school performance plan - keith c & karen w hayes ... · hayes es has a proficiency measure of...

School Performance Plan

School NameHayes, Keith C & Karen W ES

Address (City, State, Zip Code, Telephone):9620 W Twain Ave

Las Vegas, NV 89147-6713, (702) 799-6030

Superintendent/Assistant Chief: Pat Skorkowsky / Brenda Larsen-Mitchell

For Implementation During The Following Years: 2017-2018

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: Not Required

*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 PositionShannon Rice Parent Megan Miller ParentMikie Young Principal Heather Fonte Assistant PrincipalTika Epstein 5th Grade Teacher Anne Pietranton Instructional CoachSara Dilling 4th Grade Teacher Taylor Gentry 2nd Grade TeacherStacy Yost ECSE Teacher Lisa Erwin 3rd Grade Teacher

Nevada Department of Education Hayes, Keith C & Karen W ES 2017-2018Clark County School District

Last Date Review/Revised By Planning Team - 02/22/2017 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

Interim Assessments ELL Program Policies and Procedures Achievement Gap DataTeacher/Administrator Observation Data AMAOs/ELPA Analysis Nevada Alternate Assessment (NAA)Statewide Assessments Achievement Gap Data Service Delivery ModelsFormative Assessments Practice Teacher/Administrator Observation Data Teacher/Administrator Observation DataCoordination of Services for FRL, ELL, IEP students Service Delivery Models Special Ed Staffing and Professional DevelopmentOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Hayes ES has a proficiency measure of 64% (Reading/ELA) and 52% (Math) for the 2015-2016 school year, as measured by the SBAC assessments. Data was reviewed by grade levels and the Achievement Team (DRA, SBAC, NSPF, and School/District Summary Report). Notable areas of interest were the SBAC Performance Zone 12 rankings. The school ranked 7th in ELA and 6th in math within the zone. As well, the discrepancy of 24.2% between 5th grade's achievement (72.2% in ELA and 48% in math) was duly noted.



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:Increase Grade 3 proficiency rates in reading.

Root Causes:Response To Instruction (RTI) Process lacked school-wide implementation (expectations, procedures, and definition). Students lacked exposure and experience to appropriate grade level literary texts with appropriate complexities as evidenced by teacher observation and achievement data. Adherence to the Literacy Framework was inconsistent and Tier I instruction was not adequately rigorous.

Measurable Objective 1:Increase the percent of 3rd-5th grade students proficient in reading from 64% to 69% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of students (K-5) who are meeting/exceeding grade level expectancy as measured by the Developmental Reading Assessment (DRA) to at least 80% school-wide.

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: Yes NCCAT-S Indicators: Teachers will participate in weekly professional learning opportunities on academic vocabulary, increasing instructional rigor, engagement strategies, DOK 3-4 questioning and instruction, exemplar texts, the Literacy Framework, RTI and NEPF.

interim assessments, substitute coverage, instructional coach, teacher mentors, PLCs, SBCT, Title I Funds, literacy room

achievement data, lesson plans, PLC minutes, observation data, NEPF

September 2017-June 2018 Administration, instructional coach, instructional staff

N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Each teacher will collaborate with parents at least once a month to strengthen the home-school partnership and to communicate increased curricular rigor via planning time, conferences (formal and informal), PTA sponsored activities and family academic events

Newsletters (On Common Ground, Title I, classroom, and school), PTA, funds for events, Infinite Campus, Title I Funds

Agendas, flyers, contact logs, Parent-Teacher-Student Action Plans, monthly newsletter, bi-monthly progress reports, Infinite Campus, monthly PTA meeting minutes


On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Through intensive data analysis of AIMSweb, formative/summative assessments, and interim assessments, teachers will create and modify common grade level assessments aligned with NVACs and SBAC, thereby allowing thorough data analysis of student learning needs to inform instructional decisions.

SBAC materials, AIMSweb, PLCs, Instructional coach, General funds, Developmental Reading Assessments (DRAs)

Assessments, gradebook, Curriculum Engine, and AIMSweb data, PLC minutes and agendas, student work samples


N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Monitoring Data (weekly or monthly-as needed Progress or Strategic), AIMSWeb PLC Meetings with Learning Strategist to adjust instruction for students (weekly) 5 day intervention schedule for (Certified Teacher Tutor, Interventionist-Licensed Teacher, Learning Strategist), DE Results, RTI lists

N/A

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap percent between highest performing and ethnic/racial subgroups in both reading and math.

Root Causes:There is a need to refine the Response To Instruction (RTI) Process (expectations, procedures, definitions, consistency throughout school site), Standards and Assessment Focus (NVACS), Planning and Preparation (long range plans, standards, knowledge targets, learning targets, and vocabulary), and Parent Assistance (locating academic information & strategies for assisting students at home).

Measurable Objective 1:Reduce the reading proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial subgroup from 31 to 25 by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial subgroup from 41 to 35 by 2017 as measured by state 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: Yes NCCAT-S Indicators: Response to Intervention training (procedures & routines). Implement Number Talks and writing across the curriculum school wide. PD will align to support teaching these strategies and the Eight Mathematical Practices. Parent Assistance nights in core areas to address Infinite Campus and core content areas.

Instructional Coach Support , Professional Learning Community Meetings (weekly), Administrative Goals Conferences/Observations (weekly), Bi-annual Data Conversations

Instructional Coach Support (monthly), classroom support log, Professional Learning Communities Meetings (weekly) agendas Administrative Goals Conferences/Observations (weekly), PD Agendas (Weekly Site-Based Collaboration Time)

Instructional Coach (monthly), September-June Learning Strategist, (weekly), September-June Professional Learning Communities Meetings (weekly), September-June Administration Observations (weekly)

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Each teacher will provide updates on student mastery of standards and progress during the school year from Infinite Campus, progress reports, parent conferences, informal meetings, and school-wide activities (Parent Nights). Parent Assistance Training / workshops on and off campus.

Infinite Campus, Scheduled progress reports, Parent Nights (Reading, Math and Science) Conference Sign in sheets, Parent Assistance Training / workshops on and off campus (Title I and General Budget-Funding)

Teachers Math and Science Committee Title I Funds (training) General Funds (supplies)

Instructional Coach (monthly), September-June Learning Strategist, (weekly), September-June Professional Learning Communities Meetings (weekly), September-June Administration Observations (weekly)

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Through intensive data analysis of AIMSweb, formative/summative assessments, and interim assessments, teachers will create common grade level assessments aligned with NVACs and SBAC, thereby allowing thorough data analysis of student learning needs to inform instructional decisions.

Instructional Assistant, Professional Learning Community Meetings (weekly,) Administrative Goals Conferences/Observations (weekly), SMART boards, laptops, Elmos, iPads, and projectors.

Instructional Coach Support, PLC Meeting Agendas, Administrative Goals Conferences/Observations (monthly)

Instructional Coach (monthly), September-June Lead "Number Talk" Teachers (as needed), September-June, Administration Observations (weekly) October-June

N/A

Comments:

2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Each grade level (K-5) has been given scheduled Intervention and Acceleration time via a master schedule. Specialists, instructional assistants, and the instructional coach will assist in providing targeted interventions.

AIMSweb for non-special education students (grades 4-5) in the bottom 25th percentile (ELA/Math) who require progress/strategic monitoring.

Progress Monitoring Data (weekly or monthly-as needed), Grade Level Meetings with instructional coach to adjust instruction for students (weekly) 6 day intervention schedule, data conversations

Teachers (October-June), Instructional Coach (October-June), RTI Chairpersons and Counselor (October-June) Administration (October-June)

N/A

Comments:





Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data. Management strategies to deal with diverse students Parent assistance opportunities for supporting student academics at home Equity Diversity support in addition to BE KIND and creating relationships with students Teaching and learning strategies for addressing needs of English Language Learners

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2017-2018 school year as measured by sign-in sheets.

Monitoring Status

Met



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

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Training on ELL strategies, building classroom/school community (Ron Clark Academy), relating to students in at-risk environments, and supporting diverse learning within the classroom, increasing engagement of students using discourse. All staff will participate in a professional development session provided by the District’s Equity and Diversity Department.

ELL support (IDPL) Equity and Diversity support Site-based support (teacher leaders/Student Support Advocate) Ron Clark Academy Training Training materials from E&DD

Instructional Coach Support (as needed), Grade Level Meetings (weekly) agendas Administrative Goals; Sign-in sheets, Teacher observation data (NEPF) Conferences/Observations (weekly) PD Agendas (SBCT)

Instructional Coach (as needed), September- June Administration Observations (weekly) October- June Site Leaders (monthly) October- June

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Parent assistance training to develop strategies and organization for assisting students academically, CCSD support system integrated for parents to locate services from the site-based team.

ELL support (IDLP) Equity, and Diversity support, Site-based support (teacher leader), Community based resources (contacts; Boys and Girls Club)

Grade Level Meetings (weekly) agendas Administrative Goals Conferences/Observations (weekly) PD Agendas (SBCT)

Interventionist & Learning Strategist(as needed) September-June June Administration Observations (weekly) October- June Site Leaders (monthly) October- June ELL resources (as needed) October-June Equity and Diversity Dept. (as needed) October-June

On Task

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Varied strategies to implement within the classroom which engage students in learning, ELL strategies presented in order to engage students in more meaningful dialogue, Cultural recognition provided in specials to align with CCSD recognition months, Great Habits Great Readers book review for PD.

ELL support (IDLP) Equity, and Diversity support, Site-based support (teacher leader/Student Success Advocate), Community based resources (contacts) Instructional Coach (general budget)

Lesson plans (daily) indicating activities and strategies in Curriculum Engine Agendas for training and presentations (staff meetings, SBCT agendas Administrative Goals Conferences/Observations (weekly)

Administration Observations (weekly) October- June Site Leaders (monthly) October- June CCSD ELL support (as needed) October-June Equity and Diversity (as needed) October-June

On Task

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 I 69,300 technology software and equipment, Ron Clark Academy Training, Substitute Coverage for Professional Development/Collaboration, Extra hours (support staff), Extra duty pay for tutoring Goals 1, 2 and 3



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.Our school has an experienced staff with high longevity at the school. Prospective teachers meet the staff during the interview process to discuss team building strategies. We believe in community partnerships and focus on our school philosophy of developing heroes (Hayes Heroes) in association with the BE KIND philosophy and addressing both cognitive and affective domains. We plan to implement the tenets of Ron Clark Academy.

2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (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.The school holds math, science and literacy nights. Teachers send progress reports twice a month. Parents have access to Infinite Campus daily and teachers upload grades weekly. Report cards can be printed in different languages upon request. Classroom newsletters/information are sent to parents to convey class information. School-wide newsletters are sent every other month.

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.).The school consistently communicates with area preschools. The early childhood program teacher incorporates typical peers in her program. Fifth grade teachers work with the middle school and counselors to assist in the transition. Our school offers fifth grade mock middle school programs and lessons to transition to middle school. The Leadership Team meets weekly in order to address concerns, develop agenda for professional development, & create, monitor, and develop the School Performance Plan.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers work in grade levels to discuss assessments. Grade level chairs meet in the Leadership Team meetings to discuss school-wide goals. Consistency in assessments and grading is present throughout the school via Professional Learning Communities. The School Organizational Team, which includes two teachers, meet on a monthly basis to make decisions pertaining to the plan of operation.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTeachers are involved in district provided professional development as well as other CCSD coordinated services. Grant information is reviewed annually to ensure all criteria is met. Resources are provided annually to address each goal and measurable objective throughout the year. We receive Title I funds and our General Budget money to allocate in-school support systems, after school tutoring, and off-site tutoring at the local Boys and Girls Club, which lies in our zone.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in weekly professional learning opportunities on academic vocabulary, increasing instructional rigor, engagement strategies, DOK 3-4 questioning and instruction, exemplar texts, the Literacy Framework, RTI and NEPF.

Goal 1 Additional PD Action Step (Optional)A school team will attend the Ron Clark Academy training in order to glean strategies and learn about the RCA philosophies so that we can implement at Hayes ES.

2.1Response to Intervention training (procedures & routines). Implement Number Talks and writing across the curriculum school wide. PD will align to support teaching these strategies and the Eight Mathematical Practices. Parent Assistance nights in core areas to address Infinite Campus and core content areas.

Goal 2 Additional PD Action Step (Optional)

3.1Training on ELL strategies, building classroom/school community (Ron Clark Academy), relating to students in at-risk environments, and supporting diverse learning within the classroom, increasing engagement of students using discourse. All staff will participate in a professional development session provided by the District’s Equity and Diversity Department.

Goal 3 Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Each teacher will collaborate with parents at least once a month to strengthen the home-school partnership and to communicate increased curricular rigor via planning time, conferences (formal and informal), PTA sponsored activities and family academic events

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Each teacher will provide updates on student mastery of standards and progress during the school year from Infinite Campus, progress reports, parent conferences, informal meetings, and school-wide activities (Parent Nights). Parent Assistance Training / workshops on and off campus.


3.2Parent assistance training to develop strategies and organization for assisting students academically, CCSD support system integrated for parents to locate services from the site-based team.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Measurable Objective(s):

Increase the percent of 3rd-5th grade students proficient in reading from 64% to 69% by 2017 as measured by state assessments.Increase the percent of students (K-5) who are meeting/exceeding grade level expectancy as measured by the Developmental Reading Assessment (DRA) to at least 80% school-wide.

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 Teachers will participate in weekly professional learning opportunities on academic vocabulary, increasing instructional rigor, engagement strategies, DOK 3-4 questioning and instruction, exemplar texts, the Literacy Framework, RTI and NEPF.

Progress

Barriers

Next Steps

1.2 Each teacher will collaborate with parents at least once a month to strengthen the home-school partnership and to communicate increased curricular rigor via planning time, conferences (formal and informal), PTA sponsored activities and family academic events

Progress



Barriers

Next Steps

1.3Through intensive data analysis of AIMSweb, formative/summative assessments, and interim assessments, teachers will create and modify common grade level assessments aligned with NVACs and SBAC, thereby allowing thorough data analysis of student learning needs to inform instructional decisions.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percent between highest performing and ethnic/racial subgroups in both reading and math.


Reduce the reading proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial subgroup from 31 to 25 by 2017 as measured by state assessments.Reduce the math proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial subgroup from 41 to 35 by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1Response to Intervention training (procedures & routines). Implement Number Talks and writing across the curriculum school wide. PD will align to support teaching these strategies and the Eight Mathematical Practices. Parent Assistance nights in core areas to address Infinite Campus and core content areas.

Progress

Barriers

Next Steps

2.2Each teacher will provide updates on student mastery of standards and progress during the school year from Infinite Campus, progress reports, parent conferences, informal meetings, and school-wide activities (Parent Nights). Parent Assistance Training / workshops on and off campus.

Progress



Barriers

Next Steps

2.3Through intensive data analysis of AIMSweb, formative/summative assessments, and interim assessments, teachers will create common grade level assessments aligned with NVACs and SBAC, thereby allowing thorough data analysis of student learning needs to inform instructional decisions.

Progress

Barriers

Next Steps

2.4 Each grade level (K-5) has been given scheduled Intervention and Acceleration time via a master schedule. Specialists, instructional assistants, and the instructional coach will assist in providing targeted interventions.

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.


100% of staff will participate in a mandatory cultural competency professional development session during the 2017-2018 school year as measured by sign-in sheets.

StatusMet

Comments:



3.1Training on ELL strategies, building classroom/school community (Ron Clark Academy), relating to students in at-risk environments, and supporting diverse learning within the classroom, increasing engagement of students using discourse. All staff will participate in a professional development session provided by the District’s Equity and Diversity Department.

Progress

Barriers

Next Steps

3.2 Parent assistance training to develop strategies and organization for assisting students academically, CCSD support system integrated for parents to locate services from the site-based team.

Progress



Barriers

Next Steps

3.3Varied strategies to implement within the classroom which engage students in learning, ELL strategies presented in order to engage students in more meaningful dialogue, Cultural recognition provided in specials to align with CCSD recognition months, Great Habits Great Readers book review for PD.

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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