School Performance Plan...Mar 31, 2020 · Based on your schools NSPF results, identify what...

School Performance Plan

School NameCadwallader, Ralph MS

Address (City, State, Zip Code, Telephone):7775 Elkhorn Rd

Las Vegas, NV 89131-3398, (702) 799-6692

Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years: 2017-2018

The Following MUST Be Completed:

Title I Status: Not_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 PositionMindi Martinez Principal Shannon Gougar Assistant PrincipalKari Butchko Learning Strategist Janet Eatchel Parent

Ross Hashimoto Teacher Kathleen James TeacherRussell Farmintino Teacher

Nevada Department of Education Cadwallader, Ralph MS 2017-2018Clark County School District

Last Date Review/Revised By Planning Team - 04/06/2017 Nevada Department of Education - June 2017

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 Achievement Gap Data Achievement Gap DataTeacher/Administrator Observation Data Teacher/Administrator Observation Data Individualized Education Programs (IEP)Interim Assessments NA Special Education Procedures - Whole SchoolNA NA Teacher/Administrator Observation DataNA 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.2015-2016 SBAC Math data shows that overall math proficiency was 39%, that compares favorably with the district average of 32%. Proficiency by grade was 6th-45%, 7th 39%, 8th 33% School math data by ethnicity: Asian 48%, Black 21%, Caucasian 46%, Hispanic 30%, Multiracial 45%. Generally gender made little difference as there was only 4% difference in boys and girls. Students on IEPs scored 7% while their non IEP counterparts scored 42%. LEP students were greatly out performed by their non LEP counterparts 3% to 42%.(Total 34 students).

2015-2016 SBAC ELA data shows that overall ELA proficiency was 60%, that compares favorably with the district average of 47%. Proficiency by grade was: 6th-59%, 7th-62% and 8th-59% School ELA data by ethnicity: Asian 70%, Black 44%, Caucasian 66%, Hispanic 50%, Multiracial 65%. There is a gap in proficiency in our racial and ethnic subgroups. Generally girls outperformed boys 64% to 57%. LEP students outperformed their non LEP counterparts 100% to 62%. Students on IEPs scored 6% compared to their non IEP counterparts 64%.2015-2016 Discipline data : 2,396 total discipline referrals resulted in : 124 out of school suspensions, 310 parent conferences with 192 of those being required. 190 violations resulted in in house suspension. 783 violations resulted in detention. 787 violations were for disregarding school rules, 536 were for dress code, 47 for fighting and 109 were for unacceptable school behavior. Males committed 1,582 violations and females 987.

Trend data will be added when 16-17 SBAC results are back.



HOPE 2 Intervention

Focus of Intervention:It creates positive interactions with all students on campus. Our SWPBIS behavior matrix will create consistency and understanding among teachers and students. This will also allow teacher alternative classroom management strategies for student behaviors.

Monitoring Plan:SWPBIS quarterly meeting to discuss our plan, implementation, obstacles, and successes

Evaluation Plan:Dean referral data, common area observations, staff communication with SWPBIS team, SWPBIS meetings and discussions



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:Rigor in the classroom is not consistent. Professional Development opportunities have focused on discourse and productive group work, but not incorporating consistent higher level thinking questions necessary for rigor and metacognition.

Measurable Objective 1:Goal 1: District ELA highest performing subgroup is Asian 72%. Cadwallader lowest group is Black 44%. That is a 33% difference. Our goal is to reduce that discrepancy by 3% to 30%.

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: No NCCAT-S Indicators: Teachers will collaborate to create higher level questioning stems and review lessons for opportunities for increased student metacognition. These lessons will include rigorous instructional practices aligned with the Nevada Educator Performance Framework (NEPF) standard 2 Indicators 2 and 3. Teachers will also work on common assessments, working on horizontal and vertical alignment, and in PLCs.

Learning Strategist, Administration, STPT guidelines, throughout year

Professional development/SBCT agendas and sign-in sheets. curriculum engine, department meeting notes, STPT feedback notes, observations and conferences, Goal Setting and Planning Tool documents

Quarterly Administration, Learning Strategist, teachers

N/A

Comments:NVACS - Nevada Academic Content Standards, STPT - Structured Teacher Planning Time



Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and


Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Parents are invited to discuss achievement data, tier 2 instruction, DOK level 2 and 3 strategies, procedures and student success indicators. Parent/student/teacher academic planning time conducted to disseminate testing data and to encourage goal setting for students. Evening PAC meetings once a month to discuss school concerns and successes.

Learning strategist, administration, and teacher teams.

Parent sign-in sheets, parent teacher correspondence, Coyote Camp agendas, parent survey results, and agendas.

August- May Administration, teacher leaders

N/A

Comments:

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

YesNCCAT-S Indicators:

Cross-curricular collaboration on tier 2 instruction and DOK level 3 strategies. Teachers utilize literacy instruction through the use of planning rigorous lessons and continuous dialogue. Assessment data will be analyzed to determine gains in reading. Big Picture Report, Teachers to work with incoming 6th graders through Coyote Camp (teachers hourly wages are paid through Coyote Camp tuition)

Administration, teachers, Learning Strategist, Curriculum Engine

Classroom observations, lesson plans, Curriculum Engine, writing assessment with Common Core/NVAC grading rubric.

Quarterly Administration/learning strategist

N/A

Comments:DOK - Depth of Knowledge; Rigor (NEPF Standard 2)

1.4 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 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.

Root Causes:Evidence from the School Growth Model indicates catch up growth is an area of concern. Classroom observations and data indicate there is a lack of collaborative dialogue amongst students, infrequently used tier 2 instructional practices and a curricular pace that does not allow for reteaching as necessary.

Measurable Objective 1:Reduce the math proficiency gap between the highest performing subgroup(Asian) and lower performing ethnic/racial super group from 17% to 14% by 2017-2018 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the districts highest performing subgroup(Asian) and the schools lower performing ethnic/racial super group from 12% to 8% by 2017-2018 as measured by state assessments.

Measurable Objective 3:Increase the percent of students proficient in math from 39% to 42% by 2017-2018 as measured by 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


Monitoring

Status

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



Teachers will incorporate the Math 360 training that they have received to enhance the assignments/units that align with the NVACS. These lessons will specifically include rigorous instructional practices aligned with the Nevada Educator Performance Framework (NEPF) standard 2 Indicators 2 and 3. Teachers will also work on common assessments, working on horizontal and vertical alignment, and in PLCs.

Learning Strategist, Administration, STPT guidelines, throughout year

Professional development/SBCT agendas and sign-in sheets. curriculum engine, department meeting notes, STPT feedback notes, observations and conferences, Goal Setting and Planning Tool documents

Quarterly Administration, Learning Strategist, teachers

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and


Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Parents are invited to discuss achievement data, tier 2 instruction, DOK level 2 and 3 strategies, procedures and student success indicators. Parent/student/teacher academic planning time conducted to disseminate testing data and to encourage goal setting for students. Evening PAC meetings once a month to discuss school concerns and successes.

Learning strategist, administration, and teacher teams.

Parent sign-in sheets, parent teacher correspondence, Coyote Camp agendas, parent survey results, and agendas.

August- May Administration, teacher leaders

N/A

Comments:

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


Cross-curricular collaboration on tier 2 instruction and DOK level 3 strategies. Teachers utilize literacy instruction through the use of planning rigorous lessons and continuous dialogue. Assessment data will be analyzed to determine gains in reading. Big Picture Report, Teachers to work with incoming 6th graders through Coyote Camp (teachers hourly wages are paid through Coyote Camp tuition)

Administration, teachers, Learning Strategist, Curriculum Engine

Classroom observations, lesson plans, Curriculum Engine, writing assessment with Common Core/NVAC grading rubric.

Quarterly Administration/learning strategist

N/A

Comments:


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 district student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2017-2018 school year as measured by sign-in sheets.

Measurable Objective 2:Reduce out of school suspensions by 10% from 124 to 112 by spring 2017.

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


Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in a professional development session with materials provided by the District's Equity and Diversity Department and SWPBIS and the utilization of PACK-UP.

Training materials from Equity and Diversity Department, PBIS grant, and HOPE2.

Sign- in sheets, Teacher observation data (NEPF), agendas, and minutes.

The administrative team and PBIS team are responsible for ensuring this action step takes place during the 2017-2018 school year.

N/A

Comments:



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

ResponsibleMonitoring Status

3.2 Family Engagement (Optional)Continuation From Last Year:


To inform our community of educational issues, curriculum, student developmental behaviors and concerns, trends, and strategies To increase parental input and conversation

Once a month evenings administration, parents, teachers, guest speakers

Sign in sheets and meeting agendas

Administration 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)

Hope2 $70,000.00 Behavior intervention and on-site behavior program/mentorship; SWPBIS initiatives. Goal 3



APPENDIX A - Professional Development Plan

1.1Teachers will collaborate to create higher level questioning stems and review lessons for opportunities for increased student metacognition. These lessons will include rigorous instructional practices aligned with the Nevada Educator Performance Framework (NEPF) standard 2 Indicators 2 and 3. Teachers will also work on common assessments, working on horizontal and vertical alignment, and in PLCs.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will incorporate the Math 360 training that they have received to enhance the assignments/units that align with the NVACS. These lessons will specifically include rigorous instructional practices aligned with the Nevada Educator Performance Framework (NEPF) standard 2 Indicators 2 and 3. Teachers will also work on common assessments, working on horizontal and vertical alignment, and in PLCs.


3.1All staff will participate in a professional development session with materials provided by the District's Equity and Diversity Department and SWPBIS and the utilization of PACK-UP.




APPENDIX B - Family Engagement Plan

1.2Parents are invited to discuss achievement data, tier 2 instruction, DOK level 2 and 3 strategies, procedures and student success indicators. Parent/student/teacher academic planning time conducted to disseminate testing data and to encourage goal setting for students. Evening PAC meetings once a month to discuss school concerns and successes.

Goal 1 Additional Family Engagement Action Step (Optional)



3.2To inform our community of educational issues, curriculum, student developmental behaviors and concerns, trends, and strategies To increase parental input and conversation




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):

Goal 1: District ELA highest performing subgroup is Asian 72%. Cadwallader lowest group is Black 44%. That is a 33% difference. Our goal is to reduce that discrepancy by 3% to 30%.

StatusN/A

Comments:

1.1 Professional Development: NVACS - Nevada Academic Content Standards, STPT - Structured Teacher Planning Time1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment: DOK - Depth of Knowledge; Rigor (NEPF Standard 2)1.4 Other:

Mid-Year End-of-Year

1.1Teachers will collaborate to create higher level questioning stems and review lessons for opportunities for increased student metacognition. These lessons will include rigorous instructional practices aligned with the Nevada Educator Performance Framework (NEPF) standard 2 Indicators 2 and 3. Teachers will also work on common assessments, working on horizontal and vertical alignment, and in PLCs.

N/A

Progress

Barriers

Next Steps


N/A

Progress



Barriers

Next Steps

1.3Cross-curricular collaboration on tier 2 instruction and DOK level 3 strategies. Teachers utilize literacy instruction through the use of planning rigorous lessons and continuous dialogue. Assessment data will be analyzed to determine gains in reading. Big Picture Report, Teachers to work with incoming 6th graders through Coyote Camp (teachers hourly wages are paid through Coyote Camp tuition)

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 the highest performing subgroup(Asian) and lower performing ethnic/racial super group from 17% to 14% by 2017-2018 as measured by state assessments.Reduce the reading proficiency gap between the districts highest performing subgroup(Asian) and the schools lower performing ethnic/racial super group from 12% to 8% by 2017-2018 as measured by state assessments.Increase the percent of students proficient in math from 39% to 42% by 2017-2018 as measured by SBAC.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1Teachers will incorporate the Math 360 training that they have received to enhance the assignments/units that align with the NVACS. These lessons will specifically include rigorous instructional practices aligned with the Nevada Educator Performance Framework (NEPF) standard 2 Indicators 2 and 3. Teachers will also work on common assessments, working on horizontal and vertical alignment, and in PLCs.

N/A

Progress

Barriers

Next Steps


N/A



Progress

BarriersNext Steps

2.3Cross-curricular collaboration on tier 2 instruction and DOK level 3 strategies. Teachers utilize literacy instruction through the use of planning rigorous lessons and continuous dialogue. Assessment data will be analyzed to determine gains in reading. Big Picture Report, Teachers to work with incoming 6th graders through Coyote Camp (teachers hourly wages are paid through Coyote Camp tuition)

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 2017-2018 school year as measured by sign-in sheets.Reduce out of school suspensions by 10% from 124 to 112 by spring 2017.

StatusN/A

Comments:

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


3.1 All staff will participate in a professional development session with materials provided by the District's Equity and Diversity Department and SWPBIS and the utilization of PACK-UP. N/A

Progress

Barriers

Next Steps

3.2 To inform our community of educational issues, curriculum, student developmental behaviors and concerns, trends, and strategies To increase parental input and conversation 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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