##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle [X]{.underline} High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Rick Brown]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Dawson County High School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 129 - 1665 Perimeter
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[Dawsonville Georgia 30534-1665]{.underline}

City State Zip Code+4 (9 digits total)

County [Dawson]{.underline} State School Code Number\*
[0198]{.underline}

Telephone [(706)265-6555 F]{.underline}ax [(706)265-3936]{.underline}

Website/URL [www.dawson.k12.ga.us]{.underline} E-mail
<rbrown@dawson.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\* \_\_\_\_\_[Mr. Michael Lupo]{.underline}
\_\_\_\_\_\_

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Dawson County]{.underline} Tel. [(706
)265-3246]{.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

President/Chairperson [Mr. Will Wade]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

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**

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: [3]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [7,918.53]{.underline}

Average State Per Pupil Expenditure: [7,425.53]{.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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[X \] Rural

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

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**       142       126         268

  **2**                                                     **10**      110       131         241

  **3**                                                     **11**      108       94          202

  **4**                                                     **12**      82        102         184

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   895
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

[0]{.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: [22
%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      61
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      127
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    188
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 873
                            the school as of October 1  

  **(5)**                   Total transferred students  .2153
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           21.53
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [25%]{.underline}

Total number students who qualify: [226]{.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: [11 %]{.underline}

[83]{.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. Do not add additional categories.

[4]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [8]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [48]{.underline} Specific Learning Disability

[13]{.underline} Emotional Disturbance \_\_\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [9]{.underline} Mental Retardation [1]{.underline} Visual Impairment
> Including Blindness
>
> \_\_\_\_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) [4]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [51]{.underline} \_\_\_\_\_\_\_

Special resource teachers/specialists [14]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [6]{.underline} \_\_\_\_\_\_\_\_

> Support staff [22]{.underline} [1]{.underline}
>
> Total number [97]{.underline} [1]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[18]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  92%         93%         93%         93%         92%

  Daily teacher attendance  96%         95%         95%         96%         96%

  Teacher turnover rate     0%          5%          9%          10%         10%

  Student dropout rate      6%          6%          7%          8%          12%
  (middle/high)                                                             

  Student drop-off rate     13%         19%         15%         16%         20%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [152]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [26%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [26%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [8%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Found employment                                        | > [23%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Military service                                        | > [0%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [15%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [2%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Located along the rapidly growing Georgia 400 corridor, Dawson County is
a rural region that becomes more a part of the Atlanta metropolitan area
with each passing day. The community is a hybrid of deeply rooted
traditional values coupled with a newly emerging progressive mentality.
There is only one high school in Dawson County. DCHS has grown from a
single log building in 1878 to a 150,000 square foot contemporary
structure valued at \$11 million dollars in 1997. Currently, we
accommodate approximately 900 students, coming from all economical walks
of life. 25% of the student body comes from economically disadvantaged
families and receive free or reduced lunch while 10% is qualified as
special education, and 3% of the population is minority. Though
tradition is a staple at DCHS, it does not hinder our students. Watching
students utilize today's technological advances without forgetting their
Appalachian culture is a most satisfying endeavor.

Dawson County High School continually strives to improve student
services. The key factor in this process is the dedicated faculty. The
total number of certified staff is 68, including 1 principal, 2
assistant principals, 1 technology/career education director, 2
counselors, 1 media specialist, and 61 teachers. 71% of the teachers
hold a masters degree or higher; there is also 1 National Board
Certified Teacher, 2 technical education state teachers/advisors of the
year, 1 Fulbright Memorial Fund Scholar, and 1 Anne Sullivan Award
recipient. The faculty is committed to integrating the newly developed
Georgia Performance Standards into its curriculum. Teachers have
attended workshops during the past two years to ensure that standards
are correctly implemented. All department heads are engaged in a SREB
training module entitled "Leading Assessment and Instruction" which
complies with what the Georgia DOE is doing in terms of assessment
training and adopting the new GPS standards. Faculty members also
participate in weekly "Wednesday Workshops" during their planning
periods for professional development activities including study and
implementation of Eaker and Dufour's [Getting Started: Re-culturing
Schools to Become Professional Learning Communities]{.underline}. The
faculty also participates in school study, improvement plans for SACS,
and in monthly advisement activities.

The greatest priority of DCHS is that "no child is left behind." We take
great pains to meet the needs of all our students: gifted, college prep,
career/technical, and special education. All students are given
predictor tests during their sophomore year to gauge how well they will
perform on the GHSGT, and, based on the outcome of the assessment, are
placed in either mandatory tutorial sessions or in special classes
taught throughout the regular school day. All junior students taking the
GHSGT are placed in study sessions one week prior to the GHSGT. For the
past three years, DCHS has offered a SAT prep class during the school
day and we have seen significant improvement in the scores of enrolled
students. In fact, they consistently score at or above the state and
national levels. Another tactic we employ is that of co-teaching. There
are numerous co-teaching/inclusion classes offered throughout the day in
all subject areas to ensure that all student needs are met.

Due to efforts to "leave no child behind," we have received three
accolades during the past school year. We received the Governor's
Platinum Award for gains in test scores, received recognition for high
achievement on EOCTs, and were nominated as a Blue Ribbon School by the
state superintendent. We will continue to recognize individual learning
styles, promote opportunities to assume responsibility, and meet and
exceed state and federal guidelines, and will continually evaluate,
revise, remediate, and enrich the learning process to meet the needs of
each and every student who enters DCHS.

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

1.  **Meaning of the school's assessment results in English/language
    arts and mathematics:**

State assessments for Georgia high schools include the Georgia High
School Graduation Tests (GHSGT) in English/language arts, math, science,
and social studies; the Georgia High School Writing Test (GHSWT); and
the End-of-Course Tests (EOCT) in eight content areas. The EOCT are
criterion-referenced tests which assess the statewide curriculum of
these specified high school courses to insure that high academic
standards are met. Grades on these tests are reported as percentages and
constitute 15% of a student's final grade in the course, and the
student's final grade must be at or above 70 to earn course credit. The
graduation tests are criterion-referenced tests which are administered
in grade eleven for graduation purposes. Each student much achieve a
scaled score of 500 or above to pass each test in order to earn a high
school diploma.

For comparison purposes, GHSGT results are reported as percent of
students passing for all first- time examinees and for regular program,
first-time examinees. Scores are also disaggregated via special
education, gender, ethnic, limited English proficient, Section 504,
Title I, and migrant subgroups. Upon examination of DCHS' scores in
applicable subgroups, the general trend of the previous five years is
continual improvement in the subgroups. An occasional dip in scores can
be seen in both English/language arts and math when each year from
spring '01 through spring '05 is examined; however, percentages show an
increase when comparing spring '01 scores to spring '05 scores. In
English/language arts; the "All" subgroup's percentage increased from
96% to 100%, and the "white" subgroup's percentage increased identically
from 96% to 100%. For the same two years, the "All" subgroup's math
percentage increased from 92% to 97%; and the "White" subgroup's
percentage rose from 91% to 97%.

Due to the inevitable ability differences among students in any
classroom, it can be a difficult task to maintain a straight line of
increasing achievement year after year, unless scores/results begin at
the bottom of the scale (where DCHS scores did not begin). An
examination of the GHSGT English/language arts results from the spring
of 2001 through the spring of 2005 reveals an increase from 97% passing
for all eleventh-grade, first-time examinees to 100% percent passing.
Likewise, the math achievement for the same category of examinees during
the same five-year period rose from 92% passing to 98% passing. It is a
significant testimony to the quality of the school when scores begin at
such high percentages and continue to rise to perfect and near-perfect
scores.

During the past three years in which AYP has been measured under
Georgia's school accountability standards, DCHS has met that challenge
on the basis of the same GHGST results. According to federal law, the
state of Georgia has determined the percent of students in each of the
two content areas whose scores must meet or exceed the state standard in
order to satisfy AYP requirements. The percent is calculated by
combining the percent of students whose scores are "proficient" (meet
the standard) with the students' scores which are "advanced" (exceed the
standard). As is typical, disparity in subgroups' scores exist. An
examination of the results of the applicable subgroups reveals the same
positive trend in AYP data as evidenced in GHSGT data. In math, the
economically disadvantaged subgroup English/language arts percent
passing increased from 95% IN '02-'03 to 97% in '04-'05. Similarly, SWD
percentages increased from 90% to 100% during the same three years. In
math, a decrease from 90% passing to 74% in the economically
disadvantaged subgroup occurred while SWD percentages held at 90%.

As for disparity among subgroups, research consistently shows that SES
is a strong factor of student achievement; and SWD students typically
perform below grade level usually due to their particular
exceptionalities. Nothing unique exists here to cause disparity.

Note: Additional information on DCHS' state assessment results can be
found at http://.www.doe.k12.ga.us.

2.  **How the school uses assessment data to understand and improve
    student and school performance:**

Many of the gains made in recent years at Dawson County High School can
be attributed to teachers utilizing data to refine what is being taught
in the classroom, design new courses where needed, provide remediation
and enrichment opportunities, and place students in appropriate level
classes.

During the 2003-04 school year, all sophomores took the Georgia High
School Predictor Test in science and social studies. Based on these
results, study skills classes were created to assist students who were
borderline or predicted to fail the GHSGT in either of these subject
areas. The courses are taught during the regular school day by teachers
certified in social studies and science. Seniors who have not yet passed
these two sections are placed in the study skills classes in the fall.
Students who cannot get into one of the scheduled study skills classes
have the option of leaving their elective classes during the last 30
minutes for extra tutoring with science teachers who have planning.

The Summary of Answers from the PSAT has provided a valuable tool in
placing students in appropriate level classes. The "AP Potential" list,
based on PSAT data, is used each year in assisting students to make the
best course choices during the registration process for the upcoming
school year. Teachers, as advisors, are trained to assist students in
examining these scores and discuss areas of defined weaknesses and
possible solutions.

Teachers and the administrative team evaluate the data received from
End-of-Course Test (EOCT) scores each semester. Scores are compared
across the department, by subject and category, and from year to year.
The category scores have been particularly useful in defining areas of
weakness in the curriculum, allowing teachers to revise classroom
strategies and pacing as necessary.

3.  **How the school communicates student performance, including
    assessment data, to parents, students and the community:**

Much of the current student assessment data is now a matter of public
record and can be found at the Georgia DOE website. DCHS communicates
with parents through letters accompanying individual score sheets that
are mailed home for the GHSGT and EOCTs. An annual forum is held in
January to discuss PSAT and SAT scores. Information is presented on a
regular basis to the Board of Education, the School Council, and in
district-wide leadership team meetings. Parents receive progress reports
every three weeks, in addition to phone calls and emails as necessary,
concerning classroom performance. Parents also have 24-hour access to
their child's academic performance through our web-based student
information system, PowerSchool. The public is invited into the school
often for fine arts performances, including band concerts, choral
concerts, drama productions, and art shows. Students showcase their
talents on the academic bowl team, electric vehicle competitions,
various club competitions, and in the athletic arena. Successes are
celebrated by posting such information on the marquee sign and on
"Future Vision", a kiosk-style slide show that runs on a large screen in
the school's commons area from lunch until the end of the day.

**4. How the school has shared and will continue to share its successes
with other schools:**

Success at Dawson County High School has been shared in a number of
ways. Our teachers have made presentations at our state Tech Prep
conference and at state and national science conferences. Our school was
named a "Platinum School" by GADOE for its success in improving test
scores in the 2005 school year. This accomplishment was shared through
state-wide announcements. Communication of opportunities and information
to students is crucial and a number of strategies are used including an
up-to-date school website with links to school activities, schedules and
information. A large screen presentation, known as "FutureVision" is
updated each day, delivered during the students' lunch, showing examples
of student, school and staff success, scholarship and career
opportunities and other school related information. This presentation
greets parents and visitors each day. As teachers attend
state-workshops, they share their effective practices with other
teachers. Our agriculture education teacher was recognized by his
professional organization as the state agriculture teacher of the year.
School leadership members attend leadership meetings such as GASSP,
GAEL, HSTW, etc. and share with leadership members from other schools.
Locally, various advisory groups meet and share student successes.
During each weekly faculty meeting, staff members are recognized for
their extra efforts on behalf of our students. School and system level
staff frequently share DCHS data, strategies, and successes at regional
meetings, conferences, and training events hosted by the area's regional
service agency (RESA).

Dawson County has been identified as a model county for implementing
change and regularly hosts visiting systems in order to assist in common
objectives and planning for students with disabilities. The Dawson
County High School staff members serve on statewide committees for both
the Department of Education and the Department of Human Resources. Two
are also on the Governor's panel for Developmental
Disabilities/Transition. The district has hosted Transition Fairs for
the Northeast Georgia region coordinating services for families with
state and private agencies. Staff have presented at state and national
conferences for topics in special education and school counseling
presenting the innovative programs that have resulted in success for
students with disabilities.

One high school science teacher conducts a series of workshops for
middle and elementary level teachers. This effort has helped teachers in
earlier grades become more comfortable with teaching science material,
and it has opened up lines of communication among all levels of
teachers.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **How students are engaged with significant content based on high
    standards:**

DCHS is a comprehensive high school offering program options whether
students have special needs, plan to go directly into the work force, or
desire to go to a technical college, small community college, or a large
university with advanced degree offerings. The school is on a 4x4 block
schedule, allowing students to take four classes each semester. All
courses are derived from the Georgia Quality Core Curriculum or from the
Georgia Performance Standards. The high school has a close relationship
with local colleges and technical schools and students who are qualified
for Joint Enrollment/Dual Enrollment may take courses at either
Gainesville College or North Georgia College and State University. This
allows students to earn credits at both the high school and college
levels. Teachers at DCHS have been working closely with Lanier Technical
Institute to continue the implementation of the widely acclaimed Tech
Prep process. Currently, the Lanier Tech faculty teach courses in
Certified Nursing Assistance, and Graphic Arts on the DCHS campus.

The academic program at DCHS has increased in the number of courses
offered at the Advanced Placement and Honors level over the past five
years. Honors and AP classes are available in all four core academic
areas in each grade level. Remedial level courses are also available in
math and language arts. Regardless of level of placement, teachers work
diligently to help students succeed. Teachers have adopted a "failure is
not an option" policy, having students redo work that is not of the
quality expected or retake tests after additional tutoring has been
received. Currently three levels of foreign language, Spanish, are
available. Recently, a group of Spanish students spent time in a high
school in Mexico. There are plans in place for this group of students to
return for a more extensive study during the summer months. Students may
also take classes in Latin, and other foreign languages, on-line during
the day.

The fine arts department is one of the most rapidly growing departments
in the school. The drama department can boast a growth from 60 students
in 2003 to its current enrollment of 160 students. The band is growing
at a steady pace, as well. Three years ago, DCHS was fortunate to add a
full-time band director's position. Since that time courses in music
appreciation, guitar, and percussion ensemble have enriched the
curriculum. Students actually compete to get into the visual arts
program. The art teacher has put together a program that rivals some of
the top art magnet schools in the state, offering beginning to advanced
courses in painting, drawing, sculpture, and photography. Several
students have received scholarships to art schools across the state. The
choral department has grown to over 185 students, with one period
throughout the year dedicated to the "audition only" choir. This group,
in particular, has competed in and won several different state and
national competitions. The fine arts program is also very pleased that
they can serve students of all ability levels. Visually impaired
students, those with diseases such as Muscular Dystrophy and Cystic
Fibrosis, and those with mild to severe learning disabilities have found
a way to showcase their talents through the fine arts department at
DCHS.

The Career Technology Education Program offers courses in Agriculture,
Automotive Service Technology, Business and Information Technology,
Construction Technology, Family and Consumer Sciences, Technology
Education, and Health Care Science Technology. Related Vocational
Instruction and Project Success serve students with specific needs.
Work-based learning opportunities, internships, and Youth
Apprenticeships offer juniors and seniors jobsite experience using
information learned from the career/technology course work.

2.  **English Curriculum:**

At Dawson County High School, the English language department has made a
conscious choice to use literature to teach a variety of English
language skills, from grammar and writing to literary analysis. The
9^th^ and 10^th^ grade curriculum utilizes the study of World Literature
to teach MLA writing style, grammar, business communication, verbal
communication, research, and vocabulary. The 11^th^ grade curriculum
uses American Literature to continue the development of these skills. On
the 12^th^ grade level, British literature provides the base to
fine-tune these skills before graduation. Every grade level puts an
emphasis on applying skills learned in literature to a wide range of
career and post-secondary educational endeavors. In addition to these
basic skills, each grade level covers 2 novels minimum, completes a
research appear, and employs vocabulary emphasizing Greek and Latin
roots.

The department supplements this base curriculum by offering a variety of
class levels and electives. Honors level core courses are offered in the
ninth, tenth and eleventh grades, providing a higher standard of rigor
for students looking to increase their skills in preparation for greater
challenges after graduation. In the 12^th^ grade, students have the
option of taking an AP course for college credit instead of the Honors
level class. In order to bolster the core academic offerings, DCHS
extends opportunities to students to participate in classes in yearbook,
Latin II (in a virtual environment), and SAT preparation. Additionally,
beginning next year, students will be able to work on a school newspaper
as an elective.

To assist students with difficulties in the core English class, all
English staff members offer different stages of support. Every teacher
offers tutoring appointments when needed. Teachers also provide
CDs/audiocassettes of readings and adapted readers to aid in
comprehension. In classes with many struggling readers, the English
department teams with the Special Education department in the form of
co-teachers. This co-teaching allows students to receive more one-on-one
instruction, and it also reduces the overall teacher/student ratio, as
two teachers are present instead of just one. As a final support,
computers are used in all classes to help students conduct research and
write.

As proof of the success of the program, the department has achieved a
100% pass rate on the Georgia High School Graduation Test, earned a
Platinum Award from the state government, and achieved a 97% pass rate
on the Georgia High School Writing Test. The department will continue to
improve as new state-mandated Georgia performance standards focus the
assessment and unit design of each course. Teachers are currently
meeting weekly or monthly in order to complete adoption of these new
standards.

3.  **Social Studies Curriculum:**

The social studies department at DCHS is on the forefront of making
changes to better suit the needs of students. Well before they are
required to teach "performance" standards, this group of teachers is
already finding innovative ways to keep students involved and meet
individual needs. The instructional use of technology is evident in all
of the social studies classrooms. PowerPoint presentations created by
students are commonplace, including subject matter such as human rights
and world religion. Web quests are also popular among the student body.
Students work cooperatively to create timelines, dioramas, political
cartoons and dramatizations. Students also lead class discussions and
conduct independent research. Citizenship classes hold mock legislative
meetings. They are divided into the house and senate, according to
current percentages in current congress. The students introduce bills,
and carry out the proceedings to make the bill a law. Economics classes
play the web-based stock market game. They also must create a product,
present it to an "ad agency", and create and video a commercial to sell
the product. Teachers take the time on a daily basis to discuss current
events with the students, and often relate when is going on in today's
world to historical events. Co-teaching occurs throughout the grade
levels to provide extra assistance for those students who require it.

Teachers have analyzed test data from the EOCT and the GHSGT and made
curriculum changes as needed. For example, economics was changed from a
9-week course to a semester course to allow for more in-depth studies.
The priorities given to certain areas of the curriculum have changed due
to careful analysis of test scores and discussion of who is teaching
what and when. Teachers meet on a regular basis to collaborate and
discuss curriculum to ensure that repetition is kept to a minimum. They
also discuss student performance with the guidance office to ensure that
students are appropriately placed in advanced level classes. Several of
the teachers use a "GHSGT question of the day" as a warm-up activity in
their classrooms. The efforts of the department appear to be paying off
in that DCHS test scores on the social studies section of the GHSGT
increased by 16 percentage points over the previous school year. The
department also saw a marked increase in the EOCT scores for economics
this semester.

4.  **Different instructional methods the school uses to improve student
    learning:**

Dawson County High School uses a number of different instructional
methods to meet the varied needs of its students. Technology use in
instruction is an important factor in providing effective communication
and instruction. The DCHS campus is completely "networked" providing
internet access to every area of our school through Ethernet connections
as well as wireless connections. Every certified staff member is
provided an Apple iBook that is used to provide a number of different
services related to instruction. Teachers also use an internet accessed
lesson plan system that publishes the daily and weekly lesson plans of
all teachers, again providing student and parental access through the
internet. All classrooms have at least one student computer providing
internet access and Microsoft "Office" applications as well as subject
specific software tools. Many classrooms have multiple
student-designated computers. The DCHS campus has five computer labs for
student use, including a "laptop lab" with wireless internet capability.

Teachers use a number of computer applications to provide many different
instructional strategies for their student's varied styles of learning.
Communication of opportunities and information to students is crucial
and a number of strategies are used such as an up-to-date school website
with links to school activities, schedules and information.

All teachers structure their courses around state standards, paying
close attention to pacing while incorporating technology, cooperative
groups, projects, games, etc. to give every student a chance to learn in
a meaningful way. The science department has developed common rubrics
for projects and differentiated instruction has been practiced more
intensely. Opportunities are given to students to work with teachers
after school, participating in remediation and retesting. Teachers use
contextual learning strategies, relating knowledge to skill and
performance. The art program offers two art shows each year, showcasing
student efforts across the span of experience and talent. Each year the
Construction Technology students build a house, directly applying skills
and knowledge learned in the classroom. The house is then sold to
provide funds for building a new house the next year. Software
simulations are used in Business Education classes to give students
experience in using knowledge to successfully run a business. Parent,
business and community leaders provide input to instruction through
advisory committees in order to provide the most effective instructional
strategies. All teachers participate in weekly staff development
focusing on assessment and its' relationship to instruction.

5.  **The school's professional development program and its impact on
    improving student achievement:**

The school's professional development program is comprehensive in nature
providing training for administration, faculty, and staff. The
professional development program focuses on goals for improving
assessment, curriculum and instruction, while providing an environment
encouraging teacher participation in professional learning communities.
A shift has occurred over the past several years to on-site training and
problem-solving through professional collaboration among administration
and faculty. The goal of having training become job-embedded is foremost
in the school's vision for professional development.

To promote the vision of the school in becoming a true professional
learning community, the entire faculty has participated in guided book
studies and discussion including [Professional Learning Communities at
Work]{.underline} by Dr. Eaker and Dr. DuFour. The faculty benefits from
having 71% with Masters Degrees or higher that they can draw from while
working collaboratively.

Each year, a detailed needs assessment is provided to all faculty to
determine professional development goals for the next school year. This
year, the needs assessments indicated that best practices in assessment
be given priority. To address these focus areas, the department heads
have participated in intense training to enable them to provide on-site
training to the entire faculty. The administration adjusted the
scheduled planning times of teachers to ensure that time was available
during the school day for training and discussion of assessment.

As the state of Georgia has adopted an internationally recognized
curriculum (Georgia Performance Standards), the school has been actively
involved in the training process and implementation of the new
curriculum. There has been a change in paradigm from content standards
to performance standards. To meet the challenge of this drastic shift,
teachers have been actively involved in unpacking standards, determining
methods by which students will be assessed, and designing units and
lessons.

Special emphasis has been given to providing students with an
accelerated, enriched curriculum. To accomplish this desire, teachers
have participated in gifted endorsement and Advanced Placement training.
As a result of this training initiative, the school is now able to
provide Advanced Placement through six courses covering each of the four
academic areas. Due to the number of teachers who have received or are
in the process of receiving the gifted endorsement, the school is able
to provide an Honors-Level curriculum in every grade level and in each
of the four academic areas. In addition, by the end of the 2005-2006
school year, all teachers will be certified as being proficient in
instructional technology.

**PART VII - ASSESSMENT RESULTS**

**GEORGIA HIGH SCHOOL GRADUATION TEST**

Subject [English/LA]{.underline}

Grade [11]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March                                           

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           100%        93%         96%         97%         97%
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  75%         64%         65%         66%         60%

  Number of students tested            165         137         153         144         118

  Percent of total students tested     97%         98%         97%         \*          \*

  Number of students alternatively     5           3           4           \*          \*
  assessed                                                                             

  Percent of students alternatively    3%          2%          3%          \*          \*
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Female]{.underline} (specify                                                    
  subgroup)                                                                            

  \% At or Above Meets State Standards 100%        96%         98%         96%         98%

  \% At Exceeds State Standards        76%         65%         71%         70%         59%

  Number of students tested            94          72          86          73          61

  2\. [Male]{.underline} (specify                                                      
  subgroup)                                                                            

  \% At or Above Meets State Standards 100%        90%         94%         96%         94%

  \% At Exceeds State Standards        67%         55%         49%         56%         58%

  Number of students tested            82          80          85          82          67

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% At or Above Meets State Standards 37%         42%         52%         \*          \*

  \% At Exceeds State Standards        60%         42%         43%         \*          \*

  Number of Students Tested            35          19          21          \*          \*

  4\. [Students with                                                                   
  Disabilities]{.underline}                                                            

  \% At or Above Meets State Standards 60%         33%         90%         \*          \*

  \% Exceeds State Standards           40%         8%          0%          \*          \*

  Number of Students Tested            10          12          10          \*          \*

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Denotes further data not available from state department

**GEORGIA HIGH SCHOOL GRADUATION TEST**

[Subject Math]{.underline}

[Grade 11]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March                                           

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           98%         93%         93%         93%         92%
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  61%         53%         45%         42%         41%

  Number of students tested            179         152         175         156         130

  Percent of total students tested     97%         98%         98%         \*          \*

  Number of students alternatively     5           3           4           \*          \*
  assessed                                                                             

  Percent of students alternatively    3%          2%          2%          \*          \*
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Female]{.underline} (specify                                                    
  subgroup)                                                                            

  \% At or Above Meets State Standards 96%         94%         92%         92%         93%

  \% At Exceeds State Standards        53%         55%         40%         39%         27%

  Number of students tested            96          71          87          74          62

  2\. [Male]{.underline} (specify                                                      
  subgroup)                                                                            

  \% At or Above Meets State Standards 98%         89%         90%         93%         90%

  \% At Exceeds State Standards        68%         42%         41%         39%         46%

  Number of students tested            83          81          88          82          68

  3\. Economically Disadvantaged                                                       

  \% At or Above Meets State Standards 23%         26%         81%         \*          \*

  \% At Exceeds State Standards        51%         32%         10%         \*          \*

  Number of students tested            35          19          21          \*          \*

  4\. Students with Disabilities                                                       

  \% At or Above Meets State Standards 40%         25%         90%         \*          \*

  \% At Exceeds State Standards        50%         8%          0%          \*          \*

  Number of students tested            10          12          10          \*          \*

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Denotes further data not available from state department

**GEORGIA HIGH SCHOOL GRADUATION TEST**

[Subject Social Studies]{.underline}

[Grade 11]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March                                           

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           92%         76%         86%         86%         76%
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  50%         34%         33%         21%         24%

  Number of students tested            182         152         178         168         130

  Percent of total students tested                                                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES\*                                                                    

  1\. [Female]{.underline} (specify                                                    
  subgroup)                                                                            

  \% At or Above Meets State Standards 88%         73%         83%         81%         73%

  \% At Exceeds State Standards        40%         24%         32%         17%         16%

  Number of students tested            99          71          90          83          63

  2\. [Male]{.underline} (specify                                                      
  subgroup)                                                                            

  \% At or Above Meets State Standards 93%         77%         82%         84%         76%

  \% At Exceeds State Standards        54%         36%         26%         22%         27%

  Number of students tested            83          81          88          85          67

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Further subgroup scores are not reported for this subject area.

**GEORGIA HIGH SCHOOL GRADUATION TEST**

[Subject Science]{.underline}

[Grade 11]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March                                           

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           77%         67%         70%         71%         60%
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  17%         10%         15%         4%          3%

  Number of students tested            200         163         180         165         141

  Percent of total students tested                                                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES\*                                                                    

  1\. [Female]{.underline} (specify                                                    
  subgroup)                                                                            

  \% At or Above Meets State Standards 67%         56%         65%         62%         52%

  \% At Exceeds State Standards        11%         9%          14%         3%          1%

  Number of students tested            110         78          89          80          71

  2\. [Male]{.underline} (specify                                                      
  subgroup)                                                                            

  \% At or Above Meets State Standards 76%         68%         66%         74%         60%

  \% At Exceeds State Standards        20%         17%         13%         5%          4%

  Number of students tested            90          85          91          85          70

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Further subgroup scores are not reported for this subject area.

**GEORGIA HIGH SCHOOL GRADUATION TEST**

[Subject Writing]{.underline}

[Grade 11]{.underline}

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                                                          

  **SCHOOL SCORES\***                                                                                    

  \% At or Above Meets State Standards**\***             96%         92%         94%         88%         96%

  \% At Exceeds State Standards**\***                                                                    

  Number of students tested                              177         128         167         145         124

  Percent of total students tested                                                                       

  Number of students alternatively assessed                                                              

  Percent of students alternatively assessed                                                             

                                                                                                         

  SUBGROUP SCORES\*                                                                                      

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

                                                                                                         
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Further subgroup scores are not reported for this subject area.