School Improvement Plan
Etowah High School SY 2026-2027
Goals for ELA
Percentages below represent students who scored at the Proficient and Distinguished Level.
*Due to new ELA Georgia Milestones assessment in May of 2026, ELA and Reading scores will not be shared by the state until November 2026.
Scores will be updated when they are available to the district.
Reading Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| American Literature |
80.2% | 79.2% | Scores will be updated when they are available. | 86.2% |
Reading Proficiency Action Steps
Action Step 1: Develop and execute vocabulary instructional strategies to improve literacy at all tiers of vocabulary acquisition with a continued focus on academic vocabulary to meet the rigor level of the standard.
Action Step 2: In ELA classes, incorporate cold read frequency through assessments and instruction with a focus on effective annotation and increased rigor in the reading comprehension questions.
Action Step 3: Provide students with appropriate scaffolds to promote academic stamina and perseverance in the areas of writing, cold reads, and comprehension questioning.
ELA
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| American Literature |
57.2% | 57.4% | Scores will be updated when they are available. | 63.2% |
ELA Action Steps
Action Step 1: Develop and execute vocabulary instructional strategies to improve literacy at all tiers of vocabulary acquisition with a continued focus on academic vocabulary to meet the rigor level of the standard.
Action Step 2: ELA classes, incorporate cold read frequency through assessments and instruction with a focus on effective annotation and increased rigor in the reading comprehension questions.
Action Step 3: Provide students with appropriate scaffolds to promote academic stamina and perseverance in the areas of writing, cold reads, and comprehension questioning
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| Students reading below grade level based on Lexile scores, benchmark assessments, EOC data, and classroom performance |
During lunch period, 20-30 minutes 3 days/week of goal setting, personalized reading practice, and reflection/progress monitoring |
Core and supplemental resources |
Targeted, ongoing monitoring |
Goals for Math
Percentages below represent students who scored at the Proficient and Distinguished Level.
Math Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Algebra | 40.4% | 45.1% | 49.9% | 46.4% |
Math Proficiency Action Steps
Action Step 1: Utilize assessment data to evaluate Algebra students’ current levels of understanding, inform targeted instructional strategies and systematically monitor academic growth to improve overall math achievement.
Action Step 2: Incorporate intentional mathematical modeling practices and experiences to improve student engagement and mastery.
Action Step 3 : Utilize continuous improvement cycles to promote inquiry and reflection of data to set goals and plan responsive instruction.
Goals for Student Attendance
Student Absences
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
3-Year Goal (SY 2027-2028) |
|
|---|---|---|---|
| Average Daily Attendance |
94.3% | 94.1% | 97.3% |
Student Attendance Action Steps
Action Step 1: Improve engagement with parents to increase student attendance patterns, including contacting parents via email,
letters, phone calls, admin/grad coach intervention, and individual conferences.
Action Step 2: Develop and launch an attendance incentive program with rewards for students who meet or exceed attendance
expectations set by the school.