Comprehensive Needs Assessment and Integrated Action Plans Apache Junction School District April 2020
Why the CNA and IAP ● Allows for more local control ● Encourages evidence based decision making, strategies, interventions, and programs Alignment of resources and continued improvement ● ● Meaningful Family Engagement ● Federal funding can now be tied to the improvement of schools in a meaningful, accountable document
Comprehensive Needs Assessment ● Leadership Team is selected ● Rubrics for Needs/Gaps, Causes/Factors, Set Priorities for Action, the Data Will Drive the Improvement Rate the Indicators ● ● Use Root Cause Analysis, Fishbone Diagrams ● Identify Goals for the Integrated Action Plan
Integrated Action Plan ● Effective Leadership ● Effective Teachers and Instruction ● Effective Organization of Time Effective Curriculum ● ● Conditions, Climate, and Culture ● Family and Community Engagement
AJHS 3.5 Our professional (contract) day is organized to provide appropriate planning and preparation time as well as collaboration opportunities for all teachers, staff, and administrators to ensure continuous improvement. Primary Needs Statement: Administration needs to establish and protect time for teachers to regularly meet, without interuption, in order to further implement and facilitate the implementation of Professional Learning Communities.. Strategies: AJHS has received a grant to receive PLC training from WestEd. Heather has facilitated planing between CCJH, AJHS, and WestEd to have training with hands on development of our PLCs and their implementation
AJHS 2.4 Teachers consistently implement evidence-based, rigorous, and relevant instruction. Primary Needs Statement: AJHS teachers need additional support from administration in the classroom in addition to professional development on instructional strategy and planning. Strategies: Provide professional development on lesson plan writing using the Super & Plus Three model, Professional Learning Community PD provided by WestEd, and increase administrative presence in classrooms on a daily basis through Breakthrough Coach training.
AJHS 2.7 - Teachers collaborate with other teachers, administrators, parents, and each other to ensure the success of all students. Primary Needs Statement - Teachers need to work together, trust one another, align curriculum and strategies, and have protected time in order to reflectively plan as a team using data. Strategies: AJHS has received a grant to receive PLC training from WestEd. Heather has facilitated planing between CCJH, AJHS, and WestEd to have training with hands on development of our PLCs and their implementation. We need to implement protected time on a regular basis.
CCJH 3.5 Our professional (contract) day is organized to provide appropriate planning and preparation time as well as collaboration opportunities for all teachers, staff, and administrators to ensure continuous improvement. Primary Needs Statement: Administration needs to establish protected, organized, collaborative time to review data and classroom practices, as well as provide relevant training to staff on effective PLC management. Strategies: CCJH has received a grant to receive PLC training from WestEd. Heather has facilitated planing between CCJH, AJHS, and WestEd to have training with hands on developemnt of our PLCs and their implementation
CCJH 4.2 Our written curricula align with the AZ State Standards and English Language Proficiency Standards, when appropriate, for all content areas. Primary Needs Statement: CCJH needs research based curriculum across content areas along with tier 1 and tier 2 supporting programs and curriculum. Strategies: AJUSD School board has approved a curriculum adoption schedule starting with ELA. CCJH is looking into finding an intervention curriculum to support Title 1 classes.
CCJH 5.5 Our written curricula align with the AZ State Standards and English Language Proficiency Standards, when appropriate, for all content areas. Primary Needs Statement: CCJH needs to provide social-emotional supports for students through personnel and social-emotional learning curriculum. Strategies: CCJH will implement Second Step software with the help of the Ed. Services team along with providing social -emotional personnel support for with trained staff.
FPES Principle 2.4 Our teachers implement evidenced-based, rigorous and relevant instruction. Primary Needs Statement: Teachers need regular PLC meetings and professional development to support ELA curriculum instruction driven by student data. Strategies: ● Weekly team collaboration meetings (PLCs) with meeting minutes being submitted to administrator ● Teach with text-based questions, reinforce speaking and writing in complete sentences, build reading stamina, and close reading strategies through balanced literacy program Wonders . ● Implement Reading Textbook Wonders with fidelity K-6. Teachers continue to receive training on the recent implementation of reading textbook adoption (Wonders by McGraw-Hill), and will apply what they learn with their students to improve student achievement.
FPES 2.6 Our teachers and appropriate other staff participate in ongoing, appropriate professional learning opportunities Primary Needs Statement: Teachers and staff need professional development to support changes that have occurred in classroom management and instructional programs. Strategies: ● Leadership needs to develop a strong, cohesive plan for PD based on end of year data. ● A mentoring program needs to be established to train new teachers on where resources are available and who to ask questions related curriculum, tools, management, etc. ● Teachers need additional, ongoing training on the tools available to them.
FPES 5.2 Our staff creates an environment which builds mutual respect among leadership, teachers, students, and families. Primary Needs Statement: Need to provide team building for staff and students. Professional development for Sanford Harmony and restorative justice practices to improve respect among all stakeholders. Strategies: ● PTO and School Council Group ● Playworks on Campus ● Sanford Harmony ● Restorative Justice Practices
DVES Principle 1.3 - Our leadership competently manages school operations to provide a safe, efficient, and effective learning environment. Primary Needs Statement: We would like to see consistent modeling, training, and implementation of behavior interventions for staff, students, and community stakeholders to strengthen systems to make it more universal and cohesive. In addition, a replacement system for equipment needs to be put in place and used consistently to assure we have the necessary resources for engagement during recess and safe play. Strategies : ● Site administrator will participate monthly in a 2-consecutive day professional development with other school and district administrators. (NISL- National Institute for School Leaders) ● Identify and analyze the effectiveness and/or usage of current systems in place that support social and emotional learning (SEL), to include trauma informed teaching to address needs of our students. ( Plan, develop, and implement PD for staff. Create a system to improve documentation and communication between the Behavior Team and teachers.)
DVES Principle 3.5 - Our professional (contract) day is organized to provide appropriate planning and preparation time as well as collaboration opportunities for all teachers, staff, and administrators to ensure continuous improvement. Primary Needs Statement : Teachers need ample time to be able to plan and collaborate in a more purposeful way to help better guide instruction (to include SEL), thus leading to increased preparation and higher student achievement & growth. Strategies: Weekly team collaboration meetings (PLCs) with meeting minutes being submitted to administrator ● ● District grade level curriculum collaboration meetings will be scheduled monthly (at a min.) throughout the year. ● Teachers will communicate through multiple means (Websites, Dojo, or Newsletter Email) to inform families of the learning taking place within the classrooms; "Lens of Learning" ● Positive contacts made on a weekly basis throughout the year as evidenced by a parent contact log.
DVES Principle 5.5 - Our school offers services to fully support the academic and social needs of students. Primary Needs Statement: Our school needs to fully support the whole learner; academic and social needs of the students in order to create a positive learning environment for all students, staff, and families. Students need a safe environment to be excited about learning and to feel they belong and are successful. Strategies: Social Worker ● ● Playworks, Sanford Harmony, and SEL Professional Development Art Therapy Teacher (One day a week for each quarterly session) ● ● Student Leadership Program to build leaders across our campus (K-6). This program will identify classroom leaders of the week for each classroom. This program will be supported by our DVES Behavior Team who will work with teachers and the student leaders by providing weekly affirmations and activities, as well as going into each classroom once a month to conduct a mini-lesson on leadership and/or the Be Kind tenant of the month.
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