School Performance Plan - Clark County School · PDF file · 2017-03-10School...

School Performance Plan

School NameMountain View ES

Address (City, State, Zip Code, Telephone):5436 Kell Ln

Las Vegas, NV 89156-6716, (702) 799-7350

Superintendent/Assistant Chief: Pat Skorkowsky / Jeffrey Geihs

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Initial

*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 PositionAmanda Pinnock Parent Kim Fiszer PrincipalMaryAnne Cox Assistant Principal Dequency Ragler Learning Strategist

Brittany Johnson Teacher Ramona Fowler Read by 3 StrategistAmanda Pinnock Parent Vanessa Rodriguez Office Manager

Nevada Department of Education Mountain View ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/01/2016 Page 1 Nevada Department of Education - June 2016

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

Formative Assessments Practice Achievement Gap Data Achievement Gap DataSummative Assessments Comparison of ELPA with other Assessments NATeacher/Administrator Observation Data NA NAStakeholder Survey Information NA NANA NA NAOther: 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.Mountain View ES is in the turnaround zone, and participated in an extensive internal and external review to identify strengths and areas of concerns. Strengths include an increase in the growth in reading on our monthly Evaluate scores from 4% in to 54% for the 2015-2016 school year The areas of concern include performance in ELA (reading and writing) as well as the achievement gap between our highest and lowest performing students and these concerns form the basis of this improvement plan. In a survey provided to parents, students and staff members in the Spring of 2014 stated concerns were safe and clean environment, adequate facilities, high academic expectations, academic assistance opportunities, extra curricular activities, feeling welcome in the school by the office staff, and bullying. This information has led to changes within the school and with the teachers and staff at Mountain View ES. Providing language supports for our non-English speakers we will improve student learning outcomes. Additional literacy materials and supplies are also needed to improve student learning. Students need access to STEAM (science, technology, engineering, arts, and mathematics) to improve their learning outcomes. Students also need access to school activities outside the school day (student council, crafty kids, Disney Musical, gardening club, sign language club, digital media club, coding club, National Elementary Honor Society, Scripps Spelling Bee, soccer club and ELA/math tutoring) to improve student learning outcomes. Evaluate is the assessment data that has been consistent in the school for the past several years, and will continue to be utilized to track progress in both ELA and Mathematics. We started our 2015-2016 school year by taking an Evaluate assessment for grades 2-5 which measures student achievement on NACS in math and ELA. Our school average for September 2015 was 32% inmathematics and 34% in ELA. In May 2016 our school average was 63% in mathematics and 49% in ELA. This was a 31% growth in mathematics and 15% growth in ELA. Our 2-5 graders took the assessment again in September 2016 and our school mathematics level is 31% and our ELA level is 33%.Our kindergarten and first grade students took an Evaluate assessment in September 2016 for the first time and they scored 38% in mathematics and 36% in ELA.



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 from 28% to 50% as measured by Spring SBAC.

Root Causes:Lack of student engagement and differentiated instruction resulted in low student achievement. Lack of standards-based instructional delivery.

Measurable Objective 1:Increase the percent of Grade 3 students proficient in reading from 32% to 57% by May 2017 as measured by Evaluate.



Measurable Objective 4:Increase the percent of Kindergarten students proficient in reading from 33% to 53% by May 2017 as measured by Evaluate.

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:



Differentiated instruction using leveled readers (Flying Start to Literacy). Incorporating novels into the classroom to meet the rigor of NVACS. Cooperative grouping for increasing student engagement. Implementation of Accelerated Reading mentoring program

Qualified teachers (on staff) Read by 3 literacy training ELL training

Classroom observations by Administration as required by state & district regulations or teacher need. PLC Minutes/notes Lesson Plans Evaluate progress monitoring (monthly) Evaluate assessments for grade K-1 (3 assessments with a final 4th that compares to first test) EGSI (Kindegarten)

Administration, teacher and Learning Strategists. Teachers are providing peer PD during SCt time and during weekly PLC meetings. School provided Read by 3 trainings. School provided ELL training. Accelerated Reader training.

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Monthly PTA meetings. FACES will be participating at our Academic Nights. Academic/Culture & Community Building nights are held with a focus on literacy and STEM. Wraparound Supports are provided by the Communities in Schools coordinator.

Title I Parent Set-Aside Funds Communities in School Coordinator FACES partnership

Sign-in sheets, Agendas Parent survey results Increased parent volunteers and participation at school-sponsored events.

Community in Schools Coordinator (ongoing throughout the year). Principals/PTA President (monthly) from August to May Family Nights: November, March, May

N/A

Comments:Parent and community events are designed to increase parent & family engagement in the learning process allowing for all stake holders to be active participants in the learning process leading to increase in learning which should have a positive impact on performance in class and on standards based assessments.

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

YesNCCAT-S Indicators:

Teachers will pull small groups and provide skill-based lessons utilizing Flying Start to Literacy resources. Teachers will incorporate novel units in their ELA instruction, focusing on NVACS and utilizing engagement strategies acquired in professional development sessions

Late Tuesday Professional Development (Title I TAZ). Novels (Flex). Flying Start to Literacy (District funded). Learning Strategists (Title I & Read by 3) ZOOM Novel units (Flex)

Classroom observations Lesson plans PLC Notes Evaluate progress monitoring data Student grades/student work samples

Weekly PLC meetings (Learning Strategists and Grade Level Chairs) Teachers (Flying Start/Novels) Principal/AP: feedback from observations.

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Tutoring is provided after-school to students identified through RTI and assessment data.

Teachers/tutors (TAZ) Reading Plus (Title I) Reading A-Z (Title I) Lexia (Title 1) Accelerated Reader Novels (Title 1) Accelerated Reader/STAR Assessment (flex)

Student attendance/sign-in sheets Pre-post test data Lexia reports Reading Plus Reports AR progress/data

Learning Strategists, Teachers Tutoring (M/W) from September 26 to May 26.

N/A

Comments:







Priority Need/Goal 2:Reduce the overall achievement gap of percentage points between highest performing and lowest performing ethnic/racial subgroups in both reading and math.

Root Causes:Through a review of student performance data, classroom lesson plans, and observation data, it was evident that data-driven instructional decisions were not utilized effectively or with consistency to provide differentiated instruction to meet the needs of students.

Measurable Objective 1:Reduce the math proficiency gap between the School's highest performing subgroup and lower performing ethnic/racial subgroup from 35% to 25% by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the School's highest performing subgroup and lower performing ethnic/racial subgroup from 25% to 15% by 2017 as measured by state assessments.

Measurable Objective 3:Reduce the percent of Hispanic and Black/African-American subgroups in ELA from 11.33% to 6% by 2017 as measured by Evaluate data.

Measurable Objective 4:Reduce the percent of Hispanic and Black/African-American subgroups in Math from 6.66% to 3.66% by 2017 as measured by Evaluate data.

Monitoring Status

N/A


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

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



ST Math for differentiated instruction based on student level of proficiency. Reading Plus (3-5) Lexia (K-1/2) Accelerated Reader (K-5)

Software (Title I) Learning Strategists (Title I) Learning Strategist (Read by 3) Extended Day for PD (Title I TAZ)

Review of use through weekly and monthly certificates for students. Review of use of charms for progress in Lexia, reading Plus, Accelerated Reader, and STMath Classroom observations, PLC Notes, Lesson Plans Evaluate progress monitoring EGSI (Kinder)

Administration, teacher and Learning Strategists. PD is ongoing through the use of job embedded professional development and PLCs.

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: Yes NCCAT-S Indicators: STMath is available to students to use at school (classroom, labs, & main office) and at home. Rosetta Stone is available on computers in the main office to parents to assist them in learning English. FACES Parent classes are held during Academic Nights and are designed to increase parent knowledge in the educational process. Accelerated Reader Mentoring program Spread the Word monthly snacks with books activities for parents/students.

ST Math (Title I) Rosetta Stone (Title I for the computers & flex budget for Rosetta Stone), Accelerated Reader (flex), Charms (flex and TAZ)

Review of ST Math report, certificates and prizes for each 10% completed Lexia and Reading Plus certificates with charms for students to take home each time they complete a level. FACES sign-in sheets. Spread the Word snacks with books sign-in sheets Accelerated reader novels, bookmarks and charms for progress/completion

FACES representative, teachers, administration, & learning strategists.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: ST Math will be utilized for differentiated instruction between 30 to 60 minutes per week. Reading Plus will be utilized for differentiated instruction between 30 to 80 minutes per week. Lexia is used as prescribed by ability level (between 20 minutes to 180 minutes per week). Teacher-led differentiated instruction will also be provided.

Technology (Title I/Title I TAZ) and Learning Strategists (Title I & Read by 3) STMath (Title I) Reading Plus(Title I/Title I TAZ) Tutoring (Title I)

Weekly review of use of ST Math, Lexia and Reading Plus by teachers & administration. Individual certificates and charms for student completion of lessons in Lexia and Reading Plus. Classroom certificates for STMath progress. Individual certificates and prizes for 10% completion Classroom observations Lesson plans PLC Notes. Evaluate progress monitoring data Student grades/student work samples

Administration, tutors, classroom teachers & learning strategists.

N/A

Comments:

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

Comments:







Priority Need/Goal 3:100% of staff will participate in mandatory SBTC time that will include Read by 3, ELL, engagement and cultural competency professional development sessions during the 2016-2017 school year as measured by sign-in sheets.

Root Causes:There is a need for training in the areas of ELA, engagement and cultural competency as evidenced by the District student achievement gap data as well as Mountain View ES's data.

Measurable Objective 1:100% of staff will participate in mandatory SBTC time that will include Read by 3, ELL, engagement and cultural competency professional development sessions during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A


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

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: Teachers will participate in a professional development sessions provided by staff members and administration

Learning Strategist (Title 1 & Read by 3)

Agendas, sign-ins, and surveys from trainings. Classrooms walk through data will show evidence of implementation.

August 2016-May 2017 Administration and Learning Strategists Data wall will be maintained on school server by Assistant Principal and Learning Strategists Data: Office Referrals, Homework completion, grades Who responsible: Assistant Principal & Learning Strategist When: Monthly

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Through Family And Community Engagement Services (FACES), parents will participate in sessions where they will learn parent involvement and parenting strategies.

FACES instructor, Learning Strategists, (Title1 & Read by 3) Administration, Community in Schools (Title I: $17,370.00 )

Family and Community Engagement Services (FACES) pacing calendar, Agendas, & Sign-in Sheets

Data: Agendas, Sign-in sheets Who responsible: Learning Strategists and Communities In Schools Liaison When: Monthly

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)

Title I $202,920.00

2 Learning Strategists (ELA/Data): $150,000.00; Instructional/Classroom Materials (Charms): $6,200.00; AR Books: $5,000.00; Software (Lexia, Reading Plus, School Website): $19,210.00Technology Supplies (Privacy Screens for Computers, Headphones, iPad Covers): $14,470.00 ; Substitutes for PD: $6,720.00; Support Staff Extra Duty Pay and Licensed (Kinder Round Up): $1,020.00; Parent Involvement Instructional Supplies: $500.00; Parent Involvement Set Aside(Books and Refreshments) $1,829,20

Goals 1, 2 and 3

Flex $3,297,330.25 Staffing, Supplies, Building Operations Goals 1, 2 and 3

Title 1 (TAZ) $120,000.00Extended day for PD: $30,000.00; Tutoring (After School): $14,500.00; Software (ST Math, ESGI): $5,000.00; Printers, Student Laptops, Student Desktops, Toner, IPads, Technology Tubs: $50,594.01; Laptop Cart: $1,535.99; Instructional/Classroom Materials (Paper, Pencils): $1,000.00; Communities in Schools Coordinator: $17, 370.00

Goals 1, 2 and 3



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.We have updated our website to present our school in a positive fashion. We have also provided teachers pay for PLC time that is beyond that of a regular teaching allowing them to make more for planning with their peers. Our new teachers have been provided mentors. Title I has provided technology to our school allowing students and teachers access to SMART Boards, iPads, notebooks, LCD projectors and laptops. On-site Learning Strategists are also available for consultation and to provide intervention for students as needed.

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.We have developed a working relationship with the PTA and have incorporated a number of family events encouraging parents to come to school. We have also opened the doors allowing parents to visit the school site and classrooms during the instructional day. The administration is also openly available to parents before and after school outside of the office. Meetings are conducted and communication is provided in English and Spanish, through the use of headphones and a transmitter purchased through Title I funds.

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.).Pre-K is in the front with the kindergarten students where they line-up in a similar fashion and have passing interaction with the kinder students. Our kinder teachers will reach out to the pre-k teachers to assist in preparing students for the fall transition. Our kinder students will move to the blacktop to line-up in the spring to prepare for what is expected of them in 1st grade. Our first grade teachers will reach out to the kinder teachers to assist in preparing students for the fall transition. We have implemented departmentalization in fifth grade to prepare the students for having to transition between classes as well as differing expectations of teachers. Students will also visit the middle schools in the spring for preregistration.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Besides the required exams, teachers are permitted to develop their own assessments as a grade level to measure student progress and compare their students to those of their peers to better develop lessons and remediation/extension activities.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsWhen developing our budget and plan we review how our students are doing as a whole, but also look at our subgroups. All decisions are made as a team and include the needs of all students not just a few. A combination of Title I funds, Title III funds, and our school's flex budget will be utilized to carry out school wide programs, parent involvement plan, and additional professional development for staff members to ensure that all school-wide programs and students are supported.



APPENDIX A - Professional Development Plan

1.1Differentiated instruction using leveled readers (Flying Start to Literacy). Incorporating novels into the classroom to meet the rigor of NVACS. Cooperative grouping for increasing student engagement. Implementation of Accelerated Reading mentoring program

Goal 1 Additional PD Action Step (Optional)

2.1ST Math for differentiated instruction based on student level of proficiency. Reading Plus (3-5) Lexia (K-1/2) Accelerated Reader (K-5)


3.1Teachers will participate in a professional development sessions provided by staff members and administration




APPENDIX B - Family Engagement Plan

1.2Monthly PTA meetings. FACES will be participating at our Academic Nights. Academic/Culture & Community Building nights are held with a focus on literacy and STEM. Wraparound Supports are provided by the Communities in Schools coordinator.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2STMath is available to students to use at school (classroom, labs, & main office) and at home. Rosetta Stone is available on computers in the main office to parents to assist them in learning English. FACES Parent classes are held during Academic Nights and are designed to increase parent knowledge in the educational process. Accelerated Reader Mentoring program Spread the Word monthly snacks with books activities for parents/students.


3.2Through Family And Community Engagement Services (FACES), parents will participate in sessions where they will learn parent involvement and parenting strategies.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading from 28% to 50% as measured by Spring SBAC.

Measurable Objective(s):

Increase the percent of Grade 3 students proficient in reading from 32% to 57% by May 2017 as measured by Evaluate.Increase the percent of Grade 2 students proficient in reading from 27% to 52% by May 2017 as measured by Evaluate.Increase the percent of Grade 1 students proficient in reading from 40% to 60% by May 2017 as measured by Evaluate.Increase the percent of Kindergarten students proficient in reading from 33% to 53% by May 2017 as measured by Evaluate.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement: Parent and community events are designed to increase parent & family engagement in the learning process allowing for all stake holders to be active participants in the learning process leading to increase in learning which should have a positive impact on performance in class and on standards based assessments.1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Differentiated instruction using leveled readers (Flying Start to Literacy). Incorporating novels into the classroom to meet the rigor of NVACS. Cooperative grouping for increasing student engagement. Implementation of Accelerated Reading mentoring program

Progress

Barriers

Next Steps

1.2 Monthly PTA meetings. FACES will be participating at our Academic Nights. Academic/Culture & Community Building nights are held with a focus on literacy and STEM. Wraparound Supports are provided by the Communities in Schools coordinator.



Progress

BarriersNext Steps

1.3 Teachers will pull small groups and provide skill-based lessons utilizing Flying Start to Literacy resources. Teachers will incorporate novel units in their ELA instruction, focusing on NVACS and utilizing engagement strategies acquired in professional development sessions

Progress

Barriers

Next Steps

1.4 Tutoring is provided after-school to students identified through RTI and assessment data.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap of percentage points between highest performing and lowest performing ethnic/racial subgroups in both reading and math.


Reduce the math proficiency gap between the School's highest performing subgroup and lower performing ethnic/racial subgroup from 35% to 25% by 2017 as measured by state assessments.Reduce the reading proficiency gap between the School's highest performing subgroup and lower performing ethnic/racial subgroup from 25% to 15% by 2017 as measured by state assessments.Reduce the percent of Hispanic and Black/African-American subgroups in ELA from 11.33% to 6% by 2017 as measured by Evaluate data.Reduce the percent of Hispanic and Black/African-American subgroups in Math from 6.66% to 3.66% by 2017 as measured by Evaluate data.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1 ST Math for differentiated instruction based on student level of proficiency. Reading Plus (3-5) Lexia (K-1/2) Accelerated Reader (K-5)

Progress

Barriers

Next Steps



2.2

STMath is available to students to use at school (classroom, labs, & main office) and at home. Rosetta Stone is available on computers in the main office to parents to assist them in learning English. FACES Parent classes are held during Academic Nights and are designed to increase parent knowledge in the educational process. Accelerated Reader Mentoring program Spread the Word monthly snacks with books activities for parents/students.

Progress

Barriers

Next Steps

2.3ST Math will be utilized for differentiated instruction between 30 to 60 minutes per week. Reading Plus will be utilized for differentiated instruction between 30 to 80 minutes per week. Lexia is used as prescribed by ability level (between 20 minutes to 180 minutes per week). Teacher-led differentiated instruction will also be provided.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:100% of staff will participate in mandatory SBTC time that will include Read by 3, ELL, engagement and cultural competency professional development sessions during the 2016-2017 school year as measured by sign-in sheets.


100% of staff will participate in mandatory SBTC time that will include Read by 3, ELL, engagement and cultural competency professional development sessions 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 Teachers will participate in a professional development sessions provided by staff members and administration

Progress

Barriers

Next Steps

3.2 Through Family And Community Engagement Services (FACES), parents will participate in sessions where they will learn parent involvement and parenting strategies.

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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School Performance Plan - Clark County School · PDF file · 2017-03-10School...

Documents