school performance plan - clark county school · pdf filetraining will be provided to all...

School Performance Plan

School NameLummis, William ES

Address (City, State, Zip Code, Telephone):9000 Hillpointe Rd

Las Vegas, NV 89134-6096, (702) 799-4380

Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: NA

Designation: NA

Grade Level Served: Elementary

Classification: N 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 PositionLisa McKenrick Principal Cheri Clark Assistant PrincipalJodi Bolinger Teacher Tami Drennen Special Education TeacherShelby Ayson Teacher Miguel Chavez GATE Teacher

Aimee Holdridge Parent John Tyler CounselorJill Delaney Librarian KellyLynn Charles Teacher

Nevada Department of Education Lummis, William ES 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

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Interim Assessments Achievement Gap Data Achievement Gap DataTeacher/Administrator Observation Data Teacher/Administrator Observation Data Special Education Procedures - Whole SchoolFormative Assessments Practice Service Delivery Models Achievement Gap DataStatewide Assessments NA Nevada Alternate Assessment (NAA)Other: 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.Celebrations:2015-2016 SBAC Math data shows that overall math proficiency was 56%, that compares favorably with the district average of 32%. Proficiency by grade was 3rd-57%, 4th 52%, 5th 58%. School math data by ethnicity: Asian 100%, Black 16%, Caucasian 59%, Hispanic 52%. This demonstrates a gap in performance in our racial/ethnic subgroups. Boys outscored girls 60% to 52%. Also, 14% of IEP students were proficient compared to 61% of non IEP students. LEP students were outperformed by their non LEP classmates 80% to 55%.

2015-2016 SBAC ELA data shows that overall ELA proficiency was 62%, that compares with the district average of 47%. Proficiency by grade was: 3rd-56%, 4th- 57%, 5th-73%. In 3rd grade 34 students scored in level 1 or 2 demonstrating a need for improved K-3 reading. School ELA data by ethnicity: Asian 100%, Black 37%, Caucasian 65% and Hispanic 58%. this demonstrates a gap in performance of our racial/ethnic subgroups. Generally, girls slightly outperformed boys 63% to 61%. LEP students were outperformed by their non LEP classmates 60% to 62%. Seven percent of IEP students were proficient compared to 69% of their non IEP 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 from 56.4% to 61%.

Root Causes:There is a need for consistent implementation of effective Tier 1 Differentiated Instruction with strategic emphasis on DOK 2 and 3 questioning strategies. Statewide assessment data supports a need for improvement of quality reading instruction.

Measurable Objective 1:Increase the percent of Grade 3 student proficient in reading from 56.4% to 61% by June 2017 as measured by 2017 SBAC state assessment.

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: Training will be provided to all teachers on the Literacy Framework and (Gr 2-5) incorporating AR. Implementation strategies, Lit Framework management, and structures for reading blocks will be developed through PLCs. Librarian will offer AR resources and support to teachers. (NEPF #2, 4) Professional Development on NEPF# 2: Increased High Quality demand integrated in instructional delivery. Literacy Committee will present reading strategies and Read by 3 ten essentials.

Literacy Framework Training; PLCs; Instructional Design and Professional Learning Division; Accelerated Reader program SBCT Trainings

Agendas; sign-ins Instructional Rounds and Instructional Round data will be used to support PD implementation, next steps, and evidence of progress toward the identified goal. Agendas and sign-ins: Librarian- monthly

Agendas and sign-ins: Read by 3 Committee and Specialists

N/A

Comments:PLC - Professional Learning Communities



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: Parent training will be conducted on the Accelerated Reader program as well as grade level expectations. Parent training on Read by 3 Law, Reading Comprehension, Fluency, Phonics and Phonemic Awareness.

Librarian; parents; classroom teachers; administration; materials needed to support trainings

Sign-in logs; CCSD Survey data will show an increase in parents reporting the school maintains high academic expectations of all students and support to raise academic achievement for all students

Sign-ins - Librarian and admin - Dec/Feb; Parent Surveys Read by 3 Committee

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Implement the Literacy Framework (Gr K-5) and effectively use AR (Gr 2-5), provide PD on NEPF 2 (high cognitive demand) and NEPF 4 (meta-cognition), Phonics and Phonemic Awareness (Gr K-2)

Literacy Framework training; Certified Temporary Tutor Edivate

Classroom Observations (Edivate); Lesson Plans; AR Data; Student Achievement Data Instructional Rounds and Instructional Round data will be used to support PD implementation, next steps, and evidence of progress toward the identified goal.

Classroom Observations - admin, bi-weekly; Lesson Plans - admin, bi-weekly; AR Data - Classroom Teachers, weekly; Student Achievement Data - PLC Log Agendas and sign-ins: Read by 3 Committee

N/A

Comments:

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

Comments:





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:There is a need for teachers to increase their capacity to use various and effective strategies to help all students see connections and relationships between previous and present learning, furthering their understanding of emerging/developing concepts and/or their acquisition of skills. (NEPF Standard 3.3) RCBM proficiency rates for grades 3-5 are: 3rd grade (62%), 4th grade (69%) and 5th grade (86%). MCOMP proficiency rates for grades 3-5 are: 3rd grade (57%), 4th grade (45%) and 5th grade (55%).

Measurable Objective 1:Increase the percent of proficient students meeting the Spring AIMsweb RCBM benchmark goal by 8% in grades 3-5.

Measurable Objective 2:Increase the percent of proficient students meeting the Spring AIMsweb MCOMP benchmark goal by 10% in grades 3-5.

Measurable Objective 3:Reduce the math proficiency gap between the District's highest performing subgroup and the schools lowest performing ethnic/racial supergroup from 2% to 0% by 2017 as measured by state assessment (SBAC).

Measurable Objective 4:Reduce the reading proficiency gap between the District's highest performing subgroup and the schools lowest performing ethnic/racial supergroup from 11% to 6% by 2017 as measured by state assessment (SBAC).

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:



Provide PD to develop the capacity of teachers to use various strategies to help students connect learning to prior understanding. (NEPF #2, 3) Professional Development on NEPF# 2: Increased High Quality demand integrated in instructional delivery.

Staff Meetings; PLC Meeting; General Budget

Agendas; Sign-in Sheets; Classroom Observations; Lesson Plans with strategies and COEL Instructional Rounds and Instructional Round data will be used to support PD implementation, next steps, and evidence of progress toward the identified goal.

Agendas: Admin. Sign-in Sheets: Admin and Read by 3 Committee Classroom Observations: Admin and Lesson Plans with strategies and COEL: Admin -monthly

N/A

Comments:COEL - Components of an Effective Lesson

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: Parent trainings will be conducted on effective math strategies implemented in classrooms as well as grade level expectations.

parents; classroom teachers; administration; materials needed to support trainings

Sign-in logs; CCSD Survey data will show an increase in parents reporting the school maintains high academic expectations of all students and support to raise academic achievement for all students

Sign-ins - admin and designee Parent Surveys - Admin.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Various and effective strategies will be used to help all students see connections and relationships between previous and present learning furthering their understanding of concepts; Training on the Math Framework will be provided.

Curriculum Engine resources; teachers;

Lesson Plans; Classroom Observations; student achievement data; student surveys Instructional Rounds and Instructional Round data will be used to support PD implementation, next steps, and evidence of progress toward the identified goal.

Lesson Plans - Admin Classroom Observations - Admin student achievement data - Admin, Teachers, and math committee student surveys - Admin

N/A

Comments:


Comments:





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

Root Causes:The teachers and administration need to address cultural competencies which impact lesson planning, instructional practices, school climate, and engagement of all stakeholders in an effort to reduce the achievement gap of students from diverse ethnic and socioeconomic backgrounds.

Measurable Objective 1:By April 2017, 100% of school staff will participate in mandatory cultural competency training as measured by Pathlore transcripts and sign-in logs.

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: The administration and cultural competency team will complete cultural competency training provided by the Equity and Diversity Education Department for staff professional development to reduce the achievement gap of students from diverse ethnic and socioeconomic backgrounds. (NEPF #2) Staff will attend Equity and Diversity training in February 2017. Staff will continue with training during the 2016-2017 school year. The school's Equity and Diversity Education Department Liaison will attend trainings and brings back information to school staff. Information will be shared in staff meetings.

Equity and Diversity Education (EDE) Materials provided at trainings, agenda for staff training, materials for professional development as determined by EDE People needed for implementation: administration, teachers, and support staff. (Copies and Materials as needed funded by General Budget). Equity and Diversity Education Department Liaison.

Equity and Diversity Education (EDE) Materials provided at trainings, agenda for staff training, materials for professional development as determined by EDE People needed for implementation: administration, teachers, and support staff. (Copies and Materials as needed funded by General Budget). Staff meeting sign-in sheets and agendas.

The principal is responsible for ensuring this action step takes place during the 2016-2017 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff. Principal, Assistant Principal, School Improvement Committee by June 2017.

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)

General Budget $1,000.00 Purchased Professional Development book study books. Goals 1 and 2



APPENDIX A - Professional Development Plan

1.1Training will be provided to all teachers on the Literacy Framework and (Gr 2-5) incorporating AR. Implementation strategies, Lit Framework management, and structures for reading blocks will be developed through PLCs. Librarian will offer AR resources and support to teachers. (NEPF #2, 4) Professional Development on NEPF# 2: Increased High Quality demand integrated in instructional delivery. Literacy Committee will present reading strategies and Read by 3 ten essentials.

Goal 1 Additional PD Action Step (Optional)

2.1Provide PD to develop the capacity of teachers to use various strategies to help students connect learning to prior understanding. (NEPF #2, 3) Professional Development on NEPF# 2: Increased High Quality demand integrated in instructional delivery.


3.1The administration and cultural competency team will complete cultural competency training provided by the Equity and Diversity Education Department for staff professional development to reduce the achievement gap of students from diverse ethnic and socioeconomic backgrounds. (NEPF #2) Staff will attend Equity and Diversity training in February 2017. Staff will continue with training during the 2016-2017 school year. The school's Equity and Diversity Education Department Liaison will attend trainings and brings back information to school staff. Information will be shared in staff meetings.




APPENDIX B - Family Engagement Plan

1.2Parent training will be conducted on the Accelerated Reader program as well as grade level expectations. Parent training on Read by 3 Law, Reading Comprehension, Fluency, Phonics and Phonemic Awareness.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent trainings will be conducted on effective math strategies implemented in classrooms as well as grade level expectations.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading from 56.4% to 61%.

Measurable Objective(s):

Increase the percent of Grade 3 student proficient in reading from 56.4% to 61% by June 2017 as measured by 2017 SBAC state assessment.

StatusN/A

Comments:

1.1 Professional Development: PLC - Professional Learning Communities1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1

Training will be provided to all teachers on the Literacy Framework and (Gr 2-5) incorporating AR. Implementation strategies, Lit Framework management, and structures for reading blocks will be developed through PLCs. Librarian will offer AR resources and support to teachers. (NEPF #2, 4) Professional Development on NEPF# 2: Increased High Quality demand integrated in instructional delivery. Literacy Committee will present reading strategies and Read by 3 ten essentials.

Progress

Barriers

Next Steps

1.2 Parent training will be conducted on the Accelerated Reader program as well as grade level expectations. Parent training on Read by 3 Law, Reading Comprehension, Fluency, Phonics and Phonemic Awareness.

Progress



Barriers

Next Steps

1.3 Implement the Literacy Framework (Gr K-5) and effectively use AR (Gr 2-5), provide PD on NEPF 2 (high cognitive demand) and NEPF 4 (meta-cognition), Phonics and Phonemic Awareness (Gr K-2)

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.


Increase the percent of proficient students meeting the Spring AIMsweb RCBM benchmark goal by 8% in grades 3-5.Increase the percent of proficient students meeting the Spring AIMsweb MCOMP benchmark goal by 10% in grades 3-5.Reduce the math proficiency gap between the District's highest performing subgroup and the schools lowest performing ethnic/racial supergroup from 2% to 0% by 2017 as measured by state assessment (SBAC).Reduce the reading proficiency gap between the District's highest performing subgroup and the schools lowest performing ethnic/racial supergroup from 11% to 6% by 2017 as measured by state assessment (SBAC).

StatusN/A

Comments:

2.1 Professional Development: COEL - Components of an Effective Lesson2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1 Provide PD to develop the capacity of teachers to use various strategies to help students connect learning to prior understanding. (NEPF #2, 3) Professional Development on NEPF# 2: Increased High Quality demand integrated in instructional delivery. N/A

Progress

Barriers

Next Steps

2.2 Parent trainings will be conducted on effective math strategies implemented in classrooms as well as grade level expectations. N/A



Progress

BarriersNext Steps

2.3 Various and effective strategies will be used to help all students see connections and relationships between previous and present learning furthering their understanding of concepts; Training on the Math Framework will be provided. N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




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


By April 2017, 100% of school staff will participate in mandatory cultural competency training as measured by Pathlore transcripts and sign-in logs.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1

The administration and cultural competency team will complete cultural competency training provided by the Equity and Diversity Education Department for staff professional development to reduce the achievement gap of students from diverse ethnic and socioeconomic backgrounds. (NEPF #2) Staff will attend Equity and Diversity training in February 2017. Staff will continue with training during the 2016-2017 school year. The school's Equity and Diversity Education Department Liaison will attend trainings and brings back information to school staff. Information will be 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



school performance plan - clark county school · pdf filetraining will be provided to all...

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