Clayton County Public Schools Georgia District Review Parent/Student Survey

Georgia Distric Review Survey

Thank you for giving of your time to complete this survey. The intent of the survey is to gather information about how you feel about your school and district. The results of this survey will help us to better support your learning and experience.

1. Are you a student or a parent?

2. What is the name of your school?

3. What grade are you in?

4. Teachers set learning targets or goals.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

5. Lessons are engaging.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

6. Teachers give good feedback when you need it.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

7. Teaching happens in ways that help you learn.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

8. Teaching happens in ways that help you learn.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

9. Teachers know if you are learning the material.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

10. Teachers challenge you to learn.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

11. School leaders value learning as the most important thing at school.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

12. School leaders make decisions based on what is best to help students learn.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

13. School leaders use resources wisely to support learning.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

14. Families and community members feel welcome at the school.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

15. Students enjoy being at school.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

16. School leaders communicate with students about learning.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

17. Students, teachers, and parents talk together about student learning.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

18. School leaders help parents support student learning at school and home.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

19. Students are treated fairly at school.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

20. All students have access to learning opportunities that support their success.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

21. School leaders allow students and families to give feedback about school policies.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

22. School leaders ask students and parents for help in making decisions.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

23. School leaders work with businesses and other groups outside the school to give students more learning opportunities.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

24. School leaders manage the school in a way that allows students to learn.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

25. School leaders make the school a safe, clean and orderly place to learn.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

26. School leaders use different ways to meet the needs of all students.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

27. School leaders help students to be successful in learning and in behavior.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

28. Teachers believe students can learn, behave, and be successful in school.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

29. Do you have any feedback about your school or district that you would like to share?

2. What is your school?

3. Teachers use instructional strategies that meet the specific learning needs of individual students.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

4. Teachers provide timely and individualized feedback to parents/guardian on student academic progress.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

5. Teachers provide academic interventions and enrichment to individual students as needed

No basis to judge

Rarely or never

Sometimes

Often

Consistently

6. District leaders focus the climate and culture of the district on ensuring high levels of learning for all students.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

7. District leaders put the academic needs of students ahead of other interests in making decisions.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

8. District leaders plan, direct, and monitor the use of available resources to effectively support increased student achievement.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

9. Family and community members feel welcome at schools and school events.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

10. The district engages family and community as active participants in the life of schools.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

11. The district supports schools in creating and maintaining clear, reciprocal, and continuous communication between the district/schools and stakeholders regarding student learning.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

12. Students, teacher, and parents engage in student-centered and solution-oriented discussions of student progress and goals.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

13. The district builds capacity for all stakeholders to collaboratively develop and use effective support strategies that strengthen student learning at school and at home.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

14. The district supports the school to communicate academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols) throughout the year.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

15. The district supports schools to empower families and the community to advocate for students regarding fair and equitable treatment and access to learning opportunities that will support student success.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

16. The district partners with families to solicit input and feedback on educational policies, practices, and programs that affect student learning.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

17. The district offers multiple opportunities (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services) for parents and community members to be involved in the school decision-making process.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

18. District and school staff and families collaborate with community members, local businesses, and civic organizations to expand learning opportunities and services for students.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

19. The district provides support for school leaders to develop, communicate, implement, and revise rules, policies, schedules, and procedures to maintain order and safety in a way that maximizes student learning and staff effectiveness.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

20. District schools use protocols (safety drills, tornado drills, crisis plans, maintenance plans, etc.,) to provide a safe, clean, and orderly learning environment.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

21. The district supports school leaders to develop, implement, and monitor a multi-tiered system of supports to meet students' unique whole-child needs.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

22. The district supports the creation of a student teaching community at each school to promote healthy behavioral and academic norms.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

23. Instructional staff have high expectations for students and expect students to do well academically and behaviorally.

No basis to judge

Rarely or never

Sometimes

Often

Consistently

24. Do you have any feedback about your school or district that you would like to share?