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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
2012-13 School Improvement Plan
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
2012-13 School Improvement Plan
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
2012-13 School Improvement Plan
Part 1
PROFILE
2 Etowah High School
2012-13 School Improvement Plan
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
3 Etowah High School
2012-13 School Improvement Plan
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.
4 Etowah High School
2012-13 School Improvement Plan
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
5 Etowah High School
2012-13 School Improvement Plan
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
6 Etowah High School
2012-13 School Improvement Plan
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%
7 Etowah High School
2012-13 School Improvement Plan
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
8 Etowah High School
2012-13 School Improvement Plan
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 %
9 Etowah High School
2012-13 School Improvement Plan
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
The following trends are evident:
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
10 Etowah High School
2012-13 School Improvement Plan
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
The following trends are evident:
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
11 Etowah High School
2012-13 School Improvement Plan
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
The following trends are evident:
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
12 Etowah High School
2012-13 School Improvement Plan
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
The following trends are evident:
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
13 Etowah High School
2012-13 School Improvement Plan
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
14 Etowah High School
2012-13 School Improvement Plan
Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
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
15 Etowah High School
2012-13 School Improvement Plan
Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
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
Advanced Placement Testing
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
16 Etowah High School
2012-13 School Improvement Plan
Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
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
17 Etowah High School
2012-13 School Improvement Plan
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)
18 Etowah High School
2012-13 School Improvement Plan
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.
19 Etowah High School
2012-13 School Improvement Plan
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.
20 Etowah High School
2012-13 School Improvement Plan
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
Parents, Students, faculty and staff,
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
Parents, Students, faculty and staff,
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.
21 Etowah High School
2012-13 School Improvement Plan
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
22 Etowah High School
2012-13 School Improvement Plan
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
23 Etowah High School
2012-13 School Improvement Plan
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
Sponsors the Etowah Academic
Card
Craig Loheide
770-928-9494
Continued
Smoothie King
Towne Lake
Woodstock
Sponsors the Etowah Academic
Card
Roger Webb
678-445-0092
Continued
AMF Bowling Lanes
Woodstock
Sponsors the Etowah Academic
Card
Susan Evans
770-517-2112
Continued
Wendy’s
Towne Lake
Woodstock
Sponsors the Etowah Academic
Card
Alvin
Continued
Burger King
Towne Lake
Woodstock
Sponsors the Etowah Academic
Card
Billy
678-494-1023
Continued
CiCi’s Pizza
Acworth, GA
Sponsors the Etowah Academic
Card
David Adams
770-517-7777
Continued
Stevi B’s Pizza
Woodstock, GA
Sponsors the Etowah Academic
Card
Chris Romito
770-591-0010
Continue
Subway
Towne Lake
Woodstock
Sponsors the Etowah Academic
Card
Lawrence Harrison
770-591-2000
Continued
24 Etowah High School
2012-13 School Improvement Plan
PART 2
BELIEFS
and
MISSION
25 Etowah High School
2012-13 School Improvement Plan
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.
26 Etowah High School
2012-13 School Improvement Plan
PART 2: BELIEFS AND MISSION
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.
27 Etowah High School
2012-13 School Improvement Plan
PART 2: BELIEFS AND MISSION
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.
28 Etowah High School
2012-13 School Improvement Plan
PART 3
ANALYSIS
of
INSTRUCTIONAL
and
ORGANIZATIONAL
EFFECTIVENESS
29 Etowah High School
2012-13 School Improvement Plan
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%
30 Etowah High School
2012-13 School Improvement Plan
B. HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT
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. 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
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. 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%
31 Etowah High School
2012-13 School Improvement Plan
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
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 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%
32 Etowah High School
2012-13 School Improvement Plan
E. SCHOOL COUNCIL
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 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
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 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%
33 Etowah High School
2012-13 School Improvement Plan
G. CONTINUOUS ASSESSMENT OF STUDENTS, STAFF, AND PROGRAM TO EVALUATE
EFFECTS OF INSTRUCTION
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 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%
5. All stakeholders accept responsibility and accountability for
methods utilized in classroom instruction. 69% 25% 3% 1% 2%
6. All stakeholders accept responsibility and accountability for
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
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 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%
34 Etowah High School
2012-13 School Improvement Plan
I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT
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. 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%
35 Etowah High School
2012-13 School Improvement Plan
J. FACILITIES AND TECHNOLOGY
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. 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
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident;
1 = Missing but Needed; N/A = Not Applicable
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%
36 Etowah High School
2012-13 School Improvement Plan
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).
37 Etowah High School
2012-13 School Improvement Plan
Part 4
DESIRED RESULTS
for
STUDENT LEARNING
(Measurable Objectives)
38 Etowah High School
2012-13 School Improvement Plan
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%.
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%.
GOAL/OBJECTIVE 2 – MAJOR SYSTEM PRIORITES 1 AND 5
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.
2.4 Increase the percentage of students with disabilities who meet or exceed the standard on the
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
Exam will be greater than 80%.
39 Etowah High School
2012-13 School Improvement Plan
GOAL/OBJECTIVE 3 – MAJOR SYSTEM PRIORITES 1 AND 5
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 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%.
GOAL/OBJECTIVE 4 – MAJOR SYSTEM PRIORITES 1 AND 5
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.
40 Etowah High School
2012-13 School Improvement Plan
GOAL/OBJECTIVE 5 – MAJOR SYSTEM PRIORITES 1 AND 5
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%.
41 Etowah High School
2012-13 School Improvement Plan
Part 5
SCHOOL IMPROVEMENT
ACTION PLAN
42 Etowah High School
2012-13 School Improvement 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
Ninth Grade Lit 10-11
Ninth Grade Lit 11-12
American Lit 09-10
American Lit 10 -11
American Lit 11-12
Literature End of Course Test Scores
Does Not Meet Meets Exceeds
43 Etowah High School
2012-13 School Improvement Plan
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
1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the
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
Does Not Meet Meets Exceeds
44 Etowah High School
2012-13 School Improvement Plan
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
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 2 n/a n/a 10 30% 70%
Black/Non Hispanic 25 72% 20% 31 58% 35%
Hispanic 4 n/a n/a 44 55% 43%
Native American/ Alaskan Native 12 n/a n/a 6 n/a n/a
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
Students with Disabilities 27 63% 11% 32 63% 13%
Economically Disadvantaged 85 71% 24% 121 50% 43% N=number of students tested
Goal 1: Major System Priorities 1&5
1.4 Increase the percentage of students with disabilities who meet or exceed the standard on the
American Literature EOCT to 78%.
Black/NonHispanic
EconomicallyDisadvantaged
Hispanic Students withDisabilities
White
7 7 2 24
2
58 50 55
63
45
35 43 43
13
53
Subgroup Scores American Literature EOCT 2011-2012
Does Not Meet Meets Exceeds
45 Etowah High School
2012-13 School Improvement Plan
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%
Goal 1: Major System Priorities 1&5
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
Exam will be greater than 90%.
46 Etowah High School
2012-13 School Improvement Plan
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
Goal 1: Major System Priorities 1&5
1.8 Increase the number of students in Advanced Placement Literature Courses by 2%.
47 Etowah High School
2012-13 School Improvement Plan
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
48 Etowah High School
2012-13 School Improvement Plan
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
49 Etowah High School
2012-13 School Improvement Plan
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
No additional cost to
school, at this time
AP and Honors
teachers
Common syllabi,
lesson planning &
observation
Goals: 1.6 & 1.7
50 Etowah High School
2012-13 School Improvement Plan
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
51 Etowah High School
2012-13 School Improvement Plan
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 1 (10-11)
Mathematics 2 (09-10))
Mathematics 2 (10-11)
GPS Algebra (11-12)
GPS Geometry (11-12)
Mathematics End of Course Test Scores
Does Not Meet Meets Exceeds
52 Etowah High School
2012-13 School Improvement Plan
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
Meets Exceeds Meets Exceeds
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%
Native American/ Alaskan Native 1 n/a n/a 4 n/a n/a
White/ Non Hispanic 443 47% 40% 408 55% 26%
Multi Racial 19 58% 21% 11 55% 18%
English Language Learners 6 n/a n/a 5 n/a n/a
Students with Disabilities 50 36% 14% 64 28% 3%
Economically Disadvantaged 189 52% 20% 169 54% 11% N=the number of students tested
Goal 2: Major System Priorities 1&5
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
EconomicallyDisadvantaged
Hispanic Students withDisabilities
White/NonHispanic
28 35 33
69
19
54 54 52
28
55
18 11 15 3
26
Subgroup Scores GPS Algebra EOCT 2011-2012
Does Not Meet Meets Exceeds
53 Etowah High School
2012-13 School Improvement Plan
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
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 12 35% 67% 6 n/a n/a
Black/Non Hispanic 34 71% 12% 49 51% 35%
Hispanic 51 61% 18% 51 61% 31%
Native American/ Alaskan Native 7 n/a n/a 0 n/a n/a
White/ Non Hispanic 395 65% 28% 466 46% 48%
Multi Racial 16 56% 44% 20 50% 40%
English Language Learners 1 n/a n/a 6 n/a n/a
Students with Disabilities 27 59% 4% 44 55% 9%
Economically Disadvantaged 121 65% 16% 152 55% 34% N=number of students tested
Goal 2: Major System Priorities 1&5
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
EconomicallyDisadvantaged
Hispanic Students withDisabilities
White/ NonHispanic
14 11 8
36
6
51 55 61
55
46
35 34 31 9
48
Subgroup Scores GPS Geometry EOCT 2011-2012
Does Not Meet Meets Exceeds
54 Etowah High School
2012-13 School Improvement Plan
The following is a summary of Etowah scores on Mathematics Advanced Placement Exams for the past
three years:
Advanced Placement Exam Scores “3” and above
2009-2010 2010-2011 2011-2012
Advanced Placement
Calculus AB
78% 78% 85%
Advanced Placement
Statistics
84% 93% 81%
Goal 2: Major System Priorities 1&5
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%.
55 Etowah High School
2012-13 School Improvement Plan
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%.
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 CCGPS Coordinate Algebra EOCT
Percent of students scoring at meets or exceeds on the GPS Geometry EOCT
Percent of graduates completing one or more Advanced Placement Courses
Percent of students scoring 3 or higher on two or more AP exams
56 Etowah High School
2012-13 School Improvement Plan
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 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
57 Etowah High School
2012-13 School Improvement Plan
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 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
58 Etowah High School
2012-13 School Improvement Plan
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
59 Etowah High School
2012-13 School Improvement Plan
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
Physical Science 10-11
Physical Science 11-12
Biology 09-10
Biology 10-11
Biology 11-12
Science End of Course Test Scores
Does Not Meet Meets Exceeds
60 Etowah High School
2012-13 School Improvement Plan
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
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 1 n/a n/a 11 27% 55%
Black/Non Hispanic 51 57% 24% 38 50% 39%
Hispanic 18 44% 0% 67 61% 22%
Native American/ Alaskan Native 6 n/a n/a 4 n/a n/a
White/ Non Hispanic 516 38% 51% 474 41% 49%
Multi Racial 15 60% 27% 12 25% 67%
English Language Learners 4 n/a n/a 4 n/a n/a
Students with Disabilities 49 51% 8% 64 39% 17%
Economically Disadvantaged 187 48% 21% 182 52% 29% N=the number of students tested
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
EconomicallyDisadvantaged
Hispanic Students withDisabilities
White/NonHispanic
11 20 17
44
10
50 52 61
39
41
39 29 22 17
49
Subgroup Scores Biology EOCT 2011-2012
Does Not Meet Meets Exceeds
61 Etowah High School
2012-13 School Improvement Plan
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
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 1 n/a n/a 2 n/a n/a
Black/Non Hispanic 33 27% 45% 23 65% 30%
Hispanic 13 38% 15% 39 31% 44%
Native American/ Alaskan Native 8 n/a n/a 0 n/a n/a
White/ Non Hispanic 257 39% 50% 221 29% 66%
Multi Racial 11 36% 36% 11 55% 45%
English Language Learners 0 n/a n/a 5 n/a n/a
Students with Disabilities 37 24% 27% 36 56% 33%
Economically Disadvantaged 104 37% 40% 108 36% 51% N=number of students tested
Goal 3: Major System Priorities 1&5
3.4 Increase the percentage of students with disabilities who meet or exceed the standard on the Physical
EOCT to 91%.
Black/NonHispanic
EconomicallyDisadvantaged
Hispanic Students withDisabilities
White
5 13 25
11 5
65 36
31 56
29
30 51 44
33
66
Subgroup Scores Physical Science EOCT 2011-2012
Does Not Meet Meets Exceeds
62 Etowah High School
2012-13 School Improvement Plan
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
Goal 3: Major System Priorities 1&5
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%.
63 Etowah High School
2012-13 School Improvement Plan
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%.
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%.
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 Physical Science EOCT
Percent of students scoring at meets or exceeds on the Biology EOCT
Percent of graduates completing one or more Advanced Placement Courses
Percent of graduates enrolled in physics
64 Etowah High School
2012-13 School Improvement Plan
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 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
65 Etowah High School
2012-13 School Improvement Plan
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
66 Etowah High School
2012-13 School Improvement Plan
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
67 Etowah High School
2012-13 School Improvement Plan
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
Does Not Meet Meets Exceeds
68 Etowah High School
2012-13 School Improvement Plan
The following is a summary of Etowah’s scores on the Economics EOCT, reported by subgroups, for the
past two years. CCRPI defines a subgroup as N=30.
Economics EOCT
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 3 n/a n/a 7 14% 71%
Black/Non Hispanic 20 65% 25% 23 57% 22%
Hispanic 33 55% 33% 41 46% 41%
Native American/ Alaskan Native 3 n/a n//a 0 n/a n/a
White/ Non Hispanic 185 43% 48% 388 40% 55%
Multi Racial 4 n/a n/a 10 40% 60%
English Language Learners 9 44% 0 3 n/a n/a
Students with Disabilities 22 32% 11% 30 57% 13%
Economically Disadvantaged 69 52% 30% 85 48% 35% N=the number of students tested
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
EconomicallyDisadvantaged
21 13 5
30 17
57
46 40
57
48
22 41
55
13 35
Subgroup Scores Economics EOCT 2011-2012
Does Not Meet Meets Exceeds
69 Etowah High School
2012-13 School Improvement Plan
The following is a summary of Etowah’s scores on the US History EOCT, reported by subgroups, for the
past two years. CCRPI defines a subgroup as N=30.
US History End of Course Test
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 1 n/a n/a 9 n/a n/a
Black/Non Hispanic 27 48% 26% 32 50% 38%
Hispanic 4 n/a n/a 49 22% 55%
Native American/ Alaskan Native 15 33% 40% 6 n/a n/a
White/ Non Hispanic 440 23% 69% 381 26% 69%
Multi Racial 8 n/a n/a 15 27% 73%
English Language Learners 6 n/a n/a 5 n/a n/a
Students with Disabilities 26 31% 19% 32 16% 44%
Economically Disadvantaged 93 37% 39% 120 30% 56% N=number of students tested
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
EconomicallyDisadvantaged
Hispanic Students withDisabilities
White
12 14 23 40
5
50 30
22
16
26
38 56 55
44
69
Subgroup Scores US History EOCT 2011-2012
Does Not Meet Meets Exceeds
70 Etowah High School
2012-13 School Improvement Plan
The following is a summary of Etowah scores on Social Studies Advanced Placement Exams for the past
three years:
Advanced Placement Exam Scores “3” and above
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%
Advanced Placement US
History
96% 95% 100%
Advanced Placement World
History
97% 95% 95%
Goal 4: Major System Priorities 1&5
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.
71 Etowah High School
2012-13 School Improvement Plan
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
Advanced Placement US
Government and Politics
29 52 82
Advanced Placement US
History
n/a 60 49
Advanced Placement World
History
n/a 47 37
Goal 4: Major System Priorities 1&5
4.12 Establish a baseline for the number of students enrolled in Advanced Placement Social Studies
Courses.
72 Etowah High School
2012-13 School Improvement Plan
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 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 Economics EOCT
Percent of students scoring at meets or exceeds on the US History EOCT
Percent of graduates completing one or more Advanced Placement Courses
Percent of students scoring 3 or higher on two or more AP exams
73 Etowah High School
2012-13 School Improvement Plan
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 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 walk- through 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 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
74 Etowah High School
2012-13 School Improvement Plan
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
75 Etowah High School
2012-13 School Improvement Plan
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.
No additional cost to
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
76 Etowah High School
2012-13 School Improvement Plan
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
Does Not Meet Meets Exceeds
77 Etowah High School
2012-13 School Improvement Plan
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
Does Not Meet Meets Exceeds
2009-2010
25%
75% 0%
2010-2011
19%
77% 3%
2011-2012
24%
74% 2%
Goal 5: Major System Priorities 1& 5
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
Does Not Meet Meets Exceeds
78 Etowah High School
2012-13 School Improvement Plan
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.
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 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.
79 Etowah High School
2012-13 School Improvement Plan
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 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
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,
Teacher planning Logs
80 Etowah High School
2012-13 School Improvement Plan
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
81 Etowah High School
2012-13 School Improvement Plan
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
82 Etowah High School
2012-13 School Improvement Plan
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%
83 Etowah High School
2012-13 School Improvement Plan
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%
Goal 6: Major System Priorities 1& 5
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%.
84 Etowah High School
2012-13 School Improvement Plan
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
6.3 Increase the 2013 cohort graduation rate to 85%.
85 Etowah High School
2012-13 School Improvement Plan
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.
6.2 Increase the number of students who complete a Career Pathway to 15%.
6.3 Increase the 2013 cohort graduation rate to 85%.
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.
86 Etowah High School
2012-13 School Improvement Plan
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
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
87 Etowah High School
2012-13 School Improvement Plan
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
88 Etowah High School
2012-13 School Improvement Plan
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
89 Etowah High School
2012-13 School Improvement Plan
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
Teacher planning Logs
Goal: 6.1&6.3
90 Etowah High School
2012-13 School Improvement Plan
PART 6
FOLLOW-UP REPORT:
IMPLEMENTATION
of the
SCHOOL IMPROVEMENT PLAN
and
DOCUMENTATION of RESULTS
91 Etowah High School
2012-13 School Improvement Plan
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
92 Etowah High School
2012-13 School Improvement Plan
MATHEMATICS
Goal/Objective
(State goal and indicate location of data) Goal Met
Goal
Not
Met
Continue or Discontinue Goal
(list any modifications)
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
2011: 78%Average score: 3.2 N=41
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
2011: 93%Average score: 3.6 N=43
2012:80.6% Average score 3.3 N=67
93 Etowah High School
2012-13 School Improvement Plan
SCIENCE
Goal/Objective
(State goal and indicate location of data)
Goal
Met
Goal Not
Met
Continue or Discontinue Goal
(list any modifications)
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
2011: 73%Average score: 3.5 N=19
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
94 Etowah High School
2012-13 School Improvement Plan
SOCIAL STUDIES
Goal/Objective
(State goal and indicate location of data)
Goal
Met
Goal
Not
Met
Continue or Discontinue Goal
(list any modifications)
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)
Increase student performance scores in the following US History
EOCT domains:
Increase domain mean score in Industrialization, Reform,
and Imperialism by 1 point
2012: 78.1% correct
(DISCONTINUE)
Increase student performance scores in the following US History
EOCT domains:
Increase domain mean score in Modern Era by 1 point.
2012: 76% correct
(DISCONTINUE)
95 Etowah High School
2012-13 School Improvement Plan
Increase student performance scores in the following Economics
EOCT domains:
Increase domain mean score in International Economics by 1
point.
Increase student performance scores in the following Economics
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)
Increase student performance scores in the following Economics
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
2011: 95%Average score: 4.2 N=58
2012:100% Average Score 4.4 N=49
The percentage of students scoring a “3” or higher on the
Government Advanced Placement Assessment will be greater than
82%. -8.8
2011: 74%Average score: 3.1 N=50
2012: 73.2% Average score:3.2 N=71
The percentage of students scoring a “3” or higher on the
Psychology Advanced Placement Assessment will be greater than
80%. +7.1
2011: 85%Average score: 3.6 N=80
2012: 87.1% Average score 3.8 N=54
96 Etowah High School
2012-13 School Improvement Plan
SPECIAL EDUCATION
Goal/Objective
(State goal and indicate location of data)
Goal
Met
Goal
Not Met
Continue or Discontinue Goal
(list any modifications)
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
97 Etowah High School
2012-13 School Improvement Plan
SCHOOL-WIDE
Goal/Objective
(State goal and indicate location of data) Goal Met
Goal Not
Met
Continue or Discontinue Goal
(list any modifications)
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%
2012: Data not yet available
6.4 The graduation rate for all students in the Hispanic
sub group will meet or exceed 77%.
2011: 76%
2012: Data not yet available
6.5 The graduation rate for all students in the White sub
group will meet or exceed 93%.
2011: 88%
2012: Data not yet available
6.6 The graduation rate for all students in the Multi-
Racial sub group will meet or exceed 85%.
2011: 80%
2012: Data not yet available
6.7 The graduation rate for all students in the SWD sub
group will meet or exceed 62%.
2011: 50%
2012: Data not yet available
6.8 The graduation rate for all students in the ELL sub
group will meet or exceed 50%.
2011: 90.9%
2012: Data not yet available
6.9 The graduation rate for all students in the ED sub
group will meet or exceed 82%.
2011: 75.5%
2012: Data not yet available
Part: 7
2012-13 School Improvement Plan Etowah High School Page 98
PART 7
LOCALLY REQUIRED PLANS
Part: 7
2012-13 School Improvement Plan Etowah High School Page 99
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
2012-13 School Improvement Plan Etowah High School Page 100
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
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2012-13 School Improvement Plan Etowah High School Page 101
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
Regularly Used Comments
Please identify any gaps in the provisioning of productivity 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 Administrative software
listed (prepopulated with list of common applications)
Title Never Used Occasionally
Used
Regularly Used Comments
Part: 7
2012-13 School Improvement Plan Etowah High School Page 102
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
Title Never Used Occasionally
Used
Regularly Used Comments
Please identify any gaps in the provisioning of online resources for your school/location.
Title Target Grade(s) Target
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
2012-13 School Improvement Plan Etowah High School Page 103
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
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2012-13 School Improvement Plan Etowah High School Page 104
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
2012-13 School Improvement Plan Etowah High School Page 105
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.
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2012-13 School Improvement Plan Etowah High School Page 106
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
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2012-13 School Improvement Plan Etowah High School Page 107
“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.
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2012-13 School Improvement Plan Etowah High School Page 108
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.
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2012-13 School Improvement Plan Etowah High School Page 109
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
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2012-13 School Improvement Plan Etowah High School Page 110
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 15 October 24 January 16 March 20
August 22 October 31 January 23 March 27
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
Class Change 8:56 9:00 9:02
2nd
9:02 9:53
Class Change 9:53 9:57 9:59
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
Class Change 1:41 1:45 1:47
7th
1:47 2:38
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2012-13 School Improvement Plan Etowah High School Page 111
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.
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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.
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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
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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.
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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
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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)
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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.
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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.
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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.
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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.
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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.
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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.
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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 ____________________________________