School Performance Planccsd.net/schools/school-performance-plans/pdfs/... · Jessica Adams 3rd Grade Teacher Eric Holder 2nd Grade Teacher Rosalynda Sweeney Strategist Kellie Tanner

School Performance Plan

School NameDearing, Laura ES

Address (City, State, Zip Code, Telephone):3046 S Ferndale St

Las Vegas, NV 89121-2612, (702) 799-7710

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: Focus School

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Review

*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 PositionJamie Guminski Parent Anna Ledesma Parent

Dr. Christy Beaird Principal Dr. Lenette Reece Assistant PrincipalJessica Adams 3rd Grade Teacher Eric Holder 2nd Grade Teacher

Rosalynda Sweeney Strategist Kellie Tanner CounselorJoAnna Grant Learning Strategist Cari Gillaspy 4th Grade TeacherTonya Bosen 5th Grade Teacher Leana Smith 1st Grade Teacher

Nevada Department of Education Dearing, Laura ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 11/16/2016 Page 1 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

Nevada School Performance Framework (NSPF) NA NAInterim Assessments NA NAFormative Assessments Practice NA NANevada Comprehensive Audit Tool for Schools (NCCAT-S) NA NATeacher/Administrator Observation Data NA NAOther: School Growth Summary Report Other: School Growth Summary Report Other: School Growth Summary ReportOther: Demographic Trend Data Other: RTI Processes/ELL Identification and Placement Process Other: RTI Processes/IEP Identification and Placement Process

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Reading Positive Trends:NSPF and State Assessments from the 2013-2014 School Year:Overall Median Growth Percentile in ELA increased from 43rd percentile(2012-13) to 47th percentile(2013-2014) on the 2013-2014 NSPF. ELL reading proficiency increased from 17%(2013) to 25%(2014) and the African American proficiency rates increased from 44%(2013) to 50%(2014). Grade 3 proficiency of all students tested increased from 20.17 %(2013) to 45.99%(2014) according to the District three-year trend report. Reading Ranger Data (Formative Assessment Practice):According to the Reading Ranger Data, there is an increase in Reading Ranger graduations. Average Grade 1-5 student time engaged in reading increased from 7.3 minutes in October- December to 31.5 minutes in January-March to 49.9 minutes April-May as observed during the 2013-2014 school year. Reading Ranger graduations have surpassed 2013-2014 by 17 students and there is still 1/3 of the 2014-2015 school year remaining. Second and fourth grades have the most improvement in Reading Rangers over the last year with second grade doubling graduates between 2013-14 and 2014-2015. Every class has increased or will most likely exceed last year's number of graduates by the end of the year.RTI Processes and ELL/IEP Identification and Placement Processes:When reviewing the RTI process data, the RTI structure is more purposeful this year. Previously there was no process in place to track and provide intervention for struggling students during the 2013-2014 school year. This year RTI baselines, progress monitoring and procedures were established. RTI and STAR data have shown an increase in several areas including comprehension, accuracy and comparing/contrasting. Schoolwide RTI progress monitoring has been structured and monitored on a regular basis. The structured intervention time is providing differentiation for low performing students and better targeting their needs.Mid-Year Monitoring Teacher Survey Results Positive Comments:Students are setting and attaining goals in ELA and math. Staff overwhelmingly commented that our next steps need to be to continue the initiatives that have been implemented during this school year.Math Positive Trends:Interim Assessments:Math proficiency on the Discovery Education Assessment has increased from the first benchmark to the third benchmark schoolwide. Kindergarten through second grade is showing growth in math. Kindergarten math proficiency has increased from 12% (2013-2014 EOY DEA) to 55.9% (2014-15 end-of-year DEA) in math. First grade increased proficiency by 58.8 percentage points (9.1% proficient Test A to 67.9% Test C). Second grade had the highest number of students proficient (71.1% proficient on Test C from 5.8% proficient on Test A). Third grade math has increased 48.7 percentage points from Test A to Test C. Fourth grade increased to nearly 70% of students proficient and fifth grade had nearly 60% proficient. Daily Math Review, pre- and post-assessments aligned to standards and consistent math coaching provided by school strategist tracking student growth on assessments are making a large difference in Discovery Assessment scores. Neutral Trends/Demographic Changes:



The percent of male students to female students has increased dramatically over the last six years. Male students have increased from 48.7%(2008-2009) to 51.1%(2013-2014) and female students have decreased from 51.3%(2008-2009) to 48.89%(2013-2014). These demographic changes may indicate a need to review teaching methods to help incorporate strategies in the classroom that reach boys. FRL demographics have increased from 70.64%(2008-2009) to 87.6%(2013-2014).

Reading and Math Negative Trends:NSPF, School Growth Summary Reports and State Assessments from the 2013-2014 School Year:According to the 2013-14 NSPF Results, reading proficiency trends show a decrease from 54%(2012) to 45%(2014). AGP decreased steadily from 50%(2012) to 45.9%(2013) to 36.9%(2014) with FRL AGP decreasing each year from 49.7% to 46.3% to 36.7 & ELL AGP decreasing from 32.5% to 16.7% to 11.6%. Caucasian & IEP proficiency decreased in the last two years as well. The percent of students meeting Catch Up has decreased each year while the N-Count has increased in this category on the School Growth Summary. In math, proficiency & AGP have decreased over a 3-year trend (proficiency=51%(2012) to 50%(2013) to 44%(2014), AGP=37% to 27.3% to 20.4%. In all Gap Measures, the subgroups have decreased in meeting AGP(FRL=36.5% to 28.1% to 18.4%, IEP=9.1% to 20% to 3.1%, & ELL=15.0% to 16.7% to 9.3%). All racial/ethnic subgroups have decreased over a 3-year trend in proficiency in math. The number of students meeting Catch Up & Keep Up has also decreased. NCCAT results concluded a lack of effective instructional strategies & Tier I misalignment with NVACS.Interim Assessments:According to the DEA results from the first benchmark to the second benchmark, kindergarten through second grade proficiency has not increased at a high rate and third grade proficiency decreased. Discovery Assessment test administration was not consistent last year and there were four benchmarks as opposed to the three benchmarks this year, so it is difficult to compare last year's Discovery results to this year's. However, there has not been as much growth as expected from 2013-2014 to 2014-15. Grade level proficiency rates on the EOY DEA were below 50% except for fourth grade who had a proficiency rate of 59.6%.RTI Processes and ELL Identification and Placement Processes:At this time, there is only one piece of the RTI process implemented. According to the RTI process data, there are a high number of students in need of reading Tier 3 support. First through third grades have the majority of students in RTI and all grades currently have two intervention groups due to the number of students below grade level in reading. There are also a number of students who were retained last year, still receiving RTI intervention.Demographic Trends:Over the last six years, the percent of students serviced with an IEP has increased nearly 5% and is at the highest point since 2009. Over identification of students for Special Education students may be an issue due to the lack of an RTI tracking process before this year. ELL demographics have decreased from 48.32%(2010-2011) to 37.19%(2013-2014). When reviewing ELL identification practices and placement, data analysis showed that many ELL students were not identified because the Home Language Survey had been filled out incorrectly. The most concerning trends according to the data analysis conducted during the CNA is the low proficiency in ELA according to the Discovery Assessment and that only one piece of RTI (reading) has been implemented and students are in need of RTI in math and writing as well as reading.Dearing ES is participating in a thorough School Improvement Process to identify strengths and weaknesses. Using the Reading Rangers program, we have built stamina in student reading. Targeted grade level math coaching has been implemented in all grade levels, which has increased math proficiency according to DEA data. The NCCAT-S conducted in 2013-2014 with a different administration and staff showed there was a need to deliver standards-based curriculum to all students, implement assessments aligned to standards and use effective instructional strategies to meet the learning needs of all students. The PLCs and math coaching that teachers have been participating in during this school year are addressing these issues successfully; however, more targeted professional development and coaching should increase the proficiency of ELA. The staff also needs more training in reading, interpreting and making instructional decisions based on data as observed during the data analysis completed with the staff. To increase student proficiency, a focus needs to be placed on focused PD in reading and math, frequent monitoring of teaching and learning and high standards and expectations for students. These characteristics can be addressed using an intervention in ensuring teacher effectiveness.



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:District Goal: Increase Grade 3 proficiency rates in reading. School Goal: By the end of the 2016-17 school year, 80% of students will master each school identified " essential" grade level standard (NVACS) in ELA as measured by writing samples and common grade level assessments.

Root Causes:There has been limited coaching in research-based Tier I reading and writing instruction which is evident by low growth in formative unit reading assessment results.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 40.37% to 50% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of all students proficient in reading from 38.46% to 50% by 2017 as measured by the Nevada School Performance Framework.

Measurable Objective 3:Increase the percent of ELL students proficient in reading from 33.33% to 38% by 2017 as measured by state assessments. Increase the percent of IEP students proficient in reading from 3% to 10% by 2017 as measured by state assessments.

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: 1.3, 2.1, 2.2



Teachers will receive professional development on a specific protocol/structure as well as strategies for providing Tier I ELA instruction that includes differentiation at all levels (low through advanced) in reading and writing. Strategists and administration will monitor Tier I instruction through regular observations to provide job-embedded coaching in ELA.

Title I: Primary ELA Strategist, Technology Strategist, 1003(a) Grant: Learning Strategist, Kagan PD, Reading Strategies PD Title I Set Aside: Prep buy-out for coaching/mentoring Extra-duty pay Substitutes

Observations, Coaching Logs, Pre-/Post-Assessment Results, and Interim Assessment Results

Analysis of observations will be conducted monthly by administration to plan future PD. Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs. Pre-/Post-assessment analysis will be conducted by teachers, strategists and administration after each assessment period. Interim assessments will be analyzed during STPT after benchmark assessment windows by teachers, strategists and administration.

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: Yes NCCAT-S Indicators: 1.9Teachers will provide training for families regarding strategies to assist children at home with reading and writing. Writing exemplars, rubrics and strategies for motivating students to read and write at home will be part of the training. Teachers will provide differentiated homework for students.

Title I: Materials and refreshments for parent events

Family Sign-in sheets, Title I evaluations, Pre-/Post-Assessment Results, and Interim Assessment Results

Strategists and Teachers will organize four family engagement events throughout the school year

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators: 1.3, 2.1, 2.2

Teachers will implement a specific protocol/structure for reading and writing Tier I instruction that includes differentiated instruction and meets the CCSD guidelines for allocated minutes for academic time. Teachers will monitor student progress using data analysis and plan/implement supportive instructional strategies for use during differentiated instruction and/or intervention.

Title I: Strategists; Instructional Assistant; Prep buy-out for RTI liaison; Core Knowledge Materials and Study Kits; ST Math; Imagine Learning; Fast Forward; Accelerated Reader; classroom technology

Observations, Coaching Logs, Pre-/Post-Assessment Results, and Data Trackers

Analysis of observations will be conducted monthly by administration to plan coaching. Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs. Pre-/Post-assessment and student data tracker analyses will be conducted by teachers, strategists and administration after each assessment period.

N/A

Comments:

1.4 Other (Optional)Continuation From Last

Year: YesNCCAT-S Indicators: 1.3, 2.4



Writing will be integrated across all content areas and other content areas will be integrated into the writing block.

Title I: Strategists; Instructional Assistant; Core Knowledge Materials and Study Kits; classroom technology;

RTI meeting notes, Imagine Learning & Fast ForWord Progress, STAR & AIMSweb Progress Monitoring

Analysis of observations will be conducted monthly by administration to plan coaching. Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs in writing. Pacing Guides and Integrated Unit Plans will be reviewed during weekly PLC meetings by teachers, grade level chairs and strategists. Pre-/Post-assessment analysis will be conducted by teachers, strategists and administration after each assessment period.

N/A

Comments:




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

Priority Need/Goal 2:District Goal: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math. School Goal: Teachers will assess 100% of students every other month and plan/implement supportive instructional strategies based on results as measured by student growth on assessments and RTI progress monitoring. By the end of the 2016-17 school year, 80% of students will master each school identified "essential" grade level standard (NVACS) as measured by writing samples and common grade level assessments.

Root Causes:Reading Discovery Education Assessment results are not showing the same growth over the course of the year as math, so more coaching and support need to be offered in ELA. According to an analysis of the RTI process, only one part of RTI has been implemented during the 2014-15 school year. Writing RTI needs to be a part of monitoring student proficiency in ELA due to the writing demands of the new state assessment. Math growth according to Discovery Education Assessment results are high, so coaching and structures for math instruction need to continue. Math RTI needs to be fully implemented and monitored.

Measurable Objective 1:Increase the percent of all students proficient in math from 30.43% to 40% by 2017 as measured by the SBAC.

Measurable Objective 2:Increase the percent of ELL students proficient in math from 29% to 39% by 2017 as measured by state assessments.

Measurable Objective 3:Increase the percent of IEP students proficient in math from 3% to 10% by 2017 as measured by state assessments.

Monitoring Status

N/A





sources)




Responsible

Monitoring

Status


Year: YesNCCAT-S Indicators: 1.3, 2.1, 2.2



Teachers will receive professional development on a specific protocol/structure as well as strategies and data analysis for providing Tier I instruction that includes differentiation at all levels (low through advanced) and intervention in reading, writing and math (math structure developed 2014-15). Strategists and administration will monitor Tier I instruction through observations to provide job-embedded coaching in ELA and math.

Title I: Primary ELA Strategist, Technology Strategist, 1003(a) Grant: Learning Strategist, Kagan PD, Reading Strategies PD Title I Set Aside: Prep buy-out for coaching/mentoring Extra-duty pay Substitutes

Observations, Coaching Logs, Pre-/Post-Assessment Results, and Interim Assessment Results

Analysis of observations will be conducted monthly by administration to plan future PD. Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs. Pre-/Post-assessment analysis will be conducted by teachers, strategists and administration after each assessment period. Interim assessments will be analyzed during STPT after benchmark assessment windows by teachers, strategists and administration.

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: Yes NCCAT-S Indicators: 1.9Teachers will provide training for families regarding strategies to assist children at home with reading, writing and math. Writing exemplars, rubrics and strategies for motivating students to read, write and activities for incorporating math at home will be part of the training. Teachers will provide differentiated homework for students.

Title I: Materials and refreshments for parent events

Reading Ranger graduations and data, parent sign-in sheets, Reading Ranger Communication, Reflex Math Fact data

Strategists and Teachers will organize four family engagement events throughout the school year

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators: 1.3, 2.1, 2.2

Teachers will implement a specific, consistent protocol/structure for Tier I instruction that includes differentiated instruction and meets the CCSD guidelines for allocated minutes for academic time in reading, writing and math (math structure developed during the 2014-15 school year). Teachers will monitor student progress using data analysis and plan/implement supportive instructional strategies for use during differentiated instruction and/or intervention.

Title I: Strategists; Instructional Assistant; Prep buy-out for RTI liaison; Core Knowledge Materials and Study Kits; ST Math; Imagine Learning; Fast Forward; Accelerated Reader; classroom technology

Observations, Coaching Logs, Pre-/Post-Assessment Results, and Data Trackers

Analysis of observations will be conducted monthly by administration to plan coaching. Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs. Pre-/Post-assessment and student data tracker analyses will be conducted by teachers, strategists and administration after each assessment period.

N/A

Comments:

2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: 1.3, 2.1, 2.2



Writing will be integrated across all content areas and other content areas will be integrated into the writing block.

Title I: Strategists; Instructional Assistant; Core Knowledge Materials and Study Kits; classroom technology;

Observations, Coaching Logs, Pacing Guides, Integrated Unit Plans, Pre-/Post-Assessment writing results (according to common assessment rubric - Correct Writing Sequence - CWS))

Analysis of observations will be conducted monthly by administration to plan coaching. Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs in writing. Pacing Guides and Integrated Unit Plans will be reviewed during weekly PLC meetings by teachers, grade level chairs and strategists. Pre-/Post-assessment analysis will be conducted by teachers, strategists and administration after each assessment period.

N/A

Comments:




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

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

Root Causes:Less than 95% of school-based administrators have attended mandatory cultural competency training.

Measurable Objective 1:By April 2017, 95% of school-based administrators (deans, assistant principals, and principals) will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts.

Monitoring Status

N/A





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: Administrators will participate in District mandated cultural competency training and complete online modules.

Pathlore, District mandated trainings, online modules

Pathlore transcripts and online module completion

Pathlore transcripts and online module completion - April 2017 - Administrators

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 II: Inquiry Process & Action Plan Design- Priority Need/Interventions

Based on the CNA, identify all that apply:2. Ensuring teachers are effective

Root Causes:According to the NSPF, Dearing ES received only 3 points in Gap Measures (12% of ELL students and 9% of IEP students are meeting AGP in reading and 9% of ELL students and 3% of IEP students are meeting AGP). Teachers at Dearing are in need of mentoring and coaching in unwrapping NVAC standards and providing consistent, effective Tier I instruction for all students especially IEP/ELL/FRL students. Teachers need professional development in using data to make instructional decisions including providing flexible, differentiated reading and math groups/intervention and Tier 1 instructional strategies. According to administration observations, teachers are not consistently integrating writing to help increase literacy skills across the curriculum which would also build the reading skills of the targeted ELL/IEP/FRL students.Measurable Objective 1:Increase the percent of ELL students proficient in reading from 25% to 35% and the percent of ELL students proficient in math from 34% to 44% by 2017 as measured by state assessments.Measurable Objective 2:Increase the percent of IEP students proficient in reading from 20% to 30% and the percent of IEP students proficient in math from 22% to 32% by 2017 as measured by state assessments.Measurable Objective 3:Increase the percent of FRL students proficient in reading from 44% to 60% and the percent of ELL students proficient in math from 44% to 60% by 2017 as measured by state assessments.

Monitoring Status

N/A



Resources and Amount

Needed for Implementation(people, time, materials, funding

sources)




Responsible

Monitoring

Status


Year: YesNCCAT-S Indicators: 1.3



Teachers will receive coaching, mentoring and job-embedded professional development from Title I strategists, Focus strategist and administration in the areas reading, writing and math to improve Tier I instruction. As part of the PD, a common protocol/structure will be established for Tier I instruction for reading and writing (the structure for math was successfully implemented during 2014-15) and teachers will receive PD and coaching on implementing the structure successfully in the classroom to meet the needs of all learners. New teachers to Dearing will participate in Kagan training. Dr.Brown from the University of Utah will provide on-site coaching and professional development in Tier 1 reading strategies.

Title I: Primary ELA Strategist, Technology Strategist, 1003(a) Grant: Learning Strategist, Kagan PD, Reading Strategies PD Title I Set Aside: Prep buy-out for coaching/mentoring; Extra-duty pay; Substitutes

Coaching logs, observations, pre-/post-observation notes, pre-/post-assessment results, and Interim results

Strategists will gather and analyze coaching logs on a monthly basis to determine individual teacher needs. Analysis of observations and pre-/post-observation notes will be conducted monthly by administration to plan future PD. Pre-/Post-assessment and interim assessment analysis will be conducted by teachers, strategists and administration after each assessment period and benchmark period to help determine coaching needs and determine student progress.

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

4.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators:N/A

Comments:

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

Comments:

4.4 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)

Title I and Parent involvement set-aside $303,969.60

Strategists (2) to provide PD, coaching and mentoring for teachers in Tier I instruction, Instructional assistant to work with students for Tier I/II/III instruction, Site Liaison to ensure Title I compliance, Prep buy out for RTI Liaison, Core Knowledge Materials and study kits, ST Math, Fast Forward, Accelerated Reader, Laptops, printers, interactive whiteboard system, materials and refreshments to encourage family engagement

Goals 1 and 2

School Improvement 1003(a) $110,829.70 Intermediate ELA strategist to provide PD, coaching and mentoring for teachers in Tier I instruction, Out-of District Consultant from University of Utah, Kagan Training, Core Knowledge Language Arts training Goals 1 and 2

Title I Set Aside $46,516.00 Extra-duty pay and substitutes for teachers to attend professional development, prep-buyouts for teachers to provide coaching and mentoring to new teachers 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.Dearing ES establishes and advertises high expectations for candidates. During interviews, clear pictures are provided to candidates and expectations are communicated by a panel of interviewers made up of grade level colleagues. We establish a clear communication and support system for all staff. Three strategists (Title I and 1003(a) funded) provide mentoring, modeling, and coaching for all teachers to build the capacity for unwrapping standards and creating, implementing, and evaluating curriculum and teacher practice. Teachers are offered ample opportunities to earn extra funds through extra duty pay and prep-buyouts for PD, collaboration and data analysis. Technology is provided for each teacher & there is a 1:2 technology ratio for students.

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.Laura Dearing E.S. has a series of Academic Family Nights focused on literacy & STEM providing resources for families to support instruction. Quarterly Title I meetings are provided to parents to educate parents on academic levels/data and strategies for supporting students at home. Through parent meetings, progress reports, & ongoing communication the goal is to help parents become more aware of the academic progress of their child. Communications are provided to parents in English & Spanish. Regular meetings with parents of struggling students are scheduled between the administration, teacher and parents to help involve parents and improve student performance. Parents are able to access student grades and attendance through the Infinite Campus Parent Portal.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).The pre-K teacher coordinates & integrates parent involvement programs to help prepare students for Kindergarten.. Dearing ES holds a Kinder Roundup in May to provide parents with information on registration and transitioning to Kinder. Kinder students are also offered a "Meet and Greet" in August to meet the teachers and see their classroom. Administration between Dearing ES & Jerome Mack collaborate & share data every 6 weeks. In fifth grade, the counselor works with students to prepare for the transition to middle school by arranging magnet school presentations & a walking field trip to the middle school for an orientation & getting acquainted with the middle school expectations and facilities.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.We have established a leadership team with grade level representation to look at the bigger picture and make decisions regarding next steps based on data from common assessments, interim assessments and other benchmark assessments. Teachers are given time during their weekly PLCs to look at standards, design instruction, create/plan for pre-/post assessments, look at data, and plan interventions based on the needs of the students. Strategists attend the PLCs to help guide discussions about instructional strategies and plan instruction based on the needs of the teachers determined by student assessment results on pre-/post-assessments, interim assessments and benchmark assessments (STAR and AIMSweb).

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll services provided are used to support ensuring teachers are effective at Dearing ES. Title I and Focus funds support strategist positions, professional development, and coaching for teachers that is job-embedded and prep-buyout for teachers to mentor and coach new teachers. Extra duty pay for PD, materials to support Tier I instruction and the writing to read initiative at the school, and materials/support for struggling students through Tier II/III instruction were purchased through Title I and 1003(a) funds. Title I funds and general budget funds were used to purchase supplemental materials to support Tier I/II/III instruction in math. Andson Foundation provides tutoring for students K-1.



APPENDIX A - Professional Development Plan

1.1Teachers will receive professional development on a specific protocol/structure as well as strategies for providing Tier I ELA instruction that includes differentiation at all levels (low through advanced) in reading and writing. Strategists and administration will monitor Tier I instruction through regular observations to provide job-embedded coaching in ELA.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will receive professional development on a specific protocol/structure as well as strategies and data analysis for providing Tier I instruction that includes differentiation at all levels (low through advanced) and intervention in reading, writing and math (math structure developed 2014-15). Strategists and administration will monitor Tier I instruction through observations to provide job-embedded coaching in ELA and math.


3.1Administrators will participate in District mandated cultural competency training and complete online modules.


4.1Teachers will receive coaching, mentoring and job-embedded professional development from Title I strategists, Focus strategist and administration in the areas reading, writing and math to improve Tier I instruction. As part of the PD, a common protocol/structure will be established for Tier I instruction for reading and writing (the structure for math was successfully implemented during 2014-15) and teachers will receive PD and coaching on implementing the structure successfully in the classroom to meet the needs of all learners. New teachers to Dearing will participate in Kagan training. Dr.Brown from the University of Utah will provide on-site coaching and professional development in Tier 1 reading strategies.

Intervention Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Teachers will provide training for families regarding strategies to assist children at home with reading and writing. Writing exemplars, rubrics and strategies for motivating students to read and write at home will be part of the training. Teachers will provide differentiated homework for students.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Teachers will provide training for families regarding strategies to assist children at home with reading, writing and math. Writing exemplars, rubrics and strategies for motivating students to read, write and activities for incorporating math at home will be part of the training. Teachers will provide differentiated homework for students.


3.2


4.2

Intervention Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:District Goal: Increase Grade 3 proficiency rates in reading. School Goal: By the end of the 2016-17 school year, 80% of students will master each school identified " essential" grade level standard (NVACS) in ELA as measured by writing samples and common grade level assessments.

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 40.37% to 50% by 2017 as measured by state assessments.Increase the percent of all students proficient in reading from 38.46% to 50% by 2017 as measured by the Nevada School Performance Framework.Increase the percent of ELL students proficient in reading from 33.33% to 38% by 2017 as measured by state assessments. Increase the percent of IEP students proficient in reading from 3% to 10% by 2017 as measured by state assessments.

StatusN/A

Comments:Oct 2015- The SPP was shared at a staff meeting in the Spring when it was drafted, and again in Sept when teachers were setting their personal goals. The plan has not yet been shared with the community. Nov 19th the plan will be shared with the community before the reading meeting. Currently, the learning strategist was filled, however, the school is short 1 teacher as the PAC hasn't opened. Prep buy-outs are being provided weekly. 1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Teachers will receive professional development on a specific protocol/structure as well as strategies for providing Tier I ELA instruction that includes differentiation at all levels (low through advanced) in reading and writing. Strategists and administration will monitor Tier I instruction through regular observations to provide job-embedded coaching in ELA.

N/A

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1.2Teachers will provide training for families regarding strategies to assist children at home with reading and writing. Writing exemplars, rubrics and strategies for motivating students to read and write at home will be part of the training. Teachers will provide differentiated homework for students.

N/A

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1.3Teachers will implement a specific protocol/structure for reading and writing Tier I instruction that includes differentiated instruction and meets the CCSD guidelines for allocated minutes for academic time. Teachers will monitor student progress using data analysis and plan/implement supportive instructional strategies for use during differentiated instruction and/or intervention.

N/A

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1.4 Writing will be integrated across all content areas and other content areas will be integrated into the writing block. N/A

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Priority Need/Goal 2Priority Need/Goal 2:District Goal: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math. School Goal: Teachers will assess 100% of students every other month and plan/implement supportive instructional strategies based on results as measured by student growth on assessments and RTI progress monitoring. By the end of the 2016-17 school year, 80% of students will master each school identified "essential" grade level standard (NVACS) as measured by writing samples and common grade level assessments.


Increase the percent of all students proficient in math from 30.43% to 40% by 2017 as measured by the SBAC.Increase the percent of ELL students proficient in math from 29% to 39% by 2017 as measured by state assessments.Increase the percent of IEP students proficient in math from 3% to 10% by 2017 as measured by state assessments.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1

Teachers will receive professional development on a specific protocol/structure as well as strategies and data analysis for providing Tier I instruction that includes differentiation at all levels (low through advanced) and intervention in reading, writing and math (math structure developed 2014-15). Strategists and administration will monitor Tier I instruction through observations to provide job-embedded coaching in ELA and math.

N/A

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2.2Teachers will provide training for families regarding strategies to assist children at home with reading, writing and math. Writing exemplars, rubrics and strategies for motivating students to read, write and activities for incorporating math at home will be part of the training. Teachers will provide differentiated homework for students.

N/A



Progress

BarriersNext Steps

2.3

Teachers will implement a specific, consistent protocol/structure for Tier I instruction that includes differentiated instruction and meets the CCSD guidelines for allocated minutes for academic time in reading, writing and math (math structure developed during the 2014-15 school year). Teachers will monitor student progress using data analysis and plan/implement supportive instructional strategies for use during differentiated instruction and/or intervention.

N/A

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2.4 Writing will be integrated across all content areas and other content areas will be integrated into the writing block. N/A

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


By April 2017, 95% of school-based administrators (deans, assistant principals, and principals) will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts.

StatusN/A

Comments:



3.1 Administrators will participate in District mandated cultural competency training and complete online modules.

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3.2

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3.3

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3.4

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Priority Need/InterventionsPriority Need/Interventions:2. Ensuring teachers are effective


Increase the percent of ELL students proficient in reading from 25% to 35% and the percent of ELL students proficient in math from 34% to 44% by 2017 as measured by state assessments.Increase the percent of IEP students proficient in reading from 20% to 30% and the percent of IEP students proficient in math from 22% to 32% by 2017 as measured by state assessments.Increase the percent of FRL students proficient in reading from 44% to 60% and the percent of ELL students proficient in math from 44% to 60% by 2017 as measured by state assessments.

StatusN/A

Comments:



4.1

Teachers will receive coaching, mentoring and job-embedded professional development from Title I strategists, Focus strategist and administration in the areas reading, writing and math to improve Tier I instruction. As part of the PD, a common protocol/structure will be established for Tier I instruction for reading and writing (the structure for math was successfully implemented during 2014-15) and teachers will receive PD and coaching on implementing the structure successfully in the classroom to meet the needs of all learners. New teachers to Dearing will participate in Kagan training. Dr.Brown from the University of Utah will provide on-site coaching and professional development in Tier 1 reading strategies.

N/A

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4.2 N/A



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4.3 N/A

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4.4 N/A

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Documents

School Performance Planccsd.net/schools/school-performance-plans/pdfs/... · Jessica Adams 3rd Grade Teacher Eric Holder 2nd Grade Teacher Rosalynda Sweeney Strategist Kellie Tanner