school performance plan · 9/17/2019 · 2301 n tenaya way las vegas, nv 89128, 7027994400...

School Performance Plan

School NameCimarron-Memorial HS

Address (City, State, Zip Code, Telephone):2301 N Tenaya Way

Las Vegas, NV 89128, 7027994400

Superintendent/Region Superintendent: Jesus Jara / Ronnie Guerzon

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: High School

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 PositionErin Neff Parent Kristie James Parent

Lori Sarabyn Principal Duane Bickmore Assistant PrincipalColin McNaught Dean Jennifer Joseph StrategistPatricia Heintz Strategist Ryan Handlon Teacher

Stephen McKinney Counselor Tyler McCulloch Teacher

Nevada Department of Education Cimarron-Memorial HS 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 02/19/2019 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

Nevada School Performance Framework (NSPF) NA NAStatewide Assessments NA NASummative Assessments NA NANA NA NANA NA NAOther: Cohort Visualization Tool Other: Other:Other: Nevada Report Card Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.As indicated in the Nevada Report Card, whole school graduation rates have shown dramatic growth in the last three years, moving from 82.7% in 2015-2016 to 94.3% in 2017-2018. Subgroup analysis shows that all the grad rates for all reportable subgroups (IEP, FRL, LEP) and ethnic subgroups increased over a three year period. Only the IEP subgroup remains under 90% coming in at 77% for the 17-18 school year. Based on in-house enrollment data, the number of students enrolled in AP and CTE classes has increased steadily over three years; however, the success rate on the exams/completers has not increased by the same rate.ACT subtest mean scores in math (16.7) and English (14.8) are far below the 22 in math and 18 in English required for the CCR diploma.Based on analysis of discipline data, students who are referred to behavior school and/or referred for expulsion do not graduate and/or are not on track to graduate.



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 100

☑ Asian 100

☑ Black 93.0

☑ Hispanic 95.0

☑ Two or More Races 91.2

☑ Pacific Islander 100

☑ White 92.2

☑ FRL 93.8

☑ IEP 77.4

☑ELL 93.3

NOTES:



HOPE 2 Intervention

Focus of Intervention:Hope 2 funds will provide funding for 1.87 staff members to work on our campus and in our Spartan Academy (behavior school within a school), for the purpose of reducing the number of discipline referrals out of the building, and for the overall safety of our faculty, staff, and students.

Monitoring Plan:CMHS will track the progress of the students participating in our Spartan Academy for on-track status and graduation.

Evaluation Plan:CMHS will compare the numbers of referrals out of the building this year with data from previous years.



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 number of students earning the College and Career Ready Diplomas each year.

Root Causes:Stakeholders are not aware of the new College and Career Ready Diploma and its requirements, including a score of 22 on the ACT math test and 18 on the ACT English test.

Measurable Objective 1:Increase the number of CCR diplomas from 0% in accountability year 18-19 to 25% in accountability year 19-20, 30% in accountability year 20-21, and 35% in accountability year 21-22.

Measurable Objective 2:Increase the mean composite score on the ACT from 16.1 in school year 17-18 to 16.5 in school year 18-19, 17 in school year 19-20, 17.5 in school year 20-21, and 18 in school year 20-22.

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: No NCCAT-S Indicators: Increase understanding of ACT math and ACT English through specific PD for teachers in order to increase student performance on ACT tests.

Staff to conduct training, materials for training, extra duty monies for after school training opportunities. Strategic Budget, Title I Budget

Agendas and sign-in sheets from PD. Curriculum and Testing Assistant Principals

On Task

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



Increase communication on new diploma types, graduation requirements, and student opportunities to parents and students through: counselor communication, website, newsletter, personal communication, and during parent trainings.

Materials for communications, staff to develop materials Strategic Budget &Title I Parent Involvement Set-Aside

Newsletters, website, letters home, counselors credit check forms, call logs from teachers, Parent Training sIgn-in sheets

Assistant principal will ensure information is included in newsletters and on website and in Parent Night and Senior presentations; Lead counselor will ensure credit checks bi-annually for sophomores, juniors, and seniors,

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Create an 8-period master schedule to provide students opportunities to take AP, CTE, and ACT prep classes.

Staffing, materials for newly added courses: Strategic Budget, Title I

8-period master schedule including AP, CTE, and ACT prep classes.

Curriculum AP, lead counselor, learning strategist will develop schedule spring 2019 and schedule students summer 2019.

On Task

Comments:

1.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: Lower class sizes to allow more teacher student-interaction in order to promote academic proficiency.

Staffing: SB178, Title I Budget, Strategic Budget

Class size reports. Curriculum AP N/A

Comments:





Priority Need/Goal 2:Increase the number of students completing the Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.

Root Causes:Students do not have enough room in a 6-period master schedule to complete 3-year CTE programs, and/or take the AP classes they are interested in.

Measurable Objective 1:Increase the percent of total CTE seats completing a program from 9% in school year 17-18 to 14% in 18-19, 19% in 19-20, 24% in 20-21.

Measurable Objective 2:Increase the percent of AP students earning a 3 or higher on AP exams from 27.9% in 2018 to 29.2% in 2019, 30.7% in 2020, and 34% in 2021.

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 ResponsibleMonitoring Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Faculty will participate in professional development on AP strategies that can be implemented schoolwide.

Strategic Budget, Title I budget Meeting/training agendas, sign-in sheets College and Career Center Liaison Assistant Principal

N/A

Comments:



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: Develop a plan of action to inform parents about the importance of the ACT and the potential opportunities for students who participate. Plan to include: Robocalls, website, newsletters, parent trainings

Parent college training - school Website/newsletters - school Title I Parent Involvement Set-Aside

Website, newsletter, robo-calls, agendas from parent trainings/meetings

Assistant Principal N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Juniors will participate in an ACT preparation course included in their schedule in order to better understand the ACT exam and prepare academically.

Materials, staffing - Strategic budget

Log-in records, class rosters Participation in ACT

Assistant Principal, Lead Counselor

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: Implement math and reading intervention.

Staffing and materials. SB178. Strategic Budget

Master schedule showing sections of intervention classes; results of monitored progress.

Curriculum AP, Learning Strategist

N/A

Comments:





Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.

Root Causes:Graduation: Students referred to behavior school or for expulsion are not graduating/on track for graduation; these students need consistency in their school and education.

Measurable Objective 1:100% of school staff will be trained in the School Justice Partnership's Multi-Tiered System of Supports.

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: No NCCAT-S Indicators: Staff will be trained in the MTSS approach under the School Justice Partnership.

Time and Materials for Professional Development. Train-the-Trainer Support: Strategic Budget

Attendance logs Principal will select teachers to participate in train-the-trainer sessions and will structure PD for entire 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: No NCCAT-S Indicators:



On Task

Comments:

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

Hope 2 Intervention $68,000 Staffing Goal 3SB178 $484,800.00 Staffing, PD, Materials Goals 1, 2 and 3Strategic Budget $10,930,663.13 Staffing, PD, Materials Goals 1, 2 and 3Title I $620,730.00 Staffing, Collaboration, Materials, Parent Engagement Goals 1, 2 and 3



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.Cimarron-Memorial High school offers a highly supportive environment for teachers. Core teachers receive time each semester for meeting and collaborative planning. Administration also works to recognize teachers for their accomplishments through various teacher appreciation events.

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 involvement is essential to ensure students have the support needed for a successful academic experience. At CMHS we hold a number of events designed to engage students and their families. Some of these events include the Freshman Roundup, Open House, PAC/SOT meetings and monthly Parent Nights. Notices for these events and other important information are provided in English and Spanish. In addition, a number of staff members are bilingual and available to help ensure communication needs are met. Parents have access to attendance and grades through the Infinite Campus Parent Portal.

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.).To help students with the transition into high school, our counselors begin working with students in middle school. Meetings are coordinated with each of our feeder schools to provide students with information needed for registration and course selection. Counselors also review each student's academic record to ensure correct placement in core classes. When appropriate, students are placed in remedial classes. Credit checks are conducted each year and counselors are able to help students understand and meet graduation requirements.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teacher feedback is an important part of the decision making process. We conduct regular meetings in addition to Cimarron-Memorial Core meetings where teachers are able to meet with administration to discuss any issues relevant to the school community. Conversations center around discipline, grading, assessments, and school culture.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAt CMHS we have a number of programs to coordinate services for students. Some of these programs include the Project 150 related CMHS Clothes Closet/Pantry and Title 1 Hope. We also have 2 social workers on campus as part of our staff. These programs work to support students and their families, and to increase the opportunity for student academic success.



APPENDIX A - Professional Development Plan

1.1Increase understanding of ACT math and ACT English through specific PD for teachers in order to increase student performance on ACT tests.

Goal 1 Additional PD Action Step (Optional)

2.1Faculty will participate in professional development on AP strategies that can be implemented schoolwide.


3.1Staff will be trained in the MTSS approach under the School Justice Partnership.




APPENDIX B - Family Engagement Plan

1.2Increase communication on new diploma types, graduation requirements, and student opportunities to parents and students through: counselor communication, website, newsletter, personal communication, and during parent trainings.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Develop a plan of action to inform parents about the importance of the ACT and the potential opportunities for students who participate. Plan to include: Robocalls, website, newsletters, parent trainings


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the number of students earning the College and Career Ready Diplomas each year.

Measurable Objective(s):

Increase the number of CCR diplomas from 0% in accountability year 18-19 to 25% in accountability year 19-20, 30% in accountability year 20-21, and 35% in accountability year 21-22.Increase the mean composite score on the ACT from 16.1 in school year 17-18 to 16.5 in school year 18-19, 17 in school year 19-20, 17.5 in school year 20-21, and 18 in school year 20-22.

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 Increase understanding of ACT math and ACT English through specific PD for teachers in order to increase student performance on ACT tests. N/A

Progress

Barriers

Next Steps

1.2 Increase communication on new diploma types, graduation requirements, and student opportunities to parents and students through: counselor communication, website, newsletter, personal communication, and during parent trainings. N/A

Progress



Barriers

Next Steps

1.3 Create an 8-period master schedule to provide students opportunities to take AP, CTE, and ACT prep classes. N/A

Progress

Barriers

Next Steps

1.4 Lower class sizes to allow more teacher student-interaction in order to promote academic proficiency. N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the number of students completing the Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.


Increase the percent of total CTE seats completing a program from 9% in school year 17-18 to 14% in 18-19, 19% in 19-20, 24% in 20-21.Increase the percent of AP students earning a 3 or higher on AP exams from 27.9% in 2018 to 29.2% in 2019, 30.7% in 2020, and 34% in 2021.

StatusOn Task

Comments:



2.1 Faculty will participate in professional development on AP strategies that can be implemented schoolwide. N/A

Progress

Barriers

Next Steps

2.2 Develop a plan of action to inform parents about the importance of the ACT and the potential opportunities for students who participate. Plan to include: Robocalls, website, newsletters, parent trainings N/A

Progress



Barriers

Next Steps

2.3 Juniors will participate in an ACT preparation course included in their schedule in order to better understand the ACT exam and prepare academically. N/A

Progress

Barriers

Next Steps

2.4 Implement math and reading intervention. N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.


100% of school staff will be trained in the School Justice Partnership's Multi-Tiered System of Supports.

StatusOn Task

Comments:



3.1 Staff will be trained in the MTSS approach under the School Justice Partnership. N/A

Progress

Barriers

Next Steps

3.2 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 · 9/17/2019 · 2301 n tenaya way las vegas, nv 89128, 7027994400...

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