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Title II-A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools

Section VII,

LEA SELF-REVIEW OF SYSTEM EQUITY PLAN

POOR AND MINORITY STUDENT EQUITY RUBRIC

And

LEA EQUITY PLAN TEMPLATE FY14

System: Fannin Date Submitted: _____06/04/2013_________________

Reviewer: Ann Hatchell Date Approved: ______06/17/2013_________________

Title II-A of NCLB requires that all students, including poor and minority, have equitable opportunities with respect to quality

instruction, teachers’ instructional experience, class size, and teachers’ ability to meet the diverse learning needs of all students. The

following rubric is designed to help LEAs assess the extent to which they are providing equity for poor and minority students as part

of their annual improvement processes. Title II-A funds are flexible and have broad application but the funds must be applied to

support equity needs as they are identified in the areas of teacher quality, teacher experience, class size, teacher ability to meet the

diverse needs of students, recruitment and retention of highly qualified teachers for all students. Equity is defined as impartial, fair

opportunities for all children, including poor and minority students, to have access to highly qualified, effective teachers.


Section VII,

Equity Indicator / Plan Criteria LEA Equity Plan Rubric Rating and

Supporting Evidence for Equity Plan Components

I. Introduction

1. Describe the LEA.

The Fannin County School System lies in the mountainous rural region of North

Georgia and is home to the incorporated cities of Blue Ridge, McCaysville, and

Morganton, Georgia. The school system currently serves 3,016 students in

grades Pre-K through twelfth. According to the March 2013 FTE count, the

demographic breakdown for the student population includes 85 Hispanic

students, 9 American Indian students, 10 Asian students, 5 Black students, 2,830

white students, and 77 students whose ethnicity is Two or More Races. We also

serve 173 Gifted students, 20 ESOL students, and 298 Homeless students. We

serve 382 Special Education students with 306 of those students being served

through inclusion classes. In addition, 345 students were served through the

Remedial Education Program and 168 students were served in the Early

Intervention Program for the 2012-2013 school year. Twenty one students were

served as EL students. Fannin County has five schools including three

elementary schools, one middle school, and one high school. The elementary and

middle schools are schoolwide Title I schools, and the high school is not a Title I

school. For the 2010-2011 school year all schools and the district made AYP.

For the 2011-2012 school year the Fannin County School System had no schools

on any of the State’s targeted lists for improvement. If AYP guidelines had still

been in place, we would have made AYP based on our testing results and other

requirements. In addition, East Fannin Elementary School was named a High

Progress Reward School. Fannin County’s free and reduced percentage is 61

63.76 % as of the October 2012 count. The Fannin County School System’s

workforce consists of 247 certified employees that include 200 classroom

teachers and 47 support personnel/administrators as well as 210 classified

personnel. Area amenities include a variety of outdoor recreational activities as

well as many local cultural events.

2. Provide LEA Equity Belief Statement. The Fannin County School System believes that all students should have equitable

opportunities to quality instructional programs with regard to highly qualified

teachers, experience of teachers, teachers’ ability to meet the diverse learning


Section VII,

needs of all students, and class size. Every effort will be made to meet these

Equity requirements. Because of this, the Fannin County School System follows

the federal guidance provided by Title II-A in regard to spending funds to support

equity needs as they are identified in the those areas. This will be accomplished

by including the following components: annual needs assessment, stakeholder

involvement, reviewing equity for students in the assignment of teachers related to

student demographics and teacher experience, class size, teachers’ ability to meet

diverse student needs, and the recruitment/retention of HiQ teachers.

II. Annual Needs Assessment Including

Required Equity Components

[X] Rate the LEA’s current level on the continuum

for this Equity Indicator.

INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

The LEA does not

have a written plan

based on a needs

assessment that

includes an equity

assessment of

highly qualified

teacher status,

highly qualified

paraprofessional

status, teaching

experience, teacher

training to meet

special needs of

students, and class

size; or the

assessment is not

administered

annually.

The LEA conducts

an annual needs

assessment that

includes equity

assessments;

however, the needs

assessment does not

address all of the

following: (a)

equitable access to

highly qualified

teachers,

paraprofessionals;

and school and

system leaders; (b)

equity in teacher

experience and

effectiveness; (c)

equity in teacher

training to meet

diverse needs of

students, (d) equity

in class sizes; and

The LEA’s annual

needs assessment

includes all of the

following equity

components of: a)

equitable access to

highly qualified

teachers,

paraprofessionals;

and school and

system leaders; (b)

equity in teacher

experience and

effectiveness; (c)

equity in teacher

training to meet

diverse needs of

students; (d) equity

in class sizes; and

(e) recruitment and

retention of highly

qualified teachers

and is reflected in a

The LEA’s annual

needs assessment

and planning

address all

components of: a)

equitable access to

highly qualified

teachers,

paraprofessionals;

and school and

system leaders; b)

equity in teacher

experience and

effectiveness; (c)

equity in teacher

training to meet

diverse needs of

students; (d) equity

in class sizes; and

(e) recruitment and

retention of highly

qualified teachers

and the system can


Section VII,

(e) recruitment and

retention of highly

qualified teachers;

or the needs

assessment is not

reflected in a

written plan to

address equity

deficits.

written plan that

describes how the

LEA will address all

identified

inequities.

document that each

equity indicator is

assessed in a

written assessment.

1. Provide a summary of how the needs

assessment is conducted.

The Fannin County School System gathers data from annual needs assessments

conducted by the county, the state, and the federal government to determine that

students have: (a) equitable access to highly qualified teachers and

paraprofessionals; (b) equity in teacher experience; (c) equity in teacher training

to meet diverse needs of students; (d) equity in class sizes; and (e) recruitment and

retention of highly qualified teachers. Data collection is achieved by surveying

staff, parents, and other community stakeholders as well as reviewing test scores,

focus walk data, and benchmark data. In addition, maximum class size reports,

ETA data, and various other sources are collected and reviewed. Higher

education partners who we work with are invited to review our Equity Plan as it is

developed and to attend a stakeholder meeting to furnish comments and/or make

additions to our plan.

2. Identify data sources used. Documentation will include copies of needs assessments, state generated reports,

highly qualified reports, system Infinite Campus reports, and the Professional

Standards Commission Equity Report for each school. Surveys that will be used

to gather pertinent data include the School Perceptions survey for parents,

teachers, paraprofessionals, and administrators, the local Title I Measured Partner

parent survey, a local professional learning survey, SACS surveys, and Title II

equity surveys for leaders, teachers, paraprofessionals, and community members.

Stakeholders who will participate in needs assessment include teachers, staff

members, administrators, parents, and community members. Groups who provide

input for planning purposes include school and district level improvement teams,

leadership teams, parent advisory committees, higher education partners, and


Section VII,

school councils.

3. Briefly summarize findings for:

a. HiQ status of teachers

At the present time, the Fannin County School System is 100% HiQ for the 2012-

2013 school year in regard to teachers.

b. HiQ status of paraprofessionals At the present time, the Fannin County School System is 100% HiQ for the 2012-

2013 school year in regard to paraprofessionals.

c. Teacher experience For the 2012-2013 school year, Fannin County’s average teaching experience for

elementary teachers was 14.8 years, for middle school teachers was 15.1 years and

for high school teachers was 12.2 years compared to the respective state averages

of 13, 12.3, and 12.2 years of experience. All Fannin County schools have a

teacher experience rate higher than or equal to the state average.

d. Teacher training to meet diverse

student needs

All Fannin County teachers participate in teacher training that is directly focused

on meeting the diverse needs of our students. Areas of weakness are determined

by reviewing student, school, and system data. Teachers also determine personal

needs through the self-assessment required in the Class Keys evaluation system

that we have used for the past few years and establish professional learning goals.

Trends are considered and professional learning plans are formulated based on the

findings of the district and school level school improvement teams. The most

recent focus for Fannin County’s professional learning has been on differentiation

and adding additional gifted and ESOL endorsements to teacher certificates.

Academic coaches have provided on-site professional learning for

paraprofessionals to improve instructional delivery. Reinhardt University

participated in review of this plan and pointed out that conceptually their teacher

preparation program is based on how to differentiate instruction for each learner.

e. Class size The Fannin County School System bases maximum class size on the class size

numbers approved by the Georgia Department of Education for the 2009-2010

school year as modified by our approved local board resolution to increase classes

from 1 to 4 students in all allowable areas except gifted and in those classes from

1 to 8 additional students.

f. Retention Also based on the 2012-2013 data, the annual retention rate for teachers in Fannin

County is 80.4% at the elementary level, 87% at the middle school level, and

87.2% at the high school level compared to the respective state percentages of

87.3%, 85.8%, and 83.9%.


Section VII,

g. Recruitment Recruitment of highly qualified teachers and administrators is accomplished

through advertising in the local newspaper, on the TeachGeorgia website, posting

ads in our schools, advertising job openings on our school system website, and

contacting nearby school systems as well as colleges and universities as needed.

Fortunately for us, our area serves as a natural attraction for many excellent

educators as there seems to be a great movement to enjoy the lifestyle afforded

residents of our rural mountainous community.

4. List Prioritized Needs.

Prioritized needs are established through the comprehensive school improvement

processes at each of the system schools and at the district level. They are

submitted to the district by each school, compiled, and reviewed for revision or

additions prior to being put into the system Equity Plan and as a guide to

developing the system Consolidated Application. Prioritized needs for the 2013-

2014 school year include:

1. Continue to provide paraprofessionals at the elementary level to address

the needs of at-risk students who are below mastery level of the CCGPS

(Title I funding)

2. Continue to provide the elementary math intervention position when

financially possible (and expand it to include reading if appropriate) and

the parent liaison positions at elementary and middle schools (Title I

funding) and the academic coach positions at all schools (Local funding)

3. Continue to provide the math intervention position when financially

possible and the parent liaison positions at elementary and middle schools

(Title I funding) and the academic coach positions at all schools (Local

funding)

4. Continue to provide the half-time intervention specialist at the middle

school level who works with teachers in planning interventions and

improving the delivery of them as well as working with targeted students

in reading, language arts, and math to improve identified deficits


Section VII,

5. Continue to employ graduation coaches at middle and high schools

6. Continue to offer free breakfast to all students

7. Adjust and differentiate instruction in order to improve student

achievement in the areas of mathematics, language arts, writing, science,

social studies, and critical thinking for all students

8. Provide appropriate research based professional learning opportunities for

all faculty and staff to support effective instruction through the delivery of

the CCGPS and promote the pervasive use of instructional technology,

differentiated learning, and formative assessment to drive instruction.

Other areas of need are tiered assignments, Response to Intervention,

standards based instruction, levels of rigor, methods of assessment, math

instruction, co-teaching, integrating reading and writing standards

throughout all content areas, creativity and imagination, communication

through writing, building a sense of responsibility, and assistive

technology

9. Provide opportunities for academic teachers to add

certifications/endorsements through Pioneer RESA in order to increase

rigor in instruction and better serve all students

10. Utilize research based software and strategies to increase student

achievement including, but not limited to, Renaissance Enterprise, Study

Island, Reading Eggs, IXL, Thinking Maps, USA Test Prep, needs-based

instruction, tiered assignments, higher order thinking skills and other

research-based technology, methods, and materials

11. Provide workshops for parents to communicate school procedures such as

testing, homework, etc., and include ways they can become more involved

in their child’s education

12. Improve citizenship and student accountability through self-assessment

and personal goal setting utilizing the research based Positive Behavior


Section VII,

Support (PBIS) program

13. Provide supplemental technology for student instruction and to raise

student achievement

14. Provide instructional supplies for all students including paper,

remediation/intervention materials

15. Provide funding for substitutes to allow teachers the opportunity to

collaborate during data days reviewing test data to refine instruction and

close the achievement gap for lower performing students during the school

year as well as provide data day stipends for summer data review in

preparation for the upcoming year and to maximize instructional time

when students return to school

16. Provide annual funding for surveys to gather data to be used in

establishing school and system priorities

17. Provide an additional technology support specialist at the high school in

order to promote the use of technology in the classroom and improve

student achievement.

18. Provide research based professional learning for staff which will result in

more effective teaching practices and better implementation of standards

based classrooms.

19. Provide funding for attendance support personnel to increase student

attendance.

20. Provide funding for school nurses to facilitate the medical needs of our

students during the instructional day.

21. Provide instructional personnel in computer labs at the elementary level.

22. Focus on building learning communities for professional learning.


Section VII,

III. Equity of Stakeholder Involvement



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

Administration of

the needs

assessment,

prioritization of

needs, and action

planning to ensure

equity are

conducted by

central office

administrators with

little or no

involvement of

other stakeholders.

Administration of

the needs

assessment,

prioritization of

needs, and action

planning to ensure

equity are

conducted by

central office

administrators with

some input from

stakeholders;

however, not all

stakeholders are

involved; their

opportunity for

input is minimal.

Central office

administrators

annually involve

school

administrators and

representatives

from all other

stakeholder groups

in the needs

assessment,

prioritization of

needs, and action

planning to ensure

equity; however,

stakeholder

involvement is

minimal in some

cases.

Central office

administrators

collaborate with

school

administrators and

representatives

from all other

stakeholder groups,

including teachers,

paraprofessionals,

parents, business

partners, and other

relevant personnel,

to accomplish an

annual needs

assessment,

prioritization of

needs, and action

planning that

addresses all equity

components.

1. Identify stakeholder groups (internal and

external).

Stakeholders who will participate in needs assessments include teachers, staff

members, administrators, parents, and community members. All schools have

school improvement teams, school councils, parent advisory groups, and other

groups who provide input throughout the school year. At the district level, we

have a district school improvement team that meets at least monthly. We hold

community stakeholder meetings as needed to gather additional input. Outside

groups who also provide our system with support and feedback include our

RESA, state department program managers, higher education partners, and

various community organizations.


Section VII,

2. Describe how internal and external

stakeholders are involved in the planning

process to:

Internal and external stakeholders are involved in the planning process in a variety

of ways in order to complete the annual needs assessment, establish prioritized

needs, and identify actions or strategies included in the district equity plan.

Surveys are completed online and/or on paper. Alert Now messages as well as

written notices from schools included in weekly work packets, newsletters, and

agendas are some of the ways stakeholders are invited and encouraged to

participate in the planning process.

a. Participate in an annual needs

assessment

Central office and school administrators collaborate on an ongoing basis with all

stakeholders (teachers, paraprofessionals, parents, business partners, etc.) to

gather data for the annual needs assessment. This information is collected through

the distribution of a School Perceptions survey and a parent survey in February.

A professional learning needs assessment is conducted in the spring each year.

Annual school and district achievement data as well as focus walk data is

collected as part of the needs assessment. Throughout the year various

stakeholder groups like parent advisory committees, school councils,

parent/teacher organizations, school improvement teams meet to collaborate on

planning for different aspects of the schools’ and district’s needs. Higher

education partners are invited to review our draft equity plan online as it is

developed as well as at a stakeholder meeting and offer suggestions on how we

can improve our equity plan. Central office leaders are involved in community

interaction through taking part annually in the Leadership Fannin program which

includes a wide array of business partners and local community members. In

addition, the associate superintendent serves on the local Chamber of Commerce,

and the superintendent serves on the Health Department Board as well as the tri-

county Appalachian Juvenile Justice Stakeholders Committee along with our

Director of Student Services. Our Nutrition Director serves on the Family

Connection Partnership Committee. Community needs assessments are available

to us for addition consideration as a result of our participation in these local

organizations. Community involvement is entrenched in the Fannin County

School System.

b. Prioritize needs Stakeholder groups made up of school staff, parents, business partners, and

community stakeholders meet to discuss the survey data, academic data, focus

walk data, perception data that is collected over time to determine the greatest


Section VII,

need at each of the schools. The district school improvement team also meets on

a monthly basis to review progress being made at the school and district level to

determine areas that need to be addressed and whether we are seeing gains from

what we are doing. Each spring individual lists of prioritized needs are then

generated by each school team based on the results of the needs assessments.

Then these prioritized needs form the basis for budget planning and upcoming

professional learning.

c. Identify actions or strategies

contributed to equity plan

Artifacts are reviewed and analyzed by stakeholder groups like parent advisory

committees, school councils, parent/teacher organizations, school improvement

teams, and the district school improvement team to identify actions needed to be

addressed in the equity plan. Input from all internal and external stakeholders is

included when the district equity plan as well as the consolidated application is

developed.

IV. Highly Qualified Teacher Equity



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

The LEA does not

have a process in

place to

systematically

monitor HQ

assignment of

teachers based on

student

demographics

(poverty level,

minority, etc);

and/or all non-HQ

teachers do not have

a written

remediation plan

that is monitored by

the LEA and

The LEA has a

process in place to

systematically

monitor the HQ

assignment of

teachers based on

student

demographics

(poverty level,

minority, etc) and a

written remediation

plan is in place;

however, the LEA is

not systematically

monitoring the HQ

status of teachers

based on student

The LEA

systematically

monitors the HQ

assignment of

teachers based on

student

demographics

(poverty level,

minority, etc) and a

written remediation

plan is in place for

each non-HQ

teacher that is

monitored regularly

and supported with

Title II-A funds or

other appropriate

The LEA

systematically

monitors the HQ

assignment of

teachers based on

student

demographics and

all core academic

subjects are taught

by highly qualified,

effective teachers.


Section VII,

supported with

appropriate funds.

demographics

and/or non-HQ

teachers are not

adequately

supported with Title

II-A funds or other

appropriate funds

to achieve HQ

status.

funds.

1. Provide FY13teacher HiQ percentages. 100% of all Fannin County FY13 teachers are highly qualified.

2. Provide FY13paraprofessional HiQ

percentages.

100% of all Fannin County FY13 paraprofessionals are highly qualified.

3. Describe how a remediation plan is

developed for non-HiQ teachers, non-

HiQ paraprofessionals, and core

academic teachers who do not hold a

clear renewable certificate.

A written remediation plan is developed at the time of hire or non-HiQ placement

by the principal and the non-HiQ teacher in collaboration with the Title II-A

director. HiQ remediation plans are also written for teachers with non-renewable

certificates if any are employed. Each plan cites a specific action to become HiQ,

cites a date for completion, and is to be monitored by the principal and

documented. The plan is written and signed by both the principal and teacher.

The principal also immediately advises the parents of students in classes of

teachers who are not highly qualified by mailing a letter home to the parents that

this situation exists and what the plan for the teacher to become highly qualified

includes. Typical remediation plans include GACE testing, completion of a

practicum, or completion of coursework. A copy of the letter that has been mailed

home to the parents attached to a class roster is submitted to the Title II Director

and kept on file at the central office as well as at the school. Fannin County does

not develop remediation plans for non-HiQ paraprofessionals as it is our practice

not to hire any non-HiQ paraprofessionals; however, should we ever find

ourselves in that situation, the same type of written plan would be developed.

4. Describe the monitoring process to ensure

each non-HiQ teacher, non-HiQ

paraprofessional, and core academic

teacher who does not hold a clear

renewable certificate is implementing the

The principal will meet with the non-HiQ teacher on a quarterly basis and record

progress. In addition, he/she will notify the Title II-A director what progress has

been or is being made. We do not currently have any teachers of core academic

subjects with non-renewable certificates; however, in the event that we do have to

hire someone with this status or reassign a teacher who then would have a non-


Section VII,

remediation plan and making progress

toward HiQ status or clear renewable

certification.

renewable certificate for that content, they would follow the same remediation

plan and be monitored as a not highly qualified teacher.

5. Describe how the LEA monitors HiQ

assignment of teachers based on student

demographics and diverse needs of

students.

The Fannin County School System generates a report at the beginning of each

school year for the elementary and middle schools and twice a year (beginning of

each semester) for the high school showing teacher experience, teacher education

level, and the number of students each teacher has in the economically

disadvantaged group, the special education group, and in minority ethnic groups.

We also review equity data and each school’s maximum class size report.

V. Teacher Experience and Effectiveness

Equity



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

The LEA does not

include teacher

experience and

effectiveness in the

annual needs

assessment to

ensure equal access

to effective teachers.

The LEA assesses

equity in teacher

experience and

effectiveness within

the system;

however, the annual

equity plan does not

address teacher

effectiveness or

equity within schools

or classrooms to

ensure equal

opportunity for all

students.

Teacher experience

and effectiveness

are included in the

LEA’s annual needs

assessment, and the

LEA has a written

plan that addresses

equity of effective

teachers across

schools and

classrooms in the

system and within

its schools.

The LEA includes

teacher experience

and effectiveness in

its annual needs

assessment and has

a written plan to

ensure continued

equal access to

effective teachers

for all students. As

a result, all students

in all of the LEA’s

schools and

classrooms have

effective teachers

regardless of

demographics of the

students served.

1. Describe how the LEA assesses teacher

effectiveness.

The Fannin County School System assesses teacher effectiveness through

monitoring and evaluating teacher actions in the classroom. Implementing the

Class Keys teacher evaluation model has been one of the steps we have taken to

ensure appropriate feedback in regard to each teacher’s ability to perform in an


Section VII,

effective manner. For the upcoming year we will be piloting TKES and LKES as

our new evaluation methods. In addition school administrators as well as district

level administrators do random walk-throughs throughout the entire school year to

gauge what is happening in the classroom. Principals and assistant principals

review teachers’ classroom benchmark and testing data also as one way to

monitor teacher effectiveness. Each school’s academic coach conducts

walkthroughs that provide data on the fidelity of research based program

implementation and overall use of effective instructional strategies which is used

to promote teacher growth and improve teacher effectiveness.

2. Describe how the LEA plans to address

any identified inequities in teacher

experience across schools and classrooms

in the system and within its schools and

programs.

Student access to teachers with greater experience is monitored each fall to ensure

that lower achieving and/or minority students have equal access to those teachers

with the most experience and/or the highest degrees through school level Infinite

Campus reports. These reports are reviewed by the principal making the class

assignments. If an inequity occurs, this should be resolved either by internal

moves in teacher placement or by recruiting teachers with necessary experience

levels and placing them in areas created by attrition. In addition, teacher

experience equity is reviewed with principals based on data from the PSC Equity

Data reports each year. Decisions at the system level are also made based on

reviewing student data to determine where the greatest need lies.


any identified inequities in

teacher effectiveness within its schools and

programs.

Student access to teachers with greater experience is monitored each fall to ensure

that lower achieving and/or minority students have equal access to those teachers

with the most experience and/or the highest degrees through school level Infinite

Campus reports. These reports are reviewed by the principal making the class

assignments. If an inequity occurs, this should be resolved either by internal

moves in teacher placement or by recruiting teachers with necessary experience

levels and placing them in areas created by attrition. In addition, teacher

experience equity is reviewed with principals based on data from the PSC Equity

Data reports each year. Decisions at the system level are also made based on

reviewing student data to determine where the greatest need lies.

4. Describe the procedure to ensure that no

student will receive an inexperienced,

ineffective teacher two years in a row.

Fannin County principals will compare teachers’ class GKids, CRCT, EOCT,

GHSGT and/or CCRPI scores to determine which teachers at any grade level have

two consecutive years of student scores that are below the system average the

previous year. No student will be placed in classes of teachers whose scores


Section VII,

demonstrate weaknesses for two consecutive years. In the event that there are no

options for reassigning a student due to a limited number of course offerings or

teachers teaching a specific subject, the principals will accelerate the monitoring

process component of that teacher’s evaluation.

VI. Class Size Equity



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

The LEA does not

include class size in

the annual needs

assessment to

ensure equal

opportunity for all

students.

The LEA assesses

class size within the

system; however,

the annual equity

plan does not

address class sizes

or equity in class

sizes within schools

to ensure equal

opportunity for all

students.

Class size is

included in the

LEA’s annual needs

assessment, and the

LEA has a written

plan that addresses

equity in class sizes

across schools in the

system and within

its schools.

The LEA includes

class size in its

annual needs

assessment and has

a written plan to

ensure continued

equity in class sizes

for all students. As

a result, class sizes

are comparable in

all schools and

classrooms,

regardless of

demographics of the

students served.


identified inequities in class sizes across

schools in the system and within its

schools.

Class size for all classes in all schools will be monitored through the annual

maximum class size reports that each school submits in August to the central

office. Monthly attendance reports will also be used to monitor class size.

In addition, the Title I Comparability Report that is completed annually at the

beginning of the school year will aid in recognizing schools that may not be

equitable in the student/teacher ratio. FTE reporting for class size will be an

additional tool to use for monitoring. Student demographics will be monitored to

ensure that subgroups of students are placed in equitable size classes.

The special education specialist works with principals and the student services

director to ensure scheduling of all special education classes meets MCS


Section VII,

requirements. She monitors new special education student enrollment throughout

the school year on an ongoing basis.

Should the class size at any school and in any class go above the maximum

allowable class size, and it is determined that it is not reasonable or feasible at the

time to add an additional teacher in the specified grade level, Fannin County will

apply to the Georgia Department of Education for a waiver. Any time that class

size exceeds the maximum allowable number that is reasonable for student

achievement to occur, a teacher will be hired to alleviate the problem.

VII. Teacher Preparation and Ability to

Meet Diverse Needs of Students



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ X ]

TARGET

[ ]

The LEA does not

assess teachers’

preparation and/or

ability to

differentiate

instruction based on

the diverse needs of

their students.

The LEA assesses

teachers’

preparation and/or

ability to

differentiate



their students;

however,

professional

learning needs are

not addressed in the

LEA’s plans and/or

opportunities are

not provided to

teachers as needs

are identified.

Teacher preparation

and the ability to

differentiate



students are

assessed annually,

and the LEA plans

for and provides

continued

professional

learning in this area.

The LEA assesses

teachers’ ability to

differentiate



their students, and

plans for and

provides continued

professional

learning in this area.

As a result, the LEA

can document that

all teachers have

received training

and can effectively

differentiate

instruction to meet

the diverse learning

needs of all students

resulting in all

subgroups making

AMO.


Section VII,

1. Describe the process the system uses to

assess teacher ability to differentiate

instruction based on the diverse needs of

their student population.

Professional learning needs are determined at the school level from data analysis

of the professional learning survey completed each spring. School Improvement

Teams develop individual school professional learning plans based on this

disaggregated data along with student achievement data in order to best meet the

diverse needs of all learners.

Academic coaches at all schools work with groups of teachers as well as

individual teachers to review student data and plan for meeting student needs.

The district School Improvement Team reviews data to determine areas of need

for professional learning on a system level. Specifically, training for

implementing a form of the Georgia Pyramid of Intervention (Response to

Intervention) model was completed for all elementary school employees during a

previous school year. The implementation of the RTI model has increased the use

of diverse teaching strategies for all students, but teachers continue to need

additional support in meeting the needs of all learners academically and

behaviorally. This is shown by walk-through data that is collected by both system

and building level administrators throughout the school year. Use of the TKES

and LKES evaluation instruments will provide informal and formal observations

that generate data that shows weaknesses and strengths in teacher effectiveness

also.

Local funding provides full time academic coaches who provide instructional

support to assist teachers in determining the appropriate differentiation for all

learners.

The Fannin County School System will also continue to work with GLRS on

providing a co-teaching academy for our teachers that will target differentiation in

the classroom and how teachers can work together to improve and increase the

quality of differentiated instruction that is happening in our classrooms.

In addition, the importance of implementing instructional technology effectively

and using strategies to improve higher order thinking in the classroom will be


Section VII,

recognized and professional learning in this area will continue to be offered and

enhanced as the need arises.

VIII. Retention of Highly Qualified,

Effective Teachers



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

The LEA’s annual

needs assessment

and/or written plan

do not address

retention of highly

qualified, effective

teachers in all

schools; or Title II-A

or other appropriate

funds are not used

to support teacher

retention according

to identified needs.

The LEA’s annual

needs assessment

and written plan

addresses retention

of highly qualified,

effective teachers;

however, the plan is

not implemented in

all schools and in all

programs of the

LEA; or retention

program results are

minimal in some or

all schools; or Title

II-A or other

appropriate funds

are not used to

support retention

needs.

The LEA’s annual

needs assessment

and written plan

addresses retention


effective teachers in

all schools or in

schools as indicated

by assessment

results; and the LEA

actively implements

a retention program

to ensure that

highly qualified,

effective teachers

are retained in all

schools and in

programs serving

all students. Title II-

A or other

appropriate funds is

used to support

retention.

The LEA’s annual

needs assessment

and written plan

addresses the

retention of highly


teachers in all

schools and in all

programs of the

LEA; and the LEA

actively implements

a retention program

to ensure that

highly qualified,

effective teachers

are retained in all

schools and in

programs serving

all students. As a

result, the LEA

retains highly


teachers in all

schools.

1. Describe the teacher retention program that

includes specific plans for schools and/or

programs that have been identified with

retention needs.

Fortunately here in Fannin County, retention of teachers is not a serious problem.

Survey data shows that the two most important factors in retaining highly

qualified, effective teachers are (1) increased teacher supplement or benefits and

(2) increased teacher salary. The school system continually works to retain highly

qualified, effective teachers by offering the following incentives:


Section VII,

1. Single dental coverage paid by the school system

2. Single health insurance coverage paid by the school system

3. Employees allowed to take personal leave on the basis of the

number of years’ experience they have accumulated

4. Unused personal leave conversion into sick leave

5. Bereavement leave for employees

6. Mentoring program for new teachers to provide support throughout

the school year

7. Safe, secure workplace

8. Climate of open communication and a sense of each employee’s

value

9. Mobility within the school system to “fit” each employee’s

skills/abilities

10. 4% local supplement

11. Free Chattahoochee Technical College courses and other local

courses are available for paraprofessionals

IX. Recruitment and Placement of Highly

Qualified, Effective Teachers



INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ ]

TARGET

[ X ]

The LEA’s annual

needs assessment

and/or written plan do

not address

recruitment of highly


teachers; or the LEA

does not consider

equity issues when

placing newly hired

teachers; or Title II-A


funds are not used to

support retention of

highly qualified,

effective teachers.

The LEA’s annual

needs assessment and

written plan address


qualified teachers;

however, the LEA

may not evaluate

teacher effectiveness

in its recruitment

practices; or non-

highly qualified

and/or ineffective

teachers are hired; or

newly hired

inexperienced teachers

are more often placed

The LEA’s annual

needs assessment and

written plan address



teachers; and as needs

dictate, the LEA

actively implements a

teacher recruitment

and placement

program to ensure

that all students are

taught by highly


teachers in all schools

and all programs.

The LEA conducts an

annual needs

assessment that

addresses recruitment


effective teachers in

the system; the teacher

recruitment plan is

actively supported

and adapted to meet

current priorities. As a

result, the LEA

successfully recruits

highly qualified,

effective teachers and

makes equitable


Section VII,

in schools and/or

programs that serve

poor and minority

students; or Title II-A


funds are not used to

support recruitment

needs.

Title II-A or other

appropriate funds are

used to support

recruitment needs.

placements so that all

students in all

schools, all

classrooms and all

programs have highly


teachers with

equivalent teaching

experience.

1. Describe how the system plans for

recruitment and placement of highly

qualified, effective teachers to improve or

maintain equivalent teacher experience at

all grade levels and all content areas.

The Fannin County School System recruits highly qualified teachers through

TeachGeorgia, local advertising, and advertising at surrounding colleges. Also,

through two-way communication with surrounding school systems we are better

able to meet our needs. The need for teachers is assessed each spring through

discussions and feedback with school administrators in planning sessions

conducted throughout the spring.

The Fannin County School System is very fortunate that we attract many teacher

and administrator candidates because of our geographic location. Our

mountainous terrain and moderate climate are a natural draw for educators who

are looking for an area to relocate. This typically gives us a large application

base. As has been the case in the last few years in our search for teacher

candidates we have received a great many applications on TeachGeorgia alone for

a rather small number of positions.

Administrators who are recommending a teacher for hiring purposes have to

complete a hiring recommendation form showing the content area the teacher will

teach, what the teacher’s certification areas are, and have to attach a copy of the

teacher’s clear renewable certificate before that candidate’s name will be

recommended to the Board for approval by the superintendent. In addition, if the

new employee will be a special education teacher, the special education director

reviews the teacher’s certification to be sure that they will meet highly qualified

guidelines.

Teachers are also attracted to our school system by the following incentives which


Section VII,

also help us with teacher retention:

1. Single dental coverage paid by the school system

2. Single health insurance coverage paid by the school system

3. Employees allowed to take personal leave on the basis of the

number of years’ experience they have accumulated

4. Unused personal leave conversion into sick leave

5. Bereavement leave for employees

6. Mentoring program for new teachers to provide support throughout

the school year

7. Safe, secure workplace

8. Climate of open communication and a sense of each employee’s

value

9. Mobility within the school system to “fit” each employee’s

skills/abilities

10. 4% local supplement

11. Free Chattahoochee Technical College courses and other local

courses are available for paraprofessionals

X. Summary of Impact and Evidence of

Success for the FY13 Selected Equity

Indicator(s)

FY13Equity Indicator(s) Selected for Focus: Teacher Preparation and Ability to Meet Diverse Needs of Students

1. Prepare a brief Summary of Impact that

describes the actions taken to reach

“target” and the success in reaching

“target.”

The main focus for professional learning for Fannin County teachers during the

2012-2013 school year has been differentiation from the county perspective.

While every teacher has received professional learning in this area, the county has

not reached the point that we can show that EVERY teacher can effectively

differentiate instruction to meet the diverse learning needs of all students resulting

in all subgroups making the desired progress. While all schools and the system

did make AYP for the 2010-2011 school year and would have in the 2012-2013

school year if AYP were still in place, we still have work to do in this area for

students in our economically disadvantaged and our students with disabilities

subgroups. Last year would have been the third consecutive year that all of our

schools and the system met the AYP standard so progress is being made.

2. Prepare a brief summary describing the Stakeholder groups have agreed that while progress has been made, we still need

to concentrate in this area for the FY14 school year. Data that suggests that we


Section VII,

LEA’s Evidence of Success. What data

supports the rating of “target”? Or if the

LEA did not reach “target,” what

prevented the LEA from doing so?

are still not at target includes focus walk data, student achievement data, and

school perception survey data as shared by staff and administrators.

XI. Equity Indicator Selected for FY14

Focus

FY14 Equity Indicator(s) Selected for Focus: Teacher Preparation and Ability to Meet Diverse Needs of Students

Include a statement of school/system

equity needs (including identifying at least

one equity indicator that will be a focus for

movement to” Target”). Note: If the

Highly Qualified Teacher equity indicator

is selected, an additional indicator must

also be selected for focus.

o Provide a statement identifying

the

Actions/Strategies/Interventions

or Programs for the selected

equity indicator(s) as a focus for

FY14.

o Note: Include in the System

Implementation Plan (SIP) the

action plan for the above equity

indicator(s) containing:

Actions/Strategies/

Interventions or Programs

Correlation to School Keys

Professional Learning

Resources or Materials Needed

Person or Position Responsible

for Monitoring and Evaluation

Timeline For Implementation

Means of Evaluation (What

The Fannin County School System will implement the following actions in order

to move to “Target”:

1. Offer teachers and administrators research based professional learning

opportunities on differentiation and standards based teaching.

2. Review the success of using the current focus walk process that is being

completed at each school to determine whether the data we are collecting

is helping guide us in the appropriate direction for improvement to occur

or if we need to revise how we are collecting data or analyzing data to

measure improved differentiation in the classroom. The district will be

working closely with individual school improvement teams to target ways

that instruction can be improved in order to raise student achievement.

Attention will be paid to whether the current focus walk template which

was revised at the beginning of the 2011-2012 school year and again at for

the 2012-2013 school year is effective in determining weaknesses in

teachers’ preparation and their ability to meet the diverse needs of their

students. Imagine-It walkthroughs will continue at the elementary level

and that data will become a better source of information related to how

well we are meeting diverse needs in the area of reading.

3. Make full use of services provided to us by Pioneer RESA to support and

enhance our instructional program and raise student achievement.

4. This indicator will be included Include this indicator as a district wide

standard on teachers’ TKES evaluation instrument. Monitoring the

implementation of standards based classrooms will also be a standard on

which administrators are evaluated.


Section VII,

will be used to evaluate the

action, strategy, intervention,

or program?)

Monitoring of

Intervention (Artifacts)

Monitoring of Impact

(Student Learning Data)

OR

Include a statement that the system has no

equity needs. Note: Each indicator on the

Self-Review Equity Plan rubric rated as

“Target” MUST list the documentation that

supports the rating of “Target” for that

indicator.

XII. Prioritized Needs and Impact of Spending for Fiscal year 2012 Focus

1.A What were your prioritized needs in fiscal year 2012 (July 1, 2011 through September 30, 2012)?

Indicate no more than five identified needs in the order of priority with number one being the greatest priority.

3Needs Assessment

4Stakeholder Involvement

5Highly Qualified Status

--Select--Assessing Teacher Effectiveness

--Select--Assessing Leader Effectiveness

--Select--Class Size Reduction

2Professional Learning for Teachers

--Select--Professional Learning for Leaders


Section VII,

--Select--Retention

--Select--Recruitment

1Other – Please List

Elementary reaElementary reading/math specialist

2.A In reflecting on the previous year, what are the most substantive changes your district plans

to make to your Title II-A program in the coming year?

Our district has chosen to eliminate the elementary reading/math

specialist position and direct Title II monies to job-embedded professional learning to improve

teacher quality by adding endorsements, new certification areas, and support the growth of

leaders as well as continue to meet our equity need of improving differentiated instruction in our

classrooms.

3.A How did you spend your Title II-A dollars in Fiscal year 2012?

Rate the impact of Actions/Strategies/Interventions/Programs funded with Title II-A dollars and indicate the data sources

used for determining the rating on:

Rate results Indicate Data Sources (Check all that apply)

Needs Assessment Good

Student

Learning

Demo

graphic

Percep

tion

Pr

ocess

Stakeholder Involvement Good

Student Dem Perceptio Proces


Section VII,

Learning ographic n s

Highly Qualified Status Excellent

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Assessing Teacher

Effectiveness --Select--

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Assessing Leader

Effectiveness --Select--

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Class Size Reduction --Select--

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Professional Learning for

Teachers Good

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Professional Learning for

Leaders --Select--

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Retention --Select--

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Recruitment --Select--

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

Other – Please List Good

Student

Learning

Dem

ographic

Perceptio

n

Proces

s

The “Other” would be the data days used for instructional planning.


Section VII,

NOTE: COMPLETE THE FOLLOWING SECTIONS (4-9) ONLY IF IIA FUNDED PL IN FY2012.

4.A Professional Learning for Teachers and/or Leaders – Topics Addressed

Check the two most prevalent topics.

Classroom Management

Assessment Uses

Diversity and Equity Multicultural Education

Differentiated Instruction/Universal Design for

Learning

Educational Leadership

Exceptional Education

English Language Learners

Common Core Implementation

Content (Core Subjects)

Instructional Strategies

Student Engagement

Data-Driven Instruction

Graphic Organizers

Higher Order Thinking and Rigor and Relevance

Vocabulary


Section VII,

Technology Integration

Instructional Planning

Gifted/AP Training

Response to Intervention

Brain Based Multiple Intelligences

School Climate

Integrated Curriculum

Other – Please List

5.A Professional Learning Delivery Models

Check the 3 most prevalent methods.

Job-Embedded Professional Learning (Professional Learning Communities, Coaching,

Action Research, Looking at Student Work, Book Study)

Faculty Meeting

Workshops

Institutes

Conferences

Consultants


Section VII,

Online PD Modules

Webinars

Cohort

College Course

Alternative Certification Course

Lecture

Other – Please List

Professional Learning Reflection

Please respond to the following:

6.A What professional learning model provided in Fiscal year 2012 had the greatest impact on your district’s goals?

On-site coaching by consultants and by system experts on various topics.

7.A How does your district assess how professional learning is positively impacting teacher and/or leader behavior?

Discussion of effects as seen through school level and system level walkthroughs, study of student achievement data for

individual students as well as groups of students, surveys to assess continued areas of weakness as well as qualitative data

collected through school level meetings (for example: School Improvement Team meetings, grade level meetings, etc.)

8.A How does your district assess how professional learning is positively impacting student achievement?

Stakeholders provide input on what is working in regard to student achievement for individual students as well as groups

of students through school team meeting, grade level meetings, department meetings, school improvement team meetings,


Section VII,

school council meetings, etc.

9.A How have these experiences helped to combat inequities within your district’s schools and your district?

Sharing among and between schools has helped drive change and encourage collaboration. Our three elementary schools

do a great job of sharing what is working in certain grades and/or content areas in order to help each other improve.

planning for equityimages.pcmac.org/uploads/fannincountysd... · f. retention also based on the...

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