McCormick County School District Superientendent: Don D. Doggett

McCormick County is a rural community of less than 10,000. It rests in the western portion of South Carolina and borders the state of Georgia. McCormick is the smallest county in South Carolina. It covers 359 square miles and has the greatest percentage of forestland (88%) of any South Carolina county. The average family size is 2.15. The largest sector of population is 65 and over making up 31.2 % of the population. A recent review of the 2015 SC Kids Count data reveals McCormick ranked 33 out of 46 counties regarding the well-being of children. Approximately 38% of students 0-17 live in households below the poverty level, 61% are living in single parent homes, and 15% are in homes where the household head lacks a high school diploma. McCormick County faces challenges that plague other rural communities including poverty, illiteracy and lack of educational attainment, and lack of employment opportunities.

McCormick County Administrative Offices

Formerly an agricultural and textile county, only a few employers remain in the community. The school district and county government employ the highest number of people followed by health care, and waste management industries. Hence, 43 percent of the community workers commute outside of McCormick to work.

McCormick County School District has 1 elementary, 1 middle and 1 high school. In 2015, 834 students were enrolled. However, during the 2015-2016 school year student enrollment dropped to 786 students. Student enrollment has recently increased to 804. Currently, more than 93% of McCormick County students are eligible for free or reduced lunch. Due to this fact, all schools qualify for Community Eligibility Provision (CEP) services. The elementary middle and high are classified as federal Title I.

Illiteracy has been a unique challenge for the county. According to NCES (National Center for Education Statistics) an estimated 40 percent of the population older than 16 lacked basic literacy skills in 1992. By 2003 the percentage decreased to 20 percent. Of the population 25 years and older 20 percent do not hold a high school diploma. Of that 20 percent more than 7 percent have less than a 9th grade education.

As far as staffing changes, McCormick School District has seen many in the past three years. One of the most notable of those changes has been the fact that there have been three Superintendents within the past three years. The current Superintendent has only held his position since July 1, 2016. Out of the district’s three principals, the longest amount of time any of them have held their position is two years prior to the 2016-2017 school year. The middle school principal was placed in her position in July of 2016 and the elementary school principal has been in her position only since January of 2017. On average, about 70% of teachers have returned each year to teach in the district within the past three years. In the elementary school, eleven of the teachers are within their first three years of their teaching career. The middle school has experienced the most staff turnover and has had to establish creative ways to meet the needs of the students using the available personnel and resources. However, because the school district and surrounding community is such a tight-knit community group, it has overcome these obstacles by working as a team to provide a quality education for every student.


"Moving at The Speed of Learning"

The mission of McCormick County Schools is to provide a quality education for every student.


Inspiring, challenging, and preparing our students for tomorrow’s global opportunities


Standard: The system maintains and communicates a purpose and direction that commit to high expectations for leaning as well as shared values and beliefs about teaching and learning.

The McCormick County School District has a systemic approach in communicating the purpose and direction. The district engages stakeholders through board meetings, board retreats, the website, and district level professional learning. The vision and mission statements are visible in every school. Whether on bulletin boards, office desks, school websites, communication to parents, or the school's marquee, the District ceases every opportunity to draw attention to the fundamental purpose and vision.

The McCormick School District ensures that the system's vision, purpose, and goals guide the work of school administrators and staff. This is achieved through planning, communicating, training, monitoring, evaluating, and making revisions as needed through regular updates and presentations to the stakeholders.

The district recognizes the executive leaders, principals, and their teacher leaders as instructional leaders. These individuals assist in ensuring systems goals and training are implemented effectively through the use of walk-throughs, weekly and monthly meetings, progress monitoring, and frequent observations.

The McCormick County School District's strategic plan and each school's renewal plan provide a structured framework for data collection, interpretation, and communicating of information on an ongoing and continuous basis. Baseline data and information provide a springboard for the improvement planning process at all levels.

Information is maintained, examined, and regularly communicated by the district's leadership team and school improvement teams. Interim data and information is presented to the Board and stakeholders frequently through a medium i.e. district website, newsletters, press releases, district meetings, and open forums. The district's annual accountability report card and school's report card are in accordance with federal and state guidelines and are made public. This level of transparency provides additional data to stakeholders on a variety of topics related to school climate, leadership, and effectiveness. In addition to the District's website, each School Improvement Council (SIC) presents an annual public forum of the report card results and gather feedback for the school's leadership team. A copy of the report is also sent home with students and published in the local newspaper.

The district has experienced significant change in leadership in the past few years. Since the last external review, the district had five superintendents and a shift in district and school principals. Additionally, the district continues to struggle with teacher attrition. Teachers who are returning from the previous year has declined by 4.9 percent. Recruiting efforts has also been problematic and competitive. Recent fall graduates from the University of South Carolina, Lander University, and Augusta University have all accepted positions in other districts.

The McCormick County School District will continue to ensure that the system's vision, purpose, and goals are aligned and articulated to stakeholders. Training whether system-wide or school based continues to enable various stakeholders to function more proficiently in their roles. Monitoring of programs, performances, and student assessments will assist in identifying progress and areas of growth. The district has recruited curriculum and assessment coordinators to collaborate with schools to enhance student achievement through curriculum, instruction, and instructional resources. Weekly professional learning and data analysis ensures an alignment of curriculum and assessment with the district's vision and purpose. The district will continue to elicit collaboration from stakeholders with district and school strategic plans. The involvement of stakeholders ensures input from various perspectives. The district will convey progression and areas of growth with all stakeholders.

Continued communication with stakeholders through the district's website, newsletters, press releases, district meetings, and open forums will persist. Furthermore, the district will expand communicating efforts via social media outlets ensure information is reaching the vast majority.

The district will continuously improve teacher and administrator quality by recruiting, inducting, developing, evaluating, and retaining highly qualified teachers and administrators, as documented in the Interim Performance Goals, Data Sources, and Overall Measures. The McCormick School District has partnered with Lander University, University of South Carolina, and other rural districts to develop the first Rural Teacher Residency Program. The McCormick Rural Teacher Residency(MRTR) is a an innovative, clinically-based, teacher education model for preparing novice teachers to successfully meet challenges associated with teaching in rural, high-needs schools. Some of the benefits of MRTR are job placement in a rural district, tuition assistance, living expenses, and most of all, extensive time to expand upon pedagogical practices. The McCormick School District understands that highly qualified and highly effective teachers contribute significantly to the mission to provide every student with a quality education.



McCormick County School District (MCSD) has made a great effort to creating a culture of collaboration and a sense of community within the district. Under our current superintendent, when the district "family" (all certified staff, non-certified staff, and substitutes) gathers together for the annual district opener, all staff are involved and invited to come and participate. Planning has already begun with select staff for this year’s opener. This past year, the school and district leadership team led the opener with the assistance of several talented staff members from each school. Plans include a game day with school and district competitions, and a district-wide barbecue complete with music, games, prizes and a water slide. In all district-wide activities or events, the administration seeks to foster a sense of community, inspire district staff to be a strong advocate for all students and the district, and encourage all staff members to be diligent in ensuring success for all students.

MCSD continuously seeks to strengthen and enhance community partnerships because we believe having strong community partners is vital to our long-term success and the improvement of the community at large. This involves running after school programs, incentive and awards programs, mentoring programs, summer programs and working closely with our parenting coordinator and faith-based organizations.

The leadership at the district and school levels in MCSD meet regularly and work together to support innovation, collaboration, shared leadership, and professional growth within the district. Being a small rural district, we are able to bring all administrators, including district-level and school-level administration, together at least twice per month to meet and discuss expectations, concerns and challenges, data, and to provide professional growth opportunities. This allows the district to have continuity among the leadership positions within the district and the schools, as well as providing a set time to collaborate, share strategies, and work together to address challenges within the district.

As a district, we continue to strengthen our evaluation processes. We have a yearly review of any necessary changes to the current procedures and practices, as well as look for appropriate ways to expand the system. For example, evaluation forms and feedback loops will be created along with rubrics for each department and service member in the district. This continuous improvement process for our system will allow the district to revise current procedures and expanding the practices that fully support and enhance student learning.

We continually strive to show our community partners how much we appreciate them and value our mutual relationship. Evidence of this includes honoring community partners at School Board meetings or at receptions prior to meetings, writing thank you notes, and acknowledging them at events. District leadership and school board members take opportunities at speaking events outside in our community to thank all community partners, supporters and friends of the district.

MCSD continuously seeks ways to improve communication and relationships amongst our faculty and staff, thus creating a stronger sense of community and "family." We also purposefully seek to include staff members on district teams, i.e., district curriculum teams, progress monitoring teams and a soon to be formed faculty senate made up of school teacher leaders, so we can ensure continuity and articulation of the district's purposes across the district. To expand the opportunities for teacher and staff involvement, we are implementing a MCSD faculty senate to help us have a greater connection to our teachers.

The senate will serve as a forum providing a voice for teachers and their peers. The senate will be used as an advisory council for decisions being made that affect teachers. We will continue to seek ways to use teachers and staff members in advisory councils and in leadership positions throughout each year as appropriate and necessary.

To improve the School Board professional development and training, the Board will create a comprehensive School Board Professional Development Plan. Although outlining in a specific plan on paper is a new initiative, the Board's practice has included board representation at all board conferences, disseminating information and sharing information regarding conference sessions by the board representative, and through monthly board work sessions.

One concern expressed throughout the self-assessment process and stakeholder meetings was the worry regarding the cohesiveness of the School Board. Many stakeholders stated they were concerned there appears to be discontent and lack of cohesiveness amongst School Board members and the Superintendent. This is being addressed through community forums/town hall meetings and monthly work sessions.

Being in a small, rural district, it is challenging to avoid conflicts of interest. School Board members are in church, community organizations, and constantly running into community members that want to talk to them regarding the operations of the school district. In being transparent, we will share with the School Board members the results of the self-assessment meetings, including any concerns expressed by stakeholder representatives. We will reflect upon the concerns to make sure School Board policies are reviewed and followed with fidelity. This was also addressed at the February 2017 School Board Work Session when policy revisions resumed.

Our district evaluation system is designed as a professional growth process. In our self-assessments, stakeholders felt we have detailed, challenging, and comprehensive practices in place for the certified staff, but we need to work on revising and expanding the non-certified staff evaluation system. This is an area our Human Resources Director is working on this school year by working with committees to revise the current evaluation forms for non-certified staff members.

MCSD will also continue to seek a culture of collaboration and sense of community with all stakeholders. As was noted in our self-assessment meetings, stakeholders felt we had an increased sense of community and collaboration and it has improved greatly over the past three years, however it is still not evident among all stakeholders. We purposefully require action steps in all school and district strategic plans regarding this, however we know it is an ongoing process we will continue to work on.

Superintendent: Don D. Doggett

Moving at the Speed of Learning!



McCormick County School District(MCSD) provides South Carolina state standards-based curriculum in all content areas. The curriculum is aligned to meet the criteria of the profile of the South Carolina graduate. In addition, the district ensures alignment and articulation of the curriculum, instructional strategies, and assessments in various ways. Various programs and services are offered to the students of McCormick County School District. Current initiatives include the Teacher Advancement Program (TAP). TAP is designed for teacher and student advancement through innovative training and resources. Through the TAP implementation, teachers receive weekly data-driven professional learning with practical strategies to enhance student learning opportunities. TAP enhances the current programs and initiatives in the District, including the differentiated instructional model, remedial reading programs for struggling students, gifted and talented programs, virtual courses, dual enrollment, advance placements, and credit recovery.

Weekly progress monitoring ensures that students are on track for meeting or exceeding grade-level standards. Students in grades 1st through 12th are assessed in Reading/ELA, Math, Science, and Social Studies. Teachers use this data in weekly professional development and data meetings to enhance instruction for each student’s learning needs. Measures of Academic Progress (MAP) is also used as a formative assessment in kindergarten through high school; this is an added measure to identify unique learning needs of students.

McCormick Elementary School and McCormick Middle School use DRA and MAP testing results to identify students who may be in need of reading remediation. is used with these identified students in small group settings with trained reading interventionists.

Pre-kindergarten programs are provided at the elementary school through The Child Development Education Program (CDEP) and the Montessori class. Instruction for CDEP incorporates the Creative Curriculum Program, age-appropriate, and research-based practices. The Montessori serves three, four, and five year old students. The instructional methods are based on Maria Montessori’s scientific educational methods that build on the way children naturally learn.

In addition to standard courses, McCormick Middle School offers dual enrollment courses in English I and Algebra I to high achieving students which earns them high school credit in these courses. Remedial reading is offered to struggling students. Students are also given the opportunity to participate in virtual courses in math and science.

The elementary and middle school serve gifted and talented students who were identified using the CogAt/IOWA, MAP, and SC READY. The gifted and talented and other high achieving students are provided an enrichment curriculum and activities daily by a gifted and talented endorsed teacher.

McCormick High School offers a variety of courses to appeal to the many interests of students. Included in the courses offered are Dual Credit enrollment, Advanced Placement, CATE lab, Honors, SC Virtual High School, and Credit Recovery. Diverse programs of instruction are implemented to ensure the learning needs and interest of students are met.

McCormick County has partnered with several agencies to increase learning opportunities for all students. 1) The Even Start Family Literacy Center which provides various services to many families. The Even Start Family Literacy Center provides educational services for low-income families and is designed to improve the academic achievement of young children and their parents, especially in the area of reading. 2)The Head Start of McCormick County (GLEAMNS) partnership ensures that support is offered to students to support optimal development and kindergarten readiness. 3) Through the collaborative partnership with the McCormick County Library and the McCormick Arts Council at the Keturah (MACK) center, students have opportunities to integrate performing arts in the curriculum.

In addition to various partnerships, data rooms are also utilized and accessible at each school. Administrators and teachers conduct weekly data, cluster, and leadership meetings with the available data. Data analysis of MAP, SC READY, PASS, Progress monitoring, EOC, and USA Test Prep assist in determining individual student learning needs and teaching practices. Progress monitoring is administered weekly to assess student mastery of standards.

The district seeks every opportunity to build capacity and provide professional learning for teachers. In addition to weekly cluster and data meetings at the school level, the district provides monthly professional learning for teachers. District curriculum coordinators deliver professional learning that reflects student data and best practices.

Diverse programs of instruction are implemented to ensure the learning needs of all students are met. Formative and summative assessments provide a reflective perspective on instructional strategies and student differentiated learning continuum.

McCormick School District strives to make information accessible to students, staff, and all stakeholders. Current assessment data and programs are displayed on the district’s webpage. Parents are encouraged to monitor their child’s progress via parent portal, student reports, pamphlets, and scheduled parent/teacher meetings. District assessment and instructional updates are provided in quarterly open forums and board meetings. Students met with teachers to set performance goals using their SC READY and MAP results.

McCormick County is fortunate to have a comprehensive amount of resources available to assist with student learning; however, technology continues to be a daunting obstacle. Recently, McCormick scored an 1.9 on online readiness evaluation by the CI Group. The factors that are influenced by the evaluation are: Facility Score (3.0), Infrastructure Score (2.5), Hardware Score (2.5), Teacher Readiness Score (1.5), Student Readiness Score (2.0), Funding Mechanism Score (1.5), Strategic Planning Score (1.0), and Technology Support Score (1.5).

In addition, teacher attrition continues to be challenging to the McCormick School District. Teachers returning from the previous year declined by 4.9%. Recruiting efforts has also been problematic and competitive. Recent fall graduates from the University of South Carolina, Lander University, and Augusta University have all accepted positions in other districts.

The district recruited curriculum and assessment coordinators to collaborate with schools to enhance student achievement through curriculum, instruction, and instructional resources. Weekly professional learning and data analysis ensures an alignment with curriculum and assessment while strengthening teacher’s pedagogical approach.

The district will continue to elicit collaboration from stakeholders with district and school strategic plans. The involvement of stakeholders ensures input from various perspectives. The district will convey progression and areas of growth with all stakeholders.

The district will continuously improve teacher and administrator quality by recruiting, inducting, developing, evaluating, and retaining highly qualified teachers and administrators, as documented in the Interim Performance Goals, Data Sources, and Overall Measures.

The district has obtained a technology readiness evaluation. The district is addressing the areas of need in technology in three ways. 1) A technology director was recruited to oversee the organization, development, and implementation of information technology functions and support of student learning. 2) New computers were purchased for every elementary classroom and for the computer lab; middle school students have access to four chromebook carts to support one-on-one initiative. 3) The high school has access to virtual classes and CATE lab resources.

The McCormick School District has partnered with Lander University, University of South Carolina, and other rural districts to develop the first Rural Teacher Residency Program. The McCormick Rural Teacher Residency (MRTR) is a an innovative, clinically-based, teacher education model for preparing novice teachers to successfully meet challenges associated with teaching in rural, high-needs schools. Some of the benefits of MRTR is job placement in a rural district, tuition assistance, living expenses, and most of all, extensive time to expand upon pedagogical practices.




McCormick County School District, strives to provide resources and services to all schools to support the purpose and mission of the district to ensure optimal opportunities for success for all of our students. The district has set a high priority on the recruitment, employment and retention of qualified/certified professional and support staff. This is an area of strength in terms of our efforts to ensure a great staff for our school district, but also a weakness in that the lack of housing and other amenities in our community make recruitment a challenge. The district does try to recruit from the local and area universities and colleges; working to ensure that the staff is culturally diverse.

First year teachers participate in Induction classes and have a mentor assigned to assist them with the transition from college graduate to teacher. As a district, we make a concerted effort to use data from all assessments to help drive professional development and instruction to meet the needs of students and staff. The district provides staff development for all teachers through in-service days, early release days, and use of the TAP model. All employees have an opportunity to participate in staff development that is relevant through online services, conferences, and other events.

Every attempt is made to ensure that staff are placed according to their expertise and the needs of the district. Mentor and Master Teachers are in each of the schools to assist teachers with the implementation of the best practices for teaching and learning of students and staff. One area of concern has been the lack of consistent leadership at the district level to ensure continuity of a vision, mission and implementation of the strategic plan.

McCormick County School District provides a safe, clean and healthy environment. The PK-12 Complex allows for the sharing of custodial and maintenance staff as all three schools are located on the same property. There is one school resource officer to serve the needs of the complex. When more security is needed, the district contracts with local law enforcement to provide services on an as needed basis.

The district has one nurse who serves the PK-12 complex and the Health Sciences Instructor at the High School serves as a back-up for the nurse. We have an agreement with the local family practice which provides a health care professional on-site twice a week. The district has recently been approached about a tele-health services provider service with the Medical College of South Carolina. This will assist the district and our families with specialized health care providers as needed.

The School Board and the Superintendent operate under policies and procedures reflecting state law and business protocol for procurement, expenditures, and financial accounting to establish internal controls and accountability in managing school and district finances. The district's budget process allows input from administrators and School Board members. Budget requests reflect the goals and strategies of each school and support the district's Strategic Plan.

The district's financial records are audited annually. Monthly expenditure reports to the School Board are provided by the district's Finance Officer. The district seeks to align the resources of the district with the goals and strategies addressed in the strategic plan.

Instructional time is given a high priority. Every effort is made to protect the valuable time that is allocated to teachers. Every effort is made to assure uninterrupted learning time. This has been a challenge for the district overtime, as we seek to fill vacancies in core subject areas and provide staff with professional development opportunities. Instructional time to educate students is a priority in the district. This is a strength and a weakness as we hold firmly to the belief that nothing should come before instruction time but are challenged in the area of teacher vacancies for some core subjects.

The district considers the coordination and evaluation of student support services an area of strength. The district has established agreements with community agencies to provide student and family supports. Beckman Mental Health provides on-site counselors through an agreement with the district to provide services for our students. Title 1 funds are used to provide a parenting/volunteer coordinator to work with families and schools to ensure that relationships are built and maintained.

Technology has been and continues to be an area of concern, the district is working to ensure that the infrastructure needed to run the One to One program planned for implementation is in place. A technology director has been hired to lead the district in this area of concern by assisting in the identification of strengths and weaknesses in the current infrastructure.

Input provided by stakeholders indicates that strategic improvements must be made in technology infrastructure and expansion of equipment to ensure that our students and staff are able to access the programs and activities needed to ensure the receipt of a quality education for all students.



The McCormick County School District (MCSD) employs a comprehensive student assessment system to monitor student achievement, provide accountability, and foster program evaluation. The assessment system is composed of state-mandated assessments as well as, formative and summative assessments chosen by the district. MCSD administered the following mandated assessments during the 2015-2016 school year.

- GOLD (4K) - DRA2 (5K) - SC READY, ELA and Math (Grades 3-8) - SC PASS, Science and Social Studies (Grades 4-8) - End-of-Course Examination Program (EOCEP) o Algebra 1 o English 1 o Biology 1 o US History and Constitution - ACT WorkKeys (Grade 11) - ACT (Grade 11) - ACCESS for ELLs (Grades K-12) - SCNCSC, ELA and Math Alternate Assessments (Ages 8-13 and 16) - SC-ALT, Science and Social Studies Alternate Assessments (Ages 9-13 and 16) - CogAT and IA, screening for the gifted and talented program (Grade 2)

In addition to these mandated assessments, MCSD also administered the PSAT to all students in 2016-2017 grade 9 and 10 to help students prepare for college entrance exams. PLAN or EXPLORE was also administered to all students in grade 8 to assist in development of student Individual Graduation Plans (IGPs).

MCSD also administered Measures of Academic Progress (MAP) to all students in grades K through 9 and special education students in grades 10 through 12 during the 2015-2016 school year and has planned to administer it to grades K through 12 during the 2016-2017 school year. DRA2 is used as a reading progress monitoring tool in the elementary school.

Administrators, teachers, and school testing coordinators are provided with training needed to administer assessments. Clearly defined performance measures are identified at each level. Test scores and results are shared with students and parents at parent-teacher conferences and during Individual Graduation Plan (IGP) meetings with school counselors. Student reports are shared during parent teacher conferences and are sent home to parents. Testing data is shared at the District Board of Trustees' meetings and school improvement council meetings. These stakeholders are integral players in evaluating that information and in determining how to fulfill the needs for continual improvement. MCSD uses data to design, implement, and evaluate school improvement plans and district strategic plans.

District administrators, school level administrators, and school leadership team members perform walk-through and classroom observations throughout the year. All observers are certified through the National Institute for Excellence in Teaching (NIET) Teacher Advancement Program (TAP) System. Each teacher is evaluated four to six times a year by multiple trained and certified evaluators using the Skills, Knowledge, and Responsibility (SKR) Standards. This data is entered into TAP Portal.

Each teacher is also evaluated on the learning growth of the students in his or her individual classroom. Further, all teachers are evaluated collectively, based on the learning growth of all students. Teachers receive performance pay based on these scores. This data has been invaluable because it is used to individualize professional development and is focused on student growth.

MCSD continuously collects, analyzes, and applies learning from multiple data sources. District personnel monitor data, including the following: high school on-time graduation rate; ESEA waiver ratings; state report card ratings; state survey data from parents, teachers, and students; dual enrollment participation and success at Piedmont Technical College; and adult education data, including GED completions. Assessment and program data are maintained by district personnel and utilized as needed for program and administrator evaluation. Data from multiple years allows the district to examine long-term trends.

Parents receive an interim report and a report card quarterly. Interim and report cards are in the form of checklists for kindergarten students and are reports created in PowerSchool for students in grades one through twelve. Grades are evaluated based on the state's Uniform Grading Policy. Parents have access to their child's current report card grades in real time throughout the year via the parent portal in PowerSchool.

Assessment results are reported to the Board of Trustees and the community through presentations at meetings, and all stakeholders have access to the district's and each school's state report cards through the State and District websites, which contain assessment results and a multitude of additional information about the educational program at each school.

MCSD is a small district and the administrators have many responsibilities. Due to turnover in the technology department over the past several years, the data software system, Enrich, has not functioned properly. This is an area of weakness that has been identified and is scheduled to be corrected during the summer of 2017. Updating Enrich will make it much simpler to use data to guide instructional practices and is one of our district priorities for continuous improvement.

The district provides professional development for administrators and teachers in the utilization of formative measures. However, it is evident that they need more guidance for how to use the data in relevant, practical ways. To address this MCSD needs to develop clearly defined policies and procedures in a written document for analyzing data that determines verifiable improvements in student learning including readiness and success at the next level.

Rubicon, a curriculum alignment tool is currently being piloted in our schools this year. The use of this tool will simplify analysis and reporting for informed decisions by providing reports which will ensure alignment to targeted standards and identify redundancies and gaps in the curriculum.

Student Intervention Teams at every school are one of the district's most emphasized formats for utilizing student data to support learning. However, concerns regarding consistency with the SIT procedures from school to school are evident, and a need to reform the process is in progress. A new process has been developed and is being piloted this year. Formal trainings have begun and are scheduled to continue during the 2017-2018 school year.

The district communicates information about student learning, school performance, and the achievement of District Strategic Plan goals through the following means: school board presentations, local media organizations, school-level annual reports to parents, parent conference days, quarterly report cards, interim progress reports, newsletters, the PowerSchool ParentPortal, and other community service organization meetings.

Additionally, schools and the district provide school performance information through Facebook, and Twitter. A more focused effort will be implemented in the future to ensure that all stakeholders receive information on these topics. In an effort to sustain communications with stakeholders, the MCSD will continue to offer various opportunities for stakeholder involvement.

McCormick County School District

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