| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | ||
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1 | FY26-27 Draft Student Success Systems Transformation Guide | |||||||||||||||||||||||||
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3 | Impact Outcome 1 - Expand School Level Student Success Systems Implementation Guardrail 1.2 The percentage of secondary schools designated as priority or emerging by the district’s Performance Framework, with Student Success Systems, which research shows leads to increased student outcomes, will increase from 24% in May 2024 to 50% in May 2027. | Impact Outcome 2 - Reduce Chronic Absenteeism Reduce school annual chronic absenteeism rates. | Impact Outcome 3 - Utilize School Attendance Improvement Plan and Chronic Absenteeism Reduction Benchmarks Develop an effective School Attendance Improvement Plan with data-driven high impact strategies in each Tier and a reasonable annual chronic absenteeism reduction target. Utilize the tiered strategies and benchmark data around CA reduction target in formal reviews/planning every 40 school days. | Impact Outcome 4 - Increase Goals 2 & 3 Course Completion Increase course completion in Math and Health classes in middle schools (District Goal 2) and Goal 3 related classes in high schools. | Impact Outcome 5 - Increase Student-Centered Mindsets Increase staff capacity to understand student centered mindsets and to implement related practices. | Impact Outcome 6 - Build and Align Sustainable Systems Increase sustainable student success systems. | ||||||||||||||||||||
4 | Goal Theory of Change | If schools use their current self-assessment around student success systems implementation, and develop a targeted implementation plan that complements the critical actions and high leverage habits in SSS Transformation Guide, then they will focus on high leverage / critical actions that will evolve their student success systems and ensure proactive student support. This operational shift will ultimately increase the percentage of schools achieving positive student outcomes. | If teams establish an automatic, tier-based data monitoring mechanism (using whole student predictive indicator data) that flags early signs of student needs, and triggers immediate, standardized adult outreach and intervention, then schools will provide support to students to get them back on track early. This consistent, rapid-response approach will directly lower overall school-wide annual chronic absenteeism rates. | If schools develop an effective Attendance Improvement Plan packed with targeted, measurable tiered strategies and staff routinely interrogate chronic absenteeism reduction benchmark data at the 40th, 80th, and 120th-day milestones, then data ceases to be a passive compliance metric and becomes an active navigation tool. This ongoing review process allows teams to make real-time, data-driven strategy adjustments that keep the school on track to hit its annual absenteeism reduction goals. | If cross-functional school teams closely monitor short-cycle 4-week data drops to intercept early academic warning signs, then they can deploy immediate, targeted intervention strategies for at-risk students before a grading period ends. Catching these academic gaps in real-time will prevent cumulative student failure and significantly boost course completion. | Schools invest in continuous, data-informed staff training focused on building supportive relationships with students, building belonging, and fostering a student-centered, strengths-based approach, then educators will shift from punitive, adult-centered mindsets to one centered on connection and support. Building this adult capacity cultivates an inclusive school environment where student belonging directly drives academic and behavioral engagement. | If schools take their most successful student-support systems/proceses/protocols/workflows and meticulously codifies them into formal, transparent guidance documents, then the systems become institutionalized rather than personality-dependent. This preservation of operational knowledge ensures that equitable, high-impact student support practices remain stable and sustainable regardless of future staff turnover. | |||||||||||||||||||
5 | Critical Actions | Increase the number of schools that reflect deeper levels of SSS implementation based on the SSS Implementation Rubric | Establish baseline and increase the number of monthly SSS critical actions that SSS RTs/Leads are completing monthly | Increase the number of schools utilizing specific supportive relationship processes | Increase the number of documented and closed whole student intervention plans | Increase the number of schools that have clear expectations around immediate action steps that are automatically when students reach each tier/layer | Increase the number of schools with Attendance Improvement Plans (AIP) that meet minimum criteria (based on the PED rubric) | Increase the number of school strategies by Tier where the strategy outcome is met | Increase the number of schools that utilize their 40-day chronic absenteeism benchmark data in planning | Increase the number of Tier 1 strategies focused on student belonging and/or behavior | Increase the number of secondary schools reviewing 9-week course failure in targeted classes and implementing short cycle interventions | Increase the number of suspended students with academic re-entry/make-up work plans | Increase the number of student centered topics school staff are trained around in to foster student-centered practices. | Increase the number of transparent, sustainable school systems fostering student success Increase sustainable student success systems. | ||||||||||||
6 | Links to SSS Implementation Indicators | Indicators 1 - 13 | All Supportive Relationship Indicators | Tiers 2-4 | Tier 1 & Tiers 2-4 | Tier 1 | Tiers 2-4 | Indicator 5: Student Centered Mindsets | All Systems, Capacity Building, Celebration, and CQI Indicators | |||||||||||||||||
7 | August | I01A | I01B | I02A | I02B | I03A | IO3B | IO4A | I04B | I05A | IO6A | |||||||||||||||
8 | High Leverage Habits | Review SSS self assessment progress and develop plan to expand implementation | SSS RT / Leads actively participate in training on critical actions. Build a plan around the critical actions (which includes a reporting cadence and process) before Sept. 3PP meeting. | SSSRT is trained and begins to develop a guiding document for automatic staff actions that occur once students reach a layer/tier threshold. Finalize with school leadership by Sept. 3PP meeting. | Identify baseline for the number of documented student intervention plans by tier/layer. Develop goal to increase the number. | Establish the core team/AIP and ensure that all members are registered for Attendance Conference | Review last year's AIP and school data | Set a chronic absence reduction rate goal for the school year. Note: 2-5% reduction is recommended. | Develop a school plan for every 4 weeks in order to provide extra outreach and intervention for students at risk based on progress reports or 9 week grades | Work with administration to set staff expectations and ensure re-entry plans (that include make-up work/support for learning loss) are developed and implemented for students with suspensions | Develop plan and critical topics for student-centered mindset staff training sessions for the semester. Conduct training session(s) before December. | SSS RT / Leads actively participate in training on building critical school systems that foster student success. | ||||||||||||||
9 | Tools / PD / Best Practices | New SSS RTs need to understand the assessment SSS Implementation Rubric Self-Assessment Data from May 2026. Develop an action plan to expand implementation (adjust as needed) Action Plan Template (needs to be developed and linked to other action plan requirements) SSS Implementation Progress Tracker (development needed) | SSS RT trained (development needed) Transformation Guide SSS Implementation Progress Tracker (needs to be updated to include the all of the elements in the guide) Develop plan for implementation of critical actions (keep the action planning for this broad / big picture related to their school) Examples of best practices for each critical action Department tracker to ensure school have completed Plan for Implementation of Critical Actions by Sept. 3PP meeting | SSSRT Trained on the intervention platform to be used Develop guidance documents to identify students(SAPR, Synergy, Panorama, EWI) Develop an automatic action plan to include an action plan for implementing intervention plan Finalize guidance document and intervention action plan by 3 PPC in Sept. | Daily Attendance Reports Common referral criteria Multiple data sources (attendance, academics, behavior, wellness) Defined entry thresholds Regular review of early warning indicators Consistent referral process | Conference Registration Link, Teaming inventory | School Team access to last year Plan and Graded plan from NMPED PED Grading Rubric AIP Template | Benchmark Data | Training SSS RT on"Building Critical School Systems that Foster Success". (Development Needed) | |||||||||||||||||
10 | 3 PP Theme | Building Relationships & Getting Started | Provide specific examples | |||||||||||||||||||||||
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12 | September | I02A | I02B | I03A | IO3D | IO4A | I04B | |||||||||||||||||||
13 | High Leverage Habits | Identify gaps and needs to ensure immediate tiered responses. Finalize guiding document for automatic staff actions that occur once students reach a layer/tier threshold. Develop action plan. | Develop action plan to support goal of increasing the number of documented intervention plans. | Conduct data reviews with all school staff and garner input for AIP strategies (ensure data includes patterns and timeframes in which chronic absenteeism spikes) | Identify one or more Layer/Tier 1 strategies focused on student belonging and/or behavior. | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students, create re-entry plans (ensuring that all staff are engaged/infomed), monitor progress | |||||||||||||||||||
14 | Tools / PD / Best Practices | Using data protocol to identify gaps and needs Develop an Action Plan to monitor progress data and adjust as needed | Identify students in each Tier Assign SSS Team Members to create intervention plan Clearly defined exit criteria Closure decision-making process Documentation of outcomes Student progress review Transition/maintenance supports | Hoonuit Data Attendance Dashboard Student group/Cohorting Hoonuit Attendance Comparison Report SAPR Data SMARTE GOAL | ||||||||||||||||||||||
15 | 3 PP Theme | Morning Session: Define Your Role and Understand Your Measurable Impact | Afternoon Session: Turn School Goals into Actionable Strategies | |||||||||||||||||||||||
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17 | October | I01A | I01C | I02A | I02B | I03A | I03B | I03C | IO3D | IO4A | I04B | IO7A | ||||||||||||||
18 | High Leverage Habits | Reflect on school SSS Implementation and action plan (make adjustments in actions as needed). | Develop strategic plan for supportive relationships | Deep dive to ensure we know that automatic tiered interventions are happening (e.g. guardrails, data monitoring, training, etc.). Develop action steps as needed. | Monitor number of documented student intervention plans by tier/layer | Review AIP draft using rubric, finalize and submit by Oct. 31 | Ensures school Attendance Improvement Plan has targeted and measurable strategies in each Tier. | School conducts formal reviews using chronic absenteeism reduction benchmark data (40th, 80th and 120th-Day) | Review Panorama data. Embed Layer/Tier 1 strategies focused on student belonging and/or behavior into school Attendance Improvement Plan. | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students create re-entry plans and share widely | Identify one system and develop guidance document / plan for transparency and sustainability | ||||||||||||||
19 | Tools / PD / Best Practices | Deep dive into action plan document to identify fidelity of intervention plans Using data protocol to identify gaps and needs develop corrective action steps as needed | Intervention documentation Progress monitoring Outcome tracking Fidelity checks Decision rules for adjusting supports | PED Grading Rubric Review with comparison to current plan Measurable outcome document(needed) | PED AIP Rubric SMARTE PLAN | |||||||||||||||||||||
20 | 3 PP Theme | Root Cause Analysis | Align this with this with other action plans - Focus plan on transparency and sustainability of the system | |||||||||||||||||||||||
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22 | Nov/Dec | I01A | I01B | I02B | I03A | I03B | I03C | IO3D | IO4A | I04B | I06A | |||||||||||||||
23 | High Leverage Habits | Reflect on school SSS Implementation and action plan (make adjustments in actions as needed). | Reflect on critical action progress and develop plan by Jan. | Monitor number of documented student intervention plans by tier/layer | Share AIP throughout school community ensure strategies are being implemented. Monitor AIP implementation and progress. Attendance Improvement Plan (AIP) reflection | Develops data tracking for each strategy. Ensures that all strategies have been launched. | School conducts formal reviews using chronic absenteeism reduction benchmark data (40th, 80th and 120th-Day) | Launch Layer/Tier 1 strategies focused on student belonging and/or behavior. | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students create re-entry plans and share widely | Review outcomes and celebrate impact of student-centered mindset staff training sessions. | |||||||||||||||
24 | Tools / PD / Best Practices | Intervention documentation Progress monitoring Outcome tracking Fidelity checks Decision rules for adjusting supports | Communicate strategies and goals, meeting presentations (Add progress review/discuss/share to meeting agendas?) | Tracking Spreadsheet- Needed Training needed- What each Tier looks like in practice? | ||||||||||||||||||||||
25 | 3 PP Theme | Morning Session: Strategic Action Plans | Afternoon Session: Building Relationships and Trust Around Data Driven Initiatives | |||||||||||||||||||||||
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27 | January | I01B | I02B | IO4A | I04B | I06A | ||||||||||||||||||||
28 | High Leverage Habits | Reflect on critical action and develop plan by April | Monitor number of documented student intervention plans by tier/layer | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students create re-entry plans and share widely | Develop plan and critical topics for student-centered mindset staff training sessions for the semester. Conduct training session(s) before April. | ||||||||||||||||||||
29 | Tools / PD / Best Practices | Intervention documentation Progress monitoring Outcome tracking Fidelity checks Decision rules for adjusting supports | ||||||||||||||||||||||||
30 | 3 PP Theme | Morning Session: Remove Barriers and Strengthen Capacity | Afternoon Session: Mid-Year Review, Reset, and Scale Up | |||||||||||||||||||||||
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32 | February | I01A | I01C | I02A | I02B | I03A | I03B | I03C | IO3D | IO4A | I04B | IO7A | ||||||||||||||
33 | High Leverage Habits | Reflect on school SSS Implementation and action plan (make adjustments in actions as needed). | Reflect and review data around supportive relationship, plan and design critical actions for End of Year (EOY) | Reflection/monitoring of automatic tiered responses. Develop action plan as needed. | Monitor number of documented student intervention plans by tier/layer | Attendance Improvement Plan (AIP) reflection | Conduct Attendance Improvement Plan (AIP) reflection/planning | School conducts formal reviews using chronic absenteeism reduction benchmark data (40th, 80th and 120th-Day) | Monitor implementation and progress of Layer/Tier 1 strategies focused on student belonging and/or behavior. | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students ensure re-entry plans and share widely | Identify one system and develop guidance document / plan for transparency and sustainability | ||||||||||||||
34 | Tools / PD / Best Practices | Intervention documentation (MLSS plans) Progress monitoring Decision rules for adjusting supports | Intervention documentation Progress monitoring Outcome tracking Fidelity checks Decision rules for adjusting supports | APS Data Protocol Root Cause Tool | APS Data Protocol Graded plan from NMPED AIP Benchmarking Data | |||||||||||||||||||||
35 | 3 PP Theme | Strategic Action Plan Deep Dive | ||||||||||||||||||||||||
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37 | March | I02B | I03A | I03B | IO3D | IO4A | I04B | |||||||||||||||||||
38 | High Leverage Habits | Monitor number of documented student intervention plans by tier/layer | Prepare for Attendance Conference by reviewing AIP tiered strategy outcomes | Prepare for Attendance Conference by reviewing AIP tiered strategy outcomes | Reflect on Layer/Tier 1 strategies focused on student belonging and/or behavior. Decide to adopt, adapt, or abandon for next year. | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students create re-entry plans and share widely | |||||||||||||||||||
39 | Tools / PD / Best Practices | Intervention documentation Progress monitoring Outcome tracking Fidelity checks Decision rules for adjusting supports | Copy of AIP Graded plan from NMPED APS Data Protocol | APS Data Protocol Graded plan from NMPED AIP Benchmarking Data | ||||||||||||||||||||||
40 | 3 PP Theme | Strengthening Support Systems | ||||||||||||||||||||||||
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42 | April | I01B | I02A | I02B | IO4A | I04B | I06A | IO7A | ||||||||||||||||||
43 | High Leverage Habits | Reflect on critical action and create next steps for next year by May | Reflect on automatic tiered responses. Develop sustainability action plan. | Review data for goal. Develop improvement goal and action plan for next school year. Sustain what worked. | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students create re-entry plans and share widely | Review outcomes and celebrate impact of student-centered mindset staff training sessions. | Identify one system and develop guidance document / plan for transparency and sustainability | ||||||||||||||||||
44 | Tools / PD / Best Practices | Closure decision-making process Using data protocol to identify gaps and needs Documentation of outcomes Student progress review Transition/maintenance supports (feeds to/placement reports) | AIP reflection/review Data protocol review Intervention effectiveness reviews Adjustment protocols End-of-year evaluation | |||||||||||||||||||||||
45 | 3 PP Theme | Morning Session: Refinement & Sustainability | Afternoon Session: Reflection & Forward Design | |||||||||||||||||||||||
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47 | May | I01A | I02B | IO4A | I04B | |||||||||||||||||||||
48 | High Leverage Habits | End of Year SSS self assessment due | Monitor number of documented student intervention plans by tier/layer | Teams utilize progress report or 9 week grades to identify at risk students for course failure and provide short cycle intervention. | Monitor suspended students create re-entry plans and share widely | |||||||||||||||||||||
49 | Tools / PD / Best Practices | Utilize data protocol to idenify outcomes of school SSS implementation based on SSS implementation self assessment Gather and Review Data on outcomes https://edvantage.aps.edu/Dashboard/dashboard/145063 (EWI Analysis) Review Student Success Systems Implementation Progress Tracking Complete/Submit schools SSS Implementation Self Assessment | ||||||||||||||||||||||||
50 | 3 PP Theme | Showcase Impact | ||||||||||||||||||||||||