Relationships between staff and students appear to be strong. Each student spoken with has a trusted adult in the building.
| Demonstrated knowledge of crisis-action plans appeared to be lacking. Parents, staff, and students that were spoken with did not express confidence in knowing what to do in case of an emergency. In some cases, drills have not been practiced regularly enough to the point of confidence in execution. |
| School pride and spirit are clearly displayed. PAWS is visible in early schools and PRIDE in secondary schools. | Communication, especially around strategic priorities, between administration and staff isn’t clear. Also communication between district and families appears to be overwhelming/cluttered. |
| Students demonstrated consistent understanding of the tasks at hand and demonstrated willingness to work toward completion of said tasks | A need for consistency across grade levels around high learning expectations. |
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