Our School

10800 Dennis Chavez Blvd SW,
Albuquerque, NM 87121

• Phone (505) 243-1458
• Fax (505) 873-1041

 

Atrisco Heritage Academy High School 90 Day Plan

Name	Email	Organization	Roles
Logan Whitney	logan.whitney@aps.edu	Albuquerque Public Schools	Certified District Reviewer
Gilber Leiva	leiva@aps.edu	Atrisco Heritage Academy High School	School Leader
Buckner Creel	buckner.creel@aps.edu	Atrisco Heritage Academy High School	School Leader
Crista Fortier	crista.fortier@aps.edu	Atrisco Heritage Academy High School	Support Provider: SAS Corrdinator
Michelle Armijo	muchelle.armijo@aps.edu	Atrisco Heritage Academy High School	School Leader
Cathy Duran	duran_cat@aps.edu	Atrisco Heritage Academy High School	Community Involvement/Liaison Representative
Caitlin Hein	caitlin.hein@aps.edu	Atrisco Heritage Academy High School	ESSA Identified Student Group Representative: EL
Morgan De Pree	morgan.depree@aps.edu	Atrisco Heritage Academy High School	Content Representative: All content areas
Maria Santos	maria.santos@aps.edu	Atrisco Heritage Academy High School	Content Representative: Testing

 

Goals - Graduation
MOST RECENT GRADUATION RESULTS
(81% graduation rate SY 24-25)
SUMMATIVE GRADUATION GOAL There will be a 3% point increase in the 26-27 SY graduation rate as compared to the most recent graduation results.
2026-2027 COHORT: BENCHMARK GRADUATION GOAL STATEMENT In the 26-27 SY at least 70% of students in Cohort 2026-27 will have a minimum of 21 credits by MOY.
2027-2028 COHORT: BENCHMARK GRADUATION GOAL STATEMENT In the 26-27 SY at least 70% of students in Cohort 2027-28 will have a minimum of 15 credits by MOY
2028-2029 COHORT: BENCHMARK GRADUATION GOAL STATEMENT In the 26-27 SY at least 70% of students in Cohort 2028-29 will have a minimum of 9 credits by MOY.
2029-2030 COHORT: BENCHMARK GRADUATION GOAL STATEMENT In the 26-27 SY at least 70% of students in Cohort 2029-30 will have a minimum of 3 credits by MOY.

Performance Challenges
There is inconsistency in staff training and support (from colleagues, admin and support staff) in common formative
assessments (CFAs), data analysis, data talks and collaboration amongst grade or curricular teams.
GOAL - Graduation
STUDENT ACHIEVEMENT AND STUDENT/ADULT BEHAVIORS, AND/OR INSTRUCTIONAL PRACTICES (DATA OPTIONS)
PLC/Collaboration data: AHAHS staff and PLCs submit meeting agendas, meeting minutes, syllabi, final exams and emergency sub plans to a centralized PLC Hub internal website. All PLCs collaborate in departments, meeting once weekly as departments, and once weekly as grade-level teams to plan, evaluate student data and align curriculum and instruction. ; MLSS Self-assessment data (required): For the MLSS Self-Assessment, the AHAHS 90-Day Plan team rated the school's practice for CIA (2.33), TII (1.86), SS (2.5), WPS (3), and CS (2.66). Areas of strength are engagement with staff and community across campus, such as the Counselling office, Family Center, Community Schools efforts, etc. Areas of growth include creating and aligning common assessments, increasing school culture towards assessment-taking, and more communication with family and community stakeholders around school vision, planning and strategic efforts.; Attendance rate (ADA): The EOY average daily attendance rate at AHAHS remained unchanged from SY24-25 to SY25-26 at 88.2%. However, the average attendance improved noticeably during the first three quarters, with the gap narrowing at the
end of the year. This correlates with the new attendance program instituted in SY25-26, focusing on whole-campus Tier I attendance culture and student/parent partnerships to improve attendance.; Chronic Absenteeism : The EOY chronic absence rate at AHAHS improved from SY24-25 (45.1%) to SY25-26 (46.1%). The improvement was more noticeable during the first two quarters, with the gap narrowing in the spring semester. This correlates with the new attendance program instituted in SY25-26, focusing on whole-campus Tier I attendance culture and student/parent partnerships to improve attendance.; Student, staff or parent surveys data: The student Panorama data was inconsistently taken during the past two years (SY24-25 and SY25-26), with student responses ranging from 1179 to 1686 (out of 1800-1850) students on campus taking the survey in a given semester. Student data improved one to five percent on each of the five survey topics (Self-Regulation, Social Awareness, Perseverance, Self-Efficacy and Sense of Belonging) from Fall 2024 to Fall 2025. Spring results dropped four to six points on all measures from Spring 2025 to Spring 2026. This data indicates inconsistencies in preparing students for the survey and administering it, semester to semester.
POTENTIAL PERFORMANCE CHALLENGES BASED ON DATA ANALYSIS
Student academic outcomes on summative assessments do not necessarily align with graduation outcomes. Anecdotal classroom outcomes indicate that engaging students in reflection about classroom work and assessment connecting to their graduation goals improves credit-attainment and resultant graduation rates, but this is not a universal approach.
Attendance remains a significant barrier to students' academic participation and achievement. Efforts to create school culture around attendance and engage with students and families has proven effective in the last year.
PLC collaboration and knowledge around common instruction, assessment and student-data analysis is inconsistent between departments at AHAHS. This leads to varied student learning gains both in horizontal and vertical learning, amongst and between grades.

There has been transition in school administration and staff in the last three school years, leading to a lack of continuity of school systems regarding data analysis and common effort. Individual and department efforts are effective, but practices are not consistent or widely known.
PERFORMANCE CHALLENGE - There is inconsistency in staff training and support (from colleagues, admin and support staff) in common formative assessments (CFAs), data analysis, data talks and collaboration amongst grade or
curricular teams.
FOCUS AREA - School Leadership and Systems

90-Day Plan: August 07, 2026 - December 18, 2026

Focus Area: School Leadership and Systems - Grad
EXPECTED ADULT BEHAVIORS
100% of AHAHS teachers will engage with administration, support staff and their PLC teams to implement a common planning and assessment environment for their students, focused on assessments, attendance, and data analysis.

TIMELINE (START/END DATES)	CRITICAL ACTION TO ADDRESS ROOT CAUSE & ACHIEVE DESIRED OUTCOME	RESOURCES NEEDED / SOURCE	PERSON(S) RESPONSIBLE	PERSON(S) INVOLVED
08/07/2026 - 12/18/2026	All PLCs will meet at least twice each semester to discuss absences, set aside time to contact families and log contacts, and if absence continues submit an attendance referral.	Attendance referral form.	Buckner Creel	All teachers.
08/07/2026 - 09/18/2026	All PLCS will meet with a coach or administrator to identify current departmental knowledge/needs surrounding a departmental semester data goal related to student graduation.	Scheduling PLC meetings and agenda documents.	Gilber Leiva	Administrators, coaches, and teaching staff.
08/07/2026 - 12/18/2026	Time in staff meetings will be utilized one month prior to each standardized assessment dates to present the importance and implementation of those assessments.	Testing information, time in staff meetings.	Gilber Leiva	Administrators, coaches.
09/21/2026 - 10/30/2026	The teaching and learning coach, data coordinator and/or administrators will meet with each PLC at least a second time and identify a departmental data goal(s) connected to student graduation outcomes, and corresponding instructional differentiation.	PLC minutes, scheduling, data analysis.	Gilber Leiva	Administrators, coaches, teachers.
11/02/2026 - 12/18/2026	The teaching and learning coach, data coordinator and/or administrators will meet with each PLC at least a third time to discuss, analyze and adjust instruction based upon student data related to the departmental goal.	PLC minutes, scheduling, data analysis.	Michelle Armijo Gilber Leiva Morgan De Pree Buckner Creel	TLC, Admin, PLC teams
08/07/2026 - 12/18/2026	Staff on the IC, administrators, counselors and support staff will work together to develop an advisory schedule, and grade-appropriate lessons that supports the following actions/agendas: regular student grade checks, data analysis and academic goal discussions, the administration of Next Step Plans, preparatory SEL lessons for each semester's Panorama survey administration, registration in the spring, other counselor needs and other topics as warranted	Scheduling, lesson development (potentially from district sources).	Buckner Creel	Administrators, counselors, teachers, support staff.
08/07/2026 - 12/18/2026	In each class, teachers will work with students to develop academic goals for the semester, teach students how to monitor and improve their progress, and analyze their results at the end of the semester.	Goal planning forms	Gilber Leiva	Administrators, support staff and teachers.

Progress Indicators

INDICATOR DATE	EVIDENCE TO DETERMINE PROGRESS TOWARD ACHIEVING DESIRED OUTCOME	PROJECTED STUDENT OUTCOMES
09/18/2026	100% of teachers in PLCs will work with the teaching and learning coach, data coordinator and/or administrator at least once to evaluate current departmental knowledge, student data and needs for support.	Students will be supported in in the creation of a data goal in every class that relates to their personal goals towards graduation.
10/30/2026	100% of teachers in PLCs will meet with the teaching and learning coach, data coordinator and/or administrator at least a second time and identify a departmental data goal(s) connected to student graduation outcomes, and corresponding instructional differentiation.	Students will analyze and reflect on personal academic/nonacademic data in each class with the intent to achieve their data
12/18/2026	100% of teachers in PLCs will work with the teaching and learning coach, data coordinator and/or administrator at least a third time to discuss, analyze and adjust instruction based upon student data related to the departmental goal.	Students will analyze their semester data in each class to reflect on their progress to plan for improvement in the spring semester.