Dalton Public Schools

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
Multiple Program(s)	Superintendent/Assistant Superintendent	Dr. Tim Scott
Multiple Program(s)	Federal Programs Director	Laura Orr
Multiple Program(s)	Curriculum Director	Laura Orr
Multiple Program(s)	School Leader (#1)	Lauri Johnson
Multiple Program(s)	School Leader (#2)	Meleia Bridenstine
Multiple Program(s)	Teacher Representative (#1)	Julia Cagle
Multiple Program(s)	Teacher Representative (#2)	Courtney Hitchens
McKinney-Vento Homeless	Homeless Liaison	Jackie Taylor
Neglected and Delinquent	N&D Coordinator	Laura Orr
Rural	REAP Coordinator	N/A
Special Education	Special Education Director	Pam Wiles
Title I, Part A	Title I, Part A Director	Laura Orr
Title I, Part A	Family Engagement Coordinator	Caroline Woodason
Title I, Part A - Foster Care	Foster Care Point of Contact	Jackie Taylor
Title II, Part A	Title II, Part A Coordinator	Caroline Woodason
Title III	Title III Director	Caroline Woodason
Title IV, Part A	Title IV, Part A Director	Laura Orr
Title I, Part C	Migrant Coordinator	Caroline Woodason

 

Recommended and Additional Team Members

Program	Position/Role	Name
Multiple Program(s)	Principal Representatives	All principals in the district
Multiple Program(s)	High School Counselor/Academic Counselor	Dee Bonds
Multiple Program(s)	Early Childhood or Head Start Coordinator	Saira Laruy
Multiple Program(s)	Teacher Representatives	N/A
Multiple Program(s)	ESOL Teacher	Bradley Balthrop-Lee
Multiple Program(s)	Local School Governance Team Representative (Charter Systems only)	N/A
Multiple Program(s)	ESOL Coordinator	Chris Harton
21st CCLC	21st CCLC Program Director	Caroline Woodason
21st CCLC	21st CCLC Site Coordinator or Data Specialist	Malisa Pedro
Migrant	Preschool Teacher	N/A
Special Education	Student Success Coach (SSIP)	N/A
Title II, Part A	Human Resources Director	Mendy Woods
Title II, Part A	Principal Supervisors	N/A
Title II, Part A	Professional Learning Coordinators	N/A
Title II, Part A	Bilingual Parent Liaisons	Raquel Cardona
Title II, Part A	Professional Organizations	Rafael Huerta
Title II, Part A	Civil Rights Organizations	N/A
Title II, Part A	Board of Education Members	Matt Evans, Palmer Griffin, Tulley Johnson, Jody McClurg, Sam Sanders
Title II, Part A	Local Elected/Government Officials	N/A
Title II, Part A	The General Public	Lindsey Bethel
Title III	Refugee Support Service Staff	Miguel Gonzalez
Title III	Community Adult ESOL Providers	N/A
Title III	Representatives from Businesses Employing Non-English Speakers	N/A
Title IV, Part A	Media Specialists/Librarians	Julia Cagle
Title IV, Part A	Technology Experts	Nick Sun
Title IV, Part A	Faith-Based Community Leaders	Matt Evans

 

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
Multiple Program(s)	Students (8th-12th grade)	Alejandro Vela
Multiple Program(s)	Private School Officials	N/A
Migrant	Out-of-School Youth and/or Drop-outs	Caroline Woodason
Title I, Part A	Parent Representatives of Title I Students	Elizabeth Manriquez
Title I, Part A - Foster Care	Local DFCS Contacts	Brittany Hord
Title II, Part A	Principals	All Principals in the district
Title II, Part A	Teachers	Julia Cagle
Title II, Part A	Paraprofessionals	Jesmarie Vazquez
Title II, Part A	Specialized Instructional Support Personnel	Brandi Moore
Title II, Part A	Other Organizations or Partners with relevant and demonstrated expertise	Malisa Pedro
Title I, Part A	Parents of English Learners	Karen Torres

Recommended and Additional Stakeholders

Program	Position/Role	Name
Multiple Program(s)	RESA Personnel	N/A
Multiple Program(s)	Technical, College, or University Personnel	Sharon Hixon
Multiple Program(s)	Parent Advisory Council Members, School Council Parents, Parent-Teacher Association or Parent-Teacher Organization Members	N/A
21st CCLC	21st CCLC Advisory Council Members	Suzanne Harbin
Migrant	Local Head Start Representatives (regular and/or migrant Head Start agencies)	N/A
Migrant	Migrant PAC Members	N/A
Migrant	Local Farmer, Grower, or Employer	N/A
Migrant	Family Connection Representatives	Jackie Taylor
Migrant	Local Migrant Workers or Migrant Community Leaders	N/A
Migrant	Farm Worker Health Personnel	N/A
Migrant	Food Bank Representatives	N/A
Migrant	Boys and Girls Club Representatives	N/A
Migrant	Local Health Department Representatives	N/A
Migrant	ABAC MEP Consortium Staff	N/A
Migrant	Migrant High School Equivalence Program/GED Representatives	N/A
Migrant	College Assistance Migrant Programs	N/A
Neglected and Delinquent	Residential Facility(ies) Director(s)	N/A
Special Education	Parents of a Student with Disabilities	Sonya Maney
Special Education	Parent Mentors	Andrea Baron
Title II, Part A	School Council Members	N/A

 

How did the team ensure that the selection of stakeholders created an inclusive group with varied perspectives?
In considering the required categories of stakeholder membership and the recommended team members, a diverse group of stakeholders is represented. Because of the prevalent diversity in the district's student body, it is not difficult to gain a representative and inclusive group of stakeholders.

How will the team ensure that stakeholders, and in particular parents and/or guardians, were able to provide meaningful input into the needs assessment process? 
Stakeholders and team members were involved in a mostly electronic process of providing meaningful input due to the restrictions of Covid 19.   The CNA/DIP is also posted on the district's webpage and feedback is received at any time.

 

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 systemic processes for curriculum design to align instruction and assessments with the required standards

1. Exemplary	The district continuously engages and supports all schools in systematic processes for curriculum design to align instruction and assessment with the required standards. District staff work to build the capacity of school staff to lead curriculum design efforts.	√
2. Operational	The district engages and supports all schools in systematic processes for curriculum design to align instruction and assessments with the required standards.
3. Emerging	The district processes for engaging and supporting schools in curriculum design without district process or support.
4. 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 

1. Exemplary	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	The district develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all schools.	√
3. Emerging	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	The district has not developed or communicated expectations for implementing curriculum, instruction, or assessment practices.

 

GDPS - Learning and Teaching (Standard 3): Guides, supports, and evaluates the implementation of curriculum, instruction and assessments 

1. Exemplary	The district provides a collaborative and systematic approach for guiding, supporting and evaluating the implementation of curriculum, instruction, and assessments. District staff build the capacity of school level staff to evaluate the implementation of curriculum, instruction, and assessments.
2. Operational	The district effectively guides, supports, and evaluates the implementation of curriculum, instruction, and assessments.	√
3. Emerging	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	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.

 

GDPS - Learning and Teaching (Standard 6): Guides and supports schools in the selection of implementation of effective strategies, programs, and interventions to improve student learning 

1. Exemplary	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	The district guides and supports schools in the selection and implementation of effective strategies, programs
3. Emerging	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	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 improvement.
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.

Note: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric. 

Standard	Score
2. Instructional Planning: The teacher plans using state and local district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
3. Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills.
Note: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit Ga DOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric.
4. Differentiated Instruction: The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences.
5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
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.
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.
Note: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for Teacher Keys Effectiveness System rubric.

 

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.

 

 

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 sc cool 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.

 

 

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 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 improvement and 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: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.

Teacher Keys Effectiveness System - Standard 

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
Note: State calculations not completed for the 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.

 

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	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.

 

GDPS - Learning and Teaching (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.

 

 

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

 

Leader Keys Effectiveness System - Standard 

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 trimly 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: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.
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.
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.
10. Communication: The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.
Note: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.

 

 

 

 

 

 

 

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.

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.

 

Leader Keys Effectiveness System - Standard

 

 

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
10. Communication: The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning
Note: State calculations not completed for 2020-2021 or 2021-2022. Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric.

 

 

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.

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 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: State calculations not completed for 2020-2021 or 2021-2022.  Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for the Leader Keys Effectiveness System rubric.

 

Teacher Keys Effectiveness System - Standard 

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. Instructional Planning:The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
3. Instructional Strategies:The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills.
4. Differentiated Instruction:The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences.
5. Assessment Strategies:The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
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.
7. Positive Learning Environment:The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
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.
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.
10. Communication:The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.
Note: State calculations not completed for 2020-2021 or 2021-2022.  Use local data as needed. Visit GaDOE Teacher and Leader Effectiveness webpage for the Teacher Keys Effectiveness System rubric. <br>

 

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?   [examples: student perceptions about school climate issues (health survey, violence, prejudice, bullying, etc.); student/parent perceptions about the effectiveness of programs or interventions; student understanding of relationship of school to career or has an academic plan]

Gallup poll for students, Stakeholder Surveys (Community, Staff, Parents); Strategic Planning presentations and feedback;

 

What process data did you use?  (examples: student participation in school activities, sports, clubs, arts; student participation in special programs such as peer mediation, counseling, skills conferences;  parent/student participation in events such as college information meetings and parent workshops)

When last calculated by the state, seven of the district's nine schools have climate ratings of 90 or above and two of the nine schools have climate ratings in the 80s. On the November, 2021,  Student Gallup poll results, students in grade 5 - 12 indicated an engagement index of 48%. Additionally, 40% indicated they have hope for the future with 60% indicating they are "stuck or discouraged."  The top strengths of the district as identified by stakeholders are: level of quality instruction, dual enrollment opportunities, policies to recruit and retain highly effective teachers, level of focus on student achievement, level of extracurricular activities available to students, diversity of population, access to technology, community pride. Suggestions for changes to be made: reduce class size, variety in methods to assess student achievement, increase level of parental support, continue to raise quality of instruction and level of student achievement, raise teacher compensation, and improve public relations, more summer programs for at-risk students. The top challenges of the district are: overcoming the effects of poverty on student growth and achievement, developing and nurturing family support, enhancing and sustaining robust communications and community support, advancing early childhood development, reducing class size, retaining quality teachers, improving student mastery of standards and raising the level of student achievement, improving professional support infrastructures for teachers, consistently engaging student in work with high levels of cognitive demand, improving student social and emotional learning competencies, addressing the needs of diverse learners and learners new to the country, continuing to provide and update state of the art facilities with technology that supports and enhances instruction

What does the perception data tell you?   (perception data can describe people’s knowledge, attitudes, beliefs, perceptions, competencies; perception data can also answer the question “What do people think they know, believe, or can do?")

Staffing/class size data, post-secondary enrollment data, Hope eligibility data, attendance data, retention data, mobility rate,, internal controls processes, process for budget allocations, per pupil expenditure rate, percent of 12th grade students with credit in dual enrollment, AP or IB course, percent of students who have completed a pathway

 

What does the process data tell you?   (process data describes the way programs are conducted; provides evidence of participant involvement in programs; answers the question “What did you do for whom?”)	Dalton students maintain a strong attendance rate at 93% One hundred thirty nine students were retained for the 2021 – 2022 school year The district has budgeted to reduce class sizes in elementary classrooms over the past three years. The district currently staffs at a maximum of: Kindergarten = 20, First thru third = 21, Fourth thru fifth = 25, Core Content 6-12 = 28 In 2020-2021, 51.57 of students were HOPE eligible In 2021, 57% of the 487 graduates enrolled in a post-secondary institution during the first year after high school. For 2020 graduates, students persisted into the second year of college at a rate of 83%. The dropout rate for the district in 2020 - 2021 was 4.2 with 102 students in grades 9-12 documented as dropping out. The mobility rate for the district's students was 11.3 in 2020 - 2021 The internal controls processes were updated and approved through the cross-functional monitoring process in FY19 In 2021-2022, there were 7626 students enrolled in Dalton Public Schools - 111 were recorded as having discipline incidents with 103 total incidents. The district has a budget process that includes the board of education and district/school administrators in the process. Formulas are used to look at staffing. A board retreat is held every year where budget requests are presented and discussed collaboratively. Public hearings are held as required by law. In 2021, 27% of students at Dalton High School earned credit in dual enrollment, 65% in AP and 11% in IB courses and 75% of students completed a pathway in advanced academics, CTAE, fine arts, or world language The 2021 graduation rate for the district was 85.1% The district spends $11,699 per pupil (including general and federal budgets).
What achievement data did you use?	Georgia Milestones, GKIDS, ACCESS, Advanced Placement, International Baccalaureate, SAT/ACT, Graduation Rate, CCRPI, MAP Growth
What does your achievement data tell you?	Georgia Milestones:  The percent of students scoring at the proficient and distinguished level increased slightly in most areas on the 2022 spring administration of the Georgia Milestones Assessment System.  The district's percent of increase from the 2021 administration, in most areas, resembled the increases in the RESA and State scores. Eighth grade students who took Algebra 1 scored well at 70%  proficient/distinguished. For students in grades 3-5 proficient/distinguished:  ELA 32.23%; Math 38.23%; Science (grade 5 only) 35.23% For students in grades 6-8:  ELA 34.70%; Math 32.22%; Science 26.01%; Social Studies 24.52% For students in grades 9-12:  ELA 39.61%; Math 6.61%; Science 32.87%; Social Studies 37.94% ACCESS/English Learner Growth:  In 2021 (last aggregate data currently available), overall, Dalton Public Schools EL students showed progress towards language proficiency on the ACCESS test.  The percentages are as follows: 84.11% of Elementary students, 50.59% of Middle School Students, and 59.27% of High School students. SAT and ACT:  On the ACT aggregate scores available from 2021, Dalton students scored a 21.8 average as compared to the state average of 22.6. On the SAT, Dalton students were below the state average scoring an average score of 1049 compared to the state average of 1086. Advanced Placement:  Dalton High School had 36 AP scholars in the 2021 designation year International Baccalaureate:  four students earned the full IB diploma in 2020 – 2021, a slight increase in number. Graduation Rate:  The overall district graduation rate was 85.1 for the 2020 -2021 school year. GKIDS 2.0: For 2021 - 2022, the majority of students were in the demonstrating/exceeding range on all1 Academic Progression areas except geographic understandings.  Other lower areas were conventions of writing and addition/subtraction  For the non-academic progressions, the majority of students were also in the demonstrating/exceeding range. MAP Growth Assessment:  45.46% of students in grades K-12 who participated in the Measures of Academic Progress (MAP) assessments in the 21-22 year met their projected growth targets (fall to spring) in reading, 54.11% in language arts, 45.55% in math, and 51.36% in science Summary:  Generally, DPS students show growth over time.  DPS is a majority minority school systems with a large population of first generation immigrant parents who do not speak English and who have had limited educational experiences.  Additionally, most of the district's students live in poverty.  These factors strain the resources of time, people, and money that are needed to meet the needs of a large population of students who are at great risk of underachieving without strong Tier 1 instruction and effective interventions. The district's academic achievement indicators have been negatively impacted by the effects of the COVID 19 pandemic.
What demographic data did you use?	Free & reduced lunch, number of students in intervention and accelerated programs, ethnicity, number of native languages, number of immigrant countries represented in student population, Newcomer data
What does the demographic data tell you?	The district ended the 2021-2022  school year with an enrollment of 7688.   The district's actual overall free and reduced lunch rate decreased from 63.4 to 21.9%.  We believe this is due to the federal initiative allowing ALL students to receive free lunch.  We expect to collect data this fall that will be more realistic.  The district is majority minority with the following demographics:  71.2 Hispanic, .2% American Indian, 2.5% Asian, 4.6% Black, 19.2% White, 2.3% Other.  The district serves:  18 Migrant students, 462 Homeless students, 1220 Special Ed students, 929 Gifted students, and 474 Immigrant students.  Students represent 42 Immigrant countries and 20 native languages.  For the 2021 - 2022  school year, the district served 127 new to country students in the 6-12 Newcomer Academy, some with very little or no schooling experience. There are approximately 1996 English Language learners and 1390 early intervention students.

 

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

Strengths and Challenges Based on Trends and Patterns

Coherent Instructional:Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?	The top strengths of the district as identified by stakeholders are:  level of quality instruction, dual enrollment opportunities, policies to recruit and retain highly effective teachers, level of focus on student achievement, level of extracurricular activities available to students, diversity of population, access to technology, community pride. The top challenges of the district are:  overcoming the effects of poverty on student growth and achievement, developing and nurturing family support, enhancing and sustaining robust communications and community support,  advancing early childhood development, retaining quality teachers, ensuring dual language instruction teachers are certified in BOTH content and language areas, improving student mastery of standards and raising the level of student achievement, improving professional support infrastructures for teachers, consistently engaging student in work with high levels of cognitive demand, improving student social and emotional learning competencies, addressing the needs of diverse learners and learners new to the country, continuing to provide and update state of the art facilities with technology that supports and enhances 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?	The DPS leader cohort members (school leaders and district leaders) are engaged in multiple opportunities designed to strengthen their skills to be effective instructional leaders.  These opportunities are offered both inside the district through the principals' SIP plans and also outside the district through the Northwest GA RESA Principal's Center.  Leaders also collaborate to work on administrative and budget processes.  DPS has  a five year Strategic Plan. There are four main goals:  College, Career and Life Readiness, Recruitment and Retention of Quality Professionals, Operational Excellence, and Family and Community Engagement. The performance objectives under these goal areas will provide clarity of areas of need and focus.
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?	District staff at all levels are engaged in a process of continuous improvement that leads to the creation of an academically challenging environment for all students. The district systematically gathers, analyzes, and uses multiple data sources to monitor student progress/growth and to prioritize professional learning needs for teachers and leaders The district also believes that job embedded coaching is a key PL component through which teachers learn to reflect on the effectiveness of their teaching. Research reveals that ongoing teacher training is the critical factor in making a difference in student learning. The coaching process allows for the ongoing support of new and veteran teachers and leaders as they apply PL learning. The use of district collaborative teams and PLCs where members analyze the challenges of the district and generate solutions further informs the direction of PL in the district.
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?	DPS is a majority minority school system with a large population of first generation immigrant parents who do not speak English and who come from countries where parent involvement is not expected.  Additionally, most of the district's students live in poverty. It is often difficult for parents/families to be engaged in school activities.  Because of these factors as well as others, DPS has employed multiple strategies to increase family and community engagement and continues to do so.  The continued use of dedicated family support personnel such as counselors, family engagement coordinators, and social workers, the importance placed on community partnerships, and the use of specially designed supports and experiences for students and their families all lead to the identification 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?	The district has a staggering number of frameworks in place to support students and their varying needs.  While there are many structures in place and available to support the district's instructional program and identify needs, some processes are more mature than others.  More human power is needed at this time to fill the learning gaps caused by the effects of COVID 19 on education.  Additionally, there is more need for social emotional interventions for students and staff.
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?	Trends and patterns observed by the team are:  Strong fund balance; Drop in enrollment, high number of EL and poverty students including over continued enrollment of students new to the country students over the last three years; wide variance in the academic needs of students (i.e. spectrum from IB to Newcomer Academy);
Student Achievement:Summarize the student achievement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?	The percent of students scoring at the proficient and distinguished level on the Georgia Milestones assessments decreased in most areas on the 2021 spring administration and increased slightly for the 2022 administration.  The district's percent of increase in most areas, resembled the increases in the RESA and State scores.  Generally, DPS students show growth over time as evidenced by student growth on the GMAS assessments and Dalton High School's strong graduation rate at 96.26% .  DPS is a majority minority school systems with a large population of first generation immigrant parents who do not speak English and who have had limited educational experiences.  Additionally, most of the district's students live in poverty.  These factors strain the resources of time, people, and money that are needed to meet the needs of a large population of students who are at great risk of underachieving without strong Tier 1 instruction and effective interventions.

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 Needs webinar for additional information in guidance. 

Strengths

Our FY21 APR report shows that we did not meet our target as our graduation rate is below the state target and our dropout rate is above the state target. To increase our graduation rate and decrease our dropout rate, we have increased the number of in-field content and special education certified teachers in our middle and high schools. Our high school master schedule has been adjusted to provide common planning for co-teaching teams where possible, while limiting the number of different content courses our special education teachers cover each day to support their content knowledge. Separate class model services will be provided in all high school content areas. Our new separate class model teachers will participate in a brief instructional techniques professional learning opportunity with our secondary Special Education Learning Specialist. Principals and teachers have requested instructional resources to support their specially designed classroom needs, and these are being provided. We will continue a small group reading Leveled Literacy Intervention (LLI) in alternate education at Dalton High School. We have seen growth in Lexile scores for our participating students in past years. High school ESS case managers at The Dalton Academy have daily Flexible Learning Time allocated to additional intervention for students with disabilities. Additional special education support was provided to students with disabilities during summer school for credit completion. We provide a full continuum of services for our young children (ages 3-5). We have four inclusion Pre-Kindergarten classrooms in our district. Each classroom is staffed with a BFTS Pre-Kindergarten Teacher, BFTS  Pre-Kindergarten Paraprofessional, and an in-field certified Special Education preschool Teacher. We provide consultative, collaborative, and co-taught services in these classrooms. We host a collaborative inclusive Head Start classroom in our district. The classroom is staffed with a Head Start Lead Teacher, Head Start Assistant Teacher, and a Special Education Paraprofessional. We also rotate young children with disabilities into a separate class model service during the school day to provide necessary therapies and educational services to support increased developmental skills. We also provide separate class model services. Our in-field certified Special Education Teacher and Therapists (SLP, OT, PT, O&M) will travel to the children's daycare or preschool and will provide instruction to SWDs in their facility. We also offer two part-day special education programs for young children and a full-day special education program for young children. These classrooms incorporate a developmental assessment (ABLLS-R), and we have staffed one in-field certified Special Education Preschool Teacher and one to two Special Education Paraprofessionals to support the implementation of the programming. We also offer a once per week therapy-based special education classroom staffed with one in-field certified Special Education Preschool Teacher and one Speech Language Pathologist. All of our therapists and specialty-area teachers (TVI, OI, Deaf/Hard of Hearing) are available in every preschool setting as necessary to meet student and teacher needs and support IEP goal mastery.

Challenges

When reviewing preschool outcomes in young children with disabilities in the FY21 APR report, we met the state target for the "acquisition and use of knowledge and skills" for the percent of preschool children who were functioning within age expectations by the time they turned 6 years of age or exited the program. We also met the state target for the "appropriate use of behavior to meet needs" for the percent of preschool children who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. However, we did not meet the state target for "positive social-emotional skills" and acquisition and use of knowledge and skills" for the percent of preschool children who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. We also did not meet the state target for "positive social-emotional skills" and "appropriate use of behavior to meet needs" for the percent of preschool children who were functioning within age expectations by the time they turned 6 years of age or exited the program Our FY21 APR report shows that we did not meet our target as our graduation rate is below the state target and our dropout rate is above the state target

Title I - Part A - Improving Academic Achievement of Disadvantaged 

Strengths

DPS's commitment to the allocation of Title I resources toward instructional personnel, professional learning, instructional supports and resources to support core content instruction and student achievement, alignment of curriculum, and family engagement is key to the district's coherent instructional program.  School leaders are provided training related to appropriate Title I expenditures, record keeping, budget process, and completion of required documents.  The district minimizes set-asides so that the majority of the district's Title I budget and carryover is allocated directly to schools.

Challenges

DPS is a majority minority school systems with a large population of first generation immigrant parents who do not speak English and who have had limited educational experiences.  Additionally, most of the district's students live in poverty.  These factors strain the resources of time, people, and money that are needed to meet the needs of a large population of students who are at great risk of underachieving without strong Tier 1 instruction and effective interventions.

Title I, Part A - Foster Care 

Strengths	Foster care students have access to all instructional programs, services and interventions available to DPS students
Challenges	The mobility of foster care students and the need for increased social/emotional services impact the achievement and well-being of foster care students.

Title I, Part A - Parent and Family Engagement 

Strengths

DPS has employed multiple strategies to increase family and community engagement and continues to do so.  The continued use of dedicated family support personnel such as bilingual staff, counselors, family engagement coordinators, and social workers, the importance placed on community partnerships, and the use of specially designed supports and experiences for students and their families are strengths for the district.  School leaders are provided training related to appropriate Title I expenditures, record keeping, budget process, and completion of required documents related to parent engagement.

Challenges

DPS is a majority minority school systems with a large population of first generation immigrant parents who do not speak English and who come from countries where parent involvement is not expected.  Additionally, most of the district's students live in poverty. It is often difficult for parents/families to be engaged in school activities while tending to the financial needs of their families.

Title I, Part C - Education of Migratory Children - Describe your LEA's strengths and challenges in meeting the unique educational needs of its migratory students, preschoolers, dropouts, and out-of-school youth.  (Responses from an LEA served through the Abraham Baldwin Agricultural College [ABAC] consortium are needed in order to develop consortium services, including those LEAs without currently identified children.  If no migrant children have been enrolled for the past three consecutive years, the LEA should state this to explain why strengths and challenges cannot be identified.)

Strengths

Migratory youth have access to all instructional programs, services, and interventions  available to DPS students.  Migratory youth also have the option to attend summer school when the district offers the opportunity. Benchmark assessments in reading and math are available to assess students who enter the district K-8.  Transcripts are evaluated for high school students when available.  When transcripts are not available, a counselor meets with the family to develop an instructional plan and placement.  District personnel use the MSIX for assistance in locating missing scores.

Challenges

The district migrant population has been greatly reduced over the past 6 years due to the lack of migrant related industries in the city.

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

Strengths

Students in the district's one N and D facility have access to all instructional programs, services, and interventions available to DPS students. This includes interventions and tutoring available at the school attended and summer instructional support initiatives. Title I funds are used to provide student supplies and technology equipment to assist students with the completion of school work and projects.

Challenges

The major challenge at these facilities in the mobility of the students.

Title II, Part A - Supporting Effective Instruction

Strengths

DPS seeks to recruit, select and retain the best possible professional educators to provide leadership and instruction to students and staff. Human resources reviews district and CPI data through locally developed reports and reports provided by the Georgia Professional Standards Commission and the Georgia Department of Education.  Although the district has waived certification, its board and administration have determined that district educators will continue to meet Georgia requirements for in-field professional educator certification except in specific circumstances deemed appropriate and approved by the board of education.  The district also expects any teacher employed under its certification waiver to pursue in-field professional educator certification.  The district allocates funds for professional learning aimed at supporting instruction and student achievement.  The district also supports teachers wishing to add additional endorsements to their certification field areas.

Challenges

In an attempt to keep teachers in the classroom focused on student achievement, many professional learning opportunities have shifted from the school-year to summer work.  This makes it difficult to train everyone since many go on vacation during the summer. DPS is paying the staff a professional learning stipend since they are off contract. DPS is implementing a dual language program in both German and Spanish to provide challenging, world-class education opportunities.  It is difficult to find teachers that have both content and language certification.

Language Instruction for English Learners and Immigrant Students
Describe your LEA's strengths & challenges in educating English Learner & Immigrant students based on trends and patterns in EL subgroup achievement and progress towards English proficiency.

• If the LEA does not receive Title III, Part A funds, describe the strengths and challenges of serving English learners in the LEA through state and local resources (the state funded ESOL Language Program).
• If the LEA receives Title III, Part A funds, describe the strengths and challenges of both the ESOL and Title III, Part A language instruction educational programs 

Strengths

English learners and immigrant students have access to all instructional programs, services, and interventions that are available to DPS students.  Multiple strategies are used to increase the academic achievement of ELs and Immigrant students.  The Newcomer Academy  is available to 6-12th grade student who are new to the country with limited schooling  and is yielding positive results.  For EL students who are new to country with limited schooling in grades K-5,  tutoring services and summer camp are offered. The district retains a highly trained ESOL staff. EL students continue to show growth toward language acquisition as measured by the ACCESS assessment and reported on CCRPI when available.

Challenges

DPS is a majority minority school system with a large population of first generation immigrant parents who do not speak English and who come from countries where there are limited educational experiences available for their children.  Additionally, most of the district's students live in poverty. These two factors have greatly influenced how students are scoring on standardized tests, and particularly, Georgia Milestones. Upon analyzing data, several trends were noticed from the district level.  While ACCESS data showed comprehensive growth, there were less significant gains on the SPEAKING section of the test.  On the Milestone Assessments, EL students showed overall gains in each tested content at the elementary level but those gains did not continue at the middle school level. There were slight gains in Algebra and Biology at the high school level. With these results, DPS believes we need to continue to focus on giving students opportunities such as the CATapult program and summer school where students are able to speak more and have deeper learning of the subjects.

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

Strengths

Homeless students  have access to all instructional programs, services, and interventions  available to DPS students.  An effective process established through the district's centralized Enrollment Center ensures the timely identification of homeless students and their families.  A dedicated Homeless Coordinator then collaborates with homeless families to provided needed resources and to ensure that the students' instructional program is not interrupted.

Challenges

There were 462 identified homeless students in DPS during the 2021-2022 school year - representing about 6% of the district's student population.  The factors of poverty and mobility affect the achievement of homeless students.  Additionally, homeless students are represented significantly in the district's EL and Immigrant populations.  Keeping students in their schools of origin is sometimes a challenge for the district.

Title I, Part A - Equitable Access to Effective Educators 

Strengths

DPS seeks to recruit, select and retain the best possible professional educators to provide leadership and instruction to students and staff. Human resources reviews district and CPI data through locally developed reports and reports provided by the Georgia Professional Standards Commission and the Georgia Department of Education.  Although the district has waived certification, its board and administration have determined that district educators will continue to meet Georgia requirements for in-field professional educator certification except in specific circumstances deemed appropriate and approved by the board of education.  The district also expects any teacher employed under its certification waiver to pursue in-field professional educator certification.

Challenges

There are challenges in finding qualified/quality in some critical needs areas.

Title IV, Part A - Student Support and Academic Enrichment 

 

Strengths

Supporting the social and emotional health of students is paramount for gaining increased student achievement and maintaining the safety of individual students and our school sites.  Title IV funds have been used to extend our Student Assistance Program to elementary students. The district is committed to identifying and providing instructional and technical resources needed to support rigorous instruction,  well-rounded educational opportunities and effective implementation of the use of technology.  Title IV funds have been used to:   support professional learning in the area of technology and digital literacy,  offset the costs of AP and IB exams for students who are economically disadvantaged, and support training and materials for implementing a student-centered coaching model.

Challenges

Dalton Public Schools has a very diverse population with intense poverty.  There are many needs and it is sometimes difficult to decide which needs should be prioritized as "the most important" at any given time when submitting federal needs and budgets.  Also, the constraints of supplanting can make it difficult to extend good activities and interventions.

Title V, Part B - Rural Education

Strengths	N/A
Challenges	N/A

 

 

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	Improve student mastery of standards
How severe is the need?	High
Is the need trending better or worse over time?	Better
Can Root Causes be Identified?	Yes
Priority Order	1
Additional Considerations

Overarching Need #2 

Overarching Need	Consistently engage students in work with high levels of cognitive demand
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

Overarching Need # 3

 

Overarching Need	Improve professional support infrastructure
How severe is the need?	High
Is the need trending better or worse over time?	Better
Can Root Causes be Identified?	Yes
Priority Order	3
Additional Considerations

Overarching Need # 4

 

Overarching Need	Improve student social and emotional learning competencies
How severe is the need?	High
Is the need trending better or worse over time?	Worse
Can Root Causes be Identified?	Yes
Priority Order	4
Additional Considerations

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 - Improve student mastery of standards 

Root Cause #1 

Root Causes to be Addressed	The ability of students to attain grade level proficiency or one year of growth is hindered by the factors of poverty and second language.
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 I, Part D - Programs for Neglected or Delinquent 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 - Consistently engage students in work with high levels of cognitive demand 

Root Cause #1 

 

Root Causes to be Addressed	Our teachers do not consistently implement evidence based, rigorous instruction for all students
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 I, Part D - Programs for Neglected or Delinquent 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 - Improve professional support infrastructure

Root Cause #1 

 

Root Causes to be Addressed	Teachers are not effectively differentiating instruction
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 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
Additional Responses

Overarching Need - Improve student social and emotional learning competencies 

Root Cause #1

 

Root Causes to be Addressed	Families of poverty do not seek outside wrap-around services to help improve the social and emotional learning competencies of students
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 I, Part D - Programs for Neglected or Delinquent 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 Others: Title IV-B
Additional Responses

District: Dalton Public Schools
Team Lead: Laura ORr
Federal Funding Options to be Employed (SWP Schools) in this Plan (Select all that apply): Traditional funding (all Federal funds budgeted separately) 

Transferability of Funds (ESSA Sec. 5103). If applicable, check the box and list the program(s) where funds are being transferred. Refer to the Federal Programs Handbook for additional information and requirements. 

Transfer Title II, Part A to: NO FUNDS TRANSFERRED 
Cumulative Percentage of Allocation to be Transferred to the Selected Grant(s): NA 

Transfer Title IV, Part A to: NO FUNDS TRANFERRED 
Cumulative Percentage of Allocation to be Transferred to the Selected Grant(s): NA 

Factor(s) Used by District to Identify Students in Poverty (select all that apply)
√	Free/Reduced meal application
√	Community Eligibility Program (CEP) - Direct Certification ONLY
	Other (if selected, please describe below)

 

Do you need a waiver? Yes

Flex Waiver #1 - LocalProgrammaticWaiver 

A. A waiver is requested of an ESSA statutory or regulatory requirement applicable to the following program(s). (Please select all that apply):
√	Title I, Part A
	Title I, Part C
	Title I, Part D
	Title II, Part A
	Title IV, Part A

 

B. Define the specific statutory regulatory requirement to be waived.

Minimum poverty percentage to qualify as a Schoolwide Title I program

 

C. If waived, what will be done that is different from what is currently required under the statute or regulation cited?Note: The LEA response must include a statement/evidence that the underlying purposes of the statutory requirements will continue to be met.

We have four schoolwide Title I schools that fall below the 35% threshold based on the October 2021 poverty calculations using direct cert and the multiplier.  Due to the pandemic and the government assistance for all students to eat free in schools, our families did not return F/R lunch applications in the fall of 2021 as they do in a typical year.  We believe we will return to the true and realistic poverty numbers when the FY23 October FTE count is completed based on the number of forms that have been returned this year.

 

D. What are the overall expected results or the measurable educational goals that will be achieved through application of this waiver? (Please include both districtwide and/or local school level results or measurable goals)

We believe it is imperative to continue to support these four schools with schoolwide programs so that the following goals can be met: Increase the percentage, by 6%, of students scoring at proficient or above in the core content areas as measured by Georgia Milestones End of Grade and End of Course assessments. Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of Education

 

 

E. How was public notice made regarding this waiver? (Please select all that apply)
√	LEA Website
	LEA/School Newspaper
	Newspaper
	Other (please specify)

 

Please provide any comments received as a result of the public notice here.

The district received no comments during the public notice posting period.

Overarching Need 

Overarching Need as identified in CNA Section 3.2	Improve student mastery of standards
Is Need #1 also an Equity Gap?	Yes
Root Cause #1	The ability of students to attain grade level proficiency or one year of growth is hindered by the factors of poverty and second language
Goal	Increase the percentage, by 6% of students scoring at proficient or above in the core content areas as measured by Georgia Milestones End of Grade and End of Course assessments.

Equity Gap

Equity Gap

Student achievement identify subgroups, grade level span and content area(s)

 

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 NA
Subgroup(s)	Economically Disadvantaged Race/Ethnicity/Minority
Equity interventions	EI-1 Provide targeted teacher development on content, pedagogy and s student supports and interventions

Action Step #1 

Action Step	Review curriculum documents and deconstruct the standards to ensure alignment with the cognitive demands of standards to build teacher efficacy and raise the level of rigor and student achievement
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A IDEA
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning Environment
Method for MonitoringImplementation	Benchmarks, formative, summative and state standardized assessments Development of course content in learning management system; Teacher sign in sheets for curriculum work sessions
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections
Position/Role Responsible	Federal Program mDirectors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale

Timeline for Implementation: Quarterly
Does this action step support the selected equity intervention? Yes 

Action Step #1 

 

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

The district partners with Northwest GA RESA to assist with alignment of standards and curriculum.  The district is currently involved in grants that include the following partners:  Family Support Council, Whitfield County Health Department, Headstart Family Resource Agency, Dalton State College, Georgia Northwestern Technical College, Georgia State University, North Georgia Regional Library, Creative Arts Guild, Georgia Public Broadcasting

Action Step #2 

Action Step	Provide ongoing embedded instructional coaching and professional learning support for teachers to strengthen Tier 1 instruction
Funding Sources	Title I, Part A Title I, Part A SIG Title III, Part A Title IV, Part A
Sub Groups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities
Systems	Coherent Instruction Professional Capacity Supportive Learning Environment
Method for Monitoring implementation	Review professional learning agenda/materials and coaching plans/schedules, observations of coaching and professional learning, instructional walkthroughs for fidelity of implementation of instructional frameworks and use of strategies for improving instruction
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections, instructional walkthroughs for fidelity of implementation of instructional frameworks and use of strategies for improving instruction
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Quarterly

Does this action step support the selected equity intervention? Yes 

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

The district partners with Northwest GA RESA, Dalton State College, Georgia Northwestern Technical College, Georgia State University and the Georgia Department of Education to assist in preparing coaches and identifying/providing quality professional learning experiences for teachers.

Action Step #3 

Action Step	Identify and provide instructional frameworks and resources, including technology, needed to support engaging all students in work that will raise the level of student mastery of standards
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title II, Part A  Title III, Part A Title IV, Part A IDEA  McKinney-Vento  Perkins
Sub Groups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership  Professional Capacity Supportive Learning Environment
Method for Monitoring implementation	Benchmarks, formative, summative and state standardized assessments Development of course content in learning management system and use by students Student participation in academic supports Student use of district devices for instruction
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections. technology and software usage data
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Quarterly

Does this action step support the selected equity intervention? No

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

The district partners with Northwest GA RESA to assist in identifying and providing instructional frameworks and resources, including technology, needed to support engaging all students in work that will raise the level of student mastery of standards.  The district is currently involved in  grants that include the following partners:  Family Support Council, Whitfield County Health Department, Headstart Family Resource Agency, Women's Enrichment Center, Dalton State College, Georgia Northwestern Technical College, Georgia State University, North Georgia Regional Library,  Creative Arts Guild, Georgia Public Broadcasting

Action Step #4 

 

Action Step	IBuild the capacity of staff, through MTSS, to identify and implement effective and consistent instructional intervention strategies
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title II, Part A  Title III, Part A IDEA  McKinney-Vento  Perkins
Sub Groups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership  Professional Capacity Family and Community Engagement  Supportive Learning Environment
Method for Monitoring implementation	Benchmarks, formative, summative and state standardized assessments Development of course content in learning management system and use by students Student participation in academic supports Student use of district devices for instruction;   Sign in sheets for MTSS training and district work
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections.
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Quarterly

Does this action step support the selected equity intervention? Yes 

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

The district partners with Georgia State University to implement Reading Recovery and Success Start in Kindergarten.  Additionally, partnerships with RESA and the Georgia Department of Education help to build the capacity of staff, through MTSS, to identify and implement effective and consistent instructional intervention strategies.

Action Step #5

Action Step	Build parent capacity to analyze effectively standards based report cards
Funding Sources	Title I, Part A Title III, Part A IDEA
Sub Groups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities
Systems	Coherent Instruction Family and Community Engagement  Supportive Learning Environment
Method for Monitoring implementation	Meeting plans and notes, agendas and sign in sheets, observations of meetings, feedback from staff and parents
Method for Monitoring Effectiveness	Analyze evidence of activities designed to build capacity, analyze staff and parent feedback
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	NA
Timeline for Implementation	Quarterly

 

Does this action step support the selected equity intervention? No

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

N/A

Action Step #6 

Action Step	Employ and use Parent Engagement Coordinators to facilitate increasing the active participation, communication, and collaboration between parents, teachers, schools, and the community and to provide two generational classes for preschool students and their parents to provide early learning experiences
Funding Sources	Title I, Part A
Sub Groups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement  Supportive Learning Environment
Method for Monitoring implementation	Review of plans for parent activities, observations of parent activities, agendas and sign in sheets, surveys and informal feedback, PK readiness data
Method for Monitoring Effectiveness	Analyze survey and feedback results, Analyze PK readiness data, analyze participation numbers for parent activities
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Quarterly

Does this action step support the selected equity intervention? No 

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

The district partners with Northwest GA RESA and the Georgia Department of Education to assist with increasing the active participation, communication, and collaboration between parents, teachers, schools, and the community and to provide three generational classes for preschool students and their parents to provide early learning experiences .  The district is currently involved in grants that include the following partners:  Family Support Council, Whitfield County Health Department, Headstart Family Resource Agency, Women's Enrichment Center, Dalton State College, Georgia Northwestern Technical College, Georgia State University, North Georgia Regional Library,  Creative Arts Guild, Georgia Public Broadcasting

 

 

3.2 Overarching Need #2 

Overarching Need 

Overarching Need as identified in CNA Section 3.2	Consistently engage students in work with high levels of cognitive demand
Is Need #1 also an equity gap	Yes
Root Cause #1	Our teachers do not consistently implement evidence-based, rigorous instruction for all students
Goal	Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of Education

 

Equity Gap

Equity Gap

Graduation Rate (4-year cohort)

Action Step #1 

Action Step	Provide ongoing embedded instructional coaching and professional learning support for teachers to strengthen Tier 1 instruction
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A Title III, Part A Title IV, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning  Environment
Method for MonitoringImplementation	Review professional learning and coaching plans/schedules, observations
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Moderate

Timeline for Implementation: Quarterly 

Does this action step support the selected equity intervention? Yes 

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

The district partners with Northwest GA RESA to assist in the preparation of instructional coaches.

Action Step #2 

Action Step	Identify and provide instructional frameworks and resources, including technology, needed to support engaging all students in work with high levels of cognitive demand
Funding Sources	Title I, Part A Title II, Part A Title III, Part A Title IV, Part A IDEA  Perkins
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning  Environment
Method for Monitoring Implementation	Benchmarks, formative, summative and state standardized assessments Development of course content in learning management system and use by students Student participation in academic supports Student use of district devices for instruction
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections, technology and software usage data
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale

Timeline for Implementation: Monthly
Does this action step support the selected equity intervention? No 

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

The district partners with Northwest GA RESA to assist with training related to rigor and depth of knowledge.  Community partners that assist in fostering innovative and creative thinking and work with DPS students include:  Shaw Industries, Junior Achievement, InventureIT technology company, Bright Spark

Action Step #3 

Action Step	Conduct professional learning in rigor, academic language, depth of knowledge
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A Title III, Part A Title IV, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning  Environment
Method for MonitoringImplementation	Benchmarks, formative, summative and state standardized assessments Development of course content in learning management system and use by students Student participation in academic supports Student use of district devices for instruction
Method for Monitoring Effectiveness	District and school leaders will analyze benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS) will be used to assist in collecting, organizing and analyzing data. Additionally, district and school leaders will capture MTSS data, student work (presentations, portfolios), qualitative teacher reflections.
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale

Timeline for Implementation: Quarterly
Does this action step support the selected equity intervention? Yes 

 

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

Northwest Georgia RESA

Overarching Need 

Overarching Need as identified in CNA Section 3.2	Improve professional support infrastructure
Is Need #1 also an Equity Gap?	No
Root Cause #1	Teachers are not effectively differentiating instruction
Goal	Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of Education

 

Action Step #1 

Action Step	Help teachers increase their professional capacity by adding additional fields to increase their versatility within the system
Funding Sources	Title II, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity
Method for MonitoringImplementation	Review PQ information in the GaPSC portal and district collected certification information
Method for Monitoring Effectiveness	Analyze data relative to # of out-of-field teachers
Position/Role Responsible	Title II, Part A Coordinator
Evidence Based Indicator	NA

Timeline for Implementation: Monthly
Does this action step support the selected equity intervention: Yes

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

The district partners with Northwest GA RESA to assist with certification endorsements

Action Step #2 

Action Step	Provide ongoing embedded instructional coaching and professional learning supports for teachers
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A Title III, Part A Title IV, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning Environment
Method for MonitoringImplementation	Review of coaching plans and professional learning plans/schedules, observations, monthly meetings with district coaches
Method for Monitoring Effectiveness	Analyze feedback from teachers, review coaching notes, analyze student achievement data, review qualitative teacher reflections
Position/Role Responsible	Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale

Timeline for Implementation: Quarterly
Does this action step support the selected equity intervention? Yes

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

The district partners with Northwest GA RESA to help prepare and assist instructional coaches.

Action Step #3 

Action Step	Recruit and retain highly qualified staff, particularly in hard to staff areas
Funding Sources	Title II, Part A
Subgroups	N/A
Systems	Coherent Instruction Professional Capacity
Method for MonitoringImplementation	Review PQ information in the GaPSC and GA SLDS portals and district collected certification and retention information
Method for Monitoring Effectiveness	Analyze data relative to # of out of field teachers and retention of staff
Position/Role Responsible	Title II, Part A Coordinator
Evidence Based Indicator	Strong

Timeline for Implementation: Monthly
Does this action step support the selected equity intervention? Yes 

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

The district partners with Dalton State University to support teacher candidate preparation and recruitment.

 

 

Overarching Need 

Overarching Need as identified in CNA Section 3.2	Improve student social and emotional learning competencies
Is Need #1 also an Equity Gap?	No
Root Cause #1	Families of poverty do not seek outside wrap-around services to help improve the social and emotional learning competencies of students
Goal	Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of Education

Action Step #1 

Action Step	Continue the implementation of the Student Assistance Program to foster safe, healthy, supportive and drug-free environments for students that supports academic achievement and promotes the involvement of parents
Funding Sources	Title IV, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities
Systems	Coherent Instruction Family and Community Engagement Supportive Learning Environment
Method for MonitoringImplementation	Review student assistance program data
Method for Monitoring Effectiveness	Analyze the student assistance program data including participation numbers, district discipline data
Position/Role Responsible	Chief Human Resources Officer, Federal Program Directors and Coordinators
Evidence Based Indicator	Demonstrate a Rationale

Timeline for Implementation: Monthly
Does this action step support the selected equity intervention? Yes 

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

The district partners with Hamilton Medical Center

 

Required Questions

Coordination of Activities 

 

Describe how the LEA ensures ongoing and continuous coordination of services, supports, agency/community partnerships, and transition services for children served across its federal programs (Title I, Part A; Title I, Part A Children in Foster Care; Title I, Part A Family School Partnerships; Title I, Part C; Title II, Part A; Title III, Part A; Title IV, Part A; Title IV, Part B).

Dalton Public Schools partners with community members, partners, and organizations on a regular basis.  In considering the required categories of stakeholder membership and the recommended team members, a diverse group of stakeholders is represented.  Central office administrators worked with school level administrators, family engagement coordinators, and coordinators to analyze stakeholder groups and recruit stakeholders from a variety of perspectives to ensure an inclusive group. In August, 2018, the district held two community meetings to gain input and feedback for the development of the district's five year strategic plan and need assessment.  The plan is in place through 2024.  Our CNA/DIP is closely aligned with the strategic plan so that the work of the district is seamless.   After these meetings, the district disseminated a survey via our website and social media to gain additional input about the district's strengths, changes, and challenges as observed by stakeholders. During the 2018 - 2019 year, the Superintendent held  focus group breakfasts with staff and students where participants discussed needs in the district.  In April, 2019, the district's five year Strategic Plan outlining the district's needs and goals was reviewed by the board in their monthly worksession and put on the website and social media for comment.  Public meetings were also held by family engagement coordinators to specifically reach diverse community members and families such as migrant, and EL, as well as a variety of age groups such as early childhood.  Interpreters were provided at the meetings to create a welcoming environment for all due to our high Hispanic demographics.  The CNA plan was put out for public comment/feedback via the district's website and Facebook page.  The district's federal documents are available on the district website and open for feedback/comments at any time.  The CNA is reviewed by stakeholders every year. The district seeks input from many stakeholders through formal and informal settings, including district cross-functional team meetings, board of education meetings through public interaction and comment, private school participation meetings, P-20 Regional Collaboratives, RESA meetings with various job-alike or program specific meetings, public feedback sessions, non-profit agency administrators and volunteers that partner with the district. As part of the planning process, a budget retreat is held in March, with Local Board members, district and school level administrators.  During this session the superintendent facilitates an analysis and review of student academic data relative to the District Improvement Plan to determine if programs, personnel, and activities are being effective and to ensure coordination of services to the best extent practical.

Serving Low Income and Minority Children

Describe how the district will ensure that low-income and minority children enrolled in Title I schools and/or programs are not served at disproportionate rates by: 1. ineffective teachers 2. out-of-field teachers 3. inexperienced teachers  (Please specifically address all three variables)

All Dalton Public Schools are Title I schools with high levels of minority and economically disadvantaged students. For inexperienced teachers:  Principals, with support from human resources and district directors, seek to recruit, select and retain the most effective professional educators to provide instruction to students. Human resources reviews district and CPI data through locally developed reports and reports provided by the Georgia Professional Standards Commission and the Georgia Department of Education.  The district provides support for teaching candidates attending Dalton State University, partnering to have new teachers "Dalton Ready" upon graduation.   For out-of-field teachers:  All teachers hired under a provisional certificate will be expected to work towards and meet requirements to obtain their Georgia Professional Standards Commission professional teaching certificate. Each teacher using SWSS PQs waiver of certification must have an established Remediation Plan in which they will determine a timeline with their school administrator and Human Resources as to when they must meet all requirements to be eligible to apply for a professional teaching certificate. For ineffective teachers:  Human resources partners with school administrators to address ineffective teachers, plans for improvement, or termination if deemed appropriate.

 
Professional Growth Systems 

 

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

DPS staff continuously assesses the professional development needs of leaders and teachers to build capacity to ensure professional growth and instructional improvement. Our district is offering PL that supports the building of capacity in each of these areas. 1.    Learning Communities - All DPS principals have completed professional learning related to PLCs and PLCs are collaborating at each school to identify needs and guide professional learning that is specific to schools, grade levels, classrooms, and demographic and ethnic student groups.  The district models the use of learning communities through the use of district teams for Design, Literacy, Math,  Evidence and Assessment, Administrative, and Design Resources. 2.    Resources - DPS district and school leaders engage in a collaborative budget process. 3.    Learning Designs -  There are two areas of emphasis the district feels most impact student learning:  1)  the providing of quality and engaging work for students and 2) the providing of sustained, ongoing, and job-embedded professional learning for leaders and teachers. 4.    Outcomes - A Deputy Superintendent for Data Analysis supports the district and schools in preparing and analyzing data.  DPS is also in partnership with NWGARESA in providing leaders with ongoing professional learning related to the use of data in the RESA warehouse. 5.    Leadership - Leaders and potential leaders are developed and inducted into the district's mission, vision, and beliefs in multiple ways:  Principals involvement in the RESA Principal's Center; District Administrative Team; District participation in Leadership Dalton. DPS partners extensively with Northwest Georgia RESA where teacher and leader capacity is built through PL. 6.    Data - Through the CNA process and evaluation of other measures/evidence of learning, the district identifies teacher and leader needs that inform PL strategies. 7.    Implementation - The district also believes that job embedded coaching is a key PL component through which teachers learn to reflect on the effectiveness of their teaching.  Research reveals that ongoing teacher training is the critical factor in making a difference in student learning. The coaching process allows for the ongoing support of new and veteran teachers and leaders as they apply PL learning. The use of district collaborative teams and PLCs where members analyze the challenges of the district and generate solutions further informs the direction of PL in the district.

PQ - Intent to Waive Certification 

 

For the current fiscal year, using the flexibility granted under Georgia charter law(OCGA20-2-2065) or State Board Rule - Strategic Waivers (160-5-1-.33), does the district intend to waive teacher certification? [ESSA Sec. 1112(e)(1)(B)(ii)]

Yes

Required Questions

PQ - Waiver Recipients 

If the LEA waives certification, specify whether or not, in the current fiscal year, certification is waived:  1. For all teachers (except Special Education service areas in alignment with the student's IEP), or  2. for a select group of teachers. If waived for a select group of teachers, the response must address content fields and grade level bands (P-5, 4-8, 6-12, P-12).  [All educators must hold a GaPSC issued Clearance Certificate.] [O.C.G.A. 20-2-211.1, 1112(e)(1)(B)(ii)]

i. for all teachers (except Special Education for service or content)

PQ - Minimum Qualification 

 

If the district waives certification, state the minimum professional qualifications required for employment of teachers for whom certification is waived (example: Bachelor's Degree, Content Assessment, Coursework, Field Experience etc.). If no requirements exist beyond a Clearance Certificate, please explicitly state so. [Sec. 1112(e)(1)(B)(ii)]

DPS is not waiving certification for special education teachers for service or for content. Due to the current teacher shortage across the United States as well as in the state of Georgia, Dalton Public Schools is taking an individualized approach in determining the minimum qualifications required for employment of teachers for whom certification is waived. Minimum professional qualifications for teachers for whom certification is waived are:  Bachelor's Degree in any field; meeting GPSC certification requirements thru TAPP or an approved program The district may also consider any combination of coursework and/or fieldwork/experience in the content area to be taught that demonstrates sufficient knowledge and capacity to be effective at the start of employment.  A Content assessment may be required within one year of employment.

 
State and Federally Identified Schools 

Describe the actions the district will implement for its state and/or federally identified schools (CSI/TSI) needing support. Include a statement of (1) whether or not the LEA currently has identified schools needing support and (2) how the district will support current or future identified schools through prioritization of funds.

Dalton Public Schools did have Morris Innovative High School (MIHS) identified as a CSI school for the 2020-2021 school year.  Morris Innovative closed at the end of the 2021 school year.  The funds allocated for MIHS were dispersed to The Dalton Academy and Dalton High School based on the enrollment from MIHS to each of the high schools.  The allocation of funds was prioritized based on data and the recommendation of the administrative teams of each high school to ensure that the students from MIHS were supported.  Dalton Public Schools does not have any federally identified schools on the CSI/TSI list.  Should DPS have any schools identified in the future, the same process would apply and the school would have funds prioritized based on the needs of the student and staff population.

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

Dalton Public Schools supports 20 separate career pathways as well as a robust Work Based Learning program. We begin many of those pathways in our middle school grades with exposure to marketing, engineering, computer science, broadcast journalism, healthcare, fine arts (drama, visual arts & band) and foreign language (Latin, Spanish, German and French).   Our two high schools offer pathways in: Culinary Arts Early Childhood Education Engineering Drafting and Design Engineering and Technology Fine Arts Gaming and Computer Science Graphic Design Health Science Information Technology Law, Public Safety, Corrections & Security Marketing Army JROTC Work Based Learning World Languages Entrepreneurship & Leadership Sports Medicine Sports & Entertainment Marketing Audio Video Technology & Film Teaching as a Profession DPS works to insure both quality and authenticity in our CTAE programming.  Our CTAE director and coordinators work directly with our post-secondary partners (Dalton State College and Georgia Northwestern Technical College) and local industry representatives as well as the Chamber of Commerce to make sure our graduates leave our district ready to succeed in whatever next step they choose.  The CTAE Strategic Planning team focuses on auditing current pathway offerings for both quality and enrollment/attrition rates as well as planning for the next 5-7 years in terms of new offerings and the sun retirement of pathways that may not meet the needs of students in current and future job markets. DPS has students enrolled in traditional Work Based Learning. Our elementary counselors have developed a bank of Career Lesson Plans that they use for instruction for our kindergarten through fifth grades.  Over the 6 grades, they cover all 17 of the national pathways.  Our 5th graders create a career project and portfolio.  They also participate in a district wide Career experience where DPS partners with the United Way and Dalton State College to provide our 5th grade students with the opportunity to meet with representatives from a huge range of professions across the pathways.

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 district believes that, if students are provided with quality and engaging work, they will do the work and be less likely to misbehave. The district has supports in place to reduce the overuse of discipline practices that remove students from the classroom.  These supports include:  1.    A fulltime district BCBA behavior specialist is employed to work with teachers and students.  The specialist has certification in administering a functional behavior assessment. 2.    A student assistance program available to PK - 12 students to assist with emotional and mental health concerns, substance abuse and, eventually, mental health issues.  Additionally, students who participate in extracurricular activities will participate in random drug testing with the goal of early intervention and supports rather than automatic punitive actions. 3.    The Dalton Alternative Education Program is available to students in grades 6 - 12 who have participated in a tribunal and been suspended from their home school.  The program is staffed with certified teachers and uses an online learning platform.  Students are earning credits at a good rate and, overall, the expulsion rate from the program is minimal. 4.    The district employees certified counselors in every school and 7 social workers are available to serve students and their families. 5.    The district uses software programs (Drop Out Detective and Otis Ed) to monitor students and help identify potential academic issues and failures that can ultimately lead to discipline issues. 6.    Our district's BCBA Behavior Specialist and district ESS staff will review data reports monthly to inform ISS and OSS events for SWDs. Results will be analyzed to determine which students need increased support. Collaboration with school administrators and teachers will be sought to develop a plan to decrease ISS/OSS events. 7. Special Education students at grades 6, 7, and 8 have specially designed instruction through intensive, moderate, or transitioning models.  The initiative couples specially designed instruction with professional learning for teachers.

Required Questions

Middle and High School Transition Plan 

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; andincreased student access to early college high school or dual or concurrent enrollment opportunities or career counseling to identify student interests and skills.

Dalton Public Schools has spent the last several years focused on efforts to smooth out the transitions from middle to high school and high school to postsecondary education.  Some of our key strategies have been: Creating half day freshman orientation just prior to the first day of school where freshmen spend time learning the school, how to use the learning management system, information about graduation, etc Our Early High School initiative allows many 8th graders the opportunity to access high school courses in their 8th grade year, making dual enrollment, IB and AP courses and Work Based Learning easier to access when they are in 11th and 12th grade The district partners with Dalton State College, Georgia Northwestern Technical College and local industry and service sectors to discuss issues around readiness, dual enrollment, and trends in our local industries. DPS offers pathways in 14 of the 17 nationally recognized pathway clusters DPS offers CTAE programming in 6, 7, and 8th grades. DPS Counselors grades PK - 12 meet throughout the school year to discuss common career counseling plans, college readiness advisement, specific transition events (ie, transition parent nights for rising 6th graders, CTAE pathway tours for rising 9th graders)

 

Preschool Transition Plan 

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

Little Cats is a district initiative to assist parents in working with their preschool age (3 and 4 year olds) on basic literacy skills to be ready to transition into PreK and Kindergarten programs.  Children and their parents attend Little Cats classes together to build both child and parent capacity to successfully transition to the school setting and increase the probability of school success in the very earliest grades. The district coordinates and integrates parental engagement programs and activities with other programs (e.g. Head Start, Reading First) including other activities that encourages and supports parents to increased participation.  Parental involvement programs for Title I, EIP, ESS, Bright from the Start, Migrant, Homeless, Reading Recovery, and core content initiatives, are all integrated.  Programs plan together, provide services together, and evaluate program effectiveness together.  A Dalton Public Schools representative serves on the Community Collaborative Team.  The team consists of representatives from community agencies who provide services for community families.  Their main goal is to collaborate and coordinate services so that these are received seamlessly by families. Sharing is Caring Christmas initiative is an example of the district's  coordinated efforts in the community. Dalton Public Schools (DPS) has three Inclusion PreK classrooms. This provides an extra level of support to PreK students with disabilities. DPS continues to serve 3-4 year olds in community preschools, community Head Starts, community Pre-Ks, and a school based inclusion Head Start class. DPS is exploring ways to increase early literacy and numeracy in the community, including children with disabilities. Dalton Public Schools hosts four BFTS Summer Transition classrooms.  Three classes are Dual Language Rising PreK, to support the high percentage of English Language Learner students in the district.  Three classes are designed for rising K students who have not had PK experiences .  All summer programs are intended to support our students and families who are most at-risk.

Title I, Part A - Targeted Assisted School Description 

If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children most in need of services in Title I targeted assistance schools.  The description must include the multi-criteria selection to be used to identify the students to be served.

There are no Title I targeted assistance schools in Dalton Public Schools.

Title I, Part A - Instructional Programs 

Provide a general description of the instructional program in the following: Title I schoolwide schools;Targeted Assistance Schools; andschools for children living in local institutions for neglected or delinquent children.

All schools in Dalton Public Schools are Title I School-wide programs and all have a major focus on core content instruction and student achievement.  Here are instructional initiatives to be used to address the overarching need to raise student achievement:  At elementary and middle, there are major initiatives being implemented including Balanced Literacy and a math framework modeled around the New Zealand math model (NZ Math) and Number Talks with Sherry Parrish. Instructional coaches work in every school to support teachers in teaching at-risk students. Ongoing professional learning is provided for these specialized teachers so that the integrity of our instructional frameworks is maintained and new ways of thinking about instruction are consistently sought after and explored.  New teachers receive a 40 hour training course during their first year of implementation. Some schools have STEM labs and all schools are beginning to use STEM instructional activities to boost core content instruction.  One elementary school is STEM certified. All teachers rely heavily on the Georgia standards to plan instruction in all content areas. Unpacking, deconstructing and understanding the rigor of standards, academic language, literacy, math, science, and social studies content and pedagogy, and  the use of technology to support instruction are focus areas for professional learning. Additionally, teachers work in  PLC/design teams and imbed design qualities when designing work for students, especially around the hardest to teach/hardest to learn content standards. Inside the tiered support for ELs (resource/pull-out,  push-in/inclusion, language academy, sheltered instruction, Newcomer's Academy etc.), research-based frameworks are used for instruction such as: SIOP, Working on the Work Framework. A Newcomer's Academy program is available to serve older immigrant students (grades 6-12) who are new to the country and arrive in our district with little to no formalized educational experiences. The Digital Academy is available for 9th through 12th grade students who have desire a virtual learning experience.  Credit recovery is available onsite at both high schools.  A transition specialist focuses on 11th/12th graders and their  preparation/transition to post-secondary endeavors. Dalton High School continues to offer a very robust schedule of classes including open access to  AP courses.  DHS also offers the International Baccalaureate certificate.  The Dalton Academy offers the AP Capstone diploma and the 3DE interdisciplinary experience the Junior Achievement.  Technology is viewed as an instructional tool rather than a stand alone course in Dalton Public Schools.  Students in grades PK - 12 have 1:1 technology devices provided for them.  Canvas, a learning management platform, is becoming increasingly integrated into content instruction across the district.  A district goal is to provide as much access to 24/7 learning as possible.  Parents can also monitor student assignments and grades thru Canvas. There is one facility, Oakhaven, that provide residential services for Neglected and Delinquent children in our district zone.  The program does not provide primary educational services for children housed at their facility. Students attend Dalton Public Schools and participate as appropriate in all available programs and initiatives.   There are no targeted assistance schools in Dalton Public Schools.

 

Required Questions

Title I, Part C - Migrant Instate and Interstate Coordination 

Describe how the district (Direct Funded and Consortium) will promote interstate and intrastate coordination of services and educational continuity through:the use of the Title I, Part C Occupational Survey during new student registration and back to school registration for all students;the timely transfer of pertinent school records, including information on health, when children move from one school to another; andhow the district will use the Migrant Student Information Exchange (MSIX).

Personnel in the district's central enrollment center distribute the Occupational Surveys in multiple languages to all new students and to each student returning to school at the beginning of each school year.  The forms are collected and reviewed by a Director of School Support.  The Director of School Support will contact the district's Migrant Coordinator who will review the forms to identify any potential migrant eligible students/families. To ensure educational and health records for Dalton Public migrant students are transferred from district to district and/or state to state, our district will follow our traditional records transfer procedures and the migrant staff will provide support to the clerks/registrars as needed.  Additionally, the migrant staff or enrollment staff will access the Migrant Student Information Exchange (MSIX) to review available information for migrant children and youth. Dalton Public Schools enrollment staff will be trained on the use of MSIX by accessing https://www.gadoe.org/School-Improvement/Federal-Programs/Pages/GaME P-MSIX.aspx  MSIX will be accessed when a review of existing records shows gaps or missing information.  Data found in MSIX will be used to help determine services from MEP program (to include health, academic and home). Within 48 hours of the confirmation of a newly identified migrant participant, the SSP will access MSIX to locate any accessible information for the participant (preschool, K-12 enrolled and OSY/DO).  For these new participants, any information collected from MSIX will be reviewed, placed in the student files maintained by the SSP, and shared with school personnel for course/grade placement or service delivery decision making. During normal collaboration meetings with the migrant SSP in the district, the staff will notify the MEP Contact that records have been requested and MSIX has been accessed. The MEP Contact or designee will monitor records transfer procedures.

Title I, Part C - Migrant Supplemental Support Services 

1. Describe how the district will ensure the local delivery of academic instructional support services to its unenrolled migratory preschool children, dropouts, and out-of-school youth during both the school year and summer periods. (A consortium member LEA should describe how it facilitates collaboration with ABAC consortium staff to ensure that these vulnerable populations receive appropriate instructional support services.) 2. Describe how the district will ensure the local delivery of non-academic support services, i.e., health services, nutrition programs, and social services to migrant families, preschool children, dropouts, and out-of-school youth during both the school year and summer periods.  (A consortium member LEA should describe how it facilitates collaboration with ABAC consortium staff to ensure that these vulnerable populations receive appropriate non-academic support services.)

Dalton Public Schools uses the Occupational Survey form, and works with the GADOE team to identify migrant students, including migratory preschool children, out-of-school youth and drop-outs and their families.  The district Migrant coordinator works to work coordinate services as needed including  developing a plan with families, assessing and intervening in situations of difficulty and creating a bridge between the family, school, and community resources related to other education, health, nutrition, and social services.  Dalton Public Schools has 16 Bright from the Start PK classes and migrant students have the opportunity to attend these classes. An Inclusion PreK class is offered which includes migrant preschool students when applicable. This provides an extra level of support to PreK students with disabilities. DPS continues to serve 3-4 year olds in community preschools, community Head Start programs, community Pre-Ks, and a DPS school-based inclusion Head Start class. Little Cats is a district initiative to assist parents in working with their preschool age (3 and 4 year olds) on basic literacy skills to be ready to transition into PreK and Kindergarten programs. Little Cats includes services to migrant preschool children. Children and their parents attend Little Cats classes together to build both child and parent capacity to successfully transition to the school setting and increase the probability of school success in the very earliest grades. When Dalton Public Schools receives notification an out of school youth, the district collaborates with the GADOE staff to plan for service based on the OSY's needs, what is available in the immediate community or resources outside of the community are considered when applicable such as  the GED program at ABAC.

 

Required Questions

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. What specific post-secondary outcome activities (school completion, school age transition, and post-secondary transition) are you implementing in your LEA to improve graduation rates? Include:Description of your district’s proceduresSpecific professional learning activitiesPlan to monitor implementation with fidelity

Our FY21 APR report shows that we did not meet our target as our graduation rate is below the state target and our dropout rate is above the state target. To increase our graduation rate and decrease our dropout rate, we have increased the number of in-field content and special education certified teachers in our middle and high schools. Our high school master schedule has been adjusted to provide common planning for co-teaching teams where possible, while limiting the number of different content courses our special education teachers cover each day to support their content knowledge. Separate class model services will be provided in all high school content areas. Our new separate class model teachers will participate in a brief instructional techniques professional learning opportunity with our secondary Special Education Learning Specialist. Principals and teachers have requested instructional resources to support their specially designed classroom needs, and these are being provided. We will continue a small group reading Leveled Literacy Intervention (LLI) in alternate education at Dalton High School. We have seen growth in Lexile scores for our participating students in past years. High school ESS case managers at The Dalton Academy have daily Flexible Learning Time allocated to additional intervention for students with disabilities. The teachers maintain a log to document their interventions. Additional special education support is provided to student with disabilities during summer school for credit completion. At Hammond Creek Middle School, LLI is implemented in intensive literacy separate classes as well as select inclusion classes. At the middle school level, students with significant deficits in reading will receive specially-designed instruction in separate class segments. The teachers in these classrooms have participated in a year-long Literacy Lessons PL experience (weekly sessions & job-embedded). They will remain in an on-going professional learning community (monthly sessions) into the future with the goal of continual improvement. Progress monitoring data will guide PL topics tied directly to student needs. A research-based math intervention is being selected and will be implemented during the course of the school year with students in  intensive-need, separate class math services. Teachers will receive PL on intervention implementation and progress monitoring. Teachers will teach scaffolded standards-based instruction in these classes. The district designed a multi- level, long-term PL plan to meet targeted needs within our ESS student population. Math and literacy PL and progress monitoring structures are established at the elementary level. The district's formative data suggests that students who are dual-classified as EL/SWD are showing significant academic need upon entry into middle school. ESS and ESOL leadership have joined forces to create a Think Tank that will study and design research-based supports for this student group over many upcoming focus will work on skills that will increase their ability to meaningfully participate in a day program or volunteer opportunities. These students will also learn skills related to socialization. Family meetings are held every quarter to review progress toward goals and programming. The Special Education Director monitors specially designed reading, language arts, math, and special education compliance professional learning activities by leading the PL team from start to completion. Professional Learning events are scheduled on a department calendar, with PL design occurring collaboratively among the director and presenters. PL content, materials needed, room reservations, and communication with teachers is managed in monthly meetings by the PL team. After each PL event, student outcomes are monitored at 6- to 9-week intervals on a content/intervention-specific progress monitoring log maintained by the Special Education Learning Specialists and Teachers implementing the interventions. A data summary sheet is compiled by the Learning Specialists and presented to the Principals, Special Education Director, and District and School Instructional Specialists for review and discussion at the end of each 6- to 9-week data collection period. In May of each school year, individual student data for each SWD is collected from our RESA Data Warehouse to include EL status, days absent, Milestones level across two consecutive years, ACCESS scores across two consecutive years, district MAP assessment results across two administrations, discipline and behavior frequencies,  text level growth, and Lexile growth. This data is interpreted according to how each student's result compares to his/her current grade level expectation. The Special Education Director works with building administrators and Special Education Learning Specialists to interpret this data for each student to design classroom supports and develop PL opportunities for staff to address known needs in each school for the following school year. All these initiatives are to strengthen students' skill levels in literacy & math so that they can enter high school with a greater probability of successful diploma attainment.

 

Describe how the district will meet the following IDEA performance goals: IDEA Performance Goal 2: Improve services for young children (3-5) with disabilities. What specific young children activities  (environment, outcomes, and transition) are you implementing in your LEA to improve services for young children (ages 3-5)?Include:LEA proceduresServices that are offered and provided within your district as well as where the service options are located.  (e.g. local daycares, Head Start, homes, community-based classrooms, PreK classrooms)Staff that will be designated to support the 3-5 populationCollaboration with outside agencies, including any trainings conducted by the LEAParent trainings

We provide a full continuum of services for our young children (ages 3-5). We have four inclusion Pre-Kindergarten classrooms in our district. Each classroom is staffed with a BFTS Pre-Kindergarten Teacher, BFTS  Pre-Kindergarten Paraprofessional, and an in-field certified Special Education Preschool Teacher. We provide consultative, collaborative, and co-taught services in these classrooms. We host a collaborative inclusive Head Start classroom in our district. The classroom is staffed with a Head Start Lead Teacher, Head Start Assistant Teacher, and a Special Education Paraprofessional. We also rotate young children with disabilities into a separate class model service during the school day to provide necessary therapies and educational services to support increased developmental skills. We also provide separate class model services. Our in-field certified Special Education Teacher and Therapists (SLP, OT, PT, O&M) will travel to the children's daycare or preschool and will provide instruction to SWDs in their facility. We also offer two part-day special education programs for young children and a full-day special education program for young children. These classrooms incorporate a developmental assessment (ABLLS-R), and we have staffed one in-field certified Special Education Preschool Teacher and one or two Special Education Paraprofessionals to support the implementation of the programming. We also offer a weekly therapy-based special education segment staffed with one in-field certified Special Education Preschool Teacher and one Speech Language Pathologist. All of our therapists and specialty-area teachers (TVI, OI, Deaf/Hard of Hearing) are available in every preschool setting as necessary to meet student and teacher needs and support IEP goal mastery. When reviewing preschool outcomes in young children with disabilities in the FY21 APR report, we met the state target for the "acquisition and use of knowledge and skills" for the percent of preschool children who were functioning within age expectations by the time they turned 6 years of age or exited the program. We also met the state target for the "appropriate use of behavior to meet needs" for the percent of preschool children who substantially increased their rate of growth by the time  they turned 6 years of age or exited the program. However, we did not meet the state target for  "positive social-emotional skills" and "acquisition and use of knowledge and skills" for the percent of preschool children who substantially increased their rate of growth by the time  they turned 6 years of age or exited the program. We also did not meet the state target for "positive social-emotional skills" and "appropriate use of behavior to meet needs" for the percent of preschool children who were functioning within age expectations by the time they turned 6 years of age or exited the program. Continued professional learning in ABLLS-R, GELDS, communication systems, and behavior management will be provided to our Preschool Special Education staff. Our district BCBA will deliver ABA-type training for Preschool Special Education Teachers, Special Education Paraprofessionals, and SLPs that focuses on prompting levels, to standardize our teaching protocols and encourage higher student performance and greater independence. With the implementation of ABLLS-R domain tasks, we will strengthen routines by setting realistic developmental goals and collecting consistent, discrete data to monitor progress. The Director of Exceptional Student Services and Special Education Learning Specialist will meet with Preschool Special Education Teachers quarterly to review student data sheets with teachers. Trends in student progress will be noted and PL or instructional resources will be acquired to increase performance where indicated. IEPs are reviewed monthly for compliance with federal, state, and local procedures. Group and individual support will be offered to staff based upon reviews of student progress and submission of IEPs, as directed by the Director of Special Education and based upon trends in student data and collaboration with supervisors. We employ a bilingual Special Education Coordinator of Parent Involvement. She conducts parent engagement sessions in our school facilities or community center on topics related to child development and communication, inviting local physicians, district therapists, district School Psychologists, and community partners as guest speakers. Our district hosts a weekend literacy training for community day care and preschool staff. In addition, we invite our Head Start Lead Teacher and Head Start Assistant Teacher to participate in Mindset curriculum and behavior management professional learning sessions hosted in our district. Child Find activities began in March. Local day cares, preschools, Head Starts, Pre-Kindergarten programs, medical clinics, and family support agencies were provided written notice, guidance, and posters with information about Child Find procedures. We now offer an online form on our district website, as an option to faxing or mailing a paper form, and we have seen an increase in referrals. We also advertise Child Find activities on our district website.

 

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. What specific activities align with how you are providing FAPE to children with disabilities? Include:How teachers are trained on  IEP/eligibility procedures and instructional practicesHow LRE is ensuredThe continuum of service options for all SWDsHow IEP accommodations/modifications are shared with teachers who are working with SWDsSupervision and monitoring procedures that are being implemented to ensure that FAPE is being provided

We use a data-based approach to ensuring the provision of FAPE is a focus in our special education service continuum. We provide an annual IEP training for new and veteran Special Education Teachers. In our training, teachers are provided a binder of written guidance documents to support a locally and legally compliant IEP development process. The training provides the opportunity for teachers to develop a draft IEP, with immediate support from the Director of Special Education and the Special Education Learning Specialists. As IEPs are completed, a district peer review process is completed, and IEPs are reviewed for a compliance check once again by the Special Education Learning Specialists. When a need is identified for supporting a Special Education Teachers' ongoing IEP development knowledge, a full IEP will be reviewed by a Special Education Learning Specialist or Director of Special Education to address knowledge of the IEP process in greater detail at an individual level. Any concerns or trends in non-compliance noted are addressed with the Special Education Teacher's supervisor and Director of Special Education and an individual IEP training opportunity (using the GADOE IEP development resource) is pursued. To support our process of FAPE and LRE, in May of each school year, individual student data for each SWD is collected from our RESA Data Warehouse to include EL status, days absent, Milestones level across two consecutive years, ACCESS scores across two consecutive years, district MAP assessment results across two administrations, discipline and behavior frequencies, text level growth, and Lexile growth. This data is interpreted according to how each student's result compares to his/her current grade. This data becomes the focus of the PLAAFP narrative and is used to support conversations about FAPE and LRE in IEP meetings. Because the data is used to develop interventions and PL opportunities for Special Education Staff, the LEA in the IEP meeting is aware of the continuum of services in their building and can leverage options to support student needs and goals. Our continuum of services includes consultative services of one hour per month (or more), collaborative services, co-taught services, separate class model services, separate school (GNETS) services, home services, and Hospital Homebound services. Our students are served across this full continuum. Although we recognize residential services on our continuum and consider it, when necessary, we currently have no students receiving the service. A broad range of services and instructional resources will be provided in both literacy and numeracy this year. We have purchased many instructional resources for teachers: Open Court Phonics, Leveled Literacy Intervention (LLI) kits (covering the full continuum of text levels), Traits Writing (grades K-8), Sound Partners (phonics development), and Literacy Footprints. We are providing professional learning in these materials to build teacher expertise in literacy and math processes and in the implementation of our new instructional resources. A Special Education Teacher from each elementary school as well as our Elementary Specially Designed Learning Specialist are participating in professional learning with Northwest Georgia RESA to complete a Dyslexia Endorsement.  We have Special Education Teachers who have previously participated in a year-long adapted Reading Recovery course during school and after the school day to develop them into Literacy Specialists. Each of our Special Education Teachers that have participated in this type of training in the past continues to participate in monthly "Continuing Contact" with our District Intervention Specialist. Our Special Education Teachers participating in this work provide individual or small group primary literacy instruction at the direction of our IEP teams. Gains in text level independence have been noted in our students' individual data reviews, which maintains this work as a priority in our district. Separate class models of multi-grade classrooms will be provided for students with intensive communication, literacy, and numeracy needs. There are three classrooms for the K-2 grade band which are each staffed with one Special Education Teacher and one to two Special Education Paraprofessionals. There are also two 3-5 grade band classrooms which are each staffed with one Special Education Teacher and a Special Education Paraprofessional. The instructional materials available in these classrooms are highly specialized. Our K-2 and 3-5 separate class model Special Education Teachers participate in tier 1 training provided by our District Instructional Specialists in our local instructional frameworks. Separate class model services will be provided in all high school content areas this year. Our In-Field Certified Special Education teachers will participate in an instructional review and instructional resources will be provided to support a specially designed experience for SWDs. Through this work, we anticipate higher student engagement, which we expect to help encourage a higher attendance rate, lower drop-out rate, decreased GAA participation rate, and certainly an increased percentage of EOC proficiency. At the middle school, separate class model services in literacy and math will be provided, and they include a highly prescriptive instructional block to meet students' intensive literacy and math needs. As needed, co-teaching support, delivered by the Special Education Learning Specialist, will be provided to co-teaching teams, to strengthen co-teachers' roles with resources that provide a higher level of structure in both literacy and math. Because our students are general education students first, we ensure that general education teachers are connected to each SWD they instruct through our SIS. Teachers have access to students' IEPs when connected in the SIS, and our Special Education Teachers are scheduled to participate in PLCs with their general education teaching partners. IEP accommodations and supports are made known through this process. Our process of SWD data collection and analysis, described above, is not only used to support FAPE and LRE conversation in IEP meetings, but it is also used to identify needed interventions and PL for staff. For each PL session provided, a follow-up progress monitoring process is implemented through collaboration with the Special Education Learning Specialists and the Special Education Staff implementing the interventions. The progress monitoring results are summarized by the Special Education Learning Specialists at each 9-week progress report/report card period and the results are discussed by the administrators to support next steps to increase student outcomes. Additional coaching/PL or changes in the intervention implementation could occur.

 

Describe how the district will meet the following IDEA performance goals: IDEA Performance Goal 4: Improve compliance with state and federal laws and regulations. How procedures and practices are implemented in your district to ensure overall compliance? Include:LEA procedures to address timely and accurate data submissionLEA procedures to address correction of noncompliance (IEPs, Transition  Plans)Specific PL offered for overall compliance, timely & accurate data submission, and correction of noncomplianceSupervision and monitoring procedures that are being implemented to ensure compliance

Professional Learning in Local and Legally Compliant IEP Procedures is provided annually to new Special Education Teachers and invited veteran Special Education Teachers. We provide an annual IEP training for new and veteran Special Education Teachers. In our training, teachers are provided a binder of written guidance documents to support a locally and legally compliant IEP development process for an initial IEP, IEP annual review, or IEP amendment. The training provides the opportunity for teachers to understand the intent of an IEP (FAPE in the LRE), family engagement requirements and techniques, how to find and interpret data sources, and then they are provided a guided opportunity to develop a locally and legally compliant draft IEP for a student on their caseload, with immediate support and guidance from the Director of Special Education and the Special Education Learning Specialists. As IEPs are completed throughout the school year, a district peer review process is completed by a veteran Special Education Teacher. Then IEPs are once again reviewed for a compliance check by the Special Education Learning Specialists. To support Special Education Teachers' ongoing IEP development knowledge, one full IEP on each Special Education Teacher's caseload is reviewed by a Special Education Learning Specialist or Director of Special Education each year to address knowledge of the IEP process in greater detail at an individual level. Any concerns or trends in non-compliance noted are addressed with the Special Education Teacher's supervisor and Director of Special Education and an individual IEP training opportunity (using the GADOE IEP development resource) is pursued, if warranted. The Director of Special Education and/or Special Education Learning Specialists regularly attend the GADOE Data Conference, General Supervision meetings, and G-CASE and region PL sessions and meetings pertaining to SWDs. The Director of Special Education conducts monthly meetings with the Special Education Learning Specialists and quarterly meetings with the School Psychologists, Special Education Data Secretary, and invited staff. In these meetings, updates in state procedures and professional learning opportunities are shared among the group and strengths and needs are noted to support next steps in district procedures. An LEA training opportunity is also provided to building administrators and their designees. The PL session was designed by the Director of Special Education and includes a guided walkthrough of Parent's Rights, a review of FAPE and LRE procedures, and the introduction to district visuals which intend to enrich the IEP conversation pertaining to the continuum of services and parent's rights.

 

Required Questions

Title IV, Part A - Activities and Programming 

Provide a description of the Title IV, Part A needs-based activities and programming intended to improve students' academic achievement the LEA will implement: 1.    In support of well-rounded educational opportunities, if applicablebrul 2.    Include measurable objective and/or intended outcome specific to activity; indicate if this is a new or continuing activity; reference the overarching need  and action step 3.    In support of safe and healthy students, if applicable ul 4.    Include measurable objective and/or intended outcome specific to activity; indicate if this is a new or continuing activity; reference the overarching need  and action step 5.    In support of the effective use of technology, if applicable ul 6.    Include measurable objective and/or intended outcome specific to activity; indicate if this is a new or continuing activity; reference the overarching need  and action step

Dalton Public Schools will use Title IV resources to support the following: Well Rounded  Overarching Need 1/ Action Step2 - Provide ongoing embedded instructional coaching and professional learning support for teachers to strengthen Tier 1 instruction Overarching Need 2/Action Step 1 - Provide ongoing embedded instructional coaching and professional learning support for teachers to strengthen Tier 1 instruction Overarching Need 2/Action Step 2 – Identify and provide instructional frameworks and resources, including technology, needed to support engaging all students in work with high levels of cognitive demand  Overarching Need 3/Action Step 2 - Provide ongoing embedded instructional coaching and professional learning support for teachers to strengthen Tier 1 instruction Narrative of need is in CNA pg. 29. The district uses general and federal funds to provide school site coaches. The district will use Title IV funds to provide contracted professional learning in Student Centered Coaching for school site coaches. This is a new activity. Continuing will be the use of Title IV funds for purchasing the Guided Readers software for use in guided reading with students - Overarching Need 2/Action Step 3. Safe and Healthy Students ●    Overarching Need 4/Action Step 1 - Continue the implementation of the Student Assistance program to foster safe, healthy, supportive, and drug-free environments for students that supports academic achievement and promotes the involvement of parents.     Narrative of need is in CNA pg. 29. The district currently uses general budget money to provide the student assistance program for students in grades 6 - 12. Budget item will be for supplementary student assistance services for students in grades K-5. THIS PROGRAM PROVIDES MENTAL HEALTH SERVICES AND DOES NOT FUND RANDOM DRUG TESTING OF STUDENTS. This is a continuing budget item. Effective use of Technology ●    Overarching Need 1/Action Step 3: Identify and provide instructional frameworks and resources, including technology, needed to support engaging all students in work that will raise the level of student mastery of standards. Narrative of need is in CNA pg. 29. Budget item will be for registration and travel for two supplementary Instructional Technology conferences for teachers. This is a continuing budget item.

Title IV, Part A - Ongoing Consultation and Progress Monitoring 

Describe how and when the LEA will consult any stakeholders/community-based partners in the systematic progress monitoring of Title IV, Part A supported activities for the purposes of implementation improvement and effectiveness measurements.

A state of the district report will be given annually in public forum by the superintendent. Ongoing monitoring  of all Federal Programs is performed through out the year. Program leaders make staff aware of any changes to laws and regulations and provide technical assistance and support in an effort to avoid the need for formal corrective actions. When a problem is identified support is given and opportunities are provided for resubmission of documentation. Follow-up is made by the corresponding program leader to ensure that the problem has been corrected. Follow-up may be done through an on-site monitoring visit, email, or phone call. Verification is done by reviewing the documentation that has been submitted.

 

Required Questions 

Reducing Equity Gaps: Reflect on the previous year's LEA Equity Action Plan 

Equity Gap 1Was the LEA Equity Action Plan effective in reducing the equity gap selected for the year?Intervention Effective – Equity Gap EliminatedIntervention Effective – Maintain Activities/StrategiesIntervention Effective – Adjust Activities/StrategiesIntervention Not Effective – Adjust Activities/StrategiesIntervention Not Effective – Abandon Activities/Strategies

Dalton Public Schools LEA Equity Action Plan has been effective in reducing the equity gap prior to the past year. DPS still considers that the interventions can be effective and we will maintain the activities and strategies.

 

Provide a brief description of LEA’s success in implementation of the prior year LEA Equity Action Plan and  effectiveness/ineffectiveness in addressing the selected equity gap.

The  Equity Action Plan was focused on Student Achievement & Mean Growth Percentile - EI-1 Provide Targeted Teacher Development on Content, Pedagogy and Student Supports and Interventions. DPS focused on specific professional development for all teachers implemented by Math Coaches, Literacy Coaches,  ESS Coaches, RESA staff, and Content & Engagement Directors. Training was based on student needs by analyzing Measurement of Adequate Progress (MAP) data and ongoing formative assessments. Topics included: Teaching academic language, Unpacking, deconstructing and understanding the full rigor of standards in four content areas, Teaching Literacy Lesson Interventions methods to teachers of students with disabilities, EL methods and strategies, Gifted methods and strategies, Differentiation for students with disabilities and economically disadvantaged. Georgia Milestones:  The percent of students scoring at the proficient and distinguished level increased slightly in most areas on the 2022 spring administration of the Georgia Milestones Assessment System.  The district's percent of increase from the 2021 administration, in most areas, resembled the increases in the RESA and State scores. Eighth grade students who took Algebra 1 scored well at 70%  proficient/distinguished. For students in grades 3-5 proficient/distinguished:  ELA 32.23%; Math 38.23%; Science (grade 5 only) 35.23% For students in grades 6-8:  ELA 34.70%; Math 32.22%; Science 26.01%; Social Studies 24.52% For students in grades 9-12:  ELA 39.61%; Math 6.61%; Science 32.87%; Social Studies 37.94% ACCESS/English Learner Growth:  In 2021 (last aggregate data currently available), overall, Dalton Public Schools EL students showed progress towards language proficiency on the ACCESS test.  The percentages are as follows: 84.11% of Elementary students, 50.59% of Middle School Students, and 59.27% of High School students. SAT and ACT:  On the ACT aggregate scores available from 2021, Dalton students scored a 21.8 average as compared to the state average of 22.6. On the SAT, Dalton students were below the state average scoring an average score of 1049 compared to the state average of 1086. Advanced Placement:  Dalton High School had 36 AP scholars in the 2021 designation year International Baccalaureate:  four students earned the full IB diploma in 2020 – 2021, a slight increase in number. Graduation Rate:  The overall district graduation rate was 85.1 for the 2020 -2021 school year. GKIDS 2.0: For 2021 - 2022, the majority of students were in the demonstrating/exceeding range on all1 Academic Progression areas except geographic understandings.  Other lower areas were conventions of writing and addition/subtraction  For the non-academic progressions, the majority of students were also in the demonstrating/exceeding range. MAP Growth Assessment:  45.46% of students in grades K-12 who participated in the Measures of Academic Progress (MAP) assessments in the 21-22 year met their projected growth targets (fall to spring) in reading, 54.11% in language arts, 45.55% in math, and 51.36% in science Summary:  Generally, DPS students show growth over time.  DPS is a majority minority school systems with a large population of first generation immigrant parents who do not speak English and who have had limited educational experiences.  Additionally, most of the district's students live in poverty.  These factors strain the resources of time, people, and money that are needed to meet the needs of a large population of students who are at great risk of underachieving without strong Tier 1 instruction and effective interventions. The district's academic achievement indicators have been negatively impacted by the effects of the COVID 19 pandemic.

 

Equity Gap 2Was the LEA Equity Action Plan effective in reducing the equity gap selected for the year?Intervention Effective – Equity Gap EliminatedIntervention Effective – Maintain Activities/StrategiesIntervention Effective – Adjust Activities/StrategiesIntervention Not Effective – Adjust Activities/StrategiesIntervention Not Effective – Abandon Activities/Strategies

Dalton Public Schools LEA Equity Action Plan has been effective in reducing the equity gap prior to the past year. DPS still considers that the interventions can be effective and we will maintain the activities and strategies.

 

Provide a brief description of LEA’s success in implementation of the prior year LEA Equity Action Plan and effectiveness/ineffectiveness in addressing the selected equity gap.

The  Equity Action Plan was focused on Student Achievement & Graduation Rate- EI-1 Provide Targeted Teacher Development on Content, Pedagogy and Student Supports and Interventions. DPS focused on targeted teacher development at all levels to ultimately impact the graduation rate.   Targeted teacher development was  provided by Math Coaches, Literacy Coaches, Reading Recovery Teachers, ESS Coaches, RESA staff, and Content & Engagement Directors. Training was based on student needs by analyzing Measurement of Adequate Progress (MAP) data, Georgia Milestones data, Access and other ongoing formative and summative assessments. Topics included: Teaching academic language, unpacking, deconstructing and understanding the full rigor of standards in four content areas, teaching Literacy Lesson Interventions methods to teachers of students with disabilities, EL methods and strategies, Gifted methods and strategies, Differentiation for students with disabilities and economically disadvantaged. Graduation Rate:The overall district graduation rate was 85.1 for the 2020 - 2021 school year up from 80% for 2019 - 2020. MAP Growth Assessment:  45.46% of students in grades K-12 who participated in the Measures of Academic Progress (MAP) assessments in the 21-22 year met their projected growth targets (fall to spring) in reading, 54.11% in language arts, 45.55% in math, and 51.36% in science Georgia Milestones:  The percent of students scoring at the proficient and distinguished level increased slightly in most areas on the 2022 spring administration of the Georgia Milestones Assessment System.  The district's percent of increase from the 2021 administration, in most areas, resembled the increases in the RESA and State scores. Eighth grade students who took Algebra 1 scored well at 70% proficient/distinguished. For students in grades 3-5 proficient/distinguished:  ELA 32.23%; Math 38.23%; Science (grade 5 only) 35.23% For students in grades 6-8:  ELA 34.70%; Math 32.22%; Science 26.01%; Social Studies 24.52% For students in grades 9-12:  ELA 39.61%; Math 6.61%; Science 32.87%; Social Studies 37.94% ACCESS/English Learner Growth:  In 2021 (last aggregate data currently available), overall, Dalton Public Schools EL students showed progress towards language proficiency on the ACCESS test.  The percentages are as follows: 84.11% of Elementary students, 50.59% of Middle School Students, and 59.27% of High School students. SAT and ACT:  On the ACT aggregate scores available from 2021, Dalton students scored a 21.8 average as compared to the state average of 22.6. On the SAT, Dalton students were below the state average scoring an average score of 1049 compared to the state average of 1086.

 

In this section, summarize the identified needs that will be addressed with FY22 federal funds for private schools  Include results from ongoing consultation with private schools receiving services from the LEA's federal grants (ESSA Sec. 1117 and 8501; 20 U.S.C. 1412(a)(10)(A)(iii); and 34 C.F.R. §300.134).  Information is available on the State Ombudsman website. (Add "No Participating Private Schools" as applicable.)

Title I, Part A	N/A
Title II, Part A	N/A
Title III, Part A	N/A
Title IV, Part A	N/A
Title IV, Part B	N/A
Title I, Part C	N/A
IDEA 611 and 619	N/A