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3. District Improvement Goals

3.1 Overarching Need # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2	Improve student achievement in all content areas, across all grade levels, and all subgroups.
Is Need # 1 also an Equity Gap?	Yes
Root Cause # 1	The student retention rate at GCA (students remaining enrolled for consecutive years) directly impacts student performance, as higher rates of student turnover disrupt continuity in learning, leading to gaps in knowledge, reduced engagement, and decreased academic progress.
Root Cause # 2	The lack of evidence-based instructional strategies to differentiate instruction for subgroup populations correlates with lower student achievement.
Goal	Improve student performance in all subject areas by 3% measured by Georgia Milestones and/or summative assessments by the end of the school year.

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
Subgroup(s)	Economically Disadvantaged Race / Ethnicity / Minority
Equity interventions	EI-7 Provide equitable access to student support programs and interventions

Action Step # 1

Action Step	Utilize specialized staff positions to implement targeted strategies and interventions that support student learning and academic success, ultimately leading to increased student achievement.
Funding Sources	Title I, Part A, IDEA
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Fully-staffed positions
Method for Monitoring Effectiveness	100% completion of TKES professional learning goals
Position/Role Responsible	Direct supervisors for each position
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Yearly
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)?

Action Step # 2

Action Step	Enhance student learning by providing supplemental resources to support academic achievement across all contents, grade levels, and populations.
Funding Sources	Title I, Part A, Title III, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Professional Capacity Supportive Learning Environment
Method for Monitoring Implementation	Receipts; proof of delivery; usage reports; and lesson presentations
Method for Monitoring Effectiveness	Increase 3% academic performance in targeted areas receiving resources.
Position/Role Responsible	Administrators of departments receiving resources.
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Yearly
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)?	Regional Library Partnerships

Action Step # 3

Action Step	Increase staff capacity by integrating personalized professional development connected to Professional Learning Goals, encompassing leadership development, specialized training, and whole-staff development in order to increase student achievement.
Funding Sources	Title I, Part A, Title III, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Conference redeliveries; agendas, minutes, and attendance; and certificates of completion
Method for Monitoring Effectiveness	Perception surveys and closing the gap for subgroups in content areas
Position/Role Responsible	Direct Supervisor's
Evidence Based Indicator	Demonstrate a Rationale
Timeline for Implementation	Yearly
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)?

3.2 Overarching Need # 2

Overarching Need

Overarching Need as identified in CNA Section 3.2	Increase the graduation rate.
Is Need # 1 also an Equity Gap?	Yes
Root Cause # 1	Teachers are teaching on-level standards which can be difficult to support students entering GCA with significant deficits.
Goal	Increase the graduation rate by 3% by the end of the 2024-2025 school year.

Equity Gap

Equity Gap

Equity Gap	Graduation Rate (4-year cohort)
Content Area(s)	ELA Mathematics Science Social Studies
Grade Level Span(s)	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	Utilize specialized staff to provide academic support and guidance, ensuring that students are equipped with the necessary skills and resources to excel in their coursework, ultimately leading to an increase in the graduation rate.
Funding Sources	Title I, Part A SIG
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Supportive Learning Environment Effective Leadership
Method for Monitoring Implementation	Staff caseload roster; Meeting agendas & minutes
Method for Monitoring Effectiveness	Increased credits received by students working with GRASP counselor. Increase in students participating in Dual Enrollment.
Position/Role Responsible	Secondary Principal & Counseling Director
Evidence Based Indicator	N/A
Timeline for Implementation	Yearly
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)?

Action Step # 2

Action Step	Expand access to college and career opportunities to empower students with the knowledge and resources needed to make informed decisions about their future pathways.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Supportive Learning Environment
Method for Monitoring Implementation	Pathway completion; College Tour attendance; Software usage
Method for Monitoring Effectiveness	Increase pathway completion as compared to SY24 by 3%.
Position/Role Responsible	Counseling Department & CTAE Administration
Evidence Based Indicator	N/A
Timeline for Implementation	Yearly
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)?

Action Step # 3

Action Step	Develop individualized instruction for high school students who are at risk of failing to graduate on time to help them successfully earn the necessary credits and graduate on time.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Supportive Learning Environment
Method for Monitoring Implementation	Individual graduation plans; graduation rate
Method for Monitoring Effectiveness	Increase 4-year cohort graduation rate by 3% through the use of the graduation calculator and Academic Planner
Position/Role Responsible	Counseling Department, SGB Administration, CIA Administration
Evidence Based Indicator	N/A
Timeline for Implementation	Yearly
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)?

Action Step # 4

Action Step	The Secondary Grade Band teachers and administration will participate in on-going professional development through various models to include; an in-person workshop, on-going secondary virtual professional learning communities, and required Professional Development Tracks.
Funding Sources	Title I, Part A SIG
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities Immigrant
Systems	Professional Capacity
Method for Monitoring Implementation	Agendas, Attendance, & Presentation Slides
Method for Monitoring Effectiveness	70% of Secondary students will pass their content coursework as monitored monthly during the SGB CSI meetings.
Position/Role Responsible	Chief Academic Officer, Dr. Ahoba Arthur & Secondary Grade Principal
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)?	Solution Tree to provide the in-person Workshop: Transforming School Culture. Transforming School Culture book by Anthony Muhammad for on-going Professional Development Track and Communities.

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