School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/Taylor.Robert.L.E… ·...

School Performance Plan

School NameTaylor, Robert L ES

Address (City, State, Zip Code, Telephone):144 Westminster Way

Henderson, NV 89015-6116, (702) 799-8950

Superintendent/Assistant Chief: Pat Skorkowsky / Brenda Larson-Mitchell

For Implementation During The Following Years: 2016-2017

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 Position Name of Member PositionIrene Bell Parent Laura Love Assistant Principal

Kim Stubitz Specialists Dena Davenport 5th gradePulama Berg 1st grade Kimberly Basham Principal

Kenneth Morrow Assistant Principal Debra Grolbert 4th GradeKathryn Chadwick 3rd Grade Jordyn Barber 2nd Grade

Dawn Mastrodomenico SPED Carrie Record PreKBrooke Favela Learning Strategist Brione Minor-Mitchell Learning Strategist

Nevada Department of Education Taylor, Robert L ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/20/2016 Nevada Department of Education - June 2016

Derrick Yeoman Learning Strategist



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

Summative Assessments Achievement Gap Data Achievement Gap DataTeacher/Administrator Observation Data Teacher/Administrator Observation Data Individualized Education Programs (IEP)NA AMAOs/ELPA Analysis IEP ComplianceNA NA Special Ed Staffing and Professional DevelopmentNA NA Teacher/Administrator Observation DataOther: Teacher Surveys Other: Other: Office referrals and behavior dataOther: Office referrals and behavior data Other: Other: CCF-624 data

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Robert Taylor is currently on hold as a 3 Star school with a total NSPF index points of 50 in 2014. Results of the NCCAT-S audit completed in 2013-2014 indicated a need for consistent delivery of standards-based curriculum to all students using effective instructional strategies, providing feedback to students, using student assessment analysis to refocus or modify instruction, and creating a shared mission and vision. Due to the lack of comprehensive data from the 2014-2015 school-year, previous year's and baseline data from the 2015-2016 school-year will be used to analyze the needs of the school. There was still no shared mission or vision at the end of the 2014-2015 school-year, and teacher surveys conducted in May 2015 indicated that student behavior and school wide expectations were the greatest challenge the school faced. Office referrals for the month of September had 134 events logged into Infinite Campus. The month of October had 169 office referrals logged into Infinite Campus. This information will be used to complete the planning for the rest of this school-year. A mission and vision was created in 2015-2016, along with established school-wide rules and procedures. SBAC results from 2015-2016 show 17% proficient in math, 30.45% proficient in ELA. 3% of IEP students were proficient in math. 10% ELL students were proficient in math. In ELA, 16% of IEP students were proficient. 15% of ELL students were proficient. Since 2013, we have increased the number of students in the reaching and bridging category on the WIDA from 0 to 23 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.

Root Causes:Lack of consistent classroom and school-wide behavior expectations has greatly inhibited the engagement of students on instructional time. In addition, staff do not understand the NVAC standards or the implementation of the NEPF standards and indicators and do not have curriculum aligned to the standards to provide consistent instruction vertically or horizontally. Therefore, staff do not consistently use effective strategies to meet the learning needs of all students.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 27.16% to 37% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of students proficient in reading to 60% by March 2017 as measured by school-wide 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:

NoNCCAT-S Indicators:

Teachers will receive PD during Site Based Collaboration Time, during grade level PLC meetings, in the form of book studies on Leader In Me (Seven Habits of Highly Effective People), and Saturday sessions for Read By Three,and the NEPF.

Learning Strategist/Read By Three Coach will provide training, facilitate grade level planning meetings and conduct classroom observations. Curriculum Engine: For lesson planning TITLE I FUNDS: Substitutes for collaboration ($2000); Licensed extra-duty pay for collaboration ($3000);

Agendas, sign in sheets, evaluations, classroom observations

SBCT Weekly for 27 weeks Weekly PLC meetings for 36 weeks 2 Saturday session in January 2017

N/A



Comments:

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

Status

1.2 Family Engagement (Required)Continuation From Last Year:

NoNCCAT-S Indicators:

Breakfast with Books and Camp OGDEN before and after school reading activity clubs, and FBI Team planned family evenings.

Community partners- The OGDEN Foundation, and Spread the Word Nevada, FACES district-provided support, Catholic Charities TITLE I FUNDS: Refreshments for parent trainings ($400); Extra-duty pay for parenting events ($2503.20)

Meeting agendas, parent sign-in sheets, student participation and enrollment records

Learning Strategist conducted parent volunteer trainings and support structures for parent volunteers on campus. Administration coordinates community volunteer programs held throughout the school year. FBI Team will plan and facilitate parent evenings 2 times per year.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Teachers will consistently implement and enforce schoolwide behavior expectations, procedures, and CHAMPS. Teachers will implement Literacy Framework lesson plans, including the use of the Flying Start to Literacy materials, Text Exemplars, Close Reading, and Tier 2/Tier 3 Intervention support.

Administration - facilitate grade level planning meetings and conduct classroom observations Curriculum Engine Literacy Framework books RTI Facilitator and instructional assistants for Tiered interventions - (General Budget $ 140,000) TITLE I FUNDS: ST Math, Lexia, AR/STAR software licenses ($39,211.50); Scholastic News ($5000); Laptops, toner, headphones, computer mice ($14,866.50);

Classroom observations, lesson plans, student work, RTI progress monitoring

Teachers will implement daily lessons throughout the year Administration will conduct classroom observations monthly Tiered interventions will be scheduled daily during 40 minute block conducted by RTI Facilitator, teachers, and instructional assistants.

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:Lack of consistent classroom and school-wide behavior expectations has greatly inhibited the engagement of students on instructional time. In addition, staff do not understand the NVAC standards or the implementation of the NEPF standards and indicators and do not have curriculum aligned to the standards to provide consistent instruction vertically or horizontally. Therefore, staff do not consistently use effective strategies to meet the learning needs of all students.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 54 to 38 by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 40 to 52 by 2017 as measured by state assessments.

Measurable Objective 3:Increase the percent of students proficient in math to 60% by March 2017 as measured by school-wide assessments.

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: NoNCCAT-S Indicators:



Teachers will receive PD during Site Based Collaboration Time, during grade level PLC meetings, in the form of book studies on Leader In Me (Seven Habits of Highly Effective People), and Saturday sessions for Read By Three,and the NEPF. Teachers will receive ongoing professional development in ST Math.

Learning Strategist/Read By Three Coach will provide training, facilitate grade level planning meetings and conduct classroom observations. Curriculum Engine: For lesson planning TITLE I FUNDS: Substitutes for collaboration ($2000); Licensed extra-duty pay for collaboration ($3000);

Agendas, sign in sheets, evaluations, classroom observations

SBCT Weekly for 27 weeks Weekly PLC meetings for 36 weeks 2 Saturday session in January 2017

N/A

Comments:

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

Status

2.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

FACES collaboration for parent education and involvement activities, Breakfast with Books and Camp OGDEN before and after school reading activity clubs, and FBI Team planned family evenings.

Community partners- The OGDEN Foundation, and Spread the Word Nevada, FACES district-provided support TITLE I FUNDS: Refreshments for parent trainings ($400); Extra-duty pay for parenting events ($2503.20)

Meeting agendas, parent sign-in sheets, student participation and enrollment records

Administration coordinates community volunteer programs held throughout the school year FBI Team will plan and facilitate parent evenings

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: NoNCCAT-S Indicators:

Teachers will consistently implement and enforce schoolwide behavior expectations, procedures, and CHAMPS. Teachers will implement Literacy Framework lesson plans, including the use of the Flying Start to Literacy materials, Text Exemplars, Close Reading, and Tier 2/Tier 3 Intervention support. Teachers will provide intervention through Lexia and ST Math.

Learning Strategists will provide training Administration - facilitate grade level planning meetings and conduct classroom observations Curriculum Engine Literacy Framework books RTI Facilitator and instructional assistants for Tiered interventions -(General Budget $ 140,000) TITLE I FUNDS: ST Math, Lexia, AR/STAR software licenses ($39,211.50); Scholastic News ($5000); Laptops, toner, headphones, computer mice ($14,866.50);

Classroom observations, lesson plans, student work, RTI progress monitoring

Teachers will implement daily lessons throughout the year Administration will conduct classroom observations monthly Tiered interventions will be scheduled daily during 40 minute block conducted by RTI Facilitator, teachers, and instructional assistants.

N/A

Comments:

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



N/A

Comments:





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 the District student achievement gap data.

Measurable Objective 1:100% of staff will participate in cultural competency professional development during the 16-17 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: All staff will participate in a professional development session provided by the District's Equity and Diversity Department. All staff will take part in Leader In Me training weekly.

Training materials from E&DD Leader In Me training materials (books)

Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during SBCT, PLCs or after school/extra duty hours.

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: No 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 $3,131,300.00 RTI Facilitator, extra instructional assistants, second AP, and In-house suspension aide. Goals 1 and 2

16-17 Title I & Parent Involvement Set-Aside $293,223.20

2 Learning Strategists to work with students ($150,000);

1 teacher for class size reduction ($75,000);

Title I site liaison duties ($1242);

Substitutes for collaboration ($2000);

Licensed extra-duty pay for collaboration ($3000);

ST Math, Lexia, AR/STAR software licenses ($39,211.50);

Scholastic News ($5000);

Laptops, toner, headphones, computer mice ($14,866.50);

Refreshments for parent trainings ($400);

Extra-duty pay for parenting events ($2503.20)

Goals 1 and 2



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.All prospective candidates are interviewed by the entire Leadership Team. The Leadership Team asks specific questions to determine the candidates proficiency on instruction. One of the requirements the Leadership Team explains to all candidates is the expected collaboration, weekly team meetings, Leader In Me philosophy and practices & monthly STPT sessions. Mentors are provided for all teachers new to Taylor ES & teachers are supported through the strong collaborative PLC model.

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.The school sends home a monthly newsletter with school-wide information & a form for providing input. The school has a team dedicated to family involvement & implements monthly family involvement activities. The school team works collaboratively with the FACES Center to provide classes and family activities. We maintain several community partnerships that offer before and after school activities to families. Parents can access information regarding student grades and attendance through the Infinite Campus Parent Portal. Parent volunteers are solicited and trained on school practices to increase participation. Monthly parent meetings will be held starting January 2017 to start a PTO.

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.).Acelero Learning pre-K students and our Title I pre-K students visit the kindergarten classes and are introduced to kindergarten teachers. Fifth grade students visit Brown JHS to tour the school and meet teachers. Brown JHS students perform at Robert Taylor and inform fifth grade students about available electives. Robert Taylor's counselor and 5th grade teachers provide classroom lessons for fifth graders focused on transitioning to middle school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The school has a team dedicated solely to the Curriculum, Instruction, and Assessment programs of the school. Together with the Leadership Team, each grade level participates in monthly STPT sessions where they analyze student assessment data and plan their assessments and instruction based on the outcomes. During weekly PLC meetings, grade-level teachers analyze common assessment data to drive instruction. Struggling students are identified and placed in Tier 2 or Tier 3 Interventions and progress monitored on assessments based on skill deficits.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funds support SPP. Title I funds support subs & extra duty for collaboration, purchase technology/software & extra teachers to support school initiatives. The many partnerships and sponsors that we have volunteer at school events & donates supplies for student use.



APPENDIX A - Professional Development Plan

1.1Teachers will receive PD during Site Based Collaboration Time, during grade level PLC meetings, in the form of book studies on Leader In Me (Seven Habits of Highly Effective People), and Saturday sessions for Read By Three,and the NEPF.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will receive PD during Site Based Collaboration Time, during grade level PLC meetings, in the form of book studies on Leader In Me (Seven Habits of Highly Effective People), and Saturday sessions for Read By Three,and the NEPF. Teachers will receive ongoing professional development in ST Math.


3.1All staff will participate in a professional development session provided by the District's Equity and Diversity Department. All staff will take part in Leader In Me training weekly.




APPENDIX B - Family Engagement Plan

1.2Breakfast with Books and Camp OGDEN before and after school reading activity clubs, and FBI Team planned family evenings.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2FACES collaboration for parent education and involvement activities, Breakfast with Books and Camp OGDEN before and after school reading activity clubs, and FBI Team planned family evenings.


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 27.16% to 37% by 2017 as measured by state assessments.Increase the percent of students proficient in reading to 60% by March 2017 as measured by school-wide assessments.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Teachers will receive PD during Site Based Collaboration Time, during grade level PLC meetings, in the form of book studies on Leader In Me (Seven Habits of Highly Effective People), and Saturday sessions for Read By Three,and the NEPF.

Progress

Barriers

Next Steps

1.2 Breakfast with Books and Camp OGDEN before and after school reading activity clubs, and FBI Team planned family evenings.

Progress



Barriers

Next Steps

1.3Teachers will consistently implement and enforce schoolwide behavior expectations, procedures, and CHAMPS. Teachers will implement Literacy Framework lesson plans, including the use of the Flying Start to Literacy materials, Text Exemplars, Close Reading, and Tier 2/Tier 3 Intervention support.

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.


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 54 to 38 by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 40 to 52 by 2017 as measured by state assessments.Increase the percent of students proficient in math to 60% by March 2017 as measured by school-wide assessments.

StatusN/A

Comments:



2.1Teachers will receive PD during Site Based Collaboration Time, during grade level PLC meetings, in the form of book studies on Leader In Me (Seven Habits of Highly Effective People), and Saturday sessions for Read By Three,and the NEPF. Teachers will receive ongoing professional development in ST Math.

Progress

Barriers

Next Steps

2.2 FACES collaboration for parent education and involvement activities, Breakfast with Books and Camp OGDEN before and after school reading activity clubs, and FBI Team planned family evenings.



Progress

BarriersNext Steps

2.3Teachers will consistently implement and enforce schoolwide behavior expectations, procedures, and CHAMPS. Teachers will implement Literacy Framework lesson plans, including the use of the Flying Start to Literacy materials, Text Exemplars, Close Reading, and Tier 2/Tier 3 Intervention support. Teachers will provide intervention through Lexia and ST Math.

Progress

Barriers

Next Steps

2.4

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 cultural competency professional development during the 16-17 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1 All staff will participate in a professional development session provided by the District's Equity and Diversity Department. All staff will take part in Leader In Me training weekly.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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