Comprehensive Needs Assessment District Report

Comprehensive Needs Assessment 2019 - 2020 District Report

(Clone Option for FY21)

Douglas County

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.

Required Team Members

Program Position/Role Name ("NA" may be used)

Multiple Program(s) Superintendent/Assistant Superintendent Trent North

Multiple Program(s) Federal Programs Director Lisa Dunnigan

Multiple Program(s) Curriculum Director Melanie Manley

Multiple Program(s) School Leader (#1) Kathleen French

Multiple Program(s) School Leader (#2) Angela Carter

Multiple Program(s) Teacher Representative (#1) Rachel Rogers

Multiple Program(s) Teacher Representative (#2) Steven Littles

McKinney-Vento Homeless Homeless Liaison Renee Davis

Neglected and Delinquent N&D Coordinator Lisa Dunnigan

Rural REAP Coordinator NA

Special Education Special Education Director Cheryl Handley

Title I, Part A Title I, Part A Director Lisa Dunnigan

Title I, Part A Family Engagement Coordinator Patti Sullivan

Title I, Part A - Foster Care Foster Care Point of Contact Jill Smith

Title II, Part A Title II, Part A Coordinator Kenya Elder

Title III Title III Director Lisa Dunnigan

Title IV, Part A Title IV, Part A Director Lisa Dunnigan

Title I, Part C Migrant Coordinator Lisa Dunnigan

1.1 Identification of Team 2

Recommended and Additional Team Members

Program Position/Role Name

Multiple Program(s) Assistant superintendent Renee Davis

Multiple Program(s) Testing director Stefanie Cosper

Multiple Program(s) Finance director Greg Denney

Multiple Program(s) Other federal programs coordinators Mitzi Teal, Mandy Johnson

Multiple Program(s) CTAE coordinator Mandy Johnson

Multiple Program(s) Student support personnel Renee Davis


http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx


Recommended and Additional Team Members


Multiple Program(s) Principal representatives Dr. Sherritta Abel, Dr. Jolene Morris, Nathan Hand

Multiple Program(s) High school counselor / academic counselor

Mitzi Blackstone

Multiple Program(s) Early childhood or Head Start coordinator

Christy Lee

Multiple Program(s) Teacher representatives Lauren Cook

Multiple Program(s) ESOL teacher Cher Algarin

Multiple Program(s) Local school governance team representative (charter systems only)

NA

21st CCLC 21st CCLC program director Mitzi Teal

21st CCLC 21st CCLC site coordinator or data specialist

Amanda Shuemake

Migrant Preschool teacher Amanda Shumake

Special Education Student success coach (SSIP) Myya Mixon, Vernita Akins, Michelle Fernander

Title II, Part A Human resources director Dr. Michelle Ruble

Title II, Part A Principal supervisors Melanie Manley, Angela Carter

Title II, Part A Professional learning coordinators Kenya Elder

Title II, Part A Bilingual parent liaisons Patti Sullivan

Title II, Part A Professional organizations Kenya Elder

Title II, Part A Civil rights organizations Renee Davis

Title II, Part A Board of education members Tracey Rookard

Title II, Part A Local elected/government officials Rochelle Robinson

Title II, Part A The general public Carol Camp

Title III Refugee support service staff Lisa Dunnigan

Title III Community adult ESOL providers Nicholas White, West Central Tech

Title III Representatives from businesses employing non-English speakers

Valerie Shepard, Silverline

Title IV, Part A Media specialists/librarians Amy Shadix

Title IV, Part A Technology experts Todd Hindmon

Title IV, Part A Faith-based community leaders Steve McFall, Ben Lang, Beau McClain



1. PLANNING AND PREPARATION

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 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.

Required Stakeholders

Program Position/Role Name ("NA" may be used)

Multiple Program(s) Students (8th - 12th grade) Cathy Swanger

Multiple Program(s) Private School Officials NA

Migrant Out-of-School Youth and/or Drop-outs NA

Title I, Part A Parent Representatives of Title I Students Femi Ojosipe

Title I, Part A - Foster Care Local DFCS Contacts Kay Wimpy

Title II, Part A Principals Dr. Jolene Morris

Title II, Part A Teachers Cassandra Edwards

Title II, Part A Paraprofessionals Kim Goss

Title II, Part A Specialized Instructional Support Personnel

Samantha Remondelli

Title II, Part A Other Organizations or Partners with relevant and demonstrated expertise

MRESA

Title I, Part A Parents of English Learners Emily Viscaya

1.2 Identification of Stakeholders 4

Recommended and Additional Stakeholders


Multiple Program(s) RESA personnel Dr. Leighann Putnam

Multiple Program(s) Technical, college, or university personnel

Dr. Kristen Douglas, Julia Areh

Multiple Program(s) Parent advisory council members, school council parents, Parent- Teacher Association or Parent- Teacher Organization members

Femi Ojosipe

21st CCLC 21st CCLC advisory council members William Sherman SWE, Cheronda Minnis-Arnold CHMS

Migrant Local Head Start representatives (regular and/or migrant Head Start agencies)

Mattie McClurkin

Migrant Migrant PAC Members NA

Migrant Local farmer, grower, or employer Renee Davis





Recommended and Additional Stakeholders


Migrant Family connection representatives Valerie Shepard, Silverline

Migrant Local migrant workers or migrant community leaders

Greg Denney

Migrant Farm worker health personnel Mitzi Teal, Mandy Johnson

Migrant Food bank representatives Mandy Johnson

Migrant Boys and Girls Club representatives Dr. Suvess Ricks

Migrant Local health department representatives Dr. Sherritta Abel, Dr. Jolene Morris, Nathan Hand

Migrant ABAC MEP consortium staff Mitzi Blackstone

Migrant Migrant high school equivalence program / GED representatives

Christy Johnson

Migrant College assistance migrant programs Lauren Cook

Neglected and Delinquent Residential facility(ies) director(s) Penny Honeycutt

Special Education Parents of a student with disabilities Cheryl Handley

Special Education Parent Mentors Rhonda R. Davis

Title II, Part A School council members Rhonda Baldwin


How did the team ensure that the selection of stakeholders created an inclusive group with varied perspectives?

The Douglas County School System Comprehensive Needs Assessment Team consists of people who are responsible for working collaboratively throughout our needs assessment process. Douglas County School System team members process knowledge of our programs; they have the capacity to plan and implement the needs assessment. Each team member is actively involved in the Douglas County School System comprehensive school improvement process. Federal Program Directors and District Level leaders brainstormed to identify parents, students and community members who could assist on this process. We communicated with formal invitations, phone calls, emails and Parent Link phone reminder. We also used the survey platform Pulse to gather information about instructional needs. Our Family Engagement Specialist and staff support our ESOL and EL population. Our goal is to close the achievement gaps of all stakeholders. Support is provided by our superintendent and district leadership team provide support to all federal program executive directors by attending meeting and offering feedback. The primary goal of the stakeholders is so that we can gain their perspective on the impact of the school improvement initiatives. We ensured that the group was diverse to include all demographics from the school district. We conducted several meetings with approximately 120 participants.



How will the team ensure that stakeholders are able to provide meaningful feedback throughout the needs assessment process?

The Douglas County School System needs assessment process began with a strategic planning initiative that began in 2015. This improvement process continued and incorporated the AdvancedED process during the 2016-2017 school year. Comprehensive Needs Assessments involving a targeted team of stakeholders completed the surveys and follow-up stakeholder meeting refinement of the overall strategic plan for the Douglas County School System. These teams were strengthen with additional targeted members to support the current GADOE Comprehensive Needs process. In addition to the face-to-face meetings, stakeholders were also provided the opportunity to give input through our Title I Parent Survey. We will continue to use feedback from all sources to assist the team in prioritizing our district needs. We also use the results of all surveys to assist our school leadership teams in completing their school improvement plans. The stakeholders were provided one last opportunity to provide feedback in the July feedback meeting.


DATA COLLECTION ANALYSIS

2. DATA COLLECTION ANALYSIS

2.1 Coherent Instructional System

Analyze the LEA’s data (including sections 2.6) 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.

Coherent Instruction 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

Exemplary The district continuously engages and supports all schools in systematic processes for curriculum design to align instruction and assessment with the required standards.District staff work to build the capcity of school staff to lead curriculum design efforts.

Operational The district engages and supports all schools in systematic processes for curriculum design to align instruction and assessments with the required standards.

✔

Emerging The district processes for engaging and supporting schools in curriculum design without district process or support.

Not Evident District schools are left to work in isolation on curriculum design without district processes or support.

GDPS - Learning and Teaching (Standard 2): Develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all schools.

1. Exemplary 1. A clear understanding of common expectation fosters a culture of results-basedpractices in curriculum, instruction, and assessment throughout the district with appropriate flexibility for schools to address specific needs as they arise.

2. Operational 2. The district develops and communicates common expectations for implementingcurriculum, instruction, and assessment practices across all schools.

✔

3. Emerging 3. The district expectations for implementing curriculum, instruction, or assessmentpractices are not fully developed or are not clearly communicated to all schools.

4. Not Evident 4. The district has not developed or communicated expectations for implementingcurriculum, instruction, or assessment practices.

2.1 Coherent Instructional System 7



Coherent Instruction Data

GDPS - Learning and Teaching (Standard 3): Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments

1. Exemplary 1. The district provides a collaborative and systematic approach for guiding,supporting and evaluating the implementation of curriculum, instruction, and assessments. District staff build the capacity of school level staff to evaluate the implementation of curriculum, instruction, and assessments.

2. Operational 2. The district effectively guides, supports, and evaluates the implementation ofcurriculum, instruction, and assessments.

✔

3. Emerging 3. The district provides limited guidance and support for evaluating theimplementation of curriculum, instruction, and assessments.

4. Not Evident 4. The district does not take an effective role in guiding, supporting, or evaluating theimplementation of curriculum, instruction, or assessments.

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

1. Exemplary 1. The district systematically provides guidance and ongoing support to schools in theselection and implementation of effective strategies, programs, and interventions to improve student learning.

2. Operational 2. The district guides and supports schools in the selection and implementation ofeffective strategies, programs, and interventions to improve student learning.

✔

3. Emerging 3. The district provides some limited guidance and support in the selection orimplementation of effective strategies, programs, and interventions to improve student learning.

4. Not Evident 4. The district provides little or no support or guidance in the selection orimplementation of effective strategies, programs, and interventions. The district may require or allow some inappropriate strategies, programs, or interventions.


Leader Keys Effectiveness System- Standard

Standard Score

1. Instructional Leadership:The leader fosters the success of all students by facilitating the development,communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.

2.28

3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to informplanning and decision-making consistent with established guidelines, policies, and procedures.

2.2

4.Organizational Management:The leader fosters the success of all students by supporting, managing, andoverseeing the school's organization, operation, and use of resources.

2.15

Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY18)

2.1 Coherent Instructional System 82.1 Coherent Instructional System 8

http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/Leader-Keys-Effectiveness-System.aspx


Teacher Keys Effectiveness System- Standard

Standard Score

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.

2.09

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.

2.16

4.Differentiated Instruction:The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences.

2.03

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.

2.05

6.Assessment Uses:The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instruction content and delivery methods, and to provide timely and constructive feedback to both students and parents.

2.02

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.

2.09

Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY18)


http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/Teacher-Keys-Effectiveness-System.aspx



2.2 Effective Leadership

Analyze the LEA’s data (including sections 2.6) 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.

Effective Leadership Data

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

1. Exemplary The well-established budget process allows input from departments and programs and is driven by the needs of the schools and district. Various funding sources are efficiently maximized at the district and school levels.

2. Operational The budget process is clearly defined, collaborative, and data-driven, resulting in the equitable, efficient, and transparent distribution of resources to support learning and teaching.

✔

3. Emerging A budget process is in place, but it does not consistently include collaborative, data- driven decisions. In some instances, resource distribution in the district lacks efficiency, equity, or transparency.

4. Not Evident Across the district, individual departments and programs develop budgets in isolation resulting in 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.

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

1. Exemplary The district allocates and continually monitors the use of time, materials, equipment, and fiscal resources to address both immediate and long-term goals to ensure resources are maximized to support learning and teaching.

2. Operational The district allocates and regularly monitors the effective use of time, materials, equipment, and fiscal resources to ensure that they are utilized to support learning and teaching.

✔

3. Emerging The district inconsistently allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning and teaching.

4. Not Evident The district does little to allocate or monitor effectively the use of time, materials, equipment, or fiscal resources to support learning and teaching.

2.2 Effective Leadership 10




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

1. Exemplary Stakeholders, including school board members, take leadership roles in advancing district and school goals and initiatives that improve learning and teaching.

2. Operational The district consistently engages stakeholders, including school board members, in supporting district and school goals and initiatives that improve learning and teaching.

✔

3. Emerging The district provides some opportunities for a range of stakeholders to be engaged in supporting goals and initiatives that will improve learning and teaching.

4. Not Evident Engagement of stakeholders is limited or nonexistent, or the engagement occurs with issues that do not impact learning and teaching.

GDPS - Governance (Standard 2): Uses an established process to align policies, procedures, and practices with laws and regulations

1. Exemplary A systematic and collaborative process is used for ongoing development, revision, and alignment of policies, procedures, and practices with laws and regulations.

2. Operational The district regularly uses an established process to align policies, procedures, and practices with laws and regulations.

✔

3. Emerging A process to align policies, procedures, and practices with laws and regulations is not comprehensive or is not used on a regular basis.

4. Not Evident A process is not in use to align policies, procedures, and practices with laws and regulations.

GDPS - Governance (Standard 4): Grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching

1. Exemplary Flexibility granted to school leaders, based upon sustained high performance, is well defined, reviewed periodically, and fully supports the improvement of learning and teaching.

2. Operational The district grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching.

✔

3. Emerging The district grants limited flexibility, or the flexibility that is given does not allow leaders to improve learning and teaching sufficiently

4. Not Evident The district grants little or no flexibility or inappropriate flexibility to school leaders to improve learning and teaching.




GDPS - Leader, Teacher, and Staff Effectiveness (Standard 5): Organizes and provides personnel, expertise, and services to achieve district and individual school goals

1. Exemplary The organization and strategic allocation of personnel, expertise, and services lead to the 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.

2. Operational The organization and allocation of personnel, expertise, and services are sufficient to achieve district and individual school goals.

✔

3. 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.

4. Not Evident The organization or allocation of personnel, expertise, and services does not effectively support the needs of the district and schools.

GDPS - Planning, Organizing, and Monitoring (Standard 1): Uses a collaborative, data-driven planning process at the district and school levels for improving student learning

1. Exemplary A collaborative, data-driven planning process results in aligned, comprehensive plans at the district and school levels for improving student learning.

2. Operational At the district and school levels, staffs engage in a collaborative, data-driven planning process to improve student learning.

✔

3. Emerging 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.

4. Not Evident A collaborative, data-driven planning process for improving student learning is not in place at the district or school levels.

GDPS - Planning, Organizing, and Monitoring (Standard 2): Uses protocols and processes for problem solving, decision-making, and removing barriers

1. Exemplary The district uses and reviews established protocols and processes for problem solving, decision-making, and removing barriers on a regular basis. Contingency plans are developed for unlikely occurrences.

2. Operational The district uses protocols and processes for problem solving, decision-making, and removing barriers.

✔

3. Emerging District use of protocols and processes for problem solving, decision-making, or removing barriers is limited or inconsistent.

4. Not Evident The district does not use protocols or processes for problem solving, decision- making or removing barriers.




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

1. Exemplary 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 initiatives. The district builds the capacity of school level staff to monitor the implementation and effectiveness of improvement plans, programs, and initiatives.

2. Operational The district uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives.

✔

3. 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.

4. 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.

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

1. Exemplary The collaboratively-developed vision, mission, and core beliefs that emphasize preparing all students for college and career readiness are continuously and clearly communicated to all stakeholders and are pervasive in the culture and daily actions of the district.

2. Operational The collaboratively-developed vision, mission, and core beliefs that emphasize preparing all students for college and career readiness have been created and communicated to stakeholders and are evident in most across the district.

✔

3. Emerging The vision, mission, and core beliefs have been developed with some emphasis on preparing students for college and career readiness, buy may have weakness due to insufficient collaboration with stakeholders, poor communication, or other limitations

4. Not Evident The vision, mission, and core beliefs may not exist or may not focus on preparing students for college and career readiness.



Standard Score

1.Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.

2.28

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.

2.34

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.

2.2




Standard Score


2.15

5.Human Resources Management:The leader fosters effective human resources management through theselection, induction, support, and retention of quality instructional and support personnel.

2.08

6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance withstate and district guidelines and provides them with timely and constructive feedback focused on improved student learning.

2.12

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.

2.32

8.Communication and Community Relations:The leader fosters the success of all students by communicatingand collaborating effectively with stakeholders.

2.14




Standard Score

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.

2.3







2.3 Professional Capacity

Analyze the LEA’s data (including sections 2.6) 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.

Professional Capacity Data

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 2): Establishes and implements processes that increase the effectiveness of teachers, leaders, and staff

1. Exemplary 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.

2. Operational Processes that increase the effectiveness of leaders, teachers, and staff have been established and consistently implemented throughout the district.

✔

3. Emerging Processes that increase the effectiveness of leaders, teachers, and staff are not fully developed or are implemented unevenly or inconsistently across the district.

4. Not Evident Few, if any, processes to increase the effectiveness of leaders, teachers, and staff have been developed or successfully implemented in the district.

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 3): Guides and monitors the use of a state approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff

1. Exemplary The district collects and analyzes comprehensive data from the state-approved evaluation system to inform staff retention, salaries, and professional learning throughout the district.

2. Operational The district guides and monitors a state-approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff.

✔

3. Emerging The district offers some guidance for the implementation of a state- approved evaluation system, but some parts of the system are not implemented with fidelity or could benefit from more support or monitoring.

4. Not Evident The district does little to guide or monitor the implementation of a state-approved evaluation system.

2.3 Professional Capacity 15



Professional Capacity Data

GDPS - Learning and Teaching (Standard 4): Ensures that professional learning is relevant and addresses adult and student needs

1. Exemplary The district fosters a culture of systematic, quality, and relevant professional learning that consistently addresses the needs of its adults and its students.

2. Operational The district ensures that professional learning at the school and district levels is relevant and addresses adult and student needs.

✔

3. Emerging The professional learning at the school and district levels is not consistently relevant or is not consistently linked to adult or student needs.

4. Not Evident The professional learning at the school and district levels is not relevant and does not address adult or student needs.

GDPS - Learning and Teaching (Standard 5): Assesses the impact of professional learning on staff practices and student learning and makes adjustments as needed

1. Exemplary The impact of professional learning on staff practices and student learning is systematically monitored at the district and school levels by examining performance data throughout the year and timely, appropriate adjustments are made as needed.

2. Operational The impact of professional learning on staff practices and student learning is assessed and adjustments are made as needed.

✔

3. Emerging The impact of professional learning on staff practices or student learning is assessed on a limited or inconsistent basis, or appropriate adjustments are not always made.

4. Not Evident The impact of professional learning on staff practices or student learning is not assessed by district or school staff.



Standard Score


2.15

5.Human Resources Management:The leader fosters effective human resources management through theselection, induction, support, and retention of quality instructional and support personnel.

2.08

6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance withstate and district guidelines and provides them with timely and constructive feedback focused on improved student learning.

2.12

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.

2.32

8.Communication and Community Relations:The leader fosters the success of all students by communicatingand collaborating effectively with stakeholders.

2.14


2.3 Professional Capacity 162.3 Professional Capacity 16




Standard Score

1.Professional Knowledge:The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

2.21

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.

2.3

10.Communication:The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

2.12






2.4 Family and Community Engagement

Analyze the LEA’s data (including sections 2.6) 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.

Family and Community Engagement Data

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

1. Exemplary Expectations for family and community engagement are embedded in the culture and result in family and community members being active supporters of student learning and teaching throughout the district.

2. Operational Expectations for schools to engage families and the community to support learning and teaching are established and communicated throughout the district.

✔

3. Emerging Expectations for family and community engagement are inconsistent, varying from school to school, or are unevenly communicated across the district.

4. Not Evident Expectations for family and community engagement have not been established across the district.

GDPS - Family and Community Engagement (Standard 2): Establishes structures which promote clear and open communication between schools and stakeholders

1. Exemplary The district implements and continuously monitors structures for reliable, ongoing, and interactive communication between the schools and stakeholders.

2. Operational Structures which promote clear and open communication between schools and stakeholders have been effectively established.

✔

3. Emerging The district structures between schools and stakeholders result in communication that sometimes may not be consistent, clear, or timely.

4. Not Evident Structures which promote clear and open communication between schools and stakeholders have not been effectively established or implemented.

GDPS - Family and Community Engagement (Standard 3): Ensures that families and community members have feedback and problem-solving opportunities throughout the district

1. Exemplary The district engages family and community members to take leadership roles in feedback and problem- solving activities throughout the district.

2. Operational The district ensures that family and community members routinely have feedback and problem-solving opportunities throughout the district.

✔

3. Emerging Opportunities for family and community members to be involved in feedback and problem-solving are limited or inconsistently provided across the district.

4. Not Evident Opportunities for family and community feedback and involvement in problem-solving seldom occur in the district.

2.4 Family and Community Engagement 18


http://gafcp.org/kids-count/


Family and Community Engagement Data

GDPS - Governance (Standard 3): Communicates district policies and procedures in a timely manner to relevant audiences

1. Exemplary Strategic, comprehensive processes and protocols are in place for clearly and continuously communicating policies and procedures in a timely manner to all stakeholders.

2. Operational The district consistently communicates policies and procedures in a timely manner to relevant audiences.

✔

3. Emerging Communication of policies and procedures to relevant audiences is sometimes inadequate or inconsistent.

4. Not Evident Communication of district policies and procedures to relevant audiences is very limited or ineffective.

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

1. Exemplary 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 and in the broader community. Processes and procedures are pervasive in the district and schools to support the district's vision and mission.

2. Operational The actions of the district effectively foster a culture of trust, collaboration, and shared responsibility for improving learning and teaching within the district and broader community. Processes and procedures are implemented to support the district's vision and mission.

✔

3. Emerging The actions of the district are inconsistent in fostering a culture of trust, collaboration, and shared responsibility for improving learning and teaching. Some effective processes and procedures are used to support the district's vision and mission.

4. Not Evident The actions of the district do not foster a culture of trust, collaboration, and shared responsibility for improving learning and teaching. Few, if any, effective processes and procedures are used to support the district's vision and mission.



Standard Score


2.34

8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.

2.14


2.4 Family and Community Engagement 192.4 Family and Community Engagement 19




Standard Score


2.12






2.5 Supportive Learning Environment

Analyze the LEA’s data (including sections 2.6) 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.

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

1. Exemplary The district has a comprehensive schedule for ongoing, proactive maintenance of facilities and equipment. Repairs and services are provided in a timely manner and do not disrupt the learning environment.

✔

2. Operational The district develops and implements effective processes to maintain facilities and equipment to ensure an environment which is safe and conducive to learning.

3. Emerging Irregular or insufficient processes are in place to maintain facilities and equipment to ensure an environment which is safe and conducive to learning.

4. Not Evident The district has done little to develop or implement processes to maintain facilities and equipment to ensure an environment which is safe and conducive to learning.

GDPS - Allocation and Management of Resources (Standard 4): Provides, coordinates, and monitors student support systems and services

1. Exemplary 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.

2. Operational The district provides, coordinates, and monitors student support systems and services. ✔3. Emerging The district provides some student services, but improvements are needed in some

areas such as program coordination and monitoring.

4. Not Evident The district has systemic problems with providing, coordinating, or monitoring student support systems or services.

2.5 Supportive Learning Environment 212.5 Supportive Learning Environment 21



Supportive Learning Environment Data

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

1. Exemplary Actions of leaders throughout the district reflect a deep understanding of their leadership roles, responsibilities, and expectations. Leaders demonstrate the appropriate skill sets necessary to improve student learning and staff performance.

2. Operational The district defines the roles, responsibilities, skill sets, and expectations of leaders at all levels to increase student learning and staff performance.

✔

3. Emerging The general roles, responsibilities, skill sets, or expectations for leaders are not fully developed by the district.

4. Not Evident Leader roles, responsibilities, skill sets, and expectations are not defined or are not up-to-date at the school or district levels.

2.5 Supportive Learning Environment 22


Standard Score

1.Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.

2.28


2.34

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.

2.2

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.

2.15

5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.

2.08

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.

2.12

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.

2.32

8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.

2.14


2.5 Supportive Learning Environment 222.5 Supportive Learning Environment 22




Standard Score

1.Professional Knowledge:The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

2.21

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.

2.09

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.

2.16

4.Differentiated Instruction:The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences.

2.03

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.

2.05

6.Assessment Uses:The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instruction content and delivery methods, and to provide timely and constructive feedback to both students and parents.

2.02

7.Positive Learning Environment:The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.

2.22

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.

2.09

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.

2.3


2.12


2.5 Supportive Learning Environment 23




2.6 Data Analysis Questions

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).

What perception data did you use? Stakeholder SurveysGeorgia Student Health Survey 2.0 DataTitle I Parent Surveys-District & School (Teacher, Student & Parent)Special Education Parent SurveyAdvanced ED Surveys-Climate and Culture (Teacher, Students, Parents)

What does the perception data tell you? Overall the perception data indicates stakeholders are satisfied but there are areas needing improvement. Continued efforts are necessary to address ensuring teachers and students have instructional resources aligned with the Georgia Standards of Excellence. Parental engagement and involvement needs to be strengthened in all schools across the district. Promoting positive behaviors in our schools is an area needing additional emphasis. In analyzing our Professional Learning survey, our teachers indicated that more professional learning is needed in all content areas. Also, dealing with the diverse needs of the student population is also a needed area for professional development. Professional Development is also needed for those students who are in special education, ESOL, Economically Disadvantaged, and Gifted Students. All of these groups have very unique instructional needs and teachers want to have strategies that can meet the needs of students. We also want to engage our parents in to being more involved using data, instructional strategies and resources that will inform them on how they can assist their student to be academically successful.Our Georgia Student Health Survey for grades 6-12 informed us that we have % males and %females of students indicated that they do no feel as though teachers treat all students fairly.

Data artifacts are in the sandbox.

What process data did you use? TKES/LKESInstructional StrategiesAssessment StrategiesAttendanceReading Inventory DataDiscipline

2.6 Data Analysis Questions 24


What does your process data tell you? While Douglas County has implemented an instructional framework for many years, all teachers in all schools are not implementing the framework with fidelity. Additional training is necessary to obtain implementation with fidelity. An assessment audit conducted indicated the need to evaluate the number and types of assessments being administered to students. Recommendations form the audit were taken into consideration and Quarter Assessments for the content areas will be implemented for the upcoming school year. We use the STAR Assessment for reading and math and they both indicate that a primary focus is needed on literacy and math instruction in order to close the instructional gap of the students. Quarterly assessments are done three times a year for each content area. The Fall scores are used as a baseline to assist teachers in effectively determining instructional needs and the instructional group for each student. We did see growth in some grade levels and subject areas but many of our sub groups are still below level.Students who had attendance issues also tend not to graduate from high school so this effects the graduation rate. Students who are EL and SWD also have lower graduation rate and do not tend to graduate with their peers. Our CCRPI data indicated that our district met the state target in all three grade spans. Our data tells us that we need to implement more behavior intervention strategies for all students. The emotional needs of students also needs to be addressed in a small subgroup for each of our schools.We also have a need for very intense behavioral training for all administrators and teachers of both general education and special education in order to assist with being proactive in implementing strategies that will help to improve the amount of instructional time that is lost when disruptive behaviors occur. We will continue to work on building capacity in our school administrators, evaluation and assessment coordinators and instructional lead teachers in order for them to improve instruction and communication especially in regards to instructional practices, maximizing resources and effective communication. We want all of our students to be successful and for the instructional gaps to be closed.Our TKES and LKES Data shows that we need to continue to provide professional development to both leaders and teachers on effective communication.

What achievement data did you use? Georgia Milestones ResultsEnd of Grade and End of CourseCCRPI DashboardReading Quarterly AssessmentsMath Quarterly AssessmentsGKIDSACCESS



What does your achievement data tell you? While our Mean Scale Scores and Percent Proficient increased in many of the tested grades/contents/courses, Douglas County is performing at the Developing Learner level in all areas, with the exception of Economics. In addition, students scoring proficient is low for all areas as well. However, on average 72% of our students are scoring at or above grade level in reading. That tells us that our students are able to read the information, therefore, must be struggling with mastering the content.

What demographic data did you use? Student Record (Gender, Ethnicity, Special Populations/Subgroups, Attendance, etc.)Free/ReducedTeacher AttritionGraduation Rate

What does the demographic data tell you? Our demographic data has only changed to a small degree from the previous year. We continue to see a slight increase in our ELL population. We are constantly looking for effective and creative ways to provide strategies to support our staff in adjusting to all different learning styles, academic performance levels and cultural differences. Our system will continue to address the academic, behavioral, social and emotional needs of all students in all content areas. Building school leadership, school leaders, teachers and support staff will also continue. Our goal is also to continue to increase the percentage of students who are scoring at the proficient and above on the state assessments in all content areas.


NEEDS IDENTIFICATION AND ROOT CAUSE ANALYSIS

3. NEEDS IDENTIFICATION AND ROOT CAUSE ANALYSIS

3.1 Strengths and Challenges Based on 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 and 3.3. 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 3.2. Watch the Identifying Need webinar for additional information and guidance.

Strengths and Challenges Based on Trends and Patterns

Coherent Instructional: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?

Based upon all data reviewed the Douglas County School System noted a need to strengthen protocol practice to support systemic process growth. Efforts are in place to strengthen how we collect, analyze and apply all available student performance data in order to better inform and monitor instructional practices that support student learning.

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?

We will continue to use our College & Career Readiness Performance Indicator, Beating The Odds, Leader Keys Effectiveness System, Teacher Keys Effectiveness System and Student Growth Percentile data to refine our continuous improvement goals. Our team noted a need to focus on differentiation in service to educators and students; we also recognize that strengthening our use of protocols and processes will lead to more effective professional learning communities.

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?

We will continue to use our College & Career Readiness Performance Indicator, Beating The Odds,Leader Keys Effectiveness System, Teacher Keys Effectiveness System and Student Growth Percentile data to refine our continuous improvement goals. Our team noted a need to focus on differentiation in service to educators and students; we also recognize that strengthening our use of protocols and processes will lead to more effective professional learning communities.

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,

We recognize that there is a difference in the engagement for Title I and non-Title schools as defined through federal program guidelines, however the perception is that Douglas County promotes family and community engagement. The difference is in response to the parent, family and community requirements for Title I schools.

3.1 Strengths and Challenges Based on Trends and Patterns 27



Strengths and Challenges Based on Trends and Patterns

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?

We recognize that there is a difference in the engagement for Title I and non-Title schools as defined through federal program guidelines, however the perception is that Douglas County promotes family and community engagement. The difference is in response to the parent, family and community requirements for Title I schools.

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?

We will continue to use our College and Career Readiness Performance Indicator, Beating The Odds, Leader Keys Effectiveness System, Teacher Keys Effectiveness System and Student Growth Percentile data to refine our continuous improvement goals. Our team noted a need to focus on differentiation in service to educators and students; we also recognize that strengthening our use of protocols and processes will lead to more effective professional learning communities.

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?

Over the last decade, Douglas County has been in transition demographically. Like our nation, Douglas County has experienced a downward trend impacting median income employment and housing. As Douglas County is located on the fringe of metro Atlanta we have experienced a transition from a rural setting to a metropolitan setting in a very short time frame.

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?

Percent of Developing, Proficient, Distinguished at Elementary for all content areas are above the state average.Middle – Developing, Proficient, Distinguished above the state average, except for 7th grade Math/Social Studies and 8th grade Social Studies

3.1 Strengths and Challenges Based on Trends and Patterns 283.1 Strengths and Challenges Based on Trends and Patterns 28


IDEA - Special Education

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.

Strengths Douglas County School System's Program for Exceptional Children offers layers of support for students with disabilities and their families. Educational Evaluators are assigned to each school to provide support to students, teachers and administrators. Douglas County School System's Program for Exceptional Children utilizes due process checks in order to comply with federal and state IDEA regulations. Our Learning and Early Assessment for Preschool (LEAP) program provides functional, language-building activities geared toward the development of appropriate social, self-care, motor, cognitive and communication skills to children age 3-5, who exhibit significant delays. Specialized supports are also provided in the area of behavior, through our Behavior Services Department and in conjunction with our Autism Specialists. The Georgia Network for Educational and Therapeutic Support program in Douglas County serves as a model for other districts due to its inclusive practices on school campuses at every level.

Challenges Challenges for the Program for Exceptional Children include building teacher capacity to meet the unique (instructional & behavioral) needs of exceptional students. Hiring qualified special education teachers is the priority; however, special education teachers often enter the field with professional development needs. The District is challenged with maintaining an adequate pace of professional learning opportunities to match the rapid growth of student needs in the classroom. Challenges continue to exist with improving collaboration between special education and general education when addressing the needs of students with disabilities. Additionally, getting authentic buy in and engagement from stakeholders to include parents has been a barrier as well. Finally, the consistent review of data collection in all buildings as it relates to the academic performance and behavioral improvement of students with disabilities needs improvement.


Title I - Part A - Improving Academic Achievement of Disadvantaged




Title I - Part A - Improving Academic Achievement of Disadvantaged

Strengths Resources and available professional development

Challenges Mobility of the students, level of parental involvement and engagement


Title I, Part A - Foster Care

Strengths The Douglas County School System works in collaboration with the Department of Family Children Services to ensure that barriers to enrollment are removed to prevent interruption in education when children are being placed in foster care. We also have a Foster Care Transportation Plan in place.

Challenges There is a lack of foster care homes in the school district, so foster care children are sometimes placed in other counties. Maintaining stability in their current school becomes difficult.


Title I, Part A - Parent and Family Engagement

Strengths There is stability at the district level. Working with the school level staff to deliver a strong and compliant parent engagement program allows us to have effective and meaningful relationships with families to enhance student achievement.

Challenges Inconsistent level of family participation among the schools, time, transportation, language barriers.


Title I, Part C - Education of Migratory Children

Strengths Migrant students receive individualized support through the migratory children guidelinesIntentional efforts are made to diagnostically determine their learning path and provide experiences that will allow migrant students to grow academicallyCounselors and administrators act as liaisons to migrant students



Title I, Part C - Education of Migratory Children

Challenges Lack of strong comprehension or knowledge base of the English language


Title I, Part A and Title I, Part D - Neglected and Delinquent Children

Strengths Stability of the staff, resources, and flexibility within the program to meet the academic needs of the students

Challenges Mobility, lack of family engagement, meeting the emotional/psychological needs of the students


Title II, Part A - Supporting Effective Instruction

Strengths Douglas County School Mentoring ProgramDouglas County School System Leadership Program

Challenges Attracting special education staff, math, science and foreign language teachers


Language Instruction for English Learners and Immigrant StudentsDescribe your LEAs strengths & challenges in educating English Learner & Immigrant students based on trends and patterns in EL subgroup achievement and English proficiency. (All LEAs must complete, regardless if receiving a Title III allocation or not.)

Strengths Each month we have job-embedded professional development provided by the ESOL Specialist and ESOL Teachers. They share effective strategies with each other and then those strategies are shared in faculty meetings and newsletters as well as the strategies are shared with the ESOL parents when the schools have parent meetings. Each school is required to use Lexia and Nearpod modules are used in all schools. We also have an ESOL endorsement each year, and this helps to build capacity in all areas. Student achievement data is reviewed in order for us to ensure that all students are placed in the appropriate state approved delivery models. We want to ensure that the students are receiving support and scaffolding with the academic standards in order to close the language gap. Daily language instruction is provided by certified/ESOL endorsed teachers. Additional local funds are used to ensure a viable ESOL class size for all ESOL classes. One-to-one technology devices are provided to students in grades K-12. We also use Lexia and Nearpod because they are specialized programs that supplement language/academic student needs. Parent communication happens through contracted interpreters,



Language Instruction for English Learners and Immigrant StudentsDescribe your LEAs strengths & challenges in educating English Learner & Immigrant students based on trends and patterns in EL subgroup achievement and English proficiency. (All LEAs must complete, regardless if receiving a Title III allocation or not.)

Strengths parent engagement liaisons, and other staff that is assigned in each school.

Challenges One of our main challenges in the area of ESOL is the inability to provide a range of delivery models in schools that have a low number of English Language Learners even though our student-teacher ratio is low. Also, professional development is sometimes lacking because of the time constraints, and it is our desire to ensure that all general education teachers and other support staff connect with ESOL teachers. It is also important to continue to try to ensure that all students have internet access at home as well in order to equity of access during after-school hours in order to be able to use their technology devices and ensure the use of supplemental instructional programs. We are striving to continue to educate our school level staff on the process of determining how to identify deficits in language when it relates to EL's being placed in special education.


Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth

Strengths The district employs a Homeless Services Coordinator who serves as a case manager for the McKinney-Vento Program. The Coordinator ensures that barriers to education are removed so that homeless children and youth have an uninterrupted educational experience.

Challenges Mobility of students, level of parental involvement and engagement, lack of understanding and knowledge of the McKinney-Vento Homeless Assistance Act


Title I,Part A - Equitable Access to Effective Educators

Strengths The Douglas County School System will continue to report data on teachers' professional qualifications between high and low poverty schools. This includes the number and percentage of teachers who are inexperienced, hold emergency or provisional credentials and teach outside of their field. The Associate Superintendent for Human Resources will also review all employee recommendation and qualifications to ensure that the Title I Schools hire qualified candidates.



Title IV, Part A - Student Support and Academic Enrichment

Strengths During the FY 20 school year, we will support well rounded educational opportunities by providing funding for Pre ACT college and career-related readiness, advisement, and testing fees for high school students who are economically disadvantaged. PreACT testing informs college and career-related advisement and provides counselors with specific data pertaining to the students' post-secondary readiness. We want to be able to close the achievement gap and encourage those economically disadvantaged students to take college exams.Funds will be used to provide endorsement training in order to be able to serve more at-risk students in the gifted program. Our goal is to identify more gifted students who are in the economically disadvantaged subgroup in order to close to achievement gap. Many of these students are not identified for the gifted program.We will provide students and with digital accessibility and citizenship. This will be done through parent meetings and professional development. The goal is to ensure that all students have access digital accessibility.College and career readiness resources and support will be provide through our counseling departments and professional development. This is needed in order to ensure that all students are exposed to the different careers that are available to them.Because suicide is a common issue in all of our schools, we will equip our counselors and social workers with the up to date strategies for dealing with suicide. Professional Development will be provided for suicide prevention, intervention and postvention. This training is needed to identify and develop strategies to implement interventions and address gaps in suicide prevention.Decreasing the number of students who are suspended out of school is needed in order to ensure that students are able to attend and receive instruction. Professional development will be provided to provide discipline strategies and training in dealing with difficult students.Provide a visitor management system in order to be able to keep track of all visitors who enter the building in order to build capacity for the parents to be able to attend parent trainings, parent conferences and also for parents and other stakeholders who volunteer in the schools.Because we want to continue to increase student participation in extracurricular activities, we will purchase band instruments in all high schools. This will help to keep the students engaged in the school.We will provide resources to support restorative practices for students with mental health and trauma issues. Professional development and resources are needed in order to support the students who have mental health or trauma issues.Audio enhancement systems will be provided for classrooms. This system is needed in order for the students to become more engaged and on-task during instructional time. Teachers are also able to video themselves and students during the lesson which can help with teacher effectiveness.



Title I,Part A - Equitable Access to Effective Educators

Challenges The challenge for the Douglas County School System is the increased competition of qualified candidates, especially in the fields of science and math. Also, the new changes in certification allows us to obtain provisional certificates, but we are very careful with the amount of provisional certificates that we obtain, and this is a last resort in our Title I Schools.


Title IV, Part A - Student Support and Academic Enrichment

Challenges ● The growing number of mental health issues we face K-12 in the district.● Addressing the changes in school safety procedures due to legislation.● Meeting the needs of all students when offering educational opportunities.


Title V, Part B - Rural Education

Strengths N/A

Challenges N/A




3.2 Identification and Prioritization of Overarching Needs

Use the results of 3.1 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 3.1. Watch the Identifying Need webinar for additional information and guidance.

Overarching Need # 1

Overarching Need Provide evidence based and data driven instructional practices in order to provide consistency.

How severe is the need? High

Is the need trending better or worse over time?

Better

Can Root Causes be Identified? Yes

Priority Order 1

Additional Considerations Closing Achievement gap, focus on K, lack of foundational student skills,interventions with focus on RTI

3.2 Identification and Prioritization of Overarching Needs 35


Overarching Need Support and interventions will be provided by targeted teacher and leader development on content and pedagogy.



Better


Priority Order 2

Additional Considerations

3.2 Identification and Prioritization of Overarching Needs 353.2 Identification and Prioritization of Overarching Needs 35




Overarching Need Provide all students in the Douglas County School System with a safe and healthy experience educationally.



Better


Priority Order 3

Additional Considerations

3.2 Identification and Prioritization of Overarching Needs 36



3.3 Root Cause Analysis

Select the top 2-4 overarching needs from 3.2. 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.

Overarching Need - Provide evidence based and data driven instructional practices in order to provide consistency.

3.3 Root Cause Analysis 37

Root Cause # 1

Root Causes to be Addressed Our Tier I instructional framework and universal design across all grade levels will need to be evidence based and pervasive in all grade levels.

This is a root cause and not a contributing cause or symptom

Yes

This is something we can affect Yes

Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationSchool and District EffectivenessTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part C - Education of Migratory ChildrenTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program

Additional Responses


Root Cause # 2

Root Causes to be Addressed There are gaps in monitoring, organizing, planning and supporting school procedures, processes and practices.


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special Education




Root Cause # 2

Impacted Programs School and District EffectivenessTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part C - Education of Migratory ChildrenTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program



Root Cause # 3

Root Causes to be Addressed Culturally responsive teaching practices lack consistency in many schools.


Yes




3.3 Root Cause Analysis 383.3 Root Cause Analysis 38


Overarching Need - Support and interventions will be provided by targeted teacher and leader development on content and pedagogy.


Root Cause # 1

Root Causes to be Addressed Some teachers are teaching out of field.


Yes





Root Cause # 2

Root Causes to be Addressed Coaching, mentoring, high quality professional development need to be enhanced.


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationSchool and District EffectivenessTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program



Root Cause # 2



Root Cause # 3

Root Causes to be Addressed We need RTI protocols that are consistently implemented


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part C - Education of Migratory ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program



Root Cause # 4

Root Causes to be Addressed Instructional leadership capacity among school and district leaders needs to be improved.


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant Students


3.3 Root Cause Analysis 403.3 Root Cause Analysis 40


Overarching Need - Provide all students in the Douglas County School System with a safe and healthy experience educationally.


Root Cause # 1

Root Causes to be Addressed There must be a focus that is district-wide for students who are at risk. This will include the following populations-EL, ED, SWD, Migrant, Social Emotional, Foster Care and Mental Health


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationSchool and District EffectivenessTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part C - Education of Migratory ChildrenTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth ProgramOthers :



Root Cause # 2

Root Causes to be Addressed Equity for all students must be increased.


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationSchool and District EffectivenessTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part C - Education of Migratory ChildrenTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and



Root Cause # 2

Impacted Programs Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth ProgramOthers :



Root Cause # 3

Root Causes to be Addressed Collaboration and communication opportunities among stakeholders must be included those stakeholders who have language barriers.


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationSchool and District EffectivenessTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part C - Education of Migratory ChildrenTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth ProgramOthers :



Root Cause # 4



Root Cause # 4

Root Causes to be Addressed Student discipline incidents needs to be decreased.


Yes


Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationTitle I - Part A - Improving Academic Achievement of DisadvantagedTitle I, Part A - Foster Care ProgramTitle I, Part A - Parent and Family Engagement ProgramTitle I, Part C - Education of Migratory ChildrenTitle I, Part D - Programs for Neglected or Delinquent ChildrenTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant StudentsTitle IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program



District Improvement Plan2019 - 2020

Douglas County

DISTRICT IMPROVEMENT PLAN


1 General Improvement Plan Information

General Improvement Plan Information

District Douglas County

Team Lead Lisa Dunnigan

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)

✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY

'FUND 400' - Consolidation of Federal funds only

Factors(s) Used by District to Identify Students in Poverty (Select all that apply)

✔ Free/Reduced meal application

Community Eligibility Program (CEP) - Direct Certification ONLY

✔ Other (if selected, please describe below)

1 General Improvement Plan Information 45

DISTRICT IMPROVEMENT GOALS

2. DISTRICT IMPROVEMENT GOALS

2.1 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Provide evidence based and data driven instructional practices in order to provide consistency.

Is Need # 1 also an Equity Gap? No

Root Cause # 1 Our Tier I instructional framework and universal design across all grade levels will need to be evidence based and pervasive in all grade levels.

Root Cause # 2 There are gaps in monitoring, organizing, planning and supporting school procedures, processes and practices.

Root Cause # 3 Culturally responsive teaching practices lack consistency in many schools.

Goal To provide data driven and evidence based instructional practices.

2.1 OverarchingNeed # 1 46

Action Step # 1

Action Step All teachers and school administrators will be provided training on the state and district instructional framework.

Funding Sources Title II, Part ATitle III, Part AIDEAMcKinney-Vento

Subgroups Economically DisadvantagedHomelessEnglish LearnersRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionEffective LeadershipProfessional CapacitySupportive Learning Environment

Method for Monitoring Implementation

Meetings, agendas, sign-in sheets, data meetings, agendas, observations, walk-throughs, coaching logs, PLC documentation, quarterly assessment data

Method for Monitoring Effectiveness

Assessment data, classroom observations, software reports, discipline reports, survey results

Position/Role Responsible District/School LeadershipSchool AdministratorsTeachers

Evidence Based Indicator Strong

Timeline for Implementation Weekly

What partnerships with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in carrying out this action step(s)?

Metro Resa, Mercer University, Partner's in Education, Gift of Love, Brian Jordan Foundation, Inc.



Action Step # 1




Action Step # 2

Action Step Teachers will be supported by the school district and school administrators in using summative and formative assessments to close achievement gaps

Funding Sources Title I, Part ATitle II, Part ATitle III, Part AIDEAMcKinney-Vento

Subgroups N/AEconomically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with Disabilities






Position/Role Responsible District/School LeadershipSchool AdministratorsTeachers


Timeline for Implementation Quarterly

What partnerships with IHEs, business, Non-Profits, Community based organizations,




Action Step # 2




Action Step # 3

Action Step Improve early literacy for students and parents by providing opportunities for them to engage in activities during their head start and pre-k experiences.

Funding Sources Title I, Part ATitle II, Part ATitle III, Part ATitle V, Part BIDEAMcKinney-Vento


Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment





Position/Role Responsible District/School LeadershipParent Engagement Contacts

Evidence Based Indicator Moderate


What partnerships with IHEs, business, Non-Profits,




Action Step # 3




Action Step # 4

Action Step Create a systematic approach to evaluating and progress monitoring student progress.

Funding Sources Title I, Part ATitle I, Part A SIGTitle II, Part ATitle III, Part AIDEAMcKinney-Vento







Position/Role Responsible District/School LeadershipInstructional CoachesTeachers







Action Step # 4




Action Step # 5

Action Step Provide data-driven evidence-based supplemental interventions in order to create equity for all students.

Funding Sources Title I, Part ATitle I, Part CTitle II, Part ATitle III, Part AIDEAMcKinney-Vento


Systems Effective Leadership





Position/Role Responsible District/School LeadershipBuilding Level Leaders



What partnerships with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in




Action Step # 5




Action Step # 6

Action Step Increase parent awareness of academic expectations for all students and support academic achievement.

Funding Sources Title I, Part ATitle III, Part ATitle V, Part BIDEAMcKinney-Vento







Position/Role Responsible Building Level AdministratorsSchool AdministratorsTeachers







Action Step # 6




Action Step # 7

Action Step Increase digital learning capacity with parents, students and teachers.

Funding Sources Title I, Part ATitle I, Part A SIGTitle II, Part ATitle III, Part AMcKinney-Vento







Position/Role Responsible Building Level AdministratorsSchool AdministratorsTeachers







Action Step # 7




Action Step # 8

Action Step Grade level transition for Pre-K to K (Summer Kinder Camp), elementary to middle (Transition Camp) and middle to high school (WR)

Funding Sources Title I, Part ATitle IV, Part A

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionEffective LeadershipFamily and Community EngagementSupportive Learning Environment





Position/Role Responsible District LeadersSchool AdministratorsTeachersParapros


Timeline for Implementation Yearly


Head Start, Pre-K Partner sites, local churches, Partners in Education

2.1 OverarchingNeed # 1 532.1 OverarchingNeed # 1 53


Action Step # 9

Action Step Provide high quality Tier I and specialized instruction to all students.

Funding Sources Title I, Part ATitle III, Part AIDEAMcKinney-Vento

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with Disabilities






Position/Role Responsible District LeadersSchool AdministratorsSchool Personnel






Action Step # 10



Action Step # 10

Action Step Supplemental instructional support for classified and certified employees that is evidence based.

Funding Sources Title I, Part ATitle II, Part ATitle III, Part AMcKinney-VentoPerkins







Position/Role Responsible Title II Director









Overarching Need


Support and interventions will be provided by targeted teacher and leader development on content and pedagogy.

Is Need # 1 also an Equity Gap? Yes

Root Cause # 1 Some teachers are teaching out of field.

Root Cause # 2 Coaching, mentoring, high quality professional development need to be enhanced.

Root Cause # 3 We need RTI protocols that are consistently implemented

Root Cause # 4 Instructional leadership capacity among school and district leaders needs to be improved.

Goal By 2023, the overall data for administrators and teachers will meet or exceed the level of performance as measured by the TKES and LKES performance standards for leaders.


Equity Gap

Equity Gap Inexperienced leaders (pricipals or assistant principals with less than four years of experience)

Content Area(s) ELAMathematicsScienceSocial StudiesN/A

Grade Level Span(s) K123456789101112

Subgroup(s) Economically DisadvantagedRace / Ethnicity / Minority

Equity interventions EI-1 Provide targeted teacher development on content, pedagogy and student supports and interventions



Action Step # 1

Action Step Based on the needs of our students retain and recruit teachers and leaders.

Funding Sources N/A

Subgroups N/AEconomically DisadvantagedFosterHomelessEnglish LearnersRace / Ethnicity / MinorityStudent with Disabilities

Systems Effective Leadership


meeting notes, presentation resources, sign-in sheets, calendars, retention data


retention data for leaders and teachers, survey results, data from TKES, LKES, observations

Position/Role Responsible District LeadersSchool Leaders




Metro Resa, Learning-Business Partnerships, DEFACS, Head Start, State University of West Georgia, Mercer University


Action Step # 2

Action Step A comprehensive Professional Learning Plan and an effective mentoring program established mirrors our district't equity and improvement priorities.

Funding Sources Title I, Part A




Action Step # 2

Systems Effective LeadershipProfessional CapacitySupportive Learning Environment


Meeting Agendas, sign in sheets, pacing guides with the instructional framework, reflection logs, data usage reports, survey results


Implementation of PL activities, summative assessment results, observations,

Position/Role Responsible District LeadersMentoring FacilitatorsInstructional Lead TeachersTeacher






Action Step # 3

Action Step Provide additional professional development to school and teacher leaders on the process to effectively assess, monitor and support instruction.

Funding Sources Title I, Part ATitle II, Part ATitle III, Part AN/A





Action Step # 3




Implementation of PL activities, summative assessment results, observations, RTI data

Position/Role Responsible District and School Leaders






Action Step # 4

Action Step Effectively implement RTI best practices as outline by the DOE.

Funding Sources N/A







Position/Role Responsible District and School Leaders



What partnerships with IHEs, Metro Resa, Learning-Business Partnerships, DEFACS, Head Start, State University of



Action Step # 4


West Georgia, Mercer University


Action Step # 5

Action Step Establish a district data team in order to provide a data framework for performance goals.

Funding Sources N/A







Position/Role Responsible District & School Leaders







Action Step # 6

Action Step Provide professional development on the state and district instructional framework to ensure understanding of the framework.

Funding Sources Title I, Part ATitle II, Part A













Action Step # 7

Action Step Provide coaching and mentoring for teachers and leaders who are first year teachers or teachers who are struggling.

Funding Sources N/A

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrant



Action Step # 7

Subgroups Race / Ethnicity / MinorityStudent with Disabilities

Systems Supportive Learning Environment











Action Step # 8

Action Step Build Capacity among the district for under-served populations (ED, EL, SWD, Migrant, Foster Care) to support teaching teachers to help students to exceed expectations

Funding Sources Title I, Part ATitle III, Part ATitle V, Part BIDEAMcKinney-Vento





Action Step # 8


Meeting agendas, sign-in sheets, instructional framework, lesson plans, focus walks, monitoring forms/reports, protocols and processes


Progress monitoring data, implementation of PL, quarterly assessment, survey results, classroom observations TKES/LKES

Position/Role Responsible School and District Leaders




DFACS, Partners in Education, local churches, PTA's and PTO's,


Action Step # 9

Action Step Engage all stakeholders in order to build capacity among the school district.

Funding Sources Title I, Part ATitle II, Part ATitle III, Part AIDEA











Action Step # 9





Action Step # 10

Action Step Build capacity and provide resources to for college-career readiness and advanced learning for under-served and at-risk students, Intended Outcome: Provided funding for PreACT and ACT and career readiness testing fees for at-risk high school students. (WR)

Funding Sources Title II, Part ATitle III, Part ATitle IV, Part A

Subgroups Economically DisadvantagedFosterEnglish LearnersRace / Ethnicity / MinorityStudent with Disabilities









What partnerships with IHEs, business, Non-Profits, Community based organizations, or any private entity with a




Action Step # 10







Overarching Need


Provide all students in the Douglas County School System with a safe and healthy experience educationally.

Is Need # 1 also an Equity Gap? Yes

Root Cause # 1 There must be a focus that is district-wide for students who are at risk. This will include the following populations-EL, ED, SWD, Migrant, Social Emotional, Foster Care and Mental Health

Root Cause # 2 Collaboration and communication opportunities among stakeholders must be included those stakeholders who have language barriers.

Root Cause # 3 Equity for all students must be increased.

Root Cause # 4 Student discipline incidents needs to be decreased.

Goal To provide students access to a safe and healthy educational experience.


Equity Gap

Equity Gap Discipline ISS Identify Subgroups and grade level spans

Content Area(s) ELAMathematicsScienceSocial Studies

Grade Level Span(s) K123456789101112NA

Subgroup(s) Economically DisadvantagedRace / Ethnicity / Minority

Equity interventions EI-1 Provide targeted teacher development on content, pedagogy and student supports and interventions



Action Step # 1

Action Step Support and identify gifted students who are also in the low income and/or under-served populations. Provide gifted training for additional homeroom teachers in the DCSS. (WR)

Funding Sources Title IV, Part A






Discipline data, survey results, RTI Data, observations, PL Implementation, quarterly assessment data, reflection notebooks

Position/Role Responsible District/School Leadership






Action Step # 2

Action Step Monitor initiatives and services at the school and district levels to enhance improvement.

Funding Sources N/A




Action Step # 2

Systems Effective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment





Position/Role Responsible District & School Leadership






Action Step # 3

Action Step Provide opportunities for collaboration with all stakeholders to consider potential barriers that will impede academic success.

Funding Sources Title I, Part ATitle II, Part ATitle III, Part AIDEAMcKinney-Vento


Systems Professional Capacity







Action Step # 3







Action Step # 4

Action Step Support understanding and implementation of the state and district instructional framework that outlines the student and teacher expectations for behavior.

Funding Sources N/A










What partnerships with IHEs, business, Non-Profits, Community based organizations, or any private entity with a




Action Step # 4




Action Step # 5

Action Step Provide digital accessibility, application and citizenship for teachers, students and parents. Purchase ESGI software (ET)

Funding Sources Title I, Part ATitle II, Part A







Position/Role Responsible District/School Leadership







Action Step # 6

Action Step Provide resources and support for college-career readiness and advance learning for low income and under-served students. (WR)

Funding Sources N/A




Meeting agendas, sign-in sheets, lesson plans, walk throughs, monitoring forms, data usage reports, progress monitoring


Implementation of professional leaning, formative and summative data, RTI data

Position/Role Responsible District Leaders, School leaders, community partners




PIE, Mercer University, Metro Resa, DEFACS


Action Step # 7

Action Step Support social emotional skills development and provide resources to students and staff.

Funding Sources N/A

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / Minority



Action Step # 7

Subgroups Student with Disabilities





Implementation of professional leaning, formative and summative data, RTI/PBIS data

Position/Role Responsible District Leaders, teachers, school leaders






Action Step # 8

Action Step Decrease K-12 student discipline incidents in school suspension (ISS) and Out of school suspensions (OSS) for students who are minority and/or classified as SWD.

Funding Sources N/A







Action Step # 8


Implementation of professional leaning, formative and summative data, RTI data



Timeline for Implementation Monthly


PIE's, Metro Resa, GLISI


Action Step # 9

Action Step Provide a visitor management system.







Implementation of professional leaning, formative and summative data, RTI/PBIS data








Action Step # 9




Action Step # 10

Action Step Purchase band instruments in order to engage students in extracurricular activities. (WR)


Subgroups Economically DisadvantagedHomelessEnglish LearnersRace / Ethnicity / Minority



data usage reports, sign-out sheets


Implementation of formative and summative data, RTI data, discipline data








Action Step # 11

Action Step Provide resources to support restorative practices for students with mental health and trauma.

Funding Sources N/A

Subgroups Economically Disadvantaged



Lesson plans, walk throughs, monitoring forms, data usage reports, progress monitoring


CCRPI Climate Survey, RTI data, assessment results, observations, retention data

Position/Role Responsible District Leaders, School Leaders, Band Directors






Action Step # 12

Action Step Provide audio enhance systems in five schools that have a high percentage of at-risk students in order to close the achievement gaps. (ET)


Subgroups Economically DisadvantagedRace / Ethnicity / Minority

Systems Coherent InstructionSupportive Learning Environment


Lesson plans, walk throughs, monitoring forms, data usage reports, progress monitoring


CCRPI Climate Survey, RTI data, assessment results, observations,

Position/Role Responsible District Leaders, School Leaders,



What partnerships with IHEs, Metro Resa, Learning-Business Partnerships, DEFACS, Head Start, State University of



Action Step # 12


West Georgia, Mercer University


Action Step # 13

Action Step Build capacity among staff and provide resources to support for bullying & suicide prevention for all students. Intended Outcome: Provide training and resources to administrators and staff on bully & suicide prevention and support of students experiencing bullying and thoughts of suicide. (SH)



Systems Coherent InstructionSupportive Learning Environment


Walk throughs, monitoring forms, data usage reports, progress monitoring



Position/Role Responsible District Leaders, School Leaders







Action Step # 14

Action Step Provide and AVID Coordinator who will work with schools to provide support for all AVID Teams Intended Outcome: Provide a framework to students who are struggling academically in hopes of closing the instructional gaps.





Walk throughs, monitoring forms, data usage reports, progress monitoring



Position/Role Responsible District Leaders, School Leaders








3 Required Questions

Required Questions

Stakeholder Involvement to Improve and Coordinate Activities

In developing this plan, briefly describe how the district sought advice from individuals and organizations [teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a district that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in Federal ESSA programs and activities designed to meet the purpose of Title II, Part A] regarding● how best to improve the district’s activities to meet the purpose of Title II, Part A;● and to coordinate district activities under Title II, Part A with other related strategies, programs, Federal ESSA programs (Title I, Part A; Title I, Part A Children in Foster Care; Title I, Part A Family School Partnerships; Title I, Part C; Title III, Part A; Title IV, Part A; Title IV, Part B) and activities being conducted in the community.

The Douglas County School System embraced the Georgia Department of Education School Improvement Process to ensure equity in representation. The GaDOE Comprehensive Needs Assessment process was conducted with involvement from individuals and organizations who play a role in the education of students in Douglas County. A cross section of teachers, principals, school leaders, paraprofessionals, specialized instructional personnel, charter school personnel, parents, community partners, and students participated in the Comprehensive Needs Assessment and also in the development of the Douglas County School System Improvement Plan.Initial work began at the district level with input from school personnel and students; continuing into the community involving parents and community members. Intentional plans are in place to ensure all of our community representatives provide input and guidance as the plan continues to evolve and adapt based on needs. Douglas County will continue to collaborate with stakeholders including: parents, teachers, school leaders, business partners and government officials. However we also collaborate at district level with Executive Directors, Directors and with the Superintendent both monthly and weekly to support the effective implementation, monitoring and evaluation of our CLIP through district department meetings, planning and work sessions. These efforts ensure that district activities coordinated under Title II, Part A are in line with related district improvement strategies, programs, Federal ESSA programs and activities that are conducted in the district and community.

3 Required Questions 78

Serving Low Income and Minority Children

Describe how the district will ensure that low-income and minority children enrolled in Title I schools and/or programs are not served at disproportionate rates by:1. ineffective teachers2. out-of-field teachers3. inexperienced teachers

(Please specifically address all three variables)

The Douglas County School System will continue to report data on teachers' professional qualifications between high and low poverty schools. Including the number and percentage of teachers who are inexperienced, hold emergency or provisional credentials and teach outside of their field. The Associate Superintendent for Human Resources will also review all employee recommendations and qualifications to ensure that the Title I Schools hire highly qualified candidates. To ensure that the lowest performing schools attract the most effective teachers, we use our equity report to look for patterns and trends and work with ESOL, IDEA and Gifted/Remedial Education Coordinators to identify and place teachers and paraprofessionals



Serving Low Income and Minority Children

Describe how the district will ensure that low-income and minority children enrolled in Title I schools and/or programs are not served at disproportionate rates by:1. ineffective teachers2. out-of-field teachers3. inexperienced teachers

(Please specifically address all three variables)

appropriately. We annually review student achievement data, teacher assignments, school demographic data and teacher demographic data to ensure that students regardless of socioeconomic or minority status are not being taught by teachers with little experience or with limited effectiveness. We also have induction coaches who work very closely with new teachers and those teachers who are struggling.


Professional Growth Systems

Describe the district's systems of professional growth and improvement (for serving both the district and individual schools). The description might include:● how the district uses data and other evidence to identify teacher and student needs and to inform professional development strategy;● how district policies provide sufficient time and resources to ensure professional development is sustained, ongoing, and job-embedded;● how the district builds the requisite leadership capacity for those who facilitate professional development (and sustains them over time);● how the district is moving toward evidence-based professional development that aligns with ESSA's new definition of professional development; and● what measures will be used to determine whether district and school efforts are resulting in improvements in teaching and student outcomes.

The Douglas County School System (DCSS) provides intentional opportunities for professional growth and improvement through a three prong approach: District Needs, School Needs and Individual Needs. These professional opportunities are coordinated through strategic planning with district leaders, school leaders, teacher leaders, and educators. In line with the district strategic improvement process, DCSS embraced the ESSA's definition of professional development. The Douglas County School System recognizes that the most powerful professional learning occurs in our schools among our Professional Learning Communities (PLCs). While Douglas County has always defined time for PLC work, an intentional focus is being placed on district procedures that will strengthen the availability of resources (inclusive of time). DCSS leaders recognize the strength PLCs provide in ensuring our strategic strategies are evaluated for effectiveness, sustained and ongoing. District and school leaders ensure PLCs occur with a focus on increasing administrator's understanding of instructional strategies that meet the needs of the building-level student demographics. In line with the district strategic improvement process, this includes requiring leaders and teachers to analyze school data to include identifying the correlation between certifications and student demographics, as well as leaders and teachers participating in peer school observations to determine the impacts of implementing instructional strategies on student performance and achievement. This job-embedded approach is aligned with ESSA's definition of professional development. Intentionally, DCSS educators are identified and supported to build capacity within the district and among our educators. All Endorsements, Instructional Framework Training, Diversity Training, Classroom Management Training, and individualized content coaching are supported by district teacher and instructional leaders. All Professional Learning strategies are evidence based. In addition, DCSS recognizes the unique dynamics of strategy effectiveness research. To ensure evidence based strategies are aligned to the needs of DCSS educators and students, Action Research is a common approach when new ideas and initiatives emerge. Aligned to the DCSS District Improvement Plan,



Professional Growth Systems

Describe the district's systems of professional growth and improvement (for serving both the district and individual schools). The description might include:● how the district uses data and other evidence to identify teacher and student needs and to inform professional development strategy;● how district policies provide sufficient time and resources to ensure professional development is sustained, ongoing, and job-embedded;● how the district builds the requisite leadership capacity for those who facilitate professional development (and sustains them over time);● how the district is moving toward evidence-based professional development that aligns with ESSA's new definition of professional development; and● what measures will be used to determine whether district and school efforts are resulting in improvements in teaching and student outcomes.

data will be reviewed and triangulated to determine impact and effectiveness. Results from community data, school climate surveys, professional learning communities and classroom formative assessments data sets inform the impact of our efforts. These are the measures used to determine improvements in teaching and student outcomes and allow for individual customization at each building.


PQ – Intent to Waive Certification

For the current fiscal year, using the flexibility granted under Georgia charter law [OCGA 20-2-2065] or State Board Rule - Strategic Waivers [160-5-1-.33], does the district intend to waive teacher certification - Yes or No? [ESSA Sec. 1112(e)(1)(B)(ii)]

The Douglas County School System waives certification under it Strategic Waiver contract.


PQ – Waiver Recipients



PQ – Waiver Recipients

If the LEA waives certification, specify whether or not, in the current fiscal year, certification is waived:1. for all teachers (except Special Education), or2. for a select group of teachers. If waived for a select group of teachers, the response must address content fields and grade level bands (P-5, 4-8, 6-12, P-12).

[Note that in Georgia certification requirements for Special Education CANNOT be waived. All Special Education teachers are required to hold GaPSC special education certification that is in-field for the course to which the teacher is assigned. All educators must hold a GaPSC issued Clearance Certificate.] [O.C.G.A. 20-2-211.1, SBOE 160-4-9-.05, ESSA Sec. 1112(e)(1)(B)(ii)]

The Douglas County certification for all teachers, except for Special Education.


PQ – Minimum Qualification

If the district waives certification, state the minimum professional qualifications required for employment of teachers for whom certification is waived (example: Bachelor's Degree, Content Assessment, Coursework, Field Experience etc.). If no requirements exist beyond a Clearance Certificate, please explicitly state so. [Sec. 1112(e)(1)(B)(ii)]

The Douglas County School System uses District Strategic Waiver flexibility to waiver certification except for Special Education Teachers. All teachers are required to have a Bachelor's degree and hold a Clearance Certificate.All paraprofessionals must hold a paraprofessional license issued by the GPSC


State and Federally Identified Schools

Describe actions the district will take to assist its state and federally-identified schools (CSI and TSI) needing support. Include the prioritization of Title II, Part A funds.

The Douglas County School System supports all of our schools, educators, and students; none of the schools in Douglas County are defined as "state and federally-identified schools needing support". In an effort to promote continuous improvement, district leaders have identified lower performing schools and intentional efforts are in play to support the school leadership, educators, and students to promote growth; each school was ranked based on CCRPI, Equity Data, Early Warning Data and district assessment data.



State and Federally Identified Schools

Describe actions the district will take to assist its state and federally-identified schools (CSI and TSI) needing support. Include the prioritization of Title II, Part A funds.

Utilizing the GaDOE District Improvement Planning process, schools are assigned tiered improvement goals and district leaders provide coaching and resource support.

All goals and improvement efforts are in line with DCSS Prioritized use of Title IIA funds:

EI-1 Provide targeted teacher development on content, pedagogy, and student supportsand interventions

EI-2 Provide targeted school leader development


CTAE Coordination

Describe how the district will support programs that coordinate and integrate academic and career and technical education content through:● coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries; and● work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

The Douglas County School System supports all CTAE programs in our five high schools, Career Academy and Performance Learning Center. Support is provided by:● Professional learning for career pathway teachers to meet throughout the school year. Teachers also work together with academic areas to plan cross-curricular projects.● Employability skills are taught in all CTAE classes to ensure students are ready for the world of work.● Work Based Learning (WBL) opportunities are offered at all schools. We have pathway partnerships with business and industries in Douglas County and surrounding areas. Students in WBL participate in a mock interview day.● Job shadow days are offered four times a year to high school students by career clusters. 9th grade students participate in In-Demand Career Expos. Teachers also participate in industry externships to learn more about the real world of work.


Efforts to Reduce Overuse of Discipline Practices that Remove Students from the Classroom

Describe how the district will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the

● We will continue to review previous years' reports to identify trends and focus schools for improvements by self-reflecting on their school's discipline and attendance in comparison to that of their respective colleagues at other schools and the state's averages.● In addition to the refresher lesson on school tribunal hearings, all administrators will review the county procedures and expectations for



Efforts to Reduce Overuse of Discipline Practices that Remove Students from the Classroom

Describe how the district will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students.

appropriately handling and labeling discipline. Our alternative school is now a part of our Student Success Center. The Success Center was developed to meet the needs of all of our non-traditional students.


Middle and High School Transition Plans

Describe how the district will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:● coordination with institutions of higher education, employers and local partners; and● increased student access to early college high school or dual or concurrent enrollment opportunities or career counseling to identify student interests and skills.

Students in the Douglas County School System have access to many different transition programs from middle to high and high to college. We are revamping our Freshman Academy model and will offer a course called Freshman Seminar. All students in the 9th grade will take this course to learn goal setting, work ethic, career pathways, graduation requirements, YouScience assessment, etc. We are also offering a three day camp to students chosen to be a part of a transition program with our graduation coach. Our graduation coach will follow the students from 9th to 10th grade. Other programs are listed below:● 8th grade guidance- Counselors at the middle schools meet with high school assistant principals to learn about course offerings and registration. High School assistant principals visit middle schools to share graduation requirements and elective offerings.● Freshmen Expo- 8th graders attend an Expo at their base high school to register for elective courses and sign-up for extracurricular activities. The Expos are held in the spring.● Move on When Ready (MOWR) - Students are notified about MOWR ready options yearly beginning in the 8th grade. Students and parents receive information provided by the DOE and the school system. MOWR nights are held at the high schools and the school system charter career academy. We also host a college fair and invite colleges to visit our high schools.● Douglas County College and Career Institute (CCI) - The CCI is a partnership between the school system, West Georgia Technical College and the Douglas County Chamber of Commerce. The CCI offers MOWR opportunities for students in the technical college elective programs. Students can earn a certificate, diploma or associate degrees by attending the CCI.● Business Community- The CTAE Director hosts district advisory committee which includes post-secondary schools, local business and industry, the Chamber and Development Authority. The committee meets three times a year and discussion various committees to ensure the pathways offered at the high schools are meeting their needs. Students participate in Work Based Learning through internships (paid and non-paid).

3 Required Questions 833 Required Questions 83


Preschool Transition Plans

Describe how the district will support, coordinate, and integrate services with early childhood programs at the district or school level, including plans for transition of participants in such programs to local elementary school programs.

Transition for Children with Disabilities - Babies Can't Wait (BCW) provides a coordinated, comprehensive and integrated system of services for infants and toddlers with special needs. For children served through BCW, and who are turning 3, BCW assists with the smooth transition of services to the DCSS Learning Early Assessment Program (L.E.A.P). Our L.E.A.P. Supervisor and program staff support the transition of students with services into our Kindergarten program across the district.Each spring our Title I Parent Outreach Specialist works collaboratively with the Title I Principal (or designee) at schools and the daycares in the attendance zone. The Douglas County School District will provide information for the parents of preschoolers. They will be notified of the availability of the Parent Resource Centers, accessibility to informative school and district websites, surveys, learning related resources and tips. We also offer a district-wide kindergarten transition camp for all students who will enter kindergarten in the fall. The program is a four-day event that is from 8 AM-12 Noon. A parent meeting is held and the following topics are discussed: Math Readiness, Reading Readiness, Registration, Transportation and a Question and Answer session is held. Parents will have several opportunities to request information and support through the District Title I Office, Title I surveys, events, meetings, and Title I staff contact.


Title I, Part A - Targeted Assisted Schools Description

If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children most in need of services in Title I targeted assistance schools. The description must include the multi-criteria selection to be used to identify the students to be served.

The Douglas County School System does not have Targeted Assisted-Title I Schools for the 2019-2020 school year.


Title I, Part A – Instructional Programs

Provide a general description of the instructional program in the following:● Title I schoolwide schools;● Targeted Assistance Schools; and● schools for children living in local institutions for neglected or delinquent children.

Schoolwide: The purpose of School-wide Title I programs is to improve the entire educational program in a school which should result in improving the academic achievement of all students, particularly the lowest achieving students. The goal of such a program is to assist those students to demonstrate proficiency on academic standards. School-wide programs are not required to identify specific students as eligible. They must supplement (enhance) rather than supplant (take the place of) the services participating students would



Title I, Part A – Instructional Programs

Provide a general description of the instructional program in the following:● Title I schoolwide schools;● Targeted Assistance Schools; and● schools for children living in local institutions for neglected or delinquent children.

receive if they were not participating in the School-wide program. We have thirteen Title I Schools for the 2019-2020 school year.Targeted Assistance Schools-NA

Neglected and Delinquent InstitutionYouth Villages: The i-Ready software platform is used for diagnostic purposes and also used for reading and math remediation for all elementary, middle and high school aged students. Dependent upon the diagnostic results, students are then remediated in the i-Ready reading and math platform. This software is specifically designed to remediate, differentiate and bridge the academic gap of our students. , The Odysseyware platform, educators and students have access to more than 300 standards aligned coursework and instructional materials in core subjects, enriching electives, CTE courses, and college and career readiness test prep. Odysseyware provides support for 21st-century educational solutions such as blended learning, online learning, credit recovery, and intervention.


Title I, Part C – Migrant Intrastate and Interstate Coordination

Describe how the district (Direct Funded and Consortium) will promote interstate and intrastate coordination of services and educational continuity through:● the use of the Title I, Part C Occupational Survey during new student registration and back to school registration for all students;● the timely transfer of pertinent school records, including information on health, when children move from one school to another; and● how the district will use the Migrant Student Information Exchange (MSIX).

In order to attend a school in the Douglas County School District, parents/guardians must the Central Registration Office to complete all required forms, provide the required documentation, and submit verification of the families address. The family will register all of their school-aged children using our computer system in one visit.Parents should bring all of the required documentation to Central Registration when they come. The registration clerks reviews the forms and information with the parents/ guardians to ensure that the parents are successful in completing all of the documents, including the Occupational Survey Form for the Migrant Education Program. Annually, the form is distributed to all returning students within our school district during Open House and given to new families during the registration process.The Registration Checklist, completed by the registrar, provides the school with information regarding registration documentation as well as the Occupational Survey Form for the Migrant Education Program and if it has been completed and sent to the Central Office.Completed Occupational Survey Forms are collected from the parents/guardians by the registration clerk are sent to the Migrant Program Coordinator at the Central Office. These forms are then forwarded to the Piedmont Agency Recruiter who will schedule a visit with the students' parents/guardians to determine eligibility. The Migrant Programs Coordinator will notify the Student Information Coordinator to ensure that coding is accurate when reporting to the state. In addition to the local services provided for migrant students, the school system would coordinate with the MEP consortium Staff at Abraham Agricultural College (ABAC) to provide services to eligible migrant participants. The Migrant Student Information



Title I, Part C – Migrant Intrastate and Interstate Coordination

Describe how the district (Direct Funded and Consortium) will promote interstate and intrastate coordination of services and educational continuity through:● the use of the Title I, Part C Occupational Survey during new student registration and back to school registration for all students;● the timely transfer of pertinent school records, including information on health, when children move from one school to another; and● how the district will use the Migrant Student Information Exchange (MSIX).

Exchange System will be used to assist with assessing and meeting the needs of our migrant students.


Title I, Part C – Migrant Supplemental Support Services

1. Describe how the district (Direct Funded and Consortium in coordination with ABAC MEP staff) will provide academic instructional support and outreach activities:ul2. to migratory preschool children3. to out-of-school youth and drop-outs/ul4. Describe how the district (Direct Funded and Consortium in coordination with ABAC MEP staff) will provide outreach activities (coordination with other educational programs, health services, nutrition programs, and social services) to migrant families, out-of-school youth, drop-outs and preschool children during the regular school year and summer.

The district will provide supplemental support services and outreach activities for Migratory preschool children, out-of-school youth and drop-outs and their families through collaborative efforts with Migrant Education Program Consortium in identifying these children and their families and providing services through the combined efforts and activities through school social workers, counselors, Parent Outreach contact, community services and


IDEA Performance Goals




Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 1: Improve graduation rate outcomes for students with disabilities;

The Program for Exceptional Children will work with Area Executive Director and curriculum leaders to identify and support schools in the revision and implementation of the continuous improvement model. The special education department will initiate a math, ELA and behavior task force for the purpose of providing quality programming and instruction in each of these areas throughout the district. Schools will be "tiered" with an assigned rating of a I, II or III with Tier III schools receiving the highest level of support from special education instructional coaches, lead teachers and administrators. Efforts to provide Differentiated and Specially Designed Instruction training to select teachers will continue.● The special education department will initiate a math, ELA and behavior task force for the 2019 – 2020 school year. The Task Forces will be used to increase instructional capacity, as well as student achievement, along with behavior supports for students with disabilities. Specially designed instruction, high yield strategies and lesson planning support for both resource and co-taught settings will be included.In addition, programming and tools, will be some of the focuses involved in supporting the work of the task force. The forces will consist of, but not be limited to: educators, principals, directors, educational evaluators, supervisors, special education instructional coaches and other school based personnel as needed. An action plan will be completed in September by core team members. Specific forces will convene at least quarterly to achieve identified goals based on data and areas of need. Task force goals and action plans will be reviewed for progress each meeting.● Training and implementation of ASPIRE program at 3 schools (Chapel Hill High, New Manchester High and Factory Shoals Middle) during the 2019 – 2020 school year. ASPIRE is a GaDOE initiative supported by MetroRESA to implement student-led IEP meetings. ASPIRE is designed to develop self-determination skills for students with disabilities. The CBI/ID Supervisor, Parent Mentor and Assistant Director will assist with implementation. Trainings will be provided in person and through modules at the beginning of the school year. The Parent Mentor will monitor the process through observation and feedback throughout the school year.● Training in developing quality special education transition plans will be provided by Level Supervisors to all special education teachers serving grade 8 - 12. Training will be conducted via webinar 1 time/year and supported by the lead special education teacher. Random monitoring checks will be conducted on a weekly basis.● Paraprofessionals will be trained in delivery of quality supportive instruction practices in general academic, resource and vocational settings by Instructional Coaches and/or Level Supervisors. Trainings will occur at least 1 time per year during the summer and/or post planning.● Parent workshops focusing on academics, behavior and transition will be coordinated by our district Parent Mentor. Workshops will be provided at least 2 times per year. An attendance roster and workshop evaluation form will be collected and provided to the Director.● A transition program (STEP) for low incidence special needs students will be instituted during the 2019 – 2020 school year targeting students age 18 – 22




Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 1: Improve graduation rate outcomes for students with disabilities;

on an adapted curriculum. This program will provide job skills to be generalized to work sites within the community. Teachers and paraprofessionals will monitor progress of individualized student goals related to job skills. The CBI Supervisor will monitor the effectiveness of the program through consistent supervision reporting to the Director at least monthly.

Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 2: Improve services for young children (3-5) with disabilities;

● Preschool Supervisor will continue building a positive relationship with Babies Can't Wait.

● Special Needs Preschool community teachers will consult with day care providers on children receiving services. Strategies and modeling will be provided by the Special Needs Preschool Teachers based on the individual needs of the children on a weekly basis. The Pre School Supervisor will monitor consultation services within the community on a weekly basis.● Informational workshops for parents will be conducted/facilitated by preschool staff. This will be completed annually at our Parent University training in October. Training evaluation forms will be completed by workshop participants for feedback.● Walk through rubrics will be utilized by the Special Needs Pre School Supervisor and Lead Teachers to effectively monitor the implementation of SDI in all settings (community/daycares, Head Start and school based). The school system currently has cooperative agreements with Sheltering Arms and Head Start programs. Co-taught classrooms will continue at Head Start. Walk throughs will be conducted on a weekly basis on a rotating schedule. Feedback will be provided to preschool teachers. The Special Needs Pre School Supervisor provides a weekly report to the Director and Special Education Leadership Team regarding walk through feedback.● Continue to support Special Needs Preschool Teachers and Paraprofessionals through Professional Learning focusing on instruction, behavior and compliance. Professional Learning will be provided quarterly by Special Needs Supervisor and Lead Teachers. A training roster and evaluation form will be completed by training participants and provided to the Special Education Director.● Informational articles will be placed in the local newspaper, school system website and parent mentor newsletter on a quarterly basis outlining services and topics related to young children (3 - 5) with disabilities.● A social/emotional development program to assist students in meeting their IEP goals and objectives will continue using a research and evidenced based program.● Assistive technology to assist students in reaching their IEP goals and objectives will continue to be incorporated on an individualized basis.




Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 3: Improve the provision of a free and appropriate public education to students with disabilities;

SWDs in the Douglas County School System are provided layers of supports and services to meet their individual educational needs as identified by the IEP team. The program for Exceptional Children will continue to utilize a 4D framework focusing on 1) comprehensive data 2) quality design of individualized plans 3) quality delivery of instruction and 4) positive demeanor or customer service.● Special education lead teachers (Educational Evaluators) will continue to receive training one time per month in Due Process Training with a focus on compliance monitoring procedures and designing quality IEPs. Training will be provided in large and small group (divided by school level) with a focus on IDEA compliance and SWD results. The Special Education Director, Assistant Directors and Level Supervisors will deliver the monthly trainings. Training agendas and materials will be uploaded to a shared drive for future access as well as provided to Principals. Educational Evaluators will redeliver trainings to special education staff at the building level. A training agenda and sign in roster will be maintained by every school for each monthly meeting. Additionally, Educational Evaluators will meet monthly with a building level administrator to review Due Process Training items.

● Specifically, the Educational Evaluators will continue to receive training on conducting PLCs at the building level. The focus of the PLC is SWD data analysis. The District is collaborating with MetroRESA for implementation of this activity. MetroRESA, the Director and Level Supervisors have partnered to implement a 3 tiered PLC implementation for the school year at the high school level. Tier 1 consists of developing a PLC protocol. Tier 2 consists of training and modeling the PLC protocol. Tier 3 consists of observing and providing feedback of the implementation of the PLC protocol at the building level.● Instructional coaches are employed to support collaborative efforts and specially designed instruction for teachers of SWDs in the LRE. Coaches will target 1) new special education teachers and 2) teachers with needs as identified by building level administrators. Instructional coaches will provide observations, SDI strategies, consultation, modeling and feedback on a rotating schedule to the targeted group. Outcomes will be shared with Level Supervisors and Building Level Administrators.● Professional learning with a focus on specially designed instruction will be provided to co-teaching pairs (special education teachers and general education teachers) at the school level at least one time per year. Trainings will be conducted by Instructional Coaches and/or Level Supervisors. A training roster and evaluation form will be completed and submitted to the Director. A co-teaching walk through rubric will be implemented in walk throughs by Level Supervisors, Instructional Coaches and/or APs/Principals on a rotational basis.● Paraprofessionals will be trained in delivery of quality supportive instruction practices in general academic, resource and vocational settings by Instructional Coaches and/or Level Supervisors. Trainings will occur at least 1




Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 3: Improve the provision of a free and appropriate public education to students with disabilities;

time per year during the summer and/or post planning.● The Program for Exceptional Children will initiate a math, ELA and behavior task force for the 2019 – 2020 school year. The Task Forces will be used to increase instructional capacity, as well as student achievement, along with behavior supports for students with disabilities. Specially designed instruction, high yield strategies and lesson planning support for both resource and co-taught settings will be included.In addition, programming and tools, will be some of the focuses involved in supporting the work of the task force. The forces will consist of, but not be limited to: educators, principals, directors, educational evaluators, supervisors, special education instructional coaches and other school based personnel as needed. An action plan will be completed in September by core team members. Specific forces will convene at least quarterly to achieve identified goals based on data and areas of need. Task force goals and action plans will be reviewed for progress each meeting.● Professional Learning from School Psychologists will provide for greater understanding of disability and eligibility areas for new special education lead teachers during monthly training.● The Program for Exceptional Children (specifically lead teachers, level supervisors and Assistant Directors) will continue to support schools in the scheduling process in the spring allowing for better understanding and utilization of least restrictive environment.● Behavior Services will continue to be utilized to support high intensity cases throughout the district through a referral process based on individual need.● Related services will continue to be provided to students as needed to access instruction. This includes services through assistive technology, sign language interpreters, nursing services, OT, PT, speech therapy and transportation.● Community Based Instruction is available to students of all grade levels with identified needs in the area of functional skills. The community will be accessed by students on a weekly basis.

Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 4: Improve compliance with state and federal laws and regulations.

The organizational structure of Douglas County School System and specifically the Program for Exceptional Children allows for optimal implementation of sound practices and procedures to ensure IDEA compliance. System level supervisors work directly with building level special education lead teachers to monitor compliance of state and federal laws and regulations. Supervisors provide daily job embedded support and real time training. Additionally, upon request, training to specific schools is provided to address any noted weaknesses or concerns. Each week special education staff gather to review special education student files for the purpose of compliance monitoring. This collaborative effort allows the department to identify key staff and/or schools that may need further support. Additionally, a monthly due process training is provided to key personnel. Key personnel includes school based Educational Evaluators (special education lead teachers), School Psychologists, Speech/Language Pathologists, GNETS, Transition, and Behavior Services.




Describe how the district will meet the following IDEA performance goals:● IDEA Performance Goal 4: Improve compliance with state and federal laws and regulations.

Current trends and topics are discussed and district practices are constantly scrutinized to reveal potential threats. Trainings are redelivered at the school level to all special education staff. Finally, the Special Education Leadership Team meets weekly to proactively address procedures and practices related to IDEA compliance.


Title IV, Part A – Activities and Programming

Describe continuing and/or new activities and programming, including objectives and intended outcomes, planned for supporting:● well-rounded educational opportunities for all students, if applicable● safe and healthy students, if applicable.● the effective use of technology, if applicable.

FY20 Title IV, Part A Initiatives:Well Rounded Educational OpportunitiesOverarching Need/Goal #3 Action Step #1 : Build Capacity among administrators and teachers to support identifying gifted/accelerated students for our low income and under served populations.Intended Outcome more students who are economically challenged are placed in the gifted program.Overarching Need/Goal #3 # Action Step #10: Provide grade level transition for elementary to middle school supplemental supplies to student for Middle School Transition Camp.Intended outcomeis that students become acclimated to the school and have a good grasp on what is expected when the new school year begins. This can help them to be more successful as they begin their middle school careers.Overarching Need/Goal #3 Action Step #6 : Provide all high schools with band instruments to ensure that more students can participate in band. Outcome: More students will be involved in the high school band programs.Intended outcomeis to provide band equipment so that more students can participate in the band program. Students who participate in this kind of activity improve their academic scores and social life.Overarching Need/Goal #2 Action Step #10: Build capacity and provide resources to for college-career readiness and advanced learning for under-served and low income students, (WR) IntendedIntended Outcome: Provided funding for PreACT and ACT and career readiness testing fees for low income high school students.Overarching Need #3 Action Step #14: Provide and AVID Coordinator who will work with schools to provide support for all AVID TeamsIntended Outcome:Provide a framework to students who are struggling academically in hopes of closing the instructional gaps.Safe and Healthy StudentsOverarching Need/Goal #3 Action Step #13 : Build capacity among staff and provide resources to support for bullying and suicide prevention for all students. (SH) Intended Outcome: Provide training and resources to administrators and staff on bully and suicide prevention and support of students experiencing bullying.Intended Outcomeour staff members are able to effectively deal with students who have suicidal thought, and who are



Title IV, Part A – Activities and Programming

Describe continuing and/or new activities and programming, including objectives and intended outcomes, planned for supporting:● well-rounded educationalopportunities for all students, if applicable● safe and healthy students, if applicable.● the effective use of technology, ifapplicable.

bullied.Overarching Need/Goal #3 Action Step #9 Provide a visitor management system will be provided to the schools to keep track of all stakeholder visitors and school volunteers while also ensuring that the milieu of the school is protected which helps to also protect instructional time.Intended Outcome:Schools are able to quickly collect the data of all stakeholders visits to the school while also keeping the students safe.

Effective Use of TechnologyOverarching Need/Goal #3 Action Step #12 : Provide audio enhancement camera to the next five lowest achievement schools. The system will be used to enhance instruction because the teachers are able to also video tape themselves teaching the lessons. Intended Outcome: Improved student engagement, increased on task instructional time to close the achievement gap.


Title IV, Part A – Ongoing Consultation and Progress Monitoring

Describe how and when the LEA will engage in on-going consultations with original stakeholders as well as any newly formed collaborations with entities that possess a demonstrated record of success regarding the progress monitoring of activities and programming.

The Douglas County School System hosts Federal Programs Sessions twice per year at the system and school levels in order to collaborated with the planning committee and additional stakeholders and community partnerships in regards to the implementation, monitoring and evaluation of our CLIP. We also have two LEA Parent Engagement Meetings to collaborate with the Planning Committee and additional stakeholders and community partners in regards to the implementation, evaluation and monitoring of our CLIP. We also obtain additional information from surveys, professional development training, feedback sessions that include surveys and feedback forms, emails, department meeting and professional learning. Each school also has specific department meetings.


Reducing Equity Gaps: Reflect on the previous year’s LEA Equity Action Plan

Was the LEA Equity Action Plan effective in reducing the equity gap selected for the year?● Intervention Effective – Equity GapEliminated● Intervention Effective – MaintainActivities/Strategies● Intervention Effective – AdjustActivities/Strategies● Intervention Not Effective – AdjustActivities/Strategies

Our district's equity plan focused on targeting teacher development on content, pedagogy, and student supports and interventions for all students by addressing Equity Intervention EI-1. Through PLC collaboration, district mentor support for induction teachers and stakeholders, the district has determined the interventions as effective and will adjust the activities and strategies to more effectively address improvements in teaching and student outcomes and allow for individual customization at each building.




Was the LEA Equity Action Plan effective in reducing the equity gap selected for the year?● Intervention Effective – Equity GapEliminated● Intervention Effective – MaintainActivities/Strategies● Intervention Effective – AdjustActivities/Strategies● Intervention Not Effective – AdjustActivities/Strategies● Intervention Not Effective – AbandonActivities/Strategies

Our district's equity plan focused on targeting teacher development on content, pedagogy, and student supports and interventions for all students by addressing Equity Intervention EI-1. Through PLC collaboration, district mentor support for induction teachers and stakeholders, the district has determined the interventions as effective and will adjust the activities and strategies to more effectively address improvements in teaching and student outcomes and allow for individual customization at each building.

Provide a brief description of LEA’s success in implementation of FY19 LEA Equity Action Plan and effectiveness/ineffectiveness in addressing the selected equity gap.

In developing our plan for Title II, Part A, our district collaborated with and sought the advice of stakeholders that included parents, teachers, school leaders, business partners, paraprofessionals, government officials, and higher education staff to support the effective implementation, monitoring and evaluation of our CLIP through various district and school-based stakeholder forums. We also provided a stakeholders opportunity to give feedback and support the future plans to increase student achievement throughout our district. Communication of these forums were provided via email, website, brochure, plans and newsletters. The district coordinates general and federal funds in a variety of ways. We use state professional learning, IDEA, Title I, Title II, Title II, Title IV, and general funds to provide professional development to improve teachers content and pedagogical knowledge. Title II, state professional learning, and general funds give us the opportunity to provide on-site coaching to teachers, mentoring, and an induction program for teachers. General and Title II funds have been used to support teacher and leader recruitment and retention. Title I funds have been used to hire professional consultants, fund collaborative planning, and professional learning opportunities to support job-embedded professional learning experiences for certified and classified personnel at Title I schools. Title I schools provide job-embedded professional development in the core content areas. IDEA, Title I, Title III and general funds are used to conduct parent and family engagement activities and to purchase instructional resources to support learning at home.Our district's Equity Plan addresses professional learning and mentoring for new teachers and teachers needing support through the following equity interventions:Provided ongoing content, pedagogy and classroom management training for induction level teachers along with teachers who are new to their content areas.Induction level teachers attended new teacher orientation at the district levelBuilding mentors were assigned to each teacher, along with support from




Provide a brief description of LEA’s success in implementation of FY19 LEA Equity Action Plan and effectiveness/ineffectiveness in addressing the selected equity gap.

instructional lead teacher, content specialist and principal supportA district mentor visited all induction level teachers in their classrooms during the school yearSchool and district administrators followed induction level TKES procedures for all induction teachers.The interventions are effective and we will continue to adjust activities/strategiesTo continue to address we will use elementary content area specialists in each of our 20 elementary schools to ensure that the curriculum offers the richest educational experiences the system can provide, ensuring that the most effective instructional resources are provided to support the written curriculum, and promoting the use of effective teaching strategies. The content specialists will collaborate with teachers to implement standards-based classrooms to include but not limited to the following: a common framework, language of the standards, performance tasks, analyzing student work, planning for differentiated instruction, implementation of best practice strategies, development of common assessments and teacher/student rubrics, development of performance tasks that reflect higher order thinking skills.


Documents

Comprehensive Needs Assessment District Report