System Supports – Hanover S-CAP

System Supports refers to four areas of the “operations” of the school district that impact student success. It can be thought of as the “inputs” of our district that directly or indirectly contribute to the “outputs” (student success). The four components are curriculum/instruction, leadership/vision, learning climate, and professional learning. When these four components of a district, are strong and healthy, then student outcomes can also be strong and healthy. By analyzing the strengths and growth areas of each of the four components of our systems, the district can prioritize actions to accelerate student success. Current ratings in each system area, provided by a System Support Review (SSR) and validated by University Colorado, Denver (C-PEER) are below.

Curriculum and Instruction is intentionally planned and delivered to be important, focused, engaging, demanding, and scaffolded. *Note: Rate Curriculum and Instruction separately.*
Evidence of Awareness		Evidence of Commitment		Evidence of Practice		Evidence of Impact
0	1	2 (Instruction 4-3-26)	3 (Curriculum – 4/3/26)	4	5	6	7
3-5 Key Summarizing Statements from the Summary of Findings
Statements (strengths and growth areas)
Curriculum Strengths: Strong, definitive plans in place to support curriculum development for 26-27 school year; backwards design planning is being proposed as a mechanism to support this processK-12 literacy plan has been designed and is in the approval stage Curriculum Areas for Growth: Need for a district-wide standards based curriculum developed by stakeholdersInvolvement of all staff in curriculum developmentNeed for vertical articulation to ensure no gaps in curriculumNeed for a systematic process to monitor and evaluate curriculum in all subject areas Instructional Strengths:MTSS Coordinators to support RTI ProcessAdvisory and After School Tutoring at the JSHS Universal focus on learning targets district-wide Instructional Areas for Growth:Intentional planning around strategies that ensure students are cognitively challenged Need for MLL, Newcomer, and GT support systems in order to meet the instructional needs of all studentsNeed for more variety of instructional strategies to promote student ownership of learning

Leadership and Vision: The district has a high-quality leadership and management team with a clear vision, ambition, and goals. The team has a sense of purpose and high aspirations, with an action plan aligned to priorities, focused on student success. It has an organization structure with defined roles, and a system of continuous improvement.
Evidence of Awareness		Evidence of Commitment		Evidence of Practice		Evidence of Impact
0	1	2	3	4 (4/3/26)	5	6	7
3-5 Key Summarizing Statements from the Summary of Findings
Statements (strengths and growth areas)
Areas of StrengthBuilding-level leadership is a clear and consistent strength across Hanover. Principals are visible, approachable, and actively supporting staff, with both teachers and families expressing strong trust in their building leaders across elementary and secondary levels.The elementary school demonstrates a strong foundation of team culture, curriculum implementation, and instructional focus, with staff feeling supported and working collaboratively toward shared academic priorities.The district has made meaningful efforts to improve family and community communication, including bilingual newsletters, translator availability, and multiple outreach channels, reflecting a genuine commitment to connecting with all families.Areas of GrowthThe district’s mission and vision are still being developed and refined, and there is limited evidence that all levels of leadership are consistently aligned around shared priorities.Strategic planning and decision-making lack a clearly defined and communicated structure, with stakeholders describing inconsistency in how priorities are set, shared, and sustained over time, making it difficult for staff and families to stay connected to the direction of the district.Family engagement — particularly for Spanish-speaking and diverse families — remains an area of unfinished work, as reflected in low conference and event attendance and focus group feedback indicating that not all families feel fully included or reached by current efforts.Stakeholders have limited visibility into how district resources are allocated and how those decisions connect to the district’s improvement priorities, reflecting an opportunity to strengthen transparency around budget and resource decisions at the district level.

Learning Climate: The school has a welcoming, positive, safe, accepting, and empowering environment that fully engages students in their learning and inspires them to work toward higher levels of achievement. Learning Dispositions: Students have a growth mindset; they are resilient and engaged in learning.
Evidence of Awareness		Evidence of Commitment		Evidence of Practice		Evidence of Impact
0	1	2	3 (4-3-26)	4	5	6	7
3-5 Key Summarizing Statements from the Summary of Findings
Statements (strengths and growth areas)
Areas of StrengthStudents, staff, and families report feeling safe and cared for. Schools foster a supportive atmosphere. Safety is a clear district priority supported by established systems and communication tools.Students have opportunities to share input and influence school decisions.Students report that they can learn from mistakes and recognize the value of growth.Learning objectives are consistently posted and shared, showing that expectations are important to the district. Areas of GrowthFamilies want more input and involvement in school decisions. Limited Spanish translation creates barriers for families.Students desire to feel more equally accepted and included, and they would like more opportunities for challenges. There is limited evidence that learning climate initiatives are improving student learning or attendance.There is a need for students to consistently demonstrate the ability to persist through challenges, engage in their learning with passion and curiosity, or set goals based on self-evaluated learning.There could be avenues to encourage more staff and community members to take surveys.

Professional Learning: Continuous improvement practices increase educator effectiveness and improve results for all students.
Evidence of Awareness		Evidence of Commitment		Evidence of Practice		Evidence of Impact
0	1	2	3 (4-3-26)	4	5	6	7
3-5 Key Summarizing Statements from the Summary of Findings
Statements (strengths and growth areas)
Strengths: There is a plan for the short term (spring and next fall) with the use of EASI Grant work to implement PD opportunities moving forward.Board and admin have identified areas for PD based on the EASI Grant work started, such as vertical alignment needs with common and consistent resources, such as ELA and Math Resources.Admin’s current and past experiences have provided the district with best practices and directions for the needs of the entire district, and there is a plan to implement that plan this spring, over the summer, and next fall. Area of Growth:Staff, student surveys, and parent focus groups indicate that there is a desire and need for PD regarding Social & Emotional needs of both staff and students, and expanding cultural differences of the students that are being served. This may be an area to investigate and obtain additional information to determine if this work can be done with the current PD planned in the future.Strongly encourage the board and district to consider means and methods to provide long-term funds to support PD after the EASI Grant is completed.The possibility of the use of funds for additional FTE for staff (Deans; Curriculum Instructors; new or additional CTE staff) could be considered for long-term PD. (high turnover in staff history)Possibility of using some of the funds considered for expanding future CTE opportunities towards future PD needs and potential ongoing staff salaries.