district strategic plans - Spartanburg County School District One

Table of Contents 

School District Renewal Plan Cover Page…………….…………………….1 

Stakeholder Involvement for District Plans……………………….……….2 

Assurances for School Renewal Plans………..……………….…………3-11 

Executive Summary of Needs Assessment Findings…………….12-18 

Mission, Vision, Beliefs………………………………………………………..…19 

Strategic Plan 2012-2017………………………………………………………..20

DISTRICT STRATEGIC PLANS 

COVER PAGE (Required) 

X 

Year 2012 

5-Year Plan 

Annual Update 

District Name_Spartanburg District One District Telephone 864-472-2846 

District Address 121 Wheeler Street, PO Box 218 

Campobello, SC 29322 

District Strategic Contact Danny McDowell Telephone 864-472-4118 ext. 5220 

E-mail danny.mcdowell@spart1.org 

Assurances 

The District Strategic Plan and the Annual Update of the District Strategic Plan include 

components required by the Early Childhood Development and Academic Assistance Act of 1993 

(Act 135) and the Education Accountability Act of 1998 (EAA), S.C. Code Ann. 

§59-18-1300 and §59-139-10 et. seq. (Supp. 2004). The signatures of the chairperson of the 

board of trustees, the superintendent, and the district strategic planning coordinator are 

affirmation of active participation of key stakeholders and alignment with Act 135 and EAA 

requirements. 

Required Printed Names and Signatures 

Chairperson, Board of Trustees 

Mr. Travis Sloan 

Printed Name Signature Date 

Superintendent 

Ronald W. Garner, Ed.D. 


Title II Coordinator 

Mrs. Ann Greene 


District Strategic Planning Coordinator 

Mr. Danny McDowell 


1

DISTRICT NAME Spartanburg District One 

STAKEHOLDER INVOLVEMENT FOR DISTRICT PLANS 

(Mandated Component) 

List the names of persons who were involved in the development of the school 

renewal plan. A participant for each numbered category is required. 

Position 

Name 

1. Superintendent Dr. Ronald W. Garner 

2. Principal Mr. John Hodge 

3. Teacher Mrs. Kim McMillin 

4. Parent/Guardian Mrs. Ann Hodge 

5. Community Member Ms. Katie Clayton 

6. Private School Representative(s) Mr. Douglas Hurlbert 

(Title II requirement) 

7. District Level Administrator Dr. Trish Beason 


8. Paraprofessional(s) Mrs. Kelly Wright 


9. Others* (May include school board members, administrators School 

Improvement Council members, students, PTO members, agency 

representatives, university partners, etc.) 

Position 

Community Member 

Community Member 

District Administrator 

Teacher 

Parent 

Parent 

Name 

Lee Morgan 

Jocelle Allen 

Ann Greene 

Jennifer Henson 

Danna Humphries 

Caroline Skellie 

* REMINDER: If state or federal grant applications require representation by other 

stakeholder groups, including additional stakeholders to meet those requirements 

and to ensure that the plans are aligned is appropriate. 

2

ASSURANCES FOR DISTRICT PLANS (Mandated Component) 

Act 135 Assurances 

Assurances, checked and signed by the district superintendent, attest that the 

district complies with all applicable Act 135 requirements. 

X 

X 

X 

X 

X 

Academic Assistance, PreK–3 The district makes special efforts to assist 

children in PreK–3 who demonstrate a need for extra or alternative 

instructional attention (e.g., after-school homework help centers, individual 

tutoring, and group remediation). 

Academic Assistance, Grades 4–12 The district makes special efforts 

to assist children in grades 4–12 who demonstrate a need for extra or 

alternative instructional attention (e.g., after-school homework help centers, 

individual tutoring, and group remediation). 

Parent Involvement The district encourages and assists parents in 

becoming more involved in their children’s education. Some examples of 

parent involvement initiatives include making special efforts to meet with 

parents at times more convenient for them, providing parents with their 

child’s individual test results and an interpretation of the results, providing 

parents with information on the district’s curriculum and assessment 

program, providing frequent, two way communication between home and 

school, providing parents an opportunity to participate on decision making 

groups, designating space in schools for parents to access educational 

resource materials, including parent involvement expectations as part of the 

principal’s and superintendent’s evaluations, and providing parents with 

information pertaining to expectations held for them by the school system, 

such as ensuring attendance and punctuality of their children. 

Staff Development The district provides staff development training for 

teachers and administrators in the teaching techniques and strategies 

needed to implement the district plan for the improvement of student 

academic performance. The staff development program reflects 

requirements of Act 135, the EAA, and the National Staff Development 

Council’s revised Standards for Staff Development. 

Technology The district integrates technology into professional 

development, curriculum development, and classroom instruction to improve 

teaching and learning. The district will provide a copy of their updated 

technology plan to the S.C. Department of Education on an annual basis. 

The plan establishes clear goals and a realistic strategy for using 

telecommunications and information technology to improve education or 

library services. 

The plan has a professional development strategy to ensure that staff knows 

how to use the new technologies to improve education. 

The plan includes an assessment of the telecommunications services, 

hardware, software, and other services that will be needed to improve 

education. 

The plan provides for a sufficient budget to acquire and maintain the 

hardware, software, professional development and other services that will be 

needed to implement the strategy for improved education. 

3

The plan includes an evaluation process that enables the district and its 

schools to monitor progress toward the specified goals and make mid-course 

corrections in response to new development and opportunities as they arise. 

X 

Innovation The district uses innovation funds for innovative activities to 

improve student learning and accelerate the performance of all students. 

Provide a good example of the use of innovation funds. 

X 

X 

X 

X 

X 

Collaboration The district (regardless of the grades served) collaborates 

with health and human services agencies (e.g., county health departments, 

social services departments, mental health departments, First Steps, and 

the family court system). 

Developmental Screening The district ensures that the young child 

receives all services necessary for growth and development. Instruments are 

used to assess physical, social, emotional, linguistic, and cognitive 

developmental levels. This program normally is appropriate at primary and 

elementary schools, although screening efforts could take place at any 

location. 

Half-Day Child Development The district provides half-day child 

development programs for four-year-olds (some districts fund full-day 

programs). The programs usually function at primary and elementary 

schools, although they may be housed at locations with other grade levels or 

completely separate from schools. 

Developmentally Appropriate Curriculum for PreK–3 The district 

ensures that the scope and sequence of the curriculum for PreK–3 are 

appropriate for the maturation levels of students. Instructional practices 

accommodate individual differences in maturation levels and take into 

account the student's social and cultural context. 

Parenting and Family Literacy The district provides a four component 

program that integrates all of the following activities: interactive literacy 

activities between parents and their children (Interactive Literacy Activities); 

training for parents regarding how to be the primary teachers for their 

children and full partners in the education of their children (parenting skills 

for adults, parent education); parent literacy training that leads to economic 

self-sufficiency (adult education); and an age-appropriated education to 

prepare children for success in school and life experiences (early childhood 

education). Family Literacy is not grade specific, but generally is most 

appropriate for parents of children at the primary and elementary school 

levels and below, and for secondary school students who are parents. Family 

Literacy program goals are to strengthen parent involvement in the learning 

process of preschool children ages birth through five years; promote school 

readiness of preschool children; offer parents special opportunities to 

improve their literacy skills and education, a chance to recover from 

dropping out of school; and identify potential developmental delays in 

preschool children by offering developmental screening. 

4

X 

X 

X 

Recruitment The district makes special and intensive efforts to recruit 

and give priority to serving those parents or guardians of children, ages 

birth through five years, who are considered at-risk of school failure. “Atrisk” 

children are defined as those whose school readiness is jeopardized by 

any of, but not limited to, the following personal or family situation(s): 

educational level of parent below high school graduation, poverty, limited 

English proficiency, significant developmental delays, instability or 

inadequate basic capacity within the home and/or family, poor health 

(physical, mental, emotional), and/or child abuse and neglect. 

Coordination of Act 135 Initiatives with Other Federal, State, and 

District Programs The district ensures as much program effectiveness as 

possible by developing a district wide/school wide coordinated effort among 

all programs and funding. Act 135 initiatives are coordinated with programs 

such as Head Start, First Steps, Title I, and programs for students with 

disabilities. 

Office of Health and Nutrition As required by the Students Health and 

Fitness Act [section 59-10-330 (B)], the district has established a 

Coordinated School Health Advisory Council (CSHAC) that includes members 

of the community, school representatives, students, parents, district food 

service employees, and school board members, and has collaborated with 

the CSHAC to develop a school health improvement plan that addresses 

strategies for improving student nutrition, health, and physical activity and 

includes the district's wellness policy. The district health improvement plan 

goals and progress toward those goals are included in the district's strategic 

plan. 

5

Chapter 59 of Title 59: Education and Economic Development Act 

Assurances for Districts 

1. Each elementary, middle, and high school in the district has implemented 

the Comprehensive Developmental Guidance and Counseling Program 

Model. 

2. All elementary, middle, and high schools in the district have integrated 

career awareness, exploration, and/or preparation activities into their 

curricula. 

3. Each middle and high school in the district has a student-to-guidance 

personnel ratio of 300:1 or less. Suspended as pursuant to R14.3352. 

4. Each middle and high school in the district employs certified career 

development facilitators who perform the 13 duties specified in the EEDA 

legislation. 

5. All students in grades eight through twelve have developed an individual 

graduation plan (IGP) that is reviewed by students and their 

parents/parental designees during annual IGP conferences facilitated by 

certified guidance counselors. 

6. All eighth grade students in the district have chosen a career cluster. 

(Students may change their cluster choice if they desire to do so). 

7. All tenth grade students in the district have chosen a career major. 

(Students may change their major if they desire to do so). 

8. All high schools in the district offer enough courses for all students to 

complete their chosen majors. (NOTE: To complete a major, students must 

take four courses for elective credit that are associated with that major). 

9. Each high school in the district is organized around a minimum of three of 

the 16 national career clusters. 

10. Each high school in the district has implemented an evidence-based 

program model designed to ensure that students identified as being at risk 

of dropping out actually graduate from high school with a state diploma. 

11. Each high school in the district has implemented High Schools That Work or 

another state-approved comprehensive reform model. 

12. Each high school in the district offers all students at least one opportunity to 

participate in an extended or work-based learning activity prior to 

graduation. 

13. Each high school in the district offers students opportunities to enroll in 

courses for which they may receive both high school and college credit. 


Superintendent’s Printed Name 

(for district and school plans) 

Superintendent’s Signature 

Date 

6

General Grant Assurances for Districts 

As the duly authorized representative of Spartanburg District One , 

(Please print or type name of District) 

I certify that this applicant 

A. Has the legal authority to apply for state assistance and the 

institutional, managerial, and financial capability (including funds 

sufficient to pay the nonstate share of project costs) to ensure proper 

planning, management, and completion of the project described in this 

application. 

B. Will give the State Department of Education (SCDE) access to and the 

right to examine all records, books, papers, or documents related to 

this award and will establish a proper accounting system in accordance 

with generally accepted accounting principles or agency directives. 

The applicant’s accounting system must include sufficient internal 

controls, a clear audit trail, and written cost-allocation procedures as 

necessary. Financial management systems must be capable of 

distinguishing expenditures that are attributable to this grant from 

those that are not attributable to this grant. This system must be able 

to identify costs by programmatic year and by budget line item and to 

differentiate among direct, indirect, and administrative costs. In 

addition, the grantee must maintain adequate supporting documents 

for the expenditures (federal and nonfederal) and in-kind 

contributions, if any, that it makes under this grant. Costs must be 

shown in books or records (e.g., disbursements ledger, journal, payroll 

register) and must be supported by a source document such as a 

receipt, travel voucher, invoice, bill, or in-kind voucher. The applicant 

will also comply with the Office of Management and Budget 2 CFR Part 

230 “Cost Principles for Non-Profit Organizations,” 2 CFR Part 225 

“Cost Principles for State, Local, and Indian Tribal Governments,” or 2 

CFR Part 220 “Cost Principals for Educational Institutions” for 

maintaining required support for salaries and wages. Required support 

includes certifications and/or personnel activity records according to 

the type of entity. 

C. Will approve all expenditures, document receipt of goods and services, 

and record payments on the applicant’s accounting records prior to 

submission of reimbursement claims to the SCDE for costs related to 

this grant. 

D. Will initiate and complete work within the applicable time frame after 

receipt of approval by the SCDE. 

E. Will not discriminate against any employee or applicant for 

employment because of race, color, religion, age, sex, national origin, 

or disability. The grantee will take affirmative action to ensure that 

applicants for employment and the employees are treated during the 

period of their employment without regard to their race, color, religion, 

age, sex, national origin, or disability. 

7

F. Will comply with the Ethics, Government Accountability, and Campaign 

Reform Act (S.C. Code Ann. § 2-17-10 et seq. and § 8-13-100 et seq. 

(Supp. 2009)]. 

G. Will comply with the Drug Free Workplace Act (S.C. Code Ann. § 44- 

107-10 et seq. (Supp. 2009)] if the amount of this award is $50,000 

or more. 

H. Ensures that all policies, procedures, programs and the administration 

of programs in the school district are consistent with the No Child Left 

Behind Act of 2001, EDGAR (1999), and other applicable statues, 

regulations, program plans, and applications. 

I. Will submit reports as necessary to enable the SDE to meet its 

responsibilities under the program and will maintain such records, 

provide such information, and afford access to the records as the SDE 

may find necessary to carry out its duties. The school district will 

cooperate in carrying out any evaluation conducted by state or federal 

agencies. 

J. Affirms that the needs assessment was conducted in consultation and 

collaboration with the teachers of the school district, including those 

teachers in schools receiving assistance under Title I, school 

administrators, and charter school and private school representatives 

(where applicable) in the development of the needs assessment. 

K. Will ensure, through incentives for voluntary transfers, the provision of 

professional development, recruitment programs, or other effective 

strategies, that low-income students and minority students are not 

taught at higher rates that other students by unqualified, out-of-field, 

or inexperienced teachers. 

L. Will target Title II-A teacher quality funds to schools that have the 

lowest proportion of highly qualified teachers, have the largest average 

class size, or are identified for school improvement under the 

specification in Title I, section 1116(b)(1)(A) of the Elementary and 

Secondary Education Act (ESEA): “A local educational agency shall 

identify for school improvement any elementary school or secondary 

school served under this part that fails, for 2 consecutive years, to 

make adequate yearly progress as defined in the State’s plan under 

section 1111(b)(2).” 

M. Will comply with Title IX, Section 9501 of the ESEA regarding 

participation by private school children and teachers. 

N. Will comply with Title V, Section 5206(a) of the ESEA regarding 

participation by charter schools. 

O. Will use the grant funds received in order to supplement, and not 

supplant, nonfederal funds that would otherwise be used for activities 

authorized under Section 2123 of the ESEA, “Local Use of Funds." 





Date 

8

Terms and Conditions for SCDE Grant Programs 

(Page 1 of 2) 

A. Completeness of Proposal All proposals should be complete and carefully worded and must 

contain all of the information requested by the State Department of Education (SCDE). If you 

do not believe a section applies to your proposal, please indicate that fact. 

B. Termination The SCDE reserves the right to reject any and all applications and to refuse to 

grant monies under this solicitation. After it has been awarded, the SCDE may terminate a 

grant by giving the grantee written notice of termination. In the event of a termination after 

award, the SCDE shall reimburse the grantee for expenses incurred up to the notification of 

termination. In addition, this grant may be terminated by the SCDE if the grantee fails to 

perform as promised in its proposal. 

C. Travel Costs Travel costs, if allowed under this solicitation, must not exceed limits noted in 

the United States General Services Administration (www.gsa.gov) regulations. 

D. Honoraria Amounts paid in honoraria, if allowed under this grant, must be consistent with 

SCDE policies. You should check with the program office before budgeting for honoraria. 

E. Obligation of Grant Funds Grant funds may not be obligated prior to the effective date or 

subsequent to the termination date of the grant period. No obligations are allowed after the 

end of the grant period, and the final request for payment must be submitted no later than 

thirty (30) days after the end of the grant period. 

F. Use of Grant Funds Funds awarded are to be expended only for purposes and activities 

covered by the project plan and budget. 

G. Copyright The grantee is free to copyright any books, publications, or other copyrightable 

materials developed in the course of this grant. However, the SCDE reserves a royalty-free, 

nonexclusive, and irrevocable license to reproduce, publish, or otherwise use, and to authorize 

others to use, the copyrighted work developed under this grant. 

H. Documentation The grantee must provide for accurate and timely recording of receipts and 

expenditures. The grantee’s accounting system should distinguish receipts and expenditures 

attributable to each grant. 

I. Reports The grantee shall submit a final financial report within thirty (30) days of the final 

disbursement. This report should be a final accounting of the grant. It may be submitted in 

either narrative or spreadsheet form. 

J. Certification Regarding Suspension and Debarment. By submitting a proposal, the 

applicant certifies, to the best of its knowledge and belief, that the 

Applicant and/or any of its principals, subgrantees, or subcontractors 

o Are not presently debarred, suspended, proposed for debarment, or declared ineligible 

for the award of contracts by any state or federal agency; 

o Have not, within a three-year period preceding this application, been convicted of or 

had a civil judgment rendered against them for: commission of fraud or a criminal 

offense in connection with obtaining, attempting to obtain, or performing a public 

(federal, state, or local) contract or subcontract; violation of federal or state antitrust 

statutes relating to the submission of offers; or commission of embezzlement, theft, 

9

Terms and Conditions for SCDE Grant Programs continued 

(Page 2 of 2) 

o forgery, bribery, falsification or destruction of records, making false statements, tax 

evasion, or receiving stolen property; and 

o Are not presently indicted for, or otherwise criminally or civilly charged by a 

governmental entity with, commission of any of the offenses enumerated above. 

Applicant has not, within a three-year period preceding this application, had one or more 

contracts terminated for default by any public (federal, state, or local) entity. 

K. Audits 

Entities expending $500,000 or more in federal awards: 

Entities that expend $500,000 or more in federal awards during the fiscal year are 

required to have an audit performed in accordance with the provisions of Office of 

Management and Budget (OMB) Circular No. A-133, Audits of States, Local Governments, 

and Non-Profit Organizations. The submission deadline for A-133 audits is nine months 

after the entity’s fiscal year-end. A grantee that passes through funds to subrecipients has 

the responsibility of ensuring that federal awards are used for authorized purposes in 

compliance with federal program laws, federal and state regulations, and grant 

agreements. The director of the OMB, who will review this amount every two years, has 

the option of revising the threshold upward. 

Entities expending less than $500,000 in federal awards: 

Entities that expend less than $500,000 in a fiscal year in federal awards are exempt from 

the audit requirements in the Single Audit Act and Circular A-133. However, such entities 

are not exempt from other federal requirements (including those to maintain records) 

concerning federal awards provided to the entity. The entity’s records must be available 

for review or audit by the SCDE and appropriate officials of federal agencies, pass-through 

entities, and the General Accounting Office (GAO). 

L. Records. The grantee shall retain grant records, including financial records and supporting 

documentation, for a minimum of three (3) years after the termination date of the grant. 

M. Reduction in Budgets and Negotiations. The SCDE reserves the right to negotiate budgets 

with potential grantees. The SCDE may, in its sole discretion, determine that a proposed 

budget is excessive and may negotiate a lower budget with the potential grantee. The grantee 

may at that time negotiate or withdraw its proposal. In addition, the SCDE may desire to fund 

a project but not at the level proposed. In that case the SCDE shall notify the potential 

grantee of the amount that can be funded, and the grantee and the SCDE shall negotiate a 

modification in the proposal to accommodate the lower budget. All final decisions are that of 

the SCDE. 

N. Amendments to Grants. Amendments are permitted upon the mutual agreement of the 

parties and will become effective when specified in writing and signed by both parties. 





Date 

10

American Recovery and Reinvestment Act (ARRA) 

Funded Awards and Programs 

(Including, but not limited to, the State Fiscal Stabilization Fund, Individual with Disabilities 

Education Act—611 and 619, Local Youth Mentoring Initiative, Education for Homeless 

Children and Youth, Title I, Education Technology State Grants and School Nutrition 

Cafeteria Equipment Assistance) 

As the duly authorized representatives of applicant, by signing this Addendum, we certify that this 

applicant will abide by the following with respect to amounts received by the applicant under the ARRA, 

if applicable: 

Will quarterly report uses of ARRA funds as provided by Section 1512 of the ARRA and the 

directives of the South Carolina Department of Education; 

Will certify that any infrastructure investment has received the full review and vetting 

required by law and that the chief executive accepts responsibility that the infrastructure 

investment is an appropriate use of taxpayer dollars, pursuant to Section 1511 of the ARRA; 

Will comply with Section 1605 of the ARRA (requiring the use of American iron, steel, and 

manufactured goods), and Section 1606 of the ARRA (requiring compliance with federal 

prevailing wage requirements); 

Will allow access to any representative of an appropriate inspector general to examine any 

records and interview any officer or employee regarding contracts or grants awarded, pursuant 

to Section 1515; 

Will abide by the provisions of Section 1553 of the ARRA regarding protection of 

whistleblowers; 

Will not use ARRA funds for any casino or other gambling establishment, aquarium, zoo, golf 

course, or swimming pool, pursuant to Section 1604 of the ARRA; and 

Will promptly refer to an appropriate inspector general any credible evidence that an 

administrator, employee, agent, contractor, sub-grantee, subcontractor, or other person has 

submitted a false claim under the False Claims Act (31 U.S.C. §§ 3729–3733) or has committed 

a criminal or civil violation of laws pertaining to fraud, conflict of interest, bribery, gratuity, or 

similar misconduct involving those funds. 

Links to the Inspectors General may be found at: 

http://www.recovery.gov/Accountability/inspectors/Pages/Home.aspx 

Fraud and abuse may be reported at: 

http://www.recovery.gov/Contact/ReportFraud/Pages/Report_Fraud.aspx 

The Recovery Board Fraud Hotline: 1-877-392-3375 

Signature of Superintendent/Chief Executive 

Officer 


Printed/typed name of Superintendent 

Signature of authorized financial official 

Laura McCraw 

Printed/typed name of financial official 

Spartanburg District One 

Printed/typed name of Public K-12 Entity 

Date 

ron.garner@spart1.org 

Email Address 

Date 

laura.mccraw@spart1.org 

Email Address 

11

EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS (Mandated 

Component) 

District Demographics 

Spartanburg County School District One is comprised of students who are: 82.5% 

White; 8.4% African American; 4.7% Hispanic; and 6.8% of other ethnic categories. 

Approximately 52% of the students receive subsidized meals. District One serves 

approximately 5132 students in PK- 12. There are two high schools that serve 

students in 9 th through 12 th grades. The district also shares a career center with 

Spartanburg School District Two. There are two middle schools and six elementary 

schools. All six elementary schools are Title I schools. The school district employees 

655 people. There are 430 certified staff members. Of the certified staff members, 

19% have bachelors degrees, 9% have a bachelors + 18 graduate hours, 37% have 

masters degrees, 32.5% have masters + 30 hours or specialist degrees, and 2.5% have 

doctorate degrees. The district has 33 teachers who hold National Board Certification. 

Spartanburg District One Schools 

School Grade Levels Enrollment 

Inman Elementary PK – 3 491 

Inman Intermediate 4-6 340 

Holly Springs-Motlow PK- 6 441 

New Prospect PK- 6 437 

O. P. Earle PK-5 517 

Campobello Gramling PK- 8 723 

Landrum Middle 6-8 275 

Mabry Middle 7-8 438 

Chapman High 9-12 894 

Landrum High 9-12 576 

12

Awards and Honors 

Spartanburg District One had nine schools in the 2010-2011 school year to receive 

an Absolute rating of Excellence. 

Mabry Middle School was named as a South Carolina and national “School to 

Watch.” 

The 2010 National All Star Teacher Award was given to a Physical Education 

Teacher, from O.P.Earle. The award is given by Project Fit America. 

The graduating classes of 2011 for Chapman and Landrum High School received 

$7,356,655 in scholarships. 

All Title I Schools made AYP for the 2010-2011 school year. 

All Spartanburg District One schools have been recognized as “Red Carpet Schools” 

from the South Carolina Department of Education. 

Spartanburg District One Schools AmeriCorps program was recognized as the one of 

the most innovative programs in the United States in 2009-2010. 

All elementary schools in Spartanburg District One were recognized by the USDA 

Healthier School Challenge. 

Spartanburg District One Schools’ achievement on PASS during the 2010-2011 

school year ranked 2 nd overall in the state of South Carolina. 

The JROTC Programs at Chapman and Landrum High Schools were named as the 

“Unit of Distinction”. 

District One High Schools athletic teams won eleven region championships and two 

state championships during the 2010-2011 school year. 

District One Band, Chorus, and Orchestra programs had 20 named All Region 

qualifiers and 12 All State qualifiers during the 2010-2011 school year. 

13

Programs and Services 

The district’s commitment to serve its diverse population is multidimensional 

and is reflected programmatically through a variety of 

innovative programs and services including: 

The Scholars Academy Program, a partnership of the seven Spartanburg County 

school districts and the University of South Carolina-Upstate, that provides high 

school students the opportunity to take college courses during the school day at no 

cost, while completing the requirements of their high school program in their home 

school. 

Extended day and year programs for all Title I schools. 

Technology-enriched classrooms that support quality teaching and learning. 

Outstanding programs in the visual and performing arts that promote integration of 

the arts into the curriculum. 

Virtual offers and credit recovery options that encourage students to stay in school. 

A Gifted and Talented Program that serves students in grades 3-8. 

A Response to Intervention Team Model in place for students grades K through 12. 

In partnership with the other six districts, Spartanburg One offers a Truancy Court 

intervention to improve student attendance and to work with families. 

The Freshman Academy model is used at Chapman High School to meet student 

needs through adjustments in instructional strategies and time. 

Chapman and Landrum High Schools offer a differentiated curriculum that includes 

college preparatory, honors courses, Advanced Placement (AP), and dual credit 

course offerings as well as a wide range of CATE courses and school-to-work 

opportunities. 

Advance Placement and Dual Credit course offerings encourage a college and career 

readiness culture. 

A Reading Recovery Program for recommended first graders who are having 

learning to read. 

School-choice options, available to elementary parents, promote and support the 

district’s smaller learning communities design for restructuring. 

High Schools That Work and Making Middle Grades Work assist schools committed 

to increasing student achievement in reading and mathematics. 

Dolly Parton’s Imagination Library provides monthly books for children birth to five 

years of age. 

Free Breakfast Program for each student in each school. 

14

In the State of South Carolina, 

all students in grades 3 

through 8 take the Palmetto 

Assessment of State 

Standards (PASS) test in 

Writing, ELA, Mathematics, 

Science, and Social Studies. 

District-State Comparison PASS 

2010-2011 

2010-2011 

15

The HSAP (High School Assessment Program) 

assesses selected South Carolina academic 

standards in English language arts and mathematics 

that students have had opportunity to learn by the 

end of the tenth grade. Every student must pass the 

HSAP to graduate from high school. 

District-State Comparison HSAP 

2010-2011 

35.00% 

Spartanburg 1 

HSAP 2010-2011 

30.00% 

25.00% 

31.66% 

30.42% 

29.25% 

27.51% 

20.00% 

15.00% 

10.00% 

19.00% 

16.75% 

23.58% 

21.83% 

% Math Achievement Level 

% ELA Achievement Level 

5.00% 

0.00% 

1 Below Basic 2 Basic 3 Proficient 4 Advanced 

16

ACT 2010-2011 

ACT Results 

The ACT is a national college admissions examination that consists of subject area tests in English, 

mathematics, reading, and science. The test includes 215 multiple-choice questions and with a "36" as 

the highest possible score. The test is offered six times per year in the U.S., and is usually taken during 

Description: The ACT is a national college admissions examination that consists of subject area 

a student's tests in junior English, or senior mathematics, year of reading, high school. and science. The test includes 215 multiple-choice 

questions and with a "36" as the highest possible score. The test is offered six times per year in 

the U.S., and is usually taken during a student's junior or senior year of high school. 

21.1 

20.1 

20.3 

State Spartanburg 1 National 

SAT Results 

The SAT is a standardized test often used in the college admissions process. Its aim is to assess the 

student's readiness for college. The current test consists of three 800 point sections testing 

English/Language Arts, Mathematics, and Writing. Most students take the test, which is offered 

several times per year, during their junior or senior year of high school. 

17

Federal Accountability 2010-2011 

No Child Left Behind requires that students meet an Annual Yearly Progress (AYP) 

target towards 100% proficiency for reading and mathematics. The data is broken 

into a number of student "subcategories“ to arrive at compliance index. 

State 

Objectives Objectives Student Percent Graduation or 

Objectives 

AYP 

Met Not Met Performance Tested Attendance Rate 

37 35 2* Not Met Met Met Not Met 

*Disabled Subgroup for ELA and Math 

District One 

Objectives Objectives Student Percent Graduation or 

Objectives 

AYP 

Met Not Met Performance Tested Attendance Rate 

33 31 2* Not Met Met Met Not Met 

*Disabled Subgroup for ELA and Math 

2010-2011 AYP Results 

Compliance Index: 93.9 

Note: Of South Carolina’s 86 Districts, one district made AYP for 2010-2011 

State Accountability 2010-2011 

“Absolute Rating” is the rating a school receives based on the percentage of students 

meeting standard on the state’s standards based assessment. 

“Growth Rating” is the rating a school receives based on longitudinally matched student data 

comparing current performance to the previous year’s performance for the purpose of 

determining student academic growth. 

Absolute Rating 

10-11 

Growth Rating 

Campobello-Gramling Excellent Good 

Holly-Springs Motlow Excellent Good 

Inman Elementary Excellent Excellent 

Inman Intermediate Excellent Excellent 

Landrum Middle School Excellent Excellent 

Mabry Middle School Excellent Good 

New Prospect Elementary Excellent Excellent 

O.P. Earle Elementary Excellent Excellent 

Chapman High School Good At-Risk 

Landrum High School Excellent Average 

District Excellent Average 

18

Trends 

There is a strong level of community support for the school district from parents, business community and 

other stakeholders. 

There is a high level of support and partnership from local municipalities and other local government 

entities for the educational system. 

The positive reputation of the school district and the accessibility of the district enhance the district’s 

ability to recruit and retain quality teachers, administrators, and other staff. 

Funding of education continues to be an issue due to the economic down turn and the additional impact of 

legislation (specifically Act 388) that moved the tax revenue source away from a stable residential property 

tax to sales tax. 

Major Strengths 

Comprehensive approach to data analysis to guide instructional decisions, focus, and 

goal setting. 

A tradition of academic excellence and student centered approach to education. 

Strong programs in academics, athletics and the arts. 

Partnerships with local foundations, agencies and higher education. 

Grant funding enhances a variety of educational programs. 

History of embracing current educational trends and methods. 

Challenges 

Reaching academic potential for various subgroups such as the disabled population. 

Continuing to offer programs and services that will result in increased graduation rates. 

Inadequate state funding for educational initiatives. 

19

DISTRICT STRATEGIC PLAN FOR District One Schools, Spartanburg County One 

2012 

DATE: April 

Performance Goal Area: 

Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) 

District Priority 

PERFORMANCE 

GOAL: 1A 

(desired result of 

student learning) 

Elementary Goals 

Performance Goal 1A ---- By 2016-2017, 95% of K4 students will demonstrate Oral Language 

Acquisition Skills and 75% Letter Recognition (Stanine 7), 75% Concepts About Print (Stanine 

7) using Dominie. 

100% of K5 students will demonstrate Oral Language Acquisition Skills and 100% will read at 

text level 2 or above using Dominie, 100% Letter Recognition (Stanine 9), 100% Concepts 

About Print (Stanine 9) using Dominie. 

INTERIM 

PERFORMANCE 

GOAL: 

By 2011-12, 90% of K4 students will demonstrate Oral Language Acquisition Skills and 50% 

Letter Recognition (Stanine 7) Concepts About Print (Stanine 7) using Dominie. 

95% of K5 students will demonstrate Oral Language Acquisition Skills and 80% Letter 

Recognition (Stanine 9), 80% Concepts About Print (Stanine 9) using Dominie. 

DATA SOURCE(S): Dial-3, Oral Language Acquisition Inventory, Enrollment Data, Attendance Data, Individual 

Assessment Portfolios, District Report Card, Dominie

OVERALL 

MEASURES: 

Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

K4 90% OLAI 

K4 90% OLAI 

K4 91% OLAI 

K4 92% OLAI 

K4 93% OLAI 

K4 94% OLAI 

K4 95% OLAI 

K4 50% (LR, CaP 

Stanine 7) 

K4 50% (LR, 

CaP Stanine 7) 

K4 55% (LR, 


K4 60% (LR, 


K4 65% (LR, 


K4 70% (LR, 


K4 75% (LR, 


K5 95% OLAI, 

80% (LR, CaP 

Stanine 9) 

K5 95% OLAI, 

80% (LR, CaP 

Stanine 9) 

K5 96% OLAI, 

84% (LR, CaP 

Stanine 9) 

K5 97% OLAI, 

88% (LR, CaP 

Stanine 9) 

K5 98% OLAI, 

92% (LR, CaP 

Stanine 9) 

K5 99% OLAI, 

96% (LR, CaP 

Stanine 9) 

K5 100% OLAI, 

100% (LR, CaP 

Stanine 9) 

* Represents projections of improvement


2012 

DATE: April 




PERFORMANCE 

GOAL: 1B 



INTERIM 

PERFORMANCE 

GOAL: 

Performance Goal 1B ---- By 2016-2017, 95% of 1 st grade students will read at level 7 or 

above on Dominie, SWS (Phonemes-Stanine 9) using Dominie and 160 or above on Reading 

MAP (National Norm) and 162.5 or above on Mathematics MAP (National Norm). 

95% of 2 nd graders will read at level 9 or above on Dominie, SWS (Phonemes-Stanine 9), 

189.2 or above on Reading MAP (National Norm) and 191.3 or above on Mathematics MAP 

(National Norm). 

By 2011-2012, 90% of all 1 st graders will read at level 7 or above on Dominie, SWS 

(Phonemes-Stanine 9) and 90% will meet or exceed the National Norm on MAP Reading (162) 

and Mathematics (162.5). 

By 2011-2012, 90% of 2 nd graders will read at level 9 or above on Dominie, SWS (Phonemes- 

Stanine 9), and will meet or exceed the National Norm on MAP Reading (189.2) and 

Mathematics (191.3). 

DATA 

SOURCE(S): 

Indicators: Oral Language Acquisition Inventory, SCRA, Observation Survey, Dominie, 

Individual Assessment Portfolio, Enrollment Data, Attendance Data, Star Reading, Data Wall 

Assessments, Fountas and Pinnell, MAP, Study Island

OVERALL 

MEASURES: 

Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

1 st Grade 

90% 

1 st Grade 

90% 

1 st Grade 

91% 

1 st Grade 

92% 

1 st Grade 

93% 

1 st Grade 

94% 

1 st Grade 

95% 

2 nd Grade 

90% 

2 nd Grade 

90% 

2 nd Grade 

91% 

2 nd Grade 

92% 

2 nd Grade 

93% 

2 nd Grade 

94% 

2 nd Grade 

95% 



2012 

DATE: April 




PERFORMANCE 

GOAL: 1C 

Performance Goal 1C ---- By 2016-2017, 95% of Grade 3-5 students will score met or above 

on all core areas on PASS (ELA, Math, Science, Social Studies). 



INTERIM 

PERFORMANCE 

GOAL: 

DATA SOURCE(S): 

By 2011-2012, 90% of grade 3-5 students will score met or above on all core areas on PASS 

(ELA, Math, Science, Social Studies). 

MAP, PASS, Individual Assessment Portfolios, Enrollment Data, Attendance Data, Academic 

Plans for Students, Standards in Practice Data, Star Reading, Dominie, Fountas and Pinnell, 

Study Island

OVERALL 

MEASURES: 

Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

90% 90% 91% 92% 93% 94% 95% 


ACTION PLAN K-5 

EVALUATION 

STRATEGY 1.1 Teachers will use Best Practices in instruction to effectively improve academic achievement of all students. 

Activity 

(List the steps taken by the group to fully 

implement the strategy. Include 

professional development, scientifically 

based research, innovation initiatives, etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 

(Title I, Title II, PDSI, K- 

5 and 6-8 Enhancement, 

academic assistance, 

technology, innovation, 

local funds, etc.) 

Monitor 

Completed YES/NO 

Continue X 

Modify/Modified 

Date 

1.1. Utilize coaches in all core subject 

areas to support teachers in 

implementation of Best Practices 

1.1.1. 100% of English/Language Arts 

teachers will participate in literacy 

initiatives in their school 

2012–2017 

Asst. Supt. Of Inst., 

Coordinators of Inst., 

Elementary Principals 

$500,000 Title I, Title II, PDSI, 

K-5 Enhancement, 


MSU grants, other 

grant sources, and 

Grants 

CONTINUE(as Funding permits) 

All teachers will participate in 

District One Reading Initiative 

based on best practices in study 

groups and/or courses in 

conjunction with Goals Based 

Evaluation 

PASS, OLAI, MAP, Dominie, 

Fountas and Pinnell and RtI 

meetings with principals, 

coaches and teachers 

Teachers will participate in literacy 

workshops and courses offered by 

the district and consortium 

2012-2017 

Principals 

CONTINUE 

Instructional observation and 

feedback by principals for all 

teachers on literacy incorporating

Best Practices 

Instruction coaches will be fully 

utilized in each school 

2012-2017 

Principals 

CONTINUE 

Assessment of classroom practices 

that include literacy will occur for 

all teachers 

CONTINUE 

Courses will be developed 

according to instructional needs of 

teachers in literacy as funding 

permits 

2012-2017 

Principals 

1.1.2 All social studies and science 

teachers will participate in literacy 

initiatives in their schools 

2012-2017 

Principals 

CONTINUE 

Principals will include all teachers in 

the literacy initiative using study 

groups or courses. 

Instructional observation and 

feedback will be provided to 

teachers 

Classroom practices of teachers 

incorporating Best Practices in 

literacy will be evaluated by the 

principal 

Courses will be developed 

according to instructional needs of 

teachers and as funding permits 

2012-2017 

2012-2017 

Principals 

Principals 

$18,000 

CONTINUE 

CONTINUE 

1.1.3 Continue training in Best Practices 

in science instruction (inquirybased) 

using science kits with 

100% participation by teachers 

Principals will work with science 

teachers on kit based instruction 

and incorporate in teachers Goals- 

Based Evaluation plans 

2012-2017 

Principals 

CONTINUE

2012-2017 

Principals 

CONTINUE 

1.1.4 Continue training in Best Practices 

in math instruction 

Continue to implement Inquiry 

Based Math (Math Out of the Box) 

in all 5 elementary schools 

Principals will work with math 

teachers to include Inquiry Based 

math instruction as a part of 

teachers Goals-Based Evaluation 

plans 

2012-2017 

2012-2017 

Principals 

Principals 

CONTINUE 

CONTINUE 

1.1.5 Assessment of Instruction 

2012-2017 

Asst. Supt. Of Inst. 

CONTINUE 

100% of all 4k and 5k teachers, 

resource, and ESOL teachers will 

be trained in administering and 

using Dominie, and Oral Language 

Acquisition Inventory 

All 4K, 5K, 1 st Grade, resource and 

ESOL teachers will be trained in 

Reading Recovery 

2012-2017 

Asst. Supt. Of Inst., 

Principals, Inst. Coaches, 

Teachers 

CONTINUE 

Teachers will continue to be trained 

in grades 1-6 in administering and 

using Dominie and Fountas and 

Pinnell 

Teachers will receive ongoing 

training in grades 3-5 by coaches 

using MAP assessment to guide 

instruction 

1.1.6 Implement support strategies for 

students to improve academic 

achievement 

2012-2017 

2012-2017 

Principals 

Asst. Supt. of Inst., Inst. 

Coaches, Principals 

Principals 

$4,500 

CONTINUE 

CONTINUE

2012-2017 

CONTINUE 

Flexible grouping using a variety of 

accessments to include MAP (RIT 

scores, DesCartes) Fountas and 

Pinnell, Dominie, Benchmark will 

be used by teachers to assess 

student achievement 

Apply for additional 21 st Century 

Grants 

Continue to acquire more high 

interest/low level texts for at risk 

readers 

2012-2017 

2012-2017 

Principals 

Asst. Supt. of Inst., 

Principals, Inst. Coaches 

Principals and Inst. 

Coaches 

$20,000.00 

CONTINUE 

CONTINUE 

Continue to support Book Nooks at 

all elementary schools 

2012-2017 

Reading Recovery 

Teacher Leader, 

Principals 

CONTINUE 

2012-2017 

Inst. Coaches, Principals 

CONTINUE 

Improve use of instructional 

software (Study Island) programs 

to differentiate instruction and 

accelerate students 

Inst. Coaches, Principals 

Continue to work and design with 

principals, inst. coaches and 

classroom teachers effective 

intervention strategies 

2012-2017 

2012-2017 




$6,000.00 

CONTINUE 

CONTINUE

Continue to seek additional 

intervention programs/strategies 

for improving instruction in 4kgrade 

5 

Coordinators of 

Instruction, Principals 

and Inst. Coaches 

Continue to provide ongoing staff 

development using model lessons 

(videoing) by teachers in the 

district to improve instruction 

Expansion and continuation of 

additional 4k programs as funding 

permits 

2012-2017 

2012-2017 

Principals and Teachers 



Instruction, Principals, 

Inst. Coaches 

$40,000.00 

CONTINUE 

CONTINUE 


Continue to develop model lessons 

for training classroom teachers 

using differentiation, integration 

and all aspects of best practices to 

support learning 



Inst. Coaches 

1.1.7 Strengthen articulation between 

elementary and middle schools 

regarding the instructional program 

Coordinate meetings between 

content-area teachers at 

elementary and middle school 

2012-2017 

2012-2017 




Media Spec., Inst. 

Coaches 

$150,000.00 

CONTINUE 

CONTINUE 

1.1.8 On-going curriculum alignment with 

SC Curriculum Standards 




CONTINUE 

2012-2017 

Instructional Coaches will work 



Principals

with teachers regularly in 

individual schools to insure 

curriculum alignment to the 

South Carolina curriculum 

standards 

2012-2017 




Inst. Coaches 

$25,000.00 

CONTINUE 

Asst. Supt. of Inst. 

CONTINUE 

2012-2017 




$25,000.00 

CONTINUE 

2012-2017 



Principals 

Principals 

CONTINUE 

2012-2017 




CONTINUE 

2012-2017


CONTINUE 

2012-2017 

CONTINUE 

2012-2017 

CONTINUE 

2012-2017 

CONTINUE 

2012-2017 

CONTINUE 

2012-2017

ACTION PLAN :Strategy #1 

Activity 

(List the steps taken by the group to fully implement 

the strategy. Include professional development, 

scientifically based research, innovation initiatives, 

etc.) 

Timeline 

Start/End 

Date 

Person Responsible 

Estimated 

Cost 

Funding Source 

(Title II, PDSI, K-5 and 6-8 

Enhancement, academic 

assistance, technology, 

innovation, local funds, 

etc.) 

EVALUATION 

Monitor 

Completed 

YES/NO 

Continue 


Date 

1.1.9 Response to Intervention, differentiated 

learning teams 

Asst. Supt. of Inst, Special 

Ed. Coord., Coordinators of 

Inst., Principals, Inst. 

Coaches 

$125,000 District Innovative Grant 

and other District 

Funding 

CONTINUE 

Continue to improve RTI strategies for 

assisting all subgroups (children at-risk) 

2012-2017 




Coaches 

CONTINUE 




Coaches 

RtI strategies will continue to be emphasized in 

grades K-12, continue to work with special 

education department to refine screening 

procedures; continue to meet with school 

assistance teams on a regular basis 

Differentiated learning model lessons will 

continue to be developed for staff development 

2012-2017 




Coaches 

CONTINUE

district-wide 

Principals and Leadership 

Teams 

Leadership teams at each school meet 

regularly to disaggregate data and assess 

individual student progress 

CONTINUE 

District administration will meet with schools 

twice each year to review at risk students to 

review their progress and interventions being 

used. 

Superintendent, Asst. Supt. 

of Inst., Coordinators of 


Coaches, Teachers 

Software will be purchased to assist 

administrators and teachers in tracking 

progress of students 

2012-2017 


Principals 

CONTINUE 

2012-2017 

CONTINUE 

2012-2017 

District Innovative Grant

$25,000.00 - 

2012

DISTRICT STRATEGIC PLAN FOR District One Schools DATE: April 2012 

Performance Goal Area: Student Achievement Middle School 6-8 

Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District 

Priority 

PERFORMANCE GOAL: 

ONE 

(desired result of student 

learning) 

INTERIM PERFORMANCE 

GOAL: 

The percent of students in grades 6 through 8 who score Met or above in each of the PASS areas (ELA, Math, Science, Social 

Studies) will increase to 95 % by 2017. 

. 

The percent of students in grades 6 through 8 who score Met or above in each of the PASS areas (ELA, Math) will reflect AYP 

Objectives for SC 


PASS test results

OVERALL MEASURES: 

Average 

Baseline 

(2011) 

2012 2013* 2014* 2015* 2016* 2017* 

ELA 

83.37% 

85% 87% 89% 91% 93% 

95% 

Math 

86.50% 

87% 88% 89% 91% 93% 

95% 

Science 

86.32% 

87% 88% 89% 91% 93% 

95% 

SS 85.81 

86% 88% 90% 

92% 

94% 

95% 

ACTION PLAN 

EVALUATION 

STRATEGY#1 

Teachers will use instruction effectively to improve academic performance of all students

Activity 




based research, innovation initiatives, 

etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 

(Title II, PDSI, K-5 and 

6-8 Enhancement, 




Monitor 


Continue 


Date 

1.6 100% of teachers will participate 

in literacy initiatives in their 

schools 

8/2012-6/2017 Coordinator of 

Instruction, 

Coordinator of 

Secondary and Middle 

Schools, 

teachers, instructional 

coaches 

$5,000 per year 

for courses, 

materials

Teachers will participate in 

literacy/reading 

workshops/courses for 

renewal credit by District 

instructional coaches 

Sept. 2012-May 

2017 

Instructional coaches 

Converse College 

Student MAP and PACT 

scores Teachers’ Goalsbased 

Evaluation records 

Meetings with instructional 

coaches 

Instructional observation 

records 

Teacher participation in 

study 

groups and courses 

Instructional feedback by 

principals and to all teachers 


2017 

Principals, coaches 

Literacy Instructional coaches 

will be fully utilized in each 

school 

Aug. 2012- May 

2017 



Assessment of classroom 

practices that include literacy 

will occur of all teachers 

Oct. 2012-April 

2017 




Courses will be developed and 

offered according to identified 

instructional needs of teachers 

July 2012-July 

2017 

Social Studies teachers will 

use best practices in Social 

Studies instruction 

Social Studies will use the S3 

curriculum 


2017 


2017

1.2 Cross-curricular teams made up of 

core teachers, special education, 

media, and ESOL will develop 

instructional units that support 

reading skills across the standards 

Teams will be determined 

Reading skills will be 

incorporated into all core areas 

1.3 Science teachers will use best 

practices in science instruction 


2017 


Instruction, 





coaches 

Science labs at all middle 

schools will be equipped with 

kits and supplies that match 

standards 

Assessment of best-practices 

used in science classrooms, 

including lab activities 

1.4 Math teachers will use best 

practices in mathematics 

instruction 


2017 


Instruction, 





coaches

Assessment of best-practices 

used in mathematics 

classrooms 

1.5 Instructional coaches and lead 

teachers will lead school study 

groups in best practices staff 

development 

1.6 Teachers will be trained in 

Reading Recovery strategies 

where schedules allow 


2017 


2017

ACTION PLAN 

EVALUATION 

STRATEGY# 2 Students will participate in targeted assistance to improve academic achievement in CORE areas 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 




technology, 


etc.) 

Monitor 


Continue 


Date 

2.1 Develop and acquire 

materials by RIT range 

and lexiles 

June 2012, 

June 2017 


Secondary and 

Middle Schools 

District records 

Evidence of materials 

developed for use by 

teachers

2.2 Schools’ master schedule 

will incorporate flexible 

grouping and scheduling 

Aug. 2012- 

June 2017 

Principals 

Master schedule 

Records indicating 

flexible groups by RIT 

range 

Use of Descartes 

2.3 Teachers will form flexible 

groups by RIT range; 

quarterly RTI reviews of 

data walls and student 

progress will held. 

Students of Concern will 

be identified. 

2.4 Instructional technology 

will be used to match 

student learning (Study 

Island, Descartes) 

Sept. 2012- 

June 2017 

Aug. 2012- 

June 2017 

Principals, Teachers 


Technology, 


Secondary and 

Middle Schools, 


2.5 District leaders & 

principals will meet twice 

yearly in RtI meetings to 

discuss at risk students in 

order to create & 

implement intervention 

plans 

District Leaders and 

principals

ACTION PLAN 

EVALUATION 

STRATEGY# 3 Implement key principles of Making Middle Grades Work in each middle school 

Activity 

(List the steps taken by the group to 

fully implement the strategy. Include 

professional development, 

scientifically based research, 

innovation initiatives, etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 

(Title II, PDSI, K-5 

and 6-8 

Enhancement, 


technology, 

innovation, local 

funds, etc.) 

Monitor 


Continue 

Modify/Modified Date 

3.1 Model lessons focusing 

on differentiation of 

instruction in core 

subjects will be 

developed by master 

teachers and videotaped 

for use in staff 

development. 

Aug. 2012- 

June 2017 


Instruction, 


Secondary and 

Middle 


Classroom 

teachers 

$2000 District funds 

Video tapes produced, 

feedback from coaches, 

principals and district 

curriculum department. 

3.2 Teachers in middle 

school will be trained in 

August Lead Teacher None Number of teachers trained

Conceptual Learning 

and Teaching Strategies 

per EEDA requirements 

2012-July 

2017 

Trainers, 

Secondary 

Curriculum 

Coordinator 

per middle school 

ACTION PLAN 

EVALUATION 

STRATEGY# 4 Increase articulation between 8 th and 9 th grade teachers about course rigor and content; increase 

number of students taking Algebra I and Algebra IA in 8 th grade

Activity 





etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 

(Title II, PDSI, K-5 and 6- 

8 Enhancement, academic 



etc.) 

Monitor 

Completed 

YES/NO 

Continue 


Date 

4.1 Schedule regular meetings 

between 8 th and 9 th grade 

teachers to examine 

standards and 

assessments 

Aug.2012- 

June 2017 


Secondary and 


Principals 

$1500 Local Funds Minutes of meetings 

Number of peer 

observations 

Peer observation of 8 th 

and 9 th grade teachers 

Nov. 2012 – 

Feb. 2015 

Same 

$1200 per 

year 

Local Funds 

Research offering 

English I honors in 8 th 

grade 

2012-2015 Coordinator of 

Secondary and 

Middle School, 

English teachers

4.2 Benchmark tests will be 

developed and analyzed to 

increase rigor 

Aug. 2012 – 

July 2017 


Secondary and 


Principals, Alg. I 

teachers 

$2000

ACTION PLAN 

EVALUATION 

STRATEGY# 5 Revise the Gifted and Talented Academic Curriculum and Honors Course Curriculum in grades 6-8 

Activity 






Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 





innovation, local funds, etc.) 

Monitor 

Completed 

YES/NO 

Continue 


Date 

5.0 Revise the GT 

curriculum 

GT and honors 

teachers will study 

best practices in GT 

GT teachers grades 

6-8 will apply best 

practices in GT when 

revising curriculum 

GT Coordinator $7000 Local Funds 

SDE Professional 

Development in GT 

Number of GT 

teachers in study 

groups 

GT curriculum 

product

5.1 Increase rigor in 

Honors Courses 

2012-2017 Coordinator of 

Secondary and 


principals 

Pacing guides 

developed 

Work with teachers to 2012-2017 

compact curriculum 

Develop pacing guides 2012-2017 

Develop a district 

wide pacing grid for 

Honors Classes 6-8

ACTION PLAN 

EVALUATION 

STRATEGY#6 All teachers will receive training specific to standards, assessment, and content 

Activity 





etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 





innovation, local funds, etc.) 

Monitor 

Completed 

YES/NO 

Continue 


Date 

6.1 Develop pacing guides 

for content grades 6-8 

Aug. 2012 

July 2017 


Secondary and 


$1000 Local funds Completed pacing 

guides 

Financial records 

Workshops,

conference records 

6.2 Develop common 

specific assessment 

Aug. 2012 

July 2017 


Secondary and 


$350 per 

teacher 

Local funds 

Completed 

assessments

DISTRICT STRATEGIC PLAN FOR Spartanburg District One Schools DATE: April, 2012 


Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District 

Priority 

PERFORMAN 

CE GOAL: One 

Increase students’ critical reading skills in grades 9-12 

High School 

INTERIM 

PERFORMAN 

CE GOAL: 

Longitudinal trend data analysis 

DATA 

SOURCE(S): 

HSAP ELA % Proficient and Advanced 

EOC English 

SAT Verbal 

ACT

OVERALL 

MEASURES: 

Baseline 

(2011) 

2012* 2013* 2014* 2015* 2016* 2017* 

SAT 

District 517 

National 497 

ACT 

HSAP ELA 

(Reading 

Comprehension 

– Adequate 

Performance) 

EOC English 

Passage rate 

91.1% 91.7% 92.3% 92.9% 93.5% 94.1% 95% 

76.04% 78% 81% 84% 86% 88% 90% 

District 20.8 

Nat 21.1 

School 

Distric 

t 

Baseline 

(2011) 

Nation 

al 

Differenc 

e 

2012* 

(Differenc 

e) 

2013* 

(Differenc 

e) 

2014* 

(Differenc 

e) 

2015* 

(Differenc 

e) 

2016* 

(Differenc 

e) 

2017* 

(Differenc 

e) 

SAT 

Verb 

al 

CH 

S 

496 

LHS 

519 

507.5 501 +1.5 +1.5 +1.5 +1.5 +1.5 +1.5 +1.5 

* Represents 

projections of 

improvement 

ACT 

CH 

S 

19. 

9 

LHS 

19. 

8 

19.8 20.6 +1.5 +1.5 +1.5 +1.5 +1.5 +1.5 +1.5

ACTION PLAN 

EVALUATION 

STRATEGY#1 Teachers will use literacy instruction effectively to improve academic performance of all students 

Activity 


implement the strategy. Include professional 

development, scientifically based research, 


Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 






Monitor 

Completed 

YES/NO 

Continue 


Date 

1.1 Academic teachers will participate in 

some form of literacy professional 

development: 

8/2012-6/2017 Coordinator of 

Instruction, Coordinator 

of Middle and Secondary 

Curriculum, 

Principals, teachers, 

instructional coaches 

$4000 

District Funds Test scores, student 

performance 

Teacher observation 

Instructional feedback data 

Teacher lesson plans 

Teachers Goals-Based 

Evaluation Records

Planning meetings with 

Instructional Coaches 

Minutes of study groups 

a. Teachers will participate in 

literacy/reading courses or 

professional study groups offered 

by district for renewal credit 

b. Teachers will implement strategies 

in classrooms 

c. Instructional feedback by principals 

and coaches to all teachers 

d. Instructional coaches will be fully 

utilized in each school 

e. Assessment of classroom 

instructional practices that include 

literacy will occur of all teachers 


2017 


2017 


2017 


2017 

Oct. 2012-April 

2017 

f. Courses will be developed and 

offered according to identified 

instructional needs of teacher 


2017

DISTRICT STRATEGIC PLAN FOR Spartanburg District One DATE: April 2012 


Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority 

PERFORMANCE GOAL: TWO 

Graduation Rate 


learning) 

Goal 2: The high school graduation rate will increase to 87% by 2012-2017. 


GOAL: 

The high school graduation rate will increase to 83% in 2013 (On time graduation rate) 


District Report Card 

State Reports 


Average 

Baseline 

(2011) 

2012* 2013* 2014* 2015* 2016* 2017* 

81.7% 82% 83% 84% 85% 86% 87.0%

* Represents projections of improvement 

ACTION PLAN High School Graduation Rate EVALUATION 

STRATEGY#1 Implement academic and other support systems to insure student success

Activity 






Timeline 

Start/End 

Date 

Person Responsible 

Estimated 

Cost 






etc.) 

Monitor 


Continue 


Date 

1.1 Implement EEDA guidelines 

according to SDE requirements to 

include IGP’s, career counseling, 

shadowing and mentoring 

Aug. 2012 - 

June 2017 

Coordinator of Middle 

and Secondary 

Curriculum; Coordinator 

of Instructional Support 

School Guidance 

Counselors; 

State funding 

allocation 

State funds 

Number of IGP’s and 

parent conferences 

held 

Number of shadowing 

and mentoring 

experiences 

1.2 Utilize on-line and virtual 

learning: credit recovery 

Aug. 2012 - 

June 2017 


and Secondary 

Curriculum; Coordinator 

of Technology 

$ 8000 yearly State funds, Technology Student test scores 

Number of students 

enrolled in on-line 

courses

1.3 Implement before and afterschool 

tutoring sessions for 

students 

Aug. 2012 - 

June 2017 


1.4 Continue the Ninth Grade 

Academy and continue 

professional development with 

teachers 


and Secondary 

Curriculum; 


$1000 yearly 

for materials 

and supplies 

Local funding 

Student test scores 


attending 

Observation 

1.5 Provide targeted assistance to 

students: 

Flexible grouping by MAP and 

PASS 

Master schedule includes 

classes in CORE courses 

Aug. 2012 - 

June 2017 

Principals 

Teachers 

$500,000 

yearly 

Local funding 

CONTINUE 

At Risk Data Groups 

Student test scores 

1.6 Form partnerships with SMRC, 

Mary Black Foundation, 

Spartanburg County Foundation 

to develop teen pregnancy 

prevention programs in and out 

of schools 

Revise CHE curriculum 

Provide intervention staff 

Work with faith-based 

community 

1.7 IGP- Annual review of IGP to 

determine gaps in grade progress 

June 2008 - 

June 2017 


Comprehensive Health, 

Coordinator of Secondary 

and Middle Curriculum 

TBD by 

contributing 

agencies 

SRMC, Mary Black 

Foundation, Spartanburg 

County Foundation 

Program evaluation 

conducted by funding 

source TBD 

Young Parents Study 

1.8 Truancy Intervention plan for 

students

1.9 RtI meet twice a year to discuss Coordinator of 

Comprehensive Health, 

Coordinator of Secondary 

and Middle Curriculum 

2.0 Establish a formal mentor/master 

program





Three SAT and ACT 


learning) 

Goal 3: By 2016-2017, students participating in SAT and ACT will score above the national average. 


GOAL: 

By 2013, students participating in SAT and ACT will score at national average. 


SAT and ACT scores 


SAT District 1516 

Nat 1507 

Average Baseline 

(2006) 

School District National 

2012* 2013* 2014* 2015* 2016* 2017* 

ACT District 20.8 

Nat 21.1 

CHS LHS 

SAT 

1516 1507 +1.5 +1.5 +1.5 +1.5 +1.5 +1.5 

1489 1543 

ACT CHS LHS 20.3 21.1 +1.5 +1.5 +1.5 +1.5 +1.5 +1.5

20.3 20.3 

* Represents projections of improvement (District Average – National Average = Difference) 

ACTION PLAN 

EVALUATION 

STRATEGY# 1 Provide academic support and counseling for students taking SAT and ACT

Activity 





etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Monitor 


Continue 


1.1 Academic counseling 

with 8 th graders taking 

Explore to determine 

best placement in high 

school courses 

Jan. 2012- 

Jan. 2017 

High School 

counselors, 

Middle School 

Counselors 

Cost of tests State funds Career Plans, IGP’s 

Number of students enrolled 

in honors courses 

1.2 Provide on-line 

tutorial/review 

Oct. 2012- 

June 2017 


Secondary and 

Middle 

Curriculum, HS 

Counselors, 

Teachers 

$6000 Local Funds Number of students enrolled 

1.3 Academic counseling 

with students taking 

PLAN and PSAT to 

determine best test for 

college success 

Jan./Feb. 

2012- 

Jan.Feb. 

2017 

HS Counselors, 

Teachers 

Cost of tests 

State funds

2. Provide ACT/SAT prep 

classes 

Aug. 2012- 

June 2017 

Principals 

Teachers 

Teacher 

salaries 

Local funds 

Career plans, IGP’s, number 

of students enrolled in 

honors courses 

1. Articulation between 

Middle Schools and HS 

regarding course rigor 

Aug. 2012- 

June 2017 


Secondary and 

Middle 

Schools; 

None 

Number of students enrolled 

SAT/ACT scores 

Minutes of meetings 

coaches 

2 Offer college 

workshops, bring in 

consultants, and send 

teachers to training 

June 2012- 

June 2017 

Principals, 


Secondary and 

Middle 

Schools; 

$3300 yearly Local Funds Feedback from conferences 

Instructional observation 

1.7 Use College readiness 

Standards in classroom 

instruction 

June 2012- 

June 2017 

Principals, 


Secondary and 

Middle 

Schools,

coaches





Four, part one 

Goal 4: 85% of students participating in state tests will score Proficient and Advanced by 2017. 


learning) 

By 2013, 84% of students participating in English EOC will score Proficient and Advanced. 


GOAL: 


By 2013, 65% of students participating in US History EOC will score Proficient and Advanced 

By 2013, 90% of students participating in Biology EOC will score Proficient and Advanced. 

By 2013, 81% of students participating in Algebra 1/Math for the Technologies 2 will score Proficient and 

Advanced. 

State testing reports


(2011) 

2012* 2013* 2014* 2015* 2016* 2017* 

English 1 76.04% 80% 84% 88% 92% 94% 95% 


US History 59.8% 62% 65% 69% 73% 75% 78% 

Biology 73.83% 75% 78% 81% 83% 86% 90% 

Algebra 1 

Math for the 

Technologies2 

79.75% 81% 83% 85% 87% 89% 92% 

* Represents projections of improvement (% calculated by assigning EOC student score level of A&B as Advanced and Proficient respectively)



Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority

PERFORMANCE GOAL: Four 

HSAP 


learning) 


GOAL: 

Goal 4: 85% of students participating in all state tests will score Proficient and Advanced by 2017. 

HSAP Math 

HSAP ELA 

By 2013, 92.5% of the students participating in HSAP will score proficient and advanced on the ELA 

component. 

By 2013, 87.2% of the students participating in HSAP will score proficient and advanced on the Math 

component 


State testing reports 



(2011) 

2012* 2013* 2014* 2015* 2016* 2017* 

HSAP ELA 91.1% 91.8% 92.5% 93.2% 93.9% 94.6% 95% 

HSAP Math 85.6% 86.4% 87.2% 88% 88.6% 89.2% 90% 

* Represents projections of improvement for students scoring Proficient and Advanced

ACTION PLAN Student Performance on EOC, HSAP 

EVALUATION 

STRATEGY# 1 Provide an instructional program that incorporates best practices, academic support, and data analysis 

so that students achieve academic success in each CORE subject area. 

Activity 





etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 


Continue 


2 Implement focused 

intervention in all 

classes 

Aug. 2012- 

June 2017 

Secondary and 

middle school 

Curriculum 

Coordinator, 

HS Principals, 

teachers 

$5000-$6000 

yearly 

Local Funds, 


passing 

Student Assessment 

2.1 Strengthen the ESOL 

program 

See student 

achievement— 

ESOL goal

3.1 Implement systematic 

articulation between 

middle school and high 

school teachers 

Jan. 2012- 

June 2017 

Coordinators 

of Instruction, 

Secondary and 

MS principals 

None 

Minutes of meetings 

4.1 Teachers’ lesson plans 

and classroom 

observation will reflect 

standards-based 

instruction 

Aug. 2012- 

June 2017 

Principals None Observation of lesson 

plans, instruction 

5.1 Develop common 

assessments for all 

classes 

June 2012- 

June 2017 

Sec. 

Curriculum 

Coordinator, 

Instructional 

coaches 


Assessment, 

HS Principals, 

Teachers 

Sec. 

Curriculum 

Coordinator, 

HS Principals,

teachers 

6.1 Analyze MAP RIT to 

form flexible targeted 

assistance groups 

Oct. 2012- 

June 2017 


Personnel, 


Finance 

Students enrolled, student 

progress on assessment 

7.1 Continue to utilize 

USATEST Prep math 

and English content 

review program 

Aug. 2012 – 

June 2017 


Instruction, 

Secondary 

Curriculum 

Cost per seat 

$6000 ++ 

yearly 

State, 

federal, and 

local funds 

8.1 Keep student/teacher 

ratio small 

TBD 2012 – 

2017TDB 

9.1 Professional staff 

development in math 

through STEM 

TB scheduled 

as they 

become 

available 

$4000 per 

course 

PDSI, grant 

funds, local 

funds 

10.1 Provide opportunities 

for teachers to stay 

abreast of best 

practices 

Institutes, SDE 

$400 per 

teacher

workshops, 

conferences, 

observation of 

successful 

programs/teachers

DISTRICT STRATEGIC PLAN FOR District One Schools, Spartanburg DATE: April, 2012 




All teachers in District One will be Highly Qualified according to federal and state requirements. 


learning) 


GOAL: 

The percentage of District One HQ teachers will remain 100%. 


PCS Data 

SDE Accountability and Accreditation Reports 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

100% 100% 100% 100% 100% 100% 100% 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person Responsible Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 

Completed 

YES/NO 

Continue 


Date 

1. Any new hires will be 

Highly Qualified for the 

position and content 

area. 

August 2012 

June 2017 


Personnel 


Accountability 

None 

None

2. Principals will make sure 

that they work with the 


Personnel and 

Accountability before 

reassigning teachers to 

content areas or grade 

levels in order to insure 

that HQ requirements 

are followed. 

3. Courses will be provided 

as needed to teachers to 

assist them in 

maintaining HQ status. 

August 2012 

June 2017 

August 2012 

June 2017 


Personnel 



Principals 


Personnel 



None 

Cost of 

Course 

$4500 per 

course 

None 

District PD 

funds 

Asst. Superintendent 

for 

Curriculum/Instruction





All teachers in District One will be Highly Qualified according to federal and state requirements. 


learning) 


GOAL: 

The percentage of District One HQ teachers will remain 100%. 


PCS Data 



Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

100% 100% 100% 100% 100% 100% 100% 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person Responsible Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 

Completed 

YES/NO 

Continue 


Date 

1. Any new hires will be 

Highly Qualified for the 

position and content 

area. 

August 2012 

June 2017 


Personnel 



None 

None

2. Principals will make sure 

that they work with the 


Personnel and 

Accountability before 

reassigning teachers to 

content areas or grade 

levels in order to insure 

that HQ requirements 

are followed. 

3. Courses will be provided 

as needed to teachers to 

assist them in 

maintaining HQ status. 

August 2012 

June 2017 

August 2012 

June 2017 


Personnel 



Principals 


Personnel 



None 

Cost of 

Course 

$4500 per 

course 

None 

District PD 

funds 

Asst. Superintendent 

for 

Curriculum/Instruction






learning) 

All teachers at the middle school level (grades 6-8 if 6 th grade is middle school) will be middle level certified by 

2014. 


GOAL: 

100% of all middle school teachers will be middle level certified either by grandfather or by course work. 


PCS Data 


SDE Certification Manual and Reports 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

100% 100% 100% 100% 100% 100% 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Monitor 


Continue 


Date 

1. Current middle level teachers 

will review certification to 

determine if middle level is 

on certificate 

April 2012July 

20127 


Personnel 

Teachers, 


Principals 

None

2. Any teacher not middle level 

certified will request a 

worksheet from the SDE to 

determine what is lacking in 

middle level certification 

July 2012- 

August 2012 


Personnel 

Teachers 


Principals 

None 

3. Middle School teachers who 

are not middle level certified 

will work with their principal 

to develop plan to be ML 

certified by July 1, 2014. 

August 2012 

October 2012 


Personnel 

Teachers 


Principals 

4. All new hires at the middle 

level will be middle level 

certified. 

July 1, 2012 

June 2017 


Personnel 

5. Course work will be offered 

to help middle level teachers 

become certified. 

August 2012- 

June 2017 

County 

Curriculum 

Consortium 

Cost of 

Graduate 

Course

DISTRICT STRATEGIC PLAN FOR District One Schools, Spartanburg One DATE: April 2012 

Identify potentia 

opportunities for 




FOUR 

Identify potential administrators at all levels and provide opportunities for them to grow professionally. 


learning) 


GOAL: 


SDE 

1. The number of teachers enrolled in graduate programs in Educational Administration will increase by 

10% 

2. Mentoring and leadership opportunities will increase to a minimum of 8 per year per potential 

administrator. 

PCS data 

Spartanburg County Potential Administrator Academy Records


Average 

Baseline 

2012 2013 2014 2015 2016 2017 

20 22 24 26 28 30 32 


ACTION PLAN 

EVALUATION 

STRATEGY# 1: Qualified potential administrators will be identified and mentored.

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 


Continue 


1.1 Refine screening and 

application process to 

identify potential 

administrators 

July 2012- 

July 2017 

District 

Coordinators, 


None Local Funds Number of candidates 

identified 

Number of candidates 

completing program 

1.2 Provide leadership 

opportunities at 

school and district 

level 

Attendance at 

conferences and 

workshops 

Chair district 

committees 

Aug. 2012- 

June 2017 

Principals, 

Superintendent, 

Coordinators 

1.3 Assistant principals and

potential administrators 

classes monthly on variety of 

topics in ―grow your own‖ 

potential administrators’ 

academy at district level for 

renewal credit 

Aug. 2012 

June 2017 

Aug. 2012 

June 2017 


Principal 


Coordinators 

$1000 yearly 

Aug. 2012- 

July 2017 

Superintendent, 


Coordinators, 

$2000 yearly 

Principals, 

Consultants

DISTRICT STRATEGIC PLAN FOR Spartanburg District One DATE: Created: April , 2012 




THREE 

The number of teachers 3-12 who are endorsed in Gifted and Talented will increase. 


learning) 


GOAL: 

The percentage of teachers who are endorsed in Gifted and Talented will increase 

by 30% by 2016-2017 


SDE Teacher Certification 


Average 

Baseline 

2012 2013* 2014* 2015* 2016* 2017* 


ACTION PLAN 

EVALUATION 

DISTRICT STRATEGIC PLAN FOR District One Schools, Spartanburg DATE: April 2012 

Performance Goal Area: Academic achievement and school success of ESOL students; Teacher Quality 



d equip more teachers to be more effective when teaching gifted students 

ST 

RA 

TE 

GY 

#1: 

Tra 

in 

an 

Activity 

(List the steps taken by the group 

to fully implement the strategy. 

Include professional development, 



Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Monitor 


Continue 

Modify/Modified Date



learning) 

1. Teachers and administrators k-12 will increase in their understanding of the social, 

emotional, and developmental needs of ESOL learners. 

2. Teachers and administrators will increase their knowledge of instructional strategies 

for working with ESOL students in the mainstream classroom. 

3. English Second language teachers will be trained in Reading Recovery strategies. 


GOAL: 

Goal 1: Classroom teachers will be enrolled in District Renewal credit courses aimed 

at increasing their knowledge of differentiated instruction for all learners. 

Goal 2: ESL teachers will become Reading Recovery Certified. 


Teacher transcripts 

SDE Office of Teacher Certification 


Average 

Baseline 

2012 2013* 2014* 2015* 2016* 2017* 

Goal 1 

Goal 2 


ACTION PLAN 

EVALUATION 

STRATEGY# 1 Teachers and administrators will become more knowledgeable about the learning needs of ESOL 

students;

Activity 


fully implement the strategy. 

Include professional development, 



Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 


Continue 


1.1Observe programs 

where ESOL students 

experience success 

Aug. 2012 – 

Dec. 2013 

ESOL 

Coordinator 


Instruction 

$700 

Title III 

Principals 

1.2 ESOL teachers and 

Administrators will be 

trained in Marzanno’s 

What Works With ELL 

Classroom Learners 

and develop 

exportable staff 

development units for 

each school 

August 2012 

– December 

2014 

USC UPstate 

$15,000.00 

ESOL Title 

III 

Local Funds

August 2012 

– December 

2016 

ESOL 

Coordinator 


Instruction 

Principals 

Lead RR 

teacher 

$60,000 PDSI, Title I

STRATEGY#2 Provide experiences for ESOL students and their families to become more involved in schools 

Activity 






Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 


Continue 

Modify/Modified Date





Performance Goal 1A: The school district will increase participation with parents through the Parent Portal. 


learning) 


GOAL: 

By the end of the 2012-2013 school year parent portal participation will increase by at least 12%. 


Power School 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

19% 31% 43% 55% 67% 76% 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Monitor 


Continue 


Date 

4. Train staff in Parent Portal 

features 

Aug. 2012 – 

May 2018 


Technology 

Department 

None 

None

5. Publicize to stakeholders Aug. 2012 – 

May 2018 

Public 

information 

office and 

Power School 

Security 

Officer 

None 

None 

6. Monitor and appropriately 

adjust activities to improve 

participation. 

Aug. 2012 – 

May 2018 

School and 

Technology 

Department. 

None 

None






learning) 

Performance Goal 1B: The school district will comply with all regulations as required by the Student Health and 

Fitness Act. 


GOAL: 

Adopt updated Wellness Policy that meets state and federal regulations during the 2012 – 2013 school year. 


Board Policy, Food Service Audits, Menu cycles 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 

(List the steps taken by the group to fully implement 

the strategy. Include professional development, 

scientifically based research, innovation initiatives, 

etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Source 


and 6-8 

Enhancement, 

academic 

assistance, 

technology, 


funds, etc.) 

Monitor 


Continue 


Date 

1. All elementary schools will 

achieve Silver or Gold status in 

the Healthy School Challenge. 

Education 

component/menu/balanced 

2012 - 

2014 

Food Service 

Nutrition 

Specialist 

Food Service 

TBD 

Food 

Service 

Proceeds

meals gardens 

Director 

2. Continue partnerships with 

Obesity Task Force and other 

Fitness agencies. SPARKS- 

Trained PE Teachers, Project Fit 

America – Wellness Program 

3. Align school food Operations 

with the current nutrition 

standards for the National 

School Lunch and School 

Breakfast Programs (NSLSBP). 

Align menus with new 

requirements. Monitor access to 

competitive foods. 

2012 – 

2017 

2012 – 

2015 

District Wellness 

Coordinator 

Nutrition 

Specialist & 

Principals 

TBD 

TBD 

TBD 

TBD






learning) 

Performance Goal 2A: The school district will develop an active partnership with Piedmont Community Actions 

to address Pre-School Education. 


GOAL: 

By the end of 2012 – 2013 the school district will work with Piedmont Community Actions to update school 

facilities to enhance pre-school programs. 


Federal Government Grants 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Food 

Service 

Proceeds 

Monitor 


Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Continue 


Date 

1. Work with Piedmont 

Community Actions to 

provide upgraded facilities. 

Bid/Monitor Renovation 

Process 

Aug 2012 – 

2013 


Operations 

$450,000 Federal 

Grants

2. Provide cooperative staff 

development. Develop and 

schedule workshops to 

enhance teacher 

performance. 

3. Provide programs that give 

children and parents 

enhanced pre-school 

opportunities. Educate 

parents on the program. 

2013 - 2017 District Staff 

Development 

Coordinator 

2013 – 2017 District 

Curriculum 

Personnel and 

Piedmont 

Community 

Action 

$1,000 Federal 

Grants 

No 

additional 

cost 

None






learning) 

Performance Goal 2B: The school district will enhance partnerships to provide safe activities to promote healthy 

lifestyles. 


GOAL: 

By the end of 2012- 2013 the district will work with various organizations to complete goals and objectives of 

safe routes to school grants. 


Schools, South Carolina Department of Transportation 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Food 

Service 

Proceeds 

Monitor 


Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Continue 


Date 

1. Continue to work with local 

groups to expand active 

fitness opportunities. 

Monitor progress/apply 

funds to Master Trail Plan. 

2012 – 2017 Principals 


Wellness 

Coordinator 

$550,000 District, Local 

and Federal 

Grants

2. Enhance partnerships with 

Spartanburg County Parks 

and Recreation to as 

available. Provide upgraded 

facilities for fitness 

activities. Participate in 

improvement plans. 

3. Pursue school and agency 

relationships that will 

provide additional fitness 

opportunities in areas 

where there are no 

developed facilities. Holston 

Creek. 

2012 – 2017 District 

Parks and 

Recreation. 

2012 - 2017 District 

Parks and 

Recreation. 

TBD 

TBD 

District and 

Spartanburg 

County 

District and 

Spartanburg 

County






learning) 

Performance Goal 2C: The school district will support civic and community activities to build citizenship in our 

students and make a difference in our community. 


GOAL: 

By the end of the 2012 – 2013 school year all schools and district will inventory the initiatives that are 

participated in throughout the district. 


Schools will self report. 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

TBD TBD TBD TBD TBD TBD 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Food 

Service 

Proceeds 

Monitor 


Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Continue 


Date 

1. Monitor and record our civic 

activities. 

Aug 2012 – 

2017 

Volunteer 

Coordinator 

and Public 

Information 

None 

None 

2. Increase participation in 

school and community 

involvement. 

2012 – 2017 Principal, 

Teachers, 

None 

None

Students





The average student attendance for each school will increase. 


learning) 


GOAL: 

By the end of the 2012 – 2013 school year the district will define the procedures for monitoring truancy. 


Power School, Truancy data forms 


Average 

Baseline 

2012* 2013* 2014* 2015* 2016* 2017* 

96.6 96.7 96.8 96.9 97.0 97.1 


ACTION PLAN 

EVALUATION 

STRATEGY 

Activity 





Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 

Funding 

Food 

Service 

Proceeds 

Monitor 


Source 


and 6-8 

Enhancement, 


technology, 


funds, etc.) 

Continue 


Date 

1. Gather all of the existing 

forms into one location to 

be a resource for 

documentation 

2. Work with the PowerSchool 

Administrator to customize 

the data entry to ensure the 

data can be used as needed 

Aug 2012 

Sept 2012- 

May 2013 

Truancy 

Coordinator 

Truancy 

Coordinator/ 

PowerSchool 

Admin 

None 

None

3. Use the database to analyze 

the data to make 

interventions with the 

students that are truant 

4. Monitor and adjust as 

needed to make changes in 

the behaviors of the truant 

students 

May 2013-2017 Truancy 

Coordinator/ 

PowerSchool 

Admin/School 

level admin 

May 2013-2017 School level 

admin and staff 

None 

None

DISTRICT STRATEGIC PLAN FOR Spartanburg School District OneSchools DATE: April 2012 





learning) 

The percentage of students in grades 3-8 in the disabled subgroup scoring MET or above will increase by 6.4% each year in ELA and 6.8% Math each 

year having an overall passage rate of 90% in both sections by 2017. 


GOAL: 

By 2017, 90% of students in the disabled subgroup will score MET or above in ELA and Math. 



ELA 

Average 

Baseline 

58 

2012* 2013* 2014* 2015* 2016* 2017* 

64.4 

70.8 

77.2 

83.6 

90.0 

Math 

56 

62.8 

69.6 

76.4 

83.2 

90.0 




Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority



learning) 

The percentage of students in grades 10-12 in the disabled subgroup scoring MET or above will increase by 5.2% each year in ELA and 7.4% Math 

each year having an overall passage rate of 80% in both sections by 2017. 


GOAL: 

By 2017, 80% of students in the disabled subgroup will score MET or above in ELA and Math. 



Average 

Baseline 

ELA 

54 

2012* 2013* 2014* 2015* 2016* 2017* 

59.2 

64.4 

69.6 

74.8 

80.0 

Math 

43 

50.4 

57.8 

65.2 

72.6 

80.0 


ACTION PLAN 

EVALUATION 

STRATEGY: 1 Implement Academic and other support 

systems to ensure student success aimed at the specific 

needs of the special education population in grades 3-12. 

Activity 

(List the processes to fully implement the strategy. Include professional 

development, scientifically based research, academic assistance, innovation 

initiatives, parent involvement, technology etc.) 

Timeline 

Start/End 

Date 

Person 

Responsible 

Estimated 

Cost 


(academic assistance, 

innovation, retraining, 

categorical funding, etc.) 

Monitor 


Continue 


Differentiated instruction in the inclusion 

classroom delivered by the special education and 

regular education teacher in a co-teaching model. 

8/2012-6/2017 


Instruction and 


Special Services 

Continue 

Fluency strategies delivered to students aimed at 

developing independence in the regular classroom 

(students will use fluency strategies for decoding, 

word recognition, comprehension and accuracy). 

Fontas and Pinnell, Dominie, and Reading 

Recovery implementation in all classrooms grades 

3-12. 



Continue 

8/2012-6/2017 

GED preparation aimed at rigor and increasing

expectation for student learning (Students in the 

Life Diploma Program will receive instruction 

geared toward passage of the GED upon 

graduation from high school. Test of Adult Basic 

Education (TABE) will be administered to all 

students in the LIFE Program, grades 10-12 as 

well as diploma bearing students who have not 

successfully passed one or both parts of the HSAP. 


Instruction 


Secondary School 

Programs 



MAP Data used for lesson plan development and 

targeted instruction 

Continue 

Interventions, as part of the RtI process, will 

be shared with regular education teachers 

with special ed teachers serving as models for 

delivery of differentiated instruction to small 

groups 

8/2012-6/2017 





8/2012-6/2017

8/2012 – 

6/2017

district strategic plans - Spartanburg County School District One

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