School Performance Plan - Clark County School District

Transcription

Nevada Department of Education
Schorr, Steve ES 2015-2016
Clark County School District
School Performance Plan
School Name
Schorr, Steve ES
Address (City, State, Zip Code, Telephone):
11420 Placid St
Las Vegas, NV 89183, (702) 799-1380
Superintendent/Assistant Chief:
Pat Skorkowsky / Kristy Keller For Implementation During The Following Years:
2015-2016 The Following MUST Be Completed:
Served
Title I Status:
NA
Designation:
Elementary
Grade Level Served:
4 Star
Classification:
Not Required
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
Mireille Mamea
Benilda Somes
ElRae Carino
rose Estrada
Kathleen Timmons
Chrisitine Hawkshaw
Last Date Review/Revised By Planning Team - 01/08/2016
Position
Parent
Parent
K Teacher
4th grade
Learning Strategist
2nd Grade
Name of Member
Teri Saldana
Susan Gant
Tonya Dalton
Jacqueline Brown
Jodi Jacobs
Suzanne Henigan
Page 1
Position
Parent
Assistant Principal
2nd grade
Principal
1st Grade
5th grade
Nevada Department of Education - June 2015
Nicole Cortney
Library
Kelly McKenrick
Page 2
Resource
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
Interim Assessments
Formative Assessments Practice
NA
NA
NA
Other: AIMSWEB
Other:
English Language Learner (ELL) Data
Nevada School Performance Framework (NSPF)
AMAOs/ELPA Analysis
NA
NA
NA
Other: AIMSWEB
Other:
Special Education Data
Nevada School Performance Framework (NSPF)
Special Education Procedures - Whole School
Approaches to Testing Accommodations
Service Delivery Models
NA
Other: AIMSWEB
Other:
Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
The Nevada School Performance Framework (NSPF) showed an increase in the percentage of students at or above proficiency, as measured by the CRT in Reading, from 2012 to 2014 (71% in
2011-2012; 75% in 2012-2013; 80% in 2013-2014). Although, the school had an overall proficiency rate of 80%, there was a 28% gap between the highest performing subgroup (Asian - 91%) and
the lowest performing subgroup (African American - 63%).
AIMSWeb Fall 2015 Benchmark reading assessments reveal the following results for at grade level performance: Kindergarten - 63% (Letter Sound Fluency), 1st grade - 76% (Reading Curriculum-Based Measure), 2nd grade - 65% (Reading - Curriculum-Based Measure), 3rd grade - 89% (Reading - Curriculum-Based Measure).
Page 3
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 Grade 3 proficiency rates in reading.
Root Causes:
Results of the 2015 Reading Discovery Education Assessment C showed an increase in the number of third grade students who were proficient in 2015 (70%) as compared to 2014 (59%). 100%
of third grade students must be proficient by 2019. Instructional staff must consistently use effective instructional strategies, including differentiated instruction, to meet the learning needs of
individual students and student groups.
Measurable Objective 1:
Increase the percent of 3rd grade students proficient in reading from 70% to 80% by 2016 as measured by state assessments.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
List Artifacts/Evidence of
Resources and Amount Needed for
Action Step
Progress:
Implementation
(please only list one action step per box)
(people, time, materials, funding sources)
Information (Data) that will
verify the action step is in
progress or has occurred.
List Timeline, Benchmarks, and
Monitoring
Position Responsible
Status
Continuation From Last
1.1 Professional Development (Required)
NCCAT-S Indicators:
Year:
Instructional staff will participate in staff
development focusing on the CCSD Literacy
Framework shifts (non-fiction text-dependent
reading) and differentiated instruction and will,
as a result, incorporate the learned instructional
strategies to meet the learning needs of all
students
PD in CCSS Literacy Framework (Learning Strategist
and teacher leaders) - $12,450.00 in Title 1 funds;
Certified Temporary Tutors - $19,800.00 in Title 1
funds and $9,000.00 in PASS funds; Kagan Structures
(Kagan consultant) - $5,500; Technology (laptops,
printers, headphones) - $29,640.00
Lesson plans, observation
notes, post-observation
conference notes, sign-in
sheets,
Learning Strategist, Teacher leaders,
Administration, Librarian Monthly
professional development during staff
and grade-level meetings Kagan during
November and February Staff
Development days
N/A
Comments:
Page 4
Resources and
Action Step
Timeline and Position
Monitoring
Responsible
Status
List Artifacts/Evidence
Amount Needed
1.2 Family Engagement (Required)
Plan and execute family Literacy Nights in order to share strategies and
resources for parents to use with students to promote literacy at home.
Include family projects in monthly newsletters in preparation to assist in
skill mastery.
Continuation From Last Year:
Lexia ($6,900.00)
NCCAT-S Indicators:
Agendas, sign-in sheets, evaluations,
resource lists, newsletters
Administration, Learning Strategist
January and May 2016 parent
nights
N/A
Comments:
1.3 Curriculum/Instruction/Assessment (Required)
NCCAT-S Indicators:
Year:
Align instruction with the CCSD Literacy
Framework, including small group instruction,
differentiated instruction, Kagan Structures, nonfiction materials
Learning Strategist, Instructional staff, nonfiction books and materials, Accelerated Reader
(Librarian and Instructional Staff) - $9,566.50
Lesson plans, observation notes,
AR Summary reports, AIMSWeb
benchmark results
Administration, Learning Strategist, Instructional
staff Benchmark assessments administered three
times during the year Bi-monthly classroom
observations, Weekly AR usage
Comments:
1.4 Other (Optional)
NCCAT-S Indicators:
N/A
Comments:
Page 5
N/A
☑ General Education
☐ FRL
☐ ELL
☐ IEP
☐ Other
Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.
Root Causes:
According to 2014 CRT results in Reading, there was a 28% difference between the percentage of proficient students in the highest performing subgroup (Asian - 91%) and the lowest performing
subgroup (African American - 63%). In Math, there was a 43% difference between the percentage of proficient students in the highest (Asian - 83%) and the lowest (African American - 40%).
Students were not consistently provided with additional instruction/intervention in reading/math based on assessed needs.
Reduce the math and reading proficiency gaps between the highest performing subgroup and lowest performing ethnic/racial subgroup from 28% to 23% in Reading and 43% to 35% in Math by
2016 as measured by state assessments.
Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 9.8 to 8.8 by 2016 as measured by state assessments.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
List Artifacts/Evidence of
Action Step
(please only list one action step per
box)
Resources and Amount Needed for Implementation
Progress:
Information (Data) that will verify
the action step is in progress or has
occurred.
Instructional staff will participate in
professional development in the
implementation of ST Math and
Lexia.
Lexia licenses ($6,900.00), Lexia professional development (Learning
Strategist - $12,450.00), ST Math licenses ($3,999.00 for the year), ST
Math professional development/support (ST Math consultant),
Technology (laptops, printers, headphones) - $29,640.00
Page 6
Sign-in sheets, ST Math and Lexia
usage reports
List Timeline, Benchmarks,
Monitoring
and Position Responsible
Status
NCCAT-S Indicators:
Learning Strategist,
Instructional staff,
Administration Monthly review
of usage reports
N/A
Comments:
Monitoring
Action Step
Resources and Amount Needed
Timeline and Position Responsible
Status
2.2 Family Engagement (Required)
Provide parents with information about
Lexia and ST Math and with procedures
for accessing available resources from
home; Math and Science Connection
newsletters sent home monthly
Lexia licenses ($6,900.00), ST Math
licenses ($3,999.00 for the year),
Math/Science Connection subscription
($408 in Title 1 funds), copy paper
($623.00 in Title 1 funds)
ST Math usage reports identifying school
and home sessions, copies of information
sent home to parents, sign-in sheets from
parent meetings
NCCAT-S Indicators:
Administration, Learning Strategist
September/October - information sent home
November/December - PSTAPT discussions of
progress September 2015-May 2016 - Connection
newsletters sent home
N/A
Comments:
2.3 Curriculum/Instruction/Assessment (Required)
NCCAT-S Indicators:
Year:
Provide math and reading interventions to identified
students, including Lexia and ST Math.
Lexia ($6,900.00), ST Math ($3,999.00
for the year)
Usage reports, benchmark
assessments
Learning Strategist, Classroom teachers Lexia - 60
minutes per week ST Math - 90 minutes per week
Comments:
NCCAT-S Indicators:
N/A
Comments:
Page 7
N/A
☐ General Education
☐ FRL
☐ ELL
☐ IEP
☑ Other
Increase the percentage of school-based personnel trained in cultural competency.
Root Causes:
As the demographics continue to change across the district, it is important to provide explicit training in working with diverse populations. The large achievement gap between the highest
performing ethnic/racial subgroup and the lowest performing subgroup, is further support for the need for this training.
By August 2016, 100% of school-based staff will participate in cultural competency training as measured by sign-in sheets and evaluations.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
List Timeline,
Resources and Amount Needed for
Action Step
Implementation
(please only list one action step per box)
School-based staff will participate in professional
development addressing the Cultural Competency,
the Be Kind program will be implemented schoolwide, The Leader in Me book study
Monitoring
List Artifacts/Evidence of Progress:
Information (Data) that will verify the
action step is in progress or has occurred.
Benchmarks, and
Status
Position Responsible
Equity and Diversity Liaison will provide
professional development during the 2015-2016
school year, The Leader in Me books ($800.00)
Pathlore transcript, training notes, selfassessment Sign-in sheets, evaluations,
discipline referrals
NCCAT-S Indicators:
Equity and Diversity Liaison,
Counselor, Administration
N/A
Comments:
Action Step
Resources and Amount Needed
Page 8
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)
NCCAT-S Indicators:
N/A
Comments:
NCCAT-S Indicators:
N/A
Comments:
Page 9
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
Amount Received for this School
Purposes for which funds are used (include targeted audience, specific
Need/Goal
Year
activities, intended outcomes, etc.)
Applicable Goal(s)
Title I
62,300
PASS
9,000
Learning Strategist add on days, certified temporary tutors, technology parent
newsletter, copy paper.
Certified temporary tutor
Page 10
Goals 1, 2 and 3
Goal 1
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.
All teachers who are currently at Steve Schorr Elementary School are Highly Qualified. When positions become available, the interview process will be used to ensure that Highly Qualified
teachers are attracted to our school. Teachers are provided leadership opportunities through committees and professional development. Grade levels collaborate weekly to share instructional
strategies.
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.
Monthly parent trainings are scheduled to address curricular and content area instructional strategies to assist students at home. PTA evening events are planned each semester. These events
are advertised through the school's website calendar, flyers and ParentLink. Flyers and correspondence are sent home and posted on the website in English and Spanish, when available. Parents
participate on school-based committees, including the Leadership Team that addresses curriculum and school performance.
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.).
There are Early Childhood classes at Schorr ES, so the students interact often. A kindergarten roundup is held in the spring to introduce students to the school, and we assist with transitions for
Kindergarten (half day) to first grade (full day) students. The feeder middle schools hold orientation nights in the Spring and their counselors come to discuss registration. The counselor, as well
as former students, meet with classrooms and students to discuss the Middle School transition.
4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
Weekly grade level meetings provide opportunities for teachers to discuss academic assessment results and make decisions about instructional strategies to implement. Common assessments
and rubrics are developed during these meetings.
5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
Title I and PASS funds are coordinated so that they are aligned with the goals and action steps of the School Performance Plan. Funding for Kagan PD, technology, Learning Strategist, student
books, and Accelerated Reader are used to support implementation of the Literacy Framework. Computer software licenses (Lexia and ST Math) are purchased to support closing the
achievement gap.
Page 11
APPENDIX A - Professional Development Plan
1.1
Instructional staff will participate in staff development focusing on the CCSD Literacy Framework shifts (non-fiction text-dependent reading) and differentiated instruction and will, as a result,
incorporate the learned instructional strategies to meet the learning needs of all students
Goal 1 Additional PD Action Step (Optional)
2.1
Instructional staff will participate in professional development in the implementation of ST Math and Lexia.
3.1
School-based staff will participate in professional development addressing the Cultural Competency, the Be Kind program will be implemented school-wide, The Leader in Me book study
Page 12
APPENDIX B - Family Engagement Plan
1.2
Plan and execute family Literacy Nights in order to share strategies and resources for parents to use with students to promote literacy at home. Include family projects in monthly newsletters in
preparation to assist in skill mastery.
Goal 1 Additional Family Engagement Action Step (Optional)
2.2
Provide parents with information about Lexia and ST Math and with procedures for accessing available resources from home; Math and Science Connection newsletters sent home monthly
3.2
Page 13
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1
Increase Grade 3 proficiency rates in reading.
Measurable Objective(s):
Increase the percent of 3rd grade students proficient in reading from 70% to 80% by 2016 as measured by state assessments.
Status
N/A
Comments:
1.1
1.2
1.3
1.4
Professional Development:
Family Engagement:
Curriculum/Instruction/Assessment:
Other:
Mid-Year
1.1
End-of-Year
Instructional staff will participate in staff development focusing on the CCSD Literacy Framework shifts (non-fiction text-dependent reading)
and differentiated instruction and will, as a result, incorporate the learned instructional strategies to meet the learning needs of all students
Progress
Barriers
Next Steps
1.2
Plan and execute family Literacy Nights in order to share strategies and resources for parents to use with students to promote literacy at
home. Include family projects in monthly newsletters in preparation to assist in skill mastery.
Progress
Page 14
Barriers
Next Steps
1.3
Align instruction with the CCSD Literacy Framework, including small group instruction, differentiated instruction, Kagan Structures, nonfiction materials
Progress
Barriers
Next Steps
1.4
Progress
Barriers
Next Steps
Page 15
Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.
Reduce the math and reading proficiency gaps between the highest performing subgroup and lowest performing ethnic/racial subgroup from 28% to 23% in Reading and 43% to 35% in Math
by 2016 as measured by state assessments.
Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 9.8 to 8.8 by 2016 as measured by state
assessments.
Status
N/A
Comments:
2.1
2.2
2.3
2.4
Family Engagement:
Other:
Mid-Year
2.1
End-of-Year
Instructional staff will participate in professional development in the implementation of ST Math and Lexia.
Progress
Barriers
Next Steps
2.2
Provide parents with information about Lexia and ST Math and with procedures for accessing available resources from home; Math and
Science Connection newsletters sent home monthly
Page 16
Progress
Barriers
Next Steps
2.3
Provide math and reading interventions to identified students, including Lexia and ST Math.
Progress
Barriers
Next Steps
2.4
Progress
Barriers
Next Steps
Page 17
Increase the percentage of school-based personnel trained in cultural competency.
By August 2016, 100% of school-based staff will participate in cultural competency training as measured by sign-in sheets and evaluations.
Status
N/A
Comments:
3.1
3.2
3.3
3.4
Family Engagement:
Other:
Mid-Year
3.1
End-of-Year
School-based staff will participate in professional development addressing the Cultural Competency, the Be Kind program will be
implemented school-wide, The Leader in Me book study
Progress
Barriers
Next Steps
3.2
Progress
Page 18
Barriers
Next Steps
3.3
Progress
Barriers
Next Steps
3.4
Progress
Barriers
Next Steps
Page 19

School Performance Plan - Clark County School District

Transcription

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