School Performance Plan€¦ · Red Rock ES Address (City, State, Zip Code, Telephone): 408 Upland...

School Performance Plan

School NameRed Rock ES

Address (City, State, Zip Code, Telephone):408 Upland Blvd

Las Vegas, NV 89107-2666, (702) 799-4223

Superintendent/Assistant Chief: Pat Skorkowsky / Grant Hanevold

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: Review

*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 PositionElizabeth Sepulveda Parent Rosario Love Parent

Raymond Artiaga Parent Stephanie Wong PrincipalAmy Yee Assistant Principal Nikki Longmore Assistant Principal

Stuart Sipes Teacher Elysa Arroyo TeacherMarc Erbisch Teacher Sarah Silva TeacherRobin Walters Teacher Suyapa Canales Teacher

Marianne Barrett Teacher Lacy Henderson Teacher

Nevada Department of Education Red Rock ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/07/2016 Page 1 Nevada Department of Education - June 2016

Jennifer McClister Teacher Nica Boccio TeacherDana Powers Teacher Crystal Flaherty TeacherErin Winder Teacher Mirna Martinez RBG3 Strategist



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

Statewide Assessments Achievement Gap Data Achievement Gap DataNA NA NANA NA NANA NA NANA NA NAOther: AIMSweb Other: AIMSweb Other: AIMSwebOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Strengths:Based on AIMSweb data, the number of students in the 1-9th percentile decrease from 42 to 37 students (comparing Fall Benchmark to Spring Benchmark). The number of students in the 50th percentile and above increased from 45 to 55 students.

According to AIMSweb Fall to Spring Benchmark comparison, a majority of students showed growth of one year or more during the 2015-16 school year. Specifically, 55% of first graders; 74% of second graders; 75% of third graders; 64% of fourth graders, and 69% of fifth graders. Schoolwide 67.5% of students showed a minimum of one year of growth based on AIMSweb data.

Areas of Concern:Baseline SBAC Math data indicates that 12.85% of students are proficient. The gap between Caucasian and Hispanic students is the largest with 15.59% more Caucasian students demonstrating proficiency in math than Hispanic students.

Baseline SBAC ELA data indicates that 28.84% of students are proficient. The gap between Caucasian and Black students is the largest with 9.79% more Caucasian students demonstrating proficiency in ELA than Black students.



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:Based on instructional observations, effective lesson delivery is not consistent because teachers do not understand the depth and complexity of the Nevada Academic Content Standards.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 21.43% to 32% by 2017 as measured by state assessments.

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 ResponsibleMonitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.2Professional Development regarding Nevada Academic Content Standards (unwrapping standards).

Substitute Days (funded by Title I) and PZ8 Grade Level Chairs PLC Meetings Read by Grade 3 Strategist

Sign in sheets; agendas; lesson plans; observation notes; formative assessment data

Sign in sheets - agendas collected by Read by Grade 3 Strategist or Admin Lesson plan reviews, Admin: weekly Observations - Admin Formative Assessment Data - Learning Strategist: three times per year

N/A

Comments:

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

Status



1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 3.1Provide family training regarding help at home to increase reading proficiency. Title I extra duty pay for teachers to provide training at parent night(s)

Learning Strategist, materials for at-home support Title I Parent Involvement Set-Aside funds

Sign in sheets; agendas; copies of materials that were provided to families

Sign in sheets- agendas: teachers; October/December/March Materials

On Task

Comments:

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

Year: YesNCCAT-S Indicators: 2.2

Conduct on-site instructional audit to determine effectiveness of lesson delivery

Read by Grade 3 Strategist, Title I funded programs (Accelerated Reader, Library and Classroom books, and tutoring).

Data from instructional audit; Lesson Plan Reviews

Data gathering and analysis--Learning Strategist--November/February; Admin

On Task

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 overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.

Root Causes:Data analysis is not utilized to modify instruction to ensure standards are met by all students.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 20% to 15% by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 25% to 18% by 2017 as measured by state assessments.

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 ResponsibleMonitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.2



Provide PD regarding data analysis. Provide time through sub days for collaboration and creation of action steps based on data.

Sub Days (funded by title I and PZ8) PLC protocol Data from common assessments Guidelines for analyzing data

Sign in sheets; agendas; lesson plans; observation notes; formative assessment data

Sign in sheets - agendas: Admin October/November/January/March; Lesson plans - weekly review by admin Observations - Admin Formative Assessment Data - Learning Strategist: three times per year

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: 3.1Provide family training regarding help at home to increase reading and math proficiency. Title I funded extra duty pay for teachers to providing parent training at parent night(s).

materials for at-home support; parent training by licensed teachers (title I funded)

Sign in sheets; agendas; copies of materials that were provided to families

Sign in sheets- agendas: teachers; October/December/March Materials

On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 2.2Action steps will be based on the seven principles in the book Never Work Harder Than Your Students

Read by Grade 3 Learning Strategist; Teacher Leaders; Title I funded programs (Accelerated Reader,, Library and Classroom books, and tutoring).

Information from the survey in the book regarding the principles Sign in sheets from PD Sign in sheets and agendas from PLC meetings & monthly collaboration sessions

Data gathering and analysis--Learning Strategist--November/February (reading); February/April (math)

On Task

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 2015-2016 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: All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Training materials from the Equity and Diversity Department.

Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during one of the four districtwide staff development days.

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)

16-17 Title I & Parent Involvement Set-Aside $297,828.80 Class Size Reduction Teachers (3); tutoring; Software; Instructional Asst. 6.0 hours (1); Substitute

Days for Collaboration (37 days); Before School Tutoring (5 teachers for 27 weeks) Goals 1 and 2



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.Red Rock ES has a rich history in the Clark County School District. The administration supports teachers and strives to maintain an environment that is safe and supportive so that teachers can truly make a difference in the lives of students. In addition, the administration and staff are committed to ensuring that appropriate resources are available for teachers.

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.The staff hosts various events during the school year to promote family engagement: Ready for Red Rock Day/Open House (August);; Kinder Parent Training (September/November); Parent Advisory Group Meetings (monthly); Parent Advisory Committee (monthly); Parent/Teacher Conferences (October, December, March); Halloween Carnival (October); Breakfast with Santa (December); Literacy Night (March); Pastries with Parents (March); Math Night (April); Community Clean-Up (ongoing); Community Connections Meetings (quarterly). Parents are able to access the Infinite Campus Parent Portal for information about student grades and attendance.

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.).The school counselor provides ongoing training to the 5th grade students to prepare them for transition to middle school. Pre-K and kindergarten teachers collaborate to ensure a smooth transition from PK to K. In addition, the school staff works with the feeder schools to plan appropriate registration and transition activities.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Each month, teachers conduct RTI meetings. During the team meetings, students' needs are discussed. Progress monitoring information is shared and determinations regarding the students' RTI plans are made. All teachers meet monthly to review data to determine the impact of instructional strategies and how they relate to assessment data. The Leadership Team meets monthly to discuss the school-wide behavior plan and appropriate support for teachers.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll services are coordinated appropriately by utilizing the following personnel: administration, strategist, teachers, and itinerant staff. Title I funding is used to reduce class sizes, provide tutoring, provide parent training, purchase software, and provide professional development and collaboration opportunities to teachers.



APPENDIX A - Professional Development Plan

1.1Professional Development regarding Nevada Academic Content Standards (unwrapping standards).

Goal 1 Additional PD Action Step (Optional)

2.1Provide PD regarding data analysis. Provide time through sub days for collaboration and creation of action steps based on data.


3.1All staff will participate in a professional development session provided by the District's Equity and Diversity Department.




APPENDIX B - Family Engagement Plan

1.2Provide family training regarding help at home to increase reading proficiency. Title I extra duty pay for teachers to provide training at parent night(s)

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Provide family training regarding help at home to increase reading and math proficiency. Title I funded extra duty pay for teachers to providing parent training at parent night(s).


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 3rd grade students proficient in reading from 21.43% to 32% by 2017 as measured by state assessments.

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 Professional Development regarding Nevada Academic Content Standards (unwrapping standards).

Progress

Barriers

Next Steps

1.2 Provide family training regarding help at home to increase reading proficiency. Title I extra duty pay for teachers to provide training at parent night(s)

Progress



Barriers

Next Steps

1.3 Conduct on-site instructional audit to determine effectiveness of lesson delivery

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




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


Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 20% to 15% by 2017 as measured by state assessments.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 25% to 18% by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1 Provide PD regarding data analysis. Provide time through sub days for collaboration and creation of action steps based on data.

Progress

Barriers

Next Steps

2.2 Provide family training regarding help at home to increase reading and math proficiency. Title I funded extra duty pay for teachers to providing parent training at parent night(s).



Progress

BarriersNext Steps

2.3 Action steps will be based on the seven principles in the book Never Work Harder Than Your Students

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 2015-2016 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1 All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Date post:	25-Aug-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

School Performance Plan€¦ · Red Rock ES Address (City, State, Zip Code, Telephone): 408 Upland...

Documents