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AdvancED Standards Stakeholder Feedback and Student Performance Overview
Elbert County School District
October 5 2015
District Accreditation Steering Committee
Standard 1 Purpose and Direction
Co-Chairs
Chuck Bell Superintendent
Tammy Mason Principal EEC
Standard 2 Governance and Leadership
Co-Chairs
Dr Fran Floyd Human Resources DirectorTitle I Coordinator
Patricia Graham Assistant Principal ECMS
Standard 3 Teaching and Assessing for Learning
Co-Chairs
Angela Moton Assoc Superintendent
Rosa Harris Principal ECPS
Standard 4 Resources and Support Systems
Co-Chairs
Jon Jarvis Principal ECMS
Dr Sonya Barnett Principal PJBLC
Standard 5 Using Results for Continuous Improvement
Chairperson
Celina Brown Principal ECES
Jason Kouns Principal ECCHS
Self-Assessment Results
Standard 1 ndash Purpose and Direction
Mission StatementThe Elbert County School District in partnership with the entire community will nurture educate and graduate students who have been empowered to reach their full potential as responsible ethical and productive citizens
Motto
ldquoEvery Student Every Dayrdquo
Vision Statement The Elbert County School District will work successfully with families community partners and other key stakeholders to continually improve student outcomes We envision creating a world-class school district founded on teacher and leader quality innovative practices and overall academic excellence
Standard 1 ndash Purpose and Direction
Our Beliefs We believe all students can learn and our schools must assist them in reaching their full potential
We believe our schools must be warm welcoming and safe We believe that every individual is entitled to an emotionally and physically safe and respectful learning environment
We believe a rigorous and comprehensive education will prepare our students for the challenges of the 21st Century
We believe it is essential to embrace diversity including ethnicity ability level and socioeconomic status and implement initiatives to ensure the needs of all students are met
We believe good character must be developed and nurtured to promote citizenship at the community
level and in a global society
Standard 1 ndash Purpose and Direction
Our BeliefsbullWe believe that leveraging technology is essential for college and career readinessbullWe believe that a commitment to student success is a shared responsibility among students parents educators and the communitybullWe believe the more connected families are in the educational process the more successful students will bebullWe believe that every employee of the district plays a vital role in the growth and development of our studentsbullWe believe that by making these beliefs real in our actions we can nurture the complete growth of Every Student Every Day
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
District Accreditation Steering Committee
Standard 1 Purpose and Direction
Co-Chairs
Chuck Bell Superintendent
Tammy Mason Principal EEC
Standard 2 Governance and Leadership
Co-Chairs
Dr Fran Floyd Human Resources DirectorTitle I Coordinator
Patricia Graham Assistant Principal ECMS
Standard 3 Teaching and Assessing for Learning
Co-Chairs
Angela Moton Assoc Superintendent
Rosa Harris Principal ECPS
Standard 4 Resources and Support Systems
Co-Chairs
Jon Jarvis Principal ECMS
Dr Sonya Barnett Principal PJBLC
Standard 5 Using Results for Continuous Improvement
Chairperson
Celina Brown Principal ECES
Jason Kouns Principal ECCHS
Self-Assessment Results
Standard 1 ndash Purpose and Direction
Mission StatementThe Elbert County School District in partnership with the entire community will nurture educate and graduate students who have been empowered to reach their full potential as responsible ethical and productive citizens
Motto
ldquoEvery Student Every Dayrdquo
Vision Statement The Elbert County School District will work successfully with families community partners and other key stakeholders to continually improve student outcomes We envision creating a world-class school district founded on teacher and leader quality innovative practices and overall academic excellence
Standard 1 ndash Purpose and Direction
Our Beliefs We believe all students can learn and our schools must assist them in reaching their full potential
We believe our schools must be warm welcoming and safe We believe that every individual is entitled to an emotionally and physically safe and respectful learning environment
We believe a rigorous and comprehensive education will prepare our students for the challenges of the 21st Century
We believe it is essential to embrace diversity including ethnicity ability level and socioeconomic status and implement initiatives to ensure the needs of all students are met
We believe good character must be developed and nurtured to promote citizenship at the community
level and in a global society
Standard 1 ndash Purpose and Direction
Our BeliefsbullWe believe that leveraging technology is essential for college and career readinessbullWe believe that a commitment to student success is a shared responsibility among students parents educators and the communitybullWe believe the more connected families are in the educational process the more successful students will bebullWe believe that every employee of the district plays a vital role in the growth and development of our studentsbullWe believe that by making these beliefs real in our actions we can nurture the complete growth of Every Student Every Day
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Self-Assessment Results
Standard 1 ndash Purpose and Direction
Mission StatementThe Elbert County School District in partnership with the entire community will nurture educate and graduate students who have been empowered to reach their full potential as responsible ethical and productive citizens
Motto
ldquoEvery Student Every Dayrdquo
Vision Statement The Elbert County School District will work successfully with families community partners and other key stakeholders to continually improve student outcomes We envision creating a world-class school district founded on teacher and leader quality innovative practices and overall academic excellence
Standard 1 ndash Purpose and Direction
Our Beliefs We believe all students can learn and our schools must assist them in reaching their full potential
We believe our schools must be warm welcoming and safe We believe that every individual is entitled to an emotionally and physically safe and respectful learning environment
We believe a rigorous and comprehensive education will prepare our students for the challenges of the 21st Century
We believe it is essential to embrace diversity including ethnicity ability level and socioeconomic status and implement initiatives to ensure the needs of all students are met
We believe good character must be developed and nurtured to promote citizenship at the community
level and in a global society
Standard 1 ndash Purpose and Direction
Our BeliefsbullWe believe that leveraging technology is essential for college and career readinessbullWe believe that a commitment to student success is a shared responsibility among students parents educators and the communitybullWe believe the more connected families are in the educational process the more successful students will bebullWe believe that every employee of the district plays a vital role in the growth and development of our studentsbullWe believe that by making these beliefs real in our actions we can nurture the complete growth of Every Student Every Day
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 1 ndash Purpose and Direction
Mission StatementThe Elbert County School District in partnership with the entire community will nurture educate and graduate students who have been empowered to reach their full potential as responsible ethical and productive citizens
Motto
ldquoEvery Student Every Dayrdquo
Vision Statement The Elbert County School District will work successfully with families community partners and other key stakeholders to continually improve student outcomes We envision creating a world-class school district founded on teacher and leader quality innovative practices and overall academic excellence
Standard 1 ndash Purpose and Direction
Our Beliefs We believe all students can learn and our schools must assist them in reaching their full potential
We believe our schools must be warm welcoming and safe We believe that every individual is entitled to an emotionally and physically safe and respectful learning environment
We believe a rigorous and comprehensive education will prepare our students for the challenges of the 21st Century
We believe it is essential to embrace diversity including ethnicity ability level and socioeconomic status and implement initiatives to ensure the needs of all students are met
We believe good character must be developed and nurtured to promote citizenship at the community
level and in a global society
Standard 1 ndash Purpose and Direction
Our BeliefsbullWe believe that leveraging technology is essential for college and career readinessbullWe believe that a commitment to student success is a shared responsibility among students parents educators and the communitybullWe believe the more connected families are in the educational process the more successful students will bebullWe believe that every employee of the district plays a vital role in the growth and development of our studentsbullWe believe that by making these beliefs real in our actions we can nurture the complete growth of Every Student Every Day
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 1 ndash Purpose and Direction
Our Beliefs We believe all students can learn and our schools must assist them in reaching their full potential
We believe our schools must be warm welcoming and safe We believe that every individual is entitled to an emotionally and physically safe and respectful learning environment
We believe a rigorous and comprehensive education will prepare our students for the challenges of the 21st Century
We believe it is essential to embrace diversity including ethnicity ability level and socioeconomic status and implement initiatives to ensure the needs of all students are met
We believe good character must be developed and nurtured to promote citizenship at the community
level and in a global society
Standard 1 ndash Purpose and Direction
Our BeliefsbullWe believe that leveraging technology is essential for college and career readinessbullWe believe that a commitment to student success is a shared responsibility among students parents educators and the communitybullWe believe the more connected families are in the educational process the more successful students will bebullWe believe that every employee of the district plays a vital role in the growth and development of our studentsbullWe believe that by making these beliefs real in our actions we can nurture the complete growth of Every Student Every Day
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 1 ndash Purpose and Direction
Our BeliefsbullWe believe that leveraging technology is essential for college and career readinessbullWe believe that a commitment to student success is a shared responsibility among students parents educators and the communitybullWe believe the more connected families are in the educational process the more successful students will bebullWe believe that every employee of the district plays a vital role in the growth and development of our studentsbullWe believe that by making these beliefs real in our actions we can nurture the complete growth of Every Student Every Day
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 1 ndash Purpose and Direction
Strengths bullThe Elbert County School District maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learningbullThe Elbert County School District engages in a systematic and inclusive process to review revise and communicate our purpose for student successbullThe district implements a continuous improvement process that employs goals and actions to improve student performance and documents and uses the results to inform what happens next
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 1 ndash Purpose and Direction
Challenges bullSystem processes focused on purpose and direction must be implemented on a regular schedule
bullThe district must continue to focus on instructional practices that include active student engagement and focus on depth of understanding
bullThe District Strategic Plan must serve as a guide for this work specifying mission vision objectives benchmarks and the policies and strategies to achieve each strategic objective
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Purpose and DirectionImplicationsRecommendations
bullTake steps to ensure the district and each school reviews revises and communicates purpose and vision on a regular schedulebullThe school district has successfully worked to establish shared values and beliefs about teaching and learning A critical next step is to see more pervasive evidence of a strong K-12 commitment to instructional practices that focus on student engagement and depth of understandingbullComplete a strategic plan in the Spring of 2016 that establishes long-term outcomes (and sets specific targets) to define the school districtrsquos progress in achieving its vision for all students
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 2 ndash Governance and Leadership
bull How were ratings determined
Two groups resourcesmaterials assigned indicators for
discussionreview graphic organizer aligned to narrative
componentsbull Indicator 22 Graphic Organizer bull Were there indicators on which there was uncertainty of
ratings
Yes due to perceptions based on knowledge andor
experience For example BOE member vs teacher
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 2 ndash Governance and Leadership
Strengths
21 ndash School Improvement Process
22 - Strong and positive work relationship between the
governing body and the superintendent
23 - Clear and frequent communication
24 ndash Strong collaborative culture
25 - School Improvement Opportunities
26 - High Expectations which result in continuous school
improvement initiatives
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Governance and LeadershipImplicationsRecommendations
bullWhile communication is perceived an as overall strength (7920 of the parents and 8214 of the staff that were surveyed either agreed or strongly agreed) it was determined that a communication plan needs to be established for all stakeholdersbullProfessional learning is a priority in Elbert County however it was concluded that other staff such as paraprofessionals need to be considered as they are utilized more for instructional purposes bullParental involvement has improved greatly (7573 of parents and 8214 of staff individuals either agreed or strongly agreed that school leaders support a collaborative culture) but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 3 ndash Teaching and Assessing for Learning
bullMonthly meetings to discuss standards indicators and ratingsbullStandards engaged committee members in deep reflection and discussionbullUse of the terms ldquomostrdquo and ldquoallrdquo led to the richest discussion about teaching and assessing for learning indicators across all schools and grade levels
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull31- The systemrsquos curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning thinking and life skills that lead to success at the next level bull32-Curriculum instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice bull33-Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectationsbull34-System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 3 ndash Teaching and Assessing for Learning
Strengthsbull35-The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels bull37-Mentoring coaching and induction programs support instructional improvement consistent with the systemrsquos values and beliefs about teaching and learning bull 38 ndashThe system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrenrsquos learning progress
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 3 ndash Teaching and Assessing for Learning
Challengesbull36 - Teachers implement the systemrsquos instructional process in support of student learningbull39 ndash The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that studentrsquos educational experiencebull310 - Grading and reporting are based on clearly defines criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses
bull311 - All staff members participate in a continuous program of professional learning
312 ndash The system and its schools provide and coordinate learning support services to meet the unique learning needs of students
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Teaching and Assessing for LearningImplicationsRecommendations
Implications
The identified areas of need reflect opportunities for the district to further enhance processes and procedures to increase fidelity to AdvancED quality standard and indicators for teaching and assessing for learning
RecommendationsbullContinue the work of collaborative planning at all schools bullVertically aligned instructional program (January 4 2016 PreK and kindergarten math and writing) across all grade bandsbullContinue providing professional learning experiences for all teachers that will engage all students in a higher level of learning by using a variety of instructional practicesbullUse exemplars to inform students of learning expectations and standards of performancebullExpand support programs to ensure all student have an advocate for their educational experiencebullCommon grading procedures across all grade levelscontent areas
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullHighly qualified professional and support staff dedicated to the districtrsquos purpose and educational programsbullProtects and utilizes instructional time material resources and fiscal resources bullSafe clean and healthy environment for all students and staffbullDistrict and school leadership with parental and community input collaborate periodically to address long-range strategic planning
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 4 ndash Resources and Support Systems
Areas of Strength
bullInformation resources and related personnel to support educational programs are provided throughout the systembullTechnology equipment and infrastructure is provided to support teaching and learning in all classroomsbullCounseling assessment referral educational and career planning services are provided in all schools
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 4 ndash Resources and Support Systems
Needs Improvement Areas
bullDevelopment of professional learning for staff and parents on recognizing social and emotional issues in studentsbullAn evaluation process should be developed to determine effectiveness of support systems currently in placebullAdoption of a system-wide Anti-Bullying Program
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Resources and Support SystemsImplicationsRecommendations
Implications and Recommendations bullContinue research-based decision-making to support organizational effectivenessbullContinue to analyze student and school data to develop and implement long-range strategic plans
bullContinue to develop and evaluate system policy as it relates to resources and support systems
bullContinue to update facilities and safety plans annually
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 5 ndash Using Results for Continuous Improvement
Areas of StrengthbullComprehensive Assessment System
bullEffective Data Teams in all schools
bullExtensive technological support for collecting and analyzing student databullSupport systems for students with a wide range of academic needs
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 5 ndash Using Results for Continuous Improvement
Areas in Need of ImprovementbullContinued Focus on Growth and Improvement ndash Need to Continually Assess System for EffectivenessbullTraining is needed for all professional and support staff in all grades and departments
bullSystematic professional learning in evaluation interpretation and use of data in all subject areas
bullDefined district policy and procedure for analyzing data
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Standard 5 ndash Using Results for Continuous Improvement
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Using Results for Continuous ImprovementImplicationsRecommendations
bull Continue to implement update and maintain an evaluation process of the current assessment system to determine its effectiveness in providing the information needed to improve teaching and learning
bull On-going training for all professional and support staff with regards to the system improvement plan as it relates to assessment and data
bull Implementation and revision of Student Learning Objective Assessments
bull Continued implementation of the GraduateFIRST data-driven intervention framework
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Stakeholder FeedbackHighest Levels of Satisfaction
ParentsbullStandard 4 ndashStudents are provided with access to a variety of information resources to support their learning (9805) bullStandard 5 --Schools ensure that all staff members monitor and report the achievement of school goals (9014)bullStandard 5 -My child is prepared for success in the next school year (9412)
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Stakeholder FeedbackHighest Levels of Satisfaction
StudentsbullStandard 1 ndash In my school I have access to counseling career planning and other programs to help me in school (735) My teacher wants me to learn (99)bullStandard 4 ndash In my school I can participate in activities that interest me (7062) My school has many places where I can learn such as the library (9461) My school has computer to help me learn (9493)
bullStandard 3 ndash All of my teachers use tests projects presentation and portfolios to check my understanding of what was taught (6992) My teachers tell me how I should behave and do my work (9669) I learn new things in school (9498)
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Stakeholder FeedbackHighest Levels of Satisfaction
StaffbullStandard 1- Our schoolrsquos purpose statement is clearly focused on student success (100) Our schoolrsquos purpose statement is based on shared values and beliefs that guide decision-making (100)bullStandard 2 ndash Our schoolrsquos leaders hold all staff accountable for student learning (100)bullStandard 4 ndash Our school maintains facilities that contribute to a safe environment (9614)
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Stakeholder FeedbackLowest Levels of Satisfaction
Parents bullStandard 4 - Our school ensures the effective use of financial resources (6087)bullStandard 2 - Our schoolrsquos governing body does not interfere with the operation of leadership of our school (60)bullStandard 3 - All of my childrsquos teachers meet hisher learning needs by individualizing instruction (5899)
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Stakeholder FeedbackLowest Levels of Satisfaction
Students bullStandard 4 ndash In my school students help each other even if they are not friends (3679) In my school students respect the property of others (3191)bullStandard 2- In my school students treat adults with respect (3393)bullStandard 3 ndash My family likes to come to my school (50)
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Stakeholder FeedbackLowest Levels of Satisfaction
Staff bullStandard 3 ndash All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students (6522) All teachers in our school regularly use instructional strategies that require student collaboration self-reflection and development of critical thinking skills (6522)bullStandard 3 ndashAll teachers in our school provide students with specific and timely feedback about their learning (6087)bullStandard 3 ndashIn our school staff members use student data to address the unique learning needs of all students (6086)
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Student Performance
Areas of Notable Achievement and Improvement bullThe Elbert County School Districtrsquos College and Career Ready Performance Index (CCRPI) score has increased over 10 points in the last two years from 642 to 743bullImproved student achievement in all content areas and reductions in achievement gaps between student subgroups resulted in the removal of Elbert County Middle School (ECMS) from the GaDOErsquos Focus School list in 2015bullSince consolidation in the 2012-13 school year CRCT scores at Elbert County Elementary School (ECES) have improved each year
in all content areas
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Student Performance
Areas of Notable Achievement and Improvement bull In the 2014-15 school year approximately 87 of kindergarten students and
93 of 1st grade students met their Reading Mastery Signature program goal bullThe 2014 4-Year Cohort Graduation Rate at ECCHS was 8280 (GA-7260) bullIn 2014 the Economics EOCT pass rate for ECCHS students was 85 exceeding the state average by 4
bullIn 2014 863 of Elbert County Comprehensive High School (ECCHS) graduates completed a CTAE pathway or an advanced academic pathway or a fine arts pathway or a world language pathway within their program of study (GA-744)ndash The percentage of ECCHS graduates entering
TCSGUSG not requiring remediation or learning support courses has increased to 555
ndash
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Student Performance
Areas of Identified Need bullAchievement gaps between student subgroups (Black Hispanic White Economically-Disadvantaged English Learners and Students with Disability) remain a significant challenge to the school districtbullState assessment data indicate that subgroup performance across grade levels and content areas often does not meet state andor subgroup performance targets bullThe percentage of Student With Disabilities (Grades 6-12) meeting and exceeding expected levels of proficiency on state assessments fails to meet any of the state or subgroup targets
bullStudent performance in mathematicsmdashElementary Middle and High Schoolmdashhas been targeted for improvement but state test results show minimal improvement
ndash Continued focus on improved writing skills and Lexile scores is essential
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Explanation of Evidence and Artifacts
bull Notebook
bull Boxes of Artifacts
bull eBOARD ndash Evaluation tab for electronic evidence and artifacts
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
Every Student Every Day
We are committed to continuous improvement and look forward to receiving
your feedback and acting on your recommendations
