Beck International Academy

School Portfolio 2021-2022

Scope of Action Plan 2018-2019 through 2022-2023

The mission of Beck International Academy is to meet the needs of our diverse
student body in an environment that nurtures, accepts, challenges, inspires, and
empowers all students to achieve their individual best.

Greenville County Schools

Dr. W. Burke Royster, Superintendent
Mrs. Jennifer Meisten, Principal

Beck Academy
STUDENT CENTERED
ACHIEVEMENT FOCUSED
Tomorrow’s Leaders, Learning and Serving Today

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3
 Stakeholder Involvement for School Renewal

Position Name

1. Principal Jennifer Meisten

2. Teacher Alton Ellison
3. Parent/Guardian Brooke Cremmins
4. Community Member Terry Potter
5. Paraprofessional Crystal Dix
6. School Improvement Council Member Brooke Cremmins
7. Read to Succeed Reading Coach Lauren Stoddard
8. School Read To Succeed Literacy Leadership Team Lead Deborah Sanders
9. School Read To Succeed Literacy Leadership Team Member Lauren Stoddard

OTHERS (May include school board members, district or school administrators, students, PTO members,
agency representatives, university partners, Head Start representatives, First Step representatives, etc.)
** Must include the School Literacy Leadership Team for Read to Succeed

Administrative Leadership Team:

Jennifer Meisten, Sheila Green, Brittany Jackson, James Reid, Deborah Sanders

Principal Advisory Committee:

Jennifer Meisten, Sheila Green, Becky Boyd, Brittany Jackson, Allison Diaz, Alton Ellison, Deborah Sanders

School Leadership Team for Read to Succeed:

Lauren Stoddard, Brittany Jackson, Jennifer Meisten, Deborah Sanders, Allison Diaz, Sheila Green,

Process Champions Team:

Alton Ellison, Megan Shaver, Cheri Goering, Michelle Rand, Katie Haney

SIC: Jennifer Meisten, Sheila Green, Brittany Jackson, Brooke Cremmins, Brianna Shaw, Merry Mac
Williams,
Christy Yenser, Debbie Sanders, Jennifer Pestrak, Katie Mitchell, Candace Brown, Michelle Rand, Elizabeth
Chamber

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 ASSURANCES FOR SCHOOL RENEWAL PLANS

Assurances checked below, along with the signature page signed by the superintendent and school
principal, attest that the school complies with all federal and state applicable statute and regulation
requirements, including those listed.

Early Childhood Development and Academic Assistance Act (Act 135) Assurances
[S.C. Code Ann §59-139-10 et seq. (Supp. 2004)]

_____ 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).

____X 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).

____X Parent Involvement

The school encourages and assists parents in becoming more involved in their children’s
education and will make special efforts to meet with parents at convenient times, provide
parents with their child’s individual test results, interpretation of the results, and information on
the district’s curriculum and assessment program. The school will encourage frequent
communication between home and school, thus providing more opportunities for parental
participation. The school will make efforts to designate space for parents to access educational
resource materials. Part of the principal’s and superintendent’s evaluation may include parental
involvement expectations. The school will make efforts to provide parents with information
pertaining to expectations held for them by the school system, such as ensuring the attendance
and punctuality of their children.

__X___ Staff Development

The district provides staff development training for teachers and administrators in the teaching
techniques and strategies needed to implement the school/district plan for the improvement of
student academic performance. The staff development program reflects requirements of Act
135, the EAA, and the National Staff Development Council’s revised Standards for Staff
Development.

___X_ Technology
The district integrates technology in professional development and classroom instruction in
order to improve teaching and learning.

___X_ Innovation
The district funds innovative activities to improve student learning and accelerate the
performance of all students.

___X_ Collaboration
The district (regardless of the grades served) collaborates with health and human services
agencies such as county health departments, social services departments, mental health
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 departments, First Steps, and the family court system.

_____ Developmental Screening

The district ensures that students receive all services necessary for growth and development.
Instruments are used to assess physical, social, emotional, linguistic, and cognitive
developmental levels. This program is primarily at primary and elementary schools although
screening efforts could take place at any location.

_____ Half-Day Child Development

The district provides half-day (and sometimes full-day) child development programs for four-
year-olds. The programs primarily operate at primary and elementary schools, may be at
locations with other grade levels, or be located in a completely separate school.

_____ Developmentally Appropriate Curriculum for PreK–3

The district ensures that the scope and sequence of the curriculum for PreK–3 is appropriate for
the maturity levels of students. Instructional practices accommodate individual differences in
achievement levels and take into account the student's social and cultural context.

_____ Parenting and Family Literacy

The district provides a four-component program for parents and children that integrates all of
the following activities: interactive literacy activities between parents and their children; training
for parents to be partners in their children’s education; parent literacy training in economic self-
sufficiency through adult education; and age-appropriate education to prepare children for
success in school and life experiences. Family Literacy is not grade specific, but is generally
most appropriate for parents of children at or below the primary and elementary school levels,
and secondary school students who are also parents. Family Literacy program goals are to
strengthen parental involvement in the learning processes 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; provide parents educational
opportunities; and identify potential developmental delays in preschool children through
developmental screening.

_____ Recruitment
The district makes intensive efforts to seek out and serve those parents or guardians of
children, from birth to five years of age, who are considered at-risk for 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): poverty, limited English proficiency, significant
developmental delays, a parent without a high school diploma or equivalent, instability or
inadequate housing and/or family, poor health (physical, mental, emotional), and/or child
abuse and neglect.

___X__ Coordination of Act 135 Initiatives with Other Federal, State, and District
Programs
The district makes efforts to ensure that all programs and funding, including Act 135 initiatives,
are coordinated with programs such as Head Start, First Steps, Title I, and programs geared
towards students with disabilities.

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 General Table of Contents
Introduction .............................................................................................. Section 1
Executive Summary… ............................................................................... Section 2

Data Analysis and Needs Assessment of

Student Achievement

Data Analysis and Needs Assessment of

Teacher/Administrator Quality

Data Analysis and Needs Assessment of

School Climate

School’s Challenges over the Last Three Years

School’s Awards and Accomplishments over the Last Three Years

School Profile ............................................................................................ Section 3

School Community
School Personnel
Student Population
School’s Major Academic and Behavioral Programs and Features: Capturing Kid’s Hearts, Schools to Watch

Mission, Vision, and Beliefs… ..................................................................... Section 4

Data Analysis and Needs Assessment Over Time ....................................... Section 5

Link to 2020-2021 SC SDE School Report Card

Student Achievement: SC READY ELA, Math, SC PASS Science, Social Studies

EOCEP Algebra 1, English 1 HONORS by grade and
performance level

Teacher and Administrator Quality

Professional Development Plan 2021-2022

School Climate Needs Assessment

2020-2021 SDE School Report Card

Action Plan 2018-19 through 2022-2023 (5 years) ...................................... Section 6

Goal 1 Student Achievement

SC READY ELA and Math 2020-2021
SC PASS Science 2020-2021
Subgroups 2020-2021
Targeted Literacy Intervention

Goal 2 Teacher/Administrative Quality

Qualified Diverse Teachers

Goal 3 School Climate-

SDE School Report Card Survey -percentage of students, staff, and parents feeling safe
Annual Expulsion Rate 2020-2021
Student Attendance Rate 2020-2021

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 INTRODUCTION

Beck International Academy continues to grow a student-centered learning environment

focusing on giving our students second chances to learn and master content standards. We believe
that focusing on the whole child is the key to academic success. We encourage students to serve as
leaders in their school and serve their communities. We are honored to be designated both aa
National Schools to Watch and a Capturing Kids Showcase School in 2020 and 2021.
Our 2018 school year began with new ideas for building a strong school culture by implementing
Capturing Kids Hearts. We are continuing to follow these philosophies to guide our interactions with
students, staff, and community.
Throughout the 2019, 2020, and 2021 school years we have examined and analyzed both our
state performance data from the previous spring and our quarterly benchmark data to inform our
instructional decisions. Meeting in both large groups and professional learning communities (PLC’s)
every month, staff analyzed current PASS, MAP, SC READY, EOC data, quarterly benchmark
assessments, and school demographics. We identified 20% of our lowest performing students,
created intervention groups. We prioritized standards and scaffolded our instruction, both reteaching
and reassessing learning. These intervention and mentoring supports were provided for all students,
including our most academically gifted students. An extended morning advisory period provided
specified instructional time. We will continue these intense data reviews and intervention practices
through 2022-2021 school year.
In 2020-2021 school year, we implemented an additional intervention program, providing
afterschool
tutoring and transportation on Wednesdays and Thursdays. Thursday are also devoted to intensive
reading and math tutoring through additional Read 180/System 44 and Mathia online programs.
We met in small content PLC’s with the instructional coach over the summer to work on new
curriculum and content units for the 2018-2019 and 2019-2020 school years. ELA staff, concerned that
our middle level students either don’t read or fake read, focused on promoting sustained
engagement, stamina, and student choice to promote self-selected reading. We have continued
these practices throughout 2019 and 2020 school years.
To more successfully meet the needs of all our students we have continued to implement
these initiatives:
• LIFT (Letting Students Fine Tune), which gives students those second chances/
opportunities to relearn content and retest for mastery
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 • A morning school- wide extended advisory period used for intervention needs, and
small group differentiated work to relearn content. Students focus on learning skills
in math and ELA.
• Literacy intervention programs: Read 180 and System 44
• After-school tutoring twice weekly to work on missing assignment in all content areas and to focus
on math and reading remediation

In addition:

• On Track continues to be implemented with fidelity to identify to create a plan of action to

intervene and to continuously monitor and adjust the plan to help our at-risk students. These
students are identified at risk because of behavior, grades/achievement, and attendance
issues.

Our entire staff was trained in Capturing Kid’s Hearts (CKH) in the summer of 2018. A major
focus for our school, CKH has truly transformed our school culture. CKH strives to restructure school
culture by developing healthy and strong relationships between teachers, students, and all school
and community staff. Creating social contracts with each class gives students a voice in creating a
safe, caring, diverse, and trusted learning environment, while holding themselves accountable for
classroom behaviors and helping to decrease behavior management issues. As stated earlier, we
are honored to be a 2020 and 2021 CKH National Showcase School.
Mastery Connects, which we piloted in 2016-17, continues to be a tremendous tool in
enabling us to more quickly identify students in need of remediation on content indicators and
standards. 6th grade science and social studies classes continued their formative assessment
program to better prepare students for summative assessments in 2018.2019, 2020, and 2021
school years.
Beck staff has participated in a variety of differentiated professional development focusing on
implementing technology into instruction, enhancing Google resources, UDL best practices, co-
teaching models in inclusive classrooms, student engagement, writing strategies to improve student
literacy skills through the Upstate Writing Project, and staff team and culture building activities
through CKH. Nine staff members attended 2022 SCAMLE Conference, and several of these
participants presented. All of these programs, activities, and initiatives help us to continue to grow as
a student-centered culture.

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The following chart briefly outlines our work, timeline, and school leaders.

Dates Schedule for Ongoing Evaluation Persons Responsible

August 2021 through School teams, focus groups, and small PLC’s planning cohorts met to Principal
April 2022 identify and analyze current achievement data, quarterly benchmarks, Assistant Principals
and identify students in need of intervention, including our 20%
PASS data lowest performing students Instructional Coach
SC Ready • SC READY and SC PASS All Staff
• School demographics SIC members
EOC scores Algebra 1 • Quarterly Benchmarks
Carnegie Reports on The state report card data, surveys, and demographics were reviewed.
Mathia Usage Staff, instructional coach, and assistant principals met for sustained
Report Card content planning weekly to identify gaps, plan instruction, and create
strategies to close identified gaps in learning among subgroups.
Quarterly benchmarks in What are our gap areas?
Mastery Connects What do we need to meet student learning needs and close the gaps?
What is working?
Formative Assessments What is not working?
How can we best serve our students?
What programs, resources, and professional development do we need?
Who are our 20% of struggling learners?

Monthly PLC and Mastery Connects Formative/ Summative Assessment All Staff
Content Team Meetings Quarterly Benchmarks Administrative team
Data Dives Standards Mastered PLC’s
Summative charts of state testing data and benchmark data were Instructional Coach
August through created and shared with all staff.
April 2021-2022 Staff members selected students to serve int heir advisory small
group instruction in math and ELA.
November 2021
January/February
2022
April 2022
Content teams met with the administrative leadership team to analyze
both formative and assessment data among grade level content cohort
groups. Teachers identified students scoring 1,2 on quarterly benchmarks
and noted student levels: -,+.
Following each benchmark, PLCs meet to dive deeper into the data:

• Tracking student progress from benchmark to benchmark

• Identifying the most missed indicators on each assessment

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 Executive Summary
Beck International Academy is an energetic, collaborative student-centered learning
environment where all stakeholders work together to create an engaging, rigorous and nurturing
learning experience for all students. Faculty and staff are driven to meet the ever-changing
needs of our students and provide a world class education that prepares students to be
contributing members of the local and global community. We believe in educating the whole
child and have several new initiatives that ensure that our students receive the social emotional
support they need. Through our research we have identified that we excel in the areas of
teacher collaboration, common assessments, emphasis on student learning outcomes, and
recognizing and celebrating student achievement. Despite our accomplishments we are very
aware that we have a tremendous amount of work to do to increase the achievement level of all
students.
Over the past five years, our teachers and administrators have worked very hard to create a
student- centered learning environment that supports the emotional, social, and academic
development of all students. In an effort to be more proactive, a guidance counselor and
administrator are located on each grade level hallway. They are both intricate members of our
student support team and interact with students on a daily basis. Their presence, constant
visibility, and combined support have led to a decrease in behavior issues and an increase in
positive relationships. The addition of a full-time on-site mental health counselor this year has
ensured that our students are able to receive the services they require.
Academically, our teachers are focused on ensuring that all students are striving for
content mastery. To achieve this, we have many opportunities for students to seek additional
assistance beyond the classroom. If a student is struggling with mastering a concept, they may
attend re-teaching sessions and then retest. This initiative provides multiple opportunities to
master content before moving on and empowers students to take charge of their learning. In
addition, students can take advantage of one-on-one tutoring and an afterschool homework
program.
With a strong focus on literacy, we have spent the past four years focusing on targeted
interventions to remediate our students. We have implemented new reading intervention
programs: Read 180 and System 44. With the use of these interventions we have seen our
students make students tremendous gains in the area of reading.

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 As we prepare for the 2022-2023 academic year, we want to make sure that we maintain
our student- centered learning environment while increasing targeted student interventions and
acceleration. We understand that literacy is the cornerstone of education so we have assembled
a school- based Literacy Team to develop a plan of action to better address student literacy
needs across the curriculum. We will focus on building a culture of independent readers that
have both stamina and engagement for reading varied texts. We will continue to focus on
school-wide writing initiatives through the Upstate Writing Consortium. We will also be adding a
reading interventionist to our staff who will work with students and serve as a resource for
teachers.
Our staff excels in providing a team-based approach that includes guidance, administration,
and instructional support. This team approach, coupled with academic interventions provided by
our educational support staff, maximize a student's potential for learning while meeting their social
and emotional needs.
In my second year at Beck, we began a new transition program for parents and students of
rising 6th graders called Knight S.H.I.F.T. This program allows our incoming 6th grade students to
participate in ice breakers and team building activities, meet teachers, learn about dress code and
ID’s, practice opening lockers and enjoy their first middle school lunch prior to the start of the
school year. The usual first day fears were calmed, and students expressed a greater sense of
security in the transition from elementary to middle school. Parents also have the opportunity to
meet with teachers, guidance counselors and administration so they can learn how to navigate
middle school and most importantly how to support a middle school child. This year, Beck has
proudly become a Capturing Kids Hearts school. This is a school wide initiative that focuses on
building relationship capacity. This initiative has been an integral part of reshaping our culture and
empowering students to have ownership in the learning process.
A very important aspect of our school culture is social equity for all students. Beck Academy
has a broad attendance area, serving 800 students from diverse backgrounds. 30.9% of our
students are served in our gifted and talented program, and our poverty index is 52.1%. To
support our students, we offer a program called Beck’s Backpack which provides weekend
backpacks of food and personal products to our most vulnerable students. Beck serves 154 special
needs students and 45 students with 504 plans. Our school community is inclusive for all students
and focuses on valuing each child’s unique perspective. Students in the

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7th and 8th grade have the opportunity to serve as a peer buddy and participate in adaptive art and PE
and attend Special Olympics as a mentor and supporter.

We have a diverse staff that meets the needs of our unique student population including:
• 4 administrators
• 54 teachers
• an Instructional Coach
• a Magnet Coordinator
• Additional support staff including 3 OT/PT and speech staff, 2 nurses, 4 guidance
counselors, mental health specialist, and 1 media specialist
• 9 support aides to serve students with special needs

100% of our teachers are highly qualified. We offer a gifted and talented program for ELA and
high school credit classes for Algebra I Honors, Geometry Honors, English I Honors, Google
Applications, Multimedia Basics, and Spanish I and II.
As a Select Magnet School, Beck International Academy focuses on international relations
and public service. Our magnet program has provided us with an internationally diverse student
body. As part of our magnet studies, we celebrate this diversity with International Day where
students have the opportunity to share their unique customs, traditions, dress, and culture. All
students in the building take part in this celebration and it is has become a favorite event for
students, teachers and parents. Our students are encouraged to participate in community
service learning and to become global thinkers. Students are encouraged to perform community
service and understand the role they play in the school, local and global community. Students
have served many hours of community service during the year and participated in the following
community service projects:
- Beck’s Dodge Ball Tournament
- Relay for Life
- Beck Academy's Green Team sponsors recycling efforts.
- Adopt-a-Family programs provided for many needy families during the holiday season.
- Student Council fundraisers to benefit Washington Center, Frazee Center, and local foodbanks.

Beck International Academy is an integral part of our community which is apparent based
on our strong parent and staff involvement in the school. We believe that we need to work

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together as a community to provide an optimum and enriched learning environment. Beck
provides a variety of opportunities for our parents to be involved. Communication with parents is
a priority and is maintained through weekly phone blasts, school information app, teacher
websites, and social media. Every effort is made to keep all stakeholders informed of school
events and resources.
Partnering with businesses and community groups provide critical additional resources for
our students. We have many business partners who lend services, donations and volunteers to
help make school events a huge success.
Our instructional program continues to grow to meet the diverse needs of our students. In
language arts and mathematics, students may qualify for gifted, advanced, and grade level
classes. We continue to provide opportunities which will prepare our students intellectually,
socially, emotionally, and physically to become productive and responsible members of a global
society. We believe that all students can learn and have the responsibility to be active learners.
Our staff takes ownership in providing our students enriched and nurturing learning experiences.
We hold to the belief that our students are "learners today to become leaders tomorrow." We
provide a safe and secure setting nurtured by outstanding teachers, visionary leaders, and
supportive community members.

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 Summary of the Needs Assessment for Student Achievement

SC ELA READY Spring 2021

51.7 % of our students met or exceeded the state proficiency requirements.

We identified students who were both approaching and not meeting proficiency and
creating across all grade levels a spreadsheet of our lowest 20% performing students.
To provide additional support for these students, teachers, administrators, and
counselors used an extended advisory time to work with small groups pf students
differentiated by learning levels.
We continue to provide support for all students through a morning advisory time and a
weekly afternoon LIFT program which enables students to relearn content, participate
in small group intervention groups, and retest for mastery. Two intervention programs
were provided to address reading gaps: Read 180 and System 44. In addition, both a
reading interventionist and math interventionist worked with small groups of students
to provide intensive instruction. In 2020-2021 we implemented afterschool intensive
tutoring programs to more fully serve these student needs. This tutoring program
continued in 2021-2022.

Sub groups report the following in 2021: SCREADY ELA Subgroup % Proficient

Grade 6 Grade 7 Grade 8

Hispanic 35% Hispanic 44.4% Hispanic 68.2%
African-American 17.6% African-American 16.2% African-American 18.9%
Disabled 5.3% Disabled 11.8% Disabled 13.8%
PIP 30.8% PIP 25.4% PIP 32.4%

Writing Achievement continues to be a priority for our staff.

We implemented a new partnership with Upstate Writing Consortium last year, participating in their
CW3 program (College, Career, and Community Writers Program) to improve writing instruction. We
have continued this partnership in 2021-2022.

Focus of program: to assure more teachers have the ability to teach college and career-ready writing—with a
specific emphasis on writing arguments based on nonfiction texts;
Provides: scaffolded teaching and formative assessment resources that support the development of students'
argument writing and prepares youth for college, career, and community engagement.
• 30 hours of professional development in best writing strategies per teacher per year
• focus on argument writing strategies to improve TDA achievement

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 MATH SC READY Spring 2021

40.8 % of our students met or exceeded the state proficiency requirements. We

identified students who were both approaching and not meeting proficiency and
creating across all grade levels a spreadsheet of our lowest 20% performing students.
To provide additional support for these students, teachers, administrators, and
counselors used an extended advisory time to work with small groups pf students
differentiated by learning levels.
We provided additional support through a morning advisory time and a weekly LIFT
program both which enabled students to relearn content, participate in small group
intervention groups, and retest for mastery. In grades 6, 7, and 8 we have continued
with the new math program, Carnegie math, which is a blended learning math
program.. A math intervention specialist provides intensive support to our identified
20% struggling learners with both a pull-out program and class support. In 2020-
2021 we implemented afterschool intensive tutoring programs to more fully serve
these student needs. This tutoring program continued in 2021-2022.
In addition, our math content teachers are provided with weekly common bellwork
that spirals back through previous skills from previous grade levels to address specific
needs.

Subgroups report the following: MATH Spring 2021

Grade 6 Grade 7 Grade 8

Hispanic 35% Hispanic 21.4% Hispanic 45.5%
African-American 6.8% African-American 5.1% African-American 6.3%
Disabled 10.5% Disabled 3.9% Disabled 6.7 %
PIP 22.2% PIP 10.6% PIP 18.4%

Specific Skill Areas in Need of Improvement

Grade 6 Grade 7 Grade 8
Number System Number System Expressions, Equations,
and Inequalities
Expressions, Equations, Data Analysis and Number System
and Inequalities Probability Functions

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SCIENCE PASS Spring 2021
Science PASS Proficiency Scores Grade 6
All students 53.8%

Hispanic 40%

African-American 4.1%

Disabled 7.9%
PIP 31.9%
Grade 6 continues implementing a new formative assessment program and weekly re-teaching

initiative (advisory and L.I.F.T.) to provide systematic and ongoing intervention and opportunities for
students to relearn content and demonstrate mastery.
Areas in need of improvement include: science and engineering, earth science and weather, life
science and animals, and life science and plants.

Our students taking high school credit classes continue to show 97 to 100 % passage
rates in Algebra 1 HONORS in grade 8 and grade 7 in the spring of 2021.

Year Algebra 1 EOC English 1 EOC

% passage rate % passage rate

2013-2014 98.9% 100%

2014-2015 100% 100%

2015-2016 99.3% 100%

2016-2017 98% 100%

2017-2018 99% 100%

2018-2019 98.6% 100%

On March 27, 2020, the U.S. Department of Education
2019-2020 approved the SC Department of Education’s request
to waive statewide assessment, accountability, and
Waiver
reporting requirements of in the Elementary and
Secondary Education Act (ESEA) for the 2019-2020
school year due to widespread school closures
related to COVID-19.

Waiver
2020-2021 Not Applicable
96.7%
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To address achievement gaps we provide needed support and intervention for all students in the
following ways:
➢ Guidance staff provide at- risk intervention conferences with students and parents
and continuously monitor student progress
• Identifying in PLC teams our lowest 20% performing students. Teachers,
administrators, and guidance staff provide differentiated intervention and
acceleration for all students.
➢ Weekly L.I.F.T. (Letting Individuals Fine Tune) provide structured re-teaching sessions
and second chances for students to relearn and master content. Bus transportation is
provided for any student in need, so that all students have equal access to participate in
these weekly afterschool support sessions.
➢ Extended Advisory classes (each morning of the week) offer additional re-teaching,
relearning, acceleration, and small group intervention to provide additional support
➢ Stetson Model and Co-Teaching inclusive practices and tutorial support for students with
IEP’s
➢ Grades 6,7,8 students were provided tiered intervention in reading through the following
programs:
Read 180/ System 44 (I.E.P.)

• Students participating in the afterschool program have an opportunity to

receive additional help with assignments and one to one tutoring. After-school
tutoring provide intensive tutoring in 2019, 2020, and 2021. These include:

➢ Working on missing assignment in all content areas

➢ Intensive time spent on Mathia and Read 180/System 44 word trainings to help our most
struggling 20% of learners

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 Summary of the Needs Assessment for Teacher and Administrator Quality

Our goal is to provide our stakeholders with a diverse and qualified teaching and
administrative staff. 100% of our staff are highly qualified. Our staff believe that focusing
on the whole child is our key to academic success. We also strive to inspire students to
meet their individual potential and to encourage them to take ownership of their learning.
We believe in providing second chances for our students so they have numerous
opportunities for re-learning to master content.
This past year we have participated in differentiated professional development to
grow our experience and expertise. These include:

Content and Learning: Schools To Watch- 37 critieria Instructional Protocols

Carnegie Math, Technology Tools, UDL, Co-Teaching in the
SPED classroom, 3CPW Upstate Writing Institute 2021-
2022 Argumentative Writing, District Tuesday in the
Middle PLC’s in all content areas, Formative Assessment
and Data Dives for Analysis, Read [Link] 44
trainings, Spring 2022 SCAMLE Conference
OnTrack training and implementation to identify at risk students
in attendance, behavior, and grades to provide needed and timely intervention.

Technology Tools: FLIP GRID, Google Classroom, Peardeck Beck TECH with Active-Spire in
Review, LOOM, Best elearning practices, flipped classrooms, and GIMKIT

School Culture: Capturing Kid’s Hearts (CKH) refresh training in fall

2021
A major focus for our school, CKH has truly transformed our school culture. CKH strives to
restructure school culture by developing healthy and strong relationships between
teachers, students, and all school and community staff. Creating social contracts with
each class gives students a voice in creating a safe, caring, diverse, and trusted learning
environment, while holding themselves accountable for classroom behaviors and helping
to decrease behavior management issues.
Mentoring: MTM Mentor to Mentee Program

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 We continue to provide scheduled and protected time for PLC’s (professional learning
committees) to meet, analyze data, share strategies and best practices in their content
areas, and plan for collaborative assessments and instruction. We want to continue to
provide ongoing and differentiated professional training to meet the needs of all of our
staff.

Summary of the Needs Assessment for School Climate

Beck International Academy continues to have a positive, safe, and student-centered

learning environment. To continue to promote a positive and safe school climate, Beck has
a school-wide discipline program (Five Step Plan) and an ISS structure to deter
misbehavior. Greater guidance interventions for our more at-risk students provide more
intervention. Monthly celebrations and positive incentives for attendance and completing
assignments, and Marvelous Mondays for GCS dress code days for students with no
referrals, continue to provide positive rewards for good behavior.
Our staff continues to implement Capturing Kids Hearts, so that every student is
connected to a caring and supportive adult. This program gives proactive and positive
support and guidance as students make choices and decisions. Combined with the use of
OnTrack and GCSource, we will be able to more closely identify and monitor the progress
of at –risk students in areas of attendance, behavior, and achievement. We will continue
with our second-chances program, L.I.F.T. (Letting Students Fine Tune) which provides
opportunities for students to relearn content and demonstrate mastery. We will continue
with our afterschool free tutoring program to help our most at-risk students succeed. Our
extended day program has provided homework time and one on one tutoring to students
to further their learning. Beck has a strong parent support group and volunteer program.
Our volunteers log hundreds of hours donating their time and energy, providing needed
teacher supplies, grants funding, and showing appreciation to our staff throughout the
year.
In addition, the following intervention and supports for our most struggling learners
include:
• Literacy intervention programs: Read 180 and System 44
• After-school tutoring provide intensive tutoring in 2019, 2020, 2021, andcontinues in 2022.
These include:

➢ Working on missing assignment in all content areas

➢ Intensive time spent on Mathia and Read 180/System 44 word trainings to help our
20
 most struggling 20% of learners
➢ Extended advisory time devoted to providing intensive intervention support through
differentiated small groups.

Significant Challenges
21
 Beck International Academy continues to provide quality instruction and multi-tiered
intervention initiatives to improve student achievement and bridge learning gaps. Students have
multiple opportunities for relearning and retesting in content areas to promote mastery. Our staff
meet weekly in PLC’s and grade level teams to analyze and plan how to address these challenges.
Specific areas in need of improvement include based on spring 2021 data:

• Continuing to improve our writing achievement. Currently, we scored lower in the area of
writing on our spring SCREADY assessment. Students struggle with deconstructing the
prompt, creating the thesis or claim statement, supporting with evidence and explaining with
commentary. To help our teachers with writing instruction, we are continuing our
participation this year in the Upstate Writing Institute with Clemson University. Consultants
provide ongoing professional development and support. We are continuing to use these
strategies beginning in 2019-2020 and continuing in 2020-2021 and 2021-2022.
In addition, we have continuing to provide an online program NO RED INK as an additional
support for all students in grammar and writing.
• Reading competency and engagement continue to be a challenge for many of our
students. Our School Literacy Team and ELA PLC’s evaluate reading data quarterly to
inform instruction. Team members attended literacy workshops and found independent
reading to be lacking in our balanced literacy program. While we are making progress in
writing by implementing a school-wide writing program, we struggle with reading. We
have used two reading intervention programs this past year: Read 180/System 44 to
address specific gaps of 3-4 years.
Recognizing the need to increase independent reading and student choice, our ELA
student learning objectives have focused on increasing student engagement, building
stamina for reading extended passages, and student choice in text selection to break the
cycle of no reading or fake reading we are increasingly seeing among our middle school
students.

Specific subgroup populations (as noted in this section on data analysis) are of
particular concern in content areas of ELA, math, and science: special needs students,
African- American students, and Pupils in Poverty (PIP).

We will continue in our PLC groups to use formative assessment data to identify gaps and
plan for intervention. We will continue to use benchmark data to dive more deeply into our
benchmark results, identifying and charting student progress, or lack thereof, on specific skills

22
and indicators. Combined with extended advisory intervention, afternoon tutoring, and L.I.F.T.
sessions, we saw growth for these students in content areas. We will continue to examine data,
identify gaps in learning, and develop units of instruction which can be shared among
colleagues. Standard support documents are a priority resource for planning units of instruction
in all content areas to ensure alignment with state standards and teaching essential learnings.
Teachers continue to implement common summative assessments and formative assessments.

There is an ongoing challenge each year to increase student engagement and student
positive behavior choices and to reduce the number of students recommended for out of school
suspension (OSS) and expulsion. We continue to implement Capturing Kids Hearts, so that each
child has a connection to a supportive and caring adult at school. This provides mentoring and
ongoing proactive and positive support to help guide student decisions and deescalate situations.
Combined with ONTrack we will more effectively identify and track the progress and significant
challenges of each student we serve in order to implement an effective plan of intervention.
Math scores continue to be an areas of concern. The following chart show math scores
over a 4 year period. We are especially concerned about our current 8th graders, who
began this year with a math proficiency score of 32.7%.
SC READY Math Proficiency Scores Over 5 Years (last testing date - Spring 2021)
(No testing in 2020 due to pandemic and SCDE waiver)
Spring 2017 Spring 2018 Spring 2019 Spring 2021

Grade 6 65.3% 58.6% 58.8%, up 0.2% 51.6%

Grade 7 46.4% 46% 47.5%, up 1.5% 32.7%

Grade 8 49.1% 48.4% 52.4% , up 4% 37.1%

We are continuing with our new blended math program, Carnegie Math, which we first
piloted in 2019-2020. This is our third year of implementation.

In addition, we have provided significant targeted intervention services in 2020-

2021 and continued in 2021-2022. These include:
.
23
 • Literacy intervention programs: Read 180 and System 44
• After-school tutoring provide intensive tutoring in 2019, 2020, and 2021. These include:

➢ Working on missing assignment in all content areas

➢ Intensive time spent on Mathia and Read 180/System 44 word trainings to help our most
struggling 20% of learners
Extended advisory small group intervention and acceleration provide ongoing support.
Our afterschool tutoring program targets our most at-risk students.

Significant Awards, Achievements, and Accomplishments

During the past five years, Beck Academy and its staff and students have received the following
awards and commendations:
2020-21, 2021-22 National SCHOOLS TO WATCH
2020, 2021 Capturing Kid’s Hearts Showcase School Award
Academic

• Federal Accountability Grade A,B

• Palmetto Gold Awards
• Palmetto Silver Awards
• Excellent and Good Report Card Ratings

Community

• State SCPTSA Teacher of the Year 2010, 2014-15, 2015-16

• PTSA SC State Support Staff of the Year 2014-15, 2015-16
• PTSA SC State Excellence in Communication 2015-2016
• Finalist for Riley Award for SIC Excellence 2014
• Awards for PTSA Electronic Newsletter (eNews)
• Red Carpet School
• National PTA School of Excellence
• State Student Volunteer of Year 2010, 2015
• Multiple Membership Awards
• Big Event Community Celebration and BBQ

Student
• All-State, Region, and County Orchestra and Band Winners
Superior Rating in SCMEA Strings 2015-16, 2016-17
• SC Junior Scholars 150/ Duke TIP Scholars
• District Visual Arts Awards
•
• PTSA Reflection Winners both district and state in literature, visual arts, film direction, and photography
• Math Counts Competitors placed in the top 20
• Special Olympics Unified School

Clubs
• Youth in Government
o Outstanding Statesman
o Outstanding Delegation
o Two Bills to Governor
• Region and State Robotics
24
 • State BETA Club Winners
• Forensics Regional Winners
Athletics
• District Championships
o Girls/Boys Soccer
o Girls/Boys Basketball
o Volleyball
• Conference Championships
o All Sports

25
 School Profile

School Community 2021-2022

Beck International Academy is a select magnet school and currently serves 873
students in our suburban setting on Woodruff Road. There are 43 virtual students.
Beck serves many special needs students including the Orthopedically Impaired, and Hearing-
Impaired. Currently we serve 154 special needs students and app. 45 504 students. We are a
unified school. Students are served in both self- contained and inclusion classes.
Jennifer Meisten, our principal, leads an administrative leadership team consisting of:
• 3 Assistant Principals
• 1 Instructional Coach
• 1 Magnet Coordinator (part time)
• 3.5 Guidance Counselors
Our current building, built in 2006, offers state of the art facilities including:
o Specifically designed restrooms for orthopedic satellite program
o 7 Science Labs
o Cafetorium
o “Touch” doors making us handicap accessible throughout the school
o Art Studio with kiln room
o Excellent Athletic Fields
o Tennis Courts and Basketball Courts
o 1 mobile laptop labs, 12 mobile chromebook carts
o 4 computer labs / classrooms
o Promethean Boards in all the majority of classrooms and wireless access as of
spring 2014
o Band, Choral, and String Rooms

Our teaching, administrative, and support staff provide our stakeholders with a variety of
instructional programs for students including:
o Two levels of grade 6 math instruction
o High school credit classes in English 1 HONORS, Algebra 1, Geometry, French 1 and
Spanish 1 in both 7th and 8th grade, Spanish II in 8th grade, Discovering Computer
Science
o Challenge program for grades 6,7, and 8 in ELA
o Gateway to Technology Program for grades 6,7,8
o Reading Interventions programs: Read 180/System 44
Students participate in a range of fine arts classes including visual art, drama, chorus, band, and
strings.
Extracurricular sports include: volleyball, basketball, baseball, softball, soccer, and cheerleading.
Beck provides a wide range of student incentive programs including:
- Marvelous Mondays
- Quarterly Student Celebrations
- Community and Service Learning
26
 - Quarterly Attendance and Grade Awards
- Beck Academy Blue Knight
- Roundtable
- Learners of the Month
- CKH Student Ambassadors
Beck provides a variety of opportunities for our parents to become involved in our school
community.
These include:
• “Back to Beck” day held in August before the start of school on which students and
parents may pick up their schedules and meet many of their teachers.
• Beck Knight S.H.I.F.T. for Grade 6 students and parents in early August provides
students and parents a unique and smooth transition from elementary to middle
school environment. Students participate in ice breakers and team building
activities, meet their teachers, learn about dress code and ID’s, practice opening
lockers and have their first middle school lunch. The usual dreaded first day fears
are calmed, and students express a greater sense of security in the transition from
elementary to middle school. Parents also spend an hour with guidance counselors
and administrators to learn how to navigate middle school and most importantly
how to support their middle schooler. In 2020-2021 this event was held virtually.

• “Beck’s Big Event is a large community event sponsored by the PTSA that gives
families a chance to spend time together enjoying games while raising funds for
local charities. This was held virtually in 2019-2020.

• An Open House event provides perspective students and their families an

opportunity to learn about our magnet program. Our magnet coordinator,
instructional coach, teachers, counselors, and administrators are available to
answer questions as families tour the school. In 2020-2021 this event was
held virtually.

• Our PTSA manages a school store where students can purchase planners, spirit
wear, and snacks at lunch and at the end of each day.

• Many of our parents serve as chaperones to accompany and assist in the

supervision of students on educational field trips. Trips in 2019-2020
included:

1. Special Olympics

2. Youth in Government, Columbia, S.C. and Model UN Convention

3. Beta Club Convention

4. Special Education Community-based Instruction

5. Strings, Choral, and Band Performance Events

6. Art Exhibitions

27
 7. Artist in Residence Programs from the Metropolitan Arts Council

• Parents actively participate in the planning and implementation of school events

such as the 8th grade dance, athletic events, open houses, International Day, Red
Ribbon Week, Book events, Student Appreciation Day, Teacher Appreciation Day,
and fundraisers, etc. during the 2021-2022 school year.

• Parents participate in school organizations such as Robotics, Beta Club, Student

Government, and Math Counts, art club, and career oriented events such as job
shadowing and career speakers during the 2021-2022 school year.

• Graduation Plus and Career exploration Opportunities include: STEM field trips,7th
grade career trip, IGP conferences, Naviance programs, job shadowing, guest
speakers during the 2021-2022 school year.

Our Beck Academy website contains updated school information. With our weekly phone
master and individual teacher emails and calls, every effort is made to keep all stakeholders
informed of school events and resources. We were the first middle school in our district to add a
free Smart Phone app for Beck Academy stakeholders, which can be found at the Apple Store or
Android Market. You download Schoolinfo App and then choose our state and school. Beck
Academy can also be found on Twitter [Link]/BECKBLUEKNIGHTS.
Beck staff place a high premium and is committed to the relationships established with local
businesses and charitable organizations, and the opportunities we are able to provide for our
students due to their generosity. Our business partners are an integral part of our community
and educational program.

28
Opportunities for business partners include:

One of the most important roles is to grow is a spirit of community service focusing on
international relations and public service. Students are encouraged to perform community
service during the time they are enrolled at Beck. A large variety of local community
organizations provide students opportunities to give back to their community including:

• Beck’s Big Event collecting canned goods and blankets to donate to locate food banks
and shelters during the 2019-2020 school year.
• Beck Academy’s Green Team sponsoring recycling efforts.

• Adopt-a-Family programs providing for many needy families during the holiday season.

• Student Council sponsoring fund raisers for local

charities.

Beck also partners with:

• Local universities such as Furman University, Clemson University, USC Upstate, North
Greenville University, and Bob Jones University.

• Civic organizations such as the MET, to provide resources and programs and arts integration
programs

29
 School Personnel

Jennifer Meisten, our principal, leads an administrative leadership team consisting of:
• 3 Assistant Principals
• 1 Instructional Coach
• 1 Magnet Coordinator (part-time)
• 3.5 Guidance Counselors
Currently, 4 administrators, 3.5 guidance staff, 1 Instructional Coach, 1 Reading
Interventionist, 1 Math Interventionist, 1 Mental Health Specialist, 1 Media Specialist, 1 SRO
officer, and 13 classified staff serve our student population. Our current principal has
completed her 8th year at Beck International Academy. The following statistics from 2021
report card data give a more complete view of our school personnel:

• Currently, 54 teachers serve our students.

• 100% of our teachers are highly qualified.
• We strive to have a racially and gender diverse staff that meets the needs of our
international student population. We have experienced veteran staff and new teachers.
• 71.4% of our staff is returning from the previous year.
• Our current teacher attendance rate is 95.2% for the 2020-2021 school year.
• The average teacher salary is $52,345 which reflects a diverse staff in years of
experience and age.
Source: 2021 SCSDE Report Card

TEACHING STAFF ETHNICITY

Hispanic/Latino/Cuban 1

African American 7

Caucasian 47

0 5 10 15 20 25 30 35 40 45

30
 Teacher Populations 2021-2022 Number
Total Number of Teachers in School 54
Number of Regular Education Teachers 46
Number of Special Education Teachers 7
Number of ESL/ELL Teachers 1

Number of “Core” Subject Teachers 2021-2022

Subject 6th Grade 7th Grade 8th Grade
Language Arts 3 (both 6 and 7) 2 3
Mathematics 3 (both 6 and 7) 2 3
Science 3 (both 6 and 7) 2 3
Social Studies 3 (both 6 and 7) 2 3

Student Population Data

Our attendance area is broad and diverse, serving an affluent middle class, international
community, and an inner-city community. This year our enrollment is currently 873 students.

According to our 2021 SC Report Card:

• 28.4% of our students take high school credit classes
• 30.9% are served by our gifted and talented program
• 0.7% of our students were retained
• Student attendance rate is 93.12% GC SOURCE
• 52.1% poverty rate

We believe that educating the whole child is the key to academic success for our students. We
believe in inspiring students to meet their individual potential.

Students residing outside of the attendance area may apply for magnet status. Selection is
based on student interest in the specific school program, previous academic achievement,
teacher recommendation, attendance, and disciplinary records.
Currently we have the following subgroups of students reported in our data:
▪ All students
▪ Male
▪ Female
▪ Asian
▪ African–American
▪ White
▪ Disabled/Non-Disabled
▪ Hispanic/Latino
▪ Two or more races
▪ Pupils in Poverty (PIP)

31
 BECK INTERNATIONAL ACADEMY TOTAL SCHOOL ENROLLMENT

In 2021-2022, we serve 830 brick and mortar and 43 virtual students. Our special needs
students are 17.5 % of our total school enrollment. 45 brick and mortar students are served
with a 504 plan. We have a total population of 873 students in the 2021-2022 school year.
The following charts show our demographics by for the 2021-2022 school year.
• school enrollment
• ethnicity
• gifted and talented
• free and reduced
• attendance

Beck School Enrollment Over Time

966
961
950
935

896
883
873

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Series 1 935 896 950 961 966 883 873

Beck Academy Gifted and Talented Enrollment

32
 Gifted and Talented Percentage

35.8
35.1 35
34.8

33.7

30.9

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2011

33
 BECK ACADEMY STUDENT ATTENDANCE PERCENTAGES

Student Attendance

2021-2022 93.1
2
2020-2021

2019-2020 95.89

2018-2019 95.45

2017-2018 96.5

2016-2017 95.8

2015-2016 95.3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage

School’s Major Academic and Behavioral Programs

Beck International Academy staff believe in educating the whole child. To this end, we provide
and offer a variety of programs and initiatives:
High school credit 2021-2022 course offerings:
• Algebra I H for Grade 8
• Geometry for Grade 8

• Spanish 1 for grade 8, Spanish 1 for grade 7, and Spanish II for grade 8

• English 1 HONORS for grade 8

• Desktop Publishing, Computer Apps, virtual classes in Google Basics

34
 Standards-based instruction in all courses and a formative assessment grading in grade 6
science classes help to increase our student achievement and learning. Gifted and talented
courses are offered at all three grades levels, and two levels of math instruction are provided
for incoming 6th graders (math 6, math 6/7).

In 2021-2022 we continued to implement second chances for learning for all

students through an extended daily advisory period and re-
teach/relearn/reassess program called L.I.F.T. (Letting Individuals Fine Tune).
Staff provide an afterschool tutorial for our most struggling students focusing
on reading and math instruction and completing assignments.
To implement this second chances program with fidelity and equity for all students, we
provided bus transportation home for all students in need.

In addition, we implemented a reading intervention programs:

• Read 180/System 44 for both general education and IEP students in need of reading
interventions
• Providing both a reading and math interventionist to support our most at-risk students

• Literacy intervention programs: Read 180 and System 44

• After-school tutoring provide intensive tutoring in 2019, 2020, 2021, and 2022.
These include:

➢ Working on missing assignment in all content areas

➢ Intensive time spent on Mathia and Read 180/System 44 word trainings to help our most
struggling 20% of learners
➢ Extended advisory small group math support and intervention

Beck International Academy provides the following additional programs and initiatives:

- Fine arts studies in visual art, strings, band, choral music, and drama
- Special Needs Services including inclusion (Stetson Model)
- KNIGHT SHIFT Grade 6 transition program from elementary school

- Gateway to Technology Program

- Virtual Google Basics and Computer Tec instructional programs
- ESOL Program
- Curriculum Night and Magnet Open House

- PRO-Team/ Unified School program for 7th and 8th graders

- Math Counts
- Yearbook
- Beta Club
- Youth in Government
- Student Council
- School-wide Writing Instructional Program (Upstate Writing Consortium)
- Mastery Connects (Year 5 Implementation)
35
 - International Week Festival to Celebrate Global Awareness, Diversity and International
Relationships
- Art Club
- Green Team
Our guidance and career staff members provide the following programs and initiatives to support
both students and parents:
- IGP Conferences
- Referral Services
- Consultative Services
- Individual and Small Group Counseling
- SCOIS PSAT Duke TIP Scholars
- Explore/Kuder
- Classroom visits
- 8th Grade Job Shadowing
- College Fair
- Career Field Trips and Career Speakers
- Lunch and Learn Speakers
- Bully Prevention Program (Grade 6)
- Mental Health Counselor on site

Staff will continue to focus on intervention interviews and supports with at-risk students,
including a special one to one mentoring program for at-risk students.

In 2018-19 school year all staff was trained, and we have implemented Capturing Kids Hearts as
new initiative. A major focus for our school, CKH has truly transformed our school culture. CKH
strives to restructure school culture by developing healthy and strong relationships between
teachers, students, and all school and community staff. Creating social contracts with each class
gives students a voice in creating a safe, caring, diverse, and trusted learning environment,
while holding themselves accountable for classroom behaviors and helping to decrease behavior
management issues. Refresh training and implementation of Leadworthy leadership classes was
implemented beginning in 2019-2020. These classes continue in 2021-2022.
We continue with CKH in 2019, 2020, 2021, and 2020.
We have also implemented ONTrack with fidelity to increase our ability to identify needs of all
students as well as those at-risk, and provide needed services and intervention for all students
to keep them on track for success, achievement, and graduation.

Teachers continue to meet weekly in small professional learning communities for

collaborative content planning. These content meetings are used for SC Ready/PASS
standards unit planning, developing common assessments, and analyzing Mastery Connects
formative assessment and benchmark assessment data dives. Student- centered coaching and
protocols have been created to analyze specific assignments and assessments with a more
detailed item analysis. These weekly meetings allow for day to day lesson planning and
reflection on needed literacy and numeracy intervention strategies and provide an opportunity
for weekly reteach/relearn/retesting sessions for mastery using both advisory and afterschool
tutoring.
In 2018-19, we revised our teacher mentor program to provide more intense support and
supervision for both induction and ADA teachers. A mentor team consisting of the assigned
teacher mentor, the instructional coach, and the grade level administrator observe the mentee
36
on a regular basis and share concerns and areas of strength of the mentee. Team members
reflect with the mentee individually. For the upcoming 2022-2023 school year, we will continue
to reflect and revise our teacher mentor program to provide ongoing support for all teachers and
use instructional rounds to meet unique individual professional development needs special
education and core content staff to plan together. This is also a time to identify students in need
of remediation and/or intervention. We are continuing to provide intensive coaching cycles and
support for teachers.

37
 Mission Vision, and Beliefs

The Beck International Academy faculty, administrators, and a group of parents, stemming
from varied backgrounds and philosophical platforms, are unified in our vision, values, beliefs,
and purpose. We believe that promoting student achievement is fundamental. We are student-
centered and committed to social equity for all our students. The Beck International Academy
family has developed and is committed to a vision, set of beliefs, and mission as the foundation
for all aspects of our educational community.

Our Vision:

Our vision is to inspire, educate, and lead all learners in a creative

environment that focuses on the social, emotional, physical, intellectual, and
cultural development of each individual student.

Our Beliefs:

We believe…
in inspiring students to meet their individual potential
that focusing on the whole child is key to our academic success
in providing a safe and supportive community in which students can thrive
in encouraging students to take ownership for their learning

Our Mission:

The mission of Beck International Academy is to meet the needs of our diverse
student body in an environment that nurtures, accepts, challenges, inspires, and
empowers all students to achieve their individual best.

38
 Data Analysis and Needs Assessment
Student Achievement
Beck International Academy is committed to providing our students:
• standards-driven instruction and PLC’s working to analyze student work and
quarterly data to inform instructional practice
• second chances and multiple opportunities to relearn and re-assess to target gaps in
learning
• multiple ways to demonstrate mastery and authentic assessments
• living by the 37 criteria of a SCHOOLS TO WATCH in academic achievement, social equity,
developmental readiness, and organizational structures and protocols

• a school-wide literacy program that provides intervention for our most at-risk students
• using student reading and writing conferences to grow analytical reading skills, encourage
independent reading, and teach questioning and text dependent writing skills
• reading and math acceleration and remediation program to close the gaps in literacy and
numeracy
• guidance intervention conferences and student counseling to target at-risk learners
• quarterly celebrations for student success to increase engagement and student ownership
of learning
enhance the use of technology and digital resources to provide personalized and blended

We continue with our partnership with Upstate Writing Consortium this year, participating in their CW3
program (College, Career, and Community Writers Program) to improve writing instruction.

Focus of program: to assure more teachers have the ability to teach college and career-ready writing—with a
specific emphasis on writing arguments based on nonfiction texts;
Provides: scaffolded teaching and formative assessment resources that support the development of students'
argument writing and prepares youth for college, career, and community engagement.
• 30 hours of professional development in best writing strategies per teacher per year
• focus on argument writing strategies to improve TDA achievement

SCREADY ELA Data Trends

39
SC READY MATH Data Trends
SC PASS Science 6 Data Trends

Teacher/ Administrative Quality

Our current school performance goals and objectives in the area of Teacher/Administrator
Quality are:
1. The school will have qualified, diverse teachers (gender and ethnicity) by 2023. Schools
will provide targeted and ongoing support and professional development to help
teachers work with diverse populations.
Professional development training and mentoring for all staff will continue to include:

• Using PLC’s ( professional learning communities) for collaboration and

1. planning standards-based instruction and creating learning targets
2. planning common summative assessments
3. analyzing data and formative assessments to inform instruction
4. planning weekly strategies in advisory and L.I.F.T. to provide students second
chances to relearn and demonstrate mastery
5. planning instruction to differentiate groupings of students based on identified
Needs and gaps in learning and achievement
6. sharing literacy strategies to continue to improve student reading analysis skills
7. implementing and using new technology and digital resources to support and
enhance instruction, such as Carnegie Math, Language Live, Upstate Writing
Partnership and 3CWP program
8. sharing and analyzing formative assessment in Mastery Connects, including
benchmarks
9. classroom management/ engagement strategies and protocols 10.
10. learning blended learning strategies and personalized learning pathways
11. Capturing Kids Hearts to form positive relationships with students
12. Implementing the 37 criteria of a SCHOOLS TO WATCH
13. Sharing and providing teachers with incentives for improved teacher attendance
[Link] to implement a team approach to mentoring induction and ADA
status teachers to provide more intense support and supervision
[Link] instructional rounds to provide more personalized and supportive

40
 PD experiences
[Link] grant and professional development funds that maximize
opportunities for teachers to collaborate and learn new strategies

41
 Professional Development Calendar for 2021-2022
PLC (Professional Learning Communities) Work:
A critical piece for successful implementation of quality professional development is the work done in our PLC’s.
Our PLC groups meet weekly during a prescribed time. Wednesday PLC times with the principal and instructional coach are
reserved for analyzing data and benchmark results, and identifying and planning for our most at risk 20% student learners,
identifying underlying causes and creating plans of action to help intervene and mentor the students.
During this time we:
• Discuss current content units and share specific instructional strategies
• Discuss concerns in learning unit content standards or indicators with our students
• Discuss any inclusion concerns with our special education staff and determine how they will push in to provide
support
• Create and analyze current formative or summative assessments in Mastery Connects and determine how we will
use LIFT and other resources to reteach and reassess
• Analyze benchmark assessments and standardized test data to determine gaps in learning and areas of strength
and those in need of re-teaching
In addition, the second Wednesday of each month is set aside for differentiated staff professional development. Staff are
provided choices for professional training in order to more appropriately provide training to meet their specific needs.
Teachers teach teachers in these sessions. The focus in these sessions is on: technology and digital learning, instructional
strategies, learning theory/researched best practices, literacy, mentoring, and classroom learning environments.
The following calendar shares our upcoming professional trainings for the 2021-2022 school year:

Dates Professional Development Activity Participants

Summer 2021 Beck Summer Reading Program for Staff All Staff
August Power School Gradebook Setup All Staff
September Debbie Sanders, IC
April 2022 State Testing Training 2022 All Staff
Administration
STC’s Debbie Sanders/ Kerry Hughes

CURRICULUM, CONTENT,
INSTRUCTION, and ASSESSMENT

July 2021 Read 180/System 44 Training Read 180 Staff

August 2021 District
Brittany Jackson
Debbie Sanders
Lauren Stoddard
Pamela Giles
Becky Boyd
September 2021 Special Education and IEP Goals Principal
IC
Administrators
Special Education Staff
August 2021 Carnegie MATH COHORT District Support Carnegie Support Team
Through Meetings All Math Staff
April 2022 IC
November 2021 Benchmark DATA Dives Reviews with PLC’s Administration
January/ February Student Data Profiles IC
42
2022 All content teaching staff
April 2022
September 2021 District Tuesdays in the Middle Support and All teachers
Through April 2022 Collaboration by Zoom IC
By Content and Grade Level Administration
January 6, 2022 UDL School Team Webinars Principal
January 13 IC
January 27 UDL Team Kerry Hughes, Mark Hertko
February 10
March 10
recorded
April 7
April 14
August 2021 Upstate Writing Consortium Support All ELA Staff
October 2021 Narrative Writing Debbie Sanders, IC
Summer 2022 Argument Writing Upstate Writing Consultant-Tobi Pirolla
TDA Writing
March 2022 SCAMLE Conference 2022 Administration
Beck attending and presenting Leadership
Teaching Staff:
Andrea Owen
Katie Haney
Jessica Crocker
Courtney Post
Taylor Price

MENTORING and ADEPT and Evaluating TEACHER

PERFORMANCE
1st semester MTM (Mentor to Mentee) individual coaching All induction, ADEPT, A11Formative staff
August through cycles and support throughout the year. and mentors
April Meetings are scheduled one to one due to Jennifer Meisten, Principal
COVID protocols. Debbie Sanders, IC
This professional development activity is designed
to provide specific support for all induction,
ADEPT, A1Formative staff and their mentors.

SCHOOL CULTURE and CLASSROOM ENVIRONMENT

CKH Reflection Training All staff
Capturing Kid’s Hearts Principal Admin/Leadership Team
CKH Support

Technology Focus
Tech Activ-Spire in Review District Instructional Technology Staff
Wednesdays Best Tech Tools All Staff
at Beck Administration
Series Instructional Coach
Semester 1

43
School Climate Needs Assessment
Our current school climate goals and objectives in the area of School Climate are:

1. The school will proactively address student behavior so the percentage of students
recommended for expulsion each year is maintained at less than 1% of the total student
population.

2. The school will continue to contribute to a safe school environment and positively impact
student behavior as indicated by an annual expulsion rate of less than .07 %. Currently,
this rate is 0.7%.

3. Maintain a student attendance rate of 95% or higher. Currently, this rate is 93.12%.

Source: GC SOURCE

4. The school will create and sustain an environment that supports mental and
social/emotional health.

5. Beck International Academy continues to have a positive and student-centered learning

environment. We believe in educating the whole child.

Source: SCSDE School Report Card 2020-2021

44
Parents are a strong support group and volunteer program. Our volunteers log hundreds of hours donating their time and energy, providing
needed teacher supplies, grants funding, and showing appreciation to our staff throughout the year. Many of our parents are very present at
all school events and student programs.

Our teachers feel we provide a strong instructional program and have high expectations for students. Beck staff strive to promote a
positive school learning environment. To this end, we provide the following programs and initiatives:
• Second chances programs through advisory and L.I.F.T. (Letting Individuals Fine Tune) to relearn material and take second
assessments to demonstrate mastery
• School-wide five discipline plan
• Capturing Kids Hearts program and philosophy to change our school culture
• Living the 37 criteria of a SCHOOLS TO WATCH
• Guidance one to one student interventions
• Mental Health Counselor on campus
• Monthly positive student incentives and celebrations to honor student attendance and work
Marvelous Mondays (Students with no referrals or detentions can wear Greenville County Dress Code.) Student Appreciation Day (Student participation is based on
behavior performance.)
Quarterly Student Celebrations for achievement and attendance

• Extended day program provides homework time and one on one tutoring to students to further their learning
• Peer buddies, such as Beck Ambassadors, to help students transferring after the beginning of the school year to adjust and provide
empathy
• Advisory periods for intervention and differentiated instruction based on student learning needs
• Capturing Kids Hearts Initiative 2018-2019, continuing in 2021-2022
• Student Action Committees
• Enhance professional development to increase staff awareness and understanding of community and student population being
ser

2020-2021 SDE SC Report Card Link:

45
Impact of COVID-19:
On March 27, 2020, the U.S. Department of Education approved the SC Department of Education’s request to waive statewide assessment, accountability,
and reporting requirements of in the Elementary and Secondary Education Act (ESEA) for the 2019-2020 school year due to widespread school closures
related to COVID-19.

For spring 2020, South Carolina did not administer any of the following assessment programs:
• SC READY (English language arts and mathematics in grades 3–8);
• SCPASS (science in grades 4 and 6);
• End-of-Course Examination Program (English, Algebra, Biology, United States History
• and the Constitution) the requirement that these examinations count 20 percent has been
• waived;
• Prekindergarten assessments – 4-year-old kindergarten (Phonological Awareness
• Literacy Screening (PALS Pre-K™), Individual Growth and Development Indicators
• (myIGDIs™), and Teaching Strategies® GOLD); and
• Alternate Assessments – some students have already taken the alternate assessments.

The following assessments were unable to be administered due to COVID-19 and required a waiver
• Grade 10 PSAT
• Ready to Work
• ACT, SAT
• AP, IB, Cambridge International

46
Performance Goal Area: ☒Student Achievement* ☐Teacher/Administrator Quality* ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 1: The percentage of students scoring Meets Expectations and Exceeds Expectations on SC READY ELA will increase from ___54__% in 2016-17 to
___64_% in 2022-23.
Per SBE Regulation 43-261, measurable performance goals, written in five-year increments, shall be developed to address the major areas of
discrepancy found in the needs assessment in key areas reported in the district and school report cards.
SMART goal must include: WHO will do WHAT, as measured by HOW and WHEN.
INTERIM PERFORMANCE GOAL: The percentage of students scoring Meets Expectations and Exceeds Expectations on SC READY ELA will increase by ____3_% annually.

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

SC READY ELA 54 % Meets Expectations and Exceeds Expectations School Projected

SDE website and School Report Card (2016-17) Middle
56 58 58 61 64

School Actual
Middle 55.4 waiver 51.7
52

SC READY ELA 43% Meets Expectations and Exceeds Expectations District Projected
46 49 52 55 58
SDE website and School Report Card (2016-17) Middle

District Actual
Middle 49 waiver 47
44

47
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

2018-2023 Principal None None A greater percentage of students will

1. ELA teachers will meet for collaborative Instructional meet or exceed the standard on the SC
planning as PLC’s each week to plan SCCCS Coach READY assessment, helping to close
standards-based best practices instruction ELA Teachers the gap for special education students,
following the GCSD instructional protocol that ELA African-American students, and Pupils
• identifies learning targets Interventionist in Poverty.
• develops comprehensive units of SPED Staff
instruction with engaging texts to In addition:
build stamina Observations of teachers:
• developing instruction at higher DOK strategies. modeling, conferencing,
levels book talks Unit Lesson Plans
• plan for scheduled and sustained Agenda notes from content
independent reading times and meetings and PLC meetings
teacher book talks, encouraging self- Summer Content Planning syllabi
selected reading and reading and Agenda notes Mastery Connects
engagement and stamina charts and spreadsheets for both
Beck Reads Initiative 2018
formative and summative
assessments and benchmarks
• modeling and think alouds through Increase of varied and diverse texts in
mentor/anchor texts classroom libraries for independent
• interactive notebooking reading that meets student needs and
• Upstate Writing Consortium Support interests
through C2WP program of professional
development to develop writing skills Formative and summative assessments
to identify students in need of
They will examine, monitor, and analyze intervention and tracking student
student performance using both formative and growth in Benchmark performance with
summative assessments in Mastery Connects quarterly data dives.
with the instructional coach, special education
staff, and administrators to
• revise strategies for closing the gaps
in literacy for African American and
special education students
inform instructional changes needed for all level of
learners.

48
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

A reading interventionist will work with the

framework of MTSS to plan for intervention using
READ 180 and System 44.

2016-2021 Principal $6000.00 ATSI A greater percentage of students will

2. Professional development for ELA Instructional funding meet or exceed the standard on the SC
teachers will focus on Coach July 2021 READY assessment, helping to close
• engaging readers in independent Upstate Writing the gap for special education students,
reading Consultants African-American students, and Pupils
• building stamina ELA Staff in Poverty.
• teaching writing strategies
Upstate Writing C3WP program In addition:
• closing the literacy gap through: Observations of teachers:
student centered differentiated strategies. modeling, conferencing,
instruction and reading intervention book talks Unit Lesson Plans
programs- System 44, Read 180, Agenda notes from content
project based and blended learning initiative meetings and PLC meetings
PLC’s examine data in depth throughout the Summer Content Planning syllabi
quarter to tack student growth in reading and and Agenda notes Mastery Connects
writing or the lack thereof, and plan intervention charts and spreadsheets for both
strategies. formative and summative
assessments and benchmarks
Increase of varied and diverse texts in
classroom libraries for independent
reading that meets student needs and
interests

Formative and summative assessments

to identify students in need of
intervention and tracking student
growth in Benchmark performance with
quarterly data dives

49
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

Agendas and data spreadsheets from

PLC Data Meetings.

3. ELA teachers will continue to use both 2018-2023 Principal None None Mastery Connects
formative assessments to inform weekly Instructional Anecdotal notes
instructional decisions, reteaching content, and Coach Assessment Data Spreadsheets
providing second chances for students to re learn ELA Staff
missed concepts and retest for mastery.

50
Performance Goal Area: ☒Student Achievement* ☐Teacher/Administrator Quality* ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 2: The percentage of students scoring Meets Expectations and Exceeds Expectations on SC READY Math will increase from __54___% in 2016-17 to
___63__% in 2022-23.
INTERIM PERFORMANCE GOAL: The percentage of students scoring Meets Expectations and Exceeds Expectations on SC READY Math will increase by __3___% annually.

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

SC READY Math 54 % Meets Expectations and Exceeds Expectations School Projected

SDE website and School Report Card (2016-17) Middle
54 57 57 60 63

School Actual
Middle 52.6 waiver 40.8
51

SC READY Math 40% Meets Expectations and Exceeds Expectations District Projected
43 46 49 52 55
SDE website and School Report Card (2016-17) Middle

District Actual
Middle 44 waiver 35
43

51
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

2018-2023 Principal IXL – ATSI A greater percentage of students will

1. Math teachers will meet for Instructional $8200.00 meet or exceed the standard on the
collaborative planning as PLC’s each week to plan Coach For 2 years SC READY assessment, helping to
SCCCS standards-based best practices instruction Math Staff 2020 close the gap for special education
following the GCSD instructional protocol that 2021 students, African-American students,
• identifies learning targets Continuing in and Pupils in Poverty.
• develops comprehensive units of 2022-2023
instruction In addition:
• developing instruction at higher DOK Observations of teachers:
levels strategies. modeling,
• modeling and think alouds conferencing, book talks Unit
to scaffold student thinking and Lesson Plans
support independence as Agenda notes from content
mathematicians who are conceptual meetings and PLC meetings
and critical thinkers enhance student Summer Content Planning syllabi
understanding of mathematical and Agenda notes Mastery
concepts through intentional and Connects charts and spreadsheets
authentic use of content vocabulary for both formative and summative
• use tasks and activities that promote assessments and benchmarks
reasoning and problem solving
• use real world problems as a part of Formative and summative
daily class instruction assessments to identify students in
interactive note booking need of intervention and tracking
• IXL skills practice programs student growth in Benchmark
• Adopting and using Carnegie Math performance with quarterly data
Learning and piloting in 2018-19, dives
continuing in
2019,2020,2021, and 2022. Agendas and data spreadsheets from
PLC data analysis.
They will examine, monitor, and analyze student
performance using both formative and
summative assessments in Mastery Connects
with the instructional coach, special education
staff, and administrators to
• revise strategies for closing the gaps in
math for African American, and special

52
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

education students
inform instructional changes needed for all level of
learners

2018-2023 Principal None None A greater percentage of students will

2. Professional development for Math Instructional meet or exceed the standard on the
teachers will focus on Coach SC READY assessment, helping to
• engaging students in mathematical Administrators close the gap for special education
reasoning and real-world problem Math Staff students, African-American students,
solving District Staff and Pupils in Poverty.
• teaching critical thinking skills
• closing the gap through: student In addition:
centered differentiated instruction and Observations of teachers:
intervention strategies. modeling,
• project based and blended conferencing, book talks Unit
learning initiatives Lesson Plans
• Tuesday in the Middle District Agenda notes from content
Carnegie Support Sessions meetings and PLC meetings
• Benchmark Data Dives to track Summer Content Planning syllabi
student progress with math skills and Agenda notes Mastery
and plan for intervention Connects charts and spreadsheets
Teacher PD and administrative teams use for both formative and summative
instructional observational rounds and reflective assessments and benchmarks
conversations to inform needed instructional
changes and support Formative and summative
assessments to identify students in
need of intervention and tracking
student growth in Benchmark
performance with quarterly data
dives

Agendas and data spreadsheets from

PLC data analysis.

53
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

3. Math teachers will continue to use both formative 2018-2023 Principal None None Mastery Connects
assessments to inform weekly instructional Instructional Anecdotal Notes
decisions, reteaching content, and providing second Coach Carnegie Mathia Reports
chances for students to re learn missed concepts Math Staff PLC Notes
and retest for mastery. Administrators

54
 Performance Goal Area: ☒Student Achievement* ☐Teacher/Administrator Quality* ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 3: The percentage of students scoring Meets Expectations and Exceeds Expectations on SCPASS Science will meet or exceed the state and federal
accountability standard annually from 2018-19 through 2022-23.
INTERIM PERFORMANCE GOAL: The percentage of students scoring Meets Expectations and Exceeds Expectations on SCPASS Science will increase by ____3_% annually.

DATA SOURCE(s): 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

SCPASS Science Baseline will be established in 2017-18 School Projected

SDE website and School Report Card Grade 6 only Middle
62 67 67 70 73

School Actual
Middle 64.9 waiver 54.4
60

SCPASS Science Baseline will be established in 2017-18 District Projected

56 59 62 65 68
SDE website and School Report Card Grade 6 only Middle

District Actual
Middle 53 waiver 46
53

*Beginning in 2019-20, grade 6 will be administered SCPASS Science. Percentages prior to 2019-20 represent Grade 6 and Grade 8.

55
 ACTION PLAN FOR EVALUATION
STRATEGY #1:

ACTIVITY TIMELINE PERSON ESTIMATED COST FUNDING INDICATORS OF

(Start and End RESPONSIBLE SOURCE IMPLEMENTATION
Dates)

2018-2023 Principal None None A greater

1. Science teachers will Instructional Coach percentage of
meet for collaborative Science Grade 6 students will meet
planning as PLC’s each or exceed the
week to plan SCCCS standard on the
standards-based best SC READY
practices instruction assessment,
following the GCSD helping to close
instructional protocol that the gap for special
• identifies learning education
targets students, African-
• develops American
comprehensive students, and
units of Pupils in Poverty.
instruction
• developing In addition:
instruction at Observations
higher DOK of teachers:
levels strategies.
• modeling and think
modeling,
alouds
conferencing,
to support book talks Unit
independence as Lesson Plans
use tasks and Agenda notes
activities that from content
promote meetings and
reasoning and
PLC meetings
problem solving
Summer
• use real world
Content
problems as a
Planning syllabi
part of daily class
and Agenda
instruction
notes Mastery
• intentional
Connects
teaching of
charts and
content
spreadsheets
vocabulary
for both

56
 ACTION PLAN FOR EVALUATION
STRATEGY #1:

ACTIVITY TIMELINE PERSON ESTIMATED COST FUNDING INDICATORS OF

(Start and End RESPONSIBLE SOURCE IMPLEMENTATION
Dates)

• thinking like a formative and

scientist summative
• project assessments
based and and
blended benchmarks
learning
interactive notebooking
They will examine,
monitor, and analyze
student performance using
both formative and
summative assessments in
Mastery Connects with the
instructional coach, and
administrators to
• revise strategies
for closing the
gaps in science
• inform
instructional
changes needed
for all level of
learners
use SSC SDE state support
documents to prioritize science
indicators

57
 ACTION PLAN FOR EVALUATION
STRATEGY #1:

ACTIVITY TIMELINE PERSON ESTIMATED COST FUNDING INDICATORS OF

(Start and End RESPONSIBLE SOURCE IMPLEMENTATION
Dates)

2018-2023 Principal None None A greater

2. Professional Instructional Coach percentage of
development for Science Science Grade 6 Staff students will meet
teachers will focus on District Science Consultant or exceed the
• engaging standard on the
students in SC READY
reasoning and assessment,
real world helping to close
problem solving the gap for special
• teaching critical education
thinking skills students, African-
• closing the gap American
through: student students, and
centered
Pupils in Poverty.
differentiated
instruction and
Formative and
intervention
summative
• project
assessments to
based and
identify students
blended
in need of
learning
intervention and
initiatives
tracking student
• increasing
growth in
the use of
Benchmark
digital
performance with
learning
quarterly data
• Science
dives
District
Tuesdays in
Agendas and data
the Middle
spreadsheets from
Sessions for
PLC data analysis.
collaboration

Teacher PD and
administrative teams use
instructional observational
rounds and reflective
58
 ACTION PLAN FOR EVALUATION
STRATEGY #1:

ACTIVITY TIMELINE PERSON ESTIMATED COST FUNDING INDICATORS OF

(Start and End RESPONSIBLE SOURCE IMPLEMENTATION
Dates)

conversations to inform
needed instructional
changes and support.

2018-2023 Principal None None Formative and

3. Science teachers will Instructional Coach summative
continue to use both Science Grade 6 Staff assessments to
formative assessments to identify students
inform weekly in need of
instructional decisions, intervention and
reteaching content, and tracking student
providing second chances growth in
for students to re learn Benchmark
missed concepts and performance with
retest for mastery. quarterly data
dives

Agendas and data

spreadsheets from
PLC data analysis.

Mastery Connects

59
Performance Goal Area: ☒Student Achievement* ☐Teacher/Administrator Quality* ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 4: Annually increase learning outcomes for traditionally underperforming student demographic groups across the performance goals as measured by gap
data for standardized tests in English Language Arts and Math (Hispanic – Hispanic/Latino, AA - Black/African-American, SWD - Disabled, LEP - Limited English Proficient, SIP -
Students in Poverty).
INTERIM PERFORMANCE GOAL: Meet annual targets below.

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

SC READY ELA 45 48 48 51 54
42 % Meets Expectations and Exceeds Expectations School Projected Hispanic
SC SDE Website

School Actual
SC READY ELA Hispanic
47 waiver 49.2
SC SDE Website
42

SC READY ELA District Projected Hispanic 36 39 42 45 48

33% Meets Expectations and Exceeds Expectations
SC SDE Website 36

District Actual
SC READY ELA Hispanic
40 waiver 33
SC SDE Website
34

SC READY ELA 24 24 25 x x
School Projected AA
SC SDE Website 23 % Meets Expectations and Exceeds Expectations

60
SC READY ELA School Actual AA 24 waiver 17.5
SC SDE Website 23

SC READY ELA District Projected AA 25 28 31 34 37

SC SDE Website 22% Meets Expectations and Exceeds Expectations 25

SC READY ELA District Actual AA 31 waiver 24

SC SDE Website 25

SC READY ELA 10 10 11 12 13
9 % Meets Expectations and Exceeds Expectations School Projected SWD
SC SDE Website

SC READY ELA School Actual SWD 7 waiver 10.3

SC SDE Website 9

SC READY ELA District Projected SWD 14 17 20 23 26

11% Meets Expectations and Exceeds Expectations
SC SDE Website 14

SC READY ELA District Actual SWD 21 waiver 8

SC SDE Website 12

61
SC READY ELA 49 54 55 56 57
48% Meets Expectations and Exceeds Expectations School Projected LEP
SC SDE Website

SC READY ELA School Actual LEP 54 waiver 57.2

SC SDE Website 48

SC READY ELA District Projected LEP 35 38 41 44 47

32% Meets Expectations and Exceeds Expectations
SC SDE Website 35

SC READY ELA District Actual LEP 44 waiver 29

SC SDE Website 33

SC READY ELA 31 33 33 34 35
30 % Meets Expectations and Exceeds Expectations School Projected PIP
SC SDE Website

SC READY ELA School Actual PIP 33 waiver 29.8

SC SDE Website 30

SC READY ELA District Projected PIP 38 41 44 47 50

35% Meets Expectations and Exceeds Expectations
SC SDE Website 38

62
SC READY ELA District Actual PIP 45 waiver 33
SC SDE Website 33

SC READY Math 45 48 49 50 51
44% Meets Expectations and Exceeds Expectations School Projected Hispanic
SC SDE Website

School Actual
Hispanic
SC READY Math 48 waiver 27.5
SC SDE Website
44

SC READY Math District Projected Hispanic 39 42 45 48 51

36% Meets Expectations and Exceeds Expectations
SC SDE Website 39

District Actual
SC READY Math Hispanic 43 waiver 22
SC SDE Website
42

SC READY Math 20 22 22 23 24
19 % Meets Expectations and Exceeds Expectations School Projected AA
SC SDE Website

SC READY Math School Actual AA 22 waiver 6

SC SDE Website 19

63
SC READY Math District Projected AA 27 30 33 36 39
24% Meets Expectations and Exceeds Expectations
SC SDE Website 27

SC READY Math District Actual AA 30 waiver 11

SC SDE Website 28

SC READY Math
7 % Meets Expectations and Exceeds Expectations School Projected SWD 8 6 7 8
SC SDE Website

SC READY Math School Actual SWD 6 waiver 7.3

SC SDE Website 7

SC READY Math District Projected SWD 18 21 24 27 30

15% Meets Expectations and Exceeds Expectations
SC SDE Website 18

SC READY Math District Actual SWD 20 waiver 5

SC SDE Website 16

SC READY Math 54 63 64 65 66
School Projected LEP
SC SDE Website 53 % Meets Expectations and Exceeds Expectations

64
SC READY Math School Actual LEP 63 waiver 37.1
SC SDE Website 53

SC READY Math District Projected LEP 40 43 46 49 52

SC SDE Website 37% Meets Expectations and Exceeds Expectations 40

SC READY Math District Actual LEP 46 waiver 22

SC SDE Website 42

SC READY Math 27 31 32 33 34
26 % Meets Expectations and Exceeds Expectations School Projected PIP
SC SDE Website

SC READY Math School Actual PIP 31 waiver 17.6

SC SDE Website 26

SC READY Math District Projected PIP 36 39 42 45 48

33% Meets Expectations and Exceeds Expectations
SC SDE Website 36

SC READY Math District Actual PIP 43 waiver 20

SC SDE Website 38

65
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

2018-2023 Principal None None PLC agendas and notes

1. Teachers continue to meet for Instructional Data Spreadsheets to track student
collaborative planning as PLC’s each week to Coach progress
plan SCCCS standards-based best practices Administrators Student Goal Sheets
instruction following the GCSD instructional Teachers Lesson Plans
protocol that Observations
• identifies learning targets
• develops comprehensive units of
instruction
• developing instruction at higher DOK
levels
identifying lowest 20% of performing students
and adding mentors

2. Data Dives with PLC’s to analyze and examine 2018-2023 Principal None None
benchmark assessments, monitor student Instructional PLC agendas and notes
progress, and plan for remediation and Coach Data Spreadsheets to track student
acceleration. Administrators progress
Teachers Student Goal Sheets
• Use both formative and summative Lesson Plans
assessments Observations

3. Extended advisory time used for small group 2018-2023 Principal Tutoring School Data spreadsheets to track student
differentiated groupings to focus on specific Administrators $40.00 per Funds progress
math and reading skills September to Instructional day
December, April Coach
Teachers
4. Afterschool tutoring provided with
transportation to our lowest 20% at risk
students twice a week 2022- Principal NA NA Lesson plans and observations reflect
Instructional the use of specific learning strategies
5. Professional development focused on best
Coach for engagement and learning
practices-
2 teachers achievement
UDL Training Cohort January 2022 to April
2022

66
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

CAST ZOOM webinars

Performance Goal Area: ☒Student Achievement* ☐Teacher/Administrator Quality* ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 5: 100% of middle schools will have targeted literacy intervention classes by 2023.
INTERIM PERFORMANCE GOAL: Meet annual targets below.

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

PowerSchool School Projected

School Actual
PowerSchool Yes Yes Yes
Yes

PowerSchool 50 District Projected 75 100 100 100 100

67
 District Actual
PowerSchool 100 100 100
89

ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED COST FUNDING INDICATORS OF

(Start and RESPONSIBLE SOURCE IMPLEMENTATION
End Dates)

2018-2023 Principal None None Data spreadsheets and

1. 1. Determine and utilize appropriate Instructional charts from data dive PLC
evidence-based assessments to identify Coach meetings
targeted intervention needs ELA Staff
• Fountas and Pinnell
• ELA SC READY scores
• Mastery Connects
• Read 180/System 44 Data

2018-2023 Principal Assessment reports from

2. Continue to implement the MTSS framework Instructional intervention programs
intervention guidelines with fidelity Coach
• Read 180/System 44 ELA Staff Coaching cycle logs
PLC agendas

3. Continue to monitor and track student growth 2018-2023 Principal Assessment reports from
through intervention assessment reports, benchmarks, Instructional intervention programs
and Mastery Connects Coach
ELA Staff Coaching cycle logs
PLC agendas
GS Source On Track

4. Afterschool tutoring program focused on ELA 2018-2023 Principal Tutors paid by

Instructional CARES ACT and
Coach TCSI Funds
ELA Staff

68
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED COST FUNDING INDICATORS OF

(Start and RESPONSIBLE SOURCE IMPLEMENTATION
End Dates)

5. ELA Teachers are focusing on developing reading 2018-2023 Principal NA NA Lesson Plans
stamina and encouraging sustained individual Instructional Observations
reading- increasing classroom libraries -Spring Coach
2022-2023. UDL Team

Performance Goal Area: ☐Student Achievement* ☒Teacher/Administrator Quality* ☐School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 1: The school will have qualified, diverse teachers (gender and ethnicity) by 2023.
INTERIM PERFORMANCE GOAL: Meet annual targets below.

DATA SOURCE(s): BASELINE 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

Gender Diversity = Gender Diversity = Gender Diversity =

School Increase Increase Increase
Employment report Ethnic Diversity = Ethnic Diversity = Ethnic Diversity =
Projected
Increase Increase Increase

Gender Diversity Gender Diversity Gender Diversity

GCS Human Resources Baseline established in yes/no yes/no yes/no
School Actual Ethnic Diversity Ethnic Diversity Ethnic Diversity
Department 2019-2020
yes/no yes/no yes/no

69
 Gender Diversity = Gender Diversity =
Gender Diversity =
District 92% 94% Gender Diversity = 96% Gender Diversity=100%
Employment report Ethnic Diversity = Ethnic Diversity = Ethnic Diversity = 96%
98%
Ethnic Diversity =100%
Projected Ethnic Diversity = 98%
92% 94%

District Actual
GCS Human Resources Baseline established in Gender Diversity = Gender Diversity = Gender Diversity = Gender Diversity=%
99% 96% 99% Gender Diversity=100% Ethnic Diversity = %
Department 2017-2018 Ethnic Diversity = Ethnic Diversity = Ethnic Diversity = Ethnic Diversity = 97%
90% 91% 96%

ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

1. Provide professional development to 2018-2023 Principal None None Professional development activities to
help staff work with diverse student Instructional help teachers work with diverse student
populations
Coach populations
Administrators Capturing Kids Heart training for all staff-
July- August 2018 begins and continues
GCS Staff with refresh and recharge training and
Process Champions Leadership in 2019-
2020, 2020-2021, 2021-2022, 2022-2023
Observations
Instructional rounds for observation and
reflection

2. Continue to provide mentoring and 2018-2023 Principal None None Observations

support for new teachers to Instructional Coaching Cycles logs
collaborate and develop positive
relationships with a mentor, a buddy
Coach
teacher, and the instructional coach Administrators
through MTM (Mentor to Mentor) Mentors
initiative Mentees

70
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

2018-2023 Principal None None Coaching cycle logs

3. Provide time and support for all
teachers to develop personalized Instructional
growth plans Coach
Continue intensive coaching cycles with Administrators
teachers in 2029-2020, 2020-2021,
2021-2022, and continued in 2022-
2023

Performance Goal Area: ☐Student Achievement* ☐Teacher/Administrator Quality* ☒School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 1: Achieve and maintain a rate of 90% among parents, students, and teachers who agree or strongly agree they feel safe during the school day on the
South Carolina Department of Education Survey.
INTERIM PERFORMANCE GOAL: Meet annual targets below.

DATA 2021– 2022–

2016-17 2017-18 2018–19 2019–20 2020–21
SOURCE(s): 22 23

SC SDE
School School Projected
x ≥ 90 ≥ 90 ≥ 90 ≥ 90 ≥ 90
Report Card Students
Survey

71
 School Actual Data point not available due to
Students x state-wide school closures on March 95.3
67 17, 2020 - COVID-19 pandemic.

SC SDE
School School Projected
x ≥ 90 ≥ 90 ≥ 90 ≥ 90 ≥ 90
Report Card Teachers
Survey

School Actual Data point not available due to

Teachers 100 state-wide school closures on March 100
92 17, 2020 - COVID-19 pandemic.

SC SDE
School School
x ≥ 90 ≥ 90 ≥ 90 ≥ 90 ≥ 90
Report Card Projected Parents
Survey

School Actual Data point not available due to

Parents 80.3 state-wide school closures on March 92.3
81 17, 2020 - COVID-19 pandemic.

SC SDE
School District Projected
92 ≥ 90 ≥ 90 ≥ 90 ≥ 90 ≥ 90
Report Card Students
Survey

District Actual Data point not available due to

Students 89 state-wide school closures on March 93
86 17, 2020 - COVID-19 pandemic.

72
 SC SDE
School District Projected
98 ≥ 90 ≥ 90 ≥ 90 ≥ 90 ≥ 90
Report Card Teachers
Survey

District Actual Data point not available due to

Teachers 97 state-wide school closures on March 92
97 17, 2020 - COVID-19 pandemic.

SC SDE
School District
91 ≥ 90 ≥ 90 ≥ 90 ≥ 90 ≥ 90
Report Card Projected Parents
Survey

District Actual Data point not available due to

Parents 89 state-wide school closures on March 98
88 17, 2020 - COVID-19 pandemic.

ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

1. Communicate clearly and effectively with all 2018-2023 Principal None NA Newsletters. Social media posts,
stakeholders that district/school- wide emergency Administrators SIC and PTSA agendas, Phone
response plans are in place and include explanations Office Staff Blasts, logs and emails
of the training and drills that take place at school

73
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

201-2023 Principal None NA Newsletters. Social media posts,

3. Be proactive by periodically pushing out Administrators SIC and PTSA agendas, Phone
information about the safety measures that we SRO Officer Blasts, logs and emails
take at school including:
Background checks
Training front office staff to recognize and de-
escalate situations
SRO officer on campus provides a law presence on
campus and information on issues.

3. Continue to utilize social media, tip lines, phone 2018-2023 Principal None NA Newsletters, social media posts,
blasts and media outlets to encourage parents, Administrators SIC, and PTSA agendas, Phone
students, teachers and community members to Blasts, logs and emails
report any concerns or issues

Performance Goal Area: ☐Student Achievement* ☐Teacher/Administrator Quality* ☒School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 2: The school will proactively address student behavior so the percentage of students recommended for expulsion each year is maintained at less than 1%
of the total student population.

PERFORMANCE GOAL 3: The school will continue to contribute to a safe school environment and positively impact student behavior as indicated by an annual expulsion rate of
less than .07 %.
INTERIM PERFORMANCE GOAL: Meet annual targets below.

Percent Recommended for Expulsion

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

74
 (2016-17)
GCS Expulsion Report from Kent Owens School Projected ≤1.0 ≤1.0 ≤1.0 ≤1.0 ≤1.0
1.3

School Actual
0 0 0 0

(2016-17)
GCS Expulsion Report from Kent Owens District Projected ≤1.0 ≤1.0 ≤1.0 ≤1.0 ≤1.0
0.7

District Actual
1.5 0.9 0.3
0.8

Annual Expulsion Rate

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

(2016-17)
GCS Expulsion Report from Kent Owens School Projected ≤ .07 ≤ .07 ≤ .07 ≤ .07 ≤ .07
1.3

School Actual
0 0 0 0

75
 (2016-17)
GCS Expulsion Report from Kent Owens District Projected ≤ .07 ≤ .07 ≤ .07 ≤ .07 ≤ .07
0.04

District Actual
.10 .03 .004
.04

ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

Principal NA NA July 2018 original training

1. Staff trained on using OnTrack and 2018-2023 Leadership Team 2019, 2020, 2021 continued refresher
GCSource to identify and monitor at-risk July 2018 trainings
students for behavior, attendance, and Original
grades. Training
Continue with OnTrack to monitor at-risk
students for behavior, attendance, and grades.

2. Continue to use peer buddies, such as Beck 2018-2023 Principal NA NA This program is in place and is used
Ambassadors to help students transferring Guidance each year.
after the beginning of the school year to adjust Leadership Team
and provide empathy Student
Ambassadors
Student Council

2018-2023 Principal NA NA Training in place for July/August 2018

3. Refesh/Recharge training for all staff July August Leadership Team for all staff to learn and apply the
on Capturing Kids Hearts to provide 2018 training Process principles of CKH. Refresh/Recharge
mentoring and ongoing proactive and for all staff Champions Training Process Champions
positive support to help guide student Refresher All Staff Leadworthy Training in summer
decisions and deescalate situations. trainings each 2019 and implementation of program
This program helps to ensure that every year in 2019-2020
student has a connection to a caring and
76
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF IMPLEMENTATION

(Start and RESPONSIBLE COST SOURCE
End Dates)

supportive adult in the building. 2019 2020-2021

Process Champions Committee formed 2020 2021-2022
and trained to provide additional 2021
resources and support. 2022 Recharge trainings yearly
Including
training for
new staff

2018-2023 Principal Not Known PTSA Funds Incentive programs are in place and
4. Continue to provide positive incentive Administrators used each year.
programs to encourage students to attend Leadership Team
Guidance
school and be engaged in learning such as: PTSA
• Quarterly Incentive Assemblies
and Awards
• Marvelous Mondays for good
behavior in which students may
wear GCS dress code attire.

SAD- Student Appreciation Day at the end

of the year to celebrate good behavior
and citizenship

Performance Goal Area: ☐Student Achievement* ☐Teacher/Administrator Quality* ☒School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 4: The school will demonstrate a caring environment as indicated by an increase in the percent of middle school students who describe their teacher as
caring on the Cognia Culture and Climate Survey.
INTERIM PERFORMANCE GOAL: Meet annual targets below.

77
 2018– 2019–
DATA SOURCE(s): 2017-18 2020–21 2021–22 2022–23
19 20

Baseline
Cognia Climate & School
Culture Student Survey
established in
Projected
62 60 61 62 63
2017-18

School Data point not available due to state-wide school

Actual Note: Cognia surveys have Note: Cognia surveys have
59 60 closures on March 17, 2020 - COVID-19
been discontinued. been discontinued.
61 pandemic.

Baseline
Cognia Climate & District
established in 54 58 62 66 70
Culture Student Survey Projected
2017-18

District Data point not available due to state-wide school

Note: Cognia surveys have Note: Cognia surveys have
Actual 50 52 closures on March 17, 2020 - COVID-19
been discontinued. been discontinued.
52 pandemic.

ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

2018-2023 Principal NA
1. Continue refresh/recharge training in JULY Administration NA Training in place for
Capturing Kids Hearts to provide mentoring August 2018 Team July/August 2018 for all
and ongoing proactive and positive support to staff to learn and apply the

78
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

help guide student decisions and deescalate Training for All staff principles of CKH.
situations. all staff
This program helps to ensure that every student has Refresher Continued training in fall
a connection to a caring and supportive adult in the trainings 2019, 2020, 2021, 2022
building. It also establishes protocols among all yearly
adults to communicate positively with kids. 2019 Leadworthy Training Summer
2020 2019 2020 2021
2021 Process Champions
Refresher Committee Reflections
trainings

[Link] peer buddies, such as Beck Ambassadors to 2018-2023 Principal NA NA The program is in place and is
help students transferring after the beginning of the Leadership Team used each year.
school year to adjust and provide empathy Guidance
Student
Advisory periods
Ambassadors
Student Action Committees Student Council

3. Enhance professional development to increase 2018-2023 Principal NA NA

staff awareness and understanding of community Leadership Team
and student population being served. All Staff

79
Performance Goal Area: ☐Student Achievement* ☐Teacher/Administrator Quality* ☒School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 5: Achieve and maintain a student attendance rate of 95% or higher.
INTERIM PERFORMANCE GOAL: Maintain an annual student attendance rate of 95% or higher.

DATA SOURCE(s): 2016-17 2017-18 2018–19 2019–20 2020–21 2021–22 2022–23

(2016-17)
180 day Attendance Report
th
School Projected 95 95 95 95 95
95.2

School Actual 93.12

95.8 95.45 95.89
GC Source March 2022

(2016-17)
180 day Attendance Report
th
District Projected 95 95 95 95 95
95

District Actual
95 96 92
95

80
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

1. Consistently monitor and evaluate student attendance 2018-2023 Principal NA NA Attendance rate
through GS Source and On Track, and promote attendance Administration maintained at 95%.
with students and parents as an important component of Guidance
school success. Attendance Clerk

2018-2023 Principal NA NA Attendance rate

2. Continue implement positive incentive programs to Administration maintained at 95%.
honor students with perfect attendance throughout the Guidance
year by quarterly celebrations, notices, rewards, Attendance Clerk
incentives, and certificates such as the following:
-Marvelous Mondays (Students with no referrals or
detentions can wear Greenville County Dress Code.)
-Student Appreciation Day (Student participation is based on
behavior performance.)
- Quarterly Student Celebrations for achievement and
attendance

2018-2023 Principal NA NA Attendance rate

3. Provide peer buddies, ambassadors, and support to Administration maintained at 95%.
welcome new students entering after the beginning of the Guidance
school year. Attendance Clerk
Beck Ambassador Program

81
Performance Goal Area: ☐Student Achievement* ☐Teacher/Administrator Quality* ☒School Climate (Parent Involvement, Safe and Healthy Schools, etc.)* (*
required) ☐District Priority Gifted and Talented Requires ☐Gifted and Talented: Academic ☐ Gifted and Talented: Artistic ☐ Gifted and Talented: Social and Emotional 1
Academic Goal and 1 Additional Goal ☐Gifted and Talented: Other
PERFORMANCE GOAL 6: The school will create and sustain an environment that supports mental and social/emotional health, as indicated by an annual decrease in the percent of
middle school students who, on the Cognia Climate and Culture Survey, report feeling afraid, lonely, or angry while they are at school.

INTERIM PERFORMANCE GOAL: Meet annual targets below.

Baseline
DATA SOURCE(s): 2018–19 2019–20 2020–21 2021–22 2022–23
2017-18

Afraid ≤6
Baseline Afraid ≤ 3 Afraid ≤6 Afraid ≤ 6 Afraid ≤ 5
Cognia Climate & Lonely
established in School Projected Lonely ≤ 13 Lonely ≤ 12 Lonely ≤ 12 Lonely ≤ 11
Culture Student Survey ≤ 12
2017-18 Angry ≤ 13 Angry ≤ 13 Angry ≤ 13 Angry ≤ 12
Angry ≤ 12

Afraid ≤ 3
School Actual
Lonely ≤ Afraid ≤7 Data point not available due to state-wide
Afraid –7 % Note: Cognia surveys Note: Cognia surveys
13 Lonely ≤ 13 school closures on March 17, 2020 -
Lonely –13 % have been discontinued. have been discontinued.
Angry ≤ Angry ≤ 14 COVID-19 pandemic.
Angry –13 %
13

Afraid ≤ 7
Baseline District Afraid ≤ 7 Afraid ≤ 6 Afraid ≤ 6 Afraid ≤ 5
Cognia Climate & Lonely ≤
established in Projected Lonely ≤ 13 Lonely ≤ 12 Lonely ≤ 12 Lonely ≤ 11
Culture Student Survey 13
2017-18 Secondary Angry ≤ 14 Angry ≤ 13 Angry ≤ 13 Angry ≤ 12
Angry ≤ 14

Afraid -
District Actual Afraid – 7%
Secondary 7% Data point not available due to state-wide
Lonely - Note: Cognia surveys Note: Cognia surveys
Afraid – 7% Lonely – school closures on March 17, 2020 -
have been discontinued. have been discontinued.
16%
Lonely – 14% 16% COVID-19 pandemic.
Angry -
Angry – 14% Angry – 15%
14%

82
 ACTION PLAN FOR STRATEGY #1: EVALUATION

ACTIVITY TIMELINE PERSON ESTIMATED FUNDING INDICATORS OF

(Start and RESPONSIBLE COST SOURCE IMPLEMENTATION
End Dates)

1. Staff trained on using GC Source and On 2018-2023 Principal NA NA July 2018 training
Track to both identify and monitor at-risk July 2018 Leadership Team Students are identified and
students for behavior, attendance, and Training monitored, including our lowest
grades. Continue with implementing this 20% performing students.
program with fidelity. Performance is monitored and
reviewed.

2018-2023 Principal NA NA Training is in place for all staff to

2. All staff trained on Capturing Kids July Administrative Team be continually trained in the CKH
Hearts to provide mentoring and ongoing August 2018 All Staff principles.
proactive and positive support to help Training for
guide student decisions and deescalate all staff Recharge trainings 2019 2020
situations. Refresher 2021
This program helps to insure that every trainings
student has a connection to a caring and 2019, 2020,
supportive adult in the building. It also 2021
establishes protocols among all adults to
communicate positively with kids.
Continue with Recharge training in the fall of
2019, summer Leadworthy training, and
support by the Process champions Committee.
2019 2020 2021

3. Implement a strong social emotional 2018-2023 Principal NA NA Observations and evidence of

component into existing school character Administrative Team interventions during instructional
education plans and provide professional Guidance rounds
learning for classroom teachers on best Teachers
practice strategies for building strong social District support
emotional supports. through program and
training of guidance
counselors

83