Strategic Plan

In cooperation with our community, we will become a Professional Learning Community, improving student achievement by providing equitable experiences and opportunities for all students.

1. Objectives

A: By May 2026, proficiency in English/Language Arts ILEARN in grades 3-8 will increase 5.8% (from 53.8% to 59.6%).

B: By May 2026, proficiency in Math ILEARN in grades 3-8 will increase 6.3% (from 60.5% to 66.8%).

C: By June 2026, increase 3rd grade IREAD passing rate from 91.7% to 95%. 

D: By May 2026, increase Class of 2027 SAT EBRW % college ready from 67.5% to 70% and Math from 43.3% to 45%

2. Strategies

ABCD: Implement Avon Instructional Model (AIM)

• Focus a consistent process for lesson design
• Consistently embed three of the eight identified high-yield instructional strategies (Teacher Clarity, Relationships, Make Learning Relevant)

ABCD: Align Tier 1 instruction to expected success criteria outlined in the IDOE resources.

AB: Consistently implement ILEARN Checkpoints with a focus on goal-setting and reteaching to ensure students are proficient with grade level standards.

C: Focus on identified at-risk students and match Tier 3 intervention to accelerate student learning to ensure all students have mastered foundational reading skills.

D: Leverage Student Resource Time to focus on PSAT/SAT preparation. Expand incorporation of spiral review on tested concepts in Math courses. Align English 9 & 10 curriculum and assessments to PSAT/SAT.

3. Timeline

ABCD: Ongoing throughout the 2025-26 school year.

4. Assigned Staff

Carrie Alday • Jenny Shayotovich • Matt Hines • Sarah Pies • Susie Hurt • Angela Rasor

5. Data

I-LEARN (3rd - 8th grade) • PSAT & SAT (9th, 10th, & 11th grade) • I-READ (2nd & 3rd grade) • K-12 Common Formative Assessment (CFA) data • NWEA (K-12)

6. Detractors

Need to build teacher capacity with new structures and placements. Maintain solid GVC as we transition to K-5 ELA curricular resource.

7. Preventions

• Leverage Curriculum Councils, instructional coaches, admin, & PLCs to effectively communicate what is tight and what is loose.
• Maintain focus on strategic plan and continue to say "no" to things that do not align and could divert resources and energy.

In cooperation with our community, we will create systemic and purposeful innovation opportunities to develop critical thinkers.

1. Objectives

A: Clearly articulate a plan for the class of 2029 and beyond to define expectations to achieve graduation requirements and for all students to earn a diploma seal.

B: Increase programs at AHS that lead to student learning certifications, work-based learning opportunities and the Indiana College Core.

C: Continue to provide engaging innovation opportunities for all K-8 students.

2. Strategies

A: Identify graduation course plan requirements for Class of 2029 to support new graduation requirements.

B: Complete needs assessment to determine additional opportunities for students. Ensure Indiana College Core is available for the class of 2029 and beyond.

C: Build teacher capacity to inspire students to build passion and interest in Innovation.

3. Timeline

AB: By end of 1st semester

C: Ongoing throughout the 2025-26 school year

4. Assigned Staff

Carrie Alday • Jenny Shayotovich • Matt Hines

5. Data

• Students prepared to register for courses in February 2026
• Needs Assessment completed by end of 1st semester
• Increase enrollment in Innovation/STEM elective courses

6. Detractors

A: Minimal resources for the implementation of the new diploma

BC: Reduction of state and federal funding

ABC: Time

7. Preventions

• PLC process to support collaboration with innovation teachers.
• Strong community partnerships.

Nationally recognized district of choice that embraces all students and prepares them to grow and thrive for their future.

1. Objectives

A: Increase staff who indicate on climate/culture survey that school leaders are quite or highly effective at creating a safe learning environment that facilitates student learning from 66% to 70%.

B: Decrease number of students suspended by 5% and decrease number of students expelled by 5% through appropriate alternatives to expulsion that maintain safe learning environments.

C: Decrease the number of chronically absent and habitually truant students by 3%.

2. Strategies

• Leveraging monthly Assistant Principal meetings to align delivery of restorative practices, trauma-informed interventions, and culturally responsive instructional practices at the Tier 2 and Tier 3 levels
• Monthly data reviews
• Alignment and prioritization of Behavior Academies facilitated by school counselors and school social workers
• Leveraging and prioritizing Attendance Academies facilitated by school counselors
• Progressive Discipline with vertical articulation that incorporates restorative practices with an emphasis on consistency across school.
• Clear focus on reducing exclusionary factors to discipline (Behavior Academies, behavior contracts, Youth Assistance Program, homebound instruction)
• Systematic approaches to increase student attendance (communication, awareness, support plans)
• Beginning of year, district-wide communication outlining importance of attendance defining Chronic Absenteeism, Habitual Truancy, and setting the expectation for receipt of absence rate communications at the end of each quarter.
• Quarterly custom family emails about absence rate for each child.
• Data report daily to office personnel (For Posters) Attendance %, #Absent, #Tardy, %of students over 94% attendance.
• One-on-one conferencing and support for students and their families if the student is considered chronically absent or habitually truant.

3. Timeline

Ongoing throughout the school year - weekly PLCs, monthly PD sessions

4. Assigned Staff

Krista Fay • Carrie Alday • Chris Finley • Susie Hurt • Jason Brames

5. Data

A: Staff survey results

B: Expulsion/Behavior Logs

C: Chronically Absent and Habitually Truant Student Data

6. Detractors

ABC: Time

B: Despite efforts, in order to ensure a safe environment for all students and staff, some unsafe behaviors may still warrant a suspension or expulsion despite strategies and interventions.

7. Preventions

A: Engaged many stakeholders in development of aligned behavior work and supports for students.

B: Realigned 16A Process and Behavior Contracts to provide more alternatives to expulsion that safely support students’ progress in curriculum if appropriate.

C: Ongoing processes to engage and support families with the redistricting process as they transition to new schools this year.