Comprehensive Needs Assessment 2017-2018 District Report
Lowndes County
DRAFT
Richard Woods, State School Superintendent “Educating Georgia’s Future.”
205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 (404) 657-4209 www.gadoe.org
[email protected]
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 Georgia’s 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: • • • • • • • • • • • •
Georgia’s 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
[email protected] and include “CNA Question” in the subject line. To contact the Department for technical support related to this template, please email Nicholas Handville at
[email protected]. March 2017
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Document Number: 1701-0301
Georgia Department of Education Comprehensive Needs Assessment Page
Status
7
1. Planning and Preparation
7 Completed
1.1 Identification of Team
8 Completed 11 Completed 13 13 Completed
1.2 Identification of Stakeholders 1.3 Project Management 2. Data Collection and Analysis 2.1 Coherent Instructional System
19 Completed 27 Completed
2.2 Effective Leadership 2.3 Professional Capacity
33 Completed 39 Completed
2.4 Family and Community Engagement 2.5 Supportive Learning Environment
48 Completed 52 Completed
2.6 Demographic and Financial 2.7 Student Achievement 3. Needs Identification and Root Cause Analysis
73 73 Completed 76 Completed
3.1 Trends and Patterns 3.2 Program Strengths and Challenges
81 Completed 82 Completed
3.3 Identification and Prioritization of Overarching Needs 3.4 Root Cause Analysis Team Lead Name
Rodney Green
Initial Submission
Title
Asst. Supt. for Teaching/Learning
Resubmission
Email Phone
[email protected]
Resubmission
Submission Log July 31, 2017
(229) 245-2250
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GEORGIA’S SYSTEMS OF CONTINUOUS IMPROVEMENT The Georgia Department of Education’s 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. Georgia’s Systems of Continuous Improvement focuses on the systems and structures (the “what”) that must be in place for sustained improvement in student outcomes. It also utilizes a problem-solving model (the “how”) to provide a clear process for identifying improvement needs, planning for improvement, and implementing, monitoring, and evaluating the improvement 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
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Georgia’s 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 group’s purpose and encourages the development of leadership across the organization • Ensuring high quality instruction in all classrooms - the structure of the leadership system that reduces the variability in the quality of instruction across all schools and all classrooms • Managing the district and its resources - the structure of the leadership system that ensures leaders 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 district’s 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
Georgia’s Systems of Continuous Improvement
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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
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Georgia’s 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 member’s name may be duplicated when multiple roles are performed by the same person. Documentation of team member involvement must be maintained by the LEA. Watch the Planning and Preparation webinar for additional information and guidance. 1.1.1 Required Team Members Program Multiple programs
Position/Role Superintendent / assistant superintendent
Multiple programs
Federal programs director
Multiple Programs
Curriculum director
Multiple programs
School leader (#1)
Veronica Brown/Julie Klein Katie Chappuis- Non-Title
Multiple programs
School leader (#2)
Bill Haskin- Title
Multiple programs
Teacher representative (#1)
Sara Merriman- MS/HS
Multiple programs
Teacher representative (#2)
Joy Robinson/Sara Wildes- ES
McKinney-Vento Homeless
Sandra Wilcher
Neglected and Delinquent
Homeless liaison Migrant student service provider or local migrant recruiter/contact N&D coordinator
Rural
REAP coordinator
NA
Special Education
Special education director
Mindell Downing
Title I, Part A Title I, Part A
Title I director Parent engagement coordinator
Herb Hamilton
Title I, Part A - Foster Care
Foster care point of contact
Herb Hamilton Penny Turner
Title II, Part A
Title II, Part A coordinator
Herb Hamilton
Title III
ESOL coordinator / Title III director
Herb Hamilton
Migrant
Name Wes Taylor Herb Hamilton
Patricia Salgado/Daniel Valdez Herb Hamilton
1.1.2 Recommended and Additional Team Members Program Multiple Programs
Position/Role 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
✔
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Program Multiple Programs
Position/Role ESOL teacher
Multiple Programs
Local school governance team representative (charter systems only)
✔ NA NA NA
st
21st CCLC program director
st
21 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
✔
21 CCLC
✔ ✔ ✔
✔
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 Program Multiple Programs
Position/Role Social workers
Multiple Programs
Nutrition directors
Multiple Programs
School nurse
✔ ✔
Multiple Programs
Charter school leaders (in LEAs with charter schools)
NA
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
✔ ✔
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✔
1.2 Stakeholders
PLANNING and PREPARATION Program Multiple Programs
Position/Role 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 individuals) Specialized instructional support personnel Other organizations or partners with relevant and demonstrated expertise Private school officials (in LEAs with private schools within the geographic boundary) Parents of English learners
✔
Title II, Part A Title II, Part A Title II, Part A Title II, Part A Title III
✔
✔ ✔ ✔
✔ ✔
1.2.2 Recommended and Additional Stakeholders Program Multiple Programs
Position/Role RESA personnel
Multiple Programs
Migrant
Technical, college, or university personnel Parent advisory council members, school council parents, ParentTeacher Association or Parent-Teacher Organization members 21st CCLC advisory council member Local Head Start representatives (regular and/or migrant Head Start agencies) 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
NA
Migrant
Migrant high school equivalence program / GED representatives
✔
Migrant
College assistance migrant programs
Neglected and Delinquent
Residential facility(ies) director(s)
Special Education Special Education
Parent of a student with a disability Parent Mentor
Title II, Part A
Students in secondary school
Title II, Part A
School council members
Multiple Programs 21st CCLC Migrant
1.2 Stakeholders
✔ ✔ ✔ NA
✔
✔
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Program Title II, Part A
Position/Role 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
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✔
✔
✔ ✔
1.2 Stakeholders
PLANNING and PREPARATION How did the team ensure that the selection of stakeholders created an inclusive group with varied perspectives?
How will the team ensure that stakeholders are able to provide meaningful feedback throughout the needs assessment process?
How will the LEA incorporate local school governance teams (LSGTs) into each phase of the needs assessment process? (To be answered only by charter systems.)
Team members were selected based on the fact that those serving on the team are present and work with our Schools/District on a regular basis and have a working stakeholder knowledge of the vision and mission of the School/System. Team members have a vested interest in the successful operation of our system as an educational provider and offer their individual and unique perspectives to the overall vision of the challenge of Lowndes County School System (LCSS).
LCSS works to ensure that every person in this system/process of education has an opportunity to be heard. Consistent updates to all relevant members of the CNA team and sub-teams are provided throughout the year. Access to information is available a t every level and lines of communication are open from the individual classroom level to the Board of Education. Specifically in the CNA process, stakeholder representatives are invited to participate and provide input in the formal settings, as well as, in informal opportunities that may occur during the year.
NA
1.3 PROJECT MANAGEMENT 1.3.1 TIMELINE Planning and Preparation 03/06/2017 Begin 4/15/2017 Complete
Data Collection and Analysis 03/06/2017 Begin 5/7/2017 Complete
Needs Identification / RCA 03/06/2017 Begin 6/15/2017 Complete
1.3.2 MANAGING THE TEAM’S WORK Who will be responsible for organizing and running meetings? How will the meetings be organized and run?
1.3 Project Management
During the CNA process, meetings will be directed from the Central Office (CO) level through the combined efforts of the Directors of different divisions. Facilitators will be determined based on the nuances of the meetings and the intended groups attending. Typically, this will be done by School level and District level administration and/or their designees.
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT How frequently will the team At the School level, meetings are held with the internal stakeholders (Teachers/Staff) meet? When will the team meet? weekly/bi-monthly through grade-level/faculty meetings. There are monthly Administrative meetings with Superintendent, Directors, and School Principals where all pertinent information is presented.
How will the team organize and The Federal Projects Director (primarily) drives the process through information/ time coordinate the work that occurs lines presented to the Principals. Principals will drive the efforts at the School level between meetings? and will be combined and added with System (Directors) data to develop the overall plan.
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1.2 Stakeholders
DATA COLLECTION and ANALYSIS
2. DATA COLLECTION and ANALYSIS 2.1 COHERENT INSTRUCTIONAL SYSTEM Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and patterns that support the 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. Emerging Not Evident Data Sources
The district processes for engaging and supporting schools in curriculum design is incomplete in some content areas or limited in other ways. District schools are left to work in isolation on curriculum design without district processes or support. State-wide collaborative planning meetings, agendas for AC meetings
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. Emerging Not Evident Data Sources
The district expectations for implementing curriculum, instruction, or assessment practices are not fully developed or are not clearly communicated to all schools. The district has not developed or communicated expectations for implementing curriculum, instruction, or assessment practices. collaborative planning meetings, agendas for AC meetings, benchmark
Comments (optional)
2.1 Coherent Instructional System
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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. Emerging Not Evident Data Sources
The district provides limited guidance and support for evaluating the implementation of curriculum, instruction, and assessments. The district does not take an effective role in guiding, supporting, or evaluating the implementation of curriculum, instruction, or assessments. building data reviews, system data reviews
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
AC meetings, Administrative meetings, system-wide content reviews
Comments (optional)
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2.1 Coherent Instructional System
DATA COLLECTION and ANALYSIS Leader Keys Effectiveness System Standard 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 school’s organization, operation, and use of resources. Note: Scores are based on a 3-point scale. Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16)
Score 2.1 2.0 2.1
Teacher Keys Effectiveness System Standard 2. Instructional Planning: The teacher plans using state and local school district curricula and standards, 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 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 student’s learning by providing appropriate content and developing skills which address individual learning differences. 5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. 6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. 8. Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. Note: Scores are based on a 3-point scale. Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16)
2.1 Coherent Instructional System
Score 2.1 2.1
2.1 2.0
2.0
2.0
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT SACS/AdvancED: List the LEA’s SACS/AdvancED recommendations and findings related to the existence of a coherent instructional system.
Additional data: What additional facts did the team identify that relate to a coherent instructional system? (May be informed by quantitative or qualitative sources.)
What data sources were utilized to make the above determinations?
Based on the 2012-2013 Advance Ed review, LCSS was required to implement a formalized, systematic process regarding Response to Intervention (RTI) to support student needs District wide.
N/A
FY 13 Advance Ed report, TLE Platform
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.
What data sources were utilized to make the above determinations?
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Teachers, Academic Coaches, and District staff work together to research and select organized frameworks that align standards, assessments, and instruction. This process is effective based on student performance data. However, we continuously seek better ways to provide quality instruction to our students.
Unit guides, curriculum maps, State standards
2.1 Coherent Instructional System
DATA COLLECTION and ANALYSIS 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.
Teachers present instruction in a logical and sequential process using a variety of delivery models to enable student understanding. This process is effective in that student performance is high and because LCSS encourages teachers to incorporate variety into the delivery of instruction as they teach students.
What data sources were utilized to make the above determinations?
curriculum maps/unit maps, formative assessment data, lesson plans, TKES observation data
Monitoring student progress: What processes are in place to monitor student progress? Describe the effectiveness of existing processes.
Informal monitoring (i.e. classroom visits, conversations with teachers, and collaborative planning) and formal monitoring (TAPS data and benchmark analysis) are some of the ways that student progress is monitored. Effectiveness is determined as LCSS conducts an annual data retreat where District and School-level teams analyze the achievement data and devise appropriate steps/goals for improvement.
What data sources were utilized to make the above determinations?
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. What data sources were utilized to make the above determinations?
2.1 Coherent Instructional System
Report cards, instructional software reports, formative assessment data, GMAS, common assessments
The District administration and the building-level administration lead staff members in the use of data. The District shares standardized test data, demographic data, perception data, and other available information. Teacher collaboration is the highlight of determining effectiveness in this refinement. The LCSS provides opportunities for the exchange of valuable ideas between colleagues to improve instructional delivery. Data retreat agenda, Administrative meeting agendas, standards
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 2.1.3 COHERENT INSTRUCTIONAL SYSTEM TRENDS AND PATTERNS Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
-Lexile scores are lower than desired across the District -writing scores should be higher -ELA scores (in general) should be higher as they reflect little growth across the district -Lack of rigor in daily instruction and expectations across all content areas -Parent/community engagement opportunities and participation should increase in the teaching & learning process
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2.1 Coherent Instructional System
DATA COLLECTION and ANALYSIS 2.2 EFFECTIVE LEADERSHIP Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and patterns that support the 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. Not Evident Data Sources
The vision, mission, and core beliefs may not exist or may not focus on preparing students for college and career readiness. School/program websites, Student/Parent Handbook, One Lowndes Magazine
Comments (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 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. Exemplary
Emerging Not Evident Data Sources
The district provides some opportunities for a range of stakeholders to be engaged in supporting 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 impact learning and teaching. Public participation at Board meetings, school-level meetings (PTO, School Council, Parent Involvement)
Comments (optional)
2.2 Effective Leadership
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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 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. Exemplary
Emerging
A process to align policies, procedures, and practices with laws and regulations is not comprehensive or is not used on a regular basis.
Not Evident A process is not in use to align policies, procedures, and practices with laws and regulations. Data Sources
Personnel Handbook, Federal Programs Handbook
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, 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. Exemplary
Emerging Not Evident Data Sources
The district grants limited flexibility, or the flexibility that is given does not allow leaders to improve learning and teaching sufficiently. The district grants little or no flexibility or inappropriate flexibility to school leaders to improve learning and teaching. School Improvement Plans, CNAs, Financial reports
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 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. Exemplary
Emerging Not Evident Data Sources
At the district and school levels, staffs engage in a planning process to improve student learning, 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 district or school levels. SIPs, CNAs, CCRPI data
Comments (optional)
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2.2 Effective Leadership
DATA COLLECTION and ANALYSIS 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, decisionExemplary 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. Emerging
District use of protocols and processes for problem solving, decision-making, or removing barriers is limited or inconsistent.
Not Evident
The district does not use protocols or processes for problem solving, decision- making or removing barriers.
Data Sources
Board policies, Federal Programs Handbook, Student/Parent handbook, policies & procedures
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. Emerging
The district has some limited processes in place to monitor and provide guidance, support, and feedback to schools as they implement improvement plans and initiatives.
Not Evident
The district does not use structured processes for monitoring or providing guidance, support, or feedback to individual schools as they implement improvement plans or initiatives.
Data Sources
Federal Programs monitoring, T&L school visits, monthly Administrative meetings
Comments (optional)
2.2 Effective Leadership
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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 Monitoring results, Audit results, CCRPI financial rating, budget planning calendar/timeline Sources LCSS was rated in the Top 10 in the State for FY 16 for the Financial Star Rating 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. Emerging Not Evident Data Sources
The district inconsistently allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning and teaching. The district does little to allocate or monitor effectively the use of time, materials, equipment, or fiscal resources to support learning and teaching. Financial reports, Grant reports, inventory, T&L visits, monthly Administrative meetings
Comments (optional)
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2.2 Effective Leadership
DATA COLLECTION and ANALYSIS 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. Emerging
The organization or allocation of personnel, expertise, and services is provided intermittently or on a short- term basis as a solution for immediate, pressing needs.
Not Evident
The organization or allocation of personnel, expertise, and services does not effectively support the needs of the district and schools.
Data Sources Comments (optional)
Federal Projects data, HR data, administrative meetings, Board meetings Position cuts from recession are coming back when possible
Leader Keys Effectiveness System Standard 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. 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. 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 school’s organization, operation, and use of resources. 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. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16).
2.2 Effective Leadership
Score 2.1 2.2 2.0 2.1 2.1 2.1 2.1 2.0
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Teacher Keys Effectiveness System Standard 9. Professionalism: The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16). SACS/AdvancED: List the LEA’s SACS/AdvancED recommendations and findings related to effective leadership.
Score 2.2
Engage stakeholders in a review of the mission to intensify the focus on student learning to achieve the District vision and purpose
Additional data: What additional facts -HR records did the team identify that relate to -Current duties and responsibilities assigned throughout the District effective leadership? (May be informed by quantitative or qualitative sources.)
What data sources were utilized to make the above determinations?
LKES, staff surveys, student surveys
2.2.2 EFFECTIVE LEADERSHIP GUIDING QUESTIONS Creating and maintaining a climate and culture conducive to learning: What district and school processes are in place to support and ensure schools allow both adults and children to put learning at the center of their daily activities? Describe the effectiveness of existing processes. What data sources were utilized to make the above determinations?
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LCSS demonstrates a focus on teaching and learning and can be based on historically high and consistent student achievement data. Encouraging and providing opportunities for district-wide collaboration among our teachers of like grades/content is a continuing goal for our System. Professional Learning designed to address individual school goals and district-wide goals is at the forefront of the efforts to consistently improve achievement and to "raise the bar" in terms of effective teaching strategies. CCRPI data, SLDS data, student achievement data, student classroom performance data, PL records, District supports during teaching in-service days
2.2 Effective Leadership
DATA COLLECTION and ANALYSIS Cultivating and distributing leadership: What processes are in place that support the development of leadership across the organization? Describe the effectiveness of existing processes.
What data sources were utilized to make the above determinations?
This is an area of need for the system. In years past, LCSS implemented an Aspiring Leaders program- an internal initiative that recognized potential future leaders and provided a formal designed approach to helping educate and mold potential future educational leaders. This is an area that will be revisited and addressed in FY 18. Though monthly meetings are held for Principals and Assistant Principals to address current job-related components, there is little in the way of grooming for future positions. The lack of formal District initiatives
Ensuring high quality instruction in -Collaborative efforts between grade/content alike teachers all classrooms: What processes are in -Designing consistency across the District: place to reduce the variability in the -content pacing, quality of instruction across all schools -access to instructional resources, and in all classrooms? Describe the -common pedagogies by grade/content, effectiveness of existing processes. -common focus of PLCs towards school/district goals
What data sources were utilized to make the above determinations?
Managing the district and its resources: What processes are in place to ensure that leaders use all resources in an effective and efficient manner that is aligned to the LEA’s mission? Describe the effectiveness of existing processes.
School/District Improvement Plans (CLIP), CCRPI, supporting PL opportunities
A designed system of "checks and balances" is in place to allow varying perspectives into the decision-making and procurement processes of providing resources to address student learning needs at individual schools and for the system as a whole. LCSS effectively ranks in the top 10 in the State for the financial rating for effective and efficient spending in educating children. The ultimate goal is for every school to have equitable resources in order to provide a seamless approach to the same educational opportunities at every school.
What data sources were utilized to make the above determinations?
2016 Financial Efficiency Star Rating
Managing the district and its resources: What processes are in place to support ongoing improvement of the district’s major systems, structures and processes? Describe the effectiveness of existing processes.
Open communication and collaboration between central office departments with school level personnel is a continuous process. Frequent communications among the individual schools' leadership and the District leaders is a major element in this process. The process is highlighted by open lines of communication and works effectively.
What data sources were utilized to make the above determinations?
Administrative meeting notes, PLC notes, stakeholder surveys, CCRPI Climate Ratings
2.2 Effective Leadership
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Providing quality professional learning: What professional learning is provided currently for leaders in the areas of instruction and operation? In what evidence-based professional learning, that would both support continuous education and increase student achievement, have leaders expressed interest? Describe the effectiveness of existing professional learning. What data sources were utilized to make the above determinations?
Providing quality professional learning: What are the current identified professional learning needs for leaders?
What data sources were utilized to make the above determinations?
Specifically for educational leaders, PL opportunities are made available through the Coastal Plains RESA with direct support for all levels of school leadership. Administrators are supported with their participation in PL opportunities/resources that may become available throughout the year (i.e. GAEL, PAGE- Schlecthy collaborative, etc.). This process is effective for current leaders. LCSS is focused on several evidence-based initiatives for teachers: teaching strategies, professional learning (through PLCs), and continued stakeholder engagement.
PL participation records, TKES platform
Addressing school climate ratings on the CCRPI continue to be an emerging area of need expressed by leadership. LCSS is addressing this in one way through the implementation of PBIS to support student behavior, teacher behavior, and (ultimately) increase student achievement. This initially began in its foundational year in FY 17 for most schools within the district. This effort will continue in FY18 with more schools participating.
CCRPI Climate Ratings, Infinite Campus discipline reports, SWIS data, TKES/LKES data
2.2.3 EFFECTIVE LEADERSHIP TRENDS AND PATTERNS Summarize the effective leadership trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
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-LKES data correlates very well with student achievement data -Overall, leadership opportunities are available for LCSS educators at the school and District levels but should increase -Though there is sufficient data to demonstrate accomplishment in LCSS, the mentality of the system is one of constant need to improve -There is a verifiable commitment to Professional Learning at the school and District levels.
2.2 Effective Leadership
DATA COLLECTION and ANALYSIS 2.3 PROFESSIONAL CAPACITY Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and patterns that support the 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 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. Exemplary
Emerging Not Evident Data Sources Comments (optional)
The professional learning at the school and district levels is not consistently relevant or is not consistently linked to adult or student needs. The professional learning at the school and district levels is not relevant and does not address adult or student needs. PL participation records, contracted services for PL opportunities, Title II records LCSS is on the verge of moving from Operational to Exemplary in the area of PL. Refining the focus and process of the PL initiatives at the School and District level is a goal for FY 18.
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. Emerging Not Evident Data Sources
The district has not sufficiently developed or fully implemented processes to recruit, hire, and retain effective leaders, teachers, or other staff. Processes are not in place to recruit, hire, and retain effective leaders, teachers, and other staff, or existing processes have been poorly implemented. CPI report, SEEDS data, Federal Programs/HR updates
Comments (optional)
2.3 Professional Capacity
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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 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. Exemplary
Emerging Not Evident Data Sources
Processes that increase the effectiveness of leaders, teachers, and staff are not fully developed or are implemented unevenly or inconsistently across the district. Few, if any, processes to increase the effectiveness of leaders, teachers, and staff have been developed or successfully implemented in the district. TKES/LKES data, PL opportunities
Comments (optional)
GDPS - Leader, Teacher, and Staff Effectiveness (Standard 3): Guides and monitors the use of a stateapproved 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 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 TKES data, LKES data Sources Exemplary
Comments (optional)
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2.3 Professional Capacity
DATA COLLECTION and ANALYSIS Leader Keys Effectiveness System Standard 4. Organizational Management: The leader fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. 5. Human Resources Management: 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.
Score 2.1 2.1 2.1 2.1 2.0
Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16)
Teacher Keys Effectiveness System Score Standard 1. Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content, 2.2 pedagogical knowledge, and the needs of students by providing relevant learning experiences. 9. Professionalism: The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the 2.2 profession. 10. Communication: The teacher communicates effectively with students, parents or guardians, district and 2.2 school personnel, and other stakeholders in ways that enhance student learning. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16).
Teacher Retention (%)* District
Principal Retention (%)*
2014-15
2015-16
88.0 78.4
89.3 83.3
State Average Source: Certified/Classified Personnel Information (CPI).
Inexperienced Teachers (Less than 4 Years) (%)* 2014-15 8.8 12.0
2015-16 9.0 13.2
District State Average Source: Certified/Classified Personnel Information (CPI).
District
2014-15
2015-16
45.5 77.2
45.5 78.0
State Average Source: Certified/Classified Personnel Information (CPI).
Teachers Out-of-Field (%)* 2014-15 2015-16 0.1 0.7 District 7.3 1.4 State Average Source: Certified/Classified Personnel Information (CPI).
*Values represent averages calculated from school-level data.
2.3 Professional Capacity
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Teachers Teaching with Emergency or Provisional Certification (Counts)* District Source: Certified/Classified Personnel Information (CPI). SACS/AdvancED: List the LEA’s SACS/AdvancED recommendations and findings related to professional capacity.
Additional data: What additional facts did the team identify that relate to professional capacity? (May be informed by quantitative or qualitative sources.)
What data sources were utilized to make the above determinations?
2014-15
2015-16
14
17
Engage stakeholders in the review and the implementation of a process to monitor, analyze, and evaluate the effectiveness of the District components
-PL budgets/participation records -Collaborative efforts throughout the District
Advance Ed report
2.3.2 PROFESSIONAL CAPACITY GUIDING QUESTIONS Attracting staff: What processes are in place to attract, identify, and retain effective teachers and leaders who are the best fit for the district and its schools? Describe the effectiveness of existing processes.
What data sources were utilized to make the above determinations?
-Reputation of a quality school system -Attention to Professional Learning -Increasing collaboration -New teacher Mentoring Program (SEEDS) Retention data and professional qualification data would indicate that our processes are effective in attracting and retaining staff. Staff surveys, TKES/LKES data, SIPs, CNAs
*Values represent averages calculated from school-level data.
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2.3 Professional Capacity
DATA COLLECTION and ANALYSIS Developing staff: What evidence-based processes are in place to ensure the increasing quality of the district and school staff ’s knowledge and skills? Are existing processes effective in increasing both staff ’s knowledge and skills and student achievement?
-Identifying certification needs -GACE tests -Gifted endorsements -PL participation/PLCs -Professional Qualifications Based on TKES, Equity, and standardized achievement data, our existing processes are effective.
What data sources were utilized to make the above determinations?
HR records, PLC documentation
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 effectiveness of existing processes.
What data sources were utilized to make the above determinations?
Staff collaboration: What processes are in place to ensure that effective collaboration is occurring across the district to advance student achievement? Describe the effectiveness of existing processes.
What data sources were utilized to make the above determinations?
2.3 Professional Capacity
-T&L site visits -TKES/LKES observations -Achievement data analysis
CCRPI, TLE Platform
-PLCs/PL opportunities & re-delivery -Teacher work day collaborative efforts (grade-alike/content-alike) -Vertical/horizontal teaming Opportunities for teacher collaborative are very important to the staff. Opportunities for teachers to be engaged with grade-alike and content-alike colleagues is growing and is an effective way to build professional capacity. PLC documentation
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Providing quality professional learning: What professional learning is currently provided for teachers in the areas of content, pedagogy, supports and interventions, and leadership? In what evidence-based professional learning, that would both support continuous education and increase student achievement, have teachers expressed interest? Describe the effectiveness of existing professional learning. What data sources were utilized to make the above determinations?
Recruitment and retention concerns: Examine current and recent recruitment and retention data in the district, schools, content areas, grade levels, and instructional support areas to pinpoint precise areas of concern.
What data sources were utilized to make the above determinations?
LCSS relies heavily on the support provided through Coastal Plains RESA to help address any areas of need identified through student achievement data. All support through RESA is research-based and is designed to help provide the latest and best instructional practices for teaching and learning and for improving student achievement. The content areas of math and reading always seem to be at the heart of content concerns for teachers. Historical and continued areas of concern expressed by teachers are differentiation and classroom management as they relate to student achievement. Recent attention to school climate has heightened the later for school leaders/teachers. PL participation records, CCRPI data
Retention rates are good for the data presented and only show a slight drop from FY 15 to FY 16 (but still above the State average).
Equity data
2.3.3 PROFESSIONAL CAPACITY TRENDS AND PATTERNS Summarize the professional capacity trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
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-Very high and consistent Professional Qualifications percentage -PL is emphasized -Attention to content-specific endorsement needs - “One Lowndes”- the driving motto to afford every child at every school the same high level of education (i.e. equity throughout the District)
2.3 Professional Capacity
DATA COLLECTION and ANALYSIS 2.4 FAMILY and COMMUNITY ENGAGEMENT Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and patterns that support the 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 Georgia’s Family Connection Partnership’s 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 district’s 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 district’s 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 district’s 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 district’s vision and mission. Data sign-in sheets at school events, School Councils, PTO events, Title I events 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 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. Exemplary
Emerging Not Evident Data Sources
Communication of policies and procedures to relevant audiences is sometimes inadequate or inconsistent. Communication of district policies and procedures to relevant audiences is very limited or ineffective. Websites, Student/Parent Handbook, Federal Programs Handbook, flyers/handouts
Comments (optional)
2.4 Family and Community Engagement
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT GDPS - Family and Community Engagement (Standard 1): Establishes and communicates district-wide expectations for schools to engage families and the community to support learning and teaching 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. Emerging
Expectations for family and community engagement are inconsistent, varying from school to school, or are unevenly communicated across the district.
Not Evident Expectations for family and community engagement have not been established across the district. Data Sources
Federal Programs, School Councils
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 communication between the schools and stakeholders. Structures which promote clear and open communication between schools and stakeholders have Operational been effectively established. Exemplary
Emerging
The district structures between schools and stakeholders result in communication that sometimes may not be consistent, clear, or timely.
Not Evident
Structures which promote clear and open communication between schools and stakeholders have not been effectively established or implemented.
Data Sources
Input opportunities available- surveys, conferences, events at the school/district level
Comments (optional)
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2.4 Family and Community Engagement
DATA COLLECTION and ANALYSIS GDPS - Family and Community Engagement (Standard 3): Ensures that families and community members have feedback and problem-solving opportunities throughout the district The district engages family and community members to take leadership roles in feedback and problem- solving activities throughout the district. The district ensures that family and community members routinely have feedback and problemOperational solving opportunities throughout the district. Exemplary
Emerging Not Evident Data Sources Comments (optional)
Opportunities for family and community members to be involved in feedback and problemsolving are limited or inconsistently provided across the district. Opportunities for family and community feedback and involvement in problem-solving seldom occur in the district. sign-in sheets, surveys Opportunities provided, but very little support/input
Leader Keys Effectiveness System Score Standard 2. School Climate: The leader promotes the success of all students by developing, advocating, and sustaining 2.2 an academically rigorous, positive, and safe school climate for all stakeholders. 8. Communication and Community Relations: The leader fosters the success of all students by 2.0 communicating and collaborating effectively with stakeholders. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16)
Teacher Keys Effectiveness System Score Standard 10. Communication: The teacher communicates effectively with students, parents or guardians, district and 2.2 school personnel, and other stakeholders in ways that enhance student learning. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16).
Academic Parent-Teacher Teams (APTT) Percentage of Parents Participating in APTT Meetings 2015-16
2016-17
Meeting 1
NA
NA
Meeting 2
NA
NA
NA Meeting 3 Source: Local APTT program data (to be completed by participating LEAs).
2.4 Family and Community Engagement
NA
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT SACS/AdvancED: List the LEA’s SACS/AdvancED recommendations and findings related to family and community engagement.
Additional data: What additional facts did the team identify that relate to family and community engagement? (May be informed by quantitative or qualitative sources.)
What data sources were utilized to make the above determinations?
N/A
Parents expressed an interest for additional support from the school for specific content areas (primarily math). Survey data (Student, Parent, Community, Title I) -Input from school-level events -Public participation opportunity at all Board meetings
Title I meetings/surveys
2.4.2 FAMILY AND COMMUNITY ENGAGEMENT GUIDING QUESTIONS Welcoming all families and the community: What processes are in place to ensure that schools in your district are supported in making families and communities feel welcomed at the schools? Describe the effectiveness of the existing processes. What data sources were utilized to make the above determinations?
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. What data sources were utilized to make the above determinations?
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-Open door policies -Supportive atmosphere/effort -Variety of areas for families to participate Our current processes are good, but desire to see increase the effectiveness by getting more engagement from the community/stakeholders in academic matters.
Sign-in sheets for parent opportunities
-Use of available technology resources -Up-to-date availability of student progress for parents -PR Director -Open door policy throughout the District The process of communicating with stakeholders is strong and uses a variety of means to communicate. One Lowndes Magazine, Student/Parent Handbooks, web pages at each facility, two Board meetings monthly open to the public (work session and regular meeting)
2.4 Family and Community Engagement
DATA COLLECTION and ANALYSIS 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. What data sources were utilized to make the above determinations?
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.
-PR Director -Social Workers -Homeless Liaison -Parent Involvement Liaisons -School nurses and SROs This is a positive element for LCSS. Federal Programs data, PR data, survey data
-School Councils -Title I Involvement events -Public participation at Board meetings -PTOs/PTAs Families are very involved in events that are centered on student performances/events. LCSS strives to engage stakeholders in other school business/decisions.
What data sources were utilized to make the above determinations?
School Compacts (Title I), Parent events, conferences, Open House, sign in sheets/attendance
Sharing leadership with families and the community: What processes are in place to ensure that family and communities are equal partners in the decisions that affect children in their schools? Describe the effectiveness of existing processes.
-Input opportunities throughout the year -Data Days participation -School Councils -PTOs -Booster Clubs A strong reputation for student success may deter more participation that we desire. The processes are good, but could always use additional review.
What data sources were utilized to make the above determinations?
IEP Teams, School Councils, Parent Involvement Teams, PTOs, Advisory groups
Collaborating with the community: What district processes are in place to ensure that district/schools effectively collaborate with community members to connect students, families and staff to expanded learning opportunities, community services, and civic participation? Describe the effectiveness of existing processes. What data sources were utilized to make the above determinations?
-Community Partners in Education -Post-secondary Institutions (student teachers) -Advisory groups -Public participation opportunities LCSS has strong relationships with many community and post-secondary institutions to engage our students and families. LCSS is very responsive to the needs of our constituents and relies heavily on these outside partnerships.
Student records, vendor contracts, informal relationships, liaisons, social workers
2.4 Family and Community Engagement
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 2.4.3 FAMILY AND COMMUNITY ENGAGEMENT TRENDS AND PATTERNS Summarize the family and community engagement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
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Effective parent participation differs within the System and from school-to-school. Title I schools get lots of participation with entertaining events (concerts, plays, performances), but struggle to get participation with school support efforts. Other schools have a lot of parent/community "traffic" in their schools, but may struggle to get that channeled into productive efforts. Isolated pockets/programs get great parent/community support within the System, but most of that is for extra-curricular focus. The community in general rates the System very favorably and seems to indicate confidence and appreciation in the direction of the System as a whole.
2.4 Family and Community Engagement
DATA COLLECTION and ANALYSIS 2.5 SUPPORTIVE LEARNING ENVIRONMENT Analyze the LEA’s data (including sections 2.6 and 2.7) and answer the guiding questions to determine existing trends and patterns that support the 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 Long-range facility plans, effective process for daily maintenance, contracted services, SHERPA desk data Sources Comments (optional)
GDPS - Allocation and Management of Resources (Standard 4): Provides, coordinates, and monitors student support systems and services Exemplary Operational
The district provides, coordinates, and systematically monitors a comprehensive, accessible array of services to meet the educational, physical, social and emotional needs of its students. The district provides, coordinates, and monitors student support systems and services.
Emerging
The district provides some student services, but improvements are needed in some areas such as program coordination and monitoring.
Not Evident
The district has systemic problems with providing, coordinating, or monitoring student support systems or services.
Data Sources
T&L school visits, Social Workers, Homeless & Parent Involvement Liaisons, Student Support services
Comments (optional)
2.5 Supportive Learning Environment
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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. Emerging
The general roles, responsibilities, skill sets, or expectations for leaders are not fully developed by the district.
Not Evident
Leader roles, responsibilities, skill sets, and expectations are not defined or are not up-to-date at the school or district levels.
Data Sources
TKES/LKES data, administrative observations
Comments (optional)
Leader Keys Effectiveness System Standard 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. 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. 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 school’s organization, operation, and use of resources. 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. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16)
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Score 2.1 2.2 2.0 2.1 2.1 2.1 2.1 2.0
2.5 Supportive Learning Environment
DATA COLLECTION and ANALYSIS Teacher Keys Effectiveness System Score Standard 1. Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content, 2.2 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, 2.1 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 2.1 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 student’s learning by providing 2.1 appropriate content and developing skills which address individual learning differences. 5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and 2.0 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 2.0 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 2.3 is conducive to learning and encourages respect for all. 8. Academically Challenging Environment: The teacher creates a student-centered, academic environment 2.0 in which teaching and learning occur at high levels and students are self-directed learners. 9. Professionalism: The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the 2.2 profession. 10. Communication: The teacher communicates effectively with students, parents or guardians, district and 2.2 school personnel, and other stakeholders in ways that enhance student learning. Note: Scores are based on a 3-point scale Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY16).
2.5 Supportive Learning Environment
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Discipline - Suspension (%) Out-of-School Suspension In-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 State District State District State District State District State District State District State
0.0 0.2 0.5 0.9 37.0 53.8 6.0 10.7 53.1 31.2 3.5 3.3 46.9 68.9
0.0 0.2 0.6 0.9 39.1 53.6 8.0 11.6 48.9 30.3 3.4 3.5 51.1 69.8
0.0 0.2 0.0 0.4 46.7 60.2 0.0 8.1 53.3 27.4 0.0 3.7 46.7 72.6
0.0 0.2 0.0 0.3 50.0 60.1 0.0 8.7 50.0 26.8 0.0 3.9 50.0 73.2
0.0 0.1 0.0 0.8 41.3 66.7 4.1 8.5 50.0 20.9 4.6 3.0 50.0 79.1
0.3 0.1 0.8 0.8 42.6 67.0 5.6 8.7 47.6 20.4 3.2 3.1 52.4 79.7
0.0 0.1 1.7 0.7 50.0 75.6 5.0 7.3 36.7 13.9 6.7 2.5 63.3 86.2
0.0 0.1 0.0 0.6 54.9 76.7 3.9 7.4 35.3 12.4 5.9 2.9 64.7 87.7
District State District English Learners State District Foster District Homeless Migrant District District Students with Disability State Source: GaDOE suspension reports.
72.5 77.4 1.7 3.3
73.7 77.1 2.3 3.6
93.3 84.6 0.0 2.5
75.0 84.3 0.0 2.5
73.1 84.4 1.9 3.2
74.5 84.7 1.6 3.3
80.0 88.9 0.0 2.8
78.4 88.9 0.0 2.5
21.0 16.1
24.0 16.6
13.3 23.7
25.0 23.8
23.9 20.9
22.3 21.3
16.7 8.4
23.5 8.8
American Indian Asian/Pacific Islander Black Hispanic White Multi-Racial Minority** Other Subgroups Economically Disadvantaged
*Values represent averages calculated from school-level data. **The Minority student subgroup includes all racial/ethnic categories except White.
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2.5 Supportive Learning Environment
DATA COLLECTION and ANALYSIS Student Attendance Rate (2015-16)* Under 5
Teacher Days Absent (%)*
6-15 Over 15
District
57.6
37.3
5.1
State Racial/Ethnic Subgroups District American Indian State District Asian/Pacific
55.3
35.1
9.5
72.9
16.8
10.3
82.8 71.4
14.3 24.2
2.9 4.4
69.9
26.8
State
61.3
30.7
3.3 8.1
District
62.4
33.6
4.0
State District
56.5 51.6
35.1 42.4
8.4 6.0
State District
49.7 58.3
39.2 35.3
11.2
State District
53.0
36.6
10.4
44.0
15.7
3.6
State
37.5
20.4
4.2
District
54.7 52.5
38.5 36.4
6.8 11.1
67.9 61.8
28.2 31.6
3.9 6.6
52.0 39.7 Students with 49.3 37.2 Disability State Source: GaDOE Attendance Rate by Subgroup report.
8.2
All Student s
Islander
State District
Black Hispanic White Multi-Racial Minority**
2014-15 2015-16 24,660 24,100
All Days Absent (Count) District District 73.5 70.0 Sick Leave 67.4 65.2 State District 29.3 26.1 Staff Develop ment 21.5 21.5 State 0.0 0.0 District Vacation 0.4 0.4 State 0.7 0.4 District Other 10.7 13.0 State Source: Certified/Classified Personnel Information (CPI).
6.4
Other Subgroups Economically Disadvantaged English Le arners Foster Homeless Migrant
State District State District District District District
13.4
School Climate Star Rating* 2014-15 2015-16 4.5 4.0 3.5 3.5
District State Average Source: GaDOE Star Rating for School Climate report.
*Values represent averages calculated from school-level data. **The Minority student subgroup includes all racial/ethnic categories except White.
2.5 Supportive Learning Environment
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Small Student Subgroups: Use local data to summarize key facts relating to student subgroups with populations too small to report (less than 15). (Do not include percentages or other numeric values that might violate student privacy.)
SACS/AdvancED: List the LEA’s SACS/AdvancED recommendations and findings related to a supportive learning environment.
-Generally, subgroups perform comparably to State averages in most content areas, but lower than overall System averages -Subgroup percentages are misleading since small group numbers may skew the data (yearly comparisons may be misleading- i.e. 1 student = 100%)
N/A
Additional data: What additional facts did the team identify that relate to a supportive learning environment? (May be informed by quantitative or qualitative sources.)
-Survey data -Assessment data -CCRPI data -social worker data
What data sources were utilized to make the above determinations?
CCRPI reports, surveys, GMAS
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2.5 Supportive Learning Environment
DATA COLLECTION and ANALYSIS 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.
What data sources were utilized to make the above determinations?
Developing and monitoring a system of supports: What are the processes that are in place at the district level to ensure that schools have supportive learning environments that provides comprehensive services to students to meet their unique, whole-child needs? Describe the effectiveness of the existing processes. What data sources were utilized to make the above determinations?
Ensuring a student learning community: What are the processes that the district currently has in place to support schools in cultivating and maintaining positive and healthy behavioral and academic norms? Describe the effectiveness of the existing processes. What data sources were utilized to make the above determinations?
-Resource Officers at each school -PBIS in place at 10 schools -Consistent application of expectations -Security measures at all facilities Maintaining safe and orderly environments at all District sites is a focal point in our District. This process is effective and is constantly being revised. PBIS, HR records
-"One Lowndes"- a real approach to provide consistency and educational quality across the System -Professional Learning Communities (PLCs) - Federal Programs compliance -Support programs LCSS strives to ensure that each child receives equitable support throughout the District. This process is an ongoing initiative that is effective, but is always open to improvement. PLC notes, collaboration events
-"One Lowndes"- a system approach to providing equal access/opportunity to all students at all schools across the system -Providing collaborative efforts for teachers to share ideas and strategies One Lowndes and PLCs are at the heart of this effect process. LCSS prides itself on providing access to the highest quality education we can for our community.
PLC data, teacher feedback
2.5 Supportive Learning Environment
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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.)
After analyzing the Georgia School Personnel Survey results, LCSS received its highest percentage of staff agreement in the Structure for Learning domain: 92% of personnel survey participants stated teachers at their school have high standards for achievement, 91% of survey participants stated that their school promotes academic success for all students, and 94% of survey participants stated they feel teachers at their school work hard to make sure that students do well. Personnel responses show that 92% of respondents feel safe at their school and 6% of the respondents have not been concerned about their physical safety at school. One area that LCSS will continue to improve is its personnel perception of parent involvement in the school environment. Seventy-two percent of personnel see parents attend PTA meetings or parent/teacher conferences, 67% of personnel stated that parents frequently volunteer to help on special projects, and 80% of personnel respondents stated that parents frequently attend school activities.
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?
The student survey data indicates LCS has a positive school climate. Students reported feeling safe at school with the majority of all ages reporting the ability to connect with a trusted adult. Students report confidence more in themselves than their peer groups. After analyzing the Student Health Survey results, LCSS received its highest percentages in the following areas: · 97.51% of elementary student survey participants stated their school wants them to do well . 97.38 of elementary student survey participants stated their school has clear rules for behavior . 95.03% of middle/high school student survey participants stated they have a group of friends at school they connect with Middle/high school responses show that 90.2% of respondents feel safe at their school and 16.38% of the respondents have not been concerned about their physical safety at school. One area that LCSS will continue to improve is its student perception of peer relationships in the school environment. 73.02% of students state students treat each other fairly. In drug and alcohol use reported in the prior 30 days to the administering of the survey, 8.6% of females and 8.72% of male students report drinking alcohol with this being the highest usage reported of all drugs mentioned in the survey.
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?
Positive key findings include, but are not limited to: 96% think teachers have high standards for achievement 97% think school sets clear rules for behavior 95% say their child(ren) like school.
(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.)
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The surprising data is that only 91% feel staff communicates well with parents contrasted by the 95% rate for parents feeling comfortable talking to teachers at their student's school. Only a disappointing 70% of parents say they frequently volunteer to help on special projects at their student's school.
2.5 Supportive Learning Environment
DATA COLLECTION and ANALYSIS Supports and interventions: What -PBIS started in FY 17 in seven schools- two more schools getting trained and supports and interventions, including set to begin in FY 18 PBIS, are in place to ensure all students -individual school incentive programs for behavior and achievement have access to a supportive learning environment?
What data sources were utilized to make the above determinations?
Out-of-School Time: What processes are in place in the district to provide students with engaging and enriching learning opportunities during out-ofschool time (i.e. before school, after school, summer)?
What data sources were utilized to make the above determinations?
SIS discipline records, SWIS data
-wide variety of extracurricular activities are available year-round -summer reading programs -extended support with before school and after-school tutoring programs at most Title schools
SIS data, rosters
2.5.3 SUPPORTIVE LEARNING ENVIRONMENT TRENDS AND PATTERNS Summarize the supportive learning environment trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
2.5 Supportive Learning Environment
CNAs/DIPs/SIPs highlight the specific needs at each school/site. Considerations are given when analyzing the overall goals for each facility with the supportive learning environment in mind.
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 2.6 DEMOGRAPHIC and FINANCIAL Analyze the LEA’s 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) (%) District
Student Demographics (2015-16) (%) State
Racial/Ethnic Subgroups 0 American Indian/Alaskan Native 1 Asian 22 Black 9 Hispanic 4 Multi-Racial 63 White Minority** 36 Other Subgroups 50 Economically Disadvantaged 3 English Learners Foster 2.5 Homeless 1 Migrant Source: GOSA Enrollment by Subgroups Programs report.
<1 4 37 15 3 41 59 62 8 <1 2 <1
District 14.8 12.5 11.3 0.0 1.0 3.1
State 22.0 11.0 9.2 <0.1 0.6 5.3
Special Education - Pre-K Special Education - All Autism spectrum disorder Blind Deaf/hard of hearing Emotional/behavioral disorder Intellectual disability (mild, 7.1 7.7 moderate, severe, profound) 0.0 0.3 Orthopedic impairment 10.5 15.4 Other health impairment 10.8 11.9 Significant developmental delay 36.7 35.3 Specific learning disability 19.0 14.2 Speech-language impairment 0.0 0.1 Traumatic brain injury 0.0 0.2 Visual impairment Source: GOSA Enrollment by Subgroups Programs report and GaDOE Special Education District Counts.
Student Mobility Rate 2014-15 2015-16 14.6 14.8 District 15.6 16.2 State Average* Source: GOSA Student Mobility Rates (by District) report
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Program Enrollment (2015-16) (%) District 19.5 8.5 0.0 1.3 55.5 9.8
Early Intervention Remedial Education 6th-8th Remedial Education 9th-12th Alternative Education Vocational Education (9-12) Gifted Source: GOSA Enrollment by Subgroups Programs report.
State 22.4 12.8 9.0 1.9 55.5 11.5
2.6 Demographic and Financial
Directly Certified (Includes SNAP, TANF, Homeless, Unaccompanied Youth, Foster, and Migrant) (%) 2014-15 26.0 37.7
2015-16 28.0 39.0
District State Average* Source: GOSA Directly Certified (District Level) report.
*Values represent averages calculated from district-level data. **The Minority student subgroup includes all racial/ethnic categories except White.
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2.6 Demographic and Financial
DATA COLLECTION and ANALYSIS FTE Counts 2013-14 10,103
Financial Efficiency Star Rating 2014-15 10,166
2015-16 10,515
District Source: GOSA FESR report and GaDOE FTE report.
Per Pupil Expenditures ($) District State Average Source: GOSA FESR report.
2013-14 7,536.76 8,417.64
Small student subgroups: Use local data to summarize key facts relating to student subgroups with populations too small to report (less than 15). (Do not include percentages or other numeric values that might violate student privacy.)
District State Average Source: GOSA FESR report.
2014-15 4.5 2.9
Per Pupil Expenditures Percentile 2014-15 7,539.80 8,691.25
District Source: GOSA FESR report.
2014-15 17
Subgroups in LCSS tend to perform slightly lower than the "All Groups" figures reflect in achievement data when compared within the System. However, these subgroups tend to score equal or better than similar measure when compared to the State averages. It is not uncommon for growth measures to be higher in the SLDS Growth model for subgroups, as well. Some of the subgroup designations consistently show no students represented.
Additional data: What additional facts did the team identify that relate to demographic and financial data? (May be informed by quantitative or qualitative sources.)
Trending data indicates that the number of students qualifying for Free/Reduced meals (F/R) is increasing in the District. That trend seems to have a fairly equal impact across all groups of students and is seen at all schools.
What data sources were utilized to make the above determinations?
F/R applications, SLDS Growth Models
2.6 Demographic and Financial
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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. What data sources were utilized to make the above determinations?
-Findings from Annual Financial Risk Analysis
Audit documentation, Federal monitoring
External factors: What external factors - Population trends might have affected data and/ or -Poverty data (increases) results of data? Examples may include: - Federal Impact (i.e. Moody AFB) geographic location, population demographics (employment, education, median income), local/ state/national economy, natural disasters, and state and federal policy changes. What data sources were utilized to make the above determinations?
Access to Programs: What processes exist to ensure students have access to programs addressing individualized learning needs (including EIP, REP, alternative education, vocational education, and gifted)? What challenges exist in providing students access to such programs when necessary?
What data sources were utilized to make the above determinations?
50
F/R eligibility forms, Impact Aid forms, County reports
Funding based on allocation in relation to full-time Equivalence (FTE) data
Allotment sheets, FTE reports
2.6 Demographic and Financial
DATA COLLECTION and ANALYSIS
Demographic and Financial Challenges: What demographic and/ or financial challenges could affect improvement efforts within the LEA? (Identifying these challenges may require collection and analysis of additional LEA data.)
What data sources were utilized to make the above determinations?
Challenges: -State & Federal Program funding - Local Tax Digest - SPLOST collections
Local Tax Digest, SPLOST records
2.6.3 DEMOGRAPHIC AND FINANCIAL TRENDS AND PATTERNS Summarize the demographic and financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
2.6 Demographic and Financial
According to all available data, the Lowndes County School District performs better than the average in financial efficiency while accommodating growth. The most recent financial Star Rating found LCSS in the top 10 in the State for the rating.
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 2.7 STUDENT ACHIEVEMENT Analyze the LEA’s 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
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
19.1 18.8
33.8 34.0
37.5 37.5
9.5 9.6
72.0 69.2
78.3 87.1 54.3 51.8 65.2 61.0 77.9 75.1 73.5 74.2 61.0 58.8
8.3 31.5 28.9 26.1 27.9 14.4 14.8 15.5 15.4
33.3 39.1 41.5 36.0 35.1 32.0 31.6 35.1 33.7
45.8 26.0 26.9 31.5 30.8 41.6 41.5 43.3 38.5
12.5 3.5 2.6 6.4 6.3 12.0 12.1 6.2 12.5
26.8 25.9 41.7 38.1
38.5 39.5 36.9 42.9
29.4 29.8 19.0 15.5
5.2 4.8 2.4 3.6
61.4 57.7 51.6 43.8
1.5 1.5
49.5 40.8
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
51.4 14.5 32.6 Students with 52.8 12.0 33.7 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
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2.7 Student Achievement
DATA COLLECTION and ANALYSIS
English Language Arts Middle School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
19.0 16.0
33.3 35.8
39.6 40.5
8.1 7.7
70.6 71.6
87.0 90.4 54.7 57.6 65.1 65.9 76.1 76.5 74.0 74.9 64.4 65.9
14.3 28.8 23.6 24.1 20.5 15.0 12.9 11.6 12.2
19.0 40.5 44.7 31.4 38.9 30.7 32.6 41.1 34.1
52.4 27.1 29.1 36.6 34.7 44.8 45.0 36.8 42.7
14.3 3.6 2.6 7.9 5.8 9.5 9.5 10.5 11.0
28.3 23.7 57.9 61.9
37.8 41.1 26.3 33.3
29.6 32.3 15.8 4.8
4.3 2.9 0.0 0.0
57.9 59.6 28.8 23.0
0.4 0.4
23.7 36.6
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
70.3 4.3 25.0 Students with 59.5 6.7 33.3 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
English Language Arts 9 Grade Literature End-of-Course Milestones th
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
13.1 16.1
39.3 36.9
38.0 38.6
9.6 8.5
TFS TFS 23.4 27.5 15.8 27.0 9.4 10.5 10.7 10.0
TFS TFS 52.2 39.6 49.1 41.9 32.7 34.7 57.1 50.0
TFS TFS 23.9 29.0 24.6 24.3 45.2 45.1 17.9 26.7
TFS TFS 0.5 3.9 10.5 6.8 12.7 9.7 14.3 13.3
20.3 24.7 37.5 71.4
49.8 44.1 56.3 28.6
25.8 27.9 6.3 0.0
4.1 3.4 0.0 0.0
56.8 54.6 34.4 14.3
1.2 0.0
25.9 25.0
71.7 69.6
50.9 54.1 63.0 56.1 80.4 76.8 64.8 73.3 59.5 61.2
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
58.5 4.9 35.4 Students with 62.1 5.7 32.2 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
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2.7 Student Achievement
DATA COLLECTION and ANALYSIS
English Language Arts American Literature End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
21.9 19.5
37.1 34.7
36.4 37.2
4.6 8.6
62.4 67.5
13.3 16.7 38.3 35.1 21.3 27.5 17.2 12.1 12.5 32.4
6.7 22.2 38.3 41.5 36.2 39.2 37.4 32.8 50.0 26.5
66.7 55.6 22.1 22.8 36.2 29.4 40.1 42.7 31.3 35.3
13.3 5.6 1.3 0.6 6.4 3.9 5.2 12.3 6.3 5.9
88.9 71.1 44.7 44.3 64.4 54.0 67.0 77.7 65.6 56.1 65.9 56.3
34.6 28.5
40.7 43.4
22.4 26.1
2.3 2.0
46.9 50.9
0.0 0.0
18.5 22.4
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
81.1 4.1 14.9 Students with 70.0 5.0 25.0 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
55
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Mathematics Elementary School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
9.3 9.9
34.8 36.1
43.1 40.9
12.8 13.2
80.4 79.5
97.8 98.4 63.1 64.2 75.4 69.6 85.7 84.3 84.2 87.1 70.9 69.1
4.0 16.8 15.6 8.4 15.0 7.3 7.7 7.2 6.7
32.0 47.2 46.3 43.3 41.6 29.6 32.6 37.1 30.8
32.0 31.9 33.9 39.4 35.5 47.1 43.7 43.3 41.3
32.0 4.1 4.2 8.9 7.9 16.0 16.0 12.4 21.2
13.5 14.0 9.5 19.8
43.0 43.5 59.5 51.6
36.6 35.2 28.6 22.0
6.8 7.3 2.4 6.6
70.4 69.2 65.7 59.5
3.9 2.4
54.5 51.8
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
32.0 19.9 44.1 Students with 38.5 17.4 41.8 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
56
2.7 Student Achievement
DATA COLLECTION and ANALYSIS
Mathematics Middle School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
13.4 12.7
38.4 35.5
34.6 37.4
13.6 14.4
76.4 80.8
19.8 20.9 21.3 17.9 10.0 9.3 12.6 8.6
50.7 45.1 37.6 36.9 34.4 32.0 35.8 34.6
24.4 29.3 28.4 32.3 39.2 41.1 34.7 39.5
5.1 4.7 12.7 12.8 16.4 17.6 16.8 17.3
94.0 115.4 59.5 62.0 67.9 78.6 82.7 86.7 78.8 85.2 68.5 75.2
19.5 19.4 55.6 39.6
45.0 41.8 33.3 50.9
28.1 31.5 6.7 7.5
7.4 7.4 4.4 1.9
64.6 67.5 30.3 45.4
1.3 2.4
36.8 42.0
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
56.3 4.3 38.1 Students with 57.1 10.3 30.2 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
57
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Mathematics Coordinate Algebra End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15
17.6 TFS
36.3 TFS
38.1 TFS
8.0 TFS
69.1 69.2
29.4
48.6
19.8
2.3
21.6
37.3
37.3
3.9
13.6
31.4
44.6
10.4
12.5
41.7
37.5
8.3
48.0 54.9 61.2 54.0 77.0 76.5 70.8 64.8 51.0 57.9
2015-16 2014-15 2015-16
Other Subgroups Economically Disadvantaged
2014-15 2015-16
24.9
45.3
26.0
3.8
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
TFS
TFS
TFS
TFS
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
60.5 5.3 34.2 Students with Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
0.0
55.1 54.7
24.7 26.9
**The Minority student subgroup includes all racial/ethnic categories except White.
58
2.7 Student Achievement
DATA COLLECTION and ANALYSIS
Mathematics Analytic Geometry End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15
23.6
41.3
29.1
6.0
TFS
TFS
TFS
TFS
39.1
46.0
14.4
0.6
23.4
51.1
17.0
8.5
18.4
38.5
35.2
7.8
18.2
51.5
27.3
3.0
31.7
46.3
19.8
2.1
46.4 49.6
0.0
25.3 27.8
2015-16 2014-15 2015-16
59.1 63.1
38.6 44.7 57.0 58.6 66.6 70.6 57.6 52.2 51.0 51.8
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
67.1 9.2 23.7 Students with Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
59
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Science Elementary School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
14.2 13.5
38.6 38.3
35.7 35.4
11.5 12.8
72.9 74.3
78.3 77.4 49.4 55.1 62.9 65.7 80.8 81.6 77.8 84.6 59.0 64.4
12.0 29.1 25.9 21.7 18.8 9.0 9.3 7.2 6.7
44.0 46.9 47.5 45.3 47.9 34.8 34.1 42.3 35.6
32.0 22.7 22.4 26.1 27.7 41.1 40.0 36.1 44.2
12.0 1.2 4.2 6.9 5.6 15.1 16.6 14.4 13.5
20.4 19.5 29.8 28.6
44.3 45.2 56.0 50.5
29.3 28.4 13.1 19.8
5.9 6.9 1.2 1.1
62.0 62.4 47.5 51.2
4.5 3.5
51.7 51.5
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
36.4 18.4 40.7 Students with 38.5 16.8 41.2 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
60
2.7 Student Achievement
DATA COLLECTION and ANALYSIS
Science Middle School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
22.1 19.8
27.7 26.9
37.0 39.4
13.3 13.9
73.2 75.8
96.0 100.0 50.5 53.6 59.7 69.7 82.0 83.6 76.8 79.9 62.1 67.6
9.5 37.8 33.8 34.0 28.6 15.0 14.0 15.8 14.5
28.6 32.4 32.3 27.4 28.1 26.2 25.0 28.4 24.1
33.3 24.8 30.1 26.9 32.7 42.6 43.5 42.1 45.8
28.6 5.0 3.9 11.7 10.6 16.2 17.5 13.7 15.7
32.7 29.6 64.4 66.0
30.3 31.1 20.0 20.8
28.6 32.3 15.6 13.2
8.5 7.0 0.0 0.0
60.3 61.2 23.8 31.1
2.6 1.2
37.7 40.1
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
62.3 10.0 25.1 Students with 60.6 14.1 24.1 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
61
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Science Biology End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
25.3 23.5
28.1 27.9
39.5 37.9
7.2 10.7
TFS TFS 46.1 43.2 26.2 27.7 18.0 15.8 25.0 29.2
TFS TFS 34.1 34.9 33.3 31.9 26.1 25.6 21.9 29.2
TFS TFS 19.8 21.9 31.0 31.9 46.4 44.2 46.9 33.3
TFS TFS 0.0 0.0 9.5 8.5 9.5 14.3 6.3 8.3
37.0 34.5
32.5 32.8
28.2 29.1
2.3 3.7
TFS
TFS
TFS
TFS
65.2 68.2
38.5 39.5 60.0 62.0 74.8 78.4 66.7 61.4 55.1 54.3
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
74.3 12.9 12.9 Students with 71.6 13.4 14.9 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
0.0 0.0
48.5 51.4
26.3 25.0
**The Minority student subgroup includes all racial/ethnic categories except White.
62
2.7 Student Achievement
DATA COLLECTION and ANALYSIS
Science Physical Science End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
24.1 21.7
37.5 33.1
32.8 34.6
5.6 10.6
TFS
TFS
TFS
TFS
44.4 33.8 32.8 36.1 15.9 14.0 25.0 27.3
38.3 36.5 42.6 31.3 36.3 32.3 46.9 36.4
16.8 25.7 24.6 22.9 40.0 40.6 18.8 30.3
0.5 4.1 0.0 9.6 7.7 13.1 9.4 6.1
37.7 50.5 46.6 52.5 69.6 75.9 54.7 62.1 46.3 55.0
38.1 32.4 87.5 71.4
38.8 37.8 12.5 9.5
21.7 25.0 0.0 19.0
1.4 4.8 0.0 0.0
43.7 51.7 6.3 25.0
0.0 0.0
23.6 25.3
59.8 67.1
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
59.1 3.4 37.5 Students with 64.1 9.8 26.1 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
63
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Social Studies Elementary School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
14.2 14.2
45.0 44.5
29.3 29.1
11.5 12.1
70.7 70.7
80.4 80.6 55.3 55.7 61.8 62.4 75.9 75.4 74.1 74.7 60.3 61.1
8.3 25.2 23.7 17.7 17.0 10.4 11.2 12.5 10.6
45.8 47.6 50.6 52.7 52.4 43.0 41.8 46.9 38.5
25.0 21.9 20.4 22.7 22.8 32.7 32.3 29.2 35.6
20.8 5.3 5.3 6.9 7.8 14.0 14.6 11.5 15.4
20.3 20.5 27.4 26.5
49.0 49.0 56.0 57.8
23.8 22.6 14.3 12.0
6.9 7.9 2.4 3.6
61.0 59.8 52.1 49.5
4.5 3.2
49.8 49.2
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
37.8 13.9 43.8 Students with 39.5 13.6 43.7 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
64
2.7 Student Achievement
DATA COLLECTION and ANALYSIS
Social Studies Middle School End-of-Grade Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
15.6 14.7
37.4 36.0
28.3 32.3
18.7 17.0
77.3 78.0
104.0 105.8 60.2 61.1 70.4 70.0 83.2 84.0 79.0 80.4 69.6 70.2
4.8 24.2 22.3 22.0 20.2 12.0 11.6 12.6 12.2
33.3 42.7 44.0 35.6 41.5 35.5 32.7 40.0 32.9
28.6 25.0 27.1 23.0 23.4 30.6 35.4 26.3 36.6
33.3 8.0 6.7 19.4 14.9 22.0 20.4 21.1 18.3
23.5 22.3 50.0 59.5
42.0 42.6 34.2 31.0
22.7 26.1 13.2 9.5
11.8 9.0 2.6 0.0
64.5 63.5 25.8 30.5
1.7 3.2
41.2 45.9
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
52.8 8.7 36.8 Students with 51.4 10.0 35.3 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Grade (EOG) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
65
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT
Social Studies United States History End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
19.0 20.0
33.1 34.6
38.9 34.3
9.0 11.2
69.3 68.6
6.7 18.8 31.6 33.7 12.7 19.6 16.4 14.7 TFS 22.6
26.7 31.3 40.1 39.0 36.4 33.3 29.9 33.4 TFS 29.0
40.0 31.3 25.0 25.0 41.8 35.3 43.6 37.6 TFS 38.7
26.7 18.8 3.3 2.3 9.1 11.8 10.2 14.3 TFS 9.7
94.1 73.5 51.6 48.2 74.0 69.6 74.0 75.9
28.9 27.8
39.6 41.4
28.6 25.8
2.9 5.1
53.5 54.2
1.4 3.3
33.3 38.1
67.7 73.3 64.8
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
61.4 14.3 22.9 Students with 53.3 15.0 28.3 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
66
2.7 Student Achievement
DATA COLLECTION and ANALYSIS
Social Studies Economics/Business/Free Enterprise End-of-Course Milestones
Student Group
Year
2014-15 2015-16 Racial/Ethnic Subgroups 2014-15 American Indian 2015-16 2014-15 Asian/Pacific All Students
Islander Black Hispanic White Multi-Racial Minority**
2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
24.8 20.3
27.9 20.0
31.6 39.3
15.7 20.3
69.8 80.1
TFS 39.7 34.8 18.8 27.1 20.9 15.1 TFS 13.3
TFS 33.6 24.1 31.3 22.9 25.5 18.4 TFS 20.0
TFS 19.9 28.4 34.4 33.3 34.5 42.9 TFS 53.3
TFS 6.8 12.8 15.6 16.7 19.0 23.6 TFS 13.3
81.3 48.2 59.6 74.2 69.8 76.0 88.0
31.9 33.1
31.0 23.5
24.9 33.9
12.2 9.6
59.0 60.2
2.3 1.4
17.0 20.4
83.3 61.2 73.5
Other Subgroups Economically Disadvantaged
2014-15 2015-16
English Learners
2014-15 2015-16 2014-15 2015-16 2014-15
Foster Homeless Migrant
2015-16 2014-15 2015-16 2014-15
77.3 6.8 13.6 Students with 74.3 12.2 12.2 Disabilities 2015-16 Source: GOSA Georgia Milestones End-of-Course (EOC) Assessments report.
**The Minority student subgroup includes all racial/ethnic categories except White.
2.7 Student Achievement
67
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Graduation Rate - 4-Year Cohort (2015-16) (%) District
Drop Out Rate (2015-16)
State
79.4 86.0 All Students Racial/Ethnic Subgroups 69.3 American Indian 93.8 87.8 Asian/Pacific Islander 80.7 76.2 Black 88.6 73.4 Hispanic 87.0 83.0 White Too 81.0 Multi-Racial 90.8 73.6 Minority** Other Subgroups 79.9 75.3 Economically Disadvantaged 56.4 English Learners 68.8 Migrant 75.2 56.6 Students with Disabilities Source: GOSA Graduation Rate (4-Year Cohort) report.
All Students
6.4
0.1 2.3
2.2
15.2 6.3 42.0
27.1
Multi-Racial
1.5
1.7
Minority**
5.1
7.4
29.4
41.7
0.5
0.5
9.8 Students with Disabilities Source: GaDOE pathway completers report.
4.7
Asian/Pacific Islander Black Hispanic White
2.4
3.6
2.2 2.8
4.2
5.3 1.4 4.1 4.5 3.2 3.4
4.5
4.0 7.0 3.6 5.6
Math Reading Writing 483 512 485
Total 1,480
SAT Scores (2015-16) State 6.4
Racial/Ethnic Subgroups American Indian
State
All Students Racial/Ethnic Subgroups American Indian Asian/Pacific Islander Black Hispanic White Multi-Racial Other Subgroups Economically Disadvantaged English Learners Migrant Students with Disabilities Source: GOSA Drop Out Rate 9-12 report.
Pathway Completers (2015-16) (%)* District
District
6.1 31.2
District 472 477 458 State Average Source: GOSA SAT Scores (Highest) report.
1,407
District Mean Growth Percentile* District State Average Source: GaDOE Title II, Part A calculation.
2014-15 5.5 42.8
Other Subgroups Economically Disadvantaged English Learners Migrant
*Values represent averages calculated from school-level data. **The Minority student subgroup includes all racial/ethnic categories except White. ***Graduates completing a CTAE pathway, advanced academic pathway, IB Career Related Program, fine arts pathway, or a world language pathway.
68
2.7 Student Achievement
DATA COLLECTION and ANALYSIS English Learners WIDA ACCESS 2.0 Composite Scores 1.0-1.9 (%) 2.0-2.9 (%) 3.0-3.9 (%) nd
K-2
3rd-5th 6th-8th
4.0-4.9 (%)
5.0-6.0 (%)
38
13
53
19
1
1 2
9 7
27 17
19 6
0 0
0 4 2 8 6 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 Children scoring 5 out of 72 points in Reading
8/8
Percentage 100%
Children scoring 5 out of 27 points in Mathematics
7/8
88%
Source: LEA formative assessment data.
Migrant Students English Language Arts Comparison of Migrant Priority for Services and Non-Priority for Service Students Grade Band
Student Type
Priority for Service Elementary Non-Priority for Service Priority for Service Middle Non-Priority for Service Priority for Service 9th Grade Literature Non-Priority for Service Priority for Service American Literature Non-Priority for Service Source: LEA ELA Milestones (FY16).
2.7 Student Achievement
Beginning (%)
Total Tested
Developing (%)
Proficient (%)
Distinguished (%)
2
1
1
0
0
13
3
6
4
0
7
3
2
2
0
6
4
1
1
0
1
1
0
0
0
4
4
0
0
0
0
0
0
0
0
2
2
0
0
0
69
COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Migrant Students Mathematics Comparison of Migrant Priority for Services and Non-Priority for Service Students Grade Band
Student Type
Priority for Service Elementary Non-Priority for Service Priority for Service Middle Non-Priority for Service Priority for Service Coordinate Algebra Non-Priority for Service Priority for Service Analytic 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 too small to report (less than 15). (Do not include percentages or other numeric values that might violate student privacy.)
Beginning (%)
Total Tested
Developing (%)
Proficient (%)
Distinguished (%)
2
2
0
0
0
15
1
8
6
0
10
5
4
1
0
6
3
2
1
0
2
1
1
0
0
1
1
0
0
0
1
1
0
0
0
2
2
0
0
0
EL -Vocabulary deficit leads to weakness in reading comprehension -Students struggle to raise speaking scores when reading into a microphone - Number of students also receiving SPED services - Number of students moving in after school year started -Poor attendance during testing -Outside (home) factors MEP -Language acquisition and math skills continue to highlight the academic needs of Migrant students (including OSY) and basic academic needs and fine motor skills for the Pre-K readiness Migrant children ED The number of students who qualify as Economically Disadvantage continues to grow in the LCSS, absorbing their academic status/needs from the "all groups" data and focusing it into the subgroup data SPED SWD have more than 15 system-wide.
70
2.7 Student Achievement
DATA COLLECTION and ANALYSIS Additional data: What additional facts did the team identify that relate to student achievement? (May be informed by quantitative or qualitative sources.) Suggested additional sources include: • ACT scores • Advanced Placement enrollment and outcomes • Hope Scholarship eligibility • International Baccalaureate enrollment and outcomes • Move on When Ready participation
What data sources were utilized to make the above determinations?
- Pre-K participation -GMAS -Formative assessment -Benchmark data -Universal screener (when available) -CCRPI data -SLDS -IEP data
School/ student records
2.7.2 STUDENT ACHIEVEMENT GUIDING QUESTIONS Effective collaboration to support student achievement: What processes are in place to ensure that effective collaboration is occurring across the district to advance student achievement? Are existing processes effective? What data sources were utilized to make the above determinations?
-SLDS -Weekly collaborative planning -District ESOL meetings -RTI manual provided to all - Elevations/In Class with ESOL
Benchmark data, data from Imaginary Learning, Lexile scores, assessments
Supporting improved graduation -Instructional Coach at LHS outcomes: What processes are in place to support practices that will positively -Academic Coaches and Instructional Lead Teachers - Elevations/In Class with the ESOL program affect graduation outcomes?
What data sources were utilized to make the above determinations?
2.7 Student Achievement
Title II data, PL data, CCRPI, ESOL data
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Student subgroup gaps: What gaps exist in outcomes among student subgroups?
EL -Vocabulary deficit/speaking scores - Lexile levels in GMAS do not match WIDA proficiency scores - Reading comprehension - Writing skills MEP -Achievement levels (across all content areas) ED SPED Student Subgroup Gaps - SWD gaps are the same as EL and SPED Gaps in vocabulary Lexile scores Significantly below “all students” in all content areas
What data sources were utilized to make the above determinations?
Reduced class size: Based on student achievement data, have you identified specific student cohorts or content areas that would benefit from evidence-based reduced class size?
What data sources were utilized to make the above determinations?
Teacher observations, GMAS
EL - Strategic scheduling (LHS) -ELA/math SWD SWD need more time in class to discuss reading passages. They need direct instruction of the thought process to answer inferential questions. Students need more direct time with teachers to fill in gaps in their individual skill sets. This requires reduced class sizes. GMAS, Imagine Learning, Lexile measures, RTI data
2.7.3 STUDENT ACHIEVEMENT TRENDS AND PATTERNS Summarize the student achievement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
EL -Low writing scores in push-in model The trend for SWD is upward in middle and high school ELA, Math and Social Studies from 14-15 to 15-16. However, projections developed locally indicate all areas will have a decrease in achievement. Both elementary ELA and Math decreased from 14-15 to 15-16 while Science and Social Studies stayed statistically equal. Constructed responses are difficult over all. Online testing has not been beneficial to special education students. Students tired after taking sections of ELA and Math as the test sessions were very long.
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2.7 Student Achievement
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: Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
2.2 Effective Leadership: Summarize the effective leadership trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
-Lexile scores are lower than desired across the District -writing scores should be higher -ELA scores (in general) should be higher as they reflect little growth across the district -Lack of rigor in daily instruction and expectations across all content areas -Parent/community engagement opportunities and participation should increase in the teaching & learning process
-LKES data correlates very well with student achievement data -Overall, leadership opportunities are available for LCSS educators at the school and District levels -Though there is sufficient data to demonstrate accomplishment in LCSS, the mentality of the system is one of constant need to improve -There is a verifiable commitment to Professional Learning at the school and District levels.
3.1 Trends and Patterns
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 2.3 Professional Capacity: Summarize the professional capacity trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
2.4 Family and Community Engagement: Summarize the family and community engagement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
- a high percentage of staff meets the District expectations for Professional Qualifications (old HiQ) -PL is emphasized but lacks consistency in focus of specific academic needs -Attention to content-specific endorsement needs (District supports GACE, gifted, etc.)
-Effective parent participation differs within the System and from school-to-school. - Schools get considerable of participation with entertaining events (concerts, plays, performances), but struggle to get comparable parent participation with academically-relevant issues. -Isolated pockets/programs get great parent/community support within the System, but most of that is for extra-curricular focus. -The community in general rates the System very favorably and seems to indicate confidence and appreciation in the direction of the System as a whole.
2.5 Supportive Learning Environment: Summarize the supportive learning environment trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
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The District needs to provide a rigorous academic environment that encompasses the social, emotional, and academic needs of the students Ensure that communication by the District/School is clear and understood by stakeholders District/schools have been proactive in recognizing the need for addressing behavior/discipline
3.1 Trends and Patterns
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS 2.6 Demographic and Financial: Summarize the demographic and financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
According to all available data, the Lowndes County School District performs better than the average in financial efficiency while accommodating growth. The most recent financial Star Rating found LCSS in the top 10 in the State for the rating. Recent trends tend to show changing funding sources or allocation percentages for financing education. LCSS has seen a slow, but steady rebound from recent recessional years. However, the funding has not completely overcome the setbacks due to the financial hardships the recession created. As we continue to rebound, the LCSS will strive to recoup all of the elements that were lost previously due to the financial hardship (i.e. positions, programs, etc.)
2.7 Student Achievement: Summarize the student achievement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?
-Low writing scores in push-in model -Low scores in ELA -Little change in scores across content areas GMAS data, formative assessment data, and CCRPI reports will help shape the directions of the efforts of the LCSS for all student groups and subgroups. PL directions for teachers and leaders will be prioritized in relations to the needs identified out of student achievement data.
3.1 Trends and Patterns
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 3.2 PROGRAM STRENGTHS and CHALLENGES Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults involved in or 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
The special education leadership and teachers recognize the importance of increasing student achievement, horizontal and vertical collaboration, student and parent involvement, engagement, and selfadvocacy. The system holds monthly leadership meeting with special education administrators. Most elementary and middle schools have implemented ASPIRE. Special education teachers have content certification as well as special education certification. In grades 3-8, SWDs surpass the State targets in Reading and Math. The system in above the State rate in Graduation and Parental Involvement.
Challenges It is important to increase the Lexile scores of SWDs, Post-Secondary Outcomes, and Reading and Math
scores at the high school level. In order to extend the learning time of SWD to address gaps in skills, we must reconsider school schedules and squeezing more academic time from within the school day. Parents have indicated an interest in parent education that will be addressed 17-18.
3.2.2 TITLE I, PART A - IMPROVING the ACADEMIC ACHIEVEMENT of the DISADVANTAGED
Strengths
Title I affords schools the opportunity to reduce the teacher-student ratio with the funds that are available through the Class-Size Reduction methods. This provides the teacher more one-to-one time with each student and to provide greater focus on their individual needs. Providing Title I supported schools with technology devices/resources is strength. These schools are able to put technology directly in the hands of these students to discover knowledge and manipulate the learning who otherwise may not have these opportunities available to them.
Challenges Potential reduction of federal funds may pose an obstacle in the coming years. LCSS will strive to protect the class-size reduction positions as we feel this is the most important expenditure we make with Title I support. However, this would result in less classroom resource allocation (i.e. technology, supplies, etc.) that would be available for students.
3.2.3 TITLE I, PART A - FOSTER CARE PROGRAM
Strengths
-Relationships between the LEA and DFCS allow for a cooperative atmosphere -Established procedures already in place to address transportation needs -Relationship with LEA Transportation Director, social workers, and school administrations creates a cooperative atmosphere
Challenges -Geographic distances between rural schools create longer transportation times for students -Funding responsibilities- i.e. LEA vs DFCS
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3.2 Program Strengths and Challenges
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS 3.2.4 TITLE I, PART A - PARENT ENGAGEMENT
Strengths
Parents are genuinely supportive of the efforts of the LCSS and appreciate the work done by the teachers and leaders of the schools. Survey responses consistently demonstrate satisfaction with the mission/vision of the schools and parents are supportive of these efforts. Overall, parents are interested in their child's progress and in the success of the school/system.
Challenges Though compliant with the guidelines set forth by Title I, true, effective parent participation in the decision-making process and educational reinforcement continues to be weak at the School and District levels. Parent participation is best when coupled with a performance/event involving their child. But, rarely, is participation strong when the sole purpose is to address the implementation of Title I initiatives.
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, Yes drop-outs) residing in the district in 2016-17? How is the LEA assessing and serving its most mobile migratory children and youth who lack consistent class or state assessment scores?
The LCSS employs TWO (2) SSPs who frequently work within the community to seek and support these students. These students are served through regular schools programs (when possible) and local instruments/resources are used to help establish thresholds for instructional supports (i.e. universal screeners, benchmark assessments, etc.)..
How is the LEA designing For those students who are here for short periods of time, the SSPs work with the services for its migratory students and their families to try and establish specific educational goals for the children and youth who are only children. This is done within the school (if enrolled) and out in the homes/community. in the district for a short period of time (and those who may never enroll in the district)?
How is the LEA assessing and serving its out-of-school youth and drop-outs?
What is the greatest academic need for drop-outs, as identified through the out-of-school youth profile?
LCSS has an active OSY program that incorporates the iPod approach to strengthening language development for those students who do not enter school. One of the SSPs works with these young people after work hours/on weekends to help strengthen basic communicational skills for employment and conversational skill
Fundamental communication skills for employment
3.2 Program Strengths and Challenges
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT What is the greatest academic need for out-of-school youth, as identified through the out-ofschool youth profile?
English acquisition for normal employment needs and communication skills for basic life transactions
3.2.6 TITLE I, PART D - NEGLECTED or DELINQUENT CHILDREN
Strengths
LCSS has two residential facilities that are served within the District. There is a very good history and relationship between the LCSS and these facilities. LCSS provides tutoring support for the students at each facility to help bridge gaps in learning that may exist. The contract provider who works both facilities demonstrates great concern for the students and routinely goes above and beyond the expectations of the contract to work with the students and facility leaders.
Challenges The uncertainty of the longevity of the students at the facilities creates issues for the daily building of success for the students. Finding the most effective way to reach these students in light of the unpredictable timing parameters is always in question. The aforementioned potential of reduced funding creates an cloud of doubt in exactly how these services will look in the future for these students.
3.2.7 TITLE II, PART A - PREPARING, TRAINING, and RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, AND OTHER SCHOOL LEADERS
Strengths
LCSS has a very good reputation as a school system and is very desirable employment for educators. There are three post-secondary educational facilities that all provide teacher preparation programs in their degree areas. This provides our system with close, supportive teacher preparation programs to work closely with teacher candidates through internships and student teaching. LCSS offers opportunity for growth within the system as most of the administrators in LCSS have served as teachers in the system and have matriculated the ranks into administration.
Challenges Geography and opportunity are constantly battling with larger systems to attract and maintain younger teachers (as they are drawn to bigger cities/systems who may offer higher stipends/signing bonuses). Some content areas have historically been areas of need, specifically Special Education. There has been an overall decrease in interest in the field of teaching. In general, fewer people are choosing to pursue a career in education. Some estimates have the reduction of students going into education majors as much as 30% or more.
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3.2 Program Strengths and Challenges
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS 3.2.8 TITLE III - LANGUAGE INSTRUCTION for ENGLISH LEARNERS and IMMIGRANT STUDENTS
Strengths
A very dedicated, close-knit group of ESOL teachers is, by far, the greatest strength to this program and for these students. The teachers truly internalize the love of teaching "their" students and frequently go above and beyond the call of duty for them. The teachers become the "friendly face" of our system for the families of these students.
Challenges A very small and restrictive budget constrains the support opportunities available with this group of students.
3.2.9 TITLE IX, PART A - MCKINNEY-VENTO EDUCATION for HOMELESS CHILDREN and YOUTH PROGRAM
Strengths
McKinney Vento Grant Recipient Designated case manager to overcome barriers hindering academic performance and attendance. Tutoring program provided through the grant.
Challenges Identification of HCY when already enrolled in LEA. Access to services unique to rural areas of LEA.
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.
For FY 18 (based on the provided Equity Data for GaDOE), the two areas to be addressed are: - TAPS Distribution (driven by Professional Learning) - Teacher Retention
Discipline is an area that exhibited much need. However, LCSS has implemented PBIS at most schools during FY 17 and will continue through FY 18 with more schools coming involved. This area is being addressed in other ways that the focus of the Equity Action Plan. Teacher retention is a strength, but is attributed to an effective process of induction of new teachers (SEEDS) and we wish to continue.
Based on the most recent Equity data, LCSS consistently (for a two-year period) fell below the State averages in the TAPS scores (a measure heavily weighed by student achievement). (See question #2 for explanation for addressing Teacher Retention.)
3.2 Program Strengths and Challenges
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 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 LEA’s progress on the essential features and innovations to improve academic outcomes in the charter system’s contract. Questions to consider include: • What is the status of the implementation of each essential or innovative feature included in the contract? • For those essential or innovative features that are not on schedule, what are next steps? • Are there any essential or innovative features that should be deleted or added to the LEA’s new charter system contract?
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NOT APPLICABLE
NOT APPLICABLE
NOT APPLICABLE
NOT APPLICABLE
3.2 Program Strengths and Challenges
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS 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.
Overarching Need Increase reading comprehension & fluency
How severe is the need? Medium
Is the need Can Root trending better or Causes Be worse over time? Identified? Better
Low Student Attendance High
No change
Low
Worse
Low Teacher Attendance
Increased Discipline referrals for certain groups Medium
Teacher retention/ professional qualifications
Addressing all content areas across the District
Priority Order 1
No
Yes
2
No
4
No
2
Yes
1
No change
Increase writing ability Medium
Additional Considerations
No change
3 Low
Medium
Low Parental Engagement High
No change
Yes
Consistent
Yes
1
Consistent
No
2
3.3 Identification and Prioritization of Overarching Needs
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT 3.4 ROOT CAUSE ANALYSIS Select the top 2-4 overarching needs from 3.3. Conduct a separate root cause analysis (RCA) for each need. Any RCA tools and resources can be used, but suggestions are available as part of the Identifying Need webinar. 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. B. C. D. E. F. G. H. I. J.
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 IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
Describe the root cause analysis process used by the team.
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LCSS used a hybrid approach of the fish bone model and the ICEL/RIOT models to perform the root cause analysis for the identified areas. Leadership teams from the School and District level incorporated the available quantitative and qualitative data that was available from all levels and all stakeholder groups. Historical data trends were also considered in this process.
3.4 Root Cause Analysis
NEEDS IDENTIFICATION and ROOT CAUSE ANALYSIS Overarching Increase academic achievement and student growth on standardized assessments Need #1
Root Causes to be Addressed
This is a root cause and not a contributing cause or symptom
This is something we can affect
Static academic growth/achievement
Related programs A,C,E,F,G,H, I,J
Need to focus on elements at the domain levels
A,B,C,F,G,H I
ELA/writing/reading continue to produce lower achievement results than desired
A,C,E,F,G,H, I,J
Increasing rigor in instructional expectations
A,B,C,E,F,G, H,I
Lack of student awareness of the importance in demonstrating good b e h a v i o r and its role in higher achievement and overall student success
ALL PROGRAMS
Overarching Increase attendance rates- Student Need #2
Root Causes to be Addressed Identifying reasons for absences
Reduced effectiveness from the existing student absence protocols
Inconsistent application of the existing attendance policy
This is a root cause and not a contributing cause or symptom
This is something we can affect
Related programs A,B,C,D,E,F, G,I,J B
B
Create more accessible opportunities for family/community engagement and improve communication
B,E
Lack of student awareness of the importance of having good a t t e n d a n c e and its role in higher achievement and overall student success
ALL PROGRAMS
3.4 Root Cause Analysis
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COMPREHENSIVE NEEDS ASSESSMENT DISTRICT REPORT Overarching Need #3
Root Causes to be Addressed
This is a root cause and not a contributing cause or symptom
This is something we can affect
Related programs
Root Causes to be Addressed
This is a root cause and not a contributing cause or symptom
This is something we can affect
Related programs
Overarching Need #4
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3.4 Root Cause Analysis
ADDITIONAL RESPONSES Use the space below to provide additional narrative regarding the LEA’s comprehensive needs assessment (optional).
205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 (404) 657-4209 www.gadoe.org
[email protected]
