School Performance Plan1 - macksitesmacksites.weebly.com/uploads/5/8/5/5/58554403/school...Professional Development ("Teach Like a Pirate") will be delivered in August and October

School Performance Plan1

School NameMack, Nate ES

Address (City, State, Zip Code, Telephone):3170 Laurel Ave

Henderson, NV 89014-3138, (702) 799-7760

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Horn

For Implementation During The Following Years: 2015-2016

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 PositionShaari Stark Parent Nancy Heavey administrator

Kelly Epperson administrator Cari Cooke teacher--kinderLori Reifenheiser teacher--first Lori Musa teacher--second

Casey Juliano teacher--third Janette Rozgay-Miller teacher--fourthLeslie Castleberry teacher--fifth Anne Overlien teacher--specialist

Nohemi Arias teacher--interventionist Asley Hardison PZ Instructional Coach

Nevada Department of Education Mack, Nate ES 2015-2016Clark County School District

Last Date Review/Revised By Planning Team - 11/13/2015 Page 1 Nevada Department of Education - June 2015

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)Interim Assessments Achievement Gap Data Nevada Alternate Assessment (NAA)Statewide Assessments AMAOs/ELPA Analysis Achievement Gap DataNA Content/ESL Staffing and Professional Development Individualized Education Programs (IEP)NA Placement (Proficiency Levels) Availability of Curriculum for IEP StudentsOther: Other: Other: individual growth reports (grade 5)Other: Other: Other: interim assessments

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Our statewide testing data shows positive growth in reading, with overall reading proficiency increasing steadily over 3 years from 70% to 75%. Third grade made the greatest gain--moving from 59% to 70%, which indicates that we met our 2014 goal. Overall, the school's 2014 median growth percentile was 63. IEP students' proficiency rose from 9% to 13% in 2014. We attribute this positive growth and achievement to our school-wide commitment to delivering frequent small group, ability-based instruction in reading. Also, struggling students where identified through the RTI process, and interventions, such as tutoring and parent education, were put into place for support.

Overall math proficiency, as measured by the statewide testing remained relatively stable over the last 3 years, increasing slightly, then dipping a bit last year (81%, 82%, 79%). The school's median growth percentile in math mimicked the proficiency trend for the same three-year span (72, 73, 57). Our math school-wide goal was to have all students proficient at the 90% level as measured by interim assessments.

Areas of concern were revealed in the statewide testing data for LEP students. The achievement gap for the last three years is 44 percentage points in reading, and 22 percentage points in math.



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:Tier 1 reading instruction did not always include rigorous and differentiated learning opportunities. Tier 2 and Tier 3 instruction, although differentiated, did not always match students' deficits.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 82% to 85% by 2016 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: NCCAT-S Indicators: Teachers will utilize Flying Start, Acuity, and iReady tools to provide differentiated instruction to meet student needs for tier 1, tier 2, and tier 3 as well as above grade level learners.

Necessary resources include: Flying Start materials, online programs (Acuity and iReady), leadership team, professional development days in September, November and May, and monthly Thursday trainings. Funding from Title 1 for professional development in iReady ($3,500) will be essential to the effective use of this new program. Site Technology funding will also be utilized for GAFE training ($880)

Evidence will include observation and materials from ongoing trainings as well as classroom observations, online data, and lesson plans to ensure implementation of lessons/ideas from trainings and professional development.

Administration will work with leadership team, training consultants, and expert staff members to plan and present essential professional development throughout the year; ongoing observations and lesson plan checks will ensure school-wide implementation.

N/A

Comments:

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

Responsible

Monitoring

Status



1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: For parent communication and parent education teachers will utilize classroom websites, face to face conferences, family involvement nights, electronic newsletters, and individualized Scootpad and iReady learning paths/reports.

Necessary resources include: Weebly website and iReady/Scootpad support and workshops, up-to-date data to share with families at conferences, and Title 1 funding to support family involvement nights ($351) and iReady online learning ($10,740). Site Technology Funds ($880) will also be used to train teachers on website development and upkeep.

Websites, conference logs, plans/sign in sheets from family nights, newsletters and Scootpad/Acuity/iReady reports will be monitored and feedback provided by administrators, as appropriate.

Administrators and the leadership team will plan workshops and monitor grade level teams' parent communication, providing support as needed.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Collaboration between and across grade levels will increase understanding of standards and NEPF. Teachers will utilize exemplar texts, materials aligned with standards, and the literacy framework to effectively deliver standards-based content daily. Teachers will build common assessments and design project based learning experiences that align with standards.

Grade level teams will utilize regular collaboration time, substitute release time, and time outside of the contracted day, provided by Title 1 funding ($ 7130 ) to unwrap standards, plan lessons, create activities, and write common assessments. Tools include: Achieve the Core, Engage New York, iReady, and Scootpad.

Minutes from collaboration time, long-range and weekly plans, student projects, and common assessments/results will all serve as evidence of this action step.

Administrators will conduct regular observations and will monitor minutes from regular and specially-scheduled collaboration time (weekly and by quarter). Administration will review copies of common assessments and student scores.

N/A

Comments:

1.4 Other (Optional)Continuation From Last

Year: NoNCCAT-S Indicators:

Eligible EL Students will participate in the after-school Imagine Learning Club to increase their English proficiency. Students will utilize the Learning Lab after school to complete online learning modules and/or online homework.

Necessary resources include Student Success Advocate and personnel for facilitating the after-school learning (PASS $2576 EL Funding $1452). Also, online learning programs (Imagine Learning, Scootpad, iReady) will be utilized regularly.

Attendance logs and online reports will verify student participation.

Administration and Student Success Advocate will insure the staff and parents are encouraging student participation. Administration will monitor student attendance.

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 one of the lowest performing subgroups in math. (Subgroups at Mack: Highest performing is White and one of the lowest performing is English Language Learners)

Root Causes:Data suggests that many of the minority students at Mack are struggling academically. Some are receiving special education services, some tier 2 or tier 3 support, and some are not completing assignments on a regular basis--at home or at school. It appears that we have failed to successfully engage many of the minority students and their families in our school community.

Measurable Objective 1:Reduce the math proficiency gap between Nate Mack's highest performing subgroup (White) and the ethnic/racial supergroup from 5.8 to a maximum of 5.0 by 2015 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 5.8 to 5.7 by 2015 as measured by state assessments.

Monitoring Status

N/A


Action Step(please only list one action step per box)

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: NCCAT-S Indicators: Professional Development ("Teach Like a Pirate") will be delivered in August and October by an expert staff member. GAFE resources will be shared by Google Controllers throughout October, November, and January. Teachers will utilize strategies and tools from these trainings in their own classrooms.

Teachers will need collaboration time and planning time/materials to implement new and engaging strategies (PASS funding).

Evidence will include observational notes from professional development, teacher plans, and observation of instruction.

Teacher leaders will guide their grade-level teams and administrators will monitor and provide feedback to teachers.

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Staff will engage in research-based actions to increase family engagement of our minority students. We will recruit/train volunteers, plan/deliver workshops and attain 100% participation in parent conferences. Additionally, we will monitor attendance, providing intervention and incentives.

Mack's volunteer coordinator (volunteers), teacher leaders (workshops), classroom teachers (conferences), school counselor and school clerk (attendance) will all be instrumental in implementing this action step.

Artifacts will include volunteer calendars and training logs, workshop plans and sign-in sheets, conference sign-in sheets, and attendance intervention logs and data.

The school administrators will ensure that volunteers are recruited and trained beginning in September; workshops are planned and delivered quarterly, conferences are completed in December, and attendance is monitored weekly.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: NCCAT-S Indicators:

Teachers will utilize research-based strategies proven successful in use with minority students. Teachers will ensure that minority students receive interventions; specifically they will access tutoring, learning lab, and Imagine Learning Club.

Teachers will need access to research-based strategies and feedback upon delivering them. Tutoring, Imagine Learning and learning lab are available through PASS and EL grant funds.

Artifacts will include observation, tutoring logs, learning lab sign-in sheets, and

Administrators will be responsible for ensuring that the strategy-infused teaching takes place regularly after the professional development occurs (monthly). Administrators will also be sure students access tutoring, in-school intervention, Imagine Learning Club, and learning lab beginning in September and as needed through May.

N/A

Comments:

2.4 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 3:Increase the percentage of school-based personnel trained in cultural competency.

Root Causes:The diversity of our school district can be seen directly on our Nate Mack campus. Without deep analysis and reflection, it impossible to meet the varied needs of our students and their families. An understanding of and respect for the diverse cultures is essential for our school to be an effective learning environment for all.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2015-2016 school year.

Monitoring Status

N/A


Action Step(please only list one action step per box)

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: NCCAT-S Indicators: All staff will participate in cultural competency/diversity professional development to occur during one of the districtwide staff development days.

Evidence of participation will be attendance sign in sheets.

The administrators will ensure staff participates in the training.

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/Goal

Amount Received for this School

Year

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

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

Title 1 35,140

Teacher Collaboration for RTI and Curriculum Mapping

Instructional Software

Technology Supplies

Professional Development

Goals 1 and 2

EL Funded Language and Learning Supports 1,452 Support Staff Extra Duty Pay for Tutoring Goals 1 and 2PASS 9,000 Support Staff and Licensed Extra Duty Pay for Tutoring Goals 1 and 2

Site Technology Team Funds 880SBAC Preparation

Classroom Website TrainingOnline Content Development (GAFE)

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.Our school attracts teachers that are effective and highly-qualified through the district's HR department, student teachers from Mack, and through our own staff. We have been able to screen, interview, and hire experienced teachers by utilizing the connections and relationships our current teachers maintain with others throughout the district. We have maintained a positive reputation for high standards and success. This encourages many high quality teachers to seek positions at our school.

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's website includes a weekly principal's blog, current school news, valuable links to educational websites, district and community resources, class news, grade level standards, staff email, and more. Information related to school and parent programs, meetings and policies is sent to parents in a format and language the parents understand. Campus Portal is available 24/7 for families to keep up to date with academic progress, assignments, due dates, and attendance.

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.).Teachers collaborate in vertical alignment teams to communicate expectations and ideas for student success across grades. Preschool teachers work closely with the kindergarten team to smoothly transition students by the end of their preschool year. Middle school teams visit our fifth graders, host our teachers, and invite fifth grade families to spend time at their schools. In addition, transition activities occur in spring (concerts, field trips, shadowing opportunities, etc.), with summer academy follow up.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Our leadership team includes representatives from each grade level and department. This team makes researched-based decisions on assessment results after collaborating with their colleagues. We follow district, state and national guidelines (percentiles, emerging/approaching/meeting/exceeding, etc.) for interpreting student success levels on AIMSweb, interim assessments, STAR assessments, DRA, CORE, iReady and others. Grade level teams design common assessments aligned with the NVACS.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsNate Mack utilizes school achievement and growth data and reports that are provided through AARSI and the Nevada Department of Education for decision-making. We have received PASS grant funding for intervention instruction, federal funding for self contained special education classes (6), and title 1 funds to ensure students and parents have educational resources available through school. Our EL Funded Language and Learning Supports include a staff person who serves as the student success advocate, parent training, and after school tutoring for language development. In addition, full day kindergarten and class size reduction funds allow for relatively smaller classes in grades 1 to 3.



APPENDIX A - Professional Development Plan

1.1Teachers will utilize Flying Start, Acuity, and iReady tools to provide differentiated instruction to meet student needs for tier 1, tier 2, and tier 3 as well as above grade level learners.

Goal 1 Additional PD Action Step (Optional)

2.1Professional Development ("Teach Like a Pirate") will be delivered in August and October by an expert staff member. GAFE resources will be shared by Google Controllers throughout October, November, and January. Teachers will utilize strategies and tools from these trainings in their own classrooms.


3.1All staff will participate in cultural competency/diversity professional development to occur during one of the districtwide staff development days.




APPENDIX B - Family Engagement Plan

1.2For parent communication and parent education teachers will utilize classroom websites, face to face conferences, family involvement nights, electronic newsletters, and individualized Scootpad and iReady learning paths/reports.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Staff will engage in research-based actions to increase family engagement of our minority students. We will recruit/train volunteers, plan/deliver workshops and attain 100% participation in parent conferences. Additionally, we will monitor attendance, providing intervention and incentives.


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 82% to 85% by 2016 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 Teachers will utilize Flying Start, Acuity, and iReady tools to provide differentiated instruction to meet student needs for tier 1, tier 2, and tier 3 as well as above grade level learners.

Progress

Barriers

Next Steps

1.2 For parent communication and parent education teachers will utilize classroom websites, face to face conferences, family involvement nights, electronic newsletters, and individualized Scootpad and iReady learning paths/reports.

Progress



Barriers

Next Steps

1.3Collaboration between and across grade levels will increase understanding of standards and NEPF. Teachers will utilize exemplar texts, materials aligned with standards, and the literacy framework to effectively deliver standards-based content daily. Teachers will build common assessments and design project based learning experiences that align with standards.

Progress

Barriers

Next Steps

1.4 Eligible EL Students will participate in the after-school Imagine Learning Club to increase their English proficiency. Students will utilize the Learning Lab after school to complete online learning modules and/or online homework.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and one of the lowest performing subgroups in math. (Subgroups at Mack: Highest performing is White and one of the lowest performing is English Language Learners)


Reduce the math proficiency gap between Nate Mack's highest performing subgroup (White) and the ethnic/racial supergroup from 5.8 to a maximum of 5.0 by 2015 as measured by state assessments.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 5.8 to 5.7 by 2015 as measured by state assessments.

StatusN/A

Comments:



2.1Professional Development ("Teach Like a Pirate") will be delivered in August and October by an expert staff member. GAFE resources will be shared by Google Controllers throughout October, November, and January. Teachers will utilize strategies and tools from these trainings in their own classrooms.

Progress

Barriers

Next Steps

2.2Staff will engage in research-based actions to increase family engagement of our minority students. We will recruit/train volunteers, plan/deliver workshops and attain 100% participation in parent conferences. Additionally, we will monitor attendance, providing intervention and incentives.



Progress

BarriersNext Steps

2.3 Teachers will utilize research-based strategies proven successful in use with minority students. Teachers will ensure that minority students receive interventions; specifically they will access tutoring, learning lab, and Imagine Learning Club.

Progress

Barriers

Next Steps

2.4

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 2015-2016 school year.

StatusN/A

Comments:



3.1 All staff will participate in cultural competency/diversity professional development to occur during one of the districtwide staff development days.

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 Plan1 - macksitesmacksites.weebly.com/uploads/5/8/5/5/58554403/school...Professional Development ("Teach Like a Pirate") will be delivered in August and October