One Plan

Strategies and Actions

Strategy #1: College and Career Readiness

1. • Strategy Level: Level 1

   • Description:

Check & Connect is a dropout prevention strategy that relies on close monitoring of school performance mentoring, case management, and other supports. The program has two main components: “Check” and “Connect.” The Check component is designed to continually assess student engagement through close monitoring of student performance and progress indicators. The Connect component involves program staff giving individualized attention to students, in partnership with school personnel, family members, and community service providers. Students enrolled in Check & Connect are assigned a “monitor” who regularly reviews their performance (in particular, whether students are having attendance, behavior, or academic problems) and intervenes when

problems are identified. The monitor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school.

1. • Embedded Plan Requirement(s):

     • This strategy addresses the gap closure requirement for Equitable Access to Effective Educators ESEA Section 1112.

     • This strategy addresses the professional development requirement for LEA Plans in ESEA Section 1114, Section 2102(b)(2)(D), 3115(c)2.

     • This strategy addresses the parent engagement requirement for LEA plans in ESEA Section 1112.This strategy addresses the gap closure requirement for Equitable Access to Effective Educators ESEA Section 1112.

• Action Steps

  1. Audit ODDEX and building at-risk records to disaggregate student subgroups and identify early warning triggers.

  2. Support buildings with developing a toolkit of basic and intense interventions for both academics and behavior.

  3. Research mentorship models for at risk students (ex: Check & Connect) to assist buildings with designing personalized mentorship models.

  4. Continue (from Previous One Plan) to develop additional Career Tech and elective course offerings (ex: Computer Science) that enhance career readiness skills.

  5. Assist buildings with designing a pilot at-risk mentorship group. 

  6. Provide professional development around at-risk mentorship model to pilot group.

  7. Implement pilot mentorship model with at-risk students (focused on high needs students with disabilities, English Language Learners, and economically disadvantaged populations).

  8. Evaluate the success of pilot mentorship model and plan for subsequent training/rollout.

  9. Based on findings from pilot mentorship model, design an implementation plan that spans beyond at-risk students, focused on all students. 

  10. Provide professional development to all participating teachers/staff around mentorship model.

  11. Support (with coaching) building-wide implementation of mentorship model.

Strategy #2: School Climate and Supports

1. • Strategy Level: Level 2

   • Description:

The district has selected the integration of School-wide Positive Behavioral Interventions and Supports (PBIS) with Restorative Practices (RP) as a primary strategy for improving school climate and student behavioral outcomes. This integrated framework meets the ESEA/ESSA Tier 2 (Moderate Evidence) standard, supported by quasi-experimental research demonstrating statistically significant improvements in school safety and a reduction in exclusionary discipline. By combining the proactive, tiered organizational structure of PBIS with the relational, community-building focus of Restorative Practices, we aim to move beyond traditional compliance-based discipline. While PBIS establishes the necessary systems for defining, teaching, and reinforcing positive behavioral expectations Restorative Practices provide the pedagogical tools to repair harm and maintain healthy interpersonal connections.

This dual-approach strategy is justified by its documented efficacy in reducing Office Discipline Referrals (ODRs) and narrowing the achievement gap by decreasing the time students spend out of the classroom due to suspensions. Research indicates that when these two systems are implemented with high fidelity, the resulting "restorative-developmental" climate fosters greater student engagement and more equitable disciplinary outcomes. Our implementation will focus on leveraging the PBIS data-driven decision-making model to monitor the impact of restorative circles and mediation, ensuring that our interventions are both systematic and responsive to the social-emotional needs of our diverse student population.

1. • Embedded Plan Requirement(s):

• This strategy addresses the gap closure requirement for Equitable Access to Effective Educators ESEA Section 1112.

• This strategy addresses the professional development requirement for LEA Plans in ESEA Section 1114, Section 2102(b)(2)(D), 3115(c)2.

• This strategy addresses the parent engagement requirement for LEA plans in ESEA Section 1112.

• Action Steps

  1. Assist buildings with designing  an Attendance Incentive Program, inclusive of family engagement opportunities. 

  2. Conduct a data analysis (disaggregated by subgroup) of 25-26 behavior data contributing to in-school and out-of-school suspensions.

  3. Audit current PBIS system for "low-level" offenses that can be diverted from in school-suspension to a restorative process.

  4. Provide PBIS supports for implementation of emotion regulation strategies for Tier II/III students.

  5. Assist buildings with implementing Attendance Incentive Program, inclusive of family engagement opportunities. 

  6. Identify professional development needs around restorative practices district-wide and building specific. 

  7. Provide restorative practice professional development to a pilot group (identified mentor staff) connected to high needs students with disabilities, English Learners, and economically disadvantaged populations.

  8. Identify pilot groups (behavior at-risk) and begin strategic implementation of trained restorative practices.

  9. Identify needed Code of Conduct revisions, staff guidance, and family engagement needs centered around the shift from punitive discipline to restorative options. 

  10. Provide specialist training to Deans of Students, School Counselors, and administrators in formal restorative conferencing. 

  11. Provide restorative practice professional development to all staff members.

Student Measures:

1. The Principal will track chronic absenteeism quarterly via the district attendance dashboard, targeting a 10% yearly decrease of students identified as chronically absent (30% across 3 years) by the end of the three year plan.

2. The Principal will monitor quarterly suspension data to achieve a 10% annual reduction (30% decrease from the baseline across 3 years) (24-25 Baseline In: 414 / Out: 206).

3. The Principal will monitor at-risk students' grades quarterly, targeting a 30% reduction in core course failures by the end of the plan.

Adult Measures:

1. The Principal will conduct quarterly audits of At-Risk Team tracking to ensure 100% task completion by the end of the plan. 

2. The Principal will conduct semester behavior reflection opportunities for staff, ensuring full participation (100%) across the building, focused on identifying next steps with implementation of restorative practices.

Strategies and Actions

Strategy #1: Curriculum, Instruction and Assessment

1. • Strategy Level: Level 1

   • Description:

     • UFLI Foundations: An Explicit and Systematic Phonics Program (K-4)

     • SPIRE, 4th Edition Copyright 2021 (5-10)

   • Embedded Plan Requirement(s):

     • This strategy addresses the gap closure requirement for Equitable Access to Effective Educators ESEA Section 1112.

     • This strategy addresses the professional development requirement for LEA Plans in ESEA Section 1114, Section 2102(b)(2)(D), 3115(c)2.

     • This strategy addresses the parent engagement requirement for LEA plans in ESEA Section 1112.

• Action Steps

  1. Utilize instructional coaching to monitor and strengthen Tier II and Tier III reading interventions focused on ambitious progress with identified subgroups (SWD, EL, Econ. Dis.)

  2. Utilize instructional coaching to monitor and strengthen Tier I literacy extensions and gifted cluster instruction, focusing on high-ceiling cognitive tasks and 'productive struggle' for students identified as gifted or high-achieving.

  3. Research evidence-based Tier III interventions specifically designed to provide intensive support for students with significant literacy gaps.

  4. Procure research-validated Tier III literacy intervention(s) for K–12 implementation that align with district intensive-support needs.

  5. Facilitate specialized training for Intervention Specialists and Title I staff to ensure proficient delivery of the selected Tier III intervention(s) for students with significant literacy gaps.

  6. Deploy the newly selected Tier III interventions with consistency, K–12, for students with significant literacy gaps.

  7. Monitor Tier III implementation data to evaluate the direct correlation between intervention delivery and student learning gains.

  8. Analyze disaggregated implementation trends to identify and provide ongoing coaching and resources, ensuring the sustained effectiveness of Tier III supports.

  9. Identify additional family engagement opportunities for subgroups (SWD, EL, Econ. Dis. & Gifted) to deepen accessibility and understanding of literacy and language development.

Strategy #2: Leadership, Administration, Governance

1. • Strategy Level: Level 1

   • Description:

     • Amplify Education, Inc. - Amplify Core Knowledge Language Arts (CKLA) K-5 CoreComprehensive ; Copyright 2022

   • Embedded Plan Requirement(s):

• This strategy addresses the professional development requirement for LEA Plans in ESEA Section 1114, Section 2102(b)(2)(D), 3115(c)2.

• Action Steps

  1. Audit the existing walkthrough tool to integrate high-yield literacy 'look-fors' and evidence-based instructional indicators.

  2. Compile a list of high yield literacy strategies designed to maximize student learning outcomes connected to Tier I instruction as well as Tier II/III Intervention sessions.

  3. Solicit feedback from ELA, Intervention, and Title I staff to refine and validate the identified high-yield literacy strategies.

  4. Update the district walkthrough tool to formally incorporate the finalized high-yield literacy indicators.

  5. Pilot the revised walkthrough tool with identified ELA teachers and Intervention Specialists.

  6. Facilitate calibration sessions for administrators and lead staff to establish a shared, objective understanding of high-yield literacy instruction.

  7. Implement the revised walkthrough tool district-wide to monitor the integration of high-yield strategies in Tier 1 instruction as well as Tier II/III intervention sessions.

  8. Analyze implementation data to identify and provide targeted support and coaching where support is needed most.

Student Measure:

1. K-10 benchmark data will be monitored for all students each trimester, focusing on an overall gain of 10% in Tier One by the end of the plan.

2. Benchmark Data will be monitored for at-risk & students with disabilities each trimester, focusing on an annual gain of 5% (15% gain across 3 years) by the end of the plan.  (Increased percentage aligns with ambitious rate of improvement.)

3. Benchmark Data will be monitored for students identified as gifted each trimester, ensuring each student maintains (or where possible) increases their national percentile rank by 3.

Adult Measures:

1. Building principals will conduct literacy walkthroughs each semester to provide actionable feedback, ensuring all ELA/reading teachers are fully supported in implementing high-impact reading strategies to meet 100% of our student growth targets.

2. Building Principals will conduct quarterly collaborative data reviews with 100% of reading and intervention teachers to calibrate instructional and intervention shifts and ensure alignment with student growth targets.

Strategies and Actions

Strategy #1: Curriculum, Instruction and Assessment

1. • Strategy Level: Level 1

   • Description:

enVision Mathematics Core Curriculum

The instructional materials reviewed for enVision Mathematics Common Core Kindergarten-5 meet expectations for alignment to the Standards and usability. The instructional materials meet expectations for Gateway 1, focus and coherence, Gateway 2, rigor and balance and practice-content connections, and Gateway 3, instructional supports and usability indicators.

The instructional materials reviewed for the enVision A/G/A: Algebra 1, Geometry, & Algebra 2 series meet expectations for alignment to the CCSSM for high school, Gateways 1 and 2. In Gateway 1, the instructional materials meet the expectations for focus and coherence by being coherent and consistent with "the high school standards that specify the mathematics which all students should study in order to be college and career ready" (p. 57 of CCSSM). In Gateway 2, the instructional materials meet the expectations for rigor and balance by reflecting the balances in the Standards and helping students meet the Standards' rigorous expectations, and the materials meet the expectations for mathematical practice-content connections by meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.

1. • Embedded Plan Requirement(s):

• This strategy addresses the gap closure requirement for Equitable Access to Effective Educators ESEA Section 1112.

• This strategy addresses the professional development requirement for LEA Plans in ESEA Section 1114, Section 2102(b)(2)(D), 3115(c)2.

• This strategy addresses the parent engagement requirement for LEA plans in ESEA Section 1112.

• Action Steps

  1. Implement the newly adopted (Fall 2026) enVision resources (Grades K-8, Algebra, Geometry, & Algebra II) focused on planning for Tier I & Tier II (real time) intervention and advanced Tier I extensions/compacting for gifted/high-achieving learners.

  2. Utilize instructional coaching to monitor and strengthen NCTM high-leverage Tier I practices, ensuring instruction spans from intensive scaffolding for struggling learners, to complex, inquiry-based extensions for gifted and high-achieving students. 

  3. Research and obtain evidence-based Tier III interventions specifically designed to provide intensive support for students with significant math gaps, K-12.

  4. Utilize instructional coaching to monitor and strengthen NCTM high-leverage Tier II practices .

  5. Identify/Implement evidence-based enrichment strategies within honors/gifted clusters—including curriculum compacting and tiered problem-solving (that includes real world application) —to ensure engagement with high-cognitive-demand tasks.

  6. Facilitate specialized training for Intervention Specialists and Title I staff to ensure proficient delivery of the selected Tier III intervention(s) for students with significant math gaps in grades K-12.

  7. Deploy the newly selected Tier III intervention(s) with consistency, K–12, for students with significant (2 or more grade levels behind) math gaps.

  8. Monitor Tier III implementation data to evaluate the direct correlation between new intervention delivery and student learning gains in grades K-12.

  9. Utilize instructional coaching to monitor and strengthen NCTM high-leverage Tier III practices.

  10. Utilize instructional coaching to monitor and strengthen NCTM high-leverage practices across the instructional spectrum, ensuring Tier III intensive support for students with significant math gaps, while simultaneously facilitating Tier I extensions for gifted and high-achieving learners."

  11. Analyze disaggregated implementation trends to identify and provide ongoing coaching and resources, ensuring the sustained effectiveness of Tier III supports in grades K-12.

  12. Identify additional family engagement opportunities for subgroups (SWD, EL, Econ. Dis. & Gifted) that equip families to understand and support the development of mathematical fluency, conceptual depth, and abstract reasoning through collaborative, hands-on experiences, and inquiry-based Math Nights.

Strategy #2: Leadership, Administration, Governance

1. • Strategy Level: Level 1

   • Description:

Effective Instruction of Numbers (National Council of Teachers of Mathematics)

A focus on effective instruction of numbers with respect to skill efficiency and conceptual understanding by exploring the eight Standards of Mathematical Practice that are proven to increase student learning. This research is supported by the National Council of Teachers of Mathematics and studies have shown that a focus on conceptual development also increased students' skills at a level equal or greater than those of students in the control groups. Students who mastered skills via conceptually supportive conditions acquired a greater depth of competencies versus those students who were taught in with a more strict focus on only developing skill.

1. • Embedded Plan Requirement(s):

• This strategy addresses the professional development requirement for LEA Plans in ESEA Section 1114, Section 2102(b)(2)(D), 3115(c)2.

• Action Steps

  1. Audit the existing walkthrough tool to integrate high-yield math 'look-fors' and evidence-based instructional indicators.

  2. Compile a list of high yield math strategies designed to maximize student learning outcomes.

  3. Solicit feedback from math teachers and intervention specialists to refine and validate the identified high-yield math strategies.

  4. Update the district walkthrough tool to formally incorporate the finalized high-yield math indicators.

  5. Pilot the revised walkthrough tool with identified math teachers, Intervention Specialists and Title I.

  6. Facilitate calibration sessions for administrators and lead staff to establish a shared, objective understanding of high-yield literacy instruction.

  7. Implement the revised walkthrough tool district-wide to monitor the integration of high-yield strategies in Tier 1 instruction.

  8. Analyze implementation data to identify and provide targeted support and coaching where support is needed most.

Student Measures:

1. K-10 benchmark data will be monitored for all students each trimester, focusing on an overall gain of 15% in Tier One by the end of the plan.

2. Benchmark Data will be monitored for at-risk and students with disabilities each trimester, focusing on an annual gain of 5% (15% gain across 3 years) by the end of the plan.  (Increased percentage aligns with ambitious rate of improvement.)

3. Short-cycle (PEAR) assessments will be monitored for all students each month, aiming for 71% proficiency (of all students) in Tier One by the end of the plan.

4. Benchmark Data will be monitored for students identified as gifted each trimester, ensuring each student maintains (or where possible) increases their national percentile rank by 3.

Adult Measures:

1. Building principals will conduct math walkthroughs each semester to provide actionable feedback, ensuring all math teachers are fully supported in implementing high-impact math strategies to meet 100% of our student growth targets.

2. Building Principals will conduct quarterly collaborative data reviews with 100% of math and intervention teachers to calibrate instructional and intervention shifts and ensure alignment with student growth targets.