school performance planhayden.ccsd.net/wp-content/uploads/2019/06/hayden... · google classroom...

School Performance Plan

School NameHayden, Don E ES

Address (City, State, Zip Code, Telephone):150 W Rome Blvd

N Las Vegas, NV 89084, 7027993870

Superintendent/Region Superintendent: Jesus Jara /

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 PositionAnita Timmons Parent Jessica Johnson ParentGreta Gloetzel Parent Jason Schrock PrincipalBrandi March Assistant Principal Willard Waite Teacher

Brandi Schaible Strategist Marina Sheldon TeacherBarbara Ferry FASA

Nevada Department of Education Hayden, Don E ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 02/15/2019 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

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataNevada Comprehensive Audit Tool for Schools (NCCAT-S) NA Individualized Education Programs (IEP)NA NA NANA NA NAOther: i-Ready Data 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.In a review of our NSPF data for 2017-2018, Hayden ES was rated a two-star school with a total index score of 47. Three points below the required score to reach three stars. This was the first year that NDE provided pooled averages in the area of ELA, math, and science. The pooled average under the area of academic achievement was 34.5%, with individual proficiency rates of 20.1% in science, 40.8% in ELA, and 33.9% in math. In the area of student growth, our MGP in ELA was 44.5% and 54.5% in math. The AGP in ELA was 45.7% and 39.6% in math. In comparison to the 2016-2017 data, we saw declines in all the areas listed above. There was an 11% decline in ELA and a 7% decline in math proficiencies. In the area of student growth, we saw a decline of 17.5% in MGP under ELA and math. In regards to the AGP, we saw a decline of 16% in ELA and a decline of 12.9% in math.

In regards to positive trends, we increased our EL students proficiency rating by two percent from 51.3% to 53.4%. In addition, we boast one of the lowest chronic absentee rates in PZ2 with only 12% of our students chronically absent.

From an NCCAT-S standpoint, our staff communicated deep concerns with Tier I instruction sighting lower scores in the area of alignment with state standards, content knowledge, cognitive level of activities, communication, and observable student work. One theme communicated during the survey both in leadership and professional development is the need for more properly aligned professional development opportunities and parent training to assist with the development of a greater partnership between parent and teacher.



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 the Median Growth Percentile in ELA from 44.5% to 50.5% by 2019 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:Inconsistencies in Tier I instruction across both primary and intermediate grade-levels was determined to be the root cause. In primary grades, there was a lack of consistency in Tier I Phonics Instruction. Teachers were found to be teaching varied amounts of phonics and there was inconsistency in the type of phonics instruction that occurred. In the intermediate grades, it was determined that pacing on instructional standards varied greatly from teacher to teacher and that the rationale for such changes was not based on instructional data delivered in a pre and post-test format. In addition, it was determined that there was a need to offer greater opportunities for metacognition both from an administrator to teacher as well as teacher to student standpoint. Teachers recognized that many students were unable to accurately discuss their level of proficiency or identify areas in need of growth. Administrators recognized a correlation between teacher effectiveness and the ability of those teachers to engage in data-driven discussions on proficiency and growth. Most often our highly effective teachers were the ones who sought out these types of discussions with the administration and were often observed engaging in these types of goal setting conferences with students. During the 2017-2018 school year, the following root causes were identified in addition to previously stated deficiencies: 1) Increased class sizes in 4th and 5th grade (40:1 ratio in upper grades decreased growth and proficiency). 2) Unexpected (Not encountered in Year 1) increases in minor and major behaviors created an environment that was not conducive to learning. 3) Increases in students new to Hayden who did not have the opportunity to assimilate to the Hayden Behavioral Expectations. 4) 3rd Grade Implementation of ReadyGen - Year 1 caused inconsistent Tier I instruction in the area of ELA.

Measurable Objective 1:Decrease the percentage of students in 3rd-5th grade identified in the i-Ready System as "unlikely to meet" grade-level standards (Level 1 & 2) in ELA by 10% by the end of the year as measured by diagnostic and growth monitoring reports.

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: 3.7



Action Step 1 - Plan Professional Development in Total Reading (Primary) to create consistency in Phonics instruction as well as Professional Development in Behavior Intervention Strategies (School-Wide) to increase instructional time-on-task. Action Step 2 - Utilize i-Ready Standards Mastery Assessments to create greater consistency across grade-levels in identifying students who have mastered a particular standard. Allow these assessments to determine the pacing of instruction for all teachers in a given grade level. Action Step 3 - Create a schedule for monthly goal setting conferences between teachers and students. Teachers will meet one on one to identify areas of strength as well as areas for growth and improvement. Action Step 4 - Create a schedule where teachers and administrators meet three times per year to review growth and proficiency data. The meetings will coincide with diagnostic testing in i-Ready given three times per year. Action Step 5 - Align professional development to coincide with PLC data reviews. For example, teachers will review PLC data for math and then SBCT will focus on ways to improve math instruction.

Action Step 1 - Read by 3 Strategist or Title I Learning Strategist will deliver PD to all K-3 Teachers (Title I, Grant Funded, General Budget). PD will be provided during prep times or Professional Development Days provided by CCSD. Action Step 2 - Purchase of i-Ready and use of Standards Mastery Assessments (Title I). Action Step 3 - Utilize i-Ready Student Profile Report, i-Ready Diagnostic & Growth Monitoring Data, MAPS Assessment Data K-3, SBAC Data 3-5 (Title I, State Funding, General Budget). Action Step 4 - Utilize i-Ready Class Profile Report, i-Ready Diagnostic & Growth Monitoring Data, MAPS Assessment Data K-3, SBAC Data 3-5 (Title I, State Funding, General Budget). Action Step 5 - Coordinate with CPD to gain the support of instructional experts in the various fields of math, reading, and behavior management.

Action Step 1 - Teacher sign-in sheets, Professional Development Agendas, School Calendars Action Step 2 - Standards Mastery Scores Collected in the i-Ready System. Action Step 3 - Utilize the Diagnostic Data Chat Worksheet provided by i-Ready as opening dialogue for teacher and administrator goal setting conferences. Action Step 4 - Utilize the Class Diagnostic Data Chat Worksheet provided by i-Ready as opening dialogue for teacher and administrator goal setting conferences. Action Step 5 - SBCT assignments through Google Classroom

Action Steps 1-5: Administration, Read by 3 Strategist, Title I Learning Strategist, September 2018 - May 2019

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: Yes NCCAT-S Indicators: Action Step 1 - Family engagement will focus on the integration of family fun nights with family literacy and family math nights. Our goal is to integrate two popular family fun events, Halloween at Hayden and the VIP Family Event, with an academic purpose and program that corresponds with a popular family fun night. Action Step 2 - Redirect one of our three contractually required nights to create a second night of PSTAPT. This PSTAPT would occur in March and allow families to learn updates about their child's academic growth. Action Step 3 - Create a video series of FACES parent classes to allow for greater access to instructional supports and strategies for parents.

Action Step 1 - Title I Resources that provide for Licensed Extra Duty Pay for teachers to attend Family Events (Title I). Action Step 2 - Instructional Staff, the restructuring of required nights, i-Ready Diagnostic and Growth Monitoring Data (Title I). Action Step 3 - Utilize FACES personnel to assist in the delivery of video programming and production.

Action Step 1 - Distributed materials such as agendas from the event detailing curriculum material covered, Parent Evaluations, Sign-In sheets from planning meetings. Action Step 2 - Parent Evaluations, Sign-In sheets from planning meetings, and data artifacts used to conduct the PSTAPT. Action Step 3 - Video segments and series

Action Step 1 - The scheduled Family Events occur in the Fall and Spring, Administration, Event Planning Committees, Administration. Action Step 2 - Spring Timeline for Completion of Second PSTAPT, Administration Action Step 3 - Admin, FACES, Timeline: Completion of video series by spring of 2019.

N/A

Comments:

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

YesNCCAT-S Indicators: 1.1



Action Step 1 - Teachers will implement consistent Instruction utilizing Total Reading Phonics practices, Ready Reading and Math for all core instruction in the areas of math and literacy. In addition, teachers will properly align the components of Ready Math & Reading with the NVACS to ensure vertical and horizontal alignment.

Action Step 1 - Ready Math & Reading (SB178) and Total Reading

Action Step 1 - Lesson Plans, Direct Observation Evidence, Pre & Post Observation reflection notes.

Action Step 1 - Administration, Title I Learning Strategist, Read by 3 Strategist, September 2019-May 2020

N/A

Comments:

1.4 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 2:Increase the Median Growth Percentile in math to a rate of 60% and 75th%ile by 2019 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:During the 2016-2017 school year, Hayden students received a Median Growth Percentile of 71% but in 2017-2018 this percentage fell to 54.5%. This decline was attributed to class sizes of 40:1 in 5th and 4th-grade classrooms, the inability to maintain the Google Chromebook pilot program which had previously allowed students to check-out and take home Chromebooks, and classroom behaviors which were not conducive to academic growth and achievement.

Measurable Objective 1:Decrease the percentage of students in 3rd-5th grade identified by the i-Ready system as "unlikely to meet" grade-level standards (Levels 1 & 2) in math by the end of the year by 10% as measured by diagnostic and growth monitoring reports.

Monitoring Status

N/A







List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



Action Step 1 - Meet minimum weekly usage of i-Ready instructional programs through the gamification of lessons passed. Offer incentives to maintain/achieve minimal usage requirements of 45min / week in each subject area. Action Step 2 - Provide professional development for teachers to better analyze data using the various reports included with the i-Ready system. The focus will be on student present levels and also how to use this data to intervene in order to achieve growth. Action Step 3 - Plan Professional Development in instructional best practices in the area of mathematics (school-wide) as well as Professional Development in Behavior Intervention Strategies (School-Wide) to increase instructional time-on-task.

Action Step 1 - The Title I Learning Strategist will assist in the gamification of i-Ready Lessons. She will create leaderboards as well as incentive guidelines for the distribution of prizes. Action Step 2 - PD provided by i-Ready will occur three times/year through Title I Resources. Action Step 3 - Utilize Title I Funds to hire a Behavior Interventionist. (Title I)

Action Step 1 - Data Collected by Title I Learning Strategist will be displayed in public hallways around the school. Action Step 2 - Sign-In Sheets, PD Agendas Action Step 3 - Reflection Sheets used by interventionist, Sign-in sheets from PD sessions related to behavior and instructional best practices in math

Action Step 1 - Title I Learning Strategist, Admin, September 2018 - May 2019 Action Step 2 - Admin, i-Ready PD Team, September 2018 - May 2019

On Task

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Action Step 1 - Family engagement will focus on the integration of family fun nights with family literacy and math nights. Our goal is to integrate two popular family fun events, Halloween at Hayden and the VIP Family Event, with an academic purpose and program that corresponds to a popular family fun night. Action Step 2 - Redirect one of our three contractually required nights to create a second night of PSTAPT. This PSTAPT would occur in March and allow families to learn updates about their child's academic growth.

Action Step 1 - Title I Resources that provide for Licensed Extra Duty Pay for teachers to attend Family Events (Title I). Action Step 2: Instructional Staff, the restructuring of required nights, i-Ready Diagnostic and Growth Monitoring Data (Title I).

Action Step 1 - Distributed materials such as agendas from the event detailing curriculum material covered, Parent Evaluations, Sign-In sheets from planning meetings. Action Step 2 - Parent Evaluations, Sign-In sheets from planning meetings, and data artifacts used to conduct the PSTAPT.

Action Step 1 - The scheduled Family Events occur in the Fall and Spring, Administration, Event Planning Committees, Administration. Action Step 2 - Spring Timeline for Completion of Second PSTAPT, Administration

On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1 1.2 Action Step 1 - Teachers will implement consistent Instruction utilizing Total Reading Phonics practices and Ready Math & Reading for all core instruction in the areas of math and literacy. Action Step 2 - Integrate Sanford Harmony Lessons to provide foundational lessons in social and emotional learning strategies meant to provide replacement behaviors.

Action Step 1 - engageNY, Total Reading, and ReadyGen Materials (General Budget) Action Step 2 - Sanford Harmony Curriculum

Action Step 1 - Lesson Plans, Direct Observation Evidence, Pre & Post Observation reflection notes. Action Step 2 - Intervention Room Rosters and Reflection Sheets

Action Step 1-2 - Administration, Title I Learning Strategist, Read by 3 Strategist. September 2019 - May 2020

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators:



Action Step 1: Alignment of classroom expectations with MAC behaviors in common areas. The creation of visuals to support MAC expectations and an increase in constant communication of expectations. Action Step 2: Creation of an intervention room staffed to support students in need of behavioral interventions.

Action Step 1: PBIS resources and PD, Printing of media, General Budget Funds Action Step 2: Title I Funds

Action Step 1: Common Area Posters, PBIS artifacts, and PBIS minutes Action Step 2: Intervention room rosters and reflection sheets

Action Step 1-2: Administration, Title I Strategist, Read by 3 Strategist. August 2019 to May 2020

On Task

Comments:




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

Priority Need/Goal 3:African American students will increase proficiency in ELA as measured by state assessments and the Measures of Interim Progress by 2020. (45.4%). In addition, our African American subgroup will see a 10% Reduction of Behavior related incidents in IC for major referrals.

Root Causes:Lack of targeted support for African American Students during the 2017-2018 school year led to a decline in proficiency by this subgroup. In addition, lower proficiency in foundational skills at the onset of Kindergarten and first grade created larger academic achievement gaps. Targeted Tier II interventions

Measurable Objective 1:Decrease the percentage of African-American students in 3rd-5th grade identified by the i-Ready system as "unlikely to meet" grade-level standards (Levels 1 & 2) in math by the end of the year by 10% as measured by diagnostic and growth monitoring reports.

Measurable Objective 2:Decrease by 10% percent the number of African-American students, in all grade-levels, identified by the MTSS team as being RPC'd or Suspended.

Monitoring Status

N/A







List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 3.7Action Step 1: All staff will participate in professional development related to CHAMPs and MTSS. Action Step 2: The use of Tiered Behavior Interventions (MTSS) to support targeted subgroups of students. Action Step 3: The use of Tiered Academic Interventions to support targeted subgroups of students.

MTSS team, CHAMPs external and internal coaches, Survey Monkey, Training materials from the Equity and Diversity Department, Title I Behavior Strategist (Title I), Title I Learning Strategist, CTT's (Title I)

Sign in sheets, DataLab- office referrals in Infinite Campus. CHAMPs coaching logs, MTSS training agendas, Survey results, Behavior Intervention Reflection Sheets

PBIS planning meeting notes collected by administration, CHAMPs data collected by external coaches, DATALab (CCSD CIS). The principal is responsible for ensuring this action step takes place during SBCT and during school specific professional development days, MTSS team

N/A

Comments:



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

3.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) 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)

General Budget $40,592 Instructional Supplies, Technology Supplies Goals 1, 2 and 3

SB178 $228,000 CTT, Ready Math & Reading Text, Instructional Staff, Special Education Staff, Kindergarten Teacher Goals 1, 2 and 3

Title I $207,900 CTT, (2) Learning Strategist, i-Ready online instructional program, Tutoring, Technology supplies. 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.We interview candidates using a panel of teacher leaders. Teachers communicate the PD support with follow up, collaborative culture of learning, the warm and familial climate, and they share our vision to successfully educate all students in preparation for the 21st Century. We then support teachers and provide them with technology, mentors, resources, and administrative and coaching support.

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.Families are welcome & invited to participate in all aspects of the school. The office is warm & welcoming. Volunteers are requested, utilized and recognized for service. Family nights are held to promote academics in a fun way, so families want to attend the school. Families are expected and invited to participate in reading week activities, celebrations, career weeks, parties, field trips, and daily activities. Communication is available in English & Spanish. Meetings are held at various times to support the various schedules of parents.

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.).PreK DHH/KIDS work with both kindergarten & DHH kindergarten all year to collaborate, have shared activities, and collaborate on IEPs. 5th-grade students go to Johnston MS for orientation. Counselors come to Hayden. Hayden counselor does MS transition meetings with 5th graders.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Backwards Assessment Model is our structure for designing, revising, & using assessments (MAPS, i-Ready, Formative Writing, Scholastic Reading Inventory, Core Phonics Screener, Developmental Reading Assessment, and Grade Level Common Assessments) provide Hayden Teachers with the data that they need to make accurate instructional decisions about student growth and proficiency. Leader meetings include all grade levels & our school's SOT team made up of staff, parents, and community stakeholders provides valuable input to school leaders about the direction of school resources.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle I funds provide teachers with technology, books, & PD to implement the school performance plan. Teachers are provided PD to plan instruction with a gradual release, through productive group work, using formative assessment. Funds are also used to provide teachers with collaboration time to analyze data, create assessments, & plan instruction & intervention at each tier 1. Title I funds provide Tier II and III intervention and support staff for intervention. The Hayden Parent Volunteer Group supports family engagement at the school.



APPENDIX A - Professional Development Plan

1.1Action Step 1 - Plan Professional Development in Total Reading (Primary) to create consistency in Phonics instruction as well as Professional Development in Behavior Intervention Strategies (School-Wide) to increase instructional time-on-task. Action Step 2 - Utilize i-Ready Standards Mastery Assessments to create greater consistency across grade-levels in identifying students who have mastered a particular standard. Allow these assessments to determine the pacing of instruction for all teachers in a given grade level. Action Step 3 - Create a schedule for monthly goal setting conferences between teachers and students. Teachers will meet one on one to identify areas of strength as well as areas for growth and improvement. Action Step 4 - Create a schedule where teachers and administrators meet three times per year to review growth and proficiency data. The meetings will coincide with diagnostic testing in i-Ready given three times per year. Action Step 5 - Align professional development to coincide with PLC data reviews. For example, teachers will review PLC data for math and then SBCT will focus on ways to improve math instruction.

Goal 1 Additional PD Action Step (Optional)

2.1Action Step 1 - Meet minimum weekly usage of i-Ready instructional programs through the gamification of lessons passed. Offer incentives to maintain/achieve minimal usage requirements of 45min / week in each subject area. Action Step 2 - Provide professional development for teachers to better analyze data using the various reports included with the i-Ready system. The focus will be on student present levels and also how to use this data to intervene in order to achieve growth. Action Step 3 - Plan Professional Development in instructional best practices in the area of mathematics (school-wide) as well as Professional Development in Behavior Intervention Strategies (School-Wide) to increase instructional time-on-task.


3.1Action Step 1: All staff will participate in professional development related to CHAMPs and MTSS. Action Step 2: The use of Tiered Behavior Interventions (MTSS) to support targeted subgroups of students. Action Step 3: The use of Tiered Academic Interventions to support targeted subgroups of students.




APPENDIX B - Family Engagement Plan

1.2Action Step 1 - Family engagement will focus on the integration of family fun nights with family literacy and family math nights. Our goal is to integrate two popular family fun events, Halloween at Hayden and the VIP Family Event, with an academic purpose and program that corresponds with a popular family fun night. Action Step 2 - Redirect one of our three contractually required nights to create a second night of PSTAPT. This PSTAPT would occur in March and allow families to learn updates about their child's academic growth. Action Step 3 - Create a video series of FACES parent classes to allow for greater access to instructional supports and strategies for parents.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Action Step 1 - Family engagement will focus on the integration of family fun nights with family literacy and math nights. Our goal is to integrate two popular family fun events, Halloween at Hayden and the VIP Family Event, with an academic purpose and program that corresponds to a popular family fun night. Action Step 2 - Redirect one of our three contractually required nights to create a second night of PSTAPT. This PSTAPT would occur in March and allow families to learn updates about their child's academic growth.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the Median Growth Percentile in ELA from 44.5% to 50.5% by 2019 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Measurable Objective(s):

Decrease the percentage of students in 3rd-5th grade identified in the i-Ready System as "unlikely to meet" grade-level standards (Level 1 & 2) in ELA by 10% by the end of the year as measured by diagnostic and growth monitoring reports.

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

Action Step 1 - Plan Professional Development in Total Reading (Primary) to create consistency in Phonics instruction as well as Professional Development in Behavior Intervention Strategies (School-Wide) to increase instructional time-on-task. Action Step 2 - Utilize i-Ready Standards Mastery Assessments to create greater consistency across grade-levels in identifying students who have mastered a particular standard. Allow these assessments to determine the pacing of instruction for all teachers in a given grade level. Action Step 3 - Create a schedule for monthly goal setting conferences between teachers and students. Teachers will meet one on one to identify areas of strength as well as areas for growth and improvement. Action Step 4 - Create a schedule where teachers and administrators meet three times per year to review growth and proficiency data. The meetings will coincide with diagnostic testing in i-Ready given three times per year. Action Step 5 - Align professional development to coincide with PLC data reviews. For example, teachers will review PLC data for math and then SBCT will focus on ways to improve math instruction.

N/A

Progress

Barriers

Next Steps



1.2

Action Step 1 - Family engagement will focus on the integration of family fun nights with family literacy and family math nights. Our goal is to integrate two popular family fun events, Halloween at Hayden and the VIP Family Event, with an academic purpose and program that corresponds with a popular family fun night. Action Step 2 - Redirect one of our three contractually required nights to create a second night of PSTAPT. This PSTAPT would occur in March and allow families to learn updates about their child's academic growth. Action Step 3 - Create a video series of FACES parent classes to allow for greater access to instructional supports and strategies for parents.

N/A

Progress

Barriers

Next Steps

1.3Action Step 1 - Teachers will implement consistent Instruction utilizing Total Reading Phonics practices, Ready Reading and Math for all core instruction in the areas of math and literacy. In addition, teachers will properly align the components of Ready Math & Reading with the NVACS to ensure vertical and horizontal alignment.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the Median Growth Percentile in math to a rate of 60% and 75th%ile by 2019 as measured by state summative assessments and reported on the Nevada School Performance Framework.


Decrease the percentage of students in 3rd-5th grade identified by the i-Ready system as "unlikely to meet" grade-level standards (Levels 1 & 2) in math by the end of the year by 10% as measured by diagnostic and growth monitoring reports.

StatusN/A

Comments:



2.1

Action Step 1 - Meet minimum weekly usage of i-Ready instructional programs through the gamification of lessons passed. Offer incentives to maintain/achieve minimal usage requirements of 45min / week in each subject area. Action Step 2 - Provide professional development for teachers to better analyze data using the various reports included with the i-Ready system. The focus will be on student present levels and also how to use this data to intervene in order to achieve growth. Action Step 3 - Plan Professional Development in instructional best practices in the area of mathematics (school-wide) as well as Professional Development in Behavior Intervention Strategies (School-Wide) to increase instructional time-on-task.

N/A

Progress

Barriers

Next Steps

2.2

Action Step 1 - Family engagement will focus on the integration of family fun nights with family literacy and math nights. Our goal is to integrate two popular family fun events, Halloween at Hayden and the VIP Family Event, with an academic purpose and program that corresponds to a popular family fun night. Action Step 2 - Redirect one of our three contractually required nights to create a second night of PSTAPT. This PSTAPT would occur in March and allow families to learn updates about their child's academic growth.

N/A



Progress

BarriersNext Steps

2.3Action Step 1 - Teachers will implement consistent Instruction utilizing Total Reading Phonics practices and Ready Math & Reading for all core instruction in the areas of math and literacy. Action Step 2 - Integrate Sanford Harmony Lessons to provide foundational lessons in social and emotional learning strategies meant to provide replacement behaviors.

N/A

Progress

Barriers

Next Steps

2.4Action Step 1: Alignment of classroom expectations with MAC behaviors in common areas. The creation of visuals to support MAC expectations and an increase in constant communication of expectations. Action Step 2: Creation of an intervention room staffed to support students in need of behavioral interventions.

N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:African American students will increase proficiency in ELA as measured by state assessments and the Measures of Interim Progress by 2020. (45.4%). In addition, our African American subgroup will see a 10% Reduction of Behavior related incidents in IC for major referrals.


Decrease the percentage of African-American students in 3rd-5th grade identified by the i-Ready system as "unlikely to meet" grade-level standards (Levels 1 & 2) in math by the end of the year by 10% as measured by diagnostic and growth monitoring reports.Decrease by 10% percent the number of African-American students, in all grade-levels, identified by the MTSS team as being RPC'd or Suspended.

StatusN/A

Comments:



3.1Action Step 1: All staff will participate in professional development related to CHAMPs and MTSS. Action Step 2: The use of Tiered Behavior Interventions (MTSS) to support targeted subgroups of students. Action Step 3: The use of Tiered Academic Interventions to support targeted subgroups of students.

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



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