Ashtabula Area City Schools

CLIMATE FOCUS
AACS will cultivate a safe and supportive school climate and culture that nurtures the development of the whole child.

Community, Family Engagement Strategy AACS teachers will continue to foster the relationship between school, family and community to create an inclusive culture that nurtures the development of the whole child including students experiencing homelessness.	Safe and Healthy Schools (Student Transition and Homelessness) Strategy AACS teachers will continue to foster the relationship between school, family and community to create an inclusive culture that nurtures the development of the whole child valuing student transitions and meeting the needs of students experiencing homelessness.
Adult Implementation Measure The PBIS Tiered Fidelity Inventory (TFI) at each building will increase each year as staff continue to implement school wide systems of support.	Student Measure Classroom behavior discipline referrals will decrease by 5 percent, and the chronic absenteeism rate will decrease by 3 percent each year from 2020 to 2023 as measured by the district's report card.

POSITIVE BEHAVIOR INTERVENTION SUPPORTS GOAL
By the end of the 2023 school year, all AACS stakeholders will cultivate a safe, healthy and supportive school climate and culture that nurtures the development of the whole child through consistent implementation of Positive Behavior Intervention Supports in every building which includes but not limited to providing consistent absence interventions and sharing the needs of the students during grade level transitioning. 

ACTION STEPS   By the end of the first year: All buildings will establish absence intervention teams to analyze chronic absenteeism data. All buildings will receive professional development on Tier 2 PBIS strategies, PAX training for grades three through six. PBIS teams will receive professional development on introduction to restorative practices K-12. All staff will receive ongoing training in the current trends on trauma informed education and managing student behaviors.   By the end of the second year: Absence intervention teams will organize a plan that identifies Tier 1 and Tier 2 strategies to improve attendance. All buildings will continue to receive professional development on Tier 2 PBIS strategies. All buildings will fully implement strategies from restorative practices (such as community circles, mindfulness, affective statements, etc.). All staff will receive ongoing training in the current trends on trauma informed education, SEL and managing student behaviors.   By the end of the third year: Each absence intervention team will fully implement a systemic community wide plan that utilizes Tier 1 and Tier 2 strategies to improve attendance. All buildings will receive professional development on Tier 3 PBIS strategies. Buildings will continue to fully implement various strategies from restorative practices (community circles, mindfulness, affective statements, collaborative class agreements, etc.). All staff will receive ongoing training in the current trends on trauma informed education, SEL and managing student behaviors.

ACTION STEPS   By the end of the first year: All buildings will establish strategies to identify students experiencing homelessness. Annual professional development for all staff on the signs of homelessness. Teachers will identify academic and behavioral information that they need to know about students from the previous grade level. By the end of the second year: All buildings will create a system to streamline support for identified students experiencing homelessness. Annual professional development for all staff on the signs of homelessness and the AACS process for referral. Teachers will implement academic and behavioral information to create goals for incoming students. By the end of the third year: All buildings will fully implement a system to streamline support for identified students experiencing homelessness. Annual professional development for all staff on the signs of homelessness and the AACS process for referral. Teachers will use progress monitoring to assess academic and behavioral goals for incoming students.