2014-2015 GAPSS Report. STRANDS NOT ADDRESSED NOT EVIDENTEMERGENTEMERGINGOPERATIONAL FULLY...

Ruth HillRuth HillElementary SchoolElementary School

2014-2015 GAPSS Report

OVERVIEWOVERVIEW

Comparison: Comparison: January 21-22, 2009/January 15-16, 2015January 21-22, 2009/January 15-16, 2015

STRANDS

NOT ADDRESSED

NOT EVIDENT EMERGENT EMERGING OPERATIONAL OPERATIONAL

FULLY OPERATIONAL EXEMPLARY

2009 2015 2009 2015 2009 2015 2009 2015

Curriculum 0 1 4 2

2014 Curriculum Planning 0 0 0 3

Assessment 0 0 1 0 7 1 1 4

Instruction 0 0 5 0 7 3 1 6

Planning & Organization 0 0 1 0 3 1 5 5

Leadership 0 0 1 1 5 5 7 2

Professional Learning 0 0 1 0 13 6 3 0

Student, Family & Community Involvement 0 0 5 2

2014 Family & Community Engagement 0 0 1 5

School Culture 0 0 0 0 7 0 2 5

TOTAL 0 0 10 1 51 17 23 30

Percentage/% 0% 0% 12% 2% 61% 35% 27% 63%

Ruth Hill Elementary School GAPSS Ruth Hill Elementary School GAPSS

January 23-22, 2009 January 15-16, 2015Not Addressed 0: 0%

Emergent 10: 12%

Operational 51: 61%

Fully Operational 23: 27%

Not Evident 0: 0%

Emerging 1: 2%

Operational 17: 35%

Exemplary 30: 63%

88% 88% Operational/Fully Operational/Fully

OperationalOperational

98%98% Operational/ExemplaryOperational/Exemplary

Rubric Base Line Rubric Base Line

Ruth HillRuth HillRubric Summary Rubric Summary

GAPSS ASSESSMENT TOOLS*GAPSS ASSESSMENT TOOLS*

Document and Data Analysis Review SummarySelf-AssessmentClassroom ObservationsInterview Instruments to be utilized with a

variety of individuals and/or groups.

*Provides process data used to determine the level of implementation of each standard.

CURRICULUM PLANNINGCURRICULUM PLANNING

Curriculum Planning Curriculum Planning Standard 1:Standard 1:Ensures that teachers have a shared understanding of expectations for standards, curriculum, assessment, and instruction.

COMMENDATION:It is evident that all faculty and It is evident that all faculty and staff across all grade levels and staff across all grade levels and content areas have a clear content areas have a clear understanding of expectations, understanding of expectations, standards, curriculum, assessment standards, curriculum, assessment and instruction. and instruction. Curriculum/Planning documents Curriculum/Planning documents along with classroom visits along with classroom visits exhibited a high level of exhibited a high level of consistency of rigor, practice and consistency of rigor, practice and content. content.


Curriculum Planning Curriculum Planning Standard 2:Standard 2:Builds curriculum documents and aligns resources with the required standards.

COMMENDATION:All curriculum documents have All curriculum documents have been clearly aligned with state been clearly aligned with state standards and guide planning and standards and guide planning and instruction. Revisions are made instruction. Revisions are made often throughout the year (daily, often throughout the year (daily, weekly, and monthly).weekly, and monthly).

OPPORTUNITIES:OPPORTUNITIES:Provide documentation that shows Provide documentation that shows revisions made to curriculum revisions made to curriculum documents. documents.


Curriculum Planning Curriculum Planning Standard 3:Standard 3:Monitors curriculum implementation and revises, as needed, based on data analysis.

COMMENDATION:The principal and teacher leaders The principal and teacher leaders continually monitor curriculum continually monitor curriculum implementation in all content implementation in all content areas and grade levels. Data is areas and grade levels. Data is systematically collected, analyzed systematically collected, analyzed and revised as needed in content and revised as needed in content areas and grade level. areas and grade level.

OPPORTUNITIES:OPPORTUNITIES:Document and disseminate Document and disseminate revisions made to school revisions made to school improvement documents. improvement documents.

ASSESSMENTASSESSMENT

Assessment Assessment Standard 1:Standard 1:Uses a balanced system of assessment including diagnostic, formative, and summative to monitor learning and inform instruction.

COMMENDATION:COMMENDATION:Teachers are commended for their Teachers are commended for their purposeful and consistent use of a purposeful and consistent use of a rich variety of diagnostic and rich variety of diagnostic and formative assessments to ensure the formative assessments to ensure the learning of all students.learning of all students.

OPPORTUNITIES:OPPORTUNITIES:Continue to develop the Continue to develop the implementation of constructed implementation of constructed responses and ensure it is reflected in responses and ensure it is reflected in instructional/assessment practices instructional/assessment practices school wide. school wide.


Assessment Assessment Standard 2 :Standard 2 :Aligns assessments with the required curriculum standards.

COMMENDATION:COMMENDATION:Lesson plans and data Lesson plans and data reviewed indicate that a reviewed indicate that a systematic process is in place systematic process is in place to align assessments with to align assessments with required curriculum required curriculum standards. standards.


Assessment Assessment Standard 3 :Standard 3 :Uses common assessments to monitor student progress, inform instruction, and improve practices.

COMMENDATION:COMMENDATION:Teachers consistently use common assessments to monitor student progress, form and adjust flexible groups, and to improve instruction.


Assessment Assessment Standard 4 :Standard 4 :Analyzes assessment results to provide feedback to students and to adjust instruction

COMMENDATION:COMMENDATION:Teachers regularly adjust classroom Teachers regularly adjust classroom instruction based on formative and instruction based on formative and summative assessment results. summative assessment results.

OPPORTUNITIES: OPPORTUNITIES: Equip teachers to be self-sufficient Equip teachers to be self-sufficient in the analysis of student data and in the analysis of student data and in the utilization of ALL student in the utilization of ALL student data, to include student growth data, to include student growth models and CCRPI data, to provide models and CCRPI data, to provide meaningful feedback to students meaningful feedback to students and parents to GROW student and parents to GROW student achievement. achievement.


Assessment Assessment Standard 5 :Standard 5 :Implements assessment practices that provide an accurate indication of student progress on the required standards.

COMMENDATION:COMMENDATION:Teachers provide an accurate Teachers provide an accurate indication of student progress to all indication of student progress to all stakeholders. stakeholders.

OPPORTUNITIES:OPPORTUNITIES:Ensure that there is consistency in Ensure that there is consistency in grading school wide and that grading school wide and that classroom grades are not an over-classroom grades are not an over-inflated representation when inflated representation when compared with ability and compared with ability and standardized assessment results. standardized assessment results.

INSTRUCTIONINSTRUCTION

Instruction Standard 1:Instruction Standard 1:Provides an orderly, Provides an orderly, well-managed learning well-managed learning environment.environment.

COMMENDATION:COMMENDATION:Classrooms provide motivational Classrooms provide motivational climates and cognitive environments climates and cognitive environments to cultivate positive learning to cultivate positive learning opportunities. Rules and procedures opportunities. Rules and procedures were interwoven into the were interwoven into the conversations and directly impacted conversations and directly impacted the learning environment.the learning environment.


Instruction Standard 2:Instruction Standard 2:Creates an academically-challenging environment that cultivates higher-order thinking skills and processes.

COMMENDATION:COMMENDATION:Ruth Hill provides an orderly, well-Ruth Hill provides an orderly, well-managed, challenging learning managed, challenging learning environment that enables students environment that enables students to attain higher levels of to attain higher levels of understanding through understanding through implementation of varied implementation of varied instructional strategies.instructional strategies.


Instruction Standard 3:Instruction Standard 3:Implements research-Implements research-based instructional based instructional strategies.strategies.

COMMENDATION:COMMENDATION:The school implements rigorous, The school implements rigorous, systematic and objective strategies to systematic and objective strategies to enhance student achievement and enhance student achievement and make informed educational make informed educational decisions.decisions.


Instruction Standard 4:Instruction Standard 4:Enables students to Enables students to attain higher levels of attain higher levels of learning through learning through differentiated differentiated instruction.instruction.

COMMENDATION:COMMENDATION:Differentiates instruction is based on Differentiates instruction is based on student need, increasing student student need, increasing student attainment of higher level thinking attainment of higher level thinking skills.skills.


Instruction Standard 5:Instruction Standard 5:Engages students in setting learning targets aligned to curriculum standards.

COMMENDATION:COMMENDATION:Ruth Hill deepens understanding Ruth Hill deepens understanding by actively involving students in by actively involving students in the learning experiences of the the learning experiences of the desired curriculum.desired curriculum.

OPPORTUNITIES:OPPORTUNITIES:Provide professional learning Provide professional learning opportunities on engaging opportunities on engaging students in the ownership of goal students in the ownership of goal setting.setting.


Instruction Standard 6:Instruction Standard 6:Establishes high expectations with students playing an active role in monitoring their own progress.

COMMENDATION:COMMENDATION:The school has established a The school has established a culture of success by requiring culture of success by requiring high academic performance high academic performance determined by using individual determined by using individual student goals and continual student goals and continual monitoring through peer and monitoring through peer and teacher conferences.teacher conferences.

OPPORTUNITIES:OPPORTUNITIES:Include students in the discussion Include students in the discussion of establishing goals to encourage of establishing goals to encourage ownership.ownership.


Instruction Standard 7:Instruction Standard 7:Integrates appropriate current technology into teaching and learning.

COMMENDATION:COMMENDATION:Ruth Hill supports and energizes Ruth Hill supports and energizes lessons by effectively engaging lessons by effectively engaging students through the incorporation students through the incorporation of technology into teaching and of technology into teaching and learning.learning.

OPPORTUNITIES:OPPORTUNITIES:Create a school wide focused goal Create a school wide focused goal towards the integration of towards the integration of technology.technology.


Instruction Standard 8:Instruction Standard 8:Provides feedback to students on their performance on the standards or learning targets.

COMMENDATION:COMMENDATION:Ruth Hill guides student learning Ruth Hill guides student learning by providing effective and by providing effective and engaging feedback designed to engaging feedback designed to require students to articulate, self-require students to articulate, self-monitor, and reinforce learning.monitor, and reinforce learning.


Instruction Standard 9:Instruction Standard 9:Provides timely, systematic, data-driven interventions.

COMMENDATION:COMMENDATION:The school develops The school develops comprehensive, research based comprehensive, research based interventions tailored to meet the interventions tailored to meet the needs of students through needs of students through collaborative vertical and collaborative vertical and horizontal discussions.horizontal discussions.

PLANNING &PLANNING & ORGANIZATION ORGANIZATION

Planning and Planning and Organization Organization Standard 1:Standard 1:Maintains the school building, campus, and equipment to ensure a safe, clean, and inviting learning environment for all staff and students.

COMMENDATION:COMMENDATION:The classrooms and building was The classrooms and building was clean and orderly, all the materials clean and orderly, all the materials on the wall were up to date, and on the wall were up to date, and students were comfortable in all students were comfortable in all classrooms allowing students to classrooms allowing students to perform at their best.perform at their best.

PLANNING &PLANNING & ORGANIZATION ORGANIZATION

Planning and Planning and Organization Organization Standard 2: Standard 2: Shares a common vision/mission that defines the school culture and guides the continuous improvement process.

COMMENDATION:COMMENDATION:There is a strong intent to make all students There is a strong intent to make all students feel valued and important in the classroom. feel valued and important in the classroom. Also, the teachers feel valued and are a part of Also, the teachers feel valued and are a part of the team. Dr. Corley is leading students to the team. Dr. Corley is leading students to understand every student has the capacity to understand every student has the capacity to achieve academically here and beyond.achieve academically here and beyond.

OPPORTUNITIES:OPPORTUNITIES:Leadership team needs unified mission to Leadership team needs unified mission to guide the continuous improvement process. guide the continuous improvement process. Faculty and staff need a clear understanding Faculty and staff need a clear understanding of the roles of each administrator in the of the roles of each administrator in the building. building.

PLANNING & PLANNING & ORGANIZATIONORGANIZATION

Planning and Planning and Organization Organization Standard 3:Standard 3:Develops, communicates, and implements rules, policies, schedules, and procedures to maximize student learning and staff effectiveness.

COMMENDATION:COMMENDATION:Every part of the day seems to be Every part of the day seems to be well planned, communicated, and well planned, communicated, and maximized for student learning.maximized for student learning.


Planning and Planning and Organization Organization Standard 4:Standard 4:Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance.

OPPORTUNITIES:OPPORTUNITIES:Continue use of APTT – Academic Continue use of APTT – Academic Parent Teacher Teams.Parent Teacher Teams. Increase student ownership of Increase student ownership of goals and goal setting. Students goals and goal setting. Students need to be able to articulate their need to be able to articulate their own goals.own goals.


Planning and Planning and Organization Organization Standard 5:Standard 5:Allocates and monitors available resources to support continuous improvement.

COMMENDATION:COMMENDATION:Paraprofessional, ESOL, and other Paraprofessional, ESOL, and other staff were actively engaged and staff were actively engaged and supportive of the academic success supportive of the academic success of the students. Resources are of the students. Resources are used for embedded staff used for embedded staff development and innovative development and innovative practices.practices.


Planning and Planning and Organization Organization Standard 6:Standard 6:Monitors implementation of the school improvement plan and makes adjustments as needed.

COMMENDATION:COMMENDATION:School improvement plan is part of School improvement plan is part of the school culture at every grade the school culture at every grade level.level.

OPPORTUNITIES:OPPORTUNITIES:Formalized staff feedback on Formalized staff feedback on progress of school improvement progress of school improvement plan.plan.

PROFESSIONAL PROFESSIONAL LEARNINGLEARNING

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

COMMENDATIONS:COMMENDATIONS:There is evidence to support ongoing There is evidence to support ongoing professional development to improve in professional development to improve in the areas of math and science through the areas of math and science through STEM certification and opportunities. STEM certification and opportunities. Participation in APTT pilot program Participation in APTT pilot program meets the needs of stakeholders based meets the needs of stakeholders based on the Title I Annual Parent Survey.on the Title I Annual Parent Survey.

OPPORTUNITIES:OPPORTUNITIES:Provide more professional development Provide more professional development opportunities and documentation in the opportunities and documentation in the area of Reading and English/Language area of Reading and English/Language Arts to improve the achievement gap of Arts to improve the achievement gap of students with disabilities.students with disabilities.


Professional Learning Professional Learning Standard 2:Standard 2:Uses multiple professional learning designs to support the various learning needs of the staff.

COMMENDATIONS:COMMENDATIONS:The school is commended for the The school is commended for the collaborative planning among collaborative planning among teams, vertical planning to the teams, vertical planning to the perspective feeder schools, and perspective feeder schools, and opportunities for teacher opportunities for teacher shadowing.shadowing.

PROFESSIONALPROFESSIONAL LEARNING LEARNING

Professional Learning Professional Learning Standard 3:Standard 3:Allocates resources and establishes a support structure to ensure the effectiveness of professional learning.

COMMENDATIONS:COMMENDATIONS:Funds are allocated to ensure Funds are allocated to ensure professional opportunities are professional opportunities are granted based on the needs of granted based on the needs of students as documented in the students as documented in the school improvement plan.school improvement plan.


Professional Learning Professional Learning Standard 4:Standard 4:Cultivates collaborative inquiry and learning that enhance individual and collective performance.

COMMENDATIONS:COMMENDATIONS:The school is to be commended for The school is to be commended for redelivery of professional redelivery of professional development and learning development and learning opportunities to enhance individual opportunities to enhance individual and collective performance.and collective performance.

OPPORTUNITIES:OPPORTUNITIES:Provide evidence to support that Provide evidence to support that professional development is being professional development is being utilized by faculty, and document how utilized by faculty, and document how it enhances individual and collective it enhances individual and collective performance.performance.


Professional Learning Professional Learning Standard 5:Standard 5:Communicates implementation expectations regarding teacher and staff practices and curriculum standards.

COMMENDATIONS:COMMENDATIONS:There was evidence provided There was evidence provided through teacher interviews and the through teacher interviews and the administrator’s presentation of the administrator’s presentation of the expectations for the expectations for the implementation of professional implementation of professional learning. Ex. STEM Training and learning. Ex. STEM Training and Implementation, Tech Summit, Implementation, Tech Summit, RESA Technology Development, RESA Technology Development, Tech Tuesday, and APTT.Tech Tuesday, and APTT.


Professional Learning Professional Learning Standard 6:Standard 6:Monitors and evaluates the impact of professional learning on staff practices and student learning.

COMMENDATIONS:COMMENDATIONS:Dr. Corley is to be commended for Dr. Corley is to be commended for his modeling practices and support his modeling practices and support as well as providing materials as well as providing materials necessary to implement STEM necessary to implement STEM activities. It is also acknowledged activities. It is also acknowledged that Dr. Corley sets expectations that Dr. Corley sets expectations for completion and feedback.for completion and feedback.

LEADERSHIPLEADERSHIP

Leadership Standard Leadership Standard 1:1:Builds and sustains relationships to improve student achievement.

COMMENDATION:COMMENDATION:Dr. Corley has developed and continues Dr. Corley has developed and continues to grow strong positive relationships to grow strong positive relationships with staff, students, parents, and with staff, students, parents, and community members.community members.


Leadership Leadership Standard 2:Standard 2:Guides the school’s work in curriculum, assessment, instruction, and professional learning.

COMMENDATION:COMMENDATION:Dr. Corley takes an active role in leading Dr. Corley takes an active role in leading professional learning to improve instruction. professional learning to improve instruction. He continuously shares assessment data with He continuously shares assessment data with staff to improve implementation of staff to improve implementation of curriculum to meet student learning needs.curriculum to meet student learning needs.

TARGET/RECOMMENDATION:TARGET/RECOMMENDATION:The assistant principal’s active participation in The assistant principal’s active participation in guiding the school’s work in these areas will guiding the school’s work in these areas will support faculty and staff in implementing support faculty and staff in implementing strategies directly tied to improved student strategies directly tied to improved student achievement outcomes. achievement outcomes.


Leadership Leadership Standard 3:Standard 3:Establishes and supports a data-driven school leadership team that is focused on student learning.

OPPORTUNITIES:OPPORTUNITIES:Utilize the strong positive relationships Utilize the strong positive relationships that have been established within the that have been established within the school leadership team to move forward school leadership team to move forward with a more data guided instructional with a more data guided instructional focus.focus.


Leadership Leadership Standard 4:Standard 4:Implements collaborative, distributed leadership.

COMMENDATION:COMMENDATION:Dr. Corley has worked diligently to Dr. Corley has worked diligently to involve all stakeholders to share decision involve all stakeholders to share decision making and problem solving making and problem solving opportunities to build leadership roles. opportunities to build leadership roles.


Leadership Leadership Standard 5:Standard 5:Initiates and manages change to improve staff performance and student learning.

COMMENDATION:COMMENDATION:Dr. Corley creates and fosters a sense of Dr. Corley creates and fosters a sense of urgency for change and effectively urgency for change and effectively communicates the right vision to engage communicates the right vision to engage the staff which has created ownership and the staff which has created ownership and buy-in.buy-in.

OPPORTUNITIES:OPPORTUNITIES:Sharing leadership roles between the Sharing leadership roles between the Assistant Principal and Principal will help Assistant Principal and Principal will help to sustain initiative for strategies to to sustain initiative for strategies to support student learning.support student learning.


Leadership Leadership Standard 6:Standard 6:Provides ongoing performance feedback and support to teachers and other staff.

OPPORTUNITIES:OPPORTUNITIES:Teachers and staff receive ongoing Teachers and staff receive ongoing performance feedback however; performance feedback however; additional support for instructional additional support for instructional strategies related to CCRPI will increase strategies related to CCRPI will increase student achievement.student achievement.


Leadership Leadership Standard 7:Standard 7:Leads the data analysis efforts of the school to improve student achievement.

OPPORTUNITIES:OPPORTUNITIES:Provide opportunities for all staff Provide opportunities for all staff members to become actively involved members to become actively involved and engaged in data analysis and its and engaged in data analysis and its impact on instruction. impact on instruction.


Leadership Leadership Standard 8:Standard 8:Monitors and evaluates the performance of teachers and other staff through observations, data, and documentation.

OPPORTUNITIES:OPPORTUNITIES:Continue to use the TKES process to Continue to use the TKES process to provide effective feedback and promote provide effective feedback and promote the use of strong instructional the use of strong instructional strategies that will increase student strategies that will increase student success.success.

FAMILY & COMMUNITY FAMILY & COMMUNITY ENGAGEMENT ENGAGEMENT

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

COMMENDATION:COMMENDATION:The community based approach that The community based approach that the school offers allows all the school offers allows all stakeholders to be real partners in stakeholders to be real partners in education. Students, parents and education. Students, parents and staff feel a genuine sense of family, staff feel a genuine sense of family, pride and belonging to the school.pride and belonging to the school.


Family and Family and Community Community Engagement Engagement Standard 2:Standard 2:Establishes partnerships and decision-making processes that build capacity for family and community engagement in the success of students.

COMMENDATION:COMMENDATION:The organizational structures that The organizational structures that are in place encourage the family-are in place encourage the family-school partnerships to be supporters school partnerships to be supporters of learning from the cradle to career of learning from the cradle to career by providing educational by providing educational opportunities for all children. The opportunities for all children. The collective capacity- of the requisite collective capacity- of the requisite skills of knowledge, confidence and skills of knowledge, confidence and belief systems has been belief systems has been implemented and is sustaining the implemented and is sustaining the home-school relationship.home-school relationship.


Family and Family and Community Community Engagement Engagement Standard 3:Standard 3:Cultivates meaningful two-way communication between the school and families as well as the school and the community.

COMMENDATION:COMMENDATION:There is consistent communication There is consistent communication in a myriad of forms to convey in a myriad of forms to convey information. There is an open door information. There is an open door policy that makes parents feel policy that makes parents feel comfortable.comfortable.


Family and Family and Community Community Engagement Engagement Standard 4:Standard 4:Communicates the grade-level/course expectations and the current student achievement status to families.

COMMENDATION:COMMENDATION:The participation in the APTT has The participation in the APTT has been put in the forefront for the been put in the forefront for the parents’ grade-level expectations parents’ grade-level expectations and current student achievement.and current student achievement.

OPPORTUNITIES:OPPORTUNITIES:Continue to engage the parents in Continue to engage the parents in the knowledge of their student’s the knowledge of their student’s achievement by providing additional achievement by providing additional information through various information through various avenues. avenues.


Family and Family and Community Community Engagement Engagement Standard 5:Standard 5:Collaborates about available school interventions as well as support strategies that can be used at home to enhance academic achievement.

COMMENDATION:COMMENDATION:The school utilizes a school The school utilizes a school community based approach as an community based approach as an inclusive concept to include a inclusive concept to include a number of diverse initiatives.number of diverse initiatives.

OPPORTUNITIES:OPPORTUNITIES:Strengthening partnerships with Strengthening partnerships with community services to allow more of community services to allow more of an outreach to parents to include an outreach to parents to include the Spanish community and provide the Spanish community and provide parent trainings through these parent trainings through these partnerships.partnerships.


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

COMMENDATION:COMMENDATION:The faculty enthusiastically The faculty enthusiastically embraces providing needed supports embraces providing needed supports for the students and their families.for the students and their families.

SCHOOL CULTURESCHOOL CULTURE

School Culture School Culture Standard 1:Standard 1:Develops, communicates, and implements rules, practices, and procedures that ensure a safe, orderly learning environment.

COMMENDATION:COMMENDATION:The school wide positive behavior The school wide positive behavior intervention system is effectively intervention system is effectively communicated and used across communicated and used across grade levels and content areas to grade levels and content areas to ensure a safe and positive learning ensure a safe and positive learning environment.environment.

OPPORTUNITIES:OPPORTUNITIES:Implement a more systematic Implement a more systematic approach in the development and approach in the development and revision of school wide initiatives.revision of school wide initiatives.


School Culture School Culture Standard 2: Standard 2: Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community.

COMMENDATION:COMMENDATION:A culture of trust and respect has A culture of trust and respect has been developed throughout the been developed throughout the school by creating a family school by creating a family atmosphere that carries over into atmosphere that carries over into the community.the community.


School Culture School Culture Standard 3: Standard 3: Promotes the academic achievement and career readiness of all students.

COMMENDATION:COMMENDATION:All students have opportunities to All students have opportunities to participate in remedial and participate in remedial and advanced content as well as advanced content as well as extracurricular activities, which extracurricular activities, which support academic and career support academic and career readiness goals.readiness goals.


School Culture School Culture Standard 4: Standard 4: Supports the personal growth and development of all students.

COMMENDATION:COMMENDATION:School staff consistently provides School staff consistently provides learning opportunities that supports learning opportunities that supports growth and development of all growth and development of all students, which is evident through students, which is evident through counseling groups, personal counseling groups, personal accountability and mutual respect accountability and mutual respect among staff and students.among staff and students.

SCHOOL CULTURE SCHOOL CULTURE

School Culture School Culture Standard 5: Standard 5: Celebrates and recognizes achievements and accomplishments of students and staff.

COMMENDATION:COMMENDATION:Student and staff accomplishments Student and staff accomplishments are recognized frequently within the are recognized frequently within the school and community through school and community through faculty meeting high fives, “shout faculty meeting high fives, “shout outs”, school displays, newspaper outs”, school displays, newspaper articles, Golden Eagle awards and articles, Golden Eagle awards and Fly the Coup activities.Fly the Coup activities.

2014-2015 GAPSS Report. STRANDS NOT ADDRESSED NOT EVIDENTEMERGENTEMERGINGOPERATIONAL FULLY...

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Transcript of 2014-2015 GAPSS Report. STRANDS NOT ADDRESSED NOT EVIDENTEMERGENTEMERGINGOPERATIONAL FULLY...