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Goal 3

Developing the Whole Child

Students develop physically, mentally, emotionally, socially and intellectually in safe and welcoming environments that remove barriers to learning, embrace individuality and connect to their community.

Today is a good day to try. Quasimodo, The Hunchback of Notre Dame. Signed, a Third Grader.

Focus Areas

  • Sustain and expand community schools
  • Expand support services including nursing, counseling and social work
  • Increase truancy intervention efforts; sustain/expand school-based health centers; provide poverty awareness training; improve threat assessment process
  • Expand behavior expert support to serve all students
  • Provide training to ensure that classroom instruction mitigates commonly exhibited behavior challenges

Strategy 1: Fostering Safe and Welcoming Environments

Action Steps

  • Improve student and staff safety through the Threat Assessment Process for APS
  • Cultivating fair and equitable disciple policy

Possible Performance Indicators

  • Number of formal and informal threat assessments
  • Follow up measure
  • Prevention measure
  • Number of disciplinary actions by sub-groups (ensure look at out-of-school suspension and expulsion)

Strategy 2: Remove Barriers to Learning

Action Steps

  • Sustain and Expand Community Schools
  • Expand the number of Social Workers that can serve all students specifically for truancy intervention
  • Develop a system to serve general education students with behavioral health needs.
  • Develop and research equity model for delivery of services that may include the expansion of the number of counselors.
  • Expand number of school nurses based on the existing equity model
  • Sustain school based health centers and explore new locations based on student and community need
  • Poverty Awareness Training for Title I schools
  • Behavior Experts:  Expanded model for behavior expert system in order to serve the entire district

Possible Performance Indicators

  • Number and percent of schools that implement a community schools framework will increase annually.
  • At one community school per cluster.
  • Maintain status of community schools in current community schools.
  • (See ABC Community Schools Partnership measures)
  • Number of Truancy Resource Social Workers
  • Number of unexcused absences post intervention decreases
  • Number of teachers/administrators that have been trained in evidence based systematic instruction systems (Special Ed training)
  • Develop the formula for the equity model
  • Determine number of nurses needed
  • Number of SBHC
  • Percent of student served in SBHC
  • 100% of Title I schools and charters will be trained (including School Team Training and Coaching) by the end of summer after the 17/18 school year.
  • The number and percent of schools implementing their Action Plan.
  • The number and % of schools that show growth toward their school based Action Plan Target.
  • Number of teachers who utilize Review 360 (special ed resource for all teachers)
  • Number of staff trained in Zones of Regulation (special ed resource for all staff)
  • Number of behavior experts in schools (have to define “behavior expert”- e.g.:  may include teachers who have been trained and can serve as a resource)

Strategy 3: Discover and Develop Individual Gifts and Talents

Action Steps

  • Develop Graduate Profile 
  • Utilize brain research regarding chronic stress, poverty and state of mind to ensure that all schools have staff trained to set up classroom instruction to mitigate the effectiveness of commonly exhibited behavior challenges.
  • Develop and Implement a plan to align and manage after school program resources and ensure that services and activities are targeted to meet school and district goals

Possible Performance Indicators

  1. The number and percent of students who achieve the social-emotional proficiency in the APS Graduate profile will increase by ___% each year
  2. Increase the number of students who are meeting proficiency in Standards Based Progress Report:
    • Attendance
    • Behavior – Characteristics of Successful Learner
    • Poor course grades
  3. Decrease truancy
  4. Potential other goals:
    • Increase the number of students success in first attempt of course
    • Decrease the number of students who fail a course
    • Increase the number of Elementary students who are meeting proficiency
      Note: look at courses in 9th grade – are we piling on too much in 9th grade
    • Action plans/growth goals established in schools who have received Title I/Jensen trainings
    • Number and percentage of trained school staff will increase by _____% (determine growth goal after Associates decide training model)
      Once we have trained staff in schools we would need baseline and show that behavior referrals will drop
    • Number and percent of unique students that participate in extra/co-curricular activities.
    • Types and number of program offerings.
    • Percent of offerings that reflect student interest (pre- and post- surveys).
      Percent of parents who indicate that there is a variety of options that meet the needs of their children.

Strategy 4: Family Engagement

Action Steps

Facilitate shared decision making by strengthening relationships and expanding communication with families through ensuring parental advisory councils and other parent groups.

Possible Performance Indicators

Number of parents/family members involved in school parent advisory councils/groups.