Curriculum Standard 1 - Uses systematic, collaborative planning processes so that teachers share an understanding of expectations for standards, curriculum, assessment, and instruction.

1. Exemplary: A systematic, collaborative process is used proactively for curriculum planning.
Nearly all teachers or groups of teachers, support staff, and leaders within the school
have common expectations for standards, curriculum, assessment, and instruction.

2. Operational: A systematic, collaborative process is used regularly for curriculum planning.
Most teachers or groups of teachers within the school have common expectations for
standards, curriculum, assessment, and instruction.

3. Emerging: A collaborative process is used occasionally for curriculum planning.

Some teachers or groups of teachers within the school have common expectations for
standards, curriculum, assessment, and instruction.

4. Not Evident:

A collaborative process is rarely, if ever, used for curriculum planning.

Few, if any, teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction.

Curriculum Standard 2 - Designs curriculum documents and aligns resources with the intended rigor of the required standards

1. Exemplary: Curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope, and sequence documents, guides) that are aligned with the intended rigor of the required standards are the products of a systematic, collaborative process.

These curriculum documents and resources are used and continuously revised by teachers and support staff to ensure an alignment with the intended, taught, and tested standards.

2. Operational: Curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope and sequence documents, guides) have been designed, and resources are aligned with the intended rigor of the required standards.

These curriculum documents and resources guide the work of teachers and instructional support staff.

3. Emerging" Curriculum documents and resources exist, but they are not complete in all content areas or grade levels or lack the intended rigor of the required standards

4. Not Evident: Few, if any, curriculum documents and resources exist to support the implementation of the intended rigor of the required standards.

Instruction Standard 1 - Provides a supportive and well-managed environment conducive to learning

1. Exemplary A supportive and well-managed environment conducive to learning is evident
throughout the school. Students consistently stay on-task and take responsibility for their own actions.

2. Operational A supportive and well-managed environment conducive to learning is evident in most classrooms.

3. Emerging A supportive and well-managed environment conducive to learning is evident in some classrooms.
4. Not Evident A supportive and well-managed environment conducive to learning is evident in few, if any, classrooms.

Instruction Standard 2 - Creates an academically challenging learning environment

1. Exemplary Nearly all teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). Students consistently work independently and in teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking.

2. Operational Most teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration).

3. Emerging Some teachers create an academically challenging learning environment.
4. Not Evident Few, if any, teachers create an academically challenging learning environment.

Instruction Standard 3 - Establishes and communicates clear learning targets and success criteria aligned to curriculum standards

1. Exemplary Nearly all teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. Learning targets are evident throughout the lesson and in student work. Articulation of the learning targets is consistent and pervasive among like content areas and grade levels

2. Operational Most teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards. Learning targets are evident throughout the lesson and in student work.

3. Emerging Some teachers establish and communicate clear learning targets and success criteria aligned to the required curriculum standards.
4. Not Evident Few, if any teachers establish clear learning targets and success criteria aligned to the required curriculum standards.

Instruction Standard 4 - Uses research based instructional practices that positively impact student learning

1. Exemplary Nearly all teachers pervasively demonstrate a repertoire of highly effective, research-based instructional practices that positively impact student learning (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, reciprocal teaching).

2. Operational Most teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, reciprocal teaching).

3. Emerging Some teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning.
4. Not Evident Few, if any, teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning.

Instruction Standard 5 - Differentiates instruction to meet specific learning needs of students

1. Exemplary Nearly all teachers differentiate instruction (e.g., using flexible grouping, making adjustments, providing choices based upon readiness levels, interests, or needs) to meet the specific learning needs of students. Nearly all teachers plan and implement multiple means of representation, engagement, action, and expression to meet the learning needs of students (UDL). Remediation, enrichment, and acceleration are pervasive practices.
2. Operational Most teachers differentiate instruction (e.g., using flexible grouping, making adjustments, providing choices based upon readiness levels, interests, or needs) to meet the specific learning needs of students. Most teachers plan and implement multiple means of representation, engagement, action, and expression to meet the learning needs of students (UDL).

3. Emerging Some teachers differentiate instruction to meet the specific learning needs of students.

4. Not Evident Few, if any, teachers differentiate instruction to meet the specific learning needs of students.

Instruction Standard 6 - Uses appropriate, current technology to enhance learning

1. Exemplary The use by staff members and students of appropriate, current technology to enhance learning is an institutional practice (e.g., facilitate communication, collaboration, research, design, creativity, problem-solving).

2. Operational Most staff members and students use appropriate, current technology to enhance learning (e.g., facilitate communication, collaboration, research, design, creativity, problem-solving).

3. Not Evident Some staff members, students, or both use appropriate, current technology to enhance learning.
4. Not Evident Few, if any, teachers demonstrate a repertoire of effective, research-based instructional practices that positively impact student learning.

Instruction Standard 7 - Provides feedback to students on their performance on the standards or learning targets

1. Exemplary- Nearly all teachers use the language of the standards or learning targets to provide students with specific, timely, descriptive feedback on their performance. Nearly all teachers systematically elicit diagnostic information from individual students regarding their understanding of the standards or learning targets.

2. Operational- Most teachers use the language of the standards or learning targets to provide students with specific, timely, descriptive feedback on their performance.

3. Emerging- Some teachers use the language of the standards or learning targets to provide students with specific, descriptive feedback on their performance.
4. Not Evident- Few, if any, teachers use the language of the standards or learning targets to provide students with feedback on their performance, or the feedback that is provided is not specific, timely, or understandable.

Instruction Standard 8 - Establishes a learning environment that empowers students to actively monitor their own progress

1. Exemplary Nearly all students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. Nearly all students develop a sense of personal responsibility and accountability by engaging in record keeping, self-monitoring, sharing, exhibiting, and self-reflection.
2. Operational Most students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress.

3. Emerging Some students use tools to actively monitor their own progress.

4. Not Evident Few, if any, students use tools to actively monitor their own progress.

Instruction Standard 9 - Provides timely, systematic, data - /driven interventions

1. Exemplary Nearly all students are provided timely, systematic, data-driven interventions to support their learning needs. Interventions are designed to meet the needs of each student. The effectiveness of those interventions is consistently monitored and adjustments are made.
2. Operational Most students are provided timely, systematic, data-driven interventions to support their learning needs.

3. Emerging Some students are provided extra assistance or needed support in a timely manner.

4. Not Evident Few, if any, students are provided extra assistance or effective support in a timely manner.

Assessment Standard 1 - Aligns assessments with the required curriculum standards

1. Exemplary Nearly all assessments are aligned with the required curriculum standards. Assessments are reviewed during the school year to ensure alignment.

2. Operational Most assessments are aligned with the required curriculum standards.

3. Emerging Some assessments are aligned with the required curriculum standards.
4. Not Evident Few, if any, assessments are aligned with the required curriculum standards.

Assessment Standard 3 - Uses common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practices.

1. Exemplary Teachers consistently use common assessments aligned with the required standards in nearly all content areas, grade levels, or both for diagnostic, summative, and formative purposes. The data from the common assessments are analyzed down to the item level, and the results are used to inform instruction and improve teacher practices.

2. Operational Teachers use common assessments aligned with the required standards in most content areas to monitor student progress, inform instruction, and improve teacher practices.

3. Emerging Teachers use some common assessments aligned with the required standards in a few content areas with a limited amount of data analysis to monitor student progress, inform instruction, or improve teacher practices.
4. Not Evident Teachers use few, if any, common assessments to monitor student progress, inform instruction, or improve teacher practices.

Assessment Standard 4 - Implements a process to collaboratively analyze assessment results to adjust instruction

1. Exemplary Teachers extensively use a systematic, collaborative process to analyze assessment results. Instruction is consistently adjusted based on the analysis of assessment results across all content areas, grade levels, or both.

2. Operational Teachers regularly use a collaborative process to analyze assessment results. Instruction is routinely adjusted based on the analysis of assessment results.

3. Emerging Teachers occasionally use a collaborative process to analyze assessment results. Instruction is sometimes adjusted based on the analysis of assessment results.
4. Not Evident A collaborative process to analyze assessment results does not exist. Instruction is rarely, if ever, adjusted based on the analysis of assessment results.

Assessment Standard 5 - Implements grading practices that provide an accurate indication of student progress on the required standards

1. Exemplary The grading practices used by teachers across nearly all content areas, grade levels, or both, consistently provide an accurate indication of student progress on the required standards.

2. Operational The grading practices used by teachers in most content areas, grade levels, or both provide an accurate indication of student progress on the required standards.

3. Emerging The grading practices used by teachers in some content areas, grade levels, or both provide an accurate indication of student progress on the required standards.
4. Not Evident The grading practices used by teachers rarely, if ever, provide an accurate indication of student progress on the required standards.

2.2 Effective Leadership

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of leadership needs. Complete a data-informed self-rating for each Georgia School Performance Standard (GSPS). See the Effective Leadership webinar for additional information and guidance.

Leadership Standard 1 - Builds and sustains relationships to foster the success of students and staff

1. Exemplary Administrators consistently build and sustain relationships to foster the success of students and staff. The school staff is fully engaged in relationship building through collaboration, internal and external communication, and building trust with staff, students, families, and community stakeholders.

2. Operational Administrators regularly build and sustain relationships to foster the success of students and staff.

3. Emerging Administrators sometimes build relationships to foster the success of students and staff.
4. Not Evident Administrators seldom, if ever, build relationships to foster the success of students and staff.

Leadership Standard 2 - Initiates and manages change to improve staff performance and student learning

1. Exemplary Administrators, the school leadership team, and other teacher leaders initiate and sustain change to improve staff performance and student learning. Administrators, the school leadership team, and other teacher leaders create a sense of urgency for change and effectively communicate a common vision.

2. Operational Administrators and the school leadership team initiate and sustain change to improve staff performance and student learning. The principal provides an appropriate balance of pressure and support to manage the change process for desired results.

3. Emerging Administrators initiate change to improve staff performance and student learning but do not sustain the change, remove barriers, or both.
4. Not Evident Administrators initiate few, if any, changes that impact staff performance and student learning.

Leadership Standard 3 - Uses systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices

1. Exemplary The principal and other school leaders continually use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices. The principal and other school leaders have a comprehensive knowledge and understanding of the best practices for curriculum, assessment, instruction, and professional learning.

2. Operational The principal and other school leaders often use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices.

3. Emerging The principal and other school leaders occasionally use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices.
4. Not Evident The principal and other school leaders rarely, if ever, use systems to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices.

Leadership Standard 4 - Uses processes to systematically analyze data to improve student achievement

1. Exemplary Extensive, comprehensive processes, including root cause analysis, are used consistently to analyze data (e.g., multiple sources of data: classroom, grade level, departmental, and subgroup, perception data) to improve student achievement.

2. Operational Numerous processes are used frequently to analyze data (e.g., multiple sources of data: classroom, grade level, departmental, and subgroup, perception data) to improve student achievement.

3. Emerging Some processes are in place and used occasionally to analyze data to improve student achievement.
4. Not Evident Few, if any, processes are in place to analyze data to improve student achievement.

Leadership Standard 5 - Builds leadership capacity through shared decision-making and problem-solving

1. Exemplary Extensive structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities. Administrators collaborate consistently with staff members to gather input.

2. Operational Numerous structures exist for staff to engage in shared decision-making and problem-solving and to build their leadership capacities.

3. Emerging Some structures exist for staff to engage in shared decision-making, problem-solving, or both.
4. Not Evident Few, if any, structures exist for staff to engage in shared decision-making or problem-solving.

Leadership Standard 6 - Establishes and supports a data-driven school leadership team that is focused on student learning

1. Exemplary A highly effective, proactive, and data-driven school leadership team is focused on student learning. The leadership team addresses nearly all areas of student and staff learning and school leadership, including the development, implementation, and regular monitoring of the school improvement plan.
2. Operational A data-driven school leadership team is established with stakeholder representation (e.g., core and non-core teachers, certified support staff) and is focused on student learning. The school leadership team meets regularly and uses norms and protocols to work effectively and efficiently.

3. Emerging The school leadership team is established and has some stakeholder representation but is focused chiefly on school operations rather than student learning.

4. Not Evident A school leadership team does not exist or does not have adequate stakeholder representation.

Leadership Standard 7 - Monitors and evaluates the performance of teachers and other staff using multiple data sources

1. Exemplary Monitoring the performance of teachers and other staff through observations, surveys, data, and documentation is consistent and comprehensive, resulting in highly accurate performance evaluations. A comprehensive system is in place to provide teachers and staff with ongoing, accurate, timely, detailed, descriptive feedback related to their performance. Administrators use the evaluation process to identify role models, teacher leaders, or both.

2. Operational Monitoring the performance of teachers and other staff regularly occurs using data or documentation, generally resulting in accurate performance evaluations. Teachers and staff receive accurate, timely, descriptive feedback related to their performance.

3. Emerging Monitoring the performance of teachers and other staff is inconsistent, incomplete, or lacks data or documentation, sometimes resulting in inaccurate performance evaluations. Teachers and staff receive some descriptive feedback related to their performance.
4. Not Evident Monitoring the performance of teachers and other staff rarely occurs or often results in inaccurate performance evaluations. Teachers and staff receive little or no descriptive feedback related to their performance.

Leadership Standard 8 - Provides ongoing support to teachers and other staff

1. Exemplary A comprehensive support system that is timely and targeted to individual needs is provided to teachers and other staff.

2. Operational Most support provided to teachers and other staff is targeted to individual needs.

3. Emerging Some support provided to teachers and staff is targeted to individual needs.
4. Not Evident Support to teachers and staff does not exist or is not targeted to individual needs.
 

Planning and Organization Standard 1 - Shares a common vision and mission that define the school culture and guide the continuous improvement process

1. Exemplary: A common vision and mission have been collaboratively developed and communicated to nearly all stakeholders. The culture of the school has been deeply defined over time by the vision and mission, which are updated as needed. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement.

2. Operational A common vision and mission have been developed through a collaborative process and communicated to most stakeholders. The vision and mission define the culture of the school and guide the continuous improvement process.

3. Emerging A common vision and mission have been developed by some staff members but have not been effectively communicated so that they guide the continuous improvement process.
4. Not Evident A common vision and mission have not been developed or updated or have been developed by a few staff members.

Planning and Organization Standard 2 - Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance

1. Exemplary A school improvement plan has been developed using a data-driven and consensus-oriented process with input from nearly all stakeholders. The plan includes appropriate goals and strategies with a strong focus on increasing student performance. This process and plan consistently guide the work of the school staff.

2. Operational A school improvement plan has been developed using a data-driven and consensus-oriented process with input from most plan stakeholders. The plan includes appropriate goals and strategies with a focus on increasing student performance.

3. Emerging A school improvement plan has been developed with input from some stakeholders. The school improvement plan is based on incomplete data analysis with limited focus on student performance.
4. Not Evident An up-to-date, data-driven school improvement plan focused on student performance is not in place.

Planning and Organization Standard 3 - Monitors implementation of the school improvement plan and makes adjustments as needed

1. Exemplary The goals and strategies of the school improvement plan are continually monitored by administrators, the school leadership team, and teacher leaders to evaluate the impact on student performance. Ongoing adjustments are made based on various performance, process, and perception data.

2. Operational he goals and strategies of the school improvement plan are regularly monitored by administrators and the school leadership team to evaluate the impact on student performance.

Adjustments are made to the plan, as needed, based on the analysis of data.
3. Emerging The goals and strategies of the school improvement plan are occasionally monitored by administrators.
4. Not Evident The goals and strategies of the school improvement plan are rarely, if ever, monitored.

Planning and Organization Standard 4 - Monitors the use of available resources to support continuous improvement

1. Exemplary: The use of available resources (e.g., personnel, time, facilities, equipment, materials) to
support continuous improvement is consistently monitored. School schedules and processes are designed to make effective use of personnel, time, materials, and equipment.

2. Operational: The use of available resources (e.g., personnel, time, facilities, equipment, materials) to support continuous improvement is frequently monitored.

3. Emerging: The use of available resources to support continuous improvement is inconsistently
monitored.
4. Not Evident: The use of available resources to support continuous improvement is rarely, if ever,
monitored.

Planning and Organization Standard 5 - Develops, communicates, and implements rules, policies, schedules, and procedures to maximize student learning and staff effectiveness

1. Exemplary Rules, policies, schedules, and procedures are developed with stakeholder input, effectively communicated, and consistently implemented throughout the school to maximize student learning and staff effectiveness. These rules, policies, schedules, and procedures are consistently reviewed and revised as needed.

2. Operational Rules, policies, schedules, and procedures are developed, communicated, and implemented throughout the school to maximize student learning and staff effectiveness.
These rules, policies, schedules, and procedures are periodically reviewed and systematically revised as needed.

3. Emerging Rules, policies, schedules, and procedures are developed but are not effectively communicated or are implemented inconsistently across the school.
4. Not Evident Rules, policies, or procedures are not developed, are poorly communicated, or are ineffectively implemented. In some cases, rules, policies, schedules, or procedures are out of date or have become barriers to student learning or staff effectiveness.

Planning and Organization Standard 6 -Uses protocols to maintain the school campus and equipment providing a safe,
clean, and inviting learning environment
1. Exemplary Protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis
plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional
custodial schedules) are used extensively to maintain the school campus and
equipment providing a safe, clean, and inviting learning environment.
A proactive maintenance process is in place, and repairs are completed in a
satisfactory and timely manner, when needed.

2. Operational Protocols (e.g., safety drills, tornado drills, inclement weather plans, current crisis plan, school-wide safety plan, maintenance protocols, facility-use protocols, functional custodial schedules) are used to maintain the school campus and equipment providing a safe, clean, and inviting learning environment.
The school and campus are clean, well-maintained, inviting, and safe.

3. Emerging Protocols are sometimes used to maintain the school campus and equipment.
The school and campus are partially clean, maintained, and inviting, but some safety
issues exist.
4. Not Evident Protocols do not exist or are rarely, if ever, used to maintain the school campus and equipment.
The school and campus are not clean, maintained, or inviting, and safety issues exist.

2.3 Professional Capacity

Analyze the LEA’s data (including sections 2.6) and answer the guiding questions to determine existing trends and patterns that support the identification of professional capacity needs. Complete a data-informed self-rating for each Georgia School Performance Standard (GSPS). See the Professional Capacity webinar for additional information and guidance.

Professional Learning Standard 1 - Aligns professional learning with needs identified through analysis of a variety of data

1. Exemplary Professional learning needs are identified and differentiated through a collaborative analysis process using a variety of data (e.g., student achievement data, examination of student work, process data, teacher and leader effectiveness data, action research data, perception data from students, staff, and families). Ongoing support is provided through differentiated professional learning.

2. Operational Professional learning needs are identified through a collaborative analysis process using a variety of data (e.g., student achievement data, examination of student work, process data, teacher and leader effectiveness data, action research data, perception data from students, staff, and families).

3. Emerging Professional learning needs are identified using limited sources of data.
4. Not Evident Professional learning needs are identified using little or no data.

Professional Learning Standard 2 - Establishes a culture of collaboration among administrators and staff to enhance individual and collective performance

1. Exemplary Administrators and staff, as a foundational practice, consistently collaborate to support leadership and personal accountability and to enhance individual and collective performance (e.g., construct knowledge, acquire skills, refine practice, provide feedback). Teachers conduct action research and assume ownership of professional learning processes.

2. Operational Administrators and staff routinely collaborate to improve individual and collective performance (e.g., construct knowledge, acquire skills, refine practice, provide feedback).

3. Emerging Administrators and staff sometimes collaborate to improve individual and collective performance.
4. Not Evident Administrators and staff rarely collaborate to improve individual and collective performance.

Professional Learning Standard 3 - Defines expectations for implementing professional learning

1. Exemplary Administrators, teacher leaders, or both consistently define expectations for the implementation of professional learning, including details regarding the stages of implementation and how monitoring will occur as implementation progresses.

2. Operational Administrators, teacher leaders, or both regularly define expectations for the implementation of professional learning.

3. Emerging Administrators, teacher leaders, or both occasionally define expectations for the implementation of professional learning.
4. Not Evident Administrators, teacher leaders, or both rarely, if ever, define expectations for the implementation of professional learning.

Professional Learning Standard 4 - Uses multiple professional learning designs to support the various learning needs of the staff

1. Exemplary Staff members actively participate in job-embedded professional learning that engages collaborative teams in a variety of appropriate learning designs (e.g., collaborative lesson study, analysis of student work, problem solving sessions, curriculum development, coursework, action research, classroom observations, online networks). Professional learning includes extensive follow-up with descriptive feedback and coaching.

2. Operational Staff members actively participate in professional learning, most of which is job-embedded, which includes multiple designs (e.g., collaborative lesson study, analysis of student work, problem-solving sessions, curriculum development, coursework, action research, classroom observations, online networks) to support their various learning needs. Professional learning includes follow-up with feedback and coaching.

3. Emerging Some staff members are engaged in professional learning that makes use of more than one learning design to address their identified needs.
4. Not Evident Staff members receive single, stand-alone professional learning events that are informational and mostly large-group presentation designs.

Professional Learning Standard 5 - Allocates resources and establishes systems to support and sustain effective professional learning

1. Exemplary Extensive resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, technology) and systems (e.g., conducive schedules, adequate collaborative time, model classrooms) are allocated to support and sustain effective professional learning. Opportunities to practice skills, receive follow-up, feedback, and coaching are
provided to support the effectiveness of professional learning.

2. Operational Adequate resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, technology) and systems (e.g., conducive schedules, adequate collaborative time, model classrooms) are in place to support and sustain professional learning.

3. Emerging Some resources and systems are allocated to support and sustain professional learning.
4. Not Evident Few, if any, resources and systems are provided to support and sustain professional learning.

Professional Learning Standard 6 -Monitors and evaluates the impact of professional learning on staff practices and student
learning
1. Exemplary Monitoring and evaluating the impact of professional learning on staff practices and
increases in student learning occurs extensively.
Evaluation results are used to identify and implement processes to extend student
learning.

2. Operational Monitoring and evaluating the impact of professional learning on staff practices and student learning occurs routinely.

3. Emerging Monitoring and evaluating the impact of professional learning on staff practices
occurs sporadically.
4. Not Evident Monitoring and evaluating the impact of professional learning on staff practices
occurs rarely, if ever.
 

Family and Community Engagement Standard 1 - Creates an environment that welcomes, encourages, and connects family and community members to the school

1. Exemplary The school has a well-established, inviting learning environment that welcomes, encourages, and connects family and community members to the school. Numerous opportunities are given to family members to become actively engaged in school-related events and improvement efforts as participants, event managers, and workers.

2. Operational The school has created an environment that welcomes, encourages, and connects family and community members to the school.

3. Emerging The school has made some progress toward creating an environment that welcomes, encourages, and connects family and community members to the school.
4. Not Evident The school has not created an environment that welcomes, encourages, or connects family and community members to the school.

Family and Community Engagement Standard 2 - Establishes structures that promote clear and open communication between the school and stakeholders

1. Exemplary Extensive structures that promote clear and open communication between the school and stakeholders have been effectively established and implemented. Structures are continuously monitored for reliable and interactive communication.

2. Operational Most structures that promote clear and open communication between the school and stakeholders have been effectively established and implemented.

3. Emerging Some structures that promote clear and open communication between the school and stakeholders exist.
4. Not Evident Few, if any, structures that promote clear and open communication between the school and stakeholders exist.

Family and Community Engagement Standard 3 - Establishes relationships and decision-making processes that build capacity for family and community engagement in the success of students

1. Exemplary A wide variety of relationships and collaborative decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services, post-secondary partnerships) are pervasive in promoting student success and well being. Expectations for family and community engagement are embedded in the culture and result in stakeholders being actively involved in decision-making.

2. Operational Numerous relationships and decision-making processes (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services) effectively build capacity for family and community engagement in the success of students.

3. Emerging Limited relationships and decision-making processes have been initiated by the school to build capacity for family and community engagement.
4. Not Evident Relationships and decision-making processes for families and the community are non-existent, or those that do exist contribute minimally to student success.

Family and Community Engagement Standard 4 - Communicates academic expectations and current student achievement status to families

1. Exemplary The school staff provides families with ongoing, detailed academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols). Extensive communication related to the current achievement level of individual students is provided (e.g., progress reports, student-led parent conferences, report cards, reading level reports, state test reports, school-based assessment reports, online reporting system).

2. Operational The school staff communicates academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols) throughout the year. Regular communication related to the current achievement level of individual students is provided (e.g., progress reports, parent conferences, report cards, reading level reports, state test reports, school-based assessment reports, online reporting system).

3. Emerging The school staff communicates some academic expectations at the start of the year. Some communication related to the current achievement level of individual students is provided.
4. Not Evident The school staff does little to inform families of academic expectations. Little, if any, communication related to the current achievement level of individual students is provided.

Family and Community Engagement Standard 5 - Develops the capacity of families to use support strategies at home that will enhance academic achievement

1. Exemplary The school continually develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement.

2. Operational The school frequently develops the capacity (e.g., parent training, lunch and learn, make-it and take-it) of families to use support strategies at home that will enhance academic achievement.

3. Emerging The school occasionally develops the capacity of families to use support strategies at home that will enhance academic achievement.
4. Not Evident The school seldom, if ever, develops the capacity of families to use support strategies at home that will enhance academic achievement.

Family and Community Engagement Standard 6 - Connects families with agencies and resources in the community to meet the needs of students

1. Exemplary The school has a systematic process in place to connect families with an array of agencies and resources (e.g., Y-Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, tutoring services) to meet the needs of students.

2. Operational The school regularly connects families to agencies and resources in the community (e.g., Y-Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, tutoring services) to meet the needs of students.

3. Emerging The school sometimes connects families to agencies and resources in the community to meet the needs of students.
4. Not Evident The school does little to connect families with agencies and resources in the community to meet the needs of students.

Instruction Standard 1 - Provides a supportive and well-managed environment conducive to learning

1. Exemplary A supportive and well-managed environment conducive to learning is evident
throughout the school. Students consistently stay on-task and take responsibility for their own actions.

2. Operational A supportive and well-managed environment conducive to learning is evident in most classrooms.

3. Emerging A supportive and well-managed environment conducive to learning is evident in some classrooms.
4. Not Evident A supportive and well-managed environment conducive to learning is evident in few, if any, classrooms.

Instruction Standard 2 - Creates an academically challenging learning environment

1. Exemplary Nearly all teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration). Students consistently work independently and in teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking.

2. Operational Most teachers create an academically challenging, learning environment (e.g., higher-order thinking skills and processes, active student engagement, relevance, collaboration).

3. Emerging Some teachers create an academically challenging learning environment.
4. Not Evident Few, if any, teachers create an academically challenging learning environment.

Instruction Standard 8 - Establishes a learning environment that empowers students to actively monitor their own progress

1. Exemplary Nearly all students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress. Nearly all students develop a sense of personal responsibility and accountability by engaging in record keeping, self-monitoring, sharing, exhibiting, and self-reflection.

2. Operational Most students use tools (e.g., rubrics, checklists, exemplars) to actively monitor their own progress.

3. Emerging Some students use tools to actively monitor their own progress.

4. Not Evident Few, if any, students use tools to actively monitor their own progress.

School Culture Standard 1 - Develops, communicates, and implements rules, practices, and procedures to maintain a safe, orderly learning environment

1. Exemplary Rules, practices, and procedures that maintain a safe, orderly learning environment are proactively developed, communicated, and consistently implemented across the school. These rules, practices, and procedures are continually monitored and revised as needed.

2. Operational Rules, practices, and procedures that maintain a safe, orderly learning environment are developed, communicated, and implemented.

3. Emerging Rules, practices, and procedures are developed and communicated but are ineffective or inconsistently implemented across the school.
4. Not Evident Rules, practices, and procedures that maintain a safe, orderly, learning environment are not developed nor updated or are poorly communicated.

School Culture Standard 2 - Establishes a culture of trust and respect that promotes positive interactions and a sense of community

1. Exemplary Extensive evidence (e.g., positive and respectful interactions, appreciation of diversity,
tolerance, understanding) exists that a culture of trust and respect has been established. A pervasive commitment to promoting positive interactions and a sense of community is evident.

2. Operational Evidence (e.g., positive and respectful interactions, appreciation of diversity, tolerance, understanding) exists that a culture of trust and respect has been established. A sustained commitment to promoting positive interactions and a sense of community is evident.

3. Emerging Some evidence exists that a culture of trust and respect has been established. A limited commitment to promoting positive interactions and a sense of community is evident.
4. Not Evident Little or no evidence exists that a culture of trust and respect has been established. Unresolved conflicts interfere with a sense of community.

School Culture Standard 3 - Establishes a culture that supports the college and career readiness of students

1. Exemplary Extensive evidence (e.g., advisement, career counseling, transition coaching, high expectations) exists that the beliefs and practices of the school support the college and career readiness of students. The school culture supports addressing individual achievement needs and strengths to prepare students for success.

2. Operational Evidence (e.g., advisement, career counseling, transition coaching, high expectations) exists that the beliefs and practices of the school support the college and career readiness of students.

3. Emerging Some evidence exists that the school supports the college and career readiness of students.
4. Not Evident Little or no evidence exists that the school supports the college and career readiness of students.

School Culture Standard 4 - Supports the personal growth and development of students

1. Exemplary The school staff consistently provides a comprehensive system of support (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving) to maximize the personal growth and development of nearly all students.

2. Operational The school staff regularly provides support (e.g., counseling, mentoring, advisement, coaching, goal setting, time management, problem solving) to enhance the personal growth and development of students.

3. Emerging The school staff sporadically supports the personal growth and development of students.
4. Not Evident The school staff does little to support the personal growth and development of students.

School Culture Standard 5 - Recognizes and celebrates achievements and accomplishments of students and staff

1. Exemplary The school community consistently recognizes and celebrates the achievements and accomplishments of students and staff. The celebrations are publicized within the school and to the community and support the culture of the school.

2. Operational The school community regularly recognizes and celebrates the achievements and accomplishments of students and staff.

3. Emerging The school community periodically recognizes or celebrates the achievements or accomplishments of students and/or staff.
4. Not Evident The school community rarely, if ever, recognizes or celebrates the achievements or accomplishments of students or staff.

Planning and Organization Standard 1 - Shares a common vision and mission that define the school culture and guide the continuous improvement process

1. Exemplary A common vision and mission have been collaboratively developed and communicated to nearly all stakeholders. The culture of the school has been deeply defined over time by the vision and mission, which are updated as needed. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement.

2. Operational A common vision and mission have been developed through a collaborative process and communicated to most stakeholders. The vision and mission define the culture of the school and guide the continuous
improvement process.

3. Emerging A common vision and mission have been developed by some staff members but have not been effectively communicated so that they guide the continuous improvement process.
4. Not Evident A common vision and mission have not been developed or updated or have been developed by a few staff members.

Coherent Instructional: Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Reviewing the data over the past few years confirmed the need to continue
and/or revisit some of the processes that were in place for the 2022-2023 and
make some adjustments for the 2023-2024 school year. We will continue with
the yearlong block schedule because it provides longer class periods to provide
instructional tasks that show deeper learning in our students which will be
continued. Teachers will continue to have a planning period each day to work
on lesson design which is critical due to gaps in learning that students may
have resulted from COVID quarantines over the last 2 years. The Flexible
Learning Time provides time within the school day for remediation and
support for identified students. PLC time is provided for a longer period of
time to all teachers to work together with their administrators to develop
healthy PLC's that focus on learning intentions, success criteria, and how to
make the best impact on student learning. Also, teachers are working
collaboratively more than ever to design work that is meaningful and
appropriate with a focus on John Hattie's Visible Learning concepts including
learning intentions, success criteria, clarity, and feedback. We recognize that
we are on the right track with these processes but still have work to do in the
areas of differentiation, depth of knowledge, and data review from common
assessments to improve student achievement.

Effective Leadership: Summarize the effective leadership trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

The DHS leaders are engaged in multiple opportunities designed to strengthen
their skills to be effective instructional leaders. These opportunities are offered
both inside the district through the Building Leadership Team, Aspiring
Leaders Program and also outside the district through the PAGE network and
the Northwest GA RESA Principal's Center. Leaders also collaborate to work
on administrative and budget processes. DHS leaders participate in
community leadership opportunities such as Leadership Dalton Whitfield and
United Way to build community relationships and foster support of our
school. DPS recently completed the development of a five year Strategic Plan.
There are four main goals: College, Career and Life Readiness, Recruitment
and Retention of Quality Professionals, Operational Excellence, and Family
and Community Engagement. The performance objectives under these goal
areas will provide clarity of areas of need and focus.

Professional Capacity: Summarize the professional capacity trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Learning Forward's Standard for Professional Learning include seven areas:
Learning communities, Resources, Learning Designs, Outcomes, Leadership,
Data, and Implementation. Our district is offering PL that supports the
building of capacity in each of these areas. Through coaching, teachers learn to
reflect on the effectiveness of their teaching. Research reveals that ongoing
teacher training is the critical factor in making a difference in student learning.

Family and Community Engagement:
Summarize the family and community engagement trends and patterns observed by the team while completing this section of the report.

What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

DHS is a majority minority school with a large population of first generation
immigrant parents who do not speak English and who come from countries
where parent involvement is not expected. It is often difficult for
parents/families to be engaged in school activities. Due to these factors, as well
as others, DHS has employed multiple strategies to increase family and
community engagement and continues to do so. The continued use of
dedicated family support personnel, such as counselors and social workers, the
importance placed on community partnerships, and the use of specially
designed supports and experiences for students and their families all lead to
the identification of student, teacher, and leader needs. We are making an
effort to have one face to face meeting for every DHS student

Supportive Learning Environment:
Summarize the supportive learning environment trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Overwhelmingly, teachers, parents, and students have indicated they feel our
school is safe over the last several years. The school and district have a number
of frameworks in place to support students and their varying needs. While
there are many structures in place and available to support the district's
instructional program and identify needs, some processes are more mature
than others.

Demographic and Financial: Summarize the demographic and financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Trends include a strong fund balance, slight slowing of student enrollment,
high number of ELL and poverty students as well as a large number of students
who are new to the country over the last few years, wide variance in academic
needs of the students.

Student Achievement: Summarize the student achievement trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Over the past several years, we have seen an improvement in student performance in most
academic areas, particular resulting from our efforts to promote rigor, emphasis on pacing
and understanding of content standards, and use of common assessments. After analyzing
Georgia Milestone End of Course data, a few trends are abundantly clear. First, a high
percentage of our economically disadvantaged students have performed at the beginner
level on EOC's in all academic areas. In fact, in all tested areas in the 2018-19 school year,
75% or more of the students who scored at Level 1 were economically disadvantaged.
While there has been some improvement in the performance of our ESS students on EOC
tests, there is still much work to do. Also, our EL students are struggling on the EOC due
to language deficiencies and lack of understanding of academic vocabulary. While we have
seen improvement in student achievement overall, there is still work to do for our ED, EL
and ESS students. Upon review of the data from 2021, there was much work to do. In the
four areas that were tested in 2021, our scores were not very good. A high percentage of
our students scores at Level 1 and Level 2 in American Literature, Algebra 1, Biology and
US History, The results are due to a high number of students who were virtual learners for
the entire year or a large portion of the year and also due to gaps in learning due to school
closure and quarantines. For the 2021-2022, we were pleased to see increases in our
percentage of students who scored at level 3 and 4 on the Georgia Milestones. We saw
gains in all tested areas. The percentage of students scoring at Level 3 and 4 increased as
follows: American Literature, 30%, US History, 24%, and Biology, 10%. There was no
content mastery in Alg 1 due to the only Alg 1 class offered is a repeat course. The charts below shoe our trends in testing over the last few years:

US History

American Literature

Biology 

Algebra 1

IDEA – Special Education, Economically Disadvantaged Children, and English Learners.
Using the summaries in 3.1 and other local data, describe the strengths and challenges or answer the guiding questions for each program. Include strengths and challenges related to: a) general program implementation, and b) students and adults involved in or affected by the program. Focus on strengths and challenges that will assist in the identification of needs during 3.3. Watch the Identifying Need webinar for additional information and guidance.

Strengths:    The school and district have a number of frameworks in place to support
students and their varying needs. For ESS students, DHS offers resource and
co-teaching classes to support student learning based on individual student
needs. DHS supports our English Learners by providing co-teaching classes
in all academic content areas and providing an English Language Development
class. Dalton Public Schools also has a Newcomer's Academy to provide
intensive support for our students who are new to our country and speak little
to no English. In regards to our Economically Disadvantaged students, DHS
staff and students are working to better understand the needs and learning
styles of this population of students. In our content collaboration time,
teachers discuss patterns, behaviors, and learning needs of students. Our ESS
teachers also have Case Management Day once a month to discuss our ESS
students, the struggles the students are having, and work together to design
strategies to support the learning of our ESS students.

Challenges:  Graduation rate is lowest for ESS subgroup followed by EL and African
American students. The pattern is generally replicated on the GA Milestones
assessments. The school's white population tends to perform best on
standardized student achievement measures compared to other demographic
groups in the district. However, there is a gap for the district's white
population when compared to the state when considering GMS testing data.