school performance plan - rainbow dreams academy

School Performance Plan

School NameRAINBOW DREAMS EARLY LEARNING ACADEMY

Address (City, State, Zip Code, Telephone):950 WEST LAKE MEAD BLVD

LAS VEGAS, NV 89106, 7026380222

Superintendent/Region Superintendent: / Dan Tafoya

For Implementation During The Following Years: 2020-2021

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: N 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 PositionApril Brown Parent Andre Pullen Parent

Antoinette Burgos Parent Donleana Cantrell ParentKrishelle Williams Parent Femica Ratchford ParentMrs. Camille Hicks Parent Mr. Ralph Terry Parent

Robin Jackson-Allen Principal Noelia Martinez Teaching AssissantTraneika Ross Kindergarten Teacher Kristy Borg ConsultantJanice Henry Consultant Leslie Graves Registrar

Nevada Department of Education RAINBOW DREAMS EARLY LEARNING ACADEMY 2020-2021Clark County School District

Last Date Review/Revised By Planning Team - 10/17/2020 Nevada Department of Education - June 2017

Jasmine Boone Teacher Denise Kelly-Chaves Teacher



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Individualized Education Programs (IEP)Stakeholder information Family Engagement Data Teacher/Administrator Observation DataNevada Comprehensive Audit Tool for Schools (NCCAT-S) Teacher/Administrator Observation Data Family Engagement DataTeacher/Administrator Observation Data NA NANA NA NAOther: PLA Instructional Review 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.The Rainbow Dreams Early Learning Academy was developed to meet that need and provide a strong foundation to Clark County’s most vulnerable population and serve as a primary provider of early childhood education, family engagement, and professional development programming and services in the historic Westside of Clark County, Nevada. The Rainbow Dreams Early Learning academy is in its first year of operation and, as such, does not have historic data for our early learning program. However, we compared historic data from our previous Charter in order to get a more concrete baseline for analysis.MAP Growth Reports from Fall 2020-2021English Language Arts:Fall 2020 Mean RIT By Grade Level from Initial NWEA Assessment:Grade K - 142.5Mathematics:Fall 2020 Mean RIT By Grade Level from Initial NWEA Assessment:Grade K - 139.4Stakeholder information as well as teacher and administrative observation data has concluded that the current model for distance education is moderately engaging and successful for the current student body of early learners. Attention has been given to creating more engaging and interactive content including small group sessions in order to address social emotional and communicative needs of this age group.RDELA’s oversight and curriculum team has identified and prioritized student needs in order to implement differentiated instruction strategies in order to address the deficiencies found. Focus on implementing standards-aligned Tier 1 instruction for all students and targeted evidence-based interventions (Success for All) and a focus on analyzing NWEA MAP assessment results to inform instructional planning will be implemented.Evidence-Based Interventions (EBI): To improve achievement in reading, Rainbow Dreams Academy will provide standards-based Tier 1 instruction to all students and targeted reading intervention using Success for All (SFA). Student progress will be monitored and instructional planning will be informed by NWEA MAP assessment results. SFA EBI level 1 Citation: Dianda, M. R., & Flaherty, J. F. (1995, April). Effects of Success for All on the reading achievement of first graders in California bilingual programs. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.MAP EBI level 2 Citation: National Center for Education Evaluation and Regional Assistance (12/2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_20134000.pdf.



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:By spring 2020, the percent of RDA scholars who score proficient in reading will increase to 40.0%* as measured by the Nevada SBAC assessment. *Flexible targets have been calculated to meet NDE's measure of interim progress in 2022 (63.1%).

Root Causes:The school-wide instructional review identified a need for differentiated instruction for the current distance learning model including pre-recorded lessons in addition to live interactive sessions and small group. Additional professional development and monitoring of instruction is scheduled to ensure curriculum goals and standards are being met.

Measurable Objective 1:By spring 2021, RDELA will average 1 year's growth school wide as measured by the NWEA reading assessment.

Measurable Objective 2:Increase the percent of IEP/ELL students Proficient in ELA by 50% measured by NWEA state assessment

Measurable Objective 3:Increase delivery methods for distance learning instruction to include 25% more options for students and families to revisit material based on availability (EG Pre-recorded sessions or interactive presentations)

Monitoring Status

In Progress

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: NoNCCAT-S Indicators:



Teachers will participate in professional development in one of the following areas: CCSS, differentiated instruction, depth of knowledge, vocabulary development, constructed response questions, and informational text. Teacher development will focus on creation of educational materials to meet the needs of students requiring additional refreshers of materials presented in live distance learning sessions

DSA Funds: administrators, curriculum consultants (Edgenuity), teachers, Read by Grade 3 resources School resources: Success for All (SFA - EBI Level 1) (supplementary curriculum)

Sign-ins, Agendas, Collaboration logs, lesson plans, video/presentation materials

Administrators, consultants, and teachers are responsible for coordinating, facilitating and attending PD on early release days, professional development days scheduled throughout the year, and PD prior to students starting school.

In Progress

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last


Family engagement activities (math, reading, and science) will include opportunities for teachers to discuss academic growth in reading with both parents and students.

DSA Funds: literacy materials, attendance incentives, classroom teachers, instructional materials Title I: Instructional materials for parent engagement activities Supplies for in-person events such as refreshments and materials Pandemic Permitting

Calendar of events, sign-ins, agendas, and evaluations

Family training (quarterly - administrators and teachers)

In Progress

Comments:

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


Teachers will deliver standards-aligned instruction to all students informed by formative assessments. Targeted reading intervention and enrichment will be provided by an evidence-based reading program. Formative assessment programs will be used to identify deficit skills and develop targeted instruction for individual students.

DSA Funds: MAP Growth Assessments (EBI Level 3), Brigance assessment Title I: Laptops to support online instruction, paper to print student data reports

Classroom observations, lesson plans, assessment results, and student work samples

NWEA Assessments - three times per year (administrators, teachers)

In Progress

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

Priority Need/Goal 2:By spring 2021, the percent of RDA scholars who score proficient in math will increase to 40% as measured by the Nevada SBAC assessment.

Root Causes:The school-wide instructional review identified a need for additional professional development and monitoring of instruction to ensure curriculum is being implemented consistently, with fidelity, and delivered with effective and differentiated instructional strategies.

Measurable Objective 1:By spring 2021, RDA will average 1 year's growth school wide as measured by the NWEA math assessment.

Measurable Objective 2:Increase the percent of IEP students Proficient in Math to 50% by 2021 as measured by NSPF

Measurable Objective 3:Increase delivery methods for distance learning instruction to include 25% more options for students and families to revisit material based on availability (EG Pre-recorded sessions or interactive presentations)

Monitoring Status

In Progress



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:

NoNCCAT-S Indicators:



Teachers will participate in professional development on the school-wide math curriculum, the mathematical practices, and using formative assessments to plan for mathematics instruction at each scholar's level.

DSA Funds: administrators, curriculum consultants, teachers

Sign-ins, Agendas, Collaboration logs, Lesson plans, prerecorded lessons

Administrators, consultants, and teachers are responsible for coordinating, facilitating and attending PD on early release days, professional development days scheduled throughout the year, and PD prior to students starting school.

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:

NoNCCAT-S Indicators:

Family engagement activities (reading, math, and science) will include opportunities for teachers to discuss academic growth in math with parents and students.

DSA Funds: literacy materials, attendance incentives, classroom teachers, instructional materials Title I: Refreshments and instructional materials for parent events

Calendar of events, sign-ins, agendas, and evaluations

Family training (quarterly- administrators and teachers)

In Progress

Comments:

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


Teachers use Northwest Educational Assessment (MAP assessments) to drive instruction. Teachers will use math manipulatives, materials, and student books through the school-wide curriculum to develop skills in the CCSS and standards for Mathematical Practices.

DSA Funds: math curriculum materials, MAP Growth Assessments (EBI Level 3) Title I: Edgenuity (EBI Level 3), technology and instructional supplies

Classroom observations, lesson plans, assessment results, and student work samples

School-wide math curriculum used daily for classroom instruction (teachers) NWEA Assessments - three times per year (administrators, teachers)

In Progress

Comments:


Comments:




Based on the CNA, identify all that apply:☐ General Education ☐ FRL ☐ ELL ☐ IEP ☐ Other

Priority Need/Goal 3:Not Required

Root Causes:

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.

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: NCCAT-S Indicators:



N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:


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)

DSA Staffing, Instructional Materials, Technology, Goals 1 and 2

Title I & Parent Involvement Set-Aside $103,171.50

Strategist to work with students, Instructional Assistant to provide interventions, counselor to work with at-risk students, instructional software, technology and instructional supplies, materials and supplies for parent engagement activities.

Goals 1 and 2

SB178 $55,200.00 summer academy, ELL instructor Goals 1 and 2None

20-21 Title I & Parent Involvement Set-Aside $22,634.10 Laptops to support online instruction, paper to print student data reports 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.Rainbow Dreams Early Learning Academy has created a working environment that promotes the retention of highly qualified teachers through collaboration and a strong sense of ownership within the school community. Teachers are valued for their efforts and professionalism and are encouraged to seek professional growth by completing course work toward license renewal and pay increase. RDELA is also dedicated to providing Teacher Residencies and Internships by partnering with major Universities such as USC. Through an extensive faculty search we were able to add number of new educators to our early learning team.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (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.Parental and caregiver engagement is a cornerstone of our redesigned model. We have incorporated an internship program dedicated to increasing family engagement by offering regular support, training sessions, and tools to assist parents and caregivers in being "partners" in their child's education. Title 1 funds will be utilized to provide parents with materials and training on literacy and math strategies at each grade level. School-wide events will be published in the school newsletter. Parents are able to access information regarding student grades and attendance through the Infinite Campus Parent Portal. Parents receive monthly emails and teachers communicate with parents daily through Class Dojo. The school uses a variety of technology to communicate regularly with parents.

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.).Rainbow Dreams Early Learning Academy helps young learners to engage in the fundamentals of education: the learn to strengthen their social and emotional development and develop a clear sense of self while being exposed to the expectations that they will meet as they continue through elementary school and beyond. Children will learn a sense of autonomy and realize they can engage in and complete academic tasks without assistance from a parent. They will be exposed to STEAM education which will help to prepare them to succeed in more rigorous academic environments

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Academic growth will be measured through MAP assessments and social-emotional and pragmatic skills will by gauged through the incorporation of the Brigance assessment. Staff will analyze in-school data to determine the areas of need in all core subjects, Reading, Math, Language Arts and Science. Teachers use Brigance and NWEA assessment data to plan for instruction and create flexible reading groups. Further, teaching staff serve as part of the advisory committee and both quantitative and qualitative data will be considered.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsVarious school community partnerships are established and are coordinated with state and federal funds and integrated into the school improvement efforts and school performance plan. All federal funding is exclusively for academic needs, with strict policies and safeties in place to ensure the proper delegation of funding.



Plan for improving the school climate

Goal:A. Decrease teacher turnover and increase teacher satisfaction B. Reducing student behavioral issues C. Increasing Stakeholder engagement

Action Plan: How will this plan improve the school climate?A. Recognizing and building on previous work. Creating a sense of stability and ownership within the campus culture. B. We believe that all children can behave in a positive manner while at school. Teachers and students have the right to a classroom free of disruption, one that is conducive to teaching/learning process. In order to guarantee the optimal environment and the integrity of instruction and learning, Rainbow Dreams Academy will implement a plan for Progressive Behavior Intervention consisting of interventions for school-related minor and major behavior infractions. A highly visible and accessible staff member monitors the hallways and classrooms and provides support to students who are struggling with behavior management. Each classroom is staffed with a teacher aide to help provide smaller instructional groups and assist with classroom management to provide a positive learning environment. C. Increasing engagement from school leaders and staff, students, families, and community partners in order to create a more growth oriented space for learning.

Monitoring Plan: How will you track the implementation of this plan?A. Administrative team will identify and validate school leaders and provide opportunities and resources for professional development B. Principal will monitor implementation and effectiveness through regular classroom observations and instructional coaching. C. A dedicated team will work towards increasing engagement through communication and activities

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Classroom observations and walk-through tool data collection will be used to evaluate the impact of the climate improvement plan. Surveys will also be implemented to provide quantitative results.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in professional development in one of the following areas: CCSS, differentiated instruction, depth of knowledge, vocabulary development, constructed response questions, and informational text. Teacher development will focus on creation of educational materials to meet the needs of students requiring additional refreshers of materials presented in live distance learning sessions

Goal 1 Additional PD Action Step (Optional)Teacher development on social-emotional, collaboration and inclusion for early learners.

2.1Teachers will participate in professional development on the school-wide math curriculum, the mathematical practices, and using formative assessments to plan for mathematics instruction at each scholar's level.

Goal 2 Additional PD Action Step (Optional)Training in Formative assessments

3.1

Goal 3 Additional PD Action Step (Optional)Creating Connections and Finding quality tools in Distance Learning



APPENDIX B - Family Engagement Plan

1.2Family engagement activities (math, reading, and science) will include opportunities for teachers to discuss academic growth in reading with both parents and students.

Goal 1 Additional Family Engagement Action Step (Optional)Parent recruitment for curriculum panel and classroom volunteers

2.2Family engagement activities (reading, math, and science) will include opportunities for teachers to discuss academic growth in math with parents and students.

Goal 2 Additional Family Engagement Action Step (Optional)Create grade level committees to give oversight on events

3.2

Goal 3 Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:By spring 2020, the percent of RDA scholars who score proficient in reading will increase to 40.0%* as measured by the Nevada SBAC assessment. *Flexible targets have been calculated to meet NDE's measure of interim progress in 2022 (63.1%).

Measurable Objective(s):

By spring 2021, RDELA will average 1 year's growth school wide as measured by the NWEA reading assessment.Increase the percent of IEP/ELL students Proficient in ELA by 50% measured by NWEA state assessmentIncrease delivery methods for distance learning instruction to include 25% more options for students and families to revisit material based on availability (EG Pre-recorded sessions or interactive presentations)

StatusIn Progress

Comments:

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

Mid-Year End-of-Year

1.1Teachers will participate in professional development in one of the following areas: CCSS, differentiated instruction, depth of knowledge, vocabulary development, constructed response questions, and informational text. Teacher development will focus on creation of educational materials to meet the needs of students requiring additional refreshers of materials presented in live distance learning sessions

N/A

Progress

Barriers

Next Steps

1.2 Family engagement activities (math, reading, and science) will include opportunities for teachers to discuss academic growth in reading with both parents and students. N/A



Progress

BarriersNext Steps

1.3Teachers will deliver standards-aligned instruction to all students informed by formative assessments. Targeted reading intervention and enrichment will be provided by an evidence-based reading program. Formative assessment programs will be used to identify deficit skills and develop targeted instruction for individual students.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:By spring 2021, the percent of RDA scholars who score proficient in math will increase to 40% as measured by the Nevada SBAC assessment.


By spring 2021, RDA will average 1 year's growth school wide as measured by the NWEA math assessment.Increase the percent of IEP students Proficient in Math to 50% by 2021 as measured by NSPFIncrease delivery methods for distance learning instruction to include 25% more options for students and families to revisit material based on availability (EG Pre-recorded sessions or interactive presentations)

StatusIn Progress

Comments:



2.1 Teachers will participate in professional development on the school-wide math curriculum, the mathematical practices, and using formative assessments to plan for mathematics instruction at each scholar's level. N/A

Progress

Barriers

Next Steps

2.2 Family engagement activities (reading, math, and science) will include opportunities for teachers to discuss academic growth in math with parents and students. N/A



Progress

BarriersNext Steps

2.3 Teachers use Northwest Educational Assessment (MAP assessments) to drive instruction. Teachers will use math manipulatives, materials, and student books through the school-wide curriculum to develop skills in the CCSS and standards for Mathematical Practices. N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Not Required


StatusN/A

Comments:



3.1 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 - rainbow dreams academy

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