Our school is committed to helping all students develop the World Class Skills of the Profile of the South Carolina Graduate by implementing a high-quality STEAM program option in a positive and caring environment.
Our theme for the 2025–26 school year was Better Together. At Oakdale STEAM, we believe our greatest successes occur when students, staff, families, and community partners work together toward a common purpose. Whether improving student achievement, strengthening school culture, supporting individual student needs, or creating meaningful learning experiences, our collective efforts have a greater impact than any one person or program alone. This belief serves as the foundation for our work and reflects our commitment to ensuring that every student feels valued, supported, and empowered to succeed.
Oakdale STEAM completed its fourth year of Leader in Me implementation during the 2025–26 school year. Leader in Me serves as a framework that strengthens and aligns all aspects of our school improvement efforts. Based on Stephen Covey's 7 Habits of Highly Effective People, the model helps students and staff develop leadership skills, build positive relationships, and take ownership of their learning and growth. Through classroom Habit Huddles, student leadership opportunities, goal setting, and school-wide leadership practices, the language of leadership has become an integral part of Oakdale's culture.
In May of 2026, Oakdale achieved Lighthouse Certification, a prestigious recognition awarded to schools that demonstrate exemplary implementation of the Leader in Me process. This certification validates the intentional work of our students, staff, and families to create a culture where leadership, accountability, and ownership are evident throughout the school community.
Another significant accomplishment was Oakdale's successful exit from Additional Targeted Support and Improvement (ATSI) status. Through strong collaboration among classroom teachers, special education teachers, interventionists, support staff, and families, Oakdale strengthened instructional practices, expanded targeted interventions, and refined Multi-Tiered System of Supports (MTSS) processes. Exiting ATSI status demonstrates the impact of a shared commitment to ensuring that every student has access to the support and opportunities needed to achieve success.
Oakdale was also recognized as a Palmetto Silver School by the South Carolina Department of Education. The Palmetto Awards Program recognizes schools that demonstrate exceptional academic performance and student growth. Receiving the Palmetto Silver Award reflects the dedication of our students, staff, and families and serves as evidence that the instructional practices, interventions, and supports implemented at Oakdale are producing positive outcomes and helping students achieve at higher levels.
Student leadership and voice remained central to our school improvement efforts. Through the Student Lighthouse Team, students analyzed school climate data, provided feedback, and helped identify opportunities to strengthen school culture. Students also participated in school-wide clubs, leadership roles, and personal goal setting through WIGs (Wildly Important Goals). These experiences fostered belonging, responsibility, and ownership while reinforcing the belief that leadership is a responsibility shared by all.
Family and community engagement remained critical components of student success. The School Improvement Council and Parent Teacher Organization continued to strengthen partnerships between home and school through family events, educational workshops, volunteer opportunities, and meaningful stakeholder involvement. Consistent with our Better Together theme, we recognized that students achieve at higher levels when families, educators, and community partners work collaboratively to support learning and well-being.
STEAM learning continued to be a defining component of the Oakdale experience. Students participated in integrated STEAM instruction and hands-on learning opportunities that connected academic standards to authentic, real-world applications. Through collaboration between classroom teachers and the STEAM lead teacher, students engaged in project-based learning experiences that promoted creativity, critical thinking, communication, collaboration, and problem-solving. These experiences helped students develop the skills necessary for success in an ever-changing world.
Professional learning remained a priority as staff strengthened instructional practices through collaboration, coaching, data analysis, and ongoing professional development. Through Professional Learning Communities, teachers worked together to refine instruction, respond to student needs, and ensure high levels of learning for all students.
As we reflect on the 2025–26 school year, we are proud of the progress made while recognizing that continuous improvement remains our focus. We will continue strengthening Professional Learning Communities, maximizing the impact of Dragon Time through MTSS, expanding STEAM integration, and deepening implementation of Leader in Me. Through these efforts, we will continue to build a culture where students, staff, families, and community partners work Better Together to ensure every child experiences rigorous, engaging, and data-informed instruction within a safe, inclusive, and supportive learning environment.
Jen Symons, Kim Johnson, and Amy Uzzell, PTO/SIC Leadership
Jacob Moree, Principal
