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LEA Consolidated Application

District Code: 7820120 District Name: State Charter Schools-Georgia Cyber Academy

Fiscal Year: 2017

Plan Descriptors

LEA has reviewed the Plan and no changes have been made for this school year.

1. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A; Title III; Title IV; IDEA; Perkins; EHCY

A description of the process the LEA used to determine the academic needs of its student body including the unique needs of students served through each applicable federal program. An analysis of the results should be included.

Georgia Cyber Academy is a state special charter school that delivers an exemplary, individualized, and engaging educational experience via an online learning platform to students across the state of Georgia.

As a Title I school wide program, Georgia Cyber Academy employs the GA-RtI process as a research-based whole school reform strategy. Georgia Cyber Academy utilizes the Georgia 4-tier approach to Response to Intervention (RtI) in order to identify each student's present level of academic performance and necessary tier of intervention and support to reach individualized academic success. The Georgia Student Achievement Pyramid of Interventions is the process of aligning appropriate assessment with purposeful instruction for all students. In accordance with the Georgia Department of Education recommendation, Georgia Cyber Academy uses the blended approach to addressing student learning gaps within the RtI model. Those two approaches are the Problem Solving Method (school wide screening) and Standard Protocol (identified student groupings). Combining both measures allows a comprehensive approach to identifying learning gaps more efficiently and effectively. RtI tiers facilitate individualized intervention strategies for students needing academic support that incorporates a multi-pronged approach using Common Core Georgia Performance Standards (CCGPS), assessment practices, and data driven instructional practices. Georgia Cyber Academy's RTI process includes several key components:

1) A 4-Tier delivery model designed to provide support matched to student need through the implementation of standards-based instruction.2) Research-based, differentiated instructional best practices.3) Evidence-based interventions utilized with increasing levels of intensity based on progress monitoring.4) The use of a variety of ongoing formative, benchmark assessment data to determine which students are not meeting grade level standards.

Data Teams within Professional Learning Communities (PLCs) in each school serve as the driving force for instructional decision making in the building and purposeful allocation of instructional resources based on student assessment data. Students requiring interventions to meet individual learning expectations will receive support through a systematic and purposeful process. Additionally, Georgia Cyber Academy's focus is on evidence-based practice, data-driven decision-making and multi-tiered intervention which reflects the fundamental elements of RtI. The focus on preventing learning problems, reducing achievement gaps among minority students, and intervening early with struggling learners through an Early Intervention Program (EIP) is further specified in IDEA 2004. In accordance with IDEA 2004, GCA follows an RTI approach as a means to determine student eligibility for special education. This process encourages reforms that better integrate special and general education systems and IDEA's corresponding emphasis on improving outcomes for both at-risk students and those with learning disabilities.

The 4-tiers are as follows:Tier 1 – Standards-Based Classroom LearningTier 2 – Needs-Based LearningTier 3 – SST-Driven LearningTier 4 – Specially-Designed Learning

Although the nature of the RTI Pyramid indicates all students begin at Tier 1 and move upward through the tiers only if the interventions at the previous tiers are not sufficient to allow them to achieve, Title III mandates do not permit delayed eligibility testing for English Language Learners (ELL).

ELL and Homeless students are identified in a school wide screening under IDEA Child Find Query (CFQ). For the purposes of serving these students effectively and efficiently, the language minority student at Georgia Cyber Academy enters the pyramid at the Tier 4 and as the student progresses with language development and academic proficiency, the level of interventions needed to support the student decrease accordingly. The W-APT is used to screen for ESOL eligibility and the ACCESS is used to measure progress toward English proficiency. Additionally, students who qualify for an Individual Accommodation Plan (IAP) under Section 504 are moved immediately to Tier 4 when identified for appropriate support measures. Lastly, gifted or advanced level learners are identified within the RtI screening process and also through reciprocity in a previous accredited program. Georgia Cyber Academy utilizes differentiation in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student performance tasks to address the needs of individual students to maximize the learning opportunity for the advance level learner.

Based on RtI tier placement, an Individualized Learning Plan (ILP) is developed for every Georgia Cyber Academy student. The plan is created utilizing data gathered from past standardized tests, current benchmarks, prior course performance, and qualitative data provided by conferencing with the student and family. Students who are not successfully engaging in grade level learning through standards-based instruction, are transitioned to Tier II and provided a set of prescribed interventions to be implemented by student, learning coach, and teacher is included on the student's ILP. Benchmarking and data analysis are established to assess the success of interventions. If a student responds to the interventions they may remain in Tier 2 or transition back to Tier 1. Movement to Tier 3 provides a more individualized problem solving approach. RTI committee members meet with the learning coach and general education teacher as members of the Student Support Team (SST) to establish longer range and more intensified interventions and strategies. Additional assessments may be prescribed for monitoring progress, and/or recommendations may be made for some academic screenings to pinpoint specific areas of academic weakness. Students who respond to the interventions and strategies may continue at Tier 3 or move back down to less intensive modalities. Students requiring additional support through Related Services (occupational therapy, physical therapy, or speech) are also referred through the RTI process.

Georgia Cyber Academy participates and utilizes the following assessment tools to identify specific student academic achievement needs: Georgia Kindergarten Inventory of Developing Skills (GKIDS), Indicators of Basic Early Literacy Skills (DIBELS), Georgia Alternate Assessment (GAA), Performance Learning Assessment (PLA) in K-8 math and ELA, ESGI, USA Test Prep, Scantron Performance Series, Georgia Writing Assessment in Grades 11, Study Island Interim Assessments, and Georgia Milestones End of Grade and End of Course Assessments. The results of each assessment are disaggregated to assist with the development Individual Learning Plans (ILP) for each student as well as school wide achievement goals. Georgia Cyber Academy develops an annual School Achievement Improvement Plan (SIP) and Title I School Wide Plan (SWP) to notate goals and growth to goals in each of the school wide and program targeted areas. PLA assessments in K-8 help determine baseline RTI levels in math and ELA. Additionally, assessments are available in the OLS/OMS/OHS (online school platforms) to determine standard mastery. This periodic analysis of data assists the district in making decisions regarding staffing, curriculum planning, professional development, and student expectations of learning.

Analysis of Data Results:

The district is awaiting Georgia Milestones data and will reassess data upon receipt from the state.

Kindergarten- Grade 2

GKIDS: 21.5% of students did not meet standards in ELA, 14.1% of students did not meet standards in Math, 39.7% of students did not meet standards in Approaches to Learning, and 39.9% of students did not meet standards in Personal and Social Development. 78.4% of kindergarten students scored in the meets/exceeds range in ELA. Elements assessed included reading, writing, speaking/listening and language. 82% of kindergarten students scored in the meets/exceeds range in math. Elements assessed included counting/cardinality, operations/algebraic thinking, numbers/operations in base 10, measurement/data, and geometry. Non-academic areas related to student approaches to learning and personal/social development were also assessed. 72.4% of kindergarten students scored in the meets/exceeds range in approaches to learning. 80.5% of kindergarten students scored in the meets/exceeds range for personal and social development. 21.6% of kindergarten students did not meet in ELA, 18% in math, 27.6% in approaches to learning, and 19.5% in personal/social development.

DIBELS: 8% of Kindergarten students scored below the 35% growth target, 15% of 1st grade students scored below the 35% growth target, 23% of 2nd grade students scored below the 35% growth target 39% of students were below target in kindergarten, 38% in grade 1, 36% in grade 2, 41% in grade 3, 25% in grade 4, and 20% in grade 5. This deficit is reflective of students in the at-risk and some risk categories. These students will require support in the range of strategic to intensive.

Grades 3-5Georgia Milestones:

29% of 3rd graders are proficient in ELA

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25% of 3rd graders are proficient in Math

32% of 3rd graders are proficient in Science

19% of 3rd graders are proficient in Social Studies27% of 4th graders are proficient in ELA28% of 4th graders are proficient in Math29% of 4th graders are proficient in Science22% of 4th graders are proficient in Social Studies34% of 5th graders are proficient in ELA21% of 5th graders are proficient in Math32% of 5th graders are proficient in Science17% of 5th graders are proficient in Social Studies

Grades 6-8Georgia Milestones End of Grade (EOG) Test

35% of 6th grade students are proficient in ELA

26% of 6th grade students are proficient in Math

34% of 6th grade students are proficient in Science

20% of 6th grade students are proficient in Social Studies


30% of 7th grade students are proficient in Math

32% of 7th grade students are proficient in Science

22% of 7th grade students are proficient in Social Studies


19% of 8th grade students are proficient in Math, (4% of 8th graders took EOC, not EOG. Of that 4%, 81% are proficient in Math EOC)

13% of 8th grade students are proficient in Science, (17% of 8th graders took EOC, not EOG. Of that 17%, 49% are proficient in Physical Science EOC)

19% of 8th grade students are proficient in Social StudiesGrades 9-12Georgia Milestones End of Course (EOC) Test

37% of students scored proficient in 9th Grade Literature 42% of students scored proficient in American Literature10% of students scored proficient in Coordinate Algebra17% of students scored proficient in Algebra 118% of students scored proficient in Analytic Geometry22% of students scored proficient in Biology19% of students scored proficient in Physical Science20% of students scored proficient in US History18% of students scored proficient in Economics

Georgia High School Writing TestWinter GHSWT: 823 Students Tested - 85.5% Meets, 2.7% Exceeds, 11.8% Does Not MeetSpring GHSWT: 181 Students Tested - 57.5% Meets, 7.2% Exceeds, 32.6% Does Not Meet

Georgia High School Graduation TestWinter GHSGT: 32 Students TestedLanguage Arts = 60% below proficiency, 40% basic proficiency, no advanced or honorsMathematics = 88.9% below proficiency, 11.1% basic proficiency, no advanced or honorsScience = 83.3% below proficiency, 16.7% basic proficiency, no advanced or honorsSocial Studies = 85.0% below proficiency, 15.0% basic proficiency, no advanced or honors

Spring GHSGT: 25 Students Tested / 40 TestsLanguage Arts = 50% below proficiency, 50.0% basic proficiency, no advanced or honorsMathematics = 80.0% below proficiency, 15.0% basic proficiency, 5% advanced proficiency, no honorsScience = 80.0% below proficiency, 20.0% basic proficiency, no advanced or honorsSocial Studies = 69.2% below proficiency, 30.8% basic proficiency, no advanced or honors

English Language Learners

The district uses the ACCESS results to identify the strengths and weaknesses of the ELL program. This leads to necessary adjustments to provide the best educational experience for the students.

The teachers use the ACCESS score results to help drive the instruction for EL students in the following school year. The scores are reviewed at the end of the year to determine student language proficiency and determine if they need to participate in program support for academics. The reports provide teachers will information that can drive instruction and assist in differentiation strategies utilized by both General Education and EL teachers.

Grade/cluster K Grades 1 cluster Grades 2-3 cluster Grades 4-5 cluster Grades 6-8 cluster Grades 9-12 cluster

Proficiency Level

1-Entering 1

2-Emerging 1 2

3-Developing 1 1 2 1

4-Expanding 1 2

5-Bridging 1 2 2

6-Reaching 1 1 1 1

Alternate ACCESS test- Cluster 6-8: A-2 Exploring

Grade/cluster K Grades 1-2 cluster Grades 3-5 cluster Grades 6-8 cluster *Grades 9-12 cluster

Proficiency Level

1-Entering 1

2-Emerging 4 1

3-Developing 1 2 2 2

4-Expanding 1 1 2

5-Bridging 1 2

6-Reaching 2

*No Grade 9-12 cluster tested.

GCA also had 5 students who met the exit criteria and are now on 1st year monitor status.

Data Analysis:

Kindergarten-Grade 5:

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Early literacy, writing, and math are a concern for Georgia Cyber Academy students in kindergarten-grade 2. While a majority of kindergarten students met or exceeded expectations, 12-19% did not in the respective content areas. Reading fluency is of greater concern for students in grades 1 and 2. Twelve percent of students in kindergarten did not meet expectations in Reading according to the GKIDS assessment. Additionally, 19% of kindergarten students did not meet expectations in Writing and 12% did not meet expectations in Math according to the GKIDS assessment. While this is higher than the state average, a concern had been noted when compared to the DIBELS scores of our students in grades 1 and 2. Fifty-nine percent of students in grade 1 and 64% of students in grade 2 scored in the "at-risk" or "some risk" categories according to their end of the year benchmark score on the DIBELS assessment. Students' oral reading fluency was calculated to obtain these scores. This reflects a deficit in reading fluency as reported by the DIBELS Assessment. In grades 3-5, students did not meet or exceed state percentages in Reading, Language Arts, Math, Science, or Social Studies. However, the deficit in Reading was less significant, at 3-5%. The deficit in ELA was 5-9% and 8-9% in Science. There was a relative deficit in Math and Social Studies scores for students in grades 3-5. Grade 3 students scored 19 percentage points below the state's average in math, grade 4 students scored 16 percentage points below the state's average in math, and grade 5 students scored 21 percentage points below the state's average in math. Math continues to be an area of focus with students in grades 3-5. Students in grades 3-5 also showed a relative deficit in Social Studies on the CRCT. Grade 3 students scored 17 percentage points below the state's average. Students in grade 4 were 12 percentage points below the state's average and students in grade 5 were 11 percentage points below the state's average. Our curriculum this school year is better aligned to state standards in all content areas. With this improvement to our curriculum in all content areas and with class size reduction, our test scores will show improvement. We are also implementing Infinite Campus, Data Driven Instruction, and reducing class sizes to enable teachers to provide additional support to our students. Our school Charter goals challenge us to meet or exceed state averages. We must increase the percentage of students meeting and exceeding in all grades and subjects by at least 2%, meet or exceed the performance of the grade-level Scantron norm group in Reading and Mathematics, have 90% of our students re-register with our school in the spring, and 90% parent and teacher satisfaction based on survey results.

According to the Georgia Milestones Assessment System report and students that scored proficient or above,3rd grade students performed 6% below the ELA state average, 15%

below the state Math average, 3.3% below the state Science average, and 11.4% the state Social Studies average. 4th grade students performed 8.3% below the ELA state average,

12.4% below the state Math average, 4.1% below the state Science average, and 12.5% the state Social Studies average. 5th grade students performed 6.7% below the ELA state average, 17.2% below the state Math average, 7.2% below the state Science average, and 13.5% the state Social Studies average. Early literacy and math are a concern for Georgia Cyber Academy students in kindergarten-grade 2. While a majority of kindergarten students met or exceeded expectations according to the GKIDS assessment, 18% did not in Math and 21.6% did not in ELA. While reading fluency is of greater concern for students in grades 1 and 2, 22.6% of students in kindergarten did not meet expectations in Reading according to the GKIDS assessment. While this is slightly higher than the state average, a concern has been noted when compared to the DIBELS scores of students in grades 1 and 2. 51% of students in grade 1 and 56% of students in grade 2 scored in the “at-risk” or “some risk” categories according to their end of the year benchmark score on the DIBELS assessment. This is slightly better than the previous school year with about 10% scoring in the Core Support range in both grade levels. Students’ oral reading fluency was calculated to obtain these scores. This reflects a deficit in reading fluency as reported by the DIBELS Assessment. 98% of GCA students were in attendance for the Georgia Milestones and End of Grade Assessment. The Scantron Performance Series Assessment was used to measure academic growth for students in grade 2. Students were assessed in the fall and spring of the 2014-15 school year. According to this assessment math and reading are a relative concern. 38.6% of students in grade 2 did not meet their math growth target. This is 10% lower than the previous year so there is some significant improvement. 39.8% of students did not meet their reading growth target. There is only a 5% improvement in this area from last year. Our curriculum this school year is better aligned to state standards in all content areas. With further implementation of Data Driven Instruction, a new instructional plan, further use of Infinite Campus increased instructional support, our test scores will show improvement. Infinite Campus will also allow us to more effectively and efficiently monitor student pass rates. Professional development for staff that is data driven and student achievement focused will further reduce achievement gaps in kindergarten-grade 5 students at Georgia Cyber Academy. Our school Charter goals challenge us to meet or exceed state averages. We must increase the percentage of students meeting and exceeding in all grades and subjects by at least 2%, have 90% of our students re-register with our school in the spring, and 90% parent and teacher satisfaction based on survey results. All data is consistently being analyzed and acted upon in order to improve student performance. We will be using USA Test Prep and Flubaroo to help monitor student progress for next year and this will help student achievement with more and accurate data for teachers to use. Grades 6-8:

Our curriculum this school year is better aligned to state standards in all content areas. With this improvement to our curriculum in all content areas and with class size reduction, our test scores will show improvement. We have implemented Infinite Campus, Data Driven Instruction, and are reducing class sizes for teachers to help support our students. Our school Charter goals challenge us to meet or exceed state averages.

According to the Georgia Milestones Assessment System report and students that scored proficient or above, 6th grade students performed 3.8% below the ELA state average,

12.7% below the state Math average, 4% below the state Science average, and 13% the state Social Studies average. 7th grade students performed 3.9% below the ELA state

average, 11% below the state Math average, 7% below the state Science average, and 16.6% the state Social Studies average. 8th grade students performed 5.8% below the ELA state average, 14.4% below the state Math average, 10.7% below the state Science average, and 19% the state Social Studies average. Average course pass rates in grades 6-8 is 75% and school goal is 80%. 98% of GCA students were in attendance for the Georgia Milestones End of Grade Assessment. Infinite Campus was utilized to offer students, families, and teachers with additional support. Data driven professional development and implementation of instructional practices helped provide better support for students. School year 2015-16 Data Driven Instruction initiative resumed along with professional development on student poverty and how it impacts student achievement. Changes to the instructional model with additional teaching sessions and reduction of class sizes will further support students at Georgia Cyber Academy. School charter goals are challenging to meet or exceed in state averages. The goals include increasing the percentage of students meeting and exceeding in all grades and subjects by at least 2%, to have 90% of student re-register with school in the spring, and 90% parent and teacher satisfaction based on survey results. 80% of the students in grades 6-8 re-registered as of 5/25/2016. 80% of the parents were satisfied based on the March K12 Pulse Check.

Grades 9-12:

We have also targeted math instruction by increasing the number of virtual math classes per week, thus increasing instructional time and live teacher help. The reduction in class sizes this year will enable our teachers to provide more one-to-one assistance and differentiated instruction. The use of iPad Air tablets paired with the EduCreations App will also permit our math teachers to more efficiently and effectively demonstrate, from within a virtual environment, steps in problem-solving. With these strategies and interventions, we expect to improve math performance and achieve our school's meets and exceeds EOC goals.

The continued use of USA Test Prep for supplemental instructional support and benchmark assessments in all EOC courses, as well as, class size reduction, improvements in instructional tools and resources, administration of interim assessments, and data driven instructional practices, will positively impact all academics areas. Our school Charter goals challenge us to meet or exceed state averages.

Georgia Cyber Academy will address student needs through school-wide, Title I efforts in Mathematics, Science, Social Studies, and Writing. The following programs facilitate these efforts:

According to the Georgia Milestones Assessment System report, GCA students performed 4.6% below the 9th Grade Literature state average, 1.4% below the state American Lit average, 21.5% below the state Coordinate Algebra average, 18.9% below the state Algebra average 14.7% below the state Analytic Geometry average, 21.3% below the Biology state average, 14.5% below the Physical Science state average, 24.3% below the US History state average and 21.7% below the Economics state average. Average course pass rates in grades 9-12 is 57% and school goal is 80%. Currently, the content with the lowest pass rate is World Language with a 44% pass rate and Math with 52%. We have begun to implement Interim Assessments with all World Languages. Teachers have been able to provide targeted help sessions and instruction to these students with the use of IA’s. We have also targeted math instruction by increasing the number of virtual math classes per week (both AM and PM sessions), thus decreasing live class size. We have also implemented the use of targeted and standards based small group sessions once per week to provide extra assistance for struggling students in all content areas. Teachers will utilize instructional strategies learned through targeted professional development to require 100% student participation within these live sessions and to further improve the learning experience of students. The model includes sessions specifically designed for small group and 1:1 instruction. With the hire of more teachers per department, our lead teachers’ schedules have been adjusted to allow for increased teacher support and classroom observation. We have also planned to add an additional Elective Lead for SY1617. This will provide our electives teachers and world Language teachers with higher quality support. Teacher support will also be provided through the continued partnership with an Instructional Coach. Data driven professional development and implementation of instructional practices helped provide better support for students. Data driven instructional practices will continue to be used by teachers in all courses for the identification of learning gaps and targeted action planning through frequent assessment and analysis. All interim assessments for core classes will be administered through the USA Test Prep platform for improved analysis and targeted remediation. The school has allotted weekly department time and five full “Data Days” to support these practices. Additionally, teachers will implement a Constructed-Response Writing Plan across all departments to better prepare our students for constructed response questions on the Georgia Milestones exams. School year 2015-16 Data Driven Instruction initiative will continue along with professional development on student poverty and how it impacts student achievement. Changes to the instructional model with additional teaching sessions and reduction of class sizes will further support students at Georgia Cyber Academy. School charter goals are challenging to meet or exceed state averages. Increase the percentage of students meeting and exceeding in all grades and subjects by at least 2%, have 90% of student re-register with school in the spring, 90% parent and teacher satisfaction based on survey results and an 85% Sustained Enrollment

National Math Lab (NML):

NML is a program that has been designed to address students' math needs and to help students develop the necessary skills that he or she needs in order to be successful in their regular math class for grades 5-8 5-10. Our Full Time classes meet for live sessions 4 days a week for 1 hour a day. We also offer a Part Time option that meets either Monday/Wednesday or Tuesday/Thursday for 1 hour on each day. Students are recommended into the program based on data from Scantron scores from 2014-15. Students are recommended into the program based 2014 CRCT data (EOG 2015 data was still unavailable) and students not in the STARS program. Interim Assessment data helped identify who to invite for the second session.

USA Test Prep:

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USA Test Prep is an online, subscription based resource that is customized to help middle school and high school students understand state required standards and prepare for high stakes, standardized tests. GCA will utilize USA Test Prep to assist students in preparation for the GA Milestones Assessments in grade 3-8 and End of Grade Assessments in grades 9-12. Teachers will use the program to create interim assessments, analyze results, and create action plans based on student data collected using USA Test Prep.

Study Island:

Study Island combines rigorous content that is highly customized to specific state standards in math, reading, writing, science, and social studies with interactive features and games that engage students and reinforce and reward learning achievement. Study Island's programs enable educators to track student performance in real-time to address individual learning gaps, while allowing administrators to monitor student progress and measure teacher effectiveness. Teachers will use the program to create interim assessments, analyze results, and create action plans based on student data collected using Study Island.

Students and Teachers Aligned to Reach Success (STARS):

STARS is a special program that provides students an individualized, streamlined course load with the focus on mastery of skills and content necessary to achieve grade level standards. Students receive smaller class sizes along with individualized support from the STARS team of teachers. The goal is to help support the student to get back on track academically and be successful.

MARK 12 Reading:

Mark 12 is a reading program that will develop oral reading, comprehension, phonics, spelling, and fluency skills. Students also practice grammar, usage, mechanics, and composition. This engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving forward. The Mark 12 Reading Program is offered to struggling students in grades 3-5 based on data collected from DIBELS assessments, Reading CRCT scores, and student performance on daily lessons in the Online Learning School. Supporting our struggling readers will also enable us to reach our students who need assistance with writing skills. Research indicates that there is a direct correlation between struggling readers and writers.

Learn Zillion Premium:

Learn Zillion Premium will support teachers in the planning and implementation of mathematics and ELA instruction with tools and resources that reflect the rigor of the state standards. In addition to the instructional video resources, teachers will have access to complete lesson plans, professional development, as well as video-based writing intervention resources.

Flubaroo:

Flubaroo will be utilized in grades K-5. Flubaroo is an add-on tool for Google Forms that will allow teachers to grade their multiple choice or fill in the blank assignments easily. The program will flag low scares and give a grading distribution graph. Teachers can choose to email each student their grade easily. Teachers will first create assignments in Google Forms and then be able to assign quizzes to students. Students in grades K-2 will utilize Flubaroo. Teachers will use the program to create pre/post-tests, interim assessments, analyze results, and create action plans based on student data collected using Flubaroo.

From Title IIA Equity Plan:

Each year Title Program Coordinators, in conjunction with district leadership, facilitate a comprehensive needs assessment process among all internal and external stakeholders including teachers, school level leadership, parents, community/business organizations, and post-secondary institutions. Surveys are conducted using an online survey tool. In an effort to determine recruitment and retention needs, administrators examine the Equity Data on the GaPSC website to review data of teachers and years of experience to determine upcoming needs due to retirement, etc. Additionally, student performance data is gathered from a variety of internal and external assessment metrics. Title Program Coordinators review all data with district leaders and the GCA Board within a continuous cycle of inquiry to determine the needs of the system relative to the allocation of Title II-A resources and other funding measures.

Data sources include but are not limited to:

o Georgia Implementation and other Title II, Part A guidance documents (i.e. Use of II-A Funds)

o HiQ teacher data, as well as other available information on teacher assignments, effectiveness, transcripts, annual evaluations etc.

o Equity data

o College and Career Ready Performance Index (CCRPI)

o Student achievement test data – Georgia Milestones, GKIDS, etc.

o School improvement plans

o Staff development plans and records

o Recruitment needs and efforts to date

o Retention needs and efforts to date

o Surveys

100% of teachers are HiQ.

GCA does not utilize paraprofessionals. However, in the event that GCA does employ paraprofessionals in the future, ESEA hiring requirements will be fulfilled. The average GCA teacher has 11 years of experience. This is not a need at this time.

Teacher Experience:The average experience for certified staff is 10 years. During the 15-16 school year there 43 teachers on the staff who had three or less years of experience. These teachers were equitably assigned to the Elementary, Middle and High School.

Teacher Effectiveness:The TKES and LKES evaluation system was used to determine effectiveness. Targeted professional learning was delivered in 15-16 school year for teachers and leaders on instructional planning and delivery. This yielded higher TAPS ratings. Additional data sources included Teacher and leader self-assessments, observations and supporting documentation which reveal content knowledge as a strength and content delivery, while improved, as a continued weakness. Highly effective and experienced teachers and leaders are equitably distributed across school content courses and grade levels. Struggling teachers are located at the elementary and middle schools.

Teacher Training to meet diverse student needs:

According to the Annual Needs Assessment Survey, when asked what area(s) of specific academic content professional development would enhance teaching capacity the following results were received the majority of leaders (57%) and teachers (21%) that responded indicated that professional development in mathematics would enhance teaching capacity. In addition, teachers (23%) and leaders (31%) indicated English/Language Arts as a content area in which professional development would enhance their capacity as a teacher.

Additionally, 34% of teachers stated a need for professional development related to Technology for Teachers. 56% felt a focus on Engagements Strategies would most enhance their teaching capabilities, and 40% felt a need for Differentiated Instruction to be addressed through Professional Development.

Based on our need to increase teacher retention, basic Leadership Managerial training is a need in our school. According to data collected in our annual Needs Assessment 33% of leaders feel they need additional support/training in assessing teachers, 28% need strategies for conflict resolution, and 31% would like usable tactics in environments where they are sharing leadership and decision making with colleagues.

Differentiated Instruction:

In response to the importance of differentiation, GCA has committed itself to an initiative of training and staff development regarding how to differentiate for individual student needs. All GCA students will receive an Individual Learning Plan (ILP) as the first step in differentiating student needs and learning approaches. Training for differentiation will occur through synchronous and asynchronous virtual webinars as well as face to face professional development events. GCA will focus professional learning to meet the diverse needs of students. Additionally, training will cover the importance that learning activities provide multiple means of representation or modes of presentation (i.e., auditory, visual, and varying levels of complexity). Learning activities also must allow students to respond in various modes and should be designed to engage learners with varying interests and aptitudes. Data driven instruction is a district professional learning initiative for the 2015-16 school year. Data-Driven Instruction:

Data Driven Instruction:

GCA implements a data-driven decision making approach when determining lesson planning and targeting student individual needs. Data-driven instruction requires timely access to informative student data in order for teachers to make decisions regarding the needs of their students. Assessment data is used to meet individual students' needs, improve

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instruction, set goals, and prepare for high-stakes tests. The long-term professional development plan for data-driven instruction involves timely access to data, determining how to improve instruction based on data, setting goals, and preparing for high stakes tests. Instruction and assessments will be aligned to the state standards and teachers will take ownership in the alignment process. "Collecting and analyzing student learning data from assessments is important but only becomes meaningful when combined with effective action" (http://www.ascd.org/ascd-express/vol5/508-fenton.aspx). All GCA students will receive an Individual Learning Plan (ILP) that looks at student data and determines goals and action plans based on this data. The ILPs will be reviewed throughout the year to account for student growth as well as identify any continued areas of need. The ILP will drive the daily plan for each student to ensure individual needs are being met.

GCA will utilize A Framework for Understanding Poverty, a series of sessions presented by Ruby Payne and her book, Framework for Understanding Poverty, to address this prioritized need. GCA will continue the Ruby Payne series in an effort to close the achievement gap between our diverse learners and subgroups. In conjunction with A Framework for Understanding Poverty we will use a secondary book, Research Based Strategies: Narrowing the Achievement Gap for Under Resourced Learners.

Class size - GCA makes every effort to reduce class sizes for our most academically at risk population. These classes typically have a student to teacher ratio of 35:1; however, the virtual setting allows GCA to offer many one on one teaching sessions as well as sessions with ratios as small as 10:1. Our content classes have the following student/teacher ratios on average: Elementary: 66:1; Middle: 134:1; High: 233:1.

GCA is able to retain on average over 95% of our faculty and staff through such offerings as a comprehensive professional development program, full benefits package, tuition reimbursement incentive, and continued opportunities for growth and leadership advancement. This is an area of need for GCA, as we seek to capture feedback from teachers that leave GCA in order to improve teacher retention.

GCA will begin a more in-depth focus on Teacher Retention. Teacher Retention has proven to be an area of need for GCA. We will seek to capture feedback from teachers that leave GCA in order to improve teacher retention. We will revamp the Mentor Program across all school levels to provide more induction level support for new teachers. We will continue monthly New Hire Orientations as teachers are on boarded mid-year. Leaders will participate in ongoing Leadership Development and Principal’s Academy sessions to better support teachers at GCA.

GCA recruitment plan is multi-faceted. GCA utilizes a referral process in addition to the k12.com careers website. GCA has developed a rigorous hiring process that ensures all teachers hired are equipped with the necessary technology skills, content area expertise, and the ability to engage our diverse student population. This rigorous hiring campaign continues to be a top priority for the district. Utilizing Needs Assessment information, recruiting needs are based on student enrollment for the upcoming year, with High School having the largest area of need.

The following equity indicators have been identified as prioritized needs for GCA in the 2015-16 SY 2016-17SY:

Equity Indicator 1:

Increased effectiveness in teacher preparation and expanded capabilities to meet the diverse needs of all students.

-need based professional development

-data driven instruction

-instructional strategies targeted to economically disadvantaged population

-differentiated instruction

Leader Development

-ongoing Principal’s Academy sessions

-establishing a culture to lead

-strategies for having difficult conversations

-HR and Law side of Leaderships

-support new and veteran teachers

Equity Indicator 2:

Increased retention of highly qualified teachers.

-effective on-boarding training

- strengthened mentor program

-positive staff culture

-technology for teachers

-increased leader support

Differentiated Instruction continues to be an area of targeted need as identified by our annual needs assessment. GCA teachers will receive ongoing training and professional development in the area of differentiated instruction. UDL training will target the need to identify and remove barriers from teaching methods and curriculum materials, enabling each student to engage with learning and to progress. Training and implementation will also seek to address each learner's unique needs, background and interests by supporting customized methods, materials, and assessments. Lastly, how to effectively track student learning outcomes periodically will also be included in this comprehensive training program regarding how to differentiate for individual student needs. All GCA students will receive an Individual Learning Plan (ILP) as the first step in differentiating student needs and learning approaches. Training for differentiation will occur through synchronous and asynchronous virtual webinars as well as face to face professional development events. GCA will focus professional learning to meet the diverse needs of students. Additionally, training will cover the importance that learning activities provide multiple means of representation or modes of presentation (i.e., auditory, visual, and varying levels of complexity). Learning activities also must allow students to respond in various modes and should be designed to engage learners with varying interests and aptitudes. GCA purchased Edivate (formerly PD360) as a strategy to implement throughout the year in providing learning activities that target differentiated instruction.

Data Driven Instruction will continue to be an important area of focus for GCA. Facilitated by district Data Coaches, teachers in all schools will receive training and staff development in Data-Driven Instruction strategies and implementation.

GCA will utilize A Framework for Understanding Poverty a series of sessions presented by Ruby Payne and her book,

Framework for Understanding Poverty to address the prioritized of preparing teachers to meet the needs of economically disadvantaged students. This year-long professional development plan will begin with a full day all-staff session with Mrs. Payne. Leaders will receive an additional day of leadership training. Lead teachers will facilitate the strategies and ideologies presented in Mrs. Payne's seminar.

Although exit interview data indicates that a high percentage of teachers leave K12 for reasons of compensation, GCA will provide teachers with the following strategies in its focus to improve teacher retention: an effective on-boarding training program (organized online platform), a strong mentor program, and a positive and supportive staff culture (through newsletters, contests, rewards, incentives).

Stakeholders are involved in the planning process by participating in an annual needs assessment. The GCA annual needs assessment and year-end results are analyzed by the school improvement team along with internal and external stakeholders and is reviewed in light of current school goals and student data in a cycle of continuous inquiry and improvement. Title I and Title II-A coordinators help to facilitate the process among all stakeholders including teachers, school level leadership, parents, community/business organizations, and post-secondary institutions. Surveys are conducted using an online survey tool. In an effort to determine recruitment and retention needs, administrators examine the Equity Data on the GaPSC website to review data of teachers and years of experience to determine upcoming needs due to retirement, etc. Additionally, student performance data is gathered from a variety of internal and external assessment metrics. The Title I and Title IIA Coordinators review all data to determine the needs of the district relative to the allocation of Title II-A resources and other funding measures.

Data is consistently analyzed to identify and prioritize needs. GCA uses student achievement data measured within CCRPI ratings and teacher effectiveness data when assessing continuous improvement goals. The School Improvement Team work in conjunction with Title I and Title IIA Coordinators to review aggregate data from all stakeholders and make recommendations to prioritize needs within the school year budget. Recommendations of prioritized needs are communicated to stakeholders in the annual School Achievement and Improvement Plan.

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Trends and themes are determined from the data gathered through the needs assessment process in order to identify the actions or strategies needed to construct and implement the equity plan. This data is reviewed by the district leadership team and condensed into focused goals for the upcoming school year. The equity plan is developed based upon district and school level goals and is also embedded in the district's School Improvement Plan.

GCA utilizes the continuous improvement process of Plan/Do/Check/Act which provides a framework where constant needs assessment is embedded in the process. This process yields both formal structured and informal assessment results, which are used by teachers, stakeholders and leaders to guide the improvement process.

GCA Title IIA Needs Assessment indicated the following needs:

� Data indicated that teachers need to continue to participate in professional development activities designed to meet the educational needs of students living in poverty. � Data indicated that our current recruiting process is effective in recruiting highly qualified teachers. � Data indicated that our leaders need continued leadership professional development opportunities.� Data indicated that our teachers need continued professional development in Data Driven Instruction.

The following Equity indicators have been identified as prioritized needs for GCA in the 2016-17 SY PL-2. Provide Targeted Teacher Development on Content and Pedagogy PL-3. Provide Targeted School Leader Development

GCA has chosen to target School Leader Development and Teacher Development on Content and Pedagogy. Target School Leader Development will help ensure critical school and district leaders have job embedded professional development coaching that will assist them in understanding strategies that strengthen relationships, help teachers grow, and enable teachers to be successful in improving student achievement. In return, these critical strategies have shown to increase teacher retention in addition to increasing principal retention.

GCA has also chosen to target Teacher Development on Content and Pedagogy with a focus on students living in poverty. Children raised in poverty rarely choose to behave differently, but they are faced daily with overwhelming challenges that affluent children never have to confront, and their brains have adapted to suboptimal conditions in ways that undermine good school performance. The most significant risk factors affecting children raised in poverty

� Emotional and Social Challenges.

� Acute and Chronic Stressors.

◾ Cognitive Lags.

◾ Health and Safety Issues.

These factors present an extraordinary challenge to academic and social success. This reality does not mean that success in school or life is impossible. A better understanding of these challenges points to actions educators can take to help their less-advantaged students succeed. GCA will continue to implement Ruby Payne professional development during the 2016-2017 school year.

GCA currently does not have any needs related to grant administration such as needs assessment completion, internal controls, or monitoring/audit results. GCA has been found compliant and corrected any prior year findings.

Is Plan Descriptor Revised?

2. Title I, Part A; Title I, Part C; Title I, Part D; Title III; IDEA; EHCY

A description of high-quality student academic assessments that the LEA and schools will use:

a. To determine the success of children in meeting the State student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made toward meeting the State student academic achievement standards;

b. To assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving children served under applicable federal programs to meet State student achievement academic standards and do well in the local curriculum;

c. To determine what revisions are needed to projects so that such children meet the State student academic achievement standards; d. To effectively identify students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic,

and classroom-based instructional reading assessments;

Georgia Cyber Academy utilizes a myriad of assessment tools to determine the success of our students in meeting the state common core performance standards. The district approach encompasses the duality of a computer adaptive longitudinal assessment, Scantron Performance Series (SPS), which is our school wide universal screening tool under the RtI Problem Solving identification of all students, whether at-risk students or homeless and a criterion grade level assessment tool. This tool is the Study Island custom benchmark formative assessments, which is also a school wide measure with a focus on individualizing pathways by student groups under the Standard Protocol method of screening under the GA-RtI pyramid.

The Scantron Performance Series Assessment (SPS) is an online web-based standards-based adaptive measurement and provides Georgia Cyber Academy students in grades 2-12 with a longitudinal growth measure in math and reading. Performance Series reports provide teachers with present level of performance data by standard for each student. Students in grades 2-12 complete the SPS twice during the school year (fall and spring) in math and reading.

Georgia Cyber Academy uses these tools to provide each child with an individualized learning plan and to continuously improve student learning by using data across all our student populations to inform instruction and provide differentiated support. In addition to the on-going ILP updates that are presented during teacher-student-parent conferences, SPS reports are sent to students and parents in conjunction with quarterly progress reports. Additionally Assessment metrics are included in the SIP/SWP (School Improvement Plan/School Wide Plan) SAIP (Schoolwide Academic Improvement Plan) and shared with all stakeholders throughout the year as well.

The value of this school wide universal screening provides critical information for the following stakeholders:

Families:For new students, it allows for more accurate student diagnosis of instructional needs immediately.Gives confidence that progress is, indeed, being made against recognized standardsProvides objective, informative data to help decide whether specific instructional changes are warranted.Teachers:Scantron includes Suggested Learning Objectives for each student, which allows for teachers to develop targeted instruction and individualized learning plans for all studentsIdentifies students who qualify for enrichment and possible acceleration beyond the basic curriculum, or adaptations to the curriculumProvides "baseline" measures from which to calculate year to year academic growthAllows evaluation of instructional approaches, intervention strategies and additional resourcesDistrict:Allows comparisons between schools and by grade level to gauge students' progress being made toward meeting the State student academic achievement standardsHelps determine which subgroups of students in need greater interventions to maintain adequate progressHelps evaluate efforts to improve instructional practices across the district in relation to state growth measures.

The second assessment measure used at Georgia Cyber Academy is the Study Island Custom Assessment benchmarking series for students in grades K-12 in all core academic subjects. Study Island is a Web-based suite of educational tools, including instructional resources, practice tools, a testing engine, and data analysis aligned to the CCGPS. Georgia Cyber Academy implements the custom assessment engine for building diagnostic, formative, and summative assessments. This feature allows teachers to build assessments quickly and schedule them for individual students or groups based on results from SPS, classroom/curriculum progress, and the quarterly custom assessment results.

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Georgia Cyber Academy employs additional support tools to assist in diagnosis, as well as teaching and learning in the classroom in ways that best enable low-achieving children served under applicable federal programs to meet State student achievement academic standards. These tools include USA Test prep in English, math, science, and social studies for grades 6-12 3-12 as well as all Georgia Milestones End of Course Test subject areas in high school. USA Test prep is an online resource custom-designed to support secondary

students master required standards and prepare them for corresponding high-stakes, standardized tests in a fun engaging platform utilizing 21st century technologies.

For students in kindergarten through second grade, the main universal assessment screening tool for reading is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS are a set of procedures and measures for assessing the acquisition of early literacy skills. Through these main screenings and assessment measures (SPS, SI Custom Assessment Benchmarks, DIBELS) Georgia Cyber Academy is able to effectively identify students who may be at risk or who are having difficulty learning to read. Additionally, within the Scantron Performance Series reading assessment, all passages and questions are analyzed for reading level utilizing a number of powerful computer-based reading algal orithms. Careful attention is paid to both reading level and contextual appropriateness of each question.

Students in Kindergarten participate in GKIDS. This data helps teachers to:Gauge class and individual understanding and masteryCreate homogeneous and heterogeneous work groupsDevelop individualized learning plansRemediate skills gapsProvide enrichment and acceleration opportunitiesOffer clear communication with parents, students, and stakeholders

Students in grades k-8 take the Performance Learning Assessment (PLA) in ELA and math to determine baseline levels for RTI. Additionally, all students k-12 take assessments within the OLS/OMS/OHS (online school platforms) to monitor standards mastery.

Elementary students in grades 2-5 who are identified with reading deficits participate in MARK12, a specialized literacy curriculum, within the Online School (OLS). MARK¹², Mastery Acceleration Remediation K¹², is designed for students who are reading two or more grades below grade level. In an "Adaptive" course, the system intelligently "adapts" to the student's skill and knowledge level, providing help in areas they are needed most. The course gives students the opportunity to master missed concepts in a way that accelerates them through the remediation process. The engaging course features new graphics, learning tools, and games; with adaptive activities that help struggling students master concepts and skills before moving on.

To identify and measure academic English proficiency progress of EL students, the district uses the WIDA model for assessments and academic progress. The W-APT screening is used by the district to identify the students that are in need of EL services. The WIDA Can-Do Descriptors are utilized by the EL teachers in small groups as an instructional assessment tool. The descriptors provide measurable progress in the four language domains. The Access assessment is administered to students near the end of the school year to provide a snapshot of student progress from one school year to the next. Homeroom and EL teachers can use the ACCESS reports to help drive English proficiency with the students.

The district provides pre/post tests and interim assessments through USA Test Prep an online, subscription based resource customized to customized to help middle school and high school students understand state required standards and prepare for high stakes, standardized tests. GCA will utilize USA Test Prep to assist students in preparation for the GA End of Grade Milestones Assessments in grade 6-8 and End of Course Assessments in grades 9-12. Teachers will use the program to create pre/post-tests, interim assessments, analyze results, and create action plans based on student data collected using USA Test Prep. Teachers also use the resources available by USA Test Prep to help prepare for class sessions. Additionally, USA test prep will help identify student strengths and weaknesses in grades 3-12

The data in k-2 and 3-12 assessments is used by GE and EL teachers to help improve differentiation in teaching learning. Provisions for data are provided as pre/post assessments, as well as on the interim throughout the year to track/monitor student growth and instructional effectiveness.

a formative assessment, Scantron, to help identify student strengths and weaknesses. The data is used by GE and EL teachers to help improve differentiation in teaching and the improve student learning. It is provided at the beginning of the year and again at the end of the school year to track growth.

The district also uses the summative assessment, GA Milestones (End of Grade and End of Course) to evaluate learning at the end of the school year. This information is then used to guide planning for the following school year and evaluate current year program effectiveness.

Georgia Cyber Academy has a commitment to continuous school improvement focus and helps to determine what revisions are needed to above mentioned projects and resources so that all students are making adequate progress to meet grade level academic achievement standards.


3. Title I, Part A; Title I, Part C; Title I, Part D; IDEA; EHCY

A description of how the LEA will participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics of the National Education Statistics Act of 1994 and how the results will be used in the local educational agency.

If chosen for this assessment, it will include all students including the homeless. Aggregated results will be analyzed to determine areas for growth and to address possible gaps in the curriculum. Data will also be used to assist in development of school wide goals in relation to student achievement.


4. Title II, Part D; E-Rate

A description of strategies to share system progress, disseminate evaluation results, encourage broad stakeholder involvement, and market the role technology can have in helping students achieve in innovative ways.

As per charter rules, a report will be prepared reviewing the previous year and reporting progress on the objective criteria listed in the charter. This report will be sent to the

Charter School Office of the Georgia Department of Education, the Georgia Cyber Academy Board of Directors, and will be available to parents and the community through our web

sites. The school web site is also being used to highlight student projects. Many grade levels maintain their own web site that is integrated with the school website and per our

threeyear technology plan; each grade level will establish a site to house additional resources available to students and parents.


5. Title I, Part A; Title I, Part C; Title III; IDEA

A description of how the LEA will provide additional educational assistance to individual students assessed as needing help in meeting the State’s challenging student academic achievement standards. The description must include the following:

a. Specific mention of disadvantaged students, migrant students, limited English proficient students, and students with disabilities. b. Specific steps the LEA will take to ensure that all students and teachers have increased access to technology. c. Specific steps on how the LEA will utilize available funds to support after school programs (including before and after school and summer school)

and school-year extension programs.

Georgia Cyber Academy provides additional educational assistance to individual students assessed as needing help in meeting the Georgia's challenging student academic achievement standards as outlined in the prescriptive measures within a student's Individual Learning Plan (ILP), Individual Accommodation Plan (IAP), or Individual Education Plan (IEP). Child Find is a component of Individuals with Disabilities Education Act (IDEA) that requires states to identify, locate, and evaluate all children with disabilities, aged birth to 21, who are in need of early intervention or special education services.

Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of specialized support services. At the beginning of every school year, a Child Find Query (CFQ), which is comprised of a list of qualifying questions, are posed to all students by their homeroom teacher. If a family responds "yes" to one or more of the CFQ questions, the specific steps are outlined and required to be initiated by the homeroom teacher immediately depending upon the

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specific area of possible need/support for the student. The Child Find Query process at Georgia Cyber Academy identifies students in populations included but not limited to Special Education, Section 504, English Learner, Gifted, Migrant, and Homeless.

Students with disabilities who qualify for special education services are able to receive a free appropriate public education (FAPE) based upon the student's Individual Education Plan (IEP). Georgia Cyber Academy delivers special education programming and related services in virtual and/or face-to-face environments to its students at no cost to the parent, guardian or student. The Georgia Cyber Academy special education program meets the individual needs of students by providing specialized instruction in the virtual setting that is designed to meet IEP goals and is based on the Common Core Georgia Performance Standards. Services are provided to students with disabilities in the least restrictive environment as decided by the student's IEP team. Through the virtual learning environment, students are able to be served using consultative, co-teaching, collaborative, resource, and self-contained settings. Progress Monitoring of IEP goals are accomplished using a variety of data collected using the GCA instructional platforms as well as the individualized assessments designed by the special and general education teachers. Mandatory, specialized, instructional sessions are provided via Blackboard Collaborate. Those sessions are designed to aid in the continuous progression and mastery of students' IEP Goals and Objectives. The sessions are conducted by Georgia Professional Standards Commission Certified, Highly-Qualified, Special Education Teachers. These sessions are intended to provide support in addition to the student's standard coursework. Special education and related services are determined through collaborative teamwork between the parents, student (as appropriate), teachers, therapists, and other appropriate Georgia Cyber Academy staff. Students are afforded Extended School Year (ESY) if needed as determined in their IEP. A student's IEP team follows a systematic, problem-solving approach to devise a quality education for that student. All members of the Georgia Cyber Academy school community believe that varied instructional practices and learning environments benefit all children.

Students with disabilities can receive services based on the following eligibility categories:

Autism, Deaf/Blind, Deaf/Hard of Hearing, Emotional & Behavioral Disorder, Mild Intellectual Disability, Moderate, Severe, or Profound Intellectual Disability, Orthopedic Impairment, Other Health Impairment, Significant Developmental Delay, Specific Learning Disability, Speech-Language Impairment, Traumatic Brain Injury, Visual Impairment & Blindness. In addition, it shall be the policy of GCA that a child with a disability and his or her parent/guardian shall be provided with safeguards, as required by law, throughout the identification, evaluation, and placement process, and with a free, appropriate, public education.

Under Section 504 of the Federal Rehabilitation Act of 1973, and under the Federal Americans with Disabilities Act, some school-age children with disabilities who do not meet the eligibility criteria may nevertheless be eligible for special protections and for adaptations and accommodations in instruction, facilities, and activities. Children are entitled to such protections, adaptations, and accommodations if they have a documented mental or physical disability that substantially limits or prohibits participation in or access to an aspect of the school program. Georgia Cyber Academy identifies through CFQ those students who qualify under Section 504 for an IAP. The Georgia Cyber Academy committee works to develop a 504 Plan appropriate to the academic needs of the qualifying student.

Georgia Cyber Academy participates in the education of homeless students by providing specific support and supplies to help with their education under the McKinney-Vento (Homeless) Act and Migrant Education. A "homeless" student is any student who lacks a fixed, regular, and adequate nighttime residence. This could mean that a child is sharing the housing of other persons due to loss of housing or economic hardship, is living in motels, etc. due to the lack of alternative accommodations, is living in emergency or transitional shelters, or is awaiting foster care placement. Students who are currently experiencing homelessness and are in need of assistance are contacted by our McKinney-Vento (Homeless) liaison to determine and provide necessary support measures. Georgia Cyber Academy also participates in the Migrant Education Program. Migrant students in GCA are also provided additional support and supplies to help with their education. Students are identified through CFQ as well as the list of students identified from the MEP regional office.

For identified EL students, if the Home Language Survey indicates that the student speaks a language other than English, a certified ESOL teacher will administer the WIDA-ACCESS Placement Test™ (W-APT). It is used to measure the English language proficiency of students who have recently arrived in the U.S or who speak another language at home. It allows us to determine whether or not a child is in need of English language instructional services, and if so, at what level. Our English Learner program has a three pronged approach. First, we focus on identification and service of our EL students. Second, we ensure our highly qualified ESOL teachers receive the most up to date information and training in order to serve these students effectively. Finally, our families will have access to resources that can benefit not just their students but the entire family. Each EL student will additionally participate in ACCESS testing according to state and federal guidelines. The purpose of this test will be to assess growth in English acquisition as well as to determine eligibility for the upcoming school year.

Students who not experiencing academic success are identified through the RtI process are provided a myriad support measures depending on the area(s) of gap and the reason or causes deterring mastery of grade level standards. A key factor for the virtual program is the online school is available to students 24 hours a day, 7 days a week. All students can work at their own pace, which allows them to take additional time for review or remediate as needed. The K-8 platform is open in the summer months as well allowing student extended time to complete course work in elementary or middle school. All students maintain access to Study Island and USA Test Prep, throughout the summer months for skill review, remediation or acceleration

and enrichment. At Georgia Cyber Academy students in the kindergarten through 2nd grade who are struggling to meet early benchmarks are placed in the Early Intervention Program (EIP) which offers a reduction in class size with smaller student teacher ratios. As a Tier II/III placement, students are afforded more intense interventions with greater opportunities for progress monitoring. Students in grades 3-8 who are identified as RtI Tier II are more closely monitored in small groups within overall class size reductions. Students are offered additional support sessions with GA certified, highly qualified teachers in small group pull-out live instruction classes within their area(s) of deficit called Skill Review sessions.

Additionally, students in grades 5- 8 who are not successfully attaining grade level standards are afforded a reduction in class size, Tier II or Tier III level interventions and more intense progress monitoring. A part of that support is National Math Lab, an intensive math support initiative, offered in additional to regular and small group math support classes. Upper elementary and middle school students Study Island's writing component to practice planning, writing, and revising written work. Students who do not meet standard on high stakes state mandated tests that determine grade promotion or course credit are provided review sessions and resources to ensure success on retake attempts.

Students are also supported with availability to a school counseling department, advisors for high school students and family academic support liaisons in elementary, middle and high school in order to support the academic needs of a student, parents, and families in a holistic fashion. Target areas focus on all academic areas and include but are not limited to dropout prevention and college and career readiness. Research shows student and family engagement is critical to the success in any educational model. If a student is experiencing significant skill gaps and is deemed academically at-risk, engagement is crucial most especially in a virtual setting. Parent involvement components are required in the federal Elementary and Secondary Education Act (ESEA), and various federal and state education programs. Georgia Cyber Academy embraces the duality of the academic and family engagement needs of each student.

In the area of technology, in certain cases based on financial need, GCA may loan a computer to an enrolling family. The income guidelines used to make this determination are the same ones set forth by the federal government for determining eligibility in the National School Lunch Program for free or reduced-price lunches. The technology allotment includes a computer, printer and ISP partial reimbursement. All instructional faculty members are provided with a laptop, printer, VOIP phone, and internet availability to reach students online. In addition, staff members providing instruction to academically at-risk students may receive additional Title I equipment such as document cameras and iPads to supplement instruction.

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6. Professional Learning; Title I, Part A; Title I, Part C; Title II, Part A; Title III; Title VI, Part B; IDEA

A description of the strategy the LEA will use to coordinate programs under Titles I, II, III, IV, VI, Part B, Perkins, and IDEA to provide professional learning on the integration of technology into the curriculum and instruction to improve and support teaching, learning, and technology literacy. The description should include purchasing technology, available technology tools, distance learning opportunities, and professional learning for teachers, administrators, pupil services personnel, any other staff, and parents.

Coordination of funding from Title I and Title II Part A will be handled by the Title 1 Coordinator, along with the school's administration, the senior manager of federal programs (CIAA Manager) the Federal Programs Director and the school's finance manager. Required documentation in the form of spreadsheets will be maintained to ensure integrity in spending. The goals and objectives associated with each plan and funded activity will involve senior leadership, school administration and the planning committee to ensure that all activities are consistent with the school's goals and mission.

Professional Development is considered critically important in ensuring that the staff is optimally effective in teaching in a virtual environment and addressing the Georgia Performance Standards in their daily instructional practice. Georgia Cyber Academy uses the national Standards for Quality Online Teaching, published by the International Association for K-12 Online Learning (iNaCOL) as its guide for targeting necessary teacher skills and professional development requirements. Georgia Cyber Academy will provide its teachers with a comprehensive teacher training and professional development program to equip teachers with the following:

· A working knowledge of the K12 curriculum and Georgia Performance Standards

· Strategies and best practices for virtual learning and instruction

· How to develop Individualized Learning Plans

· How to utilize and navigate the tools of the Online School

· Data Driven Instruction and how to utilize test results to guide instruction

· Knowledge of school processes and policies

· How to foster a virtual school community

Strategies for closing the achievement gap amongst our subgroups

Skills and strategies for effective leadership

Georgia Cyber academy teachers will participate in the following professional development activities designed to hone their understanding of the curriculum and accountability measures:

Georgia Cyber Academy New Teacher Orientation Training Course: All new teachers and staff will complete a self-guided teacher-training course developed specifically for Georgia Cyber Academy. This course is delivered through Coursesites, and contains online video tutorials and documents designed to prepare teachers for the first few weeks of school. In addition, Georgia Cyber Academy new teachers and staff complete a self-paced training curriculum through K12. This series of trainings, both synchronous and asynchronous, includes "the basics" of curriculum, assessment tools, personalizing instruction, grading and report cards, communication and essential ONLS tools. After completion of both GCA and K12 new teacher courses, teachers are ready to begin working instruction.

Georgia Cyber Academy Mentor Program: Teachers begin working with a mentor teacher that is assigned within the grade-level or department the teacher will be working. Mentors are provided a comprehensive checklist to complete in the weekly meeting with the new hire. Any areas of additional support are noted and mentor teacher will follow up with school or department training point of contact and/or lead teacher as needed.

New Teacher Face-to-Face Training: In addition to the self-guided course, Georgia Cyber Academy offers new staff a face-to-face orientation session prior to the beginning of school starting.

Ongoing Teacher Training: Continuing throughout the school year, Georgia Cyber Academy teachers and staff will complete trainings offered through K12 featuring additional information and complex features of the Online School, instructional processes, and other processes that teachers need to implement once school is successfully underway. Returning staff members are assigned a training that specifically targets advanced applications, new concepts and serves as a refresher on basic skills.

Georgia Cyber Academy Professional Development Sessions: Teachers will attend ongoing professional development activities throughout the year. Presenters with various backgrounds and areas of content expertise conduct live virtual sessions. Teachers are required to attend monthly sessions throughout the year, which include topics such as: Teaching Like a Champion 4-Part Series, Formative Instructional Practices monthly 5-part series, Data-Driven Instruction monthly series involving analyzing and using data collected to improve student achievement, etc.

Professional Learning Community: Teachers at Georgia Cyber Academy participate in professional learning communities within their departments each month. These PLCs engage in a variety of activities including sharing a vision, working and learning collaboratively, observing the instructional classes of their peers, and participating in shared decision making. The benefits of these PLCs include reduced isolation of teachers, better informed and committed teachers, and increased academic performance of students.

Weekly Communication: Georgia Cyber Academy Training and Development Coordinator sends out to all teachers and staff a weekly electronic newsletter that highlights shared tips, community building and improved school culture activities. Each School Director sends out weekly communication to teachers and staff that includes announcements, upcoming events, important documents and school policy updates.

Effectiveness of Professional Development: Georgia Cyber Academy teachers will be surveyed regularly regarding their satisfaction with professional development activities and areas in need of additional work. In addition, school support areas are also undergoing ongoing evaluations of professional development activities. Assessment of effectiveness and satisfaction is embedded within the learning activities. Review of the assessment data occurs throughout the year and informs and adjusts modifications to the PD activities and goals. Georgia Cyber Academy will use Title II Part A funding as supplemental funds for teachers to attend conferences, provide a stipend for mentors, as well as other identified PD activities which would not be possible without the Title IIA monies. Before title monies are used, the activity must be approved in advance and documentation of attendance (agenda, transcript), etc.) is required.


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7. Title II, Part D (NOT APPLICABLE)

A description of how the LEA is addressing 8th grade technology literacy by including:

a. Evidence of the tools or strategies used to determine an estimation of student technology literacy at all grade levels (or bands of grade levels, such as PreK-2nd, 3rd-5th, 6th-8th, 9th-12th;

b. An estimation of the students’ school-based experiences with developing technology skills and technology literacy at all grade levels (or bands of grade levels);

c. Evidence of the tools or strategies the system is implementing to ensure that all students are technologically literate by the end of 8th grade.


8. Professional Learning; All federal programs; E-Rate

A description of how the local educational agency will ensure that funds are spent on scientifically and/or evidence-based practices and products for all programs including the purchase of technology and technology tools. Where applicable include how the practices and products will impact student technology literacy.

The LEA ensures that funds are spent on scientifically and/or research-based practices and products and has a process for both the development of the school improvement plans and professional development. The steps in the process include the collection of data (from teacher surveys and student achievement results), the analysis of data, the determination of strengths and areas for growth, a root cause evaluation of the areas for growth, the development of SMART goals with strategies, and monitoring plans for the strategies with identified documentation. The last task in the cycle is the evaluation of the impact of strategies on student achievement. The district develops improvement plans that designate goals and strategies. All strategies must be research-based and all allocations for professional development must be spent on activities that support the School Improvement Plan/School Wide Plan school achievement improvement plan. The expenditure of all professional learning funds must be approved in advance by the Head of School (HOS), the Title I Director and the Title IIA Coordinator who verifies the appropriateness of the expenditure as related to school and/or district goals. The district plans to continue to emphasize professional learning based on the CCGPS standards and data driven instruction, student achievement CCRPI data, teacher retention, and leader development.

Georgia Cyber Academy (GCA) is a public, virtual, charter school that fully integrates technology into the teaching and learning experience. The very concept of a virtual school setting such as that which GCA provides has been shown in recent research to produce academic results that are equal to traditional, face-to-face classroom environments. GCA has the extra advantage of intensive and persistent parental involvement in the child's education, which decades of research have shown to be very closely related to student achievement. From a student's earliest interactions with the school, GCA relies on research-based elements to ensure an optimal learning experience. GCA's Individualized Learning Plan process begins shortly following a student's enrollment. Utilizing Performance Series, a web-based assessment tool, analysis of students' scores across all required components of reading and math are evaluated. Student achievement is initially assessed and continuously evaluated using a variety of assessments such as USA Test Prep for pre/post/and interims assessments, assessments within the OLS/OMS/OHS, DIBELS, GKIDS,and the PLA (Performance Learning Assessment) in grades k-8. Detailed assessment data provides student scores in each subskill with priority areas indicted for remediation and enrichment. Using these test results along with a conference with the student and his or her parent/Learning Coach the student's GCA teacher creates an Individualized Learning Plan specifically for that child, in keeping with research that shows the impact of individualized instruction (dick, 1978). The Individualized Learning Plan includes learning goals that are unique to that student. The GCA teacher schedules Class Connect Sessions for small groups of students based on their common learning needs and interests. In these sessions, students can interact with the teacher and each other in real time through Blackboard Collaborate, chat, interactive whiteboard and webcam.


9. Title I, Part A; Title I, Part C; Title III; IDEA, EHCY

A description of how the LEA will use federal funds to coordinate and integrate services with other educational services at the LEA or individual school level such as:

a. Technology, professional learning, curriculum, media, Title I, special education, and ELL programs; b. Even Start, Head Start, Reading First, Early Reading First, IDEA preschool, and other preschool programs, including plans for the transition of

participants in such programs to local elementary school programs; c. Services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian immigrant

children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

Integration of educational services is not a problem due to the fact that we are a single school/school district with common budgeting. Georgia Cyber Academy does not provide for a pre-school or pre-Kindergarten program at the school. Georgia Cyber Academy will provide appropriate opportunities for students with disabilities, migratory children, and students with limited English proficiency, delinquent youth and homeless children. Since we are a single school district, there will be no fragmentation or duplication of services. If necessary, Georgia Cyber Academy will employ the use of a summer program, contracted special education providers, and other services to ensure that these students are included and immersed in the overall educational program. At this point, Georgia Cyber Academy serves no migratory children, formerly migratory children, neglected or delinquent youth, or Indian migrant children. Since Georgia Cyber Academy is a school system consisting of only one school, should we have children in any of these categories they will be served in the same manner as other students with relation to Title I services. Each student will be assessed on an individual basis, with extra consideration being given to teacher observations, academic records, and grades should other evaluation tools such as standardized test scores or parental components be missing. Currently all of our students with disabilities are in regular education classes more than 80% of the instructional day. Georgia Cyber Academy students with disabilities have equal access to the curriculum and instruction with regard to opportunities and integration of services.

Georgia Cyber Academy has a well implemented Child Find process that begins within the enrollment process. Parents/guardians submit all student data during online enrollment. Parents are queried as to their child's previous special education support or services, native language, previous recipients of Title I services, gifted education and other. Any positive responses to these queries are directed to the appropriate department within Georgia Cyber Academy and contact is made by that department lead. All previous school records are requested and reviewed for the possibility of any special services (special education, Title I, RTI status, ELL, migrant, homeless, etc.) and if records are found indicating this history, they are shared with the appropriate department head who then contacts the family. During the first contact with their homeroom teacher, parents are again queried about the status of any previous special programs or support. All staff are trained on identifying homeless students, migrant students/families, students with disabilities, English language learners, etc. and will report any affirmative responses to the appropriate department head throughout the year, not just during enrollment.


10. Title IV

A description of how the LEA will develop strategies that prevent violence in and around schools and the illegal use of alcohol, tobacco, and drugs including how the prevention activities meet the Principles of Effectiveness; involve parents; and coordinate these efforts and resources with other

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federal, state, and community entities. In addition the LEA must explain how evaluations of effectiveness will be used to refine, improve, and strengthen the program strategies.

The LEA provides students with opportunities to prevent violence/cyber bullying by participating in Red Ribbon Week and conducting workshops on cyber bullying

for students and parents. During parent university and school wide open office, the Counseling Department provides sessions for parents on the same topics.

Below are the components of our Safe School Plan as excerpted from the GCA School Safety handbook:

Community Environment

ETHNIC/CULTURAL DIVERSITY

The population of the school is diverse and represents various ethnic and cultural groups. Children are encouraged to be sensitive to and appreciate these

differences. The music program includes many opportunities to highlight songs and dances from representative cultures within our school. The study of various

customs is included in the curriculum.

INTER ANGENCY SUPPORT

School personnel work diligently with other agencies to provide necessary service and support for students and their families. Examples of such community agencies

include: Family Counseling Services, Department of Family and Children Services, Police Departments, Public Health Districts.

PARTNERS IN EDUCATION

Local businesses and organizations have adopted the school as Partners in Education. Representatives from the school meet with the partners regularly to establish

goals and plans for the year, and they support the school with time, energy, and resources. Georgia Cyber Academy’s partners in education are Publix Grocery

Stores, Target and Ingles.

PARENT COMMUNICATION

An opendoor policy is maintained, and parents and guardians are encouraged to maintain communication and involvement with the child’s learning. Schoolwide

conferences are conducted quarterly. Our goal is to meet with 100% of parent at these times. Conferences are available at any time during the school year upon

request. Additionally, kmails and telephone calls keep home and school informed of students’ efforts and keep parents apprised of curriculum study. Ongoing and

consistent communication is required between the student, parent, and teacher(s) for school compliancy. School communication includes: kmail; telephone (leaving

voicemail when necessary); school announcements; newsletters; workshops (in person and online via Blackboard Collaborate). Additionally, Parents Teacher

Organization (PTO) is held monthly.

Georgia Cyber Academy governs itself according to the school’s attendance protocol by contacting parents by mailing absence letters to homes. Students are

considered truant id he or she fails, without a legitimate excuse, to log attendance for give nonconsecutive school calendar days. After ten (10) days of unexcused

absences, the student can be withdrawn due to truancy.

PREVENTION/INTERVENTION PROGRAMS

The Family Academic Support Team provides support to families and serves as a bridge between home and school. The objective of the team is reducing the number

of students who withdraw or become disengaged and providing a more comprehensive support system for all GCA families. The goal of the Family Academic Support

Team is to provide support to teachers, students and families to improve retention, attendance and compliance.

CLASSROOM ORGANIZATION AND STRUCTURE

Teaching and learning, specifically classroom instructional time is a hallmark concern for the whole school community. Classes are generally heterogeneous in nature

with minimal ability grouping. Efforts are made to keep interruptions to a minimum. At the beginning of the school year, students are taught how classes are

organized, how to use the tools within the virtual classroom, and how to connect with teachers outside of virtual classroom instruction. Additionally, students are

reminded of expectations for appropriate virtual learning behavior, including how to prevent and handle instances of cyberbullying and the importance of protecting

their privacy in a virtual world. Students are encouraged and assisted in reaching their full potential. Teachers are encouraged to peerevaluate colleagues for

effective classroom strategies and to improve classroom organization and structure. Furthermore, teachers are provided routine feedback from Department Chairs

and Lead Teachers, as well as members of the administration team, in improving their organization and structure.

STRATEGIES TO IMPROVE SCHOOL CLIMATE

An intensive effort is being made to constantly improve the school environment in order to promote positive student attitudes and behaviors. Significant attention is

directed toward the following: positive studentteacher interactions; curriculum that elicits student interaction, involvement and thinking; teaching methods that are

interactive and motivating; multicultural curriculum that enhances personal and crosscultural understanding and respect; and efforts to provide recognition for

achievement. Teachers and other members of the school staff actively promote recognizing each student’s individual talents and accomplishments. School

assemblies are one venue where students are recognized for their achievements—in and out of school—and allow students to opportunity to interact with one

another and with their teachers. Students have the opportunity to attend peer mentoring sessions, participate a variety of clubs, and attend instructional and

recreational activities with one another. Students are also encouraged to participate in programs such as Red Ribbon Week, Fire Prevention Safety week, and other

awareness programs that foster collaboration, growth, and engagement with peers.

PARTICIPATION AND INVOLVEMENT

The total school community has a strong sense of ownership and commitment to the activities of the school. Parents/guardians are involved in decisionmaking

whenever possible. A homework/information system is in place. A school website publicizing school events is utilized. At the beginning of each year,

parents/guardians are requested to fill out release of liability forms and emergency contact forms, which enable the school to contact the parent/guardian or other

person in case of an emergency. Our Family Engagement Coordinators ensure each and every GCA family is connected, effective and engaged. They provide new

family orientations and assistance, information on many parent trainings through Parent University and K12 Parent Workshops.

SUPPORT AND RECOGNITION

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Positive recognition of appropriate behavior and achievement is emphasized. Students receive recognition in the following area: academics, citizenship, attendance,

school spirit, and other extracurricular activities. Positive student recognition’s (i.e., student of the month; citizenship, attendance) are highlighted in school

publications and during school wide assemblies. Teachers are recognized for their contributions to the school through weekly school bulletins (TGIFs) and at Staff

Meetings. Notes of recognition and periodic celebrations are held in support of teacher contributions to the school and district. Teachers will be given opportunities

to participate in coursework, seminars, and workshops, with emphasis on those that deal with issues related to violence prevention. Recognition of staff

achievement is high priority for GCA administration. Regular school attendance is important for students and school officials alike. As an incentive, GCA recognizes

its students for “perfect attendance” at the end of the school year during school celebrations.

SUPPORT SERVICES

Teachers and guidance counselors work with individual students to assist with personal, social, or emotional problems that may interfere with a student’s learning.

The Family and Academic Support Team is an option that is available when an individual teacher needs further assistance in handling a particular situation.

Appropriate referrals are made to various social service agencies. Other support services include Exceptional Student Personnel (ESP), LC Mentors and Psychological

Services.

BEHAVIORAL EXPECTATIONS

A clearly defined set of discipline and behavioral expectations is developed through input from the entire school community and coordinated through the safe School

Committee. School rules and dress codes for outings can be found in a publication distributed the first day of school and in the GCA District Handbook. Teachers

discuss schoolwide rules and teams rules during welcome calls. Parents/guardians are asked to review the handbook with their child. Rules are fair and consistently

implemented. Students understand that they must be responsible for their actions. High expectations for students are stressed school wide at GCA. Expectations

are posted in classrooms.

DISCIPLINE AND CONSEQUENCES

A comprehensive and consistently implemented discipline policy is place. Disciplinary consequences are fair and known to students, staff, and parents. Procedures

and policies for reporting criminal behavior during the school day and during outings are available through handbooks and school policy manual to staff members

and students. Student searches may be made by the principal or his designee. Searches, including searches with metal detectors, must be based on reasonable

suspicion. Reasonable suspicion includes statements by other students, faculty members, or other reliable persons who claim to have seen a student in possession of

contraband, guns, weapons, etc. Searches will be conducted by the principal, assistant principals, or the local Police Officer with a witness. Searches will be no more

intrusive than necessary and will be conducted in the privacy of an officer, if possible.

STUDENT CONDUCT

The law 2021184 declares:

(a) Any teacher or other person employed by the school system who has reasonable cause to believe that a student at that school has committed any act

upon school property or at any school function, which act is prohibited by any of the following:

1. Code Section 16521, relating to aggravated assault if a firearm is involved:

2. Code Section 16524, relating to aggravated battery;

3. Chapter 6 of Title 16, relating to sexual offense;

REPORTING OF CHILD ABUSE

Section 1975 states School teachers and administrators having reason to believe that children within their care under 19 years have been abused by a parent or

caretaker are required to report the incident to a child welfare agency providing protective services or to appropriate police authority. Anyone making such a report

in good faith is entitled to immunity. See Code Section 1612100. (I and IDAC, supra., and OCGA 1975 (e) (as amended, 1993). Under OCGA 19151, et seq., each

county is required to establish a child abuse protocol through a child abuse protocol committee.

REPORTING SUSPECTED STUDENT ABUSE -- GEORGIA CYBER ACADEMY

The reporting of child abuse, including sexual and physical abuse, is a sensitive and serious matter that deserves our attention. The Official Code of Georgia

annotated, Section 1975 sets forth penalties for mandated reporters who fail to report such abuses. Child abuse is defined as physical injury or death inflicted upon

a child, neglect or exploitation of a child, sexual abuse of a child, or sexual exploitation of a child. All teachers, administrators, guidance counselors, social workers, or

school psychologists are mandated reporters under the statute. You are encouraged to read the statute in its entirety and please see your principal or supervisor if

you have any questions.

When in doubt, the best course of action is to report suspicions to your principal or supervisor. Any person or official required by this code section to report

suspected case, who knowingly and willfully fails to do so, shall be guilty of a misdemeanor. Such an offense is punishable by a fine of up to $1,000.00, imprisonment

for up to one, or any combination thereof. The District Attorney has assured that his office will prosecute those who do not comply with the law in these cases:

1. When a staff member receives a report a student concerning alleged abuse

either by another staff/faculty member or someone outside the school, a

report must immediately be made to the Family Resource Coordinator Social Worker.

This report should be in written form and should include all details related

by the student and the date and time. All reports must be placed using the student referral tracker.

2. The Family Resource Coordinator Social Worker, upon receipt of such a report, must

immediately report this allegation to the appropriate authorities

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3. The local authorities, upon receipt of such report, shall respond to the school as soon as possible to begin investigation of the incident. No principal

or other administrator shall interview the student until an Investigator or other responding officer of the student’s local county Police Department is

present. This is to protect the student from being forced to report the facts of the incident over and over.

4. Georgia Cyber Academy representative shall document

all details of each such investigation, even where there is no reasonable

cause to believe that the student has been abused.

5. Upon receipt of a report of abuse, the Family Resource Coordinator Social Worker.

shall make an immediate oral report to the Department of Family and Children Services and shall document the date and time of the report.

6. When, in the process of investigating a report of abuse, it is discovered by

the Family Resource Coordinator Social Worker that the alleged abuse occurred off of school grounds, either at home or otherwise, they shall contact

the appropriate law enforcement agency and not proceed any further until that agency shall be present. This should take place at the earliest possible

time.

7. The Head of School and/or Deputy Superintendent shall be notified of the

alleged abuse.

8. If a staff member is charged with or convicted of student sexual abuse

after previous allegations were reported and no followup was done by

staff member or an administrator the staff member or administrator could

face SERIOUS CONSEQUENCES IMPOSED BY THE

GEORGIA CYBER ACADEMY, INCLUDING

POSSIBLE TERMINATION.

EMERGENCY PREPAREDNESS PLAN

An Emergency Preparedness Plan is updated on a yearly basis and is kept on file at the GCA main office. This plan includes emergency telephone numbers, contacts,

and procedures.

METAL DETECTORS

Hand held metal detectors will be used when there is reasonable cause to search for a weapon at school outings.


11. Title I, Part A

A description of the poverty and school eligibility criteria that will be used to select attendance areas for schools eligible for funding through Title I, Part A and school eligibility for grant opportunities through Title II, Part D.

Census Data drives the allocation to the State and then to GCA– based on counts of students. U.S. Census Bureau establishes states' poverty percentage and U.S. Department of Education establishes the states' allocations. Since GCA is a single charter system, there are no attendance zones. The state calculation determined the FRM as 29% of GCA's total population. The total number of verified students is 3,971.


12. Title I, Part A; Title I, Part C; Title IV

A description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children most in need of services in Title I targeted assistance schools.

As a School Wide Title I school, there are several areas Georgia Cyber Academy analyzes to determine its most at-risk population. The areas relate to performance in math, language arts, social studies and science. Faculty members will use, standardized test scores, Dibels, Study Island© interim assessments, USA Test Prep, tier levels on the Response to Intervention process and teacher recommendations based on specific past events such as retention and present observations.

Not applicable; LEA operates a school wide program. In the event a student enrolls that would be eligible for Migrant services, most at-risk students in this subgroup will be determined as the Migrant Advocate completes the Priority of Service (PFS) report. This is a list of enrolled students in grades k-12 and the identified factors that he/she met criteria. This report will be updated throughout the semester and returned to the MEP office for updating in the database. This report will be available for the first and second semester.


13. All Programs

A general description of the instructional program in the following:

a. Title I schoolwide schools, b. Targeted assistance schools, c. Schools for children living in local institutions for neglected or delinquent children, and d. Schools for children receiving education in neglected and delinquent community day programs, if applicable.

Georgia Cyber Academy is a Title I school and is committed to providing a rigorous Common Core Georgia Performance Standards (CCGPS) based curriculum and solid system of family support and engagement for all students. Georgia Cyber Academy students are provided coursework in Math, English Language Arts/Reading, Science, and Social Studies as well as elective coursework. The Scantron Performance Series™, an adaptive diagnostic assessment, is administered at the beginning of the school year to determine math and reading levels in order to facilitate an individualized

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instructional plan for each student. Georgia Cyber Academy also incorporates quarterly standards-based interim assessments through USA Test Prep in grades 3-12, ongoing assessments in the OLS/OMS/OHS, screeners such as GKIDS and DIBELS, and the Performance Learning Assessment in k-8. GCA has chosen the K¹² curriculum and patented methodology for online schools because it is specifically designed to help children exceed state and national standards in distance learning environments.

Georgia Cyber Academy expects daily monitoring of students by the Learning Coach and/or legal guardian for K-8 students as well as high school students in the virtual academy. Supporting and monitoring instruction at home is a critical piece to the success of our academic program. GCA's program is challenging and time intensive. The Online School and its curriculum have the flexibility that allows for students to be challenged according to their mastery of skills. The responsible adult (the learning coach) for most elementary students spends between 20% and 30% of the day actually online and the remainder of their time working offline with their children in workbooks, printed lessons, or other related activities. Middle school students and parents may spend between 40% and 60% of their time on their computers. High school students can expect to spend 60% to 80% of their time on their computers actively engaged in the curriculum and live instructional support. Parents are required to ensure attendance is met and students are engaging in school.

The expectations of the educational model are:

Daily interaction between learning coach/parent and the student to ensure active engagementMaintain daily attendance and ensure consistent academic progressCheck K-Mails (internal email communication) daily and respond as required in a timely mannerSubmit portfolio and class assignments on or before due datesParticipation in:

o Online school curriculum

o Conferences

o Class Connect sessions for students as recommended

o Parent workshops

o School & state testing (see State Testing requirements)

Georgia Cyber Academy encourages students to complete all lessons within each content area course, since courses in the subsequent grade levels assume completion of lessons in the prior grade. A lesson is completed when the student has mastered the objectives as measured by the lesson assessment. It may not be necessary to teach every lesson if the student can demonstrate mastery of the objectives on the assessments. Flexible scheduling driven by content mastery is a hallmark of the online model. Learning Coaches and students work very closely with their teachers to decipher the best course of action when determining lesson planning and assessment completion.

he Online School (OLS) is designed to collect and record data that substantiates the academic progress of each student. Therefore, it is mandatory that the OLS be used to enter attendance and assessment data that reflects the standing of the student. The OLS data serves as the primary tool for determining advancement into subsequent course levels. It is essential that parents of students in the virtual academy component understand that by signing on with GCA, they agree to participate in the program as designed, including documenting regular and appropriate academic progress in the OLS; participate in required interactions with assigned teachers; and participate in school and state-mandated academic assessments. Georgia Cyber Academy requires that parents/students submit work assignments to assist teachers with the decision to advance a student to the next course/grade level. Georgia Cyber Academy requires student work to be original, with appropriate citations for references to published works. Parents/ students are provided work assignment guidelines at from their assigned teacher. Work assignments are submitted electronically.

At Georgia Cyber Academy we understand that our school is academically rigorous. Meeting the challenge of completing one year of course work in this model can be demanding. Our GA certified, highly qualified teachers are here to assist parents/learning coaches to meet the associated challenges. A student identified as "at-risk" holds a higher priority of contact as determined by the teacher and the parent, and increased contact may be warranted. Georgia Cyber Academy targets overall class size reductions in order to better serve the specialized needs of students at-risk of not meeting grade level academic standards. It is vital to note that academically at-risk students require a greater commitment to remediation support; attending Class Connect/ Small Group sessions are required for at-risk students. Students with IEP's will also require more interaction and support. The general and special education teachers work in collaboration to ensure the increased support as outlined based on the student's needs. Students who are identified as academically at-risk will receive additional Response to Intervention (RTI) support outlined in their Individualized Learning Plan (ILP). Students and Learning Coaches are required to comply with all ILP recommendations in order to address the current academic needs of the student.

The instructional component of Georgia Cyber Academy is also focused on parental involvement. It is an especially key piece of the educational model in a distance learning environment. The parental involvement provisions in Title I, Part A reflect the 4 main principles of ESEA legislation. Specifically, these provisions stress shared accountability between schools and parents for high student achievement, including expanded public school choice and supplemental educational services for eligible children in low-performing schools, local development of parental involvement plans with sufficient flexibility to address local needs, and building parents' capacity for using effective practices to improve their own children's academic achievement.

Parent involvement is the centerpiece of our Title I School Wide program. Parents play an integral role in their child's education and are encouraged to be active members in that process. Georgia Cyber Academy stresses shared accountability between the school and our families for attaining high student achievement. Our goal is to build the family's capacity for using effective practices to improve their own child's academic achievement. Parent involvement is a vital component of both the success of the student and the school. Georgia Cyber Academy's Student and Academic Family Support Teams ensure that all levels of staff from the teachers to the general office personnel understand how to reach out to and communicate with parents to build ties between parents and the school. Georgia Cyber Academy's Student & Academic Family Support is a systematic model for engagement that applies to 100% of faculty, staff, students, and families.


14. Title I, Part A; IDEA; EHCY

A description of the services the LEA will provide homeless children who are eligible to receive services under applicable federal programs. The description should include the following:

a. An assessment of the educational and related needs of homeless children and youths; b. A description of the services and programs for which assistance is sought to address the needs identified; c. A description of policies and procedures, consistent with section 722(e)(3), that the LEA will implement to ensure that activities carried out by the

agency will not isolate or stigmatize homeless children and youth.

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Georgia Cyber Academy has an appointed liaison between the schools and support systems. GCA has a process in place to identify any homeless children and youth upon enrollment in the schools. The staff is provided ongoing professional development as to the indicators of homelessness and will report any findings to the above mentioned liaison. If a student is identified as homeless, assessment data (DIBELS, GKIDS, CRCT, Georgia Milestones, USA Test Prep, PLA, Scantron, OLS/OMS/OHS progress, etc.) will be used to determine academic needs. Related needs such as internet air cards, school supplies, and transportation will be provided as deemed necessary to these students. The staff will receive on-going professional development on the sensitive nature of stigmatizing students who are homeless. GCA will follow the McKinney Vento guidance and resources available on the GADOE website.


15. Title I, Part A; Title I, Part C; Title III; Title IV; IDEA

In completing this section you should review the parental involvement strategies already defined in your LEA’s parental involvement policy. The policy must include the items below, although other strategies may still be considered. As long as all the strategies below are addressed in your LEA parental involvement policy, it is recommended that you utilize much of that language in the text box below. By doing this, you will have met the requirements in this section for Title I, Part A, however, please be advised you still may need to add additional language for the other federal programs included in this plan descriptor. Please note: You may only include 10,000 characters (which includes letters, numbers, spaces – basically any strike on the keyboard) in the text box below. Therefore, you may need to further summarize the language from your LEA parental involvement policy to address all the required strategies listed.

a. How the LEA included state and local government representatives, representatives of schools to be served, parents, teachers, students, and relevant community-based organizations in the development of the Comprehensive Plan for Improving Student Academic Achievement.

b. How the LEA included opportunities for all parents of students receiving Title I services to be included in the development and yearly revision of the LEA parental involvement policy and in the decisions regarding how the 1% set-aside for parental involvement are allotted for parental involvement activities.

c. How the LEA will provide the coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance.

d. How the LEA will build school and parents capacity for strong parental involvement through the six requirements in law (Section 1118(e)) with particular attention on how to support a partnership among the school, parents, and community.

e. How the LEA will coordinate and integrate parental involvement strategies under NCLB with other community based programs such as Head Start, Reading First, Even Start, State operated preschool programs, etc.

f. How the LEA will conduct an annual evaluation of the content and effectiveness of parental involvement. g. How the LEA will use data from the annual evaluation to design strategies for a more effective parental involvement policy. h. How the LEA will involve parents in schoolwide activities.

At Georgia Cyber Academy parental involvement is a core part of our unique school model. Parents are expected to attend one summer orientation program prior to the beginning of each school year. In addition, fall and spring events for students and parents are scheduled. Parents are notified of important school items via GCA web site www.k12.com/gca ,weekly newsletters, community boards, parent discussion boards and individual teacher newsletters and web sites. In addition, e-mails or notes are sent to parents when important information is to be disseminated at a time other than when the newsletter is sent. Parents are encouraged to communicate with school administration through weekly open office hour time. This time is set aside for parents to ask any questions they may have regarding any aspect of the school. Parents and teachers work collaboratively in regards to frequent conferencing. Parents are given several opportunities throughout the school year to attend workshops on education, child care, curriculum, and best practices for ensuring student achievement in school and at home. Specific sessions will include how to assist your child in the core areas of reading, math in addition to test preparation. Parents also serve on the Georgia Cyber Academy Board of Directors, and provide direct oversight and governance to the school. The majority of Board Members are elected directly by GCA parents. Parents of students enrolled in GCA met with a team of administrators, teachers and board members to first review school data and determine needs based on that data. From there, the team reviewed all available resources and explored alternate education resources with a focus on innovative resources such as online supplemental programs, etc. Additional time was spent in determining costs based on need. A presentation was made to the school board members with a question and answer session following verbally and through email when later questions arose.

Parents are invited to several school wide meetings each year. The meetings consist of the Comprehensive Local Education Improvement Plan (CLIP) which also discusses the Parent Involvement and overall Title I budget, the School wide Planning meeting, Parent Involvement Planning meeting, Compact Planning meeting, Annual Title I meeting, End of year meeting. All of these meetings are conducted by the Title I Coordinator or the Parent Engagement Coordinator. Parents are invited to attend these meetings, (which are conducted virtually) by kmail. Kmail is the internal GCA email communication to all parents and guardians. In addition, the meetings are posted on the GCA event calendar. Faculty members are also invited to attend these meetings through the GCA weekly newsletter. Parents and faculty are provided with an opportunity to provide their input through the chat box, surveys, and through open microphone. Parents are also invited to send any requests to the Title I Coordinator via email.

At GCA, parent involvement is inherent to the success of the student. The school report card and interpretation of state test results are shared with all stakeholders a minimum of one time per year. Continual parent professional development opportunities are provided throughout the year by teachers and administrators. These sessions focus on specific content areas based on defined areas of need. The Family Academic Support Team provided orientation sessions to ensure that all families, even those with low computer proficiency, are able to access, be full participants, and provide valued input in our live sessions. Parent sessions along with survey feedback are consistently utilized as a means to gather parental input. The 1% withholding of funds will directly support these parent sessions as a means of gathering parental input. This 1% set-aside amount includes provision for any guest speakers, necessary materials, and as an avenue to support survey data collection.

To support Learning Coaches, Title I funds are used to hire Family Engagement Coordinators. The coordinators will be working closely with families to assist in all academic areas. The coordinators will provide welcome and orientation sessions for new learning coaches and families. They will be responsible for monthly parent newsletters and conducting monthly parent training sessions to provide strategies for parents on how to further help their child at home. The coordinators will also oversee face-to-face parent meetings throughout the year and will work closely with the Title I Coordinator and with the Community Relations Manager to develop strategies to increase parent involvement. All parents are invited and have full opportunity to participate in all Title I parent meetings. The annual meeting provides an opportunity to learn about the Title I school wide program, and the parent right to be involved in how Title I funding is allocated. The annual meeting is offered twice on meeting day and takes place online at the beginning of the school year (Aug/Sept). Meeting notices are sent via kmail, in monthly newsletters, and are posted on the events calendar. A recording of the meeting is also posted on the GCA Events Calendar. Parents are invited to provide input during the review and revision process for all Title I and school plans (CLIP, School Wide Plan, Annual Survey, Title I parent involvement expenditures). Invitations for this review are sent via kmail, included on the GCA school web-site, and located on the GCA Events Calendar (when in conjunction with a meeting). All plans are attached to the kmail, so parents can review the current plans before attending the meeting to suggest revisions. Parents provide feedback primarily through an online survey but may also do so during Title I or parent meetings. During Title I meetings, the plans are sent out again, and the Title I Director reviews portions of the plans that will need review. All feedback is welcomed and noted for potential changes. Parents share ideas by using the microphone or typing feedback into the chat box. The chat box is then saved for review. Parents are also given the name and contact information of the Title I Director so they can respond at any time with feedback. An additional way we assess the effectiveness of the Title I Parent Involvement Program is through an online parent survey is conducted annually. ALL GCA parents are provided the opportunity to participate and provide feedback to evaluate the content and effectiveness of our school's parental involvement policies and parental involvement activities. Parents receive a survey through kmail and through an announcement on the school's website. Results from this survey are used in the planning of future parent involvement programming.

The school-parent-community partnership is strengthened by the inclusion of parent leaders and community partners at trainings and other events. Veteran GCA parents provide in-person mentoring opportunities to new families or those with struggling students. Community partners offer tutorial and other support services to GCA families and are also utilized for in-person event locations. Further academic and other parent programming opportunities are based on parent requests made within the annual parent survey.

The Family Engagement Coordinators will serve as a liaison between parents and teachers. Parent involvement is a vital component of both the success of the student and the school. The Family Engagement Coordinators will ensure that all levels of staff from the teachers to the general office personnel understand how to reach out to and communicate with parents to build ties between parents and the school.

The Family Engagement team and parent leaders provide training to teachers and staff on effective ways to communicate with parents. These parent presenters offer specific ways that teachers can utilize parents as a resource to assist students and other parents. They share strategies on the most effective ways for teachers to reach out to parents and work with them as equal partners. These presentations are made to the staff a minimum of once per semester at the weekly staff meeting.

The Title I and Family Engagement Team provide a staff training at least twice during the school year to share strategies for parent communication and other parental involvement best practices. This is done with the assistance of parent leaders who are to speak directly to teachers on the best way to work with parents as equal partners in their child's education. The annual parent survey results are also shared with staff. Each school views their parent feedback on various parent programming workshops and determines the types

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of workshops desired by parents. Each school then reviews the school-level goals and prepares a schedule of parent training necessary for the following year. All training and activities are planned with the goal of student academic achievement. The Title I and Family Engagement Team meet with each school to discuss advertisement of the training/event and the procedures that will ensure an effective workshop. All training is listed for parents on the GCA Event Calendar, in newsletters, and is placed on the school website.

During the initial enrollment process the enrollment counselor will assess the language needs of a parent using the English assessment question (Is English the primary language spoke at home?). If the answer is no or if the conversation cannot be followed due to a language barrier, then the enrollment counselor will provide the enrollment package in the known language. If the language is unknown then the enrollment counselor will refer to the office of the Head of School for further assistance. All GCA communications are available in multiple languages. Please contact your child's homeroom teacher for more information. GCA uses the state provided language forms found through Transact: http://www.transact.com/.

GCA provides training at the school level on how to access NCLB required notices and general education notices to parents in multiple languages. Training includes district administrators, school administrations, district support staff, and new/returning teachers. Additionally, GCA contracts with Certified Language Services to ensure that translators are available who are fluent in languages (both written and conversational). GCA requests translated notes and letters when other TRANSACT documents are not applicable. The district website also offers Google Translate.

The Title III Coordinator reviews the TRANSACT program at the beginning of the school year and provides for new staff and other departments to be trained in using the TRANSACT documents. Schools contact the Title III office when they have translation needs. The Title III office is given a list of families who need letters translated in other languages so that mailings are sent in appropriate languages when done from the district office.

Georgia Cyber Academy implements the following actions in effort to facilitate parental involvement and to ensure that information related to the school, parent programs, meetings, and other activities, are sent to the parents of participating children in an understandable format, including alternative formats upon request, and to the extent practicable, in a language the parents can understand.

1. Monthly newsletter on how to support students within the home learning environment2. Quarterly progress monitoring updates and reports regarding the student’s language acquisition progress3. Regular communication from the teachers, via email (include translation widget within email) or phone (have an interpreter available). 4. Family Academic Support Team Strong Start LC videos have transcripts available and are shared with new families needing transcripts over audio for a disability or limited

language need (AT such as screen readers or translation tools are used for access).5. During live events, EL and LEP families are surveyed regarding their attendance and an interpreter is available for the family to fully participate.6. GCA's EL community outreach program provides EL families an online language assistance program (Rosetta Stone).

The annual needs assessment from the previous school year is brought before the senior leadership at GCA and is reviewed in light of current school goals and data. Changes to the survey are made based on this current data and the assessment is edited. Several stakeholders are involved in data study. The title I coordinator, school directors and academic administrator meets with teachers, school leadership members and the PTSO members council to analyze CCRPI data, and curriculum gains goals, and plan strategies to improve teacher retention. The school directors also meet with faculty and staff regarding concerns and report these to the Board of Directors for consideration. The school directors, teachers, Board members and the Academic Administrator also collaborate to ensure availability of resources.

ALL GCA parents are provided the opportunity to participate and provide feedback to evaluate the content and effectiveness of our school's parental involvement policies and parental involvement activities. Parents receive a survey through kmail and through an announcement on the school's website. Results from this survey are used in the planning of future parent involvement programming.

Timeline for Survey Completion

March The Family Engagement/Title I team and other school leaders meet to create the annual parent survey.

April/May All GCA parents are notified via kmail and monthly newsletter about the opportunity to provide input on the annual Title I Parent Involvement Survey The

survey is also available on the school's website.

June/July Survey results are presented to all staff members and are posted on the school website. The Family Engagement/Title I team and other school leaders meet

to revise parental involvement activities for the following school year, based on revised school goals and feedback from the parent survey.

Data is consistently used to prioritize needs. GCA always uses student achievement data and teacher effectiveness data when assessing our priorities as a school. We also have the School Improvement team to review all data and make recommendations

Data is considered from all sources - Title I data, testing data, teacher evaluation data, parent satisfaction surveys, and School improvement team data. This data is reviewed by the leadership team and condensed into focused goals for the upcoming school year. The equity plan is developed based upon these goals.

In the spring of each year, Georgia Cyber Academy will send an email and flyer to all county Head Start and other state-funded preschools to invite all preschool students to a GCA "Kindergarten Round-Up" online event. This meeting will be for all families of preschoolers interested in enrolling at GCA. We will coordinate with the preschools to ensure a smooth transition from the preschool to GCA Kindergarten. To build parent capacity, parental involvement strategies will be shared with parents to support them as they help their child at home.

Upon enrollment, all GCA Kindergarten students will take part in engaging and informative Kindergarten Round-up introduction sessions. Students will participate in a "Welcome to Online Learning" class where they will understand GCA's basic requirements. There is an increased focus on assigning Kindergarten students to teachers within their county/region in order to offer specific, in-person assessment and conferencing. Families have opportunities to attend Back to School events and other in-person events in their area of the state. Students then receive an Individualized Learning Plan (ILP) and will work closely with the Family Engagement/Strong Start team and the Kindergarten teacher to ensure a smooth transition.


16. Title I, Part A

A description of the actions the LEA will take to assist its schools identified as Priority Schools, Focus Schools, and Title I, Part A Alert Schools.

Georgia Cyber Academy is a single school system and has not been identified as a Priority, Focus or Alert school.


17. Title I, Part A

A description of the actions the LEA will take to implement Flexible Learning Program (FLP) for schools identified as Priority Schools, Focus Schools, and (where applicable) Title I, Part A Alert Schools.

Georgia Cyber Academy is a single school system and has not been identified as a Priority, Focus or Alert school.


18. Title I, Part A; Title II, Part A; Title III; IDEA

A description of how the LEA will ensure that teachers and paraprofessionals meet the highly qualified requirements in Title I section 1119, QUALIFICATIONS FOR TEACHERS AND PARAPROFESSIONALS. Description must include:

a. Highly Qualified trend data for LEA and school

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b. Information about numbers of teachers (disaggregated by subject taught and grade level) who lack certification and who are NOT designated as highly qualified;

c. Activities of how the LEA will develop strategies and use funds to support teachers in becoming highly qualified; d. The percentage of teachers and administrators who are technologically literate; the method(s) used to determine teacher and administrator

technology literacy; and strategies the school system will implement to increase the percentage of teachers and administrators who are technologically literate;

e. A description of how the LEA will certify that all teachers in any language instruction educational program for limited English proficient students that is, or will be funded under Title III, are fluent in English and any other language used for instruction, including having written and oral communication skills;

A: Highly Qualified trend data for LEA and school

Trend Data:

2010 - 2 Teachers non HQ

2011 - 2 Teachers non HQ

2012 - All teachers HQ

2013 - All teachers HQ

2014 – All teachers HQ

2015 - 100% teachers HQ

2016 - 100% teachers HQ

B: All teachers are Highly Qualified. 100% of teachers are Highly Qualified. GCA does not have any Paraprofessionals;

To ensure HiQ status of new hires, :

1. The HR coordinator checks all certificates prior to hiring.

2. During the interview, the interview team receives a copy of the certificate.

3. After hiring, teacher documentation is reviewed again by the Title IIA coordinator to make sure the teacher has been hired for an area for which he/she is certified.

4. No teacher is hired without HiQ status.

Although HiQ is not a FY17 Requirement under the new ESSA, GCA will do it’s best to maintain these requirements and stay the course in preparation for the Professional Standards set to be released in FY18.

Teachers will meet quarterly with Title IIA coordinator and school director based on the timelines set in the remediation plan to ensure plan is in compliance and teacher is progressing toward HiQ status. For any GCA teacher not considered Highly Qualified a remediation plan is developed by the Title IIA coordinator in conjunction with the teacher's director and teacher needing remediation, to assist the teacher in meeting the requirement. Specific actions are written in the teacher's remediation plan along with a date of completion. The actions outlined may involve applying for certification or passage of the GACE. Financial support can be provided through Title II-A funds to reimburse teachers for the cost of GACE tests for purposes of adding instructional fields or becoming Highly Qualified, preparation classes, study materials and travel related to taking the GACE.

GCA best practice is to not hire teachers that do not hold a clear-renewable certificate. Certificates are reviewed at the time of hire by the hiring manager, HR coordinator and training coordinator. Teachers certified via a non-renewable (NT) certificate will also be placed on a remediation plan to document the progress from NT status to clear-renewable.

Georgia Cyber Academy will notify all parents of their "Right to Know" the qualifications of their child's teacher to include experience and education. They may make this request of the school principal at any time. The notification of Right to Know is sent home with all students in the student handbook, as well as the Title I handbook. A survey is sent out to all stakeholders to ensure that the handbooks have been read. The survey data is maintained on file at the school. Georgia Cyber Academy will notify the parents when their child is taught for 20 or more consecutive days by a teacher who is not highly qualified by certified letter sent to each of the affected students. Most of the Title IIA funds that support remediation of plans are directed toward GACE costs. This is to ensure that our teachers are not only HiQ under our charter school exemption but also fully certified. If a non HiQ substitute teacher is used for more than 20 days the academic administrator working in conjunction with the school operations manager will provide the Title IIA Coordinator with copies of the certified mail receipts and a copy of the dated letter.

.

The percentage of teachers and administrators who are technologically literate; the method(s) used to determine teacher and administrator technology literacy; and strategies the school system will implement to increase the percentage of teachers and administrators who are technologically literate - As a virtual, online school all teachers and administrators are technologically literate. In addition, all faculty members participate in bi-monthly technology training and also receive extensive asynchronous technology training from K12 aligned to INACOL standards.

A description of how the LEA will certify that all teachers in any language instruction educational program for limited English proficient students that is, or will be funded under Title III, are fluent in English and any other language used for instruction, including having written and oral communication skills - All ESOL teachers have received ESOL certification as verified from the PSC and are fluent in English. At this time our ESOL population is less than 30 students and we use Transact to translate any documents that require translation.


19. Professional Learning; and all federal programs

A description of how the LEA will provide training and/or incentives to enable teachers to:

a. Teach to the needs of students, particularly students with disabilities, students with special learning needs (including those who are gifted and talented), and those with limited English proficiency;

b. Improve student behavior in the classroom; c. Involve parents in their child’s educations; and

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d. Understand and use data and assessments to improve classroom practice and student learning. e. Become and remain technologically literate.

Coordination of funding from Title I and Title II Part A will be handled by the Title 1 Coordinator in along with the school's administration, the senior manager of federal programs Director of Federal Programs, and the school's finance coordinator. Required documentation in the form of spreadsheets will be maintained to ensure integrity in spending. The goals and objectives associated with each plan and funded activity will involve senior management, school administration and the planning committee to ensure that all activities are consistent with the school's goals and mission.

Professional Development is considered critically important in ensuring that the staff is optimally effective in teaching in a virtual environment and addressing the Georgia Performance Standards in their daily instructional practice. Georgia Cyber Academy uses the national Standards for Quality Online Teaching, published by the International Association for K-12 Online Learning (iNaCOL) as its guide for targeting necessary teacher skills and professional development requirements. Georgia Cyber Academy will provide its teachers with a comprehensive teacher training and professional development program to equip teachers with the following:

A working knowledge of the K12 curriculum and Georgia Performance Standards

Strategies and best practices for virtual learning and instruction

How to develop Individualized Learning Plans

How to utilize and navigate the tools of the Online School

Data Driven Instruction and how to utilize test results to guide instruction

Knowledge of school processes and policies

How to foster a virtual school community

Strategies to meet the needs of diverse learners

Strategies for closing the achievement gap amongst subgroups

Effective Leadership Development

Georgia Cyber academy teachers will participate in the following professional development activities designed to hone their understanding of the curriculum and accountability measures:

Georgia Cyber Academy New Teacher Orientation Training Course: All new teachers and staff will complete a two-week self-guided teacher-training course developed specifically for Georgia Cyber Academy. This online course contains video tutorials, daily live sessions, and documents designed to prepare teachers for the first few weeks of school. The Training & Development Coordinator provides individualized support throughout the employee's onboarding and orientation training. In addition, Georgia Cyber Academy new teachers and staff complete a self-paced training curriculum through K12. This series of trainings, both synchronous and asynchronous, includes "the basics" of curriculum, assessment tools, personalizing instruction, grading and report cards, communication and essential OLS tools. After completion of both GCA and K12 new teacher courses, teachers are ready to begin working instruction. Personalized instruction and OLS tools includes direction related to providing for the diverse needs of various student populations and academic abilities. Students may receive different on-line instruction based on learning needs. Teachers learn to accommodate diverse needs in the OLS platform. Modifications or curriculum substitutions can be made for students receiving special education services.

Georgia Cyber Academy Mentor Program: During the third week of onboarding, teachers begin working with a mentor teacher that is assigned within the grade-level or department the teacher will be working. Mentors are provided a comprehensive checklist to complete in the weekly meeting with the new hire. Any areas of additional support are noted and mentor teacher will follow up with school or department training point of contact and/or lead teacher as needed. When possible, mentors are assigned geographically as well to encourage face to face support. If this is not feasible, the mentor supports the teacher virtually though synchronous meetings and support sessions. Mentors work throughout a new teachers first year to provide continuous discussion related to meeting the diverse needs of students in a virtual school environment. This discussion and on-the-job training provides growth opportunities for creating individualized learning plans and making data driven instructional decisions for students. Mentors support new teachers in learning to navigate the individualized offerings at GCA and support school wide professional development that is targeted to meet diverse student needs.

New Teacher Face-to-Face Training: In addition to the self-guided course, Georgia Cyber Academy offers new staff a face-to-face orientation session prior to the beginning of school starting, as well as monthly new hire face-to-face sessions for new teachers beginning throughout the school year. Administrators and school-level training contacts present, providing school-specific training and support. New hires are afforded the opportunity to meet face to face and ask any questions they have before receiving their mentor and beginning to shadow classes and conferences. During this training new teachers are introduced to the book, Driven by Data, by Paul Bambrick-Santoyo and the data driven principles adopted by the school. Teachers are introduced to the data driven action planning model that is utilized. Assessment data sources and reports are shared with teachers and a training introduction on data use is provided. This professional development series is on-going and is designed to target diverse needs of the student population. Teachers are also provided introductory training on creating individualized learning and action plans for all students.

Ongoing Teacher Training: Continuing throughout the school year, Georgia Cyber Academy teachers and staff will complete trainings offered through K12 featuring additional information and complex features of the Online School, instructional processes, and other processes that teachers need to implement once school is successfully underway. Returning staff members are assigned a training that specifically targets advanced applications, new concepts and serves as a refresher on basic skills. Teachers are continuing to receive training and implements Teach like a Champion strategies. This professional development series utilizes formative practices and instructional classroom techniques that can be used in a virtual classroom to ensure that all students are engaged in instructional activities. The strategies taught in this series ensure that teachers are increasing their ability to instruct varying levels of students based on their unique learning needs and abilities. Teachers are also afforded the opportunity to participate in Professional Learning Communities with other teachers across the K12 network.

Georgia Cyber Academy Professional Development Sessions: Teachers will attend ongoing professional development activities throughout the year. Presenters with various backgrounds and areas of content expertise conduct live virtual sessions. Teachers are required to attend monthly sessions throughout the year, which include topics such as: Teaching like a Champion 4-Part Series, Formative Instructional Practices monthly 5-part series, Data-Driven Instruction monthly series involving analyzing and using data collected to improve student achievement, and Ruby Payne's strategies for reaching learners in poverty. The Teach like a Champion series serves as a method to develop teachers in virtual education methods to provide instruction to a diverse population of students in an on-line classroom environment. The FIP series increases teachers’ knowledge by providing real examples of how to use formative practices in a virtual classroom to increase student engagement and achievement. Through DDI professional development teachers are learning to create better assessments, gather data, analyze data, make data driven decisions, and use data conclusions to drive instruction and planning. This training establishes data practices that identify at-risk students and student populations. Data action planning is also part of this training. Teachers are using assessment data to create action plans that target the needs of individual students and student groups to meet the varying needs of all students.


Effectiveness of Professional Development: Georgia Cyber Academy teachers will be surveyed regularly regarding their satisfaction with professional development activities and areas in need of additional work. In addition, school support areas are also undergoing ongoing evaluations of professional development activities. Assessment of effectiveness and satisfaction is embedded within the learning activities. Review of the assessment data occurs throughout the year and informs and adjusts modifications to the PD activities and goals. Georgia Cyber Academy will use Title II Part A funding as supplemental funds for teachers to attend conferences and other identified PD activities which would not be possible without the Title IIA monies. Before title monies are used, the activity must be approved in advance and documentation of attendance (agenda, transcript), etc.) is required.

Georgia Cyber Academy utilizes the School Improvement Network software “Edivate 360” to provide teachers annual parental engagement and classroom management/student behavior trainings. The parent engagement training explains the Family Academic Support Teams (FAST) parental engagement support as well as the processes and procedures of their department. Additionally, the FAST teams’ annual parental engagement training includes teacher parental engagement strategies that can be implemented in the teachers classroom in order to increase parental involvement.

Georgia Cyber Academy provides all teachers classroom management professional development by utilizing the School Improvement Network software “Edivate 360.” GCA teachers are sent specific classroom management modules during the school year to ensure that their classroom management professional development needs are addressed.

Georgia Cyber Academy designs a series of trainings that involve technological tools, system tools, operational tools, and digital programs. These trainings are provided to all new virtual teachers on top of the mandatory face to face orientation. In addition, teachers are given access to a library of online resources that contain technological literacy training modules which can be accessed anytime.

Training to meet the needs of students with limited English proficiency:

The ELA will provide monthly trainings for the EL staff to address needs of teachers and students. The ELA will provide quarterly training for the staff during general staff meetings to meet the needs of differentiation in GE homerooms. The ELA will also observe EL teachers and GE teachers with EL population to provide feedback on differentiation practices used.

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The district will attend and participate in available professional learning opportunities by sending the coordinator and available EL teachers.


20. Professional Learning and all federal programs

A description of how the LEA will develop a three-year professional learning plan that will be included in the LEA Comprehensive System Improvement Plan according to the requirements in Rule 160-3-3-.04 PROFESSIONAL LEARNING.

Each year Title Program Coordinators, in conjunction with district leadership, facilitate a comprehensive needs assessments process among all internal and external stakeholders including teachers, school level leadership, parents, community/business organizations, and post-secondary institutions. Surveys are conducted using an online survey tool. In an effort to determine recruitment and retention needs, administrators examine the Equity Data on the GaPSC website to review data of teachers and years of experience to determine upcoming needs due to retirement, etc. Additionally, student performance data is gathered from a variety of internal and external assessment metrics. Title Program Coordinators review all data with district leaders and the Georgia Cyber Academy Board within a continuous cycle of inquiry to determine the needs of the system relative to the allocation of Title II-A resources and other funding measures to determine short term and long term professional learning plans.

Data sources include but are not limited to equity reports, HiQ status, class size reports, stakeholder survey results, and student achievement data from Georgia Milestone assessments, Writing Assessments, Scantron Performance Series Growth Index, CCRPI ratings, RtI Tracking, and Teacher Evaluation ratings. Data is consistently analyzed to identify and prioritize needs. Georgia Cyber Academy uses student achievement data measured within CCRPI ratings and teacher effectiveness data when assessing continuous improvement goals. The School Improvement Team works in conjunction with Title I and Title IIA Coordinators to review aggregate data from all stakeholders. Recommendations are then made to prioritize needs within the school year budget. Recommendations of prioritized needs are communicated to stakeholders in the annual School Achievement and Improvement Plan with regard to ongoing professional development needs.

Georgia Cyber Academy New Teacher Orientation Training Course: All new teachers and staff will complete a self-guided teacher-training course developed specifically for Georgia Cyber Academy. This course is delivered through Course sites, and contains online video tutorials, daily live sessions, and documents designed to prepare teachers for the first few weeks of school. In addition, Georgia Cyber Academy new teachers and staff complete a self-paced training curriculum through K12. This series of trainings, both synchronous and asynchronous, includes "the basics" of curriculum, assessment tools, personalizing instruction, grading and report cards, communication and essential ONLS tools. After completion of both GCA and K12 new teacher courses, teachers are ready to begin working instruction.

Georgia Cyber Academy Mentor Program: Teachers begin working with a mentor teacher that is assigned within the grade level or department the teacher will be working. Mentors are provided a comprehensive checklist to complete in the weekly meeting with the new hire. Any areas of additional support are noted and mentor teacher will follow up with school or department training point of contact and/or lead teacher as needed.

New Teacher Face-to-Face Training: In addition to the self-guided course, Georgia Cyber Academy offers new staff a face-to-face orientation session prior to the beginning of school starting as well as monthly ongoing New Hire Face-to-Face Orientations for teachers hired throughout the school year.

Ongoing Teacher Training: Continuing throughout the school year, Georgia Cyber Academy teachers and staff will complete trainings offered through K12 featuring additional information and complex features of the Online School, instructional processes, and other processes that teachers need to implement once school is successfully underway. Returning staff members are assigned a training that specifically targets advanced applications, new concepts and serves as a refresher on basic skills.

Georgia Cyber Academy Professional Development Sessions: Teachers will attend ongoing professional development activities throughout the year. Presenters with various backgrounds and areas of content expertise conduct live virtual sessions. Teachers are required to attend monthly sessions throughout the year, which includes topics such as: Teaching Like a Champion 4-Part Series, Formative Instructional Practices monthly 5-part series, Data-Driven Instruction monthly series involving analyzing, using data collected to improve student achievement, and analyzing and incorporating Ruby Payne strategies to close the achievement gap and meet the needs of our diverse population, etc.

Professional Learning community:


Effectiveness of Professional Development: Georgia Cyber Academy teachers will be surveyed regularly regarding their satisfaction with professional development activities and areas in need of additional work. In addition, school support areas are also undergoing ongoing evaluations of professional development activities. Assessment of effectiveness and satisfaction is embedded within the learning activities. Review of the assessment data occurs throughout the year and informs and adjusts modifications to the PD activities and goals. Georgia Cyber Academy will use Title II Part A funding as supplemental funds for teachers to attend conferences, provide a stipend for mentors, as well as other identified PD activities which would not be possible without the Title IIA monies. Before title monies are used, the activity must be approved in advance and documentation of attendance (agenda, transcript), etc.) is required.


21. Professional Learning; and all federal programs

A description of the activities that the LEA will carry out with program funds, including professional learning for teachers and principals and how their activities will align with challenging state academic standards. The description should outline the LEA professional learning programs and sources. The LEA professional learning programs should be consistent with nationally established criteria for quality professional learning, with such characteristics as incentives, self-directed learning, and authentic connections to actual work.

Coordination of funding from Title I and Title II Part A will be handled by the Title 1 Coordinator, Title IIA Coordinator, along with the school's administration, the senior manager of federal programs Director of Federal Programs, and the school's finance coordinator. Required documentation in the form of spreadsheets will be maintained to ensure integrity in spending. The goals and objectives associated with each plan and funded activity will involve senior management, school administration and the planning committee to ensure that all activities are consistent with the school's goals and mission.


22. Title I, Part A; Title I, Part C; Title I, Part D; Title III; Title IV, Part A

A description of how the LEA will notify private schools of availability of funds to serve eligible children in each applicable federal program.

As a one school district and a charter school of choice, we have no private schools that we serve.



A description of the process the LEA will conduct annually to review and revise the LEA Comprehensive Plan for Improving Student Academic Achievement.

Georgia Cyber Academy utilizes a School Improvement Plan/School Wide Plan Student Achievement Improvement Plan (SAIP) which is a strategic planning process for analyzing data to develop a result-based accountability plan. The SIP/SWP SAIP is a collaborative process with the singular purpose of developing data driven planning that will anchor decisions and drive instructional strategies and is aligned to the school improvement

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template from our accrediting agency, AdvancEd (SACS). The goals and objectives of the plan are written and communicated through an action plan with accountability measures and timelines. The SIP/SWP SAIP is monitored on a continual basis as assessment data is received and thoroughly analyzed to determine the extent to which goals are on track to be met and to assure that adequate resources are available. All stakeholders (parents, community members, teachers and administrators) are involved with the SIP/SWP SAIP development, implementation and review.


24. Title I, Part A; Title I, Part C

A description of how the LEA will provide supplemental support services for advocacy and outreach activities for migratory children and their families, including informing such children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services.

At this point, Georgia Cyber Academy serves no migratory children or formerly migratory children. Since Georgia Cyber Academy is, in effect, a school system consisting of only one school, should we have migratory and formerly migratory children they will be served in the same manner as other students. Each student will be assessed on an individual basis, with extra consideration being given to teacher observations, academic records, and grades should other evaluation tools such as standardized test scores or parental components be missing. If necessary, a bilingual teacher's assistant or teacher shall be employed to communicate with parents and students. Year round services would be available, if necessary.

In addition to local resources, coordination with the GaDOE Migrant Education Program (MEP) Consortium staff at Abraham Baldwin Agricultural College (ABAC) will occur to provide supplemental services to eligible migrant participants. When a school submits a records request, a requests are processed by the school registrar and a copy of all records are scanned and sent electronically.


25. Title I Part A; Title I, Part C

A description of how the LEA will promote interstate and intrastate coordination of services for migratory children, including how the LEA will provide for educational continuity through the timely transfer of pertinent school records, including information on health, when children move from one school to another.

At this point, Georgia Cyber Academy serves no migratory children or formerly migratory children. Since GCA is, in effect, a school system consisting of only one school, should we have migratory and formerly migratory children they will be served in the same manner as other students. Each student will be assessed on an individual basis, with extra consideration being given to teacher observations, academic records, and grades should other evaluation tools such as standardized test scores or parental components be missing. If necessary, a bilingual TA or teacher shall be employed to communicate with parents and students. Year round services would be provided. Should that student leave our school, we will transfer all records to the subsequent school following our standard procedure. To insure that this information is available when they register at another school, a copy of all records will be given to the parents.


26. Title I Part A; Title I, Part C

A description of how the LEA will identify and recruit eligible migrant families and youth moving into or currently residing in the district.

Georgia Cyber Academy currently serves no migratory children or formerly migratory children.

The GaDOE Occupational Survey is used during the online registration process.

Has your family moved in order to work in another city, county, or state, in the last three (3) years? __Yes __No

If so, what is the date your family arrived in the city/town you reside? ___________________________

Has anyone in your immediate family been involved in one of the following occupations, either full or part-time or temporarily during the last (3) years? (Check all that apply)

1) Agriculture; planting/picking vegetables or fruits such as tomatoes, squash, grapes, onions, strawberries, etc.

2) Planting, growing, or cutting trees (pulpwood)/raking pine straw.

3) Processing/packing agricultural products

4) Dairy/Poultry/Livestock

5) Meatpacking/Meat processing/Seafood

6) Fishing or fish farms

7) Other (Please specify occupation):_____________________________________________________

A report can then be pulled to review the answers submitted. Based on responses, when both yes and one or more of the boxes from 1 to 7 is/are checked, the forms are then shared with the GaDOE MEP Regional Office as indicated on the bottom of the form. Additionally, parents of new GCA

students complete the registration process on-line via the K12/GCA website. They complete multiple registration form sections in this process. The on-line form contains the occupational survey. The Occupational Survey contains all migrant identification questions as outlined and written by the Georgia Department of Education. New students complete the occupational survey during registration/enrollment cohorts occurring on 8/17, 8/24, 8/31, 9/26, 1/11 and 1/25 during the 2015/16 school year. Dates will be approximately the same in 2016-17. Returning students complete the occupational survey yearly during the reregistration window which occurs in the spring of the previous school year. The Migrant Education Liaison pulls a “Registration Questions” report from the SIS weekly during all reregistration and registration/enrollment cohort windows. She utilizes this report to identify possible migrant students based on responses to the Occupational Survey questions for referral to the MEP Regional Office. In the event a student enrolls that would be eligible for Migrant services, most at-risk students in this subgroup will be determined as the Migrant Advocate completes the Priority of Service (PFS) report. This is a list of enrolled students in grades k-12 and the identified factors that he/she met criteria. This report will be updated throughout the semester and returned to the MEP office for updating in the database. This report will be available for the first and second semester.



A description of how the LEA will provide resources for the purpose of establishing best practices that can be widely replicated throughout the LEA and with other LEAs throughout the State and nation.

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Because Georgia Cyber Academy is part of a nationwide system of virtual schools, professional development meetings occur monthly (if not more often). In addition, teachers are brought together in a face to face environment for professional development a minimum of three times a year (to consist of at least two days each). GCA faculty and staff are also encouraged to attend relevant and approved conferences and redeliver research and best practices with colleagues.



A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access.

The use of technology by students, teachers and administrators is inherent to the Georgia Cyber Academy model. Teachers monitor and provide direct instruction via web based conferencing tools daily. Teachers and families have access to full time tech support as well.



A description of the LEA’s long-term strategies for financing technology to ensure that all students, teachers, and classrooms have access to technology, technical support, and instructional support.

Georgia Cyber Academy currently provides one computer per family and internet reimbursement based on financial need. This is determined through the Family Income survey

taken at enrollment and annually. All teachers are provided a laptop and all have internet access. Both families and teachers are provided training support in terms of using

technology: both hardware maintenance and software applications.



A description of how the LEA will evaluate the extent to which technology integration strategies are incorporated effectively into curriculum and instruction. Describe how the LEA will ensure ongoing integration of technology into school curriculum and instructional strategies so that technology will be fully integrated.



A description of how the LEA will encourage the development and utilization of innovative strategies for the delivery of specialized or rigorous academic courses and curricula (e.g., distance learning).


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