school performance plan · 2019-11-22 · school performance plan school name twitchell, neil c es...

School Performance Plan

School NameTwitchell, Neil C ES

Address (City, State, Zip Code, Telephone):2060 Desert Shadow Trail

Henderson, NV 89012-3272, 7027996860

Superintendent/Region Superintendent: Jesus Jara / Karla Loria

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

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 PositionByron Brooks Parent Kevin Sigmund Parent

Krystle Veilleux Parent Michele Wooldridge PrincipalAdelina Vallin Kindergarten teacher Meribeth Hall 1st gr teacherApril Forcier 2nd gr teacher Cathy Schmitz 3rd gr teacher

Jill Davis 4th gr teacher Laura Gallegos 5th gr teacherNikki Gehlken Library Specialist Jennifer Adams Assistant Principal

Nevada Department of Education Twitchell, Neil C ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/08/2019 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 Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Interim Assessments Achievement Gap Data Achievement Gap DataFormative Assessments Practice NA NATeacher/Administrator Observation Data 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.Based on the 2018-19 NV School Performance Framework, NCT ES received 78.5 points (out of 100). NCT ES earned 25/25 points for Academic Achievement with 63.3% in math (10% decrease) and 74.5% in ELA (4% decrease). In Student Growth, NCT ES earned 26/35 points with 40 for Math MGP and 61 for MGP in ELA. NCT ES earned 7/10 points for English Language Learners proficiency at 48.6% (10% increase); 2/10 points for Closing Opportunity Gaps at 18% of former non proficient students who met their math AGP for Math and 10/10 points for 54.7% of former non proficient students who met their AGP for ELA; and 8.5/10 points for Student Engagement which reflects the school chronic absenteeism rate of 7.0%.

According to 2018-19 ELA SBAC results (10/10 points earned on NSPF), 54.7% of former non proficient students met their AGP in math (decrease of 3% from 17-18). Specifically, 42.7% of Hispanic/Latin students, 59.2% of White/Caucasian students, 34.6% Special Education students, 20% ELL students and 38.7% Economically Disadvantaged students met their AGP in ELA. (Opportunity Gaps)

According to 2018-19 Math SBAC results (2/10 points earned on NSPF), 18% of former non proficient students met their AGP in math (decrease of 50% from 17-18). Specifically, 19% of Hispanic/Latin students, 21% of White/Caucasian students, 7.5% Special Education students, 20% ELL students and 10.6% Economically Disadvantaged students met their AGP in math. (Opportunity Gaps)

According to the 2018-19 SBAC assessment 75.74% of our 3rd-5th graders met or exceeded standards in ELA. Specifically, 70.27% of the 3rd graders, 74.07% of the 4th graders, and 82.14% of the 5th graders demonstrated proficiency or advanced understandings on the assessment.

According to the 2018-19 SBAC assessment 63% of our 3rd-5th graders met or exceeded standards in Math. Specifically, 71.6% of the 3rd graders, 67.91% of the 4th graders, and 53.89% of the 5th graders demonstrated proficiency or advanced understandings on the assessment.

According to the 2018-19 SBAC assessment, 22.5% of the IEP subgroup students met or exceeded standards in Math and 23% met or exceeded the standards in ELA.

According to the WIDA (English Language Proficiency Assessment), 48.6% of our ELL students (n=37) met their AGP (increase of 10%), which determines if ELL students are meeting the goal towards English Language proficiency.

According to the 19-20 beginning of the year MAP reading assessment, 29% of 1st graders, 19% of the 2nd graders,15% of the 3rd graders, 21% of the 4th graders and 18% of the 5th grade students scored below the 40th percentile.

According to the 19-20 beginning of the year MAPS math assessment, 29% of 1st graders, 23% of the 2nd graders, 25% of the 3rd graders, 28% of the 4th graders and 23% of the 5th grade



students scored below the 40th percentile.

According to the 19-20 Fall AIMS reading benchmark assessment, the following percentages indicate moderate or high risk of non proficiency by the end of the year. 11% of 3rd graders scored at moderate or high risk, 22% of 4th graders scored at moderate or high risk, and 16% of 5th graders scored at moderate or high risk. According to the 19-20 Fall AIMS math benchmark assessment, the following percentages indicate moderate or high risk of non proficiency by the end of the year. 33% of 3rd graders scored at moderate or high risk, and 32% of 4th graders scored at moderate or high risk, and 18% of 5th graders scored at moderate or high risk.



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 the percentage of students meeting their Math AGP on the state assessment from 49.6% to 55% by Spring, 2020.

Root Causes:*Inconsistent differentiated instruction or small group instruction *Decreased emphasis on foundational skills/number sense *missing Tier 1 instruction. *Lack of resources or support *attendance *behavior

Measurable Objective 1:Decrease the percentage of students in the 40th percentile or below range of the MAPs math assessment as measured by the Winter math MAPS assessment: 1st gr 29% to 27%; 2nd gr 23% to 21%; 3rd gr 25% to 23%; 4th gr 28% to 26%; 5th gr 23% to 21%.

Measurable Objective 2:Increase the percentage of prior non proficient 4th and 5th graders meeting their math AGP from 18% to 22% as measured by Spring 2020 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: NoNCCAT-S Indicators:



*RPDP math PD on Claim 1/Concepts and Procedures *Differentiated instruction training to all teaching staff throughout the year. *Intervention strategies to meet specific academic needs *Vertical articulation of the grade levels/planning sessions *CTT intervention/small groups, prep-buy licensed teacher intervention periods *teacher observations/instructional rounds followed by grade level debriefing

*RPDP PD/Trainers, sub time *Teacher leaders *The amount is minimal because the action steps can be completed during the school day, during SBCT or with sub coverage for half day planning sessions or instructional rounds. *School wide math program implementation

*Sign in sheets from trainings *Agendas *Grade level meeting notes and plans

*Administration *Grade Level Chairperson

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

*Parent Academy: How to DO 2nd Grade Math (hosted by teachers) *Family Math Night (January, 2020) *Family Engagement for Math through the classroom/online resources *School newsletter blurbs to increase parent involvement with students academics (monthly) (electronically) *Review data during parent conferences; goal setting with student and parent

*School Site Council *Administration *PTA

*Agendas *Newsletter *volunteer tracking lists *Data Binders

Timeline: September 2019-May 2020 *Administration *Grade Level Chairperson *PTA

N/A

Comments:

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

YesNCCAT-S Indicators:

*Progress monitor all students 50th percentile or below on MAPs *Integrate daily spiral review of concepts and procedures/Claim 1 type question *Maintain a pacing calendar for each grade level based on major standards/skills *Grade level planning and collaboration regarding data driven instruction and explicit concepts/procedures instruction and PD *Incorporate higher DOK activities & increase variety of engagement strategies throughout the instructional day

*Administration *Grade Level Chairperson *Math Program *Collaboration Time

*Grade level meeting notes *Data review sheets/notes *Individual teacher lesson plans *Student watch list/progress monitoring

Timeline: September 2019- May 2020 *Administration *Grade level chairperson

N/A

Comments:

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:Increase the percent of students proficient in ELA from 74.5% to 79% by the spring of 2020 as measured by state assessments.

Root Causes:*Inconsistent differentiated instruction or small group instruction *missing tier 1 instruction *attendance *behavior

Measurable Objective 1:Increase the percent of IEP students proficient in ELA from 23% to 28% by the spring of 2020 as measured by state 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: No NCCAT-S Indicators: *MAPs continuum of learning (training/PD on Maps) *Ensure SpEd teacher and Gen Ed Teacher collaborate on schedules so the student is exposed to tier 1 instruction in the gen ed classroom. *Use SBCT and grade level meetings to implement vertical teaming and collaborate on curriculum, instruction, planning, and monitoring students. *Behavior training/BIPs/MTSS/RTI for behavior

*Administration *Progress monitoring through AIMS, MAPS *Region support/Behavior Interventionist

*agendas *sign in sheets for trainings *RTI data *Tutoring data and rosters *Grade level meeting notes *Cohort C modules and data from observations

Timeline: September 2019 - May 2020 *Admin *RTI Leader *SEIF

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status



2.2 Family Engagement (Required)Continuation From Last Year:

NoNCCAT-S Indicators:

*Collaboration between GenEd teacher and SpEd teacher when planning with parent regarding IEP goals/one team *Parent input regarding student likes/levels *student goal setting

*Admin *Teachers *Agenda *Sign in sheets *Newsletters

Timeline: September 2019-2020

N/A

Comments:

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

Year: NoNCCAT-S Indicators:

*Progress monitor through data programs and data driven instruction *Strategic planning and collaboration related to tier 1 instruction and student goals *Progress monitor the IEP students to through benchmark data and formative assessments, to drive instructional decisions and adapt to students’ direct academic needs.

*Admin *Teacher leaders *SpEd team

*Agenda *Sign in sheets *progress monitoring review analysis

Timeline: September 2019-2020 *Admin *Grade Level Chairperson

N/A

Comments:


Comments:




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

Priority Need/Goal 3:.

Root Causes:

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 ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

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

3.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators:



N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No 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)

CCSD Budget 5,170,097.09 Personnel, instruction, supplies Goals 1 and 2



Plan for improving the school climate

Goal:Reduce bullying and anti-social behaviors by teaching socio-emotional understandings and conflict resolution to our students. Specifically, we'd like to reduce events related to unacceptable school behavior by 10% from 102 incidences (as reported by office referrals in 18-19) to 91 or less (as reported by office referrals in 19-20).

Action Plan: How will this plan improve the school climate?Students with solid social emotional and conflict resolution skills will be able to cope and handle situations in healthy ways which will lead to fewer discipline referrals and a greater feeling of safety and community on campus.

Monitoring Plan: How will you track the implementation of this plan?Datalab, lesson plans, observations, counseling surveys, development of a behavior intervention team for RTI

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



APPENDIX A - Professional Development Plan

1.1*RPDP math PD on Claim 1/Concepts and Procedures *Differentiated instruction training to all teaching staff throughout the year. *Intervention strategies to meet specific academic needs *Vertical articulation of the grade levels/planning sessions *CTT intervention/small groups, prep-buy licensed teacher intervention periods *teacher observations/instructional rounds followed by grade level debriefing

Goal 1 Additional PD Action Step (Optional)

2.1*MAPs continuum of learning (training/PD on Maps) *Ensure SpEd teacher and Gen Ed Teacher collaborate on schedules so the student is exposed to tier 1 instruction in the gen ed classroom. *Use SBCT and grade level meetings to implement vertical teaming and collaborate on curriculum, instruction, planning, and monitoring students. *Behavior training/BIPs/MTSS/RTI for behavior


3.1




APPENDIX B - Family Engagement Plan

1.2*Parent Academy: How to DO 2nd Grade Math (hosted by teachers) *Family Math Night (January, 2020) *Family Engagement for Math through the classroom/online resources *School newsletter blurbs to increase parent involvement with students academics (monthly) (electronically) *Review data during parent conferences; goal setting with student and parent

Goal 1 Additional Family Engagement Action Step (Optional)

2.2*Collaboration between GenEd teacher and SpEd teacher when planning with parent regarding IEP goals/one team *Parent input regarding student likes/levels *student goal setting


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percentage of students meeting their Math AGP on the state assessment from 49.6% to 55% by Spring, 2020.

Measurable Objective(s):

Decrease the percentage of students in the 40th percentile or below range of the MAPs math assessment as measured by the Winter math MAPS assessment: 1st gr 29% to 27%; 2nd gr 23% to 21%; 3rd gr 25% to 23%; 4th gr 28% to 26%; 5th gr 23% to 21%.Increase the percentage of prior non proficient 4th and 5th graders meeting their math AGP from 18% to 22% as measured by Spring 2020 state 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*RPDP math PD on Claim 1/Concepts and Procedures *Differentiated instruction training to all teaching staff throughout the year. *Intervention strategies to meet specific academic needs *Vertical articulation of the grade levels/planning sessions *CTT intervention/small groups, prep-buy licensed teacher intervention periods *teacher observations/instructional rounds followed by grade level debriefing

In Progress

Progress

1. Professional Development has been implemented during SBCT to implement differentiated approaches to instruction and allow teachers to collaborate and share instructional practices. 2. RB3 strategist trained staff throughout the year to implement the grant, use the resources provided by the state, and monitor progress of students. 3. Implemented the Journeys reading program, to standardize reading instruction across grade level and allow general education teachers to collaborate with the special education teachers. 4. Used SBCT and grade level meetings to collaborate with other grade levels and share strategies.

Barriers Routinely disaggregate data from benchmark assessments such as AIMS, STAR, MAPS, iReady and KTEA for instructional purposes.

Next StepsUse Benchmark data from AIMS, STAR, AR, MAPS and other benchmark assessments, to progress monitor students. Continue training and articulation to disaggregate data from benchmark assessments for instructional purposes.



1.2*Parent Academy: How to DO 2nd Grade Math (hosted by teachers) *Family Math Night (January, 2020) *Family Engagement for Math through the classroom/online resources *School newsletter blurbs to increase parent involvement with students academics (monthly) (electronically) *Review data during parent conferences; goal setting with student and parent

In Progress

Progress

1. Teachers continue to provide a monthly newsletter to inform parents of classroom activities and assignments. 2. Teachers schedule parents to volunteer in the classroom and at school sponsored activities. 3. School provides multiple activities to engage parents in the school community and allow them to share in their child's school experiences.

Barriers Routinely disaggregate data from benchmark assessments such as AIMS, MAPS, and iReady for instructional purposes.

Next Steps Continue to establish a home/school connection using multiple communication resources and incorporating students' cultural knowledge when appropriate.

1.3

*Progress monitor all students 50th percentile or below on MAPs *Integrate daily spiral review of concepts and procedures/Claim 1 type question *Maintain a pacing calendar for each grade level based on major standards/skills *Grade level planning and collaboration regarding data driven instruction and explicit concepts/procedures instruction and PD *Incorporate higher DOK activities & increase variety of engagement strategies throughout the instructional day

In Progress

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of students proficient in ELA from 74.5% to 79% by the spring of 2020 as measured by state assessments.


Increase the percent of IEP students proficient in ELA from 23% to 28% by the spring of 2020 as measured by state assessments.

StatusN/A

Comments:



2.1*MAPs continuum of learning (training/PD on Maps) *Ensure SpEd teacher and Gen Ed Teacher collaborate on schedules so the student is exposed to tier 1 instruction in the gen ed classroom. *Use SBCT and grade level meetings to implement vertical teaming and collaborate on curriculum, instruction, planning, and monitoring students. *Behavior training/BIPs/MTSS/RTI for behavior

N/A

Progress

1. Teachers and administration are using data from AIMS, STAR, AR, MAPS and iReady to continue to plan and implement curriculum and instruction based on the need.. 2. Teachers and Administration monitor the RTI students closely using data to plan for intervention. 3. Teachers implement vocabulary instruction to increase students' ability to read fluently.

Barriers Routinely disaggregate data from benchmark assessments such as AIMS, MAPS, and iReady for instructional purposes.

Next Steps Continue to base instructional design on data and use that information to plan intervention based on student needs.

2.2 *Collaboration between GenEd teacher and SpEd teacher when planning with parent regarding IEP goals/one team *Parent input regarding student likes/levels *student goal setting N/A



Progress

1. Teachers continue to provide a monthly newsletter to inform parents of classroom activities and assignments. 3. Several teachers provide multiple opportunities to celebrate different cultures and allow the families to be a part of the learning process. 3. Most teachers use a form of electronic communication to share information (ie. due dates, project information, extension activities they could do at home, and to communicate specific information about individual students).

Barriers

Next StepsContinue to engage families in the learning and the school community. Provide additional opportunities for students to share their cultural knowledge and use that to make connections to the curriculum.

2.3*Progress monitor through data programs and data driven instruction *Strategic planning and collaboration related to tier 1 instruction and student goals *Progress monitor the IEP students to through benchmark data and formative assessments, to drive instructional decisions and adapt to students’ direct academic needs.

N/A

Progress1. District PD and site based PD has been implemented throughout the year focused on vocabulary, reading strategies for tier 2, and how to use data to drive instruction to meet individual needs.

Barriers

Next Steps Continue to engage in professional development through staff training, grade level collaboration, and data driven planning and instruction.

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:.


StatusN/A

Comments:



3.1 In Progress

Progress

Barriers

Next Steps

3.2 In Progress

Progress

Barriers



Next Steps

3.3 In Progress

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan · 2019-11-22 · school performance plan school name twitchell, neil c es...

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