School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/... · 2017. 3. 10. ·...

School Performance Plan

School NameGivens, Linda Rankin ES

Address (City, State, Zip Code, Telephone):655 Park Vista Dr

Las Vegas, NV 89138, (702) 799-1430

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: 5 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 PositionDaniel Hungerford Principal Toni Harvey Assistant Principal

Charlie Wiest Teacher Allison Puana Assistant PrincipalMichele Keener Instructional Coach Kathleen Hauser Learning Strategist

Ruth Skarda GATE Teacher Kerry Treichel Teacher

Nevada Department of Education Givens, Linda Rankin 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

Statewide Assessments NA NANA NA NANA NA NANA NA NANA NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.The 2015-2016 SBAC in Mathematics showed that 72% of our grade 3, 4, and 5 students were proficient. However, our African-American, Hispanic, Native American, and Pacific Islander subgroups did not follow that same trend where only 30%, 63%, 33%, and 55% were proficient respectively. Demonstrating a racial/ethnic proficiency gap. Also, our IEP and LEP students were 46% and 48% proficient respectively as well.

The 2015-2016 SBAC in English Language Arts showed that 81% of our grade 3, 4, and 5 students were proficient. 36 3rd graders were in level 1 or 2 and demonstrate a need for improve K-3 reading. Our Hispanic and Pacific Islander subgroups did not follow that same trend where only 65% and 62% were proficient respectively. Demonstrating a racial/ethnic proficiency gap. Also, our IEP and LEP students were 43% and 55% proficient respectively as well.



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:The root cause of our performance concerns can be found in our subgroup achievement data. The data suggests that we are not truly differentiating our instruction to meet our high achieving and under achieving students. If we improve our differentiated instruction, refine our RTI process, provide a higher level of text complexity, focus on comprehension as well as fluency, and vocabulary instruction, Givens Elementary can increase proficiency rates in reading.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 82% to 85% 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: Utilize the Literacy Framework and NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Utilize close reads to amp the rigor and text complexity. Utilize Word Their Way and performance tasks to plan and deliver daily lessons. Edivation will provide differentiated professional development with reflective practices. Staff will attend a PD on NEPF 2 to increase high cognitive demand integrated within instructional delivery with diverse learners, and NEPF 4 to increase metacognition in instructional delivery.

Refresher course for Words Their Way (Coach/Admin) Training in Close Reads (Coach/Admin) Training in planning lessons using the Literacy Framework and NEPF 2/4 (Coach/Admin) Edivation for PD and instructional rounds (PZ3 funded) -all to be implemented throughout the 2016-2017 school year.

Classroom Observations Grade Level Meetings RTI Meeting notes/data Notes from site Coach Notes from Instructional Rounds AIMS Web Data Interim Assessments State Assessment Data Staff sign-in during all PD

Classroom Teachers Site Based Coach Administration RTI Team Staff Development Team PZ 3 and CCSD Coaches

N/A

Comments:NEPF Professional Responsibilities 1, 2, 3, 4.



Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Hold Family Literacy Nights to discuss ways parents can help students with Literacy.

Practice performance task and SBAC questions for parents Sample word sorts from Words Their Way Sample Close Read Grade level teachers, coach, admin. Funding source will be SGF.

Agenda and planning notes for the Literacy Night. Parents will receive progress reports, report cards, and have immediate access to student grades on Infinite Campus.

This will be monitored all year by grade level teachers, coach, and admin.

N/A

Comments:NEPF Professional Responsibilities 4.

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

YesNCCAT-S Indicators:

In order to increase the reading proficiency, teachers will utilize the Literacy Framework and NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Teachers will also implement Words Their Way instruction into the classroom. Staff will utilize gleaned information from their PD and integrate within their plans and instructional delivery.

Words Their Way resource book. (site-funded 2014-2015) Admin will utilize SGF and Budget money to purchase the materials. Site based coach and Admin. will train staff during morning meetings.

Classroom Observation CORE Phonics Assessments DRA Interim Assessments Statewide Assessments Teacher lesson plans Instructional Rounds

All year administration will monitor lesson plans and observe instruction. Site Based Coach will assist in classrooms, offer PD, and observe instruction. PZ3 team will conduct instructional rounds to gather data and provide feedback.

N/A

Comments:NEPF Instructional Standards 1, 2, 3, 4, 5.

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:The root cause that is causing the achievement gap at Givens ES is the lack of collaboration among teachers within and between grade levels and with SPED teachers, inequality in daily differentiated instruction, and lack of adequate implementation of the RTI process.

Measurable Objective 1:Increase the proficiency rate in Mathematics from 30% to 40% in our African-American subgroup as reflected on the 2017 SBAC.

Measurable Objective 2:Increase the proficiency rate in Mathematics from 33% to 43% in our Native American subgroup as reflected on the 2017 SBAC.

Measurable Objective 3:Increase the proficiency rate in ELA from 43% to 53% in our IEP subgroup as reflected on the 2017 SBAC.

Measurable Objective 4:Increase the proficiency rate in ELA from 55% to 65% in our LEPsubgroup as reflected on the 2017 SBAC.

Monitoring Status

N/A




Implementation(people, time, materials, funding

sources)

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

step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

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



Training in writing, implementing, and collecting data from student intervention plans. RTI team will meet with grade levels to help identify at-risk students. Utilize the NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Utilize close reads to amp the rigor and text complexity. Utilize Word Their Way and performance tasks to plan and deliver daily lessons. Edivation will provide differentiated professional development with reflective practices. Staff will attend a PD on NEPF 2 to increase high cognitive demand integrated within instructional delivery with diverse learners, and NEPF 4 to increase metacognition in instructional delivery. Staff will continue to use Math Number Talks and Investigations to develop math skills at a deeper DOK.

Money for substitute teachers for grade level RTI meetings (site-based funded) Refresher course for Words Their Way (Coach/Admin) Training in Close Reads (Coach/Admin) Training in planning lessons using the NEPF 2/4 (Coach/Admin) Edivation for PD and instructional rounds (PZ3 funded) -all to be implemented throughout the 2016-2017 school year.

Agendas and sign in sheets from meetings and trainings Lessons plans that reflect differentiation and attempts at meeting needs of diverse learners Intervention plans Benchmark assessment scores Progress Monitoring data Classroom Observations Grade Level Meetings RTI Meeting notes/data Notes from site Coach Notes from Instructional Rounds AIMS Web Data Interim Assessments State Assessment Data Staff sign-in during all PD

RTI meeting - monthly RTI Team - weekly Site Based Coach Classroom Teachers Administration Staff Development Team PZ 3 and CCSD Coaches

N/A

Comments:NEPF Professional Responsibilities 1, 2, 3, 4.

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Hold Family Literacy Nights and Common Core Math nights to discuss ways parents can increase academic support.

Agenda for evening event and Grade level teachers/admin. to conduct the event (SGF funded) Practice performance task and SBAC questions for parents Investigation and Kathy RIchardson math games Sample word sorts from Words Their Way Sample Close Read

Agendas and sign in sheets to document attendance Copies of surveys given to parents. Parents will receive progress reports, report cards, and have immediate access to student grades on Infinite Campus.

This will be monitored all year by grade level teachers, coach, and admin.

N/A

Comments:NEPF Professional Responsibilities 4.

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Address culture and diversity in daily instruction and planning. Staff will use collected data to drive instruction. Tier II instruction will be used for remediation. Tier III instruction will be utilized with the most at-risk students.

Words Their Way resource book. (site-funded 2014-2015) Admin will utilize SGF and Budget money to purchase the materials. Site based coach and Admin. will train staff during morning meetings. RTI will monitor at-risk students CTT will provide Tier III instruction (site-funded)

Student work samples Lesson plans Assessments Classroom observations Grade Level Meetings RTI folders Interim Assessments Statewide Assessments Instructional Rounds

RTI Team- weekly CTT-weekly All year administration will monitor lesson plans and observe instruction. Site Based Coach will assist in classrooms, offer PD, and observe instruction. PZ3 team will conduct instructional rounds to gather data and provide feedback.

N/A

Comments:NEPF Instructional Standards 1, 2, 3, 4, 5.

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



N/A

Comments:





Priority Need/Goal 3:All staff will attend a cultural competency training, and follow-up support will be provided to previously trained school- site administrators. Staff will be trained on the SWPBIS model for school wide implementation.

Root Causes:Less than 95% of staff have participated in cultural competency trainings.

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

Monitoring Status

N/A




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:

YesNCCAT-S Indicators:

By June of 2017, 100% of staff will participate in cultural competency training provided by admin and site-based coach. Administration will attend professional development for follow-up support. Our site based coach will attend district provided cultural competency trainings. School will honor Heritage months and participate in the Governor's suggested, 'Week of Respect'.

Equity and Diversity Dept (district funded) Cultural Awareness PD (site-based coach/admin) SWPBIS training for teacher leaders (Site-funded) SWPBIS staff training (teacher leaders) All to be implemented during the 2016-2017 school year.

Online module completion and Pathlore transcripts for all Cultural Awareness and SWPBIS trainings.

Equity and Diversity Department All year admin and teacher leaders will observe and verify implementation of SWPBIS and cultural competency.

N/A

Comments:



NEPF Professional Standards 1, 2, 3.

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:

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)

General Budget $4,173,950.00 SWPBIS - Cultural Competency; Staff development for Words Their Way, NEPF Edivate, and Close Reads Goals 1, 2 and 3



APPENDIX A - Professional Development Plan

1.1Utilize the Literacy Framework and NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Utilize close reads to amp the rigor and text complexity. Utilize Word Their Way and performance tasks to plan and deliver daily lessons. Edivation will provide differentiated professional development with reflective practices. Staff will attend a PD on NEPF 2 to increase high cognitive demand integrated within instructional delivery with diverse learners, and NEPF 4 to increase metacognition in instructional delivery.

Goal 1 Additional PD Action Step (Optional)

2.1Training in writing, implementing, and collecting data from student intervention plans. RTI team will meet with grade levels to help identify at-risk students. Utilize the NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Utilize close reads to amp the rigor and text complexity. Utilize Word Their Way and performance tasks to plan and deliver daily lessons. Edivation will provide differentiated professional development with reflective practices. Staff will attend a PD on NEPF 2 to increase high cognitive demand integrated within instructional delivery with diverse learners, and NEPF 4 to increase metacognition in instructional delivery. Staff will continue to use Math Number Talks and Investigations to develop math skills at a deeper DOK.


3.1By June of 2017, 100% of staff will participate in cultural competency training provided by admin and site-based coach. Administration will attend professional development for follow-up support. Our site based coach will attend district provided cultural competency trainings. School will honor Heritage months and participate in the Governor's suggested, 'Week of Respect'.




APPENDIX B - Family Engagement Plan

1.2Hold Family Literacy Nights to discuss ways parents can help students with Literacy.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Hold Family Literacy Nights and Common Core Math nights to discuss ways parents can increase academic support.


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 82% to 85% by 2017 as measured by state assessments.

StatusN/A

Comments:

1.1 Professional Development: NEPF Professional Responsibilities 1, 2, 3, 4. 1.2 Family Engagement: NEPF Professional Responsibilities 4. 1.3 Curriculum/Instruction/Assessment: NEPF Instructional Standards 1, 2, 3, 4, 5.1.4 Other:

Mid-Year End-of-Year

1.1

Utilize the Literacy Framework and NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Utilize close reads to amp the rigor and text complexity. Utilize Word Their Way and performance tasks to plan and deliver daily lessons. Edivation will provide differentiated professional development with reflective practices. Staff will attend a PD on NEPF 2 to increase high cognitive demand integrated within instructional delivery with diverse learners, and NEPF 4 to increase metacognition in instructional delivery.

N/A

Progress

Barriers

Next Steps

1.2 Hold Family Literacy Nights to discuss ways parents can help students with Literacy. N/A

Progress



Barriers

Next Steps

1.3In order to increase the reading proficiency, teachers will utilize the Literacy Framework and NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Teachers will also implement Words Their Way instruction into the classroom. Staff will utilize gleaned information from their PD and integrate within their plans and instructional delivery.

N/A

Progress

Barriers

Next Steps

1.4 N/A

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 proficiency rate in Mathematics from 30% to 40% in our African-American subgroup as reflected on the 2017 SBAC.Increase the proficiency rate in Mathematics from 33% to 43% in our Native American subgroup as reflected on the 2017 SBAC.Increase the proficiency rate in ELA from 43% to 53% in our IEP subgroup as reflected on the 2017 SBAC.Increase the proficiency rate in ELA from 55% to 65% in our LEPsubgroup as reflected on the 2017 SBAC.

StatusN/A

Comments:

2.1 Professional Development: NEPF Professional Responsibilities 1, 2, 3, 4. 2.2 Family Engagement: NEPF Professional Responsibilities 4. 2.3 Curriculum/Instruction/Assessment: NEPF Instructional Standards 1, 2, 3, 4, 5.2.4 Other:


2.1

Training in writing, implementing, and collecting data from student intervention plans. RTI team will meet with grade levels to help identify at-risk students. Utilize the NEPF, in conjunction with the NVACS, to deliver daily differentiated instruction. Utilize close reads to amp the rigor and text complexity. Utilize Word Their Way and performance tasks to plan and deliver daily lessons. Edivation will provide differentiated professional development with reflective practices. Staff will attend a PD on NEPF 2 to increase high cognitive demand integrated within instructional delivery with diverse learners, and NEPF 4 to increase metacognition in instructional delivery. Staff will continue to use Math Number Talks and Investigations to develop math skills at a deeper DOK.

N/A

Progress

Barriers

Next Steps



2.2 Hold Family Literacy Nights and Common Core Math nights to discuss ways parents can increase academic support. N/A

Progress

Barriers

Next Steps

2.3 Address culture and diversity in daily instruction and planning. Staff will use collected data to drive instruction. Tier II instruction will be used for remediation. Tier III instruction will be utilized with the most at-risk students. N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:All staff will attend a cultural competency training, and follow-up support will be provided to previously trained school- site administrators. Staff will be trained on the SWPBIS model for school wide implementation.


100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year.

StatusN/A

Comments:

3.1 Professional Development: NEPF Professional Standards 1, 2, 3. 3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1By June of 2017, 100% of staff will participate in cultural competency training provided by admin and site-based coach. Administration will attend professional development for follow-up support. Our site based coach will attend district provided cultural competency trainings. School will honor Heritage months and participate in the Governor's suggested, 'Week of Respect'.

N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/... · 2017. 3. 10. ·...

Documents

Transcript of School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/... · 2017. 3. 10. ·...