This Photo by Unknown Author is licensed under
This Photo by Unknown Author is licensed under CC BY TAKE FLIGHT – AIM HIGH College – Career - Life
CSI Designation Comprehensive Support and Improvement
Why is Hollingsworth STEAM Academy a Comprehensive Support and Improvement School? Schools with a CSI State Designation Meet the Following Criteria: • Among the Bottom 5 th Percentile of Performance • 1 -Star Rated School According to NSPF
Previous Data (2019 -2020) Click here to view the 2019 -2020 Nevada School Performance Framework. • Nevada Performance Framework for 20192020 frozen due to COVID-19 • Hollingsworth STEAM Academy Designation of 1 -Star School Frozen • Hollingsworth STEAM Academy received a total Index Score of 18 decreasing from 23. 5 points in 2019 -2019 • Academic Achievement Indicator was 3 out of a total of 25 points. • Growth Indicator was 6 out of a total of 35 points. • English Language Proficiency Indicator was 3 out of a total of 10 points. • Closing Opportunity Gap Indicator was 2 out of a total of 20 points. • Student Engagement Indicator was 4 out of a total of 10 points.
Hollingsworth STEAM Academy Students Showed a Decrease in ELA Proficiency of 5. 6% According to the NSPF (Nevada School Performance Framework) and State Assessment Data. Three Year Trend Data (2016 -2019) Math Proficiency Also Decreased by 5% According to the NSPF (Nevada School Performance Framework) and State Assessment Data. Only 27. 7% of 3 rd-5 th Grade are On or Above Grade Level in Reading According to the 2018 -2019 State Proficiency Assessments. Only 18. 7% of 3 rd-5 th Grade are On or Above Grade Level in Reading According to the 2018 -2019 State Proficiency Assessments.
2019 -2020 WIDA Data
Winter MAP Benchmark – Celebrations 47% of 1 st-5 th Grade Students Met or Exceeded the Established Growth Target on MAP ELA Growth Assessment 48% of 1 st-5 th Grade Students Met or Exceeded the Established Growth Target on MAP Math Growth Assessment 50% of 3 rd-5 th Grade Students Met or Exceeded the Established Growth Target on MAP Science Growth Assessment
• Hollingsworth Did Not Meet the Goal of Decreasing the Number of Students Scoring At or Below the 40 th Percentile from 70. 1%-50% in the MAP ELA Growth Assessment Winter MAP Benchmark – Need to Improve • Hollingsworth Did Not Meet the Goal of Decreasing the Number of Students Scoring At or Below the 40 th Percentile from 69. 8%-50% in the MAP Math Growth Assessment • Hollingsworth Did Not Meet the Goal of Decreasing the Number of Students Scoring At or Below the 40 th Percentile from 59. 9%-40% in the MAP Science Growth Assessment
What Does This Mean? The majority of Hollingsworth STEAM Academy Students are Still Scoring Below the 40 th Percentile in Reading, Math, and Science According to the MAP Growth Assessments.
Growth in i. Ready Diagnostics Assessments The Number of Students Performing At or Above Grade Level According to the i. Ready ELA Diagnostic has Increased by 10 Percentage Points. The Number of Students “At Risk” or 2 or More Levels Below Grade Level has Decreased by 9 Percentage Points According to the i. Ready ELA Diagnostic Assessment.
What Does CSI Mean For Hollingsworth? • Must Work With the School Improvement Department to Develop a Plan to Exit CSI Designation Within Three Years • The Plan Must Be Approved Nevada Department of Education • Hollingsworth Will Be Evaluated for Exit at the End of the Three Year Period • Hollingsworth Must Achieve A Three-Star Rating and Sustained Improvement in Index Scores for Three Years
Goals/Priorities in Reading 01 02 03 Increase the overall percentage of ELA proficiency of all students at Hollingsworth Elementary School from 27. 6% to 45. 35%, as measured by the state assessment by the end of the school year, June 2021. Increase the overall percentage of ELA proficient FRL students at Hollingsworth Elementary School from 27. 6% to 41%, as measured by the state assessment by the end of the school year, June 2021. Increase the overall percentage of ELA Adequate Growth Percentile of FRL students at Hollingsworth Elementary School from 32. 8% to 43%, as measured by the state assessment by the end of the school year, June 2021.
Goals/Priorities in Math 01 02 03 Increase the overall percentage of Math proficient students at Hollingsworth Elementary School from 18. 7% to 37. 25%, as measured by the state assessment by the end of the school year, June 2021. Increase the overall percentage of Math proficient FRL students at Hollingsworth Elementary School from 18. 7% to 33. 2%, as measured by the state assessment by the end of the school year, June 2021. Increase the overall percentage of Math Adequate Growth Percentile of FRL students at Hollingsworth Elementary School from 10. 7% to 25%, as measured by the state assessment by the end of the school year, June 2021.
Professional Development: • Job-embedded coaching and professional development for teachers • Consistent implementation of ELA school approved programs (Wonders, CIA, i. Ready, Step Up to Writing) • Research-based instructional practices and strategies to support a positive school climate and culture Road Map for Success in Reading and Math
Road Map for Success in Reading and Math (cont. ) Family Engagement • Build solid relationships with families by providing services beyond academics (mental health support, medical/dental support, wraparound services). • Implement Home Visits to encourage and incentivize attendance during both distance and face-to-face learning • Communicate academic success and student specific data to families • Educate parents/guardians on supporting academics at home through monthly Family Meetings, Parent/Teacher Conferences, PEF Family Trainings, and FACES parent trainings
Road Map for Success in Reading and Math (cont. ) Align Determine Provide Integrate Track Align instruction across grade levels by meeting in weekly Professional Learning Communities to unwrap Standards Determine the appropriate curriculum resources and strategies to teach the standard to grade level mastery with teachers Provide additional instruction and enrichment opportunities aligned to standards for students not meeting standards (Tier II/III) during the school day and through after school tutoring and summer academies Integrate ”Best Practices” in distance learning and face-toface technology use to support students at all levels (Tier I/II/III) in gaining more practice towards meeting standards. Track student academic progress through formative/summative assessment data during regular data collaboration meetings every six weeks.
Progress • Implemented Consistent Use of Resources Pre. K -5 • Standards-Based Focus of Instruction Through PLCs • Use of Rubrics and Performance Tasks to Measure Student Mastery • Professional Learning in Implementation of Literacy Framework, Math Framework, Effective ELL Strategies, and Data Analysis • Implementation of Weekly Data Collaboration Meetings for Mult—Tiered Systems of Support • Consistent Intervention Block using Research. Based Intervention Programs
Barriers • Distance Learning Makes Connecting with Students • New Staff on Campus/Less Experienced Staff • Lost Learning Due to School Closures March through May • Lowering the Bar Due to Socio-Economic Status • Aligning Tasks to Grade Level Standards
Next Steps • Continue PLCs with a Focus on High-Level Performance Tasks • Implementing a Collaboration Protocol for Lesson Planning • Lesson Plan Checks to Assess Rigor of Tasks • Training Coaches on The Impact Cycle for Job -Embedded Professional Development • Continue Data Analysis for Multi-Tiered Systems of Support and Consistent Tier II and Tier III Intervention • More Frequent Instructional Observation Cycles to Provide Implementation Feedback
This Photo by Unknown Author is licensed under CC BY TAKE FLIGHT – AIM HIGH College – Career - Life
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