school performance plan · based on 2015-2016 sbac data, 60.26% of gibson es 3rd graders scored...

School Performance Plan

School NameGibson, James ES

Address (City, State, Zip Code, Telephone):271 Leisure Cir

Henderson, NV 89074-4120, (702) 799-8730

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Horn

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 PositionDenise Morris Parent Candace Perez Parent

Melissa Helmink Parent Heather Vincent ParentBrandy Falcone Parent Beverly Pennant ParentKristian Ryerson Principal Darla Richards Assistant Principal

Pam Howells Kindergarten Teacher Julie Matanane 1st Grade TeacherCheryl Muri 2nd Grade Teacher Christina Schlaffman 4th Grade TeacherEd Shapland Art Specialist Sharon Palmer Support Staff

Nevada Department of Education Gibson, James ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/05/2016 Nevada Department of Education - June 2016

Lina Green 3rd Grade Teacher Katie Lawlor Special Education Teacher



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 Achievement Gap Data Achievement Gap DataFormative Assessments Practice 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.Based on 2015-2016 SBAC data, 60.26% of Gibson ES 3rd graders scored proficient in ELA while 39.74% were non proficient. In 4th grade, 58.67% scored proficient and 41.33% non proficient while in 5th grade 56.04% were proficient with 43.96% scored non proficient. Overall, in ELA, 58.20% of students in grades 3rd, 4th, and 5th at Gibson ES were proficient in ELA, while 41.8% were non proficient. The subgroups focus for refinement are Black, IEP, and LEP, scoring 14.29%, 26.92%, and 26.67% proficient in ELA.

Based on 2015-2016 SBAC data, 57.69% of Gibson ES 3rd graders scored proficient in Math while 42.31% were non proficient. In 4th grade, 44.0% scored proficient and 56.0% non proficient while in 5th grade 35.16% were proficient with 64.84% scored non proficient. Overall, in math, 45.08% of students in grades 3rd, 4th, and 5th at Gibson ES were proficient in Math, while 54.91% were non proficient. The subgroups focus for refinement are Black and IEP, scoring 14.29% and 15.38% proficient in Math.

The teaching staff of Gibson ES analyzed data to determine effectiveness of instructional practices (Tier 1 and Tier 2 instruction). Special attention will be given of State, District and Site Based Common Assessment data, utilizing both formative and summative assessments. Professional Development designed to increase student engagement, higher order thinking and differentiated instructional aligned with the Nevada Academic Content Standards will be ongoing throughout the academic year.



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:2015-2016 SBAC Data shows only 58.2% proficiency in reading achievement. This indicates a need for improvement in Tier 1 instruction.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 60.26% to 65% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of 4th grade students proficient in reading from 58.67% to 63% by 2017 as measured by state assessments.

Measurable Objective 3:Increase the percent of 5th grade students proficient in reading from 56.04% to 61% by 2017 as measured by 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:



Teachers will implement the NVACS of literacy instruction, and will use appropriate instructional strategies designed to include techniques for increasing student engagement, higher order thinking, technology, and differentiated instruction.

PD on the NVACS Standards Based Instruction, Components of the Literacy Framework, implementation of effective Literacy Instructional Strategies (NEPF) and Structures to provide for Differentiated Small Group Instruction. SBAC Interims will be utilized throughout the year as formative assessment designed to drive instruction. Specific, consistent, and focussed interventions through i-Ready and Reading Plus will be provided for struggling students. 16-17 Title I funds: substitutes for collaboration to align instruction and assessment to standards and NEPF substitutes for long range planning and literacy assessments

Lesson Plans, Teacher Assessment & Instruction Reading Notebooks, Classroom Observations (conducted by Instructional Coaches and Administration), STPT and Strategy Session minutes/agendas focused on data analysis, common assessments, and instructional strategies. Data from SBAC Interims, i-Ready, Reading Plus, and Aimsweb.

Gibson Instructional Staff, Read by Three Strategist, and Administration (September 2016 - May 2017)

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and


Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide family education on the Nevada Academic Content Standards, the importance of Literacy, new State (SBAC) Assessments, and strategies for increasing time students spend reading outside of school. Parents and Students will participate in a monthly Family Connection Activity. Mini-Leadership Days will be planned throughout the year to include a family educational session provided by FACES of CCSD.

Instructional staff, Gibson Families, Nevada Academic Content Standards, Curriculum Engine, Books, Internet, Race to Read, RAZ Kids, Capstone Library, Reading A-Z, i-Ready, and Reading Plus 16-17 Title I funds: Race to Read parenting materials; Race to Read parent guidebook

School and Classroom Newsletters, Agenda/Sign In Sheets from Family Night sessions, Student Data Notebooks will be collected and analyzed

Gibson Instructional Staff and Administration (September 2016-May 2017)

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Year-long PD based on CCSD Literacy Framework Components. Effective, standards-based literacy structures and instructional strategies aligned with the NVACS will be provided in the classroom & through tutoring. Assessment data will be analyzed and used to guide instruction in the classroom.

Instructional Coaches, Effective Teachers, SBAC, AIMSweb, QSI, Core Phonics data, iReady assessments, STPT protected time, literacy instructional resources. 15-16 Title I funds: Certified Temporary Tutor for math intervention; licensed extra-duty pay for tutoring; iReady reading and math software licenses; Ingram Books mentor text order; instructional materials (paper, index cards, chart pads, etc); graphics arts order Pass Funds: K-2 tutoring and materials

Lesson Plans, Teacher Assessment & Instruction Reading Notebooks, Classroom Observations (conducted by Instructional Coaches and Administration), STPT and Strategy Session minutes/agendas focused on data analysis, common assessments, and instructional strategies.


On Task

Comments:

1.4 Other (Optional)Continuation From Last

Year: YesNCCAT-S Indicators:



Continuation of the World Series of Reading. Many of our students are not spending enough time reading each day. This program is designed to get students hooked on reading book series.

STAR Reading and AR Reading programs for all students in Grades 1-5. Series sets. Title I funds: Ingram Books mentor text order

Monthly Review of AR data by all classroom teachers.


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 both reading and math.

Root Causes:2015-2016 SBAC data shows only 58.2% proficiency in ELA and 45.08% proficiency in Math. This indicates a need for improvement of Tier 1 instruction in both content areas. The NSPF indicates a need to increase Student Growth and Reduct the Achievement Gaps. The achievement gap between the subgroups of black and caucasian in ELA is 52.97 percentage points and 40.58 percentage points in math. The achievement gap between the LEP students and non LEP students in ELA is 33.59 percentage points. These indicate a need for differentiated instruction.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 12.6 to 11.6 by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 17.6 to 15 by 2017 as measured by state assessments.

Monitoring Status

On Task


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


Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will implement the NVACS, NEPF Strategies, Instructional Frameworks, and will use appropriate instructional strategies designed to include techniques for increasing student engagement, higher order thinking, technology, and differentiated instruction.

PD on the NVACS Standards Based Instruction, NEPF Standards, and Components of the Instructional Framework, and implementation of effective Instructional Strategies and Structures to be provided for Differentiated Small Group Instruction as part of Tier 1 Instruction. 16-17 Title I funds: substitutes for collaboration to align instruction and assessment to standards


Gibson Instructional Staff and Administration (September 2016 - May 2017)

On Task



Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and


Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide family education on the Nevada Academic Content Standards, the importance of Literacy, new State (SBAC) Assessments, and strategies for increasing time students spend reading outside of school. Monthly family connection activities. Mini-Leadership Days including parent education provided by FACES of CCSD.

Instructional staff, Gibson Families, Nevada Academic Content Standards, Curriculum Engine, Books, Internet, Race to Read, RAZ Kids, Reading A-Z, Capstone, Library, Do The Math Interventions, Frontrowed, Xtra Math, EasyCBM, SBAC, Typing Web, Type to Learn, Readworks, LearnZillion, Reading Cafe 16-17 Title I funds: Race to Read parenting materials; Race to Read parent guidebook; materials for data notebooks;

School and Classroom Newsletters, Agenda/Sign In Sheets from Family sessions, Student Data Notebooks will be collected and analyzed


On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Year long PD sessions based upon the CCSD Literacy Framework Components. Effective, standards based literacy structures and instructional strategies that are aligned with the NVACS will be provided. Assessment data will be analyzed and used to guide instruction in the classroom.

Instructional Coaches, Effective Teachers, SBAC, AIMSweb, QSI, Core Phonics data, iReady assessments, STPT protected time, literacy instructional resources. 15-16 Title I funds: Certified Temporary Tutor for math intervention; licensed extra-duty pay for tutoring; iReady reading and math software licenses; SBAC Interims, Ingram Books mentor texts; instructional materials (paper, index cards, chart pads, etc); graphics arts order



On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Work with CCSD RTI Team to refine the Gibson ES RTI model.

RTI Team, AimsWeb access, Title I Funds: iReady program (50 licenses); Certified Temporary Tutor for math intervention;

RTI and On Deck Meeting notes from each Grade level, AimsWeb progress monitoring data.


On Task

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 the District student achievement gap 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

On Task


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

3.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Teachers will participate in online Habits in Harmony lessons provided by Sanford University.

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison Online Habits in Harmony modules

Staff meeting sign- in sheets, agenda

The principal is responsible for ensuring this action step takes place during the 2016-2017 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff.

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: Yes 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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

Title I & Parent Involvement Set-Aside $35420.00

Licensed extra-duty pay for tutoring; substitutes for collaboration to align instruction and assessment to standards; iReady reading and math software licenses; StoryWorks magazine; Ingram Books mentor text order; toner; instructional materials (paper, index cards, chart pads, etc); graphics arts order; extra-duty pay for book studies; Smartboards for classrooms, Race to Read parenting materials; materials for data notebooks; Race to Read parent guidebook, and Reading Plus.

Goals 1 and 2

Read by Three $81000.00 RB3 Strategist, DRA Assessment Kits, Sub-Release funds for PD on effective literacy instruction and data analysis. 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.Gibson Elementary School will provide instructional leadership and fostering collegiality and collaborative relationships that cultivate a positive school climate where teachers are valued and feel supported in their work. Professional development resources that support effective teaching and learning are discussed to promote continued development of instructional leadership skills for school administrators.

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.Gibson Elementary School will continue to build rapport between the school and family helps establish a spirit of collaboration, address language barriers, and provide families with resources and support. We will help the family members become more comfortable in their children’s school environment, encouraging their engagement and increasing their self-efficacy. Parents are able to access information regarding student grades and attendance through the Infinite Campus Parent Portal. We will provide opportunities for parents to volunteer at our school. Parents will be invited to Mini-Leadership Days including educational sessions provided by FACES.

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.).Gibson Elementary is a Title I school that articulates between the Kindergarten and elementary programs. A comprehensive literacy/school readiness program (Race to Read) articulate with the grades K-1 comprehensive school wide reading program. Achievement data is aggregated and tracked for grades K – 5. Grade 5 students meet with Middle School counselor to develop schedules and all grade 5 students tour Greenspun MS in the spring.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Gibson Elementary has implemented a (SBM)-Site Based Management model of shared decision making where grade level chairs set norms and meeting protocol, establish a bi-weekly agenda and meet to address student achievement, professional responsibilities and mandates and requirements. The LIT and RTI Teams collaborate weekly on academic assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsFederal, state and local services are coordinated and integrated into school improvement efforts. Site administration receives training provided by district and state entities regarding school improvement policies and practices. Site administration follows all guidelines set forth by each governmental entity (federal, state and local). As a Title I school, administration participates in yearly audits by Title III and Title I programs to ensure compliance and coordination of efforts.



APPENDIX A - Professional Development Plan

1.1Teachers will implement the NVACS of literacy instruction, and will use appropriate instructional strategies designed to include techniques for increasing student engagement, higher order thinking, technology, and differentiated instruction.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will implement the NVACS, NEPF Strategies, Instructional Frameworks, and will use appropriate instructional strategies designed to include techniques for increasing student engagement, higher order thinking, technology, and differentiated instruction.


3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Teachers will participate in online Habits in Harmony lessons provided by Sanford University.




APPENDIX B - Family Engagement Plan

1.2Provide family education on the Nevada Academic Content Standards, the importance of Literacy, new State (SBAC) Assessments, and strategies for increasing time students spend reading outside of school. Parents and Students will participate in a monthly Family Connection Activity. Mini-Leadership Days will be planned throughout the year to include a family educational session provided by FACES of CCSD.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Provide family education on the Nevada Academic Content Standards, the importance of Literacy, new State (SBAC) Assessments, and strategies for increasing time students spend reading outside of school. Monthly family connection activities. Mini-Leadership Days including parent education provided by FACES of CCSD.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 60.26% to 65% by 2017 as measured by state assessments.Increase the percent of 4th grade students proficient in reading from 58.67% to 63% by 2017 as measured by state assessments.Increase the percent of 5th grade students proficient in reading from 56.04% to 61% by 2017 as measured by state assessments.

StatusOn Task

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 implement the NVACS of literacy instruction, and will use appropriate instructional strategies designed to include techniques for increasing student engagement, higher order thinking, technology, and differentiated instruction. On Task

Progress

Barriers

Next Steps

1.2

Provide family education on the Nevada Academic Content Standards, the importance of Literacy, new State (SBAC) Assessments, and strategies for increasing time students spend reading outside of school. Parents and Students will participate in a monthly Family Connection Activity. Mini-Leadership Days will be planned throughout the year to include a family educational session provided by FACES of CCSD.

On Task

Progress



Barriers

Next Steps

1.3Year-long PD based on CCSD Literacy Framework Components. Effective, standards-based literacy structures and instructional strategies aligned with the NVACS will be provided in the classroom & through tutoring. Assessment data will be analyzed and used to guide instruction in the classroom.

On Task

Progress

Barriers

Next Steps

1.4 Continuation of the World Series of Reading. Many of our students are not spending enough time reading each day. This program is designed to get students hooked on reading book series. On Task

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 reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 12.6 to 11.6 by 2017 as measured by state assessments.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 17.6 to 15 by 2017 as measured by state assessments.

StatusOn Task

Comments:



2.1 Teachers will implement the NVACS, NEPF Strategies, Instructional Frameworks, and will use appropriate instructional strategies designed to include techniques for increasing student engagement, higher order thinking, technology, and differentiated instruction. On Task

Progress

Barriers

Next Steps

2.2Provide family education on the Nevada Academic Content Standards, the importance of Literacy, new State (SBAC) Assessments, and strategies for increasing time students spend reading outside of school. Monthly family connection activities. Mini-Leadership Days including parent education provided by FACES of CCSD.

On Task



Progress

BarriersNext Steps

2.3Year long PD sessions based upon the CCSD Literacy Framework Components. Effective, standards based literacy structures and instructional strategies that are aligned with the NVACS will be provided. Assessment data will be analyzed and used to guide instruction in the classroom.

On Task

Progress

Barriers

Next Steps

2.4 Work with CCSD RTI Team to refine the Gibson ES RTI model. On Task

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.

StatusOn Task

Comments:



3.1 The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Teachers will participate in online Habits in Harmony lessons provided by Sanford University. On Task

Progress

Barriers

Next Steps

3.2 On Task

Progress



Barriers

Next Steps

3.3 On Task

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan · based on 2015-2016 sbac data, 60.26% of gibson es 3rd graders scored...

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