DISTRICT-WIDE REALITY
CHECK
JANUARY BOE RETREAT
Monitor schools' progress on key
performance indicators (KPIs).
Purpose Identify overall trends and schools
needing extra support.
REALITY CHECK Determine next steps to improve
OVERVIEW outcomes.
Protocol
Review and discuss Key Performance
Indicators.
Share current strategies and plan next
steps.
Discuss district questions, comments,
and future actions as a whole group.
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Key Performance Indicators (KPI)
Attendance Discipline Gifted Amira Fall MAP
Reading and Math
Attendance Rate Amira Reading Mastery (ARM)
Total Resolution Total Gifted Students Growth Quintiles
Average Total Days Median Percentile and Catch-
Action Codes and Percent of Total by Up Performance Level Percent Growth Targets
Absent Achievement Quintiles
Distinct Student Dyslexia Risk Indicator (DRI)
Percent Chronic Student Group At Risk, Stronger Signals Milestones Projected
Count for ISS,OSS
(Percent of Total) Proficiency (Percent of Total)
Bus Suspensions
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Attendance
Data as of 1-13-26
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Average Average
Attendance Attendance
Total Days Total Days
Student Group Rate Rate Difference Difference
Absent Absent
(November) (January)
(November) (January)
All Students 97.37% 95.76% 95.76% ▼ -1.61% 3.65 6.01 6.01 ▲ 2.36
Free and Reduced Lunch 97.15% 95.55% 95.55% ▼ -1.60% 3.57 5.99 5.99 ▲ 2.42
95.48% ▼ -1.66% 6.38 ▲ 2.40
English Language
97.14% 95.48% 3.98 6.38
Learners
Students with Disability 96.86% 95.03% 95.03% ▼ -1.83% 4.55 7.23 7.23 ▲ 2.68
Black 97.22% 95.48% 95.48% ▼ -1.74% 3.86 6.34 6.34 ▲ 2.48
Hispanic 97.19% 95.46% 95.46% ▼ -1.73% 3.92 6.46 6.46 ▲ 2.54
White 98.27% 97.26% 97.26% ▼ -1.01% 2.50 4.14 4.14 ▲ 1.64
Asian/Pacific Islander 97.75% 96.45% 96.45% ▼ -1.30% 3.18 5.16 5.16 ▲ 1.98
Multi-Racial 97.36% 95.91% 95.91% ▼ -1.45% 3.41 5.53 5.53 ▲ 2.12
94.58% ▼ -2.27% 7.07 ▲ 2.96
American Indian/Alaskan
96.85% 94.58% 4.11 7.07
Native 5
Percent Percent
Student Group Chronic Chronic Difference
(November) (January)
All Students 4.09% 9.28% 9.28% ▲ 5.19%
Free and Reduced Lunch 4.56% 9.91% 9.91% ▲ 5.35%
English Language Learners 4.80% 10.02% 10.02% ▲ 5.22%
Students with Disability 6.06% 12.36% 12.36% ▲ 6.30%
Black 4.48% 10.42% 10.42% ▲ 5.94%
Hispanic 4.49% 10.13% 10.13% ▲ 5.64%
White 1.79% 3.72% 3.72% ▲ 1.93%
Asian/Pacific Islander 3.24% 6.72% 6.72% ▲ 3.48%
Multi-Racial 4.48% 8.55% 8.55% ▲ 4.07%
12.62% ▲ 7.10%
American Indian/Alaskan
5.52% 12.62%
Native
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Discipline
Data as of 1-13-26
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In-School Suspension (ISS)
Resolution Resolution
Student Group Difference
Students Students Difference
Action Codes Action Codes (November) (January)
(November) (January)
All Students 1,621 2,624 2,624 ▲ 1,003 1,375 2,071 2,071 ▲ 696
816 ▲ 323 646 ▲ 237
Free and Reduced
493 816 409 646
Lunch
400 ▲ 150 320 ▲ 100
English Language
250 400 220 320
Learners
451 ▲ 175 345 ▲ 117
Students with
276 451 228 345
Disability
Black 1,182 1,900 1,900 ▲ 718 1,003 1,497 1,497 ▲ 494
Hispanic 318 520 520 ▲ 202 268 406 406 ▲ 138
White 42 63 63 ▲ 21 38 53 53 ▲ 15
Asian/Pacific Islander 37 62 62 ▲ 25 33 52 52 ▲ 19
Multi-Racial 36 67 67 ▲ 31 28 53 53 ▲ 25
12 ▲ 6 10 ▲ 5
American
6 12 5 10 8
Indian/Alaskan Native
Out-of-School Suspension (OSS)
Resolution Resolution
Student Group Action Codes Action Codes Difference
Students Students Difference
(November) (January) (November) (January)
All Students 2,650 4,524 4,524 ▲ 1,874 2,100 3,296 3,296 ▲ 1,196
1,389 ▲ 650 975 ▲ 402
Free and Reduced
739 1,389 573 975
Lunch
364 ▲ 137 315 ▲ 114
English Language
227 364 201 315
Learners
944 ▲ 369 640 ▲ 220
Students with
575 944 420 640
Disability
Black 2,217 3,796 3,796 ▲ 1,579 1,729 2,697 2,697 ▲ 968
Hispanic 264 462 462 ▲ 198 233 388 388 ▲ 155
White 49 79 79 ▲ 30 41 61 61 ▲ 20
Asian/Pacific Islander 40 68 68 ▲ 28 35 59 59 ▲ 24
Multi-Racial 67 99 99 ▲ 32 55 77 77 ▲ 22
20 ▲ 7 14 ▲ 7
American
13 20 7 14 9
Indian/Alaskan Native
Bus Suspensions
Student Group Codes Codes Difference
Students Students Difference
(November) (January) (November) (November)
All Students 182 312 312 ▲ 130 169 275 275 ▲ 106
109 ▲ 55 96 ▲ 44
Free and Reduced
54 109 52 96
Lunch
17 ▲ 5 16 ▲ 5
English Language
12 17 11 16
Learners
Students with Disability 44 59 59 ▲ 15 40 52 52 ▲ 12
Black 160 269 269 ▲ 109 148 235 235 ▲ 87
Hispanic 15 22 22 ▲ 7 14 20 20 ▲ 6
White 2 7 7▲5 2 7 7▲5
Asian/Pacific Islander 1 2 2▲1 1 2 2▲1
Multi-Racial 3 8 8▲5 3 7 7▲4
4▲3 4▲3
American
1 4 1 4
Indian/Alaskan Native
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MAP READING
(INCLUDES CHARTER SCHOOLS EXCEPT MUSEUM)
Student demographic and program data were updated
as of 1-14-26, and the Fall MAP data now reflects each
student’s current status.
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2025 Winter 2026 Winter
2025 Fall
Achievement Achievement
Student Group Achievement Quintile
Quintile Quintile
(Average & Above)
(Average & Above) (Average & Above)
All Students 46% 54% 58%
Free and Reduced Lunch 38% 46% 50%
English Language Learners 17% 19% 25%
Students with Disability 20% 27% 31%
Black 44% 54% 57%
Hispanic 35% 42% 45%
White 67% 75% 78%
Asian/Pacific Islander 53% 58% 63%
Multi-Racial 62% 71% 74%
American Indian/Alaskan Native 21% 27% 30%
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2025 Winter 2025 Fall 2026 Winter
Achievement Achievement Achievement
Student Group
Percentile Percentile Percentile
(Median) (Median) (Median)
All Students 36 45 50
Free and Reduced Lunch 28 36 41
English Language Learners 9 14 18
Students with Disability 9 17 20
Black 35 44 48
Hispanic 24 32 35
White 64 73 77
Asian/Pacific Islander 45 52 57
Multi-Racial 56 65 70
American Indian/Alaskan Native 11 16 21 13
2025 Winter 2025 Fall 2026 Winter
Student Group Growth Quintile Growth Quintile Growth Quintile
(Average & Above) (Average & Above) (Average & Above)
All Students 52% 63% 66%
Free and Reduced Lunch 49% 60% 64%
English Language Learners 49% 54% 63%
Students with Disability 45% 53% 58%
Black 50% 61% 64%
Hispanic 50% 60% 63%
White 59% 72% 74%
Asian/Pacific Islander 60% 69% 75%
Multi-Racial 58% 71% 71%
American Indian/Alaskan Native 46% 55% 61%
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2025 Winter 2025 Fall 2026 Winter
Conditional Growth Conditional Growth Conditional Growth
Student Group
Percentile Percentile Percentile
(Median) (Median) (Median)
All Students 43 52 56
Free and Reduced Lunch 40 49 54
English Language Learners 39 45 54
Students with Disability 32 43 49
Black 40 50 54
Hispanic 40 49 54
White 51 59 63
Asian/Pacific Islander 54 57 63
Multi-Racial 52 57 60
American Indian/Alaskan Native 36 46 53 15
2025 Winter 2025 Fall 2026 Winter
Met Projected Met Projected Met Projected
Student Group
Growth Growth Growth
All Students 47% 53% 57%
Free and Reduced Lunch 45% 50% 55%
English Language Learners 44% 46% 56%
Students with Disability 41% 44% 51%
Black 45% 51% 55%
Hispanic 45% 50% 55%
White 53% 60% 63%
Asian/Pacific Islander 55% 59% 64%
Multi-Racial 53% 58% 60%
American Indian/Alaskan Native 41% 46% 54%
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MAP
MATHEMATICS
(INCLUDES CHARTER SCHOOLS EXCEPT MUSEUM)
Student demographic and program data were updated
as of 1-14-26, and the Fall MAP data now reflects each
student’s current status.
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2025 Winter 2025 Fall 2026 Winter
Achievement Achievement Achievement
Student Group
Quintile Quintile Quintile
(Average & Above) (Average & Above) (Average & Above)
All Students 44% 54% 58%
Free and Reduced Lunch 36% 47% 53%
English Language Learners 22% 29% 36%
Students with Disability 19% 26% 30%
Black 39% 50% 54%
Hispanic 37% 47% 52%
White 70% 77% 80%
Asian/Pacific Islander 56% 63% 68%
Multi-Racial 60% 68% 71%
American Indian/Alaskan Native 25% 33% 40%
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2025 Winter 2025 Fall 2026 Winter
Achievement Achievement Achievement
Student Group
Percentile Percentile Percentile
(Median) (Median) (Median)
All Students 34 45 50
Free and Reduced Lunch 27 38 44
English Language Learners 14 21 27
Students with Disability 10 16 18
Black 30 40 44
Hispanic 27 37 42
White 67 76 78
Asian/Pacific Islander 49 57 63
Multi-Racial 52 62 67
American Indian/Alaskan Native 16 25 30 19
2025 Winter 2025 Fall 2026 Winter
Student Group Growth Quintile Growth Quintile Growth Quintile
(Average & Above) (Average & Above) (Average & Above)
All Students 54% 58% 67%
Free and Reduced Lunch 52% 56% 66%
English Language Learners 57% 61% 68%
Students with Disability 50% 50% 56%
Black 51% 54% 63%
Hispanic 54% 58% 68%
White 61% 64% 73%
Asian/Pacific Islander 64% 69% 77%
Multi-Racial 57% 61% 70%
American Indian/Alaskan Native 53% 59% 66%
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2025 Winter 2025 Fall 2026 Winter
Conditional Growth Conditional Growth Conditional Growth
Student Group
Percentile Percentile Percentile
(Median) (Median) (Median)
All Students 45 47 58
Free and Reduced Lunch 42 46 57
English Language Learners 48 51 61
Students with Disability 40 40 47
Black 42 44 54
Hispanic 44 47 59
White 54 54 64
Asian/Pacific Islander 57 59 69
Multi-Racial 47 51 62
American Indian/Alaskan Native 45 50 59 21
2025 Winter 2025 Fall 2026 Winter
Student Group Met Projected Met Projected Met Projected
Growth Growth Growth
All Students 49% 49% 60%
Free and Reduced Lunch 47% 48% 59%
English Language Learners 51% 54% 62%
Students with Disability 45% 42% 49%
Black 46% 45% 56%
Hispanic 48% 50% 61%
White 56% 56% 66%
Asian/Pacific Islander 58% 61% 71%
Multi-Racial 51% 52% 63%
American Indian/Alaskan Native 48% 51% 61%
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Gifted
Data as of 1-13-26
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Total Count Total Count
Student Group
(January) (January)
All Students 10,418 --
Free and Reduced Lunch 1,611 15.46%
English Language Learners 88 0.84%
Students with Disability 325 3.12%
Further Gifted testing is
underway for 2nd semester. Black 3,254 31.23%
Hispanic 1,050 10.08%
White 4,225 40.55%
Asian/Pacific Islander 1,113 10.68%
Multi-Racial 734 7.05%
American Indian/Alaskan Native 42 0.40%
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Amira
(Includes Charter Schools: DATE, DeKalb Prep, ICS,
Leadership Prep)
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‹#›
Dyslexia Risk Indicator (DRI) Score
To identify students at risk for dyslexia who need further assessment, instruction,
and intervention.
The risk level is defined by a Dyslexia Risk Indicator (DRI) score ranging from 0 to
100, with higher scores indicating higher risk of dyslexia
A score of 0 (zero) is the lowest risk score
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‹#›
Attendance & Discipline
Powerful Practices
Behavioral Health
Safe Centers
Student Support Team
Professional learning Behavioral Health in the
Seven Safe Centers to pair School based Health
Student Support Team students with groups that Centers support
Provide professional learning for
Meetings - paired students on will allow them to receive
teachers on de-escalation
caseloads of Face Advocates, additional wrap around
strategies and culturally
Behavior Interventionist, support.
responsive practices.
Student Engagement Coach.
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01
03
Seven Attendance Specialists to
Following the DCSD
Attendance Protocol
support all seven areas.
which includes teacher
contacts, counselor
contacts, and individual 04
student meetings. Keep
parents in the loop. Utilize Everyday Labs to monitor
daily attendance and provide
Attendance additional support and feedback.
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Conduct attendance
intervention meeting with
Attendance Specialists to
identify and support students 05
with emerging or chronic Refine attendance process for
absenteeism by reviewing
substitute teachers.
weekly attendance data to
identify students with 3+
absences.
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Powerful Practices
MAP READING AND MATH
Conduct 95 Core implementation observations and
provide feedback with actionable next steps.
Schedule regular MTSS meetings to review student NEXT STEPS
progress, and adjust as needed.
Monitor Progress with weekly/bi-weekly probes (Amira Plan for Program Growth: Integrate gifted practices into more classrooms
Subtests - Letter Knowledge, Decoding, Reading by leveraging endorsed teachers, sharing best practices in PLCs, and
Comprehension, Vocabulary, etc.) embedding enrichment opportunities schoolwide.
Communicate with K-3 parents about their child’s Reviewed the Students by Gifted Delivery Model data to identify students who
reading progress and the strategies being used to are sitting in schools and not scheduled for gifted.
support them within the MTSS framework.
Facilitate targeted professional learning on the characteristics of gifted
MTSS create/update RTI Reading Intervention Plans learners, addressing referral biases, and exploring multiple identification
after triangulating the data. pathways.
Ensure Special Education students' phonemic Co-teaching models for all student services, ensuring acceleration and
awareness and phonics needs are addressed in IEP enrichment opportunities are embedded alongside remediation—an “all
Goals. hands-on deck” approach. 30
MAP – Reading and Math
Powerful Practices
Literacy and Numeracy
Conducting Literacy and Numeracy Walks with
targeted feedback to strengthen instruction.
Partnership
Partnering with Metro RESA to deliver professional
learning aligned to Georgia ELA/Math standards.
Facilitating
Facilitating collaborative planning and coaching with
assistant principals, coaches, and teacher leads.
Implementation
Implementing focused ELA/Math sessions on
standards-based planning and instructional delivery.
MAP Data Reviews
Using MAP data reviews to identify trends, monitor
growth by subgroup, and guide goal setting.
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Listening Session Response
Question
What is the district doing to track our highest performing schools, whether in student achievement,
school climate, or staff satisfaction, to deeply understand what they are doing right and replicate
that work in schools that are still building capacity?
Response
DeKalb County School District has established a multi-layered continuous-improvement system designed to
identify, study, and scale the practices of our highest-performing schools in terms of student achievement,
culture, and staff satisfaction. This system integrates quantitative data, instructional walkthroughs, leader
coaching, and school culture indicators to ensure that excellence is learned, shared, and replicated.It is a living
model of continuous improvement that treats data not as a score but as a story about what is working for
students, staff, and leaders across our district.
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Accountability & Research
Year-to-Year Comparison: 2024 vs. 2025
District Highlights
State Reporting Attendance Summary
Total Days Absent ↓ 10.45% 106,709 (1.34M➝ 1.2M)
Unexcused Days ↓ 6.40% 57,297 (895,196 ➝ 837,917)
Total Days Present ↑ 0.67% 55,421 (14.9M ➝ 15.0M)
Average Daily Attendance ↑ 0.69% 0.63 (91.83% to 92.46%)
Discipline
The attendance rate should not fall below . In-School Suspension ↓ 4.11% 199 (4,845 ➝ 4,646)
Discipline rate.. Out-of-School Suspension ↓ 19.46% 1,853 (9,522 ➝ 7,669)
ISS was 4,646, (Current - 2,624)
Gifted Education Gifted Subgroup Highlights
Newly Identified
OSS was 7,669, (Current - 4,524) Black students: ↑ 72%
White students: ↑ 25%
Total Eligible Students 10,789 (+10%)
Gifted - 10,789 (+10%) (Current - 10,418) Latino students: ↑ 60%
Asian students: ↑ 25%
Newly Eligible Students 2,092 (+47%) Multiracial students: ↑ 44%
still testing Economically Disadvantaged: ↑ 40%
English Learners (ELs): ↑ 80%
↑
Highest Discipline Incidents
Students with Disabilities (SWD): 67%
Elementary Middle High
Murphey Candler Salem Lithonia
Peachcrest Lithonia MLK
Flat Rock Bethune McNair
Stone Mountain Miller Grove Towers
Oakview Stephenson Cedar Grove
Redan
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Next Steps
Data
Overview
Password: DekalbDomo2026!
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FACE Advocates
This dashboard provides a view of student behavior, attendance, and grades for FACE-supported scholars—
helping advocates quickly identify trends and target support where it’s needed most.
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Graduation Rate
This dashboard tracks the graduation trends, providing insights into fluctuations and patterns that can inform
strategic interventions for improving graduation rates.
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DCSD Scorecard
This dashboard consolidates key performance indicators across attendance, behavior, academics, and climate
into a single view, facilitating comprehensive analysis and informed decision-making for school leaders.
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Board Profile
This dashboard provides a comprehensive view of the district's key performance indicators, allowing Board
members to assess progress at a glance and make informed decisions.
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QUESTIONS
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