Learners’ diverse academic and non-academic needs are identified and effectively addressed through appropriate interventions-Standard 27, and Understanding learners’ needs and interests drives the design, delivery, application, and evaluation of professional learning.-Standard 29 received favorable feedback from self-assessment. Evidence suggests LCS has a strong plan in place to address learning achievement and learning growth. 

Standard 25-Leaders promote action research by professional staff members to improve their practice and advance learning received one of the lowest self-assessment scores.  This may attributed, in large part, to the more centralized approach being implemented by Lee County Schools for instructional improvement.  Some of the autonomy school leaders have been accustomed to is more limited  with the revised plan and approach.   Leaders occasionally create and preserve a culture that invites inquiry, reflection, and dialogue about instructional problems and issues relevant to the institution and/or individual learning environments. Professional staff members, as a group or as individuals, sometimes engage in action research using an inquiry-based process that includes identifying instructional areas of improvement, collecting data, and reporting results to make informed instructional changes. This statement of scoring may reflect the idea that action research is not supported. 

If we continue to implement, monitor, and adjust the professional development devoted to increasing student achievement and academic growth as measured by the ACAP and ACT, then we will increase our capacity regain an upward trend in academic performance while also closing achievement gaps among identified populations.