Etowah High - School Improvement Plan 2012-13

ETOWAH HIGH SCHOOL
2012-2013
School Improvement Plan
_____________________________________________________________________________
Principal’s Signature

_____________________________________________________________________________
Signature of Person Entering SIP data

_____________________________________________________________________________
Assistant Superintendent of School Operations

_____________________________________________________________________________
Assistant Superintendent Educational Programs, Student Support and
Professional Development

_____________________________________________________________________________
Dr. Frank R. Petruzielo
Superintendent of Schools

CHEROKEE COUNTY BOARD OF EDUCATION
MIKE CHAPMAN- CHAIRMAN
JANET READ - VICE CHAIRMAN
KIM COCHRAN
MICHAEL GEIST
RICK STEINER
ROBERT USHER
ROBERT WOFFORD

Etowah High School
2012-13 School Improvement Plan

ETOWAH HIGH SCHOOL
6565 Putnam Ford Drive
Woodstock, Georgia 30189

Keith L. Ball
Principal

SCHOOL IMPROVEMENT PLAN REVIEW TEAM
Kelly Brangan 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

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

Part 1

PROFILE

1
Etowah High School

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

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

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

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

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

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.
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Etowah High School

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.

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Etowah High School

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


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

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


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

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


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

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


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

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Etowah High School

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

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Etowah High School

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
CCSD 2.9 3.1 3.2 offered at EHS
NATION 2.7 2.6 2.8

2010-11
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

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Etowah High School

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

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

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Etowah High School


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

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)
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Etowah High School

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

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

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

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

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Etowah High School

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

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Etowah High School

Etowah Community and Business Partners

Sponsors the Etowah Academic
Chick-Fil-A Towne Lake Card
Woodstock Holly or Scott Hall
Continued
678-445-0330

Johnny’s Pizza Towne Lake Card
Continued
Woodstock Craig Loheide
770-928-9494

Towne Lake Card
Smoothie King Continued
Woodstock Roger Webb
678-445-0092

AMF Bowling Lanes Card
Woodstock Continued
Susan Evans
770-517-2112

Towne Lake
Wendy’s Card Continued
Woodstock
Alvin

Burger King Towne Lake Card
Continued
Woodstock Billy
678-494-1023

Card
CiCi’s Pizza Acworth, GA Continued
David Adams
770-517-7777

Stevi B’s Pizza Card
Woodstock, GA Continue
Chris Romito
770-591-0010

Subway
Towne Lake Card
Continued
Woodstock Lawrence Harrison
770-591-2000

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Etowah High School

PART 2

BELIEFS
and
MISSION

24
Etowah High School

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.

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Etowah High School


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.

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Etowah High School


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

PART 3

ANALYSIS
of
INSTRUCTIONAL
and
ORGANIZATIONAL
EFFECTIVENESS

28
Etowah High School

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.

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Etowah High School

B. HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT
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 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.
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Etowah High School

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 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.

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Etowah High School

E. SCHOOL COUNCIL
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 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

G. CONTINUOUS ASSESSMENT OF STUDENTS, STAFF, AND PROGRAM TO EVALUATE
EFFECTS OF INSTRUCTION
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.
69% 25% 3% 1% 2%
methods utilized in classroom instruction.
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 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

I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT
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

J. FACILITIES AND TECHNOLOGY
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 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

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

Part 4

DESIRED RESULTS
for
STUDENT LEARNING
(Measurable Objectives)

37
Etowah High School

PART 4: SCHOOL IMPROVEMENT GOALS/OBJECTIVES

GOAL/OBJECTIVE 1 – MAJOR SYSTEM PRIORITES 1 AND 5
The English Department objectives for the 2012-13 school year are:
1.1 Increase the percentage of students who exceed the standard on the Ninth Grade EOCT to
56%
1.2 Increase the percentage of students who exceed the standard on the American Literature
EOCT to 58%.
1.3 Increase the percentage of students with disabilities who meet or exceed the standard on the
Ninth Grade Literature EOCT to 69%.
American Literature EOCT to 78%
1.5 Increase the percentage of students who exceed the standards on the Writing GHSGT to
12%
1.6 The percentage of students who score a “3” or higher on the Advanced Placement
Literature Assessment will be greater than 91%
1.7 The percentage of the students who score “3” or higher on the Advanced Placement
Language Assessment will be greater than 92%
1.8 Increase the number of students in an Advanced Placement Literature Courses by 2%.

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

2.1 Establish a baseline data point at 85% of students who meet or exceed the standard on the
CCGPS Coordinate Algebra EOCT.
2.2 Maintain the percentage of students who meet or exceed the standard on the GPS Geometry
EOCT at 93%.
2.3 Establish a baseline of 50% of students with disabilities who meet/exceed the standard on
the CCGPS Coordinate Algebra EOCT.
CGPS Geometry EOC to 66%. .
2.5 The percentage of students scoring “3” or above on the Advanced Placement Calculus
Exam will be greater than 80%.
2.6 The percentage of students scoring “3” or above on the Advanced Placement Statistics

38
Etowah High School

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

3.1 Increase the percentage of students who meet or exceed the standard for Biology EOCT to
90%.
3.2 Establish a baseline data point of 82% of students who meet or exceed the standard for the
Physical Science EOCT.
Biology EOCT to 41%
3.4 Increase the percentage of students with disabilities who score meets or exceeds the standard
on the Physical Science EOCT to 91%.
3.5 Increase the number of students in Advanced Placement Science courses by 2%.
3.6 Increase the number of students in Physics by 2%.

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

4.1 Increase the percentage of students who meet or exceed the standard on the Economics
EOCT to 95%.
4.2 Maintain the percentage of students who meet or exceed the standard on the US History
EOCT at 92%.
4.3 Increase the percentage of students with disabilities who meet/exceed the standard on the
Economics EOCT to 89%.
4.4 Increase the percentage of students with disabilities who score meets or exceeds the
standard on the US History EOCT to 62%.
4.5 The percentage of students scoring “3” or above on the Advanced Placement Human
Geography Exam will be greater than 90%.
4.6 The percentage of students scoring “3” or greater on the Advanced Placement Psychology
4.7 The percentage of students scoring “3” or greater on the Advanced Placement US
Government and Politics Exam will be greater than 75%.
4.8 The percentage of students scoring “3” or greater on the Advanced Placement US History
4.9 The percentage of students scoring “3” or greater on the Advanced Placement World
History Exam will be greater than 90%.
4.10 Establish a baseline of students scoring “3” or greater on the Advanced Placement
Economics Exam.
4.11 Establish a baseline of students scoring “3” or greater on the Advanced Placement
European History Exam.
4.12 Establish a baseline of students enrolled in Advanced Placement Social Studies courses.

39
Etowah High School

Etowah High - School Improvement Plan 2012-13

Etowah High - School Improvement Plan 2012-13

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