School Performance Plan
Washoe County
School District
School Name
Jerry Whitehead ES
Address (City, State, Zip Code, Telephone):
3570 Waterfall Dr. Sparks, NV 89436
Superintendent/Academic Manager:
Troy Parks
2016-2017
For Implementation During The Following Years:
The Following Checkbox Selections (if applicable) Must Be Completed:
Title I Status:
Served (receives funds)
Designation: Must select one
Non-applicable
Grade Level Served:
Classification:
5 Star School
NCCAT-S:
*1 and 2 Star Schools Only:
Not Served (does not receive funds)
Elementary
4 Star School
Middle
High
3 Star School
Not Required- 4/5 Star Schools
Combined
2 Star School
1 Star School
Initial- 1/2/3 Star Schools
Please ensure that the following documents will be
available upon request
Use of Core
Instructional Materials
Not Rated
Review- 1/2/3 Star Schools
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
Kelly Ann Dominguez
Principal
Kristy Grow
Kindergarten Teacher & Learning Strategist
Mark Midcalf
5th grade teacher
Susie Elliott
Counselor
Stevi Smith
Teacher Assistant
Wendy Linnenbrink
Speech
Last Date Review/Revised By Planning Team:
Name of Member
Position
Nevada Department of Education - June 2015
Nov 8, 2016
Page 1 of 26
Jerry Whitehead ES
COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)
2016-2017
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)
AMAOs/ELPA Analysis
Individualized Educational Programs (IEP)
Statewide Assessments
Comparison of ELPA with other Assessments
Special Education Procedures- Whole School
Interim Assessments
IEP Compliance
Coordination of Services for FRL, ELL, IEP Students
Other
Other
Other
Other
Other
Other
Summary Statement: Please provide a detailed summary of a trend analysis of each data source and a description of how the analyzed
data will provide a clear and cohesive picture of the school's performance.
The above resources have allowed us to analyze the data and determine our school's priority. This year our staff chose Curriculum and Instruction as our school focus from the four
fundamentals. We chose this fundamental focus because it encompasses our school wide priority of Reading in relation to the new Read By Third Grade legislation. This focus will
allow us to monitor student academic data each month and then analyze the student academic data three times a year. We will use this knowledge to develop our individual MTSS
plans for each student in need of interventions and Tier 2 and Tier 3 supports. Our trends in the data are helping us to see and address the needs of students who enter our school
at a grade level after Kindergarten. We are finding that students who transition into our school as their second and third or more elementary school are most likely in need of
interventions when they arrive here. Our data is also showing us that our on and above readers are still writing lower than their reading level, so we will continue to focus on
teaching all students writing skills to help them communicate their response to text and their learning. We will meet with every student's families in the fall to share data and
student progress, and then in the Spring we will be meeting and communicating with the families of those students in need of intervention.
Page 2 of 26
HIGH SCHOOL GRADUATION RATES
If you serve high school graduating seniors you must fill in the graduation rates for all subpopulations.
The following data can be found by clicking here
Subpopulation
Percentage of Students
Am In/AK Native
Percentage
Asian
Percentage
Black
Percentage
Hispanic
Percentage
Two or More Races
Percentage
Pacific Islander
Percentage
White
Percentage
FRL
Percentage
IEP
Percentage
ELL
Percentage
Notes:
Page 3 of 26
Jerry Whitehead ES
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
100% of Whitehead ES students K-6th grade will show growth in their reading progress to catch up and keep up on a rate of progress that will get them caught up to grade level, or continue
Need/
towards high school graduation, as evident on the student academic data.
Goal 1:
Our students are not making an effective rate of progress to move up , keep or or catch up to grade level expectations as a reader. Our students are not living in a society that sits and reads
while outside of school. Also, if our students leave 3rd grade reading on or below level we have not had the intervention system and direct reading instruction in place for 4th grade and
Root
Cause(s) above, so those students continue to struggle in reading and not make effective progress to catch up to reading grade level expectations. Our ELL population has grown this year as our
overall student population has grown, and we are up to 50 students who receive ELL support from our new ELL half time teacher.
Monitoring
Status
Measurable 100% of Whitehead ES students K-6th grade will show growth in their reading progress as evident on the student academic assessment data of DRA, STAR and/
Objective(s): or MAPS
ACTION PLAN
Action Step
(please only list one action step per box)
Resources and Amount Needed for
Implementation
(people, time, materials, funding sources)
1.1 Professional Development (Required)
A licensed teacher will be selected to serve as Stipend for LS ( funding RB3G)
the Learning Strategist as required by SB391 RB3G training provided by the WCSD
Read BY Grade Three law. The LS will be vetted
through the District's Teacher Leadership Pool. Books: Literacy Continuum Book, and
LS will receive literacy training through the
Guided Reading Book
RB3G program. The LS will provide support to Leveled Literacy Kits
K-4 teachers. All literacy goals for Whitehead, Fountas/Pinnell videos (funding: School
align to the WCSD's Literacy and the NV State and /or RB3G)
Literacy Plan.
RB3rdG PD funding for K-4th grade PLC
time
On Task
MONITORING PLAN
List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Position
Information (Data) that will verify the
Responsible
action step is in progress or has occurred.
Continuation From Last Year
Student's Academic Reading Date from
MAPS, DRA, STAR and SBAC
K-3rd grade intervention list of students
for Rea By Third grade Interventions
Running Record samples done by
teachers on focus students
Monitoring
Status
NCCAT-S Indicators:
Once a month Nov, Jan, Feb, March, April
training led by Principal and Learning
Strategist.
On Task
Agendas and handouts of trainings&
List of videos used for the trainings
Comments:
Page 4 of 26
Action Step
Resources/Amount Needed
Continuation From Last Year
1.2 Family Engagement (Required)
See Family Engagement Appendix B-2
Objective 1
Artifacts/Evidence
See Family Engagement Appendix
B-2 Objective 1
See Family Engagement Appendix
B-2 Objective 1
Timeline and Position Responsible
Monitoring Status
NCCAT-S Indicators:
See Family Engagement Appendix
B-2 Objective 1
Comments:
1.3 Curriculum/Instruction/Assessment (Required)
Develop effective Reading NVACS Tier 1
Instruction in all of our K-6th grade classrooms
using the Fountas/Pinnell resources and begin
rolling out the plan in all classrooms.
Teacher Aides: Teacher aides would
provide ELA assistance to K-3rd grade
students and teachers in Guided Reading
and/or other literacy interventions. (RB3G
Funding)
List of expectations of guided reading
and what it will look like at each grade
level
Fountas/Pinnell resource books for
teachers (school or RB3G Funding)
Continuation From Last Year
Classroom Schedules of literacy blocks
and intervention instruction
Lists of intervention students that are
monitored at each assessment period
Samples of running records on our focus
students
NCCAT-S Indicators:
Nov 8th 2016 develop plan
Nov 8th Initial list of students and then
adapt list at each assessment period ( 3
times a year)
On Task
Administrator observation notes of
guided reading lessons
Comments:
1.4 Other (Optional)
Continuation From Last Year
NCCAT-S Indicators:
Comments:
Page 5 of 26
Jerry Whitehead ES
SCHOOL
IMPROVEMENT
MASTER
PLAN
(continued)
COMPONENT
II: Inquiry
Process
& Action Plan Design- Priority Need/Goal 2
Based on the CNA, identify all that apply:
General Education
FRL
ELL
IEP
Other
Priority Our students make academic growth in all of their subject areas when they have successful relationships and supports in school to help them be successful with the Social Emotional Learning
Need/ standards. Elementary students master these standards such as being a self monitors when they receive integrated instruction through out their classroom, supports throughout the school
Goal 2: day in all environments and are given time to practice and work on the social emotional skills that are difficult for them as an individual.
We have observed that when students come to school ready to learn and then they have age appropriate understanding of social skills, building relationships, and self management skills
Root they are able to work through a conflict effectively, and they are success in so many areas of their school day. This year are school has grown in student population and we have many new
Cause(s) students who are learning about our school wide Whale Behavior expectations. Also, we are learning that many of our students are coming to school with emotional needs that are effecting
their ability to reach their personal potential and feel good about themselves as a student each day.
By May of 2017, 100% of our students will be supported during the recess periods by our Whale Respect Team of peer leaders, while also having received Social
Emotional Learning instruction incorporated into their grade level instruction by the school counselor and our classroom teachers, and receive positive
Measurable feedback through our Whale Bucks System as evident on our Quarterly Principal Whale Bucks data by class, Respect Team Data collected monthly, and from
Objective(s): teacher weekly lesson plans and counselor weekly schedule of classroom lessons. We will show growth each quarter from the present to the next by number of
Whale Bucks that are given to students. Since this is our first year with our Respect Team we will track our monthly data of number of incidents that are handled
by the Respect team on our school campus.
ACTION PLAN
Action Step
(please only list one action step per box)
Resources and Amount Needed for
Implementation
(people, time, materials, funding sources)
2.1 Professional Development (Required)
Our Social Emotional Learning system is
SEL Literature list shared among staff.
carried out daily/ weekly by all staff and
New Wheel of choices posters for every
monitored by our Principal and MTSS team
learning environment around the school
each Tuesday AM. This year's system will have ( school funded at print shop $75)
a new Student Leader Respect Team,
Visual mediation graphics painted on the
Counselor and Teachers collaborating together playground. (not sure of total pricing,
on SEL lessons and a revised Whale Bucks
hope for donations of painters)
system in all learning environments of our
3 teacher leaders, and 25 student leaders.
school.
Procedure for selecting and training
Student Leaders. " Uniform" for student
leaders on respect team: vests, lanyards,
ids, hats, backpacks. (donations fro Big
Frog Tees, Sparks Police, School Police)
Monitoring
Status
On Task
MONITORING PLAN
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and Position
Information (Data) that will verify the
Responsible
action step is in progress or has occurred.
Continuation From Last Year
Schedules of small group counseling
groups and counseling lessons in
classrooms
Procedures for students applying and
being chosen for the Respect team and
then the procedures for the daily
mediation steps. List of members.
Data Spreadsheet for Respect Team
interaction on the playground.
Pictures of the Choice posters and
painted organizers being used by
students.
Monitoring
Status
NCCAT-S Indicators:
Aug, Sept and Oct 2016 each class visited 3
or more times by counselor for a 30 min.
counseling lesson.
Respect Team Developed in August and
September and will continue daily though
June 2017.Respect Team weekly meeting
schedule led by two 5th grade teachers and
counselor.
On Task
Whale bucks begin 2nd quarter with a
Principal raffle end of each marking period.
Comments:
Page 6 of 26
Action Step
Resources/Amount Needed
Continuation From Last Year
2.2 Family Engagement (Required)
See Family Engagement Appendix
B-2 Objective 2
Artifacts/Evidence
See Family Engagement Appendix
B-2 Objective 2
See Family Engagement Appendix
B-2 Objective 2
Timeline and Position Responsible
Monitoring Status
NCCAT-S Indicators:
See Family Engagement Appendix
B-2 Objective 2
Comments:
2.3 Curriculum/Instruction/Assessment (Required)
Social Emotional Learning programs and new
posters introduced to teachers for all
classrooms and small counseling groups to
ensure that fall counseling lessons are taught
to and continued through out the year by our
classroom teachers.
1st Steps To Social Success Program
(grant funded $500)
Camp Make Believe Program ( PFA
funded $250)
Social Express Program ( school general
fund $1,320.20)
New "What can I chose" posters given to
teachers for each classroom. (school
purchased $75)
Continuation From Last Year
NCCAT-S Indicators:
Student work from bullying contract
project completed by every student in
every classroom this fall 2016
Counselor trains staff on two new
programs in Nov 2016, and reviewed the
Social Express program in August 2016.
Counselor's schedule of classroom
lessons, and trainings of programs with
teachers.
Principal observation notes of SEL lessons
taught by the counselor and /or the
teachers throughout the school year.
Student data on Social Express from
small group counseling sessions with
this program, weekly with counselor.
Data of student behavior forms into IC and
analyze be principal and MTSS team at
each marking period.
On Task
Comments:
2.4 Other (Optional)
Continuation From Last Year
NCCAT-S Indicators:
Comments:
Page 7 of 26
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3
Jerry Whitehead ES
Priority Need/Goal 3 is optional, selection is required:
Based on the CNA, identify all that apply:
Not Applicable
Optional
General Education
FRL
ELL
IEP
Other
Priority
Need/
Goal 3:
Root
Cause(s)
Monitoring
Status
Measurable
Objective(s):
ACTION PLAN
Action Step
(please only list one action step per box)
Resources and Amount Needed for
Implementation
(people, time, materials, funding sources)
3.1 Professional Development (Required)
MONITORING PLAN
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and Position
Information (Data) that will verify the
Responsible
action step is in progress or has occurred.
Continuation From Last Year
Monitoring
Status
NCCAT-S Indicators:
Comments:
Page 8 of 26
Action Step
Resources/Amount Needed
Continuation From Last Year
3.2 Family Engagement (Required)
See Family Engagement Appendix
B-2 Objective 3
Artifacts/Evidence
See Family Engagement Appendix
B-2 Objective 3
See Family Engagement Appendix
B-2 Objective 3
Timeline and Position Responsible
Monitoring Status
NCCAT-S Indicators:
See Family Engagement Appendix
B-2 Objective 3
Comments:
3.3 Curriculum/Instruction/Assessment (Required)
Continuation From Last Year
NCCAT-S Indicators:
Continuation From Last Year
NCCAT-S Indicators:
Comments:
3.4 Other (Optional)
Comments:
Page 9 of 26
COMPONENT II: Inquiry Process & Action Plan Design - Interventions
Jerry Whitehead ES
Required for all Focus and 1 Star Schools
Based on the CNA, select one of the four interventions:
Interventions
Root
Cause(s)
Monitoring
Status
Measurable
Objective(s):
ACTION PLAN
Action Step
(please only list one action step per box)
4.1
Resources and Amount Needed for
Implementation
(people, time, materials, funding sources)
MONITORING PLAN
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and Position
Information (Data) that will verify the
Responsible
action step is in progress or has occurred.
Continuation From Last Year
Monitoring
Status
NCCAT-S Indicators:
Comments:
Page 10 of 26
Action Step
4.2
Resources/Amount Needed
Artifacts/Evidence
Timeline and Position Responsible
Continuation From Last Year
NCCAT-S Indicators:
Continuation From Last Year
NCCAT-S Indicators:
Continuation From Last Year
NCCAT-S Indicators:
Comments:
4.3
Comments:
4.4
Monitoring Status
Jerry Whitehead ES
COMPONENT III: Budget Plan
2016-2017
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
Amount Received for
Purposes for which funds are used (include targeted
Applicable
Priority Need/Goal
this School Year
audience, specific activities, intended outcomes, etc.)
Goal(s)
K-6th grade students who are below grade level or on and not making progress, will be
able to receive reading tutoring at their level before/after school during the Spring
semester.
Graduation State Assessment Initiative Grant Funds
$10,000.
Goal 1
For outside contract PLC time for our K-4th grade teachers plus 5 additional Phonics
First kits for our school
Read By Third Grade Funds
$5000.00
Goal 1
One Literacy Continuum Resource book by Fountas and Pinnell , one for each K-3rd
grade
PFA funds
Community Donations for Respect Team Uniforms
Assistance League Grant
$320.
$00.00
pending $900.00
Goal 1
We have received items from the following community groups to support our new
Respect Team and allow our student leaders to be identifiable on the playground: Safe
Routes to School School Police (backpacks), Sparks Police (bags), Big Frog T-Shirts (R.E.S.
P.E.C.T. t-shirts, Yogurt Beach ( $200 to purchase purple student leader vests), and Bell
Photo ( student lanyards and photo ids).
We have applied for an Assistance League Grant to help keep up the needs for our
Whale Bucks raffle incentive system and our Respect Team needs of more purple vests
ad items so that all student leaders each have a uniform and student stamp for their
mediations.
Goal 2
Goal 2
Page 12 of 26
Jerry Whitehead ES
2016-2017
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.
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.
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.).
4.
Identify the measures that include teachers in decisions regarding the use of academic assessments.
5.
Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts.
Page 13 of 26
Jerry Whitehead ES
2016-2017
APPENDIX A- Professional Development Plan
A licensed teacher will be selected to serve as the Learning Strategist as required by SB391 Read BY Grade Three law. The LS will be vetted through the District's Teacher Leadership Pool. LS will
receive literacy training through the RB3G program. The LS will provide support to K-4 teachers. All literacy goals for Whitehead, align to the WCSD's Literacy and the NV State Literacy Plan.
1.1
Goal 1
Additional
PD Action
Step
(Optional)
Our Social Emotional Learning system is carried out daily/ weekly by all staff and monitored by our Principal and MTSS team each Tuesday AM. This year's system will have a new Student Leader
Respect Team, Counselor and Teachers collaborating together on SEL lessons and a revised Whale Bucks system in all learning environments of our school.
2.1
Goal 2
Additional
PD Action
Step
(Optional)
3.1
Goal 3
Additional
PD Action
Step
(Optional)
Page 14 of 26
Jerry Whitehead ES
2016-2017
1.2
APPENDIX B- Family Engagement Plan
See Family Engagement Appendix B-2 Objective 1
Goal 1
Additional
Family
Engagement
Action Step
(Optional)
2.2
See Family Engagement Appendix B-2 Objective 2
Goal 2
Additional
Family
Engagement
Action Step
(Optional)
3.2
See Family Engagement Appendix B-2 Objective 3
Goal 3
Additional
Family
Engagement
Action Step
(Optional)
Page 15 of 26
Jerry Whitehead ES
APPENDIX B-2 Family Engagement Plan Measurable Objective 1
CNA Data
MAP , STAR, DRA and SBAC scores show that our students who are below and on grade level in reading are not making effective progress to either catch up to grade level or keep up
identified from
once they reach grade level.
Component l
Family
Engagement
Measurable
Objective l
Jerry Whitehead Elementary will build the capacity of all families to understand their child's reading data and their child's reading level in relation to the grade
level expectations. Families will also be given information to understand how their child's reading level relates to their mastered reading skills and the next
skills and activities that the child needs to master towards meeting grade level reading. This will be measured by our home visit interviews and/or Spring
parent meetings with our Read By 3 Student's families. We will also me able to measure our progress on the School Climate Survey with the goal that more
families this year, than last year ,will respond that they are able to help their child with school work and feel comfortable communicating with the teacher
should they have any questions about school work.
ACTION PLAN
Action Step
(multiple action steps may be listed per box)
June 2016 Family meeting for parents new to
Kindergarten, and a mid year Kinder make and
take literacy Parent meeting
Parent Teacher conferences with 100% of
families in the fall.
We handed out and discussed the read By 3rd
Grade letter /resources from the state and the
district to all K-3r grade families.
A 2nd Parent Teacher Conference in the late
Winter to meet with Kinder families who are
now on intervention list, and with 1st-3rd
grade families of students who have not made
sufficient progress.
Send home academic data reports (SBAC,
MAPO, STAR, DRA) to all families with each
report card at the end of the marking periods.
Buddies volunteer program to have young
adults read with elementary students who are
struggling readers
Resources and Amount Needed for
Implementation
Goal 1
Goal 2
Goal 3
MONITORING PLAN
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
individual Responsible
Quantitative and Qualitative Evaluation
(staff, families and community)
Measurements Defined
Principal, Kinder teachers, parents,
Sign in sheet and agenda
HUMAN RESOURCES
"Raising Expectations" PBS video, treat
1. Principal
bags for each child with bookmark, pencil Conference data and sign in lists.
2. Teachers
and book.
3. Support Staff
Striving readers literacy home kits,
Copies of the Read By 3rd Grade letters 4. WCSD Assessment Department
Kindergarten teacher
and the documentation of what
5. MTSS Intervention Committee
intervention student's families have
6. Learning Strategist
Teachers and parents/guardians
received these letters.
Oct Parent Conferences , reading letter and
Subs for conference time to release
List and sign in sheets for late Winter
academic data reports to parents (all
teachers to hold these conferences in the conferences for students in need of
teachers)
late Winter.
intervention or those not making
efficient progress with interventions so Winter/Spring Parent Conferences ( Kinder
Paper and print to print our student
far.
and teachers of intervention students)
academic reports, and envelopes and
labels to send the reports home in
School Wide Data reports for reading
NOV Train teachers in LLI kits and Phonics
envelopes with a place for parent
assessments.
first kits ( Principal, Learning Strategist and
signature to show if received.
Teacher Aide)
Sing in sheets and elementary student
Reed High School national honor Society list of students receiving buddy reading Once a month Nov to May Train in Fountas
volunteers and Adult volunteers
time.
and Pinnell Guided Reading strategies and
assessments (Principal, Learning Strategist
and Teacher Aide)
(people, time, materials, funding sources)
Linked to SPP
Goal(s)
Family Engagement
Standard(s)
Addressed
l. Welcoming all
Families
ll. Communicating
Effectively
lll. Supporting
Student Success
lV. Speaking Up for
Every Child
V. Sharing Power
Vl. Collaborating
with the Community
Vll. Building the
Capacity of Staff to
Engage Families
Page 16 of 26
Jerry Whitehead ES
APPENDIX B-2 Family Engagement Plan Measurable Objective 2
Students make academic growth to catch up and keep up to grade level when they have effective relationships in school, feel supported in all learning environments and have
CNA Data
identified from success with Social Emotional Learning standards. When students receive daily support and feedback that focuses on these SEL skills, they are able to master the SEL standards such
as self monitoring and resolving conflicts effectively resulting in feeling good about themselves and able to show academic growth in school.
Component l
Family
Engagement
Measurable
Objective l
Jerry Whitehead will build the knowledge of all student, and his/her guardians to learn about how together the school and home can support the student's
individual social emotional learning skills, as based on the CASEL score competencies for social emotional learning. This will be evident through data that is
communicated to our students and their families. We will continue to use our student's learning plans through our MTSS team and counseling programs to
monitor our student's feelings about themselves, their learning, and their school. The growth on this goal will be evident on the School Climate Survey with
the goal being that more families this year than last year will state that they are confident in helping their child will schoolwork , and that they know who to
come to at our school for support and or with any concerns. We can also monitor this goal using our student grade level and individual student behavior data
with the goal that students with more than 5 behavior writes up last year have decreased the number of write ups this year and make growth on their MPA
and STAR assessments, as a result of receiving SEL instruction and support integrated into their school day.
ACTION PLAN
Action Step
(multiple action steps may be listed per box)
Each JWES teacher will maintain a home school
communication system, using a class website,
blog or digital communication system
connecting the teacher with the student's
adult family members directly. (Teachers)
Weekly Principal Connect Ed messages by
phone, text and email sent out to all of the e
homes that our students may live in.(Principal)
JWES Twitter account maintained by Principal
and some teachers also have a Twitter account
to give our families an inside look each week
into what goes on in our school both
instructional and socially as well as sharing info
about district and community family events
and resources for families, including our
Thanksgiving Food Drive.
Oct 2015 100% of our student's families meet
with the teacher to receive information about
their child's social social and academic
progress along with assessment data. We
shared resources with K-3rd families this year
of how to help your child.
Whale Bucks and end of marking period raffles
for student positive feedback in social
emotional skills aka Whale Behaviors.
Resources and Amount Needed for
Implementation
Goal 1
Goal 2
Goal 3
MONITORING PLAN
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
individual Responsible
Quantitative and Qualitative Evaluation
(staff, families and community)
Measurements Defined
1. Connect Ed Blackboard system updated Twitter account data to show the number HUMAN RESOURCES
and monitored weekly for each home, by of followers, and communications.
1. Principal
the office staff, to keep updated correct
2. Teachers
home contact info
Connect ed communication data.
3. Counselor
2. Food and gifts collected by students for
4. PFA Volunteers
food drive to support our JWES families in Behavior and attendance data
5. MTSS Intervention Committee
need at Thanksgiving and Christmas
6. Learning Strategist
3. Resources and information that is
Climate survey data
Monthly data on Twitter (Principal)
shared with families about supporting
Oct Parent Conferences ( all teachers)
your child in school, and about getting
Data on items collected and families
Winter/Spring Parent Conferences ( Kinder
your child the community resources if
supported as a social emotional school
and teachers of intervention students)
needed (Principal)
wide event for the Holidays.
Nov and Dec Holiday event collect and
4. Counseling newsletter, and resources
distribute food and gifts( Counselor,
for what programs are being used in
Copies of the letters and resources that Respect Team Students and PFA
school and what family friendly
we send home to families or post on
volunteers)
information will be helpful to our families. social media.
Weekly Connect Ed messages ( Principal)
(counselors)
Teachers weekly and monthly
5. Behavior data in Infinite campus (MTSS
communication (all certified teachers)
team)
Raffle at the end of each marking period for
6. Photos shared with parents of school
students who have earned Whale Bucks for
wide events and lessons focusing on
showing SEL behaviors (Principal and PFA
social emotional earning in our school.
volunteers)
(Principal)
7. Parent Univ schedules that are shared
with parents on social media and in hone
school communication. (Principal)
(people, time, materials, funding sources)
Linked to SPP
Goal(s)
Family Engagement
Standard(s)
Addressed
l. Welcoming all
Families
ll. Communicating
Effectively
lll. Supporting
Student Success
lV. Speaking Up for
Every Child
V. Sharing Power
Vl. Collaborating
with the Community
Vll. Building the
Capacity of Staff to
Engage Families
Page 17 of 26
Jerry Whitehead ES
APPENDIX B-2 Family Engagement Plan Measurable Objective 3
CNA Data
identified from
Component l
Linked to SPP
Goal(s)
Family
Engagement
Measurable
Objective l
Goal 1
Goal 2
Goal 3
ACTION PLAN
Action Step
(multiple action steps may be listed per box)
Resources and Amount Needed for
Implementation
(people, time, materials, funding sources)
MONITORING PLAN
List Artifacts/Evidence of Progress:
Quantitative and Qualitative Evaluation
Measurements Defined
List Timeline, Benchmarks, and
individual Responsible
(staff, families and community)
Family Engagement
Standard(s)
Addressed
l. Welcoming all
Families
ll. Communicating
Effectively
lll. Supporting
Student Success
lV. Speaking Up for
Every Child
V. Sharing Power
Vl. Collaborating
with the Community
Vll. Building the
Capacity of Staff to
Engage Families
Page 18 of 26
Jerry Whitehead ES
2016-2017
APPENDIX C- Monitoring/Evaluation
Priority Need/Goal 1
Priority Need/ 100% of Whitehead ES students K-6th grade will show growth in their reading progress to catch up and keep up on a rate of progress that will get them caught up to grade level, or
continue towards high school graduation, as evident on the student academic data.
Goal 1:
Status
Measurable
Objective(s):
100% of Whitehead ES students K-6th grade will show growth in their reading progress as evident on the student academic assessment data of DRA, STAR
and/or MAPS
On Task
Comments:
Mid-Year
1.1
End-of-Year
A licensed teacher will be selected to serve as the Learning Strategist as required by SB391 Read BY Grade Three law. The LS will be vetted through the District's Teacher Leadership Pool.
LS will receive literacy training through the RB3G program. The LS will provide support to K-4 teachers. All literacy goals for Whitehead, align to the WCSD's Literacy and the NV State
Literacy Plan.
On Task
Progress
Barriers
Next Steps
Page 19 of 26
1.2
Progress
Barriers
Next Steps
Develop effective Reading NVACS Tier 1 Instruction in all of our K-6th grade classrooms using the Fountas/Pinnell resources and begin rolling out the plan in all classrooms.
1.3
On Task
Progress
Barriers
Next Steps
1.4
Progress
Barriers
Next Steps
Page 20 of 26
Jerry Whitehead ES
2016-2017
APPENDIX C- Monitoring/Evaluation
Priority Need/Goal 2
Our students make academic growth in all of their subject areas when they have successful relationships and supports in school to help them be successful with the Social Emotional
Priority Need/
Learning standards. Elementary students master these standards such as being a self monitors when they receive integrated instruction through out their classroom, supports
Goal 2:
throughout the school day in all environments and are given time to practice and work on the social emotional skills that are difficult for them as an individual.
Status
Measurable
Objective(s):
By May of 2017, 100% of our students will be supported during the recess periods by our Whale Respect Team of peer leaders, while also having received
Social Emotional Learning instruction incorporated into their grade level instruction by the school counselor and our classroom teachers, and receive positive
feedback through our Whale Bucks System as evident on our Quarterly Principal Whale Bucks data by class, Respect Team Data collected monthly, and from
teacher weekly lesson plans and counselor weekly schedule of classroom lessons. We will show growth each quarter from the present to the next by number
of Whale Bucks that are given to students. Since this is our first year with our Respect Team we will track our monthly data of number of incidents that are
handled by the Respect team on our school campus.
On Task
Comments:
Mid-Year
2.1
End-of-Year
Our Social Emotional Learning system is carried out daily/ weekly by all staff and monitored by our Principal and MTSS team each Tuesday AM. This year's system will have a new Student
Leader Respect Team, Counselor and Teachers collaborating together on SEL lessons and a revised Whale Bucks system in all learning environments of our school.
On Task
Progress
Barriers
Next Steps
Page 21 of 26
2.2
Progress
Barriers
Next Steps
2.3
Social Emotional Learning programs and new posters introduced to teachers for all classrooms and small counseling groups to ensure that fall counseling lessons are taught to and
continued through out the year by our classroom teachers.
On Task
Progress
Barriers
Next Steps
2.4
Progress
Barriers
Next Steps
Page 22 of 26
Jerry Whitehead ES
2016-2017
APPENDIX C- Monitoring/Evaluation
Priority Need/Goal 3
Priority Need/
Goal 3:
Status
Measurable
Objective(s):
Comments:
Mid-Year
End-of-Year
3.1
Progress
Barriers
Next Steps
Page 23 of 26
3.2
Progress
Barriers
Next Steps
3.3
Progress
Barriers
Next Steps
3.4
Progress
Barriers
Next Steps
Page 24 of 26
Jerry Whitehead ES
2016-2017
APPENDIX C- Monitoring/Evaluation
Interventions (4)
Intervention
Status
Measurable
Objective(s):
Comments:
Mid-Year
End-of-Year
4.1
Progress
Barriers
Next Steps
Page 25 of 26
4.2
Progress
Barriers
Next Steps
4.3
Progress
Barriers
Next Steps
4.4
Progress
Barriers
Next Steps
Page 26 of 26