School Performance Plan -...

School Performance Plan

School NameBilbray, James ES

Address (City, State, Zip Code, Telephone):9370 Brent Ln

Las Vegas, NV 89143, (702) 799-4646

Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years: 2017-2018

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

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 PositionCristy Pelletier Parent Chastity Dawson Parent

Tami Smith Parent LeBranda Schell ParentAalya Page Principal Karen Thomasson Assistant Principal

Tracy Hughes 1st Grade Teacher Tracy Ferguson-Heintz Read by 3 StrategistDeborah Wilhite GATE Teacher Camille Shaver PE Aide

Nevada Department of Education Bilbray, James ES 2017-2018Clark County School District

Last Date Review/Revised By Planning Team - 03/31/2017 Page 1 Nevada Department of Education - June 2017

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)Statewide Assessments Achievement Gap Data Teacher/Administrator Observation DataTeacher/Administrator Observation Data NA NANA NA NANA NA NAOther: NDE Validation Data Other: Other:Other: AIMSweb Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2015-2016 SBAC Math data shows that overall math proficiency was 53%. That compares favorably with the district average of 32%. Proficiency by grade was 3rd 61%, 4th 47%, 5th 50%. School math data by ethnicity: Asian 100%, Black 7%, Caucasian 61%, Hispanic 39%, Multiracial 47%. Boys scored at 56% and girls at 50%. Students on IEP's scored 31%, while their non-IEP counterparts scored 57%. Non-LEP students outperformed their LEP classmates 100% to 55% The low numbers of LEP students (10) makes this less of an impact than it would be if the numbers were greater.

2015-2016 SBAC ELA data shows that overall ELA proficiency was 61%. That compares favorably with the district average of 47%. Proficiency by grade was: 3rd 64%, 4th 48%, 5th 69%. 34 3rd grade students scored in level 1 or 2. School ELA data by ethnicity: Asian 50%, Black 7%, Caucasian 67%, Hispanic 52%, Multiracial 53%. There is a large gap in our racial/ethnic subgroups. Girls scored at 64% and boys at 59%. Students on IEP's scored 26% compared to their non-IEP counterparts 67%. Non-LEP students outperformed their LEP classmates 100% to 67%.(10 LEP students)

Trend data will be updated when end of year assessments are returned.



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 Grade 3 proficiency rates in reading.

Root Causes:Lack of resources for the Nevada Academic Content Standards, in addition to assessing students at a more rigorous and complex level.

Measurable Objective 1:Increase the percent of students proficient and advanced in kindergarten from 65% (fall) to 70% (spring), as measured by the AIMSWeb (Letter Sound Fluency) assessment. **Updated data will be added in Fall 2017.

Measurable Objective 2:Increase the percent of students proficient and advanced in grade 1 from 62% (fall) to 67% (spring), as measured by the AIMSWeb (R-CBM) assessment. **Updated data will be added in Fall 2017.

Measurable Objective 3:Increase the percent of students proficient and advanced in grade 2 from 57% (fall) to 62% (spring), as measured by the AIMSWeb (R-CBM) assessment. **Updated data will be added in Fall 2017.

Measurable Objective 4:Increase the percent of students proficient and advanced in grade 3 from 63% (fall) to 68% (spring). as measured by the AIMSWeb (R-CBM) assessment. **Updated data will be added in Fall 2017.

Measurable Objective 5:Increase the percent of students proficient and advanced in grade 3 from 64% to 69%, as measured by the SBAC ELA assessment. **Updated data will be added in Fall 2017.

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: Yes NCCAT-S Indicators: Provide planning opportunities for reading instruction, intervention, and SBAC technology

National Geographic Reach for Reading K-5 (pilot) with National Geographic representatives, SBAC technology training, Read Naturally,

Training agendas August-June, Principal, Assistant Principal, Read by 3 Strategist

N/A



Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

ResponsibleMonitoring Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

SGF funded incentives to encourage students to attend event ($300)

Agenda from Curriculum Night February, Curriculum Cadre, Principal, Assistant Principal

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Facilitate data meetings with each grade level to analyze student performance. Apply skills learned from professional development to National Geographic reading instruction and intervention instruction.

Sub days to release RTI Chair ($500), National Geographic representative, Read by 3 Strategist (Read by 3 Funding)

PLC Grade Level Binder, red intervention folders, data spreadsheet

December/March/May, Principal, Assistant Principal, RTI Chair, Read by 3 Strategist

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 2:Reduce the reading and math proficiency gap between the district's highest performing subgroup and lower performing ethnic/racial supergroups.

Root Causes:Lack of current instructional materials aligned to NVACS

Measurable Objective 1:Reduce the reading proficiency gap between the districts highest performing subgroup (Asian 72%) and the schools supergroup (68%) from 4% to 0% by 2017, as measured by state assessment (SBAC). **Updated data will be added in Fall 2017.

Measurable Objective 2:In Math the school's highest performing subgroup is Caucasian 72% and the lowest performing subgroup is Black 28%. Reduce the gap from 44% to 30% as measured by the SBAC. **Updated data will be added in Fall 2017.

Monitoring Status

N/A


Action Step(please only list one action step per

box)


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 ResponsibleMonitoring Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: NEPF standard and indicators training in ELA and Math, Read by 3 training,

RPDP ELA and Math trainers, Read by 3 Strategist

Training agendas, sign-in sheets, observations September-June, Prinicpal, Assistant Principal

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Curriculum Night, PTA Membership dinner

SGF funded incentives to encourage students to attend event ($300)

Agenda from Curriculum Night February, Curriculum Cadre, Principal, Assistant Principal

Met

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Intervention groups/enrichment, data analysis meetings, Wake-Up to WIN (what I need) before school tutoring/reteach, begin implementation of enVision math materials

RTI Chairperson sub days ($500), Read by 3 Strategist, Wake-Up to WIN tracking logs, enVision math materials

Lesson plans, observations, PLC Grade Level Binder, data tracking spreadsheet, red intervention folders

September-May, Principal, Assistant Principal

N/A

Comments:


Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☑ Other

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

Root Causes:There is a need for training in the area of cultural competency as evidenced by district student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2017-2018 school year as measured by sign-in sheets. **Updated data will be added in Fall 2017.

Monitoring Status

N/A


Action Step(please only list one action step per box)


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:

YesNCCAT-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.

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 2017-2018 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:


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)

SGF $300 Incentives for Curriculum Night Goals 1 and 2SGF $3562.50 AIMSWeb access for 750 students Goals 1 and 2General Budget $500 RTI Chairperson sub days Goals 1 and 2



APPENDIX A - Professional Development Plan

1.1Provide planning opportunities for reading instruction, intervention, and SBAC technology

Goal 1 Additional PD Action Step (Optional)

2.1NEPF standard and indicators training in ELA and Math, Read by 3 training,


3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.




APPENDIX B - Family Engagement Plan

1.2Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Curriculum Night, PTA Membership dinner


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Measurable Objective(s):

Increase the percent of students proficient and advanced in kindergarten from 65% (fall) to 70% (spring), as measured by the AIMSWeb (Letter Sound Fluency) assessment. **Updated data will be added in Fall 2017.Increase the percent of students proficient and advanced in grade 1 from 62% (fall) to 67% (spring), as measured by the AIMSWeb (R-CBM) assessment. **Updated data will be added in Fall 2017.Increase the percent of students proficient and advanced in grade 2 from 57% (fall) to 62% (spring), as measured by the AIMSWeb (R-CBM) assessment. **Updated data will be added in Fall 2017.Increase the percent of students proficient and advanced in grade 3 from 63% (fall) to 68% (spring). as measured by the AIMSWeb (R-CBM) assessment. **Updated data will be added in Fall 2017.Increase the percent of students proficient and advanced in grade 3 from 64% to 69%, as measured by the SBAC ELA assessment. **Updated data will be added in Fall 2017.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1 Provide planning opportunities for reading instruction, intervention, and SBAC technology N/A

Progress

Barriers

Next Steps



1.2 Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home. Met

Progress

Barriers

Next Steps

1.3 Facilitate data meetings with each grade level to analyze student performance. Apply skills learned from professional development to National Geographic reading instruction and intervention instruction. N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the reading and math proficiency gap between the district's highest performing subgroup and lower performing ethnic/racial supergroups.


Reduce the reading proficiency gap between the districts highest performing subgroup (Asian 72%) and the schools supergroup (68%) from 4% to 0% by 2017, as measured by state assessment (SBAC). **Updated data will be added in Fall 2017.In Math the school's highest performing subgroup is Caucasian 72% and the lowest performing subgroup is Black 28%. Reduce the gap from 44% to 30% as measured by the SBAC. **Updated data will be added in Fall 2017.

StatusN/A

Comments:



2.1 NEPF standard and indicators training in ELA and Math, Read by 3 training,

Progress

Barriers

Next Steps

2.2 Curriculum Night, PTA Membership dinner



Progress

BarriersNext Steps

2.3 Intervention groups/enrichment, data analysis meetings, Wake-Up to WIN (what I need) before school tutoring/reteach, begin implementation of enVision math materials

Progress

Barriers

Next Steps

2.4

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 2017-2018 school year as measured by sign-in sheets. **Updated data will be added in Fall 2017.

StatusN/A

Comments:



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.

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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