Fulton County Schools

Report of the External Review Team for Fulton County School System

6201 Powers Ferry Rd Atlanta GA 30339-2926 US

Date: February 1, 2015 - February 4, 2015

Document Generated On February 28, 2017 AdvancED Fulton County School System

Copyright (c) 2017 by Advance Education, Inc. AdvancED™ grants to the Institution, which is the subject of the External Review Team Report, and its designees and stakeholders a non-exclusive, perpetual, irrevocable, royalty-free license and release to reproduce, reprint, and distribute this report in accordance with and as protected by the Copyright Laws of the United States of America and all foreign countries. All other rights not expressly conveyed are reserved by AdvancED™.

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Table of Contents

Introduction 4 Results 10 Teaching and Learning Impact 10 Standard 3 - Teaching and Assessing for Learning 11 Standard 5 - Using Results for Continuous Improvement 12 Student Performance Diagnostic 12 Effective Learning Environments Observation Tool (eleot™) 14 eleot™ Data Summary 16 Findings 19 Leadership Capacity 22 Standard 1 - Purpose and Direction 23 Standard 2 - Governance and Leadership 23 Stakeholder Feedback Diagnostic 24 Findings 24 Resource Utilization 26 Standard 4 - Resources and Support Systems 26 Findings 27 Conclusion 29 Accreditation Recommendation 32 Addenda 33 Individual Institution Results (Self-reported) 33 Team Roster 37 Next Steps 44 About AdvancED 45 References 46

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Introduction The External Review is an integral component of AdvancED Performance Accreditation and provides the institution with a comprehensive evaluation guided by the results of diagnostic instruments, in-depth review of data and documentation, and the professional judgment of a team of qualified and highly trained evaluators. A series of diagnostic instruments examines the impact of teaching and learning on student performance, the capacity of leadership to effect continuous improvement, and the degree to which the institution optimizes its use of available resources to facilitate and support student success. The results of this evaluation are represented in the Index of Education Quality (IEQ™) and through critical observations, namely, Powerful Practices, Opportunities for Improvement, and Improvement Priorities.

Accreditation is a voluntary method of quality assurance developed more than 100 years ago by American universities and secondary schools and designed primarily to distinguish schools adhering to a set of educational standards. Today the accreditation process is used at all levels of education and is recognized for its ability to effectively drive student performance and continuous improvement in education.

Institutions seeking to gain or retain accreditation must meet AdvancED Standards specific to their institution type, demonstrate acceptable levels of student performance and the continuous improvement of student performance, and provide evidence of stakeholder engagement and satisfaction. The power of AdvancED Performance Accreditation lies in the connections and linkages between and among the conditions, processes, and practices within a system that impact student performance and organizational effectiveness.

Standards help to delineate what matters. They provide a common language through which an education community can engage in conversations about educational improvement, system effectiveness, and achievement. They serve as a foundation for planning and implementing improvement strategies and activities and for measuring success. AdvancED Standards were developed by a committee comprised of talented educators and leaders from the fields of practice, research, and policy who applied professional wisdom, deep knowledge of effective practice, and the best available research to craft a set of robust standards that define institutional quality and guide continuous improvement. Prior to implementation, an internationally recognized panel of experts in testing and measurement, teacher quality, and education research reviewed the standards and provided feedback, guidance and endorsement.

The AdvancED External Review Team uses AdvancED Standards, associated indicators and criteria related to student performance and stakeholder engagement to guide its evaluation. The Team examines adherence to standards as well as how the institution functions as a whole and embodies the practices and characteristics expected of an accredited institution. The Standards, indicators and related criteria are evaluated using indicator-specific performance levels. The Team rates each indicator and criterion on a scale of 1 to 4. The final scores assigned to the indicators and criteria represent the average of the External Review Team members' individual ratings.

The External Review is the hallmark of AdvancED Performance Accreditation. It energizes and equips the institution's leadership and stakeholders to achieve higher levels of performance and address those areas that

©Document 2017 Advance Generated Education, On Inc.February All rights 28, reserved 2017 unless otherwise granted by written agreement. Page 4 AdvancED Fulton County School System may be hindering efforts to reach desired performance levels. External Review is a rigorous process that includes the in-depth examination of evidence and relevant data, interviews with all stakeholder groups, and extensive observations of learning, instruction, and operations.

Use of Diagnostic Tools A key to examining the institution is the design and use of diagnostic tools that reveal the effectiveness with which an institution creates conditions and implements processes and practices that impact student performance and success. In preparation for the External Review the institution conducted a Self Assessment that applied the standards and criteria for accreditation. The institution provided evidence to support its conclusions vis a vis organizational effectiveness in ensuring acceptable and improving levels of student performance.

- an indicator-based tool that connects the specific elements of the criteria to evidence gathered by the team; - a student performance analytic that examines the quality of assessment instruments used by the institution, the integrity of the administration of the assessment to students, the quality of the learning results including the impact of instruction on student learning at all levels of performance, and the equity of learning that examines the results of student learning across all demographics; - a stakeholder engagement instrument that examines the fidelity of administration and results of perception surveys seeking the perspective of students, parents, and teachers; - a state-of-the-art, learner-centric observation instrument, the Effective Learning Environments Observation Tool (eleot™) that quantifies students' engagement, attitudes and dispositions organized in 7 environments: Equitable Learning, High Expectations, Supportive Learning, Active Learning, Progress Monitoring and Feedback, Well-Managed Learning, and Digital Learning. All evaluators must be trained, reach acceptable levels of inter-rater reliability, and certified to use this research- based and validated instrument.

The External Review Team's findings and critical observations are shared in this report through the IEQ™ results as well as through the identification of Powerful Practices, Opportunities for Improvement, and Improvement Priorities.

Index of Education Quality In the past, accreditation reviews resulted in an accreditation recommendation on status. Labels such as advised, warned, probation, or all clear were used to describe the status of a school relative to the AdvancED Standards and other evaluative criteria. Beginning in the 2013-14 school year, AdvancED introduced a new framework to describe the results of an accreditation review. Consistent with the modern focus of accreditation on continuous improvement with an emphasis on student success, AdvancED introduced an innovative and state-of-the-art framework for diagnosing and revealing institutional performance called the Index of Education Quality (IEQ™). The IEQ™ comprises three domains of performance: 1) the impact of teaching and learning on student performance; 2) the capacity of leadership to guide the institution toward the achievement of its

©Document 2017 Advance Generated Education, On Inc.February All rights 28, reserved 2017 unless otherwise granted by written agreement. Page 5 AdvancED Fulton County School System vision and strategic priorities; and 3) use of resources to support and optimize learning. Therefore, your institution will no longer receive an accreditation status. Instead, your institution will be accredited with an IEQ™ score. In the case where an institution is failing to meet established criteria, the accreditation will be under review thereby requiring frequent monitoring and demonstrated improvement.

The three domains of performance are derived from the AdvancED Standards and associated indicators, the analysis of student performance, and the engagement and feedback of stakeholders. Within each domain institutions can connect to the individual performance levels that are applied in support of the AdvancED Standards and evaluative criteria. Within the performance levels are detailed descriptors that serve as a valuable source of guidance for continuous improvement. Upon review of the findings in this report and building on their Powerful Practices, institutional leaders should work with their staff to review and understand the evidence and rationale for each Opportunity for Improvement and Improvement Priority as well as the corresponding pathway to improvement described in the performance levels of the selected indicator(s).

The IEQ™ provides a new framework that recognizes and supports the journey of continuous improvement. An institution's IEQ™ is the starting point for continuous improvement. Subsequent actions for improvement and evidence that these have had a positive impact will raise the institution's IEQ™ score.

Benchmark Data Throughout this report, AdvancED provides benchmark data for each indicator and for each component of the evaluative criteria. These benchmark data represent the overall averages across the entire AdvancED Network for your institution type. Thus, the AdvancED Network average provides an extraordinary opportunity for institutions to understand their context on a global scale rather than simply compared to a state, region, or country.

It is important to understand that the AdvancED Network averages are provided primarily to serve as a tool for continuous improvement and not as a measure of quality in and of itself. Benchmark data, when wisely employed, have a unique capacity to help institutions identify and leverage their strengths and areas of improvement to significantly impact student learning.

Powerful Practices A key to continuous improvement is the institution's ability to learn from and build upon its most effective and impactful practices. Such practices serve as critical leverage points necessary to guide, support and ensure continuous improvement. A hallmark of the accreditation process is its commitment to identifying with evidence, the conditions, processes and practices that are having the most significant impact on student performance and institutional effectiveness. Throughout this report, the External Review Team has captured and defined Powerful Practices. These noteworthy practices are essential to the institution's effort to continue its journey of improvement.

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Opportunities for Improvement Every institution can and must improve no matter what levels of performance it has achieved in its past. During the process of the review, the External Review Team identified areas of improvement where the institution is meeting the expectations for accreditation but in the professional judgment of the Team these are Opportunities for Improvement that should be considered by the institution. Using the criteria described in the corresponding rubric(s) to the Opportunity for Improvement, the institution can identify what elements of practice must be addressed to guide the improvement.

Improvement Priorities The expectations for accreditation are clearly defined in a series of the rubric-based AdvancED Standards, indicators and evaluative criteria focused on the impact of teaching and learning on student performance, the capacity of the institution to be guided by effective leadership, and the allocation and use of resources to support student learning. As such, the External Review Team reviewed, analyzed and deliberated over significant bodies of evidence provided by the institution and gathered by the Team during the process. In the professional judgment of the Team as well as the results of the diagnostic process, the Team defined, with rationale, Improvement Priorities. The priorities must be addressed in a timely manner by the institution to retain and improve their accreditation performance as represented by the IEQ™. Improvement Priorities serve as the basis for the follow-up and monitoring process that will begin upon conclusion of the External Review. The institution must complete and submit an Accreditation Progress Report within two years of the External Review. The report must include actions taken by the institution to address the Improvement Priorities along with the corresponding evidence and results. The IEQ™ will be recalculated by AdvancED upon review of the evidence and results associated with the Improvement Priorities.

The Review Prior to the on-site district re-accreditation review, the AdvancED External Review Team began its off-site examination of and deliberation about artifacts provided by the Fulton County School District (FCSD), headquartered in Atlanta, GA with three team and district joint telephone conference calls held on January 9, 14, and 22, 2015. During these calls FCSD central office staff addressed district operations and priorities with the 20 team members assigned by AdvancED.

In addition, the Team Lead Evaluator announced AdvancED Standard and Domain chairpersons for the team and explained documents posted on the FCSD AdvancED workspace. The Team began the on-site FCSD district review with an evening dinner held at the Atlanta Airport Hilton, on Sunday, February 1. The event was attended by the district superintendent, district AdvancED contact persons, various district area superintendents as well as district deputy superintendents, and all AdvancED team members.

An extensive examination of the district using the approved accreditation review process was conducted with an emphasis on the five AdvancED standards, the use of the Effective Learning Environment Observation Tool (eleot™), various interviews with FCSD central office staff as well as school leaders and stakeholder groups, the examination of submitted district and school artifacts, and an analysis of supplied school and district survey

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While on-site, the Team conducted interviews and examined submitted artifacts in the headquarters hotel on Monday, February 2, and toured a total of 22 FCSD schools on Monday and Tuesday, February 2 - 3. The Team then completed final deliberations, presented the district oral exit report, and departed the FCSD district on Wednesday, February 4. The FCSD and all schools were well-prepared for the visit with all events appropriately planned and scheduled. Teachers, staff, students, and other stakeholder groups understood the review process in which the FCSD and its schools were involved and were eager to participate in the various activities. There were open and honest discussions, interviews, and informal visits with district and school administration and staff which provided valuable information to the team. This information, along with a review of artifacts and random visits to classrooms, provided an overall view of the learning environment of the FCSD and how thoroughly the AdvancED standards for accreditation were addressed.

There was a wide variety of stakeholder groups present during the visit and numerous interviews took place. The Team interviewed all 7 FCSD school board members, the superintendent, 179 central office and school administrators, 159 teachers, 79 support staff, 24 parents/caregivers and/or other stakeholders, and 198 students for a total of 647 persons. Each group or individual interviewed was well-informed about the vision and mission of the FCSD and its schools, as well as future FCSD and individual school short- and long-range goals and objectives. Stakeholders were open in their comments and readily discussed all questions asked by the team. Several persons interviewed volunteered additional information about the FCSD and its schools that was not included in any team interview questions. In addition to the stakeholder groups mentioned above, the team randomly observed 224 classrooms utilizing the eleot™ protocol and examined numerous bulletins, policy manuals, and other school documents.

The Team would like to thank the FCSD board members, district and school administration, all faculty and staff, students, parents, and other community representatives for the warm, friendly welcome and for all comforts afforded during the accreditation process. The Team would also like to extend a special thank you to the various persons who provided meals, refreshments, and technology assistance. Finally, the Team noted that district and school officials had thoroughly planned for the accreditation visit and arranged all meetings and events to follow the timeline required by the evaluation process.

Stakeholders were interviewed by members of the External Review Team to gain their perspectives on topics relevant to the institution's effectiveness and student performance. The feedback gained through the stakeholder interviews was considered with other evidences and data to support the findings of the External Review. The following chart depicts the numbers of persons interviewed representative of various stakeholder groups.

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Stakeholder Interviewed Number Superintendents 1 Board Members 7 Administrators 179 Instructional Staff 159 Support Staff 79 Students 198 Parents/Community/Business Leaders 24 Total 647

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Results Teaching and Learning Impact The impact of teaching and learning on student achievement is the primary expectation of every institution. The relationship between teacher and learner must be productive and effective for student success. The impact of teaching and learning includes an analysis of student performance results, instructional quality, learner and family engagement, support services for student learning, curriculum quality and efficacy, and college and career readiness data. These are all key indicators of an institution's impact on teaching and learning.

A high-quality and effective educational system has services, practices, and curriculum that ensure teacher effectiveness. Research has shown that an effective teacher is a key factor for learners to achieve their highest potential and be prepared for a successful future. The positive influence an effective educator has on learning is a combination of "student motivation, parental involvement" and the "quality of leadership" (Ding & Sherman, 2006). Research also suggests that quality educators must have a variety of quantifiable and intangible characteristics that include strong communication skills, knowledge of content, and knowledge of how to teach the content. The institution's curriculum and instructional program should develop learners' skills that lead them to think about the world in complex ways (Conley, 2007) and prepare them to have knowledge that extends beyond the academic areas. In order to achieve these goals, teachers must have pedagogical skills as well as content knowledge (Baumert, J., Kunter, M., Blum, W., Brunner, M., Voxx, T., Jordan, A., Klusmann, U., Krauss, S., Nuebrand, M., & Tsai, Y., 2010). The acquisition and refinement of teachers' pedagogical skills occur most effectively through collaboration and professional development. These are a "necessary approach to improving teacher quality" (Colbert, J., Brown, R., Choi, S., & Thomas, S., 2008). According to Marks, Louis, and Printy (2002), staff members who engage in "active organizational learning also have higher achieving students in contrast to those that do not." Likewise, a study conducted by Horng, Klasik, and Loeb (2010), concluded that leadership in effective institutions "supports teachers by creating collaborative work environments." Institutional leaders have a responsibility to provide experiences, resources, and time for educators to engage in meaningful professional learning that promotes student learning and educator quality.

AdvancED has found that a successful institution implements a curriculum based on clear and measurable expectations for student learning. The curriculum provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.

Institutions with strong improvement processes move beyond anxiety about the current reality and focus on priorities and initiatives for the future. Using results, i.e., data and other information, to guide continuous improvement is key to an institution's success. A study conducted by Datnow, Park, and Wohlstetter (2007) from the Center on Educational Governance at the University of Southern California indicated that data can shed light on existing areas of strength and weakness and also guide improvement strategies in a systematic and strategic manner (Dembosky, J., Pane, J., Barney, H., & Christina, R., 2005). The study also identified six

©Document 2017 Advance Generated Education, On Inc.February All rights 28, reserved 2017 unless otherwise granted by written agreement. Page 10 AdvancED Fulton County School System key strategies that performance-driven systems use: (1) building a foundation for data-driven decision making, (2) establishing a culture of data use and continuous improvement, (3) investing in an information management system, (4) selecting the right data, (5) building institutional capacity for data-driven decision making, and (6) analyzing and acting on data to improve performance. Other research studies, though largely without comparison groups, suggested that data-driven decision-making has the potential to increase student performance (Alwin, 2002; Doyle, 2003; Lafee, 2002; McIntire, 2002).

Through ongoing evaluation of educational institutions, AdvancED has found that a successful institution uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine strategies to improve student performance. The institution implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained, and the institution demonstrates progress in improving student performance and institution effectiveness.

Standard 3 - Teaching and Assessing for Learning The system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

Indicator Description Review Team AdvancED Score Network Average 3.1 The system's curriculum provides equitable and challenging 3.00 2.69 learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. 3.2 Curriculum, instruction, and assessment throughout the system 2.95 2.55 are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. 3.3 Teachers throughout the district engage students in their 2.10 2.54 learning through instructional strategies that ensure achievement of learning expectations. 3.4 System and school leaders monitor and support the 3.00 2.70 improvement of instructional practices of teachers to ensure student success. 3.5 The system operates as a collaborative learning organization 2.90 2.57 through structures that support improved instruction and student learning at all levels. 3.6 Teachers implement the system's instructional process in 2.05 2.48 support of student learning. 3.7 Mentoring, coaching, and induction programs support 2.85 2.67 instructional improvement consistent with the system's values and beliefs about teaching and learning.

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Indicator Description Review Team AdvancED Score Network Average 3.8 The system and all of its schools engage families in meaningful 3.00 2.97 ways in their children's education and keep them informed of their children's learning progress. 3.9 The system designs and evaluates structures in all schools 2.00 2.46 whereby each student is well known by at least one adult advocate in the student's school who supports that student's educational experience. 3.10 Grading and reporting are based on clearly defined criteria that 2.05 2.57 represent the attainment of content knowledge and skills and are consistent across grade levels and courses. 3.11 All staff members participate in a continuous program of 3.00 2.60 professional learning. 3.12 The system and its schools provide and coordinate learning 2.05 2.63 support services to meet the unique learning needs of students.

Standard 5 - Using Results for Continuous Improvement The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

Indicator Description Review Team AdvancED Score Network Average 5.1 The system establishes and maintains a clearly defined and 2.00 2.67 comprehensive student assessment system. 5.2 Professional and support staff continuously collect, analyze and 2.00 2.48 apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. 5.3 Throughout the system professional and support staff are 2.00 2.14 trained in the interpretation and use of data. 5.4 The school system engages in a continuous process to 3.00 2.45 determine verifiable improvement in student learning, including readiness for and success at the next level. 5.5 System and school leaders monitor and communicate 3.00 2.85 comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.

Student Performance Diagnostic The quality of assessments used to measure student learning, assurance that assessments are administered with procedural fidelity and appropriate accommodations, assessment results that reflect the quality of

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Evaluative Criteria Review Team AdvancED Network Score Average Assessment Quality 4.00 Test Administration 4.00 3.62 Equity of Learning 3.00 2.52 Quality of Learning 3.00 3.06

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Effective Learning Environments Observation Tool (eleot™) Every learner should have access to an effective learning environment in which she/he has multiple opportunities to be successful. The Effective Learning Environments Observation Tool (eleot™) measures the extent to which learners are in an environment that is equitable, supportive, and well-managed. An environment where high expectations are the norm and active learning takes place. It measures whether learners' progress is monitored and feedback is provided and the extent to which technology is leveraged for learning.

Observations of classrooms or other learning venues are conducted for a minimum of 20 minutes per observation. Every member of the External Review Team is required to be trained and pass a certification exam that establishes inter-rater reliability. Team members conduct multiple observations during the review process and provide ratings on 30 items based on a four-point scale (4=very evident; 3=evident; 2=somewhat evident; and 1=not observed). The following provides the aggregate average score across multiple observations for each of the seven learning environments included in eleot™ as well as benchmark results across the AdvancED Network.

eleot™ Results 4.0

3.5 3.0 3.22 3.27 3.05 3.14 3.11 2.84 2.97 2.95 2.96 2.5 2.68 2.81 2.76 2.0

1.5 1.75 1.88

1.0

0.5

Performance Levels 0.0

D. Active Learning G. Digital Learning Feedback A. Equitable Learning B. High Expectations C. Supportive Learning

F. Well-Managed Learning E. Progress Monitoring and

Review Network

The team utilized the eleot™instrument in observing 224 school classrooms located within the 22 FCSD schools visited and determined ratings for each of the seven learning environments measured through the use of the instrument. Areas of highest rating on the eleot™ scale were the "Well-Managed Learning Environment" and "Supportive Learning Environment" with scale averages of 3.27 and 3.22. The third highest area was "Active Learning Environment" with a scale average of 3.14. AdvancED network averages for these categories

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The eleot™ observation protocol indicated that the classroom learning environment within the FCSD was positive. The FCSD provided evidence of an equitable learning environment with many opportunities for student engagement. However, more opportunities for differentiated learning as well as opportunities for students to learn about their backgrounds and culture would enhance and enrich student learning opportunities. The lack of observed instances of these activities led to a lower eleot™ rating on the "Equitable Learning Environment" component of 2.84. The AdvancED network average for this category was 2.68.

A high expectation for learning was observed in many situations and students were well-managed within the classroom. Exemplars for assessment were not evident in all classes observed which led to a lower eleot™ score in some areas. The team also noted the absence in some classes of student progress feedback and high expectations for student engagement which led to a lower score in the "Progress Monitoring and Feedback" and "High Expectations" categories. The respective eleot™ values for the district were 2.96 and 2.97, respectively, while the AdvancED network averages for these categories were 2.76 and 2.81.

Although school staffs were prepared for the visit and all teachers in the classrooms observed provided instruction in a rich environment, an absence of student use of instructional technology to enhance teaching and learning was noted in many instances. District planners are continuing efforts to monitor, and enhance as needed, infrastructure capability to support school technology in the future; however, team observations supported the notion that more could be made of existing classroom technology for student use. The district eleot™ score for the "Digital Learning" category was 1.75 as compared with an AdvancED network average of 1.88.

FCSD students were outstanding in several ways. Not only were they polite and orderly as they moved about their respective campuses, but they were attentive and focused in classrooms, as well. Students, as a whole, demonstrated evidence of a well-organized group who respectfully followed school rules. During class activities, students interacted with each other and worked well together and independently. It was obvious to the team that good student behavior was an expectation and part of the routine for attendance at all the district schools visited.

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A. Equitable Learning %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 2.71 Has differentiated learning opportunities 29.46% 29.46% 23.66% 17.41% and activities that meet her/his needs 2. 3.33 Has equal access to classroom 38.84% 55.36% 5.36% 0.45% discussions, activities, resources, technology, and support 3. 3.29 Knows that rules and consequences are 37.95% 55.36% 4.91% 1.79% fair, clear, and consistently applied 4. 2.03 Has ongoing opportunities to learn 11.16% 22.77% 23.66% 42.41% about their own and other's backgrounds/cultures/differences

Overall rating on a 4 point scale: 2.84

B. High Expectations %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 3.22 Knows and strives to meet the high 37.95% 46.88% 14.73% 0.45% expectations established by the teacher 2. 3.18 Is tasked with activities and learning that 38.84% 42.86% 15.63% 2.68% are challenging but attainable 3. 2.29 Is provided exemplars of high quality 22.32% 20.98% 20.54% 36.16% work 4. 3.08 Is engaged in rigorous coursework, 33.04% 44.20% 20.54% 2.23% discussions, and/or tasks 5. 3.06 Is asked and responds to questions that 36.16% 38.39% 20.98% 4.46% require higher order thinking (e.g., applying, evaluating, synthesizing)

Overall rating on a 4 point scale: 2.97

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C. Supportive Learning %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 3.37 Demonstrates or expresses that 45.09% 46.88% 7.59% 0.45% learning experiences are positive 2. 3.35 Demonstrates positive attitude about the 41.96% 51.34% 6.25% 0.45% classroom and learning 3. 3.20 Takes risks in learning (without fear of 34.38% 54.02% 8.48% 3.13% negative feedback) 4. 3.26 Is provided support and assistance to 39.29% 49.11% 10.27% 1.34% understand content and accomplish tasks 5. 2.94 Is provided additional/alternative 28.57% 44.64% 19.20% 7.59% instruction and feedback at the appropriate level of challenge for her/his needs

Overall rating on a 4 point scale: 3.22

D. Active Learning %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 3.25 Has several opportunities to engage in 39.73% 47.32% 11.16% 1.79% discussions with teacher and other students 2. 2.81 Makes connections from content to real- 32.14% 32.59% 19.20% 16.07% life experiences 3. 3.35 Is actively engaged in the learning 47.32% 40.63% 12.05% 0.00% activities

Overall rating on a 4 point scale: 3.14

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E. Progress Monitoring and Feedback %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 2.95 Is asked and/or quizzed about individual 24.55% 50.89% 19.20% 5.36% progress/learning 2. 3.10 Responds to teacher feedback to 29.02% 54.91% 13.39% 2.68% improve understanding 3. 3.10 Demonstrates or verbalizes 27.23% 57.14% 14.29% 1.34% understanding of the lesson/content 4. 2.62 Understands how her/his work is 18.75% 41.96% 22.32% 16.96% assessed 5. 3.00 Has opportunities to revise/improve 30.36% 44.20% 20.54% 4.91% work based on feedback

Overall rating on a 4 point scale: 2.96

F. Well-Managed Learning %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 3.37 Speaks and interacts respectfully with 46.43% 45.98% 5.80% 1.79% teacher(s) and peers 2. 3.42 Follows classroom rules and works well 48.21% 45.98% 5.80% 0.00% with others 3. 3.23 Transitions smoothly and efficiently to 43.75% 41.52% 8.48% 6.25% activities 4. 2.99 Collaborates with other students during 33.93% 42.86% 11.16% 12.05% student-centered activities 5. 3.35 Knows classroom routines, behavioral 41.96% 51.79% 5.80% 0.45% expectations and consequences

Overall rating on a 4 point scale: 3.27

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G. Digital Learning %

Item Average Description Not Very Evident Evident Evident Observed Somewhat 1. 1.85 Uses digital tools/technology to gather, 12.95% 16.96% 12.50% 57.59% evaluate, and/or use information for learning 2. 1.69 Uses digital tools/technology to conduct 11.16% 13.39% 8.48% 66.96% research, solve problems, and/or create original works for learning 3. 1.70 Uses digital tools/technology to 9.82% 13.84% 12.95% 63.39% communicate and work collaboratively for learning

Overall rating on a 4 point scale: 1.75

Findings Improvement Priority Develop and implement a clearly defined district-wide comprehensive assessment plan to include training for all faculty and staff addressing data analysis. (Indicator 5.1, Indicator 5.2, Indicator 5.3)

Evidence and Rationale Limited evidence was presented that a comprehensive assessment plan exists at the district and school levels that describes a formative and summative summary of student learning. A lack of continuity in data resources and procedures among schools, grade levels, and departments was discussed during interviews with central office staff and principals. Interviews with parents, teachers, and school leaders revealed the need to expand distribution efforts of assessment results and provide clearer interpretation of data to show student academic growth and success.

A comprehensive assessment plan provides the vehicle for collection, implementation, monitoring and evaluation that guides continuous program improvement decisions. Creating continuity for professional and support staff will enable the system to collect, analyze, and use data to drive instruction efficiently.

Improvement Priority Develop and implement a district-wide plan addressing the use of instructional strategies in support of student learning. (Indicator 3.3, Indicator 3.6)

Evidence and Rationale

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The team found through interviews and classroom observations, a lack of evidence that teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Also, a lack of exemplars developed to guide and inform students was noted. The team also observed through classroom visits that instances of student interaction and facilitation of their own learning within the classroom was sporadic at best.

Introduction and utilization of rigorous instructional strategies in the classroom promote the development of analytical, collaborative, and critical thinking skills in today’s students. The introduction of quality exemplars provides guidance for development of student learning expectations and sets the bar for performance standards. The more student interaction that occurs within the learning process the more the opportunity for increased academic gain.

Improvement Priority Ensure that every student has an adult advocate to support the physical, emotional, social, and educational needs of the student. (Indicator 3.9, Indicator 4.7)

Evidence and Rationale The team noted through interviews with parents and other stakeholders as well as by examination of documents that there is no pervasive process across the district for ensuring that every student has an adult advocate at school. Additionally, there was insufficient evidence to indicate that the educational experience of students included consistent interaction with an adult advocate addressing support services for students.

Adult advocates can help students and parents navigate through the school process. An adult advocate helps to create a safe, nurturing learning environment. The process also provides an avenue to continuously monitor student needs, opportunities, and challenges.

Opportunity For Improvement Implement and coordinate district-wide learning services to meet the unique learning needs of students. (Indicator 3.12)

Evidence and Rationale The team noted through a review of the district Self Assessment and from interviews with stakeholders as well as examination of surveys that a need for district-wide coordination of support services was needed. In addition, during classroom observations the team noted there was limited use of differentiated instruction to enhance teaching and learning.

Adequate support services should be provided so that all students have the resources to meet their specific learning needs. Learning is maximized when students have access to resources to support their unique educational strengths and weaknesses.

Opportunity For Improvement

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Integrate clearly defined standards-based grading criteria in K-8 schools. (Indicator 3.10)

Evidence and Rationale Analysis of artifacts, interviews with teachers and leaders, examination of survey results, and review of other documentation revealed that standards-based report cards are not implemented consistently throughout K-8 schools. Several administrators, district staff, and teachers voiced support for this process of reporting student progress and success. The team noted that some district planning is already underway to support and fully implement this progress.

Implementation of standards-based grading will provide consistency in grading practices in schools. Common policies and procedures are critical to ensure continuity of operation and to measure attainment of goals. Standards-based grading also supports a coherent connection with standards-based curriculum and assessment. Further, as students move about a school district in mid-year the recorded progress and placement of these students will be expedited at the receiving school by standards-based grading and reporting.

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Leadership Capacity The capacity of leadership to ensure an institution's progress towards its stated objectives is an essential element of organizational effectiveness. An institution's leadership capacity includes the fidelity and commitment to its institutional purpose and direction, the effectiveness of governance and leadership to enable the institution to realize its stated objectives, the ability to engage and involve stakeholders in meaningful and productive ways, and the capacity to enact strategies to improve results of student learning.

Purpose and direction are critical to successful institutions. A study conducted in 2010 by the London-based Chartered Institute of Personnel and Development (CIPD) reported that "in addition to improving performance, the research indicates that having a sense of shared purpose also improves employee engagement" and that "lack of understanding around purpose can lead to demotivation and emotional detachment, which in turn lead to a disengaged and dissatisfied workforce."

AdvancED has found through its evaluation of best practices in more than 32,000 institutions around the world that a successful institution commits to a shared purpose and direction and establishes expectations for student learning that are aligned with the institutions' vision and supported by internal and external stakeholders. These expectations serve as the focus for assessing student performance and overall institution effectiveness.

Governance and leadership are key factors in raising institutional quality. Leaders, both local administrators and governing boards/authorities, are responsible for ensuring all learners achieve while also managing many other facets of an institution. Institutions that function effectively do so without tension between the governing board/authority, administrators, and educators and have established relationships of mutual respect and a shared vision (Feuerstein & Opfer, 1998). In a meta-analysis of educational institution leadership research, Leithwood and Sun (2012) found that leaders (school and governing boards/authority) can significantly "influence school conditions through their achievement of a shared vision and agreed-on goals for the organization, their high expectations and support of organizational members, and their practices that strengthen school culture and foster collaboration within the organization." With the increasing demands of accountability placed on institutional leaders, leaders who empower others need considerable autonomy and involve their communities to attain continuous improvement goals. Leaders who engage in such practices experience a greater level of success (Fink & Brayman, 2006). Similarly, governing boards/authorities that focus on policy-making are more likely to allow institutional leaders the autonomy to make decisions that impact teachers and students and are less responsive to politicization than boards/authorities that respond to vocal citizens (Greene, 1992).

AdvancED's experience, gained through evaluation of best practices, has indicated that a successful institution has leaders who are advocates for the institution's vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The institution's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

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Standard 1 - Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Indicator Description Review Team AdvancED Score Network Average 1.1 The system engages in a systematic, inclusive, and 4.00 2.67 comprehensive process to review, revise, and communicate a system-wide purpose for student success. 1.2 The system ensures that each school engages in a systematic, 3.00 2.69 inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. 1.3 The school leadership and staff at all levels of the system 3.00 2.87 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. 1.4 Leadership at all levels of the system implement a continuous 1.95 2.64 improvement process that provides clear direction for improving conditions that support student learning.

Standard 2 - Governance and Leadership The system operates under governance and leadership that promote and support student performance and system effectiveness.

Indicator Description Review Team AdvancED Score Network Average 2.1 The governing body establishes policies and supports practices 3.00 2.96 that ensure effective administration of the system and its schools. 2.2 The governing body operates responsibly and functions 4.00 2.99 effectively. 2.3 The governing body ensures that the leadership at all levels has 4.00 3.20 the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. 2.4 Leadership and staff at all levels of the system foster a culture 3.00 3.00 consistent with the system's purpose and direction. 2.5 Leadership engages stakeholders effectively in support of the 2.95 2.69 system's purpose and direction.

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Indicator Description Review Team AdvancED Score Network Average 2.6 Leadership and staff supervision and evaluation processes 3.00 2.78 result in improved professional practice in all areas of the system and improved student success.

Stakeholder Feedback Diagnostic Stakeholder Feedback is the third of three primary areas of evaluation in AdvancED's Performance Accreditation model. The AdvancED surveys (student, parent, and teacher) are directly correlated to the AdvancED Standards and indicators. They provide not only direct information about stakeholder satisfaction but also become a source of data for triangulation by the External Review Team as it evaluates indicators.

Institutions are asked to collect and analyze stakeholder feedback data, then submit the data and the analyses to the External Review Team for review. The External Review Team evaluates the quality of the administration of the surveys by institution, survey results, and the degree to which the institution analyzed and acted on the results.

Evaluative Criteria Review Team AdvancED Network Score Average Questionnaire Administration 3.05 3.43 Stakeholder Feedback Results and Analysis 4.00 3.12

Findings Opportunity For Improvement Ensure that continuous improvement efforts move from a global perspective at the district level to a commitment that is systemic and practiced at all levels district-wide. (Indicator 1.4)

Evidence and Rationale The FCSD Self Assessment and interviews with various stakeholder groups indicated that although continuous improvement is recognized as a major belief of the FCSD, there are some levels of inconsistency in embracing continuous improvement that is systemic and systematic throughout the entire district. This area was cited as an area for improvement by the FCSD and it received the lowest rating in school surveys.

The formulation and implementation to fidelity of a strong, comprehensive continuous improvement plan for a school district serves to promote and guide efforts within a district that are visible and espoused at all levels. Commitment to district implementation of a continuous improvement process provides support for improving student achievement and lays out a plan of action to enhance teaching and learning.

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Powerful Practice The FCSD Governing Board (Board) has distinguished itself by being recognized nationally for operating, ensuring, and demonstrating outstanding practices in school board governance. (Indicator 2.2, Indicator 2.3)

Evidence and Rationale The FCSD Board has distinguished itself by being awarded the title of a Quality School Board as defined by the Georgia School Board Association. This achievement has resulted in board member presentations on several occasions at the National School Board Association’s annual conference. The Board was also one of two national winners of the 2014 Annual Award for Urban School Board Excellence at the National School Boards Association’s Council of Urban Boards of Education (CUBE) conference. Further, the FCSD Board was recognized as an exemplary school board of urban districts for their excellence in governance, ability to build civic capacity, success in closing the achievement gap, working for equity in education, and demonstrating success in academic excellence.

District governing boards demonstrate strategic leadership by a commitment to best practices which allows the district and its schools to be innovative and autonomous. This flexibility allows schools to develop plans and programs that are focused on areas of need that are unique and appropriate to each institution. The sharing of operational activities within school districts by board members adds to professional knowledge about the two cornerstones of AdvancED accreditation: (a) increasing district and school capacity and (b) improving efficiency of operation at both the school and district level.

Powerful Practice The governing body, along with district and school leadership, clearly foster a culture consistent with the district’s purpose and direction. (Indicator 1.1)

Evidence and Rationale Surveys, interviews, and examination of various artifacts clearly indicated a wide-based commitment to and stakeholder support of the FCSD purpose and direction. This support helps the district in fulfilling its efforts to educate all students to be responsible, productive citizens, and reach their full learning capacity.

The formulation and implementation of a strong purpose and direction for a school district must be a philosophy that is adhered to and practiced by board members and school leaders. Success can only be generated if all stakeholders have a belief in the organization’s commitment to a purpose and direction that is clear and consistent.

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Resource Utilization The use and distribution of resources must be aligned and supportive of the needs of an institution and the students served. Institutions must ensure that resources are aligned with the stated mission and are distributed equitably so that the needs of students are adequately and effectively addressed. The utilization of resources includes an examination of the allocation and use of resources, the equity of resource distribution to need, the ability of the institution to ensure appropriate levels of funding and sustainability of resources, as well as evidence of long-range capital and resource planning effectiveness.

Institutions, regardless of their size, need access to sufficient resources and systems of support to be able to engage in sustained and meaningful efforts that result in a continuous improvement cycle. Indeed, a study conducted by the Southwest Educational Development Laboratory (Pan, D., Rudo, Z., Schneider, C., & Smith- Hansen, L., 2003) "demonstrated a strong relationship between resources and student success... both the level of resources and their explicit allocation seem to affect educational outcomes."

AdvancED has found through its own evaluation of best practices in the more than 32,000 institutions in the AdvancED Network that a successful institution has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, meets special needs, and complies with applicable regulations. The institution employs and allocates staff members who are well qualified for their assignments. The institution provides a safe learning environment for students and staff. The institution provides ongoing learning opportunities for all staff members to improve their effectiveness and ensures compliance with applicable governmental regulations.

Standard 4 - Resources and Support Systems The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.

Indicator Description Review Team AdvancED Score Network Average 4.1 The system engages in a systematic process to recruit, employ, 2.95 2.98 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. 4.2 Instructional time, material resources, and fiscal resources are 3.00 2.98 sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations. 4.3 The system maintains facilities, services, and equipment to 2.90 3.05 provide a safe, clean, and healthy environment for all students and staff. 4.4 The system demonstrates strategic resource management that 2.05 2.67 includes long-range planning in support of the purpose and direction of the system.

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Indicator Description Review Team AdvancED Score Network Average 4.5 The system provides, coordinates, and evaluates the 2.90 2.82 effectiveness of information resources and related personnel to support educational programs throughout the system. 4.6 The system provides a technology infrastructure and equipment 3.05 2.64 to support the system's teaching, learning, and operational needs. 4.7 The system provides, coordinates, and evaluates the 2.05 2.65 effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. 4.8 The system provides, coordinates, and evaluates the 2.95 2.64 effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.

Findings Improvement Priority Ensure that every student has an adult advocate to support the physical, emotional, social, and educational needs of the student. (Indicator 3.9, Indicator 4.7)

Opportunity For Improvement Review, refine, and publicize the district process for determining equity of funding and resource allocation within the district. (Indicator 4.4)

Evidence and Rationale The team noted through interviews with some parents and other stakeholders that a perception existed about equity of funding for FCSD schools with geographic and demographic challenges. A few of those interviewed indicated the school district still had work to be done in ensuring equitable distribution of resources to improve student performance in all schools. Others interviewed stated that they were satisfied with the funding equity provided by the district for school operation. As a result of these comments, team members spoke with

©Document 2017 Advance Generated Education, On Inc.February All rights 28, reserved 2017 unless otherwise granted by written agreement. Page 27 AdvancED Fulton County School System leaders in all the schools visited about the perception of inequitable funding for district schools. Each school leader categorically reported that equity of funding was the norm within the district.

Through effective long-range planning and strategic alignment of improvement efforts, school districts can better identify and implement the strategies needed to improve equitable allocation of resources for all students. Involvement of stakeholders in the decision-making process of district and school funding will provide a “grass roots” involvement ensuring the perception of equity in future distribution of funds.

Conclusion The Team concluded that the district is committed to excellence in teaching and learning. The focus on providing opportunities for all staff to participate in Collaborative Learning Communities (CLC) is one example that lends support to the team's assessment of this important commitment. Further, the theme of ongoing professional learning was apparent across the school district. In addition, the implementation of Professional Learning Communities (PLC) has the potential to raise not only academic achievement of the students in the district, but also the pedagogical strategies of teachers. Both school leaders and teachers spoke highly of the PLC initiative within the FCSD.

The Team also found examples of both formal and informal approaches to support improved student learning and instructional practices. FCSD has established a practice of allowing each school the autonomy to plan staff development aligned with its individual school needs. The district also encourages alignment of professional development with its values and beliefs about teaching and learning throughout Fulton County. The Team did note that the above alignment existed but that it occurred with differing strengths and weaknesses across the entire district.

The Team further noted that currently there is no district-wide plan addressing the use of instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. The lack of these strategies was confirmed during classroom observations, student interviews, staff interviews, and stakeholder interviews. The inclusion of more specific lesson delivery emphasizing the above strategies will greatly enhance the rigor of instruction and provide more opportunities for students to learn at deeper levels. Exemplars should be developed and provided to students to guide and inform their learning.

The Team noted that there are inconsistencies among schools regarding grading practices. Information gleaned from interviews with school and district leaders suggests that the FCSD should consistently implement standards-based grading criteria representing attainment of content knowledge and skills across all K-8 schools. It should further be noted that the Team recommends that FCSD implement and monitor district-wide coordinated learning support services to meet unique learning needs of students.

FCSD utilizes FultonConnect as a vehicle to provide individual schools with access to a balanced assessment list. The Team found evidence of work in the area of using student learning results for continuous improvement. However, there is no district-wide written comprehensive assessment plan available to provide continuity in the administration, analysis, and interpretation of student data to drive program decisions across all grades, subjects, and schools.

The Team found through a review of documents, interviews with stakeholders, and examination of the district's Self Assessment that FCSD fully embraces an all-inclusive process to ensure that the purpose and direction of the district is reviewed and revised as needed and fully communicated to all stakeholders. In addition, local schools engage in a focused and structured process to make certain that they are in alignment with the system. Each school's mission is periodically updated to meet the teaching and learning needs of the students

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District training and capacity building in the implementation of school-level autonomy is being provided in a well-managed process. The Team noted many stakeholders are excited about the flexibility extended to the school level as the district Charter System Status is more fully implemented.

While the continuous improvement process is well-embedded in FCSD culture, evidence was provided in the Self Assessment and verified through interviews, that there is inconsistency in implementation of continuous improvement among school leaders. The Team also noted that all stakeholder groups were not actively engaged in developing plans for improving student achievement at the school level.

Overall, the Team noted that the governing body, both district and school leadership, and school staff work effectively together to create a purpose and environment within FCSD for learning to take place. These efforts help to provide a nurturing place where students can flourish, learn, and grow.

Successful schools must have access to sufficient resources and systems of support to be able to engage in sustained and meaningful efforts as part of a continuous improvement cycle. The FCSD continuous physical improvement process shows evidence of focusing on improving access to resources for all schools. The district's move to Charter System Status in Georgia has brought opportunities to improve individual school operation and efficiency regardless of the school's location within the district. Further, the district has instituted a creative approach to encourage schools to be innovative with the flexibility gained via the Charter System Status. Schools with innovative ideas that need initial resources can apply for Innovation Seed funding from FCSD. This step is spurring creativity at schools across the entire district.

The Team noted through interviews with various stakeholder groups that there was a lack of adult advocacy for students in most schools. Having an adult advocate who can help parents and students navigate through the school process can have a powerful impact on student success. Further, adult advocacy programs help to create a safe, nurturing learning environment. The process helps address student service needs and can help monitor the district's and school's outreach of implemented programs for assistance. An adult advocacy program will assist the district and its schools with better achieving their goals of improving the graduation rate, college readiness, and career readiness.

Improvement Priorities The institution should use the findings from this review to guide the continuous improvement process. The institution must address the Improvement Priorities listed below:

- Develop and implement a clearly defined district-wide comprehensive assessment plan to include training for all faculty and staff addressing data analysis. - Develop and implement a district-wide plan addressing the use of instructional strategies in support of student learning. - Ensure that every student has an adult advocate to support the physical, emotional, social, and

educational needs of the student.

Accreditation Recommendation Index of Education Quality The Index of Education Quality (IEQ™) provides a holistic measure of overall performance based on a comprehensive set of indicators and evaluative criteria. A formative tool for improvement, it identifies areas of success as well as areas in need of focus.

The IEQ™ comprises three domains: 1) the impact of teaching and learning on student performance; 2) the leadership capacity to govern; and 3) the use of resources and data to support and optimize learning.

The overall and domain scores can range from 100-400. The domain scores are derived from: the AdvancED Standards and indicators ratings; results of the Analysis of Student Performance; and data from Stakeholder Feedback Surveys (students, parents, and staff).

External Review IEQ AdvancED Network Score Average Overall Score 287.20 282.79 Teaching and Learning Impact 271.19 274.14 Leadership Capacity 324.61 296.08 Resource Utilization 273.12 286.32

The IEQ™ results include information about how the institution is performing compared to expected criteria as well as to other institutions in the AdvancED Network. The institution should use the information in this report, including the corresponding performance rubrics, to identify specific areas of improvement.

Consequently, the External Review Team recommends to the AdvancED Accreditation Commission that the institution earn the distinction of accreditation for a five-year term. AdvancED will review the results of the External Review to make a final determination including the appropriate next steps for the institution in response to these findings.

Addenda Individual Institution Results (Self-reported)

Institution Name Teaching and Leadership Resource Overall IEQ Learning Impact Capacity Utilization Score A. Philip Randolph Elementary 290.48 327.27 285.71 300.00 School Abbotts Hill Elementary School 338.10 336.36 342.86 338.46 Alpharetta Elementary School 257.14 290.91 242.86 264.10 Alpharetta High School 271.43 290.91 285.71 279.49 Autrey Mill Middle School 338.10 336.36 342.86 338.46 Barnwell Elementary School 280.95 281.82 328.57 289.74 Bear Creek Middle School 252.38 309.09 300.00 276.92 Benjamin Banneker High 233.33 254.55 228.57 238.46 School Birmingham Falls Elementary 295.24 281.82 314.29 294.87 Brookview Elementary School 357.14 372.73 314.29 353.85 C. H. Gullatt Elementary School 200.00 236.36 185.71 207.69 Cambridge High School 266.67 272.73 285.71 271.79 Camp Creek Middle School 257.14 254.55 228.57 251.28 Campbell Elementary School 266.67 290.91 357.14 289.74 Centennial High School 309.52 345.45 328.57 323.08 Chattahoochee High School 280.95 281.82 285.71 282.05 Cliftondale Elementary School 280.95 300.00 371.43 302.56 Cogburn Woods Elementary 252.38 245.45 271.43 253.85 School Conley Hills Elementary School 347.62 300.00 328.57 330.77 Crabapple Crossing 266.67 309.09 285.71 282.05 Elementary School Crabapple Middle School 226.32 270.00 271.43 247.22 Creek View Elementary School 285.71 263.64 228.57 269.23 Creekside High School 185.71 218.18 257.14 207.69 Dolvin Elementary School 309.52 345.45 314.29 320.51

Institution Name Teaching and Leadership Resource Overall IEQ Learning Impact Capacity Utilization Score Dunwoody Springs Charter 276.19 290.91 328.57 289.74 Elementary Elkins Pointe Middle School 290.48 309.09 271.43 292.31 Esther Jackson Elementary 276.19 281.82 328.57 287.18 School Evoline C. West Elementary 266.67 309.09 285.71 282.05 School Feldwood Elementary School 280.95 345.45 285.71 300.00 Findley Oaks Elementary 295.24 254.55 314.29 287.18 School Frank McClarin High School 261.90 300.00 228.57 266.67 Hamilton E. Holmes 290.48 300.00 300.00 294.87 Elementary School Hapeville Elementary School 252.38 227.27 271.43 248.72 Harriet Tubman Elementary 209.52 245.45 228.57 223.08 School Haynes Bridge Middle School 247.62 318.18 357.14 287.18 Heards Ferry Elementary 271.43 300.00 328.57 289.74 School Hembree Springs Elementary 276.19 290.91 342.86 292.31 School Heritage Elementary School 300.00 272.73 271.43 288.37 High Point Elementary School 266.67 281.82 314.29 279.49 Hillside Elementary School 252.38 336.36 300.00 284.62 Holcomb Bridge Middle School 285.71 309.09 271.43 289.74 Hopewell Middle School 276.19 290.91 300.00 284.62 Independence High School 285.71 281.82 400.00 305.13 Ison Springs Elementary 276.19 300.00 328.57 292.31 School Johns Creek High School 242.86 263.64 271.43 253.85 Lake Forest Elementary School 285.71 309.09 300.00 294.87 Lake Windward Elementary 271.43 290.91 314.29 284.62 School Langston Hughes High School 285.71 263.64 371.43 294.87 Liberty Point Elementary 242.86 263.64 300.00 258.97 School Love T. Nolan Elementary 300.00 336.36 357.14 320.51 School

Institution Name Teaching and Leadership Resource Overall IEQ Learning Impact Capacity Utilization Score Manning Oaks Elementary 233.33 254.55 285.71 248.72 School Mary McLeod Bethune 285.71 318.18 385.71 312.82 Elementary School Medlock Bridge Elementary 295.24 300.00 271.43 292.31 School Milton High School 252.38 290.91 271.43 266.67 Mimosa Elementary School 223.81 227.27 257.14 230.77 Mount Olive Elementary School 252.38 227.27 271.43 248.72 Mountain Park Elementary 295.24 327.27 314.29 307.69 School New Prospect Elementary 280.95 290.91 271.43 282.05 School North Springs High School 242.86 290.91 257.14 258.97 Northview High School 266.67 327.27 300.00 289.74 Northwestern Middle School 309.52 272.73 271.43 292.31 Northwood Elementary School 309.52 363.64 371.43 335.90 Oak Knoll Elementary School 271.43 300.00 342.86 292.31 Oakley Elementary School 314.29 318.18 328.57 317.95 Ocee Elementary School 295.24 336.36 328.57 312.82 Palmetto Elementary School 238.10 218.18 271.43 238.46 Parklane Elementary School 214.29 272.73 257.14 238.46 Paul D. West Middle School 238.10 263.64 271.43 251.28 Renaissance Elementary 333.33 354.55 285.71 330.77 School Renaissance Middle School 238.10 263.64 214.29 241.03 Ridgeview Charter School 290.48 309.09 300.00 297.44 River Eves Elementary School 333.33 300.00 314.29 320.51 River Trail Middle School 323.81 290.91 271.43 305.13 Riverwood International Charter 238.10 236.36 257.14 241.03 School Ronald E. McNair Middle 161.90 227.27 228.57 192.31 School Roswell High School 266.67 354.55 342.86 305.13 Roswell North Elementary 295.24 300.00 328.57 302.56 School S. L. Lewis Elementary School 252.38 281.82 257.14 261.54

Institution Name Teaching and Leadership Resource Overall IEQ Learning Impact Capacity Utilization Score Sandtown Middle School 219.05 236.36 257.14 230.77 Sandy Springs Middle School 319.05 336.36 300.00 320.51 Seaborn Lee Elementary 295.24 300.00 328.57 302.56 School Shakerag Elementary School 328.57 345.45 357.14 338.46 Spalding Drive Charter 233.33 272.73 271.43 251.28 Elementary School State Bridge Crossing 300.00 345.45 328.57 317.95 Elementary School Stonewall Tell Elementary 314.29 345.45 342.86 328.21 School Summit Hill Elementary School 285.71 290.91 285.71 287.18 Sweet Apple Elementary 266.67 318.18 314.29 289.74 School Taylor Road Middle School 252.38 300.00 328.57 279.49 Tri-Cities High School 242.86 245.45 214.29 238.46 Webb Bridge Middle School 342.86 372.73 385.71 358.97 Westlake High School 247.62 309.09 285.71 271.79 Wilson Creek Elementary 276.19 318.18 300.00 292.31 School Woodland Elementary School 314.29 327.27 342.86 323.08 Woodland Middle School 252.38 254.55 257.14 253.85

Team Roster

Member Brief Biography Dr. David E Gullatt David E. Gullatt, Ph.D, is a graduate of Louisiana Tech University in Ruston, LA and the University of Kansas at Lawrence. He served 29 years as a supervisor of administration and curriculum, an elementary and secondary principal, and a mathematics teacher within the public schools of Louisiana. For 15 years following those assignments he held teaching, administrative, and supervisory positions in higher education at both Northwestern State University (LA) and Louisiana Tech University. Dr. Gullatt has served as Program Head, Department Head, and Dean of the College of Education at Louisiana Tech University in Ruston, LA, retiring in 2012. He has written 35 professional, juried publications in educational leadership and made 40 national and international presentations. For the past 11 years he has served on SACS, NCA, and NWAC AdvancED System Accreditation visits as Lead Evaluator for over 65 system, digital, corporate, and diagnostic accreditation visits. Presently Dr. Gullatt is Vice-Chair of the Louisiana SACS-CASI Council and is a field representative for AdvancED in Louisiana. He also provides professional development services to various states in the area of educational leadership. Dr. Gullatt is a certified AdvancED Professional Development Trainer and is also certified to lead Early Learning school visits. He presently serves as an adjunct professor of educational leadership and doctoral research at Louisiana Tech University and is a Turnaround School Specialist in Louisiana. Dr. Curtis L. Jones Dr. Curtis L. Jones Jr. was named Superintendent of the Griffin-Spalding County Schools in June 2009. He brings a wealth of leadership experience from the educational and military fields and has been deeply involved in the school system's progress since returning to Griffin in 1997.

Dr. Jones, a graduate of Griffin High School (1973) and the United States Military Academy (1977), served as the Assistant Superintendent for Administrative Services for the Griffin-Spalding County School System from 2005 until his appointment as superintendent. He was the principal at Griffin High School from 2001 to 2005 after serving as the school's JROTC instructor from 1997 to 2001. He was an officer in the U.S. Army from 1977 to 1997, retiring at the rank of Lieutenant Colonel.

Dr. Jones holds a Master of Business Administration degree from Albany State College, a Specialist degree in Educational Leadership from Lincoln Memorial University and a Doctoral degree in Educational Leadership from Nova Southeastern University.

His wife, the former Evelyn Kendall of Griffin, Georgia, graduated from Manhattanville College in New York and has a Master’s degree from Columbus College and a Specialist degree from Lincoln Memorial University. She is a career educator and is the principal at Anne Street Elementary School. They have three children, all of whom are Griffin High School graduates.

Member Brief Biography Dr. Alyce LeBlanc Alyce LeBlanc earned a MS in Systems Management, University of Southern California, and a Ph.D. in Urban Services/Education with a focus on Curriculum and Instruction from Old Dominion University. In her 20 years of professional experience, Dr. LeBlanc has served as a staff development professional for K12 schools, K12 student teacher university supervisor for multiple universities with student teachers overseas, core faculty at National-Louis University, and as a college faculty member and administrator (assistant dean and faculty chair) at Capella University. She is an expert and pioneer in the design, development, and implementation of outcomes- and assessment-based curriculum and programs, including an online masters degree program for K12 teachers, and an innovative Ed.D. program in leadership and management. She has particular expertise in the area of performance appraisal systems and is the co-author of Collaborative Peer Coaching That Improves Instruction: The 2+2 Performance Appraisal Model with Dwight W. Allen (Corwin Press). She has served as an education consultant in the U.S. and abroad, and has served as Lead Evaluator, Associate Lead Evaluator, and team member on many international and US AdvancED reviews over the past three years. She currently works with doctoral dissertation students as a faculty member at Capella University. Dr. Catherine L Barnes Dr. Catherine Barnes has been in education for over 25 years. She is an internationally published author of three Amazon 5 Star Rated books and several other publications, Certified Personal and Professional Advancement Strategist/Coach/Consultant, and is a member of the PWN Speakers Bureau. She has served as a Teacher, Academic Coach, Assistant Principal, Vice Principal, Principal, and Consultant in the public school system and currently serves as the Executive Director of School Supervision for the Alachua County Public School System. She earned a Bachelors and Masters Degree from the University of Florida, a Masters from Jacksonville University, and a Doctoral Degree from Nova Southeastern University. She is a graduate level adjunct instructor, a leadership development mentor, and school accreditation specialist serving with AdvancED (formally SACS/CASI) for over 10 years.

Dr. Barnes provides professional development throughout the country on various topics related to data collection, interpretation, and usage as well as how to engage to positively impact instructional practices and student achievement, customer service and parental engagement methods that work, instructional evaluation for administrators and providing productive feedback. Additionally, she started Duval County's first research based single-gender instructional model based on brain research which indicates that male and female instructional needs are different. She has been recognized nationally for the research on this project, including being featured on CNN.

Carolyn Barnett Carolyn has over 15 years of experience and demonstrated success in policy development, regulatory compliance, organizational improvement, and strategic planning. Carolyn was the Director for Institutional Research and Effectiveness for Miles College (Birmingham, AL) and Jacksonville University (Jacksonville, FL). She is now the Director for Special Projects and Strategic Initiatives for Atlanta Public Schools.

Member Brief Biography Mrs. Lydia A. Bennett Lydia Bennett is a fifteen year veteran educator with the Hart County Charter System in Hartwell, Georgia. Mrs. Bennett received her undergraduate in Early Childhood Education from Piedmont College in 1999. She also earned her M. Ed. In Emotional/Behavior Disorders and Autism from Piedmont College in 2002, and completed her Specialist degree in Curriculum and Instruction from Piedmont College in 2005. Also in 2005, Mrs. Bennett obtained her leadership certification.

Mrs. Bennett has worked with special education students at the elementary, middle, and high school level throughout her career. Mrs. Bennett was the site coordinator for Alpine, for seven years, which is part of the GNETS (Georgia Network for Educational and Therapeutic Support). She is currently serving as Assistant Principal for South Hart Elementary School in the Hart County Charter System. Mrs. Bennett has also worked as an adjunct professor for Piedmont College where she taught education courses to undergraduates. Mrs. Bennett resides in Martin, Georgia with her husband and two children. Mrs. Bennett can be reached at [email protected].

Mr. Anthony Bradley Mr. Bradley began his educational experience as a junior high math teacher for three years. After his junior high experience, Mr. Bradley became an Assistant Principal at a Title One elementary school for six years. He is currently in his second year as a high school Assistant Principal. Mr. Bradley obtained Bachelors degrees in Accounting and Finance from Florida State University in 1983. He completed his MBA from City University in 1999. Mr. Bradley served as a Naval Officer 20 years, retiring in 2003. Mr. Scott Cowart Scott Cowart is a 35 year veteran educator with successful experience as a classroom teacher, assistant principal, high school principal, superintendent and performance improvement consultant. As principal of Central High School in Carroll County Georgia from 1994-2000, Mr. Cowart led the school to recognition as one of the top ten percent of high schools in Georgia. In 2000 Mr. Cowart was named Superintendent of the Monroe County School System. In 2006 Mr. Cowart received the Georgia School Superintendents Achievement Award and in 2007 Cowart was a finalist for State School Superintendent of the Year. In 2008 Mr. Cowart went to work with the Georgia Leadership Institute for School Improvement as Director of Executive Development. As a performance improvement consultant with the Georgia Leadership Institute for School Improvement, Mr. Cowart assisted school districts with strategic improvement planning and performance management improvement. In March of 2010 Cowart was appointed Superintendent of Carroll County School System and is currently in his fifth year with the school district. Mr. Charles B Dailey Mr. Dailey served the Lee County School District for the past 31 years in various capacities. He served as a Teacher of Social Studies and Assistant Football and Head Girls Basketball Coach, Coordinator of the Lee County Fathers Program, Coordinator of the Lee County Mentor Program, Dean of Students, Coordinator of Equity and Boundaries LCSD, Coordinator of Desegregation LCSD, Director of Adult and Community Education, Principal of Lee County Alternative Education High and Middle School, Principal of Cape Coral High School, Director of LCSD West/East Transportation, Principal of Alternative Learning Middle School West Zone and recently retired as Principal of Dunbar Community School. Mr. Dailey also served as Chairman of the LCSD Equity and Diversity Committee and has participated with SACS CASI organization for the past 20 years where he served as a member and Lead Evaluator for school visitations, a member and Co-Lead Evaluator for District/System visitations. One of his most noted accomplishments was the 2012 Administrator of the Year Award from the Florida Dept. of Adult and Community Education and the 2012 Image Award Recipient from the Lee County Branch NAACP. Mr. Dailey's most recent award was receiving the Drum Major Award for Education and Service to the Community he was presented a proclamation from the Mayor of Fort Myers as "Charles B. Dailey Day".

Member Brief Biography Mrs. McCall C Govignon McCall Campbell Govignon is a educator with 22 years of service in Georgia. A proud graduate from Auburn University with a Bachelor's degree in Elementary Education, she continued her education at the University of West Georgia where she received her Master's and Educational Specialist degree in Curriculum and Instruction. McCall also earned her gifted endorsement, reading endorsement and leadership from Jacksonville State University. She began her career as a 4th grade teacher at Calhoun Elementary, where she also taught 3rd grade. She then moved Floyd County Schools in Rome, Georgia where she taught gifted education resource, became a gifted lead teacher, gifted coordinator and currently Director of Advanced Academics, Assessment, and Counseling and Guidance. McCall was President, Legislative Liaison, and Regional Representative for the Georgia Association for Gifted Children and served on the Program Committee for the National Association for Gifted Children. She has been an instructor at Shorter University and Northwest Georgia RESA for Gifted Endorsement Courses for graduate level courses and undergraduate courses. A Teacher of the Year finalist for Floyd County Schools and Distinguished Service Award winner, McCall has also worked with Georgia's Odyssey of the Mind, served on Georgia's Department of Education Gifted Advisory Board, and co- chair of the Georgia Gifted Coordinator's Consortium. She currently resides in Calhoun, Georgia, with her husband George and their two daughters, Campbell, 14, and Catherine, 10. Dr. Ehsan Kattoula Dr. Ehsan Kattoula is an educator with 16 years of service in Cobb County, Georgia. Dr. Kattoula is the Assistant Superintendent of Accountability and Research for the Cobb County School District in Marietta, Georgia. He earned a Bachelor of Science degree from San Diego State University in Biology and an M.A. and Ph.D. in Science Education from Georgia State University. Dr. Kattoula has worked in the Cobb County School District as a physics and astronomy teacher, science department chair, and as an Assistant Principal for curriculum and instruction. After fourteen years working at the local school level, Dr. Kattoula accepted the Director of Accountability position to help students, teachers, and administrators across the district.

His extensive knowledge of national, state, and local data analysis is unique. Teachers and administrators consistently seek his advice and trust his judgment in helping them visualize the data. Dr. Kattoula prides himself on giving all Cobb County District staff, both at the individual and school level, the most precise and up-to-date analysis of the data, its trends, and offers a realistic outlook on what they can expect their school to achieve on future assessments. As an assistant superintendent with a focus on data driven decisions and student performance improvement, he works to develop high performing professionals to support individual schools and students. Dr. Clete Lipetzky Dr Lipetzky has worked in Minnesota public education for over 30 years. His teaching experience includes English, Social Studies, coaching, and directing plays and Knowledge Bowl. He was a secondary principal from 1975 to 2009 serving in NCA Schools from 1986 to 2009. Colleagues elected him to serve on state and national boards of MASSP and NASSP.

He has made presentations at state and national meetings and conventions. Dr Lipetzky has written articles that have been published in national periodicals.

Member Brief Biography Mrs. Magaly Medina- Magaly Medina-Perez holds a Bachelors of Business Administration in Perez Management and Organizational Behavior from the University of Miami and a Master’s of Science in Educational Administration and Leadership from Nova Southeastern University. She is currently the Director of Student Activities for Robert Morgan Educational Center, a large urban high school and postsecondary center in Miami Dade County. She has reviewed Career Technical Education curriculum for several educational foundations and presented at conferences on project based learning and student leadership. Prior to her teaching career, she worked for a major university in the computer services division overseeing the quality control of software programs. She just celebrated her 25th wedding anniversary and is the proud mom to 2 girls in college. She loves to travel and is working on her goal of visiting all 50 states with only 20 more to go. Mrs. Debbie C Nothdurft Debbie Nothdurft earned a B.S. degree in Secondary Education with majors in Mathematics and English from Jacksonville State University in Alabama. Her M.S. degree and A.A. certification in Administration were earned at the University of Alabama in Birmingham. She has 43 years of experience in public school education. Her assignments have included teaching, assistant principal, middle school principal, and central office administration. Mrs. Nothdurft's current assignment is Director of Human Resources and Federal Programs for the Oxford City School System in Alabama. This assignment includes work with teacher certification, professional development and training, recruitment and hiring, Title programs under the federal No Child Left Behind Act, school nurses, supervision, and Child Nutrition Program. Mrs. Carmen Pough Carmen is a retired educator of the South Carolina Department of Education. Banks While at the SCDOE, she served as the team leader for the external review audit process responsible for creating, monitoring and evaluating the processes of school performance and developing systems of extra support. Through various assignments at the Department of Education, she has conducted national and statewide staff development sessions; monitored programs to ensure compliance to state and federal regulations; designed curriculum and related materials; administered an operational budget; conducted effective teacher training sessions; and coached and mentored principals and teachers.Since retiring, she continues to contract with the Department of Education serving as a liaison to selected schools in the state. Her business, Newton James and Associates, LLC, provides staff development for school districts across the country and within South Carolina. Mrs. Rosetta Riddle Mrs. Riddle is currently serving as the Field Experience and Partnership Coordinator for the Teacher Education Department in the College of Arts and Sciences at Clayton State University. She works with the preparation of pre- service teachers, in-service teachers, teacher-leaders, school-level leadership, district leadership and educational organizations on the collaborative design and implementation of results-oriented instructional strategies and practices. Prior to her present position, she served as the Professional Learning Coordinator for the Henry County School District in McDonough, Georgia. She has served as a teacher, department chair, instructional technology specialist, and educational consultant. Mrs. Riddle is a Spelman College alumna. She also received a Masters in Instructional Technology from the University of West Georgia and an Educational Specialist from Lincoln Memorial University. She is presently pursuing the Ed.D in Educational Leadership at Liberty University. Mrs. Terry D. Roth Mrs. Roth has been an educator for thirty five years. She has experience with general and special education with all grades from preschool through high school. She is a graduate of University of Florida and University of North Florida. She has served as a teacher and a curriculum specialist and is currently Director of Exceptional Student Education and Student Services with the School District of Clay County.

Member Brief Biography Dr. Andrea Scandrett Dr. Scandrett is currently principal of Lamar County Elementary School in Barnesville, GA. She has taught at the elementary and middle grades level. She loves working with students and strives to make sure students are receiving the best education possible. She is a native of Bremen, Georgia and she is a graduate of the State University of West Georgia, Georgia College and State University and Mercer University. She is also a part time faculty member at Gordon State College where she teaches middle grades education courses. She is married and has two children. Dr. Robert W Strain R. Wayne Strain serves in the capacity as Vice President, AdvancED Central Region. He was formerly AdvancED Director in Louisiana for 9 years. His professional experience includes teaching and administration at the junior, high, and district levels. He received all degrees including his Doctorate from Louisiana State University in Baton Rouge, Louisiana. Dr. Michele W Taylor Dr. Taylor has served as superintendent of Calhoun City Schools for the past eight years. Prior to this appointment she served as an assistant superintendent, principal, assistant principal, instructional coordinator, media specialist and classroom teacher.

Dr. Taylor is a fervent supporter of Calhoun City Schools and also a product, graduating from Calhoun High School in 1986. She was recognized by her peers as Teacher of the Year in 1996 and as Gordon County's Young Careerist of the Year by the Calhoun Business and Professional Women in 1997. She earned the Distinguished Kiwanis President Award in 2003 and an Educational Celebrity Award from Georgia's Leadership Institute for School Improvement in 2004. In 2012 she participated in the United Way / Gem Theatre fundraising campaign where she and her partner helped raise more than $20,000 earning them the People's Choice Award.

Taylor has served as an adjunct professor for educational leadership specialist degree programs for Lincoln Memorial University, Berry College, Valdosta State University and Piedmont College. She is also involved throughout the Calhoun community volunteering time and committing to life-long learning. She is past president of the Calhoun Gordon Council for a Literate Community and has served on the Gordon County Chamber Board of Directors, United Way Allocations Panel, Big Brothers / Big Sisters Board, Gordon Calhoun Arts Council and is a member of Alpha Delta Kappa. She has served as President of Kiwanis Club and is a current member of the Calhoun Rotary Club. She presently serves as chairman of Leadership Calhoun / Gordon County's steering committee. Additionally, Dr. Taylor has supported professional organizations such as the Georgia School Superintendents' Association, currently serving as president- elect. She is a member of the Georgia Association of Educational Leaders and American Association of School Administrators. She is a member of the Professional Association of Georgia Educators and was elected to their Foundation Board of Trustees. She was appointed to Georgia's Visioning Project steering committee in 2013. She served as chair of the Northwest Georgia Regional Education Service Agency’s Board of Control and is a member of the Georgia System Charter Foundation Board of Directors. She has also served as an Executive Board Member of Georgia's Leadership Institute for School Improvement and the State School Superintendent's Advisory Council. Dr. Taylor was recently selected to serve on Governor Nathan Deal's Superintendents' Advisory Council and has been nominated to serve on Northwest Georgia's Regional Commission. Dr. Taylor was recognized as Georgia's 2014 Superintendent of the Year and was a nationalist finalist for America's Superintendent of the Year by the American Association of School Administrators. She was recently recognized as Administrator of the Year by the Georgia Thespian Association. She and her husband Joe have two children - Joseph, a sophomore at Calhoun High School and Anna, a freshman.

Member Brief Biography Dr. Debra A. White Debra White is a retired educator with experience at the school and district level. During her career Debra has held the following positions: Teacher, School Counselor, Language Arts Coordinator, Assistant Principal, Principal, Assistant Director and Director of Leadership Development, Area Assistant Superintendent, and Assistant Superintendent.

Next Steps 1. Review and discuss the findings from this report with stakeholders. 2. Ensure that plans are in place to embed and sustain the strengths noted in the Powerful Practices section to maximize their impact on the institution. 3. Consider the Opportunities for Improvement identified throughout the report that are provided by the team in the spirit of continuous improvement and the institution’s commitment to improving its capacity to improve student learning. 4. Develop action plans to address the Improvement Priorities identified by the team. Include methods for monitoring progress toward addressing the Improvement Priorities. 5. Use the report to guide and strengthen the institution's efforts to improve student performance and system effectiveness. 6. Following the External Review, submit the Accreditation Progress Report detailing progress made toward addressing the Improvement Priorities. Institutions are required to respond to all Improvement Priorities. The report will be reviewed at the appropriate state, national, and/or international levels to monitor and ensure that the system has implemented the necessary actions to address the Improvement Priorities. The accreditation status will be reviewed and acted upon based on the responses to the Improvement Priorities and the resulting improvement. 7. Continue to meet the AdvancED Standards, submit required reports, engage in continuous improvement, and document results.

About AdvancED AdvancED is the world leader in providing improvement and accreditation services to education providers of all types in their pursuit of excellence in serving students. AdvancED serves as a trusted partner to more than 32,000 public and private schools and school systems – enrolling more than 20 million students - across the United States and 70 countries.

In 2006, the North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), both founded in 1895, and the National Study of School Evaluation (NSSE) came together to form AdvancED: one strong, unified organization dedicated to education quality. In 2011, the Northwest Accreditation Commission (NWAC) that was founded in 1917 became part of AdvancED.

Today, NCA CASI, NWAC and SACS CASI serve as accreditation divisions of AdvancED. The Accreditation Divisions of AdvancED share research-based quality standards that cross school system, state, regional, national, and international boundaries. Accompanying these standards is a unified and consistent process designed to engage educational institutions in continuous improvement.

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