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LEA Consolidated Application
District Code:
Fiscal Year:
643
2016
District Name:
Decatur County
Plan Descriptors
LEA has reviewed the Plan and no changes have been made for this school year.
1. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A; Title III; Title IV; IDEA;
Perkins; EHCY
A description of the process the LEA used to determine the academic needs of its student body
including the unique needs of students served through each applicable federal program. An
analysis of the results should be included.
1. To determine and describe specific student academic achievement needs, the Decatur County
School System participates in the state testing programs annually including use of all of the
following assessment tools: the Georgia Milestones Assessment System, Student Learning
Objective Assessments, The Georgia High School Writing Tests grade 11, Georgia
Kindergarten Inventory of Developing Skills (GKIDS), ACCESS for ELs, and the Georgia
Alternate Assessment (GAA). Decatur County Schools also uses a variety of formative
assessment processes and tools to determine academic needs, Universal screeners are also used
to identify students with problem areas and then interventions are designed for students as
needed. When students are unsuccessful in the regular classroom, students are provided
research based interventions to address areas of weakness through the Decatur County
pyramid of intervention and documentation is electronically recorded in Infinite Campus.
Interventions are progress monitored and if a positive response is not evident, students are
referred to the Special Education Department for evaluation to determine Georgia eligibility
for services. Student progress is monitored frequently through Individual Education Plans and
a comprehensive re-evaluation is conducted, if needed. Stakeholders, both internal and
external at the school and system level examine and disaggregate the test results of all
students and subgroups and present results in forums to the School Board, local school staff
members, parents, and community. Results shared with staff members at the local school level
are used for assessment, evaluation, and instructional planning for both individual and group
needs. Targeted student needs as outlined in the System Strategic Plan include: improving the
academic performance of all students, reducing the achievement gap between identified
subgroups, focusing on improving and increasing the rigor of instruction, and complying with
federal policies. Each school and federal program completes an annual needs assessment
utilizing multiple sources of data and stakeholder input generated by surveys to generate 45-60
day action plans. System non-negotiables include: improve effectiveness of co-teaching,
increase student engagement, increase use of standards-based instructional strategies, increase
rigor and depth of knowledge, increase use of differentiation, and increase the consistency of
implementing and monitoring the system attendance protocol. All system non-negotiables
focus on improving teaching and learning as measured by summative and formative measures
by system, school, department and individual student data. Data is also reviewed and analyzed
to plan strategically for closing the gap between identified sub groups. Based on the
assessment analysis for the system, Math continues to be the area of most need in Decatur
County Schools. Writing is also considered a weakness with Reading/Language Arts the
primary core area of strength. An analysis of Lexile scores indicate the need for consistent
measuring and monitoring of student Lexile levels with a goal of increasing the level of all
students, especially at middle and high school. Although progress has been made, there is still
a significant gap in the scores of SWD and other students in core subjects. There is also a gap
in the scores of African American students as compared to the White subgroup.
In addition to the analysis of assessment data noted above, Decatur County Schools engage in
online staff surveys designed to collect information regarding recruitment and retention of HiQ
teachers and leaders, professional learning needs of all staff with a specific emphasis on
meeting the diverse needs of students, class size, HiQ status, equity issues (teacher quality/
experience & student demographics), as well as information for local indicators. Information is
also sought from parents and community via School Council, Connection Team Meetings,
Community Conversations, parent groups and various community organizations. A myriad of
needs assessment surveys (employee, student, parent), school/system SACS Plans and reports,
comprehensive needs assessments (CNAs) and resulting School/System Improvement (SI)
Plans provide priorities for the comprehensive school/system program of professional
learning. Data sources used include: IIA and Professional learning compliance guidance,
climate measures, HiQ data, information from the system’s human resource/personnel office,
assignment information from principals, CPI, class size numbers, recruitment needs as
identified by principals and human resources, state and local assessment data, staff evaluation
information, Title I School Improvement designations and guidance, SIP and CLPT data,
SLDS & Student Growth Model data, and CCRPI.
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In addition, when conducting the comprehensive needs assessment, key equity points were
summarized as follows:
100% of teachers are HiQ
100% of paraprofessionals are HiQ
The preponderance of teachers fall into the mid-range of experience (4-20 years) with fewer
than 5% having less than 3 years of experience.
Teachers have received a variety of trainings in the past five years to meet the diverse needs
of students. The foci has been on differentiation, examining student work, formative
assessment, DOK, WIDA Can-do Descriptors and MPI use with EL learners, and instructional
technology. Edivation (formerly PD 360) was added in FY11 to make training available 24/7.
Both the CCGPS, formative instructional practices, and STEM initiatives have included
training on meeting diverse needs, adding rigor, and equity for all.
Class sizes have increased across all grades due to the funding crisis, are reviewed on a
scheduled basis to ensure compliance with regulations and policies, and are reviewed to ensure
that classes within a school which have a preponderance of poverty and/or minority students
are not higher than those of their higher SES and majority peers. Title 11A funds will be used
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to lower the class size in middle and high school as a result of the needs assessment and is
necessary to more effectively improve instruction due to strategies in STEM, Inquiry Based
Learning, and Math which utilize small group instruction, hands on activities and problem
based learning.
The system retention rate is greater than 92%.
Although recruitment efforts have slowed due to the loss of 101 positions over 5 years,
Decatur County maintains a HiQ applicant pool, a significant number of paraprofessionals
have/are seeking degrees, and employees expand their knowledge /certification to meet critical
needs.
Decatur County Schools (DCS) has determined that the best way to improve student
achievement and success is to have an effective teacher in every room and an effective leader
at every school. As such, DCS has crafted a limited number of non-negotiables for teaching
and learning for FY15 16 which will focus efforts and improve consistency.
The prioritized list of needs for FY15 16 professional development will continue to focus on
improving teaching and learning. Continued professional learning in the following areas will
be a priority: co-teaching, student engagement, standards-based instructional strategies,
increasing rigor and DOK, differentiation, writing, formative instructional practices, student
collaboration, the expansion of transdiciplinary problem-based unit design in STEM, and math
strategies. The focus on improving teaching and learning, improving behavior management
and improving RTI process will also support at-risk learners and assist all schools in focusing
on the gaps among identified subgroups. The primary equity needs for FY15 16 are preparing
students to think independently and analytically to ensure college ready, work ready
competencies.
Schools will continue to review and update 60-day action plans using a myriad of artifacts,
evidence and data sources. Plans will be monitored by individual schools and Central Office.
In addition, DCS will continue with be implementeding TKES/LKES implementation as a
means to support ongoing improvement in instructional practices. in FY15 which will improve
leader consistency in identifying effective/ineffective differentiation and other teaching
practices. Leaders will continue to use data from the Student Growth Model, instructional
rounds, as well as peer observations to improve supervision and evaluation. Professional
learning in LDC, MDC, STEM, FIP, Math in the Fast Lane, NGSS, CCGPS , GA Standards of
Excellence, ESOL, SLDS, Lexiles, Student Growth, Instructional Technology, Blended
Learning, FBA, BIP, and RTI will assist staff in better meeting the needs of diverse
populations.
Title I, Part C requires LEAs to give "priority for services" to migrant children: (1) who are
failing, or most at risk of failing, to meeting the state's challenging state academic content
standards and challenging state student academic achievement standards, and (2) whose
education has been interrupted during the regular school year. Both of these conditions must
exist simultaneously for a migrant child to have "priority for services." [See Disc with MEP
LEA Program Guidance] Decatur County's enrolled MEP students would use this process to
determine their need for services.
Homeless students will be included in the process to determine academic needs. This school
district will ensure that all children and youth receive a free appropriate public education and
are given meaningful opportunities to succeed in our schools. Decatur County will also follow
the requirements of the McKinney-Vento Act. It is the motto of our district to believe in all of
our students including homeless students. Under federal law, homeless children and youth
must have access to appropriate public education, including preschool, and be given a full
opportunity to meet state and local academic achievement standards. They must be included in
state- and district- wide assessments and accountability systems. A system intake form will be
completed to assist in identifying all homeless students in an effort to ensure their needs are
met and to assess their academic progress. The analysis of this data will then be used to
address the ongoing needs of students identified as homeless.
Title II-A, Equity Plan, 2016
The needs assessment is a multi-tiered
process and is conducted throughout
the year. A myriad of needs
assessment surveys (employee,
student, parent), school/system SACS
Plans and reports, comprehensive
needs assessments (CNAs) and
resulting 45-60 Day School Action
Plans & School/System Improvement
(SI) Plans provide priorities for the
comprehensive school/system
program of professional learning. The
PL, Federal Program and Balanced
Scorecard needs assessments are
conducted in an electronic and paper
formats. Personnel also collect and
examine information from CCRPI
reports, Teacher/Leader Evaluation
reports, Instructional Rounds
(observations that collect evidence
about a specified problem of practice),
reports from various software
monitoring/tracking programs and
community conversations with
varying groups. Analysis follows via
school and system planning sessions
and retreats comprised of staff and
stakeholders.
Data sources used include • IIA and
Professional learning compliance
guidance, • climate measures, •
HiQ/MySPA data & information from
the system’s human
resource/personnel office, •
Assignment information from
principals in conjunction with CPI, &
class size reports • Recruitment needs
as identified by principals and human
resources, • State and local assessment
data, • Staff evaluation information, •
Title I School Improvement
designations and guidance, • SIP, 60
Day Action Plan results and CLPT
data, • Data from Instructional
Rounds, • Data from varying software
reports, • SLDS & Student Growth
Model data, and • CCRPI.
II.3 Briefly summarize findings for:
a. HiQ status of
teachers
100% of teachers
are HiQ
b. HiQ status of 100% of
paraprofessional paraprofessional
s
s are HiQ
c. Teacher
experience
58% of teachers
fall into the midrange of
experience with
fewer than 11%
having less than
3 years
experience.
d. Teacher
training to meet
diverse student
needs
Teachers,
paraprofessional
s and leaders
have received a
variety of
trainings in the
past six years
over a myriad of
improvement
initiatives. The
foci has been on
TKES/LKES,
changes to the
GSE,
differentiation,
co-teaching,
STEM, ESOL,
LDC & MDC,
formative
assessment
(including FIP),
DOK and
technology.
PD360 was
added in FY11
to make training
available 24/7.
Sessions on
Georgia
Performance
Standards,
STEM and
TKES initiatives
have included
training on
meeting diverse
needs, adding
rigor, and equity
for all. In
addition,
Instructional
Rounds began in
2013-14 where
all principals and
Central Office
leaders spent a
half day in each
school observing
instruction
around an
identified
problem of
practice and
providing
feedback. The
improvement
initiative
expanded to
include all other
school
administrators,
lead teachers,
instructional
coaches, and
lead STEM
practitioners in
FY15 and will
expand further in
FY16.
e. Class Size
lass sizes have
increased across
all grades due to
the funding
challenges, are
reviewed on a
scheduled basis
to ensure
compliance with
regulations and
policies, and are
reviewed to
ensure that
classes within a
school which
have a
preponderance of
poverty and/or
minority
students are not
higher than those
of their higher
SES and
majority peers. A
class size waiver
is in effect and
the size of
classes at the
elementary level
has increased
significantly.
f. Retention
The system
retention rate is
approximately
90%. The
preponderance of
those leaving
retire or are as a
result of spouse
transfer.
g. Recruitment
Although
recruitment
efforts slowed
due to the loss of
101 positions
over 5 years,
Decatur County
maintains a HiQ
applicant pool, a
significant
number of
paraprofessional
s have completed
or are seeking
degrees, and
employees
expand their
knowledge
/certification to
meet critical
needs. FY 15
saw the largest
recruitment
group in recent
years.
XI.1.A Equity Indicator 1: Teacher
preparation and ability to meet
diverse needs of students
III.2 Describe how internal and
external stakeholders are involved in
the planning process to:
a.
Accomplish
annual
needs
assessment
Central office and
Campus stakeholders
collaborate internally
and with External
stakeholders in
developing needs
assessments,
prioritizing needs,
and planning
strategies to address
equity components
and other strategic
decisions. In the
planning process,
ideas are solicited
from stakeholders for
questions that need to
be addressed on the
Federal Program
survey. Leaders send
out communiqués to
stakeholders
regarding
participation and
develop a site-based
method for tracking
participation
(typically a schedule
for student surveys
and sign offs for
parent/employee).
Routine participation
counts are reported
and sent to school
leaders by the IIA
office. In order to
meet the varying
needs of stakeholders
both electronic and
paper versions are
made available. In
planning for
participation in the
CNA/SI sessions a
variety of
communication
methods are used.
Notices are sent
home in scheduled
school
communications,
posted to the website
and parent portal,
announced at
school/community
events, and a call out
system is used to
send phone or text
messages. The CLPT
which involves
Central Office,
Campus and External
stakeholders is active
and assists in
strategic planning for
the system. Surveys,
group activities
similar to SWOT,
conversations and
other feedback is
collected and posted
as a part of the NA
process. In FY15,
Community
Conversations were
held at each school
site and elsewhere to
engage all
stakeholders in the
accountability
decision.
b. Prioritize
Central Office
needs
Stakeholders include
the Board of
Education members;
Superintendent; Asst.
Superintendents;
Program Directors,
Coordinators and
Assistants; and
Instructional
Coaches. Campus
Stakeholders include
Principals, Asst.
Principals, Certified
and Classified
Personnel and
students. External
Stakeholders include
parents, Bainbridge
College, Family
Connection, Rotary,
Kiwanis, the
Chamber of
Commerce, and a
variety of business
and industry partners.
Of note: The Parent
Involvement Program
has strengthened
significantly over the
past 4 years and
resulted in an
increase in
mentors/volunteers
and
workshop/committee
involvement. Parents
continue to be active
in School Councils,
PTOs, and
extracurricular and
co-curricular groups
and will be key to the
success of the
Governance Teams in
the Charter initiative.
Prioritizing needs is
determined in a
variety of ways by
varying stakeholder
groups. School
specific issues are
addressed in school
improvement
sessions where
external stakeholders
are invited to
participate. System
wide issues are
reviewed in similar
fashion during an
annual Leadership
Retreat and during
CLPT meetings. At
both levels, the data
from stakeholder
needs assessments, in
conjunction with
other data, are
analyzed for trends
and those areas that
are rated as most
imperative by
stakeholder groups
are placed on the
priority list.
c. Identify
actions or
strategies
contributed
to equity
plan.
During strategic
planning sessions,
issues that relate to
equity are identified.
As an example, the
consultant for the
Teaching Institute for
Excellence in STEM
assists teachers and
leaders in identifying
equity issues for
students in science,
technology,
engineering and
math. Likewise, in
school improvement,
SACS, CLPT or
other planning
sessions, strategies to
remedy weaknesses
and remove barriers
are brainstormed,
researched,
implemented,
monitored and
revisited in
subsequent meetings.
1.
Is Plan Descriptor Revised?
2. Title I, Part A; Title I, Part C; Title I, Part D; Title III; IDEA; EHCY
A description of high-quality student academic assessments that the LEA and schools will use:
a. To determine the success of children in meeting the State student academic achievement
standards, and to provide information to teachers, parents, and students on the progress
being made toward meeting the State student academic achievement standards;
b. To assist in diagnosis, teaching, and learning in the classroom in ways that best enable
low-achieving children served under applicable federal programs to meet State student
achievement academic standards and do well in the local curriculum;
c. To determine what revisions are needed to projects so that such children meet the State
student academic achievement standards;
d. To effectively identify students who may be at risk for reading failure or who are having
difficulty reading, through the use of screening, diagnostic, and classroom-based
instructional reading assessments;
Decatur County Schools uses a number of high quality academic assessments in addition to
those identified by the state to determine students' success that include but are not limited to
the following: Customized Bi-annual formative benchmark assessments given at nine week
intervals and student learning objective assessments administered as a pre/post for non-state
tested content courses are developed in house in multiple content areas are. These assessments,
constructed by coaches/teachers/others use Edusoft as a scoring and reporting tool, and are
tailored to the CCGPS. Follow up meetings to review individual/class/grade/school/system
strengths and weaknesses are facilitated by instructional coaches in system-wide grade level
meetings, reviews are conducted by teachers with students, and individual score reports are
sent home with students. Plans for altering instructional practice to remediate
weaknesses/extend enrichment are developed and filed by teachers. Additional formative
assessment pieces such as: Dibels, SRA reading placement, OAS ,GoFAR, ISTATION,
iKnow, SRI, and ELlis are used to determine progress being made in programs offered.
Teacher made tests, performance assessments (with accompanying rubrics), and common
assessments which are included in units developed within the system and tailored to the
implementation of the GSE CCGPS, are used as diagnostic and mastery tools. The Home
Language Survey in the Georgia ESOL Resource Guide is used to screen students to determine
if they are from primarily non-English speaking homes and the results are used to generate
dialogue with teachers regarding instructional/assessment modifications/accommodations. The
Home Language Survey results are kept in the students' permanent record. If the student
answered anything other than English on one or more of the three questions on the survey,
they are then administered the appropriate level of the WIDA Placement Test (W-APT). This
testing is done to determine if the student is eligible for ESOL services. ACCESS testing is
completed each spring to determine continued eligibility for EL services. ACCESS scores are
used to inform teachers of EL students’ levels of English proficiency utilizing WIDA Can Do
Descriptors. Identified Migrant students will receive tutoring, health and social services to
support them in meeting state standards. Migrant and homeless students are included in highquality assessments at the system and school level. These Homeless students are identified
using a system intake form which ensures that all homeless students are provided access to
high quality assessments utilized in the system and required by the state.
Providing information to parents is an integral part of assessment planning in the system. In
addition to sending score reports home, overviews are held in group and individual meetings
with parents/students, and teachers to provide time to review assessment results with parents
during the day and in before- and after-school sessions. Diagnostic assessments are used by
the psychologists through SST to determine strategies to be used with at-risk students. The
results of assessments are available to teachers through Infinite Campus, SLDS, Edusoft, and
spreadsheets so that data can truly be used to differentiate instruction. Data: For the majority
of the above (with the exclusion of teacher assessments run outside Edusoft) data is compared
to show differences or gaps between racial groups, gender, special and regular education
students and educationally disadvantaged and those not economically disadvantaged. This data
is particularly useful in improving our program processes. It helps us select software, select or
drop programs, develop schedules and map out professional learning for the system as a
whole. The levels at which the overview data is shown include: Scores by subject for each
grade by school, Scores by subject for each grade by system, Comparison to RESA and state
for each subject by system, Rank ordered place in state for each subject by grade by system,
and Domain performance for each subject by grade by school. This data is compiled into excel
spreadsheets and shared with the school board and stakeholders. After that meeting, results are
posted on the system website and shared with local media
Is Plan Descriptor Revised?
3. Title I, Part A; Title I, Part C; Title I, Part D; IDEA; EHCY
A description of how the LEA will participate, if selected, in the State National Assessment of
Educational Progress in 4th and 8th grade reading and mathematics of the National Education
Statistics Act of 1994 and how the results will be used in the local educational agency.
3. The Decatur County School System will participate, if selected, in the National Assessment of
Educational Progress in 4th and 8th grade reading and mathematics of the National Education
Act of 1994 (including students with disabilities and homeless students). The state results will
be analyzed by teachers and administrators to determine weaknesses and strengths to be
addressed in the state curriculum. In addition, the NAEP data and myriad of resources found
on the NAEP site are often used by teachers to improve instruction and add rigor. All students
including Migrant and those students eligible under the McKinney Vento Act will participate
in the National Assessment of Education Progress.
3.
Is Plan Descriptor Revised?
4. Title II, Part D; E-Rate
A description of strategies to share system progress, disseminate evaluation results, encourage
broad stakeholder involvement, and market the role technology can have in helping students
achieve in innovative ways.
The primary goal of Decatur County’s' technology program is to increase various aspects of
student achievement and teacher performance. The Superintendent meets annually with all
Principals, Assistant Principals and Central Office Staff to assess student, school, central
office performance, achievement of goals established for the prior school year, and
establishment of goals for the next school year. Technology issues are included in this process
as they are an integral part of instruction in Decatur County. Our technology goals are derived
from student and instructional needs and are a subset of the school system's instructional goals.
At the annual Administrative Retreat, technology was evaluated and decisions made for
increasing the amount and use of technology in schools in order to prepare students for career
and college readiness. The Decatur County School system involves a variety of stakeholders in
defining and redefining the role of technology in the education of our students. The products
of stakeholder sessions have been communicated to the broader public through newspaper
articles, newsletters, multimedia presentations, a printed report disseminated annually,
website, monthly updates at Board Meetings, school meetings, and in presentations to various
business and civic groups. The parent portal was activated for parents in January 2012 and
continues to provide current academic progress information to parents. Beginning in the
summer of 2014, the Decatur County technology program will began separating student traffic
from staff traffic at Bainbridge High School, Bainbridge Middle School and Hutto Middle
School. This move will significantly improves the flow of data and improves network
security. During the summer of 2015, Bainbridge High School, Bainbridge Middle School,
John Johnson Elementary and West Bainbridge Elementary received a significant
improvement to their wireless network infrastructure thanks to Erate.In addition, the Chamber
of Commerce Education Committee is a group that stays abreast of the school system's goals
and objectives and serves as an advocate for education in the community. They have been
instrumental in creating an Education Foundation to fund initiatives and in the creation of a
certified literate community. Rotary continues the provide support by donating a 3D Rover in
FY15 to the Bainbridge Middle School Science department. System progress and goals for
improving teaching and learning have also been communicated via public presentations at
stakeholder meetings held in the community and at individual schools and at monthly board
meetings
Is Plan Descriptor Revised?
5. Title I, Part A; Title I, Part C; Title III; IDEA
A description of how the LEA will provide additional educational assistance to individual
students assessed as needing help in meeting the State’s challenging student academic
achievement standards. The description must include the following:
a. Specific mention of disadvantaged students, migrant students, limited English proficient
students, and students with disabilities.
b. Specific steps the LEA will take to ensure that all students and teachers have increased
access to technology.
c. Specific steps on how the LEA will utilize available funds to support after school
programs (including before and after school and summer school) and school-year
extension programs.
3. Data is disaggregated to enable teachers and school leaders to identify which students need
specific help to either meet or exceed standards. Currently EL students are served by ESOL
teachers in a pull-out, push-in or scheduled class period model. Migrant students are identified
by using the Occupational Survey and then provided services which include tutoring,
computerized instruction, summer school with a STEM emphasis, and family support to
ensure their success in the classroom. Students with disabilities are identified and supported
through Individual Education Plans that target their specific needs. Multiple exceptionalities
are served through co-teaching in the general classroom, supplementary instruction in pull out
settings for identified content areas, and extended school services provided for students who
meet the criteria. With the 7/8 middle school and high school designated as Focus Schools due
to the 3 year average CCRPI Achievement Gap scores gaps between their high performing
subgroups and SWDs, the schools offers a Flexible Learning Programs to extend learning time
to serve Tier I economically disadvantaged students who are not passing state assessments.
FLP is funded by Title 1 required set aside.
NoNon English speaking students and parents will be provided translators if needed, and all
schools are equipped with Language Line phone system. Translated documents are obtained
through the Department of Education and other sources and the system and school websites
have the capacity to translate all information and documents contained on the site. Many
strategies are used to ensure that the needs of disadvantaged students are identified and met.
The Technology Planning Committee continues to review and update as needed the
district's technology plan. In an effort to ensure that all students and teachers are afforded
access to increased technology capacity, this team researches current instructional technology
practices and tools and their utilization in the classroom. This committee along with the
Technology Department will consult closely with the Special Education Department and all
Federal Programs including the ESOL Department, Migrant, and Homeless groups to make
sure that their specific student needs for hardware and software are met so that the
achievement gap can be closed. At two elementary schools with the highest enrollment of
ESOL and Migrant students, before school computerized instruction is available. During
2013-14 school year, a significant investment in increased band-width, tablets and BYOD
technology will continue increase student access to technology. Title 1 and Title VI-B funds
have been used to fund some of the computer software and hardware for these initiatives.
Credit recovery sessions using Edgenuity Odysseyware are held at the high school throughout
the year as well as afternoon sessions and summer school. An intense Boot Camp with
remediation is provided for students in grade 3, 5, and 8 to target specific needs. The 21st
Century Community Learning Center and Title I School Improvement funds provide
additional resources for before school, after school and summer remediation for disadvantaged
and special needs children. We provide 4 full-time and 2 part time ESOL teachers that serve
students at the elementary, middle and high schools. The Migrant staff consists of 2 full time
SSPs, 2 part 1 full time recruiters (one of which is also and a service provider for
OSY/DO)and 1 part time tutor. The Migrant staff meets monthly and participates in regular
staff development from the MEA and the local system. Each school has a lead SpEd teacher
who coordinates among teachers in the school and between the school and the central office.
The Sped lead teachers meet quarterly with the Director of Sped to ensure continuity between
schools and to maintain a focus on rigorous curriculum and accurate assessment. Special
Education teachers meet monthly with their colleagues to review student data and collaborate
on instructional techniques to improve services. All SpEd teachers attend the same standardsbased classroom training as regular education teachers. SpEd teachers are included in all
curriculum workshops and are expected to use the same CCGPS units course maps as their
counterparts in regular education. Special Education teachers are provided professional
learning to use data to tailor special education services to meet student needs as well as
professional learning for effective co-teaching strategies and differentiation. We have
increased the number of co-taught classrooms and whenever possible, keep the SpEd students
in the regular education classroom to ensure that they have the opportunity to access
grade level standards. SWD are included to the greatest extent possible in regular education
classes with minimal intrusion. Students that are served through pull-out or separate class
placements receive instruction on grade level standards. We use Title I and II funds to reduce
class size in the elementary, middle and high schools, and to fund Lead Teachers, Director of
Instructional Technology, and Instructional Coaches.
Is Plan Descriptor Revised?
6. Professional Learning; Title I, Part A; Title I, Part C; Title II, Part A; Title III; Title
VI, Part B; IDEA
A description of the strategy the LEA will use to coordinate programs under Titles I, II, III, IV,
VI, Part B, Perkins, and IDEA to provide professional learning on the integration of technology
into the curriculum and instruction to improve and support teaching, learning, and technology
literacy. The description should include purchasing technology, available technology tools,
distance learning opportunities, and professional learning for teachers, administrators, pupil
services personnel, any other staff, and parents.
3. The focus of all professional development activities is to improve students' academic
achievement. Continuing for several years technology training, training in writing and math,
and strategies to differentiate instruction are extensive in grades K – 12 which support system
wide non-negotiables. The professional learning program, funded through state professional
learning funds, Title I, Title IIA and IID has been heavily weighted in technology and
research-based instruction. Likewise, the implementation of the Common Core Georgia
Performance Standards GSE and College and Career Readiness indicators have challenged
staff to infuse units of instruction with technological processes and tools.
School and system technology and improvement plans outline steps to be taken to adequately
train personnel to implement creative and innovative instructional programs, implement new
software programs, and provide for continuous progress including developing digital literacy
course maps. One strategy that is used to coordinate programs under the federal umbrella is the
involvement of stakeholder groups on committees and in sessions where school/system
improvement plans are revised. The system realizes that comprehensive retraining activities
are necessary for all educators in order to accomplish goals. In 2013, thirteen faculty members
attended Georgia Technology conference and redelivered the information to the entire faculty
via a mini technology fair. CTAE partnered with 21st Century Summer School in 2013 and
2014, to provide enrichments activities for Edgunity students involving construction projects
and STEM. For the past two Migrant summer school sessions, there has been a partnership
with GYSTC to bring STEM lessons and onsite STEM field trips to over 200 Migrant
students.
Although the majority of professional development activities funded through State
professional learning and Title IIA funds, other grants, such as 21st Century, AP Digital
Handheld, STEM, School Improvement 1003A, and Increasing Student Literacy (ISL),
supplement and extend professional development opportunities. The addition of PD360
Edivation as a training tool has made 'right now" learning available to all system personnel
when and where needed. Furthermore, the PD360 Edivation vignettes can be used as examples
of best practice or discussion starters when training other stakeholder groups.
Specifically, Title I funds have been used to fund academic coaches, director of instructional
technology,and lead teachers who work directly with classroom teachers in grades K 12 to
offer personalized professional learning and instruction on implementing initiatives that
improve and support teaching, learning, technology literacy, and examining data. Title 1
funds will also be utilized to provide lead teachers to support teaching and learning at school
sites. Lead teachers will work directly with classroom teachers in grades K-12 to support
professional learning and curriculum implementation. Title I funds, in conjunction with VI-B,
are also used to provide training to staff and parents on using technology to extend learning
beyond the school day. Title IIA funds are earmarked to be used to improve teacher and leader
performance, skills and knowledge in multiple areas, as well as technology. Likewise, funds
from Carl Perkins and IDEA, target CTAE and Special education teachers, ensuring that they
have up-to-date training on industry certification, compliance guidelines, and assistive
technology. Of the federal funds used for professional learning, IID funds have had the most
significant impact on technology literacy Decatur County Special Education Department has
developed an assistive technology team to meet quarterly to help evaluate the assistive
technology needs of SWD students in the classroom. The team leader participates in the
IDEAS Conference and information obtained is redelivered to improve incorporation of
assistive technology.
Consistent with their impact on professional learning, federal programs have significantly
contributed to purchasing hardware, digital tools and software. Most recently, federal funds
have purchased student response systems, iLearn software and computers to address math
weaknesses; iStation for literacy; iPads, macbooks, graphing calculators, probeware, other
technology tools and related software to address the STEM areas; and SMART boards,
interactive projectors, chromebooks, TabPilots, and video equipment to improve student
literacy skills. In 2013-14 carts of TabPilots and in 2014-15 carts of chromebooks were
purchased for every school providing the opportunity to put technology more into the hands of
students. Ongoing training and support for teachers will be available, with chromebook
training being held in summer, 2015. The selection of purchase-to-own web-based software
program for the Performance Learning Center, in conjunction with other virtual and distance
learning programs, have not only improved the technology skills of teachers and students but
have improved student learning by providing self-paced individualized instruction that better
meets their diverse needs. The potential of the newly purchased video conferencing equipment
for two secondary schools has not been fully realized; however, the ability to have live
discussions with scientists, doctors, and engineers across the globe now exists.
What other strategies will Decatur County employ to coordinate federal programs, teach 21st
Century Skills and prepare students and adults for global competition? The system understands
that connected teaching demands full classroom connectivity and that educators find
classroom teaching richer when connected to digital resources, other classrooms, other
teachers, and professional experts. By embedding collaboration, by providing in-house support
and on-demand professional learning, by creating a culture of innovation and experimentation,
by seeking external sources of funding, and by showcasing the successes of some to invoke the
curiosity of others, the system is slowly creating practice that promotes student, teacher,
family and community engagement through digital handheld tools, wikis, blogs, learning
management systems, and custom social networks.
Is Plan Descriptor Revised?
7. Title II, Part D (NOT APPLICABLE)
A description of how the LEA is addressing 8th grade technology literacy by including:
a. Evidence of the tools or strategies used to determine an estimation of student technology
literacy at all grade levels (or bands of grade levels, such as PreK-2nd, 3rd-5th, 6th-8th,
9th-12th;
b. An estimation of the students’ school-based experiences with developing technology
skills and technology literacy at all grade levels (or bands of grade levels);
c. Evidence of the tools or strategies the system is implementing to ensure that all students
are technologically literate by the end of 8th grade.
d.
Is Plan Descriptor Revised?
8. Professional Learning; All federal programs; E-Rate
A description of how the local educational agency will ensure that funds are spent on
scientifically and/or evidence-based practices and products for all programs including the
purchase of technology and technology tools. Where applicable include how the practices and
products will impact student technology literacy.
The Decatur County School District complies with the Principles of Effectiveness by selecting
and implementing scientifically and/or evidence-based practices and products targeting
assessed needs and ensures that funds are spent on scientifically and/or evidence-based
practices and products for all programs including the purchases of technology and technology
tools. That task is conducted in the area of professional learning, by using funds to:
Provide professional learning activities that are job-embedded. On-site coaching by either
professional consultants, lead teachers, or academic coaches occurs on an as needed basis.
Trained mentor teachers work with new teachers on a yearly basis.
Implement on-going professional learning activities rather than one shot workshops. The
system provides one professional learning foci based on results of the comprehensive needs
assessment and each school is charged with choosing professional learning topics that are
directly related to their school improvement plans. District level personnel assist schools in
implementing professional learning by leveraging people and other resources, redeliver
content to teachers and administrators in the effective use of CCGPS, differentiated learning,
co-teaching and researched based strategies for effective teaching and learning.
In order to assure that any programs or technology equipment that are purchased have a
scientifically based research focus, research is conducted at the school and central office level.
Purchases are not approved unless accompanied by a research review. School and system staff
are given an opportunity to study the research and ask questions about programs and/or
equipment that is under consideration. When needed, presentations are scheduled and/or labs
have been established in order to try and test equipment prior to purchase. School
Improvement Teams, or specified curriculum or technology committees, meet on a scheduled
basis to discuss changes in curriculum, changes in state/federal requirements or other issues.
Purchases for equipment and requests for professional development must be linked to the
school/system improvement plan. When staff requests permission to attend a professional
learning activity, the request must include the school/system improvement goal to which the
activity is aligned. The determination regarding alignment is made by the approving
supervisor based on documentation attached to the request.
While prior training was provided in LFS, GPS, and the CCGPS, the Keys to Quality have
provided additional training geared to current research and standards-based instruction.
TKES walk-throughs and evaluations by school/system leaders are proving effective in
addressing instructional weaknesses and maintaining a focus on the school’s 60 day action
plan. System-wide quarterly scheduled walk-throughs by leaders and consultants will
continue. Educator Effectiveness will provide professional learning resources that support
teaching and learning including Edivation. Data obtained from observations will be utilized
by leadership, academic coaches, and lead teachers to design and implement sustained
professional development for individual teacher and schools that focus on increasing student
achievement. SWGA RESA School Improvement specialists also help conduct awareness
walks in the two Focus schools which have concentrated on differentiated instruction as well
as assessment.
Programs currently in place in Decatur County Schools that are research-based include but are
not limited to the following: Direct Instruction in SRA, ELlis, My Reading Coach, READ 180,
Study Island, iLearn (iPASS, iKnow, iMods and Think Fast), Edgenuity, iStation, SRI, and
Odessyware.
Professional Development for Technology:
Research regarding technology integration is used to make sound educational decisions
regarding the type of technology-based professional development needed for maximizing
student learning. Title IID grants have addressed such professional learning at specific sites.
Research is used as a basis for decision-making in hardware/software and related purchases.
Technology implementation should ensure that students are able to master grade level
technology standards and that adults are able to meet DOE technology standards which result
in improved student learning.
Is Plan Descriptor Revised?
9. Title I, Part A; Title I, Part C; Title III; IDEA, EHCY
A description of how the LEA will use federal funds to coordinate and integrate services with
other educational services at the LEA or individual school level such as:
a. Technology, professional learning, curriculum, media, Title I, special education, and
ELL programs;
b. Even Start, Head Start, Reading First, Early Reading First, IDEA preschool, and other
preschool programs, including plans for the transition of participants in such programs
to local elementary school programs;
c. Services for children with limited English proficiency, children with disabilities,
migratory children, neglected or delinquent youth, Indian immigrant children in order to
increase program effectiveness, eliminate duplication, and reduce fragmentation of the
instructional program.
The Assistant Superintendent for Secondary Curriculum handles Title IIA, IID, and
professional learning and coordinates services with the Federal Programs Director who
coordinates Title I, III, and VIB - Rural and the Special Education Director who handles Title
VIB. All of the Central Office level employees who have a responsibility for curriculum and
instruction were moved into one site beginning in the 2005-06 school year. That relocation has
facilitated better communication and collaboration by allowing for regularly scheduled
meetings in the new professional learning complex. There are a number of projects that show a
coordination and integration of services under federal programs. One of the primary projects is
an online identification and intervention tracking system used for all levels of a pyramid of
interventions in Infinite Campus. This feature was developed in coordination with the Special
Education staff and Assistant Superintendents for Curriculum and they have collaborated with
leadership staff, regular and special education teachers, counselors, Title I and IID coaches to
design effective documentation tools to meet the needs of Decatur County and Georgia. All
schools in Decatur County operate as schoolwide Title I schools except NBLC, which operates
as a Targeted Assistance School, and monies from multiple sources fund each project. Reading
Literacy, math, technology and science coaches, as well as the Director of Instructional
Technology, funded by Title I and other federal and state sources, assist teachers with content,
the integration of technology, and with best practices. They all play a role in the
implementation and support of the GSE CCGPS , as they do with the majority of the initiatives
outlined in the previous section. Literacy Reading, Math and Science instructional coaches
worked together to create a common teaching strategy for all content areas to use when
instructing students how to respond to written assignments, which will better prepare students
for open ended tasks on state and local assessments. They also created an initiative for students
in grades K-8 to focus on specific Greek and Latin roots within all content areas. In 2014-15,
The coaches will facilitate quarterly grade level or content area curriculum meetings to
examine data, analyze student work, train and share research based instructional strategies
with a focus of DOK, increasing rigor and differentiation. We credit their collaboration, in
part, with our success as a system. Title I resources are used to enhance the entire school
program, along with other federal and state and local funds. We use computer assisted
instruction in math, reading and language arts. We also use Title I and Title 11A funds to help
reduce class size. Migrant students in Decatur County are identified through Migrant Region 2
with mentoring, tutorial and Title I services provided during the regular school year and
summer sessions. Limited English Proficient students are screened during initial school
registration when given the Home Language Survey. Potential LEP students are administered
the W-APT. ESOL classes are provided for those that qualify for services. Pre-K students are
recruited by system personnel. Students for early childhood services are also identified and
served through the Head Start Agency. Decatur County works directly with Head Start and
through Child Find Services to identify students with disabilities. Within the district, the
special education department collaborates with district stakeholders to designate proportionate
share funds for parentally placed private school students. Professional Learning will be
conducted to improve the co-teaching model and will include Special Education, ESOL and
regular education teachers. Currently students are served at both Head Start and through the
federal funded preschool handicapped ages three to five developmentally delayed classroom.
A full continuum of services are offered to SWD and designated by IEP teams based on
performance data along with individual needs. In order to increase program effectiveness and
eliminate duplication and fragmentation of services, all federal programs are coordinated with
one another and with state and local programs (this includes the Carl Perkins Act and IDEA).
Homeless children are identified by the school system, School Nutrition Program, motels and
other social and service agencies in Decatur County. We ensure that homeless families and
youth receive services for which they are eligible under the McKinney-Vento Homeless
Assistance Act. Immigrant students are identified by ESOL teachers and Migrant personnel.
They are served in ESOL classes and by Migrant tutors if they qualify. Youth at risk of
dropping out are identified by school social workers, attendance workers and are referred to
the Attendance Protocol Committee. Decatur County does not have an Institution for
Neglected and Delinquent, but neglected students are identified by DFACS referrals and social
workers. Collaborative planning of all NCLB programs with other programs is carried out in
the development of school wide plans.
Is Plan Descriptor Revised?
10. Title IV
A description of how the LEA will develop strategies that prevent violence in and around
schools and the illegal use of alcohol, tobacco, and drugs including how the prevention
activities meet the Principles of Effectiveness; involve parents; and coordinate these efforts and
resources with other federal, state, and community entities. In addition the LEA must explain
how evaluations of effectiveness will be used to refine, improve, and strengthen the program
strategies.
Ongoing collaboration continues among various community entities including parents, Family
Connections, federal, state and community leaders and school officials in an effort to ensure
safe/orderly and drug-free learning environments. Joint meetings of the groups seek out
effective programs and evaluate programs according to their effectiveness and impact at both
the school and community level. Prevention materials will be available in other languages [i.e.
Spanish] depending on home language surveys results. Additional efforts to prevent violence
in around schools and reduce the illegal substance abuse include the addition of a
Comprehensive Safety Director who will review and supervise ongoing implementation of
school wide safety plans. An additional School Resource Officer has been hired and an
initiative will be pursued to respond proactively to substance abuse among students. Resource
officers will help provide the needed education and monitoring of these efforts. In addition,
increased efforts to make schools secure have been completed by securing front office/school
entrances, installation of additional camera surveillance, adding fences to perimeter of school
grounds, and the upgrading of communication systems within the school building. School
safety brochures will be provided for parents and classroom safety flip charts will be placed in
each instructional classroom. Balanced score card will continue to offer stakeholders and
opportunity to provide feedback concerning the safety of our school buildings.
Is Plan Descriptor Revised?
11. Title I, Part A
A description of the poverty and school eligibility criteria that will be used to select attendance
areas for schools eligible for funding through Title I, Part A and school eligibility for grant
opportunities through Title II, Part D.
Decatur County will participate for the second third year in the CEP (Community Eligibility
Provision) under the umbrella of the National School Lunch Program. Direct certification data
was calculated based on 2014 2012 October FTE free and reduced lunch percentages. When
applying the 1.6 multiplier to the direct certified raw data, the results are that four schools have
a poverty rate of 100%requiring the use of the Direct Certified percentage to determine rank
order. There are schools in the Decatur County School District with 75% or higher
free/reduced meal status. Our total system average is 94.79% 87.89%.
The Direct Certification percentages used to determine eligible attendance areas and schools
are:
NBLC – 100% 75%
WBE – 74.84% 71.14%
PSE – 73.33% 73.19%
JWE – 73.11% 68.86%
EKE – 68.84% - 64.10%
BMS – 58.46% 48.67%
HMS – 57.63% 57.86
JJE – 52.62% 45.41%
BHS –46.36% 41.56%
Rank order and school allocations for Title I eligibility and services will now be determined
using the attendance area determination worksheet.
Is Plan Descriptor Revised?
12. Title I, Part A; Title I, Part C; Title IV
A description of how teachers, in consultation with parents, administrators, and pupil services
personnel, will identify the eligible children most in need of services in Title I targeted
assistance schools.
All schools in Decatur County School System operate as Schoolwide Programs with the
exception of NCLB. NCLB will operated as a Targeted Assistance school during FY15 in the
first year of existence as a separate school. NBLC will be undergoing the process to become a
Schoolwide Program in FY16. The Federal programs director will work closely with the
administration, teachers, and parents at the school to follow all guidance set forth by GA DOE
for Targeted Assistance schools, including the identification of eligible students using
educationally related multiple selection criteria.
All students will be rank ordered using multiple criteria in the subjects of Math and Reading.
The selection criteria will highlight students who are not meeting standards (as determined by
state assessments --CRCT for middle school students and incoming 9th graders and EOCT for
10th-12th graders and repeating 9th graders) ranking highest weight scores (those farthest
away from meets) to lowest weight in the did not meet (DNM) category (those closest to
meeting) and if on track for graduation (retained or placed last school year or not receiving
required credits to remain with graduation cohort). Weights are determined as follows:
CRCT, CRCT-M, EOCT
DNM = 1 point
Met – 0 points
On Track for Graduation
NOT on track for graduation = 1 point
On track = 0 points
Is Plan Descriptor Revised?
13. All Programs
A general description of the instructional program in the following:
a.
b.
c.
d.
Title I schoolwide schools,
Targeted assistance schools,
Schools for children living in local institutions for neglected or delinquent children, and
Schools for children receiving education in neglected and delinquent community day
programs, if applicable.
Title 1 schoolwide schools--Our five elementary schools, one high school, and two middle
schools are schoolwide programs. Bainbridge High School and Bainbridge Middle Schools
have has been identified as a Focus Schools. Title I resources are used to enhance the entire
schoolwide program, along with other federal and state and local funds. We use computer
assisted instruction in math, reading and language arts. Available programs include, but are not
limited to: Compass Odyssey, iPASS, iKnow, iMods, My Q, Think Fast, Number Worlds,
Building Blocks, My Reading Coach, ELlis, Edgenuity, Odyesseyware, Read 180, SRI,
iStation, ABE, and Study Island. We use Title I funds to help reduce class size in core content
areas where strategies such as STEM, inquiry based instruction, project based learning,
blended learning or cooperative groups are utilized. These strategies are more effective with
smaller class sizes. Intervention Specialists are used in the two middle schools to provide
instruction for at risk students in Math. . NBLC will operated as a targeted school during
2014-15 and will work towards operating as a schoolwide program for 2015-16. The delivery
model for NBLC, Targeted Assistance, will be to offer afterschool tutoring in Reading and
Math during the regular school year and provide tutoring and extended learning time during a
4 week summer program. EL students are given access to the system-wide educational
program. Translators are provided if needed and correspondence is sent home translated into
their natural language. Language Line is available at each school site ensuring that
communication with parents can take place in their natural native language. If needed, home
visits to explain various guidelines and procedures of the school may be made. Individual
conferences are held to provide assistance as needed. Make it-Take it workshops are
conducted which support parents in helping their students at home. Title I and other federal
funds are used to supplement the regular educational program. Decatur County has no schools
for children living in local institutions for neglected or delinquent children or schools for
children receiving education in neglected and delinquent community day programs. Limited
English Proficient students--All students entering the Decatur County School System are
administered a home language survey, as discussed in Indicator 2, to determine if they come
from a non-English speaking background. If they answered anything other than English on the
survey, they will be administered the WAPT to determine English proficiency. State criteria
are used to determine eligibility for ESOL and state certified EL teachers provide instruction
to students that qualify and accept services. At the elementary and middle school, the pull-out
and push-in model is used to provide ESOL services. At the high school, the scheduled class
period model is utilized. Migrant students-- student support providers are used as tutors for
Migrant students needing additional assistance.
Is Plan Descriptor Revised?
14. Title I, Part A; IDEA; EHCY
A description of the services the LEA will provide homeless children who are eligible to receive
services under applicable federal programs. The description should include the following:
a. An assessment of the educational and related needs of homeless children and youths;
b. A description of the services and programs for which assistance is sought to address the
needs identified;
c. A description of policies and procedures, consistent with section 722(e)(3), that the LEA
will implement to ensure that activities carried out by the agency will not isolate or
stigmatize homeless children and youth.
The Decatur County School System uses the McKinney-Vento definition of "homeless" when
identifying and determining which students are eligible for services. The Decatur County
School System consults and works in coordination with counselors, social workers, attendance
workers, school nutrition, Health Department, Department of Family and Children
Services,GADoe Region 2 Migrant staff , and local motels to identify homeless students. Any
children identified will be enrolled and transportation will be provided for them to their school
of origin, when feasible, unless the parents or guardian object. Identified homeless children
and youth will be enrolled immediately even if they do not have documents that are normally
required for enrollment. In addition, students who are identified as homeless will be provided
services comparable to the services offered to other students in the school selected, including:
Transportation, Title I, educational services for which the student meets eligibility criteria,
including special education and related services and programs for English language learners;
vocational and technical education programs; gifted and talented programs; school nutrition
programs; and before and after school programs, including 21st Century. Parents will be
notified of referral prior to initiation of services.
The homeless liaison is Kathy Varner. The liaison, school social workers, and school building
homeless contacts identify children and youth in transition in the district, both in and out of
school. The liaison trains school personnel on possible indicators of homelessness, sensitivity
in identifying families and youth as in transition, and procedures for forwarding information
indicating homelessness to the liaison. The liaison also instructs school registrars and
secretaries to inquire about possible homelessness upon the enrollment and withdrawal of
every student, and to forward information indicating homelessness to the liaison. Efforts will
be made to assign a staff mentor/concerned individual in the school for each homeless
student/family. Community partners in identification may include: family and youth shelters,
local churches, soup kitchens, motels, campgrounds, drop-in centers, welfare departments and
other social service agencies, street outreach teams, faith-based organizations, truancy and
attendance officers, local homeless coalitions, and legal services. Additional resources will be
added to school parent resource centers to assist homeless families in supporting their student's
academic progress.
Is Plan Descriptor Revised?
15. Title I, Part A; Title I, Part C; Title III; Title IV; IDEA
In completing this section you should review the parental involvement strategies already
defined in your LEA’s parental involvement policy. The policy must include the items below,
although other strategies may still be considered. As long as all the strategies below are
addressed in your LEA parental involvement policy, it is recommended that you utilize much of
that language in the text box below. By doing this, you will have met the requirements in this
section for Title I, Part A, however, please be advised you still may need to add additional
language for the other federal programs included in this plan descriptor. Please note: You may
only include 10,000 characters (which includes letters, numbers, spaces – basically any strike on
the keyboard) in the text box below. Therefore, you may need to further summarize the
language from your LEA parental involvement policy to address all the required strategies
listed.
a. How the LEA included state and local government representatives, representatives of
schools to be served, parents, teachers, students, and relevant community-based
organizations in the development of the Comprehensive Plan for Improving Student
Academic Achievement.
b. How the LEA included opportunities for all parents of students receiving Title I services
to be included in the development and yearly revision of the LEA parental involvement
policy and in the decisions regarding how the 1% set-aside for parental involvement are
allotted for parental involvement activities.
c. How the LEA will provide the coordination, technical assistance, and other support
necessary to assist schools in planning and implementing effective parent involvement
activities to improve student academic achievement and school performance.
d. How the LEA will build school and parents capacity for strong parental involvement
through the six requirements in law (Section 1118(e)) with particular attention on how to
e.
f.
g.
h.
support a partnership among the school, parents, and community.
How the LEA will coordinate and integrate parental involvement strategies under NCLB
with other community based programs such as Head Start, Reading First, Even Start,
State operated preschool programs, etc.
How the LEA will conduct an annual evaluation of the content and effectiveness of
parental involvement.
How the LEA will use data from the annual evaluation to design strategies for a more
effective parental involvement policy.
How the LEA will involve parents in schoolwide activities.
Comprehensive planning for improving student academic achievement is a priority for the
Decatur County School system. LEA used multiple methods, including letter, flyers, website,
telephone and advertisement in the local newspaper, to encourage stakeholder input in the
review and planning of both the Comprehensive LEA Improvement Plan and the Parental
Involvement Plan. Collaborative sessions held on multiple meeting days ensure that
representatives have been an integral part in developing the plan. During the spring, all schools
participated in staff and parental surveys. All parents in Title 1 schools have the opportunity to
participate in the surveys, either by electronic method or paper surveys distributed at each
school. Specific grade levels in middle and high school were administered student surveys.
We continue to use surveys as an annual evaluation and use the compiled data to update the
Balanced Scorecard as one form of data that informs our decision making.
In addition to involvement with the annual needs assessment, internal and external
stakeholders helped to prioritize needs and identify actions and strategies to address these
prioritized needs. A Comprehensive Planning Team which includes representation of
stakeholders from elementary, middle, and high schools with administrators, certified staff,
and parents has been created and meets quarterly. Also included in this team are Central office
representation along with Board Members and business representatives, including Family
Connection, City of Bainbridge, Rotary, and Chamber of Commerce. The team met in July
June and provided stakeholder participation in the review of the CLIP and the Decatur County
Parental Involvement plan. The continuation of this team allows ongoing monitoring and
review of the plan in place, analysis of yearly data gathered, and most importantly stakeholder
participation. All stakeholders make decisions regarding how the 1% set-aside for parental
involvement is allotted for parental involvement activities. Quarterly meetings focus on
continued planning and implementation of curriculum initiatives and parental involvement
activities.
All stakeholders are also provided opportunity for participation at two District Title I Annual
meetings and both plans are provided for review on the district and school web sites. At the
school level, stakeholder participation was encouraged as part of each school's summer school
improvement sessions where school wide plans and parental involvement plans were revised.
The plans will also be shared at school meetings, posted on school websites, and in the school
parent resource center so that all parents will be provided the opportunity to review and
provide stakeholder comments continually throughout the year. All parents and stakeholders
are invited to participate via newsletters, websites, mobile app, automated phone messages,
and advertisement in the local media.
Prioritizing needs is determined in a variety of ways. School specific issues are addressed in
annual summer school improvement sessions where external stakeholders, including parents,
are invited to participate. System wide issues are reviewed in similar fashion. At both levels,
the data from stakeholder needs assessments, in conjunction with other data, are analyzed for
trends and those areas that are rated as most imperative by stakeholder groups are placed on
the priority list. The prioritizing of data from annual meetings/evaluations guides the LEA and
individual schools in developing a more effective parental involvement policy.
During strategic planning sessions, issues that relate to the equity plan are identified.
Consultants from the Teaching Institute for Excellence in STEM lead strategic planning to
address equity for all students in science, technology, engineering and math. Likewise, in
school improvement, SACS, CLPT or other planning sessions, strategies to remedy
weaknesses are brainstormed, researched, implemented, monitored and revisited in subsequent
meetings.
The system Parent Resource Center will be available and additional parent engagement
opportunities will be offered. The Parent Involvement Coordinator coordinates activities on
the system and school level. Individual parent resource centers are also established in each
school. The PI Coordinator and Federal Programs Director will provide technical assistance
and support necessary to assist schools in planning and implementing parent involvement
activities and provides guidance in the development of school PIP and Compacts. Data
generated from parent and school surveys will provide information about the types and content
of parental involvement activities. In addition, information will be gathered from other groups
including, PreK (public and private), Head Start, Special Education, Migrant, ESOL,
Homeless and Family Connection. Migrant PACs are held 3 times per year and the LEA
collaborates with regional and state Migrant PACs to specifically addresses migrant parents
level of involvement.
Feedback and discussion with stakeholder groups will be ongoing. In addition to a district PIC,
schools have Connections Teams which meet quarterly semi-annually to evaluate the
Schoolwide plan and Parent Involvement Plan. All parents are invited in multiple ways to
participate in the school’s Connection Team Community Conversations and the annual School
Improvement summer sessions. Decatur County Schools strive to build capacity for strong
parental involvement using the six requirements in Section 1118e as guidance, encouraging
partnerships between the school, parents, and community.
A. The school district will, with the assistance of its Title I, Part A schools, provide assistance
to parents of children served by the school district or school, as appropriate, in understanding
topics such as the following, by undertaking the actions:
The State’s academic content standards, - GSE CCGPS
The State’s student academic achievement standards, - CCRPI
The State and local academic assessments including alternate assessments,Local Formative Assessments, Benchmarks, GKIDS, Writing, GA
Milestone Assessment System, SLO, Access, GAA
The requirements of TITLE I, Part A
How to monitor their child’s progress, - Progress Reports, Report Cards, Parent
Conferences, Parent Portal
How to work with educators
Topics: GSE CCGPS & CCRPI, Parent Portal training, literature, brochures, District Website,
School Messenger , One-On-One topic information guidance with School PI Contacts or
District PIC.
B. The school district will, with the assistance of its schools, provide materials and training to
help parents work with their children to improve their children’s academic achievement, such
as literacy training, and using technology, as appropriate, to foster parental involvement, by:
Parent workshop sessions, take-home materials (books, tapes, videos, computer software)
parent flyers, CERVIS, Decatur County Schools Attendance and Discipline Policies, Parent
Resource Centers, DCBOEPI Mobile phone app, websites, Student Handbooks, newspaper
articles, and Town Hall Meetings.
C. The school district will, with the assistance of its schools and parents, educate its teachers,
pupil services personnel, principals and other staff, in how to reach out to, communicate with,
and work with parents as equal partners, in the value and utility of contributions of parents,
and in how to implement and coordinate parent programs and build ties between parents and
schools, by:
Providing opportunities for School Social Workers and Homeless Parent Liaisons to make
home visits, provide training for school personnel; workshops and School-Parent Compact;
Connection Teams at the School and District Levels, Quarterly meetings and technical
assistance to school level PIC, District Website and other Social Media
D. The school district will, to the extent feasible and appropriate, coordinate and integrate
parental involvement programs and activities with Head Start, Even Start, Home Instruction
Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool
and other programs, and conduct other activities, such as parent resource centers, that
encourage and support parents in more fully participating in the education of their children,
by:
Participating in partnership meetings, communicating regularly via email, telephone, transition
meetings
E. The school district will take the following actions to ensure that information related to the
school and parent- programs, meetings, and other activities, is sent to the parents of
participating children in an understandable and uniform format, including alternative formats
upon request, and, to the extent practicable, in a language the parents can understand:
Providing newsletters, announcements, other school-related documents in the parents’ native
language by using translators, providing interpreters for parent workshops and conferences,
utilizing School Messenger, DCBOEPI Phone App., utilizing the PI School Contacts and
District PI Coordinator to communicate with parents, faith-based community, maintaining the
District Website with School Links and Translation preferences
Schools will be involving parents using goals and strategies designated in school plans which
are focused on improving the academic performance of students and promoting partnerships.
At the system level and based on stakeholder input, we will engage in the following strategies
to build the capacity for strong parental involvement: monthly newsletters for all students, web
site, School Messenger to provide timely reminders and information, improve school parental
resource centers, sign and display school-parent compacts, provide quality content related
parental workshops, encourage continued feedback and evaluation of workshops and
recommendations for new workshops, and offer parent portal to all parents. encourage the use
of the PI app, and train parents and schools on the Cervis software for encouraging and
tracking parental and community involvement.
Is Plan Descriptor Revised?
16. Title I, Part A
A description of the actions the LEA will take to assist its schools identified as Priority Schools,
Focus Schools, and Title I, Part A Alert Schools.
Decatur County has one two schools, Bainbridge High School, identified as a Focus Schools
for the 2012-2015 2015-16 school years: Bainbridge High School and Bainbridge Middle
School. A plan to address the within school gaps will include the following: alignment of
school goals to the system goals ensuring that professional development will be provided in
areas of assessed need for the school; ongoing implementation of a Flexible Learning Program
at each site, attending School Improvement Summer Leadership training, providing assistance
in the development of corrective/restructuring plans from central office curriculum
coordinators, as well as assistance in budget development and planning from federal program
coordinators; and assistance with data utilization to inform instructional decisions. Through
data analysis, Focus schools will revise the SIP annually to address identified target areas
based on state accountability data and school collected data. Resources such as The School
Improvement Fieldbook and Indistar will be provided to outline the continuous school
improvement process. The School Improvement Division of the State Dept. of Education has
provided training on the SI process and resources for data analysis to assist with the planning
process. When submitted, a peer review committee assesses the SIP and offers commentary to
the school for any needed revisions of the SIP. RESA provides a School Improvement
Specialist to assist the school in it's improvement efforts. The Flexible Learning Program at
BHS will be in the area of math, which is the subject area of greatest need as shown by the
needs assessment. All students will be ranked by federal rank order and FLP will be
delivered during the school day. The intervention will be provided by a FLP teacher and will
utilize iLearn, a computerized math program, which identifies individual math weaknesses and
provides instruction to target those weaknesses.
Is Plan Descriptor Revised?
17. Title I, Part A
A description of the actions the LEA will take to implement Flexible Learning Program (FLP)
for schools identified as Priority Schools, Focus Schools, and (where applicable) Title I, Part A
Alert Schools.
Decatur County Schools have provided opportunities for stakeholders at both Bainbridge High
School and Bainbridge Middle School to work together in the development and revision of a
plan to provide Flexible Learning Programs at each school site. Guidance has been provided
by attending ESEA Flexibility Waiver workshops, viewing elluminate sessions provided about
FLP, information provided by the Federal Programs Director from Title I Conference,
attendance of the meetings held by Ga DOE Summer Summit, and information gathered from
the GAEL conference by the Assistant Superintendent for Instruction. FLP plans are submitted
with the Consolidated Application and after approval are implemented during the current
school year. Implementation of the program will include careful evaluation of student progress
and program evaluation to ensure rigor and fidelity. Students will be selected for participation
utilizing a multiple selection criteria based on federal guidelines for Title I programs. Yearly
analysis of FLP will guide the revision and submission of updated plans.
Is Plan Descriptor Revised?
18. Title I, Part A; Title II, Part A; Title III; IDEA
A description of how the LEA will ensure that teachers and paraprofessionals meet the highly
qualified requirements in Title I section 1119, QUALIFICATIONS FOR TEACHERS AND
PARAPROFESSIONALS. Description must include:
a. Highly Qualified trend data for LEA and school
b. Information about numbers of teachers (disaggregated by subject taught and grade level)
who lack certification and who are NOT designated as highly qualified;
c. Activities of how the LEA will develop strategies and use funds to support teachers in
becoming highly qualified;
d. The percentage of teachers and administrators who are technologically literate; the
method(s) used to determine teacher and administrator technology literacy; and
strategies the school system will implement to increase the percentage of teachers and
administrators who are technologically literate;
e. A description of how the LEA will certify that all teachers in any language instruction
educational program for limited English proficient students that is, or will be funded
under Title III, are fluent in English and any other language used for instruction,
including having written and oral communication skills;
Our school system has been very proactive in meeting the ESEA mandates of Highly Qualified
teachers and paraprofessionals. When the ESEA law was signed into law our Title I Director,
the Bainbridge State College Admissions Counselor and the Assistant Superintendent for
Human Resources held meetings at each school to explain to our paraprofessionals what
would be required of them and the time table for meeting these requirements. All teachers and
paraprofessionals (100%) are Highly Qualified as defined by ESEA and verified on the
Georgia Professional Standards Commission HiQ website.
If a non-HiQ teacher, paraprofessional, or teacher who holds a non-renewable certificate is
hired, the employee will be assigned a veteran mentor who is HiQ to provide guidance,
support, and training. In addition, a remediation plan will be created by the HR Director, the
supervisor, the mentor and the employee. Said remediation plan will outline requirements for
the employee to become HiQ or obtain a clear, renewable certificate; include a time line for
completion of the requirements; and a target date for obtaining HiQ status or the clear
renewable certificate. The plan will be signed by each of the individual named above and
reviewed per the time line established. Monitoring of the HiQ process will be completed by
the assigned mentor, the supervisor, and the HR Director. This progress monitoring can occur
via electronic communication, face-to-face meetings, and submission of artifacts to the HR
Director. Employees eligible for the TAPP program will be supported with funding and
professional development by the LEA and RESA.
The ETS (Educational Testing System) developed a test that was used to meet the ESEA
requirements for paraprofessional. At the present time, all of our paraprofessional who are
required to be HiQ have met the ESEA guidelines. Additionally, we require that all substitute
teachers pass the ETS paraprofessional exam to qualify for our substitute teacher list. Then
when principals need new paraprofessionals, they have substitutes who are already HiQ for the
job. We screen all applicants for teaching positions to make sure that they have a teaching
certificate and have passed the appropriate subject area tests. Since we are located near Albany
State University, Valdosta State University, Thomas University, Florida State University and
FAMU, we have many qualified applicants from which to choose. For core content areas, we
maintain only the applications of those applicants who meet the ESEA HiQ qualifications.
Decatur County Schools has created a notice to parents to be sent at the beginning of school
and to new enrollees that describe for parents the definition of highly qualified and describes
for parents how they can request teacher qualifications for their child's teacher(s).
The notice includes:
 Whether the teacher has met State qualification and licensing criteria for the grade
levels and subject areas in which the teacher provides instruction.
 Whether the teacher is teaching under emergency or other provisional status through
which State qualification or licensing criteria have been waived.
 The Baccalaureate degree major of the teacher and any other graduate certification or
degree held by the teacher, and the field of discipline of the certification or degree.
 Whether the child is provided services by paraprofessionals and, if so, their
qualifications.
To ensure that parents have been notified, the Title IIA Coordinator reviews copies of the
letters included in the school handbooks sent home by the principal and files copies of the
letters in the Title IIA Coordinator’s office.
The Decatur County School System will send a letter to each individual parent in a timely
manner if the parent's child has been assigned, or taught for 4 or more consecutive weeks (20
days) by a teacher who is not highly qualified. Such notification will be sent in one of two
ways: via certified mail with a return receipt request, or two copies with the student, one of
which must be signed and returned to the teacher as proof of receipt. A copy of this
correspondence is kept in the principal's office and in the Title I Office. The system has
published on our web page data for each school regarding the number and percent of highly
qualified teachers and paraprofessionals.
Instructional technology is an integral part of Decatur County's plan for student achievement.
2010-2011 survey data showed that 95% of teachers are literate based on PSC standards for
technology literacy. 64% of teachers were below proficient in SBI 1.5 - Uses Technology to
Enhance Instruction on Class Keys. In 2010 – 2011 school year, representations of teachers in
grades 8-12 were assessed using the Teacher Wayfind assessment instrument. Survey results
indicated that 0% were advanced, 75% were proficient, 25% were basic and 0% below basic.
A continuation of these surveys will be planned for the 2014-2015 school year with intentions
to expand administration of surveys to a larger representation. The Technology Planning
Committee revised the district's three year technology plan using multiple data sources. In an
effort to ensure that all students and teachers are afforded access to increased technology
capacity, this team will continue to research current instructional technology practices and
tools and their utilization in the classroom. Data and research will drive system and school
wide technology plans. Digital Literacy, the addition of a Director of Instructional
Technology, increased network infrastructure, and BYOT are important parts of the district's
plan to increase the use of technology in instruction.
All of our Title III teachers are fluent in English, which is the language of instruction, and
have been deemed proficient written and oral communication skills during the interview
process, documented during focus walks and evaluations. All Title III teachers are HiQ, have
ESOL endorsement, and will be evaluated by TKES.
IV. Highly Qualified Teacher Equity
Section Rating: Target
IV.1 Provide the teacher
HiQ Percentage for the
current year
IV.2 Provide the
paraprofessional HiQ
Percentage for the current
year
100
100
%
%
IV.3 Describe how a
remediation plan is
developed for non-HiQ
teachers, non-HiQ
paraprofessionals, and core
academic teachers who do
not hold a clear renewable
certificate.
IV.4 Describe the
monitoring process to
ensure each non-HiQ
teacher, non-HiQ
paraprofessional, and core
academic teacher who does
not hold a clear renewable
certificate is implementing
the remediation plan and
making progress toward
HiQ status or clear
renewable certification.
a. If a non-HiQ teacher or paraprofessional is hired, the
employee will be assigned a veteran mentor who is HiQ to
provide guidance, support and training. In addition, a
remediation plan will be created by the HR Director, the
supervisor, the mentor and the employee. Said remediation plan
will outline requirements for the employee to become HiQ,
include a timeline for completion of the requirements, and a
target date for obtaining HiQ status. The plan will be signed by
each of the individuals named above and monitored per the
timeline established. b. Monitoring of the HiQ process will be
completed by the assigned mentor, the supervisor, and the HR
Director. This progress monitoring can occur via electronic
communication, face-to-face meetings, and submission of
artifacts to the HR Director. The monitoring process includes
timelines set for making progress toward HiQ status.
a. If a teacher does not hold a clear renewable certificate, a
remediation plan is developed which includes the name of the
teacher, the assignment, the date of the plan, signatures of the
teacher/principal/HR Director, and timeline/target dates to
enable the individual to obtain the clear renewable as soon as
possible. b. Monitoring of the progress toward the clear
renewable will be completed by the individual, the supervisor,
and the HR Director. This progress monitoring can occur via
electronic communication, face-to-face meetings, and
submission of artifacts to the HR Director.
Is Plan Descriptor Revised?
19. Professional Learning; and all federal programs
A description of how the LEA will provide training and/or incentives to enable teachers to:
a. Teach to the needs of students, particularly students with disabilities, students with
special learning needs (including those who are gifted and talented), and those with
limited English proficiency;
b. Improve student behavior in the classroom;
c. Involve parents in their child’s educations; and
d. Understand and use data and assessments to improve classroom practice and student
learning.
e. Become and remain technologically literate.
Decatur County developed a comprehensive and systematic plan to address professional
learning and the use of incentives. Through the work of our improvement team, those plans
have been articulated in school and system improvement plans. That collaborative addressed
broad issues such as curriculum mapping to ensure that all students had access to the same
curriculum, developing clear learning targets, differentiation to meet the needs of all students,
acceleration to catapult students who were lagging behind, supplementary services provide
alternative reading and math instruction to address the needs of students with disabilities
(SWDs) who were not succeeding in our county-wide initiative, methods and programs to
meet the needs of those who had limited English proficiency, specific training for teachers and
migrant staff in working with the unique needs of migrant students, processes to improve
student behavior specifically including ABE and training in Positive Behavior
Intervention and Support, and alternate means of working with both the gifted learners and the
students who were at risk of not graduating. Specifically, the ESOL teachers provide quality,
researched based professional learning at the schools for teachers, administrators,
paraprofessionals and counselors to better meet the needs of ESOL students . The above,
coupled with the myriad of software programs, before/during/after/Saturday/summer school
remediation/acceleration and credit recovery instructional options, professional learning and
the proactive work with RTI, has many Decatur County teachers serving as leaders in meeting
diverse student needs. Incentives to enable teachers to achieve at higher levels included paying
registration fees and travel expenses, providing professional leave to attend trainings,
embedding as much training as possible within the school day, paying stipends for many
summer and evening trainings, and reimbursing for exams needed to add certification/s and
endorsements. Each school has, with the support of Title I funds and Central Office staff, met
with their improvement teams and School Councils to develop ways to involve parents more in
their children's education. The District Parent Involvement coordinator leads the district
Parental Involvement Team and works closely with school level Parent Involvement Contacts
to increase the amount of parent involvement and to assist with parent trainings and workshops
the align with the system and school improvement plans to increase student achievement for
all students. In addition, the system has collaborated with Decatur County Family Connection
and other community partners to teach workshops to parents and to recruit, train, and track
student mentors. Becoming expert data miners has been a long and arduous task and continues
to be a work in progress. FIP is a part of the implementation and analysis of
formative/summative assessment data process. Staff began the FIP modules in FY14 and are
targeted to completed the series in FY15. Ongoing professional learning support is provided
for school leadership/instructional staff as a part of the school improvement process.
Teachers/counselors/leaders learned to manipulate test data using spreadsheets. What data was
not provided by the state was purchased in electronic format. The Central Office continues to
provide electronic data to schools in a variety of ways which include: spreadsheets, Infinite
Campus, SLDS, and Edusoft. Sessions continue to be provided as new tools are developed,
such as SLDS, or as new staff enters the system. In addition, graphs and charts are developed
by schools to create walls of disaggregated data. The schools drill down further in the data,
both by school and by the system in elementary. That attention to disaggregated data has led
to better identification and remediation of at-risk students during both in-school and afterschool programs, and resulted in a significant narrowing of the achievement gap between our
African-American and white subgroups and our SWDs and white subgroups. Our challenge to
become more technology literate has been equally challenging. Although the Decatur County
Technology Literacy program was one of the first approved by the Professional Standards
Commission, changes in technology outpaced professional learning. While that program
provided basic literacy to some staff and more advanced training for others, it did not allow all
teachers to be equally proficient in using technology as an instructional tool. As such, the
program has been supplemented by a variety of other courses, along with trainings provided
by consultants for software-specific programs. Technology training continues to be offered for
new staff and to advance the skills of veterans. More recently, the Title IID grants have
provided staff and students with technology training on the hardware purchased with grant
funds which included: iPods, iPads, TabPilots, BYOT BYOD, macbooks, whiteboards,
student response systems, probeware,3D Rover, and an array of other devices currently being
acquired due to SPLOST funds being made available to schools. As the STEM system in the
2nd Congressional District, Decatur County continues to investigate innovative and creative
ways to use current and emerging technologies to improve teaching and learning.
Further work has focused on the work of Doug Reeves, Rick Stiggins, Bob Marzano, Kay
Burke, Carol Ann Tomlinson, Wendy Conklin, the DuFours, and others. All of that research is
evident in the GSE CCGPS initiative. Increasing rigor and ensuring college and career
readiness continues to drive professional learning in Decatur County and will for the next
decade.
EQUITY INDICATOR: Teacher Preparation and Ability to Meet Diverse Needs of
Students: Each school will assess the ability of its teachers to differentiate instruction based
on the diverse needs of their students. Professional learning transcripts/logs and/or software
reports are maintained of teachers who have participated in differentiation activities and
workshops which may include but are not limited to Standards-based Classrooms, Coteaching, Formative Instructional Practices, TKES, videos/ppts. Learning Focused Schools
(LFS), Creating Independence through Student-owned Strategies (CRISS), CCGPS training on
differentiation, training to increase rigor and DOK, technology tools, software products,
ASCD or similar video series, professional learning community/faculty study group work, etc.
The ability to successfully differentiate instruction will be determined through observation
and/or review of artifacts (such as achievement data) is scored on TKES
walkthroughs/formative /summative reports and via other informal instruments by school or
system leadership. A teacher's knowledge of differentiation may be further noted in RTI/SST
meetings, grade and/or content meetings, and in other school improvement sessions. Strategies
tailored to address students not succeeding in class are maintained under the RTI tab in Infinite
Campus so that all teachers of that child can see what is or is not working in other classrooms.
In addition, evidence of differentiation may be determined by artifacts such as samples of
student work, variety of instructional methods, balanced assessment, performance tasks,
grouping patterns, student mastery, grade analysis, etc. Teachers who need to improve in the
area of differentiation will outline strategies for strengthening skills via a formal or informal
professional development plan (PDP) or growth plan. Implementation of TKES will
strengthen this process. Based on identified needs, the system will provide continued
professional learning opportunities for staff in the area of differentiation using Edivation as
one of its resources. Professional learning on differentiation will be tracked via the same
mechanisms in place for tracking all professional learning in the system.
X. Summary of Impact for the Fiscal year 2015 selected Equity Indicator(s)
X.1 Prepare a brief
Summary of Impact that
describes the actions taken
to reach "target" and the
LEA's evidence of success
in reaching "target".
A summary of the impact of Teacher preparation and ability to
meet the diverse needs of learners is outlined. There was
continued use of study groups/PLCs led by academic coaches,
school leaders, RESA and other support services and a second
year of working with the same school improvement specialist
at RESA for the Focus middle and high school. There was
continued emphasis on differentiation in CCGPS/GSE but a
hold placed on NGSS training/implementation. All teachers
began their initial implementation of TKES and the
familiarization videos/research were used to assist with a better
understanding of differentiation. DCS continued work for staff
in Standards-based classrooms training, implemented county
data meetings at the elementary/middle school levels to review
formative assessment data and plan remediation/enrichment
activities, offered co-teaching training for regular and
SWD/ESOL teachers, training a large number of teachers in
the use of SLOs as a differentiation tool, created lesson plan
templates that highlight differentiation strategies and provided
some vertical planning on writing and in math.
Transdisciplinary problem-based capstone projects in STEM
was expanded at each school with varying degrees of success.
Focus schools continued the use of consultant services on
Standards-based classroom practices. All teachers viewed three
more FIP modules and DCS expanded the iPass program to the
iKNOW suite to assist math teachers with differentiation. All
school principals, assistant principals, lead teachers and
instructional coaches participated in Instructional Rounds.
X.2 Prepare a brief
summary describing the
LEA’s Evidence of
Success. What data
SUPPORTS THE
RATING OF “target”? Or
if the LEA did not reach
“target,” what prevented
the LEA from doing so?
Summary of Impact and Success: Based on an analysis of data
(benchmark assessments, SLOs, TKES disaggregated data on
walkthroughs/formatives/summatives, observations of
classroom instruction, and other) growth in differentiating
instruction to meet the diverse needs of students was evident.
However, during the annual System Leader Retreat the
leadership team determined that the system did not reach target
as not all teachers could demonstrate proficiency. FY15 and
full implementation of TKES provided the first true baseline
data for all teachers on differentiation. It was noted that across
all TKES standards, differentiation has the most ratings in
Level I and II. It is possible that improvement in inter-rater
reliability contributed to the determination and with the IRR
summer training in June 2015, the proficiency scores could see
a decline in FY16, even with simultaneous improvement.
Issues that prevented the system from reaching target were
inconsistencies in implementation/monitoring, teachers who
were not successful in demonstrating mastery of differentiation
in their PDPs, changes in leadership understanding of
differentiation, and individual teacher challenges sprinkled
across all schools.
XI. EEquity Indicator Selected for Fiscal year 2016 Focus
Identify at least one equity indicator that will be a focus for movement to "target"
XI.1.A Equity Indicator 1: Teacher preparation and ability
to meet diverse needs of students
XI.1.B Provide a statement
identifying the
Decatur County Schools (DCS) has determined that the
Actions/Strategies/Interventions best way to improve student achievement and success is to
or Programs for the selected
have an effective teacher in every room and an effective
equity indicator as a focus for leader at every school. As such, DCS has crafted a limited
next year.
number of non-negotiables for teaching and learning for
FY16 which will focus efforts and improve consistency.
Improving teaching and learning: o Strengthening
differentiation (with training, identified in lesson plans,
and monitored by observation) o Increasing academic
rigor o Providing opportunities for student collaboration o
Expanding use of technology tools o Providing more
opportunities for problem-based, project-based
performance tasks aligned to standards (STEM et al) with
training o Improving data analysis to drive the above The
key non-negotiable will be continued implementation of
60-day action plans and the monitoring of those plans by
Central Office. Schools must provide evidence/artifacts of
their progress on the above. In addition, move to year two
implementation of TKES in FY16 and the expansion of
Instructional Rounds—both of which will improve leader
consistency in identifying effective/ineffective
differentiation and other teaching practices. Leaders will
continue to use data from the Student Growth Model as
well as peer observations to improve supervision and
evaluation. Continued professional learning in
LDC/MDC, Math, NGSS, GSE, ESOL, co-teaching,
positive behavior interventions and RTI will assist staff in
better meeting the needs of diverse populations.
Is Plan Descriptor Revised?
20. Professional Learning and all federal programs
A description of how the LEA will develop a three-year professional learning plan that will be
included in the LEA Comprehensive System Improvement Plan according to the requirements
in Rule 160-3-3-.04 PROFESSIONAL LEARNING.
Each year, test data are analyzed and reviewed at the system level by all state and federal
program coordinators and at the school level by all stakeholders. A needs assessment is
conducted annually as part of the school and system improvement process using tools such as
the LKES surveys, GADOE templates, SACS, internal surveys and other. Teachers have
access to the test data for their students and, combined with pre-test data, benchmark data, or
other formative data, get a clear picture of students' progress and needs. That same data,
analyzed at the system level, can identify problems that may be curricular in nature (a problem
with a curriculum map needing to be adjusted), teacher specific, or other. As a part of the
improvement planning process, schools identify professional learning needs which are then
reviewed and further analyzed at the district level. During the vetting of the CLIP,
stakeholders are invited to review short and long-range professional learning plans. The
system three-year plan is developed as a collaborative endeavor and amended during the
school and system improvement meetings.
Decatur County Schools
Three Year Professional Learning Plan
2013-2016
In accordance with the provisions in State Board Rule 160-3-3-.04 and local Board Policy
GAD, Decatur County Schools maintains a three year Professional Learning Plan. Professional
learning funds are used for activities that enhance the skills and knowledge of all school
system personnel, school board members and school council members which directly relate to
the improvement of student achievement. The system and all schools have a plan that
addresses comprehensive professional learning; activities are aligned with improvement plans;
initiatives have measurable student outcomes; and offerings are an outgrowth of needs
assessments, data analysis, program evaluation, and other recommendations. The Professional
Learning Plan is updated annually.
Professional Learning FY14
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Code of Ethics, system personnel, Professional Learning
CCGPS unit revision, Curriculum & Course Mapping, Academic coaches
iKnow, GaAchievementSolutions, IIA/other
TKES & LKES pilot, IIA
SLO development training, IIA/other
Reading Renaissance, IIA, PL & other
Writing Constructed Response – Consultant & Coaches, IIA & PL
Educator Effectiveness, School Improvement Network, IIA/other
Math in the Fast Lane, Suzy Pepper Rollins, SI funds
TabPilot training, various
Co-Teaching training, Consultants, SI funds
Functional Behavior Analysis & Behavior Intervention Plans, Consultants
MDC/LDC, RESA, IIA
STEM, Teaching Institute for Excellence in STEM, IIA & other
CCRPI Update training, various in-house, RESA & other
Read180 updates, Scholastic
CPI training, RESA
Formative Instructional Practices, GADOE
SLDS, Student Growth & Teacher Resource updates, various
School and System Improvement Sessions, various in-house and external consultants,
IIA, PL & other
Professional Learning FY15
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Code of Ethics, system personnel, Professional Learning
CCGPS unit revision, Curriculum & Course Mapping, Academic coaches
NGSS training and alignment, various
iKnow updates, GaAchievementSolutions, IIA/other
iStation training, Professional Learning
Math in the Fast Lane, School Improvement Funds
Meeting Diverse Needs of Learners, Prof. Learning-IIA, VIB, III
CPI Initial and recertification
TKES & LKES, IIA
SLO development training continuation, IIA/other
Writing– Consultant & Coaches, IIA & PL
Technology Training, various
Educator Effectiveness, School Improvement Network, IIA/other
MDC/LDC continuation, RESA, IIA
Instructional Rounds, TIES, IIA/Professional Learning
STEM, Teaching Institute for Excellence in STEM, IIA & other
Formative Instructional Practices (FIP), GADOE
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School and System Improvement Sessions, various in-house and external consultants,
IIA, PL & other
Professional Learning FY16
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Code of Ethics, system personnel, PL funds
GPS GSE unit revision, curriculum & course mapping, coaches
iKnow updates, GaAchievementSolutions, IIA/other
Continued training in TKES, LKES and SLOs for new staff, IIA
Meeting Diverse Needs of Learners, Prof. Learning-IIA, VIB, III
Continued implementation of FIP practices.
CPI initial and recertification
STEM, IIA and other
Technology Training, various
Continued training in use of data – FIP or other
School and System Improvement Sessions, various in-house and external consultants,
IIA, PL & other
Inquiry Based Instructional Approaches
Increasing Rigor of Assessments
Examining Student Work
Blended Learning exploration/training
Is Plan Descriptor Revised?
21. Professional Learning; and all federal programs
A description of the activities that the LEA will carry out with program funds, including
professional learning for teachers and principals and how their activities will align with
challenging state academic standards. The description should outline the LEA professional
learning programs and sources. The LEA professional learning programs should be consistent
with nationally established criteria for quality professional learning, with such characteristics as
incentives, self-directed learning, and authentic connections to actual work.
The Decatur County School System provides supplemental professional learning activities
which conform to Title IA and IIA federal program guidelines as well as to the NSDC's
standards and IDEA guidelines. Those activities are provided to all system personnel who
provide service to or contribute to the success of students. The activities include but are not
limited to various CCGPS GSE trainings in core content; college and career readiness;
pedagogy in the content areas; classroom management; advanced placement training; coteaching and LRE; and technology use of a variety of tools plus RTI in Infinite Campus,
Edusoft, iPASS, iStation and other software specific; student safety and wellness including
bullying prevention; emergency preparedness; differentiation; data and a variety of other.
Academic coaches and lead teachers, funded by Title 1, will provide ongoing support and
professional development to sustain the integration of research based instructional strategies
and programs to improve the ability to meet the diverse needs of students, instructional rigor,
depth of knowledge and differentiation. The percentage of professional learning opportunities
for FY 14 that were scientifically based (high quality) was 86%. The percentage of teachers
that participated in at least one high quality professional learning activity during FY15 was
91%. Funding sources include Title 1, Title II-A, and Title III.
Is Plan Descriptor Revised?
22. Title I, Part A; Title I, Part C; Title I, Part D; Title III; Title IV, Part A
A description of how the LEA will notify private schools of availability of funds to serve
eligible children in each applicable federal program.
The Decatur County School System annually notifies private schools that have students
enrolled that live in the boundaries of the LEA, of the availability of funds for eligible students
and of professional learning opportunities for private school teachers. These schools are
identified by the private schools that send enrollment data at the beginning of each school year
to the superintendent. In November of each year, a certified letter is sent to each private school
with a specific date, time, and place of a consultation meeting to discuss the availability of
funds to assist eligible private school students and teachers. A response form is included along
with a self-addressed stamped envelope. In the event of a complaint from a private school, it is
always preferable that it be resolved at the lowest level, and expeditiously and objectively as
possible by the Federal Programs Director. If it cannot be resolved at this level, then the
complainant shall file in writing with the Decatur County Board of Education through the
Superintendent. It must include the names and addresses of the person or organizations
initiating the complaint as well as a complete description of the alleged violation. The Board
shall issue a decision in writing to all parties concerned in a period not to exceed thirty (30)
days from the date of the filing of the complaint even if it means calling a special meeting of
the Board. Appeals to the State Board of Education must be made within thirty (30) days of
the written decision of the local Board. The appeal shall be addressed to the State
Superintendent of Schools in writing and include a copy of the original complaint with
unresolved item(s) clearly identified. It should be noted that although no private school
chooses to participate with Decatur County in receiving federal funds that professional
learning activities are often provided to private school teachers. Many local private school
teachers met their PSC technology proficiency requirement through DCITC courses. Likewise,
many private school teachers have received DI instruction through our classes or by our
coaches. When seats are available, our doors are open. Students frequently move back and
forth between public and private school and when their teachers are more proficient, we find
the students the beneficiaries.
Is Plan Descriptor Revised?
23. Professional Learning and all federal programs
A description of the process the LEA will conduct annually to review and revise the LEA
Comprehensive Plan for Improving Student Academic Achievement.
As data arrives in late spring and early summer from DOE, it is used to update the Decatur
County Comprehensive Improvement Plan and modify, reaffirm or create new targets for the
subsequent year. Each school and system plan has a section in which to record achievement
toward stated goals. The new data is further added to existing charts, thus showing a historical
view and trends. The data charts are provided to the Board of Education and to the local
media. Data rooms at the school level provide information to students, parents, community and
internal staff. The school system maintains its transparency by providing access to information
through a variety of sources. Ongoing revision opportunities of the school wide plans are
provided by requiring 60 day action plans where schools will provide evidence and evaluate
progress toward achieving set goals. Individual Connection Committees Community
Conversations will be formed held at each school building to allow stakeholders the
opportunity to review and revise existing plans. The Comprehensive LEA Planning Team
(CLPT) will continue to meet and review system level improvement plans. All parents have
the opportunity to review and revise the CLIP, School Wide Plans, and Parent Involvement
plans either during public participation day, school level summer sessions, via website, or by
providing feedback by email, hard copy or fax. Parents may contribute by completing
surveys either online or with paper/pencil format or online or paper/pencil comment forms. In
addition, all parents also receive information and invitations to participate in revisions of such
plans the CLIP, School Wide Plans and Parent Involvement Plans via school newsletters,
websites, School Messenger, and newspaper ads.
Is Plan Descriptor Revised?
24. Title I, Part A; Title I, Part C
A description of how the LEA will provide supplemental support services for advocacy and
outreach activities for migratory children and their families, including informing such children
and families of, or helping such children and families gain access to, other education, health,
nutrition, and social services.
Title I, Part C, ESEA, Section 1304(d) requires states to give "priority for services" to migrant
children: (1) who are failing, or most at risk of failing, to meeting the state's challenging state
academic content standards and challenging state student academic achievement standards,
and (2) whose education has been interrupted during the regular school year. Both of these
conditions must exist simultaneously for a migrant child to have "priority for services." Using
the Georgia Department of Education Migrant Allocation Formula, the system will be able to
provide additional services depending on the amount of funding through the following:
Student Support Providers, Parental Involvement Coordinator, Certified Teacher(s),
Recruiters, translators, and tutors. GaDOE MEP Region 2 will serve as resource to help
develop the best service model depending on available funds and resources. Newsletter and
other parent information materials will be translated using translated documents from GADOE
and other sources. A Migrant Parent Resource Center is utilized to support student learning
and parent engagement opportunities during the school day, after school hours, and during the
summer program. Materials and resources will be made available in native language.
Decatur County School district uses the Occupational Survey provided by the MEP
coordinator to identify migrant students. The Occupational Survey is part of every student's
back to school information packet and will be completed annually. A designated contact at
each school contacts the assigned Student Support Provider when a suspected Migrant student
enrolls in school. The Student Support Provider or Recruiter makes contact with each migrant
family to determine eligibility.
Migrant students are evaluated academically like other students in the school system to
determine academic needs. All migrant students are eligible for Title I services and receive
appropriate Title I services. Migrant students and youth can also qualify for additional services
in other federal or local programs and supports and follow the same procedures for
identification as all students. Services are provided for preschool children and non-enrolled
youth to age 21 by SSPs who travel to the home or work camp to provide educational services.
Documentation of student services may be included in Infinite Campus and the academic and
services spreadsheet maintained and updated by Migrant staff.
MEP funded services, both regular school year and the summer program, are planned carefully
and are guided by the Implementation Plans and goals. The programs are observed by the
LEA Migrant Coordinator and the GaMEP Region 2 staff utilizing the observation tool
provided by GaDOE. The regular school year and summer program are evaluated by the
results of the IP plan evaluations (pre/post tests) and the results are used in the CNA process to
determine areas of strength and weaknesses, plan for effective instruction, and develop
effective goals for IP plans. Comprehensive documentation of all students and programs is
kept in an electronic spreadsheet by the SSPs and includes attendance, academic scores and
progress, and services received by the Migrant staff.
Specific activities to address the needs of migratory families are provided by the Migrant
team. Such activities shall include: informing and helping children and families gain access to
other education, health, nutrition, and social services; tutoring in academic core classes; before
and after school programs; summer school program; and a migratory Parent Advisory Council
(PAC) is provided in conjunction with other Parent Involvement Programs. Parent outreach is
provided in a language that is understood by the family if at all possible. Parents are presented
information on ESOL, special education, gifted, and other educational programs. Information
on health, nutrition and social services is presented using materials from the migrant education
agency. Presenters from local agencies such as, the Health Department, DFACS, and County
Extension office may be involved. NCLB materials are translated using GADOE forms or
system translators. Depending on Home Language Surveys, school information is sent home in
other languages or information on how to receive a translated version is provided to parents.
District and school websites have the capability to translate in multiple languages.
Is Plan Descriptor Revised?
25. Title I Part A; Title I, Part C
A description of how the LEA will promote interstate and intrastate coordination of services for
migratory children, including how the LEA will provide for educational continuity through the
timely transfer of pertinent school records, including information on health, when children
move from one school to another.
Schools have been provided information and training on how to identify migrant students, read
a Mexican birth certificate, and follow system and state policy. Student Support Providers
assist eligible migrant families upon their identification with enrollment and withdrawal
procedures. Decatur County school system has procedures in place to provide a timely transfer
of school records, including information on health, for all students, but particularly for
migratory students. The process begins as soon as the parent/guardian provides the school with
a formal signed release or by request from the receiving school. Records are faxed to the
receiving school. Hard copy is then sent through US mail in a timely manner but in no more
than ten calendar days. The system also has a process in place for translation and evaluation of
transcripts for Hispanics and other international students. Student Support Providers and LEA
will utilize the Migrant Students Information Exchange (MSIX) on records transfer/review
procedures and recruitment efforts in order to efficiently and quickly obtain records in order to
coordinate services for migratory children.
Is Plan Descriptor Revised?
26. Title I Part A; Title I, Part C
A description of how the LEA will identify and recruit eligible migrant families and youth
moving into or currently residing in the district.
The local Identification and Recruitment Plan describing how the LEA will recruit eligible
Migrant families and youth moving into or currently residing in the district has been uploaded
in the attachments tab.
Is Plan Descriptor Revised?
27. Professional Learning and all federal programs
A description of how the LEA will provide resources for the purpose of establishing best
practices that can be widely replicated throughout the LEA and with other LEAs throughout the
State and nation.
The school/system leverages different sources of funding and combines resources to deliver
special projects/programs and on-site professional learning opportunities that support
innovative and school based reform efforts with the goal of establishing best practices that can
be replicated. The system/school evaluates these pilot projects and other research basedprograms annually to determine if such projects are meeting stated goals. Evaluation results
are presented to faculty along with other assessment data, are shared with external
stakeholders via reports/presentations, and information is posted to the website. Strategies for
establishing and sharing best practices include: piloting innovative strategies/programs, such
as the 21st Century Community Learning Centers, Instructional Rounds, STEM, Blended
Learning, Farm to School, Fitness/Wellness and other, then making modifications and
conducting evaluations to determine if a project should be replicated. In addition to piloted
programs, implementation of practices such as Content Area Writing, Response to Text, and
real world connections, are also accompanied by evaluations. Often, that evaluation may be
comparison of test scores, reduction in disciplinary incidents (tied to student classroom
engagement), and the like are used in data analysis. All piloted projects are evaluated at least
annually to determine whether and how to expand exemplary concepts throughout the school
system. This evaluation includes teacher, administrator, student and parent surveys; PD course
evaluations; and cost/ benefit analyses. A number of pilots are also reviewed by external
evaluators using quantitative and qualitative measures (pre- & post-test data, surveys,
interviews, grade/ attendance/discipline comparisons, etc.). Such reviews are provided to staff
electronically and reviewed with the Board of Education, parents, Chamber of Commerce
Education Committee, and shared with Civic Groups. Evaluations of a number of projects are
often printed in the newspaper on online web news. Creating a bank of unit plans that are
continually being developed among staff within and collaboratively with other schools and
utilizing system staff and external PD experts to work with teachers to improve classroom
instruction allows for continual improvement. Teachers are encouraged to share their ideas for
pilot projects with their building-level administrators and system departmental personnel
Administrators are encouraged to seek out innovative funding strategies to share with the
system-level personnel and the school board seeking out strategies nationwide that address:
standards-based, research-based instruction; effective tools to collect, manage, and analyze
data and conduct job-related tasks to inform instruction and school improvement efforts;
designing, equipping, and implementing 21st Century learning environments; assessing
teacher and student technology literacy; improving parental involvement and school-home
communication; innovative models for funding; and implementing high-quality professional
learning programs that increase teachers' skills to teach more effectively and engage students.
Is Plan Descriptor Revised?
28. Title II, Part D; E-Rate
A description of how the LEA will take steps to ensure that all students and teachers have
increase access to technology. Include the strategies to be implemented to increase or maintain
access to technology and to establish or maintain equitable technology access.
Current Reality: Individual workstations, computer labs, laptops and mobile labs are available
to all students throughout each day based on assigned time of instruction by the teacher.
During the 2014-15 school year, improvement to all labs enabled our students to perform
online state testing. Our greatest academic areas of need continue to be in writing and math in
grades K-12. Software and blended learning opportunities will be used along with
improved teaching and learning methods and strategies, to address these identified content
areas. These content areas will continue to be the focus of student academic performance and
instructional improvement in Decatur County Schools. Edusoft continues to be used in grades
K-12 to disaggregate test data by subgroups and provide item analysis, performance bands,
reports, and intervention groups to assist teachers and administrators in meeting the academic
needs of students. The Georgia Online Assessment System GoFAR will be utilized to prepare
students for the state standardized tests and identification of academic weaknesses. A myriad
of programs are utilized, but are not limited to the following: Odyessyware, Edgenuity,
GALILEO, My Reading Coach, ELLis, USA Test Prep, iStation, Discovery Collection,
iLearn, Study Island, and web based instructional sites linked for student and family support.
Funding from ESPLOST provided carts of TabPilots that will be in use at all schools with an
emphasis on more opportunities for student use of technology. Chromebooks and carts have
been purchased and computer labs established at elementary, NBLC, PLC, BHS, and BMS.
Efforts are being made to provide the infrastructure necessary to support BYOTD.
The Technology Planning Committee revised the district's three year technology plan. In an
effort to ensure that all students and teachers are afforded access to increased technology
capacity, this team will continue to research current instructional technology practices and
tools and their utilization in the classroom. This committee along with the Technology
Department will consult closely with the Special Education Department and the ESOL
Department to make sure that their special needs for hardware and software are met so that the
achievement gap can be closed. In addition, through this committee's leadership there will
continue to be ways to assess both student and teacher proficiency so that the data generated
will impact long range technology acquisition. 64% of teachers were below proficient in SBI
1.5 - Uses Technology to Enhance Instruction on Class Keys. In 2010 – 2011 school year, a
representation of teachers in grades 8-12 were assessed using the Teacher Wayfind assessment
instrument. Survey results indicated that 0% were advanced, 75% were proficient, 25% were
basic and 0% below basic. A representation of high school students was assessed using the 21st
Century Skills Assessment. Survey results indicated that 5% were advanced, 15% were
proficient, 53% basic, and 27% below basic. The survey results for middle schools students
revealed that 0% were advanced, 5% were proficient, 70% basic, and 22% below basic. In
2013, middle school proficiency increased to 3% advanced, 21% proficient, 51% basic and
26% below basic—a 19% increase of proficient or advanced; and high school proficiency
increased to 11% advanced, 21% proficient, 36% basic, and 32% below basic—an increase in
proficient or higher of 12%. Schools will monitor and utilize this data to inform the school
improvement planning process.
In 2010-2011, the system was awarded both STEM and ISL grants that assisted Bainbridge
Middle School and Bainbridge High School in increasing instructional technology capacity.
Moving forward, the emphasis will be towards meaningful and relevant use of technology that
impacts student learning as evident by increased levels of proficiency by both students and
teachers. Ongoing professional support will continue and student access to technology will
continue to be a focus.
During the past two school years, local and ERATE funds were utilized to improve the
network infrastructure at John Johnson Elementary, Hutto Middle School, and Elcan-King. An
ERATE application has been filed for the 2013-2014 school year funding recently allowed for
improvement of technology for Bainbridge High School, Bainbridge Middle School, John
Johnson Elementary and West Bainbridge Elementary. The addition of iPASS and Think Fast
purchased with Title I and ARRA funds will continue to be implemented and expanded to all
elementary schools. This expansion will support math instruction and target our systems major
area of weakness.
Individual schools will continue to implement, revise and update their school wide technology
plans as part of their school wide plans to ensure that all students and teachers have access to
multiple forms of technology, awareness of technology capacity is extended, and ongoing
technical and instructional support is provided.
Is Plan Descriptor Revised?
29. Title II, Part D; E-Rate
A description of the LEA’s long-term strategies for financing technology to ensure that all
students, teachers, and classrooms have access to technology, technical support, and
instructional support.
Decatur County has applied for all available Title II-D grants and will aggressively pursue
other grants targeted toward technology acquisition. The system will continue to apply for Erate funding and, if awarded, this funding would allow the upgrade of infrastructure to support
future growth and expansion. Leadership will continue to search out and utilize local funding
sources including ESPLOST to support future expansion and improvements to existing
technology.
Is Plan Descriptor Revised?
30. Title II, Part D (NOT APPLICABLE)
A description of how the LEA will evaluate the extent to which technology integration
strategies are incorporated effectively into curriculum and instruction. Describe how the LEA
will ensure ongoing integration of technology into school curriculum and instructional strategies
so that technology will be fully integrated.
Is Plan Descriptor Revised?
31. Title II, Part D (NOT APPLICABLE)
A description of how the LEA will encourage the development and utilization of innovative
strategies for the delivery of specialized or rigorous academic courses and curricula (e.g.,
distance learning).
Is Plan Descriptor Revised?