Quality of instruction and teacher performance 

Across student and staff surveys, respondents consistently rate classroom instruction and teacher effort very positively. On the SY2023–24 Student ESS, “Students receive quality instruction” was 90% (Strongly Agree + Agree). Comparable staff responses were 96% (Strongly Agree + Agree, SY2022–23 Admin/Faculty/Staff ESS), 95% (Strongly Agree + Agree, SY 2023–24), and 95% (Strongly Agree + Agree, SY 2024–25). These findings show broad confidence in teacher performance and the quality of instruction.

Clear expectations and checking for understanding 

Items about teachers providing clear expectations and checking for understanding were a consistent strength. On the Student Effective School Survey (SY2023–24) Strongly Agree + Agree for “Teachers provide clear expectations to successfully achieve course objectives” was 91%. Staff surveys report similarly high positive rates (about 95% across SY 2022–23 through SY 2024–25). This alignment indicates strong, schoolwide practice around lesson clarity and learning targets.

Collaborative instructional strategies 

Both students and staff report frequent use of cooperative learning, peer tutoring, and computer-assisted instruction. On the Student ESS (SY 2023–24, question 13) Strongly Agree + Agree for that item was 91%. Staff responses were similarly high (approximately 97–100% across the staff surveys in SY2022–23, SY2023–24, and SY2024–25). This consistency reflects sustained implementation of collaborative instructional strategies.

Collegial support and school culture 

Staff report strong collegial support and a respectful culture: “When needed, I can get help and support from other school personnel” was about 97% positive in SY2022–23 and about 95% in SY2024–25. Students also rate caring and fair treatment relatively high (Student Effective School Survey SY 2023–24 Strongly Agree + Agree ≈ 89%). These relational strengths provide a solid foundation for collaborative improvement work.

Evidence‑use & data‑driven instruction

On the Admin/Faculty/Staff ESS (SY 2023–24 and SY 2024–25, item 23b), "District‑wide student assessment results are used to identify student needs and appropriate instructional intervention in a timely manner" showed notable disagreement and neutrality among respondents. This highlights the inconsistent or delayed availability of district data to inform instruction. In response, teachers identified PLC-led data analysis using localized assessment data, standardized monthly team products, and data-tracked SMART goals as evidence-based practices that can strengthen this area.

Feedback, transparency, and parent communication

On the Student Effective School Survey (SY 2023–24, item 13), "Teachers effectively communicate my academic progress to my parents" received a large proportion of "I don't know" responses and lower positive ratings overall. This pattern suggests inconsistent communication practices across classrooms and grade levels. Implementing monthly PLC documentation of formative checks and establishing clear, consistent grading practices can help ensure all families receive timely and transparent updates on student progress.

Formative assessment & student ownership

Student responses on the ESS (SY 2023–24, items 11–12) regarding "Teachers give me feedback on my progress weekly or on an ongoing basis through the use of PowerSchool grades" and "Teachers give me feedback on my progress weekly or on an ongoing basis in other ways" included substantial "I don't know" responses. Staff surveys (item 19) also showed some disagreement on the frequency and clarity of feedback delivery. These findings point to the need for focused professional development on formative assessment practices and the establishment of routines for weekly feedback updates aligned with PLC goals.

Instructional time and pacing (double‑session impact)

Student responses on the ESS (SY 2023–24 and SY 2024–25) to "During the Double Session, I had enough time in class to learn" and related double‑session items showed rising rates of Disagree and Strongly Disagree in SY 2024–25. This trend indicates growing concerns about pacing and instructional depth. PLC work to refine pacing guides, prioritize essential standards, and establish SMART goals for content coverage and student mastery can address these challenges.