ANWSU PK-12 SCHOOLWIDE ACTION PLAN
PURPOSES OF SCHOOL REPORT
The ANWSU Schoolwide Action Plan serves as the “policy” that guides the purposeful and equitable use of time and resources in our common effort to ensure that each student is a responsible and successful learner. The implementation of this plan at each school will constitute the “procedures” necessary to carry out this policy.
ANWSU PK-12 Professional, Community and Board Goals for Students
ANWSU students will meet the Performance Graduation targets by the time that they graduate. ALL of our students will have firm plans and requisite skills to make career choices beyond high school.
Core Questions to Guide the Implementation and Refinement of the
ANWSU Schoolwide Comprehensive Action Plan
· What is it that we want students to know?
· What data will we look at to find out if they know it?
· What interventions will we implement based on our understanding of the data?
The Superintendent’s Action Plan Committee, in collaboration with principals and teachers, will work toward the Plan’s goals, through specific work at the classroom, school and district level, and through a thorough understanding of the data in each area. We recognize that our goals will continue to be refined as we deepen our understanding of the data:
10 Required Components of a School wide Program
The Action Plan includes the 10 Required Components for Title I Schoolwide Programs and goals and strategies from the PEP Grant, the 21st Century Learning Grant, Medicaid Funding, the New Directions Grant, the Consolidated Federal Grant, the ARRA Grant, and the 2009-10 Action Plan specifics Grades 7 – 12)
needs assessment of the entire school (including taking into account the needs
of migratory children.)
Comprehensive needs assessment includes analysis of these areas:
· Clear vision for school wide reform
· A school profile with these focus areas:
1. Student achievement
2. Curriculum and instruction
3. Professional development
4. Family and Community Involvement
5. School context and organization
6. Technology integration (p. 8 CFP monitoring doc.)
(Presentation: US Department of Education, Susan Wilhelm, October, 2002)
In selected areas of concern (e.g. math) related to student learning:
· Analyze the gaps between what is and what should be
· Prioritize needs
potential solution strategies to meet those needs
· Aggregated Data based upon academic achievement information about all students in the school
· Disaggregated Data
· Other Measures
3. Use effective methods and instructional strategies that are based on scientifically based research
4. High quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.
5. Strategies to attract high quality highly qualified teachers to high-needs schools.
6. Strategies, such as family literacy services, to increase parental involvement.
7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.
Measures to include teachers in the
decisions regarding the use of academic assessments in order to
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this No Child Left Behind Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.