SCHOOL IMPROVEMENT: ALCOVY HIGH SCHOOL

Percent of students scoring at Meets or Exceeds on the Ninth Grade Literature End of Course Test (required participation rate 95%) TO ACHIEVE CONTENT MASTERY Academic Enrichment pull-out classes for students identified as underachieving/performing. Ensure ELA teachers implement best practices and develop PME s and common in professional learning communities. Counselors Grad. Coach Ms. Hebert ELA Leaders All ELA teachers Dr. Lawrence 89.5 92.5 Ensure all ELA teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All ELA teachers Ms. Evans-Dobbs Mrs. Mason Ms. Hebert Ms. Xiong Student/Teacher progress will be measured by school leadership. All ELA teachers will: -Incorporate questions and sponge activities based on EOCT and CCGPS. -Incorporate the 6 step vocabulary instruction to teach critical vocabulary. All ELA teachers Mrs. Mason unit test, practice tests, and ELA teachers will utilize countywide curriculum maps, common All ELA teachers measured by admin. Page 1 of 51

TO ACHIEVE units, and pacing guides in addition to SpringBoard materials. Incorporate writing assignments in all English classes. Journals, essays, research papers, etc. Mrs. Mason All ELA teachers walk thru data and review of lesson plans. GHSWT. Teachers will conduct data analysis of CRCT, EOCT, and benchmark scores to identify weak areas in instruction and weak skill areas which need targeting. Modify units and curriculum as needed. Ms. Neely All ELA teachers Mrs. Mason measured by review of PLC meeting minutes. Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, WriteToLearn, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Ms. Xiong Technology Support Team Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in 9 th Grade Lit ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach monitored by teacher. Percent of students scoring 88.1 91.1 Academic Enrichment pull-out classes for students identified as Counselors Page 2 of 51

at Meets or Exceeds on the American Literature End of Course Test (required participation rate 95%) TO ACHIEVE underachieving/performing. Ensure ELA teachers implement best practices and develop PME s and common in professional learning communities. Grad. Coach Ms. Hebert ELA Leaders All ELA teachers Dr. Lawrence Ensure all ELA teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All ELA teachers Ms. Evans-Dobbs Mrs. Mason Ms. Hebert Ms. Xiong Student/Teacher progress will be measured by school leadership. All ELA teachers will: -Incorporate questions and sponge activities based on EOCT and CCGPS. -Incorporate the 6 step vocabulary instruction to teach critical vocabulary. All ELA teachers Mrs. Mason unit test, practice tests, and ELA teachers will utilize countywide curriculum maps, common units, and pacing guides in addition to SpringBoard materials. All ELA teachers Mrs. Mason measured by admin. walk thru data and review of lesson plans. Page 3 of 51

TO ACHIEVE Incorporate writing assignments in all English classes. Journals, essays, research papers, etc. All ELA teachers GHSWT. Teachers will conduct data analysis of CRCT, EOCT, and benchmark scores to identify weak areas in instruction and weak skill areas which need targeting. Modify units and curriculum as needed. Ms. Neely All ELA teachers Mrs. Mason measured by review of PLC meeting minutes. Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, WriteToLearn, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Ms. Xiong Technology Support Team Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in American Grade Lit ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach American Lit teachers monitored by teacher. Percent of students scoring at Meets or 68.1 71.1 Academic Enrichment pull-out classes for students identified as underachieving/performing. Counselors Grad. Coach Page 4 of 51

Exceeds on the Mathematics I/GPS Algebra (transitioning to CCGPS Coordinate Algebra) End of Course Test (required participation rate 95%) TO ACHIEVE All math teachers will incorporate questions of the day (based on EOCT released items), practice tests, and practice problems into daily lessons Ensure math teachers implement best practices and develop common in professional learning communities. Ms. Hebert Math Leaders All math teachers Mr. Rains All math teachers Dr. Lawrence measured by admin. walk thru data and review of lesson plans. Ensure all math teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All math teachers Ms. Evans-Dobbs Mr. Rains Student/Teacher progress will be measured by school leadership. Math teachers will utilize countywide curriculum maps, common, and pacing guides in addition to SpringBoard materials. All math teachers Mr. Rains measured by admin. walk thru data and review of lesson plans. Page 5 of 51

TO ACHIEVE Teachers will conduct data analysis of CRCT and benchmark scores to identify weak areas in instruction and weak skill areas which need targeting. Modify units and curriculum as needed. Ms. Neely All math teachers Mr. Rains measured by review of PLC meeting minutes. Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Ms. Xiong Technology Support Team Use of supplementary math materials and manipulatives: ex. Algebra tiles, protractors, active boards, TI Inspire calculators, etc. Mr. Rains All math teachers Use of After School Academic Program (ASAP) to provide remediation and support to students struggling Coordinate Algebra ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach Coordinate Algebra teachers monitored by teacher. Percent of students scoring at Meets or Exceeds on the Mathematics 56.9 70 Academic Enrichment pull-out classes for students identified as underachieving/performing. Counselors Grad. Coach Ms. Hebert Math Leaders Page 6 of 51

II/GPS Geometry (transitioning to CCGPS Analytic Geometry) End of Course Test (required participation rate 95%) TO ACHIEVE All math teachers will incorporate questions of the day (based on EOCT released items), practice tests, and practice problems into daily lessons Ensure math teachers implement best practices and develop common in professional learning communities. All math teachers Mr. Rains All math teachers Dr. Lawrence measured by admin. walk thru data and review of lesson plans. Ensure all math teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All math teachers Ms. Evans-Dobbs Mr. Rains Student/Teacher progress will be measured by school leadership. Math teachers will utilize countywide curriculum maps common, and pacing guides in addition to SpringBoard materials All math teachers Mr. Rains measured by admin. walk thru data and review of lesson plans. Teachers will conduct data analysis of CRCT, EOCT, and PSAT scores to identify weak areas in instruction and weak skill areas which need targeting. Modify Ms. Neely All math teachers measured by review of PLC meeting minutes. Page 7 of 51

TO ACHIEVE units and curriculum as needed. Mr. Rains Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Ms. Xiong Technology Support Team Use of supplementary math materials and manipulatives: ex. Algebra tiles, protractors, active boards, TI Inspire calculators, etc. Mr. Rains All math teachers Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in Math II or Analytic Geometry ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach Math II teachers Analytic Geometry teachers monitored by teacher. Percent of students scoring at Meets or Exceeds on the Physical Science End of Course Test (required participation rate 95%) 83.7 86.7 Academic Enrichment pull-out classes for students identified as underachieving/performing. Ensure science teachers implement best practices and Counselors Grad. Coach Ms. Hebert Science Leaders All science teachers Page 8 of 51

TO ACHIEVE develop PME s and common in professional learning communities. Dr. Lawrence Ensure all science teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All science teachers Ms. Evans-Dobbs Mrs. Booth Student/Teacher progress will be measured by school leadership. All science teachers will: -Incorporate questions and sponge activities based on EOCT and CCGPS. -Incorporate the 6 step vocabulary instruction to teach critical vocabulary. All science teachers Mrs. Booth unit test, practice tests, and Science teachers will utilize county-wide curriculum maps, common units, and pacing guides. All science teachers Mrs. Booth measured by admin. walk thru data and review of lesson plans. Incorporate writing assignments in all science classes. Ex- lab reports, case studies, article review and journals. All science teachers GHSWT. Teachers will conduct data analysis of CRCT, EOCT, and benchmark scores to identify Ms. Neely All science teachers measured by review of PLC meeting minutes. Page 9 of 51

TO ACHIEVE weak areas in instruction and weak skill areas which need targeting. Modify units and curriculum as needed. Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Mrs. Booth Ms. Xiong Technology Support Team Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in Physical Science ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach Physical Science teachers monitored by teacher. Percent of students scoring at Meets or Exceeds on the Biology End of Course Test (required participation rate 95%) 80.2 83.2 Academic Enrichment pull-out classes for students identified as underachieving/performing. Ensure science teachers implement best practices and develop PME s and common in professional learning communities. Counselors Grad. Coach Ms. Hebert Science Leaders All science teachers Dr. Lawrence Page 10 of 51

TO ACHIEVE Ensure all science teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All science teachers will: -Incorporate questions and sponge activities based on EOCT and CCGPS. -Incorporate the 6 step vocabulary instruction to teach critical vocabulary. Science teachers will utilize county-wide curriculum maps, common units, and pacing guides. All science teachers Ms. Evans-Dobbs Mrs. Booth All science teachers Mrs. Booth All science teachers Mrs. Booth Student/Teacher progress will be measured by school leadership. unit test, practice tests, and measured by admin. walk thru data and review of lesson plans. Incorporate writing assignments in all science classes. Ex- lab reports, case studies, article review and journals. Teachers will conduct data analysis of CRCT, EOCT, and benchmark scores to identify weak areas in instruction and weak skill areas which need targeting. Modify units and All science teachers Ms. Neely All science teachers Mrs. Booth GHSWT. measured by review of PLC meeting minutes. Page 11 of 51

TO ACHIEVE curriculum as needed. Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Ms. Xiong Technology Support Team Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in Biology ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach Biology teachers monitored by teacher. Percent of students scoring at Meets or Exceeds on the US History End of Course Test (required participation rate 95%) 72.3 75.3 Academic Enrichment pull-out classes for students identified as underachieving/performing. Ensure Social Studies teachers implement best practices and develop PME s and common in professional learning communities. Counselors Grad. Coach Ms. Hebert Social Studies content Leaders All Social Studies teachers Dr. Lawrence Ensure all Social Studies teachers implement standards-based classrooms by using: All Social Studies teachers Ms. Hebert Student/Teacher progress will be measured by school Page 12 of 51

TO ACHIEVE -Research based instructional strategies -Building background knowledge -Technology integration Mrs. Anderson Ms. Xiong leadership. All Social Studies teachers will: -Incorporate questions and sponge activities based on EOCT and CCGPS. -Incorporate the 6 step vocabulary instruction to teach critical vocabulary. All Social Studies teachers Mrs. Anderson unit test, practice tests, and Social Studies will utilize countywide curriculum maps, common units, and pacing guides. All Social Studies teachers Anderson measured by admin. walk thru data and review of lesson plans. Incorporate writing assignments and literacy in all Social Studies classes. Ex- primary documents, case studies, article review and journals. All Social Studies teachers Ms. Hebert GHSWT. Teachers will conduct data analysis of CRCT, EOCT, and benchmark scores to identify weak areas in instruction and weak skill areas which need targeting. Modify units and curriculum as needed. Ms. Neely All Social Studiesteachers Mrs. Anderson measured by review of PLC meeting minutes. Use of IT, printed, and online resources for Ms. Xiong Technology Support Team Page 13 of 51

TO ACHIEVE enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in US History ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach US History teachers monitored by teacher. Percent of students scoring at Meets or Exceeds on the Economics End of Course Test (required participation rate 95%) 86.1 89.1 Academic Enrichment pull-out classes for students identified as underachieving/performing. Ensure Social Studies teachers implement best practices and develop PME s and common in professional learning communities. Counselors Grad. Coach Ms. Hebert Social Studies Leaders All Social Studies teachers Dr. Lawrence Ensure all Social Studies teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration All Social Studies teachers Ms. Hebert Mrs. Anderson Student/Teacher progress will be measured by school leadership. Page 14 of 51

TO ACHIEVE All Social Studies teachers will: -Incorporate questions and sponge activities based on EOCT and CCGPS. -Incorporate the 6 step vocabulary instruction to teach critical vocabulary. All Social Studies teachers Mrs. Anderson unit test, practice tests, and Social Studies teachers will utilize county-wide curriculum maps, common units, and pacing guides. All Social Studies teachers Mrs. Anderson measured by admin. walk thru data and review of lesson plans. Incorporate writing assignments and literacy in all Social Studies classes. Ex- primary documents, case studies, article review and journals. Teachers will conduct data analysis of CRCT, EOCT, and benchmark scores to identify weak areas in instruction and weak skill areas which need targeting. Modify units and curriculum as needed. All Social Studies teachers Ms. Neely All Social Studies teachers Mrs. Anderson GHSWT. measured by review of PLC meeting minutes. Use of IT, printed, and online resources for enrichment/remediation: USATestPrep, StudyIsland, MyBigCampus, SafariMontage, Ms. Xiong Technology Support Team Page 15 of 51

TO ACHIEVE Active Boards, ActiveInspire, EOCT Test Practice books, and/or whiteboards. Use of After School Academic Program (ASAP) to provide remediation and support to students struggling in Economics ASAP staff Ms. Mason/Mr. Jenkins Graduation Coach Economics teachers monitored by teacher. Percent of graduates completing a CTAE pathway, or an advanced academic pathway, or a fine arts pathway, or a world language pathway within their program of study Percent of CTAE Pathway Completers earning a national industry recognized credential, or a passing score on 43.5 60 N/A N/A POST HIGH SCHOOL READINESS Identify students that have taken first level courses in various pathways and increase enrollment in second level classes so that they can become pathway completers. Meet and discuss with students opportunities and advantages of completing CTAE pathways at the Newton College and Career Academy and advantages of completing other pathways. Page 16 of 51 Mr. Davidson All counselors Graduation Coach CTAE Dept. Chair Holly Dowdy Counselors CTAE teachers Enrollment numbers in second level courses CTAE benchmark scores Increase in the number of pathway completers. Increase in CCRPI index

a GaDOE recognized end of pathway assessment (operational in 2014-2015) Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams; or scoring 4 or higher on two or more IB exams 54.9 65 TO ACHIEVE PSAT Score Report Review Meeting for parents and students. Review PSAT scores to identify those 10 th grade students who scored between the 30 th 80 th percentile rank who would benefit from the SAT Prep class. SAT/ACT pull-out Boot Camp during IF period, prior to test administrations. Use of Active Boards, ActivExpressions, and print materials to provide additional test taking practice. Classroom guidance to inform 10 th and11 th grade students of the resources available for preparing for the SAT and for improving individual performance on the SAT. LaTonya Mitchell Phil Davidson All Counselors Dee Maxwell Anna Hebert Scott Rains Kelly Musgrove Scott Rains Kelly Musgrove Technology Support Team Counselors Phil Davidson SAT Prep Teachers Scores on the 2013-2014 SAT Pre & Post Test Scores on Practice Tests; Scores on the 2013-2014 SAT Scores on the 2013-2014 SAT/ACT. Scores on the 2013-2014 SAT/ACT. Scores on the 2013-2014 SAT/ACT. Page 17 of 51

TO ACHIEVE AP Parent Night. AP Coordinator Counseling Department Increased enrollment in AP Courses. Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Advanced Placement courses, or International Baccalaureate courses Percent of graduates earning 2 or more high school credits in the same world language 41.9 55 N/A 2013-2014 only 75 CollegeBoard refresher sessions for new AP teachers PSAT meeting for parents and students with focus on AP classes and Dual Enrollment alternatives. AP Parent Night. Partnership with college representatives to promote options and benefits of the Dual Enrollment program. AP Coordinator AP teachers Counseling Department AP Coordinator Counseling Department Counseling Department Scores on 2013-2014 AP Exams Increased enrollment in AP courses and Move on When Ready program. Increased enrollment in AP Courses. Increased enrollment in Move on When Ready program. Page 18 of 51

TO ACHIEVE Percent of students scoring at Meets or Exceeds on the Georgia High School Writing Test 92 96 School-wide literacy program with writing component. specific writing assignments on a monthly basis. Targeted course (Writer s Workshop) for students who have failed the GHSWT or who have been identified as a struggling writer. Ms. Hebert Ms. Page Department Chairs Ms. Hebert Department Chairs Ms. Mason ELA teachers GHSWT scores Percent of students achieving a Lexile measure greater than or equal to 1275 on the American Literature EOCT 24.4 40 Utilize the WriteToLearn software to improve student writing. Lexile training through SLDS for all faculty. School-wide fiction and nonfiction reading program every Wednesday during IF. Targeted course (Reader s Workshop) for students who have not met the standards on CRCT or 9 th Grade Lit EOCT Ms. Mason ELA teachers Ms. Page All teachers Ms. Page Ms. Hebert All teachers Ms. Page Ms. Hebert Page 19 of 51

TO ACHIEVE Percent of EOCT scoring at the Exceeds level Ensure all teachers implement best practices and develop common in professional learning communities. Department Chairs Ms. Hebert Leaders EOCT Scores Ensure all teachers implement standards-based classrooms by using: -Research based instructional strategies -Building background knowledge -Technology integration Department Chairs Ms. Hebert May Xiong 24.2 40 All EOCT teachers will: -Incorporate questions and sponge activities based on their EOCT. -Provide tutoring and review sessions leading up to the administration of the EOCT. -Utilize USATestPrep to enhance student understanding. -Use of additional printed materials to provide practice. Principal, API, and Academic coach receive professional learning (ASCD Conference) to learn best teaching practices and leadership practices to improve student achievement. Page 20 of 51 Department Chairs Ms. Hebert Leaders Dr. Owens

TO ACHIEVE Student Attendance Rate (%) Attendance clerk will review weekly attendance report and contact parents if a student has more than 5 absences. Attendance Clerk 94.86 96 Students whose attendance reaches 10 absences will be monitored on a daily basis and parents contacted. Attendance of SWD students will be monitored by case load manager. Attendance clerk Ms. Rooks Ms. Neely Caseload managers Student Attendance Rate At risk senior students will be identified and monitored and counseled on attendance by the graduation coach. Dee Maxwell 18.4-Year Cohort Graduation Rate (%) 64.71 75.6 GRADUATION Ensure proper coding of all student withdrawals to prevent inaccurate reporting. Ensure that all students are properly classified on FTE reports. Philip Davidson Holly Dowdy Sharon Mask Philip Davidson Annette Rooks Holly Dowdy By-weekly review of withdrawl codes. Discrepancy rate. Audit SIS files to ensure proper student classification. Discrepancy rate. Page 21 of 51

TO ACHIEVE Identify students at-risk of graduating and refer to Graduation Coach in order to develop individual intervention plans. Counselors Dee Maxwell Anna Hebert All Counselors Analysis of graduation coach s progress report and improvement in students grades. 5-Year Extended Cohort Graduation Rate (%) 64.80 75 Grad Point credit recovery during IF and the After School Program. Ensure proper coding of all student withdrawals to prevent inaccurate reporting. Ensure that all students are properly classified on FTE reports. Identify students at-risk of graduating and refer to Graduation Coach in order to develop individual intervention plans. Dee Maxwell Counselors Anna Hebert Philip Davidson Holly Dowdy Sharon Mask Philip Davidson Annette Rooks Holly Dowdy Counselors Dee Maxwell Anna Hebert All Counselors Number of Credits Regained, for appropriate course (if required) By-weekly review of withdraw codes. Discrepancy rate. Audit SIS files to ensure proper student classification. Discrepancy rate. Analysis of graduation coach s progress report and improvement in students grades. Grad Point credit recovery during IF and the After School Program. Dee Maxwell Counselors Anna Hebert Number of Credits regained, for appropriate course (if required) Counselors will advise students on third party credit recovery Counselors Page 22 of 51

Percent of graduates taking a nationally recognized college entrance examination 75 TO ACHIEVE options. EXCEEDING THE BAR SAT/ACT pull-out Boot Camp during IF period, prior to test administrations. Tools for College Success class will educate students on which college entrance exam to take and assist in helping students register for those. All 11 th grade students will set up an account on the SAT website and ACT website. Dee Maxwell Anna Hebert Scott Rains Kelly Musgrove Kelly Musgrove Junior English teachers Increase in number of students taking SAT and/or ACT Percent of graduates earning credit in a physics course Percent of first time 9th grade students with disabilities earning 3 Carnegie Unit Credits in 3 core 15 15 43.3 47 During Junior evaluations and classroom guidance, counselors will stress the importance of taking the SAT and/or ACT Encourage students to take physics courses. Classroom advisement on surviving high school: study skills and staying on the 4 year plan. Implementation of a student mentoring program for those students who are having difficulties with the transition to All counselors Science teachers Counselors Randy Colbert Randy Colbert Dr. Lawrence Increased enrollment in physics courses. Retention Rate Reduction in 9 th grade withdrawals, retention rate, and referrals. Page 23 of 51

content areas TO ACHIEVE high school. Percent of first time 9th grade students earning 4 Carnegie Unit Credits in 4 core content areas Implementation of the RTI model through EBIS Intervention with At- Risk Students by Graduation Coach and 9 th grade Counselor Ms. Neely Randy Colbert 9 th Grade teachers Dee Maxwell Randy Colbert Failure/Retention Rate Pass rate for individual students promoted to 10 th grade 77.3 80 Classroom advisement on surviving high school: study skills and staying on the 4 year plan. Randy Colbert Retention Rate Implementation of a student mentoring program for those students who are having difficulties with the transition to high school. Randy Colbert Dr. Lawrence Reduction in 9th grade withdrawals, retention rate, and referrals. School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification Percent of English Learners with N/A Too few students Page 24 of 51

positive movement from one Performance Band to a higher Performance Band based on the ACCESS for ELLs Percent of graduates completing a career-related Work-Based Learning Program or a career-related Capstone Project (moves to face of CCRPI in 2016-2017) Percent of students in International Baccalaureate High Schools (IB) completing IB Career-Related Certificates 9.3 20 N/A TO ACHIEVE Provide work readiness experiences for students through business partnerships. Mr. Newsham Percent of students working with business partners. School or LEAdefined innovative Page 25 of 51

practice accompanied by documented data supporting improved student achievement TO ACHIEVE School or LEAdefined interventions or practices designated to facilitate a personalized climate in the school PARENTAL INVOLVEMENT Page 26 of 51

Develop a Parental Involvement Program TO ACHIEVE Involve parents and community in school decision making. Conduct periodic parent meetings. Title I nights, Curriculum nights, AP nights, Grade level meetings. Advertisement and up-keep of the school parent resource room. Administrators Administrators Counselors AP Coordinator Title I coordinator Counselors Title I Coordinator Increase in parent involvement. Increase in passing and promotion rates. Math/ELA parent SpringBoard Night. Mr. Rains Ms. Mason Conduct School council meetings. Administrators Use of technology and print resources, (MyBigCampus, Infinite Campus, School website, E-mail, School newsletter) to update and inform parents on school events and student progress. DISCIPLINE Administrators School Technology Team Page 27 of 51

TO ACHIEVE Institute school wide PBIS program. Grade Level discipline talks. Dr. Lawrence PBIS Team Administrators Decrease in school discipline incidents SCHOOL SPECIFIC S TO ADDRESS PARENT INVOLVEMENT, DISCIPLINE, AND OTHER SCHOOL INITIATIVES (ADD A NEW ROW FOR EACH AREA) Page 28 of 51

SUB NINTH GRADE LITERATURE STUDENT GROUP PERFORMANCE TARGET SUBGROUP ACHIEVEMENT IF HIGHER PT ALL STUDENTS 89.5 86.7 91.5 ASIAN/PACIFIC ISLANDER N/A 89.9 BLACK 85 80.7 89 HISPANIC 81.3 82.3 TO ACHIEVE Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Gena Page, ELA teachers Gena Page, ELA teachers Gena Page, ELA teachers Gena Page, ELA teachers, Ms. Buchanan Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Page 29 of 51

ALASKAN/AMERICAN INDIAN N/A 87.2 WHITE 92.4 92.3 93 MULTI-RACIAL 95 91.8 96 STUDENTS WITH DISABILITIES 57.1 61.8 ENGLISH LEARNERS N/A 59.3 Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material Utilization of SLDS, literacy and lexile information, weekly reading days Gena Page, ELA teachers Gena Page, ELA teachers Gena Page, ELA teachers Leaders, ELA teachers, Ms. Neely, Ms. Rooks, Special Education caseload managers, resource teachers, co-teachers and paras Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Page 30 of 51

SUB AMERICAN LITERATURE ECONOMICALLY DISADVANTAGED 83.7 80.6 85.7 STUDENT GROUP PERFORMANCE TARGET ALL STUDENTS 88.1 90.8 ASIAN/PACIFIC ISLANDER N/A 94 BLACK 83.8 86.7 IF HIGHER PT during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichmentuse of content verbs in native language, assistance from ESL teacher as needed Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment TO ACHIEVE Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days Gena Page, ELA teachers Gena Page, ELA teachers Leaders, ELA teachers Leaders, ELA teachers Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Page 31 of 51

HISPANIC 84.2 86.9 ALASKAN/AMERICAN INDIAN N/A 92.9 WHITE 93 94.8 MULTI-RACIAL 93.3 93.3 during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment, use of content verbs in Spanish, assistance from ESL teacher as needed Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, Leaders, ELA teachers Leaders, ELA teachers, Ms. Buchanan Leaders, ELA teachers Leaders, ELA teachers Leaders, ELA teachers Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Page 32 of 51

STUDENTS WITH DISABILITIES 50 66.4 ENGLISH LEARNERS N/A 66.5 ECONOMICALLY DISADVANTAGED 84 86.4 SUB STUDENT GROUP BI OL O G PERFORMANCE TARGET IF HIGHER PT ALL STUDENTS 80.2 77.0 83 writing practice during Academic Enrichment Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment, use of content verbs in native language, assistance from ESL teacher as needed Utilization of SLDS, literacy and lexile information, weekly reading days during Academic Enrichment, RBIS strategies, PLC collaboration, writing practice during Academic Enrichment TO ACHIEVE RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data Leaders, ELA teachers, Ms. Neely, Ms. Rooks, Special Education caseload managers, resource teachers, co-teachers and paras Leaders, ELA teachers, Ms. Buchanan Leaders, ELA teachers Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Page 33 of 51

ASIAN/PACIFIC ISLANDER N/A 87.1 BLACK 72.4 65.7 75 HISPANIC 80 72.1 83 ALASKAN/AMERICAN INDIAN N/A 78.9 WHITE 86.9 86.9 utilization and analysis. After school tutoring. RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis, use of content verbs in Spanish, assistance from ESL teacher as needed RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis Biology PLC Biology PLC Biology PLC Biology PLC, Ms. Buchanan Biology PLC Biology PLC Page 34 of 51

MULTI-RACIAL 95.2 82.5 98 STUDENTS WITH DISABILITIES 56.9 55.1 60 ENGLISH LEARNERS N/A 53.1 ECONOMICALLY DISADVANTAGED 76.5 68.1 80 SUB STUDENT GROUP IC AL SC IE PERFORMANCE TARGET IF HIGHER PT ALL STUDENTS 83.7 81.3 86 RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis, use of content verbs in native language, assistance from ESL teacher as needed RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis TO ACHIEVE RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data Biology PLC Biology PLC, Ms. Neely, Ms. Rooks, Special Education caseload managers, resource teachers, coteachers Biology PLC, Ms. Buchanan Biology PLC Page 35 of 51

ASIAN/PACIFIC ISLANDER N/A 90.2 BLACK 86.9 72.4 90 HISPANIC 84.2 78.8 87 ALASKAN/AMERICAN INDIAN N/A 83.3 WHITE 89.6 89.4 91 utilization and analysis. After school tutoring. RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis, use of content verbs in Spanish, assistance from ESL teacher as needed RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis Physical Science PLC Physical Science PLC Physical Science PLC Physical Science PLC, Ms. Buchanan Physical Science PLC Physical Science PLC Page 36 of 51

MULTI-RACIAL 92.9 87.2 95 STUDENTS WITH DISABILITIES 47.6 59.4 ENGLISH LEARNERS N/A 63.6 ECONOMICALLY DISADVANTAGED 80.9 75.6 84 SUB STUDENT GROUP N AT E AL ALL STUDENTS PERFORMANCE TARGET IF HIGHER PT RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis, use of content verbs in native language, assistance from ESL teacher as needed RBIS Strategies, Data analyzation, PLC collaboration, Thinkgate data utilization and analysis TO ACHIEVE Literacy instruction from Academic Coach to improve testing skills, RBIS Physical Science PLC Physical Science PLC, Ms. Neely, Ms. Rooks, Special Education caseload managers, resource teachers, coteachers and paras Physical Science PLC, Ms. Buchanan Physical Science PLC Page 37 of 51

ASIAN/PACIFIC ISLANDER BLACK HISPANIC ALASKAN/AMERICAN INDIAN WHITE strategies, PLC collaboration, work with county Instructional Coach, Thinkgate data utilization and analysis Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, Thinkgate data utilization and analysis Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, Thinkgate data utilization and analysis Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, use of content verbs in Spanish, assistance from ESL teacher as needed Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, Thinkgate data utilization and analysis Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work Coordinate Algebra PLC, County Instructional Coach Coordinate Algebra PLC, County Instructional Coach Coordinate Algebra PLC, County Instructional Coach Coordinate Algebra PLC, County Instructional Coach, Ms. Buchanan Coordinate Algebra PLC, County Instructional Coach Page 38 of 51

MULTI-RACIAL STUDENTS WITH DISABILITIES ENGLISH LEARNERS ECONOMICALLY DISADVANTAGED with county Instructional Coach, Thinkgate data utilization and analysis Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, Thinkgate data utilization and analysis Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, use of content verbs in native language, assistance from ESL teacher as needed Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach, Thinkgate data utilization and analysis Coordinate Algebra PLC, County Instructional Coach Coordinate Algebra PLC, County Instructional Coach Coordinate Algebra PLC, County Instructional Coach, Ms. Neely, Ms. Rooks, Special Education caseload managers, resource teachers, coteachers and paras Coordinate Algebra PLC, County Instructional Coach, Ms. Buchanan Coordinate Algebra PLC, County Page 39 of 51

Instructional Coach SUB STUDENT GROUP ALL STUDENTS PERFORMANCE TARGET IF HIGHER PT TO ACHIEVE ANALYTIC GEOMETRY ASIAN/PACIFIC ISLANDER BLACK HISPANIC ALASKAN/AMERICAN INDIAN WHITE MULTI-RACIAL STUDENTS WITH DISABILITIES ENGLISH LEARNERS ECONOMICALLY DISADVANTAGED SUB STUDENT GROUP US HISTORY ALL STUDENTS ASIAN/PACIFIC ISLANDER PERFORMANCE TARGET 72.3 73.8 N/A 86.0 IF HIGHER PT TO ACHIEVE PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder Specialist, US History PLC Specialist, US History PLC Page 40 of 51

BLACK HISPANIC ALASKAN/AMERICAN INDIAN WHITE MULTI-RACIAL 69 63.4 72.2 69.3 74.2 N/A 79.1 76.8 82.2 71.4 78.6 STUDENTS WITH DISABILITIES 43.9 56.3 PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder, use of content verbs in Spanish, assistance from ESL teacher as needed PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Specialist, US History PLC Specialist, US History PLC, Ms. Buchanan Specialist, US History PLC Specialist, US History PLC Specialist, US History PLC Page 41 of 51

ECONOMICS ENGLISH LEARNERS ECONOMICALLY DISADVANTAGED SUB STUDENT GROUP ALL STUDENTS N/A 51.3 70 64.3 72 PERFORMANCE TARGET IF HIGHER PT 86.1 79.5 88 ASIAN/PACIFIC ISLANDER N/A 90.8 Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder, use of content verbs in native language, assistance from ESL teacher as needed PLC collaboration, Data analyzation, incorporation of RBIS strategies, use of Primary Documents, Thinkgate data utilization and analysis, literacy resources through C&I folder TO ACHIEVE PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program PLC collaboration, Data analyzation, incorporation of RBIS strategies, Specialist, US History PLC, Ms. Neely, Ms. Rooks, Special Education caseload managers, Resource teachers, coteachers and paras Specialist, US History PLC, Ms. Buchanan Specialist, US History PLC Specialist, Economics PLC Page 42 of 51

BLACK HISPANIC ALASKAN/AMERICAN INDIAN WHITE MULTI-RACIAL 81.5 69.6 83.5 91.7 74.9 93.7 N/A 79.1 91.3 87.6 92.3 100 83.2 100 literacy resources through C&I folder, implementation of EverFi Personal Finance program PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program, use of content verbs in Spanish, assistance from ESL teacher as needed PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program PLC collaboration, Data analyzation, incorporation of RBIS strategies, Specialist, Economics PLC Specialist, Economics PLC Specialist, Economics PLC, Ms. Buchanan Specialist, Economics PLC Specialist, Economics PLC Page 43 of 51

STUDENTS WITH DISABILITIES ENGLISH LEARNERS ECONOMICALLY DISADVANTAGED 50 52.7 N/A 58.8 81.6 70.4 83.6 literacy resources through C&I folder, implementation of EverFi Personal Finance program PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program, all modifications listed in individual IEPs, tutoring during Academic resource, supplemental material PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program, use of content verbs in native language, assistance from ESL teacher as needed PLC collaboration, Data analyzation, incorporation of RBIS strategies, literacy resources through C&I folder, implementation of EverFi Personal Finance program Specialist, Economics PLC Specialist, Economics PLC, Ms. Rooks, Ms. Neely, caseload managers, resource teachers, coteachers and paras Specialist, Economics PLC, Ms. Buchanan Specialist, Economics PLC Page 44 of 51

9 th Literature American Litertature DOMAIN Reading (Literary & Information Speaking & Listening Writing Language DOMAIN Reading (Literary & Information Speaking & Listening Weight % Correct 35% 67% 70% 25% 82% 85% 20% 62% 65% 20% 71% 74% Weight % Correct 40% 63% 66% 20% 76% 79% Strategies Used to Achieve Goal Utilization of SLDS, Literacy and lexile information, weekly reading days during Academic Enrichment RBIS strategies, PLC collaboration Writing practice during Academic Enrichment RBIS strategies, PLC collaboration Strategies Used to Achieve Goal Utilization of SLDS, Literacy and lexile information, weekly reading days during Academic Enrichment RBIS strategies, PLC collaboration Person(s) Responsible Academic Coach, Gena Page, ELA teachers, Academic Coach, Leaders, ELA teachers Academic Coach, ELA teachers Academic Coach, Leaders, ELA teachers Person(s) Responsible Academic Coach, Gena Page, ELA teachers Academic Coach, Leaders, ELA teachers Metrics and and and and Metrics and and Writing 20% 50% 53% Writing practice during Academic GHSWT Page 45 of 51

Coordinate Algebra Language DOMAIN Algebra & Functions Geometry Statistics & Probability 20% 58% 61% Weight % Correct 50% 37% 40% 30% 48% 51% 20% 48% 51% Academic Enrichment RBIS strategies, PLC collaboration Strategies Used to Achieve Goal Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Instructional Coach Literacy instruction from Academic Coach to improve testing skills, RBIS strategies, PLC collaboration, work with county Coach, ELA teachers Academic Coach, Leaders, ELA teachers Person(s) Responsible Academic Coach, Leader, Coordinate Algebra PLC, County Instructional Coach Academic Coach, Leader, Coordinate Algebra PLC, County Instructional Coach Academic Coach, Leader, Coordinate Algebra PLC, and Metrics Embedded Assessments, Scores, Embedded Assessments, Scores, Embedded Assessments, Scores, Page 46 of 51

Analytic Geometry Biology DOMAIN Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability Cells DOMAIN Organisms Genetics Ecology Weight Weight % Correct % Correct 17.5% 52% 55% 17.5% 61% 64% 25% 61% 64% 25% 62% 65% Instructional Coach Strategies Used to Achieve Goal Strategies Used to Achieve Goal RBIS Strategies, Data analyzation, PLC collaboration RBIS Strategies, Data analyzation, PLC collaboration RBIS Strategies, Data analyzation, PLC collaboration RBIS Strategies, Data analyzation, PLC collaboration County Instructional Coach Person(s) Responsible Person(s) Responsible Academic Coach, Leader, Biology PLC Academic Coach, Leader, Biology PLC Academic Coach, Leader, Biology PLC Academic Coach, Leader, Metrics Metrics and EOCT and EOCT and EOCT and EOCT Page 47 of 51

Physical Science U S 2013-2014 SCHOOL IMPROVEMENT: ALCOVY HIGH SCHOOL Biology PLC Evolution RBIS Strategies, Data analyzation, PLC Academic Coach, 25% 61% 64% collaboration Leader, Biology PLC DOMAIN Weight % Strategies Used to Person(s) Correct Achieve Goal Responsible Metrics Chemistry: Atomic RBIS Strategies, Data Academic & Nuclear Theory & analyzation, PLC Coach, Periodic Table collaboration 25% 61% 64% Leader, Physical Science PLC Chemistry: RBIS Strategies, Data Academic Chemical Reactions analyzation, PLC Coach, & Properties of collaboration Matter 25% 62% 65% Leader, Physical Science PLC Physics: Energy, RBIS Strategies, Data Academic Force, Motion analyzation, PLC Coach, 25% 60% 63% collaboration Leader, Physical Science PLC Physics: Waves, RBIS Strategies, Data Academic Electricity, analyzation, PLC Coach, Magnetism collaboration 25% 61% 64% Leader, Physical Science PLC DOMAIN Weight % Strategies Used to Person(s) Metrics and EOCT and EOCT and EOCT and EOCT and EOCT Page 48 of 51