school performance plan - clark county school …...school performance plan school name mendoza,...

School Performance Plan

School NameMendoza, John F ES

Address (City, State, Zip Code, Telephone):2000 S Sloan Ln

Las Vegas, NV 89142-1256, (702) 799-8680

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: 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 PositionMargaret Torres Parent Brenton Lago PrincipalJosh Torgerson Learning Strategist Brynn Dessormeau Assistant PrincipalJessica Knudson Read By 3 Learning Strategist

Nevada Department of Education Mendoza, John F ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/01/2016 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

Formative Assessments Practice N/A N/ASummative Assessments NA NANA NA NANA NA NANA NA NAOther: Demographic Data Other: Summative Data Other: Summative DataOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.According to the 2016 CCSD enrollment visualization, Mendoza serves 811 students with the breakdown of the following sub groups (LEP, IEP). We have chosen to analyze LEP and IEP students in 3rd, 4th, and 5th grade. The data reveals 3rd grade IEP students represent 9.09% of the 3rd grade population, 4th grade IEP students represent 13.67% of the 4th grade population, and 5th grade IEP students represent 8.63% of the 5th grade population. The data reveals 3rd grade LEP students represent 52.27% of the 3rd grade population, 4th grade LEP students represent 29.50% of the 4th grade population, and 5th grade LEP students represent 17.99% of the 5th grade population.

According to the 2016 CCSD SBAC data, in math the overall proficiency level was 28.26% proficient and 71.74% non-proficient (3rd grade, 26.15% proficient, 4th grade 33.33% proficient, 5th grade 24.53% proficient). Sub group data was analyzed and it was found that 4.76% of the IEP subgroup were proficient (3rd grade 6.67% proficient, 4th grade 0% proficient, 5th grade 7.14% proficient). For our LEP subgroup, 21.28% of students were proficient and 78.12% of students were non-proficient (3rd 18.64% proficient, 4th grade 30% proficient, 5th grade 4.55% proficient).

According to the 2016 CCSD SBAC data, in ELA the overall proficiency level was 35.05% proficient and 64.95% non-proficient (3rd grade, 19.23% proficient, 4th grade 42.42% proficient, 5th grade 45.28% proficient). Sub group data was analyzed and it was found that 4.76% of the IEP subgroup were proficient (3rd grade 6.67% proficient, 4th grade 0% proficient, 5th grade 7.14% proficient). For our LEP subgroup, 20.57% of students were proficient and 79.43% of students were non-proficient (3rd 11.86% proficient, 4th grade 33.33% proficient, 5th grade 9.09% proficient).

Reading Ranger (STAR) end of year targets for all graduates were set to track percent of students who graduated multiple times. In 1st grade, 56% of students met end of year targets. In 2nd grade, 52% of students met end of year targets.In 3rd grade, 62% of students met end of year targets. In 4th grade, 42% of students met end of year targets. In 5th grade, 36% of students met end of year targets. Grade levels set goals for 60% of students to graduate multiple times, however no grade levels were able to meet these goals. For the 2016-17 school year, grade levels are meeting monthly to analyze relevant Reading Ranger data to improve student achievement and meet goals.

Recognizing that our IEP and LEP subgroups are an area of concern, the action steps in the School Performance Plan will address strategies and academic achievement steps in order to close the achievement gap among subgroups at Mendoza.



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 Grade 3 proficiency rates in reading. School Goal: Classroom teachers will receive their WIPR certification.

Root Causes:Lack of rigor in Tier I instruction, including meeting the academic needs of students in the LEP and IEP subgroups, was a root cause in the non-proficiency levels in these subgroups. Teachers are not systematically implementing phonics, interventions were not consistently administered, and strategically implemented or monitored. Reading Rangers was in full implementation, however instruction was not as rigorous as needed to meet NVACs requirements.

Measurable Objective 1:Increase the proficiency of 3rd grade from 19.23% proficient to 46.22% by 2017 as measured by the SBAC.

Measurable Objective 2:Triple the amount of classroom teachers that will become WIPR certified between June 2015 and June 2017 as measured by Reading Ranger University certificates.

Measurable Objective 3:100% of students graduating one time by June 2017 as measured by Reading Rangers level data.

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:



Teachers will participate in PD and collaboration to build rigor to Tier I instruction in reading by using teacher collaboration for the Wide Independent Prescriptive Reading Block. Teachers will receive WIPR certification professional development through the use of Reading Ranger University courses. Additionally, phonics based professional development will be implemented. Teachers will receive professional development in the use of technology in the classroom. Professional Development in HQSI strategies for teachers.

WIPR block, Teacher collaboration time, NVACS, Read by 3 learning strategist, and data coordinator. Extra duty pay (Title I) and substitutes for teacher collaboration (Title I).

STAR, agendas with dates, teacher PD feedback, NEPF evaluations, administrative pre and post observations.

Classroom teachers, September through June professional developments, administration, and Read by 3 learning strategist.

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate in a Reading Rangers lesson.

Family Academic Nights (21st Century), Extra Duty Pay (Title I).

Parent sign in and evaluations.

Parent sign in and evaluations - collected at each parent class by 21st Century Grant Coordinator.

N/A

Comments:

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


Teachers will implement rigorous Tier I instruction guided by grade level collaboration and Reading Rangers during the Wide Independent Prescriptive Reading Block. Students will use technology to enhance tier I instruction through the use of laptops and iPads. Teachers will use HQSI strategies in Tier I instruction in reading.

Reading Rangers, technology (Title I) to assist with AR tests for Reading Rangers, common collaboration time. Technology supplies (Title I).

Lesson Plans, Reading Ranger Graduations, RR Student Achievement Progress Report.

Lesson Plans- monthly by administration, Reading Ranger Graduations - monitored monthly by teachers

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators:



Teachers will receive professional development on RTI (Tier 2 and Tier 3) instruction. Teacher collaboration in grade levels discussing Tier 3 in RTI in grade levels.

Substitutes for teacher collaboration (Title I)

AIMSweb Progress Monitoring, AIMSweb benchmark

Monthly: Teacher collaboration, administration.

N/A

Comments:





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:Teachers are not systematically implementing phonics, interventions were not consistently administered, and strategically implemented or monitored. Reading Rangers was in full implementation, however instruction was not as rigorous as needed to meet NVACs requirements. Lack of rigor in Tier I instruction, including meeting the academic needs of students in the LEP and IEP subgroups, was a root cause in the non-proficiency levels in these subgroups.

Measurable Objective 1:Reduce the percentage points in ELA between the LEP and Non LEP subgroups from 23.48 to 15.68 by 2017 as measured by SBAC.

Measurable Objective 2:Reduce the percentage points in math between the LEP and Non LEP subgroups from 11.32 to 7.62 by 2017 as measured by SBAC.

Monitoring Status

N/A



Resources and Amount

Needed for

Implementation(people, time, materials,

funding sources)


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:




Teachers will participate in PD and collaboration to build rigor to Tier I instruction in reading by using teacher collaboration for the Wide Independent Prescriptive Reading Block and EngageNY data analysis. Teachers will receive WIPR certification professional development through the use of Reading Ranger University courses. Additionally, phonics based professional development will be implemented. Teachers will receive professional development in the use of technology in the classroom. Professional Development in HQSI strategies for teachers.

Reading Rangers, WIPR Block, teacher collaboration, NVACS, Read by 3 learning strategist

SBAC Interim Assessment (3-5), STAR, agenda, EngageNY common assessments, and minutes for teacher collaboration.

Monthly teacher collaboration by grade level. Administration. SBAC Interim Assessment three times per year, STAR assessment 5 times per year.

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:


Parents will be offered Title I and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes.

Extra duty pay for teachers (Title I), Family Academic Nights (21st CLCC)

Parent sign in and evaluations, STAR Data and Engage NY.

Parent sign in and evaluations - collected at each parent class/night by Read by 3 strategist STAR monitored monthly by administration.

N/A

Comments:

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


Teachers will implement rigorous Tier I instruction in reading and math guided by the teacher collaboration time. Teachers will be using technology to enhance instruction within the classroom through the use of laptops and iPads. Targeted ELL students will be using Imagine Learning to increase language proficiency. A CTT will pull small groups of ELL students to work on fluency and comprehension.

Reading Rangers, technology (Title I) to assist with AR tests for Reading Rangers, and common collaboration time (Title I). CTT (ELL)

Lesson plans, Reading Ranger Graduation Data, SBAC Assessment data in reading and math, and Imagine Learning usage reports.

Lesson Plans- monthly by administration, Reading Ranger Graduations - monitored monthly by teachers, SBAC Assessment in math and reading - minimum of three times per year. Imagine Learning usage reports monitored by administration. CTT will work with students from October to March.

N/A

Comments:

2.4 Other (Optional)Continuation From Last Year:




Students will be offered cross-curricular and multi-cultural tutoring during BRICK Academy extended school day.

Instructional Assistant to organize and monitor BRICK Academy, Extra Duty Pay for teachers (21st Century Grant).

STAR, Sign-ins, Agendas, Lesson Plan, Timesheets.

Extended School Day: August through May; 21st Century Grant Coordinator, STAR Benchmark data.

N/A

Comments:





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

Root Causes:School-based personnel has not received mandatory training in cultural competency. 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

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding

sources)


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: NCCAT-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.

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

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

Year

Purposes for which funds are used (include targeted audience, specific

activities, intended outcomes, etc.)Applicable Goal(s)

Title I $249,086.20 Technology Supplies, Licensed Extra Duty Pay, Parent Involvement Supplies. Goals 1 and 2

21st Century Grant $115,000 Licensed Extra Duty Pay, Support Staff Extra Duty Pay, Professional Development Training, Student Transportation, Instructional Supplies Goals 1 and 2

Title III $7247 CTT to work with 3rd grade ELL students in reading Goal 1



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.Administration uses Passport HRMS/SearchSoft to secure perspective applicants looking specifically at scores 95-100 and ensure all incoming teachers must be HQ & ELL endorsed. During the interview process, school demographics, goals & objectives for student achievement, Culture of Instruction statement, & school wide initiatives are discussed as a means of relaying the schools vision & determining selection of teachers. Read by 3 strategist supports teachers through observation, coaching and modeling.

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.Mendoza ES provides parent literacy training, family academic nights & parent strategies to assist with academia at home. Academic information shared via monthly newsletters in English/Spanish, Parent Portal, & all communication provided in English/Spanish. Data is shared regularly with parents and translators are offered at conferences to ensure parents understand data.

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.).Mendoza ES has an Early Childhood Special Education/ Title I Pre-K programs that regularly collaborates with Kindergarten staff. A summer transition academy is offered to all entering Pre-K students to assist with the transition. Collaboration exists between ES/MS feeder schools for supporting the transition from 5th grade to 6th grade.ES & MS counselors collaborate on effective strategies for transition & articulation between school programs. Counselors educate 5th graders on magnet school selection as well.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Assessments used include SBAC Interim, Renaissance/STAR, AIMSweb, Read by 3 strategist to guide staff through data analysis and analyzing Reading Ranger graduations during monthly PLC's, and 1-1 coaching. Results are used to drive whole group and small group instruction. Teachers have an influence on the types of assessments used year-to-year. Assessments are also used to determine reteaching and intervention for Tier II and III students.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funding sources were integrated into SPP. Title I funds purchased technology to support integration into classroom programs as well as teacher collaboration. EPIC Academy tutoring is supported through Inst. Assistants & extra duty pay. Tier II & III instruction through a CTT & licensed is supported by both Title III & Title I. 21st Century tutoring (after-school) was used for mathematics & reading instruction & EPIC Academy.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in PD and collaboration to build rigor to Tier I instruction in reading by using teacher collaboration for the Wide Independent Prescriptive Reading Block. Teachers will receive WIPR certification professional development through the use of Reading Ranger University courses. Additionally, phonics based professional development will be implemented. Teachers will receive professional development in the use of technology in the classroom. Professional Development in HQSI strategies for teachers.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will participate in PD and collaboration to build rigor to Tier I instruction in reading by using teacher collaboration for the Wide Independent Prescriptive Reading Block and EngageNY data analysis. Teachers will receive WIPR certification professional development through the use of Reading Ranger University courses. Additionally, phonics based professional development will be implemented. Teachers will receive professional development in the use of technology in the classroom. Professional Development in HQSI strategies for teachers.


3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.




APPENDIX B - Family Engagement Plan

1.2Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate in a Reading Rangers lesson.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will be offered Title I and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading. School Goal: Classroom teachers will receive their WIPR certification.

Measurable Objective(s):

Increase the proficiency of 3rd grade from 19.23% proficient to 46.22% by 2017 as measured by the SBAC.Triple the amount of classroom teachers that will become WIPR certified between June 2015 and June 2017 as measured by Reading Ranger University certificates.100% of students graduating one time by June 2017 as measured by Reading Rangers level data.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1

Teachers will participate in PD and collaboration to build rigor to Tier I instruction in reading by using teacher collaboration for the Wide Independent Prescriptive Reading Block. Teachers will receive WIPR certification professional development through the use of Reading Ranger University courses. Additionally, phonics based professional development will be implemented. Teachers will receive professional development in the use of technology in the classroom. Professional Development in HQSI strategies for teachers.

Progress

Barriers

Next Steps

1.2Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate in a Reading Rangers lesson.

Progress



Barriers

Next Steps

1.3Teachers will implement rigorous Tier I instruction guided by grade level collaboration and Reading Rangers during the Wide Independent Prescriptive Reading Block. Students will use technology to enhance tier I instruction through the use of laptops and iPads. Teachers will use HQSI strategies in Tier I instruction in reading.

Progress

Barriers

Next Steps

1.4 Teachers will receive professional development on RTI (Tier 2 and Tier 3) instruction. Teacher collaboration in grade levels discussing Tier 3 in RTI in grade levels.

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 percentage points in ELA between the LEP and Non LEP subgroups from 23.48 to 15.68 by 2017 as measured by SBAC.Reduce the percentage points in math between the LEP and Non LEP subgroups from 11.32 to 7.62 by 2017 as measured by SBAC.

StatusN/A

Comments:



2.1

Teachers will participate in PD and collaboration to build rigor to Tier I instruction in reading by using teacher collaboration for the Wide Independent Prescriptive Reading Block and EngageNY data analysis. Teachers will receive WIPR certification professional development through the use of Reading Ranger University courses. Additionally, phonics based professional development will be implemented. Teachers will receive professional development in the use of technology in the classroom. Professional Development in HQSI strategies for teachers.

Progress

Barriers

Next Steps

2.2Parents will be offered Title I and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes.

Progress



Barriers

Next Steps

2.3Teachers will implement rigorous Tier I instruction in reading and math guided by the teacher collaboration time. Teachers will be using technology to enhance instruction within the classroom through the use of laptops and iPads. Targeted ELL students will be using Imagine Learning to increase language proficiency. A CTT will pull small groups of ELL students to work on fluency and comprehension.

Progress

Barriers

Next Steps

2.4 Students will be offered cross-curricular and multi-cultural tutoring during BRICK Academy extended school day.

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.

StatusN/A

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.

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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