Agenda Item
2. Committee of the Whole Presentation - Milestone Testing Data Update
Summary: Presented by: Dr. Devon Q. Horton, Superintendent
Dr. Markisha Mitchell, Chief of Continuous Improvement (Accountability), Division of Continuous Improvement (Accountability)
Dr. Rebecca Braaten, Director of Research Data & Evaluation, Division of Continuous Improvement (Accountability)
Committee of the Whole
September 11, 2023
Board of Education Meeting
Georgia Milestones
End-of-Grade (EOG) Achievement Levels
Elementary School
2
Girls: +5.86
31.98
-20.89 gap -19.35 gap
-45.74 gap
-52.00 gap
71.77
-42.53 gap
3
31.02
Boys: +4.20
-17.2 gap -13.88 gap
-49.30 gap
-50.88 gap
72.42
-44.80 gap
27.90
27.90
27.91
-17.47 gap -18.13 gap
-47.10 gap
-51.37 gap
68.60
-58.26 gap
Georgia Milestones
End-of-Grade (EOG) Achievement Levels
Middle School
9
Girls: +8.82
32.22
-24.55 gap -25.42 gap
-45.82 gap
-51.17 gap
73.03
-48.31 gap
21.13
Boys: +1.12
-16.34 gap -16.43 gap
-47.72 gap
-48.72 gap
62.41
-50.05 gap
20.05
Boys: +1.93
-14.41 gap -13.60 gap
3
-44.16 gap
-45.62 gap
59.12
-43.74 gap
21.93
Boys: +0.68
-14.62 gap -17.18 gap
-47.41 gap
-48.46 gap
63.53
-55.19 gap
Georgia Milestones
End-of-Course (EOC) Achievement Levels
Middle School
At the middle school level, last year, we offered two high school level classes that
require students to take an end-of-course exam.
The two classes are Physical Science and Coordinate Algebra.
Middle school students who take these courses and earn credit can take Advanced
Placement and Dual Enrollment math and science classes earlier in high school since
they have already completed two courses that satisfy graduation requirements.
18
63.69
Boys: +12.33
Too Few Students Too Few Students
-27.59 gap -5.27 gap
-18.25 gap
74.02 Too Few Students
78.17
Boys: +3.34
-11.5 gap
Too Few Students
-25.44 gap -5.02 gap
-16.63 gap 90.32
-4.43 gap
Too Few Students
4
Georgia Milestones
End-of-Course (EOC) Achievement Levels
High School
23
Girls: +7.2
30.88
-21.98 gap -27.75 gap
-52.36 gap
-52.75 gap
76.24
-56.24 gap
Girls: +0.54
17.16
-11.89 gap -10.15 gap
4
-40.05 gap
-39.47 gap
53.01 -36.34 gap
Girls: +0.44
32.64
-21.65 gap -22.54 gap
-53.74 gap
-47.71 gap
77.35
4
27.0
Boys: +2.21
-15.74 gap -19.55 gap
4
-42.05 gap
-42.71 gap
65.6 -42.07 gap
4
NEXT STEPS
Planning and Teaching:
• Utilize the DCSD curriculum
• Adhere to the instructional and content area frameworks
• Develop lesson plans that consider students' needs
Data Analysis:
• Learning environment/Instructional Factors – What is/was happening or not happening in the classroom?
• Personal/Family Factors – What is/was happening with the student and/or the family?
• Previous School Factors – What are students' previous schooling experiences?
• Cross-Cultural Factors – Are there cultural and linguistic biases, prejudices, stereotypes, and/or other elements that could
influence learning/performance?
Professional Learning:
• Sheltered Instruction Observation Protocol (SIOP)
• Specially Designed Instruction (SDI)
• Science of Reading
• Super Saturday Mathematics and English Language Arts Conferences
• 3-Dimensional Science Skills
• Inquiry-based Instruction through Visual Literacy, Document-based Questioning, and Information Processing Skills
• Leadership Development and Coaching
32
NEXT STEPS
System of Supports and Accountability:
• Conduct Collaborative Calibration Visits (CCV), Reality Checks, and Learning Walks
• Monitor implementation of structured literacy strategies and tier 1 resources
• Provide unit-by-unit trainings in mathematics to ensure teachers understand the new K-12
Mathematics Standards
• Push-in at Horizon CSI schools (collaborative planning, walkthroughs, modeling)
• Improve the implementation of specially designed instruction (SDI) for students with a specific
learning disability
• Ensure teachers are familiar with English Language Learners' accommodations and that teachers
are implementing the accommodations consistently in all classes
• Provide academic and behavioral interventions (MTSS, Academic Skills Centers, FACE Advocates,
Behavioral Interventionists, Communities in Schools, Step 2/Naviance, and Student Engagement
Coaches)
• Modify the existing curriculum to include multiple representation, multimodal
experiences, differentiated instruction, and language support strategies
33
Discipline Incidents
34
Percents may total 99.99% or
100.01% due to rounding
4
Percents may total 99.99% or
100.01% due to rounding
In order by population size
Percents may total 99.99% or
100.01% due to rounding
4
Percents may total 99.99% or
2023 Discipline Incidents: 100.01% due to rounding
Total Incident Records- Unduplicated Student Count
Gender
Total Unduplicated Students: 24,752
61.87%
15,313 English Language Learners
38.13%
9,439 22,161
Female Male
10.47% 89.53%
Students with Disability
2,591
20,084
ELL Not ELL
18.86% 81.14%
4,668
SWD EL
12,498 19,404
37.3% 13.3%
SWD Not SWD
Percents may total 99.99% or
2023 Discipline Incidents: 100.01% due to rounding
Total Incident Records- Unduplicated Student Count
78.63% Total Unduplicated Students: 24,752
19,463
B H W API MR NA/AN
61,918 22,391 10,737 6,564 3,024 456
31.4% 16.5% 6.4% 4.2% 17.2% 23.5%
14.96%
3,702
2.78% 1.10% 2.10% 0.43%
687 273 520 107
Black Hispanic White Asian/Pacific Multi-Racial Native
Islander American/Alaskan
Native
Percents may total 99.99% or
2023 Discipline Incidents: 100.01% due to rounding
Total Incident Records- Unduplicated Student Count
School Level
Total Unduplicated Students: 24,752
42.10% 43.22%
10,421 10,697
10.61% 4.08%
2,625
1,009
Elementary Middle High Multi-Level
Out-of-School Suspension
41
Total Action Records: 30,050
Total Unduplicated Students: 18,361
60.67% of 53.89% of Total
Total Action Unduplicated
Records Students
4
Percents may total 99.99% or
100.01% due to rounding
12.7%
6.4%
2.3%
1.8% 6.3% 9.4%
4
Percents may total 99.99% or
100.01% due to rounding
4
NEXT STEPS
• Implement Second Step Program District-wide
• Train support staff in Restorative Practices
• Train all staff in Bullying Awareness and Prevention
• Utilize Conflict Resolution module
• Provide additional Student and Family Engagement (SAFE) Centers
• Recruit additional Positive Behavioral and Intervention Supports (PBIS ) schools
49
Attendance
45
4
All Students- 91.44
All Students- 91.44
NEXT STEPS
• Recruit Attendance Liaison Specialists (7) to monitor the implementation of the
attendance protocol
• Create School Attendance Teams (SAT)
• Develop a District-wide plan including prevention measures to ensure that Tier 1
and Tier 2 interventions are in place to reduce the number of students who are
chronically absent
• Collaborate and coordinate with parents, community service providers, court
support services, and state agencies to develop positive and culturally relevant
messaging about the importance of attendance
• Use programs that support additional student engagement with the adult staff
including Student Success Plans, Check and Connect, Positive Behavioral
Intervention Plans, Second Step
• Engage the school nurse or school-based health center staff for outreach to
families around chronic health issues
• Billboards in high absenteeism areas
49
QUESTIONS
50