• ABOUTABOUT
 

STANDARD 4:
Resources and Support Systems

 

The system has resources and provides services that support its purpose and direction to ensure success for all students.

> Standard 4 presentation

 


Lexington County School District One demonstrates a strong commitment toward providing the resources and supports to ensure student success. Our strengths within this standard are human resources, technology, facilities and our systems of support. 

The district ensures that there are clearly defined policies and procedures to recruit, employ and retain qualified certified staff to fulfill our purpose and mission. There is a systematic ongoing process to assess the district’s financial and personnel needs. Based on these assessments, a finalized budget is approved that addresses staffing and operational needs aligned with the district’s priorities. The district also has special revenue budgets to support material, physical and human resource needs. Additionally, the district has also secured grants totaling $13,613,455 over the past three years to enhance and expand various initiatives. 

In addition, the Educational Foundation has provided more than $800,000 in the last three years to support several district initiatives, including The Leader in Me training for two schools, the expansion of Learning Commons in seven schools, scholarships for graduating seniors, support for LEAP (Lexington Employee Assistance Program), the Centers for Advanced Study and interventions for the alternative school (FOCUS)

The district’s Fiscal Services Department has been awarded the Certificate of Achievement for Excellence in Financial Reporting by the Government Finance Officers Association for its Comprehensive Annual Financial Report for 21 consecutive years and the Certificate of Excellence in Financial Reporting by the Association of School Business Officials International for 22 consecutive years. In addition, the district’s underlying rating for general obligation debt was upgraded from AA- to AA in February 2015 by Standard and Poor. Standard and Poor stated, “The upgrade reflects our opinion of the district’s strong and consistent financial performance, including the maintenance of very strong general fund reserves at fiscal year end 2014.” Finally, Moody’s Investor Service has reaffirmed the district’s enhanced bond rating of Aa1 and its underlying rating of Aa2 in September 2013.

The district’s Procurement Department was selected to receive the President’s Award for Outstanding Agency Support for 2015 by the S.C. Association of Governmental Purchasing Officials, based on the district’s commitment to the professional development and education of its procurement staff.

The Office of Human Resources (OHR) coordinates evaluation programs, in collaboration with the Office of Instructional Services, for teachers and administrators. The support staff evaluation program is also facilitated through OHR. 

The district has an active recruitment process reaching far beyond the boundaries of South Carolina. The district’s annual teacher recruitment fair is consistently a huge success. Administrators from every school and Central Services come together and interview approximately 350–400 teacher candidates on a Saturday morning in January. 

This year, OHR created a position to solely address recruitment and retention. As a result, OHR created the district’s first recruitment fair for special education candidates.

First-year teachers are assigned a mentor. New teachers attend support sessions throughout the year that target their specific needs. Planning is currently underway to examine support systems for teachers in years two through five of their career in order to improve performance and retention. The district provides ongoing professional learning for all staff as well as certification renewal opportunities. 

The district is in the beginning stages of developing a comprehensive executive leadership development program. Eight early career principals are participating in The Principal Institute, which includes five days of classroom-based leadership development on shaping an executive leader, conflict management, leading a high-performing culture, and developing and leading teams. Principals in the program also receive one-to-one confidential executive coaching. 

Additionally, Lexington District One is partnering with the New York City Leadership Academy to design and implement an Aspiring Principals Academy. Eight assistant principals will participate in the first cohort, which begins in June 2017 and includes a summer intensive and year-long residency. 

The district recognizes the need  to remain competitive with surrounding districts and conducting salary studies and pursuing using intern placement from area and state universities as a means of recruiting for “hard-to-fill” positions.

Lexington District One is committed to preparing a new generation of leaders and global citizens aligned to the Profile of the South Carolina Graduate. The district is focused on student leadership development and creating self-directed graduates who accept responsibility for their learning. Leadership and life skills are infused throughout the curriculum in programs such as The Leader in Me, Energy Bus, International Baccalaureate (IB), Expeditionary Learning, Life Skills and LifeLong Guidelines.

To ensure students meet challenging learning expectations, the district provides various programs that promote equity in teaching and learning by regularly monitoring students’ progress; targeted, scaffolded instruction that supports their individual academic and social/emotional needs; and a comprehensive, integrated system of interventions and supports designed to meet the needs of all learners. Examples include Response to Intervention (RtI), Special Education programs, Gifted and Talented (EAGLE), World Language, Crew, Capturing Kids’ Hearts, English Language Learner instruction, a blended learning model and many more. 

Administrators create master schedules to maximize instructional and non-instructional minutes and ensure that all students have equitable learning opportunities.

The district has made a concerted effort to integrate various initiatives into a coherent model of improvement. For example, the district reading plan has been closely aligned with schools’ professional development plans. All schools are implementing Professional Learning Communities to address curriculum initiatives focused on the development and strategic use of learning targets, the use of ongoing assessments to measure progress toward learning targets, student engagement, reading and writing across the curriculum, and the implementation of effective instructional strategies.

The system has clearly defined policies and procedures for strategic resource management. Lexington One’s Maintenance and Facilities staff (energy manager, custodians, electricians, grounds workers, painters, plumbers) work year-round to ensure that all facilities provide learning environments that are adaptive, comfortable, safe and up-to-date. District leadership is responsible for evaluating the area’s growing population to assess and prioritize future building needs. 

Lexington District One promotes continuous improvement by implementing the goals and initiatives in the district’s strategic plan and each school’s improvement plan. The system employs a systematic, long-range, strategic planning process in the areas of budget, facilities, instruction, professional learning and other strategic system components. The strategic planning process is regularly evaluated and reviewed for effectiveness.  Our superintendent is leading a task force to complete a comprehensive review of the plan. The task force will also take the results from the AdvancED visit and use them to make additional improvements.

The district places a strong emphasis on technology through multi-annual contracts that support all educational programs. The Information Technology team ensures all personnel have access to appropriate technology including hardware, software and networks used for communications, email, student and financial management systems, personal mobile computing initiatives, etc. IT supports instruction by providing technical support for computers and software; including a help desk to address staff and student questions or related technology issues; and overseeing and managing the process of acquiring, designing, installing and implementing new technologies, networks and applications. 

All middle and high school students are assigned a Personal Mobile Computing device . The district averages one device for every three students at the elementary level, with two elementary schools offering one-to-one access tied to specific instructional program pilots. Finally, Digital Learning Coaches are employed across the district to support technology integration. They assist with identifying, acquiring and implementing instruction utilizing a variety of hardware, software and network products. 

The district offers a wide variety of Learning Management Systems such as Schoology, eSpark, Edgenuity, ALEKS, Achieve3000 and Lexia. Examples of our Data Management Systems include Enrich, easyCBM, MAP and PowerSchool. These systems have enhanced administrators ability to effectively use student assessment results, thereby improving school and district effectiveness. 

The Office of Assessment and Accountability holds yearly training in the interpretation of student data, with a focus on reading and interpreting reports, and using the information to make instructional decisions. In addition, they have facilitated data meetings with principals and data teams at all schools, using a data analysis protocol to examine, analyze and identify implications of data trends. OAA is developing and expanding a data dashboard system that provides easily accessible information for school and district administrators.

Within the system, a process has been designed and implemented to determine the counseling, assessment, referral, educational and career planning needs for students. Career planning needs were enhanced by the addition of a career development facilitator. Measures of program effectiveness are in place, and system and school personnel use the data from these measures to regularly evaluate programs. Improvement plans related to these programs are designed and implemented to more effectively meet student needs. 

Lexington District One provides individualized student services through a variety of specialized staff, including school counselors, social workers, school nurses, interventionists, career specialists, teachers of English to Speakers of Other Languages, and other personnel who promote character education, school counseling programs, college- and career-planning opportunities, and individualized academic and behavioral supports as needed. 

The district utilizes an internal Crisis Response Team and a comprehensive checklist for response to grief and loss emergencies. The system has a process to determine, meet and evaluate the counseling, assessment, referral, educational and career needs of our students, including addressing the needs of an increasingly diverse student population. 

To meet the needs of students from an ever-growing number of cultures and languages, the district offers a variety of resources that includes English and GED (General Education Development) classes for our non-English speaking parents, as well as summer school intervention and enrichment opportunities for English language learners. We are one of two districts in the state in compliance with the ratio of ESOL teachers to students. 

In the district’s Parenting Program, families receive support primarily through weekly home visitation and school-based programs, but are also offered a variety of programs for families of preschool-age children, including a bilingual preteen parenting program, and an Adult Education/Family Literacy Collaborative. 

Lexington District One also works closely with various community agencies such the Lexington/Richland Alcohol and Drug Abuse Commission and Lexington Interfaith Community Services to assist students and their families with a variety of needs including, but not limited to, academic and financial needs. LICS has even become a source to identify potentially homeless families. 
The district’s community collaboration is a strength as evidenced by the ongoing work with LRADAC, LICS and the Lexington One Community Coalition. 

The district also works closely with local law enforcement and emergency response teams to increase safety and provide School Resource Officers. All middle and high schools as well as the alternative school (FOCUS) have a full-time school resource officer. Our elementary schools are covered  for two hours each day by “off-duty” law enforcement officials. In total, we have 16 full-time school resource officers.

Mandatory safety training is provided regularly with faculty and staff. Schools regularly conduct fire drills and equipment inspections, and report on the safety and cleanliness of the school environment through monthly reports to the Superintendent. There are numerous districtwide committees that review continuous improvement efforts such as the Student Health Advisory Committee, LOCC Drug Task Force and Lexington One Safe Schools Committee.

The district’s school counseling program is another strength and nationally recognized for the student-to-counselor ratios at 300-to-1 at all levels (the best in the state), 13 Recognized ASCA Model Program recognized schools, one national semi-finalist and one national finalist for school counselor of the year, and many counselors serving in leadership roles within their professional organizations. The district also has a career specialist at each high school, technology center and FOCUS and recently added more. 

The district uses Naviance with middle and high school students to assist with college and career readiness, and implemented a comprehensive districtwide career development program for K–12. 

Some secondary schools started student-led Individual Graduation Plan conferences this year. Based on their success, we are looking at districtwide implementation. The district recognizes the need for more staff to address learning and behavior challenges, and a need for increased parental involvement in the IGP process.

The school counseling program features a data-driven comprehensive program with an effective evaluation system. Starting with new counselors, the counseling director serves as their mentor and coach with six 3-hour-long coaching meetings and at least four observations per counselor. New counselors also prepare a detailed notebook. First- and second-year counselors have volunteer counselor care support contacts assigned to them. 

Each school counseling department must complete an annual needs assessment of their students, parents and staff. Combined with school data, each counseling department uses an annual agreement to develop their annual program goals along with major activities, use of time and other counseling initiatives. This form is signed by the principal and serves as the goal-based evaluation for school counselors. At the end of the year, each counseling department completes an end-of-year program assessment with their students, staff and parents. Additionally, each school conducts a program assessment evaluation.  On a rotating basis, elementary, middle and high school counseling departments are paired with another school’s counseling department for a peer review.  Each counseling department has a School Counseling Advisory Council, which includes staff, parents, community members and students (as age appropriate), that meets at least twice a year, at which times all data is reviewed and future directions of the counseling program are determined. 

Lexington District One has made a concerted effort to provide resources and services that support our purpose and direction. The district continues to work toward a systematic process for improvement and continuous growth with the goal of ensuring student success.

 

Indicator 4.1 
The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs.
Evidence

Indicator 4.2 
Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations. 
Evidence

Indicator 4.3 
The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.
Evidence

Indicator 4.4  
The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.
Evidence

Indicator 4.5  
The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.
Evidence

Indicator 4.6  
The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs.
Evidence

Indicator 4.7  
The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served.
Evidence

Indicator 4.8  
The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Evidence



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