Collaboration/Communication/Caring - School Safety and Parent Communication
At FMES, we understand the importance of the family unit and the community as a whole in the development of students. We realized that the 2024-2025 school year would bring many new opportunities along with challenges, but through collaboration as a school team and effective communication with parents and stakeholders, we could grow our students academically, socially, emotionally, and behaviorally.
We ensured school safety for all students by continually reviewing all safety procedures and processes, and involving as many team members and stakeholders as we could. Our teachers were able to maximize time spent with their students to build a classroom community and a rigorous learning environment. Our school safety team, along with our School Improvement Council, reviewed procedures that were in place to ensure we had the best plan to keep students, staff, and school visitors safe.
We also recognize the value of including a greater community in the growth of our school and our students. We have continued to implement partnerships with Winthrop University, River Rock Community Church, First Baptist Church, Fort Mill Middle School, Fort Mill High School, Nation Ford High School, and Catawba Ridge High School. River Rock Community Church and First Baptist Church are involved in grounds improvement and staff appreciation, and we look forward to having them back in our building to help support our students and staff. Our partnership with Winthrop University allows us to host higher education students who have chosen a career in the field of education. These students participate in a multitude of classroom observations, student teaching experiences, and full-year internship opportunities where they hold the status of “Junior Faculty Members.” Our local middle and high schools provide positive role models for students, and we plan to continue to grow these opportunities to provide academic support for our students by providing reading and mentorship opportunities with older students.
Collaboration/Communication/Critical Thinking - Teacher Collaboration, Academic Intervention and Enrichment, and Improving School Processes
Continuous teacher growth and collaboration is a priority at FMES. During the past school year, the theme for the year focused heavily on the PLC model, social and emotional learning, and learning opportunities and growth for all students. To foster this theme, we have continued to move to a Professional Learning Community model which incorporates increased teacher collaboration. Grade level teams operate as a collaborative team and have dedicated times when they meet to discuss curriculum and planning, as well as to discuss student data. Grade levels have implemented times for intervention and enrichment where they can further meet the needs of each child. FMES has also implemented other collaborative teams to ensure that all staff members are on the same page and pushing student growth as our top priority. This includes the FMES Leadership Team, Behavior Team, Special Education Team, and others.
Teachers are encouraged to continue to be lifelong learners to further provide a learning environment that provides their students with impactful educational opportunities. We have continued to place a focus on our reading and writing instruction, and have also implemented phonics-based word study instruction in our early childhood classrooms. We also utilize STEAM leaders to continue to emphasize the importance of STEAM components in the classroom. STEAM leaders have been involved in planning STEAM based lessons with other grade levels and staff around the district, as well as leading professional development sessions that focus on STEAM practices. Lastly, we recognized the importance of Social Emotional Learning for our students in relation to the difficulties presented to us over the past several school years. We have placed a heavy focus on building a classroom community and having a daily morning meeting with students. Our staff has taken on this responsibility of ensuring that their students are provided not only a rigorous academic education, but also that they are provided learning opportunities to grow socially, emotionally, and behaviorally. Each of these processes provides teachers with valuable time to collaborate with colleagues, share their craft and expertise, and continue to build relationships.
Lastly, schools across the district implemented a new model of prevention called Ci3T that focuses on creating a comprehensive systems-oriented approach. The goal of Ci3T is to integrate efforts to support students academically, behaviorally, and socially. To support this process, teachers and staff at Fort Mill Elementary have had to work together collaboratively to support this new process and create the best possible learning environment for students. Ultimately, the goal of implementing the Ci3T model is to provide a productive learning experience for students with many supports and opportunities, while also supporting educators’ efficacy and well-being through professional learning opportunities, clear expectations, and supportive, positive environments.
Jad Griffin - Principal
