school performance plan - clark county school district€¦ · according to benchmark results from...

School Performance Plan

School NameWoodbury, C W MS

Address (City, State, Zip Code, Telephone):3875 E Harmon Ave

Las Vegas, NV 89121-6171, (702) 799-7660

Superintendent/Assistant Chief: Pat Skorkowsky / Rebecca Kaatz

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Middle 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 PositionHilde Quinonez Parent Greg Snelling PrincipalLeigh Filipazzo Assistant Principal Jaime Huggins Learning Strategist

Colleen Moriarty-Ramirez Learning Strategist Angell Nelson Math TeacherTheodore Burgess Dean of Students

Nevada Department of Education Woodbury, C W MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/15/2016 Nevada Department of Education - June 2016

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

Summative Assessments NA NAFormative Assessments Practice NA NANA NA NANA NA NANA NA NAOther: Other: summative SBAC Other: summative SBACOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.According to 2016 SBAC results, the following data was analyzed. In ELA, overall 35.91% were proficient (6th grade: 34.84%; 7th grade: 37.55%, and 8th grade: 35.41%). By analyzing the data, our areas of concern include the LEP and IEP students (IEP 8.97% proficient; LEP 9.15% proficient).

According to 2016 SBAC results, the following data was analyzed. In Math, overall 14.57% were proficient (6th grade: 17.7%; 7th grade: 17.3%, and 8th grade: 8.5%). By analyzing the data, our areas of concern include the LEP and IEP students (IEP 6.49% proficient; LEP 2.88% proficient).

According to benchmark results from STAR (September 2016), the average scores are: 4.3 (6th grade) and 4.6 (7th grade).

According to benchmark results from the SRI reading inventory (September 2016), 11% (30) of students exceeded grade level expectations of 1010-1185 Lexile points. 20% (55 students) met the grade level expectation; 40% (111 students) approached the grade level expectation, and 30% (83 students) were emergent. Overall, 31% of 8th grade students scored in the meets or exceeds category.

By analyzing this data, Woodbury MS will write action steps to address the areas of need as identified from the SBAC and STAR data.



HOPE 2 Intervention

Focus of Intervention:Counselors and teacher will provide interventions to students. Counselors will use Tier 1, Tier 2, and Tier 3 strategies to support students academically and reinforce positive behavior supports.

Monitoring Plan:Counselors, administration, and teachers will monitor student intervention plan and behavior. Student progress reports will be utilized to track behavior and academics.

Evaluation Plan:Counselors and administration will review data such as discipline records and academic grades/transcripts from Infinite Campus.



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:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Root Causes:There is an increase in the level of the rigor on the state assessments, however the level of rigor in the classroom does not meet these expectations. There is inconsistency in delivery of rigorous instruction from classroom to classroom.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 31.47 to 20.98 by 2017 as measured by state assessments.

Measurable Objective 2:By spring benchmark (May 2017), we will increase the number of students meeting or exceeding grade level expectations, as measured by STAR reading score.

Measurable Objective 3:By spring benchmark (May 2017), we will increase the number of students meeting or exceeding grade level expectation from 31% to 60% or higher, as measured by SRI scores.

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:

YesNCCAT-S Indicators:



Woodbury will continue to provide collaboration time to ensure that there is vertical alignment. Teachers will ensure that curriculum is consistent with standards and meets a high level of rigor. Collaboration time will also be utilized to build common assessments by grade level. SBCT will ensure lessons are aligned consistently across grade level. PLC conference for 4 teachers

Title I collaboration sub release time, SBCT, common preps where applicable Conference fees (Title I)

Lesson plans, agenda, sign in sheets, and Title I evaluations STAR and SRI growth reports; ELL WIDA data

After each collaboration, Title 1 strategist; mid and end of year monitoring. SBCT, administration After each professional development, administration.

On Task

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and


Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

All teachers will provide parents with reading expectations and resources to increase students' reading levels. Parents will receive the SRI or Star Reading data, which indicates the child's reading level. Parents will be invited to participate in parent involvement activities and trainings.

Books for parent involvement event (Title I), Title I extra duty pay for teachers, material and refreshments (Title I). FACES

Letters, agendas, sign in sheets, and survey results

Quarterly, administration and teachers

On Task

Comments:

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


Classroom instruction will be standards-based as a result of collaboration. Common assessments are used to drive instruction and determine differentiation All English classrooms will use SpringBoard curriculum to ensure vertical and horizontal alignment. SRI and Star Reader data will be used to determine student progress. Accelerated Reader will be implemented in sixth and seventh grade reading classes.

SpringBoard books, Title I; Read 180 and System 44 software, Title 1; After-school tutoring, Title 1; Classroom library books, Title 1; 1 learning strategist, Title 1; 5 prep buy outs, Title 1; Novels, Title 1; full-time math teacher, Title 1; Sub collaboration time. Prep buy out, ELL; Title funding for Accelerated Reader books for student use

Lesson plans, SRI and Star Reading results, Common assessments, SBAC interim Pre and post classroom observations

September 2016 to June 2017, administration

On Task

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Teachers will provide tutoring to designated students in IEP or LEP subgroups.

Extra duty pay (Title I) Extra duty pay (Title III)

STAR and SRI benchmark Phonics inventory Reading Horizons lesson plans

September to December (Title I), administration February to May (Title III), administration

N/A

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.

Root Causes:Assessment results need to be used more consistently to drive instruction in all classrooms and to meet the level of rigor. There is an inconsistency of formative assessment and checking for student understanding.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 31.32 to 20.88 by 2017 as measured by state assessments.

Measurable Objective 2:According to 6th grade AIMSweb benchmark results (September 2016), 38% (95) of the students are in the 50th percentile; 22% (55) are in the 25-49th percentile; 19% (48) are in the 10th to 24th percentile; and 21% (54) are in the 1 to 9th percentile. By spring benchmark (May 2017), we will increase the number of students in the 50th percentile and above. According to 7th grade AIMSweb benchmark results (September 2016), 46.2% (125) of the students are in the 50th percentile or higher; 21.4% (58) are in the 25-49th percentile; 16.6% (45) are in the 10th to 24th percentile; and 15.5% (42) are in the 1 to 9th percentile. By spring benchmark (May 2017), we will increase the number of students in the 50th percentile and above. According to 8th grade AIMSweb benchmark results (September 2016), 28% (81) of the students are in the 50th percentile or higher; 21% (60) are in the 25th to 49th percentile; 16% (46) are in the 10th to 24th percentile; and 35% (99) are in the 1 to 9th percentile. By spring benchmark (May 2017), we will increase the number of students in the 50th percentile and above.

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.



Monitoring

Status

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



During SBCT time, teachers will collaborate to ensure horizontal and vertical alignment. Teachers will use problem solving skills strategies, build foundational skills, and create rigorous assessments.

Title 1 collaboration sub release time, SBCT

Lesson plans, agenda, sign in sheets. After each collaborative session, Title 1 strategist; Mid and end of year, administration.

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:

YesNCCAT-S Indicators:

All teachers will provide parents with math expectations and resources in order to increase students' math levels. AIMSweb benchmarks and SRI results will be shared with parents. ALEKS parent reports are available.

Math books for parent involvement event (Title I), extra duty pay for teachers (Title I), materials and refreshments (Title I).

Letters, agenda, sign in sheets and Title I evaluations.

Quarterly, teachers and administration.

On Task

Comments:

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


All teachers will create and review common assessments, in order to better drive instruction and provide opportunities for differentiation.

Title 1 sub release time, common preps, technology (Ipads) to support Tier I instruction in math (Title I).

Lesson plans, agenda, sign in sheets.

AIMSweb benchmark results (three times per year) Administrative review (quarterly).

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:





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 two-hour cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

On Task



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.


Position ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Book study (Title I) books for professional development (Title I) extra

duty pay for teachers (Title I)agenda, sign in sheets, evaluations (Title I) Second semester; Administration 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)

2016-2017 Title I & Parent Involvement Set Aside $263720.00

Two class size reduction teachers; five prep buy-outs for CSR and remediation; licensed extra-duty pay for tutoring and professional development; substitutes for collaboration; classroom supplies; novels for classroom use; STAR/AR licenses; Read 180 and System 44 licenses, software, and books; local conference registrations; books, refreshments, and extra-duty pay for parent events

Goals 1, 2 and 3

ELL budget $12200 Extra duty pay for after school tutoring, extra duty pay for preparing materials for tutoring; prep buy out for student interventions Goals 1, 2 and 3

Hope2 $25,000 Prep buy outs to provide students with intervention class; materials and training opportunities for creating a positive classoom community/culture 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.All licensed personnel must be highly qualified in their content area. Applicants are given information regarding the policies, programs, and initiatives that are in place to determine whether they are able to meet the requirements of the posted position. Woodbury provides support for teachers by having learning strategists to assist with curriculum planning and instruction.

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.Provide parents with Infinite Campus information during Open House and upon request. Parents are able to access information regarding student grades and attendance through the Infinite Campus Parent Portal. Teachers will provide parents with at home support and resources. Parents are invited to attend monthly Title 1 PAC meetings. Literacy and Math Title 1 and family trainings are offered throughout the year. Information will be communicated in English and Spanish. Parent newsletters are available on the school's web site.

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.).RTI committee communicates with elementary and high schools regarding students who need additional support or remediation. 8th grade students visit magnet school campuses and boarding school presentations to learn about rigorous programs. Mentoring and intervention is available to at-risk students through after-school tutoring. TRIO from UNLV will visit Woodbury and offer educational resources and college prep information to 8th grade students.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.All teachers will use CCSS to create common assessments. All teachers are utilizing SRI or STAR data to measure student reading ability. All teachers will be familiar with the SRI and Star Reading. We will provide feedback to students on a regular basis. Teachers use SBCT time to analyze data and plan for differentiating instruction.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle 1 and ELL funds are coordinated with school funds to provide training, tutoring, and materials to support academic achievement for all students. Learning strategists will coach and support teachers in the areas of professional development, curriculum, and instruction.



APPENDIX A - Professional Development Plan

1.1Woodbury will continue to provide collaboration time to ensure that there is vertical alignment. Teachers will ensure that curriculum is consistent with standards and meets a high level of rigor. Collaboration time will also be utilized to build common assessments by grade level. SBCT will ensure lessons are aligned consistently across grade level. PLC conference for 4 teachers

Goal 1 Additional PD Action Step (Optional)

2.1During SBCT time, teachers will collaborate to ensure horizontal and vertical alignment. Teachers will use problem solving skills strategies, build foundational skills, and create rigorous assessments.


3.1Book study (Title I)




APPENDIX B - Family Engagement Plan

1.2All teachers will provide parents with reading expectations and resources to increase students' reading levels. Parents will receive the SRI or Star Reading data, which indicates the child's reading level. Parents will be invited to participate in parent involvement activities and trainings.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2All teachers will provide parents with math expectations and resources in order to increase students' math levels. AIMSweb benchmarks and SRI results will be shared with parents. ALEKS parent reports are available.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 31.47 to 20.98 by 2017 as measured by state assessments.By spring benchmark (May 2017), we will increase the number of students meeting or exceeding grade level expectations, as measured by STAR reading score.By spring benchmark (May 2017), we will increase the number of students meeting or exceeding grade level expectation from 31% to 60% or higher, as measured by SRI scores.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Woodbury will continue to provide collaboration time to ensure that there is vertical alignment. Teachers will ensure that curriculum is consistent with standards and meets a high level of rigor. Collaboration time will also be utilized to build common assessments by grade level. SBCT will ensure lessons are aligned consistently across grade level. PLC conference for 4 teachers

Progress

Barriers

Next Steps

1.2All teachers will provide parents with reading expectations and resources to increase students' reading levels. Parents will receive the SRI or Star Reading data, which indicates the child's reading level. Parents will be invited to participate in parent involvement activities and trainings.

Progress



Barriers

Next Steps

1.3Classroom instruction will be standards-based as a result of collaboration. Common assessments are used to drive instruction and determine differentiation All English classrooms will use SpringBoard curriculum to ensure vertical and horizontal alignment. SRI and Star Reader data will be used to determine student progress. Accelerated Reader will be implemented in sixth and seventh grade reading classes.

Progress

Barriers

Next Steps

1.4 Teachers will provide tutoring to designated students in IEP or LEP subgroups.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 31.32 to 20.88 by 2017 as measured by state assessments.According to 6th grade AIMSweb benchmark results (September 2016), 38% (95) of the students are in the 50th percentile; 22% (55) are in the 25-49th percentile; 19% (48) are in the 10th to 24th percentile; and 21% (54) are in the 1 to 9th percentile. By spring benchmark (May 2017), we will increase the number of students in the 50th percentile and above. According to 7th grade AIMSweb benchmark results (September 2016), 46.2% (125) of the students are in the 50th percentile or higher; 21.4% (58) are in the 25-49th percentile; 16.6% (45) are in the 10th to 24th percentile; and 15.5% (42) are in the 1 to 9th percentile. By spring benchmark (May 2017), we will increase the number of students in the 50th percentile and above. According to 8th grade AIMSweb benchmark results (September 2016), 28% (81) of the students are in the 50th percentile or higher; 21% (60) are in the 25th to 49th percentile; 16% (46) are in the 10th to 24th percentile; and 35% (99) are in the 1 to 9th percentile. By spring benchmark (May 2017), we will increase the number of students in the 50th percentile and above.

StatusN/A

Comments:



2.1 During SBCT time, teachers will collaborate to ensure horizontal and vertical alignment. Teachers will use problem solving skills strategies, build foundational skills, and create rigorous assessments.

Progress

Barriers

Next Steps



2.2 All teachers will provide parents with math expectations and resources in order to increase students' math levels. AIMSweb benchmarks and SRI results will be shared with parents. ALEKS parent reports are available.

Progress

Barriers

Next Steps

2.3 All teachers will create and review common assessments, in order to better drive instruction and provide opportunities for differentiation.

Progress

Barriers

Next Steps

2.4

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 two-hour cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

StatusOn Task

Comments:



3.1 Book study (Title I)

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan - clark county school district€¦ · according to benchmark results from...

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