Select the top 2-4 overarching needs from 3.2. Conduct a separate root cause analysis (RCA) for each need. Any RCA tools and resources can be used, but suggestions are available as part of the Identifying Need webinar. After describing the RCA process, complete a table for each selected overarching need.
Overarching Need - Students are weakest on the GMAS EOG in ELA compared to other content areas.
3.3 Root Cause Analysis 37
Root Cause # 1
Root Causes to be Addressed Students are not exposed to consistent high rigor in ELA for all content areas.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Foster Care Program
Title I, Part A - Parent and Family Engagement Program Title I, Part D - Programs for Neglected or Delinquent Children
Title III - Language Instruction for English Learners and Immigrant Students
Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
Additional Responses This continues to be an area of concern across all content areas, and will be a focus for support in FY20.
3.3 Root Cause Analysis 37
Root Cause # 2
Root Causes to be Addressed Teachers are not unpacking/critiquing standards to uncover the varied levels of rigor and usage for ELA in all areas.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs School and District Effectiveness
Additional Responses
3.3 Root Cause Analysis 37
3.3 Root Cause Analysis 37
Root Cause # 3
Root Causes to be Addressed Teachers do not recognize the need for professional learning or guidance in ELA.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs School and District Effectiveness
Additional Responses This has improved with consistent job-embedded PL, modeling, and support provided by the Literacy Specialist.
3.3 Root Cause Analysis 38
Root Cause # 4
Root Causes to be Addressed The leadership capacity to recognize robust ELA instruction.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs School and District Effectiveness
Additional Responses This has improved as administrators have begun to participate more regularly in PL activities. FY20 will include inter-rater reliability training for all administrators to ensure consistency in expectations and evaluations.
3.3 Root Cause Analysis 38
Root Cause # 5
Root Causes to be Addressed There is no formal ELA non-negotiable structure to build instructional leadership understanding of high rigor ELA instruction across all contents.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs School and District Effectiveness
Additional Responses JCSS has made strides in this area through PL and data collection specific to Standards-Based Classroom expectations and common literacy strategies, but this continues to be an area of focus for FY20.
3.3 Root Cause Analysis 38
3.3 Root Cause Analysis 38
Overarching Need - JCSS students are scoring below state average in mathematics according to CCRPI Content Mastery data.
3.3 Root Cause Analysis 39
Root Cause # 1
Root Causes to be Addressed Students do not have a full understanding of numeracy.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses ● Teachers concentrate on teaching algorithms and basic problem solving rather than mathematical understanding.
● Number Talks best practices are not observed in classrooms.
● Manipulatives are not used with fidelity.
3.3 Root Cause Analysis 39
Root Cause # 2
Root Causes to be Addressed Parents do not understand the mathematics standards enough to help students at home, even for students in early grades.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged Title I, Part A - Parent and Family Engagement Program
Additional Responses ● JCSS is not providing enough tools and resources for parents to use at home (e.g. parent training sessions,;training videos have not been made available; practice tools and learning games available at some schools, but not promoted; some schools lack resources for parents)
3.3 Root Cause Analysis 39
3.3 Root Cause Analysis 39
Root Cause # 3
Root Causes to be Addressed Classroom mathematics tasks and lessons lack the rigor intended by Georgia Standards of Excellence.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses ● JCSS teachers have not been using the GaDOE mathematics learning tasks or instructional units and frameworks.
● Lessons are not taught to the intended depth of the standard.
3.3 Root Cause Analysis 40
Root Cause # 4
Root Causes to be Addressed Improvement focus and professional learning opportunities have concentrated on literacy rather than mathematics for several years.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses
3.3 Root Cause Analysis 40
Root Cause # 5
Root Causes to be Addressed Teachers have not been provided with adequate time or structure to collaboratively build instructional units.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
3.3 Root Cause Analysis 40
Root Cause # 5
Additional Responses ● FY19: K-8 teachers began unpacking GSE and developing instructional units to use during FY20.
● FY20: K-8 teachers will begin teaching their instructional units and use common assessment data to guide the revision process.
● FY20: 9-12 teachers will begin unpacking GSE and developing instructional units.
3.3 Root Cause Analysis 41
Root Cause # 6
Root Causes to be Addressed Teachers and students do not consistently use the Language of the Standards in the instructional setting.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses ● Classroom observations by curriculum leaders, Instructional Coaches, and fellow teachers collected data to support this root cause.
● In FY19, efforts were made to revive standards-based classroom best practices including those that will improve use of the Language of the Standards.
3.3 Root Cause Analysis 41
Overarching Need - Technology devices and internet connectivity are readily available in all schools, but students do not effectively utilize available technology for the purposes of collecting knowledge, collaborating with others, and creating products to showcase their learning.
3.3 Root Cause Analysis 41
Root Cause # 1
Root Causes to be Addressed Teachers lack skills needed to identify ways to incorporate student use of technology in instruction.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
3.3 Root Cause Analysis 41
Root Cause # 1
Additional Responses
3.3 Root Cause Analysis 42
Root Cause # 2
Root Causes to be Addressed Teachers and administrators are unsure of what "effective student use of technology"
includes and how this looks in classrooms.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses
3.3 Root Cause Analysis 42
Root Cause # 3
Root Causes to be Addressed District and School expectations for and monitoring of implementation concerning student use of technology have not been defined and clearly communicated to teachers.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses
3.3 Root Cause Analysis 42
Root Cause # 4
3.3 Root Cause Analysis 42
Root Cause # 4
Root Causes to be Addressed Technology professional learning opportunities have not been made readily available withing the school district, limiting access to training.
This is a root cause and not a contributing cause or symptom
Yes This is something we can affect Yes
Impacted Programs IDEA - Special Education School and District Effectiveness
Title I - Part A - Improving Academic Achievement of Disadvantaged
Additional Responses ● Some Teachers, Instructional Coaches, and Media Specialists have attended technology conferences and/or RESA-sponsored technology workshops outside the district.