Fill - Free fillable Comprehensive Needs Assessment 2017-2018 District Report PDF form

Comprehensive Needs Assessment

2017-2018 District Report

District Name

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

Page Status

1. Planning and Preparation

1.1 Identication of Team

1.2 Identication of Stakeholders

1.3 Project Management

2. Data Collection and Analysis

2.1 Coherent Instructional System

2.2 Eective Leadership

2.3 Professional Capacity

2.4 Family and Community Engagement

2.5 Supportive Learning Environment

2.6 Demographic and Financial

2.7 Student Achievement

3. Needs Identication and Root Cause Analysis

3.1 Trends and Patterns

3.2 Program Strengths and Challenges

3.3 Identication and Prioritization of Overarching Needs

3.4 Root Cause Analysis

Georgia Department of Education

Comprehensive Needs Assessment

Team Lead

Name

Title

Phone

Submission Log

Initial Submission

Resubmission

Not completed

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

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

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

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

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.)

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

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)

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

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).

DATA COLLECTION and ANALYSIS

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?

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

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)

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

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

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

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).

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

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?

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

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

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

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.

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

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?

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

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)

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

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).

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

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?

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

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)

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.