School Performance Plan - Clark County School Districtccsd.net/schools/school-performance-plans/pdfs/ccsd/Fine.Mark.L.E… · School Performance Plan ... 12/16/2016 Page 1 Nevada

School Performance Plan

School NameFine, Mark L ES

Address (City, State, Zip Code, Telephone):6635 W Cougar Ave

Las Vegas, NV 89139, (702) 799-6882

Superintendent/Assistant Chief: Pat Skorkowsky / Kristy Keller

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 4 Star

NCCAT-S: Not Required

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionDeborah Lochel Parent Stephanie Taylor Principal

Amy Johnson Learning Strategist Alveria Lock Assistant PrincipalRyan Omlie 3rd grade teacher Tina Russell 4th grade teacher

Tana Minneti 1st grade

Nevada Department of Education Fine, Mark L ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/16/2016 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) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data IEP Team Membership/AttendanceTeacher/Administrator Observation Data NA Individualized Education Programs (IEP)Coordination of Services for FRL, ELL, IEP students NA Achievement Gap DataNA 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.Mark Fine Elementary School gained 10 points in the NSPF. Our school moved up to 4 Star status for the 2013-2014 school year. School wide concerns for the 2014-2015 school year are related to the change in our high stakes assessment and the conversion to a year round calendar. Due to the lack of SBAC data from 2014-2015, our 2015-2016 school wide goals will be based on our 2013-2014 CRT data and our 2014-2015 AIMS Web data. As we move towards the Smarter Balanced Assessment Consortium, our school performance data will change based on new assessment protocols, procedures and proficiency scores. Although our data has consistently improved year over year in grades 3, 4 and 5, the math achievement data has been impacted by the assessment not correlating to the Nevada Academic Content Standards. Achievement Gaps are still evident in math and reading within African American, Pacific Islander, IEP, LEP, FRL and Multi-Ethnic subgroups.

After analyzing AIMS Web RCBM data, it became evident that 2nd and 3rd grade students improved in fluency. We attribute this improvement to action steps we put in place last year. These action steps will continue for the 2015-2016 and 2016-2017 school years as they were effective. However, our 4th grade students are not gaining ground in fluency. Fourth grade students decreased by 3%, from 66.8% proficient to 65.3% proficient, while all other grade levels improved on average by 8%. Students are not showing the rate of improvement needed by the end of the school year. A strategic plan to progress monitor our fourth grade students is needed to ensure all students are gaining in reading achievement. Additionally, explicit instruction and purposeful practice must be outlined within the reading block daily.



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 Grade 3 proficiency rates in reading.

Root Causes:A review of 2015-2016 AIMS Web letter sound fluency for kindergarten showed 92% established by the end of the year. First grade students in 2016-2017 assessed as 72% established in the fall benchmark for AIMS Web RCBM. Second grade students increased in reading proficiency from 69% to 73% as measured on the end of year benchmark on AIMS Web RCBM. Third grade students decreased from 71% to 68% as measured on the end of year benchmark on AIMS Web RCBM. First year SBAC data resulted in our 3rd grade students being 64% proficient in ELA. An intense and deliberate focus on phonics instruction, fluency instruction, and fluency practice during the reading block was not consistent in 2nd and 3rd grade classrooms.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 64% proficient to 69% 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: Provide professional development on Daily 5, fluency, phonics, and goal setting/monitoring. Provide time for teacher collaboration on student goal setting and monitoring. Provide opportunities for students to earn awards for meeting reading benchmark, overall reading class growth, and reaching their individual reading goals.

Learning Strategist Title 1 funding for collaboration

Dates of grade level collaboration and professional development SBCT Calendar Coaching calendars Fall/Winter AIMS Web benchmark RCBM data

Administration Learning Strategist Grade Level Chairs November 2016-May 2017

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: Schedule quarterly 2nd Cup of Coffee parent meeting to introduce an at home reading strategy.

Schedule of meetings Number of participants attending monthly 2nd Cup of Coffee meetings

Administration Learning Strategist Monthly meetings scheduled

N/A

Comments:

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

YesNCCAT-S Indicators:

Monthly AIMS Web RCBM strategic monitoring for all students below the 50th percentile.

AIMS Web Strategic monitoring calendar

AIMS Web RCBM data collected monthly

Administration Classroom Teachers Learning Strategist Monthly

N/A

Comments:

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

Comments:




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

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

Root Causes:There has been inconsistent instruction in language acquisition, academic vocabulary and student discourse. New SBAC data illustrates that our Asian student subgroup is 76% proficient in ELA, while our Pacific Islander, Hispanic and Black student subgroups scored an average of 51% proficient. New SBAC data illustrates that our multi-racial subgroup is 60% proficient in math and our Hispanic subgroup was 27% proficient. We believe that academic vocabulary is an underlying component to our low achieving subgroups performance on high stakes assessments.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.4 to 11.8 by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 7.2 to 6.9 by 2017 as measured by state assessments.

Monitoring Status

N/A



Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)



List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide classroom teachers with resources and PD related to language acquisition, academic vocabulary and student discourse via morning meetings.

CORE Sourcebook National Reading Vocabulary grade level lists

Morning meeting agendas SBCT Calendar Grade level meeting agenda/minutes

Morning meetings monthly Administration Learning strategist

N/A

Comments:



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

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Include grade level academic vocabulary words within instruction and homework K-5.

Copies for each teacher of the grade level academic vocabulary words.

Grade level academic vocabulary lists Grade level documents sent home

Classroom teachers Administration Learning Strategist Grade level chairs

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will utilize effective strategies for teaching vocabulary, language acquisition and student discourse.

CORE Sourcebook National Reading Vocabulary grade level lists

WIDA test results Lesson plans Grade level meeting agendas/minutes

Daily lessons Weekly grade level meetings Administration Learning Strategist Classroom Teachers

N/A

Comments:


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:District and school achievement gaps indicate a need for training in cultural responsiveness.

Measurable Objective 1:Increase the percent of staff who have received Operation Respect/Welcoming Schools site specific professional development in 2015-2016 from 0% to 95% as measured by sign in sheets and staff surveys.

Measurable Objective 2:100% 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 Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Mandatory PD in Cultural Responsiveness to ensure achievement for all students on measures of performance including those that moves beyond academics. PD will increase capacity to build effective relationships between the school/community to reduce or eliminate gaps in achievement and opportunity. All staff will participate in a professional development session provided by the District’s Equity and Diversity Department.

Cultural Responsiveness Framework workshops (CCSD) facilitated by Equity and Diversity in partnership with National Academic Educational Partners and other community based organizations provided during the 2014-2015 school year. Training materials from E&DD

Administrators will attend workshops as part of a cohort group assigned by the Instructional Unit. Participation will be verified through Pathlore transcripts and documented successful completion of online modules. Sign-in sheets, agendas

The principal is responsible for ensuring this action step takes place during one of the four district wide staff development days.

N/A

Comments:As an Operation Respect/Welcoming Schools participant, Fine ES will conduct quarterly trainings for staff to develop a common language at our site, share lesson ideas, and gain feedback



through staff and student surveys.

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:


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)

PASS Grant $8,992.38 Purchase Rave-O literacy materials to utilize for students working below grade level in reading across all grade levels. None

Title 1 Funding $161,960.00

Purchase 15 additional days for our learning strategist and provide collaboration days for K-5 teachers for data analysis, professional development and collaboration. Purchase professional books which focus on best practices in reading instruction.Purchase additional Smart Boards, literacy materials, listening centers, and web based Lexia Learning to enhance classroom instruction. Purchase Heidi Songs for early literacy development and Words Their Way Libraries to enhance phonics instruction and practice.

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.Title 1 funds will be utilized to provide technology in the classrooms via i-pads, computers, and Lexia Learning to enhance student engagement. Funds will also be utilized to purchased literacy materials which will enhance daily classroom instruction. Teachers have the opportunity to participate in collaboration sub days in order to plan, discuss and share best practices for student achievement.

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.Parent involvement and family engagement is promoted through bi-monthly Parent Action Committee meetings, frequent parent conferences, quarterly 2nd Cup of Coffee parent meetings and newsletters. Additionally, Fine ES hosts an annual Learning Fair, Parent Involvement Day, and Read With Your Child Day to involve parents in their child's learning and promote parent access to the classroom and to the curriculum.

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.).Kindergaten Round Up is organized every Spring to share information with parents about school readiness and yearly school registration guidelines.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The school improvement team meets frequently to make site based decisions related to curriculum and assessments. The school improvement team will monitor data collected related to our school improvement goals on a monthly basis. All teachers participate in one on one conferences with administration to discuss curriculum, assessments, student achievement and goal setting. Staff surveys are routinely administered to gain feedback on assessments, instructional practices and support needed.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle 1 funds will be utilized to provide technology in the classrooms via i-pads, computers, and Lexia Learning to enhance student engagement. Funds will also be utilized to purchased literacy materials which will enhance daily classroom instruction. Teachers have the opportunity to participate in collaboration sub days in order to plan, discuss and share best practices for student achievement.



APPENDIX A - Professional Development Plan

1.1Provide professional development on Daily 5, fluency, phonics, and goal setting/monitoring. Provide time for teacher collaboration on student goal setting and monitoring. Provide opportunities for students to earn awards for meeting reading benchmark, overall reading class growth, and reaching their individual reading goals.

Goal 1 Additional PD Action Step (Optional)

2.1Provide classroom teachers with resources and PD related to language acquisition, academic vocabulary and student discourse via morning meetings.


3.1Mandatory PD in Cultural Responsiveness to ensure achievement for all students on measures of performance including those that moves beyond academics. PD will increase capacity to build effective relationships between the school/community to reduce or eliminate gaps in achievement and opportunity. All staff will participate in a professional development session provided by the District’s Equity and Diversity Department.




APPENDIX B - Family Engagement Plan

1.2Schedule quarterly 2nd Cup of Coffee parent meeting to introduce an at home reading strategy.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Include grade level academic vocabulary words within instruction and homework K-5.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 64% proficient to 69% 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

1.1Provide professional development on Daily 5, fluency, phonics, and goal setting/monitoring. Provide time for teacher collaboration on student goal setting and monitoring. Provide opportunities for students to earn awards for meeting reading benchmark, overall reading class growth, and reaching their individual reading goals.

N/A

Progress

Barriers

Next Steps

1.2 Schedule quarterly 2nd Cup of Coffee parent meeting to introduce an at home reading strategy. N/A

Progress



Barriers

Next Steps

1.3 Monthly AIMS Web RCBM strategic monitoring for all students below the 50th percentile. N/A

Progress

Barriers

Next Steps

1.4 N/A

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 both reading and math.


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.4 to 11.8 by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 7.2 to 6.9 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 Provide classroom teachers with resources and PD related to language acquisition, academic vocabulary and student discourse via morning meetings. N/A

Progress

Barriers

Next Steps

2.2 Include grade level academic vocabulary words within instruction and homework K-5. N/A



Progress

BarriersNext Steps

2.3 Teachers will utilize effective strategies for teaching vocabulary, language acquisition and student discourse. 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.


Increase the percent of staff who have received Operation Respect/Welcoming Schools site specific professional development in 2015-2016 from 0% to 95% as measured by sign in sheets and staff surveys.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: As an Operation Respect/Welcoming Schools participant, Fine ES will conduct quarterly trainings for staff to develop a common language at our site, share lesson ideas, and gain feedback through staff and student surveys.3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1

Mandatory PD in Cultural Responsiveness to ensure achievement for all students on measures of performance including those that moves beyond academics. PD will increase capacity to build effective relationships between the school/community to reduce or eliminate gaps in achievement and opportunity. All staff will participate in a professional development session provided by the District’s Equity and Diversity Department.

N/A

Progress

Barriers

Next Steps

3.2 N/A



Progress

BarriersNext Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School Districtccsd.net/schools/school-performance-plans/pdfs/ccsd/Fine.Mark.L.E… · School Performance Plan ... 12/16/2016 Page 1 Nevada