DISTRICT INTEGRATED ACTION PLAN
Globe Unified District – 040201000
PRINCIPLE 1 - Effective Leadership
Globe Unified currently has experienced and effective leadership teams at each of the three schools, however, we know that we must continually work to:
- Recruit (continue recruitment of effective teachers who meet the state's criteria for being appropriately certified and focus on developing our future school leaders from within).
- Train (our leadership teams at each school include potential, as well as current administrators and we try to train our people for potential and current positions),
- Retain (support, appreciate and recognize successes and performance improvement).
- Desired Outcomes:
- A pool of leadership talent with experience within our schools, understanding the basics of our District culture and ready to carry forward our District Vision.
- Distributed leadership that allows the Principal to share the administrative burden while discovering and developing the strengths of the individuals on his leadership team.
- Leadership culture committed to the process of learning and innovating to support ongoing improvement in student achievement.
STRATEGY Share the Vision The vision, mission, and goals will be communicated clearly and regularly to all GUSD stakeholders through spoken and written communication, modeling, and ongoing training throughout the 2018-2019 school year.
“Capturing Hearts, Empowering Minds”
1. Globe Unified School District will exercise Fiscal Responsibility by:
- Preparing and implementing budgets that allow the district to avoid borrowing for operational expenses. (Solvency)
- Planning and implementing a program of preventative maintenance that preserves district assets. (Maintaining Resources)
- Using available methods to operate at maximum efficiency to best serve students, staff and community. (Conservative)
- Weighing current needs against potential future needs to serve current students without sacrificing the ability to meet the needs of future students and considering the educational needs of students in the context of the community’s ability to meet those needs without an excessive tax burden. (Balance)
2. Globe Unified School District is committed to promote Excelling Schools by:
- Recruiting and hiring the best staff possible, implementing programs to retain quality staff, and exploring and implementing programs to grow our own staff whenever possible. (Retaining Staff)
- Providing high quality interpersonal interactions with students, staff, parents, and the greater community. (Customer Service)
- Promoting student and staff involvement in the community through participation in community events, support of community programs and projects, and school visibility in community events and publications. (Community Involvement)
- Developing programs in academics, career preparation, arts, athletics, technology, and any other area of study that will provide opportunities for all students to participate in activities that will develop their intellectual, social, and physical capabilities. (Success for all Students)
- Construct and manage student curriculum in a cohesive, comprehensive program that includes all grade levels across the district. (District-Wide Curriculum)
- District-Wide CKH Training and Support Commitment to provide district-wide training in the Capturing Kids' Heart program, which is the core of our district culture. (Provide initial and follow-up training for all employees.)(Title II)
STRATEGY Supportive Culture and Strong Instructional Plan GUSD will manage district resources to support a culture of respect and develop a rigorous instructional program.
- Capturing Kids' Hearts Training District Inservice prior to beginning of school for all new staff and refresh candidates.
STRATEGY Highly Effective Teachers and Administrators: Highly effective and talented employees will be hired, trained, developed, and retained.
- Hiring Design/implement hiring processes that address district needs. Use marketing strategies to inform potential applicants of the benefits and requirements of employment with GUSD. Assign teachers based upon site needs to facilitate equitable distribution of effective teachers and increase student achievement.
- Publicize Openings
- Recruit at Fairs/Colleges Conferences
- Provide opportunities for administrators to attend out of town conferences and recruiting events.
- Mentor New and Developing Teachers Stipends for Appropriately Certified Teacher mentors for new teachers
- Retention Stipends Retention stipends/benefits for the first 70 GUSD certified teachers who return 18-19 contract within 15 days of receipt of offer. Instructional staff only, as outlined in the criteria adopted by the Governing Board 1-6-16 (Rural & Low Income)
STRATEGY LIFT: Leaders Influencing For Transformation Develop teacher leaders by empowering them to develop, plan and implement school improvement strategies.
- Mentoring Program LIFT team continuously reevaluates, adjusts, implements and evaluates the mentoring program for new and developing teachers. District provides resources and support.(LIFT stipends/benefits for 2 teachers @ each school Title I School-specific)
- LIFT Team Professional Development Plan The LIFT team will develop an integrated plan of professional development based on teacher and leadership expressed needs to include both vendor and in-house presenters.
- Professional Development Meeting Teacher Needs Professional Development Stipend/benefits for teachers to prepare and conduct PD sessions. (Title II LEA)
PRINCIPLE 2 - Effective Teachers and Instruction
Need: Develop and sustain a staff culture where all staff collaborate to make every student feel valued, important and fully capable of learning.
- Teachers will use formative assessments to guide instruction.
- Every student in need of intervention will be given appropriate support.
- Intervention will be Timely, built into the instructional day, focused on grade-level standards, and mandatory for non-achieving students
STRATEGY Provide AQ Special Education Aides Hire and train appropriately certified special education aides to provide support for students with IEPs.
- Special Education Aides Special Education Instructional Aides that work directly with students under the direct supervision of a Highly Qualified Special Education Teacher. Benefits for above instructional aides.
STRATEGY Support inclusion whenever it is in the interest of the child, and best practice in instructions and services for students with IEPs (Fund O/T, P/T, Speech services, extra supplies, IEP management/writing support)
- Therapists for special needs students / Therapists for special needs students - Contracted Personnel as follows: Occupational Therapist, Physical Therapist, and Speech Pathologist
- Provide Services for Students with H/V Membership in the Desert Valley Regional Cooperative to access services provided by the Arizona Schools for the Deaf and Blind. (IDEA)
- Continue IEP Management Service Annual Renewal with Interfy for IEzP access. (IDEA)
STRATEGY Build Content Area Competency
- Teacher Professional Conference and Professional Development registration for teachers to attend ADE and/content area professional development.
STRATEGY Training for Teachers of ELL Professional development: Off-contract session at the start of the 2019 FY to cover ELPS, selecting goals, the intention and guidelines for use of the ILLPs, and guided completion of initial Attachment A as well as introduction/review of district procedures, expectations and resources for ILLP program.
- Plan, Publicize, Provide: Off-contract pay for ELL ILLP workshop
STRATEGY Provide Support for Homeless Students Maintain resources, instructional supplies and supplies needed to support academic achievement.
ACTION STEP Instructional Supplies to support homeless students.(Title I set aside)
PRINCIPLE 3 - Effective Organization of Time
Needs: Extended learning time for students. Organization of professional learning time to include regularly-scheduled PLC meetings, and instruction in the following areas of growth: ECAP, differentiating instruction, content knowledge, alignment of standards, curriculum and instruction, CKH, and classroom management.
- Opportunities beyond the standard instructional day for students to learn content and practice skills.
- Teachers well-equipped with strategies and tools to make the most productive use of instructional time, from bell to bell.
STRATEGY Friday School Support Provide instructional time outside of normal school hours.
- Transportation for Friday School: Bus Driver for after school/Friday School tutoring program for all three schools
STRATEGY Provide District-Wide Professional Development Opportunities for both embedded and off-contract for teachers and administrators. (Data 1/2 Wednesdays, PD Fridays, regularly scheduled highly-focused mini-workshops)
STRATEGY Trimester Framework Assist in transition from quarters to trimester school year framework to support more effective structuring of class time, reteach opportunities and challenging enrichment options.
PRINCIPLE 4 - Effective Curriculum
Needs: Greater rigor and depth of learning within the framework of the current curricula for core courses. Programs and activities intended as intervention must be well-aligned and targeted to standards individual students need to master.
- Students will develop and practice higher order thinking skills and abilities.
- Students will gain standards proficiency through targeted intervention.
STRATEGY Core Curricula Implementation with fidelity and with best instructional practices
- Teachers Fully Understand Core Content: PD opportunities to develop deep understandings of core standards
- Support Production of Teacher-Created Materials Printer Cartridges for learning labs, A+, Galileo
STRATEGY Meeting the Needs of All Students Aides, testing replacement materials and supplies to address the needs of students with IEPs Support for Special Education Needs: Aides for Inclusive Preschool classes (IDEA-PreK)
PRINCIPLE 5 - Conditions, Climate, and Culture
Need: Student culture where students value learning, are self-motivated, and become stakeholders taking ownership of their own learning.
- Students will regularly attend classes.
- Students will have a clear understanding of what are the concrete learning goals for each period and how proficiency of each goal is expected to be demonstrated.
- Increased motivation and perseverance on the part of students to do the work of learning
STRATEGY Increase Daily Attendance Develop:
- A well-balanced, systematic program with both meaningful sanctions for truancy and meaningful incentives for attendance within a supportive context including district and school policies, procedures and implementation monitoring.
- A Holistic approach to address every factor that affects truancy, including transportation, mental health, family setting, and school climate.
- Collaboration among schools, courts, law enforcement agencies and behavioral health providers.
PRINCIPLE 6 - Family and Community Engagement
Need: Programs and interventions that engage families in supporting their students' learning at home.
Desired Outcomes: Higher family and community expectations for student achievement and support for regular school attendance.
STRATEGY Create Plan for Parent Engagement Develop yearlong plan of parent engagement:
School Site Council and Parent Information Workshops based on survey results and including educating parents about Capturing Kids' Hearts skills for use at home and school.
- Provide light refreshments to encourage participation
STRATEGY Identify/Support Students At-Risk for Attendance
- Analyze previous year's data to identify students at risk of high absenteeism.
- Work with sites to develop a system of interventions, sanctions, and incentives, including assigning specific adults to specific students for the purpose of Check In/Check Out or Two by Eight.
STRATEGY Develop ECAP Use/ Update ECAP process and expectations for all students. Make training available to all parents on the process and purposes of the ECAP, including stressing how the process can be an ongoing motivation factor for students and describing the parent's role.
Give parents hands-on opportunities to explore the computer program, with the assistance of an experienced user.
STRATEGY Meeting for Parents of ELL Students Parent Involvement nights to inform parents of EL students grades K-12 about EL updates and teach a grade level specific language development strategy for home use.