Etowah High School has seen steady growth in enrollment and increasing diversity in student demographics over recent years. Student achievement on standardized tests such as the Georgia High School Writing Test, End of Course Tests, and Preliminary Scholastic Aptitude Test has generally been high and maintained or increased over time. The number of students qualifying for free or reduced price meals has risen steadily, indicating an increase in economically disadvantaged students. The school administration and staff are implementing programs and strategies aimed at continued academic improvement and support for all student subgroups.

1. ETOWAH HIGH SCHOOL
2012-2013
School Improvement Plan
_____________________________________________________________________________
Principal’s Signature
_____________________________________________________________________________
Signature of Person Entering SIP data
_____________________________________________________________________________
Assistant Superintendent of School Operations
_____________________________________________________________________________
Assistant Superintendent Educational Programs, Student Support and
Professional Development
_____________________________________________________________________________
Dr. Frank R. Petruzielo
Superintendent of Schools
CHEROKEE COUNTY BOARD OF EDUCATION
MIKE CHAPMAN- CHAIRMAN
JANET READ - VICE CHAIRMAN
KIM COCHRAN
MICHAEL GEIST
RICK STEINER
ROBERT USHER
ROBERT WOFFORD
Etowah High School
2012-13 School Improvement Plan

2. ETOWAH HIGH SCHOOL
6565 Putnam Ford Drive
Woodstock, Georgia 30189
Keith L. Ball
Principal
SCHOOL IMPROVEMENT PLAN REVIEW TEAM
Kelly Brangan Claudia Larotta Amanda Ruiz
Michelle Barthlow Denise Lewis Josh Saye
Lee Coker Veronica Lucking Tonya Sebring
Lori Crawley Robyn Mattson Dan Snipes
Rob Graner John Murnan Bob VanAlstyne
Latoya Gray Ana Pettit Penny Valle
Brandon Grummer Katrina Purugulla
October 2012 __________________________
Presentation Date Final Approval Date
Etowah High School
2012-13 School Improvement Plan

3. The School Improvement Plan (SIP) contains the following parts:
Part 1 Profile Page 1
Part 2 Beliefs and Missions Page 22
Part 3 Analysis of Instructional and Page 26
Organizational Effectiveness
Part 4 Desired Results for Student Learning – Page 37
Measurable Objectives
Part 5 School Improvement Action Plan Page 41
Part 6 Follow-up Report: Implementation of the Page 90
School Improvement Plan and
Documentation of Results
Part 7 Locally Required Plans Page 98
Etowah High School
2012-13 School Improvement Plan

4. Part 1
PROFILE
1
Etowah High School
2012-13 School Improvement Plan

5. HISTORY
Etowah High School has a solid commitment to academic performance. School goals are focused on student achievement
and are reviewed and updated annually. For the past six years, school goals have targeted student improvement on
standardized tests including the Georgia High School Graduation Test, the Georgia End of Course Test series, the
Scholastic Aptitude Test (SAT), and the ACT. These goals are keeping with community values and the Cherokee County
School’s Major System Priorities.
Etowah High School is located in Woodstock, Georgia, approximately 32 miles north of Atlanta. The school is a part of
the Cherokee County School District, which is located in one of the fastest growing counties in the nation. The system is
comprised of 44 schools serving more than 39,200 students.
Etowah is a comprehensive high school with an enrollment of approximately 2294 students. In 1976, when Etowah, the
second high school in the county, opened its doors to some 800 students, Cherokee County was a rural area. Over the
next two and one-half decades, the population of the county increased tremendously, and the area is now considered a part
of suburban Atlanta. As the county grew, so did the school system. Etowah has twice been relieved of overcrowding by
the opening of new high schools in the area.
In addition to tremendous growth, the population of Etowah has changed in other ways as well. In the early years, the
school drew from a population of mostly middle to lower-middle income, rural families. After the opening of the Towne
Lake development, the population went through a rapid change. Over the past decade, the area has become solidly
suburban, and now draws mostly from a population of students from middle to upper-middle income families.
The stable, veteran staff at Etowah currently includes 131 certified faculty members, of which 88 hold a Master’s degree
or higher. All classroom teachers are trained in LEARNING FOCUSED SCHOOLS strategies. The faculty strives to
challenge students with a rigorous and relevant educational program designed to prepare them for college or career.
Members of the staff hold advanced degrees and National Board Certification within their teaching field.
The instructional program at Etowah is student-focused and curriculum based. Teachers provide instructional activities
that promote student engagement in the learning process and foster student success including retention, achievement of
desired learning outcomes, and completion of educational goals.
Instructional delivery is designed to meet the needs of individual student groups based on learning style, program of
study, and performance abilities. Student engagement is emphasized in co-curricular and extra-curricular activities. The
Etowah staff seeks to encourage student involvement in multiple school-relevant activities. In addition to interscholastic
athletics, a number of clubs and organizations contribute both to the social and intellectual development of our students.
Etowah High School is consistently recognized as one of the top academic schools in Georgia. Our school has received
the following awards:
2006 Gold Award Winner
2007 Georgia School of Excellence
2009 Platinum Award
2010 Gold Award
2011 Silver Award
2
Etowah High School
2012-13 School Improvement Plan

6. PART 1: PROFILE
Etowah High School takes great pride in the involvement of our parents and community. The active role taken by these
groups provides a solid foundation for a successful educational program. Parents and other community members serve as
active participants in the School Advisory Council, as Partners in Education, and in the Parent Teacher Student
Association (PTSA). Parents also serve as volunteers in a variety of capacities and participate in booster organizations to
assist specific groups within the school.
In 2001, Etowah established the Etowah Foundation, a non-profit 501C3 organization, designed to promote academic
growth and improve facilities at the school. The foundation’s intent is to provide academic incentives, recognize student
achievement and raise funds for needed improvements. Until recently, the foundation has not played an active role. In
2011, due to a lack of funding, the Etowah foundation was reactivated to provide support and sustain academic programs
and facility improvements.
In both 2006 and 2012, The Cherokee County School District achieved “District Accreditation” as a Quality School
System as determined by the Southern Association of Colleges and Schools and the Council of Accreditation and School
Improvement (SACS CASI). This week long- review of our schools provided a comprehensive report of commendations
and recommendations for our schools.
3
Etowah High School
2012-13 School Improvement Plan

7. STUDENT DEMOGRAPHICS
The demographic diversity of Etowah High school continues to increase. With this growth, the groups defined by the
state DOE are receiving more attention. Students across all subgroups are monitored closely for academic performance.
Data driven remediation plans are established for all at-risk students. Several new programs and approaches have been
developed. Specifically, RTI/SST point plans have been to monitor and focus on data and differentiation, mandatory
“school day” tutoring, academic Saturday school, the summer Bridge program and intentional course placement and
sequencing have also been implemented as ways to assist students in graduating with their cohort. We believe these
changes will help improve the overall academic performance of students across all subgroups. These changes are reflected
in the action plan section of this SIP (Part 5).
The opening enrollment for Etowah High School for the 2012-13 school year was 2294 students. The opening enrollment
for the past 5 years is shown in the chart below:
Opening Enrollment
Enrollment
2294
2300
2219
2250
2200
2101 2116
2150
Enrollment
2100 2068
2050
2000
1950
2008-09 2009-10 2010-11 2011-12 2012-13
4
Etowah High School
2012-13 School Improvement Plan

8. This chart shows opening enrollment by grade level and gender for the 2012-13 school year:
SY 2012-13 Opening Enrollment
By Gender and Grade
400 378
341
350
298
300 281 286 278
250 227
205
200 Female
Male
150
100
50
0
9th 10th 11th 12th
SY 2012-13 Opening Enrollment
by Gender and Grade
Female Male
9th 341 378
10th 281 298
11th 286 278
12th 227 205
5
Etowah High School
2012-13 School Improvement Plan

9. Using the September 11th enrollment of 2294 students, the disaggregation by race and ethnicity shows a continuing
increase in our Hispanic enrollment. The following chart shows enrollment by race and ethnicity over the past four years:
Student Body by Race and Ethnicity
2000
1800
1600
1400
1200
1000 2009-10
800
2010-11
600
2011-12
400
11% 7% 2012-13
200
2% 3%
0
White Hispanic Black Asian Indian Multi- No Race
Racial Indicated
2009- 1653 166 150 31 2 23 0
10
2010- 1637 210 160 31 3 78 0
11
2011- 1737 222 144 40 11 55 0
12
2012- 1743 247 183 41 9 64 7
13
6
Etowah High School
2012-13 School Improvement Plan

10. Free/Reduced Meal Program
(Economically Disadvantaged)
The following chart shows the number of students participating in the free/reduced meal program for the past five years:
500
453 454
450
400 388
350 325
300
251
250 Free
200 Reduced
150
117
83 93
100 81 72
50
0
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
FREE/REDUCED MEAL PROGRAM
School Eligible For Eligible For Total Student % Eligible Free
Year Free Meals Reduced Meals Enrollment & Reduced
2008-09 251 83 2085 16.02
2009-10 325 81 2120 19.15
2010-11 388 72 2115 21.74
2011-12 453 93 2211 24.78
2012-13 454 117 2285 24.98
The following trends are evident:
1. Data indicates a steady increase in free/reduced meal program participation at Etowah High School which has
leveled off over the past 2 years.
2. As we continue to see a downturn in the economy, we will continue see a higher percentage of students who
require free/reduced meals.
7
Etowah High School
2012-13 School Improvement Plan

11. STUDENT ACHIEVEMENT
Georgia High School Writing Test (GHSWT)
Indicated by the percent passing on the first attempt, the following summarizes the performance of Etowah High School
juniors on the Georgia High School Writing Graduation Test.
** Data reflects 11th grade, 1st time test takers, Regular Program
Pass %
99.5
99 99 99
99
98.5
98
Pass %
97.5
97
97
96.5
96
2008-09 2009-10 2010-11 2011-12
GHSWT
2008-09 99%
2009-10 97%
2010-11 99%
2011-12 99%
The following trend is evident:
1. High levels of achievement have been maintained for the Georgia High School Writing.
*The rigor of the assessment is increasing due to the implementation of Common Core GPS.
8
Etowah High School
2012-13 School Improvement Plan

12. End of Course Tests (EOCT)
The following chart represents Etowah High School’s student performance on all subject area End of Course
Tests (EOCT) over the past 4 years. The data reflects the percentage of students that scored “Meets or Exceeds”.
Geometry
Math 1
Alg 1
US His 2011-12
Econ 2010-11
2009-10
Am Lit
2008-09
9th Lit
Physical Science
Biology
0 20 40 60 80 100 120
.
2008-09 2009-10 2010-11 2011-12
Biology 79 80 87 88
Physical Science 56 88 85 91
th
9 Grade Literature 87 90 91 94
American Literature 98 94 97 97
Economics 82 86 86 93
US History 89 86 90 93
Algebra 1 65 66 not administered 79
Math 1 not administered 90 84 50
Geometry 87 62 not administered 93
The following trends are evident:
1. Data indicates an increase in Biology, Physical Science, Economics, US History and 9th Grade Literature EOCT
scores across the past 4 years.
2. American Literature continues to maintain a high achievement level on EOCT.
9
Etowah High School
2012-13 School Improvement Plan

13. Preliminary Scholastic Aptitude Test (PSAT)
Etowah High School juniors’ performance on the PSAT from SY 2008-09 through SY 2011-12 is summarized in the
following graph:
52
51
50
49
48
Verbal/Critical reading
47
Math
46 Writing
45
44
43
42
2008-09 2009-10 2010-11 2011-12
2008-09 2009-10 2010-11 2011-12
Verbal/Critical 48.1 47.5 47.5 47.4
Reading
Math 50.8 47.9 48.1 48.4
Writing 47.8 46.3 45.1 45.6
The following trends are evident:
1. High levels of achievement have been maintained in the Math portion of the PSAT over the last four years.
2. The 2009-10 administration indicates a slight decrease in the Writing Portion and a static score on the
Verbal/Critical Reading portion of the test.
3. Funding for PSAT administration has fallen victim to the economic crisis. For the second year, the state will
fund testing for only our 11th grade students and the Cherokee County will pay for 10th grade students to take
the test.
10
Etowah High School
2012-13 School Improvement Plan

14. Scholastic Aptitude Test (SAT)
Etowah High School students’ performance on the SAT from SY 2008-09 through SY 2011-12 is summarized in the
following graph:
1800
1600
1400
1200
Critical Reading
1000
Math
800 Writing
600 Total
400
200
0
2008-09 2009-10 2010-11 2011-12
2008-09 2009-10 2010-11 2011-12
Critical 514 558 539 542
Thinking/Reading
Math 532 574 544 547
Writing 502 547 527 526
Total 1548 1679 1610 1615
The following trends are evident:
1. Trends show Etowah High School has achieved competitive scores in all areas of the SAT and has outperformed
county, state, and national averages.
2. In 2006, The Writing portion officially counted towards the new total score of 2400 rather than the previous 1600.
Etowah High School has consistently scored above the state average since implementation. SY 2011-12 Georgia
writing average 475, National writing average 488, Etowah 526.
3. Etowah HS continues to score above both the state of Georgia average and the National average in all categories:
11
Etowah High School
2012-13 School Improvement Plan

15. American College Test (ACT)
Etowah High School college preparatory students’ performance on the ACT from 2008-09 through 2011-12 is
summarized in the following graph.
24.5
24
23.5
23 English
Math
22.5
Reading
22 Science
Totals
21.5
21
20.5
2008-09 2009-10 2010-11 2011-12
2008-09 2009-10 2010-11 2011-12
English 21.8 23.3 22.9 22.9
Math 22 23.7 23.1 22.7
Reading 23.2 24 23.7 23.6
Science 22 23.1 22.8 23.1
Totals 22.4 23.6 23.2 23.2
The following trends are evident:
1. The last four year’s administration of the test have had the highest student participation in a twelve-year period.
2. Etowah High is above the county, state and national composite score in all areas.
Reading English Math Science Composite
ETOWAH 23.6 22.9 22.7 23.1 23.2
CCSD 23.3 22.3 22.2 22.5 22.7
GEORGIA 21 20.1 20.6 20.5 20.7
NATION 21.3 20.5 21.1 20.9 21.1
12
Etowah High School
2012-13 School Improvement Plan

16. ADVANCED ACADEMIC PROGRAMS
Advanced students at Etowah are academically challenged through numerous Advanced Placement and Honors course
offerings. All Advanced Placement courses have been certified through AP Audits via the College Board. Teachers of AP
courses are certified in the state gifted curriculum and have been certified through the College Board AP institute. Also, as
of last year, students are now required to pay to take the AP exam as county funds are no longer available. In 2011-2012,
eighty-eight percent of students taking the AP tests scored 3 or higher and earned college credit for their coursework.
EHS Advanced Placement classes offered include: U.S. History, U.S. Government, Economics, World History,
European History, Human Geography, Calculus, Statistics, Spanish, English Language, English Literature, Psychology,
Physics B, Physics C, Chemistry, Biology, Music Theory and Computer Science.
Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
World US History US Gov. Psychology
History Politics
2008-09
EHS 3.79 3.65 2.55 4.46
CCSD 2.85 3.21 2.62 3.83
NATION 2.63 2.72 2.78 3.21
2009-10
EHS 4.1 3.9 3.5 4.3
CCSD 3.1 3.3 2.0 3.6
NATION 2.7 2.7 3.0 3.1
2010-11
EHS 4.1 4.2 3.1 3.6
CCSD 3.4 3.7 2.9 3.6
NATION 2.6 2.8 2.7 3.1
2011-12
EHS 3.9 4.4 3.2 3.8
CCSD 3.3 3.7 3.1 3.8
NATION Not available Not Available Not Available Not available
13
Etowah High School
2012-13 School Improvement Plan

17. Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
Chemistry Biology Physics B Physics C
2008-09
EHS 2.64 3.12 3.44 Course not
CCSD 2.96 3.16 3.05 offered at EHS
NATION 2.77 2.70 2.84
2009-10
EHS 2.6 3.8 3.6 Course not
CCSD 2.9 3.1 3.2 offered at EHS
NATION 2.7 2.6 2.8
2010-11
EHS 3.4 3.5 3.1 Course not
CCSD 3 2.6 3.6 offered at EHS
NATION 2.8 2.7 2.9
2011-12
EHS 2.8 3.3 3.3 4.1
CCSD 2.9 3.1 3.3 3.9
NATION Not Available Not Available Not Available Not Available
14
Etowah High School
2012-13 School Improvement Plan

18. Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
Calculus Statistics Spanish Computer English
AB Science Literature
2008-09
EHS 2.69 3.24 Course not 3.49
CCSD 3.73 3.34 offered at EHS 3.47
NATION 2.97 2.82 2.83
2009-10
EHS 3.4 3.4 1.8 3.8
CCSD 3.6 3.7 Course not 2.1 3.5
NATION 2.8 2.8 offered at EHS 3.1 2.8
2010-11
EHS 3.2 3.6 4.1 4.0 3.8
CCSD 3.7 3.5 3.5 3.7 3.3
NATION 2.8 2.8 2.8
2011-12
EHS 3.8 3.3 3.8 3.9 3.9
CCSD 4 3.3 3.8 3.1 3.4
NATION Not Available Not Available Not Available Not Available Not Available
Advanced Placement Testing
Average Scores SY 2011-12
* Advanced Placement courses offered for the first time
European Human English
History* Geography* Physics C* Language*
2011-12
EHS 3.9 4.6 4.1 3.7
CCSD 4 3.6 3.9 3.8
NATION Not Available Not Available Not Available Not Available
15
Etowah High School
2012-13 School Improvement Plan

19. Advanced Placement Testing
Average Scores SY 2008-09 through SY 2011-12
Comp Sci
Spanish
Physics C
Physics B
Biology
Chemistry
Euro History
2011-12
Psychology 2010-11
2009-10
World History 2008-09
US Gov/Pol Science
US History
Statistics
Calculus AB
English Lit
English Lan
0 1 2 3 4 5
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Etowah High School
2012-13 School Improvement Plan

20. TEACHERS AS ADVISORS
The Teachers as Advisor (TAA) program is a grade 9-12 state student advisement model which
enhances academic, career and personal-social development for all Etowah students. The
purpose of TAA is for students to establish an individualized relationship with at least one adult
who will advocate for the best interest of that child. This purposeful, proactive and
developmental approach allows students to improve and increase their chances for learning and
success through increased self-awareness, heightened self-confidence, and individualized
exploration of post high school career opportunities.
ESOL
English Language Learners (ELL sub-group) receive one segment a day of scheduled instruction
by teachers certified in both language arts and ESOL. A student’s performance on the ELL
ACCESS Assessment Battery determines placement and progress within the ESOL program.
Test scores and teacher recommendation are considered when a student is exited from the
program. Currently, there are dually certified teachers within the content areas of language arts,
mathematics, science and social studies.
REMEDIAL EDUCATION PROGRAM
Remedial students are identified and served in the areas of Mathematics and English Language
Arts. Students qualify and exit the program through continued analysis of academic
performance, benchmark data, and test scores (within in the academic areas of Math and
English). These students are at risk of failing academic assessments (EOCT) and dropping out of
school. Additionally, all students identified as REP and/or at risk are monitored thought the
RTI/SST process. Point plans are established and managed via the RTI/SST chair and
committee.
SPECIAL EDUCATION
The Etowah High School Special Education Program offers a continuum of services for students
with disabilities. A variety of educational settings are offered with emphasis on the Least
Restrictive Environment (LRE). Multi-disciplinary teams, which include, special education
teachers, regular education teachers, psychologists, administrators, parents, and a Special
Education Facilitator meet to determine placement of students. In addition to determining
placement, the team also decides upon accompanying related service options. These related
service options combined with an appropriate LRE setting allow students the best environment to
enhance their achievement in all academic areas.
Service Options include the following:
*General Education *Co-Teaching *Special Transportation
* Regular/Adapted Physical Education * Resource * Consultation
*Supportive Instruction *Self-Contained *Extended School Year
*Collaborative Instruction *Regular Transportation *Vocational Rehabilitation
*Other (as identified in an Individual Education Plan (IEP)
17
Etowah High School
2012-13 School Improvement Plan

21. The following chart shows the area of exceptionality and the number of students within each area
for the 2012-2013 school year:
Area of Exceptionality Number of Area of Exceptionality Number of
students students
Mildly Intellectually Disabled 8 Other Health Impaired 39
Moderately Intellectually Disabled 4 Hearing Impaired 1
Emotionally/ Behaviorally Disordered 22 Speech Impaired 5
Specific Learning Disabilities 108 Visually Impaired 1
Orthopedically Impaired 1 Traumatic Brain Injury 1
Blind 0 Autism 19
Deaf 1
School systems throughout Georgia must review the Ten Performance Goals and Indicators for Students
with Disabilities. Each system must identify three goals to be addressed. The goals chosen by Etowah
High School are included here.
1. Goal 1: Increase the percentage of time students with disabilities receive instruction in the general
education setting with appropriate support and accommodations. The state of Georgia has a goal
of 90% of all special education students being served in a general education setting 80% of the
time. The anticipated date for meeting this goal is 2014. At Etowah High School each special
education student’s IEP is reviewed annually. During this review, all options are discussed with
the goal of serving the student in the Least Restrictive Environment (LRE).
2. Goal 2: Decrease the percentage of students with disabilities who are removed from school for
disciplinary reasons. Students who are assigned to Out-Of-School (OSS) suspension will have a
Behavior Intervention Plan (BIP) developed for them. The BIP will include goals and objectives
for reducing the behavior(s) that could result in being assigned to OSS.
504 PLANS
Reasonable accommodations are made for students who require 504 Plans. These accommodations
include individualized scheduling, preferential seating and materials, and other appropriate modifications.
RESPONSE TO INTERVENTION (RTI)
RTI at Etowah High School exists to align appropriate assessment with purposeful instruction for all
students. Students who are failing two or more courses are identified for monitoring and assistance. REP
and ESOL students may also qualify for RTI. There are four main functions of the RTI program: (1) to
properly identify and maneuver students through the RTI Tiers as appropriate with the use of data in a
timely manner; (2) to train teachers on the RTI process in the areas of academic concerns, research-based
instructional strategies, and appropriate assessment; (3) to reduce the number of students moving to a
higher tier through the implementation of differentiated and research-based instruction in the general
education setting; and (4) to provide a departmental intervention specialist within each core academic
department to assist teachers throughout all phases of the RTI process.
18
Etowah High School
2012-13 School Improvement Plan

22. Etowah and Stakeholders
SCHOOL COUNCIL
The School Council links the school and the community, encourages the participation of parents and
others within the school community, and works to improve student achievement and performance. The
Council focuses on those responsibilities outlined in the School Council Handbook: Bylaws and
Guidelines/School Advisory Council Bylaws.
The School Advisory Council assists in identifying, implementing, and accomplishing the goals of the
School Improvement Plan. The School Council meets on a continuous basis throughout the year. As a
group, the Council reviews testing results, survey results, and other pertinent information for the purposes
of proposing possible goals for the School Improvement Plan. This body communicates to the parents
and community at large, the efforts being made by the school to achieve our goals and, conversely, to
communicate to the school the needs and concerns of the community, with respect to the school. The
School Council also assists in finding the means to implement strategies to achieve our goals.
SY 2012-13 Meeting Dates for the School Council:
Wednesday September 12, 2012 4:00-6:00 EHS Conference Room
Wednesday October 10, 2012 4:00-6:00 EHS Conference Room
Wednesday November 14, 2012 4:00-6:00 EHS Conference Room
Wednesday January 23, 2013 4:00-6:00 EHS Conference Room
Wednesday February 27, 2013 4:00-6:00 EHS Conference Room
Wednesday March 27, 2012 4:00-6:00 EHS Conference Room
Wednesday May 8, 2013 4:00-6:00 EHS Conference Room
The following is a chronological listing of opportunities for stakeholders to provide input:
Stakeholder Groups Dates SIP-Related Topics of Discussion
Cokes and Conversation
Parents, Faculty and Staff, Students, July 2012 Meet and greet with the Principal
and PTSA
Walk-Through
Meet and greet with teachers; cover school goals and
Parents, Faculty and Staff, Students, July 2012
expectations.
and PTSA
Department Heads/ Leadership
Weekly SIP goals are created, action steps defined, data
Meetings
SY 2012-13 disaggregated, and Impact Check forms executed.
Teachers, administration
Discuss school improvement objectives,
Etowah School Council
Seven times per year communications with the community, and
School Council Members and guests
participation in school improvement survey.
PTSA Open House/Curriculum Expectations for school year and plans for instruction.
Night September 2012 Meet with teachers. Clubs and students activities
PTSA, Faculty and Staff, students information provided.
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Etowah High School
2012-13 School Improvement Plan

23. Counselors present information about postsecondary
12th Parent Night
August options, the college search and application process
Parents, Students, faculty and staff,
2012 and the financial aid process. SAT / ACT testing will
counselors, administration
also be discussed.
11th Grade Parent Night Counselors will discuss the importance of staying on
August
Parents, Students, faculty and staff, track toward graduation, applying to colleges,
2012
counselors, administration scholarship information, and passing the GHSGT.
10th Grade Parent Night Counselors will discuss the importance of staying on
August
Parents, Students, faculty and staff, track toward graduation as well as college entrance
2012
and counselors exams.
9th Grade Parent Night Elective choices for next school year, policies and
August
Parents, faculty and staff, students, procedures, program of studies explored. Student
2012
counselors, and administration Clubs and Activities information provided.
Middle School Articulation January 17-18,
Representatives from Etowah HS visit Booth MS to
Meetings at Booth MS 2013;
discuss the registration process, program of studies,
Upcoming 8th graders, faculty and January 21, 2013;
electives, and course selection.
staff, counselors, administration February 5, 2013;
High School Transition Meetings February 7, 2013;
Representatives from Etowah HS discuss program of
at EHS February 28, 2013;
studies, electives, course selection, and other specific
Upcoming 8th graders and parents; April 29 & 30, 2013;
attributes of life at Etowah HS.
counselors; administrators May 22, 2013
Discuss academics incentives, support of programs,
Etowah Foundation Fall 2012 –
and school improvement
Parents and faculty Spring 2013
Etowah Endowment for Athletic
Facilities Quarterly meetings Facilities Improvement
Parents
Etowah PTSA
Academic offerings, incentives, extra-curricular
Parents, faculty, students, and Monthly meetings
activities
administration
Etowah Athletic Booster Club
Organizational needs and concerns conveyed to SAC
Parents Monthly meetings
committee
Parent University
Staff will hold two educational sessions during the
Parents, Faculty and Students Spring 2013
spring semester to support 9th grade transition.
20
Etowah High School
2012-13 School Improvement Plan

24. Etowah High School Business and Community Partners
New/
Phone
Contact Name Continued
Company/Organization Address Number
6565 Putnam Ford Road 770
The Etowah Foundation Kris McKeeth
Woodstock, GA 30189 926-4411 Continued
6565 Putnam Ford Drive 770 Beth Choppa
Etowah High School PTSA
Woodstock, GA 926-4411 President Continued
Mary Kay Cosmetics, 770
Woodstock, GA Jan McCranie Continued
Jan McCranie 591-9679
1630 Barnes Road
Whitney’s Nursery & 770
Acworth, GA Leslie Whitney
Landscape Supply 926-8158 Continued
30102
10288 Hwy 92
770
Reeves Floral Products Woodstock, GA Stan Fitts Continued
924-5230
30188
P.O. Box 4280
770
Progress Growers Canton, GA Wayne Bagwell Continued
479-5528
30114
5279 Bells Ferry Road
770
Dixie Nursery and Florist Acworth, GA Shirley Cash Continued
926-4446
30102
1551 Briarcliff Rd.
404
WAGA TV – 5 Atlanta, GA Chip Zeller Continued
875-0100
30306
6600 Peachtree Dunwoody
Rd.
800
Art Institute of Atlanta Atlanta, GA Alan Lifton Continued
275-4242
30328
21
Etowah High School
2012-13 School Improvement Plan

25. 101 Krog Street
404
Barbizon Lighting Atlanta, GA Penelope Sloan Continued
681-5124
30307
P.O. Box 4250
Canton, GA 770
Cherokee Bank Michelle Foresman Continued
30114 479-3400
9870 Hwy. 92
Suite 110 770
Freight Connection Annett Yarbrough
Woodstock, GA 517-7744 Continued
30188
50 Barrett Pkwy.
Suite 1000 770
Publix Markets Jeff Noble Continued
Marietta, GA 419-4043
30066
1000 Chastain Road
770
Kennesaw State University Kennesaw, GA Alyssia Barnes Continued
423-6000
30144
200 Mountain Brooke
Court Su. D 770
School Food Service Susan Turner Continued
Canton, GA 479-8166
30115
1123 Towne Lake Hills E. 770
Ms. Debi Radcliff Debbie Radcliff Continued
Woodstock, GA 30189 592-7864
22
Etowah High School
2012-13 School Improvement Plan

26. Etowah Community and Business Partners
Sponsors the Etowah Academic
Chick-Fil-A Towne Lake Card
Woodstock Holly or Scott Hall
Continued
678-445-0330
Sponsors the Etowah Academic
Johnny’s Pizza Towne Lake Card
Continued
Woodstock Craig Loheide
770-928-9494
Sponsors the Etowah Academic
Towne Lake Card
Smoothie King Continued
Woodstock Roger Webb
678-445-0092
Sponsors the Etowah Academic
AMF Bowling Lanes Card
Woodstock Continued
Susan Evans
770-517-2112
Sponsors the Etowah Academic
Towne Lake
Wendy’s Card Continued
Woodstock
Alvin
Sponsors the Etowah Academic
Burger King Towne Lake Card
Continued
Woodstock Billy
678-494-1023
Sponsors the Etowah Academic
Card
CiCi’s Pizza Acworth, GA Continued
David Adams
770-517-7777
Sponsors the Etowah Academic
Stevi B’s Pizza Card
Woodstock, GA Continue
Chris Romito
770-591-0010
Sponsors the Etowah Academic
Subway
Towne Lake Card
Continued
Woodstock Lawrence Harrison
770-591-2000
23
Etowah High School
2012-13 School Improvement Plan

27. PART 2
BELIEFS
and
MISSION
24
Etowah High School
2012-13 School Improvement Plan

28. PART 2: BELIEFS AND MISSION
We, the School Board of Cherokee County, Georgia, commit ourselves to a philosophy of respect and
high expectations for all students, parents, teachers and other staff. Our mission is to enable all
students to become contributing citizens who can communicate effectively, gather and use information,
make responsible decisions and adapt to the challenges of the future. This mission will be
accomplished by providing a variety of learning opportunities and experiences for students, both in
school and in the community.
Cherokee County School System’s Belief Statements
 All students deserve the opportunity to learn, achieve success and become productive citizens.
 Education/learning is a shared responsibility and should take place in the home, at school, and
in the community.
 All students can learn; they learn in different ways, at different rates and with different
preferential learning styles.
 Learning is achieved through the use of a variety of effective teaching techniques.
 A safe and secure environment is essential for teaching and learning.
 All students should be taught by teachers and parents how to learn and how to become lifelong
learners.
 All students deserve equal access to a quality education.
 Quality education requires quality staff, programs, facilities, equipment, and technology.
 Parent and community participation, support and responsibility are essential to the positive
social, emotional, cultural, and academic development of every student.
 Student achievement is enhanced through partnerships with parents, businesses, community-
based organizations and agencies, local institutions of higher learning, and other public entities.
 All policy, administrative, instructional, and educational support decisions should be based on
student needs and what is best for students.
 Diversity should be promoted so that isolation of racial, ethnic, and socioeconomic groups is
avoided and education is enhanced in a diverse, inclusive setting.
 All schools should be accountable for improving student achievement.
 All schools should reflect school-based, participatory management.
 All students must be prepared to function effectively in a knowledge-based, technologically
rich, and culturally diverse 21st century.
 All staff should have access to results-driven professional development and training which is
aligned with the School Board’s Major System Priorities and School Improvement Plans. Such
professional development and training must be standards-based, job-embedded, as well as
collaborative, and built on an organizational culture that insures continuous improvement.
25
Etowah High School
2012-13 School Improvement Plan

29. PART 2: BELIEFS AND MISSION
Cherokee County School System’s Major System Priorities
Establishing internationally competitive standards for student performance and an accountability
system and policy framework designed to insure that all students are challenged individually and
collectively to meet more rigorous standards.
1. In collaboration with technical colleges, other institutions of higher learning, and the local
business community, insuring that vocational/technical education programs prepare students
for a diverse and technologically rich society.
2. Insuring that all students and staff have a safe and secure environment for teaching and
learning.
3. Attracting, retaining, and training the best teachers, principals, and support staff.
4. Utilizing technology both to improve student achievement and to increase the school
district’s productivity and efficiency as a major business enterprise.
5. Increasing parental and community involvement through public engagement policies and
practices that treat parents, businesses, community-based organizations and agencies, local
institutions of higher learning, and other public entities as true partners in the educational
process.
6. Addressing exploding student population growth, recognizing that there is a large gap
between the school district’s facilities and technology needs and available capital outlay
revenue.
7. Reviewing the potential for utilizing the school district’s existing public education facilities
to establish self-supporting community school evening/week-end education programs for
interested Cherokee County adults.
26
Etowah High School
2012-13 School Improvement Plan

30. PART 2: BELIEFS AND MISSION
School Mission Statement
ETOWAH HIGH SCHOOL’S MISSION SHALL BE GRADUATING LIFE-
LONG LEARNERS AND PRODUCTIVE COMMUNITY AND GLOBAL
CITIZENS.
School Belief Statements
1. We believe that all members of the Etowah community are responsible for the intellectual
and social development of our students.
2. We believe that all students can learn regardless of different learning styles and abilities.
3. We believe in working with all students to identify each student’s needs and capacity for
learning.
4. We believe that regardless of differences in abilities, all students should recognize learning as
a life-long endeavor and should continue their education in an ever-changing world.
5. We believe that students should come to understand that individual differences, strengths,
and weaknesses help to make us both unique and important.
6. We believe that both student performance and teacher performance are crucial components of
academic growth and that we must continue to develop both.
7. We believe that we must recognize an ever-increasing student population and must continue
to use our resources and facilities wisely and efficiently to meet students’ needs.
8. We believe that we must continue to develop methods of instruction that maximize
opportunities for learning.
9. We believe that character development is a critical component in the development of
responsible citizens.
10. We believe that all members of the Etowah community are responsible for providing a safe
environment for all students and teachers.
11. We believe that instructional time is sacred and will be used to provide meaningful and
engaging learning activities at all times, without exception.
27
Etowah High School
2012-13 School Improvement Plan

31. PART 3
ANALYSIS
of
INSTRUCTIONAL
and
ORGANIZATIONAL
EFFECTIVENESS
28
Etowah High School
2012-13 School Improvement Plan

32. PART 3: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL
EFFECTIVENESS
STAFF NEEDS ASSESSMENT SURVEY
A. CLEAR MISSION AND GOALS
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. The SIP is based on a rigorous schoolwide needs assessment,
which is supported by accompanying data on student 83% 16% 0% 0% 1%
achievement and school/staff effectiveness.
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
81% 18% 0% 0% 1%
Year Technology Plan and Five Year Facility Plan. Also they
are widely understood and shared by teachers, students,
administrators, and parents/community.
3. The SIP addresses the core key indicators: student achievement,
student attendance, student mobility, special needs/at risk
82% 17% 0% 0% 1%
students, and retention, graduation and dropout rate, as they
apply to the school site.
4. There is a clear understanding of the SIP and a commitment to
implementation of the plan by administrators, teachers and 72% 25% 2% 0% 1%
support staff.
5. Teachers utilize a variety of research-based strategies to address
instructional objectives in core academic areas, as well as 78% 19% 2% 0% 1%
technology and behavior.
6. There is clear evidence that the SIP reflects relevant and timely
79% 18% 2% 0% 2%
data on student achievement.
7. The school exhibits capable governance and leadership at
various levels, both of which promote student performance and 79% 17% 4% 0% 0%
school effectiveness.
29
Etowah High School
2012-13 School Improvement Plan

33. B. HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. Teachers and staff demonstrate high expectations for all
72% 26% 2% 0% 0%
children.
2. High expectations for student learning outcomes are reflected in
85% 13% 2% 0% 0%
the school’s curriculum content, scope and sequence.
3. Academic learning time is maximized.
74% 24% 2% 0% 0%
4. Continuity of learning is stressed.
78% 19% 3% 0% 0%
5. There is evidence of student progress on both norm referenced
83% 12% 1% 0% 4%
and criterion referenced tests.
6. Homework is regularly assigned and checked.
61% 32% 4% 0% 3%
7. Homework assignments vary in content and structure.
62% 32% 2% 0% 3%
8. Effective and varied strategies are used to ensure student
77% 21% 1% 0% 1%
success, encourage school completion, and avoid retention.
9. Teachers track data/progress for individual students.
77% 17% 2% 0% 3%
10 The school fosters a learning community.
85% 14% 1% 0% 0%
C. FOCUSING ON TEACHING AND LEARNING
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. Students spend classroom time on organized, meaningful
learning activities which integrate relevant technology as often 76% 20% 1% 0% 2%
as possible.
2. Students are actively involved in learning throughout their time
66% 31% 1% 0% 2%
in class.
3. There is a school-wide focus on mastery of basic skills.
73% 24% 2% 0% 2%
4. There is a school-wide focus on mastery of computer literacy.
60% 31% 4% 1% 5%
5. There is a school-wide focus on mastery of proficiency in higher
62% 30% 6% 0% 2%
order/critical thinking skills.
6. Teachers adjust instruction and assessment to meet the needs of
68% 30% 1% 0% 2%
diverse learners.
30
Etowah High School
2012-13 School Improvement Plan

34. 7. Teachers incorporate knowledge about curriculum frameworks
81% 16% 1% 0% 2%
and performance standards into instructional plans.
8. Teachers constantly refine the work assignments so that they
68% 28% 1% 0% 3%
become more engaging for students.
9. The school promotes active involvement of students in the
learning process, including opportunities for them to explore
75% 22% 2% 0% 1%
application of higher order thinking skills and investigate new
approaches to applying their learning.
10 The school offers a curriculum that challenges each student to
excel, reflects a commitment to equity, and demonstrates an 79% 20% 0% 1% 0%
appreciation of diversity.
11 The school provides for articulation and alignment between and
75% 19% 2% 2% 2%
among all levels of schools.
12 Teachers observe each other’s classroom instruction as one way
76% 19% 2% 1% 3%
to improve teaching.
D. CAPABLE LEADERSHIP
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. The principal demonstrates strong administrative and
81% 16% 2% 1% 0%
instructional leadership.
2. The assistant principal(s), if applicable, demonstrate(s) strong
72% 22% 4% 1% 1%
administrative and instructional leadership.
3. Teachers demonstrate instructional leadership by coaching,
76% 21% 1% 0% 2%
consulting, and inspiring students.
4. The principal, assistant principal(s) and teachers are actively
engaged in collaborative planning related to School 83% 13% 4% 0% 0%
Improvement Plan (SIP) objectives.
5. The school has implemented a long-term professional
74% 21% 3% 1% 1%
development plan that directly relates to the SIP.
6. Student achievement is positively affected through the
73% 21% 3% 1% 2%
professional development plan.
7. Leadership decisions are made after considering the pertinent
72% 23% 4% 0% 1%
data.
8. The school promotes and reflects multiple opportunities for
75% 23% 2% 1% 0%
teachers and students to lead.
9. The school provides stakeholders meaningful roles in planning
and oversight that promote a culture of participation, 75% 20% 2% 1% 2%
responsibility and ownership.
31
Etowah High School
2012-13 School Improvement Plan

35. E. SCHOOL COUNCIL
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. The School Council participates in collaborative decision
making in the areas of goal setting, budgeting, staffing, 69% 20% 1% 1% 9%
curriculum, and school organization.
2. The School Council plans for school improvement and specific
programmatic focus are in line with the School Improvement 72% 18% 1% 1% 8%
Plan (SIP).
3. The School Council supports, monitors and assists with the
69% 20% 2% 1% 9%
implementation of the SIP.
4. The School Council recommends requests for waivers of
administrative procedures and board policies that obstruct efforts 61% 24% 2% 1% 11%
to improve student achievement.
5. The School Council communicates regularly with teachers, staff,
62% 27% 3% 2% 7%
parents and community leaders.
F. PARENT/COMMUNITY INVOLVEMENT WITH, SUPPORT OF AND SATISFACTION WITH
EDUCATIONAL PROGRAM
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. The school fosters collaboration with community stakeholders to
79% 17% 2% 0% 2%
support student learning.
2. Parents and community members participate in school planning,
including the determination of the school mission and goals, and 70% 24% 3% 0% 3%
the development of comprehensive school improvement plans.
3. Parents and community members are encouraged to participate
75% 18% 3% 1% 3%
in instructional and other activities of the school.
4. The school routinely communicates with and involves parents
74% 20% 2% 1% 2%
from all cultural and socio-economic backgrounds.
5. School leaders work with community members to help students
72% 23% 2% 2% 2%
achieve academic goals.
6. The school has active business partners to assist the school, act
81% 13% 3% 0% 3%
as mentors to students, and support school initiatives.
7. Teachers work with families to help them support students’
74% 20% 2% 0% 4%
learning at home and in the community.
32
Etowah High School
2012-13 School Improvement Plan

36. G. CONTINUOUS ASSESSMENT OF STUDENTS, STAFF, AND PROGRAM TO EVALUATE
EFFECTS OF INSTRUCTION
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. The school has a clearly defined process to assess school-wide
85% 13% 1% 1% 0%
student achievement.
2. Student achievement data is frequently monitored and used by
individual (and appropriate groups of) teachers both for 85% 11% 2% 0% 2%
providing feedback and for evaluating program success.
3. There is school-wide focus on improved student achievement
91% 9% 1% 0% 0%
and recognition of academic success.
4. All stakeholders accept responsibility and accountability for
67% 26% 5% 1% 2%
student performance.
5. All stakeholders accept responsibility and accountability for
69% 25% 3% 1% 2%
methods utilized in classroom instruction.
6. All stakeholders accept responsibility and accountability for
70% 23% 4% 1% 2%
classroom management.
7. The school has an effective plan to provide for remediation
77% 20% 2% 0% 1%
based on student assessment.
8. Student achievement data are routinely disaggregated to improve
teaching and learning and to ensure equitable treatment of all 78% 17% 2% 0% 3%
subgroups of students.
H. SAFE, ORDERLY, AND DISCIPLINED SCHOOL CLIMATE
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. The school environment is safe.
77% 21% 2% 0% 0%
2. There are clear and explicit guidelines for student behavior.
83% 13% 2% 1% 0%
3. The enforcement of discipline is firm, fair, and consistent.
68% 24% 8% 1% 0%
4. There is a school-wide focus on positive reinforcement of good
72% 24% 2% 2% 1%
behavior.
5. All staff members share responsibility for student behavior.
67% 28% 4% 1% 0%
6. Student absenteeism rates are appropriate.
72% 26% 0% 0% 2%
7. Student suspension/expulsion rates are appropriate.
72% 23% 1% 0% 4%
8. School staff and students work cooperatively to ensure the safety
80% 18% 1% 1% 1%
of all students and adults on campus.
33
Etowah High School
2012-13 School Improvement Plan

37. I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. Common goals are supported and understood by all
73% 24% 2% 0% 1%
stakeholders.
2. The staff uses a variety of teaching methods aimed at achieving
85% 13% 1% 0% 1%
the school's goals.
3. The school staff has low absenteeism.
74% 21% 1% 1% 3%
4. The school staff is stable with little turnover.
35% 41% 14% 7% 3%
5. There is a sense of community and commitment to the school
56% 31% 9% 4% 1%
among the staff.
6. Continued professional growth is evident among the staff.
66% 28% 5% 0% 1%
7. Staff demonstrates empathy and rapport in their interactions with
78% 22% 0% 0% 0%
students.
8. Staff consistently demonstrates a willingness to maintain
75% 24% 1% 0% 1%
communication with parents.
9. There is a process in place to identify and analyze staff
67% 20% 11% 0% 2%
professional development needs.
10. There is a system for selecting effective research-based
67% 21% 8% 2% 2%
professional development opportunities.
11 The school ensures that staff members participate in a
continuous program of professional development and training, 67% 28% 6% 0% 0%
which reflects a variety of learning strategies.
12. There is evidence of a system of continuous evaluation of
professional development on four levels:
 awareness of need
62% 29% 5% 2% 2%
 knowledge of possible methods of improvement
 implementation of solutions
 assessment impact
13 The school conducts a periodic, systematic analysis of
instructional and organizational effectiveness and uses the 71% 21% 5% 0% 3%
results to improve student performance.
14 Professional development is designed to enhance classroom
assessment skills that allow teachers to regularly monitor 69% 24% 5% 2% 1%
progress in improving student achievement.
34
Etowah High School
2012-13 School Improvement Plan

38. J. FACILITIES AND TECHNOLOGY
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
INDICATORS
1. School facilities and grounds are clean, safe, and attractive.
77% 18% 5% 0% 0%
2. There is effective utilization of facilities for increasing student
79% 17% 3% 0% 0%
performance.
3. There is effective utilization of facilities for increasing teacher
77% 19% 3% 0% 0%
performance.
4. There is effective utilization of facilities for increasing staff
76% 20% 3% 0% 2%
performance.
5. There is effective utilization of technology for increasing student
72% 19% 6% 2% 2%
performance.
6. There is effective utilization of technology for increasing teacher
75% 19% 5% 0% 2%
performance.
7. There is effective utilization of technology for increasing staff
70% 23% 5% 0% 2%
performance.
8. There is a focus on development of computer literacy for
65% 28% 6% 1% 2%
students throughout the school.
9. There is a focus on development of computer literacy for staff
64% 30% 3% 1% 2%
throughout the school.
10. There is evidence of extensive integration of technology into the
72% 24% 2% 0% 2%
curriculum.
11 The school ensures that students and staff have regular and ready
access to, and utilize instructional technology and a
76% 19% 4% 0% 1%
comprehensive materials collection that supports the
instructional program.
SUMMARY OF NEEDS ASSESSMENT
4 = Always Evident; 3 = Usually Evident; 2 = Somewhat Evident; CURRENT STATUS
1 = Missing but Needed; N/A = Not Applicable
4 3 2 1 N/A
CHARACTERISTIC
A. Clear Mission and Goals 79% 19% 1% 0% 1%
B. High Expectations for Student Achievement 75% 21% 2% 0% 1%
C. Focus on Teaching and Learning 72% 24% 2% 0% 2%
D. Capable Leadership 76% 20% 3% 1% 1%
E. School Advisory Council (SAC) 67% 22% 2% 1% 9%
F. Parent/Community Involvement with, Support of, and
75% 19% 2% 0 3%
Satisfaction with Educational Program
G. Continuous Assessment of Students, Staff, and Program to 78% 18% 3% 0% 1%
35
Etowah High School
2012-13 School Improvement Plan

39. Evaluate Effects of Instruction
H. Safe, Orderly, and Disciplined School Climate 74% 22% 2% 1% 1%
I. Staff Effectiveness and Professional Development 68% 25% 5% 1% 1%
J. Facilities and Technology 73% 21% 4% 0% 1%
PART 3: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL
EFFECTIVENESS
List Areas of Strength:
1. 98% of respondents rated either a 3 or a 4 in Clear Mission and Goals.
2. 96% of respondents rated either a 3 or a 4 in Capable Leadership.
3. 94% of respondents rated either a 3 or a 4 Facilities and Technology.
4. 96% of respondents rated either a 3 or a 4 Focus on Teaching and Learning.
5. 96% of respondents rated either a 3 or a 4 in Continuous Assessment of Students, Staff
and Program to Evaluate Effects of Instruction.
6. 94% of respondents rated either a 3 or a 4 in Parent/Community Involvement with,
Support of, and Satisfaction with Educational Program
7. 96% of respondents rated either a 3 or a 4 in High Expectations for Student Achievement.
8. 96% of respondents rate either a 3 or a 4 in Safe, Orderly, and Disciplined School
Climate.
9. 93% of respondents rated either a 3 or a 4 in Staff Effectiveness and Professional
Development.
Area(s) in Need of Improvement (Addressed in Parts 4 and 5 of the SIP).
1. 89% of respondents rated either a 3 or a 4 in School Advisory Council (SAC). 9% of the
respondents rated N/A in School Advisory Council (SAC).
36
Etowah High School
2012-13 School Improvement Plan

40. Part 4
DESIRED RESULTS
for
STUDENT LEARNING
(Measurable Objectives)
37
Etowah High School
2012-13 School Improvement Plan

41. PART 4: SCHOOL IMPROVEMENT GOALS/OBJECTIVES
GOAL/OBJECTIVE 1 – MAJOR SYSTEM PRIORITES 1 AND 5
The English Department objectives for the 2012-13 school year are:
1.1 Increase the percentage of students who exceed the standard on the Ninth Grade EOCT to
56%
1.2 Increase the percentage of students who exceed the standard on the American Literature
EOCT to 58%.
1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the
Ninth Grade Literature EOCT to 69%.
1.4 Increase the percentage of students with disabilities who meet or exceed the standard on the
American Literature EOCT to 78%
1.5 Increase the percentage of students who exceed the standards on the Writing GHSGT to
12%
1.6 The percentage of students who score a “3” or higher on the Advanced Placement
Literature Assessment will be greater than 91%
1.7 The percentage of the students who score “3” or higher on the Advanced Placement
Language Assessment will be greater than 92%
1.8 Increase the number of students in an Advanced Placement Literature Courses by 2%.
GOAL/OBJECTIVE 2 – MAJOR SYSTEM PRIORITES 1 AND 5
The Mathematics Department objectives for the 2012 -13 school year are:
2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the
CCGPS Coordinate Algebra EOCT.
2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry
EOCT at 93%.
2.3 Establish a baseline of 50% of students with disabilities who meet/exceed the standard on
the CCGPS Coordinate Algebra EOCT.
2.4 Increase the percentage of students with disabilities who meet or exceed the standard on the
CGPS Geometry EOC to 66%. .
2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus
Exam will be greater than 80%.
2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics
Exam will be greater than 80%.
38
Etowah High School
2012-13 School Improvement Plan

42. GOAL/OBJECTIVE 3 – MAJOR SYSTEM PRIORITES 1 AND 5
The Science Department objectives for the 2012-13 school year are:
3.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to
90%.
3.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the
Physical Science EOCT.
3.3 Increase the percentage of students with disabilities who meet or exceed the standard on the
Biology EOCT to 41%
3.4 Increase the percentage of students with disabilities who score meets or exceeds the standard
on the Physical Science EOCT to 91%.
3.5 Increase the number of students in Advanced Placement Science courses by 2%.
3.6 Increase the number of students in Physics by 2%.
GOAL/OBJECTIVE 4 – MAJOR SYSTEM PRIORITES 1 AND 5
The Social Studies Department objectives for the 2012-13 school year are:
4.1 Increase the percentage of students who meet or exceed the standard on the Economics
EOCT to 95%.
4.2 Maintain the percentage of students who meet or exceed the standard on the US History
EOCT at 92%.
4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the
Economics EOCT to 89%.
4.4 Increase the percentage of students with disabilities who score meets or exceeds the
standard on the US History EOCT to 62%.
4.5 The percentage of students scoring “3” or above on the Advanced Placement Human
Geography Exam will be greater than 90%.
4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology
Exam will be greater than 90%.
4.7 The percentage of students scoring “3” or greater on the Advanced Placement US
Government and Politics Exam will be greater than 75%.
4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History
Exam will be greater than 90%.
4.9 The percentage of students scoring “3” or greater on the Advanced Placement World
History Exam will be greater than 90%.
4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement
Economics Exam.
4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement
European History Exam.
4.12 Establish a baseline of students enrolled in Advanced Placement Social Studies courses.
39
Etowah High School
2012-13 School Improvement Plan

43. GOAL/OBJECTIVE 5 – MAJOR SYSTEM PRIORITES 1 AND 5
Objectives for special education students for the 2012-13 school year are:
5.1 Increase the percentage of students in the subgroup “students with disabilities” who meet or
exceed the standard by 2% within each content area on all End of Course Tests.
5.2 Increase the score of students in the subgroup students with disabilities who meet or exceed
the standard on the Georgia High School Graduation Writing Test to 78%.
5.3 Establish a baseline percentage of first time 9th graders with disabilities earning 3 Carnegie
Credits in 3 core content areas.
GOAL/OBJECTIVE 6 – MAJOR SYSTEM PRIORITES 1, 5, AND 6
School-wide objectives for the 2012-13 school year are:
6.1 Increase the percentage of students who meet or exceed the standard by 2% on each subject area
End of Course test.
6.2 Increase the number of students who complete a Career Pathway to 15%.
6.3 Increase the 2013 cohort graduation rate to 85%.
40
Etowah High School
2012-13 School Improvement Plan

44. Part 5
SCHOOL IMPROVEMENT
ACTION PLAN
41
Etowah High School
2012-13 School Improvement Plan

45. ENGLISH
The following is a summary of the Etowah scores for the Literature EOCT for the past three
years.
2009-2010 2010-2011 2011-2012
Does Meets Exceeds Does Meets Exceeds Does Meets Exceeds
Not Not Not
Meet Meet Meet
Ninth Grade
91% 42% 49% 91% 33% 58% 93% 39% 54%
Literature
American
Literature 94% 46% 48% 98% 44% 53% 97% 46% 51%
Literature End of Course Test Scores
Does Not Meet Meets Exceeds
American Lit 11-12 3 46 51
American Lit 10 -11 2 44 53
American Lit 09-10 6 46 48
Ninth Grade Lit 11-12 7 39 54
Ninth Grade Lit 10-11 9 33 58
Ninth Grade Lit 09-10 8 42 49
Goal 1: Major system priority 1&5
1.1 Increase the percentage of students who exceed the standard on the Ninth Grade Literature
EOCT to 56%.
1.2 Increase the percentage of students who exceed the standard on the American Literature
EOCT to 53%.
42
Etowah High School
2012-13 School Improvement Plan

46. The following is a summary of Etowah’s scores on the Ninth Grade Literature EOCT, reported
by subgroups, for the past two years. CCRPI defines subgroups N=30.
Ninth Grade Literature EOCT
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 7 n/a n/a 11 27% 55%
Black/Non Hispanic 44 43% 45% 38 37% 47%
Hispanic 58 50% 28% 66 58% 32%
Native American/ Alaskan Native 1 n/a n/a 4 n/a n/a
White/ Non Hispanic 459 30% 64% 457 37% 58%
Multi Racial 18 39% 39% 13 58% 69%
English Language Learners 6 50% 0% 3 33% 0%
Students with Disabilities 43 67% 7% 60 57% 12%
Economically Disadvantaged 170 41% 38% 172 51% 34%
N=the number of students tested
Subgroup Scores Ninth Grade Literature
EOCT 2011-2012
Does Not Meet Meets Exceeds
7
34 28
45
64
67
51 50
43
30
26
12 15 12 6
Black/Non Economically Hispanic Students with White/Non
Hispanic Disadvantaged Disabilities Hispanic
Goal 1: Major System Priorities 1&5
1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the
Ninth Grade Literature EOCT to 78%
43
Etowah High School
2012-13 School Improvement Plan

47. The following is a summary of Etowah’s scores on the American Literature EOCT, reported by
subgroups, for the past two years. CCRPI defines subgroups as N=30.
American Literature End of Course Test
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 2 n/a n/a 10 30% 70%
Black/Non Hispanic 25 72% 20% 31 58% 35%
Hispanic 4 n/a n/a 44 55% 43%
Native American/ Alaskan Native 12 n/a n/a 6 n/a n/a
White/ Non Hispanic 419 42 57% 392 45% 53%
Multi Racial 9 n/a n/a 17 47% 53%
English Language Learners 4 n/a n/a 4 n/a n/a
Students with Disabilities 27 63% 11% 32 63% 13%
Economically Disadvantaged 85 71% 24% 121 50% 43%
N=number of students tested
Subgroup Scores American Literature EOCT
2011-2012
Does Not Meet Meets Exceeds
13
35 43 43
53
63
58 50 55
45
24
7 7 2 2
Black/Non Economically Hispanic Students with White
Hispanic Disadvantaged Disabilities
Goal 1: Major System Priorities 1&5
1.4 Increase the percentage of students with disabilities who meet or exceed the standard on the
American Literature EOCT to 78%.
44
Etowah High School
2012-13 School Improvement Plan

48. The following is a summary of Etowah scores on the Georgia High School Graduation Writing
Test for the past three years:
Georgia High School Graduation Writing Test
2009-2010 2010-2011 2011-2012
Passing 97% 98% 99%
Exceeding Expectations 17% 10% 16%
(Advanced Proficiency & Honors)
Goal 1: Major System Priorities1&5
1.5 Increase the percent of students exceeding expectations on the Georgia High School Writing
Test to18%.
The following is a summary of Etowah scores on Literature Advanced Placement Exams for the
past three years:
Advanced Placement Exam Scores “3” and above
2009-2010 2010-2011 2011-2012
Advanced Placement 97% 91% 95%
Literature and Composition
Advanced Placement N/A 92% 93%
Language
Goal 1: Major System Priorities 1&5
1.6 The percentage of students scoring “3” or above on the Advanced Placement Literature and
Composition Exam will be greater than 90%.
1.7 The percentage of students scoring “3” or above on the Advanced Placement Language
Exam will be greater than 90%.
45
Etowah High School
2012-13 School Improvement Plan

49. The following is a summary of enrollment numbers in Literature Advanced Placement Courses
for the past three years:
Advanced Placement Course Enrollment
2009-2010 2010-2011 2011-2012
Advanced Placement 38 35 48
Literature and Composition
Advanced Placement Course not offered Course not offered 47
Language
Goal 1: Major System Priorities 1&5
1.8 Increase the number of students in Advanced Placement Literature Courses by 2%.
46
Etowah High School
2012-13 School Improvement Plan

50. Part 5: School Improvement Action Plan (ENGLISH)
GOAL # 1
The English Department objectives for the 2012-13 school year are:
1.1 Increase the percentage of students who exceed the standard on the Ninth Grade EOCT to 56%
1.2 Increase the percentage of students who exceed the standard on the American Literature EOCT to 58%.
1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the Ninth Grade Literature EOCT to
69%.
1.4 Increase the percentage of students with disabilities who meet or exceed the standard on the American Literature EOCT to 78%
1.5 Increase the percentage of students who exceed the standards on the Writing GHSGT to 12%
1.6 The percentage of students who score a “3” or higher on the Advanced Placement Literature Assessment will be greater than
91%
1.7 The percentage of the students who score “3” or higher on the Advanced Placement Language Assessment will be greater than
92%
1.8 Increase the number of students in an Advanced Placement Literature Courses by 2%.
Link to System Goals:
 Establishing internationally competitive standards for student performance and an accountability system and policy framework
designed to insure that all students are challenged individually and collectively to meet more rigorous standards.
 Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a
major business enterprise.
Link to CCRPI:
 Percent of students scoring at meets or exceeds on the Ninth Grade Literature EOCT
 Percent of students scoring at meets or exceeds on the American Literature EOCT
 Percent of graduates completing one or more Advanced Placement Courses
 Percent of students scoring at meets or exceeds on the Georgia High School Writing Test
 Percent of students scoring 3 or higher on two or more AP exams
47
Etowah High School
2012-13 School Improvement Plan

51. Resources
Actions/Strategies/Interventions Materials/ Specific Professional Person(s) Quarterly Goals for
And Timeline Sources of Funds Development Sources Responsible Progress
/ Est. of Cost of Funds /Est. of Cost
All English teachers who teach an EOCT Georgia DOE No cost Evaluating Lesson Planning and
course will utilize the EOCT standards, website for EOCT administrator, Observations
study guides, and released test from the practice and study teachers
Georgia DOE website. guides
Goals: 1.1-1.4
Collaborative assessment results will be Scantron Analysis Release time for ELA Teachers DMR
utilized to guide instruction and to help sheets collaborative grade-
identify students who need extra tutoring level meetings
via DMR.
Goals: 1.1-1.4; 1.6-1.8
All ELA students will have increased Georgia DOE County Subscription ELA Teachers Check website for
exposure to sample test questions from website practice cost for USA Test Prep USA Testprep
grammar corrections, SAT, ACT, and study guides widget, Lesson
GHSGWT and EOCT. Shmoop Licenses Planning and
Observations
Goals: all
48
Etowah High School
2012-13 School Improvement Plan

52. All teachers will effectively use LFS to LFS manual and Subs for teachers who Administration Via regular
explicitly teach essential content strategies resources attend the LFS and classroom classroom
include EQ’s, distributed practice, graphic workshop and for DC teachers walkthroughs with
organizers, and summarizing strategies. LFS coach will and LFS coaches, as checklist
Evaluating administrator, DC, and LFS train new teachers needed
coach will do periodic walkthrough visits and review
to classrooms to determine level of specific LFS
implementation and provide support. strategies with
teachers that are
already trained
Goals: all
9th through 11th grade Honors courses and Materials ordered No additional cost to AP and Honors Lesson Planning,
AP classes will incorporate multiple from the National school teachers Observation,
opportunities for students to utilize practice Board through Schmoop enrollment
Advanced Placement questions throughout Gifted money and
the school year. Shmoop Licenses
Goals: 1.6 & 1.7
9th through 11th grade Honors courses and Supplemental No additional cost to AP and Honors Common syllabi,
AP classes will read 10 pieces of literature literature school, at this time teachers lesson planning &
per semester. purchased with observation
Goals: 1.6 & 1.7 Gifted money
49
Etowah High School
2012-13 School Improvement Plan

53. Every freshman in 9th grade Literature EXP funds: State EXP Funds Evaluating Quarterly progress
whose grade falls below 72% will attend salary rate times administrator DC, reports and
mandatory study hall during their lunch Number of teachers, EXP attendance
period. teachers needed facilitator verification
Goals: 1.1& 1.3
Mainstream and special education teachers Common planning Professional ELA Teachers, Teacher Planning
in the co taught classroom will monitor the periods, consistent development as needed Special Education Logs
amount of time spent together in planning pairing of teachers,
to determine a baseline of hours spent mainstream and Administration
coplanning. special educator
Goals: 1.3 & 1.4 when possible
Teachers will use DMR to differentiate Scantron Analysis, Professional Teachers, DMR Collection &
instruction and target subgroups identified SLDS Development as Evaluating Review
within the SIP. needed Administrator
Goals: 1.1-1.7
Teachers will recruit students based on Sample AP None Teachers and Recommended
grades and motivation to enroll in questions; Sample Department Chair Student List
advanced Language Arts courses. Honors Verification
Goal: 1.8 assignments
50
Etowah High School
2012-13 School Improvement Plan

54. MATHEMATICS
The following is a summary of the Etowah scores for the Mathematics EOCT for the past three years.
2009-2010 2010-2011 2011-2012
Does Does Does
Not Meets Exceeds Not Meets Exceeds Not Meets Exceeds
Meet Meet Meet
Mathematics 1 11% 63% 26% 16% 49% 35% n/a n/a n/a
Mathematics 2 22% 68% 10% 10% 63% 27% n/a n/a n/a
GPS Algebra
n/a n/a n/a n/a n/a n/a 31% 55% 24%
GPS Geometry n/a n/a n/a n/a n/a n/a 7% 48% 45%
*The continual changes in the mathematics curriculum create an inconsistent data snap shot for this content area.
Mathematics End of Course Test Scores
Does Not Meet Meets Exceeds
GPS Geometry (11-12) 7 48 45
GPS Algebra (11-12) 21 55 24
Mathematics 2 (10-11) 10 63 27
Mathematics 2 (09-10)) 22 68 10
Mathematics 1 (10-11) 16 49 35
Mathematics 1 (09-10) 11 63 26
Goal 2: Major system priorities 1&5
* The Mathematics EOCT will change in 2012-2013 to the CCGPS Coordinate Algebra EOCT. Goals written will reflect this change,
2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the CCGPS
Coordinate Algebra EOCT.
2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry EOCT at
94%.
51
Etowah High School
2012-13 School Improvement Plan

55. The following is a summary of Etowah’s scores on the Mathematics EOCTs, reported by subgroups, for the
past two years. CCRPI defines a subgroup as N=30.
Mathematics 1 GPS Algebra
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 5 36% 14% 9 n/a n/a
Black/Non Hispanic 45 n/a n/a 39 54% 18%
Hispanic 59 61% 17% 67 52% 15%
Native American/ Alaskan Native 1 n/a n/a 4 n/a n/a
White/ Non Hispanic 443 47% 40% 408 55% 26%
Multi Racial 19 58% 21% 11 55% 18%
English Language Learners 6 n/a n/a 5 n/a n/a
Students with Disabilities 50 36% 14% 64 28% 3%
Economically Disadvantaged 189 52% 20% 169 54% 11%
N=the number of students tested
Subgroup Scores GPS Algebra EOCT
2011-2012
Does Not Meet Meets Exceeds
11 3
18 15
28 26
54 52
54
55
69
28 35 33
19
Black/Non Economically Hispanic Students with White/Non
Hispanic Disadvantaged Disabilities Hispanic
Goal 2: Major System Priorities 1&5
2.3 Establish a baseline of 33% of students within the subgroup “students with disabilities” who meet or
exceed the standard on the CCGPS Coordinate Algebra EOCT.
52
Etowah High School
2012-13 School Improvement Plan

56. The following is a summary of Etowah’s scores on the GPS Geometry EOCT, reported by subgroups, for
the past two years. CCRPI defines a subgroup as N=30.
Mathematics 2 GPS Geometry
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 12 35% 67% 6 n/a n/a
Black/Non Hispanic 34 71% 12% 49 51% 35%
Hispanic 51 61% 18% 51 61% 31%
Native American/ Alaskan Native 7 n/a n/a 0 n/a n/a
White/ Non Hispanic 395 65% 28% 466 46% 48%
Multi Racial 16 56% 44% 20 50% 40%
English Language Learners 1 n/a n/a 6 n/a n/a
Students with Disabilities 27 59% 4% 44 55% 9%
Economically Disadvantaged 121 65% 16% 152 55% 34%
N=number of students tested
Subgroup Scores GPS Geometry EOCT
2011-2012
Does Not Meet Meets Exceeds
9
35 34 31
48
55
51 55 61
46
36
14 11 8 6
Black/Non Economically Hispanic Students with White/ Non
Hispanic Disadvantaged Disabilities Hispanic
Goal 2: Major System Priorities 1&5
2.4 Increase the percentage of the students within the subgroup “students with disabilities” who meet or
exceed the standard on the CGPS Geometry EOCT to 66%.
53
Etowah High School
2012-13 School Improvement Plan

57. The following is a summary of Etowah scores on Mathematics Advanced Placement Exams for the past
three years:
Advanced Placement Exam Scores “3” and above
2009-2010 2010-2011 2011-2012
Advanced Placement 78% 78% 85%
Calculus AB
Advanced Placement 84% 93% 81%
Statistics
Goal 2: Major System Priorities 1&5
2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus Exam will be
greater than 80%.
2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics Exam will be
greater than 80%.
54
Etowah High School
2012-13 School Improvement Plan

58. Part 5: School Improvement Action Plan (MATHEMATICS)
GOAL # 2
The Mathematics Department objectives for the 2012-13 school year are:
2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the CCGPS Coordinate Algebra
EOCT.
2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry EOCT at 94%.
2.3 Establish a baseline of 31% of students within the subgroup “students with disabilities” who meet or exceed the standard
on the CCGPS Coordinate Algebra EOCT.
2.4 Increase the percentage of students within the subgroup students with disabilities who meet or exceed the standard on the
CGPS Geometry EOCT to 66%. .
2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus Exam will be greater than 80%.
2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics Exam will be greater than 80%.
Link to System Goals:
 Establishing internationally competitive standards for student performance and an accountability system and policy
framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards.
 Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as
a major business enterprise.
Link to CCRPI:
 Percent of students scoring at meets or exceeds on the CCGPS Coordinate Algebra EOCT
 Percent of students scoring at meets or exceeds on the GPS Geometry EOCT
 Percent of graduates completing one or more Advanced Placement Courses
 Percent of students scoring 3 or higher on two or more AP exams
55
Etowah High School
2012-13 School Improvement Plan

59. Resources
Specific
Materials/
Actions/Strategies/Interventions Professional Person(s) Quarterly Goals
Sources of
And Timeline Development Responsible for Progress
Funds /
Sources of
Est. of
Funds /Est.
Cost
of Cost
All math students will have increased exposure to sample test Georgia No Cost Evaluating
style questions (SAT/EOCT) in math as well as more DOE and administrator,
opportunities to practice. This will be done by using these learning teachers
questions in class. village
Goal:2.1-2.4 website test
practice and
study
guides
Department wide common syllabi, common mid-term/final Georgia No Cost Evaluating
exams will be utilized to measure student progress in DOE administrator,
mathematics courses. These will be approved by Department website for DC, teachers
Chair (DC) and evaluating administrator. Common unit tests EOCT
will be administered for each course throughout the practice and
department. study
2.1-2.4 guides,
CCSD
curriculum
guides
Every freshman in CCGPS Coordinate Algebra whose grade EXP funds: EXP Funds Teachers, DC,
falls below 72% will attend mandatory study hall during their State salary EXP facilitator
lunch period. rate times
2.1-2.4 Number of
teachers
needed
56
Etowah High School
2012-13 School Improvement Plan

60. All teachers will effectively use LFS to explicitly teach LFS coach Subs for Evaluating
essential content strategies include EQ’s, distributed practice, will train teachers who administrator,
graphic organizers, and summarizing strategies. Evaluating new attend the DC, teachers,
administrator, DC, and LFS coach will do periodic teachers LFS LFS coach
walkthrough visits to classrooms to determine level of and review workshop and
implementation and provide support. specific for DC and
2.1-2.4 LFS LFS coaches,
strategies as needed
with
teachers
that are
already
trained
Algebra and Geometry teachers will meet regularly to plan
and assess student progress
Goal:2.1-2.4
Materials AP Teachers
AP Math classes will incorporate multiple opportunities for ordered
students to practice advanced placement type questions from the
throughout the school year. National
Board
Goal:2.5 &2.6 through
gifted
money
Practice AP test will be administered before the May test date Materials AP Teachers
ordered
from the
Goal:2.5& 2.6 National
Board
through
gifted
money
57
Etowah High School
2012-13 School Improvement Plan

61. Teachers will use DMR to differentiate instruction and target Scantron Professional Teachers, DMR Collection &
subgroups identified within the SIP. Analysis Development Evaluating Review
Goal: all as needed Administrator
Mainstream and special education teachers in the co taught Common Professional Teachers, Teacher planning
classroom will monitor the amount of time spent together in planning development Special Logs
planning to determine a baseline of hours spent coplanning. periods, as needed Education
consistent teachers,
Goal:2.2 &2.4 pairing of Administration
mainstream
and special
educator
when
possible
58
Etowah High School
2012-13 School Improvement Plan

62. SCIENCE
The following is a summary of the Etowah scores for the Science EOCTs for the past three years.
2009-2010 2010-2011 2011-2012
Does Meets Exceeds Does Meets Exceeds Does Meets Exceeds
Not Not Not
Meet Meet Meet
Biology 20% 40% 40% 14% 40% 46% 12% 43% 45%
Physical
Science 12% 46% 42% 15% 37% 48% 8% 33% 59%
Science End of Course Test Scores
Does Not Meet Meets Exceeds
Biology 11-12 12 43 45
Biology 10-11 14 40 46
Biology 09-10 20 40 40
Physical Science 11-12 8 33 59
Physical Science 10-11 15 37 48
Physical Science 09-10 12 46 42
Goal 3: Major system priorities 1&5
2.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to 90%.
2.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the Physical
Science EOCT.
59
Etowah High School
2012-13 School Improvement Plan

63. The following is a summary of Etowah’s scores on the Biology EOCT, reported by subgroups, for the past
two years. CCRPI defines subgroups as N=30.
Biology EOCT
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 1 n/a n/a 11 27% 55%
Black/Non Hispanic 51 57% 24% 38 50% 39%
Hispanic 18 44% 0% 67 61% 22%
Native American/ Alaskan Native 6 n/a n/a 4 n/a n/a
White/ Non Hispanic 516 38% 51% 474 41% 49%
Multi Racial 15 60% 27% 12 25% 67%
English Language Learners 4 n/a n/a 4 n/a n/a
Students with Disabilities 49 51% 8% 64 39% 17%
Economically Disadvantaged 187 48% 21% 182 52% 29%
N=the number of students tested
Subgroup Scores Biology EOCT
2011-2012
Does Not Meet Meets Exceeds
22 17
29
39
49
39
52 61
50
41
44
11 20 17 10
Black/Non Economically Hispanic Students with White/Non
Hispanic Disadvantaged Disabilities Hispanic
Goal 3: Major System Priority 1&5
3.3 Increase the percentage of students with disabilities who meet or exceed the standard on the Biology
EOCT to 41%.
60
Etowah High School
2012-13 School Improvement Plan

64. The following is a summary of Etowah’s scores on the Physical Science EOCT, reported by subgroups, for
the past two years. CCRPI defines subgroups as N=30.
Physical Science End of Course Test
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 1 n/a n/a 2 n/a n/a
Black/Non Hispanic 33 27% 45% 23 65% 30%
Hispanic 13 38% 15% 39 31% 44%
Native American/ Alaskan Native 8 n/a n/a 0 n/a n/a
White/ Non Hispanic 257 39% 50% 221 29% 66%
Multi Racial 11 36% 36% 11 55% 45%
English Language Learners 0 n/a n/a 5 n/a n/a
Students with Disabilities 37 24% 27% 36 56% 33%
Economically Disadvantaged 104 37% 40% 108 36% 51%
N=number of students tested
Subgroup Scores Physical Science EOCT
2011-2012
Does Not Meet Meets Exceeds
30 33
51 44
66
65 31 56
36
29
25
5 13 11 5
Black/Non Economically Hispanic Students with White
Hispanic Disadvantaged Disabilities
Goal 3: Major System Priorities 1&5
3.4 Increase the percentage of students with disabilities who meet or exceed the standard on the Physical
EOCT to 91%.
61
Etowah High School
2012-13 School Improvement Plan

65. The following is the number of students enrolled in Science Advanced Placement Courses for the past three
years:
Advanced Science Course Enrollment
2009-2010 2010-2011 2011-2012
Advanced Placement N/A 23 21
Biology
Advanced Placement N/A 8 14
Chemistry
Advanced Placement N/A 8 12
Physics AB
Advanced Placement Physics N/A N/A 19
C
Physics N/A 205 257
Goal 3: Major System Priorities 1&5
3.5 Increase the number of students in Advanced Placement Science courses by 2%.
3.6 Increase the number of students in Physics by 2%.
62
Etowah High School
2012-13 School Improvement Plan

66. Part 5: School Improvement Action Plan (SCIENCE)
GOAL # 3
The Science Department objectives for the 2012-13 school year are:
3.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to 90%.
3.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the Physical Science EOCT.
3.3 Increase the percentage of students with disabilities who meet or exceed the standard on the Biology EOCT to 41%
3.4 Increase the percentage of students with disabilities who score meets or exceeds the standard on the Physical EOCT to
91%.
3.5 Increase the number of students in Advanced Placement Science courses by 2%.
3.6 Increase the number of students in Physics by 2%.
Link to System Goals:
 Establishing internationally competitive standards for student performance and an accountability system and policy
framework designed to insure that all students are challenged individually and collectively to meet more rigorous
standards.
 Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency
as a major business enterprise.
Link to CCRPI:
 Percent of students scoring at meets or exceeds on the Physical Science EOCT
 Percent of students scoring at meets or exceeds on the Biology EOCT
 Percent of graduates completing one or more Advanced Placement Courses
 Percent of graduates enrolled in physics
63
Etowah High School
2012-13 School Improvement Plan

67. Resources
Specific
Actions/Strategies/Interventions Materials/ Professional Person(s) Quarterly Goals for
And Timeline Sources of Development Responsible Progress
Funds / Est. Sources of
of Cost Funds /Est.
of Cost
All Science teachers who teach an EOCT course Georgia No cost Science Lesson Planning and
will utilized the EOCT standards, study guides, and Performance teachers, DC, Observation
released test from the Georgia DOE website. Standards / evaluating
CCSD administrator
Goal: 3.1, 3.2, 3.3, 3.4 Curriculum
Guides /
EOCT
resource
guides
All teachers will effectively use LFS to explicitly LFS manual Subs for Administration, Lesson Planning and
teach essential content strategies include EQ’s, and teachers who DC, classroom Observation
distributed practice, graphic organizers, and resources attend the teachers
summarizing strategies. Evaluating administrator, LFS
DC, and LFS coach will do periodic walkthrough LFS coach workshop
visits to classrooms to determine level of will train and for DC
implementation and provide support new and LFS
Goal: 3.1-6 teachers and coaches, as
review needed
specific LFS
strategies
with
teachers that
are already
trained
64
Etowah High School
2012-13 School Improvement Plan

68. Science teachers will identify students in honors bio Track Teachers & DC Verification of candidate
and honors chemistry classes and send recommend progress list submitted to
to AP teachers. with department chair
Goal: 3.5, 3.6 progress
reports &
test scores/
SLDS
Implement content-specific vocabulary and practice Curriculum Professional Teachers, Lesson Planning and
EOCT test questions to be incorporated into lesson maps Development Administrators Observation
plans and daily warm-ups. This will be done in all as needed
appropriate science courses.
Goal: 3.1-3.4
Biology and Physical Science teachers will meet Cost for Release time Science Agendas from meetings
together once a semester for a common student subs for teachers,
achievement workshop to collaborate on different collaborative Administration
methods to increase student achievement. grade-level
Goal: 3.1-3.4 meetings
Every freshman in Biology and Physical Science EXP funds: EXP Funds Evaluating Attendance Records
whose grade falls below 72% will attend mandatory State salary administrator
study hall during their lunch period. rate times DC, teachers,
Number of EXP facilitator
Goal: 3.1-3.4 teachers
needed
65
Etowah High School
2012-13 School Improvement Plan

69. Recruit students from CP program classes who have Planning Teachers & DC Document presentations
an interest in the AP courses. time for
presentation
Goal: 3.5 & 3.6 creation &
delivery
Mainstream and special education teachers in the co Common Professional Teachers, Teacher planning Logs
taught classroom will monitor the amount of time planning development Special
spent together in planning to determine a baseline of periods, as needed Education
hours spent co-planning. consistent teachers,
Goal: 3.3 & 3.4 pairing of Administration
mainstream
and special
educator
Teachers will use DMR to differentiate instruction Scantron Professional Teachers, DMR Collection &
and target subgroups identified within the SIP. Analysis; Development Evaluating Review
Goal: 3.1 – 3.6 data from as needed/ Administrator
SLDS
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70. SOCIAL STUDIES
The following is a summary of the Etowah scores for the Social Studies EOCT for the past three years.
2009-2010 2010-2011 2011-2012
Does Meets Exceeds Does Meets Exceeds Does Meets Exceeds
Not Not Not
Meet Meet Meet
Economics 14% 49% 37% 10% 46% 43% 5% 42% 51%
United States
History 14% 27% 59% 10% 25% 66% 7% 27% 66%
Social Studies End of Course Test Scores
Does Not Meet Meets Exceeds
Economics 11-12 5 42 51
Economics 10-11 10 46 43
Economics 09-10 14 49 37
US History 11-12 7 27 66
US History 10-11 10 25 66
US History 09-10 14 27 59
Goal 4: Major system priorities A&
4.1 Increase the percentage of students who meet or exceed the standard on the Economics EOCT to 95%.
4.2 Maintain the percentage of students who meet or exceed the standard on the US History EOCT at 93%.
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71. The following is a summary of Etowah’s scores on the Economics EOCT, reported by subgroups, for the
past two years. CCRPI defines a subgroup as N=30.
Economics EOCT
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 3 n/a n/a 7 14% 71%
Black/Non Hispanic 20 65% 25% 23 57% 22%
Hispanic 33 55% 33% 41 46% 41%
Native American/ Alaskan Native 3 n/a n//a 0 n/a n/a
White/ Non Hispanic 185 43% 48% 388 40% 55%
Multi Racial 4 n/a n/a 10 40% 60%
English Language Learners 9 44% 0 3 n/a n/a
Students with Disabilities 22 32% 11% 30 57% 13%
Economically Disadvantaged 69 52% 30% 85 48% 35%
N=the number of students tested
Subgroup Scores Economics EOCT
2011-2012
Does Not Meet Meets Exceeds
22 13
41 35
55
57
57
48
46
40
21 30
13 17
5
Black/Non Hispanic White/Non Students with Economically
Hispanic Hispanic Disabilities Disadvantaged
Goal 4: Major System Priorities 1& 5
4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the Economics
EOCT to 89%.
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Etowah High School
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72. The following is a summary of Etowah’s scores on the US History EOCT, reported by subgroups, for the
past two years. CCRPI defines a subgroup as N=30.
US History End of Course Test
N 2010-2011 N 2011-2012
Meets Exceeds Meets Exceeds
Asian/ Pacific Islander 1 n/a n/a 9 n/a n/a
Black/Non Hispanic 27 48% 26% 32 50% 38%
Hispanic 4 n/a n/a 49 22% 55%
Native American/ Alaskan Native 15 33% 40% 6 n/a n/a
White/ Non Hispanic 440 23% 69% 381 26% 69%
Multi Racial 8 n/a n/a 15 27% 73%
English Language Learners 6 n/a n/a 5 n/a n/a
Students with Disabilities 26 31% 19% 32 16% 44%
Economically Disadvantaged 93 37% 39% 120 30% 56%
N=number of students tested
Subgroup Scores US History EOCT
2011-2012
Does Not Meet Meets Exceeds
38 44
56 55
69
16
50 22
30
40 26
14 23
12 5
Black/Non Economically Hispanic Students with White
Hispanic Disadvantaged Disabilities
Goal4: Major System Priorities 1&3
4.4 Increase the percentage of students with disabilities who score meets or exceeds the standard on the US
History EOCT to 62%.
69
Etowah High School
2012-13 School Improvement Plan

73. The following is a summary of Etowah scores on Social Studies Advanced Placement Exams for the past
three years:
Advanced Placement Exam Scores “3” and above
2009-2010 2010-2011 2011-2012
Advanced Placement Human n/a n/a 100%
Geography
Advanced Placement 96% 85% 87%
Psychology
Advanced Placement US 85% 74% 73%
Government and Politics
Advanced Placement US 96% 95% 100%
History
Advanced Placement World 97% 95% 95%
History
Goal 4: Major System Priorities 1&5
4.5 The percentage of students scoring “3” or above on the Advanced Placement Human Geography Exam
will be greater than 95%.
4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology Exam will be
greater than 90%.
4.7 The percentage of students scoring “3” or greater on the Advanced Placement US Government and
Politics Exam will be greater than 75%.
4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History Exam will be
greater than 90%.
4.9 The percentage of students scoring “3” or greater on the Advanced Placement World History Exam will
be greater than 90%.
4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement Economics Exam.
4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement European History
exam.
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Etowah High School
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74. The following is the number of students enrolled in Advanced Social Studies Courses over the past three
years:
Advanced Placement Social Studies Enrollment
2009-2010 2010-2011 2011-2012
Advanced Placement Human n/a n/a 23
Geography
Advanced Placement n/a n/a 16
European History
Advanced Placement n/a 53 60
Psychology
Advanced Placement US 29 52 82
Government and Politics
Advanced Placement US n/a 60 49
History
Advanced Placement World n/a 47 37
History
Goal 4: Major System Priorities 1&5
4.12 Establish a baseline for the number of students enrolled in Advanced Placement Social Studies
Courses.
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Etowah High School
2012-13 School Improvement Plan

75. Part 5: School Improvement Action Plan (Social Studies)
GOAL # 4
The Social Studies Department objectives for the 2012-13 school year are:
4.1 Increase the percentage of students who meet or exceed the standard on the Economics EOCT to 95%.
4.2 Maintain the percentage of students who meet or exceed the standard on the US History EOCT at 92%.
4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the Economics EOCT to 89%.
4.4 Increase the percentage of students with disabilities who score meets or exceeds the standard on the US History EOCT to
62%.
4.5 The percentage of students scoring “3” or above on the Advanced Placement Human Geography Exam will be greater than
90%.
4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology Exam will be greater than 90%.
4.7 The percentage of students scoring “3” or greater on the Advanced Placement US Government and Politics Exam will be
greater than 75%.
4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History Exam will be greater than 90%.
4.9 The percentage of students scoring “3” or greater on the Advanced Placement World History Exam will be greater than 90%.
4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement Economics Exam.
4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement European History Exam.
4.12 Establish a baseline of students enrolled in Advanced Placement Social Studies courses.
Link to System Goals:
 Establishing internationally competitive standards for student performance and an accountability system and policy framework
designed to insure that all students are challenged individually and collectively to meet more rigorous standards.
 Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a
major business enterprise.
Link to CCRPI:
 Percent of students scoring at meets or exceeds on the Economics EOCT
 Percent of students scoring at meets or exceeds on the US History EOCT
 Percent of graduates completing one or more Advanced Placement Courses
 Percent of students scoring 3 or higher on two or more AP exams
72
Etowah High School
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76. Resources
Actions/Strategies/Interventions Specific Professional Person(s) Quarterly Goals for
Materials/
And Timeline Development Responsible Progress
Sources of Funds
Sources of Funds
/ Est. of Cost
/Est. of Cost
All teachers will effectively use LFS to LFS manual and Subs for teachers who Administration Via regular classroom
explicitly teach essential content strategies resources attend the LFS and classroom walkthroughs with
include EQ’s, distributed practice, graphic workshop and for DC teachers checklist
organizers, and summarizing strategies. LFS coach will and LFS coaches, as
Evaluating administrator, DC, and LFS train new teachers needed
coach will do periodic walk- through visits and review
to classrooms to determine level of specific LFS
implementation and provide support. strategies with
teachers that are
Goals 4.1-4.4 already trained
Economics teachers will give a 9-week Test questions will No cost Social Studies Lesson Plans
comprehensive benchmark exam based on be based on GPS. teachers, DC,
the GPS guidelines.
Goals: 4.1, 4.3
73
Etowah High School
2012-13 School Improvement Plan

77. World Geography, World History, US USA Testprep/ USA Testprep cost: Social Studies Lesson plans and
History, and Economics teachers will Variety of study approx. $225. teachers, DC teacher observation
provide daily warm-up questions for the guides
EOCT.
Goals: 4.1-4.4
U.S. History teachers will give a 9, 18, Test questions will No cost Social Studies Lesson plans
week comprehensive assessment based on be based on GPS teachers, DC,
the CCGPS guidelines to monitor areas of
deficiency.
Goals: 4.2; 4.4
U.S. History and Economics teachers will Professional Cost of subs U.S. History Agenda from
meet together once a semester for a Development teachers, DC, workshop
common student achievement workshop to evaluating
collaborate on different methods to administrator
increase student achievement.
Goals: 4.1-4.4
74
Etowah High School
2012-13 School Improvement Plan

78. After unit tests, a comprehensive test Social Studies Lesson Plan and Data
question analysis will take place and re- teachers, DC, Analysis Instruments
teaching methods / opportunities will take evaluating
place as determined. administrator
Goals: 4.1-4.11
AP Social Studies classes will incorporate Materials ordered No additional cost to AP teachers Lesson plans and
multiple opportunities for students to from the College school teacher observation
practice advanced placement type Board through
questions throughout the school year. gifted money.
Goals: 4.5-4.11
Mainstream and special education teachers Common planning Professional ELA Teachers, Teacher planning
in the co taught classroom will monitor the periods, consistent development as Special Logs
amount of time spent together in planning pairing of needed Education
to determine a baseline of hours spent co- mainstream and teachers,
planning. special educator Administration
Goals: 4.2, 4.4 when possible
Teachers will use DMR to differentiate Scantron Analysis Professional Teachers, DMR Collection &
instruction and target subgroups identified Development as Evaluating Review
within the SIP. needed Administrator
75
Etowah High School
2012-13 School Improvement Plan

79. SPECIAL EDUCATION
The following includes the scores of students within the subgroup students with disabilities
who meet or exceed the standard by subject area EOCT for the past three years:
Percent of Students in Subgroup “Students with Disabilities” Scoring
Meets or Exceeds on EOCT
Literature Mathematics Social Studies Science
Ninth CCGPS
American GPS US Physical
Grade Coordinate Economics Biology
Lit Geometry History Science
Lit Alg
2009- 45% 62% n/a n/a 80% 40% 53% 65%
2010
2010- 70% 80% n/a 50% 55% 56% 53% 56%
2011
2011- 68% 72% n/a 64% 70% 62% 58% 87%
2012
EOCT 2011-2012
Student with Disabilities Subgroup
Does Not Meet Meets Exceeds
Physical Science 13% 55% 32%
Biology 42% 41% 17%
US History 38% 24% 38%
Economics 30% 57% 13%
GPS Geomtery 36% 54% 10%
CCGPS Coordinate Algebra
American Literature 29% 61% 11%
Ninth Grade Literature 32% 57% 2%
Goal 5: Major System Priority 1 & 5
5.1 Increase the percentage of students in the subgroup “students with disabilities” who meet
or exceed the standard by 2% within each content area on all End of Course Tests.
76
Etowah High School
2012-13 School Improvement Plan

80. The following shows the percentage of students in the subgroup “students with disabilities”
on the Georgia High School Graduation Writing Test for the past three years:
Georgia High School Graduation Writing Test
Students With Disabilities
Does Not Meet Meets Exceeds
2009-2010 25% 75% 0%
2010-2011 19% 77% 3%
2011-2012 24% 74% 2%
GHSGT Writing Scores
Subgroup Students with Disabilities
Does Not Meet Meets Exceeds
0%
3%
3%
75%
77%
73%
25%
20%
24%
2009-2010
2010-2011
2011-2012
Goal 5: Major System Priorities 1& 5
5.2 Increase the score of students in the subgroup students with disabilities who meet or
exceed the standard on the Georgia High School Graduation Writing Test to 78%.
5.3 Establish a baseline percentage of first time 9th graders with disabilities earning 3
Carnegie Credits in 3 core content areas.
77
Etowah High School
2012-13 School Improvement Plan

81. Part 5: School Improvement Action Plan (SPECIAL EDUCATION)
GOAL # 5
The Special Education Department objectives for the 2012-13 school year are:
5.1 Increase the percentage of students in the subgroup “students with disabilities” who meet or exceed the standard by 2%
within each content area on all End of Course Tests.
5.2 Increase the score of students in the subgroup students with disabilities who meet or exceed the standard on the Georgia
High School Graduation Writing Test to 78%.
5.3 Establish a baseline percentage of first time 9th graders with disabilities earning 3 Carnegie Credits in 3 core content
areas.
Link to System Goals:
 Establishing internationally competitive standards for student performance and an accountability system and policy
framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards.
 Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as
a major business enterprise.
Link to CCRPI:
 Percent of students scoring at meets or exceeds on the Ninth Grade Literature EOCT
 Percent of students scoring at meets or exceeds on the American Literature EOCT
 Percent of students scoring at meets or exceeds on the CCGPS Coordinate Algebra EOCT
 Percent of students scoring at meets or exceeds on the GPS Geometry EOCT
 Percent of students scoring at meets or exceeds on the Economics EOCT
 Percent of students scoring at meets or exceeds on the US History EOCT
 Percent of students scoring at meets or exceeds on the Biology EOCT
 Percent of students scoring at meets or exceeds on the Physical Science EOCT
 Percent of students scoring at meets or exceeds on the Georgia High School Writing Test.
78
Etowah High School
2012-13 School Improvement Plan

82. Resources
Specific
Actions/Strategies/Interventions Professional Person(s) Quarterly Goals for
Materials/
And Timeline Development Responsible Progress
Sources of Funds
Sources of
/ Est. of Cost
Funds /Est.
of Cost
All teachers will effectively use LFS to Subs for Administration, Lesson Planning and
explicitly teach essential content strategies teachers who DC, classroom Observation
include EQ’s, distributed practice, graphic attend the teachers
organizers, and summarizing strategies. LFS
Evaluating administrator, DC, and LFS coach workshop
will do periodic walkthrough visits to and for DC
classrooms to determine level of and LFS
implementation and provide support coaches, as
Goal: all needed
Mainstream and special education teachers in Common planning Professional Special Teacher planning Logs
the co taught classroom will monitor the periods, consistent development Education
amount of time spent together in planning to pairing of as needed teachers, All
determine a baseline of hours spent co- mainstream and General Co-
planning. special educator Teachers,
79
Etowah High School
2012-13 School Improvement Plan

83. Goal: all when possible Administration
All special education teachers will use DMRs to Scantron Analysis Professional Teachers, DMR Collection &
track progress of SWDs as compared to the Development Evaluating Review
general education population. as needed Administrator
Goal: 5.1, 5.2
Special Education teachers will define Teacher Stetson Special Teacher Reflection
classroom roles and responsibilities in the co- Questionnaire Training/ Education Review Form
taught setting. Reflection/Review Co-teacher Teachers,
Goal: all Form Professional SPED
Development Administrator
All special education teachers in grades 9-12 Teacher Lesson LFS Special Lesson Planning and
will use warm-ups featuring EOCT or SAT Plans, LFS Professional Education Observations
questions. (August and ongoing) Training Manual Development Teachers,
Refresher as Evaluating
Goal: 5.1, 5.3 needed Administrators
Case holders will continually monitor student IEP Annual Special IEP Progress Reports and
progress through IEP Meetings and each 9- Reviews Education IEP Annual Review
week grading period. Teacher
Goal: 5.3
80
Etowah High School
2012-13 School Improvement Plan

84. Professional learning communities: SPED Subs for Special Lesson Planning
teachers will collaborate with regular ed. teachers Education
Teachers (2 half day release time attending Teachers, All
Goal: all professional General Ed Co-
learning taught teacher
communities
Co-taught Special education teachers will attend Subs for Special Copy of PDARFs
professional development activities/training teachers Education
when provided attending Teachers, All
Goal: all professional General Ed Co-
development taught teacher
training
81
Etowah High School
2012-13 School Improvement Plan

85. SCHOOL WIDE
The following data refelects Etowah’s performance on the College and Career Readiness
Performance Index measures for the past three years (when applicable). 1-8 CCRPI on EOCT
data. All data that is “Not Available” is pending further development of the CCRPI portal.
College and Career Ready Performace Index 2009- 2010- 2011-
2010 2011 2012
9. Percent of graduates CTAE Pathway 13%
completing:
Advanced Acedemic Pathway Not Not Not
available available available
Fine Arts Pathway Not
available
10. Percent of CTAE pathway copmpleters earning a
Not Not Not
national indistry recognized credential, or a passing score
available available available
on a GaDOE recognized end of pathway
11. Percent of scoring at least 22 out of 36 on
graduates identified as the composite ACT; Not Not Not
“college ready” by: available available available
entering TCSG/USG not
requiring remediation or support
courses as defined by Not Not Not
COMPASS scores prescribed by available available available
the individual institutions or
programs.
or scoring at least 1550 out of
Not Not Not
2400 on the combined SAT;
available available available
12. Percent of ACCEL;Dual HOPE Grant;
graduates earning high Move on when Ready; Early Not Not Not
school credit(s) for College gateway; Articulated available available available
accelerated enrollment : Credit
AP Courses (3 or higher on 2 or
more) Not Not
16%
available available
13.Percent of graduates earning 2 or more high school
credits in the same world language (graduates do not Not Not
79%
include GAA students who would not take FL in any available available
circumstance)
14. Percent of graduates successfully completing 1 or more
AP courses
Not Not
35%
available available
82
Etowah High School
2012-13 School Improvement Plan

86. 15. Percent of students scoring at Meets or Exceeds on the
Georgia High School Writing Test (required participation 97% 98% 99%
rate ≥ 95%)
16. Percent of students achieving a Lexile measure greater
than 1350 on the American Literature EOCT 48% 53% 51%
17. Percent of EOCT assessments scoring at the Exceeds
level 39% 47% 49%
18. Student Attendance Rate (%) Not Not
96.5%
available available
19. 5-Year Extended Cohort Graduation Rate (%) Not Not Not
available available available
The following data refelects Etowah’s performance on the Raising the Bar:Companion to the
College and Career Readiness Performance Index measures for the past three years (when
applicable).
Raising the Bar
Companion to the College and Career Ready performance Index
2009-2010 2010-2011 2011-2012
1. Percent of graduates taking ACT Not Available 64% 66%
a nationally recognized
college entrance exam SAT Not Available 49% 57%
2. Percent of graduates earning credit in a
Not Not
physics course 53%
Available Available
3. Percent of first time 9th grade students
with disabilities earning 3 Carnegie Unit
55% 73% 55%
Credits in 3 core content areas
6. Percent of English Learners with
postive movement from one Performance
63% 57% 100%
Band to a higher performance Band based
on the ACCESS for ELLs
Goal 6: Major System Priorities 1& 5
6.1 Increase the percentage of students who meet or exceed the standard by 2% on each subject
area End of Course test.
6.2 Increase the number of students who complete a Career Pathway to 15%.
83
Etowah High School
2012-13 School Improvement Plan

87. The following is the graduation rate for Etowah for the past three years. The measure for
graduation rate has shifted from a lever scale (2010) to a cohort scale (2011). This change
significantly impacted graduation rates across the state.
2010 2011* 2012
Graduation Rate 88.9% 82.7% Not Available
Goal 6: Major System Priority 1 & 5
6.3 Increase the 2013 cohort graduation rate to 85%.
84
Etowah High School
2012-13 School Improvement Plan

88. Part 6: School Improvement Action Plan (SCHOOL WIDE)
GOAL # 6
The Etowah High School objectives for the 2012-13 school year are:
6.1 Increase the percentage of students who meet or exceed the standard by 2% on each subject area End of Course test.
6.2 Increase the number of students who complete a Career Pathway to 15%.
6.3 Increase the 2013 cohort graduation rate to 85%.
Link to System Goals:
 Establishing internationally competitive standards for student performance and an accountability system and policy framework
designed to insure that all students are challenged individually and collectively to meet more rigorous standards.
 Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a
major business enterprise.
85
Etowah High School
2012-13 School Improvement Plan

89. Resources
Specific
Actions/Strategies/Interventions Professional Person(s) Quarterly Goals for
Materials/
And Timeline Development Responsible Progress
Sources of Funds
Sources of
/ Est. of Cost
Funds /Est.
of Cost
Semester notification will be sent home to students Cost of Postage Discretionary Administration,
who are not on-track to graduate with their cohort. funds Clerical
Goal: all
Student Agendas will be purchased for all students. Student Agendas Cost: $5000 Administration
purchased
Goal: all
To utilize EXP with Saturday School, mandatory APEX Labs, EXP Select Administration
study hall, and APEX to remediate and recover funds teachers were
units and credit. trained in-
Goal: 6.3 house on
APEX
86
Etowah High School
2012-13 School Improvement Plan

90. Progressive discipline for tardiness, absences, No cost Training in Administration,
skipping, and leaving campus will be carried out. Discipline Counselors,
Goal: all with Dignity APEX
will be Teachers
utilized as
needed
4 and 7 day letters will be sent to notify parents of Postage Discretionary Administration
excessive absences. funds
Goal: 6.1, 6.3
An attendance incentive program will be Attendance Discretionary Attendance
implemented rewarding students with the Account funds secretary
opportunity to obtain various rewards
Goal: 6.1; 6.3
A committee selected from all stakeholders will No cost No cost Administration,
review the SIP for coherency and consistency. attendance
Goal: committee
Selected
stakeholders
Identify at-risk students who are failing courses/ No cost No cost Teacher and
the GHSGWT/EOCT and enroll them in mandatory counselor
review sessions.
Goal: 6.1; 6.3
Teachers, counselors, and grade level No cost No cost All staff
administrators who have at-risk students in their
class will be utilized as a Graduation Intervention
Team (G.I.T.) to create or adjust students’ “Flight
Plan”.
87
Etowah High School
2012-13 School Improvement Plan

91. Goal: 6.3
TAA will be used to improve graduation rates by No cost No cost TAA advisors
developing study skills, enhancing communication, and counselors
and providing additional grade-level guidance in
scheduling appropriate course selection.
Goal: 6.3
Every athletic team at EHS will appoint an No cost No cost All staff
“Academic Coach” as another layer of supervision
and accountability within their team on behalf of
the school as a whole.
Goal: 6.3
Administrators will review transcripts with No cost No cost Administrator /
students who are referred to their offices and take Classified staff
the appropriate action.
Goal: 6.3
Students who are at risk will have the opportunity No cost No cost Work Based
to enroll in the Work Based Learning B.O.T (Back Learning
on Track) Program as an incentive to recover Coordinator,
credit. counselors, and
Goal: 6.3 APEX
instructors
88
Etowah High School
2012-13 School Improvement Plan

92. Mainstream and special education teachers in the Common planning Professional Special Teacher planning Logs
co taught classroom will monitor the amount of periods, consistent development Education
time spent together in planning to determine a pairing of as needed teachers, All
baseline of hours spent co-planning. mainstream and General Co-
Goal: 6.1&6.3 special educator Teachers,
when possible Administration
89
Etowah High School
2012-13 School Improvement Plan

93. PART 6
FOLLOW-UP REPORT:
IMPLEMENTATION
of the
SCHOOL IMPROVEMENT PLAN
and
DOCUMENTATION of RESULTS
90
Etowah High School
2012-13 School Improvement Plan

94. ENGLISH
Goal
Goal/Objective Goal Not Continue or Discontinue Goal
(State goal and indicate location of data) Met Met (list any modifications)
Increase the percentage of students who meet or exceed 2011: 93%
the standard on the 9th grade Literature EOCT by 2%. +1 C 2012: 96%
Increase the percentage of students who meet or exceed 2011: 99%
the standard on the American Literature EOCT by 2%. NA 2012: 99%
2011: 77%
Increase the percentage of students who score Advanced
Proficiency & Honors on the ELA GHSGT by 2%.
NA 2012: NO DATA AVAILABLE
(DISCONTINUE)
2011: 84%
Increase the percentage of ELL, SWD, and ED students
who pass the ELA GHSGT by 2%.
NA 2012: NO DATA AVAILABLE
(DISCONTINUE)
The percentage of students who score a 3 or higher on the 2011: 91%Average score: 3.8 N=33
Advanced Placement Literature Assessments will be
greater than 85%.
+9.3 2012:94.3% Average Score 3.8 N=107
Set a baseline data point at 10% for students who exceed 2012: 16% exceed the standards on the
the standards on the Writing GHSGT.
MET Writing GHSGT
91
Etowah High School
2012-13 School Improvement Plan

95. MATHEMATICS
Goal
Goal/Objective Not Continue or Discontinue Goal
(State goal and indicate location of data) Goal Met Met (list any modifications)
Set a baseline data point at 85% of students who meet or 2011: 89%
exceed the standard on the Math I EOCT. NA 2012 85% GPS Algebra
Set a baseline data point at 80% of students who meet or 2011: 92%
exceed the standard on the Math II EOCT. NA 2012: 95% GPS Geometry
Set a baseline data point of 82% of students that meet or 2011: 94%
exceed the Mathematics GHSGT. NA 2012: too few tested
(DISCONTINUE)
The percentage of students who scoring a “3” or higher on
2011: 78%Average score: 3.2 N=41
the Calculus Advanced Placement Assessments will be
greater than 75%.
+12.9 2012: 87.9% Average 3.9 N=58
The percentage of students who scoring a "3" or higher on the
2011: 93%Average score: 3.6 N=43
Statistics Advanced Placement Assessment will be greater
than 70%.
+10.6 2012:80.6% Average score 3.3 N=67
92
Etowah High School
2012-13 School Improvement Plan

96. SCIENCE
Goal/Objective Goal Goal Not Continue or Discontinue Goal
(State goal and indicate location of data) Met Met (list any modifications)
Set a baseline data point of 80% of students who meet or exceed 2011: 90%
the standards for the Physical Science EOCT. +12 2012: 92%
Increase the percentage of students who meet or exceed the 2011: 86%
standard on the Biology EOCT by 2%. +6 2012: 92%
Increase the percentage of students in all subgroups who pass the 2011: 97%
Science GHSGT by 2%. NA 2012: too few tested
(DISCONTINUE)
The percentage of students scoring a “3” or higher on the Biology 2011: 73%Average score: 3.5 N=19
Advanced Placement Exam will be greater than 82%. -17 2012: 65% Average Score 3.3 N=20
The percentage of students scoring a “3” or higher on the 2011: 80%Average score: 3.4 N=10
Chemistry Advanced Placement Exam will be greater than 80%. -35.6 2012: 44.4% Average Score 2.8 N=9
The percentage of students scoring a “3” or higher on the Physics 2011: 90%Average score: 3.1 N=15
Advanced Placement Exam will be greater than 80%. +9.7 2012: 89.7% Average Score 3.8 N=29
93
Etowah High School
2012-13 School Improvement Plan

97. SOCIAL STUDIES
Goal
Goal/Objective Goal Not Continue or Discontinue Goal
(State goal and indicate location of data) Met Met (list any modifications)
Increase the GHSGT passing rate among first time test takers to 2011: 93%
94%. 2012:Data not available
(DISCONTINUE)
Increase the rate of students passing the U.S. History to 1865 2011: 78%
domain to 80%. 2012: Data not available
(DISCONTINUE)
Increase the rate of students passing the American 2011: 74%
Government/Civics domain to 72%. 2012: Data not available
(DISCONTINUE)
Set a baseline data point of 85% of students who meet or exceed the 2011: 92%
standards on the US History EOCT. +10 2012: 95%
(DISCONTINUE)
Increase student performance scores in the following US History 2012 73% correct
EOCT domains: (DISCONTINUE)
 Increase domain mean score in Colonization through
Constitution by 1 point.
Increase student performance scores in the following US History 2012: 78.1% correct
EOCT domains: (DISCONTINUE)
 Increase domain mean score in Industrialization, Reform,
and Imperialism by 1 point
Increase student performance scores in the following US History 2012: 76% correct
EOCT domains: (DISCONTINUE)
 Increase domain mean score in Modern Era by 1 point.
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98. Increase student performance scores in the following Economics 2012: 65%
EOCT domains:
 Increase domain mean score in International Economics by 1 Continue goal for International
point. economics and personal finance and
Increase student performance scores in the following Economics change microeconomics to
EOCT domains: Macroeconomics.
 Increase domain mean score in Microeconomic Concepts by (DISCONTINUE)
1 point.
Increase student performance scores in the following Economics 72.7% correct
EOCT domains: (DISCONTINUE)
 Increase domain mean score Personal Finance Economics by
0.5 point.
The percentage of students scoring a “3” or higher on the World 2011: 95% Average score: 4.1 N=44
History Advanced Placement Assessment will be 87% or greater. +7.6 2012:94.6% Average score 3.9 N=44
The percentage of students scoring a “3” or higher on the United 2011: 95%Average score: 4.2 N=58
States History Advanced Placement Assessment will be greater than
87%.
+8 2012:100% Average Score 4.4 N=49
The percentage of students scoring a “3” or higher on the 2011: 74%Average score: 3.1 N=50
Government Advanced Placement Assessment will be greater than
82%.
-8.8 2012: 73.2% Average score:3.2 N=71
The percentage of students scoring a “3” or higher on the 2011: 85%Average score: 3.6 N=80
Psychology Advanced Placement Assessment will be greater than
80%.
+7.1 2012: 87.1% Average score 3.8 N=54
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99. SPECIAL EDUCATION
Goal/Objective Goal Goal Continue or Discontinue Goal
(State goal and indicate location of data) Met Not Met (list any modifications)
The average attendance for special education students (SWD)
2012: 10% SWD students are absent over 15 days
will meet standards for AYP (15% of SWD students are
absent less than 15 days).
Increase the percentage of special education students (SWD)
who pass all portions of the GHSGT by 2%. NA DISCONTINUE
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100. SCHOOL-WIDE
Goal/Objective Goal Not Continue or Discontinue Goal
(State goal and indicate location of data) Goal Met Met (list any modifications)
The average attendance for all students will exceed 95%. 2011: 96.9%
+1.5 2012: 96.5%
The graduation rate for all students will meet or exceed 2011: 85.6%
87%. 2012: Data not yet available
6.3 The graduation rate for all students in the Black sub 2011: 73.7%
group will meet or exceed 77%. 2012: Data not yet available
6.4 The graduation rate for all students in the Hispanic 2011: 76%
sub group will meet or exceed 77%. 2012: Data not yet available
6.5 The graduation rate for all students in the White sub 2011: 88%
group will meet or exceed 93%. 2012: Data not yet available
6.6 The graduation rate for all students in the Multi- 2011: 80%
Racial sub group will meet or exceed 85%. 2012: Data not yet available
6.7 The graduation rate for all students in the SWD sub 2011: 50%
group will meet or exceed 62%. 2012: Data not yet available
6.8 The graduation rate for all students in the ELL sub 2011: 90.9%
group will meet or exceed 50%. 2012: Data not yet available
6.9 The graduation rate for all students in the ED sub 2011: 75.5%
group will meet or exceed 82%. 2012: Data not yet available
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101. Part: 7
PART 7
LOCALLY REQUIRED PLANS
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102. Part: 7
PART 7: LOCALLY REQUIRED PLANS
1. Technology Use Plan
2. Attendance and Truancy Intervention Plan
3. Character Education Plan and Teachers As Advisors Plan (MS – HS)
4. Homework Plan
5. Career, Technology, and Agricultural Education Plan
6. Response To Intervention (RTI) Plan
7. SACS CASI Assurance
TECHNOLOGY USE PLAN
Strategic planning for the continued integration of technology in
instruction and productivity.
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103. Part: 7
Technology Vision and Mission
The faculty, staff, students, and parents of Etowah High School, as part of the Cherokee County
School System, commit themselves to a philosophy of respect and high expectations for all. All
students will utilize educationally significant technologies for participation in the global economy of
the 21st century. As productive citizens, our students will develop skills to meet the challenges of a
fast-paced technological environment so that they can communicate effectively, use information
responsibly, and utilize new technologies efficiently. New and emerging technologies will be used to
access a 21st century infrastructure. The acquisition and assimilation of higher level educational
technology skills assist students, faculty, staff, and administration in their development as life-long
learners and leaders in a fast-changing technological society.
Hardware Assessment
Etowah High School makes use of the following items for student instruction:
 Hardwired Computer Labs
 Mobile Labs
 Desktops stations within classrooms
 Interactive whiteboards and accessories (Quizdoms, Airliners, Document Cameras.)
These technologies have been successful in providing differentiated instruction for students
at all learning levels. These technologies also allows large numbers of students and students
who do not have access to these technologies in the home to complete assignments and
comply with the Bridge Bill Specific technologies are used with in the Career Tech
laboratories including the Graphic Design, Video Productions, Construction and Automotive
Technology
Etowah High School makes use of the following items for lesson planning and instructional
delivery:
 Laptops
 Color Printers
 Postermaker
 Multi Functioning Printer
These technologies have been successful in allowing teachers to plan lessons and create
visuals which provide access to content for students with various learning styles. Teachers
are also able to create electronic files and provide students with access to these files via
webpage.
Etowah High School makes use of the following hardware in administrative and support
offices:
 Laptops
 LCD projectors
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104. Part: 7
 Additional Monitor
These technologies are used on a daily basis to accomplish the tasks of both administration
and support staff.
Software Assessment & Gap Analysis
Indicate on the following Chart, the overall frequency of use for the Instructional software
listed (pre-populated with list of common software)
Title Never/rarely Occasionally Regularly Used Comments
Used Used
Please identify any gaps in the provisioning of software for your school/location.
Title Target Grade(s) Target Quantity Comments
Curriculum
Indicate on the following Chart, the overall frequency of use for the productivity software
listed listed (pre-populated with list of common software)
Title Never Used Occasionally Regularly Used Comments
Used
Please identify any gaps in the provisioning of productivity software for your
school/location.
Title Target Grade(s) Target Quantity Comments
Curriculum
Indicate on the following Chart, the overall frequency of use for the Administrative software
listed (prepopulated with list of common applications)
Title Never Used Occasionally Regularly Used Comments
Used
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105. Part: 7
Please identify any gaps in the provisioning of Administrative software for your
school/location.
Title Target Area(s) Purpose Quantity Comments
Online Resources
Indicate on the following Chart, the overall frequency of use for the Online Resources listed
Title Never Used Occasionally Regularly Used Comments
Used
Please identify any gaps in the provisioning of online resources for your school/location.
Title Target Grade(s) Target Quantity Comments
Curriculum
Professional Development
Please identify technology-focused professional development topics that are needed to assist
teachers in improving their technical acuity, maintain pace with student knowledge and
industry trends and enhance teacher’s overall computing skills and improve their use of
communication resources.
Topic Estimated time Audience Preferred time Potential
for delivery (teachers, grade of delivery resources for
levels, delivery
curriculums,
admins,
students)
SLDS X
TKES X
Infrastructure
Please identify areas of the school whereby the existing infrastructure (i.e. network drops,
wireless access, non-available or insufficient electrical outlets, lighting, room conditions)
does not support the teaching and learning objectives of the school as it relates to technology
use.
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106. Part: 7
Room/Area Concern Current Use Intended Use Target Date
L Building Need more
hardwired
computer labs
Wireless Routers Mass testing
arena
Internet Safety
In regard to CIPA certifications required of schools for eRate funding, the Protecting the
Children in the 21st Century Act requires the school, school board, local educational agency,
or other authority with responsibility for administration of the school to certify that, "as part
of its Internet safety policy, [it] is educating minors about appropriate online behavior,
including interacting with other individuals on social networking websites and in chat rooms
and cyberbullying awareness and response.
Document the details about your school’s Internet Safety and Digital Citizenship Plan in the
chart below.
Title Target Target Person Timeline for Comments
Grade(s) Curriculum Responsible Implementation
Internet ALL
acceptable
Use Policy
Cyberbullying ALL TAA
Advisors/commitee
Does your school have an active recycling program for used toner or ink cartridges or cell
phones? Yes
What technology-focused cost cutting practices has your school discussed or implemented?
(e.g. duplex printing, shutting down computers at the end of the day, reduced repair costs
through better monitoring of systems, etc).More online use of class materials
Please identify new, unique or innovative programs centered on technology use that are
currently being implemented or are being developed. BYLD program
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107. Part: 7
ATTENDANCE AND TRUANCY PREVENTION PLAN
School Plan
Etowah High School has made improving student attendance an objective within the school
improvement plan. The action plan for meeting this objective focuses on an educational
strategy to combat truancy by:
 Increasing communication and emphasis on attendance policy regulations, and the
process for identifying unexcused, excused absences, and the attendance appeals
process.
 Meeting with identified students who are at-risk of becoming truant and addressing
any pertinent issues to defer the need for further action and to make students aware of
consequences as well as attendance rewards.
 Ensuring that students face firm sanctions for truancy, such as assignment to Saturday
School and the suspension of driving privileges on campus.
 Establishing ongoing truancy prevention programs in school through the Attendance
Committee.
 Rewarding students who miss two or fewer days with worthwhile goals and
incentives for good attendance.
 Meeting with the School Social Worker assigned to Etowah High School (Mr. David
McFerrin) in order to review the list of upcoming 9th-grade transitioning students and
discuss possible truancy interventions for each year.
 Corresponding with the Office of School Operations regarding interventions and any
necessary in-house protocols established that will be utilized to assist in the success
of these interventions.
County Policy
Cherokee County Board of Education (CCBOE) policy JBD, Attendance, establishes system-wide rules
relating to student attendance. In accordance with this policy, each school shall develop an Attendance
and Truancy Prevention Plan that focuses on research-based strategies to reduce absences and tardies
among all students.
Section I: Important student attendance information is shared from school to home in a
variety of ways:
 Students are given the opportunity to download 2 handbooks, a county handbook and
an Etowah handbook on the first day of school, which explain the attendance policy
and the appeal process. Hard copies are also available upon request.
 Homeroom teachers are to obtain each student’s signature to verify acceptance and
understanding of school and county attendance as well as discipline policies.
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108. Part: 7
 The attendance policy and the appeal process are posted on the county website.
 Attendance posters with pertinent information are displayed in classrooms throughout
the campus and teachers are to direct student attention to them.
 CCSD attendance policy is displayed via the EHS kiosk throughout the campus.
 CCSD attendance policy does not award credits earned in classes in which students
have 7 or more absences unless an appeal is submitted and approved.
 Initial contact: Letters are mailed to students’ homes on the 4th and 7th absences to
notify parents of excessive absences and the procedures which follow.
 Before the end of the semester, a letter is sent home to parents for permission for
students to check out early on exam days. This letter also includes step- by- step
instructions on the appeals process.
 Near the end of the current semester, a mailing is made to parents of students having
7 or more absences (excused or unexcused) in a semester class informing them that
credit will be withheld if a passing grade is made in those classes due to absences.
 After grades are posted, a mailing is made to parents of students who have 7 or more
absences (excused or unexcused) in a semester class and a passing grade that an
appeal has been generated to the school’s Attendance Committee to receive withheld
credit.
 After appeals have been reviewed and determination has been made on the status of
appeals by the principal, updated transcripts are mailed to those students for whom
appeals were approved and status notification via mailing is made to those students
for whom an appeal was not approved.
Section II: Etowah High School uses the following protocol to insure accurate student
attendance data:
 Teachers are responsible for recording student attendance for each class period in the
school’s attendance database.
 The attendance of all homebound and hospitalized students is kept current.
 Attendance is edited daily with ISS, Alt school, field trip, school activities, absence
excuse notes, school activities, OSS, and students whose attendance has to be entered
manually from substitute teachers.
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Section III: Etowah High School tracks attendance patterns and identifies causes of
truancy as follows:
 A weekly report is generated for students who have more than 5 days unexcused
absences. These students are verbally reminded of the attendance policy and appeal
process.
 Once the students are reminded, information is recorded regarding reasons, dates, and
extenuating circumstances. From this information, some students are referred to the
appropriate counselor and/or administrator. If situation warrants, the counselor is
notified to submit a referral to the school social worker.
 Any student over the age of 16 who reaches 10 consecutive unexcused absences is
deleted from the school roster.
 Any student under the age of 16 who reaches 7 cumulative unexcused absences is
referred to the social worker.
Section IV: Etowah High School uses a school based incentive program to encourage
good/improved attendance rates as follows:
 Perfect attendance certificates are given at the end of the school year at Honors Day.
 Students with perfect attendance are invited to participate in a drawing for a bicycle
or other gift from a local vendor.
 The Attendance Committee meets monthly throughout the school year to discuss,
create and implement attendance incentives and guidelines.
Section V: Etowah High School uses the following interventions for students in
violation of Georgia’s compulsory attendance laws:
 Students are referred to the school social worker after 7 unexcused absences.
 School-wide detentions are assigned for every unexcused tardy to school or class.
 In-school suspension is assigned for skipping class any period of the day.
 Saturday school is assigned for failure to serve tardy detentions.
 Continued failure to serve detention or Saturday school assigned for truancy or
tardiness can escalate and result in expulsion from school.
 Any student with a passing grade who has missed 7 or more class periods will receive
no credit for the course. To receive the lost credit, an appeal must be approved by the
Attendance Committee.
 According to Georgia State Attendance Law (TAADRA), 10 or more cumulative
unexcused days of absences by students who are 15 to 17 years old will result in
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110. Part: 7
“noncompliance.” Drivers’ licenses will be revoked and/or denied for a period of the
remaining school year and the entire following year.
 After 10 consecutive unexcused absences, students 16 years old and older will be
dropped from the school roster and referred to the social worker.
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111. Part: 7
Initiatives or Other Safety/Security Programs (Not Stated as an Objective)
Etowah High School has a security system in operation which is monitored by ADT. The
system is activated by the custodians each night and is unarmed by the custodians each
morning. An alarm code inventory is issued and managed by the school police officer.
Additionally, Etowah High School and the Etowah Zone are part of the P.A.S.S. program.
CHARACTER EDUCATION PLAN and/or TEACHER AS ADVISOR PLAN
Cherokee County Board of Education (CCBOE) policy IHE, Pupil Progression states that all school,
kindergarten through grade twelve, shall provide instruction that addresses core values and
provides instruction in character education as adopted by the Georgia Board of Education. The
three strands, Citizenship, Respect for Others, and Respect for Self are located on
GeorgiaStandards.org under QCC Curriculum (helpful links).
A district-wide calendar “words of the week” are provided to schools and listed in the Student
Handbook.
Each school is responsible for the development of an individual school plan utilizing the Words of
the Week and the standards.
With the approval of SB387, it is now a requirement to provide career counseling and advisement
for students in grades 6-12. Teacher As Advisor for Grades 6 – 12, a period requiring 15 – 20
(30??) minutes per week to address four areas or domains: Character Education, Personal/Social,
Academic (Educational and Occupation Exploration) and Career (Education and Career Planning)
will be implemented beginning in the 2010-11 school year. Lessons have been provided for each
grade, 6-12 and are located on the Curriculum Sharepoint site under Shared Documents, TAA.
Plans for implementation are developed at each school and are provided in this section.
System Plan
CHARACTER EDUCATION PLAN
Etowah High School (EHS) understands the importance of teaching and modeling critical
character traits so that students can become contributing members in our society.
Recently, the Etowah staff formed an Olweus Anti-Bullying Implementation Committee, to
enhance the staff’s ability to address bullying. The committee completed the research-based
Olweus training. At the beginning of the 2010-2011 school year, the name of this committee
was changed to The Etowah High School Character Education/Bullying Prevention
Committee. A comprehensive school based program has been developed which includes the
following components:
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112. Part: 7
 The Etowah Character Education/Bullying Prevention Committee will meet on a
regular basis and make recommendations to the principal as to how the program can
be implemented and improved and also, continue to develop a successful program
which fits the needs of EHS.
 The Olweus Bullying Survey was completed by the student body and the results were
analyzed by the committee.
 Character Education will be immersed into daily instructional plans that incorporate
the Words of the Week. These words were provided to all staff members during pre-
planning.
 Each month, one student from each department will be selected for consistently
displaying the characteristics of the character education word for the month.
 Students will be recognized in such ways as receiving a certificate, announcing their
name on the morning announcements, including a picture on the school website, or
recognizing the students at a PTSA meeting.
 Staff members will have the opportunity to nominate a Staff Member of the Month as
well. Staff members will be presented a certificate at the monthly faculty meeting and
be presented with a small token of appreciation.
 The Character Education/Bullying Prevention Committee will work to implement
aspects of the program during the Teacher as Advisor (TAA) initiative and across the
curriculum.
 Anti-Bullying Posters will continue to be displayed across the school campus.
 A link has been added to the EHS website which will enable students and parents to
report bullying issues
TEACHERS AS ADVISORS PLAN
Faculty/Staff Training
Please describe your specific plan(s) for introducing the TAA program in your school.
Familiarize teachers with the concept and philosophy of TAA and create and provide
supplemental lessons for each advisement period.
 Focus for 9th graders: Freshman Connection: The freshman will become familiar
with the high school, its clubs, programs, graduation requirements, and mission
statement. Bullying-prevention and character education will be incorporated into this
curriculum.
 Focus for 10th graders: Community: Sophomores will become familiar with the
community and research services they might provide themselves or organizations in
which they may become involved. This will start the networking that will provide
community service hours and eventually may yield a project facilitator. Bullying-
prevention and character education will be incorporated into this curriculum.
 Focus for 11th graders: Career: Juniors will investigate different careers and utilize
the Career Cruising software to add to their portfolio. This research will be useful as
the student begins to consider their topic for Senior Project. Bullying-prevention and
character education will be incorporated into this curriculum.
 Focus for 12th graders: Senior Project: This advisement time will be utilized for
students to organize and troubleshoot issues that arise during the process of
completing the Senior Project. Bullying-prevention and character education will be
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113. Part: 7
incorporated into this curriculum.
There is a grade-level coordinator assigned for each phase of the program to provide support
and materials when needed and to clarify issues as they arise.
Advisement Schedule
Students are assigned alphabetically and by grade level. There will also be designated
retained homerooms for each grade level. Some lesson plans will be developed/ modified
to meet the needs of the identified At Risk population.
Advisement periods will be held on Wednesdays between first and second period.
TAA Schedule Dates – 1st Semester TAA Schedule Dates – 2nd Semester
August 8 October 17 January 9 March 13
August 15 October 24 January 16 March 20
August 22 October 31 January 23 March 27
August 29 November 7 January 30 March 28
September 5 November 14 February 6 April 3
September 12 November 28 February 13 April 17
September 26 December 5 February 27 April 24
October 3 December 12 March 6
October 10
Periods Beginning Warning Ending
1st 7:30 8:22
Class Change 8:22 8:26 8:28
Advisement 8:28 8:56
Class Change 8:56 9:00 9:02
2nd 9:02 9:53
Class Change 9:53 9:57 9:59
3rd 9:59 10:50
Class Change 10:50 10:54 10:56
4th 10:56 11:47
Class Change 11:47 11:51 11:53
5th 11:53 12:44
Class Change 12:44 12:48 12:50
6th 12:50 1:41
Class Change 1:41 1:45 1:47
7th 1:47 2:38
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114. Part: 7
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
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.
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115. Part: 7
 Teach students self-discipline and self-motivation regarding their responsibilities and
efforts required to complete assignments.
 Promote independent, in-depth study of the chosen topics.
 Provide opportunities for broad enrichment activities.
 Promote wise and orderly use of time.
HOMEWORK RESPONSIBILITIES
Teachers Are Expected to:
 Set clear and rigorous standards for the quality of work for all students (Rubric
Based).
 Create an effective system for communicating homework guidelines for parents in
accordance with standards, and procedures established by the school administration
and faculty with input from parents and the community (Teacher web pages).
 Collect homework when due; assess and provide timely and appropriate feedback to
students regarding the completion of assignments and the mastery of standards.
 Coordinate projects so that all students have access to research and resource
materials, including textbooks.
 Coordinate homework assignments with other teachers so that all students do not
receive excessive assignments.
 Assign homework in those areas which have been taught or are academically
challenging and appropriate to the student’s level of competence and which promote
the student’s intellectual growth.
 Design quality homework which is novel, varied, authentic, and tied to mastery of
student performance standards.
 Allow for varied learning styles by including choices in types of assignments, when
possible.
 Teachers should work to coordinate the assignment of tests and projects to avoid
saturation.
 Provide students with a reasonable estimate of the amount of time necessary to
complete each homework assignment.
 Provide specific written explanation of long-term homework assignments so that the
requirements, expectation, and timelines are clearly understood by the students.
 Provide students the opportunity to ask questions to clarify homework assignments.
 Evaluate group projects based upon individual student participation and group
process and allow time in class for individuals and groups to work on projects.
 Be sensitive to cultural and societal differences and expectations vis-à-vis the
assignment and assessment of homework (e.g., impact of religious holiday, field trips,
family emergencies, State and Local Testing dates).
 Teams/Grades are expected to have consistent homework guidelines that are with-in
CCSD board policy and are reasonable.
 Parents will be informed of homework assignments via the teacher’s web site.
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116. Part: 7
 NO HOMEWORK WILL BE ASSIGNED OVER WEEK-LONG BREAKS (per the
Superintendent).
Students Are Expected To:
 Understand that homework is part of the course requirements.
 Make certain that homework assignments are understood before leaving class.
 Complete and submit homework assignments in a timely manner.
 Complete (and makeup) homework assignments conscientiously and in accordance
with the teacher’s directions.
Parents Are Expected To:
 Support teaching and learning by providing a suitable environment for completing
homework.
 Remind students that homework is their responsibility.
 Guide or assist in homework when unusual difficulties arise; but never do the
homework for the student.
 Monitor all other activities so that sufficient time is provided to complete homework.
 Communicate with the teacher(s) regarding homework expectations and assignments,
as needed.
CAREER, TECHNOLOGY, AND AGRICULTURAL EDUCATION (CTAE) PLAN
CTAE PLAN
CAREER, TECHNOLOGY, AND AGRICULTURE PLAN
Career, Technical and Agriculture Education
Vision and Mission
It is the vision of the Etowah High School Career, Technical and Agriculture Education
Department (CTAE) to prepare students for a 21st century workforce. We work to
accomplish this vision by providing: a rigorous, internationally competitive, results-driven
curriculum standard with a career focus; a technologically advanced learning environment; a
sequenced career pathway leading to industry recognized national certification; advanced
post-secondary training; and the utilization of educationally significant technological skill-
sets. A combination of all of those skill sets will allow our students to succeed in obtaining
high-demand, high-wage, competitive careers.
The Career, Technical and Agriculture Department’s mission is to prepare students to
become successful participants in their chosen career field by embedding fundamental
academic and employability skills into each course. The need to stay current with emerging
workforce demands will drive our instructional planning and program offerings so the
students are prepared to experience success in today’s fast-paced competitive work
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117. Part: 7
environment. Through collaboration with faculty, parents, local educational institutions,
community-based agencies, organizations, and business and industry members, the Career,
Technical and Agriculture Education Department will ensure a learning environment that
equips its students with the necessary skills to become life-long learners and leaders in a
chosen career field within a continually changing technological global economy.
The sequenced pathway of courses that are offered at Etowah High School provides a
connection between academic studies and real-world scenarios. These pathways encourage
the students to develop critical thinking skills, apply analytical problem-solving skills, and
apply creative thought processes. The Etowah High School Career, Technical and
Agriculture teachers use technologically-advanced equipment and materials. They create a
learning environment by which all the students can demonstrate mastery of educational goals
and apply learning to real-life situations. The students develop problem-solving and decision-
making skills as they utilize digital tools to further advance their knowledge base. At the
completion of a sequence of courses, the students may take End of Pathway Assessments that
are recognized by the respective program agency that validates each industry’s specific
standards. A formal seal of endorsement from the Georgia Board of Education will be
awarded to those students who successfully complete the endorsed course of study or
pathway.
A major system priority is that Cherokee County Schools should collaborate with technical
colleges, other institutions of higher learning, and community businesses to insure that career
and technical education programs prepare students for a diverse and technologically rich
society. The Career, Technical and Agriculture Education Department implements this
priority by responding to evolving workforce demands, by collaborating with appropriate
educational and community entities, and by graduating students with a strong academic
base, technologically advanced skills, and the ability to succeed as a global competitor in the
21st century workforce.
The CTAE Department priorities to realize this vision include:
(a)Aligning secondary and post-secondary education.
(b)Including academic and CTAE content in a non-duplicated progression of classes
Pathways.
(c)Identifying and addressing current and emerging occupational opportunities by
participating in advisory committees.
(d)Providing career-related learning experiences such as Work Based Learning.
(e)Encouraging membership and participation in Career Technical Student Organizations.
(f)Allowing opportunities for postsecondary education during high school.
(g)Increasing academic rigor in classes to promote academic success on standardized tests.
CTAE Action Plan
The Career, Technical and Agricultural Education Program (CTAE) pledges to provide high
level programs to the Etowah High School students by:
 Seeking to become industry-certified in Broadcast Video, Agriculture, and
Transportation programs.
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118. Part: 7
 Encouraging more students to complete career pathways.
 Promoting high school achievement.
 Improving instruction through Learning Focused Schools strategies.
 Increasing student organization membership.
 Achieving School Improvement Plan goals.
 Helping to increase graduation rates in Career programs.
CTAE Program Accomplishments
Government and Public Safety
 3 students employed by Cherokee County Sheriff’s Office
 1 student attending Georgia State University Law School
Plant Science & Horticulture
 100% FFA membership
 National Chapter Winner for the past 3 years & Honored at National FFA convention
 Winner of 2nd and 4th place in various competitions such as Agriculture Sales and
Floral Design
Engineering & Technology
 100% of Architectural & Engineering competitors qualified for state competition by
placing 1st and 2nd in respective region competitions since 2008
 2009 – Silver Membership Award
 2009 – Student placed 1st in State Architectural Drawing and Design and placed 19th
in the national competition
 2010 – Bronze Membership Award
Business
 2009 – Largest CTSO membership in the county
 2009 – 11 region winners; 3 state winners and 1 national qualifier
 2010 – FBLA had 13 region winners, 7 state winners and $11,000 in scholarships for
the FBLA president and parliamentarian
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Work Based Learning
 2010-2011 - 65 Students participated in the GA Work Ready test in the 2010 – 2011
SY; 13 Gold Certificates (Students possess skills for 90% of the jobs); 35 Silver
Certificates (Students possess skills for 65% of the jobs); 13 Bronze certificates
(students possess skills for 35% of the jobs); 5 of 6 special education students
received a GA Work Ready Certificate. WBL facilitated a 93% pass rate on the GA
Work Ready Test (134 out of 144 students earned a GA WORK READY Certificate)
over the past 2 years while achieving 20% gold in both years. These students were
tested in 3 areas including Math, Reading and Locating Information, and Reading
Comprehension.
Transportation and Logistics Program (Automotive)
 2 students placed 3rd in the state at the SkillsUSA competition in 2009
Broadcast Video Productions Program
 1 student tied for 3rd place nationally with his stop action animation film for Student
Television Network at Fall Nationals in 2009
 Student videos were chosen by judges to be included in the Student Works Festival at
The Strand theatre in Marietta for the past two years.
 Various students have completed public projects such as a kick off video for the
United Way campaign, a video played daily at the Allatoona Lake Welcome Center,
and a music video produced for singer/songwriter Alia Christian.
 Students have also secured production-related employment in the community with the
TownLaker website, a local production company, and Woodstock Baptist Church.
They also continue to encourage their peers to get involved and become noticed.
Senior Project Plan
Senior Project is the concluding phase of The Cherokee County School District’s Career
Pathway model initiated to better prepare you, the student, to meet the needs of employers,
technical schools, colleges, or universities in your post-secondary endeavors. This initiative
provides you with a capstone Project to showcase the skills you have acquired over the past
eleven years of public school. It combines both academic as well as career requirements
intended to challenge your ability, stretch your limitations, and celebrate your individuality.
In addition to completing the requirements for your senior English curriculum, you will also
complete each of the four components of the Project:
•Research Paper (1st semester)
•Product ( 2nd Semester)
•Portfolio (2nd semester)
•Presentation, Senior Boards (2nd semester – 15% of 2nd semester grade)
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RESPONSE TO INTERVENTION (RTI)/STUDENT SUPPORT TEAM (SST)
Tier I: For All Students
Tier I includes the instructional setting and support provided for 100% of the student
population not previously identified as students with disablities in need of a more restrictive
setting.
Tier II: Academic Improvement Plan
Students presenting difficulties in the school setting are discussed at a team meeting as
possible candidates for an Academic Improvement Plan (AIP). Criteria for an AIP may
include, but is not limited to, the following:
- Level 1 on the CRCT in Reading, Language Arts or Math
- Retention (current year)
- More than 2 failing grades in a 9 week grading period
- Eligibility for EIP or an REP class
- Below level on an ESOL screening as recommended by the ESOL teacher
- Scoring below satisfactory academic performance in regular and/or gifted
education classes (gifted served students only)
An invitation is sent to the parents and an information gathering meeting is convened. Data
regarding the student’s past and present educational and/or behavioral performance are
reviewed at this meeting. If it is decided that more information is needed, the team develops
a course of action for obtaining that information.
After adequate data has been reviewed, a plan is developed by the team to address the
student’s strengths and weaknesses. Appropriate Response to Intervention (RTI) strategies
(minimum of 2) are developed to meet pre-determined measurable goal(s), and timelines for
follow-up are established. It is the responsibility of the staff member(s) implementing
research based strategies to ensure all modifications are being implemented, and that results
are documented through an AIP every 3 weeks. The administrator or designee will work
with the teams to analyze the information and discuss the results with the student and
teachers.
When a student makes sufficient progress and/or modifications are no longer needed, the
student will be placed back into Tier I status. Records regarding the use of RTI strategies are
part of the student’s permanent record and should follow the student as he progresses through
the educational system.
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Tier III: Student Support Team (SST)
If documented modifications are ineffective in the Tier 2 phase, the team reconvenes to
discuss possible changes in the plan or to refer the student to the Student Support Team
(SST). Criteria for placement in SST may include, but is not limited to, the following:
- Level 1 on CRCT in 2 or more areas (Reading, English/Language Arts, Social
Studies)
- 4 or more data points at Tier II indicating no improvement or less than expected
growth.
In this phase the team teachers will consult with the school psychologist regarding the
student’s past and current progress and defining areas of possible deficits in learning. Once
the student has been placed in Tier III through an SST referral and approved by the SST
chairperson, a formal meeting will be scheduled, and a parent will be invited to attend. This
meeting will include a minimum of 3 school personnel and other professionals (SST
chairperson, administrators, school psychologist, counselors, and speech teacher). A consent
form for hearing and vision screening will be presented or mailed to the parent.
The committee will review Tier II documentation and the SST referral form, as well as
update pertinent information (assessments, medical information, etc.). The committee will
create measurable goals for the student and collect weekly data points obtained through
research based interventions. Data collection will be documented on a Point Plan on a weekly
basis. Teachers will evaluate progress after 2 to 4 weeks of implementation. If student is
not making adequate progress, then the team will meet to change or modify the interventions.
If the student makes acceptable progress, then the interventions will continue and will be
documented. If the student continues to exhibit difficulties after a minimum of 4 RTI
strategies have been implemented over 12 weeks, the team may refer the student to the SST
Coordinator and school psychologist to begin consideration towards the evaluation process
for additional services.
Tier IV: Special Education Services
At this tier, students have been referred for a comprehensive evaluation to determine if they
are eligible for special education services. A multidisciplinary team has collaboratively
assessed the student in academics and behavioral skills. Students found eligible participate in
special education services as needed. Most of these students participate in the general
education testing program with or without testing accommodations. A small percentage will
take alternate tests in lieu of the general education testing program.
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122. Part: 7
SACS/CASI CHECKLIST
STANDARD 1: PURPOSE and DIRECTION
The system maintains and communicates at all levels of the organization
a purpose and direction for continuous improvement that commit to
high expectations for learning as well as shared values and beliefs about
teaching and learning.
Indicators
_X____ 1.1 The school engages in a systematic, inclusive, and comprehensive process
to review, revise, and communicate a school purpose for student success.
_X____ 1.2 The school leadership and staff commit to a culture that is based on shared
values and beliefs about teaching and learning and supports challenging,
equitable educational programs and learning experiences for all students that
include achievement of
learning, thinking, and life skills.
_X___ 1.3 The school’s leadership implements a continuous improvement process
that provides clear direction for improving conditions that support student
learning.
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123. Part: 7
STANDARD 2: GOVERNANCE AND LEADERSHIP
The school operates under governance and leadership that promote student performance and
support student performance and school effectiveness.
Indicators
X_____ 2.1 The governing body establishes policies and supports practices that
ensure effective administration of the school.
X_____ 2.2 The governing body operates responsibly and functions effectively.
X_____ 2.3 The governing body ensures that the school leadership has the autonomy
to meet goals for achievement and instruction and to manage day-to-day
operations effectively.
X____ 2.4 Leadership and staff foster a culture consistent with the school’s purpose
and direction.
X_____ 2.5 Leadership engages stakeholders effectively in support of the school’s
purpose and direction.
X_____ 2.6 Leadership and staff supervision and evaluation processes result in
improved professional practice and student success.
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STANDARD 3: TEACHING AND ASSESSING FOR LEARNING
The school’s curriculum, instructional design, and assessment practices
guide and ensure teacher effectiveness and student learning.
Indicators
X_____ 3.1 The school’s curriculum provides equitable and challenging learning
experiences that ensure all students have sufficient opportunities to develop
learning, thinking, and life skills that lead to success at the next level.
X_____ 3.2 Curriculum, instruction, and assessment are monitored and adjusted
systematically in response to data from multiple assessments of student
learning and an examination of professional practice.
X_____ 3.3 Teachers engage students in their learning through instructional strategies
that ensure achievement of learning expectations.
X_____ 3.4 School leaders monitor and support the improvement of instructional
practices of teachers to ensure student success.
X_____ 3.5 Teachers participate in collaborative learning communities to improve
instruction and student learning.
X_____ 3.6 Teachers implement the school’s instructional process in support of
student learning.
X_____ 3.7 Mentoring, coaching, and induction programs support instructional
improvement consistent with the school’s values and beliefs about teaching
and learning.
X_____ 3.8 The school engages families in meaningful ways in their children’s
education and keeps them informed of their children’s learning progress.
X_____ 3.9 The school has a formal structure whereby each student is well known by
at least one adult advocate in the school who supports that student’s
educational experience.
X_____ 3.10 Grading and reporting are based on clearly defined criteria that represent
the attainment of content knowledge and skills and are consistent across grade
levels and courses.
X_____ 3.11 All staff members participate in a continuous program of professional
learning.
X_____ 3.12 The school provides and coordinates learning support services to meet
the unique learning needs of students.
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STANDARD 4: RESOURCES AND SUPPORT SYSTEMS
The school has resources and provides services that support its purpose and direction to
ensure success for all students.
Indicators
X_____ 4.1 Qualified professional and support staff are sufficient in number to fulfill
their roles and responsibilities necessary to support the school’s purpose,
direction, and the educational program.
X_____ 4.2 Instructional time, material resources, and fiscal resources are sufficient to
support the purpose and direction of the school.
X_____ 4.3 The school maintains facilities, services, and equipment to provide a safe,
clean, and healthy environment for all students and staff.
X_____ 4.4 Students and school personnel use a range of media and information
resources to support the school’s educational programs.
X_____ 4.5 The technology infrastructure supports the school’s teaching, learning, and
operational needs.
X_____ 4.6 The school provides support services to meet the physical, social, and
emotional needs of the student population being served.
X_____ 4.7 The school provides services that support the counseling, assessment,
referral, educational, and career planning needs of all students.
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126. Part: 7
STANDARD 5: USING RESULTS FOR CONTINUOUS IMPROVEMENT
The school implements a comprehensive assessment system that generates a range of data about
student learning and school effectiveness and uses the results to guide continuous improvement.
Indicators
X_____ 5.1 The school establishes and maintains a clearly defined and comprehensive
student assessment system.
X_____ 5.2 Professional and support staff continuously collect, analyze, and apply
learning from a range of data sources, including comparison and trend data about
student learning, instruction, program evaluation, and organizational conditions.
X_____ 5.3 Professional and support staff are trained in the evaluation, interpretation, and
use of data.
X_____ 5.4 The school engages in a continuous process to determine verifiable
improvement in student learning, including readiness for and success at the next
level.
X_____ 5.5 Leadership monitors and communicates comprehensive information about
student learning, conditions that support student learning, and the achievement of
school improvement goals to stakeholders.
SACS/CASI ASSURANCE
Standard Indicators (check if met)
1 2 3 4 5 6 7 8 9 10 11
1 Vision and Purpose
X X X X X X
2 Governance and Leadership
X X X X X X X X X X
3 Teaching and Learning
X X X X X X X X X X X
4 Documenting and Using
X X X X X X X X
Results
5 Resources and Support
X X X X X X X X X X
Systems
6 Stakeholder Communication and
X X X X X
Relationships
7 Commitment to Continuous
X X X X X X
Improvement
Principal’s Signature ____________________________________
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