Comprehensive Needs Assessment District Report

Transcription

1 Comprehensive Needs Assessmen Repor Graduaion Achievemen Cener Charer High School

2 Richard Woods, Sae School Superenden Educag Georgia s Fuure. 205 Jesse Hill Jr. rive SE Alana, GA (404) askdoe@gadoe.org This repor emplae was designed by he Georgia eparmen of Educaion o assis local educaion agencies meeg all Federal and Sae needs assessmen requiremens. The followg programs are cluded Georgia s comprehensive needs assessmen process: IEA - Special Educaion School and Effeciveness Tile I, Par A - Improvg he Academic Achievemen of he isadvanaged Tile I, Par A - Foser Care Program Tile I, Par A - Paren Engagemen Program Tile I, Par C - Educaion of Migraory Children Tile I, Par - Programs for Negleced or elquen Children Tile II, Par A - Preparg, Trag, and Recruig High-Qualiy Teachers, Prcipals, and Oher School Leaders Tile III - Language Insrucion for English Learners and Immigran Sudens Tile IV, Par A - Suden Suppor and Academic Enrichmen Tile IV, Par B - 21s Cenury Communiy Learng Ceners Tile V, Par B - Rural Educaion Iniiaive Tile IX, Par A - McKney-Veno Educaion for Homeless Children and Youh Program This repor emplae and he accompanyg webar series are available a he Office of Federal Programs webpage. Webar series opics clude: Georgia s Sysems of Conuous Improvemen Overview Planng and Preparaion Coheren Insrucional Sysem Effecive Leadership Professional Capaciy Family and Communiy Engagemen Supporive Learng Environmen Idenifyg Need - Roo Causes, rawg Conclusions, and Prioriizg Problem Solvg Process and Selecg Inervenions Improvemen Planng - Sysems and Processes Planng - Budgeg Submig he Comprehensive LEA Improvemen Plan (CLIP) February 10, 2017 February 17, 2017 February 24, 2017 March 3, 2017 March 10, 2017 March 17, 2017 March 24, 2017 March 31, 2017 April 7, 2017 April 21, 2017 April 28, 2017 May 5, 2017 To conac he eparmen wih any comprehensive needs assessmen quesions, please federalprograms@doe.k12.ga.us and clude CNA Quesion he subjec le. To conac he eparmen for echnical suppor relaed o his emplae, please Nicholas Handville a nhandville@doe.k12.ga.us. March ocumen Number:

3 Georgia eparmen of Educaion Comprehensive Needs Assessmen Page Saus 1. Planng and Preparaion 1.1 Idenificaion of Team No compleed 1.2 Idenificaion of Sakeholders Compleed Compleed 1.3 Projec Managemen 2. aa Collecion and Analysis 2.2 Effecive Leadership No compleed No compleed 2.3 Professional Capaciy No compleed 2.4 Family and Communiy Engagemen No compleed No compleed 2.1 Coheren Insrucional Sysem 2.5 Supporive Learng Environmen No compleed No compleed 2.6 emographic and Fancial 2.7 Suden Achievemen 3. Needs Idenificaion and Roo Cause Analysis No compleed No compleed 3.1 Trends and Paerns 3.2 Program Srenghs and Challenges No compleed No compleed 3.3 Idenificaion and Prioriizaion of Overarchg Needs 3.4 Roo Cause Analysis Team Lead Submission Log Name Gerda Louizi Iniial Submission Tile irecor of Federal Programs Resubmission Resubmission Phone

4 GEORGIA S SYSTEMS OF CONTINUOUS IMPROVEMENT The Georgia eparmen of Educaion s sraegic plan emphasizes ransformg he agency o one ha provides meangful suppor o schools and disrics. The agency has developed a common, conuous improvemen framework o ensure ha hese effors are aligned across all agency divisions, deparmens, and programs. Georgia s Sysems of Conuous Improvemen focuses on he sysems and srucures (he wha ) ha mus be place for susaed improvemen suden oucomes. I also uilizes a problem-solvg model (he how ) o provide a clear process for idenifyg improvemen needs, planng for improvemen, and implemeng, moniorg, and evaluag he improvemen effors. Sysems o Improve (Wha o Improve) Coheren Insrucional Sysem: The major sysem of he complex disric organizaion ha ariculaes and guides he wha and how of srucion. This comprehensive sysem cludes he processes relaed o: Planng for qualiy srucion - The srucure of he srucional sysem which he disric defes wha he sudens should know and do, and deerme how heir sudens will show hey know he conen and can do a skill or performance ask eliverg qualiy srucion - The srucure of he srucional sysem ha guides eachers how hey roduce conen, pracice is use along wih he sudens, and hen allow sudens o use he conen on heir own while providg sudens regular sandards-based feedback o ga masery of he conen Moniorg suden progress - The srucure of he srucional sysem ha mehodically discovers if he sudens are geg he conen, and wha o do abou i when hey are geg i or are no geg i Refg he srucional sysem - The srucure of he srucional sysem ha exames how o improve he planng for qualiy srucion, deliverg qualiy srucion, and moniorg suden progress 4 Georgia s Sysems of Conuous Improvemen

5 Effecive Leadership: A major sysem of he complex disric organizaion ha ses he direcion for he disric, ensures ha he disric saff and he school leaders are capable of meeg ha direcion, and makes sure he organizaion funcions accordg o is mission. This sysem cludes he processes relaed o: Creag and maag a climae and culure conducive o learng - he srucure of he leadership sysem ha ensures ha he school allows boh aduls and children o pu learng a he cener of heir daily aciviies Culivag and disribug leadership - he srucure of he leadership sysem ha develops ohers o accomplish he group s purpose and encourages he developmen of leadership across he organizaion Ensurg high qualiy srucion all classrooms - he srucure of he leadership sysem ha reduces he variabiliy he qualiy of srucion across all schools and all classrooms Managg he disric and is resources - he srucure of he leadership sysem ha ensures leaders effecively use all he resources a hand so ha he disric funcions accordg o is mission rivg improvemen effors - he srucure of he leadership sysems ha mehodically, enionally, and effecively improves he disric s major sysems, srucures, and processes Professional Capaciy: A major sysem of he complex disric organizaion ha develops a qualiy saff o reduce he variance of qualiy srucion hroughou he disric. This sysem cludes he processes relaed o: Aracg saff - he srucure of he professional capaciy sysem ha is enional locag he eachers and leaders ha are he bes fi for he disric and is schools o achieve is mission evelopg saff - he srucure of he professional capaciy sysem ha ensures he creasg qualiy of he disric and school saff s knowledge and skills Reag saff - he srucure of he professional capaciy sysem ha ensures he qualiy saff is workg he conex/ posiion ha is mos beneficial o suden achievemen Ensurg saff collaboraion - he srucure of he professional capaciy sysem ha reforces he effecive pracice of consan collaboraion o improve srucional qualiy all schools and all classrooms Family and Communiy Engagemen: A major sysem of he complex disric organizaion ha develops qualiy lks beween disric professionals and he parens and communiy he disric and is schools are ended o serve. This sysem cludes he processes relaed o: Welcomg all families and he communiy - The srucure of he family and communiy engagemen sysem ha ensures families and he communiy are acive paricipans he life of he schools wih he disric, and feel welcomed, valued, and conneced o each oher, o school saff, and where applicable disric saff, and o wha sudens are learng and dog he schools wih he disric Communicag effecively wih all families and he communiy - The srucure of he family and communiy engagemen sysem ha ensures families/he communiy and disric and school saff engage regular, wo-way, meangful communicaion abou suden learng Supporg suden success - he srucure of he family and communiy engagemen sysem ha ensures families, communiies, school saff, and as appropriae disric saff, conuously collaborae o suppor sudens learng and healhy developmen boh a home and a school, and have regular opporuniies o srenghen heir knowledge and skills o do so effecively Empowerg families - he srucure of he family and communiy engagemen sysem ha ensures families are empowered o be advocaes for heir own and oher children, o ensure ha sudens are reaed fairly and have access o learng opporuniies ha will suppor heir success Sharg leadership wih families and he communiy - he srucure of he family and communiy engagemen sysem ha ensures families/he communiy and disric and school saff are equal parners decisions ha affec children and families and ogeher form, fluence, and creae policies, pracices, and programs Collaborag wih he communiy - he srucure of he family and communiy engagemen sysem ha ensures families and disric and school saff collaborae wih communiy members o connec sudens, families, and saff o expanded learng opporuniies, communiy services, and civic paricipaion Georgia s Sysems of Conuous Improvemen 5

6 Supporive Learng Environmen: A major sysem of he complex disric organizaion ha ensures sudens school paricipaion and willgness o expend major effor on classroom learng. This sysem cludes he processes relaed o: Maag order and safey - he srucure of he supporive learng environmen sysem ha ensures ha he basic needs of orderless and safey are me evelopg and moniorg a sysem of suppors - he srucure of he supporive learng environmen sysem ha provides comprehensive services o sudens o mee heir unique, whole-child needs Ensurg a suden learng communiy - he srucure of he supporive learng environmen sysem ha ensures compliance wih posiive and healhy behavioral and academic norms Process o Improve (How o Improve) Sep 1: Idenify Needs: Consul many sources o deerme wha he disric needs improvemen. Plan and prepare for he process Collec and analyze daa Idenify needs and conduc a roo cause analysis Sep 2: Selec Inervenions: Research many sources o deerme he soluions ha have a good chance of meeg he idenified disric needs. Consider all he evidence for needed improvemens Research possible ervenions eerme if saff has he capaciy o implemen possible ervenions Sep 3: Plan Implemenaion: evelop a eam and plan o implemen he soluions ha are mos promisg and can be carried ou a he school. Idenify roles and responsibiliies of hose implemeng he ervenion evelop a eam ha will deeply undersand he ervenion and of bes ways o implemen i evelop he implemenaion imele Idenify resources and suppors needed for he implemenaion of he ervenion evelop a se of formaion o be reviewed o rack he implemenaion Sep 4: Implemen Plan: Carry ou he plan o implemen he promisg soluions, makg real-ime adjusmens where/ when needed. Collec formaion o monior he qualiy of suppors beg provided for he ervenion Consider wha addiional formaion is needed o deerme if ervenion is workg Assess he degree o which he implemenaion plan is beg followed Idenify ways o break down any barriers Build capaciy of ohers o faciliae he improvemen process now and he fuure Sep 5: Exame Progress: eerme wheher he implemenaion of he promisg soluions is meeg he origally idenified needs of he school. eerme if he saff can formally sudy he effecs of he ervenion o share wih ohers he field Monior implemenaion and progress agas defed goals efe reasonable expecaions for success Idenify and rack progress and performance evelop a plan for how knowledge abou he ervenion will be shared wih ohers Use he evidence o deerme wheher he ervenion should conue as is, be modified, or be disconued 6 Georgia s Sysems of Conuous Improvemen

7 PLANNING and PREPARATION 1. PLANNING and PREPARATION 1.1 IENTIFICATION of TEAM The comprehensive needs assessmen eam consiss of people who are responsible for workg collaboraively hroughou he needs assessmen process. Ideal eam members possess knowledge of programs, he capaciy o plan and implemen he needs assessmen, and he abiliy o ensure sakeholder volvemen. A required eam member s name may be duplicaed when muliple roles are performed by he same person. ocumenaion of eam member volvemen mus be maaed by he LEA. Wach he Planng and Preparaion webar for addiional formaion and guidance Required Team Members Program Muliple programs Posiion/Role Superenden / assisan superenden Muliple programs Federal programs direcor Name Monica Henson Gerda Louizi Muliple Programs Curriculum direcor Gale Se Muliple programs School leader (#1) Valarie Espoza Muliple programs School leader (#2) Penelope Pugh Muliple programs Teacher represenaive (#1) Felicia Belcher Muliple programs Teacher represenaive (#2) Edgenuiy Teacher McKney-Veno Homeless eonia Young Negleced and elquen Homeless liaison Migran suden service provider or local migran recruier/conac N& coordaor Rural REAP coordaor Mara Harrison Special Educaion Special educaion direcor Sonya Jones Tile I, Par A Tile I direcor Gerda Louizi Tile I, Par A Paren engagemen coordaor eonia Young Tile I, Par A - Foser Care Foser care po of conac eonia Young Tile II, Par A Tile II, Par A coordaor Gerda Louizi Tile III ESOL coordaor / Tile III direcor Mara Harrison Migran Mara Harrison eonia Young Recommended and Addiional Team Members Program Muliple Programs Posiion/Role Assisan superenden Muliple Programs Tesg direcor Muliple Programs Fance direcor Muliple Programs Oher federal programs coordaors Muliple Programs CTAE coordaor Muliple Programs Suden suppor personnel Muliple Programs Prcipal represenaives Muliple Programs High school counselor / academic counselor Muliple Programs Early childhood or Head Sar coordaor Muliple Programs Teacher represenaives 1.1 Team Members 7

8 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT Program Muliple Programs Posiion/Role ESOL eacher Muliple Programs Local school governance eam represenaive (charer sysems only) 21 CCLC 21s CCLC program direcor 21s CCLC 21s CCLC sie coordaor or daa specialis Migran Preschool eacher Special Educaion Suden Success coach (SSIP) Tile II, Par A Human resources direcor Tile II, Par A Prcipal supervisors Tile II, Par A Professional learng coordaors Tile III, Par A Bilgual paren liaisons s 1.2 IENTIFICATION of STAKEHOLERS Sakeholders are hose dividuals wih valuable experiences and perspecive who will provide he eam wih imporan pu, feedback, and guidance. Required sakeholders mus be engaged he process order o mee he requiremens of paricipag federal programs. ocumenaion of sakeholder volvemen mus be maaed by he LEA. Wach he Planng and Preparaion webar for addiional formaion and guidance Required Sakeholders Program Muliple Programs Posiion/Role Social workers Muliple Programs Nuriion direcors Muliple Programs School nurse Muliple Programs Charer school leaders ( LEAs wih charer schools) Muliple Programs Communiy parners (may be from chamber of commerce) Muliple Programs Prcipal represenaives Muliple Programs Oher school leaders Muliple Programs Paren volvemen coordaors Muliple Programs Parens Sakeholders

9 PLANNING and PREPARATION Program Muliple Programs Posiion/Role Sudens (8h-12h grade) Muliple Programs Privae school officials Migran Migran ou-of-school youh and/or drop-ous Tile I, Par A Paren represenaives of Tile I sudens Tile I, Par A - Foser Care Local FCS conac Tile II, Par A Prcipals Tile II, Par A Teachers Paraprofessionals (cludg organizaions represeng such dividuals) Specialized srucional suppor personnel Oher organizaions or parners wih relevan and demonsraed experise Privae school officials ( LEAs wih privae schools wih he geographic boundary) Parens of English learners Tile II, Par A Tile II, Par A Tile II, Par A Tile II, Par A Tile III Recommended and Addiional Sakeholders Program Muliple Programs Posiion/Role RESA personnel Muliple Programs Migran Technical, college, or universiy personnel Paren advisory council members, school council parens, ParenTeacher Associaion or Paren-Teacher Organizaion members 21s CCLC advisory council member Local Head Sar represenaives (regular and/or migran Head Sar agencies) Local farmer, grower, or employer Migran Family connecion represenaive Migran Local migran, Hispanic, or Lao communiy leader Migran Farm worker healh personnel Migran Food bank represenaive Migran Boys and Girls Club represenaive Migran Local healh deparmen represenaives Migran ABAC MEP consorium saff Migran Migran high school equivalence program / GE represenaives Migran College assisance migran programs Negleced and elquen Residenial faciliy(ies) direcor(s) Special Educaion Paren of a suden wih a disabiliy Special Educaion Paren Menor Tile II, Par A Sudens secondary school Tile II, Par A School council members Muliple Programs 21s CCLC Migran 1.2 Sakeholders 9

10 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT Program Tile II, Par A Posiion/Role Professional organizaions Tile II, Par A Civil righs organizaions Tile II, Par A Board of educaion members Tile II, Par A Local eleced/governmen officials Tile II, Par A The general public Tile III Refugee suppor service saff Tile III Communiy adul ESOL providers Tile III Represenaives from busesses employg non-english speakers Tile IV, Par A Media specialiss/librarians Tile IV, Par A Technology expers Tile IV, Par A Faih-based communiy leaders Sakeholders

11 PLANNING and PREPARATION How did he eam ensure ha he selecion of sakeholders creaed an clusive group wih varied perspecives? How will he eam ensure ha sakeholders are able o provide meangful feedback hroughou he needs assessmen process? How will he LEA corporae local school governance eams (LSGTs) o each phase of he needs assessmen process? (To be answered only by charer sysems.) GACHS is a one disric school. The CNA eam idenified sakeholders o represen he disric and he school side. The disric also cluded communiy members. GACHS is a one school disric. The CNA eam consised of school and disric level sakeholders. Monhly meegs were held o complee he assigned secions of he CNA. Survey resuls provided valuable sigh on paren, eacher, leader, and communiy needs. No a Charer 1.3 PROJECT MANAGEMENT TIMELINE Planng and Preparaion 03/01/2017 Beg 5/22/2017 Complee aa Collecion and Analysis 01/23/2017 Beg 6/29/2017 Complee Needs Idenificaion / RCA Beg 6/29/ /21/2017 Complee MANAGING THE TEAM S WORK Who will be responsible GACHS is a one school disric. The irecor of Federal Programs and he epuy for organizg and runng Superenden along wih oher federal program leaders conduced meegs. meegs? How will he meegs be organized and run? 1.3 Projec Managemen 11

12 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT How frequenly will he eam Each assigned eam me weekly. The CNA eam will conue o mee monhly unil mee? When will he eam mee? 6/30/18. How will he eam organize and coordae he work ha occurs beween meegs? 12 Each eam leader assigned asks and followed up wih eam members o ensure daa was urned appropriaely. The work was organized via One rive and communicaion. 1.2 Sakeholders

13 ATA COLLECTION and ANALYSIS 2. ATA COLLECTION and ANALYSIS 2.1 COHERENT INSTRUCTIONAL SYSTEM Analyze he LEA s daa (cludg secions 2.6 and 2.7) and answer he guidg quesions o deerme exisg rends and paerns ha suppor he idenificaion of srucional needs. Complee a daa-formed self-rag for each Georgia Performance Sandard (GPS). See he Coheren Insrucional Sysem webar for addiional formaion and guidance COHERENT INSTRUCTIONAL SYSTEM ATA GPS - Learng and Teachg (Sandard 1): Engages and suppors all schools sysemaic processes for curriculum design o align srucion and assessmens wih he required sandards The disric conuously engages and suppors all schools sysemaic processes for curriculum design o align srucion and assessmen wih he required sandards. saff work o build he capaciy of school saff o lead curriculum design effors. The disric engages and suppors all schools sysemaic processes for curriculum design o align Operaional srucion and assessmens wih he required sandards. Exemplary Emergg No Eviden aa Sources Commens (opional) The disric processes for engagg and supporg schools curriculum design is complee some conen areas or limied oher ways. schools are lef o work isolaion on curriculum design wihou disric processes or suppor. EOC scores, lesson plans, PL agendas, Commens are specific o he small group srucion wih he ceners. However, he commiee developed srenghs and weaknesses around boh our curriculum provider and our small group suppor. GPS - Learng and Teachg (Sandard 2): evelops and communicaes common expecaions for implemeng curriculum, srucion, and assessmen pracices across all schools A clear undersandg of common expecaions fosers a culure of resuls-based pracices curriculum, srucion, and assessmen hroughou he disric wih appropriae flexibiliy for schools o address specific needs as hey arise. The disric develops and communicaes common expecaions for implemeng curriculum, Operaional srucion, and assessmen pracices across all schools. Exemplary Emergg No Eviden aa Sources Commens (opional) The disric expecaions for implemeng curriculum, srucion, or assessmen pracices are no fully developed or are no clearly communicaed o all schools. The disric has no developed or communicaed expecaions for implemeng curriculum, srucion, or assessmen pracices. SOP's, PL agendas, more rag and implemenaion mehods needed o prepare saff Virual sudens are lef wihou same opions as brick and morar sudens, ceners need o more uniform from locaion o locaion. 2.1 Coheren Insrucional Sysem 13

14 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT GPS - Learng and Teachg (Sandard 3): Guides, suppors, and evaluaes he implemenaion of curriculum, srucion, and assessmens The disric provides a collaboraive and sysemaic approach for guidg, supporg and evaluag he implemenaion of curriculum, srucion, and assessmens. saff build Exemplary he capaciy of school level saff o evaluae he implemenaion of curriculum, srucion, and assessmens. The disric effecively guides, suppors, and evaluaes he implemenaion of curriculum, Operaional srucion, and assessmens. Emergg No Eviden aa Sources The disric provides limied guidance and suppor for evaluag he implemenaion of curriculum, srucion, and assessmens. The disric does no ake an effecive role guidg, supporg, or evaluag he implemenaion of curriculum, srucion, or assessmens. walk-hroughs, TKES/LKES evaluaions, Key aa Pos ashboard Commens We implemened he walk hrough rubric se up scheduled visis hroughou he year SY We need (opional) o ensure he walkhrough eam is raed wha o look for ceners o ensure equiable accounabiliy. GPS - Learng and Teachg (Sandard 6): Guides and suppors schools he selecion and implemenaion of effecive sraegies, programs, and ervenions o improve suden learng The disric sysemaically provides guidance and ongog suppor o schools he Exemplary selecion and implemenaion of effecive sraegies, programs, and ervenions o improve suden learng. The disric guides and suppors schools he selecion and implemenaion of effecive Operaional sraegies, programs, and ervenions o improve suden learng. The disric provides some limied guidance and suppor he selecion or Emergg implemenaion of effecive sraegies, programs, and ervenions o improve suden learng. The disric provides lile or no suppor or guidance he selecion or implemenaion No Eviden of effecive sraegies, programs, and ervenions. The disric may require or allow some appropriae sraegies, programs, or ervenions. aa Sources FEV Tuor, Achieve 3000, Inervenion lis from Edgenuiy, Academic ashboard, School Effeciveness Pl Commens To move o exemplary, how can we roll hese ou uniformly amongs differen sies wih differen needs? (opional) Coheren Insrucional Sysem

15 ATA COLLECTION and ANALYSIS Leader Keys Effeciveness Sysem Sandard 1. Insrucional Leadership: The leader fosers he success of all sudens by faciliag he developmen, communicaion, implemenaion, and evaluaion of a shared vision of eachg and learng ha leads o school improvemen. 3. Planng and Assessmen: The leader effecively gahers, analyzes, and uses a variey of daa o form planng and decision-makg consisen wih esablished guideles, policies, and procedures. 4. Organizaional Managemen: The leader fosers he success of all sudens by supporg, managg, and overseeg he school s organizaion, operaion, and use of resources. Noe: Visi GaOE Teacher and Leader Effeciveness webpage for he Leader Keys Effeciveness Sysem rubric. Score Source: TLE Elecronic Plaform (FY16) Teacher Keys Effeciveness Sysem Sandard 2. Insrucional Planng: The eacher plans usg sae and local school disric curricula and sandards, effecive sraegies, resources, and daa o address he differeniaed needs of all sudens. 3. Insrucional Sraegies: The eacher promoes suden learng by usg research-based srucional sraegies relevan o he conen area o engage sudens acive learng and o faciliae he sudens acquisiion of key knowledge and skills. 4. iffereniaed Insrucion: The eacher challenges and suppors each suden s learng by providg appropriae conen and developg skills which address dividual learng differences. 5. Assessmen Sraegies: The eacher sysemaically chooses a variey of diagnosic, formaive, and summaive assessmen sraegies and srumens ha are valid and appropriae for he conen and suden populaion. 6. Assessmen Uses: The eacher sysemaically gahers, analyzes, and uses relevan daa o measure suden progress, o form srucional conen and delivery mehods, and o provide imely and consrucive feedback o boh sudens and parens. 8. Academically Challengg Environmen: The eacher creaes a suden-cenered, academic environmen which eachg and learng occur a high levels and sudens are self-direced learners. Noe: Visi GaOE Teacher and Leader Effeciveness webpage for he Teacher Keys Effeciveness Sysem rubric. Score Source: TLE Elecronic Plaform (FY16) 2.1 Coheren Insrucional Sysem 15

16 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT SACS/AdvancE: Lis he LEA s SACS/AdvancE recommendaions and fdgs relaed o he exisence of a coheren srucional sysem. There were four hemes ha resonaed as required acions. - Implemeng and moniorg measures of he school improvemen process - evelop a process o idenify he diverse needs of all learners and implemen an dividualized learng plan -Idenify, develop, monior and evaluae a process o assis sudens wih heir counselg and educaional and college and career planng needs -Maa a comprehensive suden assessmen sysem ha cludes idenifyg he specific esg populaion o generae valid and subsanive daa Addiional daa: Wha addiional facs did he eam idenify ha relae o a coheren srucional sysem? (May be formed by quaniaive or qualiaive sources.) The eam idenified wo srucional sysem, he Cener srucional sysem and he Edgenuiy srucional sysem. Righ now hose sysems exis dependen of each oher. In a fully funciong sysem, hese should work andem order o suppor a sronger suden learng environmen. Wha daa sources were uilized o make he above deermaions? Edgenuiy daa, walkhrough and TKES/LKES daa, EOC, COHERENT INSTRUCTIONAL SYSTEM GUIING QUESTIONS Planng for qualiy srucion: Wha processes are place o plan for qualiy srucion? Include processes o defe boh wha sudens should know and do, as well as deerme how sudens will demonsrae hey know he conen and can do a skill or perform a ask. escribe he effeciveness of he exisg processes. Edgenuiy's curriculum works wih he GACHS srucional saff o review GSE sandards regards o course maerials. The role of he GACHS srucional saff is o pu processes place o suppor he curriculum, buildg lesson plans usg he gradual release model ha reforce eachg and learng he onle curriculum. The saff uses srucured groupg, remediaion ervenions and review small group lessons o show masery of conen. The curren procedures are place, bu he processes amongs he ceners can be suppored more srongly a he disric level (PL's, observaion, daa review). Wha daa sources were uilized o make he above deermaions? copies of lesson plans, academic daa meegs wih Edgenuiy, EOC, walkhroough daa, TKES/LKES observaions Coheren Insrucional Sysem

17 ATA COLLECTION and ANALYSIS eliverg qualiy srucion: Wha processes are place o provide guidance o eachers he delivery of qualiy srucion? escribe he effeciveness of exisg processes. The Academic Coach, he Chief Academic Officer, and Special Educaion Insrucional Manager worked wih eachers o implemen research based srucional pedagogy o provide P o mee he needs of diverse learners. Walkhroughs beg lae firs semeser revealed a need o develop a moniorg sysem order o ensure effeciveness of sraegies. Wha daa sources were uilized o make he above deermaions? TKES, Academic ashboard, Course compleion daa, Leader/Teacher survey, and Walkhrough daa Moniorg suden progress: Wha processes are place o monior suden progress? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? Refg he srucional sysem: Wha processes are place o monior and improve he planng for and delivery of qualiy srucion and he moniorg of suden progress? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? 2.1 Coheren Insrucional Sysem We review course compleion, suden aendance, and course grades colleced on a monhly basis and discussed durg monhly academic eam meegs. RTI and SST meegs were held monhly o review suden progress and ervenions. IEP goals are moniored weekly by Special Educaion eachers o review suden progression. Suden progress is reviewed and discussed weekly meegs o deerme course progression. Course compleion repors, Academic dashboard, IEP rackg forms, RTI and SST meeg noes and sign- shees Edgenuiy is a virual curriculum ha is aligned wih GPS. Realiy check/pacg guides are used o review progress wih sudens durg academic suden/eacher conferences. Teachers complee weekly lesson plans which are reviewed by he Chief Academic Officer, Academic Coach, and Special Educaion Insrucional Manager. TKES, Walkhroughs, Lesson Plans, and Leadership meegs 17

18 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT COHERENT INSTRUCTIONAL SYSTEM TRENS AN PATTERNS Summarize he coheren srucional sysem rends and paerns observed by he eam while compleg his secion of he repor. Wha are he imporan rends and paerns ha will suppor he idenificaion of suden, eacher, and leader needs? 18 The eam idenified ha GACHS has wo sysems o analyze: our curriculum provider and ha srucional sysem as well as he srucional sysem of wih he schools a small group, argeed remediaion and pracice seg. We believe ha he curriculum provided o sudens is srong for sudens complee he oaliy of assignmens wih he course. However, when i comes o sysems and processes place for qualiy srucion he small group sessions, we believe hose processes and procedures are no always execued effecively a he school level. Even wih he implemenaion of walk-hroughs las year, saff members a he school level consisenly sruggled uilizg he srucional sraegies and lesson planng needed o ensure sudens are successful conen masery. 2.1 Coheren Insrucional Sysem

19 ATA COLLECTION and ANALYSIS 2.2 EFFECTIVE LEAERSHIP Analyze he LEA s daa (cludg secions 2.6 and 2.7) and answer he guidg quesions o deerme exisg rends and paerns ha suppor he idenificaion of leadership needs. Complee a daa-formed self-rag for each Georgia Performance Sandard (GPS). See he Effecive Leadership webar for addiional formaion and guidance EFFECTIVE LEAERSHIP ATA GPS - Vision and Mission (Sandard 1): Creaes and communicaes a collaboraively-developed disric vision, mission, and core beliefs ha focus on preparg all sudens for college and career readess The collaboraively- developed vision, mission, and core beliefs ha emphasize preparg all sudens for college and career readess are conuously and clearly communicaed o all sakeholders and are pervasive he culure and daily acions of he disric. The collaboraively- developed vision, mission, and core beliefs ha emphasize preparg all Operaional sudens for college and career readess have been creaed and communicaed o sakeholders and are eviden mos acions across he disric. The vision, mission, and core beliefs have been developed wih some emphasis on preparg Emergg sudens for college and career readess, bu may have weaknesses due o sufficien collaboraion wih sakeholders, poor communicaion, or oher limiaions. Exemplary No Eviden The vision, mission, and core beliefs may no exis or may no focus on preparg sudens for college and career readess. aa Sources Commens (opional) GPS - Governance (Sandard 1): Builds suppor for disric and school goals and iiaives by engagg sakeholders, cludg school board members, o improve learng and eachg Sakeholders, cludg school board members, ake leadership roles advancg disric and school goals and iiaives ha improve learng and eachg. The disric consisenly engages sakeholders, cludg school board members, supporg Operaional disric and school goals and iiaives ha improve learng and eachg. Exemplary Emergg No Eviden The disric provides some opporuniies for a range of sakeholders o be engaged supporg goals and iiaives ha will improve learng and eachg. Engagemen of sakeholders is limied or nonexisen, or he engagemen occurs wih issues ha do no impac learng and eachg. aa Sources Commens (opional) 2.2 Effecive Leadership 19

20 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT GPS - Governance (Sandard 2): Uses an esablished process o align policies, procedures, and pracices wih laws and regulaions A sysemaic and collaboraive process is used for ongog developmen, revision, and alignmen of policies, procedures, and pracices wih laws and regulaions. The disric regularly uses an esablished process o align policies, procedures, and pracices wih Operaional laws and regulaions. Exemplary Emergg A process o align policies, procedures, and pracices wih laws and regulaions is no comprehensive or is no used on a regular basis. No Eviden A process is no use o align policies, procedures, and pracices wih laws and regulaions. aa Sources Commens (opional) GPS - Governance (Sandard 4): Grans defed flexibiliy, based on resuls, o school leaders o address dividual school needs o improve learng and eachg Flexibiliy graned o school leaders, based upon susaed high performance, is well defed, reviewed periodically, and fully suppors he improvemen of learng and eachg. The disric grans defed flexibiliy, based on resuls, o school leaders o address dividual Operaional school needs o improve learng and eachg. Exemplary Emergg No Eviden The disric grans limied flexibiliy, or he flexibiliy ha is given does no allow leaders o improve learng and eachg sufficienly. The disric grans lile or no flexibiliy or appropriae flexibiliy o school leaders o improve learng and eachg. aa Sources Commens (opional) GPS - Planng, Organizg, and Moniorg (Sandard 1): Uses a collaboraive, daa-driven planng process a he disric and school levels for improvg suden learng A collaboraive, daa-driven planng process resuls aligned, comprehensive plans a he disric and school levels for improvg suden learng. A he disric and school levels, saffs engage a collaboraive, daa-driven planng process o Operaional improve suden learng. Exemplary Emergg No Eviden A he disric and school levels, saffs engage a planng process o improve suden learng, bu limiaions exis wih daa analysis, collaboraion, or oher issues. A collaboraive, daa-driven planng process for improvg suden learng is no place a he disric or school levels. aa Sources Commens (opional) Effecive Leadership

21 ATA COLLECTION and ANALYSIS GPS - Planng, Organizg, and Moniorg (Sandard 2): Uses proocols and processes for problem solvg, decision-makg, and removg barriers The disric uses and reviews esablished proocols and processes for problem solvg, decisionmakg, and removg barriers on a regular basis. Congency plans are developed for unlikely occurrences. The disric uses proocols and processes for problem solvg, decision-makg, and removg Operaional barriers. Exemplary Emergg use of proocols and processes for problem solvg, decision-makg, or removg barriers is limied or consisen. No Eviden The disric does no use proocols or processes for problem solvg, decision- makg or removg barriers. aa Sources Commens (opional) GPS - Planng, Organizg, and Moniorg (Sandard 3): Uses processes o monior and provide imely guidance, suppor, and feedback o dividual schools as hey implemen improvemen plans and iiaives The disric has ongog, comprehensive processes place o monior and provide guidance, suppor and feedback o dividual schools as hey implemen improvemen plans, programs or Exemplary iiaives. The disric builds he capaciy of school level saff o monior he implemenaion and effeciveness of improvemen plans, programs, and iiaives. The disric uses processes o monior and provide imely guidance, suppor, and feedback o Operaional dividual schools as hey implemen improvemen plans and iiaives. Emergg The disric has some limied processes place o monior and provide guidance, suppor, and feedback o schools as hey implemen improvemen plans and iiaives. No Eviden The disric does no use srucured processes for moniorg or providg guidance, suppor, or feedback o dividual schools as hey implemen improvemen plans or iiaives. aa Sources Commens (opional) 2.2 Effecive Leadership 21

22 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT GPS - Allocaion and Managemen of Resources (Sandard 1): Admisers a clearly defed, collaboraive, daa-driven budge process ha ensures he equiable, efficien, and ransparen disribuion of resources o suppor learng and eachg The well-esablished budge process allows pu from deparmens and programs and is driven by he needs of he schools and disric. Various fundg sources are efficienly maximized a he disric and school levels. The budge process is clearly defed, collaboraive, and daa-driven, resulg he equiable, Operaional efficien, and ransparen disribuion of resources o suppor learng and eachg. Exemplary A budge process is place, bu i does no consisenly clude collaboraive, daa- driven Emergg decisions. In some sances, resource disribuion he disric lacks efficiency, equiy, or ransparency. Across he disric, dividual deparmens and programs develop budges isolaion resulg No Eviden gaps, duplicaion, or poor cos effeciveness. saff serve primarily as conrollers of funds and provide lile or no assisance o schools on he fundg of plans. aa Sources Commens (opional) GPS - Allocaion and Managemen of Resources (Sandard 2): Allocaes and moniors he use of ime, maerials, equipmen, and fiscal resources o suppor learng and eachg The disric allocaes and conually moniors he use of ime, maerials, equipmen, and fiscal resources o address boh immediae and long-erm goals o ensure resources are maximized o suppor learng and eachg. The disric allocaes and regularly moniors he effecive use of ime, maerials, equipmen, and Operaional fiscal resources o ensure ha hey are uilized o suppor learng and eachg. Exemplary Emergg No Eviden The disric consisenly allocaes and moniors he use of ime, maerials, equipmen, and fiscal resources o suppor learng and eachg. The disric does lile o allocae or monior effecively he use of ime, maerials, equipmen, or fiscal resources o suppor learng and eachg. aa Sources Commens (opional) Effecive Leadership

23 ATA COLLECTION and ANALYSIS GPS - Leader, Teacher, and Saff Effeciveness (Sandard 5): Organizes and provides personnel, experise, and services o achieve disric and dividual school goals The organizaion and sraegic allocaion of personnel, experise, and services lead o he achievemen of disric and dividual school goals. The disric is focused on buildg he capaciy and experise of school and disric saff o solve problems and perform a high levels. The organizaion and allocaion of personnel, experise, and services are sufficien o achieve Operaional disric and dividual school goals. Exemplary Emergg The organizaion or allocaion of personnel, experise, and services is provided ermienly or on a shor- erm basis as a soluion for immediae, pressg needs. No Eviden The organizaion or allocaion of personnel, experise, and services does no effecively suppor he needs of he disric and schools. aa Sources Commens (opional) Leader Keys Effeciveness Sysem Sandard 1. Insrucional Leadership: The leader fosers he success of all sudens by faciliag he developmen, communicaion, implemenaion, and evaluaion of a shared vision of eachg and learng ha leads o school improvemen. 2. School Climae: The leader promoes he success of all sudens by developg, advocag, and susag an academically rigorous, posiive, and safe school climae for all sakeholders. 3. Planng and Assessmen: The leader effecively gahers, analyzes, and uses a variey of daa o form planng and decision-makg consisen wih esablished guideles, policies, and procedures. 4. Organizaional Managemen: The leader fosers he success of all sudens by supporg, managg, and overseeg he school s organizaion, operaion, and use of resources. 5. Human Resources Managemen: The leader fosers effecive human resources managemen hrough he selecion, ducion, suppor, and reenion of qualiy srucional and suppor personnel. 6. Teacher/Saff Evaluaion: The leader fairly and consisenly evaluaes school personnel accordance wih sae and disric guideles and provides hem wih imely and consrucive feedback focused on improved suden learng. 7. Professionalism: The leader fosers he success of sudens by demonsrag professional sandards and ehics, engagg conuous professional developmen, and conribug o he profession. Score 8. Communicaion and Communiy Relaions: The leader fosers he success of all sudens by communicag and collaborag effecively wih sakeholders. Noe: Visi GaOE Teacher and Leader Effeciveness webpage for he Leader Keys Effeciveness Sysem rubric. Source: TLE Elecronic Plaform (FY16). 2.2 Effecive Leadership 23

24 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT Teacher Keys Effeciveness Sysem Sandard 9. Professionalism: The eacher exhibis a commimen o professional ehics and he school s mission, paricipaes professional growh opporuniies o suppor suden learng, and conribues o he profession. Noe: Visi GaOE Teacher and Leader Effeciveness webpage for he Teacher Keys Effeciveness Sysem rubric. Score Source: TLE Elecronic Plaform (FY16). SACS/AdvancE: Lis he LEA s SACS/AdvancE recommendaions and fdgs relaed o effecive leadership. Addiional daa: Wha addiional facs did he eam idenify ha relae o effecive leadership? (May be formed by quaniaive or qualiaive sources.) Wha daa sources were uilized o make he above deermaions? GACHS performed well effecive leadership. Indicaors earned a perfec performance score of 4.0, and dicaors each earned a 3.0. There were no recommendaions for improvemen. There is a high urn over rae school saff personnel. Reenion rae for school leaders have been 50%. There is a high percenage of eachers and para-professionals wih limied srucional experience. Professional learng for eachers and leaders as well as reenion sraegies will lead o creased school improvemen. Reenion raes, CPI repor, and Mid-Year personnel repor EFFECTIVE LEAERSHIP GUIING QUESTIONS Creag and maag a climae and culure conducive o learng: Wha disric and school processes are place o suppor and ensure schools allow boh aduls and children o pu learng a he cener of heir daily aciviies? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? 24 Suden daa alks ha generae dialogue beween saff, sudens, daily roue and agenda vary by sie, weekend warriors, daa alk log, reward sysem wih recogniion paper medallions. Aduls PL days, conferences, leadership rerea, academic coach, summer planng, PL logs, walk-hrough daa, academic coach, SOP's, noebooks, suden cenive program log, 2.2 Effecive Leadership

25 ATA COLLECTION and ANALYSIS Culivag and disribug leadership: Wha processes are place ha suppor he developmen of leadership across he organizaion? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? Monhly adm rag wih superenden, adm rereas, regular opporuniies for exernal leadership rag, book sudies, spirg prcipal rag, Mero RESA, grad chair rag, School disric effeciveness coachg, school leadership developmen, egraion, federal programs moniorg. There is no procedure for moniorg effeciveness. Adm rag schedule and mues, agenda and sign- shee from adm rerea, agenda and sign- shee from conraced, exernal raers, Indisar coachg commens Ensurg high qualiy srucion Federal programs moniorg, sandardized curriculum, walk-hroughs, SOP s, all classrooms: Wha processes are These process are no effecive because hey have no been implemened place o reduce he variabiliy he deeply hroughou he organizaion. qualiy of srucion across all schools and all classrooms? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? Managg he disric and is resources: Wha processes are place o ensure ha leaders use all resources an effecive and efficien manner ha is aligned o he LEA s mission? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? Walk-hrough logs, LKES, TKES, summaive reviews, course compleion, curriculum LKES daa, fance commiee meegs, budge o acual monhly meeg, policies and procedures, accoung manuals. Processes will improve wih greaer communicaion beween deparmens. Fancial repor, audi repor, sign- shees and agenda Managg he disric and is effeciveness, cabe meegs, school improvemen work groups, resources: Wha processes are place board commiee, srucure, saffg srucure, suden o eacher raio, FTE o suppor ongog improvemen yearly review of policies and procedures, saffg marix. Processes have no of he disric s major sysems, achieved maximum effeciveness due o communicaion across programs. srucures and processes? escribe he effeciveness of exisg processes. Wha daa sources were uilized o make he above deermaions? 2.2 Effecive Leadership LKES, TKES, summaive reviews, course compleion, CPI daa, curriculum, HiQ daa, saffg daa survey, budge repors, School Improvemen plan, cabe meeg noes, board mues, 25

26 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT Providg qualiy professional learng: Wha professional learng is provided currenly for leaders he areas of srucion and operaion? In wha evidence-based professional learng, ha would boh suppor conuous educaion and crease suden achievemen, have leaders expressed eres? escribe he effeciveness of exisg professional learng. Unpackg sandards, mah and ELA ervenion sraegies, esg, ASC conferences, srucional sraegies, daa o improve srucion, meeg he needs of diverse learners, hirg saff wih professional qualificaions, small group srucion, and lesson planng, Effeciveness plan no fully implemened. Wha daa sources were uilized o make he above deermaions? academic commiee meeg noes, PL calendar and recordgs, academic key daa pos Providg qualiy professional learng: Wha are he curren idenified professional learng needs for leaders? Meeg he needs of diverse learners, hirg saff wih professional qualificaions, daa driven srucion, drop-ou prevenion, suden engagemen, meeg he needs of a-risk sudens Wha daa sources were uilized o make he above deermaions? TKES and LKES, eacher and leader reenion repors, suden achievemen repors, suden aendance repors, milesone daa, CPI repors EFFECTIVE LEAERSHIP TRENS AN PATTERNS Summarize he effecive leadership rends and paerns observed by he eam while compleg his secion of he repor. Wha are he imporan rends and paerns ha will suppor he idenificaion of suden, eacher, and leader needs? 26 Various opporuniies for learng have been idenified a he emergg sages. Team analysis of exisg pracices revealed a lack of a consisen process o monior he effeciveness of hese school and disric processes and procedures. In order o idenify suden, eacher and leader needs he disric will need o idenify and implemen more effecive ways o monior and evaluae sraegies place o foser learng for sudens and saff. Walkhrough daa and observaions also suggess a need o for leadership rag usg moniorg srumens o provide feedback o eachers and paraprofessionals improvg srucion. 2.2 Effecive Leadership

27 ATA COLLECTION and ANALYSIS 2.3 PROFESSIONAL CAPACITY Analyze he LEA s daa (cludg secions 2.6 and 2.7) and answer he guidg quesions o deerme exisg rends and paerns ha suppor he idenificaion of professional capaciy needs. Complee a daa-formed self-rag for each Georgia Performance Sandard (GPS). See he Professional Capaciy webar for addiional formaion and guidance PROFESSIONAL CAPACITY ATA GPS - Learng and Teachg (Sandard 4): Ensures ha professional learng is relevan and addresses adul and suden needs The disric fosers a culure of sysemaic, qualiy, and relevan professional learng ha consisenly addresses he needs of is aduls and is sudens. The disric ensures ha professional learng a he school and disric levels is relevan and Operaional addresses adul and suden needs. Exemplary Emergg No Eviden The professional learng a he school and disric levels is no consisenly relevan or is no consisenly lked o adul or suden needs. The professional learng a he school and disric levels is no relevan and does no address adul or suden needs. aa Sources Commens (opional) GPS - Learng and Teachg (Sandard 5): Assesses he impac of professional learng on saff pracices and suden learng and makes adjusmens as needed Proacive processes are place hroughou he disric o recrui, hire, and rea highly effecive Exemplary saff and conuously o address he disric and school level personnel needs due o anicipaed ariion, growh, or reorganizaion. The disric develops and implemens processes ha recrui, hire, and rea effecive leaders, Operaional eachers, and oher saff. Emergg No Eviden The disric has no sufficienly developed or fully implemened processes o recrui, hire, and rea effecive leaders, eachers, or oher saff. Processes are no place o recrui, hire, and rea effecive leaders, eachers, and oher saff, or exisg processes have been poorly implemened. aa Sources Commens (opional) 2.3 Professional Capaciy 27

28 COMPREHENSIVE NEES ASSESSMENT ISTRICT REPORT GPS - Leader, Teacher, and Saff Effeciveness (Sandard 2): Esablishes and implemens processes ha crease he effeciveness of eachers, leaders, and saff Comprehensive daa-driven processes ha crease he effeciveness of leaders, eachers, and oher saff are pervasive he disric and resul a culure of measurable, conuous improvemen. Processes ha crease he effeciveness of leaders, eachers, and saff have been esablished and Operaional consisenly implemened hroughou he disric. Exemplary Emergg No Eviden Processes ha crease he effeciveness of leaders, eachers, and saff are no fully developed or are implemened unevenly or consisenly across he disric. Few, if any, processes o crease he effeciveness of leaders, eachers, and saff have been developed or successfully implemened he disric. aa Sources Commens (opional) GPS - Leader, Teacher, and Saff Effeciveness (Sandard 3): Guides and moniors he use of a saeapproved evaluaion sysem o ensure fideliy of implemenaion and o evaluae accuraely he effeciveness of disric and school leaders, eachers, and saff The disric collecs and analyzes comprehensive daa from he sae-approved evaluaion sysem o form saff reenion, salaries, and professional learng hroughou he disric. The disric guides and moniors a sae-approved evaluaion sysem o ensure fideliy of Operaional implemenaion and o evaluae accuraely he effeciveness of disric and school leaders, eachers, and saff. The disric offers some guidance for he implemenaion of a sae- approved evaluaion sysem, Emergg bu some pars of he sysem are no implemened wih fideliy or could benefi from more suppor or moniorg. The disric does lile o guide or monior he implemenaion of a sae-approved evaluaion No Eviden sysem. aa Sources Exemplary Commens (opional) Professional Capaciy