Etowah High - School Improvement Plan 2012-13

Etowah High School

2012-13 School Improvement Plan

ETOWAH HIGH SCHOOL

2012-2013

School Improvement Plan

_____________________________________________________________________________

Principal’s Signature

_____________________________________________________________________________

Signature of Person Entering SIP data

_____________________________________________________________________________

Assistant Superintendent of School Operations

_____________________________________________________________________________

Assistant Superintendent Educational Programs, Student Support and

Professional Development

_____________________________________________________________________________

Dr. Frank R. Petruzielo

Superintendent of Schools

CHEROKEE COUNTY BOARD OF EDUCATION

MIKE CHAPMAN- CHAIRMAN

JANET READ - VICE CHAIRMAN KIM COCHRAN

MICHAEL GEIST

RICK STEINER

ROBERT USHER

ROBERT WOFFORD

Etowah High School


ETOWAH HIGH SCHOOL

6565 Putnam Ford Drive

Woodstock, Georgia 30189

Keith L. Ball

Principal

SCHOOL IMPROVEMENT PLAN REVIEW TEAM

Kelly Brangan Michelle Barthlow Lee Coker Lori Crawley Rob Graner Latoya Gray Brandon Grummer

Claudia Larotta Denise Lewis Veronica Lucking Robyn Mattson John Murnan Ana Pettit Katrina Purugulla

Amanda Ruiz Josh Saye Tonya Sebring Dan Snipes Bob VanAlstyne Penny Valle

October 2012 __________________________ Presentation Date Final Approval Date

Etowah High School


The School Improvement Plan (SIP) contains the following parts:

Part 1 Profile Page 1

Part 2 Beliefs and Missions Page 22

Part 3 Analysis of Instructional and

Organizational Effectiveness

Page 26

Part 4 Desired Results for Student Learning –

Measurable Objectives

Page 37

Part 5 School Improvement Action Plan Page 41

Part 6 Follow-up Report: Implementation of the

School Improvement Plan and

Documentation of Results

Page 90

Part 7 Locally Required Plans Page 98

1 Etowah High School


Part 1

PROFILE



HISTORY

Etowah High School has a solid commitment to academic performance. School goals are focused on student achievement

and are reviewed and updated annually. For the past six years, school goals have targeted student improvement on

standardized tests including the Georgia High School Graduation Test, the Georgia End of Course Test series, the

Scholastic Aptitude Test (SAT), and the ACT. These goals are keeping with community values and the Cherokee County

School’s Major System Priorities.

Etowah High School is located in Woodstock, Georgia, approximately 32 miles north of Atlanta. The school is a part of

the Cherokee County School District, which is located in one of the fastest growing counties in the nation. The system is

comprised of 44 schools serving more than 39,200 students.

Etowah is a comprehensive high school with an enrollment of approximately 2294 students. In 1976, when Etowah, the

second high school in the county, opened its doors to some 800 students, Cherokee County was a rural area. Over the

next two and one-half decades, the population of the county increased tremendously, and the area is now considered a part

of suburban Atlanta. As the county grew, so did the school system. Etowah has twice been relieved of overcrowding by

the opening of new high schools in the area.

In addition to tremendous growth, the population of Etowah has changed in other ways as well. In the early years, the

school drew from a population of mostly middle to lower-middle income, rural families. After the opening of the Towne

Lake development, the population went through a rapid change. Over the past decade, the area has become solidly

suburban, and now draws mostly from a population of students from middle to upper-middle income families.

The stable, veteran staff at Etowah currently includes 131 certified faculty members, of which 88 hold a Master’s degree

or higher. All classroom teachers are trained in LEARNING FOCUSED SCHOOLS strategies. The faculty strives to

challenge students with a rigorous and relevant educational program designed to prepare them for college or career.

Members of the staff hold advanced degrees and National Board Certification within their teaching field.

The instructional program at Etowah is student-focused and curriculum based. Teachers provide instructional activities

that promote student engagement in the learning process and foster student success including retention, achievement of

desired learning outcomes, and completion of educational goals.

Instructional delivery is designed to meet the needs of individual student groups based on learning style, program of

study, and performance abilities. Student engagement is emphasized in co-curricular and extra-curricular activities. The

Etowah staff seeks to encourage student involvement in multiple school-relevant activities. In addition to interscholastic

athletics, a number of clubs and organizations contribute both to the social and intellectual development of our students.

Etowah High School is consistently recognized as one of the top academic schools in Georgia. Our school has received

the following awards:

2006 Gold Award Winner

2007 Georgia School of Excellence

2009 Platinum Award

2010 Gold Award

2011 Silver Award



PART 1: PROFILE

Etowah High School takes great pride in the involvement of our parents and community. The active role taken by these

groups provides a solid foundation for a successful educational program. Parents and other community members serve as

active participants in the School Advisory Council, as Partners in Education, and in the Parent Teacher Student

Association (PTSA). Parents also serve as volunteers in a variety of capacities and participate in booster organizations to

assist specific groups within the school.

In 2001, Etowah established the Etowah Foundation, a non-profit 501C3 organization, designed to promote academic

growth and improve facilities at the school. The foundation’s intent is to provide academic incentives, recognize student

achievement and raise funds for needed improvements. Until recently, the foundation has not played an active role. In

2011, due to a lack of funding, the Etowah foundation was reactivated to provide support and sustain academic programs

and facility improvements.

In both 2006 and 2012, The Cherokee County School District achieved “District Accreditation” as a Quality School

System as determined by the Southern Association of Colleges and Schools and the Council of Accreditation and School

Improvement (SACS CASI). This week long- review of our schools provided a comprehensive report of commendations

and recommendations for our schools.



STUDENT DEMOGRAPHICS

The demographic diversity of Etowah High school continues to increase. With this growth, the groups defined by the

state DOE are receiving more attention. Students across all subgroups are monitored closely for academic performance.

Data driven remediation plans are established for all at-risk students. Several new programs and approaches have been

developed. Specifically, RTI/SST point plans have been to monitor and focus on data and differentiation, mandatory

“school day” tutoring, academic Saturday school, the summer Bridge program and intentional course placement and

sequencing have also been implemented as ways to assist students in graduating with their cohort. We believe these

changes will help improve the overall academic performance of students across all subgroups. These changes are reflected

in the action plan section of this SIP (Part 5).

The opening enrollment for Etowah High School for the 2012-13 school year was 2294 students. The opening enrollment

for the past 5 years is shown in the chart below:

Opening Enrollment

1950

2000

2050

2100

2150

2200

2250

2300

2008-09 2009-10 2010-11 2011-12 2012-13

2068

2101 2116

2219

2294

Enrollment

Enrollment



This chart shows opening enrollment by grade level and gender for the 2012-13 school year:

SY 2012-13 Opening Enrollment

By Gender and Grade

SY 2012-13 Opening Enrollment by Gender and Grade

Female Male

9th 341 378

10th 281 298

11th 286 278

12th 227 205

341

281 286

227

378

298 278

205

0

50

100

150

200

250

300

350

400

9th 10th 11th 12th

Female

Male



Using the September 11th enrollment of 2294 students, the disaggregation by race and ethnicity shows a continuing

increase in our Hispanic enrollment. The following chart shows enrollment by race and ethnicity over the past four years:

Student Body by Race and Ethnicity

White Hispanic Black Asian Indian Multi-

Racial

No Race

Indicated 2009-

10 1653 166 150 31 2 23 0

2010-

11 1637 210 160 31 3 78 0

2011-

12 1737 222 144 40 11 55 0

2012-

13 1743 247 183 41 9 64 7

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2009-10

2010-11

2011-12

2012-13

11% 7%

2% 3%



Free/Reduced Meal Program

(Economically Disadvantaged)

The following chart shows the number of students participating in the free/reduced meal program for the past five years:

FREE/REDUCED MEAL PROGRAM

School

Year

Eligible For

Free Meals

Eligible For

Reduced Meals

Total Student

Enrollment

% Eligible Free

& Reduced

2008-09 251 83 2085 16.02

2009-10 325 81 2120 19.15

2010-11 388 72 2115 21.74

2011-12 453 93 2211 24.78

2012-13 454 117 2285 24.98

The following trends are evident:

1. Data indicates a steady increase in free/reduced meal program participation at Etowah High School which has

leveled off over the past 2 years.

2. As we continue to see a downturn in the economy, we will continue see a higher percentage of students who

require free/reduced meals.

251

325

388

453 454

83 81 72 93

117

0

50

100

150

200

250

300

350

400

450

500

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Free

Reduced



STUDENT ACHIEVEMENT

Georgia High School Writing Test (GHSWT)

Indicated by the percent passing on the first attempt, the following summarizes the performance of Etowah High School

juniors on the Georgia High School Writing Graduation Test.

** Data reflects 11th grade, 1

st time test takers, Regular Program

GHSWT

2008-09 99%

2009-10 97%

2010-11 99%

2011-12 99%

The following trend is evident:

1. High levels of achievement have been maintained for the Georgia High School Writing.

*The rigor of the assessment is increasing due to the implementation of Common Core GPS.

99

97

99 99

96

96.5

97

97.5

98

98.5

99

99.5

2008-09 2009-10 2010-11 2011-12

Pass %

Pass %



End of Course Tests (EOCT)

The following chart represents Etowah High School’s student performance on all subject area End of Course

Tests (EOCT) over the past 4 years. The data reflects the percentage of students that scored “Meets or Exceeds”.

.

2008-09 2009-10 2010-11 2011-12

Biology 79 80 87 88

Physical Science 56 88 85 91

9th

Grade Literature 87 90 91 94

American Literature 98 94 97 97

Economics 82 86 86 93

US History 89 86 90 93

Algebra 1 65 66 not administered 79

Math 1 not administered 90 84 50

Geometry 87 62 not administered 93


1. Data indicates an increase in Biology, Physical Science, Economics, US History and 9th Grade Literature EOCT

scores across the past 4 years.

2. American Literature continues to maintain a high achievement level on EOCT.

0 20 40 60 80 100 120

Biology

Physical Science

9th Lit

Am Lit

Econ

US His

Alg 1

Math 1

Geometry

2011-12

2010-11

2009-10

2008-09



Preliminary Scholastic Aptitude Test (PSAT) Etowah High School juniors’ performance on the PSAT from SY 2008-09 through SY 2011-12 is summarized in the

following graph:

2008-09 2009-10 2010-11 2011-12

Verbal/Critical

Reading

48.1 47.5 47.5 47.4

Math 50.8

47.9 48.1 48.4

Writing 47.8

46.3 45.1 45.6


1. High levels of achievement have been maintained in the Math portion of the PSAT over the last four years.

2. The 2009-10 administration indicates a slight decrease in the Writing Portion and a static score on the

Verbal/Critical Reading portion of the test.

3. Funding for PSAT administration has fallen victim to the economic crisis. For the second year, the state will

fund testing for only our 11th grade students and the Cherokee County will pay for 10

th grade students to take

the test.

42

43

44

45

46

47

48

49

50

51

52

2008-09 2009-10 2010-11 2011-12

Verbal/Critical reading

Math

Writing



Scholastic Aptitude Test (SAT) Etowah High School students’ performance on the SAT from SY 2008-09 through SY 2011-12 is summarized in the

following graph:

2008-09 2009-10 2010-11 2011-12

Critical

Thinking/Reading

514 558 539 542

Math 532 574 544 547

Writing 502 547 527 526

Total 1548 1679 1610 1615


1. Trends show Etowah High School has achieved competitive scores in all areas of the SAT and has outperformed

county, state, and national averages.

2. In 2006, The Writing portion officially counted towards the new total score of 2400 rather than the previous 1600.

Etowah High School has consistently scored above the state average since implementation. SY 2011-12 Georgia

writing average 475, National writing average 488, Etowah 526.

3. Etowah HS continues to score above both the state of Georgia average and the National average in all categories:

0

200

400

600

800

1000

1200

1400

1600

1800

2008-09 2009-10 2010-11 2011-12

Critical Reading

Math

Writing

Total



American College Test (ACT)

Etowah High School college preparatory students’ performance on the ACT from 2008-09 through 2011-12 is

summarized in the following graph.

2008-09 2009-10 2010-11 2011-12

English 21.8 23.3 22.9 22.9

Math 22 23.7 23.1 22.7

Reading 23.2 24 23.7 23.6

Science 22 23.1 22.8 23.1

Totals 22.4 23.6 23.2 23.2


1. The last four year’s administration of the test have had the highest student participation in a twelve-year period.

2. Etowah High is above the county, state and national composite score in all areas.

Reading English Math Science Composite

ETOWAH 23.6 22.9 22.7 23.1 23.2

CCSD 23.3 22.3 22.2 22.5 22.7

GEORGIA 21 20.1 20.6 20.5 20.7

NATION 21.3 20.5 21.1 20.9 21.1

20.5

21

21.5

22

22.5

23

23.5

24

24.5

2008-09 2009-10 2010-11 2011-12

English

Math

Reading

Science

Totals



ADVANCED ACADEMIC PROGRAMS

Advanced students at Etowah are academically challenged through numerous Advanced Placement and Honors course

offerings. All Advanced Placement courses have been certified through AP Audits via the College Board. Teachers of AP

courses are certified in the state gifted curriculum and have been certified through the College Board AP institute. Also, as

of last year, students are now required to pay to take the AP exam as county funds are no longer available. In 2011-2012,

eighty-eight percent of students taking the AP tests scored 3 or higher and earned college credit for their coursework.

EHS Advanced Placement classes offered include: U.S. History, U.S. Government, Economics, World History,

European History, Human Geography, Calculus, Statistics, Spanish, English Language, English Literature, Psychology,

Physics B, Physics C, Chemistry, Biology, Music Theory and Computer Science.

Advanced Placement Testing

Average Scores SY 2008-09 through SY 2011-12

World

History

US History US Gov.

Politics

Psychology

2008-09

EHS

CCSD

NATION

3.79

2.85

2.63

3.65

3.21

2.72

2.55

2.62

2.78

4.46

3.83

3.21

2009-10

EHS

CCSD

NATION

4.1

3.1

2.7

3.9

3.3

2.7

3.5

2.0

3.0

4.3

3.6

3.1

2010-11

EHS

CCSD

NATION

4.1

3.4

2.6

4.2

3.7

2.8

3.1

2.9

2.7

3.6

3.6

3.1

2011-12

EHS

CCSD

NATION

3.9

3.3

Not available

4.4

3.7

Not Available

3.2

3.1

Not Available

3.8

3.8

Not available





Chemistry Biology Physics B Physics C

2008-09

EHS

CCSD

NATION

2.64

2.96

2.77

3.12

3.16

2.70

3.44

3.05

2.84

Course not

offered at EHS

2009-10

EHS

CCSD

NATION

2.6

2.9

2.7

3.8

3.1

2.6

3.6

3.2

2.8

Course not

offered at EHS

2010-11

EHS

CCSD

NATION

3.4

3

2.8

3.5

2.6

2.7

3.1

3.6

2.9

Course not

offered at EHS

2011-12

EHS

CCSD

NATION

2.8

2.9 Not Available

3.3

3.1

Not Available

3.3

3.3

Not Available

4.1

3.9

Not Available





Calculus

AB

Statistics Spanish Computer

Science

English

Literature

2008-09

EHS

CCSD

NATION

2.69

3.73

2.97

3.24

3.34

2.82

Course not

offered at EHS

3.49

3.47

2.83

2009-10

EHS

CCSD

NATION

3.4

3.6

2.8

3.4

3.7

2.8

Course not

offered at EHS

1.8

2.1

3.1

3.8

3.5

2.8

2010-11

EHS

CCSD

NATION

3.2

3.7

2.8

3.6

3.5

2.8

4.1

3.5

4.0

3.7

3.8

3.3

2.8

2011-12

EHS

CCSD

NATION

3.8

4

Not Available

3.3

3.3

Not Available

3.8

3.8

Not Available

3.9

3.1

Not Available

3.9

3.4

Not Available


Average Scores SY 2011-12

* Advanced Placement courses offered for the first time

European

History*

Human

Geography*

Physics C*

English

Language* 2011-12

EHS

CCSD

NATION

3.9

4

Not Available

4.6

3.6

Not Available

4.1

3.9

Not Available

3.7

3.8

Not Available





0 1 2 3 4 5

English Lan

English Lit

Calculus AB

Statistics

US History

US Gov/Pol Science

World History

Psychology

Euro History

Chemistry

Biology

Physics B

Physics C

Spanish

Comp Sci

2011-12

2010-11

2009-10

2008-09



TEACHERS AS ADVISORS

The Teachers as Advisor (TAA) program is a grade 9-12 state student advisement model which

enhances academic, career and personal-social development for all Etowah students. The

purpose of TAA is for students to establish an individualized relationship with at least one adult

who will advocate for the best interest of that child. This purposeful, proactive and

developmental approach allows students to improve and increase their chances for learning and

success through increased self-awareness, heightened self-confidence, and individualized

exploration of post high school career opportunities.

ESOL

English Language Learners (ELL sub-group) receive one segment a day of scheduled instruction

by teachers certified in both language arts and ESOL. A student’s performance on the ELL

ACCESS Assessment Battery determines placement and progress within the ESOL program.

Test scores and teacher recommendation are considered when a student is exited from the

program. Currently, there are dually certified teachers within the content areas of language arts,

mathematics, science and social studies.

REMEDIAL EDUCATION PROGRAM

Remedial students are identified and served in the areas of Mathematics and English Language

Arts. Students qualify and exit the program through continued analysis of academic

performance, benchmark data, and test scores (within in the academic areas of Math and

English). These students are at risk of failing academic assessments (EOCT) and dropping out of

school. Additionally, all students identified as REP and/or at risk are monitored thought the

RTI/SST process. Point plans are established and managed via the RTI/SST chair and

committee.

SPECIAL EDUCATION

The Etowah High School Special Education Program offers a continuum of services for students

with disabilities. A variety of educational settings are offered with emphasis on the Least

Restrictive Environment (LRE). Multi-disciplinary teams, which include, special education

teachers, regular education teachers, psychologists, administrators, parents, and a Special

Education Facilitator meet to determine placement of students. In addition to determining

placement, the team also decides upon accompanying related service options. These related

service options combined with an appropriate LRE setting allow students the best environment to

enhance their achievement in all academic areas.

Service Options include the following:

*General Education *Co-Teaching *Special Transportation

* Regular/Adapted Physical Education * Resource * Consultation

*Supportive Instruction *Self-Contained *Extended School Year

*Collaborative Instruction *Regular Transportation *Vocational Rehabilitation

*Other (as identified in an Individual Education Plan (IEP)



The following chart shows the area of exceptionality and the number of students within each area

for the 2012-2013 school year:

Area of Exceptionality Number of

students

Area of Exceptionality Number of

students

Mildly Intellectually Disabled 8 Other Health Impaired 39

Moderately Intellectually Disabled 4 Hearing Impaired 1

Emotionally/ Behaviorally Disordered 22 Speech Impaired 5

Specific Learning Disabilities 108 Visually Impaired 1

Orthopedically Impaired 1 Traumatic Brain Injury 1

Blind 0 Autism 19

Deaf 1

School systems throughout Georgia must review the Ten Performance Goals and Indicators for Students

with Disabilities. Each system must identify three goals to be addressed. The goals chosen by Etowah

High School are included here.

1. Goal 1: Increase the percentage of time students with disabilities receive instruction in the general

education setting with appropriate support and accommodations. The state of Georgia has a goal

of 90% of all special education students being served in a general education setting 80% of the

time. The anticipated date for meeting this goal is 2014. At Etowah High School each special

education student’s IEP is reviewed annually. During this review, all options are discussed with

the goal of serving the student in the Least Restrictive Environment (LRE).

2. Goal 2: Decrease the percentage of students with disabilities who are removed from school for

disciplinary reasons. Students who are assigned to Out-Of-School (OSS) suspension will have a

Behavior Intervention Plan (BIP) developed for them. The BIP will include goals and objectives

for reducing the behavior(s) that could result in being assigned to OSS.

504 PLANS

Reasonable accommodations are made for students who require 504 Plans. These accommodations

include individualized scheduling, preferential seating and materials, and other appropriate modifications.

RESPONSE TO INTERVENTION (RTI)

RTI at Etowah High School exists to align appropriate assessment with purposeful instruction for all

students. Students who are failing two or more courses are identified for monitoring and assistance. REP

and ESOL students may also qualify for RTI. There are four main functions of the RTI program: (1) to

properly identify and maneuver students through the RTI Tiers as appropriate with the use of data in a

timely manner; (2) to train teachers on the RTI process in the areas of academic concerns, research-based

instructional strategies, and appropriate assessment; (3) to reduce the number of students moving to a

higher tier through the implementation of differentiated and research-based instruction in the general

education setting; and (4) to provide a departmental intervention specialist within each core academic

department to assist teachers throughout all phases of the RTI process.



Etowah and Stakeholders SCHOOL COUNCIL

The School Council links the school and the community, encourages the participation of parents and

others within the school community, and works to improve student achievement and performance. The

Council focuses on those responsibilities outlined in the School Council Handbook: Bylaws and

Guidelines/School Advisory Council Bylaws.

The School Advisory Council assists in identifying, implementing, and accomplishing the goals of the

School Improvement Plan. The School Council meets on a continuous basis throughout the year. As a

group, the Council reviews testing results, survey results, and other pertinent information for the purposes

of proposing possible goals for the School Improvement Plan. This body communicates to the parents

and community at large, the efforts being made by the school to achieve our goals and, conversely, to

communicate to the school the needs and concerns of the community, with respect to the school. The

School Council also assists in finding the means to implement strategies to achieve our goals.

SY 2012-13 Meeting Dates for the School Council:

Wednesday September 12, 2012 4:00-6:00 EHS Conference Room

Wednesday October 10, 2012 4:00-6:00 EHS Conference Room

Wednesday November 14, 2012 4:00-6:00 EHS Conference Room

Wednesday January 23, 2013 4:00-6:00 EHS Conference Room

Wednesday February 27, 2013 4:00-6:00 EHS Conference Room

Wednesday March 27, 2012 4:00-6:00 EHS Conference Room

Wednesday May 8, 2013 4:00-6:00 EHS Conference Room

The following is a chronological listing of opportunities for stakeholders to provide input:

Stakeholder Groups Dates SIP-Related Topics of Discussion

Cokes and Conversation

Parents, Faculty and Staff, Students,

and PTSA

July 2012 Meet and greet with the Principal

Walk-Through

Parents, Faculty and Staff, Students,

and PTSA

July 2012 Meet and greet with teachers; cover school goals and

expectations.

Department Heads/ Leadership

Meetings

Teachers, administration

Weekly

SY 2012-13

SIP goals are created, action steps defined, data

disaggregated, and Impact Check forms executed.

Etowah School Council

School Council Members and guests Seven times per year

Discuss school improvement objectives,

communications with the community, and

participation in school improvement survey.

PTSA Open House/Curriculum

Night

PTSA, Faculty and Staff, students

September 2012

Expectations for school year and plans for instruction.

Meet with teachers. Clubs and students activities

information provided.



12th

Parent Night

Parents, Students, faculty and staff,

counselors, administration

August

2012

Counselors present information about postsecondary

options, the college search and application process

and the financial aid process. SAT / ACT testing will

also be discussed.

11th

Grade Parent Night


counselors, administration

August

2012

Counselors will discuss the importance of staying on

track toward graduation, applying to colleges,

scholarship information, and passing the GHSGT.

10th

Grade Parent Night


and counselors

August

2012

Counselors will discuss the importance of staying on

track toward graduation as well as college entrance

exams.

9th

Grade Parent Night

Parents, faculty and staff, students,

counselors, and administration

August

2012

Elective choices for next school year, policies and

procedures, program of studies explored. Student

Clubs and Activities information provided.

Middle School Articulation

Meetings at Booth MS

Upcoming 8th graders, faculty and

staff, counselors, administration

January 17-18,

2013;

January 21, 2013;

February 5, 2013;

Representatives from Etowah HS visit Booth MS to

discuss the registration process, program of studies,

electives, and course selection.

High School Transition Meetings

at EHS

Upcoming 8th graders and parents;

counselors; administrators

February 7, 2013;

February 28, 2013;

April 29 & 30, 2013;

May 22, 2013

Representatives from Etowah HS discuss program of

studies, electives, course selection, and other specific

attributes of life at Etowah HS.

Etowah Foundation

Parents and faculty

Fall 2012 –

Spring 2013

Discuss academics incentives, support of programs,

and school improvement

Etowah Endowment for Athletic

Facilities

Parents

Quarterly meetings Facilities Improvement

Etowah PTSA

Parents, faculty, students, and

administration

Monthly meetings Academic offerings, incentives, extra-curricular

activities

Etowah Athletic Booster Club

Parents

Monthly meetings Organizational needs and concerns conveyed to SAC

committee

Parent University

Parents, Faculty and Students

Spring 2013 Staff will hold two educational sessions during the

spring semester to support 9th grade transition.



Etowah High School Business and Community Partners

Company/Organization

Address

Phone

Number Contact Name

New/

Continued

The Etowah Foundation

6565 Putnam Ford Road

Woodstock, GA 30189

770

926-4411 Kris McKeeth

Continued

Etowah High School PTSA 6565 Putnam Ford Drive

Woodstock, GA

770

926-4411

Beth Choppa

President

Continued

Mary Kay Cosmetics,

Jan McCranie Woodstock, GA

770

591-9679 Jan McCranie Continued

Whitney’s Nursery &

Landscape Supply

1630 Barnes Road

Acworth, GA

30102

770

926-8158 Leslie Whitney

Continued

Reeves Floral Products

10288 Hwy 92

Woodstock, GA

30188

770

924-5230 Stan Fitts Continued

Progress Growers

P.O. Box 4280

Canton, GA

30114

770

479-5528 Wayne Bagwell Continued

Dixie Nursery and Florist

5279 Bells Ferry Road

Acworth, GA

30102

770

926-4446 Shirley Cash Continued

WAGA TV – 5

1551 Briarcliff Rd.

Atlanta, GA

30306

404

875-0100 Chip Zeller Continued

Art Institute of Atlanta

6600 Peachtree Dunwoody

Rd.

Atlanta, GA

30328

800

275-4242 Alan Lifton Continued



Barbizon Lighting

101 Krog Street

Atlanta, GA

30307

404

681-5124 Penelope Sloan

Continued

Cherokee Bank

P.O. Box 4250

Canton, GA

30114

770

479-3400 Michelle Foresman Continued

Freight Connection

9870 Hwy. 92

Suite 110

Woodstock, GA

30188

770

517-7744

Annett Yarbrough

Continued

Publix Markets

50 Barrett Pkwy.

Suite 1000

Marietta, GA

30066

770

419-4043 Jeff Noble Continued

Kennesaw State University

1000 Chastain Road

Kennesaw, GA

30144

770

423-6000 Alyssia Barnes Continued

School Food Service

200 Mountain Brooke

Court Su. D

Canton, GA

30115

770

479-8166 Susan Turner Continued

Ms. Debi Radcliff 1123 Towne Lake Hills E.

Woodstock, GA 30189

770

592-7864 Debbie Radcliff Continued



Etowah Community and Business Partners

Chick-Fil-A

Towne Lake

Woodstock

Sponsors the Etowah Academic

Card

Holly or Scott Hall

678-445-0330

Continued

Johnny’s Pizza

Towne Lake

Woodstock


Card

Craig Loheide

770-928-9494

Continued

Smoothie King

Towne Lake

Woodstock


Card

Roger Webb

678-445-0092

Continued

AMF Bowling Lanes

Woodstock


Card

Susan Evans

770-517-2112

Continued

Wendy’s

Towne Lake

Woodstock


Card

Alvin

Continued

Burger King

Towne Lake

Woodstock


Card

Billy

678-494-1023

Continued

CiCi’s Pizza

Acworth, GA


Card

David Adams

770-517-7777

Continued

Stevi B’s Pizza

Woodstock, GA


Card

Chris Romito

770-591-0010

Continue

Subway

Towne Lake

Woodstock


Card

Lawrence Harrison

770-591-2000

Continued



PART 2

BELIEFS

and

MISSION



PART 2: BELIEFS AND MISSION

We, the School Board of Cherokee County, Georgia, commit ourselves to a philosophy of respect and

high expectations for all students, parents, teachers and other staff. Our mission is to enable all

students to become contributing citizens who can communicate effectively, gather and use information,

make responsible decisions and adapt to the challenges of the future. This mission will be

accomplished by providing a variety of learning opportunities and experiences for students, both in

school and in the community.

Cherokee County School System’s Belief Statements

All students deserve the opportunity to learn, achieve success and become productive citizens.

Education/learning is a shared responsibility and should take place in the home, at school, and

in the community.

All students can learn; they learn in different ways, at different rates and with different

preferential learning styles.

Learning is achieved through the use of a variety of effective teaching techniques.

A safe and secure environment is essential for teaching and learning.

All students should be taught by teachers and parents how to learn and how to become lifelong

learners.

All students deserve equal access to a quality education.

Quality education requires quality staff, programs, facilities, equipment, and technology.

Parent and community participation, support and responsibility are essential to the positive

social, emotional, cultural, and academic development of every student.

Student achievement is enhanced through partnerships with parents, businesses, community-

based organizations and agencies, local institutions of higher learning, and other public entities.

All policy, administrative, instructional, and educational support decisions should be based on

student needs and what is best for students.

Diversity should be promoted so that isolation of racial, ethnic, and socioeconomic groups is

avoided and education is enhanced in a diverse, inclusive setting.

All schools should be accountable for improving student achievement.

All schools should reflect school-based, participatory management.

All students must be prepared to function effectively in a knowledge-based, technologically

rich, and culturally diverse 21st century.

All staff should have access to results-driven professional development and training which is

aligned with the School Board’s Major System Priorities and School Improvement Plans. Such

professional development and training must be standards-based, job-embedded, as well as

collaborative, and built on an organizational culture that insures continuous improvement.




Cherokee County School System’s Major System Priorities

Establishing internationally competitive standards for student performance and an accountability

system and policy framework designed to insure that all students are challenged individually and

collectively to meet more rigorous standards.

1. In collaboration with technical colleges, other institutions of higher learning, and the local

business community, insuring that vocational/technical education programs prepare students

for a diverse and technologically rich society.

2. Insuring that all students and staff have a safe and secure environment for teaching and

learning.

3. Attracting, retaining, and training the best teachers, principals, and support staff.

4. Utilizing technology both to improve student achievement and to increase the school

district’s productivity and efficiency as a major business enterprise.

5. Increasing parental and community involvement through public engagement policies and

practices that treat parents, businesses, community-based organizations and agencies, local

institutions of higher learning, and other public entities as true partners in the educational

process.

6. Addressing exploding student population growth, recognizing that there is a large gap

between the school district’s facilities and technology needs and available capital outlay

revenue.

7. Reviewing the potential for utilizing the school district’s existing public education facilities

to establish self-supporting community school evening/week-end education programs for

interested Cherokee County adults.




School Mission Statement

ETOWAH HIGH SCHOOL’S MISSION SHALL BE GRADUATING LIFE-LONG LEARNERS AND PRODUCTIVE COMMUNITY AND GLOBAL CITIZENS.

School Belief Statements

1. We believe that all members of the Etowah community are responsible for the intellectual

and social development of our students.

2. We believe that all students can learn regardless of different learning styles and abilities.

3. We believe in working with all students to identify each student’s needs and capacity for

learning.

4. We believe that regardless of differences in abilities, all students should recognize learning as

a life-long endeavor and should continue their education in an ever-changing world.

5. We believe that students should come to understand that individual differences, strengths,

and weaknesses help to make us both unique and important.

6. We believe that both student performance and teacher performance are crucial components of

academic growth and that we must continue to develop both.

7. We believe that we must recognize an ever-increasing student population and must continue

to use our resources and facilities wisely and efficiently to meet students’ needs.

8. We believe that we must continue to develop methods of instruction that maximize

opportunities for learning.

9. We believe that character development is a critical component in the development of

responsible citizens.

10. We believe that all members of the Etowah community are responsible for providing a safe

environment for all students and teachers.

11. We believe that instructional time is sacred and will be used to provide meaningful and

engaging learning activities at all times, without exception.



PART 3

ANALYSIS

of

INSTRUCTIONAL

and

ORGANIZATIONAL

EFFECTIVENESS



PART 3: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL

EFFECTIVENESS

STAFF NEEDS ASSESSMENT SURVEY

A. CLEAR MISSION AND GOALS

4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident;

1 = Missing but Needed; N/A = Not Applicable

INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. The SIP is based on a rigorous schoolwide needs assessment,

which is supported by accompanying data on student

achievement and school/staff effectiveness.

83% 16% 0% 0% 1%

2. The school mission and instructional goals included in the

School Improvement Plan (SIP) are consistent with School

District Major System Priorities, District Strategic Plan, Three

Year Technology Plan and Five Year Facility Plan. Also they

are widely understood and shared by teachers, students,

administrators, and parents/community.

81% 18% 0% 0% 1%

3. The SIP addresses the core key indicators: student achievement,

student attendance, student mobility, special needs/at risk

students, and retention, graduation and dropout rate, as they

apply to the school site.

82% 17% 0% 0% 1%

4. There is a clear understanding of the SIP and a commitment to

implementation of the plan by administrators, teachers and

support staff.

72% 25% 2% 0% 1%

5. Teachers utilize a variety of research-based strategies to address

instructional objectives in core academic areas, as well as

technology and behavior.

78% 19% 2% 0% 1%

6. There is clear evidence that the SIP reflects relevant and timely

data on student achievement. 79% 18% 2% 0% 2%

7. The school exhibits capable governance and leadership at

various levels, both of which promote student performance and

school effectiveness.

79% 17% 4% 0% 0%



B. HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. Teachers and staff demonstrate high expectations for all

children. 72% 26% 2% 0% 0%

2. High expectations for student learning outcomes are reflected in

the school’s curriculum content, scope and sequence. 85% 13% 2% 0% 0%

3. Academic learning time is maximized.

74% 24% 2% 0% 0%

4. Continuity of learning is stressed.

78% 19% 3% 0% 0%

5. There is evidence of student progress on both norm referenced

and criterion referenced tests. 83% 12% 1% 0% 4%

6. Homework is regularly assigned and checked.

61% 32% 4% 0% 3%

7. Homework assignments vary in content and structure.

62% 32% 2% 0% 3%

8. Effective and varied strategies are used to ensure student

success, encourage school completion, and avoid retention. 77% 21% 1% 0% 1%

9. Teachers track data/progress for individual students.

77% 17% 2% 0% 3%

10 The school fosters a learning community.

85% 14% 1% 0% 0%

C. FOCUSING ON TEACHING AND LEARNING



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. Students spend classroom time on organized, meaningful

learning activities which integrate relevant technology as often

as possible.

76% 20% 1% 0% 2%

2. Students are actively involved in learning throughout their time

in class. 66% 31% 1% 0% 2%

3. There is a school-wide focus on mastery of basic skills.

73% 24% 2% 0% 2%

4. There is a school-wide focus on mastery of computer literacy.

60% 31% 4% 1% 5%

5. There is a school-wide focus on mastery of proficiency in higher

order/critical thinking skills. 62% 30% 6% 0% 2%

6. Teachers adjust instruction and assessment to meet the needs of

diverse learners. 68% 30% 1% 0% 2%



7. Teachers incorporate knowledge about curriculum frameworks

and performance standards into instructional plans. 81% 16% 1% 0% 2%

8. Teachers constantly refine the work assignments so that they

become more engaging for students. 68% 28% 1% 0% 3%

9. The school promotes active involvement of students in the

learning process, including opportunities for them to explore

application of higher order thinking skills and investigate new

approaches to applying their learning.

75% 22% 2% 0% 1%

10 The school offers a curriculum that challenges each student to

excel, reflects a commitment to equity, and demonstrates an

appreciation of diversity.

79% 20% 0% 1% 0%

11 The school provides for articulation and alignment between and

among all levels of schools. 75% 19% 2% 2% 2%

12 Teachers observe each other’s classroom instruction as one way

to improve teaching. 76% 19% 2% 1% 3%

D. CAPABLE LEADERSHIP



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. The principal demonstrates strong administrative and

instructional leadership. 81% 16% 2% 1% 0%

2. The assistant principal(s), if applicable, demonstrate(s) strong

administrative and instructional leadership. 72% 22% 4% 1% 1%

3. Teachers demonstrate instructional leadership by coaching,

consulting, and inspiring students. 76% 21% 1% 0% 2%

4. The principal, assistant principal(s) and teachers are actively

engaged in collaborative planning related to School

Improvement Plan (SIP) objectives.

83% 13% 4% 0% 0%

5. The school has implemented a long-term professional

development plan that directly relates to the SIP. 74% 21% 3% 1% 1%

6. Student achievement is positively affected through the

professional development plan. 73% 21% 3% 1% 2%

7. Leadership decisions are made after considering the pertinent

data. 72% 23% 4% 0% 1%

8. The school promotes and reflects multiple opportunities for

teachers and students to lead. 75% 23% 2% 1% 0%

9. The school provides stakeholders meaningful roles in planning

and oversight that promote a culture of participation,

responsibility and ownership.

75% 20% 2% 1% 2%



E. SCHOOL COUNCIL



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. The School Council participates in collaborative decision

making in the areas of goal setting, budgeting, staffing,

curriculum, and school organization.

69% 20% 1% 1% 9%

2. The School Council plans for school improvement and specific

programmatic focus are in line with the School Improvement

Plan (SIP).

72% 18% 1% 1% 8%

3. The School Council supports, monitors and assists with the

implementation of the SIP. 69% 20% 2% 1% 9%

4. The School Council recommends requests for waivers of

administrative procedures and board policies that obstruct efforts

to improve student achievement.

61% 24% 2% 1% 11%

5. The School Council communicates regularly with teachers, staff,

parents and community leaders. 62% 27% 3% 2% 7%

F. PARENT/COMMUNITY INVOLVEMENT WITH, SUPPORT OF AND SATISFACTION WITH

EDUCATIONAL PROGRAM



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. The school fosters collaboration with community stakeholders to

support student learning. 79% 17% 2% 0% 2%

2. Parents and community members participate in school planning,

including the determination of the school mission and goals, and

the development of comprehensive school improvement plans.

70% 24% 3% 0% 3%

3. Parents and community members are encouraged to participate

in instructional and other activities of the school. 75% 18% 3% 1% 3%

4. The school routinely communicates with and involves parents

from all cultural and socio-economic backgrounds. 74% 20% 2% 1% 2%

5. School leaders work with community members to help students

achieve academic goals. 72% 23% 2% 2% 2%

6. The school has active business partners to assist the school, act

as mentors to students, and support school initiatives. 81% 13% 3% 0% 3%

7. Teachers work with families to help them support students’

learning at home and in the community. 74% 20% 2% 0% 4%



G. CONTINUOUS ASSESSMENT OF STUDENTS, STAFF, AND PROGRAM TO EVALUATE

EFFECTS OF INSTRUCTION



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. The school has a clearly defined process to assess school-wide

student achievement. 85% 13% 1% 1% 0%

2. Student achievement data is frequently monitored and used by

individual (and appropriate groups of) teachers both for

providing feedback and for evaluating program success.

85% 11% 2% 0% 2%

3. There is school-wide focus on improved student achievement

and recognition of academic success. 91% 9% 1% 0% 0%

4. All stakeholders accept responsibility and accountability for

student performance. 67% 26% 5% 1% 2%


methods utilized in classroom instruction. 69% 25% 3% 1% 2%


classroom management. 70% 23% 4% 1% 2%

7. The school has an effective plan to provide for remediation

based on student assessment. 77% 20% 2% 0% 1%

8. Student achievement data are routinely disaggregated to improve

teaching and learning and to ensure equitable treatment of all

subgroups of students.

78% 17% 2% 0% 3%

H. SAFE, ORDERLY, AND DISCIPLINED SCHOOL CLIMATE



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. The school environment is safe.

77% 21% 2% 0% 0%

2. There are clear and explicit guidelines for student behavior.

83% 13% 2% 1% 0%

3. The enforcement of discipline is firm, fair, and consistent.

68% 24% 8% 1% 0%

4. There is a school-wide focus on positive reinforcement of good

behavior. 72% 24% 2% 2% 1%

5. All staff members share responsibility for student behavior.

67% 28% 4% 1% 0%

6. Student absenteeism rates are appropriate.

72% 26% 0% 0% 2%

7. Student suspension/expulsion rates are appropriate.

72% 23% 1% 0% 4%

8. School staff and students work cooperatively to ensure the safety

of all students and adults on campus. 80% 18% 1% 1% 1%



I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. Common goals are supported and understood by all

stakeholders. 73% 24% 2% 0% 1%

2. The staff uses a variety of teaching methods aimed at achieving

the school's goals. 85% 13% 1% 0% 1%

3. The school staff has low absenteeism.

74% 21% 1% 1% 3%

4. The school staff is stable with little turnover.

35% 41% 14% 7% 3%

5. There is a sense of community and commitment to the school

among the staff. 56% 31% 9% 4% 1%

6. Continued professional growth is evident among the staff.

66% 28% 5% 0% 1%

7. Staff demonstrates empathy and rapport in their interactions with

students. 78% 22% 0% 0% 0%

8. Staff consistently demonstrates a willingness to maintain

communication with parents. 75% 24% 1% 0% 1%

9. There is a process in place to identify and analyze staff

professional development needs. 67% 20% 11% 0% 2%

10. There is a system for selecting effective research-based

professional development opportunities. 67% 21% 8% 2% 2%

11 The school ensures that staff members participate in a

continuous program of professional development and training,

which reflects a variety of learning strategies.

67% 28% 6% 0% 0%

12. There is evidence of a system of continuous evaluation of

professional development on four levels:

awareness of need

knowledge of possible methods of improvement

implementation of solutions

assessment impact

62% 29% 5% 2% 2%

13 The school conducts a periodic, systematic analysis of

instructional and organizational effectiveness and uses the

results to improve student performance.

71% 21% 5% 0% 3%

14 Professional development is designed to enhance classroom

assessment skills that allow teachers to regularly monitor

progress in improving student achievement.

69% 24% 5% 2% 1%



J. FACILITIES AND TECHNOLOGY



INDICATORS

CURRENT STATUS

4 3 2 1 N/A

1. School facilities and grounds are clean, safe, and attractive.

77% 18% 5% 0% 0%

2. There is effective utilization of facilities for increasing student

performance. 79% 17% 3% 0% 0%

3. There is effective utilization of facilities for increasing teacher

performance. 77% 19% 3% 0% 0%

4. There is effective utilization of facilities for increasing staff

performance. 76% 20% 3% 0% 2%

5. There is effective utilization of technology for increasing student

performance. 72% 19% 6% 2% 2%

6. There is effective utilization of technology for increasing teacher

performance. 75% 19% 5% 0% 2%

7. There is effective utilization of technology for increasing staff

performance. 70% 23% 5% 0% 2%

8. There is a focus on development of computer literacy for

students throughout the school. 65% 28% 6% 1% 2%

9. There is a focus on development of computer literacy for staff

throughout the school. 64% 30% 3% 1% 2%

10. There is evidence of extensive integration of technology into the

curriculum. 72% 24% 2% 0% 2%

11 The school ensures that students and staff have regular and ready

access to, and utilize instructional technology and a

comprehensive materials collection that supports the

instructional program.

76% 19% 4% 0% 1%

SUMMARY OF NEEDS ASSESSMENT



CHARACTERISTIC

CURRENT STATUS

4 3 2 1 N/A

A. Clear Mission and Goals 79% 19% 1% 0% 1%

B. High Expectations for Student Achievement 75% 21% 2% 0% 1%

C. Focus on Teaching and Learning 72% 24% 2% 0% 2%

D. Capable Leadership 76% 20% 3% 1% 1%

E. School Advisory Council (SAC) 67% 22% 2% 1% 9%

F. Parent/Community Involvement with, Support of, and

Satisfaction with Educational Program 75% 19% 2% 0 3%

G. Continuous Assessment of Students, Staff, and Program to 78% 18% 3% 0% 1%



Evaluate Effects of Instruction

H. Safe, Orderly, and Disciplined School Climate 74% 22% 2% 1% 1%

I. Staff Effectiveness and Professional Development 68% 25% 5% 1% 1%

J. Facilities and Technology 73% 21% 4% 0% 1%

PART 3: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL

EFFECTIVENESS

List Areas of Strength:

1. 98% of respondents rated either a 3 or a 4 in Clear Mission and Goals.

2. 96% of respondents rated either a 3 or a 4 in Capable Leadership.

3. 94% of respondents rated either a 3 or a 4 Facilities and Technology.

4. 96% of respondents rated either a 3 or a 4 Focus on Teaching and Learning.

5. 96% of respondents rated either a 3 or a 4 in Continuous Assessment of Students, Staff

and Program to Evaluate Effects of Instruction.

6. 94% of respondents rated either a 3 or a 4 in Parent/Community Involvement with,

Support of, and Satisfaction with Educational Program

7. 96% of respondents rated either a 3 or a 4 in High Expectations for Student Achievement.

8. 96% of respondents rate either a 3 or a 4 in Safe, Orderly, and Disciplined School

Climate.

9. 93% of respondents rated either a 3 or a 4 in Staff Effectiveness and Professional

Development.

Area(s) in Need of Improvement (Addressed in Parts 4 and 5 of the SIP).

1. 89% of respondents rated either a 3 or a 4 in School Advisory Council (SAC). 9% of the

respondents rated N/A in School Advisory Council (SAC).



Part 4

DESIRED RESULTS

for

STUDENT LEARNING

(Measurable Objectives)



PART 4: SCHOOL IMPROVEMENT GOALS/OBJECTIVES

GOAL/OBJECTIVE 1 – MAJOR SYSTEM PRIORITES 1 AND 5

The English Department objectives for the 2012-13 school year are:

1.1 Increase the percentage of students who exceed the standard on the Ninth Grade EOCT to

56%

1.2 Increase the percentage of students who exceed the standard on the American Literature

EOCT to 58%.

1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the

Ninth Grade Literature EOCT to 69%.


American Literature EOCT to 78%

1.5 Increase the percentage of students who exceed the standards on the Writing GHSGT to

12%

1.6 The percentage of students who score a “3” or higher on the Advanced Placement

Literature Assessment will be greater than 91%

1.7 The percentage of the students who score “3” or higher on the Advanced Placement

Language Assessment will be greater than 92%

1.8 Increase the number of students in an Advanced Placement Literature Courses by 2%.


The Mathematics Department objectives for the 2012 -13 school year are:

2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the

CCGPS Coordinate Algebra EOCT.

2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry

EOCT at 93%.

2.3 Establish a baseline of 50% of students with disabilities who meet/exceed the standard on

the CCGPS Coordinate Algebra EOCT.


CGPS Geometry EOC to 66%. .

2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus

Exam will be greater than 80%.

2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics





The Science Department objectives for the 2012-13 school year are:

3.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to

90%.

3.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the

Physical Science EOCT.


Biology EOCT to 41%

3.4 Increase the percentage of students with disabilities who score meets or exceeds the standard

on the Physical Science EOCT to 91%.

3.5 Increase the number of students in Advanced Placement Science courses by 2%.

3.6 Increase the number of students in Physics by 2%.


The Social Studies Department objectives for the 2012-13 school year are:

4.1 Increase the percentage of students who meet or exceed the standard on the Economics

EOCT to 95%.

4.2 Maintain the percentage of students who meet or exceed the standard on the US History

EOCT at 92%.

4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the

Economics EOCT to 89%.

4.4 Increase the percentage of students with disabilities who score meets or exceeds the

standard on the US History EOCT to 62%.

4.5 The percentage of students scoring “3” or above on the Advanced Placement Human

Geography Exam will be greater than 90%.

4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology


4.7 The percentage of students scoring “3” or greater on the Advanced Placement US

Government and Politics Exam will be greater than 75%.

4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History


4.9 The percentage of students scoring “3” or greater on the Advanced Placement World

History Exam will be greater than 90%.

4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement

Economics Exam.

4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement

European History Exam.

4.12 Establish a baseline of students enrolled in Advanced Placement Social Studies courses.




Objectives for special education students for the 2012-13 school year are:

5.1 Increase the percentage of students in the subgroup “students with disabilities” who meet or

exceed the standard by 2% within each content area on all End of Course Tests.

5.2 Increase the score of students in the subgroup students with disabilities who meet or exceed

the standard on the Georgia High School Graduation Writing Test to 78%.

5.3 Establish a baseline percentage of first time 9th graders with disabilities earning 3 Carnegie

Credits in 3 core content areas.

GOAL/OBJECTIVE 6 – MAJOR SYSTEM PRIORITES 1, 5, AND 6

School-wide objectives for the 2012-13 school year are:

6.1 Increase the percentage of students who meet or exceed the standard by 2% on each subject area

End of Course test.

6.2 Increase the number of students who complete a Career Pathway to 15%.

6.3 Increase the 2013 cohort graduation rate to 85%.



Part 5

SCHOOL IMPROVEMENT

ACTION PLAN



ENGLISH

The following is a summary of the Etowah scores for the Literature EOCT for the past three

years.

2009-2010 2010-2011 2011-2012 Does

Not

Meet

Meets Exceeds Does

Not

Meet

Meets Exceeds Does

Not

Meet

Meets Exceeds

Ninth Grade

Literature 91% 42% 49% 91% 33% 58% 93% 39% 54%

American

Literature

94% 46% 48% 98% 44% 53% 97% 46% 51%

Goal 1: Major system priority 1&5

1.1 Increase the percentage of students who exceed the standard on the Ninth Grade Literature

EOCT to 56%.

1.2 Increase the percentage of students who exceed the standard on the American Literature

EOCT to 53%.

8

9

7

6

2

3

42

33

39

46

44

46

49

58

54

48

53

51

Ninth Grade Lit 09-10



American Lit 09-10

American Lit 10 -11

American Lit 11-12

Literature End of Course Test Scores

Does Not Meet Meets Exceeds



The following is a summary of Etowah’s scores on the Ninth Grade Literature EOCT, reported

by subgroups, for the past two years. CCRPI defines subgroups N=30.

Ninth Grade Literature EOCT

N 2010-2011 N 2011-2012

Meets Exceeds Meets Exceeds

Asian/ Pacific Islander 7 n/a n/a 11 27% 55%

Black/Non Hispanic 44 43% 45% 38 37% 47%

Hispanic 58 50% 28% 66 58% 32%

Native American/ Alaskan Native 1 n/a n/a 4 n/a n/a

White/ Non Hispanic 459 30% 64% 457 37% 58%

Multi Racial 18 39% 39% 13 58% 69%

English Language Learners 6 50% 0% 3 33% 0%

Students with Disabilities 43 67% 7% 60 57% 12%

Economically Disadvantaged 170 41% 38% 172 51% 34% N=the number of students tested

Goal 1: Major System Priorities 1&5


Ninth Grade Literature EOCT to 78%

Black/NonHispanic

EconomicallyDisadvantaged

Hispanic Students withDisabilities

White/NonHispanic

12 15 12 26

6

43 51 50

67

30

45 34 28

7

64

Subgroup Scores Ninth Grade Literature EOCT 2011-2012




The following is a summary of Etowah’s scores on the American Literature EOCT, reported by

subgroups, for the past two years. CCRPI defines subgroups as N=30.

American Literature End of Course Test

N 2010-2011 N 2011-2012




Hispanic 4 n/a n/a 44 55% 43%


White/ Non Hispanic 419 42 57% 392 45% 53%

Multi Racial 9 n/a n/a 17 47% 53%

English Language Learners 4 n/a n/a 4 n/a n/a


Economically Disadvantaged 85 71% 24% 121 50% 43% N=number of students tested



American Literature EOCT to 78%.

Black/NonHispanic



White

7 7 2 24

2

58 50 55

63

45

35 43 43

13

53

Subgroup Scores American Literature EOCT 2011-2012




The following is a summary of Etowah scores on the Georgia High School Graduation Writing

Test for the past three years:

Georgia High School Graduation Writing Test

2009-2010 2010-2011 2011-2012

Passing 97% 98%

99%

Exceeding Expectations

(Advanced Proficiency & Honors)

17% 10% 16%

Goal 1: Major System Priorities1&5

1.5 Increase the percent of students exceeding expectations on the Georgia High School Writing

Test to18%.

The following is a summary of Etowah scores on Literature Advanced Placement Exams for the

past three years:

Advanced Placement Exam Scores “3” and above

2009-2010 2010-2011 2011-2012

Advanced Placement

Literature and Composition

97% 91% 95%

Advanced Placement

Language

N/A

92% 93%


1.6 The percentage of students scoring “3” or above on the Advanced Placement Literature and

Composition Exam will be greater than 90%.

1.7 The percentage of students scoring “3” or above on the Advanced Placement Language




The following is a summary of enrollment numbers in Literature Advanced Placement Courses

for the past three years:

Advanced Placement Course Enrollment

2009-2010 2010-2011 2011-2012

Advanced Placement

Literature and Composition

38 35 48

Advanced Placement

Language

Course not offered

Course not offered 47


1.8 Increase the number of students in Advanced Placement Literature Courses by 2%.



Part 5: School Improvement Action Plan (ENGLISH)

GOAL # 1

The English Department objectives for the 2012-13 school year are:

1.1 Increase the percentage of students who exceed the standard on the Ninth Grade EOCT to 56%

1.2 Increase the percentage of students who exceed the standard on the American Literature EOCT to 58%.

1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the Ninth Grade Literature EOCT to

69%.

1.4 Increase the percentage of students with disabilities who meet or exceed the standard on the American Literature EOCT to 78%

1.5 Increase the percentage of students who exceed the standards on the Writing GHSGT to 12%

1.6 The percentage of students who score a “3” or higher on the Advanced Placement Literature Assessment will be greater than

91%

1.7 The percentage of the students who score “3” or higher on the Advanced Placement Language Assessment will be greater than

92%

1.8 Increase the number of students in an Advanced Placement Literature Courses by 2%.

Link to System Goals:

Establishing internationally competitive standards for student performance and an accountability system and policy framework

designed to insure that all students are challenged individually and collectively to meet more rigorous standards.

Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a

major business enterprise.

Link to CCRPI:

Percent of students scoring at meets or exceeds on the Ninth Grade Literature EOCT

Percent of students scoring at meets or exceeds on the American Literature EOCT

Percent of graduates completing one or more Advanced Placement Courses

Percent of students scoring at meets or exceeds on the Georgia High School Writing Test

Percent of students scoring 3 or higher on two or more AP exams



Actions/Strategies/Interventions

And Timeline

Resources

Person(s)

Responsible

Quarterly Goals for

Progress

Materials/

Sources of Funds

/ Est. of Cost

Specific Professional

Development Sources

of Funds /Est. of Cost

All English teachers who teach an EOCT

course will utilize the EOCT standards,

study guides, and released test from the

Georgia DOE website.

Georgia DOE

website for EOCT

practice and study

guides

No cost

Evaluating

administrator,

teachers

Lesson Planning and

Observations

Goals: 1.1-1.4

Collaborative assessment results will be

utilized to guide instruction and to help

identify students who need extra tutoring

via DMR.

Scantron Analysis

sheets

Release time for

collaborative grade-

level meetings

ELA Teachers DMR

Goals: 1.1-1.4; 1.6-1.8

All ELA students will have increased

exposure to sample test questions from

grammar corrections, SAT, ACT,

GHSGWT and EOCT.

Georgia DOE

website practice

and study guides

Shmoop Licenses

County Subscription

cost for USA Test Prep

ELA Teachers

Check website for

USA Testprep

widget, Lesson

Planning and

Observations

Goals: all



All teachers will effectively use LFS to

explicitly teach essential content strategies

include EQ’s, distributed practice, graphic

organizers, and summarizing strategies. Evaluating administrator, DC, and LFS

coach will do periodic walkthrough visits

to classrooms to determine level of

implementation and provide support.

LFS manual and

resources

LFS coach will

train new teachers

and review

specific LFS

strategies with

teachers that are

already trained

Subs for teachers who

attend the LFS

workshop and for DC

and LFS coaches, as

needed

Administration

and classroom

teachers

Via regular

classroom

walkthroughs with

checklist

Goals: all

9th

through 11th

grade Honors courses and

AP classes will incorporate multiple

opportunities for students to utilize practice

Advanced Placement questions throughout

the school year.

Materials ordered

from the National

Board through

Gifted money and

Shmoop Licenses

No additional cost to

school

AP and Honors

teachers

Lesson Planning,

Observation,

Schmoop enrollment

Goals: 1.6 & 1.7

9th

through 11th

grade Honors courses and

AP classes will read 10 pieces of literature

per semester.

Supplemental

literature

purchased with

Gifted money


school, at this time

AP and Honors

teachers

Common syllabi,

lesson planning &

observation

Goals: 1.6 & 1.7



Every freshman in 9th

grade Literature

whose grade falls below 72% will attend

mandatory study hall during their lunch

period.

EXP funds: State

salary rate times

Number of

teachers needed

EXP Funds Evaluating

administrator DC,

teachers, EXP

facilitator

Quarterly progress

reports and

attendance

verification

Goals: 1.1& 1.3

Mainstream and special education teachers

in the co taught classroom will monitor the

amount of time spent together in planning

to determine a baseline of hours spent

coplanning.

Common planning

periods, consistent

pairing of

mainstream and

special educator

when possible

Professional

development as needed

ELA Teachers,

Special Education

teachers,

Administration

Teacher Planning

Logs

Goals: 1.3 & 1.4

Teachers will use DMR to differentiate

instruction and target subgroups identified

within the SIP.

Scantron Analysis,

SLDS

Professional

Development as

needed

Teachers,

Evaluating

Administrator

DMR Collection &

Review

Goals: 1.1-1.7

Teachers will recruit students based on

grades and motivation to enroll in

advanced Language Arts courses.

Sample AP

questions; Sample

Honors

assignments

None Teachers and

Department Chair

Recommended

Student List

Verification

Goal: 1.8



MATHEMATICS

The following is a summary of the Etowah scores for the Mathematics EOCT for the past three years.

2009-2010 2010-2011 2011-2012 Does

Not

Meet

Meets Exceeds

Does

Not

Meet

Meets Exceeds

Does

Not

Meet

Meets Exceeds

Mathematics 1 11% 63% 26% 16% 49% 35% n/a n/a n/a

Mathematics 2 22% 68% 10% 10% 63% 27% n/a n/a n/a

GPS Algebra

n/a n/a n/a n/a n/a n/a 31% 55% 24%

GPS Geometry n/a n/a n/a n/a n/a n/a 7% 48% 45%

*The continual changes in the mathematics curriculum create an inconsistent data snap shot for this content area.

Goal 2: Major system priorities 1&5

* The Mathematics EOCT will change in 2012-2013 to the CCGPS Coordinate Algebra EOCT. Goals written will reflect this change,

2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the CCGPS

Coordinate Algebra EOCT.

2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry EOCT at

94%.

11

16

22

10

21

7

63

49

68

63

55

48

26

35

10

27

24

45

Mathematics 1 (09-10)


Mathematics 2 (09-10))


GPS Algebra (11-12)

GPS Geometry (11-12)

Mathematics End of Course Test Scores




The following is a summary of Etowah’s scores on the Mathematics EOCTs, reported by subgroups, for the

past two years. CCRPI defines a subgroup as N=30.

Mathematics 1 GPS Algebra

N 2010-2011 N 2011-2012


Asian/ Pacific Islander 5 36% 14% 9 n/a n/a

Black/Non Hispanic 45 n/a n/a 39 54% 18%

Hispanic

59 61% 17% 67 52% 15%



Multi Racial 19 58% 21% 11 55% 18%





2.3 Establish a baseline of 33% of students within the subgroup “students with disabilities” who meet or

exceed the standard on the CCGPS Coordinate Algebra EOCT.

Black/NonHispanic



White/NonHispanic

28 35 33

69

19

54 54 52

28

55

18 11 15 3

26

Subgroup Scores GPS Algebra EOCT 2011-2012




The following is a summary of Etowah’s scores on the GPS Geometry EOCT, reported by subgroups, for

the past two years. CCRPI defines a subgroup as N=30.

Mathematics 2 GPS Geometry

N 2010-2011 N 2011-2012


Asian/ Pacific Islander 12 35% 67% 6 n/a n/a


Hispanic 51 61% 18% 51 61% 31%



Multi Racial 16 56% 44% 20 50% 40%





2.4 Increase the percentage of the students within the subgroup “students with disabilities” who meet or

exceed the standard on the CGPS Geometry EOCT to 66%.

Black/NonHispanic



White/ NonHispanic

14 11 8

36

6

51 55 61

55

46

35 34 31 9

48

Subgroup Scores GPS Geometry EOCT 2011-2012




The following is a summary of Etowah scores on Mathematics Advanced Placement Exams for the past

three years:


2009-2010 2010-2011 2011-2012

Advanced Placement

Calculus AB

78% 78% 85%

Advanced Placement

Statistics

84% 93% 81%


2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus Exam will be

greater than 80%.

2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics Exam will be

greater than 80%.



Part 5: School Improvement Action Plan (MATHEMATICS)

GOAL # 2

The Mathematics Department objectives for the 2012-13 school year are:

2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the CCGPS Coordinate Algebra

EOCT.

2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry EOCT at 94%.

2.3 Establish a baseline of 31% of students within the subgroup “students with disabilities” who meet or exceed the standard

on the CCGPS Coordinate Algebra EOCT.

2.4 Increase the percentage of students within the subgroup students with disabilities who meet or exceed the standard on the

CGPS Geometry EOCT to 66%. .

2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus Exam will be greater than 80%.

2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics Exam will be greater than 80%.


Establishing internationally competitive standards for student performance and an accountability system and policy

framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards.

Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as

a major business enterprise.

Link to CCRPI:

Percent of students scoring at meets or exceeds on the CCGPS Coordinate Algebra EOCT

Percent of students scoring at meets or exceeds on the GPS Geometry EOCT






And Timeline

Resources

Person(s)

Responsible

Quarterly Goals

for Progress

Materials/

Sources of

Funds /

Est. of

Cost

Specific

Professional

Development

Sources of

Funds /Est.

of Cost

All math students will have increased exposure to sample test

style questions (SAT/EOCT) in math as well as more

opportunities to practice. This will be done by using these

questions in class.

Georgia

DOE and

learning

village

website test

practice and

study

guides

No Cost Evaluating

administrator,

teachers

Goal:2.1-2.4

Department wide common syllabi, common mid-term/final

exams will be utilized to measure student progress in

mathematics courses. These will be approved by Department

Chair (DC) and evaluating administrator. Common unit tests

will be administered for each course throughout the

department.

Georgia

DOE

website for

EOCT

practice and

study

guides,

CCSD

curriculum

guides

No Cost Evaluating

administrator,

DC, teachers

2.1-2.4

Every freshman in CCGPS Coordinate Algebra whose grade

falls below 72% will attend mandatory study hall during their

lunch period.

EXP funds:

State salary

rate times

Number of

teachers

needed

EXP Funds Teachers, DC,

EXP facilitator

2.1-2.4



All teachers will effectively use LFS to explicitly teach

essential content strategies include EQ’s, distributed practice,

graphic organizers, and summarizing strategies. Evaluating

administrator, DC, and LFS coach will do periodic

walkthrough visits to classrooms to determine level of


LFS coach

will train

new

teachers

and review

specific

LFS

strategies

with

teachers

that are

already

trained

Subs for

teachers who

attend the

LFS

workshop and

for DC and

LFS coaches,

as needed

Evaluating

administrator,

DC, teachers,

LFS coach

2.1-2.4

Algebra and Geometry teachers will meet regularly to plan

and assess student progress

Goal:2.1-2.4

AP Math classes will incorporate multiple opportunities for

students to practice advanced placement type questions

throughout the school year.

Materials

ordered

from the

National

Board

through

gifted

money

AP Teachers

Goal:2.5 &2.6

Practice AP test will be administered before the May test date

Materials

ordered

from the

National

Board

through

gifted

money

AP Teachers

Goal:2.5& 2.6



Teachers will use DMR to differentiate instruction and target

subgroups identified within the SIP.

Scantron

Analysis

Professional

Development

as needed

Teachers,

Evaluating

Administrator

DMR Collection &

Review

Goal: all

Mainstream and special education teachers in the co taught

classroom will monitor the amount of time spent together in

planning to determine a baseline of hours spent coplanning.

Common

planning

periods,

consistent

pairing of

mainstream

and special

educator

when

possible

Professional

development

as needed

Teachers,

Special

Education

teachers,

Administration

Teacher planning

Logs

Goal:2.2 &2.4



SCIENCE

The following is a summary of the Etowah scores for the Science EOCTs for the past three years.

2009-2010 2010-2011 2011-2012 Does

Not

Meet

Meets Exceeds Does

Not

Meet

Meets Exceeds Does

Not

Meet

Meets Exceeds

Biology 20% 40% 40% 14% 40% 46% 12% 43% 45%

Physical

Science

12% 46% 42% 15% 37% 48% 8% 33% 59%

Goal 3: Major system priorities 1&5

2.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to 90%.

2.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the Physical

Science EOCT.

12

15

8

20

14

12

46

37

33

40

40

43

42

48

59

40

46

45

Physical Science 09-10



Biology 09-10

Biology 10-11

Biology 11-12

Science End of Course Test Scores




The following is a summary of Etowah’s scores on the Biology EOCT, reported by subgroups, for the past

two years. CCRPI defines subgroups as N=30.

Biology EOCT

N 2010-2011 N 2011-2012




Hispanic 18 44% 0% 67 61% 22%



Multi Racial 15 60% 27% 12 25% 67%




Goal 3: Major System Priority 1&5

3.3 Increase the percentage of students with disabilities who meet or exceed the standard on the Biology

EOCT to 41%.

Black/NonHispanic



White/NonHispanic

11 20 17

44

10

50 52 61

39

41

39 29 22 17

49

Subgroup Scores Biology EOCT 2011-2012




The following is a summary of Etowah’s scores on the Physical Science EOCT, reported by subgroups, for

the past two years. CCRPI defines subgroups as N=30.

Physical Science End of Course Test

N 2010-2011 N 2011-2012


Asian/ Pacific Islander 1 n/a n/a 2 n/a n/a


Hispanic 13 38% 15% 39 31% 44%



Multi Racial 11 36% 36% 11 55% 45%





3.4 Increase the percentage of students with disabilities who meet or exceed the standard on the Physical

EOCT to 91%.

Black/NonHispanic



White

5 13 25

11 5

65 36

31 56

29

30 51 44

33

66

Subgroup Scores Physical Science EOCT 2011-2012




The following is the number of students enrolled in Science Advanced Placement Courses for the past three

years:

Advanced Science Course Enrollment

2009-2010 2010-2011 2011-2012

Advanced Placement

Biology

N/A 23 21

Advanced Placement

Chemistry

N/A 8 14

Advanced Placement

Physics AB

N/A 8 12

Advanced Placement Physics

C

N/A N/A 19

Physics

N/A 205 257






Part 5: School Improvement Action Plan (SCIENCE)

GOAL # 3

The Science Department objectives for the 2012-13 school year are:

3.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to 90%.

3.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the Physical Science EOCT.

3.3 Increase the percentage of students with disabilities who meet or exceed the standard on the Biology EOCT to 41%

3.4 Increase the percentage of students with disabilities who score meets or exceeds the standard on the Physical EOCT to

91%.





framework designed to insure that all students are challenged individually and collectively to meet more rigorous

standards.

Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency

as a major business enterprise.

Link to CCRPI:

Percent of students scoring at meets or exceeds on the Physical Science EOCT

Percent of students scoring at meets or exceeds on the Biology EOCT


Percent of graduates enrolled in physics




And Timeline

Resources

Person(s)

Responsible

Quarterly Goals for

Progress

Materials/

Sources of

Funds / Est.

of Cost

Specific

Professional

Development

Sources of

Funds /Est.

of Cost

All Science teachers who teach an EOCT course

will utilized the EOCT standards, study guides, and

released test from the Georgia DOE website.

Georgia

Performance

Standards /

CCSD

Curriculum

Guides /

EOCT

resource

guides

No cost Science

teachers, DC,

evaluating

administrator

Lesson Planning and

Observation

Goal: 3.1, 3.2, 3.3, 3.4

All teachers will effectively use LFS to explicitly

teach essential content strategies include EQ’s,

distributed practice, graphic organizers, and

summarizing strategies. Evaluating administrator,

DC, and LFS coach will do periodic walkthrough

visits to classrooms to determine level of

implementation and provide support

LFS manual

and

resources

LFS coach

will train

new

teachers and

review

specific LFS

strategies

with

teachers that

are already

trained

Subs for

teachers who

attend the

LFS

workshop

and for DC

and LFS

coaches, as

needed

Administration,

DC, classroom

teachers

Lesson Planning and

Observation

Goal: 3.1-6



Science teachers will identify students in honors bio

and honors chemistry classes and send recommend

to AP teachers.

Track

progress

with

progress

reports &

test scores/

SLDS

Teachers & DC Verification of candidate

list submitted to

department chair

Goal: 3.5, 3.6

Implement content-specific vocabulary and practice

EOCT test questions to be incorporated into lesson

plans and daily warm-ups. This will be done in all

appropriate science courses.

Curriculum

maps

Professional

Development

as needed

Teachers,

Administrators

Lesson Planning and

Observation

Goal: 3.1-3.4

Biology and Physical Science teachers will meet

together once a semester for a common student

achievement workshop to collaborate on different

methods to increase student achievement.

Cost for

subs

Release time

for

collaborative

grade-level

meetings

Science

teachers,

Administration

Agendas from meetings

Goal: 3.1-3.4

Every freshman in Biology and Physical Science

whose grade falls below 72% will attend mandatory

study hall during their lunch period.

EXP funds:

State salary

rate times

Number of

teachers

needed

EXP Funds Evaluating

administrator

DC, teachers,

EXP facilitator

Attendance Records

Goal: 3.1-3.4



Recruit students from CP program classes who have

an interest in the AP courses.

Planning

time for

presentation

creation &

delivery

Teachers & DC Document presentations

Goal: 3.5 & 3.6

Mainstream and special education teachers in the co

taught classroom will monitor the amount of time

spent together in planning to determine a baseline of

hours spent co-planning.

Common

planning

periods,

consistent

pairing of

mainstream

and special

educator

Professional

development

as needed

Teachers,

Special

Education

teachers,

Administration

Teacher planning Logs

Goal: 3.3 & 3.4

Teachers will use DMR to differentiate instruction

and target subgroups identified within the SIP.

Scantron

Analysis;

data from

SLDS

Professional

Development

as needed/

Teachers,

Evaluating

Administrator

DMR Collection &

Review

Goal: 3.1 – 3.6



SOCIAL STUDIES

The following is a summary of the Etowah scores for the Social Studies EOCT for the past three years.

2009-2010 2010-2011 2011-2012 Does

Not

Meet

Meets Exceeds Does

Not

Meet

Meets Exceeds Does

Not

Meet

Meets Exceeds

Economics 14% 49% 37% 10% 46% 43% 5% 42% 51%

United States

History

14% 27% 59% 10% 25% 66% 7% 27% 66%

Goal 4: Major system priorities A&

4.1 Increase the percentage of students who meet or exceed the standard on the Economics EOCT to 95%.

4.2 Maintain the percentage of students who meet or exceed the standard on the US History EOCT at 93%.

14

10

7

14

10

5

27

25

27

49

46

42

59

66

66

37

43

51

US History 09-10

US History 10-11

US History 11-12

Economics 09-10

Economics 10-11

Economics 11-12

Social Studies End of Course Test Scores




The following is a summary of Etowah’s scores on the Economics EOCT, reported by subgroups, for the


Economics EOCT

N 2010-2011 N 2011-2012




Hispanic 33 55% 33% 41 46% 41%

Native American/ Alaskan Native 3 n/a n//a 0 n/a n/a



English Language Learners 9 44% 0 3 n/a n/a



Goal 4: Major System Priorities 1& 5

4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the Economics

EOCT to 89%.

Black/NonHispanic

Hispanic White/NonHispanic

Students withDisabilities


21 13 5

30 17

57

46 40

57

48

22 41

55

13 35

Subgroup Scores Economics EOCT 2011-2012




The following is a summary of Etowah’s scores on the US History EOCT, reported by subgroups, for the


US History End of Course Test

N 2010-2011 N 2011-2012


Asian/ Pacific Islander 1 n/a n/a 9 n/a n/a


Hispanic 4 n/a n/a 49 22% 55%

Native American/ Alaskan Native 15 33% 40% 6 n/a n/a






Goal4: Major System Priorities 1&3

4.4 Increase the percentage of students with disabilities who score meets or exceeds the standard on the US

History EOCT to 62%.

Black/NonHispanic



White

12 14 23 40

5

50 30

22

16

26

38 56 55

44

69

Subgroup Scores US History EOCT 2011-2012




The following is a summary of Etowah scores on Social Studies Advanced Placement Exams for the past

three years:


2009-2010 2010-2011 2011-2012

Advanced Placement Human

Geography

n/a n/a 100%

Advanced Placement

Psychology

96% 85% 87%

Advanced Placement US

Government and Politics

85% 74% 73%


History

96% 95% 100%

Advanced Placement World

History

97% 95% 95%


4.5 The percentage of students scoring “3” or above on the Advanced Placement Human Geography Exam

will be greater than 95%.

4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology Exam will be

greater than 90%.

4.7 The percentage of students scoring “3” or greater on the Advanced Placement US Government and

Politics Exam will be greater than 75%.

4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History Exam will be

greater than 90%.

4.9 The percentage of students scoring “3” or greater on the Advanced Placement World History Exam will

be greater than 90%.

4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement Economics Exam.

4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement European History

exam.



The following is the number of students enrolled in Advanced Social Studies Courses over the past three

years:

Advanced Placement Social Studies Enrollment

2009-2010 2010-2011 2011-2012

Advanced Placement Human

Geography

n/a n/a 23

Advanced Placement

European History

n/a n/a 16

Advanced Placement

Psychology

n/a 53 60


Government and Politics

29 52 82


History

n/a 60 49

Advanced Placement World

History

n/a 47 37


4.12 Establish a baseline for the number of students enrolled in Advanced Placement Social Studies

Courses.



Part 5: School Improvement Action Plan (Social Studies)

GOAL # 4

The Social Studies Department objectives for the 2012-13 school year are:

4.1 Increase the percentage of students who meet or exceed the standard on the Economics EOCT to 95%.

4.2 Maintain the percentage of students who meet or exceed the standard on the US History EOCT at 92%.

4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the Economics EOCT to 89%.

4.4 Increase the percentage of students with disabilities who score meets or exceeds the standard on the US History EOCT to

62%.

4.5 The percentage of students scoring “3” or above on the Advanced Placement Human Geography Exam will be greater than

90%.

4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology Exam will be greater than 90%.

4.7 The percentage of students scoring “3” or greater on the Advanced Placement US Government and Politics Exam will be

greater than 75%.

4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History Exam will be greater than 90%.

4.9 The percentage of students scoring “3” or greater on the Advanced Placement World History Exam will be greater than 90%.

4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement Economics Exam.

4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement European History Exam.

4.12 Establish a baseline of students enrolled in Advanced Placement Social Studies courses.






Link to CCRPI:

Percent of students scoring at meets or exceeds on the Economics EOCT

Percent of students scoring at meets or exceeds on the US History EOCT






And Timeline

Resources

Person(s)

Responsible

Quarterly Goals for

Progress

Materials/

Sources of Funds

/ Est. of Cost

Specific Professional

Development

Sources of Funds

/Est. of Cost




organizers, and summarizing strategies. Evaluating administrator, DC, and LFS

coach will do periodic walkthrough visits

to classrooms to determine level of


LFS manual and

resources

LFS coach will

train new teachers

and review

specific LFS

strategies with

teachers that are

already trained

Subs for teachers who

attend the LFS

workshop and for DC

and LFS coaches, as

needed

Administration

and classroom

teachers

Via regular classroom

walkthroughs with

checklist

Goals 4.1-4.4

Economics teachers will give a 9-week

comprehensive benchmark exam based on

the GPS guidelines.

Test questions will

be based on GPS.

No cost

Social Studies

teachers, DC,

Lesson Plans

Goals: 4.1, 4.3



World Geography, World History, US

History, and Economics teachers will

provide daily warm-up questions for the

EOCT.

USA Testprep/

Variety of study

guides

USA Testprep cost:

approx. $225.

Social Studies

teachers, DC

Lesson plans and

teacher observation

Goals: 4.1-4.4

U.S. History teachers will give a 9, 18,

week comprehensive assessment based on

the CCGPS guidelines to monitor areas of

deficiency.

Test questions will

be based on GPS

No cost

Social Studies

teachers, DC,

Lesson plans

Goals: 4.2; 4.4

U.S. History and Economics teachers will

meet together once a semester for a

common student achievement workshop to

collaborate on different methods to

increase student achievement.

Professional

Development

Cost of subs

U.S. History

teachers, DC,

evaluating

administrator

Agenda from

workshop

Goals: 4.1-4.4



After unit tests, a comprehensive test

question analysis will take place and re-

teaching methods / opportunities will take

place as determined.

Social Studies

teachers, DC,

evaluating

administrator

Lesson Plan and Data

Analysis Instruments

Goals: 4.1-4.11

AP Social Studies classes will incorporate

multiple opportunities for students to

practice advanced placement type

questions throughout the school year.

Materials ordered

from the College

Board through

gifted money.


school

AP teachers Lesson plans and

teacher observation

Goals: 4.5-4.11

Mainstream and special education teachers

in the co taught classroom will monitor the

amount of time spent together in planning

to determine a baseline of hours spent co-

planning.

Common planning

periods, consistent

pairing of

mainstream and

special educator

when possible

Professional

development as

needed

ELA Teachers,

Special

Education

teachers,

Administration

Teacher planning

Logs

Goals: 4.2, 4.4

Teachers will use DMR to differentiate

instruction and target subgroups identified

within the SIP.

Scantron Analysis Professional

Development as

needed

Teachers,

Evaluating

Administrator

DMR Collection &

Review



SPECIAL EDUCATION

The following includes the scores of students within the subgroup students with disabilities

who meet or exceed the standard by subject area EOCT for the past three years:

Percent of Students in Subgroup “Students with Disabilities” Scoring

Meets or Exceeds on EOCT

Literature Mathematics Social Studies Science Ninth

Grade

Lit

American

Lit

CCGPS

Coordinate

Alg

GPS

Geometry Economics

US

History Biology

Physical

Science

2009-

2010

45% 62% n/a n/a 80% 40% 53% 65%

2010-

2011

70% 80% n/a 50% 55% 56% 53% 56%

2011-

2012

68%

72% n/a 64% 70% 62% 58% 87%

Goal 5: Major System Priority 1 & 5

5.1 Increase the percentage of students in the subgroup “students with disabilities” who meet

or exceed the standard by 2% within each content area on all End of Course Tests.

Ninth Grade Literature

American Literature

CCGPS Coordinate Algebra

GPS Geomtery

Economics

US History

Biology

Physical Science

32%

29%

36%

30%

38%

42%

13%

57%

61%

54%

57%

24%

41%

55%

2%

11%

10%

13%

38%

17%

32%

EOCT 2011-2012 Student with Disabilities Subgroup




The following shows the percentage of students in the subgroup “students with disabilities”

on the Georgia High School Graduation Writing Test for the past three years:

Georgia High School Graduation Writing Test

Students With Disabilities


2009-2010

25%

75% 0%

2010-2011

19%

77% 3%

2011-2012

24%

74% 2%


5.2 Increase the score of students in the subgroup students with disabilities who meet or

exceed the standard on the Georgia High School Graduation Writing Test to 78%.

5.3 Establish a baseline percentage of first time 9th graders with disabilities earning 3

Carnegie Credits in 3 core content areas.

2009-20102010-2011

2011-2012

25% 20%

24%

75% 77%

73%

0% 3%

3%

GHSGT Writing Scores Subgroup Students with Disabilities




Part 5: School Improvement Action Plan (SPECIAL EDUCATION)

GOAL # 5

The Special Education Department objectives for the 2012-13 school year are:

5.1 Increase the percentage of students in the subgroup “students with disabilities” who meet or exceed the standard by 2%

within each content area on all End of Course Tests.

5.2 Increase the score of students in the subgroup students with disabilities who meet or exceed the standard on the Georgia

High School Graduation Writing Test to 78%.

5.3 Establish a baseline percentage of first time 9th graders with disabilities earning 3 Carnegie Credits in 3 core content

areas.



framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards.

Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as

a major business enterprise.

Link to CCRPI:

Percent of students scoring at meets or exceeds on the Ninth Grade Literature EOCT

Percent of students scoring at meets or exceeds on the American Literature EOCT

Percent of students scoring at meets or exceeds on the CCGPS Coordinate Algebra EOCT

Percent of students scoring at meets or exceeds on the GPS Geometry EOCT

Percent of students scoring at meets or exceeds on the Economics EOCT

Percent of students scoring at meets or exceeds on the US History EOCT

Percent of students scoring at meets or exceeds on the Biology EOCT

Percent of students scoring at meets or exceeds on the Physical Science EOCT

Percent of students scoring at meets or exceeds on the Georgia High School Writing Test.




And Timeline

Resources

Person(s)

Responsible

Quarterly Goals for

Progress

Materials/

Sources of Funds

/ Est. of Cost

Specific

Professional

Development

Sources of

Funds /Est.

of Cost




organizers, and summarizing strategies.

Evaluating administrator, DC, and LFS coach

will do periodic walkthrough visits to

classrooms to determine level of

implementation and provide support

Subs for

teachers who

attend the

LFS

workshop

and for DC

and LFS

coaches, as

needed

Administration,

DC, classroom

teachers

Lesson Planning and

Observation

Goal: all

Mainstream and special education teachers in

the co taught classroom will monitor the

amount of time spent together in planning to

determine a baseline of hours spent co-

planning.

Common planning

periods, consistent

pairing of

mainstream and

special educator

Professional

development

as needed

Special

Education

teachers, All

General Co-

Teachers,




Goal: all when possible Administration

All special education teachers will use DMRs to

track progress of SWDs as compared to the

general education population.

Scantron Analysis Professional

Development

as needed

Teachers,

Evaluating

Administrator

DMR Collection &

Review

Goal: 5.1, 5.2

Special Education teachers will define

classroom roles and responsibilities in the co-

taught setting.

Teacher

Questionnaire

Reflection/Review

Form

Stetson

Training/

Co-teacher

Professional

Development

Special

Education

Teachers,

SPED

Administrator

Teacher Reflection

Review Form

Goal: all

All special education teachers in grades 9-12

will use warm-ups featuring EOCT or SAT

questions. (August and ongoing)

Teacher Lesson

Plans, LFS

Training Manual

LFS

Professional

Development

Refresher as

needed

Special

Education

Teachers,

Evaluating

Administrators

Lesson Planning and

Observations

Goal: 5.1, 5.3

Case holders will continually monitor student

progress through IEP Meetings and each 9-

week grading period.

IEP Annual

Reviews

Special

Education

Teacher

IEP Progress Reports and

IEP Annual Review

Goal: 5.3



Professional learning communities: SPED

teachers will collaborate with regular ed.

Teachers (2 half day release time

Subs for

teachers

attending

professional

learning

communities

Special

Education

Teachers, All

General Ed Co-

taught teacher

Lesson Planning

Goal: all

Co-taught Special education teachers will attend

professional development activities/training

when provided

Subs for

teachers

attending

professional

development

training

Special

Education

Teachers, All

General Ed Co-

taught teacher

Copy of PDARFs

Goal: all



SCHOOL WIDE

The following data refelects Etowah’s performance on the College and Career Readiness

Performance Index measures for the past three years (when applicable). 1-8 CCRPI on EOCT

data. All data that is “Not Available” is pending further development of the CCRPI portal.

College and Career Ready Performace Index 2009-

2010

2010-

2011

2011-

2012

9. Percent of graduates

completing:

CTAE Pathway

Not

available

Not

available

13%

Advanced Acedemic Pathway Not

available

Fine Arts Pathway Not

available

10. Percent of CTAE pathway copmpleters earning a

national indistry recognized credential, or a passing score

on a GaDOE recognized end of pathway

Not

available

Not

available

Not

available

11. Percent of

graduates identified as

“college ready” by:

scoring at least 22 out of 36 on

the composite ACT; Not

available

Not

available

Not

available

entering TCSG/USG not

requiring remediation or support

courses as defined by

COMPASS scores prescribed by

the individual institutions or

programs.

Not

available

Not

available

Not

available

or scoring at least 1550 out of

2400 on the combined SAT; Not

available

Not

available

Not

available

12. Percent of

graduates earning high

school credit(s) for

accelerated enrollment :

ACCEL;Dual HOPE Grant;

Move on when Ready; Early

College gateway; Articulated

Credit

Not

available

Not

available

Not

available

AP Courses (3 or higher on 2 or

more) Not

available

Not

available 16%

13.Percent of graduates earning 2 or more high school

credits in the same world language (graduates do not

include GAA students who would not take FL in any

circumstance)

Not

available

Not

available 79%

14. Percent of graduates successfully completing 1 or more

AP courses

Not

available

Not

available

35%



15. Percent of students scoring at Meets or Exceeds on the

Georgia High School Writing Test (required participation

rate ≥ 95%)

97% 98% 99%

16. Percent of students achieving a Lexile measure greater

than 1350 on the American Literature EOCT

48% 53% 51%

17. Percent of EOCT assessments scoring at the Exceeds

level

39% 47% 49%

18. Student Attendance Rate (%)

Not

available

Not

available 96.5%

19. 5-Year Extended Cohort Graduation Rate (%)

Not

available

Not

available

Not

available

The following data refelects Etowah’s performance on the Raising the Bar:Companion to the

College and Career Readiness Performance Index measures for the past three years (when

applicable).

Raising the Bar

Companion to the College and Career Ready performance Index

2009-2010 2010-2011 2011-2012

1. Percent of graduates taking

a nationally recognized

college entrance exam

ACT Not Available 64% 66%

SAT Not Available 49% 57%

2. Percent of graduates earning credit in a

physics course

Not

Available

Not

Available 53%

3. Percent of first time 9th

grade students

with disabilities earning 3 Carnegie Unit

Credits in 3 core content areas

55% 73% 55%

6. Percent of English Learners with

postive movement from one Performance

Band to a higher performance Band based

on the ACCESS for ELLs

63% 57% 100%


6.1 Increase the percentage of students who meet or exceed the standard by 2% on each subject

area End of Course test.




The following is the graduation rate for Etowah for the past three years. The measure for

graduation rate has shifted from a lever scale (2010) to a cohort scale (2011). This change

significantly impacted graduation rates across the state.

2010 2011* 2012

Graduation Rate 88.9% 82.7% Not Available

Goal 6: Major System Priority 1 & 5




Part 6: School Improvement Action Plan (SCHOOL WIDE)

GOAL # 6

The Etowah High School objectives for the 2012-13 school year are:

6.1 Increase the percentage of students who meet or exceed the standard by 2% on each subject area End of Course test.











And Timeline

Resources

Person(s)

Responsible

Quarterly Goals for

Progress

Materials/

Sources of Funds

/ Est. of Cost

Specific

Professional

Development

Sources of

Funds /Est.

of Cost

Semester notification will be sent home to students

who are not on-track to graduate with their cohort.

Cost of Postage Discretionary

funds

Administration,

Clerical

Goal: all

Student Agendas will be purchased for all students. Student Agendas

purchased

Cost: $5000 Administration

Goal: all

To utilize EXP with Saturday School, mandatory

study hall, and APEX to remediate and recover

units and credit.

APEX Labs, EXP

funds

Select

teachers were

trained in-

house on

APEX

Administration

Goal: 6.3



Progressive discipline for tardiness, absences,

skipping, and leaving campus will be carried out.

No cost Training in

Discipline

with Dignity

will be

utilized as

needed

Administration,

Counselors,

APEX

Teachers

Goal: all

4 and 7 day letters will be sent to notify parents of

excessive absences.

Postage Discretionary

funds

Administration

Goal: 6.1, 6.3

An attendance incentive program will be

implemented rewarding students with the

opportunity to obtain various rewards

Attendance

Account

Discretionary

funds

Attendance

secretary

Goal: 6.1; 6.3

A committee selected from all stakeholders will

review the SIP for coherency and consistency.

No cost No cost Administration,

attendance

committee

Selected

stakeholders

Goal:

Identify at-risk students who are failing courses/

the GHSGWT/EOCT and enroll them in mandatory

review sessions.

No cost No cost Teacher and

counselor

Goal: 6.1; 6.3

Teachers, counselors, and grade level

administrators who have at-risk students in their

class will be utilized as a Graduation Intervention

Team (G.I.T.) to create or adjust students’ “Flight

Plan”.

No cost No cost All staff



Goal: 6.3

TAA will be used to improve graduation rates by

developing study skills, enhancing communication,

and providing additional grade-level guidance in

scheduling appropriate course selection.

No cost No cost TAA advisors

and counselors

Goal: 6.3

Every athletic team at EHS will appoint an

“Academic Coach” as another layer of supervision

and accountability within their team on behalf of

the school as a whole.

No cost No cost All staff

Goal: 6.3

Administrators will review transcripts with

students who are referred to their offices and take

the appropriate action.

No cost No cost Administrator /

Classified staff

Goal: 6.3

Students who are at risk will have the opportunity

to enroll in the Work Based Learning B.O.T (Back

on Track) Program as an incentive to recover

credit.

No cost No cost Work Based

Learning

Coordinator,

counselors, and

APEX

instructors

Goal: 6.3



Mainstream and special education teachers in the

co taught classroom will monitor the amount of

time spent together in planning to determine a

baseline of hours spent co-planning.

Common planning

periods, consistent

pairing of

mainstream and

special educator

when possible

Professional

development

as needed

Special

Education

teachers, All

General Co-

Teachers,

Administration


Goal: 6.1&6.3



PART 6

FOLLOW-UP REPORT:

IMPLEMENTATION

of the

SCHOOL IMPROVEMENT PLAN

and

DOCUMENTATION of RESULTS



ENGLISH

Goal/Objective

(State goal and indicate location of data)

Goal

Met

Goal

Not

Met

Continue or Discontinue Goal

(list any modifications)

Increase the percentage of students who meet or exceed

the standard on the 9th

grade Literature EOCT by 2%. +1 C 2011: 93%

2012: 96%

Increase the percentage of students who meet or exceed

the standard on the American Literature EOCT by 2%. NA

2011: 99%

2012: 99%

Increase the percentage of students who score Advanced

Proficiency & Honors on the ELA GHSGT by 2%. NA

2011: 77%

2012: NO DATA AVAILABLE

(DISCONTINUE)

Increase the percentage of ELL, SWD, and ED students

who pass the ELA GHSGT by 2%. NA

2011: 84%

2012: NO DATA AVAILABLE

(DISCONTINUE)

The percentage of students who score a 3 or higher on the

Advanced Placement Literature Assessments will be

greater than 85%. +9.3

2011: 91%Average score: 3.8 N=33

2012:94.3% Average Score 3.8 N=107

Set a baseline data point at 10% for students who exceed

the standards on the Writing GHSGT. MET

2012: 16% exceed the standards on the

Writing GHSGT



MATHEMATICS

Goal/Objective

(State goal and indicate location of data) Goal Met

Goal

Not

Met



Set a baseline data point at 85% of students who meet or

exceed the standard on the Math I EOCT. NA 2011: 89%

2012 85% GPS Algebra

Set a baseline data point at 80% of students who meet or

exceed the standard on the Math II EOCT. NA

2011: 92%

2012: 95% GPS Geometry

Set a baseline data point of 82% of students that meet or

exceed the Mathematics GHSGT. NA

2011: 94%

2012: too few tested

(DISCONTINUE)

The percentage of students who scoring a “3” or higher on

the Calculus Advanced Placement Assessments will be

greater than 75%. +12.9


2012: 87.9% Average 3.9 N=58

The percentage of students who scoring a "3" or higher on the

Statistics Advanced Placement Assessment will be greater

than 70%. +10.6


2012:80.6% Average score 3.3 N=67



SCIENCE

Goal/Objective


Goal

Met

Goal Not

Met



Set a baseline data point of 80% of students who meet or exceed

the standards for the Physical Science EOCT. +12 2011: 90%

2012: 92%

Increase the percentage of students who meet or exceed the

standard on the Biology EOCT by 2%. +6 2011: 86%

2012: 92%

Increase the percentage of students in all subgroups who pass the

Science GHSGT by 2%.

NA 2011: 97%

2012: too few tested

(DISCONTINUE)

The percentage of students scoring a “3” or higher on the Biology

Advanced Placement Exam will be greater than 82%.

-17


2012: 65% Average Score 3.3 N=20

The percentage of students scoring a “3” or higher on the

Chemistry Advanced Placement Exam will be greater than 80%. -35.6 2011: 80%Average score: 3.4 N=10

2012: 44.4% Average Score 2.8 N=9

The percentage of students scoring a “3” or higher on the Physics

Advanced Placement Exam will be greater than 80%. +9.7 2011: 90%Average score: 3.1 N=15

2012: 89.7% Average Score 3.8 N=29



SOCIAL STUDIES

Goal/Objective


Goal

Met

Goal

Not

Met



Increase the GHSGT passing rate among first time test takers to

94%.

2011: 93%

2012:Data not available

(DISCONTINUE)

Increase the rate of students passing the U.S. History to 1865

domain to 80%. 2011: 78%

2012: Data not available

(DISCONTINUE)

Increase the rate of students passing the American

Government/Civics domain to 72%. 2011: 74%

2012: Data not available

(DISCONTINUE)

Set a baseline data point of 85% of students who meet or exceed the

standards on the US History EOCT. +10 2011: 92%

2012: 95%

(DISCONTINUE)

Increase student performance scores in the following US History

EOCT domains:

Increase domain mean score in Colonization through

Constitution by 1 point.

2012 73% correct

(DISCONTINUE)


EOCT domains:

Increase domain mean score in Industrialization, Reform,

and Imperialism by 1 point

2012: 78.1% correct

(DISCONTINUE)


EOCT domains:

Increase domain mean score in Modern Era by 1 point.

2012: 76% correct

(DISCONTINUE)



Increase student performance scores in the following Economics

EOCT domains:

Increase domain mean score in International Economics by 1

point.


EOCT domains:

Increase domain mean score in Microeconomic Concepts by

1 point.

2012: 65%

Continue goal for International

economics and personal finance and

change microeconomics to

Macroeconomics.

(DISCONTINUE)


EOCT domains:

Increase domain mean score Personal Finance Economics by

0.5 point.

72.7% correct

(DISCONTINUE)

The percentage of students scoring a “3” or higher on the World

History Advanced Placement Assessment will be 87% or greater. +7.6

2011: 95% Average score: 4.1 N=44

2012:94.6% Average score 3.9 N=44

The percentage of students scoring a “3” or higher on the United

States History Advanced Placement Assessment will be greater than

87%. +8


2012:100% Average Score 4.4 N=49


Government Advanced Placement Assessment will be greater than

82%. -8.8


2012: 73.2% Average score:3.2 N=71


Psychology Advanced Placement Assessment will be greater than

80%. +7.1


2012: 87.1% Average score 3.8 N=54



SPECIAL EDUCATION

Goal/Objective


Goal

Met

Goal

Not Met



The average attendance for special education students (SWD)

will meet standards for AYP (15% of SWD students are

absent less than 15 days). 2012: 10% SWD students are absent over 15 days

Increase the percentage of special education students (SWD)

who pass all portions of the GHSGT by 2%. NA DISCONTINUE



SCHOOL-WIDE

Goal/Objective

(State goal and indicate location of data) Goal Met

Goal Not

Met



The average attendance for all students will exceed 95%. +1.5

2011: 96.9%

2012: 96.5%

The graduation rate for all students will meet or exceed

87%.

2011: 85.6%

2012: Data not yet available

6.3 The graduation rate for all students in the Black sub

group will meet or exceed 77%.

2011: 73.7%


6.4 The graduation rate for all students in the Hispanic

sub group will meet or exceed 77%.

2011: 76%


6.5 The graduation rate for all students in the White sub


2011: 88%


6.6 The graduation rate for all students in the Multi-

Racial sub group will meet or exceed 85%.

2011: 80%


6.7 The graduation rate for all students in the SWD sub


2011: 50%


6.8 The graduation rate for all students in the ELL sub


2011: 90.9%


6.9 The graduation rate for all students in the ED sub


2011: 75.5%


Part: 7

2012-13 School Improvement Plan Etowah High School Page 98

PART 7

LOCALLY REQUIRED PLANS

Part: 7


PART 7: LOCALLY REQUIRED PLANS

1. Technology Use Plan

2. Attendance and Truancy Intervention Plan

3. Character Education Plan and Teachers As Advisors Plan (MS – HS)

4. Homework Plan

5. Career, Technology, and Agricultural Education Plan

6. Response To Intervention (RTI) Plan

7. SACS CASI Assurance

TECHNOLOGY USE PLAN

Strategic planning for the continued integration of technology in

instruction and productivity.

Part: 7


Technology Vision and Mission

The faculty, staff, students, and parents of Etowah High School, as part of the Cherokee County

School System, commit themselves to a philosophy of respect and high expectations for all. All

students will utilize educationally significant technologies for participation in the global economy of

the 21st century. As productive citizens, our students will develop skills to meet the challenges of a

fast-paced technological environment so that they can communicate effectively, use information

responsibly, and utilize new technologies efficiently. New and emerging technologies will be used to

access a 21st century infrastructure. The acquisition and assimilation of higher level educational

technology skills assist students, faculty, staff, and administration in their development as life-long

learners and leaders in a fast-changing technological society.

Hardware Assessment

Etowah High School makes use of the following items for student instruction:

Hardwired Computer Labs

Mobile Labs

Desktops stations within classrooms

Interactive whiteboards and accessories (Quizdoms, Airliners, Document Cameras.)

These technologies have been successful in providing differentiated instruction for students

at all learning levels. These technologies also allows large numbers of students and students

who do not have access to these technologies in the home to complete assignments and

comply with the Bridge Bill Specific technologies are used with in the Career Tech

laboratories including the Graphic Design, Video Productions, Construction and Automotive

Technology

Etowah High School makes use of the following items for lesson planning and instructional

delivery:

Laptops

Color Printers

Postermaker

Multi Functioning Printer

These technologies have been successful in allowing teachers to plan lessons and create

visuals which provide access to content for students with various learning styles. Teachers

are also able to create electronic files and provide students with access to these files via

webpage.

Etowah High School makes use of the following hardware in administrative and support

offices:

Laptops

LCD projectors

Part: 7


Additional Monitor

These technologies are used on a daily basis to accomplish the tasks of both administration

and support staff.

Software Assessment & Gap Analysis

Indicate on the following Chart, the overall frequency of use for the Instructional software

listed (pre-populated with list of common software)

Title Never/rarely

Used

Occasionally

Used

Regularly Used Comments

Please identify any gaps in the provisioning of software for your school/location.

Title Target Grade(s) Target

Curriculum

Quantity Comments

Indicate on the following Chart, the overall frequency of use for the productivity software

listed listed (pre-populated with list of common software)

Title Never Used Occasionally

Used


Please identify any gaps in the provisioning of productivity software for your

school/location.


Curriculum

Quantity Comments

Indicate on the following Chart, the overall frequency of use for the Administrative software

listed (prepopulated with list of common applications)


Used


Part: 7


Please identify any gaps in the provisioning of Administrative software for your

school/location.

Title Target Area(s) Purpose Quantity Comments

Online Resources

Indicate on the following Chart, the overall frequency of use for the Online Resources listed


Used


Please identify any gaps in the provisioning of online resources for your school/location.


Curriculum

Quantity Comments

Professional Development

Please identify technology-focused professional development topics that are needed to assist

teachers in improving their technical acuity, maintain pace with student knowledge and

industry trends and enhance teacher’s overall computing skills and improve their use of

communication resources.

Topic Estimated time

for delivery

Audience

(teachers, grade

levels,

curriculums,

admins,

students)

Preferred time

of delivery

Potential

resources for

delivery

SLDS X

TKES X

Infrastructure

Please identify areas of the school whereby the existing infrastructure (i.e. network drops,

wireless access, non-available or insufficient electrical outlets, lighting, room conditions)

does not support the teaching and learning objectives of the school as it relates to technology

use.

Part: 7


Room/Area Concern Current Use Intended Use Target Date

L Building Need more

hardwired

computer labs

Wireless Routers Mass testing

arena

Internet Safety

In regard to CIPA certifications required of schools for eRate funding, the Protecting the

Children in the 21st Century Act requires the school, school board, local educational agency,

or other authority with responsibility for administration of the school to certify that, "as part

of its Internet safety policy, [it] is educating minors about appropriate online behavior,

including interacting with other individuals on social networking websites and in chat rooms

and cyberbullying awareness and response.

Document the details about your school’s Internet Safety and Digital Citizenship Plan in the

chart below.

Title Target

Grade(s)

Target

Curriculum

Person

Responsible

Timeline for

Implementation

Comments

Internet

acceptable

Use Policy

ALL

Cyberbullying ALL TAA

Advisors/commitee

Does your school have an active recycling program for used toner or ink cartridges or cell

phones? Yes

What technology-focused cost cutting practices has your school discussed or implemented?

(e.g. duplex printing, shutting down computers at the end of the day, reduced repair costs

through better monitoring of systems, etc).More online use of class materials

Please identify new, unique or innovative programs centered on technology use that are

currently being implemented or are being developed. BYLD program

Part: 7


ATTENDANCE AND TRUANCY PREVENTION PLAN

School Plan Etowah High School has made improving student attendance an objective within the school

improvement plan. The action plan for meeting this objective focuses on an educational

strategy to combat truancy by:

Increasing communication and emphasis on attendance policy regulations, and the

process for identifying unexcused, excused absences, and the attendance appeals

process.

Meeting with identified students who are at-risk of becoming truant and addressing

any pertinent issues to defer the need for further action and to make students aware of

consequences as well as attendance rewards.

Ensuring that students face firm sanctions for truancy, such as assignment to Saturday

School and the suspension of driving privileges on campus.

Establishing ongoing truancy prevention programs in school through the Attendance

Committee.

Rewarding students who miss two or fewer days with worthwhile goals and

incentives for good attendance.

Meeting with the School Social Worker assigned to Etowah High School (Mr. David

McFerrin) in order to review the list of upcoming 9th

-grade transitioning students and

discuss possible truancy interventions for each year.

Corresponding with the Office of School Operations regarding interventions and any

necessary in-house protocols established that will be utilized to assist in the success

of these interventions.

County Policy

Section I: Important student attendance information is shared from school to home in a

variety of ways:

Students are given the opportunity to download 2 handbooks, a county handbook and

an Etowah handbook on the first day of school, which explain the attendance policy

and the appeal process. Hard copies are also available upon request.

Homeroom teachers are to obtain each student’s signature to verify acceptance and

understanding of school and county attendance as well as discipline policies.

Cherokee County Board of Education (CCBOE) policy JBD, Attendance, establishes system-wide rules

relating to student attendance. In accordance with this policy, each school shall develop an Attendance

and Truancy Prevention Plan that focuses on research-based strategies to reduce absences and tardies

among all students.

Part: 7


The attendance policy and the appeal process are posted on the county website.

Attendance posters with pertinent information are displayed in classrooms throughout

the campus and teachers are to direct student attention to them.

CCSD attendance policy is displayed via the EHS kiosk throughout the campus.

CCSD attendance policy does not award credits earned in classes in which students

have 7 or more absences unless an appeal is submitted and approved.

Initial contact: Letters are mailed to students’ homes on the 4th

and 7th

absences to

notify parents of excessive absences and the procedures which follow.

Before the end of the semester, a letter is sent home to parents for permission for

students to check out early on exam days. This letter also includes step- by- step

instructions on the appeals process.

Near the end of the current semester, a mailing is made to parents of students having

7 or more absences (excused or unexcused) in a semester class informing them that

credit will be withheld if a passing grade is made in those classes due to absences.

After grades are posted, a mailing is made to parents of students who have 7 or more

absences (excused or unexcused) in a semester class and a passing grade that an

appeal has been generated to the school’s Attendance Committee to receive withheld

credit.

After appeals have been reviewed and determination has been made on the status of

appeals by the principal, updated transcripts are mailed to those students for whom

appeals were approved and status notification via mailing is made to those students

for whom an appeal was not approved.

Section II: Etowah High School uses the following protocol to insure accurate student

attendance data:

Teachers are responsible for recording student attendance for each class period in the

school’s attendance database.

The attendance of all homebound and hospitalized students is kept current.

Attendance is edited daily with ISS, Alt school, field trip, school activities, absence

excuse notes, school activities, OSS, and students whose attendance has to be entered

manually from substitute teachers.

Part: 7


Section III: Etowah High School tracks attendance patterns and identifies causes of

truancy as follows:

A weekly report is generated for students who have more than 5 days unexcused

absences. These students are verbally reminded of the attendance policy and appeal

process.

Once the students are reminded, information is recorded regarding reasons, dates, and

extenuating circumstances. From this information, some students are referred to the

appropriate counselor and/or administrator. If situation warrants, the counselor is

notified to submit a referral to the school social worker.

Any student over the age of 16 who reaches 10 consecutive unexcused absences is

deleted from the school roster.

Any student under the age of 16 who reaches 7 cumulative unexcused absences is

referred to the social worker.

Section IV: Etowah High School uses a school based incentive program to encourage

good/improved attendance rates as follows:

Perfect attendance certificates are given at the end of the school year at Honors Day.

Students with perfect attendance are invited to participate in a drawing for a bicycle

or other gift from a local vendor.

The Attendance Committee meets monthly throughout the school year to discuss,

create and implement attendance incentives and guidelines.

Section V: Etowah High School uses the following interventions for students in

violation of Georgia’s compulsory attendance laws:

Students are referred to the school social worker after 7 unexcused absences.

School-wide detentions are assigned for every unexcused tardy to school or class.

In-school suspension is assigned for skipping class any period of the day.

Saturday school is assigned for failure to serve tardy detentions.

Continued failure to serve detention or Saturday school assigned for truancy or

tardiness can escalate and result in expulsion from school.

Any student with a passing grade who has missed 7 or more class periods will receive

no credit for the course. To receive the lost credit, an appeal must be approved by the

Attendance Committee.

According to Georgia State Attendance Law (TAADRA), 10 or more cumulative

unexcused days of absences by students who are 15 to 17 years old will result in

Part: 7


“noncompliance.” Drivers’ licenses will be revoked and/or denied for a period of the

remaining school year and the entire following year.

After 10 consecutive unexcused absences, students 16 years old and older will be

dropped from the school roster and referred to the social worker.

Part: 7


Initiatives or Other Safety/Security Programs (Not Stated as an Objective)

Etowah High School has a security system in operation which is monitored by ADT. The

system is activated by the custodians each night and is unarmed by the custodians each

morning. An alarm code inventory is issued and managed by the school police officer.

Additionally, Etowah High School and the Etowah Zone are part of the P.A.S.S. program.

CHARACTER EDUCATION PLAN and/or TEACHER AS ADVISOR PLAN

System Plan

CHARACTER EDUCATION PLAN

Etowah High School (EHS) understands the importance of teaching and modeling critical

character traits so that students can become contributing members in our society.

Recently, the Etowah staff formed an Olweus Anti-Bullying Implementation Committee, to

enhance the staff’s ability to address bullying. The committee completed the research-based

Olweus training. At the beginning of the 2010-2011 school year, the name of this committee

was changed to The Etowah High School Character Education/Bullying Prevention

Committee. A comprehensive school based program has been developed which includes the

following components:

Cherokee County Board of Education (CCBOE) policy IHE, Pupil Progression states that all school,

kindergarten through grade twelve, shall provide instruction that addresses core values and

provides instruction in character education as adopted by the Georgia Board of Education. The

three strands, Citizenship, Respect for Others, and Respect for Self are located on

GeorgiaStandards.org under QCC Curriculum (helpful links).

A district-wide calendar “words of the week” are provided to schools and listed in the Student

Handbook.

Each school is responsible for the development of an individual school plan utilizing the Words of

the Week and the standards.

With the approval of SB387, it is now a requirement to provide career counseling and advisement

for students in grades 6-12. Teacher As Advisor for Grades 6 – 12, a period requiring 15 – 20

(30??) minutes per week to address four areas or domains: Character Education, Personal/Social,

Academic (Educational and Occupation Exploration) and Career (Education and Career Planning)

will be implemented beginning in the 2010-11 school year. Lessons have been provided for each

grade, 6-12 and are located on the Curriculum Sharepoint site under Shared Documents, TAA.

Plans for implementation are developed at each school and are provided in this section.

Part: 7


The Etowah Character Education/Bullying Prevention Committee will meet on a

regular basis and make recommendations to the principal as to how the program can

be implemented and improved and also, continue to develop a successful program

which fits the needs of EHS.

The Olweus Bullying Survey was completed by the student body and the results were

analyzed by the committee.

Character Education will be immersed into daily instructional plans that incorporate

the Words of the Week. These words were provided to all staff members during pre-

planning.

Each month, one student from each department will be selected for consistently

displaying the characteristics of the character education word for the month.

Students will be recognized in such ways as receiving a certificate, announcing their

name on the morning announcements, including a picture on the school website, or

recognizing the students at a PTSA meeting.

Staff members will have the opportunity to nominate a Staff Member of the Month as

well. Staff members will be presented a certificate at the monthly faculty meeting and

be presented with a small token of appreciation.

The Character Education/Bullying Prevention Committee will work to implement

aspects of the program during the Teacher as Advisor (TAA) initiative and across the

curriculum.

Anti-Bullying Posters will continue to be displayed across the school campus.

A link has been added to the EHS website which will enable students and parents to

report bullying issues

TEACHERS AS ADVISORS PLAN

Faculty/Staff Training

Please describe your specific plan(s) for introducing the TAA program in your school.

Familiarize teachers with the concept and philosophy of TAA and create and provide

supplemental lessons for each advisement period.

Focus for 9th

graders: Freshman Connection: The freshman will become familiar

with the high school, its clubs, programs, graduation requirements, and mission

statement. Bullying-prevention and character education will be incorporated into this

curriculum.

Focus for 10th

graders: Community: Sophomores will become familiar with the

community and research services they might provide themselves or organizations in

which they may become involved. This will start the networking that will provide

community service hours and eventually may yield a project facilitator. Bullying-

prevention and character education will be incorporated into this curriculum.

Focus for 11th

graders: Career: Juniors will investigate different careers and utilize

the Career Cruising software to add to their portfolio. This research will be useful as

the student begins to consider their topic for Senior Project. Bullying-prevention and

character education will be incorporated into this curriculum.

Focus for 12th

graders: Senior Project: This advisement time will be utilized for

students to organize and troubleshoot issues that arise during the process of

completing the Senior Project. Bullying-prevention and character education will be

Part: 7


incorporated into this curriculum.

There is a grade-level coordinator assigned for each phase of the program to provide support

and materials when needed and to clarify issues as they arise.

Advisement Schedule

Students are assigned alphabetically and by grade level. There will also be designated

retained homerooms for each grade level. Some lesson plans will be developed/ modified

to meet the needs of the identified At Risk population.

Advisement periods will be held on Wednesdays between first and second period.

TAA Schedule Dates – 1st Semester TAA Schedule Dates – 2

nd Semester

August 8 October 17 January 9 March 13



August 29 November 7 January 30 March 28

September 5 November 14 February 6 April 3

September 12 November 28 February 13 April 17

September 26 December 5 February 27 April 24

October 3 December 12 March 6

October 10

Periods Beginning Warning Ending

1st 7:30 8:22

Class Change 8:22 8:26 8:28

Advisement 8:28 8:56


2nd

9:02 9:53


3rd

9:59 10:50

Class Change 10:50 10:54 10:56

4th

10:56 11:47

Class Change 11:47 11:51 11:53

5th

11:53 12:44

Class Change 12:44 12:48 12:50

6th

12:50 1:41


7th

1:47 2:38

Part: 7


HOMEWORK PLAN

System Plan

School Plan

We believe that homework is an essential part of the learning process. It is the responsibility

of the student and the parent to develop patterns of study at home, and that it is the

responsibility of the teacher to assign homework in a meaningful manner.

The following is The Cherokee Board of Education’s Homework Policy:

The School Board recognizes the importance of all students completing meaningful and

quality homework directly related to what is being taught and learned in the classroom.

Research indicates that schools in which homework is routinely assigned and assessed

tend to have higher achieving students. Additionally, assignments completed at home

foster increased student achievement, independence of thought and action, and personal

responsibility for learning and serve as a vital link between school and home.

Homework may be used for preparation, practice, extension of classroom time/concepts, and

the fostering of creativity, and should routinely reflect efforts designed to achieve mastery of

the School District’s Student Performance Standards and GPS. The amount of homework

assigned should relate directly to the curriculum content for the appropriate grade level and

to the individual needs of the student.

It is suggested that high school students spend an appropriate amount of time a night

on homework. (Up to but not to exceed 120 minutes) Honors and Advanced Placement

students may receive homework assignments that exceed the suggested time. Students

involved in making up work due to absences or who are engaged in short-term/long-term

projects may experience homework times that exceed suggested limits.

MAJOR PURPOSES OF HOMEWORK

Reinforce principles, skills, concepts, and information taught in the classroom.

Be meaningful, appropriate to the ability and maturity level of students, well

explained, and clearly understood by students.

Stimulate creative, logical, and critical thought.

Provide an opportunity for the creative application of material mastered in the

classroom.

Cherokee County Board of Education (CCBOE) policy IHB, Homework, establishes system-wide

parameters for the assignment of homework. The district homework policy also directs that

homework standards and procedures shall be established by each school’s administration and

faculty, with input from parents and the community in accordance with CCBOE policy IHB.

Part: 7


Teach students self-discipline and self-motivation regarding their responsibilities and

efforts required to complete assignments.

Promote independent, in-depth study of the chosen topics.

Provide opportunities for broad enrichment activities.

Promote wise and orderly use of time.

HOMEWORK RESPONSIBILITIES

Teachers Are Expected to:

Set clear and rigorous standards for the quality of work for all students (Rubric

Based).

Create an effective system for communicating homework guidelines for parents in

accordance with standards, and procedures established by the school administration

and faculty with input from parents and the community (Teacher web pages).

Collect homework when due; assess and provide timely and appropriate feedback to

students regarding the completion of assignments and the mastery of standards.

Coordinate projects so that all students have access to research and resource

materials, including textbooks.

Coordinate homework assignments with other teachers so that all students do not

receive excessive assignments.

Assign homework in those areas which have been taught or are academically

challenging and appropriate to the student’s level of competence and which promote

the student’s intellectual growth.

Design quality homework which is novel, varied, authentic, and tied to mastery of

student performance standards.

Allow for varied learning styles by including choices in types of assignments, when

possible.

Teachers should work to coordinate the assignment of tests and projects to avoid

saturation.

Provide students with a reasonable estimate of the amount of time necessary to

complete each homework assignment.

Provide specific written explanation of long-term homework assignments so that the

requirements, expectation, and timelines are clearly understood by the students.

Provide students the opportunity to ask questions to clarify homework assignments.

Evaluate group projects based upon individual student participation and group

process and allow time in class for individuals and groups to work on projects.

Be sensitive to cultural and societal differences and expectations vis-à-vis the

assignment and assessment of homework (e.g., impact of religious holiday, field trips,

family emergencies, State and Local Testing dates).

Teams/Grades are expected to have consistent homework guidelines that are with-in

CCSD board policy and are reasonable.

Parents will be informed of homework assignments via the teacher’s web site.

Part: 7


NO HOMEWORK WILL BE ASSIGNED OVER WEEK-LONG BREAKS (per the

Superintendent).

Students Are Expected To:

Understand that homework is part of the course requirements.

Make certain that homework assignments are understood before leaving class.

Complete and submit homework assignments in a timely manner.

Complete (and makeup) homework assignments conscientiously and in accordance

with the teacher’s directions.

Parents Are Expected To:

Support teaching and learning by providing a suitable environment for completing

homework.

Remind students that homework is their responsibility.

Guide or assist in homework when unusual difficulties arise; but never do the

homework for the student.

Monitor all other activities so that sufficient time is provided to complete homework.

Communicate with the teacher(s) regarding homework expectations and assignments,

as needed.

CAREER, TECHNOLOGY, AND AGRICULTURAL EDUCATION (CTAE) PLAN

CTAE PLAN

CAREER, TECHNOLOGY, AND AGRICULTURE PLAN

Career, Technical and Agriculture Education

Vision and Mission

It is the vision of the Etowah High School Career, Technical and Agriculture Education

Department (CTAE) to prepare students for a 21st century workforce. We work to

accomplish this vision by providing: a rigorous, internationally competitive, results-driven

curriculum standard with a career focus; a technologically advanced learning environment; a

sequenced career pathway leading to industry recognized national certification; advanced

post-secondary training; and the utilization of educationally significant technological skill-

sets. A combination of all of those skill sets will allow our students to succeed in obtaining

high-demand, high-wage, competitive careers.

The Career, Technical and Agriculture Department’s mission is to prepare students to

become successful participants in their chosen career field by embedding fundamental

academic and employability skills into each course. The need to stay current with emerging

workforce demands will drive our instructional planning and program offerings so the

students are prepared to experience success in today’s fast-paced competitive work

Part: 7


environment. Through collaboration with faculty, parents, local educational institutions,

community-based agencies, organizations, and business and industry members, the Career,

Technical and Agriculture Education Department will ensure a learning environment that

equips its students with the necessary skills to become life-long learners and leaders in a

chosen career field within a continually changing technological global economy.

The sequenced pathway of courses that are offered at Etowah High School provides a

connection between academic studies and real-world scenarios. These pathways encourage

the students to develop critical thinking skills, apply analytical problem-solving skills, and

apply creative thought processes. The Etowah High School Career, Technical and

Agriculture teachers use technologically-advanced equipment and materials. They create a

learning environment by which all the students can demonstrate mastery of educational goals

and apply learning to real-life situations. The students develop problem-solving and decision-

making skills as they utilize digital tools to further advance their knowledge base. At the

completion of a sequence of courses, the students may take End of Pathway Assessments that

are recognized by the respective program agency that validates each industry’s specific

standards. A formal seal of endorsement from the Georgia Board of Education will be

awarded to those students who successfully complete the endorsed course of study or

pathway.

A major system priority is that Cherokee County Schools should collaborate with technical

colleges, other institutions of higher learning, and community businesses to insure that career

and technical education programs prepare students for a diverse and technologically rich

society. The Career, Technical and Agriculture Education Department implements this

priority by responding to evolving workforce demands, by collaborating with appropriate

educational and community entities, and by graduating students with a strong academic

base, technologically advanced skills, and the ability to succeed as a global competitor in the

21st century workforce.

The CTAE Department priorities to realize this vision include:

(a)Aligning secondary and post-secondary education.

(b)Including academic and CTAE content in a non-duplicated progression of classes

Pathways.

(c)Identifying and addressing current and emerging occupational opportunities by

participating in advisory committees.

(d)Providing career-related learning experiences such as Work Based Learning.

(e)Encouraging membership and participation in Career Technical Student Organizations.

(f)Allowing opportunities for postsecondary education during high school.

(g)Increasing academic rigor in classes to promote academic success on standardized tests.

CTAE Action Plan

The Career, Technical and Agricultural Education Program (CTAE) pledges to provide high

level programs to the Etowah High School students by:

Seeking to become industry-certified in Broadcast Video, Agriculture, and

Transportation programs.

Part: 7


Encouraging more students to complete career pathways.

Promoting high school achievement.

Improving instruction through Learning Focused Schools strategies.

Increasing student organization membership.

Achieving School Improvement Plan goals.

Helping to increase graduation rates in Career programs.

CTAE Program Accomplishments

Government and Public Safety

3 students employed by Cherokee County Sheriff’s Office

1 student attending Georgia State University Law School

Plant Science & Horticulture

100% FFA membership

National Chapter Winner for the past 3 years & Honored at National FFA convention

Winner of 2nd

and 4th

place in various competitions such as Agriculture Sales and

Floral Design

Engineering & Technology

100% of Architectural & Engineering competitors qualified for state competition by

placing 1st and 2

nd in respective region competitions since 2008

2009 – Silver Membership Award

2009 – Student placed 1st in State Architectural Drawing and Design and placed 19

th

in the national competition

2010 – Bronze Membership Award

Business

2009 – Largest CTSO membership in the county

2009 – 11 region winners; 3 state winners and 1 national qualifier

2010 – FBLA had 13 region winners, 7 state winners and $11,000 in scholarships for

the FBLA president and parliamentarian

Part: 7


Work Based Learning

2010-2011 - 65 Students participated in the GA Work Ready test in the 2010 – 2011

SY; 13 Gold Certificates (Students possess skills for 90% of the jobs); 35 Silver

Certificates (Students possess skills for 65% of the jobs); 13 Bronze certificates

(students possess skills for 35% of the jobs); 5 of 6 special education students

received a GA Work Ready Certificate. WBL facilitated a 93% pass rate on the GA

Work Ready Test (134 out of 144 students earned a GA WORK READY Certificate)

over the past 2 years while achieving 20% gold in both years. These students were

tested in 3 areas including Math, Reading and Locating Information, and Reading

Comprehension.

Transportation and Logistics Program (Automotive)

2 students placed 3rd

in the state at the SkillsUSA competition in 2009

Broadcast Video Productions Program

1 student tied for 3rd

place nationally with his stop action animation film for Student

Television Network at Fall Nationals in 2009

Student videos were chosen by judges to be included in the Student Works Festival at

The Strand theatre in Marietta for the past two years.

Various students have completed public projects such as a kick off video for the

United Way campaign, a video played daily at the Allatoona Lake Welcome Center,

and a music video produced for singer/songwriter Alia Christian.

Students have also secured production-related employment in the community with the

TownLaker website, a local production company, and Woodstock Baptist Church.

They also continue to encourage their peers to get involved and become noticed.

Senior Project Plan

Senior Project is the concluding phase of The Cherokee County School District’s Career

Pathway model initiated to better prepare you, the student, to meet the needs of employers,

technical schools, colleges, or universities in your post-secondary endeavors. This initiative

provides you with a capstone Project to showcase the skills you have acquired over the past

eleven years of public school. It combines both academic as well as career requirements

intended to challenge your ability, stretch your limitations, and celebrate your individuality.

In addition to completing the requirements for your senior English curriculum, you will also

complete each of the four components of the Project:

•Research Paper (1st semester)

•Product ( 2nd Semester)

•Portfolio (2nd semester)

•Presentation, Senior Boards (2nd semester – 15% of 2nd semester grade)

Part: 7


RESPONSE TO INTERVENTION (RTI)/STUDENT SUPPORT TEAM (SST)

Tier I: For All Students

Tier I includes the instructional setting and support provided for 100% of the student

population not previously identified as students with disablities in need of a more restrictive

setting.

Tier II: Academic Improvement Plan

Students presenting difficulties in the school setting are discussed at a team meeting as

possible candidates for an Academic Improvement Plan (AIP). Criteria for an AIP may

include, but is not limited to, the following:

- Level 1 on the CRCT in Reading, Language Arts or Math

- Retention (current year)

- More than 2 failing grades in a 9 week grading period

- Eligibility for EIP or an REP class

- Below level on an ESOL screening as recommended by the ESOL teacher

- Scoring below satisfactory academic performance in regular and/or gifted

education classes (gifted served students only)

An invitation is sent to the parents and an information gathering meeting is convened. Data

regarding the student’s past and present educational and/or behavioral performance are

reviewed at this meeting. If it is decided that more information is needed, the team develops

a course of action for obtaining that information.

After adequate data has been reviewed, a plan is developed by the team to address the

student’s strengths and weaknesses. Appropriate Response to Intervention (RTI) strategies

(minimum of 2) are developed to meet pre-determined measurable goal(s), and timelines for

follow-up are established. It is the responsibility of the staff member(s) implementing

research based strategies to ensure all modifications are being implemented, and that results

are documented through an AIP every 3 weeks. The administrator or designee will work

with the teams to analyze the information and discuss the results with the student and

teachers.

When a student makes sufficient progress and/or modifications are no longer needed, the

student will be placed back into Tier I status. Records regarding the use of RTI strategies are

part of the student’s permanent record and should follow the student as he progresses through

the educational system.

Part: 7


Tier III: Student Support Team (SST)

If documented modifications are ineffective in the Tier 2 phase, the team reconvenes to

discuss possible changes in the plan or to refer the student to the Student Support Team

(SST). Criteria for placement in SST may include, but is not limited to, the following:

- Level 1 on CRCT in 2 or more areas (Reading, English/Language Arts, Social

Studies)

- 4 or more data points at Tier II indicating no improvement or less than expected

growth.

In this phase the team teachers will consult with the school psychologist regarding the

student’s past and current progress and defining areas of possible deficits in learning. Once

the student has been placed in Tier III through an SST referral and approved by the SST

chairperson, a formal meeting will be scheduled, and a parent will be invited to attend. This

meeting will include a minimum of 3 school personnel and other professionals (SST

chairperson, administrators, school psychologist, counselors, and speech teacher). A consent

form for hearing and vision screening will be presented or mailed to the parent.

The committee will review Tier II documentation and the SST referral form, as well as

update pertinent information (assessments, medical information, etc.). The committee will

create measurable goals for the student and collect weekly data points obtained through

research based interventions. Data collection will be documented on a Point Plan on a weekly

basis. Teachers will evaluate progress after 2 to 4 weeks of implementation. If student is

not making adequate progress, then the team will meet to change or modify the interventions.

If the student makes acceptable progress, then the interventions will continue and will be

documented. If the student continues to exhibit difficulties after a minimum of 4 RTI

strategies have been implemented over 12 weeks, the team may refer the student to the SST

Coordinator and school psychologist to begin consideration towards the evaluation process

for additional services.

Tier IV: Special Education Services

At this tier, students have been referred for a comprehensive evaluation to determine if they

are eligible for special education services. A multidisciplinary team has collaboratively

assessed the student in academics and behavioral skills. Students found eligible participate in

special education services as needed. Most of these students participate in the general

education testing program with or without testing accommodations. A small percentage will

take alternate tests in lieu of the general education testing program.

Part: 7


SACS/CASI CHECKLIST

STANDARD 1: PURPOSE and DIRECTION

The system maintains and communicates at all levels of the organization

a purpose and direction for continuous improvement that commit to

high expectations for learning as well as shared values and beliefs about

teaching and learning.

Indicators

_X____ 1.1 The school engages in a systematic, inclusive, and comprehensive process

to review, revise, and communicate a school purpose for student success.

_X____ 1.2 The school leadership and staff commit to a culture that is based on shared

values and beliefs about teaching and learning and supports challenging,

equitable educational programs and learning experiences for all students that

include achievement of

learning, thinking, and life skills.

_X___ 1.3 The school’s leadership implements a continuous improvement process

that provides clear direction for improving conditions that support student

learning.

Part: 7


STANDARD 2: GOVERNANCE AND LEADERSHIP

The school operates under governance and leadership that promote student performance and

support student performance and school effectiveness.

Indicators

X_____ 2.1 The governing body establishes policies and supports practices that

ensure effective administration of the school.

X_____ 2.2 The governing body operates responsibly and functions effectively.

X_____ 2.3 The governing body ensures that the school leadership has the autonomy

to meet goals for achievement and instruction and to manage day-to-day

operations effectively.

X____ 2.4 Leadership and staff foster a culture consistent with the school’s purpose

and direction.

X_____ 2.5 Leadership engages stakeholders effectively in support of the school’s

purpose and direction.

X_____ 2.6 Leadership and staff supervision and evaluation processes result in

improved professional practice and student success.

Part: 7


STANDARD 3: TEACHING AND ASSESSING FOR LEARNING

The school’s curriculum, instructional design, and assessment practices

guide and ensure teacher effectiveness and student learning.

Indicators

X_____ 3.1 The school’s curriculum provides equitable and challenging learning

experiences that ensure all students have sufficient opportunities to develop

learning, thinking, and life skills that lead to success at the next level.

X_____ 3.2 Curriculum, instruction, and assessment are monitored and adjusted

systematically in response to data from multiple assessments of student

learning and an examination of professional practice.

X_____ 3.3 Teachers engage students in their learning through instructional strategies

that ensure achievement of learning expectations.

X_____ 3.4 School leaders monitor and support the improvement of instructional

practices of teachers to ensure student success.

X_____ 3.5 Teachers participate in collaborative learning communities to improve

instruction and student learning.

X_____ 3.6 Teachers implement the school’s instructional process in support of

student learning.

X_____ 3.7 Mentoring, coaching, and induction programs support instructional

improvement consistent with the school’s values and beliefs about teaching

and learning.

X_____ 3.8 The school engages families in meaningful ways in their children’s

education and keeps them informed of their children’s learning progress.

X_____ 3.9 The school has a formal structure whereby each student is well known by

at least one adult advocate in the school who supports that student’s

educational experience.

X_____ 3.10 Grading and reporting are based on clearly defined criteria that represent

the attainment of content knowledge and skills and are consistent across grade

levels and courses.

X_____ 3.11 All staff members participate in a continuous program of professional

learning.

X_____ 3.12 The school provides and coordinates learning support services to meet

the unique learning needs of students.

Part: 7


STANDARD 4: RESOURCES AND SUPPORT SYSTEMS

The school has resources and provides services that support its purpose and direction to

ensure success for all students.

Indicators

X_____ 4.1 Qualified professional and support staff are sufficient in number to fulfill

their roles and responsibilities necessary to support the school’s purpose,

direction, and the educational program.

X_____ 4.2 Instructional time, material resources, and fiscal resources are sufficient to

support the purpose and direction of the school.

X_____ 4.3 The school maintains facilities, services, and equipment to provide a safe,

clean, and healthy environment for all students and staff.

X_____ 4.4 Students and school personnel use a range of media and information

resources to support the school’s educational programs.

X_____ 4.5 The technology infrastructure supports the school’s teaching, learning, and

operational needs.

X_____ 4.6 The school provides support services to meet the physical, social, and

emotional needs of the student population being served.

X_____ 4.7 The school provides services that support the counseling, assessment,

referral, educational, and career planning needs of all students.

Part: 7


STANDARD 5: USING RESULTS FOR CONTINUOUS IMPROVEMENT

The school implements a comprehensive assessment system that generates a range of data about

student learning and school effectiveness and uses the results to guide continuous improvement.

Indicators

X_____ 5.1 The school establishes and maintains a clearly defined and comprehensive

student assessment system.

X_____ 5.2 Professional and support staff continuously collect, analyze, and apply

learning from a range of data sources, including comparison and trend data about

student learning, instruction, program evaluation, and organizational conditions.

X_____ 5.3 Professional and support staff are trained in the evaluation, interpretation, and

use of data.

X_____ 5.4 The school engages in a continuous process to determine verifiable

improvement in student learning, including readiness for and success at the next

level.

X_____ 5.5 Leadership monitors and communicates comprehensive information about

student learning, conditions that support student learning, and the achievement of

school improvement goals to stakeholders.

SACS/CASI ASSURANCE

Standard Indicators (check if met)

1 2 3 4 5 6 7 8 9 10 11

1 Vision and Purpose

X X X X X X

2 Governance and Leadership

X X X X X X X X X X

3 Teaching and Learning

X X X X X X X X X X X

4 Documenting and Using

Results X X X X X X X X

5 Resources and Support

Systems X X X X X X X X X X

6 Stakeholder Communication and

Relationships X X X X X

7 Commitment to Continuous

Improvement X X X X X X

Principal’s Signature ____________________________________