PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
APPENDICES
Appendix A – Calculation of the Graduation Rate ........................................................................................... 27
Appendix B – Steering Committee Members .................................................................................................... 29
Appendix C – Research and Data Analyses on Which the Action Plan Was Created ................................... 30
Forsyth County Propel Interviews With Administrators Using Research Protocol
Forsyth County High Schools (6) Responses to Questions of Research Protocol
Forsyth County High Schools (6) Responses to Questions of Research Protocol Compared to
Responses to Similar Questions from Selected Forsyth County Middle Schools (3)
Percent of High School Students and Middle School Students, 15 Percent or Greater, Who Responded
Disagree or Strongly Disagree on the Students’ Perception Survey
Eighth Grade Students’ Perception Survey Results
High School Students’ Perception Survey Results
Percent of Certified Staff, 15 Percent of Greater, Who Responded Disagree or Strongly Disagree on the
Certified Staff Survey
Certified Staff Survey Results
2009 Enrollment and Demographic Data by Percent Enrollment in Forsyth County High Schools
Range of 2009 Demographic Percentages of Forsyth County High Schools
Graduation Rates of Forsyth County High Schools, 2004 – 2009, and State Percentages
Percentage of Students by Range of Days Absent For All Students and All Subgroups
End-of-Course Tests All Students and All Subgroups
Georgia High School Graduation Tests (GHSGT) Percentage of 11th-Grade 1st-Time Test Takers at
Each Performance Level: Comparison for All Students and All Subgroups
Advanced Placement Exams
Advanced Placement (AP) Course Participation by Race/Ethnicity – Number of Participants and
Percentage of Enrollment
Average SAT Scores for High School Seniors
Average ACT Scores (Composite & Subtest) for All Students at the System, State, and National Levels
Exiting Credentials for 2009 High School Completers
Post-Secondary Data Su
Three-Year Comparison of Graduation Rates
Three-Year Comparison of Dropout Rates for Grades 7-12
Three-Year Comparison of Dropout Rates for Grades 9-12
Community Data Al
Kids Count Community Data
Appendix D – PROPEL Economics of Education Summit Agenda, Relevant Questions, Comments,
Participants, and Evaluation.......................................................................................................................... 105
Appendix E – List of Community Participants ................................................................................................... 117
26
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
APPENDIX A
CALCULATION OF THE GRADUATION RATE1
How is the graduation rate calculated?
To comply with the No Child Left Behind Act of 2001 (NCLB), Georgia has defined a graduate as a student who
leaves high school with a Regular Diploma (this does not include Certificates of Attendance or Special
Education Diplomas) in the standard time (i.e., 4 years). In prior years, Georgia has reported a completion rate
that allowed the inclusion of students receiving a Certificate of Attendance or a Special Education Diploma.
Because of the NCLB timeline for reporting information, graduation rate is calculated by using information in
the relevant Student Records.
The actual graduation rate calculation is a proxy calculation; in other words, the lack of unique statewide
student identifiers does not allow for tracking of individual students across the four high school years. The
graduation rate reflects the percentage of students who entered ninth grade in a given year and were in the
graduating class four years later. The 2008-2009 K-12 Report Card provides the 2009, 2008, and the 2007
graduation rates. A brief description of how the graduation rate for 2009 is calculated follows:
1. Sum the 9th-grade dropouts in 2005-2006, the 10th-grade dropouts in 2006-2007, the 11th-grade
dropouts in 2007-2008 and the 12th-grade dropouts in 2008-2009 for a fur-year total of dropouts.
2. Divide the number of students receiving regular diplomas by the four-year total of dropouts plus the sum of
students receiving Special Education Diplomas plus the number of students receiving Certificates of
Attendance plus the number of students receiving regular diplomas. The number of students represents an
approximation to the students in the ninth-grade in 2005-2006 that should have graduated in 2009 and is
the denominator in this step.
3. Change the result in step 2 from a decimal to a percentage (example: 0.83 equals 83%).
Graduation Rate Formula:
Numerator:
Denominator:
# of students who graduate with regular diplomas
# of dropouts in 9th, 10th, 11th, 12th from appropriate years
+ graduates + other completers
What is meant by high school completers, graduates, and exit credentials?
Completers are those students who exit from high school with some credential. Some exit with regular
diplomas and others exit with either a Special Education Diploma or a Certificate of Attendance.
Graduates are a special group of completers. Graduates are students who have met course and assessment
criteria. Graduates have completed a high-school program of study with a minimum of 22 units and have
passed the four subject areas (English, mathematics, science, and social studies) of the Georgia High School
Graduation Test and the Georgia High School Writing Test. Graduates may earn one of several kinds of
endorsements:

1
Diplomas with Both College Prep and Vocational Endorsements. Students graduating who have met the
criteria of both the college preparatory program and vocational education program and who have passed
the assessment requirements. Formal seals of endorsements for both programs are affixed to the high school
diplomas for these students.
Source: Governor’s Office of Student Achievement, http://gaosa.org/reportinfo.aspx#indicators
27
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life

Diplomas with College Prep Endorsements. Students graduating who completed a program of study of 22
units in a college-preparatory program and who have passed the assessment requirements. A formal seal of
endorsement is affixed to the high school diplomas for these students.

Diplomas with Vocational Endorsements. Students graduating who completed a program of study of 22
units of which 4 must be in vocational education and who have passed the assessment requirements. A
formal seal of endorsement is affixed to the high school diplomas for these students.
Other Completers include those students who exit high school with either a Special Education Diploma or a
Certificate of Attendance.

Special Education Diplomas. Students with disabilities assigned to a special education program who have
not met the state assessment requirements or who have not completed all of the requirements for a high
school diploma but who have nevertheless completed their Individualized Education Program (IEP) and
graduated in 2009. The diplomas identify graduates as Students with Disabilities.

Certificates of Attendance. Students completing high school who met all requirements for attendance and
units but did not meet the standardized assessment criteria for a diploma. These students are awarded the
Certificate of Attendance in place of the high school diploma. After leaving high school, students receiving
the Certificates of Attendance are provided opportunities to retake the required assessments and, if they
pass, are awarded the appropriate diploma.
28
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
APPENDIX B
STEERING COMMITTEE MEMBERS
Co-Chairs
Jason Branch, Principal, South Forsyth High School
John Hall, Editor, Forsyth County News
Cindy Salloum, Director of Teaching and Learning, Forsyth County Schools
Members
Julie Benvenuto, Graduation Coach, North Forsyth High School
Donna Brinson, Dean of Academic Affairs, Lanier Technical College
Stephanie Boylan, Social Services Project Administrator, Forsyth County Department of Family and
Children Services
Buster Evans, Superintendent, Forsyth County Schools
Norma Malone, Teacher on Special Assignment, English Language Learners Transition Center
James McCoy, President, Cumming-Forsyth County Chamber of Commerce
Nicole McCoy, Executive Director, Forsyth County Community Connection
Tracy Moon, Chair, Cumming-Forsyth County Chamber of Commerce
Bonita Pruitt, Counselor, Liberty Middle School
Rebecca Rusk, Chief Clerk of Court, Juvenile Court
Eric Silveus, School Resource Officer, Forsyth County Schools
29
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
APPENDIX C
RESEARCH AND DATA ANALYSES ON WHICH THE ACTION PLAN WAS CREATED
Forsyth County Propel Interviews With Administrators Using Research Protocol
Forsyth County High Schools (6) Responses to Questions of Research Protocol
Forsyth County High Schools (6) Responses to Questions of Research Protocol Compared to Responses to
Similar Questions from Selected Forsyth County Middle Schools (3)
Percent of High School Students and Middle School Students, 15 Percent or Greater, Who Responded
Disagree or Strongly Disagree on the Students’ Perception Survey
Eighth Grade Students’ Perception Survey Results
High School Students’ Perception Survey Results
Percent of Certified Staff, 15 Percent of Greater, Who Responded Disagree or Strongly Disagree on the
Certified Staff Survey
Certified Staff Survey Results
2009 Enrollment and Demographic Data by Percent Enrollment in Forsyth County High Schools
Range of 2009 Demographic Percentages of Forsyth County High Schools
Graduation Rates of Forsyth County High Schools, 2004 – 2009, and State Percentages
Percentage of Students by Range of Days Absent For All Students and All Subgroups
End-of-Course Tests All Students and Disaggregated
Georgia High School Graduation Tests (GHSGT) Percentage of 11th-Grade 1st-Time Test Takers at Each
Performance Level: Comparison for All Students and Disaggregated
Advanced Placement Exams
Advanced Placement (AP) Course Participation by Race/Ethnicity – Number of Participants and Percentage
of Enrollment
Average SAT Scores for High School Seniors
Average ACT Scores (Composite & Subtest) for All Students at the System, State, and National Levels
Exiting Credentials for 2009 High School Completers
Post-Secondary Data Su
Three-Year Comparison of Graduation Rates
Three-Year Comparison of Dropout Rates for Grades 7-12
Three-Year Comparison of Dropout Rates for Grades 9-12
Community Data Al
Kids Count Community Data
at the System, State, and National Level
Georgia High School Graduation Tests (GHSGT)
Percentage of 11th-Grade 1st-Time Test Takers at Each Performance Level:
Comparison For All Students Advanced Placement Exams Advanced Placement Exams Average ACT Scores
(Composite & Subtest) for All Students
at the System, State, and National Levels Exiting Credentials for 2009 High School
30
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
FORSYTH COUNTY PROPEL INTERVIEWS WITH ADMINISTRATORS
USING RESEARCH PROTOCOL
In 2008, the Georgia Partnership for Excellence in Education commissioned research to determine if
there are characteristics, practices, programs, and/or conditions common to schools that have
increased the graduation rate significantly and over a short period of time. The research focused on
three criteria, high schools that:
1. Had a graduation rate of at least 85 percent in 2008,
2. Increased the graduation rate by at least 10 percentage points over five years, 2004 – 2008, and
3. Sustained the 85 percent graduation rate and 10 percentage point improvement through 2009.
The 15 schools that met the criteria for this research are referred to as 85/10 schools.
The purpose of this research is to analyze the characteristics, practices, programs, and conditions of
Forsyth County high schools and to compare the analysis to the 85/10 high schools.
Methodology
The methodology of this research follows.
1. After introductory emails from Dr. Cindy Salloum, Director of Secondary Education, Forsyth County
Schools, the researcher contacted each of the principals of a Forsyth County high schools.
2. Questions used in interviews with the 85/10 schools were modified slightly and sent to the
principal of each Forsyth County high school.
3. Telephone interviews were scheduled with each Forsyth County high school.
4. The interviews were conducted between April 15 and April 28, 2010. Eleven individuals
participated in the interviews, including the principal of each school. The same questions were
asked of each school, and responses were recorded. The range of the duration of the telephone
interviews was 30 minutes to 60 minutes.
5. All responses from the Forsyth County high schools were organized into categories very similar to
the categories used in the questions.
6. Responses were analyzed.
7. Results are reported.
8. Subsequently, three middle schools were identified and similar interviews are scheduled and will be
conducted, analyzed, and reported.
Limitations of the Research
This study reports the relative importance of conditions, programs, practices, and characteristics as
determined by those interviewed. All Forsyth County high schools were implementing many strategies
to improve the graduation rate. However, they were asked to indicate the most important strategies
they used overall and in certain categories used in the 85/10 study.
One Forsyth County high school is a nontraditional school and another is in it first year of operation.
Thus, several questions did not pertain to those schools.
School administrators, themselves, were interviewed, sometimes with other staff members. Many were
reluctant to focus on their leadership skills.
31
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
FORSYTH COUNTY HIGH SCHOOLS (6)
RESPONSES TO QUESTIONS OF RESEARCH PROTOCOL
TOPICS
CURRICULUM
Career and Technical Emphasis
Strong Focus on Standards Mastery
Postsecondary Emphasis
Rigor
Advanced Placement Courses
Relevance
Writing Across the Curriculum
Curricular Academies
ASSESSMENT
Benchmarks
Edusoft
Common Assessments
Alternate Assessments
INSTRUCTION
Faculty Collaboration
Review for GHSGT and EOCT
Review for SAT & ACT
Integrating Technology
USA Test Prep
Personalized Instruction
On-Line Learning
AT-RISK STUDENTS
RTI (Response to Intervention)
Identify At-Risk
Monitor Progress
PROGRAMS
APEX
Credit Recovery
Remediation
Success Plans
Saturday School
Before and After School Tutoring
Night Program
Summer Camp
Nova Net
EXPRESS
RELATIONSHIPS WITH STUDENTS
Developed through Variety of Strategies
TRANSITION 8th to 9th GRADES
Uses a Variety of Strategies
9th GRADE
Freshman Night/ Festival
Freshman Academy
NUMBER OF HIGH SCHOOLS (
MENTIONED TOPIC AS
IMPORTANT IN INCREASING
THE GRADUATION RATE
5
5
5
3
3
2
2
1
5
3
2
2
6
5
5
3
3
2
2
4
3
3
5
4
4
3
3
2
2
1
1
1
6
5
4
1
COMPARISON WITH
85/10 HIGH
SCHOOLS
Overall =
=
=
=
<
<
<
>
<
Overall =
=
N/A
=
>
Overall =
=
=
=
=
=
=
=
Overall <
>
<
=
Overall =
N/A
<
<
>
>
<
>
<
N/A
>
Overall =
=
Overall <
<
Overall <
=
<
32
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
GRADUATION COACHES & COUNSELORS
Advisement Program
Meet with Students and Parents
Emphasized Focused Instruction
Coordinate all Programs
MISSION, GOALS, & PLANS
Focus on Improvement
Developed by Teams (Department)
AIM (A+ Improvement Model)
CONTINUOUS IMPROVEMENT
Teaming/Collaboration
Teams Use Data
IE2 (Investing in Educational Excellence)
Flexibility
Common Planning Time
Backward Design
Plan-Do-Check-Act
Informal Processes
PAC (Performance Appraisal Cycle)
STRUCTURE OF SPACE AND TIME
Common Location of Content Areas/Grades
Location 9th Grade
Flexible Time
Hybrid Block
Grade 8 ½ - Perhaps
RELATIONSHIPS WITH PARENTS
Focus on Relationships
Visit School
Communication Focus
Night Meetings
PTSO/Academic Booster Club
Home Visits
ANGEL (Teacher Evaluation)
Parents Use School’s Technology
CREDE (Program for Hispanic Students)
Infinite Campus
COMMUNITY INVOLVEMENT
Community Mentors
Speakers
United Way
Rotary
Job Shadowing
Volunteers in the School
Service Learning
Internships/Apprenticeships
PROFESSIONAL LEARNING
County Office Coordination/Opportunities
Focus on Instruction
Redeliver Expectation
Research-Based
Learning Community
Review PAC and AIM
5
4
4
1
6
3
2
6
6
4
2
1
1
1
1
2
2
2
1
Perhaps
6
5
5
4
4
3
2
1
1
1
4
2
2
1
1
1
1
1
6
6
2
2
1
1
Overall =
=
=
=
<
Overall =
=
<
N/A
Overall <
=
=
N/A
<
=
<
<
N/A
Overall <
=
<
<
<
N/A
Overall >
=
=
=
=
>
>
N/A
>
N/A
<
Overall >
>
=
N/A
N/A
>
=
>
>
Overall =
>
=
=
<
<
N/A
33
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
New Teacher Orientation
EXAMPLES OF PROFESSIONAL LEARNING
Assessment for Learning
Toolkit for Parents
Content Literacy Strategies
Marzano
Depth of Knowledge
Content Areas
Instruction in AP and IB Strategies
LEADERSHIP2
Shared Decision-Making
Effective Leadership
CULTURE
Caring, Family Atmosphere
High Expectations
Open and Respectful
Strong Communication
CHALLENGES
New Math Curriculum
5th Year Seniors Not Count for AYP
Elimination of Career Tech and Special
Education Diplomas
New Graduation Rule
Reduced Number of Electives
Too Much Testing and Timing of Testing
Growth
Demographic Shifts
Incorporate Students’ Personal Technology
into Learning, i.e. Cell Phones
Teaching and Learning Totally Digital (No
Texts)
Hispanic Population
FACTORS USED TO IDENTIFY POTENTIAL
DROPOUTS
2
1
=
Overall N/A
1
1
1
1
1
1
1
4
3
Overall =
=
=
Overall <
=
<
<
<
Overall =
=
=
2
2
1
1
1
1
=
<
>
=
>
=
1
>
1
1
>
=
6
6
4
3
3
2
Overall =
Since administrators, themselves, were interviewed, sometimes with others, many were reluctant to focus on their leadership skills.
34
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
FORSYTH COUNTY HIGH SCHOOLS (6)
RESPONSES TO QUESTIONS OF RESEARCH PROTOCOL COMPARED TO RESPONSES TO SIMILAR QUESTIONS
FROM SELECTED FORSYTH COUNTY MIDDLE SCHOOLS (3)
TOPICS
CURRICULUM
Career and Technical Emphasis
Strong Focus on Standards Mastery
Postsecondary Emphasis
Rigor
Advanced Placement Courses
Relevance
Writing Across the Curriculum
Curricular Academies
Strong Connections Classes
Advanced Content for Gifted
PLUS Classes
ASSESSMENT
Benchmarks
Edusoft
Common Assessments
Alternate Assessments
Create Portfolios
Use Formative and Summative Assessments
INSTRUCTION
Faculty Collaboration
Review for GHSGT and EOCT
Review for SAT & ACT
Integrating Technology
USA Test Prep
Personalized Instruction
On-Line Learning
Hands-on Learning
Focus on Acceleration
AT-RISK STUDENTS
RTI (Response to Intervention)
Identify At-Risk
Monitor Progress
PROGRAMS
APEX
Credit Recovery
Remediation
Success Plans
Saturday School
Before and After School Tutoring
Night Program
NUMBER OF SIX HIGH
SCHOOLS THAT
MENTIONED TOPIC AS
IMPORTANT IN INCREASING
THE GRADUATION RATE
NUMBER OF THREE SELECTED
MIDDLE SCHOOLS THAT
MENTIONED TOPIC AS
IMPORTANT
5
5
5
3
3
2
2
1
2
1
1
2
2
1
1
1
5
3
2
2
3
3
1
2
2
6
5
5
3
3
2
2
1
1
1
4
3
3
5
4
4
3
3
2
2
2
2
1
1
3
1
35
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Summer Camp
Nova Net
EXPRESS
RELATIONSHIPS WITH STUDENTS
Developed through Variety of Strategies
TRANSITION 8th to 9th GRADES
Uses a Variety of Strategies
9th GRADE
Freshman Night/ Festival
Freshman Academy
GRADUATION COACHES & COUNSELORS
Advisement Program
Meet with Students and Parents
Emphasized Focused Instruction
Coordinate all Programs
MISSION, GOALS, & PLANS
Focus on Improvement
Developed by Teams (Department)
AIM (A+ Improvement Model)
CONTINUOUS IMPROVEMENT
Teaming/Collaboration
Teams Use Data
IE2 (Investing in Educational Excellence)
Flexibility
Common Planning Time
Backward Design
Plan-Do-Check-Act
Informal Processes
PAC (Performance Appraisal Cycle)
STRUCTURE OF SPACE AND TIME
Common Location of Content Areas/Grades
Location 9th Grade
Flexible Time
Hybrid Block
Grade 8 ½ - Perhaps
RELATIONSHIPS WITH PARENTS
Focus on Relationships
Visit School
Communication Focus
Night Meetings
PTSO/Academic Booster Club
Home Visits
ANGEL (Teacher Evaluation)
Parents Use School’s Technology
CREDE (Program for Hispanic Students)
Infinite Campus
Student-Led Portfolio Meeting
COMMUNITY INVOLVEMENT
Community Mentors
Speakers
United Way
Rotary
1
1
1
6
3
5
3
4
1
1
5
4
4
1
6
3
2
3
3
6
6
2
3
4
2
1
1
1
1
2
3
2
2
2
1
Perhaps
6
5
5
4
4
3
2
1
1
1
3
3
3
1
1
1
4
2
2
1
36
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Job Shadowing
Volunteers in the School
Service Learning
Internships/Apprenticeships
Clothes Closet
Boxes to Haiti
Business Partners
Clubs
PROFESSIONAL LEARNING
County Office Coordination/Opportunities
Focus on Instruction
Redeliver Expectation
Research-Based
Learning Community
Review PAC and AIM
New Teacher Orientation
EXAMPLES OF PROFESSIONAL LEARNING
Assessment for Learning
Toolkit for Parents
Content Literacy Strategies
Marzano
Depth of Knowledge
Content Areas
Instruction in AP and IB Strategies
LEADERSHIP3
Shared Decision-Making
Effective Leadership
CULTURE
Caring, Family Atmosphere
High Expectations
Open and Respectful
Strong Communication
CHALLENGES
New Math Curriculum
5th Year Seniors Not Count for AYP
Elimination of Career Tech and Special
Education Diplomas
New Graduation Rule
Reduced Number of Electives
Too Much Testing and Timing of Testing
Growth
Demographic Shifts
Incorporate Students’ Personal Technology
into Learning, i.e. Cell Phones
Teaching and Learning Totally Digital (No
Texts)
Hispanic Population
FACTORS USED TO IDENTIFY POTENTIAL
DROPOUTS
Failed Courses
CRCT Scores
3
1
1
1
1
1
1
1
1
6
6
2
2
1
1
1
1
1
1
1
1
1
1
1
1
6
6
3
3
4
3
3
2
2
2
3
1
1
4
3
2
2
1
1
1
1
1
1
1
3
2
Since administrators, themselves, were interviewed, sometimes with others, many were reluctant to focus on their leadership skills.
37
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Attendance
Behavior
Teacher Recommendation
Over Age
Retained
State List of Risk Factors
Unmotivated
Hispanic Population
Analysis of Rising Sixth Graders
2
2
1
1
1
1
1
1
1
38
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
PERCENT OF HIGH SCHOOL STUDENTS AND MIDDLE SCHOOL STUDENTS, 15 PERCENT OR
GREATER, WHO RESPONDED DISAGREE OR STRONGLY DISAGREE ON THE STUDENTS’
PERCEPTION SURVEY
High School
Students Percent Disagree
or Strongly
Disagree
Eighth Grade
Students Percent Disagree
or Strongly
Disagree
5. Discipline procedures are fair and consistent .
24
24
9. My school is preparing me well for what I want to do after high school.
21
14. What I learn in school is or will be relevant to real life.
22
16
16. I like to learn.
16
18
18. My teachers are understanding when students have personal problems.
22
18
21. I am on task and learning during the entire class period.
17
22. My teachers give me the opportunity to redo my work to improve my
grade.
22
24. There is trust and respect between students and faculty.
20
26. My teachers use a variety of strategies to keep my classes interesting.
22
27, I have effective two-way ;communication with all of my teachers.
20
28. Teachers keep my parents informed about my school work.
18
20
29. My thoughts and opinions are valued at my school.
30. My teachers and counselors talk with me about my plans for my life after
graduation.
33. Middle school prepared me (is preparing me) to be successful in the
ninth grade.
26
21
38
27
Item
32. My connections courses are important to me.
18
28
N/A
17
39
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
EIGHTH GRADE STUDENTS' PERCEPTION SURVEY RESULTS
Respondents:
1359 displayed, 1359 total
Status:
Active
Launched Date:
05/13/2010
Closed Date:
N/A
1.
I know what is expected of me in my classes.
Response
Total
Response
Percent
Strongly Agree
664
49%
Agree
565
42%
Neutral
93
7%
Disagree
10
1%
Strongly Disagree
23
2%
Total Respondents
(skipped this question)
2.
1355
4
Learning is clearly the main focus at our school.
Response
Total
Response
Percent
Strongly Agree
496
37%
Agree
614
45%
Neutral
183
14%
Disagree
34
3%
Strongly Disagree
27
2%
Total Respondents
(skipped this question)
3.
1354
5
I have positive relationships with at least two adults in my school.
Response
Total
Response
Percent
Strongly Agree
619
46%
Agree
444
33%
Neutral
186
14%
Disagree
46
3%
Strongly Disagree
54
4%
Total Respondents
(skipped this question)
4.
1349
10
I am happy at my school.
Response
Total
Response
Percent
Strongly Agree
362
27%
Agree
521
38%
40
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Neutral
298
22%
Disagree
84
6%
Strongly Disagree
91
7%
Total Respondents
(skipped this question)
5.
1356
3
Discipline procedures are fair and consistent.
Response
Total
Response
Percent
Strongly Agree
214
16%
Agree
417
31%
Neutral
408
30%
Disagree
184
14%
Strongly Disagree
133
10%
Total Respondents
(skipped this question)
6.
1356
3
I feel safe at school.
Response
Total
Response
Percent
Strongly Agree
471
35%
Agree
544
40%
Neutral
230
17%
Disagree
47
3%
Strongly Disagree
56
4%
Total Respondents
(skipped this question)
7.
1348
11
I feel like I belong at this school.
Response
Total
Response
Percent
Strongly Agree
380
28%
Agree
526
39%
Neutral
291
22%
Disagree
69
5%
Strongly Disagree
84
6%
Total Respondents
(skipped this question)
8.
1350
9
The work at my school is challenging.
Response
Total
Response
Percent
Strongly Agree
196
14%
Agree
506
37%
Neutral
457
34%
Disagree
128
9%
41
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Strongly Disagree
66
Total Respondents
(skipped this question)
9.
5%
1353
6
My school is preparing me well for what I want to do after high school.
Response
Total
Response
Percent
Strongly Agree
292
22%
Agree
506
37%
Neutral
347
26%
Disagree
127
9%
Strongly Disagree
80
6%
Total Respondents
(skipped this question)
10.
1352
7
Teachers encourage me to do my best.
Response
Total
Response
Percent
Strongly Agree
482
36%
Agree
579
43%
Neutral
194
14%
Disagree
50
4%
Strongly Disagree
43
3%
Total Respondents
(skipped this question)
11.
1348
11
My teachers treat me fairly.
Response
Total
Response
Percent
Strongly Agree
349
26%
Agree
553
41%
Neutral
285
21%
Disagree
92
7%
Strongly Disagree
73
5%
Total Respondents
(skipped this question)
12.
1352
7
My school administrators treat me fairly.
Response
Total
Response
Percent
Strongly Agree
407
30%
Agree
531
39%
Neutral
263
19%
Disagree
60
4%
Strongly Disagree
92
7%
42
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Total Respondents
(skipped this question)
13.
1353
6
Students at my school like me.
Response
Total
Response
Percent
Strongly Agree
496
37%
Agree
576
43%
Neutral
203
15%
Disagree
28
2%
Strongly Disagree
50
4%
Total Respondents
(skipped this question)
14.
1353
6
What I learn is school is or will be relevant to real life.
Response
Total
Response
Percent
Strongly Agree
229
17%
Agree
508
38%
Neutral
393
29%
Disagree
122
9%
Strongly Disagree
99
7%
Total Respondents
(skipped this question)
15.
1351
8
I feel successful at my school.
Response
Total
Response
Percent
Strongly Agree
413
31%
Agree
627
46%
Neutral
227
17%
Disagree
43
3%
Strongly Disagree
41
3%
Total Respondents
(skipped this question)
16.
1351
8
I like to learn.
Response
Total
Response
Percent
Strongly Agree
258
19%
Agree
464
34%
Neutral
393
29%
Disagree
121
9%
Strongly Disagree
119
9%
Total Respondents
1355
43
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
(skipped this question)
17.
4
Extracurricular activities are important to me.
Response
Total
Response
Percent
Strongly Agree
591
44%
Agree
402
30%
Neutral
257
19%
Disagree
59
4%
Strongly Disagree
41
3%
Total Respondents
(skipped this question)
18.
1350
9
My teachers are understanding when students have personal problems.
Response
Total
Response
Percent
Strongly Agree
246
18%
Agree
499
37%
Neutral
355
26%
Disagree
130
10%
Strongly Disagree
114
8%
Total Respondents
(skipped this question)
19.
1344
15
My teachers set high standards for learning in their classes.
Response
Total
Response
Percent
Strongly Agree
377
28%
Agree
646
48%
Neutral
239
18%
Disagree
49
4%
Strongly Disagree
37
3%
Total Respondents
(skipped this question)
20.
1348
11
Teachers give me extra help when I do not understand the subject matter.
Response
Total
Response
Percent
Strongly Agree
362
27%
Agree
589
44%
Neutral
284
21%
Disagree
62
5%
Strongly Disagree
50
4%
Total Respondents
(skipped this question)
1347
12
44
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
21.
I am on task and learning during the entire class period.
Response
Total
Response
Percent
Strongly Agree
229
17%
Agree
565
42%
Neutral
401
30%
Disagree
92
7%
Strongly Disagree
65
5%
Total Respondents
(skipped this question)
22.
1352
7
My teachers give me the opportunity to redo my work to improve my grade.
Response
Total
Response
Percent
Strongly Agree
326
24%
Agree
566
42%
Neutral
334
25%
Disagree
75
6%
Strongly Disagree
52
4%
Total Respondents
(skipped this question)
23.
1353
6
My teachers believe that I can learn and be successful.
Response
Total
Response
Percent
Strongly Agree
528
39%
Agree
605
45%
Neutral
148
11%
Disagree
27
2%
Strongly Disagree
40
3%
Total Respondents
(skipped this question)
24.
1348
11
There is trust and respect between students and faculty.
Response
Total
Response
Percent
Strongly Agree
276
21%
Agree
517
38%
Neutral
355
26%
Disagree
108
8%
Strongly Disagree
90
7%
Total Respondents
(skipped this question)
25.
1346
13
I know how I am expected to behave in my school.
45
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Response
Total
Response
Percent
Strongly Agree
611
45%
Agree
599
44%
Neutral
95
7%
Disagree
15
1%
Strongly Disagree
32
2%
Total Respondents
(skipped this question)
26.
1352
7
My teachers use a variety of strategies to keep my classes interesting.
Response
Total
Response
Percent
Strongly Agree
266
20%
Agree
528
39%
Neutral
315
23%
Disagree
157
12%
Strongly Disagree
81
6%
Total Respondents
(skipped this question)
27.
1347
12
I have effective two-way communication with all of my teachers.
Response
Total
Response
Percent
Strongly Agree
275
20%
Agree
484
36%
Neutral
395
29%
Disagree
120
9%
Strongly Disagree
75
6%
Total Respondents
(skipped this question)
28.
1349
10
Teachers keep my parents informed about my school work.
Response
Total
Response
Percent
Strongly Agree
233
17%
Agree
446
33%
Neutral
401
30%
Disagree
179
13%
Strongly Disagree
90
7%
Total Respondents
(skipped this question)
29.
1349
10
My thoughts and opinions are valued at my school.
Response
Total
Response
Percent
46
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Strongly Agree
194
14%
Agree
456
34%
Neutral
403
30%
Disagree
168
12%
Strongly Disagree
128
9%
Total Respondents
(skipped this question)
30.
1349
10
My teachers and counselors talk with me about my plans for my life after graduation.
Response
Total
Response
Percent
Strongly Agree
226
17%
Agree
418
31%
Neutral
334
25%
Disagree
223
17%
Strongly Disagree
140
10%
Total Respondents
(skipped this question)
31.
1341
18
The tests my teachers give effectively measure what I have been taught.
Response
Total
Response
Percent
Strongly Agree
283
21%
Agree
640
48%
Neutral
288
22%
Disagree
76
6%
Strongly Disagree
52
4%
Total Respondents
(skipped this question)
32.
1339
20
My connections courses are important to me.
Response
Total
Response
Percent
Strongly Agree
387
29%
Agree
446
33%
Neutral
278
21%
Disagree
113
8%
Strongly Disagree
121
9%
Total Respondents
(skipped this question)
33.
1345
14
Middle school is preparing me to be successful in the ninth grade.
Response
Total
Response
Percent
Strongly Agree
405
30%
Agree
567
42%
47
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Neutral
247
18%
Disagree
63
5%
Strongly Disagree
64
5%
Total Respondents
(skipped this question)
34.
1346
13
What could middle schools do to better prepare students for high school?
View responses to this question
35.
Total Respondents
1104
(skipped this question)
255
Currently, I attend the following middle school:
Response
Total
Response
Percent
Lakeside
61
5%
Liberty
133
10%
Little Mill
154
11%
North Forsyth
223
17%
Otwell
135
10%
Piney Grove
119
9%
Riverwatch
109
8%
South Forsyth
253
19%
Vickery Creek
161
12%
Total Respondents
(skipped this question)
36.
1348
11
How many times have you repeated a grade level?
Response
Total
Response
Percent
Zero
867
88%
One
87
9%
Two
11
1%
Three
3
0%
Four
21
2%
37.
Total Respondents
989
(skipped this question)
370
I am:
Response
Total
Response
Percent
1025
77%
Black
60
4%
Hispanic
104
8%
Multiracial
51
4%
Asian
80
6%
White
48
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Native American/Alaskan Native
17
Total Respondents
(skipped this question)
38.
1%
1337
22
I am:
Response
Total
Response
Percent
Male
665
50%
Female
666
50%
Total Respondents
(skipped this question)
1331
28
49
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
HIGH SCHOOL STUDENTS' PERCEPTION SURVEY RESULTS
Respondents:
650 displayed, 650 total
Status:
Active
Launched Date:
05/13/2010
Closed Date:
N/A
1.
I know what is expected of me in my classes.
Response
Total
Response
Percent
Strongly Agree
265
41%
Agree
315
49%
Neutral
45
7%
Disagree
6
1%
Strongly Disagree
14
2%
Total Respondents
(skipped this question)
2.
645
5
Learning is clearly the main focus at our school.
Response
Total
Response
Percent
Strongly Agree
161
25%
Agree
306
47%
Neutral
122
19%
Disagree
35
5%
Strongly Disagree
22
3%
Total Respondents
(skipped this question)
3.
646
4
I have positive relationships with at least two adults in my school.
Response
Total
Response
Percent
Strongly Agree
277
43%
Agree
219
34%
Neutral
96
15%
Disagree
25
4%
Strongly Disagree
24
4%
Total Respondents
(skipped this question)
4.
641
9
I am happy at my school.
Response
Total
Response
Percent
Strongly Agree
141
22%
Agree
255
40%
Neutral
161
25%
50
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Disagree
47
7%
Strongly Disagree
40
6%
Total Respondents
(skipped this question)
5.
644
6
Discipline procedures are fair and consistent.
Response
Total
Response
Percent
Strongly Agree
76
12%
Agree
180
28%
Neutral
228
36%
Disagree
97
15%
Strongly Disagree
59
9%
6.
Total Respondents
640
(skipped this question)
10
I feel safe at school.
Response
Total
Response
Percent
Strongly Agree
139
22%
Agree
283
44%
Neutral
138
21%
Disagree
48
7%
Strongly Disagree
35
5%
Total Respondents
(skipped this question)
7.
643
7
I feel like I belong at this school.
Response
Total
Response
Percent
Strongly Agree
146
23%
Agree
268
42%
Neutral
137
21%
Disagree
49
8%
Strongly Disagree
41
6%
Total Respondents
(skipped this question)
8.
641
9
The work at my school is challenging.
Response
Total
Response
Percent
Strongly Agree
126
20%
Agree
255
40%
Neutral
194
30%
Disagree
46
7%
Strongly Disagree
23
4%
51
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Total Respondents
(skipped this question)
9.
644
6
My school is preparing me well for what I want to do after high school.
Response
Total
Response
Percent
Strongly Agree
95
15%
Agree
229
36%
Neutral
184
29%
Disagree
83
13%
Strongly Disagree
50
8%
Total Respondents
(skipped this question)
10.
641
9
Teachers encourage me to do my best.
Response
Total
Response
Percent
Strongly Agree
174
27%
Agree
277
43%
Neutral
132
21%
Disagree
32
5%
Strongly Disagree
24
4%
11.
Total Respondents
639
(skipped this question)
11
My teachers treat me fairly.
Response
Total
Response
Percent
Strongly Agree
131
20%
Agree
285
45%
Neutral
136
21%
Disagree
55
9%
Strongly Disagree
33
5%
12.
Total Respondents
640
(skipped this question)
10
My school administrators treat me fairly.
Response
Total
Response
Percent
Strongly Agree
128
20%
Agree
268
42%
Neutral
176
27%
Disagree
28
4%
Strongly Disagree
42
7%
Total Respondents
642
52
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
(skipped this question)
13.
8
Students at my school like me.
Response
Total
Response
Percent
Strongly Agree
185
29%
Agree
314
49%
Neutral
110
17%
Disagree
17
3%
Strongly Disagree
18
3%
Total Respondents
(skipped this question)
14.
644
6
What I learn is school is or will be relevant to real life.
Response
Total
Response
Percent
Strongly Agree
65
10%
Agree
216
34%
Neutral
219
34%
Disagree
84
13%
Strongly Disagree
57
9%
Total Respondents
(skipped this question)
15.
641
9
I feel successful at my school.
Response
Total
Response
Percent
Strongly Agree
141
22%
Agree
314
49%
Neutral
129
20%
Disagree
40
6%
Strongly Disagree
18
3%
Total Respondents
(skipped this question)
16.
642
8
I like to learn.
Response
Total
Response
Percent
Strongly Agree
129
20%
Agree
228
36%
Neutral
186
29%
Disagree
49
8%
Strongly Disagree
50
8%
Total Respondents
(skipped this question)
642
8
53
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
17.
Extracurricular activities are important to me.
Response
Total
Response
Percent
Strongly Agree
267
41%
Agree
205
32%
Neutral
116
18%
Disagree
36
6%
Strongly Disagree
21
3%
Total Respondents
(skipped this question)
18.
645
5
My teachers are understanding when students have personal problems.
Response
Total
Response
Percent
Strongly Agree
96
15%
Agree
186
29%
Neutral
213
33%
Disagree
83
13%
Strongly Disagree
59
9%
19.
Total Respondents
637
(skipped this question)
13
My teachers set high standards for learning in their classes.
Response
Total
Response
Percent
Strongly Agree
123
19%
Agree
327
51%
Neutral
151
24%
Disagree
23
4%
Strongly Disagree
16
2%
20.
Total Respondents
640
(skipped this question)
10
Teachers give me extra help when I do not understand the subject matter.
Response
Total
Response
Percent
Strongly Agree
131
20%
Agree
297
46%
Neutral
143
22%
Disagree
43
7%
Strongly Disagree
29
5%
Total Respondents
(skipped this question)
21.
643
7
I am on task and learning during the entire class period.
54
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Response
Total
Response
Percent
Strongly Agree
72
11%
Agree
245
38%
Neutral
219
34%
Disagree
75
12%
Strongly Disagree
32
5%
Total Respondents
(skipped this question)
22.
643
7
My teachers give me the opportunity to redo my work to improve my grade.
Response
Total
Response
Percent
Strongly Agree
99
15%
Agree
229
36%
Neutral
179
28%
Disagree
88
14%
Strongly Disagree
49
8%
Total Respondents
(skipped this question)
23.
644
6
My teachers believe that I can learn and be successful.
Response
Total
Response
Percent
Strongly Agree
189
30%
Agree
331
52%
Neutral
81
13%
Disagree
16
3%
Strongly Disagree
21
3%
24.
Total Respondents
638
(skipped this question)
12
There is trust and respect between students and faculty.
Response
Total
Response
Percent
Strongly Agree
84
13%
Agree
243
38%
Neutral
189
29%
Disagree
75
12%
Strongly Disagree
52
8%
Total Respondents
(skipped this question)
25.
643
7
I know how I am expected to behave in my school.
Response
Total
Response
Percent
55
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Strongly Agree
237
37%
Agree
342
53%
Neutral
45
7%
Disagree
3
0%
Strongly Disagree
14
2%
Total Respondents
(skipped this question)
26.
641
9
My teachers use a variety of strategies to keep my classes interesting.
Response
Total
Response
Percent
Strongly Agree
79
12%
Agree
229
36%
Neutral
187
29%
Disagree
99
15%
Strongly Disagree
48
7%
Total Respondents
(skipped this question)
27.
642
8
I have effective two-way communication with all of my teachers.
Response
Total
Response
Percent
Strongly Agree
86
13%
Agree
243
38%
Neutral
185
29%
Disagree
91
14%
Strongly Disagree
36
6%
Total Respondents
(skipped this question)
28.
641
9
Teachers keep my parents informed about my school work.
Response
Total
Response
Percent
Strongly Agree
102
16%
Agree
237
37%
Neutral
185
29%
Disagree
68
11%
Strongly Disagree
47
7%
29.
Total Respondents
639
(skipped this question)
11
My thoughts and opinions are valued at my school.
Response
Total
Response
Percent
Strongly Agree
68
11%
Agree
201
32%
56
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Neutral
200
31%
Disagree
96
15%
Strongly Disagree
72
11%
30.
Total Respondents
637
(skipped this question)
13
My teachers and counselors talk with me about my plans for my life after graduation.
Response
Total
Response
Percent
Strongly Agree
58
9%
Agree
149
23%
Neutral
190
30%
Disagree
131
20%
Strongly Disagree
112
18%
31.
Total Respondents
640
(skipped this question)
10
The tests my teachers give effectively measure what I have been taught.
Response
Total
Response
Percent
Strongly Agree
86
13%
Agree
305
47%
Neutral
160
25%
Disagree
51
8%
Strongly Disagree
42
7%
Total Respondents
(skipped this question)
32.
644
6
My elective courses are important to me.
Response
Total
Response
Percent
Strongly Agree
255
40%
Agree
247
38%
Neutral
94
15%
Disagree
22
3%
Strongly Disagree
27
4%
Total Respondents
(skipped this question)
33.
645
5
Middle school prepared me to be successful in the ninth grade.
Response
Total
Response
Percent
Strongly Agree
76
12%
Agree
191
30%
Neutral
201
31%
Disagree
88
14%
57
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
89
Strongly Disagree
14%
Total Respondents
645
(skipped this question)
34.
5
What could middle schools do to better prepare students for high school?
View responses to this question
35.
Total Respondents
488
(skipped this question)
162
Currently, I attend the following high school:
Response
Total
Response
Percent
Academies of Creative Education
2
0%
Forsyth Central High School
22
3%
Lambert High School
53
8%
North Forsyth High School
282
44%
South Forsyth High School
223
35%
West Forsyth High School
56
9%
36.
Total Respondents
638
(skipped this question)
12
Currently, I am in the following grade:
Response
Total
Response
Percent
Ninth
529
83%
Tenth
65
10%
Eleventh
31
5%
Twelfth
15
2%
37.
Total Respondents
640
(skipped this question)
10
How many times have you repeated a grade level?
Response
Total
Response
Percent
Zero
465
91%
One
32
6%
Two
5
1%
Three
3
1%
Four
6
1%
38.
Total Respondents
511
(skipped this question)
139
I am:
Response
Response
58
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Total
Percent
White
478
75%
Black
29
5%
Hispanic
49
8%
Multiracial
25
4%
Asian
47
7%
Native American/Alaskan Native
7
1%
39.
Total Respondents
635
(skipped this question)
15
I am:
Response
Total
Response
Percent
Male
309
49%
Female
328
51%
Total Respondents
637
(skipped this question)
13
59
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
PERCENT OF CERTIFIED STAFF, 15 PERCENT OF GREATER, WHO RESPONDED DISAGREE OR
STRONGLY DISAGREE ON THE CERTIFIED STAFF SURVEY
Item
64. Professional learning in our school provides opportunities for teachers
and administrators to learn how to involve families in their children’s
education.
Certified Staff Percent
Disagree or
Strongly
Disagree
21
60
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
CERTIFIED STAFF SURVEY RESULTS
Respondents:
796 displayed, 796 total
Status:
Active
Launched Date:
05/13/2010
Closed Date:
N/A
Display:
1.
Display all pages and questions
1. What is your school name?
Response
Total
Response
Percent
7
1%
Big Creek ES
9
1%
Brookwood ES
15
2%
Chattahoochee ES
16
2%
Chestatee ES
21
3%
Coal Mountain ES
18
2%
Cumming ES
28
4%
Daves Creek ES
17
2%
Forsyth Central HS
29
4%
Haw Creek ES
17
2%
Johns Creek ES
14
2%
Lakeside MS
15
2%
Lambert HS
19
2%
Liberty MS
21
3%
Little Mill MS
14
2%
Mashburn ES
9
1%
Matt ES
23
3%
Midway ES
18
2%
North Forsyth HS
52
7%
North Forsyth MS
23
3%
Otwell MS
14
2%
Piney Grove MS
34
4%
Riverwatch MS
17
2%
Sawnee ES
24
3%
Settles Bridge ES
14
2%
Sharon ES
15
2%
Shiloh Point ES
9
1%
Academies of Creative Education
(Gateway, Forsyth Academy &
Academy@Night)
Silver City ES
12
2%
South Forsyth HS
108
14%
South Forsyth MS
39
5%
Vickery Creek ES
24
3%
Vickery Creek MS
33
4%
West Forsyth HS
42
5%
Whitlow ES
26
3%
Total Respondents
796
61
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
2.
What subject(s) do you teach?
View responses to this question
3.
Total Respondents
761
(skipped this question)
35
What grade level(s) do you teach?
View responses to this question
4.
Total Respondents
755
(skipped this question)
41
Our written curriculum documents (e.g., maps and units) are aligned to GPS/QCC and are used to guide instruction.
Response
Total
Response
Percent
Strongly Agree
452
57%
Agree
289
36%
Neutral
40
5%
Disagree
11
1%
Strongly Disagree
1
0%
Total Respondents
793
(skipped this question)
5.
3
Our curriculum has been aligned horizontally and vertically in order to support students’ mastery of the GPS/QCC standards.
Response
Total
Response
Percent
Strongly Agree
294
37%
Agree
384
49%
Neutral
75
9%
Disagree
34
4%
Strongly Disagree
4
1%
Total Respondents
791
(skipped this question)
6.
5
Our curriculum maps and units are designed to ensure all students participate in a curriculum that requires depth of understanding and rigor.
Response
Total
Response
Percent
Strongly Agree
305
38%
Agree
372
47%
Neutral
75
9%
Disagree
36
5%
Strongly Disagree
5
1%
Total Respondents
(skipped this question)
793
3
62
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
7.
We meet to collaborate on the design and implementation of the curriculum.
Response
Total
Response
Percent
Strongly Agree
347
44%
Agree
321
41%
Neutral
79
10%
Disagree
39
5%
Strongly Disagree
6
1%
Total Respondents
792
(skipped this question)
8.
4
Our teachers have a shared understanding of what students are expected to know, do and understand at all grade levels and in all subject areas.
Response
Total
Response
Percent
Strongly Agree
276
35%
Agree
365
46%
Neutral
89
11%
Disagree
53
7%
Strongly Disagree
8
1%
Total Respondents
791
(skipped this question)
9.
5
Our teachers analyze student work collaboratively to build consensus for a common understanding of proficiency and rigor.
Response
Total
Response
Percent
Strongly Agree
222
28%
Agree
352
45%
Neutral
117
15%
Disagree
91
12%
Strongly Disagree
8
1%
Total Respondents
790
(skipped this question)
10.
6
Administrators and teacher leaders monitor and evaluate implementation of the curriculum through a consistent and systematic school-wide
process.
Response
Total
Response
Percent
Strongly Agree
236
30%
Agree
354
45%
Neutral
130
16%
Disagree
61
8%
Strongly Disagree
9
1%
Total Respondents
(skipped this question)
11.
790
6
Performance data and the review of student work are used to revise curriculum implementation and to align resources.
63
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Response
Total
Response
Percent
Strongly Agree
292
37%
Agree
363
46%
Neutral
90
11%
Disagree
43
5%
Strongly Disagree
4
1%
Total Respondents
792
(skipped this question)
12.
4
Comments:
View responses to this question
13.
Total Respondents
145
(skipped this question)
651
An organizing framework (e.g., Opening/Activating Strategy, Teaching/Student Work time, Summarizing/Sharing Work) that aligns curriculum,
assessment, and instruction is utilized to plan quality teaching and learning.
Response
Total
Response
Percent
Strongly Agree
258
33%
Agree
416
53%
Neutral
89
11%
Disagree
25
3%
Strongly Disagree
1
0%
Total Respondents
(skipped this question)
14.
789
7
Teachers plan together to design, monitor, and revise instruction.
Response
Total
Response
Percent
Strongly Agree
289
37%
Agree
373
47%
Neutral
80
10%
Disagree
47
6%
Strongly Disagree
1
0%
Total Respondents
(skipped this question)
15.
790
6
Learning goals are aligned with GPS/QCC.
Response
Total
Response
Percent
Strongly Agree
454
58%
Agree
306
39%
Neutral
20
3%
Disagree
6
1%
Strongly Disagree
1
0%
64
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Total Respondents
787
(skipped this question)
16.
9
Learning goals are explicitly communicated to our students.
Response
Total
Response
Percent
Strongly Agree
319
41%
Agree
404
51%
Neutral
47
6%
Disagree
14
2%
Strongly Disagree
1
0%
17.
Total Respondents
785
(skipped this question)
11
Teachers use a variety of research-based instructional strategies. (e.g., compare/contrast, summarizing, higher-order questioning, advanced
organizers)
Response
Total
Response
Percent
Strongly Agree
399
51%
Agree
338
43%
Neutral
32
4%
Disagree
12
2%
Strongly Disagree
1
0%
18.
Total Respondents
782
(skipped this question)
14
Teachers emphasize and encourage learners to use higher-order thinking skills (e.g., compare/contrast, classify), processes (e.g., problem-solving,
decision-making) and mental habits of the mind (e.g., critical thinking, creative thinking).
Response
Total
Response
Percent
Strongly Agree
361
46%
Agree
359
46%
Neutral
50
6%
Disagree
11
1%
Strongly Disagree
5
1%
19.
Total Respondents
786
(skipped this question)
10
Differentiated instruction, adjustment of content, product, process and/or learning environment, is provided to support students according to their
instructional needs.
Response
Total
Response
Percent
Strongly Agree
339
43%
Agree
364
46%
Neutral
56
7%
Disagree
25
3%
Strongly Disagree
2
0%
Total Respondents
786
65
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
(skipped this question)
20.
10
We utilize flexible grouping based on ongoing diagnosis and formative assessment to enhance student learning.
Response
Total
Response
Percent
Strongly Agree
280
36%
Agree
351
45%
Neutral
104
13%
Disagree
49
6%
Strongly Disagree
3
0%
Total Respondents
(skipped this question)
21.
787
9
Systematic and data-driven interventions are required for our students who need additional assistance to master standards.
Response
Total
Response
Percent
Strongly Agree
323
41%
Agree
370
47%
Neutral
70
9%
Disagree
20
3%
Strongly Disagree
2
0%
22.
Total Respondents
785
(skipped this question)
11
Technology is effectively used to maximize student learning.
Response
Total
Response
Percent
Strongly Agree
318
40%
Agree
349
44%
Neutral
80
10%
Disagree
36
5%
Strongly Disagree
4
1%
Total Respondents
(skipped this question)
23.
787
9
Our students are engaged in work that is authentic, standards-driven and requires higher order reasoning.
Response
Total
Response
Percent
Strongly Agree
310
40%
Agree
396
51%
Neutral
51
7%
Disagree
16
2%
Strongly Disagree
6
1%
Total Respondents
779
(skipped this question)
17
66
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
24.
Teachers and students work collaboratively to establish high expectations and challenging learning goals.
Response
Total
Response
Percent
Strongly Agree
250
32%
Agree
374
48%
Neutral
108
14%
Disagree
46
6%
Strongly Disagree
7
1%
25.
Total Respondents
785
(skipped this question)
11
Students identify and apply evaluation criteria and monitor achievement of those criteria utilizing such tools as benchmark work, rubrics, anchor
papers, scoring guides, and evaluation checklists.
Response
Total
Response
Percent
Strongly Agree
222
29%
Agree
373
48%
Neutral
125
16%
Disagree
50
6%
Strongly Disagree
6
1%
26.
Total Respondents
776
(skipped this question)
20
Comments:
View responses to this question
27.
Total Respondents
110
(skipped this question)
686
We use a comprehensive system for assessing student progress toward meeting the GPS/QCC.
Response
Total
Response
Percent
Strongly Agree
284
36%
Agree
404
52%
Neutral
68
9%
Disagree
24
3%
Strongly Disagree
2
0%
28.
Total Respondents
782
(skipped this question)
14
Based on learning gaps and problems identified through assessment data, instruction is adjusted to improve overall and individual student
achievement.
Response
Total
Response
Percent
Strongly Agree
307
39%
Agree
403
51%
Neutral
49
6%
67
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Disagree
24
3%
Strongly Disagree
1
0%
29.
Total Respondents
784
(skipped this question)
12
Teachers collaborate to design assessments aligned to the GPS/QCC.
Response
Total
Response
Percent
Strongly Agree
325
41%
Agree
366
47%
Neutral
65
8%
Disagree
25
3%
Strongly Disagree
4
1%
30.
Total Respondents
785
(skipped this question)
11
We utilize flexible grouping based on ongoing diagnosis and formative assessment to enhance student learning.
Response
Total
Response
Percent
Strongly Agree
250
32%
Agree
388
49%
Neutral
104
13%
Disagree
40
5%
Strongly Disagree
2
0%
31.
Total Respondents
784
(skipped this question)
12
Teachers use a variety of formative assessments to monitor student progress and adjust instruction.
Response
Total
Response
Percent
Strongly Agree
345
44%
Agree
385
49%
Neutral
40
5%
Disagree
8
1%
Strongly Disagree
1
0%
32.
Total Respondents
779
(skipped this question)
17
Teachers use a variety of summative assessment tasks to evaluate student achievement of GPS/QCC.
Response
Total
Response
Percent
Strongly Agree
318
40%
Agree
378
48%
Neutral
66
8%
Disagree
22
3%
Strongly Disagree
3
0%
68
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Total Respondents
787
(skipped this question)
33.
9
Collaboration on data analysis guides and informs grade-level and school-wide decisionmaking.
Response
Total
Response
Percent
Strongly Agree
249
32%
Agree
378
49%
Neutral
106
14%
Disagree
39
5%
Strongly Disagree
5
1%
34.
Total Respondents
777
(skipped this question)
19
Our student’s ability to self-monitor and self-evaluate is enhanced through the use a variety of assessments (e.g., constructed-response test items,
reflective assessments, academic prompts, performance tasks and projects)
Response
Total
Response
Percent
Strongly Agree
150
19%
Agree
386
49%
Neutral
168
22%
Disagree
70
9%
Strongly Disagree
7
1%
35.
Total Respondents
781
(skipped this question)
15
Assessment data is used to plan and adjust for instruction for each student, subgroup of students and the school as a whole.
Response
Total
Response
Percent
Strongly Agree
259
33%
Agree
419
53%
Neutral
64
8%
Disagree
39
5%
Strongly Disagree
3
0%
36.
Total Respondents
784
(skipped this question)
12
Comments:
View responses to this question
37.
Total Respondents
90
(skipped this question)
706
Our school’s vision and mission guides and informs our continuous school improvement process.
Response
Total
Response
Percent
69
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Strongly Agree
319
40%
Agree
369
47%
Neutral
83
10%
Disagree
15
2%
Strongly Disagree
5
1%
Total Respondents
791
(skipped this question)
38.
5
Our school improvement plan was created with staff input.
Response
Total
Response
Percent
Strongly Agree
283
36%
Agree
312
39%
Neutral
143
18%
Disagree
39
5%
Strongly Disagree
13
2%
Total Respondents
790
(skipped this question)
39.
6
Our administrators and the school leadership team monitor the implementation of the school improvement plan and its impact upon student
achievement.
Response
Total
Response
Percent
Strongly Agree
305
39%
Agree
337
43%
Neutral
112
14%
Disagree
30
4%
Strongly Disagree
5
1%
Total Respondents
789
(skipped this question)
40.
7
Our school and our district work together to ensure resources are allocated to support the achievement of our school improvement goals.
Response
Total
Response
Percent
Strongly Agree
248
32%
Agree
360
46%
Neutral
131
17%
Disagree
38
5%
Strongly Disagree
9
1%
41.
Total Respondents
786
(skipped this question)
10
Human, technological, and material resources are effectively selected and used to ensure the academic success of all learners.
Response
Total
Response
Percent
Strongly Agree
233
30%
Agree
399
51%
70
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Neutral
100
13%
Disagree
43
5%
Strongly Disagree
11
1%
42.
Total Respondents
786
(skipped this question)
10
A safe learning environment is planned, implemented, and maintained by our school staff and administrators.
Response
Total
Response
Percent
Strongly Agree
454
58%
Agree
291
37%
Neutral
29
4%
Disagree
6
1%
Strongly Disagree
3
0%
43.
Total Respondents
783
(skipped this question)
13
Instructional time is maximized, and no interruptions occur to detract from time on learning.
Response
Total
Response
Percent
Strongly Agree
227
29%
Agree
337
43%
Neutral
103
13%
Disagree
89
11%
Strongly Disagree
24
3%
44.
Total Respondents
780
(skipped this question)
16
Our school facility is adequately maintained, clean, and conducive for teaching and learning.
Response
Total
Response
Percent
Strongly Agree
382
49%
Agree
313
40%
Neutral
53
7%
Disagree
31
4%
Strongly Disagree
7
1%
45.
Total Respondents
786
(skipped this question)
10
Comments:
View responses to this question
46.
Total Respondents
110
(skipped this question)
686
Opportunities for communication exist in both directions between the home and school.
71
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Response
Total
Response
Percent
Strongly Agree
418
53%
Agree
347
44%
Neutral
16
2%
Disagree
5
1%
Strongly Disagree
0
0%
47.
Total Respondents
786
(skipped this question)
10
Opportunities exist for parents to participate in training and informational sessions to enhance student performance.
Response
Total
Response
Percent
Strongly Agree
236
30%
Agree
330
42%
Neutral
157
20%
Disagree
61
8%
Strongly Disagree
4
1%
Total Respondents
(skipped this question)
48.
788
8
Parents feel welcome in our school.
Response
Total
Response
Percent
Strongly Agree
397
51%
Agree
324
41%
Neutral
52
7%
Disagree
10
1%
Strongly Disagree
2
0%
49.
Total Respondents
785
(skipped this question)
11
Opportunities exist for parents and community members to participate in school governance, decision-making and problem-solving.
Response
Total
Response
Percent
Strongly Agree
245
31%
Agree
372
48%
Neutral
132
17%
Disagree
28
4%
Strongly Disagree
6
1%
50.
Total Respondents
783
(skipped this question)
13
School and community partnerships exist to provide a network of support for our students.
Response
Total
Response
Percent
72
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Strongly Agree
292
37%
Agree
381
49%
Neutral
93
12%
Disagree
15
2%
Strongly Disagree
4
1%
51.
Total Respondents
785
(skipped this question)
11
Comments:
View responses to this question
52.
Total Respondents
69
(skipped this question)
727
Teachers and administrators participate in job-embedded professional learning and collaboration addressing curriculum, assessment, instruction,
and technology (e.g. developing lesson plans, examining student work, monitoring student progress)
Response
Total
Response
Percent
Strongly Agree
348
45%
Agree
354
45%
Neutral
59
8%
Disagree
16
2%
Strongly Disagree
4
1%
53.
Total Respondents
781
(skipped this question)
15
The principal and other school leaders set clear expectations and monitor the effectiveness of professional learning on teacher practices and
student learning.
Response
Total
Response
Percent
Strongly Agree
321
41%
Agree
335
42%
Neutral
97
12%
Disagree
27
3%
Strongly Disagree
9
1%
Total Respondents
(skipped this question)
54.
789
7
Opportunities exist for teachers in our school to participate in instructional leadership development.
Response
Total
Response
Percent
Strongly Agree
295
38%
Agree
365
47%
Neutral
80
10%
Disagree
34
4%
Strongly Disagree
9
1%
Total Respondents
783
(skipped this question)
13
73
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
55.
The principal and other leaders plan professional learning by utilizing data (student learning, demographic, perception, and process) to determine
adult learning priorities.
Response
Total
Response
Percent
Strongly Agree
311
40%
Agree
319
41%
Neutral
120
15%
Disagree
24
3%
Strongly Disagree
8
1%
56.
Total Respondents
782
(skipped this question)
14
Resources are allocated to support job-embedded professional learning that is aligned with high priority school improvement goals.
Response
Total
Response
Percent
Strongly Agree
245
31%
Agree
381
49%
Neutral
121
15%
Disagree
28
4%
Strongly Disagree
6
1%
57.
Total Respondents
781
(skipped this question)
15
Teams meet to review and study current research to make informed instructional decisions.
Response
Total
Response
Percent
Strongly Agree
212
27%
Agree
334
43%
Neutral
159
20%
Disagree
64
8%
Strongly Disagree
14
2%
58.
Total Respondents
783
(skipped this question)
13
The staff participates in long-term (two- to three-year period) in-depth professional learning which is aligned with our school improvement goals.
Response
Total
Response
Percent
Strongly Agree
191
25%
Agree
308
40%
Neutral
204
26%
Disagree
63
8%
Strongly Disagree
12
2%
59.
Total Respondents
778
(skipped this question)
18
Teachers and administrators have the knowledge and skills (e.g., group decision-making strategies, stages of group development, setting norms,
74
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
using protocols, etc.) necessary to collaborate.
Response
Total
Response
Percent
Strongly Agree
303
39%
Agree
368
47%
Neutral
77
10%
Disagree
27
3%
Strongly Disagree
4
1%
60.
Total Respondents
779
(skipped this question)
17
Our professional learning prepares us in practices that convey respect for diverse cultural backgrounds and high expectations for all students.
Response
Total
Response
Percent
Strongly Agree
237
31%
Agree
379
49%
Neutral
107
14%
Disagree
44
6%
Strongly Disagree
10
1%
61.
Total Respondents
777
(skipped this question)
19
Our professional learning prepares teachers to adjust instruction and assessment to meet the needs of diverse learners.
Response
Total
Response
Percent
Strongly Agree
236
30%
Agree
406
52%
Neutral
105
13%
Disagree
31
4%
Strongly Disagree
6
1%
62.
Total Respondents
784
(skipped this question)
12
Our teachers participate in professional learning to deepen their content knowledge.
Response
Total
Response
Percent
Strongly Agree
230
30%
Agree
344
44%
Neutral
110
14%
Disagree
76
10%
Strongly Disagree
18
2%
63.
Total Respondents
778
(skipped this question)
18
Our professional learning designs are purposeful, and are aligned with specific individual and group needs.
75
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Response
Total
Response
Percent
Strongly Agree
225
29%
Agree
359
46%
Neutral
137
18%
Disagree
46
6%
Strongly Disagree
11
1%
64.
Total Respondents
778
(skipped this question)
18
Professional learning in our school provides opportunities for teachers and administrators to learn how to involve families in their children’s
education.
Response
Total
Response
Percent
Strongly Agree
136
17%
Agree
276
35%
Neutral
203
26%
Disagree
141
18%
Strongly Disagree
24
3%
65.
Total Respondents
780
(skipped this question)
16
Comments:
View responses to this question
66.
Total Respondents
88
(skipped this question)
708
Our principal and school administrators exhibit a deep understanding of curriculum, assessment and instruction.
Response
Total
Response
Percent
Strongly Agree
371
47%
Agree
308
39%
Neutral
66
8%
Disagree
27
3%
Strongly Disagree
10
1%
67.
Total Respondents
782
(skipped this question)
14
Our principal and school administrators are actively involved in the learning community, including serving as active members on study teams and
promoting meaningful professional learning.
Response
Total
Response
Percent
Strongly Agree
322
41%
Agree
297
38%
Neutral
101
13%
Disagree
49
6%
Strongly Disagree
12
2%
76
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
68.
Total Respondents
781
(skipped this question)
15
Our principal and school administrators keep the school focused on student learning and promote sustained and continuous improvement.
Response
Total
Response
Percent
Strongly Agree
392
50%
Agree
318
41%
Neutral
47
6%
Disagree
19
2%
Strongly Disagree
7
1%
69.
Total Respondents
783
(skipped this question)
13
Our principal and school administrators utilize multiple types of data to drive and monitor school-wide instructional decisions.
Response
Total
Response
Percent
Strongly Agree
359
46%
Agree
311
40%
Neutral
86
11%
Disagree
19
2%
Strongly Disagree
5
1%
70.
Total Respondents
780
(skipped this question)
16
Our principal and school administrators implement policies, practices, and procedures that ensure a safe and orderly learning environment.
Response
Total
Response
Percent
Strongly Agree
414
53%
Agree
284
36%
Neutral
56
7%
Disagree
20
3%
Strongly Disagree
5
1%
71.
Total Respondents
779
(skipped this question)
17
Our principal and school administrators maximize the availability and distribution of instructional resources (human, material and technology)
focused on school learning goals.
Response
Total
Response
Percent
Strongly Agree
335
43%
Agree
334
43%
Neutral
74
10%
Disagree
22
3%
Strongly Disagree
10
1%
Total Respondents
775
77
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
(skipped this question)
72.
21
Our principal and school administrators are visible to staff, students and parents, and participate in subject and/or grade level meetings.
Response
Total
Response
Percent
Strongly Agree
333
43%
Agree
287
37%
Neutral
78
10%
Disagree
55
7%
Strongly Disagree
25
3%
73.
Total Respondents
778
(skipped this question)
18
Our principal and administrators collaborate with staff members and other stake holders to elicit input and provide opportunities for shared decisionmaking and problem solving.
Response
Total
Response
Percent
Strongly Agree
287
37%
Agree
323
42%
Neutral
87
11%
Disagree
56
7%
Strongly Disagree
25
3%
74.
Total Respondents
778
(skipped this question)
18
Staff members have opportunities to serve in a variety of leadership roles.
Response
Total
Response
Percent
Strongly Agree
303
39%
Agree
346
44%
Neutral
84
11%
Disagree
39
5%
Strongly Disagree
8
1%
75.
Total Respondents
780
(skipped this question)
16
Our school uses external resources (e.g., Central Office, RESA, GLRS, Universities, ETTC, GaDOE) to support school improvement initiatives.
Response
Total
Response
Percent
Strongly Agree
210
27%
Agree
354
46%
Neutral
175
23%
Disagree
27
3%
Strongly Disagree
9
1%
Total Respondents
775
(skipped this question)
21
78
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
76.
Our school has a fully operational leadership team (school improvement team, design team, etc.) that is representative of our entire staff. The team
conducts regular, results-driven meetings and exists to address student achievement and overall academic success.
Response
Total
Response
Percent
Strongly Agree
346
45%
Agree
276
36%
Neutral
99
13%
Disagree
40
5%
Strongly Disagree
15
2%
77.
Total Respondents
776
(skipped this question)
20
Our leadership team has developed and uses a protocol for handling business, making decisions, and solving problems.
Response
Total
Response
Percent
Strongly Agree
284
36%
Agree
277
36%
Neutral
165
21%
Disagree
42
5%
Strongly Disagree
11
1%
78.
Total Respondents
779
(skipped this question)
17
Our leadership team uses an ongoing, data-driven decision-making process to identify student achievement and organizational productivity needs.
Response
Total
Response
Percent
Strongly Agree
293
37%
Agree
338
43%
Neutral
119
15%
Disagree
28
4%
Strongly Disagree
7
1%
79.
Total Respondents
785
(skipped this question)
11
Comments:
View responses to this question
Total Respondents
98
(skipped this question)
698
79
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
2009 ENROLLMENT AND DEMOGRAPHIC DATA BY PERCENT ENROLLMENT IN FORSYTH
COUNTY HIGH SCHOOLS
School Name
Enrollment Asian Black Hispanic White Multi- Students with
Racial Disabilities
Limited
Students
English
Eligible for
Proficient Free/ Reduced
Students
Lunch
Central Forsyth
1,522
1
2
15
81
1
12
2
21
North Forsyth
2,026
1
1
7
89
1
11
2
19
South Forsyth
2,669
7
4
8
79
2
7
3
8
West Forsyth
1,719
2
3
6
87
2
7
2
11
Lambert
1413
8
2
5
82
2
6
1
4.9
Forsyth Academy
74
1
3
7
89
0
19
0
0
State of Georgia
1,615,066
3
38
10
46
2
11
6
53
RANGE OF 2009 DEMOGRAPHIC PERCENTAGES OF FORSYTH COUNTY HIGH SCHOOLS
Student Demographics
Asian
Black
Hispanic
White
Multiracial
Range of Percentages
for Forsyth County
High Schools
1–8
1–4
5 – 15
79 – 89
0–2
Students with Disabilities
6 – 19
Limited English Proficient
Eligible for Free/Reduced
Meals
0–3
0 - 21
80
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
GRADUATION RATES OF FORSYTH COUNTY HIGH SCHOOLS, 2004 – 2009,
AND STATE PERCENTAGES
Graduation
Rate
2005
Central Forsyth
69.4
77.2
78.0
77.8
81.4
81.6
12.2
North Forsyth
74.6
78.7
79.5
80.5
84.0
83.6
9.0
South Forsyth
88.2
84.6
84.9
89.9
90.4
92.4
4.2
West Forsyth
N/A
N/A
N/A
N/A
N/A
95.0
N/A
Lambert
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Forsyth Academy4
N/A
N/A
85.0
900
93.0
92.0
N/A
State of Georgia
65.4
67.8
70.8
73.2
75.4
78.9
13.5
School Name
4
Amount of
Graduation Graduation Graduation Graduation Change
Rate
Rate
Rate
Rate
20042006
2007
2008
2009
2009
Graduation
Rate
2004
These percentages include 5th year seniors. Percentages for other schools do not..
81
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Percentage of Students by Range of Days Absent
For All Students and All Subgroups
82
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
End-of-Course Tests All Students
83
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
End-of-Course Tests Students by Race/Ethnicity
84
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
85
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
GHSGT Math AMO = 74.90%
GHSGT ELA AMO = 87.7%
Georgia High School Graduation Tests (GHSGT)
Percentage of 11th-Grade 1st-Time Test Takers at Each Performance Level:
Comparison For All Students
86
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Georgia High School Graduation Tests (GHSGT)
Percentage of 11th-Grade 1st-Time Test Takers at Each Performance Level:
Comparison By Race/Ethnicity
87
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Georgia High School Graduation Tests (GHSGT)
Percentage of 11th-Grade 1st-Time Test Takers at Each Performance Level:
Comparison By Other Subgroups
88
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Advanced Placement Exams
Number of Students Taking Tests
Number of Tests Taken
2,008
3,219
Number of Test Scores 3 or Higher
1,971
Percentage of Test Scores 3 or Higher
61.2%
Note: The State totals posted here may not agree with those published by the College Board because private schools and
duplications have been removed.
Source of Data: The College Board. Copyright© 2006 The College Board. Reprinted with permission. All rights reserved.
Advanced Placement(AP) Course Participation by Race\Ethnicity - Number of Participants and
Percentage of Enrollment
Course Description
All Exams
Art History
Biology
Calculus AB
Calculus BC
Chemistry
Computer Sci A
Computer Sci AB
Economics: Macro
Economics: Micro
English Lang/Comp
English Lit/Comp
Environmental Sci
All Students Asian
Male
Female
1971
152
23
10
10
1638
940
1031
(61%)
(65%)
(55%)
(27%)
(48%)
(62%)
(67%)
(57%)
5
0
0
0
0
5
3
2
(31%)
(0%)
(0%)
(0%)
(0%)
(31%)
(50%)
(20%)
57
9
2
0
0
43
28
29
(0%)
(0%)
(57%)
(68%)
(52%)
(59%)
Black Hispanic Native Amer / Alaskan Native White
(69%) (100%)
43
2
0
1
0
40
24
19
(55%)
(100%)
(0%)
(50%)
(0%)
(57%)
(55%)
(56%)
6
1
44
(94%)
(100%) (100%)
0
0
36
26
18
(0%)
(0%)
(92%)
(93%)
(95%)
28
3
0
0
0
24
10
18
(40%)
(50%)
(0%)
(0%)
(0%)
(41%)
(37%)
(42%)
5
0
0
0
0
4
4
1
(71%)
(0%)
(0%)
(0%)
(0%)
0
0
0
0
0
0
0
0
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
77
3
0
0
0
70
46
31
(82%)
(100%)
(0%)
(0%)
(0%)
(84%)
(82%)
(82%)
36
0
0
0
0
35
21
15
(59%)
(0%)
(0%)
(0%)
(0%)
(65%)
(70%)
(48%)
(100%) (80%)
(50%)
311
16
4
1
3
266
106
205
(72%)
(84%)
(80%)
(50%)
(100%)
(70%)
(79%)
(69%)
162
7
2
1
0
145
51
111
(72%)
(88%)
(40%)
(33%)
(0%)
(75%)
(77%)
(70%)
49
2
0
0
0
44
28
21
(43%)
(33%)
(0%)
(0%)
(0%)
(47%)
(61%)
(31%)
89
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
French Lang
Govt & Pol: U.S.
History: European
History: U.S.
History: World
Human Geography
Latin: Vergil
Music Theory
Physics B
Physics C: E&M
Physics C: Mech
Psychology
Spanish Lang
Spanish Lit
Statistics
Studio Art: 2-D Design
Studio Art: 3-D Design
Studio Art: Drawing
9
0
1
0
0
3
2
7
(35%)
(0%)
(100%)
(0%)
(0%)
(20%)
(25%)
(39%)
50
2
0
0
0
47
31
19
(83%)
(67%)
(0%)
(0%)
(0%)
(85%)
(91%)
(73%)
5
6
11
0
0
0
0
11
(85%)
(0%)
(0%)
(0%)
(0%)
(85%)
(71%) (100%)
189
14
2
0
2
157
103
86
(48%)
(54%)
(50%)
(0%)
(40%)
(48%)
(58%)
(40%)
254
29
3
0
0
204
139
115
(65%)
(58%)
(43%)
(0%)
(0%)
(68%)
(73%)
(57%)
194
23
4
3
0
149
106
88
(64%)
(60%)
(0%)
(62%)
(71%)
(57%)
1
(74%) (100%)
0
0
0
0
1
1
0
(33%)
(0%)
(0%)
(0%)
(0%)
(50%)
(50%)
(0%)
3
0
0
0
0
3
2
1
(100%)
(0%)
(0%)
(0%)
(0%)
(100%) (100%) (100%)
6
0
0
0
0
5
6
0
(38%)
(0%)
(0%)
(0%)
(0%)
(36%)
(40%)
(0%)
0
0
0
0
0
0
0
0
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
0
0
0
0
0
0
0
0
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
(0%)
255
20
2
0
4
206
110
145
(71%)
(77%)
(40%)
(0%)
(100%)
(71%)
(70%)
(72%)
30
2
1
2
0
16
9
21
(38%)
(25%)
(50%)
(50%)
(0%)
(30%)
(36%)
(39%)
5
0
0
2
0
1
0
5
(16%)
(0%)
(0%)
(25%)
(0%)
(8%)
(0%)
(21%)
127
12
1
0
0
107
76
51
(0%)
(0%)
(48%)
(55%)
(42%)
(49%)
(57%) (100%)
8
1
0
0
0
7
0
8
(62%)
(50%)
(0%)
(0%)
(0%)
(64%)
(0%)
(73%)
2
1
2
3
1
0
0
0
(75%)
(100%)
(0%)
(0%)
(0%)
(67%) (100%) (67%)
9
0
0
0
1
7
2
7
(60%)
(0%)
(0%)
(0%)
(100%)
(58%)
(50%)
(64%)
90
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
More Information
Forsyth County
Enrollment: 32,070
Average Total SAT Score for High School Seniors
(Reflects Highest Scores for Verbal, Math and Writing)
at the System, State, and National Levels
*GOSA does not report on fewer than 10 students.
** Only the average of the Most Recent SAT score is available at the National level.
Average SubTotal SAT Score for High School Seniors
(Reflects Highest Scores for Verbal and Math)
at the System, State, and National Levels
*GOSA does not report on fewer than 10 students.
** Only the average of the Most Recent SAT score is available at the National level.
Average Verbal SAT Score for High School Seniors
(Reflects Highest Scores)
at the System, State, and National Levels
*GOSA does not report on fewer than 10 students.
** Only the average of the Most Recent SAT score is available at the National level.
91
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Average Math SAT Score for High School Seniors
(Reflects Highest Scores)
at the System, State, and National Levels
*GOSA does not report on fewer than 10 students.
** Only the average of the Most Recent SAT score is available at the National level.
Average Writing SAT Score for High School Seniors
(Reflects Highest Scores)
at the System, State, and National Levels
*GOSA does not report n fewer than 10 students.
** Only the average of the Most Recent SAT score is available at the National level.
92
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Average ACT Scores (Composite & Subtest) for All Students
at the System, State, and National Levels
93
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
More Information
Enrollment: 32,070
Exiting Credentials for 2009 High School Completers
Native
Amer/ MultiTotal Black White Hispanic Asian Alaskan Racial
Native
Male
Female
Graduates
Diplomas with Both
College Prep. & Voc.
428
4
0.9%
385
90.0%
33
7.7%
4
0.9%
0
0.0%
2
0.5%
185
43.2%
243
56.8%
Diplomas with College
Prep Endorsements
943
25
2.7%
809
85.8%
58
6.2%
35
3.7%
5
0.5%
11
1.2%
453
48.0%
490
52.0%
Diplomas with Vocational
Endorsements
184
6
3.3%
143
77.7%
29
15.8%
2
1.1%
0
0.0%
4
2.2%
123
66.8%
61
33.2%
1,555
35
2.3%
1,337
86.0%
120
7.7%
41
2.6%
5
0.3%
761
17
1.1% 48.9%
Special Education
Diplomas
23
0
0.0%
18
78.3%
4
17.4%
1
4.3%
0
0.0%
0
0.0%
Certificates of Attendance
29
0
0.0%
14
48.3%
13
44.8%
2
6.9%
0
0.0%
14
0
0.0% 48.3%
15
51.7%
Total Other Completers
52
0
0.0%
32
61.5%
17
32.7%
3
5.8%
0
0.0%
28
0
0.0% 53.8%
24
46.2%
Total Graduates
794
51.1%
Other Completers
Total High School Completers 1,607
35
1,369
2.2% 85.2%
137
8.5%
44
2.7%
5
0.3%
17
1.1%
14
60.9%
789
49.1%
9
39.1%
818
50.9%
94
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Post-Secondary Data
Graduates Entering Georgia Public Colleges
Number
2008 Graduates Entering System 885
in 2008-2009
State 39,190
System 779
2007 Graduates
Entering in 2007-2008
State 34,833
Graduates Entering Georgia Public
Colleges and Requiring Learning
Support (LS)
Percent Of
Graduating Class
Number
Requiring LS
Percent of Those Attending
Georgia Public Colleges
56.7%
43.2%
58.6%
40.8%
158
9,115
128
7,605
17.9%
23.3%
16.4%
21.8%
Graduates Entering Georgia Technical Colleges
Entering College FY 2008 Entering College FY 2007
Number
Percent
Number
Percent
System
57
3.8%
--2008 Graduates
State
8,745
10.5%
--System
--50
3.9%
2007 Graduates
State
--7,889
10.5%
95
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
More Information
Forsyth County
Enrollment: 32,070
Three-Year Comparison of Graduation Rates
96
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Three-Year Comparison of Dropout Rates for Grades 7-12
97
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Three-Year Comparison of Dropout Rates for Grades 9-12
98
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County
Enrollment: 32,070
Community Data
Number of Students Eligible to Receive Services through the Migrant
Education Program
8
FY 2009 Average Monthly Number of Food Stamp Households
FY 2009 Average Monthly Number of TANF Families
4,307
64
2007 Per Capita Income
$38,813
2009 Unemployment Rate
8.7%
2000 Census Population
98,407
2008 Census Bureau Population Estimate
168,060
99
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
KIDS COUNT COMMUNITY DATA
Indicator
Substantiated Incidents of
Child Abuse and Neglect
Teen Pregnancies Ages 15
- 17
Teen Births Ages 15 - 19
Teen Mothers Giving
Birth to Another Child
Before Age 20 , Ages 15 19
Babies Born to Mothers
with Less Than 12 Years
of Education
First Births to Mothers
Age 20 or Older with 12
Years of Education
Child Deaths Ages 1 – 14
Teen Deaths Ages 15 - 19
Teen Deaths by Homicide,
Suicide, and Accident
Ages 15 – 19
Incidence of STD for
Youth Ages 15 – 19
Unemployment
Eligible Households with
Children Receiving Food
Stamps
Children Living in Poverty
Students Eligible to
Receive Free or Reduced
Price Meals
2005
(Number and
%)
2006
(Number and %)
2007
(Number and %)
2008
(Number and
%)
352
9.2/1,000
54
20.9/1,000
129
33.1/1,000
246
6.0/1,000
53
19.4/1,000
139
33.5/1,000
371
18.0/1,000
53
18.3/1,000
98
22.3/1,000
184
3.8/1,000
31
24.2%
25
18.0%
15
15.5%
N/A
312
13.5%
319
12.8%
286
11.4%
N/A
692
82.0%
5
16.4/100,000
7
85.8/100,000
701
80.8%
7
21.4/100,000
7
80.1/100,000
716
84.8%
4
LNE
6
65.0/100,000
6
73.6/100,000
35
429.1/100,000
2,148
2.9%
6
68.7/100,000
35
400.5/100,000
2,471
3.1 %
5
54.2/100,000
24
260.0/100,000
2,857
3.5%
N/A
4,513
5.4%
450
N/A
2,321
6.1%
475
N/A
2,583
6.3%
480
N/A
2,823
6.1%
N/A
3,149
6.0%
N/A
3,633
14.2%
4,047
14.4%
4,333
14.1%
N/A
N/A
N/A
N/A
N/A
N/A
100
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
APPENDIX D
PROPEL ECONOMICS OF EDUCATION SUMMIT
AGENDA, RELEVANT QUESTIONS, COMMENTS, AND PARTICIPANTS
Economics of Education Summit Agenda
September 10, 2010
8:30 a.m.
Welcome and Opening Remarks
Tracy Moon
Chair
Cumming-Forsyth County Chamber of Commerce
8:45 a.m.
The Economics of Education
Dr. Steve Dolinger
President
Georgia Partnership for Excellence in Education
9:15 a.m.
PROPEL: From Engage Me to Challenge Me
Dr. Buster Evans
Superintendent
Forsyth County Schools
9:30 a.m. Calculating the Graduation Rate
Sue Derison
Director of Information Systems and Support
Forsyth County Schools
9:45 a.m.
Dr. Donna O’Neal
Director
Georgia Partnership for Excellence in Education
Directions for Break-Out Sessions
10:00 a.m. Break
10:15 a.m. Break-Out Sessions
* Community and Family Communication and Involvement - Room 380
* Relevance to Life After High School – Room 350
* Transitions from Elementary to Middle to High School – Drive Lab 2
* Identification of At-risk Learners and Action Steps – Drive Lab 1
* Student-Educator Relationships – Room 200
11:30 a.m. Reports from Break-Out Sessions
11:55 a.m. Closing Remarks
12:00 noon Adjourn
101
PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Economics of Education Summit Relevant Questions
Community and Family Communication and Involvement
What are the communication challenges?
What are the best forms of communication to reach constituents?
What do teachers think parents need to know?
How can parents communicate with the schools?
How much two-way communication is needed?
Relevance to Life After High School
How does the curriculum relate to outside paths? jobs?
How do strong CTAE programs assist in establishing relevancy?
Is the curriculum students learn relevant to real world experiences?
What successful models are available?
What do paths to technical schools and colleges look like?
How can we communicate to students, particularly at-risk students, the opportunities that are open to them?
How can we use study abroad, internships, shadowing, work-study, and Kick-It-Up Clubs to establish relevancy?
How do we connect the curriculum and learning to assist students in understanding that knowledge and education
are pathways to a quality life and self-satisfaction (items that aide in obtaining wealth)?
How can we involve the community and external organizations?
Transitions from Elementary to Middle to High Schools
What programs are in place currently?
How does middle school credit assist in high school graduation?
How and when are we identifying at-risk learners during the transitions?
What role would an 8.5 grade play in transition to high school?
How do we transition parents?
Would educator vertical teaming aid in the transition process? If so, how? What would it look like?
Identification of At-risk Learners and Action Steps
How do we weight risk factors?
When do we identify at-risk learners?
What role can the community play in lessening the risk factors?
What programs and interventions are currently in place for at-risk learners?
How can we use technology in the identification of at-risk learners?
How do we use graduation coaches and counselors?
Student-Educator Relationships
How do we foster educational relationships?
Do educators know how and when to foster relationships?
Are extracurricular activities important? How do we get students involved?
Are there schools that are good models?
How do we develop caring, personal school climates? Climates with high expectations for faculty and students?
Would horizontal teaming, professional learning be vehicles to create such climates?
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Economics of Education Summit Comments
COMMUNITY AND FAMILY COMMUNICATION AND INVOLVEMENT BREAKOUT SESSION
1. Best forms of Communications
 Emails from teachers
 Parent portal, E-news, website, Face Book, Twitter
 Backpack notes
 Auto dialer
 ANGEL – online – good for students
 Home visits
 Cell phones, texting
 Forsyth County News
 Face-to-face (Social workers, native speakers)
 Transition service
 Telephonic support
 Homeroom mom emails or other small groups
 Recording videos/emails to pull in parents without a great deal of spending
2. Communication Challenges
 Lack of technology
 Lack of trust, will not share needs
 Information overload – simplify
 Lack of knowledge of services and rights
 Child is the main source of information and serves as an interpreter
 Coordinate services – available
 Communication plan
 Cultural changes/differences
 Literacy needs of adults have not been met
 Attitudes toward education
 Social stigma
 Organize parents to carpool to get kids to activities
 Strengthening parent involvement and education
 Parents need to know that they are welcome in middle/high school
 GED Program – connecting parents there as well.
3. How Can Parents and Community Best Communicate with Schools?
 FCHS’s forum at a church
 Communicate with Pre-K parents
 Consider meetings outside the school
 ELL/Hispanic focus groups
 Bus stop conversations
 ELL messages by phone
 Parent BLOG
 Direct communication with teacher
 Transportation
 Point of contact for business and community
 PTA online groups for dissemination of information, updates, monitored
 Value opinions of parents
 Concerns from persons without students in the school
 Does the system want to hear from us?
 Emails from agencies to FCS
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Availability in person – board and leaders
Hotlines for reporting
Invite participation
RELEVANCE TO LIFE AFTER HIGH SCHOOL BREAKOUT SESSION
1. How does curriculum relate to outside careers?
 Some college and tech prep classes (marketing but only certain jobs)
 Math – think how does it help? Financial classes seem more relevant. Some should be dedicated to what we use
after graduation
 Real Life University – whole set of skills that need to be learned
 Financial and health literacy need to be taught – practical skills – logical thinking
 High level of skills required just for basic jobs – struggle to find qualified individual – need to communicate to
schools
 Course selection in high school may be irrelevant – high school is learning how to learn and life skills
 Whether the curriculum studied is relevant, the fact that they want to prove that they are a learner and stick
with it goes far – commitment and work ethic is important – degree is not enough
 If someone can pick up on something in the curriculum that they can relate to outside careers, not as likely to
drop out
 Learning skills (oral, math, group life skills)
2. Is the curriculum students learn relevant to real world experiences?
 Strides toward making math relevant – needs to be holistic
 Students undecided about majors – high school curriculum should be more helpful
 Stretching yourself and taking classes that may not seem relevant, makes you better prepared and more well
rounded
 Effective citizenship – best teachers are the ones that connect curriculum to current issues
 How can we make it relevant? – Real life examples of curriculum
 Learning from adults and how THEY did it – trying to place themselves on a relevant path and can’t see the path
– beginning to understand how to find the path
 Can’t give up – can’t drop out – keep trying to connect
 So focused on testing
 Students don’t actually talk about current issues – being engaged at home and school – ways to learn that are
relevant – time in school dedicated to learning what’s going on in the news
3. How do strong CTAE programs assist in establishing relevancy?
4. What successful models are available?
 Ask “What do you want to do when you graduate high school?” – high schools are not preparing for jobs but
for learning how to learn – are the skills being learned in high school, going to help in whatever career they go
into? – Build students who have a base of knowledge – being able to communicate effectively – not everything
will have a direct tie to a job but it will help to learn next skills that will be relevant
 Engaging the students to volunteer to be at school
 Not static, everything’s fluid – it’s about processes – not irrelevant, just forget it
 All students are different, how do we go from there?
5. What do paths to technical schools and colleges look like? How to get students to look at technical schools as well?
 Larger focus on college rather than technical schools – highlighting importance of technical schools and what
they have to offer
 Sometimes kids don’t want to go on to more school
 Talking about passions and what we are able to do with that
 Technical school co-ops should be available – put value to the technical school
 Technical schools are the best kept secret – need backup plans
 Cumming City Hall has MBA available
 Interdisciplinary in high school – middle school more about academics and basics – losing kids at middle school
level because they don’t see how it connects and relates, and see on down the road
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 See the connection and how curriculum will make connections to careers
6. How do we connect the curriculum and learning to assist students in understanding that knowledge and education
are pathways to a quality life and self-satisfaction?
7. How can we communicate to at-risk students the opportunities available?
 Give them the opportunity to get into the work place
 Awareness of the opportunities – teachers that could come in and help with certain disciplines
 Ask students what would help them stay in school – dual enrollment – students not just hearing about it, but
actually getting out and doing it – community mentors
8. How to use internship and shadowing to establish relevancy?
9. How do we involve the community and external organizations?
 Not just a teacher issue, it’s everyone – engage entire community – family discussions
 Community business leaders should try to come into schools and talk to students
TRANSITIONS FROM ELEMENTARY TO MIDDLE TO HIGH SCHOOL BREAKOUT SESSION
1. Good Transition Program
 Helping 8th graders with classes
 Coordination between teachers to prepare
 Study skills and note taking skills (8th & 9th grade)
 Organizational skills
 Talk about options with classes
 Accountability
 Knowledge of responsibility
 Informing parents
 Special education plan from 8th- 9th grade
 Teachers in transitional grade go to the next school for information
 No one time event (over a period of time) evaluation
 Guidance and sharing the various options
 Graduation profile
 Looping – teachers move with the transition group to the high school
 Clear expectations for parents, teachers and students
 Understanding the GPA and course requirements
 Importance of being involved
2. High School Credits in Middle School
 Only targeting kids who are going to graduate anyway
 Have extra credits and be able to explore what they want to do later in life
 State regulations hamper though
 Motivation tool for struggling students
 3 years of P.E. and Health = the course credit for P.E. and Health in High School
 Help prepare for high school
3. 8.5 Transition Strategy
 If the child succeeded in one or more areas– continue on. But the one area they failed – 8.5
 Could catch up and get the support needed
 Motivational tool
 Emotional incentive
 Need to be hit in all grades (start earlier)
 Do something different when retained
 Transition for kids who move in
4. Purpose in Life
 Get away from occupation labels (interests and strengths)
 Exposure to as many careers as possible
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No one time thing
Invite parents to talk about jobs and education requirements.
IDENTIFICATION OF AT-RISK LEARNERS AND ACTION STEPS BREAKOUT SESSION
1. Characteristics
 Disconnect with school – no clubs, bands, etc.
 No vested interest in education – hard to look to the future
 Parents do not place value in education
 Parents making attendance and grades a priority
 With single parents, attendance, behavior, live with someone other than parents
 Academic deficits, language
 Learning
 Environments (drugs at home, abuse)
 Hard for students to focus – no coping skills
 Exposure to academics (no crayons, books)
 Adults who drop out – learning disability, no relevance, no motivation
 Misidentification – need for being in the right environment
 Failing two courses, retention
 Truancy
2. Identifying At-Risk Learners
 Early notification-be able to change the result
 Early intervention (1-3 years old of age)
 Parent notification about programs to help
 Know more about students
3. Timeline for Identification
 Middle School – 6th grade
 High School – too late (or almost)
 Babies Can’t Wait
 Early Intervention
 Cannot read by 3rd grade
 Pre-school
4. Books, not Barbie’s
How can we create a sense of urgency?
5. Who are key players?
 Parents, community
 Whispering Hope
 Head Start
 Educators
 Medical – new parents
 Social Services
6. What is the motivator for at-risk families to seek and take advantage of resources?
 There may be a lack of resources and/or knowledge of those resources such as transportation.
7. Interventions in Place
Pre-K – 12th Grade
 Mentoring
 Tutoring
 Kick It Up Clubs
 Parents assigned to mentors
 Mentor Me North Georgia
 Response to Intervention (RTI)
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Business partners and retired citizens - possible mentors
Before and After School Programs
Title I
Work programs
After School Activities
BIRTH- 5
 Babies Can’t Wait
 Child Find
 Speech
 Challenge Child
 Ferst Foundation
 Head Start
 Early Head Start
 Pre-school/Daycare
Elementary
 Before/After school programs
 Early Intervention Program
 Title I
 Special education. support
 Benchmark progress monitoring
 Gap in service for parents who need support before someone intervenes (mandated intervention)
 Homework assists parent training school/parent
 English classes for parents
Middle/High
 Kick It Up Clubs
 Graduation coaches
 Share teams – nurses, counselor, grad coach, social workers
 School clubs
 Advisement
 Non traditional learning opportunities
 Transition plan activities for special education
 Jesse’s House
 Bald Ridge
 Truancy Court support
8. What do we need to do?
 Mentors – students and parents (for both)
 Mentor parents for K student parents
 I.D. at-risk students and assign to a teacher
 Assign parents also
 Encourage participation in current volunteering /mentoring opportunities
 Mentor Me North Georgia
 School mentors
 Personal planning
 Community Connections – Family Connection
 Implementation of plans
 Universal contact (Partnership)
 Head Start Directory (Partnership)
 Faith-based childhood getting churches involved
 Work with them
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Math skills
Math specialists
Critical thinking skills
STUDENT-EDUCATOR RELATIONSHIPS BREAKOUT SESSION
1. Extracurricular
 Presence at “outside” events
 Targeting non-involved families
 Financial assistance
 Eliminate embarrassment factor
 Moving away from purely financial aid
 Less time constraints
 Looking for students with similar experiences
 Reduce disenfranchisement
 Build relationships beyond the phone
 Recent college graduates
 Have a personal investment in the school
2. Raising involvement
 Pursuing grants to build funding to build these systems
 Simply being aware of a child’s situation
 Rewarding teachers for fostering relationships
 Correcting miscommunication and misinformation
 Teacher training – possible child education on social skills (rhetoric classes)
 Searching for a way to connect
 Honing skills needed to develop relationships with students
 Positive interaction with adults
 Balancing an emotional relationship with high academic standards
 Individually invite struggling students to review/recovery sessions
 Maximizing available time
 Moving from “whole class” instruction to more individualized attention
 Reducing class sizes and number of classes
 Give up planning time to develop relationships
 Need teachers who care
 Positive support through involvement
 Time for discussions/connections
 Do not wait until frustration sets in
 Pulling in one adult to alleviate pressure in numerous areas
 Focus in elementary schools
 Establishing a positive view of school on the whole
 Working with the student to give them a sense of future and potential
 “Why Try?” program – fostering the idea that today matters in terms of tomorrow (vocational programs to
encourage that)
3. Flexibility in curriculum
 Allotting time individually to help grow success
 The pressure of curriculum and standards sometimes stand in the way of forming meaningful relationships
with students
4. Do not underestimate the power of incentive
 Simple rewards have significant impact
5. Responsibility lies with the educators to seek out at-risk children and help them
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PROPEL Education Summit Participants
Anderson
Amy
Glenn
Elaine
McGruder
Mary Helen
Anderson
Dana
Goff
Kim
McLendon
Julie
Atkinson
Brooke
Goode
Ruth
Metzler
Linda
Barber
Diane
Gravitt
Ford
Mills
Cindy J.
Bennett
Lisa
Hahn
Ruth
Moon
Tracy
Bennett
Mackenzie
Hahn
Marshall
Moon
Betsy
Benvenuto
Julie
Hall
John
Moran
Todd
Bixler
Maureen
Hamilton
Mark
Morrisey
Kristin
Boschelli
Laura
Hamilton
Michelle
Morse
Kristan
Bourneuf
Beth
Harrison
Bobby
Mullen
Marsha
Bowman
Jerry
Heath
John
Mullen
Marsha
Boylan
Stephanie
Hebert
Beth
Murphy
Denise
Branch
Jason
Holcombe
Gabrielle
Nissen
Tina
Brinson
Donna
Holzer
Tamera
North
Terri
Brozovic
Susan
Hooks,
Meredith
Norton
Candy
Brunson
Leslie
Hopkins
Tim
O'Neal
Donna
Buster
Evans
Huffman
Nicole
Owens
Royce
Buursema
Beth
Hunt
Jeff
Parks
Mary
Calvert
Christine
Jackson
David
Perez-Pascoe
Virgilio
Caracciolo
Jennifer
Jackson
J. Russell
Pijanowski
Lissa
Carpenter
Kathy
Jackson
Lynn
Jennifer
Chambers
Paul
Johnson
Nancy
Pirrung
PizarroRivera
Cheney
Jeff
Jolly
Kathy
Pruitt
Bonita
Childress
Toni
Jordan
Scott
Roche
Nancy
Cohen
Jeff
Kelly
Suzanne
Rock
Marcus
Cowie,
Vanessa
Kieffer, John
John
Rohacek
Kathy
Crow
Ann
Lambert
Dianna
Roling
Kayla
Currie
Jernice
Lea
Nicole
Rondem
Debbie
Darlington
Susan
Light
Darla
Rusk
Rebecca
Davis
Nancy
Lloyd
Wayne
Salloum
Cindy
Davis,
Shirley
Love
Mandy
Sanders
Savannah
Davison
Gary
Luthart
Michelle
Sanders
Laurie
Deraney
Steven
Malone
Norma
Savage
Brigid
Evans
Cindy
Mashburn
David
Schoier
Donna
Flores
Miguel
Massey
Roxanne
Schultz
Brenda
Fowler
Tom
Max
Sue
Shadburn
Lacy
Gamez
Amy
McCoy
James
Shirley
Todd
Geralds
Kim
McCoy
Nicole
Shope
Shelley
Gessell
Donna
McCrary
Connie
Silveus
Eric
Gibby
Amy
McGinnis
Bonnie
Priscilla
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Smith
Terry
Thomas
Brenda
West
Paul
Smith
Mary
Thwaits
Kevin
Westbrook
Elizabeth
Smith
Thom
Tinsley
Sandy
Wheeler
Russ
Sol
Amy
Todd
Austin
Wolinsky
Mark
Starr
Ashley
Toussaint
Randall
Young
Judy
Stewart
Lorraine
Tworek
Genise
Harrison
Fonda
Stovall
Suh
(Motovario)
Connie
Underwood
Ethan
Price
Kelly
Walden
Janet
Taylor
Sarah
Walker
Andrew
James
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Forsyth County Schools &
Cumming-Forsyth County Chamber of Commerce
PROPEL: The Economics of Education Summit
September 10, 2010
Evaluation/Feedback
Conference Logistics
Facilities
Organization
Great room and food; Excellent location, central location; Chairs could be more comfortable – not a big deal;
Excellent.
Well done; Well organized; Prompt; Excellent cooperation and communication; Great opportunity for a diverse cross
section to brainstorm.
Opening Session
The Economics of
Education
From Engage Me to
Challenge Me
Calculating the
Graduation Rate
Speaker has great personality and easily engages the communities; Very informative; Very informative and relevant;
The notes included with the slide handouts were great; Do what it takes to make it happen; Excellent speaker,
engaging presentation; Great information shared; Enjoyed Dr. Dolinger; Shocking to see the comparison of states,
what’s Massachusetts doing.
Speaker has great personality and easily engages the communities; Very informative; The notes included with the
slide handouts were great; Excellent speaker, engaging presentation; Great focus and ways to have help from people
of all ages.
Still not clear to me; More handouts with examples; Would like to have learned more about the calculation; Very
informative; A little more comparisons with “Best” states; Didn’t explain the current method well enough; Excellent
speaker, engaging presentation; Surprised to hear about it starting at third grade, gets you energized and into action;
A little confusing; Too short and fast-paced; Too much, too fast; Lots of numbers, I’m more a people person - we
needed the handout of the PowerPoint.
Break-out Sessions
Community & Family
Communication &
Involvement
Relevance to Life After
High School
Transitions from
Elementary to Middle
to High Schools
Identification of Atrisk Learners & Action
Steps)
Student-Educator
Relationships
Could have used more time, need to address who we need to communicate with, who audience is, and how best to
communicate; Might have been good to have more time; Nicole and Kathy were wonderful; Great group
participation; The real need is the engagement of those who need the most help; What happens next; Moved along
well, more diverse group that included the at-risk families and students would have added a lot; Lots of good
interaction and ideas; Can’t wait to see some of the ideas implemented; Good conversation and brainstorming of
ideas and solutions; This was excellent, keep up the good work; I was happy to see so many of the business people of
the community; Well facilitated, great discussion.
Aside from Student-Educator Relationship, this is perhaps the most important; Engage the community in explaining
relevance; Great student involvement; Not very memorable; Digressed from topic a bit but was very productive;
Great mix of students, teachers, business people - excellent discussion.
Very thought provoking – happy to be a part of the conversation; Excellent discussion and participation: Great to
have students there, great ideas, great facilitators; Many different ideas, all genius; So many ideas really should be
considered; More student involvement is needed; The transition group was really interesting; Variety of feedback;
Variety with feedback; Truthfully, enjoyed feedback and guidance of group leaders; Very important and great
session.
Excellent facilitation and organization; Good job of everyone getting to speak, validating all thoughts and ideas;
Positive and productive; Define early at-risk - vocational vs. college; How does this affect the budget; Our diversity
created a challenge for the facilitators – they handled it well; Enjoyed discussing concerns and positives with other
teachers and members in community; This session was informative.
Able to generate great ideas; How to unload teachers of administrative work to focus on these relationships; Let’s
begin a teacher/student mentor program in middle schools and high schools; Great to see the community get on
board with these efforts; Great session – loved hearing input from various stakeholders – need more of this; Fantastic
opportunity to share and to learn from a student, judge, and fellow teachers - awesome springboard for great things
to come, starting today.
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General Comments:
I was pleased to see how well Forsyth County is ranked and that we are striving for more!
Wish all three speakers were given more time.
I had an amazing experience today. It was great to be able to intake this vital information and thank you for inviting me to this event and I’m
glad that I was allowed to give some input.
This presentation was a brilliant idea!
A week prior to the next summit, send out a pre-read. I couldn’t wrap my head around Forsyth schools and the weaknesses/strengths.
Invite a few more students to express their ideas. Many students have different ideas and opinions, which can be put together to form a great
program. Excited for the next meeting!
Survey dropout students, research why?
As a student, I didn’t know about a lot of programs – iAchieve, summer classes, etc. I think you should promote that, and I think capturing student
interest is going to be the reason for increased graduation rate. If you are bored in class (like having to sit through health lessons for the
fourth time) you’re going to resent going to class. I think you’re going in the right direction with programs in school like Journalism,
Marketing Principles, Engineering, etc. Challenging students’ strengths is the way to go. Great program, really interesting, makes students
happy to think you are listening to what we have to say.
The students who have been invited to this along with the student advisory meetings have finally started to come together on a social level and
become more comfortable with each other. This means they are becoming less and less shy and conservative with their ideas. Please invite
the same group of kids to further meetings.
Thank you for doing this for the community! Linking education to economic development is a must. Education is not just about learning bits of
knowledge, It’s about learning them in the context of skills – reading, math, student, learning, group work, writing, oral communication,
interpersonal communication – all that contribute to life success.
Not sure how many parents were invited, but I wish more had attended.
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APPENDIX E
LIST OF COMMUNITY PARTICIPANTS
City Council of Cumming
Service Master
Scientific Games
City of Cumming
Regions
Bank of North Georgia
Forsyth County Commission
CB Smith & Associates
Forsyth County News
Forsyth County Board of Education
Judge Phil Smith
Trox USA
Leadership Forsyth
AC Poultry
H&H Staffing
McGraw Snadler Training
Motovario
Publix
Peach State Promotions
Thomas Lumber
Comcast
Hansgrohe
Northeast Georgia Medical Center
ReMax 400 North
Northside Hospital-Forsyth
& Health System
North Fulton Regional Medical
Johnston & Associcates
Lanier Technical College
Center
BB&T
Automation Direct
Wal-Mart
Hoover Precision Products
Wachovia
Keller Williams
Gwinnett Gladiators
Hansgrohe
Sawnee EMC
AJC
Lafarge Aggregates
Jesse's House
Clarion Stormwater Solutions
Siemens
Bald Ridge Lodge
Chris Cleaners
Batson Cook
Jesse's House
United Community Bank
Keller Williams
Forsyth County Advocacy
Tyson
Solvay
Center
Gwinnett Gladiators
Forsyth County Educators
School Social Worker
Sandler Sales
Comcast
Next Generation Focus
Horizon Construction
City of Cumming
Morning Star
Fisher & Philips
Pond & Co.
Child Advocacy Center
Saint Joseph's Hospital
Cardinal Logistics
SAFFT
CRS Solutions
Crescent Bank
Juvenile Court
Norman's Landing
The Avenue Forsyth
Bald Ridge Lodge
Mimms Enterprises
American Proteins
Crossroads
Citizens Bank of Forsyth County
Jordan Jones & Goulding
Victim Advocate
Joe Powell & Associates
Forsyth County Schools
Library
RBM of Atlanta North
Radical Support
Community Connection
Taumban
AT&T
Sheriff's Office
SunTrust
AGL Resources
Mentor Me
Dekalb Office
Pre-Paid Legal
CareSouth
Northside Hospital
Russell Landscape Group
Childress Klein
MetCam
Atlanta Braves
Georgia Power
First Citizens Bank of Georgia
Data Supplies
Georgia MRI
L-3 Communications
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