System Support Review Summary

S-CAP uses an onsite review of districts, System Support Reviews (SSR), to evaluate the system components needed
​to support student success. During an SSR, review teams are invited to conduct the review in coordination with district leadership, focusing on pre-determined frameworks ("Category Descriptions" linked below) and district-determined priorities for accountability.The following is a summary of the results from this review process.
Secondary SSR Graphs
*Note: There is only one year of data for Professional Learning and Leadership &Vision because districts receive Comprehensive Reviews of all four areas every other year. 
Elementary SSR Graphs
*Note: There is only one year of data for Professional Learning and Leadership &Vision because districts receive Comprehensive Reviews of all four areas every other year. ​

Curriculum & Instruction

Curriculum Maps are available but there is little evidence of district/teacher written curriculum maps being utilized to guide/influence instructional planning and/or practices. Student Data is available but there is limited use of Student Data to guide Instructional Planning. Significant Evidence of taught/expected Behavioral Expectations within the classroom environment. Students are demonstrating compliance in completing work and following instructions, however, there is limited evidence of true engagement beyond what is asked. Limited Evidence of students using higher order thinking skills (meta-cognition, questioning, etc) to engage with instruction. Limited Evidence of Learning Objectives/Targets posted or displayed in Elementary classrooms. Little to No Evidence of student awareness or posted Objectives/Targets (both levels). Little to No Evidence of Teachers referencing/reviewing posted Learning Objectives/Targets (both levels).

Learning Climate & Dispositions

The overall feel of the School District climate was welcoming and accepting of its students and staff. Students and parents feel as though the school is safe and inclusive of all students regardless of background. Students were curious, engaged, and seemed passionate about their learning within the classroom. Growth mindset and resilience is evident in some areas but not throughout the school. Limited evidence of school spirit displayed throughout the buildings.

Professional Learning

PD was created with goals and intended outcomes in mind per the last S-CAP review however, communication and implementation of this is still in its infancy. Goals of PD are known by some but the intended outcome could be more clearly communicated to all stakeholders. Teachers felt like they were supported in actively seeking out their own PD, but there was no correlation to an Individual Growth Plan and some teachers weren’t seeking out their own PD. While there is a clear plan toward PD, the evaluation of that was not evident or clear by key individuals.

Leadership & Vision

There is not a defined short or long term plan to plan for the expected growth. Underestimating the overall impact the potential growth in the community and how it will have on the current staff, student, buildings, district and overall community. Need to start actively planning and gathering input, thoughts and actions steps for a three to five year plan.  (master facility plan, budget, transportation, culture acceptance, etc.) There is no evidence or tool identified to determine district/building PD, other than last year's S-CAP. The simple tool such as Google Forms to gain input from staff regarding what PD is desired and why to compare to Administration short and long term plans could be used. (The use of the simple tool to also provide feedback regarding the worth and value of the PD after it was completed would be useful as well.) Lack of expectations and desired outcomes. Define, practice, model and communicate district wide expectation for engagement, behavior, pride, communication, celebrations and difference.