Comprehensive Needs Assessment 2018 - 2019 District Report

Comprehensive Needs Assessment 2018 - 2019 District Report

Pierce County

1.1 Identification of Team 2

PLANNING AND PREPARATION

1. PLANNING AND PREPARATION

1.1 Identification of Team

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

Required Team Members

Program Position/Role Name ("NA" may be used) Multiple Program(s) Superintendent/Assistant Superintendent Dr. Kevin Smith Multiple Program(s) Federal Programs Director Lanna Denison Multiple Program(s) Curriculum Director Yvette Newton Multiple Program(s) School Leader (#1) Dee Treadwell Multiple Program(s) School Leader (#2) Melissa Thomas Multiple Program(s) Teacher Representative (#1) Kathy Paul Multiple Program(s) Teacher Representative (#2) Amanda Turner McKinney-Vento Homeless Homeless Liaison Jennifer Johnson Neglected and Delinquent N&D Coordinator Jennifer Johnson Rural REAP Coordinator Lanna Denison Special Education Special Education Director Belinda Tiller Title I, Part A Title I, Part A Director Lanna Denison Title I, Part A Family Engagement Coordinator Angie Meadows Title I, Part A - Foster Care Foster Care Point of Contact Jennifer Johnson Title II, Part A Title II, Part A Coordinator Yvette Newton Title III Title III Director Dr. Anita Harris Title IV, Part A Title IV, Part A Director Lanna Denison

Recommended and Additional Team Members

Program Position/Role Name Multiple Program(s) Assistant superintendent LeVance Gay Multiple Program(s) Testing director Dr. Anita Harris Multiple Program(s) Finance director LeVance Gay Multiple Program(s) Other federal programs coordinators Belinda Tiller Multiple Program(s) CTAE coordinator Melissa Thomas Multiple Program(s) Student support personnel William Hall Multiple Program(s) Principal representatives Walker Todd Multiple Program(s) High school counselor / academic

counselor Angie Milton

Multiple Program(s) Early childhood or Head Start coordinator


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


Recommended and Additional Team Members

Program Position/Role Name Multiple Program(s) Teacher representatives Brooke Teabo Multiple Program(s) ESOL teacher Debra Sue Smith Multiple Program(s) Local school governance team

representative (charter systems only) 21st CCLC 21st CCLC program director 21st CCLC 21st CCLC site coordinator or data

specialist Migrant Preschool teacher Special Education Student success coach (SSIP) Title II, Part A Human resources director Marissa Hendrix Title II, Part A Principal supervisors Teresa Dixon Title II, Part A Professional learning coordinators Amanda Lankford Title II, Part A Bilingual parent liaisons Alicia Sweat Title II, Part A Professional organizations Title II, Part A Civil rights organizations Title II, Part A Board of education members Title II, Part A Local elected/government officials Title II, Part A The general public Title III Refugee support service staff Title III Community adult ESOL providers Title III Representatives from businesses

employing non-English speakers Title IV, Part A Media specialists/librarians Cassie Dyal Title IV, Part A Technology experts David Pittman Title IV, Part A Faith-based community leaders


1.2 Identification of Stakeholders 4


1. PLANNING AND PREPARATION

1.2 Identification of Stakeholders

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

Required Stakeholders

Program Position/Role Name ("NA" may be used) Multiple Program(s) Students (8th - 12th grade) Abby Hitt, Beau Teston, Essence Ford Multiple Program(s) Private School Officials Local private school contacts Migrant Out-of-School Youth and/or Drop-outs OSY Title I, Part A Parent Representatives of Title I Students Anna Hillmire, Miranda White, Roy Gilleon Title I, Part A - Foster Care Local DFCS Contacts Amy Yawn Title II, Part A Principals Teresa Dixon, Walker Todd, Dee Treadwell,

Perry Tison, Dara Bennett Title II, Part A Teachers Tammy Braswell, Theresa Alonso, Natasha

Carter, Kaitlyn Thigpen, Clair Atkins Title II, Part A Paraprofessionals Paula Cowan, Kathy Gillis, Tammy Stoneroad Title II, Part A Specialized Instructional Support

Personnel Specialized Instructional Support Personnel

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

Okefenokee RESA, Southeast Region P-20 Collaborative

Title I, Part A Parents of English Learners Parents of ELs

Recommended and Additional Stakeholders

Program Position/Role Name Multiple Program(s) RESA personnel Cathy McGee Multiple Program(s) Technical, college, or university

personnel Multiple Program(s) Parent advisory council members, school

council parents, Parent- Teacher Association or Parent- Teacher Organization members

21st CCLC 21st CCLC advisory council members Migrant Local Head Start representatives (regular

and/or migrant Head Start agencies) Migrant Migrant PAC Members Migrant PAC Members Migrant Local farmer, grower, or employer Migrant Family connection representatives Migrant Local migrant workers or migrant

community leaders






Recommended and Additional Stakeholders

Program Position/Role Name Migrant Farm worker health personnel Migrant Food bank representatives Migrant Boys and Girls Club representatives Migrant Local health department representatives Migrant ABAC MEP consortium staff Migrant Migrant high school equivalence

program / GED representatives Migrant College assistance migrant programs Neglected and Delinquent Residential facility(ies) director(s) Special Education Parents of a student with disabilities Parents of a student with disabilities Special Education Parent Mentors Kristi Murphy Title II, Part A School council members

How did the team ensure that the selection The team followed the guidance in the 2017 Friday webinar series"Conducting of stakeholders created an inclusive group a Single Comprehensive Needs Assessment-Planning and Preparation" with varied perspectives? provided by GADOE. Guidance gave the team internal and external

stakeholder roles that were inclusive and had varied perspectives.

How will the team ensure that stakeholders Although the core team will organize, implement and monitor the needs are able to provide meaningful feedback assessment process, key contributors and community partners actively throughout the needs assessment process? engaged in the continuous improvement process will be able to provide

meaningful feedback. This feedback is essential to creating buy-in and continuous improvement from all stakeholders in Pierce County Schools.


DATA COLLECTION ANALYSIS

2. DATA COLLECTION ANALYSIS

2.1 Coherent Instructional System

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

Coherent Instruction Data

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

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

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

✔

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

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

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

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

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

✔

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

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

2.1 Coherent Instructional System 6


2.1 Coherent Instructional System 72.1 Coherent Instructional System 7


Coherent Instruction Data

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

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

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

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

✔

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

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

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

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

✔

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

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

Leader Keys Effectiveness System- Standard

Standard Score 1. Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvment. 3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to inform plannig and decision-making consistent with established guidelines, policies, and procedures. 4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources. Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY17)


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


Teacher Keys Effectiveness System- Standard

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

2.04

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

2.08

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

2.06

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

2.01

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

2.01

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

2.03

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


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



2.2 Effective Leadership

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

Effective Leadership Data

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

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

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

✔

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

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

GDPS - Allocation and Management of Resources (Standard 2): Allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning and teaching 1. Exemplary The district allocates and continually monitors the use of time, materials, equipment,

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

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

✔

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

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

2.2 Effective Leadership 9




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

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

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

supporting goals and initiatives that will improve learning and teaching. ✔

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

GDPS - Governance (Standard 2): Uses an established process to align policies, procedures, and practices with laws and regulations 1. Exemplary A systematic and collaborative process is used for ongoing development, revision, and

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

practices with laws and regulations. ✔

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

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

GDPS - Governance (Standard 4): Grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching 1. Exemplary Flexibility granted to school leaders, based upon sustained high performance, is well

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

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

✔

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

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




GDPS - Leader, Teacher, and Staff Effectiveness (Standard 5): Organizes and provides personnel, expertise, and services to achieve district and individual school goals 1. Exemplary The organization and strategic allocation of personnel, expertise, and services lead to

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

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

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

✔

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

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

at the district and school levels for improving student learning. 2. Operational At the district and school levels, staffs engage in a collaborative, data-driven planning

process to improve student learning. 3. Emerging At the district and school levels, staffs engage in a planning process to improve student

learning, but limitations exist with data analysis, collaboration, or other issues. ✔

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

GDPS - Planning, Organizing, and Monitoring (Standard 2): Uses protocols and processes for problem solving, decision-making, and removing barriers 1. Exemplary The district uses and reviews established protocols and processes for problem solving,

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

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

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

✔

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





GDPS - Planning, Organizing, and Monitoring (Standard 3): Uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives 1. Exemplary The district has ongoing, comprehensive processes in place to monitor and provide

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

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

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

✔

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

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

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

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

✔

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

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


Standard Score 1.Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement. 2.School Climate:The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures. 4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources. 5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.





Standard Score 6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning. 7.Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY17)


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

2.27







2.3 Professional Capacity

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

Professional Capacity Data

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 2): Establishes and implements processes that increase the effectiveness of teachers, leaders, and staff 1. Exemplary Comprehensive data-driven processes that increase the effectiveness of leaders,

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

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

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

✔

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

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 3): Guides and monitors the use of a state approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff 1. Exemplary The district collects and analyzes comprehensive data from the state-approved

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

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

✔

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

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

2.3 Professional Capacity 14


2.3 Professional Capacity 152.3 Professional Capacity 15


Professional Capacity Data

GDPS - Learning and Teaching (Standard 4): Ensures that professional learning is relevant and addresses adult and student needs 1. Exemplary The district fosters a culture of systematic, quality, and relevant professional learning

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

relevant and addresses adult and student needs. ✔

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

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

GDPS - Learning and Teaching (Standard 5): Assesses the impact of professional learning on staff practices and student learning and makes adjustments as needed 1. Exemplary The impact of professional learning on staff practices and student learning is

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

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

✔

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

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


Standard Score 4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources. 5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel. 6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning. 7.Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY17)





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

2.17

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

2.27

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

2.12






2.4 Family and Community Engagement

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

Family and Community Engagement Data

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

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

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

✔

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

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

GDPS - Family and Community Engagement (Standard 2): Establishes structures which promote clear and open communication between schools and stakeholders 1. Exemplary The district implements and continuously monitors structures for reliable, ongoing,

and interactive communication between the schools and stakeholders. 2. Operational Structures which promote clear and open communication between schools and

stakeholders have been effectively established. ✔

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

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

GDPS - Family and Community Engagement (Standard 3): Ensures that families and community members have feedback and problem-solving opportunities throughout the district 1. Exemplary The district engages family and community members to take leadership roles in

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

problem-solving opportunities throughout the district. 3. Emerging Opportunities for family and community members to be involved in feedback and

problem-solving are limited or inconsistently provided across the district. ✔

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

2.4 Family and Community Engagement 17


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

2.4 Family and Community Engagement 182.4 Family and Community Engagement 18


Family and Community Engagement Data

GDPS - Governance (Standard 3): Communicates district policies and procedures in a timely manner to relevant audiences 1. Exemplary Strategic, comprehensive processes and protocols are in place for clearly and

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

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

✔

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

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

GDPS - Vision and Mission (Standard 2): Fosters, within the district and broader community, a culture of trust, collaboration, and joint responsibility for improving learning and teaching 1. Exemplary The actions of the district are well established and have created a strong culture of

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

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

✔

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

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


Standard Score 2.School Climate:The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY17)





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

2.12




2.5 Supportive Learning Environment 20



2.5 Supportive Learning Environment

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

Supportive Learning Environment Data

GDPS - Allocation and Management of Resources (Standard 3): Develops and implements processes to maintain facilities and equipment to ensure an environment, which is safe and conducive to learning 1. Exemplary The district has a comprehensive schedule for ongoing, proactive maintenance of

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

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

✔

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

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

GDPS - Allocation and Management of Resources (Standard 4): Provides, coordinates, and monitors student support systems and services 1. Exemplary The district provides, coordinates, and systematically monitors a comprehensive,

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

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

areas such as program coordination and monitoring. 4. Not Evident The district has systemic problems with providing, coordinating, or monitoring

student support systems or services.

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 4): Defines the roles, responsibilities, skill sets, and expectations of leaders at all levels of the district to improve student learning and staff performance 1. Exemplary Actions of leaders throughout the district reflect a deep understanding of their

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

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

✔

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

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






Standard Score 1.Instructional Leadership:The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement. 2.School Climate:The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3.Planning and Assessment:The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures. 4.Organizational Management:The leader fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources. 5.Human Resources Management:The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel. 6.Teacher/Staff Evaluation:The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning. 7.Professionalism:The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 8.Communication and Community Relations:The leader fosters the success of all students by communicating and collaborating effectively with stakeholders. Note: Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. Source: TLE Electronic Platform (FY17)


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

2.17

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

2.04

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

2.08

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

2.06

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

2.01

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

2.01

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

2.1

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

2.03

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

2.27





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

2.12






2.6 Data Analysis Questions

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

What perception data did you use? Annual Title I Parent Survey, School Health Survey, School Council Meeting Discussions/Feedback, Migrant PAC Discussions/Feedback, Parent Advisory Council Discussions/Feedback, Special Education Parent Surveys

What does the perception data tell you? Staff Connectedness- 94.8% feel connected and supported by their colleagues.

Structure for Learning - 97.1% have high standards for achievement, promote academic success for all students, and treat students fairly

School Safety - 93.8% feel safe at work and are not concerned about safety.

Physical Environment - 97.4% believe schools are well maintained, clean, and in good condition. Also, instructional materials are up to date.

Peer & Adult Relations - 97.1% believe students get along well with teachers and each other; treat each other fairly and behave appropriately.

Parent Involvement - 83.8% believe parents attend and volunteer at school activities.

89% of students agree that they like school in Pierce County. 91% believe they are successful. 94% know a student at their school they can talk to if they need help. 89% of students know someone they can talk to if they are feeling upset at school. 90% believe their teachers treat them with respect. 89% reported feeling safe at school. 99% of students believe adults at home think education is important. The team was alarmed that only 65% of students believed students at their school treated one another with respect. Additionally, only 57% of students believed their peers took pride in keeping the school itself in good condition. Moreover, only 58% of students reported that parents or adults at home were able to help them with homework when they ask them.

Most findings from the Georgia Parent Survey are extremely positive for Pierce County Schools. Parents believe teachers have high expectations for their student's achievement. Moreover, parents believe teachers work hard to make sure students do well. Parents report that teachers promote academic success for all students. Parents also believe the school's staff communicates well with them. Parents feel comfortable talking to teachers at their student's school. The team was surprised that "I attend parent/teacher conferences at my student's school" was the lowest area. However, upon further reflection, the

2.6 Data Analysis Questions 23


What does the perception data tell you? team realizes parents may not come for a conference unless they feel there is a problem where a conference is needed. The Special Education Parent Survey was completed by 329 parents(90%) of students with disabilities. The following percentages are for the parents that responded with Very Strongly Agree, Strongly Agree or Agree to the questions on the survey. ● 97.8% of the parents indicated that they are "considered an equal partner

with teachers and other professionals planning and making decisions about my child's program. ● 97.5% of the parents indicated that they understand parental safeguards. ● 97.8% of the parents indicated that the IEP is written in terms they

understand. ● 98.1% of the parents indicated that the accommodations and modifications

are discussed. ● 95.7% of the parents indicated that the school communicates progress on

IEP goals. ● 98.7% of the parents indicated that the school offers a variety of ways to

communicate the teachers. ● 97.5% of the parents indicated that the teachers show respect to cultural

need. ● 98.1% of the parents indicated that they feel the district gives parents the

held to play an active role in their child's education. ● 93% of the parents indicated that the school provides information that can

assist my child in grade level transitions and transitions to post school settings.

What process data did you use? Parent and Family Engagement activity attendance, PBIS Implementation Rubric scores, Career Readiness Lesson completion, End of Pathway Completion, Individual Graduation Plans, CCRPI Indicators, Special Education Transition Plans, School Improvement Planning Budget Meetings

What does your process data tell you? Career Readiness Completion 100% of 5th grade students across the system completed a career portfolio. 100% of 8th grade students completed two or more state defined career related assessments/inventories and have a state defined Individual Graduation Plan. The process in place at the schools is working. PBIS Implementation Rubric scores analyzed by the District Leadership Team indicate all schools are Emergingl. Attendance Data ● Blackshear Elementary School had 55.8% of students missing fewer than 6

days of school. ● Midway Elementary School had 60.8% of students missing fewer than 6

days of school. ● Patterson Elementary School had 62.9% of students missing fewer than 6

days of school. ● PCMS had 56.2% of students missing fewer than 6 days of school.

2.6 Data Analysis Questions 24


What does your process data tell you? ● PCHS had 54.7% of students missing fewer than 6 days of school.

Pierce County Schools will continue to focus on student attendance. We will incorporate attendance in the PBIS Implementation Rubric and encourage good attendance for all students. End of Pathway Completion Pierce County high school had 75.4% of graduates completing a CTAE pathway, or an advanced academic pathway, a fine arts pathway, or a world language pathway within their program of study. Special Education Transition Plans Transition Plans are completed on all students at the IEP Meeting during the 8th grade year or prior to age 16. Each student in coordination with the parent and the teachers work on Postsecondary Goals as the student prepares for life after high school. The students complete various student survey's, inventories, meet with vocational rehabilitation, and high school high tech meetings to determine interest in careers and opportunities in the area as outline in the Transition Procedures for the district. The Post Secondary Outcomes show some improvements for FY17. 73% of the students that graduated in the prior year attended a college or had competitive employment.

School Improvement Planning Budget Meetings Pierce County Schools invests our budget where it counts. High academic achievement in all areas and the Financial Efficiency Rating (FESR) are indicators it is working. In 2017 Pierce County Schools received a rating of 4 out of 5. Where does our system spend money? Employee salaries and benefits 84%, supply money to schools 4%, energy (electricity, gas, fuel) 2%, contracted services 1.9%, technology .01%, and other 8%. 63% of the budget is spent on instruction.

What achievement data did you use? GMAS data (EOG and EOC), GaDOE Attendance Data, Certified/Classified Personnel Information (CPI),WIDA ACCESS 2.0, GOSA Graduation Rate,

NEEDS IDENTIFICATION AND ROOT CAUSE ANALYSIS

3. NEEDS IDENTIFICATION AND ROOT CAUSE ANALYSIS

3.1 Strengths and Challenges Based on Trends and Patterns

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

Strengths and Challenges Based on Trends and Patterns

Coherent Instructional: Summarize the Strengths: coherent instructional system trends and Teachers consistently plan for instruction. Instructional coaches provide job patterns observed by the team while embedded professional learning to support the needs of all students and completing this section of the report. What teachers. Special education lead teachers monitor specialized instructional are the important trends and patterns that programs as well as usage and growth of computerized programs. will support the identification of student, teacher, and leader needs?

Challenges: ● Data is used to drive instruction for the all student population and not

subgroups. ● Lack a process to evaluate the effectiveness of curriculum, assessment and

instruction.

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

Strengths: ● Special education leadership comprised of educators throughout the

district meets monthly to review procedures, data, and current concerns. This group makes collaborative decisions to positively impact student achievement. ● School based leadership teams exist throughout the system. ● School leadership works collaboratively with instructional coaches to

ensure quality instruction in all classrooms.

Challenges: ● There is not a consistent process for selection of leadership team members

across the district.

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

Strengths: ● Mentoring /Induction plans exist at all schools

● No concrete plan in place to provide potential leaders or teachers an opportunity to develop leadership skills ● Lack of data to understand or analyze for those educators leaving the

system ● Common planning time is provided at all schools (dept., grade levels) ● Due process coordinator identifies teachers who need additional support

and she provides support or requests additional support for the teacher

3.1 Strengths and Challenges Based on Trends and Patterns 26




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

throughout the year. ● New teacher induction collaboration with Okefenokee RESA

Challenges: ● Mentoring/Induction plans exist at all schools but are not consistently

implemented across the district ● Additional training needed for administrations in Human Resource

Management (lowest ranked LKES Standard) ● No evidence of vertical planning (5th to 6th and 8th to 9th) ● No instructional planning includes resource teachers (ESOL, SPED, or

GATE) ● No process in place to provide support for new teachers to be trained in

initiatives that have become part of culture (set expectations) ● No data available to determine reasons for vacancies (exit surveys)

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

Strengths: ● The district provides a Parent & Family Engagement Coordinator. ● The district provides a Special Education Parent Mentor. ● The district uses multiple forms of communication to inform and engage

parents. When feasible, those communications are in multiple languages. ● All parents and families are invited to attend opportunities to engage them

and support their student. ● All schools have a building level Parent & Family Engagement

Coordinator.

● Special Education parent survey had 80% completion and satisfaction rate.

The February AdvancED review at PCHS scored PCHS on Indicator 3.8 "the school engages families in meaningful ways in their children's education and keeps them informed of their children's learning process" with a review team score of 3.6 where the average AdvancED network score was 3.07.

Though there is a small representation of EL parents and students in the district, they ● feel valued and welcomed at school

● believe they are treated fairly, and teachers work hard to provide instructional support for their children ● feel safe and are not concerned about safety ● are provided opportunities to engage and volunteer in school activities

Challenges: ● Inconsistent participation at school parent and family engagement

opportunities ● Planning parent and family engagement opportunities at flexible times




Family and Community Engagement: ● Lack of meaningful collaboration with community partners Summarize the family and community ● Lack of parent conferences to continuously collaborate to support student engagement trends and patterns observed by learning at home and at school the team while completing this section of the ● Parent conferences are only required at PreK or if the student is in at-risk. report. What are the important trends and patterns that will support the identification ● Continued need for more activities that target EL parents of student, teacher, and leader needs?

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

Strengths: ● Regular safety meetings including community resources ● Regular school safety drills including fire, tornado, intruder,active shooter,

etc. ● School level PBIS implementation ● System level RTI Coordinator ● System level Behavior Specialist to assist school personnel on students with

challenging behaviors ● Check and Connect Program implemented at middle school for students at

risk of dropping out of school

Challenges: ● Lack professional learning on RTI process across the district ● Lack of behavior data collection

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

● (Students with disabilities and EL population increasing; White population is decreasing; Multiracial population is increasing)

Strengths: ● The Pierce County Board of Education adopted a resolution to set a

millage rate of 16.7 mills. This will be the sixth year of our Board of Education has not increased the millage rate. We are in the process of building a $30 million dollar high school. At this time, we are under budget and except for a few weather issues, on schedule. ● School based budgeting

Challenges: ● Teachers are not meeting the needs of the needs of the changing

demographics of Pierce County. ul ● (Students with disabilities and EL population increasing; White population

is decreasing; Multiracial population is increasing)

/ul





Student Achievement: Summarize the Pierce County must continue to improve student achievement particularly student achievement trends and patterns decreasing the number of students scoring at Level 1 (Beginning Learner) and observed by the team while completing this Level 2 (Developing Learner) and increasing the number of students scoring at section of the report. What are the Level 3 (Proficient Learner) and Level 4 (Distinguished Learner). important trends and patterns that will Important trends & patterns that will support student, teacher, and leader support the identification of student, needs teacher, and leader needs? ● Need for consistent pedagogical practices across all grade levels in

elementary Literacy Instruction and mathematics instruction ● Need for vertical planning in order to establish consistent literacy and

mathematics instruction ● Rigor and expectations need to be defined across grade levels with

consistent benchmark analysis. ● Need for strong foundation in literacy instruction at elementary schools ● Need to ensure all students are reading on grade level remains a central

focus for all schools and when they are not provide support for struggling readers at all grade levels ● Consistent strategies to effectively communicate with all stakeholders,

ensure the safety of all students, and increase the school climate through unified expectations of PBIS ● Resources need to be organized effectively to deliver interventions and

target subgroup needs across the district. GMAS data shows that our English Learners and our Special Education population are not meeting achievement targets.

Students with Disabilities performed consistently lower than their grade level counterparts. When analyzing trend data, students are entering middle and high school with gaps in learning that sporadically lessens and widens; however, it does not close. Though their are still performing below their peers, ELs' level of performance on the ELA and Math portion of the 2017 GA Milestones continue to improve. However, Science and Social Studies continue to be an area for improvement.

IDEA - Special Education

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

Strengths The Leadership Collaborative in place where information is communicated, data is discussed and meetings are held on a monthly basis to improve services and communication to the school's; parental satisfaction of the program as evidenced by the Parent Survey; Parent Mentor working in the district with our SWD families; full implementation of Aspire at our IEP Meetings; collaborative relationships with Voc. Rehab., High School High Tech and BCW; participation in Project Search for students needing job skills; Due Process Coordinator to support new teachers & work on compliance &



3.1 Strengths and Challenges Based on Trends and Patterns 303.1 Strengths and Challenges Based on Trends and Patterns 30


IDEA - Special Education

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

Strengths monitoring of IEP & timelines.

Challenges The number of new SWD teachers across the district, the teachers not having a sped background and in some situations not an education background; new teachers to the district in co-teaching classrooms need the initial training of the basics of co-teaching; the number of students moving into the district with intensive needs & behaviors; more specialized instructional practices in classroom; moving to the next phase of co-teaching with more strategies & training in specialized instruction, the development of learning plans, & lesson planning; implementing Tier 4 with fidelity; improving reading skills, CB Instruc.

Title I - Part A - Improving Academic Achievement of Disadvantaged

Strengths Pierce County elementary schools and middle school are schoolwide Tile I programs striving to improve the entire educational program resulting in improving the academic achievement of all students. Pierce County has approximately 59% of its students living in poverty. Our primary goal focuses on ensuring student achievement for all. The majority of Title I funds are able to pay for personnel to work with at risk students and improve their academic achievement. Caring adult relationships of staff members with students is a strength. All staff members received Dr. Ruby Payne's Understanding Poverty training in May 2017. The three elementary schools have attended the Ron Clark Academy and are using a variety of student engagement strategies on a daily basis.

Challenges Disadvantaged students are Pierce County's largest subgroup. Educators must find ways to motivate the unmotivated so they can be successful in the classroom. As new staff members are hired, Understanding Poverty training needs to be integrated into our training. More professional learning for teachers is needed.





Title I, Part A - Foster Care

Strengths The Foster Care program allows students who are placed in care to remain at their school of origin. For a child going through such traumatic event, it is beneficial for them to remain with their peers and teachers with whom they have formed bonds.

Challenges The main challenge for the foster care program is trying not to modify a student's schedule because of transportation needs. In some instances, a student may be coming in to school late and leaving early. For foster care students who are usually not making academic progress, less time in the classroom can cause them fall further behind.

Title I, Part A - Parent and Family Engagement

Strengths Welcoming environments for parents ● Communicating/advertising events in multiple ways (website,

flyers/newsletters, marquees, social media, newspaper, REMIND, call alert, etc.) ● Providing parents with tools to help their children at home ("Virtual"

Family Resource room with instructional videos from PC teachers, newsletters with strategies, school/parent compacts with strategies to help at home(grade level for elementary), school resource centers, ElementaryParent/Teacher conferences

Challenges ● Parent participation at all school events ● Getting parents to access Infinite Campus more often to monitor their

child's progress; If there is a problem, what steps do parents take next… ● Additional Translation Services – Open House events, Chinese families

Title I, Part C - Education of Migratory Children

Strengths Pierce County Schools provides a Migrant Student Services Provider. The MSSP schedule allows her to work with students at each student who is PFS by pushing into the classroom with them. The MSSP uses the Implementation Plans for reading and math in elementary school, reading and math in middle school, and push in at high school. Pierce County assesses all students and their needs with a variety of universal screeners to provide guidance to teachers and administrators based on accurate and continuous assessment. Using universal screeners and preassessments help identify at-risk students early and monitor their progress and growth. Teachers and staff plan instructional services from this preassessment information. The MSSP will assist staff in meeting the needs of the students even if they are only in the district for a short amount of time. Pierce County was able to serve elementary age Migrant students for an intensive summer program in June 2018. Students of Migrant parents are very supportive of their children and our schools.




Title I, Part C - Education of Migratory Children

Challenges Communication is always a challenge. The district has one MSSP who serves students at all five schools. Parents' phone numbers change frequently and are not always provided to schools.

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

Strengths At this time, Pierce County Schools does not have any neglected and delinquent children.

Challenges N/A

Title II, Part A - Supporting Effective Instruction

Strengths Surveys indicate the following strengths ● Instructional Coaches are highly effective in providing onsite job

embedded professional learning to sustain professional learning over time, supporting novice and at-risk teachers and modeling instructional strategies ● High quality professional development such as strategic writing, Eureka

Math and Ron Clark Academy ● An established plan to ensure students do not have inexperienced, novice

teachers or at-risk two years in a row ● Data Analysis Groups led by teacher leaders and admin ● Collaborative planning time ● Mentors assigned to novice and at-risk teachers ● Typical and high growth increased for middle school ELA (4); high school

ELA (4); high school math (1)

Challenges Surveys, test scores and personnel records/data indicate the following challenges ● Recruiting and retaining teachers with the appropriate professional

qualifications ● Retaining and supporting inexperienced teachers and leaders ● The following groups--economically disadvantaged, students with

disabilites and Black students consistently have a larger percentage score at the Beginnining level on GMAS than their peers in ELA and math. ● The following groups--economically disadvantaged, students with

disabilites and Black students consistently have a smaller percentage score at the Proficient level on GMAS than their peers in ELA and math. ● Promoting student engagement ● Providing meaningful professional learning opportunities for teachers on

instructional strategies for children of poverty ● Developing a common understanding of exemplars and rigor in unit plans ● Increasing the academic achievement for students with disabilities


3.1 Strengths and Challenges Based on Trends and Patterns 333.1 Strengths and Challenges Based on Trends and Patterns 333.1 Strengths and Challenges Based on Trends and Patterns 33


Title II, Part A - Supporting Effective Instruction

Challenges ● Establishing a leadership pool of candidates within the system ● Percentage of new teachers increased by 3 from 15-16 (17) to 16-17 (20). ● Non-renewable/waiver certificates doubled from 4 to 8 from 15-16 to

16-17. ● The number of teachers leaving the system increased from 2016 (21) to

2017 (26). ul ● The number leaving special education experienced a marginal decrease

from 4 to 3. ● The majority of those leaving are those with Level 5 certificates. ● Although the percentage of special education teachers appear to have mid

experience levels there is a substantial amount of turnover within the building. The percentage does not indicate that the educator experiences lies within the special education field.

/ul

Title III - Language Instruction for English Learners and Immigrant Students

Strengths Math - ELs in grades 3rd-12th performed at or above a Level 2 on the math portion of the 2017 GA Milestones EOC (87.5%) and EOG (85.3%).

Challenges ELA- ELs in grades 3rd-12th continue to perform at Level 1 (Beginning) on the ELA portion of the 2017 Georgia Milestones EOC (85.7%) and the EOG (55.1%).

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

Strengths The Pierce County School System has procedures in place that identify and remove any barriers for homeless children and youth in accordance with the McInney-Vento Education Act. Pierce County Schools has a homeless liaison who stays informed of students' needs. She works closely with guidance counselors at each school to help meet the needs of the homeless students. The homeless liaison provides professional learning to staff and parents about transportation available for the student to stay in the same school, receiving free meals at school, and transferring records if necessary.

Challenges Timely communication can be a challenge. The homeless liaison is also the system social worker.




Title I,Part A - Equitable Access to Effective Educators

Strengths Principals at each school maintain a list of ineffective, out-of-field, and inexperienced teachers. Students whose prior year teacher(s) fell into one of those categories are hand-scheduled within Infinite Campus to ensure, to the degree possible, that students are not placed in an ineffective, out-of-field, or inexperienced teacher's classroom in a subsequent year. Feeder school principals work with receiving schools to maximize the potential for student success through scheduling. Additionally, principals create teacher schedules that effectively eliminate out-of-field teaching assignments.

Challenges One challenge especially for students who are transient between neighboring districts or even schools within Pierce County is this task is difficult to ensure every student's schedule addresses equitable access to effective educators.

Title IV, Part A - Student Support and Academic Enrichment

Strengths Title IV, Part A, Student Support and Academic Enrichment (SSAE) grants are intended to improve students' academic achievement by increasing the capacity of States, LEAs, schools, and local communities to:br div div 1. *provide all students with access to a well-rounded education,br

2. *improve school conditions for student learning, andbr 3. *improve the use of technology in order to improve the academic

achievement and digital literacy of all students. (ESEA section 4101). 4. Pierce County Schools received approximately $16,000 in FY 18.

Preliminary allocations for for FY19 is $69,341.

Challenges Pierce County will be challenged to determine the best use the Title IV, Part A money to enhance and provide all students to access to a well-rounded education.

Title V, Part B - Rural Education

Strengths The Rural and Low Income Schools (RLIS) program is an initiative that provides grant funds to rural LEAs that serve concentrations of children from low-income families. Under the RLIS program, the U.S. Department of Education awards funds by formula to State Education Agencies (SEAs) to provide subgrants to eligible LEAs to support a range of authorized activities to support student achievement in order to meet the State's definition of adequate yearly progress. Pierce County was fortunate to have received $81,345 in FY 18. These funds provided 50% salary of a full-time teacher who provides supplemental support to at risk students at Pierce County Middle School in mathematics. The RLIS grant also provided instructional technology like



Title V, Part B - Rural Education

Strengths chromebooks used as a supplemental tool for elementary and middle school students. Additionally, the RLIS grant provided supplemental math materials and manipulatives for students.

Challenges Pierce County tries to make sure the Title V, Part B money is spent in the best way possible to help the most at risk students.


3.2 Identification and Prioritization of Overarching Needs 363.2 Identification and Prioritization of Overarching Needs 36



3.2 Identification and Prioritization of Overarching Needs

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

Overarching Need # 1

Overarching Need Effective Teachers & Leaders How severe is the need? High Is the need trending better or worse over time?

Worse

Can Root Causes be Identified? No Priority Order 1

Additional Considerations 22 new teachers hired; 3 new administrators at building level at one elementary school


Overarching Need Lack of rigor in English Language Arts and Mathematics How severe is the need? High Is the need trending better or worse over time?

Better

Can Root Causes be Identified? Yes Priority Order 2

Additional Considerations ● Continue to implement strategic writing ● Improve literacy skills to increase student fluency and reading comprehension ● Increased need for literacy and writing skills to solve complex math problems/word

problems ● Ensure evidence-based strategies are implemented to support mathematical skills, as

well as strategies promoting student engagement


Overarching Need Growing Concerns for School Safety and a Need For Effective Communication How severe is the need? High Is the need trending better or worse over time?

Better

Can Root Causes be Identified? No

3.2 Identification and Prioritization of Overarching Needs 36




Priority Order 4

3.2 Identification and Prioritization of Overarching Needs 37

3.3 Root Cause Analysis 383.3 Root Cause Analysis 383.3 Root Cause Analysis 38



3.3 Root Cause Analysis

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

Overarching Need - Effective Teachers & Leaders

Root Cause # 1

Root Causes to be Addressed Teacher shortage across content areas Lack of meaningful and sustainable leadership programs

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

Yes

This is something we can affect Yes Impacted Programs Title IV, Part A - Student Support and Academic Enrichment

IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program Title I, Part A - Parent and Family Engagement Program Title I, Part C - Education of Migratory Children Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders Title III - Language Instruction for English Learners and Immigrant Students Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program

Additional Responses ● "Grow Your Own" Teaching program was terminated at PCHS in 2014 ● Due to location, longevity of teacher service is related to recruiting people from the

area.

Overarching Need - Lack of rigor in English Language Arts and Mathematics

Root Cause # 1

Root Causes to be Addressed Lack of professional learning and teaching strategies for ED, SWD, and Minority students

Lack of vertical and horizontal planning

Lack of consistent strategies used across grade levels in writing process

3.3 Root Cause Analysis 38


3.3 Root Cause Analysis 393.3 Root Cause Analysis 39


Root Cause # 1

Root Causes to be Addressed Lack of rigor and clearly defined expectations for writing processes

Lack of training for specialized instruction to address gaps in students' learning

Lack of consistent math strategies and vocabulary used across grade levels

Lack of rigor within mathematical pedagogical practices This is a root cause and not a contributing cause or symptom

Yes


IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program Title I, Part A - Parent and Family Engagement Program Title I, Part C - Education of Migratory Children Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders Title III - Language Instruction for English Learners and Immigrant Students Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program

Additional Responses

Overarching Need - Growing Concerns for School Safety and a Need For Effective Communication

Root Cause # 1

Root Causes to be Addressed School Safety Practices and Effective Communication

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

No


3.3 Root Cause Analysis 39

District Improvement Plan 2018 - 2019

Pierce County

I I

I I

DISTRICT IMPROVEMENT PLAN


1 General Improvement Plan Information

General Improvement Plan Information

District Pierce County Team Lead Lanna Denison

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

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

'FUND 400' - Consolidation of Federal funds only

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

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

1 General Improvement Plan Information 41

DISTRICT IMPROVEMENT GOALS

2. DISTRICT IMPROVEMENT GOALS

2.1 Creating Improvement Goals

Creating Improvement Goals

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

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

Specific Measurable Attainable Relevant Time-Bound

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

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

Coherent Instructional Family and Community Engagement CIS - 1 Planning for quality Instruction FCE-1 Welcoming all families and the community CIS - 2 Delivering Quaility Instruction FCE-2 Communicating effectively with all families and the CIS - 3 Monitoring student progress community CIS - 4 Refining the instructional system FCE-3 Supporting student access

FCE-4 Empowering families FCE-5 Sharing leadership with families and the community FCE-6 Collaborating with the community

Effective Leadership Supportive Learning Environment EL-1 Creating and maintaining a climate and culture conducive SLE-1 Maintaining order and safety to learning SLE-2 Developing and monitoring a system of supports EL-2 Cultivating and distributing leadership SLE-3 Ensuring a student learning community EL-3 Ensuring high quality instruction in all classroom EL-4 Managing the District and its resources EL-5 Driving improvement efforts

Professional Capacity PC-1 Attracting staff PC-2 Developing staff PC-3 Retaining staff PC-4 Ensuring staff collaboration

2.1 Creating Improvement Goals 42

2.2 OverarchingNeed # 1 432.2 OverarchingNeed # 1 43



2.2 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Effective Teachers & Leaders

Is Need # 1 also an Equity Gap? Yes Root Cause # 1 Teacher shortage across content areas

Lack of meaningful and sustainable leadership programs

Goal By 2019, Pierce County Schools will increase the percentage of teachers and leaders within the school system with the appropriate professional qualifications for their assignments by 3%.

Equity Gap

Equity Gap Teachers out-of-field Content Area(s) ELA

Mathematics Science Social Studies

Grade Level Span(s) K 1 2 3 4 5 6 7 8 9 10 11 12

Subgroup(s) Economically Disadvantaged Race / Ethnicity / Minority

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

2.2 OverarchingNeed # 1 43



Action Step # 1

Action Step Continue to develop leadership curriculum with input from internal and external stakeholders

Funding Sources Title II, Part A Subgroups N/A Systems Coherent Instruction

Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment

Method for Monitoring Implementation and Effectiveness

District Leadership Team Meeting Agendas, Minutes, Sign In Sheets, Curriculum

Position/Role Responsible Superintendent

Timeline for Implementation Quarterly

What partnerships with IHEs, ● Partnerships with the following organizations business, Non-Profits, ● Okefenokee RESA Community based organizations, ● colleges with leadership programs or any private entity with a ● Principals Center Aspiring Leaders Series demonstrated record of success is the LEA implementating in carrying out this action step(s)?

Action Step # 2

Action Step Establish district leadership team (Administrators, Superintendent, Assistant Superintendent, Directors)

Funding Sources N/A Subgroups N/A Systems Effective Leadership

Professional Capacity Method for Monitoring Implementation and Effectiveness

Meeting Minutes, Agendas, Sign Ins, Currlculum

Position/Role Responsible Curriculum Director & Title I Director Timeline for Implementation Quarterly

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


2.2 OverarchingNeed # 1 452.2 OverarchingNeed # 1 452.2 OverarchingNeed # 1 45


Action Step # 3

Action Step Create a professional learning community to build knowledge & skills throughout the system

Funding Sources Title II, Part A Subgroups N/A Systems Effective Leadership


Agendas, Minutes, Sign Ins, Student Achievement Data

Position/Role Responsible Curriculum & Federal Programs Director Timeline for Implementation Quarterly

Action Step # 4

Action Step Create authentic internship experiences within the district to prepare potential leaders

Funding Sources N/A Subgroups N/A Systems Effective Leadership


Performance Based Module Completion

Position/Role Responsible Curriculum & Title I Directors Timeline for Implementation Yearly

Action Step # 5

Action Step Revisit recruitment plan for Pierce County Schools Funding Sources N/A Subgroups N/A Systems Effective Leadership


Recruitment Plan and Job Fair Attendance; Increased percentage of candidates from fairs apply for vacancies; interviewed and/or hired by school system

Position/Role Responsible Special Programs Coordinator Timeline for Implementation Quarterly

Action Step # 6

Action Step Develop an induction program for teachers & leaders Funding Sources N/A Subgroups N/A Systems Coherent Instruction

Effective Leadership Professional Capacity


Induction Program Plan; Increased retention of teachers with 0-5 years of experience




Action Step # 6

Position/Role Responsible Curriculum Director, Instructional Coaches (monitor implementation and effectiveness) Timeline for Implementation Quarterly

Action Step # 7

Action Step Provide support for teachers who entered the field through a non-tradtional route (GaTAPP, MAT programs)

Funding Sources Title II, Part A Subgroups N/A

Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities

Systems Coherent Instruction Professional Capacity


OK RESA Quarterly meetings with the appropriate principal, supervising teacher and GaTAPP participant; TKES Observations (ratings on TAP Standards); formative assessments (benchmarks, screeners); summative assessments (GMAS)

Position/Role Responsible Principal, Instructional Coach, Curriculum Director Timeline for Implementation Quarterly






Overarching Need


Lack of rigor in English Language Arts and Mathematics

Is Need # 1 also an Equity Gap? Yes Root Cause # 1 Lack of professional learning and teaching strategies for ED, SWD, and Minority students

Lack of vertical and horizontal planning

Lack of consistent strategies used across grade levels in writing process

Lack of rigor and clearly defined expectations for writing processes

Lack of training for specialized instruction to address gaps in students' learning

Lack of consistent math strategies and vocabulary used across grade levels

Lack of rigor within mathematical pedagogical practices Goal By 2019, Pierce County will increase the percentage of students scoring from developing to

proficient or proficient to distinguished by 3% on the End of Course or End of Grade Milestones Assessment in English Language Arts and Mathematics by 3%.

Equity Gap

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

Mathematics Grade Level Span(s) 3

4 5 6 7 8 9 10 11 12

Subgroup(s) Economically Disadvantaged Race / Ethnicity / Minority

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




Action Step # 1

Action Step Implement a cohesive writing program in elementary grades Funding Sources Title I, Part A

Title II, Part A Subgroups Economically Disadvantaged

Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities

Systems Coherent Instruction Effective Leadership Professional Capacity


Implementation, Utilize Program Fidelity Checklist, Walkthroughs

Position/Role Responsible Curriculum Director, Principals, Instructional Coaches Timeline for Implementation Quarterly


Action Step # 2

Action Step Utilize a consistent literacy program across all elementary grades Funding Sources Title I, Part A

Title II, Part A Subgroups Economically Disadvantaged




Walkthroughs and Literacy screeners

Position/Role Responsible Curriculum Director, Principals, Instructional Coaches




Action Step # 2

Timeline for Implementation Weekly


Action Step # 3

Action Step Improve vertical planning protocols by implementing PLCs across district Funding Sources Title I, Part A Subgroups Economically Disadvantaged




Meeting minutes, Data Analysis, Work Samples

Position/Role Responsible Curriculum Director, Title I Director, Principals Timeline for Implementation Quarterly





Action Step # 4

Action Step Implement strategies that promote student engagement in English Language Arts and mathematics

Funding Sources Title I, Part A Title II, Part A Title IV, Part A

Subgroups Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities

Systems Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment


Student Engagement Checklist, Lesson Planning

Position/Role Responsible Curriculum Director, Title I Director, Principals, PBIS Leadership Team Timeline for Implementation Monthly


Action Step # 5

Action Step Revise benchmarks and/or common assessments to increase depth of knowledge & rigor Funding Sources N/A Subgroups Economically Disadvantaged




Unit Plans, Benchmark and/or Common Assessment Data Analysis, Illuminate Data Reports




Action Step # 5

Position/Role Responsible Curriculum Director, Instructional Coaches Timeline for Implementation Quarterly


Action Step # 6

Action Step Continue student learning communities(House System, Bear Buddy, Advisor/Advisee, etc.) to establish student academic expectations thru PBIS

Funding Sources Title IV, Part A Subgroups Economically Disadvantaged


Systems Coherent Instruction Family and Community Engagement Supportive Learning Environment


Student Learning Community Plan & evaluation

Position/Role Responsible Building Level Administrator & PBIS Coordinator Timeline for Implementation Monthly

Action Step # 7

Action Step Provide a district Parent & Family Engagement Coordinator to facilitate literacy and mathematics workshops for parents and families

Funding Sources Title I, Part A Subgroups N/A





Action Step # 7

Systems Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment


Contributing Professional Goals

Position/Role Responsible Title I Director Timeline for Implementation Quarterly

Action Step # 8

Action Step Utilize Parent/Teacher/Student Compact in parent conferences held at elementary thru middle school level to build parent capacity working with their children in English Language Arts and Mathematics

Funding Sources N/A Subgroups N/A


Systems Coherent Instruction Family and Community Engagement


Parent Conference Minutes

Position/Role Responsible Principals and Teachers Timeline for Implementation Quarterly

Action Step # 9

Action Step Provide Lunch and Learn opportunities for ELA and mathematics strategies for elementary school families

Funding Sources Title I, Part A Subgroups Economically Disadvantaged


Systems Coherent Instruction Family and Community Engagement Supportive Learning Environment


2.3 OverarchingNeed # 2 532.3 OverarchingNeed # 2 532.3 OverarchingNeed # 2 53


Action Step # 9


Agenda, Sign In Sheets, Evaluations, Surveys

Position/Role Responsible Family Engagement Coordinator & Schools Timeline for Implementation Quarterly

Action Step # 10

Action Step Provide opportunities to build parent capacity Funding Sources Title I, Part A

IDEA Subgroups Economically Disadvantaged


Systems Coherent Instruction Professional Capacity Family and Community Engagement


School Parent & Family Engagement Plan

Position/Role Responsible Title I, Title III, and IDEA

Timeline for Implementation Quarterly

Action Step # 11

Action Step Provide professional learning to teachers to meet the diverse student learning needs Funding Sources Title I, Part A

Title II, Part A IDEA

Subgroups Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities



Professional Learning Evaluation, Observations, meetings, and reflections

Position/Role Responsible Instructional Coaches, Principals, Curriculum Director Timeline for Implementation Weekly




Action Step # 12

Action Step Develop school schedules to ensure time for collaboration is built into the day Funding Sources N/A Subgroups Economically Disadvantaged


Systems Effective Leadership Professional Capacity Supportive Learning Environment


Master Schedule

Position/Role Responsible Principals & Superintendent Timeline for Implementation Weekly

Action Step # 13

Action Step Provide Instructional Coaches at each elementary and middle school to assist teachers with effective strategies to support learning





Contributing Professionals Plan

Position/Role Responsible Curriculum Directors & Principals Timeline for Implementation Weekly

Action Step # 14

Action Step Provide professional learning for strategic writing through genre instruction as well as mathematics

Funding Sources Title I, Part A Title II, Part A IDEA

Subgroups Economically Disadvantaged Foster




Action Step # 14

Subgroups Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities



Agendas, Sign In Sheets, Minutes, Observations, TKES Observations, consultant feedback, assessment data

Position/Role Responsible Curriculum Director and Instructional Coaches Timeline for Implementation Weekly

Action Step # 15

Action Step Provide Intervention Specialists at elementary and middle school to support at risk students and increase student achievement



Systems Coherent Instruction Effective Leadership


TKES Observations, Professional Learning Survey

Position/Role Responsible Curriculum Director, Title I Director, Principals, Assistant Principals Timeline for Implementation Weekly

Action Step # 16

Action Step Establish protocol to monitor the effectiveness of supplemental instructional programs Funding Sources N/A Subgroups Economically Disadvantaged


Systems Coherent Instruction Effective Leadership




Action Step # 16


Protocol Checklist and Student Learning Data

Position/Role Responsible Administrators & Instructional Coaches Timeline for Implementation Quarterly

Action Step # 17

Action Step Implement math programs that align with Georgia Standards of Excellence in elementary grades





Walkthroughs, Observations, PLS minutes, Benhcmark Analysis

Position/Role Responsible Curriculum Director, Principals, Instructional Coaches Timeline for Implementation Quarterly






Overarching Need


Growing Concerns for School Safety and a Need For Effective Communication

Is Need # 1 also an Equity Gap? No Root Cause # 1 School Safety Practices and Effective Communication

Goal Pierce County Schools needs to utilize consistent strategies to effectively communicate with all stakeholders, ensure the safety of all students, and increase the morale and positive climate through unified expectations of PBIS.

Action Step # 1

Action Step Continue PBIS implementation across the district including New Team Member, SWIS Training, Classroom PBIS Training, and Emotionally Healthy Children



Systems Family and Community Engagement Supportive Learning Environment


SWIS Data, Infinite Campus Discipline Data

Position/Role Responsible PBIS Coordinator, PBIS District Leadership Team, Principals, PBIS Coaches Timeline for Implementation Monthly

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




Action Step # 2

Action Step Address school safety, acknowledge students for achievement, and effectively discipline students through PBIS which is a proactive way to define, teach, and sustain appropriate student behaviors



Systems Supportive Learning Environment Method for Monitoring Implementation and Effectiveness

SWIS Data, Infinite Campus Discipline Data, School Walk Through Data

Position/Role Responsible PBIS Coordinator, Principals, PBIS Coaches, PBIS School Teams Timeline for Implementation Monthly

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

Action Step # 3

Action Step Timely and accurate communication with various stakeholders is essential in all situations. Pierce County School must optimize communication between the schools and the public in any emergency situation.

Funding Sources N/A Subgroups Economically Disadvantaged


Systems Effective Leadership Family and Community Engagement


Parent and community surveys

Position/Role Responsible Superintendent Timeline for Implementation Weekly




Action Step # 3

What partnerships with IHEs, Student Information System messaging and emergency call feature, Local newspapers, business, Non-Profits, social media platforms Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in carrying out this action step(s)?

Action Step # 4

Action Step Pierce County Schools will continue to prioritize school safety, consistently improve crisis management plan/drills, and enhance staff safety training. Review and revise crisis management protocols as well as duties and responsibilities of staff members to ensure the campus is as safe as possible. Accurately identify faculty and staff by implementing photo ID badges to be worn by all employees.



Systems Effective Leadership Supportive Learning Environment


School Safety Team Meetings agendas and minutes

Position/Role Responsible Superintendent; Facilities Timeline for Implementation Quarterly

What partnerships with IHEs, Local law enforcement (city and county), School Resources Officers, GEMA business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in carrying out this action step(s)?




Action Step # 5

Action Step Become familiar with the new system and school web hosting platform, and use it effectively to communicate with stakeholders.



Systems Effective Leadership Family and Community Engagement Supportive Learning Environment


Website design appearance,Staff and Stakeholder feedback

Position/Role Responsible Technology Director, Directors, Media Specialists Timeline for Implementation Weekly

Action Step # 6

Action Step Provide strategies and support for teachers and parents dealing with the safe and healthy students including violence prevention, behavior, and mental health issues



Systems Effective Leadership Family and Community Engagement Supportive Learning Environment


Sign In Sheets, Agendas, Implementation of strategies

Position/Role Responsible Title I Director, PBIS Coordinator, Principals Timeline for Implementation Quarterly


3 Required Questions 613 Required Questions 61



3 Required Questions

Required Questions

Stakeholder Involvement to Improve and Coordinate Activities

In developing this plan, briefly describe how Areas of need are determined through a CNA which provides direction for the the district sought advice from individuals dev. and implementation of the DIP and SIPs. District level planning meetings and organizations [teachers, principals, with (1) school level leadership teams which includes teachers, administrators, other school leaders, paraprofessionals parents, community leaders, and board of education members (2) system-level (including organizations representing such leadership team which includes the superintendent, assistant superintendents, individuals), specialized instructional directors, & principals. These meetings provide the opportunity to determine support personnel, charter school leaders (in barriers to student achievement and to discuss/identify interventions. Data a district that has charter schools), parents, used during the process includes: student achievement data; surveys (student, community partners, and other parent, teacher, and community); & teacher/leader effectiveness data organizations or partners with relevant and (TKES,LKES). Surveys contain questions about the academic status of our demonstrated expertise in Federal ESSA students, parental engagement, teacher/leader effectiveness, PL at programs and activities designed to meet the school/district, & school climate. PL needs are determined by perception purpose of Title II, Part A] regarding how surveys, achievement data, and TKES, then prioritized based on student need. best to improve the district’s activities to The Title IIA Director (also Curr. Dir.) serves on the team in order to ensure meet the purpose of Title II, Part A; and to the purpose of Title IIA is addressed along with equity indicators. Title IIA coordinate district activities under Title II, Coordinator collaborates with program directors and Supt. to coordinate LEA Part A with other related strategies, activities and funding, for example, providing training on instructional programs, Federal ESSA programs, and strategies for EL teachers with Title IIIA, IIA, VB funds. activities being conducted in the community.

Serving Low Income and Minority Children

Describe how the district will ensure that Each spring, teachers use student data (achievement, demographic, etc.) to low-income and minority children enrolled create classes. Administrators then review the database/spreadsheet to ensure in Title I schools and/or programs are not students are not placed with inexperienced, ineffective teacher for two served at disproportionate rates by consecutive grade levels based on TKES data, years of experience and ineffective, out-of-field, or inexperienced professional qualifications. teachers.

Professional Growth Systems

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

evidence to identify teacher and student needs and to inform professional development strategy; ● how district policies provide sufficient

Pierce County Schools utilizes perception surveys, professional learning evaluations, Georgia Milestones, TKES and LKES data to determine professional learning needs. The system's schools are not under a directive from local, state or federal entities to complete specific, targeted professional learning as indicated that two of the schools were identified as Highest Performing and one, High Progress. The CTAE Coordinator and teachers attend training each year in order to provide support to teachers and students. Results of the Professional Learning Survey indicate teachers feel they need support in the following content areas and pedagogy: Math (61%), Reading

3 Required Questions 61



Professional Growth Systems

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

evidence to identify teacher and student needs and to inform professional development strategy; ● how district policies provide sufficient

time and resources to ensure professional development is sustained, ongoing, and job-embedded; ● how the district builds the requisite

leadership capacity for those who facilitate professional development (and sustains them over time); ● how the district is moving toward

evidence-based professional development that aligns with ESSA's new definition of professional development; and ● what measures will be used to determine

whether district and school efforts are resulting in improvements in teaching and student outcomes.

(55%); ELA (48%); Classroom management (49%); Academic and Behavioral Interventions (54%); Students with Disabilities (51%); English Learners (44%); Migrant (59%) and Economically Disadvantaged Students ((54%). Job-embedded coaching and support provided by Instructional Coaches was indicated to be an effective method of providing professional learning (45%); however, teachers indicated additional follow-up support from consultants would prove beneficial when implementing a school-wide program such as Bookworms and Learning Focused Strategies. Each school has a leadership team comprised of teachers from each grade level, support staff, and administration. The members of the teams rotate off according to the schedule established at each school. These leadership teams are involved in the decision making for the school and chair school improvement committees. The District also created the following teams which include teachers: STEAM, Technology, Wellness, and Professional Learning. Although the system felt all of these opportunities promoted professional growth, 56% of the faculty surveyed do not feel that the district provides opportunities for professional growth as related to leadership. The system will work to provide opportunities such as Teacher Support and Coaching Endorsements as well as conduct research on best practices to promote professional growth within a school and district. Instructional coaches at elementary & middle school funded by Title I help sustain professional learning over time.

Student Achievement The following data sources were used to determine content areas, grade levels and subgroups that indicate areas for improvement. Elementary – Scholastic Reading Inventory (SRI), DIBELS, locally developed benchmarks, and Georgia Milestones EOG Assessments; Student Growth Percentiles (SGPs) Middle School – Scholastic Reading Inventory (SRI); locally developed benchmarks; MyAccess reports; Georgia Milestones EOG Assessments; Student Growth Percentiles (SGPs)

PQ – Intent to Waive Certification

State whether or not the district waives Yes, Pierce County waived certification as a Strategic Waivers School System. certification under Georgia charter law (OCGA 20-2-2065) or State Board Rule -Strategic Waivers (160-5-1-.33).

PQ – Waiver Recipients

If the district waives certification, specify Pierce County waived certification for Fine Arts (P-12) and CTAE (6-12) as a whether or not, in the current fiscal year, Strategic Waivers School System. certification is waived for all teachers (except Special Education). If certification is waived for a select group of teachers, please specify for which teachers the district waives certification. The description must address




PQ – Waiver Recipients

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

PQ – Minimum Qualification

The district waives certification, state the Fine Arts---Bachelor's degree or higher in content area minimum professional qualifications required for employment of teachers for CTAE--- Associates degree or higher and field experience whom certification is waived (example: Bachelor's Degree, Content Assessment, Coursework, Field Experience etc.)

State and Federally Identified Schools

Describe actions the district will take to Currently Pierce County does not have any schools identified as Priority, assist its state and federally-identified Focus or Alert as defined by ESEA Flexibility waiver. schools needing support. Include the prioritization of Title II, Part A funds. Although Pierce County Schools does schools that are state and/or federally

identified schools, the district does have a school, Blackshear Elementary with a poverty rate of 72.93. It has double the student enrollment of the other elementary schools and double the staff to meet class size guidelines established in the system. However, With Title I funds, this school is at the top of rank order and receives the largest share of funding. Needs of how the funds are expended at the school level is determined by the jointly developed CNA and School Improvement Plan. Title II, Part A funds are also used to supplement the needs of all schools in the district, but priority is placed on the needs of Blackshear Elementary School in order to close the achievement gap that exists between the other two elementary schools in the district. BES has fewer students scoring at Levels 3 and 4 (Proficient and Distinguished) on Georgia Milestones EOG in ELA and Math, has the largest minority and Special Education population, as well as a high mobility rate. Teachers and leaders responsible for instruction and guidance at BES require a specific skill set that Title II, Part A funds will be used to supplement. Title IIA funds will be




State and Federally Identified Schools

Describe actions the district will take to used to provide professional learning in teaching diverse learners, increased assist its state and federally-identified rigor, promoting student engagement and teacher/leader development. schools needing support. Include the prioritization of Title II, Part A funds.

CTAE Coordination

Describe how the district will support programs that coordinate and integrate academic and career and technical education content through: ● coordinated instructional strategies, that

may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries; and ● work-based learning opportunities that

provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

Pierce County High School provides students with hands on opportunities to extend learning through pathway classes, labs, current events, guest speakers, field trips (traditional and virtual), and a variety of technology. Students have the opportunities to complete career interest and learning style inventories that help them narrow down their interest and abilities. The CTAE Director also facilitates a stakeholder meeting involving community leaders, business partners, including the Chamber of Commerce to help determine in-demand occupations. Those needs when feasible are incorporated/aligned with career pathways.

● work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

Students in the grades 11 and 12 are eligible to sign up for Work-Based Learning and receive school credit to work in a job or trade. These opportunities provide students with real world practice and experiences that are valuable to the growth of that student's soft skills and training.

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

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

The Pierce County School District provides a PBIS Coordinator to support full implementation of PBIS across the district to reduce the overuse of discipline practices that remove students from the classroom or are barriers to student learning in the classroom. The PBIS Coordinator will work with school district leadership team and school level PBIS coaches to develop guidelines, protocols, and analyze data by each of the subgroups of students. The district PBIS team meets twice each year to review data and provide input to the plan. School level teams will meet monthly to monitor the effectiveness of the PBIS initiative and revise plans as needed. Staff utilize professional learning provided by Okefenokee RESA, GADOE PBIS Services, GAPBS Conference, SSTAGE as well as others to learn more about sustained approaches to improve student outcomes for academics and behavior. Additionally, the district leadership team will be participating in a book study See Poverty...Be the Difference! Discover the Missing Pieces for Helping People Move Out of Poverty by Dr. Donna Beagle which references disciple practices.

Pierce County Schools Suspension Rates 1017

Pierce County's Suspension Rate was 1.7% compared to the state of Georgia's




average of 6.2%.

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Middle and High School Transition Plans

Describe how the district will implement Fifth Grade Transition to Middle School strategies to facilitate effective transitions for students from middle grades to high Counselors from PCMS go to Blackshear, Midway, and Patterson Elementary school and from high school to Schools and provide classroom guidance to prepare fifth grade students for postsecondary education including: their transition to middle school. Counselors share a Power point presentation ● coordination with institutions of higher about PCMS to help students become familiar with middle school. In the

education, employers and local partners; and spring, all 5th graders, along with their teachers, visit PCMS for an overview of ● increased student access to early college all the programs and activities offered. A typical day at the middle school is

high school or dual or concurrent discussed. Athletic Director, Maureen Brown, and band director, Mike Carter, enrollment opportunities or career visit all three elementary schools and encourage students to participate in counseling to identify student interests and athletics & extra-curricular activities at PCMS. Athletic physicals are offered skills. to upcoming 6th grade students for a minimal fee. Camp Bear, for 6th grade

students, has been established to ease their transition from elementary to middle school. Students are invited to attend for a ½ day session the week before school begins. Students are oriented about policies and procedures, as well as meet their team teachers. The first day of school for each 6th grade student is spent on orientation and basic procedures at PCMS. PCMS also hosts "Moving to Middle School" in May as an orientation for parents to discuss the transition from elementary to middle school.

Eighth Grade Transition to High School




Middle and High School Transition Plans

Describe how the district will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including: ● coordination with institutions of higher

education, employers and local partners; and ● increased student access to early college

high school or dual or concurrent enrollment opportunities or career counseling to identify student interests and skills.

During a student's 8th grade year, tours of the High School are done with one of the elective courses at the PCHS Student Advisory Committee members come and talk to 8th grade students about PCHS. Administrators and counselors from the high school meet with the 8th grade teachers, counselors, and administrators and provide information regarding registration recommendations prior to eighth grade teachers sending these forms home. There is also a 9th grade orientation meeting and for students and parents before school begins. Freshmen are assigned an advisor which will stay the same throughout their High School career. Parents are able to stay abreast of programs and activities at PCHS with an Open House Postcard mailed out for upcoming Freshmen stating the time and location for the event. They will also receive a Freshman brochure with a "Who to Know" showing all Administrators and Office staff & their locations.

PCHS also offers a vast array of MOWR college courses on campus. This allows for a smooth transition to an on campus college after graduation as students are familiar with the rigor of college courses.

The Work Based Learning Program and CTAE Department does a fantastic job of teaching "soft-skills" to students in which employers look for in our recent graduates interviewing for local jobs. Career Fairs, Community partnerships and Faculty and staff support allow our students to obtain jobs and be successful after graduation.

Preschool Transition Plans

Describe how the district will support, Early Childhood - Students ages 3 and 4 are served in Head Start based on coordinate, and integrate services with early financial need. Lottery funded Pre-K students are selected by using the lottery childhood programs at the district or school method. These services are coordinated with all state and federal programs. level, including plans for transition of Pre-K and Head Start students and parents are provided an opportunity to participants in such programs to local attend a Pre-K to Kindergarten transition meeting at each elementary school in elementary school programs. May. The students and their parents meet the kindergarten teachers and

school administrators, receive information about the kindergarten curriculum and instructional day, and are given a tour of the school. Additionally, there is a transition plan for students who are transitioning from home or daycare to Pre-K. Before the beginning of school, parents are invited to attend a Pre-K parent orientation. They receive information about the Pre-K program and curriculum, as well as meet their child's teacher, visit the classroom and tour the school.

The District Family Engagement Coordinator provides flyers to Head Start and local day care centers to make them aware of transition opportunities. The Special Education Early Intervention Specialist also assists Head Start and private day cares in enrolling students in Pre-K.




Title I, Part A - Targeted Assisted Schools Description

If applicable, provide a description of how Pierce County Schools does not have any Title I targeted assistance schools. 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.

Title I, Part A – Instructional Programs

Provide a general description of the Pierce County Schools consists of five schools, three elementary, one middle instructional program in the following: school and one high school. The total enrollment for the school system for the ● Title I schoolwide schools; 2017 school year was 3676 students in grades K12. ● Targeted Assistance Schools; and ● schools for children living in local Of that population of students, 79.4% are White, 8.9 % are Black, 7.8% are

institutions for neglected or delinquent Hispanic, 2.8% are two or more races, .5% are Asian, and .1% are American children. Indian.

Pierce County does not have any targeted assistance schools or neglected or delinquent facilities within our region.

Title I Schoolwide Schools include: Blackshear Elementary School, Midway Elementary School, Patterson Elementary School and Pierce County Middle School. Bookworm Reading--Bookworm Reading is a compilation of best strategies for teaching reading to at-risk learners. This program will be implemented K-5 at Blackshear Elementary and K-2 at Patterson and Midway Elementary Schools. Early Intervention Program--Pierce County elementary students are served through the reduced class size model. ESOL---Pierce County Schools employs one full time ESOL endorsed teacher per elementary school. Migrant Education Program--Eligible migrant students receive supplemental support from one full time SSP. She allocates more time to those students identified as priority for services. The MSSP pushes in to the regular classroom and serves students based on Migrant Comprehensive Needs Assessment. GATE (Gifted and Talented Education)---Pierce County Schools employs one full time Gifted teacher per elementary school. After School and Summer School are provided when funds are available. Response to Intervention---RTI is a process which includes the provision of systematic research-based instruction and interventions to struggling learners. Instructional interventions are matched to student needs and are continuously monitored. RTI is designed as an early intervention to prevent long term academic failure. It is considered a general education service but is also required to monitor the progress of students with disabilities. Abstinence Educational Program---Reduce the rates of sexually transmitted diseases & pregnancy by encouraging students to wait until marriage for sexual relationships Extended Learning Time---provided for students to receive literacy thru the content areas




Title I, Part A – Instructional Programs

Provide a general description of the Reading and Math University---programs to support at risk learners in middle instructional program in the following: school ● Title I schoolwide schools; Special Education ● Targeted Assistance Schools; and ● schools for children living in local

institutions for neglected or delinquent children.

Title I, Part C – Migrant Intrastate and Interstate Coordination

Describe how the district will promote interstate and intrastate coordination of services and educational continuity through: ● the use of the Title I, Part C

Occupational Survey; ● the timely transfer of pertinent school

records, including information on health, when children move from one school to another; and ● how the district will use the Migrant

Student Information Exchange (MSIX).

The Pierce County Schools has on file in the Central Office and in each school the Georgia and Federal Guidance, Title I, Part C, Education of Migratory Children. All school administrators have received training on reading Mexican Birth Certificates; have received an in-service on the rights of Migratory Students, and the identification and recruitment of migratory students. Each school includes the Parent Occupation Survey during new student registration and back-to-school registration for returning students. Documents are completed by the parents and collected by the homeroom teachers and or student records clerk who turn them into the federal programs contact at each school. The federal programs contact organizes the Parent Occupational Surveys at each school and has the Migrant Student Services Provider review each form to determine whether the student may qualify for Migrant services. When the family moves into the district, the family is interviewed by an LEA migrant staff member. The family will be asked for student school records. The LEA migrant staff will assist this family with enrolling the student with these records. If school records are not available, the system will employ the following procedure for obtaining records as it does for all 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. A hard copy is then sent through U.S. mail in a timely manner but in no more than ten calendar days. If special or unusual circumstances are encountered in obtaining student records, the system will contact the regional migrant agency for assistance in obtaining these records. The regional migrant office will assist with obtaining records from other states and countries such as Mexico. In the event that the MEP students move from our system, our LEA will assist the Migrant families in obtaining the proper withdrawal forms or school records. The regional Migrant Agency will assist with obtaining school records, immunizations, birth certificates, etc. The migrant agency or the LEA will contact the Mexican Consulate/Embassy, the Florida Migrant Interstate Program or the Texas Migrant Interstate Program for the necessary assistance. If a student departs our school system, the systems standard record retention, processing, requesting and transferring of school records will be completed. The Title IC Coordinator will ensure school registrars and federal programs contacts receive training on utilizing The Migrant Student Information Exchange (MSIX). Schools will utilize this technology to share educational and




Title I, Part C – Migrant Intrastate and Interstate Coordination

Describe how the district will promote health information on migrant children who travel from state to state and who interstate and intrastate coordination of as a result, have student records in multiple states' information systems. MSIX services and educational continuity through: can be used for enrollment and course placement decisions for migratory ● the use of the Title I, Part C children and youth. MSIX works in conjunction with the existing migrant

Occupational Survey; student information systems that states currently use to manage their migrant ● the timely transfer of pertinent school data to fulfill its mission to ensure the appropriate enrollment, placement, and

records, including information on health, accrual of credits for migrant children nationwide. when children move from one school to another; and ● how the district will use the Migrant

Student Information Exchange (MSIX).

Title I, Part C – Migrant Supplemental Support Services

Describe how the district will provide All stakeholders in the Pierce County School System are encouraged to identify supplemental support services and outreach needs that are suggested to members of the Migrant Comprehensive Needs activities for migratory preschool children, Assessment Team. Members consisting of PAC officers, PAC parents, teachers, out-of-school youth and drop-outs and their administrators, and community representatives have been surveyed for input families, including informing such children data during the FY18 school year for the upcoming FY19 term. Coordination and families of, or helping such children and of health services is conducted through the Pierce County Health Department families gain access to, other education, in Blackshear. The Migrant Student Services Provider (MSSP) works with the health, nutrition, and social services during Health Department agency to ensure families are aware of services. The MSSP the regular school year and during the also works with local community service agencies such as Goodwill, The summer term. Sycamore Tree, and The Salvation Army to provide outreach to migrant

families in need of assistance. Plans for FY 19 include inviting representatives from The Georgia Department of Labor and/or Goodwill to PAC meetings in order to advise migrant parents of employment opportunities in the local area. In addition to the parent and student requests, and PFS information, school student services personnel such as counselors and system social worker consult with the LEA regarding needs for support services. Migrant Implementation Plans are developed to address academic gaps for all subgroups of the migrant program. Migrant MSSP makes regular home visits and telephone contacts with migrant families to keep them informed of educational and community resources such as social services, health department program, mental health services, and other community resources. The MSSP is bi-lingual and provides information in the language that is understood. The MSSP and system social worker make home visits to ensure all migrant children and families understand and receive appropriate services. All identified Migrant children and families are informed that they are eligible to receive free breakfast and lunch. Migrant students are offered free lunch during Summer feeding provided by Pierce County School Nutrition and Transportation. Migrant students are evaluated academically in the same manner as other students in the system to determine academic needs. All migrant students are eligible for Title I-C services and every effort is made to make sure the appropriate Title I-C services are secured. Migrant students are included in special education, gifted, RTI, and all other federal or local programs and supports. The MSSP will work closely with the classroom teacher and guidance counselors to assure




Title I, Part C – Migrant Supplemental Support Services

Describe how the district will provide migrant students are included in all eligible support programs. Documentation supplemental support services and outreach of participation will be kept of file by the school counselors, as well as the activities for migratory preschool children, MSSP. The Pierce County Pre-K and/or the local Head start program will out-of-school youth and drop-outs and their assure preschool migrant children are served. Home visits by a MSSP will be families, including informing such children conducted for three year olds that are not eligible to attend preschool because and families of, or helping such children and of age. Out-of- School Youth (OSY) and Drop Outs (DOs) will be served by a families gain access to, other education, migrant SSP to assure GED, language acquisition, or hygiene needs are met. health, nutrition, and social services during MEP funded services will be evaluated through Implementation Plans IPs that the regular school year and during the address identified areas of need. The MEP Contact, SSPs, and regional staff summer term. will work collaboratively to assure MEP funded services are observed,

evaluated, and documented. A top priority will be given to migrant children who are failing or are most at risk of failing to ensure academic success. PFS students are identified and served accordingly.

IDEA Performance Goals

Describe how the district will meet the following IDEA performance goals: ● IDEA Performance Goal 1: Improve

graduation rate outcomes for students with disabilities;

The district continues to work with the 50 targeted students identified at risk for dropping out of school. The SSIP Coach monitors student grades, discipline, course completion, and attendance. A Study Skills class has been added at the high school to help the students with course work, vocabulary, study skills, and preparation for the Accuplacer. Each of the targeted students have been assigned a mentor to meet with twice monthly or more often if needed. Ten students from the 50 have been selected for the Parent Mentor work with families on transition information and supports that are in the community. The district participates in Project Search to help provide students with job embedded skills. The district currently has two students in the program. The district currently has 50 students involved with Vocational Rehabilitation Services and 50 students for High School High Tech which is monitored by the Transition Coordinator. Both of these agencies are helping to provide job skills and employment opportunities in the community. The district now meets quarterly with Vocational Rehabilitation to discuss the students on the caseload and to determine which students the district needs to reach out to and provide additional information and Voc Rehab provides an update on what has been done with the student. This has allowed a more collaborative partnership and focus for each agency. The study skills class at the high school has allowed Voc Rehab to work with students without missing an academic class. The district continues to depend on this agency for job embedded skills and opportunities for students in the local workforce. The district is working with students on taking college classes while still in high school so they can have some experience with the rigor of college while still receiving some support and guidance. The district begins talking to parents about both of these in middle school so they are aware of all of the offering of the high school and opportunities for supports for students. The SSIP Coach coordinates with casemanagers on students that need the assessment and works with the counselor to find classes of interest for the students. All students Pre-k and older are involved in Aspire at their IEP Meeting and meet with their casemagers on a regular basis in preparation of the Aspire Meetings and to learn self advocacy skills. The Aspire Plan and the Transition




Describe how the district will meet the Plan are merged into one Plan which has been easier to understand and follow following IDEA performance goals: throughout the district. Each school has an Aspire Leader that meets quarterly ● IDEA Performance Goal 1: Improve with the Aspire Coordinator to review the data and to work out any issues that

graduation rate outcomes for students with come up with Aspire IEP Meetings. The Parent Mentor coordinates with the disabilities; schools to train the parents and the teachers train the regular education

teachers annually and the new students to the district.

Describe how the district will meet the The district collaborates with Headstart, local daycare centers, and other local following IDEA performance goals: agencies to identify children that are showing signs of delays academically, ● IDEA Performance Goal 2: Improve socially, emotionally, and in language. The district conducts Child Find

services for young children (3-5) with annually for all four year olds in the district in public and private settings in disabilities; late September or early October in order to identify children that need services.

The system has a full time Early Intervention Specialist that works with families in the initial identification of students as well as with BCW to transition by age 3, as well as provides direct services to students. We currently have students at Headstart, local daycare centers, and PreK Classrooms. All students that do not attend one of the above attend a community-based class twice weekly with a teacher and a speech therapist for two hours each day. The district has hired a speech therapist (50%) to work with all students not enrolled in PreK that require speech services. A paraprofessional is assigned to Headstart full time by the district in addition a teacher, therapist, and other service providers see students on a weekly basis as outlined in the IEP. Professional Learning opportunities provided by the district or by another agency are shared with other providers in the area. All timelines are monitored at the district level as well as by the Early Intervention Specialist. Each year in May, the elementary schools meet with the Early Intervention Specialist and Speech Therapist individually in order to t make the transition to school as seamless as possible for our young students. Child Find Brochures are located throughout the district, the Child Find Notice is posted on the district website, and annually the Child FInd Notice is in the newspaper. The district is working hard to get students involved in some type of educational setting as soon as they are identified. The Parent Mentor reaches out to the parents of our Early Intervention Program to let them know what supports she can provide.

Describe how the district will meet the 79% of all SWD students are served in the general education classroom for following IDEA performance goals: 80% of the day. The district makes every effort to ensure that SWD students ● IDEA Performance Goal 3: Improve the have access to the general curriculum and the support needed while in the

provision of a free and appropriate public general education classroom as well as have a continuum of services to meet education to students with disabilities; the multiple needs of students. The district is in the implementation stage of a

Systemwide Co-Teaching Plan where the district will focus on specialized instruction strategies, learning plans, and collaborative planning with ongoing




Describe how the district will meet the following IDEA performance goals: ● IDEA Performance Goal 3: Improve the

provision of a free and appropriate public education to students with disabilities;

professional development as the plan phases in. The district will identify model classrooms for others in the district to observe. Co-Teaching Observations/Walkthroughs are done on each co-teaching pair in the district in addition to TKES Observations. The observation is shared with the teachers and the school administrator in an effort to increase the outcomes of SWD students as well as access to the general curriculum. Support is provided by our local GLRS if needed on the Learning Plans and by the district if a co-teaching pair needs additional support/coaching. All Accommodation and Modification Plans and IEP's are reviewed at the school level with team teachers at the beginning of the year and at the semester change. All teachers sign a verification form stating that the documents have been reviewed and that they have a copy or access to a copy via the student information system. Teachers who teach the students have access to the IEP and learning plans through IC. Professional learning is continual and based on survey data, needs assessment, and administrator request. All special education teachers are trained on procedures annually by the Student Services Director or the designee in August. All staff serving in the role of LEA are trained annually by the Student Services Director or the designee as well in August. Additional staff has been added the last two years to meet the demands of the growing population of SWD students moving into the district. The numbers are reviewed on a regular basis to ensure teachers and students have the needed support.

Describe how the district will meet the following IDEA performance goals: ● IDEA Performance Goal 4: Improve

compliance with state and federal laws and regulations.

The district has added a Due Process Coordinator to add an additional layer of support for the monitoring and supervision of IEP documents, eligibility reports, timelines, transition plans, and transfer students. The district is in the final stages of a Supervision and Monitoring Manual that will be added to the Special Education Procedures Manual. All special education staff will be trained on both manuals and will have access to them at all times via the district webpage. An Annual Back to School Meeting is held to talk about specific requirements for the first day of school. Special Education Chatters will be added for the new staff on a monthly basis as an ongoing professional learning on different aspects of special education. Each system level meeting with Principals will have updates from webinars, conferences, email blast, and professional learning so administrators are always current on information. Department updates are sent weekly to all special education teachers, paraprofessionals, and school administrators that include reminders of all upcoming dates, important information from webinars and email blast, and procedure reminders and tips. The district provides parents with a Parent Folder at each IEP Meeting in order to have all forms that are required to be provided to parents annually in one location(parental rights, scholarship information, facilitated IEP information, parent mentor brochure, contact information for the school and the district). The district also provides the same type of folder when a new student enters the district of the contact people in the district, a welcome letter, and a brochure about the Parent Mentor. These folders ensure that all required documents are given to parents as required by law. These folders are prepared




Describe how the district will meet the at the district level and given to each special education coordinator at the following IDEA performance goals: beginning of the school year to be given to parents at the Annual Review ● IDEA Performance Goal 4: Improve Meeting. Folders are prepared in both English and Spanish and other

compliance with state and federal laws and languages if needed. regulations. The district will use the Parent Survey Data from FY 18 to ensure that parents

have a better understanding of the IEP and the IEP process. The Parent Mentor will be having Parent Lunch and Learns to discuss the following: Progress Reports(which is a requirement each nine weeks, but parents seem to not have a basic understanding of the purpose based on data) as well as explanation of the different parts of the IEP. Hopefully these session will help parents better understand the process.
