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SYSTEM SUPPORTS REVIEW
The SSRs are onsite reviews in which member districts review each other using various evidence source such as Classroom Observations, Focus Groups, Surveys, and Document Reviews. For results of the district’s System Support Reviews (SSRs)​, click here.

Click here to view the Audit of Strategic Priorities Note Catcher from the 2020-2021 SSR
Click here to view the Performance Level Descriptors 
Click here to view the 2019-2020 SSR Executive Summary
Educator Survey Results 2019
Family Survey Results 2019
Student Survey Results 2019
Click here to view the 2018-2019 SSR Progress Monitoring Report
Click here to view the 2017-18 SSR Results
SSR data is available by clicking each box on the left-hand side.
Curriculum and Instruction is intentionally planned and delivered to be important, focused, engaging, demanding, and scaffolded.
​This category seeks to ensure there is commitment to and practice of defining learning targets for students, then intentionally planning for and using a variety of instructional strategies so EVERY student is challenged.  There are three elements in Curriculum and Instruction: Curriculum, Instructional Planning, and Instructional Practice (adapted from Carol Ann Tomlinson)
Professional Learning: Continuous improvement practices increase educator effectiveness and improve results for all students. 
An effective teacher has been demonstrated to have the highest impact on student learning and so professional learning is an essential category of system support reviews.  The elements of professional learning are learning communities, leadership, resources, data, learning designs, implementation, and outcomes. (Standards for Professional Learning from Learning Forward)
The district has a high-quality leadership and management team with a clear vision, ambition, and goals.
In addition, there is also a sense of purpose and high aspirations with an action plan aligned to priorities; a focus on student success; an organization structure with defined roles; and a system of continuous improvement.  The elements of vision and leadership are continuous improvement, communication,
​and vision.
The school has a welcoming, positive, safe, accepting, and empowering environment. Students have a growth mindset; they are resilient and engaged in learning.
​These spaces are most often characterized as having a welcoming and positive, safe and accepting and empowering environment that fully engages students in their learning and inspires them to work toward high levels of achievement  The elements of learning climate are welcoming and positive, safe and accepting, and empowering
Finances of a district should reflect district priorities and meet all transparency compliance standards.  
​The budget should reflect the district's allocation of available resources (e.g. time, material, personnel) to maximize district effectiveness in response to strategic priorities.
The infrastructure and facilities of the district should support and not inhibit student learning.
​The district maximizes its use of all available resources, including technology, to support student learning. The elements of infrastructure and facilities are impact on learning and safety.
Family and community is a vital part of student success.  
Where there is family and community connection, the district 1) has a range of regular, two-way methods for communicating with parents, guardians, and the wider community; 2) takes steps to encourage active engagement in the education of their children and involvement in the life of the school through 3) partnerships for shared decision-making.  The elements of Family and Community are Communication, Active Engagement, and Partnerships/Shared decision-making.
These materials are a collective work [and are copyright] of the Core Partners supporting the Student-Centered Accountability Program (Core Partners). [Link to website].  While this is an attempt to provide useful information, the Core Partners assume no responsibility arising from or related to your use or interpretation of the materials.