4. Required Questions
4.1 Stakeholders, Coordination of Activities, Serving Children, and PQ
- Coordination of Activities
- Serving Low Income and Minority Children
- Professional Growth Systems
- PQ – Intent to Waive Certification
Coordination of Activities
Describe how the LEA ensures ongoing and continuous coordination of services, supports, agency/community partnerships, and transition services for children served across its federal programs (Title I, Part A; Title I, Part A Children in Foster Care; Title I, Part A Family School Partnerships; Title I, Part C; Title II, Part A; Title III, Part A; Title IV, Part A; Title IV, Part B).
Georgia Cyber Academy (GCA) coordinates services and supports across all federal programs using federal funds. GCA has created a survey document that directly reflects the questions and requirements of the CNA and CLIP process. Virtual meetings were conducted with stakeholders where all attendees were given the opportunity to provide feedback based on the survey and asked additional questions and provided feedback as needed. Following the live meetings, recordings and surveys were sent via email to those not in attendance. In addition, GCA meets annually with a county DFCS partner for updates in foster-care policies and procedures. In supporting GCA's students through federal funds, GCA provides direct family engagement to all families and academic supports to students (such as libraries, manipulatives, workbooks, and technology). GCA also provides ongoing, job-embedded, classroom-focused training for all teaching and administrative staff to support students in all subgroups.
Serving Low Income and Minority Children
Describe how the district will ensure that low-income and minority children enrolled in Title I schools and/or programs are not served at disproportionate rates by:
- ineffective teachers
- out-of-field teachers
- inexperienced teachers
(Please specifically address all three variables)
At Georgia Cyber Academy, all teachers must meet GaPSC requirements.
- Ineffective teachers are not renewed.
- GCA works diligently to ensure teachers do not teach out-of-field. Waivers are applied for through the GaPSC, and teachers have one year to complete the proper certification. Failure to do so will result in reassignment to a position for which they are certified.
- GCA ensures that inexperienced teachers receive extensive new teacher training, mentoring, and exceptional support through content chairs, assistant principals, and principals. GCA will be also implementing The Georgia Teacher Academy for Preparation and Pedagogy (GATAPP), an alternative (non-traditional) educator preparation program for those who did not complete the teacher certification requirements as part of their degree program.
Professional Growth Systems
Describe the district's systems of professional growth and improvement for teachers and school leaders (serving both the district and individual schools). The description might include:
Georgia Cyber Academy (GCA) collects extensive amounts of data and employs data coordinators to process results and report back to grade-band and district leadership. This data is then analyzed to identify educational improvements and support professional growth. TKES/LKES is utilized for teacher, leader, and contributing professional evaluations, ensuring that professional learning is ongoing and sustained through face-to-face professional development opportunities for all staff. Year-round professional development is conducted through online staff meetings and professional learning tracks. GCA seeks evidence-based professional development that supports district improvement goals, and all staff receive training on evidence-based practices.
PQ – Intent to Waive Certification
4.2 PQ, Federally Identified Schools, CTAE, Discipline
- PQ – Waiver Recipients
- PQ – Minimum Qualification
- State and Federally Identified Schools
- CTAE Coordination
- Efforts to Reduce Overuse of Discipline Practices that Remove Students from the Classroom
PQ – Waiver Recipients
If the LEA waives certification, specify whether or not, in the current fiscal year, certification is waived:
- for all teachers (except Special Education service areas in alignment with the student’s IEP), or
- for a select group of teachers. If waived for a select group of teachers, the response must address content fields and grade level bands (P-5, 4-8, 6-12, P-12).
[All educators must hold a GaPSC issued Clearance Certificate.] [O.C.G.A. 20-2-211.1, SBOE 160-4-9-.05, ESSA Sec. 1112(e)(1)(B)(ii)]
GCA may waive all allowable certified positions.
PQ – Minimum Qualification
If the district waives certification, state the minimum professional qualifications required for employment of teachers for whom certification is waived (example: Bachelor's Degree, Content Assessment, Coursework, Field Experience etc.). If no requirements exist beyond a Clearance Certificate, please explicitly state so. [Sec. 1112(e)(1)(B)(ii)]
A minimum of a bachelor's degree.
State and Federally Identified Schools
Describe the actions the district will implement for its state and/or federally identified schools (CSI/TSI) needing support. Include a statement of (1) whether or not the LEA currently has identified schools needing support and (2) how the district will support current or future identified schools through prioritization of funds.
Georgia Cyber Academy, identified as CSI (graduation rate only), is working to improve graduation rates of students through the use of the CSI monthly committee meetings; implementation of a GRASP counselor position; Secondary Grade Band paraprofessionals; collaborative planning; transitioning to block scheduling; and continuing with graduation coaches and a dual enrollment program. Federal Funds will be used to provide professional development on increased graduation rates for high school teachers as required.
CTAE Coordination
Describe how the district will support programs that coordinate and integrate academic and career and technical education content through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries; and work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.
To support programs that integrate academic and career and technical education content through coordinated instructional strategies and with an additional focus on work-based learning opportunities, a district might implement several key initiatives:
Curriculum Integration: The district has implemented curricula that blend academic coursework with career and technical education content, ensuring that students see the connections between what they learn in the classroom and its real-world applications in various industries.
Experiential Learning: The district will incorporate experiential learning opportunities like internships, job shadowing, or project-based learning. These experiences allow students to apply theoretical knowledge in practical settings, gaining hands-on skills and insights into potential career paths.
Skill Development: Emphasis will be placed on promoting skills attainment relevant to in-demand occupations or industries. This could include technical skills specific to certain careers (like programming languages for IT or mechanical skills for manufacturing) and soft skills like communication, problem-solving, and teamwork. Work-Based Learning: It is crucial to collaborate with industry professionals to offer work-based learning opportunities. All work-based learning students will be affiliated with apprenticeships, mentorships, or industry partnerships that provide them with real-world exposure and networking opportunities.
Academic Credit Recognition: The district will ensure students receive academic credit for participating in work-based learning and other relevant experiences. This recognition incentivizes students to engage fully in these opportunities while also validating the value of their practical learning experiences. Professional Development: Teachers and staff involved in these programs will receive ongoing professional development to stay updated with industry trends, teaching methodologies, and strategies for effectively integrating academic and career and technical education content.
Resource Allocation: Adequate resources, including funding, facilities, equipment, and technology, will be allocated and used to support these programs. This ensures students can access modern tools and environments that mirror industry standards.
By implementing these strategies, Georgia Cyber Academy will have a robust ecosystem that seamlessly integrates academic and career and technical education content, prepares students for in-demand careers, and fosters meaningful connections between education and the workforce.
Efforts to Reduce Overuse of Discipline Practices that Remove Students from the Classroom
Describe how the district will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students.
Georgia Cyber Academy (GCA) utilizes Behavior Intervention specialist to support the behavioral patterns of students inappropriately participating or not participating at all. Students will be placed on a behavior plan to support appropriate and continued engagement in class. Parents will be trained in the use of Securely Home applications to support their knowledge of student online behaviors.
4.3 Title I A: Transitions, TA Schools, Instructional Program
- Middle and High School Transition Plans
- Preschool Transition Plans
- Title I, Part A - Targeted Assisted Schools Description
- Title I, Part A – Instructional Programs
Middle and High School Transition Plans
Describe how the district will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including: coordination with institutions of higher education, employers and local partners; and increased student access to early college high school or dual or concurrent enrollment opportunities or career counseling to identify student interests and skills.
The Special Education department employs Transition Coordinators who provide training, guidance, and resources to teachers on the development, implementation, and monitoring of transition plans. The Transition Coordinators work closely with the Parent Mentor to seek out and provide training on post-secondary resources and options. Providing tools and resources to families and students with disabilities, and offering various supports and opportunities for engagement through a flexible learning environment, increases graduation rate outcomes for students with disabilities. In collaboration with the Counseling department, students complete an Individual Graduation Plan (IGP) during their 8th-grade year in anticipation of their high school transition. The IGP highlights the student's interests and possible career pathways. The school staff also facilitates the completion of Individual Learning Plans (ILPs) at the same time for all students at GCA. The Department of Special Education offers Transition Focused Fridays (bi-weekly) to maintain a consistent focus on transition planning and skills development for students with disabilities. The school has purchased transition skills curriculum as a means of exploration and enrichment in support of the transition plan. During these scheduled sessions, students are able to update Transition Goals, complete lessons within their personal transition curriculum, and create entries for their transition portfolio. The District Parent Mentor offers parent resource and information sessions which parallel school-based Transition Focused Fridays in support of our ESSA initiatives. The district incorporates monthly professional development sessions on available resources, curriculum, community partners, and initiatives to ensure continuity of services in the area of Transition and Postsecondary Outcomes.
Preschool Transition Plans
Describe how the district will support, coordinate, and integrate services with early childhood programs at the district or school level, including plans for transition of participants in such programs to local elementary school programs.
GCA does not provide services for young children (pre-school) ages 3-5 not yet funded for kindergarten with disabilities, but works with local school districts and agencies on Child Find Procedures. The goal is to improve the provision of free and appropriate public education to students with disabilities by ensuring the collection of data on student performance and academic functioning and develop Individualized Education Programs based on the needs and supports indicated by this information. Additionally, progress on goals, accommodations, and assistive technology needs are also considered. Staffing considerations have also assisted in ensuring the provision of a free appropriate public education by providing both a case manager and an instructional special education teacher to students with disabilities. The number of students with disabilities being served across the least restrictive environment (LRE) in classrooms is monitored as well.
Title I, Part A - Targeted Assisted Schools Description
If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children most in need of services in Title I targeted assistance schools. The description must include the multi-criteria selection to be used to identify the students to be served.
N/A - GCA is a Schoolwide Title I School.
Title I, Part A – Instructional Programs
Provide a general description of the instructional program in the following: Title I schoolwide schools; Targeted Assistance Schools; and schools for children living in local institutions for neglected or delinquent children.
Georgia Cyber Academy (GCA) is a single school district that operates as a Title I Schoolwide school. The Online CLIP is GCA's Title I Schoolwide Plan. The Title I Instructional Program at GCA enhances and supplements its core program by providing individualized plans for tailored academic student support through a unique team of liaisons who offer academic support, training, and removal of barriers for student success in a virtual environment. Additionally, GCA provides academic support personnel, materials, and resources to improve academic outcomes.
GCA evaluates the instructional program annually through data collected from CLIP progress monitoring surveys, attendance data, and student achievement data. The instructional program is monitored twice annually to meet CLIP progress monitoring requirements. The Federal Programs manager collaborates with staff responsible for monitoring implementation and effectiveness data listed in the CLIP. If action steps are not implemented or are not proving effective, they will either be tweaked for better implementation with fidelity or dropped altogether. When action steps are fully implemented and successful, they are maintained until they are no longer needed.
GCA does not have a Neglected and Delinquent program. Therefore, the virtual instructional program is consistent across GCA.
4.4 Title I Part C
- Title I, Part C – Migrant Intrastate and Interstate Coordination
- Title I, Part C – Migrant Supplemental Support Services
Title I, Part C – Migrant Intrastate and Interstate Coordination
Consortium LEAs describe how they collaborate with the MEP Consortium staff at Abraham Baldwin Agricultural College (ABAC) to support the records transfer process for students moving in and out of the school (including academic and health records), and how the use of the occupational survey during new student registration and back-to-school registration for all returning students is coordinated and reviewed. Consortium LEAs and Direct-funded LEAs describe how the Migrant Student Information Exchange (MSIX) is used in the records transfer process (both interstate and intrastate):description includes who in the LEA accesses MSIX when migratory children and youth enroll and depart; description includes how the information in MSIX, when available, is used for enrollment and course placement decisions for migratory children and youth.
Georgia Cyber Academy (GCA) uses the Occupational Survey to identify potential migrant students through an online registration process that reflects the verbiage in the physical Occupational Survey form. Weekly Occupational Survey results are shared in the portal with our Migrant Education Office.
The initial records request is handled by the parent during the GCA enrollment process. The Document Processors are responsible for ensuring that this process is complete. They will follow up with a 30-day and 60-day email request. The final request will be sent by certified mail from GCA to the parent. The Records Clerks will prepare and process the records to be released to the new school. They will maintain daily checks on requests that are submitted via mail, email, office fax, and e-fax. All requests are printed and time/date stamped as received and sent. Records Clerks will verify student status prior to releasing records. If students are listed as active, the School Counselor is immediately notified. The counselor will follow up with the requesting school to ensure the student is attending the school. The counselor will notify the homeroom teacher who will confirm the withdrawal with the family. Records Clerks are required to maintain a comprehensive electronic file of necessary documents to be released, to include: report cards, course completions, compliance documents if requested, and testing records. All records are to be released within 48 hours of request to ensure correct placement and student coding in the new system.
Our Transitional Student Liaisons are responsible for assisting with obtaining records through the Migrant Educational Program. MSIX will be utilized to share educational and health information of migrant students traveling from state to state. The Transitional Student Liaison assigned to migrant students and their direct supervisor will access MSIX to identify transferred migrant students enrolling at GCA. MSIX will be used to pull and maintain the records that support appropriate enrollment, placement, and credit accrual.
Title I, Part C – Migrant Supplemental Support Services
- Consortium LEAs describe how academic and non-academic services are coordinated with Abraham Baldwin Agricultural College (ABAC).
- Direct-funded LEAs describe how the needs of preschool children and families are identified and how services are implemented and evaluated during the regular school year and summer.
- how the needs academic and non-academic needs of out-of-school youth and drop-outs are identified, how the OSY profile is used to support the identification of needs and the delivery of appropriate services, and how services are implemented and evaluated during the regular school year and summer.
As a virtual school, Georgia Cyber Academy does not have any local support services. GCA has too few eligible migrant students and, therefore, does not receive direct funding for the Title I, Part C program based on the number of migrant students. We collaborate with state and regional migrant staff to monitor mobility/identification and address the needs of the migrant population. As students enter the school system, parents complete the online registration, which includes the Occupational Survey questions electronically. Returning students complete the Occupational Survey annually during reregistration.
Occupational Survey data for parents identifying as migrant are submitted weekly during enrollment periods to the Migrant Education Office to determine their eligibility. When migrant students are identified, state guidance and requirements are followed for both serving and tracking the students. The Transitional Student Liaison ensures proper coding of migrant students in the SIS each time a report is received. Among the educational services offered to these students are regular education settings, EIP services, remedial education services, gifted services, SST services, special education services, English language learner services, after-school tutoring at all grade levels, school supplies, and counseling services. State guidance on involving parents to keep them informed and to provide services needed for the migrant families is followed. GCA will continue to work with the ABAC Consortium staff and other local schools as needed.
4.5 IDEA
IDEA Performance Goals:
Goal 1
Describe how the district will meet the following IDEA performance goals: IDEA Performance Goal 1: Improve graduation rate outcomes for students with disabilities.
What specific post-secondary outcome activities (school completion, school age transition, and post-secondary transition) are you implementing in your LEA to improve graduation rates?
Include:
- Description of your district’s procedures
- Specific professional learning activities
- Plan to monitor implementation with fidelity
GCA is implementing the following post-secondary activities:
- 1.li dir="ltr"Vocational Rehabilitation referrals are completed as often as indicated by the IEP team for students with documented vocational needs. This review and referral process is integrated into the IEP meeting process upon review of the Transition Plan, Services, and Goals.
li dir="ltr"During the closing Summary of Performance (SOP) meetings, the Case Manager obtains contact information to be maintained in our records database for future follow up and tracking.
li dir="ltr"District special education staff receive a database of post-secondary agencies and support information to integrate into the IEP transition plan.
li dir="ltr"The Special Education Department monitors SE graduation requirements and course pacing for students receiving general and alternate diplomas. Additionally, the staff monitors the assessment requirements for students on track for an alternate diploma. li dir="ltr"Professional learning on the math rubric course scheduling and transition planning.
Post secondary outcomes are monitored by the Special Education staff to ensure fidelity through monthly compliance audits of transition plans. The transition program is monitored by: Special Education Assistant Principals and District Special Education personnel. Case managers are expected to take corrective action within 10 days of review, if needed, based on audit results. The District's Special Education Yearly Report Indicator 14 requires assessment and reporting of post-graduation statuses. Staff such as the high school special education administrators, Parent Mentor, and Transition Coordinators conduct focused audits, professional development sessions, and review of Due Process Checklists to ensure fidelity. GCA has established a relationship with the Georgia Department of Vocational Rehabilitation which helps facilitate post-secondary outcomes by assisting with completing all required documents for approval of post-secondary services. The district Parent Mentor works with parents and students on post-secondary outcomes by facilitating completion of paperwork and conducting training.
Special Education staff are provided training on topics such as: Writing Effective Transition Plans, Effective Progress Monitoring, Post-secondary and Vocational Resources, and Administering Transition Assessments. Training efficacy is assessed via surveys and the response data is integrated into the next cycle of training. Additional Measures: Special education school level administrators will develop a graduation tracker to be implemented by Case Managers. Special Education Assistant Principals or Administrators will implement a Counselor/Administrator collaborative meeting to discuss student(s) in-school actions, progress towards graduation, and transition planning activities. An online Transition skills program will also be used to administer assessments such as career and interest exploration. Special Education specific Family Engagement Liaisons will be trained to support graduation year activities. Based on transition plan audit results, staff will receive technical assistance as needed.
Goal 2
Describe how the district will meet the following IDEA performance goals: IDEA Performance Goal 2: Improve services for young children (3-5) with disabilities.
What specific young children activities (environment, outcomes, and transition) are you implementing in your LEA to improve services for young children (ages 3-5)?
Include:
- LEA procedures
- Services that are offered and provided within your district as well as where the service options are located. (e.g. local daycares, Head Start, homes, community-based classrooms, PreK classrooms)Staff that will be designated to support the 3-5 population
- Collaboration with outside agencies, including any trainings conducted by the LEA Parent trainings
GCA is a tuition-free public charter school that serves students in kindergarten through twelfth grade. The district collaborates with local school districts and agencies on Child Find Procedures where necessary when dealing with students with disabilities ages 3-5. Efforts are made to improve the provision of free and appropriate public education to students with disabilities by ensuring the collection of data on student performance and academic functioning and developing Individualized Education Programs based on the needs and supports indicated from this information. GCA's Child Find information is published on the school website and in the district, handbook based on state and federal guidelines. Referrals can be made by any individual who has a concern about the child's development. The referral process is confidential, and parents retain the right to revoke consent for an evaluation. Services are provided by varying departments depending on the child's needs, including 504, RTI, EL, or special education. The child undergoes evaluations that address the whole child in the areas of hearing, motor skills, communication, general development, and suspected disabilities. These evaluations may assist in determining eligibility for services. When necessary, the child's teacher and a member of the Special Education department are contacted. For children ages 3-5, GCA assists the family by making recommendations to the appropriate school or agency.
In collaboration with the Instructional Support Services department, the Special Education Staff offers professional development opportunities for Primary Grade Band special education staff, including a review of the SST/RTI initial referral process, Child Find process, requirements, and reporting, and the school's EIP program points of contact to address kindergarten students aged 5 or older. The Special Education Department collaborates with other district leadership to identify and refer students via the Enrollment Child Find Survey. Additionally, the Special Education Staff delivers school-wide professional development on Child Find procedures to all GCA staff. The Special Education Parent Mentor collaborates with local school districts across the state to facilitate referrals for services and establishes and maintains an agency partnerships list in collaboration with the School Counseling team to track and monitor completion of referrals. Quarterly data reports are reviewed by the Special Education Compliance team to track and monitor Child Find referral data and program metrics.
Goal 3
Describe how the district will meet the following IDEA performance goals:
IDEA Performance Goal 3: Improve the provision of a free and appropriate public education to students with disabilities.
What specific activities align with how you are providing FAPE to children with disabilities?
Include:
- How teachers are trained on IEP/eligibility procedures and instructional practices
- How LRE is ensured
- The continuum of service options for all SWDs
- How IEP accommodations/modifications are shared with teachers who are working with SWDs
- Supervision and monitoring procedures that are being implemented to ensure that FAPE is being provided
Georgia Cyber Academy delivers special education programming and related services in the least restrictive environment, as determined by the student's IEP team. Instruction and services delivered in a virtual and/or face to face environment are provided at no cost to the parent, guardian or student. Through the virtual learning environment, all students can be served through the following continuum of services as outlined in GEORGIA RULE 160.4-7-.07 to include: regular education, additional supportive services, consultative, co-teaching, collaborative, small group, and self-contained, Home-based Instruction, Residential Placement In State or Out-of-State, and Hospital/Homebound Instructional settings. GCA is committed to hiring, retaining, and training sufficient staff to adequately provide the full continuum of service as needs fluctuate.
Progress monitoring of IEP goals is accomplished through a variety of data collection methods using a variety of instructional programs, as well as the individualized assessments administered by special education and general education teachers. IEP mandated, specialized instructional services are provided via the online learning platform, and progress data is collected during live class sessions. Through the use of a Progress Monitoring platform, progress monitoring assessments are designed to aid in the continuous progression and mastery of students' IEP goals and objectives and led by certified special education teachers. The progress monitoring assessments are intended to track the student's academic, behavioral, and post-secondary goal maintenance. The IEP Team's review of the individual student's present levels of performance and progress monitoring data support the discussion of the appropriate services for that student.
At the beginning of each semester, upon enrollment, or in the event there are changes to supports or services to an IEP, each service provider is required to sign the IEP record of access indicating his or her review of the student's IEP. All contract related service providers are given access to the most recent version of the IEP.
Audits are conducted to ensure that FAPE is provided to children with disabilities includes, but are not limited to quarterly schedule verifications, IEP audits, academic walk-throughs, and comprehensive reviews of reports to verify that service delivery is completed.
Teachers are trained on IEP and eligibility procedures through a comprehensive training program developed for new and returning teachers. This training consists of a one-week training for new teachers, on-going monthly professional development as needed, and access to one-on-one technical assistance from school and district level Special Education staff. Technical assistance is available up teacher request or identification through compliance monitoring.
The Special Education Department provides ongoing professional development in the areas of ensuring the implementation of FAPE, specially designed instruction, and compliance best practices.
The Special Education District Staff monitors completion of all processes and procedures through the monthly compliance audits, special education team meetings with school level administrators, and quarterly district data talks. In addition, sign in and checks for understanding are completed at professional development opportunities, where appropriate. The Special Education District Staff and grade band Special Education Leadership teams complete monthly performance reports, progress monitoring data presentations, review of performance data, teacher/leader performance and peer reviews to aid in summarizing how student's needs are being met.
Goal 4
Describe how the district will meet the following IDEA performance goals: IDEA Performance Goal 4: Improve compliance with state and federal laws and regulations.
How procedures and practices are implemented in your district to ensure overall compliance?
Include:
- LEA procedures to address timely and accurate data submission
- LEA procedures to address correction of noncompliance (IEPs, Transition Plans)Specific PL offered for overall compliance, timely & accurate data submission, and correction of noncompliance
- Supervision and monitoring procedures that are being implemented to ensure compliance
The Special Education Department provides ongoing professional development in the areas of ensuring the implementation of FAPE, specially designed instruction, and compliance best practices. These sessions are facilitated by the Special Education Training Coordinator, Special Education Administrators, and District Special Education Staff. Teachers and leadership staff attend monthly meetings, along with quarterly professional development sessions. The district maintains a professional development calendar which consists of both in person and virtual training sessions throughout the school year, as well as ensuring timely submission of data. The district provides a Procedures Manual which clearly outlines the process for IEP and Eligibility proceedings in conjunction with the GaDOE Implementation Manual guidelines. IEP teams ensure the least restrictive environment (LRE) for every student by utilizing current and relevant student data to inform the IEP team's decision-making process. Special education teachers are required to have their IEP documents reviewed by an administrator prior to finalization.
To ensure compliance of records, the Special Education Records and IEP Monitoring Team will conduct a monthly audit. Data from each record's review is to be documented using the Due Process Checklist. The disaggregation of data from the spreadsheet enables the Special Education Records and IEP Monitoring Team to easily determine whether there is noncompliance evident and to address these issues with the case manager and the special education administrator. Noncompliance is defined as missing or incomplete documents or records. Corrective actions and technical assistance are provided to address areas of noncompliance in a timely manner.
The Special Education Department conducts classroom observations to ensure that teachers are providing specialized instruction that is differentiated, engaging, and meets the needs of students. Cross functional monitoring of IEPs and eligibility reports, hiring of professionally qualified teachers, gathering and analyzing data from related services to monitor growth or regression, all occur at least quarterly. Assistive technology (AT) support and training is provided quarterly for staff. Additional student specific training is provided to staff, as needed. For families, training is provided upon review of the student's IEP and at the recommendation of the IEP team. Extended school year (ESY) is provided when deemed appropriate by the IEP team based upon review of progress monitoring data, goals and evidence of need. Summer remediation is also offered for students needing additional academic support. GCA maintains a Special Education Procedures Manual that outlines all Special Education guidelines and procedures and is updated at least annually. District staff and special education school level administrators are responsible for ensuring implementation and assessment of these procedures via a pre and post survey.
In addition, GCA conducts progress monitoring probes quarterly for all students with disabilities. All progress monitoring data is entered into Nucleus Data Platform where district staff and special education school level administrators monitor the data for student progress trends. Nucleus Data Platform is utilized by all grade levels for both academic and related services progress monitoring data to ensure special education teachers, general education teachers, and related service therapists collaborate across disciplines to support the provision of FAPE in the Least Restrictive Environment. Progress monitoring and program implementation data is reviewed monthly and discussed with teachers and district level staff. An IEP access tab in Infinite Campus is used to track acknowledgement of receipt and/or review of the IEP, goals, and accommodations for implementation in the classroom. GCA participates in the Georgia Parent Mentor Partnership Program, which is partially GCA funded and partially grant funded. Annually, parents are invited to an introduction to Special Education program facilitated by the Parent Mentor and parent information sessions are offered throughout the school year.
The Special Education Director conducts district staff meetings to include all special education leaders at the district and grade band levels. Meeting agendas are developed to include program reports, program outcomes, redelivery of GADOE professional development, and focused review of program metrics to date. All data reviews, walkthroughs, and focused-audit results are compiled and analyzed on a quarterly basis with the district Special Education team to assess effectiveness.
4.6 Title IV Part A
Title IV, Part A – Activities and Programming LEAs must provide a description of each activity/program to be implemented during the fiscal year of allocation and as identified in the District Improvement Plan by focus area and include program objectives/goals/outcomes. (ESSA Sec. 4106)
- A. Well-Rounded Activities - Instruction
- B. Safe and Healthy Climate/Culture
- C. Effective Use of Technology - Professional Learning
- D. Effective Use of Technology 15% - Infrastructure
A. Well-Rounded Activities - Instruction
B. Safe and Healthy Climate/Culture
C. Effective Use of Technology - Professional Learning
D. Effective Use of Technology 15% - Infrastructure
4.7 Reducing Equity Gaps
Reflect on the previous year’s LEA Equity Action Plan
Equity Gap 1
Equity Gap 1 Was the LEA Equity Action Plan effective in reducing the equity gap selected for the year?
- Intervention Effective – Equity Gap Eliminated
- Intervention Effective – Maintain Activities/Strategies
- Intervention Effective – Adjust Activities/Strategies
- Intervention Not Effective – Adjust Activities/Strategies
- Intervention Not Effective – Abandon Activities/Strategies
Intervention Effective - Maintain Activities/Strategies
Provide a brief description of LEA’s success in implementation of the prior year LEA Equity Action Plan and effectiveness/ineffectiveness in addressing the selected equity gap.
Equity Gap #1: Inexperienced virtual teachers and staff (less than 4 years of experience).
Intervention: GCA needs to continue with a two-week new teacher training, job shadowing, and mentors for teachers. We will continue with ongoing professional learning tracks for staff to select relevant training.
Progress: The two-week onboarding has gone well. We made an adjustment for the second semester, reducing onboarding to one week and adding another day of face-to-face orientation. This was an effort to get teachers into classrooms and fill the gap in consistent instruction. However, feedback indicates that new teachers need the full two weeks of onboarding. It allows them time to shadow classes and become more familiar with the programs and platforms they use daily.
Teacher retention:
- PGB: 97%
- EGB: 96%
- MGB: 95%
- SGB: 84%
Equity Gap 2
Equity Gap 2 Was the LEA Equity Action Plan effective in reducing the equity gap selected for the year?
- Intervention Effective – Equity Gap Eliminated
- Intervention Effective – Maintain Activities/Strategies
- Intervention Effective – Adjust Activities/Strategies
- Intervention Not Effective – Adjust Activities/Strategies
- Intervention Not Effective – Abandon Activities/Strategies
Intervention Not Effective – Adjust Activities/Strategies
Provide a brief description of LEA’s success in implementation of the prior year LEA Equity Action Plan and effectiveness/ineffectiveness in addressing the selected equity gap.
Equity Gap #2: Student achievement across all grades and content areas.**
Intervention: The expansion of math manipulatives to Kindergarten through Fifth grade students did not improve student achievement based on pass/fail rates or EOG scores. We need to address the needs of diverse learners by using evidence-based strategies when incorporating these manipulatives.
Progress: During mid-year monitoring, it was identified that this intervention had not been implemented with fidelity. The Federal Programs Manager met with the Math Curriculum Coordinator in the spring, summer, and fall of 2023 to plan for the proper implementation of the math manipulatives. We expanded the kits to include 7th-grade students and added paper for 6th and 7th-grade students based on an identified need. However, the math coordinator did not communicate the plan to his leadership team and was later terminated for overall job performance. The materials were not used as intended. We received feedback that the manipulatives were not effective for middle school math standards; however, they did use the whiteboard that was in the kit. Based on this feedback, we provided only whiteboards to second-semester 5th-7th grade students and no longer provided the math manipulatives.
The Federal Programs Director is now working closely with the Curriculum Assistant Director to survey content teachers on what would be useful and align with the changing standards. Based on the outcome of the needs assessment and the work of the FY25 CLIP committees, the student kits may be updated for SY25. A stronger plan of implementation will be required, along with an agreed timeline for professional development on evidence-based strategies related to using these materials.
4.8 Overarching Needs for Private Schools
In this section, summarize the identified needs that will be addressed with FY22 federal funds for private schools Include results from ongoing consultation with private schools receiving services from the LEA's federal grants (ESSA Sec. 1117 and 8501; 20 U.S.C. 1412(a)(10)(A)(iii); and 34 C.F.R. §300.134). Information is available on the State Ombudsman website. (Add "No Participating Private Schools" as applicable.)
Title I, Part A | N/A - GCA does not participate with private schools. |
Title II, Part A | N/A - GCA does not participate with private schools. |
Title III, Part A | N/A - GCA does not participate with private schools. |
Title IV, Part A | N/A - GCA does not participate with private schools. |
Title IV, Part B | N/A - GCA does not participate with private schools. |
Title I, Part C | N/A - GCA does not participate with private schools. |
IDEA 611 and 619 | N/A - GCA does not participate with private schools. |