School Performance Plancloud2.snappages.com...2015-2016 SBAC Math data shows that overall math proficiency was 61.8%. That compares favorably with the district average of 38.6%. Proficiency

School Performance Plan

School NameBilbray, James ES

Address (City, State, Zip Code, Telephone):9370 Brent Ln

Las Vegas, NV 89143, 7027994646

Superintendent/Assistant Chief: Pat Skorkowsky / Jefferey Hybarger

For Implementation During The Following Years: 2018-2019

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

Classification: 4 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 PositionLeBranda Schell Parent Angela Harris Parent

Irma Coward Parent Tami Smith ParentAalya Page Principal Karen Thomasson Assistant Principal

Tracy Ferguson-Heintz Read by 3 Strategist Deb Wilhite TeacherTracy Hughes Teacher Kris Green Office Aide

Nevada Department of Education Bilbray, James ES 2018-2019Clark County School District

Last Date Review/Revised By Planning Team - 02/28/2018 Page 1 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) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Teacher/Administrator Observation DataTeacher/Administrator Observation Data Comparison of ELPA with other Assessments Individualized Education Programs (IEP)NA Teacher/Administrator Observation Data Achievement Gap DataNA NA NAOther: AIMSWeb Other: AIMSWeb Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2016-2017 Nevada School Performance Framework (NSPF) data shows that in the area of student growth, the school did not reach the Median Growth Percentile (MGP) goal in the areas of ELA and math. The MGP for ELA was 63 and for math was 64. The NSPF data also shows that only 20% of English Language students achieved Adequate Growth Percentiles (AGP) toward English Language Proficiency. In the area of Closing Opportunity Gaps, the school only had 41.3% of non-proficient students in ELA and 31.3% of non-proficient students in math met the Adequate Growth Percentiles (AGP).

2016-2017 SBAC Math data shows that overall math proficiency was 56.4%. That compares favorably with the district average of 41%. Proficiency by grade was 3rd 58.6%, 4th 54%, and 5th 56.7%. School math proficiency data by ethnicity: Asian 61%, Black 24.5%, Caucasian 63%, Hispanic 54%, Multiracial 56.6%. Male students scored at 54.7% proficient and female students scored at 58% proficient. 16.3% of students with IEP's scored proficient, while their non-IEP counterparts scored 62.7% proficient. Non-LEP students outperformed their LEP classmates 58.6% to 15% proficient. The number of LEP students (20) doubled from the previous year.2015-2016 SBAC Math data shows that overall math proficiency was 61.8%. That compares favorably with the district average of 38.6%. Proficiency by grade was 3rd 67%, 4th 65.8%, and 5th 51%. School math data by ethnicity: Asian 78.5%, Black 27.9%, Caucasian 72%, Hispanic 55.8%, Multiracial 42.4%. Male students scored at 62.5% proficient and female students scored at 61% proficient. 23.6% of students with IEP's scored proficient, while their non-IEP counterparts scored 68.3% proficient. Non-LEP students outperformed their LEP classmates 63.3% to 35% The low numbers of LEP students (10) makes this less of an impact than it would be if the numbers were greater.

2016-2017 SBAC ELA data shows that overall ELA proficiency was 68.9%. That compares favorably with the district average of 49%. Proficiency by grade was 3rd 69.6%, 4th 63%, and 5th 75.4%. School ELA proficiency data by ethnicity: Asian 66.6%, Black 42.8%, Caucasian 73.8%, Hispanic 70%, Multiracial 66.6%. Male students scored at 64.6% proficient and female students scored at 73% proficient. 25.4% of students with IEP's scored proficient, while their non-IEP counterparts scored 75.7% proficient. Non-LEP students outperformed their LEP classmates 71.4% to 20%. The number of LEP students (20) doubled from the previous year.2015-2016 SBAC ELA data shows that overall ELA proficiency was 69.2%. That compares favorably with the district average of 49%. Proficiency by grade was 3rd 68.5%, 4th 69.1%, 5th 70%. School ELA proficiency data by ethnicity: Asian 92.8%, Black 44%, Caucasian 74.4%, Hispanic 69%, Multiracial 57.5%. Male students scored at 66.3% proficient and female students scored at 72% proficient. 27.2% of students with IEP's scored proficient, while their non-IEP counterparts scored 76.3% proficient. Non-LEP students outperformed their LEP classmates 70.8% to 40%. The low numbers of LEP students (10) makes this less of an impact than it would be if the numbers were greater.



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 percent of English Learners proficient in English from 34.4% to 40% by 2018 as measured by ELPA. Increase the percent of English Learners achieving AGP toward English Language Proficiency from 20% to 53% by 2018 as measured by ELPA.

Root Causes:As evidenced by achievement gap data, additional training is required in ELL/HQSI strategies.

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: No NCCAT-S Indicators: Staff training on components of ELPA assessment to determine best practices to be included within classroom instruction to best support ELL students. Teacher release time to analyze student assessment data, group students on need, and plan lessons.

WIDA practice test, sub days to release classroom teachers (General Budget- $4050)

Training agendas, lists of student groupings and content being reviewed

August-May, Principal, Assistant Principal, Title III LEP Coordinator

N/A

Comments:

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

ResponsibleMonitoring Status



1.2 Family Engagement (Required)Continuation From Last Year:

NoNCCAT-S Indicators:

Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

SGF funded incentives to encourage students to attend event (SGF- $300)

Agenda from Curriculum Night February, Curriculum Cadre, Principal, Assistant Principal

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Wake-up to WIN (what I need) before school tutoring, intervention groups, Imagine Learning, goal setting with students, student goal setting

Wake-up to WIN tracking logs, Imagine Learning software (Title III LEP), prizes for students who meet their goals (SGF- $250)

Wake-up to WIN tracking logs, Imagine Learning student status reports, student goals

August-May, Title III LEP Coordinator, Principal, Assistant Principal, classroom teachers

N/A

Comments:

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

Comments:




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

Priority Need/Goal 2:Increase the Median Growth Percentile in ELA from 63% to 66% by 2018 as measured by state summative assessments and reported on the Nevada School Performance Framework. Increase the Median Growth Percentile in Math from 64% to 67% by 2018 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:There is a need for increased time, quality, and horizontal/vertical alignment of Tier 1 instruction in reading and math. There is also a need for targeted Tier 2 intervention in reading and math.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding

sources)



List Timeline,


Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: Teacher release time to analyze student assessment data, group students on need, and plan lessons. Teachers analyzing student data and goal setting with students. Staff research study training on effective goal setting.

Sub release days for classroom teachers (General Budget- $4050), research study articles

Training agenda, student goal setting, lists of student groupings and content being reviewed

September-May, Principal, Assistant Principal

N/A

Comments:





2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home; Possible support from FACES

SGF funded incentives to encourage students to attend the event (SGF- $300)


N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Goal setting with students; teaching of test taking strategies

Ideas of test taking strategies to be covered with students, prizes for students who meet their goal (SGF- $750)

Student goal setting forms, lesson plans

August-May, Principal, Assistant Principal

N/A

Comments:


Comments:




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

Priority Need/Goal 3:Increase the percent of non-proficient students meeting Adequate Growth Percentile in ELA from 41.3% to 52% by 2018 as measured by the state summative assessment. Increase the percent of non-proficient students meeting Adequate Growth Percentile in math from 31.3% to 42% by 2018 as measured by the state summative assessment.

Root Causes:There is a need for increased time, quality, and horizontal/vertical alignment of Tier 1 instruction in reading and math. There is also a need for targeted Tier 2 intervention in reading and math.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding

sources)



List Timeline,


Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: Teacher release time to analyze student assessment data, group students on need, and plan lessons. Teachers analyzing student data and goal setting with students. Staff research study training on effective goal setting.

Sub release days for classroom teachers (General Budget- $4050), research study articles

Training agenda, student goal setting, lists of student groupings and content being reviewed

August-May, Principal, Assistant Principal

N/A

Comments:





3.2 Family Engagement (Optional)Continuation From Last Year:

NoNCCAT-S Indicators:

Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home; Possible support from FACES

SGF funded incentives to encourage student to attend the event (SGF- $300)


N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional)Continuation From Last

Year: NoNCCAT-S Indicators:

Goal setting with students; teaching of test taking strategies; goal reward system

Ideas of test taking strategies to be covered with students, rewards for students who meet their goal (SGF- $750)

Student goal setting forms, lesson plans

August-May, Principal, Assistant Principal, Classroom teachers

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)

SGF $750 Prizes for students who meet their goal Goals 2 and 3SGF $250 Prizes for students who meet their goal Goal 1SGF $300 Incentives for students to attend Curriculum Night Goals 1, 2 and 3General Budget $4050 Substitute release time for classroom teachers (3- 1/2 days per teacher) Goals 1, 2 and 3



APPENDIX A - Professional Development Plan

1.1Staff training on components of ELPA assessment to determine best practices to be included within classroom instruction to best support ELL students. Teacher release time to analyze student assessment data, group students on need, and plan lessons.

Goal 1 Additional PD Action Step (Optional)

2.1Teacher release time to analyze student assessment data, group students on need, and plan lessons. Teachers analyzing student data and goal setting with students. Staff research study training on effective goal setting.


3.1Teacher release time to analyze student assessment data, group students on need, and plan lessons. Teachers analyzing student data and goal setting with students. Staff research study training on effective goal setting.




APPENDIX B - Family Engagement Plan

1.2Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home; Possible support from FACES


3.2Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home; Possible support from FACES




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percent of English Learners proficient in English from 34.4% to 40% by 2018 as measured by ELPA. Increase the percent of English Learners achieving AGP toward English Language Proficiency from 20% to 53% by 2018 as measured by ELPA.

Measurable Objective(s):

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 Staff training on components of ELPA assessment to determine best practices to be included within classroom instruction to best support ELL students. Teacher release time to analyze student assessment data, group students on need, and plan lessons.

Progress

Barriers

Next Steps

1.2 Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

Progress



Barriers

Next Steps

1.3 Wake-up to WIN (what I need) before school tutoring, intervention groups, Imagine Learning, goal setting with students, student goal setting

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the Median Growth Percentile in ELA from 63% to 66% by 2018 as measured by state summative assessments and reported on the Nevada School Performance Framework. Increase the Median Growth Percentile in Math from 64% to 67% by 2018 as measured by state summative assessments and reported on the Nevada School Performance Framework.


StatusN/A

Comments:



2.1 Teacher release time to analyze student assessment data, group students on need, and plan lessons. Teachers analyzing student data and goal setting with students. Staff research study training on effective goal setting.

Progress

Barriers

Next Steps

2.2 Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home; Possible support from FACES

Progress



Barriers

Next Steps

2.3 Goal setting with students; teaching of test taking strategies

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percent of non-proficient students meeting Adequate Growth Percentile in ELA from 41.3% to 52% by 2018 as measured by the state summative assessment. Increase the percent of non-proficient students meeting Adequate Growth Percentile in math from 31.3% to 42% by 2018 as measured by the state summative assessment.


StatusN/A

Comments:



3.1 Teacher release time to analyze student assessment data, group students on need, and plan lessons. Teachers analyzing student data and goal setting with students. Staff research study training on effective goal setting.

Progress

Barriers

Next Steps

3.2 Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home; Possible support from FACES

Progress



Barriers

Next Steps

3.3 Goal setting with students; teaching of test taking strategies; goal reward system

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Documents

School Performance Plancloud2.snappages.com...2015-2016 SBAC Math data shows that overall math proficiency was 61.8%. That compares favorably with the district average of 38.6%. Proficiency