APS EPSS 2011-12 Page 1 Educational Plan for Student Success Albuquerque Public Schools EPSS for 2011-12
APS EPSS 2011-12 Page 1
Educational Plan
for
Student Success
Albuquerque Public Schools
EPSS for 2011-12
MARTIN ESQUIVEL
President
PAULA MAES DOLORES GRIEGO
Vice President Secretary
DAVID EUGENE PEERCY, Ph.D.
LORENZO L. GARCIA
Instructional Policy Chair District Relations Chair
DAVID L. ROBBINS
ROBERT D. LUCERO
Finance/Audit Chair Capital Outlay Chair
Superintendent
WINSTON BROOKS
LINDA SINK BRAD WINTER
Chief Academic Officer Chief Operations Officer DIANE KERSCHEN
Associate Superintendent
RAQUEL REEDY
Associate Superintendent
EDUARDO SOTO
Associate Superintendent
The Educational Plan for Student Success was developed through a collaborative effort of instructional and school
support departments:
Curriculum and Instruction Health and Wellness
Indian Education Language and Cultural Equity
Special Education School and Community Partnerships
Research Development and Accountability Title I
Student Information Systems
Under the direction of
INSTRUCTION AND ACCOUNTABILITY
Rose-Ann McKernan, Executive Director
6400 Uptown Blvd. NE (400 EAST)
Albuquerque, New Mexico 87110
(505) 872-6870
APS EPSS 2011-2012 Page 1
The Albuquerque Public Schools adopted this Educational Plan for student Success for the
2011-12 school year. The EPSS is a year-long plan designed to guide our district towards
meeting the annual measurable objectives established by the Public Education Department.
The EPSS addresses seven critical goal areas:
Reading
Math
Highly qualified staff
English language learners
Safe learning environments,
Graduation and
Parent engagement partnership
These goal areas are defined by the PED with targets set for each goal area. Our district added
strategies, action steps and for certain action steps, added tasks. Each level provides more
specificity around actions that will be taken to implement the plans.
The EPSS is a collaborative effort across instructional departments and school support
departments. Each department’s leadership is charged with designing the strategies and ensuring
that progress on each strategy and action step is documented.
The organization and focus of the EPSS is to document processes used to achieve the ultimate
goals of AYP as defined in NCLB and/or the flexibilities that may be granted to the state. As an
interim measure, our district has set targets around academic achievement, attendance and the
achievement gap. The EPSS is our strategic plan for reaching these targets.
EPSS COMPONENT SUMMARY
READING AND MATH
The first two goal areas are reading and math proficiency. The curriculum and instruction
department took the lead on these two goals. Joining C and I were RDA, LCE, Indian
Education, Professional Development, Title I and special education to support the
implementation of these strategies.
The processes our district has chosen are to fully implement the new common core standards,
realign our adopted core instructional program to those standards and provide supplemental
lessons where needed. Our strategies are to engage all teachers in adopting new pedagogy to
reach the CCSS while they use familiar materials and aim towards familiar standards. K-3
teachers will adopt and fully implement the CCSS. These teachers will learn the new pedagogy
and move to a study of the standards, creation of common formative assessments and then to
classroom implementation.
APS EPSS 2011-2012 Page 2
Departments will join together to ensure all instructional materials are culturally relevant for
students and that teachers have a repertoire of culturally relevant and engaging instructional
strategies.
Students not achieving proficiency will have access to interventions and remedial instruction that
is fully aligned to the core and core standards. For students with greater needs, coordinated
extended learning opportunities using before and after school as well as during the summer will
be provided.
Teachers are provided a continuum of services for their professional development and to polish
their professional practice. Instructional departments will provide summer institutes and on-
going professional development events throughout the year to address teacher content
knowledge, pedagogy and lesson development.
Professional learning communities, groups of teachers working together to examine their
practices, are an essential part of the professional development that will continue as part of the
EPSS strategies.
HIGHLY QUALIFIED TEACHERS
Research shows that one of the most important components of an educational improvement plan
is quality teaching. The first step towards ensuring quality teaching is to have each teacher meet
the licensure standards set by the PED. Our district processes include Human Resources staff
developing an individualized plan for any teacher who does not meet the HQT standards. This
plan outlines the steps the teacher will take to reach the standards and includes monitoring and
termination if adequate progress is not made toward the HQT licensure.
Teacher support is critical to high quality instructional practices. Each first-year teacher is
provided a mentor and support throughout at least their first year of employment. Mentor
teachers are assigned from the same building so that the partnership of experienced and novice
teacher is an on-going professional support system. APS and the Teachers’ Union jointly
designed a teacher-peer support program: Peer Assistance and Review (PAR), to provide
experienced teachers who are experiencing difficulties with peer support and guidance.
ENGLISH LANGUAGE LEARNERS’ SUCCESS
The district strategies to ensure the success of English language learners extend beyond the
EPSS. The district has a written plan separate from the EPSS that outlines extensive strategies to
close the achievement gap among all culturally and ethnically diverse student groups. The EPSS
is focused specially on the ELL group and outlines steps to increase TESOL endorsed teachers
(teachers of English as a Second Language). The plan includes the adoption of ESL/ELD core
instructional programs to provide an alternative to the standard core instructional materials for
APS EPSS 2011-2012 Page 3
ELL students, technical assistance and just-in-time professional development from Language and
Cultural Equity for teachers implementing these programs, as well as monthly monitoring of
program compliance.
SAFE AND DRUG-FREE LEARNING ENVIRONMENTS
Five major strategies are planned to ensure that every student has a safe learning environment:
implementing Positive Behavior Support, providing prevention and early intervention substance
abuse programs, sustaining comprehensive counseling program, creating a district coordinated
wellness program and providing a comprehensive nursing program at every school site. The
primary activities under these strategies are supported through Health and Wellness and the Safe
Schools grant. The dual focus is for prevention and early intervention providing schools with
alternative programs and supports to create safe learning environments.
GRADUATION
Efforts to increase graduation rates include both structural and instructional changes in our high
schools. Smaller learning communities for 9th
and 10th
grades will be sustained and
complemented by career academies for the 10th
and 11th
grades. This model provides students
with the transition and academic support to be secure in their initial high school experiences and
move towards career contextual instructional programs as they approach the end of their high
school career. Dual enrollment continues to play a big role in relevant high school programs of
study. A secondary support to this effort is the intensified support for Native American student
attendance through the Home School Liaison program transitioned to the Health and Wellness
Department.
A focus on early college planning and capacity building will occur with AVID implementation
sustaining in the existing schools. AVID provides students with tutoring, study skills that apply
across content areas and goal-directed planning support.
For students who have fallen behind, the district will continue to offer credit recovery and
extended learning opportunities. Work continues to standardize the summer offerings so that
there is strong alignment to the school-year core programs and to change student and parent
thinking from credit-recovery to early instructional intervention.
Improved transition plans for special education students will continue with professional
development on-going by the Special Education Department to school staffs around programs
and supports to ensure smooth transitions for special education students who wish to move into
post secondary programs or the world of work.
APS EPSS 2011-2012 Introduction Page 4
PARENT ENGAGEMENT/PARTNERSHIP
The focus of this goal is to increase the level of parent engagement/partnership in the District’s
schools by assuring that opportunities for parents to be involved in decision-making and
advocacy in order to have higher levels of student achievement and greater community support.
The processes will provide for families to be active participants in the life of the school and feel
welcomed, valued and connected to each other, to school staff, to the greater community and to
what their students are learning and doing in class.
Family and Parent engagement/partnership shall be instituted in all aspects of the school
community through four strategies:
Developing equitable and effective systems.
Building relationships and capacity with parents, teacher, school administrators and other family
and community members.
Establishing two-way communication between homes and schools.
Fostering safe and welcoming environments.
The design and implementation of the EPSS is a collaborative effort of all instructional and
school support departments. The EPSS is one of several plans designed either jointly by these
departments or individually to ensure that Albuquerque Public Schools offers the most
comprehensive, culturally relevant and rigorous instructional program and employs researched-
and best practices to ensure every student succeeds.
APS EPSS 2011-2012 Goal I 5
Goal I All students will be proficient in reading on the SBA
Strategy I.1x Utilize the appropriate standards K-3 and 4-12 as guides for developing
curriculum, instruction and assessment to ensure success for all students
Action I.1.Ax Maintain or modify 4-12 grades’ curriculum maps, benchmark and
formative assessments as indicated by data analysis and school staff
feedback
Action I.1.Bx Train all teachers in pedagogy and strategies effective with the common
core (e.g. close read, argumentative writing, understanding text complexity,
Depth of Knowledge/aligning rigor of instruction to rigor of standards )
Task I.1.B.1x Build capacity at the district level to support transition to CCSS; creating
an expert team of CCSS support staff
Task I.1.B.2x Develop and distribute common training modules with all materials for site
based trainers
Action I.1.Cx For K-3, develop curriculum maps, benchmark assessments and common
formative assessments aligned to the common core state standards (CCSS)
Task I.1.C.1x Identify site-based teacher leaders to support CCSS K-3 adoption and
deliver site-based training (study of standards, common lesson
development, etc)
Task I.1.C.2x Use Teacher Design Teams to create CCSS aligned curriculum maps and
supplemental lessons for K-3 teachers
Task I.1.C.3x Use Teacher Design teams to create and distribute common formative
assessments and benchmark assessments, rubrics and protocols for using
student performance data
Action I.1.Dx Design and deliver principal professional development for K-3 CCSS
implementation
Task I.1.D.1 Identify principal leaders to collaborate with the district CCSS design and
support team
Task I.1.D.2 Develop training modules to use with current and new principals and
assistant principals
Task I.1.D.3 Implement training for K-3 principals
Goal I All students will be proficient in reading on the SBA
Strategy I.2x Utilize specialized instructional strategies and materials that focus on
closing the achievement gap
Action I.2. Ax Fully implement comprehensive reading programs aligned to the common
core in grades K-3; to NM standards 4-12 addressing language and cultural
needs and learning differences.
Task I.2.A.1x Continue support via Instructional Coaching model
Task I. 2.B.2x Develop strategies to share ICs based on content expertise.
Action I. 2. Bxx Continue on-going support for supplemental and intervention instructional
materials and programs for Ties IB, II and III
Task I.2.B.1x Continue support for all specialized instructional materials (Treasure Chest,
Nat. Geo reading for ELL; Read 180, Waterford, SuccessMaker; special
education programs such as Just Words, Spire, Explode the Code, Wilson
Reading PCI, Reading and Environmental Print, Flyleaf Publishing Books
APS EPSS 2011-2012 Goal I 6
to Remember, MCI Curriculum: Comprehensive Reading and Writing as
Tier III).
Task I.2.B.2x Provide culturally relevant supplemental and replacement reading materials
as applicable.
Task I.2.B.3x Continue to provide ICs with PD around use and implementation of
culturally relevant instructional materials and strategies.
Task I.2.B.4 Implement Waterford and SuccessMaker as K-5 Tier II choices for Title I
schools; Read 180 for secondary schools
Task I.2.B.5 Provide resource teachers to serve identified American Indian students with
reading, language arts and math interventions.
Task I.2.B.6 Sustain the use of Fundations at 91% of the schools; align to the core
reading program.
Task 1.2.B.7 Continue on-going training for Wilson, Spire, and Explode the Code; other
approved Tier III interventions.
Action I.2.Cx
All students scoring beginning steps will have a written Academic
Improvement Plan monitored by the teacher and reviewed by the SAT.
Task I.2.C.1xx Train all SAT chairs on the new AIP process
Task I.2.C. 2x All students eligible for Tier II interventions will be provided appropriate
instruction.
Task I.2.C.3x Provide principals and associate superintendents with reports on AIP and
SAT implementation by school.
Strategy 3 x Coordinate referral and identification process with the SAT process
Action I.3.Ax Relocation and reorganization of diagnostic staff
Action I.3.Bx Implement revised diagnostic report
Action I.3.Cx Reorganize initial referral process to include assignment to diagnostic staff
Action I.3.Dx Schedule meetings with charter school personnel for training and technical
assistance
Goal Ix All students will be proficient in reading on the SBA
Strategy 4x Support data driven decision making at all levels of the organization
Action I.4.Ax Support and train principals and key school staff to use a data dialog model
identified by the district instructional leadership
Task I.4.A .1x Provide all schools with Data Retreats based on their level of data
analysis.
Task I.4.A .2x Provide support to PLCs in understanding and using student data
Task I.4.A .2x Provide intensive support to a set of schools identified by the associate
superintendents
Action I.4.Bx Provide periodic reports to school and district leadership on Key
Performance Indicators
Task I.4.B 1x Add critical KPIs to AIMS for principals, leadership and teachers
Task I.4.B 2x Develop and present system of quarterly reports on key performance
indictors
Task I.4.B 3x Present weekly updates on otherwise unpublished information on
indicators for the district
Task I.4.B 4x Identify critical instructional initiatives and/or interventions; develop
APS EPSS 2011-2012 Goal I 7
evaluation of implementation and effectiveness
APS EPSS 2011-2012 Goal II Page 7
Goal II All students will be proficient in math on the SBA
Strategy II.1 Utilize the appropriate standards K-3 and 4-12 as guides for developing
curriculum, instruction and assessment to ensure success for all students
Action II.1.A Maintain or modify 4-12 grades’ curriculum maps, benchmark and
formative assessments as indicated by data analysis and school staff
feedback
Action II.1.B Train all teachers in pedagogy and strategies effective with the common
core (e.g. six shifts in math instruction; fluencies in math by grade, etc. )
Task II.1.B.1 Build capacity at the district level to support transition to CCSS; creating
an expert team of CCSS support staff
Task II.1.B.2 Develop and distribute common training modules with all materials for site
based trainers
Action II.1.C For K-3, develop curriculum maps, benchmark assessments and common
formative assessments aligned to the common core state standards (CCSS)
Task II.1.C.1 Identify site-based teacher leaders to support CCSS K-3 adoption and
deliver site-based training
Task II.1.C.2 Use Teacher Design Teams to create CCSS aligned curriculum maps and
supplemental lessons for K-3 teachers
Task II.1.C.3 Use Teacher Design teams to create and distribute common formative
assessments and benchmark assessments, rubrics and protocols for using
student performance data
Action II.1.D Design and deliver principal professional development for K-3 CCSS
implementation
Task II.1.D.1 Identify principal leaders to collaborate with the district CCSS design and
support team
Task II.1.D.2 Develop training modules to use with current and new principals and
assistant principals
Task II.1.D.3 Implement training for K-3 principals
Strategy II.2 Utilize specialized instructional strategies and materials that focus on
closing the achievement gap and addressing learning differences.
Action II.2.A Fully implement comprehensive math programs aligned to the common
core in grades K-3; to NM standards 4-12 addressing language and cultural
needs and learning differences to include special education students
Task II.2.A.1 Continue support via Instructional Coaching model
Task II.2.A.2 Develop strategies to share ICs based on content expertise.
Action II.2.B Continue on-going support for supplemental and intervention instructional
materials and programs for Ties IB, II and III
Task . II.2.B.1 Continue support for all specialized instructional materials (Navigator,
Ramp-Up, PinPoint Waterford, SuccessMaker; special education programs
TransMath and Algebra Rescue Tier III)
Task II.2.B.2 Continue to provide ICs with PD around use and implementation of
culturally relevant instructional materials and strategies.
Action II.2.C All students scoring beginning steps will have a written Academic
APS EPSS 2011-2012 Goal II Page 8
Improvement Plan monitored by the teacher and reviewed by the SAT
Task II.2.C.1 Train all SAT chairs on the new AIP process
Task II.2.C.2 Provide principals and associate superintendents with reports on AIP and
SAT implementation by school.
Task II.2.C.3 Continue interventions on approved matrix as Tier II choices until
evaluations show otherwise
Task II.2.C.4 Provide resource teachers to serve identified American Indian students with
math interventions aligned to Carnegie math interventions
Goal II All students will be proficient in math on the SBA
Strategy II.3 Support data driven decision making at all levels of the organization
Action II.3.A
Support and train principals and key school staff to use a data dialog model
identified by the district instructional leadership
Task II.3.A.1 Provide all schools with Data Retreats based on their level of data
analysis.
Task II.3.A.2 Provide support to PLCs in understanding and using student data
Task II.3.A.3 Provide intensive support to a set of schools identified by the associate
superintendents
Action II.3.B Provide periodic reports to school and district leadership on Key
Performance Indicators
Task II.3.B.1 Add critical KPIs to AIMS for principals, leadership and teachers
Task II.3.B.2 Develop and present system of quarterly reports on key performance
indictors
Task II.3.B.3 Present weekly updates on otherwise unpublished information on
indicators for the district
Task II.3.B.4 Identify critical instructional initiatives and/or interventions; develop
evaluation of implementation and effectiveness
APS EPSS 2011-2012 Goal III Page 9
Goal III All Students will receive instruction from highly qualified teachers for the
grade level and subject being taught
Strategy III.1 Teachers are provided support and mentoring
Action III.1.A 100% of new teachers are provided mentors through a collaborative
program of APS, the Teachers’ Union and UNM
Task III.1.A 1 Identify mentors and provide orientation and training
Task III.1.A.2 Assign mentors and new teachers
Task III.1.A.3 Conduct periodic monitoring of teacher protégé interaction and contact log
Action III.1.B Provide Peer Assistance and Review Program (PAR) for referred teachers
through a district union collaboration
Task III.1 B.1 Update principals on PAR program and access
Action III.1.C All teachers meet HQT requirements or have an individual plan in place
within 2 weeks after the first STARS submission
Task III.1.C.1 Human Resources staff review teacher assignments in Phase II of
scheduling
Task III.1.C.2 Identify all teachers not meting HAT by the first STARS submission
Task III.1.C.3 Create written plan and submit to PED for each teacher not meeting HT
Task III.1.C.4 Monitor progress on written plan quarterly (Nov, Feb. and May0
Strategy III.2 Implement special education consultation model with fidelity to enable
special education students to participate to the fullest extent in regular
education programs
Action III.2.A Identify classrooms with this model
Task III.2.A.1 Monitor classrooms on quarterly basis
APS EPSS 2011-2012 Goal IV Page 10
Goal IV All English Language Learners will be proficient in English
Strategy IV.1 Increase the number of TESOL and bilingual endorsed teachers providing
instruction to ELL students.
Action IV.1.A Provide incentives to teachers to gain and/or use TESOL and Bilingual
endorsements.
Task IV.1.A.1 Provide tuition reimbursement for teachers and administrators
Task IV.1.A.2 Provide differentials to teachers with endorsements and using those
endorsements.
Task IV.1.A.3 Update LCE website to reflect tuition program and differential program.
Strategy IV.2 Align adopted ESL and ELD programs to CCSS.
Action IV.2.A Update reading program materials to align to common core.
Task IV.1.B.1 Update treasure chest for grades k-3.
Task IV.1.B.2 Identify areas to upgrade and align to CCSS in treasure chest for grades 4-
5.
Strategy IV.2. Engage teacher in learning and implementing CCSS strategies for ELLs.
Action IV.2.A Participate in CGCS instructional pilot for ELL students.
Action IV.2.B Infuse ELL strategies in K-3 pedagogy and strategies teacher training.
Action IV.2.C Infuse ELL strategies in 4-12 pedagogy and strategies training (See Goal I;
strategy 1 Action B).
APS EPSS 2011-2012 Goal V Page 11
GOAL V ALL STUDENTS WILL BE EDUCATED IN A SAFE, DRUG-FREE LEARNING
ENVIRONMENT
STRATEGY V.1 Implement behavioral intervention programs and training to school and district staff,
SROs, parents and community
Action V.1.A Support and sustain School-wide Positive Behavior Support as the comprehensive
behavior support framework
Task V.1.A.1 Operationalize an equitable common discipline process across the district
Task V.1.A.2 Provide common definitions of behaviors and responses to behaviors
Task V.1.A.3 Provide technical assistance to all schools implementing PBS
Task V.1.A.4 Develop monthly safety columns that can be included in school newsletters
Action V.1.B Conduct evaluation of the impact of PBS and modify support and assistance
according to the results
Task V.1.B.1 Provide evaluation reports to APS leadership
Action 5.1.C Provide training and coaching to schools, parents, and community partners in the
Nurtured Heart Approach
Task V.1.C.1 Provide ongoing training and workshops to schools, parents, and community partners
Action V.1.D Provide training to APS SROs in school safety issues, de-escalation and mediation
Task V.1.D.1 Provide annual basic SRO training
Action V.1.E Update school site safety plans, conduct education and distribute information on
school safety programs and policies and crises management procedures (Suicide,
Threat Assessment, Self-harm such as cutting) to staff, students and parents
Task
V.1.E.1
Collect site safety plans distribute information on school safety programs and
policies and crises management procedures through websites, training and ongoing
consultation
Action V.1.F. Provide a report to associate superintendents on effective implementation and results
Task
V.1.F.1
Produce annual reports and monthly updates
STRATEGY V.2 Provide prevention/early intervention substance abuse programs in all APS high
schools (Project Success/Crossroads Program)
Action V.2.A Sustain the current Project Success/Crossroads Program at all high schools
Task V.2.A.1 Present outcome data to school board and APS leadership to facilitate
communication around sustainability
STRATEGY V.3 Sustain a comprehensive counseling program aligned to American School Counselor
Association national standards at each school
Action V.3.A Sustain college and career counselors in all high schools
Task V.3.A.1 Connect students at all levels with college and career readiness opportunities
Action V.3.B Provide counselors with monthly professional development
Task V.3.B.1 Provide best practice training to address equity and access for all students
Action V.3.C Align counseling goals with the district’s goals
TaskV.3.D.1 Provide opportunities for counselors to review student data and set program goals
that align with the district’s goals
APS EPSS 2011-2012 Goal V Page 12
GOAL V ALL STUDENTS WILL BE EDUCATED IN A SAFE, DRUG-FREE LEARNING
ENVIRONMENT
STRATEGY V.4 Sustain a comprehensive PreK-12 grade Bullying Prevention curriculum in all
schools
Action V.4.A Provide professional development in evidence-based bullying prevention programs
Task V.4.A.1 Train all Principals and designated staff in bullying
prevention/intervention procedures
Action V.4.B Maintain a website with bullying prevention information for students, parents, and
staff
Task V.4.B.1 Update as needed, but at least on a monthly basis
Action V.4.C Monitor implementation of bullying prevention through counselor supervision and
data collection
Task V.4.C.1 Provide small group and classroom guidance on bullying prevention
STRATEGY 5.5 Develop strategies to mitigate barriers to learning so that students can have equitable
access to their educational experience
Action V.5.A Implement a district coordinated school wellness program by school year 2013-2014
Task 5.5.A.1 Sustain support for pilot schools in coordinated school wellness program
Action V.5.B Provide comprehensive Nursing Services across the district
Task 5.5.B.1 Continue to use the Acuity Model to staff schools at an appropriate level for nursing
staff
STRATEGY V.6 APS will improve the percentage of students participating in the least restrictive
environment (LRE) Setting 1 by 5% and Setting 2 by 5%
Action V.6.A Provide technical assistance and resource materials to schools on how to
accommodate student learning needs in the least restrictive environment
APS EPSS 2011-2012 Goal VI Page 13
GOAL V1 APS' FOUR YEAR COHORT GRADUATION RATE AS CALCULATED BY PED WILL MEET OR
EXCEED THE ESTABLISHED CRITERIA SET BY PED
STRATEGY VI.1 Implement Smaller Learning Communities in grades 9-10
Action V1.1.A Provide professional development on evidence-based SLC strategies to teams at each
of the program schools.
Action V1.1.B Monitor implementation of SLC components at each site on quarterly basis with
written feedback and technical assistance.
STRATEGY VI..2 Implement Career Academies in grades 10-12 for the 16 Career Clusters
Action VI.2.A Provide school teams with professional development around the POS for career
academies.
Action VI.2.B Monitor implementation of Career Academies and provide technical assistance on
quarterly basis..
STRATEGY VI.3 Implement AVID in current schools and expand to xx middle and high schools
Action VI..3.A Develop and pilot implementation checklist for all AVID sites.
Action VI.3.B Monitor for full implementation using the checklist for four site visits each year.
STRATEGY VI.4 Provide credit recovery for high school students
Action VI.4.A Continue the allocation for after school credit recovery at each high school.
STRATEGY VI.5 Maintain high quality transition plans for all special education students so that
District Profile Report shows a 100% rating on post-secondary goals transition.
Action VI.5.A Continue to provide training to high school special education teachers on writing
transition-rich IEPs .
Action VI.5.B 10 IEPs from each school will be reviewed throughout the school year to determine
quality of the transition plans and annual IEP goals and provide feedback/training to
staff as needed.
Action VI.5.C Continue the TIENET uploads of quantitative data for the Indicator 13 file review
directly into STARS.
APS EPSS 2011-2012 Goal VI Page 14
STRATEGY VI.6
Continue to provide training to school staff on strategies and supports known to
improve student post school outcomes so that the rate of students employed, in post-
secondary programs or both will improve from 87.7% to 88% on the SY 2011-12
District Profile Report
Action VI.6.A Continue to provide training for special education staff on Self Determination and
Student Led IEPs (supervised work experience; 18-22 transition programs, and post-
secondary information)
Action VI.6.B Continue to provide students and families with information on post-secondary
options
APS EPSS 2011-2012 Goal VII Page 15
GOAL VII ALL LEAS WILL INCREASE EFFECTIVE PARENT INVOLVEMENT
STRATEGY VII.1 Developing equitable and effective systems for parent engagement
Action VII.1.A develop a system to support to teachers in fully engaging parents in their child’s educational
process
Task VII.1.A 1 All staff shall be trained in Cultural Proficiency. Cultural proficiency shall be available to all
families in the District.
Task VII.1.A 2 Promote the establishment of a Family Engagement Council in every schools that has
representation from both families and school staff
Task VII.1.A.3 Promote family participation on district, state and national initiatives related to family
engagement and student success
Task VII.1.A .4 Develop systems to involve families in collaborative decision-making process on
instructional processes and issues, district and school policies, and over-all school reform
measures.
Task VII.1.A .5 Provide translation and or interpreters for all family engagement activities.
Action VII.1.B Provide District-level assistance to all schools to fully develop and implement their family
engagement/partnership plan.
Task VII.1.B.1 Assign Schools and Community Partnership staff to provide the assistance to schools.
STRATEGY VII.2 Building relationship and capacity with parents, teachers, school administrators and other
family and community members integral to assuring student success.
Action VII.2.A Every school will encourage its staff to engage in neighborhood activities that can serve as
relationship-building functions; and, to collect data on such involvement.
Action VII.2.B Develop professional development for all principals and teachers on family
engagement/partnership on data proven strategies and models.
Action VII.2.C Assist parents and other family members in connecting to programs and resources within the
community that provide support and other needed services to families.
Task VII.2.C.1 Design a tool to assess individual school process on engaging and partnering with families to
develop relationships and capacity.
Action VII.2.D Develop parent and family capacity building venues at every school
Task VII.2.D.1 Develop family capacity training to be effective negotiators and advocates for their student
and their school and district.
Task VII.2.D.2 Develop opportunities for families to learn how to support student learning at home.
Task VII.2.D.3 Provide training to school teams on developing family ability to strengthen learning at school.
Task VII.2.D.4 Provide parent and community training on such topics as child development, school
assessments, parent-student-teacher communication about student progress and other topics
germane to the development of building family capacity.
STRATEGY VII.3 Establish two-way communication between homes and schools.
Action VII.3A Establish a system to use a variety of communication tools on a regular basis to communicate
with families.
Task VII.3.A.1 Establish both formal structured opportunities and informal opportunities in individual
schools for families and school staff to share information.
Task VII.3.A.2 Develop venues in the various school communities to gather family input, share information
and facilitate interactive communication strategies.
Task VII.3.A.3 Provide the availability of translation services to non-English speakers for all
communications.
APS EPSS 2011-2012 Goal VII Page 16
GOAL VII ALL LEAS WILL INCREASE EFFECTIVE PARENT INVOLVEMENT
Task VII.3.A.4 Utilize multiple forms of media for communication with families and community.
STRATEGY VII.4 Fostering Safe and Welcoming Environments
Action VII.4.A.
Provide PD to school staff on strategies that assure that families and other visitors experience
safety, comfort, friendliness and respect when visiting a school; Training will include how to
answer question or concerns in a professional and ethical manner,
Task VII.4.A.1 Create and post signage in multiple languages that directs parents and others to a central
location for information. The signage shall clearly articulate that the visitor is welcome.
Action VII.4.B Recruit and engage parents as valued partners
Task VII.4.B.1 All schools will develop and implement strategies for showing appreciation for family
engagement and valuing diverse family contributions.