Taliaferro District Comprehensive Needs Assessment FY18

Comprehensive Needs Assessment
2017-2018 District Report
Taliaferro County
Richard Woods, State School Superintendent
Educating Georgias Future.
205 Jesse Hill Jr. Drive SE

Atlanta, GA 30334
(404) 657-4209
www.gadoe.org
askdoe@gadoe.org
This report template was designed by the Georgia Department of Education to assist local education agencies in
meeting all Federal and State needs assessment requirements. The following programs are included in Georgias
comprehensive needs assessment process:
IDEA - Special Education

School and District Effectiveness
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
This report template and the accompanying webinar series are available at the Office of Federal Programs webpage.
Webinar series topics include:
Georgias Systems of Continuous Improvement Overview February 10, 2017

Planning and Preparation February 17, 2017
Coherent Instructional System February 24, 2017
Effective 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.
March 2017 Document Number: 1701-0301
2
Georgia Department of Education
Comprehensive Needs Assessment
Page Status
1. Planning and Preparation 7
1.1 Identification of Team 7 Not completed
1.2 Identification of Stakeholders 8 Completed
1.3 Project Management 11 Completed
2. Data Collection and Analysis 13
2.1 Coherent Instructional System 13 Completed
2.2 Effective Leadership 19 Completed
2.3 Professional Capacity 27 Completed
2.4 Family and Community Engagement 33 Completed
2.5 Supportive Learning Environment 39 Completed
2.6 Demographic and Financial 48 Completed
2.7 Student Achievement 52 Completed
3. Needs Identification and Root Cause Analysis 73
3.1 Trends and Patterns 73 Completed
3.2 Program Strengths and Challenges 76 Completed
3.3 Identification and Prioritization of Overarching Needs 81 Completed
3.4 Root Cause Analysis 82 Completed
Team Lead Submission Log

Name Initial Submission
Title Resubmission
Email Resubmission
Phone
3
GEORGIAS SYSTEMS OF CONTINUOUS IMPROVEMENT
The Georgia Department of Educations strategic plan emphasizes transforming the agency into one that provides
meaningful support to schools and districts. The agency has developed a common, continuous improvement framework
to ensure that these efforts are aligned across all agency divisions, departments, and programs. Georgias 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 efforts.
Systems to Improve (What to Improve)
Coherent Instructional System: The major system of the complex district organization that articulates and guides the
what and how of instruction. This comprehensive system includes the processes related to:
Planning for quality instruction - The structure of the instructional system in which the district defines 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 - The 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 - The 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
Refining the instructional system - The structure of the instructional system that examines how to improve the planning
for quality instruction, delivering quality instruction, and monitoring student progress
4 Georgias Systems of Continuous Improvement

Effective Leadership: A major system of the complex district organization that sets the direction for the district, ensures
that the district staff and the school leaders are capable of meeting that direction, and makes sure the organization
functions according to its mission. This 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
groups 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 effectively use all the
resources at hand so that the district functions according to its mission
Driving improvement efforts - the structure of the leadership systems that methodically, intentionally, and effectively
improves the districts major systems, structures, and processes
Professional Capacity: A major system of the complex district organization that develops a quality staff to reduce the
variance of quality in instruction throughout the district. This system includes the processes related to:
Attracting staff - the structure of the professional capacity system that is intentional in locating the teachers and leaders
that are the best fit for the district and its schools to achieve its mission
Developing staff - the structure of the professional capacity system that ensures the increasing quality of the district and
school staff s knowledge and skills
Retaining staff - the structure of the professional capacity system that ensures the quality staff is working in the context/
position that is most beneficial to student achievement
Ensuring staff collaboration - the structure of the professional capacity system that reinforces the effective 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. This system
includes the processes related to:
Welcoming all families and the community - The 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 staff, and where applicable district staff, and to what students
are learning and doing in the schools within the district
Communicating effectively with all families and the community - The structure of the family and community
engagement system that ensures families/the community and district and school staff 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 staff, and as appropriate district staff, 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 effectively
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 staff are equal partners in decisions that affect children
and families and together inform, influence, 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 staff collaborate with community members to connect students, families, and staff to
expanded learning opportunities, community services, and civic participation
Georgias Systems of Continuous Improvement 5

Supportive Learning Environment: A major system of the complex district organization that ensures students school
participation and willingness to expend major effort on classroom learning. This 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
identified district needs.
Consider all the evidence for needed improvements
Research possible interventions
Determine if staff 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
identified needs of the school.
Determine if the staff can formally study the effects of the intervention to share with others in the field
Monitor implementation and progress against defined goals
Define 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 modified, or be discontinued
6 Georgias Systems of Continuous Improvement

PLANNING and PREPARATION
1. PLANNING and PREPARATION

1.1 IDENTIFICATION of TEAM
The 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 members 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 student service provider or local
Migrant
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
1.1.2 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
1.1 Team Members 7

COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Multiple Programs ESOL teacher
Multiple Programs Local school governance team representative (charter systems only)
21 CCLC
st
21st CCLC program director
21st 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
1.2 IDENTIFICATION of 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.
1.2.1 Required Stakeholders
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
8 1.2 Stakeholders
Multiple Programs Students (8th-12th grade)
Multiple Programs Private school officials
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
Paraprofessionals (including organizations representing such
Title II, Part A
individuals)
Title II, Part A Specialized instructional support personnel
Other organizations or partners with relevant and demonstrated
Title II, Part A
expertise
Private school officials (in LEAs with private schools within the
Title II, Part A
geographic boundary)
Title III Parents of English learners
1.2.2 Recommended and Additional Stakeholders
Multiple Programs RESA personnel
Multiple Programs Technical, college, or university personnel
Parent advisory council members, school council parents, Parent-
Multiple Programs
Teacher Association or Parent-Teacher Organization members
21st CCLC 21st CCLC advisory council member
Local Head Start representatives (regular and/or migrant Head Start
Migrant
agencies)
Migrant Local farmer, grower, or employer
Migrant Family connection representative
Migrant Local migrant, Hispanic, or Latino 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 staff
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
1.2 Stakeholders 9
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 officials
Title II, Part A The general public
Title III Refugee support service staff
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
10 1.2 Stakeholders
How did the team ensure that In this small district, stakeholders were selected based on availability of positions. All
the selection of stakeholders stakeholders available to the team were approached to either provide or analyze data
created an inclusive group with or to provide input in improving the district's efforts. No social worker stakeholder was
varied perspectives? included as the school district does employ or contract social work services. Also, the
local DFCS office does not have a social worker assigned to the county. Services for
the district are managed by neighboring counties. The team's special education lead
teacher is a former social worker, so his expertise in the field was solicited during data
analysis and plan development.
How will the team ensure The parent and community engagement liaison has spent the past year building a
that stakeholders are able to program to ensure that stakeholders feel welcome to participate in school activities.
provide meaningful feedback Stakeholders were informed about the CNA in advance and school employees
throughout the needs employed active listening and engagement skills to make stakeholders feel
assessment process? comfortable providing feedback in person, by phone, in external meetings, and during
survey administration. For several years, administrators have been members of the
county's Family Connection's board, which is representative of local organizations.
This allows for monthly communication and collaboration with stakeholders.
How will the LEA incorporate N/A

local school governance teams
(LSGTs) into each phase of the
needs assessment process? (To
be answered only by charter
systems.)
1.3 PROJECT MANAGEMENT

1.3.1 TIMELINE
Planning and Preparation Data Collection and Analysis Needs Identification / RCA
Begin 02/13/2017 Begin 03/03/2017 Begin 04/19/2017
Complete 02/28/2017 Complete 06/05/2017 Complete
1.3.2 MANAGING THE TEAMS WORK
Who will be responsible
for organizing and running
meetings? How will the
meetings be organized and run?
1.3 Project Management 11

How frequently will the team The district leadership teams meets twice a month. CNA sessions will be incorporated
meet? When will the team meet? into regularly scheduled meetings.
How will the team organize and

coordinate the work that occurs
between meetings?
12 1.2 Stakeholders
DATA COLLECTION and ANALYSIS
2. DATA COLLECTION and ANALYSIS

2.1 COHERENT INSTRUCTIONAL SYSTEM
Analyze the LEAs data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends
and patterns that support the identification 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.
2.1.1 COHERENT INSTRUCTIONAL SYSTEM DATA
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
The district continuously engages and supports all schools in systematic processes for curriculum
Exemplary design to align instruction and assessment with the required standards.
District staff work to build the capacity of school staff to lead curriculum design efforts.
The district engages and supports all schools in systematic processes for curriculum design to align
Operational instruction and assessments with the required standards.
The district processes for engaging and supporting schools in curriculum design is incomplete in
Emerging some content areas or limited in other ways.
District schools are left to work in isolation on curriculum design without district processes or
Not Evident
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
A clear understanding of common expectations fosters a culture of results-based practices in
Exemplary curriculum, instruction, and assessment throughout the district with appropriate flexibility for
schools to address specific needs as they arise.
The district develops and communicates common expectations for implementing curriculum,
Operational
instruction, and assessment practices across all schools.
The district expectations for implementing curriculum, instruction, or assessment practices are not
Emerging fully developed or are not clearly communicated to all schools.
The district has not developed or communicated expectations for implementing curriculum,
Not Evident
instruction, or assessment practices.
Data
Sources
Comments
(optional)
2.1 Coherent Instructional System 13

GDPS - Learning and Teaching (Standard 3): Guides, supports, and evaluates the implementation of
curriculum, instruction, and assessments
The district provides a collaborative and systematic approach for guiding, supporting and
evaluating the implementation of curriculum, instruction, and assessments. District staff build
Exemplary
the capacity of school level staff to evaluate the implementation of curriculum, instruction, and
assessments.
The district effectively guides, supports, and evaluates the implementation of curriculum,
Operational instruction, and assessments.
The district provides limited guidance and support for evaluating the implementation of
Emerging curriculum, instruction, and assessments.
The district does not take an effective role in guiding, supporting, or evaluating the
Not Evident
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 effective strategies, programs, and interventions to improve student learning
The district systematically provides guidance and ongoing support to schools in the
Exemplary selection and implementation of effective strategies, programs, and interventions to
improve student learning.
The district guides and supports schools in the selection and implementation of effective
Operational
strategies, programs, and interventions to improve student learning.
The district provides some limited guidance and support in the selection or
Emerging implementation of effective strategies, programs, and interventions to improve student
learning.
The district provides little or no support or guidance in the selection or implementation
Not Evident of effective strategies, programs, and interventions. The district may require or allow some
inappropriate strategies, programs, or interventions.
Data
Sources
Comments
(optional)
14 2.1 Coherent Instructional System

Leader Keys Effectiveness System

Standard Score
1. Instructional Leadership: The 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: The leader effectively gathers, analyzes, and uses a variety of data to inform
planning and decision-making consistent with established guidelines, policies, and procedures.
4. Organizational Management: The leader fosters the success of all students by supporting, managing, and
overseeing the schools organization, operation, and use of resources.
Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.
Source: TLE Electronic Platform (FY16)
Teacher Keys Effectiveness System

Standard Score
2. Instructional Planning: The teacher plans using state and local school district curricula and standards,
1.9
effective strategies, resources, and data to address the differentiated needs of all students.
3. Instructional Strategies: The teacher promotes student learning by using research-based instructional
1.9
strategies relevant to the content area to engage students in active learning and to facilitate the students
acquisition of key knowledge and skills.
4. Differentiated Instruction: The teacher challenges and supports each students learning by providing
1.9
appropriate content and developing skills which address individual learning differences.
5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and
1.9
summative assessment strategies and instruments that are valid and appropriate for the content and student
population.
6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student
1.9
progress, to inform instructional content and delivery methods, and to provide timely and constructive
feedback to both students and parents.
8. Academically Challenging Environment: The teacher creates a student-centered, academic environment
1.9
in which teaching and learning occur at high
levels and students are self-directed learners.
Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric.

SACS/AdvancED: List the LEAs Indicator 2.1. The governing body establishes policies and supports practices
SACS/AdvancED recommendations that ensures effective administration of the school.
and findings related to the existence of
a coherent instructional system. *Finding - Develop a current, comprehensive manual with policies and practices
that support the effective operation of the school (2014).
Additional data: What additional Professional learning is not consistently aligned with the school improvement
facts did the team identify that relate plan. Within the school improvement plan, specific progress monitoring and
to a coherent instructional system? implementation for professional learning opportunities are detailed. Redelivery
(May be informed by quantitative or of professional learning is not required, but should be. TKES upload of
qualitative sources.) professional learning documents are recommended and not required but it
should be to track professional growth.
What data sources were utilized to

make the above determinations?
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 define 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
effectiveness of the existing processes.


Delivering quality instruction: What

processes are in place to provide
guidance to teachers in the delivery
of quality instruction? Describe the
effectiveness of existing processes.

Monitoring student progress: What Student progress is monitored 3 times a year through the use of STAR
processes are in place to monitor diagnostic testing of Math and Reading in grades 3-12. Classworks diagnostic
student progress? Describe the testing for reading and math is done several times a year in those grades as
effectiveness of existing processes. well in order to ensure that the data is accurate and consistent. DIBELS is used
in the lower grades, as well.
Progress monitoring dates are set for the entire year and adhered to. Student
progress data support the effectiveness of efforts.

Refining 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 effectiveness of existing
processes.


2.1.3 COHERENT INSTRUCTIONAL SYSTEM TRENDS AND PATTERNS
Summarize the coherent instructional The district is providing support to encourage a strong instructional system and
system trends and patterns observed is collecting adequate amounts of data through lesson planning guidelines,
by the team while completing this leadership team walkthroughs, GOSA collaboration, student progress
section of the report. What are the monitoring (3 time a year minimum), and through professional learning provided
important trends and patterns that will to all faculty members.
support the identification of student,
teacher, and leader needs?
The district does have a need to develop a comprehensive set of written
processes and protocols for the above mentioned systems as well as others.
While the systems are provided to faculty and are performed, there are minimal
formal/documented processes to adhere to during execution. Once processes
are documented in written format and distributed to the appropriate faculty and
staff members, monitoring of implementation will be necessary to ensure
consistency throughout the district.

2.2 EFFECTIVE LEADERSHIP

Analyze the LEAs data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and
patterns that support the identification of leadership needs. Complete a data-informed self-rating for each Georgia District
Performance Standard (GDPS). See the Effective 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
The collaboratively- developed vision, mission, and core beliefs that emphasize preparing all
Exemplary 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.
The collaboratively- developed vision, mission, and core beliefs that emphasize preparing all
Operational students for college and career readiness have been created and communicated to stakeholders and
are evident in most actions across the district.
The vision, mission, and core beliefs have been developed with some emphasis on preparing
Emerging students for college and career readiness, but may have weaknesses due to insufficient collaboration
with stakeholders, poor communication, or other limitations.
The vision, mission, and core beliefs may not exist or may not focus on preparing students for
Not Evident
college and career readiness.
Data
Strategic Plan; Taliaferro Way Document, Newspaper articles; meeting sign-in sheets
Sources
Comments The district is quickly moving towards operational.

(optional)
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
Stakeholders, including school board members, take leadership roles in advancing district and
Exemplary
school goals and initiatives that improve learning and teaching.
The district consistently engages stakeholders, including school board members, in supporting
Operational district and school goals and initiatives that improve learning and teaching.
The district provides some opportunities for a range of stakeholders to be engaged in supporting
Emerging goals and initiatives that will improve learning and teaching.
Engagement of stakeholders is limited or nonexistent, or the engagement occurs with issues that do
Not Evident
not impact learning and teaching.
Data
Newspaper advertisements, social-media pages, flyers, monthly calendar, sign-in sheets from meetings
Sources
Comments
(optional)
2.2 Effective Leadership 19

GDPS - Governance (Standard 2): Uses an established process to align policies, procedures, and practices
with laws and regulations
A systematic and collaborative process is used for ongoing development, revision, and alignment
Exemplary
of policies, procedures, and practices with laws and regulations.
The district regularly uses an established process to align policies, procedures, and practices with
Operational laws and regulations.
A process to align policies, procedures, and practices with laws and regulations is not
Emerging 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
Compliance review recommendations
Sources
Comments
(optional)
GDPS - Governance (Standard 4): Grants defined flexibility, based on results, to school leaders to address
individual school needs to improve learning and teaching
Flexibility granted to school leaders, based upon sustained high performance, is well defined,
Exemplary
reviewed periodically, and fully supports the improvement of learning and teaching.
The district grants defined flexibility, based on results, to school leaders to address individual
Operational school needs to improve learning and teaching.
The district grants limited flexibility, or the flexibility that is given does not allow leaders to
Emerging improve learning and teaching sufficiently.
The district grants little or no flexibility or inappropriate flexibility to school leaders to improve
Not Evident
learning and teaching.
Data
Faculty meeting & district leadership team meeting agendas and minutes
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
A collaborative, data-driven planning process results in aligned, comprehensive plans at the district
Exemplary
and school levels for improving student learning.
At the district and school levels, staffs engage in a collaborative, data-driven planning process to
Operational improve student learning.
At the district and school levels, staffs engage in a planning process to improve student learning,
Emerging but limitations exist with data analysis, collaboration, or other issues.
A collaborative, data-driven planning process for improving student learning is not in place at the
Not Evident
district or school levels.
Data
collaborative planning forms, leadership team meeting minutes, SSIP plan
Sources
Comments
(optional)
20 2.2 Effective Leadership

GDPS - Planning, Organizing, and Monitoring (Standard 2): Uses protocols and processes for problem
solving, decision-making, and removing barriers
The district uses and reviews established protocols and processes for problem solving, decision-
Exemplary making, and removing barriers on a regular basis. Contingency plans are developed for unlikely
occurrences.
The district uses protocols and processes for problem solving, decision-making, and removing
Operational barriers.
District use of protocols and processes for problem solving, decision-making, or removing barriers
Emerging is limited or inconsistent.
The district does not use protocols or processes for problem solving, decision- making or removing
Not Evident
barriers.
Data
Leadership team meeting minutes; program handbooks
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
The 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
Exemplary
initiatives. The district builds the capacity of school level staff to monitor the implementation and
effectiveness of improvement plans, programs, and initiatives.
The district uses processes to monitor and provide timely guidance, support, and feedback to
Operational individual schools as they implement improvement plans and initiatives.
The district has some limited processes in place to monitor and provide guidance, support, and
Emerging feedback to schools as they implement improvement plans and initiatives.
The district does not use structured processes for monitoring or providing guidance, support, or
Not Evident
feedback to individual schools as they implement improvement plans or initiatives.
Data
meeting agendas, sign in sheets and minutes (leadership and technical assistance meetings)
Sources
Comments The federal/student services director is a member of the leadership team and provides guidance during
(optional) meetings, during technical assistance sessions and as needed.

GDPS - Allocation and Management of Resources (Standard 1): Administers a clearly defined, collaborative,
data-driven budget process that ensures the equitable, efficient, and transparent distribution of resources to
support learning and teaching
The well-established budget process allows input from departments and programs and is driven
Exemplary by the needs of the schools and district. Various funding sources are efficiently maximized at the
district and school levels.
The budget process is clearly defined, collaborative, and data-driven, resulting in the equitable,
Operational efficient, and transparent distribution of resources to support learning and teaching.
A budget process is in place, but it does not consistently include collaborative, data- driven
Emerging decisions. In some instances, resource distribution in the district lacks efficiency, equity, or
transparency.
Across the district, individual departments and programs develop budgets in isolation resulting in
Not Evident gaps, duplication, or poor cost effectiveness. District staff serve primarily as controllers of funds
and provide little or no assistance to schools on the funding of plans.
Data
District budgeting process, grant program guidelines, budget review meeting agendas
Sources
Comments
(optional)
GDPS - Allocation and Management of Resources (Standard 2): Allocates and monitors the use of time,
materials, equipment, and fiscal resources to support learning and teaching
The district allocates and continually monitors the use of time, materials, equipment, and fiscal
Exemplary resources to address both immediate and long-term goals to ensure resources are maximized to
support learning and teaching.
The district allocates and regularly monitors the effective use of time, materials, equipment, and
Operational fiscal resources to ensure that they are utilized to support learning and teaching.
The district inconsistently allocates and monitors the use of time, materials, equipment, and fiscal
Emerging resources to support learning and teaching.
The district does little to allocate or monitor effectively the use of time, materials, equipment, or
Not Evident
fiscal resources to support learning and teaching.
Data
annual needs assessment, inventory documentation, leadership team meeting agenda and minutes
Sources
Comments
(optional)

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 5): Organizes and provides personnel, expertise,
and services to achieve district and individual school goals
The organization and strategic allocation of personnel, expertise, and services lead to the
Exemplary achievement of district and individual school goals. The district is focused on building the capacity
and expertise of school and district staff to solve problems and perform at high levels.
The organization and allocation of personnel, expertise, and services are sufficient to achieve
Operational district and individual school goals.
The organization or allocation of personnel, expertise, and services is provided intermittently or on

Emerging a short- term basis as a solution for immediate, pressing needs.
The organization or allocation of personnel, expertise, and services does not effectively support the
Not Evident
needs of the district and schools.
Data
CCRPI reports, Priority school designation removal; teacher leader role list
Sources
Comments
(optional)

Standard Score
school improvement.
2. School Climate: The leader promotes the success of all students by developing, advocating, and sustaining
an academically rigorous, positive, and safe school climate for all stakeholders.
5. Human Resources Management: The leader fosters effective human resources management through the
selection, induction, support, and retention of quality instructional and support personnel.
6. Teacher/Staff Evaluation: The 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: The 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: The leader fosters the success of all students by
communicating and collaborating effectively with stakeholders.
Source: TLE Electronic Platform (FY16).


Standard Score
9. Professionalism: The teacher exhibits a commitment to professional ethics and the schools mission,
participates in professional growth opportunities to support student learning, and contributes to the 2.0
profession.
SACS/AdvancED: List the LEAs Indicator 2.1 Finding - Develop a current, comprehensive manual with policies
SACS/AdvancED recommendations and practices that support the effective operation of the school (2014)
and findings related to effective
leadership.
Additional data: What additional facts The school has policies and practices that govern its functions including staff
did the team identify that relate to and student handbooks as well as crisis management guidelines but they need
effective leadership? (May be informed to be updated.
by quantitative or qualitative sources.)
What data sources were utilized to District Policy Handbook; Documents from legal counsel (Harben, Hartley,
make the above determinations? Hawkins, LLP); Climate surveys
2.2.2 EFFECTIVE LEADERSHIP GUIDING QUESTIONS
Creating and maintaining a climate We have an open school that invites parents, teachers, students and
and culture conducive to learning: community involvement. All that we do, teaching and learning is at the center of
What district and school processes are our daily work. Teachers are encouraged to be innovative and are involved in
in place to support and ensure schools the designing process. Teachers are also encouraged to allow student
allow both adults and children to put responses to instruction to guide the learning process. Parents are encouraged
learning at the center of their daily
to participate in the learning process and have their input solicited regularly.
activities? Describe the effectiveness of
There are also procedures in place to minimize the interruption of instruction.
existing processes.
What data sources were utilized to parent meeting sign-in sheets, PL content; climate surveys

Cultivating and distributing The district leadership team is representative of the entire organization and is
leadership: What processes are in actively in decision making. The team is diverse, including teachers and leaders
place that support the development from each department. The principal also believes in delegating responsibility to
of leadership across the organization? faculty members to build their leadership capacity. The expectation of all
Describe the effectiveness of existing teaches is to be leaders and to lend their strengths in the areas in which they
processes. are knowledgeable.
What data sources were utilized to Leadership team meeting minutes, collaborative planning forms, mentoring
make the above determinations? documentation
Ensuring high quality instruction in The leadership team has established lesson plan guidelines. Teachers
all classrooms: What processes are in participate in professional learning opportunities, and the leadership team
place to reduce the variability in the conducts walkthroughs to monitor the use of strategies introduced during PL.
quality of instruction across all schools The entire faculty is encouraged to buy in to the importance of consistent
and in all classrooms? Describe the teaching methods. TKES evaluations are also used to monitor teacher use of
effectiveness of existing processes. effective and expected instructional strategies. The districts efforts are currently
emerging as new initiatives have begun during FY17.
What data sources were utilized to TKES; Leadership team walkthroughs

Managing the district and its The leadership team monitors the use of resources. There are budgeting and
resources: What processes are in place purchasing procedures to ensure that resources are being used effectively and
to ensure that leaders use all resources efficiently.
in an effective and efficient manner
that is aligned to the LEAs mission?
Describe the effectiveness of existing
processes.
What data sources were utilized to Leadership team meetings agendas and minutes; monitoring reports; financial
make the above determinations? audits
Managing the district and its District administration and leadership team members review systems and
resources: What processes are in place structures to monitor the effectiveness of plan implementation. Updates have
to support ongoing improvement been made during FY17 to the policy manual through the review of current
of the districts major systems, state and federal policy, district/school plans and the local needs assessment.
structures and processes? Describe the


Providing quality professional Leaders attend a variety of professional learning sessions including but not
learning: What professional learning limited to events sponsored by GADOE DOE, RESA, SREB, CTAERN, CTAE
is provided currently for leaders in the Director's Academy, and Schlecty. Topics include effective program
areas of instruction and operation? management practices, budgeting, Math Design Collaborative, effective
In what evidence-based professional instructional practices, TKES, SSIP. Leaders also attend local professional
learning, that would both support learning sessions required for teachers regarding effective instruction. Leaders
continuous education and increase
have expressed interest in professional development which focuses on
student achievement, have leaders
increasing rigor and differentiation in the classroom and effective practices for
expressed interest? Describe the
supporting teachers to improve instruction, management of the classroom, and
effectiveness of existing professional
providing meaningful feedback.
learning.
Providing quality professional

learning: What are the current
identified professional learning needs
for leaders?

2.2.3 EFFECTIVE LEADERSHIP TRENDS AND PATTERNS
Summarize the effective leadership The superintendent/principal and leadership team has continuous dialogue and
trends and patterns observed by the works effectively with the faculty and staff to determine the needs of the school
team while completing this section as well as to evaluate and implement programs. District and school leadership
of the report. What are the important have cultivated a positive work and learning environment that has led to
trends and patterns that will support improved performance of staff and students. Effective use of resources has
the identification of student, teacher, continued throughout changes in leadership staff, and the quality of instruction
and leader needs?
has significantly improved as a result of professional development, ongoing
support, and monitoring of implementation.
The district needs to work to engage a full range of stakeholders in supporting

district goals and initiatives to engage student learning and teaching, and
oversee the development of written procedures for each department and
program.

2.3 PROFESSIONAL CAPACITY
Analyze the LEAs data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends
and patterns that support the identification 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
The district fosters a culture of systematic, quality, and relevant professional learning that
Exemplary
consistently addresses the needs of its adults and its students.
The district ensures that professional learning at the school and district levels is relevant and
Operational addresses adult and student needs.
The professional learning at the school and district levels is not consistently relevant or is not
Emerging consistently linked to adult or student needs.
The professional learning at the school and district levels is not relevant and does not address adult
Not Evident
or student needs.
Data
Sources
Comments
(optional)
GDPS - Learning and Teaching (Standard 5): Assesses the impact of professional learning on staff practices
and student learning and makes adjustments as needed
Proactive processes are in place throughout the district to recruit, hire, and retain highly effective
Exemplary staff and continuously to address the district and school level personnel needs due to anticipated
attrition, growth, or reorganization.
The district develops and implements processes that recruit, hire, and retain effective leaders,
Operational teachers, and other staff.
The district has not sufficiently developed or fully implemented processes to recruit, hire, and
Emerging retain effective leaders, teachers, or other staff.
Processes are not in place to recruit, hire, and retain effective leaders, teachers, and other staff, or
Not Evident
existing processes have been poorly implemented.
Data
Sources
Comments
(optional)
2.3 Professional Capacity 27

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 2): Establishes and implements processes that
increase the effectiveness of teachers, leaders, and staff
Comprehensive data-driven processes that increase the effectiveness of leaders, teachers, and other
Exemplary
staff are pervasive in the district and result in a culture of measurable, continuous improvement.
Processes that increase the effectiveness of leaders, teachers, and staff have been established and
Operational consistently implemented throughout the district.
Processes that increase the effectiveness of leaders, teachers, and staff are not fully developed or are
Emerging implemented unevenly or inconsistently across the district.
Few, if any, processes to increase the effectiveness of leaders, teachers, and staff have been
Not Evident
developed or successfully implemented in the district.
Data
Sources
Comments
(optional)
GDPS - Leader, Teacher, and Staff Effectiveness (Standard 3): Guides and monitors the use of a state-
approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of
district and school leaders, teachers, and staff
The district collects and analyzes comprehensive data from the state-approved evaluation system
Exemplary
to inform staff retention, salaries, and professional learning throughout the district.
The district guides and monitors a state-approved evaluation system to ensure fidelity of
Operational implementation and to evaluate accurately the effectiveness of district and school leaders, teachers,
and staff.
The district offers some guidance for the implementation of a state- approved evaluation system,
Emerging but some parts of the system are not implemented with fidelity or could benefit from more support
or monitoring.
The district does little to guide or monitor the implementation of a state-approved evaluation
Not Evident
system.
Data
Sources
Comments
(optional)
28 2.3 Professional Capacity


Standard Score
student learning.

Standard Score
1. Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content,
1.9
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
profession.
10. Communication: The teacher communicates effectively with students, parents or guardians, district and
2.0
school personnel, and other stakeholders in ways that enhance student learning.
Teacher Retention (%)* Principal Retention (%)*

2014-15 2015-16 2014-15 2015-16
District 82.6 84.0 District 0.0 0.0
State Average 78.4 83.3 State Average 77.2 78.0
Source: Certified/Classified Personnel Information (CPI). Source: Certified/Classified Personnel Information (CPI).
Inexperienced Teachers (Less than 4 Years) (%)* Teachers Out-of-Field (%)*

2014-15 2015-16 2014-15 2015-16
District 8.7 7.7 District 0.0 0.0
State Average 12.0 13.2 State Average 7.3 1.4
Source: Certified/Classified Personnel Information (CPI). Source: Certified/Classified Personnel Information (CPI).
*Values represent averages calculated from school-level data.

Teachers Teaching with Emergency or Provisional Certification (Counts)*

2014-15 2015-16
District 0 1
Source: Certified/Classified Personnel Information (CPI).
SACS/AdvancED: List the LEAs Indicator 3.11 - All stfaf members participate in a continuous program of
SACS/AdvancED recommendations professional learning.
and findings related to professional
capacity. Finding (2014): Develop a comprehensive plan for all staff members to
participate in a rigorous, continuous program of professional learning and
identify a process to systematically monitor and evaluate its effectiveness.
Additional data: What additional

facts did the team identify that relate
to professional capacity? (May be
informed by quantitative or qualitative
sources.)

2.3.2 PROFESSIONAL CAPACITY GUIDING QUESTIONS
Attracting staff: What processes are The district collaborates with public organizations, TeachGeorgia and state
in place to attract, identify, and retain colleges, etc. to recruit new teachers, utilizes a team interview and candidate
effective teachers and leaders who review approach to identify effective teachers for hire. The district and its one
are the best fit for the district and its school also maintain a safe, clean, and inviting environment. To retain effective
schools? Describe the effectiveness of teachers, the district provides all instructional supplies/technology resources,
existing processes. and offers tuition assistance for teachers seeking additional content licenses
and advanced degrees and endorsements.


Developing staff: What evidence-based The district leadership team frequently reviews student achievement, evaluation
processes are in place to ensure the and walkthrough data to determine areas of needs. The district collaborates
increasing quality of the district and with GADOE school improvement specialists and stakeholders when making
school staff s knowledge and skills? decisions to implement strategies that will remedy an identified need. The
Are existing processes effective in district is improving its effectiveness in use of the guidelines provided by the
increasing both staff s knowledge and GADOE Office of District Effectiveness and has seen improvement in the
skills and student achievement?
knowledge and skill levels of staff and academic achievement of students.

Retaining staff: What district-level

processes are in place to ensure that all
school staff are working the context/
position that is most beneficial to
student achievement? Describe the

Staff collaboration: What processes

are in place to ensure that effective
collaboration is occurring across
the district to advance student
achievement? Describe the
What data sources were utilized to Leadership team minutes, Consolidated Application, District Strategic Plan

Providing quality professional Professional learning is currently being provided on instructional technology,
learning: What professional learning is planning effective lessons to improve rigor and differentiation, proving
currently provided for teachers in the interventions, co-teaching, formative assessments, MDC, effective use of data,
areas of content, pedagogy, supports Schlecty instructional strategies, one-to-one and small group coaching, and
and interventions, and leadership? Classworks.
In what evidence-based professional
learning, that would both support
Teachers have expressed that they would like additional training on data
continuous education and increase
analysis, incorporating and effectively using technology in the classroom,
student achievement, have teachers
planning more engaging lessons, research-based instructional strategies,
expressed interest? Describe the
differentiation to meet the needs of all learners, effective communication with
effectiveness of existing professional
parents, and time and stress management.
learning.
Recruitment and retention concerns: The district consistently fulfills its recruitment needs before the beginning of
Examine current and recent each new school year and has slightly (2%) improved it's teacher retention
recruitment and retention data in the rates. There is a concern that nearly 20% of the teaching staff is within three
district, schools, content areas, grade years of retirement. The district is encouraging support staff (paraprofessionals
levels, and instructional support areas and tutors) to obtain teacher certification as a means of fulfilling upcoming
to pinpoint precise areas of concern. vacancies with individuals that are already familiar with district policy,
procedures, staff, and students.

2.3.3 PROFESSIONAL CAPACITY TRENDS AND PATTERNS

Summarize the professional capacity The district has consistent practices when it comes to professional capacity,
trends and patterns observed by the attracting, recruiting and retaining teachers. The district has been successful
team while completing this section attracting high quality teachers to the district and retained a slightly higher
of the report. What are the important percentage of its staff over the past year. The district has been proactive in
trends and patterns that will support offering supply, technology, and financial incentives to recruit and retain
the identification of student, teacher, teachers long-term. The district is also planning for possible vacancies due to
and leader needs?
retirement of staff within five years.
Areas for growth include the:

*The development of a comprehensive professional growth learning plan.
*The continuance and expansion of teacher recruitment and retention resource
and financial initiatives
*The development of a complete set of processes and procedures of practices
already in place for consistent implementation across the district.

2.4 FAMILY and COMMUNITY ENGAGEMENT

patterns that support the identification 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 Georgias Family Connection Partnerships KIDS COUNT for additional
data.
2.4.1 FAMILY AND COMMUNITY ENGAGEMENT DATA
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
The 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
Exemplary
and in the broader community. Processes and procedures are pervasive in the district and schools
to support the districts vision and mission.
The actions of the district effectively foster a culture of trust, collaboration, and shared
Operational responsibility for improving learning and teaching within the district and broader community.
Processes and procedures are implemented to support the districts vision and mission.
The actions of the district are inconsistent in fostering a culture of trust, collaboration, and shared
Emerging responsibility for improving learning and teaching. Some effective processes and procedures are
used to support the districts vision and mission.
The actions of the district do not foster a culture of trust, collaboration, and shared responsibility
Not Evident for improving learning and teaching. Few, if any, effective processes and procedures are used to
support the districts vision and mission.
Data
Sources
Comments
(optional)
GDPS - Governance (Standard 3): Communicates district policies and procedures in a timely manner to
relevant audiences
Strategic, comprehensive processes and protocols are in place for clearly and continuously
Exemplary
communicating policies and procedures in a timely manner to all stakeholders.
The district consistently communicates policies and procedures in a timely manner to relevant
Operational audiences.
Communication of policies and procedures to relevant audiences is sometimes inadequate or

Emerging inconsistent.
Communication of district policies and procedures to relevant audiences is very limited or
Not Evident
ineffective.
Data
Sources
Comments
(optional)
2.4 Family and Community Engagement 33

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
Expectations for family and community engagement are embedded in the culture and result
Exemplary in family and community members being active supporters of student learning and teaching
throughout the district.
Expectations for schools to engage families and the community to support learning and teaching
Operational are established and communicated throughout the district.
Expectations for family and community engagement are inconsistent, varying from school to
Emerging 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)
GDPS - Family and Community Engagement (Standard 2): Establishes structures which promote clear and
open communication between schools and stakeholders
The district implements and continuously monitors structures for reliable, ongoing, and interactive
Exemplary
communication between the schools and stakeholders.
Structures which promote clear and open communication between schools and stakeholders have
Operational been effectively established.
The district structures between schools and stakeholders result in communication that sometimes
Emerging may not be consistent, clear, or timely.
Structures which promote clear and open communication between schools and stakeholders have
Not Evident
not been effectively established or implemented.
Data
Sources
Comments
(optional)
34 2.4 Family and Community Engagement

GDPS - Family and Community Engagement (Standard 3): Ensures that families and community members
have feedback and problem-solving opportunities throughout the district
The district engages family and community members to take leadership roles in feedback and
Exemplary
problem- solving activities throughout the district.
The district ensures that family and community members routinely have feedback and problem-
Operational solving opportunities throughout the district.
Opportunities for family and community members to be involved in feedback and problem-
Emerging solving are limited or inconsistently provided across the district.
Opportunities for family and community feedback and involvement in problem-solving seldom
Not Evident
occur in the district.
Data
Sources
Comments
(optional)

Standard Score

Standard Score
2.0
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).

SACS/AdvancED: List the LEAs Indicator 3.8 The school engages families in meaningful ways in their childrens
SACS/AdvancED recommendations education and keeps them informed of their childrens learning progress.
and findings related to family and Finding (2014): Develop a comprehensive plan to engage parents by providing
community engagement. several formats and opportunities to inform them about student progress.
Additional data: What additional facts

did the team identify that relate to
family and community engagement?
(May be informed by quantitative or
qualitative sources.)

2.4.2 FAMILY AND COMMUNITY ENGAGEMENT GUIDING QUESTIONS

Welcoming all families and the The district/school Parental Involvement Plan, Federal Programs handbook,
community: What processes are in and district strategic plan relay the district's expectations and requirements for
place to ensure that schools in your parental involvement at the school level. The parental involvement
district are supported in making liaison/community organizer works alongside school personnel to implement
families and communities feel the parent, family, and community programs as outlined in both district policy
welcomed at the schools? Describe the and procedures. Measures taken have been successful were well attended and
effectiveness of the existing processes.
stakeholder feedback has increased, yet some stakeholders remain unengaged

Communicating effectively with all

families and the communities: What
are the processes for ensuring effective
communication with families and
communities across the district and in
schools? Describe the effectiveness of
existing processes.


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 effectiveness of
existing processes.

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 effectiveness of
existing processes.

Sharing leadership with families and The district has increased its efforts to actively engage all stakeholders by
the community: What processes are inviting all parents, families and community members to district/school activities
in place to ensure that family and and holding needs assessments and document review sessions annually.
communities are equal partners in the District and school personnel hold training sessions to provide information so
decisions that affect children in their that stakeholders are better informed when providing input. A parent council
schools? Describe the effectiveness of has been established, and administrators are members of local organization
existing processes.
boards, providing ongoing community collaboration and communication.

Collaborating with the community: The district provides notification of school activities in several ways to ensure
What district processes are in place that community members are informed of events and activities taking place
to ensure that district/schools within the district/school. The district has a mentoring program that includes
effectively collaborate with community community members as mentors and has community, collaborative partners
members to connect students, families such as Family Connection, 4-H, Healthier Taliaferro Initiative; Health
and staff to expanded learning Department, and the Sheriff's Department. Community members are also
opportunities, community services,
invited to volunteer at events and in classrooms.
and civic participation? Describe the

2.4.3 FAMILY AND COMMUNITY ENGAGEMENT TRENDS AND PATTERNS

Summarize the family and The school is operational in its parental/community involvement policies and programs.
community engagement Many opportunities for participation are provided. Most are well attended and deemed
trends and patterns effective. The district's part-time liaison position has recently been made full time with the
observed by the team addition of the community organizer component funded by SIG. Through this split funded
while completing this position, the district is expanding its efforts to increase parental/community participation.
section of the report. What Activities such as community volunteer readers, Reach Mentoring Program and
are the important trends
Math/Literacy Nights have been successful. We also held the first parental involvement
and patterns that will
appreciation banquet and 8th grade promotion ceremony. Family and community
support the identification
engagements have been enthusiastically attended and were overwhelmingly well received
of student, teacher, and
by parents, staff, students, and community leaders. The district will continue its efforts to
leader needs?
engage a full range of family and community stakeholders, to improve communication
between parents and teachers, and to provide additional training sessions for parents
regarding their participation in education.

2.5 SUPPORTIVE LEARNING ENVIRONMENT

patterns that support the identification 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.
2.5.1 SUPPORTIVE LEARNING ENVIRONMENT DATA
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
The district has a comprehensive schedule for ongoing, proactive maintenance of facilities and
Exemplary equipment. Repairs and services are provided in a timely manner and do not disrupt the learning
environment.
The district develops and implements effective processes to maintain facilities and equipment to
Operational
ensure an environment which is safe and conducive to learning.
Irregular or insufficient processes are in place to maintain facilities and equipment to ensure an
Emerging
environment which is safe and conducive to learning.
The district has done little to develop or implement processes to maintain facilities and equipment
Not Evident
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
The district provides, coordinates, and systematically monitors a comprehensive, accessible array of
Exemplary
services to meet the educational, physical, social and emotional needs of its students.
The district provides, coordinates, and monitors student support systems and services.
Operational
The district provides some student services, but improvements are needed in some areas such as
Emerging program coordination and monitoring.
The district has systemic problems with providing, coordinating, or monitoring student support
Not Evident
systems or services.
Data
Sources
Comments
(optional)
2.5 Supportive Learning Environment 39

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 4): Defines the roles, responsibilities, skill sets,
and expectations of leaders at all levels of the district to improve student learning and staff performance
Actions of leaders throughout the district reflect a deep understanding of their leadership roles,
Exemplary responsibilities, and expectations. Leaders demonstrate the appropriate skill sets necessary to
improve student learning and staff performance.
The district defines the roles, responsibilities, skill sets, and expectations of leaders at all levels to
Operational
increase student learning and staff performance.
The general roles, responsibilities, skill sets, or expectations for leaders are not fully developed by
Emerging the district.
Leader roles, responsibilities, skill sets, and expectations are not defined or are not up-to-date at
Not Evident
the school or district levels.
Data
Sources
Comments
(optional)

Standard Score
school improvement.
student learning.
40 2.5 Supportive Learning Environment


Standard Score
1. Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content,
1.9
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
2. Instructional Planning: The teacher plans using state and local school district curricula and standards,
1.9
effective strategies, resources, and data to address the differentiated needs of all students.
3. Instructional Strategies: The teacher promotes student learning by using research-based instructional
1.9
strategies relevant to the content area to engage students in active learning and to facilitate the students
acquisition of key knowledge and skills.
4. Differentiated Instruction: The teacher challenges and supports each students learning by providing
1.9
appropriate content and developing skills which address individual learning differences.
5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and
1.9
summative assessment strategies and instruments that are valid and appropriate for the content and student
population.
6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student
1.9
progress, to inform instructional content and delivery methods, and to provide timely and constructive
feedback to both students and parents.
7. Positive Learning Environment: The teacher provides a well-managed, safe, and orderly environment that
2.0
is conducive to learning and encourages respect for all.
8. Academically Challenging Environment: The teacher creates a student-centered, academic environment 1.9
in which teaching and learning occur at high levels and students are self-directed learners.
profession.
2.0

Discipline - Suspension (%)

In-School Suspension Out-of-School Suspension
10 Days Greater than 10 Days Greater than
or Fewer 10 Days or Fewer 10 Days
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Racial/Ethnic Subgroups
District 0.0 0.0 0.0 0.0
American Indian
State 0.2 0.2 0.2 0.2 0.1 0.1 0.1 0.1
District 0.0 0.0 0.0 0.0
Asian/Pacific Islander
State 0.9 0.9 0.4 0.3 0.8 0.8 0.7 0.6
District 75.4 100.0 81.0 77.8
Black
State 53.8 53.6 60.2 60.1 66.7 67.0 75.6 76.7
District 5.3 0.0 0.0 0.0
Hispanic
State 10.7 11.6 8.1 8.7 8.5 8.7 7.3 7.4
District 14.0 0.0 14.3 22.2
White
State 31.2 30.3 27.4 26.8 20.9 20.4 13.9 12.4
District 5.3 0.0 4.8 0.0
Multi-Racial
State 3.3 3.5 3.7 3.9 3.0 3.1 2.5 2.9
District 86.0 100.0 85.7 77.8
Minority**
State 68.9 69.8 72.6 73.2 79.1 79.7 86.2 87.7
Other Subgroups
Economically District 100.0 100.0 100.0 100.0
Disadvantaged State 77.4 77.1 84.6 84.3 84.4 84.7 88.9 88.9
District 0.0 0.0 0.0 0.0
English Learners
State 3.3 3.6 2.5 2.5 3.2 3.3 2.8 2.5
Foster District
Homeless District
Migrant District
District 17.5 27.3 28.6 16.7
Students with Disability
State 16.1 16.6 23.7 23.8 20.9 21.3 8.4 8.8
Source: GaDOE suspension reports.

**The Minority student subgroup includes all racial/ethnic categories except White.

Student Attendance Rate (2015-16)* Teacher Days Absent (%)*

Under 5 6-15 Over 15 2014-15 2015-16
District 65.4 28.4 6.2 All Days Absent (Count) District 1,147 907
All Students
State 55.3 35.1 9.5 District 47.0 55.8
Sick Leave
Racial/Ethnic Subgroups State 67.4 65.2
District District 28.6 26.7
American Indian Staff Development
State 72.9 16.8 10.3 State 21.5 21.5
Asian/Pacific District District 0.0 0.0
Vacation
Islander State 71.4 24.2 4.4 State 0.4 0.4
District 67.9 26.2 5.9 District 24.4 17.5
Black Other
State 61.3 30.7 8.1 State 10.7 13.0
District Source: Certified/Classified Personnel Information
Hispanic (CPI).
State 56.5 35.1 8.4
District 59.0 33.9 7.1
White
State 49.7 39.2 11.2
District
Multi-Racial
State 53.0 36.6 10.4
District 16.2 17.2 6.6
Minority**
State 37.5 20.4 4.2
Other Subgroups
Economically District 65.4 28.4 6.2
Disadvantaged State 52.5 36.4 11.1
District
English Learners
State 61.8 31.6 6.6
Foster District
Homeless District
Migrant District
Students with District 62.1 27.7 10.2
Disability State 49.3 37.2 13.4
Source: GaDOE Attendance Rate by Subgroup
report.
School Climate Star Rating*

2014-15 2015-16
District 4.0 4.0
State Average 3.5 3.5
Source: GaDOE Star Rating for School Climate report.


Small Student Subgroups: Use local For the past two years, the district did not have students enrolled in the
data to summarize key facts relating following subgroups: English Learners, Foster, Homeless, Migrant, American
to student subgroups with populations India
too small to report (less than 15).
*The district is currently revising forms and reviewing processes to increase the
(Do not include percentages or other possibility that all students eligible for above listed program will be identified.
numeric values that might violate
student privacy.)
SACS/AdvancED: List the LEAs

SACS/AdvancED recommendations
and findings related to a supportive
learning environment.
Additional data: What additional facts

did the team identify that relate to
a supportive learning environment?
(May be informed by quantitative or
qualitative sources.)


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 effectiveness of the
existing processes.

Developing and monitoring a system District and school administration oversee the implementation of programs
of supports: What are the processes designed to provide a positive environment for learning and ensure that
that are in place at the district level to teachers have access to professional learning that will improve their ability to
ensure that schools have supportive provide a learning environment that is conducive to student learning. Local,
learning environments that provides state, and federal fundings are utilized to provide instructional resources,
comprehensive services to students to support staff, and access to support agencies that will meet the needs of the
meet their unique, whole-child needs?
whole child. Efforts are improving student achievement levels, but student
performance levels remain below the state average in most academic subjects.
existing processes.
Ensuring a student learning District leadership requires that school leaders, coaches, and teachers
community: What are the processes approach learning and behavior services and interventions from a whole-child
that the district currently has in place approach, including a root cause approach to discipline and behavior
to support schools in cultivating and improvement. Professional learning on planning engaging and rigorous lessons
maintaining positive and healthy are also aimed at reducing negative behavioral and academic norms
behavioral and academic norms? throughout the school. Implementation of strategies are monitored by the coach
and leadership team through lesson plan review and team walkthroughs.
existing processes.

Personnel survey: Analyze LEA results

from the Georgia School Personnel
Survey. What are the key findings?
What positives are evident in the
results? What results are surprising or
concerning to the team?
(Note: The 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.)
Student survey: Analyze LEA results

from the Georgia Student Health
Survey 2.0. What are the key findings?
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 findings? What positives
are evident in the results? What results
are surprising or concerning to the
team?
(Note: The 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.)

Supports and interventions: What Several different initiatives are being implemented throughout the K-12 school.
supports and interventions, including Elementary school teachers have positive reward systems implemented in each
PBIS, are in place to ensure all students self-contained classroom. The middle school utilized PBIS strategies to improve
have access to a supportive learning student self worth and resulting behavior and academic achievement. High
environment? school staff and administration are working to revive the once implemented
Jaguar Allstar rewards program schoolwide. The district now employs a
full-time instructional coach to support professional learning efforts and has
increased the amount of time the counselor is available to support teachers and
students. The district is also partnering with a local sorority to host a mentoring
program for students in middle and high school.

Out-of-School Time: What processes The district utilized several funding sources to provide an extended learning
are in place in the district to provide period at the end of each school day and tutoring services during and after
students with engaging and enriching school and during school breaks throughout the year. High school students also
learning opportunities during out-of- attend these sessions for credit recovery of failed courses or to make up seat
school time (i.e. before school, after time. The district also hosts two external groups for two weeks during the
school, summer)? summer. The two groups offer summer camp activities to students in the county
at little to no cost to the district.
What data sources were utilized to ConApp, SSIP, Program Budgets, Session documentation (flyers, schedules,
make the above determinations? attendance); Touching Taliaferro With Love summer camp documentation
2.5.3 SUPPORTIVE LEARNING ENVIRONMENT TRENDS AND PATTERNS
Summarize the supportive learning The data shows that even though the district has a higher of economically
environment trends and patterns disadvantaged students, the supportive learning environment remains intact.
observed by the team while completing The district's one school has a graduation rate of 82.35%. Trends that should
this section of the report. What are the be observed for identification of student needs are benchmark testing such as
important trends and patterns that will Star, DIBELS and Classworks. As those scores drop, student needs increase.
support the identification of student, Due to lack of student engagement on the STAR test in high school, there is a
need to hold students accountable for their STAR improvement. Teacher
leadership keys can identify trends for teacher needs. Last year the average
score for each section in TKES was 2 or lower. This indicates a need for
additional professional learning. According to the Schlechty interviews, there is
a need for increased engagement of students in classes.

2.6 DEMOGRAPHIC and FINANCIAL

Analyze the LEAs data and answer the guiding questions to determine existing trends and patterns that support the
identification of demographic and financial needs. Student subgroups with a count of less than 15 are denoted by TFS
(too few students).
2.6.1 DEMOGRAPHIC AND FINANCIAL DATA
Student Demographics (2015-16) (%) Student Demographics (2015-16) (%)

District State District State
Racial/Ethnic Subgroups Special Education - Pre-K 0.0 22.0
American Indian/Alaskan Native 0 <1 Special Education - All 21.9 11.0
Asian 1 4 Autism spectrum disorder 9.2
Black 78 37 Blind <0.1
Hispanic 7 15 Deaf/hard of hearing 0.6
Multi-Racial 2 3 Emotional/behavioral disorder 5.3
White 12 41 Intellectual disability (mild,
7.1
Minority** 88 59 moderate, severe, profound)
Other Subgroups Orthopedic impairment 0.3
Economically Disadvantaged 97 62 Other health impairment 15.4
English Learners 0 8 Significant developmental delay 11.9
Foster <1 Specific learning disability 35.3
Homeless 2 Speech-language impairment 14.2
Migrant 1 <1 Traumatic brain injury 0.1
Source: GOSA Enrollment by Subgroups Programs Visual impairment 0.2
report. Source: GOSA Enrollment by Subgroups Programs
report and GaDOE Special Education District Counts.
Student Mobility Rate
2014-15 2015-16 Program Enrollment (2015-16) (%)
District 17.3 28.5 District State
State Average* 15.6 16.2 Early Intervention 13.5 22.4
Source: GOSA Student Mobility Rates (by District) Remedial Education 6th-8th 0.0 12.8
report Remedial Education 9th-12th 0.0 9.0
Alternative Education 0.0 1.9
Directly Certified (Includes SNAP, TANF, Vocational Education (9-12) 85.0 55.5
Homeless, Unaccompanied Youth, Foster,
Gifted 11.5
and Migrant) (%)
Source: GOSA Enrollment by Subgroups Programs
2014-15 2015-16
report.
District 59.0 53.0
State Average* 37.7 39.0
Source: GOSA Directly Certified (District Level) report.
*Values represent averages calculated from district-level data.

48 2.6 Demographic and Financial

FTE Counts Financial Efficiency Star Rating

2013-14 2014-15 2015-16 2014-15
District 187 178 173 District 1.0
Source: GOSA FESR report and GaDOE FTE report. State Average 2.9
Source: GOSA FESR report.
Per Pupil Expenditures ($) Per Pupil Expenditures Percentile

2013-14 2014-15 2014-15
District 14,280.23 16,542.13 District 100
State Average 8,417.64 8,691.25 Source: GOSA FESR report.
Source: GOSA FESR report.
Small student subgroups: Use local

data to summarize key facts relating
to student subgroups with populations
(Do not include percentages or other

student privacy.)
Additional data: What additional The student mobility rate is higher than the state average during two
facts did the team identify that relate consecutive years (14-15 & 15-16). The district also reports minority student
to demographic and financial data? enrollment that is 21% higher than the state average, and special education
(May be informed by quantitative or enrollment over 10% higher than the state. The district has approximately 160
qualitative sources.) students currently enrolled, so each student carries a much higher percentage
rate than those in other districts or the state.
Financially, the district has seen a substantial increase in its per pupil
expenditures over the past two years and received a financial efficiently star
rating of 1.0. The district is not spending an increased amount of funding, but is
maintaining the minimum required staff and resources needed to adequately
implement school programs though the student population declined nearly 20%
in the past four years.

2.6 Demographic and Financial 49

2.6.2 DEMOGRAPHIC AND FINANCIAL GUIDING QUESTIONS
Internal factors: What internal factors

might have affected data and/or
results of data? Examples may include:
resource allocation, documentation
and monitoring, technology and
software, communication, internal
controls, and personnel assignment/
performance.
External factors: What external factors Demographic and financial data are also affected by external factors such as
might have affected data and/ or the transient population of students enrolling within the school district. The
results of data? Examples may include: district's special education and RTI enrollments school nearly doubled during
geographic location, population the 16-17 school year as students with disabilities moved into the county.
demographics (employment, Nearly 90% of student transferring in to the district for 16-17 were reported as
education, median income), local/ being at least one grade level below expected in reading and/or math. The
state/national economy, natural
percentage of economically disadvantaged students for the district is also
disasters, and state and federal policy
affected by the economic status of the county, which has very little industry.
changes.
Access to Programs: What processes The district has processes in place for identifying students for EIP and other
exist to ensure students have access to intervention/remediation programs. Service providers and teachers collaborate
programs addressing individualized to review student GMAS, local benchmark, STAR reading & math data and
learning needs (including EIP, REP, identification checklists to determine if students are eligible for such programs
alternative education, vocational designed to address individualized learning needs. The Title I tutoring program
education, and gifted)? What utilizes the rank order process to identify students for services. Students are
challenges exist in providing students
enrolled in vocational programs and pathways based upon student/parent
access to such programs when
selections during orientation or registration. Challenges include a lack of
necessary?
funding to provide sufficient staff and tutors to provide services to all students
that might quality. All students qualifying for EIP are served. Also due to limited
staff, the district is only able to offer three vocational pathways
50 2.6 Demographic and Financial

Demographic and Financial The district's enrollment of students living in poverty and those requiring
Challenges: What demographic and/ specialized or individualized learning plans is growing, yet the staff available to
or financial challenges could affect support those needs is stagnant. Supporting the needs of students in such a
improvement efforts within the LEA? small district requires that most staff members and administrators be
(Identifying these challenges may responsible for the duties and responsibilities of at least two positions. The
require collection and analysis of stress of increasing workload have led to a significant increase in sick leave
additional LEA data.)
days taken by staff. Improvement efforts are stalled when those responsible for
duties are not at work to complete them. Also, if the total student enrollment
continues to decrease, the per pupil expenditure amount will continue to
increase, affecting the district's financial efficiency rating.

2.6.3 DEMOGRAPHIC AND FINANCIAL TRENDS AND PATTERNS
Summarize the demographic and Data shows a downward trend for student enrollment in Taliaferro County. With
financial trends and patterns observed a lower student population, the average spending per pupil has risen. Another
by the team while completing this observed trend is the high student mobility rate.
section of the report. What are the
important trends and patterns that will From July 2016 to now, the special education population has doubled. The
support the identification of student, trend relating to growth in the special education department reveals a need for
additional staff to meet students individualized needs.
Other trends indicate that the system has a higher economically disadvantaged
population and a higher percentage of students with disabilities population than
the state average. Because the entire school gets free lunch and individual
student financial status are not readily available, the system needs to rely on
parent involvement to identify student financial n of economically disadvantaged
students and those requiring additional academic support when necessary.
2.6 Demographic and Financial 51

2.7 STUDENT ACHIEVEMENT
Analyze the LEAs data and answer the guiding questions to determine existing trends and patterns that support the
identification of student achievement needs. The LEA is responsible for populating all blank data cells. Student subgroups
with a count of less than 15 are denoted by Too Few.
2.7.1 STUDENT ACHIEVEMENT DATA
English Language Arts

Elementary School End-of-Grade Milestones
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 52.6 39.5 5.3 2.6 29.7
All Students
2015-16 50.0 27.8 22.2 0.0 37.1
American 2014-15
Indian 2015-16
Asian/Pacific 2014-15
Islander 2015-16
2014-15 59.1 36.4 4.5 0.0 26.7
Black
2015-16 50.0 22.7 27.3 0.0 35.0
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 26.7
Minority**
2015-16 0.4
Other Subgroups
Economically 2014-15 52.6 39.5 5.3 2.6 29.7
Disadvantaged 2015-16 50.0 27.8 22.2 0.0 37.1
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16
Students with 2014-15
Disabilities 2015-16
Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
52 2.7 Student Achievement


Middle School End-of-Grade Milestones
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 50.0 21.4 7.1 0.0 28.9
All Students
2015-16 33.3 30.6 5.6 5.6 37.1
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 59.3 29.6 11.1 0.0 29.4
Black
2015-16 44.0 40.0 8.0 8.0 37.9
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 29.4
Minority**
2015-16 37.9
Other Subgroups
Economically 2014-15 63.6 27.3 9.1 0.0 28.9
Disadvantaged 2015-16 44.4 40.7 7.4 7.4 37.1
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16
2.7 Student Achievement 53


9 Grade Literature End-of-Course Milestones
th
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 TFS TFS TFS TFS
All Students
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15
Black
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15
Minority**
2015-16
Other Subgroups
Economically 2014-15
Disadvantaged 2015-16 TFS TFS TFS TFS
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16
Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.

e or
ed
Ra cien ed
American Literature End-of-Course Milestones
ng
te cy
ish
t
Ra cien edbov nt
t
ofi gh
ien
pi
e
gu
Pr ei
ofi gh A ci
elo
W
Pr ei rofi
ofi
in
ev
ist
ed
Pr
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 33.3 50.0 11.1 5.6 47.4
All Students
American 2014-15
Indian 2015-16
Islander 2015-16
Black
2015-16
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15
Minority**
2015-16
Other Subgroups
Economically 2014-15 33.3 50.0 11.1 5.6 47.4
Disadvantaged 2015-16
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Mathematics
e or
ed
Ra cien ed
te tio
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
ien
in
pi
e
gu
Pr ei
nn
ofi gh A ci
elo
c
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
ed
Pr
Pa
Be
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 50.0 39.5 10.5 0.0 30.3
All Students
2015-16 41.7 36.1 19.4 2.8 42.9
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 59.1 31.8 9.1 0.0 27.4
Black
2015-16 40.9 40.9 18.2 0.0 41.7
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 27.4
Minority**
2015-16 41.7
Other Subgroups
Economically 2014-15 50.0 39.5 10.5 0.0 30.3
Disadvantaged 2015-16 41.7 36.1 19.4 2.8 42.9
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Mathematics
e or
ed
Ra cien ed
te tio
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
in
ien
pi
e
gu
nn
Pr ei
ofi gh A ci
elo
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
Pa
Be
ed
Pr
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 35.7 33.3 7.1 2.4 40.8
All Students
2015-16 27.8 33.3 11.1 2.8 41.4
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 44.4 40.7 11.1 3.7 39.7
Black
2015-16 40.0 44.0 12.0 4.0 39.4
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 39.7
Minority**
2015-16 39.4
Other Subgroups
Economically 2014-15 45.5 42.4 9.1 3.0 40.8
Disadvantaged 2015-16 37.0 44.4 14.8 3.7 41.4
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Mathematics
e or
ed
Ra cien ed
te tio
Coordinate Algebra End-of-Course Milestones
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
ien
in
pi
e
gu
Pr ei
nn
ofi gh A ci
elo
c
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
ed
Pr
Pa
Be
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
All Students
2015-16
American 2014-15
Indian 2015-16
Islander 2015-16
Black
2015-16
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15
Minority**
2015-16
Other Subgroups
Economically 2014-15 TFS TFS TFS TFS
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Mathematics
e or
ed
Ra cien ed
te tio
Analytic Geometry End-of-Course Milestones
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
in
ien
pi
e
gu
nn
Pr ei
ofi gh A ci
elo
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
Pa
Be
ed
Pr
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
All Students
2015-16 40.0 40.0 20.0 0.0 43.8
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15
Black
2015-16 TFS TFS TFS TFS 40.0
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 0.0
Minority**
2015-16 40.0
Other Subgroups
Disadvantaged 2015-16 40.0 40.0 20.0 0.0 43.8
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Science
e or
ed
Ra cien ed
te tio
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
ien
in
pi
e
gu
Pr ei
nn
ofi gh A ci
elo
c
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
ed
Pr
Pa
Be
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 60.5 31.6 7.9 0.0 23.7
All Students
2015-16 58.3 27.8 13.9 0.0 30.0
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 63.6 27.3 9.1 0.0 21.0
Black
2015-16 59.1 36.4 4.5 0.0 26.7
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 21.0
Minority**
2015-16 26.7
Other Subgroups
Economically 2014-15 60.5 31.6 7.9 0.0 23.7
Disadvantaged 2015-16 58.3 27.8 13.9 0.0 30.0
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Science
e or
ed
Ra cien ed
te tio
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
in
ien
pi
e
gu
nn
Pr ei
ofi gh A ci
elo
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
Pa
Be
ed
Pr
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 50.0 16.7 9.5 2.4 31.6
All Students
2015-16 44.4 22.2 8.3 0.0 22.9
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 63.0 18.5 14.8 3.7 30.9
Black
2015-16 60.0 28.0 12.0 0.0 22.7
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 30.9
Minority**
2015-16 22.7
Other Subgroups
Economically 2014-15 63.6 21.2 12.1 3.0 31.6
Disadvantaged 2015-16 59.3 29.6 11.1 0.0 22.9
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Science
Biology End-of-Course Milestones
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
All Students
American 2014-15
Indian 2015-16
Islander 2015-16
Black
2015-16
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 26.7
Minority**
2015-16
Other Subgroups
Economically 2014-15 TFS TFS TFS TFS 26.7
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Science
Physical Science End-of-Course Milestones
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
All Students
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15
Black
2015-16
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15
Minority**
2015-16
Other Subgroups
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Social Studies
e or
ed
Ra cien ed
te tio
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
ien
in
pi
e
gu
Pr ei
nn
ofi gh A ci
elo
c
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
ed
Pr
Pa
Be
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 57.9 34.2 7.9 0.0 25.0
All Students
2015-16 50.0 30.6 19.4 0.0 37.1
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 54.5 31.8 13.6 0.0 25.8
Black
2015-16 50.0 31.8 18.2 0.0 35.0
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 25.8
Minority**
2015-16 35.0
Other Subgroups
Economically 2014-15 57.9 34.2 7.9 0.0 25.0
Disadvantaged 2015-16 50.0 30.6 19.4 0.0 37.1
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Social Studies
e or
ed
Ra cien ed
te tio
ng
te cy
ish
t
g
Ra cien edbov nt
t
ofi gh
Ra ipa
in
ien
pi
e
gu
nn
Pr ei
ofi gh A ci
elo
ic
W
Pr ei rofi
ofi
in
gi
rt
ev
ist
Pa
Be
ed
Pr
W P
D
ish
ng
te cy
t
g
t
in
pi
ien
gu
nn
elo
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 48.8 29.3 0.0 0.0 23.0
All Students
2015-16 36.1 30.6 8.3 0.0 30.0
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 57.7 42.3 0.0 0.0 21.2
Black
2015-16 48.0 44.0 8.0 0.0 28.8
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 21.2
Minority**
2015-16 28.8
Other Subgroups
Economically 2014-15 62.5 37.5 0.0 0.0 23.0
Disadvantaged 2015-16 48.1 40.7 11.1 0.0 30.0
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Social Studies
United States History End-of-Course Milestones
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
2014-15 55.0 35.0 10.0 0.0 31.0
All Students
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15 60.0 33.3 6.7 0.0 28.1
Black
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15 28.1
Minority**
2015-16
Other Subgroups
Economically 2014-15 55.0 35.0 10.0 0.0 31.0
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Social Studies
Economics/Business/Free Enterprise End-of-Course Milestones
ed
Ra cien ed
ish
ng
te cy
t
ofi gh
g
t
in
pi
ien
gu
Pr ei
nn
elo
W
in
c
ofi
gi
ist
ev
Student Group Year
Be
Pr
D
D
All Students
American 2014-15
Indian 2015-16
Islander 2015-16
2014-15
Black
2015-16
2014-15
Hispanic
2015-16
2014-15
White
2015-16
2014-15
Multi-Racial
2015-16
2014-15
Minority**
2015-16
Other Subgroups
English 2014-15
Learners 2015-16
2014-15
Foster
2015-16
2014-15
Homeless
2015-16
2014-15
Migrant
2015-16

Graduation Rate - 4-Year Cohort (2015-16) (%) Drop Out Rate (2015-16)
District State District State
All Students TFS 79.4 All Students 3.6
Racial/Ethnic Subgroups Racial/Ethnic Subgroups
American Indian 69.3 American Indian 5.3
Asian/Pacific Islander 87.8 Asian/Pacific Islander 1.4
Black Too 76.2 Black 4.1
Hispanic 73.4 Hispanic 4.5
White 83.0 White 3.2
Multi-Racial 81.0 Multi-Racial 3.4
Minority** 92.9 73.6 Other Subgroups
Other Subgroups Economically Disadvantaged 4.0
Economically Disadvantaged Too 75.3 English Learners 7.0
English Learners 56.4 Migrant 3.6
Migrant 68.8 Students with Disabilities 5.6
Students with Disabilities 56.6 Source: GOSA Drop Out Rate 9-12 report.
Source: GOSA Graduation Rate (4-Year Cohort) report.
Pathway Completers (2015-16) (%)* SAT Scores (2015-16)

District State Math Reading Writing Total
All Students District
Racial/Ethnic Subgroups State Average 472 477 458 1,407
American Indian 0.1 Source: GOSA SAT Scores (Highest) report.
Asian/Pacific Islander 2.2
District Mean Growth Percentile*
Black 64.3 27.1
2014-15
Hispanic 7.1 6.1
District 0.5
White 27.0 31.2
State Average 42.8
Multi-Racial 1.7 Source: GaDOE Title II, Part A calculation.
Minority** 14.3 7.4
Other Subgroups
Economically Disadvantaged 78.6 41.7
English Learners 0.5
Migrant
Students with Disabilities 28.6 4.7
Source: GaDOE pathway completers report.

***Graduates completing a CTAE pathway, advanced academic pathway, IB Career
Related Program, fine arts pathway, or a world language pathway.

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
3rd-5th
6th-8th
9th-12th
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.
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
Beginning Developing Proficient Distinguished
Grade Band Student Type Total Tested
(%) (%) (%) (%)
Priority for
Service
Elementary
Non-Priority
for Service
Priority for
Service
Middle
Non-Priority
for Service
Priority for
9th Grade Service
Literature Non-Priority
for Service
Priority for
American Service
Literature Non-Priority
for Service
Source: LEA ELA Milestones (FY16).

Migrant Students
Mathematics Comparison of Migrant Priority for Services and Non-Priority for Service Students
Beginning Developing Proficient Distinguished
Grade Band Student Type Total Tested
(%) (%) (%) (%)
Priority for
Service
Elementary
Non-Priority
for Service
Priority for
Service
Middle
Non-Priority
for Service
Priority for
Coordinate Service
Algebra Non-Priority
for Service
Priority for
Analytic Service
Geometry Non-Priority
for Service
Source: LEA mathematics Milestones (FY16).
Small student subgroups: Use local

data to summarize key facts relating
to student subgroups with populations
(Do not include percentages or other

student privacy.)

Additional data: What additional Increases in student achievement can be attributed to the various opportunities
facts did the team identify that relate provided for our students and the dedication of teachers. The district's amall
to student achievement? (May be size allows a very personal amount of consistency and investment in students'
informed by quantitative or qualitative education. Opportunities are offered such as after-school tutoring, intersession
sources.) weeks for students during the breaks, and MOWR classes for high school
students. There is a high school feedback report that is given to our
Suggested additional sources include:
administration to help us identify areas of need for remediation and preparation
ACT scores
for the next year. The district encourages frequent data monitoring by faculty
Advanced Placement enrollment
and perform monthly data sessions on the Leadership Team (GPAs,
and outcomes
attendance data, discipline data, and overall progress of our students and the
Hope Scholarship eligibility
school). Students consistently do not perform well below both state and national
International Baccalaureate
averages on the SAT. Thirty-eight percent of high school students participated
enrollment and outcomes
in the Move on When Ready program in FY17, and 45% of graduates in FY17
Move on When Ready
were eligible for Hope Scholarship.
participation

2.7.2 STUDENT ACHIEVEMENT GUIDING QUESTIONS
Effective collaboration to support Currently, the district uses weekly collaboration between teachers, vertical
student achievement: What processes teaming monthly, and the requirement that each teacher be a subject matter
are in place to ensure that effective expert due to our small size. Teachers must know their content and therefore
collaboration is occurring across are better able to advance student achievement. Sadly, being the SME and
the district to advance student having limited reason to meet with other teachers due to the lack of shared
achievement? Are existing processes teaching responsibility clashes with the collaborative process. Collaboration is
effective?
currently ineffective because it is not required, is documented informally, or
done consistently by the faculty.
Supporting improved graduation

outcomes: What processes are in place
to support practices that will positively
affect graduation outcomes?


Student subgroup gaps: What gaps The largest gap of student success exists between general education students
exist in outcomes among student and special education students. While our special education students are
subgroups? served in a full-inclusion environment with co-teaching daily and resource time
daily, our students with exceptionalities continue to perform far lower than their
general education peers. The district's other subgroup, economically
disadvantaged students, is currently performing below the state average and
targets on GA Milestones EOG and EOC.

Reduced class size: Based on student All students benefit from reduced class sizes because we are a school that is
achievement data, have you identified entirely made of classes with small sizes (15 or less). There has been
specific student cohorts or content improvement in the occurrence of effective instructional practices and the rates
areas that would benefit from of student success throughout grades, subgroups, and cohorts. Student
evidence-based reduced class size? achievement data also shows a positive correlation based on the student to
teacher ratio.

2.7.3 STUDENT ACHIEVEMENT TRENDS AND PATTERNS
Summarize the student achievement The most frustrating trend was the constant reminder that the district has Too
trends and patterns observed by the Few Students in almost all classes, therefore, student data is not readily
team while completing this section reported and available to the district. While having small numbers in the
of the report. What are the important classroom is quite the gift, it is quite the burden when it comes to data-mining
trends and patterns that will support and reporting. Moving forward, the district will ensure that the data is broken
the identification of student, teacher, down and looked at using a systematic and planned method. Documented
and leader needs?
processes and expectations will be drafted and distributed to faculty in order to
ensure that everyone is aware of the level of rigor that is expected as well as
the degree to which schools depend on the continued support and work of staff
and students for success. Having documented processes will eliminate issues
that arise from miscommunication between students, teachers, and/or school
leaders. This will also improve both the efficacy and and timeliness of work
completion. Once procedure documents are completed approved and adhered
to, it will be appropriate to inspect other elements and patterns in the data.

NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS
3. NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS

3.1 TRENDS and PATTERNS
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.
2.1 Coherent Instructional System: The district is providing support to encourage a strong instructional system and
Summarize the coherent instructional is collecting adequate amounts of data through lesson planning guidelines,
system trends and patterns observed leadership team walkthroughs, GOSA collaboration, student progress
by the team while completing this monitoring (3 time a year minimum), and through professional learning provided
section of the report. What are the to all faculty members.
important trends and patterns that will
support the identification of student, The district does have a need to develop a comprehensive set of written
teacher, and leader needs? processes and protocols for the above mentioned systems as well as others.
While the systems are provided to faculty and are performed, there are minimal
formal/documented processes to adhere to during execution. Once processes
are documented in written format and distributed to the appropriate faculty and
staff members, monitoring of implementation will be necessary to ensure
consistency throughout the district.
2.2 Effective Leadership: Summarize The superintendent/principal and leadership team has continuous dialogue and
the effective leadership trends and works effectively with the faculty and staff to determine the needs of the school
patterns observed by the team while as well as to evaluate and implement programs. District and school leadership
completing this section of the report. have cultivated a positive work and learning environment that has led to
What are the important trends improved performance of staff and students. Effective use of resources has
and patterns that will support the continued throughout changes in leadership staff, and the quality of instruction
identification of student, teacher, and has significantly improved as a result of professional development, ongoing
leader needs? support, and monitoring of implementation.
The district needs to work to engage a full range of stakeholders in supporting

district goals and initiatives to engage student learning and teaching, and
oversee the development of written procedures for each department and
program.
3.1 Trends and Patterns 73

2.3 Professional Capacity: Summarize The district has consistent practices when it comes to professional capacity,
the professional capacity trends attracting, recruiting and retaining teachers. The district has been successful
and patterns observed by the team attracting high quality teachers to the district and retained a slightly higher
while completing this section of the percentage of its staff over the past year. The district has been proactive in
report. What are the important trends offering supply, technology, and financial incentives to recruit and retain
and patterns that will support the teachers long-term. The district is also planning for possible vacancies due to
identification of student, teacher, and retirement of staff within five years.
leader needs?
Areas for growth include the:
*The development of a comprehensive professional growth learning plan.
*The continuance and expansion of teacher recruitment and retention resource
and financial initiatives
*The development of a complete set of processes and procedures of practices
already in place for consistent implementation across the district.
2.4 Family and Community The school is operational in its parental/community involvement policies and
Engagement: Summarize the family programs. Many opportunities for participation are provided. Most are well
and community engagement trends attended and deemed effective. The district's part-time liaison position has
and patterns observed by the team recently been made full time with the addition of the community organizer
while completing this section of the component funded by SIG. Through this split funded position, the district is
report. What are the important trends expanding its efforts to increase parental/community participation. Activities
and patterns that will support the such as community volunteer readers, Reach Mentoring Program and
identification of student, teacher, and Math/Literacy Nights have been successful. We also held the first parental
leader needs? involvement appreciation banquet and 8th grade promotion ceremony. Family
and community engagements have been enthusiastically attended and were
overwhelmingly well received by parents, staff, students, and community
leaders. The district will continue its efforts to engage a full range of family and
community stakeholders, to improve communication between parents and
teachers, and to provide additional training sessions for parents regarding their
participation in education.
2.5 Supportive Learning Environment: The data shows that even though the district has a higher of economically
Summarize the supportive learning disadvantaged students, the supportive learning environment remains intact.
environment trends and patterns The district's one school has a graduation rate of 82.35%. Trends that should be
observed by the team while observed for identification of student needs are benchmark testing such as Star,
completing this section of the report. DIBELS and Classworks. As those scores drop, student needs increase. Due
What are the important trends to lack of student engagement on the STAR test in high school, there is a need
and patterns that will support the to hold students accountable for their STAR improvement. Teacher leadership
identification of student, teacher, and keys can identify trends for teacher needs. Last year the average score for each
leader needs? section in TKES was 2 or lower. This indicates a need for additional
professional learning. According to the Schlechty interviews, there is a need for
increased engagement of students in classes.
74 3.1 Trends and Patterns

2.6 Demographic and Financial: Data shows a downward trend for student enrollment in Taliaferro County. With
Summarize the demographic and a lower student population, the average spending per pupil has risen. Another
financial trends and patterns observed observed trend is the high student mobility rate.
by the team while completing this
section of the report. What are the From July 2016 to now, the special education population has doubled. The
important trends and patterns that will trend relating to growth in the special education department reveals a need for
support the identification of student, additional staff to meet students individualized needs.
Other trends indicate that the system has a higher economically disadvantaged
population and a higher percentage of students with disabilities population than
the state average. Because the entire school gets free lunch and individual
student financial status are not readily available, the system needs to rely on
parent involvement to identify student financial n of economically disadvantaged
students and those requiring additional academic support when necessary.
2.7 Student Achievement: Summarize The most frustrating trend was the constant reminder that the district has Too
the student achievement trends Few Students in almost all classes, therefore, student data is not readily
and patterns observed by the team reported and available to the district. While having small numbers in the
while completing this section of the classroom is quite the gift, it is quite the burden when it comes to data-mining
report. What are the important trends
and reporting. Moving forward, the district will ensure that the data is broken
and patterns that will support the
down and looked at using a systematic and planned method. Documented
identification of student, teacher, and
processes and expectations will be drafted and distributed to faculty in order to
leader needs?
ensure that everyone is aware of the level of rigor that is expected as well as
the degree to which schools depend on the continued support and work of staff
and students for success. Having documented processes will eliminate issues
that arise from miscommunication between students, teachers, and/or school
leaders. This will also improve both the efficacy and and timeliness of work
completion. Once procedure documents are completed approved and adhered
to, it will be appropriate to inspect other elements and patterns in the data.
3.1 Trends and Patterns 75

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 affected by the program. Focus on strengths and challenges that will assist in the identification of needs
during 3.3. Watch the Identifying Need webinar for additional information and guidance.
3.2.1 IDEA - SPECIAL EDUCATION
Strengths
Challenges
3.2.2 TITLE I, PART A - IMPROVING the ACADEMIC ACHIEVEMENT of the DISADVANTAGED
Strengths
Challenges
3.2.3 TITLE I, PART A - FOSTER CARE PROGRAM
Strengths
Challenges
76 3.2 Program Strengths and Challenges

3.2.4 TITLE I, PART A - PARENT ENGAGEMENT
Strengths
Challenges
3.2.5 TITLE I, PART C - EDUCATION of MIGRATORY CHILDREN

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 Currently, there are no migrant participants in Taliaferro County, and in the event that
and serving its most mobile any is identified; students will be assessed (like any other student in the district) to
migratory children and youth identify academic needs, and services will be coordinated with ABAC.
who lack consistent class or state
assessment scores?
How is the LEA designing

Currently, there are no migrant participants in Taliaferro County, and in the event that
services for its migratory
any are identified; students will be assessed (like any other student in the district) to
children and youth who are only
identify academic needs, and services will be coordinated with ABAC.
in the district for a short period
of time (and those who may
never enroll in the district)?
How is the LEA assessing and Currently, there are no migrant participants in Taliaferro County, and in the event that
serving its out-of-school youth any are identified; students will be assessed (like any other student in the district) to
and drop-outs? identify academic needs, and services will be coordinated with ABAC.
What is the greatest academic Currently, there are no migrant participants in Taliaferro County, and in the event that
need for drop-outs, as identified any are identified; students will be assessed (like any other student in the district) to
through the out-of-school youth identify academic needs, and services will be coordinated with ABAC.
profile?
3.2 Program Strengths and Challenges 77

What is the greatest academic

Currently, no students enrolled in Taliaferro County School District have been
need for out-of-school youth, as
identified or served as migrant. No former migrant students were identified as
identified through the out-of-
dropouts.
school youth profile?
3.2.6 TITLE I, PART D - NEGLECTED or DELINQUENT CHILDREN

Strengths
Challenges
3.2.7 TITLE II, PART A - PREPARING, TRAINING, and RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, AND
OTHER SCHOOL LEADERS
Strengths
Challenges

3.2.8 TITLE III - LANGUAGE INSTRUCTION for ENGLISH LEARNERS and IMMIGRANT STUDENTS
Strengths
Challenges
3.2.9 TITLE IX, PART A - MCKINNEY-VENTO EDUCATION for HOMELESS CHILDREN and YOUTH PROGRAM
Strengths
Challenges
3.2.10 LEA EQUITY ACTION PLAN
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 first

question, identify and analyze
the equity gaps that are chosen
as areas for focus in the LEA
Equity Action Plan.
3.2 Program Strengths and Challenges 79

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 fidelity?
Essential Features and

Innovations: Describe the
LEAs progress on the essential
features and innovations to
improve academic outcomes in
the charter systems 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 LEAs new charter
system contract?

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 identified
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 identified in 3.2. Watch the Identifying Need webinar for additional information and
guidance.
Is the need Can Root

How severe trending better or Causes Be Additional Priority
Overarching Need is the need? worse over time? Identified? Considerations Order
3.3 Identification and Prioritization of Overarching Needs 81

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. After 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 Effectiveness
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 The district utilized the "Five Whys" approach to root cause identification. After a need was
cause analysis identified, the team leader asked why the need existed. Upon discussion and receipt of a response
process used by from the team, the leader again asked why the new response took place. The team continued to
the team. this process five times (or even more if needed) and stopped only when consensus of a root cause
was reached. The team leader then asked for a new explanation for the first identified need, and the
"why" process was completed until root causes for all given explanations were reached. The
process was repeated for the second identified need. The district utilized the posted Five Whys form
adapted from Nancy Love's Problem Identification Form & TQM 5 Whys. Retrieved from
https://www.cde.state.co.us/sites/default/files/documents/uip/downloads/rootcauseanalysis_training
materials/thefivewhys.pdf
82 3.4 Root Cause Analysis

Overarching Closing the achievement gap between all students and the students with disabilities subgroup
Need #1
This is a root This is
cause and not something
a contributing we can Related
Root Causes to be Addressed cause or symptom affect programs
AC

ABCH

ABCEH

Limited parent engagement in implementation of student Individualized AE

Educational Plans (IEPs) and parent knowledge of exceptionalities.
Overarching
Need #2
ABCH

ABCH

ABCH

Academic engagement of children before entering school (Utilize school N/A

club community outreach programs and collaborative organization progra
3.4 Root Cause Analysis 83

Overarching
Need #3
Overarching
Need #4
84 3.4 Root Cause Analysis

ADDITIONAL RESPONSES
Use the space below to provide additional narrative regarding the LEAs comprehensive needs assessment (optional).
205 Jesse Hill Jr. Drive SE

Atlanta, GA 30334
(404) 657-4209
www.gadoe.org
askdoe@gadoe.org

Taliaferro District Comprehensive Needs Assessment FY18

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Comprehensive Needs Assessment

2017-2018 District Report

205 Jesse Hill Jr. Drive SE

IDEA - Special Education

Georgias Systems of Continuous Improvement Overview February 10, 2017

March 2017 Document Number: 1701-0301

Team Lead Submission Log

Systems to Improve (What to Improve)

4 Georgias Systems of Continuous Improvement

Georgias Systems of Continuous Improvement 5

Process to Improve (How to Improve)

6 Georgias Systems of Continuous Improvement

1. PLANNING and PREPARATION

1.1.2 Recommended and Additional Team Members

1.1 Team Members 7

1.2 IDENTIFICATION of STAKEHOLDERS

1.2.1 Required Stakeholders

1.2.2 Recommended and Additional Stakeholders

How will the LEA incorporate N/A

1.3 PROJECT MANAGEMENT

1.3 Project Management 11

How will the team organize and

2. DATA COLLECTION and ANALYSIS

2.1 Coherent Instructional System 13

14 2.1 Coherent Instructional System

Leader Keys Effectiveness System

Teacher Keys Effectiveness System

2.1 Coherent Instructional System 15

What data sources were utilized to

2.1.2 COHERENT INSTRUCTIONAL SYSTEM GUIDING QUESTIONS

Planning for quality instruction:

What data sources were utilized to

16 2.1 Coherent Instructional System

Delivering quality instruction: What

What data sources were utilized to

What data sources were utilized to

Refining the instructional system:

What data sources were utilized to

2.1 Coherent Instructional System 17

2.1.3 COHERENT INSTRUCTIONAL SYSTEM TRENDS AND PATTERNS

18 2.1 Coherent Instructional System

2.2 EFFECTIVE LEADERSHIP

Comments The district is quickly moving towards operational.

2.2 Effective Leadership 19

20 2.2 Effective Leadership

2.2 Effective Leadership 21

22 2.2 Effective Leadership

The organization or allocation of personnel, expertise, and services is provided intermittently or on

Leader Keys Effectiveness System

2.2 Effective Leadership 23

Teacher Keys Effectiveness System

2.2.2 EFFECTIVE LEADERSHIP GUIDING QUESTIONS

24 2.2 Effective Leadership

What data sources were utilized to TKES; Leadership team walkthroughs

What data sources were utilized to

2.2 Effective Leadership 25

Providing quality professional

What data sources were utilized to

2.2.3 EFFECTIVE LEADERSHIP TRENDS AND PATTERNS

The district needs to work to engage a full range of stakeholders in supporting

26 2.2 Effective Leadership

2.3 PROFESSIONAL CAPACITY

2.3 Professional Capacity 27