2014-15 School Improvement Plan

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PART I: PROFILE..........................................................................................................................................................................................3
A. History: .................................................................................................................................................................................................................................3
B. School Configuration:...........................................................................................................................................................................................................4
C. Certified Employees: ............................................................................................................................................................................................................5
D. Demographic Data: (May include charts/graphs in Part 6)................................................................................................................................................6
E. Student Distribution (by gender): .........................................................................................................................................................................................6
F. Free / Reduced Lunches:.......................................................................................................................................................................................................7
G. Assessment Results: (Refer to charts/graphs in Part 6)......................................................................................................................................................7
H. Trends That May Impact the School in the Next Five Years: ..............................................................................................................................................8
I. Stakeholder Input..................................................................................................................................................................................................................8
J. Stakeholder Groups...............................................................................................................................................................................................................9
K. Business and Community Partners: ....................................................................................................................................................................................10
PART 2: BELIEFS AND MISSIONS ..........................................................................................................................................................11
A. Cherokee County School District’s MISSION STATEMENT: .........................................................................................................................................11
B. Cherokee County School District’s BELIEF STATEMENTS:..........................................................................................................................................11
C. Cherokee County School District’s MAJOR SYSTEM PRIORITIES: .............................................................................................................................12
D. School Mission Statement: .................................................................................................................................................................................................12
E. School Belief Statements:...................................................................................................................................................................................................12
PART 3: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS..............................................................14
A. Clear Mission and Goals.....................................................................................................................................................................................................14
B. High Expectations for Student Achievement......................................................................................................................................................................15
C. Focusing on Teaching and Learning...................................................................................................................................................................................15
D. Capable Leadership.............................................................................................................................................................................................................16
E. School Council....................................................................................................................................................................................................................16
F. Parent/Community Involvement with, support of, and Satisfaction with Educational Programs ......................................................................................17
G. Continuous Assessment of Students, Staff, and Program to Evaluate Effects of Instruction.............................................................................................18
H. Safe, Orderly, and Disciplined School Climate..................................................................................................................................................................18
I. Staff Effectiveness and Professional Development ............................................................................................................................................................19
J. Facilities and Technology...................................................................................................................................................................................................19
K. Characteristic Summary......................................................................................................................................................................................................20
L. Analysis of Instructional and Organizational Effectiveness...............................................................................................................................................21
PART 4: SCHOOL IMPROVEMENT GOALS / OBJECTIVES................................................................................................................22
PART 5: SCHOOL IMPROVEMENT ACTION PLAN .............................................................................................................................23
2014-15 School Improvement Plan <Etowah High School > Page 1

A. Review of Cherokee County School District Professional Development Focus/Targets 2014-17 ....................................................................................30
B. Analysis of Previous Year’s School-Based Professional Development.............................................................................................................................31
C. Development of 2014-15 State Staff Development Budget Allocation Plan Aligned to School Improvement Plan.........................................................31
PART 6: RESULTS ......................................................................................................................................................................................32
A. Provide a status report for previous year’s SIP Goal/Objectives:.......................................................................................................................................32
B. System Priorities and Objectives – Analysis of Student Achievement Data:.....................................................................................................................33
PART 7: LOCALLY REQUIRED PLANS..................................................................................................................................................49
A. Technology Use Plan..........................................................................................................................................................................................................49
B. Attendance and Truancy Intervention Plan: .......................................................................................................................................................................59
C. Safety / Security Plan..........................................................................................................................................................................................................62
D. Character Education Plan and/or Teacher As Advisor Plan...............................................................................................................................................64
E. Homework Plan ..................................................................................................................................................................................................................66
F. Career, Technology, and Agricultural Education (CTAE) Plan:........................................................................................................................................69
G. Response to Intervention (RTI) Plan ..................................................................................................................................................................................72
H. SACS/CASI Assurance Checklist.......................................................................................................................................................................................76
I. Title I Plan for School-Wide Programs (ES-MS)...............................................................................................................................................................79
J. Title I Plan for Target Assistance Programs (ES)...............................................................................................................................................................81
K. Waivers ...............................................................................................................................................................................................................................83

A. HISTORY:
Etowah High School consistently strives to provide all students with a rigorous and relevant learning experience. Currently, the paradigm shift
occurring in the education system emphasizes developing students’ content knowledge, but more importantly ensuring a students’ lifelong learning
proficiency. Through the implementation of the Career and College Readiness Performance Index (CCRPI) and the Teacher and Leader Keys
Effectiveness System our society is demanding a change in the way teaching and learning occur. As always, Etowah High School is seeking to
design a school improvement plan emphasizing goals which demonstrate our ability to rise to these new challenges and align with community
values and Cherokee County School’s Major System Priorities. For the past seven 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. In this current year, Etowah High School continues to focus on improving the graduation rate and the number of students who are
graduating as college and career ready. We are also shifting the focus of our goals to an emphasis on improving teacher performance through
professional development. These goals are keeping with community values and the Cherokee County School’s Major System Priorities.
Over the years, Etowah has experienced a variety of changes. Our school is located in Woodstock, Georgia, approximately 32 miles north of
Atlanta. It 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 43 schools serving more than 40,000 students. Etowah is a comprehensive high school with an enrollment of approximately 2355
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. Finally, the Etowah physical campus has seen a variety of changes. By populating the new Etowah Easy at
Chapman, the physical campus has become the largest in Cherokee County and one of the largest in the Southeastern United States. Etowah East at
Chapman provides a collaborative learning lab, a world language lab and a second lunchroom. This campus extension enables our students to
experience a variety of new technologies, to eliminate the use of the mobile classrooms and to prepare for traversing a typical college campus.
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.

A. HISTORY:
Etowah High School has received the following awards:
2010 National Blue Ribbon School
2011 Gold Award (GOSA)
2012 Silver Award (GOSA)
2013 Washington Post’s America’s Most Challenging High Schools
2013 Newsweek/Daily Beast Best School’s Award
2014 Washington Post’s America’s Most Challenging High Schools
2014 US News and World Report’s Silver Award
More specifically, the class of 2014 continued the tradition of academic excellence by becoming the 4th consecutive class with the most
Superintendent’s Key Scholars, highest Advanced Placement pass rate, and most finalists in the Governor’s Honors Program in the district.
Not including the HOPE or Zell Miller Scholarships, this class was awarded academic and athletic scholarships valued at over 4.2 million dollars.
The class of 2014 also contributed over 11,000 hours of community service and $15,000.00 to various charitable foundations.
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. The Etowah Foundation, a non-profit 501C3 organization,
provides support to 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.
B. SCHOOL CONFIGURATION:
Etowah High School is a comprehensive high school (grades 9-12) that implements a traditional 7 period schedule. Additional instructional services
are provided to support Students with Disabilities (SWD), English Learners (EL), and Remedial Students (REP).

C. CERTIFIED EMPLOYEES:
Certification Types of Staff # Male Female Endorsements
Years of
Experience
(minus 5)
1-5 years 29 Administrators 5 3 2 Gifted Yes 49
6-10 years 30 Alt School 1 1 0 Working Toward 5(2)
11-15 years 26 APEX 1 1 0 No
16-20 years 16 Counselors 6 0 6 ESOL Yes 14
21-25 years 16 CTAE Teachers 11 5 6 Working Toward 1
26+ years 15 English Teachers 17 3 14 No
Degrees Held T-1 Vocational Fine Arts Teachers 5 3 2 Reading Yes 5
T-2 Vocational ISS 1 1 0 Working Toward
T-4 Bachelors 39 Math Teachers 19 3 16 No
T-5 Masters 52 P.E. Teachers 9 8 1 Teach 21 Yes
T-6 Specialist 38 Science Teachers 18 9 9 Working Toward
T-7 Doctorate 8 Soc.Stud Teachers 15 8 7 No
# Working
toward a
higher degree
T-5 Masters 7 Spec Ed Teachers 18 6 12 TSS Yes
T-6 Specialist 3 TCLP 1 0 1 Working Toward
T-7 Doctorate 4 Wld Lang Teachers 10 2 8 No
National
Board
Yes 3
Working Toward
No
LFS Yes 126
Working Toward
No

D. Demographic Data: (MAY INCLUDE CHARTS/GRAPHS IN PART 6)
Demographic Breakdown at EHS
Ethnicity Male Female Total Percentage
Hispanic/
Latino
153 148 301 12.8%
Race Male Female Total Percentage
Asian 26 38 64 2.7%
Black 105 105 210 8.9%
Indian 23 19 42 1.8%
White 1025 952 1977 83.9%
MultiRacial 35 27 62 2.6%
No Race
Indicated
0 0 0 0%
Total 1214 1141 2355 100%
E. STUDENT DISTRIBUTION (BY GENDER):
Student Distribution by Gender
Grade Male Female Total
9 357 309 665
10 322 312 634
11 276 288 564
12 259 232 491
Total: 1214 1141 2355
Hispanic/Latino Asian Black Indian White MultiRacial
0
100
200
300
400
9 10 11 12
Male Female

F. FREE / REDUCED LUNCHES:
Total Number of Students on Free and Reduced Lunch
Total Number of Students on Free and Reduced Lunch By Grade Level
Grade # Free #
Reduced
Total % of
Grade
9 205 40 245 37%
10 132 27 159 25%
11 101 24 125 22%
12 77 22 99 20%
G. Assessment Results: (REFER TO CHARTS/GRAPHS IN PART 6)
See Section 6
388
453 454
511 512
72 93
117 126 119
0
100
200
300
400
500
600
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Free
Reduced

H. TRENDS THAT MAY IMPACT THE SCHOOL IN THE NEXT FIVE YEARS:
1. The implementation of the Career and College Readiness Performance Index
2. The implementation of the Teacher and Leader Keys Evaluation System.
3. The elimination of the Ga EOCT and replacement with the Georgia Milestone EOC.
4. The consistent growth of the percentage of students receiving economic support through the Free and Reduced Lunch program.
I. STAKEHOLDER INPUT
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 2014-15 Meeting Dates for the School Council:
Wednesday September 24, 2014 4:00-6:00 EHS Conference Room
Wednesday October 8, 2014 4:00-6:00 EHS Conference Room
Wednesday November 12, 2014 4:00-6:00 EHS Conference Room
Wednesday December 10, 2014 4:00-6:00 EHS Conference Room
Wednesday January 14, 2015 4:00-6:00 EHS Conference Room
Wednesday February 11, 2015 4:00-6:00 EHS Conference Room
Wednesday March 11, 2015 4:00-6:00 EHS Conference Room
Wednesday April 15, 2015 4:00-6:00 EHS Conference Room
Wednesday May 13, 2015 4:00-6:00 EHS Conference Room
List chronologically all meetings or opportunities for stakeholder input. Topics of discussion should be very short.
Examples: Selecting objectives, preparing the action plan, overview of the plan, how to obtain funds, ways to make partnerships more productive.

J. STAKEHOLDER GROUPS Dates SIP-Related Topics of Discussion
Cokes and Conversation- Parents, faculty and staff,
Students, and PTSA
July 2014 Meet and Greet with Principal
Walk Through- Parents, faculty and staff, students and
PTSA
July 31, 2014 Meet and greet with the teachers.
Address school goals and expectations
Leadership Meetings-Teachers and administration Weekly across
school year
SIP goals are created, and action step defined.
Data disaggregation
Impact Check forms executed.
Etowah School Council-School council members and
guests
Monthly meetings
across the year
Discuss school improvement objectives, communications with the
community, and participation in the school improvement survey.
PTSA Open House-Curriculum Night-PTSA, faculty and
staff, parents and students.
September 8, 2014 Discuss school improvement objectives, communications with the
community, and participation in the school improvement survey.
12th Parent Night-parents, students, faculty and staff,
counselors, administration
August 11, 2014 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 18, 2014 Counselors discuss the importance of staying on track toward
graduation, applying to colleges, scholarship information, and
passing the GHSWT.
10th Grade Parent Night-Parents, students, faculty and
staff, and counselors
August 25, 2014 Counselors 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 26, 2014 Counselors discuss the importance of good attendance, high
stakes testing and staying on track toward graduation.
Middle School Articulation Meetings at Booth MS-
Upcoming 8th graders, faculty and staff, counselors,
administration
TBD Counselors 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
TBD 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 TBD Discuss academic incentives, support of programs, and school
improvement.
Etowah Endowment for Athletic Facilities -Parents TBD Facilities improvement
Etowah PTSA-Parents, faculty, students, and
administration
TBD Academic offerings, incentives, and extra-curricular activities.
Etowah Athletic Booster Club-Parents, coaches TBD Organizational needs and concerns conveyed to SAC committee
Parent University-Parents, Faculty and Students TBD Staff will hold two educational sessions during the spring
semester to support 9th grade transition.

J. STAKEHOLDER GROUPS Dates SIP-Related Topics of Discussion
Rigor & Relevance Committee Meetings Monthly meetings
across the year
Revise and Publish Teacher Evaluation Guide –
Generate & Implement Teacher Driven Professional Development
Plan
K. BUSINESS AND COMMUNITY PARTNERS:
Company/Organization Address Phone # Contact New / Continued
Chick Fil A 3070 Eagle Dr, Woodstock, GA 30189 678-445-0330 Scott Hall Continued
Just Driver Training 1353 Riverstone Pkwy #120 Canton, GA
30114Woodstock, GA 30189
770 363 -4857 Melody Gullett Continued
Menchie's Frozen Yogurt 2265 Towne Lake Parkway Woodstock,
GA 30189
770 924-4016 Jason Malcom Continued
Publix - Rose Creek Shopping
Center
4403 Towne Lake Parkway Woodstock,
GA 30189
770 516-2040 Larry Beard Continued
Towne Lake Family Pharmacy 2045 Towne Lake Parkway, Suite 110
Woodstock, GA 30189
770-635-7697 Emilia Awua Continued

A. CHEROKEE COUNTY SCHOOL DISTRICT’S MISSION STATEMENT:
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, utilize technology effectively 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.
B. CHEROKEE COUNTY SCHOOL DISTRICT’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; but 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, business, 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 for 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 and collaborative;
and it must be designed to establish and maintain an organizational culture that insures continuous improvement.

C. CHEROKEE COUNTY SCHOOL DISTRICT’S MAJOR SYSTEM PRIORITIES:
1. 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.
2. In collaboration with technical colleges, other institutions of higher learning and the local business community, insuring that career, technical and
agricultural education programs prepare students for a diverse and technologically rich society.
3. Insuring that all students and staff have a safe and secure environment for teaching and learning.
4. Attracting, retaining and training the best teachers, principals and support staff.
5. Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a major business enterprise.
6. Increasing parental and community involvement through public engagement policies and practices that treat parents, business, community-based
organizations and agencies, local institutions of higher learning and other public entities as true partners in the educational process.
7. 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.
8. Reviewing the potential for utilizing the school district’s existing public education facilities to establish self-supporting community school
evening/week-end educational programs for interested Cherokee County adults.
D. SCHOOL MISSION STATEMENT:
ETOWAH HIGH SCHOOL’S MISSION IS GRADUATING LIFE-LONG LEARNERS AND PRODUCTIVE COMMUNITY AND GLOBAL CITIZENS.
E. SCHOOL BELIEF STATEMENTS:
1. WE BELIEVE ALL MEMBERS OF THE ETOWAH COMMUNITY ARE RESPONSIBLE FOR THE INTELLECTUAL, SOCIAL AND CHARACTER DEVELOPMENT OF OUR
STUDENTS AS THEY BECOME GLOBAL CITIZENS.
2. WE BELIEVE 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 ALL STUDENTS, REGARDLESS OF ABILITY, SHOULD RECOGNIZE LEARNING AS A LIFE-LONG ENDEAVOUR AND SHOULD CONTINUE THEIR
EDUCATION IN AN EVER-CHANGING WORLD.
5. WE BELIEVE STUDENTS SHOULD COME TO UNDERSTAND INDIVIDUAL DIFFERENCES, STRENGTHS AND WEAKNESSES THAT HELP MAKE US BOTH UNIQUE
AND IMPORTANT.

E. SCHOOL BELIEF STATEMENTS:
6. WE BELIEVE STUDENT, TEACHER AND ADMINISTRATOR PERFORMANCE ARE CRUCIAL COMPONENTS OF ACADEMIC GROWTH, AND WORKING TOGETHER
WILL ASSURE THIS GROWTH.
7. WE BELIEVE WE MUST RECOGNIZE AN EVER-INCREASING STUDENT POPULATION AND MUST CONTINUE TO USE OUR RESOURCES AND FACILITIES WISELY
AND EFFICIENTLY TO MEET STUDENT NEEDS.
8. WE BELIEVE WE MUST CONTINUE TO DEVELOP METHODS OF INSTRUCTION THAT MAXIMIZE OPPORTUNITIES FOR LEARNING.
9. WE BELIEVE ALL MEMBERS OF THE ETOWAH COMMUNITY ARE RESPONSIBLE FOR PROVIDING A SAFE ENVIRONMENT FOR ALL STUDENTS AND TEACHERS.
10. WE BELIEVE INSTRUCTIONAL TIME IS SACRED AND WILL BE USED TO PROVIDE MEANINGFUL AND ENGAGING LEARNING ACTIVITIES AT ALL TIMES,
WITHOUT EXCEPTION.

Steps:
• Facilitate appropriate discussions with staff regarding the Characteristics of Essential Schools (as delineated in the School Board’s Accountability
Policy IA)
• Review each Indicator below with staff in light of the Essential Schools Characteristics
• Allow time for staff members to respond to the survey instrument (online)
• For the characteristic(s) with the highest average, indicate on summary page as a strength(s)
• For the characteristic(s) with the lowest average, indicate on summary as a weakness(es) and an area of need to address in Part 4 as a Goal/Objective;
and develop an action plan in Part 5 of the SIP
STAFF NEEDS ASSESSMENT SURVEY
A. CLEAR MISSION AND GOALS
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. The SIP is based on a rigorous school-wide needs assessment, which is supported by accompanying
data on student achievement and school/staff effectiveness.
76% 20% 2% 2% 0%
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.
76% 20% 2% 2% 0%
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.
81% 15% 3% 2% 0%
4. There is a clear understanding of the SIP and a commitment to implementation of the plan by
administrators, teachers and support staff.
68% 26% 3% 2% 0%
5. Teachers utilize a variety of research-based strategies to address instructional objectives in core
academic areas, as well as technology and behavior.
69% 26% 2% 2% 2%
6. There is clear evidence that the SIP reflects relevant and timely data on student achievement. 72% 23% 2% 2% 0%
7. The school exhibits capable governance and leadership at various levels, both of which promote
student performance and school effectiveness.
73% 21% 2% 4% 0%
TOTAL 74% 22% 4% 2% 0%

B. HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. Teachers and staff demonstrate high expectations for all children. 72% 23% 2% 2% 0%
2. High expectations for student learning outcomes are reflected in the school’s curriculum content,
scope and sequence.
82% 13% 2% 2% 0%
3. Academic learning time is maximized. 65% 28% 5% 2% 0%
4. Continuity of learning is stressed. 73% 22% 2% 2% 0%
5. There is evidence of student progress on both norm referenced and criterion referenced tests. 74% 20% 3% 2% 0%
6. Homework is regularly assigned and checked. 59% 33% 4% 2% 0%
7. Homework assignments vary in content and structure. 55% 35% 5% 2% 0%
8. Effective and varied strategies are used to ensure student success, encourage school completion, and
avoid retention.
74% 21% 3% 2% 0%
9. Teachers track data/progress for individual students. 70% 25% 3% 2% 0%
10 The school fosters a learning community. 80% 14% 4% 2% 0%
TOTAL 70% 23% 4% 2% 0%
C. FOCUSING ON TEACHING AND LEARNING
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. Students spend classroom time on organized, meaningful learning activities which integrate relevant
technology as often as possible.
64% 31% 2% 2% 1%
2. Students are actively involved in learning throughout their time in class. 65% 29% 3% 2% 1%
3. There is a school-wide focus on mastery of basic skills. 70% 24% 4% 1% 1%
4. There is a school-wide focus on mastery of computer literacy. 67% 25% 6% 1% 1%
5. There is a school-wide focus on mastery of proficiency in higher order/critical thinking skills. 69% 24% 3% 2% 1%
6. Teachers adjust instruction and assessment to meet the needs of diverse learners. 64% 29% 5% 1% 1%
7. Teachers incorporate knowledge about curriculum frameworks and performance standards into
instructional plans.
69% 26% 3% 1% 2%
8. Teachers constantly refine the work assignments so that they become more engaging for students. 66% 29% 2% 2% 1%
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.
68% 28% 2% 3% 0%

C. FOCUSING ON TEACHING AND LEARNING
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
10 The school offers a curriculum that challenges each student to excel, reflects a commitment to equity,
and demonstrates an appreciation of diversity.
70% 24% 3% 3% 0%
11 The school provides for articulation and alignment between and among all levels of schools. 57% 35% 4% 3% 2%
12 Teachers observe each other’s classroom instruction as one way to improve teaching. 77% 16% 4% 1% 2%
TOTAL 67% 27% 4% 2% 1%
D. CAPABLE LEADERSHIP
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. The principal demonstrates strong administrative and instructional leadership. 82% 12% 2% 3% 0%
2. The assistant principal(s), if applicable, demonstrate(s) strong administrative and instructional
leadership.
74% 18% 4% 4% 0%
3. Teachers demonstrate instructional leadership by coaching, consulting, and inspiring students. 79% 17% 2% 1% 0%
4. The principal, assistant principal(s) and teachers are actively engaged in collaborative planning related
to School Improvement Plan (SIP) objectives.
68% 24% 6% 2% 0%
5. The school has implemented a long-term professional development plan that directly relates to the SIP. 73% 20% 6% 2% 0%
6. Student achievement is positively affected through the professional development plan. 63% 31% 5% 2% 0%
7. Leadership decisions are made after considering the pertinent data. 70% 22% 3% 2% 2%
8. The school promotes and reflects multiple opportunities for teachers and students to lead. 74% 20% 5% 2% 0%
9. The school provides stakeholders meaningful roles in planning and oversight that promote a culture of
participation, responsibility and ownership.
71% 24% 3% 1% 1%
TOTAL 72% 21% 4% 2% 0%
21
25STAFF NEEDS ASSESSMENT SURVEY
E. SCHOOL COUNCIL24
Results in %
4 3 2 1 N/A
Indicators31
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. The School Council participates in collaborative decision making in the areas of goal setting,
budgeting, staffing, curriculum, and school organization.
65% 25% 4% 1% 5%

25STAFF NEEDS ASSESSMENT SURVEY
E. SCHOOL COUNCIL24
Results in %
4 3 2 1 N/A
Indicators31
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
2. The School Council plans for school improvement and specific programmatic focus are in line with the
School Improvement Plan (SIP).
70% 21% 3% 1% 5%
3. The School Council supports, monitors and assists with the implementation of the SIP. 65% 25% 3% 1% 6%
4. The School Council recommends requests for waivers of administrative procedures and board policies
that obstruct efforts to improve student achievement.
58% 24% 7% 1% 9%
5. The School Council communicates regularly with teachers, staff, parents and community leaders. 60% 31% 3% 1% 3%
TOTAL 64% 25% 4% 1% 6%
F. PARENT/COMMUNITY INVOLVEMENT WITH, SUPPORT OF, AND
SATISFACTION WITH EDUCATIONAL PROGRAMS
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. The school fosters collaboration with community stakeholders to support student learning. 70% 24% 4% 1% 1%
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.
73% 21% 4% 1% 2%
3. Parents and community members are encouraged to participate in instructional and other activities of
the school.
63% 27% 7% 1% 2%
4. The school routinely communicates with and involves parents from all cultural and socio-economic
backgrounds.
67% 26% 5% 1% 2%
5. School leaders work with community members to help students achieve academic goals. 68% 27% 3% 1% 2%
6. The school has active business partners to assist the school, act as mentors to students, and support
school initiatives.
68% 25% 4% 3% 1%
7. Teachers work with families to help them support students’ learning at home and in the community. 68% 26% 3% 2% 1%
TOTAL 68% 25% 4% 1% 1%

G. CONTINUOUS ASSESSMENT OF STUDENTS, STAFF, AND PROGRAM TO
EVALUATE EFFECTS OF INSTRUCTION
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. The school has a clearly defined process to assess school-wide student achievement. 79% 15% 4% 2% 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.
79% 17% 3% 1% 0%
3. There is school-wide focus on improved student achievement and recognition of academic success. 80% 16% 3% 2% 0%
4. All stakeholders accept responsibility and accountability for student performance. 63% 26% 8% 3% 0%
5. All stakeholders accept responsibility and accountability for methods utilized in classroom instruction. 66% 28% 5% 1% 1%
6. All stakeholders accept responsibility and accountability for classroom management. 68% 24% 6% 3% 0%
7. The school has an effective plan to provide for remediation based on student assessment. 75% 21% 3% 1% 0%
8. Student achievement data are routinely disaggregated to improve teaching and learning and to ensure
equitable treatment of all subgroups of students.
75% 21% 3% 1% 1%
TOTAL 73% 21% 4% 2% 0%
H. SAFE, ORDERLY, AND DISCIPLINED SCHOOL CLIMATE
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. The school environment is safe. 80% 16% 3% 1% 0%
2. There are clear and explicit guidelines for student behavior. 75% 17% 5% 1% 0%
3. The enforcement of discipline is firm, fair, and consistent. 63% 28% 6% 3% 0%
4. There is a school-wide focus on positive reinforcement of good behavior. 63% 28% 7% 3% 0%
5. All staff members share responsibility for student behavior. 64% 30% 4% 2% 0%
6. Student absenteeism rates are appropriate. 63% 32% 4% 1% 1%
7. Student suspension/expulsion rates are appropriate. 71% 11% 3% 1% 3%
8. School staff and students work cooperatively to ensure the safety of all students and adults on
campus.
80% 15% 4% 1% 0%
TOTAL 70% 23% 5% 2% 1%

I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. Common goals are supported and understood by all stakeholders. 67% 29% 3% 1% 0%
2. The staff uses a variety of teaching methods aimed at achieving the school's goals. 77% 20% 2% 1% 0%
3. The school staff has low absenteeism. 75% 21% 2% 2% 0%
4. The school staff is stable with little turnover. 40% 36% 14% 10% 0%
5. There is a sense of community and commitment to the school among the staff. 53% 34% 8% 5% 0%
6. Continued professional growth is evident among the staff. 68% 27% 3% 2% 0%
7. Staff demonstrates empathy and rapport in their interactions with students. 70% 26% 3% 1% 0%
8. Staff consistently demonstrates a willingness to maintain communication with parents. 64% 32% 2% 1% 0%
9. There is a process in place to identify and analyze staff professional development needs. 62% 28% 6% 2% 3%
10. There is a system for selecting effective research-based professional development opportunities. 61% 29% 5% 3% 3%
11 The school ensures that staff members participate in a continuous program of professional
development and training, which reflects a variety of learning strategies.
66% 29% 3% 2% 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% 31% 3% 2% 2%
13 The school conducts a periodic, systematic analysis of instructional and organizational effectiveness
and uses the results to improve student performance.
62% 30% 4% 2% 2%
14 Professional development is designed to enhance classroom assessment skills that allow teachers to
regularly monitor progress in improving student achievement.
61% 36% 3% 1% 0%
TOTAL 63% 29% 4% 2% 1%
J. FACILITIES AND TECHNOLOGY
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
1. School facilities and grounds are clean, safe, and attractive. 64% 28% 7% 2% 0%
2. There is effective utilization of facilities for increasing student performance. 76% 18% 5% 1% 0%
3. There is effective utilization of facilities for increasing teacher performance. 71% 21% 7% 1% 0%
4. There is effective utilization of facilities for increasing staff performance. 71% 21% 6% 1% 1%

J. FACILITIES AND TECHNOLOGY
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
5. There is effective utilization of technology for increasing student performance. 75% 20% 3% 1% 0%
6. There is effective utilization of technology for increasing teacher performance. 72% 21% 4% 2% 0%
7. There is effective utilization of technology for increasing staff performance. 72% 21% 4% 2% 2%
8. There is a focus on development of computer literacy for students throughout the school. 68% 26% 4% 2% 0%
9. There is a focus on development of computer literacy for staff throughout the school. 71% 24% 3% 2% 0%
10. There is evidence of extensive integration of technology into the curriculum. 75% 22% 2% 1% 0%
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.
72% 19% 4% 4% 0%
TOTAL 72% 22% 4% 2% 0%
4
K.CHARACTERISTIC SUMMARY
Results in %
4 3 2 1 N/A
Indicators
Always
Evident
Usually
Evident
Somewhat
Evident
Missing but
Needed
Not
Applicable
A. Clear Mission and Goals 74% 22% 2% 2% 0%
B. High Expectations for Student Achievement 70% 23% 4% 2% 1%
C. Focus on Teaching and Learning 67% 27% 4% 2% 1%
D. Capable Leadership 72% 21% 4% 2% 0%
E. School Advisory Council (SAC) 64% 25% 4% 1% 6%
F. Parent/Community Involvement with, Support of, and Satisfaction with Educational Program 68% 25% 4% 1% 1%
G. Continuous Assessment of Students, Staff, and Program to Evaluate Effects of Instruction 73% 21% 4% 2% 0%
H. Safe, Orderly, and Disciplined School Climate 70% 23% 5% 2% 1%
I. Staff Effectiveness and Professional Development 63% 29% 4% 2% 1%
J. Facilities and Technology 72% 22% 4% 2% 0%
TOTAL 69% 24% 4% 2% 1%

The summary of the current status of the ten characteristics of effective schools is used to identify areas of strength/satisfactory status and areas which are in
need of improvement. The list of areas in Need of Improvement is used as an aid to develop measurable objectives and action steps for the School
Improvement Plan (Parts 4 and 5). In addition to the Cherokee County Needs Assessment, sources for the development of the School Improvement Plan must
include student assessment information, attendance data, graduation rate data, professional development data, surveys, state or district initiatives and other
District data utilized in the Five Year Strategic Plan.
L. ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS
Area(s) of Strength
High expectations for student learning outcomes are reflected in the school’s curriculum content, scope and sequence
The school fosters a learning community
Teachers demonstrate instructional leadership by coaching, consulting, and inspiring students
The principal demonstrates strong administrative and instructional leadership
There is a school-wide focus on improved students achievement and recognition of academic success
The school environment is safe
School staff and students work cooperatively to ensure the safety of all students and adults on campus
Area(s) in Need of Improvement (addressed in Parts 4 and 5 of the SIP)
Homework is regularly assigned and checked
Homework assignments vary in content and structure
The school provides for articulation and alignment between and among all levels of the school
The School Council recommends requests for waivers of administrative procedures and board policies that obstruct efforts to improve student
achievement
The school staff is stable with little turnover
There is a sense of community and commitment to the school among the staff

List school improvement goals/objectives specifying the desired outcome and data sources used.
• Data sources must include CCRPI Score Report as well as GCRCT/GA Writing Test/EOCT/ACCESS/GAA/GKIDS results per school need.
• Other data to consider are SACS/CASI Standards, Standards Assessment Inventory (SAI) results, and student attendance and demographics.
• All data must be located in Part 6.
• All HS’s are required to have a goal to increase their graduation rate.
Goal
#1
As a means of improving the graduation rate, EHS will increase the number of students in each cohort who are on grade level via their
homeroom placement and promotion requirements.
Data Sources
CCRPI Score
Retained Homerooms
“Hot List”
Student Specific Graduation Plans
Goal
#2
Teachers will analyze data, plan lessons, implement research based strategies, and collaborate in order to improve student growth.
Data Sources
TKES Walkthrough Observation
TKES Formative Observations
Lesson Plans
Data Management Reports
Peer To Peer Walk Throughs
Professional Development Tracking Page
Goal
#3
Increase the number of Pathway completers.
Data Sources
CCRPI Score Report
Enrollment Numbers
Marketing Plan
Transcript Analysis

Goal
#1
As a means of improving the graduation rate, EHS will increase the number of students in each cohort who are on grade level via their homeroom
placement and promotion requirements.
Link to CCRPI Achievement Indicator ☐ES
☐MS
☐HS
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10 ☐11 ☐12 ☐13 ☐14 ☐15 ☐16 ☐17 ☒18 Show list...
Link to CCRPI Exceeding the Bar
Indicator
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10 Show list...
Link to System Goal ☒1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 Show list...
Quarterly Benchmark Assessment Instrument(s):
RTITier#
Strategy#
Actions / Strategies / Interventions
to achieve goal: Timeline
Resources
Staff
Respon-
sible
Means of
measurement to
assess progress
on goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
1 1 APEX –
*Offer a variety of scheduling options for APEX to meet the
needs of the students.
Semester long APEX sections.
1. Targeted students are primarily math recovery, 0 period is taught by
a math teacher each day from 6:45am-7:45am.
2. Scheduled 1-7 APEX sections are scheduled each semester. Targeted
students are primarily Math recovery, 0 period is taught by a math teacher
each day from 6:45am-7:45am.
3. 9th period APEX is contracted during 30 minutes of the students lunch
period. Targeted population are off track 4th year cohort students and
Economically Disadvantaged students.
Quarterly APEX sections
1. Targeted students are credit deficient students across all subject
areas. 8th period is taught by APEX trained teachers in various
content areas along with a Math tutor. It is taught Monday-
Thursday from 3:30pm-5:30pm.
• Apex is also available at every academic Saturday School.
*Provided appropriate teacher training on the following topics:
Maintain effective goal setting
Progress monitoring
Parent communication
Net Support
August-May
Aug – Oct
Oct – Dec
Aug
Credit
Connect, EXP
Budgets
Credit
Connect, EXP
Budget
APEX
Training
Administra
tors,
Counselor,
APEX
teachers
90% of student
scheduled in APEX
will complete
course(s) and earn
credit
90% of student
scheduled in APEX
will complete
course(s) and earn
credit
18

RTITier#
Strategy#
Resources
Staff
Respon-
sible
Means of
measurement to
assess progress
on goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
*Develop an appropriate observation protocol for APEX lab
• Trained all ISS/Alt School monitors in APEX
By Oct
Academic Saturday School
• Assigned students (discipline disposition)-Students are
provided academic assignments from their scheduled
classes.
• Voluntary students are afforded the opportunity for
additional academic support (i.e. tutoring, unit recovery,
APEX)
Aug – May Saturday School
Budget
Penny
Valle
Tracking number
of students who
volunteer to attend
Saturday School;
Track number of
hours logged on
Apex during
Saturday School
Graduation Intervention Team (G.I.T)
Currently retained students
• Identified all students off grade level
• Evaluated transcripts of idenitified students for credit
deficiencies
• Developed individual graduation plans using recovery
options
• Reviewed current schedules to ensure course selections are
appropriate for student needs
• Collaborated with counsellors regarding implementation of
graduation plans
Identification of new “at-risk students”
• Assign a coordinator for Graduation Intervention Teams
• Developed a procedure for faculty to use in order to refer
students
• Generated form which allows for data collection
Aug – May Counselor
allotment
Jessica
Whitley
Tracking number
of students served
by G.I.T; tracking
credits recovered
by these students.

RTITier#
Strategy#
Resources
Staff
Respon-
sible
Means of
measurement to
assess progress
on goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
Teachers as Advisors
• Teachers as Advisors for credit
• Meets one time per week for 27 minutes.
• Advisor delivers a variety of lessons that emphasize character
education, academic interventions, post-secondary information, and
information associated with school related programs and activities.
• Students complete 4 assessments throughout the school year.
• Students receive a Pass/Fail grade at the end of the school year.
• (TAA)= .5 general elective credit
Retained Homerooms
Generate lessons which are specific to “at-risk” students including (time
management, motivation, note taking strategies)
Aug – May Moodle Platform Dan Snipes Tracking students
who have
completed
PSAT Individual conferencing (October 15, 2014)
• Off track students who have not opted into PSAT are given
opportunities to meet with academic advisor to discuss credit
recovery opportunities and to establish a recovery plan.
• SWD that need recovery intervention- with case holder
October 15,
2014
Supplies for
Conferencing
Teachers training
on building
“recovery” plans
Jessica
Whitley;
TAA
Advisor-
retained
homeroom
Number of credits
recovered by
students in
recovery
conversation

Goal
#2
Teachers will consistently analyze data, plan effective lessons, and collaborate in order to improve student growth.
☐MS
☒HS
☒1 ☒2 ☒3 ☒4 ☒5 ☒6 ☐7 ☐8 ☐9 ☐10 ☐11 ☐12 ☐13 ☐14 ☐15 ☐16 ☐17 ☐18 Show list...
Indicator
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10 Show list...
Link to System Goal ☐1 ☐2 ☐3 ☒4 ☐5 ☐6 ☐7 ☐8 Show list...
RTITier#
Strategy#
Resources
Staff
Respon-
sible
Means of
measurement to
assess progress
on goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
1 1 Design and implement a professional development plan
which continually adapts to teacher needs by allowing
teachers to identify individual areas of growth, select
appropriate development opportunities, share best
practices and collaborate in learning communities.
1. Generate a plan for teachers to receive PLU credit
for completing “in house” professional
development.
2. Establish a “one stop” electronic platform which
allows teachers to submit proposals, sign up for
sessions and monitor documentation.
Aug – May Staff
Development
funds
In House School
plan for
professional
development
Admin;
teachers
School generated
professional
development
documentation,
correlational data
between student
growth/performanc
e & types and
amount of
professional
development.
2 Implement requirements for lesson plans. Generate a
Teacher Evaluation Guide which provides teachers:
1. Lesson plan requirements including inclusion of
LFS and DOK
2. Lesson planning templates
3. Model lesson plans
Aug – Sept Printing costs In House School
developed
professional
development
Admin;
teachers
Visual inspection
of lesson plans

RTITier#
Strategy#
Resources
Staff
Respon-
sible
Means of
measurement to
assess progress
on goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
3 Require teachers to submit three Data Management
Reports across the year the exhibit DOK analysis,
reflection and remediation plan
Nov. 7, 2014
Jan.
March
In house
professional
development
Admin;
teachers
Tracking
submission and
DOK levels which
are submitted.
4 Require teachers to complete the Formative Instructional
Practices Path 1
Sept - Nov Admin;
teachers
Tracking
completion. In
house
documentation
which evidences
implementation.
5 Develop a committee whose focus is instructional
leadership. Monthly meetings serve as the generator of
ideas for professional development and as approval
committee for professional development sessions.
Aug – May Admin;
select
teachers
Tracking meeting
times & topics

Goal
#3
Increase the number of CTAE, advanced academic, fine arts or world language pathway completers
☐MS
☒HS
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☒9 ☒10 ☐11 ☐12 ☐13 ☐14 ☐15 ☐16 ☐17 ☐18 Show list...
Indicator
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10 Show list...
Link to System Goal ☐1 ☒2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 Hide list...
2014 School Board’s Major System Priorities:
17. 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.
18. In collaboration with technical colleges, other institutions of higher learning and the local business community, insuring that career, technical and agricultural
education programs prepare students for a diverse and technologically rich society.
19. Insuring that all students and staff have a safe and secure environment for teaching and learning.
20. Attracting, retaining and training the best teachers, principals and support staff.
21. Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a major business enterprise.
22. Increasing parental and community involvement through public engagement policies and practices that treat parents, business, community-based organizations
and agencies, local institutions of higher learning and other public entities as true partners in the educational process.
23. 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.
24. Reviewing the potential for utilizing the school district’s existing public education facilities to establish self-supporting community school evening/week-end
educational programs for interested Cherokee County adults.
RTITier#
Strategy#
Resources
Staff
Respon-
sible
Means of
measurement
to assess
progress on
goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
1 1 CTAE establishes a goal to increase the percentage of students
completing a career pathway within each of the programs
offered at Etowah (Agriculture, Architectures and Design,
Broadcast Video, Business, Computer Science, Construction
Technology, Education, Family and Consumer Science,
JROTC-Air Force, Law and Justice, Transportation and
Logistics.
Resulting in:
•Increased number of pathway completers in the 2011 cohort
Aug – May
CTAE
teachers,
administrat
ors,
counselors
Tracking number
of focused lessons,
tracking attendance
at elective fair,

RTITier#
Strategy#
Resources
Staff
Respon-
sible
Means of
measurement
to assess
progress on
goals
CCRPI
Materials /
Sources of Funds /
Cost est.
Specific PD /
Sources of Funds /
Cost est.
Achiev#
Exceed#
2 The CTAE Department will establish a goal to increase the
percentage of CTAE pathway completers earning a national
industry recognized credential students before graduation in
each of the11 programs: Business, Computer Science, Air
Force JROTC, Architecture & Engineering, Education,
Transportation, Construction, Video Broadcast, Agriculture,
Family & Consumer Science, Law & Justice
Aug – May CTAE
teachers;
admin;
counselors
3 World Languages establishes a goal to increase the number of
Pathway Completers in World Languages (Spanish and
French).
Resulting in:
Aug – May World
language
teachers;
Admin;
counselors
4 Fine Arts establishes a goal to increase the number of
Academic pathway Completers in Fine Arts.
Resulting in:
Aug – May Fine Arts
teachers;
Admin,
counselors

A. REVIEW OF CHEROKEE COUNTY SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT FOCUS/TARGETS 2014-
17
• Support the improvement of the performance of students, staff, and the organization through results-driven professional development, which is
standards-based, job embedded, and collaborative, i.e., Georgia Performance Standards (GPS) and Common Core Georgia Performance Standards
(CCGPS) and Georgia Milestones.
• Provide all users with access to current information and resources that will increase student achievement as well as empower collaborative learning,
problem solving, creativity, innovation, and informed decision making.
• Provide professional learning opportunities for all staff which will support students' academic needs through the integration of technology in standards-
based lessons.
• Support a focus on Science, Technology, Engineering and Mathematics (STEM) as well as Fine Arts reflected across the curriculum in select District
Academies.
• Expand effective use of instructional technology into all CCSD classrooms through professional development programs such as Teach 21, STEM 21,
and Bring Your Own Learning Device (BYLD), thereby equipping teachers and administrators with the skills and knowledge needed to work and lead
in a 21st Century standards-based classroom/school model for teaching and learning.
• Provide training for appropriate employees to support the implementation of Race to the Top initiatives, i.e. Teacher Keys Evaluation System (TKES),
Leader Keys Evaluation System (LKES) and Common Core Georgia Performance Standards (CCGPS).

B. ANALYSIS OF PREVIOUS YEAR’S SCHOOL-BASED PROFESSIONAL DEVELOPMENT
Complete the following analysis as it relates to the effectiveness of school-based professional development activities for
the 2013-14 school year:
Professional Development
Activity
Statement of Effectiveness/Impact
on Student Achievement Continue Discontinue Rationale
Learning Focused Schools All teachers new to EHS are provided
with the fundamentals of LFS by current
EHS teachers. This allows teachers to
maintain consistency in instruction.
The consistency provided by the LFS structure
eliminates student concern about classroom
instruction. The use of clear Essential questions
also provide clear learning targets for teacher and
students. Activating prior knowledge,
summarizing and extending and refining strategies
will only assist students in being academically
successful.
Professional Learning Communities-
Consistency teams
Teachers are indicating improved lesson
planning and instruction through learning
communities.
Research indicates that student growth and
achievement is improved by teacher
collaboratively planning and seeking to
improve practice.
C. DEVELOPMENT OF 2014-15 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL
IMPROVEMENT PLAN
Complete the following chart for your school-based Professional Development Plan for the
2014-15 school year:
Total
Allocation:
15,997.90
Professional Learning Activity
SIP
Goal(s) # Participant(s) Timeline Resources Needed
Cost
(should equal
allocation)
Teacher Led Sessions All Available to all Sept -- April Copies, Substitutes ~$1500.00
Professional Learning Communities All Available to all Aug -- May Books, Trainings, Substitutes ~$6000.00
Action Research All Available to all Aug – May Protocols
On line training modules All Available to all Sept – April Subscription to resource ~$1000.00
Learning Focused Schools All 18 Teachers Sept - Nov None- In house training ~$4500.00
Conferences All Available to all Sept – May Fees, Travel ~$3000.00

A.PROVIDE A STATUS REPORT FOR PREVIOUS YEAR’S SIP GOAL/OBJECTIVES:
#
Previous Year’s SIP Goal / Objective
(state goal and indicate location of data)
Goal
Met
Goal
Not Met
Continue or Discontinue Goal
(list any modifications)
1 Increase the number of students on track to graduate with their 4
year cohort. On track is defined as “earning within 1 unit of credit of
credits possible.”
Continue. Modify wording - Increase the number of
students within 1.0 credit of graduating with their 4
year cohort.
2 Increase the number of students that score Meets or Exceeds on
content exams. – see data below for specifics
Overall
Goal Not
Met
Discontinue
CCGPS COORD ALG +1%
CCGPS ANALYTIC GEOM Baseline 47%
9th
LITERATURE -1%
AMERICAN LITERATURE 0%- no
change
BIOLOGY +1%
PHYSICAL SCIENCE -1%
US HISTORY -3%
ECON/BUSINESS/FREE ENTERPRISE +4%
3 Increase the attendance rate. 0%- no
change
Continue
4 Increase the number of students demonstrating Post High School
Readiness by focusing on:
Continue- will use the baseline data provided in the
CCRPI Score. We have the data for
completers…and predict that we have met this goal.
1. Pathway Completers (2013-59.2%)
• CTAE - 86
• Fine Arts - 170
• World Languages - 193
• Academic - 138
1. Percentage of scores 3 or higher on 2 or more AP exams
2. Composite ACT scores (23.5)

#
Previous Year’s SIP Goal / Objective
(state goal and indicate location of data)
Goal
Met
Goal
Not Met
Continue or Discontinue Goal
(list any modifications)
3. Combined SAT scores
(2013 – overall indicator 76.9%)
B.SYSTEM PRIORITIES AND OBJECTIVES – ANALYSIS OF STUDENT ACHIEVEMENT DATA:
Indicator
2011 2012 2013 2014
School District State School District State School District State School District State
SAT – College Admission Testing (mean will meet or exceed State average)
Verbal (Critical Reading) 539 522 481 542 532 488 533 528 490 532 488
Math 544 527 483 547 536 489 540 528 487 543 485
Total 1610 1559 1431 1615 1587 1452 1599 1567 1498 1587 1445
ACT – College Admission Testing (mean will meet or exceed National average)
National
English 22.9 21.9 20.1 22.9 22.3 20.1 23.3 22.3 20.2 23.4 22.2 20.3
Math 23.1 22.3 20.7 22.7 22.2 20.6 23.2 22.0 20.3 22.9 22.0 20.5
Reading 23.7 22.7 20.8 23.6 23.3 21.0 23.8 23.3 21.2 24 23.2 21.4
Science 22.8 21.9 20.3 23.1 22.5 20.5 22.8 22.5 20.5 23.3 22.4 20.7
Composite 23.2 22.3 20.6 23.2 22.7 20.7 23.4 22.7 20.7 23.5 22.6 20.8
WRITING – GHSWT (% Meet or Exceed Standard)
GHSWT (>96% M /E) 98 99 97 97 99 97 98 99 96 97 98 95
5th
Grade (>80% M/E) 84 79 87 81 86 79
8th
Grade (>80% M/E) 91 86 91 86 92 86
EOCT (% Meet or Exceed)
Algebra/Math I/2013 – CCGPS
Coordinate Algebra
84 88 65 80 85 67 53 57 40 54 62 44
Geometry/Math II/2014 – Analytic
Geometry
90 87 57 93 90 77 90 90 78 47 53 37
9th
Lit & Comp 91 94 86 92 95 86 95 96 89 94 97 91
11th
Lit & Comp/Amer Lit & Comp 97 97 91 97 98 91 97 98 93 97 98 95
Biology 87 90 73 88 89 73 95 91 78 96 92 78
Physical Science 85 91 79 91 94 79 93 95 86 92 95 87
U.S. History 90 89 69 93 90 69 90 89 75 87 89 75
Economics/Bus/Free Ent 90 93 74 93 96 74 92 95 81 96 93 83

Indicator
2011 2012 2013 2014
School District State School District State School District State School District State
High School Graduation
Beginning in 2011, we have 4-yr and
5-yr grad rates
82.3% 74.8%
77.9%
67.5%
69.9%
85.1%
83.7%
72.7%
76.1%
69.7%
71.6%
82.8% 78% 71.8%
ATTENDANCE RATE (Absent <15 days)
2012 ff – attendance rate by school level Elem-
97%
Elem-
97%
Elem-
96.4%
Elem-
96.1%
Mid-
97%
Mid-
96%
Mid-
96.4%
Mid-
95.9%
95.8% 95.7% 91.2% High
96.9%
High-
97%
High-
95%
High
96.9%
High-
96.4%
High-
94.5%
CCRPI – High School
2012 Score 2013 Score 2014 Score
School District State School District State School District State
CCRPI High School Score 84.1 78.5 72.8 81.9 80.3 71.8
Achievement Score 51.8 48.7 43.1 50.5 48.8 43.6
Progress Score 17.5 17.3 16.3 17.0 17.3 16.3
Achievement Gap Score 11.3 10 11.3 11.3 11.3 8.7
Challenge: ETB
Challenge: EL/ED/SWD* 3.5 2.5 2.1 3.1 2.9 3.2
*Total possible points for EL/ED/SWD is dependent on the percentage of students who are EL/ED/SWD (unduplicated)

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, 1st
time test takers, Regular Program
GHSWT
2009-10 97%
2010-11 99%
2011-12 99%
2012-13 98%
2013-14 99%
The following trend is evident:
1. Students maintain a high level of performance on this measure.
97
99 99
98
99
96
96.5
97
97.5
98
98.5
99
99.5
2009-10 2010-11 2011-12 2012-13 2013-14
Pass %
Pass %

End of Course Tests (EOCT)
The following charts represent Etowah High School’s student performance on all subject area End of Course Tests (EOCT) over the past 5 years. The data reflects the
percentage of students that scored “Meets or Exceeds”.
Math EOCT Results
2009-10 2010-11 2011-12 2012-13 2013-14
GPS Geometry 62 90 93 90 Not
Administered
CCGPS Geometry 47
GPS Coordinate
Algebra
90 84 80 Not
administered
Not
administered
CCGPS Coordinate
Algebra
Not
administered
53 54
0 10 20 30 40 50 60 70 80 90 100
CCGPS Cordinate Algebra
GPS Cordinate Algebra
CCGPS Geometry
GPS Geometry
2013-14 2012-13 2011-12 2010-11 2009-10

Science EOCT Results
2009-10 2010-11 2011-12 2012-13 2013-14
Physical Science 88 85 91 93 92
Biology 80 87 88 95 96
70 75 80 85 90 95 100
Physical Science
Biology
2013-14
2012-13
2011-12
2010-11
2009-10

Literature and Composition EOCT Results
2009-10 2010-11 2011-12 2012-13 2013-14
11th
Grade Lit 94 97 97 97 97
9th
Grade Lit 90 91 94 95 96
86 88 90 92 94 96 98
9th Lit & Comp
11th Lit & Comp
2013-14
2012-13
2011-12
2010-11
2009-10

Social Studies EOCT Scores
2009-10 2010-11 2011-12 2012-13 2013-14
US History 86 90 93 90 87
Economics 86 86 93 92 96
80 82 84 86 88 90 92 94 96
Economics
US History
2013-14
2012-13
2011-12
2010-11
2009-10

Preliminary Scholastic Aptitude Test
Etowah High School juniors’ performance on the PSAT from SY 2009-10 through SY 2013-14 is summarized in the following graph:
2009-10 2010-11 2011-12 2012-13 2013-14
Verbal/Critical Reading 47.5 47.5 47.4 47.6 47.0
Math 47.9 48.1 48.4 48.9 48.2
Writing 46.3 45.1 45.6 47.1 45.9
The following trends are evident:
1. High levels of achievement have been maintained in the Math portion of the PSAT over the last five years.
2. 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 10th
grade students to take the test.
43
44
45
46
47
48
49
50
2009-10 2010-11 2011-12 2012-13 2013-14
Verbal/Critical reading
Math
Writing

Scholastic Aptitude Test
Etowah High School students’ performance on the SAT from SY 2009-10 through SY 2013-14 is summarized in the following graph:
2009-10 2010-11 2011-12 2012-13 2013-2014
Critical
Thinking/Reading
558 539 542 533 532
Math 574 544 547 540 543
Writing 547 527 526 526 512
Total 1679 1610 1615 1599 1587
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. Etowah HS continues to score above both the state of Georgia average and the National average in all categories.
3. Etowah has shown a gradual decrease in scores critical reading and writing.
0
200
400
600
800
1000
1200
1400
1600
1800
2009-10 2010-11 2011-12 2012-13 2013-14
Critical Reading
Math
Writing
Total

American College Test
Etowah High School college preparatory students’ performance on the ACT from 2009-10 through 2013-14 is summarized in the following graph.
2009-10 2010-11 2011-12 2012-13 2013-14
English 23.3 22.9 22.9 23.3 23.4
Math 23.7 23.1 22.7 23.2 22.9
Reading 24 23.7 23.6 23.8 24
Science 23.1 22.8 23.1 22.8 23.3
Totals 23.6 23.2 23.2 23.4 23.5
Etowah High School is above the county, state and national composite score in all areas:
Reading English Math Science Composite
ETOWAH 24 23.4 22.9 23.3 23.5
CCSD 23.2 22.2 22.0 22.4 22.6
GEORGIA 21.4 20.3 20.5 20.7 20.8
NATION 21.3 20.3 20.9 20.8 21
22
22.5
23
23.5
24
24.5
2009-10 2010-11 2011-12 2012-13 2013-14
English
Math
Reading
Science
Totals

ADVANCED ACADEMIC PROGRAMS
Advanced students at Etowah are academically challenged through numerous Advanced Placement and Honors course offerings. All Advanced Placement courses have been
certified through College Board AP Audits. Teachers of AP courses are certified in both the state gifted curriculum and through the College Board AP institute. In 2013-2014,
eighty-six percent of students taking the AP exams, scored 3 or higher and earned college credit for their coursework.
Percent of AP Students Scoring 3+
Number of AP Students; Number of Exams; & Number of AP Students Scoring 3 or Above
83 84 85 86 87 88 89 90
% of AP Students with Score 3+
2009-10 2010-11 2011-12 2012-13 2013-14
2010 2011 2012 2013 2014
Total AP Students 235 249 239 322 344
Number of Exams 437 435 576 613 638
AP Students with Scores 3+ 207 222 261 283 294

Advanced Placement Testing
Average Scores through SY 2013-14
Social Studies
World
History
US
History
US
Gov.
Politics
Human
Geography
Macroeconomics Psychology
2009-10
EHS
CCSD
NATION
4.1
3.1
2.7
3.9
3.3
2.7
3.5
2.0
3.0
Course not
offered at
EHS
Course not
offered at
EHS
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
Course not
offered at
EHS
Course not
offered at
EHS
3.6
3.6
3.1
2011-12
EHS
CCSD
NATION
3.9
3.3
2.6
4.4
3.7
2.8
3.2
3.1
2.7
4.6
3.6
2.7
Course not
offered at
EHS
3.8
3.8
3.1
2012-13
EHS
CCSD
GLOBAL
3.6
2.8
2.5
3.9
3.1
2.8
3.4
2.6
2.7
4.3
3.2
2.7
2.5
2.9
3.7
3.6
3.2
2013-14
EHS
CCSD
GLOBAL
3.4
3.1
2.6
4.3
3.3
2.8
3.9
2.6
2.6
3.9
3.3
2.6
2.4
3.5
2.9
3.6
3.6
3.1
0 1 2 3 4 5
Psychology
Macroecomonics
Human Geography
US Gov. Politics
US History
World History
2013-14 2012-13 2011-12 2010-11 2009-10

Science
0 1 2 3 4 5
Environmental Science
Physics C: Mechanics
Physics B
Biology
Chemistry
2013-14 2012-13 2011-12 2010-11 2009-10
Chemistry Biology Physics
B
Physics C:
Mechanics
Environmental
Science
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
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
Course not
offered at EHS
2011-12
EHS
CCSD
NATION
2.8
2.9
2.8
3.3
3.1
2.7
3.3
3.3
2.9
4.1
3.9
3.6
Course not
offered at EHS
2012-13
EHS
CCSD
GLOBAL
3.7
2.3
2.9
3.5
2.8
Not
available
2.7
2.4
Not
available
4.1
3.3
Not
available
Course not
offered at EHS
2013-2014
EHS
CCSD
GLOBAL
3.2
2.9
2.7
3.4
3.1
2.9
3.3
3.2
2.9
3.6
3.2
3.6
2.1
3.5
2.6

Mathematics
0 0.5 1 1.5 2 2.5 3 3.5 4
Statistics
Calculus BC
Calculus AB
2013-14 2012-13 2011-12 2010-11 2009-10
Calculus
AB
Calculus
BC
Statistics
2009-10
EHS
CCSD
NATION
3.4
3.6
2.8
Course not
Offered at EHS
3.4
3.7
2.8
2010-11
EHS
CCSD
NATION
3.2
3.7
2.8
Course not
Offered at EHS
3.6
3.5
2.8
2011-12
EHS
CCSD
NATION
3.8
4
3.0
Course not
Offered at EHS
3.3
3.3
2.8
2012-13
EHS
CCSD
GLOBAL
3.5
3.5
2.9
3.6
3.7
3.7
3.1
3.0
2.8
2013-14
EHS
CCSD
GLOBAL
2.9
3.5
2.9
3.9
3.8
3.8
3.3
3.7
2.9

World Language, Computer Science, Music Theory and Studio Art
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Computer Science
Spanish Language and Culture
2013-14 2012-13 2011-12 2010-11 2009-10
Spanish
Language and Culture
Computer Science
2009-10
EHS
CCSD
NATION
Course not offered at
EHS
2010-11
EHS
CCSD
NATION
4.1
3.5
3.5
2.6
2.7
2011-12
EHS
CCSD
NATION
3.8
3.8
3.4
3.3
3.1
2.7
2012-13
EHS
CCSD
GLOBAL
3.2
3.2
3.3
3.5
2.8
3.2
2013-14
EHS
CCSD
GLOBAL
3.9
3.9
3.7
1.5
2.1
3.0

English
0 0.5 1 1.5 2 2.5 3 3.5 4
English Language
English Literature
2013-14 2012-13 2011-12 2010-11 2009-10
English
Literature
English
Language
2009-10
EHS
CCSD
NATION
3.8
3.5
2.8
Course not
Offered at EHS
2010-11
EHS
CCSD
NATION
3.8
3.3
2.8
Course not
Offered at EHS
2011-12
EHS
CCSD
NATION
3.9
3.4
2.8
Course not
Offered at EHS
2012-13
EHS
CCSD
GLOBAL
3.5
3.1
2.8
3.3
3.4
2.8
2012-13
EHS
CCSD
GLOBAL
3.7
3.5
2.8
3.2
3.4
2.8

A. Technology Use Plan
Strategic planning for the continued integration of technology in instruction and productivity
Each school’s Technology Planning Committee assumes the roles of assessing the effective use of the technologies provided by the District, local school-based
revenues, donations or grants. The assessment must be comprehensive and cover all areas of technology need and use including hardware, software, online
resources and technology-based professional development. CCSD has established standards for technology deployment to ensure as much equity as possible
while also providing for unique needs where appropriate and financially feasible.
In order to capture data that contributes to a clearly defined assessment of technology use and effectiveness, it is recommended that schools employ survey tools
to gather, analyze and process that data. The analyzed data can assist in making informed decisions on filling gaps in technology provisioning.
Hardware Assessment & Gap Analysis:
Include printers, desktop and laptop computers, interactive whiteboards, peripherals, mobile technologies and accessories.
Type of Use
Hardware Description
(include make & model #) Hardware Location Hardware Effectiveness Provisional Gaps/Needs
Student/
Instructional
Teacher/
Productivity
Administrative
/Support
X Mobile laptop carts Teachers’ Classrooms Utilize technology effectively 12 carts with 24 laptops each
X MS Tablets with attachable
keypads
Teachers’ Classrooms Utilize technology effectively 400 tablets*
X USB headphones World Languages, Sped,
REP
Student usage in class 400 headphones+
X iPads Teachers’ Classrooms Utilize technology effectively 400 iPads
X Scantron Performance Series (web-
based diagnostics)
Teacher Efficiency Utilize technology
effectively
4 interfaced machines
X USB Microphones (AudioTech) Teachers’ Classrooms Utilize technology effectively 20 Microphones
X Google Glasses 3 Pods at Etowah East Student usage in class 90 Google Glasses

Hardware Assessment & Gap Analysis:
Include printers, desktop and laptop computers, interactive whiteboards, peripherals, mobile technologies and accessories.
Type of Use
Hardware Description
(include make & model #) Hardware Location Hardware Effectiveness Provisional Gaps/Needs
Student/
Instructional
Teacher/
Productivity
Administrative
/Support
X SmartBoards and Projectors 3 Pods at Etowah East Utilize technology effectively 3 SmartBoards and 3 Projectors
X X Drop-down Screen, mounted
projector and docking station
Cafeteria at Etowah East Utilize technology effectively Facilitate meetings
X Tablets, Surface pro Administrators To complete teacher
formatives and Walkthroughs
6 Surface Pro
**We have 70+teachers trained/training in BYLD tools of the Trade Workshops. Smartphones, iPads and other ECD do not have some of the capabilities that a
laptop or a MS Tablet can provide; ie. Adobe Flash player. Many departments plan and utilize laptops daily- World Language, ESOL, Literature and Social
Studies.
Software Assessment & Gap Analysis:
Instructional / Productivity:
The following list is composed of District provided instructional and productivity resources that are available (at the appropriate grade levels) for
CCSD schools.
Grades K-3 Grades 4-6 Grades 6-8 Grades 9-12
Adobe Elements/Premiere
(Limited Licenses)
Adobe Elements/Premiere (Limited
Licenses)
Adobe Creative Suites
Adobe Creative Suites
Microsoft Office - Word, Excel, Access,
PowerPoint, Publisher, Outlook, OneNote
Office 365 (Online for 5-6) Office 365 Office 365
Aspen Student Portal (5-6) Aspen Student Portal Aspen Student Portal
SuccessMaker Math & Reading SuccessMaker Math & Reading SuccessMaker Math APEX
SuccessMaker Collaborate SuccessMaker Collaborate SuccessMaker Collaborate
Scholastic Reading Inventory Scholastic Reading Inventory Scholastic Reading Inventory
READ 180 READ 180 READ 180
Easy CBM Easy CBM Easy CBM
Solo 6 Literacy Suite Solo 6 Literacy Suite Solo 6 Literacy Suite Solo 6 Literacy Suite
TimezAttack TimezAttack Think Through Math
Type to Learn Type to Learn Various typing programs Various typing programs
QUIA QUIA QUIA QUIA

Software Assessment & Gap Analysis:
Instructional / Productivity:
The following list is composed of District provided instructional and productivity resources that are available (at the appropriate grade levels) for
CCSD schools.
Grades K-3 Grades 4-6 Grades 6-8 Grades 9-12
USA TestPrep (6th
) USA TestPrep USA TestPrep
BrainPOP, Jr. BrainPOP BrainPOP BrainPOP
BrainPOP Espanol BrainPOP Espanol BrainPOP Espanol BrainPOP Espanol
BrainPOP ESL BrainPOP ESL BrainPOP ESL BrainPOP ESL
Grolier Online Grolier Online Grolier Online Grolier Online
NetTrekker NetTrekker NetTrekker NetTrekker
PebbleGo PebbleGo PebbleGo PebbleGo
TrueFlix TrueFlix TrueFlix
FreedomFlix FreedomFlix FreedomFlix
NoodleTools NoodleTools NoodleTools NoodleTools
Destiny – Media Center Destiny – Media Center Destiny – Media Center Destiny – Media Center
Accelerated Reader/Reading Counts (Local
school funded)
school funded)
school funded)
STAR
Math, Reading, Early Literacy
STAR
Math, Reading, Early Literacy
Geometer’s Sketchpad Geometer’s Sketchpad
ActivInspire ActivInspire Smart Notebook Smart Notebook
Write to Learn (Limited licenses) PH Essay Scorer
Turnitin Turnitin
ActivEngage2 ActivEngage2 Smart Response VE Smart Response VE
Moodle Learning Management System
(LMS)
Moodle LMS Moodle LMS Moodle LMS
Please identify any needs in the provisioning of instructional resources for your school/location (i.e. instructional areas for which you have no
software):
Instructional Area
Target
Grade(s)
Target Curriculum or
Standard
Preferred
Quantity Comments or recommended titles
Study Island Core Subjects all levels
including AP
800 licenses* College and Career Readiness Bundle
SRI ELA Standards - CCRPI 800 licenses+
Conjugemos 9-12 World Languages
Curriculum
1 site license

Please identify any needs in the provisioning of instructional resources for your school/location (i.e. instructional areas for which you have no
software):
Instructional Area
Target
Grade(s)
Standard
Preferred
Voice Thread 9-12 WL Curriculum 7 Teachers or Site License
Zambombazo e-books bundle 9-12 WL Curriculum 2 e-books
bundle:1 each
French and
Spanish
Quia accounts for all students and teachers 9-12 Teacher Classrooms Site license 2400 students and 160 teachers
*We have purchased 200 licenses of Study Island for our Special Education students that expire during this school year. Study Island is a great resource for
targeted instruction and mastery of standards. We would like to increase our licenses to include REP, ESOL, Regular Education, Honors and AP students.
Many of our teachers of Honors/AP classes utilize the “teacher resources” section of Study Island and have requested student licenses.
+We have limited number of SRI licenses for Sped and ESOL students; however, we need to increase the number of licenses so we can benchmark and
progress monitor ALL students’ Lexile levels in response to CCRPI so we prepare our students for college readiness.
Special Education:
The following list is composed of instructional, software applications and online resources that are available and targeted to support Special Education
(at the appropriate grade levels) for all CCSD schools.
Grade Pre-K Grades K- 3 Grades 4-6 Grades 7-8 Grades 9-12
IntelliTools Classroom Suite
(Reading/Writing/Math)
Boardmaker (Communication) Boardmaker (Communication) Boardmaker (Communication) Boardmaker (Communication) Boardmaker (Communication)
Writing with Symbols 2000
(Reading, Writing,
Communication)
(Reading, Writing,
Communication)
(Reading, Writing,
Communication)
(Reading, Writing,
Communication)
(Reading, Writing,
Communication)
Discrete Trial Trainer (Curriculum
Software/
Autism)
Software/
Autism)
Software/
Autism)
Software/
Autism)
Software/
Autism)
Mind Reading (Autism) Mind Reading (Autism) Mind Reading (Autism) Mind Reading (Autism) Mind Reading (Autism)
Read 180 (Reading) Read 180 (Reading) Read 180 (Reading) Read 180 (Reading) Read 180 (Reading)
Edmark 1 & 2 (Reading) Edmark 1 & 2 (Reading) Edmark 1 & 2 (Reading) Edmark 1 & 2 (Reading) Edmark 1 & 2 (Reading)
Earobics (Reading) Earobics (Reading) Earobics (Reading) Earobics (Reading) Earobics (Reading)
Kursweil
(Reading/ Writing)
Kursweil
(Reading/ Writing)
Kursweil
(Reading/ Writing)
Kursweil
(Reading/ Writing)
Kursweil
(Reading/ Writing)
SOLO Literacy Suite software
applications
applications
applications
applications
applications

Special Education:
The following list is composed of instructional, software applications and online resources that are available and targeted to support Special Education
(at the appropriate grade levels) for all CCSD schools.
Grade Pre-K Grades K- 3 Grades 4-6 Grades 7-8 Grades 9-12
( Read:OutLoud, Write:OutLoud,
Draft Builder and Co:Writer)
Zoom Text (Accessibility) Zoom Text (Accessibility) Zoom Text (Accessibility) Zoom Text (Accessibility) Zoom Text (Accessibility)
Book Share online membership
(Accessible Print)
(Accessible Print)
(Accessible Print)
(Accessible Print)
(Accessible Print)
News -2-You online (Accessible
Curriculum Materials)
MECA: Transition Planning
System (TPS) and Functional
Social Skills
Please identify any needs in the provisioning of Special Education instructional resources for your school/location (i.e. instructional areas for which you have no
resources).
Instructional Area
Target
Grade(s)
Standard
Preferred
Study Island 9 - 12 Core Academic Subjects 200 licenses Common and Career Readiness Bundle
Administrative:
The following list is a summary of administrative, software applications and resources that are available to all CCSD schools.
Title Description Department
MUNIS Financial/Accounting/payroll and benefits software. Finance
PD Express Provides tracking of professional development activities for faculty and staff. Curriculum/Professional Development
ePersonality Human Resources Management application suite. Personnel
Aspen Student information systems management. Grade book management, attendance and reporting. Technology/ Student Information
Tylers Versatran Routing and Planning Bus routing and scheduling software. School Operations/ Transportation
Horizon –Vboss School food services back-end management server. Provides inventory and reporting services. School Food Services – Inventory
Management
Horizon –FastLane School food services front end Point of sale systems. School Food Services – Point of Sale
Fixed Asset Tracking System Technology Asset management tool. Allows for the scanning and tracking of all IT assets. Technology/ Asset Tracking

Administrative:
The following list is a summary of administrative, software applications and resources that are available to all CCSD schools.
Title Description Department
Symantec Endpoint Protection Anti-Malware protection. Protects endpoint from virus, spam, malicious software and spyware
threats.
Technology/ Antivirus
KBox Systems Management Appliance Systems management tool that provides resources for building and managing images, software
deployment and tracking, asset tracking, help desk services, and reporting.
Technology/ Systems Management
Exchange Email and calendaring program. Technology/ Email
SharePoint – Internal Internal information store for all departments. Repository of policies, procedures, forms,
processes, etc.
Technology
SharePoint – External External information store for all Schools and departments. Repository of events, announcements,
policies, forms and public communications.
Technology
Applitrack Online application management program Personnel Management
Facilities Maintenance Help desk for facilities or maintenance requests from schools and departments. Facilities/Construction
Web Control Energy Management
System
Provides monitoring of energy consumption for locations throughout the District. Facilities/Construction
Destiny Library Manager
Destiny Textbook Manager
Manages the circulation of media center materials, textbooks, inventory and reporting. Curriculum
Response to Intervention A database of students that require pre-emptive assistance to improve their academic or behavioral
performance based on key factors and to reduce their chance of placement in special education.
Curriculum
Clarity Provides tracking of students with IEP’s. Curriculum/Technology
Schlage Systems Management Enterprise Security and Access control program for facilities using the electronic badge interface. Facilities /School Police
aXsInfo Document scanning, indexing and archival system. Finance/ Curriculum/ Personnel
School Funds Online School based accounting Finance
Ident-A-Kid School Visitor tracking program School Police and School Operations
TripTracker School field trip management program School Operations and Curriculum
Please identify any needs in the provisioning of administrative resources for your school/location.
Function or Purpose of Software Desired/Effective Quantity Comments (Suggested Titles, Links, vendor
Design fillable forms and gather data Improve implementation
progress monitoring of
initiatives
Adobe Pro

Professional Development:
Please identify technology-focused professional development topics that are needed to assist teachers in improving their technical acuity, maintaining
pace with student knowledge and industry trends, enhancing teachers’ overall computing skills and improving their use of communication resources.
Topic
Audience
(e.g. teachers, admins, grade levels,
curriculums)
Preferred time of delivery
(e.g. before or after school, planning)
Potential resources for delivery
(e.g. ITS, Media Specialist, local school admin.)
Net Support Software training Teachers with labs After school and Planning ITS
Infrastructure:
Please identify areas of the school where 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 space as it relates to technology use.
Room/Area Concern Current Use Intended Use Target Date
Building B at Etowah East Additional wireless access
points
Few access points Wireless access for
desktops, laptops and other
e-devices
September 29, 2014
Building B at Etowah East SmartBoards are too low Move SmartBoards up for
High School/ Adult use
Student Instruction September 29, 2014
Internet Safety:
In regard to CIPA certifications, required of all CCSD 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
Net Support Software for laptop Carts 9-12 World Languages Claudia Larotta Nov. 1, 2014 New WL web-based program

Internet Safety:
In regard to CIPA certifications, required of all CCSD 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
Net Support Software for laptop Carts 9-12 ESOL/ REP Pamela Holman Nov. 1, 2014 Web-based programs, i.e., Study Island
Cost-Cutting Measures:
What technology-focused cost-cutting practices has your school discussed or implemented?
Shutting down all computers, laptops, etc. at the end of the school day. Turning off projectors at the end of Instructional use.
Bring Your Learning Device (BYLD):
Please describe how you have implemented the Bring Your Learning Device initiative:
Are you currently implementing BYLD in your school? Yes
How many teachers are participating? 70+
Indicate the grade levels where BYLD is being implemented. 9-12
Provide an estimated (or anticipated) percentage of your student population that
will bring their personal learning devices to school.
80%
Please identify the successes and challenges of BYLD:
Successes include acquisition and assimilation of higher level learning and skills in a fast changing technological society. Challenges include network
drops, wireless, access, and printing capabilities.
Initiatives Unique to your School:
Please identify new, unique or innovative programs centered on technology use that are currently being implemented or are being developed:
STEM Initiative to be a Georgia Certified High School within 3-5 years.

The Etowah High School Technology Plan, under the guidance of the Cherokee County Board of Education, provides for the utilization and integration of
technology into the curriculum and provides for its infusion into school administration and management. The primary goal of the plan is to involve active
learning through the acquisition of knowledge, the use of critical thinking skills, and the application of creativity and analytical problem-solving. An
appreciation for life-long learning skills is gained through access, management, and communication through curriculum-based technologies. Faculty, staff,
and students work collaboratively to discover, learn, and use innovative methods through integrative technologies to better prepare for the future.
A Major System Priority is the utilization of technology to improve student achievement, to meet the needs of special populations and culturally diverse
students, and to increase efficiency and productivity. The key to the implementation of this system priority lies in merging valid informational resources
with a balanced, outcome-based, student-oriented curriculum. Technology plays a pivotal role in bringing results-driven learning to the community. To
accomplish this mission, our technology provides electronic communication (voice, video and data) with local and world-wide audiences. Accountability,
information and fiscal management, planning, and evaluation are all part of our management system.
Our data-driven system increases productivity, strengthens communications and innovation, and enhances relationships with local business and institutions
of higher learning. The richness of educational technology is supported by professional development, administrative support, and vision. A high-speed and
well-maintained infrastructure together with school-wide access for students, administration and staff, results in increased academic achievement and the
acquisition of global skills.
Our technology priorities include:
a) the utilization of technology to improve student performance and staff productivity
b) technology planning with a focus on collaborative learning through teacher facilitation
c) ongoing professional technology development for curriculum integration
d) continuing technological connectivity within the schools and the School System
e) providing a media center program that offers equitable access to up-to-date digital resources and tools, information literacy instruction, and
practices that support reading and learning throughout the school
Etowah High School teachers use available technological hardware and software to create a learning environment by which all students:
a) take responsibility for themselves in the learning process.
b) demonstrate mastery of educational goals and apply learning to real-life situations.
c) learn and apply technological skills necessary to succeed in a global workforce.
d) develop problem-solving and decision-making skills through critical thinking.
e) demonstrate mastery in research and information fluency as they use digital tools to gather, evaluate, and use information in multiple languages.
f) become aware of digital citizenship especially as it concerns ethical issues related to technology, copyright laws, and information integrity.
The Etowah High School Media Center uses available technological hardware and software to support the current learning standards published by the
American Association of School Librarians and the International Society for Technology in Education. The Media Center creates a learning environment
by which students:

a) apply digital tools to gather and gain knowledge.
b) use digital media and environments to communicate and work collaboratively.
c) demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
d) demonstrate a sound understanding of technology concepts, systems, and operations.

B.Attendance and Truancy Intervention Plan:
Section I: Provide a brief description of the school-to-home correspondence utilized to relate important student attendance
information (i.e., School Board Policy, School-site Programs, Improvements or Declines in School Attendance Rates, Improvements or Increases
in Student Drop-Out Rates, the State’s Compulsory Attendance Law).
•Students are given the opportunity to download the county handbook and students are given a free Etowah agenda that
includes EHS Attendance policies and procedures on the first day of school, which explain the attendance policy and the
appeal process. Hard copies are also available upon request.
•All students are provided a free EHS Student Agenda that includes attendance policies and procedures.
•Homeroom teachers are to obtain each student’s signature to verify acceptance and understanding of school and county
attendance as well as discipline policies.
•The attendance policy and the appeal process are posted on the county website.
•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: TAA/Homeroom teachers will speak to student and contact parent of student regarding excessive absences.
Teachers will receive a weekly report of students with excessive absences and will be expected to document contact with the
student and the parent.
•Administrators and their Admin Assistants will place students with excessive absences on an Attendance Agreement.
•Additional contact: Letters are mailed to students’ homes on the 4th and 7th absences to notify parents of excessive
absences and the procedures which will 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: Provide a brief description of school-based protocol utilized 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.
Section III: Provide a brief description of how student attendance patterns are tracked and underlying causes of truancy
identified for purposes of implementing appropriate solutions.
•A weekly report is generated for students who have more than 5 days unexcused absences. These students are placed on an
Attendance Agreement and verbally reminded of the attendance policy and appeal process, and. (Administrative Assistants).
•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/administrator 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 tracked to determine the reason for non-
attendance and when deemed appropriate, the student 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: Provide a brief description of school-based incentive program/activities for students with good/ improved attendance
rates. This should include formalized incentive programs organized by the school or through the school’s parent
organizations/community-based partnerships.
•Perfect attendance certificates are given at the end of the school year at Honors Day.
•Coupons from local Partners in Education are given quarterly to students with perfect .
•Students with perfect attendance are invited to participate in drawings for select prizes, including a drawing for bicycles for
Freshmen.
•The Attendance Committee meets periodically throughout the school year to discuss, create and implement attendance
incentives and guidelines.
Section V: Provide a brief description of school-based interventions or consequences for students in violation of the State’s
compulsory attendance law, dropping out of school prior to graduation or exceeding the 15-day absence limit used for
NCLB-related accountability.
•Students are referred to the school social worker after 7 unexcused absences. (Administrative Assistants to notify
Attendance Administrator, Mrs. Valle).
•School-wide detentions are assigned for every unexcused tardy to school or class.
•Saturday School and/or In-school suspension is assigned for skipping class any period of the day.
•Saturday school is assigned for failure to serve tardy detentions. (Administrative Assistants)
•Parking privileges will be suspended for the semester (not to be less than 30 days) when a student accumulates 6 or more
unexcused absences or tardies to school. (Administrative Assistants to notify Mrs. Reams)
•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 “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.
•Saturday School will be assigned to students for 7+ (excused or unexcused) absences within a semester Saturday School will
be assigned for each additional absence above 7 days per semester. These Saturday School assignments count as “work-back”
hours with one Saturday school = 1 make-up attendance day.
•Letters will be mailed home requiring doctors’ notes to students with 12+ absences last school year and/or 7+ absences per
semester, per policy. (Administrative Assistants).
•In the event that a student has excessive absences for health reasons, the school may require a physician’s excuse in order to
consider the absence as an excused absence.

C.Safety / Security Plan
Crisis Management Plan
(Do not submit Crisis Management Plan with SIP):
Action Date
Reviewed/Updated: June 6, 2014
Submitted to Chief of Police: August 2014
Distribution to all staff will occur
on:
Pre –Planning
July 2014
Daily Operating Procedures – Staff Responsibility/Supervision:
Opening and Closing: The Custodial staff opens and closes the campus.
Incident Reporting: All staff
Bus Loading/Unloading: Assistant Principals Robert Van Alstyne and Penny Valle, Teachers R. Graner, B. Westbrook, D. Hurlburt
Halls: All Classroom Teachers
Lunchroom: A lunchroom duty roster was created with a minimum of 5 teachers and one administrator supervising during all lunch
periods.
Restrooms: All classroom teachers
Playground: N/A
Athletic Events: (if applicable) At least one administrator; depending on size of event
Inventories:
Equipment: Technology – Krista Haehn
Keys: Beth Reams
Safety Related:
Radios: Renee Reboucas
Admin Vests: Each administrator issued a vest
Red Box: Penny Jones

Inventories:
Hand Held Metal
Detectors:
Officer Jayson Moss
Closed Circuit TV
Systems: (if applicable)
Automated Electronic
Defibrillator or AED: (if
applicable)
Currently we have 5 on the main campus and 1 at Etowah East at Chapman (another will be dieliver for placement at EE@C
Bldg. B)
We currently have 41 staff members CPR and AED certified.
Initiatives or Other Safety/Security Programs (not stated as an objective):

D.Character Education Plan and/or Teacher As Advisor Plan
System Plan: 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 counselling 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.
School Plan
(Grades K-5):
Teachers As Advisors
School: Etowah High School
School Committee
Leaders:
Dan Snipes, Assistant Principal
School Committee
Members:
Heather Barton; Teresa Pressley; Lisa Shull; David Dunn; Robyn Mattson; Jessica Whitley; Andrea Payne; Amanda Findlay;
Ashley Mathews; Rebecca Schwartz; Michele Dowd; Denise Rodriguez; Jessica Sprecher; Whitney Minton
Faculty/Staff Training: Please describe your specific plan(s) for introducing the TAA program in your school:
• 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

Teachers As Advisors
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
incorporated into this curriculum.
There will be 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. Each student will register for Moodle and take their TAA course requirements on that
website.
Advisement Schedule: Please describe the method with which the students will be assigned to each certified staff:
Each student was placed with a certified staff member in a grade appropriate setting based on current grade letter and where
their last name falls within the alphabet. Several TAA classes are created to accommodate students whose current credit
deficiencies place them between traditional grade levels.
Please describe the day of the week and time of the day during which advisement would take place in your building:
Monday 9:10 am – 9:39 am
Concerns/Needs: Please describe any future concerns/needs you may foresee in your school:

E. Homework Plan
System Plan: 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.
School 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.

• 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.
• 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.

F. Career, Technology, and Agricultural Education (CTAE) Plan:
Elementary School
CAREER
AWARENESS
PLAN:
Please describe your plan for implementing Elementary Career Awareness Cluster Activities (as required under HB
713) in grades 1-5, including projected timeline and person(s) responsible.
Please list any additional career development activities that you are planning that are above and beyond the
requirements.
Middle School
CAREER
EXPLORATION
PLAN:
Please describe your plan for implementation of the Bridge Bill (HB 400) in grades 6-8, including a projected timeline
and person(s) responsible.
Please describe career exploration activities that you are planning that are above and beyond the Bridge Bill
requirements.
High School
CTAE
PLAN:
Please provide a copy of your school’s CTAE Compliance Review Improvement Plan 2013-16 updated with
description of current status.
The major driving force for improvement in our High School CTAE programs is the document that emerged from the Perkins
Compliance Review visit in September, 2012. Each school is required to update their plans for improvement a based on the
recommendations of the review committee.
Please provide an updated copy of your school’s Quarterly Status Report: Non-traditional Core Indicators 6S1 and
6S2 Improvement Plan (enrollment of students in non-traditional classes and completion of non-traditional
pathways).
Our high school programs are also required to provide status reports on our improvement efforts to meet two Federal
Indicators on which our system has been deficient: 6S1 and 6S2. These indicators require that we meet minimum targets for

the percentages of non-traditional students who are enrolled in specific CTAE programs and who complete CTAE Career
Pathways respectively.
Please provide a description of your Senior Project Plan.
Senior Project Due Dates:
Information Due Date
1. Research & Product
Registration of SP Paper Topic / Product
August 8
Presentation
August 13
3. Form
Master Agreement Form Due
August 20
Final date to change topic
August 29
5. Paper
Annotated Bibliography
September 12
6. Paper
Rough Draft Due
October 9
7. Paper
Final Copy Due
October 21
8. Form
Project Facilitator Agreement and Role
October 30
9. Product & Portfolio
Product Log / Pictorial Log Check #1
3 Photos / 5 hours
January 23
6 Photos / 10 hours
February 13
9 Photos / 15 hours
March 21
12. Stand & Deliver
Portfolio
All Forms
Product Work Log / Pictorial Log
Product Verification Form
Product
Completed Presentation:8-10 Minute Speech (on note cards)
Dress Rehearsal Completed
April 15- May 2
13. Presentation of Senior Boards April 29 – 30

G.Response to Intervention (RTI) Plan
Tier I: For All Students
District Info: 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.
School Info:
Tier II: Academic Improvement Plan
District Info: 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.
School Info: Responsibilities
1. Teachers are responsible for students in their homeroom with point plans.

2. RTI Coordinator will create a manila envelope for each student who has a tier 2 or 3 point plan for homeroom
teachers; each envelope will have the student’s schedule stapled on one side and their transcript on the other (7th & 8th grade
transcripts will be used for freshman)
**At-risk 9th grade students already have a new point plan in the RTI portal. Attached to their envelope will be the reason for
the new point plan, a letter advising parents of the new point plan, a background information letter, an RTI brochure, an
envelope, and a first meeting letter that includes consent for hearing and vision;
3. Will remind teachers via email to collect and add data to the online RTI point plan and will check to make sure that
data is added at the appropriate time.
4. Will coordinate meetings, record the meeting minutes and add them to the point plan
Note: If it is an email meeting, homeroom teachers/case holders will combine emails and then add them to the point plan.
1. Teachers will check in Aspen to identify students who already have a point plan.
2. Will contact parents when appropriate to discuss weaknesses, choose and implement research-based interventions,
and add data to point plans for students with Point plans:
3. Will monitor academic and/or behavioral interventions
4. If you want to move a student from tier 2 to 3 contact the SST Chair/RTI Coordinator to schedule a meeting
*Note: You cannot move a student from tier 2 to 3 without a referral process. Tier 3 is when the Student Support Team (SST)
convenes.
Other Considerations
Behavior Point Plan
Teachers & Homeroom teacher/case holder: If a point plan is based on administrative referrals for behavior, the RTI
Coordinator will create the point plan. The students’ teachers will meet and create a BIP and all teachers will enter data. The
administrator will provide office referral data if needed for the BIP. Successes also need to be communicated to all teachers
in an effort to best serve the student.
End of Each 9 Week
RTI Coordinator will receive a report of all students failing 2 or more core classes at each 9 weeks; she will create point plans
and contact homeroom teachers/case holder. Homeroom teacher will begin to monitor point plan and notify students’
teachers.
Successful Students
Teachers - If students are passing their entire core classes at the end of the 9 weeks, teachers will email the case holder and
schedule a meeting so that the student can be either changed to tier 2 or tier 1.

Homeroom teacher/case holders will add the meeting minutes and send an email to the RTI Coordinator so she can change
the tier. If the student is moved to tier 1, data no longer needs to be collected.
Tier III: Student Support Team (SST)
District Info: 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, counsellors,
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.
School Info: School follows district guidelines for Tier 3 placement
Tier IV: Special Education Services
District Info: 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

Tier IV: Special Education Services
program with or without testing accommodations. A small percentage will take alternate tests in lieu of the general education
testing program.
School Info: School follows district guidelines for Tier 4 placement

H.SACS/CASI Assurance 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.
 1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for
student success.
 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.
 1.3 The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that
support student learning.
Standard 2: Governance and Leadership
The school operates under governance and leadership that promote student performance and support student performance and school effectiveness.
 2.1 The governing body establishes policies and supports practices that ensure effective administration of the school
 2.2 The governing body operates responsibly and functions effectively.
 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.
 2.4 Leadership and staff foster a culture consistent with the school’s purpose and direction.
 2.5 Leadership engages stakeholders effectively in support of the school’s purpose and direction.
 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success.
Standard 3: Teaching and Assessing for Learning
The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
 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.
 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.
 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.
 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning.
 3.6 Teachers implement the school’s instructional process in support of student learning.
 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about
teaching and learning.
 3.8 The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning
progress.

 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.
 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.
 3.11 All staff members participate in a continuous program of professional learning.
 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students.
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.
 4.1 Qualified professional and support staff are sufficient in number to fulfil their roles and responsibilities necessary to support the school’s
purpose, direction, and the educational program.
 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.
 4.3 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.
 4.4 Students and school personnel use a range of media and information resources to support the school’s educational programs.
 4.5 The technology infrastructure supports the school’s teaching, learning, and operational needs.
 4.6 The school provides support services to meet the physical, social, and emotional needs of the student population being served.
 4.7 The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
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.
 5.1 The school establishes and maintains a clearly defined and comprehensive student assessment system.
 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.
 5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data.
 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.
 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.
Standard
Indicators (check if met)
1 2 3 4 5 6 7 8 9 10 11 12
1 Purpose and Direction            
2 Governance and Leadership            
3 Teaching and Assessing for Learning            
4 Resources and Support Systems            
5 Using Results for Continuous Improvement            

Principal’s Signature: Date:

I. Title I Plan for School-Wide Programs (ES-MS)
All Title I School-Wide Programs (SWP) must address 18 components in the SIP. The components are listed below with a space for listing the Parts and pages
where addressed. In the body of the SIP, the components addressed will need to be highlighted to provide a cross-reference.
*Denotes required components as set forth in Section 1114 of Elementary and Secondary Education Act of 1965 (ESEA)
☐ This is a Title I School
☐ This is not a Title I School
COMPONENT PART/SECTION OF SIP
*1. A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may
affect achievement.
*2. School wide reform strategies that are scientifically research-based, directly tied to the comprehensive needs assessment
and academic standards, and…
a. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of
student performance.
b. Are based upon effective means of raising student achievement.
c. Use effective instructional methods that increase the quality and amount of learning time.
d. Address the needs of all children, particularly targeted populations, and address how the school will determine if
such needs have been met and are consistent with approved improvement plans.
e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to
the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting
students to achieve proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.
*3. Instruction by highly qualified professional staff.
a. *Strategies to attract highly qualified teachers to high-needs schools.
*4. Professional development for staff to enable all children in the school to meet performance standards.
*5. Strategies to increase parental involvement.
*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school
programs.
*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve,
the performance of individual students and the overall instructional program.
*8. Coordination and integration of Federal, State and Local services and programs
a. List of state and local educational agency programs and other federal programs that will be included.
b. Description of how resources from Title I and other sources will be used.

c. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of
1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of
1990.
*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely
assistance, which shall include…
a. Measures to ensure that students’ difficulties are identified on a timely basis.
b. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
c. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the
student, and the additional assistance available to the student at the school or in the community.
10. Description of how individual student assessment results and interpretation will be provided to parents.
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
13. Provisions for public reporting of disaggregated data.
14. Plan developed during a one year period, unless LEA, after considering the recommendation of its technical assistance
providers, determines that less time is needed to develop and implement the school wide program.
15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan
including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary).
16. Plan available to the LEA, parents, and the public.
17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating
students in the school speak as their primary language.
18. Plan is subject to the school improvement provisions of Section 1116.

J. Title I Plan for Target Assistance Programs (ES)
All Title I Targeted Assistance Programs (TAP) must address 8 components in the SIP. The components are listed below with a space for listing the Parts and
pages where addressed. In the body of the SIP, the components addressed will need to be highlighted to provide a cross-reference.
☐ This is a Title I School
☐ This is not a Title I School
1. Description of instructional strategies and programs which coordinate with and support the regular program.
a. Grades and subject areas to be served
b. Instructional strategies to be used
c. Scheduling models to be used
d. Supplemental instructional activities
e. Any educational field trip used as an instructional strategy must include documentation to support that the trip is
aligned to the comprehensive needs assessment found in the targeted assistance plan and must be connected to the
support of assisting students to achieve proficiency or advanced status in relation to the State Academic content
standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED
monitoring.
f. Flexible Learning Program plan that addresses Priority, Focus and/or Alert Schools.
2. Description of the method by which children with the greatest need are selected.
a. Pre K–2 multiple selection criteria
b. 3-12 multiple selection criteria
c. Copy of Multiple, educationally related, objective criteria worksheet for each subject and grade level of students
being served, including Priority, Focus and/or Alert schools, if applicable.
3. Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant,
LEP, and homeless children, as well as, those who have participated in Head Start or Even Start or who received services
from a neglected or delinquent institution during the previous two years.
4. Description of provisions for instruction by highly qualified staff and a description of strategies used to provide
professional development opportunities to teachers and other individuals as appropriate.
5. Strategies planned to increase the level of parental involvement based on the LEA parental involvement policy. The
school level parent involvement policy and parent compact should be attached to the targeted assistance plan.
6. Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the State
content standards and State student performance standards.

7. Process for reviewing the progress made by participating children, on an ongoing basis and the process for evaluating and
revising the program as needed to provide additional assistance to enable these children to meet the State content
standards and State student performance standards.
8. Procedures for annual assessment of students for meeting state and local expectations.

K.Waivers
A local unit of administration implementing an instructional program that may require a waiver of the State Board rule(s) and/or local Board of Education
rule(s) shall submit the request in writing to the local Superintendent of Schools as part of the School Improvement Plan. If the waiver request is for a State
Board rule, the Superintendent will forward the request to the State Superintendent of Schools. The form below must be completed in its entirety.
1. Waiver Report
List the rule(s) that the school wants to request a waiver of, including the specific provisions and wording that are to be waived:
What is requested in lieu of rule requirement(s)?
What is the duration of the waiver (with the beginning date noted)? Waivers may be requested for up to three years.
2. Description of the proposed activity, which addresses the following:
Goals and objectives of the proposed modifications:
Rationale for the modification and how this modification fits into the school or system’s overall improvement plan(s):
Predicted impact of the activity on students, teachers, and the school community:
Number of students impacted:
Staff Development activities for teachers (if applicable):
3. Evaluation plan with the following components:
Specific questions(s) to be answered by the evaluation. These questions should reflect the state goals/objectives of the waiver.
Data to be collected in response to each question. These include improved test scores, lower dropout and/or retention rates, increased parent
participation, etc.

3. Evaluation plan with the following components:
The method(s) of data collection, including a description or copies of instruments to be used (unless these are nationally/state-
validated tests or other instruments readily available to the waiver review staff).
Data describing current conditions that the waiver is expected to change. For example: current test scores, dropout and/or retention rates or
present parent participation.
Criteria for determining the success of the waiver implementation. That is, how much improvement or change is expected in order to consider the
activity a success by the end of the waiver period.
Evaluation timeline, including the submission of annual reports to the department.
4. To continue a program under waivers, the local Board of Education shall submit by local board resolution a request for renewal to the State
Superintendent of Schools.
The resolution that includes the rule and specific provision that are to be waived and the duration of the waiver request.
Evaluation data that should reflect the achievement toward the program’s goals and objectives from the beginning of the program’s
implementation.

2014-15 School Improvement Plan

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2014-15 School Improvement Plan