EHMS - GSAPS Parent Survey

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In the Hall County School District, each school in the district undergoes an internal review process called the Georgia School Assessment on Performance Standards (GSAPS) Visit every five years. As part of this review process, feedback is gathered from parents of children that attend the school. We hope you will offer your valuable input by responding to the survey questions below.

DIRECTIONS: Please read each statement below and select the circle to the left of your response.

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

2. Teachers provide timely and individualized feedback to parents/guardians on student academic progress.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

4. School leaders focus the climate and culture of the school on ensuring high levels of learning for all students.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

5. School leaders put the academic needs of students ahead of other interests in making decisions.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

6. Family and community members feel welcome at the school.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

7. The school engages family and community members as active participants in the life of the school.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

8. The school creates and maintains clear and continuous two-way communication between the school and stakeholders regarding student learning.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

11. The school staff communicates academic expectations and/or graduation status (e.g., four-year graduation plans, syllabi, academic advisement protocols) throughout the year.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

12. The school empowers families and the community to advocate for students regarding fair and equitable treatment and access to learning opportunities that will support student success.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

14. The school 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.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

16. The school uses protocols (safety drills, tornado drills, crisis plans, maintenance plans, etc.) to provide a safe, clean, and orderly learning environment.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

17. School leaders and staff develop, implement, and monitor a multi-tiered system of supports to meet students' unique whole-child needs.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

18. The school supports a student learning community that encompasses healthy behavioral and academic norms.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

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

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

20. Teachers establish clear learning targets that promote learning for students.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

21. Teachers care about their students.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

22. My child finds school to be an enjoyable and challenging place to learn.

Consistently

Often

Sometimes

Rarely or Never

No basis to judge

Clear selection

23. Comments:

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