Starting with the Need . . .

1. Starting with the Need . . . Debbie Gay Barbara Lunsford Georgia Department of Education

2. Closing the Gap between Realities and Possibilities

3. Getting Started My reality is ___________________ My “imagined possibility” is ____________ The difference between my reality and possibility is as simple as filling in the blank!

4. How you fill in the blank determines if you widen the gap or close the gap! My Reality My Possibility

5. I Explore “What is” II Gather and Analyze Data III Make Decisions

6. What realities can you leverage to close the gap?

7. What realities can you leverage to close the gap?

8. Georgia’s Total Student Enrollment by Race/Ethnicity Based on October 2014 FTE

9. Free and Reduced Lunch (FRL) Eligibility

10. There are chapters in the student successstory that our students can’t control. Disability, Race, and SES are realities included in the introduction-not the conclusion! The Ability becomes the centerpiece! The Possibility becomes the new horizon of hope!

11. Closing the Reality-Possibility Gap Remedy TASKS “What adult practices must change?” TIME “How long will this take?” TALENTS “What capacity and skills are needed?”

12. How can you leverage time, tasks, and talents to close this gap with your own resources. The greatest leverage point comes with partnering for student success.

13. The Reality-Possibility Gap By Partnering for student success, we can get 80% success in 3 years! What is the alternative? We can continue to do what we have always done and get a 14% return in 17 years.

14. Total Student Enrollment 1,736,416 (March 2015 FTE) What is your numerical threshold for students who disengage from the PK-12 Pipeline and ultimately become coded as 9th-12th dropouts?

15. Georgia’s All Students Dropouts

16. Realities • On average, 3.5% of Georgia’s enrollment drop out each year. • On average, 19,276 students drop out each year. • Only 21 out of 203 districts have a total student enrollment of >19,000 (December 2015, GOSA Report) Approximately, 57,829 Students Dropped Out Since FY13

17. Georgia’s 9-12 Dropout Data by Subgroups

18. Georgia’s 9-12 Dropout Data by Subgroups

19. Total Student Enrollment 1,736,416 (March 2015 FTE) Now that you have seen the actual data…. What is your numerical threshold for students who disengage from the PK-12 Pipeline and ultimately become coded as 9th-12th dropouts?

20. Exiting Credentials for High School Completers by Subgroups 55.5% of Certificates/SpEd Diplomas were Black Students

21. Exiting Credentials for High School Completers by Subgroups 60.7% of Certificates/SpEd Diplomas were male Students

22. Sometimes the climate blocks the possibility view!

23. 2015 Student Discipline Data for All Students • Total Count of Students Disciplined – 265,841 • Total Count of Discipline Incidents – 692,058 • Percent of State Enrollment Involved in Discipline Incidents – 14.66% • More students were disciplined than enrolled in special education. Based on SR2015 Discipline Totals System and State Level 1,812,909 total count of students enrolled at any time during the year

24. Top Five Actions by Race/Ethnicity

25. Top Five Discipline Actions by Age Ranges

26. Other Quick Facts about the Top Five Actions • 68.5% Males • 77.2% Free/Reduced Priced Eligibility • 18.3% SWD

27. Top Five Discipline Incident Types

28. MATH - ALL STUDENTS Students who received a Number of valid score and a students with a READING/LANGUAGE ARTS - ALL STUDENTS GROUP NAME proficiency was assigned proficient score FY15 DATA Students who received a Number of ALL Elementary /Middle 767,196 296,023 38.6% valid score and a students with a High School 126,545 42,008 33.2% GROUP NAME proficiency was assigned proficient score FY15 DATA ALL Elementary /Middle 771,687 295,131 38.2% High School 112,751 40,689 36.1% All Students Proficiency Percentages

29. The Reality-Possibility Gap If we partner for Student Success, we can get 80% success in 3 years! What is the alternative? We can continue to do what we have always done and get a 14% return in 17 years.

30. The Reality-Possibility Gap TIME “How long will this take?” TASKS “What adult behavior must change?” TALENTS “What capacity and skills are needed?”

31. What’s Different? • There is a renewed commitment to District and School Effectiveness!

32. Desired Outcome

33. District Team Talk: What is your District’s student success story? What are the realities that provide helpful background but not the conclusion? What is the opportunity for growth that could help you hit the “reset button” and write a refreshing chapter?

34. District Team Talk: How have you used the data-driven story to support identification of local barriers? What barriers are blocking your possibility view to student success? What next steps are needed to address these opportunities?

35. District Team Talk: How are you currently managing time, talents, and tasks? How are you partnering for student success within your district? What else is needed?

36. Effective Practices • Effective Practices to Improve Student Outcomes • Provide rigorous and relevant instruction in academic and career skills • Promote culturally responsive learning environments • Provide tiered intensive academic interventions in core academic areas • Provide tiered intensive social, emotional, and behavioral interventions • Use data

37. Effective Practices • Promote regular attendance • Provide opportunities for career development and work based learning • Embrace families and communities as partners • Promote a sense of belonging and encouraging school climate • Provide educators with ongoing professional development Source: National Technical Assistance Center on Transition (www.TransitionTA.org)

38. Selecting Effective Practices • The challenge is selecting the practice that is the most “fit and feasible” for district, schools, and students. Just because it is a good practice, it doesn’t mean it is the right one or that the district or school has the capacity to implement it!

39. Evidence-based Intervention Desired Outcome

40. District Implementation Supports • District Implementation Team • District Implementation Plan • Communication Processes and Feedback Loops • Professional Learning • District Coach • Technical Assistance for All Schools • Technical Assistance for Targeted Schools • Resources

41. Professional Learning • Provide job-embedded professional learning for all identified staff members • To support implementation of universal, targeted, and intensive strategies for students • Ensure that the new learning is transferred into practice • Provide this PL for new staff and ongoing booster sessions for existing staff

42. An Effective Multi-tiered System of Supports • Assumes that all students have access to the general curriculum, strong academic instruction, and a positive school climate • Must have a strong foundation for ALL students in order to build effective supports through the tiers • Have universal, targeted, and intensive evidence-based practices for students • Does not have only a system of interventions for students who struggle

43. Resources for Effective Implementation • Provide needed fiscal resources • Provide needed personnel resources • Provide needed material resources Provide the fiscal, personnel, and material resources to support implementation.

44. Collaboration