Heath Springs Elementary Comprehensive Needs Assessment
Report Card Link: https://screportcards.com/overview/?q=eT0yMDIzJnQ9RSZzaWQ9MjkwMTAXOQ “Home.” Heath Springs Elementary School. http://hses.lancastercsd.com/
Student Achievement
After carefully analyzing data from the 2024 school year, HSES has determined strategic steps to follow a multi-tiered system of support in order to meet the needs of all students. The MTSS process will ensure that students' academic needs are addressed. Students' social emotional needs will be identified through Panorama data and guidance will develop small intervention groups to meet students needs. We are implementing and measuring core actions to guarantee access to grade level standards to all students.We recognize the need for increased professional development. Teachers have been using the Get Better Faster planning model to ensure all lessons are standards based.
Heath Springs Elementary School is committed to helping all students develop the World Class Skills and life and career characteristics of the Profile of the SC Graduate by providing opportunities for students to master grade level standards across the curriculum through project or problem based learning experiences. We provide these experiences through the implementation of our school vision: Change Your Mindset, Expand Your World! We demonstrate this vision by challenging our students with best practices and professional development for our teachers. These learning experiences will emphasize STEAM activities, encourage creativity, innovation, critical thinking and collaboration. These experiences will also promote self-direction, perseverance, tolerance and a positive work ethic as new windows are opened to global perspective. We have a STEAM lab which includes a science lab, drama room with a dance floor, and pottery room. We are also an arts infused school that is sponsored through the ABC Grant. Teachers use the state STEAM Continuum to evaluate and plan for improvements in our STEAM initiative each year. We have a computer lab,, and are one-to-one student computers in 4K--5th grades. We facilitate the development of engineering and math through opportunities with building and design activities. The teachers coordinate opportunities for the arts to be blended across the curriculum. We are an arts infused school. We receive funding through ABC-Arts In Basic Curriculum and DAP-Distinguished Arts Program grants. The teachers coordinate opportunities for the arts to be blended across the curriculum.
Primary (K-2)
Heath Springs Elementary (HSE) uses data to drive instructional practices to set goals for improvement. The latest data suggests that 47% or more of our K-2 students are meeting or exceeding grade level expectations in math based on MAPs. 86% of kindergarten students are on grade level based on MAP Fluency. Data will be updated as assessments are given. HSES will move forward with more opportunities for teachers to grow their knowledge and practice of Tiers 2 and 3 instruction which will result in improved student performance through clear, smart goals identified during MTSS meetings. Teachers will bring their data notebooks to the MTSS meetings. A column will be added to the MTSS spreadsheet for next steps to meet the smart goals set. Reduced class size will help our teachers meet the smart goals set during MTSS. This will help with students' exposure to rigorous assessments that resemble MAP, CASE, and SC Ready. Teachers have access to many resources such as CASE assessments, IXL and Mastery Connect to assess the students using a variety of DOK questions. During recent professional development days, teachers learned how to use strategies from the Science of Reading as resources for tiered instruction and how to use assessments for progress monitoring. Teachers are encouraged to use these in the classroom to get students accustomed to academic vocabulary and rigorous questioning, as well as, using the data to plan tiered instruction.
(Elementary/Middle School 3-8)
Heath Springs Elementary (HSE) uses data to drive instructional practices to set goals for improvement. The latest Reading MAP data suggests that 37% of our 3rd-5th grade students are scoring meeting or exceeding grade level expectations. 55% of 3rd-5th grade students are meeting or exceeding grade level expectations in Math based on MAP data. Data will be updated as assessments are given. HSES will move forward with more opportunities for teachers to grow their knowledge and practice of tier 2 and 3 instruction which will result in improved student performance through clear and smart goals identified during MTSS meetings. A column will be added to the MTSS spreadsheet for next steps to meet the smart goals set. A column will be added to the MTSS spreadsheet for next steps to meet the smart goals set. Reduced class size will help our teachers meet the smart goals set during MTSS. This will help with students' exposure to rigorous assessments that resemble MAP, CASE, and SC Ready. Teachers have access to many resources such as CASE assessments, IXL, and Mastery Connect to assess the students using a variety of DOK questions. During recent professional development days, teachers learned how to use strategies from the Science of Reading and Building Thinking Classrooms as resources for tiered instruction and progress monitoring. Teachers are encouraged to use these in the classroom to get students accustomed to academic vocabulary and rigorous questioning, as well as, using the data to plan tiered instruction. Teachers have been using the Get Better Faster planning model to ensure all lessons are standards based.
Report Card Designation-Additional Support and Improvement
Our disabled children are in the bottom 5% of disabled children tested with SC READY. HSES has been given ATSI, an ESSA designation on our School Report Card, meaning we are in need of additional and targeted support based on performance outcomes of our disabled subgroup.
Our 3rd-5th grade learning disabled, African American, and economically disabled students have been identified as underperforming. Teachers and coaches will analyze MAP scores to plan reading and math instruction for underperforming disabled students in Tier 2 and 3 (MTSS) in the classroom. An interventionist will meet with grade-level data teams and the Leadership Team to determine strategies to close the gap for underperforming disabled students in read and math. Teachers and coaches will analyze MAP scores to plan reading and math instruction for underperforming African American students and economically disabled students in Tier 2 and 3 (MTSS) in the classroom. The Leadership team will meet with grade-level data teams to determine strategies to close the gap for underperforming African American and economically disabled students in reading and math.
School Climate
Based on the SC 23-24 state department survey, 76.22% of parents indicated that they were satisfied with the home/school relations and 86.95% are satisfied with the learning environment. 85.28% of parents were satisfied with the social and physical environment. Teachers will update plans for instructional learning at least weekly on Google Classroom and Remind or Talking Points to keep parents notified of assignments. Our parents will be given their PowerSchool credentials to monitor grades at the beginning of the year. Teachers will send at least one positive note home to parents for each student monthly and this will be documented in the office. These actions will help improve home/school relationships and keep parents informed of the learning environment.
