Plan life cycle | Clayton County Schools

Who are we?

Where are we now?

Performance Data
Financial Data
StakeHolder Input
SWOT

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Beliefs

We believe children have the first priority and right to all fiscal and human resources.
We believe educational practices should be equitable and multicultural with the understanding that education is the shared responsibility of the scholar, the parent/guardian, the school, and the community.
We believe communication and understanding among all stakeholders of our diverse community are essential to achieving the goals of education.
We believe a learning environment where everyone experiences security, care, dignity, and respect is essential.
We believe that arts and culture cultivate the whole child, gradually building literacy while developing imagination, skill, reasoning, and intuition into unique forms of expression and communication.
We believe that equality is a fundamental human right and a necessary foundation for scholars everywhere.
We believe that integrating financial literacy education throughout the K-12 experience represents a promising opportunity to reach scholars at pivotal points in their development and financial lives.

StakeHolder Input

SWOT

Strategic Goals, Strategic Priority

Strategic Goal I-To increase and accelerate academic achievement in all content areas and literacy levels for all scholars, to include students in all special programs, in Clayton County Public Schools as evidenced by local, state, national, and international assessment results
Strategic Goal II-To recruit, develop, and retain highly qualified and effective staff
Strategic Goal III-To create an equitable and safe environment that promotes active engagement, communication, accountability, and collaboration of all stakeholders to maximize student achievement
Strategic Goal IV-To provide high quality, equitable support services delivered within budget to promote high performance in the Clayton County Public Schools.
Strategic Goal V-To create and assess equity metrics that include dedicated resources, both fiscal and human capital, instructional programming, organizational structures, policies, etc.
Strategic Goal VI-To establish a creative district where scholars and the community have access to the arts and cultural experiences and resources that support collaborative and individual creative pursuits

Performance Objectives, Measure and Targets

- Performance Objective 1-1.1: From 2021- 2026, Clayton County Public Schools and every school will demonstrate eight percentage points growth each school year for students scoring at the proficient and distinguished levels as evidenced by state, national, and international assessments.
- Performance Objective 2-1.2: From 2021- 2026, Clayton County Public Schools and every high school will increase the graduation rate from 76% (2021) to 90% or higher.
- Performance Objective 1-2.1: From 2021- 2026, Clayton County Public Schools will recruit employees who meet district, state, and national standards.
- Performance Objective 2-2.2: From 2021-2026, Clayton County Public Schools will support staff retention efforts by providing opportunities for personal and professional growth.
- Performance Objective 1-3.1: From 2021-2026, Clayton County Public Schools will enhance the utilization of technology to decrease response times to crises occurring on campuses by 10%.
- Performance Objective 2-3.2: From 2021-2026, Clayton County Public Schools will publicize/promote the goals, programs, services and activities of the school district as well as enhance collaboration of all internal and external stakeholders
- Performance Objective 1-4.1: From 2021-2026, Clayton County Public Schools will ensure scholars have access to high quality nutritional services and products pursuant to USDA and GADOE Guidelines at no cost to the students.
- Performance Objective 2-4.2: From 2021-2026, Clayton County Public Schools will ensure all eligible students have access to transportation in an equitable and cost effective operating system.
- Performance Objective 3-4.3: From 2021-2026, Clayton County Public Schools will decrease the number and/or percent of discipline infractions and create access to behavioral interventions
- Performance Objective 4-4.4: From 2021-2026, Clayton County Public Schools will increase access for all students to emotional wellness, academic, and behavioral health interventions using the MTSS framework to improve the well-being of all students.
- Performance Objective 5-4.5: From 2021-2026, Clayton County Public Schools will increase the number and/or percent of students absent less than 5 days.
- Performance Objective 6-4.6: From 2021-2026, Clayton County Public Schools will develop a financial framework that supports financial stewardship, and awareness, support student, employee and community engagement.
- Performance Objective 7-4.7: From 2021-2026, Clayton County Public Schools will develop, implement and monitor a systemic peer mediation program in grades 4-12 to create a healthy, positive, and safe learning environment.
- Performance Objective 1-5.1: From 2021-2026, Clayton County Public Schools will develop definitive measures that reflect differentiation in how we assign resources to ensure that all students have access to a learning environment that meets their needs and promotes educational equity.
- Performance Objective 1-6.1: From 2021-2026, Clayton County Public Schools’ scholars will demonstrate their ability to become creative by participating in structured programs that reflect arts and culture.

Initiatives, Action Steps

- - - Action Step a-1.1.1a: Implement a rigorous and relevant curriculum that is assessed and evaluated to ensure alignment to state, national, and international standards, students’ interest and needs, and the demands of an ever-evolving global economy (GVPE 4.3, 5.1)
    - Action Step b-1.1.1b: Implement and monitor the use of evidence-based disciplinary literacy strategies [e.g. high-impact practices] in all subjects and grade levels in order to increase students’ literacy achievement grade levels (GVPE 4.3, 5.1)
    - Action Step c-1.1.1c: Implement evidence-based practices that support effective collaborative planning, data analysis and usage, and rigorous lesson design and delivery that help all students apply learning at high levels (GVPE 4.3)
    - Action Step d-1.1.1d: Use various qualitative and quantitative data sources to continuously improve the implementation of the core curricula, instructional practices, and interventions for both core and non-core subjects to appropriately accelerate students’ learning (GVPE 5.1, 5.3)
  - - Action Step a-1.1.2a: Expand access to early learning programs (e.g. Prekindergarten) across the district to increase students’ participation and readiness skills (GVPE 3.4)
    - Action Step b-1.1.2b: Implement instructional, intervention, and assessment practices that align to the science of reading in all early learning classrooms (GVPE 3.5)
    - Action Step c-1.1.2c: Expand early learners’ access to high quality resources in the classroom, at home, and in the community. (GVPE 3.6)
    - Action Step d-1.1.2d: Collaborate with community-based partners and early learning centers to increase awareness among parents/caregivers of the importance of focusing on early learning strategies prior to students entering pre-kindergarten
- - - Action Step a-1.2.1a: Ensure the quality expansion of middle and high school courses to increase pathway offerings (i.e. Advanced Academic, Fine Arts, and World Languages) in order to meet students’ interest and postsecondary goals (GVPE 4.3)
    - Action Step b-1.2.1b: Implement an early warning system to increase monitoring and support for students who have not demonstrated grade level proficiency (GVPE 5.3)
    - Action Step c-1.2.1c: Implement credit recovery options for students who are at least one year behind normal matriculation
    - Action Step d-1.2.1d: Expand talent development, career exposure, and career placement opportunities for students by increasing robust partnerships with business and industry (GVPE 5.4)
  - - Action Step a-1.2.2a: Expand and monitor quality School Choice options (e.g. Magnet, STEM/STEAM, Theme) that support equity and diversity (GVPE 4.3, 8.5, 8.6)
    - Action Step b-1.2.2b: Expand and monitor school-based instructional programs or schools such as magnet, theme, STEM/STEAM, International Baccalaureate, Cambridge, and Advanced Placement, Dual Language Immersion, etc. that support equity and diversity (GVPE 4.3, 8.5, 8.6)
    - Action Step c-1.2.2c: Implement a rubric to measure the impact of the STEM/STEAM on students’ learning and post-secondary endeavors (GVPE 5.1)
    - Action Step d-1.2.2d: Increase elementary, middle, and high school vertical articulation in planning, promotion strategies, course options, School Choice options, and transitional activities
- - - Action Step a-2.1.1a: Expand recruitment efforts related to current programs, initiatives, and targeted strategies that support talent pipeline development (GVPE 6.1)
- - - Action Step a-2.2.1a: Integrate SEL opportunities and activities in all school and departments
    - Action Step b-2.2.1b: Develop a program to support the emotional well- being of all employees in the district
    - Action Step c-2.2.1c: Implement SEL opportunities for all employees in the district through consistent opportunities for relationship building and engagement
  - - Action Step a-2.2.2a: Promote course opportunities to enhance the professional growth of all employees (certified and classified) - Professional Learning and Leadership Capacity Courses
    - Action Step b-2.2.2b: Provide state approved endorsements for employees at no additional cost beyond a commitment to remain with the district for an additional three years
    - Action Step c-2.2.4c: Develop current employees seeking leadership positions through our county-based leadership capacity programs
- - - Action Step a-3.1.1a: Train pertinent staff members on how to use the incident response technology to initiate alerts and disseminate critical information pertaining to emergency incidents on campus (GVPE 8.1)
    - Action Step b-3.1.1b: Implement a monitoring plan to ensure the Crisis Alert system is functioning as designed (GVPE 8.1)
    - Action Step c-3.1.1c: Disseminate information to teachers and administrators to encourage staff to use the system to report medical emergencies, fights, etc. that will yield positive outcomes relative to response times to classroom where incidents are occurring (GVPE 8.1)
    - Action Step d-3.1.1d: Conduct drills for the student population starting in January 2022. (GVPE 8.1)
  - - Action Step a-3.1.2a: Utilize the safety management technology to monitor the students district digital media accounts and identify those who are in crisis (GVPE 8.1)
    - Action Step b-3.1.2b: Use the safety management technology to respond to our students by combining technology with real people in an effort to intercept key indicators (words) that may reveal a student’s intent to cause harm to others or themselves (GVPE 8.1)
    - Action Step c-Collaborate with Students Services (counselors) to ensure the students receive the appropriate mental health and wrap around counseling services needed to sufficiently mitigate the crisis (GVPE 8.1)
    - Action Step d-3.1.2d: Conduct training of All of the district schools staff and administrators, as well as Student Services on the technology to ensure expeditious response plans were developed for expeditious intervention (GVPE 8.1)
  - - Action Step a-3.1.3b: Provide staff with quick and easy access to the school’s incident-specific action plans, facility maps, and emergency operating procedures (GVPE 8.1)
    - Action Step b-3.1.3c: Utilize the Parent Reunification process, of which is streamlined by providing mobile guardian validation, reunification processing, and student release tracking (GVPE 8.1)
    - Action Step c-3.1.3d: Conduct drills and create documentation track drill completion of all our drills (Fire, Tornado, Intruder, etc.) (GVPE 8.1)
- - - Action Step a-3.2.1a: Collaborate with the district’s International Center to provide interpreting services for district-wide events and translation of documents/tools into other languages to communicate more effectively and inclusively (GVPE 8.2)
    - Action Step b-3.2.1b: Expand stakeholder outreach opportunities to support overall district achievement, activities, initiatives, services and operations (GVPE 8.4, 8.7)
- - - Action Step a-4.1.1a: Create a communication platform to inform the community and stakeholders the availability of meal service for the various learning models and collect feedback from scholars (GVPE 7.1)
  - - Action Step a-4.1.2a: Re-evaluate food sources and procurement practices (GVPE 7.1)
    - Action Step b-4.1.2b: Expand the distribution capacity by efficiently utilizing the central warehouse
- - - Action Step a-4.2.1a: Upgrade and implement new systems infrastructure
    - Action Step b-4.2.1b: Improve parent portal access through integration of a new system and website redesign
  - - Action Step a-4.2.2a: Reorganize shop operations
    - Action Step b-4.2.2b: Cycle in new buses to replace aging units
- - - Action Step a-4.3.1a: Implement, monitor, and support the Positive Behavior Intervention and Support (PBIS) model at elementary, middle, and high schools as part of the Multi-Tiered System of Support (MTSS) framework (GVPE 8.1, 8.2)
    - Action Step b-4.3.1b: Train internal and external stakeholders on the district’s Circle of Support (GVPE 4.1)
    - Action Step c-4.3.1c: Train internal and external stakeholders on restorative justice practices (GVPE 4.1)
- - - Action Step a-4.4.1a: Implement and monitor the use of evidence based intervention strategies in all Tiers in order to increase student achievement and access to supports (GVPE 8.1)
    - Action Step b-4.4.1b: Train internal and external stakeholders on the MTSS framework (GVPE 8.1, 8.2)
    - Action Step c-4.4.1c: Implement and monitor the district’s well-being framework (S.P.A.R.K)
- - - Action Step a-4.5.1a: Implement, monitor, and support the attendance protocol
    - Action Step b-4.5.1b: Review and analyze attendance data monthly at the district and school levels
- - - Action Step a-4.6.1a: Increase revenue
    - Action Step b-4.6.1b: Reduce waste over five years to strengthen financial stewardship (GVPE 9.2, 9.3)
    - Action Step c-4.6.1c: Increase opportunity for stakeholder engagement every year
    - Action Step d-4.6.1d: Implement training opportunities that address financial awareness/financial risk
    - Action Step e-4.6.1e: Strengthen case flow, implement data driven tools to help drive decisions
    - Action Step f-4.6.1f: Review fiscal policies to ensure policies continue to support financial stewardship
- - - Action Step a-4.7.1a: Train school counselors and school leaders on Peer Mediation as a resource to empower students and improve school climate (GVPE 8.2)
    - Action Step b-4.7.1b: Support schools’ ability to identify and train student peer mediators (GVPE 8.2)
    - Action Step c-4.7.1c: Monitor use of Peer Mediation and its impact on conflict resolution (GVPE 8.2)
    - Action Step d-4.7.1d: Plan and implement an annual Peer Mediators Conference for CCPS students to support and enhance their skills in conflict resolution (GVPE 8.2)
- - - Action Step a-5.1.1a: Create an equity dashboard that compiles institutional data in an objective way and allows for reporting of disaggregation format and analyzing performance of student subgroups (GVPE 7.1, 7.2)
    - Action Step b-5.1.1b: Design a performance-based professional learning system that addresses competencies related to equity and excellence in education (GVPE 7.4)
    - Action Step c-5.1.1c: Train school-based and district-level leaders in equity and excellence in educational systems (GVPE 7.4)
    - Action Step d-5.1.1d: Redesign or revise policies to intentionally dismantle inequitable, organizational practices and procedures (GVPE 7.1)
  - - Action Step a-5.1.2a: Develop budget identification structures and processes that re-allocate funding to the neediest areas (GVPE 9.1)
    - Action Step b-5.1.2b: Identify best practices that provide the appropriate staffing structures that support equitable practices and professional development for all staff (GVPE 9.2, 9.3)
    - Action Step c-5.1.2c: Broaden the district’s current construction decision system to ensure that facilities services and structural renovations or upgrades are assessed utilizing an evaluative approach
    - Action Step d-5.1.2d: Allocate temporal resources to maximize student performance and reduce the achievement gap, especially in special populations/subgroups (GVPE 9.3)
- - - Action Step a-6.1.1a: Establish partnerships with local colleges, universities, technical colleges and organizations to provide diverse experiences to scholars who participate in the arts (GVPE 5.4)
    - Action Step b-6.1.1b: Create an action plan to expand the genres that are offered within the district (GVPE 8.6)
  - - Action Step a-6.1.2a: Create and implement a plan to enhance arts and cultural integration in all content areas
    - Action Step b-6.1.2b: Expose students to local, state, and international multicultural experiences beyond the classroom to include virtual international experiences (GVPE 8.6)

2021-2026 Clayton County Public Schools Strategic Improvement Plan

Map View

Who are we?

Where are we now?

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Beliefs

Mission

Vision

Performance Data

Financial Data

StakeHolder Input

SWOT

Strategic Goals, Strategic Priority

Performance Objectives, Measure and Targets

Initiatives, Action Steps