District Focused Action Plan

Alamosa School District District Focused Action Plan

Improvement Strategy #1: Systematic Standards Based Curriculum

Description-Systemic Standards Based Instruction- Focused on Essential Concepts: Continue to embed a standards based teaching framework, district wide, based on high expectations for every student. Instruction and learning will be focused on essential concepts with frequent progress monitoring through formative assessments that will help to determine appropriate interventions and ensure greatest impact on student achievement.

Action Step Timeline Responsibility Measures of Success

Curriculum Work 2014-2018- ongoing ASD Instructional staff, district, All core content and elective Align and articulate curriculum building and school level curriculum turned in and posted on (vertically and horizontally) on leadership, department reps website, cross reference with an annual basis -ensure that standards to ensure alignment curriculum is systemic and the necessary concepts and skills are developed, supported, and built upon at each grade level. Use student performance data 2016-2018 ASD instructional staff, district, from state assessments to building and grade level identify any gaps in the leadership teams curriculum Critical Content 2016- 2018 Building administration, Critical Content documented at each Instructional staff and department reps, Asst. grade level and for each content administration will continue Superintendent area, objectives aligned to critical curriculum and assessment content, formative and summative work, analyzing curriculum to assessments in place to assess identify critical concepts in each student learning content area. Staff will utilize the three step approach to identify essential critical concepts in each content area.

Improvement Strategy #2- Effective Research Based Instruction

Description: Teachers will utilize effective instructional strategies in their classrooms that will ensure the appropriate level of rigor, student engagement, and inclusion of the Gradual Release of Responsibility Model

Professional Development 2016-2018 District Leadership Team, Staff attendance at scheduled PDs, focused on research based building administration, Asst. evidence of learning in lesson plans instructional strategies- to Superintendent include differentiation (SIOP), intentional lesson planning, GRR, McRel’s strategies Systemic Reading Instruction- 2015-2018 ELA Instructional staff, building Lesson plans, student performance AES will provide a balanced administration, Asst. on formative and state assessments literacy approach that is Superintendent inclusive of direct, systematic instruction of foundational reading skills K-5. Those skills will be further developed at the middle school and high school levels using Standards Based instruction with an emphasis on Close Reading strategies.

Peer support through 2016-2018 District Leadership Team, Peer coaching sessions each quarter, instructional coaching Building administration, coaching administrative coaching sessions 2 teams x’s each quarter for each teacher PLC time to assess lessons, 2016- 2018 District Leadership Team, One PLC each month focused on analyze results from DFAs, plan building administration, Asst. district work future lessons based on results Superintendent Identify critical factors that 2016-2018 District Leadership Team, Identification and documentation of impact the success of our building administration, district critical factors disaggregated groups and build administration, instructional staff a toolbox of effective Established plans to address specific instructional strategies that can factors be used to help our ELL, Special education, and minority populations achieve at high levels

Improvement Strategy #3- Post Secondary Options

Description: Students will develop the necessary skills so that they are capable of pursuing post-secondary options when they graduate and of being productive members of society. Action Step Timeline Responsibility Measures of Success Provide learning opportunities 2016-2018 District administration, District AES- Journey to Success, Graduation to ensure students are prepared instructional staff, district ceremonies at Kinder, 5th for college or to enter workforce counselors OMS- Rite of Passage- 8th grade. Job when they graduate from high Days, Naviance school- college visits, career fairs, development of ICAPS AHS- graduation, college visits, Naviance, college prep classes

Ombudsman- Naviance

1st semester- Early Release- College/Career Prep Event

Improvement Strategy #4- Family Partnerships

Description: ASD will develop a structure for creating a system that engages parents, family and community that supports the educational process of the students in the district

Family Engagement- put 2016-2018 District Leadership Team, Identified means of communication structures in place to encourage building administration, building at each building more active family participation instructional staff in students’ education Documentation of concerns - Effective communication expressed and response to concerns processes in place

- School representatives responding to concerns

Positive Behavior and Academic 2016-2018 Building Leadership Team, Clearly articulated and documented Support System in place and Building administration, Assistant building plans in place and running consistently throughout Principals, Deans of Students, accessible school year MTSS Staff, District administration, Transportation Overview of building level plans Director to include: academic and behavioral expectations, Description of positive reward system, incentives attached to plan, discipline matrix, communication process to inform staff and parents

ID highest needs in each building- establish priority levels and put specific building plans in place