Heath Springs Elementary is a Title I school. In 2025, school year, HSES determined strategic steps to follow a multi-tiered system of support to meet the needs of all students. The MTSS process will ensure that students’ social, emotional, and academic needs are addressed. Students’ social and 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 through classroom walkthroughs to guarantee access to grade level standards for all students. We recognize the need for increased professional development to ensure our core instruction remains strong.
We are 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. 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 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 are an arts infused school that is sponsored through the ABC Grant. We have a computer lab and have 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.
SC READY Assessment ELA (Spring 2025)
YEAR Does Not Meet Approaching Meets Exceeds
2025 34.1% 20.5% 27.3% 17.4%
2024 36.5% 27.6% 18.6% 17.3%
2023 28.5% 33.9% 18.8% 17.6%
SC READY Math Assessment (Spring 2024)
YEAR Does Not Meet Approaching Meets Exceeds
2025 15.9% 31.1% 25% 27.3%
2024 28.8% 20.5% 23.1% 18.6%
2023 28.5% 32.7% 23% 14.5%
Heath Springs Elementary (HSE) uses data to drive instructional practices to set goals for improvement. The latest data suggests that 52% or more of our K-2 students are meeting or exceeding grade level expectations in math based on MAPs. 87% 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. 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. Teachers have learned how to use strategies from the Science of Reading as resources for tiered instruction and how to use assessments for progress monitoring. Teachers 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.
Heath Springs Elementary (HSE) uses data to drive instructional practices to set goals for improvement. The Spring Reading MAP data suggests that 47.6% of our 3rd-5th grade students are meeting or exceeding grade level expectations. 55.3% 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. Our goal for SC Ready Science is to increase meets/exceeds from 27.1% to 36.1% by 2027.
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.
Teachers have 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.
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 need 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. Our goal for our learning-disabled students in MAP Reading growth is to increase from 42% to 56%. Our goal for learning disabled students in MAP Math growth is to increase from 50% to 60%. 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.
Teacher/Admin Quality
Heath Springs monitors student learning and instructional practices through classroom learning walks that emphasize the Core Actions outlined by Achieve the Core. During the 2025-2026 school year, the leadership team conducted 78 walkthroughs in classrooms. According to observations and data taken from the walkthroughs, the school leadership team determined next steps include coaching and support to strengthen Tier 1 instruction. The goal for increasing the number of observations will increase to 140 by the end of 2027. As a result of conducting more walkthroughs, coaching support will be more explicit and targeted based upon the walkthrough results.
School Climate
Based on the SC 24-25 state department survey, 91% of parents indicated that they were satisfied with the home/school relations and 85.4% are satisfied with the learning environment. 90.7% of parents were satisfied with the social and physical environment. Teachers will update plans for instructional learning at least weekly on Google Classroom 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.
