Strategies for Improving Credit Score by koj41075

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									School: Armuchee High School                                                          TARGETED AREA: AYP-GHSGT English/Language Arts
Year: 2010 School Improvement Plan                                                    TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 87.70% of all 11th grade first time test takers will pass the Eng/LA E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:             FCS SP 1-17b
According to the 2009 AYP-GHSGT ELA baseline data, 89.4% of 11th grade first time test takers scored "Meets/Exceeds" level.
According to the 2009 AYP-GHSGT ELA baseline data, 52.3% of 11th grade first time test takers scored "Exceeds" level.
According to the 2009 AYP-GHSGT ELA baseline data, 64.3% all 11th grade SWD first time test takers scored "Meets/Exceeds" level.

MEASURABLE OBJECTIVE:               FCS SP 1-17
90% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts
with a minimum 95% test participation rate.

ACTIVITIES                                                                          PERSON RESPONSIBLE           C/O Plan       TIMELINE
1. Teachers will incorporate "Standards Based Curriculum" as the framework          Administration, Teachers     FCS SP 1-3a    8/2009-6/2010
for developing course syllabi.
2. 11th grade students will participate in the GHSGT review during school           Administration, Teachers     FCS SP 1-5     8/2009-6/2010
and during the March Intersession.
3. Teachers will post standards and utilize essential questions daily.              Administration, Teachers     FCS SP 1-21a   8/2009-6/2010
4. A school level data analysis team will be developed to analyze data and          Administration, Teachers     FCS SP 1-17    8/2009-6/2010
develop strategies/interventions for teachers to use to ensure the success
of all students.
5. Parents and students will be encouraged to participate regarding early      Administration,Teachers,Parents   FCS SP 1-21    8/2009-6/2010
release days pertaining to parent-teacher conferences.
6. Students will be exposed to a variety of instructional technology (smart         Administration, Teachers     FCS SP 1-15b   8/2009-6/2010
boards, slates, TI-84/83 calculators, and instructional computer labs) to
increase student achievement.
7. Develop a resource class; whereby, SWD students specifically will have           Administration, Teachers     FCS SP 1-7     8/2009-6/2010
additional opportunities to prepare and practice for the GHSGT.

PROFESSIONAL DEVELOPMENT:                                                                                          Cost         C/O Plan
1. All teachers will participate in the "Standards Based Classroom Curriculum" via professional learning                        FCS SP 1-13b
that is offered once a month during the teachers' planning time.
2. All teachers will continue work regarding the "Pyramid of Intervention and Response to Intervention" model                   FCS SP 1-5a
during regular scheduled faculty meetings.
3. Teachers will receive and utilize data organization training.                                                                FCS SP 1-13a
4. AHS will attend, as available, Standards Based training workshops offered at the central office, RESA,                       FCS SP 1-3a
or at school.
5. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                     FCS SP 4-1a
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal 1
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum, GPS benchmarks.
School: Armuchee High School                                                            TARGETED AREA: AYP-GHSGT Math
Year: 2010 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 74.90% of all 11th grade first time test takers will pass the Math E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:             FCS SP 1-17b
According to the 2009 AYP-GHSGT Math baseline data, 80.9% of 11th grade first time test takers scored "Meets/Exceeds" level.
According to the 2009 AYP-GHSGT Math baseline data, 67.9% of 11th grade first time test takers scored "Exceeds" level.
According to the 2009 AYP-GHSGT Math baseline data, 35.7% all 11th grade SWD first time test takers scored "Meets/Exceeds" level.

MEASURABLE OBJECTIVE:               FCS SP 1-17
80% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Math
with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE             C/O Plan       TIMELINE
1. Teachers will incorporate "Standards Based Curriculum" as the framework            Administration, Teachers       FCS SP 1-3a    8/2009-6/2010
for developing course syllabi.
2. 11th grade students will participate in the GHSGT review during school             Administration, Teachers       FCS SP 1-5     8/2009-6/2010
and during the March Intersession.
3. Teachers will post standards and utilize essential questions daily.                Administration, Teachers       FCS SP 1-21a   8/2009-6/2010
4. A school level data analysis team will be developed to analyze data and            Administration, Teachers       FCS SP 1-17    8/2009-6/2010
develop strategies/interventions for teachers to use to ensure the success
of all students.
5. Parents and students will be encouraged to participate regarding early         Administration,Teachers,Parents FCS SP 1-21 8/2009-6/2010
release days pertaining to parent-teacher conferences.
6. Students will be exposed to a variety of instructional technology (smart           Administration, Teachers       FCS SP 1-15b   8/2009-6/2010
boards, slates, TI-84/83 calculators, and instructional computer labs) to
increase student achievement.
7. Develop a resource class; whereby, SWD students specifically will have             Administration, Teachers       FCS SP 1-7     8/2009-6/2010
additional opportunities to prepare and practice for the GHSGT.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         C/O Plan
1. All teachers will participate in the "Standards Based Classroom Curriculum" via professional learning                            FCS SP 1-13b
that is offered once a month during the teachers' planning time.
2. All teachers will continue work regarding the "Pyramid of Intervention and Response to Intervention" model                       FCS SP 1-5a
during regular scheduled faculty meetings.
3. Teachers will receive and utilize data organization training.                                                                    FCS SP 1-13a
4. AHS will attend, as available, Standards Based training workshops offered at the central office, RESA,                           FCS SP 1-3a
or at school.
5. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                         FCS SP 4-1a
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal 1
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, Learning Focused School curriculum, GPS benchmarks
School: Armuchee High School                                                             TARGETED AREA: AYP-GHSGT English/Language Arts
Year: 2009 School Improvement Plan                                                       TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 87.70% of all 11th grade first time test takers will pass the Eng/LA E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:             FCS SP 1-17b
According to the 2008 AYP-GHSGT ELA baseline data, 91.2% of 11th grade first time test takers scored "Meets/Exceeds" level.
According to the 2008 AYP-GHSGT ELA baseline data, 50% of 11th grade first time test takers scored "Exceeds" level.
According to the 2008 AYP-GHSGT ELA baseline data, 35.7% all 11th grade SWD first time test takers scored "Meets/Exceeds" level.

MEASURABLE OBJECTIVE:               FCS SP 1-17
92% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts
with a minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE            C/O Plan       TIMELINE
1. Teachers will incorporate "Differentiation Strategies" in their daily lessons       Administration, Teachers      FCS SP 1-3a    8/2008-6/2009
2. 11th grade students will participate in the GHSGT review during school              Administration, Teachers      FCS SP 1-5     8/2008-6/2009
and during the March Intersession.
3. All students will be presented a LFS essential question related/standard            Administration, Teachers      FCS SP 1-21a   8/2008-6/2009
to the math lesson/unit.
4. A school level data analysis team will be developed to analyze data and             Administration, Teachers      FCS SP 1-17    8/2008-6/2009
develop strategies/interventions for teachers to use to ensure the success
of all students.
5. Parents and students will be encouraged to participate regarding early          Administration,Teachers,Parents   FCS SP 1-21    8/2008-6/2009
release days pertaining to parent-teacher conferences.
6. Students will be exposed to a variety of instructional technology (smart            Administration, Teachers      FCS SP 1-15b   8/2008-6/2009
boards, slates, TI-84/83 calculators, and instructional computer labs) to
increase student achievement.
7. Develop a resource class; whereby, SWD students specifically will have              Administration, Teachers      FCS SP 1-7     8/2008-6/2009
additional opportunities to prepare and practice for the GHSGT.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         C/O Plan
1. All teachers will participate in the "Technology in the 21st Century". Staff development                                         FCS SP 6-1b
that is offered once a month during the teachers' planning time.
2. All teachers will be introduced to the "Pyramid of Intervention and Response to Intervention" model                              FCS SP 1-5a
during the scheduled faculty meetings.
3. Teachers will receive and utilize data organization training.                                                                    FCS SP 1-13a
4. AHS will attend, as available, differentiation training workshops offered at the central office, RESA,                           FCS SP 1-3a
or at school.
5. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                         FCS SP 4-1a
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal 1
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum, GPS benchmarks.
School: Armuchee High School                                                            TARGETED AREA: AYP-GHSGT Math
Year: 2009 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 74.90% of all 11th grade first time test takers will pass the Math E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:             FCS SP 1-17b
According to the 2008 AYP-GHSGT Math baseline data, 78.7% of 11th grade first time test takers scored "Meets/Exceeds" level.
According to the 2008 AYP-GHSGT Math baseline data, 69.1% of 11th grade first time test takers scored "Exceeds" level.
According to the 2008 AYP-GHSGT Math baseline data, 21.4% all 11th grade SWD first time test takers scored "Meets/Exceeds" level.

MEASURABLE OBJECTIVE:               FCS SP 1-17
80% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Math
with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE             C/O Plan       TIMELINE
1. Teachers will incorporate "Differentiation Strategies" in their daily lessons      Administration, Teachers       FCS SP 1-3a    8/2008-6/2009
2. 11th grade students will participate in the GHSGT review during school             Administration, Teachers       FCS SP 1-5     8/2008-6/2009
and during the March Intersession.
3. All students will be presented a LFS essential question related/standard           Administration, Teachers       FCS SP 1-21a   8/2008-6/2009
to the math lesson/unit.
4. A school level data analysis team will be developed to analyze data and            Administration, Teachers       FCS SP 1-17    8/2008-6/2009
develop strategies/interventions for teachers to use to ensure the success
of all students.
5. Parents and students will be encouraged to participate regarding early          Administration,Teachers,Parents FCS SP 1-21 8/2008-6/2009
release days pertaining to parent-teacher conferences.
6. Students will be exposed to a variety of instructional technology (smart           Administration, Teachers       FCS SP 1-15b   8/2008-6/2009
boards, slates, TI-84/83 calculators, and instructional computer labs) to
increase student achievement.
7. Develop a resource class; whereby, SWD students specifically will have             Administration, Teachers       FCS SP 1-7     8/2008-6/2009
additional opportunities to prepare and practice for the GHSGT.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         C/O Plan
1. All teachers will participate in the "Technology in the 21st Century". Staff development                                         FCS SP 6-1b
that is offered once a month during the teachers' planning time.
2. All teachers will be introduced to the "Pyramid of Intervention and Response to Intervention" model                              FCS SP 1-5a
during the scheduled faculty meetings.
3. Teachers will receive and utilize data organization training.                                                                    FCS SP 1-13a
4. AHS will attend, as available, differentiation training workshops offered at the central office, RESA,                           FCS SP 1-3a
or at school.
5. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                         FCS SP 4-1a
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal 1
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, Learning Focused School curriculum, GPS benchmarks
School: Armuchee High School                           SCHOOL MET AYP                                                                                  Year End Summation: AYP-SIP Plans
Year: 2008 School Improvement Plan                                                                                                                     Date: 9/22/2008
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2007 GHSGT English/Languages Arts baseline data, 100% of 11th grade first time
  test takers scored on "Pass or Pass-Plus" levels.
According to the 2007 AYP-GHSGT English/Languages Arts baseline data, 97.0% of 11th grade first time
  test takers scored on "Meet and Exceed" levels.
According to the 2007 AYP-GHSGT English/Languages Arts baseline data, 78% of 11th grade first time
  test takers scored "Pass Plus".
According to the 2007 GHSGT math baseline data, 100% of 11th grade first time test takers scored "Pass" level.
According to the 2007 AYP-GHSGT math baseline data, 84.1% of 11th grade first time test takers scored "Meet or Exceeds" levels.
According to the 2007 GHSGT math baseline data, 55% all 11th grade first time test takers scored "Pass Plus" level.

Restatement of the Measurable Objective(s):
95% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
80% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.
95% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
57% or higher of all 11th grade first time test takers will score "Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.

Outcomes/Results for Measurable Objective(s)

AHS did not meet the 2008 measurable objective related to GHSGT student English scores. The original objective at the beginning of the school year stated that
95% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test
with a minimum 95% test participation rate.
According to the 2008 AYP-GHSGT English data report, 91.2% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 96.5% test participation rate.
Comparing the 2008 AYP data findings to the 2007 AYP data findings, AHS decreased (-5.8%) regarding students scoring meets/exceeds on the AYP-GHSGT ELA section.

AHS did not meet the 2008 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the school year stated that
95% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test
with a minimum 95% test participation rate.
According to the 2008 GHSGT-AYP Math "Meets/Exceeds" Data Report, 78.7% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 96.5% test participation
rate. Comparing the 2008 AYP data findings to the 2007 AYP data findings, AHS decreased (-5.4%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

After examining the 2008 findings related to the measurable objectives of English and math, the principal has discovered that decreases were reported in these areas. In addition, it should be noted that
across the board, AHS far exceeded Federal and State expectations related to AYP.
The principal has stated in his analysis findings that while English and math will remain as 2009 AYP objectives, certain expectations/additions should be made to these areas.
This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.
School: Armuchee High School                                                         TARGETED AREA: GHSGT English/Language Arts
Year: 2008 School Improvement Plan                                                   TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 87.70% of all 11th grade first time test takers will pass the Eng/LA E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2007 GHSGT English/Languages Arts baseline data, 100% of 11th grade first time
  test takers scored on "Pass or Pass-Plus" levels.
According to the 2007 AYP-GHSGT English/Languages Arts baseline data, 97.0% of 11th grade first time
  test takers scored on "Meet and Exceed" levels.
According to the 2007 GHSGT English/Languages Arts baseline data, 78% of 11th grade first time
  test takers scored "Pass Plus".

MEASURABLE OBJECTIVE:
95% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
80% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.

ACTIVITIES                                                                         PERSON RESPONSIBLE                        TIMELINE
1. The English department will participate in vertical teaming                     Administration, Teachers                  8/2007-6/2008
activities for the purpose of aligning course content across
all grade levels.
2. Students will be encouraged to share/read accelerated reading                   Administration, Teachers, Parents         8/2007-6/2008
books with their parents on a weekly basis.
3. Lesson plans/curriculum maps will incorporate/show English/Language             Administration, Teachers                  8/2007-6/2008
Arts content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
4. The English department will hold monthly meetings for the purpose of            Administration, Teachers                  8/2007-6/2008
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Teachers will continue SAT "Alongside The Curriculum" in their daily            Administration, Teachers                  8/2007-6/2008
lesson plans. Strategies can be shared at vertical team meetings.
6. Administration and teachers will meet regularly to discuss instructional        Administration, Teachers                  8/2007-6/2008
strategies and teacher assignments for all 11th grade GHSGT first time
test takers.
7. Teachers will provide intensive remediation (i.e., intercessions) for all       Administration, Teachers                  8/2007-6/2008
students preparing for the GHSGT. EOCT data will be utilized to help
determine level of instruction and learning for students.
8. Teachers will explore instructional strategies for the purpose of               Administration, Teachers                  8/2007-6/2008
aligning vocabulary enhancement across all curricula.

PROFESSIONAL DEVELOPMENT:                                                                                         Cost         Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS)
2. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
3. English teachers will continue attending the AP one day refresher training program and/or workshops.
4. English teachers will continue receiving the SAT "Alongside the Curriculum" training.
5. AHS will continue implementing "High Schools That Work" as a framework, research-based
  school improvement model. AHS will serve as review teams and attend national HSTW conferences.
6. AHS will conduct a book study based on educational practices regarding ASCD monthly publications.
   Articles will be chosen and discussed in monthly departmental meetings. Differentiated Instruction will
   remain as a continuous practice of discussions.
7. Teachers will continue training and instruction related to "Inclusion" models.
8. Teachers will receive and utilize Data Organization training.
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
10. AHS AP will participate in a GAPSS review for an assigned high school. Information gathered from
     the experience will be shared with AHS faculty. AHS will target 09 school year as a possible year
     for completing a GAPSS review at their school.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum, GPS benchmarks.
School: Armuchee High School                                                            TARGETED AREA: GHSGT Math
Year: 2008 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 74.90% of all 11th grade first time test takers will pass the Math E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2007 GHSGT math baseline data, 100% of 11th grade first time test takers scored "Pass" level.
According to the 2007 AYP-GHSGT math baseline data, 84.1% of 11th grade first time test takers scored "Meet or Exceeds" levels.
According to the 2007 GHSGT math baseline data, 55% all 11th grade first time test takers scored "Pass Plus" level.

MEASURABLE OBJECTIVE:
95% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
57% or higher of all 11th grade first time test takers will score "Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                          TIMELINE
1. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                    8/2007-6/2008
lesson plans. Strategies can be shared at vertical team meetings.
2. 11th grade students will participate in GHSGT simulated/practice                   Administration, Teachers                    8/2007-6/2008
math test taking activities when applicable; i.e., EOCT data will be utilized to
determine the level of instruction and learning a child is to receive.
3. All students will be presented a LFS essential question related                    Administration, Teachers                    8/2007-6/2008
to the math lesson/unit.
4. The Math department will hold monthly meetings for the purpose of                  Administration, Teachers                    8/2007-6/2008
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Parents and students will be encouraged to participate regarding early             Administration, Teachers, Parents           8/2007-6/2008
release days pertaining to parent-teacher conferences. In addition, one day
will be utilized to include senior and freshmen parent meetings.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         Funding Source
1. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
2. Math teachers will continue attending the AP one day refresher training program and/or workshops.
3. Math teachers will continue receiving the SAT "Alongside the Curriculum" training.
4. AHS will continue implementing "High Schools That Work" as a framework, research-based
  school improvement model. AHS will serve as review teams and attend national HSTW conferences.
5. AHS will conduct a book study based on educational practices regarding ASCD monthly publications.
   Articles will be chosen and discussed in monthly departmental meetings. Differentiated Instruction will
   remain as a continuous practice of discussions.
6. Teachers will continue training and instruction related to "Inclusion" models.
7. Teachers will receive and utilize Data Organization training.
8. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
9. AHS will attend, as available, inclusion training workshops.
10. AHS AP will participate in a GAPSS review for an assigned high school. Information gathered from
     the experience will be shared with AHS faculty. AHS will target 09 school year as a possible year
     for completing a GAPSS review at their school.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, Learning Focused School curriculum, GPS benchmarks
School: Armuchee High School                           SCHOOL MET AYP                                                                              Year End Summation: AYP-SIP Plans
Year: 2007 School Improvement Plan                                                                                                                 Date: 10/12/2007
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2006 GHSGT English/Languages Arts baseline data, 98% of 11th grade first time
  test takers scored on "Pass or Pass-Plus" levels.
According to the 2006 AYP-GHSGT English/Languages Arts baseline data, 96.9% of 11th grade first time
  test takers scored on "Meet and Exceed" levels.
According to the 2006 AYP-GHSGT English/Languages Arts baseline data, 79% of 11th grade first time
  test takers scored "Pass Plus".
According to the 2006 GHSGT math baseline data, 99% of 11th grade first time test takers scored "Pass" level.
According to the 2006 AYP-GHSGT math baseline data, 81.5% of 11th grade first time test takers scored "Meet or Exceeds" levels.
According to the 2006 GHSGT math baseline data, 59% all 11th grade first time test takers scored "Pass Plus" level.

Restatement of the Measurable Objective(s):
94.6% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.
80% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.

Outcomes/Results for 2004 Measurable Objective(s)

AHS met the 2007 measurable objective related to GHSGT student English scores. The original objective at the beginning of the school year stated that
94.6% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.
According to the 2007 AYP-GHSGT English data report, 97.0% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 99% test participation rate.
Comparing the 2007 AYP data findings to the 2006 AYP data findings, AHS increased (+0.1%) regarding students scoring meets/exceeds on the AYP-GHSGT ELA section.

AHS met the 2007 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the school year stated that
80% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.
According to the 2007 GHSGT-AYP Math "Meets/Exceeds" Data Report, 81.5% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 99% test participation
rate. Comparing the 2007 AYP data findings to the 2006 AYP data findings, AHS increased (+2.6%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

After examining the 2007 findings related to the measurable objectives of English and math, the principal has discovered that increases were reported in these areas. In addition, it should be noted that
across the board, AHS far exceeded Federal and State expectations related to AYP. The administration and teachers should be commended for setting high learning expectations for all students.
The principal has stated in his analysis findings that while English and math will remain as 2008 AYP objectives, certain expectations/additions should be made to these areas.
This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.
School: Armuchee High School                                                      Mid-Year Update: AYP ELA/Math Plans
Year: 2007 School Improvement Plan                                                Date: 3/8/2007
Principal: Dr. James Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2006 data and objectives were analyzed and discussed at faculty meetings, school council meetings and departmental
meetings. Curriculum department chairs have discussed and integrated the needs assessment data and objectives across grade levels
and content areas with appropriate personnel (i.e., teachers). In addition, the school improvement plan is placed in various locations
throughout the school.

Continuing in this vein, the administration has analyzed the data as a whole; however, the administration has emphasized the
importance of breaking the data down and recognizing individual performance levels. For example, the administration
has synthesized GHSGT data findings and are attempting to implement learning and instructional strategies that, overall,
will increase the number of students scoring pass as new performance standards are being taught.

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. Given this, the activities noted in the AYP plans are being implemented in a timely manner.
Furthermore, additional activities are being implemented as a result of outcomes linked to the AYP school improvement plan. AHS
is incorporating SMART board technology within their school. In forthcoming years, the administration envisions all classrooms having
SMART board technology. In addition, AHS is taking every advantage possible regarding the credit recovery program to assure students
are receiving the opportunities to procure lost credit.

Professional Development

The professional development activities have been addressed and have been or are in the process of being implemented. For example,
all teachers are having the opportunity to participate in SREB workshops. In addition, all math and ELA teachers are receiving an
additional half day training regarding Cambridge. Furthermore, RESA is working with the entire school through trainings and
observations regarding the concept/method of inclusion or co-teaching.

Formative Evaluation

Evaluation is an occurring and continuous process at AHS. For example, the administration frequently checks and communicates
with each individual teacher the expectations, content, and efficiency of their lesson plans. In addition, frequent checks are made to
assure SAT Alongside the Curriculum is being utilized by the teachers.
School: Armuchee High School                                                           TARGETED AREA: GHSGT English/Language Arts
Year: 2007 School Improvement Plan                                                     TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 84.70% of all 11th grade first time test takers will pass the Eng/LA E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2006 GHSGT English/Languages Arts baseline data, 98% of 11th grade first time
  test takers scored on "Pass or Pass-Plus" levels.
According to the 2006 AYP-GHSGT English/Languages Arts baseline data, 96.9% of 11th grade first time
  test takers scored on "Meet and Exceed" levels.
According to the 2006 AYP-GHSGT English/Languages Arts baseline data, 79% of 11th grade first time
  test takers scored "Pass Plus".

MEASURABLE OBJECTIVE:
94.6% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.

ACTIVITIES                                                                           PERSON RESPONSIBLE                        TIMELINE
1. The English department will participate in vertical teaming                       Administration, Teachers                  8/2006-6/2007
activities for the purpose of aligning course content across
all grade levels.
2. Students will be encouraged to share/read accelerated reading                     Administration, Teachers, Parents         8/2006-6/2007
books with their parents on a weekly basis.
3. Lesson plans/curriculum maps will incorporate/show English/Language               Administration, Teachers                  8/2006-6/2007
Arts content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
4. The English department will hold monthly meetings for the purpose of              Administration, Teachers                  8/2006-6/2007
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Teachers will continue SAT "Alongside The Curriculum" in their daily              Administration, Teachers                  8/2006-6/2007
lesson plans. Strategies can be shared at vertical team meetings.
6. Administration and teachers will meet regularly to discuss instructional          Administration, Teachers                  8/2006-6/2007
strategies and teacher assignments for all 11th grade GHSGT first time
test takers.
7. Teachers will provide intensive remediation (i.e., intercessions) for all         Administration, Teachers                  8/2006-6/2007
students preparing for the GHSGT.
8. Teachers will explore instructional strategies for the purpose of                 Administration, Teachers                  8/2006-6/2007
aligning vocabulary enhancement across all curricula.

PROFESSIONAL DEVELOPMENT:                                                                                           Cost         Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS)
2. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
3. English teachers will continue attending the AP one day refresher training program and/or workshops.
4. English teachers will continue receiving the SAT "Alongside the Curriculum" training.
5. AHS will continue implementing "High Schools That Work" as a framework, research-based
  school improvement model. AHS will serve as review teams and attend national HSTW conferences.
6. AHS will conduct a book study based on educational practices regarding Understanding by Design.
7. Teachers will continue training and instruction related to "Inclusion" models.
8. Teachers will receive and utilize Data Organization training.
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
10.AHS will attend, as available, inclusion training workshops.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum, GPS benchmarks.
School: Armuchee High School                                                             TARGETED AREA: GHSGT Math
Year: 2007 School Improvement Plan                                                       TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 68.60% of all 11th grade first time test takers will pass the Math E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2006 GHSGT math baseline data, 99% of 11th grade first time test takers scored "Pass" level.
According to the 2006 AYP-GHSGT math baseline data, 81.5% of 11th grade first time test takers scored "Meet or Exceeds" levels.
According to the 2006 GHSGT math baseline data, 59% all 11th grade first time test takers scored "Pass Plus" level.

MEASURABLE OBJECTIVE:
80% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                          TIMELINE
1. Teachers will incorporate SAT "Alongside The Curriculum" in their daily             Administration, Teachers                    8/2006-6/2007
lesson plans. Strategies can be shared at vertical team meetings.
2. 11th grade students will participate in GHSGT simulated/practice                    Administration, Teachers                    8/2006-6/2007
math test taking activities.
3. All students will be presented a LFS essential question related                     Administration, Teachers                    8/2006-6/2007
to the math lesson/unit.
4. The Math department will hold monthly meetings for the purpose of                   Administration, Teachers                    8/2006-6/2007
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Parents and students will be encouraged to participate regarding early              Administration, Teachers, Parents           8/2006-6/2007
release days pertaining to parent-teacher conferences.

PROFESSIONAL DEVELOPMENT:                                                                                               Cost         Funding Source
1. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
2. Math teachers will continue attending the AP one day refresher training program and/or workshops.
3. Math teachers will continue receiving the SAT "Alongside the Curriculum" training.
4. AHS will continue implementing "High Schools That Work" as a framework, research-based
  school improvement model. AHS will serve as review teams and attend national HSTW conferences.
5. AHS will conduct a book study based on educational practices regarding Understanding by Design.
6. Teachers will continue training and instruction related to "Inclusion" models.
7. Teachers will receive and utilize Data Organization training.
8. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
9. AHS will attend, as available, inclusion training workshops.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Armuchee High School                           SCHOOL MET AYP                                                                                Year End Summation: 2005 AYP-SIP Plans
Year: 2006 School Improvement Plan                                                                                                                   Date: 11/02/2006
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2005 GHSGT English/Languages Arts baseline data, 95% of 11th grade first time
  test takers scored on "Pass or Pass-Plus" levels.
According to the 2005 AYP-GHSGT English/Languages Arts baseline data, 93.6% of 11th grade first time
  test takers scored on "Meet and Exceed" levels.
According to the 2005 AYP-GHSGT English/Languages Arts baseline data, 64.3% of 11th grade first time
  test takers scored on "Meet" levels.
According to the 2005 GHSGT math baseline data, 92% of 11th grade first time test takers scored "Pass or Pass-Plus" levels.
According to the 2005 AYP-GHSGT math baseline data, 78.3% of 11th grade first time test takers scored "Meet or Exceeds" levels.
According to the 2005 AYP-GHSGT math baseline data, 59.2% all 11th grade first time test takers scored "Meet" levels.

Restatement of the Measurable Objective(s):
94.6% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.
79.3% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.

Outcomes/Results for 2004 Measurable Objective(s)

AHS met the 2006 measurable objective related to GHSGT student English scores. The original objective at the beginning of the school year stated that
94.6% or higher of all 11th grade first time test takers will score "meets/exceeds" on the AYP-GHSGT English/Language Arts test with a minimum 95% test participation rate.
According to the 2006 AYP-GHSGT English data report, 96.9% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.
Comparing the 2006 data findings to the 2005 data findings, AHS increased (+3.3%) regarding students scoring meets/exceeds on the AYP-GHSGT ELA section.

AHS met the 2006 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the 2006 school year stated that
79.3% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test with a minimum 95% test participation rate.
According to the 2006 GHSGT-AYP Math "Meets/Exceeds" Data Report, 81.5% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation
rate. Comparing the 2006 data findings to the 2005 data findings, AHS increased (+3.2%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

After examining the 2006 findings related to the measurable objectives of English and math, the principal has discovered that increases were reported in these areas. In addition, it should be noted that
across the board, AHS far exceeded Federal and State expectations related to AYP. The administration and teachers should be commended for setting high learning expectations for all students.
The principal has stated in his analysis findings that while English and math will remain as 2007 AYP objectives, certain expectations/additions should be made to these areas.
This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.

The principal has envisioned the 2007 school year to set the quantitatively measurable objectives/goals related to student achievement in English and Math pass at 94.6% and 80%, respectively.
Given the 2006 performance data related to "meet/exceeds" scores, these objectives appear to be on target . In addition, the AHS administration will be placing a high interest on inclusion models
that support student achievement. In addition, AHS will be studying Understanding by Design, promoting HSTW and continuing SAT and AP improvements. The 2007 AYP-SIP will reflect
these and other changes.
School: Armuchee High School                                                     Mid-Year Update: AYP ELA/Math Plans
Year: 2006 School Improvement Plan                                               Date: 1/19/2006
Principal: Dr. James Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2005 data and objectives were analyzed and discussed at faculty meetings, school council meetings and departmental
meetings. Curriculum department chairs have discussed and integrated the needs assessment data and objectives across grade levels
and content areas with appropriate personnel (i.e., teachers). In addition, the school improvement plan is placed in various locations
throughout the school.

Continuing in this vein, the administration has analyzed the data as a whole; however, the administration has emphasized the
importance of breaking the data down and recognizing individual performance levels. For example, the administration
has synthesized GHSGT data findings and are attempting to implement learning and instructional strategies that, overall,
will increase the number of students scoring pass-plus; thus, decreasing (closing the distributional gap) the number of students
scoring pass.

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. Given this, the activities noted in the AYP plans are being implemented in a timely manner.
Furthermore, additional activities are being implemented as a result of outcomes linked to the AYP school improvement plan. AHS
has implemented as an instructional and curriculum tool, the SAT On-line assessment practice. In addition,
the administration and teachers are successfully using PSAT data as a tool for identifying student strengths and weaknesses.
Furthermore, plans are being made; whereby, the PSAT outcomes will be explained more thoroughly to individual students
receiving scores.

Professional Development

The professional development activities have been addressed and have been or are in the process of being implemented. For example,
certain teachers have attended the one day AP refresher training and will be reporting out to other faculty members regarding
instructional and curriculum strategies for improving student learning.

Formative Evaluation

Evaluation is an occurring and continuous process at AHS. For example, the administration frequently checks and communicates
with each individual teacher the expectations, content, and efficiency of their lesson plans. In addition, frequent checks are made to
assure SAT Alongside the Curriculum is being utilized by the teachers.
School: Armuchee High School                                                             TARGETED AREA: GHSGT English/Language Arts
Year: 2006 School Improvement Plan                                                       TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 84.70% of all 11th grade first time test takers will pass the Eng/LA E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2005 GHSGT English/Languages Arts baseline data, 95% of 11th grade first time
  test takers scored on "Pass or Pass-Plus" levels.
According to the 2005 AYP-GHSGT English/Languages Arts baseline data, 93.6% of 11th grade first time
  test takers scored on "Meet and Exceed" levels.
According to the 2005 AYP-GHSGT English/Languages Arts baseline data, 64.3% of 11th grade first time
  test takers scored on "Meet" levels.

MEASURABLE OBJECTIVE:
94.6% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT English/Language Arts test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT English/Language Arts test all
with a minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                         TIMELINE
1. The English department will participate in vertical teaming                         Administration, Teachers                   8/2005-6/2006
activities for the purpose of aligning course content across
all grade levels.
2. Students will be encouraged to share/read accelerated reading                       Administration, Teachers, Parents          8/2005-6/2006
books with their parents on a weekly basis.
3. Lesson plans/curriculum maps will incorporate/show English/Language                 Administration, Teachers                   8/2005-6/2006
Arts content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
4. The English department will hold monthly meetings for the purpose of                Administration, Teachers                   8/2004-6/2005
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily             Administration, Teachers                   8/2004-6/2005
lesson plans.
6. Administration and teachers will meet regularly to discuss instructional            Administration, Teachers                   8/2005-6/2006
strategies and teacher assignments for all 11th grade GHSGT first time
test takers.
7. Teachers will provide intensive remediation (i.e., intercessions) for all           Administration, Teachers                   8/2005-6/2006
students preparing for the GHSGT.
8. Teachers will explore instructional strategies for the purpose of                   Administration, Teachers                   8/2005-6/2006
aligning vocabulary enhancement across all curricula.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS)
2. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
3. All English teachers will attend the AP one day refresher training program.
4. All English teachers will receive the SAT "Alongside the Curriculum" training.
5. AHS will begin introducing and implementing "High Schools That Work" as a framework, research-based
school improvement model.
6. AHS will conduct a book study based on educational practices outlined by Robert Marzano.
7. Applicable teachers will begin receiving intense training and instruction related to "Inclusion" models.
8. Teachers will receive and utilize Data Organization training.
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
10.Schools will analyze survey results from the National Staff Development Council for the purpose of
   improving professional learning.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Armuchee High School                                                            TARGETED AREA: GHSGT Math
Year: 2006 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 68.60% of all 11th grade first time test takers will pass the Math E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2005 GHSGT math baseline data, 92% of 11th grade first time test takers scored "Pass or Pass-Plus" levels.
According to the 2005 AYP-GHSGT math baseline data, 78.3% of 11th grade first time test takers scored "Meet or Exceeds" levels.
According to the 2005 AYP-GHSGT math baseline data, 59.2% all 11th grade first time test takers scored "Meet" levels.

MEASURABLE OBJECTIVE:
79.3% or higher of all 11th grade first time test takers will score "Meet/Exceeds" on the AYP-GHSGT Mathematics test OR
96% or higher of all 11th grade first time test takers will score "Pass/Pass-Plus" on the GHSGT Mathematics test all
with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                          TIMELINE
1. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                    8/2005-6/2006
lesson plans.
2. 11th grade students will participate in GHSGT simulated/practice                   Administration, Teachers                    8/2005-6/2006
math test taking activities.
3. All students will be presented a LFS essential question related                    Administration, Teachers                    8/2005-6/2006
to the math lesson/unit.
4. The Math department will hold monthly meetings for the purpose of                  Administration, Teachers                    8/2005-6/2006
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Parents and students will be encouraged to participate regarding early             Administration, Teachers, Parents           8/2005-6/2006
release days pertaining to parent-teacher conferences.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         Funding Source
1. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
2. All Math teachers will attend the AP one day refresher training program.
3. All Math teachers will receive the SAT "Alongside the Curriculum" training.
4. AHS will begin introducing and implementing "High Schools That Work" as a framework, research-based
school improvement model.
5. AHS will conduct a book study based on educational practices outlined by Robert Marzano.
6. Applicable teachers will begin receiving intense training and instruction related to "Inclusion" models.
7. Teachers will receive and utilize Data Organization training.
8. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
9. Schools will analyze survey results from the National Staff Development Council for the purpose of improving
    professional learning.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Armuchee High School                            SCHOOL MET AYP                                                                                Year End Summation: 2005 AYP-SIP Plans
Year: 2005 School Improvement Plan                                                                                                                    Date: 8/19/2005
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2004 GHSGT English/Languages Arts baseline data, 96% of 11th grade first time test takers scored "Meet and Exceed" levels.
According to the 2004 GHSGT English/Language Arts baseline data, 77% of 11th grade first time test takers scored pass-plus.
According to the 2004 GHSGT English/Language Arts baseline data, all 11th grade first time test takers scored a 551 average
According to the 2004 GHSGT math baseline data, 97% of 11th grade first time test takers scored Meet and Exceed levels.
According to the 2004 GHSGT math baseline data, 67% of 11th grade first time test takers scored pass-plus.
According to the 2004 GHSGT math baseline data, all 11th grade first time test takers scored a 537 average.
According to the 2004 GHSGT math baseline data, 81% of 11th grade first time test takers scored met or exceeded in the content domain/strand of algebra.

Restatement of the Measurable Objective(s):
82% or higher of all 11th grade first time test takers will score pass-plus on the GHSGT English/Language Arts test with a minimum 95% test participation rate.
82% or higher of all 11th grade first time test takers will pass the GHSGT at "Meet/Exceed" levels in the content area of algebra with a minimum 95% test participation rate.

Outcomes/Results for 2004 Measurable Objective(s)

AHS did not meet the 2005 measurable objective related to GHSGT student "pass-plus" English scores. The original objective at the beginning of the 2005 school year stated that
82% or higher of all 11th grade first time test takers will score pass-plus on the GHSGT English/Language Arts test with a minimum 95% test participation rate.
According to the 2005 GHSGT English "pass-plus" data report, 69% of all AHS 11th grade first time test taking students scored "pass-plus" with a 100% test participation rate.
Comparing the 2005 data findings to the 2004 data findings, AHS decreased (-8%) regarding students scoring pass-plus on the GHSGT ELA section.

AHS did not meet the 2005 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the 2005 school year stated that
82% or higher of all 11th grade first time test takers will pass the GHSGT at "Meet/Exceed" levels in the content area of algebra with a minimum 95% test participation rate.
According to the 2005 GHSGT-AYP Math "Meets/Exceeds" Data Report, 78.3% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.
Comparing the 2005 data findings to the 2004 data findings, AHS decreased (-9.7%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

First and foremost, Dr. JC Burris, Principal, and his entire faculty and staff should be commended for the outstanding effort and success toward improving student achievement
at Armuchee High School. The administration has guided, and continues to guide, the school toward improvement through the use of data. It is very obvious that AHS puts in countless hours of
time and dedication to ensure that the data findings are analyzed and disseminated correctly by all stakeholders for the purpose of aligning and strengthening their school curricula. In addition, AHS
has devoted extremely high efforts toward implementing school improvement initiatives for the purpose of increasing student achievement. These initiatives align with the data findings and focus on
areas previously discussed at school improvement meetings. The administration and faculty should be highly commended regarding their "restructuring" efforts.

After examining the 2005 findings related to the measurable objectives of English and math, the principal has discovered that decreases were reported in these areas. However, it should be noted that
across the board, AHS far exceeded Federal and State expectations related to AYP. The administration and teachers should be commended for setting high learning expectations for all students.
In addition, the principal is confident with the new SI initiatives being implemented, AHS is positioned to see a rise in student achievement. In addition,
the principal has stated in his analysis findings that while English and math will remain as 2006 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.

The principal has envisioned the 2006 school year to set the quantitatively measurable objectives/goals related to student achievement in English and Math pass at 96%, respectively.
Given the 2005 performance data related to "pass" scores, these objectives appear to be on target . In addition, the AHS administration will be rolling-out new SI initiatives that address
student achievement. The 2006 AYP-SIP will reflect these and other changes.
School: Armuchee High School                                                     Mid-Year Update: AYP ELA/Math Plans
Year: 2004-2005 School Improvement Plan                                          Date: 1/21/2005
Principal: Dr. James Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2004 data and objectives were analyzed and discussed at faculty meetings, school council meetings and departmental
meetings. Curriculum department chairs have discussed and integrated the needs assessment data and objectives across grade levels
and content areas with appropriate personnel (i.e., teachers). In addition, the school improvement plan is placed in various locations
throughout the school.

Continuing in this vein, the administration has analyzed the data as a whole; however, the administration has emphasized the
importance of breaking the data down and recognizing individual performance levels. For example, AHS had 30% of their students
pass the 2004 E-GHSGT in math and 67% score pass-plus in math for a total of 97% passing the E-GHSGT in math for the 2004 school year.
The administration has synthesized this data finding and are attempting to implement learning and instructional strategies that, overall,
will increase the number of students scoring pass-plus; thus, decreasing (closing the distributional gap) the number of students
scoring pass.

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. Given this, the administration is currently working with teachers to begin developing monthly
lesson plans within given curriculum departments. The monthly lesson plans will allow the departmental teachers the opportunity to
plan units as well as individual lessons. This is a prefect example of how the AHS administrational team constantly and consistently
thinks out-side-the-box for the purpose of improving teacher instruction and student achievement through faculty collaboration.

In addition, the AHS administration and teachers are successfully using PSAT data as a tool for identifying student strengths and weaknesses.
The teachers are doing a fantastic job preparing curriculum activities related to the PSAT and incorporating these activities into their daily
instruction. In addition, students scoring low in PSAT areas will be required to attend intersession periods for the purpose of improving SAT
scores. The AHS administration and teachers have done an outstanding job assessing SAT scores, identifying a strategic plan, and
implementing the plan throughout the school. Their hard work and effort to assure all students are receiving a high quality education day-in
and day-out does not go unnoticed.

Professional Development

The professional development activities have been addressed and have been or are in the process of being implemented. The AHS faculty
and staff works hard day-in and day-out to assure professional development is a key part of the learning process.

Formative Evaluation

Evaluation is an occurring and continuous process at AHS. For example, the administration frequently checks and communicates
with each individual teacher the expectations, content, and efficiency of their lesson plans. In addition, frequent checks are made to
assure SAT Alongside the Curriculum is being utilized by the teachers.
School: Armuchee High School                                                            TARGETED AREA: GHSGT English/Language Arts
Year: 2004-2005 School Improvement Plan                                                 TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 81.6% of all 11th grade first time test takers will pass the Eng/LA E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2004 GHSGT English/Languages Arts baseline data, 96% of 11th grade first time
test takers scored on "Meet and Exceed" levels.

According to the 2004 GHSGT English/Language Arts baseline data, 77% of 11th grade first time test takers scored pass-plus.

According to the 2004 GHSGT English/Language Arts baseline data, all 11th grade first time test takers scored a 551 average

MEASURABLE OBJECTIVE:

82% or higher of all 11th grade first time test takers will score pass-plus on the GHSGT English/Language Arts test
with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                           TIMELINE
1. The English department will participate in vertical teaming                        Administration, Teachers                     8/2004-6/2005
activities for the purpose of aligning course content across
all grade levels.
2. Students will be encouraged to share/read accelerated reading                      Administration, Teachers, Parents            8/2004-6/2005
books with their parents on a weekly basis.
3. Lesson plans/curriculum maps will incorporate/show English/Language                Administration, Teachers                     8/2004-6/2005
Arts content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
4. The English department will hold monthly meetings for the purpose of               Administration, Teachers                     8/2004-6/2005
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                     8/2004-6/2005
lesson plans.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost       Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS)                                                  $ 1,000.00 Local
2. English teachers will be encouraged to achieve their gifted endorsement.
3. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
4. All English teachers will attend the AP one day refresher training program.
5. All English teachers will receive the SAT "Alongside the Curriculum" training.
6. ALL AHS certified employees will continue toward achieving technology certification through In-tech,
computer assessment, or other State certification approved program of study.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Armuchee High School                                                            TARGETED AREA: GHSGT Math
Year: 2004-2005 School Improvement Plan                                                 TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 62.3% of all 11th grade first time test takers will pass the Math E-GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2004 GHSGT math baseline data, 97% of 11th grade first time test takers scored Meet and Exceed levels.

According to the 2004 GHSGT math baseline data, 67% of 11th grade first time test takers scored pass-plus.

According to the 2004 GHSGT math baseline data, all 11th grade first time test takers scored a 537 average.

According to the 2004 GHSGT math baseline data, 81% of 11th grade first time test takers scored met or exceeded
in the content domain/strand of algebra.

MEASURABLE OBJECTIVE:

82% or higher of all 11th grade first time test takers will pass the GHSGT at "Meet/Exceed" levels in the content area of algebra with a
minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                          TIMELINE
1. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                    8/2004-6/2005
lesson plans.
2. 11th grade students will participate in GHSGT simulated/practice                   Administration, Teachers                    8/2004-6/2005
math test taking activities.
3. All students will be presented a LFS essential question related                    Administration, Teachers                    8/2004-6/2005
to the math lesson/unit.
4. The Math department will hold monthly meetings for the purpose of                  Administration, Teachers                    8/2004-6/2005
incorporating/utilizing data analysis as a tool toward improving test scores;
whereby, at various times, findings will be shared with school faculty.
5. Parents and students will be encouraged to participate regarding early             Administration, Teachers, Parents           8/2004-6/2005
release days pertaining to parent-teacher conferences.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost       Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS)                                                  $ 1,000.00 Local
2. HCP and AP teachers will attend the "Vertical Team Meetings" at various times throughout the year.
3. All Math teachers will attend the AP one day refresher training program.
4. All Math teachers will receive the SAT "Alongside the Curriculum" training.
5. ALL AHS certified employees will continue toward achieving technology certification through In-tech,
computer assessment, or other State certification approved program of study.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Armuchee High School                           SCHOOL MET AYP                                                                                    Year End Summation: 2003-2004 AYP-SIP Plans
Year: 2003-2004 School Improvement Plan                                                                                                                  Date: 8/20/2004
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
 According to the 2003 GHSGT English/Languages Arts baseline data, 99% of 11th grade first time test takers scored on "Meet and Exceed levels.
 According to the 2003 GHSGT English/Language Arts baseline data, 82% of 11th grade first time test takers scored pass-plus.
 According to the 2003 GHSGT English/Language Arts baseline data, all 11th grade first time test takers scored a 560 average.
 According to the 2003 GHSGT math baseline data, 97% of 11th grade first time test takers scored Meet and Exceed levels.
 According to the 2003 GHSGT math baseline data, 58% of 11th grade first time test takers scored pass-plus.
 According to the 2003 GHSGT math baseline data, all 11th grade first time test takers scored a 542 average

Restatement of the Measurable Objective(s):
 82% or higher of all 11th grade first time test takers will score pass-plus on the GHSGT English/Language Arts test with a minimum 95% test participation rate.
 98% or higher of all 11th grade first time test takers will pass GHSGT at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate

Outcomes/Results for 2004 Measurable Objective(s)
The mid-year rollout of the new enhanced GHSGT changed the validity of objectives set at the beginning of the 2003-04 year; therefore, outcomes will be reported based on 2003-2004 AYP priority

AHS met the 2003-2004 AYP measurable objective related to GHSGT student "meets/exceeds" English scores. The AYP original objective changed during the 2003-2004 school year to state
that 81.6% or higher of all 11th grade first time test takers will pass the English Language Arts GHSGT at "Meet/Exceed" levels with a minimum 95% participation rate.
According to the 2004 GHSGT-AYP English "Meets/Exceeds" Data Report, 93% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.

AHS met the 2003-2004 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective changed during the 2003-2004 school year to state
that 62.3% or higher of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels with a minimum 95% participation rate.
According to the 2004 GHSGT-AYP Math "Meets/Exceeds" Data Report, 91% of all AHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with high success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with high success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

First and foremost, Dr. JC Burris, Principal, and his entire faculty and staff should be commended for the outstanding effort and success toward improving student achievement
at Armuchee High School. The administration has guided, and continues to guide, the school toward improvement through the use of data. It is very obvious that AHS puts in countless hours of
time and dedication to ensure that the data findings are analyzed and disseminated correctly by all stakeholders for the purpose of aligning and strengthening their school curricula.
Their hard work and countless hours of effort for encouraging and incorporating school improvement strategies do not go unnoticed.

After examining the 2004 findings related to the measurable objectives of English and math, the principal has discovered that outstanding gains were made in these areas.
However, the principal has stated in his analysis findings that while English and math will remain as 2005 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.

The principal has envisioned the 2005 school year to set the quantitatively measurable objectives/goals related to student achievement in English pass-plus and math algebra to 82%,
respectively. This seems very in-line and reasonable given the GHSGT has rolled out a new and tougher version GHSGT. The AHS administration has predicted that the
pass-plus scores in all areas should rise given the fact that for the 2005 school year, students who have been afforded HCP courses will, for the first time, be taking the test. In addition, the
administration is placing an emphasis on the improvement of algebra scores. The 2005 AYP-SIP for AHS will reflect these changes.
School: Armuchee High School                                                     Mid-Year Update: AYP ELA/Math Plans
Year: 2003-2004 School Improvement Plan                                          Date: 4/16/2004
Principal: Dr. James Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2003 data and objectives were analyzed and discussed at faculty meetings, school council meetings and departmental
meetings. Curriculum department chairs have discussed and integrated the needs assessment data and objectives across grade levels
and content areas with appropriate personnel (i.e., teachers). In addition, the school improvement plan is placed in various locations
throughout the school.

Continuing in this vein, the administration has analyzed the data as a whole; however, the administration has emphasized the
importance of breaking the data down and recognizing individual performance levels. For example, AHS had 42% of their students
pass the 2003 GHSGT in math and 55% score pass-plus in math for a total of 97% passing the GHSGT in math for the 2003 school year.
The administration has synthesized this data finding and are attempting to implement learning and instructional strategies that, overall,
will increase the number of students scoring pass-plus; thus, decreasing (closing the distributional gap) the number of students
scoring pass.

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. Given this, the administration is currently developing a process called "curriculum mapping";
whereby, a plethora of curricula (i.e., math;science; social studies) and instructional (i.e., content delivery; LFS) methods/processes are
outlined and presented under one umbrella or working system. This is an excellent example of how the AYP school improvement plan
can be used as a tool in conjunction with other programs for the purpose of improving student achievement..

Professional Development

The professional development activities have been addressed and implemented.

Formative Evaluation

Evaluation is an occurring and continuous process at AHS. For example, the administration frequently checks and communicates
with each individual teacher the expectations, content, efficiency of their lesson plans.
School: Armuchee High School                                                            TARGETED AREA: GHSGT English/Language Arts
Year: 2003-2004 School Improvement Plan                                                 TARGETED POPULATION: 11th Grade Students
Principal: Dr. J.C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 88% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2003 GHSGT English/Languages Arts baseline data, 99% of 11th grade first time
test takers scored on "Meet and Exceed" levels.

According to the 2003 GHSGT English/Language Arts baseline data, 82% of 11th grade first time test takers scored pass-plus.

According to the 2003 GHSGT English/Language Arts baseline data, all 11th grade first time test takers scored a 560 average.


MEASURABLE OBJECTIVE:

82% or higher of all 11th grade first time test takers will score pass-plus on the GHSGT English/Language Arts test
with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                          TIMELINE
1. The english department will participate in vertical teaming                        Administration, Teachers                    8/2003-6/2004
activities for the purpose of aligning course content across
all grade levels.
2. Students will be encouraged to share/read accelerated reading                      Administration, Teachers, Parents           8/2003-6/2004
books with their parents on a weekly basis.
3. Lesson plans will incorporate/show English/Language Arts content                   Administration, Teachers                    8/2003-6/2004
domain activities correlated to QCC alignment and Learning Focused
Schools curriculum objectives.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost        Funding Source
1. Teachers will receive Learning Focused Training (LFS) for the purpose of developing                                $ 1,000.00 Local
"trainers of trainers" during the 2003/04 school year.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Armuchee High School                                                             TARGETED AREA: GHSGT Math
Year: 2003-2004 School Improvement Plan                                                  TARGETED POPULATION: 11th Grade Students
Principal: Dr. J. C. Burris

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 81% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2003 GHSGT math baseline data, 97% of 11th grade first time test takers scored Meet and Exceed levels.

According to the 2003 GHSGT math baseline data, 58% of 11th grade first time test takers scored pass-plus.

According to the 2003 GHSGT math baseline data, all 11th grade first time test takers scored a 542 average


MEASURABLE OBJECTIVE:

98% or higher of all 11th grade first time test takers will pass GHSGT at "Meet/Exceed" levels in the content area of mathematics with a
minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                          TIMELINE
1. All students/parents will participate in the GHSGT/SAT math                         Administration, Teachers, Parents           8/2003-6/2004
question of the day.
2. 11th grade students will participate in GHSGT simulated/practice                    Administration, Teachers                    8/2003-6/2004
math test taking activities.
3. All students will be presented a LFS essential question related                     Administration, Teachers                    8/2003-6/2004
to the math lesson/unit.

PROFESSIONAL DEVELOPMENT:                                                                                               Cost        Funding Source
1. Teachers will receive Learning Focused Training (LFS) for the purpose of developing                                 $ 1,000.00 Local
"trainers of trainers" during the 2003/04 school year.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.

								
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