The South Carolina Council on Accreditation and School Improvement

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The South Carolina Council on Accreditation and School Improvement Southern Association of Colleges and Schools Guided Self 0 Study Report utilizing SACS CASI and SC State Department of Education Protocols District Accreditation Process Redcliffe Elementary School School Salvatore A. Minolfo Principal Aiken County Public Schools School System Elizabeth Everitt, Ph.D. Superintendent Quality Assurance Review Phase of the Quality School Improvement Process For Continuing Accreditation 2009 0 2014 Table of Contents Title Page Table of Contents Overview of School Improvement Process 3 SDE Forms Cover Page 4 0 5 Stakeholder Involvement 6 School Improvement Plan School Mission and ... more. less.

Beliefs 7 0 8 Executive Summary of Needs Assessment 9 0 13 Profile (Comprehensive Needs Assessment) 14 0 37 Goals and Action Plans 38 0 55 Results (Including Evaluation of Strategies) 56 0 61 Quality Assurance 62 SDE Assurances 63 0 65 APPENDIX Overview of Process Redcliffe Elementary School uses a consensus 0 building process of strategic planning to accomplish the task of defining its mission, vision, and beliefs. This process, called the Model Planning Process is used annually during second semester. The Model Planning Process is recommended by the South Carolina State Department of Education and is a special program designed to assist district and school planning teams as they develop new five 0 year strategic and renewal plans and update current plans. The Model Planning Process at a minimum must utilize the following stakeholders: principal, teacher, parent/guardian, community member, and School Improvement Council representative. In most cases, other stakeholders are included on the planning team. These may include school board members, other administrators, students, PTO/PTA members, agency representatives, university partners, business partners, etc. The stakeholders who participated in this year 9s strategic planning process are listed in the stakeholder involvement section of this document. At the school level, data is analyzed on a continuing basis as tests are scored and results are reported. Administrators are provided data that they share with individual teachers, grade level teachers, subject area teachers, and the faculty as a whole. In order to provide teachers with relevant and timely data, various types of tests are given that allow for quick scoring and feedback. These tests include common assessments, benchmark tests, and nationally normed MAP assessments. Results of these tests are used to re 0 teach, guide future instruction, and determine student placement. As data is analyzed, administrators work with teachers and various groups to develop a plan to close the achievement gap and increase overall student achievement. Individual student goals, class goals and grade level goals are also determined and used as a motivational focus. District instructional leaders meet regularly with individual principals and their teams to discuss progress. The plan is then implanted. The process repeats itself after students are assessed. Revisions to the plan are made within the school and yearly the plan is revisited with all of the stakeholders invited to participate. 3 S CHOOL I NFORMATION AND R EQUIRED S IGNATURES COVER PAGE FOR SCHOOL PLANS (Mandated Component) SCHOOL: Redcliffe Elementary School SCHOOL DISTRICT: Aiken County Public Schools SCHOOL RENEWAL PLAN FOR YEARS: 2009 0 2014 SCHOOL RENEWAL ANNUAL UPDATE FOR: Assurances The school renewal plan, or annual update of the school renewal plan, includes elements required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) and the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §§ 59 0 18 0 1300 and 59 0 139 0 10 et seq . (Supp. 2004)). The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the school improvement council are affirmation of active participation of key stakeholders and alignment with Act 135 and EAA requirements. CHAIRPERSON, BOARD OF TRUSTEES Christine Harkins, Ph.D. PRINTED NAME SIGNATURE DATE SUPERINTENDENT Elizabeth Everitt, Ph.D. PRINTED NAME SIGNATURE DATE CHAIRPERSON, SCHOOL IMPROVEMENT COUNCIL Sylvia Campbell PRINTED NAME SIGNATURE DATE PRINCIPAL Salvatore A. Minolfo PRINTED NAME SIGNATURE DATE 4 SCHOOL ADDRESS: 7641 Atomic Road CITY, STATE, ZIP: Aiken, South Carolina 29803 TELEPHONE: 803.827.3350 or 803.652.7343 PRINCIPAL E 0 MAIL: sminolfo@aiken.k12.sc.us 5 Stakeholder Involvement List the name of persons who were involved in the development of the school renewal plan. A participant for each numbered category is required. POSITION NAME 1. PRINCIPAL Salvatore A. Minolfo 2. TEACHER Denise Broome 3. PARENT/GUARDIAN Bonnie Fulghum 4. COMMUNITY MEMBER Lawrence Langston 5. SCHOOL IMPROVEMENT COUNCIL Sylvia Campbell 6. OTHERS (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.) POSITION NAME *ADDITIONAL PARENT/GUARDIAN Suzanne Steed *ADDITIONAL TEACHER Myra Havird *ADDITIONAL COMMUNITY MEMBER Jim Broome *LEA ADMINISTRATOR Paula Simmons *PUPIL SERVICES PERSONNEL Ruth Johnson *TECHNICAL ASSISTANCE PROVIDER Catherine Hamilton *OTHER SCHOOL STAFF Peggy Coleman *STUDENT (Title I High Schools) *STUDENT (Title I High Schools) * These stakeholders are required for Title I Schools. 6 Mission and Beliefs The mission and beliefs of Redcliffe Elementary School were developed four years ago by obtaining input from all school stake holders. As our school has grown as a family of learners, our mission has only become more intentional and our commitment stronger. We believe that our mission truly defines our school 9s commitment. Mission Statement The mission of Redcliffe Elementary School, in partnership with students, parents, and community members, is a total commitment to providing a comprehensive foundation for our students while developing responsible citizens who are successful as well as contribute to the lives of others in today 9s society. Our beliefs were determined as a croots d to our mission. We collectively hold fast to each belief and have witnessed a movement the evidence of these beliefs in our school as each year has passed. Belief Statements " We believe that educating children should be a partnership between students, teachers, administrators, parents, and the community. " We believe that children should be provided opportunities to be problem solvers, which will prepare them as future leaders for years to come. " We believe that all children are unique individuals and should be valued and respected. All children can learn and be successful. " We believe that all staff in the school environment should serve as positive role models, which is vital to learning. " We believe that classrooms should be a place where children should feel safe enough to take risks, and that the classroom atmosphere is conducive to learning. " We believe that teachers should model an ongoing curiosity and a love for learning. " We believe that learning is a life 0 long journey. " We believe that a challenging curriculum be provided to every student each and every day. Excellence is achievable. " We believe that everyone should accept responsibility and be accountable for their actions. This year our school reviewed our mission and belief statements during a faculty meeting. We discussed whether we continued to hold fast the mission and belief statements. Some revisions were made at that time. We also compared our mission and belief statements to the Aiken County Public Schools 9 mission and belief statements. 7 Once we completed that process, we invited School Improvement Council (SIC) members, Title I Planning Team members, and Parent 0 Teacher Organization (PTO) members, as well as openly invited interested parents and guardians to attend a meeting to review the mission and belief statements. These stakeholders provided important input and helped us to develop their feelings of ownership as members of this school. 8 Executive Summary of Needs Assessment Perceptual Data The stakeholders at Redcliffe Elementary School reviewed the perceptual data gathered for our school. The data gathered and reviewed were the South Carolina Department of Education Report Card Survey data and Title I Spring Survey data. The South Carolina Department of Education Report Card Survey is obtained from our fifth grade students, their parents, and the faculty at Redcliffe Elementary School. The Title I Spring Survey was given to all parents and teachers to rate a variety of subjects ranging from parent involvement to the effectiveness of the Title I Plan implemented this year. The stakeholders agreed that the data showed that all three major audiences of the surveys appear to feel that Redcliffe Elementary School is a positive and safe place to learn. Neither survey reported that there were concerns about the school environment. It was noted that teacher perceptions demonstrated high satisfaction in cSatisfied with Learning Environment d and cSatisfied with Social/Physical Environment. d The stakeholders took this to suggest that school morale is high. The only area that showed a significant concern was the home 0 school relations item on the South Carolina Department of Education Report Card Survey. The faculty perceived that home 0 school relations were good at a 75% rate. Teachers often feel that parents are not as involved in students 9 educational lives as they could be. As a result, the goal for School Climate will focus on parental involvement. The School District 9s goal is as follows: By spring 2014, 90% of the district 9s stakeholders will indicate satisfaction with the learning environment, social and physical environment, and school 0 home relations as measured by the state report card survey. Redcliffe Elementary School will adopt the same goal since the school is not achieving 90% in the three indicators among all of the stakeholders. Performance Data Redcliffe Elementary School 9s enrollment has not changed significantly the last five years. We have realized that the poverty index percentage of Free/Reduced Lunch has steadily increased from 57% to 73% this year, though. That translates to an increased number of students living in poverty by 121 students. That is a significant number because it results in a major shift in our school 9s student body. Almost three quarters of our students are in poverty. No other indicator 3 minority populations, gifted and talented, special education, or student attendance 3 has changed as significantly. A review of Palmetto Achievement Challenge Test data from the most recent assessment in spring 2008 shows that our school did not meet the District expectation in English/Language Arts or Math at 90 % nor in Science at 80% in any grade level. Only third grade met the District expectation of 80% in Social Studies. In fact, English/Language Arts, Science and Social Studies data showed a gradual decrease in students meeting Above Standard from third grade to fifth grade. Math is the only 9 subject where third grade students performed the lowest versus fourth and fifth grade students. A closer look at the grade levels and subject areas that Redcliffe Elementary School met or exceeded the No Child Left Behind Act expectations of 58.8% in English/Language Arts and 57.8% in Math showed that no grade level met the expectation. Third grade was the closest at 54.2% in English/Language Arts. The conclusion is that any success our students are having on Palmetto Achievement Challenge Test is in the Basic category in English/Language Arts or Math. A longitudinal look at each subject area over the last four years shows one of two patterns: 1) a pattern of consistency (no real increase or decrease) or a decreased pattern of achievement. When comparing our student population poverty level increase to our student achievement as a school in each subject, we see that the amount of students that are scoring Above Standard has decreased. Across each subject area, a plateau effect or decrease in achievement is evident. School performance Palmetto Achievement Challenge Test data disaggregated by subgroups is helpful in distinguishing students that have performed poorly or well in subject areas. A review of the English/Language Arts Palmetto Achievement Challenge Test data for 2008 reveals that three categories or subgroups did not perform well: males, African Americans and our disable population. However, students in the subgroup Free/Reduced Lunch did perform well 3 only a quarter of those students scored Below Basic. Several subgroups performed almost as well as or better than the District or State Proficient and Advanced average: females, whites, African 0 Americans, and Free/Reduced Lunch students. A review of Palmetto Achievement Challenge Test Math School Performance data shows that our African 0 American subgroup scored a high percentage in Below Basic (34%) as did our Disabled population (60%). Our Hispanic population of students performed higher than the District and State average in Proficient and Advanced. Three other subgroups performed close to the State or District Average in Proficient and Advanced: male, African 0 American and Free/Reduced Lunch students. Science has been a major focus the last two years at Redcliffe Elementary School with the award of a Math and Science Unit Grant from the South Carolina State Department of Education. Our science coach has worked hard with our faculty and students to increase the use of hands 0 on inquiry 0 based science kits while teaching the standards. The subgroups that showed a large number of students scoring Below Basic were African 0 Americans, Disabled students, and Free/Reduced Lunch students. Conversely, our female students had the fewest scoring Below Basic. Our male students, African 0 American students, and Free/Reduced Lunch students all performed close to or above the District or State Proficient and Advanced averages. Overall, a high percentage of students in the female subgroup, African 0 American subgroup, Disabled subgroup and Free/Reduced Lunch subgroup performed in the Below Basic category. This is an area of weakness. Male students performed close to the District or State Proficient and Advanced averages. Our female subgroup and African 0 American subgroups did not perform close to the District or State Proficient and Advanced averages. 10 A summary of Redcliffe Elementary School 9s Performance Data by Subgroup and Subject Area has revealed that in several subjects the subgroups of African 0 Americans, Disabled students and Free/Reduced Lunch students performed below expected averages; however, no pattern was evident across grade levels or subject areas. Another major assessment given three times a year is the Measure of Academic Progress assessment. This assessment is a diagnostic assessment that shows a student 9s growth from year to year or within a school year in each subject area. MAP is also a reliable predictor of how well a student will perform on the Palmetto Achievement Challenge Test. An overall review of Redcliffe Elementary School students 9 performance on the Measure of Academic Progress assessment in Math, Reading, and English/Language Arts reveals that in most grade levels, our students are performing below the District and/or National Norm. There are a few bright spots: first grade Math, first grade Reading, third grade Reading, fourth grade Reading, third grade English/Language Arts, and fourth grade English/Language Arts were close to, at or above the District Average and/or National Norm. Areas that reveal a need for future concentration are in second grade Math, Reading, and English/Language Arts, third grade Math, fourth grade Math, and fifth grade Math, Reading and English/Language Arts. MAP allows educators to look within the subject to individual strands to identify strengths and weaknesses across the District, school, grade levels and individual classes. A look at MAP Math RIT scores at Redcliffe Elementary School versus the District averages reveals Redcliffe Elementary School students performed below the District average in every category and every grade level. First grade data in Algebra reveals a 3 point gap. The second grade students performed the highest in Geometry, but the lowest in Numbers and Operations. Third grade students performed the highest in Geometry, but the lowest in Numbers and Operations; Measurement was also a low performance strand. Fourth and fifth grade students performed their best in Geometry. Fourth grade students showed low performances in Data and Probability and Numbers and Operations. The fifth grade students 9 lowest performance strand was Numbers and Operations as well. Overall, the school and the District performed lowest in Numbers and Operations. In MAP Reading, first grade scores are omitted because their MAP assessment is Reading Primary, which is different from the upper grades. Our third grade students performed above the District average in Reading RIT and Building Vocabulary. Our fourth grade students performed above the District average in all four categories. Overall, each grade level performed the highest in Reading Literary Text. Second grade, fourth grade, and fifth grade scored the lowest in Building Vocabulary. Third grade students 9 lowest performance was in Reading Informational Text. One subgroup of interest to Redcliffe Elementary School educators was how students on Free/Reduced Lunch performed against the District averages. Our free/reduced lunch population of students has increased significantly the past four years. A review of the MAP data in overall Math, Reading and English/Language Arts data revealed that first graders out 0 performed the District average in Math. Third grade students out 0 performed the District average in Math, Reading, and English/Language 11 Arts. Fourth grade students performed higher in Reading and their average was close to the District average in English/Language Arts. In fifth grade, the students did not score higher in any subject than the District, but the grade level did perform close to the District average in Reading and English/Language Arts. One last item of data that was reviewed was the MAP Student Growth Summary tables from Fall 2008 to Spring 2009. The key item is the difference between the Growth Mean of each grade level and the Target Growth Mean, which is how much the students should have grown in each subject as a grade level. First glance shows that in Reading four of the five grade levels were 2.7 points or less below their Target Growth, which is not a significant number. Second grade, however, was 4.5 points below the Target Growth and that is an area for concern. In Mathematics, first grade did a great job 3 only 0.3 points below the Target Growth, but the four upper grades did not do as well. The difference between their Growth Mean and Target Growth Mean ranged from 3.6 to 4.5 points. Math shows to be a weak area in the number of students reaching their Target Growth. Language also proved to be a fairly strong subject area. Three out of the four grades had small differentials in their Growth Mean and Target Growth Mean scores. These scores were negative but ranged from 1 to 1.8. Again, second grade had the highest differential in the negative at 3.5. Once the stakeholders reviewed the performance data, the stakeholders agreed to utilize the District 9s goal for Student Achievement. The District 9s goal (revised for our school) is that by spring 2014, Redcliffe Elementary School students will demonstrate academic proficiency on PASS by meeting the District mean of students in each demographic subgroup scoring Met or Exemplary and will be at least 2% above the state mean in the four core content areas. Based on the data analysis, the focus for improving Reading achievement will be to implement school 0 wide the School District 9s Reading Initiative. Each grade level will utilize MAP data to target specific strands of focus since no school 0 wide pattern emerged. In Mathematics, the data clearly showed that Numbers and Operations will be a primary focus for the faculty and staff. The faculty will emphasize the instruction and assessment of students in Numbers and Operations using a hands 0 on experiential curriculum approach. For Science, the faculty and staff will continue to utilize and improve upon the training they received from the Math and Science Unit Science Coach. The training included the use of inquiry 0 based hands 0 on science kits, science notebooking, and utilization of non 0 fiction books in the classroom. Social Studies instruction will be targeted by the faculty and staff as well. An increased use of non 0 fiction books in the classroom and cause 0 and 0 effect instruction will be emphasized. The final goal Redcliffe Elementary School will adopt is a Teacher/Leadership Quality goal. Considering the perceptual data and performance data, the stakeholders, particularly the faculty, recognized that enhancing their professional development is crucial to the success of the School Climate goal and Student Achievement goal. A 12 major emphasis of the administration the last four years has been to create a collegial attitude among the faculty and staff. Inherent in that attitude is the quality that the faculty and staff take ownership of their own learning based on an analysis of the data of their class, grade level, and school. A school 0 wide focus for this goal will be to enhance the faculty and staff 9s understanding of children of poverty. Once an understanding is achieved, the faculty and staff will be better equipped to meet the needs and tailor the instruction for these students. Additionally, the faculty and staff will be better equipped to address the needs of the parents, which will encourage the parents to become more involved in the children 9s learning. A second focus for this goal will be the instructional piece. The faculty and staff must enhance their ability to analyze data to cdrive d instruction, develop a greater understanding of the standards in each content area, and improve their ability to facilitate the students 9 learning. Each of these is achieved through reading research 0 based, peer 0 reviewed articles and books, collegial discussions about the learning, and then teachers moving from the theory to practice in the classroom. In summary, the stakeholders at Redcliffe Elementary School have developed an ambitious school renewal plan that we feel, if implemented effectively, will achieve the desired results. Those results are: increased student learning resulting in higher student achievement, stakeholders that agree that Redcliffe Elementary School is a great school, and the development of a community of learners unwilling to settle for mediocrity in themselves or the school. 13 School Profile Redcliffe Elementary School is a public elementary school located on 24 acres in the middle of several small rural communities and sandwiched geographically between two culturally diverse metropolitan areas 0 Augusta, Georgia and Columbia, South Carolina. When the school opened in March 1986, it consolidated two small elementary schools and served a student population of 732 students that now stands at 835. Redcliffe has shown a gradual drop in attendance after reaching its peak of over 1,100 students is the 1990's. This decline may be due in part to job losses and decreased activity of the Savannah River Site, which lies only a few miles from Redcliffe. The school provides instruction in Child Development through Fifth Grade. Redcliffe has earned the distinction of being named an Arts Infusion school in conjunction with the Greater Augusta Arts Council and was recognized in 2004 and again in 2007 as a cRed Carpet School d. Redcliffe is a part of the Consolidated School District of Aiken County, which has a population of over 24,000 students. This makes Aiken County School District the 6 th largest in the state. The Consolidated School District of Aiken County consists of 41 schools: 7 High Schools, 10 Middle Schools, 20 Elementary Schools, 3 Charter Schools, and 1 Career Center. Redcliffe Elementary 9s population consists of 46% female and 54% male students. Redcliffe Elementary serves 60 Child Development students with three full 0 day classes. The ethnic composition of Redcliffe Elementary School 9s population is as follows: 51.2% White, 41.5% African 0 American, 3.4% Hispanic, and 3.9% Other. A recent survey of Redcliffe Elementary School parents indicates that 74% of parents have a high school education or less and single parents head 48% of households. The percentage of students receiving free or reduced lunch is 71%, which qualifies Redcliffe Elementary as a School 0 Wide Title I School. 14 Needs Assessment In this section, a variety of performance and perceptual data has been included. A short summary statement has concluded each table. See Appendix A for charts that correspond to many of the tables provided. Perceptual Data Satisfied Learning Environment School Year Teachers Parents Students 2005 0 2006 84.8 89.7 89.7 2006 0 2007 82.7 86.9 90.6 2007 0 2008 90.6 87.6 79.7 2008 0 2009 96.5 79.5 76.5 Satisfied Social/Physical Environment School Year Teachers Parents Students 2005 0 2006 85.1 84.5 83.3 2006 0 2007 82.7 86.9 90.6 2007 0 2008 94.4 87.6 79.7 2008 0 2009 94.7 87.3 76.5 Satisfied School 0 Home Relations School Year Teachers Parents Students 2005 0 2006 61.7 84.5 92.4 2006 0 2007 74 87.9 89.2 2007 0 2008 71.7 87.6 91.2 2008 0 2009 78.9 91.3 83.7 South Carolina Department of Education Report Card Survey data is obtained from our fifth grade students and parents of fifth graders at Redcliffe Elementary School. In all three categories, student perceptions the last three years have dropped by an average of 11 percentage points. For parents, their perceptions have largely not changed. Teacher perceptions have shown high satisfaction in cSatisfied with Learning Environment d and cSatisfied with Social/Physical Environment. d Curiously, parents felt satisfied with school 0 home relations, but teachers typically have not felt as strongly. 15 Performance Data Enrollment Trends School Year Total Students Free/ Reduced F/R % White W/ % Black B/ % His 0 panic H/ % 2003 0 2004 840 493 57 459 55 350 42 28 3 2004 0 2005 821 536 65 444 54 340 41 34 4 2005 0 2006 833 582 70 435 52 360 43 35 4 2006 0 2007 814 562 69 434 53 350 43 27 3 2007 0 2008 834 595 71 459 55 344 41 28 3 2008 0 2009 839 614 73 448 53 355 40 26 3 Enrollment Trends (other) School Year Total Students G & T GT% Special Ed SpEd% 2005 0 2006 833 42 5.0 0 3.2 2006 0 2007 814 42 5.0 0 3.7 2007 0 2008 834 36 4.3 0 4.8 2008 0 2009 839 30 3.6 0 0 Redcliffe Elementary School 9s enrollment has not changed significantly the last five years except for two years: 2004 0 2005 and 2006 0 2007. As the attendance has hit a plateau, the poverty index percentage of Free/Reduced Lunch has steadily increased from 57% to 73% this year. That translates to an increased number of students living in poverty by 121 students. That is a significant number. This translates into a major shift in our school 9s student body. Almost three quarters of our students are in poverty. The other indicators 3 minority populations, gifted and talented and special education 3 have not changed significantly. Student Attendance School Year Student Attendance Rate 2005 0 2006 95.9% 2006 0 2007 96.3% 2007 0 2008 95.9% 2008 0 2009 95.8% District Expectation for 2009 0 2010 96.0% Teacher Attendance School Year Teacher Attendance Rate 2005 0 2006 95.0 2006 0 2007 95.1 2007 0 2008 95.5 Upon review of student attendance rate for the last three years, the average attendance is 96.0%, which is the District 9s expected rate for 2009 0 2010. This item does not appear to be 16 an area of weakness. We believe that the reason the student attendance at Redcliffe Elementary School has been excellent consistently is due to a full 0 time school nurse, a conscientious attendance secretary, and a school environment that is safe and encourages learning. Teacher attendance during the same period of time has been excellent as well. With a staff of more than 50 teachers, including counselors, special area teachers, and special education teachers, a 95.0% attendance rate is commendable. Teacher Quality School Year Percent Teachers with Advanced Degrees Percent Teachers Highly Qualified Percent Teachers Returning From Previous Year 2005 0 2006 47.2 96.1 87.4 2006 0 2007 45.3 100 86.4 2007 0 2008 51.8 100 85.9 The next three items fall under the category of Teacher Quality. The first item is Percent Teachers with Advanced Degrees, which has increased from 2005 0 2006 to 2007 0 2008. More than half of our faculty has at least a masters degree and 100% of our faculty are considered Highly Qualified by the state of South Carolina (item 2). We believe that the increase of faculty with advanced degrees is a result of administration 9s conscientious hiring and encouragement of the faculty to be continuous learners. The only item that has decreased in this section is the Percent of Teacher Returning from Previous Year. Teachers 9 reasons for leaving the last two years have ranged from cmoving closer to home d to cgetting married and moving out of the Aiken County Public School District. d All of the teachers that left after the 2006 0 2007 and 2007 0 2008 school years did so for reasons other than dissatisfaction with the school or administration. Performance Trends (from State School Report Cards) School Year Absolute Rating Improvement Rating Adequate Year Progress 2005 Average Unsatisfactory Yes 2006 Average Unsatisfactory No 2007 Average Unsatisfactory Yes 2008 Below Average At 0 Risk No School Profile with respect to District Strategic Plan Expectations PASS:Met/Exemplary Percentages Grade 3Grade 4 Grade 5 District Expectation for 2009 0 2010 PACT ELA Basic/Above 2007 0 2008 85.9 82.4 72.7 90 PACT Math Basic/Above 2007 0 2008 71.7 79.8 78.3 90 PACT Science Basic/Above 2007 0 2008 70.5 66.3 55.3 80 PACT SocStud Basic/Above 2007 0 2008 81.1 61.4 41.8 80 17 School Profile with respect to District Strategic Plan Expectations PASS:Met/Exemplary Percentages Grade 3Grade 4 Grade 5 NCLB Expectation for 2009 0 2010 PACT ELA Prof/Above 2007 0 2008 54.2 32.8 19.1 58.8 PACT Math Prof/Above 2007 0 2008 24.2 27.7 28.8 57.8 PACT Science Prof/Above 2007 0 2008 37.7 21.8 32.1 NA PACT Soc Stud Prof/Above 2007 0 2008 39.7 24.4 9.1 NA Redcliffe Elementary School 9s Absolute Rating, Improvement Rating and Adequate Yearly Progress ratings are based on Palmetto Achievement Challenge Test data for students in grades 3, 4, and 5 as well as subgroups of those students. The school 9s Absolute Rating has been Average until recently. Last year it dropped to Below Average. The Improvement Rating has been Unsatisfactory until last year when it dropped to At 0 Risk. The Adequate Yearly Progress rating has fluctuated each year for the past four years. A review of PACT data from the most recent assessment in Spring 2008 shows that our school did not meet the District expectation in ELA or Math at 90 % nor in Science at 80% in any grade level. Only third grade met the District expectation of 80% in Social Studies. In fact, ELA, Science and Social Studies data showed a gradual decrease in students meeting Above Standard from third grade to fifth grade. Math is the only subject where third grade students performed the lowest versus fourth and fifth grade students. A closer look at the grade levels and subject areas that Redcliffe Elementary School met or exceeded the No Child Left Behind Act expectations of 58.8% in ELA and 57.8% in Math showed that no grade level met the expectation. Third grade came the closest at 54.2% in ELA. School Performance Data Longitudinally ELA % Below Basic % Basic % Prof % Adv 2005 12.5 48 37 2.5 2006 21.1 46.5 31.1 1.4 2007 20.6 46.7 31.3 1.4 2008 19.5 44.7 33 2.9 Math % Below Basic % Basic % Prof % Adv 2005 18 54.3 20.8 7 2006 20 58.1 16.8 5.1 2007 20.9 46.4 21.4 11.3 2008 23.4 49.7 18 8.9 18 Science % Below Basic % Basic % Prof % Adv 2006 43 38.9 13.8 4.3 2007 44.6 37.4 9.3 8.7 2008 35.2 36.4 19.9 8.5 Soc Studies % Below Basic % Basic % Prof % Adv 2006 27.3 47.8 16.5 8.4 2007 33.9 39.7 17.7 8.7 2008 38.4 37.1 13.8 10.8 A longitudinal look at each subject area over the last four years shows one of two patterns: 1) a pattern of consistency (no real increase or decrease) or a decreased pattern of achievement. When comparing our student population poverty level increase to our student achievement as a school in each subject, we see that the amount of students that are scoring Above Standard has decreased. Across each subject area, a plateau effect or decrease in achievement is evident. School Performance Data by Subgroup ELA Stude nts % Tested % Below Basic % Basic % Profici ent % Advan ced Pro and Adv* Distric t Pro and Adv* State Pro and Adv* Perf. Obj. Met Part. Obj. Met All Students 368 99.2 19.5 44.7 33 2.9 47 49.8 48.2 Yes Yes Male 191 99 23.9 43.3 31.1 1.7 42.2 43.8 41.7 N/A N/A Female 177 99.4 14.8 46.2 34.9 4.1 52.1 56.3 55 N/A N/A White 203 99 12.6 41.9 40.8 4.7 55.5 59.8 60 Yes Yes African Am. 150 100 29.2 47.9 22.9 0 34.7 33.8 31.7 No Yes Asian/Pacific N/A I/S I/S I/S I/S I/S I/S 75 70.4 I/S I/S Hispanic 13 92.3 16.7 50 25 8.3 50 39.7 38.4 I/S I/S Am. Indian 2 I/S I/S I/S I/S I/S I/S 75 47 I/S I/S Disabled 43 100 65 30 5 0 7.5 15.2 16 No Yes Migrant N/A I/S I/S I/S I/S I/S I/S I/S 38.1 N/A N/A ELL 11 90.9 20 50 30 0 40 43 36.9 I/S I/S F/R Lunch 252 99.2 25.1 48.5 25.5 0.9 39.6 35.8 34 Yes Yes School performance PACT data disaggregated by subgroups is helpful in distinguishing students that have performed poorly or well in subject areas. A review of the ELA PACT data for 2008 reveals that three categories or subgroups did not perform well: males, African Americans and our disable population. However, students in the subgroup Free/Reduced Lunch did perform well 3 only a quarter of those students scored Below Basic. Several subgroups performed almost as well as or better than the District or State Proficient and Advanced average: females, whites, African 0 Americans, and Free/Reduced Lunch students. 19 Math Stude nts % Tested % Below Basic % Basic % Profici ent % Advan ced Pro and Adv* Distric t Pro and Adv* State Pro and Adv* Perf. Obj. Met Part. Obj. Met All Students 368 99.7 23.4 49.7 18 8.9 38 46.9 45.8 Yes Yes Male 191 100 23.8 45.9 18.2 12.2 40.3 47.9 45.6 N/A N/A Female 177 99.4 23.1 53.8 17.8 5.3 35.5 45.7 45.9 N/A N/A White 203 99.5 15.6 50.5 19.3 14.6 45.8 57.2 59 Yes Yes African Am. 150 100 34 48.6 16 1.4 26.4 29.7 26.9 No Yes Asian/Pacific N/A I/S I/S I/S I/S I/S I/S 78.3 71.3 I/S I/S Hispanic 13 100 25 58.3 8.3 8.3 41.7 40.1 38.1 I/S I/S Am. Indian 2 I/S I/S I/S I/S I/S I/S 62.5 46.2 I/S I/S Disabled 43 100 60 35 0 5 5 15.8 17.1 No Yes Migrant N/A I/S I/S I/S I/S I/S I/S I/S 32.5 N/A N/A ELL 11 100 30 60 10 0 30 42.9 38.7 I/S I/S F/R Lunch 252 99.6 29.8 52.3 13.6 4.3 29.4 32.8 31.4 No Yes A review of PACT Math School Performance data shows that our African 0 American subgroup scored a high percentage in Below Basic (34%) as did our Disabled population (60%). Our Hispanic population of students performed higher than the District and State average in Proficient and Advanced. Three other subgroups performed close to the State or District Average in Proficient and Advanced: male, African 0 American and Free/Reduced Lunch students. Science Stude nts % Tested % Below Basic % Basic % Profici ent % Advan ced Pro and Adv* Distric t Pro and Adv* State Pro and Adv* Perf. Obj. Met Part. Obj. Met All Students 247 99.6 35.2 36.4 19.9 8.5 28.4 34.1 35.7 95.8 95.9 Male 129 100 37.9 29.8 21 11.3 32.3 36.6 37.4 95.8 95.8 Female 118 99.2 32.1 43.8 18.8 5.4 24.1 31.3 33.8 95.9 96.1 White 138 99.3 25.8 36.4 24.2 13.6 37.9 45.2 49.2 95.5 95.9 African Am. 97 100 49.5 35.5 14 1.1 15.1 16.4 17 96.2 95.9 Asian/Pacific N/A I/S I/S I/S I/S I/S I/S 55.9 58 96.7 97.6 Hispanic 10 I/S I/S I/S I/S I/S I/S 24 24.9 96.2 96.2 Am. Indian 2 I/S I/S I/S I/S I/S I/S 58.8 37.4 98 95.8 Disabled 34 100 64.5 25.8 6.5 3.2 9.7 12.8 14 95.6 94.9 Migrant N/A I/S I/S I/S I/S I/S I/S I/S 21.9 N/A 96.5 ELL 9 I/S I/S I/S I/S I/S I/S 28 24.4 96.1 96.5 F/R Lunch 169 99.4 40.3 38.4 17 4.4 21.4 20.4 21.1 95.4 95.2 Science has been a major focus the last two years at Redcliffe Elementary School with the award of a Math and Science Unit Grant from the South Carolina State Department of Education. Our science coach has worked hard with our faculty and students to increase the use of hands 0 on inquiry 0 based science kits while teaching the standards. The subgroups that showed a large number of students scoring Below Basic were African 0 Americans, Disabled students, and Free/Reduced Lunch students. Conversely, our female students had the fewest 20 scoring Below Basic. Our male students, African 0 American students, and Free/Reduced Lunch students all performed close to or above the District or State Proficient and Advanced averages. Social Studies Stude nts % Tested % Below Basic % Basic % Profici ent % Advan ced Pro and Adv* Distric t Pro and Adv* State Pro and Adv* Perf. Obj. Met Part. Obj. Met All Students 248 99.6 38.4 37.1 13.8 10.8 24.6 30.3 34 95.8 95.9 Male 134 100 32.8 36 16.8 14.4 31.2 33.8 36.6 95.8 95.8 Female 114 99.1 44.9 38.3 10.3 6.5 16.8 26.5 31.3 95.9 96.1 White 136 100 29.4 35.7 19 15.9 34.9 38.6 44.5 95.5 95.9 African Am. 105 99.1 52.5 36.4 7.1 4 11.1 17 19.1 96.2 95.9 Asian/Pacific N/A I/S I/S I/S I/S I/S I/S 56.1 58.9 96.7 97.6 Hispanic 6 I/S I/S I/S I/S I/S I/S 20.3 27.5 96.2 96.2 Am. Indian 1 I/S I/S I/S I/S I/S I/S 53.3 32.7 98 95.8 Disabled 29 100 73.1 19.2 3.8 3.8 7.7 10.7 14.4 95.6 94.9 Migrant N/A I/S I/S I/S I/S I/S I/S I/S 22.6 N/A 96.5 ELL 4 I/S I/S I/S I/S I/S I/S 23.9 27.3 96.1 96.5 F/R Lunch 171 99.4 43.9 40.6 10.3 5.2 15.5 18.6 21 95.4 95.2 Overall, a high percentage of students in the female subgroup, African 0 American subgroup, Disabled subgroup and Free/Reduced Lunch subgroup performed in the Below Basic category. This is an area of weakness. Male students performed close to the District or State Proficient and Advanced averages. Our female subgroup and African 0 American subgroups did not perform close to the District or State Proficient and Advanced averages. A summary of Redcliffe Elementary School 9s Performance Data by Subgroup and Subject Area has revealed that in several subjects the subgroups of African 0 Americans, Disabled students and Free/Reduced Lunch students performed below expected averages. 21 SPRING 2009 Measure of Academic Progress (MAP) data by grade level Grade Level School Spring 2009 Math Spring 2009 ReadingSPRING 2009 Language 1 Redcliffe 176.6 173.2 1 District Average 178.5 177.5 1 National Norm 176.7 171.9 2 Redcliffe 186.5 186.1 187.9 2 District Average 188.7 187.4 190.0 2 National Norm 190.8 189.6 191.5 3 Redcliffe 199.5 197.8 200.6 3 District Average 201.3 197.7 200.1 3 National Norm 202.4 199.0 200.5 4 Redcliffe 209.2 205.1 206.2 4 District Average 210.5 204.6 206.7 4 National Norm 211.4 205.8 207.0 5 Redcliffe 214.5 209.4 210.8 5 District Average 220.8 211.4 213.4 5 National Norm 219.2 211.1 211.8 An overall review of Redcliffe Elementary School students 9 performance on Math, Reading, and ELA reveals that in most grade levels, our students are performing below the District and/or National Norm. There are a few bright spots, first grade Math, first grade Reading, third grade Reading, fourth grade Reading, third grade ELA, and fourth grade ELA were close to, at or above the District Average and/or National Norm. Areas that reveal a need for future concentration are in second grade Math, Reading, and ELA, third grade Math, fourth grade Math, and fifth grade Math, Reading and ELA. Grade Level School Math RIT Algebra Data Analysis & Prob. Geometry Measurem ent Numbers & Operators 1 Redcliffe 176.62 177.43 1 District 178.52 180.98 2 Redcliffe 186.51 187.88 188.94 189.64 186.98 179.33 2 District 188.73 191.17 189.83 191.49 188.77 182.61 3 Redcliffe 199.54 200.19 200.16 203.79 197.94 195.89 3 District 201.25 200.85 201.51 205.36 200.58 198.05 4 Redcliffe 209.19 208.70 207.33 212.94 209.91 207.31 4 District 210.57 209.82 209.77 214.25 210.48 208.79 5 Redcliffe 214.50 212.94 212.80 218.00 216.92 211.78 5 District 220.75 218.24 221.00 225.56 220.37 218.74 22 MAP allows educators to look within the subject at individual strands to identify strands of strength and weakness across the District, school, grade levels and individual classes. This section will look at MAP Math RIT scores at Redcliffe Elementary School versus the District averages. First glance reveals Redcliffe Elementary School students performed below the District average in every category and every grade level. First grade data does not include MAP Math Primary scores. However, Algebra reveals a 3 point gap. The second grade students performed the highest in Geometry, but the lowest, which was true of the District, too, in Numbers and Operations. Third grade students performed the highest in Geometry, but the lowest in Numbers and Operations; Measurement was also a low performance strand. Fourth and fifth grade students performed their best in Geometry. Fourth grade students showed low performances in Data and Probability and Numbers and Operations. The fifth grade students lowest performance strand was Numbers and Operations as well. Grade Level School Reading RIT Building Vocabulary Informational Text Literary Text 2 Redcliffe 186.14 184.42 186.36 187.71 2 District Average 187.39 185.89 187.32 188.99 3 Redcliffe 197.80 197.41 197.05 199.02 3 District Average 197.73 196.02 197.94 199.23 4 Redcliffe 205.13 203.49 205.43 206.44 4 District Average 204.58 203.15 204.53 206.09 5 Redcliffe 209.44 208.30 209.00 211.04 5 District Average 211.41 210.26 211.12 212.88 In MAP Reading, first grade scores are omitted because their MAP testing is Reading Primary, which is different from the upper grades. Our third grade students performed above the District average in Reading RIT and Building Vocabulary. Our fourth grade students performed above the District average in all four categories. Overall, each grade level performed the highest in Reading Literary Text. Second grade, fourth grade, and fifth grade scored the lowest in Building Vocabulary. Third grade students 9 lowest performance was in Reading Informational Text. 23 SPRING 2009 Measure of Academic Progress (MAP) data Students on Free/Reduced Lunch Grade Level School Math > RIT Reading > RIT Language > RIT 1 Redcliffe 175.86 172.73 1 District 175.46 174.44 2 Re

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