##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Revised 03/14/05**

**Cover Sheet** Type of School: High

Name of Principal - Mr. Elliott Berman

Official School Name Sequoyah High School

(As it should appear in the official records)

School Mailing Address 4485 Hickory Rd

Canton, GA 30115-4194

County - Cherokee County School Code Number\* 110590

Telephone [(770) 345-1474]{.underline} Fax [(770) 345-5498]{.underline}

Website/URL <http://www.cherokee.k12.ga.us/sequoyah-hs> E-mail -:
Elliott.berman@cherokee.k12.ga.us

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Dr. Frank Petruzielo]{.underline}

District Name [Cherokee County School District Tel. (770)
479-1871]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

Chairperson [Mr. Mike Chapman]{.underline}

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [\_ 18\_]{.underline} Elementary
schools

\_\_\_[5 \_]{.underline} Middle schools

\_\_\_[0]{.underline}\_ Junior high schools

[\_\_\_4\_]{.underline} High schools

\_\_\_[5]{.underline}\_ Other

\_[\_32]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_[\$6776]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_[\$6728]{.underline}\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} - Number of years the principal has been in her/his
position at this school.

[14]{.underline} - If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       296       297         593

  **2**                                                     **10**      307       305         613

  **3**                                                     **11**      234       244         478

  **4**                                                     **12**      193       179         372

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   2056
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [93%]{.underline} White

the students in the school: \_[2%]{.underline} Black or African American

\_[4%]{.underline} Hispanic or Latino

\_[1%]{.underline} Asian/Pacific Islander

\_[0%]{.underline} American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[11%]{.underline}

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  56
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           179
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   235
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 2056
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .11
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          11
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [3%]{.underline}

Total Number Limited English Proficient [64]{.underline}

Number of languages represented: [4]{.underline}

Specify languages: Chinese, German, Spanish, Russian

9\. Students eligible for free/reduced-priced meals: [\_9%]{.underline}

Total number students who qualify: [183]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: \_[10%]{.underline}

[199]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[\_6\_]{.underline} Autism \_[0\_]{.underline} Orthopedic Impairment

[\_1\_]{.underline} Deafness [31\_]{.underline} Other Health Impaired

\_[0]{.underline}\_ Deaf-Blindness [123\_]{.underline} Specific Learning
Disability

[10\_]{.underline} Emotional Disturbance \_[8]{.underline}\_ Speech or
Language Impairment

\_[0]{.underline}\_ Hearing Impairment \_[0]{.underline}\_ Traumatic
Brain Injury

\_[8\_]{.underline} Mental Retardation \_[0]{.underline}\_ Visual
Impairment Including Blindness

[15\_]{.underline} Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_5\_]{.underline} \_[0\_]{.underline}

Classroom teachers [119\_]{.underline} \_[6\_]{.underline}

Special resource teachers/specialists \_[7]{.underline}\_
\_[4]{.underline}\_

Paraprofessionals \_[7]{.underline}\_ \_[0]{.underline}\_

Support staff \_[11\_]{.underline} \_[0]{.underline}\_

Total number \_[152]{.underline}\_ \_[6]{.underline}\_

12\. Average school student-"classroom teacher" ratio:
\_[17]{.underline}\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   94%         95%\*       95%\*       91%         95%

  Daily teacher attendance   96%         94%         92%         95%         96%

  Teacher turnover rate      6%          6%          7%          6%          9%

  Student dropout rate       3%\*\*\*    2%\*\*\*    1%          1%          2%
  (middle/high)                                                              

  Student drop-off rate      14%\*\*\*   14%\*\*\*   14%\*\*\*   2%          3%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*\*\*State changed calculation formula to include students who did not
return at the beginning of the year.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+--------------------------------------------------------+-------------+
| Graduating class size                                  | >           |
|                                                        |  \_[349]{.u |
|                                                        | nderline}\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > [68%]{    |
|                                                        | .underline} |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | > [10%]{    |
|                                                        | .underline} |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > [3%]{     |
|                                                        | .underline} |
+--------------------------------------------------------+-------------+
| Found employment                                       | > [9%]{     |
|                                                        | .underline} |
+--------------------------------------------------------+-------------+
| Military service                                       | > [3%]{     |
|                                                        | .underline} |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > [3%]{     |
|                                                        | .underline} |
+--------------------------------------------------------+-------------+
| Unknown                                                | > 4%        |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**PART III ‑ SUMMARY**

Regardless of the time of day, early morning or late evening, there is a
constant flurry of activity on the grounds of Sequoyah High School. 
Whether students are attending morning tutorials, performing in a
theater production, marching at band practice, matching wits in an
academic bowl, helping with our school district's yearly Special
Olympics, or just throwing a Frisbee in the senior parking lot to relax
after a long day, the feeling of camaraderie and comfort is contagious. 

Sequoyah High School, located in a suburban setting of Cherokee County
approximately 25 miles northwest of downtown Atlanta, rests at the
foothills of the Blue Ridge Mountains and on the rise of the Piedmont. 
Rated by the American Business Chronicle as one of the counties with the
greatest growth potential in America, our district has certainly
experienced change.  As it stands today, SHS has a very different face
than it did fifteen years ago when we first opened our doors to a
homogenous group of 1,441 students.  Our student population has
increased to 2,056, and as a result of this growth our school community
has evolved into an exciting heterogeneous group further enriching our
school.  Over the last five years there has been a significant increase
in the Hispanic population of the student body, and we are pleased to
see an increase in the Asian, African-American, Middle-Eastern, and
Eastern European student populations.

            Sequoyah High School's mission statement is "to provide
diverse and challenging educational opportunities for all students." The
school has been successful in this mission as a result of the unified
effort of a support system that excels in every area and our willingness
to embrace the new and challenging demands on our ever-changing
environment.  Along with performing within the top 10% of the state, we
have seen continuous improvement in our pass rates over the past three
years.  These statistics are particularly significant in light of the
already high performances in the past and the steady increase in number
of students tested each year.  Our rigorous academic program for
advanced placement offers more courses than any other high school in the
district, and our college preparatory program provides challenging and
rigorous courses that lead to success in higher education.  Career
technology students also benefit from a challenging curriculum and our
Youth Apprenticeship program provides a vital link to the business
world.  There is a confidence within the setting of SHS that is the
result of our commitment to excellence for all students.

            Our dedication to our mission permeates the community,
instills trust, and encourages participation; and faculty, staff,
administration, parents, and most importantly students rise to the
challenge!  And it shows; our accolades bedeck the halls, fill trophy
cases, and hang from banners -- from top rankings in the academic arena
and SAT scores that have consistently risen above the national average
to state rankings and championships in a variety of events:

-   Georgia Department of Education's School of Excellence this year;

-   Fine Arts -- State Championships in a variety of categories;

-   Career & Technology -- State Championships, one of top 10 in
    Nationals; 

-   Athletics -- Wrestling, Basketball, Swimming State Champions;

-   VOCA -- State Champions.

Led by a dynamic superintendent of schools and supportive school board
there is little wonder that our goals have been reached and exceeded
time and time again. Together with a community dedicated to their
success and their own personal pride, our students continue to surpass
the bar and set their own high standards.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1\. Describe in one page the meaning of the school's assessment results
in reading (language arts or English) and mathematics in such a way that
someone not intimately familiar with the tests can easily understand
them

In Georgia, the state accountability system for secondary schools is
centered on the Georgia High School Graduation Tests (GHSGT) in
English/Language Arts as well as in Mathematics. By law these tests are
required to \"include process and application skills as assessed in a
range of academic content, and shall exceed minimum and essential
skills...". Administered to students in the 11^th^ grade, students must
post a minimum passing score in order to receive the standard high
school diploma with a career/technology or college preparatory
endorsement. Test content descriptions and student guides to the GHSGT
can be downloaded from the following web site:
www.doe.k12.ga.us/curriculum/testing/ghsgt.asp

The GHSGT in English/Language Arts assesses student skills in reading
literature (47-49% of the test); critical thinking (37-39% of the test);
and in writing, usage and grammar (14-16% of the test). The test
utilizes multiple choice test items that range in cognitive levels from
low, requiring students to recall basic facts and ideas; medium,
requiring a greater degree of comprehension and application of concepts;
to high, which require students to analyze difficult passages, solve
problems, make inferences, and discern between correct and incorrect
information.

Sequoyah's 11^th^ graders have shown consistently high performance on
the reading literature strands of the test over the past five years with
a long term trend toward improvement in this area. By comparison, scores
on the strands that measure writing, usage and grammar have been more
volatile, possibly due to there being fewer items devoted to this strand
on the test. Compared with other students Sequoyah student performance
has met or exceeded the school district average and exceeded the state
average by a wide margin on each of the three strands for the last five
years. While the school has struggled to maintain consistently high
achievement levels in English/Language for students with disabilities,
there are current efforts to insure that standards are set in resource
and team taught settings that are commensurate with those in the college
preparatory classroom. These efforts are possibly having an effect among
students in this sub-group.

The GHSGT in Mathematics measures student achievement in the following
strands: number and computation (17-19% of the test); data analysis
(19-21% of the test); measurement and geometry (32-34% of the test); and
algebra (28-30% of the test). These multiple choice items also range in
cognitive level from those requiring simple recall of facts, to items
that ask students to "substitute values in formulas and equations;
identify appropriate operation, unit of measure, type of graph, or
geometric figure; apply problem-solving skills to real-world
situations". Higher cognitive level questions require students to solve
complex problems, analyze data, and use math in situation that are "real
world".

Over the past five years, student achievement for 11^th^ graders at
Sequoyah has met or exceeded the average scores for the school district
and significantly exceeded that of the state on each of the strands that
are measured. The past year has shown large growth in the percentage of
students who score in the pass plus range on this test. Strengths and
weaknesses on the strands appear to vary from year to year and do not
appear to suggest consistent patterns. Sequoyah's small but growing LEP
sub-group also appears to be achieving in math at high levels. Again,
the biggest challenge for Sequoyah is in increasing achievement for
students with disabilities. Currently the school is engaging in a
strategy to provide mastery based computer math instruction for low
functioning students that mirrors standards set for an Algebra l course
while reinforcing "real world" math applications for the same students
through the Physics in the Workplace science program.

2\. Show how the school uses assessment data to understand and improve
student and school performance.

The use of data from student assessments has been at the center of
Sequoyah High School's decision-making processes. The school utilizes a
data assessment team that includes teachers from each curriculum area as
well as administrators and counselors with the intention of going beyond
the simple disaggregating of data by subgroup. The data management
team's goal, through thoughtful statistical analysis and the use of
valid research methodologies, is to provide information that
administrators and curriculum leaders need to make competent decisions
on important issues from curriculum mapping to teacher accountability.

The data management team routinely disaggregates achievement data by AYP
subgroup but attempts to look beyond those simple numbers. For example,
achievement patterns among students of similar ability (as measured by
ability testing) have been compared for trends based on patterns of
course taking, teacher assignment, or other variables that the school
can address in making policy. Consequently the middle track for
tech/career students was recently eliminated based on local data showing
that students in that track performed at a lower level than students of
similar ability who were enrolled in college preparatory coursework.

Currently, the school administers the PSAT to students in the ninth
through the eleventh grades. A committee was appointed this year to
determine the relevance of each PSAT item to curriculum standards. The
resulting document is utilized by the Data Management Team in examining
the item analysis from the test to determine student strengths and
weaknesses and make recommendations about instruction. The team has also
gleaned important information about flaws in student's critical thinking
from analyzing students choosing of "foils" on this test. These flaws
are then addressed through modification of curriculum map or classroom
teaching methodology.

> 3\. Describe in one-half page how the school communicates student
> performance, including assessment data, to parents, students, and the
> community.

Progress reports are given to students every 4 ½ weeks. It is the
student's responsibility to deliver these to their parents. Report cards
are computer generated on a quarterly basis. Throughout the school year
students deliver these to their parents. At the end of the school year,
these reports are mailed to parents at home. However, Parents have
constant access to *Parent Connect*, a state-of --the-art continuous
secure on-line report of current grades and attendance records.

Aggregated assessment data is distributed to the principal, each
assistant principal, every department head, the counselors and the
registrar upon receipt in the school. Individual score sheets for
standardized assessments are placed in the students' hands for them to
take home and share with their parents. Duplicate copies of these score
sheets are placed in each student's cumulative file for teachers and
counselors to use as necessary and appropriate to improve student
performance. Whenever a student fails a mandatory, standardized test,
the score sheet and information regarding available resources for
assistance in weak areas is mailed home to parents. The information is
also shared with the student's current teachers so that they may help
students improve in specific, identified areas of weakness. All test
information is shared with the individuals who serve on the Data
Management Team which meets regularly throughout the school year to
identify school needs and to develop strategies for improvement.

> 4\. Describe in one-half page how the school has shared and will
> continue to share its successes with other schools.

Sequoyah staff has been highly active in professional associations and
district level meetings in presenting strategies for increased student
achievement. At the Cherokee County School District level, Sequoyah
staff members have recently made presentations on student advisement,
using PSAT data to improve achievement, class placement practices, our
Student Support Team data base for teachers, and on the new SAT writing
rubric. Sequoyah initiated a county drama day in which all the high
schools in the system participate to showcase talents and learn from
each other. Sequoyah drama students also preview their productions to
the local feeder schools.

Staff members at Sequoyah are very active in professional organizations
and often present papers and workshops at professional meetings. Recent
topics on which Sequoyah staff members have presented include "Geometric
Sketchpads for Learning", "TI-Interactive for Beginners", "The Industry
Certification Process for Career Technology Programs", "Mathematics of
Conic Sections using a Laser Pointer", "Choosing the Best" (a sex
education curriculum), "Motivational Teaching Techniques for Teaching
Abstinence in the Georgia Public Schools", and "Community Based Research
Across the Curriculum". In 2004, the book *Classroom Literacy as Public
Work* was published which included a chapter called "History Happened
Here: Engaging Communities of Students and Teachers" featuring a
Sequoyah High School classroom project. Also some Sequoyah staff serve
as "teachers of teachers" when they work as adjunct faculty at colleges
and universities or teach local staff development courses.

Sequoyah will continue to actively share successful practices with
colleagues in other settings. Currently, social studies teachers are
piloting locally developed materials for preparing students for the end
of course tests in economics and will be sharing them with local schools
in the district as soon as we get the results of the pilot testing.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum.

Sequoyah High School seeks to provide diverse and challenging
educational opportunities through curricula that are rigorous for
students at all levels of achievement, adapted only in the methodologies
with which they are delivered to students of various ability levels.

The language arts curriculum is literature based and focuses on higher
order critical thinking skills in the analysis of literary selections.
The English courses integrate writing, reading listening and speaking
skills as students synthesize material that is taught. Gifted and other
high achieving students may choose to take AP Language in the 11^th^
grade and AP Composition in the 12^th^ grade.

The math department employs technology in the form of computer based
instruction in dedicated computer labs, lap top labs, smart-Boards,
graphing calculators to deliver college preparatory math courses using
real world applications which require experimentation and in depth
understanding. The curriculum includes applied algebra sequences,
traditional and honors level Algebra I, II, and III; Euclidian geometry;
Advanced Algebra and Trigonometry, Pre Calculus, AP Calculus and AP
Statistics.

Course offerings in science instruction are as diverse as the modalities
of instruction that are employed. They include an introductory Physical
Science; Physics in the Workplace, an applied course focusing on "real
world' applications, Biology or Honors Biology; Chemistry, or Honors
Chemistry; Etymology; Human Anatomy. Advanced Placement coursework is
available in Physics, Biology, and Chemistry. At all levels, these
courses include opportunities for students to participate in
student-centered structured and open ended inquiry that encourages each
student to construct a personal knowledge of science content and the
nature of science.

The Social Studies curriculum includes required coursework that leads
students to investigate cultural, social, and economic history. With an
emphasis on reading, writing, research, and critical thinking skills the
sequence of courses exceeds the minimum social studies requirements that
are mandated by the state of Georgia. Additionally, the curriculum
includes high level social studies electives such as psychology,
sociology, and current issues. For high achieving and gifted students,
an honors track and three full years of AP coursework is available.

The Foreign Language Department offers five years of Spanish and four
years of Latin and French.  Foreign language courses are designed to
develop language proficiency through the use of listening, speaking,
reading and writing skills as well as developing an understanding of the
target culture.  The foreign language curriculum is taught through
various teaching styles: individual and cooperative based group work,
lab work, technology based activities and teacher presentations. AP
Latin is available to advanced students.

The fine arts department offers a range of coursework including AP
courses for students in visual as well as performing arts. This area is
a major strength for the school and is highlighted elsewhere in this
application.

Career-Technology Education at Sequoyah High School (Marketing,
Business, Family & Consumer Science, Project Success/CVAE, Automotive
Service, Construction, Industrial Technology and Engineering & Drawing)
includes basic skills needed for every career path. These skills
encompass communication, numerical concepts and calculations, personal
career development and employability, ethics, personal development,
problem-solving, industry regulations and guidelines, industry trends,
safety, identification/interpretation and implementation of ideas and
skills, the use of computers & technology throughout with an intense
concentration in a specific industry/area. Significant area content is
taught with a minimum of typical classroom teacher-centered instruction.
Instead, CTE courses are taught with hands-on lessons, business
simulations and projects to apply instruction to real life for every
student.

Sequoyah's AFJTORC program focuses on educating and students in
citizenship, community service, responsibility, character, and self
discipline; as well as providing instruction in air and space
fundamentals. Also, the Physical Education department strives to
challenge students both physically as well as mentally with education in
healthy lifestyle practices as well as a range of courses designed to
provide lifetime recreational skills.

2b. Describe in one-half page the school's English language curriculum,
including efforts the school makes to improve the reading skills of
students who read below grade level.

The English Language Arts curriculum is one that integrates reading,
writing, speaking and listening. It is literature based and focuses on
critical thinking skills. Local curriculum standards enhance the state
core curriculum. Sequoyah employs curriculum mapping which builds on
prior knowledge and introduces more challenging material each year.

Varied techniques are used to address the needs of students who have
significantly different learning styles. Project Success is an
intervention program designed for career/technology students who have
special needs. The focus of the program is to improve communication
skills for work place readiness. Students demonstrate reading
improvement as a result of the reading instruction strategies that
relate to personal career aspirations or interests. Additionally,
students who have Individual Education Programs consistently use *New
Century* a diagnostic/prescriptive computer based program that is
aligned with state and national standards. Students spend ninety minutes
weekly using this software. After school tutoring is offered using
Reading Plus, another software program with a focus on phonics,
comprehension and fluency.

Because high standards and expectations are set school wide for all
students, reading success is evident and is reflected in high
achievement in all academic areas as measured by state and national
assessments.

3\. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.

The Sequoyah High School Fine Arts Department offers students the
opportunity to experience a vibrant fine arts program as an integral
part of their comprehensive secondary education.  We stress both arts
education and arts literacy. The fine arts equip students with abilities
that allow them leadership opportunities, to deal with multiple task
applications and to process complex ideas in a variety of forms by
enhancing interdisciplinary learning through increased modalities of
communication and creative cooperation.  Researchers know there is a
link between artistic expression and biological development of the brain
relating to physical, emotional, and logical integration in humans of
any age. Additionally, the fine arts show what is great in the human
spirit; that effective, creative expression in a variety of forms is
vital to all beings, and that understanding and appreciation of that
very diversity can unify us as a species. 

The arts also have been proven to create a high ethic of performance in
students in all areas of learning by reinforcing both basic learning
structures and also modes of creative thought and expression. It is no
accident that approximately 80% of Sequoyah's STAR Students have been
involved in our Fine Arts Department. Sequoyah's Fine Arts Department
allows students to develop the valuable skills they will need to succeed
in this young century. We have a proud and storied tradition of
excellence in achievement in all areas, choral, dramatic, instrumental
and visual. Our parents, community, and award winning faculty remain
committed in their support of our program.

Since the fine arts are inherently collaborative in that they combine
[knowledge and skill]{.underline}, our department both prepares students
for college and professional careers dependent on highly developed
abilities while simultaneously striving to create a life-long love of
the arts.  The best way to learn about the importance of the arts in our
human culture and society is to practice and be literate in those arts. 
This type of literacy is crucial: those who do not have careers in song,
dance, art, or acting still buy movie or concert tickets, albums,
photographs and paintings. By offering a palate of creative, energizing,
rigorous and disciplined array of courses and experiences that immerse
the learner, students are taught to recognize and hone their gifts so
that they might share them with and learn from others as they become
educated and productive adults.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

The most comprehensive way to describe the instructional methods used at
Sequoyah High School is that they are "data driven". Student assessment
data is mined for information as to methodology that works and
methodology that needs to be improved. Information from student
assessments such as the PSAT are used in designing classroom strategies
that address student weaknesses. Additionally, the school focuses on
providing as much feed back as possible from teacher made as well as
standardized assessments in order to help students become partners in
their learning and remediation.

Active in professional associations and continuing education, the
faculty uses research based methodologies. For example, the faculty has
adopted research based methods from Project Criss which center on
meta-cognition techniques that help students evaluate and improve their
own learning strategies. Examples of these methods would include,
accessing background knowledge, purpose setting, explanation and
modeling, paired and small group discussion strategies, graphic and
pictorial organizers, summaries, two-column notes, and journaling.
Students are oriented to many of these concepts through the Freshman
Focus so that they become a familiar part of the school culture.

As a "more hands on" approach for students who are not school invested,
the science department is using an inquiry learning approach in their
freshman science program. This methodology focus on student activities
which involve manipulatives and experimentation for mastery of material
as opposed to traditional lecture/discussion formats. Standard testing
is supplemented by alternative approaches requiring students to write
about their classroom activities using summaries and critical thinking.
In math, differentiated Instruction for individual needs including
mastery learning with remediation on key concepts not acquired has
become common. Also before school after school and evening study
sessions are heavily utilized.. Continuous evaluation of these and other
methods will result in decisions about future modifications or efforts
to find other research based strategies.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

After a careful study of all data, and in anticipation of future testing
changes, Sequoyah High School leaders decided to make writing a major
priority for staff development on school-wide basis. While writing
scores have generally been high, school leaders recognized that the new
essay section of the SAT would offer a different challenge to our
students. A study of the type of writing prompt that the College Board
suggested would be used indicated that writing would need to be evident
in all of the content area classrooms. Students will need practice in
writing argumentative essays, which lend themselves to history, science,
and mathematics. Additionally, with a 25 minute time frame for the
essay, we recognize that an important issue will be fluency. Frequent
opportunity to generate written ideas is necessary to increase writing
fluency. With that in mind Sequoyah has initiated an action plan to
address these needs. A consultant was engaged from the school district
to begin a series of workshops in using writing in the social studies,
science, and math classrooms, with an objective of extending learning
through writing and helping students develop fluency. This training was
followed up and reinforced when Dr. Warren Combs was retained to present
his "Writing to Win" workshop to teachers in the social studies
department last spring and this fall. Plans are underway to present the
same workshop to science teachers in the future. In the fall, a number
of English and social studies faculty members were trained in using the
new SAT writing rubric to evaluate student writing in the classroom.
These teachers redelivered this training to teachers in the English and
social studies departments. Clearly, these efforts have resulted in more
student writing; however, the effect on student achievement is not
certain at this point. The school has not yet seen a rise in performance
on the Georgia High School Writing Test and sufficient data is not
available on writing performance on the new SAT. Also, in preparation
for the new SAT, math department teachers have recently been trained by
a member of the department on preparing students for the increased rigor
of the test.

Another objective implicitly implied in Sequoyah's professional
development plan is the connection between instructional practices and
student achievement results. Sequoyah staff is committed to building
thinking and learning routines and strategies that will transfer to
college and career success. CRISS has been a vehicle for achieving this
objective. CRISS training for teachers is arming staff with strategies
that help them emphasize core skills in reading, writing, and
mathematics which improves opportunities for success in a greater range
of future academic efforts. Most of the faculty has been trained this
year by a national CRISS trainer to implement strategies. The effect of
this approach is not yet clear but the use of these strategies by
students is evident in classroom observations as well as the
organizational techniques that students appear to be using when taking
the state writing assessment.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Each nominated school must show results in reading (language arts or
English) and mathematics for at least the last three years according to
the criteria used by the CSSO to nominate the school. For formatting, if
possible use or adapt the sample tables (no charts or graphs) at the end
of this application.

The data that the GDOE used to nominate Sequoyah was a modified version
of the AYP results. The 11^th^ grade 1^st^ time test-taker student level
Enhanced HSGT performance was aggregated according to the proficiency
levels of AYP. Proficiency levels of AYP differ from the levels of
pass/pass plus for student diploma purposes. A student must achieve a
511 in Language Arts and a 516 in Mathematics in order to be counted as
'proficient' under AYP standards. Yet, they must only achieve a 500 in
order to 'pass'.

The calculations were 'modified' from the exact AYP calculations by
including all students assessed (not just full-academic year). In
addition, students with scores from an alternate administration (summer,
fall, winter, spring) were not included.

The following performance information is based on the above aggregations
for Sequoyah High:

**There are only three performance levels within GA's AYP system.**

-   **Basic/Does Not Meet**

-   **Proficient/Meets**

-   **Advanced/Exceeds**

  ---------------------------------------------------------- ---------------
  **Georgia High School Graduation Tests -Language Arts**    

                                                             **2003-2004**

  **Testing Month**                                          **March**

  **School Scores**                                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  98%

  \% At Advanced/Exceeds                                     82%

  Number of Students Tested                                  403

  Percent of Students Tested\*                               100%

  Number of Students Alternatively Assessed\*                5

  Percent of Students Alternatively Assessed\*               1%

  **Sub Group Scores** **(if N Count greater than or equal   
  to 10)**                                                   

  **1. Economically Disadvantaged**                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  96%

  \% At Advanced/Exceeds                                     70%

  Number of Students Tested                                  23

  **2. Limited English Proficient**                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  92%

  \% At Advanced/Exceeds                                     77%

  Number of Students Tested                                  13
  ---------------------------------------------------------- ---------------

  ---------------------------------------------------------- ------------
  **3. Students with Disabilities**                          2003-2004

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  71%

  \% At Advanced/Exceeds                                     29%

  Number of Students Tested                                  14

  **4. White**                                               

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  98%

  \% At Advanced/Exceeds                                     83%

  Number of Students Tested                                  382

  **State Scores**                                           

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100.0%

  \% At or Above Proficient/Meets & Exceeds                  88%

  \% At Advanced                                             61%
  ---------------------------------------------------------- ------------

\*Participation rates calculated through AYP.

  ---------------------------------------------------------- ---------------
  **Georgia High School Graduation Tests -Mathematics**      

                                                             **2003-2004**

  **Testing Month**                                          **March**

  **School Scores**                                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  92%

  \% At Advanced /Exceeds                                    83%

  Number of Students Tested                                  401

  Percent of Students Tested\*                               100%

  Number of Students Alternatively Assessed\*                5

  Percent of Students Alternatively Assessed\*               1%

  **Sub Group Scores (if N Count greater than or equal to    
  10)**                                                      

  **1. Economically Disadvantaged**                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  87%

  \% At Advanced                                             74%

  Number of Students Tested                                  23

  **2. Limited English Proficient**                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  85%

  \% At Advanced                                             77%

  Number of Students Tested                                  13

  **3. Students with Disabilities**                          

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  29%

  \% At Advanced/Exceeds                                     7%

  Number of Students Tested                                  14
  ---------------------------------------------------------- ---------------

  ---------------------------------------------------------- ------------
  **4. White**                                               

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100%

  \% At or Above Proficient/Meets & Exceeds                  92%

  \% At Advanced                                             83%

  Number of Students Tested                                  380

  **State Scores**                                           

  \% At or Above Basic/Does Not Meet, Meets, & Exceeds       100.0%

  \% At or Above Proficient/Meets & Exceeds                  73%

  \% At Advanced                                             59%
  ---------------------------------------------------------- ------------

\*Participation rates calculated through AYP.

Again, the information above is based on the AYP proficiency levels
calculated from the Enhanced High School Graduation Test. The Enhanced
version of the assessment/standard setting for AYP was initiated in
spring 2004. Therefore, historical data is not available using the above
format. Historical performance must be calculated through the original
HSGT pass and pass plus rates.

The information below was taken from the Office of Student Achievement
Report Card Site.

<http://reportcard.gaosa.org/yr2004/k12/reports.aspx?TestType=QCC&ID=628:191>

  ----------------------------- --------------- --------------- ---------------
  **Language Arts: Georgia High                                 
  School Graduation Test Pass &                                 
  Pass Plus Rates**                                             

                                **2003-2004**   **2002-2003**   **2001-2002**

  **Testing Month**             **March**       **March**       **March**

  **School Scores**                                             

  \% Fail                       1%              2%              3%

  \% Pass and Pass Plus         99%             98%             97%

  \% Pass Plus                  87%             73%             69%

  **1. Economically                                             
  Disadvantaged**                                               

  \% Fail                       4%              5%              Data Not
                                                                Available

  \% Pass                       96%             95%             Data Not
                                                                Available

  \% Pass Plus                  74%             55%             Data Not
                                                                Available

  Number of Students            23              20              Data Not
                                                                Available
  ----------------------------- --------------- --------------- ---------------

  --------------------------- --------------- --------------- ---------------
  **2. Hispanic**             **2003-2004**   **2002-2003**   **2001-2003**

  \% Fail                     Too Few         10%             Too Few
                              Students                        Students

  \% Pass                     Too Few         90%             Too Few
                              Students                        Students

  \% Pass Plus                Too Few         70%             Too Few
                              Students                        Students

  Number of Students          9               10              9

  **3. Limited English                                        
  Proficient**                                                

  \% Fail                     8%              Data Not        Too Few
                                              Available       Students

  \% Pass                     92%             Data Not        Too Few
                                              Available       Students

  \% Pass Plus                85%             Data Not        Too Few
                                              Available       Students

  Number of Students          13              Data Not        2
                                              Available       

  **4. Students with                                          
  Disabilities**                                              

  \% Fail                     7%              16%             38%

  \% Pass                     93%             84%             62%

  \% Pass Plus                36%             16%             23%

  Number of Students          14              25              13

  **5. White**                                                

  \% Fail                     1%              2%              2%

  \% Pass                     99%             98%             98%

  \% Pass Plus                87%             74%             72%

  Number of Students          375             352             300

                                                              

  **State Scores**                                            

  \% Fail                     7%              5%              5%

  \% Pass                     93%             95%             95%

  \% Pass Plus                67%             63%             57%
  --------------------------- --------------- --------------- ---------------

  ---------------------------- --------------- --------------- ----------------
  **Mathematics: Georgia High                                  
  School Graduation Test Pass                                  
  & Pass Plus Rates**                                          

                               **2003-2004**   **2002-2003**   **2001-2002**

  **Testing Month**            **March**       **March**       **March**

  **School Scores**                                            

  \% Fail                      1%              3%              6%

  \% Pass                      99%             97%             94%

  \% Pass Plus                 77%             65%             64%

  **1. Economically                                            
  Disadvantaged**                                              

  \% Fail                      4%              10%             Data Not
                                                               Available

  \% Pass                      70%             65%             Data Not
                                                               Available

  \% Pass Plus                 65%             55%             Data Not
                                                               Available

  Number of Students           23              20              Data Not
                                                               Available

  **2. Hispanic**                                              

  \% Fail                      Too Few         0%              0%
                               Students                        

  \% Pass                      Too Few         100%            100%
                               Students                        

  \% Pass Plus                 Too Few         50%             40%
                               Students                        

  Number of Students           9               10              10

  **3. Limited English                                         
  Proficient**                                                 

  \% Fail                      0%              Data Not        Too Few Students
                                               Available       

  \% Pass                      100%            Data Not        Too Few Students
                                               Available       

  \% Pass Plus                 77%             Data Not        Too Few Students
                                               Available       

  Number of Students           13              Data Not        3
                                               Available       

  **4. Students with                                           
  Disabilities**                                               

  \% Fail                      14%             32%             54%

  \% Pass                      86%             68%             46%

  \% Pass Plus                 7%              12%             8%

  Number of Students           14              25              13

  **5. White**                                                 

  \% Fail                      1%              3%              4%

  \% Pass                      99%             97%             96%

  \% Pass Plus                 78%             66%             70%

  Number of Students           373             352             303

  **State Scores**                                             

  \% Fail                      8%              9%              9%

  \% Pass                      92%             91%             91%

  \% Pass Plus                 54%             50%             51%
  ---------------------------- --------------- --------------- ----------------

In addition to performing within the top 10% of the state, Sequoyah has
seen continuous improvement in pass rates over the past 3 years. This
improvement is despite the fact that the school is already high
performing and the number of students tested has increased every year.