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 and district-determined priorities for accountability. The following is a summary of the results from this review process.
Secondary SSR Graphs 
Elementary SSR Graphs
PK-12 SSR Graphs ​
*Note: There is PK-12 results for Professional Learning and Leadership & vision because the 2019-2020 SSR focused on PK-12 for these areas instead of elementary and secondary separately.

Curriculum & Instruction

Curriculum alignment with standards strong districtwide; strong teacher buy-in. Vertical alignment is a work in progress. Scope and sequence and unit topics are created, but no curriculum is in place at 7-12 level. True engagement and higher order thinking were not evident in most classrooms. The basis was there, but not necessarily being put into practice. Literacy was apparent across disciplines, but math was less evident in cross curricular exemplars. Intense focus on prepping for state testing. Seen through student vocabulary and focus on morphology. Generous time is given to planning that includes teachers, paras, advisory etc... seem to be an effective asset!

Learning Climate & Dispositions

In both learning climate and learning dispositions, elementary ranked higher in nearly all areas compared to secondary. Students were consistently compliant and participating in learning activities. Engagement varied based on teaching strategies and instructional practices. Learning objectives are consistently posted.  Student ownership of those objectives is not evident. Evidence of movement toward a District instead of individual schools was observed.
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Professional Learning

Learning communities create ongoing opportunities for faculty communication and collaboration in buildings and across the district. Professional learning opportunities are intentional; however, there is a lack of evidence that is individualized and personalized for professional growth of instructional staff on a consistent basis. Professional learning based on evidence-based practices is supported by leadership through the provision of resources at all levels for instructional staff. More evidence is needed to demonstrate that professional learning is developed and evaluated as related to its impact on student data and performance. 
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Leadership & Vision

The District has been very intentional with their implementation of their new Mission/Vision Statements (Document Review - Dist. Mission/Strategic goals/Leadership Mission/Vision - staff, District  Mission & Vision) and getting them to live in the Las Animas Learning environments/culture (classroom observations/anchor charts and schoolwide observations). It is obvious changes in practice are occurring. Effective processes are established for an exchange of information. Leaders are focused on maintaining communication with staff, students, and stakeholders. The Leadership team does use numerous platforms to communicate the district's vision. These practices have become routine in their implementation. It is apparent through  teacher focus groups, teacher surveys, and conversations with leadership that strategic priorities have been developed to improve organizational effectiveness. This is a work in progress and will become stronger as stakeholders are more familiar with what the strategic priorities are and how they can be utilized to implement change. Themes: high visibility of leadership in the classrooms, instructional coaching, professional development choices, data walks, shared leadership. The result is evidence of practice.