FRANCES MACK PRIMARY
SACS Information

Part One: Profile

Part Two:  Beliefs and Mission

Part Three: Desired Results for Learning

Part Four:  Analyzing Instructional Organizational Effectiveness

Part Five:  Action Plan

Part 1:  Profile

Executive Summary

 This section of Frances Mack Primary School’s Improvement Planning Summary provides an overview of student performance data, student and community demographic data, school characteristics and stakeholder perspectives.  A summary of the major sets of data within these categories is outlined in Section B.

A.  1.  Student Performance Data

          The student performance data is summarized in Tables 1-5. 

        State Measures

        Cognitive Skills Assessment Battery (CSAB)

First graders are given the Cognitive Skill Assessment Battery each summer before school begins.  Mack students’ scores have risen 6.2 % over the last five years.  This year, 80.6 % of students tested met or exceeded state-defined performance. (see Table 1)

Terra Nova

Beginning in the spring of 2001, the district administered the Terra Nova to all second graders. The Terra Nova test is designed to be used as a measure for determining academically gifted and talented students.

South Carolina Readiness Assessment (SCRA)

The South Carolina Readiness Assessment is a classroom embedded system of authentic assessment.  Teachers rate students via observations on performance three times per year and progress only once, at the end of the year.  SCRA Guidelines for Kindergarten and First Grade incorporate all of the South Carolina Standards for English/language arts and mathematics for these two levels.   The home report provides a means of discussion of the instructional needs for each student.  Curricular decisions for each student can be made using the profile documentation.

District Measures

Palmetto Achievement Challenge Test (PACT)

Lexington School District Four has elected to administer the First and Second Grade PACT test.  The PACT is administered in grades three through eight based on state guidelines.  It is the opinion of our administration that students need exposure to this type of test before official state required testing in third grade.  This test is given in the areas of math and language arts only.

        Patterns and Trends

With emphasis on the South Carolina Reading Initiative, we feel we have made great strides in raising the expectation for all students in language arts.  Our district has made language arts a priority over the past two years.  Students in Lexington Four have historically scored lower in math.  With the beginning of the 2001 school year, our school and district focus has turned to math.  Math textbooks are up for adoption this year, and our district administration has assembled a Math Committee to search for the most effective resources available to help our teachers meet the needs of our students. 

A.   2.  Student and Community Demographic Data

Introduction

Frances Mack Primary School is a rural school located in the town of Gaston in Lexington County.    The population of the town is approximately 1,200 with 2,300 living in the Gaston area.  The school is relatively near the city of Columbia, which provides many opportunities for our students, faculty, staff and community.

A review of the education level of parents indicates that 42.5% of the population over age 20 have a high school education or less. 

Faculty preparation review indicates that 34% of the certified staff have Bachelor’s degrees, 15 % have Bachelor’s +18, 32% have Master’s Degrees, and 19% have Master’s + 30. 

For the 2000-2001 school year, 2 students out of 153 were retained in kindergarten,   13 out of 157 in first grade,  and 12 out of 151 in second grade. 

Ninety-eight students are on Individualized Academic Plans that provide recommendations for academic assistance.  Approximately 58 students are receiving academic assistance through Project Excel the 21^st Century After-School Program, and each quarter, 96 students receive academic assistance through the Enrichment Program.

Outstanding Educational Features/Programs

Curriculum Maps

Teachers have met on several occasions to develop detailed curriculum maps in all areas.   These maps are aligned with the South Carolina Standards and are provided to help teachers meet the needs of all students.

South Carolina Reading Initiative (SCRI)

Our district has made a strong commitment to the South Carolina Reading Initiative.  Last year,  Mack Primary had 12 faculty and administrators involved.  With the addition of another year one session, this year we have increased that number to 20 faculty members involved.  The SCRI is a unique staff development program that requires a commitment of three years.  Teachers are given a chance to incorporate and implement new strategies in literacy in their classrooms. Literacy coaches provide assistance through classroom observations and demonstrations.  This initiative has been a positive force among our faculty helping them to use innovative strategies for teaching reading and writing.  Teachers are able to meet the needs of each child at his/her individual level while learning to integrate curriculum in, not only language arts and math, but also, social studies and science.

Enrichment

Students are given an opportunity to choose up to eight Enrichment activities for the year.   Enrichment sessions run approximately four and one-half weeks and last 30 minutes each day.  Groups range in size but, academic assistance groups are kept to a six-to-one ratio.  Our teachers have developed some great activities that help us to accelerate our curriculum.  Some examples of activities are:  CREEPY CRAWLIES FOR CURIOUS KIDS, DRAMA, INTRODUCTION TO SPANISH, WACKY WELLNESS, WEE DELIVER, and CRAZY FOR COOKING WITH BOOKS.

Accelerated Reader Program

Accelerated Reader is a computerized reading management program that is offered to kindergarten, first and second graders.  Students are awarded points based on results of a computerized test that measures comprehension and records performance.  Second grade teachers have decided to emphasize this program as an extrinsic reward that will hopefully ‘springboard’ students into more intrinsic motivation for reading in the future. 

Student Recognition

Positive reinforcement is viewed as an important part of student development.  We recognize students for both achievement and attendance.  Nine-week awards include:  Principal’s List, Honor Roll, Accelerated Reader and Perfect Attendance.  These awards are given at classroom celebrations.  Year-End Awards are given at a special assembly in May.

Project Excel

The district was fortunate to receive a 21^st Century Grant this year.  The grant has been used to fund an after-school tutoring program at Frances Mack Primary.  All students participating in this program must be on an Individual Academic Plan.  The program meets three times a week, Tuesday, Wednesday and Thursday.   Transportation is provided.  Students are given homework help, remediation and a recreation period.  The curriculum for each student is based on his/her personal IAP goals.

Student Intervention Team (SIT)

The student intervention team is made up of teachers, administrators, the guidance counselor and district psychologist.  Teachers may refer students for SIT team review for both behavioral and academic problems.  This team meets bi-monthly to discuss interventions and possible formal evaluations. 

Volunteers

Volunteers are a wonderful resource for our teachers and students.  We have emphasized the importance of parent participation in our school program.  Both the Parent Teacher Organization and School Improvement Council have determined the need for continued encouragement for community involvement in our school.   Our PTO has committed to provide a school lunch for any volunteer who works as much as a half-day in our school.  Volunteers are required to sign-in and wear a volunteer sticker.

Faculty and Staff Daycare Program

In an effort to retain exceptional staff members, our district has offered for the first time a pr-school facility on site for district employees.  This program is growing and now serves ten children.

Faculty and Staff Fitness Program

Beginning with the 2000-2001 school year, our school began a focus toward improving the general health of our staff.  Our school purchased steppers and funded aerobics instructors.  These instructors came from our own staff.  Having certified instructors on staff had a positive effect on participation.

Communication

Communication Between School and Home

We believe communication between the school and home is essential for student success.  The Mack Bear Newsletter is sent home monthly to provide the lunch menu and to keep parents informed of upcoming events and programs.  The PTO provides a quarterly newsletter to keep parents informed of activities.  PTO also funds our student agendas.  This is a valuable tool for teacher/parent communication.  Parents are asked to check the agenda daily for feedback from the teacher.   Individual teachers also have developed class newsletters to communicate effectively their expectations for the week.  Interim reports are sent home every four and one-half weeks and report cards are sent home every nine weeks.  Mack Primary also has an exceptional web-site that parents can log on for current information.  The school’s web address is:  www.lex4.k12.sc.us/fps

Communication Within the School

Daily communication is supported through the use of a white board across from our teacher mailboxes.  Teachers and staff know to check this board throughout the day for any late breaking news and reminders.  The principal publishes a weekly staff newsletter, The Mack Messenger, which highlights great work, provides a general calendar of events each week, and serves as a troubleshooting guide with reminders for all staff. 

School and Community Relationships

Parents and Community Organizations Support the School

Our school has a strong Parent/Teacher Organization.  One hundred per cent of our faculty and staff have joined the PTO this year!  The PTO provides duty-free lunch for our staff during American Education Week and Teacher Appreciation Week.  They also support needs of the school through fund-raisers for various causes.  At this time, we are working to replace kindergarten playground equipment.  

The School Improvement Council consists of community members, parents, faculty, administration and staff.  They have been instrumental in determining the direction and focus for our school. 

We have also provided assistance to the Swansea High School Teacher Cadet program.  Teachers have agreed to shadowing and observation periods for these students. 

Mack Primary Supports the Community

Every year, we have had floats and entries in the community “Collard Festival”, as well as the Gaston “Christmas Parade”.   We support the ‘There Is Hope’ mission with clothing donations.  Our district has committed support from all our schools to United Way.  Mack students participated in “Jump Rope for Heart” this past year.  Every year, we sponsor a food drive for needy families in our area.  Some classes have worked on community service projects.  We encourage family involvement through special events, which include:  Grandparent’s Day, Pastries for Parents, American Education Week Parents’ Days.  Family Wellness was the topic for our October PTO.  Many activities were included to promote family health and community involvement:  blood pressure screenings, vision and hearing screenings, fingerprinting –Lexington Co. Sheriff’s Department and Stranger Danger puppet show for our children.  Many county and state service agencies participated in this program.

Character Education and Motivation

Our school district has adopted the SECOND STEPS model for character education.  Teachers initiate a new lesson every Monday that supports the Second Steps anger management curriculum.  Parenting sessions with our school guidance counselor are also provided at no charge to parents.  Second Steps curriculum is designed to integrate skill-based training into existing curriculum and foster the transfer of skills to school and home.  Our 21^st Century Grant helps support several programs that are designed to help community families.  “Families Helping Families” is an organization that promotes parenting education. 

After-School Daycare

Mack Primary supports our community by providing an effective day-care program for after-school hours.  This program serves approximately 50 students from 2:40 p.m. until 6:00 p.m.  One certified teacher serves as the director and three instructional assistants make-up the staff.   There is a charge for this program.  The program includes various activities, such as, homework help, gymnastics, outside play time and special events that involve parents.  After the annual Gaston Christmas Parade, the after-school program sponsored a Breakfast with Santa, and a parent/student Pizza Night was held earlier this year.

A-3. School Characteristics

History of Frances F. Mack Primary School

Gaston Elementary School

The original elementary school was known as Gaston Elementary and was built between 1923 and 1926.  The land was obtained from several families in the Gaston community.  This school was located on North Carlisle Street and was initially known as Gaston School District 76.  It housed students ranging from grades one through seven.  In the 1930’s, one male teacher taught 58 students of all ages, and an additional teacher was added to the school in 1953.  During the 1950’s Gaston Elementary became part of Lexington School District Four.

Frances F. Mack Elementary School

            A respected family in the community donated the present school site.  Newlin Barton Mack and Frances Fallaw Mack had always been interested in improving their community.  Over the years, Mr. Mack, who for 52 years was a rural mail carrier for the Gaston area, purchased acreage centering around what is now Mack Street.  When “Mrs. Frances”, as she was called, died in 1976, “Mr. Newlin” decided to donate 20 acres in her memory to Lexington School District Four for a school site.  It was his wish that the school be named for his beloved wife, who had played a large part in retaining a school in Gaston.

Frances F. Mack Elementary School opened its doors at 161 Gaston Street in 1981.  The original building on North Carlisle Street was sold to the town of Gaston in June of 1983 for a fee of $100.00.  It has been renovated and is used for various community activities.  The new facility has had two additions to the original structure.  The primary wing was opened in the fall of 1991 and a related-arts building was added in January of 1996.  In the school’s 20 year history, four principals have been assigned to the school:  Mrs. Imogene Deal, Mr. Gregg C. Riley, Ms. Marilyn Flora, and interim principal Dr. Linda Hawkins.

            Frances F. Mack Elementary initially served students in grades one through six.  Due to growth and district restructuring, the school served students from three year old child development through fourth grade.  This school housed up to 860 students.  Population growth in this area over the last 10 years required the addition of 21 portable classrooms.

Frances F. Mack Primary School

Frances F. Mack Primary is in its first year of operation and is the result of the district’s most current building-restructuring plan.  Sandhills Elementary (grades three and four) and Sandhills Intermediate (grades five and six) have begun operation this year to help alleviate overcrowding problems in District Four schools.  Frances F. Mack Primary houses three year old child development through second grade.  The school population includes approximately 560 students, and 53 certified and classified staff members are currently employed.  Ms. Donna Franklin is the current principal and Ms. Mary Lance Williams is the assistant principal.

A.  4.  Stakeholder Perspectives on the Quality of Education

We administered the NSSE’s Survey of Instructional and Organizational Effectiveness to teachers in the fall of 2001.  The survey revealed the following findings.

Patterns and Trends

After analyzing Fig. 1  NSSE Indicators of Quality Instructional Systems:

Curriculum, Instruction, and Assessment- the bar graph indicates that our staff believes that we are a fully functioning and operational school.  Our strongest focus seems to be “Aligning Instruction With the Goals and Objectives for Student Learning.”  We attribute this fact to the time devoted to developing our district curriculum maps.  This process has helped teachers to be consistent across schools and classrooms. 

Our next strongest indicators are “Expands Instructional Support for Student Learning” and “Develops Fair Assessments and Avoids Bias and Distortion.”

The grant funds that we received to increase classroom libraries and the district’s strong support for student resources are evidence for this high rating.

Our lowest indicator is “Extends the School Community”.  It is the opinion of members of this committee, as well as, administration and staff, that we need to work to include community members in our programs and services.   Teachers were asked to include a community involvement goal as part of their Goal Based Evaluation.  With this concentrated focus toward activities that will encourage community and staff involvement, we feel we can make strides toward better communication and involvement with all stakeholders.

We have been undergoing many changes in both curriculum and instruction.  We believe the change process takes time and patience.   While we have made some instrumental changes in teaching strategies, we believe teachers want to see results before expressing confidence that the changes have been effective for instructional success.  It is also worth noting, Lexington Four principal’s, as a part of their administrative meetings have begun a book study of DATA ANALYSIS for Comprehensive Schoolwide Improvement by Victoria L. Bernhardt.

FRANCES  F.  MACK  PRIMARY  SCHOOL

Part 2:  Defining Beliefs and Mission

Overview:
The faculty and staff of Frances Mack Primay met February 19, 2001 to discuss our goals and direction with consideration of the change in student population bo child development through second grade.  The group discussed the need for a more 'early childhood' atmosphere in our school that would include more colorful displays and improve our outward appearance.  Suggestions were made to improve the entrance and grounds with flowers.  This discussion turned then to our belief and mission statements.  Everyone felt strongly that, although we no longer serve third and fourth graders, our instructional focus should remain the same.

School Improvement Council members were also enlisted to provide opinions on establishing new belief and mission statements.  All parties agreed that these should remain the same.  They are consise, but broad enough to cover our student population.  "Mack Expects Success: has become a very popular mission statement.  It hangs prominently in our lobby.  Students, faculty and the community feel strongly that it should remain our focus. 

BELIEFS

We believe...

• Each individual can learn, accept responsibility, and respect diversity.

• Every person, through his unique talents, can successfully contribute to society.

• Learning requires the involvement of home, school, and community.

MISSION STATEMENT

"Mack Expects Success"

  Part 3:  Defining Desired Results for Student Learning

A. Description of the Process of Defining the Desired Results for Student Learning

Overview:

Mack Primary School Administration and staff believes that each child can learn accept responsibility and respect others.  We believe in creating a safe and rich learning environment in which children can grow academically, socially and physically to their greatest potential.  The teachers and staff at Mack Primary encourage the involvement of parents, community leaders and the utilization of community resources to insure the success of each child. By working together, we are able to provide each child and family the individual services needed to encourage progress toward growth and achievement.  Our vision is stated in terms of desired results for student learning and performance indicators of progress toward these goals.

Process Used:

As part of our self-study; we analyzed demographic and academic information about our community and school.  Resources used included information utilized in recent grants applied for by our district and the information and data compiled by the committee preparing Part 1 of the Self Study.

Our faculty and staff reviewed our school's beliefs and mission statement, as well as, our school's strategic plan.  We were able to identify and define our expectations for student learning by assessing the results of our 2000-2001 NSSE survey results.  The greatest areas of student need were identified through the use of The South Carolina Curriculum Standards, and test results on PACT, SCRA and CSAB.

The teachers and faculty at Mack monitor student progress and the effectiveness of strategies and services through out the school year to determine best practices toward success.  Teachers meet by grade level several times a month to plan units, construct lessons aligned to the SCCS, and update curriculum maps for all subject areas.  Teachers identify the standards that are being assessed, analyze student performance, identify appropriate remediation services and assess the effectiveness of the evaluation.  The administration reviews these assessments and conferences with teachers regarding progress and any additional services needed.

Part 4:  Analyzing Instructional and Organizational Effectiveness

Overview:

In this section of our Strategic Plan for School we analyzed the NSSE-'Survey of Instructional and Organizational Effectiveness' that faculty and staff members completed in order to identify our school's strengths and limitations.  We also administered the State Department of Education 'Needs Assessment Survey' to teachers and parents to assist us in identifying strengths and limitations of Frances Mack Primary School.  As we developed our School Improvement Plan, this information was utilized to help us identify methods that we could build on our strengths, as well as address our limitations.  Faculty, staff, parents, School Improvement Council, and SACS committees were involved in the analysis of these surveys.  The input gathered from all stakeholders indicated that technology, parent involvement, and ESL students were areas of concern.  Based on our survey results, strengths, as well as those areas identified as limitations.  A summary of our findings is provided. 

The overall results from the National Study of School Evaluation Survey indicate that our school is at the fully functioning and operational level of implementation.

B.   Analysis of Strengths