School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/Foothill.HS.pdf ·...

School Performance Plan

School NameFoothill HS

Address (City, State, Zip Code, Telephone):800 College Dr

Henderson, NV 89002, (702) 799-3500

Superintendent/Assistant Chief: Pat Skorkowsky / Susan Smith

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: High School

Classification: 4 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 PositionJeffrey Doyle Counselor Patricia Winlow Teacher

Regan Peterson Teacher Russell Perez TeacherAdam Canfield Teacher Darcie Yakubik Counselor

Jennifer Solloway Teacher Lynne Loerzel TeacherMatt Mayhood Teacher Natalie Thomas TeacherTravis Pardee Teacher Molly Jensen Assistant PrincipalMarla Kober Assistant Principal Tina Lahr Dean of Students

Nevada Department of Education Foothill HS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/14/2016 Nevada Department of Education - June 2016

Mark Romonoski Dean of Students Lisa Burkhead PrincipalJen Schultz Assistant Principal Russ Quering Assistant Principal

Thomas Roddy Teacher Marty Redmond TeacherSue Ball Librarian Tanya Abel Instructional Coach



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)NA NA NANA NA NANA NA NANA NA NAOther: datalab.ccsd.net 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.Foothill High School was classified as a 4-star school, as indicated by the 2014-2015 NSPF, earning 68 of the possible 100 index points. This is an increase of 8.5 index points from the previous year. An analysis of the data provided in the NSPF 2013-14 report also revealed a positive trend in the graduation rates over three years from 64.71% in 2012 to 70.98% in 2013 to 83.36% in 2014. Although there was an decrease in graduation rate to 79.05% for the class of 2015 according to nevadareportcard.com, there wan an increase according to datalab.ccsd.net for the class of 2016 with a graduation rate of 82.99%. This increase should be attributed to the scheduling of students to appropriate Apex courses to decrease credit deficiency.



HIGH SCHOOL GRADUATION RATES

If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students☐AM In/Ak Native -

☑ Asian 68.42%

☐ Black 82.76%

☐ Hispanic 75.33%

☐ Two or More Races 80%

☐ Pacific Islander -

☐ White 81.19%

☐ FRL 70.25%

☐ IEP 36.9%

☐ELL 59.09%

NOTES:The above data represents the class of 2015, the most recent graduating class with data available on www.nevadareportcard.com. A "-" indicates a low N-count.



HOPE 2 Intervention

Focus of Intervention:In-house suspension program. $30,000 Prep-buyouts to lower class size to ensure credit deficient students can re-take courses with more one-on-one attention ($35,000)

Monitoring Plan:Dean's office will monitor assignment to in-house to determine program effectiveness by monitoring the number of repeat assignments to in-house.

Evaluation Plan:Suspension rate. Expulsion rate. Rate of re-assignment to in-house.



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 percentage of students graduating each year.

Root Causes:Discipline data, classroom observations, lesson plans, and student work samples indicate there is a need to improve student engagement in classrooms at Foothill HS.

Measurable Objective 1:Increase the number of students graduating from 83% to 86% by 2017 as measured by the datalab.

Measurable Objective 2:Increase the percent of 12th grade students credit sufficient from 40% in October of 2016 to 63% in February 2017 as measured by the datalab.

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:

NoNCCAT-S Indicators:

SBCT sessions are focused on improving student engagement through specific student engagement structures and the use of Google classroom and other technology. Instructional coach works with teachers modeling lessons, covering classes for peer observations, and providing feedback to teachers using the NEPF standards. Teachers are given the opportunity to observe teachers at other schools, as well.

Learning strategist, SBCT for teacher collaboration on Tuesdays after school

Classroom observations, discipline data, student absenteeism, lesson plan reviews

Admin team and department coaches, weekly: Classroom observations, discipline data, absenteeism, lesson plan reviews

On Task

Comments:



Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

NoNCCAT-S Indicators:

Implementation of Google Classroom improves communication between parents and teachers. PAC meetings include conversations about student engagement and ownership of learning as well as training for parents to help students with content. Parent volunteer program is started where parents use sign-up genius on the school website to be more involved in campus activities. Counselors conduct credit checks and communicate with parents on student progress.

Google classroom, school website, counseling staff

Parent volunteer log, PAC meeting sign-ins, parent survey information from Districtwide survey

Admin , instructional coach, and counselors monthly: Parent volunteer log, PAC meeting sign-ins, parent survey information from Districtwide survey

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Teachers will use specific engagement structures and interactive technology to provide instruction where students are engaged, active participants.

SBCT, instructional coaches

Lesson plans, classroom observations, student credit sufficiency rate, student attendance

Admin and instructional coach, monthly: Lesson plans, classroom observations; Admin team, quarterly: student credit sufficiency rate, student attendance

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Mentorship program where admin check grades and attendance for identified students. N/A

Comments:





Priority Need/Goal 2:Increase the number of students completing Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.

Root Causes:There is a need to educate all stakeholders on the benefits of taking AP coursework.

Measurable Objective 1:Increase the number of students successfully completing CTE programs from 22 to 26 by 2017 as measured by the CCSD CTE Testing Program.

Measurable Objective 2:Increase the percent of students successfully Passing Advanced Placement Exam from 17.3% to 20.3% by 2017 as measured by the AP Score Reports.

Measurable Objective 3:Increase the number of students receiving dual credit from 55 to 65 by 2017 as measured by transcript data.

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: No NCCAT-S Indicators: AP teachers attended summer AP Institute. Potential AP teachers can attend, if desired. SBCT helps teachers improve rigor and vertical alignment between regular & honors coursework and AP coursework.

District funded - Conference fees, costs; SBCT; Instructional Coach

Certificate of Attendance (Record of Completion); SBCT agendas, minutes, and sign-in sheets

Admin team: monthly N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last

Year: NoNCCAT-S Indicators:

AP Informational Night will be held where parents hear information about AP programs from an overview perspective before selecting a line for a sign-up. Reach out to feeder middle schools to improve parent understanding of AP benefits.

School website for communication, parent meetings, AP contracts

Parent sign-ins, surveys, AP contracts

Admin team, springtime after AP informational meeting: Parent sign-ins, surveys; Counseling staff during registration time: AP contracts

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Teachers provide rigorous, vertically aligned instruction to all students.

SBCT Classroom observations, lesson plans, Student AP enrollment

Admin team, monthly: Classroom observations, lesson plans, Student AP enrollment

On Task

Comments:SBCT - Site-Based Collaboration Time

2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: AP mentoring program. After AP exams are done, students can help recruit for AP courses. N/A

Comments:





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

Root Causes:District and school achievement gaps indicate a need for training in cultural responsiveness.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

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

3.1 Professional Development (Required)Continuation From Last

Year: NoNCCAT-S Indicators:



The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Administrative team and staff attended a retreat at Green Valley Ranch to open lines of communication and provide an opportunity for staff members to provide feedback. A book study, Tough Truths, was discussed to encourage staff to be leaders in the school and to be transparent about administrator expectations. Admin team calibrates observations so that evaluations are consistent. A thank-you breakfast at Green Valley kicked off the year for teachers and support staff, where Foothill’s founding principal was the keynote speaker. Improving culture for staff as well as for students was the main topic of the kick-off.

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Staff meeting sign- in sheets, agenda

The principal is responsible for ensuring this action step takes place during the 2016-2017 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff.

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: Yes 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)

High School Credit Retrieval Funding $46,000

To provide preparation period buyouts for seven sections of APEX credit retrieval classes. Additionally, this funding will provide proficiency tutoring, substitute coverage, credit retrieval tracking funds, and additional support for the seniors to pass their examinations.

Goal 1

General Funds $80,000 Instructional coach Goals 1 and 2



APPENDIX A - Professional Development Plan

1.1SBCT sessions are focused on improving student engagement through specific student engagement structures and the use of Google classroom and other technology. Instructional coach works with teachers modeling lessons, covering classes for peer observations, and providing feedback to teachers using the NEPF standards. Teachers are given the opportunity to observe teachers at other schools, as well.

Goal 1 Additional PD Action Step (Optional)

2.1AP teachers attended summer AP Institute. Potential AP teachers can attend, if desired. SBCT helps teachers improve rigor and vertical alignment between regular & honors coursework and AP coursework.


3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Administrative team and staff attended a retreat at Green Valley Ranch to open lines of communication and provide an opportunity for staff members to provide feedback. A book study, Tough Truths, was discussed to encourage staff to be leaders in the school and to be transparent about administrator expectations. Admin team calibrates observations so that evaluations are consistent. A thank-you breakfast at Green Valley kicked off the year for teachers and support staff, where Foothill’s founding principal was the keynote speaker. Improving culture for staff as well as for students was the main topic of the kick-off.




APPENDIX B - Family Engagement Plan

1.2Implementation of Google Classroom improves communication between parents and teachers. PAC meetings include conversations about student engagement and ownership of learning as well as training for parents to help students with content. Parent volunteer program is started where parents use sign-up genius on the school website to be more involved in campus activities. Counselors conduct credit checks and communicate with parents on student progress.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2AP Informational Night will be held where parents hear information about AP programs from an overview perspective before selecting a line for a sign-up. Reach out to feeder middle schools to improve parent understanding of AP benefits.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percentage of students graduating each year.

Measurable Objective(s):

Increase the number of students graduating from 83% to 86% by 2017 as measured by the datalab.Increase the percent of 12th grade students credit sufficient from 40% in October of 2016 to 63% in February 2017 as measured by the datalab.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1SBCT sessions are focused on improving student engagement through specific student engagement structures and the use of Google classroom and other technology. Instructional coach works with teachers modeling lessons, covering classes for peer observations, and providing feedback to teachers using the NEPF standards. Teachers are given the opportunity to observe teachers at other schools, as well.

Progress

Barriers

Next Steps

1.2

Implementation of Google Classroom improves communication between parents and teachers. PAC meetings include conversations about student engagement and ownership of learning as well as training for parents to help students with content. Parent volunteer program is started where parents use sign-up genius on the school website to be more involved in campus activities. Counselors conduct credit checks and communicate with parents on student progress.

Progress



Barriers

Next Steps

1.3 Teachers will use specific engagement structures and interactive technology to provide instruction where students are engaged, active participants.

Progress

Barriers

Next Steps

1.4 Mentorship program where admin check grades and attendance for identified students.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the number of students completing Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.


Increase the number of students successfully completing CTE programs from 22 to 26 by 2017 as measured by the CCSD CTE Testing Program.Increase the percent of students successfully Passing Advanced Placement Exam from 17.3% to 20.3% by 2017 as measured by the AP Score Reports.Increase the number of students receiving dual credit from 55 to 65 by 2017 as measured by transcript data.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment: SBCT - Site-Based Collaboration Time2.4 Other:


2.1 AP teachers attended summer AP Institute. Potential AP teachers can attend, if desired. SBCT helps teachers improve rigor and vertical alignment between regular & honors coursework and AP coursework.

Progress

Barriers

Next Steps

2.2 AP Informational Night will be held where parents hear information about AP programs from an overview perspective before selecting a line for a sign-up. Reach out to feeder middle schools to improve parent understanding of AP benefits.

Progress



Barriers

Next Steps

2.3 Teachers provide rigorous, vertically aligned instruction to all students.

Progress

Barriers

Next Steps

2.4 AP mentoring program. After AP exams are done, students can help recruit for AP courses.

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 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1

The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Administrative team and staff attended a retreat at Green Valley Ranch to open lines of communication and provide an opportunity for staff members to provide feedback. A book study, Tough Truths, was discussed to encourage staff to be leaders in the school and to be transparent about administrator expectations. Admin team calibrates observations so that evaluations are consistent. A thank-you breakfast at Green Valley kicked off the year for teachers and support staff, where Foothill’s founding principal was the keynote speaker. Improving culture for staff as well as for students was the main topic of the kick-off.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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