School Improvement Plan 2009-2010 ∫τ∑
STANDARDS-BASED CLASSROOM ASSESSMENT
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STANDARDS-BASED CLASSROOM ASSESSMENT
Data Collection and Dissemination Process: In-house assessments are monitored by the principal for quality. Assessments are converted into data charts/graphs and disseminated to the staff for analysis and strategizing. Students are provided results and given opportunities for remediation or enrichment. The counselor holds individual sessions for explanation of progress reports/any student assessment. Parents are also given individual/group opportunities to receive and understand assessment results. When state and national assessments are given to our students, the principal must verify the results when they are reported. The Superintendent then verifies that the results are statistically sound. Results are then disaggregated and posted in a chart/graph for staff, parents, students, community and business partners. Everyone can access www.gadoe.org for state and national assessment results for STEMS. 3. NEEDS ASSESSMENT This Title I school improvement and school-wide plan was developed by the local school council and the school leadership team. The teams consisted of parents, students, staff, and business partners. In March 2009, the teams met for a 3-day retreat to review data collected from a comprehensive needs assessment, and develop annual goal and outcomes, as well as action plans. Facilitated by Outward Bound, the drafts of the vision and mission statements were developed. The team analyzed data such as student academic achievement, including results of state standardized tests, NCLB Act’s Annual Measurable Objectives, results from Title 1 parent surveys, students and staff surveys, mark distribution by teacher, attendance records, disciplinary records, parent involvement, and partnership action plans. Based on these data, the team developed 5 goals for school year 2009-2010. During the ISA Summer Institute in June 2009, the leadership team, along with other members of the staff, refined the vision, mission, and goals. The revised copies were then sent to all staff members and local school council members for review and input. Final versions were presented to the staff, students, parents, business, and community partners. A copy of the plan is given to the LEA to file at the district office. Copies are available in the parent center, main office, and staff room. A notice stating the location of the plan is posted for the public. The plan is summarized in a power point and presented to parents at a PTA meeting. This plan is subject to the school improvement provisions of 1116. 4. NCLB AYP STATUS Unlike many new small schools that open with only a ninth grade class, the new small schools at Therrell were opened with both ninth and tenth grade classes. The 10th graders were former students of the original Therrell High School. As a result, our school opened its doors as Schools in Need of Improvement Year 2 (SINI-2)-the Adequate Yearly Progress (AYP) status of the parent school. SINI-2 means that the former Therrell High School failed to make adequate yearly progress under the No Child Left Behind Act for 3 consecutive years. During 2008, its opening year, the STEMS failed to make adequate yearly progress and was designated SINI-3. Although the school made AYP in 2009, its status will remain NI-3 until it makes AYP for a second consecutive year in 2010. 2009 AYP Summary Report
5. STUDENT ACHIEVEMENT DATA Accomplishments 2008-2009 As a new small school, the STEMS did not have targets. However, the school made several notable achievements.
APS High Schools Meeting AYP in 2009
Percent of APS Students Passing All High School Graduation Tests 
Comparison of APS High Schools Passing the GHSGT in ELA 
Comparison of APS Students Exceeding Standards in GHSGT in ELA 
Comparison of APS High Schools Passing the GHSGT in Math 
Comparison of APS Students Exceeding Standards in GHSGT in Math 
Comparison of APS High Schools Passing the GHSGT in Science 
Comparison of APS Students Exceeding Standards in GHSGT in Science 
Comparison of APS High Schools Passing the GHSGT in Social Studies 
Comparison of APS Students Exceeding Standards in GHSGT in Social Studies 
9th Grade Literature EOCT Comparison by Year 2008 to 2009 
Biology EOCT Comparison by Year 2008 to 2009 
American Literature EOCT Comparison by Year 2008 to 2009 
Therrell B&E STEMS US History EOCT Comparison by Year 2008 to 2009 
Therrell B&E STEMS Comparison of Students Exceeding Standards in 9th Grade Literature 2008 to 2009 
Comparison of Students Exceeding Standards in Biology 2008 to 2009 
Comparison of Students Exceeding Standards in American Literature 2008 to 2009 
Comparison of Students Exceeding Standards in US History 2008 to 2009 
Percent of Students Exceeding Standards on all EOCT Courses 2008 to 2009 
Comparison of APS High Schools Passing the Biology EOCT 2009 
Comparison of APS High Schools Passing the 9th Grade Literature EOCT 2009 
Comparison of APS High Schools Passing the American Literature EOCT 2009 
Comparison of APS High Schools Passing the US History EOCT 2009 
Comparison of APS High Schools Exceeding Standards in Biology EOCT 2009 
Comparison of APS High Schools Exceeding Standards in 9th Literature EOCT 2009 
Comparison of APS High Schools Exceeding Standards in American Literature EOCT 2009 
Comparison of APS High Schools Exceeding Standards in US History EOCT 2009 
Second Indicator- Attendance
6. 2009-2010 ANNUAL GOALS AND TARGETS Based on information from the needs assessment, the following goals were established for the 2009-2010 school year:
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