School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/Bilbray.James… ·...

School Performance Plan

School NameBilbray, James ES

Address (City, State, Zip Code, Telephone):9370 Brent Ln

Las Vegas, NV 89143, (702) 799-4646

Superintendent/Assistant Chief: Pat Skorkowsky / Andrea Klafter-Rakita

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 PositionAalya Page Principal Karen Thomasson Assistant PrincipalRachel Lyon 2nd Grade Teacher Marissa Flagg 4th Grade TeacherTraci Surette 5th Grade Teacher Michelle Jackson Special Education TeacherPaula Dehner Specialist Tracy Ferguson-Heintz Read by 3 StrategistTracy Hughes 1st Grade Teacher Faith Steward Kindergarten Teacher

Elissa Langemo 3rd Grade Teacher

Nevada Department of Education Bilbray, James ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 02/06/2017 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 Teacher/Administrator Observation DataTeacher/Administrator Observation Data NA NANA NA NANA NA NAOther: NDE Validation Data Other: Other:Other: AIMSweb Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2015-2016 SBAC Math data shows that overall math proficiency was 53%. That compares favorably with the district average of 32%. Proficiency by grade was 3rd 61%, 4th 47%, 5th 50%. School math data by ethnicity: Asian 100%, Black 7%, Caucasian 61%, Hispanic 39%, Multiracial 47%. Boys scored at 56% and girls at 50%. Students on IEP's scored 31%, while their non-IEP counterparts scored 57%. Non-LEP students outperformed their LEP classmates 100% to 55% The low numbers of LEP students (10) makes this less of an impact than it would be if the numbers were greater.

2015-2016 SBAC ELA data shows that overall ELA proficiency was 61%. That compares favorably with the district average of 47%. Proficiency by grade was: 3rd 64%, 4th 48%, 5th 69%. 34 3rd grade students scored in level 1 or 2. School ELA data by ethnicity: Asian 50%, Black 7%, Caucasian 67%, Hispanic 52%, Multiracial 53%. There is a large gap in our racial/ethnic subgroups. Girls scored at 64% and boys at 59%. Students on IEP's scored 26% compared to their non-IEP counterparts 67%. Non-LEP students outperformed their LEP classmates 100% to 67%.(10 LEP students)



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 resources for the Nevada Academic Content Standards, in addition to assessing students at a more rigorous and complex level.

Measurable Objective 1:Increase the percent of students proficient and advanced in kindergarten from 65% (fall) to 70% (spring), as measured by the AIMSWeb (Letter Sound Fluency) assessment.

Measurable Objective 2:Increase the percent of students proficient and advanced in grade 1 from 62% (fall) to 67% (spring), as measured by the AIMSWeb (R-CBM) assessment.

Measurable Objective 3:Increase the percent of students proficient and advanced in grade 2 from 57% (fall) to 62% (spring), as measured by the AIMSWeb (R-CBM) assessment.

Measurable Objective 4:Increase the percent of students proficient and advanced in grade 3 from 63% (fall) to 68% (spring). as measured by the AIMSWeb (R-CBM) assessment.

Measurable Objective 5:Increase the percent of students proficient and advanced in grade 3 from 64% to 69%, as measured by the SBAC ELA 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: NCCAT-S Indicators: Provide professional development on reading instruction, intervention, and SBAC technology

National Geographic Reach for Reading K-5 (pilot), SBAC technology training, Read Naturally and Reach for Reading intervention training, National Geographic representatives

Training agendas August-June, Principal, Assistant Principal, Read by 3 Strategist

N/A

Comments:



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

ResponsibleMonitoring Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

SGF funded incentives to encourage students to attend event ($300)

Agenda from Curriculum Night February, Curriculum Cadre, Principal, Assistant Principal

N/A

Comments:

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

Year: NCCAT-S Indicators:

Facilitate data meetings with each grade level to analyze student performance. Apply skills learned from professional development on National Geographic reading instruction and intervention instruction.

Sub days to release RTI Chair ($500), National Geographic representative, Read by 3 Strategist (Read by 3 Funding)

PLC Grade Level Binder, red intervention folders, data spreadsheet

December/March/May, Principal, Assistant Principal, RTI Chair, Read by 3 Strategist

N/A

Comments:

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

Comments:




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

Priority Need/Goal 2:Reduce the reading and math proficiency gap between the district's highest performing subgroup and lower performing ethnic/racial supergroups.

Root Causes:Lack of resources for the Nevada Academic Content Standards, in addition to assessing students at a more rigorous and complex level.

Measurable Objective 1:Reduce the reading proficiency gap between the districts highest performing subgroup (Asian 72%) and the schools supergroup (68%) from 4% to 0% by 2017, as measured by state assessment (SBAC).

Measurable Objective 2:In Math the schools highest performing subgroup is Caucasian 72% and the lowest performing subgroup is Black 28%. Reduce the gap from 44% to 30% as measured by the SBAC.

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: NCCAT-S Indicators: NEPF standard and indicators training in ELA and Math, Read by 3 training, Review pilot materials for Envision math program with designated teachers at each grade level

RPDP ELA and Math trainers, Read by 3 Strategist, pilot materials from Envision

Training agendas, sign-in sheets, observations

September-June, Prinicpal, Assistant Principal

N/A

Comments:



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

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Curriculum Night, PTA Membership dinner

SGF funded incentives to encourage students to attend event ($300)

Agenda from Curriculum Night, Staff/grade chair agendas- Envision

February- Curriculum Cadre, May- Academic Expectations Meeting Principal, Assistant Principal

Met

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Intervention groups/enrichment, data analysis meetings, Wake-Up to WIN (what I need) before school tutoring/reteach

RTI Chairperson sub days ($500), Read by 3 Strategist, Wake-Up to WIN tracking logs

Lesson plans, observations, PLC Grade Level Binder, data tracking spreadsheet, red intervention folders

September-May, Principal, Assistant Principal

N/A

Comments:


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 district student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2015-2016 school year as measured by sign-in sheets.

Monitoring Status

N/A


Action 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:

YesNCCAT-S Indicators:

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 Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Staff meeting sign- in sheets, agenda

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 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) Continuation From Last Year: NCCAT-S Indicators: 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 $3000 Sub release for data meetings, Nat Geo. planning. Goals 1 and 2SGF $300 Curriculum Night incentives Goals 1 and 2Read by Three $81,000 Read by Three training. Goals 1 and 2



APPENDIX A - Professional Development Plan

1.1Provide professional development on reading instruction, intervention, and SBAC technology

Goal 1 Additional PD Action Step (Optional)

2.1NEPF standard and indicators training in ELA and Math, Read by 3 training, Review pilot materials for Envision math program with designated teachers at each grade level


3.1The 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

1.2Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Curriculum Night, PTA Membership dinner


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 students proficient and advanced in kindergarten from 65% (fall) to 70% (spring), as measured by the AIMSWeb (Letter Sound Fluency) assessment.Increase the percent of students proficient and advanced in grade 1 from 62% (fall) to 67% (spring), as measured by the AIMSWeb (R-CBM) assessment.Increase the percent of students proficient and advanced in grade 2 from 57% (fall) to 62% (spring), as measured by the AIMSWeb (R-CBM) assessment.Increase the percent of students proficient and advanced in grade 3 from 63% (fall) to 68% (spring). as measured by the AIMSWeb (R-CBM) assessment.Increase the percent of students proficient and advanced in grade 3 from 64% to 69%, as measured by the SBAC ELA 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 Provide professional development on reading instruction, intervention, and SBAC technology N/A

Progress

Barriers

Next Steps

1.2 Curriculum Night- Design and hold a family evening to inform parents of curricular standards and how to support children at home. Met



Progress

BarriersNext Steps

1.3 Facilitate data meetings with each grade level to analyze student performance. Apply skills learned from professional development on National Geographic reading instruction and intervention instruction. N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the reading and math proficiency gap between the district's highest performing subgroup and lower performing ethnic/racial supergroups.


Reduce the reading proficiency gap between the districts highest performing subgroup (Asian 72%) and the schools supergroup (68%) from 4% to 0% by 2017, as measured by state assessment (SBAC).In Math the schools highest performing subgroup is Caucasian 72% and the lowest performing subgroup is Black 28%. Reduce the gap from 44% to 30% as measured by the SBAC.

StatusN/A

Comments:



2.1 NEPF standard and indicators training in ELA and Math, Read by 3 training, Review pilot materials for Envision math program with designated teachers at each grade level

Progress

Barriers

Next Steps

2.2 Curriculum Night, PTA Membership dinner

Progress



Barriers

Next Steps

2.3 Intervention groups/enrichment, data analysis meetings, Wake-Up to WIN (what I need) before school tutoring/reteach

Progress

Barriers

Next Steps

2.4

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 2015-2016 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1 The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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