DeKalb County
School District
Stone Mountain, Georgia
March 20 - 25, 2022
System Accreditation Engagement Review
215065
Table of Contents
Cognia Continuous Improvement System ........................................................................................ 2
Initiate.............................................................................................................................................. 2
Improve ........................................................................................................................................... 2
Impact ............................................................................................................................................. 2
Cognia Performance Accreditation and the Engagement Review.................................................. 3
Cognia Standards Diagnostic Results .............................................................................................. 3
Leadership Capacity Domain .......................................................................................................... 4
Learning Capacity Domain .............................................................................................................. 5
Resource Capacity Domain ............................................................................................................ 6
Assurances .......................................................................................................................................... 7
Accreditation Status and Index of Education Quality® .................................................................... 7
Insights from the Review .................................................................................................................... 8
Next Steps .......................................................................................................................................... 18
Team Roster ....................................................................................................................................... 19
References and Readings................................................................................................................. 20
Cognia Continuous Improvement System
Cognia defines continuous improvement as "an embedded behavior rooted in an institution's culture that
constantly focuses on conditions, processes, and practices to improve teaching and learning." The
Cognia Continuous Improvement System (CIS) provides a systemic, fully integrated solution to help
institutions map out and navigate a successful improvement journey. In the same manner that educators
are expected to understand the unique needs of every learner and tailor the education experience to drive
student success, every institution must be empowered to map out and embrace their unique improvement
journey. Cognia expects institutions to use the results and the analysis of data from various interwoven
components for the implementation of improvement actions to drive education quality and improved
student outcomes. While each improvement journey is unique, the journey is driven by key actions.
The findings of the Engagement Review Team are organized by the ratings from the Cognia Performance
Standards Diagnostic and the Levels of Impact within the i3 Rubric: Initiate, Improve, and Impact.
Initiate
The first phase of the improvement journey is to Initiate actions to cause and achieve better results. The
elements of the Initiate phase are defined within the Levels of Impact of Engagement and
Implementation. Engagement is the level of involvement and frequency of stakeholders in the desired
practices, processes, or programs within the institution. Implementation is the process of monitoring and
adjusting the administration of the desired practices, processes, or programs for quality and fidelity.
Standards identified within Initiate should become the focus of the institution's continuous improvement
journey toward the collection, analysis, and use of data to measure the results of engagement and
implementation. Enhancing the capacity of the institution in meeting these Standards has the greatest
potential impact on improving student performance and organizational effectiveness.
Improve
The second phase of the improvement journey is to gather and evaluate the results of actions to
Improve. The elements of the Improve phase are defined within the Levels of Impact of Results and
Sustainability. Results come from the collection, analysis, and use of data and evidence to demonstrate
attaining the desired result(s). Sustainability is results achieved consistently to demonstrate growth and
improvement over time (a minimum of three years). Standards identified within Improve are those in
which the institution is using results to inform their continuous improvement processes and to
demonstrate over time the achievement of goals. The institution should continue to analyze and use
results to guide improvements in student achievement and organizational effectiveness.
Impact
The third phase of achieving improvement is Impact, where desired practices are deeply entrenched. The
elements of the Impact phase are defined within the Level of Impact of Embeddedness. Embeddedness
is the degree to which the desired practices, processes, or programs are deeply ingrained in the culture
and operation of the institution. Standards identified within Impact are those in which the institution has
demonstrated ongoing growth and improvement over time and has embedded the practices within its
culture. Institutions should continue to support and sustain these practices that yield results in improving
student achievement and organizational effectiveness.
Cognia Performance Accreditation and the Engagement
Review
Accreditation is pivotal in leveraging education quality and continuous improvement. Using a set of
rigorous research-based standards, the Cognia Accreditation Process examines the whole institution—
the program, the cultural context, and the community of stakeholders—to determine how well the parts
work together to meet the needs of learners. Through the accreditation process, highly skilled and trained
Engagement Review Teams gather first-hand evidence and information pertinent to evaluating an
institution's performance against the research-based Cognia Performance Standards. Review teams use
these Standards to assess the quality of learning environments to gain valuable insights and target
improvements in teaching and learning. Cognia provides Standards that are tailored for all education
providers so that the benefits of accreditation are universal across the education community.
Through a comprehensive review of evidence and information, our experts gain a broad understanding of
institution quality. Using the Standards, the review team provides valuable feedback to institutions, which
helps to focus and guide each institution's improvement journey. Valuable evidence and information from
other stakeholders, including students, also are obtained through interviews, surveys, and additional
activities.
Cognia Standards Diagnostic Results
The Cognia Performance Standards Diagnostic is used by the Engagement Review Team to evaluate the
institution's effectiveness based on the Cognia Performance Standards. The diagnostic consists of three
components built around each of three Domains: Leadership Capacity, Learning Capacity, and
Resource Capacity. Results are reported within four ranges identified by color. The results for the three
Domains are presented in the tables that follow.
Color Rating Description
Identifies areas with insufficient evidence or evidence that
Red Insufficient
indicated little or no activity leading toward improvement
Represents areas to enhance and extend current
Yellow Initiating
improvement efforts
Pinpoints quality practices that are improving and meet the
Green Improving
Standards
Demonstrates noteworthy practices producing clear results
Blue Impacting
that positively impact the institution
Under each Standard statement is a row indicating the scores related to the elements of Cognia's i3
Rubric. The rubric is scored from one (1) to four (4). A score of four on any element indicates high
performance, while a score of one or two indicates an element in need of improvement. The following
table provides the key to the abbreviations of the elements of the i3 Rubric.
Element Abbreviation
Engagement EN
Implementation IM
Results RE
Sustainability SU
Embeddedness EM
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Leadership Capacity Domain
The capacity of leadership to ensure an institution's progress toward its stated objectives is an essential
element of organizational effectiveness. An institution's leadership capacity includes the fidelity and
commitment to its purpose and direction, the effectiveness of governance and leadership to enable the
institution to realize its stated objectives, the ability to engage and involve stakeholders in meaningful and
productive ways, and the capacity to implement strategies that improve learner and educator
performance.
Leadership Capacity Standards Rating
1.1 The system commits to a purpose statement that defines beliefs about
teaching and learning, including the expectations for learners. Impacting
EN: 4 IM: 3 RE: 3 SU: 3 EM: 3
1.2 Stakeholders collectively demonstrate actions to ensure the achievement of
the system's purpose and desired outcomes for learning. Improving
EN: 3 IM: 3 RE: 3 SU: 3 EM: 3
1.3 The system engages in a continuous improvement process that produces
evidence, including measurable results of improving student learning and
professional practice. Impacting
EN: 4 IM: 4 RE: 4 SU: 4 EM: 3
1.4 The governing authority establishes and ensures adherence to policies that are
designed to support system effectiveness. Improving
EN: 3 IM: 3 RE: 2 SU: 2 EM: 2
1.5 The governing authority adheres to a code of ethics and functions within
defined roles and responsibilities. Initiating
EN: 2 IM: 2 RE: 2 SU: 2 EM: 2
1.6 Leaders implement staff supervision and evaluation processes to improve
professional practice and organizational effectiveness. Improving
EN: 4 IM: 3 RE: 3 SU: 2 EM: 3
1.7 Leaders implement operational processes and procedures to ensure
organizational effectiveness in support of teaching and learning. Improving
EN: 3 IM: 3 RE: 2 SU: 2 EM: 3
1.8 Leaders engage stakeholders to support the achievement of the system's
purpose and direction. Improving
EN: 2 IM: 2 RE: 3 SU: 2 EM: 4
1.9 The system provides experiences that cultivate and improve leadership
effectiveness. Improving
EN: 3 IM: 3 RE: 3 SU: 2 EM: 2
1.10 Leaders collect and analyze a range of feedback data from multiple
stakeholder groups to inform decision-making that results in improvement. Improving
EN: 4 IM: 3 RE: 3 SU: 2 EM: 3
1.11 Leaders implement a quality assurance process for their institutions to ensure
system effectiveness and consistency. Improving
EN: 3 IM: 3 RE: 3 SU: 2 EM: 3
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Learning Capacity Domain
The impact of teaching and learning on student achievement and success is the primary expectation of
every institution. An effective learning culture is characterized by positive and productive teacher/learner
relationships, high expectations and standards, a challenging and engaging curriculum, quality instruction
and comprehensive support that enable all learners to be successful, and assessment practices
(formative and summative) that monitor and measure learner progress and achievement. Moreover, a
quality institution evaluates the impact of its learning culture, including all programs and support services,
and adjusts accordingly.
Learning Capacity Standards Rating
2.1 Learners have equitable opportunities to develop skills and achieve the content
and learning priorities established by the system. Impacting
EN: 4 IM: 4 RE: 3 SU: 3 EM: 4
2.2 The learning culture promotes creativity, innovation, and collaborative problem-
solving. Impacting
EN: 4 IM: 4 RE: 3 SU: 3 EM: 4
2.3 The learning culture develops learners' attitudes, beliefs, and skills needed for
success. Impacting
EN: 4 IM: 4 RE: 3 SU: 3 EM: 4
2.4 The system has a formal structure to ensure learners develop positive
relationships with and have adults/peers that support their educational
experiences. Improving
EN: 4 IM: 3 RE: 2 SU: 2 EM: 3
2.5 Educators implement a curriculum that is based on high expectations and
prepares learners for their next levels. Impacting
EN: 4 IM: 4 RE: 3 SU: 2 EM: 4
2.6 The system implements a process to ensure the curriculum is clearly aligned to
standards and best practices. Impacting
EN: 4 IM: 4 RE: 4 SU: 2 EM: 4
2.7 Instruction is monitored and adjusted to meet individual learners' needs and the
system's learning expectations. Impacting
EN: 4 IM: 4 RE: 3 SU: 3 EM: 4
2.8 The system provides programs and services for learners' educational futures
and career planning. Improving
EN: 4 IM: 3 RE: 3 SU: 2 EM: 3
2.9 The system implements processes to identify and address the specialized
needs of learners. Impacting
EN: 4 IM: 4 RE: 4 SU: 3 EM: 4
2.10 Learning progress is reliably assessed and consistently and clearly
communicated. Impacting
EN: 4 IM: 4 RE: 3 SU: 3 EM: 3
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Learning Capacity Standards Rating
2.11 Educators gather, analyze, and use formative and summative data that lead to
the demonstrable improvement of student learning. Impacting
EN: 4 IM: 3 RE: 3 SU: 3 EM: 3
2.12 The system implements a process to continuously assess its programs and
organizational conditions to improve student learning. Improving
EN: 4 IM: 3 RE: 2 SU: 2 EM: 3
Resource Capacity Domain
The use and distribution of resources support the stated mission of the institution. Institutions ensure that
resources are distributed and utilized equitably, so the needs of all learners are adequately and effectively
addressed. The utilization of resources includes support for professional learning for all staff. The
institution examines the allocation and use of resources to ensure appropriate levels of funding,
sustainability, organizational effectiveness, and increased student learning.
Resource Capacity Standards Rating
3.1 The system plans and delivers professional learning to improve the learning
environment, learner achievement, and the system's effectiveness. Impacting
EN: 4 IM: 3 RE: 3 SU: 3 EM: 4
3.2 The system's professional learning structure and expectations promote
collaboration and collegiality to improve learner performance and
organizational effectiveness. Improving
EN: 3 IM: 2 RE: 3 SU: 3 EM: 3
3.3 The system provides induction, mentoring, and coaching programs that ensure
all staff members have the knowledge and skills to improve student
performance and organizational effectiveness. Impacting
EN: 4 IM: 4 RE: 2 SU: 2 EM: 4
3.4 The system attracts and retains qualified personnel who support the system's
purpose and direction. Impacting
EN: 4 IM: 4 RE: 3 SU: 3 EM: 4
3.5 The system integrates digital resources into teaching, learning, and operations
to improve professional practice, student performance, and organizational
effectiveness. Improving
EN: 4 IM: 3 RE: 3 SU: 3 EM: 2
3.6 The system provides access to information resources and materials to support
the curriculum, programs, and needs of students, staff, and the system. Improving
EN: 3 IM: 4 RE: 3 SU: 3 EM: 2
3.7 The system demonstrates strategic resource management that includes long-
range planning and use of resources in support of the system's purpose and
direction. Improving
EN: 3 IM: 3 RE: 3 SU: 2 EM: 3
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Resource Capacity Standards Rating
3.8 The system allocates human, material, and fiscal resources in alignment with
the system's identified needs and priorities to improve student performance
and organizational effectiveness. Improving
EN: 4 IM: 2 RE: 3 SU: 3 EM: 3
Assurances
Assurances are statements that accredited institutions must confirm they are meeting. The Assurance
statements are based on the type of institution, and the responses are confirmed by the Accreditation
Engagement Review Team. Institutions are expected to meet all Assurances and are expected to correct
any deficiencies in unmet Assurances.
Assurances Met
If No, List Unmet Assurances by Number
YES NO
Below
X
Accreditation Status and Index of Education Quality®
Cognia will review the results of the Accreditation Engagement Review to make a final determination
concerning accreditation status, including the appropriate next steps for your institution in response to
these findings. Cognia provides the Index of Education Quality (IEQ) as a holistic measure of overall
performance based on a comprehensive set of standards and review criteria. This formative tool for
improvement identifies areas of success and areas in need of focus. The IEQ comprises the Standards
Diagnostic ratings from the three Domains: Leadership Capacity, Learning Capacity, and Resource
Capacity. The IEQ results are reported on a scale of 100 to 400 and provide information about how the
institution is performing compared to expected criteria. Institutions should review the IEQ in relation to the
findings from the review in the areas of Initiate, Improve, and Impact. An IEQ score below 250 indicates
that the institution has several areas within the Initiate level and should focus their improvement efforts on
those Standards within that level. An IEQ in the range of 225–300 indicates that the institution has several
Standards within the Improve level and is using results to inform continuous improvement and
demonstrate sustainability. An IEQ of 275 and above indicates the institution is beginning to reach the
Impact level and is engaged in practices that are sustained over time and are becoming ingrained in the
culture of the institution.
Below is the average (range) of all Cognia Improvement Network (CIN) institutions evaluated for
accreditation in the last five years. The range of the annual CIN IEQ average is presented to enable you
to benchmark your results with other institutions in the network.
Institution IEQ 332.74 CIN 5 Year IEQ Range 278.34 – 283.33
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Insights from the Review
The Engagement Review Team engaged in professional discussions and deliberations about the
processes, programs, and practices within the institution to arrive at the findings of the team. These
findings are organized around themes guided by the evidence, with examples of programs and practices,
and suggestions for the institution's continuous improvement efforts. The Insights from the Review
narrative should provide contextualized information from the team’s deliberations and analysis of the
practices, processes, and programs of the institution organized by the levels of Initiate, Improve, and
Impact. The narrative also provides the next steps to guide the institution’s improvement journey in its
efforts to improve the quality of educational opportunities for all learners. The findings are aligned to
research-based criteria designed to improve student learning and organizational effectiveness. The
feedback provided in the Accreditation Engagement Review Report will assist the institution in reflecting
on its current improvement efforts and to adapt and adjust their plans to continuously strive for
improvement.
Given the restrictions for assembling, the review for the DeKalb County School District (DCSD) was
conducted entirely “online” as a remote Engagement Review. In planning and conducting this review, it
was the full intention of the Cognia Engagement Review Team (team) to gain as much information as
possible to rate the Standards, review the evidence, and engage all stakeholders in the virtual process.
The team was organized in such a way as to provide the most personal experience possible for the team
members and for the institution.
All processes and protocols required for System Accreditation were followed, and the institution was
rated against the System Standards. The Cognia Engagement Review Team engaged in quality
information-gathering sessions that included presentations by the superintendent, interviews with 882
stakeholders, and a deep dive into the evidence provided to the team. The team attempted to gain
insights into classroom learning environments by thorough, thoughtful, and reflective questions posed to
administrators, teachers, parents, and students. It is within this context that the team offers the following
insights that highlight themes across the organization and ideas for the next steps.
The DeKalb County School District demonstrates and continues to practice a solid growth
mindset that focuses on improving teaching and learning with a renewed focus and increased
accountability. Preparation work in anticipation of the review indicates that thoughtful and shared
responsibility characterizes the work and philosophy of the school system. A strong commitment to the
mission and vision was evident to the Engagement Review Team in all interactions with the
administration, faculty, staff, and students. A culture is a group of people who behaves and sees
themselves in relation to the mission. Cultures are further strengthened in times of hardship and
difficulty. The system’s mission is clear, and its commitment is evidenced through interviews with
parents, students, teachers, and leaders. A variety of techniques are used by the system to engage
stakeholders in understanding and committing to the purpose. Advisory committees are operating
district-wide in every school (Parent Advisory Councils). A District Advisory Council provides
opportunities for the system to engage with representatives from the various schools. Each school has
its own volunteer program that is beginning to gear back up following the pandemic. Interviews with over
125 parents indicated that they feel engaged and have opportunities to give input. Some responses from
parents indicated that they do not often know that their input has been taken, and they are seeing the
results of their feedback. The system employs its own surveys that are deployed systematically. These
surveys have been approved by Cognia and are available in 15 languages. Interpreters are sent into the
community to provide support for understanding and completing these surveys. Interviews with teachers
and parents indicated that they have the highest regard for the administration and for each other. Often
during these conversations, the word “trust” was heard. This “trust” development filters down to the
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students as well. DeKalb County School District (DCSD) is a “we” place where stakeholders are
beginning to feel stronger ownership and affinity to the district and its purposes, especially at the school
level. With the recent change in the superintendency, that trust relationship will take some time to
establish. DCSD has been under the leadership of five superintendents since 2011. Regaining trust and
sustaining improvement efforts are consistent challenges in times of leadership change. During the
remote interview, teachers were asked to describe their system in one word, posted to a software
program anonymously that creates a word cloud. Many of those choices were words like “family, caring,
engaging,” but there were still many other terms that indicate that the trust levels will take time to
improve. Various opportunities are provided for students to develop relationships with adults that support
their educational needs. Additionally, students, when asked, expressed that they were comfortable
asking for help. There does not appear to be a consistent formal advocacy program system-wide, but
interviews indicated that students are having their social, emotional, and academic needs met. Teacher
interviews, student interviews, and parent interviews stressed the culture of the school as being one of a
‘family,’ where each family member looks after the other. Parents stress that students have the support
they need to be successful. School leaders and staff are open to discussions about student needs. This
sense of ownership and affinity is not by accident. The system is encouraged to implement strategies
that will continue the development of the trust relationship between the schools, community, and district
leadership. Recent events have caused some of that most important trust to deteriorate.
Continuous improvement in the system is a robust, inclusive, formalized process that engages
and enlists the input from stakeholders. Strategic goals were established for 2019-2024 that is rooted
in the vision of “inspiring our community of learners to achieve educational excellence.” These goals are
supported by a set of core beliefs, which capture the system beliefs and commitments to “make sure
every decision supports quality teaching and learning; to ensure we meet every student’s academic,
social, and emotional needs; to embrace the cultural diversity of our community as a strength; and, to
hold everyone accountable for educational excellence.” The core areas addressed in this strategic plan
include student success with equity and access, stakeholder engagement and communication, staff
effectiveness, culture and climate, organizational excellence, and facilities. The expected outcomes for
these core areas have the intended result of producing graduates as defined in the system’s vision for
the DCSD graduate. To fully implement the goals, a Journey Towards Improvement Timeline was
established by the superintendent, who arrived in July 2020. The process for implementing this timeline
included a 100 Day Plan initiated by the superintendent. This plan included opportunities for the
superintendent to meet and engage with all stakeholders across DeKalb County. At the end of that
timeframe, a 100 Day Report was compiled and distributed to the greater community. Further
implementation of the current plan was strengthened through stakeholder engagement opportunities and
the first problem of practice being identified. The problem of practice identified the lack of a research-
based school improvement framework. An intensive process was undertaken to align the system’s
strategic plan, school improvement plans, goals of the superintendent, Cognia’s Performance
Standards, and other key initiatives in the district. This process moved the district to institute a
framework for improvement based on effective schools research (DCSD Effective Schools
Framework/ESF). After a review of student performance data, this ESF serves as the focused paradigm
to identify key elements that must exist to improve the schools and drives recent structural support
system changes. Schools develop and implement their school improvement plans in alignment with the
district’s strategic plan. Interviews with system staff indicated that several tools and relationships have
assisted them in reflecting on practice and setting appropriate goals. The support from the Public
Education Leadership Project (PELP) from Harvard University also informs the process. Interviews
indicate that stakeholders were engaged all along the way in the development and ongoing monitoring of
the plan. Parent groups, advisory groups, and district advisory groups provide support and input into the
plan. System leadership has identified the school improvement framework conditions that are required
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for sustainable change, which include ensuring that principals are instructional leaders, appropriate and
meaningful professional learning is delivered, relevant data is effectively analyzed, resources are
equitably distributed, and clear coherence and consistency with fidelity characterizes the
implementation. Clear and consistently applied standard operating procedures assure uniform
adherence to protocols and foster continuous improvement. These are necessary tools to manage the
work of such a large school district. Protocols are available for every phase of schooling, including
athletics and student activities, coaching and induction practices, student health services, equity and
diversity, exceptional student support, leadership development, marketing, strategic communication, and
more. Handbooks provide appropriate information for parents, students, and teachers. Year One of this
process focused on the alignment of the work of all parties (schools and central office). Year Two is
focused on evaluating the two questions (how we evaluate schools and how dwe provide the right
support). Year Three will be focused on the implementation of empowering opportunities.
The school system focuses on providing high levels of support for continuous improvement as
close to the needs as possible through a restructured support system. A more decentralized focus
emphasizes the schoolhouse as the unit of change. As a result of the system’s first identification of a
problem of practice and through a thoughtful and purposeful timeline, the district has reorganized for
improvement. The role of the seven regional superintendents has been more clearly defined to act as
principal leaders in providing instructional leadership, supportive interactions, supporting the
development of productive partnerships, and supporting data literacy. This new role, as defined by the
Leadership Academy, is to “serve as the critical linchpin between building leaders and the district to
ensure that principals are set up for success.” Interviews with administrators in every school indicate that
the regional superintendents and their supporting micro-cabinets provide close-to-home support and are
immediately responsive and accessible for any need. When asked about some of the most recent
changes that have made the biggest impact on their ability to be instructional leaders, the common
response was the support from their region. Given the size of the school district (90,000+ students and
138 schools), this decentralized approach to leadership is beginning to positively impact teaching and
learning. In addition to the support provided by the regional structures in instructional excellence, a
system of progress monitoring has been instituted, built on the Plan, Do, Check, Act model centered on
a set of protocol questions to be answered jointly with the superintendents and the school leaders under
their supervision. This monitoring and process occur quarterly with the support of the divisions and the
system with a first question of “what is the data telling us?” Areas that are monitored include academic
performance data, social/emotional factors (in and out of school suspensions, referral data), school
engagement data (attendance), and data with respect to on/off track for graduation. These monitoring
processes, along with each school’s improvement planning process aligned to district goals, provide
consistent and effective quality assurance.
The system’s support divisions also were studied to ensure that all appropriate support areas were
identified, and in that process, some of the division titles were renamed to better communicate their
roles. Support is tiered for schools to provide the most appropriate resources to meet needs. Horizon
Schools (27 in number) are schools that are a combination of DCSD Intensive Support Schools and the
GaDOE state-identified schools. Schools may also be designated as Launch Schools (ones not on the
“list” but are being watched very closely to change the trajectory of performance), Soar Schools (some
exemplary practices are in place), and Lighthouse Schools (“the ones we are learning from”). The focus
of data review for these schools is looking at cohort data. The system has most recently purchased
EduClimber as technology support to monitor the growth of all students. Administrators at the
Lighthouse Schools have more flexibility in decision-making (evidence-earned autonomy).
In essence, the school system has re-energized its vision through increased levels of support and
accountability.
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The system ensures a positive future for its students by focusing on its greatest asset, the
people. Assuring quality professionals in every position is a major focus of the district, and quality hiring
practices, as well as effective induction, mentoring, and coaching programs, demonstrate this
commitment. Critical to the success of any organization, particularly one whose focus is on the
education of children, is the selection and preparation of the adults in the building. An interview with the
system’s human resource staff and with school leaders, the school’s leader, and leadership teams
indicated that a concerted effort is made to recruit teachers who have the background, skills, and
attributes to support the system’s mission. Human relations practices are powerful in getting the right
people on board. The needs of the various schools are taken into account in recruiting, with an
emphasis on placing teachers with specific skill sets in Horizon Schools and other areas of attention. Job
fairs have been conducted both onsite and virtually. The system offers incentives to recruit candidates
and retain teachers. There is also financial compensation for employees who refer candidates to the
school district. A number of other incentives to entice quality candidates are defined in the system’s
Recruitment and Retention Incentive Plan. The Comprehensive Master Recruitment Plan includes such
initiatives as Walk In Wednesday, specialty area job fairs, “grow your own” programs, and other
opportunities. One focus under the direction of the Division of Human Resources is the spearheading of
wellness activities as one way to ensure the retention and well-being of staff. The Division of Human
Resources contributes to the system by meeting its expectations as defined in qualities of effective
schools - recruiting and retaining the highest quality staff for all students by prioritizing staff effectiveness
(Theme 3). The system also offers the DeKalb County Teacher Academy for Preparation and Pedagogy
(TAPP), a state-approved, two-year non-traditional route to teacher certification designed to meet the
critical teaching needs of the county.
Focusing on people implies that relationships are important. A mentoring and coaching program is fully
operational. Every new teacher to the school is assigned a mentor teacher and participates in the
system’s New Educator Team (NETwork). This program offers targeted professional learning for
educators who are new to teaching or new/returning to the district. A feature of this NETwork is the
monthly Teacher Induction Seminars that are provided by the Department of Professional Learning on
the second Tuesday of each month. Information is provided regarding the nature and content of these
seminars. During the interviews with 251 teachers in DeKalb County School District, new teachers were
polled regarding their assimilation into their school and the system. Frequent references were made to
the NETwork program. At the school level, new teachers found great support from their school-level
mentors, their administrators, and their colleagues. Onboarding processes for new staff have been
streamlined through a virtual platform that acquaints them with logistics and requirements for the hiring
process to be completed.
Academic coaches in all content areas provide support for teaching and learning across the district. The
work of these coaches is supported by the Coaching Playbook, which clearly defines expectations,
protocols, resources, and guidance in fulfilling their roles and responsibilities. Academic coaches work
with school leadership teams to develop and monitor a virtual data room that represents the progression
of students’ learning and ensures instructional decisions are data-driven. Academic coaches also
provide collaborative planning guidance. Specific goals for the current school year aligned to DCSD
Strategic Goals include the implementation of CSIP coaching actions to achieve performance measures,
support the Effective Schools Framework, implement the academic coaching cycle with an emphasis on
student-focused goals, and support professional learning endeavors.
The system and its schools are committed to and follow through in making sure that all staff have the
training and skills to be effective. Professional development opportunities are frequent, specific, and
targeted. Interviews with teachers indicated that they have the opportunity to participate in areas that
they request. Leaders indicated that professional development opportunities are often delivered as a
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result of information gained from classroom observations and teacher evaluations. The Division of
Curriculum and Instruction provides a support plan for the instructional core, which outlines the various
opportunities for such entities as schools, teacher leaders, specialized cadres, and tiered schools. An
extensive Summer Professional Learning catalog provides information for faculty and staff about
available opportunities and the process by which they can participate, and a Summer Coaching Institute
is provided. Specific training is always available in the areas of testing, compliance, and specific training
for the implementation of programs and initiatives. A concerted effort to gather data with respect to the
impact of professional development on student learning will assist the schools in making wise decisions
for future efforts.
Collaboration is valued and protected across the system. Specific times are set aside for faculty and
staff to collaborate. Interviews with teachers and administrators indicate that this looks different across
the campuses. School leaders have the autonomy to plan and implement collaboration according to their
needs. Interviews further indicated that in some schools, collaboration was not as valued and did not
have a structure that would support data review, review of student work, action research, or collective
planning. Evidence review indicates that some system-wide professional learning communities are
operating (Horizon PLC). Moving forward to achieve the system goals in the areas of staff effectiveness
and culture/climate, some heightened accountability would increase the likelihood and more consistent
implementation. This may be an area for further study in the regional support model. Administrators
indicated that they frequently drop into such sessions. Topics may often be identified by the academic
coach or other administrators for these sessions. Teachers who participated in collaborative planning
communities found real value in the time to review student performance data, jointly plan, and provide
training and feedback for each other. Given the variations across the district, it would be difficult to
determine if collaboration as a professional activity is making an impact on student learning, teaching
practice, or organizational effectiveness. Anecdotal information is readily available but not often
recorded or gathered. The system is encouraged to take a regular pulse check by systematically looking
at how collaboration is impacting student learning, teaching practice, and organizational effectiveness.
The system targets the development of quality leaders for now and for the future through
formalized leadership development programs for parents, students, teachers, and leaders to
assure sustainability and future success and further evidence of a growth mindset. The district
provides several opportunities for adults to develop leadership skills for administrative positions in the
district. Leadership academies are in place, including the superintendent’s Principal Academy, Assistant
Principal Academy, New Principal Academy, and the New Assistant Principal Consortium. Principals
who are in the first three years of their leadership role engage in the Performance Coaching training
program. Leadership development programs are also available for aspiring administrators, including the
Aspiring Leader Academy and the LEAP Aspiring Principal Academy. These programs are a vital part of
the district’s principal pipeline and have as its goals to improve and streamline hiring systems, select and
match qualified leaders with schools, make better-informed decisions about recruiting and developing
leaders, track aspiring leaders, and assist with career planning and succession. The system has a
partnership with higher education partners in the Equity and Innovation Fellowship for Leaders, where
applicants are evaluated for participation by an external group. Power Fellowships are opportunities for
teacher leaders. Student leadership opportunities include serving on the Superintendent’s Advisory
Council (school representatives), individual Student Councils, club offices, participation in various
community service outreach projects, and ROTC programs. Parents serve on local Principal Advisory
Councils (PAC), as PTA/PTSA officers, and as booster club officers. Regular PAC Cross-Council
Meetings are held virtually to bring these individuals together as a collective voice. Numerous
opportunities are afforded to parents to serve as volunteers and various school-based committees and
organizations. Teachers have formal opportunities for leadership development in some of the district’s
formal programs but are also afforded many opportunities on the local campus, including grade
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department chairs, team leaders, and service on various school committees, on the Principal Advisory
Council, and in the development, implementation, and monitoring of school improvement plans. Some
student interviews across the thirty schools visited indicated, however, that they did not feel that their
voices were often heard and that they were not given opportunities for leadership. The system may wish
to pursue more input from students in this regard to continue its mission to “ensure student success,
leading to higher education, work, and life-long learning.”
The system ensures a growth mindset through its commitment to maintaining connections with
instructional practice through formal supervision/evaluation processes and some
implementation of various informal practices. DCSD employs role-defined evaluation systems based
on employee groups to provide ongoing feedback to employees. These evaluation protocols are in line
with expectations from the Georgia State Department of Education and include timelines prescribed for
all aspects of these evaluations to be conducted, including orientation deadlines, final evaluation
deadlines, and dates that the evaluations are to be submitted. Interviews with all of the system’s
administrators indicated that less formal observations occur on every campus that focus on student
learning and providing support for teaching. There appears to be a great deal of variation as to models,
rubrics, feedback cycles, and impacts on professional learning decision-making. Administrators indicated
that they were expected to spend at least one hour per day in classrooms. Academic coaches conduct
regular classroom visits to determine the need for additional support. Teachers interviewed saw great
value in these fewer formal visits and received feedback in varying ways, including notes, emails, and
conversations. There does not appear to be a systemic format for these “walk-throughs” other than one
for ESOL. Administrators indicated that sometimes these classroom visits were for an intended purpose
(to observe a strategy or practice previously determined) or oftentimes to interact with students and get
a pulse for learning across the campus. Regional superintendents often drop into schools and conduct
classroom visits, particularly as a part of the progress monitoring program. To be able to get a systemic
look at what instruction looks like across the district, the district may examine some uniformity of
expectations and feedback processes in these fewer formal opportunities.
System staff demonstrate a strong commitment and aligned actions to meet the specialized
social, emotional, developmental, and academic needs of individual students across the
institution. The system has created opportunities for personalized, open, accessible, and equitable
opportunities for all learners. Evidence is abundant. Artifacts included information about acceleration,
project-based programs, and extensive offerings defined as the Diverse Educational Program Pathways.
Offerings include Advanced Placement, International Baccalaureate, STEM, dual language immersion,
gifted program, magnet and theme programs, and many others. The district can boast of having 28
schools that have received the Cognia distinction of being STEM-certified and an additional two schools
that are Georgia DOE STEM/STEAM schools. School choice system-wide affords parents and students
the opportunity to select schools that meet their individual career and life goals. Multi-Tiered System of
Supports (MTSS) is an evidence-based model of schooling that uses data-based problem-solving to
integrate standards-based instruction, interventions, and assessments to address the full range of
student academic and behavioral needs present in the classroom. MTSS encompasses all the
academic, behavioral, and social-emotional demands of learning. MTSS is a key part of the broader
DCSD strategic framework to support all learners and ensure equitable access to a robust, high-quality
education. The system’s Equity and Student Empowerment Division provides curriculum and support for
all schools in the areas of curriculum and instruction, speech and language support, coaching and
mentoring, understanding least restrictive environment, providing assistive technology, full IEP
(individualized education plan) implementation, data analysis, program standards, accommodations, and
behavior support. Professional learning opportunities are provided for all staff and are available in an
annually published calendar.
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The school system celebrates diversity and ensures equity across all programs. DCSD students
represent 155+ countries and 170+ languages. The system highlights several programs and initiatives
that celebrate the richness that a diverse student population brings to the learning of all. The system’s
equity program prepares an annual report for all constituents. Opportunities abound in this area,
including such programs and initiatives as the most recently launched Learning Hub at the Latin
American Association (LAA) of Atlanta. This hub, similar to the district’s Mobile Impact Learning Hub, is
equipped with computers, information about colleges and trade schools, and more. This project is only
one of the many projects that the district is engaged in, partnering with community organizations to
provide new opportunities to marginalized students and families. The space is dedicated to helping
students and families find a pathway to a university or technical school and exploring scholarship
options. It is supported by a grant from The New Teacher Project (TNTP), a national nonprofit that
works with hundreds of school systems across the country. The system is encouraged to continue
processes in place to review curriculum and instructional materials to ensure that they are in line with the
district’s clear appreciation of diversity. Embracing the cultural diversity of the community as a strength is
captured in the system’s Core Beliefs.
The system demonstrates and continues to practice a deep growth heartset that focuses on the
well-being and social/mental health of everyone in the family. The system took its responsibility for
educating all students, even in times of crisis, by quickly pivoting to an online environment during
COVID-19 school closures. Interviews with administrators, system staff, and parents indicated that the
system made sure students had devices (laptops, chrome books) and the necessary internet access to
continue their learning. Communication between school and home was frequent and personal. The
system provided technical support when needed. Teachers received the necessary professional
development to be able to deliver instruction remotely. Upon the return to school, the system
communicated regularly with parents. Parents interviewed indicated that they were pleased with the
response of the system and the communication in place. Upon return to campus, health and safety
measures have been taken and are maintained. Options are in place for students who need to
quarantine or who, for some reason, cannot attend school. Interviews with parents and teachers indicate
that important lessons have been learned during the pandemic that will impact schooling in the future.
Parents, administrators, and teachers felt that communication between home and school was more
frequent, and the flexibility of online conferencing allowed parents to participate at higher rates. The
incorporation of new technologies into teaching practice is another blessing identified by teachers. Some
parents commented on their renewed appreciation for the work of teachers after observing teaching at
home on a consistent basis. Some teachers noted a renewed interest and eagerness to learn on the part
of students now that they have returned to campus and engaged in a system-wide sensitive focus on the
health and well-being of students and staff during remote learning and now back on campus. Formal
social/emotional learning programs have been developed/implemented on every campus. The system
defines expectations in its core beliefs that highlight the responsibility of meeting every student’s
academic, social, and emotional needs. System-wide programs to address social and emotional well-
being and support include programs like My Brother’s Keeper and My Sister’s Keeper. My Brother’s
Keeper program was launched in February 2014 by Former President Barack Obama. The system re-
launched this effort to be established in every one of its schools. The mission of DCSD’s My Brother’s
Keeper Program is to ensure student success by supporting academic achievement, service, and
mentorship for young men of color as they become productive citizens of this global society who
will continuously give back to their community. The core values of the program are accountability,
integrity, leadership, relationships, respect, pride, and service. The system also launched its My
Sister’s Keeper program in October 2021. In a most recent newsletter, the system superintendent
commented, “My Sister's Keeper will allow our girls to engage in meaningful activities geared
towards not only the enhancement of academic achievement but empowerment and self-care as
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well. We are excited for the opportunity that this program will provide our young girls, and we
cannot wait to see them soar!” The Family and Community Empowerment Division provides
numerous opportunities to engage all families in training and classes. A most recent product of this
division is the Parent and Family Digital Learning Guide to assist parents and caregivers with skills
and tools to monitor their child’s access to remote technology tools.
The school system provides a high-impact learning environment informed by rich data for all
students. Classroom observation data and student performance data indicate that students are making
gains in DeKalb County. COVID gaps exist, but the system is working hard to address those gaps.
Administrators were asked during the interview process to describe learning environments on their
campus. The Engagement Review Team was unable to conduct classroom observations during this
remote review. Innovative practices were described by many, especially with the forced integration of
technology to provide remote learning experiences for students. Instructional frameworks guide the
curriculum work of teachers, and expectations are clearly delineated with respect to lesson planning and
learning targets. Leaders, teachers, and parents have access to rich data about student learning.
Parents can stay up with student progress through the parent portal, Infinite Campus. Across the
system, research-based tools are in use for progress monitoring. Professional learning opportunities are
provided to assist teachers in using these tools. Student growth is being measured across the
elementary grades through the NWEAä MAPâ testing program (Northwest Evaluation Association
Measures of Academic Progress), and teachers and parents spoke of its power in understanding and
documenting student growth. Teachers interviewed indicated that they are provided the necessary
training to interpret and analyze student performance data in ways that will impact their teaching
practice. In addition to state-wide assessments (Georgia Milestones), data are also available regarding
performance on PSAT, SAT, End of Pathways Exams, International Baccalaureate Exams, and a
number of benchmark assessments. The system, in its efforts to be transparent, is in the process of
developing and making available public Key Performance Indicators (KPI) Dashboards. The proposal
has been developed, and a working group has been formed with support from a focus group comprised
of internal and external representatives). An anticipated launch will be spring 2022 and is one of the
initiatives instituted to restore public trust. Interviews across the thirty schools indicated that there were a
variety of protocols in place to analyze data. Some were more formal, but in some cases, the responses
indicated a somewhat casual approach to the implications that data provide. The system is encouraged
to consider the development of a system-wide data analysis protocol that will assist teachers in
reviewing the data they gather in ways that will enhance conversations and sharing in professional
learning communities. It will also allow a more systemic look as to practice and further inform the
development and implementation of quality collaboration structures system-wide. The team notes that
some early investigation is underway with Data Wise with the potential goal of using that as the system’s
primary data literacy-cycle work.
The system maintains a strong strategic focus, intentionally allocating resources in line with the
system’s continuous improvement efforts. Protocols are in place for schools to seek funding for
individual initiatives through a request process. Teachers, administrators, and some parents from most
schools reported that the continuous improvement plans help drive resources. Interviews with the
finance department indicate that specific protocols help to identify the allocation of resources. This
survey process (Resource Allocation Methodology Plan/RAMP) collects data input from schools and
regional offices for the next year’s school-based resource allocation process. The district has initiated a
new zero-based budgeting process. The general fund budget utilizes a line-item, zero-based budgetary
approach. School budgets are developed in accordance with an approved allotment formula. Specific
timelines are provided in the development of the budget. Each division aligns its operations and plans
with the district’s strategic plan. Data analysis is a vital component of each of these division plans. These
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plans have been aligned with Cognia’s Performance Standards. Facility assessment processes are in
place as well.
Resource allocations across the district are perceived as inconsistent by various stakeholders.
Interviews with parents indicate that they perceive some schools receive greater support from the district
than others. Comments were frequently made regarding facilities and that there are varying levels of
support for new construction and upgrades. Some indicated that the district provides curriculum
resources for some schools, while others rely on PTA/PTSA to purchase these same materials. The
Engagement Review Team suggests that a re-examination of resource allocation is needed to ensure
and assure equity, and now is an appropriate time to engage in this activity, a “reset,” as it were.
A comprehensive strategic plan provides the framework for a data-driven culture for decisions
regarding academic and organizational programs and services, but full implementation of plan
initiatives to ensure analysis of the impact of its plan on student learning and organizational
effectiveness has not been achieved. A focus on the collection and analysis of selective data will
assist the system in continuous improvement planning and will enable the system to answer the
question, “How do we know that what we are doing impacts student learning?” As the team began the
standards review process, it became apparent that BCPS would benefit greatly from collecting and
analyzing data in several important areas. This data collection and analysis process will greatly aid in the
development of a quality continuous improvement plan and support the institution’s roadmap for the
future. Interviews with teachers indicated that student performance information (both formal and
informal) is available for them in planning for instruction. The school system must ensure that staff
members clearly understand how to use and interpret data to change teaching practice and modify their
instructional strategies to meet the needs of their varied students. Areas that should be reviewed by
DCSD are clearly noted in the Standards Rating chart included in this report in the areas of Results (RE)
and Sustainability (SU). Areas of note include the collection and analysis of data with respect to
stakeholder perceptions, the efficacy of leadership development activities, the impact of teaching and
learning on the beliefs and attitudes of the learners, the impacts of instructional monitoring, and
professional development. Additionally, a review of technology’s impact on student learning would be in
order. The system is data-rich and has a collection process that culminates in tracking and dashboard
applications. Interviews indicated that the analysis of data is a common practice among the leaders in
the schools and at the system level. The team is suggesting that the selective prioritization of data
collection sets for targeted areas identified above will help one to know what has been achieved to
efficiently practice quality program evaluation and “strategic abandonment.”
While schools analyze and use student learning data to verify individual student progress, processes to
provide evidence of ongoing improvements to instructional practice are anecdotal and inconsistent
across the district. The apparent lack of a consistently implemented district-adopted walkthrough
protocol makes it difficult to look at the impact of instructional practice on learning. There does not
appear to be a district-adopted instructional model that is aligned to a walkthrough tool. These are areas
of further consideration by the system.
Each governing authority board member is highly committed to the district and the students, but
board members are not working together collectively in support of the mission of DeKalb County
Schools. Board members are elected to serve four-year terms and are elected one from each of the
seven regions in the DeKalb County School District. This structure has the tendency to put board
members in the position of being a “representative for my region.” The team was very meticulous in
discussing the roles and responsibilities of board members only with the board members themselves. No
outside conversations were held. Support for various initiatives across the district was not consistent
across the board member interviews.
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Policy reviews and development occur as required. A review of policies in the policy manual indicates a
consistent tone of boundaries and limits. As the board entertains revision or new policy, it would be most
helpful to consider policies as the driving strategy for growth. Interviews further indicated that board
members participate in the required training as board members provided in accordance with state
requirements. Interviews indicated that board members stay abreast of what is happening in the district
through communication from the superintendent and presentations to the board from schools. Weekly
meetings occur between the superintendent and board leadership. Interviews with board members
indicated that they receive weekly communications from the superintendent to keep them current, as
well as receiving the weekly newsletter the superintendent produces for the system staff.
The board operates under policies with respect to a code of ethics, and each member acknowledges this
commitment annually. Additionally, the board operates under Policy BAB with respect to culture and
values. This policy states, “The Board dedicates itself to assuring a culture of collaboration,
transparency, and continuous learning. The Board values open communication and input and prioritizes
the best interests of the classroom as most important.” The board has most recently (July 13, 2020)
approved the DeKalb County Board Member Handbook: The Unity of Purpose, Roles & Responsibilities,
Norms, Agreements.
To sustain quality instructional programs and practices for all students system-wide, the team urges all
members of the board to revisit and renew its commitment to the expectations as outlined in this
handbook and in Board Policy BAB.
The school board engages in a regular system of self-evaluation. The board may wish to further
examine a system of reflection that looks at the board as a whole, how it works in unity, and public
perceptions. Board members must fully understand and appreciate the important role they occupy in
school district governance, and the equal importance of acting within, not beyond, this role. It is
incumbent upon every board member to set aside personal agendas and focus their efforts on governing
together in the best interest of the school system. Change in behavior is ultimately the responsibility of
each individual board member. While Cognia fully appreciates that board members can and will have
differing opinions, Cognia’s governance standards expect board members to be professional and
collaborative in resolving or moving beyond those differences, focusing primarily on areas of common
interest and responsibility in service to the school system and its students. If board members embrace
Cognia’s recommended practices, they are likely to find they enhance, not diminish, their ability to fulfill
the significant responsibilities of their elected positions.
The team’s findings identified numerous reasons for celebrations. These celebrations exist because of
the dedication and hard work of the leaders and instructional staff of the DeKalb County School District.
The parents and students of DCSD are privileged to be part of a family that supports the development
and success of the whole child. Much success has been achieved, and greater success awaits as the
system continues its quest toward improvement. Aggressive strategies are in place and will take time to
demonstrate impact. Strong commitment exists for these, and the team encourages the system to stay
the course and consider in its implementation that they must “go as fast as they can, but as slow as they
must.” Serious considerations of the information in this report, data (element ratings and Standard
ratings), and suggestions for further study will support these efforts. Using tools provided by Cognia,
including the Cognia Performance Standards with Key Concepts for Systems and the i3 rubric, in
conjunction with the element ratings contained in this report for each Standard, will enable the institution
to “inspire our community of learners to achieve educational excellence.”
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Next Steps
Upon receiving the Accreditation Engagement Review Report, the institution is encouraged to implement
the following steps:
Review and share the findings with stakeholders.
Develop plans to address the areas for improvement identified by the Engagement Review Team.
Use the findings and data from the report to guide and strengthen the institution's continuous
improvement efforts.
Celebrate the successes noted in the report.
Continue the improvement journey.
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Team Roster
The Engagement Review Teams are comprised of professionals with varied backgrounds and expertise.
To provide knowledge and understanding of the Cognia tools and processes, all Lead Evaluators and
Engagement Review Team members are required to complete Cognia training. The following
professionals served on the Engagement Review Team:
Team Member Name Brief Biography (Lead Evaluator Only)
Dr. W. Darrell Barringer, Dr. Barringer's educational career spans 46+ years. On June 30,
Lead Evaluator 2012, he retired from Lexington School District One in Lexington, SC,
after working there for 34 years. During that time, he served as an
elementary principal for 29 years and had the privilege of opening two
new schools. He has taught grades 2, 3, 4, 5, and 6 and served as an
assistant principal in addition to the principal role. He has also served
with SACS (AdvancED/Cognia) since 1983, having chaired teams in
more than forty-one countries as well as in the U.S. His service has
included schools, systems, digital learning institutions, corporations,
and Department of Defense Education Activity (DoDEA) schools. Dr.
Barringer's B.A. is in biblical education from Columbia International
University and his M.Ed. (elementary ed), his Ed.S. (administration)
and Ph.D. (elementary ed) are from the University of South Carolina.
Dr. Barringer joined the Cognia family officially on July 1st, 2012 as
Director for AdvancED (Cognia) South Carolina. Dr. Barringer retired
in September 2019 as vice president for volunteer services for
AdvancED (Cognia) and continues to serve as a volunteer and
consultant to Cognia.
Vinson Davis, Associate Superintendent for District Effectiveness
Dr. Tama Freeman, Retired educator
Dr. JW Good, Professor of Educational Leadership
Rodney Green, Assistant Superintendent for Teaching and Learning
Eddie Hood, High School Principal
Kimberly Hunter, Assistant Superintendent of Middle Schools
Dr. Tikki Middleton, Middle School Principal
Burt Parker, Director of Technology
Dr. Cheryl Reynolds, Professor of Educational Leadership
Dr. Chara Willaford, Regional Leadership Coach, Governor’s Office of Student Achievement
Paul Sidney, ELA Department Chair
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References and Readings
AdvancED. (2015). Continuous Improvement and Accountability. Alpharetta, GA: AdvancED. Retrieved
from https://source.cognia.org/issue-article/continuous-improvement-and-accountability/.
Bernhardt, V., & Herbert, C. (2010). Response to intervention and continuous school improvement: Using
data, vision, and leadership to design, implement, and evaluate a schoolwide prevention
program. New York: Routledge.
Elgart, M. (2015). What a continuously improving system looks like. Alpharetta, GA: AdvancED. Retrieved
from https://source.cognia.org/issue-article/what-continuously-improving-system-looks/.
Elgart, M. (2017). Meeting the promise of continuous improvement: Insights from the AdvancED
continuous improvement system and observations of effective schools. Alpharetta, GA:
AdvancED. Retrieved from https://source.cognia.org/wp-
content/uploads/2019/11/CISWhitePaper.pdf.
Evans, R. (2012). The Savvy school change leader. Alpharetta, GA: AdvancED. Retrieved from
https://source.cognia.org/issue-article/savvy-school-change-leader/.
Fullan, M. (2014). Leading in a culture of change personal action guide and workbook. San Francisco:
Jossey-Bass.
Hall, G., & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Needham Heights,
MA: Allyn and Bacon.
Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.
Kim, W., & Mauborne, R. (2017). Blue ocean shift: Beyond competing. New York: Hachette Book Group.
Park, S, Hironaka, S; Carver, P, & Nordstrum, L. (2013). Continuous improvement in education. San
Francisco: Carnegie Foundation. Retrieved from https://www.carnegiefoundation.org/wp-
content/uploads/2014/09/carnegie-foundation_continuous-improvement_2013.05.pdf.
Sarason, S. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers
College.
Schein, E. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass.
Von Bertalanffy, L. (1968). General systems theory. New York: George Braziller, Inc.
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