albuquerque public schools

APS EPSS 2011-12

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


EDUARDO SOTO


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.


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


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


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


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.

albuquerque public schools

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