dawne Whitley – Parent Linda Hall – Principal of Sandlapper Elementary School Andrew Barbone – Principal of Summit Parkway Middle School Linda Silvernail – Assistant Principal for Instruction- Spring Valley High School Jeff Potts – Director of Assessment and Accountability Beth Dryden – District Preschool Education Specialist Carol Sample – Elementary Math Specialist Conservernia Evans – District RTI Interventionist Dena Fender – District Middle/High Science Specialist Denise Webster – Teacher Specialist for Special Education Ed Emmer – District Elementary Science Specialist Elizabeth Waters – District Elementary Math Specialist Kari Meldrum – District Middle School Math Specialist Kendall McLeod – Learning Disability Specialist LaTasha Harris – District RTI Interventionist Marriah Schwallier – Director of High School Instruction Marsha Moseley – Director of Middle School Instruction Martha Jones – Executive Director of Strategic Partnerships Mikkia Johnson – District RTI Interventionist Nancy Gregory- Chief Instructional Officer Shawn Suber – Director of State and Federal Programs Quinne Evans – Director of Richland Two Child Development Program Rebecca Rundlett – District High School ELA Specialist Susan Doswell – District Elementary ELA Specialist Wendy Crotwell – District RTI Interventionist

ASSURANCES FOR DISTRICT PLANS (Mandated Component)

Act 135 Assurances

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

district complies with all applicable Act 135 requirements.

Academic Assistance, PreK–3 The 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 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 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 district 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 district integrates technology into professional

development, curriculum development, and classroom instruction to improve

teaching and learning.

Innovation The district uses innovation funds for innovative activities to

improve student learning and accelerate the performance of all students.

Provide a good example of the use of innovation funds.

Collaboration The 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 district ensures that the young child

receives all services necessary for growth and development. Instruments are

used to assess physical, social, emotional, linguistic, and cognitive

developmental levels. This program normally is appropriate at primary and

elementary schools, although screening efforts could take place at any

location.

Half-Day Child Development The 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, although they may be housed at locations with other grade levels or

completely separate from schools.

Developmentally Appropriate Curriculum for PreK–3 The 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 levels and take into

account the student's social and cultural context.

Parenting and Family Literacy The district 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 from

dropping out of school; and 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):

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.

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.

Office of Health and Nutrition As required by the Students Health and

Fitness Act [section 59-10-330 (B)], the district has established a

Coordinated School Health Advisory Council (CSHAC) that includes members

of the community, school representatives, students, parents, district food

service employees, and school board members, and has collaborated with

the CSHAC to develop a school health improvement plan that addresses

strategies for improving student nutrition, health, and physical activity and

includes the district's wellness policy. The district health improvement plan

goals and progress toward those goals are included in the district's strategic

plan.

Read to Succeed Act 284 Assurances

Assurances, checked, and signed by the district superintendent, attest that the school/district complies with all applicable Act 284 requirements. X District Reading Plan The district has a district reading plan which addresses the components of leadership,

student outcomes, professional learning opportunities, instructional and assessment plans, parent and family involvement, and school-community partnerships.

X 4K and 5 K Readiness Assessments The district ensures that a state identified readiness assessment for 4K and 5K is

administered to all students prior to the 45th day of school.

X Third Grade Retention The district provides support to ensure all students are provided with an instructional

program based on student needs as determined by local and state formative and summative assessment data and provides intervening services, including summer reading camps, to reduce the number of students not reading on grade level by the end of third grade and therefore needing to be retained beginning with the 2017–18 school year.

X Reading Coaches The district supports school based reading coaches in every elementary school.

X Interventions The district provides interventions based on data for all students identified.

X Summer Reading Camps The district offers summer reading camps for those students identified.

Debra Hamm, Ed.D. _________________________________ ____________

Superintendent's Printed Name Superintendent's Signature Date

(For district and school

plans)

Chapter 59 of Title 59: Education and Economic Development Act Assurances for Districts

1. Each elementary, middle, and high school in the district has implemented the

Comprehensive Developmental Guidance and Counseling Program Model.

2. All elementary, middle, and high schools in the district have integrated career

awareness, exploration, and/or preparation activities into their curricula.

3. Each middle and high school in the district has a student-to-guidance

personnel ratio of 300:1 or less. Suspended as pursuant to R14.3352.

4. Each middle and high school in the district employs certified career

development facilitators who perform the 13 duties specified in the EEDA

legislation.

5. All students in grades eight through twelve have developed an individual

graduation plan (IGP) that is reviewed by students and their

parents/parental designees during annual IGP conferences facilitated by

certified guidance counselors.

6. All eighth grade students in the district have chosen a career cluster.

(Students may change their cluster choice if they desire to do so).

7. All tenth grade students in the district have chosen a career major. (Students

may change their major if they desire to do so).

8. All high schools in the district offer enough courses for all students to

complete their chosen majors. (NOTE: To complete a major, students must

take four courses for elective credit that are associated with that major).

9. Each high school in the district is organized around a minimum of three of the

16 national career clusters.

10. Each high school in the district has implemented an evidence-based program

model designed to ensure that students identified as being at risk of

dropping out actually graduate from high school with a state diploma.

11. Each high school in the district has implemented High Schools That Work or

another state-approved comprehensive reform model.

12. Each high school in the district offers all students at least one opportunity to

participate in an extended or work-based learning activity prior to

graduation.

13. Each high school in the district offers students opportunities to enroll in

courses for which they may receive both high school and college credit.

Superintendent’s Printed Name

(for district and school plans)

Superintendent’s Signature Date

General Grant Assurances for Districts

As the duly authorized representative of Richland School District Two,

(Please print or type name of District)

I certify that this applicant

A. Has the legal authority to apply for state assistance and the

institutional, managerial, and financial capability (including funds

sufficient to pay the non-state share of project costs) to ensure proper

planning, management, and completion of the project described in this

application.

B. Will give the State Department of Education (SCDE) access to

and the right to examine all records, books, papers, or documents

related to this award and will establish a proper accounting system in

accordance with generally accepted accounting principles or agency

directives. The applicant’s accounting system must include sufficient

internal controls, a clear audit trail, and written cost-allocation

procedures as necessary. Financial management systems must be

capable of distinguishing expenditures that are attributable to this

grant from those that are not attributable to this grant. This system

must be able to identify costs by programmatic year and by budget

line item and to differentiate among direct, indirect, and administrative

costs. In addition, the grantee must maintain adequate supporting

documents for the expenditures (federal and nonfederal) and in-kind

contributions, if any, that it makes under this grant. Costs must be

shown in books or records (e.g., disbursements ledger, journal, payroll

register) and must be supported by a source document such as a

receipt, travel voucher, invoice, bill, or in-kind voucher. The applicant

will also comply with the Office of Management and Budget 2 CFR Part

230 “Cost Principles for Non-Profit Organizations,” 2 CFR Part 225

“Cost Principles for State, Local, and Indian Tribal Governments,” or 2

CFR Part 220 “Cost Principals for Educational Institutions” for

maintaining required support for salaries and wages. Required support

includes certifications and/or personnel activity records according to

the type of entity.

C. Will approve all expenditures, document receipt of goods and

services, and record payments on the applicant’s accounting records

prior to submission of reimbursement claims to the SCDE for costs

related to this grant.

D. Will initiate and complete work within the applicable time frame

after receipt of approval by the SCDE.

E. Will not discriminate against any employee or applicant for

employment because of race, color, religion, age, sex, national origin,

or disability. The grantee will take affirmative action to ensure that

applicants for employment and the employees are treated during the

period of their employment without regard to their race, color, religion,

age, sex, national origin, or disability.

F. Will comply with the Ethics, Government Accountability, and

Campaign Reform Act (S.C. Code Ann. § 2-17-10 et seq. and § 8-13-

100 et seq. (Supp. 2009)].

G. Will comply with the Drug Free Workplace Act (S.C. Code Ann.

§ 44-107-10 et seq. (Supp. 2009)] if the amount of this award is

$50,000 or more.

H. Ensures that all policies, procedures, programs and the

administration of programs in the school district are consistent with

the No Child Left Behind Act of 2001, EDGAR (1999), and other

applicable statues, regulations, program plans, and applications.

I. Will submit reports as necessary to enable the SDE to meet its

responsibilities under the program and will maintain such records,

provide such information, and afford access to the records as the SDE

may find necessary to carry out its duties. The school district will

cooperate in carrying out any evaluation conducted by state or federal

agencies.

J. Affirms that the needs assessment was conducted in

consultation and collaboration with the teachers of the school district,

including those teachers in schools receiving assistance under Title I,

school administrators, and charter school and private school

representatives (where applicable) in the development of the needs

assessment.

K. Will ensure, through incentives for voluntary transfers, the

provision of professional development, recruitment programs, or other

effective strategies, that low-income students and minority students

are not taught at higher rates that other students by unqualified, out-

of-field, or inexperienced teachers.

L. Will target Title II-A teacher quality funds to schools that have

the lowest proportion of highly qualified teachers, have the largest

average class size, or are identified for school improvement under the

specification in Title I, section 1116(b)(1)(A) of the Elementary and

Secondary Education Act (ESEA): “A local educational agency shall

identify for school improvement any elementary school or secondary

school served under this part that fails, for 2 consecutive years, to

make adequate yearly progress as defined in the State’s plan under

section 1111(b)(2).”

M. Will comply with Title IX, Section 9501 of the ESEA regarding

participation by private school children and teachers.

N. Will comply with Title V, Section 5206(a) of the ESEA regarding

participation by charter schools.

O. Will use the grant funds received in order to supplement, and

not supplant, nonfederal funds that would otherwise be used for

activities authorized under Section 2123 of the ESEA, “Local Use of

Funds."

Superintendent‘s Printed Name (for district and school plans)

Superintendent‘s Signature Date

Terms and Conditions for SCDE Grant Programs

Completeness of Proposal All proposals should be complete and carefully worded and must

contain all of the information requested by the State Department of Education (SCDE). If you

do not believe a section applies to your proposal, please indicate that fact.

Termination The SCDE reserves the right to reject any and all applications and to refuse to

grant monies under this solicitation. After it has been awarded, the SCDE may terminate a

grant by giving the grantee written notice of termination. In the event of a termination after

award, the SCDE shall reimburse the grantee for expenses incurred up to the notification of

termination. In addition, this grant may be terminated by the SCDE if the grantee fails to

perform as promised in its proposal.

Travel Costs Travel costs, if allowed under this solicitation, must not exceed limits noted in

the United States General Services Administration (www.gsa.gov) regulations.

Honoraria Amounts paid in honoraria, if allowed under this grant, must be consistent with

SCDE policies. You should check with the program office before budgeting for honoraria.

Obligation of Grant Funds Grant funds may not be obligated prior to the effective date or

subsequent to the termination date of the grant period. No obligations are allowed after the

end of the grant period, and the final request for payment must be submitted no later than

thirty (30) days after the end of the grant period.

Use of Grant Funds Funds awarded are to be expended only for purposes and activities

covered by the project plan and budget.

Copyright The grantee is free to copyright any books, publications, or other copyrightable

materials developed in the course of this grant. However, the SCDE reserves a royalty-free,

nonexclusive, and irrevocable license to reproduce, publish, or otherwise use, and to authorize

others to use, the copyrighted work developed under this grant.

Documentation The grantee must provide for accurate and timely recording of receipts and

expenditures. The grantee’s accounting system should distinguish receipts and expenditures

attributable to each grant.

Reports The grantee shall submit a final financial report within thirty (30) days of the final

disbursement. This report should be a final accounting of the grant. It may be submitted in

either narrative or spreadsheet form.

Certification Regarding Suspension and Debarment. By submitting a proposal, the

applicant certifies, to the best of its knowledge and belief, that the

6 Applicant and/or any of its principals, subgrantees, or subcontractors

6.1 Are not presently debarred, suspended, proposed for debarment, or declared

ineligible for the award of contracts by any state or federal agency;

6.2 Have not, within a three-year period preceding this application, been convicted of

or had a civil judgment rendered against them for: commission of fraud or a criminal

offense in connection with obtaining, attempting to obtain, or performing a public

(federal, state, or local) contract or subcontract; violation of federal or state antitrust

statutes relating to the submission of offers; or commission of embezzlement, theft,

http://www.gsa.gov/

forgery, bribery, falsification or destruction of records, making false statements, tax

evasion, or receiving stolen property; and

6.3 Are not presently indicted for, or otherwise criminally or civilly charged by a

governmental entity with, commission of any of the offenses enumerated above.

6.4 Applicant has not, within a three-year period preceding this application, had one or

more contracts terminated for default by any public (federal, state, or local) entity.

Audits

I. Entities expending $500,000 or more in federal awards:

Entities that expend $500,000 or more in federal awards during the fiscal year are

required to have an audit performed in accordance with the provisions of Office of

Management and Budget (OMB) Circular No. A-133, Audits of States, Local Governments,

and Non-Profit Organizations. The submission deadline for A-133 audits is nine months

after the entity’s fiscal year-end. A grantee that passes through funds to sub recipients has

the responsibility of ensuring that federal awards are used for authorized purposes in

compliance with federal program laws, federal and state regulations, and grant

agreements. The director of the OMB, who will review this amount every two years, has

the option of revising the threshold upward.

Entities expending less than $500,000 in federal awards:

Entities that expend less than $500,000 in a fiscal year in federal awards are exempt from

the audit requirements in the Single Audit Act and Circular A-133. However, such entities

are not exempt from other federal requirements (including those to maintain records)

concerning federal awards provided to the entity. The entity’s records must be available

for review or audit by the SCDE and appropriate officials of federal agencies, pass-through

entities, and the General Accounting Office (GAO).

Records. The grantee shall retain grant records, including financial records and supporting

documentation, for a minimum of three (3) years after the termination date of the grant.

Reduction in Budgets and Negotiations. The SCDE reserves the right to negotiate budgets

with potential grantees. The SCDE may, in its sole discretion, determine that a proposed

budget is excessive and may negotiate a lower budget with the potential grantee. The grantee

may at that time negotiate or withdraw its proposal. In addition, the SCDE may desire to fund

a project but not at the level proposed. In that case the SCDE shall notify the potential

grantee of the amount that can be funded, and the grantee and the SCDE shall negotiate a

modification in the proposal to accommodate the lower budget. All final decisions are that of

the SCDE.

Amendments to Grants. Amendments are permitted upon the mutual agreement of the

parties and will become effective when specified in writing and signed by both parties.

Superintendent‘s Printed Name (for district and school plans)

Superintendent‘s Signature Date

American Recovery and Reinvestment Act (ARRA)

Funded Awards and Programs

(Including, but not limited to, the State Fiscal Stabilization Fund, Individual with

Disabilities Education Act—611 and 619, Local Youth Mentoring Initiative, Education for

Homeless Children and Youth, Title I, Education Technology State Grants and School

Nutrition Cafeteria Equipment Assistance)

As the duly authorized representatives of applicant, by signing this Addendum, we certify that this

applicant will abide by the following with respect to amounts received by the applicant under the

ARRA, if applicable:

Will quarterly report uses of ARRA funds as provided by Section 1512 of the ARRA and the

directives of the South Carolina Department of Education;

Will certify that any infrastructure investment has received the full review and vetting

required by law and that the chief executive accepts responsibility that the infrastructure

investment is an appropriate use of taxpayer dollars, pursuant to Section 1511 of the

ARRA;

Will comply with Section 1605 of the ARRA (requiring the use of American iron, steel, and

manufactured goods), and Section 1606 of the ARRA (requiring compliance with federal

prevailing wage requirements);

Will allow access to any representative of an appropriate inspector general to examine

any records and interview any Officer or employee regarding contracts or grants awarded,

pursuant to Section 1515;

Will abide by the provisions of Section 1553 of the ARRA regarding protection of

whistleblowers;

Will not use ARRA funds for any casino or other gambling establishment, aquarium, zoo,

golf course, or swimming pool, pursuant to Section 1604 of the ARRA; and

Will promptly refer to an appropriate inspector general any credible evidence that an

administrator, employee, agent, contractor, sub-grantee, subcontractor, or other person

has submitted a false claim under the False Claims Act (31 U.S.C. §§ 3729–3733) or has

committed a criminal or civil violation of laws pertaining to fraud, conflict of interest,

bribery, gratuity, or similar misconduct involving those funds.

Links to the Inspectors General may be found at:

http://www.recovery.gov/Accountability/inspectors/Pages/Home.aspx

Fraud and abuse may be reported at:

http://www.recovery.gov/Contact/ReportFraud/Pages/Report_Fraud.aspx

The Recovery Board Fraud Hotline: 1-877-392-3375

Signature of Superintendent/Chief Executive Officer Date

Debra Hamm, Ed.D. [email protected]

Printed/typed Name of Superintendent Email Address

Signature of Authorized Financial Official Date Harry Miley, Ph.D. [email protected]

Printed/typed Name of Financial Official Email Address

Richland School District Two . Printed/typed Name of Public K-12 Entity

http://www.recovery.gov/Accountability/inspectors/Pages/Home.aspx

http://www.recovery.gov/Contact/ReportFraud/Pages/Report_Fraud.aspx

mailto:[email protected]

mailto:[email protected]

Mission Statement

In partnership with our community, Richland School District Two prepares all students for success by providing meaningful, challenging, and engaging learning experiences.

Beliefs

• We believe that as our students inquire and ask questions about their world, our classrooms transform into centers of learning designed to meet the needs of the 21st century. • We believe that the latest technologies and authentic experiences ignite the joy in learning. • We believe that connections and real-world challenges inspire our students to extend themselves into the realm of all possibilities.

Demographic Data

Richland School District Two serves the Northeast portion of Richland County as well as Fort Jackson. The district office is located in the south west portion of the district at 6831 Brookfield Road, Columbia SC 29206. Richland School District Two is one of the most diverse and fastest growing school districts in the state of South Carolina with a Pre-K through 12

th grade enrollment

of 27,522 students in 40 schools and centers. Over the past five years alone, the school district as grown over 2,497 students. This growth has seen an influx of many races and nationalities, with over 63 different languages spoken by students of the district. Richland School District Two has a racial make-up of 59% African American students, 25% Caucasian students, Hispanic students represent 9%, Asian students represent 3%, and 4% are Classified as ‗other.‘ 47% of the students in Richland Two classify for free and reduced lunch.

*Based on 2015-2016 90th day enrollment

District Highlights

14 U.S. Department of Education National Blue Ribbon Schools - 6 schools have received award two times

14 Carolina First Palmetto’s Finest Schools (two schools have won the award twice)

27 Red Carpet Schools and Centers

$92.4 million in scholarship funding for 2015 graduates

In the 2008-2009 school year, Richland Two became the largest school district in the Midlands with over 25,000 students

Richland Two ranks top in the state and 12th

nationally for the number of National Board Certified Teachers with 691 in 2015

Fifteen schools and centers received the State Department of Education’s Palmetto Gold and Silver Awards in 2014-15: Bethel-Hanberry Elementary, Blythewood High, Blythewood Middle, Bookman Road Elementary, Catawba Trail Elementary, Center for Inquiry, Center for Knowledge, Lake Carolina Elementary, North Springs Elementary, Polo Road Elementary, Pontiac Elementary, Ridge View High, Round Top Elementary, Spring Valley High, and Windsor Elementary

North Springs Elementary School was named a Magnet School of Distinction by Magnet Schools of America (MSA), the National Association of Magnet and Theme-Based Schools, in 2015

Westwood High School Student Council was awarded the 2015 National Gold Council of Excellence Award by the National Association of Student Councils (NASC)

The district received $53 million in competitive grants in the 2014-2015 school year

2014 School Report Card Ratings Richland Two earned an Excellent absolute and Good growth rating

Only district in the state with “AA” Credit Rating with three national rating agencies

The Government Finance Officers Association (GFOA) has awarded the Certificate of Achievement for Excellence in Financial Reporting to Richland School District Two for its Comprehensive Annual Financial Report (CAFR) for 29 consecutive years

The district raised a record $116,132 and won Best in Class in the Public Sector Division for organizations with more than 100 employees in the 2015 United Way of the Midlands campaign

EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS

Richland School District Two remains committed to providing meaningful, challenging,

and engaging work for students. The strengths of our district include a variety of

instructional programs offered throughout the district and a comprehensive professional

learning community where all employees participate in ongoing learning opportunities.

While the district has experienced a significant reduction in funding, one critical need

that remains a high priority includes providing continuous professional development as

our student population changes and grows. Training in designing engaging lessons, using

collaboration tools, and embedding technology are central to the district’s vision. During

the 2006 SACS-CASI visit, four key recommendations were reported. The district has

worked diligently to address those identified recommendations:

- Clarify and consistently use components of the process of continuous improvement/

strategic planning, i.e., vision, goals, aims, strategic initiatives, format, and measures:

We have worked diligently to align the content and formats resulting in district and

school plans that are highly aligned. We focused on four themes: student achievement,

school climate, teacher and administrator quality, and parent/community relationships. As

a result, the district and schools have identified specific action steps to support the

various strategies aligned to district goals. The Superintendent meets with principals

annually to discuss school successes and areas for improvement. Chiefs continuously

review schools’ progresses. Also, a District Data Team presents data to the Board on

specific topics monthly. These activities support and reinforce the process of continuous

improvement.

- Define and ensure that school-level improvement planning is consistent with the

district’s process:

A comprehensive review schedule of school improvement plans was created. Therefore,

all school improvement plans are continuously aligned with the vision of the district. This

method clearly outlines the annual review schedule and continuous feedback process.

- Establish and implement guidelines that ensure diverse representation on district-wide

advisory groups as population grows and changes:

We have consistently demonstrated diverse representation on district and school level

advisory groups and guidelines to monitor representation are in place to ensure this

representation is maintained as the district grows and changes. Guidelines include

recruiting and soliciting assistance on district and school advisory groups that are

representative of their population. Additionally, we have expanded use of district-wide

and community-involved advisory groups.

- Initiate strategies to promote and sustain the rich culture of excellence that has been the

district’s hallmark for many years as population grows and changes:

We recognize that our student population is growing and changing. We are currently in

the transformation phase of preparing our students for the 21st Century. Indeed, the

student is our customer. Professional development sessions on topics of one-to-one

computing, team-building skills, and engaging students are being offered throughout the

district. Through these efforts, we are preparing our staff to meet the needs of all

students.

With the help of our students, parents, staff, business partners, and additional community

stakeholders, we are committed to the successful implementation and maintenance of

comprehensive and aligned planning and continuous improvement processes. We will

continue to monitor these efforts to maintain and sustain Richland Two’s culture of

excellence.

Read to Succeed

We have a District Literacy Team and a School Literacy Leadership Team for each

school in Richland School District Two. Each of those teams meets at least once per

semester. The district team is scheduled to meet in the fall semester 2016 to review this

plan for the 2016-2017 school year as a means to begin monitoring the implementation of

the plan. The District Literacy Leadership Team will meet again during the second

semester of 2017, to determine the status of implementation and make adjustments to the

District Reading Plan as needed. The improvement of literacy for all students is a critical

focus within the district. To meet the demands of the 21st Century indicated in the Profile

of the South Carolina Graduate, students will need to be proficient consumers of

information in order to successfully meet the demands of problem solving and

collaboration. Literacy learning is based upon a balanced literacy model, with students

collaboratively working in various groupings. This will be the vision and practice in PreK

through high school classrooms. Communication of this district plan will take place

throughout the district and all schools. Within each school, the School Literacy

Leadership Team is charged with the development of the school plan and disseminating

that plan to all of its stakeholders. Sharing of the district and school level plans will also

occur through the Department of Communication and Strategic Partnerships messaging

systems, the district and departmental websites, through all SIC and PTO/PTA

organizations at the school level throughout the district.

RICHLAND SCHOOL DISTRICT TWO

STRATEGIC PLAN

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STRATEGIES


STRATEGIC PLAN

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State Performance

Area(s)

Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools,

etc.) District Priority

Read to Succeed: Assessment Plan Read to Succeed: Instructional Plan Read to Succeed: Parent and Family Involvement

Read to Succeed: School-Community Partnerships

Read to Succeed: Leadership

Read to Succeed: Student Outcomes

Read to Succeed: Professional Learning

Board Goals

Ensure the primary focus of schools is on the quality of

experiences provided to students - experiences that result in

increased student engagement and learning.

Advocate for the needs and interests of students.

Act as good stewards of public resources.

Model a culture of honesty, morality, transparency, and

collaboration.

Ensure responsible and flexible use of district resources.

Develop in the community common understanding of the problems

and challenges facing the school district.

Promote and model open communications between and among

students, district staff, and community.

Strategy 1-Actively engage all students in a relevant and challenging curriculum to prepare them for a global society

Action Plans: 1.1 Analyze multiple sources of data to identify district trends, growth and areas of need

1.2 Align curriculum to state and national standards focusing on exemplary practices 1.3 Provide sustained professional learning to support the Richland District Two Framework 1.4 Maintain a variety of choice options to meet the unique educational needs of all students 1.5 Develop and implement strategies to address identified gaps in achievement and/or opportunity


STRATEGIC PLAN

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Green text = actual Orange text = projection

Strategy 1

Key Measure Grade

Level(s)

2010-2011 T1/Y4

2011-2012 T1/Y5

2012-2013 T2/Y1

2013-2014 T2/Y2

2014-2015 T2/Y3

2015-2016 T2/Y4

2016-2017 T2/Y5

Projections Notes Green text = actual

Orange text = projection

=PER YEAR

Percent of schools receiving excellent on report card

District 35.5% 30.3% 38% 33% 32.3% 33% 34% Increase 1%

Percent of schools improving rating on report card

District 6.7% 12% 23% 19% 29.0% 30% 31% Increase 1%

PASS Writing-Exemplary Grade 3 NA Not

Tested 40% 50.14% N/A N/A N/A Increase 1%

PASS Writing- Met Grade 3 NA Not


PASS Writing –not Met Grade 3 NA Not

Tested 27% 19.76% N/A N/A N/A Decrease 2%







PASS Writing-Exemplary Grade 5 42.4% 39.0% 35% 43.84% N/A N/A N/A Increase 1%

PASS Writing- Met Grade 5 39.8% 39.4% 41% 38.71% N/A N/A N/A Increase 1%

PASS Writing –not Met Grade 5 17.8% 21.6% 24% 17.46% N/A N/A N/A Decrease 2%













PASS Writing-Exemplary Grade 8 27.5% 42.8% 36% 37.24% N/A N/A N/A Increase 1%

PASS Writing- Met Grade 8 41.9% 32.6% 42% 37.97% N/A N/A N/A Increase 1%


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PASS Writing –not Met Grade 8 30.6% 24.6% 22% 24.79% N/A N/A N/A Decrease 2%

PASS Reading--Exemplary Grade 3 58.3% 58.8% 61% 59.15% N/A N/A N/A Increase 1%

PASS Reading- Met Grade 3 24.2% 20.9% 25% 23.45% N/A N/A N/A Increase 1%

PASS Reading –not Met Grade 3 17.4% 20.3% 14% 17.41% N/A N/A N/A Decrease 2%

PASS Reading-Exemplary Grade 4 41.8% 45.3% 41% 43.87% N/A N/A N/A Increase 1%

PASS Reading Met Grade 4 40.7% 36.5% 38% 36.12% N/A N/A N/A Increase 1%

PASS Reading–not Met Grade 4 17.5% 18.2% 20% 20.00% N/A N/A N/A Decrease 2%



PASS Reading-not Met Grade 5 18.1% 18.2% 16% 17.40% N/A N/A N/A Decrease 2%






PASS Reading- not Met Grade 7 29.6% 29.5% 30% 32.76% N/A N/A N/A Decrease 2%




PASS Math-Exemplary Grade 3 41.8% 40.0% 42% 46.70% N/A N/A N/A Increase 1%

PASS Math- Met Grade 3 27.2% 29.4% 29% 27.17% N/A N/A N/A Increase 1%

PASS Math –not Met Grade 3 31.0% 30.6% 29% 26.14% N/A N/A N/A Decrease 2%


PASS Math- Met Grade 4 39.5% 38.2% 40% 37.62% N/A N/A N/A Increase 1%

PASS Math–not Met Grade 4 17.5% 22.9% 21% 23.54% N/A N/A N/A Decrease 2%


PASS Math – Met Grade 5 38.7% 42.4% 39% 34.38% N/A N/A N/A Increase 1%

PASS Math-not Met Grade 5 22.1% 20.4% 22% 24.41% N/A N/A N/A Decrease 2%





STRATEGIC PLAN

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PASS Science-Exemplary Grade 3 26.7% 24.6% 25% 27.18% N/A N/A N/A Increase 1%

PASS Science- Met Grade 3 36.5% 35.9% 47% 37.88% N/A N/A N/A Increase 1%

PASS Science–not Met Grade 3 36.8% 39.5% 28% 34.92% N/A N/A N/A Decrease 2%

PASS Science-Exemplary Grade 4 18.4% 15.7% 21% 17.19% 12.9% N/A N/A Increase 1%

PASS Science Met Grade 4 58.6% 60.8% 53% 55.73% 59.0% N/A N/A Increase 1%

PASS Science–not Met Grade 4 22.9% 23.5% 27% 27.07% 28.1% N/A N/A Decrease 2%



PASS Science-not Met Grade 5 30.7% 22.3% 23% 30.61% 30.8% N/A N/A Decrease 2%










PASS Social Studies—Exemplary Grade 3 45.0% 39.1% 38% 37.00% N/A N/A N/A Increase 1%

PASS Social Studies- Met Grade 3 36.6% 38.3% 45% 43.29% N/A N/A N/A Increase 1%

PASS Social Studies –not Met Grade 3 18.4% 22.6% 17% 19.72% N/A N/A N/A Decrease 2%

PASS Social Studies-Exemplary Grade 4 32.8% 34.7% 37% 37.60% 35.7% 37% 38% Increase 1%

PASS Social Studies- Met Grade 4 50.6% 49.1% 48% 46.78% 52.1% 53% 54% Increase 1%

PASS Social Studies–not Met Grade 4 16.6% 16.2% 15% 15.63% 12.2% 10% 8% Decrease 2%



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PASS Social Studies – Met Grade 5 41.6% 39.1% 37% 37.08% 40.9% 42% 43% Increase 1%

PASS Social Studies-not Met Grade 5 22.8% 22.0% 23% 26.69% 23.2% 21% 19% Decrease 2%










End of Course Tests - Algebra 1/Math for the Technologies

Middle/High School

90.3% 88.5% 85% 89% 91.0% 92% 93% Increase 1%

End of Course Tests - English 1 High School 77.4% 75.5% 75% 76% 71.7% 73% 74% Increase 1%

End of Course Tests - Biology High School 62.5% 78.5% 80% 80% 74.0% 75% 76% Increase 1%

End of Course Tests - US History and the Constitution

High School 52.3% 54.9% 65% 66% 68.9% 70% 71% Increase 1%

End of Course Tests - All subjects Middle/High

School 72.2% 75.2% 77% 78% 77.0% 78% 79% Increase 1%

Percent Taking AP High School 11.0% 23.9% 23.00% 24.20% 24.70% 25.20% Increase .5%

AP 3 or Higher All Grades 72% 71.4% 67% 64% N/A 70% 71% Increase 1%

SAT Critical Reading Graduating

Seniors 490 473 472 478 472 474 476 Increase 2 pts

SAT Mathematics Graduating


SAT Writing Graduating


SAT Critical Reading + Math Graduating

Seniors 985 957 950 955 942 946 950 Sum of scores

SAT Critical Reading + Math+ Writing Graduating

Seniors 1450 1410 1403 1407 1393 1399 1405 Sum of scores

ACT Composite Graduating

Seniors 20.2 20.3 20.1 20.2 17.7 17.7 17.9

Average of all ACT scores

ACT English Graduating 19.2 19.4 19.3 19.2 16.3 16.5 16.7 Increase .2


STRATEGIC PLAN

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Seniors

ACT Reading Graduating

Seniors 20.4 20.5 20.5 20.2 18.2 18.4 18.6 Increase .2

ACT Math Graduating


ACT Science Graduating


Percent of students reading on 2nd

grade level

District Avg. 78.6% 79.4% 76.3% 74.8% N/A 78.6% 79.4% Increase 1%

District average for % State Report Card—Teachers satisfied with learning environment


District Average for % State Report Card— Students satisfied with learning environment


District Average for % State Report Card—Parents satisfied with learning environment



STRATEGIC PLAN

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Action Plan ID

Action Step ID

Action Step Timeline Responsibility Estimated Cost

Funding Source(s)

Accountability

Start Date End Date Date Method

1.1 1.1.1 Monitor the demographic trends of the district and each school

2011 2012 2013 2014 2015 2016

Chief Planning Officer, Chief Academic Officer, Chief Information Officer, Director of Accountability

N/A N/A 2016 Review demographic data in the summer of each year as an academic team

1.1 1.1.2 Examine data on students to determine students who have not been in the district at least 5 years

2011 2012 2013 2014 2015 2016


N/A N/A 2016 Share data with schools that have a high transient population by the end of August

1.1 1.1.3 Examine report card data on district and individual schools looking at absolute rating, improvement rating and comparison similar schools

2011 2012 2013 2014 2015 2016


N/A N/A 2016 Analyze data to set priorities for the school year by mid Sept.

1.1 1.1.4 Analyze each school‘s achievement on state testing

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Chief Information Officer, Director of Accountability

N/A N/A 2016 Analyze data to set priorities for the school year by mid Sept.

1.1 1.1.5 Analyze standardized tests scores to identify curriculum needs

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Chief Information Officer, Director of

N/A N/A 2016 Analyze standardized tests to Identify curriculum needs by Mid- Sept.


STRATEGIC PLAN

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Accountability

1.1 1.1.6 Schedule observations in schools to analyze student engagement

2011 2012 2013 2014 2015 2016


N/A N/A 2016 Share observations at monthly academic team meetings

1.1 1.1.7 Schedule observations in schools to analyze classroom content aligned to standards

2011 2012 2013 2014 2015 2016


N/A N/A 2016 Share observations at monthly academic team meetings

1.1 1.1.8 Analyze other sources quantitative and qualitative data sources as indicators of student success

2011 2012 2013 2014 2015 2016


N/A N/A 2016 Analyze other sources of data, i.e. attn., tardies, discipline, health room visits, student and teacher surveys, etc.

1.1 1.1.9 Examine the effective use of data by school-level personnel

2011 2012 2013 2014 2015 2016


N/A N/A 2016 Review schools‘ use of data to provide assistance as needed by the end of Sept.

1.1 1.1.10 Review the District Two Data Plan to ensure comprehensive and effective use of data.

2011 2012 2013 2014 2015 2016

Chief Information Officer, Director of Accountability, District data team

N/A N/A 2016 Data Plan implemented and reviewed in the summer of each year

1.1 1.1.11 Develop an annual timeline for sharing data with the Richland District Two School Board

2011 2012 2013 2014 2015 2016

Chief Information Officer, Director of Accountability, District data team

N/A N/A 2016 Timeline developed in summer of each year


STRATEGIC PLAN

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1.1 1.1.12 Form a Data Task force to help schools to improve teaching, learning, and services

2014 2015 2016

Director of Accountability, Chief Academic Officer

TBD TBD 2016 Task force created. Task force goals and strategic action are created to improve data literacy.

1.2 1.2.1 Provide opportunities for teachers to design ―work‖ that is aligned with the Richland Two and State Standards

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Design Team

TBD TBD 2016 Participants in ―Aligning Work Opportunities‖ Exemplary units posted on District Curriculum Site

1.2 1.2.2 Provide opportunities for teachers to know their "who" and to meet the diverse needs of our students

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Design Team

TBD TBD 2016 Professional learning opportunities provided for teachers to look at data and to include strategies to meet the needs of our diverse cultures

1.2 1.2.3 Ensure consistency across schools in curriculum alignment

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Team

TBD TBD 2016 Examine curriculum alignment feedback in monthly academic meetings

1.2 1.2.4 Use technology to share exemplary units of study which are aligned to state and national standards

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Chief Information Officer, Executive Director of Curriculum, Instruction and

TBD TBD 2016 Select past exemplary units of study to post on academic site and update site with new exemplary units added each semester


STRATEGIC PLAN

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Professional Development

1.2 1.2.5 Review current Career and Technology Programs to ensure that they reflect the needs of local, state, national, and global economies

2011 2013 Director of Curriculum and Professional Development, CTE Coordinator, CTE Dept. Heads, Selected CTE teachers

TBD TBD 2013 Current offerings reviewed and updated by 2012 and new offerings added that meet the needs of a global economy by 2013

1.2 1.2.6 Review and align curriculum to State Standards

2013 2014 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development

TBD TBD 2014 Curriculum aligned to Common Core State Standards by 2014

1.3 1.3.1

Provide professional learning experiences for teachers to design engaging and relevant work based on the Richland District Two Framework

2011 2016 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Design Team

TBD TBD 2016 List of participants in Design Institute and post units on District Curriculum Site

1.3 1.3.2 Review and revise organizational structure in District Academic Services as needed to support the teachers, administrators and students


N/A N/A 2012 Academic Services organizational structure is reviewed annually and revised as needed

1.3 1.3.3 Share exemplary technology practices designed to engage students

2011 2012 2013 2014 2015

Chief Information Officer, Chief Academic Officer,

TBD TBD 2016 Post exemplary technology practices each semester on district curriculum web


STRATEGIC PLAN

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2016

Academic Team, IT Team

site

1.3 1.3.4 Support the implementation of the one-to-one computing

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Chief Information Officer, Academic Team IT Team

TBD TBD 2016 One to one computing implemented in all schools based on district timeline

1.3 1.3.5 Make sure all employees are proficient in the use of technology both in the classroom and in support of education

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Chief Information Officer, Academic Team IT Team

TBD TBD 2016 Documentation of proficiency of all employees on current technology skills

1.3 1.3.6 Design units to include the type of collaboration and ―soft‖ skills needed in today‘s economy

2012 2014 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Team

TBD TBD 2014 Incorporate into Design institutes the collaborative and ―soft skills needed into today‘s economy

1.3 1.3.7 Provide opportunities for schools to share their academic success stories

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Chief Information Officer, Public Information Officer, Academic Teams Curriculum Coordinators

TBD TBD 2016 Selected academic success stories posted on District web site

1.3 1.3.8 Research the design and use of authentic assessments

2012 2013 2014 2015 2016

Chief Academic Officer, Executive Director of Curriculum, Instruction and

TBD TBD 2016 Implement professional learning experiences on the use of authentic assessments


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Professional Development, Academic Team, Director of Accountability

1.3 1.3.9 Review schools‘ professional development plans

2012 2013 2014 2015 2016

Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Team

TBD TBD 2016 Professional Development plans reviewed in the fall of each year by District Academics

1.3 1.3.10 Vary the delivery of professional development experiences through a variety of methods such as blogs, chat rooms, etc.

2011 2016 Chief Academic Officer, Chief Information Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Team, IT Team

TBD TBD 2016 Alternative delivery methods are expanded and in place, i.e. online courses, wikis, blogs, podcasts, blackboard, etc. Professional Development is analyzed in the summer of each year

1.3 1.3.11 Provide ongoing professional development to administrators and teachers on the Common Core State Standards

2012 2016 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Academic Teams

TBD TBD 2016 Professional Development trainings are held monthly. In depth trainings are held at schools as needed.

1.3 1.3.12 Organize and implement professional development training in phases to schools on Project Based Learning (PBL)

2014 2016 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional

TBD TBD 2016 Academics Team selects and ranks schools that are ready for professional development in PBL. Professional


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Development, Academic Teams

Development is implemented in phases based on readiness level.

1.4 1.4.1 Work with schools to provide alternative paths for academic achievement, graduation and successful transition into post-secondary environment by awarding students a Richland Two Alternative Diploma

2011 2016 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Director of Charter School, Director of Student Services, CTE Coordinator, Chief Instructional Support Services Officer

TBD TBD 2016 Identify and implement alternative paths that increase graduation rates and evaluate success into post-secondary environment. Track the number of alternative diplomas awarded to students.

1.4 1.4.2 Establish methods for assisting out of district students in academic transition to Richland Two

2011 2013 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Chief Information Officer, District Coordinator of PowerSchool, Chief Instructional Support Services Officer

TBD TBD 2013 Establish transition programs and monitor student achievement in schools with a high transient rate

1.4 1.4.3 Evaluate existing magnet programs to determine academic effectiveness

2011 2012 2013 2014

Chief Academic Officer, Chief Information

TBD TBD 2016 Evaluation schedule established, successful practices


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that they maintain an appropriate value-add to the district

2015 2016

Officer, Director of Academic Initiatives, Director of Accountability

shared with other schools, and data reviewed in the fall of each year

1.4 1.4.4 Increase student diversity in all magnet programs

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Director of Academic Initiatives, Director of Accountability

TBD TBD 2016 Collect and analyze demographic data on all magnet programs in the fall of each year

1.4 1.4.5 Continue to provide opportunities for magnet programs to share successes

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Director of Academic Initiatives

TBD TBD 2016 Post exemplary magnet practices on District web site

1.4 1.4.6 Evaluate the implementation and effectiveness of all single gender programs

2011 2014 Chief Academic Officer, Chief Information Officer, Director of Academic Initiatives, Executive Director of Curriculum, Instruction and Professional Development

TBD TBD 2012 Evaluation completed and guidelines established for single gender programs by fall of 2012

1.4 1.4.7 Continue to research and develop choice opportunities that provide equity across the district

2011 2016 Chief Academic Officer, Chief Information Officer, Chief Planning and Initiatives Officer, Executive Director

TBD TBD 2016 Choice programs researched and implemented as needed


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of Curriculum, Instruction and Professional Development, Director of Academic Initiatives

1.4 1.4.8 Continue to increase the diversity of students served in gifted and talented programs

2011 2016 Chief Academic Officer, Coordinator of Gifted and Talented

TBD TBD 2016 Review in the summer of each year diversity of students served in G & T and develop strategies to identify additional students

1.4 1.4.9 Continue to increase the diversity of students taking Honors, AP and IB courses

2014 2016 Chief Academic Officer Executive Director of Curriculum, Instruction and Professional Development Coordinator of Gifted and Talented IB Coordinators

TBD TBD 2016 Review in summer of each year the diversity of students served annually and develop strategies to identify additional students

1.4 1.4.10 Develop a timeline for re-establishing World Language instruction into elementary schools

2011 2012 Chief Academic Officer, Chief Director of Human Resources, Chief Financial Officer, Director of State and Federal Programs

TBD TBD 2012 Timeline of implementation developed


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1.4 1.4.11 Build, Develop, and Design the building and curriculum for a student learning center that will give all high school students professional studies to ready them for after high school.

2013 2016 Chief Academic Officer, CATE Director, Chief Planning and Initiatives Officer

TBD TBD 2016 Student Learning center is open with a curriculum and classes that meet the needs of our community for all students

1.4 1.4.12 Expand Pre-K offerings for families in our district

2013 2016 Chief Academic officer, Chief Planning and Initiatives Officer, Chief Human Resource Officer

TBD TBD 2016 Two classes of Child Development added each year.

1.5 1.5.1 Disaggregate data by subgroups to identify gaps in achievement and opportunity

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Director of Accountability

TBD TBD 2016 Analyze student data annually and set goals for the next year

1.5 1.5.2 Meetings held with principals to discuss their plan to address both academic and opportunity gap

2011 2012 2013 2014 2015 2016

Superintendent, Deputy Superintendent, Chief Academic Officer

TBD TBD 2016 Meetings held in the fall of each year

1.5 1.5.3 Assist schools in identification of the characteristics of the learner to select appropriate strategies and resources to close the achievement gap

2011 2012 2013 2014 2015 2016

Chief Academic Officer, Designated members of Academic Team

TBD TBD 2016 In the summer of each year assess the alignment of strategies (response to intervention, etc.) and resources with learner characteristic Analyze growth

1.5 1.5.4 Provide schools with appropriate strategies to

2011 2012 2013

Chief Academic Officer,

TBD TBD 2016 Strategies provided through professional


STRATEGIC PLAN

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deal with diverse cultures as they design lessons to close the achievement gap

2014 2015 2016

Designated members of Academic Team

learning opportunities (district and school based staff dev.) to address the diversity of our district

1.5 1.5.5

Embed in Design Institutes strategies that focuses on characteristics of each learner


TBD TBD 2016 Design Institute developed and implemented

1.5 1.5.6 Expand grants and other opportunities for teachers to pilot innovation and engaging instructional practices

2012 2016 Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development, Director of Grant Initiatives

TBD TBD 2016 Monitor new grants and innovations and evaluate annually


STRATEGIC PLAN

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State Performance

Area(s)

Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy

Schools, etc.) District Priority






Board Goals







collaboration.







STRATEGIC PLAN

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Strategy 2-Create an environment that supports the engagement of students in learning

Action Plans: 2.1. Develop common expectations that support learning and appropriate behavior of students 2.2 Expand a variety of support systems for students 2.3. Increase the engagement of students in service learning, civic engagement, athletic, co-curricular and extracurricular activities 2.4. Establish a model for a healthy school district 2.5. Provide a safe and secure environment that supports learning 2.6. Celebrate Student Success


STRATEGIC PLAN

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Key Measure 2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016 2016-2017

Discipline incidents 41,993 30,653 37,651 32,956 34,608 32,878 31,234

In-School Suspension Days 10,836 11,236 4,519 4,125 7,072 6,718 6,382

Out-School Suspend Events 9,621 10,468 6,066 13,574 11,170 10,835 10,510

Expulsions 141 129 96 110 58 55 52

Serious offenses 1.9% 2.0% 2.1% 1.0% 1.6% 1% or less 1% or less

Attendance reported on district report card 96.9% 97.7% 97.3% 97.3% 96.2% 98% or better

98% or better

Richland District Two graduation rate—Grade 12 76.5% 80.0% 81.1% 82.8% 86.4% 87.3% 88.1%

Drop Out Rate all grades 2.5% 1.6% 1.6% 1.7% 1.6% 1.4% 1.1%

9th grade retention rate 13.9% 13.4% N/A N/A N/A 0.0% 0.0%

District average of the % State Report Card ---Teachers satisfied with social and physical environment

93.2% 91.4% 90.2% 91.0% N/A 92.9% 93.9%

District average of the % State Report Card --Students satisfied with social and physical environment

79.4% 80.3% 80.3% 85.0% N/A 82.7% 83.6%

District avg. of the % State Report Card ---Parents satisfied with social and physical environment

84.9% 86.3% 86.2% 76.0% N/A 88.8% 89.7%


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Action Plan ID

Action Step ID


Funding Source(s)

Accountability

Start Date

End Date Date Method

2.1 2.1.1 Analyze discipline data by schools; grade levels; types of infractions; ethnicity; gender, free/reduced lunch and grade level

2011 2012 2013 2014 2015 2016

Executive Director of Administrative Services, Director of Student Services, Student Information Coordinator, Design team to look at school-wide behavior

N/A N/A 2016 Analysis of data in fall of 2011-2012 data to establish baseline and goals for elementary, middle and high school Establishment of a design team to look at school behavior during the first semester of 2011

2.1 2.1.2 Provide on-going training at both the district and school level to address the cultural and economic diversity of Richland2

2011 2012 2013 2014 2015 2016

Executive Director of Administrative Services, Director of Student Services, Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development

TBD TBD TBD Documentation of training and list of participants attending reviewed in summer of each year

2.1 2.1.3

Make sure that data is being properly entered in PowerSchool

2011 2012 2013 2014 2015 2016

Executive Director of Administrative Services, Student Information Coordinator, Individual school-level PowerSchool Coordinators

N/A N/A 2016 Analysis of data in PowerSchool compared to data in Student Services files Documentation of new training and updated training for PowerSchool on inputting discipline documentation and yearly attendance


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2.1 2.1.4 Examine critical elements of systems used in elementary schools to support positive school behavior

2011 2014 Executive Director of Administrative Services, Director of Student Services, School Level Administration, Coordinator of Intervention Services

N/A N/A 2012 Established systems in place District Administrative Services analyzes in the summer of each year elementary school data

2.1 2.1.5 Examine critical elements of systems used in middle schools to support positive school behavior

2012 2014 Executive Director of Administrative Services, Director of Student Services, Middle School Administrators, Middle School Behavior Management Design Team, Coordinator of Intervention Services

N/A N/A 2014 Baseline data reviewed and common expectations established by design team Administrative Services analyzes in the summer of each year middle school data

2.1 2.1.6 Examine critical elements of systems used in high schools to support positive school behavior

2012 2015 Executive Director of Administrative Services, Director of Student Services, High School Administrators, High School Behavior Management Design Team

N/A N/A 2015 Baseline data reviewed and common expectation established by design team Administrative Services analyzes in the summer of each year high school data


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2.1 2.1.7 Research effective behavior programs for high schools

2012 2015 Executive Director of Administrative Services, Director of Student Services, High School Behavior Design Team, Coordinator of Intervention Services

N/A N/A 2015 Programs researched and presented to High School Behavior Design Team

2.1

2.1.8 Continue to provide training on bullying, sexual harassment, social networking and other behavior issues for administrators

2011 2012, 2013, 2014, 2015, 2016,

Executive Director of Administrative Services, Director of Student Services, Director of Classified and Employee Services, District Coordinator of Guidance

TBD TBD 2016 Training documented and reviewed in fall of each year

2.1 2.1.9 Utilize Technology( Google doc, share point, etc.,) to provide guidelines to deal with a variety of types of discipline issues and to make Administrative Services more efficient

2012 2016

Executive Director of Administrative Services, Director of Student Services, Chief Information Officer, Executive Director of Information Technology

TBD TBD 2016 Guidelines developed Documentation of new technology implemented in Administrative Services

2.1 2.1.10 Continue to expand and maximize alternative paths to graduation such as middle college, charter school, CAP,

2011 2016 Executive Director of Administrative Services, Chief Academic

TBD TBD 2016 Documentation of success of current programs on graduation rates


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Student Learning Center, etc.

Officer, Chief Information Officer, Director of Academic Initiative, Charter High School Principal

Research of other initiatives in districts like ours and success rate

2.1 2.1.11 Consider needs of students that require an extensive long term placement in an alternative setting

2011 2016 Executive Director of Administrative Services, Chief Academic Officer, Executive Director of Special Services, Director of Psychological Services

TBD TBD 2016 Create a baseline data on students who may require longer alternative placement and make appropriate placement

2.1 2.1.12 Review the focus of Richland Two alternative schools

2011 2014 Chief Academic Officer, Chief Planning Officer, Executive Director of Administrative Services

TBD TBD 2014 Analysis of current focus and data to determine if we are meeting the needs of students who need an alternative setting

2.1 2.1.13 Evaluate the effectiveness of the current locations of alternative systems within the district

2011 2016 Chief Academic Officer, Chief Planning Officer, Executive Director of Administrative Services

TBD TBD 2016 Evaluation of number of students currently served through alternative school, adult education and charter school by end of 2013 and analyze need to expand to meet needs of a growing district

2.1 2.1.14 Create a Discipline Task Force composed of school, district, and community members to look for ways to improve student discipline.

2014 2015 2016

Executive Director of Administrative Services

N/A N/A 2016 Task force meets regularly and submits recommendations to the school board for changes to discipline.


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2.1 2.1.15 Create a Diversity Task Force to promote an environment of respect for all students and staff in Richland Two.

2014 2015 2016

Executive Director of Special Services

N/A N/A 2016 Task force meets regularly and submits recommendations to the school board for changes to diversity.

2.2 2.2.1 Revisit the district framework for guidance to establish clear goals on elementary, middle and high school and compliance with EEDA

2011 2013 Chief Academic Officer, District Guidance Coordinator

N/A N/A 2013 Framework and goals established Reviewed yearly by district guidance Coordinator

2.2 2.2.2 Enroll students in a challenging curriculum based on their Individual Graduation plan

2011 2012, 2013, 2014, 2015, 2016,

Chief academic Officer, District Guidance Coordinator, High school and Middle School Directors of Guidance

N/A N/A 2016 Data examined on % of students admitted to post-secondary programs in summer of each year and success rate after 1

st year

2.2 2.2.3 Review the procedures for developing Individual Graduation plans in middle and high school and how they are implemented

2011 2012, 2013, 2014, 2015, 2016

District Coordinator of Guidance, Career and Technology Director

N/A N/A 2016 Documentation of IGP implementation at Middle and High Schools

2.2 2.2.4 Utilize Work Based Learning Coordinator, Career Development Facilitator, College and Career Information Specialist to meet the needs of middle school and high school populations

2011 2014 District Coordinator of Guidance, District Coordinator of Career and Technology

N/A N/A 2012 Clear job delineations established. Reviewed by District Guidance Coordinator and Career and Technology Coordinator. Evaluation of programs

2.2 2.2.5 Design opportunities for more students at the high school level to participate in internships, dual credits, AP, IB

2011 2012, 2013, 2014, 2015, 2016,

Chief Academic Officer, District Guidance Coordinator, School Guidance Directors, District Career and

N/A N/A 2016 Baseline data collected by District G & T Coordinator, District IB Coordinator and Career and Tech. Coordinator. Data reviewed each summer and goals set


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Tech Director, Assigned Assistant Principals

with high schools

2.2 2.2.6 Review strategies to deal with transitional times during a student‘s career (elementary to middle, middle to high, new students to Richland 2 , returning from alternative schools)

2011 2016

Chief Academic Officer, Executive Director of Administrative Services, District Director of Guidance, Principals, Guidance Directors, Alternative School Transition specialist, Coordinator of Intervention Services

N/A N/A 2016 Strategies reviewed each year by a committee established by the Chief Academic Officer, Executive Director of Administrative Services and District Coordinator of Guidance Best practices shared and adjustments made in guidelines for transition

2.2 2.2.7 Provide extra behavioral services for elementary schools

2011 2016 Executive Director of Administrative Services, Chief Academic Officer, Executive Director of Special Services, Director of Psychological Services, 2% committee intervention teams, Coordinator of Family Intervention Services, Helping professionals

TBD TBD 2016 Report of extra behavioral services for elementary students shared with Executive Director of Administrative Services, Chief Academic Officer, Executive Director of Special Services, and Director of Psychological in summer of each year. Additional positions requested in budget process

2.2 2.2.8 Continue to provide family intervention services to families with students who are experiencing significant

2011 2016 Executive Director of Administrative Services, Chief Academic

TBD TBD 2016 Documentation of services provided. Updates submitted each year in the summer to


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behavioral problems through family intervention services and partnerships with Department of Mental Health

Officer, Coordinator of Intervention Services, Director of Grant Initiatives

Executive Director of Administrative Services and Chief Academic Officer

2.2 2.2.9 Expand the number of Social Workers and Intervention Specialist in the district

2011 2016 Chief Academic Officer, Executive Director of Special Services, Executive Director of Administrative Services, Lead Social Worker, Bilingual Social Worker, Coordinator of Intervention Services

TBD TBD 2016 Requests submitted each year in budget to expand social workers Partnerships developed with other agencies

2.2 2.2.10 Provide support to students and families who have chronic attendance problems

2011 2016 Chief Academic Officer, Executive Director of Administrative Services, Executive Director of Special Services, District Lead Social Worker, Social Workers

TBD TBD 2016 Report submitted to Chief Academic Officer, Executive Director of Administrative Services, and Executive Director of Special Services each summer on services provided to students with attendance problems

2.2 2.2.11 Cooperate with community programs such as the Richland County Sheriff‘s Department Juvenile Arbitration Program, LRADAC, Richland county Gang Task Force, etc.

2011 2016 Executive Director of Administrative Services, Director of Student Services

N/A N/A 2016 List of partnerships with community programs and number of students who have utilized their services

2.2 2.2.12 Train all schools on a Response to Intervention approach for academics and

2011 2016 Chief Academic Officer, Chief Information

N/A N/A 2016 Establish baseline training that has occurred


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behavior Officer, Executive Director of Administrative Services, Executive Director of Special Services, Director of Psychological Services, Director of Information Services

Offer additional training of new personnel. Establish an overview that is available through SharePoint

2.2 2.2.13 Encourage peer mediation and conflict resolution strategies at all schools

2011 2016 Executive Director of Administrative Service, Chief Academic Officer, District Coordinator of Guidance, Guidance Directors

N/A N/A 2016 Best practices of programs shared in Admin, AP meetings, Guidance Directors Meetings. Program descriptions available on SharePoint

2.2 2.2.14 Maintain documentation of character education program provided in all schools and share best practices.

2011 2016 Chief Academic Officer

N/A N/A 2016 Documentation of character education programs in the district shared on SharePoint and updated every 2 years or as needed

2.2 2.2.15 Support the use of advisor/advisee groups in middle and high schools

2011 2016 Chief Academic Officer, Director of Administrative Services, District Coordinator of Guidance, Director of Grant Initiatives,

N/A N/A 2016 Documentation of programs and their success on academics, behavior, retention. graduation rates and drop-out rates


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Middle School Behavior Design Team, High School Behavior Design team

2.2 2.2.16 Examine the use of Smaller Learning communities and Freshmen Academies used in high schools

2011 2013 Chief academic Officer, Director of Administrative Services, Director of Grant Initiatives, Middle School Behavior Design Team, High School Behavior Design team

N/A N/A 2013 Documentation of programs and their success on academics, 9

th grade retention,

behavior. Graduation and drop-out rates

2.2 2.2.17 Establish an adult advocate for every student

2011 2016 Chief Academic Officer, Director of Administrative Services, District Coordinator of Guidance, Director of Grant Initiatives, Middle School Behavior Design Team, High School Behavior Design Team

N/A N/A 2016 Examine current baseline data on adult advocate. Set goals to expand

2.2 2.2.18 Expand mentorship programs on every grade level

2011 2016 Chief Academic Officer, Director of

N/A N/A 2016 Examine current baseline data on mentor programs


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Administrative Services, District Coordinator of Guidance, Director of Grant Initiatives, Middle School Behavior Design Team, High School Behavior Design Team, Principals

Encourage the use of mentor programs for groups of students who are at-risk

2.2 2.2.19 Hire a Diversity Officer to promote diversity in the district to students, staff, and the community

2015 2016 Superintendent TBD TBD 2016 Diversity Officer Hired. Diversity officer implements comprehensive diversity plan.

2.3 2.3.1 Encourage schools to increase the participation of students in extra-curricular and co-curricular activities, such as athletic, student government, and clubs

2011 2012, 2013, 2014, 2015, 2016,

Student Activities Directors, Athletic Directors, Assigned Administrators

TBD TBD 2016 Analyze the number of students involved in extra-curricular, co-curricular, athletics on the high school level Set goals to increase participation

2.3 2.3.2 Help schools that qualify develop grants such as 21

st

century grants to offer after school activities

2011 2016 Principals, Director of Grant Initiatives

N/A N/A 2016 Number of grants received that assist with after school programs and number of participants

2.3 2.3.3 Examine the equity issues involved with both student activities and with athletics

2011 2014 District OCR Coordinator, Student Activities Director, District Athletic Director,

N/A N/A 2012 Baseline study completed and plan put in place Reviewed every yearly by OCR Coordinator


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High School and Middle School Athletic Directors or Assigned Administrators

2.3 2.3.4 Seek out ways to offset the rising cost of high school athletics (Security, equipment, etc.)

2011 2016 District Athletic Coordinator, Athletic Directors, District Finance department, Support Services--Security

TBD TBD 2016 Present increases yearly in budget meetings Expand partnerships for programs Seek quotes for multiple schools purchases to offset costs

2.3 2.3.5 Imbed service learning and civic engagement into the relevant learning for all students.

2011 2016 Chief Academic Officer, Student Activities Directors, Work Based Coordinators, School Design Teams, Assigned Administrator

N/A N/A 2016 Number of Richland Two Stories in the service learning area. Number of participants in each school yearly in service learning Review and analyze the impact on the community in the summer of each year

2.4 2.4.1 Establish a framework for a Healthy School District

2011 2014 District Coordinating School Health Council, Health Design Team, Superintendent, District Lead Nurse, Science Curriculum Coordinator, Health Design Team

N/A N/A 2013 Establish baseline data and set yearly goals for improvement in each of the areas measured by state Healthy Schools Program


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2.4 2.4.2 Monitor plans developed by School Health Councils

2011 2016 District School Health Coordinating Council, District Nurse

N/A N/A 2016 School reports of accomplishments are submitted in the spring of each year to the Science Curriculum Coordinator and the District School Coordinating Council

2.4 2.4.3 Continue to convene Superintendent‘s Health Advisory Council and work on implementing community recommendations on health issues

2011 2016 Superintendent, District Lead Nurse, Superintendent‘s Health Advisory Council, District School Health Coordinating Council

N/A N/A 2016 Meetings held regularly for health community input Minutes of mtg. maintained

2.4 2.4.4 Provide appropriate preventive health screenings, treatment of emerging/episodic health conditions, medication management , and treatment of emergency health services at schools through nursing services

201 2016 Chief Academic Officer, Executive Director of Special Services, District Lead Nurse, School Nurses

N/A N/A 2016 Data collected on the type and amount of nursing services provided during the school year through the 45-day immunization report, the mid-year DHEC report, and the end of the year DHEC report Data will be reviewed and priorities set for next school year by district lead nurse in the summer of each year


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2.4 2.4.5 Encourage schools to design into their curriculum more opportunities for students to be involved in physical fitness

2011 2016 Principals, School Health Councils PE classes, Health classes

N/A N/A 2016 Number of students involved in activities involving physical fitness and athletics. Information submitted each year with the School Health report to the lead nurse

2.4 2.4.6 Continue to refine the contracted food service program to have healthy and appealing options for students

2011 2016 Director of Operations, Sodexo Supervisor

N/A N/A 2016 Baseline for 2010-2011 collected. Increase in student participation Monitored by Internal Analyst

2.4 2.4.7 Assist schools with correct implementation of the Federal Healthy Schools Act in order to promote healthy lifestyles and for schools to remain in compliance

2013 2014 2015 2016

Director of Operations, Sodexho Supervisor

N/A N/A 2016 Provide data and training to schools yearly to update the appropriate laws.

2.5 2.5.1 Review emergency and crisis management procedures and composition of the Crisis Management Team at each school and provide annual mandatory crisis management training to all school administrators and teams

2011 2012, 2013, 2014, 2015, 2016,

Director of Operations, Supervisor of Emergency Services

N/A N/A 2016 Plans in place and reviewed prior to each school year by individual schools and by the district

2.5 2.5.2 Review annually all plans (district wide and school-specific) to ensure adherence to DHEC policy for disaster epidemic outbreaks

2011 2012, 2013, 2014, 2015, 2016

Director of Operations, Supervisor of Emergency Services, District Lead Nurse Nurses

N/A N/A 2016 Plans in place and reviewed prior to each school year by individual schools and by the district

2.5 2.5.3 Review and update plans for notifying parents in case of

2011 2012, 2013,

Director of Operations,

N/A N/A 2016 Plans in place and reviewed prior to each


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crisis (include ESOL parents and Fort Jackson in notification plan)

2014, 2015, 2016

Supervisor Emergency Services, Public Information Officer , Ft. Jackson District Liaison

school year by individual schools and by the district

2.5 2.5.4 Conduct annual drills (severe weather, intruder, lockdown, bus safety, fire drills) at the school level and periodic ―table top‖ exercises with emergency personnel

2011 2012, 2013, 2014, 2015, 2016

Director of Operations, Supervisor of Emergency Services, School Administrators

TBD TBD 2016 Drills documented in a log Guidelines of types of drills required each year provided for each school

2.5 2.5.5 Provide training in CPR/first aid/disaster planning for all school staff, security personnel and administrators needing certification

2011 2012, 2013, 2014, 2015, 2016

Director of Operations, Supervisor of Emergency Services, District Lead Nurse

TBD TBD 2016 List of individuals in each school and district who have been trained

2.5 2.5.6 Train School counselors in strategies to identify dangerous students

2011 2012, 2013, 2014, 2015, 2016

Chief Instructional Support Services Officer, Director of Psychological Services

TBD TBD 2016 Documentation of yearly training

2.5 2.5.7 Ensure that all schools are equipped with up-to-date and adequate safety technology (security cameras, lobby guard, card access system)

2011 2012, 2013, 2014, 2015, 2016

Director of Operations, Executive Director of Information Technologies, Supervisor of Emergency Services

TBD

TBD 2016 Yearly evaluation of safety technology needed and plan to phase into schools

2.5 2.5.8 Solicit input of the SRO‘s and local emergency responders (EMS, Fire) in the review of

2011 2012, 2013, 2014,

Director of Operations, New Design and

N/A N/A 2016 Participation in planning of new construction and review of safety


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safety issues prior to construction and opening of new schools

2015, 2016

Construction Supervisor, Chief Planning and Initiatives Officer, Supervisors of Emergency Safety Coordinator of SRO‘s for Richland 2

2.5 2.5.9 Evaluate use of SRO‘s in the schools and their job descriptions

2011 2012, 2013, 2014, 2015, 2016

Executive Director of Administrative Services, Supervisor of Emergency Services

N/A N/A 2016 Evaluation completed yearly on all SRO‘s

2.5 2.5.10 Increase the number of SRO‘s in the district with emphasis being placed at elementary schools.

2013 2016 Executive Director of Administrative Services, Supervisor of Emergency Services

TBD TBD 2016 SRO‘s are increased in the district in elementary based on the cost and budget.

2.5 2.5.11 Expand GPS and cameras to all buses for continuous monitoring and safety evaluation

2011 2016 Director of Operations, Transportation Manager

TBD TBD 2016 Implementation of GPS‘s and cameras on all buses

2.5 2.5.12 Evaluate physical plant safety and security on an on-going basis

2011 2012, 2013, 2014, 2015, 2016

Director of Operations, Maintenance and Energy Supervisor, Supervisor of Emergency Services

N/A N/A 2016 Monthly safety reports submitted, etc.

2.5 2.5.13 Review traffic patterns at beginning of school year with new and existing schools for safety

2011 2012, 2013, 2014, 2015, 2016

Director of Operations, Supervisor of Emergency Services

N/A N/A 2016 Traffic patterns reviewed prior to opening of school each year to adjust for new openings and growth


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2.6 2.6.1 Celebrate the success of students though recognition by the school board

2011 2016 Chief Academic Officer, School Principals

N/A N/A 2016 Documentation of recognitions in school board minutes

2.6 2.6.2 Provide opportunities for Richland District Two students to tell their stories

2011 2016 Chief Academic Officer, Executive Director of Community Relations and Partnerships

N/A N/A 2016 Documentation of stories in minutes of school board meetings and on web sites

2.6 2.6.3 Provide special programs such as the Turn-A- Round awards, arts, etc. to share students talents

2011 2016 Chief Academic Officer, Executive Director of Community Relations and Partnerships

N/A N/A 2016 Documentation of board minutes of student recognition programs

2.6 2.6.4 Involve student leaders and other students in Superintendents Listens

2011 2016 Superintendent N/A N/A 2016 Schedule of meeting with students

2.6 2.6.5 Survey student to get input into engagement in learning and school climate

2011 2016 School Principals, Chief Academic Officer, Executive Director of Curriculum, Instruction and Professional Development

N/A N/A 2016 Analyze report card surveys within two weeks of receiving report cards Utilize engagement surveys in core courses as design teams develop new units


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State Performance

Area(s)








Board Goals







collaboration.






Strategy 3-Recruit, Employ and Support Individuals who engage students in relevant learning

Action Plans: 3.1 Develop and implement processes to address the staffing needs of the district to maintain a high quality skill set in employees 3.2 Develop and retain high quality staff of administrators at the school level 3.3 Expand the use of technology and other strategic systems in the recruitment and operations of Human Resources 3.4 Provide support for Induction and New-to-Two Teachers 3.5 Supervise the evaluation process for administration, faculty, and staff 3.6 Provide high quality customer services in all aspects of human resources 3.7 Provide training for all personnel 3.8 Coordinate benefits program for teachers 3.9 Expand methods to recruit and provide staff development for support staff


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Key Measure 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

District Report Card Data- Advanced Degrees 71.6% 71.8% 72% 71.7% 70.7% 71% or better 71% or better

School Report Card Data-Continuing Contract 75.2 N/A 76% 74.7% 75.5% 75% or better 75% or better

School Report Card Data-Returning Teachers 90.6 91.3% 90% 89.2% 88.8% 90% or better 90% or better

School Report Card Data-Teacher Attendance 96.6% 94.6% 96% 96.9% 94.6% 97% or better 97% or better

Number of teachers retained 3 years 79% 77% N/A N/A N/A 75% or better 75% or better

Number of teachers retained 5 or more years 63% 62% N/A N/A N/A 80% or better 80% or better

Number of teachers Nationally Board Certified 612 654 N/A N/A 691 694 704

Superintendent‘s years as superintendent 18 19 1 2 3

Superintendent‘s years in the district 1 2 33 20+ 20+

Avg. Years of experience of Principals 23.3 21.8 N/A N/A N/A TBD TBD

Number of admin retained over 5 years 27 of 32 19 of 34 N/A N/A N/A TBD TBD


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Action Plan ID

Action Step ID


Funding Source(s)

Accountability


3.1 3.1.1 Project in advance the effect of growth and the openings of new schools based on the district projections

2011 2012, 2013, 2014, 2015, 2016

Chief Human Resources Officer, Chief Planning Officer

N/A N/A 2016 Analysis of data

3.1 3.1.2 Create faculty, support staff and administration profiles to project staffing needs (Look at balance of experience, degrees, gender and ethnicity)

2011 2012, 2013, 2014, 2015, 2016

Chief Human Resource Officer, Executive Director of Personnel, Director of Classified Personnel and Employee Services

N/A N/A 2016 Maintain baseline data on each school and update prior to the peak hiring time each year.

3.1 3.1.3

Review all the district employee job descriptions ( Certified and Classified) In light of the Evergreen Study and recommendations from the Implementation Team

2011 2014 Director of Classified Employment & Employee Services

N/A N/A 2013 Job Descriptions reviewed to make sure that they are aligned with best practices and consideration of the Implementation Study Team recommendations

3.1 3.1.4 Project the number of retirements each year in areas of administration, faculty, district staff and support staff. Make sure a succession plan is in place to maintain the talent in the district

2011 2012, 2013, 2014, 2015, 2016

Chief Human Resource Officer, Chief Planning Officer, Executive Director of Personnel, Director of Classified Personnel and Employee Services

N/A N/A 2016 Analysis of teachers eligible for retirement through 2016


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3.1 3.1.5 Increase the diversity of the applicant pool in administration, faculty and staff

2011 2016 Executive Director of Personnel, Director of Teacher Quality, Minority Recruitment Committee

N/A N/A 2016 Documentation of increase in hiring of minority candidates. Reviewed after prime hiring time and new goals established

3.1 3.1.6 Target colleges with diverse teacher candidates for recruiting including participation in on-site job fairs and advertising

2011 2016 Executive Director of Personnel, Director for Teacher Quality, Minority Recruitment Committee

TBD TBD 2016 Documentation of colleges targeted and success in hiring candidates Reviewed after prime hiring time and new goals established

3.1 3.1.7 Offer relocation allowance to out–of-state teachers in critical needs areas

2011 2016 Chief Human Resources Officer, Chief Financial Officer

TBD TBD 2016 Request submitted in budget proposal each year by Chief Human Resources Officer

3.1 3.1.8 Target states with teacher surpluses in critical needs areas for recruiting including participation in on-site job fairs and advertising

2011 2016 Executive Director of Personnel, Director of Teacher Quality

TBD TBD 2016 Number of critical needs teachers hired from out-of-state through job fairs. Data reviewed after prime hiring time.

3.1 3.1.9 Utilize Professional Dev. Schools (PDS), interns, student teachers to recruit teachers who have been trained in Richland District Two philosophy and framework


TBD TBD 2016 Number of teachers hired from PDS contacts, intern contacts and student teacher contacts. Data reviewed after prime hiring time

3.1 3.1.10 Continue to attend key SC college recruitment fairs


TBD TBD 2016 Number of teachers hired from college recruitment fairs. Data reviewed after prime hiring time


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3.1 3.1.11 Hold a Richland District Two Recruitment Fair

2011 2012, 2013, 2014, 2015, 2016

Executive Director of Personnel, Director of Teacher Quality

TBD TBD 2016 Number of teachers hired from District Recruitment Fair Data reviewed after prime hiring time

3.1 3.1.12 Encourage talented TA‘s and substitute teachers to pursue teacher certification

2011 2016 Director of Classified Personnel and Employee services, Director of Teacher Quality

TBD TBD 2016 Number of TA‘s and teacher substitutes enrolled in teacher certification program. Reviewed yearly

3.1 3.1.13 Complete staffing by beginning of the school year

2011 2016 Chief Human Resource Officer Chief Planning Officer, Executive Director of Personnel, Director of Classified Personnel and Employee Services

TBD TBD 2016 Staffing completed prior to opening of school and methods of recruiting reviewed for effectiveness

3.2 3.2.1 Review effectiveness study as it pertains to administration to determine organizational needs and improve efficiency and effectiveness

2011

2014

Superintendent Implementation Task Force Executive Staff

N/A N/A 2012 Effectiveness study reviewed and decisions made on items to implement

3.2 3.2.2 Utilize a committee approach to interviewing administrators and in determining best placement

2011 2012, 2013, 2014, 2015, 2016

Superintendent Executive staff Faculty Parents Community

N/A N/A 2016 Results from committee reviewed each year by Executive team


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3.2 3.2.3 Evaluate administrators every year

2011 2012, 2013, 2014, 2015, 2016

Superintendent Chief Deputy Superintendent Chief Academic Officer, Chief Human Resources Officer

N/A N/A 2016 Documentation of Administrators evaluated every year.

3.2 3.2.4 Provide growth opportunities for administrators to participate in staff development on designing work

2011 2016 Chief Academic Officer Deputy Superintendent

TBD TBD 2016 List of administrators attending professional growth opportunities

3.2 3.2.5 Continue to promote and expand Leading Up (formerly Leadership Academy) for all employees in district.

2013 2016

Superintendent Deputy Superintendent Chief Academic Officer

TBD TBD 2016 Evaluate the effectiveness of the Leadership Academy

3.2 3.2.6 Provide opportunities for administrators to review the progress of their school (Both input and outcome measures)

2011 2016 Deputy Superintendent Chief Information Officer Chief Academic Officer Director of Accountability and Evaluation

N/A N/A 2016 Calendar of meetings with Administrators. Meeting to include information from accountability on test scores and information from school data teams. Reviewed in summer of each school year

3.3. 3.3.1 Continue to evaluate all areas of Human Resources to explore ways that technology can streamline services

2011 2013 Chief Information Officer, Executive Director for Community Relations and Partnerships Executive Director of Personnel, Executive Director of Information

N/A N/A 2013 Human Resources reviews in the fall of each year methods to streamline their services


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Technology, Director of Classified Personnel and Employee Services, Director of Teacher Quality, Human Resources Coordinator

3.3 3.3.2 Expand and customize the new Human Resources Applicant tracking system to meet the needs of Richland District Two

2011 2014 Chief Human Resource Officer, Executive Director of Information Technology Executive Director of Personnel, Director of classified Personnel and Employee Services

TBD TBD 2014 System expanded and customized to assist with needs of Richland 2 Human Resources Department

3.3 3.3.3 Train all Human Resources personnel on new technologies as they become available

2011 2013 Technology Integration Coordinator, Human Resources Coordinator, Human Resources staff

TBD TBD 2013 Documentation of proficiency of personnel in Human Resources in use of technology. Review technology needs each fall

3.3 3.3.4 Utilize a variety of social media (Facebook, twitter, etc.) to recruit qualified employees especially in critical areas such as Math, Science, and Special Education

2011 2013 Chief Human Resources Officer, Executive Director for Community Relations and Partnerships Executive Director of Personnel,

TBD TBD 2013 Variety of social media in place and utilized in Human Resources. Review of progress each fall to see if additional techniques are needed


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Executive Director of Information Technology, Director of Classified Personnel and Employee Services, Director of Teacher Quality

3.3 3.3.5 Utilize social media to provide information to potential and new teachers (Facebook, blogs, virtual tours etc.)

2011 2013 Chief Human Resources Officer, Executive Director of Personnel, Human Resource Coordinator, HR staff

TBD TBD 2013 Analysis of social media used by Human Resources in the fall of each year.

3.3 3.3.6 Use technology (Blogs, SharePoint, etc.) to train administrators on employment law, interviewing and hiring practices

2011 2013 Chief Human Resources Officer, Executive Director of Personnel, Executive Director of Information Technology, Director of Classified Personnel and Employee Services, Human Resources Coordinator

TBD TBD 2013 Analysis of technology used to train administrators in the fall of each year

3.4 3.4.1 Conduct a New to Two Orientation including awareness of Richland Two Framework

2011 2016 Chief Academic Officer, Executive Director of Curriculum and

TBD TBD 2016 Review of New to Two in fall of each year by Academic team


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Professional Development, Teacher coaches, Executive Director of Personnel, Director of Teacher Quality

3.4 3.4.2 Continue to provide new teachers full time instructional coaches who have been trained in the Richland Two Framework, coaching protocol, Common Core State Standards and state mentor training

2011 2016 Chief Academic Officer, Chief Information Officer, Executive Director of Curriculum and Professional Development, Director of Teacher Quality

TBD TBD 2016 Periodic studies on effectiveness of Instructional coaches on quality and retentions

3.4 3.4.3 Continue to provide new teacher training in technology

2011 2016 Chief Academic Officer, Chief Information Officer, Executive Director of Curriculum and Professional Development, Technology Integration Coordinator, Teacher mentors, Instructional Coaches

TBD TBD 2016 Documentation with instructional coaches on new teacher's use of technology. Demonstration of proficiency in technology

3.5 3.5.1 Train administrators in the ADEPT evaluation process to meet SC SDE requirements

2011 2012, 2013, 2014, 2015, 2016

Human Resources Director of Teacher Quality

TBD TBD 2016 All administrators completed ADEPT training and approved by the SC SDE as evaluators.


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3.5

3.5.2 Provide support to administrators in the implementation of the ADEPT evaluation

2011 2016 Human Resources Director of Teacher Quality

TBD TBD 2016 Number of teachers who successfully complete the ADEPT evaluation

3.5 3.5.3 Train Induction and New to Two teachers in the ADEPT evaluation process

2011 2012, 2013, 2014, 2015, 2016

Human Resources-Director of Teacher Quality, Academics staff, School level administrators

TBD TBD 2016 All newly hired teachers trained in the ADEPT process.

3.5

3.5.4 Provide support to Induction and new teachers in the implementation of ADEPT requirements

2011 2016 Human Resources Director of Teacher Quality

TBD TBD 2016 Number of teachers who successfully complete the ADEPT evaluation

3.6 3.6.1

Continue/Expand capacity for all areas of employee services

2011 2016 Chief Human Resources Officer, Human Resources staff

N/A N/A 2016 Capacity for services expanded

3.6 3.6.2 Expand the Human Resources web page to better assist all employees

2011 2012 Human Resources staff, Information Technology, Community Relations staff

TBD TBD 2016 Web site expanded and evaluated yearly

3.6 3.6.3 Develop on-line orientation and benefits programs

2011 2016 Human Resources staff

TBD TBD 2016 Online orientation developed

3.6 3.6.4 Review and distribute training modules with district staff, substitutes and volunteers

2011 2016 Chief Human Resource Officer, Director of Classified Personnel and Employee Services, Human Resources staff, IT staff

TBD TBD 2016 Documentation of completed training


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3.6 3.6.5 Continue incentive pay for attendance

2011 2016 Chief Financial Officer

District Funds

District funds

2016 Increase in teacher / staff attendance

3.6 3.6.6 Conduct exit surveys and interviews to improve the quality of Human Resource Services

2011 2016 Human Resources-Director of Teacher Quality, Instructional Coaches

TBD TBD 2016 Analysis of data

3.6 3.6.7 Utilize results of needs assessment from support staff advisory council to design staff development for classified staff

2011 2016 Superintendent Staff advisory council

TBD TBD 2016 Staff development activities developed and implemented

3.6 3.6.8 Recognize Teachers, staff and Administrators for their accomplishments

2011 2016 Chief Academic Officer, HR- Director of Teacher Quality, Comm. Relations

TBD TBD 2016 Number and types of recognitions

3.6 3.6.9 Continue to support National Board Certification and Teacher of the Year Process

2011 2016 Human Resources, Academics

TBD TBD 2016 Maintain the current participation and success rate

3.6 3.6.10 Conduct study to compare the competitiveness of district salary schedule for faculty, support staff and substitutes

2011 2016 Director of Classified Employment & Employee Services

TBD TBD 2016 Data gathered annually

3.6 3.6.11 Provide professional development opportunities for teachers to obtain recertification points and/or graduate credit with the district

2011 2016 Chief Academic Officer, Executive Director of Academics and Professional Development

TBD TBD 2016 List of opportunities and number of participants

3.6 3.6.12 Assist teachers in completing the certificate renewal process

2011 2016 Human Resources staff

TBD TBD 2016 Number of teachers who maintain current certification


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State Performance

Area(s)








Board Goals







collaboration.






Strategy 4-Provide for the fiscal and physical needs of the district

Action Plans: 4.1 Focus fiscal and other resources on the Richland Two Framework 4.2 Serve as responsible steward of district's finances 4.3 Utilize technology to make financial systems more efficient 4.4 Plan, secure funding, build and maintain facilities to meet the needs of a growing district


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2011-2012

2012-2013

2013-2014

2014-2015 2015-2016 2016-2017

The reserve fund will be between seven and twelve percent of the District's annual budget

13.7% 14% 14% 16% 12% or better

12% or better

12% or better

The District will maintain a bond rating of AA or higher from Moody's, Standard and Poor, and Fitch's Ratings

Yes Yes Yes Yes Yes Yes Yes

The district's annual financial audit will result in an "unqualified opinion" on the financial statements with no material weaknesses in internal control

Achieved Achieved Achieved Achieved Achieved Achieved Achieved

Action Plan ID

Action Step ID


Funding Source(s)

Accountability


4.1 4.1.1 Establish board priorities for each fiscal year

2011 2012, 2013, 2014, 2015, 2016

Superintendent, Chief Financial Officer

N/A N/A 2016 Priorities established in fall/winter of each year and presented to the board in the spring

4.1 4.1.2 Meet with Executive Team to prioritize district budget needs

2011 2012, 2013, 2014, 2015, 2016

Superintendent, Chief Financial Officer, Executive Team, School Board

N/A N/A 2016 Needs established through meetings with school board and with executive team

4.13 4.1.3 Regularly review the allocation of funds that reach the classroom to ensure a focus on Richland Two

2011 2012, 2013, 2014, 2015, 2016

Superintendent, Chief Financial Officer, Chief Academic Officer

N/A N/A 2016 Annual review and recommendations made prior to budget proposal to board


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Framework.

4.1 4.1.4 Utilize external studies to examine success, efficiency, and effectiveness of district operations and practices

2011 2016 Superintendent, Chief Financial Officer, Executive Team, Implementation Team

TBD TBD 2016 Consideration and implementation of recommendations from study

4.1 4.1.5 Seek funding under county, state and federal funding based on budget

2011 2012, 2013, 2014, 2015, 2016

Chief Financial Officer

N/A N/A 2016 Documentation that funding was requested and received

4.1 4.1.6 Continue to provide incentives in the area of recruitment of critical teacher needs, provide teacher attendance incentives, and supplement salaries of NBPTS Certified Teachers

2011 2012, 2013, 2014, 2015, 2016

Superintendent, Chief Financial Officer, Chief Human Resources Officer

TBD TBD 2016 Included in annual budget and expenditure documentation

4.1 4.1.7 Identify multiple grants based on the district‘s strategic initiatives increasing external funding by 10% annually

2011 2016 Chief Planning Officer Chief Academic Officer, Director of Grants Coordinator

N/A N/A 2016 Documentation of grants and funding Reviewed in the spring/summer of each year

4.2 4.2.1 Continue to maintain a Certificate of Excellence for finances for Richland District Two


N/A N/A 2016 Certificate received

4.2 4.2.2 Participate in all required audits

2011 2016 Chief Financial Officer, Finance Department

TBD TBD 2016 Successful audits completed

4.2 4.2.3 Maintain a National AA bond rating

2011 2016 Chief Financial Officer,

N/A N/A 2016 AA Bond rating achieved


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Finance Department

4.2 4.2.4 Maintain a reserve account of 7 to 15%

2011 2016 Chief Financial Officer, Finance Department

TBD TBD 2016 Reserve account maintained based on board decision

4.2 4.2.4 Monitor state budget funding—actively participate in review and changes in state funding


N/A N/A 2016 Participate on state funding committees

4.3 4.3.1 Review and expand and leverage new technologies as appropriate

2011 2016 Planning HR Finance Information Services

TBD TBD 2016 Review of new technologies and customize based on feedback from departments

4.4 4.4.1 Seek an independent audit of our facilities every 3 to 5 years


TBD District Funds

2016 Audit completed

4.4 4.4.2 Present and review with the school board an updated 10 year facility plan

2011 2016 Chief Financial Officer Chief Planning Officer

TBD District funds 2016 Facilities plan reviewed with school board

4.4 4.4.3 Honor truth in lending principles with the public in our building plans (full disclosure)


N/A N/A 2016 Publically disclose actual vs. projected cost upon project completion

4.4 4.4.4 Build facilities for LEEDS specifications

2011 2016 Executive Director of Operations

TBD District funds 2016 Documentation of LEED requirements upon completion of facility

4.4 4.4.5 Maintain credibility with the pubic of our building projects being on time and within budget


N/A N/A 2016 Documentation that the buildings completed on time and within budget

4.4 4.4.6 Review systematically 2011 2016 Executive Director TDB District funds 2016 Contracts reviewed and


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contracts in the area of maintenance such as ground, cafeteria, contracted custodial services, work orders, etc.

of Operations renewed on required schedule

4.4 4.4.7 Participate as a district in ways to conserve energy


TBD TBD 2016 Amt. saved through energy projects


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State Performance

Area(s)








Board Goals







collaboration.






Strategy 5-Cultivate relationships with families, schools and the community

Action Plans: 5.1 Increase parent engagement in the educational process 5.2 Develop, sustain, and promote collaborative and meaningful business and community partnerships 5.3 Enhance internal and external communications, utilizing all available media 5.4 Enhance marketing efforts of individual schools and the district 5.5 Involve stakeholders in the strategic planning process


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2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

District average of the % State Report Card --- Teachers satisfied with Home/School communications

87.2% 83.2% 84.2% 85.0% N/A 86.8% 87.6%

District average of the % State Report Card --- Students satisfied with Home/School communications

84.1% 85.8% 83.9% 89.0% N/A 86.4% 87.3%

District average of the % State Report Card --- Parents satisfied with Home/School communications

82.1% 82.5% 84.4% 88.0% N/A 87.0% 87.8%

Volunteer hours 319000 N/A N/A N/A N/A TBD TBD

Monthly unique page views of district web 16843 N/A N/A N/A N/A TBD TBD

# of District Community Partnerships 305 N/A N/A N/A N/A 355 365


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Action Plan ID

Action Step ID


Funding Source(s)

Accountability


5.1 5.1.1 Expand the parent/community volunteer program

2011 2016

Executive Director for Communications and Strategic Partnerships,

Volunteer Coordinator

TBD TBD

2016 Track volunteer #‘s

and hours

Collect baseline data and set yearly goals

5.1 5.1.2 Develop unique R2TV programs highlighting examples of parental and community involvement and describing ways parents/community can become involved and volunteer

2011 2016

Executive Director for Communications and Strategic Partnerships, Public Information Officer, Multi-media Production Manager, Volunteer Coordinator

TBD TBD

2016 Increase spotlights on

parental involvement

Review in the summer of each year

5.1 5.1.3 Screen volunteers through district procedures

2011 2012, 2013, 2014, 2015, 2016

Executive Director for Communications and Strategic Partnerships, Volunteer Coordinator

TBD TBD

2016 Data maintained of

number of volunteers screened each year


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5.1 5.1.4 Celebrate volunteers through special events

2011 2016

Executive Director for Communications and Strategic Partnerships, Volunteer Coordinator

TBD TBD

2016 Documentation of

events and individuals recognized

5.1 5.1.5 Train and update school Improvement councils

2011 2012, 2013, 2014, 2015, 2016

Chief Planning Officer, District Liaison for School Improvement Councils

TBD TBD

2016

Documentation of training

5.1 5.1.6 Assist all schools in providing Parenting sessions for roll out of one-on-one computing

2011 2012, 2013, 2014, 2015, 2016

Chief Information Officer, Executive Director for Communications and Strategic Partnerships

TBD

TBD 2016

Documentation of Training

5.1 5.1.7 Assist all schools in providing training and assistance to parents for enrolling and registering students through new online enrollment system InfoSnap

2014 2016

Chief Planning Officer, District Registrar

TBD TBD 2016 Documented Trainings are held annually

5.2 5.2.1 Review existing partnerships for depth, breadth, and consistency with strategic goals

2011 2014

Executive Director for Communications and Strategic Partnerships, Executive Staff

N/A N/A 2013 Review data base of current partnerships immediately after the Partners in Education Program Analyze the type of partners used in our


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large grants

5.2 5.2.2 Recognize and showcase community partnerships

2011 2012, 2013, 2014, 2015, 2016

Executive Director for Communications and Strategic Partnerships, Multi-media Production Manager, Grants Coordinator

TBD TBD 2016 Partners in Education Ceremony Review types of partnerships recognized Maintain data base of recognitions

5.2 5.2.3 Involve Collaborative Council, NERMA, Business Advisory Council, Faculty Advisory, Student Leaders in providing input into the district direction

2011 2016

Superintendent, Chief Planning Officer

TBD TBD 2016 Data maintained on input from these organizations

5.2 5.2.4 Support opportunities for the Teacher Forum to communicate with stakeholders (board candidate forum, legislative forums, legislative advocacy, etc.)

2011 2016 Chief Academic

Officer

Teacher Forum Chair

TBD TBD 2016 Track number of sessions. Track legislature and community participation

5.2 5.2.5 Communicate opportunities for business and community partnerships through a variety of media and methods

2011 2016

Executive Director for Communications and Strategic Partnerships

TBD Education Foundation

Business sponsors

2016 Analyze data currently being used to communicate opportunities for partnerships

Set yearly goals during the month after the Partners in


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Education Ceremony

5.2 5.2.6 Liaison with Fort Jackson (District Registrar) to coordinate information between Richland District Two and Fort Jackson

2011

2016 Chief Planning Officer, Fort Jackson Liaison (District Registrar)

N/A N/A 2016 Memorandum of Agreement in place between Richland district Two and Fort Jackson and scheduled coordination meetings

5.2 5.2.7 Develop a cultural/diversity community council to explore cultural diversity issues

2012 2014 Superintendent, Chief Administrative Officer

TBD

TBD

2014

Create and establish a plan for a cultural/diversity community council to look at issues in the district

5.2 5.2.8 Strategically seek grants and sponsorships that support school and community

2011 2016 Chief Planning Officer,

Grants Coordinator

TBD TBD 2016 Number of grants and sponsorships

5.2 5.2.9 Expand and provide opportunities to engage business and community member in events such as ―The State of the District Breakfast‖ and ―the Realtors Seminar‖

2013 2016 Executive Director of Strategic Partnerships, Executive Director of Communications

TBD TBD 2016 Events held annual and documentation of attendees

5.3 5.3.1 Communicate the Richland Two Story to parents, community and business partnerships

2011 2016

Executive Director for Communications and Strategic Partnerships, Chief Planning Officer

TBD TBD 2016 Review methods used to market the Richland Two Story in the summer of each year


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5.3 5.3.2 Collect and promote other Richland Two Stories

2011 2016 Executive Director for Communications and Strategic Partnerships, Public Information Officer

TBD TBD 2016 Analyze strategies used to expand Richland Two Stories in the summer of each year

5.3 5.3.3 Enhance and expand external communication system (email or other) to provide regular updates to parents and residents.

2011 2016


TBD TBD 2016 Analyze the variety of communications utilized to communicate with parents in the summer of each year

5.3 5.3.4 Utilize Facebook, Twitter, Flicker, Connect -Ed and other media tools to communicate with the public

2011 2016


Director of Public Relations

TBD TBD 2016 Analyze the effect of using social media to communicate with the public

5.3 5.3.5 Provide media and materials in other languages as needed

2011 2016

Chief Academic Officer, ESOL Coordinator, Bilingual Social Worker

TBD TBD

2016

Documentation of types of media needed in other languages

5.3 5.3.6 Monitor and update the 2011 2016 Chief Planning TBD TBD 2016 Road files updated


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District Address Finder system to reflect new residential developments in Richland Two.

Officer, GIS/Data Specialist

quarterly.

5.3 5.3.7 Develop and distribute factual information regarding the district‘s building/facility plan, zoning , etc.

2011 2016

Chief Planning Officer, Director of Operations, GIS/Data Specialist

TBD TBD 2016 Presence of information on website and R2TV

Presentation at local community meetings

5.3 5.3.8 Maintain a website with current postings of important parent and community information such as calendar, bus routes, zoning etc.

2011 2016

Executive Director for Communications and Strategic Partnerships, Director of Public Relations

TBD TBD 2016 Update information as needed throughout the year and annually prior to opening of each school year

5.3 5.3.9 Develop guidelines to have consistency of information on school web sites

2012 2016

Executive Director for Communications and Strategic Partnerships.

TBD TBD 2016 Guidelines developed and web sites reviewed for consistency

5.3 5.3.10 Review and enhance the online choice application to ensure that it is user-friendly for parents

2011 2016

Director of Academic Initiative, District Registrar

N/A N/A

2016 Increase of number of parents interested in choice options

5.4 5.4.1 Strategically market district schools, programs and students to the community

2011 2016

Executive Director for Communications and Strategic Partnerships, Chief Planning Officer

TBD TBD

2016 Develop a focus for marketing of Richland Two for each year and review at the end of each year to analyze results


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5.4 5.4.2 Work with Education Foundation to promote Richland Two through various media and material

2011 2016

Executive Director for Communications and Strategic Partnerships, Director of Public Relations, Richland Two Foundation Chairmen

TBD TBD

2016 Determine yearly focus and analyze results in summer of each year. .

5.4 5.4.3 Organize and conduct presentations to local businesses and the community as needed to market the district

2011 2016


TBD TBD

2016 Number of presentations made to the community as part of the district marketing plan Analyze in summer of each year.

5.4 5.4.4 Coordinate district-wide employee recognition, appreciation programs and special events

2011 2016

Executive Director for Communications and Strategic Partnerships Director of Community Relations, Schools

TBD Foundation funds

Local funds

Business sponsors

2016 Track type and number of recognition programs conducted

5.4 5.4.5 Ensure that all schools have a current marketing and communications plan

2011 2016


N/A N/A 2016 All schools have plans in place. Plans are analyzed on a systematic basis for effectiveness

5.5 5.5.1 Review district strategic plan and update yearly

2011 2012, 2013, 2014,

Superintendent Chief Planning Officer

N/A N/A 2016 Review conducted in spring of each year


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2015, 2016

Executive team

5.5 5.5.1 Completely update the district strategic plan on the timeline for continuous improvement of district and school strategic plan

2011 2016 Superintendent Chief Planning Officer

N/A N/A 2016 Plan completely updated in fall of 2011 Next complete update will occur in 2016

5.5 5.5.2 Include stakeholder input from School Improvement Council from all schools and various district departments

2011 2016 Superintendent Chief Planning Officer District school Improvement Coordinator

2016 Documentation of stakeholder input in fall of 2011 and include stakeholder input in 2016

5.5 5.5.3 Involve collaborative council and other stakeholders in review of the district strategic plan

2011 2016 Chief Planning Officer Collaborative Council

N/A N/A 2016 Input obtained from collaborative council on final review of the district strategic plan in fall of 2011 and include input in 2016

5.5 5.5.4 Share the highlights of the strategic plan with existing district stakeholder groups (Business Advisory Council, NERMA, Collaborative Council, etc.)

2012 2016 Superintendent

Planning

Community Relations

N/A N/A 2016 Plan reviewed with interest groups in fall of 2012 and groups updated on district focus on a yearly basis.

5.5 5.5.5 Post on district website, publish, and distribute the District Annual Report

2011 2012, 2013, 2014, 2015, 2016

Superintendent

Public Information

TBD TBD 2016 Distribution of annual report documented yearly


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Richland School District Two Read to Succeed

Components, Goals, and Action Steps

State Performance

Area(s)








Board Goals







collaboration.







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Component 1: Leadership

District Belief: We believe teachers are empowered to become literacy leaders through quality literacy professional development.

PreK-Elementary Goal: Routine Literacy Professional Learning Opportunities (PLO) will be provided for appropriate faculty, staff, and administration at all

schools.

PreK-Elementary Action Steps: Meet at least twice a year with all school literacy leadership teams

Middle School Goal: Routine Literacy Professional Learning Opportunities (PLO) will be provided for appropriate faculty, staff, and administration at all schools.

Middle School Action Step: Meet at least twice a year with all school literacy leadership teams

High School Goal: Routine Literacy Professional Learning Opportunities (PLO) will be provided for appropriate faculty, staff, and administration at all schools.

High School Action Step: Meet at least twice a year with all school literacy leadership teams

Component 2: Student Outcomes

District Belief: We believe in using data to make informed decisions.

PreK- Elementary Goal: Achievement goals for literacy are set for all students using a reliable measure

PreK- Elementary Action Step: District personnel will meet with school staff to analyze summative and formative assessment literacy data

Middle School Goal: Achievement goals for literacy are set for all students using a reliable measure

Middle School Action Step: District personnel will meet with school staff to analyze summative and formative assessment literacy data

High School Goal: Achievement goals for literacy are set for all students using a reliable measure

High School Action Step: District personnel will meet with school staff to analyze summative and formative assessment literacy data

Component 3: Professional Learning Opportunities

District Belief: We believe in building capacity of all teachers to ensure high quality education for all students.

PreK- Elementary Goal: Assist all teachers in obtaining Read to Succeed Teacher Endorsement by 2025

PreK- Elementary Action Steps: Provide literacy endorsement course opportunities

Middle School Goal: Assist all teachers in obtaining Read to Succeed Teacher Requirement by 2025

Middle School Action Step: Provide literacy requirement course opportunities

High School Goal: Assist all teachers in obtaining Read to Succeed Teacher Endorsement by 2025

High School Action Step: Provide literacy endorsement course opportunities


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Component 4: Assessment Plan

District Belief: We believe assessment is a vital part of instruction.

PreK- Elementary Goal: Formative assessment data will be collected from a variety of assessments (ex. computer assessments, conferring, observations,

running/miscue analysis, note taking...) to better inform instruction and intervention decisions.

PreK- Elementary Action Steps: Provide professional development for effective use of formative assessment to inform instructional decisions

Middle School Goal: Formative assessment data collected from a variety of assessments to better inform instruction and intervention decisions.

Middle School Action Step: Provide professional development for effective use of formative assessment to inform instructional decisions

High School Goal: Formative assessment data will be collected from a variety of assessments to better inform instruction and intervention decisions.

High School Action Step: Provide professional development for effective use of formative assessment to inform instructional decisions

Component 5: Instructional Plan

District Belief: We believe all students deserve to learn in a literacy-rich environment.

PreK-Elementary Goals:

1. PreK- 5 ELA block of instructional time to include a minimum of 90 minutes of daily reading and writing instruction for all students with an additional 30 minutes

for interventions on a daily basis

2. Explore opportunities to build classroom libraries.

3. PreK-5 curriculum designed to align to standards, instructional strategies, resources, and assessments

4. Use formative assessments to guide flexible grouping

5. Provide Summer Reading Camp for identified students

PreK-Elementary Action Steps:

1. The district will support teachers to align their ELA block of instructional time with Richland 2 Balanced Literacy model

2. Work with grants coordinator and community to identify classroom library funding

3. Analyze assessment data and update Richland Two PreK-5 Curriculum and Alignment Documents

4. Provide professional development on small group instruction, use of formative assessments, and conferencing with students

5. Expand Summer Reading Camp participants to include targeted 2nd grade students


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Middle School Goals:

1. Schools and teachers across all subject and content areas will routinely integrate a minimum of 90 minutes (to be distributed daily throughout the instructional

day) of a combination of direct reading and writing instruction and reading and writing in content area classes for all students.


3. Develop 6th-8

th grade curriculum aligned to standards, instructional strategies, resources, and assessments to support Tier 1 instruction.

4. Use formative assessments to guide flexible grouping.

5. Phase in a three tiered approach to reading intervention.

Middle School Action Steps:

1. The district will support teachers with incorporating the Richland 2 Balanced Literacy model

2. Work with grants coordinator and community to help find funding

3. Analyze assessment data and update middle level curriculum to address student needs


5. Phase in interventionist positions for middle schools.

High School Goals:

1. Schools and teachers across all subject and content areas will routinely integrate a minimum of 90 minutes (to be distributed daily throughout the instructional

day) of a combination of direct reading and writing instruction and reading and writing in content area classes for all students.


3. Develop high school curriculum aligned to standards, instructional strategies, resources, and assessments to support Tier 1 instruction.

4. Use formative assessments to guide flexible grouping.

5. Create a framework for intensive reading intervention through a dedicated reading seminar course for identified 9th grade students.

High School Action Steps:

1. The district will support teachers with incorporating the Richland 2 Balanced Literacy Model.

2. Work with grants coordinator and community to help find funding.

3. Continue to maintain and update R2 High School Curriculum and Alignment Documents.


5. Provide dedicated time for English 1 and Reading Seminar teachers to collaborate on the framework and intervention strategies.


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Component 6: Parent and Family Involvement

District Belief: We believe parents are our partners and members of the school community.

PreK-Elementary Goal: Provide online resources for parents

PreK-Elementary Action Steps: Create and maintain an online platform for parents to access literacy information and provide resources during parent meetings.

Middle School Goal: Provide online resources for parents

Middle School Action Steps: Create and maintain an online platform for parents to access literacy information and provide resources during parent meetings.

High School Goal: Provide online resources for parents.

High School Action Step: Create and maintain an online platform for parents to access literacy information and provide resources during parent meetings.

Component 7: School-Community Partnerships

District Belief: We believe collaborations within and among schools, families, and community partners are essential to meet the needs of

each student.

PreK-Elementary Goal: Continue to develop our partnership with Richland Library on site at R2i2

PreK- Elementary Action Steps: Participate in workshops with the District Summer Slide Committee to enhance use of the Richland Library by all schools

Richland Two

Middle School Goal: Continue to develop our partnership with Richland Library on site at R2i2

Middle School Action Step: Participate in workshops with the District Summer Slide Committee to enhance use of the Richland Library by all schools Richland

Two

High School Goal: Increase awareness of the resources available at Richland Library (on site at R2i2) to serve the needs of schools, families, and the community

at large.

High School Action Step: Create multiple avenues of communication with schools, families and community members.