School Performance Plan...Vocabulary, Imagine Learning, ELL Strategies, Kagan, and text complexity....

School Performance Plan

School NameMartinez, Reynaldo ES

Address (City, State, Zip Code, Telephone):350 E Judson Ave

N Las Vegas, NV 89030-5671, (702) 799-3800

Superintendent/Assistant Chief: Pat Skorkowsky / Lorna James-Cervantes

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 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 PositionAdriana Vazquez Parent Tim Adams Principal

Emily Petosa Assistant Principal Ayah Elsawah Second GradeTom Blacklock ELL Strategist Sarah Payne RTI Strategist

Amanda Willner Kindergarten Rona Sumanga First GradeAdriana Morales Third Grade Yvette Levesque 5th Grade

Mark Somers Behavior Strategist Stephanie Mattson Read By 3 StrategistLisa Dalton 4th Grade Christine Robinson Counselor

Nevada Department of Education Martinez, Reynaldo ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/01/2016 Nevada Department of Education - June 2016

Ana Herrera Support Staff



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 Placement (Proficiency Levels) Nevada School Performance Framework (NSPF)Formative Assessments Practice AMAOs/ELPA Analysis 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, school wide reading fluency data, scores increased from 34.5% to 51.6% between 2012-2016 according to Aimsweb RCBM. As measured by AIMSweb, 26% of 3rd grade students were proficient in reading fluency at the end of the 2012-2013 school year and increased to 38.2% at the end of the 2015-2016 school year. As measured by AIMSweb, 44.6% of 3rd grade students were proficient in math computation at the end of the 2012-2013 school year and increased to 48.9% at the end of the 2015-2016 school year.

According to school wide SBAC data, for 2015-2016 school year on the ELA portion of the test 35% of students in grades 3-5 were proficient. According to the school wide SBAC data, for 2015-2016 school year on the Math portion of the test 26% students in grades 3-5 were proficient. As measured by SBAC specific to 3rd grade students, 28% were proficient in ELA in 2015-2016. As measured by SBAC data 24% of 3rd grade students were proficient in Math in 2015-2016.

According to K-5 WIDA test data for the 2014- 2015 school test cycles, ELL students overall average growth was .73 points and increased to .93 during the 2015-2016 school year. In addition 79% of students made positive growth on the the WIDA test during the 2014-2015 school year and 91% of students made positive growth on the WIDA test during the 2015-2016 school year.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

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

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

Root Causes:Lack of Tier 1 Instruction, based on grade level Common Core Standards. Lack of exposure to complex text and materials aligned to standards. Lack of students inability to reason and explain learning objectives and targets. Lack of High Expectations by teachers. Lack of High Quality instruction for second language students.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 28% to 38% by 2017 as indicated by the SBAC.

Measurable Objective 2:Increase the percent of 3rd grade students proficient in reading comprehension from 28% at the beginning of the 2016-2017 school year to 53% by the end of the 2016-2017 school year as measured by the STAR Reading Assessment.

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:

YesNCCAT-S Indicators:

Professional development on Tier 1 Instruction, Ready Gen Tier 1 Reading, Literacy Framework, ELL Master Plan, Vocabulary, Imagine Learning, ELL Strategies, Kagan, and text complexity.

Professional development is provided to teachers through Contact Unit salary advancements. Martinez's budget has $1200 available for trainings during school hours.

Sign in sheets, agendas, classroom observations, ELL Instructional Rounds, and evals.

Title I Coordinator. Administration ELL Department School Based Learning Strategists Ongoing training will be provided throughout the year as needed.

N/A



Comments:

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

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Monthly parent trainings, annual literacy night, progress reports, Read by 3 parent notification letters, homework, STPSPT. Communicate reading proficiency levels to parents.

For the parent meetings that take place outside of contracted time, $520.40 is allocated to purchase snacks for the meetings. The CCSD FACES department and other outside agencies will provide monthly parent trainings and informational meetings. Spread the Word Nevada will also provide monthly parent/student literacy trainings to help increase grade level literacy.

Sign in sheets, agendas, parent signature on homework, signature on progress reports.

Counselor, instructional coaches, administration, teacher. Parent meetings will be conducted every month beginning in September. Communication with parents through newsletters and progress reports will happen monthly. Literacy night will be conducted in March.

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Ensure students participate in an uninterrupted Tier 1 reading block, that includes high quality Tier 1 instruction using aligned materials. Provide monthly training and coaching in both ELL and Kagan strategies. Monitor monthly reading progress and make necessary adjustments to student programming as needed.

CTT staff will be utilized to help with the continued instruction, and will be funded by Title 1 Funds as well as the strategic budget. Iready and Imagine Learning will support the implementation as well as the Zoom Reading Center, all of which is funded by Zoom.

STAR assessment monitoring for reading comprehension and SBAC interim assessments, as well as iready reporting, and Aimsweb.

Instructional coaches, teachers, administration. Teachers will receive training on Ready Gen Materials at the start of the year. Kagan, Read by 3 , and ELL trainings will occur monthly.

N/A

Comments:

1.4 Other (Optional)Continuation From

Last Year: YesNCCAT-S Indicators:

Zoom reading center, Pre-K for all, Kinder CSR, 15 extra days, Zoom curriculum, Imagine Learning, ELL Master Plan

Zoom reading facilitator, tutors in Zoom center, and Imagine learning all funded through Zoom

DRA and WIDA Zoom reading facilitator, tutors in Zoom center (Zoom funding) Zoom center will open in October and run until the end of the year. Pre-K and all day kinder will run through the entire year. 15 extra days of instruction will begin the first week in June.

N/A

Comments:




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

Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.

Root Causes:Lack of understanding of how to reach the specific sub groups. Lack of Tier 1 Instruction, based on grade level Common Core Standards. Lack of exposure to complex text and materials aligned to standards. Lack of High Expectations by teachers. Lack of High Quality instruction for second language students.

Measurable Objective 1:Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 21.5% to 31.5% by June 2017.

Measurable Objective 2:Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from 10% to 20% by June 2017.

Measurable Objective 3:Increase the percent of ELs meeting AGP, as measured by ELPA, from 57.2% to 72.2% by June 2017.

Measurable Objective 4:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 36.40% to 26.40% by 2017 as measured by state assessments.

Measurable Objective 5:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 35.82% to 25.82% by 2017 as measured by state assessments.

Monitoring Status

N/A



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: NCCAT-S Indicators:



Professional development for strategies in language development for our ELL subgroup specific through the ELL Master Plan, Ready Gen Tier I materials, and Common Core Standards.

1) Professional development completed before or after school, Contact Units for salary advancement will be offered.

1) Transparent tracking of goals, individual teacher data trackers, monthly STAR assessment. 2) Student Achievement Data as measured by WIDA and iReady (3 times per year).

1) Administration, teachers, instructional coaches. Goals will be set in the first month of school and will run throughout the year. Teachers will track and record data on a monthly basis to track progress.

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: NCCAT-S Indicators: 1) Providing opportunities for parents to be involved through monthly parent connection meetings at different times of the day to accommodate parent schedules, STPSPT, math and literacy nights with incentives for parents to attend. 2) Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

1) For the parent meeting $520.40 is allocated to purchase snacks for the meetings. 2) Parent Engagement Project Facilitator (Zoom)

1) Sign ins, evaluations, agendas, and CCSD parent surveys. 2) Attendance counts and/or sign-in sheets from family events, Parent survey data, newsletters, Site logs of parent contact and activities.

1) Timeline: monthly parent meetings, two annual parent meetings. Responsible parties: instructional coaches, administration, teachers. Parent meetings will be conducted every month beginning in September. Communication with parents through newsletters and progress reports will happen monthly. 2) Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: NCCAT-S Indicators:

1) Communicate STAR goals and progress to students through transparent tracking bulletin boards, progress reports, and annual WIDA score report. iReady data shared with students and parents.

1) Star is funded through Title I funds,WIDA through CCSD and iReady is funded through Zoom. 2) Estimated Costs for 29 Zoom elementary and secondary schools: $500,000 (to be paid for with non-SB 405 funds: ELL general funds, Title III, and Title I)

Transparent tracking, STAR, iReady, and WIDA.

1/2) Timeline: STAR progress is tracked monthly. iReady is administered three times a year. WIDA is administered annually. Responsible Parties: teacher, administration Teachers will track and record data on a monthly basis to track progress. 2) Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:

2.4 Other (Optional)Continuation From

Last Year: NCCAT-S Indicators:



1) Zoom Pre-K half days Mon-Thurs; 2) Full day Kindergarten (CSR) 3) Zoom Reading Center 4) Zoom Summer Academy/Intersession provide 17 additional days of instruction

1) 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units (Zoom); 2) CCSD Literacy Framework with supplementary materials for differentiated instruction (Zoom); 3) CCSD Zoom Reading Center Framework, Zoom Project Facilitators, long-term sub, 3 PPTs, and Reading Center facility (furniture, books, instructional supplies, technology, and software)(Zoom) 4) Themed units aligned to Literacy Framework and NVACS, Math curriculum based on WestEd program, licensed and support staff, transportation personnel, nurses, crossing guards, subs, presenters, and classroom supplies (Zoom)

1) Teaching Strategies Gold Student Achievement Checkpoints (3 times per year), 1/2/3/4) WIDA (2 times per year)

1) Zoom Pre-K Teacher, Family Assistant, and Administrator (2015-16 school year) 2) Zoom Kindergarten teachers, Administrator (2015-2016 school year) 3) Project Facilitator, long-term substitute, para-professional tutors, Administration and Assistant Chief (2015-16 school year) 4) Administration and Assistant Chief (2016-17 school year)

N/A

Comments:




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

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

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.

Measurable Objective 1:By May 2017, 100% of staff will participate in cultural competency professional development sessions and activities during the 2016-2017 school year as measured by sign-in sheets and Administration observations.

Monitoring Status

N/A



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: Book study: The End of the Molasses Classroom, Week of Respect Activities, Implementation of the Be Kind Program, Skills for Success lesson to decrease behavior referrals. Implementation of the "House System", and the Martinez Essential 15 Skills. Increased community and parent involvement through home visits, and school based parent trainings. Participate in the ELL Cohort A trainings as part of the ELL Master Plan.

Books purchased through General Budget, Professional Development through site visits to Ron Clark Academy, Counselor with implement lessons for Week of Respect, Be Kind and Skills of Success. Weekly Character Traits with Awards.

Sign- in sheets, Admin observation data (NEPF), Book Study Presentations, House Slips, Character of the Month Awards, decrease in behavior referrals.

The Principal/Assistant Principal is responsible for ensuring this action step takes place during the 2015-2016 school year.

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: No NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds

applicable to Priority

Need/Goal

Amount Received for

this School Year

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

etc.)

Applicable

Goal(s)

Title I $280060.00 Professional development, fund additional staff positions,parent meetings and training CIS personnel, Technology.

Goals 1 and 2

Zoom Funding 25 Million

Total funding for Zoom schools . Funding will provide for Pre-K half days, 4 days a week; Full Day Kindergarten; Reading Skills Center; Summer Academy Intersession; Professional Development; Recruitment/Retention Initiatives; and Family Engagement Opportunities. The intended outcome is to raise students with WIDA scores academic achievement.

Goals 1, 2 and 3

ELL Performance Zone Money 9734.00 Funded a CTT position to assist with Imagine Learning and Iready implementation. Goals 1 and 2

General Budget $2,965,507.06 To fund staffing and instructional programs and supplies to meet the needs of the School Performance Plan goals. Goals 1 and 2



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.Supportive administration, positive school culture, knowledgeable instructional coaches, opportunities for professional development and collaboration, partnered with UNLV for student teaching, strong community partner support, abundance of instructional supplies. Being a Zoom School also allowed for an additional 15 days of contracted instruction.

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.Parent connection meetings, STPSPT, newsletters, progress reports, and family nights are all presented/translated in both English and Spanish.

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.).Pre-K students are introduced to Kinder classrooms to get them ready for the transition. 5th grade students take a field trip to middle school where they can tour the campus and ask questions. Motivational speakers and magnet school representatives are invited to speak with students transitioning to middle school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers are actively involved in PLCs, committee meetings, RTI meetings and leadership meetings. The use of academic assessments drives instructional decisions.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle I funding is used for professional development, collaboration, staffing, and parent involvement. Title I documentation and audits are used to ensure that the funding is used appropriately.



APPENDIX A - Professional Development Plan

1.1Professional development on Tier 1 Instruction, Ready Gen Tier 1 Reading, Literacy Framework, ELL Master Plan, Vocabulary, Imagine Learning, ELL Strategies, Kagan, and text complexity.

Goal 1 Additional PD Action Step (Optional)

2.1Professional development for strategies in language development for our ELL subgroup specific through the ELL Master Plan, Ready Gen Tier I materials, and Common Core Standards.


3.1Book study: The End of the Molasses Classroom, Week of Respect Activities, Implementation of the Be Kind Program, Skills for Success lesson to decrease behavior referrals. Implementation of the "House System", and the Martinez Essential 15 Skills. Increased community and parent involvement through home visits, and school based parent trainings. Participate in the ELL Cohort A trainings as part of the ELL Master Plan.




APPENDIX B - Family Engagement Plan

1.2Monthly parent trainings, annual literacy night, progress reports, Read by 3 parent notification letters, homework, STPSPT. Communicate reading proficiency levels to parents.

Goal 1 Additional Family Engagement Action Step (Optional)

2.21) Providing opportunities for parents to be involved through monthly parent connection meetings at different times of the day to accommodate parent schedules, STPSPT, math and literacy nights with incentives for parents to attend. 2) Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 28% to 38% by 2017 as indicated by the SBAC.Increase the percent of 3rd grade students proficient in reading comprehension from 28% at the beginning of the 2016-2017 school year to 53% by the end of the 2016-2017 school year as measured by the STAR Reading Assessment.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Professional development on Tier 1 Instruction, Ready Gen Tier 1 Reading, Literacy Framework, ELL Master Plan, Vocabulary, Imagine Learning, ELL Strategies, Kagan, and text complexity.

Progress

Barriers

Next Steps

1.2 Monthly parent trainings, annual literacy night, progress reports, Read by 3 parent notification letters, homework, STPSPT. Communicate reading proficiency levels to parents.

Progress



Barriers

Next Steps

1.3Ensure students participate in an uninterrupted Tier 1 reading block, that includes high quality Tier 1 instruction using aligned materials. Provide monthly training and coaching in both ELL and Kagan strategies. Monitor monthly reading progress and make necessary adjustments to student programming as needed.

Progress

Barriers

Next Steps

1.4 Zoom reading center, Pre-K for all, Kinder CSR, 15 extra days, Zoom curriculum, Imagine Learning, ELL Master Plan

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.


Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 21.5% to 31.5% by June 2017.Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from 10% to 20% by June 2017.Increase the percent of ELs meeting AGP, as measured by ELPA, from 57.2% to 72.2% by June 2017.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 36.40% to 26.40% by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 35.82% to 25.82% by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1 Professional development for strategies in language development for our ELL subgroup specific through the ELL Master Plan, Ready Gen Tier I materials, and Common Core Standards.

Progress

Barriers

Next Steps



2.21) Providing opportunities for parents to be involved through monthly parent connection meetings at different times of the day to accommodate parent schedules, STPSPT, math and literacy nights with incentives for parents to attend. 2) Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

Progress

Barriers

Next Steps

2.3 1) Communicate STAR goals and progress to students through transparent tracking bulletin boards, progress reports, and annual WIDA score report. iReady data shared with students and parents.

Progress

Barriers

Next Steps

2.4 1) Zoom Pre-K half days Mon-Thurs; 2) Full day Kindergarten (CSR) 3) Zoom Reading Center 4) Zoom Summer Academy/Intersession provide 17 additional days of instruction

Progress

Barriers

Next Steps




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


By May 2017, 100% of staff will participate in cultural competency professional development sessions and activities during the 2016-2017 school year as measured by sign-in sheets and Administration observations.

StatusN/A

Comments:



3.1

Book study: The End of the Molasses Classroom, Week of Respect Activities, Implementation of the Be Kind Program, Skills for Success lesson to decrease behavior referrals. Implementation of the "House System", and the Martinez Essential 15 Skills. Increased community and parent involvement through home visits, and school based parent trainings. Participate in the ELL Cohort A trainings as part of the ELL Master Plan.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



School Performance Plan...Vocabulary, Imagine Learning, ELL Strategies, Kagan, and text complexity....

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