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School Improvement Plan

Cherokee High School SY 2026-2027

A large group of students, some in marching band uniforms and others in casual attire, pose for a photo with a homecoming king and queen in the foreground, while a stadium crowd cheers in the background.
Two individuals in welding masks and protective gear work on a metal project in the foreground, with a workshop environment visible in the background.
A bald man in a black turtleneck conducts an ensemble in a room with brick pillars and fluorescent lighting.
Graduation caps in the foreground are a vibrant red, while in the background, students in academic regalia receive diplomas on a stage with %22Cherokee High School%22 displayed.

Goals for ELA

Percentages below represent students who scored at the Proficient and Distinguished Level.
*Due to new ELA Georgia Milestones assessment in May of 2026, ELA and Reading scores will not be shared by the state until November 2026.
Scores will be updated when they are available to the district.

Reading Proficiency

  Baseline
(SY 2023-2024)		 Progress Towards Goal
(SY 2024-2025)		 *Progress Towards Goal
(SY 2025-2026)		 3-Year Goal
(SY 2026-2027)
American
Literature		 69.2% 69.8% TBA 75.2%

Reading Proficiency Action Steps

Action Step 1: Implement evidence-based literacy strategies across content areas with implementation monitored through PLCs and classroom observations.
Action Step 2: Incorporate active reading strategies, including annotation and vocabulary practices, during weekly instruction across all content areas to strengthen reading comprehension.

ELA

  Baseline
(SY 2023-2024)		 Progress Towards Goal
(SY 2024-2025)		 *Progress Towards Goal
(SY 2025-2026)		 3-Year Goal
(SY 2026-2027)
American
Literature		 42.6% 43.5% TBA 48.6%

ELA Action Steps

Action Step 1:Assess standards at the appropriate rigor level by deconstructing standards and aligning common summative assessments within Professional Learning Communities (PLCs).
Action Step 2: Utilize formative and common assessment data to monitor literacy growth and adjust instruction through ongoing PLC data cycles.
Action Step 3: Increase teacher and student use of feedback loops that include timely and actionable feedback to promote continuous improvement and learning.

Reading Intervention Plan

Identification of
Students

 Plan of Remediation Resources Monitoring
9 and 10 below the 40th
percentile with no additional
services		 55 minutes/daily of targeted
literacy intervention		 Core and Supplemental Targeted and Ongoing

Goals for Math

Percentages below represent students who scored at the Proficient and Distinguished Level.

Math Proficiency

  Baseline
(SY 2023-2024)		 Progress Towards Goal
(SY 2024-2025)		 Progress Towards Goal
(SY 2025-2026)		 3-Year Goal
(SY 2026-2027)
Algebra 29.9% 35.8% 41.4% 35.9%

Math Proficiency Action Steps

Action Step 1: Implement evidence-based mathematical strategies and vocabulary practices with implementation monitored through PLCs and classroom observations.
Action Step 2: Assess standards at the appropriate rigor level by deconstructing standards and establishing common summative assessments within Professional Learning Communities (PLCs).
Action Step 3: Utilize formative and common assessment data to monitor mathematical proficiency so that teachers and students can regularly use this data to inform instruction, set goals, provide feedback, and adjust strategies as needed.

Goals for Student Attendance

Student Absences

  Baseline
(SY 2023-2024)		 Progress Towards Goal
(SY 2024-2025)		 3-Year Goal
(SY 2026-2027)
Average Daily
Attendance		 93.0% 93.3% 94.0%

Student Attendance Action Steps

Action Step 1: Implement a progressive approach to actively monitor students with unexcused absences and increase communication amongst all stakeholders.
Action Step 2: Execute a tiered system of interventions to combat daily unexcused absences for students who have historically have fallen within the 10-15 absence range.