School Performance Plan - Clark County School …ccsd.net/schools/school-performance-plans/pdfs/ccsd/Fyfe...materials. Students are not consistently provided time to read on their

School Performance Plan

School NameFyfe, Ruth ES

Address (City, State, Zip Code, Telephone):4101 W Bonanza Rd

Las Vegas, NV 89107-2103, (702) 799-4191

Superintendent/Assistant Chief: Pat Skorskowski / Brenda Larsen-Mitchell

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

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 PositionJessica Naverette Parent Alasha Woods PrincipalMichelle Bynum Assistant Principal Kim Derflinger Title 1 Strategist

Roxanne Malone-Wilson First Grade Cheryl Sacca First GradeMark Laity Special Gilda Austin Kindergarten

Silvia Loomis Second Grade Aelaine Renta Third GradeMichele Fine Fourth Grade Janet Lowe Fifth GradeJoyce Decoy Special Education Lidia Milicevic Counselor

Nevada Department of Education Fyfe, Ruth ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/17/2016 Page 1 Nevada Department of Education - June 2016

Carrie Northcutt Community/Early Childhood Paris Brinson TFA Support Staff



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

Statewide Assessments Achievement Gap Data Achievement Gap DataFormative Assessments Practice AMAOs/ELPA Analysis NANA NA NANA NA NANA NA NAOther: NCCAT RESULTS 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.AIMSweb school wide baseline data showed the percent of students proficient in reading (RCBM) at the 50th percentile or above: Grade 1:36%, Grade 2:39%, Grade 3: 32%, Grade 4: 55%, and Grade 5: 38%. Proficiency in math(MCOMP) at the 50th percentile or higher was: Grade 1: 61%, Grade 2: 31%, Grade 3: 37%, Grade 4: 28%, and Grade 5: 46%.

15-16 Smarter Balanced Assessment Baseline Data:English Language Arts:Overall, 23.81% of 3rd-5th grade students were proficient in ELA (Grade 3:16%; Grade 4: 29%; Grade 5: 29%). The District's overall average is 48% proficient. ELA proficiency rates increased from 3rd-5th grade.The highest performing ethnic subgroups were Native American and Caucasian (43% proficient- 10 students). The lowest performing ethnic subgroups were Black and Hispanic (22% proficient- 34 students). There is a gap of 21 points between the highest and lowest performing groups. Four percent of students who have an Individualized Education Plan (IEP) were proficient, while 27% of students without an IEP were proficient. English Language Learners (ELL) were proficient at a rate of 9%, while students who are not ELL were 36% proficient. Female students (28% proficient) slightly out-performed male students (21% proficient).Math:Overall, 14.29% of 3rd-5th grade students were proficient in math (Grade 3:16%; Grade 4: 18%; Grade 5: 8%). The District's overall average is 31% proficient. Math proficiency rates decreased from 3rd - 5th grade, with a slight increase in 4th grade. The highest performing ethnic subgroups were Native American and Caucasian (26% proficient- 6 students). The lowest performing ethnic subgroups were Asian, Multi-racial, and Pacific Islander (0% proficient- 12 students). There is a gap of 26 points between the highest and lowest performing subgroups. Four percent of students who have an Individualized Education Plan (IEP) were proficient, while 16% of students without an IEP were proficient. English Language Learners (ELL) were proficient at a rate of 9%, while students who are not ELL were 19% proficient. Male students (17% proficient) slightly out-performed female students (11% proficient).

WIDA (Access for ELL's) data showed 15% proficient, at or above target. A total of 163 students were tested and 24 qualified to exit ELL status.



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 proficiency rates in Grade 3 reading.

Root Causes:An analysis of NCCAT review data revealed not all teachers followed through on PD. Resources for teaching were not aligned to standards, resulting in teachers using a variety of supplemental materials. Students are not consistently provided time to read on their own. Students are not engaged in all classroom activities and lessons. Student attendance is inconsistent.

Measurable Objective 1:Increase the percent of 3-5 grade students proficient in reading. Specifically, 3rd from 16% to 19%; 4th: 26% to 29%; and 5th 29% to 32% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of K-2 grade students proficient in reading/ELA (AIMSweb). Specifically, Kindergarten from 41% to 44%; 1st: 37% to 40%; and 2nd 39% to 42% by 2017 as measured by district-wide 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: Yes NCCAT-S Indicators: K-5 Teachers will increase participation in PLCs to collaborate and unwrap NVACS, so that they increase their proficiency in delivery of Tier I instruction. Teachers will participate in PD as prescribed by the Read by 3 Learning Strategists.

STRATEGIC BUDGET: District Personnel Instructional Supplies READ BY THREE: 4 Learning Strategists TITLE I FUNDS: Licensed extra-duty pay for collaboration ($1242); Substitutes for professional development ($6300)

PLC Training Agendas and Sign-In sheets Grade level long range plans for improving reading instruction Smarter Balanced Interim Data Results SBAC Test Data Results PD Agendas and Sign-In sheets Lesson Plans

August 2016-May 2017 Administration Teachers IDPL and RPDP department Read by 3 Learning Strategists

N/A

Comments:Action step is revised from previous year.



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

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Teachers will provide Parent Night activities in February aligned to NVACS, so that parents become familiar with reading standards, grade level expectations, and reading strategies geared at improving student achievement. FACES department will provide additional training in literacy strategies.

STRATEGIC BUDGET: Teachers F.A.C.E.S. Department personnel TITLE I FUNDS: Extra-duty pay for Title I site liaison duties ($621); Instructional materials for family nights ($99); Support Staff extra-duty pay for translating parent materials and attending family nights ($650); Refreshments for parent events and meetings ($408); Instructional materials for parent events and meetings ($572.20)

Family Night Agendas; Sign In Sheets; Parent Surveys

August 2016-April 2017 District Personnel; Title 1 Liaison Teachers; Support Staff; Administration

N/A

Comments:Action step is revised from previous year.

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will participate in training on Formative and Summative Assessments to understand the purpose of assessment, refine implementation and analysis of assessments, so that student achievement is tracked, monitored, and responded to when improvement in achievement is not evident.

District Personnel; Testing Materials

Smarter Balanced Interim Assessment Analysis SBAC Test Analysis; Benchmark Test Analysis; Common Assessments

August 2016-June 2017 Administration; Teachers; Title 1 Strategist; Read by 3 Learning Strategists

N/A

Comments:This is a continued action step necessary to increase student achievement.

1.4 Other (Optional)Continuation From Last


Increase parent participation in Parent Conference Week attendance, Family Academic Nights and Parent Training Classes

STRATEGIC BUDGET:2,571,717.50 School staff to implement Family Nights and Parent Conference Week F.A.C.E.S. Department: Monthly trainings TITLE I FUNDS: Instructional materials for family nights ($99); Support Staff extra-duty pay for translating parent materials and attending family nights ($650); Refreshments for parent events and meetings ($408); Instructional materials for parent events and meetings ($572.20)

Title 1 Sign In Sheets; Parent Conference Week Sign In Sheets; Parenting Classes Sign In Sheets;

Parent Conference Week- December; Family Academic Nights, February; Parenting Classes- January - May

N/A

Comments:





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: Increase student achievement in mathematics.

Root Causes:Professional development was provided in math. However, it was not aligned to classroom instruction. Professional Development focused on math stations and Investigation games. Strategies learned during training were not consistently implemented in the classroom. Grade level collaboration was not followed up on by teachers. Plans devised were not consistently implemented, and did not employ all students' cognitive abilities. Data gathered was not used to devise lessons. Staff commitment to the School Performance Plan was not consistent.

Measurable Objective 1:Increase the percent of 3-5 grade students proficient in Math. Specifically, 3rd from 16% to 19%; 4th 18% to 21%; and 5th 8% to 11% by May 2017 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between the District highest performing subgroup and lower performing ethnic/racial supergroup from 48 to 34 by 2017 as measured by state assessments.

Measurable Objective 3:Reduce the reading proficiency gap between the District highest performing subgroup and lower performing ethnic/racial supergroup from 47 to 33 by 2017 as measured by state assessments.

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 Responsible

Monitoring

Status

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



K-5 Teachers will increase participation in PLCs to collaborate and unwrap NVACS, so that they increase their proficiency in delivery of Tier I instruction. Teachers will participate in Professional Development in Assessment, Standards of Mathematical Practices, Problem Solving and Components of an Effective lesson.

Strategic Budget-$2,571,717.50; District Personnel; Title I Instructional Supplies $700; Investigation materials; NVACS; Number Talks Resources; NEPF resources; Math Framework TITLE I FUNDS: Licensed extra-duty pay for collaboration ($1242); Substitutes for professional development ($6300)

PLC training agendas and Sign-in sheets; Grade level plans for improving math instruction; AIMSweb Data Results; SBAC Test Data Results

August 2016-May 2017 Administration; Teachers; Math liaison; RPDP department

N/A

Comments:


Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last


Teachers will provide Parent Night activities in February aligned to NVACS so that parents become familiar with math standards, curriculum, grade level expectations, and math strategies geared at improving student achievement.

Strategic Budget-$2,571,717.50 Teachers; Support Staff; F.A.C.E.S. Department TITLE I FUNDS: Extra-duty pay for Title I site liaison duties ($621); Instructional materials for family nights ($99); Support Staff extra-duty pay for translating parent materials and attending family nights ($650); Refreshments for parent events and meetings ($408); Instructional materials for parent events and meetings ($572.20)

Family Night Agendas and Sign In Sheets; Parent Surveys

August 2016-April 2017 Title 1 Liaison; Teachers; Support Staff; Math liaison; Administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will participate in training on Formative and Summative Assessments to understand the purpose of assessment, refine implementation and analysis of assessments so that student achievement is tracked, monitored, and responded to when improvement in achievement is not evident.

Strategic Budget-$2,571,717.50 Teachers; Administrators; District Personnel; Testing Materials

Staff Training Agendas and Sign In Sheets; SBAC Test Analysis; Benchmark Test Analysis; Common Assessments

August 2016-May 2017 Administration; Teachers; RPDP; Math liaison

N/A

Comments:

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

Comments:





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

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory 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)

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

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in a professional development session provided by the Equity and Diversity liaison and school site liaison.

Training materials from E&DD Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during SBCT days.

N/A

Comments:


Responsible

Monitoring

Status



3.2 Family Engagement (Optional)Continuation From Last


During Family engagement night in March, specialist teachers will provide culturally responsive activities and resources for families to address cultural awareness.

Strategic Budget-$2,571,717.50 Teachers; Support Staff; TITLE I FUNDS: Extra-duty pay for Title I site liaison duties ($621); Instructional materials for family nights ($99); Support Staff extra-duty pay for translating parent materials and attending family nights ($650); Refreshments for parent events and meetings ($408); Instructional materials for parent events and meetings ($572.20)

Family Night Agendas and Sign In Sheets; Parent Surveys

October and March Title 1 Liaison; Teachers; Support Staff; Equity and Diversity Liaison; Administration

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: Cultural Proficiency Survey 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)

Strategic Budget $2,571,717.50 Personnel, textbooks, professional development, facilities, technology, field trips, instructional supplies Goals 1, 2 and 3

16-17 Title I & Parent Involvement Set-Aside $164,650.20

Learning Strategist to work with students ($75,000);

Class Size Reduction Teacher - ($75,000);

Extra-duty pay for Title I site liaison duties ($621);

Licensed extra-duty pay for collaboration ($1242);

RenLearn license renewals ($4300);

Headphones, iPads, and LCD projectors ($458);

Substitutes for professional development ($6300);

Instructional materials for family nights ($99);Support Staff extra-duty pay for translating parent materials and attending family nights ($650);

Refreshments for parent events and meetings ($408);Instructional materials for parent events and meetings ($572.20)

Goals 1 and 2

Read by 3 Grant $68,650

Learning Strategists prep buy out($32,400)

DRA Kits ($1,350);

Substitutes for professional development ($19,360);

Before and After School tutoring($9,540)E-books site license($6,000)

Goal 1

ELL Title III $5,115.00Licensed extra-duty pay for professional development($880);

Tutoring($3,960);Tutoring Prep($275)

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.Teachers are recruited using the Search Soft System in HR. Candidates' credentials are examined to ensure they are highly qualified. District resources and supports are used to offer mentoring and coaching to teachers, extra duty pay for training, and daily common grade level collaboration opportunities. Interviews are structured to gain information about the candidates and share information about the unique characteristics of the school and community.

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.The school recruits parents to join and lead the PTA. Family Nights and parent training are provided to educate parents about the school and academic standards. Parents have access to student grades and attendance through the Infinite Campus Parent Portal. Open House activities are provided to give parents an opportunity to meet the staff and gain an understanding of the school year expectations. The annual Accountability Report, WIDA data, and summative assessment information is mailed home and shared during SPP meetings.

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.).Pre K students interact with kindergarten students. Title 1 Family meetings are held in Pre-K to inform parents of school and community resources. Open House is held in August to present parents with information prior to school starting. Literacy Lift off program implemented to assist students with kindergarten and first grade transition. 5th grade students participate in transition activities such as visits to feeder school, and presentations by middle school counselors. Parents receive information on future college supports.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers are provided ongoing professional development for the purpose of implementing assessments, analyzing data results, and devising common assessments. AIMSweb, Smarter Balanced Interims, Access for ELL's, and Smarter Balanced summative assessments are administered throughout the year. Teachers meet weekly to analyze data and receive feedback from administration. Additional Title 1 funds are used for long range planning. Teachers devise grade level common assessments to ensure mastery toward TIER I instruction.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle 1 and the strategic budget funds are used to support instruction. Funding sources and their purposes are embedded in the Title 1 Plan. Annually, the Accountability report is provided to the public to reveal funding sources. Title 1 required Annual Parent meetings are held to examine the Title 1 budget. School Governance Committees routinely participate in a review of school funds and provide input for their use and effectiveness. A parent is part of the SPP Committee.



APPENDIX A - Professional Development Plan

1.1K-5 Teachers will increase participation in PLCs to collaborate and unwrap NVACS, so that they increase their proficiency in delivery of Tier I instruction. Teachers will participate in PD as prescribed by the Read by 3 Learning Strategists.

Goal 1 Additional PD Action Step (Optional)

2.1K-5 Teachers will increase participation in PLCs to collaborate and unwrap NVACS, so that they increase their proficiency in delivery of Tier I instruction. Teachers will participate in Professional Development in Assessment, Standards of Mathematical Practices, Problem Solving and Components of an Effective lesson.


3.1All staff will participate in a professional development session provided by the Equity and Diversity liaison and school site liaison.




APPENDIX B - Family Engagement Plan

1.2Teachers will provide Parent Night activities in February aligned to NVACS, so that parents become familiar with reading standards, grade level expectations, and reading strategies geared at improving student achievement. FACES department will provide additional training in literacy strategies.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Teachers will provide Parent Night activities in February aligned to NVACS so that parents become familiar with math standards, curriculum, grade level expectations, and math strategies geared at improving student achievement.


3.2During Family engagement night in March, specialist teachers will provide culturally responsive activities and resources for families to address cultural awareness.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase proficiency rates in Grade 3 reading.

Measurable Objective(s):

Increase the percent of 3-5 grade students proficient in reading. Specifically, 3rd from 16% to 19%; 4th: 26% to 29%; and 5th 29% to 32% by 2017 as measured by state assessments.Increase the percent of K-2 grade students proficient in reading/ELA (AIMSweb). Specifically, Kindergarten from 41% to 44%; 1st: 37% to 40%; and 2nd 39% to 42% by 2017 as measured by district-wide assessments.

StatusN/A

Comments:

1.1 Professional Development: Action step is revised from previous year.1.2 Family Engagement: Action step is revised from previous year.1.3 Curriculum/Instruction/Assessment: This is a continued action step necessary to increase student achievement.1.4 Other:

Mid-Year End-of-Year

1.1 K-5 Teachers will increase participation in PLCs to collaborate and unwrap NVACS, so that they increase their proficiency in delivery of Tier I instruction. Teachers will participate in PD as prescribed by the Read by 3 Learning Strategists. N/A

Progress

Barriers

Next Steps

1.2Teachers will provide Parent Night activities in February aligned to NVACS, so that parents become familiar with reading standards, grade level expectations, and reading strategies geared at improving student achievement. FACES department will provide additional training in literacy strategies.

N/A

Progress



Barriers

Next Steps

1.3Teachers will participate in training on Formative and Summative Assessments to understand the purpose of assessment, refine implementation and analysis of assessments, so that student achievement is tracked, monitored, and responded to when improvement in achievement is not evident.

N/A

Progress

Barriers

Next Steps

1.4 Increase parent participation in Parent Conference Week attendance, Family Academic Nights and Parent Training Classes N/A

Progress

Barriers

Next Steps




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: Increase student achievement in mathematics.


Increase the percent of 3-5 grade students proficient in Math. Specifically, 3rd from 16% to 19%; 4th 18% to 21%; and 5th 8% to 11% by May 2017 as measured by state assessments.Reduce the math proficiency gap between the District highest performing subgroup and lower performing ethnic/racial supergroup from 48 to 34 by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District highest performing subgroup and lower performing ethnic/racial supergroup from 47 to 33 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:


2.1K-5 Teachers will increase participation in PLCs to collaborate and unwrap NVACS, so that they increase their proficiency in delivery of Tier I instruction. Teachers will participate in Professional Development in Assessment, Standards of Mathematical Practices, Problem Solving and Components of an Effective lesson.

N/A

Progress

Barriers

Next Steps

2.2 Teachers will provide Parent Night activities in February aligned to NVACS so that parents become familiar with math standards, curriculum, grade level expectations, and math strategies geared at improving student achievement. N/A



Progress

BarriersNext Steps

2.3Teachers will participate in training on Formative and Summative Assessments to understand the purpose of assessment, refine implementation and analysis of assessments so that student achievement is tracked, monitored, and responded to when improvement in achievement is not evident.

N/A

Progress

Barriers

Next Steps

2.4 N/A

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 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 All staff will participate in a professional development session provided by the Equity and Diversity liaison and school site liaison. N/A

Progress

Barriers

Next Steps

3.2 During Family engagement night in March, specialist teachers will provide culturally responsive activities and resources for families to address cultural awareness. N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School …ccsd.net/schools/school-performance-plans/pdfs/ccsd/Fyfe...materials. Students are not consistently provided time to read on their