SCPCSD Academic Recovery Plan 7-14-2021.xlsx

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1	School Name	Your Name	Your Role	Goal #1 Area	SMART Goal #1	Strategies to Achieve Goal #1	Goal 1: How do these strategies address each tier of mild, moderate, and significant learning lag?	Goal #1 Timeline	Funding Sources for Goal #1	Goal #2 Area	SMART Goal #2	Strategies to Achieve Goal #2	Goal 2: How do these strategies address each tier of mild, moderate, and significant learning lag?	Goal #2 Timeline	Funding Sources for Goal #2	Goal #3 Area	SMART Goal #3	Strategies to Achieve Goal #3	Goal 3: How do these strategies address each tier of mild, moderate, and significant learning lag?	Goal #3 Timeline	Funding Sources for Goal #3	Goal #4 Area	SMART Goal #4	Strategies to Achieve Goal #4	Goal 4: How do these strategies address each tier of mild, moderate, and significant learning lag?	Goal #4 Timeline	Funding Sources for Goal #4	Briefly describe your plans to evaluate progress towards these goals.

2	Bettis Preparatory Leadership Academy	Dr. Myrtis Brightharp-Walker	Principal	ELA	Increase ELA scores on final benchmarks and state report card.. SMART Goal #1: In the spring 2022, 75% of BPLA students will meet the spring benchmark (3= Met) in the English Language Arts area. Metric :Student scoring will be calculated using the State Report card Annual Targets for benchmarks & state report card ratings: 2020 – 2021: Absolute rating: top 20% -Growth rating of 5% -2021-2022: Absolute rating: top 15% - Growth rating of 5% 2023- through 2027: Absolute rating: top 10% and maintaining	Strategies to Achieve Goal #1: 1. Improve reading comprehension by utilizing seven cognitive strategies of effective readers: activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing. a. Provide extensive phonetic instruction during ELA time in grades K-2. b. Provide beginning of the year reading screening for elementary students using Easy CBM and again mid-way of the 1st two quarters. Grades 3-5 will monitor progress with Fountas & Pinnell screening at the same points during the year and quarterly. c. Grades K-8 will receive beginning, middle and end of year benchmarks to chart progress and readiness for state testing. 2. Provide professional development to teachers on analyzing standards and student data. We will utilize the expertise of our Literacy Coach on a daily basis for one-on one PD and coaching for teachers. 3.. Increase individualized instruction to meet students varied needs through Academic Assistance teaching staff. Additionally we will: 4.Utilize multi-sensory and interdisciplinary approaches to teaching and learning; Curriculum alignment to SC State Standards; Intentional efforts on phonics instruction (Superkids curriculum) in early grades; Afterschool tutorial and homework assistance; multi-grade Looping structure; smaller class sizes; students as leaders emphasis, utilization of community and business resources for financial and curriculum support, purposeful, structured and high quality STEM professional development; STEM interdisciplinary instruction, project based learning and Reading summer camp for grades one through eight; emphasis on the use of technology in instruction ;and the Parents Plus classes. Assessments- Formative and summative will be used to monitor and adjust instruction. A target growth of one year’s progress is expected. Core subject quarterly benchmarks (TE21 and/or MAP) will be used as indicators to chart alignment and state assessment projections. Use of progress monitoring with Fountas and Pinnell, unit assessments, tiered instruction utilizing software programs (Study Island, Read 180, IXL Reading) will be ongoing and used to redirect instruction and remediate deficient academic areas. Goal 1: How do these strategies address each tier of mild, moderate, and significant learning lag? When teachers understand and can reach students cognitively all tier level students can make improvements. Professional development will increase the knowledge base and instructional delivery by teachers. Individualized academic assistance on a regular basis will serve to decrease learning lags. Students who fall below on initial screenings and benchmarks will be provided individual and small group academic assistance at least 3 times per week with certified teachers and trained instructional paraprofessionals. Those students not progressing at an expectancy rate, will have added support through technology based programs mentioned and be recommended to the Student Intervention Team for continued diagnosis and remedies for support.	When teachers understand and can reach students cognitively all tier level students can make improvements. Professional development will increase the knowledge base and instructional delivery by teachers. Individualized academic assistance on a regular basis will serve to decrease learning lags. Students who fall below on initial screenings and benchmarks will be provided individual and small group academic assistance at least 3 times per week with certified teachers and trained instructional paraprofessionals. Those students not progressing at an expectancy rate, will have added support through technology based programs mentioned and be recommended to the Student Intervention Team for continued diagnosis and remedies for support.	first benchmark expected growth is 30%, benchmark two expected growth is 50% and spring benchmark goal is 75% meeting standard	State Funds, ESSER Funds, Other Federal Funds, Grant Funds	Math	Increase Mathematics scores on final benchmarks and state report card, In the spring 2022, 75% of BPLA students will meet the spring benchmark (3= Met) in the Mathematics. Metric :Student scoring will be calculated using the State Report card Annual Targets for benchmarks & state report card ratings: 2020– 2021: Student scoring ≥ 75% 2021 through 2025 – 2026: Student scoring ≥ 80%	. Teachers will receive professional development on the 8 mathematical practices to utilize during instruction: • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. 2. Students will receive individualized academic assistance during the school day on a regular basis in the area of mathematics with trained para-professionals and additional support from our STEM teacher with twice weekly small group sessions. 3. Some students (scoring significantly below) will receive mathematics tutoring in an after-school program with certified teachers and trained paraprofessional tutors. 4. Teachers will be provided ongoing PD on data analysis and instructional planning.	These strategies will address the mild and moderate tiers as teachers learn and practice more effective instructional strategies during their daily instruction. The extra time individual students have with one-on-one tutoring and academic assistance during the day will assist in decreasing the learning lag. Additionally, we will: Provide professional development (S2STEM and Core training specialist) on research based instruction and interventions for teachers. Provide interventions and additional instructional support for students’ not achieving adequate progress through our tiered support system which include whole class initial instruction, small group instruction and consistent individual extra support; implement Afterschool tutorial program. Provide multi-sensory and inter-disciplinary approach to instruction ( EiE and FOSS curriculum, STEM club & business partners for hands-on and real life connections, related field trips and student interest presentations); technology software ( Study Island & IXL) and programs through coding; utilizing a Looping structure; and providing STEM inquiry and project based lessons and STEM summer camps for grades three through eight. Utilizing progress monitoring (Fountas & Pinnell, unit, portfolios, & formative assessments), data analysis during PLC’s and after quarterly benchmarking to improve, monitor and adjust instruction. When students are still needing additional support they will be referred to the School Intervention Team (SIT) for additional recommendations for support.	first benchmark expected growth is 30%, benchmark two expected growth is 50% and spring benchmark goal is 75% meeting standard	State Funds, ESSER Funds, Other federal funds, Grant funds													Plans to evaluate progress towards these goals in ELA and Mathematics include: • 1. Diagnostic assessments & beginning of the year screenings • Formative assessments. • Summative assessments. • 2. Monitoring students with weekly checkpoints, unit tests, Fountas & Pinell inventories, IXL and Study Island checkpoints.
3	Butler Academy	Jerome Reyes	President	ELA	By Spring 2022, the number of K-5 scholars at Butler Academy who are reading and comprehending grade level text (based on spring MAP administration) will increase by 3% from our 2021 spring numbers. As 2021 was our first year of operation, we do not have pre-pandemic levels to use as a benchmark. Therefore, we've chosen to use 3% since, for the past two years, the state has used the 3% point marker for strategic and state literacy plans.	* Teach and reinforce grade level sight words, stems and tier 2 vocabulary words * Have our literacy coach use a variety of resources to identify the key words per grade level. * As a school-wide policy, our K - 2 students will practice writing, spelling, pronouncing, and identifying these key words. * Support our 3-5 scholars with writing and using these key vocabulary words in their own writing (daily notebook, creative writing, writer’s workshop, etc). * Our Teachers will implement daily fluency drills with weekly words * Our 3-5 teachers will model using the Frayer model to teach new vocabulary * Use our Wit and Wisdom curriculum as a core Tier 1 instructional planning resource to ensure high effect size (more than a year's growth) instructional practices for all students. * Employ highly qualified certified teachers (FY22 & FY23) to serve as teacher assistants and / or intervention support specialists to provide interventions to students who need moderate to significant interventions. * Implement Fountas and Pinnell Leveled Literacy Intervention with fidelity to to support students who need moderate to significant interventions. * Provide additional training for our student support specialist (2 employed) in S.P.I.R.E., a research-proven reading intervention program designed specifically for the lowest performing students. * Provide extended learning opportunities for students in need of additional support through our extended day program (4 – 6pm daily), interim programming (during fall and spring breaks), and during summer programming through partnerships with Coker University, Girls University and the SC Governor’s School of Science and Mathematics. * Provide continuous coaching and professional learning support for reading through the employment of 3 full-time instructional coaches (in addition to our state-funded reading coach).	K-2 teachers will teach Fundations (phonics and phonemic awareness curriculum) whole group, everyday for a minimum of 30 minutes a day. Each day, scholars will get targeted Tier 1 instruction on one or more of the following during a Fundations lesson: Letter formation, phonological and phonemic awareness, sound mastery, phonics, word study, advanced word study, irregular (trick) word instruction, vocabulary, fluency, comprehension strategies, and written composition (spelling and handwriting). Grades 3-5 scholars teachers will pull scholars in small groups to teach Fundations lessons, and identified scholars will receive these lessons weekly. During the first semester, BOY diagnostic assessment will determine who receives weekly small group pull outs (on the scholar’s grade level). During the second semester, scholars identified as two or more grade levels behind will continue to receive weekly small group instruction with Fundations, but the teacher will start with the next grade level. Example: Marvin Max, a 4th grader, shows he is on a 2nd grade reading level. From July - December, the teacher will use the 2nd grade Fundations kit with Marvin. From January - May, the teacher will use the 3rd grade kit with Marvin. Collectively, the aforementioned efforts will primarily address our scholars who have experienced moderate and significant learning lag. ELA teachers will participate in ongoing literacy PD entitled, Using the literacy Continuum to craft grade level formative assessment questions. In the fall, we will have whole school PD on unpacking the Reading Standards, as well as weekly PD/planning meetings. ELA teachers will focus on one strategy for the week to use during planning meetings. The literacy coach will lead these meetings. Collectively, these efforts will primarily affect our Tier 1 and 2 populations; i.e., those who have experienced mild and moderate learning lag.	May 2022, after the spring MAP administration	State Funds, Grant Funds	Math	By Spring 2022, the number of K-5 scholars at Butler Academy who are demonstrating grade level proficiency in math (based on spring MAP administration) will increase by 3% from our 2021 spring numbers. As 2021 was our first year of operation, we do not have pre-pandemic levels to use as a benchmark. Therefore, we've chosen to use 3% since, for the past two years, the state has used the 3% point marker for strategic and state literacy plans.	* Teachers will receive training on Dreambox. We will use this curriculum for math small groups. * Use teacher observations & assessments, BOY diagnostic and data from exit tickets to develop and support flexible math groups. * Ensure Eureka math curriculum is being implemented with fidelity * Draft a 2021-2022 pacing guide to guide our math planning and instruction from Week 2 of school to the week before state testing. * Employ highly qualified certified teachers (FY22 & FY23) to serve as teacher assistants and math intervention support specialists to provide interventions to students who need moderate to significant interventions. * Provide additional (weekly) training for special education teachers to support students in our chosen curriculum (Eureka Math) * Add 30 minutes of professional development per week for all teachers and teacher assistants to allow for data analysis, core instructional planning, and development of plans to support math interventions. * Provide extended learning opportunities for students in need of additional support during the school year and summer. * Provide coaching and professional learning support for our instructional coaches through the Henderson Collegiate Want More Do More Instructional Leadership program.	Butler Academy has developed a plan to address mild learning lag by limiting all classes to 20 students in order to improve teacher-student ratios, and maximize the value and impact of our standards-aligned instruction. Our emphasis on whole school teacher development and instruction fidelity will also directly impact mild learning lag by improving the effectiveness of teaching across the building. The additional training that our Student Support Specialists will receive will directly impact students with moderate and significant learning lag, as the work of the specialist will be exclusively small group or one-on-one in nature. These individualized learning environments will facilitate a strong focus on understanding our students' achievement levels and learning gaps Through Weekly Data Meetings (WDMs), our Instructional Coaching team will lead school level teams in the analysis of data throughout the year to develop grade-level goals and identify the students who will need Tier 2 and 3 interventions. During these WDMs, as well as our bimonthly Wednesday PD sessions, teachers will participate in analyzing their student data to plan and collaborate with our Dean of Academics and Instructional Coaches. Their goal will be to identify and implement instructional practices that promote mathematical thinking and problem solving skills Our Instructional coaching team will also support the implementation of Dreambox. To address mild to moderate learning lag, Dreambox will be used by general education teachers to assign on grade level lessons while also using this tool to support the students who need Tier 2 interventions. Additionally, our Student Support Specialist will use Touch Math for our students with disabilities who need more intensive interventions. Students in Tiers 2 and 3 will also be supported by our Math Interventionist. Butler Academy has also hired a Director of Student Support, whose primary responsibility is to track interventions, results, and monitor student growth. She also serves on our MTSS team and can therefore work with others in the building to create solutions that will allow us to implement the best practices of MTSS for each group of students.	May 2022, after the spring MAP administration	State Funds													We will evaluate our progress towards these goals by * comparing the number of students performing at or above grade level in math and ELA 3 times each year through iReady and MAP testing results. Tests from both platforms will be administered in the fall, winter, and spring * comparing our results from the spring 2022 iReady and MAP test administrations to our results from the spring of 2021 * comparing the percentage of students who fall into each category of learning lag (mild, moderate, significant) from spring 2021 to spring 2022
4	Charleston Advancement Academy	John Lackey	Assistant Director	Math	With a Spring 2021 baseline score of 55%, CAA will provide one on one instruction for students pretesting in the course that scores below a 60%, we will also provide tutoring sessions to master standards and a series of intensive one-on-one tutoring sessions incorporating the use of the Desmos online calculator, students will score a 65% or higher on the EOC exam	CAA utilizes Edgenuity Lesson Mastery Reports to monitor student progress. We use this data to target and improve proficiency. The school hired a Math Interventionist to address student deficiencies and provide one-on-one instruction and targeted support.	These strategies provide additional teacher support and individualized instruction within each student tier based upon data obtained from Edgenuity Lesson Mastery Reports and STAR Renaissance State Performance and Mastery reports.	Spring 2022	ESSER Funds	ELA	With a Spring 2021 baseline English EOC for CAA students at 60%, we will provide one on one instruction to students pretesting in the course below 60%. We will also provide tutoring sessions to help master standards in the course and a series of intensive one on one tutoring sessions utilizing various online platforms such as FlipGrid or Quizlet for vocabulary support, students will apply literary terms to a text enabling them to score a 65% or higher on the EOC exam	CAA utilizes Edgenuity Lesson Mastery Reports to monitor student progress. We use this data to target and improve proficiency. The school hired a English Interventionist to address student deficiencies and provide one-on-one instruction and targeted support.	These strategies provide additional teacher support and individualized instruction within each student tier based upon data obtained from Edgenuity Lesson Mastery Reports and STAR Renaissance State Performance and Mastery reports.	Spring 2022	ESSER Funds													CAA will progress monitor every 4.5 weeks using Lesson Mastery Reports. MTSS will meet bi-weekly to discuss intervention and support strategies to improve student proficiency.
5	East Link Academy Charter School	Dana Hutto	Head of School	Reading and Math	By the spring of the 2021-2022 school year, ELA will increase the percentage students in grades K-7 who meet their stretch growth in Reading as measured by iReady.	• Classroom teachers will be provided PD on implementation and data analysis for use of iReady Diagnostic Assessment • Implement iReady diagnostic in Reading to collect and analyze baseline data on students • In addition to standards-aligned curriculum, teachers will provide targeted reading interventions to teach areas of concern for all Tiers • Fully implement the MTSS/RtI process to identify students in need of interventions • Employ two interventionists to provide targeted instruction for Tier 2 and Tier 3 students using (MobyMax and/or IXL) • Provide supplemental supports (MobyMax and/or IXL) to students in Tier 2 and Tier 3 during the school year through RtI • Administer iReady Diagnostic Assessment 3 times each school year and report growth data • Annually implement a summer Academic Recovery Camp (and Summer Reading Camp if needed) for students in Tier 2 and Tier 3 utilizing Fountas and Pinnell and other supplemental reading materials • Engage parents in their students’ learning progress through regular parent meetings and events	• The iReady stretch growth target is personalized for each student for growth necessary to perform at a proficient level. Using the data to identify the needs of individual students, teachers and interventionists will provide targeted supports to all Tier students using MobyMax (for grades K-2) and IXL (for grades 3-7) • For students in Tier 2 (Moderate), additional interventionists will be hired to provide 1-1 or small group support during RtI weekly • Students in Tier 3 (Significant) will be provided all the above supports as well as assigned to the summer Academic Recovery Camps	Fall 2021 to Summer 2022	State Funds, ESSER Funds	Math	By the spring of the 2021-2022 school year, 75% of students in grades K-4 will meet their stretch growth as measured using the iReady diagnostics in math.	• Classroom teachers will be provided PD on implementation and data analysis for use of iReady Diagnostic Assessment • Implement iReady diagnostic in Math to collect and analyze data on students • In addition to standards-aligned curriculum, teachers will provide targeted reading and math interventions to teach areas of concern for all Tiers • Fully implement the MTSS/RtI process to identify students in need of interventions • Employ two interventionists to provide targeted instruction for Tier 2 and Tier 3 students using (MobyMax, DreamBox and/or IXL) • Provide supplemental supports (MobyMax, DreamBox and IXL) to students in Tier 2 and Tier 3 during the school year through RtI • Administer iReady Diagnostic Assessment 3 times each school year and report growth data • Annually implement a summer Academic Recovery Camp for students in Tier 2 and Tier 3 • Engage parents in their students’ learning progress through regular parent meetings and events	• The iReady stretch growth target is personalized for each student for growth necessary to perform at a proficient level. Using the data to identify the needs of individual students, teachers and interventionists will provide targeted supports to all Tier students using MobyMax (for grades K-2) and IXL (for grades 3-7) and Dreambox (for all students) • For students in Tier 2 (Moderate), additional interventionists will be hired to provide 1-1 or small group support during RtI weekly • Students in Tier 3 (Significant) will be provided all the above supports as well as assigned to the summer Academic Recovery Camp	Fall 2021 to Summer 2022	State Funds, ESSER Funds	Math	By the spring of the 2021-2022 school year, 85% of students in grades 5-7 will meet their stretch growth as measured using the iReady diagnostics in math.	• The iReady stretch growth target is personalized for each student for growth necessary to perform at a proficient level. Using the data to identify the needs of individual students, teachers and interventionists will provide targeted supports to all Tier students using MobyMax (for grades K-2) and IXL (for grades 3-7) and Dreambox (for all students) • For students in Tier 2 (Moderate), additional interventionists will be hired to provide 1-1 or small group support during RtI weekly • Students in Tier 3 (Significant) will be provided all the above supports as well as assigned to the summer Academic Recovery Camp	• The iReady stretch growth target is personalized for each student for growth necessary to perform at a proficient level. Using the data to identify the needs of individual students, teachers and interventionists will provide targeted supports to all Tier students using MobyMax (for grades K-2) and IXL (for grades 3-7) and Dreambox (for all students) • For students in Tier 2 (Moderate), additional interventionists will be hired to provide 1-1 or small group support during RtI weekly • Students in Tier 3 (Significant) will be provided all the above supports as well as assigned to the summer Academic Recovery Camp	Fall 2021 to Summer 2022	State Funds, ESSER Funds							• The MTSS team will regularly meet to review student data, including academics, SEL and attendance. • Students in Tier 3 (Significant) will be progress monitored weekly on data related to the child’s individual learning goals as defined by their diagnostic results. • Students in Tier 2 (Moderate) will be monitored every two weeks on data related to the child’s individual learning goals as defined by their diagnostic results. • All student (Mild, Moderate and Significant) will be reviewed each nine weeks to determine placement and update learning goals. Student iReady Diagnostic Data will also be reviewed after each administration for progress toward mastery of content and stretch goal growth.
6	East Point Academy	Mark A. Bounds	Head of School	ELA	Prepare students for success at the next grade level by providing an opportunity for rigorous and relevant English / Language Arts (ELA) academic recovery and remediation for students from 1st to 8th grade.	1. Understanding and Using ELA Data • We use Measures of Academic Progress to assess the growth trajectory for each student.  We administer the assessment three times each school year (Fall, Winter, Spring).  We analyze the results of each assessment to determine: • Student success compared to grade level expectations. • Student growth from assessment to assessment. • Any specific trends / areas of weakness. • We will supplement our MAP assessment by using USA TestPrep, FastBridge and teacher-created formative assessments as needed to determine student proficiency. • Based on formative assessment results and teacher input, we provide tailored academic assistance for students. • Students will be given specific academic goals based on previous formative assessment scores and teacher input. 2. Responding to the Data • We continue to have an aggressive Response to Intervention (RtI) program during this school-year which will continue next school-year.  Students will receive Tier I interventions in their classroom.  Students will be pulled from class (Related Arts whenever possible) to receive more focused RtI assistance. • We will deliver an Academic Recovery Camp (ARC).  Includes 25 days of instruction over the Summer.  Two hours each day will be devoted to ELA. • We will deliver the normal Read to Succeed (R2S) Summer Reading Camp for 2nd and 3rd grade students. • We offer opportunities for tutoring in ELA.  We will offer early bird tutoring before school.  We will offer afterschool tutoring. • We have hired a Literacy Coach to address deficiencies in reading. • We have hired a Literacy Interventionist to provide one-to-one and small group tutoring for struggling students.	These strategies will provide student specific targets for each tier (mild, moderate, significant) student. Our actions are student-centered and student specific. Each student will be given a goal based on their specific learning gap. The goal is for all students to be within 10 points of the designated cut-off scores for the next grade level. Each students’ growth trajectory will be based on the amount of gap he or she needs to close.	• RtI – Ongoing during the normal school year. • ARC – weekdays (less 4th of July week) from June 15th – July 23rd • SRC – weekdays (less 4th of July week) from June 15th – July 23rd • Tutoring – during the regular school-year from August 2021 – June 2022. • Literacy Coach – done • Literacy Interventionist - done • Hire certified teacher for Panda Fastlane – ongoing.	State Funds, ESSER Funds, Other Federal Funds	Math	Prepare students for success at the next grade level by providing an opportunity for rigorous and relevant Math academic recovery and remediation for students from 1st to 8th grade.	1. Understanding and Using Math Data • We use Measures of Academic Progress to assess the growth trajectory for each student.  We administer the assessment three times each school year (Fall, Winter, Spring).  We analyze the results of each assessment to determine: • Student success compared to grade level expectations. • Student growth from assessment to assessment. • Any specific trends / areas of weakness. • We will supplement our MAP assessment by using USA TestPrep, FastBridge and teacher-created formative assessments as needed to determine student proficiency. • Based on formative assessment results and teacher input, we provide tailored academic assistance for students. • Students will be given specific academic goals based on previous formative assessment scores and teacher input. 2. Responding to the Data • We continue to have an aggressive Response to Intervention (RtI) program during this school-year which will continue next school-year.  Students will receive Tier I interventions in their classroom.  Students will be pulled from class (Related Arts whenever possible) to receive more focused RtI assistance. • We will deliver an Academic Recovery Camp (ARC).  Includes 25 days of instruction over the Summer.  Two hours each day will be devoted to Math. • We offer opportunities for tutoring in Math.  We will offer early bird tutoring before school.  We will offer afterschool tutoring. • We have selected a seasoned Math teacher to act as a Math Coach. She will spend 25% of her time assisting other Math teachers and students. • We have hired a Math Interventionist to provide one-to-one and small group tutoring for struggling students. • We are seeking to hire a certified teacher who will specifically focus on struggling students.	These strategies will provide student specific targets for each tier (mild, moderate, significant) student. Our actions are student-centered and student specific. Each student will be given a goal based on their specific learning gap. The goal is for all students to be within 10 points of the designated cut-off scores for the next grade level. Each students’ growth trajectory will be based on the amount of gap he or she needs to close.	• RtI – Ongoing during the normal school year. • ARC – weekdays (less 4th of July week) from June 15th – July 23rd • Tutoring – during the regular school-year from August 2021 – June 2022. • Math Coach – Done • Math Interventionist – Done • Hire certified teacher for Panda Fastlane – ongoing.	State Funds, ESSER Funds, Other federal funds		Prepare students for success at the next grade level by providing an opportunity for rigorous and relevant instruction in Mandarin for students from 2nd to 8th grade.	1. Understanding and Using World Language (Mandarin) Data • We use American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Proficiency in Languages (AAPPL) to determine student language proficiency.  We administer the assessment each school year  Teachers administer internally generated formative assessments throughout the school year.  We analyze the results of each assessment to determine: • Student success compared to grade level expectations. • Student growth from assessment to assessment. • Any specific trends / areas of weakness. • Based on formative assessment results and teacher input, we provide tailored academic assistance for students. • Students will be given specific academic goals based on previous formative assessment scores and teacher input. 2. Responding to the Data • We continue to have an aggressive Response to Intervention (RtI) program during this school-year which will continue next school-year.  Students will receive Tier I interventions in their classroom.  Students will be pulled from class (Related Arts whenever possible) to receive more focused RtI assistance. • We will deliver an Academic Recovery Camp (ARC).  Includes 25 days of instruction over the Summer.  One hour each day will be devoted to Mandarin. • New Panda Camp We will deliver a Mandarin Camp for students new to our language immersion program in 2nd through 8th grades. • Panda Star - We will deliver Panda Star Mandarin Camp for any student who wants to sharpen his or her Mandaring skills. • We offer opportunities for tutoring in Mandarin.  We will offer early bird tutoring before school.  We will offer afterschool tutoring. • We have selected a seasoned Mandarin teacher to act as a Mandarin Coach. She will spend 25% of her time assisting other Mandarin teachers and students. • We have a volunteer Mandarin Interventionist to provide one-to-one and small group tutoring for struggling students.	These strategies will provide student specific targets for each tier (mild, moderate, significant) student. Our actions are student-centered and student specific. Each student will be given a goal based on their specific learning gap. The goal is for all students to grow at least one year in their language assessment for each year in school. Each students’ growth trajectory will be based on the amount of gap he or she needs to close.	• RtI – Ongoing during the normal school year. • ARC – weekdays (less 4th of July week) from June 15th – July 23rd • New Panda Camp – Done • Panda Star Camp – July2021 Mandarin Coach – Done • Tutoring – during the regular school-year from August 2021 – June 2022. • Math Interventionist Done • Hire certified teacher for Panda Fastlane – ongoing.	State Funds, ESSER Funds, Other Federal Funds							East Point Academy has been face-to-face 5 days a week since September 2nd. While our students did have some regression due to Spring 2020 eLearning, we did not see the regression experienced by schools who did not deliver face-to-face instruction. A small percentage of our parents/students opted for Off-Campus, synchronous learning. Data indicates that those students did experience regression compared to On-Campus students. We have delivered high quality in-person instruction throughout the school year. However, we know that some students are still behind where they may have been without the COVID-19 public health crisis. We have a full range of programs and services that are tailored to the needs of each student. We will continue to closely monitor student formative and summative assessments to determine specific academic gaps and address each of those gaps with special assistants, programs and services. Students will be assessed using MAP at the beginning and end of our ARC as well as through ongoing teacher formative assessments. We will constantly monitor and adjust assistance being provided to each student based on his or her progress.
7	Fox Creek High School	Josh Trahan	Principal	ELA	By the end of the 2022 school year, Fox Creek High School will increase the number of first-time 9th grade students passing English 1 by 10%. The percentage of students successfully completing English 1 for the 2021 school year was 77%.	Fox Creek High School will offer a formal summer school program emphasizing ELA. Our current teachers will be utilized to offer this program. The program will feature a credit recovery component along with guidance department support and the support of the special education department. The mode of instruction of the 2021-2022 school year will be face to face only. This will provide an optimal learning environment for the majority of our student body. In an effort to promote diversified learning, an additional section of English 1 has been added to the master schedule for the new year to ensure that class sizes remain small. Teachers of 9th grade ELA classes will be provided MAP data from the fall test to determine initial levels. Peer tutoring will also be brought back for the new school year as Covid-19 precautions made it impossible to host in the past school year. Strategies will be evaluated at the end of the 1st semester to determine if the strategies are effective or if modification is necessary. This will be done by analyzing grades and reviewing MAP testing data.	The summer school plan allows students who need a full credit to recover this credit. It also allows a student who can credit recover their ELA course to accomplish that goal. Finally, the summer school opportunity is open to any student who would like to attend. If a student earns a "D" or "F" they are able to retake the course during the summer session. Students will return face to face for the 2021-2022 school year. Teachers will have immediate access to their students to address areas of difficulty and learning lag. Fox Creek High School will work to keep class sizes small to ensure that the individual needs of the students can be met in 9th grade ELA classes.	2021-2022 School Year	State Funds, ESSER Funds	Math	By the end of May 2022, Fox Creek High School will increase the number of first-time 9th grade students passing Algebra 1 and Foundations in Algebra by 15%. The percentage of students successfully completing Algebra 1 and Foundations in Algebra for the 2021 school year was 65%.	Fox Creek High School will offer a formal summer school program emphasizing Math. Our current teachers will be utilized to offer this program. The program will feature a credit recovery component along with guidance department support and the support of the special education department. The mode of instruction of the 2021-2022 school year will be face to face only. This will provide an optimal learning environment for the majority of our student body. In an effort to promote diversified learning, class sizes will be kept small and adjusted as needed. Teachers of 9th grade Math classes will be provided MAP data from the fall test to determine initial levels. Peer tutoring will also be brought back for the new school year as Covid-19 precautions made it impossible to host in the past school year. Strategies will be evaluated at the end of the 1st semester to determine if the strategies are effective or if modification is necessary. This will be done by analyzing grades and reviewing MAP testing data.	The summer school plan allows students who need a full credit to recover this credit. It also allows a student who can credit recover their Math course to accomplish that goal. Finally, the summer school opportunity is open to any student who would like to attend. If a student earns a "D" or "F" they are able to retake the course during the summer session. Students will return face to face for the 2021-2022 school year. Teachers will have immediate access to their students to address areas of difficulty and learning lag. Fox Creek High School will work to keep class sizes small to ensure that the individual needs of the students can be met in 9th grade Math classes.	2021-2022 School Year	State Funds, ESSER Funds													The administration team along with the guidance department will evaluate the progress of the students enrolled in the summer program to ensure that adequate progress is being made toward the successful completion of their course work. Guidance and administration will work together with the teachers to address MAP scores and areas of weakness in individual students. IGPs will be held with every student to ensure that any particular needs are addressed. Evaluations of student progress will take place as we begin the 2021-2022 school year through MAP testing. Evaluations will be held again at the end of the semester. MAP and ELA scores for the first semester will be analyzed. Finally, EOCEP, MAP and final grades will be analyzed to determine if goals are being met.
8	GREEN Charter School of Spartanburg	Fatih Kandil	Principal	ELA	We have reviewed our preliminary test result from the most recent SCRReady and SCPASS. We also have been carefully monitoring the results of school-wide assessment, MAP NWEA which we have conducted for the first three quarters of the school year in grades 3-7 and in all four quarters for k5-2, as they are not taking the state tests at the end of the year. We also conduct Prekindergarten assessment before the school year begins and the KRA one the school year begins, for our K5 students. In addition to that we also use F&P for all our K5-3 grade level students. Based on the data collected this year, we have identified that approximately 60-65 percent of our students have met our academic goals for them, and 18-25 percent of our students are approaching the expectations and the remaining group of students did not meet the goals. Considering the facts described above, we are confident that we will have 80 percent of our students to meet the year end ELA academic goals for the 2021-2022 school year. W have noticed that our TDA scores were lower compared to their reading scores.	Hiring 3 reading interventionists via using the ESSER 3 grant and school general operating fund. Through this intervention, our approaching standard students will be introduced to a comprehensive pull out/push in support system as of day one. We initially will begin with push-in sessions which will enable the interventionists to get to know the students and the climate in their general learning environment and have them offer pull out sessions before the end of the first quarter.	This strategy will allow us to focus on well targeted students in small groups. The interventionists will be able to work with our students in groups of 3 or four which will allow them to receive very strong individualized attention, aimed towards their pre-identified academic needs.	This will be implemented throughout the school year.	State Funds, ESSER Funds	ELA	The ELA teaching team will be introduced to an ongoing Effective Teaching for Writing PD. Some of our teachers have already taken some summer courses towards this direction and we will make sure that it will take place for all of our teachers effective by the third week of the school year.	Discuss and review the students' data with the ELA Team and communicate the importance of such intervention. Communicate a calendar, short term and long term goals for instructors and students, provide and present the PD resources and hit the road.	Through way more skilled and trained instructors on effective teaching for writing, we will be able to pay more attention to students' writing skills growth and in return we expect more student mastery at all levels for TDA.	Throughout the school year.	State Funds, ESSER Funds	Math	We have reviewed our preliminary test result from the most recent SCRReady and SCPASS. We also have been carefully monitoring the results of school-wide assessment, MAP NWEA which we have conducted for the first three quarters of the school year in grades 3-7. Based on the data collected this year, we have identified that approximately 58-63 percent of our students have met our academic goals for them, and 17-22 percent of our students are approaching the expectations and the remaining group of students did not meet the goals. Considering the facts described above, we are confident that we will have 75 percent of our students to meet the year end MATH academic goals for the 2021-2022 school year.	Hiring 2 math interventionists via using the ESSER 3 grant and school general operating fund. Through this intervention, our approaching standard students will be introduced to a comprehensive pull out/push in support system as of day one. We initially will begin with push-in sessions which will enable the interventionists to get to know the students and the climate in their general learning environment and have them offer pull out sessions before the end of the first quarter.	Our students will receive more individualized support and attention on their areas of growth for math and it will take place almost on daily basis.	Throughout the school year.	State Funds, ESSER Funds	ELA, Math	Dedicated tutoring program for weekday after school times and Saturdays for the students who did not meet the academic goals in either areas.	Students and families will be communicated on the importance of this additional intervention which will be offered twice during the weekdays ( 180 minutes) and once on Saturdays (360 minutes)	During these sessions, all students will be taught by highly qualified teachers and we will be covering from the very basic deficiency areas in order to close the gap.	Effective by second quarter of the school year.	State Funds, ESSER Funds	We will be holding bi-weekly meetings with all the school based stakeholders to evaluate the progress via using the measurable student outcomes.
9	Green Charter School of the Midlands	Michelle Gundlach	Assistant Principal	ELA	In the 2021 - 2022 school year, our first through eighth grade students will meet their projected growth as measured by NWEA MAP Reading Growth from Fall to Spring, from 44% in the Spring of 2021 to 52% in the Spring of 2022. This gain will bring our students back to our pre pandemic data where 52% of our students met their projected growth in reading as measured by NWEA MAP Reading Growth in the Spring of 2019.	Each grade level, K-8, will utilize their embedded Response To Intervention time in their schedule to work towards achieving this goal. Data meetings will be held quarterly with administration, classroom teachers, interventionists and the Literacy Coach/RTI Coordinator to identify the student needs and observe areas of mastery. Teachers and interventionists will be highly qualified and certified, and administration will create a positive school culture that retains their teachers. Teachers will be trained during pre planning and monthly professional development on effective, differentiated instruction to utilize during this time, as well as during whole group instruction. Teachers will use supplemental resources which include: Study Island, NWEA Pathway, Renaissance STAR and AR, Road to Reading, SRA Tutoring, Daily 5 and SuperKids. The school’s reading plan will be reviewed and implemented throughout the school year. The school will provide a summer reading camp for students in need of additional support.	With mild learning lag, students will be taught within the classroom with their teacher aligning their teaching to the South Carolina State Standards as well as the SCTC 4.0 Rubric. Specifically with our K-2 students using SuperKids, a comprehensive English language arts curriculum crafted for grades K–2 using evidence-based literacy practices. This proven-effective program follows a unique systematic and explicit instructional path through engaging, increasingly complex text. With moderate and significant learning lag, students will be assessed in August 2021 on both NWEA Reading Growth, Fountas and Pinnell Running Record (K-3) and Renaissance STAR (4 - 8). Data meetings will be held in September with classroom teachers, administrators, the Literacy Coach, and Reading interventionists to determine the students in need of Tier 2 and Tier 3 intervention. Students in need of these tiers will be taught in a separate location by certified reading interventionists in addition to their tier 1 ELA instruction in the classroom. Resources such as SRA Tutoring and Road to Reading will be used to instruct the students. These students will be offered free after school tutoring by their teachers as part of our school’s plan. And in addition to that, students will be invited to participate in the school’s summer reading camp.	Fall to Spring - August 2021 - April 2022	State Funds, ESSER Funds, Other Federal Funds, Grant Funds																			Data meetings will be held quarterly with admin, teachers, and interventionists to identify the student needs and observe areas of mastery. During these meetings, data from Benchmark testing, teacher observations, and overall performance will be taken into consideration. Students will be assessed using the specific resource assessments, as well as NWEA Reading Growth three times a year, Fountas and Pinnell Running Records three times a year, Renaissance STAR four times a year, and intervention and classroom observation. Decisions will be made as a team including classroom teacher, interventionist, administration, Literacy Coach, and parents as needed.
10	Palmetto Scholars Academy	Destiny Grant	AP of Operations	Both ELA and Math	Complete Data System: Collect, interpret, and analyze data GOAL 1: 100% of teachers will be trained by August 17th, 2021 on collecting, interpreting, and analyzing data to improve ELA and Math MAP scores as follows: We will increase Spring Map Math proficiency from 86% to 92% by Spring of 2022. We will increase Spring MAP ELA proficiency from 82% to 90% by Spring of 2022.	Strategies to Achieve Goal #1 Host staff/grade level meeting: Admin will host a professional development meeting prior to the start of the 21-22 SY. This meeting will be held between May and August of 2021.	Goal 1: How do these strategies address each tier of mild, moderate, and significant learning lag?: This goal will provide teachers with the training and tools needed to identify learning gaps in each tier using a variety of data sources such as; MAP, SC Ready and Pass, EOC, classroom level grades, demographics, student accommodations, attendance data, national test scores, etc. MAP scores will be used to develop targeted goals of improvement that meet the needs of each student. In Spring 2021, the PSA Administrative members developed a School Leadership Team to identify the needs of the school and develop a targeted plan of action to incorporate data into the conversations pertaining to equity, academic feedback, and student achievement. In an effort to address these needs the Assistant Principals, Counseling Director, Gifted Education Consultant, and Principal developed a Professional Development Calendar that included data analysis sessions aligned with standardized and benchmark testing dates for teachers to learn to analyze student data and ensure that classroom data provides academic feedback that mirrors student performance and growth. The Leadership Team will use this information to conduct weekly walkthroughs, provide relevant and timely feedback, as well as build relationships with all stakeholders within the school as a means to consistently track progress towards Goal #1.	Goal #1 Timeline: between May and August of 2021	State Funds, ESSER Funds	ELA and Math	Targeted Interventions: Data informed decision making and improving student learning GOAL 2: By September 13th, 2021, 100% of PSA teachers will have developed Standard Learning Objectives that are tiered by mild, moderate and significant remediation goals. Students will be enrolled in a SEAM (social emotional academic motivation) course based on the needed level of ELA and/or Math remediation or enrichment as evidenced by assessment data. Teachers will use the following data to create SLOs and targeted goals for their SEAM students. Spring 2021 Math MAP low to low average performing scores from 15% to 5% by Spring 2022 Spring 2021 ELA MAP low to low average performing scores from 18% to 10% by Spring 2022 Spring 2021 Math MAP average to high performing scores from 86% to 92% by Spring 2022 Spring 2021 ELA MAP average to high performing scores from 82% to 90% by Spring 2022 Algebra 1 EOC Scores from 57% proficient performing scores to 72% proficiency by Spring 2022 English 2 EOC Scores from 58% exceeding performing scores to 62% exceptional by Spring 2022	Strategies to Achieve Goal #2: Provide professional development on the creation of the SLOs based on the data provided from Spring 2021 final MAP and EOC scores following the roadmap of data provided above. The Assistant Principals will provide guidance and feedback on the SLOs for the students needing remediation. The Gifted Education Consultant will provide guidance and feedback on the SLOs for the students needing enrichment. This targeted practice will provide educators knowledge on how to create portfolios for students based on their individual needs. The developed team of teacher leaders will also lead teachers through a series of steps to effectively analyze student data.	Goal 2: How do these strategies address each tier of mild, moderate, and significant learning lag?: SLOs will be tiered to meet the needs of students utilizing evidence based interventions. Training for teachers will be targeted depending upon the academic level the students fall within. As stated above the Gifted Education Consultant will provide professional development utilizing Gifted Education Standards provided by NAGC (National Association for Gifted Children) to develop and implement best practices for enrichment in gifted education. Assistant Principals will provide professional development utilizing the Center on Multi-Tiered System of Supports to walk teachers through the process of providing targeted interventions for students in low performing groups. SEAM classes will give smaller group settings with similar performing students to ensure that targeted interventions are productive and provide detailed goals for students to work to improve upon. Academic performance will be followed with teacher observations as well as trainer observations to ensure goals are being met and practices are implemented for the benefit of all students.	Goal #2 Timeline: 2021-2022 SY	State Funds, Other federal funds	Community & Academic Engagement	Community Key supports: All stakeholders are responsible for the success of every student within the PSA community GOAL 3: By August 1, 2021 administration will develop a master schedule that permits time to be allocated to increasing community engagement in order to improve chronic absenteeism associated with lower student performance, improve community insight on targeted school academic goals, and improve cultural climates by providing tutoring and home resources for families of at risk students. Administration will hire an Academic Enrichment and Community Engagement Coordinator to organize and implement the below strategies. By Spring 2022 Palmetto Scholars Academy will have an established baseline of community engagement data analysis to serve as best practices to involve the community in our school improvement plan.	Strategies to Achieve Goal #3: The Academic Enrichment and Community Engagement Coordinator will schedule new student orientations (Smart Start Meetings), develop data portfolios for students to include specific improvement strategies and unique learning experiences to improve student outcomes. Some of these strategies include the coordination and development of community engagement events such as Appetizers with Administrators, increasing at risk student engagement in academic teams (such as Mission design, Robotics, PCDC, etc.) and higher level academic programs (such as Advanced Placement, Dual Enrollment, Internships, etc.) to encourage increased at risk student motivation and investment in individual learning opportunities. The Administrative Team will also develop a plan to create a School Improvement Committee that incorporates members of the student, parent, school, and community population to develop strategic goals that are targeted to improve the lower performances of students within our school.	Goal 3: How do these strategies address each tier of mild, moderate, and significant learning lag?: These opportunities provide engagement opportunities for multi-tiered students within their level of need. Specialized grouping will take place to combat inequities as identified by the trends in data analysis. Tracking the data between at risk subgroups of students involved in community events/programs vs. those who are not involved in these events/programs will take place quarterly. The data provided will give a full framework for each individual student’s portfolio of growth to be used yearly as a reference to holistic student performance. Using these data points will guide student one on one coaching conversations to target the whole child beyond classroom level data. Many students were not provided the opportunity to engage in community events or programs during the pandemic and thus lost a sense of investment and involvement within the school community. This led to a decrease in academic performance and motivation. Therefore, our goal is to increase our engagement to therefore increase our student performance.	Goal #3 Timeline: 2021-2022 SY	State Funds							Monthly data meetings, student/parent/teacher surveys, quarterly benchmarks
11	Pee Dee Math Science andt Technology Academy	Meredith Taylor	Director of Academics	Math	Increase or exceed the percentage of students projected on grade level or above in mathematics based on Spring iReady diagnostic results in grade 1 from 47% (2021) to 67% (2023) and grade 2 from 30% (2021) to 48% (2023). This gain will improve PDMSTA's early mathematics achievement including prepandemic levels and provide foundational support for SC READY mathematics achievement in grades 3 through 5.	* Use Ready Classroom Math as TIer 1 Core Instructional Mathematics program * Provide professional development in Developing Mathematical Thinkers to support TIer 1 Employ highly qualified paraprofessionals for Grades K-2 to provide instructional intervention support in each classroom. Utilize FOCUS math to support students who need moderate to significant interventions. *Provide weekly coaching and professional learning opportunities for mathematics instruction.	In the Spring of 2021, PDMSTA developed a plan to address mild and moderate learning lag by focusing on a more strategic, standards aligned instructional practice. This plan includes focusing on several key concepts including; deeply understanding standards, sequencing and pacing appropriately, developing success criteria, desiging, segmenting and analyzing assessments, creating meaningful learning experiences and establishing standards mastery. These strategies are aligned to the best practices outlined in the SCTS 4.0 rubric. A strategic, intentional focus on clearly understanding our student's achievement levels and learning gaps is needed. In order to address this, teachers and staff will have 2 days of summer professional development that will include analyzing student data, identify students in need of TIer 2 and TIer 3 intervention, plan and strategize specifically for small group instruction and interventions to support conceptual understanding in numeracy and basic number concepts.	PDMSTA seeks to improve student achievement levels over the next two years.	ESSER Funds, Grant Funds	ELA	Increase or exceed the percentage of students projected on grade level or above in Reading based on Spring iReady diagnostic results in grade 1 from 40% (2021) to 53% (2023) and grade 2 from 41% (2021) to 59% (2023). This gain will improve PDMSTA's early literacy achievement including prepandemic levels and provide foundational support for SC READY reading and writing achievement in grades 3 through 5.	* Use iReady Reading and Language Handbook as TIer 1 Core Instructional Reading program * Provide professional development in Ready Reading, Oral Reading Fluency and Early Reading Tasks to support Tier 1 program Employ highly qualified paraprofessionals for Grades K-2 to provide instructional intervention support in each classroom. Utilize Fountas and Pinnell for Leveled Literacy Instruction (LLI) to support students who need moderate to significant interventions. * Employ highly qualified, certified reading interventionist for Tier 2 and Tier 3 student support. * Utilize Fountas and Pinnell guided reading lessons to develop comprehension and reading skills Utilize Oral Reading Fluency Assessments and Early Reading Tasks to screen students who may need additional support. Explicitly teach students to efficiently use sounds, letters, and words in foundational phonics and phonemic awareness instruction. *Provide weekly coaching and professional learning opportunities for reading instruction.	In the Spring of 2021, PDMSTA developed a plan to address mild and moderate learning lag by focusing on a more strategic, standards aligned instructional practice. This plan includes focusing on several key concepts including; deeply understanding standards, sequencing and pacing appropriately, developing success criteria, designing, segmenting and analyzing assessments, creating meaningful learning experiences and establishing standards mastery. These strategies are aligned to the best practices outlined in the SCTS 4.0 rubric. A strategic, intentional focus on clearly understanding our student's achievement levels and learning gaps is needed. In order to address this, teachers and staff will have 2 days of summer professional development that will include analyzing student data, identify students in need of TIer 2 and TIer 3 intervention, plan and strategize specifically for small group instruction and interventions to support foundational literacy concepts.	PDMSTA seeks to improve student achievement levels over the next two years.	ESSER Funds, Grant funds	Math	Increase or exceed the percentage of students projected on grade level or above in mathematics based on Spring iReady diagnostic results in grade 5 from 21% (2021) to 40% (2023). This gain will restore or improve PDMSTA's early mathematics achievement to prepandemic levels and provide foundational support for SC READY mathematics achievement in grades 6 through 8.	* Use Ready Classroom Math as TIer 1 Core Instructional Mathematics program * Provide professional development in Developing Mathematical Thinkers to support TIer 1 * Utilize FOCUS math to support students who need moderate to significant interventions. *Provide weekly coaching and professional learning opportunities for mathematics instruction.	In the Spring of 2021, PDMSTA developed a plan to address mild and moderate learning lag by focusing on a more strategic, standards aligned instructional practice. This plan includes focusing on several key concepts including; deeply understanding standards, sequencing and pacing appropriately, developing success criteria, designing, segmenting and analyzing assessments, creating meaningful learning experiences and establishing standards mastery. These strategies are aligned to the best practices outlined in the SCTS 4.0 rubric. A strategic, intentional focus on clearly understanding our student's achievement levels and learning gaps is needed. In order to address this, teachers and staff will have 2 days of summer professional development that will include analyzing student data, identify students in need of TIer 2 and TIer 3 intervention, plan and strategize specifically for small group instruction and interventions to support conceptual understanding in numeracy and number concepts.	PDMSTA seeks to improve student achievement levels over the next two years.	ESSER Funds, Grant Funds	ELA	Increase or exceed the percentage of students projected on grade level or above in Reading based on Spring iReady diagnostic results in grade 5 from 5% (2021) to 40% (2023) or above. This gain will restore or improve PDMSTA's elementary reading and writing achievement to prepandemic levels and provide support for SC READY reading and writing achievement in grades 6 through 8.	* Use iReady Reading and Language Handbook as TIer 1 Core Instructional Reading program * Provide professional development in Ready Reading, Oral Reading Fluency andToolsfor Scaffolding Comprehension to support Tier 1 program * Employ highly qualified, certified reading interventionist for Tier 2 and Tier 3 student support. * Utilize Fountas and Pinnell guided reading lessons to develop comprehension and reading skills Utilize Oral Reading Fluency Assessments to screen students who may need additional support. Provide weekly coaching and professional learning opportunities for reading instruction.	In the Spring of 2021, PDMSTA developed a plan to address mild and moderate learning lag by focusing on a more strategic, standards aligned instructional practice. This plan includes focusing on several key concepts including; deeply understanding standards, sequencing and pacing appropriately, developing success criteria, designing, segmenting and analyzing assessments, creating meaningful learning experiences and establishing standards mastery. These strategies are aligned to the best practices outlined in the SCTS 4.0 rubric. A strategic, intentional focus on clearly understanding our student's achievement levels and learning gaps is needed. In order to address this, teachers and staff will have 2 days of summer professional development that will include analyzing student data, identify students in need of TIer 2 and TIer 3 intervention, plan and strategize specifically for small group instruction and interventions to support comprehension and basic literacy skills.	PDMSTA seeks to improve student achievement levels over the next two years.	ESSER Funds, Grant Funds	iReady ELA and Mathematics Diagnostic Results- All Grades (Fall, Winter and Spring) Grade 1: • Fall: i-Ready Early Reading Task for Letter Naming Fluency of Mixed-Case Letter • Winter: i-Ready Early Reading Task for Letter Naming Fluency of Mixed-Case Letters • Spring: i-Ready Early Reading Task for Word Reading Fluency Offline Task Grade 2: • Fall: i-Ready Early Reading Task for Word Reading Fluency • Winter: i-Ready Oral Reading Fluency Benchmark Assessment • Spring: i-Ready Oral Reading Fluency Benchmark Assessment Fountas and Pinnell Assessment Data (students in TIer 2 and 3 intervention) CASE Benchmark Assessments- All Grades Mastery Connect’s Assessment Platform- All grades;Teacher created SC Standards aligned assessment items for planning and instructional monitoring.
12	Polaris Tech Charter School	Britton Scott	Director of Teaching and Learning	Math	Increase or exceed the percentage of students projected proficient or above grade level in mathematics based on MAP scores in grades 5-11 collectively from 21% (2021) to 31% (2023). This gain will restore and improve upon Polaris Tech’s math achievement from pre-pandemic levels.	Content and Credit Recovery Courses to be offered June 7-11, 2021 and June 14-18 for core subject areas. Elementary, Middle and High School students not on grade level according to the Fall NWEA Screening and/or Map Growth Assessment in the 2021-2022 School Year will be provided daily remediation and enrichment opportunities in Math through WIN (What I need) time during morning Flight Team classes. Math teachers will utilize IXL, Freckle, and USA Test Prep software programs in classrooms and during WIN time to increase personalized learning experiences and meet the students where they are based on their needs. Teachers in all grade levels will utilize small group instructional strategies learned through school-wide professional development sessions offered by content coaches, and heads of the ESOL and SPED departments. Staff training in visible learning through continuous professional development offered by the full time Instructional Coach (New Position). This allows for teachers to focus on strategies that have a large effect size on student learning. When teachers focus on the impact of their teaching and not solely on the content and how it is taught, we can increase their efficacy. This will increase student achievement. Data-focused coaching cycles will be implemented by the Instructional Coach and Reading Coach to build capacity in the teachers and their practice. Teachers will reflect on their practices and data and develop goals as a focus in the coaching cycle. Instructional Coach, Reading coach, ESOL Coordinator, and the SPED Coordinator will work with teachers to develop quality plans for instruction and tiered classroom intervention strategies. Instructional Coach, Reading coach, ESOL Coordinator, and the SPED Coordinator will train teachers in effective data collection and analysis from formative assessment to Instructional Coach, Reading coach, ESOL Coordinator, and the SPED Coordinator will model and utilize small group instruction for teachers Provide extended learning opportunities for students in need of additional support during the school year and summer Bi-weekly student-teacher conferences to discuss student progress, MAP goals and next steps. Utilize a progress monitoring tool (WIDA screener) to monitor language acquisition of multilingual learners (MLs). Use Rebounding and Reinvesting. Where the evidence points for accelerating learning (Almarode, J., Hattie, J., Fisher, D., & Frey, N., 2021) as a core Tier 1 instructional planning resource to ensure high effect size (more than a year's growth) instructional practices for all students.	Polaris Tech will address mild learning lag through Tier 1 instructional practices in the classroom. Teachers will work with our Instructional Coach, ESOL Coordinator, and SPED Coordinator to learn more about the Visible Learning research by Hattie and Corwin. The quality of the teacher and teaching is the most important controllable factor that impacts student learning (Rickards, Hattie, & Reid, 2021). Our biggest focus will be making sure our teachers are equipped with the best practices to give Tier 1 interventions in their classroom. Polaris Tech will address moderate learning lag through Tier 2 intervention utilizing WIN (What I need) time every morning in Flight Teams. Students who fall under Tier 2 intervention based on MAP growth data and classroom formative assessment data will work in small groups and one on one with classroom teachers during WIN time each morning. This time will be individualized based on each student's specific needs and will allow for a stronger foundation in the core skills needed. Polaris Tech will address significant learning lag through resource classes. These students will receive intervention not only through WIN time each morning but also during a resource period during the day. The various strategies listed above offer differentiation for each level of learning lag as well as personalized learning to meet their specific learning gaps. Teachers will work directly with students using targeted intervention strategies to help students in the areas they need the most help in. Throughout the school year, professional development sessions addressing specific student needs will be offered via the instructional coach, reading coach, and both the SPED and ESOL department heads. Professional development sessions will be determined by specific student and teacher needs, and will be tailored to its audience.	Polaris Tech seeks to restore student achievement to pre-pandemic levels over the next two years. An increase in the number of students 5 -11 grades projected proficient by spring 2023 will need to increase at an average rate of 5% annually to meet this goal.	State Funds, ESSER Funds, Other Federal Funds	ELA	Increase or exceed the percentage of students projected proficient or above grade level in reading based on MAP scores in grades 5-11 collectively from 37% (2021) to 47% (2023). This gain will restore and improve upon Polaris Tech’s math achievement from pre-pandemic levels.	Content and Credit Recovery Courses to be offered June 7-11, 2021 and June 14-18 for core subject areas. Elementary, Middle and High School students not on grade level according to the Fall NWEA Screening and/or Map Growth Assessment in the 2021-2022 School Year will be provided daily remediation and enrichment opportunities in ELA through WIN (What I need) time during morning Flight Team classes. ELA teachers will utilize IXL, Freckle, and USA Test Prep software programs in classrooms and during WIN time to increase personalized learning experiences and meet the students where they are based on their needs. Teachers in all grade levels will utilize small group instructional strategies learned through school-wide professional development sessions offered by content coaches, and heads of the ESOL and SPED departments. Staff training in visible learning through continuous professional development offered by the full time Instructional Coach (New Position). This allows for teachers to focus on strategies that have a large effect size on student learning. When teachers focus on the impact of their teaching and not solely on the content and how it is taught, we can increase their efficacy. This will increase student achievement. Data-focused coaching cycles will be implemented by the Instructional Coach and Reading Coach to build capacity in the teachers and their practice. Teachers will reflect on their practices and data and develop goals as a focus in the coaching cycle. Instructional Coach, Reading coach, ESOL Coordinator, and the SPED Coordinator will work with teachers to develop quality plans for instruction and tiered classroom intervention strategies. Provide extended learning opportunities for students in need of additional support during the school year and summer Bi-weekly student-teacher conferences to discuss student progress, MAP goals and next steps. Continue implementation of the Polaris Tech’s Reading Plan, started in the 2019-2020 school year Utilize a progress monitoring tool (WIDA screener) to monitor language acquisition of multilingual learners (MLs). Use Rebounding and Reinvesting. Where the evidence points for accelerating learning (Almarode, J., Hattie, J., Fisher, D., & Frey, N., 2021) as a core Tier 1 instructional planning resource to ensure high effect size (more than a year's growth) instructional practices for all students.	Polaris Tech will address mild learning lag through Tier 1 instructional practices in the classroom. Teachers will work with our Instructional Coach, ESOL Coordinator, and SPED Coordinator to learn more about the Visible Learning research by Hattie and Corwin. The quality of the teacher and teaching is the most important controllable factor that impacts student learning (Rickards, Hattie, & Reid, 2021). Our biggest focus will be making sure our teachers are equipped with the best practices to give Tier 1 interventions in their classroom. Polaris Tech will address moderate learning lag through Tier 2 intervention utilizing WIN (What I need) time every morning in Flight Teams. Students who fall under Tier 2 intervention based on MAP growth data and classroom formative assessment data will work in small groups and one on one with classroom teachers during WIN time each morning. This time will be individualized based on each student's specific needs and will allow for a stronger foundation in the core skills needed. Polaris Tech will address significant learning lag through resource classes. These students will receive intervention not only through WIN time each morning but also during a resource period during the day. The various strategies listed above offer differentiation for each level of learning lag as well as personalized learning to meet their specific learning gaps. Teachers will work directly with students using targeted intervention strategies to help students in the areas they need the most help in. Throughout the school year, professional development sessions addressing specific student needs will be offered via the instructional coach, reading coach, and both the SPED and ESOL department heads. Professional development sessions will be determined by specific student and teacher needs, and will be tailored to its audience.	Polaris Tech seeks to restore student achievement to pre-pandemic levels over the next two years. An increase in the number of students 5 -11 grades projected proficient by spring 2023 will need to increase at an average rate of 5% annually to meet this goal.	State Funds, ESSER Funds, Other federal funds	ELA	Increase or exceed the percentage of students projected proficient or above grade level in language usage based on MAP scores in grades 5-11 collectively from 32% (2021) to 42% (2023). This gain will restore and improve upon Polaris Tech’s math achievement from pre-pandemic levels.	Content and Credit Recovery Courses to be offered June 7-11, 2021 and June 14-18 for core subject areas. Elementary, Middle and High School students not on grade level according to the Fall NWEA Screening and/or Map Growth Assessment in the 2021-2022 School Year will be provided daily remediation and enrichment opportunities in both Math and ELA through WIN (What I need) time during morning Flight Team classes. ELA and Math teachers will utilize IXL, Freckle, and USA Test Prep software programs in classrooms and during WIN time to increase personalized learning experiences and meet the students where they are based on their needs. Teachers in all grade levels will utilize small group instructional strategies learned through school-wide professional development sessions offered by content coaches, and heads of the ESOL and SPED departments. Staff training in visible learning through continuous professional development offered by the full time Instructional Coach (New Position). This allows for teachers to focus on strategies that have a large effect size on student learning. When teachers focus on the impact of their teaching and not solely on the content and how it is taught, we can increase their efficacy. This will increase student achievement. Data-focused coaching cycles will be implemented by the Instructional Coach and Reading Coach to build capacity in the teachers and their practice. Teachers will reflect on their practices and data and develop goals as a focus in the coaching cycle. Instructional Coach, Reading coach, ESOL Coordinator, and the SPED Coordinator will work with teachers to develop quality plans for instruction and tiered classroom intervention strategies. Provide extended learning opportunities for students in need of additional support during the school year and summer Bi-weekly student-teacher conferences to discuss student progress, MAP goals and next steps. Continue implementation of the Polaris Tech’s Reading Plan, started in the 2019-2020 school year Utilize a progress monitoring tool (WIDA screener) to monitor language acquisition of multilingual learners (MLs). Use Rebounding and Reinvesting. Where the evidence points for accelerating learning (Almarode, J., Hattie, J., Fisher, D., & Frey, N., 2021) as a core Tier 1 instructional planning resource to ensure high effect size (more than a year's growth) instructional practices for all students. Continue to utilize New Tech Network’s Written Communication Rubric in giving feedback on student work	Polaris Tech will address mild learning lag through Tier 1 instructional practices in the classroom. Teachers will work with our Instructional Coach, ESOL Coordinator, and SPED Coordinator to learn more about the Visible Learning research by Hattie and Corwin. The quality of the teacher and teaching is the most important controllable factor that impacts student learning (Rickards, Hattie, & Reid, 2021). Our biggest focus will be making sure our teachers are equipped with the best practices to give Tier 1 interventions in their classroom. Polaris Tech will address moderate learning lag through Tier 2 intervention utilizing WIN (What I need) time every morning in Flight Teams. Students who fall under Tier 2 intervention based on MAP growth data and classroom formative assessment data will work in small groups and one on one with classroom teachers during WIN time each morning. This time will be individualized based on each student's specific needs and will allow for a stronger foundation in the core skills needed. Polaris Tech will address significant learning lag through resource classes. These students will receive intervention not only through WIN time each morning but also during a resource period during the day. The various strategies listed above offer differentiation for each level of learning lag as well as personalized learning to meet their specific learning gaps. Teachers will work directly with students using targeted intervention strategies to help students in the areas they need the most help in. Throughout the school year, professional development sessions addressing specific student needs will be offered via the instructional coach, reading coach, and both the SPED and ESOL department heads. Professional development sessions will be determined by specific student and teacher needs, and will be tailored to its audience.	Polaris Tech seeks to restore student achievement to pre-pandemic levels over the next two years. An increase in the number of students 5 -11 grades projected proficient by spring 2023 will need to increase at an average rate of 5% annually to meet this goal.	State Funds, ESSER Funds, Other Federal Funds							We will monitor and evaluate progress towards these goals through a monthly data team meeting. This team will include administrators, instructional coaches, SPED coordinator, ESOL coordinator, and teachers. MAP Growth assessments will occur 3 times each year in the Fall, Winter, and Spring.
13	SC Whitmore School	Michelle Bishop	Director of Compliance	Graduation Rate	SMART Goal #1 SC Whitmore School will increase the four-year graduation rate from 53.8% to 57.8% by July 15, 2022, as measured by the state report card.	SC Whitmore has purchased a new curriculum that includes specific interventions for students experiencing learning interruptions (My Path.).	Edgenuity MyPath is a research-based online intervention program for reading and math that delivers targeted, age-appropriate learning paths for secondary students. Every lesson uses a gradual-release instructional model, so students receive the exact instruction and practice they need at the moment they need it. My Path helps students improve reading comprehension and vocabulary, rebuild foundational number sense and fluency, and prepare for success in high school, college, and beyond. It includes a placement test to determine an Individualized Learning Path (ILP) for each student. Results are used to recommend a customized sequence of lessons that reinforce grade-level concepts, review lower-level skills, or expose advanced students to enrichment material. Support extends to students performing as low as a third-grade level, although content is written to be age-appropriate for middle and high school students. Students have access to a wide variety of tools and scaffolds designed to support learning and promote a deeper understanding of content. The interventions encourage the active reading of complex texts, while read alouds and lesson transcripts make content accessible to all students. Additional learning tools—such as eNotes, highlighters, and calculators—help students complete assignments.	August 2021-July 2022	State Funds, ESSER Funds	Increase Credits Earned	By the end of 2021-22 school year, students who failed one or more courses required for graduation will decrease from 26% to 10% with the use of credit recovery and content recovery classes.	SC Whitmore will offer a greater number of internal credit recovery and content recovery courses offered to students during the 2021-22 school year.	Students will be closely monitored for grades and pace in courses. Students who earn failing grades in courses will be evaluated before the final grade is given. They will be offered content recovery options in order to earn a passing grade in the course. The teacher and school counselor will work with the student to recover the content. If the student fails the course without the option for content recovery or content recovery fails, the student will immediately be given the opportunity to enter credit recovery. In the past, SCWS has had to rely on SC Virtual for credit recovery. Bringing into our curriculum system will allow us to offer credit recovery immediately as opposed to waiting for openings in Virtual SC.	August 2021-July 2022	State Funds													Each student is monitored individually to assess their progress through the course. My Path is an extension of the general education curriculum that is tailored to any level of learning interruption. Progress monitoring and skills-based reporting is included in the program. Teachers will receive professional development on the usage of the program. For content recovery, students are closely monitored by the teacher. Students struggling in classes are also referred to the Student Intervention Team. Progress reports are run every two weeks on the student to see pace and grades in each subject. As soon as the student finishes ¾ of a course, content recovery may begin. This should result in fewer students needing credit recovery. When credit recovery is needed, it will begin immediately following the issuing of a failing grade.
14	GREEN Charter School Upper Campus (7-12)	John Ozer	Principal	ELA, Math	Reading Comprehension SMART Goal 1: Students participating in the 2021-2022 Summer ELA Academic Recovery Program will complete all coursework and assessments assigned by the teacher in an attempt to improve reading comprehension skills and earn a passing grade for the program by the end of the four week session as measured by data tracking. Pre-Algebra SMART Goal 1: Students participating in the 2021-2022 Summer Pre-Algebra Academic Recovery Program will complete all coursework and assessments assigned by the teacher in an attempt to improve basic number operations and equation skills and earn a passing grade for the program by the end of the four-week session as measured by data tracking.	Strategies to Achieve for Pre-Algebra SMART Goal 1: Student conferences, data tracking, formative assessment via Q/A, practicing problems during the lesson, IXL assignments solving equations/inequalities and operations with rational numbers Strategies to Achieve Reading Comprehension Goal 1: Student conferencing, data tracking	Mild students who have earned just under 60% course grade, moderate would be students who have had increased absences this year which have affected their academic progress, significant learning lag represent students performing under grade level.	June 7,2021 - July 2, 2021	ESSER Funds	ELA, Math	Reading Comprehension SMART Goal 2: Students participating in the 2021-2022 Summer ELA Academic Recovery Program will improve their baseline reading comprehension diagnostic score by a minimum of 15% by the end of the four week program as measured by graded work and Edmentum / Study Island assessments. Pre-Algebra SMART Goal 2: Students participating in the 2021-2022 Summer Pre-Algebra Academic Recovery Program will improve their baseline real number skills diagnostic score by a minimum of 15% by the end of the four-week program as measured by graded work and Edmentum / Study Island assessments.	Strategies to Achieve for Reading Comprehension SMART Goal 2: Diagnostic, guided reading, text dependent analysis, cold reads, paired text analysis, formative and summative assessments Strategies to Achieve for Pre-Algebra SMART Goal 2: Diagnostic, post test, small groups, formative and summative assessments covering equations/inequalities and rational numbers, Kahoot, Quizizz, CK-12, and Quizlet	Mild students who have earned just under 60% course grade, moderate would be students who have had increased absences this year which have affected their academic progress, significant learning lag represent students performing under grade level.	June 7,2021 - July 2, 2021	ESSER Funds	ELA, Math	Writing - SMART Goal 3: Students participating in the 2021-2022 Summer ELA Academic Recovery Program will complete all coursework and assessments assigned by the teacher in an attempt to improve effective and targeted written communication and earn a passing grade for the program by the end of the four week session as measured by data tracking. Pre-Algebra SMART Goal 3: Students participating in the 2021-2022 Summer Pre-Algebra Academic Recovery Program will complete all coursework and assessments assigned by the teacher in an attempt to improve basic linear function comprehension and earn a passing grade for the program by the end of the four-week session as measured by data tracking.	Strategies to Achieve for Writing SMART Goal 3: Student conferencing, data tracking Strategies to Achieve for Pre-Algebra SMART Goal 3: Student conferences, data tracking, formative assessment via Q/A, practicing problems during the lesson, IXL assignments on slope and functions	Mild students who have earned just under 60% course grade, moderate would be students who have had increased absences this year which have affected their academic progress, significant learning lag represent students performing under grade level.	June 7,2021 - July 2, 2021	ESSER Funds	ELA, Math	Writing - SMART Goal 4: Students participating in the 2021-2022 Summer ELA Academic Recovery Program will respond to text dependent prompts and increase their written analysis and argumentation skills by a minimum of 15% by the end of the four week program as measured by graded work and rubric. Grammar and Language - SMART Goal 4: Students participating in the 2021-2022 Summer ELA Academic Recovery Program will improve their ability to implement grammar and usage rules in written responses with no more than 5 grammar errors by the end of the four week program as measured by graded work. Pre-Algebra SMART Goal 4: Students participating in the 2021-2022 Summer Pre-Algebra Academic Recovery Program will improve their functions diagnostic by a minimum of 15% by the end of the four-week program as measured by graded work and rubric. Students participating in the 2021-2022 Summer Pre-Algebra Academic Recovery Program will improve their Geometry diagnostic by a minimum of 15% by the end of the four-week program as measured by graded work and rubric. Geometry SMART Goal 4: Students participating in the 2021-2022 Summer Pre-Algebra Academic Recovery Program will complete all coursework and assessments assigned by the teacher in an attempt to improve baseline understanding of Geometric formulas and theorems and earn a passing grade for the program by the end of the four-week session as measured by data tracking.	Strategies to Achieve for Writing SMART Goal 4: Mentor TDA analysis, graphic organizer, argument tracers, using textual evidence, conferencing, formative and summative assessments Strategies to Achieve for Grammar and Language - SMART Goal 4: Rubrics, peer editing, conferencing, language usage and structure exercises, formative assessments Strategies to Achieve for Pre-Algebra SMART Goal 4: Diagnostic, post test, small groups, formative and summative assessments covering slope, relations, and functions, Kahoot, Quizizz, CK-12, and Quizlet. Strategies to Achieve for Geometry SMART Goal 4: Diagnostic, post test, small groups, formative and summative assessments covering slope, relations, and functions, Kahoot, Quizizz, CK-12, and Quizlet.	Mild students who have earned just under 60% course grade, moderate would be students who have had increased absences this year which have affected their academic progress, significant learning lag represent students performing under grade level.	June 7,2021 - July 2, 2021	ESSER Funds	ELA PROGRAM ASSESSMENTS The teacher will implement a variety of methods for assessing student progress. In addition to regular formative assessments, the teacher will use a variety of summative assessments to monitor student growth in reading comprehension, writing, and grammar and language concepts. In addition, the teacher will use data tracking to monitor student achievement. Students and parents will be able to track their growth in each of the program areas. Examples of assessments may include, but are not limited to: Reading Comprehension: Baseline Diagnostic, open-ended questions, text dependent responses, Socratic Circle activities, end of session post-test Writing And Grammar And Language: Baseline diagnostic, Journaling, extended response questions, editing, conferencing, post session summative assessment ELA ACADEMIC RECOVERY PROGRAM COMPLETION AND CREDIT Students who attend all sessions, successfully complete all course activities, meet each of the goals outlined for the program, and earn a minimum average of 70% on all coursework will pass the session and will be promoted to the next grade. Students who do not attend the summer session, who do not meet attendance requirements, or who do not meet the goals, or who do not attain a minimum average of 70% will not be eligible for promotion and will be re-enrolled in the same grade level for the 2021-2022 school year. PRE-ALGEBRA PROGRAM ASSESSMENTS The teacher will implement a variety of methods for assessing student progress. In addition to regular formative assessments, the teacher will use a variety of summative assessments to monitor student growth in the real numbers system, functions, and Geometry concepts. In addition, the teacher will use data tracking to monitor student achievement. Students and parents will be able to track their growth in each of the program areas. Examples of assessments may include, but are not limited to: Real Numbers System, Functions, and Geometry Baseline Diagnostic, short answer questions, vocabulary dependent extended response questions, Pair-Share, end of session post-test PRE-ALGEBRA ACADEMIC RECOVERY PROGRAM COMPLETION AND CREDIT Students who attend all sessions, successfully complete all course activities, meet each of the goals outlined for the program, and earn a minimum average of 70% on all coursework will pass the session and will be promoted to Algebra 1. Students who do not attend the summer session, who do not meet attendance requirements, or who do not meet the goals, or who do not attain a minimum average of 70% will not be eligible for promotion and will be re-enrolled in the same grade level for the 2021-2022 school year.
15	Greenville Technical Charter High School (GTCHS)	Mary Nell Anthony	Principal	Math	Students will achieve profiency in mathematics as indicated by growth in MAP scores, EOC results, and college and career-ready testing.	-All students will have access to Office Hours after school 1 day a week with a certified math teacher -Students who enter our school whose prior achievement and state testing indicate math is a weakness will be enrolled in a course to assist their acquisition of math skills (freshmen will take math daily instead of our traditional A/B schedule; sophomores and juniors will be enrolled in a Math Strategies course); this enables them to stay on grade level while receiving specific remediation as needed -All students will have access to USA TestPrep to assist them in learning strategies and skills needed for the EOC -All students will have access to a College-Ready Test Prep course prior to taking the ACT/SAT/WIN -Special Education students and those in the Math Strategies course will have access to ALEKS, a system designed to assess the strengths and weaknesses of a student and provide tutorial-style lessons to assist -All students will have their achievement tracked and support provided based on current progress: each progress report/quarter, reports will be pulled; students who are not being successful will meet with our AP of Student Services to create an Academic Assistance Plan that ensures the students are being provided additional support as needed. These supports are based on the student needs (i.e. for one student it may be checking in with his/her advisor; for another, it may be attending Smart Center after school to complete all homework prior to going home; for another it may be a need for one-on-one tutoring of specific skills). -Students who have not been successful in achieving credit for a mathematics course in this school year will have the opportunity to re-take the entire course or achieve credit recovery (based on initial performance) in June at no cost to the student for summer school. -All freshmen and all special education students will take MAP every fall and spring. -APEX will be utilized for unit recovery as needed throughout the school year for students who are not making adequate progress in the classroom in order to ensure on-time graduation. -Students who need APEX instruction or to take additional course work during the regular school year to achieve on-time graduation will be assigned a "Learning Lab" with a certified teacher who can assist them within the school day.	This is a multi-tiered approach. The supports for all students are proactive, ensuring that every student is able to access assistance in successfully mastering the ELA standards for his/her grade level. By regularly checking achievement data in courses based on progress reports and also using specific tests that permit us to see growth (MAP) as well as overall mastery (EOC / ACT / WIN / SAT), we are able to check to see who needs support along the way to master targeted skills. When a student is demonstrating a failure to master skills, the academic intervention plan will provide a personalized pathway to address learning loss.	Spring 2021-Summer 2023	State Funds, ESSER Funds, Other Federal Funds	ELA	Students will achieve profiency in ELA as indicated by growth in MAP scores, EOC results, and college and career-ready testing.	-All students will have access to Office Hours after school 1 day a week with a certified English teacher -Students who enter our school whose prior achievement and state testing indicate ELA is a weakness will be enrolled in a Literacy Strategies course -All students will have access to USA TestPrep to assist them in learning strategies and skills needed for the EOC -All students will have access to a College-Ready Test Prep course prior to taking the ACT/SAT/WIN -Special Education students will have access to Reading Plus, a system designed to improve fluency and comprehension of reading -All students will have their achievement tracked and support provided based on current progress: each progress report/quarter, reports will be pulled; students who are not being successful will meet with our AP of Student Services to create an Academic Assistance Plan that ensures the students are being provided additional support as needed. These supports are based on the student needs (i.e. for one student it may be checking in with his/her advisor; for another, it may be attending Smart Center after school to complete all homework prior to going home; for another it may be a need for one-on-one tutoring of specific skills). -Students who have not been successful in achieving credit for an ELA course in this school year will have the opportunity to re-take the entire course or achieve credit recovery (based on initial performance) in June at no cost to the student for summer school. -All freshmen and all special education students will take MAP every fall and spring. -APEX will be utilized for unit recovery as needed throughout the school year for students who are not making adequate progress in the classroom in order to ensure on-time graduation. -Students who need APEX instruction or to take additional course work during the regular school year to achieve on-time graduation will be assigned a "Learning Lab" with a certified teacher who can assist them within the school day.	This is a multi-tiered approach. The supports for all students are proactive, ensuring that every student is able to access assistance in successfully mastering the ELA standards for his/her grade level. By regularly checking achievement data in courses based on progress reports and also using specific tests that permit us to see growth (MAP) as well as overall mastery (EOC / ACT / WIN / SAT), we are able to check to see who needs support along the way to master targeted skills. When a student is demonstrating a failure to master skills, the academic intervention plan will provide a personalized pathway to address learning loss.	Spring 2021-Summer 2023	State Funds, ESSER Funds, Other federal funds													Data will be analyzed at multiple points throughout the year: -After Fall and Spring MAP assessments -At each progress report -Each summer with the analysis of state testing data -Each summer with the analysis of failure rates -In student led conferences each fall Our goal is always 100% of students meeting mastery (in this case, passing courses, passing EOC assessments, demonstrating growth in the MAP scores, Reading Plus, and ALEKS assessments, as well showing gains yearly in the achievement of students on ACT/SAT/WIN. However, progress towards these goals are also indicators that we are closing the learning gaps. So, for example, we take into account if 20% of students enter with below average SC Ready Scores but then 85% of our students pass the Algebra 1 EOC). We also use our annual achievement in credit acquisition as another indicator. So we track failure rates and on-time graduation rate as measures of progress. Each fall, all students participate in student led conferences where they analyze and reflect on their strengths and weakness and set annual goals for themselves that they share with their advisor and parents; in the spring IGP, they share their progress with their counselors and map a plan of courses for their high school career to help them meet their goals.
16	Greer Middle College Charter High School	Jessica McCraw	Assistant Principal/SpEd & 504 Coordinator	Math	By May 2022 school year, Greer Middle College Charter High School will increase the number of 9-12th grade students earning their math credit by 5% as measured by curriculum based assessments.	1. Students can attend after school office hours with their math teacher for small group reteaching/retesting. 2. Students can attend the math center for extra help with a certified math teacher and peer tutors to work on homework assignments, complete math projects, and or study for test. 3. Students can stay after school Mon-Thurs from 3-5 and work on math assignments in our Smart Center where a certified teacher is available to answer questions. 4. When a student scores below mastery (<80%) on a major assignment, the student can work with their math teachers during that teachers office hours, planning periods, before or after school, and or, during lunch to cover material the student has not yet mastered. Then the student can retest the material for an opportunity to earn the 80% for the major assignment grade.	Mild- The student will work with the classroom teacher to close learning gaps during office hours Moderate- The teacher will contact the parents and discuss a contract for mandatory office hours. Significant learning lag- referred to MTSS for tier 2-3 support. Contract between teacher, MTSS coordinator, student and parent, for mandatory office hours with a schedule of assignments with due date and mandatory bi-weekly meetings with MTSS coordinator, student and parent.	May 2022	State Funds, ESSER Funds, Other Federal Funds	ELA	By May 2022 school year, Greer Middle College Charter High School will increase the number of 9-12th grade students earning their English credit by 5% as measured by curriculum based assessments.	1. Students can attend after school office hours with their English teacher for small group reteaching/retesting. 2. Students can attend the Writing center for extra help with a certified English teacher and peer tutors to work on homework assignments, complete English projects, and or study for test. 3. Students can stay after school Mon-Thurs from 3-5 and work on English assignments in our Smart Center where a certified teacher is available to answer questions. 4. When a student scores below mastery (<80%) on a major assignment, the student can work with their English teachers during that teachers office hours, planning periods, before or after school, and or, during lunch to cover material the student has not yet mastered. Then the student can retest the material for an opportunity to earn the 80% for the major assignment grade.	Mild- The student will work with the classroom teacher to close learning gaps during office hours Moderate- The teacher will contact the parents and discuss a contract for mandatory office hours. Significant learning lag- referred to MTSS for tier 2-3 support. Contract between teacher, MTSS coordinator, student and parent, for mandatory office hours with a schedule of assignments with due date and mandatory bi-weekly meetings with MTSS coordinator, student and parent.	May 2022	State Funds, ESSER Funds, Other federal funds													Student progress will be evaluated on a quarterly bases as measured by curriculum based assessments reported on the students report card with an 80% mastery level.
17	High Point Academy	Christy Papala	Executive Director of Compliance and School Accountability	ELA, Early Childhood Reading Levels	Decrease the number of students that score Does Not Meet using the Fountas and Pinnell Benchmark in each grade level k-3 by 10% during the 21-22 school year.	-Teachers will increase their ELA block from 90 minutes per school day to a minimum of 120 minutes. This will benefit all levels of learning lag, mild, moderate, and significant. -Utilize the MTSS process already in place to identify students with significant learning lag. These students will spend up to 30 minutes per day, 5 days per week, with an interventionist using the LLI curriculum for reading intervention. The school will seek to hire additional interventionists to increase the capacity of this program. -Create one Multi-Age Classroom composed of students in grades 1-3. This room will have students of all ability levels, however, it will also be a tool that can assist students with moderate learning lag, as the teacher will have greater flexibility to place students in a broader range of ability groups. -Invite students to our Summer Reading Camp and increase the number of teachers serving in the camp to broaden capacity. Students with moderate and significant gaps based on their end of the year F&P levels will be invited to attend.	These are included in the question above	These strategies will begin during the summer of 2021 with plans to complete the goal by the end of the school year 2022.	ESSER Funds, Other Federal Funds, Grant Funds	High School EOCs- Algebra 1 and US History	By the end of the 2021-2022 academic school, we will increase End-of-Course (EOC) Testing pass rates in Algebra I by 10% (currently 51.5%) and US History by 40% (currently 9.6) based on the school report from the 2018-2019 school year.	Continue to observe the Algebra I and US History classes regularly and post-conference with teachers about the lessons observed. Meet with Algebra I and US History about the progress in each class utilizing assessment information from the teacher's SLO's. Teacher assessments from USATestPrep may be utilized or another form of an assessment program. Additionally, I will research more information about utilizing the MTSS process to have a greater impact on teacher instruction and address student lag which directly impacts the EOC scores. We will discuss the MTSS process and strategies regularly in grade-level meetings throughout the year.	These strategies will help us focus on the students in Tier 1, Tier 2, and Tier 3 as it relates to MTSS. The strategies will assist teachers with focusing on all students and providing more effective instruction to positively impact EOC scores.	2021-2022 School year	ESSER Funds, Other federal funds, Grant funds	ELA, Middle School	During the 2021-2022 iReady administration: All students will demonstrate adequate yearly growth from fall to spring testing in ELA.	Students will be monitored and assisted through the Response to Intervention (RTI) Process. RTI is a multi-tiered intervention strategy process aimed at identification and intervention for students at academic or behavioral risk. The goal of RTI is to identify and address academic and behavioral difficulties prior to student failure. Monitoring student progress to a series of increasingly intense interventions assists in preventing failure and provides data that may guide eligibility decisions for learning disabilities. Through small group instruction, teachers will address needs of individual students.	If student is showing slow progress, Tier 2 will be continued. If no progress has been documented, the student will move to Tier 3. Students will be served two days a week for 45 minutes each session (in place of Academic Arts). Students will remain in Tier 3 for 14-18 weeks, based on the F& P LLI recommendations.	Fall 2021 to Spring 2022 and during summer school	ESSER Funds, Other Federal Funds, Grant Funds							Data will be analyzed throughout the school year for evidence strategies are working or are not working. The team will make changes based on data meetings and progression or lack of progression of student growth.
18	Lakes and Bridges Charter School	Ashley Henderson	Reading Coach	ELA	75% of students will make one years growth as measured by MAP data.	With the use of various digital and print resources, along with small group intervention, students will meet one time a week to receive explicit differentiated instruction that accommodates all learning levels/tiers.	Through initial and continued benchmarking, we will identify each student's tier. The strategies will then address the learning lag individually through explicit differentiated instruction.	One school year - Fall to Spring	ESSER Funds, Grant Funds																			Students will be progress monitored biweekly throughout the school year and MAP testing Fall, Winter, and Spring.
19	Lead Academy	Chase Willingham	Executive Director	ELA	75% of students will meet their MAP ELA Growth goal from Fall 2020 to Fall 2021 as outlined by NWEA MAP. 85% of students will meet their growth goal from Winter 2020 to Winter 2021.	Whole group differentiated instruction along with targeted small group and individual interventions focused on students' areas of weakness as highlighted by MAP.	Whole group differentiation will address mild while small group and individual interventions will address moderate and Significant learning lag.	Goal will be assessed and plan adjusted in both fall and winter of 2021.	State Funds, ESSER Funds, Other Federal Funds	Math	75% of students will meet their MAP Math Growth goal from Fall 2020 to Fall 2021 as outlined by NWEA MAP. 85% of students will meet their growth goal from Winter 2020 to Winter 2021.	Whole group differentiated instruction along with targeted small group and individual interventions focused on students' areas of weakness as highlighted by MAP.	Whole group differentiation will address mild while small group and individual interventions will address moderate and Significant learning lag.	Goal will be assessed and plan adjusted in both fall and winter of 2021.	State Funds, ESSER Funds, Other federal funds													Academic leadership team will review MAP results after fall and winter windows close to identify students needing mild, moderate and significant interventions to adjust our intervention plan in context of progress towards our goal.
20	Legacy Early College -Elementary and Middle	Virginia Burrows	Managing Director of Academics 5k-12th	ELA	By Spring 2022, Legacy Elementary School will achieve an average ELA 1.2 Magnitude of Growth according to NWEA MAP Growth reports from Spring to Spring and meet or exceed the following subset goals: -1.5 average Magnitude of Growth for scholars in the bottom quartile in Spring 2021 -1.3 average Magnitude of Growth for scholars in the second quartile in Spring 2021 -1.1 average Magnitude of Growth for scholars in the third quartile in Spring 2021 -1.0 average Magnitude of Growth for scholars in the top quartile in Spring 2021	-Ensure excellent, grade-level-and-above instruction and content for every scholar, with extra instructional time for scholars who fell behind in 2020-2021 based on TE21/Masteryconnect Benchmark Data and Spring 2021 MAP -Launch a Summer Accelerated Learning Academy for scholars, in partnership with Teach for America, with a focus on ELA and Math -Raise the level of standards-aligned curriculum implementation and usage, with Expeditionary Learning-aligned teacher PD in SY 2021-2022 -Based on summer and baseline fall 2021 assessment data, create an accelerated learning program with during the school day intervention groups and extended day high-intensity tutoring for SY 2021-2022 -Hire a new Elementary RTI Coordinator to provide leadership and oversight of accelerated learning programs and to work with school leadership on the setting and tracking of scholar and school-level goals	-Research shows, and our experience proves, that scholars of all levels benefit from exposure to grade-level content and standards, supported by excellent, rigorous instruction in a culture of high expectations. -Scholars with significant learning loss need more time engaging in grade-level content and with inspiring, rigorous instruction -Our Summer Academy will be designed to prioritize scholars with the highest levels of learning loss. -In addition, we will create extra time in ELA instruction during the school year through extended time during the school day and after hours tutoring, with an instructional focus on key learning gaps according to grade-level standards mastery.	June 2021-June 2022	State Funds, ESSER Funds, Other Federal Funds, Grant Funds	Math	By Spring 2022, Legacy Elementary School will achieve an average Math 1.2 Magnitude of Growth according to NWEA MAP Growth reports from Spring to Spring and meet or exceed the following subset goals: -1.5 average Magnitude of Growth for scholars in the bottom quartile in Spring 2021 -1.3 average Magnitude of Growth for scholars in the second quartile in Spring 2021 -1.1 average Magnitude of Growth for scholars in the third quartile in Spring 2021 -1.0 average Magnitude of Growth for scholars in the top quartile in Spring 2021	-Ensure excellent, grade-level-and-above instruction and content for every scholar, with extra instructional time for scholars who fell behind in 2020-2021 based on TE21/MasteryConnect Benchmark data and Spring 2021 MAP -Launch a Summer Accelerated Learning Academy for scholars, in partnership with Teach for America, with a focus on ELA and Math -Raise the level of standards-aligned curriculum implementation and usage, with Eureka- and Zearn-aligned teacher PD in SY 2021-2022 -Based on summer and baseline fall 2021 assessment data, create an accelerated learning program with during the school day intervention groups and extended day high-intensity tutoring for SY 2021-2022 -Hire a new Elementary RTI Coordinator to provide leadership and oversight of accelerated learning programs and to work with school leadership on the setting and tracking of scholar and school-level goals	-Research shows, and our experience proves, that scholars of all levels benefit from exposure to grade-level content and standards, supported by excellent, rigorous instruction in a culture of high expectations. -Scholars with significant learning loss need more time engaging in grade-level content and with inspiring, rigorous instruction. -Our Summer Academy will be designed to prioritize scholars with the highest levels of learning loss. In addition, we will create extra time in Math instruction during the school year through extended time (day/weekend) and tutoring, with instructional focus on key learning gaps according to grade-level standards mastery. In addition, Zearn’s summer intensive program and in-year program is designed to accelerate math learning for all levels of students.	June 2021-June 2022	State Funds, ESSER Funds, Other federal funds, Grant funds	ELA	By Spring 2022, Final Middle School ELA Benchmark data will show an increase in scholars who scored “met” or “exemplary” by 25%.	-Ensure excellent, grade-level-and-above instruction and content for every scholar, with extra instructional time for scholars who fell behind in 2020-2021 based on Spring 2021 TE21/MasteryConnect Benchmark data -Launch an in person Summer Accelerated Learning Academy for scholars, in partnership with Teach for America, with a focus on ELA and Math -with additional support for our exceptional learners and multilingual scholars -Raise the level of standards-aligned curriculum implementation and usage, with school-based Guidebooks-aligned teacher PD in SY 2021-2022 -Based on summer and baseline fall 2021 assessment data, create an accelerated learning program with extended day, weekends, and high-intensity tutoring for SY 2021-2022 -Hire a new Middle School RTI Coordinator to provide leadership and oversight of accelerated learning programs and to work with school leadership on the setting and tracking of scholar and school-level goals	-Research shows, and our experience proves, that scholars of all levels benefit from exposure to grade-level content and standards, supported by excellent, rigorous instruction in a culture of high expectations. -Scholars with significant learning loss need more time engaging in grade-level content and with inspiring, rigorous instruction -Our Summer Academy will be designed to prioritize scholars with the highest levels of learning loss. -In addition, we will create extra time in ELA instruction during the school year through extended time (day/weekend) and tutoring, with instructional focus on key learning gaps according to grade-level standards mastery.	June 2021-June 2022	State Funds, ESSER Funds, Other Federal Funds, Grant Funds	Math	By Spring 2022, Final Middle School Math Benchmark data will show an increase in scholars who scored “met” or “exemplary” by 30%.	-Ensure excellent, grade-level-and-above instruction and content for every scholar, with extra instructional time for scholars who fell behind in 2020-2021 based on Spring 2021 TE21/MasteryConnect benchmark data -Launch an in person Summer Accelerated Learning Academy for scholars, in partnership with Teach for America, with a focus on ELA and Math -with additional support for our exceptional learners and multilingual scholars -Launch an in-person Summer Academy for scholars who are below grade level mastery in ELA and Math with additional support for our exceptional scholars and our multilingual scholars. -Raise the level of standards-aligned curriculum implementation and usage, with school-based Eureka-aligned teacher PD in SY 2021-2022 -Based on summer and baseline fall 2021 assessment data, create accelerated learning program with extended day, weekends, and high-intensity tutoring for SY 2021-2022 -Hire a new Middle School RTI Coordinator to provide leadership and oversight of accelerated learning programs and to work with school leadership on the setting and tracking of scholar and school-level goals	-Research shows, and our experience proves, that scholars of all levels benefit from exposure to grade-level content and standards, supported by excellent, rigorous instruction in a culture of high expectations. -Scholars with significant learning loss need more time engaging in grade-level content and with inspiring, rigorous instruction -Our Summer Academy will be designed to prioritize scholars with the highest levels of learning loss. -In addition, we will create extra time in Math instruction during the school year through extended time (day/weekend) and tutoring, with instructional focus on key learning gaps according to grade-level standards mastery.	June 2021-June 2022	State Funds, ESSER Funds, Other Federal Funds, Grant Funds	Elementary -MAP Spring 2021, Fall 2021, and Spring 2022 will be used to set and track goals. In addition, we will use Expeditionary Learning’s curriculum-embedded assessments and TE21/MasteryConnect Benchmarks to set and track scholar and school-level goals and progress in order to make instructional adjustments during the time period. -MAP Spring 2021, Fall 2021, and Spring 2022 will be used to set and track goals. In addition, we will use Zearn and Eureka curriculum-embedded assessments and TE21/MasteryConnect Benchmarks to set and track scholar and school-level goals and progress and to make instructional adjustments during the time period. Middle -TE21/MasteryConnect Spring 2021, Fall 2021, Winter 2021 and Spring 2022 will be used to set and track goals. In addition, we will use GuideBooks’ curriculum-embedded assessments to track scholar progress and make adjustments in lessons, as needed. -TE21/MasteryConnect Spring 2021, Fall 2021, Winter 2021 and Spring 2022 will be used to set and track goals. In addition, we will use Eureka’s curriculum-embedded assessments to track scholar progress and make adjustments.
21	Legacy Early College -High School	Virginia Burrows	Managing Director of Academics 5k-12th	Math	By Spring 2022, Legacy High School scholars who score a C or higher on the Algebra Final Benchmark and EOC will show an increase by 20%.	-Ensure excellent, grade-level-and-above instruction and content for every scholar, with extra instructional time for scholars who fell behind in 2020-2021 based on Spring 2021 TE21/MasteryConnect Benchmark data -Launch an in-person Summer Academy for scholars who are below grade level mastery in ELA and Math with additional support for our exceptional scholars and our multilingual scholars -Raise the level of standards-aligned curriculum implementation and usage, with Eureka-aligned teacher PD in SY 2021-2022 -Based on summer and baseline fall 2021 assessment data, create an accelerated learning program with extended day, weekends, and high-intensity tutoring for SY 2021-2022 -Hire a new High School RTI Coordinator to provide leadership and oversight of accelerated learning programs and to work with school leadership on the setting and tracking of scholar and school-level goals -Provide a Foundation of Algebra class for scholars who need additional intervention in the 9th grade.	-Research shows, and our experience proves, that scholars of all levels benefit from exposure to grade-level content and standards, supported by excellent, rigorous instruction in a culture of high expectations. -Scholars with significant learning loss need more time engaging in grade-level content and with inspiring, rigorous instruction -Our Summer Academy will be designed to prioritize scholars with the highest levels of learning loss. -In addition, we will create extra time in Math instruction during the school year through extended time (day/weekend) and tutoring, with instructional focus on key learning gaps according to grade-level standards mastery.	June 2021-June 2022	State Funds, ESSER Funds, Other Federal Funds, Grant Funds	ELA	By Spring 2022, Legacy High School scholars who score a C or higher on the English Final Benchmark and EOC will show an increase by 20%.	-Ensure excellent, grade-level-and-above instruction and content for every scholar, with extra instructional time for scholars who fell behind in 2020-2021 based on Spring 2021 TE21/MasteryConnect Benchmark data -Raise the level of standards-aligned curriculum implementation and usage, with Guidebooks-aligned teacher PD in SY 2021-2022 -Based on summer and baseline fall 2021 assessment data, create an accelerated learning program with extended day, weekends, and high-intensity tutoring for SY 2021-2022 -Hire a new High School RTI Coordinator to provide leadership and oversight of accelerated learning programs and to work with school leadership on the setting and tracking of scholar and school-level goals -Hire a new ELA Chair/Coach with proven results and experience in Guidebooks ELA to support teacher growth in providing high quality instruction	-Research shows, and our experience proves, that scholars of all levels benefit from exposure to grade-level content and standards, supported by excellent, rigorous instruction in a culture of high expectations. -Scholars with significant learning loss need more time engaging in grade-level content and with inspiring, rigorous instruction -Our Summer Academy will be designed to prioritize scholars with the highest levels of learning loss. -In addition, we will create extra time in English instruction during the school year through extended time (day/weekend) and tutoring, with instructional focus on key learning gaps according to grade-level standards mastery.	June 2021-June 2022	State Funds, ESSER Funds, Other federal funds, Grant funds													-TE21/MasteryConnect Spring 2021, Fall 2021, Winter 2021 and Spring 2022 will be used to set and track goals. In addition, we will use Eureka’s curriculum-embedded assessments to track scholar progress and make adjustments. -TE21/MasteryConnect Spring 2021, Fall 2021, Winter 2021 and Spring 2022 will be used to set and track goals. In addition, we will use Guidebooks’ curriculum-embedded assessments to track scholar progress and make adjustments.
22	Lowcountry Montessori School	Becky Shaffer	Special Education Coordinator next year: Assistant Director	Math	May 2022, 75% of Lowcountry Montessori Students, grades 1st-8th will increase their math proficiency by an average of one year growth per student as measured by growth from fall MAP scores to Spring MAP scores.	Daily math problems with explicit instruction, add math word problems to the back of Montessori materials, teaching math vocabulary, Small group lessons, Individual weekly remedial lessons 3 x a week in class and small group math intervention with math interventionist at least 3 x a week	These strategies cover each tier: daily math problems with explicit instructions addresses all tiers, moderate and significant learning lag is covered with in class interventions and math interventionist	One year	State Funds, Other Federal Funds																			We plan to give students curriculum based measures throughout the year every 4 weeks to see if they are making growth.
23	Meyer Center	Elizabeth Bridges	Education Director	ELA	By the end of the 2021-2022 school year, pre and post curriculum based assessment benchmarks will be administered in the fall of 2021 and spring of 2022, and this data will reflect an overall average growth in ELA benchmark scores of 3 points or higher for students in 4k - 2nd grade.	The Education Department will use additional planning time over the summer in order to develop a scope and sequence for all levels of the multi-categorical classes at The Meyer Center. Scope and Sequence professional development will be provided to faculty through one on one meetings and departmental meetings throughout the school year. The Education Department will further standardize the curriculum based benchmark utilized to track performance in the area of pre-academic readiness and reading. The Education Department will provide data three times during the year; fall, winter, and spring, in order to analyze growth and instructional goals related to student achievement.	The strategies provided are designed to differentiate instruction and assessment of our special needs population. Due to the fact we were open for the entire 2020-2021 school year, at five days a week, for the majority of our student population, learning lags do not reflect school closures or missed instruction, but instead reflect their developmental delays based on their disability.	July 2021 - June 2021	Other Federal Funds, Grant Funds	Math	By the end of the 2021-2022 school year, pre and post curriculum based assessment benchmarks will be administered in the fall of 2021 and spring of 2022, and this data will reflect an overall average growth in math benchmark scores of 3 points or higher for students in 4k - 2nd grade.	The Education Department will use additional planning time over the summer in order to develop a scope and sequence for all levels of the multi-categorical classes at The Meyer Center. Scope and Sequence professional development will be provided to faculty through one on one meetings and departmental meetings throughout the school year. The Education Department will further standardize the curriculum based benchmark utilized to track performance in the area of pre-academic readiness and reading. The Education Department will provide data three times during the year; fall, winter, and spring, in order to analyze growth and instructional goals related to student achievement. The Education Department will pilot a math curriculum designed to instruct students with special needs.	The strategies provided are designed to differentiate instruction and assessment of our special needs population. Due to the fact we were open for the entire 2020-2021 school year, at five days a week, for the majority of our student population, learning lags do not reflect school closures or missed instruction, but instead reflect their developmental delays based on their disability.	July 2021 - Jun2 2022	Other federal funds, Grant funds													Students will participate in progress monitoring of individual learning goals each nine weeks. Students will be administered the ELA and math benchmarks in the fall, winter, and spring of the 2021-2022 school year.
24	Midlands Arts Conservatory	Bradford Tillman	Head of School	ELA	Ninety percent of students will meet their projected growth goal in the MAP Reading assessment from Fall 2021 to Spring 2022. Projected growth goal will be determined by the MAP system.	1. Professional Development to address analyzing MAP data after the Fall MAP assessment. 2. Schedule times for each English teacher to set goals with their students based on Fall MAP data. 3. Create the SLO for English teachers around meeting their MAP goal. 4. PowerSchool assignment in English class for participating in MAP. 5. Intervention Period based on need that will meet daily and will be led by a certified English teacher. 6. Schedule times for each English teacher to re-evaluate after the winter MAP assessment and set goals with their students for the Spring assessment. 7. Celebrate with the students who met their goal at the Winter assessment by giving out a treat/prize to all who met their goal. 8. Schedule times after the Spring MAP assessment to help the students take ownership of their scores and celebrate their successes with them. 9. Celebrate with the students who met their goal at the Spring assessment by giving out a treat/prize to all who met their goal. 10. Evaluate the process at the end of the year for effectiveness.	Mild learning lag will be addressed in each strategy. Moderate and Significant learning lag will be addressed in each but will be focused in on these groups during the intervention periods.	2021-2022 school year	State Funds, ESSER Funds	ELA	Ninety percent of students not in the “On Track,” “Meets Expectations,” or “Exceeds Expectations” projected proficiency measurement according to the MAP Reading Spring 2021 assessment, will move to the next tier up by the Spring 2022 assessment.	1. Professional Development to address analyzing MAP data after the Fall MAP assessment. 2. PowerSchool assignment in English class for participating in MAP. 3. Intervention Period based on need that will meet daily and will be led by a certified English teacher. 4. Intervention Period for 9th and 10th graders will focus on getting extra help in content areas based on current grades. Could include SAT/ACT Prep work. 5. Celebrate with the students who met their goal at the Winter assessment by giving out a treat/prize to all who met their goal. 6. Schedule times after the Spring MAP assessment to help the students take ownership of their scores and celebrate their successes with them. 7. Celebrate with the students who met their goal at the Spring assessment by giving out a treat/prize to all who met their goal. 8. Evaluate the process at the end of the year for effectiveness.	Mild learning lag will be addressed in each strategy. Moderate and Significant learning lag will be addressed in each but will be focused in on these groups during the intervention periods.	2021-2022 School Year	State Funds, ESSER Funds	Math	Ninety percent of students will meet their projected growth goal in the MAP Math assessment from Fall 2021 to Spring 2022.	1. Professional Development to address analyzing MAP data after the Fall MAP assessment. 2. Schedule times for each Math teacher to set goals with their students based on Fall MAP data. 3. Create the SLO for Math teachers around meeting their MAP goal. 4. PowerSchool assignment in Math class for participating in MAP. 5. Intervention Period based on need that will meet daily and will be led by a certified Math teacher. 6. Schedule times for each Math teacher to re-evaluate after the winter MAP assessment and set goals with their students for the Spring assessment. 7. Celebrate with the students who met their goal at the Winter assessment by giving out a treat/prize to all who met their goal. 8. Schedule times after the Spring MAP assessment to help the students take ownership of their scores and celebrate their successes with them. 9. Celebrate with the students who met their goal at the Spring assessment by giving out a treat/prize to all who met their goal. 10. Evaluate the process at the end of the year for effectiveness.	Mild learning lag will be addressed in each strategy. Moderate and Significant learning lag will be addressed in each but will be focused in on these groups during the intervention periods.	2021-2022 School Year	State Funds, ESSER Funds	Math	Ninety percent of students not in the “On Track,” “Meets Expectations,” or “Exceeds Expectations” projected proficiency measurement according to the MAP Math Spring 2021 assessment, will move to the next tier up by the Spring 2022 assessment.	1. Professional Development to address analyzing MAP data after the Fall MAP assessment. 2. PowerSchool assignment in Math class for participating in MAP. 3. Intervention Period based on need that will meet daily and will be led by a certified Math teacher. 4. Intervention Period for 9th and 10th graders will focus on getting extra help in content areas based on current grades. Could include SAT/ACT Prep work. 5. Celebrate with the students who met their goal at the Winter assessment by giving out a treat/prize to all who met their goal. 6. Schedule times after the Spring MAP assessment to help the students take ownership of their scores and celebrate their successes with them. 7. Celebrate with the students who met their goal at the Spring assessment by giving out a treat/prize to all who met their goal. 8. Evaluate the process at the end of the year for effectiveness.	Mild learning lag will be addressed in each strategy. Moderate and Significant learning lag will be addressed in each but will be focused in on these groups during the intervention periods.	2021-2022 School Year	State Funds, ESSER Funds	Teachers will analyze MAP data after each assessment. We will also monitor in the classroom with teacher assessments for progress from week to week.
25	Midlands Middle College	Laurie Lee	Assistant Principal	Current student course failure	Given assistance from MMC staff and opportunity for support, 85% of the students who have failed one or more classes this school year, will recover one or more of those courses needed for graduation as measured through passing grades on credit recovery opportunities.	Over the two semesters of the 2020-2021 school year, 15 students participating in the face to face model failed 1 or more courses needed for graduation. Of those participating in the fully virtual model, 7 students failed 1 or more courses needed for graduation. MMC does not typically offer a virtual learning model. This was in place this year in response to the Covid-19 pandemic. MMC will offer a summer program requiring students who did not pass courses needed to graduate to attend at least one of two offered in person instructional days each week. A certified high school teacher will be available both days to provide individualized instruction and assistance to students. Courses will be accessed via the Virtual SC program, Khan Academy, or Google classroom. MMC will return to not offering a fully virtual learning model. Our students will continue to have access to virtual courses through Virtual SC, however, they must attend classes on campus.	Students will receive instruction and assistance matching their individualized tier of need. The teacher on staff will be available to supplement instruction to fill gaps as needed throughout the course. Students needing less support will be allowed to work at their own pace with follow-up from the teacher.	June through July 2021. The school will be closed one week in July in observance of the July 4th holiday.	ESSER Funds	Dual Enrollment Success	Through targeted instruction and assistance, 100% of the students enrolled in dual enrollment courses will complete the course with at least a passing grade as measured through end of course grades.	In the spring semester of 2021, 32 students participated in dual enrollment courses through Midlands Technical College taking one or more courses. Of those courses, there were 3 failures, 8 withdrawals, and two scores of unsatisfactory. In response to the Covid-19 pandemic, Midlands Tech offered the majority of their courses through virtual platforms. Students had a good deal of difficulty navigating the college courses on that platform. Dual enrollment courses are completely paid for by MMC and are used to meet graduation requirements. Successful dual enrollment participation is one of MMC’s school goals. To address the success rate of dual enrollment completion, MMC is developing an elective course to be offered beginning the fall of 2021. This course will address the skills needed for successful transition to the college setting and completion of courses. Students who have unsuccessfully attempted a college course this year will be required to take this elective either before or concurrently with taking more dual enrollment courses. This course will address all aspects of being successful in these courses ranging from time management to navigating course expectations and professor teaching styles. Components of this course will also be shared across the MMC staff to be taught within the other courses offered. In conjunction with this course, students enrolled in dual enrollment courses will be required to participate in weekly structured, face to face check-ins with the designated dual enrollment contact on the MMC staff. These meetings will ensure the student is understanding the expectations of their course and navigating these well.	While dual enrollment typically connotes the higher level students in a school, MMC makes this opportunity available to all students regardless of tier. Students in tier 2 or 3 may be more likely to take the hands-on courses which appeal to their occupational interests, such as welding or building construction. All students will receive targeted support and assistance.	This course will be developed by mid July to be approved by the MMC administration and board of directors. It will be on the schedule with full participation in the fall of 2021.	State Funds, ESSER Funds	New undercredited students	Given support and targeted instructional opportunities, 70% of the undercredited students enrolled by September 1 will gain the needed credits to be in their appropriate grade cohort by the end of the 2021-2022 school year as measured through grade reports and transcripts.	Due to the nature of our school, MMC works with students who are behind in their credits for graduation up to a year or more. These students come to us having failed a previous grade or simply undercredited. This year will be no exception. We have already had numerous students reach out to enroll in the fall who have fallen behind in the past year due to the Covid-19 pandemic. Many of these students simply need to participate in credit recovery opportunities while some are required to retake the course failed. MMC has always had flexible options to assist students in getting back on track. This year, working in the pandemic has taught us a lot. Students need structure and support in navigating the expectations of their courses. This is especially important for our undercredited students who are trying to catch up. To address this need for support, MMC has added a 4th block on to the daily schedule for next year. This block will be particularly for students participating in credit recovery classes or virtual school courses. Students will be assigned to the staff member who teaches the course they are working on; for example, geometry credit recovery will be assigned to the geometry teacher. During this block, students will receive additional instruction as needed and support to stay focused and on track. As students complete courses, teachers will sign off on the scores and move students to the next teacher and course. MMC added this plan during the spring semester and with good success for the participating students. MMC also offers Personalized Learning Time every Friday for students to work with teachers and get additional assistance. Another strategy to be put in place will be to increase the use of the RTI process. The Special Services Teacher/Coordinator will provide targeted instruction and assistance during the school day to students in tier 2 or 3.	These strategies target across all three tiers as student assistance is provided individually and based upon the individual needs.	This goal will span the 2021-2022 school year.	State Funds, ESSER Funds							Progress toward these goals will be monitored throughout the year through targeted data collection. Student grades will be monitored by all teachers, administrators, and counselors regularly. Students found to be falling behind on meeting these goals will meet with administration to determine the best course of action for getting back on track toward success.
26	NEXT High School	Cathy Kamieniecki	Assistant Principal	All subjects	Implement effective PLCs	Use Corwin PLC+ to develop and implement effective and efficient PLCs throughout our school.	Teachers will regularly analyze MAP, EOC, SC Ready, and classroom data sources to develop MTSS plans for students who need support beyond Tier 1.	2 year - Corwin will begin training July 29-30, 2021 and support us through the 2022-2023 school year.	State Funds	ELA, Math, Science	MAP implementation across ELA, Math, and Science with directed communication with students to drive improvement.	After taking the initial MAP assessment in August, all teachers will determine in what areas students may need additional supports. Dedicated time each week will be used to assist in basic skill instruction and support for students who are below grade level in Math and ELA MAP will be administered again in December and April to determine growth and continued needs for support.	Using MAP data from the beginning of the year will allow teachers to guide supports based on individual student needs. As we continue administering MAP, we will be able to assess what supports are successful for growth and which need to be adjusted.	2 years to begin MAP administration and determine most effective support strategies.	State Funds	Teacher certification/ effectiveness	Increase teacher certification percentage and improve support system for instructional improvements.	We will require all teachers to be certified or in the process of getting certified by August 2021. Additional instructional supports will be in place based on individual teacher needs, which will be assessed through regular observations of all teaching staff. Each teacher will be observed no less than 2 times per month, and observers will meet to discuss needs for improvement based on observation data from the eleot observation tool. PD will be designed to improve both overall student engagement and target specific needs of teachers as appropriate.	We will use research based instructional practices to drive student learning growth based on teachers' individual classroom needs.	2 years - adjustments to process will made after assessment of year one success.	State Funds							We will meet regularly as a leadership team to assess observation, MAP, and achievement data to determine if changes need to be made to improve student learning outcomes.
27	Palmetto Scholars Academy	Destiny Grant	Assistant Principal of Operations	Both ELA and Math	Complete Data System: Collect, interpret, and analyze data GOAL 1: By August 17th, 2021, 100% of Palmetto Scholars Academy teachers will have completed Professional Development on collecting, interpreting, and analyzing data.	Strategies to Achieve Goal #1 Host staff/grade level meeting: Admin will host a professional development meeting prior to the start of the 21-22 SY. This meeting will be held between May and August of 2021.	Goal 1: How do these strategies address each tier of mild, moderate, and significant learning lag?: This goal will provide teachers with the training and tools needed to identify learning gaps in each tier using a variety of data sources such as; MAP, SC Ready and Pass, EOC, classroom level grades, demographics, student accommodations, attendance data, national test scores, etc.	Goal #1 Timeline: between May and August of 2021	ESSER Funds	Both	Targeted Interventions: Data informed decision making and improving student learning GOAL 2: By September 13th, 2021, 100% of PSA teachers will have developed standard learning objectives that are tiered by mild, moderate and significant remediation goals.	Strategies to Achieve Goal #2: Provide professional development on the creation of the SLOs as well as the tools to measure accountability.	Goal 2: How do these strategies address each tier of mild, moderate, and significant learning lag?: SLOs will be tiered to meet the needs of students utilizing evidence based interventions.	Goal #2 Timeline: 2021-2022 SY	Other federal funds	Both	Community Key supports: All stakeholders are responsible for the success of every student within the PSA community GOAL 3: By July 2nd, 2021 administration will develop a master schedule that permits time to be allocated to increasing community engagement.	Strategies to Achieve Goal #2: Coffee with Administrators, State standard based content/credit recovery, LEAP/LEAD days (LEAP:Academic Enrichment, LEAD: College and Career development), Academic leadership course offerings to target student development of successful learning habits.	Goal 3: How do these strategies address each tier of mild, moderate, and significant learning lag?: These opportunities provide engagement opportunities for multi-tiered students within their level of need. Specialized grouping will take place to combat inequities as identified by the trends in data analysis.	Goal #3 Timeline: 2021-2022 SY	State Funds							Goal #1 Briefly describe your plans to evaluate progress towards these goals: 100% faculty attendance at the PD. Quarterly Admin/department level meetings to evaluate the ongoing improvement/implementation of effective data collection and usage. Goal #2 Briefly describe your plans to evaluate progress towards these goals: Formal teacher observations, informal teacher observations, peer to peer observations and planning, new teacher mentorship. Goal # 3 Briefly describe your plans to evaluate progress towards these goals: Establishment of a school improvement committee who will use continuous data collection and analysis from all stakeholders to continue to address gaps in student achievement and focus efforts on school priorities.
28	Pee Dee Math Science and Technology Academy	Dr. Meredith Taylor	Director of Academics	ELA	By May 2022, PDMSTA will increase the number of students on or above grade level in Reading to 75% or higher as measured by the iReady diagnostic. Baseline data 64%	Students performing below grade level will be given the oral reading fluency assessment and grouped for guided reading groups with the assistance of an interventionist. Classroom teachers will provide intervention in small groups for Tier 1 and beginning of Tier 2.	Students will be grouped according to overall placement and domain specific needs. The domain needs will be addressed in small groups.	Initial diagnostic August 2021, Mid year diagnostic December/January, End of Year May	State Funds, Other Federal Funds	Math	By May 2022, PDMSTA will increase the number of students in math scoring on or above grade level to 75% or higher as measured by the iReady diagnostic. Baseline data 68%	Classroom teachers will provide intervention in small groups for Tier 1 and beginning of Tier 2 students. They will utilize the instructional grouping and prerequisite reports to specialize lessons for students.	Students will be grouped according to overall placement and domain specific needs. The domain needs will be addressed in small groups.	August- Initial Diagnostic, December/January-Midyear Diagnostic, May-End of Yer Diagnostic	State Funds, Other federal funds													Students are given daily time to work on instructional pathways with personalized instructions. These expectations are for students to work 45 minutes per subject per week with a 70% pass rate. These reports are pulled weekly for monitoring by teachers and administrators and benchmarked quarterly.
29	Polaris Tech Charter School	Brandi Boseman	Director of Teaching and Learning; Interim Executive Director	ELA	By Spring 2022, Polaris Tech Charter School students in grades 5-12 will meet their ELA Grade-Level Norms Projected Growth from the Spring 2021 term as a result of the 2020-2021 school year COVID pandemic.	Content and Credit Recovery Courses to be offered June 7-11, 2021 and June 14-18 for core subject areas. All students will be assessed utilizing the NWEA Map Screening Assessments for Reading and during the 2021-2022 school year LEAP Days to determine current RIT levels based on 2020 Norms. Elementary and Middle School students not on grade level according to the Fall NWEA Screening and/or Map Growth Assessment in the 2021-2022 School Year will be enrolled in Reading Assistance electives. High School students not on grade level according to the Fall NWEA Screening and/or Map Growth Assessment in the 2021-2022 School Year will be enrolled in the Secondary Literacy elective to improve their reading and/or Creative Writing elective to improve their writing. All students will be assessed utilizing the NWEA Map Growth Assessments 3x per year (Fall, Winter, Spring) and moved in and out of assistance classes as needed throughout the 2021-2022 school year. ELA teachers will utilize IXL software in classrooms daily to increase personalized learning experiences. Teachers attend professional development sessions to learn strategies to address achievement gaps.	The various strategies listed above offer differentiation for each level of learning lag as well as personalized learning (identified using IXL) to meet their specific gaps. MTSS strategies as reported each year will also be utilized such as small groups in classrooms, etc.	Summer 2021 - Spring 2022	State Funds, ESSER Funds	Math	By Spring 2022, Polaris Tech Charter School students in grades 5-12 will meet their Math Grade-Level Norms Projected Growth from the Spring 2021 term as a result of the 2020-2021 school year COVID pandemic.	Content and Credit Recovery Courses to be offered June 7-11, 2021 and June 14-18 for core subject areas. All students will be assessed utilizing the NWEA Map Screening Assessments for Math during the 2021-2022 school year LEAP Days to determine current RIT levels based on 2020 Norms. Elementary and Middle School students not on grade level according to the Fall NWEA Screening and/or Map Growth Assessment in the 2021-2022 School Year will be enrolled in Math Assistance electives. All students will be assessed utilizing the NWEA Map Growth Assessments 3x per year (Fall, Winter, Spring) and moved in and out of assistance classes as needed throughout the 2021-2022 school year. Math teachers will utilize IXL software in classrooms daily to increase personalized learning experiences. Teachers attend professional development sessions to learn strategies to address achievement gaps.	The various strategies listed above offer differentiation for each level of learning lag as well as personalized learning (identified using IXL) to meet their specific gaps. MTSS strategies as reported each year will also be utilized such as small groups in classrooms, etc.	Summer 2021 - Spring 2022	State Funds, ESSER Funds													Progress will be evaluated 3x year (Fall, Winter, Spring) utilizing NWEA Map Growth Assessments.
30	Renaissance Collegiate Academy	Hugh Harmon	Executive Director	ELA	By May 2022 school year, Renaissance Collegiate Academy will increase by 10 percent the number of 1st grade students scoring in the SC Ready Mid-High to High Achievement Quartile in reading as measured on the MAP/NWEA reading assessment (MAP K-2). Baseline Data: 2020-21 SY: 54% of 1st grade students are reading at a mid-high to high achievement quartile level in reading as measured on the MAP/NWEA (Map K-2) reading assessment by March 2021. SC Ready score quartile predictor grades will be used annually to measure progress toward goal.	-Weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus Oral Reading Fluency probes. -Bi-weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus timed cloze reading passages. -Weekly progress monitoring of students in recognizing grade level specific sight words from the Dolch word lists. -Daily afterschool program focused on Reading and English Language Arts using STAR testing software.	Strategy #1 addresses the students that are in mild to moderate achievement levels in vocabulary knowledge and word recognition skills. Strategy #2 addresses the students that are in low to mild or moderate achievement levels in Reading Comprehension, by increasing their understanding of vocabulary and connecting meaning to the context of the passage. Strategy #3 addresses the students that are in low to mild or moderate achievement levels in recognition of sight words that are frequently encountered in both reading and conversation. Strategy #4 reinforces daily instruction and aids students in developing reading skills across the tiers.	Strategies will be incorporated in instruction for an entire academic year, and progress toward goals will be assessed in Fall 2021, Winter 2021 and Spring 2022.	State Funds, ESSER Funds, Other Federal Funds	ELA	By May 2022 school year, Renaissance Collegiate Academy will increase by 10 percent the number of 2nd grade students scoring in the SC Ready Mid-High to High Achievement Quartile in reading as measured on the MAP/NWEA reading assessment (MAP K-2). Baseline Data: 2020-21 SY: 50% of 2nd grade students are reading at a mid-high to high achievement quartile level in reading as measured on the MAP/NWEA (Map K-2) reading assessment by March 2021. SC Ready score quartile predictor grades will be used annually to measure progress toward goal.	-Weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus Oral Reading Fluency probes. -Bi-weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus timed cloze reading passages. -Weekly progress monitoring of students in recognizing grade level specific sight words from the Dolch word lists. -Daily afterschool program focused on Reading and English Language Arts using STAR testing software.	Strategy #1 addresses the students that are in mild to moderate achievement levels in vocabulary knowledge and word recognition skills. Strategy #2 addresses the students that are in low to mild or moderate achievement levels in Reading Comprehension, by increasing their understanding of vocabulary and connecting meaning to the context of the passage. Strategy #3 addresses the students that are in low to mild or moderate achievement levels in recognition of sight words that are frequently encountered in both reading and conversation. Strategy #4 reinforces daily instruction and aids students in developing reading skills across the tiers.	Strategies will be incorporated in instruction for an entire academic year, and progress toward goals will be assessed in Fall 2021, Winter 2021 and Spring 2022.	State Funds, ESSER Funds, Other federal funds	ELA	-By May 2022 school year, Renaissance Collegiate Academy will increase by 10 percent the number of 3rd grade students scoring in the SC Ready Mid-High to High Achievement Quartile in reading as measured on the MAP/NWEA reading assessment (MAP 2-5). Baseline Data: 2020-21 SY: 42% of 3rd grade students are reading at a mid-high to high achievement quartile level in reading as measured on the MAP/NWEA (Map 2-5) reading assessment by March 2021. SC Ready score quartile predictor grades will be used annually to measure progress toward goal.	-Weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus Oral Reading Fluency probes. -Bi-weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus timed cloze reading passages. -Weekly progress monitoring of students in recognizing grade level specific sight words from the Dolch word lists. -Daily afterschool program focused on Reading and English Language Arts using STAR testing software.	Strategy #1 addresses the students that are in mild to moderate achievement levels in vocabulary knowledge and word recognition skills. Strategy #2 addresses the students that are in low to mild or moderate achievement levels in Reading Comprehension, by increasing their understanding of vocabulary and connecting meaning to the context of the passage. Strategy #3 addresses the students that are in low to mild or moderate achievement levels in recognition of sight words that are frequently encountered in both reading and conversation. Strategy #4 reinforces daily instruction and aids students in developing reading skills across the tiers.	Strategies will be incorporated in instruction for an entire academic year, and progress toward goals will be assessed in Fall 2021, Winter 2021 and Spring 2022.	State Funds, ESSER Funds, Other Federal Funds	ELA	-By May 2022 school year, Renaissance Collegiate Academy will increase by 10 percent the number of Kindergarten students scoring in the SC Ready Mid-High to High Achievement Quartile in reading as measured on the MAP/NWEA reading assessment (MAP K-2). Baseline Data: 2020-21 SY: 50% of Kindergarten students are reading at a mid-high to high achievement quartile level in reading as measured on the MAP/NWEA (Map K-2) reading assessment by March 2021. SC Ready score quartile predictor grades will be used annually to measure progress toward goal.	-Weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus Oral Reading Fluency probes. -Bi-weekly progress monitoring of students in Reading and English Language Arts using AIMSWEB Plus timed cloze reading passages. -Weekly progress monitoring of students in recognizing grade level specific sight words from the Dolch word lists. -Daily afterschool program focused on Reading and English Language Arts using STAR testing software.	Strategy #1 addresses the students that are in mild to moderate achievement levels in vocabulary knowledge and word recognition skills. Strategy #2 addresses the students that are in low to mild or moderate achievement levels in Reading Comprehension, by increasing their understanding of vocabulary and connecting meaning to the context of the passage. Strategy #3 addresses the students that are in low to mild or moderate achievement levels in recognition of sight words that are frequently encountered in both reading and conversation. Strategy #4 reinforces daily instruction and aids students in developing reading skills across the tiers.	Strategies will be incorporated in instruction for an entire academic year, and progress toward goals will be assessed in Fall 2021, Winter 2021 and Spring 2022.	State Funds, ESSER Funds, Other Federal Funds	Progress towards each goal will be assessed three times a year in the Fall of 2021, Winter of 2021 and Spring of 2022. All grade levels will be assessed using MAP/NWEA and the data will be disaggregated according to the goal indicators. Instructional staff led by RTI Specialist, with the School Leader in-charge of Instruction and the lead classroom teachers will disaggregate data and make interim plans to address any lags that may exist in progress toward goals. This will be done monthly during the 2021-2022 academic year as part of the staff professional development data analysis work. Kindergarten and First will be assessed using the MAP K-2 assessment in Reading and English Language Arts, and Second and Third Grade will be assessed using the MAP 2-5 assessment in Reading and English Language Arts.
31	Riverwalk Academy	Robert Compton	Head of School	ELA, Math	By the end of the 21 - 22 school year, 80% of our current K-5 students will be at or above grade level in reading and math as measured using a state adopted formative assessment.	Universal Screenings - Teachers will administer universal screeners and the F&P benchmark assessment three times per year to determine which students are meeting reading and math grade-level expectations. Determine Tiers of Instruction - Teachers, administrators, and interventionists will collaborate to place each student in Tier I, Tier II, or Tier III for reading and math instruction. At least two data sources are used for each subject to determine the appropriate tier for each student. Determine Student’s Individual Instructional Needs - Teachers and interventionists administer diagnostic assessments as needed to determine tier 2 and tier 3 students’ individual instructional needs. Set Individualized Goals - Based on the results of the diagnostic assessments, teachers and interventionists work together to set individualized skill-specific goals for each tier 2 and tier 3 student. Monitor Student’s Progress - Teachers will provide daily interventions to their tier 2 students, in addition to weekly or bi-weekly progress monitoring. The reading and math interventionists will provide daily interventions to the tier 3 students, in addition to weekly progress monitoring. Both teachers and interventionists will complete an intervention tracker form for each of their tier 2 or tier 3 students. The intervention tracker form will be a useful tool that tracks each student’s instructional goals, teacher-implemented strategies, and progress monitoring data. Collaborate/Make Important Decisions - Teachers, interventionists, and administrators work as a team to hold monthly meetings to discuss tier 2 and tier 3 students. Academic performance, social/emotional well being, progress monitoring data, and instructional strategies are discussed and evaluated for each student. Administrators and interventionists assist teachers in determining the best instructional strategies for individual students.	Based on the MAP assessment reading, 39% of the students had an overall scoring of low to low average and 61% of students had an overall scoring of average, high average, and high. For math, 41% of the students had an overall scoring of low to low average and 59% of students had an overall scoring of average, high average, and high. By reviewing each student’s academic profile and placing them into tier groups, we are able to set individual goals for each students to help address any students demonstrating a learning lag.	08/2021 - Beginning of the year Testing and Universal Screening 01/2022 - Middle of the year Testing and Universal Screening 04/2022 - End of the year Testing and Universal Screening 09/2021 - 05/2022 PLC meetings (meeting will continue each month) - finalizing data points, grouping students into tiers, setting individual goals, monitoring students progress, and collaborating with teams to make decisions on student	State Funds	High School Credits Obtained	By the end of the 21 - 22 school year, 87% (which is higher than the state average) of our current 8th - 11th grade students will be back on track to graduate within their cohorts as measured by credits attempted/credits earned.	Through IGP meetings, a thorough review of each student’s graduation plan will be conducted to determine if any student is no longer on track to graduate within their 4 year cohort. An individualized plan of “catch-up” will be created for any student falling outside their graduation cohort. Riverwalk Academy will utilize a variety of tools to work through credit recovery options. Internet and computer access will not be a barrier for our students. Teachers will be available to assist students throughout their credit recovery, or summer classes.	The action plans are individualized, we will be able to create a program to meet the unique needs of all of our students who are demonstrating any learning lags.	Program Reviews: by 6/4/2021 Credit Recovery: By 7/31/2021 Fall 2021 Reviews: 8/30/2021 Winter 2022 Reviews: 1/15/2022 Spring 2022 Reviews: 3/30/2022 Goal Attainment: 5/30/2022	ESSER Funds, Grant funds													Goal #1: The goal will be evaluated at the end of each testing cycle. Students' progress will be monitored on a monthly basis to make informed decisions. Goal #2: Progress is being monitored through the timelines established above for this goal. Program Reviews: by 6/4/2021 Fall 2021 Reviews: 8/30/2021 Winter 2022 Reviews: 1/15/2022 Spring 2022 Reviews: 3/30/2022 Goal Attainment: 5/30/2022
32	SC Whitmore School	Michelle Bishop	Director of Compliance	Improve graduation rate	SC Whitmore School will increase the four-year graduation rate from 53.8% to 60% by July 15, 2021, as measured by the state report card.	Adoption of new curriculum. Teachers and staff will ensure new curriculum addresses the needs of all students, off-pace, on pace, and ahead of pace students. The teachers and staff will review the system to ensure it captures the data necessary to drive instructional decisions.	The new curriculum has leveled interventions for all levels of learning lag. SCWS is also purchasing an additional piece that will allow teachers to academically intervene when a student is showing a need for support in understanding any concept in an English or math course.	Implemented by July 15, 2021.	State Funds, ESSER Funds	Math	SC Whitmore will increase the performance on the EOC test in Algebra by 5% as measured by state report card.	EOC preparation materials for selected students in Algebra I and Intermediate Algebra. Students with classwork grades of 70 and below.	The books are being used for students as they need extra support in Algebra I. The students are targeted as a result of curriculum-based assessments in the course. The teacher is able to discuss and assign portions for students to complete based on areas where extra support is needed.	Purchased and used for the 20-21 school year and beyond. and beyond. and the 21-22 school.	ESSER Funds													In the new curriculum, curriculum-based assessments are available to assess student understanding of concepts taught in classes. These will be monitored for student understanding. The new curriculum also provides more robust pacing and monitoring of student pace. Students will be monitored not only for understanding of concepts, but also for pace. Progress reports will be produced every 3 weeks for teacher and parent monitoring of the student.
33	Spartanburg Preparatory School	Tomikia Whitmire	Head of School	ELA, Math	SPS will hire more staff to accommodate more small group intervention for students by the beginning of the 2021-2022 school year as measured by the staff roster.	Hire a math interventionist for 5K-5th Grades Hire a reading interventionist for 5K-5th Grades	Mild Learning Lag- Giving students practice in a smaller setting will allow for more individualized instruction Moderate Learning Lag-Giving students practice in a smaller setting will allow for more individualized instruction SignificantLearning LagGiving students practice in a smaller setting will allow for more individualized instruction	4/1/2020-8/6/2020	ESSER Funds	ELA, Math	SPS will provide increased scores through tutoring and summer camps by the end of the 2021-2022 school year as measured by MAP scores.	Provide Summer Camp opportunities for 2020-2021 school year to address math and ELA Provide free tutoring for students 5k-8th grades	Mild Learning Lag- Extra academic practice during summer camp in reading and math will help ensure students are ready for the next school year. Moderate Learning Lag- Extra academic practice during summer camp in reading and math will help ensure students are ready for the next school year. Significant Learning Lag Extra academic practice during summer camp in reading and math will help ensure students are ready for the next school year.	8/1/2021-6/1/2022	ESSER Funds, Grant funds	ELA, Math	SPS will increase resources through the purchase of technology , books ,math manipalitives, ect by the beginning of the 2021-2022 school year as measured by resource inventories.	Purchase supplies for classrooms Purchase of Chromebook for 1-to 1 in 5K-8 Purchase of math maniplatives	Mild Learning Lag- A variety of different resources can be used to engage studnents Moderate Learning Lag- Maniplatives help students better understand the concepts Significant Learning Lag-Students can use computer programs that individualize the instruction to address the gaps	5/1/2021-8/1/2021	ESSER Funds	ELA, Math	SPS will adopt and effectively implement a School-wide instructional framework by the beginning of the 2022-2023 as measured by MAP.	Purchase Expeditionary Learning ELA Curriculum Purchase Eureka Math Curriculum	Mild Learning Lag-Students need a strong research based curriculum Moderate Learning Lag-Students need a strong research based curriculum Significant Learning LagStudents need a strong research based curriculum	8/1/2021-6/1/2023	ESSER Funds	SPS will continue to progress monitor using MAP three times a year to evaluate new positions and curriculum. Teachers will be surveyed three times a year to look at resources. Progress monitoring will be completed 3 times throughout summer camp
34	Tall Pines STEM Academy	Lori Mastromonico	Reading Coach	ELA, Math	By August 2021, there will be significant improvement in Math and ELA skills for 5th-7th grade students who attend summer STEM camp as measured on Fall MAP.	1. The MTSS team will meet to identify students who have significant academic gaps due to difficulties with distance learning or other Covid related issues. 2. The MTSS team will analyze student data to identify standards and objectives that most need targeting. 3. The MTSS team will plan lessons and collect resources for the summer STEM recovery camp. 4. The MTSS team will coordinate and facilitate a the summer STEM content recovery camp for students with significant academic gaps.	These strategies will target specific learning gaps for students showing the most impact from distance learning due to Covid.	The camp will run for one week in June 2021. Assessment will take place in August 2021.	ESSER Funds	ELA	During the 2021-2022 school year, students identified as Tier 2 and Tier 3 will receive intervention services 3 times per week.	The school will hire a part time interventionist. Programs will be utilized based on student needs.	By hiring an interventionist, students identified as needing tier 2 and tier 3 intervention will receive tailored small group and/or individualized intervention. Classroom teachers can spend more time focusing on tier 1 interventions.	2021-2022 school year	ESSER Funds	ELA, Math	Students who are identified as at-risk for failing ELA and/or Math as determined by classroom grades will receive supplemental support that will allow them to increase their classroom averages.	1. Teachers will identify students in need of supplementary support at the interim and end of quarter marking periods. 2. Members of the MTSS team will identify supplemental materials and resources. 3. Teachers at each grade level will stay after school twice per week to provide supplemental resources.	These strategies will target specific challenges for students showing the most impact from distance learning due to Covid.	2021-2022 academic school year.	State Funds, ESSER Funds							In order to evaluate progress toward each of these goals, we will analyze student data including MAP scores, classroom grades at interim and quarter end periods, as well as anecdotal data provided by the interventionist.
35	York Preparatory Academy	Brian Myrup	Managing Director	Attendance	During the 2021-2022 school year, YPA will reduce the number of students showing up in attendance corrective action to 5%.	Attendance tracking and intervention training will be given to clerical and administrative staff in all buildings over the summer to prepare them to recognize patterns, plan intervention, and execute attendance plans that will help famililes to prevent learning loss due to failure to attend school.	Students at all tiers suffer learning loss due to their absence from school. However, students that are experiencing moderate to significant learning lag compound those difficulties when they miss class and are not there to receive targeted help.	Training will take place over the summer and strategies will be implemented beginning in the first quarter of the school year. Attendance data will be tracked and discussed monthly to ensure that we are progressing as we should.	State Funds	ELA	By the end of the 2021-2022 school year, at least 75% of all students in grades K-8 will be scoring at grade level perfomance as measured by DIBELS and MAP assessments.	YPA will use individual student DIBELS measurements and MAP testing data to create rosters for an expanded summer growth session. Students who are scoring in the "Does Not Meet" and "Approaches" sections of those assessments will be targeted specifically and their parents will be contacted personally. Teachers will use second and third level MAP data to pinpoint specific instructional needs and group students accordingly to receive targeted instruction. We will administer the MAP test again at the end of the program to set up instruction and small grouping for fall. During the summer and school year, weekly reviews of student performance in the small groups will take place with Instructional specialists assigned to each grade to help teachers.	Students at each tier of learning lag will be identified, by learning need, and be grouped with students who share that need and where they will be taught the skills that they need to catch up to grade level peers. At the same time, regular grade level instruction will be maintained so that they do not compound the learning losses.	This has begun already and will continue throughout the 2021-2022 school year.	State Funds, ESSER Funds, Other federal funds, Grant funds		By the end of the 2021-2022 school year, at least 75% of all students in grades K-8 will be scoring at grade level perfomance as measured by the MAP assessment by NWEA.	YPA will use individual student MAP Accelerator measurements and MAP testing data to create rosters for an expanded summer growth session. Students who are scoring in the "Does Not Meet" and "Approaches" sections of those assessments will be targeted specifically and their parents will be contacted personally. Teachers will use second and third level MAP data to pinpoint specific instructional needs and group students accordingly to receive targeted instruction. We will administer the MAP test again at the end of the program to set up instruction and small grouping for fall. During the summer and school year, weekly reviews of student performance in the small groups will take place with Instructional specialists assigned to each grade to help teachers.	Students at each tier of learning lag will be identified, by learning need, and be grouped with students who share that need and where they will be taught the skills that they need to catch up to grade level peers. At the same time, regular grade level instruction will be maintained so that they do not compound the learning losses.	This has begun already and will continue throughout the 2021-2022 school year.	State Funds, ESSER Funds, Other Federal Funds, Grant Funds	ELA, Math, Science	75% of students taking EOC tests during the 2021-2022 school year will have the knowledge and skills to score a C or above.	Academic growth for students in the HS will now also be monitored using the MAP test by NWEA. The resulting instructional data will be used to redesign instructional units, as needed, to ensure that students have the background knowledge necessary to proceed in that unit of instruction. In addition to MAP, other informal assessments will be used to monitor ongoing growth and designed to yield a pathway for success on the EOC.	Because individual student progress data will be reviewed by instructional coaches and teachers, individual students will receive targeted instruction regardless of which tier they currently reside at.	Beginning at the end of the current school year, students will be indentified and invited to summer participation. All other students will begin to receive that help beginning in the first quarter of the 2021-2022 school year.	State Funds, ESSER Funds, Other Federal Funds	K-8 ELA progress monitoring will take place using DIBELS through Amplify, results to be reviewed along with informal teacher records during weekly growth meetings. K-8 Math will be reviewed along the same schedule using a mix of informal teacher records and MAP Accelerator data. In the HS, department level meetings will be held weekly to review student progress using mainly informal teacher data and assessments.
36	Youth Leadership Academy	Susan Finley	Instructional Coach	ELA	Using the ELA MAP data from 2020-21 school year , we will move the 7% of our students that are in Tier 3 (Severe Gap) to the Tier 2 (Moderate Gap), we will move the 19% of our students in the Tier 2 group to Tier 1 (Mild Gap by Spring 2022 as measured on MAP. The 74% of students that are presently in Tier 1 will continue to show growth and close any gaps that might exist as indicated with MAP, classroom grades, and/or teacher observations.	For all students that fall in one of these categories, we will analyze SC Ready scores, monitor grades and attendance, look at Fall MAP scores, data from tutoring sessions, and teacher observations. Students will be included in the data analysis and in setting targeted goals for improvement. All students in Tier 2 and 3, will be included in teacher SLO for the 2021-22 school year. Monthly meeting with grade level will include the new reading interventionist and the instructional coach. Students will also set goals and be provided instruction on how to monitor their growth targets.	By providing additional support that is differentiated and in addition to regular classroom instruction, faculty will be focused on these students with learning gaps due to missed face to face instruction from the pandemic. These students will be make aware of their growth in academic levels and provided support for increasing their academic ELA skills. The reading interventionist will provide faculty with instructional strategies and support individual students as needed. Students will be broken into Tier groups, which will be fluid as data becomes available. If by Winter MAP, students are not making progress, we will follow MTSS procedures.	Summer - analyze SC Ready scores, MAP Fall - 2 weeks into the school year, SLO Data collection and design by the end of August, Sept - Dec. - weekly monitoring both students and teachers, Dec. - Winter MAP followed by Mid-term SLO conferences, Evaluation of goals will follow. Jan - April - weekly monitoring, intense intervention for those not meeting goal, April - Spring MAP followed by final SLO.	State Funds																			Analyze SC Ready and then Fall MAP, Weekly monitoring of grades and attendance, Evaluate progress in Dec. with new data and then again in April with new data.
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