school performance plan · 2019. 11. 22. · school performance plan school name givens, linda...

School Performance Plan

School NameGivens, Linda Rankin ES

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

Las Vegas, NV 89138, 7027991430

Superintendent/Region Superintendent: Jesus Jara / Debbie Brockett

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: NA

Designation: NA

Grade Level Served: NA

Classification: 5 Star

NCCAT-S: Initial

*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 PositionJeremy Hauser Parent Rick Hatch Parent

Jolyn Welch Parent Allison Puana APDan Hungerford Principal Debra Curtis Teacher/SOT MemberKathleen Hauser Strategist Charles Wiest Teacher

Chai Agsorn Support Staff/SOT Member Monica Bryant Counselor

Nevada Department of Education Givens, Linda Rankin ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/18/2019 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 DataNA 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 2018-2019 SBAC in ELA showed that 76.59% of our students were proficient. However, African American, Hispanic, IEP, and LEP subgroups did not follow that same trend. They were only 60.00%, 53.35%, 33.33%, and 56.25%, were proficient respectively. Demonstrating a racial/ethnic proficiency gap.

The 2018-2019 SBAC in Mathematics showed that 76.33% of our students were proficient. However, African American, Hispanic, IEP, and LEP subgroups did not follow that same trend. They were only 20.00%, 58.69%, 33.33%, and 62.50%, were proficient respectively. Demonstrating a racial/ethnic proficiency gap.



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 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 students in the subgroups; African American, Hispanic, IEP, and LEP. 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 all areas.

Measurable Objective 1:Increase the percent of students proficient in the African American subgroup on the ELA SBAC Assessment from 60.00% to 70.00% by 2020.

Measurable Objective 2:Increase the percent of students proficient in the Hispanic subgroup on the ELA SBAC Assessment from 53.35% to 60.00% by 2020.

Measurable Objective 3:Increase the percent of students proficient in the IEP subgroup on the ELA SBAC Assessment from 33.33% to 40.00% by 2020.

Measurable Objective 4:Increase the percent of students proficient in the LEP subgroup on the ELA SBAC Assessment from 56.25% to 60.00% by 2020.

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 Words Their Way and performance tasks to plan and deliver daily lessons. 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) Instructional rounds -all to be implemented throughout the school year.

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

Classroom Teachers Site Based Strategist Administration RTI Team Staff Development Team

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:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: NCCAT-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) 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

All year administration will monitor lesson plans and observe instruction. Site Based Strategist will assist in classrooms, offer PD, and observe instruction. PZ 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:




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, specifically the subgroups: African American, Hispanic, IEP, and LEP.

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 percent of students proficient in the African American subgroup on the Math SBAC Assessment from 20.00% to 40.00% by 2020.

Measurable Objective 2:Increase the percent of students proficient in the Hispanic subgroup on the Math SBAC Assessment from 58.69% to 70.00% by 2020.

Measurable Objective 3:Increase the percent of students proficient in the IEP subgroup on the Math SBAC Assessment from 33.33% to 50.00% by 2020.

Measurable Objective 4:Increase the percent of students proficient in the LEP subgroup on the Math SBAC Assessment from 62.50% to 70.00% by 2020.

Monitoring Status

N/A




Implementation(people, time, materials, funding

sources)



List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

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



Training in Pearson Math program Envisions for all grade levels. 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. 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 Envisions to develop math skills at a deeper DOK level.

Money for substitute teachers for grade level RTI meetings (site-based funded) Professional Development for Words Pearson Math Envisions (Coach/Admin) Training in Number Talks (Coach/Admin)

Agendas and sign in sheets from meetings and trainings Lessons plans that reflect differentiation and attempts at meeting needs of diverse learners Intervention plans

RTI meeting - monthly RTI Team - weekly Site Based Coach

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: Yes NCCAT-S Indicators: Hold Family Math night 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 Envisions, Investigation and Kathy RIchardson math games

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: YesNCCAT-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.

Pearson Math Envisions materials (site-funded) 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 II instruction (site-funded)

Student work samples Lesson plans Assessments

RTI Team- weekly CTT-weekly All year administration will monitor lesson plans and observe instruction.

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:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 3:Reduce the percent of students chronically absent from 8.5% to 3.5% percent by Spring 2020, as measured by CCSD Datalab, and reported on the NSPF.

Root Causes:There is a lack of awareness about the importance of attendance, definition of chronic absenteeism, and impact of absences among the school community.

Measurable Objective 1:Decrease the amount of chronically absent students from 8.5% to 6.5% by the end of the first semester and from 6.5% to 3.5% by the end of the year as measured by Infinite Campus.

Monitoring Status

N/A




Implementation(people, time, materials, funding sources)



List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: Train all school staff on the definition of chronic absenteeism and proper accounting of attendance in IC. Counselor will monitor student list in Datalab and conference with families where student absences are an area of concern. Collaborate on a plan to improve student attendance. Post signs in the office/common areas bringing parent and student attention to school attendance goals.

Chronic Absenteeism PD (site-based coach/admin) All to be implemented during the 2019-2020 school year. Provide student incentives for perfect attendance and classroom incentives for "full house" all week. (Pizza party, ice cream social, banners, extra recess, etc.)

Counselor will monitor student list in Datalab and conference with families where student absences are an area of concern. Collaborate on a plan to improve student attendance.

Admin, Counselor, Teachers, Site-based strategists

N/A

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



Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Utilize FACES for home-to-school connections trainings and workshops for families.

FACES Site Liaison Admin

Throughout the year, through the use of social media, teacher leaders will engage families in instructional and cultural activities within the school setting to encourage at-home support and involvement.

Admin, Site-based strategists

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) 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 4,267,323.16 all endeavors Goals 1, 2 and 3



Plan for improving the school climate

Goal:Create a school culture and learning environment that is safe and conducive to learning for all stakeholders.

Action Plan: How will this plan improve the school climate?Givens ES will utilize proactive and inclusive practices so students feel connected to the learning community. We will promote a secure and happy school climate, conducive to teaching and learning that is free from threat, harassment and any type of bullying behavior. We will continue to implement strategies learned through the PBIS model.

Monitoring Plan: How will you track the implementation of this plan?We will attain feedback from students, parents, and teachers throughout the school year in various forms. Some examples will be informal surveys, verbal feedback from SOT and PTA meetings.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?District-wide school survey results



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 Words Their Way and performance tasks to plan and deliver daily lessons. 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 Pearson Math program Envisions for all grade levels. 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. 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 Envisions to develop math skills at a deeper DOK level.


3.1Train all school staff on the definition of chronic absenteeism and proper accounting of attendance in IC. Counselor will monitor student list in Datalab and conference with families where student absences are an area of concern. Collaborate on a plan to improve student attendance. Post signs in the office/common areas bringing parent and student attention to school attendance goals.




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 Math night to discuss ways parents can increase academic support.


3.2Utilize FACES for home-to-school connections trainings and workshops for families.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase proficiency rates in reading.

Measurable Objective(s):

Increase the percent of students proficient in the African American subgroup on the ELA SBAC Assessment from 60.00% to 70.00% by 2020.Increase the percent of students proficient in the Hispanic subgroup on the ELA SBAC Assessment from 53.35% to 60.00% by 2020.Increase the percent of students proficient in the IEP subgroup on the ELA SBAC Assessment from 33.33% to 40.00% by 2020.Increase the percent of students proficient in the LEP subgroup on the ELA SBAC Assessment from 56.25% to 60.00% by 2020.

StatusN/A

Comments:

1.1 Professional Development: NEPF Professional Responsibilities 1, 2, 3, 4. 1.2 Family Engagement: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 Words Their Way and performance tasks to plan and deliver daily lessons. 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

BarriersNext 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 math, specifically the subgroups: African American, Hispanic, IEP, and LEP.


Increase the percent of students proficient in the African American subgroup on the Math SBAC Assessment from 20.00% to 40.00% by 2020.Increase the percent of students proficient in the Hispanic subgroup on the Math SBAC Assessment from 58.69% to 70.00% by 2020.Increase the percent of students proficient in the IEP subgroup on the Math SBAC Assessment from 33.33% to 50.00% by 2020.Increase the percent of students proficient in the LEP subgroup on the Math SBAC Assessment from 62.50% to 70.00% by 2020.

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 Pearson Math program Envisions for all grade levels. 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. 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 Envisions to develop math skills at a deeper DOK level.

N/A

Progress

Barriers

Next Steps

2.2 Hold Family Math night to discuss ways parents can increase academic support. N/A



Progress

BarriersNext 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:Reduce the percent of students chronically absent from 8.5% to 3.5% percent by Spring 2020, as measured by CCSD Datalab, and reported on the NSPF.


Decrease the amount of chronically absent students from 8.5% to 6.5% by the end of the first semester and from 6.5% to 3.5% by the end of the year as measured by Infinite Campus.

StatusN/A

Comments:

3.1 Professional Development: NEPF Professional Standards 1, 2, 3. NEPF Instructional Standards 1, 2, 3, 4, 53.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1Train all school staff on the definition of chronic absenteeism and proper accounting of attendance in IC. Counselor will monitor student list in Datalab and conference with families where student absences are an area of concern. Collaborate on a plan to improve student attendance. Post signs in the office/common areas bringing parent and student attention to school attendance goals.

N/A

Progress

Barriers

Next Steps

3.2 Utilize FACES for home-to-school connections trainings and workshops for families. N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan · 2019. 11. 22. · school performance plan school name givens, linda...

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