Laughlin JRSR Status Tracker.xlsx

	A	B	C	D	E	F	G
1	Act 3 - Reviewing Our Journey		Only type in the yellow cells.
2	Directions and Resources for Act 3		Only type in the yellow cells.
3	Status Tracker Directions: 1. Select from the drop-down list: Did we achieve our goals - Yes, No. Should we continue, correct, or cancel our goals/strategies - Continue, Correct, Cancel. 2. Identify specific Lessons Learned, Next Steps and Needs.		Note: The status you enter from the drop-down lists will automatically update the accompanying cell on the Master Tracker tab. ↓
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5	School Name: Laughlin Junior/Senior High School
6	Inquiry Area 1 - Student Success		Did we achieve our Student Success goal? What does our data reveal about our progress toward our goal?	Continue, Correct, or Cancel the Goal? Should we continue, correct, or cancel this goal in our next SPP?
7	Increase the percent of students in grades 6-8 proficient in ELA from 38.8% to 42% and math from 16.5% to 19% by 2024 as measured by state summative assessments. Increase the percent of students in grade 11 proficient in ELA from 35.4% to 38% and math from 8.3% to 15% by 2024 as measured by state summative assessments.		Yes	Continue (and update)
8	Improvement Strategies	Intended Outcomes/Formative Measures	Were our improvement strategies successful? How successful were we at implementing our improvement strategies?	Continue, Correct, or Cancel the Strategy? Should we continue, correct, or cancel the associated improvement strategies in our next SPP?	Now (Lessons Learned) Why were our improvement strategies successful or unsuccessful? What have we learned about ourselves and our school through this goal and these improvement strategies? How have our improvement efforts impacted achievement across demographic groups?	Next (Next Steps) What can we do right away to put our Lessons Learned into practice?	Need What do we need to be successful in taking action?
9	Build Rigorous College and Career Ready Academic Program by coaching teachers to establish consistent and rigorous College & Career Readiness instruction 6-12 to support pandemic-induced need for multiple learning opportunities: distance education, temporary distance education, and blended, face to face.	Improve student academic growth and proficiency as measured by SBAC, MAP and ACT Provide professional learning opportunities for teachers and other licensed personnel regarding effective instructional practices and strategies for students who are at-risk. UtilizeStrategist/SSIF to support teachers in instructional design aligned with pacing guides and Tier I Rigor (CCSD Teaching & Learning Cycle).	Yes	Continue	HMH and ThinkCerca consulants provided professional learning opportunities throughout the school year for ELA staff to assist with implementation of new curriculum. SSIF worked with ELA teachers during designated PLC time from August 2023 - February 2024. ELA HS and MS Lead teachers attended CCSD SDD HMH/myPerspectives "Hero" training sessions in Las Vegas and worked with their teams to align instructional practices with CCSD pacing guides.	Continue to develop teacher instructional practices and development of department/ lead teachers to support further implementation of CCSD Pacing and Clarity guides. Increase teacher peer observations using Look for Tools in ELA and Math.	We will implement a 6-period day during the 20/25 school year, eliminating the ELA PLC period, creating an additional block of time prior to the instructional day for all teachers to meet, collaborate, analyze, plan and receive professional learning to better support student ELA/math outcomes.
10	Learning Strategist will support use of digital programs (Exact Path, Educlastic, ThinkCerca, Carnegie, Achieve)	Increase student growth and proficiency as measured by SBAC, MAP and ACT	Yes	Continue	MAPS data shows a projected CRT proficiency of 35% for ELA and 19% for math with 49% of students meeting growth in ELA and 52% in math.	Conitnue to monitor students below the 40th percentile; continue to develop teacher understanding/knowledge to clarify guides and provide professional learning for Tier I student engagement strategies to support student growth above the 60th perecentile.	We will implement a 6-period day during the 20/25 school year, eliminating the ELA PLC period, creating an additional block of time prior to the instructional day for all teachers to meet, collaborate, analyze, plan and receive professional learning to better support student ELA/math outcomes.
11	Inquiry Area 2 - Adult Learning Culture		Did we achieve our Adult Learning Culture goal?	Continue, Correct, or Cancel the Goal?
12	During the 2023-2024 school year, the percent of classroom walkthroughs that identify evidence of teacher competency in using high-yield strategies in Reading, Writing, Math, and literacy to increase student College/Career Readiness will be 35% at the end of semester 1 and 75% at the end of semester 2 as measured by a classroom walkthrough tool.		Yes	Continue (and update)
13	Improvement Strategies	Intended Outcomes/Formative Measures	Were our improvement strategies successful?	Continue, Correct, or Cancel the Strategy?	Now (Lessons Learned)	Next (Next Steps)	Need
14	Tier I Instruction strategies and interventions using CCSD Teaching and Learning materials.	Improve school culture, and bridge opportunity gaps. Utilize PLC built within master schedule to increase ELA PL and PLC	Yes	Continue	Inconsisent systems, new curriculum and staffing shortages had negative impacts on this goal. ELA teachers were often used to cover other classes due to sub shortage; new pacing guides were utilized but adherance to timelines were not consistent; and clarity guides were not available for all departments, learning progressions/succes criteira was not always identified based on classroom walk through data.	Continue to develop teacher instructional practices and development of department/ lead teachers to support further implementation of CCSD Pacing and Clarity guides. Increase teacher peer observations using Look for Tools in ELA and Math.	We will implement a 6-period day during the 20/25 school year, eliminating the ELA PLC period, creating an additional block of time prior to the instructional day for all teachers to meet, collaborate, analyze, plan and receive professional learning to better support student ELA/math outcomes.
15	Build up the systems and structures to deliver consistent, high-quality academic experience to all students.	Build a positive school community where every member feels safe and valued	Yes	Continue	New curriculum and PLC for ELA teachers supported teacher growth. Staff shortages did have negative impact as ELA techers were often used to cover other classes due to sub shortage. Overall, new pacing guided were utilized and HMH/myPerspectives Look For guides showed adherance to Tier I pacing.	Continue to develop teacher instructional practices and strengthen teacher understanding of CCSD curriculum doucments. Adhere to CCSD Teaching and Learning Cycle, improving teacher/leadership practice in the area of analyze so we are better able to implement instructional shifts to address student outcomes through data driven decision making.	PBIS will be implemented with a focus on Tier I expecations.
16	Inquiry Area 3 - Connectedness		Did we achieve our Connectedness goal?	Continue, Correct, or Cancel the Goal?
17	Each week, 80% of teachers will provide at least two positive parent contacts, by using all modes of communication, as documented in the teacher contact log.		No	Cancel
18	Improvement Strategies	Intended Outcomes/Formative Measures	Were our improvement strategies successful?	Continue, Correct, or Cancel the Strategy?	Now (Lessons Learned)	Next (Next Steps)	Need
19	Develop Inclusive Family Engagement Strategy	Develop a stable school-family connectedness by increasing positive communication with families.	No	Correct	Review of IC Teacher Contact Log shows teachers are documenting parent contact; however documentation tends to be of a more negative than positive; first semester 2023 showed 3,985 Teacher contacts in Infinite campus; 138 of those contacts specifically were documented as positive parent contacts; second semester 2024 showed 1,864 Teacher contacts in Infinite campus ; 88 of those contacts specifically wered documented as postive parent contacts. Staff discussion shows concerns regarding student behavior (attendance), academic (motivitation, engagement), and achievement (grades, Maps Data and Tier II progress monitoring reports)	Discussion with staff and SOT supports changing this goal to focus on student attendance/chronic absenteeism.	Funding for Tier II intervention programs previously funded centrally for 23/24 not being funded in 24/25. Funding for Student Success Advocate to support family engagement and communciation. Revision of Goal to reflect chronic absenteism, attendance and student academic as related to attendance. PBIS incentives, teacher extra duty
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