School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/Guinn.Kenny.C.MS.pdfBased...

School Performance Plan

School NameGuinn, Kenny C MS

Address (City, State, Zip Code, Telephone):4150 S Torrey Pines Dr

Las Vegas, NV 89103-3148, (702) 799-5900

Superintendent/Assistant Chief: Pat Skorkowsky / Karen West

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 PositionMichelle Gorelow Parent Kevin Berkshire Teacher: Special Education

Stacie Kodba Teacher: Reading Jack Mainguy Teacher: ScienceChris Roberts Teacher: Band Gary Thompson Teacher: Mathematics

Ruth Kryk Magnet Coordinator Jared Peruch Teacher: EnglishGeorgia Taton Principal

Nevada Department of Education Guinn, Kenny C MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/05/2016 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)Statewide Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)Summative Assessments Placement (Proficiency Levels) Achievement Gap DataCoordination of Services for FRL, ELL, IEP students Achievement Gap Data N/AN/A N/A N/AOther: Achieve 3000 Other: Achieve 3000 Other: Achieve 3000Other: Other: Other:

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

POSITIVE TRENDS: According to the Spring 2016 Smarter Balanced Assessment Consortium (SBAC), 6th grade English Language Arts (ELA) scores at Kenny Guinn Middle School were 53.85% proficient; 31.98% higher than the district’s proficiency rate of 40.80%. Black students in 6th, 7th, and 8th grade were 36.9% proficient in ELA; 30.34% higher than the district’s proficiency rate of 28.31%. The median lexile score for incoming 8th graders on Achieve 3000 increased from 615L in 2014-2015 to 677L in 2015-2016 to 747L in 2016-2017. According to the Spring 2016 SBAC, 6th grade Math scores were 37.15% proficient, 31.50% higher than the district’s proficiency rate of 28.25%. Black students in 6th, 7th, and 8th grade were 21.43% proficient in math, 115.37% higher than the district’s proficiency of 9.95%.

As part of Clark County School District (CCSD) implementation of the English Language Learner (ELL) Master Plan, we will continue to build on the strategies used for ELL students as a Cohort A school, participating in the Academic Language and Content Achievement Model (ALCA-M). Math continues to focus 20% of instruction time on remediation of skills.

AREAS OF CONCERN: Statewide trend data is not available for the SBAC statewide exam due to failure of completion of the 2014-15 state assessment. Also, historical data is limited as we were a SBAC pilot for 2013-14. Currently available SBAC information is not comparable to previous Nevada School Performance Framework (NSPF) data. Due to 8th grade students enrolled in Algebra I (12%) taking End of Course (EOC) math exams, spring 2016 SBAC data will not accurately reflect the math proficiency of Kenny C. Guinn Middle School students. Utilizing data from the Spring 2016 SBAC, students on Individualized Education Plans (IEP) are 7.35% proficient in ELA and 4.23% proficient in math. Students with Limited English Proficiency (LEP) are 9.09% proficient in ELA and 6.29% proficient in math.



HOPE 2 Intervention

Focus of Intervention:NA - Funds not received for 2016-2017

Monitoring Plan:

Evaluation Plan:



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:Lack of consistent use of content rich informational text across grade levels, as well as lack of consistent cross-curricular collaboration. Lack of consistency in required writing standards instruction and in cross-curricular application.

Measurable Objective 1:Reduce the reading proficiency gap between Guinn's highest performing subgroup and lower performing ethnic/racial supergroup from 29.49 to 26.54 as measured by 2017 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) Continuation From Last Year: Yes NCCAT-S Indicators: Weekly grade level PLCs to develop strategies in using content rich informational text, writing strategies, and best practices incorporating cultural diversity; technology integration and training; monthly and quarterly department collaboration to support NACS; ELL Cohort A staff professional development.

Substitutes quarterly ($11,990), trainers and extra duty time for after-hours and Saturday training ($6900). Funding resources: Title I, Title III, and General Budget.

Lesson plans, PLC agendas/minutes/evaluations, common assessments, improvement in lexile scores, ELL Cohort A agendas/minutes/evaluations.

Weekly grade level PLC and monthly department collaboration beginning October 2016 ending May 2017; monitoring will be monthly/ quarterly by department chairpersons, SPP leadership team, administration.

On Task

Comments:PLC-Professional Learning Community; NACS-NV Academic Content Standards; SPP-School Performance Plan; ELL - English Language Learners



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

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Parent training to support increased student achievement in reading:utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus.

Parent nights ($4715), transition ($5336), teacher trainers ($1380), books/materials ($1264.80). Funding resources: Title I, e3 Grant, and General Budget.

Evaluations, surveys, sign-in logs and agendas.

6th grade transition August 2016, parent training beginning September 2016 ending May 2017; monitoring quarterly by SPP leadership team and administration.

On Task

Comments:e3-iPad technology; SPP-School Performance Plan

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


Prep buy outs in ELA, before and after school tutoring programs, transition programs, and interim assessments. Science using targeted reading strategies for grade level texts. Curriculum utilizing instructional software for 1:1 devices in reading and writing.

Fast Forward ($4500), prep buy out ($30,000), tutoring ($12,900), iPads and laptops for student & staff ($139,700). Funding resources: e3, Title I, Title III, general budget.

District assessments/State assessments and common reading assessments.

Prep buy outs beginning August 2016 ending June 2017, tutoring beginning October 2016 ending May 2017, 6th grade transition August 2016, interim assessments quarterly. Monitored monthly by department chairpersons and administration.

On Task

Comments:e3-iPad technology; ELL-English Language Learners

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 math.

Root Causes:There were no clear effective intervention strategies for students performing below grade level nor data targeted remediation. There was a lack of consistency of teacher collaboration and implementation of NACS, common assessments, and remediation.

Measurable Objective 1:Reduce the math proficiency gap between Guinn's highest performing subgroup and lower performing ethnic/racial supergroup from 26.3 to 23.7 as measured by 2017 state assessments.

Monitoring Status

On Task



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: Subject level PLCs to develop remediation strategies, common assessments, and units using data analysis; best practices incorporating cultural diversity, technology integration and training, monthly and quarterly department collaboration to support NACS.

Substitutes quarterly ($11,990), trainers and extra duty time for after-hours and Saturday training ($6900). Funding resources: Title I, Title III, and General Budget.

Lesson plans, PLC agendas/minutes/evaluations, common assessments, and improvement on state assessment 2017.

Subject level PLC and monthly department collaboration beginning October 2016 ending May 2017; monitoring will be monthly/ quarterly by department chairpersons, SPP leadership team, administration.

N/A

Comments:PLC-Professional Learning Community; NACS-NV Academic Content Standards; SPP-School Performance Plan; ELL-English Language Learners



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

Status

2.2 Family Engagement (Required)Continuation From Last


Parent training to support increased student achievement in math: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition, math newsletters, and Infinite Campus.

Parent nights ($4715), transition ($5336), teacher trainers ($1380), books/materials ($1264.80). Funding resources: Title I, e3 Grant, and General Budget.

Evaluations, surveys, monthly newsletter, sign-in logs and agendas.

6th grade transition August 2016, parent training beginning September 2016 ending May 2017, newsletter beginning November 2016 ending May 2017; monitoring quarterly by SPP leadership team and administration.

On Task

Comments:e3-iPad technology

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


Before and after school tutoring programs, transition programs, and interim assessments; curriculum utilizing instructional software for 1:1 devices in math; reduction in classroom size

Prep buy out ($30,000), tutoring ($12,900), iPads and laptops for student & staff ($139,700), math class size reduction ($150,000). Funding resources: e3, Title I, Title III, general budget.

District assessments/State assessments and common math assessments.

Tutoring beginning October 2016 ending May 2017, 6th grade transition August 2016, interim assessments quarterly. Monitored monthly by department chairpersons and administration.

On Task

Comments:e3-iPad technology


Comments:





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

Root Causes:Lack of cultural awareness of the school community as evidenced by student achievement 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: Professional development on cultural competency will be provided to all staff; ELL Cohort A participation and training.

Articles, trainings, and webinars by the end of the 2016-2017 school year; administration.

Sign-in sheets/agendas/evaluations Monitored by school and district administration, complete by June 2017.

N/A

Comments:ELL-English Language Learners

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: No 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)

Title I $264,480 Professional development, PLCs, substitutes, parent night/training, tutoring, prep buyouts, books, technology, and instructional supplies. Goals 1 and 2

General Budget $219,900 Supplies, books, technology, training, substitutes Goals 1, 2 and 3e3 grant $88,800 Purchase of iPads and covers Goals 1 and 2Title III $6000 Professional development, cultural diversity Goals 1, 2 and 3



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.At Kenny C. Guinn Middle School the staff are involved in the hiring process, provide mentoring for new teachers and/or new to the building teachers, and in the selection of professional development opportunities. An environment of learning is maintained for both teachers and students.

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.Kenny C. Guinn Middle SchooI will provide information through newsletters, Infinite Campus, teacher phone calls/emails, parent conferences, the school website, and parent nights in the areas of math, reading, and fine arts; use of technology; and transition/information meetings (i.e. 5th to 6th and 8th to 9th). Parents will also receive special invitations and phone calls to attend open house, student recognition activities, and events, and to participate/present in school academic units.

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.).Kenny C. Guinn Middle School will provide a program for transition from elementary to middle school, parent nights, school visits, staff collaboration, and 6th grade transition camp (August). Students will receive services for transition from middle to high school, HS counselor visitation, parent/student registration night, and 8th grade high school/college prep. School counselors provide academic planning and transcript review.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The Kenny C. Guinn Middle School instructional staff meet weekly by department/grade level and quarterly by department to review data and common assessments (i.e., unit exams, district/state assessments, Achieve3000) in order to target areas for remediation, design units/assessments, and to identify students requiring additional assistance.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAt Kenny C. Guinn Middle School assessment results are analyzed to determine areas of need in order to plan expenditure of the general budget. Special projects through grants and Title I funds will provide professional development for staff, training for parents, and student programs to meet the school wide goals for students' academic success. Assurance is documented through reports, agendas, sign in logs, and evaluations.



APPENDIX A - Professional Development Plan

1.1Weekly grade level PLCs to develop strategies in using content rich informational text, writing strategies, and best practices incorporating cultural diversity; technology integration and training; monthly and quarterly department collaboration to support NACS; ELL Cohort A staff professional development.

Goal 1 Additional PD Action Step (Optional)

2.1Subject level PLCs to develop remediation strategies, common assessments, and units using data analysis; best practices incorporating cultural diversity, technology integration and training, monthly and quarterly department collaboration to support NACS.


3.1Professional development on cultural competency will be provided to all staff; ELL Cohort A participation and training.




APPENDIX B - Family Engagement Plan

1.2Parent training to support increased student achievement in reading:utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent training to support increased student achievement in math: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition, math newsletters, and Infinite Campus.


3.2




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 Guinn's highest performing subgroup and lower performing ethnic/racial supergroup from 29.49 to 26.54 as measured by 2017 state assessments.

StatusOn Task

Comments:

1.1 Professional Development: PLC-Professional Learning Community; NACS-NV Academic Content Standards; SPP-School Performance Plan; ELL - English Language Learners1.2 Family Engagement: e3-iPad technology; SPP-School Performance Plan1.3 Curriculum/Instruction/Assessment: e3-iPad technology; ELL-English Language Learners1.4 Other:

Mid-Year End-of-Year

1.1Weekly grade level PLCs to develop strategies in using content rich informational text, writing strategies, and best practices incorporating cultural diversity; technology integration and training; monthly and quarterly department collaboration to support NACS; ELL Cohort A staff professional development.

N/A

Progress

Barriers

Next Steps

1.2 Parent training to support increased student achievement in reading:utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus. N/A

Progress



Barriers

Next Steps

1.3 Prep buy outs in ELA, before and after school tutoring programs, transition programs, and interim assessments. Science using targeted reading strategies for grade level texts. Curriculum utilizing instructional software for 1:1 devices in reading and writing. 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 math.


Reduce the math proficiency gap between Guinn's highest performing subgroup and lower performing ethnic/racial supergroup from 26.3 to 23.7 as measured by 2017 state assessments.

StatusOn Task

Comments:

2.1 Professional Development: PLC-Professional Learning Community; NACS-NV Academic Content Standards; SPP-School Performance Plan; ELL-English Language Learners2.2 Family Engagement: e3-iPad technology2.3 Curriculum/Instruction/Assessment: e3-iPad technology2.4 Other:


2.1 Subject level PLCs to develop remediation strategies, common assessments, and units using data analysis; best practices incorporating cultural diversity, technology integration and training, monthly and quarterly department collaboration to support NACS. N/A

Progress

Barriers

Next Steps

2.2 Parent training to support increased student achievement in math: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition, math newsletters, and Infinite Campus. N/A

Progress



Barriers

Next Steps

2.3 Before and after school tutoring programs, transition programs, and interim assessments; curriculum utilizing instructional software for 1:1 devices in math; reduction in classroom size 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.


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: ELL-English Language Learners3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 Professional development on cultural competency will be provided to all staff; ELL Cohort A participation and training. 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



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