Primary Need: The LEA needs to perform an ongoing gap analysis between curriculum and instruction AND take action based on this analysis. 
Needs Statement:  The district needs to perform a gap analysis between curriculum and instruction and take action based on analysis.
Desired Outcomes:  Prescott Unified School District will implement Standards Based Learning and Common Assessments and utilize academic data to ensure that the gaps will be closed between curriculum and instruction increasing student growth and achievement. 

Strategy 1.1
Implementation of Standards Based Learning.

• Action Step 1.1.1-  Implementation of Standards Based Learning
  District Leadership will ensure the following steps take place in order to implement Standards Based Learning:
  1. Analyze and identify power standards.
  2. Create proficiency scales and student scales.
  3. Create and/or revise DIGs for all subject areas.
  4. Teachers implement the DIGs.
  5. Begin to create common assessments.
  6. Monitor and utilize data to adjust DIGS, instruction, and intervention. Required during PLC time.
  7. Observations of teachers implementing standards based learning.

Strategy 1.2
Implementation of Common Assessments.

• Action Step 1.2.1-  Implementation of Common Assessments
  1. Train teachers on why and how to create common assessments. This needs to be reviewed throughout the year.
  2. Begin to schedule standards based common assessments.
  3. Analyze, monitor and review data from common assessments to inform instruction. Use PLC's to build the culture of bringing student data to meeting times, to discuss the 4 questions. Commitment from principals to give time to discuss data.

Strategy 1.3
Monitor and Utilize Academic Data

• Action Step 1.3.1-  Monitor and Utilize Academic Data
  1. Professional development on how to understand the data and how to use the data in the classroom.
  2. Ongoing meetings at DLT on student data brought to building level teams to grade levels and back up to DLT. (circular conversation)
  3. Consistent progress monitoring week to week.
  4. Gap analysis days as part of Balanced Leadership
  5. Utilizing data during PLC.

Strategy 1.4
Targeted School Improvement: Identified aTSI schools, Granite Mountain School and Prescott Mile High Middle School in the SPED Subgroup will each hire a Para Professional for the SPED classroom to address learning gaps and specialized instruction to increase growth and achievement in the specific population.

• Action Step 1.4.1-  aTSI: SPED Paraprofessional- Granite Mountain 
  Granite Mountain School (an aTSI identified school) will hire a SPED Paraprofessional to assist special education students in small groups or one-on-one to increase student growth and achievement.

• Action Step 1.4.2-  aTSI: SPED Paraprofessional- Prescott Mile High Middle School
  Prescott Mile High Middle School (an aTSI identified school) will hire a SPED Paraprofessional to assist special education students in small groups or one-on-one to increase student growth and achievement.

*Updated 6/6/23

Primary Need: Our staff creates an environment which builds mutual respect among leadership, teachers, students and families.
Root Cause: School sites in the district lack consistent training on Restorative Practices and Capturing Kids' Hearts Curriculum. Community involvement and communication is not consistent between all school sites.
Needs Statement: Our staff at all school sites need to create an environment which builds mutual respect among leadership, teachers, students and families.
Desired Outcomes: All schools in PUSD will have an environment which builds mutual respect among leadership, teachers, students and families.

Strategy 2.1
Strengthening Capturing Kids Hearts Program.

• Action Step 2.1.1- Strengthening Capturing Kids' Hearts Program District Wide
  1. Establish District level Process Champions Team to lead training, conduct traction visits, etc.
  2. Communicate with families, governing board, and the community about Capturing Kids Hearts Program.
  3. Encourage and support CKH in non-classroom positions and roles
  4. Empower students in leadership roles at School Sites.
  5. Regularly review CKH data during DLT meetings (quarterly) and make an action plan according to data findings.

Strategy 2.2
Implementing Restorative Practices.

• Action Step 2.2.1-  Implementing Restorative Practices 
  1. Student Well Being Director's team lead training on best practices
  2. Staff training on Restorative Practices
  3. Dedicated time for classified staff to receive training on implementation on Restorative Practices.
  

Strategy 2.3
 Involving and connecting with PUSD stakeholders to foster a community of mutual respect

• Action Steps 2.3.1- Building connections with PUSD stakeholders
  1. District wide PR Campaign to disseminate information on Student Well Being (CKH, counseling supports, lessons on character traits, program information.)
  2. District campaign to invite community members to school activities and events
  3. Ensure that surveys are sent to students, staff, and families to gather feedback
  4. PUSD- District communication of community/school events quarterly.

Strategy 2.4
Parent Engagement - Literacy Nights at School Sites LEA Set Aside #8

• Action Steps 2.4.1-  Parent Engagement- Literacy Nights
  LEA PARENT ENGAGEMENT SET ASIDE #8: SUPPLIES Elementary schools will conduct Literacy Nights to cultivate a strong connection between home and school. Each school will use funds to acquire allocable supplies related to providing engaging activities that help parents learn how to support their students with at home reading assignments (i.e. consumable items such as: paper, pencils, glue, coloring supplies, Family notebooks, art materials, poster boards, etc.). Granite Mountain* is a STEM school and will use these funds for parent night activities which focus on interdisciplinary activities related to both reading and math.

Strategy 2.5
Homeless Liason

• Action Steps 2.5.1- Homeless Liaison 
  LEA SET ASIDE: HOMELESS Homeless Liaison salary; provides student support services (ie: qualifying homeless students in accordance with Mckinney Vento Homeless Act, coordinating services for homeless students/families and trains school site and other staff on Mckinney-Vento laws and requirements. 
  
  

Strategy 2.6
Safe and Healthy Students

• Action Steps 2.6.1- School Resource Officer
  School Resource Officer- Trained and certified through City of Prescott Police Department, School Resource Officers were previously paid by the City and provided to PUSD at no charge. This budget line will be used in combination with district monies to pay for a dedicated SRO at Prescott High School, through new contract with City of Prescott. The SRO provides direct support to students, promoting their health and safety through including: participation in all school safety planning, Law Related Education, student success workshops, mentorship, referrals to school counselors and behavioral support staff.

*Updated 6/6/23

Primary Need: Lesson plans do not always include learning goals, success criteria and possible student misconceptions.
Needs Statement:  PUSD needs to ensure that lesson planning includes learning goals, success criteria and possible student misconceptions.
Desired Outcomes: Teachers at all school sites K-12 will ensure that lesson plans include learning goals, success criteria and student misconceptions.

Strategy 3.1
The district will implement Standards Based Learning (SBL) to address effective objectives, and effective success criteria, and identify possible student misconceptions, using backward design during lesson planning.

• Action Step 3.1.1- Standards Based Learning
  1. Training in SBL for DLT, coaches, and staff- staff involved in this work will be funded with Title II funds.
      a. Selecting priority standards
      b. Creating proficiency scales
      c. Writing objectives
      d. Identifying success criteria
      e. Building formative assessments
      f. Use proficiency scales for Lesson Planning
      g. Data analysis
      h. Peer and self-assessment
      i. Continue to use CITW strategies to increase student achievement
      j. Curriculum work specific to each grade level and subject.
  2. Create Standards-based report cards
  3. Dedicate time for SBL
  
  

Strategy 3.2
The district will implement Professional Learning Community (PLC) to address effective objectives, and effective success criteria, and identify possible student misconceptions, using backward design during lesson planning.

• Action Step 3.2.1- Professional Learning Communities
  1. Training in PLCs for DLT, coaches, staff
      a. Defining a PLC
      b. Building teams
      c. Building collective responsibility
      d. Cultivating a PLC culture
      e. Creating group norms
      f. Creating group goals
      g. Creating a weekly agenda
      h. Facilitating a PLC
      i. Using SBL to drive the PLC agenda
      j. Using data to inform instruction and differentiation
      k. Cognitive Coaching training
  2. Dedicated weekly time for PLC collaboration
  
  

Strategy 3.3
Professional Development for District SEI Teachers: Opportunity for an SEI Teacher to develop and enhance instructional skills.

• Action Step 3.3.1- SEI Targeted EL Teacher
  Professional Development: Registration for EL Teacher to attend ADE sponsored OELAS Conference, date and location TBD. Travel for Professional Development: travel reimbursement for teacher to attend OLEAS Conference date and location TBD, per state reimbursement guidelines for meals, lodging, and travel costs including mileage. 
  
  

Strategy 3.4
EL Teacher- SEI Targeted Instruction

• Action Step 3.4.1- Professional Development for EL Teaching Staff
  EL Teacher under the supervision of the EL Coordinator and site principals. The EL Teacher will serve EL students in grades K-4 with Targeted classroom instruction. The EL teacher will be specifically providing instructional support for EL students and their services will not available for the mainstream population. The EL Teacher will provide instruction in SEI classrooms to ensure EL students are receiving language development support that is in alignment with Arizona's Language Development Approach.
  
  

Strategy 3.5
Family Engagement- EL

• Action Step 3.5.1- Family Engagement- EL 
  Parent Engagement: supplies for EL Family/Parent Engagement quarterly letter and/or at home suggested activities for parents to practice language acquisition skills. The supplies needed for the Family/Parent Engagement include copying, books, journals and hands-on activity materials. A family engagement night for EL students will take place twice during the school year, wherein parents will be provided with resources and items to support language development at home. Research proves that family involvement in language acquisition is crucial in advancing EL student language development.

Strategy 3.6
District Intervention Coordinator

• Action Step 3.6.1- District Intervention Coordinator 
  The District Intervention Coordinator will ensure that Instructional staff provide appropriate student interventions, based on data collected and reviewed at MTSS team meetings held throughout the school year. The Tutoring Coordinator will communicate with the District Intervention Coordinator and site based instructional staff to identify students in need of further interventions outside the school day and will match these students with an appropriate tutor. Monitoring for this action step will be conducted by the district Federal Programs Director through meetings with school site principals, District Interventionists meetings and the MTSS team headed by the District Intervention Coordinator. Evidence of implementation includes: review of teacher provided interventions, reporting from instructional staff, MTSS Team Members, and student assessment data.
  
  

Strategy 3.7
District Capacity for Title I Program

• Action Step 3.7.1- District Capacity for Title I Program
  LEA Admin set aside SET ASIDE #1: Title I Director for Program Support to interventionists and schools (SIAP, LIAP, curriculum support, professional development, training on applicable programs, fiscal compliance paperwork, grant writing, maintenance and oversight. Grants Manager/Title I Program support provides teacher and school support services for the Title I program. This includes meeting with interventionists regularly, observing small group instruction, setting up PD as needed, coaching on Title I approved supplemental curriculum supports, etc.

• Action Step 3.7.2- Equitable Services Set Aside: Private School #3a
  Private School Sacred Heart will contract through service provider Marcia Nichols, an appropriately certified Title I Teacher, providing supplemental reading interventions.

• Action Step 3.7.3- Private School Set Aside #3c- Parent Engagement 
  Training: "Discipline with Purpose," Parent Version for Behavior Management Program. Trainers may do this virtually or in person. This program is centered on age appropriate responses to behaviors so that parents are obtaining the best behavioral outcomes from their children. ONLY parents of identified academically at-risk students will be in attendance. The trainer is Tara Kassi; the instructor will not be teaching religious material. 

• Action Step 3.7.4- Private School Equitable Services- set aside #3E 
  1. Renaissance Licenses for STAR Early Literacy reading support for the Title I students for supplemental instruction at Sacred Heart Catholic School. 2. IXL Licenses for Math and ELA instruction enrichment per the SIAP plan at Sacred Heart (SH). SH has approximately 28 eligible at-risk students to be determined by assessments including DIBELS needing support with IXL. (it will vary by individual standards assessed in each academic category.) Marcia Nichols will embed practice through IXL with students.
• Action Step 3.7.5- Title I Teachers and Paraprofessionals 
  Appropriately certified Title I Teachers and Paraprofessionals will give supplemental math and reading instruction to identified K-6 students at the following school sites: Lincoln Elementary School, Taylor Hicks Elementary School, Abia Judd Elementary School and Granite Mountain School.
  Action Step 3.7.6- Registration, travel and accommodations for relevant Professional Development 
  Registration fees, travel expenses and accommodations for appropriately certified teachers to attend out of district conferences/workshops/seminars related to professional development needs identified in school/district needs assessment and action plan such as PD for MTSS Process Development, McRel Leadership, Data review, Balanced Leadership, Capturing Kids' Hearts, Schoology, Trauma-Informed Care, ACEs, goal-setting, family engagement, etc Proposals for conference attendance are reviewed, approved by district Professional Development Director to ensure alignment with identified needs and goals. Information taken from conferences attended will be shared as part of school professional learning communities, scheduled weekly staff professional development, etc. Details about who attends, which training and specifics about how the information will be institutionalized will be included in budget revisions.
  Action Step 3.7.7- PD for Non-Instructional Staff 
  Registration fees for non-instructional staff (including Administrators, instructional coaches, and other specialized instructional support ) to attend out of district conferences, workshops and seminars related to professional development needs identified in school/district needs assessment and action plan. Such as, but not limited to the Arizona Assessments Conference and the Cognitive Coaching PD. Additional PDs relative to non-instructional staff include further development for MTSS Process Development, McRel Leadership, Data review, Balanced Leadership, Capturing Kids' Hearts, Schoology, Trauma-Informed Care, ACEs, goal-setting, family engagement, etc. Proposals for conference attendance are reviewed, approved by district Professional Development Director to ensure alignment with identified needs and goals. Information taken from conferences attended will be shared as part of school professional learning communities, scheduled weekly staff professional development, etc. Details about who attends, which training and specifics about how the information will be institutionalized will be included in future budget revisions.
  Action Step 3.7.8- PD Supplies 
  Supplies to be used for Professional Development program implementation, including books, notebooks, binders, papers, legal pads, pencils, post-its and presentation paper.
  Action Step 3.7.9- Private School Service-Professional Development
  Professional development training for Sacred Heart from "Teach for Transformation" to provide teachers a skills based approach to discipline and professional coaching for pre-kindergarten to 8th grade for 9 teachers. This fund will braid with Title I funding as referenced in the grant with Tara Kassi's training.

Strategy 3.8
Well Rounded Education District or School site to provide resources for the creation of opportunities for students in order to meet the needs of students' academic and environmental knowledge development.

• Action Step 3.8.1- Farm to School Coordinator 
  Farm to School Coordinator position focused on promoting health, nutrition and outdoor education and wellness to students K-6.

• Action Step 3.8.2- Private School Equitable Services- Skoolbo Licenses
  Skoolbo licenses to improve instruction and student engagement in literacy, numeracy, math and technology, including access tothese subjects for underrepresented groups at the private school. Skoolbo licenses for 13 students at $18/student. These licenses are necessary in order for the program to run.

• Action Step 3.8.3- Private School Equitable Services- STEM software
  Subscription for student software (STEM, etc.) to be used in classroom instruction for innovative blended learning projects aligned with school plan. The software will help reinforce classroom instruction, aid in personalized enrichment, remediation, and mastery of topics and is necessary to run the program.
  
  

Strategy 3.9
Effective Use of Technology

• Action Step 3.9.1- Computer Education Technician
  Computer Ed Technician, to set-up one to one devices at Prescott High School (grades 9-12), including providing training and technical assistance for implementation.

• Action Step 3.9.2- Title IV Grant Coordinator
  Grant Coordinator--provides direct administrative support to grant, including fiscal management, budget tracking, reimbursement requests and providing fiscal oversight.

Abia Judd Integrated Action Plan

Principle 2 - Effective Teachers and Instruction

Primary Need: Indicator 2.6 Our teachers and other appropriate staff participate in ongoing applicable professional learning opportunities.
Root Cause:  Professional Learning opportunities lack individualization and are not relevant for all teachers.
Needs Statement: PD needs to be accessible and meet the needs of individual teachers to help them increase educational outcomes for all students.
Desired Outcomes: Teachers are able to choose relevant PD that is specific to various needs and will in turn inspire job performance and increase educational outcomes for students.
SMART Goal: By May of 2024, all Abia Judd certified teachers will have completed PLC training and will have met a minimum of 24 times (measured by attendance logs) to analyze data, determine professional development needs, and make future learning plans which will increase the number of students proficient on end of year benchmarks by 5 percentage points.

Strategy 1.1
Collaboration time between grade-level teams will be reserved on a weekly basis for teachers to study data, curriculum and instruction to increase student achievement.

•  Action Step 1.1.1- Protection of Effective Collaboration Time 
  Grade level team collaboration time of at least 45 minutes will be reserved on a weekly basis and will be protected from cancellation or over-scheduling. Principal will communicate with team leads any necessary things that need to be added to the flexible agendas.

•  Action Step 1.1.2-  Collaboration PD  
  Teachers will receive PD in effective collaboration/PLC/ and Gap Analysis.

• Action Step 1.1.3- Teacher Peer Observations
  Site coach, principal, or substitute will provide opportunities for teachers to observe other teachers (throughout the district) who utilize effective strategies via both in-person and/or video evidence. Instructional Coach will provide coverage of class, if needed for in-person peer observations.

Strategy 1.2
Professional Development will be aligned with staff needs.

• Action Step 1.2.1-  Staff Self Evaluation
  At the beginning of the 2023-24 school year, all certified staff will complete the self-evaluation and create their professional growth goal based on an area of need. Principal and site coach will use the selected areas as a needs assessment for professional development.

• Action Step 1.2.2-  Grant Writing PD
   Potential option to take "grant-writing" as PD to fund conference attendance and compensation for presentations afterward Grant Writing 101.

• Action Step 1.2.3- Differentiated PD Opportunities  
  Establish differentiated and appropriate Professional Development opportunities for staff. Implement "Train the Trainer" model where the district pays for registration and presentation prep time for presenting staff.

Principle 3 - Effective Organization of Time

Primary Need: 3.2 Our school day is organized to maximize well rounded instruction.
Root Cause: Teachers/Interventionists lack time in the day due to block scheduling to effectively test all students and place them into appropriate, leveled intervention groups at various times throughout the day without losing valuable instructional time
Needs Statement: The school schedule needs to allow for flexibility to test all students without losing instructional and intervention time and to allow students to be placed into appropriate, leveled intervention groups at various times throughout the day.
Desired Outcomes: The master schedule will allow for flexibility to test all students without losing instructional and intervention time to allow students to be placed into appropriate, leveled intervention groups at various times throughout the day.
SMART Goal: After training more staff and parent volunteers to assist, Benchmark testing will be completed by early August 2023, allowing Intervention Groups to begin by the end of August 2023.

Strategy 2.1
Increase the number of Benchmark testers to reduce testing time and start intervention groups earlier.

• Action Step 2.1.1- Training for all staff on testing programs
  Training for all staff at the start of the school year on testing programs, including potentially specials teachers, to get through Benchmark and other BOY testing more quickly.
• Action Step 2.1.2- Parent Volunteers 
  Recruit parent volunteers and provide training to act as substitutes to accommodate testing in grade level classrooms.

Strategy 2.2
Reevaluate master schedule to provide more instructional time in grade level classrooms and possible multi-grade intervention groups.

• Action Step 2.2.1- Multi Grade Intervention Groups
  Review and adjust master schedule and Power Hour blocks to see where multigrade groupings are possible.

• Action Step 2.2.2- Additional Intervention Blocks
  Ensure that EL, Speech, OT/PT, and other related services do not overlap with reading and math interventions by possibly adding additional blocks of time where students could be pulled from the classroom.

• Action Step 2.2.3- EL Interventions
  Determine ways in which EL students can receive reading and math intervention in addition to EL services without cutting into core instruction.

Strategy 2.3
Implement plan to better meet the needs of SPED and GATE Students

• Action Step 2.3.1- Special Population Ratios
  Determine what personnel ratios are ideal to meet the needs of these populations and hire necessary staff.

• Action Step 2.3.2- SPED Testing
  Consult other districts to find out if they have to do both the MTSS and discrepancy models so that we can fix the SPED testing bottleneck.

• Action Step 2.3.3- Gifted and Talented Program
  Reevaluate Master Schedule to determine whether multi-age level groups for GATE would provide more instructional minutes as well as review the Scope and Sequence of the GATE curriculum to ensure that it is diverse and challenging.
  
  

Principle 4 - Effective Curriculum

Primary Need: 4.6 Our school staff systematically monitors, reviews and evaluates the implementation and effectiveness of adopted curricula ensuring continuous improvement for all students
Root Cause: Teachers lack training and time to perform a gap analysis on existing and newly adopted curriculum.
Needs Statement: Teachers need an established PLC structure that includes time for collaboration and training to perform a gap analysis on existing and newly adopted curricula to ensure it meets the needs of ALL students.
Desired Outcomes: Implementation of a PLC structure will ensure that teachers have time for collaboration and training to perform a gap analysis on existing and newly adopted curricula to ensure it meets the needs of ALL students.
SMART Goal: After training sessions, gap analysis will be performed by the PLC teams for Math, ELA, and Reading. The results will be communicated to the appropriate district administrators, and Teams will develop specific action plans during staff meetings, grade level data meetings, and vertical articulation meetings as needed.

Strategy 3.1
Use Galileo, Renaissance, and/or AASA results to pinpoint gaps in student proficiency at each grade level. 

• Action Step 3.1.1- Teacher Training on Assessment Data
  Teachers will receive training on assessment and data interpretation along with follow-up training on practical and useful tools/lessons/ect teachers can readily use to improve their instruction & differentiation in particular categories.

• Action Step 3.1.2- Weekly PLC Meetings
  Teachers will participate in weekly grade level meetings as part of the PLC structure to review data, determine gaps in curriculum and create an action plan following the analysis.
  
  

Strategy 3.2
Review new standards based learning pacing guides and DIGs to look for potential gaps in instruction.

• Action Step 3.2.1- Gap Analysis
  Teachers will review priority standards and pacing guides take action on the gap analysis.

• Action Step 3.2.2- Curriculum Support
  Instructional Coach will provide curriculum support and guidance to teachers on use of these resources.
  
  

Strategy 3.3
Teachers will utilize consistent supplemental materials to meet the needs found in the gap analysis.

• Action Step 3.3.1- Intervention and Enrichment Resources
  Intervention & Enrichment resources will be added to the Intervention Closet to help teachers plan their next steps with instruction after data and gap analysis.

• Action Step 3.3.2- MTSS Meetings
  MTSS meetings will be held a minimum of once a quarter to provide teachers with strategies to utilize for students who are struggling

• Action Step 3.3.3- Para Professional for Reading Intervention
  A paraprofessional will support students in small groups or one-on-one to address gaps in reading in order to increase student growth and achievement.

• Action Step 3.3.4- Appropriately Certified Reading Interventionist
  One appropriately certified teacher to support students in small groups with reading interventions to address learning gaps and increase student growth and achievement.

*Updated 6/7/23

Lincoln Integrated Action Plan

Principle 2 - Effective Teachers and Instruction

Primary Need: 2.3 B Not all lesson plans include learning goals, success criteria, and possible student misconceptions.
Root Cause: Teachers currently lack the knowledge and resources to consistently and systematically document and communicate success criteria and possible student misconceptions for all lessons
Needs Statement: Teachers need knowledge, resources, and consistent practice in order to systematically include learning goals, success criteria and possible student misconceptions in lesson plans.
Desired Outcomes: Teachers will identify and communicate success criteria for most lessons, in all content areas. Students will be able to identify the success criteria for most lessons, in all content areas.
SMART Goal: By the end of the 23/24 school year, all teachers will have received training on success criteria and addressing student misconceptions in lesson plans as evidenced in any plans requested by the principal; Students will be able to identify the success criteria for most lessons in all content areas.

Strategy 1.1
Teachers will receive training on success criteria and addressing student misconceptions in all subject areas.

• Action Step 1.1.1- Success Criteria Training 
  1. Instructional coaches will plan PD focused on success criteria and student misconceptions.
  2. Instructional coaches will facilitate PD focused on success criteria and student misconception training within the first month of school.
  3. Instructional coaches will create a quick guide/reference sheet for teachers to refer to and supply this document to teachers.
  4. Teachers will demonstrate understanding of this process by identifying success criteria and student misconceptions for an upcoming lesson by the end of the PD session.
  5. A copy of "The Success Criteria Playbook" will be purchased for each teacher to be used as a reference guide.
  6. Instructional coaches will provide ongoing support as needed to ensure that teachers have an understanding of this process.
  

Strategy 1.2
Students will be able to identify success criteria for most lessons in all content areas.

• Action Step 1.2.1- Identification of Success Criteria
  Teachers will do the following steps to ensure students are clear on success criteria:
  1. Teachers will refer to the lesson objective/success criteria at the beginning, middle and end of most lessons.
  2. Students will articulate and refer to the success criteria/lesson objective for each lesson as modeled by the teacher.
  

Strategy 1.3
Teachers will include success criteria and student misconceptions as part of their lesson planning process.

• Action Step 1.3.1- Success Criteria in Lesson Planning
  Teachers will do the following to include success criteria in lesson plans:
  1. Teachers will identify success criteria and possible misconceptions while planning lessons and include those components in lesson plans for formal evaluations.
  2. Teacher will refer to the lesson objective/success criteria at the beginning and end of most lessons.
  3. Teachers will address student misconceptions throughout the lesson. 
• Action Step 1.3.2- Paraprofessionals for Reading Interventions
  Lincoln will utilize 3 paraprofessionals for reading support in small groups or one-on-one to address learning gaps and increase student growth and achievement
  
• Action Step 1.3.3- Title I Teachers for Reading Interventions
  Lincoln School will utilize 2 appropriately certified teachers for reading intervention in small groups to address learning gaps and increase student growth and achievement.

Principle 4 - Effective Curriculum

Primary Need: 4.6 A The school does not yet perform a gap analysis between curriculum and academic standards.
Root Cause: Gap analysis has not consistently been completed between curriculum and standards in all subject areas due to lack of collaboration time, pacing, uncertainty of essential standards and new curriculum adoption.
Needs Statement: An annual gap analysis needs to be completed at the end of every school year with standardized assessment data.
Desired Outcomes: An annual gap analysis will be conducted at the end of every school year utilizing standardized assessment data to identify gaps in curriculum.
SMART Goal: A mid-year and end of year gap analysis will be performed by the school leadership team. The results will be communicated to the staff and appropriate district administrators will develop action plans during staff meetings, grade level data meetings, and vertical articulation meetings as needed.

Strategy 2.1
Data analyzed from mid-year and end-of year district and state assessments

• Action Step 2.1.1- Analyze data for gap analysis
  1. Data coordinator gathers pertinent data (STAR, Galileo, AASA) and shares it with the leadership team.
  2. Leadership team meets end of year and as needed following pertinent assessments to analyze data.
  3. Leadership team analyzes DIGs and curriculum to determine source of gaps.

Strategy 2.2
Presentation of gap analysis to teachers and development of action plans.

• Action Step 2.2.1- Gap analysis and action plans
  1. Leadership team will present the gap analysis to all staff and the Director of Instructional Support, at least twice per year.
  2. As a staff, an action plan will be developed twice per year, based on the analysis presented.

Strategy 2.3
Teachers will take action on the gap analysis following the mid and end of year analysis.

• Action Step 2.3.1- Gap Analysis Action
  1. Instructional coaches will support teachers in implementing the action plan in their classrooms.
  2. Teachers will implement the action plan in their classrooms and will seek support from the Leadership Team and Instructional Coaches as needed.

Principle 5 - Conditions, Climate & Culture

Primary Need: 5.2D The school's discipline policies and practices do not always promote SEL; practices are not consistently restorative, instructive, and developmentally appropriate. The school lacks a system for data collection to demonstrate that these practices are used consistently and equitably in the classroom and throughout the school.
Root Cause: Lack of consistent behavior expectations, understanding of disciplinary procedures, and data tracking
Needs Statement: Staff needs norming around behavior expectations, consistent training and implementation of CKH, consistent use of the CKH 4 questions, consistent use of positive reinforcements, and effective shared disciplinary data tracking.
Desired Outcomes: Students and staff understand behavior expectations and disciplinary procedures as evidenced by positive trends in disciplinary data.

Strategy 3.1
School Climate and Culture in connection with Capturing Kids Hearts' Curriculum

• Action Step 3.1.1- Capturing Kids' Hearts 
  1. Capturing Kids' Hearts refresher training will take place for staff at the beginning of the year and at least once per quarter thereafter.
  2. Teachers and staff will continue to implement Capturing Kids Heart culture and relationship building strategies and approach to discipline in every classroom.
  3. Capturing Kids Hearts Traction Visit: March 7, 2023. Strategies and suggestions for improvement will be discussed and planned by the Process Champions Team in July of 2023.
  4. Continued staff training during Lincoln Learning Time (PLC) and at full staff meetings.
  5. Schoolwide Behavior and culture expectations review will be completed at the beginning of each quarter and all students will participate.

Strategy 3.2
Student Leadership Opportunities

• Action Step 3.2.1- Student Leadership Opportunities
  1. Select a staff member to sponsor the Student Leadership Teams.
  2. Provide staff training for Student Leadership Teams sponsors.
  3. Quarterly update/progress meeting on the Student Leadership Teams.
  4. Refine the Student Leadership Teams as needed based upon quarterly update/progress meetings.
  5. Leadership opportunities created for students will include roles such as: conflict managers, school safety managers, student success leaders and will be implemented and monitored by the Student Leadership Team.

Strategy 3.3
Student Council

• Action Step 3.3.1- Student Council
  1. The Student Leadership Team will provide an informational meeting, training and assistance to interested students in writing their campaign speeches, expectations of student council members and voting procedures.
  2. Student Council elections will take place within the first quarter of the school year.
  3. The Student Council Advisor will work with the elected members of the student council and advise the group. 
  4. The Student Council will meet at least once per month. 
  5. The focus of the Student Council will be on at least one service project, at least one fundraising project and advocating for school spirit, culture and climate. Capturing Kids' Hearts leadership opportunities will also be given to Student Council members/other students, specifically greetings, good things, etc. 

Strategy 3.4
Data Collection around Discipline Policies to ensure SEL Practices are being used consistently

• Action Step 3.4.1- Data Collection
  1. Discipline policies and procedures need to be reviewed with all staff at the start of the school year to ensure that all staff implement policies and procedures consistently and equitably.
  2. A spreadsheet (created by the Behavior Coach) used to track walking tickets and think sheets will be shared with all staff and filled out consistently according to discipline policies and procedures.
  3. This data will be reviewed at weekly PLC meetings/ during the MTSS process and addressed through the CKH Curriculum in the classroom.
  4. Data will also be reviewed by the School Leadership Team to determine if CKH curriculum is being used consistently and equitably.
  5. Principal or Character Coach will add data to PowerSchool when appropriate.

*Updated 6/7/23

Taylor Hicks Integrated Action Plan

Principle 2 - Effective Teachers and Instruction

Primary Need: 2.3 Based on all available student data, teachers intentionally plan instruction that supports every student in meeting rigorous learning goals by differentiating instruction.
Root Cause: Lack of common assessments, progress monitoring, diagnostic tools for upper grades, training on STAR data
Needs Statement: Taylor Hicks needs a progress monitoring diagnostic tool for grades K-4 as well as staff training on STAR reports to use data for differentiation strategies. Teachers also need common assessments and specific thinking points for differentiation while lesson planning.
Desired Outcomes: Teachers will utilize data during PLC meetings to write goals and differentiate instruction.
SMART Goal: By the end of the 23/24 school year, all teachers will have continuously discussed and implemented differentiation strategies as well as implementing proficiency scales in their classroom, as evidenced by their PLC team notes, classroom walkthroughs and agendas.

Strategy 1.1
Teachers will collaborate on proficiency scales for standards based learning.

• Action Step 1.1.1- Proficiency Scales 
  All K-4 teachers will collaborate during job-alike meetings and PLCs to create Proficiency Scales based on Priority Standards.

Strategy 1.2
Specific training on use of assessment data for classroom teachers to plan instruction.

• Action Step 1.2.1- STAR Training 
  All staff need training on the STAR assessment and how to use that data to drive instruction. Teachers also need additional training on how to interpret AASA test data. For our current Galileo assessment, teachers can spend time digging into that data to develop interventions for all students.

Strategy 1.3
Teachers will create interventions for "bubble students" who do not fit in the "low", "middle" or "high" categories.

• Action Step 1.3.1- Interventions for "Bubble Students" 
  During PLC, teachers will work in grade level teams to create goals and interventions that target students who in between low, middle or high performing students.
• Action Step 1.3.2- Paraprofessional for Reading Interventions
  Taylor Hicks will utilize a paraprofessional for reading interventions in small groups or one-on-one to address learning gaps and increase student growth and achievement.
• Action Step 1.3.3- Title I Teacher for Reading Interventions
  Taylor Hicks will utilize an appropriately certified teacher to support students with reading interventions in small groups to increase student growth and achievement.

Principle 4 - Effective Curriculum

Primary Need: 4.6 Our School staff systematically monitors, reviews and evaluates the implementation and effectiveness of adopted curricula ensuring continuous improvement for all students
Root Cause: Lack of training/PD on SOR (Science of Reading), common assessments for math fluency standards and provided PD has shifted from a focus on fidelity of curriculum to standards based learning.
Needs Statement: Taylor Hicks needs to develop systems to ensure all standards are taught, teachers are teaching the curriculum with fidelity, and to reflect/monitor the effectiveness of our curriculum more frequently.
Desired Outcomes: Teachers will work with their grade level PLC to reflect upon and adjust instruction frequently so that student performance increases.
SMART Goal: By the end of the 23/24 school year, PLCs will be running consistently and following the PLC framework as evidenced by the PLC team agenda notes and goals.

Strategy 2.1
Implementation of PLCs

• Action Step 2.1.1- Implementation of site level PLCs 
  All staff and teachers at Taylor Hicks will create shared goals around the implementation of Standards Based Learning during PLC time. PLCs will meet once per week and discussions will be based around Standards Based Learning, assessment data and how these things can increase student performance.

Strategy 2.2
Professional Development provided to staff in a multitude of different areas.

• Action Step 2.2.1- Professional Development Opportunities 
  PD opportunities will be offered to staff in various areas including the Science of Reading, Into Reading curriculum, Writing, the newly adopted TCI Social Studies curriculum, ways to Integrate social studies and science with ELA. These opportunities will happen during Friday work time as well as outside school hours depending on the specific training and development opportunity.

Strategy 2.3
Refocus on Engage New York Math Curriculum

• Action Step 2.3.1- Refocus on Engage NY Math Curriculum 
  Taylor Hicks has been using the Engage NY math curriculum for years and we need to refocus our efforts on supporting math. During PLCs grade level teams will collaborate to review and revise math DIGs and include common assessments and ways to differentiate lessons.

Principle 5 - Conditions, Climate & Culture

Primary Need: 5.2 D The school's discipline policies and practices do not consistently promote SEL; they are not restorative, instructive, and developmentally appropriate, including providing opportunities for students to reflect, problem solve, and build positive relationships.
Root Cause: All staff lack consistent protocols on behavior expectations, as well as training continuously throughout the year.
Needs Statement: All staff need to be trained continuously on agreed upon SEL curricula and strategies so they are being implemented consistently throughout campus.
Desired Outcomes: Taylor Hicks will have a culture where students and families feel safe and both academic and social emotional needs are being met.
SMART Goal: By the end of the 23/24 school year, all staff will have received training in CKH to support consistent behavior expectations as evidenced by observed consistency with school-wide behavior plan.

Strategy 3.1
Implementation of a written Behavior Plan and PAWS Goals.

• Action Step 3.1.1- Implementation of written Behavior Plan and PAWS Goals
  Capturing Kids Hearts (CKH) Refresher PD given quarterly Behavior Committee for schoolwide expectations Monthly PLC discussions on student behaviors Example videos in schoolwide drive Hold staff accountable for procedures

Strategy 3.2
Restorative Practices PD and implementation

• Action Step 3.2.1- Restorative Practices 
  Train all staff on restorative practices to help build stronger, more meaningful relationships. Also provide training on Zones of regulation to all teachers and staff.

*Updated 6/7/23

Granite Mountain Integrated Action Plan

Principle 2 - Effective Teachers and Instruction

Primary Need: 2.3 B, Lesson planning does not consistently include learning goals, success criteria, and possible student misconceptions.
Root Cause: Teachers lack resources including time, knowledge, and strategies to make goals, establish success criteria by utilizing standards-based grading, identify possible student misconceptions, and differentiate instruction to meet all student needs.
Needs Statement: Teachers need strategies, training, and time in order to develop learning goals, establish success criteria by utilizing standards-based grading, and identify possible student misconceptions to differentiate instruction to meet all student needs
Desired Outcomes: Teachers will have designated time, strategies, and training in order to make learning goals, establish success criteria by utilizing standards-based grading, and identify possible student misconceptions to differentiate instruction to meet all student needs.
SMART Goal: By the end of the 23-24 school year, 100% of teachers at Granite Mountain school will receive training on CITW strategies, standards based grading implementation, intervention best practices, and differentiation techniques. These strategies will be measured by PLC planning meetings/notes and informal and formal observations.

Strategy 1.1
Teachers will develop standards-based instructional practices and grading.

• Action Step 1.1.1- Standards Based Instructional Practices and Grading
  Instructional coaches will plan and co-facilitate with the principal and Curriculum Coordinator to plan and implement the following: 1. PD focused on creating effective standards-based instructional practices and grading. 2. Principals will support and observe teachers using effective standards-based practices and grading. 3. Provide ongoing support as needed to ensure that teachers have an understanding of this process.

Strategy 1.2
Teachers will create effective objectives and implement standards-based practices

• Action Step 1.2.1- Effective Objectives and Standards-Based Practices
  1. Teachers will review DIGs and pace lesson planning to ensure coverage of all grade level standards.
  2. Through the PLC and lesson planning process teachers will align curriculum to standards.

Strategy 1.3
Teachers will differentiate and utilize intervention techniques to meet the needs of all students to ensure grade level proficiency.

• Action Step 1.3.1- Differentiation and Intervention Techniques 
  1. Instructional Coaches/District Intervention Coordinator will provide ongoing and systematic training differentiation and intervention techniques.
  2. Principals will support teachers by observing intervention and differentiation techniques in their instruction and providing timely feedback on these practices.
• Action Step 1.3.2- aTSI Paraprofessional 
  A SPED Paraprofessional will be hired to support the SPED Subgroup identified in the School Improvement process. This Parapro will work with Special Education students in small groups or one-on-one to increase student growth and achievement.
• Action Step 1.3.3- Reading/Math Interventionists 
  There will be 2 appropriately certified Title I interventionists to address learning gaps in reading and/or math in small groups to increase student growth and achievement.

Strategy 1.4
PD for SPED Para Professional on CITW, Intervention practices and Differentiation Techniques.

• Action Step 1.4.1- SPED Paraprofessional training
  The new SPED paraprofessional will be trained CITW strategies, intervention best practices, and differentiation techniques to support and increase student achievement in the Special Education classroom

Principle 4 - Effective Curriculum

Primary Need: 4.6C The school currently does not perform a gap analysis between curriculum and instruction and assessment and take action based on analysis
Root Cause: Lack of consistent curriculum, understanding of content standards, time, resources, and knowledge have led to a gap analysis not being completed for all subjects.
Needs Statement: Teachers need training and consistent, dedicated time for structured gap analysis, and full access to consistent curriculum in all subjects.
Desired Outcomes: A gap analysis will be completed by trained educators with enough time to analyze the standards, curriculum, assessments, and instruction for 5th and 6th grade Math and ELA subjects.
SMART Goal: By the end of the 23/24 school year, 100% of GM teachers and staff will determine power standards, utilize AASA performance levels descriptors, establish school-wide standards' knowledge and gaps analysis norms, and use data to evaluate curriculum and determine gaps. The success will be measured by PLC planning documentation, informal and formal observations, and documentation of additional resources and instructional strategies.

Strategy 2.1
Define school-wide expectations of gap analysis implementation

• Action Step 2.1.1- Gap Analysis Implementation
  Instructional coaches will plan and co-facilitate with the principal and Curriculum Coordinator to plan the following: 1. PD focused on how to establish a curriculum gap analysis. 2. Define power standards and utilize the AASA performance level descriptors and proficiency scales to establish school-wide standards' knowledge. 3. Use AASA performance level descriptors, proficiency scales, and power standards to analyze curriculum and determine gaps

Strategy 2.2
Through the PLC and lesson planning process, teachers will utilize common assessments that will appropriately assess the grade level standards being taught.

• Action Step 2.2.1- Common Assessments 
  During Collaborative meetings/PLC times teachers will accomplish the following: 1. Establish common assessment based on standards 2. Identify learning gaps and once gaps have been determined, plan instruction to ensure that the grade-level standards and/or skills lacking will be covered. 3. Determine resources and strategies to cover the gaps through instruction

Principle 5 - Conditions, Climate & Culture

Primary Need: 5.1 School culture needs to focus on consistently setting high expectations for learning for all students.
Root Cause: School culture does not currently have the same expectations for all students to learn at high levels. Staff, students, and teachers need to implement consistent expectations and processes.
Needs Statement: School culture needs to adopt a standard of high expectations for learning. This includes all staff, students, and families.
Desired Outcomes: Granite Mountain staff, students, and parents will implement clear and consistent expectations and processes for ALL students to learn at high levels, without exception.
SMART Goal: By the end of the 23/24 school year, 100% of GM teachers and staff will define PLC norms, establish a common definition of high expectations through content proficiency scales, maintain a consistent data analysis cycle to include students with disabilities, 504s and anyone not meeting grade level expectations, and utilize success criteria and use assessment data to drive instructional decisions and improve instructional practices to meet the needs of all students. This success will be measured by PLC planning documentation, informal and formal observations, and documentation of student data tracking. Impact Goal for A TSI - Percent of Students with Disabilities scoring proficient will increase by 3% from 15.27% in 2022 to 18.27% in 2023 on the state assessment.

Strategy 3.1
Establish a common understanding of high expectations of learning through the development of standards-based instruction and grading.

• Action Step 3.1.1- PLC process and norms 
  Teachers and staff will accomplish the following: 1. Create and define PLC process an norms 2. Establish a common definition of high expectations by unpacking content power standards. 3. Develop an understanding of expectations through the creation of proficiency scales. 4. Maintain a consistent data analysis - interventions - assessment - data analysis cycle to include students with disabilities, 504s and anyone not meeting grade level expectations.

Strategy 3.2
Teachers should establish success criteria to personalize objectives and develop goals

• Action Steps 3.2.1- Success Criteria and Objectives to develop goals 
  Teachers will participate in the following: 1. Continued professional development and training on CITW strategies and success criteria. 2. Utilize success criteria to allow students to personalize goals and objectives. 3. Through the PLC process, focus on intentional grouping and addressing student misconceptions.

Strategy 3.3
Continue a culture and climate of high expectations for all students through weekly PLC time.

• Action Step 3.3.1- PLC focus on high expectations for all students
  Teachers and staff will accomplish the following during PLC time: 1. Develop consistency with assessments and decisions for instructional needs. 2. Develop plans for instructional improvement that include the needs of all students, including students with disabilities, 504s and anyone not meeting grade level expectations. 3. Implement and utilize a process for ongoing student data tracking.

*Updated 6/7/23

Prescott Mile High Integrated Action Plan

Principle 1 - Effective Leadership

Primary Need: 2.3 Based on all available student data, teachers do not currently intentionally plan instruction that supports every student in meeting rigorous learning goals by differentiating instruction and implementing Universal Design for Learning.
Root Cause: Teachers do not have the time, resources, or support to properly differentiate curriculum to meet the diverse needs of all learners.
Needs Statement: Teachers need time, resources, and support to provide curriculum differentiation based on Universal Design for Learning principles.
Desired Outcomes: Teachers need time, resources, and support to provide curriculum differentiation.
SMART Goal: By the end of the 22/23SY, a Differentiation Guide and resources for all content areas and subgroups will be created and shared with teachers, along with differentiation Professional Development opportunities occurring regularly throughout the school year. Success of this implementation will be evidenced by observations, and all teachers being able to articulate and identify differentiation strategies and resources for all of their subgroups (i.e. SPED, Gifted, EL, etc.) as a component of their learning team reflection and/or Job Alike Reflection.

Strategy 1.1
A team of educators will create a guide of differentiation guidelines and resources.

• Action Step 1.1.1- Differentiation Team Selection 
  Differentiation team will be selected with at least one expert from each content area.
• Action Step 1.1.2- Differentiation Team Meeting
  Differentiation team will meet during the summer to create an initial framework and strategies for content area specific differentiation.
• Action Step 1.1.3- Differentiation Team Evaluation Process
  Differentiation team will meet quarterly during the school year to reflect, review and revise the differentiation framework and resources.
• Action Step 1.1.4- Extra-duty Stipend
  An extra-duty stipend will be provided for differentiation team members when meetings occur outside of contract hours.
• Action Step 1.1.5- Substitutes
  Substitutes will be provided for staff on the Differentiation Team when meetings occur during class time.
• Action Step 1.1.6- District Experts 
  District experts like GATE and SPED will be asked to share what ideas they have that can already provide differentiation support

Strategy 1.2
Provide time for teachers to learn and implement differentiation strategies

• Action Step 1.2.1- Required PD
  Host a Required PD for all teachers prior to the end of first quarter on how to effectively use the differentiation framework and guidelines.
• Action Step 1.2.2- Time for Implementation 
  Allow teachers time to implement and practice strategies during first quarter with support from instructional coaches and Differentiation Team.
• Action Step 1.2.3- Peer Observation Training 
  Teachers will be given guidance on how to sign up to observe peers (using the Apple Chart or similar system)
• Action Step 1.2.4- Opportunity for peer observations 
  Teachers will be given guidance on how to sign up to observe peers (using the Apple Chart or similar system): Instructional coaches or other qualified staff will cover a teacher's class period to be used for peer observation OR Compensation provided for out of contract time All teachers will be required to observe one peer per cycle

Strategy 1.3
Quarterly PD focused on Differentiation in each content area.

• Action Step 1.3.1- Staff Refections
  Quarterly reflection of differentiation strategies Flexible format (department meeting, Google Form, discussions, etc.)
• Action Step 1.3.2- Incentivized Book Study of "Understanding Universal Design in the Classroom"
  Incentivized Book Study of "Understanding Universal Design in the Classroom" Book Study will be facilitated by rotation of participating teachers Participating teachers will complete the book study with a capstone project that reflects mastery of material, specific to their content area Book Study participation offered to all teachers with incentive of stipend for out of contract hours for an additional PD

Principle 5 - Conditions, Climate & Culture

Primary Need: 5.2 Our staff faces barriers that result in not consistently creating an environment which builds mutual respect among leadership, teachers, students, and families
Root Cause: Schoolwide culture has deteriorated resulting in increased undesired student behaviors, strained communication with families and decreased morale for staff and students.
Needs Statement: School culture and communication need to be strengthened, continually revisited and reinforced.
Desired Outcomes: School culture and communication will be strengthened, continually revisited and reinforced. Capturing Kids' Hearts will be fully implemented and reinforced. Staff culture and morale will be strengthened.
SMART Goal: Student and staff morale will show an improvement by the end of the 22/23SY as evidenced by a comparison of the student and staff survey results from the 21/22SY.

Strategy 2.1
Strengthening Capturing Kids' Hearts

• Action Step 2.1.1- CKH Champions/Training 
  CKH Champions/Training Use of funds to retrain staff and teachers on CKH. This training will be required and at least one PD will take place prior to the start of the school year. Opportunities will be provided for staff to practice the strategies
• Action Step 2.1.2- Video Examples provided to staff 
  Example videos of expert implementation of CKH Strategies sent out once per cycle in Daily Bulletin (ongoing). Use of CKH Champions and volunteers to create the videos on each strategy on a rotating basis
• Action Step 2.1.3- System of Affirmations Implemented 
  In class, every teacher will ensure that time is reserved during class to state affirmations on a daily basis

Strategy 2.2
Communication/ Engagement with Families

• Action Step 2.2.1- System of Affirmations Implemented 
  Teachers will write and email an affirmation for at least 2 students/parents during the first 10 minutes of each staff meeting each week
• Action Step 2.2.2- House System Implemented Schoolwide
  A House Committee will establish the guidelines and House System and clearly communicate the parameters Students are placed into houses they earn points and rewards for their houses Families are a part of their students' house and encouraged to participate in house activities and rewards
• Action Step 2.2.3- School Integrated Action Plan shared with families, students and staff
  School Integrated Action Plan shared with families, students and staff electronically. Revisited/communication quarterly

Strategy 2.3
Strengthening Student Culture through the creation of a House System at Mile High

• Action Step 2.3.1- Planning of House System
  Principal, AP, instructional coaches and student leadership team will plan out the House System to be implemented within the first month of school

Strategy 2.4
House System Implemented Schoolwide

• Action Step 2.4.1- House System Implementation 
  House System Implemented Schoolwide A House Committee will establish the guidelines and House System and clearly communicate the parameters House System Committee will be initially established during the 21-22SY and new members initiated in the 22-23SY
• Action Step 2.4.2- Clear communication of student behavioral expectations
  Decide on non-negotiables through a student and staff committee prior to the start of school 7th and 6th grade student representatives invited to participate Behavioral expectations will be communicated starting with the first day of school (videos, practice, written, posters, assembly, discussed in Life Skills classes, revisited in all homeroom classes)
• Action Step 2.4.3- Homeroom Lessons during first weeks of school 
  Homeroom Lessons during first weeks of school Topics of lessons will be: effort, behavior, respect, kindness, communication, digital literacy. Age appropriate digital literacy and citizenship curriculum will be researched and implemented.
• Action Step 2.4.4- Recognition System for Positive Behavior 
  Recognition System for Positive Behavior Reward of a certificate, sticker and formal announcement/recognition for students who exemplify 1)high achievement/growth, 2) effort 3) Character. This information will be shared with families to encourage and support desired behaviors and attendance.
• Action Step 2.4.5- School Leadership Team Responsibilities
  School Leadership Team will ensure that all Action Steps are implemented

Principle 4 - Effective Curriculum

Primary Need: 4.5 Our entire staff currently does not have the opportunity to participate in professional learning that supports effective implementation of adopted curricula
Root Cause: The district and/or site is not providing curricula for all subjects, nor providing opportunities for differentiated professional development on curricula and vertical alignment opportunities.
Needs Statement: Professional learning of curricula needs to become a priority through purposeful scheduling changes, support, clear expectations, incentives, and accountability of all staff members.
Desired Outcomes: Professional learning and provision of curricula will be a priority for the district. This is being achieved through frequent, differentiated PD opportunities that are organized by the district, site, and teacher leadership teams.
SMART Goal: By the end of the school year, the school leadership team will develop a PD approach that is responsive to staff needs, collaborative, appropriate to adopted curriculum and includes an accountability feature. Success will be measured by staff satisfaction survey conducted at the end of the school year.

Strategy 3.1
Site-based PD Calendar

• Action Step 3.1.1- Creation of School Professional Development Calendar 
  School Leadership Team will: Create a calendar that is planned out for the whole year on what each Friday will be planned on. For example: First Friday: Site Day Meetings/Trainings based on data collected for site needs Second Friday: District Level training with differentiated training opportunities that teachers get to choose what to attend. Will have an accountability piece with attendance and exit tickets in order to earn recert hours. Possible pay dock for those who do not attend. Third Friday: Vertical Alignment Day. Meet and train with your job alikes in larger grade bands. For example, k-3 teachers meet, 4-6 math teachers meet, 7-12 ELA teachers meet, etc. Fourth Friday: Teacher reserved day. NO MEETINGS. Teachers get this day to plan, copy, analyze data, etc. on their own.

Strategy 3.2
Survey staff to address PD needs

• Action Step 3.2.1- Construction of Staff Survey
  School Leadership Team will work with site administrator to construct a staff survey to identify PD needs and gathers information related to the staff member's role.
• Action Step 3.2.2- Cyclical Survey 
  School Leadership Team will maintain the survey results and reissue the survey cyclically, in conjunction with the site administrator.
• Action Step 3.2.3- Analysis of survey results
  School Leadership Team will maintain the survey results and reissue the survey cyclically, in conjunction with the site administrator.
• Action Step 3.2.4- PD Effectiveness
  School Leadership Team will follow up each PD offering with staff surveys to ensure the effectiveness of the PD and determine any remaining needs. This information will be shared with site administrator prior to taking action.
• Action Step 3.2.5- Revisions to Site PD Calendar 
  School Leadership Team will update the school PD calendar as needed, in conjunction with principal.

Strategy 3.3
School Teacher Leadership Team will take an active role in PD Content

• Action Step 3.3.1- Selection of School Leadership Team Memebers 
  School Leadership Team will be selected by site administrator prior to the start of the school year.
• Action Step 3.3.2- Monthly Meeting of School Leadership Team 
  Established school leadership team will meet monthly to determine PD needs and address other agenda items.
• Action Step 3.3.3- PD Alignment with SIAP/School Goals
  School Leadership Team will ensure that PD plans and agenda are in line with school IAP and staff needs (based on survey data collected).
• Action Step 3.3.4- SLT to guide PD
  The School Leadership Team will be responsible for meeting structure, task-focus and meeting goals, with direction and input from the principal.
• Action Step 3.3.5- SLT Stipend 
  School Leadership Team will be given an extra-duty stipend to take on this leadership role outside of normal contract hours and duties. This stipend will be dependent on fulfilling expectations and duties as a member of the School Leadership Team.
• Action Step 3.3.6- Onboarding of new staff 
  School Leadership Team will take an active role in onboarding new teachers at the start of the school year. Goal will be to immerse new staff in the culture of Mile High.

*Updates 6/8/23

Prescott High School Integrated Action Plan

Principle 2 - Effective Teachers and Instruction

Primary Need: 2.2B & 2.3A Content and instruction do not consistently align with state standards.
Root Cause: Teachers lack time and familiarity to dig in and assess new curriculum to ensure that standards are aligned and delivered with instruction
Needs Statement: Teachers need time for collaboration to dig into new curriculums and align with State standards.
Desired Outcomes: All content and instruction by all teachers consistently aligns with the state standards.
SMART Goal: By the end of the 23/24 school year, teachers will have PD opportunities once a month to unpack standards in content teams and apply understanding to instructional plans as evidenced by meeting notes and agendas.

Strategy 1.1
PD Opportunities to facilitate the alignment of content and instruction with AZ State Standards.

• Action Step 1.1.1- Standards and Scope and Sequence Documents 
  Department Chairs and Instructional Coaches will facilitate collaborative meetings to help determine break down of standards in each content area across all grade levels. Department chairs assign will assign standards to each job-alike meeting to analyze and discuss and then create scope and sequence documents.

Strategy 1.2
Mentorship for new teachers

• Action Step 1.2.1- Mentorship for new teachers
  New teachers in a department will meet with other content area teachers to go over standards and curriculum and their alignment at the beginning of the year. New teachers will also discuss their standards and instruction alignment in their monthly meetings with the instructional coach

Principle 2 - Effective Teachers and Instruction

Primary Need: 2.1 G Teachers need to create a classroom environment where students hold themselves accountable for their individual learning
Root Cause: Teachers lack training/PD on implementing student agency in the classroom and what this looks like in action. School lacks consistent Procedures/policies and expectations around student agency that are effectively communicated to students.
Needs Statement: Teachers need more training/PD on implementing student agency in the classroom as well as procedures/ policies and expectations that are consistently and effectively communicated and enforced.
Desired Outcomes: Teachers will create a classroom environment that is conducive to holding students accountable for their own learning.
SMART Goal: Staff will increase understanding of implementing student agency practices and provide multiple pathways to practice and improve agency for each student by the end of the 23/24 school year.

Strategy 2.1
Student Agency PD Opportunities

• Action Step 2.1.1- Student Agency Training 
  Staff will receive training with instructional coach on strategies to promote student agency within the classroom and lessons.

Strategy 2.2
Student Agency Resource Collection

• Action Step 2.2.1- Student Agency Resource Collection
  Resources that allow teachers to implement student agency will be collected and shared amongst the staff (worksheets, websites, etc.) The staff will also utilize Cooperative Learning strategies and resources to help with promoting student agency (shared through Staff Google Classroom) These Student Agency resources may be utilized during PD as examples for implementation.

Strategy 2.3
Attendance Interventions

• Action Step 2.3.1- Attendance Interventions to promote student agency.
  Letters will be sent home to families of students with excessive absences (10% or more) at the end of each quarter. Conversations by Academic Advisors with students and families will take place about attendance, grades, no credit, etc. quarterly or more if needed. Final Exam Incentive will be attached to attendance and students cannot qualify for final exam incentive if they have a certain number of absences. Students absent in class are given 0's for work they miss in class to keep them accountable for their work as well as help with attendance.

Principle 2 - Effective Teachers and Instruction

Primary Need: 2.5F Teachers need to use data such as classroom summative assessment, regularly scheduled interim/benchmark assessment and state assessment data to inform instruction.
Root Cause: Teachers lack understanding and experience in analyzing and applying student data from multiple assessment categories to instruction.
Needs Statement: Teachers need training on how to access different data types to better plan instruction. Teachers also need training on how to interpret data for those content areas without standardized assessments. Unit assessments also need to be aligned with State standards in order to develop more timely data to drive instruction.
Desired Outcomes: Teachers will use data when lesson planning to inform their instruction.
SMART Goal: Teachers will learn to analyze student data from multiple assessment types (classroom, benchmarks, and state) and utilize that data to inform instructional choices. Statistically significant growth will be shown across benchmarks (when applicable) for the 23/24 school year.

Strategy 3.1
PD Opportunities for Data Analysis, Assessments and Instruction

• Action Step 3.1.1- Data PDs 
  Instructional coaches will train staff on analyzing classroom data, benchmark data and state assessment data. Instructional Coach/ administrators will also provide opportunities for staff to see examples of applying assessment data to instruction and content teams will collaborate with teachers on applying data to instruction.

Strategy 3.2
Enhancement to Coaching Program

• Action Step 3.2.1- Enhancement to Coaching Program
  Instructional Coaches and Administrators will provide the following to teachers: 1. Training on how to construct assessments that are aligned to standards. 2. Assist teachers in developing strategies to collect quantitative data per each standard. 3. Assist in expanding the use of the Student Self-Assessment Standards Based Template to translate state standards to student friendly learning goals for student assessment of their own data.

Strategy 3.3
Data Collection

• Action Step 3.3.1- Data Collection 
  Teachers will administer Galileo Benchmark Assessment 3x per year and will bring classroom summative data to collaborative/content area meetings to analyze and compare to other teachers in order to stay aligned and improve instruction.

*Updated 6/8/23