Bonanza HS - Clark County School District

Transcription

Nevada Department of Education
Bonanza HS 2015-2016
Clark County School District
School Performance Plan
School Name
Bonanza HS
Address (City, State, Zip Code, Telephone):
6665 Del Rey Ave
Las Vegas, NV 89146-1008, (702) 799-4000
Superintendent/Assistant Chief:
Pat Skorkowsky / Karen West For Implementation During The Following Years:
2015-2016 The Following MUST Be Completed:
Served
Title I Status:
NA
Designation:
High School
Grade Level Served:
3 Star
Classification:
Review
NCCAT-S:
*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
Lisa Mayo-DeRiso
Robert Kalinowski
Damon Farrimond
Dennis Schook
Daniel Bressler
Michael Harrison
Sarah Cuellar
Last Date Review/Revised By Planning Team - 01/08/2016
Position
Parent
Data Specialist
Assistant Principal
Counselor
Teacher
Teacher
Teacher
Name of Member
Kelly Carque
Neddy Alvarez
Jermone Riley
Laura Bowsher
Chelsea Nuttall
Christopher Carque
Chad Robertus
Page 1
Position
Learning Strategist
Principal
Hope2 Advocate
Teacher
Teacher
Teacher
Teacher
Nevada Department of Education - June 2015
David Oberg
Teacher
Page 2
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
Nevada School Performance Framework (NSPF)
NA
NA
NA
NA
Other: School Growth Summary
Other: AP Enrollment data
English Language Learner (ELL) Data
NA
NA
NA
NA
Other:
Special Education Data
NA
NA
NA
NA
Other:
Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
Celebrations:
According to the NSPF, the Bonanza HS graduation has improved from 63% in 2013 to 69% in 2014 for the graduating classes of 2012 and 2013, respectively.
Also according to the NSPF, overall proficiency has improved in the following areas from 2012 to 2014: Reading (73% to 80%), Writing (70% to 75%), and Science (65% to 71%).
Concerns:
9th grade credit deficiency decreased from 24.1% on the 2013 NSPF to 22.8% on the 2014 NSPF.
According to the School Growth Summary, the median growth percentile for students in math has decreased from 55 in 2012 to 47 in 2013 and 41 in 2014.
NSPF Data has not been updated for the 2015-2016 school year.
New data for 2015-2016:
Bonanza HS has become a Select School for AP and CTE courses. As a result, enrollment has increased. During the 2014-2015 school year, 403 AP exams were taken. For the 2015-2016 school
year, 511 AP exams are scheduled.
LEP Population:
According to the enrollment data found on the datalab.ccsd.net resource, the number of students with a LEP status at Bonanza HS has increased from 160 in the 2013-2014 school year to 272 in
the current 2015-2016 school year.
Page 3
HIGH SCHOOL GRADUATION RATES
If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.
Subpopulation
Percentage of Students
☐AM In/Ak Native
-
☑ Asian
70.59%
☑ Black
63.27%
☑ Hispanic
77.94%
☑ Two or More Races
86.36%
☐ Pacific Islander
-
☑ White
81.46%
☑ FRL
74.12%
☑ IEP
37.04%
☑ELL
33.33%
NOTES:
A "-" indicates that the number of students in this category is too small to be reported.
The data above represents the class of 2014. The overall grad rate for the class of 2014 was 77.8%.
The class of 2013 overall graduation rate was 69.6%.
Page 4
HOPE 2 Intervention
Focus of Intervention:
In-house suspension would provide an intervention that would address the negative behaviors and introduce corrective interventions while strengthening relationships and improving graduation
rates.
Monitoring Plan:
Out of school suspensions and behavior school referrals would be tracked throughout the school year to determine the number of students receiving discipline off-campus through Infinite
Campus.
Evaluation Plan:
Infinite Campus data would be collected on overall discipline referrals and comparisons of suspension and behavior school referral data from the 2014-2015 and 2015-2016 school years would be
analyzed.
Page 5
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1
☑ General Education
Based on the CNA, identify all that apply:
☑ FRL
☑ ELL
☑ IEP
☐ Other
Priority Need/Goal 1:
Increase the percentage of students graduating each year.
Root Causes:
According to proficiency rate and credit sufficiency rate data along with teacher perception data, there is a need to improve school climate. This need includes improvement in NEPF Standard 2,
ensuring that learning tasks have high cognitive demand for diverse learners.
Measurable Objective 1:
Increase the percent of Grade 12 students graduating from 69.2% to 75% by 2016 as measured by NSPF.
Increase the percent of Grade 9 students credit sufficient from 77.2% to 87% by 2016 as measured by the NSPF.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
Resources and Amount Needed for
Action Step
(please only list one action step per box)
Progress:
Implementation
Information (Data) that will verify
the action step is in progress or
has occurred.
(people, time, materials, funding
sources)
1.1 Professional Development (Required)
Staff will collaborate to improve school climate. This will
occur through PLCs where instructional strategies
(including ELL strategies) are shared and data is analyzed,
through team building exercises, and modeling lessons.
There will be a focus on high cognitive demand for all
students (NEPF Standard 2) and active learning.
List Artifacts/Evidence of
Continuation From Last Year:
PLC agendas, SDD time and PLC time,
team-building activities, ELL strategist,
access to student achievement data,
model lesson schedule
Lesson plans; PLC meeting
minutes; Districtwide survey
results; Bengal Climate Survey
List Timeline, Benchmarks, and
Monitoring
Position Responsible
Status
NCCAT-S Indicators: 1.5, 1.4
Lesson plans - Admin, monthly; PLC
meeting minutes - Admin, monthly;
Districtwide survey results - Admin,
August 2016; Bengal Climate Survey Strategist, January and June 2016
N/A
Comments:
Page 6
Resources and Amount
Monitoring
Action Step
List Artifacts/Evidence
Timeline and Position Responsible
Needed
Status
1.2 Family Engagement (Required)
Parent involvement and frequent two-way communication
will be maintained between school and parents to support
academic achievement through Title I Parent Night
activities, Infinite Campus, CCSD Special Education
Graduation Advocate, Hope2 Advocate, and Student
Mentoring activities.
Counselors and Hope2
Advocate will conduct Parent
Night activities. Title I funds
will be used to implement this
action step.
Mentoring Logs; Title I Sign-in sheets
and agendas; Title I Evaluations;
Parent Advisory Committee Meeting
Feedback
NCCAT-S Indicators:
Mentoring Logs - Hope2, monthly; Title I
sign-in sheets and agendas - Admin,
semesterly; Title I Evaluations Admin,
semesterly; Parent Advisory Committee
Meeting Feedback - admin, monthly
N/A
Comments:
GAI = Graduate Advocate Initiative
1.3 Curriculum/Instruction/Assessment (Required)
Students will be engaged in learning tasks with high cognitive
demand and actively learning as a result of implementation of
instructional practices, technology, systems to increase
graduation rates, such as tutoring, bootcamp, Saturday school,
and APEX. Staff will modify instruction based on data reviewed
during collaboration in PLCs.
HSCR funds for Saturday school,
bootcamp, and APEX ELL Cohort PLC
Time built into master schedule Title I
Funded Summer School HS Cohort
Visualization Tool
NCCAT-S Indicators: 1.5, 1.4
Collaboration Agendas; Collaboration
Minutes; Title I Evaluations; Schoolwide
student achievement data; Bootcamp,
Saturday school, and APEX enrollment data;
Title I Tutoring logs; HS Cohort Visualization
Tool
Activities will begin in
September and end in May.
The Administrative team will
monitor this action step
monthly.
N/A
Comments:
1.4 Other (Optional)
In order to help improve graduation rate, 9th
grade students who need help with Algebra I have
access to tutoring.
Algebra I teachers;
Title I Funded tutoring
Sign-In Sheets; Surveys; Student Assessment
Results; Title 1 Evaluations Title 1 logs and sign insheets
NCCAT-S Indicators:
Sign-In Sheets; Surveys; Student Assessment Results;
BHS Title I Administrator, AP Curriculum and Title I
Liason (Monthly)
Comments:
Page 7
N/A
☑ FRL
☑ ELL
☑ IEP
☐ Other
Increase the number of students completing Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.
Root Causes:
Bonanza High School has a need to refine the comprehensive vertical system in place to develop 9th/10th grade students into Honors/AP students for 11th/12 grade year.
Increase the percent of students earning a passing score on AP Exams from 19.5% to 24% by 2016 as measured by the NSPF.
Increase the percent of students enrolled in CTE from 625 in 2015 to 700 in 2016 as measured by Infinite Campus Rosters.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
Resources and Amount Needed
Action Step
for Implementation
sources)
Collaboration will occur between Regular, Honors, and Advanced
Placement (AP) teachers to align curriculum and instruction both
vertically and horizontally, with a focus on implementing strategies
to recruit students for participation in advanced coursework.
List Artifacts/Evidence of
Monitoring
Progress:
Information (Data) that will verify the
action step is in progress or has
occurred.
Department Chairpersons, Title I
funds will be used for activities
beyond the school day.
List Timeline,
Agendas; PLC Minutes
Benchmarks, and
Status
Position Responsible
NCCAT-S Indicators:
Agendas and PLC minutes
by admin, monthly
N/A
Comments:
Page 8
Monitoring
Action Step
Status
2.2 Family Engagement (Required)
Parent involvement and frequent two-way
communication will be maintained between school
and parents to recruit students to participate in
AP/Honors classes and ACT/SAT testing. Admin and
AP/CTE teachers visit feeder schools to encourage
participation of students for CTE/AP programs as part
of the Select School status.
Curriculum assistant principal,
counselors, and teachers will implement
this action step through Parent Night
activities, student mentoring, and
parent conferences. Title I funds will be
used for implementation.
Districtwide Survey data; Parent
communication logs; Title I Parent
Surveys; Parent Advisory Committee
minutes; Title I Evaluations
NCCAT-S Indicators:
Districtwide Survey data - admin, August
2016; Parent communication logs - admin,
monthly; Title I Parent Surveys - admin,
January and June 2016; Parent Advisory
Committee minutes - admin, monthly; Title I
Evaluations - admin, January and June 2016
N/A
Comments:
2.3 Curriculum/Instruction/Assessment (Required)
Regular, Honors, and Advanced Placement (AP) teachers to align curriculum
and instruction both vertically and horizontally, with a focus on
implementing strategies to recruit students for participation in advanced
coursework.
PLC time, Title I funds
Lesson Plans; Classroom observation data; AP and
CTE enrollment and achievement data; HS Cohort
Visualization Tool PLC Meeting Agendas
NCCAT-S Indicators:
The administrative team will
evaluate artifacts monthly.
Comments:
NCCAT-S Indicators:
N/A
Comments:
Page 9
N/A
☑ FRL
☑ ELL
☑ IEP
☐ Other
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.
100% of staff will participate in a mandatory cultural competency professional development session during the 2015-2016 school year as measured by sign-in sheets.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
Resources and Amount
Action Step
Needed for Implementation
sources)
All staff will participate in a professional
development session provided by the
District's Equity and Diversity Department.
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and Position
Monitoring
Information (Data) that will verify the
action step is in progress or has occurred.
Responsible
Status
Training materials from E&DD
Sign-in sheets, Teacher observation data
(NEPF)
NCCAT-S Indicators:
The principal is responsible for ensuring this
action step takes place during one of the four
districtwide staff development days.
N/A
Comments:
Action Step
3.2 Family Engagement (Optional)
Continuation From Last Year: Yes
Page 10
Monitoring Status
NCCAT-S Indicators:
N/A
Comments:
3.3 Curriculum/Instruction/Assessment (Optional)
Hope2 Advocate mentors identified students directly, coordinating
services & resources and involving families as necessary.
Hope2 grant, Hope2 advocate, Project
150 resources
Hope2 log, Project 150 resource
pantry inventory
NCCAT-S Indicators:
Hope2 log, Project 150 resource
pantry inventory - admin, monthly
Comments:
NCCAT-S Indicators:
N/A
Comments:
Page 11
N/A
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
Amount Received for this
Purposes for which funds are used (include targeted audience, specific activities, intended
Priority Need/Goal
School Year
outcomes, etc.)
Applicable Goal(s)
Title I
$146,250.00
High School Credit Retrieval Grant
Hope2 grant
$55,364.00
$34,535.25
Learning Strategist, tutoring, teacher collaboration, prep buy outs, bus passes, iPads, document
cameras, printers, calculators, and AP test fees. Parent trainings will include help from counselors and
refreshments.
Saturday School, bootcamps, and APEX section.
Hope2 Advocate provides mentoring
Page 12
Goals 1, 2 and 3
Goals 1 and 3
Goals 1 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.
As aligned with CCSD Policies, we utilize our status as a Appendix A school to advertise and interview potential early highly-qualified candidates. We have a committee panel of administrators
and teachers for the interview process. A new teacher mentor program developed and implemented by two teacher leaders is in place at Bonanza. The program is differentiated to address the
unique needs of both teachers new to the profession of teaching or teachers new to CCSD and/or Bonanza.
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.
Title I Bilingual Family Aide will work with BHS counselors and administration to serve as a liaison between school and home. This includes Parent involvement trainings: parent workshops (held
in Spanish/English) will focus on improving home/school communication. Parent activities: Literacy - Parent Night activities (September, February, May) to bridge the gap between home and
school. Parent Involvement Day: Parents observe classes for one period.
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.).
In order to assist with transition from middle to high school, Bonanza designated one counselor as a 9th grade intervention specialist. Faculty attend events at feeder middle schools to introduce
Bonanza programs. 8th grade student orientation day and corresponding parent night are scheduled for February instead of May. 12th grade students have opportunities for regular
communication with college/trade schools. All 12th graders participate in College/Trade School and FAFSA week at Bonanza.
4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
Working Wednesday teacher collaboration time, Subject Area Meetings (SAM), School Leadership Team (SLT), and Department Chair (DC) meetings provide teachers with the opportunity to
provide input regarding the use of academic assessments. Instructional/Data coach provides departments with assessment data to analyze during department time.
5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
Flex Budget, Title I, and PASS funds will be utilized in tandem to support increased graduation rates, access to AP/CTE courses, extended day tutoring/credit retrieval, professional development
activities, and goals as outlined in the Title I plan and SPP. These are integrated efforts and structures in place to meet school improvement goals and student achievement targets.
Page 13
APPENDIX A - Professional Development Plan
1.1
Staff will collaborate to improve school climate. This will occur through PLCs where instructional strategies (including ELL strategies) are shared and data is analyzed, through team building
exercises, and modeling lessons. There will be a focus on high cognitive demand for all students (NEPF Standard 2) and active learning.
Goal 1 Additional PD Action Step (Optional)
2.1
Collaboration will occur between Regular, Honors, and Advanced Placement (AP) teachers to align curriculum and instruction both vertically and horizontally, with a focus on implementing
strategies to recruit students for participation in advanced coursework.
3.1
All staff will participate in a professional development session provided by the District's Equity and Diversity Department.
Page 14
APPENDIX B - Family Engagement Plan
1.2
Parent involvement and frequent two-way communication will be maintained between school and parents to support academic achievement through Title I Parent Night activities, Infinite
Campus, CCSD Special Education Graduation Advocate, Hope2 Advocate, and Student Mentoring activities.
Goal 1 Additional Family Engagement Action Step (Optional)
2.2
Parent involvement and frequent two-way communication will be maintained between school and parents to recruit students to participate in AP/Honors classes and ACT/SAT testing. Admin and
AP/CTE teachers visit feeder schools to encourage participation of students for CTE/AP programs as part of the Select School status.
3.2
Page 15
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1
Increase the percentage of students graduating each year.
Measurable Objective(s):
Increase the percent of Grade 12 students graduating from 69.2% to 75% by 2016 as measured by NSPF.
Increase the percent of Grade 9 students credit sufficient from 77.2% to 87% by 2016 as measured by the NSPF.
Status
N/A
Comments:
1.1
1.2
1.3
1.4
Professional Development:
Family Engagement: GAI = Graduate Advocate Initiative
Curriculum/Instruction/Assessment:
Other:
Mid-Year
1.1
End-of-Year
Staff will collaborate to improve school climate. This will occur through PLCs where instructional strategies (including ELL strategies) are
shared and data is analyzed, through team building exercises, and modeling lessons. There will be a focus on high cognitive demand for all
students (NEPF Standard 2) and active learning.
Progress
Barriers
Next Steps
1.2
Parent involvement and frequent two-way communication will be maintained between school and parents to support academic achievement
through Title I Parent Night activities, Infinite Campus, CCSD Special Education Graduation Advocate, Hope2 Advocate, and Student
Mentoring activities.
Progress
Page 16
Barriers
Next Steps
1.3
Students will be engaged in learning tasks with high cognitive demand and actively learning as a result of implementation of instructional
practices, technology, systems to increase graduation rates, such as tutoring, bootcamp, Saturday school, and APEX. Staff will modify
instruction based on data reviewed during collaboration in PLCs.
Progress
Barriers
Next Steps
1.4
In order to help improve graduation rate, 9th grade students who need help with Algebra I have access to tutoring.
Progress
Barriers
Next Steps
Page 17
Increase the number of students completing Advanced Placement (AP) and Career and Technical Education (CTE) courses each year.
Increase the percent of students earning a passing score on AP Exams from 19.5% to 24% by 2016 as measured by the NSPF.
Increase the percent of students enrolled in CTE from 625 in 2015 to 700 in 2016 as measured by Infinite Campus Rosters.
Status
N/A
Comments:
2.1
2.2
2.3
2.4
Family Engagement:
Other:
Mid-Year
2.1
End-of-Year
Collaboration will occur between Regular, Honors, and Advanced Placement (AP) teachers to align curriculum and instruction both vertically
and horizontally, with a focus on implementing strategies to recruit students for participation in advanced coursework.
Progress
Barriers
Next Steps
2.2
Parent involvement and frequent two-way communication will be maintained between school and parents to recruit students to participate
in AP/Honors classes and ACT/SAT testing. Admin and AP/CTE teachers visit feeder schools to encourage participation of students for CTE/AP
programs as part of the Select School status.
Progress
Page 18
Barriers
Next Steps
2.3
Regular, Honors, and Advanced Placement (AP) teachers to align curriculum and instruction both vertically and horizontally, with a focus on
implementing strategies to recruit students for participation in advanced coursework.
Progress
Barriers
Next Steps
2.4
Progress
Barriers
Next Steps
Page 19
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 as measured by sign-in sheets.
Status
N/A
Comments:
3.1
3.2
3.3
3.4
Family Engagement:
Other:
Mid-Year
3.1
End-of-Year
All staff will participate in a professional development session provided by the District's Equity and Diversity Department.
Progress
Barriers
Next Steps
3.2
Progress
Page 20
Barriers
Next Steps
3.3
Hope2 Advocate mentors identified students directly, coordinating services & resources and involving families as necessary.
Progress
Barriers
Next Steps
3.4
Progress
Barriers
Next Steps
Page 21

Bonanza HS - Clark County School District

Transcription

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