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	Leslie Dixon
Multiple Program(s)	Curriculum Director	Brandi Moore
Multiple Program(s)	School Leader (#1)	Will Esters
Multiple Program(s)	School Leader (#2)	Ali Finley
Multiple Program(s)	Teacher Representative (#1)	Amanda Weeks
Multiple Program(s)	Teacher Representative (#2)	Courtney Hitchens
McKinney-Vento Homeless	Homeless Liaison	Jackie Taylor
Neglected and Delinquent	N&D Coordinator	Leslie Dixon
Rural	REAP Coordinator	N/A
Special Education	Special Education Director	Pam Wiles
Title I, Part A	Title I, Part A Director	Leslie Dixon
Title I, Part A	Family Engagement Coordinator	Leslie Dixon/Raquel Cardona
Title I, Part A - Foster Care	Foster Care Point of Contact	Jackie Taylor
Title II, Part A	Title II, Part A Coordinator	Brandi Moore
Title III	Title III Director	Leslie Dixon
Title IV, Part A	Title IV, Part A Director	Nick Sun
Title I, Part C	Migrant Coordinator	Chris Harton

 

Recommended and Additional Team Members

Program	Position/Role	Name
Multiple Program(s)	Assistant Superintendent	Wiley Dailey
Multiple Program(s)	Testing Director	Robyn Scott
Multiple Program(s)	Finance Director	Theresa Perry
Multiple Program(s)	Other Federal Programs Coordinators	N/A
Multiple Program(s)	CTAE Coordinator	Wiley Dailey
Multiple Program(s)	Student Support Personnel	Steven Craft
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	Chris Harton
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	Leslie Dixon
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
Title II, Part A	Civil Rights Organizations	N/A
Title II, Part A	Board of Education Members	Matt Evans, Tulley Johnson, Jody McClurg, Sam Sanders
Title II, Part A	Local Elected/Government Officials	N/A
Title II, Part A	The General Public	Shaka Cobb
Title III	Refugee Support Service Staff
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	Emily Carpenter
Title IV, Part A	Technology Experts	Stuart Davis
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	Catherine Virgen-Mora
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	Amanda Weeks
Title II, Part A	Paraprofessionals	Jerre Leonard
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	Catherine Virgen-Mora

Recommended and Additional Stakeholders

Program	Position/Role	Name
Multiple Program(s)	RESA Personnel	N/A
Multiple Program(s)	Technical, College, or University Personnel	N/A
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	Kim Rhyne
Migrant	Local Head Start Representatives (regular and/or migrant Head Start agencies)
Migrant	Migrant PAC Members
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)	Tracy Borokshire
Special Education	Parents of a Student with Disabilities
Special Education	Parent Mentors
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. In addition, stakeholder meetings were conducted throughout the 2022-2023 school year in conjunction with the FY23 Cognia accreditation process.   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 expectations for implementing curriculum, instruction, and assessment practices across all schools

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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023. 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 - Governance (Standard 1): Builds support for district and school goals and initiatives by engaging stakeholders, including school board members, to improve learning and teaching  1. Exemplary Stakeholders, including school board members, take leadership roles in advancing district and school goals and initiatives that improve learning and teaching.   2. Operational The district consistently engages stakeholders, including school board members, in supporting district and school goals and initiatives that improve learning and teaching.  √ 3. Emerging The district provides some opportunities for a range of stakeholders to be engaged in supporting goals and initiatives that will improve learning and teaching.   4. Not Evident Engagement of stakeholders is limited or nonexistent, or the engagement occurs with issues that do not impact learning and teaching.         GDPS - Governance (Standard 2): Uses an established process to align policies, procedures, and practices with laws and regulations.  1. Exemplary A systematic and collaborative process is used for ongoing development, revision, and alignment of policies, procedures, and practices with laws and regulations.  √ 2. Operational The district regularly uses an established process to align policies, procedures, and practices with laws and regulations.   3. Emerging A process to align policies, procedures, and practices with laws and regulations is not comprehensive or is not used on a regular basis.   4. Not Evident A process is not in use to align policies, procedures, and practices with laws and regulations.        GDPS - Governance (Standard 4): Grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching.
1. Exemplary	Flexibility granted to school leaders, based upon sustained high performance, is well defined, reviewed periodically, and fully supports the improvement of learning and teaching.
2. Operational	The district grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching.	√
3. Emerging	The district grants limited flexibility, or the flexibility that is given does not allow leaders to improve learning and teaching sufficiently.
4. Not Evident	The district grants little or no flexibility or inappropriate flexibility to school leaders to improve learning and teaching.

GDPS - Leader, Teacher, and Staff Effectiveness (Standard 5): Organizes and provides personnel, expertise, and services to achieve district and individual school goals.
1. Exemplary	The organization and strategic allocation of personnel, expertise, and services lead to the achievement of district and individual school goals. The district is focused on building the capacity and expertise of school and district staff to solve problems and perform at high levels.
2. Operational	The organization and allocation of personnel, expertise, and services are sufficient to achieve district and individual school goals.	√
3. Emerging	The organization or allocation of personnel, expertise, and services is provided intermittently or on a short-term basis as a solution for immediate, pressing needs.
4. Not Evident	The organization or allocation of personnel, expertise, and services does not effectively support the needs of the district and school.

 

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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023. 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, 2021-2022, and 2022-2023.  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, 2021-2022, and 2022-2023.  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; student health surveys

 

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 2022, Student Gallup poll results, students in grade 5 - 12 indicated an engagement index of 49%. Additionally, 41% indicated they have hope for the future with 59% indicating they are "stuck or discouraged." On the district's Fall 2022 parent survey, 94% of parents indicated they are extremely or somewhat satisfied with their child's school experience. When parents were asked what they most like about their child's school, the top three comments were: Teachers and Education; Activities and Opportunities offered at school; Communication from teachers and administrators. Other comments included school/community environment, safety, STEM activities, facilities and school schedules. When asked what schools could do to improve a child's experience, parents commented on several topics including education/school-wide issues, school schedules, communication, teachers issues, safety, food, car line concerns, homework, and facilities. 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: 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, 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 withhigh 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, participation in extracurricular activities, parent workshop participation

 

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% Eighty-two students were retained for the 2022 – 2023 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 2022-2023, 44% of students were HOPE eligible In 2022, 52% of the 543 graduates enrolled in a post-secondary institution during the first year after high school. For 2021 graduates, students persisted into the second year of college at a rate of 72%. The dropout rate for the district in 2022 - 2023 was 3.1 with 77 students in grades 9-12 documented as dropping out. The mobility rate for the district's students was 13.7 in 2022 - 2023. In 202-2023, there were 7708 students enrolled in Dalton Public Schools - 113 were recorded as having discipline incidents with 134 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. The 2022 graduation rate for the district was 78.5% The district spends $11,699 per pupil (including general and federal budgets).
What achievement data did you use?	Georgia Milestones, GKIDS, ACCESS, Advanced Placement, 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 2023 spring administration of the Georgia Milestones Assessment System. The district's percent of increase from the 2022 administration, in most areas, resembled the increases in the RESA and State scores. Eighth grade students who took Algebra 1 scored well at 82%  proficient/distinguished. For students in grades 3-5 proficient/distinguished:  ELA 36.7%; Math 38.5%; Science (grade 5 only) 33.1% For students in grades 6-8:  ELA 37%; Math 31.2%; Science 18.5%; Social Studies 21.7% -  8th grade Science and Social Studies both decreased. For students in grades 9-12:  ELA 28.9%; Math 29.8%; Science 44.4%; Social Studies 26.5% - All areas increased except for ELA, which decreased significantly. ACCESS/English Learner Growth:  In 2023, overall, Dalton Public Schools EL students showed progress towards language proficiency on the ACCESS test. Secondary students' composite scores decreased some, but elementary scores held steady or increased. Overall, the district composite score remained the same, from 79.6% of students scoring emerging of higher to 79.98% scoring at emerging or higher. By grade band, the percentage of students scoring at emerging or higher is as follows: K-2 - 66.14%, Grades 3-5 - 94.12%, Grades 6-8 - 87.69%, Grades 9-12 - 79.32%. SAT and ACT: On the ACT aggregate scores available from 2022, Dalton students scored a 21.4 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 1014 compared to the state average of 1086. Advanced Placement: Dalton High School had 52 AP scholars, 5 AP Scholars with Honor, and 9 AP Scholars with Distinction for the 2022 designation year. Graduation Rate:  The overall district graduation rate was 78.5 for the 2021 -2022 school year, a decrease from the previous year. GKIDS 2.0: For 2022-2023, the majority of students were in the demonstrating/exceeding range on all Academic Progression areas except conventions of writing. Other lower areas were communication of ideas and geographic understandings. For the non-academic progressions, the majority of students were also in the demonstrating. MAP Growth Assessment: 59.996 of students in grades K-12 who participated in the Measures of Academic Progress (MAP) assessments in the 22-23 year met their projected growth targets (fall to spring) in reading, 87.596 in language arts, 57.096 in math, and 58.596 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.
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 2022-2023  school year with an enrollment of 7708.   The district's actual overall free and reduced lunch rate was 70.5 %.  The district is majority minority with the following demographics:  72.5% Hispanic, .2% American Indian, 2.5% Asian, 4.5% Black, 18.3% White, 2.0% Other.  The district serves:  34 Migrant students, 498 Homeless students, 1263 Special Ed students, 886 Gifted students, and 496 Immigrant students.  Students represent 44 Immigrant countries and 23 native languages.  There are approximately 2077 English Language learners and 1435 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. Suggestions for changes to be made: 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, 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
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. Multiple opportunities for feedback are provided to all stakeholders, including teachers and leaders. Leadership capacity is enhanced through the use of principal mentors, monthly principal and AP meetings, as well as an Emerging Leaders program. DPS has  a  five-year Strategic Plan that supports leadership development. There are four main goals:  College, Career and Civic Life, Recruitment and Retention of Quality Staff, Operational Excellence, and Family and Community Engagement. The performance objectives under these goal areas 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. -    There is a need to work on the follow-up of the professional learning to ensure that teachers are being supported in the implementation of what they learned through observations by administrators and academic coaches. -    Leaders need support in monitoring the implementation of PL with actual student achievement data -    Teachers and leaders need support with identification of subgroup concerns and ensuring effective PL to assist with strategies -    There is a need to provide more PL for school leaders due to some turnover and relatively low years of experience for a few APs. -    We need to improve the PL opportunities for non-core content teachers, such as ESS, CTAE, fine arts, and specialized areas.
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.  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. - The addition of more bilingual staff and administrators has been an effective resource to reach our Hispanic families. Parent participation is often low but overall feedback is very positive. Parent surveys indicate needs with timing and frequency of communication as well as time of day of events in some schools.
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 numerous 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 refined 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. The student advocacy program partnership with Hamilton Medical has been a successful resource to address mental health concerns among students.
Demographic and Financial:Summarize the demographic and financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?	Trends and patterns observed by the team are:  Strong fund balance; high number of EL and poverty students, including continued enrollment of students new to the country over the last three years; wide. variance in the academic needs of students (i.e. spectrum from IB to newcomer cohorts). Teacher retention continues to be a concern but is holding steady.
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 increased in many areas on the 2023 spring 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.  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 FY22 APR report shows that we did meet our targets as our graduation rate of 71.64% is above the state target of 71.55% and our dropout rate of 20.90% is below the state target of 21.56%. 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 Dalton High School and 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. Three classrooms are staffed with a BFTS Pre-Kindergarten Teacher, BFTS Pre-Kindergarten Paraprofessional, and an in-field certified Special Education Preschool Teacher. The fourth classroom model is staffed with a BFTS Pre-Kindergarten Teacher, BFTS Pre-Kindergarten Paraprofessional, a half day in-field certified Special Education Preschool Teacher with the other half of the day supported by a Special Education Preschool Paraprofessional. We provide consultative, collaborative, and  co-taught services in these classrooms. We also provide separate class model services during the school day to provide necessary therapies and educational services to support increased developmental skills. 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 a part-day special education program for young children and a full-day special education program for young children. These classrooms incorporate a developmental assessment and we have staffed one in-field certified Special Education Preschool Teacher and two to three 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 FY22 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. However, we did not meet the state target for "positive social-emotional skills," "acquisition and use of knowledge and skills," and "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. 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.

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. Schoolwide programs allow resources to benefit all students.  Processes and documentation are organized and shared district-wide. Funds are allocated to schools with clear communication, and they clearly know in advance what they have to address their needs. Needs assessments are conducted mid-year after MAP administration to determine if additional support is needed to meet student achievement goals.

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. The poverty percentage for schools varies and makes it difficult to fund positions that all schools want. A huge percentage of funding is used for personnel; evaluation of the efficacy of this funding is sometimes unclear, but we are fine-tuning our process to determine a proper evaluation.

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. -Consistent low participation rates, especially at high-poverty schools -Removing barriers in order to increase family participation -Declining participation at the secondary level -Parents have indicated a favorable response to system-wide meetings and events, but funds are lacking to support these large endeavors

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.  Newcomer cohorts are available to 6-12th grade students who are new to the country with limited schooling ; this initiative offers students an opportunity to acclimate with additional support.  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 who participate regularly in job-embedded professional learning. EL students continue to show growth toward language acquisition as measured by the ACCESS assessment and reported on CCRPI when available. The overall composite score remained unchanged from FY22 to FY23 with 79.98% of EL students scoring at the emerging or higher level.  Overall students were more successful in the  LISTENING domain. Students in grades 6-8 and 3-5 outperformed ELs in K-2 and 9-12.

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 remained consistent, only 66% of students in grades K-2 scored at the emerging level or higher. ELs continued to demonstrate less proficiency than their peers on Milestones, with only 8.5% scoring proficient or above in ELA, 12% in math, 3,7% in science, and less than 1% in social studies. With these results, DPS believes we need to continue to focus on giving students opportunities such as the CATapult partnership with 21st CCLC and summer programs where students are able to speak more and have deeper understanding of the subjects. We will also continue to provide Little Cats parent workshops for EL parents in order to build capacity and build a bridge between home and school.

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 498 identified homeless students in DPS during the 2022-2023 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 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 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 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	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 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: Leslie Dixon
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? No

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	System and building level academic coaches will work with teachers to review curriculum documents and deconstruct standards to ensure alignment with the cognitive demands of standards and in order to build teacher efficacy and raise the level of rigor and student achievement. This will include creating standardized lesson plans across grade and content areas.
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A Title IV, 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	Professional learning plans/agendas/sign-in sheets, reviewing of lesson plans, informal and formal observations, peer observations, TKES data
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), student work, observation/TKES data, PL Evaluation surveys
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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.

Action Step #2 

Action Step	Provide ongoing embedded student-centered 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
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, use of Edsightful platform to monitor coaching platform
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), student work, observation/TKES data, PL evaluation surveys, review pre/post-coaching data in Edsightful platform
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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)?

Action Step #3 

Action Step	Continue to focus on Teacher Clarity as a high-leverage instructional practice by having secondary instructional coaches and district curriculum specialists obtain Teacher Clarity Certification and redeliver training to all staff members
Funding Sources	Title I, Part A Title II, Part A
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	Professional learning plans/agendas/sign-in sheets, review of lesson plans, informal and formal observations, peer observations, TKES data
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), student work, observation/TKES data, PL evaluation surveys, TKES and informal teacher observation data will be analyzed at mid-year and at end-of-year to determine effectiveness of teacher clarity professional learning.
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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)?

GaDOE staff when available

Action Step #4 

 

Action Step	Continue the robust implementation and use of Professional Learning Communities by grade and content area across the district. These include horizontal as well as vertical PLCs to unpack standards, analyze student work, and ensure deep understanding of standards by teachers. PLCs will also include the creation of a district Instructional Leadership Team PLC made up of district administrators, curriculum specialists, and principals.
Funding Sources	Title I, Part A Title I, Part A SIG Title II, 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 Effective Leadership  Professional Capacity Supportive Learning Environment
Method for Monitoring implementation	Professional learning plans/agendas/sign-in sheets, review of lesson plans, informal and formal observations, peer observations, TKES data
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), student work, observation/TKES data, PL evaluation surveys
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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)?

Action Step #5

Action Step	Build parent capacity to analyze effectively standards based report cards through the use of parent workshops
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, analyze parent usage reports for student information system
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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)?

Local housing authority and parks and recreation department

Action Step #6 

Action Step	Creation and implementation of a district Instructional Playbook that establishes a common language for teaching and learning, includes research-based instructional strategies, and establishes a system-wide instructional framework.
Funding Sources	Title I, Part A Title II, Part A
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	Review of Instructional Playbook, Professional learning plans/agendas/sign-in sheets, review of lesson plans, informal and formal observations, peer observations, TKES data
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), observation/TKES data, PL evaluation surveys
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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)?

Northwest GA RESA

 

Action Step #7

Action Step	District administrators will conduct two site visits per school each semester to observe classrooms with school administrators using the TKES rubric. This process is intended to enhance inter-rater reliability and calibration of the evaluation instrument to ensure that all observers are consistent in their ability to identify and rate observations. Observers will meet after observations to compare ratings and discuss any discrepancies. TKES observation results will be compared with student growth data as well as student achievement results to identify strengths and weaknesses within the process, thereby increasing the validity and reliability of the results
Funding Sources	N/A
Sub Groups	N/A Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities  Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity
Method for Monitoring implementation	Completed TKES evaluation rubrics, schedule of site visits, observation feedback, administrator participation
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), observation/TKES data
Position/Role Responsible	Deputy superintendent, district administrators, school administrators
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)?

 

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)
Content Area(s)	ELA Mathematics Science Social Studies Other: N/A
Grade Level Span(s)	K 1 2 3 4 5 6 7 8 9 10 11 12
Subgroup(s)	Economically Disadvantaged Race/Ethnicity/Minority
Equity Interventions	EI-1 Provide targeted teacher development on content, pedagogy and student supports and interventions

 

Action Step #1 

Action Step	Provide ongoing embedded student-centered coaching and professional learning support for secondary teachers to strengthen Tier 1 instruction and increase student engagement in core content areas.
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A Title III, 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 agenda/materials and coaching plans/schedules, observations of coaching and professional learning, instructional walkthrough for fidelity of implementation of instructional frameworks and use of strategies for improving instruction, use of Edsightful platform to monitor coaching cycles
Method for Monitoring Effectiveness	Benchmark, formative, summative and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), pre/post-coaching data in Edsightful platform, observation/TKES data
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches.
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	Continue to focus on Teacher Clarity as a high-leverage instructional practice by having secondary instructional coaches and district curriculum specialists obtain Teacher Clarity Certification and redeliver training to all staff members.
Funding Sources	Title I, Part A Title II, Part A Title III, 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 Monitoring Implementation	Professional learning plans/agendas/sign-in sheets, review of lesson plans, informal and formal observations, peer observations, TKES data
Method for Monitoring Effectiveness	Benchmark, formative, summative, and state standardized assessment data (EOG, EOC, longitudinal data from SLDS), observation/TKES data
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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)?

GaDOE staff when available

Action Step #3 

Action Step	Conduct the robust implementation and use of Professional Learning Communities by grade and content area across the district. These include horizontal as well as vertical PLCs to unpack standards, analyze student work, and ensure deep understanding of standards by teachers. PLCs will also include the creation of a district Instructional Leadership Team PLC made up of district administrators, curriculum specialists and principals.
Funding Sources	Title I, Part A Title I, Part A SIG Title II, Part A Title III, 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	Professional learning plans/agendas/sign-in sheet, review of lesson plans, informal and formal observations, peer observations, TKES data
Method for Monitoring Effectiveness	Benchmark, formative, summative, and state standardized assessment data (EOG, EOC, longiniduanl data from SLDS), student work, observations/TKES data, PL evaluation surveys
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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

 

Action Step #4

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
Subgroups	N/A Economically Disadvantaged Foster Homeless English Learners  Migrant Race/Ethnicity/Minority Students with Disabilities  Immigrant
Systems	Coherent Instruction 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	Benchmark, formative, summative, and state standardized assessment data (EOG, EOC, longiniduanl data from SLDS), student work, observations/TKES data, PL evaluation surveys
Position/Role Responsible	Federal Program Directors and Coordinators, school leaders, academic coaches
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 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, HR Staff, Federal Program Directors and Coordinators, school leaders
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
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, school leaders, academic coaches
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, HR Staff, Federal Program Directors and Coordinators, school leaders
Evidence Based Indicator	Strong

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 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 (SAP) and partnership with Hamilton Medical Center 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, analyze data related to counselor and social worker referrals
Position/Role Responsible	Chief Human Resources Officer, Federal Program Directors and Coordinators, counselors, system social workers
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 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 utilizes a variety of data sources to make decisions that will affect student learning and teacher effectiveness. Our needs assessment process includes examining student achievement data from CCRPI, state assessments (GKIDS, Milestones, EOPA, ACCESS, etc.), local assessment data (DIBELS, Reading Inventory, Measures of Academic Progress), course completion rates, graduation rate, perception data from stakeholder surveys, professional learning plans, teacher recruitment and retention data, SIP monitoring visits and verbal input from stakeholders. A Comprehensive Needs Assessment is conducted each spring to assess the needs of the district and schools, as well as the needs of subgroups of students in eluding Economically Disadvantaged, English Learners, Migrant, Homeless, and Special Education students. The process includes stakeholder meetings conducted at both the school and district levels. In the spring, each school conducts a Stakeholder Meeting that includes parents, teachers, paraprofessionals, administrators, community members, and other support staff. In addition, stakeholder feedback is solicited during monthly District Administrative Team (DAT) meetings, mostly PLC meetings, school-level leadership meetings, stakeholder surveys, parent conferences, parent workshops, and meetings with community members such as local higher education institutes, DFCS, and local businesses. Once input is collected from schools and local stakeholders, a series of meetings are held at the district level to consider all the prior stakeholder input and data and to make decisions regarding district prioritized needs, equity concerns, and identifying actions and strategies to address the needs.  Stakeholders participating in our needs assessment process include the Director of Federal Programs, Curriculum and PL Directors, the Special Education Director, Homeless Liaison, Human Resources Coordinator, EL Support/Title II Coordinator, CTAE Director, Gifted Coordinator, Instructional Technology Coordinator, Superintendent, administrators, and teachers from each level, paraprofessionals, parents, and community members. The results of this needs assessment determine areas of improvement and inequity and guide the development of plans and expenditure of funds. Coordination with all stakeholders ensures that Title II, Part A funds that are focusing on professional capacity also ensure that teachers are equipped to support at-risk students and ensure appropriate resources are available with Title I-A funds, Title II, IV A/B, IDEA, SPLOST, community supports, and our General fund budgets have also been considered in all discussions to ensure that we are coordinating the best services for our students.

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 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. Effectiveness data indicates quality teachers are equitably distributed among all DPS schools. Most teachers scored a level 3 summative rating on TKES. All of our schools are Title I schoolwide schools, we are a majority minority district.  Given these factors, all efforts are made with each hire in every school to obtain teachers that are qualified for the position, and we provide support and professional learning to ensure that they are effective and we retain them. We are monitoring data in these areas to ensure we do not become disproportionate in any one area district-wide nor at any school. We provide a mentor program to support new teachers, and we provide planning and modeling through instructional leaders in every school to help ensure that they receive job-embedded professional learning. New teachers participate in yearlong professional development and are provided opportunities to observe veteran teachers and be observed by their mentors. Administrators create remediation and/or professional learning plans for teachers identified in need of support. For ineffective teachers, system and school instructional leaders provide modeling and coaching. System leaders are also asked to provide additional support through professional learning and modeling as needed. If we should hire an out-of-field teacher in the system, resources are provided to help that teacher become in-field certified. Principals are responsible for overseeing the scheduling process at each school to ensure that Title I low-income and minority children are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. The support of the administration, system instructional leaders, as well as mentors, are given to help each teacher be successful.

 
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. 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.  An Emerging Leaders program also helps identify and develop potential leaders. 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. Dalton Public Schools' system of professional growth and improvement for teachers and school leaders is designed to support employee's continuous development, enhance their instructional practices, and promote effective leadership. These systems include various components and strategies that enable educators to expand their knowledge, refine their skills, and stay updated with the latest research and best practices in education. These components include professional development opportunities, collaborative learning communities, coaching and mentoring, performance evaluation and feedback, professional learning plans, evidence-based practices, and career advancement opportunities.  Professional learning is offered in multiple ways: ? Training days by district leaders with instructional coaches and lead teachers who re-deliver to teachers ? Virtual Learning Days that are embedded in the calendar in order to provide time for school and system PLCs ? In-service days led by system and school instructional leaders to offer PL on identified needs based on data and teacher feedback ? Training during monthly principals' meetings for leaders ? School-wide training during monthly faculty meetings ? Content or grade-specific training during grade-level and/or departmental meetings. ? Modeling by instructional coaches within the classroom ? Quarterly meetings with the Assistant Principal PLC and system instructional leaders ? Quarterly Emerging Leader trainings to build leadership capacity ? Monthly mentor meetings with new teachers ? System-paid endorsements for recommended teachers In addition, district and school-level PLCs meet regularly to analyze student growth and identify possible gaps in curriculum and professional learning for teachers. Principals/Assistant Principals monitor individual teacher professional growth through TKES. Principal/Assistant Principal professional growth is monitored through LKES. Other district leader professional growth is monitored through leader evaluations. School improvement plans always include what professional learning is planned for the year. School improvement plan evaluations are conducted periodically throughout the year and at the end of the year to report on the effect of each strategy taken to reach the SMART Goals. Our district improvement plan includes the professional learning that will be offered as a focus across the district, and it will be monitored throughout the year and annually at the end of the year. Professional learning in Dalton Public Schools is driven by the need to improve student achievement. PL is sustained, intensive, and collaborative in nature. The District Improvement Plan is a living document resulting from needs assessments, analysis of student performance data, and the collaboration of stakeholders. Student achievement is the catalyst for the plan, and  high-quality PL in which educators are actively engaged on a daily basis is the vehicle by which they grow, develop professionally, and perfect skills needed to generate student learning throughout all stages of career development. Because the primary focus is on student achievement, data analysis and data-driven instruction continue to be emphasized. Each school will develop a school-based professional learning plan that is aligned with its school improvement plan and  designed to support teachers in addressing the specific needs of the school and its student population as determined by the Comprehensive Needs Assessment process. Specific training is offered to improve content and pedagogical skills of core content teachers. Classroom management, student engagement techniques, effective co-teaching, and working with children from poverty are just a few of the areas that continue to be addressed. Additional PL will be provided to support teacher development and effectiveness as measured and supported by the TKES. Instructional technology training is and will continue to be delivered by DPS experts, teacher leaders, and contracted professional trainers. All PL that is offered in the district is ongoing, job-embedded and collaborative in nature. All structural conditions and processes are in place to ensure that these practices remain. All teachers are required to write a PL goal each year. Administrators monitor a teacher's progress in meeting the goal three times each year as documented in the TKES platform.  Student achievement data will be monitored for continuous improvement. A teacher induction program guides the PL of new teachers to the district. All instructional leaders participate in PLCs monthly that are designed to meet their individual needs. This comprehensive system of professional growth and improvement is characterized by ongoing support, collaboration, self-reflection, and access to relevant resources and opportunities. It aims to foster a culture of continuous learning and improvement among educators, ultimately benefiting student  achievement and the overall quality of education within 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. As a minimum, all teachers will hold a valid Clearance Certificate issued by the GaPSC. Additionally, the system prefers that all teachers will hold a bachelor's degree in a related area of assignment; or in the case of the Career Technology Education, JROTC, art, music or drama, have a minimum of three successful years of verifiable field experience in the area of assignment; or have passed the state-approved content assessment for that assignment.

 
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.

Supporting failing schools requires a comprehensive and multi-faceted approach to address the underlying issues and improve educational outcomes. Currently, The Dalton Academy (TDA) has been identified as a CSI school. TDA will receive an equitable amount of Title I-A funding in proportion to their poverty percentage and enrollment. DPS has created and implemented an updated annual plan of support for TDA that includes a focus on professional learning in literacy, the addition of a literacy and ESOL coach, and SIOP training. This plan of support was developed after identifying root causes through a comprehensive needs assessment. The plan also includes frequent progress monitoring at the school, system, and state level.  It is vitally important for the system to support and develop teacher capacity, help school leaders foster a positive school culture, and increase community engagement at TDA to ensure student success.

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. To ensure all CTAE programs are developed to the highest standards, teachers are offered professional learning opportunities at the local, state, and occasionally at national levels. Teachers are trained in best practices of instruction for their field, current updates in business and industry, and in soft skills instruction through partnerships with Career Technical Student Organizations (CTSOs) and professional organizations in their field. Both school administrators and district administrators seek to ensure students are taught methods that are as close, if not exact, to the way their knowledge will be used in the field. Teachers are provided with materials for program improvement to meet the needs of their students and to keep pace with current industry guidelines. 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. Professional learning efforts will be focused in best practices in the classroom to ensure that practices in the classroom reduce the amount and frequency of students being sent out of the room for misbehavior. Disaggregated discipline data is reviewed monthly throughout the year to ensure best practices are truly being implemented. Any disparities or concerns will be addressed with support to mitigate the challenges that the school or individual teachers are facing.

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 direct phonics instruction, structured literacy, and a math framework modeled around the New Zealand math model, Number Corner, and Number Talks. 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 embed 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 cohorts, etc.), research-based frameworks are used for instruction such as SIOP and  Working on the Work Framework. Newcomer cohorts are 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. A virtual program is available for 9th through 12th grade students who 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 through 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.

 

Title I, Part C- Migrant Intrastate and Interstate Coordination 

Consortium LEAs describe how they collaborate with the MEP Consortium staff at Abraham Baldwin Agricultural College  (ABAC) to support the records transfer process for students moving in and out of the school (including academic and health records), and how the use of the occupational survey during new student registration and back-to-school registration for all returning students is coordinated and reviewed.Consortium LEAs and  Direct-funded LEAs describe how the Migrant Student Information Exchange  (MSIX) is used in the records transfer process (both interstate and  intrastate):description includes who in the LEA accesses MSIX when migratory children and youth enroll and depart;description includes how the information in MSIX, when available, is used for enrollment and course placement decisions for migratory children and youth.

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 the ESOL/Title III Specialist who serves as the district Migrant Coordinator.  She reviews 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.  Consortium LEAs describe how academic and non-academic services are coordinated with Abraham Baldwin Agricultural College (ABAC). 2.    Direct-funded LEAs describe:ul 3.    how the needs of preschool children and families are identified and how services are implemented and evaluated during the regular school year and summer. 4. how the needs academic and non-academic needs of out-of-school youth and drop-outs are identified, how the OSY profile is used to support the identification of needs and the delivery of appropriate services, and how services are implemented and evaluated during the regular school year and summer.

Dalton Public Schools uses the Occupational Survey form, and works with the GADOE team to identify migrant students, including migrant 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 FY22 APR report shows that we did meet our targets as our graduation rate of 71.64% is above the state target of 71.55% and our dropout rate of 20.90% is below the state target of 21.56%. 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 Dalton High School and 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 students with disabilities during summer school for credit completion. At Hammond Creek Middle School, students with significant reading deficits are participating in the Open Court Phonics Companion Guide to address deficits in phonics. Heggerty will also be introduced this school year to address phonemic awareness deficits. At Hammond Creek Middle School and Dalton Junior High School, students with intensive literacy needs are receiving small group instruction at their targeted reading level in addition to grade level, standards based instruction. 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 professional learning experience (weekly sessions & job-embedded). They will have an opportunity to participate in an on-going professional learning community in 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. Dual-qualified students are being rostered into two unique instructional settings to build academic language and to accelerate literacy skills. At Dalton High School, students who are dual qualified as EL/SWD receive additional literacy and math interventions in collaboration with the ESOL program by providing an additional segment of English Language Development which allows for small group instruction and intervention. We have also partnered closely with GVRA and have a fully supportive Vocational Rehabilitation Counselor for our high schools. We will develop a database of students referred for GVRA services and their status. We have regularly scheduled meetings, which will include the GVRA Counselor, High School Special Education Learning Specialists, and Lead Special Education Teachers. Each meeting will address the referral status of our students and collectively address next steps for students to ensure an effective partnership toward post-secondary goal attainment. In the previous school year and continuing this upcoming year, both high schools partnered with Georgia High School High Tech to provide experiences focusing on post secondary opportunities in the community and region. Our High School Special Education Teachers participate in a process for Case Management on a regular schedule where they work individually with students on their self-determination tasks and completion of their ITP goals. Our GVRA counselor will have access to our students and Special Education Teachers in these monthly meetings to further support collaboration. The High School Principals and High School Special Education Learning Specialist monitor the work with students in the Case Management opportunity. The Transition Academy provides students who have participated in an alternate curriculum with an opportunity to improve their job readiness skills, increase their independence and facilitate their move from school to adulthood. The Transition Academy teacher designs daily classroom instruction and offers job training/support on school-based rotations in collaboration with the Employment Specialist. The Community Teacher supervises community job sites and provides job coaching for transition students participating in community based internship opportunities. This is a collaborative effort with the Employment Specialist, Classroom Teacher and community business partners. Paraprofessionals work under the coordination of the teacher and job coach to support Transition Academy students in the classroom and on job rotations. An Employment Specialist collaborates with area managers to provide job opportunities within Dalton High School and with businesses within the community to develop community based vocational instruction. Students with a vocational focus work on skills that will increase their ability to gain competitive or supported employment. These students will also learn skills related to household management and socialization. Students with a household management focus will work on skills that will increase their ability to gain supported employment, participate in volunteer or day program opportunities. These students will also learn skills related to household management and socialization. Students with a socialization and engagement 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 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

Three classrooms are staffed with a Bright From The Start (BFTS)  Pre-Kindergarten Teacher, BFTS Pre-Kindergarten Paraprofessional, and an in-field certified Special Education Preschool Teacher. The fourth classroom model is staffed with a BFTS Pre-Kindergarten Teacher, BFTS  Pre-Kindergarten Paraprofessional, a half day in-field certified Special Education Preschool Teacher with the other half of the day supported by a Special Education Preschool Paraprofessional. We provide consultative, collaborative, and co-taught services in these classrooms. We also provide separate class model services during the school day to provide necessary therapies and educational services to support increased developmental skills. 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 a part-day special education program for young children and a full-day special education program for young children. These classrooms incorporate a developmental assessment and we have staffed one in-field certified Special Education Preschool Teacher and two to three 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. When reviewing preschool outcomes in young children with disabilities in the FY22 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. However, we did not meet the state target for "positive social-emotional skills," "acquisition and use of knowledge and skills," and   "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. 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. The district has also partnered with Marcus Autism Center for ongoing school consultation, professional learning and direct student services. 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 communications, 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. 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 

Title IV, Part A – Activities and ProgrammingLEAs must provide a description of each activity/program to be implemented during the fiscal year of allocation and as identified in the District Improvement Plan by focus area and include program objectives/goals/outcomes.  (ESSA Sec. 4106)

A. Well-Rounded Activities (WR)—InstructionProvide:Overarching Need number/Action Step number(s)New or ContinuingName/Description of ActivityMeasurable Goal/Intended Outcome

Overarching Need 2: Consistently engage students in work with high levels of cognitive demand Action Step 4: Identify and provide instructional frameworks and resources, including technology, needed to support engaging all students in work with high levels of cognitive demand Continuing Description: Reimburse the costs of accelerated learning examinations (AP and IB) for low-income students at Dalton High School and The Dalton Academy. Purchase digital subscriptions and platforms to increase cognitive demand and elicit sustained student engagement. Goal: Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of Education

 

B.Safe and Healthy SH-Climate/Culture Provide: Overarching Need number/Action Step number(s) New or Continuing Name/Description of Activity Measurable Goal/Intended Outcome

Overarching Need 2: Consistently engage students in work with high levels of cognitive demand Action Step 4: Identify and provide instructional frameworks and resources, including technology, needed to support engaging all students in work with high levels of cognitive demand Continuing Description: Reimburse the costs of accelerated learning examinations (AP and IB) for low-income students at Dalton High School and The Dalton Academy. Purchase digital subscriptions and platforms to increase cognitive demand and elicit sustained student engagement. Goal: Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of EducationOverarching Need 4: Improve student social and emotional learning competencies 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. Continuing Description: Purchase professional services coordinated through Hamilton Medical Center for Student Assistance Program available to all students in Dalton Public Schools with the intent and purpose of supporting the physical and mental health of students to increase the likelihood of student academic success and well-being. Goal: Increase the district's 4-year cohort graduation rate to 87.1% as reported by the Georgia Department of Education

 

Title IV, Part A – Activities and ProgrammingLEAs must provide a description of each activity/program to be implemented during the fiscal year of allocation and as identified in the District Improvement Plan by focus area and include program objectives/goals/outcomes.  (ESSA Sec. 4106)

 

C. Effective Use of Technology (ET)-Professional LearningProvide:Overarching Need number/Action Step number(s)New or ContinuingName/Description of ActivityMeasurable Goal/Intended Outcome

Overarching Need 1: Improve student mastery of standards Action Step 1: 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 Continuing Description: Selected teachers and district personnel will attend professional learning conferences related to effective implementation of technology to promote student engagement. 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.

 

D. Effective Use of Technology 15% (ET15)-InfrastructureProvide:Overarching Need number/Action Step number(s)New or ContinuingName/Description of ActivityMeasurable Goal/Intended Outcome

Overarching Need 1: Improve student mastery of standards Action Step 1: 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 Continuing Description: Technology resources will be purchased to support student engagement and student data analysis. These resources could include devices and equipment to facilitate the effectiveness of use as well as digital subscriptions and platforms to enhance data analysis. 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.

 

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 throughout 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 a phone call. Verification is done by reviewing the documentation that has been submitted. The school system holds stakeholder feedback meetings to gain valuable insight into program offerings and needs. This process, along with continued community partnerships with businesses, has allowed a growth in career integration. Family nights are scheduled in the fall and spring in the elementary and middle schools. Stakeholders are given opportunities throughout the school year at local schools to provide feedback on communication through the use of face to face meetings, surveys and social media. The district also utilizes the same platforms for feedback. The district lead social worker and lead counselor will gather feedback from counselors and social workers regarding healthy, supportive drug-free awareness/education activities/training.

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. The equity gap was student achievement in identified subgroups, grade level spans, and content area(s). The intervention was effective and the activities and strategies will be adjusted.

 

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.

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 equity action plan focused on providing 1) professional learning and support to teachers through the analysis of standards 2) instructional coaching, and 3) building capacity among staff to implement effective interventions. The first two action steps were implemented with fidelity and demonstrated success as evidenced by student achievement and student growth data. The third action step was not implemented with fidelity so the effectiveness could not be adequately measured. Based on student achievement data, the decision was made to focus on improving Tier 1 instruction, rather than implementing and training teachers on Tier 2 interventions.

 

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. The equity gap was the 4-year graduation rate. 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 projected graduation rate for Fy23 is predicted to be higher than FY22. Due to this, DPS considers that the equity action steps were effective and should be maintained. The equity action plan focused on providing 1) instructional coaching and professional learning support to strengthen Tier 1 instruction, and 2) conducting professional learning in rigor, academic language, depth of knowledge. The first two action steps were implemented with fidelity and demonstrated success as evidenced by student achievement and student growth data.

 

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

 

Family engagement means the participation of parents and family members in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:

(a) That parents play an integral role in assisting their child's learning. 

(b) That parents are encouraged to be actively involved in their child's education. 

(c) That parents are full partners in their child's education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child. 

(d) The carrying out of other activities, such as those described in Section 1116 of the ESSA 

In support of strengthening student academic achievement, Dalton Public Schools (DPS) has developed this parent and family engagement policy that establishes the district’s expectations and objectives for meaningful family engagement and guides the strategies and resources that strengthen school and parent partnerships in the district’s Title I schools. This plan will describe DPS’s commitment to engage families in the education of their children and to build the capacity in its Title I schools to implement family engagement strategies and activities designed to achieve the district and student academic achievement goals.   

When schools, families, and communities work together to support learning, children tend to do better in school, stay in school longer, and enjoy school more. Title I, Part A provides for substantive family engagement at every level of the program, such as in the development and implementation of the district and school plan, and in carrying out the district and school improvement provisions. Section 1116of the Every Student Succeeds Act (ESSA) contains the primary Title I, Part A requirements for schools and school systems to involve parents and family members in their children's education. Consistent with Section 1116, DPS will work with Title I schools to ensure that the required school-level parent and family engagement policies meet the requirements of Section 1116(b) and each include, as a component, a school-parent compact consistent with Section 1116(d) of the ESSA. 

 

Dalton Public Schools will take the following actions to involve parents and family members in jointly developing its LEA plan under Section 1112, and the development of support and improvement plans under paragraphs (1) and (2) of Section 1111(d) of the ESEA: 

Dalton Public Schools parents will be involved in the joint development and distribution of the Title I Plan and Parent Involvement Policy through the use of parent surveys, committee memberships, school wide planning teams, school councils, and participation on Federal Programs Parent Involvement Advisory Group, and PTA/PTO committees.

Dalton Public Schools will provide the following coordination, technical assistance, and other support necessary to assist and build capacity of all Title I, Part A schools in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education:  

Title I schools will be provided with the coordination, technical assistance, and other support necessary to assist in planning and implementing effective parent involvement.  Title I funds will be set aside to provide monetary support to all Title I schools for effective parent involvement activities, workshops, and support.  Title I works in collaboration with other parenting programs that exist in the school district to provide information and resources to assist parents in ways to help their children achieve at a higher level in school.

Dalton Public Schools will involve the parents and family members of children served in Title I, Part A schools in decisions about how the 1 percent of Title I, Part A funds reserved for parent and family engagement is spent and will ensure that not less than 90 percent of the 1 percent reserved goes directly to Title I schools.

Parental input concerning parenting activities and school improvements will be welcomed.  Parents will serve on the school council of each Title I school and on the district Federal Programs Parent Involvement Advisory Committee (FPPAC).  Schools will be allocated funds for parent involvement. Schools will keep minutes with all parent comments included.

The Dalton Public Schools will coordinate and integrate parent and family engagement strategies with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant Federal, State, and local laws and programs:  Head Start, Georgia PreK, Kid City (21CCLC), Little Cats, PTA/PTO that encourage and support parents in more fully participating in the education of their children by:

Title I schools offer a wide variety of programs designed to improve parent involvement.  Parent committees, PTA/PTO and school committees work toward increasing parent involvement.  Parent involvement strategies are included in individual school Title I plans, Cognia, and FLP plans.

All Dalton Public Schools PK-5 schools offer state-funded Georgia Pre-Kindergarten Programs.  Some offer Head Start.  All provide parenting workshops which are organized collaboratively with Title I, Title IV-B, EIP, Migrant and ELL when feasible. 

Little Cats is a district initiative to assist parents in working with their preschool age (3 and 4 year olds) on basic literacy and math 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.  

 

Dalton Public Schools will build the schools’ and parents’ capacity for strong family engagement, in order to ensure effective involvement of parents and family members and to support a partnership among the Title I schools, parents, and the community to improve student academic achievement through the following districtwide activities and programs.

Of Parents - DPS will, with the assistance of its Title I schools, build parents’ capacity for strong parental involvement by providing materials and training on such topics as literacy training and using technology (including education about the harms of copyright piracy) to help parents work with their children to improve their children’s academic achievement.  Assistance will also be provided to parents in understanding the following topics: The challenging State academic standards, the State and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, how to work with educators using the following opportunities:

·       Parent Resource Center - Individual schools provide parents with resources through informational centers and resource rooms

·       Parental informational training (introduction to school system, parent/ teacher conferences, grading system, standardized testing, student learning objectives, opening parent portal accounts, academic resources in school and online, school programs, school involvement, support of students at home, health and hygiene, discipline, children safety, gang and social issues, college, nutrition)

·       After-school homework help for at -risk students (based on recommendations of teachers)

·       Little Cats initiative to assist parents in working with their preschool age (3 and 4 year olds) on basic literacy and math skills to be ready to transition into PreK and Kindergarten programs

·       Electronic devices, books and tapes in English and other languages of students represented in the system for students to use there and take home.

·       Liaisons between schools and parents- Parent Involvement Coordinators for Title I, Title III, Title IV-B, Migrant, Pre-K, Special Education, Parent Mentor, Transition Coach (HS), and School Social Workers

·       Community fair- partner with community agencies

·       District partnerships:  Federal Programs (Title I, Migrant, Homeless, Title IV-B, Title III, ESS), Bright from the Start, School Counselors, School Social Workers, School Committees 

·       Community partnership: Dalton State College, North GA Healthcare Partnership, CLILA, Latin American Association, Family Support Council, Faith-based organizations/churches and other organizations

·       Parent/Teacher conferences are offered, either scheduled or as requested, to share information with parents about their child’s academic progress, progress reports and report cards, standardized test results and interpretation and curriculum/resources.  Other information such as behavior records may be shared as necessary. 

Of School Staff - The Dalton Public Schools will, with the assistance of its schools and parents, educate its teachers, specialized instructional support personnel, principals, and other school leaders, and other staff in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and schools by:  

The district employs a Title I, Title III, Title IV-B, and a Migrant family engagement coordinator.  Additionally, there are 3 other coordinators at school sites and a PreK family engagement coordinator.  All of these build capacity for staff to understand the value of and utility of contributions of parents, how to reach out and communicate with parents, and how to partner with parents, implement and coordinate parent programs and build parental ties with schools.  Presentations on cultural awareness, working with students of poverty, and parent conference training are part of the new teacher induction process.    Some other ways capacity is built including information shared at staff meetings and assistance with parent conferences.

An online Parent Engagement Course has been set up in the district’s online learning management system, Canvas.  Resources for supporting parent involvement are posted there including: DOE webinars, DOE templates, guidance documents, shared resources, and links to resources.

Dalton Public Schools will take the following actions to conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of this parent and family engagement policy in improving the academic quality of its Title I, Part A schools.  The evaluation will include identifying barriers to greater participation by parents in activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background).  The evaluation will also include identifying the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers and strategies to support successful school and family interactions. The school district will use the findings of the evaluation about its parent and family engagement policy to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, its parent and family engagement policies.

Schools will annually survey parents to ascertain the effectiveness and appropriateness of the Parent Involvement Policy.  Areas to be evaluated will include identifying barriers to parent participation such as low income, disabilities, limited literacy, LEP or other racial or ethnic considerations.  The findings of this evaluation will be used for school improvement and reviewing and revising the parent involvement policy each year.

In carrying out the parent and family engagement requirements established by Section 1116 of the ESSA, the district family engagement coordinator will communicate and collaborate with the Office for Student Support Services to ensure full opportunities for participation of parents with limited English proficiency, parents with disabilities, neglected and delinquent residential facilities in its school attendance area, and parents of migratory children including providing information and school reports in a language parents can understand.

For Parents

Parent Advisory Team with the Superintendent

Fall & winter 2023
All will start at noon

Welcoming Schools Training
July 24-27, 2023
New Teacher Induction

Title I Annual School Meetings
Fall 2023

Title I Spring Stakeholder Meeting
April 2024
Please consult DPS School Calendar for specific school meeting dates
https://www.daltonpublicschools.com/our-schools

 

This LEA parent and family engagement policy has been developed jointly and agreed on with parents and family members of children participating in Title I, Part A programs, as evidenced by Leslie Dixon, Federal Programs Director. 

This policy was adopted by the Dalton Public Schools on 07/18/2023 and will be in effect for the period of the 2023-2024 school year. The school district will distribute this policy to all parents of participating Title I, Part A children on or before September 1, 2023.