Fillable Comprehensive Needs Assessment 2017-2018 District Report

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Comprehensive Needs Assessment
2017-2018 District Report
District Name
2
is report template was designed by the Georgia Department of Education to assist local education agencies in
meeting all Federal and State needs assessment requirements. e following programs are included in Georgia’s
comprehensive needs assessment process:
• IDEA - Special Education
• School and District Eectiveness
• Title I, Part A - Improving the Academic Achievement of the Disadvantaged
• Title I, Part A - Foster Care Program
• Title I, Part A - Parent Engagement Program
• Title I, Part C - Education of Migratory Children
• Title I, Part D - Programs for Neglected or Delinquent Children
• Title II, Part A - Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other School
Leaders
• Title III - Language Instruction for English Learners and Immigrant Students
• Title IV, Part A - Student Support and Academic Enrichment
• Title IV, Part B - 21st Century Community Learning Centers
• Title V, Part B - Rural Education Initiative
• Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
is report template and the accompanying webinar series are available at the Oce of Federal Programs webpage.
Webinar series topics include:
• Georgia’s Systems of Continuous Improvement Overview February 10, 2017
• Planning and Preparation February 17, 2017
• Coherent Instructional System February 24, 2017
• Eective Leadership March 3, 2017
• Professional Capacity March 10, 2017
• Family and Community Engagement March 17, 2017
• Supportive Learning Environment March 24, 2017
• Identifying Need - Root Causes, Drawing Conclusions, and Prioritizing March 31, 2017
• Problem Solving Process and Selecting Interventions April 7, 2017
• Improvement Planning - Systems and Processes April 21, 2017
• Planning - Budgeting April 28, 2017
• Submitting the Comprehensive LEA Improvement Plan (CLIP) May 5, 2017
To contact the Department with any comprehensive needs assessment questions, please email
federalprograms@doe.k12.ga.us and include “CNA Question” in the subject line. To contact the Department for
technical support related to this template, please email Nicholas Handville at nhandville@doe.k12.ga.us.
Document Number: 1701-0318
Richard Woods, State School Superintendent
“Educating Georgia’s Future.”
March 2017
205 Jesse Hill Jr. Drive SE
Atlanta, GA 30334
(404) 657-4209
www.gadoe.org
askdoe@gadoe.org
3
Page Status
1. Planning and Preparation
7
1.1 Identication of Team
7
1.2 Identication of Stakeholders
8
1.3 Project Management
11
2. Data Collection and Analysis
13
2.1 Coherent Instructional System
13
2.2 Eective Leadership
19
2.3 Professional Capacity
27
2.4 Family and Community Engagement
33
2.5 Supportive Learning Environment
39
2.6 Demographic and Financial
48
2.7 Student Achievement
52
3. Needs Identication and Root Cause Analysis
73
3.1 Trends and Patterns
73
3.2 Program Strengths and Challenges
76
3.3 Identication and Prioritization of Overarching Needs
81
3.4 Root Cause Analysis
82
Georgia Department of Education
Comprehensive Needs Assessment
Team Lead
Name
Title
Email
Phone
Submission Log
Initial Submission
Resubmission
Resubmission
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
Not completed
4
e Georgia Department of Education’s strategic plan emphasizes transforming the agency into one that provides
meaningful support to schools and districts. e agency has developed a common, continuous improvement framework
to ensure that these eorts are aligned across all agency divisions, departments, and programs. Georgia’s Systems
of Continuous Improvement focuses on the systems and structures (the “what”) that must be in place for sustained
improvement in student outcomes. It also utilizes a problem-solving model (the “how”) to provide a clear process
for identifying improvement needs, planning for improvement, and implementing, monitoring, and evaluating the
improvement eorts.
Systems to Improve (What to Improve)
Coherent Instructional System: e major system of the complex district organization that articulates and guides the
“what” and “how” of instruction. is comprehensive system includes the processes related to:
• Planning for quality instruction - e structure of the instructional system in which the district denes what the
students should “know” and “do”, and determine how their students will show they “know” the content and can “do” a
skill or performance task
• Delivering quality instruction - e structure of the instructional system that guides teachers in how they introduce
content, practice its use along with the students, and then allow students to use the content on their own while
providing students regular standards-based feedback to gain mastery of the content
• Monitoring student progress - e structure of the instructional system that methodically discovers if the students are
getting the content, and what to do about it when they are getting it or are not getting it
• Rening the instructional system - e structure of the instructional system that examines how to improve the planning
for quality instruction, delivering quality instruction, and monitoring student progress
GEORGIA’S SYSTEMS OF CONTINUOUS IMPROVEMENT
Georgia’s Systems of Continuous Improvement
5
Eective Leadership: A major system of the complex district organization that sets the direction for the district, ensures
that the district sta and the school leaders are capable of meeting that direction, and makes sure the organization
functions according to its mission. is system includes the processes related to:
• Creating and maintaining a climate and culture conducive to learning - the structure of the leadership system that
ensures that the school allows both adults and children to put learning at the center of their daily activities
• Cultivating and distributing leadership - the structure of the leadership system that develops others to accomplish the
group’s purpose and encourages the development of leadership across the organization
• Ensuring high quality instruction in all classrooms - the structure of the leadership system that reduces the variability in
the quality of instruction across all schools and all classrooms
• Managing the district and its resources - the structure of the leadership system that ensures leaders eectively use all the
resources at hand so that the district functions according to its mission
• Driving improvement eorts - the structure of the leadership systems that methodically, intentionally, and eectively
improves the district’s major systems, structures, and processes
Professional Capacity: A major system of the complex district organization that develops a quality sta to reduce the
variance of quality in instruction throughout the district. is system includes the processes related to:
• Attracting sta - the structure of the professional capacity system that is intentional in locating the teachers and leaders
that are the best t for the district and its schools to achieve its mission
• Developing sta - the structure of the professional capacity system that ensures the increasing quality of the district and
school sta’s knowledge and skills
• Retaining sta - the structure of the professional capacity system that ensures the quality sta is working in the context/
position that is most benecial to student achievement
• Ensuring sta collaboration - the structure of the professional capacity system that reinforces the eective practice of
constant collaboration to improve instructional quality in all schools and in all classrooms
Family and Community Engagement: A major system of the complex district organization that develops quality links
between district professionals and the parents and community the district and its schools are intended to serve. is system
includes the processes related to:
• Welcoming all families and the community - e structure of the family and community engagement system that
ensures families and the community are active participants in the life of the schools within the district, and feel
welcomed, valued, and connected to each other, to school sta, and where applicable district sta, and to what students
are learning and doing in the schools within the district
• Communicating eectively with all families and the community - e structure of the family and community
engagement system that ensures families/the community and district and school sta engage in regular, two-way,
meaningful communication about student learning
• Supporting student success - the structure of the family and community engagement system that ensures families,
communities, school sta, and as appropriate district sta, continuously collaborate to support students’ learning and
healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and
skills to do so eectively
• Empowering families - the structure of the family and community engagement system that ensures families are
empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access
to learning opportunities that will support their success
• Sharing leadership with families and the community - the structure of the family and community engagement system
that ensures families/the community and district and school sta are equal partners in decisions that aect children
and families and together inform, inuence, and create policies, practices, and programs
• Collaborating with the community - the structure of the family and community engagement system that ensures
families and district and school sta collaborate with community members to connect students, families, and sta to
expanded learning opportunities, community services, and civic participation
Georgia’s Systems of Continuous Improvement
6
Supportive Learning Environment: A major system of the complex district organization that ensures students’ school
participation and willingness to expend major eort on classroom learning. is system includes the processes related to:
• Maintaining order and safety - the structure of the supportive learning environment system that ensures that the basic
needs of orderliness and safety are met
• Developing and monitoring a system of supports - the structure of the supportive learning environment system that
provides comprehensive services to students to meet their unique, whole-child needs
• Ensuring a student learning community - the structure of the supportive learning environment system that ensures
compliance with positive and healthy behavioral and academic norms
Process to Improve (How to Improve)
Step 1: Identify Needs: Consult many sources to determine what in the district needs improvement.
• Plan and prepare for the process
• Collect and analyze data
• Identify needs and conduct a root cause analysis
Step 2: Select Interventions: Research many sources to determine the solutions that have a good chance of meeting the
identied district needs.
• Consider all the evidence for needed improvements
• Research possible interventions
• Determine if sta has the capacity to implement possible interventions
Step 3: Plan Implementation: Develop a team and plan to implement the solutions that are most promising and can be
carried out at the school.
• Identify roles and responsibilities of those implementing the intervention
• Develop a team that will deeply understand the intervention and of best ways to implement it
• Develop the implementation timeline
• Identify resources and supports needed for the implementation of the intervention
• Develop a set of information to be reviewed to track the implementation
Step 4: Implement Plan: Carry out the plan to implement the promising solutions, making real-time adjustments where/
when needed.
• Collect information to monitor the quality of supports being provided for the intervention
• Consider what additional information is needed to determine if intervention is working
• Assess the degree to which the implementation plan is being followed
• Identify ways to break down any barriers
• Build capacity of others to facilitate the improvement process now and in the future
Step 5: Examine Progress: Determine whether the implementation of the promising solutions is meeting the originally
identied needs of the school.
• Determine if the sta can formally study the eects of the intervention to share with others in the eld
• Monitor implementation and progress against dened goals
• Dene reasonable expectations for success
• Identify and track progress and performance
• Develop a plan for how knowledge about the intervention will be shared with others
• Use the evidence to determine whether the intervention should continue as is, be modied, or be discontinued
Georgia’s Systems of Continuous Improvement
PLANNING and PREPARATION
7
1.1 IDENTIFICATION of TEAM
e comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout
the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the
needs assessment, and the ability to ensure stakeholder involvement. A required team member’s name may be duplicated
when multiple roles are performed by the same person. Documentation of team member involvement must be maintained
by the LEA. Watch the Planning and Preparation webinar for additional information and guidance.
1.1.1 Required Team Members
Program Position/Role Name
Multiple programs Superintendent / assistant superintendent
Multiple programs Federal programs director
Multiple Programs Curriculum director
Multiple programs School leader (#1)
Multiple programs School leader (#2)
Multiple programs Teacher representative (#1)
Multiple programs Teacher representative (#2)
McKinney-Vento Homeless Homeless liaison
Migrant
Migrant student service provider or local
migrant recruiter/contact
Neglected and Delinquent N&D coordinator
Rural REAP coordinator
Special Education Special education director
Title I, Part A Title I director
Title I, Part A Parent engagement coordinator
Title I, Part A - Foster Care Foster care point of contact
Title II, Part A Title II, Part A coordinator
Title III ESOL coordinator / Title III director
1. PLANNING and PREPARATION
1.1 Team Members
1.1.2 Recommended and Additional Team Members
Program Position/Role
Multiple Programs Assistant superintendent
Multiple Programs Testing director
Multiple Programs Finance director
Multiple Programs Other federal programs coordinators
Multiple Programs CTAE coordinator
Multiple Programs Student support personnel
Multiple Programs Principal representatives
Multiple Programs High school counselor / academic counselor
Multiple Programs Early childhood or Head Start coordinator
Multiple Programs Teacher representatives
8
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
1.2 IDENTIFICATION of STAKEHOLDERS
1.2.1 Required Stakeholders
Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important
input, feedback, and guidance. Required stakeholders must be engaged in the process in order to meet the requirements
of participating federal programs. Documentation of stakeholder involvement must be maintained by the LEA. Watch the
Planning and Preparation webinar for additional information and guidance.
Program Position/Role
Multiple Programs ESOL teacher
Multiple Programs Local school governance team representative (charter systems only)
21
st
CCLC 21
st
CCLC program director
21
st
CCLC 21st CCLC site coordinator or data specialist
Migrant Preschool teacher
Special Education Student Success coach (SSIP)
Title II, Part A Human resources director
Title II, Part A Principal supervisors
Title II, Part A Professional learning coordinators
Title III, Part A Bilingual parent liaisons
Program Position/Role
Multiple Programs Social workers
Multiple Programs Nutrition directors
Multiple Programs School nurse
Multiple Programs Charter school leaders (in LEAs with charter schools)
Multiple Programs Community partners (may be from chamber of commerce)
Multiple Programs Principal representatives
Multiple Programs Other school leaders
Multiple Programs Parent involvement coordinators
Multiple Programs Parents
1.2 Stakeholders
PLANNING and PREPARATION
9
1.2 Stakeholders
Program Position/Role
Multiple Programs Students (8
th
-12
th
grade)
Multiple Programs Private school ocials
Migrant Migrant out-of-school youth and/or drop-outs
Title I, Part A Parent representatives of Title I students
Title I, Part A - Foster Care Local DFCS contact
Title II, Part A Principals
Title II, Part A Teachers
Title II, Part A
Paraprofessionals (including organizations representing such
individuals)
Title II, Part A Specialized instructional support personnel
Title II, Part A
Other organizations or partners with relevant and demonstrated
expertise
Title II, Part A
Private school ocials (in LEAs with private schools within the
geographic boundary)
Title III Parents of English learners
1.2.2 Recommended and Additional Stakeholders
Program Position/Role
Multiple Programs RESA personnel
Multiple Programs Technical, college, or university personnel
Multiple Programs
Parent advisory council members, school council parents, Parent-
Teacher Association or Parent-Teacher Organization members
21
st
CCLC 21
st
CCLC advisory council member
Migrant
Local Head Start representatives (regular and/or migrant Head Start
agencies)
Migrant Local farmer, grower, or employer
Migrant Family connection representative
Migrant Local migrant worker or migrant community leader
Migrant Farm worker health personnel
Migrant Food bank representative
Migrant Boys and Girls Club representative
Migrant Local health department representatives
Migrant ABAC MEP consortium sta
Migrant Migrant high school equivalence program / GED representatives
Migrant College assistance migrant programs
Neglected and Delinquent Residential facility(ies) director(s)
Special Education Parent of a student with a disability
Special Education Parent Mentor
Title II, Part A Students in secondary school
Title II, Part A School council members
10
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
1.2 Stakeholders
Program Position/Role
Title II, Part A Professional organizations
Title II, Part A Civil rights organizations
Title II, Part A Board of education members
Title II, Part A Local elected/government ocials
Title II, Part A e general public
Title III Refugee support service sta
Title III Community adult ESOL providers
Title III Representatives from businesses employing non-English speakers
Title IV, Part A Media specialists/librarians
Title IV, Part A Technology experts
Title IV, Part A Faith-based community leaders
PLANNING and PREPARATION
11
1.3 Project Management
How did the team ensure that
the selection of stakeholders
created an inclusive group with
varied perspectives?
1.3 PROJECT MANAGEMENT
1.3.1 TIMELINE
1.3.2 MANAGING THE TEAM’S WORK
Who will be responsible
for organizing and running
meetings? How will the
meetings be organized and run?
Planning and Preparation
Begin
Complete
Data Collection and Analysis
Begin
Complete
Needs Identication / RCA
Begin
Complete
How will the team ensure
that stakeholders are able to
provide meaningful feedback
throughout the needs
assessment process?
How will the LEA incorporate
local school governance teams
(LSGTs) into each phase of the
needs assessment process? (To
be answered only by charter
systems.)
12
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
1.2 Stakeholders
How frequently will the team
meet? When will the team meet?
How will the team organize and
coordinate the work that occurs
between meetings?
DATA COLLECTION and ANALYSIS
13
2.1 COHERENT INSTRUCTIONAL SYSTEM
2.1.1 COHERENT INSTRUCTIONAL SYSTEM DATA
Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends
and patterns that support the identication of instructional needs. Complete a data-informed self-rating for each Georgia
District Performance Standard (GDPS). See the Coherent Instructional System webinar for additional information and
guidance.
2. DATA COLLECTION and ANALYSIS
2.1 Coherent Instructional System
GDPS - Learning and Teaching (Standard 1): Engages and supports all schools in systematic processes for
curriculum design to align instruction and assessments with the required standards
Exemplary
e district continuously engages and supports all schools in systematic processes for curriculum
design to align instruction and assessment with the required standards.
District sta work to build the capacity of school sta to lead curriculum design eorts.
Operational
e district engages and supports all schools in systematic processes for curriculum design to align
instruction and assessments with the required standards.
Emerging
e district processes for engaging and supporting schools in curriculum design is incomplete in
some content areas or limited in other ways.
Not Evident
District schools are le to work in isolation on curriculum design without district processes or
support.
Data
Sources
Comments
(optional)
GDPS - Learning and Teaching (Standard 2): Develops and communicates common expectations for
implementing curriculum, instruction, and assessment practices across all schools
Exemplary
A clear understanding of common expectations fosters a culture of results-based practices in
curriculum, instruction, and assessment throughout the district with appropriate exibility for
schools to address specic needs as they arise.
Operational
e district develops and communicates common expectations for implementing curriculum,
instruction, and assessment practices across all schools.
Emerging
e district expectations for implementing curriculum, instruction, or assessment practices are not
fully developed or are not clearly communicated to all schools.
Not Evident
e district has not developed or communicated expectations for implementing curriculum,
instruction, or assessment practices.
Data
Sources
Comments
(optional)
14
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.1 Coherent Instructional System
GDPS - Learning and Teaching (Standard 3): Guides, supports, and evaluates the implementation of
curriculum, instruction, and assessments
Exemplary
e district provides a collaborative and systematic approach for guiding, supporting and
evaluating the implementation of curriculum, instruction, and assessments. District sta build
the capacity of school level sta to evaluate the implementation of curriculum, instruction, and
assessments.
Operational
e district eectively guides, supports, and evaluates the implementation of curriculum,
instruction, and assessments.
Emerging
e district provides limited guidance and support for evaluating the implementation of
curriculum, instruction, and assessments.
Not Evident
e district does not take an eective role in guiding, supporting, or evaluating the
implementation of curriculum, instruction, or assessments.
Data
Sources
Comments
(optional)
GDPS - Learning and Teaching (Standard 6): Guides and supports schools in the selection and
implementation of eective strategies, programs, and interventions to improve student learning
Exemplary
e district systematically provides guidance and ongoing support to schools in the
selection and implementation of eective strategies, programs, and interventions to
improve student learning.
Operational
e district guides and supports schools in the selection and implementation of eective
strategies, programs, and interventions to improve student learning.
Emerging
e district provides some limited guidance and support in the selection or
implementation of eective strategies, programs, and interventions to improve student
learning.
Not Evident
e district provides little or no support or guidance in the selection or implementation
of eective strategies, programs, and interventions. e district may require or allow some
inappropriate strategies, programs, or interventions.
Data
Sources
Comments
(optional)
DATA COLLECTION and ANALYSIS
15
2.1 Coherent Instructional System
Teacher Keys Eectiveness System
Standard
Score
2. Instructional Planning: e teacher plans using state and local school district curricula and standards,
eective strategies, resources, and data to address the dierentiated needs of all students.
3. Instructional Strategies: e teacher promotes student learning by using research-based instructional
strategies relevant to the content area to engage students in active learning and to facilitate the students’
acquisition of key knowledge and skills.
4. Dierentiated Instruction: e teacher challenges and supports each student’s learning by providing
appropriate content and developing skills which address individual learning dierences.
5. Assessment Strategies: e teacher systematically chooses a variety of diagnostic, formative, and
summative assessment strategies and instruments that are valid and appropriate for the content and student
population.
6. Assessment Uses: e teacher systematically gathers, analyzes, and uses relevant data to measure student
progress, to inform instructional content and delivery methods, and to provide timely and constructive
feedback to both students and parents.
8. Academically Challenging Environment: e teacher creates a student-centered, academic environment
in which teaching and learning occur at high
levels and students are self-directed learners.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Teacher Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
Leader Keys Eectiveness System
Standard
Score
1. Instructional Leadership: e leader fosters the success of all students by facilitating the development,
communication, implementation, and evaluation of a shared vision of teaching and learning that leads to
school improvement.
3. Planning and Assessment: e leader eectively gathers, analyzes, and uses a variety of data to inform
planning and decision-making consistent with established guidelines, policies, and procedures.
4. Organizational Management: e leader fosters the success of all students by supporting, managing, and
overseeing the school’s organization, operation, and use of resources.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Leader Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
16
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.1.2 COHERENT INSTRUCTIONAL SYSTEM GUIDING QUESTIONS
Planning for quality instruction:
What processes are in place to plan for
quality instruction? Include processes
to dene both what students should
“know” and “do”, as well as determine
how students will demonstrate they
“know” the content and can “do” a
skill or perform a task. Describe the
eectiveness of the existing processes.
What data sources were utilized to
make the above determinations?
2.1 Coherent Instructional System
Additional data: What additional
facts did the team identify that relate
to a coherent instructional system?
(May be informed by quantitative or
qualitative sources.)
What data sources were utilized to
make the above determinations?
SACS/AdvancED: List the LEA’s
SACS/AdvancED recommendations
and ndings related to the existence of
a coherent instructional system.
DATA COLLECTION and ANALYSIS
17
Monitoring student progress: What
processes are in place to monitor
student progress? Describe the
eectiveness of existing processes.
What data sources were utilized to
make the above determinations?
Rening the instructional system:
What processes are in place to monitor
and improve the planning for and
delivery of quality instruction and
the monitoring of student progress?
Describe the eectiveness of existing
processes.
What data sources were utilized to
make the above determinations?
2.1 Coherent Instructional System
Delivering quality instruction: What
processes are in place to provide
guidance to teachers in the delivery
of quality instruction? Describe the
eectiveness of existing processes.
What data sources were utilized to
make the above determinations?
18
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.1.3 COHERENT INSTRUCTIONAL SYSTEM TRENDS AND PATTERNS
Summarize the coherent instructional
system trends and patterns observed
by the team while completing this
section of the report. What are the
important trends and patterns that will
support the identication of student,
teacher, and leader needs?
2.1 Coherent Instructional System
DATA COLLECTION and ANALYSIS
19
2.2 EFFECTIVE LEADERSHIP
Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and
patterns that support the identication of leadership needs. Complete a data-informed self-rating for each Georgia District
Performance Standard (GDPS). See the Eective Leadership webinar for additional information and guidance.
2.2.1 EFFECTIVE LEADERSHIP DATA
GDPS - Vision and Mission (Standard 1): Creates and communicates a collaboratively-developed district
vision, mission, and core beliefs that focus on preparing all students for college and career readiness
Exemplary
e collaboratively- developed vision, mission, and core beliefs that emphasize preparing all
students for college and career readiness are continuously and clearly communicated to all
stakeholders and are pervasive in the culture and daily actions of the district.
Operational
e collaboratively- developed vision, mission, and core beliefs that emphasize preparing all
students for college and career readiness have been created and communicated to stakeholders and
are evident in most actions across the district.
Emerging
e vision, mission, and core beliefs have been developed with some emphasis on preparing
students for college and career readiness, but may have weaknesses due to insucient collaboration
with stakeholders, poor communication, or other limitations.
Not Evident
e vision, mission, and core beliefs may not exist or may not focus on preparing students for
college and career readiness.
Data
Sources
Comments
(optional)
2.2 Eective Leadership
GDPS - Governance (Standard 1): Builds support for district and school goals and initiatives by engaging
stakeholders, including school board members, to improve learning and teaching
Exemplary
Stakeholders, including school board members, take leadership roles in advancing district and
school goals and initiatives that improve learning and teaching.
Operational
e district consistently engages stakeholders, including school board members, in supporting
district and school goals and initiatives that improve learning and teaching.
Emerging
e district provides some opportunities for a range of stakeholders to be engaged in supporting
goals and initiatives that will improve learning and teaching.
Not Evident
Engagement of stakeholders is limited or nonexistent, or the engagement occurs with issues that do
not impact learning and teaching.
Data
Sources
Comments
(optional)
20
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.2 Eective Leadership
GDPS - Governance (Standard 2): Uses an established process to align policies, procedures, and practices
with laws and regulations
Exemplary
A systematic and collaborative process is used for ongoing development, revision, and alignment
of policies, procedures, and practices with laws and regulations.
Operational
e district regularly uses an established process to align policies, procedures, and practices with
laws and regulations.
Emerging
A process to align policies, procedures, and practices with laws and regulations is not
comprehensive or is not used on a regular basis.
Not Evident
A process is not in use to align policies, procedures, and practices with laws and regulations.
Data
Sources
Comments
(optional)
GDPS - Governance (Standard 4): Grants dened exibility, based on results, to school leaders to address
individual school needs to improve learning and teaching
Exemplary
Flexibility granted to school leaders, based upon sustained high performance, is well dened,
reviewed periodically, and fully supports the improvement of learning and teaching.
Operational
e district grants dened exibility, based on results, to school leaders to address individual
school needs to improve learning and teaching.
Emerging
e district grants limited exibility, or the exibility that is given does not allow leaders to
improve learning and teaching suciently.
Not Evident
e district grants little or no exibility or inappropriate exibility to school leaders to improve
learning and teaching.
Data
Sources
Comments
(optional)
GDPS - Planning, Organizing, and Monitoring (Standard 1): Uses a collaborative, data-driven planning
process at the district and school levels for improving student learning
Exemplary
A collaborative, data-driven planning process results in aligned, comprehensive plans at the district
and school levels for improving student learning.
Operational
At the district and school levels, stas engage in a collaborative, data-driven planning process to
improve student learning.
Emerging
At the district and school levels, stas engage in a planning process to improve student learning,
but limitations exist with data analysis, collaboration, or other issues.
Not Evident
A collaborative, data-driven planning process for improving student learning is not in place at the
district or school levels.
Data
Sources
Comments
(optional)
DATA COLLECTION and ANALYSIS
21
GDPS - Planning, Organizing, and Monitoring (Standard 2): Uses protocols and processes for problem
solving, decision-making, and removing barriers
Exemplary
e district uses and reviews established protocols and processes for problem solving, decision-
making, and removing barriers on a regular basis. Contingency plans are developed for unlikely
occurrences.
Operational
e district uses protocols and processes for problem solving, decision-making, and removing
barriers.
Emerging
District use of protocols and processes for problem solving, decision-making, or removing barriers
is limited or inconsistent.
Not Evident
e district does not use protocols or processes for problem solving, decision- making or removing
barriers.
Data
Sources
Comments
(optional)
GDPS - Planning, Organizing, and Monitoring (Standard 3): Uses processes to monitor and provide timely
guidance, support, and feedback to individual schools as they implement improvement plans and initiatives
Exemplary
e district has ongoing, comprehensive processes in place to monitor and provide guidance,
support and feedback to individual schools as they implement improvement plans, programs or
initiatives. e district builds the capacity of school level sta to monitor the implementation and
eectiveness of improvement plans, programs, and initiatives.
Operational
e district uses processes to monitor and provide timely guidance, support, and feedback to
individual schools as they implement improvement plans and initiatives.
Emerging
e district has some limited processes in place to monitor and provide guidance, support, and
feedback to schools as they implement improvement plans and initiatives.
Not Evident
e district does not use structured processes for monitoring or providing guidance, support, or
feedback to individual schools as they implement improvement plans or initiatives.
Data
Sources
Comments
(optional)
2.2 Eective Leadership
22
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
GDPS - Allocation and Management of Resources (Standard 1): Administers a clearly dened, collaborative,
data-driven budget process that ensures the equitable, ecient, and transparent distribution of resources to
support learning and teaching
Exemplary
e well-established budget process allows input from departments and programs and is driven
by the needs of the schools and district. Various funding sources are eciently maximized at the
district and school levels.
Operational
e budget process is clearly dened, collaborative, and data-driven, resulting in the equitable,
ecient, and transparent distribution of resources to support learning and teaching.
Emerging
A budget process is in place, but it does not consistently include collaborative, data- driven
decisions. In some instances, resource distribution in the district lacks eciency, equity, or
transparency.
Not Evident
Across the district, individual departments and programs develop budgets in isolation resulting in
gaps, duplication, or poor cost eectiveness. District sta serve primarily as controllers of funds
and provide little or no assistance to schools on the funding of plans.
Data
Sources
Comments
(optional)
GDPS - Allocation and Management of Resources (Standard 2): Allocates and monitors the use of time,
materials, equipment, and scal resources to support learning and teaching
Exemplary
e district allocates and continually monitors the use of time, materials, equipment, and scal
resources to address both immediate and long-term goals to ensure resources are maximized to
support learning and teaching.
Operational
e district allocates and regularly monitors the eective use of time, materials, equipment, and
scal resources to ensure that they are utilized to support learning and teaching.
Emerging
e district inconsistently allocates and monitors the use of time, materials, equipment, and scal
resources to support learning and teaching.
Not Evident
e district does little to allocate or monitor eectively the use of time, materials, equipment, or
scal resources to support learning and teaching.
Data
Sources
Comments
(optional)
2.2 Eective Leadership
DATA COLLECTION and ANALYSIS
23
2.2 Eective Leadership
GDPS - Leader, Teacher, and Sta Eectiveness (Standard 5): Organizes and provides personnel, expertise,
and services to achieve district and individual school goals
Exemplary
e organization and strategic allocation of personnel, expertise, and services lead to the
achievement of district and individual school goals. e district is focused on building the capacity
and expertise of school and district sta to solve problems and perform at high levels.
Operational
e organization and allocation of personnel, expertise, and services are sucient to achieve
district and individual school goals.
Emerging
e organization or allocation of personnel, expertise, and services is provided intermittently or on
a short- term basis as a solution for immediate, pressing needs.
Not Evident
e organization or allocation of personnel, expertise, and services does not eectively support the
needs of the district and schools.
Data
Sources
Comments
(optional)
Leader Keys Eectiveness System
Standard
Score
1. Instructional Leadership: e leader fosters the success of all students by facilitating the development,
communication, implementation, and evaluation of a shared vision of teaching and learning that leads to
school improvement.
2. School Climate: e leader promotes the success of all students by developing, advocating, and sustaining
an academically rigorous, positive, and safe school climate for all stakeholders.
3. Planning and Assessment: e leader eectively gathers, analyzes, and uses a variety of data to inform
planning and decision-making consistent with established guidelines, policies, and procedures.
4. Organizational Management: e leader fosters the success of all students by supporting, managing, and
overseeing the school’s organization, operation, and use of resources.
5. Human Resources Management: e leader fosters eective human resources management through the
selection, induction, support, and retention of quality instructional and support personnel.
6. Teacher/Sta Evaluation: e leader fairly and consistently evaluates school personnel in accordance with
state and district guidelines and provides them with timely and constructive feedback focused on improved
student learning.
7. Professionalism: e leader fosters the success of students by demonstrating professional standards and
ethics, engaging in continuous professional development, and contributing to the profession.
8. Communication and Community Relations: e leader fosters the success of all students by
communicating and collaborating eectively with stakeholders.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Leader Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
24
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.2 Eective Leadership
Additional data: What additional facts
did the team identify that relate to
eective leadership? (May be informed
by quantitative or qualitative sources.)
What data sources were utilized to
make the above determinations?
Teacher Keys Eectiveness System
Standard
Score
9. Professionalism: e teacher exhibits a commitment to professional ethics and the school’s mission,
participates in professional growth opportunities to support student learning, and contributes to the
profession.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Teacher Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
2.2.2 EFFECTIVE LEADERSHIP GUIDING QUESTIONS
Creating and maintaining a climate
and culture conducive to learning:
What district and school processes are
in place to support and ensure schools
allow both adults and children to put
learning at the center of their daily
activities? Describe the eectiveness of
existing processes.
What data sources were utilized to
make the above determinations?
SACS/AdvancED: List the LEA’s
SACS/AdvancED recommendations
and ndings related to eective
leadership.
DATA COLLECTION and ANALYSIS
25
Ensuring high quality instruction in
all classrooms: What processes are in
place to reduce the variability in the
quality of instruction across all schools
and in all classrooms? Describe the
eectiveness of existing processes.
What data sources were utilized to
make the above determinations?
Managing the district and its
resources: What processes are in place
to ensure that leaders use all resources
in an eective and ecient manner
that is aligned to the LEA’s mission?
Describe the eectiveness of existing
processes.
What data sources were utilized to
make the above determinations?
2.2 Eective Leadership
Managing district improvement
eorts: What processes are in place to
support ongoing improvement of the
district’s major systems, structures and
processes? Describe the eectiveness
of existing processes.
What data sources were utilized to
make the above determinations?
Cultivating and distributing
leadership: What processes are in
place that support the development
of leadership across the organization?
Describe the eectiveness of existing
processes.
What data sources were utilized to
make the above determinations?
26
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.2.3 EFFECTIVE LEADERSHIP TRENDS AND PATTERNS
Summarize the eective leadership
trends and patterns observed by the
team while completing this section
of the report. What are the important
trends and patterns that will support
the identication of student, teacher,
and leader needs?
2.2 Eective Leadership
Providing quality professional
learning: What professional learning
is provided currently for leaders in the
areas of instruction and operation?
In what evidence-based professional
learning, that would both support
continuous education and increase
student achievement, have leaders
expressed interest? Describe the
eectiveness of existing professional
learning.
What data sources were utilized to
make the above determinations?
Providing quality professional
learning: What are the current
identied professional learning needs
for leaders?
What data sources were utilized to
make the above determinations?
DATA COLLECTION and ANALYSIS
27
GDPS - Learning and Teaching (Standard 5): Assesses the impact of professional learning on sta practices
and student learning and makes adjustments as needed
Exemplary
e impact of professional learning on sta practices and student learning is systematically
monitored at the district and school levels by examining performance data throughout the year
and timely, appropriate adjustments are made as needed.
Operational
e impact of professional learning on sta practices and student learning is assessed and
adjustments are made as needed.
Emerging
e impact of professional learning on sta practices or student learning is assessed on a limited or
inconsistent basis, or appropriate adjustments are not always made.
Not Evident
e impact of professional learning on sta practices or student learning is not assessed by district
or school sta.
Data
Sources
Comments
(optional)
2.3 PROFESSIONAL CAPACITY
Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends
and patterns that support the identication of professional capacity needs. Complete a data-informed self-rating for each
Georgia District Performance Standard (GDPS). See the Professional Capacity webinar for additional information and
guidance.
2.3.1 PROFESSIONAL CAPACITY DATA
GDPS - Learning and Teaching (Standard 4): Ensures that professional learning is relevant and addresses
adult and student needs
Exemplary
e district fosters a culture of systematic, quality, and relevant professional learning that
consistently addresses the needs of its adults and its students.
Operational
e district ensures that professional learning at the school and district levels is relevant and
addresses adult and student needs.
Emerging
e professional learning at the school and district levels is not consistently relevant or is not
consistently linked to adult or student needs.
Not Evident
e professional learning at the school and district levels is not relevant and does not address adult
or student needs.
Data
Sources
Comments
(optional)
2.3 Professional Capacity
28
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.3 Professional Capacity
GDPS - Leader, Teacher, and Sta Eectiveness (Standard 2): Establishes and implements processes that
increase the eectiveness of teachers, leaders, and sta
Exemplary
Comprehensive data-driven processes that increase the eectiveness of leaders, teachers, and other
sta are pervasive in the district and result in a culture of measurable, continuous improvement.
Operational
Processes that increase the eectiveness of leaders, teachers, and sta have been established and
consistently implemented throughout the district.
Emerging
Processes that increase the eectiveness of leaders, teachers, and sta are not fully developed or are
implemented unevenly or inconsistently across the district.
Not Evident
Few, if any, processes to increase the eectiveness of leaders, teachers, and sta have been
developed or successfully implemented in the district.
Data
Sources
Comments
(optional)
GDPS - Leader, Teacher, and Sta Eectiveness (Standard 3): Guides and monitors the use of a state-
approved evaluation system to ensure delity of implementation and to evaluate accurately the eectiveness of
district and school leaders, teachers, and sta
Exemplary
e district collects and analyzes comprehensive data from the state-approved evaluation system
to inform sta retention, salaries, and professional learning throughout the district.
Operational
e district guides and monitors a state-approved evaluation system to ensure delity of
implementation and to evaluate accurately the eectiveness of district and school leaders, teachers,
and sta.
Emerging
e district oers some guidance for the implementation of a state- approved evaluation system,
but some parts of the system are not implemented with delity or could benet from more support
or monitoring.
Not Evident
e district does little to guide or monitor the implementation of a state-approved evaluation
system.
Data
Sources
Comments
(optional)
DATA COLLECTION and ANALYSIS
29
2.3 Professional Capacity
Teacher Keys Eectiveness System
Standard
Score
1. Professional Knowledge: e teacher demonstrates an understanding of the curriculum, subject content,
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
9. Professionalism: e teacher exhibits a commitment to professional ethics and the school’s mission,
participates in professional growth opportunities to support student learning, and contributes to the
profession.
10. Communication: e teacher communicates eectively with students, parents or guardians, district and
school personnel, and other stakeholders in ways that enhance student learning.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Teacher Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
Leader Keys Eectiveness System
Standard
Score
4. Organizational Management: e leader fosters the success of all students by supporting, managing, and
overseeing the school’s organization, operation, and use of resources.
5. Human Resources Management: e leader fosters eective human resources management through the
selection, induction, support, and retention of quality instructional and support personnel.
6. Teacher/Sta Evaluation: e leader fairly and consistently evaluates school personnel in accordance with
state and district guidelines and provides them with timely and constructive feedback focused on improved
student learning.
7. Professionalism: e leader fosters the success of students by demonstrating professional standards and
ethics, engaging in continuous professional development, and contributing to the profession.
8. Communication and Community Relations: e leader fosters the success of all students by
communicating and collaborating eectively with stakeholders.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Leader Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
Teacher Retention (%)*
2014-15 2015-16
District
State Average
78.4 83.3
Source: Certied/Classied Personnel Information (CPI).
Principal Retention (%)*
2014-15 2015-16
District
State Average
77.2 78.0
Source: Certied/Classied Personnel Information (CPI).
Inexperienced Teachers (Less than 4 Years) (%)*
2014-15 2015-16
District
State Average
12.0 13.2
Source: Certied/Classied Personnel Information (CPI).
Teachers Out-of-Field (%)*
2014-15 2015-16
District
State Average
7.3 1.4
Source: Certied/Classied Personnel Information (CPI).
*Values represent averages calculated from school-level data.
30
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.3 Professional Capacity
Additional data: What additional
facts did the team identify that relate
to professional capacity? (May be
informed by quantitative or qualitative
sources.)
What data sources were utilized to
make the above determinations?
2.3.2 PROFESSIONAL CAPACITY GUIDING QUESTIONS
Attracting sta: What processes are
in place to attract, identify, and retain
eective teachers and leaders who
are the best t for the district and its
schools? Describe the eectiveness of
existing processes.
What data sources were utilized to
make the above determinations?
SACS/AdvancED: List the LEA’s
SACS/AdvancED recommendations
and ndings related to professional
capacity.
Teachers Teaching with Emergency or Provisional Certication (Counts)*
2014-15 2015-16
District
Source: Certied/Classied Personnel Information (CPI).
*Values represent averages calculated from school-level data.
DATA COLLECTION and ANALYSIS
31
2.3 Professional Capacity
Retaining sta: What district-level
processes are in place to ensure that all
school sta are working the context/
position that is most benecial to
student achievement? Describe the
eectiveness of existing processes.
What data sources were utilized to
make the above determinations?
Sta collaboration: What processes
are in place to ensure that eective
collaboration is occurring across
the district to advance student
achievement? Describe the
eectiveness of existing processes.
What data sources were utilized to
make the above determinations?
Developing sta: What evidence-based
processes are in place to ensure the
increasing quality of the district and
school sta’s knowledge and skills?
Are existing processes eective in
increasing both sta ’s knowledge and
skills and student achievement?
What data sources were utilized to
make the above determinations?
32
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.3.3 PROFESSIONAL CAPACITY TRENDS AND PATTERNS
Summarize the professional capacity
trends and patterns observed by the
team while completing this section
of the report. What are the important
trends and patterns that will support
the identication of student, teacher,
and leader needs?
Providing quality professional
learning: What professional learning is
currently provided for teachers in the
areas of content, pedagogy, supports
and interventions, and leadership?
In what evidence-based professional
learning, that would both support
continuous education and increase
student achievement, have teachers
expressed interest? Describe the
eectiveness of existing professional
learning.
What data sources were utilized to
make the above determinations?
2.3 Professional Capacity
Recruitment and retention concerns:
Examine current and recent
recruitment and retention data in the
district, schools, content areas, grade
levels, and instructional support areas
to pinpoint precise areas of concern.
What data sources were utilized to
make the above determinations?
DATA COLLECTION and ANALYSIS
33
2.4.1 FAMILY AND COMMUNITY ENGAGEMENT DATA
Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and
patterns that support the identication of needs related to family and community engagement. Complete a data-informed
self-rating for each Georgia District Performance Standard (GDPS). See the Family and Community Engagement webinar
for additional information and guidance. Visit Georgia’s Family Connection Partnership’s KIDS COUNT for additional
data.
2.4 FAMILY and COMMUNITY ENGAGEMENT
2.4 Family and Community Engagement
GDPS - Governance (Standard 3): Communicates district policies and procedures in a timely manner to
relevant audiences
Exemplary
Strategic, comprehensive processes and protocols are in place for clearly and continuously
communicating policies and procedures in a timely manner to all stakeholders.
Operational
e district consistently communicates policies and procedures in a timely manner to relevant
audiences.
Emerging
Communication of policies and procedures to relevant audiences is sometimes inadequate or
inconsistent.
Not Evident
Communication of district policies and procedures to relevant audiences is very limited or
ineective.
Data
Sources
Comments
(optional)
GDPS - Vision and Mission (Standard 2): Fosters, within the district and broader community, a culture of
trust, collaboration, and joint responsibility for improving learning and teaching
Exemplary
e actions of the district are well established and have created a strong culture of trust,
collaboration, and shared responsibility for improving learning and teaching within the district
and in the broader community. Processes and procedures are pervasive in the district and schools
to support the district’s vision and mission.
Operational
e actions of the district eectively foster a culture of trust, collaboration, and shared
responsibility for improving learning and teaching within the district and broader community.
Processes and procedures are implemented to support the district’s vision and mission.
Emerging
e actions of the district are inconsistent in fostering a culture of trust, collaboration, and shared
responsibility for improving learning and teaching. Some eective processes and procedures are
used to support the district’s vision and mission.
Not Evident
e actions of the district do not foster a culture of trust, collaboration, and shared responsibility
for improving learning and teaching. Few, if any, eective processes and procedures are used to
support the district’s vision and mission.
Data
Sources
Comments
(optional)
34
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
GDPS - Family and Community Engagement (Standard 1): Establishes and communicates district-wide
expectations for schools to engage families and the community to support learning and teaching
Exemplary
Expectations for family and community engagement are embedded in the culture and result
in family and community members being active supporters of student learning and teaching
throughout the district.
Operational
Expectations for schools to engage families and the community to support learning and teaching
are established and communicated throughout the district.
Emerging
Expectations for family and community engagement are inconsistent, varying from school to
school, or are unevenly communicated across the district.
Not Evident
Expectations for family and community engagement have not been established across the district.
Data
Sources
Comments
(optional)
2.4 Family and Community Engagement
GDPS - Family and Community Engagement (Standard 2): Establishes structures which promote clear and
open communication between schools and stakeholders
Exemplary
e district implements and continuously monitors structures for reliable, ongoing, and interactive
communication between the schools and stakeholders.
Operational
Structures which promote clear and open communication between schools and stakeholders have
been eectively established.
Emerging
e district structures between schools and stakeholders result in communication that sometimes
may not be consistent, clear, or timely.
Not Evident
Structures which promote clear and open communication between schools and stakeholders have
not been eectively established or implemented.
Data
Sources
Comments
(optional)
DATA COLLECTION and ANALYSIS
35
GDPS - Family and Community Engagement (Standard 3): Ensures that families and community members
have feedback and problem-solving opportunities throughout the district
Exemplary
e district engages family and community members to take leadership roles in feedback and
problem- solving activities throughout the district.
Operational
e district ensures that family and community members routinely have feedback and problem-
solving opportunities throughout the district.
Emerging
Opportunities for family and community members to be involved in feedback and problem-
solving are limited or inconsistently provided across the district.
Not Evident
Opportunities for family and community feedback and involvement in problem-solving seldom
occur in the district.
Data
Sources
Comments
(optional)
Leader Keys Eectiveness System
Standard
Score
2. School Climate: e leader promotes the success of all students by developing, advocating, and sustaining
an academically rigorous, positive, and safe school climate for all stakeholders.
8. Communication and Community Relations: e leader fosters the success of all students by
communicating and collaborating eectively with stakeholders.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Leader Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
Teacher Keys Eectiveness System
Standard
Score
10. Communication: e teacher communicates eectively with students, parents or guardians, district and
school personnel, and other stakeholders in ways that enhance student learning.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Teacher Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
2.4 Family and Community Engagement
Academic Parent-Teacher Teams (APTT)
Percentage of Parents Participating in APTT Meetings
2015-16 2016-17
Meeting 1
Meeting 2
Meeting 3
Source: Local APTT program data (to be completed by participating LEAs).
36
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.4 Family and Community Engagement
Additional data: What additional facts
did the team identify that relate to
family and community engagement?
(May be informed by quantitative or
qualitative sources.)
What data sources were utilized to
make the above determinations?
2.4.2 FAMILY AND COMMUNITY ENGAGEMENT GUIDING QUESTIONS
Welcoming all families and the
community: What processes are in
place to ensure that schools in your
district are supported in making
families and communities feel
welcomed at the schools? Describe the
eectiveness of the existing processes.
What data sources were utilized to
make the above determinations?
SACS/AdvancED: List the LEA’s
SACS/AdvancED recommendations
and ndings related to family and
community engagement.
Communicating eectively with all
families and the communities: What
are the processes for ensuring eective
communication with families and
communities across the district and in
schools? Describe the eectiveness of
existing processes.
What data sources were utilized to
make the above determinations?
DATA COLLECTION and ANALYSIS
37
2.4 Family and Community Engagement
Empowering families: What processes
are in place at the district level to
ensure that families are empowered to
be advocates for their own and other
children? Describe the eectiveness of
existing processes.
What data sources were utilized to
make the above determinations?
Supporting student success: What
processes are in place at the district
level to ensure that schools are
supporting student learning and
healthy development both at home and
at school? Describe the eectiveness of
existing processes.
What data sources were utilized to
make the above determinations?
Sharing leadership with families and
the community: What processes are
in place to ensure that family and
communities are equal partners in the
decisions that aect children in their
schools? Describe the eectiveness of
existing processes.
What data sources were utilized to
make the above determinations?
Collaborating with the community:
What district processes are in place
to ensure that district/schools
eectively collaborate with community
members to connect students, families
and sta to expanded learning
opportunities, community services,
and civic participation? Describe the
eectiveness of existing processes.
What data sources were utilized to
make the above determinations?
38
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.4.3 FAMILY AND COMMUNITY ENGAGEMENT TRENDS AND PATTERNS
Summarize the family and
community engagement
trends and patterns
observed by the team
while completing this
section of the report. What
are the important trends
and patterns that will
support the identication
of student, teacher, and
leader needs?
2.4 Family and Community Engagement
DATA COLLECTION and ANALYSIS
39
2.5.1 SUPPORTIVE LEARNING ENVIRONMENT DATA
Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and
patterns that support the identication of needs related to a supportive learning environment. Complete a data-informed
self-rating for each Georgia District Performance Standard (GDPS). Student subgroups with a count of less than 15 are
denoted by “TFS” (too few students). See the Supportive Learning Environment webinar for additional information and
guidance.
2.5 SUPPORTIVE LEARNING ENVIRONMENT
2.5 Supportive Learning Environment
GDPS - Allocation and Management of Resources (Standard 3): Develops and implements processes to
maintain facilities and equipment to ensure an environment, which is safe and conducive to learning
Exemplary
e district has a comprehensive schedule for ongoing, proactive maintenance of facilities and
equipment. Repairs and services are provided in a timely manner and do not disrupt the learning
environment.
Operational
e district develops and implements eective processes to maintain facilities and equipment to
ensure an environment which is safe and conducive to learning.
Emerging
Irregular or insucient processes are in place to maintain facilities and equipment to ensure an
environment which is safe and conducive to learning.
Not Evident
e district has done little to develop or implement processes to maintain facilities and equipment
to ensure an environment which is safe and conducive to learning.
Data
Sources
Comments
(optional)
GDPS - Allocation and Management of Resources (Standard 4): Provides, coordinates, and monitors student
support systems and services
Exemplary
e district provides, coordinates, and systematically monitors a comprehensive, accessible array of
services to meet the educational, physical, social and emotional needs of its students.
Operational
e district provides, coordinates, and monitors student support systems and services.
Emerging
e district provides some student services, but improvements are needed in some areas such as
program coordination and monitoring.
Not Evident
e district has systemic problems with providing, coordinating, or monitoring student support
systems or services.
Data
Sources
Comments
(optional)
40
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
GDPS - Leader, Teacher, and Sta Eectiveness (Standard 4): Denes the roles, responsibilities, skill sets,
and expectations of leaders at all levels of the district to improve student learning and sta performance
Exemplary
Actions of leaders throughout the district reect a deep understanding of their leadership roles,
responsibilities, and expectations. Leaders demonstrate the appropriate skill sets necessary to
improve student learning and sta performance.
Operational
e district denes the roles, responsibilities, skill sets, and expectations of leaders at all levels to
increase student learning and sta performance.
Emerging
e general roles, responsibilities, skill sets, or expectations for leaders are not fully developed by
the district.
Not Evident
Leader roles, responsibilities, skill sets, and expectations are not dened or are not up-to-date at
the school or district levels.
Data
Sources
Comments
(optional)
2.5 Supportive Learning Environment
Leader Keys Eectiveness System
Standard
Score
1. Instructional Leadership: e leader fosters the success of all students by facilitating the development,
communication, implementation, and evaluation of a shared vision of teaching and learning that leads to
school improvement.
2. School Climate: e leader promotes the success of all students by developing, advocating, and sustaining
an academically rigorous, positive, and safe school climate for all stakeholders.
3. Planning and Assessment: e leader eectively gathers, analyzes, and uses a variety of data to inform
planning and decision-making consistent with established guidelines, policies, and procedures.
4. Organizational Management: e leader fosters the success of all students by supporting, managing, and
overseeing the school’s organization, operation, and use of resources.
5. Human Resources Management: e leader fosters eective human resources management through the
selection, induction, support, and retention of quality instructional and support personnel.
6. Teacher/Sta Evaluation: e leader fairly and consistently evaluates school personnel in accordance with
state and district guidelines and provides them with timely and constructive feedback focused on improved
student learning.
7. Professionalism: e leader fosters the success of students by demonstrating professional standards and
ethics, engaging in continuous professional development, and contributing to the profession.
8. Communication and Community Relations: e leader fosters the success of all students by
communicating and collaborating eectively with stakeholders.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Leader Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
DATA COLLECTION and ANALYSIS
41
2.5 Supportive Learning Environment
Teacher Keys Eectiveness System
Standard
Score
1. Professional Knowledge: e teacher demonstrates an understanding of the curriculum, subject content,
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
2. Instructional Planning: e teacher plans using state and local school district curricula and standards,
eective strategies, resources, and data to address the dierentiated needs of all students.
3. Instructional Strategies: e teacher promotes student learning by using research-based instructional
strategies relevant to the content area to engage students in active learning and to facilitate the students’
acquisition of key knowledge and skills.
4. Dierentiated Instruction: e teacher challenges and supports each student’s learning by providing
appropriate content and developing skills which address individual learning dierences.
5. Assessment Strategies: e teacher systematically chooses a variety of diagnostic, formative, and
summative assessment strategies and instruments that are valid and appropriate for the content and student
population.
6. Assessment Uses: e teacher systematically gathers, analyzes, and uses relevant data to measure student
progress, to inform instructional content and delivery methods, and to provide timely and constructive
feedback to both students and parents.
7. Positive Learning Environment: e teacher provides a well-managed, safe, and orderly environment that
is conducive to learning and encourages respect for all.
8. Academically Challenging Environment: e teacher creates a student-centered, academic environment
in which teaching and learning occur at high levels and students are self-directed learners.
9. Professionalism: e teacher exhibits a commitment to professional ethics and the school’s mission,
participates in professional growth opportunities to support student learning, and contributes to the
profession.
10. Communication: e teacher communicates eectively with students, parents or guardians, district and
school personnel, and other stakeholders in ways that enhance student learning.
Note: Visit GaDOE Teacher and Leader Eectiveness webpage for the Teacher Keys Eectiveness System rubric.
Source: TLE Electronic Platform (FY16).
42
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.5 Supportive Learning Environment
Discipline - Suspension (%)
In-School Suspension
Out-of-School Suspension
10 Days
or Fewer
Greater than
10 Days
10 Days
or Fewer
Greater than
10 Days
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Racial/Ethnic Subgroups
American Indian
District
State
0.2 0.2 0.2 0.2 0.1 0.1 0.1 0.1
Asian/Pacic Islander
District
State
0.9 0.9 0.4 0.3 0.8 0.8 0.7 0.6
Black
District
State
53.8 53.6 60.2 60.1 66.7 67.0 75.6 76.7
Hispanic
District
State
10.7 11.6 8.1 8.7 8.5 8.7 7.3 7.4
White
District
State
31.2 30.3 27.4 26.8 20.9 20.4 13.9 12.4
Multi-Racial
District
State
3.3 3.5 3.7 3.9 3.0 3.1 2.5 2.9
Minority**
District
State
68.9 69.8 72.6 73.2 79.1 79.7 86.2 87.7
Other Subgroups
Economically
Disadvantaged
District
State
77.4 77.1 84.6 84.3 84.4 84.7 88.9 88.9
English Learners
District
State
3.3 3.6 2.5 2.5 3.2 3.3 2.8 2.5
Foster
District
Homeless
District
Migrant
District
Students with Disability
District
State
16.1 16.6 23.7 23.8 20.9 21.3 8.4 8.8
Source: GaDOE suspension reports.
*Values represent averages calculated from school-level data.
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
43
Student Attendance Rate (2015-16)*
Under 6 6-15 Over 15
All Students
District
State
55.3 35.1 9.5
Racial/Ethnic Subgroups
American Indian
District
State
72.9 16.8 10.3
Asian/Pacic
Islander
District
State
71.4 24.2 4.4
Black
District
State
61.3 30.7 8.1
Hispanic
District
State
56.5 35.1 8.4
White
District
State
49.7 39.2 11.2
Multi-Racial
District
State
53.0 36.6 10.4
Minority**
District
State
37.5 20.4 4.2
Other Subgroups
Economically
Disadvantaged
District
State
52.5 36.4 11.1
English Learners
District
State
61.8 31.6 6.6
Foster
District
Homeless
District
Migrant
District
Students with
Disability
District
State
49.3 37.2 13.4
Source: GaDOE Attendance Rate by Subgroup report.
School Climate Star Rating*
2014-15 2015-16
District
State Average
3.5 3.5
Source: GaDOE Star Rating for School Climate report.
Teacher Days Absent (%)*
2014-15 2015-16
All Days Absent (Count)
District
Sick Leave
District
State
67.4 65.2
Sta Development
District
State
21.5 21.5
Vacation
District
State
0.4 0.4
Other
District
State
10.7 13.0
Source: Certied/Classied Personnel Information
(CPI).
2.5 Supportive Learning Environment
*Values represent averages calculated from school-level data.
**e Minority student subgroup includes all racial/ethnic categories except White.
44
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.5 Supportive Learning Environment
Small Student Subgroups: Use local
data to summarize key facts relating
to student subgroups with populations
too small to report (less than 15).
(Do not include percentages or other
numeric values that might violate
student privacy.)
Additional data: What additional facts
did the team identify that relate to
a supportive learning environment?
(May be informed by quantitative or
qualitative sources.)
What data sources were utilized to
make the above determinations?
SACS/AdvancED: List the LEA’s
SACS/AdvancED recommendations
and ndings related to a supportive
learning environment.
DATA COLLECTION and ANALYSIS
45
Ensuring a student learning
community: What are the processes
that the district currently has in place
to support schools in cultivating and
maintaining positive and healthy
behavioral and academic norms?
Describe the eectiveness of the
existing processes.
What data sources were utilized to
make the above determinations?
2.5 Supportive Learning Environment
2.5.2 SUPPORTIVE LEARNING ENVIRONMENT GUIDING QUESTIONS
Maintaining order and safety: What
are the processes that the district has
in place to support schools to ensure
that order and safety is in place?
Describe the eectiveness of the
existing processes.
What data sources were utilized to
make the above determinations?
Developing and monitoring a system
of supports: What are the processes
that are in place at the district level to
ensure that schools have supportive
learning environments that provides
comprehensive services to students to
meet their unique, whole-child needs?
Describe the eectiveness of the
existing processes.
What data sources were utilized to
make the above determinations?
46
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Student survey: Analyze LEA results
from the Georgia Student Health
Survey 2.0. What are the key ndings?
What positives are evident in the
results? What results are surprising or
concerning to the team?
Parent survey: Analyze LEA results
from the Georgia Parent Survey. What
are the key ndings? What positives
are evident in the results? What results
are surprising or concerning to the
team?
(Note: e raw survey data can be
accessed via the School Climate
Surveys within the GaDOE portal
by users with the following roles:
Administrator, Assessment Director,
Curriculum Director, Student Services
Director, and Superintendent.)
2.5 Supportive Learning Environment
Personnel survey: Analyze LEA results
from the Georgia School Personnel
Survey. What are the key ndings?
What positives are evident in the
results? What results are surprising or
concerning to the team?
(Note: e raw survey data can be
accessed via the School Climate
Surveys within the GaDOE portal
by users with the following roles:
Administrator, Assessment Director,
Curriculum Director, Student Services
Director, and Superintendent.)
DATA COLLECTION and ANALYSIS
47
Out-of-School Time: What processes
are in place in the district to provide
students with engaging and enriching
learning opportunities during out-of-
school time (i.e. before school, aer
school, summer)?
What data sources were utilized to
make the above determinations?
2.5 Supportive Learning Environment
2.5.3 SUPPORTIVE LEARNING ENVIRONMENT TRENDS AND PATTERNS
Summarize the supportive learning
environment trends and patterns
observed by the team while completing
this section of the report. What are the
important trends and patterns that will
support the identication of student,
teacher, and leader needs?
Supports and interventions: What
supports and interventions, including
PBIS, are in place to ensure all students
have access to a supportive learning
environment?
What data sources were utilized to
make the above determinations?
48
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.6.1 DEMOGRAPHIC AND FINANCIAL DATA
Analyze the LEA’s data and answer the guiding questions to determine existing trends and patterns that support the
identication of demographic and nancial needs. Student subgroups with a count of less than 15 are denoted by “TFS”
(too few students).
Student Demographics (2015-16) (%)
District State
Racial/Ethnic Subgroups
American Indian/Alaskan Native
<1
Asian
4
Black
37
Hispanic
15
Multi-Racial
3
White
41
Minority**
59
Other Subgroups
Economically Disadvantaged
62
English Learners
8
Foster
<1
Homeless
2
Migrant
<1
Source: GOSA Enrollment by Subgroups Programs
report.
Student Demographics (2015-16) (%)
District State
Special Education - Pre-K
22.0
Special Education - All
11.0
Autism spectrum disorder
9.2
Blind
<0.1
Deaf/hard of hearing
0.6
Emotional/behavioral disorder
5.3
Intellectual disability (mild,
moderate, severe, profound)
7.1
Orthopedic impairment
0.3
Other health impairment
15.4
Signicant developmental delay
11.9
Specic learning disability
35.3
Speech-language impairment
14.2
Traumatic brain injury
0.1
Visual impairment
0.2
Source: GOSA Enrollment by Subgroups Programs
report and GaDOE Special Education District Counts.
2.6 DEMOGRAPHIC and FINANCIAL
2.6 Demographic and Financial
Student Mobility Rate
2014-15 2015-16
District
State Average*
15.6 16.2
Source: GOSA Student Mobility Rates (by District)
report.
Directly Certied (Includes SNAP, TANF,
Homeless, Unaccompanied Youth, Foster,
and Migrant) (%)
2014-15 2015-16
District
State Average*
37.7 39.0
Source: GOSA Directly Certied (District Level) report.
Program Enrollment (2015-16) (%)
District State
Early Intervention
22.4
Remedial Education 6
th
-8
th
12.8
Remedial Education 9
th
-12
th
9.0
Alternative Education
1.9
Vocational Education (9-12)
55.5
Gied
11.5
Source: GOSA Enrollment by Subgroups Programs
report.
*Values represent averages calculated from district-level data.
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
49
FTE Counts
2013-14 2014-15 2015-16
District
Source: GOSA FESR report and GaDOE FTE report.
Per Pupil Expenditures ($)
2013-14 2014-15
District
State Average
8,417.64 8,691.25
Source: GOSA FESR report.
Financial Eciency Star Rating
2014-15
District
State Average
2.9
Source: GOSA FESR report.
2.6 Demographic and Financial
Small student subgroups: Use local
data to summarize key facts relating
to student subgroups with populations
too small to report (less than 15).
(Do not include percentages or other
numeric values that might violate
student privacy.)
Additional data: What additional
facts did the team identify that relate
to demographic and nancial data?
(May be informed by quantitative or
qualitative sources.)
What data sources were utilized to
make the above determinations?
Per Pupil Expenditures Percentile
2014-15
District
Source: GOSA FESR report.
50
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.6.2 DEMOGRAPHIC AND FINANCIAL GUIDING QUESTIONS
Internal factors: What internal factors
might have aected data and/or
results of data? Examples may include:
resource allocation, documentation
and monitoring, technology and
soware, communication, internal
controls, and personnel assignment/
performance.
What data sources were utilized to
make the above determinations?
External factors: What external factors
might have aected data and/ or
results of data? Examples may include:
geographic location, population
demographics (employment,
education, median income), local/
state/national economy, natural
disasters, and state and federal policy
changes.
What data sources were utilized to
make the above determinations?
2.6 Demographic and Financial
Access to Programs: What processes
exist to ensure students have access to
programs addressing individualized
learning needs (including EIP, REP,
alternative education, vocational
education, and gied)? What
challenges exist in providing students
access to such programs when
necessary?
What data sources were utilized to
make the above determinations?
DATA COLLECTION and ANALYSIS
51
2.6 Demographic and Financial
2.6.3 DEMOGRAPHIC AND FINANCIAL TRENDS AND PATTERNS
Summarize the demographic and
nancial trends and patterns observed
by the team while completing this
section of the report. What are the
important trends and patterns that will
support the identication of student,
teacher, and leader needs?
Demographic and Financial
Challenges: What demographic and/
or nancial challenges could aect
improvement eorts within the LEA?
(Identifying these challenges may
require collection and analysis of
additional LEA data.)
What data sources were utilized to
make the above determinations?
52
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Analyze the LEA’s data and answer the guiding questions to determine existing trends and patterns that support the
identication of student achievement needs. e LEA is responsible for populating all blank data cells. Student subgroups
with a count of less than 15 are denoted by “TFS” (too few students).
2.7 STUDENT ACHIEVEMENT
2.7.1 STUDENT ACHIEVEMENT DATA
2.7 Student Achievement
English Language Arts
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
DATA COLLECTION and ANALYSIS
53
2.7 Student Achievement
English Language Arts
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
English Language Arts
Middle School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
54
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
English Language Arts
9
th
Grade Literature End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
55
2.7 Student Achievement
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
English Language Arts
American Literature End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
English Language Arts
9
th
Grade Literature End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
56
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Participation
Rate
Beginning
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Mathematics
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
57
2.7 Student Achievement
Beginning
Participation
Rate
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Mathematics
Middle School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
Mathematics
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
58
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Participation
Rate
Beginning
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Mathematics
Coordinate Algebra End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
59
2.7 Student Achievement
Beginning
Participation
Rate
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Mathematics
Analytic Geometry End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
Mathematics
Coordinate Algebra End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
60
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Participation
Rate
Beginning
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Science
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
61
2.7 Student Achievement
Beginning
Participation
Rate
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Science
Middle School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
Science
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
62
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Science
Biology End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
63
2.7 Student Achievement
Science
Physical Science End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
Science
Biology End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
64
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Participation
Rate
Beginning
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Social Studies
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
65
2.7 Student Achievement
Beginning
Participation
Rate
Developing
Procient
Distinguished
Procient or
Above
Weighted
Prociency
Rate
Social Studies
Middle School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
Social Studies
Elementary School End-of-Grade Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
66
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Social Studies
United States History End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
**e Minority student subgroup includes all racial/ethnic categories except White.
DATA COLLECTION and ANALYSIS
67
2.7 Student Achievement
Social Studies
Economics/Business/Free Enterprise End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
Beginning
Developing
Procient
Distinguished
Weighted
Prociency
Rate
Social Studies
United States History End-of-Course Milestones
Student Group Year
All Students
2014-15
2015-16
Racial/Ethnic Subgroups
American
Indian
2014-15
2015-16
Asian/Pacic
Islander
2014-15
2015-16
Black
2014-15
2015-16
Hispanic
2014-15
2015-16
White
2014-15
2015-16
Multi-Racial
2014-15
2015-16
Minority**
2014-15
2015-16
Other Subgroups
Economically
Disadvantaged
2014-15
2015-16
English
Learners
2014-15
2015-16
Foster
2014-15
2015-16
Homeless
2014-15
2015-16
Migrant
2014-15
2015-16
Students with
Disabilities
2014-15
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**e Minority student subgroup includes all racial/ethnic categories except White.
68
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Graduation Rate - 4-Year Cohort (2015-16) (%)
District State
All Students
79.4
Racial/Ethnic Subgroups
American Indian
69.3
Asian/Pacic Islander
87.8
Black
76.2
Hispanic
73.4
White
83.0
Multi-Racial
81.0
Minority**
73.6
Other Subgroups
Economically Disadvantaged
75.3
English Learners
56.4
Migrant
68.8
Students with Disabilities
56.6
Source: GOSA Graduation Rate (4-Year Cohort) report.
Pathway Completers (2015-16) (%)*
District State
All Students
Racial/Ethnic Subgroups
American Indian
Asian/Pacic Islander
Black
Hispanic
White
Multi-Racial
Minority**
Other Subgroups
Economically Disadvantaged
English Learners
Migrant
Students with Disabilities
Source: GaDOE pathway completers report.
District Mean Growth Percentile*
2014-15
District
State Average
42.8
Source: GaDOE Title II, Part A calculation.
SAT Scores (2015-16)
Math Reading Writing Total
District
State Average
472 477 458 1,407
Source: GOSA SAT Scores (Highest) report.
Drop Out Rate (2015-16)
District State
All Students
3.6
Racial/Ethnic Subgroups
American Indian
5.3
Asian/Pacic Islander
1.4
Black
4.1
Hispanic
4.5
White
3.2
Multi-Racial
3.4
Other Subgroups
Economically Disadvantaged
4.0
English Learners
7.0
Migrant
3.6
Students with Disabilities
5.6
Source: GOSA Drop Out Rate 9-12 report.
*Values represent averages calculated from school-level data.
**e Minority student subgroup includes all racial/ethnic categories except White.
***Graduates completing a CTAE pathway, advanced academic pathway, IB Career
Related Program, ne arts pathway, or a world language pathway.
13.5
13.5
0.1
2.2
27.1
6.1
31.2
1.7
7.4
41.7
0.5
4.7
DATA COLLECTION and ANALYSIS
69
English Learners
WIDA ACCESS 2.0 Composite Scores
1.0-1.9 (%) 2.0-2.9 (%) 3.0-3.9 (%) 4.0-4.9 (%) 5.0-6.0 (%)
K-2
nd
3
rd
-5
th
6
th
-8
th
9
th
-12
th
Source: Most recent (FY16 or FY17) LEA WIDA District Frequency Report by grade level (to be combined for the grade
spans). FY17 scores should be used if available. Due to a change in scoring, FY17 scores cannot be compared to previous
years.
2.7 Student Achievement
Migrant Students
Performance on the Preschool Pre-Assessment
Count Percentage
Children scoring 5 out of 72 points in Reading
Children scoring 5 out of 27 points in Mathematics
Source: LEA formative assessment data.
Migrant Students
English Language Arts Comparison of Migrant Priority for Services and Non-Priority for Service Students
Grade Band Student Type Total Tested
Beginning
(%)
Developing
(%)
Procient
(%)
Distinguished
(%)
Elementary
Priority for
Service
Non-Priority
for Service
Middle
Priority for
Service
Non-Priority
for Service
9th Grade
Literature
Priority for
Service
Non-Priority
for Service
American
Literature
Priority for
Service
Non-Priority
for Service
Source: LEA ELA Milestones (FY16).
70
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
2.7 Student Achievement
Small student subgroups: Use local
data to summarize key facts relating
to student subgroups with populations
too small to report (less than 15).
(Do not include percentages or other
numeric values that might violate
student privacy.)
Migrant Students
Mathematics Comparison of Migrant Priority for Services and Non-Priority for Service Students
Grade Band Student Type Total Tested
Beginning
(%)
Developing
(%)
Procient
(%)
Distinguished
(%)
Elementary
Priority for
Service
Non-Priority
for Service
Middle
Priority for
Service
Non-Priority
for Service
Coordinate
Algebra
Priority for
Service
Non-Priority
for Service
Analytic
Geometry
Priority for
Service
Non-Priority
for Service
Source: LEA mathematics Milestones (FY16).
DATA COLLECTION and ANALYSIS
71
2.7.2 STUDENT ACHIEVEMENT GUIDING QUESTIONS
Supporting improved graduation
outcomes: What processes are in place
to support practices that will positively
aect graduation outcomes?
What data sources were utilized to
make the above determinations?
Additional data: What additional
facts did the team identify that relate
to student achievement? (May be
informed by quantitative or qualitative
sources.)
Suggested additional sources include:
• ACT scores
• Advanced Placement enrollment
and outcomes
• Hope Scholarship eligibility
• International Baccalaureate
enrollment and outcomes
• Move on When Ready
participation
What data sources were utilized to
make the above determinations?
Eective collaboration to support
student achievement: What processes
are in place to ensure that eective
collaboration is occurring across
the district to advance student
achievement? Are existing processes
eective?
What data sources were utilized to
make the above determinations?
2.7 Student Achievement
72
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Summarize the student achievement
trends and patterns observed by the
team while completing this section
of the report. What are the important
trends and patterns that will support
the identication of student, teacher,
and leader needs?
2.7.3 STUDENT ACHIEVEMENT TRENDS AND PATTERNS
2.7 Student Achievement
Student subgroup gaps: What gaps
exist in outcomes among student
subgroups?
What data sources were utilized to
make the above determinations?
Reduced class size: Based on student
achievement data, have you identied
specic student cohorts or content
areas that would benet from
evidence-based reduced class size?
What data sources were utilized to
make the above determinations?
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
73
3.1 TRENDS and PATTERNS
3. NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
3.1 Trends and Patterns
2.1 Coherent Instructional System:
Summarize the coherent instructional
system trends and patterns observed
by the team while completing this
section of the report. What are the
important trends and patterns that will
support the identication of student,
teacher, and leader needs?
Read the trends and patterns summaries from each section of the data analysis process. Use the information in
these summaries to complete 3.2, 3.3, and 3.4. Watch the Identifying Need webinar for additional information
and guidance.
2.2 Eective Leadership: Summarize
the eective leadership trends and
patterns observed by the team while
completing this section of the report.
What are the important trends
and patterns that will support the
identication of student, teacher, and
leader needs?
74
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
3.1 Trends and Patterns
2.3 Professional Capacity: Summarize
the professional capacity trends
and patterns observed by the team
while completing this section of the
report. What are the important trends
and patterns that will support the
identication of student, teacher, and
leader needs?
2.4 Family and Community
Engagement: Summarize the family
and community engagement trends
and patterns observed by the team
while completing this section of the
report. What are the important trends
and patterns that will support the
identication of student, teacher, and
leader needs?
2.5 Supportive Learning Environment:
Summarize the supportive learning
environment trends and patterns
observed by the team while
completing this section of the report.
What are the important trends
and patterns that will support the
identication of student, teacher, and
leader needs?
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
75
3.1 Trends and Patterns
2.6 Demographic and Financial:
Summarize the demographic and
nancial trends and patterns observed
by the team while completing this
section of the report. What are the
important trends and patterns that will
support the identication of student,
teacher, and leader needs?
2.7 Student Achievement: Summarize
the student achievement trends
and patterns observed by the team
while completing this section of the
report. What are the important trends
and patterns that will support the
identication of student, teacher, and
leader needs?
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
3.2 PROGRAM STRENGTHS and CHALLENGES
Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for
each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults
involved in or aected by the program. Focus on strengths and challenges that will assist in the identication of needs
during 3.3. Watch the Identifying Need webinar for additional information and guidance.
3.2.1 IDEA - SPECIAL EDUCATION
Strengths
Challenges
3.2 Program Strengths and Challenges
3.2.2 TITLE I, PART A - IMPROVING the ACADEMIC ACHIEVEMENT of the DISADVANTAGED
Strengths
Challenges
Strengths
Challenges
3.2.3 TITLE I, PART A - FOSTER CARE PROGRAM
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
77
3.2 Program Strengths and Challenges
3.2.4 TITLE I, PART A - PARENT ENGAGEMENT
Did the LEA have migrant students enrolled or
migrant participants (preschool, out-of-school youth,
drop-outs) residing in the district in 2016-17?
How is the LEA assessing
and serving its most mobile
migratory children and youth
who lack consistent class or state
assessment scores?
3.2.5 TITLE I, PART C - EDUCATION of MIGRATORY CHILDREN
What is the greatest academic
need for drop-outs, as identied
through the out-of-school youth
prole?
How is the LEA designing
services for its migratory
children and youth who are only
in the district for a short period
of time (and those who may
never enroll in the district)?
How is the LEA assessing and
serving its out-of-school youth
and drop-outs?
Strengths
Challenges
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
What is the greatest academic
need for out-of-school youth, as
identied through the out-of-
school youth prole?
3.2.6 TITLE I, PART D - NEGLECTED or DELINQUENT CHILDREN
3.2.7 TITLE II, PART A - PREPARING, TRAINING, and RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, AND
OTHER SCHOOL LEADERS
3.2 Program Strengths and Challenges
Strengths
Challenges
Strengths
Challenges
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
79
3.2 Program Strengths and Challenges
3.2.9 TITLE IX, PART A - MCKINNEY-VENTO EDUCATION for HOMELESS CHILDREN and YOUTH PROGRAM
Strengths
Challenges
Identify and analyze the two
greatest equity gaps in the LEA.
If the greatest gaps are not
selected as areas for focus in the
LEA Equity Action Plan, provide
a rationale for this decision.
If not addressed in the rst
question, identify and analyze
the equity gaps that are chosen
as areas for focus in the LEA
Equity Action Plan.
3.2.10 LEA EQUITY ACTION PLAN
3.2.8 TITLE III - LANGUAGE INSTRUCTION for ENGLISH LEARNERS and IMMIGRANT STUDENTS
Strengths
Challenges
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
3.2 Program Strengths and Challenges
3.2.11 ADDITIONAL QUESTIONS FOR CHARTER SYSTEMS
What are the main successes of
your implementation of Local
School Governance?
What barriers had to be
overcome to implement Local
School Governance?
What remains to be done to
fully implement Local School
Governance with delity?
Essential Features and
Innovations: Describe the
LEA’s progress on the essential
features and innovations to
improve academic outcomes in
the charter system’s contract.
Questions to consider include:
• What is the status of the
implementation of each
essential or innovative
feature included in the
contract?
• For those essential or
innovative features that are
not on schedule, what are
next steps?
• Are there any essential or
innovative features that
should be deleted or added
to the LEA’s new charter
system contract?
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
81
3.3 Identication and Prioritization of Overarching Needs
3.3 IDENTIFICATION and PRIORITIZATION of OVERARCHING NEEDS
Use the results of 3.1 and 3.2 to identify the overarching needs of the LEA. Determine the priority order of the identied
needs based on data, team member and stakeholder knowledge, and answers to questions in the table below. Be sure to
address the major program challenges identied in 3.2. Watch the Identifying Need webinar for additional information and
guidance.
Overarching Need
How severe
is the need?
Is the need
trending better or
worse over time?
Can Root
Causes Be
Identied?
Additional
Considerations
Priority
Order
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
3.4 ROOT CAUSE ANALYSIS
Select the top 2-4 overarching needs from 3.3. Conduct a separate root cause analysis (RCA) for each need. Any RCA tools
and resources can be used, but suggestions are available as part of the Identifying Need webinar. Aer describing the RCA
process, complete a table for each selected overarching need. Use the letter codes below to identify which programs relate
to each root cause (ex: “ABCF”).
A. IDEA - Special Education
B. School and District Eectiveness
C. Title I, Part A - Improving the Academic Achievement of the Disadvantaged
D. Title I, Part A - Foster Care Program
E. Title I, Part A - Parent Engagement Program
F. Title I, Part C - Education of Migratory Children
G. Title I, Part D - Programs for Neglected or Delinquent Children
H. Title II, Part A - Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other
School Leaders
I. Title III - Language Instruction for English Learners and Immigrant Students
J. Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
Describe the root
cause analysis
process used by
the team.
3.4 Root Cause Analysis
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
83
3.4 Root Cause Analysis
Overarching
Need #1
Root Causes to be Addressed
is is a root
cause and not
a contributing
cause or symptom
is is
something
we can
aect
Related
programs
Overarching
Need #2
Root Causes to be Addressed
is is a root
cause and not
a contributing
cause or symptom
is is
something
we can
aect
Related
programs
84
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
3.4 Root Cause Analysis
Overarching
Need #3
Root Causes to be Addressed
is is a root
cause and not
a contributing
cause or symptom
is is
something
we can
aect
Related
programs
Overarching
Need #4
Root Causes to be Addressed
is is a root
cause and not
a contributing
cause or symptom
is is
something
we can
aect
Related
programs
205 Jesse Hill Jr. Drive SE
Atlanta, GA 30334
(404) 657-4209
www.gadoe.org
askdoe@gadoe.org
Use the space below to provide additional narrative regarding the LEA’s comprehensive needs assessment (optional).
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Comprehensive Needs Assessment 2017-2018 District Report

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Completed 29 April 2021

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