The Anderson Two PLC Story

Anderson School District Two is a small rural district in Anderson County, South Carolina. With a student population of approximately 3,500, Anderson Two consists of one primary school, three elementary schools, two middle schools, and one high school. In 2021, under the leadership of new Superintendent Jason Johns, Anderson Two decided to implement Professional Learning Community practices district-wide to shift from teacher-focused to learner-focused and ensure learning for all ASD2 students. Through this journey, ASD2 realized there is a distinct value of communities of practice to organizations. The worth of interaction between people encourages the growth of the individual and enhances the ability to learn. New ways to manage problems are developed when a community collaborates and shares information. Sharing ideas that involve a solution to a common issue enhances the ability to explore new concepts. Sharing ideas is essential to success. We understood that creating communities of practice in areas that are practical to manage knowledge can be beneficial to organizations.

Moreover, learning communities help connect ideas from different areas within an organization. The community can learn from members of the entire system. Learning communities can define and solve problems.

   The transition to PLC was much easier because many of the District’s principals had attended the Culture Keepers: Principal Leadership in a PLC at Work Institute in Atlanta in 2019. This opportunity to participate in this conference provided a foundation for the work to begin. The principals left the conference with knowledge and excitement about developing professional learning communities in the district. The conference was the catalyst to spark the invitation needed for real change.  Following this conference, Principals began implementing some of the PLC practices at their prospective schools while the district leadership planned to move forward with PD from Solution Tree. However, the global pandemic suspended this work.  After successfully navigating Covid, the district moved forward with this initiative under the leadership of Superintendent Jason Johns, who had prior training and fully supported the standard practices of Professional learning communities. 

In 2019, all schools received copies of Learning by Doing (DuFour, DuFour, Eaker, Many, & Mattos, 2016) and conducted book studies with staff, which further enabled the groundwork for the transition to PLC Collaborative Teams district-wide. The learning-by-doing model is in practice throughout our district.  

In August 2021, the district initiated efforts to establish a strong foundation for the PLC at Work process. To kickstart this journey, a Two Day Solution Tree Workshop was organized at all the elementary schools, middle schools, and at Belton-Honea Path High School. This workshop aimed to introduce the key concepts and principles of the PLC framework to the educators within the district.

Following the workshop, the district recognized the importance of ongoing support and collaboration for successful implementation. To facilitate this, substitute teachers were provided to ensure grade-level and departmental district-wide collaboration throughout the year. This allowed teachers to engage in meaningful discussions, share best practices, and deepen their understanding of the PLC process.

Each school within the district took ownership of the PLC process by developing Collective Commitments and Team Norms. By establishing these shared agreements, educators created a sense of collective responsibility and commitment to the PLC journey. Moreover, the schools collaborated to identify the Essential Standards that would guide their instructional focus.

Collaboration and support among teachers are crucial in schools. To achieve this Anderson School District Two determined that, it's important to set aside dedicated time during the school day for team collaboration and analysis of student data. This will help teachers create tailored interventions for students who are facing difficulties in mastering certain standards. Ultimately, this approach benefits students and ensures their success in the classroom.

Recognizing the need for strong leadership and guidance, Team Leads were selected from each school in August 2021. Teachers as leads, played a crucial role in forming the District PLC Guiding Coalition, which served as a driving force behind the PLC implementation process. The Team Leads met regularly in monthly district-wide meetings where they discussed PLC practices, shared experiences, and received support and training.  

To further enhance their understanding of effective PLC practices, the district visited Catoosa County, Georgia. They observed the PLC practices implemented in the Model PLC District and learned valuable insights from their experiences, which they brought back to Anderson Two.

In February 2022, the district funded all Team Leads to attend The Summit on PLC at Work in Phoenix. This national conference provided an opportunity for the Team Leads to learn from renowned PLC experts, engage in meaningful discussions, and gather innovative ideas to implement in their respective schools, energizing the initiative.  Following the conference, the district organized the first Anderson Two PLC Summit in March 2022. This event took place during an in-service day. Team Leads that attended the Summit presented their key takeaways and insights to colleagues from around the district. This internal summit served as a platform for educators to exchange ideas, celebrate successes, and learn best practices.  Teachers gleaned from the event clarity of the district's vision of PLC and more enthusiasm for the process with a focus on the four key questions.

Moving into year two, the district continued to support and offer professional development for staff through Solution Tree. This includes hosting Solution Tree speakers and sending staff to Conferences and workshops organized by Solution Tree.  In September 2022, Julie Schmidt was invited to present her "Yes We Can" workshop, which focused on building a positive and empowering culture within PLC Collaborative Teacher teams.  In November 2022, the district sent all principals to the "Amplify your Impact" conference in Charleston, SC. This provided a platform for principals to explore leadership strategies, gain insights from other successful PLC districts, and bring back valuable knowledge to guide their schools' Collaborative Teacher teams in their work.  And lastly, to strengthen subject-specific expertise and collaboration, representatives from all schools attended the Math PLC at Work conference in Houston in December 2022. 

Through these concerted efforts and a shared commitment to the PLC at Work process, Anderson School District Two built a strong foundation of shared understanding and commitment among educators. The ongoing collaboration, professional development opportunities, and exposure to successful PLC models have empowered teachers and administrators to work together towards a common goal of improving student learning and achievement for All.

 

Tell us how you are facilitating a culture of continuous improvement in your district:

The driving force behind continuous improvement in our system and schools is empowering our guiding coalition and each school’s collaborative teams, in alignment with the PLC at Work process outlined in "Learning by Doing" (DuFour et al., 2016). These groups collectively emerged as influential leaders within our district and individual schools. Their dedication to each other, our students, and their belief in the power of PLC practices led to establishing a shared PLC language across our entire district. Moreover, they led the mindset shift, focusing on evidence-based practices rather than assumptions, and instilled a shift from mere beliefs to actionable commitments.

Having the leadership in place, a common language and an understanding of the PLC Process is important. It's essential for any organization to have strong leadership, a shared language, and a clear process in place. But even with those key components, it's still critical to create an environment that fosters productivity and success. And that can't be rushed - it takes time to build the right kind of culture and set the stage for meaningful work. The district now had to create an environment for the right work to take place and that takes Time. Leadership knew early on that schedules would have to be altered and time built in for teachers to collaborate and for students to receive what they needed.  To make this happen, all schools developed schedules providing the needed time for collaboration and intervention.  District and school leadership also provided coverage so that teachers could collaborate across schools and grade levels in order to develop a districtwide guaranteed and viable curriculum.  The biggest challenge was the high school schedule.  Our district shares a career center with neighboring Anderson District One, which locks our schedules so to speak.  Fortunately for both of us, we were on the same PLC trajectory and together were able to find a solution. An innovative change was implemented in the form of a Flex Time calendar and schedule. As part of this change, students were released at 2:15 p.m. on Wednesdays, allowing high school teachers to have dedicated time for collaborative team meetings. This designated time enabled teachers to come together, review Common Formative Assessments, analyze student data, and make real-time adjustments to their instructional practices.  This was shared with our community prior to the end of the 2021-22 school year and implemented in 2022-23 with much success.  

With the hurdle of time overcome, our schools have been driven to ensure learning for all students.   We see our PLC practices as living processes, and we are committed to making any adjustments necessary in order to ensure that we stay focused on student learning, maintain a collaborative culture, and have a results-driven mentality.  Anderson Two is committed to this work and will provide whatever resources necessary to see that we maintain a culture of continuous improvement.

1. Monitoring student learning on a timely basis.

In Anderson School District Two, we have a process in place to create and implement a guaranteed and viable curriculum. This process ensures that all students have access to a high-quality curriculum that is aligned with standards and designed to promote their learning and achievement. Additionally, we have strategies in place to monitor student learning on a timely basis, allowing us to identify areas of strength and areas in need of improvement.

To create a guaranteed and viable curriculum, we follow a systematic approach that involves collaboration, alignment, and ongoing review. Here is an overview of our process:

Collaborative Curriculum Development: Teachers and administrators from each school within the district come together to collaborate on curriculum development. This collaborative approach ensures that the expertise and perspectives of educators across grade levels and subjects are taken into account. It fosters a sense of ownership and shared responsibility for the curriculum.

Alignment with Standards: Our curriculum is aligned with state standards, district expectations, and learning goals. We carefully examine the standards and identify the essential knowledge and skills that students need to acquire at each grade level. This alignment helps us ensure that our curriculum is comprehensive and focused on key learning outcomes.

Curriculum Mapping: We use curriculum mapping tools and resources to document and organize our curriculum. This includes outlining the scope and sequence of content, identifying instructional resources and strategies, and mapping out assessments. Curriculum maps serve as a roadmap for teachers, providing a clear overview of what needs to be taught and when.

Ongoing Review and Reflection: We regularly review and reflect on our curriculum to ensure its effectiveness and relevance. This includes gathering feedback from teachers, analyzing student performance data, and seeking input from stakeholders. We use this feedback to make adjustments and improvements to the curriculum as needed.

Detailed Summary of our process for creating a Guaranteed and Viable Curriculum involving all teachers in ASD2:   

Teachers meet by grade bands monthly at district-wide Collaborative meetings to determine best practice approaches to instruction. Curriculum choices are made based on formative assessment data. This process is ongoing and cumulative. Each unit is planned based on essential standards and reflects the need to know’s within these standards. Student achievement is the driving force behind all decisions. District grade-level teams work together in a collaborative environment to ensure all learners succeed in meeting grade-level content. Teachers reflect on instructional approaches to help support teacher efficacy in meeting the needs of their students.    

At the secondary level, all collaborative teacher teams met by department to select essential standards at the start of the school year during our professional development days.  Following these initial collaborative meetings, teams continue to meet weekly to collaborate and make any curricular decisions based on data at the school level. Teachers also worked in teams to break the standards down into smaller learning targets and goals.   Being a one high school district, it was easier to make this happen.  At the middle school level, we utilize our Professional Development days throughout the year to collaborate as district grade-level departmental teams to continue this work.  Our Middle School teams also hold Google Meets each month to review and compare data to make curricular adjustments and plan for effective interventions. 

We have two middle schools in our district and this past year we were intentional in providing the time and direction to make sure we are providing a guaranteed and viable curriculum.  Even though this process had started in previous years we had pockets that had veered somewhat.  During our initial Professional Development days we provided time and direction in reassessing our essentials using the R.E.A.L process and had district departmental teams collaborate on narrowing down the essentials. (PLC PD Presentation) (Guaranteed and Viable Curriculum Action Plan) (PLC Collaborative Work).  Some departments were more effective than others in this task and we have a plan in place as part of our continuous improvement process to help ensure that our curriculum and pacing are viable as we move forward.

To monitor student learning on a timely basis, we employ several strategies to gather data and assess student progress:

Formative Assessments: Teachers use formative assessments throughout the learning process to gather evidence of student understanding and skill development. These assessments are designed to provide immediate feedback to both teachers and students, allowing for timely adjustments to instruction.

Common Assessments: We implement common assessments across grade levels and subjects to ensure consistency and comparability. Common assessments allow us to monitor student learning on a larger scale and identify trends and patterns that inform instructional decisions.

Data Analysis: We analyze student performance data from assessments to identify areas of strength and areas in need of improvement. This analysis helps us identify individual student needs, instructional gaps, and areas where interventions may be necessary.

Intervention and Differentiation: Based on the data analysis, we provide targeted interventions and differentiated instruction to students who require additional support or enrichment. This ensures that every student receives the necessary resources and strategies to meet their learning needs.

Progress Monitoring: We regularly track and monitor student progress to assess the effectiveness of instructional strategies and interventions. This includes monitoring individual student growth over time and adjusting interventions as needed.

Overall, our district uses a collaborative approach to develop a guaranteed and viable curriculum that is aligned with standards. We employ various strategies to monitor student learning on a timely basis, allowing us to make data-informed instructional decisions and provide targeted support to students. Through this process, we strive to ensure that all students have access to high-quality education and are supported in their learning and achievement.

2. Creating systems of intervention to provide students with additional time and support for learning.

In Anderson School District Two, we are committed to providing students with additional time and support for learning through systems of intervention and extension. These systems are designed to address the diverse needs of our students, ensuring that every learner receives the necessary resources and opportunities to succeed. Here's how we create and implement these systems:

Data-Driven Decision Making: We use a data-driven approach to identify students who may require intervention or extension. This includes analyzing student performance data from formative and summative assessments, benchmark assessments, and other sources. By examining data, we can identify students who may be struggling or excelling in specific areas and determine the appropriate level of support needed.

Multi-Tiered System of Support (MTSS): We have implemented a Multi-Tiered System of Support framework to provide targeted interventions and extensions. This framework consists of three tiers:

a. Tier 1: Universal Instruction: All students receive high-quality instruction aligned with grade-level standards and best practices. Teachers use research-based instructional strategies and differentiation to meet the diverse needs of students in the general education classroom.

b. Tier 2: Targeted Intervention: Students who require additional support beyond the core instruction receive targeted interventions in small groups. These interventions are designed to address specific skill gaps or provide additional practice and reinforcement. Teachers use evidence-based interventions and progress monitoring to track student growth and make instructional adjustments.

c. Tier 3: Intensive Intervention: Students who require more intensive support receive individualized interventions tailored to their specific needs. These interventions may involve more frequent and intense instruction, personalized learning plans, or specialized programs. Intensive interventions are provided by intervention specialists or other trained personnel.

Response to Intervention (RTI) Teams: We have established Response to Intervention (RTI) teams at each school. These teams consist of educators, administrators, and support staff who collaborate to develop intervention and extension plans for students. The RTI teams meet regularly to review student data, assess progress, and make decisions regarding appropriate interventions or extensions.

Flexible Grouping and Scheduling: We utilize flexible grouping and scheduling to maximize instructional time and provide targeted support. Students are grouped based on their specific needs, allowing for differentiated instruction and targeted interventions. This may involve regrouping students for specific subjects or skills, providing additional time for intervention during the school day, or offering extended learning opportunities beyond regular classroom hours.

Collaboration and Professional Learning: Teachers collaborate within their grade-level or subject-area teams to share strategies, resources, and best practices for intervention and extension. Collaborative Teacher Teams provide a forum for teachers to discuss student needs, analyze data, and develop instructional plans. Additionally, ongoing professional development opportunities are provided to equip educators with the knowledge and skills necessary for effective intervention and extension practices.

Family and Community Engagement: We involve families and the community in supporting student learning through intervention and extension. We communicate regularly with parents/guardians to keep them informed about their child's progress and provide resources for supporting learning at home. We also collaborate with community organizations and partners to offer additional resources and opportunities for students.

By creating and implementing systems of intervention and extension, we ensure that students receive the necessary time and support for learning. Through data-driven decision-making, a multi-tiered system of support, collaboration, and family engagement, we strive to meet the unique needs of every student and help them reach their full potential.

Process for prioritizing and identifying essential standards/skills for our system of interventions:  

The curriculum is prioritized utilizing the R.E.A.L process and through a continuous process of reflective review. Skills needed to meet essential grade-level standards are developed through learning progressions that scaffold student learning.  Our system of intervention is developed based on this learning progression.  As students master each progression, they are one step closer to meeting the essentials.  Teachers determine the essential standards through a collective, collaborative approach. This approach utilizes the years of experience and talent that each team can offer to others within the team.  

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

In Anderson School District Two, we place a strong emphasis on building teacher capacity to work as members of high-performing collaborative teams. These teams play a critical role in our efforts to improve student learning. Here's how our high-performing collaborative teams focus their efforts on improved student learning:

Shared Vision and Goals: Our collaborative teams have a shared vision and set clear goals for student learning. They align their efforts with the district's mission and vision, as well as the goals outlined in the school improvement plan. This shared understanding ensures that all team members are working towards a common purpose and are committed to improving student outcomes.

Data-Informed Decision-Making: Our collaborative teams use a data-informed approach to drive their decision-making. They analyze various forms of data, such as student assessments, classroom observations, and progress monitoring, to identify areas of strength and areas in need of improvement. By examining data, teams can identify trends, patterns, and individual student needs, which inform their instructional practices and interventions.

Use of Common Assessment Data:  Teachers use a team approach to create common assessments focusing on questions one and two of the PLC Process and the unpacking of Standards. Each item used on an assessment has been carefully examined to determine if the item meets the rigor of the essential standard. Formative assessments are used to determine mastery of content, therefore, the effectiveness of the instructional approach. If mastery was not met then each practice is examined and improved upon through a collaborative reflection tool within our PLC agendas.  It is through this team collaboration and data analysis that we determine what instructional strategies are most successful and determine what interventions would be most appropriate.    The ultimate goal is to intervene using our CFAs so that students will be put in the best position possible to master the CSA.  

Collaborative Planning: The teams engage in collaborative planning to design instructional strategies and interventions that meet the diverse needs of their students. They work together to develop common formative assessments, aligned with the curriculum and standards, to assess student progress and adjust instruction accordingly. Collaborative planning allows for the sharing of expertise, brainstorming of ideas, and the development of cohesive instructional plans.

Collaborative Teacher Teams: Our collaborative teacher teams function as professional learning Teams where teachers engage in ongoing professional development and learning. Collaborative Teacher Teams provide a structured framework for collaboration, reflection, and continuous improvement. Teachers participate in regular meetings to discuss student data, instructional strategies, and best practices. These meetings foster a culture of shared responsibility and professional growth.

ASD2 Collaborative Learning Team Makeup:  

Each teacher team consists of every teacher in a particular grade level/department. Anderson Two is a small district. The largest team has 15 members that work together monthly at the district level. Grade band/Department teams meet weekly at the school level. The school-level administrator forms the intervention teams to ensure the success of every student. These teams include the Principal and/or assistant principal, a counselor, Sped Teacher, a Reading/Math Interventionist, and Reading Coach.  They meet monthly or as needed to review student data to determine the effectiveness of the intervention and review students' need for intervention.  Our Special Education Teachers are part of the process throughout as we utilize an inclusion model where co-teaching is the norm. Special areas are included during the intervention block to provide instruction to at-risk learners in tier 2, mentor students, and provide enrichment activities.  Elective teachers also serve to provide extra insight and motivation for our at-risk populations as they see students in a different light and can have unique relationships which allow them to have more influence in many cases.  Singletons at the secondary level are paired with their department teams and provided access to Singleton groups through All Things PLC.  Fine Arts groups are organized into vertical teams that meet during scheduled Districtwide professional development days throughout the year. 

Differentiated Instruction and Interventions: Our collaborative teams prioritize differentiated instruction and interventions to address the unique needs of each student. They analyze student data to identify students who require additional support or enrichment. Based on this analysis, teams develop targeted interventions and extension activities to address individual student needs. Differentiated instruction ensures that every student receives the appropriate level of challenge and support to maximize their learning.

Using Data to Drive our Designated Interventions within our MTSS System:  Every school in ASD2 has designated grade level/school-wide blocks of time dedicated specifically for student Intervention and Enrichment. (Schedules are attached in the Resources Section) Data from formative assessments are reviewed weekly by school-level teacher teams.  Each grade level/Department Collaborative Team meets weekly at the school level to determine student mastery of essential standards as formative assessment data become available. If a student still needs to meet the mastery criteria, the student is placed in a tiered system of support based on need. Progress monitoring data is collected to determine student progress toward mastery.  Each school has a designated intervention time created within the school day that fits the needs of each grade level/departmental team. Each intervention block is at least 30 minutes long, and both the classroom teacher and SPED staff use this time to meet in small groups with students based on the specific needs of students as determined by formative assessments. Summative assessments are used to determine mastery of unit essential standards. Each district grade level team meets monthly to collectively examine this data and make the necessary adjustment to instructional practices and curriculum. This process is needed to improve the unit that was just taught and make the necessary adjustments to the next unit. Data may reveal the need to make adjustments in real-time.  This continuous improvement cycle supports Anderson School District Two’s MTSS system.  Tier 1 instruction is based on a viable core curriculum based on essential standards and learning. Tier 2 is designed to meet the individual needs of a targeted group of students showing the need to meet mastery goals.  Tier 3 instruction is provided to a small group of students who are significantly behind in skills needed to meet mastery of essential standards.  Special Education staff are involved in each step of the process. They meet with grade-level teams to discuss the students they share and the needs of every student. They meet monthly with the district teams to review data and plan units of core instruction.  Sped Staff are involved with school-level teams to identify students for tier 3 services. 

Ongoing Reflection and Assessment: Our collaborative teams engage in continuous reflection and assessment of their practices. They reflect on the impact of their instructional strategies and interventions on student learning outcomes. This reflective practice allows teams to make data-driven adjustments, share successes and challenges, and refine their approaches to better meet the needs of their students.

Supportive Team Environment: Our collaborative teams foster a supportive and positive team environment. They value open communication, trust, and respect among team members. This environment encourages collaboration, risk-taking, and the sharing of ideas. Teachers feel supported and empowered to contribute their expertise and learn from their colleagues, ultimately leading to improved student learning.

By focusing their efforts on a shared vision, data-informed decision-making, collaborative planning, differentiated instruction, ongoing reflection, and a supportive team environment, our high-performing collaborative teams work together to improve student learning. Through their collective expertise and commitment, they create a culture of continuous improvement and ensure that all students have the opportunity to succeed.

Achievement Data Files

• asd2-district-test-data-for-model-plc.xlsx

Additional Achievement Data

Additional Information:  

While we show sustained growth across grade levels within our district we do recognize that achievement gaps exist with certain subgroups.  We currently have plans in place to remedy these deficiencies through more targeted and intentional actions within our PLC practices.

Part of our plan to close these gaps has been the use of data to target our interventions.  The PLC Process is about ALL students and we recognize that we need to be more intentional and collaborative to meet the needs of all our students. The first step has been to make sure we have accurate data by subgroup to measure their growth.  With this data, teachers are more effective at collaborating and understanding what instructional strategies are working.  Our teachers, working in collaboration with SPED Teachers and interventionists, are understanding that in order to close the achievement gaps of certain groups, there will need to be a more systematic approach to develop a cohesive plan to meet each student's need.  

This past year we have provided training for all of our SPED teachers (Yes We Can! 2-Day workshop) and have provided time for all of our support lab teachers to collaborate and share best practices (These teachers provide instruction to our most severe Sped Students). Anderson Two, like many districts, has had difficulties in filling all of our SPED positions and has had to absorb some of these positions which have increased caseloads and challenges for our teachers.  As of now, thanks to the aggressive nature of our HR department in recruiting, we have a fully staffed SPED Department for the first time in a while which will help to better meet the needs of our students.    

As with all of our students, it is understood that we will remain tight on the fundamental process of PLC.  We will be creating targeted Smart Goals for subgroups and our Director of Special Services has already begun Professional Development with our SPED Teachers and has scheduled time throughout the upcoming year to ensure we are using best practices in all of our schools.  Other actions steps include:

• Ongoing Review of Support Lab Expectations - Tight on Intensive Instruction

• Ensuring that schedules provide for SPED teachers taking part in Grade Level Collaborative Teacher Team Meetings.

• Scheduled Elementary Support Lab Collaborative Teacher Teams Districtwide.

• Observation Feedback on instructional practices to improve the implementation of High-Leverage Practices with an overarching goal of increasing student outcomes and increasing instruction in the least restrictive, most appropriate environment.

• A common curriculum was purchased for our Preschool, K-2, and self-contained classes.

• High Expectations for writing IEP goals that align with grade-level essentials.

• Upcoming 2-day PD on Behavior Solutions through Solution Tree in September.

The i-Ready Diagnostic is a personalized test that tailors its questions to fit your student's abilities. It adapts each question based on their previous responses. If they answer correctly, the next question will be slightly more difficult. If they answer incorrectly, the next question will be slightly easier. This formative assessment is approved by the state and is mandatory for Anderson School District Two. We are obligated by law to report the results to the State Department of Education. 

K5 ELA 

Anderson School District Two has been working hard to improve student performance, and their efforts have paid off. We are proud to report that in 2021, 53% of students scored mid or above grade level, and in 2023, 58% of K5 students scored mid or above grade level in ELA. This is a significant increase and a testament to the dedication and commitment of our educators and students. We look forward to continuing to build on this progress and ensuring that every student in Anderson School District Two has the opportunity to succeed.

Anderson School District Two has increased the end-of-year performance from 53% scoring mid or above grade level in 20.21. In  22.23-  58%  of our k5 students scored mid or above grade level in ELA. 

K5 Math 

 Anderson School District Two has made great strides in improving student performance. In math, our K5 students have shown impressive progress, with 80% of them scoring on grade level by the end of the year. This is a testament to the hard work and dedication of our educators and students, and we are committed to continuing this positive momentum. We believe that every student in Anderson School District Two has the potential to succeed and we will do everything in our power to ensure that they have the resources and support they need to reach their full potential.

1st grade  ELA 

 Anderson School District Two has been making significant progress in improving student performance. Last year, only 37% of students were scoring mid or above grade level by the end of the year, but in 22.23, we have seen a significant improvement. In ELA, 60% of our 1st-grade students scored mid or above grade level by the end of the year, which is a remarkable achievement. We believe that this progress is a testament to the hard work and dedication of our educators and students, and we will continue to provide them with the resources and support they need to ensure that every student in Anderson School District Two reaches their full potential.

1st grade Math 

 Anderson School District Two has made significant progress in improving student performance in math. At the end of the year, 67% of our 1st students were scoring on grade level, which is a remarkable improvement from the previous year's 50%. This is a testament to the hard work and dedication of our teachers, staff, and students. We will continue to strive for excellence and ensure that our students receive the best education possible. Anderson School District Two has increased the end-of-year performance from 50% scoring on grade level to 67% of our 1st  students on grade level in math. 

2nd grade  ELA 

  Anderson School District Two has made significant progress in improving student performance. According to our records, the end-of-year performance has increased from 35% scoring mid or above grade level in 20.21, and we have seen a significant improvement in 22.23. Specifically, 45% of our 2nd-grade students scored mid or above grade level in ELA, which is a notable achievement. We are proud of the hard work and dedication of our educators and students, and we will continue to support them with the necessary resources to ensure that every student in Anderson School District Two achieves their full potential.

2nd grade Math 

Anderson School District Two has achieved significant progress in improving student performance. Our records indicate that the end-of-year performance has increased from 55% scoring on grade level to 70% of our 2nd-grade students on grade level in math. This is a remarkable accomplishment, and we are proud of the hard work and dedication of our educators and students. We will continue to provide them with the necessary resources and support to ensure that every student in Anderson School District Two reaches their full potential.

3-5 Achievement Data SC-Ready 

SC Ready assessment is an important tool for measuring student performance in South Carolina. The assessment is given annually to students in grades 3 through 8 and measures proficiency in ELA and Math. Performance is scored in one of four categories: Does Not Meet Expectations, Approaches Expectations, Meets Expectations and Exceeds Expectations. Schools and districts set a goal to have all students score in the Meets or Exceeds Expectations category, and the District Student Achievement Table for SC Ready provides valuable insights into how well schools and districts are meeting this goal. Anderson District Two's performance is a key example of how districts across South Carolina are performing on the SC Ready assessment. The District Student Achievement Table shows the percentage of students in Anderson District Two who Meet or Exceed Expectations for the years 2017-2022 (there were no assessments given in 2020 due to the pandemic). Comparing Anderson District Two's performance to the statewide percentage of students who met or exceeded expectations provides a useful benchmark for evaluating the district's performance. By analyzing this data, educators and policymakers can identify trends, strengths, and areas for improvement in Anderson District Two and other districts across the state. Overall, the SC Ready assessment provides an essential measure of student performance in South Carolina. By analyzing this data, educators and policymakers can make informed decisions about how to improve student achievement and ensure that all students are meeting or exceeding expectations.

Grade 3 ELA: Anderson District Two is consistently above the state average for Meets and Exceeds every year. In 2022, average student performance was higher than pre-pandemic levels. South Carolina has less than half of 3rd graders that meet or exceed expectations Anderson School DIstriict grew over 8% from 45% in 2021 to 53% in 2022 performing above state growth trends. 

Grade 3 Math: Anderson District Two is consistently above the state average for Meets and Exceeds every year. In 2022, Anderson District Two's 3rd graders had the highest percentage (18%) above the state average for Meets or Exceeds. Whereas half of the 3rd graders in the state met or exceeded expectations Anderson School District Two achieved  69..5% of 3rd graders met or exceeded expectations in math on the SC Ready assessment.

Grade 4 ELA: Anderson District Two is consistently above the state average for Meets and Exceeds every year. In 2022, Anderson District Two's 4th graders had the most successful year of 59% of students either meeting or exceeding expectations in ELA on SC Ready.  

Grade 4 Math: Anderson District Two is consistently above the state average for Meets and Exceeds every year. In 2022, student performance remained near 60% of students that meet or exceed expectations despite a state-wide decrease in students meeting or exceeding in 2021 and 2022. 

Grade 5 ELA: In 2018-2019, Anderson District Two 5th grade performed below the state average for Meets and Exceeds. In the 2021 and 2022 results for Anderson District Two's 5th graders in ELA, there was a more than 20% increase in the number of students who met or exceeded expectations compared to pre-pandemic results. 38% in 2018-2019 to 58% in 2022.  Now Anderson School District Tow 5th grade outperforms the state average

Grade 5 Math: In 2018-2019, Anderson District Two 5th grade Math performed below the state average for Meets and Exceeds. In 2022, 5th-grade math scores in Anderson District Two included the highest percentage of students meeting or exceeding expectations since 2017-18. In Anderson Two  51.6 % of students met or exceeded expectations in math. This score was an 11% increase from 2019 and 17% above the state average in 2022.

6-8 Achievement Data SC-Ready State Data

The SC Ready assessment is administered annually to students in grades 3 through 8 in South Carolina, measuring their proficiency in English Language Arts (ELA) and Mathematics. Student performance is categorized into four levels: Does Not Meet Expectations, Approaches Expectations, Meets Expectations and Exceeds Expectations. The goal for schools and districts is to have all students scoring in the Meets or Exceeds Expectations category. The District Student Achievement Table for SC Ready provides the percentage of Anderson District Two students who Meet or Exceed Expectations from 2017 to 2022, excluding the year 2020 due to the pandemic. Anderson District Two's performance is compared to the statewide percentage of students who met or exceeded expectations.

Grade 6 ELA: Anderson District Two struggled to meet statewide averages before 2020 but consistently performed above the state average for Meets and Exceeds in subsequent years, showing improvement each year. In 2022, the percentage of Anderson District Two's 6th graders who meet or exceed expectations significantly surpassed previous years, exceeding the state average and achieving the highest rate in the five-year data set.

Grade 6 Math: Similar to ELA, Anderson District Two struggled to meet statewide averages before 2020 but consistently performed above the state average for Meets and Exceeds in subsequent years, with continuous improvement. In 2022, the percentage of Anderson District Two's 6th graders who meet or exceed expectations was significantly higher than in previous years, surpassing the state average and reaching the highest level in the five-year data set.

Grade 7 ELA: Anderson District Two did not meet statewide averages prior to 2020 but consistently performed above the state average for Meets and Exceeds in subsequent years, showing improvement each year. In 2022, the percentage of Anderson District Two's 7th graders who meet or exceed expectations was significantly higher than in previous years, surpassing the state average and achieving the highest rate in the five-year data set.

Grade 7 Math: Similar to ELA, Anderson District Two did not meet statewide averages prior to 2020 but consistently performed above the state average for Meets and Exceeds in subsequent years, with continuous improvement. In 2022, the percentage of Anderson District Two's 7th graders who meet or exceed expectations was significantly higher than in previous years, surpassing the state average and reaching the highest level in the five-year data set.

Grade 8 ELA: Anderson District Two did not meet statewide averages prior to 2020 but consistently performed above the state average for Meets and Exceeds in subsequent years, showing improvement each year. In 2022, the percentage of Anderson District Two's 8th graders who meet or exceed expectations was significantly higher than in previous years, surpassing the state average and achieving the highest rate in the five-year data set.

Grade 8 Math: Anderson District Two did not meet statewide averages prior to 2020 but showed improvement by exceeding the state average for Meets and Exceeds in 2021. In 2022, the percentage of Anderson District Two's 8th graders who meet or exceed expectations was at the state average level.

Overall, there has been a noticeable improvement in our middle grades following the implementation of the PLC Process in 2019.

iReady Data

Students in Grades 3-8 take the iReady Diagnostic test three times each year in ELA and Math. iReady is a state-approved formative assessment that serves as both a universal screening tool and provides data correlated with our state's end-of-year standardized test, SC-Ready. In reference to the data set, our district has consistently shown growth from 2019 through the current 2022-23 school year in both ELA and Math. This assessment is the only consistent data available throughout this time period, as it was administered in the 2019-2020 school year prior to the Covid shutdown.

High School - Senior Rev

ACT - 2018-19: Composite scores for Anderson District Two were lower than the state average; however, from 2019 through 2022, Anderson District Two's composite scores improved each year.

SAT - 2018-19: Composite scores for Anderson District Two were lower than the state average; however, from 2019 through 2022, Anderson District Two's composite scores have improved each year, except for a slight dip in 2022.

Advanced Placement: The percentage of honor scores across all AP courses significantly increased from just over 50.53% in 2019 to 83% in 2022. The 2022 scores were the highest overall in the school's history.

Graduation Rate: Our graduation rate has improved from 86.8% in 2019 to nearly 90% in 2022, which is 6% higher than the state average. We project a graduation rate of over 91% for the 2023 school year.

College and Career Readiness:  Our students have shown continuous improvement in the areas of college and career readiness as it is measured in South Carolina.  Students have consistently scored above the state average on ready-to-work assessments and other assessments that measure college and career readiness following the 2019-2020 school year.  

9-11 Data

The End-of-Course Examination Program (EOCEP) in South Carolina is a statewide assessment program consisting of end-of-course tests in English/language arts, mathematics, science, and social studies. The EOCEP evaluates students' mastery of the academic standards and counts for 20% of the student's final grade in gateway courses. Gateway courses, such as Algebra 1, Intermediate Algebra, Biology 1, English 2 (previously English 1 before 2022), and United States History and the Constitution, are defined by the State Board of Education. The data table presents the percentage of students who passed the End of Course exams with a grade of C (70) or higher from 2017 to 2022, excluding the year 2020 due to the pandemic.

End of Course Student Performance: Prior to 2020, Anderson District Two students performed below state averages in most subject areas with the exception of U.S. History. Following the implementation of the PLC Process in 2019-2020, there has been a significant increase in student achievement across all subject areas, with all subjects surpassing the state average in the 2021-22 school year.

2021 South Carolina School Improvement Council Advocate of the Year

2022 As a district, we moved from 12th in the state (out of 80 districts) to 6th in Achievement.

2022 Belton Elementary School Palmetto Silver Recipient, 2022 Excellent Report Card Rating

2022 Honea Path Elementary School Palmetto Gold Recipient, 2022 Excellent Report Card Rating

2022 Wright Elementary School Palmetto Silver Recipient, 2022 Excellent Report Card Rating

2022 Honea Path Middle School Palmetto Gold Recipient, 2022 Excellent Report Card Rating

 

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