School Performance Plan - Clark County School District€¦ · In PLT meetings and flyer...

School Performance Plan

School NameGoolsby, Judy and John L ES

Address (City, State, Zip Code, Telephone):11175 W Desert Inn Rd

Las Vegas, NV 89135, (702) 799-2520

Superintendent/Assistant Chief: Pat Skorkowsky / Karen West

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Not_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 PositionKim Cunningham Principal Christine Flynn Parent

Ruth Radke Parent Toni Talley CounselorNicole Bylina-Streets Specialist Katie Vander Veldt Kindergarten Teacher

Heather Ogle First Grade Teacher Debbie Dwyer Second Grade TeacherMonica Kolar Third Grade Teacher Laurie Grosenick Fourth Grade TeacherTina Stevens Fifth Grade Teacher Michelle Malone Specialist

Nevada Department of Education Goolsby, Judy and John L ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/05/2016 Nevada Department of Education - June 2016

Lindsay Packer Assistant Principal



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

Statewide Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)NA NA NANA NA NANA NA 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.According to the datalab.ccsd.net website, 2015-2016 SBAC ELA results reflect a 77.19% proficiency rate as compared to the CCSD average proficiency rate of 46.31% and Math results reflect a 71.62% proficiency rate as compared to the CCSD average proficiency rate of 31.35%. According to the School Roster Report from the Nevada Student Assessment System, ELA scores in Claim 2: Writing revealed that 40 students scored below standard and Math scores in Claim 1: Concepts and Procedures revealed a bi-modal pattern where a higher number of students scored both below standard and above standard as compared to the other claims in Math. These areas will be prioritized in the 2016-2017 plan for Goolsby ES.

Summative data from previous years:POSITIVE TRENDS FOR GRADES 3 - 5According to the NSPF, overall ELA and math CRT proficiency results are well above the district and state average.According to the School Growth Summary, Math MGP rate well above the state average.AREAS OF CONCERN FOR GRADES 3 - 5According to the NSPF, IEP subgroup proficiency rates in ELA dropped 15% (in 2012 - 2014 from 47 to 32%).According to the NSPF, IEP subgroup proficiency rates in math dropped 13% (in 2012 - 2014 from 56 to 43%). According to the NSPF: MGP for IEP subgroup in ELA dropped 30 points from 2012 - 2014 (from 54 to 24)MGP for IEP subgroup in math dropped 14 points from 2013 - 2014 (from 59 to 45)MGP for FRL subgroup in ELA dropped 23 points from 2012 - 2014 (from 66 - 43)We would like to explore quantity of grade level content due to students being pulled to the resource room for special education services.



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 ELA.

Root Causes:According to the Smarter Balanced Assessment results, 13.49% of Grade 3 students were not proficient in ELA. Claim 2: Writing data shows that 6.8% of students were below standard, the highest percentage of all the ELA claims. There is a need to continue to emphasize the writing-reading connection where students draw upon and write about evidence from literary and informational texts during instruction.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from [86.76%] to [ 88.76%] 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: Use PLC time to develop common assessments aligned to the rigor of the NVACS and use these common assessments to drive instruction. (NEPF 2.3, 5.2)

Weekly grade level PLC time; Site-Based Collaboration Time for Read by 3 training and to unwrap various ELA standards and create formative and summative, standards-based assessments; Curriculum Engine; Learning Strategist (Read by 3 Grant); Smarter Balanced Resource Library

Schoolwide writing assessments and rubrics, common assessments; SBCT meeting notes and agendas; PLC meeting notes and agendas

Schoolwide common assessments - Learning Strategist (bi-monthly); Common assessments - Grade level chair (monthly); PLC and SBCT notes - Administration (weekly)

N/A

Comments:NEPF - Nevada Educator Performance Framework is used to evaluate instruction; NVACS - Nevada Academic Content Standards; PLC - Professional Learning Communities



Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

In PLT meetings and flyer communication, examples of highlighted questions, reading passages and writing expectations aligned to the NVACS and SBAC are shared to enable parents to better assist their students at home. (NEPF 3.4, 4.1)

Parent communication planning time; flex budget for materials

PLT agenda and Flyer communication

Administration and Learning Strategist- PLT meeting artifacts (bi-monthly)

N/A

Comments:

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

YesNCCAT-S Indicators:

Use common assessments aligned to the rigor of NVACS in classrooms. (NEPF 2.3, 5.2)

PLC time; CTT to conduct small group literacy remediation (general budget); Site-Based Collaboration Time Assessment PD; Learning Strategist (Read by 3 Grant); Smarter Balanced Resource Library

Common assessments; Student common assessment data results; CTT Logs; SBAC results; Classroom observation data

Common assessments - Grade level chair (monthly); Student common assessment data results - Administration (bimonthly); CTT (5x/week beginning November 2016); SBAC results Administration (bimonthly); Classroom observation data - Administration (by April); Classroom Assessment Guidelines - Classroom teachers (bimonthly)

N/A

Comments:

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

Comments:





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:According to the Smarter Balanced Assessment results for math and reading there was a gap between the highest performing subgroup and lower performing subgroups. This indicates a need for an adjustment of instructional practices and assessments to meet the needs of the Nevada Academic Content Standards.

Measurable Objective 1:Reduce the math proficiency gap between the highest performing subgroup and lower performing ethnic/racial supergroup from 8.75% in 2014 to 7.0% by 2016 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the highest performing subgroup and lower performing ethnic/racial supergroup from 4.32% in 2014 to 3.46% by 2016 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 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:

NoNCCAT-S Indicators:



Ongoing PD designed to develop and analyze common assessments, ongoing formative assessments and create/develop lesson plans that incorporate the NEPF instructional standards; thus differentiating to meet the needs of diverse learners.

Weekly grade level PLC time; Site-Based Collaboration Time for training and to unwrap various ELA and math standards and create formative and summative, standards-based assessments; Curriculum Engine; Learning Strategist (Read by 3 Grant); Smarter Balanced Resource Library

PLC meeting agendas and notes, lesson plans, completed common and formative assessments

PLC notes and lessons (grade levels-weekly), completed common and formative assessments (grade levels-monthly), PD agendas (Learning strategist- SBCT)

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: YesNCCAT-S Indicators:

In PLT meetings and flyer communication, parents will be provided information/resources on SBAC and NVACS in order to enable parents to better assist their students at home.

Parent communication planning time; flex budget for materials

PLT agenda and Flyer communication

Administration and Learning Strategist- PLT meeting artifacts (bi-monthly)

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Incorporate the NEPF Instructional Standards into daily instruction. (NEPF 1-5) Use ongoing formative and summative assessments to identify students in need of acceleration and remediation. (NEPF 5)

Substitute teachers to release new teachers to observe classrooms and attend planning sessions with the Learning Strategist (Read by 3 Grant); PLC/SBCT time (built into school day); CTT to conduct small group remediation (general budget); Smarter Balanced Resource Library

Classroom observation notes (ongoing); Formative assessments (ongoing); Common summative assessments (monthly), Student common assessment data results; SBAC Results; CTT logs

Classroom observation notes (administration-ongoing); Formative assessments (teacher-ongoing), common summative assessments (grade level chair-monthly); PLC notes (grade level representative-weekly), CTT (5x/week beginning November 2016); SBAC IAB results (administration-bi-monthly)

N/A

Comments:


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


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

3.1 Professional Development (Required)Continuation From Last

Year: NoNCCAT-S Indicators:

All staff will participate in professional development provided by the Operation Respect/Welcoming Schools team as required by the Operation Respect/Welcoming Schools grant. The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Training materials from Operation Respect/Welcoming Schools and a variety of other resources. Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Sign-in sheets, teacher survey, student survey

Operation Respect/Welcoming Schools Team (three times per year); SBCT notes - Administration; The principal is responsible for ensuring this action step takes place during the 2016-2017 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff.

N/A

Comments:



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

Status

3.2 Family Engagement (Optional) Continuation From Last Year: No NCCAT-S Indicators: As a result of community input meetings held in the fall of 2015, school-wide lessons will be available for parent and community review

Operation Respect/Welcoming Schools Curriculum Resources, Guests from the Equity and Diversity Department, and The Public Education Foundation

Meeting materials and notes, Operation Respect/Welcoming Schools lesson plan binder

October, February and April of 2017 - Principal, Assistant Principal, Operation Respect/Welcoming Schools Team

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional)Continuation From Last

Year: NoNCCAT-S Indicators:

Use school wide lessons aligned to the ELA NVACS related to cultural competency.

SBCT Time; Librarian; school wide lessons; Operation Respect/Welcoming Schools grant

Student survey; teacher survey; lesson plans

SBCT - Operation Respect/Welcoming Schools Team (three times per year); October, February and April of 2017 - Principal, Assistant Principal, Librarian

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)

General Budget 45,000 Certified Temporary Tutor (CTT) will provide intervention support for students that are struggling to meet grade level standards Goals 1 and 2

General Budget 600 Substitutes: teacher release time for new teachers to observe master teachers and debrief and refine instruction Goals 1 and 2

Read by Grade 3 Grant 80,999Fund the Learning Strategist to conduct Read by 3 professional development, mentor new teachers, collaborate during PLC time, plan SBCT professional development, train and coordinate CTTs, analyze data

Goals 1, 2 and 3



APPENDIX A - Professional Development Plan

1.1Use PLC time to develop common assessments aligned to the rigor of the NVACS and use these common assessments to drive instruction. (NEPF 2.3, 5.2)

Goal 1 Additional PD Action Step (Optional)

2.1Ongoing PD designed to develop and analyze common assessments, ongoing formative assessments and create/develop lesson plans that incorporate the NEPF instructional standards; thus differentiating to meet the needs of diverse learners.


3.1All staff will participate in professional development provided by the Operation Respect/Welcoming Schools team as required by the Operation Respect/Welcoming Schools grant. The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.




APPENDIX B - Family Engagement Plan

1.2In PLT meetings and flyer communication, examples of highlighted questions, reading passages and writing expectations aligned to the NVACS and SBAC are shared to enable parents to better assist their students at home. (NEPF 3.4, 4.1)

Goal 1 Additional Family Engagement Action Step (Optional)

2.2In PLT meetings and flyer communication, parents will be provided information/resources on SBAC and NVACS in order to enable parents to better assist their students at home.


3.2As a result of community input meetings held in the fall of 2015, school-wide lessons will be available for parent and community review




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from [86.76%] to [ 88.76%] by 2017 as measured by state assessments.

StatusN/A

Comments:

1.1 Professional Development: NEPF - Nevada Educator Performance Framework is used to evaluate instruction; NVACS - Nevada Academic Content Standards; PLC - Professional Learning Communities1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Use PLC time to develop common assessments aligned to the rigor of the NVACS and use these common assessments to drive instruction. (NEPF 2.3, 5.2) On Task

Progress

Barriers

Next Steps

1.2 In PLT meetings and flyer communication, examples of highlighted questions, reading passages and writing expectations aligned to the NVACS and SBAC are shared to enable parents to better assist their students at home. (NEPF 3.4, 4.1) On Task

Progress



Barriers

Next Steps

1.3 Use common assessments aligned to the rigor of NVACS in classrooms. (NEPF 2.3, 5.2) On Task

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 highest performing subgroup and lower performing ethnic/racial supergroup from 8.75% in 2014 to 7.0% by 2016 as measured by state assessments.Reduce the reading proficiency gap between the highest performing subgroup and lower performing ethnic/racial supergroup from 4.32% in 2014 to 3.46% by 2016 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 Ongoing PD designed to develop and analyze common assessments, ongoing formative assessments and create/develop lesson plans that incorporate the NEPF instructional standards; thus differentiating to meet the needs of diverse learners. On Task

Progress

Barriers

Next Steps

2.2 In PLT meetings and flyer communication, parents will be provided information/resources on SBAC and NVACS in order to enable parents to better assist their students at home. On Task



Progress

BarriersNext Steps

2.3 Incorporate the NEPF Instructional Standards into daily instruction. (NEPF 1-5) Use ongoing formative and summative assessments to identify students in need of acceleration and remediation. (NEPF 5) On Task

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.


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:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1All staff will participate in professional development provided by the Operation Respect/Welcoming Schools team as required by the Operation Respect/Welcoming Schools grant. The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

On Task

Progress

Barriers

Next Steps

3.2 As a result of community input meetings held in the fall of 2015, school-wide lessons will be available for parent and community review On Task

Progress



Barriers

Next Steps

3.3 Use school wide lessons aligned to the ELA NVACS related to cultural competency. N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



School Performance Plan - Clark County School District€¦ · In PLT meetings and flyer...

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