school performance plan · 2019. 11. 22. · school performance plan school name hinman, edna f es...

School Performance Plan

School NameHinman, Edna F ES

Address (City, State, Zip Code, Telephone):450 E Merlayne Dr

Henderson, NV 89011, 7027998990

Superintendent/Region Superintendent: Jesus Jara / Karla Loria

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Initial

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☑ Use of Core Instructional Materials ☑ Scheduling ☑ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionNicole Sipula Parent Karina Davila ParentAtarah Sykes Parent Shannon Williamson PrincipalLeslie Minger Assistant Principal Christopher Gilmore Support Staff

Silvia Mendoza Stout Strategists Andrea Tarrant Read by Grade 3 StrategistDina Hambly Teacher Yolanda Trujillo Strategist

Jennifer Boyce Teacher

Nevada Department of Education Hinman, Edna F ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/08/2019 Nevada Department of Education - June 2017

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Statewide Assessments Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Interim Assessments Comparison of ELPA with other Assessments NANevada Comprehensive Audit Tool for Schools (NCCAT-S) NA NANA NA NANA NA NAOther: Other: WIDA results Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.18-19 Demographic dataHinman ES services 466 students. The ethnic breakdown is as follows: 1.50% Asian/Pacific Islander, 14.16% Black/African American, 26.18% Caucasian, 50.64% Hispanic, 5.36% Multiracial, .21% Native American, 1.93% Native Hawaiian or other Pacific Islander. The school supports 19.74% IEP students and 19.70% LEP students.

17-18 Demographic dataHinman ES services 470 students which is down from last year's enrollment of 554 students. The ethnic breakdown is as follows: 1.49% Asian/Pacific Islander, 15.11% Black/African American, 26.17% Caucasian, 49.79% Hispanic, 5.32% Multiracial, .21% Native American, 1.92% Native Hawaiian or other Pacific Islander. The school supports 19.57% IEP students and 19.70% LEP students.

SBAC DataELA 16-17 17-18 18-19Overall Proficiency Results 44.7% 37.5% 36.2%Grade 3 46.78% 19.11% 25.8%Grade 4 41.38% 55.42% 43.5%Grade 5 45.35% 34.57% 39.2%

16-17 17-18 18-19Black/African American 37.78% 8.82% 17.1%Caucasian 48.34% 48.33% 46.2%Hispanic 44.53% 38.89% 36.5%Multiracial 47.06% 50.00% 45.3%

Nevada Science CRT 24.4% 11.1% 16.6%

The school analyzed the summative data for ELA (SBAC) and found the following: 2018-2019: Overall proficiency decreased in ELA schoolwide. Read by grade 3 proficiency increased from 19.1% to 25.8% as reported on the NSPF. ELA SBAC data showed that claim 2: writing, was the lowest performing area in all testing grades. As a result, at Hinman ES we are putting an increased focus on writing instruction.



2017-2018: The students in the subgroup, LEP, decreased the number of students performing with minimal understanding. Most LEP students moved to partial understanding or proficiency. The school's Black/African American and Multiracial subgroups decreases in overall proficiency. In addition, overall third grade proficiency decreased in ELA.

2016-2017: There was an overall decline in proficiency across all subgroups in ELA. ELA included the following subgroups that increased their proficiency: Asian 6.67%, Black 6.75% and Multiracial 5.99%. The 5th-grade students’ proficiency remained the same as well as the Hispanic students in ELA 45.56% to 45.35%. 3rd grade ELA proficiency decreased 8.62%( from 50%-41.38%). The subgroups that showed a decrease in ELA were the Caucasian subgroup and Native American group. The Caucasian subgroup decreased 10.75% (from 59.09-48.34) and the Native American subgroup decreased by 29% (from 57.14%-27.27%). The median growth percentile for ELA was 39.0% compared to the district at 47.8%.

Math 16-17 17-18 18-19Overall Proficiency Results 36.17% 29.75% 23.6%Grade 3 43.12% 38.24% 22.4%Grade 4 39.08% 38.55% 29.0%Grade 5 24.42% 13.58% 21.4%

16-17 17-18 18-19Black/African American 35.56% 11.76% 3.3%Caucasian 36.66% 43.33% 33.2%Hispanic 35.77% 26.85% 22.1%Multiracial 29.41% 41.67% 45.3%

The school analyzed the summative data for math (SBAC) and found the following:2018-2019: Overall math proficiency decreased to 23.6%, which is a 6% drop in proficiency. During SBAC math analysis with our stakeholders we determined that Claim 1, concepts and procedures, is an area of opportunity for growth at Hinman ES.

2017-2018: Math scores overall dropped for the 2017-2018 school year. Most of the subgroups are not meeting measurement of interim progress.

2016-2017: Math included the following subgroups that increased their proficiency: Asian 13.33%, Black 4.54% and Hispanic 2.71%. The 4th-grade student’s proficiency remained approximately the same in math 39.77% to 39.08%.3rd grade math proficiency dropped 5.66%(from 48.78%-43.12%). The 5th-grade math proficiency dropped 3.36% (from 27.78%-24.42%). The subgroups that showed a decrease in math were the Caucasian, Multiracial and the Native American subgroups. The Caucasian subgroup decreased 10.31% (from 46.97%-36.66%) Multiracial decreased 11.77% (from 41.18%-29.41%) and the Native American subgroup which decreased 29% (from 57.14%-27.27%). The median growth percentile for math was 33.0% compared to the districts 40.2%.

Overall Proficiency Results Hinman’s overall proficiency was 36.2% in ELA and 23.6% in math

Positive Trends: Science proficiency increased 5.5% from 11% to 16.8%. The percent of English Language Learners (ELL) meeting their AGP to become proficient in English increased from 46.5% to 52.3% earning an additional two points in this indicator on the NSPF. As a school we also decreased our chronic absenteeism from 18.3% to 15.9%.

Areas of Opportunity: Overall the school's proficiency rate declined in both math and reading. We also observed a decrease in the student growth indicator. Hinman’s AGP was 46.5% in ELA compared to the districts 50% and 32% in math compared to the districts 49%, as a result, the action steps listed will address the tier one instruction and collaboration in PLCs.

Needs Assessment: Hinman ES participated in the NCCAT-S in the 2018-2019 school year. The following priority needs were established through that process and will be addressed in the SPP action plan. 1.2 All instructional staff members deliver the standards-based curriculum to all students.1.3 All instructional staff members use effective instructional strategies to meet the learning needs of all students.2.1 All instructional staff members use classroom assessments aligned to state content standards.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 1:All students will increase proficiency in ELA from 36.2% to 45.2% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Root Causes:As evidenced by the SBAC student non-proficient data, school-wide curriculum does not meet the rigor required for proficiency on the statewide assessments. Common assessments may not mirror the rigor as written in the NVACS. There is Tier I inconsistency with a lack of rigor in teaching toward the SBAC, curriculum, and alignment of common assessments.

Measurable Objective 1:Increase the percentage of students who are on or above grade level in reading, as measured by i-Ready (end of year view), from 6% to 45.2% by May 2020.

Measurable Objective 2:Increase the percent of all students above the 60th percentile in reading from 25.3% (Fall) to 45.2% (Spring) by May 2020 as measured by MAP Growth Assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per box)

Resources and Amount Needed for Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

1.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators: 1.2, 1.3, 2.1



Professional learning will be provided to teachers on best practices and data collection during Tier I instruction. Hinman will provide professional learning for teachers on implementing the Read by 3 initiative. Teachers will be trained on Kagan strategies. Two teachers will attend the AVID conference and will initiate AVID in 4th and 5th grade. Additionally, by the end of the year 16 teachers will be trained in AVID strategies. Teachers were provided with i-Ready and ReadyGen professional learning.

People: Admin, teachers, strategist(SB 178), i-Ready(SB 178), Title 1 Data Strategist (Title 1) and Kagan(TIII), AVID Time: Sub-release days, PLC, SBCT,STPT Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, AVID information Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Master calender, sign-ins, agendas, minutes, evaluations

Aug 2019- May 2020 PD from Read by Three school facilitators, SB 178, administration and weekly PD

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators: 1.3

The school will offer parent meetings, trainings, and family activities to engage their student in home-school literacy connections. FACES will provide parent meetings and trainings. Literacy night will provide parents with activities that support their child's reading development.

People: Admin, teachers, strategist(SB 178), FACES Time: Family night and day activities, extra duty Materials: refreshments, sign-ins, activities, Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Sign in, agendas, Title I evaluations

August 2019-May 2020; Parent nights; Administration FACES: 6 parent involvement activities

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators: 1.2, 1.3, 2.1

Teachers and strategists will collaborate in order to support and improve Tier 1 instruction. Teachers will monitor and be accountable for each student's growth in reading by incorporating best practices during Tier I instruction. Instruction software will be used to support reading instruction and progress monitor students. Teachers will provide 30 minutes of additional intervention time daily, as scheduled through the Master schedule. RTI teams will meet to analyze student data and the intervention plan. Teachers will implement Kagan strategies, AVID strategies, ELL strategies, ReadyGen curriculum and i-Ready teacher tool box. Teachers will also implement effective Tier 1 instruction that includes differentiation. Imagine learning will be provided as an intervention to struggling ELL students inside the regular day.

Renaissance Learning(Title 1) easyCBM(Title 1) Imagine Learning (T III) People: Admin, teachers, strategist, i-Ready(SB 178) and Kagan (SB 178), CSR teacher Time: Sub-release days, PLC, SBCT, intervention time Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP data, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

STAR reports, Reading Ranger graduation reports, easyCBM, RTI agenda, classroom observations, master schedule, i-Ready reports

August 2019-May 2020; classroom observations; Administration August 2019-May 2020; STAR reports monthly; Teachers, Administration August 2019-May 2020; easyCBM reports Every 6 weeks at RTI, Teachers, RBG3 and SB 178 Strategists , Administration, i-Ready reports

N/A

Comments:



1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 2:All students will increase proficiency in math from 23.6% to 34.3% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Root Causes:In regards to the lower proficiency scores in math, the curriculum and common assessments may not meet the rigor needed to master the NVACS and Tier I instruction. Lessons do not consistently include concrete, representational and abstract (CRA) understanding of math concepts and experiences, which leads to a lack of CRA understanding in students.

Measurable Objective 1:Increase the percentage of students who are on or above grade level in math, as measured by i-Ready (end of year view), from 2% to 34.3% by May 2020.

Measurable Objective 2:Increase the percent of all students above the 60th percentile in math from 19.8% (Fall) to 34.3% (Spring) by May 2020 as measured by MAP Growth Assessments.

Monitoring Status

N/A



Resources and Amount Needed for Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

2.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators: 1.2, 1.3, 2.1



Teachers will meet during PLCs and compare data from common assessments on mastery of benchmarks and collaborate on meeting the needs of all students. Teachers will attend professional learning on how to implement Kagan strategies within the classroom. ELL will provide instructional rounds around engaging in academic discourse. RPDP will support all grade levels on their needs with CRA concepts in math.

People: Admin, teachers, strategist, i-Ready(SB 178), Title 1 Data Strategist ( T1) and Kagan (SB 178), CSR Time: Sub-release days, PLC, SBCT, STPT Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP data, Collaboration Documents, incentives (SGF), easyCBM, AVID Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

easyCBM reports, sign in sheets, agendas

August 2019- May 2020; Administration, teachers

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence

Timeline and

Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators: 1.3

The school will offer parent meetings, trainings, family activities, school newsletters, Class Dojo, and Parent Link to engage their families in home-school connections. Teachers will share student progress monitoring with parents. SOT meetings are held monthly. FACES will provide parent trainings and academic nights. Math night will be held during the school year to provide strategies families can use at home with their students.

Title I parent involvement funding People: Admin, teachers, strategist, FACES, CSR, SOT Time: day and evening events Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP data, Collaboration Documents, incentives (SGF), easyCBM Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Newsletter, Title I Parent Night, Parent Conferences, Report Cards, Progress Reports

August 2019- May 2020; Parent nights; Administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)

Continuation

From Last Year:

Yes

NCCAT-S Indicators: 1.2,

1.3, 2.1

Teachers and strategists will collaborate in order to support and improve Tier 1 instruction. Teachers will monitor and be accountable for each student's growth in math by monitoring easyCBM benchmarks. Intervention time has been built into the daily math block. Teachers will use common assessments in math to drive Tier I instruction. RTI teams will meet to analyze student data and the intervention plan. Teachers will implement mathematical practices. A Math Facts incentive piece has been incorporated. Collaboration and discussion during PLC will focus on assessment results, instruction, and Number Talks. Teachers will implement i-Ready and EngageNY to support Tier 1 instruction.

People: Admin, teachers, strategist, i-Ready(SB 178) and Kagan (SB 178), CSR Time: PLC, intervention time, sub release time Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP data, Collaboration Documents, incentives (SGF), easyCBM Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

easyCBM, classroom observations, i-Ready reports

August 2019- May 2020; Administration, strategists, and teachers

N/A

Comments:



2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:




Based on the CNA, identify all that apply:☐ General Education ☐ FRL ☐ ELL ☐ IEP ☐ Other

Priority Need/Goal 3:

Root Causes:

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the action step is in

progress or has occurred.

List Timeline, Benchmarks, and

Position ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators:



N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to

Priority Need/Goal

Amount Received for this School

Year

Purposes for which funds are used (include targeted audience, specific

activities, intended outcomes, etc.)Applicable Goal(s)

Title III $4,686.00 Imagine Learning and Kagan Goals 1 and 2SB178 $79,200 Strategist and instructional materials Goals 1 and 2Strategic Budget $2,880,502.50 Staffing, half AP salary, easyCBM. and curriculum Goals 1 and 2

Title I $186, 300.00 Strategist, CSR teacher, substitutes for collaboration, Accelerated Reader and STAR, CTT, teacher training, licensed extra duty, AVID conference, PISA, Goals 1 and 2

City of Henderson Grant $110,924.98 i-Ready, ReadyGEN materials, half counselor salary, and technology Goals 1 and 2



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.We provide teachers with high-quality professional learning and PLC time to encourage an environment of support and collaboration. Teachers are included in the hiring process to include buy in and support for new hires. New teachers are provided a mentor. Teachers are given STPT time two times per year to analyze the data and plan for long range instruction, as well as receive professional learning opportunities.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand.We provide all services and meetings as required by Title I and more. We translate into Spanish parent conferences and occasional flyers. We have bilingual personnel on staff and most important information is posted on Hinman's website in English and Spanish. Academic information is shared through parent conferences and the Infinite Campus Parent Portal as well as hard-copy progress reports every three weeks. We also share Reading Ranger levels with parents and send home semester report cards. Many teachers use Class Dojo to communicate with parents academic and behavioral progress.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).We provide Title I pre-school which helps kindergarten students transition to school. We also screen all students on their letters and numbers and show the parents how to work with their child to help them be successful. Self-contained teachers work with regular education teachers in transitioning ECSE students to regular education. Our fifth grade students attend orientation at their middle schools and our fifth grade teachers work closely with the middle school counselor. Administration collaborates to ensure students have a successful transition into middle school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers collaborate to create grade level common assessments and meet in PLCs to desegregate data to make informed instructional decisions. The RTI process is another way teachers look at data to inform instructional decisions. Data is also analyzed as part of the school leadership team's responsibilities. Data is also shared with SOT.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll federal, state and local services are coordinated through SPP efforts and are followed as outlined in the SPP plan. Funding for class size reduction, and teacher collaboration is used to support student achievement. Money for parenting activities and materials is also coordinated to best support the needs of the families at Hinman.



Plan for improving the school climate

Goal:Increase the percent of students who agree with the following statement, “It’s easy for me to get through something even when I feel frustrated,” from 43% to 63% as measured by the district wide survey.

Action Plan: How will this plan improve the school climate?Through PD on growth mindset, utilizing AVID strategies, and professional reading teachers will learn strategies for instilling growth mindset in their students. Students will be engaged in goal setting and self monitoring of goals consistently throughout the school year. At Hinman ES we hold monthly goal getters assemblies to reward and acknowledge students who are meeting their reading, math, and behavior goals.

Monitoring Plan: How will you track the implementation of this plan?Monthly goal getter data and google form surveys

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Monthly goal getter data, google form surveys, and Districtwide survey data from December 2020



APPENDIX A - Professional Development Plan

1.1Professional learning will be provided to teachers on best practices and data collection during Tier I instruction. Hinman will provide professional learning for teachers on implementing the Read by 3 initiative. Teachers will be trained on Kagan strategies. Two teachers will attend the AVID conference and will initiate AVID in 4th and 5th grade. Additionally, by the end of the year 16 teachers will be trained in AVID strategies. Teachers were provided with i-Ready and ReadyGen professional learning.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will meet during PLCs and compare data from common assessments on mastery of benchmarks and collaborate on meeting the needs of all students. Teachers will attend professional learning on how to implement Kagan strategies within the classroom. ELL will provide instructional rounds around engaging in academic discourse. RPDP will support all grade levels on their needs with CRA concepts in math.


3.1




APPENDIX B - Family Engagement Plan

1.2The school will offer parent meetings, trainings, and family activities to engage their student in home-school literacy connections. FACES will provide parent meetings and trainings. Literacy night will provide parents with activities that support their child's reading development.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2The school will offer parent meetings, trainings, family activities, school newsletters, Class Dojo, and Parent Link to engage their families in home-school connections. Teachers will share student progress monitoring with parents. SOT meetings are held monthly. FACES will provide parent trainings and academic nights. Math night will be held during the school year to provide strategies families can use at home with their students.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:All students will increase proficiency in ELA from 36.2% to 45.2% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Measurable Objective(s):

Increase the percentage of students who are on or above grade level in reading, as measured by i-Ready (end of year view), from 6% to 45.2% by May 2020.Increase the percent of all students above the 60th percentile in reading from 25.3% (Fall) to 45.2% (Spring) by May 2020 as measured by MAP Growth Assessments.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1

Professional learning will be provided to teachers on best practices and data collection during Tier I instruction. Hinman will provide professional learning for teachers on implementing the Read by 3 initiative. Teachers will be trained on Kagan strategies. Two teachers will attend the AVID conference and will initiate AVID in 4th and 5th grade. Additionally, by the end of the year 16 teachers will be trained in AVID strategies. Teachers were provided with i-Ready and ReadyGen professional learning.

N/A

Progress

Barriers

Next Steps

1.2 The school will offer parent meetings, trainings, and family activities to engage their student in home-school literacy connections. FACES will provide parent meetings and trainings. Literacy night will provide parents with activities that support their child's reading development. N/A

Progress



Barriers

Next Steps

1.3

Teachers and strategists will collaborate in order to support and improve Tier 1 instruction. Teachers will monitor and be accountable for each student's growth in reading by incorporating best practices during Tier I instruction. Instruction software will be used to support reading instruction and progress monitor students. Teachers will provide 30 minutes of additional intervention time daily, as scheduled through the Master schedule. RTI teams will meet to analyze student data and the intervention plan. Teachers will implement Kagan strategies, AVID strategies, ELL strategies, ReadyGen curriculum and i-Ready teacher tool box. Teachers will also implement effective Tier 1 instruction that includes differentiation. Imagine learning will be provided as an intervention to struggling ELL students inside the regular day.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:All students will increase proficiency in math from 23.6% to 34.3% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)


Increase the percentage of students who are on or above grade level in math, as measured by i-Ready (end of year view), from 2% to 34.3% by May 2020.Increase the percent of all students above the 60th percentile in math from 19.8% (Fall) to 34.3% (Spring) by May 2020 as measured by MAP Growth Assessments.

StatusN/A

Comments:



2.1

Teachers will meet during PLCs and compare data from common assessments on mastery of benchmarks and collaborate on meeting the needs of all students. Teachers will attend professional learning on how to implement Kagan strategies within the classroom. ELL will provide instructional rounds around engaging in academic discourse. RPDP will support all grade levels on their needs with CRA concepts in math.

N/A

Progress

Barriers

Next Steps

2.2

The school will offer parent meetings, trainings, family activities, school newsletters, Class Dojo, and Parent Link to engage their families in home-school connections. Teachers will share student progress monitoring with parents. SOT meetings are held monthly. FACES will provide parent trainings and academic nights. Math night will be held during the school year to provide strategies families can use at home with their students.

N/A

Progress



Barriers

Next Steps

2.3

Teachers and strategists will collaborate in order to support and improve Tier 1 instruction. Teachers will monitor and be accountable for each student's growth in math by monitoring easyCBM benchmarks. Intervention time has been built into the daily math block. Teachers will use common assessments in math to drive Tier I instruction. RTI teams will meet to analyze student data and the intervention plan. Teachers will implement mathematical practices. A Math Facts incentive piece has been incorporated. Collaboration and discussion during PLC will focus on assessment results, instruction, and Number Talks. Teachers will implement i-Ready and EngageNY to support Tier 1 instruction.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:


StatusN/A

Comments:



3.1 N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress

Barriers



Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps

