St. Louis Park High School (SLPHS) set a goal to reduce the number of students receiving failing grades. As a part of their Continuous Improvement Plan (CIP), teachers and staff are focusing on tier 1 instruction of the Multi-Tiered System of Supports (MTSS). 

One of the CIP goals for the 2024-25 academic year has been to reduce the number of failing grades by 2% across both semesters. Recent data presented at the HS Data Team Meeting in February 2025 suggests promising progress toward this goal.

In a school board presentation, Principal LaNisha Paddock shared that overall grades have shown a positive trend with a 2% improvement from last year moving into Semester 1 of the 2024-25 school year. The data also highlights notable progress among various student groups. 

• American Indian students saw a dramatic improvement with a +7% increase in passing grades.
• Asian students showed a +6% increase in Semester 1.
• Black or African American students experienced a +3% improvement, reflecting the effectiveness of targeted interventions.
• Latinx/Hispanic and Multiracial students each reported a +5% increase in passing grades.
• Native Hawaiian/Other Pacific Islander students achieved the most significant gain, with a +16% increase in passing grades.
• English Language Learners (MLL) demonstrated a +5% improvement, while Special Education (SpEd) students showed a +4% increase in passing rates.

The MTSS framework is designed to address the diverse needs of students through a tiered approach, providing academic and behavioral support based on individual requirements. Teachers have utilized data-driven strategies to identify students at risk of failing and to implement timely interventions. This systematic approach not only targets struggling students but also ensures continuous monitoring and adjustments to instructional practices.

The progress observed thus far highlights the potential of MTSS to foster equity and academic excellence at SLPHS. With continued focus and adjustments, the school remains on track to meet its CIP goal by spring 2025, reinforcing its commitment to reducing disparities and supporting all students' success.

The administration plans to further analyze the impact of these strategies at the end of Semester 2, providing an opportunity to refine interventions and sustain the positive momentum.