2018 - 2019 district report comprehensive needs assessment · title ii, part a principals sandra...

Comprehensive Needs Assessment2018 - 2019 District Report

Towns County

PLANNING AND PREPARATION

1. PLANNING AND PREPARATION

1.1 Identification of Team

The comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to ensure stakeholder involvement. A required team member’s name may be duplicated when multiple roles are performed by the same person. Documentation of team member involvement must be maintained by the LEA. Watch the Planning and Preparation webinar for additional information and guidance.

Required Team Members

Program Position/Role Name ("NA" may be used)Multiple Program(s) Superintendent/Assistant

SuperintendentDarren Berrong

Multiple Program(s) Federal Programs Director Roy PerrenMultiple Program(s) Curriculum Director Stephanie MossMultiple Program(s) School Leader (#1) Sandy PageMultiple Program(s) School Leader (#2) Erica ChastainMultiple Program(s) Teacher Representative (#1) Lisa SofieldMultiple Program(s) Teacher Representative (#2) Libby DaytonMcKinney-Vento Homeless Homeless Liaison Roy PerrenNeglected and Delinquent N&D Coordinator Roy PerrenRural REAP Coordinator Roy PerrenSpecial Education Special Education Director Michelle PyrlikTitle I, Part A Title I, Part A Director Roy PerrenTitle I, Part A Family Engagement Coordinator Roy ParrenTitle I, Part A - Foster Care Foster Care Point of Contact Roy PerrenTitle II, Part A Title II, Part A Coordinator Stephanie MossTitle III Title III Director Roy PerrenTitle IV, Part A Title IV, Part A Director Roy Perren

1.1 Identification of Team 2

Recommended and Additional Team Members

Program Position/Role NameMultiple Program(s) Assistant superintendent Not ApplicableMultiple Program(s) Testing director Stephanie MossMultiple Program(s) Finance director Myra UnderwoodMultiple Program(s) Other federal programs coordinators Roy PerrenMultiple Program(s) CTAE coordinator Melissa McConnellMultiple Program(s) Student support personnel Jenny StowersMultiple Program(s) Principal representatives Sandra Page and Erica ChastainMultiple Program(s) High school counselor / academic

counselorLana Parker

Multiple Program(s) Early childhood or Head Start coordinator

Mary Beth Moss


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


Recommended and Additional Team Members

Program Position/Role NameMultiple Program(s) Teacher representatives Ken Hamilton, Chris Vardo, Lesia Johnson,

Cathy Seis, Gina Chambers, Kerry RogersMultiple Program(s) ESOL teacher Lisa SofiieldMultiple Program(s) Local school governance team

representative (charter systems only)Not Applicable

21st CCLC 21st CCLC program director Jenny Stowers21st CCLC 21st CCLC site coordinator or data

specialistCynthia Wood

Migrant Preschool teacherSpecial Education Student success coach (SSIP) Not applicableTitle II, Part A Human resources director Stephanie MossTitle II, Part A Principal supervisors Darren BerrongTitle II, Part A Professional learning coordinators Stephanie MossTitle II, Part A Bilingual parent liaisons Desiree GonzalezTitle II, Part A Professional organizations Lisa Penland, Melissa McConnell,Title II, Part A Civil rights organizationsTitle II, Part A Board of education members Stan Chastain, Robert Williams, Laura

Banister, Kilee SmithTitle II, Part A Local elected/government officials Jacque DeverauxTitle II, Part A The general public Sherry B.Rogers, Alan Rogers, Melanie

Hughes, Bert Rogers, Victoria Stroud, Hilda Thomason, Lynn Abernathy, Caroleen Woods

Title III Refugee support service staffTitle III Community adult ESOL providersTitle III Representatives from businesses

employing non-English speakersTitle IV, Part A Media specialists/librariansTitle IV, Part A Technology experts Trena Stroud, Gary PyrlikTitle IV, Part A Faith-based community leaders



1. PLANNING AND PREPARATION

1.2 Identification of Stakeholders

Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Required stakeholders must be engaged in the process to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained by the LEA. Watch the Planning and Preparation webinar for additional information and guidance.

Required Stakeholders

Program Position/Role Name ("NA" may be used)Multiple Program(s) Students (8th - 12th grade) Nicholas Bradley, Cooper Moss, Chase

Rogers, Blaine Rogers, , Tammy Bradley, Kendall Floyd, Caleb Clark

Multiple Program(s) Private School Officials Wendy MooreMigrant Out-of-School Youth and/or

Drop-outsVictoria Stroud

Title I, Part A Parent Representatives of Title I Students

Caroleen Woods, Debbie Phillips, Jenny Stowers

Title I, Part A - Foster Care Local DFCS Contacts Jacques DevereauxTitle II, Part A Principals Sandra Page, Erica Chastain, Connie

HobbsTitle II, Part A Teachers Lisa Penland, Ken Hamilton, Chris Vardo,

Libby Dayton, Gina Chambers, Kerry Rogers, Lisa Sofield

Title II, Part A Paraprofessionals Desiree Gonzalez, Danielle Forrestor, Title II, Part A Specialized Instructional Support

PersonnelLisa Sofield, Patty Dayton, Lisa Ledford

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

HIlda Thomason, Bert Rogers, Melanie Hughes

Title I, Part A Parents of English Learners Victoria Dominiquez

1.2 Identification of Stakeholders 4

Recommended and Additional Stakeholders

Program Position/Role NameMultiple Program(s) RESA personnel Brian Buffington, Holly MauneyMultiple Program(s) Technical, college, or university

personnelKaren Kleine

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

Caroleen Woods

21st CCLC 21st CCLC advisory council members

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

Mary Beth Moss




Recommended and Additional Stakeholders

Program Position/Role NameMigrant Migrant PAC MembersMigrant Local farmer, grower, or employer Bert Rogers, Sherry RogersMigrant Family connection representatives Lynn AbernathyMigrant Local migrant workers or migrant

community leadersMigrant Farm worker health personnelMigrant Food bank representativesMigrant Boys and Girls Club representativesMigrant Local health department

representativesMigrant ABAC MEP consortium staffMigrant Migrant high school equivalence

program / GED representativesMigrant College assistance migrant programsNeglected and Delinquent Residential facility(ies) director(s)Special Education Parents of a student with disabilities Jenny StowersSpecial Education Parent MentorsTitle II, Part A School council members Caroleen Woods


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

The team met as a group and planned to list potential stakeholder individuals that fit the descriptions listed in the Comprehensive Needs Assessment via a shared Google Sheet. The team listed various individuals for each category. This list was used to send special invitations to our Data Fair Presentation in addition to publicly advertising the event through our communication process.

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

Stakeholders are able to provide meaningful feedback on surveys. They are also able to provide verbal feedback at various meetings throughout the year. At the annual Data Fair stakeholders are given the opportunity to provide written feedback about the information presented during the fair on feedback cards. This feedback will be reviewed and taken into consideration within each subcommittee.


DATA COLLECTION ANALYSIS

2. DATA COLLECTION ANALYSIS

2.1 Coherent Instructional System

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of instructional needs. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). See the Coherent Instructional System webinar for additional information and guidance.

Coherent Instruction Data

GDPS - Learning and Teaching (Standard 1): Engages and supports all schools in systematic processes for curriculum design to align instruction and assessments with the required standardsExemplary The district continuously engages and supports all schools in systematic

processes for curriculum design to align instruction and assessment with the required standards.District staff work to build the capcity of school staff to lead curriculum design efforts.

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

✔

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

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

GDPS - Learning and Teaching (Standard 2): Develops and communicates common expectations for implementing cucciculum, instruction, and assessment practices across all schools.1. Exemplary 1. A clear understanding of common expectation fosters a culture of

results-based practices in curriculum, instruction, and assessment throughout the district with appropriate flexibility for schools to address specific needs as they arise.

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

✔

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

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

2.1 Coherent Instructional System 6



Coherent Instruction Data

GDPS - Learning and Teaching (Standard 3): Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments1. Exemplary 1. The district provides a collaborative and systematic approach for guiding,

supporting and evaluating the implementation of curriculum, instruction, and assessments. District staff build the capacity of school level staff to evaluate the implementation of curriculum, instruction, and assessments.

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

✔

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

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

GDPS - Learning and Teaching (Standard 6): Guides and supports schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning1. Exemplary 1. The district systematically provides guidance and ongoing support to

schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning.

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

✔

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

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


Leader Keys Effectiveness System- Standard

Standard Score1. Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvment.3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to inform plannig and decision-making consistent with established guidelines, policies, and procedures.4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources.Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY17)

2.1 Coherent Instructional System 72.1 Coherent Instructional System 7

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


Teacher Keys Effectiveness System- Standard

Standard Score2.Instructional Planning:The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

2.09

3.Instructional Strategies:The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills.

2.03

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

2.01

5.Assessment Strategies:The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

2

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

2.01

8.Academically Challenging Environment:The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

2

Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY17)


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



2.2 Effective Leadership

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of leadership needs. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). See the Effective Leadership webinar for additional information and guidance.

Effective Leadership Data

GDPS - Allocation and Management of Resources (Standard 1): Administers a clearly defined, collaborative, data-driven budget process that ensures the equitable, efficient, and transparent distribution of resources to support learning and teaching1. Exemplary The well-established budget process allows input from departments and

programs and is driven by the needs of the schools and district. Various funding sources are efficiently maximized at the district and school levels.

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

✔

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

4. Not Evident Across the district, individual departments and programs develop budgets in isolation resulting in gaps, duplication, or poor cost effectiveness. District staff serve primarily as controllers of funds and provide little or no assistance to schools on the funding of plans.

GDPS - Allocation and Management of Resources (Standard 2): Allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning and teaching1. Exemplary The district allocates and continually monitors the use of time, materials,

equipment, and fiscal resources to address both immediate and long-term goals to ensure resources are maximized to support learning and teaching.

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

✔

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

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

2.2 Effective Leadership 9




GDPS - Governance (Standard 1): Builds support for district and school goals and initiatives by engaging stakeholders, including school board members, to improve learning and teaching1. Exemplary Stakeholders, including school board members, take leadership roles in

advancing district and school goals and initiatives that improve learning and teaching.

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

✔

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

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

GDPS - Governance (Standard 2): Uses an established process to align policies, procedures, and practices with laws and regulations1. Exemplary A systematic and collaborative process is used for ongoing development,

revision, and alignment of policies, procedures, and practices with laws and regulations.

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

✔

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

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

GDPS - Governance (Standard 4): Grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching1. Exemplary Flexibility granted to school leaders, based upon sustained high performance,

is well defined, reviewed periodically, and fully supports the improvement of learning and teaching.

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

✔

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

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




GDPS - Leader, Teacher, and Staff Effectiveness (Standard 5): Organizes and provides personnel, expertise, and services to achieve district and individual school goals1. Exemplary The organization and strategic allocation of personnel, expertise, and services

lead to the achievement of district and individual school goals. The district is focused on building the capacity and expertise of school and district staff to solve problems and perform at high levels.

✔

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

3. Emerging The organization or allocation of personnel, expertise, and services is provided intermittently or on a short- term basis as a solution for immediate, pressing needs.

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

GDPS - Planning, Organizing, and Monitoring (Standard 1): Uses a collaborative, data-driven planning process at the district and school levels for improving student learning1. Exemplary A collaborative, data-driven planning process results in aligned,

comprehensive plans at the district and school levels for improving student learning.

✔

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

3. Emerging At the district and school levels, staffs engage in a planning process to improve student learning, but limitations exist with data analysis, collaboration, or other issues.

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

GDPS - Planning, Organizing, and Monitoring (Standard 2): Uses protocols and processes for problem solving, decision-making, and removing barriers1. Exemplary The district uses and reviews established protocols and processes for problem

solving, decision-making, and removing barriers on a regular basis. Contingency plans are developed for unlikely occurrences.

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

✔

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

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




GDPS - Planning, Organizing, and Monitoring (Standard 3): Uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives1. Exemplary The district has ongoing, comprehensive processes in place to monitor and

provide guidance, support and feedback to individual schools as they implement improvement plans, programs or initiatives. The district builds the capacity of school level staff to monitor the implementation and effectiveness of improvement plans, programs, and initiatives.

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

✔

3. Emerging The district has some limited processes in place to monitor and provide guidance, support, and feedback to schools as they implement improvement plans and initiatives.

4. Not Evident The district does not use structured processes for monitoring or providing guidance, support, or feedback to individual schools as they implement improvement plans or initiatives.

GDPS - Vision and Mission (Standard 1): Creates and communicates a collaboratively-developed district vision, mission, and core beliefs that focus on preparing all students for college and career readiness1. Exemplary The collaboratively-developed vision, mission, and core beliefs that emphasize

preparing all students for college and career readiness are continuously and clearly communicated to all stakeholders and are pervasive in the culture and daily actions of the district.

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

✔

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

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



Standard Score1.Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.2.School Climate:The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures.4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources.5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.




Standard Score6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.7.Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY17)



Standard Score9.Professionalism:The teacher exhibits a commitment to professional ethics and the school's mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

2.26







2.3 Professional Capacity

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of professional capacity needs. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). See the Professional Capacity webinar for additional information and guidance.

Professional Capacity Data

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 2): Establishes and implements processes that increase the effectiveness of teachers, leaders, and staff1. Exemplary Comprehensive data-driven processes that increase the effectiveness of

leaders, teachers, and other staff are pervasive in the district and result in a culture of measurable, continuous improvement.

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

✔

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

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

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 3): Guides and monitors the use of a state approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff1. Exemplary The district collects and analyzes comprehensive data from the

state-approved evaluation system to inform staff retention, salaries, and professional learning throughout the district.

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

✔

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

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

2.3 Professional Capacity 14



Professional Capacity Data

GDPS - Learning and Teaching (Standard 4): Ensures that professional learning is relevant and addresses adult and student needs1. Exemplary The district fosters a culture of systematic, quality, and relevant professional

learning that consistently addresses the needs of its adults and its students.2. Operational The district ensures that professional learning at the school and district levels

is relevant and addresses adult and student needs.✔

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

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

GDPS - Learning and Teaching (Standard 5): Assesses the impact of professional learning on staff practices and student learning and makes adjustments as needed1. Exemplary The impact of professional learning on staff practices and student learning is

systematically monitored at the district and school levels by examining performance data throughout the year and timely, appropriate adjustments are made as needed.

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

✔

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

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



Standard Score4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources.5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.7.Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY17)

2.3 Professional Capacity 152.3 Professional Capacity 15




Standard Score1.Professional Knowledge:The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

2.09

9.Professionalism:The teacher exhibits a commitment to professional ethics and the school's mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

2.26

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

2.06






2.4 Family and Community Engagement

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of needs related to family and community engagement. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). See the Family and Community Engagement webinar for additional information and guidance. Visit Georgia’s Family Connection Partnership’s KIDS COUNT for additional data.

Family and Community Engagement Data

GDPS - Family and Community Engagement (Standard 1): Establishes and communicates district-wide expectations for schools to engage families and the community to support learning and teaching1. Exemplary Expectations for family and community engagement are embedded in the

culture and result in family and community members being active supporters of student learning and teaching throughout the district.

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

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

✔

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

GDPS - Family and Community Engagement (Standard 2): Establishes structures which promote clear and open communication between schools and stakeholders1. Exemplary The district implements and continuously monitors structures for reliable,

ongoing, and interactive communication between the schools and stakeholders.

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

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

✔

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

GDPS - Family and Community Engagement (Standard 3): Ensures that families and community members have feedback and problem-solving opportunities throughout the district1. Exemplary The district engages family and community members to take leadership roles

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

feedback and problem-solving opportunities throughout the district.✔

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

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

2.4 Family and Community Engagement 17



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

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


Family and Community Engagement Data

GDPS - Governance (Standard 3): Communicates district policies and procedures in a timely manner to relevant audiences1. Exemplary Strategic, comprehensive processes and protocols are in place for clearly and

continuously communicating policies and procedures in a timely manner to all stakeholders.

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

✔

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

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

GDPS - Vision and Mission (Standard 2): Fosters, within the district and broader community, a culture of trust, collaboration, and joint responsibility for improving learning and teaching1. Exemplary The actions of the district are well established and have created a strong

culture of trust, collaboration, and shared responsibility for improving learning and teaching within the district and in the broader community. Processes and procedures are pervasive in the district and schools to support the district's vision and mission.

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

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

✔

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



Standard Score2.School Climate:The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY17)

2.4 Family and Community Engagement 182.4 Family and Community Engagement 18




Standard Score10.Communication:The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

2.06






2.5 Supportive Learning Environment

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of needs related to a supportive learning environment. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). Student subgroups with a count of less than 15 are denoted by “TFS” (too few students). See the Supportive Learning Environment webinar for additional information and guidance.

Supportive Learning Environment Data

GDPS - Allocation and Management of Resources (Standard 3): Develops and implements processes to maintain facilities and equipment to ensure an environment, which is safe and conducive to learning1. Exemplary The district has a comprehensive schedule for ongoing, proactive

maintenance of facilities and equipment. Repairs and services are provided in a timely manner and do not disrupt the learning environment.

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

✔

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

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

GDPS - Allocation and Management of Resources (Standard 4): Provides, coordinates, and monitors student support systems and services1. Exemplary The district provides, coordinates, and systematically monitors a

comprehensive, accessible array of services to meet the educational, physical, social and emotional needs of its students.

2. Operational The district provides, coordinates, and monitors student support systems and services.

✔

3. Emerging The district provides some student services, but improvements are needed in some areas such as program coordination and monitoring.

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

2.5 Supportive Learning Environment 202.5 Supportive Learning Environment 20



Supportive Learning Environment Data

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 4): Defines the roles, responsibilities, skill sets, and expectations of leaders at all levels of the district to improve student learning and staff performance1. Exemplary Actions of leaders throughout the district reflect a deep understanding of their

leadership roles, responsibilities, and expectations. Leaders demonstrate the appropriate skill sets necessary to improve student learning and staff performance.

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

✔

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

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

2.5 Supportive Learning Environment 21


Standard Score1.Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.2.School Climate:The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures.4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources.5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.7.Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.Source: TLE Electronic Platform (FY17)



Standard Score1.Professional Knowledge:The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

2.09

2.Instructional Planning:The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

2.09

3.Instructional Strategies:The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills.

2.03





Standard Score4.Differentiated Instruction:The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences.

2.01

5.Assessment Strategies:The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

2

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

2.01

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

2.27

8.Academically Challenging Environment:The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

2

9.Professionalism:The teacher exhibits a commitment to professional ethics and the school's mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

2.26

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

2.06






2.6 Data Analysis Questions

Analyze the LEA’s data and answer the guiding questions to determine existing trends and patterns that support the identification of demographic and financial needs. Student subgroups with a count of less than 15 are denoted by “TFS” (too few students).

What perception data did you use? ● Climate Surveys/Georgia Health Surveys ● Personnel Exit Surveys ● Professional learning feedback surveys ● Professional learning needs surveys ● AdvancEd surveys ● Title II Part A Surveys

What does the perception data tell you? Overall there is a positive perception of the school system. Climate surveys show parents responding with higher average responses than staff. The majority of students feel safe in our schools. The substance abuse questions and mental health questions provided some unexpected responses which are concerning. It is evident that there are needs for more support in these areas. Personnel Exit Surveys show positive results as well with the majority of teachers leaving for family or other personal situations. Teachers expressed that the majority of professional learning offered was beneficial. There is a continued need for professional learning in content areas, teaching at risk students, differentiation, ELL learners, and technology. We need to improve our parent and family engagement practices. While we offer several parent engagement opportunities these are often more heavily attended in the elementary school. We also have inconsistencies in our communication practices across the system. We have areas of strength but need to be more consistent across the district.

What process data did you use? ● Participation sign in sheets Title I meetings ● Participation sign in sheet parent involvement activities ● Facebook Insight reports ● Stakeholder meeting sign in sheets ● Professional Learning documentation such as agendas and sign in sheets

What does your process data tell you? We have higher percentages of parent participation in parent involvement activities in the elementary school. There is strong attendance for some activities in the middle and high school but the numbers seem to be less than in the elementary school typically. The addition of the Facebook page for the district has provided another avenue for getting communications out to parents and the general public. Posts typically reach at least 3,000 viewers. Posts of high

2.6 Data Analysis Questions 23


What does your process data tell you? interest often surpass this number greatly. Providing personal invitations to stakeholder meetings has generated a higher turn out than in the past. We have been able to engage a wider variety of stakeholders by providing personal invitations. Teachers and paraprofessionals are participating in professional learning communities monthly in addition to other professional learning that supports individual professional learning goals or plans.

What achievement data did you use? ● Georgia Milestones data ● CCRPI Reports- Content mastery, Progress, Achievement Gap ● GOSA Report Card

What does your achievement data tell you?

Considering various reports on student achievement as listed in the above question we were able to determine areas of strength and areas of needed growth. The achievement data told us the following. Our overall CCRPI scores are showing little change over the years. The scores show only a change of a few points which could be contributed in part to the various changes in calculation guides each year. While we have not seen significant increases we are pleased with the fact that our scores are remaining steady. Each school's individual score as well as the district score is above the state average. In the areas of Progress, Achievement Gap, Attendance and Graduation Rate we have met or exceeded the state target. Content Mastery is our main area of focused need in the CCRPI Report. Towns County Elementary has a need for content mastery growth in ELA and Math. Towns County Middle School has a need for content mastery growth in Science. Towns County High School has a need for content mastery growth in Analytic Geometry and Economics. Our 4 year graduation rate is well above the state average with the most recent percentage being 92.4%. Utilizing the SLDS IIS Data Tool we were able to look at achievement levels at all three schools for each subject area. We looked at the past three years. In ELA we have seen a 3% decrease in the number of students who are not scoring at the developing or above range. Over the past 3 years we have had 83% of students steadily score in the Developing Learner and above with a slight increase each year. Our Economically Disadvantaged subgroup is performing similarly with a 82.21% Developing and above rate in 2017 and an average of 81.05% over the past 3 years. ED students showed a 2.68% decrease in Beginning Learner level scores. The Students With Disability subgroup has had a 4.5% increase in students scoring at the Developing Learner and above level and a 4.75 decrease in students scoring at the Beginning Learner Level in ELA. Looking at Math across the district we have seen a 6% increase in the number of students scoring at the Developing Learner and above level and an 8.84% increase in Proficient and above scores. In 2017, 86.25% scored at Developing or above and 46.97% scored at Proficient or above. Economically Disadvantaged students had an 81.73% Developing Learner and above rate and a 38.14% Proficient and Above rate. This is lower than the district percentage but the Proficient and above score percentage



What does your achievement data tell you?

shows a 3.67% increase over 3 years. Students With Disability Math scores show that 50.56% scored Developing and above which is an 8.67% increase over three years. In 2017, 13.48% of SWD students scored Proficient and above which is a 10.78% increase over three years. Science and Social Studies were more difficult to compare due to the reduction of testing giving a smaller test sample in 2017 as compared to 2015 and 2016. In 2017 45.63% of the district scored Proficient or above in Science. 79.38% scored Developing or above. Economically Disadvantaged students scored 33.34% Proficient and above and 73.49% Developing and above in Science. Students With Disabilities scored 13.33% Proficient and Above and 43.33% Developing and Above in Science. In Social Studies across the district 86.22% of students scored Developing and above in 2017. 46.10% scored Proficient and above. Economically Disadvantaged students 83.21% Developing and above and 31.76% Proficient and Above. Students With Disabilities scored 13.33% Proficient and above and 52% Developing and above. National test scores show academic improvements in both the SAT and ACT. Students at Towns County High School scored above the state average in total or composite scores on both the SAT and ACT. On the redesigned SAT students scored above the state average in Math and English, Reading Writing in addition to the overall total average. This is an improvement over 2015-2016 in which Towns County's math and writing averages were both slightly below the state average.

What demographic data did you use? ● GOSA Report Card demographic data ● Data Collections Demographic Data ● Current enrollment data in Infinite Campus ● Free-Reduced Lunch Report

What does the demographic data tell you?

The majority of the students who are enrolled in Towns County Schools are in the white, non Hispanic category. Approximately 3% of our students fall into the Hispanic or other races categories. Approximately half of our students receive free or reduced lunches. While we do not have significant diversity ethnically within our schools there is a higher instance of economic diversity among our students.


NEEDS IDENTIFICATION AND ROOT CAUSE ANALYSIS

3. NEEDS IDENTIFICATION AND ROOT CAUSE ANALYSIS

3.1 Strengths and Challenges Based on Trends and Patterns

Read the trends and patterns summaries from each section of the data analysis process. Use the information in these summaries to complete 3.2 and 3.3. Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults involved in or affected by the program. Focus on strengths and challenges that will assist in the identification of needs during 3.2. Watch the Identifying Need webinar for additional information and guidance.

Strengths and Challenges Based on Trends and Patterns

Coherent Instructional: Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Some trends and patterns we have noticed are the development of collaborative learning communities, additional needs assessment surveys, meetings, and instructions, monthly administrative meetings, attendance at leadership conferences, and the analysis of climate surveys. Leave time has been provided to support collaboration at both the school level and system level. The system has identified a need to address scheduling difficulties such as proactive planning for emergency weather absences. Utilization of technology resources such as Istation, IXL, and Study Island are being looked at more frequently for the purpose of monitoring content mastery. We continue to see that benchmarks that occur more frequently allows us to use these tools to determine the need of our students, teachers, and leaders. Overall analysis of data for the purpose of decision making and improvement has increased.

Effective Leadership: Summarize the effective leadership trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Student achievement in all three Towns County Schools show improvement as data is used to guide, provide remediation, and differentiate instruction continuously throughout the school yea. Towns County Schools has won awards over the past 10 years for academic achievement in Georgia. Most recently Towns County Elementary was recognized as a Title I High Performing School and Towns County High School was recognized as a high progress school. We continue to show needed growth in content mastery in ELA and Math at the elementary level, Science at the middle school level, and Economics and Analytic Geometry at the high school level. We also continue to show a need in sub groups such as students with disability and economically disadvantaged. Teacher and Leader retention has increased. Teacher retention has increased by 10% and is just short of our 90% three year goal. Leader retention was 100% for the current school year. Each school has had the same principal for two years. The elementary school has retained the same principal for seven years.

3.1 Strengths and Challenges Based on Trends and Patterns 26





Professional Capacity: Summarize the professional capacity trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

One hundred percent of teachers meet the professional qualifications required by the district. Intent to Return forms indicate a high percentage with intent to return. One position became open for the upcoming school year in January and has already been filled. All positions are filled prior to the start of school. We have noted an increase in core subject test scores. As a system we are moving toward working as an effective professional learning community rather than teachers working and learning in isolation. Teachers are working to collaboratively develop curriculum guides and pacing schedules to support a coherent instructional system.

Family and Community Engagement: Summarize the family and community engagement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

The overall trends and patterns discussed by the team indicate that our district generally completes more than the minimum requirements for engaging families and the community. The largest areas of concern centers around communication expectations district wide, including staff training in best practices for communication. There is concern for the navigation difficulty of the school website, and the lack of technology and internet access of some parents. Infinite Campus calling systems in addition to a district Facebook page are utilized to better communicate with parents.

Supportive Learning Environment: Summarize the supportive learning environment trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

As a system we see a positive trend for maintaining and improving areas of the College and Career Readiness Performance index measure. Comparisons in some areas are difficult due to the change in calculations over the years. Improvements continue to be seen in reading, science, and social studies. Lexiles are monitored beginning in the elementary school with focused instruction to increase reading skills. Dedicated time for Science and Social Studies is a characteristic of the instructional schedule of the district. Providing departmentalization for all subject beginning in third grade helps provide support for science and social studies instruction as students advance through the grade levels. All three schools have areas that need improvement in content mastery. While we are above the state average in CCRPI we need to continue to increase achievement in the proficient and distinguished learner categories in all subjects. We have a significantly increased number of active mentors to support at risk students .

Demographic and Financial: Summarize the demographic and financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Towns County Schools has seen a decrease in enrollment. The FTE count for the past two years has dropped below 1,000 students with the most recent count ending in 988 students for the district. This decrease in enrollment will significantly impact the school system budget. Students are moving away with their families to find work. There are limited job opportunities within the county. Facility maintenance and necessary construction projects are also having a great impact on the district's overall budget.




Student Achievement: Summarize the student achievement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Students With Disability subgroup has shown an increase in Developing Learners. The majority of students in this subgroup are showing growth. There is a need for growth in the numbers who score Proficient or above in all subjects. Content mastery shows areas of concern at all three schools. The two highest areas of need are Math in the elementary school and Economics in high school. As a district we are seeing a decrease in the number of students scoring at the Beginning Learner level. There is a need to move the Developing learners to the Proficient level.


IDEA - Special Education

Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults involved in or affected by the program. Focus on strengths and challenges that will assist in the identification of needs during 3.3. Watch the Identifying Need webinar for additional information and guidance.

Strengths According to the Annual Performance Summary Report FY18 and District Determination Rubric FY18, SPP Indicators 1-20 were met in all areas with the exception of SPP indicator 3: percentage of students with disabilities in grades three through eight who demonstrated proficiency in reading. Our actual performance percentage rose in this area from 14.3% to 15.1%. According to the above data sources, Towns County Schools met SPP 1 by increasing the percentage of students with disabilities who earn a regular high school diploma, SPP 2 by decreasing the percentage of students with disabilities who drop out of school, SPP 3 by increasing the performance of students with disabilities on statewide assessments when given appropriate accommodations (see description of reading proficiency weakness listed in weakness section), SPP 4 by decreasing the percentage of students with disabilities who are removed from their school or placements for disciplinary actions, SPP 5 by increasing the percentage of students with disabilities who receive their instruction in the general education setting with appropriate supports and accommodations, SPP 6 by increasing the percentage of time young children with disabilities spend in natural environments with typically developing peers, SPP 7 by increasing the percentage of young children with disabilities who show improved positive social/emotional skills, acquisition and use of knowledge and skills, and use of appropriate behaviors, SPP 8 by increasing the percentage of parents of children receiving special education who report that schools encouraged parent involvement to improve results for students with disabilities, SPP 9 & 10 by not have disproportionality in the representation of students with disabilities due to inappropriate policies, procedures, and practices, SPP 11 by making sure all students who are referred for special education assessment are evaluated and eligibility is determined within 60 days, SPP 12 by making sure that all students who are referred prior to the age of three have an eligibility determination and IEP implementation, if appropriate, prior to the age






Strengths of three years old, SPP 13 by making sure that 100% of students who are transition age have coordinated and measurable IEP goals and transition services that lead to the attainment of post-secondary goals, SPP 14 by increasing the percentage of students with disabilities who transition to employment or post-secondary education, SPP 15 by meeting compliance, SPP 16-19 by following applicable timelines for dispute resolution procedures and requires including formal complaints, mediation, due process hearings, and resolution hearings as well as SPP 20 in having 100% of the required reports submitted in a timely manner. In the area of general supervision processes, Towns County Schools has written procedures that address all measurable indicators required to be reported to the DOE. The written procedures are reading available to district personnel, local school administration, and classroom teachers. Procedures are updated as needed. There is evidence of processional learning that supports the implementation of compliant practices provided to the above. Provisions have been made for newly entering staff as well as for other staff to receive updates or changes. Monitoring of compliance with procedures occurs through data collection, peer review, TKES observations and conferences. Administration reviews all and submits feedback as needed. There are effective outcomes that are related to the procedures and practices. Data meets state targets (see description of reading in weaknesses). Progress is shown in the one state target not met. Data is used to inform and improve practices and procedures.

Challenges Towns County Schools is currently working to increase the performance scores of students with disabilities in the area of SPP Indicator 3, specifically reading in grades three through eight. Performance scores increased from 14.3% in FY17 reports to 15.1% in FY18 reports. Scores are moving toward the target of 17%. In the area of general supervision processes, Towns County Schools continues to seek continued stakeholder input from appropriate federal, state, and local resources for development and revision of written procedures. The system has both electronic access to the written procedures as well as written access at request. Towns County Schools has continued to increase professional learning to support implementation of compliant practices to all staff to include administrators, teachers, and support staff. More opportunities have been added this school year. Peer reviews have been added this year to the monitoring procedures which is an ongoing work. Checklist






Challenges development has been added this year. Data collection procedures continue to be revised as needed and implementation of appropriate research based interventions are being monitored in order to continue to work toward the goal of meeting our area of weakness in SPP Indicator 3 in reading grades 3-8.


Title I - Part A - Improving Academic Achievement of Disadvantaged

Strengths There is little difference in the achievement for our economically disadvantaged students than our students as a whole. As a system we strive to provide equitable services to all children. Walking into the average classroom one would have difficulty identifying who the economically disadvantaged students are. Among the strengths of the Title I-A program at Towns County based on FY17 data are: For FY17 Graduation Rate of 92.3% for economically disadvantaged students vs. 92.5% for non-economically disadvantaged students (this is not a statistically significant difference). The 93.3% graduation rate for economically disadvantaged students is well above the state target of 78.7%. The district weighted proficiency for economically disadvantaged students taking the 9th Grade Literature & Composition EOC in FY17 was 71.2% vs. the state weighted proficiency rate of 59.9% for economically disadvantaged students. The district weighted proficiency for economically disadvantaged students taking the American Literature & Composition EOC in FY17 was 73.8% vs. the state weighted proficiency rate of 56.7% . span The district weighted proficiency for economically disadvantaged students taking the Analytic Geometry EOC in FY17 was 71.2% vs. the state weighted proficiency rate of 50.1% for economically disadvantaged students. span The district weighted proficiency for economically disadvantaged students taking the Biology EOC in FY17 was 65.0% vs. the state weighted proficiency rate of 49.3% for economically disadvantaged students. span The district weighted proficiency for economically disadvantaged students taking the U.S. History EOC in FY17 was 73.6% vs. the state weighted proficiency rate of 54.5.7% for economically disadvantaged students. span The district weighted proficiency for economically disadvantaged students taking Social Studies EOG at Towns County Middle School in FY17 was 75.7% vs. the state weighted proficiency rate of 51.3% for economically disadvantaged students. span The district weighted proficiency for economically disadvantaged students taking Math EOG




Title I - Part A - Improving Academic Achievement of Disadvantaged

Strengths at Towns County Middle School in FY17 was 74.3% vs. the state weighted proficiency rate of 54.5% for economically disadvantaged students.

Challenges Identification of these students is often difficult. Parents are hesitant to complete identifying indicators such as lunch forms. As they get older the problem increases.


Title I, Part A - Foster Care

Strengths When we are made aware of foster situations we provide transportation and work with community agencies to make sure students have adequate supplies and support as needed.

Challenges We do not have many students in the system. Often we are not aware of some situations. We get calls for transportation occasionally but if students are taken out of the county we are not always informed.


Title I, Part A - Parent and Family Engagement

Strengths The Remind app helps get immediate communication out but needs to be utilized more consistently. We have added more communication such as marquees at each building and a district Facebook page. Information is provided via the website, Infinite Campus alerts and apps such as Remind and Facebook. The information is there we just need to expand upon it. We need to expand to more avenues of communication for consistency.

Challenges It is a challenge to get parents to attend planned events. Challenges are present when trying to contact some parents. Phone numbers are often not accurate having been changed without notification to the school system. Making personal contacts to stakeholders increased our turn out to the data fair. In most instances if an incentive for attendance is not provided and advertised then it is more difficult to gain participation.


Title I, Part C - Education of Migratory Children

Strengths We have a strong partnership with the Mountain Education Center. We work with them to help prevent drop out situations. We also work with a GED provider in our county. Currently we have no students who are considered migrant. We did have a migrant student earlier in the school year. As this was our first migrant student we were pleased with the ease of accessing class or state assessment scores for this



Title I, Part C - Education of Migratory Children

Strengths student.

Challenges it is difficult for us to identify migrant students. On the one student we had earlier this year, there was no indication on his enrollment papers that he was migrant. Our Migrant Education Consortium Specialist notified us that the student had enrolled in our school.


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

Strengths We currently do not have students in this category.

Challenges We currently do not have students in this category.


Title II, Part A - Supporting Effective Instruction

Strengths We make efforts to recruit high quality teachers by having an easily accessible online application system and up to date employment opportunities website in addition to advertising jobs on Teach GA. A teacher recruitment video has been added to this website as well. Attendance at teacher recruitment fairs help to recruit new teachers to the area. The mentor program is used to prepare new teachers in conjunction with professional learning that is based on needs. Leaders participate in a new principal program through Pioneer RESA. Continuing staff participate in professional learning based on needs assessment surveys and data relate needs from test scores, observation data and performance data.

Challenges We typically have a little to no turn over. But, when someone leaves from a small district like ours the percentages for retention drop significantly. This is especially true for our principal retention data. We have 3 principals in the district so loosing 2 principals in the same year dropped our percentage to 33%. This low number continued two years in a row because one principal moved up to be the superintendent and another moved to a job closer to his family. So, while our size is a blessing in many ways it can also skew the numbers of our data when looking at the big picture. Recruiting specific subject areas is a need. Another challenge is time for professional learning or PLC time. Most people wear multiple hats due to our small size. This makes it more challenging to schedule professional learning in some instances.

3.1 Strengths and Challenges Based on Trends and Patterns 323.1 Strengths and Challenges Based on Trends and Patterns 32


Title III - Language Instruction for English Learners and Immigrant Students

Strengths Students are able to utilize Imagine Learning for language progression. Students in the elementary were also able to utilize Istation to help with academic gaps. An ESOL endorsed teacher is available to provide support to these students. A bilingual paraprofessional is also available to assist students at various times throughout the day. An ESOL endorsed teacher provides support for ESOL students at the middle and high school level.

Challenges This is a small group within our school system. There are limited numbers of teachers with ESOL Endorsements especially in the middle and high schools.


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

Strengths The level of support for these students is a strength. Family connections and other community programs provide valuable assistance. Teachers don't really know who is homeless within their classroom. No difference is made. Efforts are made to help all students make sure they have the materials they need.

Challenges The biggest challenge for this program is the identification of students who meet this criteria.


Title I,Part A - Equitable Access to Effective Educators

Strengths The Title II Coordinator/Personnel Director reviews the MySPA reports provided by GAPSC. These reports are shared with principals in the spring prior to class assignments being made. Principals are provided a list of years of experience for each teacher in their building. Principals and the Personnel Director look at where inexperienced teachers are placed and efforts are made to ensure that these teachers are not placed in consecutive grade levels where avoidable. The CPI report worksheet is also used as a review tool to make sure that all classes are staffed by professionally qualified teachers. While Towns County reserves the right to waive certification through the Strategic Waiver Contract the Personnel Director reviews each proposed hire prior to submission to the Board of Education for approval. Certifications are reviewed and the Personnel Director checks off on the online application whether the application can proceed as professionally qualified or if additional efforts are needed to meet these requirements. Any teacher hired without valid GA certification must begin the process to meet the requirements as soon as possible. Towns County seeks teachers with valid GA certification first before considering applicants who do not meet the criteria. The percentage of infield and out of field teachers is closely monitored by the Personnel Director and discussed with the Superintendent and principals. The



Title I,Part A - Equitable Access to Effective Educators

Strengths majority of our teachers are both professionally qualified by district requirements and infield.

Challenges Currently, we have a limited number of ESOL endorsed teachers. While we are serving the students utilizing the endorsed teachers we currently employ this is a challenge in scheduling because we have to share these teachers between the schools. Recently a teacher had to add an extended day period in order to serve students in the middle and high school. Our small size is sometimes a challenge in that we only have one teacher for a subject area. While our teachers are considered effective if there were a situation with an ineffective teacher it could be effect the majority of a grade level.


Title IV, Part A - Student Support and Academic Enrichment

Strengths span id="docs-internal-guid-29ce112d-4644-e25d-ecd5-6baa1a57a754" We were excited to implement the new Title IV-A program in FY18. Using funding from this program, we have been able to supplement our efforts to support and increase parent and family engagement. Additionally, we have been able to supplement the effective use of technology in our classrooms. We have been able provide our students with additional well rounded educational opportunities both in core content academic areas as well as in the area of fine arts and physical education through Title IV-A funds.

Challenges span id="docs-internal-guid-29ce112d-464a-07fd-72d9-2da73b9c684a" With the continued emphasis on safe and healthy students, it is a challenge to find effective school safety programs that meet the unique needs of our school district. However Title IV-A allows us to supplement our efforts to provide a safe and healthy climate for our students in our schools.


Title V, Part B - Rural Education

Strengths Title V-B funds were used to supplement Title I-A, well rounded student opportunities, and safe and healthy students.

Challenges Being a small school district, we are often unable to take advantage of economies of scale when purchasing quantities of items. While we appreciate being part of the Title V program, our limited Title V budget makes it difficult to supplement some areas in meaningful ways.




3.2 Identification and Prioritization of Overarching Needs

Use the results of 3.1 to identify the overarching needs of the LEA. Determine the priority order of the identified needs based on data, team member and stakeholder knowledge, and answers to questions in the table below. Be sure to address the major program challenges identified in 3.1. Watch the Identifying Need webinar for additional information and guidance.

Overarching Need # 1

Overarching Need Supportive Learning EnvironmentHow severe is the need? HighIs the need trending better or worse over time?

Worse

Can Root Causes be Identified?

Yes

Priority Order 1

Additional Considerations

3.2 Identification and Prioritization of Overarching Needs 35


Overarching Need Coherent Instructional System How severe is the need? HighIs the need trending better or worse over time?

Better


Yes

Priority Order 2




Overarching Need Parent EngagementHow severe is the need? HighIs the need trending better or worse over time?

No Change


Yes

Priority Order 3


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




Overarching Need ESOL Endorsed StaffHow severe is the need? HighIs the need trending better or worse over time?

Worse


Yes

Priority Order 4

Additional Considerations We now have students needing ESOL services enrolled in both the middle and the high school. Previously these students have only been in the elementary school where the highest number of endorsed teachers are assigned.



Overarching Need Leader and Teacher RetentionHow severe is the need? Low Is the need trending better or worse over time?

Better


Yes

Priority Order Unranked





3.3 Root Cause Analysis

Select the top 2-4 overarching needs from 3.2. Conduct a separate root cause analysis (RCA) for each need. Any RCA tools and resources can be used, but suggestions are available as part of the Identifying Need webinar. After describing the RCA process, complete a table for each selected overarching need.

Overarching Need - Supportive Learning Environment

3.3 Root Cause Analysis 37

Root Cause # 1

Root Causes to be Addressed Small High Need Sub Groups (ESOL, Homeless, Foster)This is a root cause and not a contributing cause or symptom

Yes

This is something we can affect

Yes

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

Additional Responses We need additional ESOL Endorsed teachers


Root Cause # 2

Root Causes to be Addressed Professional Development for StaffThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs Title IV, Part A - Student Support and Academic EnrichmentIDEA - Special EducationSchool and District EffectivenessTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant Students

Additional Responses

3.3 Root Cause Analysis 373.3 Root Cause Analysis 37



Root Cause # 3

Root Causes to be Addressed CommunicationThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs School and District EffectivenessTitle I, Part A - Parent and Family Engagement ProgramTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders



Root Cause # 4

Root Causes to be Addressed Access to technologyThis is a root cause and not a contributing cause or symptom

No


Yes

Impacted Programs School and District EffectivenessTitle I - Part A - Improving Academic Achievement of Disadvantaged



Overarching Need - Coherent Instructional System


Root Cause # 1

Root Causes to be Addressed Seamless support for at risk studentsThis is a root cause and not a contributing cause or symptom

Yes


Yes

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



Root Cause # 1

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



Root Cause # 2

Root Causes to be Addressed Additional Math Support at Elementary and High SchoolThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs IDEA - Special EducationSchool and District EffectivenessTitle I - Part A - Improving Academic Achievement of Disadvantaged



Root Cause # 3


Yes


Yes

Impacted Programs IDEA - Special EducationSchool and District EffectivenessTitle I, Part A - Parent and Family Engagement ProgramTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders



Root Cause # 4


Yes


Yes




Root Cause # 4



Overarching Need - Parent Engagement


Root Cause # 1


Yes


Yes

Impacted Programs IDEA - Special EducationSchool and District EffectivenessTitle I, Part A - Parent and Family Engagement ProgramTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders



Root Cause # 2

Root Causes to be Addressed TechnologyThis is a root cause and not a contributing cause or symptom

Yes


Yes




Root Cause # 3

Root Causes to be Addressed Lack of support staff for parent engagementThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs School and District EffectivenessTitle I, Part A - Parent and Family Engagement Program




Root Cause # 4

Root Causes to be Addressed Lack of consistent family engagement practices at all levelsThis is a root cause and not a contributing cause or symptom

Yes


Yes




Root Cause # 5

Root Causes to be Addressed Training for parentsThis is a root cause and not a contributing cause or symptom

Yes


Yes




Overarching Need - ESOL Endorsed Staff


Root Cause # 1

Root Causes to be Addressed Lack of ESOL Endorsed staffThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs Title I - Part A - Improving Academic Achievement of DisadvantagedTitle III - Language Instruction for English Learners and Immigrant Students




Root Cause # 2

Root Causes to be Addressed Professional Learning for all staffThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs School and District EffectivenessTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School LeadersTitle III - Language Instruction for English Learners and Immigrant Students



Overarching Need - Leader and Teacher Retention


Root Cause # 1


Yes


Yes

Impacted Programs School and District Effectiveness



Root Cause # 2

Root Causes to be Addressed Professional DevelopmentThis is a root cause and not a contributing cause or symptom

Yes


Yes

Impacted Programs Title I - Part A - Improving Academic Achievement of DisadvantagedTitle II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders




Root Cause # 3


Yes


Yes

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



District Improvement Plan2018 - 2019

Towns County

DISTRICT IMPROVEMENT PLAN


1 General Improvement Plan Information

General Improvement Plan Information

District Towns CountyTeam Lead Stephanie Moss, Roy Perren

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that appy)✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY 'FUND 400' - Consolidation of Federal funds only

Factors(s) Used by District to Identify Students in Poverty (Select all that appy)✔ Free/Reduced meal application

Community Eligibility Program (CEP) - Direct Certification ONLY✔ Other (if selected, please describe below)

1 General Improvement Plan Information 45

DISTRICT IMPROVEMENT GOALS

2. DISTRICT IMPROVEMENT GOALS

2.1 Creating Improvement Goals

Creating Improvement Goals

Effective goals assist districts and schools in attaining collective agreement about what work needs to occur for improvement to take place. Goals should focus and prioritize efforts and resources of the district/school to the previously identified needs and create a focus for improvement. Setting goals should be a strategic process which aligns the goals within one of the five systems: Coherent Instruction, Effective Leadership, Professional Capacity, Family and Community Engagement, or Supportive Learning Environement.

There are several categories of goals which may be used in school improvement but the one type which focuses on improving results and not just enhancing processes is a SMART goal. SMART is an acronym for:

Specific Measurable Attainable Relevant Time-Bound

An example of a SMART goal is: By the end of the school year 2017 - 2018, all teachers will heave training and be included in a PLC for their content-specific area.

Enter the district's two to four overarching needs and related root causes, as identified in the Comprehensive Needs Assessment 2017 - 2018 District Report. Use the codes below to list the structures addressed through the goal within each system. For each system, identify one to six action steps that will be taken to address the root causes that have created the overarching need. Finally, identify any supplmental action steps necessary to ensure the necessary supports are in place for the listed subgroups.

Coherent InstructionalCIS - 1 Planning for quality InstructionCIS - 2 Delivering Quaility InstructionCIS - 3 Monitoring student progressCIS - 4 Refining the instructional system

Family and Community EngagementFCE-1 Welcoming all families and the communityFCE-2 Communicating effectively with all families and the communityFCE-3 Supporting student accessFCE-4 Empowering familiesFCE-5 Sharing leadership with families and the communityFCE-6 Collaborating with the community

Effective LeadershipEL-1 Creating and maintaining a climate and culture conducive to learningEL-2 Cultivating and distributing leadershipEL-3 Ensuring high quality instruction in all classroomEL-4 Managing the District and its resourcesEL-5 Driving improvement efforts

Supportive Learning EnvironmentSLE-1 Maintaining order and safetySLE-2 Developing and monitoring a system of supportsSLE-3 Ensuring a student learning community

Professional CapacityPC-1 Attracting staffPC-2 Developing staffPC-3 Retaining staffPC-4 Ensuring staff collaboration

2.1 Creating Improvement Goals 46



2.2 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Supportive Learning Environment

Is Need # 1 also an Equity Gap?

No

Root Cause # 1 Small High Need Sub Groups (ESOL, Homeless, Foster)Root Cause # 2 Professional Development for StaffRoot Cause # 3 CommunicationRoot Cause # 4 Access to technologyGoal Increase teacher retention rate to be greater than or equal to 90% by the end of

FY20.

2.2 OverarchingNeed # 1 47

Action Step # 1

Action Step Mentor Program (1 year for veteran teachers new to the system and at least 3 years for new to the profession.

Funding Sources Title II, Part ASubgroups N/A

Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with Disabilities

Systems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

Mentor documentation, feedback surveys, staff data reports

Position/Role Responsible mentors, personnel director, Title II directorTimeline for Implementation Quarterly

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

Six mentors or lead teachers were identified. These teachers received training through Pioneer RESA as part of their Pioneers in Leadership program.

2.2 OverarchingNeed # 1 472.2 OverarchingNeed # 1 47


Action Step # 2

Action Step Exit survey for teachers leaving the systemFunding Sources N/ASubgroups N/ASystems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

survey results

Position/Role Responsible Personnel DirectorTimeline for Implementation Weekly



Action Step # 3

Action Step "Stay Survey" to gain feedback from teachers currently teaching in the systemFunding Sources N/ASubgroups N/ASystems Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

Survey results

Position/Role Responsible Personnel DirectorTimeline for Implementation Yearly




Action Step # 4

Action Step Continue PBIS training at Elementary SchoolFunding Sources Title II, Part A

Title IV, Part ASubgroups N/A


Systems Coherent InstructionProfessional CapacitySupportive Learning Environment

Method for Monitoring Implementation and Effectiveness

Review of PBIS Data

Position/Role Responsible PBIS TeamTimeline for Implementation Monthly



Action Step # 5

Action Step Collaborative planning schedule for Professional learning communitiesFunding Sources Title II, Part A

N/ASubgroups N/ASystems Coherent Instruction

Effective LeadershipProfessional CapacitySupportive Learning Environment


Sign in sheets, agendas, professional learning documentation

Position/Role Responsible Principal, Title II Coordinator, Professional learning CoordinatorTimeline for Implementation Weekly

What partnerships with IHEs,



Action Step # 5



Action Step # 6

Action Step Professional Learning Goals/ PlansFunding Sources Title II, Part ASubgroups N/ASystems Coherent Instruction

Professional CapacitySupportive Learning Environment


Professional Learning Documentation, Observation data

Position/Role Responsible PrincipalsTimeline for Implementation Yearly



Action Step # 7

Action Step Online professional learning platform for individual goals and needs Funding Sources N/ASubgroups N/ASystems Coherent Instruction



implementation report data, classroom observations, professional learning survey

Position/Role Responsible Principals, Professional Learning CoordinatorTimeline for Implementation Weekly



Action Step # 7



Action Step # 8

Action Step technology trainingFunding Sources Title II, Part ASubgroups N/ASystems Coherent Instruction

Supportive Learning EnvironmentMethod for Monitoring Implementation and Effectiveness

agendas, sign in logs, classroom observations

Position/Role Responsible Professional Learning Coordinator, PrincipalTimeline for Implementation Others : throughout year


Pioneer RESA





Overarching Need


Coherent Instructional System


Yes

Root Cause # 1 Seamless support for at risk studentsRoot Cause # 2 Additional Math Support at Elementary and High SchoolRoot Cause # 3 CommunicationRoot Cause # 4 Access to technologyGoal Provide a supportive learning environment where all students can learn and

teachers can be effective in order to increase Milestones scores by an average of 35 annually by the end of FY20.


Equity Gap

Equity Gap Student achievement identify subgroups, grade level span and content area(s)Content Area(s) Mathematics

Other : ESOL EndorsementGrade Level Span(s) 3

459101112

Subgroup(s) Economically DisadvantagedEquity interventions EI-1 Provide targeted teacher development on content, pedagogy and student

supports and interventions


Action Step # 1

Action Step Collaborative PlanningFunding Sources N/ASubgroups N/ASystems Coherent Instruction



agendas, documentation by teachers, sign in logs

Position/Role Responsible principalsTimeline for Implementation Monthly



Action Step # 1



Action Step # 2

Action Step RTI Tier II and III interventions and Tier IV interventions (Students with Disabilities)

Funding Sources IDEASubgroups Economically Disadvantaged

English LearnersStudent with Disabilities

Systems Coherent InstructionSupportive Learning Environment


meeting logs, progress monitoring data

Position/Role Responsible teachers, principal, 504 coordinators, SPED DirectorTimeline for Implementation Monthly



Action Step # 3

Action Step TKES ProcessFunding Sources N/ASubgroups N/A




Action Step # 3

Systems Coherent InstructionProfessional CapacitySupportive Learning Environment


TKES calendar, TKES platform reports

Position/Role Responsible Personnel Director, PrincipalsTimeline for Implementation Monthly



Action Step # 4

Action Step Professional Learning Goals/PlansFunding Sources Title II, Part ASubgroups N/ASystems Coherent Instruction



PL Documentation, Observations, TKES conferences

Position/Role Responsible Teachers and PrincipalsTimeline for Implementation Others : each semester




Action Step # 5

Action Step Additional Technology DevicesFunding Sources Title I, Part A

Title IV, Part ATitle V, Part B

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



Inventory, Classroom Observations

Position/Role Responsible Principal, Technology Director, Federal Program DirectorTimeline for Implementation Yearly



Action Step # 6

Action Step Supplemental SoftwareFunding Sources Title I, Part A

Title IV, Part ATitle V, Part B

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



Classroom observations, data reports from software



Action Step # 6

Position/Role Responsible teachers, principals, curriculum directorTimeline for Implementation Weekly



Action Step # 7

Action Step Implementation of Progressive Discipline System (MS/HS)Funding Sources N/ASubgroups N/A


Systems Effective LeadershipSupportive Learning Environment


Discipline reports in Infinite Campus

Position/Role Responsible MS/HS PrincipalTimeline for Implementation Others : each semester




Action Step # 8

Action Step PBIS Implementation in the Elementary SchoolFunding Sources Title IV, Part ASubgroups N/A


Systems Coherent InstructionEffective LeadershipSupportive Learning Environment


Review of PBIS Data

Position/Role Responsible PBIS Team, School Coordinator, District CoordinatorTimeline for Implementation Monthly



Action Step # 9

Action Step EL Training for administratorsFunding Sources N/ASubgroups English LearnersSystems Coherent Instruction

Effective LeadershipSupportive Learning Environment


Sign In Sheets- Implementation, Monitoring of scheduling for EL Students and teachers

Position/Role Responsible District Admin. Timeline for Implementation Yearly

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



Action Step # 9






Overarching Need


Parent Engagement


No

Root Cause # 1 CommunicationRoot Cause # 2 TechnologyRoot Cause # 3 Lack of support staff for parent engagementRoot Cause # 4 Lack of consistent family engagement practices at all levelsRoot Cause # 5 Training for parentsGoal Increase the number of meaningful family engagement activities/contacts by 25%

by the end of FY20.


Action Step # 1

Action Step Parent University (monthly parent informational mini courses provided by the school district which can be recorded or shared in some format on the website)

Funding Sources N/ASubgroups N/A


Systems Effective LeadershipFamily and Community EngagementSupportive Learning Environment


Agendas, Sign In Sheets, parent feedback

Position/Role Responsible principals, Federal Programs DirectorTimeline for Implementation Monthly


Family Connections



Action Step # 2

Action Step Parent Kiosk in each school building for parent access to Infinite CampusFunding Sources N/ASubgroups N/A


Systems Effective LeadershipFamily and Community Engagement


Kiosk sign in sheet, Infinite Campus Reports

Position/Role Responsible Principals, Office StaffTimeline for Implementation Monthly



Action Step # 3

Action Step Parent Conference DaysFunding Sources N/ASubgroups N/A


Systems Family and Community EngagementSupportive Learning Environment


Meeting Documentation, Sign In

Position/Role Responsible Teachers/PrincipalsTimeline for Implementation Yearly



Action Step # 3



Action Step # 4

Action Step Provide opportunities for parents to access online surveys using computer lab at Parent University sessions as needed.

Funding Sources N/ASubgroups N/A




Survey Response Data, Sign In Sheets

Position/Role Responsible Principals, Federal Program DirectorTimeline for Implementation Monthly



Action Step # 5

Action Step Collaborative planning PLC meeting focused on improving parent and family engagement


Economically DisadvantagedFoster



Action Step # 5

Subgroups HomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with Disabilities



agenda, PLC documentation, sign in sheets

Position/Role Responsible Principal, PL CoordinatorTimeline for Implementation Yearly



Action Step # 6

Action Step Annual Stakeholders MeetingFunding Sources N/ASubgroups N/A


Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment


sign in sheets, agendas, feedback card responses

Position/Role Responsible Leadership TeamTimeline for Implementation Yearly

What partnerships with IHEs, Chamber of Commerce, Family Connections, Area Churches, Local Government



Action Step # 6


agencies , Local colleges, private schools. Health Department, Chatuge Regional Hospital


Action Step # 7

Action Step Parent Conference Day/Guidance TrainingFunding Sources N/ASubgroups N/A




agendas, sign in, climate survey results

Position/Role Responsible Principals, Teacher MentorsTimeline for Implementation Yearly




Action Step # 8

Action Step Add Living Tree School System Based Social Media PlatformFunding Sources Title IV, Part ASubgroups N/A




Usage Reports

Position/Role Responsible Federal Programs DirectorTimeline for Implementation Monthly






Overarching Need


ESOL Endorsed Staff


Yes

Root Cause # 1 Lack of ESOL Endorsed staffRoot Cause # 2 Professional Learning for all staffGoal Increase the number of ESOL endorsed teachers by 50% by FY20.


Equity Gap

Equity Gap Teachers out-of-fieldContent Area(s) Other : ESOL EndorsementGrade Level Span(s) K

123456789101112NA

Subgroup(s) Race / Ethnicity / MinorityEquity interventions EI-1 Provide targeted teacher development on content, pedagogy and student

supports and interventions


Action Step # 1

Action Step Provide ESOL Endorsement courses to teachers who are willing to participateFunding Sources Title II, Part ASubgroups English LearnersSystems Coherent Instruction



Course Completion transcripts or other documentation, certificate



Action Step # 1

Position/Role Responsible Title II Coordinator/Personnel DirectorTimeline for Implementation Yearly


CaseNex, Pioneer RESA


Action Step # 2

Action Step Provide an honorarium to teachers who successfully add ESOL certification field to their certificate.

Funding Sources Title II, Part ASubgroups English LearnersSystems Professional CapacityMethod for Monitoring Implementation and Effectiveness

Course transcripts, Certification records

Position/Role Responsible Title II A Coordinator, Personnel DirectorTimeline for Implementation Yearly






Overarching Need


No

Goal Increase teacher retention rate to be greater than or equal to 90% by the end of FY20.


Action Step # 1

Action Step Increase Access to TechnologyFunding Sources Title I, Part A

Title IV, Part ASubgroups N/A




Inventory, Classroom Observations of technology integration

Position/Role Responsible Federal Programs Director/Building Admin.Timeline for Implementation Quarterly




Action Step # 2

Action Step Increase Communication through implementation of Living Tree PlatformFunding Sources Title IV, Part ASubgroups N/A




Usage Reports, Feedback surveys

Position/Role Responsible District AdministratorsTimeline for Implementation Yearly



Action Step # 3

Action Step Professional Development to meet the needs of individual professional learning goals and plans






Action Step # 3


Professional Learning Documentation, Feedback surveys, Classroom Observations

Position/Role Responsible District Administrators and Building AdministratorsTimeline for Implementation Quarterly






Overarching Need


Leader and Teacher Retention


No

Root Cause # 1 Access to technologyRoot Cause # 2 Professional DevelopmentRoot Cause # 3 CommunicationGoal Increase teacher retention rate to be greater than or equal to 90% by the end of

FY20.


Action Step # 1

Action Step This Overarching Need #6 is not within our Needs Identification and Root Cause Analysis Section. It is repeating Overarching Need #5.

Funding Sources N/ASubgroups N/ASystems Professional CapacityMethod for Monitoring Implementation and Effectiveness

See Need #5

Position/Role Responsible See Need #5Timeline for Implementation Weekly


We are not certain how to delete this extra section. We only have 5 Overarching Needs in the Needs Identification and Root Cause Analysis section 3. There appears to be a repeat of Need #5 possibly because this is the section we have revised.




3 Required Questions

Required Questions

Stakeholder Involvement to Improve and Coordinate Activities

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

The Title II Part A Needs Assessment Survey was given to each of the specified stakeholder groups. The Title II Data was shared at the district admin. meeting for discussion. Additionally, Title II Part A was a part of the overall Comprehensive Needs Assessment process. Towns County held a data fair with a station for each of the subsystems. Specific stakeholders listed on the CNA were called with a special invitation and the entire community was invited to participate through social media and the district communication plan. Participants visited each of the six stations and wrote feedback on feedback cards at each station. The CNA team met to review this feedback and discussed how it effected various aspects of the CNA and the different focuses of the various federal programs utilized by Towns County. The Title II A Coordinator participates in the P-20 Collaborative and partners with Young Harris College. This provides opportunities to gain perspective from a wider range of higher ed and gain ideas related to teacher recruitment, retention, and development. The CNA team utilized all available feedback and data to discuss and analyze how we currently coordinate district activities and how to best improve these activities.

3 Required Questions 71

Serving Low Income and Minority Children

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

The Title II Coordinator/Personnel Director reviews the MySPA reports provided by GAPSC. These reports are shared with principals in the spring prior to class assignments being made. Principals are provided a list of years of experience for each teacher in their building. Principals and the Personnel Director look at where inexperienced teachers are placed and efforts are made to ensure that these teachers are not placed in consecutive grade levels where avoidable. The CPI report worksheet is also used as a review tool to make sure that all classes are staffed by professionally qualified teachers. While Towns County reserves the right to waive certification through the Strategic Waiver Contract the Personnel Director reviews each proposed hire prior to submission to the Board of Education for approval. Certifications are reviewed and the Personnel Director check soff on the online application whether the application can proceed as professionally qualified or if additional efforts are needed to meet these requirements. Any teacher hired without valid GA certification must begin the process to meet the requirements as soon as possible. Towns County seeks teachers with valid GA certification first before considering applicants who do not meet the criteria. The percentage of



Serving Low Income and Minority Children

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

infield and out of field teachers is closely monitored by the Personnel Director and discussed with the Superintendent and principals. All courses were taught by in field teachers during the school year just completed.


Professional Growth Systems

Describe the district's systems of professional growth and improvement (for serving both the district and individual schools). The description might include:

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

Towns County Schools reviews achievement through the system leadership team and vertical planning sessions each semester. Teachers analyze the achievement data and collaboratively recommend potential professional development to foster improvement. Administration reviews TKES data, achievement data, and other state level data to further guide the choice of professional learning. Induction level teachers who have EdTPA data have this additional data set for review by administration and the induction level teacher for guidance in planning professional learning related to their needs. Through the coordination of Title II Part A and state and local funds the district works to provide leave time for teachers to participate in professional learning and plans for collaboration opportunities to participate in professional learning communities. A professional learning calendar has been established providing monthly meeting times throughout the school year. Professional learning workshops and conferences are redelivered in collaboration meetings. Professional Learning Feedback forms are used to help determine the teacher's perceived effectiveness of the professional learning opportunity and provides information concerning the job embedded application of the learning. Prior to professional learning being approved it is checked to determine if research based evidence is available to support the professional learning. In an effort to move toward evidence-based professional development that aligns with ESSA's new definition of professional learning the prior approval process has been improved to include explanation about how the learning opportunity relates to the teacher's individual professional learning goal, what evidence based research has been found to support this professional learning, and a plan to continue the professional learning in job embedded practices beyond the one or short series of days related to the professional learning opportunity. Teachers will be asked to provide examples of how the professional learning impacted their classroom practices. Additionally, effectiveness data will be reviewed including but not limited to student achievement data such as Milestones data, formative assessment data, TKES observation data and other relevant data determined by the topic of the professional learning. The district builds the requisite leadership capacity for those who facilitate professional development by having a Professional Learning Coordinator who manages professional learning. The Professional Learning Coordinator participates in professional learning that is later redelivered to appropriate staff. Often teacher leaders who have a specialty in a certain area and are interested in



Professional Growth Systems

Describe the district's systems of professional growth and improvement (for serving both the district and individual schools). The description might include:

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

expanding their knowledge are provided opportunities to increase their knowledge and later share what they have learned with other teachers. Six teachers have been chosen across the district to act as lead teachers and provide mentor support for new teachers to the profession and to the school. These lead teachers are going through leadership training and provided professional learning support for mentoring and supporting teachers.


PQ – Intent to Waive Certification

State whether or not the district waives certification under Georgia charter law (OCGA 20-2-2065) or State Board Rule - Strategic Waivers (160-5-1-.33).

Towns County Schools waives certification under State Board Rule-Strategic Waivers (160-5-1-.33)


PQ – Waiver Recipients

If the district waives certification, specify whether or not, in the current fiscal year, certification is waived for all teachers (except Special Education). If certification is waived for a select group of teachers, please specify for which teachers the district waives certification. The description must address content fields and grade level bands (P-5, 4-8, 6-12, P-12). Please note that in Georgia certification requirements for Special Education teachers CANNOT be waived. All Special Education teachers are required to hold GaPSC special

In the current fiscal year certification is waived for all teachers except Special Education. This waiver is only utilized when necessary and applies to all applicable content fields and grade level bands.



PQ – Waiver Recipients

If the district waives certification, specify whether or not, in the current fiscal year, certification is waived for all teachers (except Special Education). If certification is waived for a select group of teachers, please specify for which teachers the district waives certification. The description must address content fields and grade level bands (P-5, 4-8, 6-12, P-12). Please note that in Georgia certification requirements for Special Education teachers CANNOT be waived. All Special Education teachers are required to hold GaPSC special education certification that is in-field for the course to which the teacher is assigned. In addition, Teachers must hold the corresponding GaPSC endorsement.

In the current fiscal year certification is waived for all teachers except Special Education. This waiver is only utilized when necessary and applies to all applicable content fields and grade level bands.


PQ – Minimum Qualification

The district waives certification, state the minimum professional qualifications required for employment of teachers for whom certification is waived (example: Bachelor's Degree, Content Assessment, Coursework, Field Experience etc.)

In the event we have a need that requires the district to waive certification the minimum requirements would include one of the two options below: A. *bachelor's degree or higher and /or experience in the subject field *commitment to pursuing certificationB. * holding an out of field certificate but pursuing adding a field through GACE assessments or other requirements such as alternate certification programs like GATAPP.


State and Federally Identified Schools

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

Towns County Schools will focus on the strategies listed to address needs in the district improvement plan to provide support to identified schools. Each of the three schools will additionally create a school improvement plan to further guide the process of support to Towns County Schools. Collaboration between multiple programs will provide a basis to provide support. At the monthly administration meeting all programs can meet to discuss progress and needs.

Title II Part A Funds will be utilized to provide support to the areas of need in the district improvement plan through the prioritization of Title II Part A funds 1) Professional Development 2) Personnel 3)Title II Part A Administration 4) Factors that Impact the Learning and Work Environment

3 Required Questions 743 Required Questions 74


CTAE Coordination

Describe how the district will support programs that coordinate and integrate academic and career and technical education content through:

● coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries; and ● work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

The district will support the Career, Technical and Agricultural Programs already in place at the high school level to include the following pathways: Agricultural Mechanics, Metal Fabrication, Electrical Systems, Forestry, Wildlife Management, Horticulture, Agribusiness, Business and Technology, Accounting, Entrepreneurship, Allied Health and Sports Medicine. The district will continue to support more pathways to be offered to students as interest and needs arise. The district will support the offering of two high school courses, Basic Ag and Intro to Business and Technology at the middle school for 8th graders to obtain high school credit. The system remains open to the possibility of offering more foundation CTAE courses to 8th graders in the future. Academic standards as well as employability skills are embedded into all CTAE courses. CTAE teachers often collaborate with academic teachers on projects throughout the year. A great example of collaboration is the Senior Capstone Project and GeorgiaBEST Soft Skills Business Ethical Certification through the Department of Labor. CTAE's co-curricular Career, Technical and Student Organizations play a vital part in the CTAE programs at the middle and high school level. FBLA, FFA and HOSA, all have middle level and high school organizations established. All three CTSOs are active and successful at the region, state and national levels. Each year, many of our students qualify to compete at the national level, through competitive events programs. Our students are actively engaged throughout the year in our school and community, in the many CTSO programs, projects and activities. The district will support the strong work-based learning program in place at the high school. With 42 placements last year, the program continues to grow as it attracts junior and seniors earning WBL credit while working toward career-based employment. Some students earn Youth Apprenticeship credit, while others complete internships and Co-op credit through WBL Program. In addition, the district supports students participating in industry tours, job shadowing experiences, field trips, guest speakers and career fairs that will expose students to a variety of in-demand careers.


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

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

Towns County Elementary began implementing PBIS school beginning January 2018. This process will potentially provide alternatives to over used discipline practices which remove students from the classroom. Proactively teaching behavior expectations and reteaching these expectations as needed will help decrease the need for discipline practices which remove students from the classroom.

Additionally, each school has been provided past discipline data and



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

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

are encouraged to review current discipline data through Infinite Campus to monitor discipline and the practices that are used regularly. Discussions about previous data and current data will provide a basis for discussion related to the need to be aware of discipline practices and avoid overuse of discipline practices that remove students from the classroom. This will be a topic for review at district administrator meetings.


Middle and High School Transition Plans

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

Beginning in sixth grade qualifying students are provided the opportunity to participate in advanced content classes. By eighth grade these students will be able to take courses for high school credit. Currently students can take Ninth Grade Literature, Coordinate Algebra, Physical Science, Introduction to Business Technology, and Basic Agriculture. Taking these courses while in the eighth grade opens up scheduling opportunities for students to take advantage of Dual Enrollment courses. more often in high school. In February all eighth grade students and their parents are invited to an informational meeting at the school about Dual Enrollment. Representatives from nearby colleges such as Young Harris College and North Georgia Tech attend the meeting and answer questions and provide guidance to students and parents interested in pursuing Dual Enrollment opportunities. Young Harris College currently offers distance learning courses on the Towns County High School campus. The CTAE department provides a variety of career pathways and offers Work Based Learning opportunities for students to explore career interests at a higher level. Opportunities to take field trips to visit area colleges are provided throughout the school year such as trips to North Georgia Tech and University of North Georgia in Dahlonega. College recruitment visits are also provided. Each spring Towns County High School holds a Freshman orientation for rising freshmen and their parents. This orientation provides students and parents with information regarding the high school including CTAE and dual enrollment opportunities. The high school counselor is available to help with any transition concerns.


Preschool Transition Plans

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

Kindergarten teachers visit the county day care, Head Start Pre K (housed in our building) and the nearby church preschool. These are the main enrollment sources for kindergarten at Towns County. Prior to starting school kindergarten teachers do one on one assessment activities with students at the three mentioned preschool settings. This provides the school with readiness information about the students and the students familiarity with Towns County Kindergarten staff. A Kindergarten orientation is held in the spring so that parents and students can learn about what to expect from kindergarten. Kindergarten also participates in the system wide open house so that they can become familiar with their assigned teacher, paraprofessional,



Preschool Transition Plans

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

and classroom. Towns County Schools houses the Head Start Pre-K program managed by Ninth District Opportunities. A kindergarten teacher participates in the Head Start Pre -K committee to provide information about transitioning to kindergarten.


Title I, Part A - Targeted Assisted Schools Description

If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children most in need of services in Title I targeted assistance schools.

Towns County Schools does not have Title I targeted assistance schools at this time.


Title I, Part A – Instructional Programs

Provide a general description of the instructional program in the following:

● Title I schoolwide schools; ● Targeted Assistance Schools; and ● schools for children living in local institutions for neglected or delinquent children.

All three Towns County Schools participate in the Title I Schoolwide program. The schools are organized as Towns County Elementary (Grades K-5), Towns County Middle (Grades 6-8), and Towns County High (Grades 9-12). All schools provide core content classes along with fine arts and physical education. Additionally the middle school provides Connections classes in foreign language and technology. The high school provides CTAE classes in Agriculture Mechanic, Health Care Science, and Business Technology. Elementary and middle school students may participate in advanced content classes. High School students may participate in honors classes and through Move on When Ready, college classes. There is support at each level for English Learners (EL), students experiencing homelessness, special needs, and gifted. The school nutrition program provides meals for breakfast and lunch each school day. All schools participate in the 21st Century After-School program. Each school provides age appropriate extra-curricular activities.

There are no Title I Targeted Assistance schools in the Towns County School District.

Currently there are no N&D facilities located within the Towns County School District.

3 Required Questions 773 Required Questions 77


Title I, Part C – Migrant Intrastate and Interstate Coordination

Describe how the district will promote interstate and intrastate coordination of services and educational continuity through:

● the use of the Title I, Part C Occupational Survey; ● the timely transfer of pertinent school records, including information on health, when children move from one school to another; and ● how the district will use the Migrant Student Information Exchange (MSIX).

Towns County Schools registrars will ensure that the Title I, Part C Parent Occupational Survey is completed for students enrolling in Towns County Schools. The parent occupational survey is included in the student handbook at each school among forms to be completed by the parent of every returning student. Upon completion of the parent occupational survey, the federal programs director will immediately submit any forms check yes to having moved for work in the past three years who have also checked any item numbered 1-7 on the form to our state MEP contact. Local school staff was trained in July 2017 on this procedure.

In order to ensure the timely transfer of pertinent school records, including information on health, when children move from one school to another, Towns County Schools will transfer those records upon proper request within 24 hours when possible.

Currently Towns County Schools have no students identified as migrant. Towns County Schools Federal Programs Director will use the Migrant Student Information Exchange (MSIX) to: send move notifications by email when migrant students leave Towns County Schools to ensure they are recruited in the receiving district; receive notification that a migrant student is arriving in Towns County; research a student's MSIX history to determine any special needs/circumstances, view a student's enrollment history to determine if immunization records exist, view a student's assessment and course history to ensure appropriate course enrollment and grade placement, communicate any special needs/circumstances that the receiving state should know, use designated graduation school information to align student coursework in receiving states, to determine Limited English Proficient (LEP) status, to determine Individualized Education Plan (IEP) status, to look for medical alerts, to ensure that high school students are in correct classes to meet graduation requirements.


Title I, Part C – Migrant Supplemental Support Services

Describe how the district will provide supplemental support services and outreach activities for migratory preschool children, out-of-school youth and drop-outs and their families, including informing such children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services during the regular school year and during the summer term.

Towns County currently has one Migrant Student. Towns County School will coordinate MEP Consortium at ABAC for service delivery. Additionally Towns County Schools will participate in the Towns County Consortium of service organizations in Towns County. The federal programs director will make consortium members aware of the process to identify potential migrant children and youth. Upon identification, Towns County Schools federal programs director will meet with parents of migrant youth to ensure that they are aware of the resources available.

Services are available through Family Connections for other health,



Title I, Part C – Migrant Supplemental Support Services

Describe how the district will provide supplemental support services and outreach activities for migratory preschool children, out-of-school youth and drop-outs and their families, including informing such children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services during the regular school year and during the summer term.

nutrition needs. Head Start pre-k program is available on our campus for pre-school youth. 9th District Opportunity provides assistance with utilities. Towns County Food Bank provides nutrition for those in needs. Towns County Schools work closely with Mountain Education Charter High School to provide educational opportunities in a self paced environment for out of school youth and dropouts.


IDEA Performance Goals

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

Through the FY16 SSIP process, our district identified math achievement as an area in which improvement was needed in order to meet the target and to increase the graduation rate for SWD. Throughout the FY17 school year, the SSIP was implemented. The action plan was followed to include identification of students, appropriation of additional interventions time, and completion of co-teaching and specialized instruction professional development with embedded monitoring. FY 17 Annual Performance Summary (APR) data for Towns County indicated that the target had been reached in math. FY 18 APR data shows that the target has continued to be met.

FY17 data analysis, indicated a need to change the focus from math to reading in grades 3-8 while still maintaining target performance in math for SWD. Through analysis of current data, the primary focus has shifted to Grades 3-8 reading. The team identified structured response writing as an area of weakness contributing to these outcomes. We partnered with GLRS to provide professional development to teachers in the area of student writing. We participated in the RESA Literacy Project for Special Education Teachers of Grades K-3. This process allowed teachers to receive training and materials at RESA on designated days and to have follow up from the instructor at their school in their own classroom throughout this school year. All teachers developed writing rubrics and turned in monthly progress monitoring charts based on the results of those rubrics to the special education director. Monitoring took place through the instructional strategies component in TKES and through student work samples presented at annual reviews and at least once per month portfolio review. Teachers who were not in the Grades K-3 literacy project, took place in on-site training with the same instructor in review instructional materials and practices for their programs and implemented the development of the writing rubric and monthly progress monitoring as well.

FY18 data analysis from the APR reveals that our students progressed from 14.3% proficiency in grades 3-8 SWD reading to 15.1%. Our students demonstrated growth in performance and in closing the gap between the actual performance and the target even though the target




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

was also increased. We will continue with the practices that we have put into place that have made a positive impact on these proficiency rates for SWD.

Post-secondary transition is of utmost importance to improving the grad. rate for SWD. Towns County began implementing the ASPIRE program in FY13 in order to have students become more active participants in the planning of their IEPs, self-advocacy, and ultimately development of goals to support graduation with a regular high school diploma and successful post-secondary transition. The number of completed ASPIRE meetings was higher for our district than for any other district in our region in FY16. Students are becoming a part of their meeting at a very early age, as young as preschool. Parents and students participate in the development of the transition plan no later than 9th grade or age 16. They begin to interact with other agencies such as Vocational Rehabilitation at this point. Transition plans are reviewed at the school level to make sure necessary components are included. Peer review teams are established for transition plans 2 times per school year as well. Towns County met the indicator 13 target of 100% in FY16 and FY17. The FY16 and FY17 target of 80% was also met with 100% in the area of indicator 14c, post-school outcomes. All current teachers have been trained through Pioneer RESA for development of transition plans. One teacher has been trained as a trainer and trains any new teachers.

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

Towns County. met indicator 6 targets for preschool LRE as well as indicator 7 for preschool outcomes on the FY17 Annual Performance Summary. We work closely with our Babies Can't Wait service coordinator in order to ensure that transition to school planning meetings take place during the 30-33 month range for children being served by the Babies Can't Wait program. With parental consent, an evaluation. is conducted by the school team around 33-36 months. An eligibility meeting is held and an IEP developed and implemented by the 3rd birthday if the child is eligible. In cooperation with Babies Can't Wait (BCW), timelines are adhered to for the transition meeting, evaluation and establishment of eligibility and IEP by the 3rd birthday. Students are evaluated by a comprehensive team. The Special Education Director coordinates each meeting after the child's referral. The team works with parents to navigate through the Head Start referral process if needed by the parent. Invitations are sent to the preschool agencies. A full continuum of service options are offered and provided. Least Restrictive Environment (LRE) is considered individually at each placement in order to ensure the maximum amount of time possible for each student to be educated with typically developing peers. Preschool outcomes are monitored via portfolio data collection and submitted into the ABLLS-R assessment tool for reach student. Appropriate goals, strategies, and interventions are




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

implemented in order to address each student's social-emotional, behavior, and acquisition/use of knowledge skills. Data collection is monitored and reviewed on a weekly basis by teachers and on a monthly basis by the teacher in collaboration with the Special Education Director to ensure student progression and adaptation of interventions and strategies as needed. Procedures are reviewed annually with special teachers by the Special Education Director during pre-planning and followed up on monthly throughout the school year.

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

The Towns County School district provides an evaluation to students between the ages of 3 and 21 in all areas related to a suspected disability by utilizing a comprehensive team of experts to include the school psychologist, speech language pathologist, occupational therapist, physical therapist, and others to include the teacher of the visually impaired and orientation and mobility specialist as needed. Evaluations are provided in a timely manner consistent with indicator 20 to ensure timely and accurate evaluation data is provided. For students who are found to be eligible for special education services, the team develops an IEP in which goals and objectives specific to the needs of the individual child are created and implemented. This plan is reviewed at least annually. Re-evaluation is considered at least every three years. Both parental and student input is needed and obtained in order to develop an effective plan. Each required component of the IEP is reviewed by the director at each IEP meeting. The school psychologist submits a working evaluation schedule to the Special Education Director on a monthly basis throughout the school year. The evaluation schedule is monitored by the Special Education Director to ensure timeline compliance. Annual review and three year consideration of re-evaluation schedules are submitted two times per year by special education case managers to the special education director. The director monitors these lists for timeline compliance. Procedures are reviewed by the special education director annually.

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

Towns County will continue to maintain compliance with all state and federal laws and regulations for SWD. The role of the Special Education Director in Towns County Schools is to provide continuous general supervision over all aspects of the provision of a free & appropriate education to SWD ages 3-21. The Special Education Director attends each referral meeting, eligibility meeting, and IEP meeting. Compliance is reviewed by the director at each meeting. In the rare instance that the Special Education Director is unable to attend a meeting, an LEA is sent in her place and the results of the meeting




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

are reviewed by the director after the meeting. Timely and accurate data compliance procedures were described in the above FAPE section. Any non-compliant areas are returned for correction & re-submission. Procedures are reviewed annually to all appropriate parties and again mid-year and end-of year during TKES conferences. Case managers complete due process checklists annually. Hard copies of all SWD records are kept in the director's office for annual review. Technical assistance is provided as needed throughout the school year.


Towns County SchoolsFY19 Title I, Part C ID&R Procedures

To identify migrant students, the Towns County School district uses the Parent Occupational Survey to identify migrant students. The occupational survey is a part of the registration process for new students and for all students as they return at the beginning of the school year. The survey is provided in English and the native language of the home as much as is possible.

Towns County Schools will use and process the GaDOE Parental Occupational Survey. Based on the response to questions on the bottom of the form, Towns County Schools will coordinate with the MEP Consortium from Abraham Baldwin Agricultural College (ABAC), and coordinate with the GaDOE MEP regional offices to identify potential migrant children and youth (ages 3-21) enrolled in their schools or residing in their district.

If enrolled in the Towns County School System, migrant students:

Will be served in one or more of the following ways:CounselingESOL/ELLRemedial instruction and tutoringExtracurricular programs

At the present time, Towns County has no students classified as migrant. The survey is provided in English and the native language of the home as much as is possible. The MEP Consortium Staff at Abraham Baldwin Agricultural College (ABAC) identifies migrant students and informs the system of the migrant population as well as funds available to serve migrant students. Any migrant students will be evaluated academically like other students in the school system to determine academic needs. Towns County Schools will promote interstate and intrastate coordination of services for migratory children, including providing for educational continuity through the timely transfer of pertinent school records, including information on health, when children transfer from a Towns County School to another school inside or outside of Georgia. In addition, a referral will be made to student services to indicate additional services may be needed from that department. Additionally, specific activities to address the needs of migratory families will be provided. Such activities shall include informing children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services. Such activities and services will be provided to meet the needs of non-enrolled youth to age 21. These services will be documented by the Migrant Coordinator. A migratory Parent Advisory Council (PAC) program will be provided in conjunction with other Parent Involvement Programs. Parent outreach will be provided in a language that is understood by the family if at all possible. Documents are translated as needed. Parents will be presented information on ESOL, special education, gifted, and other educational programs. Information on health, nutrition and social services is presented using materials from the GaDOE MEP Region 1 office. Presenters from local agencies such as, the Health Department, DFACS, and County Extension office may be involved.

Towns County Schools employs 2 registrars/clerks whose main priority is working with student records and information. One registrar/clerk serves the elementary school and the other serves both the middle and high school. Each of the registrars/clerks work additional work days in the summer months to provide for the timely transfer of pertinent school records. If requested, school records from each school can be faxed on the day the request is received which facilitates this transfer of important student information. The Title I Director consults with each registrar on the receipt and transfer of pertinent school records to ensure coordination and continuation of services for migratory children. The Migrant Student Information Exchange will be used in the records transfer process. When needed Towns County Schools will coordinate with the MEP Consortium staff at ABAC to support records transfer.

SLDS will help make the transition of students between Georgia schools seamless by providing pertinent student information in a timely manner.