Part: 7
PART 7: LOCALLY REQUIRED PLAN
TECHNOLOGY USE PLAN
SOFTWARE USE
SOFTWARE USE (Updated Aug. 2012)
Name
Site/
Individual
Use
Reading
Math
Science
Social Studies
Writing
SPED
L.A.
CTAE
Fine
Arts
Media
Adobe Flash Player
Adobe Indesign CS 5
Adobe Photoshop
Adobe Premeir Elements
AppInventor
Audacity
Auralia
AuotCAD Architecture
AutoCAD Inventor Prof.
AutoCAD Revit
Autodesk VIZ
Biology Interactive
Classroom
Boardmaker
Camtasia
Clarity
Draft Builder
Edmark 2
Edmark 1
Fathom
Feed for All
Finale
Format Factory
Froguts
Functional Skills
Management
Geometrey Sketchpad
Glencoe Puzzlemaker
Gelncoe Science
Chemisrty
Gelncoe Science Physics
Glencoe Teacher Works
Google Earth
Google Sketchup
Inspiration
Itunes
Java FX
jGrasp
LEGO Mindstorms
Logger Pro 3
Lumens
Math Type 6.0
MECA Skills Management
Microsoft Office Excel
Microsoft Office One Note
Microsoft Office Power
Point
Microsoft Office Publisher
S
S
S
S
S
S
S
S
S
S
S
As Needed
Daily
As Needed
As Needed
Daily
As Needed
Weekly
As Needed
As Needed
Daily
Daily
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
S
Weekly
S
S
S
S
S
S
S
S
S
S
S
Weekly
As Needed
Daily
Daily
As Needed
As Needed
Daily
As Needed
Weekly
Weekly
As Needed
S
Daily
S
S
Daily
As Needed
S
Weekly
X
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Weekly
Weekly
As Needed
As Needed
As Needed
Daily
Daily
Daily
Daily
Weekly
Daily
Daily
As Needed
Daily
Daily
X
X
S
S
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Daily
X
X
X
X
X
X
X
X
Daily
X
X
X
X
X
X
X
X
2012- 2013 School Improvement Plan
Sequoyah High School
Page 1
Part: 7
Microsoft Office Word
Microsoft Visual C+
Munis
NeoScience
Nero 8
NetSupport School
Nystrom Maps 101
Nystrom Our History Atlas
Nystrom-US Atlas
Photostory
Picasa 3
Principles of Physics
Printkey
Quickbooks POS
Quizdom Interactive
Read 180
Roxio Creator
Scratch
SMART Technologies
Solo 6
Stop Mothion Animator
Success Maker DRMS
TI Connect
TI Interactive
TI Navigator
TI Smartview
Type to Learn
United Video Streaming
Virtual Physics Lab
VTS Money Box
Windows Movie Maker 2
Word Q
Writing with Symbols
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
online
S
S
I
S
S
S
S
S
I
S
Daily
Daily
Daily
Weekly
Weekly
Daily
As Needed
As Needed
As Needed
As Needed
As Needed
Daily
Daily
Daily
Weekly
Daily
Daily
Daily
Daily
As Needed
Daily
Daily
Daily
Daily
Daily
Daily
As Needed
Daily
Daily
As Needed
Weekly
As Needed
As Needed
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2012- 2013 School Improvement Plan
Sequoyah High School
X
X
X
X
X
X
X
X
X
Page 2
X
Part: 7
ATTENDANCE AND TRUANCY INTERVENTION PLAN
Section I: Provide a brief description of the school-to-home
correspondence utilized to relate important student attendance
information (i.e., School Board Policy, School-site Programs,
Improvements or Declines in School Attendance Rates, Improvements
or Increases in Student Drop-Out Rates, the State’s Compulsory
Attendance Law).
We put all attendance-related information in the Student Agenda and on our
website. We also mail home letters at the beginning of the school year explaining the
county attendance policy, our credit recovery program for students who exceed their
maximum number of allowed absences , and TAADRA policies so that students and
parents understand how poor attendance will impact their ability to get their driver’s
permit or license. We also have a newsletter that is mailed home four times a year,
and we do an article on some attendance issue in each edition. Our emphasis this
year is to get every parent and student to view the Parent and Student Portal every
week. This county-wide information network allows both parents and students to
check the student’s attendance daily. We urge both parents and students to contact
us if they see any issues with the student’s attendance. We have mailed home
correspondence on how to get on the program and through our attendance office and
administrative offices, will encourage parents to become actively involved in
monitoring their student’s attendance.
Section II: Provide a brief description of school-based protocol utilized
to insure accurate student attendance data.
Every teacher is required to take roll on ASPEN each period. If there is a
discrepancy in the student’s attendance (i.e. missing from class, but not marked
absent the rest of the day), the teachers are required to notify the student’s
administrator. One of our attendance clerks runs 4 day and 7 day reports,
cumulative and consecutive day reports, and daily absence reports to determine
student attendance problems. We also do a “Teachers Not Taking Attendance”
report to determine if we have any circumstances where teachers are not taking
attendance each period. We have developed NCR absentee reports so that when a
substitute teacher is taking attendance, one copy is sent to the attendance office, and
one copy is left with the teacher who is required to check their record for accuracy
the next day.
Section III: Provide a brief description of how student attendance
patterns are tracked and underlying causes of truancy identified for
purposes of implementing appropriate solutions.
2012- 2013 School Improvement Plan
Sequoyah High School
Page 3
Part: 7
Our attendance office determines from the cumulative and consecutive days absence
reports if there seems to be students who are having attendance problems. One of
the secretaries calls home to speak with a parent about the cause for excessive
absences. If the problem is not rectified at that level, the students who are under 16
are referred to the school system social worker. We also give names of students who
are experiencing attendance issues to the appropriate administrator or counselor
who makes contact with the student and parent to determine the reason for excessive
absences and to develop an Attendance Contract if needed.
Section IV: Provide a brief description of school-based incentive
program/activities for students with good/ improved attendance rates.
This should include formalized incentive programs organized by the
school or through the school’s parent organizations/community-based
partnerships.
Students who have 2 or fewer days out of school are given a 10 point bonus on their
final exams at the end of the year.
Section V: Provide a brief description of school-based interventions or
consequences for students in violation of the State’s compulsory
attendance law, dropping out of school prior to graduation or exceeding
the 15-day absence limit used for NCLB-related accountability.
The school reports to the Georgia Department of Driver Safety students who have
more than 10 unexcused absences, and they lose their license for a period of 1
year. The school does not issue Certificates of Attendance for students to get their
licenses or permits for anyone with 10 or more unexcused absences. We withhold
credit for classes for any students who violate the county attendance policy until they
complete Zero Period, which is a program that allows students to make up time
missed by coming in one hour early each school day until the time is made up.
2012- 2013 School Improvement Plan
Sequoyah High School
Page 4
Part: 7
CHARACTER EDUCATION PLAN and/or TEACHER AS ADVISOR PLAN
System Plan
Cherokee County Board of Education (CCBOE) policy IHE, Pupil Progression states that
all school, kindergarten through grade twelve, shall provide instruction that addresses core
values and provides instruction in character education as adopted by the Georgia Board of
Education. The three strands, Citizenship, Respect for Others, and Respect for Self are
located on GeorgiaStandards.org under QCC Curriculum (helpful links).
A district-wide calendar “words of the week” are provided to schools and listed in the
Student Handbook.
Each school is responsible for the development of an individual school plan utilizing the
Words of the Week and the standards.
With the approval of SB387, it is now a requirement to provide career counseling and
advisement for students in grades 6-12. Teacher As Advisor for Grades 6 – 12, a period
requiring 15 – 20 (30??) minutes per week to address four areas or domains: Character
Education, Personal/Social, Academic (Educational and Occupation Exploration) and
Career (Education and Career Planning) will be implemented beginning in the 2010-11
school year. Lessons have been provided for each grade, 6-12. Plans for implementation
are developed at each school and are provided in this section.
Teachers As Advisors
TEACHERS AS ADVISORS ACTION PLAN
School: Sequoyah High School
School Committee Leader: Diane Butterworth
School Committee Members: Cassie Hembree, Carrilynn Corbin, Ginny Garner, Alan
Johnson, Kristy Clyburn, and Elease Franchini
Faculty/Staff Training:
Please describe your specific plan(s) for introducing the TAA program in your school.
Committee members will present the TAA program to the SHS faculty through an e-mail.
Presentation will include the following items:
 Overview and introduction to the Teachers As Advisors Program through Power
Point Presentation
 2012-2013 Theme: PACC-Personal/Academic/Career/Character Education “PACC
to IMPACCT students’ lives”
 Present calendar of monthly TAA advisement homerooms with topics for academic
school year.
 TAA Grade Level Coordinators
2012- 2013 School Improvement Plan
Sequoyah High School
Page 5
Part: 7

To promote the TAA Program homeroom meeting, teachers will be reminded to wear
their TAA Spirit shirts to wear for advertisement, and any new teachers received a
shirt.
Advisement Schedule:
 Please describe the method with which the students will be assigned to each certified
staff.
Students will be assigned by grade level to a certified homeroom teacher.
 Please describe the day of the week and time of the day during which advisement
would take place in your building.
TAA meetings will take place on the first Wednesday of every month during
homeroom.
Concerns/Needs:
Please describe any future concerns/needs that you may foresee in your school.
We had both teachers and students evaluate the program at the end of the each year. We take
all the feedback very seriously and make adjustments based on that feedback each year. We
will continue to welcome feedback and suggestions from our faculty and staff to improve the
program.
HOMEWORK PLAN
System Plan
Cherokee County Board of Education (CCBOE) policy IHB, Homework, establishes
system-wide parameters for the assignment of homework. The district homework policy
also directs that homework standards and procedures shall be established by each school’s
administration and faculty, with input from parents and the community in accordance with
CCBOE policy IHB.
School Plan
Student achievement, independence of thought and action, and personal
responsibility for learning serve as a vital link between school and home.
Accordingly, homework standards and procedures shall be established by each
school’s administration and faculty, with input from parents and the community. To
ensure that this policy is fully and consistently implemented, such standards and
procedures shall be incorporated into the school’s School Improvement Plan (SIP).
Homework may be used for preparation, practice, extension of classroom
time/concepts, and the fostering of creativity, and should routinely reflect efforts
designed to achieve mastery of the School District’s Student Performance Standards.
As students advance through school, it is reasonable to expect that the amount of
homework they must complete will increase. The amount of homework assigned
2012- 2013 School Improvement Plan
Sequoyah High School
Page 6
Part: 7
should relate directly to the curriculum content for the appropriate grade level and to
the individual needs of students.
If the amount of homework assigned to students becomes
unreasonable/excessive/inadequate, or if the relative grading weight assigned to
homework is unreasonable, it is the Principal’s responsibility to correct the
situation.
MAJOR PURPOSES OF HOMEWORK
a. Reinforce principles, skills, concepts, and information taught in the
classroom.
b. Be meaningful, appropriate to the ability and maturity level of students, well
explained, and clearly understood by students.
c.
Stimulate creative, logical, and critical thought.
d. Provide for open-ended assignments that encourage creativity and higher
order thinking skills.
e. Teach students self-discipline and self-motivation regarding their
responsibilities and efforts required to complete assignments.
f. Promote independent, in-depth study of the chosen topics.
g. Provide opportunities for broad enrichment activities.
h. Promote the use of time management and organizational skills.
Teachers Are Expected To:
a. Set clear and rigorous standards for the quality of work for all students.
b. Create an effective system for communicating homework guidelines for
parents in accordance with standards and procedures established by the
school administration and faculty with input from parents and the
community.
c. Collect homework when due; assess and provide timely and appropriate
feedback to students regarding the completion of assignments and the
mastery of standards.
2012- 2013 School Improvement Plan
Sequoyah High School
Page 7
Part: 7
d. Coordinate projects so that all students have access to research and resource
materials, including textbooks.
e. Coordinate homework assignments with other teachers so that students do
not receive excessive assignments.
f.
Assign homework in those areas which have been taught or are academically
challenging and appropriate to the student’s level of competence and which
promote the student’s intellectual growth.
g. Design quality homework which is novel, varied, authentic, and tied to
mastery of student performance standards.
h. Allow for varied learning styles by including choices in types of assignments
(e.g. flexible assignments which allow several days to complete).
i.
Provide students with a reasonable estimate of the amount of time necessary
to complete each homework assignment.
j. Provide specific written explanation of long-term homework assignments so
that the requirements, expectations and timelines are clearly understood by
the students.
k. Provide students the opportunity to ask questions to clarify homework
assignments.
l. Evaluate group projects based upon individual student participation and
group process and allow time in class for individuals and groups to work on
projects.
m. Be sensitive to cultural and societal differences and expectations vis-à-vis
the assignment and assessment of homework (e.g., impact of religious
holidays, field trips, family emergencies, State and Local Testing Dates).
Students Are Expected To:
a. Understand that homework is part of the course requirements.
b. Make certain that homework assignments are understood before leaving
class.
c. Complete and submit homework assignments in a timely manner.
d. Complete (and make up) homework assignments conscientiously and in
accordance with the teacher’s directions.
2012- 2013 School Improvement Plan
Sequoyah High School
Page 8
Part: 7
Parents Are Expected To:
a. Support teaching and learning by providing time and a suitable
environment for completing homework.
b. Remind students that homework is their responsibility.
c. Guide or assist in homework when unusual difficulties arise; but never do
the homework for the student.
d. Communicate with the teacher(s) regarding homework expectations and
assignments, as needed.
CAREER, TECHNOLOGY, AND AGRICULTURAL EDUCATION (CTAE) PLAN
High School
It is the vision of the Sequoyah High School Career, Technical and Agriculture
Education Department (CTAE) to prepare students for a 21st century workforce. This
is accomplished by providing rigorous, internationally competitive, results-driven
curriculum standards with a career focus; a technologically advanced learning
environment; a sequenced career pathway leading to industry recognized national
certification; advanced post secondary training; and the utilization of educationally
significant technological skill-sets. It is a combination of these skill sets that will
allow our students to succeed in obtaining high-demand, high-wage competitive
careers.
The Career, Technical and Agriculture Department’s mission is to prepare students
to become successful participants in their chosen career field by embedding
fundamental academic and employability skills into each course. The need to stay
current with emerging workforce demands that will drive our instructional planning
and program offerings so the students are prepared to experience success in today’s
fast-paced competitive work environment. Through collaboration with faculty,
parents, local educational institutions, community-based agencies and organizations
and business and industry members, the Career, Technical and Agriculture
Education Department will ensure a learning environment that equips its students
with the necessary skills to become life-long learners and leaders in a chosen career
field in a continually changing technological global economy.
The sequenced pathway of courses that are offered at Sequoyah High School provide
a connection between academic studies and real-world scenarios. These pathways
encourage the students to develop critical thinking, apply analytical problem solving
skills, and apply creative thought processes. The Sequoyah High School Career,
Technical and Agriculture teachers, through the use of technologically advanced
2012- 2013 School Improvement Plan
Sequoyah High School
Page 9
Part: 7
equipment and materials, create a learning environment by which all the students
can demonstrate mastery of educational goals and apply learning to real-life
situations. The students develop problem solving and decision making skills as they
utilize digital tools to further advance their knowledge base.
A major system priority states that Cherokee County Schools should collaborate with
technical colleges, other institutions of higher learning, and community businesses
to insure that career and technical education programs prepare students for a
diverse and technologically rich society. The Career, Technical and Agriculture
Education Department implements this priority by responding to evolving workforce
demands, collaborating with appropriate educational and community entities, and
by graduating students with a strong academic base, technologically advanced skills
and the ability to succeed as a global competitor in the 21st century workforce.
SENIOR PROJECT PLAN
Diane Butterworth is the administrator responsible for the implementation of the
Senior Project along with a steering committee and an advisory committee. The
program has been a widely successful capstone experience in the career development
of Sequoyah’s students. We have made many adjustments over the years with
requirements for the Senior Project. This year we have moved the Senior Boards to
earlier in the year (April) so that there is less pressure on the seniors at the end of the
semester.
RESPONSE TO INTERVENTION (RTI)/STUDENT SUPPORT TEAM (SST)
Tier I: For All Students
Tier I includes the instructional setting and support provided for 100% of the
student population not previously identified as students with disablities in need of a
more restrictive setting.
Tier II: Academic Improvement Plan
Students presenting difficulties in the school setting are discussed at a team meeting
as possible candidates for an Academic Improvement Plan (AIP). Criteria for an
AIP may include, but is not limited to, the following:
-
Level 1 on the CRCT in Reading, Language Arts or Math
Retention (current year)
More than 2 failing grades in a 9 week grading period
Eligibility for EIP or an REP class
Below level on an ESOL screening as recommended by the ESOL teacher
Scoring below satisfactory academic performance in regular and/or gifted
education classes (gifted served students only)
2012- 2013 School Improvement Plan
Sequoyah High School
Page 10
Part: 7
An invitation is sent to the parents and an information gathering meeting is
convened. Data regarding the student’s past and present educational and/or
behavioral performance are reviewed at this meeting. If it is decided that more
information is needed, the team develops a course of action for obtaining that
information.
After adequate data has been reviewed, a plan is developed by the team to address
the student’s strengths and weaknesses. Appropriate Response to Intervention
(RTI) strategies (minimum of 2) are developed to meet pre-determined measurable
goal(s), and timelines for follow-up are established. It is the responsibility of the
staff member(s) implementing research based strategies to ensure all modifications
are being implemented, and that results are documented through an AIP every 3
weeks. The administrator or designee will work with the teams to analyze the
information and discuss the results with the student and teachers.
When a student makes sufficient progress and/or modifications are no longer
needed, the student will be placed back into Tier I status. Records regarding the use
of RTI strategies are part of the student’s permanent record and should follow the
student as he progresses through the educational system.
Tier III: Student Support Team (SST)
If documented modifications are ineffective in the Tier 2 phase, the team reconvenes
to discuss possible changes in the plan or to refer the student to the Student Support
Team (SST). Criteria for placement in SST may include, but is not limited to, the
following:
-
Level 1 on CRCT in 2 or more areas (Reading, English/Language Arts,
Social Studies)
4 or more data points at Tier II indicating no improvement or less than
expected growth.
In this phase the team teachers will consult with the school psychologist regarding
the student’s past and current progress and defining areas of possible deficits in
learning. Once the student has been placed in Tier III through an SST referral and
approved by the SST chairperson, a formal meeting will be scheduled, and a parent
will be invited to attend. This meeting will include a minimum of 3 school personnel
and other professionals (SST chairperson, administrators, school psychologist,
counselors, and speech teacher). A consent form for hearing and vision screening
will be presented or mailed to the parent.
The committee will review Tier II documentation and the SST referral form, as well
as update pertinent information (assessments, medical information, etc.). The
committee will create measurable goals for the student and collect weekly data
2012- 2013 School Improvement Plan
Sequoyah High School
Page 11
Part: 7
points obtained through research based interventions. Data collection will be
documented on a Point Plan on a weekly basis. Teachers will evaluate progress after
2 to 4 weeks of implementation. If student is not making adequate progress, then
the team will meet to change or modify the interventions. If the student makes
acceptable progress, then the interventions will continue and will be documented. If
the student continues to exhibit difficulties after a minimum of 4 RTI strategies have
been implemented over 12 weeks, the team may refer the student to the SST
Coordinator and school psychologist to begin consideration towards the evaluation
process for additional services.
Tier IV: Special Education Services
At this tier, students have been referred for a comprehensive evaluation to determine
if they are eligible for special education services. A multidisciplinary team has
collaboratively assessed the student in academics and behavioral skills. Students
found eligible participate in special education services as needed. Most of these
students participate in the general education testing program with or without testing
accommodations. A small percentage will take alternate tests in lieu of the general
education testing program.
SACS/CASI CHECKLIST
STANDARD 1: VISION AND PURPOSE
The school establishes and communicates a shared purpose and direction for
improving the performance of students and the effectiveness of the school.
Quality School Indicators
_____
1.1 Establishes a vision for the school in collaboration with its
Stakeholders
_____
1.2 Communicates the vision and purpose to build stakeholder
understanding and support
_____
1.3 Identifies goals to advance the vision
_____
1.4 Develops and continuously maintains a profile of the school,
its students, and the community
_____
1.5 Ensures that the school’s vision and purpose guide the teaching
and learning process
_____
1.6 Reviews its vision and purpose systematically and revises them
when appropriate
2012- 2013 School Improvement Plan
Sequoyah High School
Page 12
Part: 7
Impact Statement
A school is successful in meeting this standard when it commits to a shared purpose
and direction. The school establishes expectations for student learning aligned with
the school’s vision that is supported by school personnel and external stakeholders.
These expectations serve as the focus for assessing student performance and school
effectiveness. The school’s vision guides allocations of time and human, material,
and fiscal resources.
9
STANDARD 2: GOVERNANCE AND LEADERSHIP
The school provides governance and leadership that promote student performance
and school effectiveness.
Quality School Indicators
GOVERNANCE
_____
2.1 Establishes policies and procedures that provide for the
effective operation of the school
_____
2.2 Recognizes and preserves the executive, administrative, and
leadership prerogatives of the administrative head of the school
_____
2.3 Ensures compliance with applicable local, state, and federal laws,
standards, and regulations
LEADERSHIP
_____
2.4 Employs a system that provides for analysis and review of student
performance and school effectiveness
_____
2.5 Fosters a learning community
_____
2.6 Provides teachers and students opportunities to lead
_____
2.7 Provides stakeholders meaningful roles in the decision-making
process that promote a culture of participation, responsibility, and
ownership
_____
2.8 Controls curricular and extracurricular activities that are
sponsored by the school
_____
2.9 Responds to community expectations and stakeholder satisfaction
2012- 2013 School Improvement Plan
Sequoyah High School
Page 13
Part: 7
_____
2.10 Implements an evaluation system that provides for the
professional growth of all personnel
Impact Statement
A school is successful in meeting this standard when it has leaders who are advocates
for the school’s vision and improvement efforts. The leaders provide direction and
allocate resources to implement curricular and co-curricular programs that enable
students to achieve expectations for their learning. Leaders encourage collaboration
and shared responsibility for school improvement among stakeholders. The school’s
policies, procedures, and organizational conditions ensure equity of learning
opportunities and support for innovation
STANDARD 3: TEACHING AND LEARNING
The school provides research-based curriculum and instructional methods that
facilitate
achievement for all students.
Quality School Indicators
_____
3.1 Develops and implements curriculum based on clearly-defined
expectations for student learning
_____
3.2 Promotes active involvement of students in the learning process,
including opportunities for them to explore application of higherorder
thinking skills and investigate new approaches to applying their
learning
_____
3.3 Gathers, analyzes, and uses data and research in making curricular
and instructional choices
_____
3.4 Designs and uses instructional strategies, innovations, and
activities that are research-based and reflective of best practice
_____
3.5 Offers a curriculum that challenges each student to excel, reflects a
commitment to equity, and demonstrates an appreciation of diversity
_____
3.6 Allocates and protects instructional time to support student
learning
_____
3.7 Provides for articulation and alignment between and among all
levels of schools
_____
3.8 Implements interventions to help students meet expectations for
student learning
2012- 2013 School Improvement Plan
Sequoyah High School
Page 14
Part: 7
_____
3.9 Monitors school climate and takes appropriate steps to ensure
that it is conducive to student learning
_____
3.10 Provides comprehensive information and media services that
support the curricular and instructional programs
_____
3.11 Ensures that all students and staff members have regular and
ready access to instructional technology and a comprehensive materials collection
that supports the curricular and instructional program
Impact Statement
A school is successful in meeting this standard when it implements a curriculum
based on clear and measurable expectations for student learning that provides
opportunities for all students to acquire requisite knowledge, skills, and attitudes.
Teachers use proven instructional practices that actively engage students in the
learning process. Teachers provide opportunities for students to apply their
knowledge and skills to real world situations. Teachers give students feedback to
improve their performance.
STANDARD 4: DOCUMENTING AND USING RESULTS
The school enacts a comprehensive assessment system that monitors and documents
performance and uses these results to improve student performance and school
effectiveness.
Quality School Indicators
_____
4.1 Establishes performance measures for student learning that yield
information that is reliable, valid, and bias free
_____
4.2 Develops and implements a comprehensive assessment system
for assessing progress toward meeting the expectations for student
learning
_____
4.3 Uses student assessment data for making decisions for continuous
improvement of teaching and learning processes
_____
4.4 Conducts a systematic analysis of instructional and organizational
effectiveness and uses the results to improve student performance
_____
4.5 Communicates the results of student performance and school
effectiveness to all stakeholders
2012- 2013 School Improvement Plan
Sequoyah High School
Page 15
Part: 7
_____
4.6 Uses comparison and trend data of student performance from
comparable schools in evaluating its effectiveness
_____
4.7 Demonstrates verifiable growth in student performance
_____
4.8 Maintains a secure, accurate, and complete student record system
in accordance with state and federal regulations
Impact Statement
A school is successful in meeting this standard when it uses a comprehensive
assessment system based on clearly defined performance measures. The system is
used to assess student performance on expectations for student learning, evaluate
the effectiveness of curriculum and instruction, and determine interventions to
improve student performance. The assessment system yields timely and accurate
information that is meaningful and useful to school leaders, teachers, and other
stakeholders in understanding student performance, school effectiveness, and the
results of improvement efforts.
STANDARD 5: RESOURCES AND SUPPORT SYSTEMS
The school has the resources and services necessary to support its vision and
purpose and to ensure achievement for all students.
Quality School Indicators
_____
5.1 Recruits, employs, and mentors qualified professional staff that are
capable of fulfilling assigned roles and responsibilities
_____
5.2 Assigns professional staff responsibilities based on their
qualifications
(i.e., professional preparation, ability, knowledge, and experience)
_____
5.3 Ensures that all staff participate in a continuous program of
professional
Development
_____
5.4 Provides and assigns staff that are sufficient in number to meet
the vision and purpose of the school
_____
5.5 Budgets sufficient resources to support its educational programs
and to implement its plans for improvement
_____
5.6 Monitors all financial transactions through a recognized, regularly
audited accounting system
2012- 2013 School Improvement Plan
Sequoyah High School
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Part: 7
_____
5.7 Maintains the site, facilities, services, and equipment to provide an
environment that is safe and orderly for all occupants
_____
5.8 Possesses a written security and crisis management plan with
appropriate training for stakeholders
_____
5.9 Ensures that each student has access to guidance services that
include, but are not limited to, counseling, appraisal, mentoring, staff
consulting, referral, and educational and career planning
_____
5.10 Provides appropriate support for students with special needs
Impact Statement
A school is successful in meeting this standard when it has sufficient human,
material, and fiscal resources to implement a curriculum that enables students to
achieve expectations for student learning, to meet special needs, and to comply with
applicable regulations. The school employs and allocates staff that are well qualified
for their assignments. The school provides ongoing learning opportunities for all
staff to improve their effectiveness. The school ensures compliance with applicable
local, state, and federal regulations.
STANDARD 6: STAKEHOLDER COMMUNICATION AND
RELATIONSHIPS
The school fosters effective communications and relationships with and among its
stakeholders.
Quality School Indicators
_____
6.1 Fosters collaboration with community stakeholders to support
student learning
_____
6.2 Has formal channels to listen to and communicate with
stakeholders
_____
6.3 Solicits the knowledge and skills of stakeholders to enhance the
work of the school
_____
6.4 Communicates the expectations for student learning and goals
for improvement to all stakeholders
_____
6.5 Provides information about students, their performance, and
school effectiveness that is meaningful and useful to stakeholders
2012- 2013 School Improvement Plan
Sequoyah High School
Page 17
Part: 7
Impact Statement
A school is successful in meeting this standard when it has the understanding,
commitment, and support of stakeholders. School personnel seek opportunities for
collaboration and shared leadership among stakeholders to help students learn and
advance improvement efforts.
STANDARD 7: COMMITMENT TO CONTINUOUS IMPROVEMENT
The school establishes, implements, and monitors a continuous process of
improvement that focuses on student performance.
Quality School Indicators
_____
7.1 Engages in a continuous process of improvement that articulates
the vision and purpose the school is pursuing (Vision); maintains a rich
and current description of students, their performance, school
effectiveness, and the school community (Profile); employs goals and
interventions to improve student performance (Plan); and documents
and uses the results to inform what happens next (Results)
_____
7.2 Engages stakeholders in the processes of continuous improvement
_____
7.3 Ensures that plans for continuous improvement are aligned with
the vision and purpose of the school and expectations for student
learning
_____
7.4 Provides professional development for school personnel to help
them implement improvement interventions to achieve improvement
goals
_____
7.5 Monitors and communicates the results of improvement efforts to
stakeholders
_____
7.6 Evaluates and documents the effectiveness and impact of its
continuous process of improvement
Impact Statement
A school is successful in meeting this standard when it implements a collaborative
and ongoing process for improvement that aligns the functions of the school with the
expectations for student learning. Improvement efforts are sustained and the school
demonstrates progress in improving student performance and school effectiveness.
2012- 2013 School Improvement Plan
Sequoyah High School
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Part: 7
New improvement efforts are informed by the results of earlier efforts through
reflection and assessment of the improvement process.
SACS/CASI ASSURANCE
Standard
1
Vision and Purpose
2
Governance and Leadership
x
x
x
x x x x x x x
3
Teaching and Learning
x
x
x
x x x x x x x
4
Documenting and Using
Results
Resources and Support
Systems
x
x
x
x x x x x
x
x
x
x x x x x x x
6
Stakeholder
Communication x
and Relationships
x
x
x x
7
Commitment to Continuous x
Improvement
x
x
x x x
5
2
x
Indicators (check if met)
3 4 5 6 7 8 9 10 11
x x x x
1
x
x
Principal’s Signature ____________________________________
2012- 2013 School Improvement Plan
Sequoyah High School
Page 19