System Support Review Summary
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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 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. ​
6-8 SSR Graphs
*Note: There is only one year of data for Leadership &Vision because districts receive Comprehensive Reviews of all four areas every other year. 
PK-5 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. ​
K-12 SSR Graphs
*Note: There is one year of K-12 results because the 2017-2018 SSR focused on K-12 instead of elementary and secondary separately, unlike other years.

Curriculum & Instruction

Curriculum development/revisions that are in process are working for the district, and they need to implement the cycle of revisions with fidelity. Missing Middle School feedback (surveys) on curriculum makes it unclear where gaps are forming between elementary and high school. Teachers are concerned with student needs and have processes in place for improving instruction. Teacher turnover is having a large impact on the consistency of the implementation of the curriculum, due to the need to train new teachers on existing curriculum. The definition of engagement between teachers and students is not clear and/or consistent across grades. Are things being done for engagement or for compliance? 

Learning Climate & Dispositions

Learning climate is strong, but Dispositions are not as evidenced. Schools are safe and inclusive spaces for students and staff. Student-Teacher relationships are clearly a priority; the benefits from building relationships are still being realized in academic achievement. Multiple data sources show that student empowerment was not seen consistently across schools. Students appear focused, but observations, surveys, and focus groups indicated that they are not actively engaged or inspired to learn, focusing more on completion of work instead of a desire to learn.

Professional Learning

Professional development is planned and directed towards the strategic plan of the district and towards school goals. There was a lack of in depth training for new teachers with old initiatives. Professional learning is research and evidence based, but there is limited evidence that implementation is having an impact and used with fidelity. There are discrepancies in professional development between the three levels: elementary, middle, and high schools. Staff have reported positive buy in with regard to the direction of professional development in the district.

Leadership & Vision

Teachers and students indicate leadership is visible, approachable, and student focused at the elementary and middle school levels. Teachers indicate a shared vision of improvement that has been created mutually with administration. Leadership involvement is perceived as less consistent at the high school level because of a transition this year. The district makes a variety of attempts to communicate with families (social media, school app, family visits, etc.), and communication attempts have been improving.  Board and admin team are clear on and update district priorities, based on SSR data. Staff understanding and implementation of priorities varies from school to school.