top of page
Language
Clark County School District
Doris Hancock ES
School Performance Plan: A Roadmap to Success
Doris Hancock ES has established its School Performance Plan for the 2022-2023 school year. This plan
was developed by the school’s continuous improvement (CI) team and informed by a comprehensive
needs assessment that included data analysis and meaningful engagement with the school community. It
includes the school's goals and process developed during Act 1. The CI team will monitor implementation
throughout the school year and evaluate and update the goals at the end of the year.
For Printable Versions Chick this Links
School Demographics and Performance Information
In compliance with federal and state law, Nevada’s K-12 Accountability Portal provides detailed information about each school’s student and staff
demographics and school performance rating, a star rating system based on the Nevada School Performance Framework (NSPF). You can find our
School Rating report at http://nevadareportcard.nv.gov/DI/nv/clark/doris_hancock_elementary_school/2022/nspf/.
Inclusion of this link replaces completion of the tables in the previous year’s SPP.
School Continuous Improvement (CI) Team
The Continuous Improvement Team is made up of a diverse group of school administrators, teachers, staff, caretakers, and students. This team meets regularly to develop, monitor, and continually respond to the school’s teaching and learning needs.
Principal
Sarah Payne
Assistant
Principal
Sandra Zurbriggen
Teachers
Uri Garcia, Paula Melo, Hannah Aguilera, Katsuyo Banks-Tamanaha, Veronica
Dannaker, Cathy Scott, Sara Dolson, Sloan Navarro, Rachel Marx, Tina Redsull,
Kelly Cano, Antwahn Taylor, Ashlyn Carney, Nathaly Landa
Paraprofessional
Silvia Duyanen
Parents
Yibrana Orozco, Tamyra Roberts, Sylvia Wilkerson
This section highlights our school’s deliberate and strategic efforts to engage the broader school community in our continuous improvement efforts by keeping them informed on our progress and learning and eliciting their feedback and perspective.
Outreach Activity - School Organizational Team (SOT) Meeting
Lessons Learned from the School Community - Parents agreed with the goals and steps in place.
Specifically, after-school tutoring and a focus on increasing attendance.
School Goals
The school goals were developed over a series of five events and included opportunities for teachers, parents, and students to share their experience and ideas for improvement. The tables on the following pages capture key aspects of the process the CI team engaged in during the creation of this plan.
Inquiry Area 1 - Student Success
Part A - Student Success
Student Performance - MAP Data, SBAC Data, NSPF Report
Social and Emotional Learning - Panorama and Parent Survey Results
Access to Rigorous Texts and Tasks - Data from Instructional Rounds 9/19/22,10/11/22, & 10/12/22
Data Reviewed
Areas of Strength: Hancock ES has maintained a very low staff turnover rate. Students also achieved significant growth on the Nevada State Performance Framework (NSPF) specifically in the Growth and Closing Opportunity Gaps Indicators. The 2021-22 school median for Math MGP is 59% and ELA MGP is 54% (an increase from 32% for Math MGP and 37% for ELA MGP in 2018-19). The 2021-22 school rate for Met Math AGP Target is 43.3% and Met ELA AGP Target is 52.8% (an increase from 16% for Met Math AGP Target and 34.6% for Met ELA AGP Target). The percentage of prior non-proficient students who met math AGP target increased from 7.5% in 2018-19 to 35.6% in 2021-22 and the percentage of prior non-proficient students who met reading AGP target increased from 22.6% in 2018-19 to 45.4% in 2021-22.
Areas for Growth: Increase the percentage of students not at risk and increase the percentage of students achieving
proficiency.
Problem Statement
There is a significant percentage of students (59% in ELA and 64% in Math) schoolwide who are at risk (at or below the 40%) as identified on the Fall MAP assessment.
Critical Root Causes
Small-group instruction was not consistently provided or attended.
Part B - Student Success
School Goal:
● Increase the percent of students scoring above the 40th percentile in ELA from 41% (fall) to 46% (winter) to 51% (spring) by May of 2023 as measured by the MAP Growth Assessment.
● Increase the percent of students scoring above the 40th percentile in Math from 36% (fall) to 41% (winter) to 46% (spring) by May of 2023 as measured by the MAP Growth Assessment.
Aligned to Nevada’s STIP Goal:
Goal 3 - All students experience continued academic growth.
Improvement Strategy:
Provide tutoring after school and provide small group intervention during the school day.
Evidence Level
(1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): MAP Growth Assessments EBI 2, Corrective Reading EBI 1 and Reading Mastery EBI 3, ST Math EBI 1
Intended Outcomes:
Students receiving tutoring after school and in small groups during the school day will meet individual goals in Aimsweb Plus.
Action Steps:
● Identify students in need of additional support
● Create leveled groups to support students
● Provide intervention using Corrective Reading and Reading Mastery
● Provide fluency practice for math - 5 minutes per day
● Provide professional development for ST Math
● Use ST Math to develop students’ math concepts
Resources Needed:
● MAP Growth Assessments
● Corrective Reading
● Reading Mastery
● ST Math EBI 1
● Time for professional development
● Funding for professional development and tutoring and CTTs
Challenges to Tackle:
Enough people to provide tutoring and additional instruction/intervention - provide extra-duty pay.
Equity Supports. What, specifically, will we do to support the following student groups around this goal?
English Learners: Provide communication about tutoring in Spanish, Class Dojo translations
Foster/Homeless: School social worker and counselor provide additional services on an individualized basis
Free and Reduced Lunch: 100% FRL - improvement strategy applies to all students.
Migrant: N/A
Racial/Ethnic Minorities: Looking at data of ethnic student groups to identify achievement gaps
Students with IEPs: Helping special education staff understand expectations of grade level standards through PLCs
Inquiry Area 2 - Adult Learning Culture
Part A - Adult Learning Culture
Instructional Practice - Data collected from walkthroughs
Instructional Leadership - Instructional Leadership
Systems and Structures that Support
Continuous Improvement - PLC Meetings, Leadership team Meetings, Master Schedule, Weekly staff meetings, New teacher trainings
Data Reviewed
Areas of Strength: During the majority of walkthroughs, teachers were observed utilizing Tier 1 materials that were grade-level appropriate and aligned to standards.
Areas for Growth: Increase the percentage of time during Tier 1 students are engaged in productive struggle with tasks aligned to standards.
Problem Statement
There is a large percentage of time that students were not engaged in productive struggle as identified through walkthroughs.
● Engaging in productive struggle from 44 % in September
● Engaging with tasks aligned to standards from 28% in September
● Engaging with materials aligned to standards from 68 % in September
Critical Root Causes
Teachers have not had enough professional development on designing Tier 1 tasks that will require students to engage in productive struggle with materials that are aligned to the standards.
Part B - Adult Learning Culture
School Goal:
● Increase the percentage of times that students are observed engaging in productive
struggle during Tier 1 from 44% in September to an average of 64% by the end of the
year, as measured by instructional rounds.
● Increase the percentage of times that students are observed engaging with tasks
aligned to standards during Tier 1 from 28% in September to an average of 48% by
the end of the year, as measured by instructional rounds.
● Increase the percentage of times that students are observed engaging with
materials aligned to standards during Tier 1 from 68% in September to an average of
88% by the end of the year, as measured by instructional rounds.
STIP Connection:
Goal 2 - All students have access to effective educators
Improvement Strategy:
Regularly review walkthrough data and lesson plans, discuss strategies during PLC. Provide coaching to teachers to
increase effectiveness in designing lessons that require students to engage in productive struggle with tasks and materials that are aligned to standards.
Evidence Level
(1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Professional development EBI 1, Analyze data in PLCs EBI 3, Coaching EBI 2
Intended Outcomes:
Increase the percentage of times that students are observed engaging in productive struggle with tasks and materials that are aligned to standards during Tier 1 instruction.
Action Steps:
● Complete initial walkthroughs for baseline data collection
● Meet with teachers during PLCs
● Review walkthrough data monthly during PLC
● Facilitate walkthrough data-analysis discussions and provide strategies to improve
● Provide professional development on Tier 1 target-task alignment with an emphasis on productive-struggle
● Assign strategists to teachers for coaching as determined by walkthrough data
Resources Needed:
● Time for walkthroughs for data collection
● Strategist(s)
● PLC meetings
Challenges to Tackle:
Time for strategist(s) to meet with teachers for effective coaching cycles to occur.
Equity Supports. What, specifically, will we do to support the following student groups around this goal?
English Learners: Provide sentence stems to students to support them in productive struggle.
Foster/Homeless: School social worker and counselor provide additional services on an individualized basis
Free and Reduced Lunch: 100% FRL - improvement strategy applies to all students
Migrant: School social worker and counselor provide additional services on an individualized basis
Racial/Ethnic Minorities: Looking at data of ethnic student groups to identify achievement gaps
Students with IEPs: Helping special education staff understand expectations of grade level standards through PLCs
Inquiry Area 3 - Connectedness
Part A - Connectedness
Student - CCSD Survey Data for Past 3 Years Panorama and Parent Survey Results Nevada School Performance Framework (NSPF) 21-22
Staff - CCSD Survey Data for Past 3 Years
Systems and Structures that Support
Family & Community Engagement - CCSD Survey Data for Past 3 Years
Data Reviewed
Areas of Strength: 59.1% of our students were not chronically absent.
Areas for Growth: 40.9% of our students were chronically absent.
Problem Statement
The chronic absenteeism rate for Hancock ES was 40.9%, meaning that 40.9% of our students were absent more than 10% of the days they were enrolled.
Critical Root Causes
Many students have had difficulty adjusting to in person learning. In addition, COVID protocols had students out for multiple days due to illness and/or exposure.
Part B - Connectedness
School Goal:
Reduce the percent of students who are chronically absent
from 40.9% in the 21-22 school year to 30% in the 22-23 school year as
measured by the NSPF.
STIP Connection:
Goal 6 - All students and adults learn and work together in safe environments where identities and relationships are valued and celebrated.
Improvement Strategy:
Create a learning environment that is engaging and rigorous so that students choose to come to school regularly.
Evidence Level
(1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Professional development EBI 1, Analyze data in PLCs EBI 3, Coaching EBI 2
Intended Outcomes:
Increase the amount of time that students attend school and receive instruction
Action Steps:
● Identify students struggling with attendance
● Follow MTSS/PBIS systems to encourage students to attend school
● Call and reach out to families struggling with attendance and get resources in order to remove barriers
● Develop a committee to implement Ron Clark House System to create a sense of belonging
● Utilize Ron Clark Professional Development to increase the engagement and rigor of Tier I instruction
Resources Needed:
● Communities in Schools Liaison and/or Reinvent Schools Americorps Member to call parents of absent students and encourage them to attend school.
● Funding for Ron Clark Professional Development
● Cohort of staff to help roll-out shift to house system
Challenges to Tackle:
Time, funding for initiatives, possible staffing issues
Equity Supports. What, specifically, will we do to support the following student groups around this goal?
English Learners: Bilingual staff members will reach out to parents when students are absent and encourage them to come to school. Staff will send information home in the families’ home language whenever possible. Mental Health Professionals provide additional services on an individualized basis.
Foster/Homeless: School social worker and counselor provide additional services on an individualized basis. Mental Health Professionals provide additional services on an individualized basis.
Free and Reduced Lunch: 100% FRL - improvement strategy applies to all students
Migrant: N/A
Racial/Ethnic Minorities: Looking at data of ethnic student groups to identify gaps in attendance
Students with IEPs: Special education staff will reach out to parents when students are absent and encourage them to come to school.
School Performance Plan: A Roadmap to Success
This addendum to the 2022-2023 School Performance Plan (SPP) Roadmap supports CSI, TSI, and TSI/ATSI
schools to demonstrate compliance with federal requirements to provide evidence that it has
incorporated explicit analysis of accountability indicators as each relate to the school’s performance,
evidence-based interventions, and identification of resource inequities into its SPP. Please reach out to
Sarah Payne for more information.
School Goals and Improvement Plan
The section below includes an explicit identification of the evidence levels for each improvement
strategy and resource inequity challenges and supports associated with each goal.
Inquiry Area 1 - Student Success
School Goal
● Increase the percent of students scoring above the 40th percentile in ELA from 41% (fall) to 46% (winter) to 51% (spring) by May of 2023 as measured by the MAP Growth Assessment.
● Increase the percent of students scoring above the 40th percentile in Math from 36% (fall) to 41% (winter) to 46% (spring) by May of 2023 as measured by the MAP Growth Assessment.
Improvement Strategies
Provide tutoring after school and provide small group intervention during the school day.
Evidence Level (1, 2, 3, 4)
MAP Growth Assessments EBI 2, Corrective Reading EBI 1 and Reading Mastery EBI 3, ST Math EBI 1
Resource Equity Supports
Based on your Data Dive and Root Cause Analysis, what, if any, resource inequities did you identify for the following student groups specific to this goal? Consider any challenges these student groups face. What, specifically, will you do to support them to overcome those challenges?
English Learners
● Challenge: On the 2021-2022 NSPF, there is a 24.5 percentage point achievement gap in ELA between students who are Current and Former English Learners (32.1% proficient) and students who are White/Caucasian (56.6% proficient).
● Support: EL weighted funds are used to provide class size reduction teachers to better support differentiated Tier 1 instruction. After-school tutoring is provided 2-4 days per week. A group will be established for newcomers. All EL students are invited with a priority of students who scored below a level 4.5 on the WIDA and WIDA Screener. Title III funds provide Imagine Learning to support newcomers and students at the lowest levels on the WIDA screener.
Foster/Homeless
N/A Fewer than 25 students enrolled.
Free and Reduced Lunch
● Challenge: On the 2021-2022 NSPF, there is a 12.7 percentage point achievement gap in MATH between students who are Economically Disadvantaged (17.3% proficient) and students who are White/Caucasian (30.0% proficient). On the 2021-2022 NSPF, there is a 30.6 percentage point achievement gap in ELA between students who are Economically Disadvantaged (26.0% proficient) and students who are White/Caucasian (56.6% proficient).
● Support: Title I funds and at-risk weighted funds provide teachers to reduce class sizes to allow teachers to deliver instruction at a high cognitive demand and differentiate instruction to meet varying academic needs in order to increase student proficiency in all academic areas. Title I funds also provide intervention materials, Reading Mastery workbooks to increase reading proficiency across all grade levels. All K-2 teachers and interventionists are using these
materials with students who are identified as needing additional instruction and intervention. Extra duty hours are provided for family engagement and additional parent conferences to inform parents of their child's academic progress and needs.
Racial/Ethnic Groups
● Challenge: On the 2021-2022 NSPF, there is an achievement gap in MATH between students
who are Hispanic (20.7% proficient) and students who are Black/African-American (<5%
proficient) compared with students who are White/Caucasian (30.0% proficient).
On the 2021-2022 NSPF, there is an achievement gap in ELA between students who are
Hispanic (20.7% proficient) and students who are Black/African-American (<5% proficient)
compared with students who are White/Caucasian (56.6% proficient).
● Support: An Equity and Diversity Division liaison and Culturally Inclusive Champion will attend
Districtwide professional learning and deliver the information to the school staff.
Students with IEPs
● Challenge: On the 2021-2022 NSPF, there is a 23.4 percentage point achievement gap in MATH
between Students with IEPs (6.6% proficient) and students who are White/Caucasian (30%
proficient).
On the 2021-2022 NSPF, there is a 43.3 percentage point achievement gap in ELA between
Students with IEPs (13.3% proficient) and students who are White/Caucasian (56.6% proficient).
● Support: IDEA funds are used to hire highly-effective special education staff and specialized
instructional materials to support students with meeting IEP goals and with accessing grade
level content. Special Education Instructional Facilitator (SEIF) provides direct supports to
students in the classroom in academics and behavior.
Inquiry Area 2 - Adult Learning Culture
School Goal
● Increase the percentage of times that students are observed engaging in productive struggle during
Tier 1 from 44% in September to an average of 64% by the end of the year, as measured by
instructional rounds.
● Increase the percentage of times that students are observed engaging with tasks aligned to
standards during Tier 1 from 28% in September to an average of 48% by the end of the year, as
measured by instructional rounds.
● Increase the percentage of times that students are observed engaging with materials aligned to
standards during Tier 1 from 68% in September to an average of 88% by the end of the year, as
measured by instructional rounds.
Improvement Strategies
Regularly review walkthrough data and lesson plans, discuss strategies during PLC. Provide coaching to teachers to increase effectiveness in designing lessons that require students to engage in productive struggle with tasks and materials that are aligned to standards.
Evidence Level (1, 2, 3, 4)
Professional development EBI 4, Analyze data in PLCs EBI 1, Coaching EBI 2
Resource Equity Supports
Based on your Data Dive and Root Cause Analysis, what, if any, resource inequities did you identify for the following student groups specific to this goal? Consider any challenges these student groups face. What, specifically, will you do to support them to overcome those challenges?
English Learners
● Challenge: On the 2021-2022 NSPF, there is a 24.5 percentage point achievement gap in ELA between students who are Current and Former English Learners (32.1% proficient) and students who are White/Caucasian (56.6% proficient).
● Support: EL weighted funds provide prep buy out for staff training based on teacher need and administrators’ request. All teachers are required to attend the Understanding Language Development (ULD) professional learning.
Foster/Homeless
N/A Fewer than 25 students enrolled.
Free and Reduced Lunch
● Challenge: On the 2021-2022 NSPF, there is a 12.7 percentage point achievement gap in MATH between students who are Economically Disadvantaged (17.3% proficient) and students who are White/Caucasian (30.0% proficient). On the 2021-2022 NSPF, there is a 30.6 percentage point achievement gap in ELA between students who are Economically Disadvantaged (26.0% proficient) and students who are White/Caucasian (56.6% proficient).
● Support: Title I funds provide teachers with professional learning at the Ron Clark Academy (RCA). Professional learning on developing high-quality tasks that require students to engage in productive struggle during Tier 1 instruction will be led by administrators and strategists in staff meetings and on staff development days. Teachers who attend RCA professional development will be observed by other teachers in their grade level and provide coaching to those teachers as well.
Racial/Ethnic Groups
● Challenge: On the 2021-2022 NSPF, there is an achievement gap in MATH between students who are Hispanic (20.7% proficient) and students who are Black/African-American (<5% proficient) compared with students who are White/Caucasian (30.0% proficient). On the 2021-2022 NSPF, there is an achievement gap in ELA between students who are Hispanic (20.7% proficient) and students who are Black/African-American (<5% proficient) compared with students who are White/Caucasian (56.6% proficient).
● Support: An Equity and Diversity Division liaison and Culturally Inclusive Champion will attend Districtwide professional learning and deliver the information to the school staff. Staff will analyze disaggregated data when available and appropriate.
Students with IEPs
● Challenge: On the 2021-2022 NSPF, there is a 23.4 percentage point achievement gap in MATH between Students with IEPs (6.6% proficient) and students who are White/Caucasian (30.0% proficient).
On the 2021-2022 NSPF, there is a 43.3 percentage point achievement gap in ELA between Students with IEPs (13.3% proficient) and students who are White/Caucasian (56.6% proficient).
● Support: Special Education Instructional Facilitator (SEIF) supports teachers through individual meetings to discuss student needs and data collection for academic and behavior progress monitoring. Special educators participate in a PLC meeting every two weeks. Resource teachers attend grade level PLC meetings to understand grade-level expectations and instructional needs for their students.
Hancock ES Status Tracker
Directions:
As a team, for each Goal:
Step 1: Review the Findings/Visualizations slides within the Event 9 slide deck. These will need to be updated prior to each event.
Step 2: Reflect on the Now, Next, Need questions noted in the slide deck.
Step 3: Fill in the appropriate cells in the table below.
- Did we achieve our Goal/Intended Outcomes - Yes, No.
- Do we continue, correct, or cancel our goals/implementation strategies - Continue, Correct, Cancel.
- Identify specific Lessons Learned, Next Steps and Needs.
Note: The rating you enter for Step 3 will automatically update the accompanying cell on the Master Tracker (tab 1).
School Goal - Inquiry Area 1 - Student Success Did we
School Goal - Inquiry Area 1 - Student Success
Increase the percent of students scoring above the 40th percentile in ELA from 40% (fall) to 50% (winter) to 60% (spring) by May of 2022 as measured by the MAP Growth Assessment.
Increase the percent of students scoring above the 40th percentile in Math from 28% (fall) to 38% (winter) to 48% (spring) by May of 2022 as measured by the MAP Growth Assessment.
Did we achieve our goal? No
Improvement Strategies: Provide tutoring after school and CTTs to provide small group intervention during the school day.
Intended Outcomes: Student receiving tutoring after school and in small groups during the school day will meet individual goals in FastBridge.
Were our improvement strategies successful?: No
Continue, Correct, or Cancel the Strategy? Cancel
Lessons Learned (Now): Couldn't hire CTT's, FastBridge wasn't effective in measuring growth, walk-toread model could not be implemented because of COVID
Next Steps: Meet with CIP team to discuss next steps.
Need: Meet with CIP team to discuss next steps.
Evidence Level (1, 2, 3, 4)
Creating a Positive School Climate and Culture EBI 3; PBIS EBI 1
Resource Equity Supports
Based on your Data Dive and Root Cause Analysis, what, if any, resource inequities did you identify for the following student groups specific to this goal? Consider any challenges these student groups face. What, specifically, will you do to support them to overcome those challenges?
English Learners
N/A Students who are English learners have a lower chronic absenteeism rate than the White/Caucasian group.
Foster/Homeless
N/A Fewer than 25 students enrolled.
Free and Reduced Lunch:
N/A 100% Free and Reduced Lunch
Racial/Ethnic Groups
● Challenge: On the 2021-2022 NSPF, there is a gap in chronic absenteeism between students who are Black/African-American (52.7%) compared with students who are White/Caucasian (30.9%).
● Support: Counselor and social worker will work with students who are chronically absent and their families to determine specific needs and solutions for absenteeism.
Students with IEPs
● Challenge: On the 2021-2022 NSPF, there is a gap in chronic absenteeism between students who have an IEP (38.0%) compared with students who are White/Caucasian (30.9%).
● Support: Special education will work with students who are chronically absent and their families to determine specific needs and solutions for absenteeism. Administration is in communication with the transportation department to ensure students arrive on time and have a full day of instruction.
Last updated: October 17, 2022
bottom of page