School Renewal Plan Table of Contents - SIC Member Network

School Renewal Plan
Table of Contents
Cover Page 2
Stakeholders 3
Assurances 4
Needs Assessment for Student Achievement 6
Needs Assessment for Teacher/Administrator Quality 9
Needs Assessment for School Climate 10
Executive Summary of Needs Assessment
(Summary of Conclusions)
Performance Goals and Action Plans 13
12
Page 1 of 42

School Renewal Plan Cover Page
(Mandated Component)
Renewal Plan for years 2011/12 to 2015/16
Annual Update for Year 2013/14
School Name: Northwoods Middle
SIDN: 1001030
Plan Submission: School does not utilize SACS
Grade Range From: 6 To 8
District: Charleston
Address 1: 7763 Northside Drive
Address 2:
City: North Charleston, SC
Zip Code: 29420
School Renewal Plan Contact Person: Daniel Conner
Assurances
Contact Phone: 843.764.2212
E-mail Address: Daniel_Conner@charleston.k12.sc.us
The school renewal plan, or annual update of the of the school renewal plan, includes 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, the principal, and the chairperson of the School Improvement Council are affirmation of active participation of
key stakeholders and alignment with Act 135 and EAA requirements.
Required Printed Names and Signatures
Chairperson, District Board of Trustees
Chris Fraser
Printed Name
Superintendent
Dr. Nancy J. McGinley
Printed Name
Principal
Daniel Conner
Printed Name
Chairperson, School Improvement Council
Camille Bellemare
Printed Name
______________________
Signature
______________________
Signature
______________________
Signature
______________________
Signature
____________
Date
____________
Date
____________
Date
____________
Date
Page 2 of 42

Stakeholder Involvement for School Renewal Plan
(Mandated Component)
List the name of persons who were involved in the development of the School Renewal Plan.
A participant for each numbered position is required.
Position Name
1. Principal Daniel Conner
2. Teacher Tanya Coward
3. Parent/Guardian Geralah Hazel
4. Community Member John Blunt
5. School Improvement Council Camille Bellemare
OTHERS (May include school board members, administrators, School Improvement Council members, students, PTO
members, agency representatives, university partners, etc.)
Teacher Megan Reilly
Teacher Daisy Blunt
Parent/Guardian Luz Vazquez
Assistant Principal Taiwana Johnson
Page 3 of 42

Assurances for School Renewal Plan
(Mandated Component)
Act 135 Assurances Assurances, checked by the principal, attest that the district complies with all
applicable Act 135 requirements.
N/A Academic Assistance, PreK–3
The school 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).
Yes Academic Assistance, Grades 4–12
The school 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).
Yes Parent Involvement
The school 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.
Yes Staff Development
The school 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.
Yes Technology
The school integrates technology into professional development, curriculum development, and
classroom instruction to improve teaching and learning.
Yes Innovation
The school 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.
Yes 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.
“At-risk” 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.
Page 4 of 42

Yes Collaboration
The school (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).
N/A Developmental Screening
The school 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.
N/A Half-Day Child Development
The school 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.
N/A Developmentally Appropriate Curriculum for PreK–3
The school 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 level and take into account the student's social and cultural context.
Yes Parenting and Family Literacy
The school 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
form dropping out of school; and identify potential developmental delays in preschool children by
offering developmental screening.
Yes 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.
Page 5 of 42

Recommended
Data Sources
State
Standardized
Language
Arts Scores
Needs Assessment for Student Achievement
by Grade Range
Strength Weakness/Improvement Need
Identify by Subgroup
Performance
(as appropriate)
In all three of the grade
levels, the number of
students not meeting the
standard decreased from
58.8% in 2011 to 55.9% in
2012. Over 14% of the
students earned exemplary
scores. In grade sixth, 14.6%
of the students were
exemplary which is an
increase from 9% in 2011. In
grade seven 15.7% of the
students were exemplary in
2012 which is an increase
from 11.6% in 2011. In
eighth grade, 11.3% of the
students were exemplary in
2012 which is an increase
from 6.4% in 2011. In
writing, the number of
students in eighth grade
earning Met increased from
23.5% in 2011 to 28.6% in
2012. Overall the number of
students not meeting the
standard decreased from
64.7% in 2011 to 59.9% in
2012. The number of
students earning
Met/Exemplary increased
from 35.3% in 2011 to 40.1%
in 2012. In the sixth grade
and seventh grade levels,
Hispanic students earned
higher scores than African
Americans and Whites.
Overall there is a decrease in
the percentage of students
that did not meet the
standard.
Identify by Subgroup
Performance
(as appropriate)
Elementary/Middle School (3 - 8)
Across all three grade levels, the
number of students meeting the
standard has decreased from 41.2%
in 2011 to 30.1% in 2012. In
writing, there was a small decrease
in the eighth grade students earning
exemplary. The number decreased
from 11.8% in 2011 to 11.5% in
2012. Acorss all grade levels, males
scored less than females. In the
sixth grade 66.2% of African
American students and 37.5% of the
Hispanic students did not meet the
standard. In seventh grade, 58.2%
of the African American students
and 47.4% of the Hispanic students
did not meet standard in comparison
to 29% of the White students. In
eighth grade, 58.6% and 63.2% of
the Hispanic students did not meet
standard, compared to 21.1% of the
White students.
Contributing
Factors
(optional)
Page 6 of 42

State
Standardized
Math Scores
State
Standardized
Social Studies
Scores
Across all three grade levels
there was an overall decrease
in the percentage of students
that did not meet the
standard. In 2011 59.1% of
the students did not meet the
standard, and in 2012 47.4%
did not meet the standard.
Across all three grade levels
the number of students
earning exemplary increased
to 12.8% in 2012 from 6.9%
in 2011. In sixth grade, the
number of students earning
exemplary increased from
10.2% in 2011 to 23.9% in
2012. In seventh grade, the
number of students earning
exemplary increased from
6.9% in 2011 to 8.3% in
2012. In eighth grade, the
number of students earning
exemplary increased from
2.6% in 2011 to 5% in 2012.
The overall number of
students earning
Met/Exemplary increased
from 2011 to 2012. In sixth
grade, the number of
students earning exemplary
increased from 8.5% in 2011
to 12.5% in 2012. In seventh
grade, the number of
students earning exemplary
increased from 9% in 2011 to
13.7% in 2012. In eighth
grade, the number of
students earning exemplary
increased from 5.1% in 2011
to 11.8% in 2012. The
number of students meeting
standards in grade seven
increased from 28.8% in
2011 to 36.5% in 2012. The
number of students meeting
standards in grade eight
increased from 26.9% in
2011 to 28.2% in 2012.
72.7% of the whites students
earned Met/Exemplary.
In all three grade levels 47.4% of
the students did not meet the
standard in 2012. In all three grade
levels, African Americans scored
40.3%, followed by White students
at 25.7%, and Hispanic students
25%.
The overall number of students not
meeting the standard was 52.1%.
The number of students meeting the
standard in grade six decreased
from 41.9% in 2011 to 38.3% in
2012. In sixth grade, 53.6% of
African American students did not
meet the standard to white students
with 35.5% and Hispanic students
with 35%. In seventh grade, 56.4%
of African American students did
not meet the standard compared to
46.3% Hispanic and 32.3% of
White students. In eighth grade,
76.5% Hispanic students did not
meet the standard in comparison to
African Americans 60.2% and
27.3% of White students.
Page 7 of 42

State
Standardized
Science
Scores
AYP
Language
Arts
The overall number of
students not meeting the
standard decreased from
58.6% in 2011 to 51% in
2012. In sixth grade, the
number of students not
meeting standard decreased
from 72% in 2011 to 55.6%
in 2012. In seventh grade,
the number of students not
meeting the standard
decreased from 57.9% in
2011 to 48.4% in 2012. In
eighth grade, the number of
students not meeting the
standard decreased from
59.2% in 2011 to 53.1% in
2012. In all grade levels the
number of students earning
Met/Exemplary increased. In
sixth grade the number
increased from 28% in 2011
to 44.4% in 2012. In seventh
grade the number increased
from 42.1% in 2011 to 51.6%
in 2012. In eighth grade the
number increased from
40.8% in 2011 to 46.9% in
2012. Students receiving
subsidized meals improved
their performance from
39.5% with Met/Exemplary
in 2011 to 45.4% in 2012.
Overall, our results in
Language Arts show that we
received 0.9 in 7 areas out of
the 9 categories. Our final
score was 8 points out of 9
objectives.
AYP Math Overall, our results in Math
indicate a 0.9 to 1 out of the
9 categories. Our overall
score was 8.3 out of 9
objectives.
The overall number of students not
meeting the standard was 51% in
2012. The number of students met
in eighth decreased from 34.2% in
2011 to 30.1% in 2012. In sixth
grade, 62.1% of the African
American students did not meet
standard in comparison to 33.3% of
White students and 30% of
Hispanic students. In seventh grade,
51.5% of African American
students did not meet standard,
compared to 48.8% of Hispanic
students and 25.8% of White
students. In eighth grade, 56.3% of
African American students did not
meet standard, in comparison to
45.5% of Hispanic students.
The objective in which we scored
the lowest was African Americans
scoring 0.7.
The objective in which we scored
the lowest was students with
disabilities scoring 0.7.
Page 8 of 42

Recommended
Data Sources
Percentage of
Teachers with
Advanced
Degrees
Percentage of
Teachers on
Continuing
Contracts
Percentage of
Teachers
Returning
Percentage of
Classes not
Taught by
Highly
Qualified
Teachers
Number of
National
Board
Teachers
Number of
PACE
Teachers
All Schools Summary of Needs Assessment for
Teacher/Administrator Quality
Strength Weakness/Improvement Need
Identify by Subgroup
Performance
(as appropriate)
The percentage of teachers
on staff who hold continuing
contracts increased from
57.8% in 2011 to 61% in
2012.
The percentage of teachers
returning increased from
68.4% in 2011 to 70.2% in
2012.
Our staff currently consists
of no PACE teachers.
Identify by Subgroup
Performance
(as appropriate)
The percentage of teachers with
advanced degrees is 43.1%. This
represents a decline from the 46.7%
with advanced degrees the previous
year.
The percentage of classes not taught
by Highly Qualified Teachers is
0.8%.
We have no National Board
teachers.
Contributing
Factors
(optional)
Page 9 of 42

Recommended
Data Sources
Teacher Attendence
Rate
Student Attendance
Rate
Suspension/Expulsion
Rate
Percent of Teachers,
Students, and Parents
Satisfied with the
Physical
Environment
Percentage of
Teachers, Students,
and Parents Satisfied
with Home-school
relations
All Schools Summary of Needs Assessment for
School Climate
Strength Weakness/Improvement Need
Identify by Subgroup
Performance
(as appropriate)
Teacher attendance
remains high. It has
increased from 97.1% in
2011 to 98.6% in 2012.
For the 2010-11 school
year, the teacher rate of
satisfaction with the
school's environment
increased from 90.2% to
90.9%. The student rate of
satisfaction increased
from 69.2% in 2011 to
75.3% in 2012. The parent
rate of satisfaction
increased from 61.8% in
2011 to 75.5% in 2012.
For the 2011-2012 school
year, the teacher rate of
satisfaction with
school-home relations
increased from 39% in
2011 to 42.6% in 2012.
Identify by Subgroup
Performance
(as appropriate)
The student attendance rate
decreased from 93.8% in 2011 to
93.0% in 2012. The overall
attendance rate remains lower
than middle schools like ours at
95.7% and the median middle
school rate is 96.2%.
The 2012 suspension/expulsion
rate for violent offenders is
significantly higher than middle
schools like ours which is .4%
and the median middle school
rate is .5%. Students
suspended/expelled for violent
and/or criminal offenses
increased from 11.0% in 2011to
15.6% in 2012.
For the 2011-2012 school year,
the student's rate of satisfaction
with home school relations has
decreased from85% in 2011 to
77.6% in 2012. The parent rate
of satisfaction with home school
relation has decreased from
Contributing
Factors
(optional)
Page 10 of 42

Percentage of
Teachers, Students,
and Parents Satisfied
with the Learning
Environment
For the 2011-2012 school
year, ratings in this area
show a small increase.
The teacher rate increased
from 85.4% in 2011 to
85.5% in 2012. The
student rate increased
from 66.4% in 2011 to
70.3% in 2012. The parent
rate increased from 76.5%
in 2011 to 76.6% in 2012.
relation has decreased from
71.2% in 2011 to 67.3% in 2012.
Page 11 of 42

Executive Summary of Needs Assessment
(Summary of Conclusions)
Student Achievement
Elementary/Middle School (3 - 8)
1. Overall performance in all areas of achievement has shown an increase from 2011 to 2012. It is our intent to focus on
achievement gaps in all content areas. After careful review of the data we are proud of the gains that we have made,
but we realize that the gap between Not Met and Met are still very large. The continued implementation of
interventions classes for students reading below grade level and students performing below grade level in math will
enhance our effort to close the gap between met and not met.
Teacher/Administrator Quality
2. We experienced a decline in the number of teachers with advanced degrees. The number of continuing contract
teachers returning has increased along with the level of expectations we require from our teachers. The loss of some
staff members is due to underperformance and our stance on high expectations. The area of focus will be to increase
the percentage of classes taught by Highly Qualified Teachers and to promote graduate degree completion among new
or existing staff members.
School Climate
3. As a school, we have several areas of strength in our school climate. Our teacher attendance has been above the state
requirement and continues to improve. Another area of strength is the increasing percent of teachers, students, and
parents satisfied with the physical environment and the learning environment. Areas of growth include overall
satisfaction with home school relations and the suspension/expulsion rates. Our area of focus for our School Renewal
Plan will be to increase the satisfaction for all stakeholders with regard to Home-School Relations and decrease the rate
of suspensions/expulsions. We believe these areas of focus are critical and will have a great impact on the school's
climate.
Page 12 of 42

Performance Goal Area School Climate
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Performance Goal
By May 2016, Northwoods Middle will increase the attendance rate of students in grades 6-8 to
95.4%.
By May 2014, Northwoods Middle will increase the attendance rate for grades 6-8 to 94.1%.
CCSD Report of Student Suspensions, Expulsions, and Attendance. Compiled by Department of
Assessment and Accountability.
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
Student Attendance Rate 93.3% 93.7% 94.1% 94.5% 94.9% 95.4%
Actual: 93.8 93.0%
Page 13 of 42

Action Plan
Strategy #1: Implement a program to strengthen parent communication regarding student attendance.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Implement the PowerSchool Parent Portal according to district design
to enable parent access to student attendance information.
2. Implement the Parent Link phone system for communication calls
according to district design to notify parents/guardians about student
absences.
Strategy #2: Implement a truancy program.
Action Step
1. Appoint a Truancy Coordinator, who after training, will communicate
regularly with the District Truancy Coordinator and assist with DSS and
Family Court needs.
Strategy #3: Implement a school wellness program.
Action Step
Timeline
Start/End Dates
July 2011-June
2016
July 2011-June
2016
Timeline
Start/End Dates
July 2011-June
2016
Timeline
Start/End Dates
1. Create a school wellness committee representating all stakeholders. July 2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA PowerSchool Report
Principal 0 NA Call Log
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Name of Coordinator
Truancy Report Log
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Wellness Committee
Agendas
Page 14 of 42

Performance Goal Area School Climate
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percent of faculty satisfied with the
Physical Environment
Performance Goal
By May 2016, Northwoods Middle will improve the percent satisfied with social and physical
environment for faculty to 88.9%, students to 88.0%, and parents to 86.3% as reported on the State
Department of Education School Climate Survey.
By May 2014, Northwoods Middle will maintain the 90.9% faculty rating and continue to improve the
percent satisfied with social and physical environment for students to 79.1%, and parents to 76% as
reported on the State Department of Education School Climate Survey.
State Department of Education - Annual School Climate Survey
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
75.0% 77.8% 80.6% 83.3% 86.1% 88.9%
Actual: 90.2 90.9%
Percent of students satisfied with the
Physical Environment
73.1% 76.1% 79.1% 82.1% 85.1% 88.0%
Actual: 69.2 75.3%
Percent of parents satisfied with the
Physical Environment
69.2% 72.6% 76.0% 79.5% 82.9% 86.3%
Actual: 61.8 75.5%
Page 15 of 42

Strategy #1: Implement Behavioral RTI.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
Timeline
Start/End Dates
1. Implement RTI as defined by the district for individual schools. July 2011-June
2016
2. Adopt and implement with fidelity multiple best practice Tier
Two and Three behavior interventions.
Strategy #2: Implement a Bullying Program.
Action Step
1. Appoint a bullying coordinator and implement an anti-bullying
instructional curriculum and systems for students.
2. Create, monitor and evaluate a secondary intervention for
students identified as bullies and for students who are bullied.
July 2011-June
2016
Timeline
Start/End Dates
July 2011-June
2016
July 2011-June
2016
Strategy #3: Implement a Character Education Program.
Action Step
1. Implement a Character Education instructional curriculum and
systems for students (Wooten's Character Pyramid).
Strategy #4: Plan and promote capital improvements.
Action Step
1. Survey stakeholders about school needs regarding the building
and physical environment (SIC, PTA, District Meeting, etc.).
Timeline
Start/End Dates
July 2011-June
2016
Timeline
Start/End Dates
July 2011-June
2016
Action Plan
People
Responsible
Core Team and
Climate Team Chairs
Estimated
Cost
Core Team and
School Psychologists $23,773 Title I
People
Responsible
Principal and School
Counselor
Core Team and
Climate Team Chairs
People
Responsible
Funding
Source
Indicators of
Implementation
0 NA Audit of Team Logs and
Evaluation Tool
Estimated
Cost
Funding
Source
Audit of Team Logs and
Evaluation Tool
Indicators of
Implementation
0 N/A Coordinator's Name and
Written documentation
0 N/A Tier Two intevention log
Estimated
Cost
Funding
Source
Indicators of
Implementation
School Counselors 0 N/A Program evaluation by
Assessment Office
People
Responsible
Principal and SIC
Chair
Estimated
Cost
Funding
Source
Indicators of
Implementation
0 NA Survey results and meeting
agendas
Page 16 of 42

Performance Goal Area School Climate
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of faculty satisfied with
the learning environment
Performance Goal
By May 2016, Northwoods Middle will improve the percent satisfied with the learning environment
for faculty to 91.4%, students to 84.1%, and parents to 89.2% as reported on the State Department of
Education School Climate Survey.
By May 2014, Northwoods Middle will maintain the 85.5% faculty rating and will improve the
percent satisfied with the learning environment for students to 72.2%, and parents to 81.2% as
reported on the State Department of Education School Climate Survey.
State Department of Education - Annual School Climate Survey
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
80.6% 82.8% 84.9% 87.1% 89.2% 91.4%
Actual: 85.4 85.5%
Percentage of students satisfied with
the learning environment
64.2% 68.2% 72.2% 76.1% 80.1% 84.1%
Actual: 66.4 70.3%
Percentage of parents satisfied with
the learning environment
75.8% 78.5% 81.2% 83.9% 86.6% 89.2%
Actual: 76.5 76.6%
Page 17 of 42

Action Plan
Strategy #1: Implement all components of the Mastery Teaching Model.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Schedule and deliver to faculty school-wide PD for consistent classroom
expectations and management regarding student behavior according to MTM,
PBIS and SAFE-T.
2. Implement, manage and evaluate a school-wide approach to instructional
(classroom) management.
3. Evaluate teachers on school-wide behavior management. (Classroom
observations and SAFE-T)
4. Develop and implement a continuum of services in math, reading, and
prosocial instruction that includes specific performance goals, differentiated
materials, and individual/team scheduling that ensures appropriate instruction
based on current student data. Funds will be used to pay staff for supplemental
planning and curricular preparation.
Timeline
Start/End
Dates
July
2011-June
2016
July
2011-June
2016
July
2011-June
2016
July 2011-
June 2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Written documentation
Principal 0 NA MTM /PBIS evaluation
Principal 0 NA Safe-T evaluation
Principal 0 N/A Curriculum materials
developed, agendas and
sign-in sheets
Page 18 of 42

Performance Goal Area School Climate
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of faculty satisfied with
Home/School Relations
Performance Goal
By May 2016, Northwoods Middle will increase school/home relations satisfaction rates for faculty to
70.4%, students to 90.6%, and parents to 87.2%, as reported on the School Climate Survey.
By May 2014, Northwoods will increase school/home relations satisfaction rates for faculty to 48.1%,
and parents to 77.6%, as reported on the School Climate Survey and will maintain our student rating of
85%.
State Department of Education - Annual School Climate Survey.
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
33.3% 40.7% 48.1% 55.5% 62.9% 70.4%
Actual: 39% 42.6%
Percentage of students satisfied with
Home/School Relations
78.9% 81.2% 83.6% 85.9% 88.3% 90.6%
Actual: 85% 77.6%
Percentage of parents satisfied with
Home/School Relations
71.2% 74.4% 77.6% 80.8% 84.0% 87.2%
Actual: 71.2% 67.3%
Page 19 of 42

Action Plan
Strategy #1: Enhance communication with parents on social/emotional issues.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Implement the PowerSchool Parent Portal according to district design to
improve parent information regarding student social/emotional as well as
academic progress.
2. Implement the Parent Link phone system for timely communication
calls to improve parent information about school activities and issues.
Implement according to district design.
3. Recruit and assign at least one parent to the Climate/PBIS team. Monitor
parent attendance.
4. Create and maintain the school web page for communication with
families and community.
5. Conduct regular school parent meetings (e.g., Town Hall meetings,
PTSA, or Title I parenting meetings)to provide climate information and
information about school procedures to families.
Timeline
Start/End Dates
July 2011-June
2016
July 2011-June
2016
July 2011-June
2016
July 2011-June
2016
July 2011-June
2016
People
Responsible
Strategy #2: Communicate information regarding school capital improvements.
Action Step
1. Ensure information regarding school building projects and initiatives are
communicated effectively with families and community.
Timeline
Start/End Dates
July 2011-June
2016
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Parent access report in
PowerSchool
Principal 0 NA Call Log
Principal 0 NA Meeting agendas and
Attendance Log
Principal 0 NA Web page visitor log
Principal 0 NA Town Hall Meeting
agendas
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Town Hall Meeting
schedule and agendas
Page 20 of 42

Performance Goal Area School Climate
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Performance Goal
By May 2016, Northwoods Middle will maintain the suspension rate of students in grades 6-8 to
15.6%. Additionally, no more than 22.9% of African-American students, 20.3% of subsidized meal
students, and 23.4% of disabled students (with a current IEP or 504 plan) will be suspended one or
more times during the school year.
By May 2014, CCSD will maintain the suspension rate of students in grades 6-8 to 15.6%. No more
than 36.3% of African-American students, 31.2% of subsidized meal students and 37.2% of disabled
students (with a current IEP or 504 plan) will be suspended one or more times during the school year.
The CCSD Report of Student Suspensions, Expulsions and Attendance, compiled by the Department
of Assessment and Accountability.
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
Percentage of all students suspended 38.7% 35.0% 31.2% 27.5% 23.7% 20.0%
Actual: 38.2 29.3
Percentage of African-American
students suspended
45.2% 40.7% 40.7 36.3% 31.8% 27.3%
Actual: 45.9 36.3
Percentage of subsidized meal
students suspended
39.5% 35.6% 36.5% 31.7% 28% 24.1%
Actual: 38.02 31.2
Percentage of disabled students
suspended
46.5% 41.9% 37.2% 32.6% 28.0% 23.4%
Actual: 38.02% 38.9
Page 21 of 42

Action Plan
Strategy #1: Ensure schools have plans and procedures for managing student behavior.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Provide teacher and staff PD on classroom management and
common area active supervision.
2. Create an agreement between all faculty, administration and other
staff on discipline intervention and activities.
3. Adopt a school-wide progressive discipline plan (Continuum of
activities to discourage inappropriate behavior).
4. Ensure that school-wide consequences for inappropriate behavior are
consistently enforced by all faculty and staff.
Timeline
Start/End
Dates
July
2011-June
2016
July
2011-June
2016
July
2011-June
2016
July
2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA List of professional development
activities
Principal 0 NA Written agreement
Principal 0 NA School progressive discipline plan
Principal 0 NA Review of Discipline Data from
PowerSchool
Strategy #2: Create procedures that effectively change behavior of individual students in the school setting.
Action Step
1. Implement school-wide behavior initiatives with fidelity as measured
by best practice measures.
2. Provide and manage effective wrap-around services for students
identified with high needs.
3. Refine and implement school-wide activities and procedures
designed to encourage preparation for and engagement in learning
activities to include after school transportation for student activities and
student supplies for the Northwoods Binder System.
Timeline
Start/End
Dates
July
2011-June
2016
July
2011-June
2016
July
2011-June
2016
Strategy #3: Provide de-escalation and restraint certification.
Action Step
1. Appoint a CPI school leader (certified in CPI) and create a CPI
response team for behavior issues. Apply the district approved rubric to
determine appropriate membership and activities.
Timeline
Start/End
Dates
July
2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Benchmark of Quality Evaluation
Tool
Guidance
Counselor
0 NA American School Counseling
Association Model Rubric
Principal $10,000 Title I School-wide student engagement
plans including Binder System
and After School Transportation
materials.
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA CPI response team roster Restraint
Log
Page 22 of 42

Performance Goal Area School Climate
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Performance Goal
By May 2016, Northwoods Middle will maintain the teacher attendance rate of 97.3%.
By May 2014, Northwoods will maintain the teacher attendance rate of 97.3%.
CCSD Annual Faculty Attendance Report from CCSD Human Resources
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
Teacher attendance 97.3% 97.3% 97.3% 97.3% 97.3% 97.3%
Actual: 97.1 98.6%
Page 23 of 42

Action Plan
Strategy #1: Implement the districtwide Employee Wellness Program.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Create reward and recognition opportunities for faculty and
staff within the school.
2. Create and encourage participation in wellness activities and
opportunities such as community fitness fundraising events.
3. Provide wellness opportunities such as health screenings, flu
shots, and access to the ABLE fitness labs.
Timeline
Start/End Dates
July 2011-June
2016
July 2011-June
2016
July 2011-June
2016
People Responsible Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Award Announcements
Principal 0 NA List of Activities
Principal and Nurse 0 NA List of opportunities
Strategy #2: Implement with fidelity school Mental Health Best Practice Initiatives for faculty and staff.
Action Step
1. Schedule, monitor and evaluate schoolwide and classroom
support for struggling teachers.
2. Engage professionals to provide counseling and other
social/emotional support opportunities for staff as needed.
Timeline
Start/End Dates
July 2011-June
2016
July 2011-June
2016
People Responsible Estimated
Cost
Wellness Committee and
Climate Committee Chairs
Funding
Source
0 NA ERO log
Indicators of
Implementation
Principals and Committees 0 NA Counselor Logs
Page 24 of 42

Performance Goal Area Student Achievement
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of all 6th graders meeting
state standards in Reading/ Research
Performance Goal
By May 2016, 82.7% of all 6th graders, 79.0% of all 7th graders, 73.6% of all 8th graders, and 72.5%
of African American and Hispanic students (grades 6-8) will meet state standards in
Reading/Research as measured by PASS.
By May 2014, 56.9% of all 6th graders, 51.1% of all 7th graders, 47.2% of all 8th graders, and 45.0%
of African American and Hispanic students (grades 6-8) will meet state standards in
Reading/Research as measured by PASS.
PASS data files
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
39.6% 48.2% 56.9% 65.5% 74.1% 82.7%
Actual: 50.8% 41.3%
Percentage of all 7th graders meeting
state standards in Reading/ Research
44.1% 51.1% 51.1% 58.1% 65.1% 72.1%
Actual: 38.8% 46.5%
Percentage of all 8th graders meeting
state standards in Reading/ Research
40.6% 47.2% 47.2% 53.8% 60.4% 67%
Actual: 34.3% 45.0%
Percentage of all African American
and Hispanic Students meeting state
standards in Reading/ Research
38.1% 45.0% 45% 51.9% 58.7% 65.5%
Actual: 38.2% 50.9%
Page 25 of 42

Strategy #1: Implement programs to strengthen reading skills.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Supervise implementation of Race To the Top by supporting
professional development, evaluating SGA teachers, and monitoring
implementation of curriculum and district-approved interventions, as
prescribed in the program manual.
2. Hire and/or designate personnel to implement with fidelity
appropriate interventions to be applied during school day or during
extended day/year (i.e. Voyager, Language!, and RtI).
Action Plan
Timeline
Start/End Dates
July
2013-June2016
July
2011-June2016
People
Responsible
Strategy #2: Provide districtwide assessments to monitor student progress in reading.
Action Step
1. Administer MAP Reading to students in grades 6-8 and use results
to inform instruction.
2. Administer quarterly Benchmark tests in reading at grades 6-8 and
use results to inform instruction.
Strategy #3: Implement Balanced Literacy Framework.
Action Step
Timeline
Start/End Dates
July
2011-June2016
July
2011-June2016
Timeline
Start/End Dates
1. Implement the Workshop Model to reinforce literacy. July 2011-June
2016
2. Implement a school wide academic vocabulary program. July 2011-June
2016
Strategy #4: Update and strengthen the core ELA curriculum.
Action Step
1. Communicate updates provided by the district and SDE to all
school staff, observe and monitor the implementation of the CCSS,
and ensure school representation at informational meetings and
professional development trainings.
Timeline
Start/End Dates
July 2011-June
2016
Strategy #5: Utilize S3 documents to strengthen instruction.
Action Step
1. Communicate updates provided by the district and SDE to all
school staff, observe and monitor the implementation of the Common
CORE standards, and ensure school representation at informational
meetings and professional development trainings.
Strategy #6: Strengthen content knowledge of educators.
Action Step
1. Ensure school representation at professional development, and
identify and recommend teachers for trainings based on observations.
Timeline
Start/End Dates
July 2013-June
2016
Timeline
Start/End Dates
July 2011-June
2016
Strategy #7: Provide curricular and instructional resources for GT.
Action Step
1. Communicate updates provided by the district and SDE to all
school staff. Implement with fidelity research-based gifted curriculum,
observe and monitor the implementation of the gifted curriculum, and
ensure school representation at the professional development trainings.
Timeline
Start/End Dates
July 2011-June
2016
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Classroom Observations,
Implementation Checks, PD
Transcripts, ERO, MAP, PASS
Principal $188,411 GOF MAP, PASS, Classroom
Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA MAP, PASS, Evidence of
Dissemination of Information to
Parents
Principal $2500 Title I Benchmark Data, Differentiation
Plans, MAP, PASS, Evidence of
Dissemination of Information to
Parents
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Lesson Plans, Classroom
Observations
Principal 0 N/A Meeting Agendas, Lesson Plans,
Classroom Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A PD Attendance Records, PD
Transcripts, ERO, Lesson Plans,
Classroom Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 60,000 GOF PD Attendance Records, PD
Transcripts, ERO, Lesson Plans,
Classroom Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal $15,000 N/A PD Attendance Records, PD
Transcripts, ERO, Lesson Plans,
Classroom Observations
People
Responsible
Estimated
Cost
Strategy #8: Utilize appropriate district-approved technology that supports literacy achievement.
Funding
Source
Indicators of
Implementation
Principal 0 N/A Classroom Observations, Lesson
Plans, PD Transcripts, ERO
Page 26 of 42

Action Step
1. Ensure integration of technology to reinforce and support active
student engagement.
Timeline
Start/End Dates
July 2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Classroom Observations, PD
Transcripts, ERO
Page 27 of 42

Performance Goal Area Student Achievement
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of all 6th graders meeting
state standards in Math
Performance Goal
By May 2016, 82.9% of all 6th graders, 69.0% of all 7th graders, 69.1% of all 8th graders, and 69.5%
of African American and Hispanic students (grades 6-8) will meet state standards in Math as
measured by PASS.
By May 2014, 68% of all 6th graders, 57% of all 7th graders, 47% of all 8th graders, and 60% of
African American and Hispanic students (grades 6-8) will meet state standards in Math as measured
by PASS.
PASS data files
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
40.0% 48.6% 57.1% 65.7% 74.3% 82.9%
Actual: 54.6% 63.2%
Percentage of all 7th graders meeting
state standards in Math
30.2% 38.0% 45.7% 53.5% 61.2% 69.0%
Actual: 35.9% 52.1%
Percentage of all 8th graders meeting
state standards in Math
30.4% 38.1% 45.9% 53.6% 61.3% 69.1%
Actual: 33.1% 42.8%
Percentage of all African American
and Hispanic Students meeting state
standards in Math
31.3% 38.9% 46.6% 54.2% 61.8% 69.5%
Actual: 37.6% 40.7%
Page 28 of 42

Strategy #1: Implement programs to strengthen math skills.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Communicate plans provided by the district to all school staff, observe
and monitor implementation of strategies as recommended in guidelines
and coursework, ensure participation of educators in professional
development, and identify and recommend teachers for trainings based
on observations.
2. Hire and/or designate personnel to implement with fidelity appropriate
interventions to be applied during school day or during extended day/year
(i.e. Voyager, RtI). NOTE - Staff cost for this Action Step embedded into
Reading Goal cost.
Action Plan
Timeline
Start/End
Dates
July
2011-June
2016
July
2011-June
2016
People
Responsible
Strategy #2: Provide districtwide assessments to monitor student progress in math.
Action Step
1. Administer MAP Math to students in grades 6-8 and use results to
inform instruction.
2. Administer quarterly Benchmark tests in math at grades 6-8 and use
results to inform instruction.
Strategy #3: Implement Balanced Numeracy Framework.
Action Step
1. Implement and monitor vocabulary instruction, problem-solving
techniques, and writing to reinforce numeracy concepts.
Timeline
Start/End
Dates
July
2011-June
2016
July
2011-June
2016
Timeline
Start/End
Dates
July
2011-June
2016
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Classroom Observations,
Implementation Checks, PD
Transcripts, MAP, PASS,
Evidence of Dissemination of
Information to Parents
Principal $100,000 Title I MAP, PASS, Classroom
Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA MAP, PASS, Evidence of
Dissemination of Information to
Parents
Principal $2500 Title I Funds Benchmark Data, Differentiation
Plans, MAP, PASS, Evidence of
Dissemination of Information to
Parents
People
Responsible
Estimated
Cost
Strategy #4: Utilize appropriate district-approved technology that supports math achievement.
Action Step
1. Monitor the appropriate use of technology and online
simulations/manipulatives (e.g. Geogebra.org,Gizmos, Renzulli, TI
calculators, SMART math tools, EDM online games, etc.), maintain and
inventory all materials, ensure school representation at professional
development, and identify and recommend teachers for trainings based
on observations.
Timeline
Start/End
Dates
July
2011-June
2016
Strategy #5: Update and strengthen the core Math curriculum.
Action Step
1. Communicate updates provided by the district and SDE to all school
staff, observe and monitor the implementation of the CCSS, and ensure
school representation at informational meetings and professional
development trainings.
2. Communicate updates provided by the district and SDE to all school
staff, observe and monitor the implementation of the Common CORE
standard, and ensure school representation at informational meetings and
professional development trainings.
3. Provide supplemental materials to support differentiated instruction and
implementation of RtI supports with fidelity for those students requiring
additional math instruction.
Strategy #6: Strengthen content knowledge of educators.
Action Step
1. Ensure school representation at professional development, and identify
and recommend teachers for trainings based on observations.
Timeline
Start/End
Dates
July
2011-June
2016
July
2011-June
2016
July
2011-June
2016
Timeline
Start/End
Dates
July
2011-June
2016
Funding
Source
Indicators of
Implementation
Principal 0 NA Lesson Plans, Classroom
Observations, MAP, PASS
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Lesson Plans, Classroom
Observations, MAP, PASS
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance Records, PD
Transcripts, Evidence of
Dissemination of Information to
Parents
Principal 0 NA Meeting Attendance Records, PD
Transcripts
Principal 0 N/A Math PASS scores, MAP data
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal $15,000 Title I PD Transcripts, ERO
Page 29 of 42

Strategy #7: Provide curricular and instructional resources for GT.
Action Step
1. Communicate updates provided by the district and SDE to all school
staff, mentor, observe and support the implementation with fidelity of the
high ability/gifted math curriculum, and ensure school representation at
informational meetings and professional development trainings.
Timeline
Start/End
Dates
July
2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Principal 0 NA PD Transcripts
Indicators of
Implementation
Page 30 of 42

Performance Goal Area Student Achievement
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of all 6th graders meeting
state standards in Writing
Performance Goal
By May 2016, 75.8% of all 6th graders, 78.9% of all 7th graders, 79.2% of all 8th graders, and 76.7%
of African American and Hispanic students (grades 6-8) will meet state standards in Writing as
measured by PASS.
By May 2014, 51.6% of all 6th graders, 57.8% of all 7th graders, 58.4% of all 8th graders, and 53.4%
of African American and Hispanic students (grades 6-8) will meet state standards in Writing as
measured by PASS.
PASS date files
Average
Baseline
Overall Measures
Actual: Not tested
Percentage of all 7th graders meeting
state standards in Writing
Actual: Not tested.
Percentage of all 8th graders meeting
state standards in Writing
2011/12 2012/13 2013/14 2014/15 2015/16
45.6% 51.6% 57.7% 63.7% 69.8% 75.8%
52.5% 57.8% 63.1% 68.3% 73.6% 78.9%
53.2% 58.4% 63.6% 68.8% 74.0% 79.2%
Actual: 38.6% 40.1%
Percentage of all African American
and Hispanic Students meeting state
standards in Writing
47.6% 53.4% 59.2% 65.1% 70.9% 76.7%
Actual: 35% 50.%
Page 31 of 42

Strategy #1: Implement Six Traits +1.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Ensure all staff are trained in Six Traits +1 and monitor the use of
Six Traits.
Action Plan
Timeline
Start/End
Dates
July 2011-
June 2016
People
Responsible
Estimated
Cost
Strategy #2: Administer district assessments to monitor student progress in writing.
Action Step
1. Administer MAP Language Usage to students in grades (6-8) when
appropriate and use results to inform instruction.
2. Administer writing prompts quarterly, score using the appropriate
six-point trait rubric, and deliver scored writing samples to parents. In
addition, teachers expose students to SDE assessment rubrics.
Timeline
Start/End
Dates
July 2011-
June 2016
July 2011-
June 2016
Strategy #3: Implement Balanced Literacy Framework.
Action Step
Timeline
Start/End
Dates
1. Implement the Workshop Model to reininforce literacy. July 2011-
June 2016
2. Implement a school wide academic vocabulary program. July 2011-
June 2016
Strategy #4: Update and strengthen the core ELA curriculum.
Action Step
1. Communicate updates provided by the district and SDE to all
school staff, observe and monitor the implementation of the CCSS,
and ensure school representation at informational meetings and
professional development trainings.
Timeline
Start/End
Dates
July 2011-
June 2016
Strategy #5: Utilize S3 documents to strengthen instruction.
Action Step
1. Communicate updates provided by the district and SDE to all
school staff, observe and monitor the implementation of the Coherent
Curriculum, and ensure school representation at informational
meetings and professional development trainings.
Timeline
Start/End
Dates
July 2011-
June 2016
Strategy #6: Provide curricular and instructional resources for GT.
Action Step
1. Implement with fidelity research-based gifted curriculum, observe
and monitor the implementation of the gifted curriculum, and ensure
school representation at the professional development trainings.
Timeline
Start/End
Dates
July 2011-
June 2016
Funding
Source
Indicators of
Implementation
Principal 0 NA PD Transcripts, ERO, Classroom
Observations, PASS
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Assessment Data, Lesson Plans,
Classroom Obsrvations, Evidence
of Dissemination of Information to
Parents
Principal 0 N/A Scored Writing Samples sent home
with Grade Reports, Classroom
Observations, Lesson Plans
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Classroom Observations
Principal 0 N/A Classroom Observations, Fidelity
Checks, PD Transcripts, ERO,
Evidence of Dissemination of
Information to Parents
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Agendas, PD Transcripts,
ERO
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Agendas, PD Transcripts,
ERO
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Classroom Observations, Fidelity
Checks, PD Transcripts, ERO,
Evidence of Dissemination of
Information to Parents
Strategy #7: Utilize appropriate district-approved technology that supports literacy achievement.
Action Step
1. Ensure integration of technology to reinforce and support active
student engagement. NOTE - Cost of this action step is embedded
into the cost of the Reading Goal, Strategy 7.
Timeline
Start/End
Dates
July 2011-
June 2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Classroom Observations, PD
Transcripts, ERO
Page 32 of 42

Performance Goal Area Student Achievement
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of all 6th graders meeting
state standards in Science
Performance Goal
By May 2016, 67.2% of all 6th graders, 78.4% of all 7th graders, 74.5% of all 8th graders, and 72.5%
of African American and Hispanic students (grades 6-8) will meet state standards in Science.
By May 2014, 49%% of all 6th graders, 62.2% of all 7th graders, 49.1% of all 8th graders, and 51.9%
of African American and Hispanic students (grades 6-8) will meet state standards in Science.
PASS data files
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
26.1% 34.3% 42.5% 50.7% 58.9% 67.2%
Actual: 37.6% 44.4%
Percentage of all 7th graders meeting
state standards in Science
51.4% 56.8% 62.2% 67.6% 73.0% 78.4%
Actual: 42.9% 51.6%
Percentage of all 8th graders meeting
state standards in Science
42.7% 49.1% 55.4% 61.8% 68.2% 74.5%
Actual: 41.5% 46.9%
Percentage of all African American
and Hispanic Students meeting state
standards in Science
38.2% 45.1% 51.9% 58.8% 65.7% 72.5%
Actual: 37.3% 46.7%
Page 33 of 42

Action Plan
Strategy #1: Provide districtwide assessments to monitor student progress in science.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Administer Benchmark tests in science at grades 6-8 and analyze results
to inform instruction.
Timeline
Start/End Dates
July 2011-June
2016
People
Responsible
Strategy #2: Refine curricular resources and instruction to address state standards.
Action Step
Timeline
Start/End Dates
1. Support teachers' use of science kits throughout the school year. July 2011-June
2016
2. Ensure that teachers are including science notebooks and the use of
foldables in their instructional plan.
3. Ensure that teachers attend professional development trainings on literacy
including but not limited to vocabulary instruction, leveled readers, and
science literacy. Monitor the implementation of the strategies into
instructional practices.
July 2011-June
2016
July 2011-June
2016
Strategy #3: Update and strengthen the core science curriculum.
Action Step
1. Communicate updates provided by the district and SDE to all school
staff, observe and monitor the implementation of the New Generation
Standards, and ensure school representation at informational meetings and
professional development training.
2. Communicate updates provided by the district and SDE to all school
staff, observe and monitor the implementation of the Common CORE
standard, and ensure school representation at informational meetings and
professional development training.
Strategy #4: Strengthen content knowledge of educators.
Action Step
1. Ensure school representation at professional development training and the
implementation of strategies into instructional practices.
Timeline
Start/End Dates
July 2011-June
2016
July 2011-June
2016
Timeline
Start/End Dates
July 2011-June
2016
Strategy #5: Provide curricular and instructional resources for GT.
Action Step
1. Ensure school representation at professional development training and the
implementation of strategies into instructional practices.
Timeline
Start/End Dates
July 2011-June
2016
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Benchmark Data,
Differentiation Plans, PD
Transcripts, ERO
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Lesson Plans, Classroom
Observations
Principal $2,017 Title I Lesson Plans, Classroom
Observations
Principal 0 NA PD Transcripts, ERO,
Classroom Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance
Records, PD Transcripts,
ERO
Principal 0 NA Meeting Attendance
Records, PD Transcripts,
ERO
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance
Records, PD Transcripts,
ERO
People
Responsible
Estimated
Cost
Strategy #6: Utilize appropriate district-approved technology that supports literacy achievement.
Action Step
1. Monitor the appropriate use of technology. Ensure school representation
at all professional development training and monitor the implementation of
technology and online simulations/manipulatives into the classroom (ie.,
PHET.colorado.edu, Gizmos, TI NSPIRE). NOTE - Cost is embedded in
technology action step for Math Goal, Strategy 6.
Timeline
Start/End Dates
July
2011-June2016
Funding
Source
Indicators of
Implementation
Principal 0 N/A Meeting Attendance
Records, PD Transcripts,
ERO
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance
Records, PD Transcripts,
ERO, Classroom
Observations
Page 34 of 42

Performance Goal Area Student Achievement
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of 6th graders meeting
state standards in Social Studies
Performance Goal
By May 2016, 86.9% of all 6th graders, 69.0% of all 7th graders, 76.7% of all 8th graders, and 73.0%
of African American and Hispanic students (grades 6-8) will meet state standards in Social Studies.
By May 2014, 67.1% of all 6th graders, 45.7% of all 7th graders, 59.2% of all 8th graders, and 52.7%
of African American and Hispanic students (grades 6-8) will meet state standards in Social Studies.
PASS data files
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
54.0% 60.6% 67.1% 73.7% 80.3% 86.9%
Actual: 67.4% 50.8%
Percentage of 7th graders meeting
state standards in Social Studies
30.2% 38.0% 45.7% 53.5% 61.2% 69.0%
Actual: 38.4% 50.2%
Percentage of 8th graders meeting
state standards in Social Studies
47.5% 53.3% 59.2% 65.0% 70.8% 76.7%
Actual: 32.6% 40.0%
Percentage of African American and
Hispanic Students meeting state
standards in Social Studies
39.2% 46.0% 52.7% 59.5% 66.2% 73.0%
Actual: 41.3% 44.6%
Page 35 of 42

Strategy #1: Provide professional development to teachers.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Encourage teacher participation in offered social studies PD sessions
to enhance content knowledge and improve best practices for effective
social studies instruction.
Action Plan
Timeline
Start/End
Dates
July 2011-
June 2016
Strategy #2: Prepare for Common State Social Studies Standards.
Action Step
1. Communicate updates provided by the district and SDE to all school
staff, observe and monitor the implementation of the revised Social
Studies Standards, and ensure school representation at informational
meetings and professional development training.
Timeline
Start/End
Dates
July 2011-
June 2016
Strategy #3: Update and strengthen the core social studies curriculum.
Action Step
1. Communicate updates provided by the district and SDE to all school
staff, observe and monitor the implementation of the Revised Social
Studies Standards, and ensure school representation at informational
meetings and professional development training.
2. Ensure faculty and staff are using the S3 curriculum support documents
as the primary guide for social studies instruction.
Strategy #4: Implement the Coherent Curriculum.
Action Step
Timeline
Start/End
Dates
July 2011-
June 2016
July 2011-
June 2016
Timeline
Start/End
Dates
1. Monitor teachers for use of the Common CORE standards. July 2011-
June 2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance Records,
PD Transcripts, ERO, PASS,
and Classroom Observations.
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance Records,
PD Transcripts, ERO,
Classroom Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance Records,
PD Transcripts, ERO,
Classroom Observations
Principal 0 NA Meeting Attendance Records,
PD Transcripts, ERO,
Classroom Observations
People
Responsible
Estimated
Cost
Strategy #5: Provide districtwide assessments to monitor student progress in social studies.
Action Step
1. Provide time and resources for the administration of benchmark
assessments as required by each Learning Community.
Strategy #6: Strengthen content knowledge of educators.
Action Step
1. Ensure school representation at professional development training and
support the implementation of strategies into instructional practices.
Timeline
Start/End
Dates
July 2011-
June 2016
Timeline
Start/End
Dates
July 2011-
June 2016
Funding
Source
Indicators of
Implementation
Principal 0 NA PD Transcripts, ERO, PASS
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 1000 N/A Benchmark Data
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Meeting Attendance Records,
PD Transcripts, ERO,
Classroom Observations
Strategy #7: Utilize appropriate district-approved technology that supports literacy achievement.
Action Step
1. Ensure integration of technology to reinforce and support active
student engagement. NOTE - Cost is embedded in Reading Goal,
Strategy 7.
Timeline
Start/End
Dates
July
2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Classroom Observations, PD
Transcripts, ERO
Page 36 of 42

Performance Goal Area Student Achievement
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage reading on 4th grade level
or below (grade 8)
Performance Goal
By May 2016, 8.3% of all eighth grade students will be reading at the 4th grade level or below as
defined and measured by MAP Lexiles.
By May 2014, 18.8% or less of all eighth grade students will be reading at the 4th grade level or
below as defined and measured by MAP Lexiles.
NWEA MAP files
Average
Baseline
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
29.1% 24.9% 20.8% 16.6% 12.5% 8.3%
Actual: 18.8% 33.1%
Page 37 of 42

Action Plan
Strategy #1: Provide individual student reading level data in an easily accessible electronic format.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Retrieve reading level data from Data Central after each MAP
administration.
Timeline
Start/End Dates
July 2011-June
2016
People
Responsible
Estimated
Cost
Strategy #2: Provide intervention to students 2 grade levels or more below targeted grade.
Action Step
1. Monitor and implement intervention for identifed grade(s) (6-8th) to
improve reading achievement.
2. Purchase additional books for the Media Center using student data and
Lexile levels of the current collection to determine needs and next
purchases.
Timeline
Start/End Dates
July 2011-June
2016
July 2011-
June 2016
Funding
Source
Indicators of
Implementation
Principal 0 NA Reading Level reports
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A Classroom Observations,
PD Transcripts, ERO
Principal $3,500 Title I Collection data and Media
Center proficiency ratings.
Strategy #3: Provide professional development on strategies to improve literacy skills of struggling readers through the
application of vocabulary and comprehension best practices and strategies.
Action Step
1. Identify and send teachers to Professional Development designed to
improve reading skills of struggling readers. (Interventionists attend
training and contribute & present PD at school levels).
Timeline
Start/End Dates
July 2011-June
2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 N/A PD Transcripts, ERO
Page 38 of 42

Performance Goal Area Teacher/Administrator Quality
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of highly-qualified
teachers
Performance Goal
By May 2016, Northwoods will increase the percentage of highly-qualified teachers to 100%.
By May 2014, Northwoods will maintain the percentage of highly-qualified teachers at 98.3% or
higher.
State Department of Education - Annual School Climate Survey
Average
Baseline
Actual: 98.3%
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
90.3% 93.5% 96.8% 100.% 100% 100%
Page 39 of 42

Action Plan
Strategy #1: Create a structure to ensure that all core content classes, as outlined by ESEA, are taught by highly qualified
teachers.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Verify PowerSchool coding is accurate and, for those teachers who do not
meet the highly qualified requirements for the classes they are teaching, assist
them in generating individualized plans for meeting HQ requirements, and
ensure teachers follow the plans.
Timeline
Start/End
Dates
August 2010 -
June 2014
People
Responsible
Principal & Data
Clerk
Estimated
Cost
Funding
Source
Indicators of
Implementation
0 NA SCSDE District and
School Report Cards
Page 40 of 42

Performance Goal Area Teacher/Administrator Quality
Performance Goal
(desired result of
student learning)
Interim
Performance Goal
Data Sources
Measure
Percentage of teachers proficient in
MTM
Performance Goal
By May 2016, 100% of Northwoods faculty will achieve proficiency in the six Charleston County
School District's Mastery Teaching Modules.
By May 2014, 20% of Northwoods faculty will achieve proficiency in the six Charleston County
School District's Mastery Teaching Modules.
MTM Module records
Average
Baseline
Actual: 28.8%
Overall Measures
2011/12 2012/13 2013/14 2014/15 2015/16
0% 20% 40% 60% 80% 100%
Page 41 of 42

Action Plan
Strategy #1: Provide a professional development program to train all CCSD teachers in the Mastery Teaching Model.
Action Step
(List the processes to fully
implement the strategy.
Include professional
development, scientifically
based research, innovation
initiatives etc.)
1. Manage school-level participation in District-sponsored Mastery Teaching
Model PD, conduct classroom observations to evaluate application of MTM and
ensure educators' participation in needed/necessary on-going professional
development.
Timeline
Start/End
Dates
July 2011-
June 2016
People
Responsible
Estimated
Cost
Strategy #2: Use an electronic database to monitor teacher proficiency in Mastery Teaching.
Action Step
Timeline
Start/End
Dates
1. Utilize the online instrument to record classroom observations of MTM. July 2011-
June 2016
Funding
Source
Indicators of
Implementation
Principal 0 NA PD Transcripts, ERO,
Classroom Observations
People
Responsible
Estimated
Cost
Strategy #3: Implement Teacher Curriculum Teams as part of the Mastery Teaching Model.
Action Step
1. Ensure master schedule allows for the creation of Teacher Curriculum Teams
and weekly planning for effective classroom instruction based on the Mastery
Teaching Model.
Timeline
Start/End
Dates
July 2011-
June 2016
Funding
Source
Indicators of
Implementation
Principal 0 NA Classroom Observations
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA TCT Agendas, Lesson
Plans, Classroom
Observations
Strategy #4: To guarantee that the most effective teachers are in the classrooms, implement a comprehensive Teacher
Development Cycle with components to ensure the District recruits, identifies expectations (sets performance objectives) for,
and effectively evaluates performance of all teachers.
Action Step
1. Use the candidate pool list provided by Human Resources to choose teachers
for positions.
2. Utilize the informal evaluation instrument and rubric/example documents with
fidelity to rate teachers and ensure teachers receive professional development, as
needed.
3. Follow the CCSD TES with fidelity to ensure appropriate teachers are
evaluated fairly and accurately and receive appropriate professional
development aligned to the performance standards/key elements, and maintain
documentation to support exiting ineffective teachers.
Timeline
Start/End
Dates
July 2011-
June 2016
July 2011-
June 2016
July 2011-
June 2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA Teachers hired from pool of
applicants
Principal 0 NA Use of evaluation
instrument during
classroom observations, PD
Transcripts, ERO
Principal 0 NA Classroom Observations,
SAFE-T Instruments
Strategy #5: Integrate technology into classroom instruction to increase student engagement and learning.
Action Step
1. Ensure that educators will complete professional development on integrating
classroom technologies in order to demonstrate technology proficiency as
mandated by SC Proviso 1.25; educators will also effectively implement
technology and curriculum resources (SMART Lessons, i-pad apps, Thinking
Maps) to differentiate instruction and improve literacy. Administrators will
ensure participation in PD and follow-up to ensure effective implementation.
Timeline
Start/End
Dates
July 2011-
June 2016
People
Responsible
Estimated
Cost
Funding
Source
Indicators of
Implementation
Principal 0 NA PD Transcripts, ERO,
Classroom Observations,
Lesson Plans
Page 42 of 42