L. W. Conder Elementary Arts Integrated Magnet - Richland School ...

L. W. Conder Elementary
Arts Integrated Magnet
Dr. Shirley Watson, Principal
8040 Hunt Club Road
Columbia, SC 29223

Mission Statement:
L. W. Conder Elementary Arts Integrated Magnet, in partnership with our
families and diverse community, believes that each student through the arts will
reach success.
Demographic Data:
(Fall, 2011)*
L. W. Conder Elementary Arts Integrated Magnet is located at 8040 Hunt
Club Rd. in Columbia, S.C. in the Windsor Lake and Woodfield Park subdivision
between Decker, Percival, and Interstate 77. Conder is one of our oldest
elementary schools in the district. L. W. Conder elementary has a total
enrollment of 734 students. African American students comprise 70% of the
student population, while Caucasian students represent 4%, Hispanic students
represent 22%, Asian students represent 2%, and 3% are classified as ―other‖. Of
the 734 students, 616 (84%) receive free or reduced lunch.
*Based on 45 th day enrollment
Highlights
South Carolina School of Character, 2012
South Carolina Reading Principal of the Year, 2011 – 2012
Palmetto Silver Award for Closing the Achievement Gap, 2010
SC Certified Green Steps Overall School of the Year, 2011
District Top Recycling School, 2011
SC PBIS School of Distinction, 2010
State Finalist for Assistant Principal of the Year, 2010
ARTS Integrated Magnet School, Since 2005
Region XI Magnet Schools of America Principal of the Year, 2009-2010
Red Carpet School, 2002, 2009
Exemplary Writing School-2008 – 2010
Midlands Recycling Award Winner-2008
Arts in Basic Curriculum Site-2007, 2011
National Blue Ribbon School – 1985, 1994
Palmetto’s Finest—1980-1981

STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS
List the name of persons who were involved in the development of the school renewal plan. A
participant for each numbered category is required.
POSITION
NAME
1. PRINCIPAL Dr. Shirley Watson
2. TEACHER Mrs. Lisa Knoche
3. PARENT/GUARDIAN Mr. Kelvin Perry
4. COMMUNITYMEMBER ___________________ Dr. William Moody
5. SCHOOL IMPROVEMENT COUNCIL _________Ms. Gwendolyn McGriff
6. OTHERS* (May include school board members, administrators, School
Improvement Council members, students, PTO members, agency representatives,
university partners, etc.)
POSITION
NAME
Assistant Principal
Mrs. Paula China
Assistant principal
Mr. Chris Reliford
Teachers
Veneshia Stibling
_____________________________________________________________Linda Steffey
____________________________________________________ _Teneshia Bridges
_________________________________________________ _ __ _Beth Gilbert
Grants Writer (District)
Dr. Arlene Bakutes
State and Federal Programs_______________________ ___ Audrey Ratchford
Magnet Director (District)
Dawne McLeod
Community
_____________________________
Harriet Edmonds (Retired Conder Teacher)
Wanda Witherspoon (State Farm)
Angela Ward ( Chick-Fil-A)
District Member____ _Audrey Ratchford, Dir. Of Sate and Federal Programs
Parents___________________
_Kim Raines
____Shawn and Terri Davis
______________
Tiffany Reed
*REMINDER: If state or federal grant applications require representation by other
stakeholder groups, it is appropriate to include additional stakeholders to meet those
requirements and to ensure that the plans are aligned.

ASSURANCES FOR SCHOOL PLANS
Act 135 Assurances
Assurances checked and signed by the district superintendent and the principal, attest that the
school/district complies with all applicable Act 135 requirements.
__x___ Academic Assistance, PreK–3 The school/district makes special efforts to assist
children in PreK–3 who demonstrate a need for extra or alternative instructional
attention (e.g., after-school homework help centers, individual tutoring, and group
remediation). Provide a good example of academic assistance services for PreK–3 by
referencing Strategy #1 and action step 1.6.3.
__x___ Academic Assistance, Grades 4–12 The school/district makes special efforts to assist
children in grades 4–12 who demonstrate a need for extra or alternative instructional
attention (e.g., after-school homework help centers, individual tutoring, and group
remediation). Provide a good example of academic assistance services for grades 4–12
by referencing Strategy #1 and Action Step 1.6.3.
__x___ Parent Involvement The school/district encourages and assists parents in becoming
more involved in their children’s education. Some examples of parent involvement
initiatives include making special efforts to meet with parents at times more convenient
for them, access to educational resource materials via school and district websites,
including parent involvement expectations as part of the principal’s and
superintendent’s evaluations, and providing parents with information pertaining to
expectations held for them by the school system, such as ensuring attendance and
punctuality of their children. Provide a good example of parent involvement by
referencing Strategy # 4 and Action Step 4.1.5
___x__ Staff Development The school/district provides staff development training for teachers
and administrators in the teaching techniques and strategies needed to implement the
school/district plan for the improvement of student academic performance. The staff
development program reflects requirements of Act 135, the EAA, and the National Staff
Development Council’s revised Standards for Staff Development. Provide a good
example of staff development by referencing Strategy # 3 and Action Step 3.2.2.
__x___ Technology The school/district integrates technology into professional development,
curriculum development, and classroom instruction to improve teaching and learning.
Provide a good example of the use of technology by referencing Strategy # 3 and
Action Step 3.3.12 (Additional technology assurances for districts follow the Act 135
assurances)
_ _x___ Innovation The school/district uses innovation funds for innovative activities to
improve student learning and accelerate the performance of all students. Provide a good
example of the use of innovation funds by referencing strategy # 1 and action step 1.2.1.

__x___ Recruitment The school/district makes special efforts to recruit and give priority in
parenting and family literacy activities to parents of at-risk 0–5 year olds. The
recruitment program is not grade specific, but normally would be most appropriate for
parents of children at the primary and elementary school levels and below, and for
secondary school students who are parents.
__x__
Collaboration The school/district (regardless of the grades served) collaborates with
health and human services agencies (e.g., county health departments, social services
departments, mental health departments, First Steps, and the family court system).
__x___ Developmental Screening The school/district ensures that the young child receives all
services necessary for growth and development. Instruments are used to assess physical,
social, emotional, linguistic, and cognitive developmental levels. This program
normally is appropriate at primary and elementary schools, although screening efforts
could take place at any location.
__x___ Half-Day Child Development The school/district provides half-day child development
programs for four-year-olds (some districts fund full-day programs). The programs
usually function at primary and elementary schools, although they may be housed at
locations with other grade levels or completely separate from schools.
__x___ Best Practices in Grades K–5 The school/district provides in grades K–5 curricular
and instructional approaches that are known to be effective in the K–5 setting.
__x___ Developmentally Appropriate Curriculum for PreK–3 The school/district ensures
that the scope and sequence of the curriculum for PreK–3 are appropriate for the
maturation levels of students. Instructional practices accommodate individual
differences in maturation level and take into account the student's social and cultural
context.
__x___ Parenting and Family Literacy The school/district provides parenting activities and
opportunities for parents of at-risk 0–5 year olds to improve their educational level. This
program is not grade specific, but generally is most appropriate for parents of children
at the primary and elementary school levels and below, and for secondary school
students who are parents. Some districts operate the program at various schools, an
early childhood development center, or some other location, while other districts
operate the program through home visits.
__x___ Coordination of Act 135 Initiatives with Other Federal, State, and District
Programs The school/district ensures as much program effectiveness as possible by
developing a district-wide/school-wide coordinated effort among all programs and
funding. Act 135 initiatives are coordinated with programs such as Head Start, First
Steps, Title I, and programs for students with disabilities.

__x___ The School-to-Work Transition Act of 1994 (STW) The school/district provides
required STW programs for grades 6–12, and STW concepts are a part of the
developmentally appropriate curriculum for K–12.
__________________________ ____________________________________ _______
Superintendent’s Printed Name Superintendent’s Signature Date
(for district and school plans)
__________________________ ____________________________________ _______
Principal’s Printed Name Principal’s Signature Date

TABLE OF CONTENTS
I. Student achievement……………………………………………………….…
II. School climate………………….…………………………………………....
III.
IV.
Teacher/Administrator Quality……………………………………………....
Parent/Community…………………………………………………………...
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS
L.W. Conder Integrated Arts Magnet School upgraded their strategic plan in the winter of
2010. The Conder plan is aligned to the district plan and focuses on these four areas:
Student achievement, School climate, Teacher/ administrator quality and
Parents/Community. In addition the Conder Plan focuses on district’s aims and board
goals. Conder’s strategic plan is to implement integrated thematic instruction into an arts
infused environment. In addition Conder has an ABC Grant for the Arts, Distinguished
Arts Program (DAP) Grant, and a 21 st Century Grant.

Conder Elementary
State Performance Area(s)
Board Goals
Strategy
Action Plans:
Student Achievement
Teacher/Administrator Quality
Ensure the primary focus of
schools is on the quality of
experiences provided to students -
experiences that result in increased
student engagement and learning.
Advocate for the needs and
interests of students.
Act as good stewards of public
resources.
Model a culture of honesty,
morality, transparency, and
collaboration.
School Climate
Parents/Community
Ensure responsible and flexible use of district resources.
Develop in the community common understanding of the problems and
challenges facing the school district.
Promote and model open communications between and among students,
district staff, and community.
1. Demonstrate academic excellence through an arts integrated approach to have students reach their
maximum potential.
1.1 Analyze multiple sources of data to monitor trends and areas of need.
1.2 Increase the rigor of the curriculum by designing relevant instruction to engage students.
1.3 Use a variety of instructional initiatives to engage students in learning
1.4 Explore and implement innovative strategies to increase academic achievement through the integration of
the arts.
1.5 Assist students in moving up to the next level of proficiency on district and state testing.
Common District Measures
L.W. Conder Elementary School 1

Conder Elementary
Key Measure 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
PASS Writing-Exemplary N/A
Grade 3
39.0% 32.7% NA
PASS Writing- Met
N/A
NA
Grade 3
26.3% 38.3%
PASS Writing –not Met N/A
NA
Grade 3
34.7% 29.0%
PASS Writing-Exemplary N/A
NA
Grade 4
23.6% 23.6%
PASS Writing- Met
N/A
NA
Grade 4
45.5% 43.4%
PASS Writing –not Met N/A
NA
Grade 4
30.9% 33.0%
PASS Writing-Exemplary N/A
Grade 5
20.3% 30.6% 26.0%
PASS Writing- Met
N/A
Grade 5
38.1% 39.6% 47.0%
PASS Writing –not Met N/A
Grade 5
41.5% 29.7% 27.0%
PASS Reading--Exemplary N/A
Grade 3
33.3% 42.9% 37.7%
PASS Reading- Met
N/A
Grade 3
33.3% 30.5% 34.9%
PASS Reading –not Met N/A
Grade 3
33.3% 26.7% 27.4%
PASS Reading-Exemplary N/A
Grade 4
21.7% 21.9% 27.1%
PASS Reading Met
N/A
Grade 4
41.7% 44.8% 46.9%
PASS Reading–not Met N/A
Grade 4
36.5% 33.3% 26.0%
PASS Reading-Exemplary N/A
Grade 5
22.9% 19.6% 20.0%
L.W. Conder Elementary School 2

PASS Reading- Met
Grade 5
PASS Reading-not Met
Grade 5
PASS Math-Exemplary
Grade 3
PASS Math- Met
Grade 3
PASS Math –not Met
Grade 3
PASS Math-Exemplary
Grade
PASS Math- Met
Grade 4
PASS Math–not Met
Grade 4
PASS Math-Exemplary
Grade 5
PASS Math - Met
Grade 5
PASS Math-not Met
Grade 5
PASS Science-Exemplary
Grade 3
PASS Science- Met
Grade 3
PASS Science–not Met
Grade 3
PASS Science-Exemplary
Grade 4
PASS Science Met
Grade 4
PASS Science–not Met
Grade 4
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Conder Elementary
44.1% 49.1% 56.0%
33.1% 31.3% 24.0%
17.9% 27.6% 34,3%
28.5% 26.7% 23.8%
53.7% 45.7% 41.9%
18.1% 18.1% 20.8%
51.7% 55.2% 46.9%
30.2% 26.7% 32.3%
6.7% 20.5% 26.0%
48.7% 49.1% 47.0%
44.5% 30.4% 27.0%
17.2% 17.0% 4.0%
21.9% 28.3% 36.0%
60.9% 54.7% 60.0%
5.2% 6.7% 4.2%
43.1% 46.7% 56.3%
51.7% 46.7% 39.6%
L.W. Conder Elementary School 3

PASS Science-Exemplary
Grade 5
PASS Science Met
Grade 5
PASS Science-not Met
Grade 5
PASS Social Studies –
Exemplary
Grade 3
PASS Social Studies-Met
Grade3
PASS Social Studies –not met
Grade 3
PASS Social Studies-
Exemplary
Grade 4
PASS Social Studies- Met
Grade 4
PASS Social Studies–not Met
Grade 4
PASS Social Studies-
Exemplary
Grade 5
PASS Social Studies - Met
Grade 5
PASS Social Studies-not Met
Grade 5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Conder Elementary
6.9% 7.3% 6.0%
53.4% 40.0% 50.0%
39.7% 52.7% 44.0%
22.0%
23.1% 37.5%
40.7% 44.2% 32.1%
37.3% 32.7% 30.4%
13.0% 10.5% 9.4%
57.4% 58.1% 59.4%
29.6% 31.4% 31.3%
13.1% 26.3% 26.0%
49.2% 47.4% 44.0%
37.7% 26.3% 30.0%
L.W. Conder Elementary School 4

Conder Elementary
Key Measure 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
% State Report Card—Teachers
satisfied with learning
environment 92.6 91.5% 90.9% 88.9%
% State Report Card—Students
satisfied with learning
environment 77.8 83.2% 79.0% 97.1%
% State Report Card— Parents
satisfied with learning
environment 78.7 100% 92.9% 96.7%
Action
Plan ID
Action
Step ID
1.1 1.1.1
Action Step Timeline Responsibility Estimate
Start Date End
Cost
Date
Analyze data dealing with
demographics especially
new students
1.1 1.1.2 Analyze MAP data a
minimum of twice a year
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Admin. Team, Data
Coaches, Power
School Coordinator
Administrative
Team, Data Coaches,
Teachers.
Funding
Source (s)
Accountability
Method
L.W. Conder Elementary School 5
N/A
N/A
Date
2014 Analyze
demographic data
every July.
Report discussed
within
administrative
team.
N/A N/A 2014 Teachers analyze
MAP data within
two weeks after
taking the test.
Teachers review
with
administrative
team within two

Conder Elementary
1.1 1.1.3
Utilize RIT bands to
group for individualized
instruction.
2009 2010
2011
2012
2013
2014
Administrative
Team, Data Coaches,
Teachers
N/A N/A 2014
weeks.
Regroup and/or
implement
intervention
strategies based
on levels of
performance
within two
weeks.
L.W. Conder Elementary School 6

Conder Elementary
1.1 1.1.4 Continue the use of RIT
band data to maintain the
current level of
individualized instruction.
1.1 1.1.5 Set yearly individualized
goals for students on
MAP
1.1 1.1.6
Analyze PASS data on
grades 3-5 and set
instructional goals.
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Administrative
Team, Teachers,
Instructional coaches
Teachers, Data
Coaches, ITS
Administrative
Team, Teachers,
Instructional coaches,
Data Team
N/A N/A 2014
N/A N/A 2014
N/A N/A 2014
Teachers use
individualized
instruction based
on RIT band
effectively in
50% of classrooms,
verified
by observations,
lesson plans, and
alignment with
intervention
programs.
Administration
reviews quarterly
Teachers will
meet with Data
Coaches after fall
testing to set
goals. Teachers
will track growth
of students in
data folders.
Principal reviews
data folder with
teacher within
two weeks after
spring testing.
Review baseline
PASS data with
faculty within
two weeks of
receiving data to
set goals and
create/update
data wall.
L.W. Conder Elementary School 7

Conder Elementary
1.1 1.1.7
Analyze DIBELS
(Dynamic Indicators of
Basic Early Literacy
Skills) and DRA
(Developmental Reading
Assessment) data
2009 2010
2011
2012
2013
2014
Administrative Team
Teachers,
Psychologist
2,500.00 Title I, TA
Plan
2014
Utilizing PALM
Pilots, look at
DIBELS scores a
minimum of
three times a year
and a minimum
of two times for
DRA. Reports
given to
administrators &
school psych.
1.1 1.1.8
Provide interventions for
students based on
DIBELS and DRA scores
1.1 1.1.9 Analyze AYP results
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Administrative
Team, Teachers,
Aides and
Psychologist
Admin. Team, Data
Coach, Guidance
Counselor, District
Data Specialist
N/A N/A 2014
N/A N/A 2014
Targeted groups
of students are
progress
monitored on a
schedule based
on level of
intervention.
Students will be
placed in
Fundations.
Administrative
team checks
quarterly to make
sure groups are in
place
AYP reviewed
by team within
two weeks of
receiving scores
and necessary
adjustments are
made.
L.W. Conder Elementary School 8

1.1 1.1.10 Utilize information
gained from Arts Survey.
1.1 1.1.11
Track students who
specialize in an art area.
1.1 1.1.12 Analyze single gender
growth using MAP,
attendance, grades, and
discipline data
1.1 1.1.13
Analyze I-Tech growth
using MAP, attendance,
grades, and discipline
data.
2010 2011
2012
2013
2014
2010 2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
2010 2010
2011
2012
2013
2014
Conder Elementary
Admin. Team, Data
Coach, Encore
Teachers
N/A N/A 2014
Encore Teachers
Coaches N/A N/A
Admin. Team, Single
Gender Teachers N/A N/A
Admin. Team, I-Tech
Teachers N/A N/A
Review of Arts
Survey data, and
program
adjustment
Create data file
for each student
and set up a
process for those
arts area teachers
to track progress.
Administrative
team reviews
quarterly
2014 Data will be
reviewed each
semester by
teachers and
shared with
administrative
team.
2014 Data will be
reviewed each
semester by
teachers and
shared with
administrative
Analyze 21 st Century 2009 2009, Admin. Team, 21 st
2014 Data will be
(SWIM) growth using
2010 Century Tutors, N/A N/A
reviewed
1.1 1.1.14 MAP, attendance, grades,
2011
quarterly by
and discipline data
2012
teachers and
2013
shared with
2014
administrative
team.
Analyze ALERT growth 2009 2009 Admin. Team,
2014 Data will be
using MAP, attendance,
2010 ALERT Teachers N/A N/A
reviewed each
L.W. Conder Elementary School 9
team.

Conder Elementary
1.1 1.1.15 grades, and discipline
data
1.1 1.1.16 Analyze the data from
ESOL program. (ELDA,
MAP, PASS, grades,
attendance , discipline)
2011
2012
2013
2014
2009 2009
2010
2011
2012
2013
2014
Admin. Team, ESOL
Team N/A N/A
semester by
teachers and
shared with
administrative
team.
2014 Data will be
reviewed
monthly by
teachers and
shared with
administrative
team
L.W. Conder Elementary School 10

Conder Elementary
1.2 1.2.1
Strategies and
instructional activities
from varied best-practices
are utilized in the
classroom.
2009 2009
2010
2011
2012
2013
2014
(Administration,
Coaches, Teachers) N/A N/A 2014
Conduct weekly
instructional best
practices
assessments,
conferences with
teachers.
1.2 1.2.2 Plan lessons to include
conceptual teaching and
integration of learning
2011 2011,
2012,
2013,
2014
Administration
Team leaders
TBD
State,
district,
school, and
grant funds
2014 Element of
integration of
learning are
observed in 75%
in all classroom
observations and
lesson plans.
Discussed with
admin team
weekly.
1.2 1.2.3 Align all curriculum to
SC common core
standards
1.3 1.3.1 Monitor daily teachers’
schedules for minutes
taught in core areas
2012 2014 Administration
Team leaders
2009 2009,
2010,
2011,
2012,
2013
TBD TBD 2014 Curriculum
aligned to new
SC common core
standards
Administration NA NA 2013 Review teacher
schedules weekly
and discuss with
team leaders to
verify time in
core curriculum
content.
1.3 1.3.2 Explain and post learner 2009 2010 Administrative Team N/A N/A 2014 100 % of Lesson
goals at the beginning and
2011 Teachers
plans and
throughout the lesson
2012
observations
2013
should indicate
2014
learner goals are
explained/posted.
L.W. Conder Elementary School 11

1.3 1.3.3 Engage students in the
classroom to make sure
all students are engaged
in a relevant curriculum
1.3 1.3.4 Implement a balanced
literacy approach( Read
aloud, shared reading ,
guided reading and
independent reading),
writing and numeracy
across all curriculum
areas
1.3 1.3.5 Utilize Reading Counts
and other programs to
expand reading.
1.3 1.3.6 Use a variety of methods
to engage students in
Math instruction (Math
Expressions)
2009 2010,
2011,
2012,
2013
Conder Elementary
Administration
Teachers
2010 2014 Teachers
Literacy coaches
Administrative team
2010
2014 Media Specialist,
teachers
2009 2014 Teachers,
administrative team
NA NA 2013 75% of
classroom
observations of
should indicate
that students are
engaged in a
relevant
curriculum.
Establish
baseline year one
TBD
$3000
for
licensing
and
rewards
TBD
Title I
TA Plan
Media
Budget 2014
Title I
TA Plan
2014 Lesson plans and
classroom
observations
should indicate
that teachers are
incorporating a
balanced literacy
approach 80% of
the time.
Student Reading
Counts records,
star wall of fame,
Student reading
logs.
2014 Teachers will
engage students
in Math
Expressions an
hour everyday.
Observed
100%in lesson
plans, pacing
guides and
observations
L.W. Conder Elementary School 12

Conder Elementary
1.3 1.3.7 Actively engage students
in the implementation of
the social studies and
science curriculum based
on district and state
guidelines
2009 2014 Teachers,
administrative team
TBD
Title I
TA Plan
2014 Lesson plans and
pacing guides are
monitored by
administration.
Intentional
connections are
made with the
arts.
L.W. Conder Elementary School 13

1.4 1.4.1 Continue and expand the
collaboration of arts
integration across content
areas using a variety of
instructional strategies
1.4 1.4.2 Demonstrate best
practices of arts
integration through
performances and other
student showcases.
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Admin. Team,
teachers
Encore Teachers
Conder Elementary
Admin. Team,
teachers
Encore Teachers
TBD TBD 2014
TBD TBD 2014
Lesson plans and
observations
indicate that arts
integration and
active
engagement in
arts occurs
intentionally
once a month.
List of
Performances
and showcases
Recognitions in
the area of arts
1.4. 1.4.3 Offer additional
programs before and after
school in some areas of
the arts
1.5. 1.5.1 Adjust curriculum to
meet the needs of current
ESOL students.
1.5 1.5.2 Maintain collaboration
between ESOL and other
classroom teachers.
1.5 1.5.3 Tier II intervention is
provided using a variety
of programs such as:
Fundations,
Soar to Success,
Project Read
PALS
Study Island
2009 2014 Admin. Team,
teachers
Encore Teachers
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Fall
2009
2010
2011
2012
2013
2014
Admin .Team,
ESOL Team
Teachers
Administration
ESOL Teachers
Teachers
TBD TBD 2014
TBD
District
Local
Funds
Number of
students involved
2014 Curriculum is
adjusted as seen
in lesson plans
(assignment
sheets) and
observations.
N/A N/A 2014 Lesson plans,
staff
development
participants,
classroom
observation.
IAT, specialists, and
admin. TBD ACT 135 Summer
2012
Monitor MAP
scores, State
Testing scores,
DRA scores,
DIBELS scores
within two weeks
of receiving
results
L.W. Conder Elementary School 14

Conder Elementary
1.5. 1.5.4 Develop individual
intervention plans to meet
the academic needs of
Tier III students.
2009 2010
2011
2012
2013
2014
IAT, specialists, and
admin.
N/A N/A 2014 IAT plan.
1.5 1.5.5 Continue before school
Early Bird reading and
ESOL student assistance.
1.5 1.5.6 Provide academic
instruction for selected
students through 21 st
century grant (SWIM)
through tutoring, direct
instruction, PALS, Study
skills, Writing skills,
math games. Conder
cultivators etc.
2009 2014
Admin, assigned
TAs, coaches, ESOL
teachers.
2009 2014 Administrator for 21 st
century grant
Teachers
Classroom teacher
N/A N/A 2014
TBD
21 st
century
grant
MAP Scores,
Classroom
assessments are
monitored on
students that
participate
quarterly
Coordinator of
the grant will
track students to
make sure that a
minimum
70 % of students
will improve
academic
performance by
at least 5
percentile in all
content areas, as
measured by
PASS.
External
Evaluation of 21 st
Century Grant
using GEMS
system by SC
Dept. of
Education
L.W. Conder Elementary School 15

Conder Elementary
State
Performance
Area(s)
Board Goals
Strategy
Action Plans:
Student Achievement
Teacher/Administrator Quality
Ensure the primary focus of schools is on the
quality of experiences provided to students -
experiences that result in increased student
engagement and learning.
Advocate for the needs and interests of
students.
Act as good stewards of public resources.
Model a culture of honesty, morality,
transparency, and collaboration.
School Climate
Parents/Community
2. Build a positive, safe, respectful, reliable, and productive environment.
2.1 Implement a common set of values based on life skills
Ensure responsible and flexible use of district resources.
Develop in the community common understanding of the problems and
challenges facing the school district.
Promote and model open communications between and among students,
district staff, and community.
2.2 Expand individualized services that meet the social and behavioral needs of new students and students with challenging
needs.
2.3 Integrate the arts, multi-cultural awareness, and social issues.
2.4 Continue to provide a variety of extra-curricular opportunities to involve students.
2.5 Implement goals for a Healthy School.
2.6 Maintain a safe and secure physical environment at school.
L.W. Conder Elementary School 16

Conder Elementary
Key Measure
Baseline
2008-2009
2009-2010 2010-2011 2011-2012 2012-2013 2013 - 2014
Discipline incidents 689 555 School
records
In-School Suspend Events 1 1 0
Out-School Suspend Events 73 60 37
Expulsions 0 0 0
Serious offenses 0 .3 0
Student Attendance 96.2% 95.8% 96.5%
% State Report Card ---Teachers satisfied with 93.6% 93.9% 88.2%
social and physical environment
% State Report Card ---Students satisfied with
social and physical environment
% State Report Card ---Parents satisfied with
social and physical environment
76.6% 78.1% 92.3%
95.0% 90.0% 95.2%
Action
Plan ID
Action
Step ID
Action Step Timeline Responsibility Estimated Funding
Accountability
Start Date End Date Cost Source(s) Date Method
2.1 2.1.1 Analyze qualitative data
from multiple sources
dealing with discipline,
2009 2009,
2010
2011
Admin. Team, Power
School Coordinator N/A N/A 2014
Analyze
demographic
data every Fall.
L.W. Conder Elementary School 17

Conder Elementary
and satisfaction surveys. 2012
2013
2014
2.1 2.1.2 Implement life skills
strategies with all
students
2010 2011
2012
2013
2014
Admin., Leadership
Team, All Staff N/A N/A 2014
Report
discussed within
administrative
team.
Post life skills
in classroom,
halls, and
morning
programs.
Integrate into
lesson plans
2.1. 2.1.3 Establish activities to
recognize students who
demonstrate life skills
2.2 2.2.1 Support teachers with an
IAT case manager for
students with behavioral
needs.
2.2 2.2.2 Maintain our 2 nd Tier
strategy (Check In/Out) to
address the needs of our
more challenging
students.
2.2 2.2.3 Provide a variety of wrap
a round services for at
risk students such as:
mentors, tutoring, social
services , health services
2010 2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
Admin.,
Faculty and Staff
Admin., SRO
Behavior Leads, IAT
2009 2014 Administration
School nurse
Social worker
School psychologist
TBD TBD 2014 List of students
recognized
N/A
N/A
Spring
2010
N/A N/A 2014
Case
collaborator
assigned to
individual
students
Check-In Check
out support
logs.
TBD TBD 2014 Individual
services
provided for
students
2.2 2.2.4 Students participating in 2009 2014 Administrator for 21 st TBD Grant 2014 Discipline
the 21 st century grant will
century grant
reports will be
improve in student
Teachers
monitored
L.W. Conder Elementary School 18

ehavior through such
programs as : character
education, Star Gents, A+
Girls, USC Amiguitos
2.2 2.2.5 Students participating in
21 st century grant will
improve in their
attendance through varied
social and off campus
activities.
Conder Elementary
2009 2014 Administrator for 21 st
century grant
Teachers
quarterly
75% of students
will have zero
expulsions/prob
ations and five
or fewer
discipline
infractions per
student by the
135 th day.
TBD Grant 2014 Monitor
attendance of
21 st century
students
quarterly.
85 % of the
students will
improve their
attendance to 95
%
2.3 2.3.1 Expand character
education in arts classes
to reflect life skills.
2.3 2.3.2 Seek arts productions and
presentations that reflect
many cultures and
backgrounds.
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
Arts Team,
Guidance, Staff N/A N/A Spring
2010
Arts Team TBD TBD Spring
2010
Lesson plans,
classroom
observations
Record of
presentations
and productions.
2.4 2.4.1 Continue to incorporate 2009 2009, Admin., Faculty,
Grant, Spring Service learning
service learning
2010 Staff, Community TBD Local 2010 projects
opportunities.
2011 Leaders
Funds
completed
L.W. Conder Elementary School 19

Conder Elementary
2.4 2.4.2 Provide activities such as
Star Gents, A+ Girls, Girl
Scouts, Star
Ambassadors, Conder
Cultivators for students
2.4 2.4.3 Continue to provide
opportunities in the arts
and academics to enhance
student involvement.
(Math Clubs, Dance
Team, Drums Performers,
Chorus, Chess Academy,
CTV, Strings Performers,
SC Book Readers)
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
Admin., Arts Team,
Faculty TBD Local
Funds
Admin., Arts Team,
Faculty TBD Local
Funds
Spring
2010
Spring
2010
record of
participation.
Record of
meetings and
performances.
Record of
meetings and
performances.
2.5 2.5.1
Implement the
recommendations of the
Healthy Schools
committee
2009 2014
Admin team
Faculty
School nurse
TBD
School
Funds
2014
Health council
reviews and
establishes
goals in fall of
each year.
2.5 2.5.3 Provide a variety of
Health services –Flu
Vaccinations, screening,
referrals to Medicaid,,
Richland Cares, Good
Admin team
District
Samaritan, Healthy
2009 2014 Faculty
TBD Funds
Learners, Dental Access
School nurse
Medicaid
and/ or Compassionate
2014
Care Programs
Referrals to the children’s
dental clinic and adult
free dental clinic
L.W. Conder Elementary School 20
Maintain list of
students served

Conder Elementary
2.5. 2.5.4 Continue Commit to be
Fit at Conder, Fun Run,
and the Conder Running
Club.
2.5. 2.5.5 Provide a variety of
educational programs for
grade levels and parents
2.5 2.5.6 Students participating in
21 st century grant
(SWIM) will improve in
physical fitness through
such activities as USDA
snack, Conder
Cultivators, Supervised
recess,
Swimming/basketball,
parent healthy cooking
and workshops
2.5 2.5.7 Students participating in
21 st century grants will
achieve level 5 swimming
ability
2009
2014
2009 2014
2009 2014
Admin team
Faculty
School nurse
Admin team
Faculty
School nurse
Administrator for 21 st
century grant
Teachers
Administrator for 21 st
century grant
Teachers
TBD
TBD
District
Funds 2014
District
Funds
2014
Number of
participants
Maintain list of
programs
provided
TBD Grant 2014 60 % of
students will
have a body
index of 25 %
or be
determined
overall healthy
for their age and
height
TBD Grant 2014 Students will be
able to swim at
level 5
swimming level
L.W. Conder Elementary School 21

Conder Elementary
2.5 2.6.1 Continue to use
LOBBYGUARD to track
and monitor visitors.
2.5 2.6.2 Provide classroom
education and programs
that support local law
enforcement initiatives
(SRO visits, GREAT)
2.5 2.6.3 Provide in-service
training for all staff on
maintaining a safe and
secure school.
2.5 2.6.4 Conduct four
unannounced drills per
year. (Intruder, Weather,
Earthquake, Evacuation)
2.5 2.6.5 Continue to provide
supervision utilizing
faculty and staff during
arrival and dismissal of
students, create details
descriptions for duty
positions, and provide inservice
for duty.
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
2009 2009,
2010
2011
2012
2013
2014
Office staff
N/A
SRO, Adm Team,
Guidance. $500
Admin Team
Admin., Dist.
Security
Admin., Dist.
Security, SRO
N/A
District
Funded
Local
Funds
N/A
Spring
2010
Spring
2009
Summer
2010
N/A N/A Spring
2009
Duty time N/A Fall
2010
Record of
visitors from
LOBBYGUAR
D
Record of SRO
agendas and
meetings
Record of
participation
Record of drills.
Duty Roster
L.W. Conder Elementary School 22

Conder Elementary
2.5 2.6.6 Continue to explore
possibilities for physical
space for Science Lab, etc
2010 2011
2012
2013
Admin. Team,
Community Leaders
N/A 8% Summer
2010
Request items in
yearly budget
requests. Look
for available
grants.
State
Performance
Area(s)
Board Goals
Strategy
Student Achievement
Teacher/Administrator Quality
Ensure the primary focus of
schools is on the quality of
experiences provided to students -
experiences that result in increased
student engagement and learning.
Advocate for the needs and
interests of students.
Act as good stewards of public
resources.
Model a culture of honesty,
morality, transparency, and
collaboration.
School Climate
Parents/Community
Ensure responsible and flexible use of district resources.
Develop in the community common understanding of the problems and challenges
facing the school district.
Promote and model open communications between and among students, district staff,
and community.
3. Create an integrated arts environment that attracts and supports faculty and staff.
Action Plans:
3.1 Actively seek, recruit, and retain teachers and staff that reflect the needs of the mission of our school.
3.2 Customize a professional development plan that meets the instructional needs of Conder students.
3.3 Provide opportunities for teachers to understand Life Skills
3.4 Provide positive work environment through recognitions and celebrations.
L.W. Conder Elementary School 23

Conder Elementary
Key Measures
Key Measure 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
School Report Card Data---Advanced Degrees 50.0 57.1% 63.2% 63.5%
School Report Card Data--Continuing
55.4 60.3% 73.7% 76.9%
Contract
School Report Card Data--Returning Teachers 78.6 74.2% 74.7% 81.5%
School Report Card Data--Teacher Attendance 95.9 95.7% 95.1% 93.3%
Number of teachers Nationally Board
Certified
7 6 3 6
Action
Plan ID
Action
Step ID
Action Step Timeline Responsibility Estimated Funding
Accountability
Start Date End Date Cost Source Date Method
3.1 3.1.1 Participate in job fairs
sharing the vision of our
school.
3.1 3.1.2 Partner with local
colleges and universities.
3.1 3.1.3 Continue to increase the
number and percentage of
male staff members while
maintaining our staff
diversity.
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Admin.
Admin Team
Admin.
N/A N/A 2014
N/A N/A Spring
2009
N/A N/A Spring
2010
Job fair
participation,
number of new
hires per year.
Number of
student teachers
trained
New hires in
demographic
categories.
3.1 3.1.4 Reinforce the District’s 2009 2010 Admin., Team
Observations,
initiatives by providing
2011 leaders N/A N/A Spring teacher-mentor
each new to Richland
2012
2010 logs.
Two teacher with a peer
2013
L.W. Conder Elementary School 24

mentor. 2014
Conder Elementary
3.1 3.1.5 Continue to support new
to Richland 2 with district
instructional coaches
and/or school mentors
2009 2010
2011
2012
2013
2014
Admin, District
Coaches
Mentors
TBD
District
Funds
2014
District
coaching logs of
visits.
Mentor/teacher
reflections
3.2 3.2.1 Maintain a database of
faculty and staff
documenting the
professional development
attended and professional
development needed.
3.2 3.2.2
Provide school level staff
development on the
interpretation and
instructional use of data
2010 2010
2011
2012
2013
2014
2009
2010
2011
2012
2013
2014
Admin Team, ITS
Administration
Teachers
2014 Database
N/A N/A
established and
maintained
yearly (PD
Express®)
Reviewed by
administrative
team.
Documentation
of participation.
Faculty creates
a profile of their
students in the
fall of each year
and visits after
N/A N/A 2014
MAP, PASS
and other
designated tests
Administration
reviews data
with teams of
teachers.
3.2 3.2.3 Utilize Grade level 2009 2014
Common
common planning period
Administration
planning period
a minimum of 2 times a
Teachers N/A N/A 2014
used to work on
week to work on
instructional
L.W. Conder Elementary School 25

Conder Elementary
instructional goals
3.2 3.2.4 Provide professional staff
development in
Schlechty’s Engaging
Students.
2009 2010 Schlechty®
Consultant, Data
Coaches, Admin.
Team
TBD
Title I
Funds
goals
2010 Elements of the
Schlechty®
protocol are
observed in
90% in all
classroom
observations
and lesson
plans. Walk
through forms
will indicate use
of model.
Forms discussed
with admin
team weekly.
3.2 3.2.5 Provide professional
development in creating
an enriched environment.
2010 2011,
2012,
2013,
2014
Administration
Team leaders
TBD
State,
district,
school, and
grant funds
2014 Elements of
enriched
environment
observed in
90% in all
classroom
observations
and lesson
plans.
Discussed with
admin team
weekly.
3.2 3.2.6 Provide professional
development in
conceptual teaching and
2009 2010
2011
2012
Administration
Team leaders
L.W. Conder Elementary School 26
TBD
School and
technical
assistance
2014 Conceptual
teaching and
integration of

integration of curriculum 2013
2014
Conder Elementary
funds,
grants
curriculum is
observed in
75% in all
classroom
observations
and lesson
plans.
Discussed with
admin team
weekly.
3.2 3.2.7 Provide staff development
for key leaders and design
team in designing an
engaging curriculum
3.2 3.2.8 Collaborate on designing
an engaging curriculum
relevant to students.
3.2 3.2.9 Align curriculum to new
SC common core
standards
2010 2014 Administration
Team leaders
Design Team
2012 2014 Administration
Team leaders
2013 2014 Administration
Team leaders
TBD TBD 2014 Key leaders and
design team
trained in
Working on the
work.
TBD
TBD
School and
technical
assistance
funds,
grants
School and
technical
assistance
funds,
grants.
2014 Teachers
collaborate
regularly on
designing
curriculum to
engage students.
.
2014 Curriculum
aligned to SC
common core
standards
3.2 3.2.10 Provide staff development 2010 2014 Admin. Team, TBD School and 2014 Documentation
in arts integration for new
teachers
technical
of staff
teachers and review
Encore Teachers
assistance
development
strategies to infuse arts
funds,
L.W. Conder Elementary School 27

with all teachers
3.2 3.3.11 Continue and expand the
collaboration of arts
integration across content
areas
3.2 3.2.12 Provide staff development
on single gender
instruction
3.2 3.3.1 Provide opportunities for
I-tech teachers to
collaborate and share I-
tech strategies
Conder Elementary
2010 2014 Admin. Team,
teachers
Encore Teachers
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Single gender
teachers
Administrator for
single gender,
Curriculum coaches
District single gender
State single gender
TBD
TBD
grants
School and
technical
assistance
funds,
grants
Title I
funds
TA funds
District
and school
funds
I-Tech teachers TBD Title I
funds
TA funds
District
and school
funds
2014 Lesson plans
and
observations
indicate that
arts integration
and active
engagement in
arts occurs
intentionally
once a month.
2014 Instructional
strategies are
specific to
single gender
instruction 75
% of the time.
This is
indicated in
lesson plans and
can be seen in
observations.
Administrative
team includes in
weekly reviews
2014 Opportunities
provided for
teachers to
collaborate.
3.3 3.3.2 Provide training in life 2010 2011 Administration, TBD Title I 2014 Elements of life
skills
2012 Teachers
funds
long skills
2013
TA funds
2014
District
L.W. Conder Elementary School 28

3.3 3.3.3 Continue monthly staff
development sessions in
various diversity training
topics.
3. 3.4.1 Revamp the school-wide
plan for creating a
positive environment for
faculty and staff that
focuses on best practices
and the Arts
3.4 3.4.2 Celebrate teachers
success (professional,
attendance, wellness, etc.
2009 2010
2011
2012
2013
2014
Conder Elementary
Diversity coaches
and faculty
2010 2014 Administrative team
Teachers
2010 2014 Administrative team
Teachers
TBD
and school
funds
District
diversity
Monthly
Record of
participation
and
documentation
of plans
TBD TBD 2014 Plan
implemented
and reviewed
each year
TBD TBD 2014 On-going list of
recognitions
3.4 3.4.3 Continue to offer
programs that focus on
faculty and staff health
2010 2014 Administrative team
Teachers
School nurse
TBD TBD 2014 List of
participants
State
Performance
Area(s)
Board Goals
Student Achievement
Teacher/Administrator Quality
Ensure the primary focus of schools is on the
quality of experiences provided to students -
experiences that result in increased student
engagement and learning.
Advocate for the needs and interests of
students.
School Climate
Parents/Community
Ensure responsible and flexible use of district resources.
Develop in the community common understanding of the problems and
challenges facing the school district.
Promote and model open communications between and among students,
district staff, and community.
L.W. Conder Elementary School 29

Conder Elementary
Strategy
Action Plans:
Act as good stewards of public resources.
Model a culture of honesty, morality,
transparency, and collaboration.
4. Expand alliances with families and the community to support Conder’s Arts Integrated Magnet.
4.1 Expand initiatives to engage parents and community in Conder Elementary Arts Integrated Magnet
4.2 Continue to market Conder’s Arts magnet program
4.4 Involve stakeholders in school strategic planning.
Key Measure 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
% State Report Card—Teachers satisfied with
81.5 77.8% 87.5% 83.3%
School/ Home relations
% State Report Card—Students satisfied with
79.8 84.9% 84.8% 89.5%
School/ Home relations
% State Report Card—Parents satisfied with
77.0 87.2% 91.3% 96.8%
School/ Home relations
Volunteer hours 3,376 3,140 3,198 4.656
% of eligible parents enrolled in Parent Portal 27.83 32.48 Pending Pending
Unique visits per month on web site * * Pending Pending * * * *
Not on district site
4.1 4.1.1 Make SIC a strong part of
Conder’s support and vision
4.1 4.1.2 Encourage attendance and
participation in participation
in SIC, PTO, and school
2009 2010
2011
2012
2013
2014
Admin. TBD School
funds
2009 2014 Admin. TBD School
funds
2014 Increase active
membership to 15
2014 Number of
participants
L.W. Conder Elementary School 30

Conder Elementary
events
4.1 4.1.3 Conduct quarterly Principal
Listens sessions per year for
selected parents, faculty and
community focusing on Arts,
curriculum, or literacy.
4.1 4.1.4 Involve parents and
community in such activities
such as Military Families,
Rolling Readers, Reader in
Red Tie, Read Across
America, Author’s Tea,
SMART Night, Hispanic
Family Night, and Latino
Dance Night, and Conder
International Festival.
4.1 4.1.5 Expand the involvement of
parents in the learning
process through literacy and
curriculum events
4.1 4.1.6 Focus on activities that
involve the Hispanic
community
4.1 4.1.7 Evaluate current programs
offered to parents based on
purpose, participation, time,
etc. to decide yearly calendar
of events.
2009 2014 Admin. TBD School
funds
2009 2014 Teachers TBD School
funds
2009 2014 Admin. Team
Math Coach
Literacy
Coach ITS,
Faculty and
Staff
TBD
School
funds
2009 2014 Admin. TBD School
funds
2009 2010
2011
2012
2013
2014
2014 Sessions
conducted. List of
participants
2014 Number of
participants
2014 Variety of
workshops,
programs offered
at alternative
times.
Documentation of
participation.
Yearly goals set by
administrative
teams
2014 List of participants
Admin. N/A N/A 2014 Programs
evaluated each
summer and
timeline of events
created.
L.W. Conder Elementary School 31

4.1 4.1.8 Expand partnerships with
local colleges, universities,
Ft. Jackson, faith-based and
community especially
organizations to support the
ESOL population
4.1 4.1.9 Expand resources for
volunteers at Conder such as
Teacher Cadets, PCA,
College students, Fort
Jackson, Parents , retired
community, etc.
4.1 4.1.10 Celebrate volunteers at
Conder
4.1 4.1.11 Increase the number of
parents using the Parent
Portal
4.1 4.1.12 Create and refine
communication strategies to
share best practices with
parents and community.
4.1 4.1.13 Involve parents of 21 st
Century grant students in
literacy workshops
4.2 4.2.1 Continue to involve the
community in ABC
partnerships.
Conder Elementary
2009 2014 Admin. N/A N/A 2014 Increase 2
partnerships each
year.
2009 2014 Admin. N/A N/A 2014 List of current and
new resources
2009 2014 Admin. TBD School
funds
2014 Celebration held
2009 2014 ITS N/A N/A 2014 Number of parents
using parent portal
2010 2014 Faculty and
Staff TBD Grant 2014
2009 2014 Coordinator of
21 st century
grant
Literacy coach
2009 2014 Admin.
Encore
Teachers
Booklets and
sheets shared with
families.
TBD Grant 2014
70 % of adult
family members of
students involved
in 21 st century
grants will attend 4
literacy workshops
N/A N/A 2014 Maintain and add
additional partners
with Arts at
4.2 4.2.2 Continually update Arts
2010 Admin.
Review and update
Magnet literature and magnet
2011 \ Encore
materials yearly in
recruitment material to 2009 2012 Teachers
the fall
TBD TBD
reflect the uniqueness of
2013
2014
Conder
2014
L.W. Conder Elementary School 32
Conder

Conder Elementary
4.2 4.2.3 Constantly revise and feature
Conder Arts on Web site,
blog and twitter 2009 2014
Admin.
Encore
Teachers
N/A N/A 2014
Web sites updated
and maintained
4.2 4.2.4 Use R2TV and other media
to publicize events at Conder
2009 2014
Admin.
Encore
Teachers
N/A
N/A
2014
# of items featured
on in media
4.3 4.3.1
Review the key components
of strategic plan with SIC
and faculty annually
4.3 4.3.2 Issue each year a school
annual report to parents
2009 2010
2011
2012
2013
2014
2009 2010
2011
2012
2013
2014
Principal /
Admin Team /
PTO / SIC
Principal /
Admin Team /
PTO / SIC
N/A N/A 2014 Key elements of
the strategic plan
reviewed in fall of
each school year
with PT and SIC
TBD
School
Funds
2014 Annual report sent
to parents in April
of each school year
L.W. Conder Elementary School 33