Learners’ needs drive the equitable allocation and management of human, material, digital, and fiscal resources - Standard 15 is exemplified as an area of strength in Lee County Schools.  Professional staff at all levels of the organization use current data to make decisions on the allocation of resources.  This is evidenced through School and System Self-Assessments, Executive Leadership agendas and notes, advisory councils, principal meeting agendas and notes, and the Lee County Strategic Plan.

School safety planning is a priority in Lee County Schools.  The partnership between school stakeholders and school safety personnel is commendable. (Standard 11).

The governing authority demonstrates a commitment to learners by collaborating with leaders to uphold the institution’s priorities and to drive continuous improvement. Standard 8. Evidence from Stakeholder Feedback Analysis and Executive Leadership notes indicates a mean score of 2.62.  This area is an area of focus as the governing body transitions members who serve. Likewise, the system leadership is also in a transitional phase.  Stakeholder survey and dialogue reveals a lack of organizational communication.  Board members appear to be learning role. At times some get too involved in daily operations with examples noted such as direct communication with school leaders, overly involved in capital projects, and having agenda focused on one attendance zone over the system as a whole.   Self-assessment responses also noted central office leadership appear to operate in closed departments--not all team leaders deliver the same message; not all team members are aware of decisions made--instructional resources, construction, personnel moves, budget decisions were noted.  School leadership operate with varying degrees of turnaround training; timeliness of report completion; implementation of district initiatives. Examples include varying degrees of technology focused professional development being implemented in schools, use of learning targets and success criteria, and varied focus levels on attendance of both students and employees.  Evidence used for this determination includes: System Self-Assessment, School Self-Assessments, Executive Leadership dialogue and notes, Board of Education minutes, Principal Meeting Agendas.  Employee attendance rates are also an area of concern (Standard 13).

If we ensure administrators and key leaders have a clear and common understanding of survey results and what they mean, then we can prioritize learning opportunities that will allow for creation of a plan for improvement.