90 Day Plan 2017-2018

Southern Heights

New Mexico 90-day Plan

Offline Planning Process Workbook

 

 

 

 

ANNUAL PLAN

 

 

 

Core Team Notes

Team Member

 

Position

 

Rationale: What strengths/perspective does this person bring to the team? How will including this individual help the team address the school’s current reality?

Bonnie Salazar

4th grade Dual Language Teacher

Bonnie has taught kindergarten and 4th grades. She has an overview across grade levels as a SAT coordinator for the school. Bonnie helps develop strategies and implements them in her class and shares with colleagues in all subject areas for Tier II interventions.

 

 

Catherine Brijalba

SPED D Level Teacher

Catherine has been on the Secretary Teacher Advisory committee with the secretary of education. She is a Teach Plus fellow and has worked on the ESSA implementation. She keeps the district and staff at the school informed of policies and educational changes that affect students. The teacher works with resource students and communicates with classroom teachers, parents and necessary staff members about students’ progress and needs. Teacher served as a mentor. Teacher sat in the PARCC and NMEPA test review. Teacher has her Masters and Endorsement in Administration.

Mayra Castillo

2nd grade Dual Language Teacher

Mayra is considered a teacher leader in our school building. She has been on the school leadership team for three years. Mayra assists others in interpreting and analyzing data during PLCs and CPTs interventions. Mayra has served as committee head for Accelerated Reader. Her classes leave her classroom with very high percentages of growth in summative assessments. Mayra served on the ELA district writing team for the CCSS curriculum/Scope and Sequence. She is one of our highly effective teachers in the building and has been at the building fourteen years.

Cristina Castillo

3rd grade Dual Language Teacher

Cristina is a strong teacher who teaches with rigor and goes beyond what the curriculum requires. She uses student data to target instruction practices. As a result, she has had high numbers of students proficient in PARCC resulting in being a highly effective teacher in the school. This leader in the building is often sought after by colleagues for input and suggestions in teaching. Cristrina often leads PLC for 3rd-5th grade teachers. She has also mentored many new teachers in her 15 years of teaching. Cristina serves as the building representative for the district EPSS and shares new information with the staff. Cristina is also a parent of a student in the building.

Eva Martinez

5th grade teacher

Eva Martinez has taught 5th grade for two years. She is a strong teacher who has very high expectations of her students. She served as the lead chair in the A.R. committee. Her skill set includes coordinating and monitoring attendance for the 21st Century program at the school where she needs to be organized, lead teachers and make sure grant mandates are up to date and that the site is in compliance with expectations and requirements.

Diana Salinas

 

Principal

Diana has been on the original leadership team that was developed 4 years ago. She has been on district committees for Social Studies, Science, ELA CCSS and Math CCSS writing team. She has also been lead teacher in the district for 1st grade teachers and conducted many meeting for colleagues in the district and school. She has worked at the same school for 20 years including Dual Language and as a reading coach for the school and assistant principal before becoming principal.

Amy Rhoads

District Deputy Director of Elementary Instruction

Ms. Rhoads has been the head of instruction for years. She oversees that the elementary curriculum is implemented. She facilitates teachers with building the districts short cycle assessments. She also is head of the read to lead program and reading coaches.

 

 

 

 

Student Achievement Goals

Grade/Subject Area

2016-17 PARCC Results

2017-18

Summative Goals

Summative goal would be your PARCC goals for the year. I put back your original goals

Benchmark Goals: How will you know you are on track to meet your summative student achievement goals? Much better

3rd ELA

 

 

 

Math

14%

 

 

 

 

14%

 

 

 

 

 

 

 

25%

 

 

 

 

25%

 

 

 

 

 

 

 

For each ELA short cycle assessment, Q1 and Q2, 3rd grade will have an 80% proficiency midyear. In K-3rd grade I-station results from the benchmarks, MOY should reflect 45% of students at Tier I. Midyear STAR scores will be monitored for mastery of reading comprehension in 3rd. Students will show an increase of 50% growth by midyear in STAR reading comprehension. All low performing students will have a 10% gain on Q1 and Q2 SCAs by midyear.

 

In Mathematics Q1 and Q2 short cycle assessments, students will have an 80% proficiency by midyear. This will provide a visual form/documentation of progress for students and principal. 3rd-5th grade students will pilot the Dream Box Math resource for Common Core State Standards practice that aligns with the district mandated curriculum. All low performing students will have a 10% gain on Q1 and Q2 SCAs by midyear.

4th ELA

 

 

 

 

 

 

Math

9%

 

 

 

 

 

 

7%

25%

 

 

 

 

 

 

30%

For each ELA short cycle assessment, Q1 and Q2, 4th grade will have an 80% proficiency midyear. Midyear STAR scores will be monitored for mastery of reading comprehension in 4th grade. Students will show an increase of 50% growth by midyear in STAR reading comprehension. All low performing students will have a 10% gain on Q1 and Q2 SCAs by midyear.

 

 

 

 

In Mathematics Q1 and Q2 short cycle assessments, students will have an 80% proficiency by midyear. This will provide a visual form/documentation of progress for students and principal. 3rd-5th grade students will pilot the Dream Box Math resource for Common Core State Standards practice that aligns with the district mandated curriculum. All low performing students will have a 10% gain on Q1 and Q2 SCAs by midyear.

5th ELA

 

 

 

Math

19%

 

 

 

13%

31%

 

 

 

22%

For each ELA short cycle assessment, Q1 and Q2, 3rd grade will have an 80% proficiency midyear. Midyear STAR scores will be monitored for mastery of reading comprehension in 5th grade. Students will show an increase of 50% growth by midyear in STAR reading comprehension. All low performing students will have a 10% gain on Q1 and Q2 SCAs by midyear.

 

 

 

In Mathematics Q1 and Q2 short cycle assessments, students will have an 80% proficiency by midyear. This will provide a visual form/documentation of progress for students and principal. 3rd-5th grade students will pilot the Dream Box Math resource for Common Core State Standards practice that aligns with the district mandated curriculum. All low performing students will have a 10% gain on Q1 and Q2 SCAs by midyear.

 

 

 

 

 

Focus Areas

Focus Area: What are the 2-3 highest-leverage focus areas (best practices – see pp. 3-5) that must be addressed to reach the student achievement goals?

Data Connection: What data analysis led you to identify this focus area? What quantitative and qualitative data led you to this focus area?

Data Driven Instruction

The school PARCC scores for grades 3-5 according to the state were 36% proficient or above in ELA and 31% in Math. The need for teachers to use and analyze the evaluation site (portal) provided by the Hobbs Schools that provides data, standards and example questions for the standards need to be utilized more by the user. In grades K-5th, it is not evident that instruction is geared towards helping students improve on standards and skills not mastered in the curriculum, CCSS during observations, lesson plans or principal walk throughs.

Tier I (core) instruction

A need at our school is to identify students who will need more RTI to find learning difficulties to help them fill in gaps and progress with their peers in mastering the grade level curriculum before getting too far behind and ending up with Tier II interventions that is evident and determined in common grade level assessments. Higher-Performing Students in 3rd-5th grades are showing slight improvement at 7.45 points out of 20 points on the School Grading Report Card and Lowest –Performing Students are very low in showing improvement at a 4.95 points of 20 on the School Grading Report Card. Most teachers are not implementing the create and evaluate tiers of the Blooms Taxonomy based on walk throughs and low proficiencies in interims and PARCC tests.

School culture

33% of teachers in the building are new or have taught 3 years or less. Many new teachers haven’t consistently build a culture of learning. Grades are not being posted on Skyward on a timely manner. Absences have been high for teachers in the past school year. The lack of communication is evident when teachers are unclear of school happenings and events. There is a lack of parent outreach due to the parents not receiving notices in a timely manner, as per parents’ complaints. Some parents are not using the Family Access portal to stay informed on students’ grades, behaviors or other communications from school and teachers that is evident in lack of knowledge on how to access the information on the portal.

 

 

 

 

Root Cause Analysis Notes

 

Focus Area

Root Cause Hypothesis

Evidence to Support

Data Driven Instruction

How to obtain and use data, Teachers are not consistently using testing portal

Some didn’t know how, didn’t understand why it was important, knew no one was ever going to follow up, no system to follow up on reassessing, expectations were unclear; administrator didn’t follow up

Tier 1 (core) instruction

Instruction is not at a high enough level of rigor or Bloom’s Taxonomy based on evidence from walk throughs and PARCC test scores

The lack of breaking down the Standards and not being able to break them down

School Culture

Teachers and students may not believe all kids can learn.

 

Many new teachers haven’t consistently built a culture of learning; high teacher absences; parents aren’t getting information in a timely manner, some parents are not accessing the Family Access portal and teachers are not putting grades in on a timely manner.

 

Desired Outcomes

Focus Area

Draft Desired Outcome (change in adult behaviors)

Data Driven Analysis

Use data to drive instruction in order to show proficiency in the standards. Through collaboration of teachers in PLC and CPT, all common assessment scores should improve. Teachers will use the data on a daily basis. It will be evident when the principal or any other staff personnel conduct evaluations or walkthroughs. The teachers will have evidence of re-teaching and reassessments in their lesson planning. The Backwards Planning Team will attend Common Planning Times to assist teachers in fine tuning lessons. Short Cycle Assessments will be used by teachers to reflect and compare to PARCC practice questions to see if they resemble each other.

Tier I (core) Instruction

The 3 district non-negotiable strategies, Collaborative Conversations, Story Arcs and Anchor Charts/Concept Mapping, are to be utilized consistently in the classroom this school year. These, when utilized effectively will ensure a start of the shift to the application end of learning. Teachers will use Bloom’s Taxonomy language and strategies in their teaching. Principal will conduct walk throughs to look for evidence of Bloom’s Taxonomy. Better understanding of unpacking standards will show in student mastery of standards on SCAs or PARCC. Core Team created reassessment sheet will be used to track mastery or lack of mastery of Standards.

School Culture

All stake holders will collaborate for student success and create a positive environment for students through communications in timely manner and efforts to promote student learning and interventions. Complaints by staff and parents will lesson due to timely manner of getting important information out to them.

 

 

Focus Area: Data Driven Instruction

 

Desired Outcome: Use of data to drive instruction will show proficiency in Common Core State Standards. Through collaboration of teachers in PLC and CPT, all common assessment scores should improve. Teachers will use the data on a daily basis. The teachers will have evidence of re-teaching and reassessments in their lesson planning. The Backwards Planning Team will assist teachers in fine tuning lessons. Short Cycle Assessments will be used to reflect and compare to PARCC practice questions to see if they resemble each other.

 

CRITICAL ACTIONS

Timeline

Critical Action to Address Root Cause & Achieve Desired Outcome

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

September 20, 2017

Training to access the Testing Data Portal on Hobbsschools.net

Hobbs Schools Testing Data Portal access, School Computer Lab

Rene Cantu, Central Office Data Principal

Principal

Certified classroom teachers

October 1, 2017

Create document for use after SCAs have been administered to identify students, Standards needing addressed and reassessment times

Information to include in document, Microsoft Excel or Word

Cristina Castillo Mayra Castillo

Principal

Core Team

October 15, 2017

Present document at PLC for input from Certified teachers

Computer Lab or other meeting place, created document

Cristina Castillo Mayra Castillo

Certified classroom teachers

November 6, 2017

Teachers create plan for reassessment questions after first interim

Created document for reassessing Standards

Certified classroom teachers

Principal

Certified classroom teachers

Week of November 27, 2017

Walkthroughs to check for evidence of re-teaching, reassessment and data from student reassessments

Teacher documents, lesson plans, observed evidence

Principal

Principal

Certified classroom teachers

 

 

Focus Area: Tier I Instruction

 

Desired Outcome: The 3 district non-negotiable strategies, Collaborative Conversations, Story Arcs and Anchor Charts/Concept Mapping, are to be utilized consistently in the classroom during the school year. Teachers will use Bloom’s Taxonomy language and strategies in their teaching. Principal will conduct walk throughs to look for evidence of Bloom’s Taxonomy. Better understanding of unpacking standards will show in student mastery of standards on SCAs or PARCC. Core Team created reassessment sheet will be used to track mastery or lack of Standards.

CRITICAL ACTIONS

Timeline

Critical Action to Address Root Cause & Achieve Desired Outcome

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

meet by Sept. 13, 2017

Backwards planning team will model how to present a lesson

Backwards planning team and substitute Certified Classroom teachers, Backwards planning materials

Certified Classroom Teachers

Backwards Planning/PLC Team

 

Principal

Core Team

Certified classroom teachers

Ancillary Staff

District Trainers

October 4, 2017

Teacher training for Bloom’s Taxonomy

Video of teachers using Bloom’s

Computer lab

Bloom’s Taxonomy handouts/literature for reference

 

Principal

 

District personnel, if needed

Certified classroom teachers

Principal

October 9, 2017

Check lesson plans for Bloom’s and give feedback

Lesson Plans

Bloom’s Taxonomy handouts/literature for reference

Principal

Principal

Certified classroom teachers

October 9, 2017

Walk throughs with feedback on Bloom’s and the 3 district non-negotiables by principal and district reading coaches

Lessons including Bloom’s methods and language

Principal

District reading coaches

Principal

Certified classroom teachers

District reading coaches

 

 

 

 

 

 

Focus Area: School Culture

 

Desired Outcome: All stake holders will collaborate for student success and create a positive environment for students through communications in timely manner and efforts to promote student learning and interventions. Complaints by staff and parents will lesson due to timely manner of getting important information out to them.

CRITICAL ACTIONS

Timeline

Critical Action to Address Root Cause & Achieve Desired Outcome

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

On a monthly basis Beginning August 15, September 1, October 1, November 1, December 1, 2017

Monthly calendar with events will be created by the School Communications committee and give to the front office for printing and publication, calls and texts to parents will be used by School Remind 101 and/or School Messenger, a Hobbs Schools service to lower the number of parents telling school staff and office staff they are not getting information in a timely manner or too late when school events are happening, Communication of important events and school happenings

Homework sheets, conduct sheets, School Messenger, Remind 101

School Communication committee

Certified Classroom Teachers

Office personnel

 

 

Communication Committee

Principal

Secretary

Certified and Non-Certified Staff

Parents

Students

 

Weeks of September 18, November 20, December 18, 2017

Reduce staff absences through recognition for perfect attendance every month and provide motivational videos or literature before PLC days tocreate a stronger culture of learning and a more positive morale

Daily Attendance printed awards, videos, articles on motivation and positive teaching experiences

All school staff

Core Team

Principal

Motivational Speakers

September 4, 2017

Provide Computers and Internet access for parents to be able to access student information for their children when they need internet access

School computers

Parent log in information

School secretary

School staff

Principal

School Staff

Parents

School secretary

Beginning August 21, 2017 and twice a week until December 22, 2017

Teachers need to post grades on Skyward within 48-72 hours for parent and student access and reassessment and feedback purposes

Skyward grade book

Student work

Certified classroom teachers

Certified classroom

Teachers

 

 

 

 

 

 

 

 

 

 

Focus Area: Data Driven Instruction

 

Desired Outcome: Use of data to drive instruction will show proficiency in Common Core State Standards. Through collaboration of teachers in PLC and CPT, all common assessment scores should improve. Teachers will use the data on a daily basis. The teachers will have evidence of re-teaching and reassessments in their lesson planning. The Backwards Planning Team will assist teachers in fine tuning lessons. Short Cycle Assessments will be used to reflect and compare to PARCC practice questions to see if they resemble each other.

 

CRITICAL ACTIONS

Timeline

Critical Action to Address Root Cause & Achieve Desired Outcome

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

 

Progress Indicators should be aligned to Critical Actions, which were developed in Step 5 .

PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome and Goals

Potential Adjustments

November 6, 2107

90% of teachers will have precise reassessment questions and a list of students anddates for reassessment along with evidence on provided document.

Retraining on precise assessments; provide individual support

 

 

Focus Area: Tier I (core) Instruction

 

Desired Outcome: The 3 district non-negotiable strategies, Collaborative Conversations, Story Arcs and Anchor Charts/Concept Mapping, are to be utilized consistently in the classroom during the school year. Teachers will use Bloom’s Taxonomy language and strategies in their teaching. Principal will conduct walk throughs to look for evidence of Bloom’s Taxonomy. Better understanding of unpacking standards will show in student mastery of standards on SCAs or PARCC. Core Team created reassessment sheet will be used to track mastery or lack of Standards.

CRITICAL ACTIONS

Timeline

Critical Action to Address Root Cause & Achieve Desired Outcome

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

 

Progress Indicators should be aligned to Critical Actions, which were developed in Step 5.

PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome and Goals

Potential Adjustments

October 9, 2017,

November 27, 2017

Principal and reading coach scheduled walk throughs and feedback will demonstrate effective use of Bloom’s Taxonomy, more rigorous teaching methods and the use of the 3 district non-negotiables. Logging and documenting walk-throughs on principal created form that includes Bloom’s taxonomy levels of instruction and NMTeach Domain strands will be used for documentation of evidence of more effective rigorous instruction methods.

Continued teacher assistance from coaches and principal, modeling of Bloom’s and further training on implementation of Bloom’s and district non-negotiables

Week of November 6, 2017

Common Planning Time data analysis and PLC collaborative conversations should be about identifying students and how to reassess standards for mastery and checking to see if students have improved. Created document by Castillo and Castillo will be used as documentation and for discussions during collaboration with colleagues. A completed copy with student names and dates for reassessments will be submitted to the principal.

Grade level support and individual help from core team or a team member for teachers who are struggling on reading data or interpreting the data to identify student who need to be retaught and reassessed in particular standards

 

Focus Area: School Culture

 

Desired Outcome: All stake holders will collaborate for student success and create a positive environment for students through communications in timely manner and efforts to promote student learning and interventions. Complaints by staff and parents will lesson due to timely manner of getting important information out to them.

CRITICAL ACTIONS

Timeline

Critical Action to Address Root Cause & Achieve Desired Outcome

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

 

Progress Indicators should be aligned to Critical Actions, which were developed in Step 5.

PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome and Goals

Potential Adjustments

Monthly activities

August 29, 2017-December 22, 2017

Sign in sheets for all events, homework/behavior sheets, CAI track of Family Access, increase in parent participation and less complaints from parents

Following up on parent usage and improving any means of communication that are not effective in reaching parents

 

System to Monitor Implementation –

 

 

 

System to Monitor Implementation

Procedure

Timelines

Person(s) Responsible

Common Planning Time Illuminate Collaboration forms

 

Walkthroughs/observations

 

Lesson Plans

 

PLC

 

 

 

The Core Team meetings

Weekly Common Planning times

 

Monthly

 

Every Monday

 

First 3 Wednesdays of the Month

Once a month, 4th Wednesday or Friday of every month.

Once a month, 4th Wednesday or Friday of every month

Grade level scribe is responsible to email form to principal

 

Principal, District Reading Coaches

Certified Teachers

 

Principal, Grade level teachers, vertical grade levels Backwards/PLC Planning Team

Core Team

Diana Salinas, Core Team, SAT, SAC, Communication Committee, Backwards Planning/PLC Team,

 

 

 

Website by SchoolMessenger Presence. © 2018 West Corporation. All rights reserved.