|Globe High School|
|2018 - 2019 Integrated Action Plan|
|Principle 2: Effective Teachers and Instruction|
|Strategy||Action Step||Description||Responsible Parties||Resources needed||Timeline||Evaluation- Evidence of Success||End Goal|
|Align: Standards, Curricula, Instruction, Assessment||Analyze alignment of curriculum and standards||Perform a gap analysis between curriculum and academic standards. Guided practice in gap analysis, curriculum mapping and development of multi-tiered system of support||Principal||Off-contract pay for PD, Supplies: note-books, charts, books||7/0118 - 6/30/19||Curriculum maps, Lesson plans, MTSS Criteria/Action Plan||If the curriculum, calendar, pacing, lesson plans, instruction, standards and assessment are well aligned, our students will increase the percentage rate by June of 2019:
9th ELA AzMERIT will increase from 23% to 30%.
10th ELA AzMERIT will increase from 23% to 30%.
11th ELA AzMERIT will increase from 23% to 30%.
Algebra I AzMERIT will increase from 12% to 22%.
Geometry AzMERIT will increase from 14% to 15%.
Algebra II AzMERIT will increase from 22% to 29%.
|Align: Standards, Curricula, Instruction, Assessment||Analyze alignment of curriculum and instruction||Perform a gap analysis between curriculum and instruction||Principal||Off-contract pay for PD, Supplies: note-books, charts, books||7/01/18 - 6/30/19||Curriculum maps, Lesson plans, MTSS Criteria/Action Plan|
|Align: Standards, Curricula, Instruction, Assessment||Analyze alignment of curriculum: instruction: assessment||Perform a gap analysis between curriculum and academic standards and assessment||Principal||Off-contract pay for PD, Supplies: note-books, charts, books||7/01/18 - 6/30/19||Curriculum maps, Lesson plans, MTSS Criteria/Action Plan|
|Align: Standards, Curricula, Instruction, Assessment||Monitoring of Curriculum Work||Leadership team will monitor attendance and process through scheduling and requesting completed curriculum documents and lesson plans.||Principal||Time set-aside for follow-up||7/01/18 - 6/30/19||Curriculum maps, Lesson plans, MTSS Criteria/Action Plan|
|Capturing Kids' Hearts||CKH Training||Send new/untrained staff to district CKH training in July.||Principal||Funding for PD||7/20/18||Attendance documents|
|Capturing Kids' Hearts||Ongoing Support||Clarify the role of department chairs to model and support this schoolwide Tier I model. Ongoing follow-up. Administration completes monthly CKH Administration reflection form and collects teacher reflection form from staff on a monthly basis.||Principal||Time set-aside for follow-up||71/18 - 6/30/19||Monthly CKH reflection forms|
|Recruit and Retain AQ Teachers||Teacher Mentors||The LIFT team work with teachers to guide them in the culture, policies and procedures of the school, but also lead them through the testing and data analysis, and modeling a focus on helping students to develop deeper understandings, to differentiate instruction within the classroom, and to more fully engage students in the learning process||Principal||Off contract pay for HQ Teacher Mentors||71/18 - 6/30/19||Mentoring notebooks & teacher/mento surveys|
|Recruit and Retain AQ Teachers||Funding for AQ Math Teacher||Use of Title I funding to staff an AQ Math position||Principal||Salary||71/18 - 6/30/19||Filled position|
|Academic Goals||Set Academic Goals||Set SMARTacademic goals and communicate those goals to staff, students and community.||Principal||Data||71/18||Goals public|
|Extend Learning Time||Extend School Day||Fund extended day off-contract hours||Principal||Funding||71/18 - 6/30/19||Extended day attendance records|
|Extend Learning Time||Friday School||Fund Friday teacher off-contract hours||Principal||Funding||71/18 - 6/30/19||Extended day attendance records|
|Principle 5: Conditions, Climate, and Culture|
|Capturing Kids' Hearts||Monitoring||PBIS Staff person distributes the year’s calendar for CKH focus areas and will create a year’s schedule of which administrative staff person will be responsible for doing the administrative reflection and distributing and collecting the reflection guides.||Principal, PBIS Staff||CKH Focus Calendar, CKH Reflection guide||71/18 - 6/30/19||Year Calendar, Collected Reflection Guide and Analyzed Data||If high expectations for learning, behavior and attendance for all students is reinforced by a system of supports, by May 2019, (IE post test) 100% of the students placing in the bottom 25% of the 2017-2018 AzMERIT ELA and/or EOC Math testing will demonstrate 'Expected Growth' + growth points over the respective August IE pretests.|
|Capturing Kids' Hearts||Evaluation||CKH Survey||Principal, PBIS Staff||CKH Survey||April-May||Survey Results analyzed and shared|
|Observation & Feedback||Observation & Feedback||Schedule, on one calendar, short cycle observations and feedback sessions, test-in-hand analysis meetings, to be done by all school leadership team members. Hold individual members of leadership team accountable for task completion and continued focus on student growth.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Calendar record of SCOs|
|Observation & Feedback||Accountability Meetings (Monitoring Action)||Leadership team schedules regular meetings to review calendared SCO, results, and planning.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Calendar record of SCOs, and Accountability notes|
|Observation & Feedback||Evaluation||Leadership team meets to review calendared SCO, results, and necessary adjustments for the next year. Were the planned number of observations completed? Were the planned feedback sessions completed? Were teacher action plans followed and monitored?||Principal, Leadership Team||Dedicated time||April-May||Meeting minutes, attendance records, notes for improvement/ evaluation of process|
|Multi-tier system of supports||Check the Data||Analyze previous year’s attendance records to identify students at risk of high absenteeism.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Data analysis results|
|Multi-tier system of supports||Develop Automatic Intervention Strategies||Develop a plan of interventions, including assigning specific adults to specific students for the purpose of Check In/Check Out or Two by Ten for behavior/attendance issues.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Written and shared plan of interventions and criteria for student participation|
|Multi-tier system of supports||Data-based Intervention Plan for Academics||Develop a data-based plan of interventions for academics, along with assigned responsibilities for administrators, teachers and students.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Written and shared plan of interventions and criteria for student participation|
|Multi-tier system of supports||Accountability Meetings (Monitoring Action)||PBIS and Leadership Team schedule meetings to share and revise plans in development and follow through the rest of the year to ensure that students meeting the specified criteria for positive behavior (and academic) supports are identified and intervention/support provided.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Meeting minutes, attendance records|
|Multi-tier system of supports||Evaluation||In April, a meeting to review the completeness of implementation, effectiveness of the processes, and discuss modifications for the following year.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Meeting minutes, attendance records|
|Principle 6: Family and Community Engagement|
|Year-Long Plan of Parent Engagement||Create Plan||Develop yearlong plan of parent engagement: School site council and parent information workshops based on survey results and including educating parents about CKH skills for use at home and school.||Principal, Leadership Team||Dedicated time||71/18 - 6/30/19||Year Plan||If we develop ongoing collaboration with staff, family and community to provide a safe environment, maintain high expectations, and support student achievement for every student, the percentage of students with 10+ days absence will be reduced from 58% to 45% at the end of the school year.|
|Year-Long Plan of Parent Engagement||Publicize Plan||Share on website, through email, and social media the year plan, with reminders of upcoming events frequently as events near.||Principal, Leadership Team/Liaison||Dedicated time||71/18 - 6/30/19||Evidence of sharing online, in meetings, other avenues|
|Year-Long Plan of Parent Engagement||School/Family Liaison||Hire School/Family Liaison||Hire School-Family Liaison||Funding||71/18 - 6/30/19||Filled position|
|Year-Long Plan of Parent Engagement||Plan Major Kick-Off Parent Event||"Next Level Students" One live interactive presentation with the student body (60 minutes), live interactive PD In-Service (60 minutes) and live interactive presentation with the parents / community (two hours) on September 27, 2018.||Principal||Funding||September||Attendance, community (student, family, teacher, staff) response|
|Year-Long Plan of Parent Engagement||Improve Communication||Establish school site council committee to explore means of improving communication among students, parents, teachers, administration and community.||Principal||Parent participation||October||Roster of Communication committee members|
|Year-Long Plan of Parent Engagement||Facilitate Data Sharing||Establish a Data Committee within the School Site Council||Principal||Parent participation||November||Roster of Data committee members|