school performance plan - westernhswarriors.org

School Performance Plan

School NameWestern HS

Address (City, State, Zip Code, Telephone):4601 W Bonanza Rd

Las Vegas, NV 89107-2146, (702) 799-4080

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

For Implementation During The Following Years: 2015-2016

The Following MUST Be Completed:

Title I Status: Served

Designation: Priority School

Grade Level Served: High School

Classification: 2 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 PositionCatrina Philips Parent RoAnn Triana PrincipalAdam Maxwell Assistant Principal Sonia Houghton Assistant PrincipalDavid Kirkhart Assistant Principal

Nevada Department of Education Western HS 2015-2016Clark County School District

Last Date Review/Revised By Planning Team - 09/11/2015 Nevada Department of Education - June 2015

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 DataStakeholder Survey Information 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.

Western High School is located in the heart of the Las Vegas valley in Clark County School District, serving 2,500 students. Although the graduation rate at Western HS has increased from 39.78% in 2012 to 54.84% in 2013 and to 60% in 2014, supports are still needed for this high-risk population. A review of the Nevada School Performance Framework reveals some important summary statements that help frame the successes and areas of concern at Western HS. The percent of students passing their 10th grade reading proficiency exams has improved dramatically over the last three years, from 28.9 in 2012 to 48.3 in 2014. The percent of students passing their 10th grade math proficiency has also improved, from 35.5 in 2012 to 42.8 in 2014. Proficiency rate gaps for FRL, IEP, and ELL students have improved in both reading and math over the last three years, as well. The FRL graduation gap has improved from a difference of 20.4% below the statewide rate to only 0.3% below the statewide rate from 2012 to 2014. A concern is that the ELL graduation gap has widened from a difference of 35.3% below the statewide rate to 37.1% below the statewide rate. Another concern is the percent of students in Nevada System of Higher Education Institutions requiring remediation has decreased from 20.5 to 28.6 from 2012 to 2014.



HIGH SCHOOL GRADUATION RATES

If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students☐AM In/Ak Native -

☐ Asian -

☐ Black 35.9%

☐ Hispanic 64.71%

☐ Two or More Races -

☐ Pacific Islander -

☐ White 63.38%

☐ FRL 61.45%

☐ IEP -

☐ELL 24.64%

NOTES:

The above data is for class of 2013.

'-' indicates data not presented for groups fewer than 10.

The CTE graduation rate is 83.33%, and the overall graduation rate is 60% with 652 students graduating.



HOPE 2 Intervention

Focus of Intervention:

Monitoring Plan:

Evaluation Plan:



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 graduating each year.

Root Causes:

There is a need for differentiated support for teachers at Western HS. Inexperienced staff members need improved content knowledge and teaching strategies that support Tier 1 instruction. Experienced staff members have a need for teacher leadership positions on campus. There is a need to revise the co-teach model so that differentiation can occur to support all levels of students as well as a need for differentiated EL support for students.

Measurable Objective 1:

Increase the percent of English Learner students graduating from 24.64 to 34.64 by 2016 as measured by NSPF.


Reduce the percent of Grade 9 students credit deficient from 19.3 to 14.3 by 2016 as measured by NSPF.Monitoring

StatusN/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: NCCAT-S Indicators:



Teacher onboarding program teaches improving classroom management, the implementation of effective teaching strategies, student engagement, cultural competency, and alignment of instruction to the Nevada Academic Content Standards (NVACS) through PLC PDs, a book study, lesson studies, and peer observations. MathAction PD for math teachers in alignment to NVACS and pedagogy. PD for experienced teachers is differentiated based on experience and need. TESL opportunities also offered.

1003(a) funds for PLC PD, sub release, peer observations, and lesson studies; Title I School Support for book study,Teach Like a Champion 2.0, MathAction PD

Agendas, lesson plans, observation data, survey data following PD, sign-in sheets, and PLC forms Regularly scheduled problem-solving meetings (monthly) and 90-day monitoring/status update meetings will be held by school and designated District staff as outlined in the document Section B.District Support.

AP - Onboarding Program, monthly

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: NCCAT-S Indicators: UNLV will train teachers on engagement strategies. FERC full time support staff to provide after-school family activities linking with FACES to engage parents in education processes. This includes Infinite Campus use, Rosetta Stone, and Parenting Teens. PAC meetings to involve parents in educational processes and input.

Coordination with UNLV (Title I for PD hours); FERC (Title I, space in offices); PAC (Title I); Staff Participation (no outside funding needed)

UNLV Transcripts; Onboarding through pathlore with agendas, sign-ins, and survey evals; FERC - agenda, calendar, parent sign-ins, and parent surveys; PAC - agendas, sign-ins, and parent surveys Regularly scheduled problem-solving meetings (monthly) and 90-day monitoring/status update meetings will be held by school and designated District staff as outlined in the document Section B.District Support.

UNLV - AP monthly, Onboarding - AP monthly, FERC - AP monthly, PAC - Principal - monthly

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Teachers will implement strategies learned in onboarding program, Teach Like a Champion, peer observations, and lesson studies. MathAction content and processes will be taught in math classrooms. English Learner strategies will be evident in classrooms.

1003(a) funds for PLC PD, sub release, peer observations, and lesson studies; Title I School Support for book study,Teach Like a Champion 2.0, MathAction PD

Student achievement data, observation data, lesson plans, and staff survey data. Regularly scheduled problem-solving meetings (monthly) and 90-day monitoring/status update meetings will be held by school and designated District staff as outlined in the document Section B.District Support.

Student achievement data (PLC leader and AP - every 5 weeks), observation data (admin - monthly), lesson plans (admin - weekly), and staff survey data (AP - quarterly).

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


Increase the number of students completing Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.

Root Causes:

Teachers need support to implement instructional strategies that engage students and help students reach the high levels of cognitive demand required by AP curriculum and exams. For student success in CTE programs, teachers need support for engaging their students and making their curriculum relevant.


Increase the percent of students graduating with an advanced diploma from 15.9 to 20.9 by 2016 as measured by the NSPF.


Increase the percent of students passing Advanced Placement Exam/College Credit from 19.2 to 24.2 by 2016 as measured by the NSPF.


Increase the completion of CTE courses (passing the Program of Study Assessments) from 32.5% to 37.5% by 2016 as measured by CCSD Career and Technical Education Assessment Data Report. Monitoring

StatusN/A


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

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



AP teachers will attend College Board Pre-AP Framework PD; AP teachers will attend Silver State AP Institute (SSAP)

Striving Readers Grant, time during summer for training; SSAP provided by teachers, support for new AP teachers via peer observation

Striving Readers Grant training agendas and sign-ins, observation data, lesson plans with assessments; SSAP transcripts Regularly scheduled problem-solving meetings (monthly) and 90-day monitoring/status update meetings will be held by school and designated District staff as outlined in the document Section B.District Support.

Striving Readers Grant training (AP - monthly); Observation data (admin monthly); Lesson Plans with assessments (admin weekly)

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: CTE and AP nights will be held in addition to PAC meetings to involve parents in educational processes, inform them of school programs, and provide a structure for receiving input.

PAC (Title I); Staff Participation (no outside funding needed); Printing for programs (school budget)

CTE and AP nights - programs and sign-ins; PAC - agendas, sign-ins, and parent surveys Regularly scheduled problem-solving meetings (monthly) and 90-day monitoring/status update meetings will be held by school and designated District staff as outlined in the document Section B.District Support.

PAC - Principal - monthly; CTE and AP nights - administrative team -fall and spring

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Teachers will implement the pedagogy learned during College Board Pre-AP Framework PD and SIlver State AP Institute. This will be supported by the strategies learned during lesson studies and TESL PD, training that is offered to staff, including CTE teachers. CTE teachers will be better able to engage CTE students.

1003(a) funds for PD extra duty pay, book study, and sub release for lesson studies and peer observations.

Student achievement data, observation data, lesson plans, and staff survey data. Regularly scheduled problem-solving meetings (monthly) and 90-day monitoring/status update meetings will be held by school and designated District staff as outlined in the document Section B.District Support.

Student achievement data (PLC leader and AP - every 5 weeks), observation data (admin - monthly), lesson plans (admin - weekly), AP pass rates (admin - at end of year), CTE grades & enrollment (admin - quarterly), and staff survey data (AP - quarterly).

N/A

Comments: Added over 100 seats for CTE in HMT Academy.

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


100% of staff will participate in a mandatory two-hour cultural competency professional development session during the 2015-2016 school year as measured by sign-in sheets.

Root Causes: Monitoring StatusN/A


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 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: Yes NCCAT-S Indicators:



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)

Title I Allocation $751,640.00Strategists to support teacher development, teachers for class size reduction, Math training consultant, EL Instructional Assistant, Teacher Family Aide, teacher collaboration time and PD, and student materials, tech supplies, and books for math and ELA. Parent involvement - refreshments, technology, BoysTown Consultant, and software.

Goals 1, 2 and 3

NDE 1003(a) grant $128,734.07 MathAction PD and implementation, extra duty pay, and lesson studies with sub release time. Goals 1 and 2Flex Budget $9,038,849 Support staff and licensed staffing and instructional materials Goals 1 and 2Instruction Unit $400,000 Extended daily schedule and staffing. Goals 1, 2 and 3Title I School Support $20,800.00 Book study materials and Math Action Goals 1, 2 and 3Striving Readers Grant $100,000 PD, technology, and materials to increase literacy for all ninth and tenth grade students. 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.

Western High School uses standardized Competency interview questions. All candidates are interviewed by an administrator and at least one teacher in the content area. In addition, all references are contacted and checked to ensure quality teachers are hired.

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.

Family Engagement Resource Center is funded through Title 1 and we are in the process of filling this position. In addition, we are linking the FERC position with the CCSD's FACES program to provide on-site services. Additionally, all communication is translated into Spanish (Primary secondary language of our families).

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.).

E3 programs provide incoming ninth graders an intensive hands-on science focused program. Additionally, the school has developed parent and student nights focused on the HMT Academy and are developing AP/Honors nights to support student transition into more rigorous course work.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.

Common preps are built into the schedule for all core subjects. Weekly Workgroup/PLC meetings are teacher driven and focused on planning, data, and analysis of formative and summative assessments. In addition, professional development focused on Mathematics and English classes support the development of common teacher-developed assessments aligned with Nevada and Common Core Standards.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts.

Ongoing monitoring of all services is coordinated through the leadership of the school. Specific responsibility are reviewed and budgets are monitored to ensure compliance with all regulations.



APPENDIX A - Professional Development Plan

1.1


Goal 1 Additional PD Action Step

(Optional)

2.1 AP teachers will attend College Board Pre-AP Framework PD; AP teachers will attend Silver State AP Institute (SSAP)


(Optional)

3.1


(Optional)



APPENDIX B - Family Engagement Plan

1.2UNLV will train teachers on engagement strategies. FERC full time support staff to provide after-school family activities linking with FACES to engage parents in education processes. This includes Infinite Campus use, Rosetta Stone, and Parenting Teens. PAC meetings to involve parents in educational processes and input.

Goal 1 Additional Family

Engagement Action Step

(Optional)

2.2CTE and AP nights will be held in addition to PAC meetings to involve parents in educational processes, inform them of school programs, and provide a structure for receiving input.



(Optional)

3.2





(Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1


Increase the percentage of students graduating each year.

Measurable Objective(s):

Increase the percent of English Learner students graduating from 24.64 to 34.64 by 2016 as measured by NSPF.

Reduce the percent of Grade 9 students credit deficient from 19.3 to 14.3 by 2016 as measured by NSPF.Status

N/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


Progress

Barriers

Next Steps



1.2UNLV will train teachers on engagement strategies. FERC full time support staff to provide after-school family activities linking with FACES to engage parents in education processes. This includes Infinite Campus use, Rosetta Stone, and Parenting Teens. PAC meetings to involve parents in educational processes and input.

Progress

Barriers

Next Steps

1.3 Teachers will implement strategies learned in onboarding program, Teach Like a Champion, peer observations, and lesson studies. MathAction content and processes will be taught in math classrooms. English Learner strategies will be evident in classrooms.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps






Measurable Objective(s):

Increase the percent of students graduating with an advanced diploma from 15.9 to 20.9 by 2016 as measured by the

NSPF.

Increase the percent of students passing Advanced Placement Exam/College Credit from 19.2 to 24.2 by 2016 as

measured by the NSPF.

Increase the completion of CTE courses (passing the Program of Study Assessments) from 32.5% to 37.5% by 2016 as

measured by CCSD Career and Technical Education Assessment Data Report.

StatusN/A

Comments:



1.3 Curriculum/Instruction/Assessment: Added over 100 seats for CTE in HMT Academy.

1.4 Other:


2.1 AP teachers will attend College Board Pre-AP Framework PD; AP teachers will attend Silver State AP Institute (SSAP)

Progress



Barriers

Next Steps

2.2 CTE and AP nights will be held in addition to PAC meetings to involve parents in educational processes, inform them of school programs, and provide a structure for receiving input.

Progress

Barriers

Next Steps

2.3Teachers will implement the pedagogy learned during College Board Pre-AP Framework PD and SIlver State AP Institute. This will be supported by the strategies learned during lesson studies and TESL PD, training that is offered to staff, including CTE teachers. CTE teachers will be better able to engage CTE students.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps






Measurable Objective(s):Status

N/A

Comments:



1.3 Curriculum/Instruction/Assessment:

1.4 Other:


3.1

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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