Archer High School will create a system of support to address academic and non-academic student needs and remove barriers to success.

1. Monitor the number of students screened daily during the window and create a process for absent students to participate, ensuring we reach the universal screening goal
2. Revise the Positive Behavioral Interventions and Support (PBIS) Flow Chart and continue holding monthly meetings to review PBIS data. Based on this analysis, create a plan for continuous quality improvement of the PBIS program.
3. Offer professional development centered around formative assessments, interventions, and the use of coaching cycles with ITI coaches. This will equip teachers with the skills to effectively implement Tier 1 interventions.

4. Supporting Multilingual Learners (ML):

   • Use WIDA data to schedule sheltered and cluster classes, providing individualized support for ML students.
   • Implement professional development for teachers on Tier 1 interventions within sheltered classrooms.
   • Increase the number of students exiting the ML program by effectively using these interventions.

5. Credit Recovery and Remediation:

   • Offer credit recovery classes during Tiger Time Advisement and create clustered REP classes based on current data and academic needs to increase student support.
   • Provide tutoring for students during Tiger Time Advisement to address specific academic needs.

Archer High School will expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities. 

1. Develop and implement interventions and enrichment programs across all departments to address the needs of all learners and exceptionalities, fostering increased student achievement and engagement.
2. Enhance teacher skills in implementing non-exclusionary behavior interventions through local school and district-level training, while ensuring consistent staff decision-making through continued utilization of the Positive Behavioral Intervention System (PBIS) matrix.
3. Analyze national, state, and local data to pinpoint underserved student populations with potential for Advanced Placement, Dual Enrollment, or gifted/talented programs to increase the enrollment rate of this population. 

Note: A student group is overrepresented when the disproportionality index is greater than or equal to 1.2

Advanced Coursework Completion, historically underserved groups.

Archer High School will use data to inform and measure student outcomes to improve and tailor instruction and support student growth.

1. Leverage Collaborative Lesson Teams (CLTs) to analyze student data and design effective Tier 1 instruction aligned with the Archer High School's framework and Quality Plus Teaching Strategies (QPTS), while also planning differentiated instruction and small group support based on formative assessments
2. Integrate peer classroom observations and refine data analysis protocols to focus on formative assessments and their instructional application.
3. Partner with the GCPS Department of Teaching and Learning to provide leadership training for department chairs.
4. Offer a variety of professional development opportunities aligned with school-wide and district instructional initiatives.
5. Implement instructional coaching cycles and targeted professional development in induction meetings to support new and struggling teachers in developing effective instructional strategies and fostering self-reflection.

Milestone Data

Cohort Percentages

Educational Effectiveness Survey Data