school performance plan - clark county school district€¦ · becker middle school had 92.41%...

School Performance Plan

School NameBecker, Ernest MS

Address (City, State, Zip Code, Telephone):9151 Pinewood Hills Dr

Las Vegas, NV 89134-6086, (702) 799-4460

Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Middle School

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 PositionDelores Price-Walker Parent Rebecca Peplinski Assistant PrincipalAmy Herring Smith Principal Kathleen Bandhauer ELA Teacher / Ins. Coach

LaDawn Grant Science Teacher Kellinee Barber Social Studies TeacherAdrienne Bryson Health / P.E. Teacher Brent Bandhauer CounselorEvamarie Gilibert RTI Intervention Specialist Michael Ficucell Special Education Teacher

Sherry Christensen Dance Teacher Linda Dungee Math Teacher

Nevada Department of Education Becker, Ernest MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/13/2016 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

Summative Assessments Achievement Gap Data Nevada School Performance Framework (NSPF)Teacher/Administrator Observation Data ELL Program Policies and Procedures Service Delivery ModelsFormative Assessments Practice Service Delivery Models Teacher/Administrator Observation DataStakeholder Survey Information Teacher/Administrator Observation Data Special Education Procedures - Whole SchoolNevada School Performance Framework (NSPF) Time in ELL Program/Projected Time to Proficiency Availability of Curriculum for IEP StudentsOther: Instructional Rounds Other: Reading Horizons Other: Instructional RoundsOther: Operation Respect / Welcoming School Survey Data Other: ELL Professional Development Other: Reading Plus

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.For the 2016 school year, Becker Middle School’s demographics are (2013; 2014; 2015): Asian 5.92% (6.3%; 6.32%; 5.6%); African American 17.12% (14.4%; 14.37%; 15.1%); Caucasian 32.15% (35.6%; 35.63%; 35.5%); Hispanic 34.03% (34.2%; 34.20%; 33.4%); Multiracial 8.02% (7.5%; 7.47%; 7.9%); American Indian NA (NA; NA; .3%); andPacific Islander 2.31% (NA; NA; 2.2%).

Special populations’ demographics:Limited English Proficient (LEP) 10.04% (7.8%; 7.76%; 7.3%); Individualized Education Plan (IEP) 12.21% (11.7%; 11.71%; 10.8%); Free or Reduced Lunch (FRL) 54% (NA; 53.2%; 52.5%); and Section 504 Plans 2.17% (NA; NA; 1.9%).

Overall, on the Smarter Balanced Assessment (SBAC), in English Language Arts (ELA) 64.05% of Becker Middle School’s students were proficient and, in math, 35.33% were proficient. In 6th grade, 64.72% were proficient in ELA and 39.69% were proficient in math. In 7th grade, 60.80% were proficient in ELA and 41.12% were proficient in math. In 8th grade, 66.67% were proficient in ELA and 22.90% were proficient in math.

In ELA, the Asian student subgroup scored the highest at 81.58% proficient. The Black subgroup was the lowest at 44.32% proficient. In ELA, females had a higher proficiency of 67.50% than males with 60.70% proficiency. In ELA, IEP students’ proficiency was 16.13% compared to 69.11% non-IEP, and LEP students’ proficiency was 21.21% compared to non-LEP which was 67.58%.

In math, the highest subgroup was Caucasian at 48.43% proficient. The lowest group in math was the Black subgroup with 17.32% proficient. In math, males had a higher proficiency at 36.67% than females with 33.96%. IEP students’ proficiency was 8.06% compared to 38.53% non-IEP proficiency, and LEP students’ proficiency was 16.16% compared to non-LEP at 37.08%.

Reading Plus scores compared (benchmark to final assessment): • at or above grade-level from 47% to 64%; • one grade level below current grade from 14.6% to 10.7%;



• two grade levels below current grade from 12.8% to 7.6%; • three or more grade levels below current grade from 25.5% to 17.1%.

Response to Instruction pull-outs and fundamental class averaged two years of growth in reading (Reading Plus) for 6th grade; a 1.8 year growth in reading in 7th grade; and a 1.6 year growth in reading proficiency in 8th grade.

Becker Middle School had 92.41% participation on the CCSD survey. Seventy-eight parents took the survey. • Eleven parents disagreed with the statement: “My child’s school promotes academic success for all students.” (No parent disagreed with this statement on the 2015 survey.) • Eight parents disagreed with the statement: “My child is getting a good education at this school.” (2 parents disagreed on the 2015 survey.) • Sixty-eight parents agreed that, “My child is getting a good education at Becker Middle School.”• 72 parents agreed that their children are learning with technology. One thousand, two hundred, and seventy-nine (1,279) students participated in the CCSD survey. • One-hundred and forty-six students disagreed with the statement, “At my school, my teachers tell me how I am doing in my classes.” (112 disagreed on the 2015 survey.) • Four-hundred and thirteen students disagreed with the statement, “Teachers understand my problems.” (This questions was not asked in 2015.)• One-thousand, one-hundred and sixteen students agreed with the statement, “Help is available at this school if I have trouble with my schoolwork,” and • One-thousand, one-hundred and thirty-six students agreed that, “I am getting a good education at this school.” Fifty-one staff members participated in the CCSD survey. • Eight staff members disagreed that, “administrators involve staff in decision making,” and six staff disagreed that, “staff at this school feel comfortable asking for help from school administrators.” • Forty-nine staff members, out of 49 who answered the question, agreed that, “This school promoted academic success for all students,“ and 48, out of 50 who answered the question, agreed that, “I like my school.”

2015-2016 7th graders had the highest percentages of Ds and Fs in ELA, math, science, and social studies, even though, D and F percentages were below CCSD averages for those courses. When grades were compared to CCSD average grades by course, Becker Middle School was above the average for passing grades in all but two areas: ELA Block 7 and Pre-Algebra. In ELA 7 Block, 15% of the students at BMS received Fs (CCSD average - 10% received Fs). In Pre-algebra, 19% of the BMS students received Fs (CCSD average- 10% Fs).

One-hundred and eleven students took the WIDA last school year. In 2014-2015, a majority of the students at Becker were levels 1, 2, and 3 on the WIDA. For the 2015-2016 school year, 46.8% of the student were level 1, 2, or 3; 53.2% of the students who took the WIDA were levels 4 and 5. The two biggest groups of students were in Level 3 (32.4%) and Level 4 (41.1%).

Behavior data was reviewed for the 2015-2016 school year. It was noted that mild infractions were more prevalent than major infractions of rules. The most common consequences were detention and conference with student. Discipline referrals were broken down by ethnicity and gender. Of the 239 referrals, the highest ethnic percentage of referrals was 35% Black and 36% and Hispanic students. When broken down by gender, 154 were male and 87 were female.



HOPE 2 Intervention

Focus of Intervention:4.7 Relative Risk Ratio for African-American students per expulsion referrals

Monitoring Plan:Student enrollment in the Becker Leadership Academy (BELA). "Do the Right Think" - Bullying Prevention Program. Becker Bucks spent to reinforce positive behavior. Impact on bullying reports and conflict resolution in deans office. Expulsions and suspensions.

Evaluation Plan:Expulsion and suspension data disaggregated by ethnic groups. Bullying reports and resolutions in the dean's office. Relative Risk Ratio lowered.



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:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Root Causes:Teachers need to incorporate rigorous texts, activities, and assignments with high cognitive demand, including multicultural texts (both fiction and nonfiction). Teachers need to increase use of academic vocabulary to include complexity, multiple meanings, and to use words and roots in a variety of contexts. Teachers need to have instruction at students grade-level, as well as at their learning level (differentiation and targeted reading instruction) and employ metacognitive strategies to increase ownership of learning. Teachers also need to create balanced assessment including all levels of DOK and high cognitive demand.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.1 to 12.1 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 Responsible

Monitoring

Status

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



RTI log training 10/18. Kagan training – 8/22 and 8/23. Instructional rounds and data analysis (10/10). SBCT focus on developing tasks with high cognitive demand, meta-cognitive activities, and SBAC - balanced assessments and performance tasks (all Wednesdays of full school weeks). Instructional Coach - differentiated instruction and strengthening Tier 1 instruction. LEP training monthly during SBCT – ELL Master Plan. Developing balanced assessments and activities and assignments with high—cognitive demand (NEPF Standard 3 and 5) during SBCT.

ELA - Reading Plus, Turn It In, and MyAccess - School budget. K. Bandhauer – Instructional Coach- School budget. J. Ayala - ELA Supervisor . R. Peplinski – RTI Supervisor and E. Gilibert – RTI Strategist – Title I budget. A. Smith -Instructional Rounds – Title I budget K. Bandhauer - Greek and Latin Root lists per grade-level . RPDP resources. J. Ayala – LEP Department.

SBCT observations – Weekly. ELA supervisor and Instructional Coach - classroom observations and feedback. Common assessments using SBAC like items and questioning – Monthly. Instructional Rounds and Instructional Round data analysis - Monthly - PZ3 and staff. Assessments and performance task practice. LEP sign in logs.

SBCT- Weekly - ELA Supervisor. Metacognition and High Cognitive Demand instruction– Instructional Coach Metacognition and High Cognitive Demand observations – Administration Greek and Latin Roots – ELA Supervisors and Instructional Coach. RTI monitoring and log training - Assistant Principal. Instructional Rounds – Administration, teachers, and PZ3 Staff. Monthly – During SBCT – ELA Supervisor.

N/A

Comments:SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts; NEPF - Nevada Education Performance Framework.

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

A link on the school website to Reading Plus. PAC meeting agendas posted on the school website for parents that cannot attend. Greek and Latin roots will be available on the school website. Literacy Night – Social studies and ELA – 10/18 PAC meeting information on curriculum and changes in instructional program, Reading Plus, High Cognitive Demand, Metacognition, and Response to Intervention. Reading Plus Summary of Performance for each students sent home to parents. Letter to parents about Reading Plus program and expectations. RTI progress reports sent home to parents.

Reading Plus Greek and Latin Root word Lists by grade-level. Practice SBAC tests on the school website. How to interpret SBAC score on website in English and Spanish. PAC meeting agendas posted on the school website.

A. Smith - PAC meeting agendas monthly. R. Peplinski - Literacy Night - program and attendance records 10/18. A. Smith - PAC meetings monthly attendance. E. Gilibert - RTI letters.

PAC meeting agendas - monthly – Principal. Literacy Night – 10/18 – ELA and social studies departments and Instructional Coach. PAC meetings - monthly – Principal. ELA items on website - ELA supervisor. RTI letters monthly – Title I Interventionist Comments: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts

N/A

Comments:SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



Implement Greek and Latin roots vocabulary weekly following the NVACS and benchmarks Development of tasks during SBCT that have high cognitive demand and mirror the SBAC performance tasks and assessment. Incorporation of meta-cognitive activities within each unit of study (i.e. test corrections, goal setting; writing reflections). RTI - individual and small group instruction. Differentiated Instruction and Tier I instruction - Instructional Coach. ELA tutoring 4 days weekly. LEP strategies utilized in classrooms. Reading Plus or Reading Horizons required for every student weekly. RTI Pull-Outs . ELL Class. Balanced Assessments (NEPF Standard 5). Activities and assignments with high cognitive demand (NEPF Standard 2)

Reading Plus – all students – School budget. My Access for 6th and 7th grades – school budget. Turn It In – 8th grade – school budget. Computer labs for tutoring. RTI logs – Google Docs. ELL Class – ELL Department. RTI Pull-Outs – Title I Interventionist. Balanced Assessments – Department Supervisors.

Tutoring logs - Weekly –Assistant Principal. Monitoring of RTI logs - monthly - Assistant Principal. Classroom Observation - weekly - ELA Supervisor. Instructional Rounds and Instructional Round data analysis - Monthly- All Administration. Reading Plus records. Time on Reading Horizons and Reading plus – ELA Supervisor.

Tutoring Logs – Assistant Principal. RTI logs - Assistant Principal. Classroom observations and Instructional Rounds -ELA Supervisor and other administration. Common Assessment results – ELA Supervisor. Instructional Rounds -Administration and PZ3. Reading Plus or Reading Horizons – ELA supervisor.

N/A

Comments:SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts; NEPF - Nevada Educator Performance Framework.

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: School-wide data on Reading Plus, Lexia, or Reading Horizons - Quarterly. Returned letters from parents verifying Reading Plus letter was received - Quarter 1. Parent and student participation in Reading Plus, Lexia, Literacy Night, and PAC meetings - Monthly. Reading Plus / Lexia / Reading Horizons and Discovery Education reports - Quarterly.

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 math.

Root Causes:Develop tasks with high cognitive demand that progressively develop the student’s cognitive ability mirroring the type of questions and responses asked on the SBAC assessment. Incorporate a meta-cognitive activity within each unit in order to develop student’s ability to self-analyze and monitor their learning progress. Teachers need to incorporate more vocabulary into instruction in order for students to better understand mathematical concepts and proper mathematical notation. Student need to have learning gaps filled in order to understand grade-level curriculum.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 23.6 to 22.1 by 2017 as measured by state assessments.

Monitoring Status

N/A



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: NCCAT-S Indicators: RTI log training 10/18. Kagan training – 8/22 and 8/23. Instructional rounds and data analysis (10/10). SBCT focus on developing tasks with high cognitive demand and meta-cognitive activities. Instructional Coach - differentiated instruction and strengthening Tier 1 instruction. ALEKs Training 11/30. LEP Master Plan Trainings monthly. Developing balanced assessments and activities and assignments with high—cognitive demand (NEPF Standard 3 and 5) during SBCT.

ALEKs math program – Instructional Unit.

SBCT notes and observations – Weekly. Math supervisor and Instructional Coach. Classroom observations and feedback. Common assessments using SBAC like items and questioning – Weekly. Instructional Rounds and Instructional Round data analysis Monthly (10/10) - PZ3 and staff.

Math SBCT - Weekly - Math Supervisor. RTI monitoring and log training 10/18 - Assistant Principal. Instructional Rounds – Administration and PZ3. LEP Department – LEP Supervisor.

N/A



Comments:SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; ALEKs - Assessment and LEarning in Knowledge Spaces; NEPF - Nevada Educators Performance Framework.

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: Link on the school website to ALEKs. PAC meeting agendas posted on the school website for parents that cannot attend. Math/Science Night. PAC meeting information on curriculum, changes in instructional program, High Cognitive Demand, Metacognition, and Response to Intervention. PAC meeting information on ALEKs. Letter to parents about ALEKs.

ALEKs – Instruction Unit

PAC meeting agendas monthly. Math/Science Night - program and attendance records Spring 2017. PAC meetings monthly attendance.

PAC meeting agendas - monthly - Principal. Math/Science Night – Spring 2017- Math and Science Department Supervisors. PAC meetings – monthly – Principal.

N/A

Comments:SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; ALEKs - Assessment and LEarning in Knowledge Spaces

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Implement math vocabulary and proper mathematical notation daily following the NVACS and benchmarks, in math notebooks. Development of tasks during SBCT that have high cognitive demand and mirror the SBAC performance Tasks and assessment. Incorporation of metacognitive activities within each unit of study (i.e. test corrections, error analysis, goal setting). RTI - individual and small group instruction. Utilize RPDP practice and unit tests. Differentiated Instruction and Tier I instruction - Instructional Coach. Math tutoring 4 days weekly. Incorporating LEP strategies and best practices into classroom. RTI Pull Outs and Fundamentals of Numeracy and Literacy. ELL Class. Balanced Assessments (NEPF Standard 5). Activities and assignments with high cognitive demand (NEPF Standard 2).

ALEKs – Instruction Unit. Computer labs for tutoring. RTI logs – Google Docs. ELL Class – ELL Funded RTI – Title I Interventionist

Tutoring logs - Weekly – Assistant Principal. Monitoring of RTI logs - Monthly - Assistant Principal. Classroom Observation - weekly - Math Supervisor. Instructional Rounds and Instructional Round data analysis Monthly- All Administration. LEP Strategies – Math Supervisor. Time on ALEKs – Math Supervisor

Tutoring Logs Daily– Assistant Principal; RTI logs Monthly Review- Assistant Principal; Classroom observations and Instructional Rounds Daily -Math Supervisor and other administration; Common Assessment results and analysis– Math Supervisor Instructional Rounds – Administration, teachers, and PZ3. ALEK and Fundamentals Class – Math Supervisor RTI Pull-Outs – Assistant Principal

N/A

Comments:SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; ALEKs - Assessment and LEarning in Knowledge Spaces; NEPF - Nevada Educators Performance Framework.

2.4 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 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 the District student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A



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: Yes NCCAT-S Indicators: Bi-monthly training on Operation Respect / Welcoming School Lessons for classrooms during SBCT. Training on “Road Trip” Day – Social/Emotional Well-Being Day – 8/26 ELL Master Plan Training during SBCT OWRS Committee Professional Development.

Operation Respect / Welcoming Schools – Funding ($35,000) ELL Master Plan Training – ELL Department

Sign-in sheets Participating in lessons for ELL Master Plan

ORWS and "Do the Right Think" – Dean of Students ELL Master Plan – Dean of Students

N/A

Comments:ORWS - Operation Respect / Welcoming Schools; BMS Becker Middle School; PAC – Parent Advisory Committee; BELA – Becker Leadership Academy; “Do the Right Think” – Anti-Bullying Campaign and reward system.



Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

3.2 Family Engagement (Optional)Continuation From Last Year:

YesNCCAT-S Indicators:

Information about “Do the Right Think,” the Becker Leadership Academy (BELA), Hope2, and ORWS on Becker website, discussed at PAC meetings, and information tables at Literacy Night and Math/Science Night. Resources and Amount Needed for Implementation (people, time, materials, funding sources). Positive Postcards Home (633 sent in 2015-2016)

Positive Postcards Home (633 sent in 2015-2016)

Becker Middle School website. PAC meeting agendas. BELA Participation and activity agendas.

Hope2 funding and data tracking - Dean. PAC meeting agendas - Principal. “Do the Right Think” information for parents and distribution on website and newsletters - Counselors.

N/A

Comments:ORWS - Operation Respect / Welcoming Schools; BMS Becker Middle School; PAC – Parent Advisory Committee; BELA – Becker Leadership Academy; “Do the Right Think” – Anti-Bullying Campaign and reward system

3.3 Curriculum/Instruction/Assessment (Optional)Continuation From Last Year:

NoNCCAT-S Indicators:

Training on Road Trip Day – Social/Emotional Well being Day – 9/2 Information on programs: Hope2, “Do the Right Think”, Becker Leadership Academy, and ORWS. Implementation of programs in classroom settings; Road Trip Kick off 9/2 and classroom lessons bi-monthly Becker Leadership Academy (BELA) implementation During Academic Planning, all students will have Infinite Campus Account activated and review schedules, Academic plans, grades, and attendance LEP Class (Prep Buy)- for students who score 1.0 – 3.9 on the WIDA in 2016. LEP Success Advocate position to assist and work with LEP students. ORWS ($2,000) ELL Master Plan – ELL Department Challenge Day – Spring 2017

Challenge Day and extra campus supervision - Hope2 ($65,000). “Do the Right Think” - R and R Advertising ($2,000). ELL Prep-Buy and Success Advocate for LEP – ELL Department. ORWS – BELA staffing and activities ($2,000).

Hope2 monitoring – Dean. Data tracking on “Do the Right Think” rewards and actions – Dean. ORWS training -ORWS Committee. Becker Leadership Academy - discipline tracking and participation – Safe Schools Professional. LEP Supervisor - Dean.

Becker Leadership Academy throughout year – Safe School Professional. “Do the Right Think” data on school culture and climate – Dean. ORWS - ORWS Surveys (Pre and Post) and Classroom Lessons –ORWS Committee. LEP Teacher – N. Graham-Fike Success Advocate – S. Fenton. Observations of ORWS and ELL Lessons and Strategies - Administration.

N/A

Comments:ORWS – Operation Respect Welcoming Schools; LEP – Limited English Proficiency; PAC – Parent Advisory Committee; SDD – Staff Development Day; “Do the Right Think” – Anti-Bullying Campaign and reward system; BMS – Becker Middle School

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 $258,060.00 Strategist ($75,000); Licensed extra duty ($9,228); Technology and technology supplies ($167,832); Kagan Training ($6,000); Parent Involvement ($2,580.60). 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.Becker Middle School focuses on professional development for all staff. We have a good reputation for attracting and keeping quality teachers. Our existing staff is outstanding. During the 2016-2017 school year, no new teachers were hired. Three teachers from other schools joined our staff; we had no first year teachers hired.

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 hold three family nights throughout the school year, specifically, we have Literacy Night and Math and Science Night Other family nights include the Becker Boat Races at the YMCA and Awards Night. There are PAC meetings once per month open to all parents. The Accountability Report and SBAC scores were reviewed during the November 3, 2016, PAC meeting. Information about the education program, special events, SBAC scores, and programs utilized at Becker Middle School are all showcased and explained on our website. Several teachers utilize Edmodo and Remind 101 to communicate information to parents on a weekly basis. Parent Teacher Conferences are set up for parents of students who are in danger of retention or who are high-risk for academic struggles in order to inform parents about their academic progress. Letter sent home to all students in danger of retention. The Safe School Professionals (2) and counselors (3) work with students and parents to encourage good academics, behavior, and attendance. They also communicate with families about community resources and assistance.

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.).Feeder principals speak at PAC meetings. Information at the PAC meetings about programs at feeder high schools. Both feeder high schools have field trips to the schools for an assembly and campus tour, highlighting their electives, programs, and academics. Both feeder high schools invite our band students to participate in a Middle School nights and have pre-festival concerts at the high schools. Our cheerleaders host a Baby Bighorn cheer clinic and have the Baby Bighorns perform at a basketball game. Our counselors have also presented at the elementary feeder schools on coping and transitioning to middle school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers created classroom tests, including mid-term and final exams, as grade-level departments. Teachers work in grade-level departments to select the amount and type of assessments given to their students. ALEKs and Reading Plus are required weekly. Reading Horizons replaces Reading Plus for students not proficient in English. The SBAC Interims are also given to gauge the students abilities prior to the SBAC administration. Other programs utilized by our staff are Turn It In, My Access, Scholastic Reading Counts, Khan Academy, and Compass Learning.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe Title I Interventionist (funded by Title I) coordinates data collection and works with over 120 students (small group instruction) who scored in the emergent range on the 2016 SBAC and/or have low reading or math skills based on initial assessments in ALEKs and Reading Plus. The Title I funds pay for after school tutoring four days weekly for math and ELA. Title I also funded substitute days for teachers in order for them to conduct instructional rounds. Technology has also been purchased with the Title I funds.



APPENDIX A - Professional Development Plan

1.1RTI log training 10/18. Kagan training – 8/22 and 8/23. Instructional rounds and data analysis (10/10). SBCT focus on developing tasks with high cognitive demand, meta-cognitive activities, and SBAC - balanced assessments and performance tasks (all Wednesdays of full school weeks). Instructional Coach - differentiated instruction and strengthening Tier 1 instruction. LEP training monthly during SBCT – ELL Master Plan. Developing balanced assessments and activities and assignments with high—cognitive demand (NEPF Standard 3 and 5) during SBCT.

Goal 1 Additional PD Action Step (Optional)

2.1RTI log training 10/18. Kagan training – 8/22 and 8/23. Instructional rounds and data analysis (10/10). SBCT focus on developing tasks with high cognitive demand and meta-cognitive activities. Instructional Coach - differentiated instruction and strengthening Tier 1 instruction. ALEKs Training 11/30. LEP Master Plan Trainings monthly. Developing balanced assessments and activities and assignments with high—cognitive demand (NEPF Standard 3 and 5) during SBCT.


3.1Bi-monthly training on Operation Respect / Welcoming School Lessons for classrooms during SBCT. Training on “Road Trip” Day – Social/Emotional Well-Being Day – 8/26 ELL Master Plan Training during SBCT OWRS Committee Professional Development.




APPENDIX B - Family Engagement Plan

1.2A link on the school website to Reading Plus. PAC meeting agendas posted on the school website for parents that cannot attend. Greek and Latin roots will be available on the school website. Literacy Night – Social studies and ELA – 10/18 PAC meeting information on curriculum and changes in instructional program, Reading Plus, High Cognitive Demand, Metacognition, and Response to Intervention. Reading Plus Summary of Performance for each students sent home to parents. Letter to parents about Reading Plus program and expectations. RTI progress reports sent home to parents.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Link on the school website to ALEKs. PAC meeting agendas posted on the school website for parents that cannot attend. Math/Science Night. PAC meeting information on curriculum, changes in instructional program, High Cognitive Demand, Metacognition, and Response to Intervention. PAC meeting information on ALEKs. Letter to parents about ALEKs.


3.2Information about “Do the Right Think,” the Becker Leadership Academy (BELA), Hope2, and ORWS on Becker website, discussed at PAC meetings, and information tables at Literacy Night and Math/Science Night. Resources and Amount Needed for Implementation (people, time, materials, funding sources). Positive Postcards Home (633 sent in 2015-2016)




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.1 to 12.1 by 2017 as measured by state assessments.

StatusN/A

Comments:

1.1 Professional Development: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts; NEPF - Nevada Education Performance Framework.1.2 Family Engagement: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts1.3 Curriculum/Instruction/Assessment: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; RTI – Response to Instruction; ELA – English / Language Arts; NEPF - Nevada Educator Performance Framework.1.4 Other:

Mid-Year End-of-Year

1.1

RTI log training 10/18. Kagan training – 8/22 and 8/23. Instructional rounds and data analysis (10/10). SBCT focus on developing tasks with high cognitive demand, meta-cognitive activities, and SBAC - balanced assessments and performance tasks (all Wednesdays of full school weeks). Instructional Coach - differentiated instruction and strengthening Tier 1 instruction. LEP training monthly during SBCT – ELL Master Plan. Developing balanced assessments and activities and assignments with high—cognitive demand (NEPF Standard 3 and 5) during SBCT.

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1.2

A link on the school website to Reading Plus. PAC meeting agendas posted on the school website for parents that cannot attend. Greek and Latin roots will be available on the school website. Literacy Night – Social studies and ELA – 10/18 PAC meeting information on curriculum and changes in instructional program, Reading Plus, High Cognitive Demand, Metacognition, and Response to Intervention. Reading Plus Summary of Performance for each students sent home to parents. Letter to parents about Reading Plus program and expectations. RTI progress reports sent home to parents.



Progress

BarriersNext Steps

1.3

Implement Greek and Latin roots vocabulary weekly following the NVACS and benchmarks Development of tasks during SBCT that have high cognitive demand and mirror the SBAC performance tasks and assessment. Incorporation of meta-cognitive activities within each unit of study (i.e. test corrections, goal setting; writing reflections). RTI - individual and small group instruction. Differentiated Instruction and Tier I instruction - Instructional Coach. ELA tutoring 4 days weekly. LEP strategies utilized in classrooms. Reading Plus or Reading Horizons required for every student weekly. RTI Pull-Outs . ELL Class. Balanced Assessments (NEPF Standard 5). Activities and assignments with high cognitive demand (NEPF Standard 2)

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1.4

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


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 23.6 to 22.1 by 2017 as measured by state assessments.

StatusN/A

Comments:

2.1 Professional Development: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; ALEKs - Assessment and LEarning in Knowledge Spaces; NEPF - Nevada Educators Performance Framework. 2.2 Family Engagement: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; ALEKs - Assessment and LEarning in Knowledge Spaces 2.3 Curriculum/Instruction/Assessment: SBCT – Site-Based Collaboration Time; SBAC - Smarter Balanced Assessment Consortium; ALEKs - Assessment and LEarning in Knowledge Spaces; NEPF - Nevada Educators Performance Framework. 2.4 Other:


2.1

RTI log training 10/18. Kagan training – 8/22 and 8/23. Instructional rounds and data analysis (10/10). SBCT focus on developing tasks with high cognitive demand and meta-cognitive activities. Instructional Coach - differentiated instruction and strengthening Tier 1 instruction. ALEKs Training 11/30. LEP Master Plan Trainings monthly. Developing balanced assessments and activities and assignments with high—cognitive demand (NEPF Standard 3 and 5) during SBCT.

Progress

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2.2Link on the school website to ALEKs. PAC meeting agendas posted on the school website for parents that cannot attend. Math/Science Night. PAC meeting information on curriculum, changes in instructional program, High Cognitive Demand, Metacognition, and Response to Intervention. PAC meeting information on ALEKs. Letter to parents about ALEKs.



Progress

BarriersNext Steps

2.3

Implement math vocabulary and proper mathematical notation daily following the NVACS and benchmarks, in math notebooks. Development of tasks during SBCT that have high cognitive demand and mirror the SBAC performance Tasks and assessment. Incorporation of metacognitive activities within each unit of study (i.e. test corrections, error analysis, goal setting). RTI - individual and small group instruction. Utilize RPDP practice and unit tests. Differentiated Instruction and Tier I instruction - Instructional Coach. Math tutoring 4 days weekly. Incorporating LEP strategies and best practices into classroom. RTI Pull Outs and Fundamentals of Numeracy and Literacy. ELL Class. Balanced Assessments (NEPF Standard 5). Activities and assignments with high cognitive demand (NEPF Standard 2).

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2.4

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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 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:

3.1 Professional Development: ORWS - Operation Respect / Welcoming Schools; BMS Becker Middle School; PAC – Parent Advisory Committee; BELA – Becker Leadership Academy; “Do the Right Think” – Anti-Bullying Campaign and reward system.3.2 Family Engagement: ORWS - Operation Respect / Welcoming Schools; BMS Becker Middle School; PAC – Parent Advisory Committee; BELA – Becker Leadership Academy; “Do the Right Think” – Anti-Bullying Campaign and reward system3.3 Curriculum/Instruction/Assessment: ORWS – Operation Respect Welcoming Schools; LEP – Limited English Proficiency; PAC – Parent Advisory Committee; SDD – Staff Development Day; “Do the Right Think” – Anti-Bullying Campaign and reward system; BMS – Becker Middle School3.4 Other:


3.1 Bi-monthly training on Operation Respect / Welcoming School Lessons for classrooms during SBCT. Training on “Road Trip” Day – Social/Emotional Well-Being Day – 8/26 ELL Master Plan Training during SBCT OWRS Committee Professional Development.

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3.2Information about “Do the Right Think,” the Becker Leadership Academy (BELA), Hope2, and ORWS on Becker website, discussed at PAC meetings, and information tables at Literacy Night and Math/Science Night. Resources and Amount Needed for Implementation (people, time, materials, funding sources). Positive Postcards Home (633 sent in 2015-2016)

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3.3

Training on Road Trip Day – Social/Emotional Well being Day – 9/2 Information on programs: Hope2, “Do the Right Think”, Becker Leadership Academy, and ORWS. Implementation of programs in classroom settings; Road Trip Kick off 9/2 and classroom lessons bi-monthly Becker Leadership Academy (BELA) implementation During Academic Planning, all students will have Infinite Campus Account activated and review schedules, Academic plans, grades, and attendance LEP Class (Prep Buy)- for students who score 1.0 – 3.9 on the WIDA in 2016. LEP Success Advocate position to assist and work with LEP students. ORWS ($2,000) ELL Master Plan – ELL Department Challenge Day – Spring 2017

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3.4

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school performance plan - clark county school district€¦ · becker middle school had 92.41%...

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