1. ADVANCED (SACS) SYSTEM SUMMARY FY15

2. STANDARD ONE INDICATORS 1.1-The system engages in a systematic, inclusive and comprehensive process to review, revise and communicate a system-wide purpose for student success. Rating 3 1.2- The system ensures that each school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for student success. Rating 3 1.3- The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking and life skills. Rating 3 1.4- Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning. Rating 3

3. STRENGTHS/AREAS IN NEED OF IMPROVEMENT Strengths All indicators for standard one were considered strengths. Areas in Need of Improvement The system and schools need to do a better job of making sure the purpose statement is being formally reviewed and revised with involvement from parents. Plans for Improving the Area of Need Strategic planning has been started in all of the buildings. The strategic planning process includes having parents/community members provide input into the reviewing and revising process of the purpose statement and shared beliefs.

4. STANDARD TWO INDICATORS 2.1- The governing body establishes policies and support policies that ensure effective administration of the system and its schools. Rating 3 2.2- The governing body operates responsibly and functions effectively. Rating 3 2.3- The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. Rating 3 2.4- Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction. Rating 3 2.5- Leadership engages stakeholders effectively in support of the system’s purpose and direction. Rating 3 2.6- Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success. Rating 3

5. STRENGTHS/AREAS IN NEED OF IMPROVEMENT Strengths All indicators for standard two were considered strengths. Areas in Need of Improvement Even though the district works hard to be sure to involve stakeholders in the decision making process at the district level and to make sure that everyone is aware of the procedures implemented for the system; there is a need for a system employee operations manual. Currently, there is no written document for employees that compiles and outlines procedures for duties, department processes, and expectations. Schools have teacher handbooks that explain everything for building level, but there is nothing explaining system information to staff. Plans for Improving the Area of Need Develop a system employee operations manual that will outline and explain procedures for duties, department processes, and expectations. Employees and new hires will have a manual that will detail information and provide contact information for questions/concerns. This manual will be updated annually and be reviewed with all new hires within the system.

6. STANDARD THREE INDICATORS 3.1- The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking and life skills that lead to success at the next level. Rating 3 3.2- Curriculum, instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Rating 3 3.3- Teachers throughout the school system engage students in their learning through instructional strategies that ensure achievement of learning expectations. Rating 3 3.4- System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Rating 3 3.5- The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels. Rating 3

7. STANDARD THREE INDICATORS 3.6- Teachers implement the system’s instructional process in support of student learning. Rating 3 3.7- Mentoring, coaching and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning. Rating 2 3.8- The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress. Rating 3 3.9- The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student’s school who supports that student’s educational experience. Rating 3 3.10- Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Rating 3

8. STANDARD THREE INDICATORS 3.11- All staff members participate in a continuous program of professional learning. Rating 3 3.12- The system and its schools provide and coordinate learning support services to meet the unique learning needs of students. Rating 3

9. STRENGTHS/AREAS IN NEED OF IMPROVEMENT Strengths All indicators for standard three were considered strengths with the exception of indicator seven. Areas in Need of Improvement The system does have some positive supports in place such as assigning mentors to new hires and having an induction program at the beginning of the school year that includes training on system initiatives and awareness sessions on human resources. The system also provides coaching in both formal and informal settings throughout the year with all teachers through the school improvement specialists’ weekly sessions. However, the overall consensus is that new hires are supported at varying levels with no formal process in place for continued support throughout the year. Many times, the mentors that are assigned may teach a different grade or content area and may not have the same planning time or teach on the same hall. All of these issues make it difficult for systematic mentoring and coaching to occur. The system would benefit by implementing a more formalized induction program for new hires. Plans for Improving the Area of Need The system plans to improve the area of need discussed above by forming a committee to analyze and study what other systems are doing in the areas of induction, mentoring and coaching all personnel, especially new hires, to support ongoing instructional improvement that is consistent with the system’s values and beliefs about teaching and learning.

10. STANDARD FOUR INDICATORS 4.1- The system engages in a systematic process to recruit, employ and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools and educational programs. Rating 3 4.2- Instructional time, material resources and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs and system operations. Rating 3 4.3- The system maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff. Rating 3 4.4- The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system. Rating 3 4.5- The system provides, coordinates and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system. Rating 3 4.6- The system provides a technology infrastructure and equipment to support the system’s teaching, learning and operational needs. Rating 3

11. STANDARD FOUR INDICATORS 4.7- The system provides, coordinates and evaluates the effectiveness of support systems to meet the physical, social and emotional needs of the student population being served. Rating 3 4.8- The system provides, coordinates and evaluates the effectiveness of services that support the counseling, assessment, referral, educational and career planning needs of all students. Rating 3

12. STRENGTHS/AREAS IN NEED OF IMPROVEMENT Strengths All indicators for standard four were considered strengths; however, indicator seven is an area where some improvement is needed. Areas in Need of Improvement The JDCSS provides support services to meet the physical, social, and emotional needs of the student population being served. The system does not offer parent classes on recognizing social and emotional issues, etc. at this time. The JDCSS has a referral system for meeting students’ needs in these areas. However, these referrals are done by one-on-one contact with counselors to request services for students in need after teachers complete the referral process. Also, many teachers are not aware of the resources available to students in the area of meeting social and emotional needs. The system does follow the Georgia Network for Educational and Therapeutic Support (GNETS) protocols and procedures for referral. The system also believes a formal anti-bullying program needs to be implemented. Plans for Improving the Area of Need JDCSS will seek professional development for teachers to identify characteristics of students that may have social and emotional issues and/or bullying issues. The system may need to develop school committees to organize, develop, and schedule health care workers to provide professional learning sessions for parents and staff on recognizing social and emotional issues and/or what to do about issues of bullying. The system may research a curriculum to educate students and staff about bullying characteristics and how to deal with them and implement a formal anti-bullying program that will help students feel safer and more secure at school and online.

13. STANDARD FIVE INDICATORS 5.1- The system establishes and maintains a clearly defined and comprehensive student assessment system. Rating 3 5.2- Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about learning, instruction, program evaluation and organizational conditions that support learning. Rating 3 5.3- Throughout the system professional and support staff are trained in the interpretation and use of data. Rating 3 5.4- The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Rating 3 5.5- System and school leaders monitor and communicate comprehensive information about student learning, school performance and the achievement of system and school improvement goals to stakeholders. Rating 4

14. STRENGTHS/AREAS IN NEED OF IMPROVEMENT Strengths All indicators for standard five were considered strengths with indicator three being an area that may be improved. Areas in Need of Improvement Professional and support staff members are trained in the evaluation, interpretation, and use of data. Kindergarten through fifth grade teachers have had extensive training on interpreting DIBELS Next data and progress monitoring the special education students. The teachers of English learners have had specialized training for interpreting ACCESS scores, and have, in turn, worked with classroom teachers to interpret that data. The regular classroom teachers have had training on all assessments; however, collaborative meetings where data is shared and analyzed collectively are providing a more in-depth understanding of the data and how it can guide instruction. Although JDCSS has an intensive data review system in place for summative assessment, there is always room for improvement. Consistent protocols and procedures for data analysis is also an area that should be addressed by JDCSS. Plans for Improving the Area of Need More focus on analyzing and interpreting data from formative assessments would increase the depth of knowledge and understanding of the data being reviewed. This type of review and analysis will enable JDCSS to continue to move forward. Professional development for analyzing, interpreting and using the data from formative assessments to drive standards-based instruction will be formulated and delivered. The school improvement specialists and RTI coordinators will meet in small groups or with individual teachers to help as needed. The district School Improvement Specialist and the building level School Improvement Specialists will work to develop and implement consistent procedures and protocols for data analysis to be used system- wide. This effort will include agendas, procedures for drilling down through the data, and procedures for proper and reliable methods of maintaining records and sharing the information gathered. Professional development on these items will be established in each school.

15. STRATEGIC PLAN https://eboard.eboardsolutions.com/StrategicPlan/PlanDetail. aspx?S=4093&PID=2107