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Closing the Achievement Gap and Educating all Children to High Standards - Providing Scaffolded Instruction to all of our Children

To provide scaffolded instruction to all of our children, we will:

    • develop strategies to mitigate barriers to learning
    • offer varied methods of learning and opportunities to achieve
    • deliver content and skills in a rich format that improve outcomes for all children
    • have high standards to ensure equal opportunity for children

Focus on the Achievement Gap

Focus on the Achievement Gap across Departments

Ongoing Efforts

    • Using specialized instructional strategies, programs and materials that focus on closing the achievement gap.

Cultural Proficiency

Ongoing Efforts

    • Training staff in Cultural Proficiency, training will also be available to our families.
    • Providing best practice training to staff to address issues of student equity and access.
    • Providing necessary culturally relevant supplemental and replacement materials to our instructional staff.
    • Providing Instructional Coaches (IC) with professional development around the use and implementation of culturally relevant instructional materials and strategies.

Early Education, Identification, and Intervention

Ensure Effective, Sound Early Education

Visit the Early Childhood department website >>

Ongoing Efforts

    • Providing state funded Pre-K, Title I  and special education preschools and serving eligible three to five year olds.
    • Using early instructional interventions to produce better educational outcomes for our children.

Use Early Identification and Intervention Strategies

Learn more about Early Identification and Intervention Strategies >>

Ongoing Efforts

    • Ensuring that all SAT chairs follow the Academic Improvement Plan (AIP) process.
    • Continuing support for all specialized instructional materials

Immediate Action Steps

    • 2.1: Identify and assess children who do not demonstrate K-3 on-grade-level entry skills and provide them with English and Spanish instructional resources
    • 2.2: Provide professional development in K-3 on Tier 1-2 interventions and resources; focus on implementation for required interventions and assessments.
    • 2.4: Provide K-3 teachers with online classroom level reports that identify the rate of growth in reading and math that their children must achieve to close the achievement gap.

Supporting Student Subgroups

Provide Support for English Language Learners

Visit the Language and Cultural Equity department website >>

Ongoing Efforts

    • Providing a tuition reimbursement program for teachers studying for a bilingual or TESOL endorsement
    • Providing incentives for obtaining and using endorsements to increase the number of TESOL and bilingual endorsed teachers providing instruction to ELLs
    • Engaging teachers in learning and implementing CCSS strategies for ELLs at all grade levels.
    • Participating in the Council of Great City Schools (CGCS) instructional pilot for ELLs.
    • Aligning English as a Second Language (ESL) and English Language Development (ELD) programs to CCSS.

Immediate Action Steps

    • 2.3: Provide PD for all teachers on basic understanding of language acquisition and academic language proficiency.
    • 2.6: Strategically transition struggling Special Education and ELL children into appropriate classes that meet their unique learning needs in a timely manner.
    • 4.1: Develop a systematic process for an audit of Bilingual and Dual Language programs
    • 4.2: Develop systematic processes and guidelines for schools to match student need to appropriate programs (i.e., bilingual vs. dual language, maintenance vs. transition)

Provide Support for American Indian Children

Read the Indian Education Department Strategic Plan >>

Visit the Indian Education department website >>

Ongoing Efforts

    • Utilizing resource teachers to provide reading, language arts and math interventions to identified American Indian children
    • Providing core reading and math programs with specialized instruction to American Indian children

Provide Support for Children with Special Needs

Visit the Special Education department website >>

Ongoing Efforts

    • Assigning diagnostic staff in the initial referral process
    • Implementing the special education consultation model to increase integration of special education children in regular education programs
    • Reviewing IEPs throughout the school year to ensure quality transition plans and goals

Immediate Action Steps

    • 2.6: Strategically transition struggling Special Education and ELL children into appropriate classes that meet their unique learning needs in a timely manner.
    • 2.14: Title I and Special Education funds aligned to all district goals and targets.
    • 5.1: Identify schools with disproportionate numbers of referrals to Special Education.
    • 5.4: Review efficiency of diagnostician role group.
    • 5.5: Assess the process currently in place for students entering APS schools from private psychiatric/mental health facilities; study other districts process

College and Career Counseling

Connect children to College and Careers

Learn more about College Guidance >>

Ongoing Efforts

    • Increasing the number of children completing the FAFSA senior year.
    • Sustaining a comprehensive counseling program aligned to American School Counselor Association (ASCA) national standards at each school to prepare children for college and careers after high school
    • Providing training to school staff on strategies and supports known to improve children’s post-secondary outcomes
    • Using evidence-based instructional practices aligned with college and work expectations
    • Connecting children at all grade levels with college and career readiness opportunities through the use of The Next Step Plan and targeted middle and high school advisory sessions

Targeted Interventions to Close the Gap and Improve Achievement

Provide Targeted Programs with Differentiation

Ongoing Efforts

    • Expanding AVID in high needs schools

Immediate Action Steps

    • 2.5: Place children transitioning from fifth to sixth and eighth to ninth grades into appropriate classes using instructional support and district approved assessments.
    • 3.2: Continue to pilot Discovery Education digital media and text; expand to more schools, especially elementary schools
    • 3.2: Expand “My Languages” digital offerings to elementary level and survey teachers/parents to offer Spanish for adults. (Pilot Chinese at Arroyo del Oso ES)

Provide Additional Supports for Struggling Schools

Ongoing Efforts

    • Identifying local and national partners to support and build capacity at low-performing schools.
    • Implementing the School Improvement Grant (SIG) at four schools: Ernie Pyle, Highland, West Mesa, Rio Grande
    • Implementing Small Learning Communities in high schools: West Mesa, Rio Grande, Highland, Del Norte, Albuquerque, Valley, Manzano
    • Providing intensive comprehensive support to schools identified by the associate superintendents