School Performance Plan - Clark County School District · School Performance Plan ... SBAC lesson,...

School Performance Plan

School NameRogich, Sig MS

Address (City, State, Zip Code, Telephone):235 N Pavilion Center Dr

Las Vegas, NV 89144-4012, (702) 799-6040

Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: NA

Designation: NA

Grade Level Served: Middle School

Classification: 5 Star

NCCAT-S: Initial

*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 PositionLisa Landis Strategist/ELA 8 teacher Jackie Ririe Art Teacher

William Landis Information Technology Teacher Claudine Robinson Fine Arts TeacherErnie Domanico Math Teacher Susan Harrison PrincipalLarry Medford Dean David Laboy DeanDon Brasier Assistant Principal Robin Thomas Computers and Technology Teacher

Lauren Siqueiros Counselor

Nevada Department of Education Rogich, Sig MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 01/05/2017 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 Achievement Gap DataFormative Assessments Practice Content/ESL Staffing and Professional Development Individualized Education Programs (IEP)Interim Assessments Placement (Proficiency Levels) Service Delivery ModelsSummative Assessments Teacher/Administrator Observation Data Special Ed Staffing and Professional DevelopmentOther: Instructional Rounds data Other: Instructional Rounds data Other: Instructional Rounds dataOther: Instructional Rounds two-year trend data Other: Three-Year Trend Data Other: Special Education Procedures--Whole School

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.During 2015-2016, Sig Rogich Middle School had a total of 306 students take the End of Course Examinations (EOC), 245 8th graders and 61 7th graders. These high achieving students--moved to this level by teachers employing school-wide strategies--were excluded from our SBAC proficiency and achievement level data. Excluding these students has resulted in anomalies in determining trends, predictive models, and discovering patterns. To remedy this, we have recalculated our data and included the EOC students.

Positive trends include our lowest achieving ethnicity group. Rogich’s Math By Ethnicity, Black subgroup, was 26.40% meets/exceeds compared to the district’s 9.950%; ELA Black subgroup was 42.95% meets/exceeds compared to the district 25.70%. 8th grade ELA overall was 75.73% compared to the district 45.89%. We believe these trends are a result of the systemic changes made to embed strategies for close reading, close writing, and questioning (Socratic), in addition to strategies for management and planning.

Our positive trends also provide evidence of areas for concern, as we desire to move our subgroups and further close the achievement gaps on our campus. To that extent, we will reduce the reading proficiency gap between the highest performing subgroup (Asian, 74.81% at/above proficiency) and the lower performing ethnic/racial subgroup (black/African American) from 42.90% to 50.91% and we will reduce the reading proficiency gap between the highest performing subgroup (Asian, 72.06% at/above proficiency) and the lower performing ethnic/racial subgroup (black/African American) from 26.40% to 34.46% by 2017, as measured by the 2017 state SBAC assessments.

Analysis of data has demonstrated the need for additional training and professional development in instructional strategies and learning progression frameworks to develop highly effective teachers. Additionally, there is need for interventions to provide culturally responsive teaching to sustain growth and close achievement gaps.



HOPE 2 Intervention

Focus of Intervention:

Monitoring Plan:

Evaluation Plan:



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:Continue to increase the reduction of the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in Reading 6-8.

Root Causes:Teachers have not consistently and equitably employed strategies that create high cognitive demand and increased metacognitive activities, leading to closing achievement gaps.

Measurable Objective 1:Reduce the reading proficiency gap between the highest performing subgroup (Asian, 74.81% at/above proficiency) and the lower performing ethnic/racial subgroup (black/African American) from 42.90% to 50.91% by 2017, as measured by the 2017 state SBAC assessment.

Monitoring Status

On Task

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: Professional development will occur in the NEPF (with emphasis on NEPF 2 and 4) and the SBAC Lesson (to include close reading, content literacy, close writing, Socratic seminar, and development of text dependent questions) to increase cognitive demand and rigor, which align with project based learning.

Admin. Team, learning strategist/ELA teacher leaders presentations at scheduled SBCT days; Administrative team/Strategist provisional/new teachers to Rogich monthly staff development, Strategist content literacy training--one-to-one and department.

Collaboration logs submitted to principal weekly, Administrative instructional rounds data, formative/summative data from grade-level common assessments, Curriculum Engine SBAC planning, SPP monitoring tools, Infinite Campus grade reporting data.

Principal/ Strategist/Teacher leader presentations modeling the SBAC lesson, close reading, close writing, text dependent questions, and Socratic seminar.

On Task

Comments:By developing a culture for collaboration, SMS will extend rigor through problem based learning providing frequent opportunities for DOK 3 extension.



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

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Rogich Middle School will host 21st Technology/Career and College Ready evenings--once per quarter beginning in November-- for students and parents, where families can work on PBL's, learn web 2.0 applications, and explore 21st technology that supports the 1:1 device and defines rigor through gradual release.

Administrative team, teacher leaders, technology specialists, and learning strategist will create and model 21st technology to support and extend project based learning school-wide.

Administrative classroom observation data, varied use of technology modeled being used in PBL's, high stakes assessment data/performance based tasks aligned with SBAC.

Quarterly, beginning November, 2016; responsible persons include administrative team, teacher leaders, technology specialists, and learning strategist.

On Task

Comments:Family engagement will help facilitate a 4th quarter school-wide PBL.

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will incorporate a specific close reading weekly, and assess student understanding of text and require students to create and answer aligned text dependent questions. Weekly, teachers will review common assessment data to inform instruction.

Grade-level team teachers will meet weekly, each Friday morning, and submit evidence of meeting to principal via collaboration logs. Logs will track assessment data used, standards of focus, and strategies to make students SBAC ready.

Collaboration logs (submitted weekly to Principal Harrison), Administration observation data from classroom observations and one-on-one meetings, formative and summative assessment data, Curriculum Engine planning, and Infinite Campus grade books.

Weekly collaboration meetings, monthly collaboration log submitted to principal.

On Task

Comments:

1.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: Special Education ELA teachers will receive professional development in strategies for implementing the NVACS/CCSS for the co-teaching model.

ELA Special Education teachers will receive substitute time to notice, note, and collaborate on best practices/ vertical alignment that leads to measurable growth with the subgroup of Special Education. Specifically, the co-teaching model will be refined to ensure that both instructors are participating in the teaching process.

Collaboration Logs (submitted monthly to principal), Administrative team observations, formative and summative data, grade level common assessments, curriculum engine lesson planning, Discovery Assessment Data, and Rogich SPP monitoring tool.

Principal, Assistant Principal (supervisor for Special Education Department).

On Task

Comments:




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

Priority Need/Goal 2:Continue to increase the reduction of the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in Math 6-8.

Root Causes:Teachers have not consistently and equitably employed strategies that create high cognitive demand andincreased metacognitive activities, leading to closing achievement gaps.

Measurable Objective 1:Reduce the Math6-8 proficiency gap between the highest performing subgroup (Asian, 72.06% at/above proficiency) and the lower performing ethnic/racial subgroup (black/African American) from 26.40% to 34.46% by 2017, as measured by the 2017 state SBAC assessment.

Monitoring Status

On Task



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: Yes NCCAT-S Indicators: Professional development will occur in the NEPF (with emphasis on NEPF 2 and 4) and the SBAC Lesson (to include close reading, content literacy, close writing, Socratic seminar, and development of text dependent questions) to increase cognitive demand and rigor, which align with project based learning.

Learning strategist/ELA and math teacher leaders, Professional Development Days, Administrative team/Strategist provisional/new teachers to Rogich monthly staff development, Strategist content literacy training--one-to-one and department.

Collaboration logs submitted to principal weekly, Administrative classroom observation data, formative/summative data from grade-level common assessments, Curriculum Engine SBAC planning, SPP monitoring tools, and Infinite Campus grade reporting data.

Principal/ Strategist presentations modeling the SBAC lesson, close reading, close writing, text dependent questions, and questioning. Math teacher leaders will present at SBCT to model assessments, rigor, metacognition, and questioning. Math teachers will develop and utilize close reading lessons to support action steps and school-wide strategies.

On Task

Comments:By developing a culture for collaboration, SMS will extend rigor through problem based learning.




Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Rogich Middle School will host 21st Technology/Career and College Ready evenings--once per quarter beginning in November-- for students and parents, where families can work on PBL's, learn web 2.0 applications, and explore 21st technology that supports the 1:1 device and defines rigor through gradual release.




On Task

Comments:Family engagement will help facilitate a 4th quarter school-wide PBL.

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will incorporate a specific close reading weekly, and assess student understanding of text and require students to create and answer aligned text dependent questions. Weekly, teachers will review common assessment data to inform instruction.

Grade-level team teachers will meet weekly, each Friday morning, and submit evidence of meeting to principal via collaboration logs. Logs will track assessment data used, standards of focus, and strategies to make students SBAC ready.

Collaboration logs (submitted monthly to Principal Harrison), Administration observation data from classroom observations and one-on-one meetings, formative and summative assessment data, Curriculum Engine planning, and Infinite Campus grade books.

Weekly collaboration meetings; monthly collaboration log submitted to principal and supervisor.

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: Sig Rogich Middle School will offer the All Star's intervention program for identified students to target social behaviors that contribute to lack of proficiency. This program will include short and long term goals for success, and effective monitoring of these goals.

A grant provided funding for establishment of two class periods for the year to include and basic supplies.

All Star's monitoring tool to track interventions and student success, individual student assessments data (both formative and summative) and individual student grades per grading period.

Weekly interventions and contact will occur for individual students per the administrative team, learning strategist, lead counselor, and social worker.

On Task

Comments:Attendance will be targeted with All Star's as some identified students demonstrate increased absences.




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:Teachers and staff were were not consistently employing strategies that recognized cultural values and norms to assist in closing achievement gaps.

Measurable Objective 1:Teachers will receive site based ELL training each month via SBCT.

Measurable Objective 2:School-based administrators (deans, assistant principals, and principals) will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts.

Monitoring Status

On Task



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: Yes NCCAT-S Indicators: Staff will receive professional development in boosting cultural responsiveness. Teacher Learning Team will provide professional development addressing solutions for intolerance and lack of respect among teachers, staff, and the community to include Rogich's adoption of the All Star's program.

Learning strategist/ELA and math teacher leaders, Professional Development Days, Administrative team/Strategist provisional/new teachers to Rogich monthly staff

Collaboration logs submitted to principal weekly, Administrative classroom observation data, close reading materials used school-wide, formative/summative data from grade-level common assessments, Curriculum Engine SBAC planning, SPP monitoring tools, Infinite Campus grade reporting data.

Principal/ administrative team/strategist presentations modeling strategies for teaching tolerance, Teacher Team Initiative Learning Team's site based ongoing conversation about diversity and successful strategies to meet the needs of our school.

On Task

Comments:Staff will participate in ongoing conversation about diversity and strategies to close gaps.




Responsible

Monitoring

Status

3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Rogich Middle School will host 21st Technology/Career and College Ready evenings--once per quarter beginning in November-- for students and parents, where families can work on PBL's, learn web 2.0 applications, and explore 21st technology that defines rigor through gradual release.




On Task

Comments:This will provide opportunities for all students to learn and practice 21st century technology.

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will incorporate inquiry based learning frequency, and a grade-level PBL each quarter (minimum), to increase achievement by presenting additional opportunities for students to develop content literacy skills.

Each student will receive a Chrome book per the 1:1 device grant which will enable equitably resources for PBL; Grade-level team teachers will meet weekly, each Friday morning, and submit evidence of meeting to principal via collaboration logs. Logs will track assessment data used, standards of focus, and strategies to make students SBAC ready.

Collaboration logs (submitted monthly to Principal Harrison), Administration observation data from classroom observations, Instructional Round data, and one-on-one meetings, formative and summative assessment data, Curriculum Engine common planning, and Infinite Campus grade books.

Weekly collaboration meetings, monthly collaboration log submitted to principal.

On Task

Comments:Inquiry based learning improves achievement for linguistically and culturally diverse students. By providing all students with a 1:1 device, equitably resources are ensured.

3.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Sig Rogich Middle School will offer the All Star's intervention program for identified students to target social behaviors that contribute to lack of proficiency. This program will include short and long term goals for success, and effective monitoring of these goals.

A grant provided funding for establishment of two class periods for the year to include and basic supplies.

All Star's monitoring tool to track interventions and student success, individual student assessments data (both formative and summative) and individual student grades per grading period.

Weekly interventions and contact will occur for individual students per the administrative team, learning strategist, lead counselor, and social worker.

On Task

Comments:Attendance will be targeted with All Star's as some identified students demonstrate increased absences.



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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

School Generated Funds $10, 919.00IXL Math--IXL online learning will be used for remediation of lower achieving students as part of the RTI process, and for proficient students to move them from meets to exceeds. Additionally, IXL will be utilzed by teachers for adaptive differentiation; students will use the 1:1 device to gain access to the program.

Goals 2 and 3

School Generated Funds $700.00

Flocabulary is a web-based learning program for all grades and subjects that uses educational hip-hop music to engage students and increase achievement; On average, students scored 25% higher on state reading tests after using Flocabulary. Students will use 1:1 devices to access the program; teachers will utilize the program to provide adaptive differentiation.

Goals 1 and 3

School Generated Funds $699.00 Moby Max-- Moby Max online learning will be used for remediation of lower achieving students in math and ELA as part of the RTI process and All Star classes. Additionally, it will be used by math teachers for adaptive differentiation. Goals 1, 2 and 3



APPENDIX A - Professional Development Plan

1.1Professional development will occur in the NEPF (with emphasis on NEPF 2 and 4) and the SBAC Lesson (to include close reading, content literacy, close writing, Socratic seminar, and development of text dependent questions) to increase cognitive demand and rigor, which align with project based learning.

Goal 1 Additional PD Action Step (Optional)



3.1Staff will receive professional development in boosting cultural responsiveness. Teacher Learning Team will provide professional development addressing solutions for intolerance and lack of respect among teachers, staff, and the community to include Rogich's adoption of the All Star's program.




APPENDIX B - Family Engagement Plan

1.2Rogich Middle School will host 21st Technology/Career and College Ready evenings--once per quarter beginning in November-- for students and parents, where families can work on PBL's, learn web 2.0 applications, and explore 21st technology that supports the 1:1 device and defines rigor through gradual release.

Goal 1 Additional Family Engagement Action Step (Optional)



3.2Rogich Middle School will host 21st Technology/Career and College Ready evenings--once per quarter beginning in November-- for students and parents, where families can work on PBL's, learn web 2.0 applications, and explore 21st technology that defines rigor through gradual release.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Continue to increase the reduction of the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in Reading 6-8.

Measurable Objective(s):

Reduce the reading proficiency gap between the highest performing subgroup (Asian, 74.81% at/above proficiency) and the lower performing ethnic/racial subgroup (black/African American) from 42.90% to 50.91% by 2017, as measured by the 2017 state SBAC assessment.

StatusOn Task

Comments:Instructional Rounds established by PZ3 and continued informally every two weeks at SRMS, have proven to identify strengths, areas of improvement, and next steps; teachers are using this data school-wide to align instruction with standards and increase rigor. 1.1 Professional Development: By developing a culture for collaboration, SMS will extend rigor through problem based learning providing frequent opportunities for DOK 3 extension. 1.2 Family Engagement: Family engagement will help facilitate a 4th quarter school-wide PBL.1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year


On Task

Progress

Barriers

Next Steps


On Task

Progress



Barriers

Next Steps

As SRMS is a recipient of the NV21 grant, and will be a 1:1 device school, teachers and staff will work to embed technology into instruction and share with with parents and students. We will include NV21 resources in evenings and promote these to the community as we move to a 1:1 device school. We have changed the nights to be more exploratory--anticipating the needs next year--and refer to them as the "Technology Cafe." Future dates: 2/25, 3/11, 3/25, 4/8, 4/22

1.3 Teachers will incorporate a specific close reading weekly, and assess student understanding of text and require students to create and answer aligned text dependent questions. Weekly, teachers will review common assessment data to inform instruction. On Task

Progress

Barriers

Next Steps

1.4 Special Education ELA teachers will receive professional development in strategies for implementing the NVACS/CCSS for the co-teaching model. On Task

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Continue to increase the reduction of the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in Math 6-8.


Reduce the Math6-8 proficiency gap between the highest performing subgroup (Asian, 72.06% at/above proficiency) and the lower performing ethnic/racial subgroup (black/African American) from 26.40% to 34.46% by 2017, as measured by the 2017 state SBAC assessment.

StatusOn Task

Comments:2.1 Professional Development: By developing a culture for collaboration, SMS will extend rigor through problem based learning. 2.2 Family Engagement: Family engagement will help facilitate a 4th quarter school-wide PBL. 2.3 Curriculum/Instruction/Assessment: 2.4 Other: Attendance will be targeted with GAP as identified students demonstrated increased absences.2.1 Professional Development: By developing a culture for collaboration, SMS will extend rigor through problem based learning. 2.2 Family Engagement: Family engagement will help facilitate a 4th quarter school-wide PBL.2.3 Curriculum/Instruction/Assessment:2.4 Other: Attendance will be targeted with All Star's as some identified students demonstrate increased absences.



On Task

Progress

Barriers

Next Steps


N/A

Progress



Barriers

Next Steps

2.3 Teachers will incorporate a specific close reading weekly, and assess student understanding of text and require students to create and answer aligned text dependent questions. Weekly, teachers will review common assessment data to inform instruction. On Task

Progress

Barriers

Next Steps

2.4 Sig Rogich Middle School will offer the All Star's intervention program for identified students to target social behaviors that contribute to lack of proficiency. This program will include short and long term goals for success, and effective monitoring of these goals. On Task

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.


Teachers will receive site based ELL training each month via SBCT.School-based administrators (deans, assistant principals, and principals) will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts.

StatusOn Task

Comments:

3.1 Professional Development: Staff will participate in ongoing conversation about diversity and strategies to close gaps. 3.2 Family Engagement: This will provide opportunities for all students to learn and practice 21st century technology.3.3 Curriculum/Instruction/Assessment: Inquiry based learning improves achievement for linguistically and culturally diverse students. By providing all students with a 1:1 device, equitably resources are ensured. 3.4 Other: Attendance will be targeted with All Star's as some identified students demonstrate increased absences.


3.1Staff will receive professional development in boosting cultural responsiveness. Teacher Learning Team will provide professional development addressing solutions for intolerance and lack of respect among teachers, staff, and the community to include Rogich's adoption of the All Star's program.

On Task

Progress

Barriers

Next Steps

3.2Rogich Middle School will host 21st Technology/Career and College Ready evenings--once per quarter beginning in November-- for students and parents, where families can work on PBL's, learn web 2.0 applications, and explore 21st technology that defines rigor through gradual release.

On Task

Progress



Barriers

Next Steps

3.3 Teachers will incorporate inquiry based learning frequency, and a grade-level PBL each quarter (minimum), to increase achievement by presenting additional opportunities for students to develop content literacy skills. On Task

Progress

Barriers

Next Steps

3.4 Sig Rogich Middle School will offer the All Star's intervention program for identified students to target social behaviors that contribute to lack of proficiency. This program will include short and long term goals for success, and effective monitoring of these goals. On Task

Progress

Barriers

Next Steps



School Performance Plan - Clark County School District · School Performance Plan ... SBAC lesson,...

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