Scholastic Aptitude Test (SAT)

2012 Graduates

2013 Graduates

2014 Graduates

2015 Graduates

2016 Graduates

15-16 Change

5 Year Change

Total Total Total Total Total Total TotalNation 1498 1498 1497 1490 1484 -6 -14Georgia 1452 1452 1445 1450 1459 +9 +7MCSD 1426 1435 1429 1432 1448 +16 +22

American College Test (ACT)

2010 2011 2012 2013 2014 2015 2016

Nation 21.0 21.1 21.1 20.9 21.0 21.0 20.8Georgia 20.7 20.6 20.7 20.7 20.8 21.0 21.1MCSD 17.9 19.0 19.0 18.8 18.6 19.0 19.4

The Muscogee County School District’s (MCSD) performance surpassed the state for the fourth consecutive year at a higher rate. Over the last four years, the MCSD graduation rate has increased by 13.3 percentage points, from 72.8 to 86.1. The ACT and the SAT scores continue to improve to the highest levels recorded since the tests were revised.The district continues to close the gap with the state and nation.

CATAPULT ACADEMY OF THE MUSCOGEE COUNTY SCHOOL DISTRICT 127 MCSD drop-outs re-enrolled and earned a high school diploma in 2015-2016.

In addition, the district was able to recapture state funding.

MCSD 2016 Graduation Rate: 86.1

SAT Source - The College Board

ACT Source – American College Testing

THE PLAN...THE PROGRESSThe information is a snapshot of the district’s strategic plan and significant progress over the last 3 years.

CCRPI 2012-2013 2013-2014 2014-2015 2015-2016State 75.8 72.3 75.5 73.6

MCSD 66.5 68.5 69.0 70.5

MCSD COLLEGE AND CAREER READINESS PERFORMANCE INDEX (CCRPI)

PURCHASED AND IMPLEMENTED NEW TEACHING AND LEARNING TOOLS

• Reading Wonders (Elementary)• enVision Math (Elementary)• Canvas (Learning Management System)

(Middle and High)

• Achieve 3000 (All Grade Levels)• Georgia Collections (Middle and High)

CCRPI Source - Governors Office of Student Achievement

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SCHOOLS BELOW THE COLLEGE AND CAREER READINESS

PERFORMANCE INDEX (CCRPI)THRESHOLD OF 6O

2012 2016

MCSD 23 13

PRIORITY: GRADUATION RATE

• Developed and launched an Early Warning System to track student milestones (grades, credits, at-tendance, and discipline) to alert school personnel and parents of the need to proactively implement additional student support and interventions

• Allocated a graduation coach to assist secondary schools within each proposed region • Reviewed pre-kindergarten program to determine cost effectiveness of current model versus other state

allowable options • Implemented a drop-out retrieval program to re-engage at-risk students • Established an accelerated academic pipeline at the elementary and middle level • Implemented the Readistep assessment in eighth grade district-wide as a predictor for accelerated

coursework at the high school level • Explored the creation of a district-wide career and technical secondary school • Expanded access and utilization of graduation coaches for each secondary school within the proposed

region • Harnessed the power of non-profits to provide expanded student supports

PRIORITY: LEARNING

• Examined and changed the current elementary scheduling model to optimize student access to all sub-ject areas and to afford a consistent approach for teacher common planning time.

• Modified the middle and high school scheduling models to include dedicated time for teacher common planning and student Increased Learning Time (ILT)

• Fully implemented regional reorganization to provide dedicated support to schools.• Ensured evidence-based, collaborative, teacher common planning time is consistent and pervasive

across the district• Began development of a comprehensive and aligned (horizontally and vertically) district-wide K-12 cur-

riculum in all disciplines, seeking input from teachers, school-based administrators, and district leader-ship

• Revised and developed a comprehensive plan that outlines district policies, procedures, and practices as a student progresses from pre-kindergarten through twelfth grade

• Adopted district-wide secondary literacy and K-12 literacy and K-5 Math instructional materials • Refined district formative and summative assessments to ensure validity and reliability • Reviewed the current School Improvement Plan (SIP) process to ensure alignment and determine po-

tential enhancements • Focused on instructional practices critical to raising achievement and reducing the achievement gap

(previewing, a school-wide instructional planning model, reading comprehension in all subjects and courses, writing across the curriculum, and differentiated assignments with choice)

• Adopted district-wide secondary literacy and mathematics instructional materials • Finalized performance pattern analysis for both high performing and underperforming schools • Examined variance in performance across schools by student subgroup and match with identified “best

practices” from high achieving schools • Enhanced data team review protocol for school-based leadership teams and district level administrators

to problem-solve collectively and allocate necessary resources• Continued tiered support and intensive interventions to high priority schools

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PRIORITY: LEARNING CONTINUED

• Addressed issues of underrepresentation and over-representation in specific programs • Collaborating with Columbus Technical College toward initiation of high-quality career and technical

pathway programming with local partners, including internships in alignment with the regional industry cluster analysis provided by the greater Columbus Chamber of Commerce

• Expanded partnerships with universities • Increased student participation and performance in high school accelerated mechanisms (Advanced

Placement (AP), Dual Enrollment (DE), International Baccalaureate (IB), etc.)

EQUITY, CULTURE, CONTEXT

• Revisiting the school district mission, vision, and core value statements • Establishing a proactive, problem-solving vision with a focus on children • Developing and communicating a commitment for equity, excellence, and high expectations for all • Integrating interventions such as Positive Behavioral Interventions and Supports (PBIS) into the Be-

havior Code and Discipline Policy and communicating expectations for use • Revisiting the Behavior Code and Discipline Policy with stakeholders and actively informing teachers,

parents, students, and administration on implementation• Assessing and aligning the District’s equity-based initiatives • Developing a long-term plan dedicated to narrowing the gap and eliminating racial predictability and

disproportionality • Clarifying the role of district office as Servant Leaders in support of schools

PRIORITY: HIGH-QUALITY STAFF

• Re-purposed district staff to serve as regional support• Completed Formative Instructional Practices (FIP) professional learning • Creating a succession management plan that proactively builds a diverse pool of future district lead-

ers, principals, and assistant principals • Building upon the work previously begun relative to standards-based classrooms and providing

support and training in moving from a behaviorist to constructivist theory of learning in alignment with newer, higher performance standards and assessments

• Developed a professional learning plan focused on high-yield instructional strategies and practices • Affiliating with colleges and universities to establish adjunct credentialing process, to recruit interns

and recent graduates, and to address diversity needs • Examining current evaluation practices and aligning professional learning initiatives with School Im-

provement Plans (SIP), Teacher Keys Effectiveness System (TKES), and Leader Keys Effectiveness System (LKES)

• Evaluated the cost effectiveness of increasing access to professional learning through a virtual (on-line) professional learning system

• Established research and development evaluator position to strategically analyze innovative pro-grams and practices

• Establishing distinct systems and expectations for collaboration within each region and throughout the district

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PRIORITY: OPERATIONS

• Developed and implemented a district-wide Staffing Plan to ensure equitable personnel allocations • Completing assessment of all district level staff, job descriptions, and functions • Initiated process and performance management to promote efficiency and effectiveness • Implementing measures to begin addressing Hay Study salary disparities • Conducted work flow analysis of departments to determine peak intervals necessitating the shifting of

human resources • Analyzed student hardships and magnet program transfers to determine their impact on school enroll-

ments and the transportation budget • Established a strategic, aligned, prioritized, and balanced budget• Incorporated local credentialed financial professionals in audit oversight • Review insurance benefit plans to determine cost avoidance • Presented recommendation of prioritized capital projects • Establishing minimum design parameters for the construction of new schools • Standardizing minimum specifications for purchasing new furniture, fixtures, equipment and uniforms• Re-purposed resources to highest priority schools • Allowed greater autonomy for schools and administrators with proven success • Restored fund balance (district reserves) equivalent to a minimum of two months • Re-examined the design, alignment, and investment of operations and budget with the District Strategic

Plan • Creating two-way flow of information to stakeholders

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PRIORITY: FISCAL RESPONSIBILITY

Restored General Fund Balance by $9.9 million

PRIORITY: COMMUNICATION AND TRANSPARENT ACCOUNTABILITY

• Standardized internal email communication format to promote clear and concise messaging• Established distinct systems and expectations for collaboration within each region and through-

out the district• Defining minimum expectations for district and school websites • Established an extension of the Superintendent’s Cabinet to periodically include director level

positions and above in order to enhance communication and broaden vision

Fiscal Year

Fiscal Balance

Unassigned

Change(Dollars)

Actual 2012 $24,380,930 - $4,072,547Actual 2013 $21,397,814 - $2, 983,116Actual 2014 $24,557,670 $3,159,856Actual 2015 $39,459,441 $14,901,771

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Financial Chart Source: Comprehensive Annual Financial Report (CAFR)