school improvement plan - guilford county schools - high school... · 2007-06-07 · dai-f003 rev....

DAI-F003 Rev. B. 8-21-03 of 82

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[Click and type your school's name]

Contents

1. Mission Statement 2. Leadership Team 3. School Community Profile 4. Overview of School 5. Targeted Achievement Areas 6. Waiver Request 7. Provision for Distribution of ABC Incentives 8. Ends Indicators 9. Safe Schools Plan

Approvals

Approved by Staff Date of Approval by Staff: [Click and type date] Results (% Approval): [Type]

Principal’s Signature: Date:

Approved By School Improvement Associate Superintendent’s or Executive Director’s

Signature: Date:

Approved by GCS Board of Education Date:

Comment [GCS1]: Highlighted (yellow) text indicates a comment. Comments contain instructions for filling out this form. The yellow highlighting will not show when you print. To see a comment, simply hold your mouse over a yellow area. Another option is to select Comments from the View menu. Gray areas indicate places on the page where text or numbers are to be typed. To type, click once on a gray area, and then begin typing. You will not see a cursor until after you have typed the first letter. The new letters or numbers will replace the gray area.

Comment [GCS2]: Remember that you are to get staff approval of the plan and that you are to have a record of the vote of approval. On this document that is to be recorded as a % of the whole staff that approved the plan.

Comment [GCS3]: In connection al by School

improvement,” your plan is to be turned in to your School Improvement supervisor who will review and approve your plan before it is sent to the Board of Education.

with the “Approv

High School: [Click and type your school's name.] 2002-2005 School Improvement Plan

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Mission and Belief Statements School’s Mission Statement: [Click and type your mission statement.] To lead us toward our mission, our school community shares the following beliefs: [Click and type your shared beliefs.]

Comment [GCS4]: Double-click in the header (or choose Headers and Footers from the View menu). Click and type your school’s name in the header. Click Close on the header/footer toolbar to return to the document.

Comment [GCS5]: Under the beliefs statement you should augment your mission statement to reflect your commitment to meeting the “No Child Left Behind” mandates.


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Leadership Team Members

The following team members collaborated with school staff to develop the School Improvement Plan for our school (parents must be included):

Name Position or Role Signature Date [Click and type name.] [Click and type position]

Comment [GCS6]: Please note it calls for the signatures of your leadership team members and that your leadership team members must include parents. Click and type in empty cells to enter the names, positions, and date of signatures for the rest of the team. Press tab to move to new cells. Do NOT press Enter. If you need more rows, choose, the Table menu -> Insert -> Rows or press tab in the last cell the table and a new row will automatically be created.


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School Community Profile

A. Demographics (10th day membership – 2002-03)

Ethnic Subgroups

Number of Students Percentage of Students Subgroup Male Female Total Male Female

African American [Type] [Type] 0 !Zero Divide !Zero Divide

American Indian [Type] [Type] 0 !Zero Divide !Zero Divide

Asian [Type] [Type] 0 !Zero Divide !Zero Divide

Hispanic [Type] [Type] 0 !Zero Divide !Zero Divide

Multiracial [Type] [Type] 0 !Zero Divide !Zero Divide

White [Type] [Type] 0 !Zero Divide !Zero Divide

Totals: 0 0 0 !Zero Divide !Zero Divide

Other Student Subgroups

Other Subgroups Number Percent of School Population Children with Disabilities (unduplicated count) [Type] !Zero Divide

Academically Gifted [Type] !Zero Divide

Limited English Proficient Students (LEP) [Type] !Zero Divide

Total Free and Reduced Lunch [Type] !Zero Divide

Section 504 [Type] !Zero Divide

Comment [GCS7]: The Demographics page will reflect the need to have baseline data for the various sub-groups you serve since under “No Child Left Behind” mandates, you will be expected to see that each of these sub-groups is on grade level by the specified dates in the legislation. Further, your SIP must identify sub-groups that need special attention to successfully meet the “No Child Left Behind” mandates. This information should mirror your 10-day membership count for 2002-03.

Comment [GCS8]: Only enter the number of male and female students for each group. If you have no students at your school in a group, enter zero. Press tab to move to new cells. Do NOT press Enter. See the next comment to learn how to calculate the totals and percentages.

Comment [GCS9]: Calculate the totals before you calculate the percentages. 1.To calculate, click once to the left of or on the gray box in the “Total” row or column and press the F9 key. Note: It is important to click to the left of or on the gray area but not to the right of it. Pressing tab to move to a new cell will put the cursor in the right place as well. 2.Do this for all Totals in column D and on the Totals row. Then click once to the left of or on each the gray boxes under percentages (the ones that say “!Zero Divide”) and press F9.

Comment [GCS10]: Type the number of students for each subgroup. Enter zero if you have no students that represent a subgroup.

Comment [GCS11]: Click to the left of or on each of the gray “!Zero Divide” boxes and press F9 to calculate the percentages.

... [1]


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B. Student Achievement

End-of-Course Tests

School Percent Scoring

At or Above Grade Level

District Percent Scoring


State Percent Scoring


Grade

Level/Test 2001-02 2002-03 2003-04 2004-05 2001-02 2002-03 2003-04 2004-05 2001-02 2002-03 2003-04 2004-05

Algebra I [Type] [Type] [Type]

Algebra II [Type] [Type] [Type]

Biology [Type] [Type] [Type]

Chemistry [Type] [Type] [Type]

ELPS [Type] [Type] [Type]

English I [Type] [Type] [Type]

Geometry [Type] [Type] [Type]

Physical Science

[Ty pe] pe] pe] [Ty [Ty

Physics [Type] [Type] [Type]

US Hist ory pe] pe] pe][Ty [Ty [Ty

Comment [GCS12]: This section lists proficiency levels for the school, district and state. It begins with the 01-02 school year and you will add the subsequent data at the end of the next 3 years. EOC Results – List the results under each area. Data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to the next cell. Do NOT press enter.


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2001-02 End-of-Course Tests Percent Proficient by Subgroup

Grade

Level/Test All African

American American

Indian Asian Hispanic Multi-

Racial White LEP Disabled Free/

ReducedSection

504 Algebra I [Type]

Algebra II [Type]

Biology [Type]

Chemistry [Type]

ELPS [Type]

English I [Type]

Geometry [Type]

Physical Science

[Type]

Physics [Type]

US History [Type]

Comment [GCS13]: 2001-02 End-of-Grade Tests - Percent Proficient by Subgroup Chart – Data for this chart are available in hard copy and on the Testing Data Tools disk. These data will be critical as you determine the sub-groups you need to target to meet the mandates set out in “No Child Left Behind” legislation. (You will be given a list of Free/Reduced students to help cross-reference their progress.) Data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to new cells. Do NOT press Enter.


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10th Grade Writing Test

2001-2002 2002-2003 2003-2004 2004-05 School N/A

Guilford County N/A

Percent Proficient on NC Comprehensive Test

2002-2003 2003-2004 2004-05 2001-2002

Reading Math Reading Math Reading Math School N/A

Guilford County N/A

Average SAT Scores

1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 Course %

Tested Avg. Score

% Tested

Avg. Score

% Tested

Avg. Score

% Tested

Avg. Score

% Tested

Avg. Score

% Tested

Avg. Score

Math [Type] [Type] [Type] [Type] [Type] [Type]

Verbal [Type] [Type] [Type] [Type] [Type] [Type]

Total Score 0 0 0 0 0 0

Comment [GCS14]: 10th Grade Writing Test – not applicable for 2001-02 school year. In future years, data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to new cells. Do NOT press Enter.

Comment [GCS15]: NC Comprehensive Test - not applicable for 2001-02 school year. In future years, data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to new cells. Do NOT press Enter.

Comment [GCS16]: Note the percent tested and the average scores. Enter the data as a value (number), without the percent sign. To calculate totals, click once to the left of or on the gray zero in the “Total Score” row and press the F9 key. Note: It is important to click to the left of or on the gray zero but not to the right of it. Pressing tab to move to a new cell will put the cursor in the right place as well.


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Advanced Placement Exams

1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05

Course # Taking Exam

% Scoring

3 or Higher

# Taking Exam

% Scoring

3 or Higher

# Taking Exam

% Scoring

3 or Higher

# Taking Exam

% Scoring

3 or Higher

# Taking Exam

% Scoring

3 or Higher

# Taking Exam

% Scoring

3 or Higher

English Lit. & Composition (E-2.1.1) [ ] [ ] [ ] English Lang. & Comp. (E-2.1.1) [ ] [ ] [ ] Calculus AB (E-2.2) [ ] [ ] [ ] Calculus BC (E-2.2) [ ] [ ] [ ] Statistics (E-2.2) [ ] [ ] [ ] *Biology (E-2.4) [ ] [ ] [ ] Physics B (E-2.4) [ ] [ ] [ ] Physics C – Mech. (E-2.4) [ ] [ ] [ ] Physics C – Elec. & Mag. (E-2.4) [ ] [ ] [ ] Chemistry (E-2.4) [ ] [ ] [ ] Government & Politics (E-2.6) [ ] [ ] [ ] Additional AP Courses Offered: *Environmental Science, first offered in 1999-2000, alternates with Biology.

Advanced Placement Course Enrollment

Total Enrolled

All African American

American Indian

Asian Hispanic Multi-Racial

White LEP Disabled Free/ Reduced

Section 504

2001-02 [ ] 2002-03 2003-04 2004-05

Comment [GCS17]: AP Exams – the number taking the exams and the percent scoring 3 or higher. Additional slots are available to fill in any AP course offered at your school that is not listed. Also note the AP course enrollment by subgroups. To enter data, click on a gray box or in an empty cell and type the number. Enter the number as a value (number) without the percent sign. Press tab or click to move to a new cell. Do NOT press enter.


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School Community Profile C. Student Attendance

Student Data 2001-2002 2002-2003 2003-2004 2004-2005 Attendance Rate (Percentage) [Type] Dropout Rate (Percentage) [Type] D. Student Suspensions

Suspensions 2001-02 2002-03 2003-04 2004-05

Grade Levels # of Students

Total Incidents

# of Students

Total Incidents

# of Students

Total Incidents

# of Students

Total Incidents

Grade 9 [Type] [Type] Grade 10 [Type] [Type] Grade 11 [Type] [Type] Grade 12 [Type] [Type]

Totals: 0 0

2001-02 Suspensions by Subgroups Grade

Level/Test All African

American American

Indian Asian Hispanic Multi-

Racial White LEP Disabled Free/

ReducedSection

504 Grade 9 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Grade 10 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Grade 11 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type] Grade 12 [Type] [Type] [Type] [Type] [Type] [Type] [Type] [ ] [Type] [Type] [Type]

Totals: 0 0 0 0 0 0 0 0 0 0 0

Comment [GCS18]: This section will require you to fill in only the 2001-02 column (contact Gwen Willis for this data). You already have the data that has to be entered. Data should be entered as a value (number) without the percent sign. Click in the cell and type. Press tab to move to the next cell. Do NOT press enter.

Comment [GCS19]: This section will require you to fill in only the 2001-02 column. You already have the data that has to be entered. Please see your SIMS operator. Click and type the values in the cells. Click to the left of or on the gray box on the Totals Row and press F9 to calculate the totals.

Comment [GCS20]: [GCS20] Click and type the values for each subgroup in the cells. If no suspensions type zero. Click to the left of or on the gray box on the Totals Row and press F9 to calculate the totals.


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E. Personnel Data

Personnel Data 2001-2002 2002-2003 2003-2004 2004-2005

Certified Staff (as of August 15 of the current year) Total Number

[Type] [Type]

Number with Advanced Degrees

[Type] [Type]

Number National Board Certified Teachers

[Type] [Type]

Number of Staff with Emergency Permits

[Type] [Type]

Number of Lateral Entry Staff

[Type] [Type]

Teacher Attendance Rate (Percentage)

[Type] [Click and Delete]

Classified Instructional Staff (as of August 15 of the current year) Total Number [Type] [Type]

Number with College Degree [Type] [Type]

Number of Associate’s Degree

[Type] [Type]

Number with at least 2 Years of College

[Type] [Type]

Comment [GCS21]: This section will call for you to enter data for both the 2001-02 and 2002-03 school years. For the 2001-02 school year you should have the actual data. For the 2002-03 school year, you should use what data you have as of August 15. The 2002-03 may be revised at a later date based on actual figures. Please survey your staff, check your state report card or SACS files to obtain this information. In the 2002-03 column, do not fill in teacher attendance rate. You may use the Governor’s Report Card to retrieve some of the above information. Sadie Bryant Woods has a copy if you do not.

Comment [GCS22]: Click and delete this comment and text. Do NOT enter the Teacher Attendance Rate until the end of the 2002-2003 school year.


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Overview of School (Using the data previously provided, develop an overview of the entire school that speaks to its strengths, weaknesses, and challenges.) [Click and type the overview.]

Comment [GCS23]: This section calls for a simple narrative that, as a result of reviewing your school’s data (see School Community Profile and Ends Indicators), addresses its strengths, weaknesses and major challenges. One suggested way of pulling together the major points you want to make here is to conduct a series of brainstorming sessions around the three areas (strengths, weaknesses and major challenges). Make a list in each area, consolidate items and come to consensus that what remains on your list accurately reflects the status at your school. Convert the three consolidated lists into narratives. (Don’t forget your special needs students in this process.) Judie Davie said this is useful for the completion of your SACS summary.


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Targeted Achievement Areas I. Grades 9-12 Drop-Out Prevention (Ends Policy E-1)

A. Achievement Area Overview (Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.]

B. Objectives (Identify the measurable and/or observable outcomes in relation to targeted achievement area. Consult state guidelines for expected annual growth.) 1. [Click and type the objectives.]

Comment [GCS24]: This section gets you into the actual plan. The term “targeted achievement areas” refers to the areas you are expected to target in your plan. These areas are the same as the areas identified under “Ends Indicators” at the back of the planning document. You will find the targeted achievement areas listed throughout this section. You need to have a plan for each of these areas. Please see the exemplars included with these directions for some guidance in completing your sections A, B, & C. Included is a possible example of Drop Out Prevention. This is provided simply for your information as possible examples. Please develop Targeted Achievement Areas for your particular school.

Comment [GCS25]: Insert a brief narrative that addresses any special conditions the school needs to consider as it addresses the specific Targeted Achievement Area, i.e., your school may have to make some adjustments because of the transfer of Hispanic students back to their home attendance area; high teacher turnover rate; redistricting, etc. Please be sure to list strategies and alternative assessments for you special needs students.

Comment [GCS26]: Identify measurable and/or observable outcomes in relation to the Targeted Achievement Area. Objectives are also needed for any sub-group(s) needing special attention based on the data you have reviewed, i.e., African-American, Asian, etc. Note: Refer to the School Community Profile (pages 4-8) section to identify any groups that need targeting for special attention.


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Targeted Achievement Areas

C. Strategies and Evidence of Implementation (Identify strategies you will use to achieve your measurable and/or observable outcomes.)

SCHOOL-WIDE Strategies for 9-12 Drop-out Prevention Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.

SUB-GROUP

Strategies for 9-12 Drop-out Prevention Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.

NOTE: School Improvement supervisors will review the evidence of implementation of each strategy as a part of the principal’s year-end evaluation.

Comment [GCS27]: Click in a cell to type a strategy or evidence. The text will wrap to the next line when the text gets to an edge. Press tab to move to a new cell. Insert or delete rows as needed. (This is done from the table menu or by pressing tab when the cursor is in the last cell in the table.) Pressing tab in the last cell of the table will automatically insert a new row.

Comment [GCS28]: Strategies should identify the ways you plan to achieve the measurable outcomes in the targeted achievement area. Your strategies will be identified for both the school-wide objectives and the special sub-group objectives. The strategies should be defined clearly and in a manner that permits a determination whether or not they have been implemented.

Comment [GCS29]: Evidence of Implementation – please list the ways you will that strategies have been implemented. School Improvement supervisors will closely monitor each school’s implementation of strategies. Special Note: Strategies should not be limited to curricular or instructional initiatives. They might, and in many instances should include, strategies that support instructional initiatives. Some areas to consider for strategic initiatives might be as follows: safe, orderly and caring schools; improving the quality of staff; building strong family, community and business ties; and effective and efficient school operations, i.e., an initiative to promote more and better communication between school personnel and Hispanic parents might be appropriate to support another initiative to improve 9th grade reading performance of Hispanic students.


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Targeted Achievement Areas II. Scholastic Achievement Test (SAT) (Ends Policy E-1)

A. Achievement Area Overview

(Brief statement of special conditions to be considered in addressing this specific targeted achievement area.) [Click and type the overview.]



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COURSE LEVEL Strategies for Scholastic Achievement Test (SAT) Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.

SUB-GROUP

Strategies for Scholastic Achievement Test (SAT) Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas III. English I (Ends Policy E-2.1.1)




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COURSE LEVEL Strategies for English I Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for English I Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas IV. Advanced Placement English Language and Composition (Ends Policy E-2.1.1)




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COURSE LEVEL Strategies for AP English Language and Composition Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for AP English Language and Composition Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas V. Advanced Placement English Literature and Composition (Ends Policy E-2.1.1)




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COURSE LEVEL Strategies for AP English Literature and Composition Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for AP English Literature and Composition Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas VI. Algebra I (Ends Policy E-2.2)




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COURSE LEVEL Strategies for Algebra I Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Algebra I Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas VII. Algebra II (Ends Policy E-2.2)




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COURSE LEVEL Strategies for Algebra II Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Algebra II Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas VIII. Geometry (Ends Policy E-2.2)




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COURSE LEVEL Strategies for Geometry Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Geometry Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas IX. Advanced Placement Calculus AB (Ends Policy E-2.2)




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COURSE LEVEL Strategies for Advanced Placement Calculus AB Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Strategies for Advanced Placement Calculus AB Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas X. Advanced Placement Calculus BC (Ends Policy E-2.2)




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COURSE LEVEL Strategies for Advanced Placement Calculus BC Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Strategies for Advanced Placement Calculus BC Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XI. Advanced Placement Statistics (Ends Policy E-2.2)




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COURSE LEVEL Strategies for Advanced Placement Statistics Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Advanced Placement Statistics Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XII. Biology (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Biology Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Biology Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XIII. Physical Science (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Physical Science Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Physical Science Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XIV. Chemistry (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Chemistry Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Chemistry Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XV. Physics (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Physics Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Physics Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XVI. Advanced Placement Biology (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Advanced Placement Biology Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Advanced Placement Biology Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XVII. Advanced Placement Chemistry (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Advanced Placement Chemistry Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Advanced Placement Chemistry Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XVIII. Advanced Placement Physics B (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Advanced Placement Physics B Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for Advanced Placement Physics B Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XIX. Advanced Placement Physics C - Mechanical (Ends Policy E-2.4)




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COURSE LEVEL Strategies for Advanced Placement Physics C - Mechanical Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Strategies for Advanced Placement Physics C - Mechanical Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XX. Advanced Placement Physics C – Electricity and Magnetism (Ends Policy E-2.4)




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COURSE LEVEL Strategies for AP Physics C – Electricity and Magnetism Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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SUB-GROUP

Strategies for AP Physics C – Electricity and Magnetism Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XXI. US History (Ends Policy E-2.6)




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COURSE LEVEL Strategies for US History Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Strategies for US History Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XXII. EPLS (Ends Policy E-2.6)




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COURSE LEVEL Strategies for EPLS Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Strategies for EPLS Evidence of Implementation

1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XXIII. Tenth Grade Writing (Ends Policy E-2.1.2)




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COURSE LEVEL Strategies for Tenth Grade Writing Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Strategies for Tenth Grade Writing Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

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Targeted Achievement Areas XXIV. Advanced Placement Government and Politics (Ends Policy E-4)




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COURSE LEVEL Strategies for AP Government and Politics Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.

SUB-GROUP

Strategies for AP Government and Politics Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.



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Targeted Achievement Areas XXV. Grades 9-12 Short-Term Suspensions (Ends Policy E-3)




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SCHOOL-WIDE Strategies for Grades 9-12 Short-Term Suspensions Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.

SUB-GROUP

Strategies for Grades 9-12 Short-Term Suspensions Evidence of Implementation 1. [Click and type a strategy.] [Click and type evidence.]

2.

3.

4.

5.



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Waiver Requests [Click and type waiver requests. If none, click once and press delete.]


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Provision for Distribution of ABC Incentives Incentive Pay • Incentive awards can only be distributed to certified personnel and teacher assistants (legislative mandate). • All excess funds must revert to the State and cannot be used to purchase equipment or for staff development

(legislative mandate). • The required length of employment for eligible personnel to receive an incentive award is six full months within one

fiscal year. • All itinerants who serve more than one school that meets expectations or a school that is classified as exemplary will

receive state funding based on the individual’s percent of time assigned to the school.

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High School: [Click and type your school's name.]

Ends Indicators

E-1 District Mission - Students graduating as responsible citizens prepared to succeed in higher education or the career of their choice.

Results Target Goals Drop-Out Prevention 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

1. Percent of Guilford County Students in grades 9-12 Dropping Out of school

[Type.] [Type.] [Type.] [Type.]

2. Percent of North Carolina Students in grades 9-12 Dropping Out of school


3. Number of Guilford County Students in grades 9-12 Dropping Out of school


4. Number of African American Students in grades 9-12 Dropping Out of school

5. Number of American Indian Students in grades 9-12 Dropping Out of school

6. Number of Asian Students in grades 9-12 Dropping Out of school

7. Number of Hispanic Students in grades 9-12 Dropping Out of school

8. Number of White Students in grades 9-12 Dropping Out of school

9. Number of Multi-Racial Students in grades 9-12 Dropping Out of school

10. Number of LEP Students in grades 9-12 Dropping Out of school

11. Number of Disabled Students in grades 9-12 Dropping Out of school

12. Number of Free/Reduced Students in grades 9-12 Dropping Out of school

13. Number of Section 504 Students in grades 9-12 Dropping Out of school

Comment [GCS30]: This section of the planning document is what we formerly might have referred to as evaluation. You will be provided with the necessary information to complete columns that call for 1999-2002 Results. You will have to identify the Target Goals for 2002-03 only. You may not have some of the sub-groups in your school and thus there will be no goal required. Where the goal for a sub-group is identical for the whole school, state it that way. Note: The state’s definition of Adequate Yearly Progress (AYP) has not been determined at this time.


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Results Target Goals Scholastic Aptitude Test

(SAT) 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 14. Number/Average Score of

Students Taking SAT [Type.] [Type.] [Type.] [Type.]

15. Number/Average Score of African-American Students taking SAT

16. Number/Average Score of American-Indian Students taking SAT

17. Number/Average Score of Asian Students taking SAT

18. Number/Average Score of Hispanic Students taking SAT

19. Number/Average Score of White Students taking SAT

20. Number/Average Score of Multi-Racial Students taking SAT

21. Number/Average Score of LEP Students taking SAT

22. Number/Average Score of Disabled Students taking SAT

23. Number/Average Score of Free/Reduced Students taking SAT

24. Number/Average Score of Section 504 Students taking SAT

E-2.1.1 Academic Achievement - Students will be literate in reading.

Results Target Goals End-of-Course English I Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

25. Percent of Students Scoring at Level III and IV on EOC English I Exam


26. Percent of African-American Students Scoring at Level III and IV on EOC English I Exam

27. Percent of American Indian Students Scoring at Level III and IV on EOC English I Exam

28. Percent of Asian Students Scoring at Level III and IV on EOC English I Exam

29. Percent of Hispanic Students Scoring at Level III and IV on EOC English I Exam

30. Percent of White Students Scoring at Level III and IV on EOC English I Exam

31. Percent of Multi-Racial Students Scoring at Level III and IV on EOC English I Exam


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Results Target End-of-Course

English I Scores (continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

32. Percent of LEP Students Scoring at Level III and IV on EOC English I Exam

33. Percent of Disabled Students Scoring at Level III and IV on EOC English I Exam

34. Percent of Free/Reduced Students Scoring at Level III and IV on EOC English I Exam

35. Percent of Section 504 Students Scoring at Level III and IV on EOC English I Exam

Results Target Goals Advanced Placement English Language and Composition

Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

36. Number of Students who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam


37. Number of African-American who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

38. Number of American Indian who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

39. Number of Asian who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

40. Number of Hispanic who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

41. Number of White who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

42. Number of Multi-Racial who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

43. Number of LEP who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

44. Number of Disabled who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam


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Results Target Goals Advanced Placement

English Language and Composition Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

45. Number of Free/Reduced who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

46. Number of Section 504 who took Advanced Placement English Language and Composition that Scored 3 or higher on AP Exam

Results Target Goals Advanced Placement English Literature and Composition

Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

47. Number of Students who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam


48. Number of African-American who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

49. Number of American Indian who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

50. Number of Asian who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

51. Number of Hispanic who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

52. Number of White who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

53. Number of Multi-Racial who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

54. Number of LEP who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

55. Number of Disabled who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

56. Number of Free/Reduced who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam


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English Literature and Composition Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

57. Number of Section 504 who took Advanced Placement English Literature and Composition that Scored 3 or higher on AP Exam

E-2.2 Academic Achievement - Students will be mathematically proficient.

Results Target Goals End-of-Course Algebra I Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

58. Percent of Students Scoring at Level III and IV on EOC Algebra I Exam


59. Percent of African-American Students Scoring at Level III and IV on EOC Algebra I Exam

60. Percent of American Indian Students Scoring at Level III and IV on EOC Algebra I Exam

61. Percent of Asian Students Scoring at Level III and IV on EOC Algebra I Exam

62. Percent of Hispanic Students Scoring at Level III and IV on EOC Algebra I Exam

63. Percent of White Students Scoring at Level III and IV on EOC Algebra I Exam

64. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Algebra I Exam

65. Percent of LEP Students Scoring at Level III and IV on EOC Algebra I Exam

66. Percent of Disabled Students Scoring at Level III and IV on EOC Algebra I Exam

67. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Algebra I Exam

68. Percent of Section 504 Students Scoring at Level III and IV on EOC Algebra I Exam

Results Target Goals End-of-Course Algebra II Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

69. Percent of Students Scoring at Level III and IV on EOC Algebra II Exam


70. Percent of African-American Students Scoring at Level III and IV on EOC Algebra II Exam


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Results Target Goals End-of-Course

Algebra II Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

71. Percent of American Indian Students Scoring at Level III and IV on EOC Algebra II Exam

72. Percent of Asian Students Scoring at Level III and IV on EOC Algebra II Exam

73. Percent of Hispanic Students Scoring at Level III and IV on EOC Algebra II Exam

74. Percent of White Students Scoring at Level III and IV on EOC Algebra II Exam

75. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Algebra II Exam

76. Percent of LEP Students Scoring at Level III and IV on EOC Algebra II Exam

77. Percent of Disabled Students Scoring at Level III and IV on EOC Algebra II Exam

78. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Algebra II Exam

79. Percent of Section 504 Students Scoring at Level III and IV on EOC Algebra II Exam

Results Target Goals End-of-Course Geometry Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

80. Percent of Students Scoring at Level III and IV on EOC Geometry Exam


81. Percent of African-American Students Scoring at Level III and IV on EOC Geometry Exam

82. Percent of American Indian Students Scoring at Level III and IV on EOC Geometry Exam

83. Percent of Asian Students Scoring at Level III and IV on EOC Geometry Exam

84. Percent of Hispanic Students Scoring at Level III and IV on EOC Geometry Exam

85. Percent of White Students Scoring at Level III and IV on EOC Geometry Exam

86. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Geometry Exam


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Geometry Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

87. Percent of LEP Students Scoring at Level III and IV on EOC Geometry Exam

88. Percent of Disabled Students Scoring at Level III and IV on EOC Geometry Exam

89. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Geometry Exam

90. Percent of Section 504 Students Scoring at Level III and IV on EOC Geometry Exam

Results Target Goals Advanced Placement Calculus AB Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

91. Number of Students who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam


92. Number of African-American who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

93. Number of American Indian who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

94. Number of Asian who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

95. Number of Hispanic who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

96. Number of White who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

97. Number of Multi-Racial who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

98. Number of LEP who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

99. Number of Disabled who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

100. Number of Free/Reduced who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam

101. Number of Section 504 who took Advanced Placement Calculus AB that Scored 3 or higher on AP Exam


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Calculus BC Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 102. Number of Students who took

Advanced Placement Calculus BC that Scored 3 or higher on AP Exam


103. Number of African-American who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

104. Number of American Indian who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

105. Number of Asian who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

106. Number of Hispanic who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

107. Number of White who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

108. Number of Multi-Racial who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

109. Number of LEP who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

110. Number of Disabled who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

111. Number of Free/Reduced who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

112. Number of Section 504 who took Advanced Placement Calculus BC that Scored 3 or higher on AP Exam

Results Target Goals Advanced Placement Statistics Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

113. Number of Students who took Advanced Placement Statistics that Scored 3 or higher on AP Exam


114. Number of African-American who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

115. Number of American Indian who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

116. Number of Asian who took Advanced Placement Statistics that Scored 3 or higher on AP Exam


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Statistics Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

117. Number of Hispanic who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

118. Number of White who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

119. Number of Multi-Racial who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

120. Number of LEP who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

121. Number of Disabled who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

122. Number of Free/Reduced who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

123. Number of Section 504 who took Advanced Placement Statistics that Scored 3 or higher on AP Exam

E-2.4 Academic Achievement - Students will proficient in science.

Results Target Goals End-of-Course Biology Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

124. Percent of Students Scoring at Level III and IV on EOC Biology Exam


125. Percent of African-American Students Scoring at Level III and IV on EOC Biology Exam

126. Percent of American Indian Students Scoring at Level III and IV on EOC Biology Exam

127. Percent of Asian Students Scoring at Level III and IV on EOC Biology Exam

128. Percent of Hispanic Students Scoring at Level III and IV on EOC Biology Exam

129. Percent of White Students Scoring at Level III and IV on EOC Biology Exam

130. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Biology Exam

131. Percent of LEP Students Scoring at Level III and IV on EOC Biology Exam


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Biology Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

132. Percent of Disabled Students Scoring at Level III and IV on EOC Biology Exam

133. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Biology Exam

134. Percent of Section 504 Students Scoring at Level III and IV on EOC Biology Exam

Results Target Goals End-of-Course Physical Science Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

135. Percent of Students Scoring at Level III and IV on EOC Physical Science Exam


136. Percent of African-American Students Scoring at Level III and IV on EOC Physical Science Exam

137. Percent of American Indian Students Scoring at Level III and IV on EOC Physical Science Exam

138. Percent of Asian Students Scoring at Level III and IV on EOC Physical Science Exam

139. Percent of Hispanic Students Scoring at Level III and IV on EOC Physical Science Exam

140. Percent of White Students Scoring at Level III and IV on EOC Physical Science Exam

141. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Physical Science Exam

142. Percent of LEP Students Scoring at Level III and IV on EOC Physical Science Exam

143. Percent of Disabled Students Scoring at Level III and IV on EOC Physical Science Exam

144. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Physical Science Exam

145. Percent of Section 504 Students Scoring at Level III and IV on EOC Physical Science Exam

Results Target Goals End-of-Course Chemistry Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

146. Percent of Students Scoring at Level III and IV on EOC Chemistry Exam



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Chemistry Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

147. Percent of African-American Students Scoring at Level III and IV on EOC Chemistry Exam

148. Percent of American Indian Students Scoring at Level III and IV on EOC Chemistry Exam

149. Percent of Asian Students Scoring at Level III and IV on EOC Chemistry Exam

150. Percent of Hispanic Students Scoring at Level III and IV on EOC Chemistry Exam

151. Percent of White Students Scoring at Level III and IV on EOC Chemistry Exam

152. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Chemistry Exam

153. Percent of LEP Students Scoring at Level III and IV on EOC Chemistry Exam

154. Percent of Disabled Students Scoring at Level III and IV on EOC Chemistry Exam

155. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Chemistry Exam

156. Percent of Section 504 Students Scoring at Level III and IV on EOC Chemistry Exam

Results Target Goals End-of-Course Physics Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

157. Percent of Students Scoring at Level III and IV on EOC Physics Exam


158. Percent of African-American Students Scoring at Level III and IV on EOC Physics Exam

159. Percent of American Indian Students Scoring at Level III and IV on EOC Physics Exam

160. Percent of Asian Students Scoring at Level III and IV on EOC Physics Exam

161. Percent of Hispanic Students Scoring at Level III and IV on EOC Physics Exam

162. Percent of White Students Scoring at Level III and IV on EOC Physics Exam


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Physics Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

163. Percent of Multi-Racial Students Scoring at Level III and IV on EOC Physics Exam

164. Percent of LEP Students Scoring at Level III and IV on EOC Physics Exam

165. Percent of Disabled Students Scoring at Level III and IV on EOC Physics Exam

166. Percent of Free/Reduced Students Scoring at Level III and IV on EOC Physics Exam

167. Percent of Section 504 Students Scoring at Level III and IV on EOC Physics Exam

Results Target Goals Advanced Placement Biology Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

168. Number of Students who took Advanced Placement Biology that Scored 3 or higher on AP Exam


169. Number of African-American who took Advanced Placement Biology that Scored 3 or higher on AP Exam

170. Number of American Indian who took Advanced Placement Biology that Scored 3 or higher on AP Exam

171. Number of Asian who took Advanced Placement Biology that Scored 3 or higher on AP Exam

172. Number of Hispanic who took Advanced Placement Biology that Scored 3 or higher on AP Exam

173. Number of White who took Advanced Placement Biology that Scored 3 or higher on AP Exam

174. Number of Multi-Racial who took Advanced Placement Biology that Scored 3 or higher on AP Exam

175. Number of LEP who took Advanced Placement Biology that Scored 3 or higher on AP Exam

176. Number of Disabled who took Advanced Placement Biology that Scored 3 or higher on AP Exam

177. Number of Free/Reduced who took Advanced Placement Biology that Scored 3 or higher on AP Exam

178. Number of Section 504 who took Advanced Placement Biology that Scored 3 or higher on AP Exam


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Chemistry Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 179. Number of Students who took

Advanced Placement Chemistry that Scored 3 or higher on AP Exam


180. Number of African-American who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

181. Number of American Indian who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

182. Number of Asian who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

183. Number of Hispanic who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

184. Number of White who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

185. Number of Multi-Racial who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

186. Number of LEP who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

187. Number of Disabled who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

188. Number of Free/Reduced who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

189. Number of Section 504 who took Advanced Placement Chemistry that Scored 3 or higher on AP Exam

Results Target Goals Advanced Placement Physics B Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

190. Number of Students who took Advanced Placement Physics B that Scored 3 or higher on AP Exam


191. Number of African-American who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

192. Number of American Indian who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

193. Number of Asian who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

194. Number of Hispanic who took Advanced Placement Physics B that Scored 3 or higher on AP Exam


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Physics B Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

195. Number of White who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

196. Number of Multi-Racial who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

197. Number of LEP who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

198. Number of Disabled who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

199. Number of Free/Reduced who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

200. Number of Section 504 who took Advanced Placement Physics B that Scored 3 or higher on AP Exam

Results Target Goals Advanced Placement Physics C – Mechanical Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

201. Number of Students who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam


202. Number of African-American who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

203. Number of American Indian who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

204. Number of Asian who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

205. Number of Hispanic who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

206. Number of White who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

207. Number of Multi-Racial who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

208. Number of LEP who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam


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Physics C – Mechanical Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

209. Number of Disabled who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

210. Number of Free/Reduced who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

211. Number of Section 504 who took Advanced Placement Physics C - Mechanical that Scored 3 or higher on AP Exam

Results Target Goals Advanced Placement Physics C – Electricity and Magnetism

Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

212. Number of Students who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam


213. Number of African-American who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

214. Number of American Indian who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

215. Number of Asian who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

216. Number of Hispanic who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

217. Number of White who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

218. Number of Multi-Racial who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

219. Number of LEP who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

220. Number of Disabled who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam


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Physics C – Electricity and Magnetism Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

221. Number of Free/Reduced who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

222. Number of Section 504 who took Advanced Placement Physics C - Electricity and Magnetism that Scored 3 or higher on AP Exam

E-2.6 Academic Achievement - Students will proficient in social studies.

Results Target Goals End-of-Course US History Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

223. Percent of Students Scoring at Level III and IV on EOC US History Exam


224. Percent of African-American Students Scoring at Level III and IV on EOC US History Exam

225. Percent of American Indian Students Scoring at Level III and IV on EOC US History Exam

226. Percent of Asian Students Scoring at Level III and IV on EOC US History Exam

227. Percent of Hispanic Students Scoring at Level III and IV on EOC US History Exam

228. Percent of White Students Scoring at Level III and IV on EOC US History Exam

229. Percent of Multi-Racial Students Scoring at Level III and IV on EOC US History Exam

230. Percent of LEP Students Scoring at Level III and IV on EOC US History Exam

231. Percent of Disabled Students Scoring at Level III and IV on EOC US History Exam

232. Percent of Free/Reduced Students Scoring at Level III and IV on EOC US History Exam

233. Percent of Section 504 Students Scoring at Level III and IV on EOC US History Exam

Results Target Goals End-of-Course ELPS Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

234. Percent of Students Scoring at Level III and IV on EOC ELPS Exam



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ELPS Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

235. Percent of African-American Students Scoring at Level III and IV on EOC ELPS Exam

236. Percent of American Indian Students Scoring at Level III and IV on EOC ELPS Exam

237. Percent of Asian Students Scoring at Level III and IV on EOC ELPS Exam

238. Percent of Hispanic Students Scoring at Level III and IV on EOC ELPS Exam

239. Percent of White Students Scoring at Level III and IV on EOC ELPS Exam

240. Percent of Multi-Racial Students Scoring at Level III and IV on EOC ELPS Exam

241. Percent of LEP Students Scoring at Level III and IV on EOC ELPS Exam

242. Percent of Disabled Students Scoring at Level III and IV on EOC ELPS Exam

243. Percent of Free/reduced Students Scoring at Level III and IV on EOC ELPS Exam

244. Percent of Section 504 Students Scoring at Level III and IV on EOC ELPS Exam

2.1.2 Academic Achievement - Students will be literate in writing.

Results Target Goals 10th Grade Writing Scores 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

245. Percent of Tenth Grade Students Scoring 2.5 or Higher on Writing test


246. Percent of Tenth Grade African-American Students Scoring 2.5 or Higher on Writing Test

247. Percent of Tenth Grade American Indian Students Scoring 2.5 or Higher on Writing Test

248. Percent of Tenth Grade Asian Students Scoring 2.5 or Higher on Writing Test

249. Percent of Tenth Grade Hispanic Students Scoring 2.5 or Higher on Writing Test

250. Percent of Tenth Grade White Students Scoring 2.5 or Higher on Writing Test

251. Percent of Tenth Grade Multi-Racial Students Scoring 2.5 or Higher on Writing Test


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Results Target Goals 10th Grade

Writing Scores (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

252. Percent of Tenth Grade LEP Students Scoring 2.5 or Higher on Writing Test

253. Percent of Tenth Grade Disabled Students Scoring 2.5 or Higher on Writing Test

254. Percent of Tenth Grade Free/Reduced Students Scoring 2.5 or Higher on Writing Test

255. Percent of Tenth Grade Section 504 Students Scoring 2.5 or Higher on Writing Test

E-4 Citizenship - Students will be productive and contributing members of the community.

Results Target Goals Advanced Placement American Government and Politics

Exams 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

256. Number of Students who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam


257. Number of African-American who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

258. Number of American Indian who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

259. Number of Asian who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

260. Number of Hispanic who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

261. Number of White who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

262. Number of Multi-Racial who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

263. Number of LEP who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam


DAI-F006 of 82


American Government and Politics Exams (Continued)

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

264. Number of Disabled who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

265. Number of Free/Reduced who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

266. Number of Section 504 who took Advanced Placement American Government and Politics that Scored 3 or higher on AP Exam

E-3 Good Character - Students will exhibit good character development in their personal lives.

Results Target Goals Short-Term Suspensions 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

267. Incidents of Students Short-Term (<10 days) Suspended from School


268. Incidents of African-American Short-Term (<10 days) Suspended from School

269. Incidents of American Indian Short-Term (<10 days) Suspended from School

270. Incidents of Asian Short-Term (<10 days) Suspended from School

271. Incidents of Hispanic Short-Term (<10 days) Suspended from School

272. Incidents of White Short-Term (<10 days) Suspended from School

273. Incidents of Multi-Racial Short-Term (<10 days) Suspended from School

274. Incidents of LEP Short-Term (<10 days) Suspended from School

275. Incidents of Disabled Short-Term (<10 days) Suspended from School

276. Incidents of Free/Reduced Short-Term (<10 days) Suspended from School

277. Incidents of Section 504 Short-Term (<10 days) Suspended from School

[1] Comment [GCS9] GCS School Improvement Team Calculate the totals before you calculate the percentages.

1. To calculate, click once to the left of or on the gray box in the “Total” row or column and press the F9 key. Note: It is important to click to the left of or on the gray area but not to the right of it. Pressing tab to move to a new cell will put the cursor in the right place as well.

2. Do this for all Totals in column D and on the Totals row. Then click once to the left of or on each the gray boxes under percentages (the ones that say “!Zero Divide”) and press F9. Percentages will be calculated for you.

3. Each time you change the values under Number of Students you will have to click in the Totals and Percentages cells and press F9.

school improvement plan - guilford county schools - high school... · 2007-06-07 · dai-f003 rev....

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