School Performance Plan

[Pages:19]Nevada Department of Education

Guy, Addeliar ES 2017-2018 Clark County School District

School Performance Plan

School Name

Guy, Addeliar ES

Address (City, State, Zip Code, Telephone):

4028 W La Madre Way N Las Vegas, NV 89031-4806, (702) 799-3150

Superintendent/Assistant Chief:

Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years:

2017-2018

The Following MUST Be Completed:

Title I Status:

Served

Designation:

NA

Grade Level Served:

Elementary

Classification:

3 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 Michael Carico Lorena Llamas Opal Ivey Linda Gafford Ardee Burno Lisa Mahoney

Position Parent Parent

Assistant Principal Counselor

PE Assistant Second Grade Teacher

Name of Member Monica Mejia Wendy Garrett Elizabeth Shay Susan Wolfe Debby Schmitt Laura Caisse

Position Parent Principal

Learning Strategist Media Specialist

Kindergarten Teacher Fifth Grade Teacher

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

Nevada Department of Education

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

Guy, Addeliar ES 2017-2018 Clark County School District

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

Nevada School Performance Framework (NSPF) Statewide Assessments Formative Assessments Practice NA NA Other: Other:

English Language Learner (ELL) Data

Nevada School Performance Framework (NSPF) Achievement Gap Data NA NA NA Other: Other:

Special Education Data

Nevada School Performance Framework (NSPF) Achievement Gap Data NA NA NA Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.

The most recent statewide summative assessment data was analyzed and we identified the following... Positive Trends: Our IEP subgroup scored 5% above the district. 2015-2016 SBAC Math data shows that overall math proficiency was 29%, that compares with the district average of 32%. Proficiency by grade was 3rd - 42%, 4th - 24%, 5th - 22%. 2015-2016 ELA data shows that overall ELA proficiency was 41%, that compares with the district average of 47%. Proficiency by grade was: 3rd - 41%, 4th - 41%, and 5th - 41%. 58 3rd grade students were at level 1 or 2. Tutoring, Tier II intervention school-wide program were implemented as well as CTT support. Area of Concerns: In ELA, in comparison to the school district we scored 6.78% lower. In Math, in comparison to the school district we scored 8.57% lower. We have determined to address these concerns within Goal 1 and Goal 2 of our plan.

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar ES 2017-2018 Clark County School District

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: As evidenced by 3rd grade SBAC state assessment results, lack of effective Tier I instruction, alignment and rigor of core programs to NVACS. Additionally, students demonstrated difficulty with informational and literary text due to the inability to transfer oral language to written communication. Inconsistent practices and strategies on grade level and content vocabulary, inconsistent rigorous learning opportunities, and lack of foundational readiness skills. Lack of exposure to technology and test format.

Measurable Objective 1: Increase the percent of 3rd grade students proficient in reading from 42% to 50% by 2017 as measured by state assessments.

Monitoring Status

On Task

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)

Teachers will participate in SBCT data sessions, grade level PLC to analyze data, Read by Grade 3 continued training, Ready Gen reading series training (grades 1-3) , ELL Master Plan Cohort B implementation training and technology.

Learning strategists, ELL project facilitators, Read by Grade 3 Team, Literacy Framework training (K-5), Ready Gen trainers, and diagnostic assessments.

Comments:

Continuation From Last Year: Yes

Professional Development agendas, Professional Development sign-in sheets, classroom observations, SLGs and SLPPs, and NEPF.

NCCAT-S Indicators:

Professional Development Agendas, Professional Development sign-in sheets, and classroom observations. Administration, Sept.- May.

On Task

Action Step Last Date Review/Revised By Planning Team - 03/30/2017

Resources and Amount Needed Page 3

List Artifacts/Evidence

Timeline and Position Responsible

Monitoring Status

Nevada Department of Education - June 2017

Nevada Department of Education

1.2 Family Engagement (Required)

Teacher and students will monitor and track reading progress/student achievement on grade level NVACS through the use of parent/teacher/student conferencing and participation in Math/Literacy Nights. Parent Training and SOT.

Comments:

Weekly PLC - no funding needed. Parent/Teacher/Student handouts (PSTAPT) December 2017 - no funding needed. Math/Literacy Nights - Title funding, Learning Strategists

Guy, Addeliar ES 2017-2018 Clark County School District

Continuation From Last

Year: Yes Parent sign in sheets, parent surveys, Exit Surveys, and agendas.

NCCAT-S Indicators:

Teacher observations, Parent sign in sheets, Exit SurveyAdministration, Weekly PLC minutes, Administration

On Task

1.3 Curriculum/Instruction/Assessment (Required)

Teachers will use student data to provide effective Tier I and Tier II ELA instruction that is NVACS based, rigorous, develops and extends vocabulary, and scaffolds learning for all students. Assistance for students struggling with Tier I and Tier II will be provided by teachers and supported by CTT, Learning Strategists, and identified support staff, based on data from formative assessments. Literacy tutoring. Students will receive instruction from a technology teacher.

Comments:

Instructional Resources for CTT 1 CTT position (Title I), Learning Strategists and Identified support staff (Title I). Weekly, PLC/SBCT Time - No funding needed Teachers will provide weekly tutoring (No funding). Additional targeted students will receive tutoring (ELL/Title I) Chromebooks

Continuation From Last

Year: Yes

AIMSweb ELA data, STAR data, Interim Assessment data, SBAC data, WIDA, Tier II diagnostic assessments, classroom assessments.

NCCAT-S Indicators:

Teacher Observations Monthly (Sept. - May) Administration, PD Learning Strategist , Weekly PLC minutes Weekly Administration,

On Task

1.4 Other (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar ES 2017-2018 Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2

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: As evidenced by SBAC state assessments, there is a lack of effective Tier I instruction for all students, conceptual understanding, content vocabulary, ELA/Math strategies, and ELA/Math problem solving. Additionally, students lack the written skills to explain their thinking, moving from foundational, DOK 1, to application DOK 2 and higher, have limited opportunities to participate in content discourse and struggle to make connections to other content areas. Students lacked opportunities to solve real life mathematical problems. Students lacked formative assessment exposure. Students also lacked the skills needed to reflect and take responsibility for their own learning. Students lacked basic math facts. Lack of student skills with technology and testing format. There is a gap between students coming to school from the highest performing subgroup and ethnic/racial subgroups in both reading and math.

Measurable Objective 1: Reduce the math proficiency gap between the District's highest performing subgroup (Asian) and schools lower performing ethnic/racial supergroup from 28% to 20% by 2017 as measured by state assessments.

Measurable Objective 2: Reduce the reading proficiency gap between the District's highest performing subgroup (Asian)and the schools lower performing ethnic/racial supergroup from to 32% to 21% by 2017 as measured by state assessments.

Measurable Objective 3: Reduce the attendance gap between the District's highest performing subgroup (Asian)and the schools lower performing ethnic/racial supergroup from 94.04% 96.92% to by 2017 as measured by Average Daily Attendance in Infinite Campus.

Monitoring Status

On Task

ACTION PLAN

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

Resources and Amount Needed

for Implementation (people, time, materials, funding

sources)

2.1 Professional Development (Required)

List Artifacts/Evidence of Progress: Information (Data) that will verify the

action step is in progress or has occurred.

Continuation From Last Year: Yes

MONITORING PLAN List Timeline, Benchmarks, and Position

Responsible NCCAT-S Indicators:

Monitoring Status

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar ES 2017-2018 Clark County School District

To increase strategies and best practices to promote student growth, teachers will participate in ST Math PD and Read by Grade 3 PD,Ready Gen PD and ELL Master Plan Cohort B Implementation support.

Comments:

ST Math PD provided (Title I) Read by Grade 3 PD Learning Strategists, Read by Grade Three Team ELL Project Facilitators

Professional Development agendas, Professional Development sign-in sheets, classroom observations, lesson plans

Professional Development agendas, Professional Development sign-in sheets, classroom observations, lesson plans (Administration/Learning Strategists- Sept.-May)

On Task

Action Step

Resources and Amount Needed

List Artifacts/Evidence

2.2 Family Engagement (Required)

Teachers and students will monitor and track reading/math student achievement on grade level standards through the use of parent/student/teacher conferencing. Math/Literacy Nights will be organized for parents to learn best practices in helping their child. School counselor and classroom teachers will monitor and track attendance monthly. TDP will monitor and support families of truant students on a weekly basis.

Comments:

Parent/Student/Teacher/Academic/Planning/Time (PSTAPT)Dec 2017-no funding needed, Math/Literacy Nights (Title I funding), Infinite Campus - no funding needed TDP Advocate (Title 1)

Continuation From Last

Year: Yes

PSTAPT sign in sheets, parent surveys, and Exit Survey; Infinite Campus Progress Reports and attendance records; Math/Literacy Nights parent sign-in sheets and TDP student folders.

Timeline and Position Responsible

Monitoring Status

NCCAT-S Indicators:

Parent sign-in sheets, parent surveys, Exit Survey (Dec PSTAPT Teachers/Administration) Math/Literacy Nights parent sign-in sheets, (Title I Coordinator/Administration)

On Task

2.3 Curriculum/Instruction/Assessment (Required)

To meet the needs of all students and targeted subgroups, teachers will provide data driven, explicit, differentiated, whole/small group instruction that builds conceptual understanding, develops and extends vocabulary, and plan multiple opportunities for students to participate in content discourse in conjunction with ST Math, Lexia and Ready Gen reading series (Grades 1-3). Teachers will continue to progress monitor basic math facts,weekly.Teachers will progress monitor reading fluency based on individual student needs . Students will receive instruction from a technology teacher.

Comments:

Tier II Supports Reading Intervention(K-5) Lexia site license, (Title I) CTT-Tier II (Title 1), Reading A-Z, Weekly PLC and Structured Teacher Planning Time, (no funding needed) ST Math (Title 1) and Ready Gen. reading series (Grades 1-3).

Continuation From

Last Year: Yes

Classroom observations, lesson plans, and usage reports from computer based supports for literacy and math.

NCCAT-S Indicators:

Classroom observations, lesson plan reviews, (Administration/Aug-May) Usage reports (Learning Strategists / Sept.-May) Weekly PLC & STPT meeting notes (Administration / Aug.May Weekly)

On Task

2.4 Other (Optional)

Continuation From Last Year: Yes

NCCAT-S Indicators:

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

Nevada Department of Education

School Tutoring will be provided by licensed teachers to help close the achievement gap in reading and math. Students will be selected for tutoring based on data.

School Tutoring (Title I and ELL)

Guy, Addeliar ES 2017-2018 Clark County School District

Data, Time Sheets, Student Roster Attendance, pre/post assessment data.

Data (monthly); Time Sheets, Student Roster/Attendance. Sept.-May - ELL success advocate / Administration

On Task

Comments:

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar ES 2017-2018 Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3

Based on the CNA, identify all that apply:

General Education

FRL

ELL

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: By April 2018, 100% of staff will participate in mandatory cultural competency training during the 2017-2018 school year as measured by sign-in sheets.

IEP

Other

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

3.1 Professional Development (Required)

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

Comments:

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Continuation From Last Year:

Yes Staff meeting sign- in sheets, agenda

NCCAT-S Indicators:

The principal is responsible for ensuring this action step takes place during the 2017-2018 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff.

Monitoring Status

N/A

Last Date Review/Revised By Planning Team - 03/30/2017

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Nevada Department of Education - June 2017

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