Ga6oE Georgaa Depariment ofEducation  District Improvement Plan  2024-2025  Mdentify! Needs  Coherent Instruction  WHOLE CHILD EADyT ER hity nt ment Plan  -  Plan   Webster County    DISTRICT IMPROVEMENT PLAN  DISTRICT MPROVEMENT PLAN  10 General Improvement Plan Information General Improvement Plan Information  District Team Lead  Webster County Deidre Sterling  Federal Funding Options to Be Traditional funding (Federal funds budgeted separately)  Employed (SWP Schools) in this Plan (Select all that apply) Transfer Title I, Part A to: Cumulative Percentage of Allocation to be Transferred to the Selected Grant(s)  Transferability of Funds (ESSA Sec. 5103). Ifa applicable, check the box and list the program(s) where funds are being transferred. Refer to the Federal Programs Handbook for additional information and requirements.  NO FUNDS TRANSFERRED  NA  Transfer Title IV, Part A1 to: NO FUNDS TRANSFERRED  Cumulative Percentage of Allocation to be Transferred to the Selected Grant(s)  NA  Factors(s) Used by District to Identify Students in Poverty (Select all that apply) V Community Eligibility Program (CEP)- Direct Certification ONLY  Free/Reduced meal application Other (if selected, please describe below)  1.Generallmnravamant.Plan.Informatinn  42    DISTRICT IMPROVEMENT PLAN  DISTRICT IMPROVEMENT PLAN  2 ED - Flex Waiver Do you need a waiver? No  2FD-Flex Waiver  43    DISTRICT IMPROVEMENT GOALS  3. DISTRICT MPROVEMENT GOALS  3.1 Overarching Need # 1 Overarching Need in CNA Section 3.2 Is Need # 1 also an Equity Gap? Root Cause #1 Root Cause #2 Root Cause #3 Root Cause: #4 Goal  Overarching Need as identified Improve CCRPI  Yes  Accurate data collection and in-depth data analysis instruction, standards based instruction, technology lack of rigor across all content areas To increase the CCRPI rating; Increase Milestones scores in grades 3-8 in all areas Improve student mastery of grade level skills and content in English Language Arts and Literacy at all levels in all areas These goals will be met by following the steps below:  establish procedures that ensure proficent Tiered, Differentiated, Research based  measure effectiveness of support mechanisms; monitoring computer labs, teacher  mentoring  Provide specific remediation and interventions for at risk students in all grades In2 2023-2024 WCS implemented Houghton Mifflin Harcourt: Into Reading, a GaDOE approved Science of Reading Curriculum for all students in grades WCS teachers provide EIP and/or Remediation ELA and Math classes for all WCS will continue to work to improve Milestones scores in all areas in grades 3-5 Creating 2 self-contained classrooms for our Kindergarten through Third grade students. Having smaller class sizes allows teachers to easily identify and provide prompt and specific remediation and interventions for at risk students. K-3 teachers will continue working with CF-RESA and the Growing Readers In response to HB 538 and SB 48, WCS educators of students in grades K-3 will begin the Georgia Literacy Academy courses in partnership with Cox Campus, to complete the online PD modules via Galearns Hub by July 2025. All students in grades 3-8 participate in DRC BEACON's online interim assessment which illuminates student's ELA and Math learning needs and measures progress throughout the year. It allows grade 3-8 educators to target instruction and make informed decisions. This platform provides predictions of students' performance on the Milestones assessment. WCS administers the BOY (September): this gives teachers an initial view of where students are  Kindergarten through 8th grade. eligible students in grades K-12. by committing to the following:  project.  BEACON assessment three times throughout the year:  310verarchina Need # 1  44    DISTRICT MPROVEMENT GOALS  Equity Gap Equity Gap Content Area(s) Grade Level Span(s)  Student achievement identify subgroups, grade level span and content area(s)  ELA Science Social Studies K 1 2 3 4 6 7 8 9 10 11 12 NA  Subgroup(s) Equity interventions  Economically Disadvantaged Race / Ethnicity /I Minority supports and interventions  EI-1 Provide targeted teacher development on content, pedagogy and student  Goal  academically. * test range: 160 -332/ELA indicates Support Needed* Teachers target instruction to assist in moving students forward within the 'Near Target' MOY(January):. * test range: 333-493/ELA indicates Near Target" Iti is our goal to have 100% of students score 'Near Target' during this test date. Teachers use this data to guide instruction to reach the goal of having at least 80% of their class EOY (April): It is our goal to have at least 80% of students score within the Prepared' range before Milestones testing *test range: 494-800/ELA indicates Note: Students who receive a BEACON scale score between 475-525 have a projected Milestones score as a Developing Learner. Any score over 525is  testing range.  reach the Prepared' target by April.  Prepared*  projected as Proficient.  310vararchina. Need#1 1  45    DISTRICT MPROVEMENT GOALS  Goal  In order to assist ini improving skills and content in ELA, WCS will renew the subscription with mClass DIBELS for grades Kindergarten through 8th grade. This is a set of procedures and measures for assessing the acquisition of literacy skills which is also assessed three times per year. This platform is also listed on the State Approved list of Reading screeners and Dyslexia screeners. Teachers use the Progress Monitoring portion to assist students in need ofs specific interventions. All students have access to Reading and or Close Reading via Amplify. This adaptive instructional technology is based on each students' individual DIBELS assessment, therefore providing remediation and/or enrichment Along with. Amplify Reading, WC students also use IXL. Students complete IXL ELA diagnostics assessments at the beginning of the year and work on their individualized recommendations throughout the year. Classroom teachers are asked to have students work within the various platforms at least 20 minutes per dayi in order to provide remediation and enrichment in Math, ELA and Reading. Teachers are allowed to establish SMART Goals for their individual classes, as well as more personalized goals based on individual students' needs.  as needed.  Action Step # 1 Action Step  Professional Learning of differentiated instruction to address student needs and support those who are struggling, student intervention programs which include IXL grades 3- 12 (reading and math). Reading Eggs, Math Seeds in grades K-2. Dibels and Amplify Reading interventions for grades K- 8, Freckle (K-12th Math) to be utilized during classes. Title 1-A funds are used to fund a reduced class size teacher, as well as supply resources needed for students. Beyond the Core classes willl be incorporated to enhance the well rounded education of the students. Science classes will increase hands on activities as well as incorporate STEM activities, as two new Science labs are being renovated. These interventions, activities, and resources will support academic growth which will increase CCRPI ratings. These interventions are promising to support  interventions, activities, and resources.  Funding Sources Subgroups Systems  Title I, PartA Title I, Part A Title IV, Part A Economically Disadvantaged Race. /B Ethnicity/N Minority Student with Disabilities Coherent Instruction Effective Leadership Professional Capacity Supportive Learning Environment walkthroughs. data analysis  Method for Monitoring Implementation  TKES evaluations and observations, frequent monitoring ofl lesson plans, daily  31.Dverarchinn Need# 1  46    DISTRICT IMPROVEMENT GOALS  Action Step # 1  Method for Monitoring Effectiveness  In order to effectively monitor thei implementation and effectiveness of student intervention programs, WCS will establish goals that are specific, Measurable, Achievable, Realistic and' Time-Bound. These SMART goals will be monitored pulling time-bound individual student data reports for each programs used (based  on grade level). administrators and teachers Promising  Position/Role Responsible Evidence Based Indicator  Timeline for Implementation Monthly  Does this action step support Yes the selected equity intervention?  What partnerships, if any, with Georgia Southwestern State University, Columbus State University, Albany State IHES, business, Non-Profits, College, RESA, and Georgia Department of Education, South Ga. Technical  Community based organizations, or any private entity with a demonstrated record ofs success is the LEA implementing in carrying out this action step(s)? Action Step # 2 Action Step Funding Sources Subgroups Systems  College, 4-H, Fickle Fowl Farms  Monitor for quality instruction to see evidence of increased rigor, quality lessons,  and assessments Title I, Part A Economically Disadvantaged Race / Ethnicity /N Minority Student with Disabilities Coherent Instruction Effective Leadership  310verarchinn Need#1  47    DISTRICT IMPROVEMENT GOALS  Action Step #: 2 Systems  Professional Capacity Family and Community Engagement Supportive Learning Environment TKES, data reports  Method for Monitoring Implementation Method for Monitoring Effectiveness Position/Role Responsible Evidence Based Indicator  This includes monitoring of Individual Student data reports and portfolios, Data  Teams meeting notes, and assessments  admin Promising  Timeline for Implementation Weekly  Does this action step support No the selected equity intervention?  What partnerships, if any, with RESA IHES, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? Action Step #3 Action Step  Provide well rounded educational opportunities for all students, toi include virtual field trips, speakers, field trips related to content area learning, field trips to plays and musicals, and museums. Provide resources for students to continue working in the raised garden beds and STEMISTEAM activities including participating with Jimmy Carter's Boyhood Farm and National Park services program: Maslow  Before They Can Bloom project.  310verarchinn Need: #1  48    DISTRICT MPROVEMENT GOALS  Action Step #: 3 Funding Sources Subgroups Systems  Title 1, Part A Title IV, Part A Economically Disadvantaged Race. /E Ethnicity /Minority Student with Disabilities Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment  Method for Monitoring Implementation Method for Monitoring Effectiveness Position/Role Responsible Evidence Based Indicator  Lesson plans, TKES, Cognia eleot 2.0, walk- throughs  assessments, observations, student data reports and portfolios, Data Team  meeting notes teachers, administrators Promising  Timeline for Implementation Weekly  Does this action step support No the selected equity intervention?  What partnerships, if any, with Columbus State University Theatre Department, Museum of Aviation, Space and IHES, business, Non-Profits, Science Center, Calhoun Produce, Springer Opera House, Georgia Southwestern organizations, or any private Webster County Paramedic Program, Family Connections and' Webster County  Community based entity with a demonstrated record of success is the LEA Boyhood Farm implementing in carrying out this action step(s)?  State University, and South Georgia Technical College, Webster County 4-H, Collaborative Gardens, Jimmy Carter National Historical Park, Jimmy Carter's  3.10verarchina Need # 1  49    DISTRICT MPROVEMENT GOALS  Action Step # 4 Action Step  Recruitment and retention of teachers, administrators, and other school leaders for career advancement by funding GACE to support career advancement focusing on multiple career paths, teachers expanding content areas and service areas, and leadership opportunities, and by providing retention and recruitment  incentives. Title II, Part A N/A Effective Leadership Professional Capacity data collection of assessments administrators Strong  Funding Sources Subgroups Systems Method for Monitoring Implementation Method for Monitoring Effectiveness Position/Role Responsible Evidence Based Indicator  TKES, Cognia's eleot 2.0, LKES, and' Walkthroughs  Timeline for Implementation Yearly  Does this action step support No the selected equity intervention?  What partnerships, ifany, with RESA, Georgia Southwestern State University, Columbus State University  IHES, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?  3.10verarchinaNead#1  50    DISTRICT MPROVEMENT GOALS  Action Step # 5 Action Step  The 2023-2024 school year WCS implemented the district-wide roll-out of the Positive Behavioral Interventions and Support program (PBIS). This program continues to enhance our efforts towards building a supportive environment conducive to learning; therefore, increasing our goal of having a more positive school climate with greater academic achievement for all students.. Two staff members will continue Professional Development for PBIS training and redeliver  to faculty, staff and stakeholders.  Funding Sources Subgroups  Title 1, Part A Title II, Part. A Title IV, Part A N/A Economically Disadvantaged Homeless English Learners Race /E Ethnicity / Minority Student with Disabilities Coherent Instruction Supportive Learning Environment  Systems Method for Monitoring Implementation Method for Monitoring Effectiveness Position/Role Responsible Evidence Based Indicator  Monitoring will be done by the PBIS Team as designed by program guidelines. PBIS information and data as required by the program. The district will continue to use the PBIS School-Wide Information System (SWIS) in order to ensure 4S Staff members will spearhead the program; with 1 serving as District  sustainability. Strong  Coordinator / School Coach  Timeline for Implementation Yearly  Does this action step support Yes the selected equity intervention?  310vararchinn Need # 1  51    DISTRICT MPROVEMENT GOALS  Action Step # 5  What partnerships, ifany, with GaDOE Climate, PBIS Team, RESA School Climate Specialists  IHES, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?  31( Overarchina Need#1  52    DISTRICT MPROVEMENT GOALS  3. DISTRICT MPROVEMENT GOALS  3.2 Overarching Need # 2 Overarching Need in CNA Section 3.2 Is Need # 1 also an Equity Gap? Root Cause #1 1 Root Cause #2 Root Cause #3 Goal  Overarching Need as identified Improve student achievement in math and literacy  Yes  differentiating instruction to meet the needs of all students teachers effectively using data to improve instruction  Instructional strategies and assessments are not aligned to the rigor that students To increase student achievement in math by aligning curriculum in grades Increase the percentage of proficient and higher learners by a minimum of 3% while decreasing the number of beginning learners by a minimum of 3% as Provide specific remediation and interventions for at risk students WCS will strive to meet these goals by implementing the following: In 2023-2024 WCS implemented an aligned Math Curriculum for all students in Effective 2024-2025, WCS will have 2 self-contained classrooms for our Kindergarten through 3rd grade students. Having smaller class sizes allows teachers to easily identify and provide prompt and specific remediation and In order to be in compliance with HB 538 and SB 48, all K-3 ELA teachers will work towards completing the Georgia Literacy cources (Cox Campus) via GaLearns Hub by July 2025. Our K-31 teachers that participated with the Growing Readers project in 2023-2024 will continue to work with our local CF RESA during All students in grades 3- 8 participate in DRC BEACON's online interim assessment which illuminates student's ELA and Math learning needs and measures progress throughout the year. It allows grade 3-8 educators to target instruction and make informed decisions. This platform provides predictions of students' performance on the Milestones assessment. WCS administers the BOY (September): this gives teachers an initial view of where students are academically. *MATH test range: 160 -332 indicates Support Needed* Teachers target instruction to assist in moving students forward within the 'Near Target" MOY(January). *MATH test range: 322-472 indicates Near Target" Iti is our goal to have 100% of students score 'Near Target' during this test date. Teachers use this data to guide instruction to reach the goal of having at least 80% of their class  experience on state assessments Kindergarten through 12th.  measured by EOG and EOC test results  grades Kindergarten through 12th grade. interventions for at risk students.  the 2024-2025 school year to complete the project.  BEACON assessment three times throughout the year:  testing range.  reach the 'Prepared' target by April.  320verarchinn. Need #2  53    DISTRICT MPROVEMENT GOALS  Equity Gap Equity Gap Content Area(s) Grade Level Span(s)  Student achievement identify subgroups, grade level span and content area(s)  Mathematics K 1 2 3 4 5 6 7 8 9 10 11 12 NA  Subgroup(s) Equity interventions  Economically Disadvantaged Race / Ethnicity / Minority  El-7 Provide equitable access to student support programs and interventions  Goal  EOY (April): Iti is our goal to have at least 80% of students score within the Prepared' range before Milestones testing *MATH test range:473-800 indicates Note: Students who receive al BEACON scale score between 475-525 has a projected Milestones score as a Developing Learner. Any score over 525i is Inc order to assist in improving skills and content in Math, WCS will continue to use Freckle as part of remediation. This K-12 adaptive instructional technology is based on each students' individual STAR assessment, therefore providing WCS also uses IXL for grades 3rd through 12th. Students complete IXL Math diagnostics assessments at the beginning of the year and work on their individualized recommendations throughout the year. Classroom teachers are asked to have students work within these platforms at least 20 minutes per dayi in order to provide remediation and enrichment in Math. Students in grades Kindergarten through 2nd work within the MathSeeds platform. Teachers are allowed to establish SMART Goals for their individual classes, as well as more  Prepared*  projected as Proficient.  remediation andlor enrichment as needed.  32Overarchinn Need#?  54    DISTRICT IMPROVEMENT GOALS  Goal  personalized goals based on individual students' needs.  Action Step # 1 Action Step  Technology to support classroom instruction, intervention, and remediation. These instructional technology programs include, IXL, mClass Dibels, Amplify Boost Reading, BEACON, STAR Reading, STAR Math, Reading Eggs, Math Seeds, and Progress Learning. These platforms may be accessed daily during classes.  Funding Sources Subgroups Systems  Title I, Part A Economically Disadvantaged Race /E Ethnicity / Minority Student with Disabilities Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment Eggs, Math Seeds, Amplify  Method for Monitoring Implementation Method for Monitoring Effectiveness  data from IXL, BEACON, STAR Reading, STAR Math, mClass Dibels, Reading In order to effectively monitor the implementation and effectiveness oft these instructional technology programs, WCS will establish goals that are Specific, Measurable, Achievable, Realistic and Time-Bound. These SMART goals will be monitored by pulling time-bound individual student data reports for the programs used (based on grade level). This information will be used to guide further Weekly Reports and summaries as well as BOY, MOY and EOY assessments  instruction. admin -1 teachers Moderate  Position/Role Responsible Evidence Based Indicator  Timeline for Implementation Weekly  320verarchina Need: #2  55    DISTRICT IMPROVEMENT GOALS  Action Stepi # 1  Does this action step support Yes the selected equity intervention?  What partnerships, if any, with RESA IHES, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? Action Step #2 Action Step Funding Sources Subgroups Systems  Progress monitor to gauge student progress using formal and informal  assessments Title I, Part A Economically Disadvantaged Race / Ethnicity /Minority Student with Disabilities Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment progress monitor forms Admin and Data Team Promising  Method for Monitoring Implementation Method for Monitoring Effectiveness Position/Role Responsible Evidence Based Indicator  Monitor classroom progress sheets, student data sheets and portfolios, tutoring  logs  32OverarchinaNeed#?  56    DISTRICT MPROVEMENT GOALS  Action Step #: 2  Timeline for Implementation Weekly Does this action step support No the selected equity intervention?  What partnerships, if any, with RESA, SLDS IHES, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)? Action Step #3 Action Step Funding Sources Subgroups Systems  Provide Professional Development for math. Professional development for  Interventions and remediation. Title II, Part A N/A Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment Data analysis, TKES weekly progress data Admin Promising  Methodi for Monitoring Implementation Method for Monitoring Effectiveness Position/Role Responsible Evidence Based Indicator  32Overarchina_Naed#?  57    DISTRICT MPROVEMENT GOALS  Action Step #: 3  Timeline for Implementation Weekly Does this action step support No the selected equity intervention?  What partnerships, ifany, with RESA DOE SLDS Houghton Mifflin Harcourt  IHES, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?  320verarchinn. Need #2  58    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.1 Stakeholders, Coordination of Activities, Serving Children, and PQ  Required Questions Coordination of Activities  Describe how the LEA ensures ongoing Webster County Schools has an annual In-Put Meeting, Federal and continuous coordination of services, Programs Meeting, sends home stakeholder surveys, invites parents to partnerships, and transition services for and through website and newspaper articles solicits input in the form of programs (Title I, Part A; Title I, Part A invited through multiple modes to attend meetings and to complete Children in Foster Care; Title I, Part A surveys. Our website, newsletters and other communications list Family School Partnerships; Title I, Part administration, teacher, Federal Programs Director and counselor C; Title II, Part A; Title III, Part A; Title IV, contact information. The teachers of the Webster County System fill out  supports, agency/communty children served across its federal  attend parent involvement meetings (calendar of events sent home), suggestions, revisions, comments, and concerns. All stakeholders are  Part A; Title IV, Part B).  surveys as to the professional development they feel is needed the most. The leadership team analyzes the survey and data from evaluations and assessments and makes decisions on professional development needed. These professional development activities funded by Title II-A are held after post-planning and/or before pre-planning, during pre-planning and throughout the school year with RESA and DOE personnel as well as book studies and other resources. The professional development revolves around the improvement plan statement improving CCRPI scores. The school has planned professional development to include data analysis and differentiated instruction and usesTitle IV-A to purchaseresources to help students and teachers use differentiated instruction in the classroom. Title 1-A funds are used to fund a reduced class size teacher, as well as supply resources needed for students.  Serving Low Income and Minority Children  Describe how the district will ensure that The District monitors assignment of teachers to ensure that groups of low-income and minority children enrolled students are not assigned toi inexperienced, ineffective teachers inl Titlelschools and/or programs are not whenever possible. At this time Webster County has no out-of-field  served at disproportionate rates by:1. ineffective teachers 2. out-of-field teachers 3.i inexperienced teachers (Please specifically address all three  teachers, as WCS is al No Waivers school. Teacher experience is monitored by the Federal Programs Director and information is shared with the Superintendent. Reports analyzed includes teacher experience, TKES summaries, Professional Learning Documentation, PQ status, class size/rosters, and survey data. The Federal Programs Director provides Superintendent equity information from the GaPSC and meets with administrators to discuss these variables and their  variables)  impact on students.  41-Stakaholdlars Coordinatinn of Artivities Servinn Children and PO  59    REQUIRED QUESTIONS  Professional Growth Systems Describe the district's systems of teachers and school leaders (serving The description might include:  The district leadership team (superintendent, principal, director of director, technology director, media specialist, team leaders and winter or early spring by gathering data from the following sources: Georgia Professional Standards Commission, PQ and Equity Reports, Stakeholder Surveys, School Improvement Plans, Student Achievement Data, and CCRPI Reports. The data from the PSC website is reviewed annually to determine retention and recruitment needs. The system will continuously monitor, through data collection and analyses, that disadvantaged and minority students are not being taught at higher rates than other students byi inexperienced or outof field teachers. Data is continuously monitored throughout the year through vertical, horizontal, data team and faculty meetings. Since Webster County School System has one school per level of instruction, students' assignments will be monitored within the schools to ensure that student demographics are as equal as possible. Teachers and staff offer suggestions at the end of each year for placement in classes Professional Learning must be of high quality, sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher's performance int the classroom. The Webster County LEA will connect all Title II, Part A funded activities to a review of evidence based research. "High quality professional development" willi include activities "that advance teacher understanding of effective instructional strategies that are based on evidence." The Webster County LEA will base professional learning on the identified "gaps" as provided by the GaDOE which are evidence based instructional strategies. It must address one or more of the annual LEA prioritized needs. Finally, professional learning must focus on increasing the ability of the teaching staff to help all students achieve high academic standards, or the school administrative staff to lead their schools' efforts to increase student academic achievement. Title II-A funding provides WCS the opportunity to provide support for professional growth to our Principal, Assistant Principal, Superintendent, School Counselor and other building leaders as they participate with various Professional Learning workshops and Consortiums via our local RESA and other entities within GaDOE.  professional growth and improvement for curriculum & instruction, federal programs director, special education both the district and individual schools). assistant principal), conducts its annual needs assessment in the late  for the next year.  PQ-I Intent to Waive Certification  41Stakahalrlers. Coordinatinn of Activities Servinn Children and PO  60    REQUIRED QUESTIONS  PQ-I Intent to Waive Certification For the current fiscal year, using the flexibility granted under Georgia charter law (OCGA 20-2-2065) or State Board Rule - Strategic Waivers (160-5-1-.33), does the district intend to waive teacher certification? [ESSA Sec. 1112()1XB))  No  41Stakeholders Coordination of Activities. Servina Children and PO  61    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.2 PQ, Federally Identified Schools, CTAE, Discipline  Required Questions PQ-Waiver Recipients  Ifthe LEA waives certification, specify N/A whether or not, int the current fiscal year, certification is waived: 1. for all teachers (except Special Education service areas in alignment with the student's IEP), or 2. for a select group of teachers. If waived for a select group of teachers, the response must address content fields and grade level bands (P-5, 4-8, 6-12, P-12). [All educators must hold a GaPSC issued Clearance Certificate.] [O.C.G.A. 20-2-211.1, SBOE 160-4-9-.05, ESSA Sec. 1112(e)1)B)0) PQ - Minimum Qualification  Ift the district waives certification, state thel N/A minimum professional qualifications required for employment oft teachers for whom certification is waived (example: Bachelor's Degree, Content. Assessment, Coursework, Field Experience etc.). Ifno requirements exist beyond a Clearance Certificate, please explicitly state sO. (Sec. 1112(e)(1)B))  State and Federally Identified Schools  42PO Federallv Identified. Schools CTAF Discinline  62    REQUIRED QUESTIONS  State and Federally Identified Schools Describe the actions the district will identified schools (CSI/TSI) needing support. Include a statement of (1) whether or not the LEA currently has future identified schools through prioritization of funds.  Currently there are no identified schools (CSI or TSI) in the Webster process, coordination of all funding sources maximizes the comprehensive school improvement efforts. Results from surveys, data analysis meetings, and needs assessments provide data for the upon program state requirements. Ini the future, ifs schools are identified by the state as needing support, district coordinators will collaborate with state representatives in order to maximize funding to support  implement for its state and/or federally County School System. During the collaborative CNA and DIP  identified schools needing support and leadership team to make decisions regarding professional learning (2) how the district will support current or activities and the determination of appropriate funding sources based  improvement initiatives.  CTAE Coordination  Describe how the district will support academic and career and technical education content through: may incorporate experiential learning opportunities and promote skills attainment important to in-demand learning opportunities that provide professionals and, if appropriate, academic credit.  Webster County School District supports programs that coordinate and Career Days, Military Recruitment Fairs, and College Fairs. Webster County collaborates with local colleges through Dual Enrollment opportunities continues to increase. Our Assistant Principal and counselor work with students through advising activities to discuss business skills and needs. The district Curriculum Director coordinates integrated lessons by providing professional development and other with CTAE students and teachers to coordinate employability skills and mock interviews. The Assistant Principal and all high school teachers work in collaboration with students to implement the senior capstone project. The Webster County High School currently offers the Business and' Technology, Computer Programming,as well as an Agricultural Pathways. The school counselor coordinates and works in collaboration) with teachers to implement career lessons during study skills classes  programs that coordinate and integrate integrate academic and career technical education content including coordinated instructional strategies, that Programs. The number of students participating in Dual enroliment  occupations or industries; andwork-based, with CTAE teachers and academic teachers to design and implement students in-depth interaction with industry resources. The CTAE advisory committee and the CTAE director work  for grades 1-8.  Efforts to Reduce Overuse of Discipline Practices that Remove Students from the Classroom  42P0 Federallv Identified Schnnls CTAF Discinline  63    REQUIRED QUESTIONS  Efforts to Reduce Overuse of Discipline Practices that Remove Students from the Classroom  Describe how the district will support  Webster County Schools is a one school building district with Webster  efforts to reduce the overuse of discipline County Elementary/Middle and Webster County High housed in the practices that remove students from the same building. The superintendent, three administrators and one classroom, which may include identifying counselor work with all students within the District. Pre-K through 2nd, and supporting schools with high rates of 3rd through 8th and 9th through 12th grade levels have separate discipline, disaggregated by each oft the handbooks. Each school follows student' "due process" procedures.  subgroups of students.  Students are rewarded through non- Federal funded incentives for positive behavior on a regular basis for academics, attendance, Parentteacher contact is a requirement for our District. Contact logs are kept by each teacher and checked monthly by Administration when lesson plans are checked. Conferences, meetings, phone calls, notes, and emails are methods of communication used by teachers and  leadership, and citizenship.  administrators.  42P0 Federallv ldantified.Schonis CTAF Discinline  64    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.3 Title IA: Transitions, TA Schools, Instructional Program  Required Questions  Middle and High School Transition Plans  Describe how the district will implement Webster County Schools is a one school campus with both the strategies to facilitate effective transitions Elementary/lMiddle and High School housed in the same building. Our for students from middle grades to high middle school students are already experiencing the day to day coordination with institutions of higher each year. We work and collaborate with local colleges and military education, employers and local partners; recruiters. Being rural and located an hour from both Columbus and andincreased student access to early Albany makes transportation an issue for some students. Students college high school or dual or concurrent take on-line classes as well as attend classes on the college campus  school andi from high school to postsecondary education including:  operations and Apenencesexpecialons of the high schools. Webster County High School's Dual Enrollment Program is growing in numbers  enrollment opportunities or career  and time is allowed at school for students to use our computer labs and Career planning occurs through classes and through advisement activities. College Fairs and Career Days offer opportunities for our students to find our information about interests and skills required by All students have exposure and an equal opportunity to participate regardless of whether they are migrant, disabled/handicappes, immigrant children, at risk students, neglected and delinquent youth (N&D), or youth at risk of dropping out. All programs will supplement each other, reducing unnecessary duplication, through on -going communication, collaboration efforts and coordination of programs. All programs shall fiti into the regular program in such a manner as to support, extend, remediate and/ or enrich the educational experience  counseling toi identify student interests media center when needed.  and skills.  the job market.  of our students.  Preschool Transition Plans  Describe how the district will support,  Webster County Head Start students are served through the Head Start  coordinate, and integrate services with Program in Marion County. Prior to the pandemic, the Head Start early childhood programs at the district or Program brought upcoming Kindergarten students to our campus in an school level, including plans for transition effort to help them transition to our building as Pre-K students. of participants in such programs to local Unfortunately, the Head Start program has not had a return visit since.  elementary school programs.  Hopefully, visitations will resume in 2024-2025. Bright from the Start supports our Pre-Kindergarten program through finance and guidelines. Our Pre-K students are located on the same hall as our other primary students and experience similar experiences and get to know the teachers as they see them daily. Our primary level teachers have team  43TitlelA- Transitinns TA Schnnls Instructional Pronram  65    REQUIRED QUESTIONS  Preschool Transition Plans  meetings weekly to plan for instruction and activities to support our  primary students.  Title I, Part A- Targeted Assisted Schools Description Ifapplicable, provide a description of how N/A teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children most in need of services in Title I targeted assistance schools. The description must include the multi-criteria selection to be used toi identify the students to be served.  Title 1, Part A - Instructional Programs Provide a general description of the instructional program in the following: Title Ischoolwide schools;Targeted Assistance Schools; andschools for children living in local institutions for neglected or delinquent children.  Webster County Elementary/Middle School and Webster County High school are both Title 1 schools and both implement standards based educational practices using the Ga Standards of Excellence. MTSS instructional practices include evidence based instructional strategies for Reading and Math via: mClass DIBELS, STAR reading and STAR math, STAR Early Literacy. These assessments allow teachers and administrators the ability to monitor quality instruction based on student growth. Teachers will continue to receive PL as needed. Funding source Title I, Part Ai for Overarching Need #1, Action Step#2 Supplemental evidence based instructional platforms being used include: IXL (reading/math), Reading Eggs, Math Seeds, Freckle (K-12 math) and Progress Learning science/Social Studies). Amplify, Reading Eggs platforms provide evidence based instructional strategies in Reading in grades K-8. Math Seeds (K-3 Math) and- IXL (3-12 Reading and Math) are used for intervention, remediation, and for acceleration as well as in the Special Education classrooms. Progress Learning is used for benchmark, intervention, and assessment in the areas of Social Studies and Science in grades 4-8 and for all Sciences and Social Studies in grades 9-12. IXL is a program used for remediation, intervention, and diagnostics for Reading and Math in grades 3-12. All platforms provide teachers with online access to Professional Learning on various aspects of each individual platform. WCS also utilizes EIP classes and after school tutoring to provide additional support. Title 1-A funds are used to fund a First Grade reduced class size teacher, as well as supply resources needed for The parent engagement calendar includes events to include parents in  students. Overarching Need #1 Action Step #1  4 3 Title LA: Transitinns TA Schonls Instrictional Proaram  66    REQUIRED QUESTIONS  Title I, Part A- - Instructional Programs  the programs we use to showcase the progress the students are making. The calendar also includes events to help educators inform and instruct parents on how to help their students academically, such as training on how to navigate the Parent Portal within the Student Information System, PowerSchool. Student logins and program information is provided to parents for all of the platforms mentioned above. All the programs used are intended to enhance, remediate, and intervene for students. These programs have shown promising results over the last year. Currently the county does not have programs for children in local N&D (neglected and delinquent) centers, nor are there any identified homeless children. Should the situation change, these entities would be served as all other eligible participants.  43 TitlelA Transitions TASchools Instructional Prodram  67    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.4 Title IF Part C Required Questions  Title I, Part C - Migrant Intrastate and Interstate Coordination  Consortium LEAS describe how they collaborate with the MEP Consortium staff at Abraham Baldwin Agricultural  Webster County Schools will promote interstate and intrastate coordination of services and educational continuity. At the beginning of each school the Occupational Survey is part of the registration packet  College (ABAC) to support the records for new enrollees as well our returning students. The MEP contact will transfer process for students moving in review the districts' Occupational Surveys as they are returned with and out oft the school (including academic enrollment packets to check for potential eligible students. The MEP and health records), and how the use of contact will keep weekly contact with the registrar for new enrollees as student registration and back-to-school MEP will also ensure the Occupational Survey is included in all registration for all returning students is registration packets and the survey is the most current version. Ifa coordinated and reviewed.Consortum migrant student is identified, Webster County will contact the MEP LEAS and Direct-funded LEAS describe Specialist, Lidia Guajardo of the Migrant Education Consortium at Exchange (MSIX) is used in the records No one within' WCS accesses MSIX. Ms. Guajardo prefers to update intrastate/descrpton includes who in the also contact The Migrant Education Consortium at ABAC. We also  the occupational survey during new  the year progresses, to ensure potential students are identified. The  how the Migrant Student Information transfer process (both interstate and LEA accesses MSIX when migratory children and youth enroll and departdescription includes how the information in MSIX, when available, is used for enrollment and course placement decisions for migratory children and youth.  ABAC for assistance if services are needed by the student or family. MSIX as needed. Ift the student moves out of the district the MEP will provide the names of these students to our counselor. The counselor, administration and the Federal Programs Director reach out to families  to assess their needs.  Title 1, Part C - Migrant Supplemental Support Services  1. Consortium LEAS describe how coordinated with Abraham Baldwin Agricultural College (ABAC). 2. Direct-funded LEAS describe:ul and families are identified and how during the regular school year and 4. how the needs academic and non-academic needs of out-of-school  Ifar migrant student is identified in Webster County, the first step is to Ifneeded, the counselor and an administrator will meet with the parents to assess the needs of the student(s) through a visit with the family. Depending on the needs, we contact Faith Based groups, Family home needs such as clothing, food and other household items. regular services offered, we provided services which may include but are not limited to preschool services, remediation, EL services, tutoring, or any service the student may need. The district migrant coordinator will communicate regularly with MEP Specialist, Lidia Guajardo of the  academic and non-academic services arel contact Lidia Guajardo of the Migrant Education Consortium at ABAC. 3. how the needs of preschool children Connections, charitable groups and our teachers for assistance with services are implemented and evaluated Ifar migrant child needs additional educational services beyond the  summer.  youth and drop-outs are identified, how Migrant Consortium at ABAC to ensure migrant students' academic  the OSY profile is used to support the needs and resources are met.  4 4 Titlel Part C.  68    REQUIRED QUESTIONS  Title I, Part C - Migrant Supplemental Support Services identification of needs and the delivery of appropriate services, and how services are implemented and evaluated during the regular school year and summer.  4 4 Title I Part C  69    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.5 IDEA Required Questions IDEA Performance Goals:  Describe how the district will meet the IDEA Performance Goal 1: Improve graduation rate outcomes for graduation rate outcomes for students Students are included and actively participate as a member of the IEP What specific post-secondary outcome teacher, and parent. Other members can attend such as other service activities (school completion, school age providers or school psychologists when needed. Students prepare for transition, and post-secondary transition) transition by completing transition surveys based on interests. The  following IDEA performance goals: IDEA Performance Goal 1: Improve  students with disabilities Goal 1  with disabilities.  team which includes the special education teacher, regular education special education teacher uses these surveys to develop ai transition plan within the student's Individualized Education Plan (IEP). The student's transition plan consists of goals which are monitored for professional learning opportunities for special education teachers on the transition plan portion of the IEP. The high school special education teacher will be trained and implement a student-led IEP meeting with 6 students with disabilities. To improve outcomes for students with disabilities, training will be provided for post-high school students' success utilizing GLRS resources and GVRA services. The special education teacher will work with GVRA monthly to facilitate transition services. Parents are updated on students' IEP progress every nine weeks and participate in the IEP annual review each year. Student's IEP goal data, academic progress, grades, and performance are reviewed annually. Teachers keep a parent contact logt to provide evidence of contacts. Parents of students with disabilities are engaged in student progress through meetings and phone calls made monthly or more if needed. Parents are made aware of student assignments, behavior, and any information concerning their student. Webster County Schools will increase instructional effectiveness with research-based and individualized instruction for students with disabilities. Technology will be used to increase academic success through online intervention programs. A plan of action will be developed as barriers arise and the special education director and lead special education teacher are available for technical assistance. Throughout the school year, there will be collaborative meetings to discuss progress and student performance to discuss possible changes and solutions as it relates to graduation and the transition process. Professional development will be attended by special education teachers and/or the special education director. Redilivery will take place upon return as needed. The special education director will monitor to make sure teachers are implementing what was learned with fidelity through classroom observations, walk-throughs, and team meetings. Special education staff are monitored by the special education director.  are you implementing iny yourL LEA to improve graduation rates? Include:Description ofy your district's  proceduresSpedific professional learning progress every 9 weeks. Initiatives implemented to address graduation activitiesPlan to monitor implementation are working with the Georgia Vocational Rehab Agency (GVRA) and  with fidelity  45IDFA  70    REQUIRED QUESTIONS  IDEA Performance Goals:  The Webster County school environment is equitable for all students regardless of ethnicity, socioeconomic status, or disability. Any additional information from the school will be provided on' Webster County Schools Website. WeDsterpopcais.0r9  Any additional information from the school will be provided on Webster County Schools' website. wwebsterobca5on  Describe how the district will meet the IDEA Performance Goal 2: Improve services for young children (3-5)  following IDEA performance goals: IDEA Performance Goal 2: Improve services for young children (3-5) with are you implementing in your LEAto  with disabilities  The Georgia Department of Education and the Webster County school system must identify, locate, and evaluate all students with disabilities aged 0-21 residing within the school district that require special (BCW). Webster County schools ensure the child find process is websterbobcats.ory. providing referral packets to all providers within  disabilities.  What specific young children activities education and related services. Child Find includes early intervention (environment, outcomes, and transition) services from birth to age 3 and are serviced through Babies Can't Wait improve services for young children (ages implemented by placing referral information on the school website at Include:LEA proceduresservices that are Webster County, GA, advertising in the local newspaper, providing offered and provided within your district referral packets to Head Start, and accepting referrals from any parent as well as where the service options are of a preschool age (2.5-5 years) student who has reason to suspect located. (e.g. local daycares, Head Start, that their child has a disability. Head Start of Beuna Vista services homes, community-based classrooms, Webster County Children. Webster County maintains placement of  3-5)?  Prek classrooms)Staf that will be designated to support the 3-5 pogulationColaboration with outside agencies, including any trainings  eligible children before age 3 and have an IEP implemented by their third birthday. Children transitioning from BCW must be identified and evaluated within the 60-day timeline for initial evaluation and the child must have a transition IEP by age 3. Additional meetings may be held the continuum of services, parent rights, and transition process are explained. A developmental evaluation is scheduled with the permission and at1 the convenience oft the parent. As part of the evaluation, service providers such as speech/language pathologists, physical therapists, or occupational therapists may complete evaluations to determine the need for services. The school psychologist organized the eligibility determination and IEP meeting when necessary and must occur before the child's 3rd birthday. Services are provided based on individual student needs. Identified preschool children suspected of having a disability may receive services in a variety of placement options, as determined by the IEP team and participation of other agencies, such as, but not limited to: (a) regular early childhood setting; head start program; Georgia Pre-k (b) separate early childhood special education setting &copy; day school (d) residential facility or () home. The special education director communicates with the counselor about students attending BCW and Head Start at the beginning and end of the year. Professional learning for preschool-age children is completed in monthly regional meetings where preschool updates are  conducted by the LEAParent trainings as necessary to further assist families. During the transition meeting,  45IDFA  71    REQUIRED QUESTIONS  IDEA Performance Goals:  discussed. Any staff that requires technical assistance will receive it through the special education director or lead special education teacher. The special education director monitors the process of all students with disabilities or suspected of having a disability. Webster County Schools Pre-Kindergarten students participate int the Response to Intervention process. Screenings and evaluations are provided for any home school who is suspected of having a disability. Universal screenings are completed in pre-kindergarten classrooms each year and the speech-language pathologist provides interventions and services when students are unsuccessful in the screening. The speech-anguage pathologist works with parents and teachers to gain information and provide individual interventions to serve the student. If as student is unsuccessful with the speech and language interventions, further evaluation will be requested. Students who are identified as having difficulties in other developmental areas are given a comprehensive psychological evaluation along with a speech and language evaluation. Students who are identified as only having speech and language concerns with no other developmental concerns will be evaluated by the speech-language pathologist. The school psychologist along with the special education case manager coordinated the eligibility and IEP meetings for students who are given ac comprehensive psychological evaluation. The speech-anguage pathologist will coordinate the eligibility and IEP meetings for students who are only evaluated for speech and language concerns. Webster County Schools provides a full continuum ofs special education services through a variety of placement settings based on the least restrictive environment for the individual needs of the student. Individual assistance is provided by a speech-language pathologist, occupational therapist, physical therapist, and special education teacher as needed. Technical assistance is provided as needed on IEP development, least restrictive environment, Child Find, etc. Students are minored by the special education director in thei form of walk-throughs and evaluations. Teachers are monitored to ensure fidelity through observations, walk-throughs, data reports, lesson plans, and monthly team meetings. Parents are provided opportunities to participate through open houses which occur three times per school year, monthly family engagement  nights, parent conferences, and IEP meetings.  45IDFA  72    REQUIRED QUESTIONS  IDEA Performance Goals:  Describe how the district will meet the IDEA Performance Goal 3: Improve the provision of a free and IDEA Performance Goal 3: Improve the Webster County schools will educate students with disabilities to the provision of a free and appropriate public maximum extent possible in their least restrictive environment with education to students with disabilities. appropriate support. Teachers are provided training on IEP and What specific activities align with how youl eligibility procedures and compliance through the special education  following IDEA performance goals:  appropriate public education to students with disabilities  are providing FAPE to children with Include:How teachers are trained on practicesHow LRE is ensuredThe continuum of service options for all SWDsHow IEP accommodations/modifications are ensure that FAPE is being provided  director, lead special education teacher, SLDS, and updates provided by the special education director following meetings and conferences. Teachers peer review all IEP and eligibility documentation using the To ensure FAPE is being provided, teachers are educated on all service models and ensure that all options are considered on the IEP as well as making sure students are in their least restrictive environment. The continuum of service options are considered at each group, and supportive instruction. The special education team meets at the beginning of each school year to work out schedules and caseloads to ensure that each student is provided their services. At the beginning of the school year, special education teachers provide the student support page of the IEP to the student support page to ensure all staff that work with that student are aware of their accommodations and modifications. In the event of a schedule change, the special education teacher will ensure that the student support page is provided. Teachers also create an "IEP at a glance" form for teachers sO that they get a snapshot of the student's disability, IEP goals, and accommodations/modifications. Each special education teacher is provided the Webster County Schools special education manual for all procedures and guidelines. Parents are encouraged to participate in meetings in person if at all possible. Special education teachers are provided opportunities to attend training provided by Chattahoochee Flint RESA and GLRS. Designated special education teachers are provided with Mindset training to assist with behavior management in the form of de-escalation and restraint. The designated special education teachers are trained as a trainers sO that they can redeliver the training to faculty and staff. This will improve our efforts to reduce the amount of students with disabilities removed from the classroom for behavior. IEP goals are monitored monthly and IEP progress reports are completed every 9 weeks. The special education director monitors the Go IEP dashboard to ensure all paperwork is completed on time and correctly to ensure compliance. The special education director sends out directives for IEP completion, progress report completion, FTE data collection, etc. Technical assistance for compliance is provided by the special education director when needed.  disabilities?  IEPleligibility procedures and instructional due process checklist to ensure all required components are included.  shared with teachers who are working IEP meeting which includes: collaborative, consultative, co-teaching, with SWDsSupervision and monitoring home instruction, nospta/nomeDound (intermittent), procedures that are beingi implemented tol hospitalhomebound (short-term), residential, separate school, smal!  45IDFA  73    REQUIRED QUESTIONS  IDEA Performance Goals:  Describe how the district will meet the IDEA Performance Goal 4: Improve compliance with state andi federal compliance with state and federal laws Webster County Schools special education director will attend and  following IDEA performance goals: IDEA Performance Goal 4: Improve and regulations. How procedures and practices are implemented in your district to ensure overall compliance? and accurate data submissionLEA procedures to address correction of noncompliance (IEPs, Transition Plans)Specific PL offered for overall compliance, timely & accurate data submission, and correction of moncomplancesupewson and monitoring procedures that are being implemented to ensure compliance  laws and regulations  redeliver professional development training and technical assistance provided by the GaDOE. This includes participation in conferences, email blasts, monthly regional meetings, and director webinars. Redelivery will occur during special education team meetings monthly. adjust procedures as needed. Webster County Schools participates in GOlEP in efforts to meet compliance requirements. The special education director monitors compliance through GolEP weekly and the due process checklist in each student's file monthly. Noncompliance is corrected immediately. IEPS are peer-reviewed using the due process checklist and corrections are made when necessary. The special education manual will be reviewed annually and adjusted and updated as needed. Professional learning for writing compliant IEPS and submitting timely and accurate data will continue to be provided to special education teachers. Teachers log all professional development hours throughout the year and submit them as part of the end-of-the-year checklist. Special education teachers complete monthly progress monitoring which provides evidence of progress and evidence in the event changes of placement are considered. Special education teachers are provided guidance from the special education director on writing compliant IEPS and eligibilites as well as the opportunity to complete an SLDS training when further professional development is  Include:LEA procedures to address timely The special education director will monitor compliance regularly and  needed.  45IDFA  74    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.6 Title IV Part A Required Questions  Title IV, Part A - Activities and ProgrammingLEAS must provide a description of each activity/program to be implemented during the fiscal year of allocation and as identified in the District Improvement Plan by focus area and (WR-instructonProvde.Overarching content areas including Beyond the Core classes and the Fine Arts Need number/Action Step number(S)New program to give the students a more well rounded education and more  include program etivesgoasoutcomes (ESSA Sec. 4106)  A.Well-Rounded, Activities or ConmtnungameDesatpion of ActiviyMeasurable Goal/Intended  *Webster County Schools will continue to enhance learning in all hands on experiences as identified in Overarching need 1 and in action The elementary and middle schools will continue with their dance and visual arts classes and teachers will have available resources to teach these Beyond the Core classes in order to enhance the curriculum in these classes. These classes are intended tol boost our CCRPIscores as well as give the students well rounded educational opportunities. These identified resources are listed in Overarching need 1 and Action steps #1 and #3 and are promising to the academic success of our The Chorus and Art classes will continue to enhance the opportunities and education experiences for these courses and resources will be available. These courses and resources will enhance the learning of the students' well rounded education. It also involves getting the community and families involved in the activities of the students. These educational experiences are listed in Overarching Need 1 and WCS will continue to incorporate more hands on activities and STEM/STEAM activities, supply resources for Science, and will provide opportunities and resources for the students to continue to work in the raised gardens. Including, participating in Jimmy Carter's Boyhood Farm/ National Park services: Maslow Before They Can Bloom project. The objective is to give the students more experiences in these areas ofl learning, while also attending to their Social Emotional Learning needs. These activities and programs will help improve academic success which are mentioned in our Overarching Need 1 and Action WCS will plan for students to attend plays, musicals, museums, and field trips, and invite speakers on site; all related to their content areas ofs study which will increase well rounded educational opportunities for our students. These activities are intended to give the students more exposure to real world experiences. Overarching Need #1 and Action The intended outcomes for these resources will be to give these students a well-rounded education and to experience opportunities theyl might not experience otherwise as well as to remediate, intervene and challenge students in areas needed. The outcomes of these activities and programs are intended to address student support, student interventions, increased rigor, quality lessons and support academic growth. Resource materials for these Beyond the Core classes and  step 3.  Outcome  students.  Action Step #3.  Step #3.  step #3.  4 6 Title IM Part A  75    REQUIRED QUESTIONS  Title IV, Part A - Activities and ProgrammingLEAS must provide a description of each activity/program to be implemented during the fiscal year of allocation and as identified in the District Improvement Plan by focus area and  include program optivesgoasoutcomes, (ESSA Sec. 4106)  STEM/STEAM activities are funded by Title IV-A. All of these are promising to increase our CCRPI scores, to increase test scores and increase the academic success of our students. Professional Learning is funded via Title II-A.  B.S Safe and Healthy  WCS will continue the district-wide application of PBIS to assist in our behavioral supports needed to improve social, emotional, behavioral and academic outcomes for all students. The PBIS Team will continue to participate in Professional Learning and training provided by RESA as needed. The team will redeliver PD to faculty and staff. Funding sources for this program will be provided by Title IV-A and Title I-A.  SH/Clmate/CunturerrowdeOwerarcnng efforts to provide a supportive environment conducive to learning. This Need number/Action Step number(s)New multi-tiered framework aids in establishing a social culture and the  or ComnunghameDescpion of ActiviyMeasurable Goal/intended  Outcome  Overarching Need #1 Action Step #5.  C.E Effective Use of Technology (ET)-Professiona LearningProvide:Overarching Need CominungameDesatpton of ActivlyMeasurable Goal/Intended  WCS will continue to provide and participate in Professional Learning opportunities for faculty and staff. ELA teachers will work with our local RESA by participating in upcoming ELA Cohorts regarding the PLs. All faculty and staff will also take part in Professional Learning in areas based on their identified individual needs. WCS will continue to use the various webinars and trainings that are available through SLDS in the GALearns Hub. K-3 who participated in the Growing Readers project via RESA during the 2023-2024 school year, will complete the project during the 2024-2025 school term. The ELA team leader will redeliver to any newly hired K-3 teachers. All K-3 teachers will begin the Georgia Literacy cources (Cox Campus) via GaLearns Hub in order to meet the requirements of HB 538 and SB48 by July 2025. These activities and resources will be monitored through TKES observations, RESA Specialists, WCS Curriculum director, lesson plans, assessments and data collection on a monthly basis. WCS offers a computer science class for our 8th grade students.  number/Action Step number(s)New or implementation oft the new state standards, as well as continuing Math  Outcome  D.E Effective Use of Technology 15% or ComtnunghameDesctpion of ActiviyMeasurable Goal/intended  ETi5/infrasinctureProwdeOverarcnng Technology is used in various classes as an expansion of academic Need number/Action Stepr number/S)New courses as well as integrated within STEM/STEAM activities with  funding provided by Title IV-A. Overarching need #1 Action step #1  Outcome  4 6 Title IV Part A  76    REQUIRED QUESTIONS  Title IV, Part A- Ongoing Consultation and Progress Monitoring  Describe how and when the LEA will  Webster County Schools has quarterly In-put meetings and Federal Programs meetings. The school has a planned community meeting in  consult any  stakeholders/community-based partners October and in April each year to hear input for the plan. The school in the systematic progress monitoring of sends home paper stakeholders surveys and links to digital surveys, Title IV, Part A: supported activities for the invites parents to attend parent involvement meetings (calendar of purposes ofi implementation improvement events sent home at the beginning of the year with all planned  and effectiveness measurements.  activities), and through websites and newspaper articles soliciting input in the form of suggestions, revisions, comments, and concerns. The Data Team has monthly meetings to analyze data and use the data for input into the plan. There are quarterly meetings held for parents to talk with teachers which leads to input for the plan. Weekly team meetings are held with the teachers and leadership team to discuss how the plan is working, review new data, and discuss strategies that work and those! strategies that do not work which leads to input to the plan. These meetings help to monitor progress, and improve the plan as the school  year progresses.  46Title IM Part A  77    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.7 Reducing Equity Gaps Required Questions  Reducing Equity Gaps: Reflect on the previous year's LEA Equity Action Plan  Equity Gap 1Was the! LEA Equity Action Webster County chose Student Achievement identify subgroups, grade Plan effective in reducing the equity gap level span, and content areas as our equity gap. We will focus on  selected for the year?intervention Effective - Equity Gap Elminatedlnterventon Effective Effective - Adjust Activttes/Strategiesintervention Not Effective -A Adjust ACtivttes/Strategeesintervention Not  increasing student achievement in all content areas, increasing individual Lexile Scores for students, decreasing the number of days absent byt teacher and students, increasing career awareness, and concentrate on the education of each student in all aspects of the learning environment. Professional Learning will continue toi focus on differentiation, technology integration, school/ classroom climate, data to inform instruction, improvement in all content areas, instructional thinking skills. The plan was somewhat effective, however we are not The school will continue to improve content areas of concern and will Intervention Effective - Adjust Activltes/Sitrategies: 2023-2024 WCS will continue incentives programs for our Accelerated Reader program in hopes toi increase Lexile scores and classroom/school climate. A team oft teachers and the Media Specialist will lead this effort. Rewards and activities will be awarded based on scheduled 'due WCS plans to get parents comfortable with being more involved with their students education. At the beginning of the 2023-2024 school year, WCS plans to teach parents how to access the SIS: PowerSchool portal in order to stay abreast of their students' grades and attendance. This will assist our efforts in having an increase in student achievement in all grade levels and all content areas as well as decrease absences In order to increase the academic achievement of all students, WCS will implement our district- wide rollout of PBIS in order to assist in our Goal to improve school climate and to provide a supportive  Maintain Activties/Strategiesintervention creating positive school and classroom climate. This focus allows us to  Effective - Abandon Activlties/Strategies strategies, rigor, activities to engage, assessments and higher order  where we want to be, adjust as needed.  dates' established by the committee.  and tardies of high school students. environment conducive to learning.  Provide a brief description of LEA's year LEA Equity Action Plan and efiedvenessimefiechuenes in addressing the selected equity gap.  The plan for increasing Student Achievement has been somewhat grades 3-8. The school will continue to work on attendance of students and teachers. The Professional learning in differentiation has been effective and we will continue with PDi in this area as well as technology integration, data to inform instruction, improvement in all content areas, instructional strategies, rigor, activities to engage,  success in implementation of the prior effective by adding a remediation classes for Reading and Math in  47 Reduring Fauitv Gans  78    REQUIRED QUESTIONS  Reducing Equity Gaps: Reflect ont the previous year's LEA Equity Action Plan  assessments and higher order thinking skills. Intervention Effective - Adjust Activlties/Strategies  On May 26, 2022* The U.S. Department of Education has approved thel accountabilty addendum request to make one-year modifications to CCRPI to account for data limitations resulting from the pandemic. However Webster County Schools has continued to collect and analyze data from 2021-2022 and 2022-2023 Milestones scores, STAR Reading and Math, Beacon as well as analyze diagnostics from our IXL, Reading Eggs, and Math Seeds programs. WCS is providing new aligned curriculum for our students, along with the coinciding Professional Development for our teachers in Kindergarten 8th grade Reading and ELA. New, aligned curriculum will also be provided for Math students in grades Kindergarten through 12th grade. The teachers of these courses will attend in-person PL and have access to ongoing Professional Development for their new Implementation of the new curricula will be monitored for effectiveness throughout the 2023-2024 school term. The effectiveness of alignment  curriculums.  oft the various new curriculum is promising.  Equity Gap 2Was the LEA Equity Action e Intervention Effective - Adjust Activlles/Strategles: 2023-2024  Plan effective in reducing the equity gap selected for the year?intervention Effective - Equity Gap Elminatedinterventon Effective - Effective -A Adjust Activltes/Strategresintervention Not Effective -A Adjust Activties/Strategiesintervention Not  The plan was somewhat effective, however we are not where we want to be in the equity gap due to learning loss enhanced by pandemic. implementation of researched based Tier 2/Tier 3i interventions for Reading and Math at all grade levels. Webster County Schools will also implement remediation classes for our 4th 8th Math students as grade students for 2023-2024. As we saw a great increase in All WCS teachers will continue to participate in various PD through the WCS Math teachers participated in Deep Dive Math collaboratives with our local Chatt-Flint RESA during the 2021-2022 school term. These teachers continued to participate with RESA's Math Cohort during 2022-2023 as the GaDOE updated the new Math Standards. AIIK- 12 Math Teachers will also attend ai full day of in-person PL on the new aligned curriculum. This PL will be provided by Houghton Mifflin Harcourt during Pre-planning. Teachers will be notified and requested to attend of any additional Professional development as it is made WCS Math Data Team held quarterly meetings to review student achievement. Data sources and interventions used include: IXL and Beacon agnosicsassesment. Although the results were somewhat  Maintain Actvttes/Strategiesintervention The school will continue toi improve these areas by ensuring the  well as our 6-8 Reading students. Milestones results in Reading and Math! GaLearns Hub in the SLDS portal.  Effective - Abandon Activlies/Strategies WCS will re-establish the full day self-contained concept for our 3rd  available.  47 Reducing Fauitv Gans  79    REQUIRED QUESTIONS  Reducing Equity Gaps: Reflect on the previous year's LEA Equity Action Plan  effective, we will continue to use these resources. During the 2023-2024 school term, WCS will continue remediation classes in the schedule for our 4th -8th grade Math students. K-3 teachers will participate with our local RESA for Growing Readers. We will continue to monitor this equity gap make additional adjustments in any areas as they are identified throughout the year.  Provide a brief description of LEA's year LEA Equity Action Plan and fadweneswnelecveness in addressing the selected equity gap.  WCS is very proud of the GMAS growth made by our Third grade gains across the board. Webster County Schools has continued to collect and analyze data from Milestones, STAR Reading and Math, Beacon as well as analyze diagnostics from our IXL, Reading Eggs, and Math Seeds programs. The school will continue with professional learning in ELA, differentiated instruction, technology integration, and data to inform instruction. The LEA's equity action plan was effective tol some extent, but we will continue to address some needs due to  success in implementation oft the prior teachers and their students. We will continue to work towards making  learning loss caused by the pandemic.  47 Reducing Fauitv Gans  80.    REQUIRED QUESTIONS  4. REQUIRED QUESTIONS  4.8 Overarching Needs for Private Schools  Ini this section, summarize the identified needs that will be addressed with FY22 federal funds for private schools Include results from ongoing consultation with private schools receiving services from the LEA's federal grants (ESSA Sec. 1117 and 8501; 20 U.S.C. 1412(a/10)A)di); and 34 C.F.R. $300.134). Information is available on the  State Ombudsman website. (Add' "No Participating Private Schools" as applicable.)  Title I, PartA Title II, PartA Title III, Part/ A Title IV, Part A Title IV, Part B Title 1, Part C IDEA 611 and 619  N/A N/A N/A N/A N/A N/A N/A  48Ovararchind Needs for Private Schonls:  81    GaboE Georgia Depariment of Educarlon  Comprehensive Needs Assessment 2024-2025 District Report  Vdentify! Needs  Coherent Instruction  WHOLE CHILD RCAOYTON LERO  -  hent Plan  C  Webster County    PLANNING AND PREPARATION  1. PLANNING AND PREPARATION  1.1 dentification 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. AI 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 Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Neglected and Delinquent Rural Special Education Title I,F PartA Title I, Part A Title II, Part A Title III Title IV, PartA Title I,F Part C  Position/Role SuperintendentAssistant Superintendent Federal Programs Director Curriculum Director School Leader (#1) School Leader (#2) Teacher Representative (#1) Teacher Representative (#2) N&D Coordinator REAP Coordinator Special Education Director Title I, Part A Director Family Engagement Coordinator Title II, Part A Coordinator Title II Director Title IV, Part A Director Migrant Coordinator  Name Dr. Dorothy Ingram Deidre Sterling Deidre Sterling Dr. Dorothy Ingram James McCullough Katha Scott Pamela Alridge Deidre Sterling Deidre Sterling Deidre Sterling Sydney Barfield Deidre Sterling Anna Blankenship Deidre Sterling Deidre Sterling NA Deidre Sterling Deidre Sterling  McKinney-Vento Homeless Homeless Liaison  Title I, Part A- Foster Care Foster Care Point of Contact  Recommended and Additional Team Members  Program Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s)  Position/Role Assistant Superintendent Testing Director Finance Director Other Federal Programs Coordinators CTAE Coordinator  Name NA Deidre Sterling Lesley Hill Deidre Sterling James McCullough  11 Identifiratinn. nf Team  2    PLANNING AND PREPARATION  Recommended and Additional Team Members  Program Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) Multiple Program(s) 21st CCLC 21st CCLC Migrant Special Education Title Il, Part A Title II, Part A Title II, Part A Title II, Part A Title I, PartA Title II, Part A Title II, Part A Title II, Part A Title II, Part A Title III Title IlI Title III Title IV, PartA Title IV, PartA Title IV, Part A  Position/Role Student Support Personnel Principal Representatives Counselor Early Childhood or Head Start Coordinator Teacher Representatives ESOL Teacher Local School Governance Team Representative (Charter Systems only) ESOL Coordinator 21st CCLC Program Director 21st CCLC Site Coordinator or Data NA Specialist Preschool Teacher Student Success Coach (SSIP) Human Resources Director Principal Supervisors Professional Learning Coordinators NA Bilingual Parent Liaisons Professional Organizations Civil Rights Organizations Board of Education Members Local Elected/Government Officials NA The General Public Refugee Support Service Staff Community Adult ESOL Providers NA Employing Non-English Speakers Media Specialsis/ibranans Technology Experts  Name NA NA  High School Counselor/ Academic Anna Blankenship  LaKishia Evans Sundai Tanner NA  Lou Wright, Katha Scott, Pamela Alridge, Jamie McCullough, Tamekka Garrett  NA NA Pamela Green NA NA NA NA  Georgia Vocational Rehab Agency (GVRA)  Linda Rogers, Mary Hinman, Landon Matthews, Donald Brown, Jimmie Johnson  NA NA  Representatives from Businesses Interfor - Angela Love  Maggie Moore Leslie Hill  Faith-Based Community Leaders Jimmie Johnson  11lentifirathnafTam  3    PLANNING AND PREPARATION  1. PLANNING AND PREPARATION  1.2 dentification 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 Multiple Program(s) Multiple Program(s) Migrant Title I, Part A Title II, Part A Title II, Part A Title II, Part A Title II, PartA A Title II, PartA Title III, PartA  Position/Role Students (8th- 12th grade) Private School Officials Out-of-School Youth and/or Drop-outs Parent Representatives of Titlel Students Principals Teachers Paraprofessionals Personnel  Name NA NA NA  Lorna Wiburn, James McCullough Laurie Sheffield Dr. Dorothy Ingram Katha Scott, Lou Ward Ann Brown Deidre Sterling  Title I, Part A- Foster Care Local DFCS Contacts  Jessie Knight, Shawn Muff, Ginger Brown,  Specialized Instructional Support Other Organizations or Partners with RESA relevant and demonstrated expertise Parents of English Learners  Guadalupe Magna  Recommended and Additional Stakeholders  Program Multiple Program(s) Multiple Program(s) Multiple Program(s) 21st CCLC Migrant  Position/Role RESA Personnel Technical, College, or University Personnel School Council Parents, Parent- Teacher Association or Parent- Teacher Organization Members 21st CCLC Advisory Council Members Local Head Start Representatives NA (regular and/or migrant Head Start agencies)  Name Missy Roland Beth Brooks, Luke- Ellis  Parent Advisory Council Members, K, Scott, K. Ulrey, Leticia Dent, LaToya  Ross NA  12 Identificatinn of Stakehnlders  4    PLANNING AND PREPARATION  Recommended and Additional Stakeholders  Program Migrant Migrant Migrant Migrant Migrant Migrant Migrant Migrant Migrant Migrant Migrant  Position/Role Migrant PAC Members  Name NA  Local Farmer, Grower, or Employer NA Local Migrant Workers or Migrant NA Community Leaders Farm Worker Health Personnel Food Bank Representatives Boys and Girls Club Representatives NA Local Health-Department Representatives ABAC MEP Consortium Staff Migrant High School Equivalence Program /GED Representatives College Assistance Migrant Programs Parent Mentors School Council Members  Family Connection Representatives Elaine Nealy, Diane Wills  NA NA Haley- Dobbs Lidia Guajardo South Georgia Tech NA  Neglected and Delinquent Special Education Special Education Title II, Part A  Residential Facility(ies) Director(s) NA Parents of a Student with Disabilities LeTicia Dent  NA  K, Scott, K. Ulrey, Jamie McCullough, C. Williams, L. Dent, D. Ingram  How did thet team ensure that the selection of stakeholders created an  The Federal Programs Director, Deidre Sterling met with the School Leadership Team including: Lou' Ward, Katha Scott, Paige Balish, selection of stakeholders. Team members suggested people to serve on our Comprehensive Needs Assessment Team. Those people were called and asked to serve on our team and given the expectations for serving on Webster County Schools' Comprehensive Needs  inclusive group with varied perspectives? Dorothy Ingram, Maggie Moore, Lesley Hill to discuss the process for  Assessment Team.  How will the team ensure that meaningful input into the needs assessment process?  Stakeholders will be invited to quarterly meetings to discuss the suggestions fori improvement of the school. Stakeholders will receive a survey each year in the spring. The results will be analyzed and shared with the stakeholders and become a part of our Comprehensive Needs Assessment, Consolidated Application and School Wide/School Improvement Plans. Stakeholders are also notified through newsletters and the website of their right to offer suggestions.  stakeholders, and in particular parents progress made on our Comprehensive Needs Assessment Document, and/or guardians, were able to provide to review and revise as new data becomes available and to offer  1 2ldentifiratinn nf Stakeholders  5    DATA COLLECTION ANALYSIS  2. DATA COLLECTION ANALYSIS  2.1 Coherent Instructional System  Analyze the LEA's data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of instructional needs. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). See the Coherent Instructional System webinar for additional information  and guidance. Coherent Instruction Data  GDPS Learning and Teaching (Standard 1): Engages and supports all schools in systematic processes for  curriculum design to align instruction and assessments with the required standards  1. Exemplary  The district continuously engages and supports all schools in systematic processes for curriculum design to align instruction and assessment with the required standards. District staff work to build the capcity of school staff to The district engages and supports all schools in systematic processes for curriculum design to align instruction and assessments with the required The district processes for engaging and supporting schools in curriculum District schools are left to work in isolation on curriculum design without district  lead curriculum design efforts.  2.0 Operational 3. Emerging 4. Not Evident  standards.  design without district process or support.  processes or support.  GDPS - Learning and Teaching (Standard 2): Develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all schools.  1. Exemplary 2. Operational 3.E Emerging 4. Not Evident  Aclear 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 The district develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all The district expectations fori implementing curriculum, instruction, or assessment practices are noti fully developed or are not clearly communicated The district has not developed or communicated expectations for implementing curriculum, instruction, or assessment practices.  they arise. schools. to all schools.  V  21 Coherent Instructional Svstem  6    DATA COLLECTION ANALYSIS  Coherent Instruction Data  GDPS Learning and Teaching (Standard 3): Guides, supports, and evaluates the implementation of curriculum,  instruction, and assessments 1.E Exemplary  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. The district effectively guides, supports, and evaluates the implementation of The district provides limited guidance and support for evaluating the implementation of curriculum, instruction, and assessments. The district does not take an effective role in guiding, supporting, or evaluating the implementation of curriculum, instruction, or assessments.  2.0 Operational 3.E Emerging 4. Not Evident  curriculum, instruction, and assessments.  GDPS L Learning and Teaching (Standard 6): Guides and supports schools in the selection and implementation of  effective strategies, programs, and interventions to improve student learning  1.E Exemplary 2. Operational 3. Emerging 4. Not Evident  The district systematically provides guidance and ongoing support to schools in the selection and implementation of effective strategies, programs, and The district guides and supports schools in the selection and implementation ofe effective strategies, programs, and interventions to improve student The district provides some limited guidance and support in the selection or implementation of effective strategies, programs, and interventions to improve The district provides little or no support or guidance in the selection or implementation of effective strategies, programs, andi interventions. The district may require or allow some inappropriate strategies, programs, or  interventions to improve student learning.  V  learning. student learning. interventions.  Leader Keys Effectiveness System- Standard  Standard  Score 1.75 1.75 1.75  1.1 Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and 3. Planning and AssessmentThe 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 ManagementThe leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources.  learning that leads to school improvement.  Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued LKES flexibility for school leaders through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to LKES will resume int the 2024-2025 school year. Please see the LKES 2023-2024 Implementation Handbook for further guidance regarding LKES  scores.<br  21 Coherent Instructional Svstem  7    DATA COLLECTION ANALYSIS  Teacher Keys Effectiveness System- Standard  Standard  Score 2.29 2.29  2. Instructional Planning:The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. 3. Instructional Strategies:The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to 4. Differentiated Instruction:The teacher challenges and supports each student's learning by providing 2.29 appropriate content and developing skills which address individual learning differences. 5. Assessment Strategies:The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and 6. Assessment Uses:The teacher systematically gathers, analyzes, and uses relevant data to measure! 2.25 student progress, to inform instruction content and delivery methods, and to provide timely and 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  facilitate the students' acquisition of key knowledge and skills.  2.29  student population.  constructive feedback to both students and parents.  2.42  learners.  Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued TKES flexibility for school teachers through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to TKES will resume int the 2024-2025 school year. Please see the TKES 2023-2024 Implementation Handbook fori further guidance regarding TKES  scores.<br>  21 Coherent Instructional Svstem  8    DATA COLLECTION ANALYSIS  2. DATA COLLECTION ANALYSIS  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 ofl leadership needs. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). See the Effective Leadership webinar for additional information and  guidance.  Effective Leadership Data  GDPS Allocation and Management of Resources (Standard 1): Administers a clearly defined, collaborative, data-driven budget process that ensures the equitable, efficient, and transparent distribution of resources to  support learning and teaching 1.E Exemplary 2. Operational 3. Emerging 4. Not Evident  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. The budget process is clearly defined, collaborative, and data-driven, resulting int the equitable, efficient, and transparent distribution of resources to support Ab budget process is in place, but it does not consistently include collaborative, data- driven decisions. In some instances, resource distribution in the district 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 oft funds and provide little or no assistance to  V  learning and teaching.  lacks efficiency, equity, or transparency. schools on the funding of plans.  GDPS - Allocation and Management of Resources (Standard 2): Allocates and monitors the use of time, materials,  equipment, and fiscal resources to support learning and teaching  1.E Exemplary 2. Operational 3.E Emerging 4. Not Evident  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. The district allocates and regularly monitors the effective use oft time, materials, equipment, and fiscal resources to ensure that they are utilized to The district inconsistently allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning and teaching. The district does little to allocate or monitor effectively the use of time, materials, equipment, or fiscal resources to support learning and teaching.  V  support learning and teaching.  2? Fffertive leadershin  9    DATA COLLECTION ANALYSIS  Effective Leadership Data  GDPS Governance (Standard 1): Builds support for district and school goals and initiatives by engaging  stakeholders, including school board members, to improve learning and teaching  1.E Exemplary 2. Operational 3.E Emerging 4. Not Evident  Stakeholders, including school board members, take leadership roles in advancing district and school goals andi initiatives that improve learning and The district consistently engages stakeholders, including school board members, in supporting district and school goals and initiatives that improve The district provides some opportunities for a range of stakeholders to be engaged in supporting goals and initiatives that will improve learning and Engagement of stakeholders is limited or nonexistent, or the engagement occurs with issues that do not impact learning and teaching.  teaching.  learning and teaching. teaching.  GDPS Governance (Standard 2): Uses an established process to align policies, procedures, and practices with  laws and regulations 1. Exemplary 2. Operational 3.E Emerging 4. Not Evident  As systematic and collaborative process is used for ongoing development, revision, and alignment of policies, procedures, and practices with laws and The district regularly uses an established process to align policies, procedures, and practices with laws and regulations. Ap process to align policies, procedures, and practices with laws and regulations is not comprehensive ori is not used on a regular basis. Ap process is not in use to align policies, procedures, and practices with laws  regulations.  and regulations.  GDPS Governance (Standard 4): Grants defined flexibility, based on results, to school leaders to address  individual school needs to improve learning and teaching  1.E Exemplary 2.0 Operational 3.E Emerging 4.N Not Evident  Flexibility granted to school leaders, based upon sustained high performance, is well defined, reviewed periodically, and fully supports the improvement of The district grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching. The district grants limited flexibility, or the flexibility that is given does not allow leaders to improve learning and teaching sufficiently. The district grants little or no flexibility or inappropriate flexibility to school leaders to improve learning and teaching.  learning and teaching.  22 Fffertive I eadershin  10    DATA COLLECTION ANALYSIS  Effective Leadership Data  GDPS- Leader, Teacher, and Staff Effectiveness (Standard 5): Organizes and provides personnel, expertise, and  services to achieve district and individual school goals  1.E 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. The organization and allocation of personnel, expertise, and services are sufficient to achieve district and individual school goals. The organization or allocation of personnel, expertise, and services is provided intermittently or on a short- term basis as a solution for immediate, The organization or allocation of personnel, expertise, and services does not  2. Operational 3.E Emerging 4. Not Evident  pressing needs.  effectively support the needs of the district and schools.  GDPS - Planning, Organizing, and Monitoring (Standard 1): Uses a collaborative, data-driven planning process at  the district and school levels for improving student learning  1. Exemplary 2. Operational 3.E Emerging 4. Not Evident  Acollaborative, data-driven planning process results in aligned, comprehensive plans ati the district and school levels for improving student At the district and school levels, staffs engage in a collaborative, data-driven At the district and school levels, staffs engage in a planning process to improve student learning, but limitations exist with data analysis, collaboration, Ac collaborative, data-driven planning process fori improving student learning is  learning.  V  planning process to improve student learning.  or other issues.  not in place at the district or school levels.  GDPS - Planning, Organizing, and Monitoring (Standard 2): Uses protocols and processes for problem solving,  decision-making. and removing barriers  1.E Exemplary 2. Operational 3.E Emerging 4. Not Evident  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. The district uses protocols and processes for problem solving, decision-making. and removing barriers. orr removing barriers is limited or inconsistent. making or removing barriers.  District use of protocols and processes for problem solving, decision-making, The district does not use protocols or processes for problem solving, decision-  22 Fffertive IA eadershin  11    DATA COLLECTION ANALYSIS  Effective Leadership Data  GDPS Planning, Organizing, and Monitoring (Standard 3): Uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives  1.E 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 The district uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and The district has some limited processes in place to monitor and provide guidance, support, and feedback to schools as they implement improvement The district does not use structured processes for monitoring or providing guidance, support, or feedback to individual schools as they implement  ofi improvement plans, programs, and initiatives.  2. Operational 3. Emerging 4. Not Evident  V  initiatives.  plans and initiatives.  improvement plans or initiatives.  GDPS - Vision and Mission (Standard 1): Creates and communicates a calabotalvely-devecped district vision, mission, and core beliefs that focus on preparing all students for college and career readiness  1.E Exemplary  The colabonatively-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 The colabonatively-deyeloped 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. 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 The vision, mission, and core beliefs may not exist or may not focus on preparing students for college and career readiness.  daily actions of the district.  2. Operational 3.E Emerging  V  communication, or other limitations.  4. Not Evident  Leader Keys Effectiveness System- Standard  Standard  Score 1.75 1.75 1.75  1. Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision oft teaching and 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 AssessmentThe leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures.  learning that leads to school improvement.  22 Fffertive leadershin  12    DATA COLLECTION ANALYSIS  Leader Keys Effectiveness System- Standard  Standard  Score 1.75 2 2 2 2  4. Organizational ManagementThe leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources. 5. Human Resources ManagementTne 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 7.F Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the 8. Communication and Community Relations:The leader fosters the success of all students by  focused on improved student learning.  profession.  communicating and collaborating effectively with stakeholders.  Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued LKES flexibility for school leaders through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to LKES will resume in the 2024-2025 school year. Please see the LKES 2023-2024 Implementation Handbook for further guidance regarding LKES  scores.<br  Teacher Keys Effectiveness System- Standard  Standard profession.  Score  9. Professionalism.The teacher exhibits a commitment to professional ethics and the school's mission, 2.58 participates in professional growth opportunities to support student learning, and contributes to the Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued TKES flexibility for school teachers through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to TKES will resume in the 2024-2025 school year. Please see the TKES 2023-2024 Implementation Handbook for further guidance regarding TKES  scores.<br>  22 Fffertive I eadershin  13    DATA COLLECTION ANALYSIS  2. DATA COLLECTION ANALYSIS  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 efectiveness of teachers, leaders, and staff  1. Exemplary 2. Operational 3. Emerging 4. Not Evident  Comprehensive data-driven processes that increase the effectiveness of leaders, teachers, and other staff are pervasive in the district and result in a Processes that increase the effectiveness of leaders, teachers, and staff have been established and consistently implemented throughout the district. Processes that increase the effectiveness of leaders, teachers, and staff are not fully developed or are implemented unevenly or inconsistently across the Few, if any, processes to increase the effectiveness of leaders, teachers, and staff have been developed or successfully implemented in the district.  culture of measurable, continuous improvement.  district.  GDPS - Leader, Teacher, and Staff Effectiveness (Standard 3): Guides and monitors the use of a state approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and  school leaders, teachers, and staff  1. Exemplary 2. Operational 3.E Emerging 4. Not Evident  The district collects and analyzes comprehensive data from the state-approved evaluation system to inform staff retention, salaries, and professional learning throughout the district. The district guides and monitors a state-approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff. The district offers some guidance for thei 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. The district does little to guide or monitor the implementation ofa  V  state-approved evaluation system.  23 Professinnal Canaritv  14    DATA COLLECTION ANALYSIS  Professional Capacity Data  GDPS Learning and Teaching (Standard 4): Ensures that professional learning is relevant and addresses adult  and student needs 1. Exemplary 2. Operational 3. Emerging 4.Not Evident  The district fosters a culture of systematic, quality, and relevant professional learning that consistently addresses the needs of its adults and its students. The district ensures that professional learning at the school and district levels is relevant and addresses adult and student needs. The professional learning att the school and district levels is not consistently relevant or is not consistently linked to adult or student needs. The professional learning att the school and district levels is not relevant and  V  does not address adult or student needs.  GDPS- - Learning and Teaching (Standard 5): Assesses the impact of professional learning on staff practices and  student learning and makes adjustments as needed  1. Exemplary  The impact of professional learning on staff practices and student learning is systematically monitored at the district and school levels by examining performance data throughout the year and timely, appropriate adjustments arel The impact of professional learning on staff practices and student learning is The impact of professional learning on staff practices or student learning is assessed on a limited or inconsistent basis, or appropriate adjustments are The impact of professional leaming on staff practices or student learning is not  made as needed.  2. Operational 3.E Emerging 4. Not Evident  V  assessed and adjustments are made as needed.  not always made.  assessed by district or school staff.  Leader Keys Effectiveness System- Standard  Standard  Score 1.75 2 2 2 2  4. Organizational ManagementThe 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 7. Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the 8. Communication and Community Relations:The leader fosters the success of all students by  focused on improved student learning.  profession.  communicating and collaborating effectively with stakeholders.  Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued LKES flexibility for school leaders through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to LKES will resume int the 2024-2025 school year. Please see the LKES 2023-2024 Implementation Handbook for further guidance regarding LKES  scores.<br>  23 Professional Canacitv  15    DATA COLLECTION ANALYSIS  Teacher Keys Effectiveness Systèm- Standard  Standard experiences. profession.  Score 2.5  1. Professional Knowledge:The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning 9. Professionalism-The teacher exhibits a commitment to professional ethics and the school's mission, 2.58 participates in professional growth opportunities to support student learning, and contributes to the 10. Communication:The teacher communicates effectively with students, parents or guardians, district 2.42 and school personnel, and other stakeholders in ways that enhance student learning. Note: To maximize the validity and reliability. of growth measures for evaluating educator performance, GaDOE continued TKES flexibility for school teachers through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to TKES will resume in the 2024-2025 school year. Please see the TKES 2023-2024 Implementation Handbook for further guidance regarding TKES  scores.<br>  23 Professional Canaritv  16    DATA COLLECTION ANALYSIS  2. DATA COLLECTION ANALYSIS  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 learing and teaching  1.E Exemplary 2. Operational 3. Emerging 4.N Not Evident  Expectations for family and community engagement are embedded in the culture and result in family and community members being active supporters Expectations for schools to engage families and the community to support learning and teaching are established and communicated throughout the Expectations for family and community engagement are inconsistent, varying from school to school, or are unevenly communicated across the district. Expectations for family and community engagement have not been  ofs student learning and teaching throughout the district.  J  district.  established across the district.  GDPS Family and Community Engagement (Standard 2): Establishes structures which promote clear and open  communication between schools and stakeholders  1.E Exemplary 2. Operational 3.E Emerging 4. Not Evident  The district implements and continuously monitors structures for reliable, ongoing, and interactive communication between the schools and Structures which promote clear and open communication between schools and stakeholders have been effectively established. The district structures between schools and stakeholders result in communication that sometimes may not be consistent, clear, or timely. Structures which promote clear and open communication between schools and stakeholders have not been effectively established or implemented.  stakeholders.  V  24 Familv and Communitv Fnaanement  17    DATA COLLECTION ANALYSIS  Family and Community Engagement Data  GDPS Family and Community Engagement (Standard 3): Ensures that families and community members have  feedback and problem-solving opportunities throughout the district  1. Exemplary 2. Operational 3. Emerging 4.Not Evident  The district engages family and community members to take leadership roles ini feedback and problem- solving activities throughout the district. The district ensures that family and community members routinely have feedback and problem-solving opportunities throughout the district. Opportunities for family and community members to be involved ini feedback and problem-solving are limited or inconsistently provided across the district. Opportunities for family and community feedback and involvement in  problem-solving seldom occur in the district.  GDPS - Governance (Standard 3): Communicates district policies and procedures in a timely manner to relevant  audiences 1. Exemplary 2.0 Operational 3.E Emerging 4. Not Evident  Strategic, comprehensive processes and protocols are in place for clearly and continuously communicating policies and procedures in ai timely manner to all The district consistently communicates policies and procedures in a timely Communication of policies and procedures to relevant audiences is Communication of district policies and procedures to relevant audiences is  stakeholders.  V  manner to relevant audiences. sometimes inadequate or inconsistent. very limited or ineffective.  GDPS - Vision and Mission (Standard 2): Fosters, within the district and broader community, a culture of trust,  collaboration, and joint responsibility for improving learning and teaching  1.E Exemplary  The actions oft the district are well established and have created a strong culture oft 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 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 actions of the district are inconsistent in fostering a culture of trust, collaboration, and shared responsibility fori improving learning and teaching. Some effective processes and procedures are used to support the district's 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  vision and mission.  2. Operational 3.E Emerging  the district's vision and mission.  vision and mission.  4. Not Evident  mission.  24 Familv and Communitv Fnaanement  18    DATA COLLECTION ANALYSIS  Leader Keys Effectiveness System- Standard  Standard  Score 1.75 2  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. 8. Communication and Community Relations:The leader fosters the success of all students by  communicating and collaborating effectively with stakeholders.  Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued LKES flexibility for school leaders through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to LKES will resume in the 2024-2025 school year. Please see the LKES 2023-2024 Implementation Handbook for further guidance regarding LKES  scores.<br>  Teacher Keys Effectiveness System- Standard  Standard  Score  10. Communication:The teacher communicates effectively with students, parents or guardians, district 2.42 Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued TKES flexibility for school teachers through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to TKES will resume in the 2024-2025 school year. Please see the TKES 2023-2024 Implementation Handbook for further guidance regarding TKES  and school personnel, and other stakeholders in ways that enhance student learning.  scores.<br  24 Familv and Communitv Fnaanement  19    DATA COLLECTION ANALYSIS  2. DATA COLLECTION ANALYSIS  2.5 Supportive Learning Environment  Analyze the LEA's data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of needs related to a supportive learning environment. Complete a data-informed self-rating for each Georgia District Performance Standard (GDPS). Student subgroups with a count of less than 15 are denoted by "TFS" (too few students). See the Supportive Learning Environment webinar for  additional information and guidance. Supportive Learning Environment Data  GDPS Allocation and Management of Resources (Standard 3): Develops and implements processes to maintain  facilities and equipment to ensure an environment, which is safe and conducive to learning  1. Exemplary 2. Operational 3. Emerging 4. Not Evident  The district has a comprehensive schedule for ongoing, proactive maintenance of facilities and equipment. Repairs and services are provided in at timely manner and do not disrupt the learning environment. The district develops and implements effective processes to maintain facilities and equipment to ensure an environment which is safe and conducive to Irregular ori insufficient processes are in place to maintain facilities and equipment to ensure an environment which is safe and conducive to learning. The district has done little to develop or implement processes to maintain facilities and equipment to ensure an environment which is safe and  V  learning.  conducive to learning.  GDPS Allocation and Management of Resources (Standard 4): Provides, coordinates, and monitors student  support systems and services 1.E Exemplary 2. Operational 3.E Emerging 4. Not Evident  The district provides, coordinates, and systematically monitors a comprehensive, accessible array of services to meet the educational, physical, The district provides, coordinates, and monitors student support systems and The district provides some student services, but improvements are needed in some areas such as program coordination and monitoring. The district has systemic problems with providing, coordinating, or monitoring  social and emotional needs of its students.  services.  student support systems or services.  25Sumpartivaleaminn Environment  20    DATA COLLECTION ANALYSIS  Supportive Learning Environment Data  GDPS Leader, Teacher, and Staff Effectiveness (Standard 4): Defines the roles, responsibilities, skill sets, and expectations of leaders at all levels of the district to improve student learning and staff performance  1. Exemplary  Actions of leaders throughout the district reflect a deep understanding of their leadership roles, responsibilities, and expectations. Leaders demonstrate the appropriate skill sets necessary to improve student learning and staff The district defines the roles, responsibilities, skill sets, and expectations of leaders at all levels to increase student learning and staff performance. The general roles, responsibilities, skill sets, or expectations for leaders are Leader roles, responsibilties, skill sets, and expectations are not defined or  performance.  2. Operational 3.E Emerging 4. Not Evident  not fully developed by the district.  are not up-to-date at the school or district levels.  Leader Keys Effectiveness System- Standard  Standard  Score 1.75 1.75 1.75 1.75 2 2 2 2  1. Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and 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.F Planning and AssessmentThe 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.T 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 7.P Professionalism.The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the 8.C Communication and Community Relations:The leader fosters the success of all students by  learning that leads to school improvement.  focused on improved student learning.  profession.  communicating and collaborating effectively with stakeholders.  Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued LKES flexibility for school leaders through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to LKES will resume in the 2024-2025 school year. Please see the LKES 2023-2024 Implementation Handbook for further guidance regarding LKES  scores.<br>  25Sunnartive I earnina Environment  21    DATA COLLECTION ANALYSIS  Teacher Keys Effectiveness System- Standard  Standard experiences.  Score 2.5 2.29 2.29  1. Professional Knowledge:The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning 2. Instructional Planning:The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. 3. Instructional Strategies:The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to 4. Differentiated Instruction:The teacher challenges and supports each student's learning by providing 2.29 appropriate content and developing skills which address individual learning differences. 5. Assessment Strategies:The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and 6. Assessment Uses:The teacher systematically gathers, analyzes, and uses relevant data to measure 2.25 student progress, to inform instruction content and delivery methods, and to provide timely and 7.F Positive Learning Environment-The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. 8.A 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 9. Professionalism:The teacher exhibits a commitment to professional ethics and the school's mission, 2.58 participates in professional growth opportunities to support student learning, and contributes to the 10. Communication-The teacher communicates effectively with students, parents or guardians, district 2.42 and school personnel, and other stakeholders in ways that enhance student learning. Note: To maximize the validity and reliability of growth measures for evaluating educator performance, GaDOE continued TKES flexibility for school teachers through the 2023-2024 school year, with this flexibility not all LEAS will receive complete scores. All pre-pandemic requirements related to TKES will resume in the 2024-2025 school year. Please see the TKES 2023-2024 Implementation Handbook for further guidance regarding TKES  facilitate the students' acquisition of key knowledge and skills.  2.29  student population.  constructive feedback to both students and parents.  2.58 2.42  learners. profession.  scores.<br>  25 Sunnortive - earninn Environment  22    DATA COLLECTION ANALYSIS  2. DATA COLLECTION ANALYSIS  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 ofl less than 15 are denoted by  "TFS" (too few students). What perception data did you use? school climate issues (health survey, violence, prejudice, bullying, etc.); student/parent perceptions about the effectiveness of programs or interventions; student understanding of relationship of school to career or has an academic plan]  The Webster County School system used data collected from the  [examples: student perceptions about Georgia Student Health Survey 2.0, Cognia Surveys, Title 1 surveys,  CCRPI, and TKES data.  What does the perception data tell you? Cognia Family Surveys:  (perception data can describe people's Early Learning Parents:(16 responses)Overal. Score: 4.65 perceptions, competencies; perception perform their work well, have high expectations for learning, use data can also answer the question "What various types ofi information and provide appropriate resources to help do people think theyl know, believe, or children learn, set aside time to build relationships with children, care  knowledge, attitudes, beliefs,  This survey indicates stakeholders feel WCS faculty and staff know and about their well-being help children believe in themselves. Our parents ofE Early Learning students (Prek- 5th grade), feel the school is respectful, safe and welcoming. Parents value their relationships with the school and feel their interactions are valuable, trusing and genuine. Middle/HS Parents:(10 responses)Overall Score: 4.09 Stakeholders feel welcomed and are treated with respect. Parents know their children are safe and feel the WCS faculty and staff care about their student's well-being. Their students are provided resources needed for learing. Although parents feel the school is safe, welcolming and respectful; 40% feel as though the school has become complacent. Some felt cautious and desire a more personable and Early Leaming Educator Survey:(10 responses)Overall Score: 4.60 WCS Educators think of everyone's safety when making decisions. They set aside time to build relationships with students, provide an instructional environment where all learners thrive and they know and perform theirj jobs well while providing opportunities for learners that align to their academic needs. WCS educators make stakeholders feel welcomed and respected. They feel as though they have a valuable, trusting, collaborative relationship with their colleagues. Using Cognia's Effective Learning Environments Observation Tool (eleot 2.0) has effectively highlighted areas for improvement such as educators moving away from lecturing and students completing too many Whereas 100% surveyed find the WCS culture welcoming and safe,  can do?")  collaborative role with educators. Cognia Educator Surveyresults findings were:  worksheets.  Educator Survey:(10 responses)  ? 6 Data Analvsis Ouestions  23    DATA COLLECTION ANALYSIS  only 50% find the culture of the intstitution inspiring. 60% of educators feel as though WCS upholds high expectations for learning and 50% set aside time to build relationships with learners. Our educators have a positive, supportive collaborative relationship with their colleagues and 70% feel that this year's Professional Learning sessions increased their knowledge and skills. Positives: Students feel safe and building is clean. Students feel successful, respected and welcomed at school. Graduation from school is important to the students. School building is safe and well maintained. Parents feel welcome and a part of their children's education. Parents at the elementary level feel that communication is better than Parents feel they are well informed of all activities and concerns at Some parents want to be able to go directly to classrooms without scheduling appointments or going through the office first. Some parents state that activities conflict with job and work schedules (time and date). Parents admit to not attending parent involvement Parents need training programs for Homework and Health awareness Students Milestones scores were low, due to student apathy. CCRPI data indicates we need toi improve our test scores in all content  Very few fights occur.  high school level parents. Teachers treat students fairly. Students like school. school. Concerns:  activities. issues.  Some students feel bullied by peers. areas across all grade levels.  What process data did you use? activities, sports, clubs, arts; student peer mediation, counseling, skills ine events such as college information meetings and parent workshops)  The process data we used for Coherent Instruction is: Observations data analysis, use of data to inform instruction/groups, etc, Professional sign-in sheets, and evaluations, TKES observations, eleot Input, STAR Reading and Math, STAR Early Literacy, DIBELS, GKIDS, Beacon, IXL, EOCS and EOGs. Data will be compared for e The process data for effective leadership is: Test scores; lesson plans; CCRPI Score; School Climate Survey results; Title ISurvey Results, various Cognia eleot survey results, School Leadership Team minutes; team minutes; TKES summary reports, Usage and effectiveness reports; meeting notes, Professional Learning requests; Purchase Orders/Invoices; Leader Surveys; Professional Learning The process data for Family and Community Engagement is: Surveys; policies and procedures are shared through our handbooks  (examples: student participation in school and focus walks completed by administration with feedback provided, participation in special programs such as Learning Logs, Professional Learning Activities including agendas, conferences; parent/student participation observations, samples from activities, etc. Milestones Data, Teacher  growth.  Logs/Agendas.  26 Data Analvsis Ouestions  24    DATA COLLECTION ANALYSIS  and website postings and through meetings, TeacherParenvStudent conference notes; Teacher/Parent contact notes/logs; returned/ signed progress reports and report cards; sign and return notes, Parent Engagement Calendar; Meeting agendas/sign-in sheets; survey data, invitations; flyers; newspaper notices; website notices; meeting notes/sign-in sheets, Webster County Schools social media page via The process data for supportive learning environment is: Handbooks; Rules/Routines posted in classrooms; School drills; meeting notes; District Safety Plan; artifacts posted in classrooms for emergency situations, Achievement data; TKES/LKES reports; surveys; professional learning requests, Classroom cimateslandards-based requirements checklists; rules posted; parent contact logs; returned progress and report cards; conference notes, Attendance records; pictures; newspaper articles; progress monitoring reports; sign-in  Instagram and the District's REMIND app.  sheets; academic achievement data.  What does the process data tell you? (process data describes the way programs are conducted; provides did you dot for whom?")  SCHOOL LEADERS will monitor, conduct focus walkslobservations and provide feedback. Leaders will provided the data for teachers/staff to analyze to ensure students' instructional needs are being met. samples, use a variety of assessments and use the data to plan instruction and share ideas and resources. STUDENTS will participate and be engaged in learning activities, be able to demonstrate mastery and understanding oft the conceptstandard, provide peer support, use rubrics for completion of tasks and self-monitoring. Benchmarks such as STAR Reading, STAR Math, G-Kids, ACCESS, GAA, STAR Early Literacy, Portfolios, DIBELS, Beacon, Progress Learning, EOCs and EOGs and other assessments are used to monitor student progress. Teachers analyze this data to determine individual student needs and toi inform Processes to create and maintain a culture of learning include standard-based lesson format, working word walls, incorporating standards and essential questions into lessons, displaying student work, use of rubrics and commentary. Interruptions to classroom time are limited and discouraged. This process has helped toi improve test scores and discipline. Quality instruction is ensured through TKES evaluations, classroom observations using the Eleot observation tool, standards-Dased instruction checklists, lesson plan templates (opening, work time, and closing), and lesson plan checks. Documentation and data are constantly monitored, and feedback provided to ensure quality instruction is occurring in all classrooms. Conferences occur during the TKES process and strengths and weaknesses are discussed. Teachers are tasked with improving methods of instruction based on evaluations. e Webster County Schools is a one school district with Dr. Dorothy Ingram serving as Superintendent and Principal. WCS has one Assistant Principal. These leaders are housed at the school and have an open-door policy for all stakeholders (parents, students, teachers, and the community). Visits to teachers are allowed after school or  evidence of participant involvement in TEACHERS will attend, engage in and implement strategies learned in programs; answers the question What professional learning communities, analyze data and student work  instruction.  2 6 Data Analvsis Questions  25    DATA COLLECTION ANALYSIS  through scheduled appointments as to not disturb classroom learning. Surveys are analyzed to ensure that stakeholders feel welcomed and that our strategies are working to promote a positive learning environment. Website, flyers, newsletters, Instagram, invitations, handbooks, parent/teacher contact logs, professional learning, conferences, parent involvement activities are all used to promote effective communication with stakeholders. Surveys indicate that stakeholders feel informed but would like continued efforts to We provide communication and invite parents but do not have the parent involvement that we would like. We will continue to work on involvement. Webster Co. Schools has a Superintendents Advisory Team where Lead teachers meet with the Superintendent quarterly. The Parent Involvement Calendar is sent to all parents and meetinglactivties occur monthly. A Parent Input Meeting and a Federal Program meeting occur to allow parents to participate in planning, to offer suggestions and to voice concerns. Surveys are sent home several times a year to encourage parents to be advocates through suggestions, comments, and concerns for the children oft the District. Survey participation is low. School events/activities are posted on the website, in the newspaper and through notices posted throughout the community. The school counselor attends meetings with local family connections, sheriff, and other officials to discuss needs of students and families. The administration meets with local law enforcementcommuniy leaders on safety ssues/procedures. School Board meetings are advertised and open to the public. Webster County Schools sets clear guidelines to maintain order and safety within our District. Handbooks are provided to all students and parents with guidelines, expectations for students behavior and cleanliness are shared and enforced by all teachers, staff and administration. Visitors must sign in through the office, buzzer system for entry into the school is in place. Parents must schedule meetings in at timely manner to visit classrooms and to meet with teachers. Emergency drills are practiced as mandated by the State. We have made improving school/classroom climate, better communication with parentsistakeholders, more community and parent involvement, differentiation, and using data to inform instruction as a focus of our professional learning. Classrooms are set up to reflect themes, standards-Dased instruction (standards, EQs, lesson plan templates, working word walls, classroom libraries, student work posted, rubrics), classroom management strategies posted, parent contacts required, and progress reports and report cards. After School tutoring, Fall Festival; Spring Festival; Christmas Programs; Chorus Performances, sports events; clubs; community service opportunities. Vertical, Horizontal and Data teams meet weekly/monthly to analyze data. Professional learning involves review and analysis of data. Teachers use SLDS and complete student portfolios (achievement datal (STAR Math/Reading, DIBELS, BEACON, Accelerated Reader data and writing samples). The data analysis results in additional professional learning in strategies to improve instruction and learning. Professional learning is designed to specifically target the needs of teachers and students related to diferentiation, meeting individual student needs (behavior and academics), basic math skills, activities to engage students, data analysis, relationship building, school and  communicate to improve.  26 Data Analvsis Questions  26    DATA COLLECTION ANALYSIS  classroom climate, and rigor in the classroom. Counseling services, advisement periods, study skills, Apex, after and during school tutoring, college and career days, military recruiters, monthly newspaper'website/ Instagram postings of celebrations also occur as  part of our learning environment.  What achievement data did you use?  Process data for student achievement is: Milestone Scores; District Dual Enrollment data; district benchmarks; progress reports; report cards; team meeting minutes/notes, meeting minutes; sign in sheets; State and Local data; portfolios, Portfolio Data, Formative and summative data; meeting notes/agendas, calendars of scheduled events; website postings; newspaper articles; book studies; PL logs,  Milestones Data.  What does your achievement data tell Data analysis has helped teachers and leaders identify needs of  you?  individual students and help to plan instruction to meet the needs. Having Pre-K through 12th grade in one building with the same administrators and sometimes having the same teacher three/four years in a row helps with building relationships with parents and students and in identifying their needs. Surveys reveal student, parent, teacher, and administrator needs; includes professional learning, needs for parent trainings, tutoring needs, strengths and weaknesses. Data analysis helps and will continue to be a focus of the system to ensure that alli is being done to improve education and to close the gaps with our subgroups. The data shows there is a weakness in our ELA, Math, Science, and Social studies across grades K-12. The data and surveys tell us that there is a need for more hands on activities, STEM opportunities and enhancement of our beyond the core classes  to include more real world experiences.  What demographic data did you use? Enrollment numbers, achievement data, state provided data.  What does the demographic data tell  Webster County is located in south central rural Georgia. The largest cities are at least an hour drive away. Median income is below the state average. The school system and the local lumber mill are the primary source forj jobs. The lack of local business and industry keeps the population small and the poverty levels high. Many of our parents do not have a high school education and few have college degrees. The location of Webster County puts the system at a disadvantage for recruiting students/families and attracting businesses. Webster County's lack of businesses/ndustry is a contributing factor to the poverty level of the county and low levels of parents with high school  you?  ? 6 Data Analvsis Ouestions  27    DATA COLLECTION ANALYSIS  diplomas and fewer with post secondary degrees. We will continue to analyze data to ensure that the needs of all students are being met. Professional Development is based on needs and includes: differentiation, data analysis, school/classroom climate, use of technology, standards based instruction, and developing relationships  with all stakeholders.  26 Data Analvsis Ouestions  28    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  3. NEEDS DENTIFICATION 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 instructionalSummarze the Teachers are surveyed for needs including Professional Learning, coherent instructional system trends and Supplies, Resources. Administrators come together to analyze TKES patterns that will support the identification learning and delivery of instruction. Based on the data analyzed, the ofs student, teacher, and leader needs? students prefer to learn through more hands-on activities, use of  patterns observed by the team while completing this section of the report. What are the important trends and  and eleot data. Climate Survey Data and Cognia surveys are considered along with End-of-the Year Parent Surveys sent home by Title I. Students complete surveys to identify preferred styles of technology and project-based learning. When teachers are surveyed, they identify professional learning needs as ways to engage students, differentiation, analyzing data to inform instruction, use oft technology and creating more effective lesson plans in a timely manner. Leaders discuss throughout the year and during the finalizing of the TKES requirements each spring the need for teachers to do less talking and for students to be more hands-on. We continue to make progress through professional learning activities to work on these areas. We have improved, students' work samples are getting better and aligning with the rubrics which have been developed and all stakeholders seem to be happier in our new learning environment. PL will continue to  focus on these needs.  Effective LeadershpSummarze the  For several years, the administrative team has expressed the need for  effective leadership trends and patterns continued professional learning to meet current trends including: observed by the team while completing differentiation, activities to engage students, use of data to inform this section of the report. What are the instruction, budget and finance, assessment strategies and usage, important trends and patterns that will better methods for communication, and increasing rigor/challenging  support the identification of student, teacher, and leader needs?  environments.  31 Strennths and Challennes Rased nn Trends and Patterns  29    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Strengths and Challenges Based on Trends and Patterns  Professional Capacty,Summanze the Horizontal meetings occur weekly. These meetings are used to plan, professional capacity trends and patterns analyze data and to discuss strengths and weaknesses. Vertical observed by the team while completing (content) meetings occur monthly. This allows teachers to collaborative) this section of the report. What are the plan based on grade level and content areas. We are Pre-K through 12 important trends and patterns that will in one building. Collaborative planning allows us plan instruction to  support the identification of student, teacher, and leader needs?  meet the needs of all students and to develop relationships with The school administrative team meets weekly or as needed to address The school leadership team meets with administrators as needed specific to team/school needs, usually monthly.  parents and guardians. needs.  Family and Community community engagement trends and patterns observed by the team while completing this section of the report. What are the important trends and  Webster County Schools works with the community and all Notifications from the community (4-H, summer programs, Head Start, Public Library, Family Connection, etc) are posted in the school and sent home as we receive these requests. The school promotes student achievements, school and classroom activities, and sports through which will enrich the academic achievement of our students. Our efforts to improve school/classroom climate is evident from the efforts of our teachers through a continued focus through professional  Engagementsummarze the family and stakeholders to continue in our efforts to enhance student learning.  patterns that will support the identification Social Media, Newspaper, and website. We will continue to work to of student, teacher, and leader needs? improve community, business and parent participation in activities  learning.  Supportive Learning  Webster County School analyzes all available data/surveys to plan  EnvtonmentSummarze the supportive instruction and activities to maximize learning for students. Surveys learning environment trends and patterns are completed by stakeholders to offer suggestions and concerns to observed by the team while completing improve our strengths and weaknesses. Parent Involvement activities this section of the report. What are the are offered monthly. We use surveys to plan and schedule activities important trends and patterns that will based on requests and data. Professional learning focuses on  support the identification ofs student, teacher, and leader needs?  developing relationships with stakeholders and creating a more positive learning environment through schoolclassroom climate strategies. Webster County will continue to use data to address district needs and toir involve parents and the community in more active roles.  Demographic and Financial-Summarze The location of Webster County puts the system at a disadvantage for the demographic and financial trends and recruiting students/amilies and attracting businesses. Webster  patterns observed by the team while completing this section of the report. What are the important trends and  County's lack of businesses/ndustry is a contributing factor to the poverty level of the county and low levels of parents with high school diplomas and fewer with post secondary degrees. We will continue to differentiation, data analysis, school/classroom, climate, use of technology, standards based instruction, and developing relationships  patterns that wil support the identification analyze data to ensure that the needs of all students are being met. of student, teacher, and leader needs? Professional Development is based on needs and includes:  31 Strenaths and Challennes Rased on Trends and Patterns  30    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Strengths and Challenges Based on Trends and Patterns  with all stakeholders.  Student Achevementsummarze the  Data analysis has helped teachers and leaders identify needs of  student achievement trends and patterns individual students and help to plan instruction to meet the needs. observed by the team while completing Having Pre-K through 12th grade in one building with the same this section of the report. What are the administrators and sometimes having the same teacher three/four important trends and patterns that will years in a row helps with building relationships with parents and  support the identification of student, teacher, and leader needs?  students and in identifying their needs. Surveys reveal student, parent, teacher, and administrator needs including professional learning needs, needs for parent trainings, tutoring needs, strengths and weaknesses. Data analysis helps and will continue to be a focus oft the system to ensure that alli is being done toi improve education and to close the  gaps with our subgroups.  IDEA-S 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)s 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  Low student: teacher ratios; low teacher turnover allows teachers to develop relationships with students and parents; resources available; SST referral process, relationship with RESA; teachers participate in professional learning; GAA test results continue to improve.  Challenges  Special Education students taking the Milestones passing rate is low. Co-teachers and regular education need more specific professional learning on strategies for special needs students. The widespread identified modalities for special needs students make it difficult for the teachers to target specific needs, more training is needed.  Title I- Part A- Improving Academic Achievement of Disadvantaged  31 Strenaths and Challenes Rased nn Trends and Patterns  31    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Title I- Part A- Improving Academic. Achievement of Disadvantaged  Strengths  Small class sizes; availability of technology for student use; resources top promote hands-on learning and activities to engage students; professional learning targeted to identified District needs: Professional Learning - two days optional professional learning available May and June with stipend paid to teachers, team meetings, data analysis, portfolios, attendance at workshops, book studies, collaborative planning and vertical and horizontal team meetings.  Challenges  Data analysis; poverty level and socio-economic status of parents; location of District (rural with few businesses/ndustny: transportation  for after school tutoring  Title I, Part A- Foster Care  Strengths  Currently, this situation does not exist in Webster County. When transportation is an issue, key parties will collaborate to develop a transportation plan that meets the needs of the individual child. "No cost plan" will be explored first. WCS and DFCS will share transportation costs with DFCS assuming responsibility for transporting from outside district lines. WCS will assume liability for in-county costs. In the event of a dispute, the SuperintendenuPninepal. DFCS County Director and the Federal Programs Director will make the final  determination of the resolution.  Challenges  N/A  Title 1, Part A- Parent and Family Engagement  Strengths  Parent Involvement Coordinator; Open House and performance based activities are attended by parents and students; Parent Involvement activities are posted ont the website, Webster County Schools social media page via Instagram, REMIND app and sent home in multiple ways to inform parents of events; parent participation in surveys has improved since we send them home with the last progress report of the  year.  31 Strenaths and Challennes Rased on Trends and Patterns  32    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Title I, Part A- Parent and Family Engagement  Challenges  Parents rarely attend meetings involving academic preparation; transportation is limited for some parents; jobs and schedule conflicts; communication through technology is limited for some students/parents, with phone numbers changing often and many do not have computers  at home.  Title I, Part C-E Education of Migratory Children Describe your LEA's strengths and challenges in meeting the unique educational needs ofi its migratory students, preschoolers, dropouts, and out-of-school youth. (Responses from an LEA: served through the Abraham Baldwin Agricultural College [ABAC] consortium are needed in order to develop consortium services, including those LEAS without currently identified children. Ifnor migrant children have been enrolled for the past three consecutive years, the LEA should state this to explain why strengths and  challenges cannot be identified.)  Strengths  WCS has not had any Migrant students to report since the 2015-2016 school year. WCS has not had any Migrant students "lagged" on the Occupational Survey which is completed at the time of registration for When migrant students enter, teachers use benchmark assessments to assess students strengths and weaknesses and plan instruction/resources based on their individual needs. Once a migrant student is identified, WCS MEP contact reaches out to Lidia Guajardo, MEP Specialist with ABAC for next steps.  school.  Challenges  WCS does not have any challenges in this area at this time. WCS  does not have any migrant students.  Title I, Part A and Title I, Part D Neglected and Delinquent Children  Strengths  Our MEP Specialist, Lidia Guajardo can easily be reached via email or phone. Ms. Guajardo handles any updates needed via MSIX and provides ongoing support to students, parents and the LEA as needed. WCS does not have any challenges at this time, as we do not have any  Challenges  migrant students.  31 Strenaths and Challennes Rased nn Trends and Patterns  33    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Title II, Part A- Supporting Effective Instruction  Ifti transferring 100% of Title I, Part A, INSERT the following statement in the STRENGTHS/CHALLENGES:  "100% transfer of FY25 Title l, Part A funds.'  Strengths  Webster County School District has very limited teacher turn-over. If we have teachers leave, iti is usually due to retiring or relocation. Professional Learning for teachers, staff and leaders planned to meet  identified needs of the district. New Teacher Mentors  Vertical, Horizontal and Data Team Meetings  Challenges  Location of district and limited businesses/ndustry for jobs for family With modification of school year calendar to 148 student days (longer days), teachers are limited for professional learning which occurs Middle and High school teachers (content area) do not have peers  members during school time. teaching the same subjectigrade.  Language Instruction for English Learners and Immigrant Students  Describe your LEA's strengths & challenges in educating English Learner & Immigrant students based on trends and patterns in EL subgroup achievement and progress towards English proficiency.e If the LEA does not receive Title III, Part A funds, describe the strengths and challenges of serving English learners int the LEA through state Ifthe LEAI receives Title III, Part A1 funds, describe the strengths and challenges ofboththe ESOL and Title III,  and local resources (the state funded ESOL Language Program). Part Al language instruction educational programs.  Strengths  Small school system with all grades, Pre-K through 12, in one building allowing teachers, staff and administrators to develop relationships with Students have the same teachers for three years in a row at middle school level and fori four years in high school for content areas.  families.  3 1 Strennths and Challennes Rased nn Trends and Patterns  34    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Language Instruction for English Learners and Immigrant Students  Describe your LEA's strengths & challenges in educating English Learner & Immigrant students based ont trends and patterns in EL subgroup achievement and progress towards English proficiency.e If the LEA does not receive Title III, Part A funds, describe the strengths and challenges of serving English learners in the LEA through state Ift the LEA receives Title III, Part A funds, describe the strengths and challenges ofboththe ESOL and' Title III,  and local resources (the state funded ESOL Language Program). Part Al language instruction educational programs.  Challenges  Translation of paperwork to Spanish Lack of Spanish speaking teachers When student enters District not speaking English  Title IX, Part A- McKinney-vento. Education for Homeless Children and Youth  Strengths  Webster County has a group of teachers, business and community leaders, Faith Based Organizations, Family Connections who help  provide services/resources, when needed.  Challenges  Resources and funding: lack of housing available; lack ofj jobs  Title IV, Part A- Student Support and Academic Enrichment  Iftransferring 100% of Title IV, Part A, INSERT the following statement int the STRENGTHS/CHALLENGES:  "100% transfer of FY25 Title IV, Part A funds."  Strengths  Developed a Fine Arts program - Middle and High School Chorus Created raised gardens for students to plant and harvest in grades K- Developed Beyond the Core Classes Visual Arts and Dance Classes  12 for grades K-8  31 Strennths and Challennes Rased nn Trends and Patterns  35    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Title IV, Part A- Student Support and Academic Enrichment  Ifti transferring 100% of Title IV, Part A, INSERT the following statement in the STRENGTHS/CHALLENGES:  "100% transfer of FY25 Title IV, Part A funds."  Challenges  Funding resources for the continuation of the raised garden beds Funding for Resources for Fine Arts programs (chorus) Funding for more hands on experiences ( STEM, Science) Exposure to real world experiences (field trips, plays, musicals related Resources for Beyond the Core Classes Dance and' Visual Arts classes  too content area classes)  Title I,Part A- Equitable Access to Effective Educators  Strengths  All teachers are certified and infield Turn over is practically non existent  All teachers participate in an on-going program of professional  development  Challenges  Staying current on professional development and needs due to insurmountable and frequent changes in state regulations, Lack of substitute teachers makes it difficult for teachers to attend off  requirements and curriculum shifts site Professional Learning sessions  Title V, Part B-F Rural Education  Strengths  Parent Engagement programs monthly and quarterly Counselor involved in Drug Awareness programs and Behavior plans  Challenges  Parent involvement is low 100% Free and reduced breakfast and lunch Rural disadvantaged County  31 Strennths and Challenaes Rased nn Trends and Patterns  36    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  3. NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  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 thei 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 How severe is the need? worse over time? Can Root Causes be Identified? Priority Order  Improve CCRPI High Yes 1  Is the need trending better or No Change  Additional Considerations Overarching Need #2 Overarching Need How severe is the need? worse over time? Can Root Causes be Identified? Priority Order  Improve student achievement in math and literacy  High Yes 2  Is the need trending better or No Change  Additional Considerations  32 Identification and Prioritization of Overarchina Needs  37    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  3. NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  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 oft the Identifying Need webinar. After  describing the RCA process, complete at table for each selected overarching need.  Overarching Need Improve CCRPI  Root Cause #1  Root Causes to be Addressed lack of rigor across all content areas  This is a root cause and not a Yes contributing cause or symptom This is something we can affect Impacted Programs  Yes  IDEA- Special Education  Title I- Part A- Improving Academic Achievement of Disadvantaged Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers,  Principals and other School Leaders  Additional Responses Root Cause #2  Root Causes to be Addressed Accurate data collection and in-depth data analysis  This is a root cause and nota a Yes contributing cause or symptom This is something we can affect Impacted Programs  Yes  IDEA Special Education  Title I- Part A - Improving Academic Achievement of Disadvantaged Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers,  Principals and other School Leaders  Additional Responses  33 Ront Calse Analvsis  38    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Root Cause #3  Root Causes to be Addressed establish procedures that ensure proficent Tiered, Differentiated, Research based  instruction, standards based instruction, technology  This is a root cause and not a Yes contributing cause or symptom This is something we can affect Impacted Programs  Yes  Title IV, Part A- Student Support and Academic Enrichment Title I- Part A- Improving Academiç Achievement of Disadvantaged Title I, Part A, Preparing, Training and Recruiting High-Quality Teachers,  IDEA - Special Education  Principals and other School Leaders  Additional Responses Root Cause #4  Root Causes to be Addressed measure effectiveness of support mechanisms; monitoring computer labs, teacher  mentoring Yes  This is a root cause and not a Yes contributing cause or symptom This is something we can affect Impacted Programs  Title 1- Part A- Improving Academic Achievement of Disadvantaged Others : Title IV-A: Student support and Academic Enrichment  Additional Responses  Overarching Need - Improve student achievement in math and literacy  Root Cause # 1  Root Causes to be Addressed differentiating instruction to meet the needs of all students  This is a root cause and not a Yes contributing cause or symptom This is something we can  Yes  affect  33 Ront Calse Analvsis  39    NEEDS DENTIFICATION AND ROOT CAUSE ANALYSIS  Root Cause #1 Impacted Programs  IDEA- Special Education  Title I- Part A- Improving Academic Achievement of Disadvantaged  Additional Responses Root Cause #2  Root Causes to be Addressed teachers effectively using data toi improve instruction  This is a root cause and not a Yes contributing cause or symptom This is something we can affect Impacted Programs  Yes  Title IV, Part A- Student Support and Academic Enrichment Titlel I-F Part A- Improving Academic Achievement of Disadvantaged  IDEA- - Special Education  Additional Responses Root Cause #3  Root Causes to be Addressed Instructional strategies and assessments are not aligned to the rigor that students  experience on state assessments  This is a root cause and not a Yes contributing cause or symptom This is something we can affect Impacted Programs  Yes  IDEA Special Education  Title I- Part A- Improving Academic Achievement of Disadvantaged  Additional Responses  33 Ront Calse Analvsis  40