School Performance Plan - Clark County School Districtccsd.net/schools/school-performance-plans/pdfs/ccsd/Cashman.James.MS.pdfFurther, historical data is limited as we were a SBAC

School Performance Plan

School NameCashman, James MS

Address (City, State, Zip Code, Telephone):4622 W Desert Inn Rd

Las Vegas, NV 89102-7115, (702) 799-5880

Superintendent/Assistant Chief: Pat Skorkowsky / Felicia Gonzales

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Middle School

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 PositionDwayne Dukes Parent Allan Diskin Parent

Misti Taton Principal Kristin Asa Theme Coordinator/Math DCJoseph Anderson Social Studies/DC David Vivo Art/Electives DC

Jeff Pienta PE/DC Kathy Sweet SpringBoard Coach/ELA DCMichael Murphy Counselor Andrew Chicvara Science/DC

Nicole Baumgartner SEIF/SpEd DC Anna Radef Science

Nevada Department of Education Cashman, James MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/15/2016 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) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Formative Assessments Practice Achievement Gap Data Individualized Education Programs (IEP)Summative Assessments Placement (Proficiency Levels) Achievement Gap DataCoordination of Services for FRL, ELL, IEP students AMAOs/ELPA Analysis NANA NA NAOther: 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.We have limited proficiency data from 15-16 school year. No results were provided for students who took the EOC's; therefore, we have no math scores for over 250 of our top 8th graders and approximately 100 of the top 7th graders. Further, historical data is limited as we were a SBAC pilot school for 13-14 and have limited math data and no data for the 14-15 school year due to SBAC "glitches". Our areas of concern are based on information used for the 15-16 SBAC data.

Areas of Concern: Statewide trend data is unavailable due to piloting and glitches with the SBAC test. For 15-16 data, it is not comparable to previous years' Nevada School Performance Framework (NSPF) data due to students being administered the EOC's in mathematics. 15-16 SBAC data will not accurately reflect the math proficiency of Cashman Middle School students. Based on 15-16 SBAC data, Cashman's areas of concern are students on Individual Education Plans (IEP) and those identified as Limited English Profcient (LEP). IEP students are 6.93% proficient in mathematics and 4.85% proficient in ELA. LEP students are 1.69% proficient in mathematics and 12.26% proficient in ELA.

Positive Trends: Based on 15-16 Smarter Balanced Assessment Consortium (SBAC) data, for the English Language Arts (ELA) test, Black students in 6th, 7th, and 8th grade were 48.18% proficient, 70.2% higher than the district proficiency rate of 28.31%. Multiracial students in 6th, 7th, and 8th grade were 70.49% proficient, 88.17% higher than the district proficiency rate of 37.46%. This growth in the subgroups is a result of the adoption of and the instruction in all comprehensive language classes of SpringBoard curriculum and Pre-AP strategies. Further, the gains in ELA can be attributed to the ELA teachers work on the calibration and alignment of instruction through extensive PLC. All staff development is centered around cross curricular reading and writing strategies, as well as productive academic discourse. Further, pre and post Gates-MacGinitie tests have shown gains for all students in both vocabulary and comprehensive. Based on the 15-16 SBAC data for mathematics, Black students in the 6th, 7th, and 8th grades were 24.11% proficient, 60% higher than the district proficiency rate of 15.08%. Multiracial students were 46.67% proficient, 20% higher than the district proficiency rate of 38.96%.



HOPE 2 Intervention

Focus of Intervention:NA - Funds not received for 2016-2017 To reduce the number of suspensions and expulsions specifically within the minority subgroups by providing alternatives to suspension/expulsion including early intervention.

Monitoring Plan:Incident logs will be monitored monthly, weekly behavior checks, and counselor referrals. Identified students assigned and in-school mentor.

Evaluation Plan:Analysis of discipline files for targeted group to determine an overall decrease in behavior that resulted in administrative action.



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:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Root Causes:Lack of exposure to grade-level reading material and ineffective use of reading strategies (i.e. Close Reading, scaffolding, text dependent questioning, and pre-reading) in all classes.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 23.1 to 20.1 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: Yes NCCAT-S Indicators: During PLC's, teachers will develop strategies for use of grade level reading materials in all classes and receive PD from a literacy strategist/reading specialist in reading strategies and text dependent questioning. Utilization of SpringBoard online by all ELA teachers. Quarterly Saturday PDs focusing on differentiation and curriculum mapping. SBCT time utilized for ELL strategies to increase academic discourse and leverage asset orientation.

PD and materials: PLC's, extra duty pay, sub release pay, supplemental high interest grade level material. Lab and iPads dedicated to ELA department. New technology, substitutes, and extra duty pay will be funded with Title I money.

Improvement in Gates MacGinitie scores, admin observations, text book use, lesson plans, common assessment results, PLC agendas, PD agendas/resources/materials

Admin will analyze the productivity of PLC's, common assessments, lesson plans, and the implementation of reading strategies via observations and artifacts on a monthly basis.

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: Provide parents with reading intervention strategies during student-led conferences and academic Family Nights.

Materials and staffing for parent Family Nights. Family Nights funded through Title I.

Parent sign-in sheets, Family Night evaluations, conference agendas, Family Night fliers, ELA quarterly letters

Family Nights: October 2016, January 2017, March 2017 ELA quarterly letters: September 2016, November 2016, February 2017, April 2017 Administration and Content Area Departments

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Reading intervention strategies and accomodations for students who are performing below targets. Blocked ELA classes in all grade levels. Science/Social Studies using targeted reading strategies with grade level material. Science/Social Studies implementing novel units to complement non-fiction reading content.

Reading Strategies PD, Reading Horizons Intervention Program, Reading Plus Intervention Program,

Progress monitoring reports, common reading assessments, administration observations, reflective depository items

Data/evidence will be analyzed monthly in PLC's and weekly by administration.

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Leveraged Title III funds to use soccer as a vehicle to increase literacy proficiency. N/A

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.

Root Causes:There were no clear effective intervention strategies for students performing below grade level in math nor data targeted remediation. There was a lack of consistency in teaching grade level material, by using SpringBoard curriculum, across all math classes (resource, CC, regular, accelerated).

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 39.6 to 34.9 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: PLC's to analyze common assessments and plan for interventions. Pre-AP strategies across the curriculum instead of just Math/English. Specific Pre-AP scaffolding strategies for those who need it and how to extend for those who are doing well. How to implement small groups. Quarterly Saturday PD focusing on differentiation strategies and curriculum mapping. Implemented math/science integration. SBCT dedicated to academic discourse and leveraging assets orientation. Use of ALEKS for assessment/remediation/enrichment.

Time allocated for SDD trainings. Quarterly pullout for math/science teachers. Replacement technology. Funding provided through Title 1 for substitutes, technology, and software.

PLC Agendas; student work; embedded assessments; common assessment data SDD training by Cashman trainers on strategies to teach all teachers how to use Pre-AP strategies. Mid-point/grade level meeting notes/review off assessment. Training on how to implement small groups/goal setting.

Math Teachers; Cashman teachers who can lead PD; Cashman Pre-AP Coaches

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: Provide parents with remediation class info and strategies to help at home through Family Nights and PTC's. Invite parents to sit in on class to see how content is delivered. Implement Cougars' Den referral and 0 hour help

Sign-In Sheets; Conference Agendas; Invitations; Parent Night Flyers; Translators

Parent/Student contracts for remediation classes. Handouts for parents with skills and strategies to help at home. Worksheets to hit basic skills to review with students at home. Parent Conference Notes.

October, December, January, March Administration/Counselors/Vivo/Asa Sweitzer/Sweet

On Task

Comments:

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

YesNCCAT-S Indicators:

Implement targeted remediation classes for students who are below grade level.

List of students who are recommended based on standardized test score, class grades, and teacher recommendations. Teachers to teach the classes and time built into the scheduled (before, after, or during school day). Funding provided through Title 1, 21st Century Grant, and/or General Flex Budget

Lesson plans for remediation classes; Pre-test/mid-test/post-test data; master schedule

Second semester Administration

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: 7th and 8th grade math teachers will loop with their students, having them for 2 consecutive years.

Consistent teachers

Test score improvement Teachers know where weaknesses and strengths are of students; interventions implemented for those strengths and weaknesses.

Each year; math teachers will move up with 7th grade students to 8th grade.

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: NCCAT-S Indicators: All staff will participate in a professional development session provided by the District's Equity and Diversity Department. Part of ELL Cohort A - portion of all SBCT is focused on cultural competency.

Training materials from E&DD and ELL

Sign-in sheets, Teacher observation data (NEPF)

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

N/A

Comments:

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

3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators:



N/A

Comments:

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

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to

Priority Need/GoalAmount Received for this School Year

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

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

Title I $452,960 professional development, STPT, technology, teacher mentoring, 3 CSR-English, 1 additional IA, family access Goals 1 and 2

Gen Budget $240,175 (includes carry over, gate proceeds, grant, and additional District funds) consumables, supplies, technology Goals 1 and 2

21st Century - After School Grant $155,000 math/ELA intervention, student engagement, increase attendance, access to enrichment activities otherwise not afforded our students Goals 1 and 2

ELL Funded Language and Learners Support $15,602 Using soccer as a vehicle for building oral and written skills and fostering

student/parent engagement Goals 1, 2 and 3



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.The school community promotes the reputation of the school as a highly academic, student-centered, and community empowered environment. Cashman Middle School encourages teachers to be involved in district level cadres and leadership opportunities and trainings. Hired teachers must have HQT status. Mentoring opportunities are provided for all teachers. For in district candidates, admin/DCs do unannounced visits to observe teachers teaching at their respective site prior to hiring. Admin sits on ARL Q&A panels to promote school and attract candidates. Actual interviews are held as a commitee to include teachers, DCs, and admin.

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.In order to increase family engagement, Cashman Middle School will host academic family nights three times per school year that includes a Parent Advisory Committee (PAC) meeting. Engaging activities in content areas will be provided as learning experiences for families. Beyond progress reports and report cards, parents are provided " paper" data at yearly PTSAPT and all parent/team meetings. Data includes historical data on WIDA, CRTs, Gates, interims, and academic progress, etc. Infinite Campus ( IC ) is also used to communicate "real" time academic progress. Monthly student-written newsletter that highlights both academic and extracurricular events will be published. Academic teams make positive phone calls to all families prior to Open House. After school program, Cougars Den, provides a parent component. Before 6th graders are a part of the Cashman community, families are reached out to in a myriad of ways, including home visits for Bridge recruitment, incoming parent Open House in May, and a last day day of Cub Camp tailored to the families and a creation of a Cashman " Bucket List".

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 5th and 6th grade Bridge program provides the school's lowest achieving students a smooth transition into middle school and give them a head start in Reading and Math strategies required at this level. The 5th grade orientation invites families to Cashman to familiarize them with the school. Cub Camp occurs before the beginning of the school year. All incoming 6th grade students are invited to spend a week on campus engaging in activities designed to prepare them for middle school. In May, Cashman holds an orientation for all incoming 5th graders from feeder schools.School Counselors review transcripts with all 8th grade students to provide for a smooth transition into high school. 8th grade students also visit Clark High School and attend their annual Aloha Assembly. Band, Orchestra, Choir, and Student Council also sponsor co-events with Clark High School. Counselors hold articulation breakfasts throughout the year. Flagging of student concerns ( probation) and vertical articulation ( magnet/comprehensive) are completed.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.All staff are provided with historical data (SBAC, Gates, interim scores, etc.) to use for planning. Grade level ELA/Math courses utilize the same rubric for Embedded Assessments. Science and Social Studies departments utilize common assessments.Weekly ELA team academic meetings and quarterly release day for Math/Science integration occurs. Quarterly core content academic planning occurs. Vertical articulation, department articulation and calibration, and SBCTs also takes place. Data sources used include ALEKS, Embedded Assessments, Gates-MacGinitie,SBAC data, and teacher generated common assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle I funds are used for PD for teachers and parent involvement. This is documented through reports, agendas, sign-in sheets, and evaluations. Assessments are analyzed to determine areas of need/plan expenditures of the CCSD general budget, special projects through grants, and Title I Funds. Team leaders, DCs, and parent representatives review expenditures quarterly. PASS money is used to fund the math program Plato and Reading Plus. Advisory Boards are held for AMSE and ASAS to review needs.



APPENDIX A - Professional Development Plan

1.1During PLC's, teachers will develop strategies for use of grade level reading materials in all classes and receive PD from a literacy strategist/reading specialist in reading strategies and text dependent questioning. Utilization of SpringBoard online by all ELA teachers. Quarterly Saturday PDs focusing on differentiation and curriculum mapping. SBCT time utilized for ELL strategies to increase academic discourse and leverage asset orientation.

Goal 1 Additional PD Action Step (Optional)

2.1PLC's to analyze common assessments and plan for interventions. Pre-AP strategies across the curriculum instead of just Math/English. Specific Pre-AP scaffolding strategies for those who need it and how to extend for those who are doing well. How to implement small groups. Quarterly Saturday PD focusing on differentiation strategies and curriculum mapping. Implemented math/science integration. SBCT dedicated to academic discourse and leveraging assets orientation. Use of ALEKS for assessment/remediation/enrichment.


3.1All staff will participate in a professional development session provided by the District's Equity and Diversity Department. Part of ELL Cohort A - portion of all SBCT is focused on cultural competency.




APPENDIX B - Family Engagement Plan

1.2Provide parents with reading intervention strategies during student-led conferences and academic Family Nights.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Provide parents with remediation class info and strategies to help at home through Family Nights and PTC's. Invite parents to sit in on class to see how content is delivered. Implement Cougars' Den referral and 0 hour help


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 23.1 to 20.1 by 2017 as measured by state assessments.

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

During PLC's, teachers will develop strategies for use of grade level reading materials in all classes and receive PD from a literacy strategist/reading specialist in reading strategies and text dependent questioning. Utilization of SpringBoard online by all ELA teachers. Quarterly Saturday PDs focusing on differentiation and curriculum mapping. SBCT time utilized for ELL strategies to increase academic discourse and leverage asset orientation.

Progress

Barriers

Next Steps

1.2 Provide parents with reading intervention strategies during student-led conferences and academic Family Nights.

Progress



Barriers

Next Steps

1.3Reading intervention strategies and accomodations for students who are performing below targets. Blocked ELA classes in all grade levels. Science/Social Studies using targeted reading strategies with grade level material. Science/Social Studies implementing novel units to complement non-fiction reading content.

Progress

Barriers

Next Steps

1.4 Leveraged Title III funds to use soccer as a vehicle to increase literacy proficiency.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 39.6 to 34.9 by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1

PLC's to analyze common assessments and plan for interventions. Pre-AP strategies across the curriculum instead of just Math/English. Specific Pre-AP scaffolding strategies for those who need it and how to extend for those who are doing well. How to implement small groups. Quarterly Saturday PD focusing on differentiation strategies and curriculum mapping. Implemented math/science integration. SBCT dedicated to academic discourse and leveraging assets orientation. Use of ALEKS for assessment/remediation/enrichment.

Progress

Barriers

Next Steps

2.2 Provide parents with remediation class info and strategies to help at home through Family Nights and PTC's. Invite parents to sit in on class to see how content is delivered. Implement Cougars' Den referral and 0 hour help

Progress



Barriers

Next Steps

2.3 Implement targeted remediation classes for students who are below grade level.

Progress

Barriers

Next Steps

2.4 7th and 8th grade math teachers will loop with their students, having them for 2 consecutive years.

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 All staff will participate in a professional development session provided by the District's Equity and Diversity Department. Part of ELL Cohort A - portion of all SBCT is focused on cultural competency.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School Districtccsd.net/schools/school-performance-plans/pdfs/ccsd/Cashman.James.MS.pdfFurther, historical data is limited as we were a SBAC