City Park Comprehensive Needs Assessment and Improvement Plan

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Comprehensive Needs Assessment

City Park 2023-2024 Report

1. Planning and Preparation

1.1 Identification of team
1.2 Identification of Stakeholders

1.1 Identification of team

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

Required Team Members

Position/Role		Name
Team Member # 1	Principal	Kim Rhyne
Team Member # 2	Assistant Principal	Lauren Aldrich
Team Member # 3	Media Center Specialist	Hannah Talley
Team Member # 4	Instructional Coach	Amanda Weeks
Team Member # 5	Instructional Coach	Kristen Asbell
Team Member # 6	Counselor	Virginia Souza
Team Member # 7	Counselor	Emily Jones

Recommended and Additional Team Members

Position/Role		Name
Team Member # 1	Kindergarten Lead Teacher	Lora Ruth Catlett
Team Member # 2	1st Grade Lead Teacher	Ginger Farmer
Team Member # 3	2nd Grade Lead Teacher	Elizabeth Fraire
Team Member # 4	3rd Grade Lead Teacher	McKenzie Parker
Team Member # 5	4th Grade Lead Teacher	Radha Menon
Team Member # 6	5th Grade Lead Teacher	Allison Chlebisch
Team Member # 7	EIP Lead Teacher	Tammy Chesser
Team Member # 8	ESS Lead Teacher	Audra Garcia
Team Member # 9	ESOL Lead Teacher	Bradley Balthrop-Lee
Team Member # 10	Specials Lead Teacher	Jeff Talley

1.2 Identification of Stakeholders

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

Required Stakeholders

Position/Role		Name
Stakeholder # 1	School Council Chairman and Principal	Kim Rhyne
Stakeholder # 2	School Council Secretary and Teacher Representative	Lauren Aldrich
Stakeholder # 3	School Council - Teacher Representative	Kimberly Jimenez
Stakeholder # 4	School Council - Parent & Teacher Representative	Edith Nava
Stakeholder # 5	School Council - Parent Representative	Leslie Meza
Stakeholder # 6	School Council - Parents & Community Representatives	Josafat and Blanca Rodriguez (El Maguey's)
Stakeholder # 7	School Council - Community Member	Mandy Brindle (Dalton First United Methodist Church)
Stakeholder # 8	School Council - Community Member	Andi Locander (Happy Candle Co.)

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 school'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?

School Council meetings are held four times a year and are open to all stakeholders. Council members are aware that they can ask for additional meetings to discuss items pertaining to the needs of the school. Social media is
also used as a way to inform parents of what is happening at school. We send home surveys, emails, and submit media postings asking for feedback throughout the year. We also communicate by sending home letters during the school year.

2. Data Collection Analysis

2.1 Coherent Instructional Systems

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 School Performance Standard (GSPS). See the Coherent Instructional System webinar for additional information and guidance.

Coherent Instruction Data

Curriculum Standard 1 -Uses systematic, collaborative planning processes so that teachers share an understanding of expectations for standards, curriculum, assessment, and instruction
1. Exemplary	A systematic, collaborative process is used proactively for curriculum planning. Nearly all teachers or groups of teachers, support staff, and leaders within the school have common expectations for standards, curriculum, assessment, and instruction.
2. Operational	A systematic, collaborative process is used regularly for curriculum planning. Most teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction.	✔
3. Emerging	A collaborative process is used occasionally for curriculum planning. Some teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction.
4. Not Evident	A collaborative process is rarely, if ever, used for curriculum planning. Few, if any, teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction.

Coherent Instruction Data

Curriculum Standard 2 -Designs curriculum documents and aligns resources with the intended rigor of the required standards
1. Exemplary	Curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope, and sequence documents, guides) that are aligned with the intended rigor of the required standards are the products of a systematic, collaborative process. These curriculum documents and resources are used and continuously revised by teachers and support staff to ensure an alignment with the intended, taught, and tested standards.
2. Operational	Curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope and sequence documents, guides) have been designed, and resources are aligned with the intended rigor of the required standards. These curriculum documents and resources guide the work of teachers and instructional support staff.	✔
3. Emerging	Curriculum documents and resources exist, but they are not complete in all content areas or grade levels or lack the intended rigor of the required standards.
4. Not Evident	Few, if any, curriculum documents and resources exist to support the implementation of the intended rigor of the required standards.

Instruction Standard 1 -Provides a supportive and well -managed environment conducive to learning
1. Exemplary	A supportive and well-managed environment conducive to learning is evident throughout the school. Students consistently stay on-task and take responsibility for their own actions.
2. Operational	A supportive and well-managed environment conducive to learning is evident in most classrooms.	✔
3. Emerging	A supportive and well-managed environment conducive to learning is evident in some classrooms.
4. Not Evident	A supportive and well-managed environment conducive to learning is evident in few, if any, classrooms.

Coherent Instruction Data

Instruction Standard 2 -Creates an academically challenging learning environment
1. Exemplary	Nearly all teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). Students consistently work independently and in teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking.
2. Operational	Most teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration).	✔
3. Emerging	Some teachers create an academically challenging learning environment.
4. Not Evident	Few, if any, teachers create an academically challenging learning environment.

Instruction Standard 3 -Establishes and communicates clear learning targets and success criteria aligned to curriculum standards
1. Exemplary	Nearly all teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. Learning targets are evident throughout the lesson and in student work. Articulation of the learning targets is consistent and pervasive among like content areas and grade levels.
2. Operational	Most teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. Learning targets are evident throughout the lesson and in student work.
3. Emerging	Some teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards.	✔
4. Not Evident	Few, if any teachers establish clear learning targets and success criteria aligned to the required curriculum standards.

Instruction Standard 4 -Uses research based instructional practices that positively impact student learning
1. Exemplary	Nearly all teachers pervasively demonstrate a repertoire of highly effective, research-based instructional practices that positively impact student learning (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, reciprocal teaching).
2. Operational	Most teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, reciprocal teaching).
3. Emerging	Some teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning.	✔
4. Not Evident	Few, if any, teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning.

2.2 Effective Leadership

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

Effective Leadership Data

Leadership Standard 1 -Builds and sustains relationships to foster the success of students and staff
1. Exemplary	Administrators consistently build and sustain relationships to foster the success of students and staff. The school staff is fully engaged in relationship building through collaboration, internal and external communication, and building trust with staff, students, families, and community stakeholders.	✔
2. Operational	Administrators regularly build and sustain relationships to foster the success of students and staff.
3. Emerging	Administrators sometimes build relationships to foster the success of students and staff.
4. Not Evident	Administrators seldom, if ever, build relationships to foster the success of students and staff.

Leadership Standard 2 -Initiates and manages change to improve staff performance and student learning
1. Exemplary	Administrators, the school leadership team, and other teacher leaders initiate and sustain change to improve staff performance and student learning. Administrators, the school leadership team, and other teacher leaders create a sense of urgency for change and effectively communicate a common vision.
2. Operational	Administrators and the school leadership team initiate and sustain change to improve staff performance and student learning. The principal provides an appropriate balance of pressure and support to manage the change process for desired results.	✔
3. Emerging	Administrators initiate change to improve staff performance and student learning but do not sustain the change, remove barriers, or both.
4. Not Evident	Administrators initiate few, if any, changes that impact staff performance and student learning.

Effective Leadership Data

Leadership Standard 3 -Uses systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices
1. Exemplary	The principal and other school leaders continually use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. The principal and other school leaders have a comprehensive knowledge and understanding of the best practices for curriculum, assessment, instruction, and professional learning.
2. Operational	The principal and other school leaders often use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices.	✔
3. Emerging	The principal and other school leaders occasionally use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices.
4. Not Evident	The principal and other school leaders rarely, if ever, use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices.

Leadership Standard 4 -Uses processes to systematically analyze data to improve student achievement
1. Exemplary	Extensive, comprehensive processes, including root cause analysis, are used consistently to analyze data (e.g., multiple sources of data: classroom, grade level, departmental, and subgroup, perception data) to improve student achievement.
2. Operational	Numerous processes are used frequently to analyze data (e.g., multiple sources of data: classroom, grade level, departmental, and subgroup, perception data) to improve student achievement.	✔
3. Emerging	Some processes are in place and used occasionally to analyze data to improve student achievement.
4. Not Evident	Few, if any, processes are in place to analyze data to improve student achievement.

Leadership Standard 5 -Builds leadership capacity through shared decision-making and problem-solving
1. Exemplary	Extensive structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. Administrators collaborate consistently with staff members to gather input.	✔
2. Operational	Numerous structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities.
3. Emerging	Some structures exist for staff to engage in shared decision-making, problem-solving, or both.
4. Not Evident	Few, if any, structures exist for staff to engage in shared decision-making or problem-solving.

Effective Leadership Data

Leadership Standard 6 -Establishes and supports a data-driven school leadership team that is focused on student learning
1. Exemplary	A highly effective, proactive, and data-driven school leadership team is focused on student learning. The leadership team addresses nearly all areas of student and staff learning and school leadership, including the development, implementation, and regular monitoring of the school improvement plan.
2. Operational	A data-driven school leadership team is established with stakeholder representation (e.g., core and non-core teachers, certified support staff) and is focused on student learning. The school leadership team meets regularly and uses norms and protocols to work effectively and efficiently.	✔
3. Emerging	The school leadership team is established and has some stakeholder representation but is focused chiefly on school operations rather than student learning.
4. Not Evident	A school leadership team does not exist or does not have adequate stakeholder representation.

Leadership Standard 7 -Monitors and evaluates the performance of teachers and other staff using multiple data sources
1. Exemplary	Monitoring the performance of teachers and other staff through observations, surveys, data, and documentation is consistent and comprehensive, resulting in highly accurate performance evaluations. A comprehensive system is in place to provide teachers and staff with ongoing, accurate, timely, detailed, descriptive feedback related to their performance. Administrators use the evaluation process to identify role models, teacher leaders, or both.
2. Operational	Monitoring the performance of teachers and other staff regularly occurs using data or documentation, generally resulting in accurate performance evaluations. Teachers and staff receive accurate, timely, descriptive feedback related to their performance.	✔
3. Emerging	Monitoring the performance of teachers and other staff is inconsistent, incomplete, or lacks data or documentation, sometimes resulting in inaccurate performance evaluations. Teachers and staff receive some descriptive feedback related to their performance.
4. Not Evident	Monitoring the performance of teachers and other staff rarely occurs or often results in inaccurate performance evaluations. Teachers and staff receive little or no descriptive feedback related to their performance.

Effective Leadership Data

Leadership Standard 8 -Provides ongoing support to teachers and other staff
1. Exemplary	A comprehensive support system that is timely and targeted to individual needs is provided to teachers and other staff.	✔
2. Operational	Most support provided to teachers and other staff is targeted to individual needs.
3. Emerging	Some support provided to teachers and staff is targeted to individual needs.
4. Not Evident	Support to teachers and staff does not exist or is not targeted to individual needs.

Planning and Organization Standard 1 -Shares a common vision and mission that define the school culture and guide the continuous improvement process
1. Exemplary	A common vision and mission have been collaboratively developed and communicated to nearly all stakeholders. The culture of the school has been deeply defined over time by the vision and mission, which are updated as needed. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement.	✔
2. Operational	A common vision and mission have been developed through a collaborative process and communicated to most stakeholders. The vision and mission define the culture of the school and guide the continuous improvement process.
3. Emerging	A common vision and mission have been developed by some staff members but have not been effectively communicated so that they guide the continuous improvement process.
4. Not Evident	A common vision and mission have not been developed or updated or have been developed by a few staff members.

Effective Leadership Data

Planning and Organization Standard 2 -Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance
1. Exemplary	A school improvement plan has been developed using a data-driven and consensus-oriented process with input from nearly all stakeholders. The plan includes appropriate goals and strategies with a strong focus on increasing student performance. This process and plan consistently guide the work of the school staff.	✔
2. Operational	A school improvement plan has been developed using a data-driven and consensus-oriented process with input from most plan stakeholders. The plan includes appropriate goals and strategies with a focus on increasing student performance.
3. Emerging	A school improvement plan has been developed with input from some stakeholders. The school improvement plan is based on incomplete data analysis with limited focus on student performance.
4. Not Evident	An up-to-date, data-driven school improvement plan focused on student performance is not in place.

Planning and Organization Standard 3 -Monitors implementation of the school improvement plan and makes adjustments as needed
1. Exemplary	The goals and strategies of the school improvement plan are continually monitored by administrators, the school leadership team, and teacher leaders to evaluate the impact on student performance. Ongoing adjustments are made based on various performance, process, and perception data.
2. Operational	he goals and strategies of the school improvement plan are regularly monitored by administrators and the school leadership team to evaluate the impact on student performance. Adjustments are made to the plan, as needed, based on the analysis of data.	✔
3. Emerging	The goals and strategies of the school improvement plan are occasionally monitored by administrators.
4. Not Evident	The goals and strategies of the school improvement plan are rarely, if ever, monitored.

Effective Leadership Data

Planning and Organization Standard 4 -Monitors the use of available resources to support continuous improvement
1. Exemplary	The use of available resources (e.g., personnel, time, facilities, equipment, materials) to support continuous improvement is consistently monitored. School schedules and processes are designed to make effective use of personnel, time, materials, and equipment.	✔
2. Operational	The use of available resources (e.g., personnel, time, facilities, equipment, materials) to support continuous improvement is frequently monitored.
3. Emerging	The use of available resources to support continuous improvement is inconsistently monitored.
4. Not Evident	The use of available resources to support continuous improvement is rarely, if ever, monitored.

Planning and Organization Standard 5 -Develops, communicates, and implements rules, policies, schedules, and procedures to maximize student learning and staff effectiveness
1. Exemplary	Rules, policies, schedules, and procedures are developed with stakeholder input, effectively communicated, and consistently implemented throughout the school to maximize student learning and staff effectiveness. These rules, policies, schedules, and procedures are consistently reviewed and revised as needed.
2. Operational	Rules, policies, schedules, and procedures are developed, communicated, and implemented throughout the school to maximize student learning and staff effectiveness. These rules, policies, schedules, and procedures are periodically reviewed and systematically revised as needed.	✔
3. Emerging	Rules, policies, schedules, and procedures are developed but are not effectively communicated or are implemented inconsistently across the school.
4. Not Evident	Rules, policies, or procedures are not developed, are poorly communicated, or are ineffectively implemented. In some cases, rules, policies, schedules, or procedures are out of date or have become barriers to student learning or staff effectiveness.

Effective Leadership Data

Planning and Organization Standard 6 -Uses protocols to maintain the school campus and equipment providing a safe, clean, and inviting learning environment
1. Exemplary	Protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional custodial schedules) are used extensively to maintain the school campus and equipment providing a safe, clean, and inviting learning environment. A proactive maintenance process is in place, and repairs are completed in a satisfactory and timely manner, when needed.
2. Operational	Protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional custodial schedules) are used to maintain the school campus and equipment providing a safe, clean, and inviting learning environment. The school and campus are clean, well-maintained, inviting, and safe.	✔
3. Emerging	Protocols are sometimes used to maintain the school campus and equipment. The school and campus are partially clean, maintained, and inviting, but some safety issues exist.
4. Not Evident	Protocols do not exist or are rarely, if ever, used to maintain the school campus and equipment. The school and campus are not clean, maintained, or inviting, and safety issues exist.

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 School Performance Standard (GSPS). See the Professional Capacity webinar for additional information and guidance.

Professional Capacity Data

Leadership Standard 5 -Builds leadership capacity through shared decision-making and problem-solving
1. Exemplary	Extensive structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. Administrators collaborate consistently with staff members to gather input.
2. Operational	Numerous structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities.	✔
3. Emerging	Some structures exist for staff to engage in shared decision-making, problem-solving, or both.
4. Not Evident	Few, if any, structures exist for staff to engage in shared decision-making or problem-solving.

Professional Learning Standard 1 -Aligns professional learning with needs identified through analysis of a variety of data
1. Exemplary	Professional learning needs are identified and differentiated through a collaborative analysis process using a variety of data (e.g., student achievement data, examination of student work, process data, teacher and leader effectiveness data, action research data, perception data from students, staff, and families). Ongoing support is provided through differentiated professional learning.
2. Operational	Professional learning needs are identified through a collaborative analysis process using a variety of data (e.g., student achievement data, examination of student work, process data, teacher and leader effectiveness data, action research data, perception data from students, staff, and families).	✔
3. Emerging	Professional learning needs are identified using limited sources of data.
4. Not Evident	Professional learning needs are identified using little or no data.

Professional Capacity Data

Professional Learning Standard 2 -Establishes a culture of collaboration among administrators and staff to enhance individual and collective performance
1. Exemplary	Administrators and staff, as a foundational practice, consistently collaborate to support leadership and personal accountability and to enhance individual and collective performance (e.g., construct knowledge, acquire skills, refine practice, provide feedback). Teachers conduct action research and assume ownership of professional learning processes.
2. Operational	Administrators and staff routinely collaborate to improve individual and collective performance (e.g., construct knowledge, acquire skills, refine practice, provide feedback).	✔
3. Emerging	Administrators and staff sometimes collaborate to improve individual and collective performance.
4. Not Evident	Administrators and staff rarely collaborate to improve individual and collective performance.

Professional Learning Standard 3 -Defines expectations for implementing professional learning
1. Exemplary	Administrators, teacher leaders, or both consistently define expectations for the implementation of professional learning, including details regarding the stages of implementation and how monitoring will occur as implementation progresses.
2. Operational	Administrators, teacher leaders, or both regularly define expectations for the implementation of professional learning.	✔
3. Emerging	Administrators, teacher leaders, or both occasionally define expectations for the implementation of professional learning.
4. Not Evident	Administrators, teacher leaders, or both rarely, if ever, define expectations for the implementation of professional learning.

Professional Capacity Data

Professional Learning Standard 4 -Uses multiple professional learning designs to support the various learning needs of the staff
1. Exemplary	Staff members actively participate in job-embedded professional learning that engages collaborative teams in a variety of appropriate learning designs (e.g., collaborative lesson study, analysis of student work, problem solving sessions, curriculum development, coursework, action research, classroom observations, online networks). Professional learning includes extensive follow-up with descriptive feedback and coaching.
2. Operational	Staff members actively participate in professional learning, most of which is job-embedded, which includes multiple designs (e.g., collaborative lesson study, analysis of student work, problem-solving sessions, curriculum development, coursework, action research, classroom observations, online networks) to support their various learning needs. Professional learning includes follow-up with feedback and coaching.	✔
3. Emerging	Some staff members are engaged in professional learning that makes use of more than one learning design to address their identified needs.
4. Not Evident	Staff members receive single, stand-alone professional learning events that are informational and mostly large-group presentation designs.

Professional Learning Standard 5 -Allocates resources and establishes systems to support and sustain effective professional learning
1. Exemplary	Extensive resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, technology) and systems (e.g., conducive schedules, adequate collaborative time, model classrooms) are allocated to support and sustain effective professional learning. Opportunities to practice skills, receive follow-up, feedback, and coaching are provided to support the effectiveness of professional learning.
2. Operational	Adequate resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, technology) and systems (e.g., conducive schedules, adequate collaborative time, model classrooms) are in place to support and sustain professional learning.	✔
3. Emerging	Some resources and systems are allocated to support and sustain professional learning.
4. Not Evident	Few, if any, resources and systems are provided to support and sustain professional learning.

Professional Capacity Data

Professional Learning Standard 6 -Monitors and evaluates the impact of professional learning on staff practices and student learning
1. Exemplary	Monitoring and evaluating the impact of professional learning on staff practices and increases in student learning occurs extensively. Evaluation results are used to identify and implement processes to extend student learning.
2. Operational	Monitoring and evaluating the impact of professional learning on staff practices and student learning occurs routinely.	✔
3. Emerging	Monitoring and evaluating the impact of professional learning on staff practices occurs sporadically.
4. Not Evident	Monitoring and evaluating the impact of professional learning on staff practices occurs rarely, if ever.

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 School Performance Standard (GSPS). 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

Family and Community Engagement Standard 1 -Creates an environment that welcomes, encourages, and connects family and community members to the school
1. Exemplary	The school has a well-established, inviting learning environment that welcomes, encourages, and connects family and community members to the school. Numerous opportunities are given to family members to become actively engaged in school-related events and improvement efforts as participants, event managers, and workers.
2. Operational	The school has created an environment that welcomes, encourages, and connects family and community members to the school.	✔
3. Emerging	The school has made some progress toward creating an environment that welcomes, encourages, and connects family and community members to the school.
4. Not Evident	The school has not created an environment that welcomes, encourages, or connects family and community members to the school.

Family and Community Engagement Standard 2 -Establishes structures that promote clear and open communication between the school and stakeholders
1. Exemplary	Extensive structures that promote clear and open communication between the school and stakeholders have been effectively established and implemented. Structures are continuously monitored for reliable and interactive communication.
2. Operational	Most structures that promote clear and open communication between the school and stakeholders have been effectively established and implemented.	✔
3. Emerging	Some structures that promote clear and open communication between the school and stakeholders exist.
4. Not Evident	Few, if any, structures that promote clear and open communication between the school and stakeholders exist.

Family and Community Engagement Data

Family and Community Engagement Standard 3 -Establishes relationships and decision-making processes that build capacity for family and community engagement in the success of students
1. Exemplary	A wide variety of relationships and collaborative decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services, post-secondary partnerships) are pervasive in promoting student success and well being. Expectations for family and community engagement are embedded in the culture and result in stakeholders being actively involved in decision-making.
2. Operational	Numerous relationships and decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services) effectively build capacity for family and community engagement in the success of students.	✔
3. Emerging	Limited relationships and decision-making processes have been initiated by the school to build capacity for family and community engagement.
4. Not Evident	Relationships and decision-making processes for families and the community are non-existent, or those that do exist contribute minimally to student success.

Family and Community Engagement Standard 4 -Communicates academic expectations and current student achievement status to families
1. Exemplary	The school staff provides families with ongoing, detailed academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols). Extensive communication related to the current achievement level of individual students is provided (e.g., progress reports, student-led parent conferences, report cards, reading level reports, state test reports, school-based assessment reports, online reporting system).
2. Operational	The school staff communicates academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols) throughout the year. Regular communication related to the current achievement level of individual students is provided (e.g., progress reports, parent conferences, report cards, reading level reports, state test reports, school-based assessment reports, online reporting system).	✔
3. Emerging	The school staff communicates some academic expectations at the start of the year. Some communication related to the current achievement level of individual students is provided.
4. Not Evident	The school staff does little to inform families of academic expectations. Little, if any, communication related to the current achievement level of individual students is provided.

Family and Community Engagement Data

Family and Community Engagement Standard 5 -Develops the capacity of families to use support strategies at home that will enhance academic achievement
1. Exemplary	The school continually develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement.
2. Operational	The school frequently develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement.	✔
3. Emerging	The school occasionally develops the capacity of families to use support strategies at home that will enhance academic achievement.
4. Not Evident	The school seldom, if ever, develops the capacity of families to use support strategies at home that will enhance academic achievement.

Family and Community Engagement Standard 6 -Connects families with agencies and resources in the community to meet the needs of students
1. Exemplary	The school has a systematic process in place to connect families with an array of agencies and resources (e.g., Y-Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, tutoring services) to meet the needs of students.
2. Operational	The school regularly connects families to agencies and resources in the community (e.g., Y-Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, tutoring services) to meet the needs of students.	✔
3. Emerging	The school sometimes connects families to agencies and resources in the community to meet the needs of students.
4. Not Evident	The school does little to connect families with agencies and resources in the community to meet the needs of students.

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 School Performance Standard (GSPS). 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

Instruction Standard 1 -Provides a supportive and well-managed environment conducive to learning
1. Exemplary	A supportive and well-managed environment conducive to learning is evident throughout the school. Students consistently stay on-task and take responsibility for their own actions.
2. Operational	A supportive and well-managed environment conducive to learning is evident in most classrooms.	✔
3. Emerging	A supportive and well-managed environment conducive to learning is evident in some classrooms.
4. Not Evident	A supportive and well-managed environment conducive to learning is evident in few, if any, classrooms.

Instruction Standard 2 -Creates an academically challenging learning environment
1. Exemplary	Nearly all teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). Students consistently work independently and in teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking.
2. Operational	Most teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration).
3. Emerging	Some teachers create an academically challenging learning environment.	✔
4. Not Evident	Few, if any, teachers create an academically challenging learning environment.

Supportive Learning Environment Data

Instruction Standard 8 -Establishes a learning environment that empowers students to actively monitor their own progress
1. Exemplary	Nearly all students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. Nearly all students develop a sense of personal responsibility and accountability by engaging in record keeping, self-monitoring, sharing, exhibiting, and self-reflection.
2. Operational	Most students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress.	✔
3. Emerging	Some students use tools to actively monitor their own progress.
4. Not Evident	Few, if any, students use tools to actively monitor their own progress.

School Culture Standard 1 -Develops, communicates, and implements rules, practices, and procedures to maintain a safe, orderly learning environment
1. Exemplary	Rules, practices, and procedures that maintain a safe, orderly learning environment are proactively developed, communicated, and consistently implemented across the school. These rules, practices, and procedures are continually monitored and revised as needed.
2. Operational	Rules, practices, and procedures that maintain a safe, orderly learning environment are developed, communicated, and implemented.	✔
3. Emerging	Rules, practices, and procedures are developed and communicated but are ineffective or inconsistently implemented across the school.
4. Not Evident	Rules, practices, and procedures that maintain a safe, orderly, learning environment are not developed nor updated or are poorly communicated.

Supportive Learning Environment Data

School Culture Standard 2 -Establishes a culture of trust and respect that promotes positive interactions and a sense of community
1. Exemplary	Extensive evidence (e.g., positive and respectful interactions, appreciation of diversity, tolerance, understanding) exists that a culture of trust and respect has been established. A pervasive commitment to promoting positive interactions and a sense of community is evident.	✔
2. Operational	Evidence (e.g., positive and respectful interactions, appreciation of diversity, tolerance, understanding) exists that a culture of trust and respect has been established. A sustained commitment to promoting positive interactions and a sense of community is evident.
3. Emerging	Some evidence exists that a culture of trust and respect has been established. A limited commitment to promoting positive interactions and a sense of community is evident.
4. Not Evident	Little or no evidence exists that a culture of trust and respect has been established. Unresolved conflicts interfere with a sense of community.

School Culture Standard 3 -Establishes a culture that supports the college and career readiness of students
1. Exemplary	Extensive evidence (e.g., advisement, career counseling, transition coaching, high expectations) exists that the beliefs and practices of the school support the college and career readiness of students. The school culture supports addressing individual achievement needs and strengths to prepare students for success.
2. Operational	Evidence (e.g., advisement, career counseling, transition coaching, high expectations) exists that the beliefs and practices of the school support the college and career readiness of students.	✔
3. Emerging	Some evidence exists that the school supports the college and career readiness of students.
4. Not Evident	Little or no evidence exists that the school supports the college and career readiness of students.

Supportive Learning Environment Data

School Culture Standard 4 -Supports the personal growth and development of students
1. Exemplary	The school staff consistently provides a comprehensive system of support (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving) to maximize the personal growth and development of nearly all students.
2. Operational	The school staff regularly provides support (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving) to enhance the personal growth and development of students.	✔
3. Emerging	The school staff sporadically supports the personal growth and development of students.
4. Not Evident	The school staff does little to support the personal growth and development of students.

School Culture Standard 5 -Recognizes and celebrates achievements and accomplishments of students and staff
1. Exemplary	The school community consistently recognizes and celebrates the achievements and accomplishments of students and staff. The celebrations are publicized within the school and to the community and support the culture of the school.	✔
2. Operational	The school community regularly recognizes and celebrates the achievements and accomplishments of students and staff.
3. Emerging	The school community periodically recognizes or celebrates the achievements or accomplishments of students and/or staff.
4. Not Evident	The school community rarely, if ever, recognizes or celebrates the achievements or accomplishments of students or staff.

Supportive Learning Environment Data

Planning and Organization Standard 1 -Shares a common vision and mission that define the school culture and guide the continuous improvement process
1. Exemplary	A common vision and mission have been collaboratively developed and communicated to nearly all stakeholders. The culture of the school has been deeply defined over time by the vision and mission, which are updated as needed. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement.	✔
2. Operational	A common vision and mission have been developed through a collaborative process and communicated to most stakeholders. The vision and mission define the culture of the school and guide the continuous improvement process.
3. Emerging	A common vision and mission have been developed by some staff members but have not been effectively communicated so that they guide the continuous improvement process.
4. Not Evident	A common vision and mission have not been developed or updated or have been developed by a few staff members.

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]

Staff, student, and parent surveys. Grade level meeting notes, PLC notes, and CNA survey results. FTE Free/Reduced lunch data. Per Pupil Expenditure data. Budget process plan and data.

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?")

Teachers feel supported and that they have opportunities to build their capacity. Parents feel welcome at the school. We have a new "Parent Resource Center" for the 23-24 school year that is located in the front office. The climate and culture has dramatically increased. The school is a safe and clean environment. Students also feel safe and that it is a welcome learning environment.

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)

Student participation in counseling, Kid City, and CATapult. We also offer performing arts specials classes (Drama and Dance/Tumbling) and have student performances. We offer a running club and a soccer club to grades 3-5. Students also participate (with other schools and community members) in creating murals and other beautification projects around school campus.

Canvas course data. Administration observations. Coaching and teacher feedback. MTSS records and PLC data. We hold parent/teacher conferences throughout the year. We have had successful drive-through family nights over the last four years. Sign-in sheets, agendas, and minutes. Staffing/class size data, attendance data, retention data, mobility rate, level of educator experience, internal controls processes, process for budget allocations, and per pupil expenditure rate. Surveys. Needs analysis. Our Orientation event for 23-24 brought in approximately 1500 people.

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?”)

We have identified areas where we can build strengths with our teachers. With most of our staff being in their first three years of teaching, the data tells us that teachers need job-embedded coaching in designing instruction, providing differentiation, providing effective and supportive learning environments, and effective planning. Our MTSS procedures are solid and PLCs are designed with student and teacher needs in mind.

What achievement data did you use? GA Milestones, MAP growth & MAP fluency, benchmarks, GKIDS, school and district assessments, and ACCESS.

What does your achievement data tell you? We were able to improve growth in half of the areas of the GA Milestones. We need to strengthen our skills in phonics and increase our Lexile levels across the board with an emphasis in third grade. The adoption of Open Court Phonics last year is already making an impact on student reading and writing. We need to strengthen math areas as well. Most of our teachers will be receiving our district Year 1 and Year 2 training which will help them become effective teachers. We will be launching our first full year of Student-Centered Coaching this year as well.

What demographic data did you use? Free and Reduced Lunch, Discipline, Attendance, Mobility Rate, Student demographics/subgroups, and program enrollment.

What does the demographic data tell you? Students from high poverty and second/third language backgrounds need research-based strategies, differentiation, effective educators, and supportive learning environments. There is a need for strong and intentional Tier I instruction.

3. Needs Identification and Root Cause Analysis

3.1 Strengths and Challenges Based on Trends and Patterns

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

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?

Throughout the school year, data is regularly reviewed. Stated actions may be amended in response to the real time data that is reviewed. The plan will be reviewed and revised annually based on the analysis of data collected as to the effectiveness of the schoolwide program and the needs of students for the upcoming school year.

While there are many structures in place and available to support the instructional program and identify needs, some processes are more developed than others. The use of teams and the literacy and math frameworks as well as the availability of instructional coaches are strengths. Raising student academic achievement using benchmark and Interim assessments, continued work in refining progress monitoring and the MTSS process, continued creation of pacing guides/content standards work, and the effectiveness of PLCs are areas of important work for our school.

The trends consist of: utilizing collaboration and student data to inform and adjust instructional needs.

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?

Members of the Leadership Team, Mentor Team, Instructional Coaches, and MTSS Team are engaged in multiple opportunities designed to strengthen their skills to be effective instructional leaders. These opportunities are offered both inside the district and also outside the district through the PAGE network and Northwest GA RESA. Teachers also collaborate in providing ongoing support, fostering innovation/flexibility, implementing technology, and fostering collaboration. Our school meets weekly for grade level/department PLCs and we have MTSS progress monitoring meetings every six weeks. Grade level teams meet weekly to discuss student work and analyze classroom data.

Teams also meet weekly for intentional planning and design. Multiple teams supportand drive both vision and direction.

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?

We have Instructional Coaches who work with administrators to prepare and deliver weekly PLC sessions to all certified staff. We also have scheduled weekly PLCs where grade levels/departments meet on their own to design lessons, look at student evidence, have discussions about what is happening in the classroom, and take time to observe other teachers. Coaches participate in coaching cycle with teachers to guide them with reflecting on their effectiveness in the classroom.

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?

City Park is a majority minority school 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 students live in poverty. It is often difficult for parents and families to be engaged in school activities. The continued use of dedicated family support personnel such as counselors and social workers, the importance placed on community partnerships, and the use of specially designed supports and experiences for students and their families all lead to the identification of student, teacher, and leader needs.

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

Overwhelmingly, teachers, parents, and students all indicated they feel our school is safe. City Park has a number of frameworks in place to support our students and their varying needs. While there are many structures in place and available to support instructional frameworks and identify needs, some processes are more developed than others. Coordination of services such as EIP, ESOL, ESS, and Gifted are part of our learning environment. MAP data, progress monitoring data, and both teacher and parent/guardian input are all part of identification factors for student support.

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 (approximate percentages): slightly lower enrollment, 35% of served language learner students, 10% immigrant students, 9% of students qualified for homeless services, and about 20% who qualified for ESS services. There is a wide variance of academic needs for our students. (Based on FY23 statistics.)

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?

GA-Milestones data showed an increase in half of the subject areas for the 22-23 school year with a needed emphasis in third grade (literacy and math) and fifth grade (math and science).

IDEA – Special Education, Economically Disadvantaged Children, and English Learners.

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

Strength--We host two preschool classes. We have inclusion classes in each grade level (PreK-5). This year we have a focus classroom consisting of 10 students in grades 3-5. We also have dual language classes (Spanish and English) in PreK, Kindergarten, and 1st grade. Our master schedule was built to allow most of our support teachers (ESOL and ESS) to serve in one grade all day to build relationships with their co-teachers and students. Our ESOL and EIP teachers use the push-in model wherever feasible to assure students receive grade level support. ESS teachers provide both inclusion support and resource segments. Teachers also have access to district ESS/ESOL/Literacy/Math/Technology coaches who help by providing professional learning, data analysis, and support plans for students. An increase in the number of teachers serving students, resources available to teachers serving students, and professional learning opportunities for teachers serving students is also a strength.

Challenges--The number of students served in ESOL remains fairly consistent but our students served through Special Education continues to rise (several students have transferred in with IEPs making transiency an issue with interrupted learning).

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	Increase student academic achievement in core content with a goal of scoring proficient and above on GA Milestones.
How severe is the need?	High
Is the need trending better or worse over time?	No Change
Can Root Causes be Identified?	Yes
Priority Order	1

Additional Considerations

Implement Tier 1 strategies, differentiation, continue focusing on academic language,

intentional planning, and support students as they set goals and monitor their progress.

Overarching Need # 2

Overarching Need	Teachers who are considered year 1, 2, or 3 need strong professional learning around data analysis, district frameworks in literacy and math, phonics instruction, differentiated instruction, instructional strategies, and developing common formative assessments to guide instruction.
How severe is the need?	High
Is the need trending better or worse over time?	No Change
Can Root Causes be Identified?	Yes
Priority Order	2

3.3 Root Cause Analysis

3.3 Root Cause Analysis

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

Overarching Need - Improve student mastery of standards

Root Cause #1

Root Causes to be Addressed	The ability of students to attain grade level proficiency or one year of growth is hindered by the factors of poverty and second language.
This is a root cause and not a contributing cause or symptom	Yes
This is something we can affect	Yes
Impacted Programs	Title IV, Part A - Student Support and Academic Enrichment IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program Title I, Part A - Parent and Family Engagement Program Title I, Part C - Education of Migratory Children Title I, Part D - Programs for Neglected or Delinquent Children Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders Title III - Language Instruction for English Learners and Immigrant Students Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
Additional Responses

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

Root Cause #1

Root Causes to be Addressed	Our teachers do not consistently implement evidence based, rigorous instruction for all students
This is a root cause and not a contributing cause or symptom	Yes
This is something we can affect	Yes
Impacted Programs	Title IV, Part A - Student Support and Academic Enrichment IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program Title I, Part A - Parent and Family Engagement Program Title I, Part C - Education of Migratory Children Title I, Part D - Programs for Neglected or Delinquent Children Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders Title III - Language Instruction for English Learners and Immigrant Students Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
Additional Responses

Overarching Need - Improve professional support infrastructure

Root Cause #1

Root Causes to be Addressed	Teachers are not effectively differentiating instruction
This is a root cause and not a contributing cause or symptom	Yes
This is something we can affect	Yes
Impacted Programs	Title IV, Part A - Student Support and Academic Enrichment IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders Title III - Language Instruction for English Learners and Immigrant Students
Additional Responses

Overarching Need - Improve student social and emotional learning competencies

Root Cause #1

Root Causes to be Addressed	Families of poverty do not seek outside wrap-around services to help improve the social and emotional learning competencies of students
This is a root cause and not a contributing cause or symptom	Yes
This is something we can affect	Yes
Impacted Programs	Title IV, Part A - Student Support and Academic Enrichment IDEA - Special Education School and District Effectiveness Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program Title I, Part A - Parent and Family Engagement Program Title I, Part C - Education of Migratory Children Title I, Part D - Programs for Neglected or Delinquent Children Title II, Part A, Preparing, Training and Recruiting High-Quality Teachers, Principals and other School Leaders Title III - Language Instruction for English Learners and Immigrant Students Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program Others: Title IV-B
Additional Responses

City Park Improvement Plan

City Park 2023-2024
Click Here to Download the PDF

1. General Improvement Plan Information

1 General Improvement Plan Information

1 General Improvement Plan Information

District	Dalton Public Schools
School Name	City Park Elementary School
Team Lead	Kim Rhyne
Federal Funding Options to Be Employed (SWP Schools) in this plan	Traditional funding (Federal funds budgeted separately)

Factors(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)

2.ED-Flex Waiver

2. ED-Flex Waiver

2. ED-Flex Waiver

Do you need a waiver? Yes

Flex Waiver #1 - LocalProgrammaticWaiver

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

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

Minimum poverty percentage to qualify as a Schoolwide Title I program

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

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

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

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

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

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

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

3.1 Overarching Need #1

Overarching Need as identified in CNA Section 3.2	Increase student academic achievement in core content with a goal of scoring proficient and above on GA Milestones.
Root Cause # 1	Formative classroom assessments are not representative of higher levels of depth of knowledge.
Root Cause # 2	Inconsistent quality Tier I instruction in classrooms. Teachers need more support in understanding the need of full rigor instruction of the standards in the core content areas.
Root Cause # 3	Need for students to actively monitor their own learning progress.
Root Cause # 4	The need to implement Instructional Coaches in all content areas to support teachers in differentiating instruction, effective planning, and being effective teachers.
Goal	City Park School will improve academic achievement in the core content areas by increasing the percentage of students who score proficient or above by 6% as measured by the Georgia Milestones Assessment from 2023 to 2024. We will meet these goals through the delivery of solid Tier 1 instruction, implementing phonics instruction, content integration, data analysis, intentional planning, differentiation, one-on-one/small group instruction, and other strategies that engage all students in the use of academic language and promote student-centered learning.

Action Step # 1

Action Step	Administer MAP assessments in ELA, Math, and Science (grades 4-5) three times a year. Grades Kindergarten-3 take the MAP Fluency three times a year.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	PLC agendas and minutes, conversations with teachers, data analysis, and MAP data.
Method for Monitoring Effectiveness	Grade level RIT for MAP testing and GA-Milestones predictors

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)?

City Park collaborates with Northwest GA RESA, district leadership, and other schools within our district to support in the implementation of carrying out our action steps. We also have a partnership with Dalton First United Methodist Church and host the Kid City (21st Century Grant). We also host the The Dalton Academy learning/career pathway class "Teaching as a Profession" which allows these students to participate in student teaching in our classrooms. We also host teacher candidates from the Dalton State College education

program.

Action Step # 2

Action Step	Administer research based interventions to address individual student needs and to support core content instruction.
Funding Sources	Title I, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Progress Monitoring during PLCs, MTSS meetings, notes and agendas.
Method for Monitoring Effectiveness	Growth on MTSS plans and on MAP Growth Reports
Position/Role Responsible	Admin/Coaches/Teachers
Timeline for Implementation	Monthly

Action Step # 2

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)?

program.

Action Step # 3

Action Step	Provide ongoing embedded coaching support for teachers in ELA, Math, Science, and Social Studies.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Conversations with coaches, PLCs - agendas, minutes, and sign-in sheets
Method for Monitoring Effectiveness	Implementation of Student-Centered Coaching
Position/Role Responsible	Admin/Coaches/Teachers
Timeline for Implementation	Weekly

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)?

Action Step # 4

Action Step	Review lesson plans to ensure clear lesson focus, ensure teacher is checking for student understanding and providing differentiation, and implement intentional planning.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Monitor using walk-throughs, formal classroom observations, teachers reviewing vidoes of their teaching, peer observations, and Planbook.
Method for Monitoring Effectiveness	Evidence of differentiation for improved student success
Position/Role Responsible	Admin/Coaches/Teachers
Timeline for Implementation	Weekly

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)?

3.2 Overarching Need #2

Overarching Need # 2

Overarching Need as identified in CNA Section 3.2	Teachers who are considered year 1, 2, or 3 need strong professional learning around data analysis, district frameworks in literacy and math, phonics instruction, differentiated instruction, instructional strategies, and developing common formative assessments to guide instruction.
Root Cause # 1	Consistent training for teachers in their first three years (minimum) of teaching to develop their knowledge of the district literacy and math frameworks as well as the state teaching standards.
Root Cause # 2	Implementation of instructional coaches in all content areas to assist teachers and follow through of professional learning.
Root Cause # 3	Lack of intentional time to analyze, reflect, design, and put into practice what teachers learn from professional development.
Goal	We will participate in weekly data meetings, PLCs, and collaboration for intentional planning. During 2023-2024, in collaboration with grade-levels/departments, we will foster a positive learning environment with effective and routine communication with all stakeholders. Evidence of this will include lesson plan reviews, classroom/grade-level newsletters, communication sent home, parent conferences, and administrative observations/walk-throughs. Teachers will participate in professional development on a consistent basis to guide their classroom instruction and continue growing as effective teachers.

Action Step # 1

Action Step	In 2022-2023, City Park School will administer the MAP assessment for ELA and Math in grades K-3 and for ELA, Math, and Science in grades 4-5.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	MAP data reports

Action Step # 1

Method for Monitoring

Effectiveness

MAP grade-level RIT norm

Position/Role Responsible

Admin/Coaches/Teachers

Timeline for Implementation

Quarterly

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)?

program.

Action Step # 2

Action Step	Analyze MAP data and progress monitoring meetings.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	MAP data reports and progress monitoring PLCs
Method for Monitoring Effectiveness	Ability to achieve the grade-level RIT norm
Position/Role Responsible	Admin/Coaches/Teachers
Timeline for Implementation	Monthly

Action Step # 2

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)?

program.

Action Step # 3

Action Step	Professional Learning/PLCs and coaching cycles will be focused on data analysis, student evidence, Tier I instruction, differentiation, and effective teaching practices.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Professional Learning/PLCs agendas and minutes, coaching schedules, and book study(Harry Wong)
Method for Monitoring Effectiveness	Students will receive effective Tier I instruction and differentiation as needed
Position/Role Responsible	Admin/Coaches/Teachers
Timeline for Implementation	Weekly

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)?

program.

4. Required Questions

4.1 Stakeholders, Coordination of Activities, Serving Children, and PQ
4.2 PQ, Federally Identified Schools, CTAE, Discipline

4.1 Stakeholders, Coordination of Activities, Serving Children, and PQ

2.1 Stakeholders, Coordination of Activities, Serving Children, and PQ

Required Questions

1. In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders).

We hold quarterly school council meetings. Our leadership team reviews the CNA and SIP. Between the school council and leadership team, there are representatives from teachers, paraprofessionals, support staff, parents, and community members. We also survey our staff, students, and parents.

Feedback is always asked for from all stakeholders. The plan is also posted on the website for review.

2. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers.

All of our teachers are highly qualified. Our Human Resources checks certification and we check at least three references on new hires.

Administration meets with all new hires on a regular basis to make sure they are clear on expectations. We use the TKES observation system to check on teacher effectiveness. Administration also conducts multiple walk-throughs every day.

3. Provide a general description of the Title I instructional program being implemented at this Title I school. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable).

Our instructional program is structured literacy and guided mathematics. Resources from our state department are used and district curriculum teams led by teacher leaders pace our work. City Park School has two Instructional Coaches, homeroom teachers, and several support staff who are trained to target our needs regarding academically at-risk students in our school.

4. If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academic-based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students.

N/A

4.2 PQ, Federally Identified Schools, CTAE, Discipline

Required Questions

5. If applicable, describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

Our school houses three district preschool classes. We also house three PreK classes at our school. These classes tour the building so they are familiar and prepared for Kindergarten the following year. We also have the annual "PreK Peek" where students and families can tour the school and learn about the operations of the program.

6. If applicable, describe how the school 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 interest and skills.

N/A

7. Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students.

We refer to excerpts from "The First Days of School" (Harry Wong) book that describes procedures which will help with discipline and classroom management. We focus on the importance of relationships so that discipline is not handled ineffectively. We celebrate successes and let our students know they are loved. We work on growth mindset to help keep discipline issues away. We also encourage and implement progressive discipline.

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Comprehensive Needs Assessment

City Park 2023-2024 Report

1. Planning and Preparation

1.1 Identification of team

1.2 Identification of Stakeholders

2. Data Collection Analysis

2.1 Coherent Instructional Systems

2.2 Effective Leadership

2.3 Professional Capacity

2.4 Family and Community Engagement

2.4 Family and Community Engagement

2.5 Supportive Learning Environment

2.5 Supportive Learning Environment

2.6 Data Analysis Questions

2.6 Data Analysis Questions

3. Needs Identification and Root Cause Analysis

3.1 Strengths and Challenges Based on Trends and Patterns

3.2 Identification and Prioritization of Overarching Needs

3.3 Root Cause Analysis

City Park Improvement Plan

City Park 2023-2024
Click Here to Download the PDF

1. General Improvement Plan Information

1 General Improvement Plan Information

2.ED-Flex Waiver

2. ED-Flex Waiver

3. School Improvement Goals

3.1 Overarching Need #1

3.2 Overarching Need #2

4. Required Questions

4.1 Stakeholders, Coordination of Activities, Serving Children, and PQ

2.1 Stakeholders, Coordination of Activities, Serving Children, and PQ

4.2 PQ, Federally Identified Schools, CTAE, Discipline

Comprehensive Needs Assessment

City Park 2023-2024 Report

City Park Improvement Plan

City Park 2023-2024 Click Here to Download the PDF

City Park 2023-2024
Click Here to Download the PDF