School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/... · 2017-03-10 ·...

School Performance Plan

School NameCortez, Manuel J ES

Address (City, State, Zip Code, Telephone):4245 E Tonopah Ave

Las Vegas, NV 89115-6202, (702) 799-2180

Superintendent/Assistant Chief: Pat Skorkowsky / April Key

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: Focus School

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Review

*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 PositionBrandi Biaz Parent Belinda Jones Principal

Alesia Romanov Assistant Principal Shirley Hever StrategistAlicia Wardle Strategist Wendy Mathre StrategistAmelia Goroff Strategist Misty Kelman K-TeacherLauren Falk 1st- Teacher Christine Paige 5th- Teacher

Tamara Evans SPED Teacher Debra Amerson 2nd- Teacher

Nevada Department of Education Cortez, Manuel J ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/07/2016 Nevada Department of Education - June 2016

Ashley Lucas 3rd- Teacher Cassie Mora 4th- Teacher



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 NA NANevada Comprehensive Audit Tool for Schools (NCCAT-S) NA NAInterim Assessments NA NANA NA NAOther: AIMS web Other: Growth Summary Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2015-2016 data trends:The administration at Cortez is confident that the students are on target to meet end of year targets as evidenced by a variety source of data. As measured by I-Ready, all grade levels except 5th grade are making growth in reading from Window 1 to Window 2 (Kindergarten +22%, 1st grade +16%, 2nd +16%, 3rd +17%, 4th +6%, 5th -1%). In math, all grade levels are making growth (Kinder +18%, 1st +11%, 2nd +15%, 3rd +13%, 4th +11%, 5th +5%). As measured by Acuity (grades K-2), all grade levels are making growth in reading (Kinder +9%, 1st +11%, 2nd +5%) and math (Kinder +11%, 1st +5%, 2nd +9%).The impact is what administration has expected in grade levels Kindergarten through 3rd grade, and less than expected in grades 4-5. In one 5th grade room, there has been an influx of long-term substitutes and it has been difficult to have consistency in that room. Administration and strategists have been working closely with those substitutes to provide guidance for implementing a strong Tier I structure.

School wide I-Ready Data from Window 1 to Window 2: Math: Tier 1(On or above grade level) 10% to 31%, Tier 2 (1 Level Below) 60%-47%, Tier 3 (>1 level Below) 31%-22%Reading: Tier 1 17%-31%, Tier 2 55%-47%, Tier 3 27%-22%I-Ready data does not break down by subgroup. The school only has school-wide data. According to I-Ready data, in Math students have made a 21% gain in Tier 1 and in reading a 14% gain in Tier 1.

CRT:After analyzing trend data, the team determined that the priority concern is on the ELL Catching Up students in the area of Reading. 22% of 58 4th and 5th grade students are catching up to reach proficiency projections within three years or by eighth grade, showing a decline of 37% to 29% to 22% from 2012-2014. After analyzing trend data, the team determined that the priority concern is on the ELL Catching Up students in the area of Math. 10% of 41 4th and 5th grade students are catching up to reach proficiency projections within three years or by eighth grade. However, showing a slight increase from 6% to 10% from 2013 to 2014, but a decline of 12% from 2012 to 2014.

Over the span of three years, CRT data showed student proficiency in 3rd grade reading decreased from 40% to 38%, 4th grade decreased from 57.3% TO 33.9% and 5TH grade increased from 42.3% to 56.4%. Over the span of three years, CRT data showed student proficiency in 3rd grade math decreased from 65.8% to 39.9%, 4th grade decreased from 62.9% TO 44.1% and 5TH grade decreased from 52.9% to 51.5%.

STAR: STAR reading levels were progress monitored monthly and student scores shared during one-on-one teacher-student conferences as well as data boards placed in classrooms for students



and placed in the lounge will be school-wide teacher averages for each month showing growth and/or decrease. At the beginning of the year, Kindergarten students knew an average of 12 sight words and in May, they increased to 45 out of the 40 required sight words. First grade increased reading level by +.3 (three months) during the school year. Second grade saw a reading level increase of +.6 (six months). Third grade increased by +1 year growth, both fourth and fifth grade saw an increase of +1.4 (one year 4 months).

Demographics:• The FRL population increased from 99.5% to 100% between 2011-2014.• The IEP population decreased from 9.1% to 8.62% between 2011-2014.• The ELL population decreased from 58.35% to 52.74% between 2011-2014.

NCCAT-S (priority indicators):1.1 All instructional staff members implement a curriculum that is aligned with state standards.1.2 All instructional staff members deliver the standards-based curriculum to all students.1.3 All instructional staff members use effective instructional strategies to meet the learning needs of all students.2.1 All instructional staff members use classroom assessments aligned to state content standards.3.1 School leadership develops and communicates a clear, shared vision and mission.

AIMSweb: The Spring results of the Percent of Students Above and Below Target show the percentage of students below target is greater in all grade levels. In particular, 5th grade has the widest gap with 84% of students not meeting target.

During the 2014-15 school year, using MAPS data, Cortez ES showed an increase in Kindergarten proficiency of +18% in reading and an increase of +34% in math. First grade made a 2% increase in reading and a +6% increase in math. Second grade showed a +2% increase in reading and a +6% increase in math. Third grade showed a decrease of -5% in reading and +1% increase in math. Fourth grades showed an increase of +4% in reading and +3% Increase in math. Fifth grade had a +8% increase in reading and +11% increase in math.



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 implementation of an aligned curriculum, lack of effective instructional strategies to meet the needs of IEP, ELL, FRL, inconsistent use of data analysis to drive instruction to address subgroups.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 37.97% to 45.77% 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: 1.3,2.1Teachers will have initial and continuing training on the Common PLC Structure and STPT for data analysis, common lesson planning and common assessments. Teachers will be trained in effective ELL strategies and inclusive practices for targeted subgroup instruction. Teachers will receive training in data analysis and Words Their Way.

School/District Resources: ELL strategies PD Title I: Strategist, subs 1003(a): subs, prep buyouts

ELL strategies PD calendar; PD agendas; PD evaluation surveys; Common PLC minutes documenting data analysis of iReady/ STAR/ AIMSweb, common lesson planning with common assessments; Classroom observations including actionable, documented feedback aligned to the inclusive practices training. Strategists/ Administration to collect PLC minutes and agendas.

PD Calendar – Sept-June; Administration Common PLC Structure PD – Sept-June;Administration, Strategists Regularly scheduled problem-solving meetings (monthly); School and designated District staff. 90-day monitoring/status update meetings; School and designated District staff.

N/A

Comments:



Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 3.1Literacy Night will provide parents and students with make-n—takes to help support reading strategies at home.

Title I: Instructional Assistant, Community in Schools

Master calendar events, Title I Parent Center events; sign in sheets; parent evaluations; Communities In Schools (CIS), and Counselor Daily Logs

Administration/Office personnel will collect communications, master calendar of events, and parent center events throughout the 2015-16 school year Community in Schools advocate and counselor will collect daily logs of parents interactions and copies of all parent/school communication.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1, 1.3, 3.1In a STPT, teachers will analyze data (AIMS, Voyager, STAR, I-Ready) to identify specific needs, develop common lesson plans and assessments for ELL and IEP students. Teachers will use inclusive practices; utilize ELL strategies, Words Their Way, and Accelerated Reader to target specific subgroups. Licensed substitute will work in classrooms to assist with Tier I instruction and small differentiation groups.

Title I: Class size reduction, Strategist, Instructional Asst, Accelerated Reader

Strategists to collect Common PLC agenda; iReady/STAR/ AIMSweb data, administrative observations ; STPT form per grade level which documents student data analysis; classroom lesson plans and common assessments indicating ELL strategies, Words their Way, and inclusive practices.

Monthly Sept-June PLC master calendar; Administration; Strategists Classroom observations conducted monthly with actionable feedback Sept-June; Administrators Regularly scheduled problem-solving meetings (monthly); School and designated District staff. 90-day monitoring/status update meetings; School and designated District staff.

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Early Language and Literacy Classroom Observation (ELLCO), Measures of Academic Progress (MAP), Imagine Learning, WIDA Access, and Summer Academy enrollment

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 implementation of an aligned curriculum, lack of effective instructional strategies to meet the needs of IEP, ELL, FRL, inconsistent use of data analysis to drive instruction to address subgroups.

Measurable Objective 1:Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by SBAC, from 36.5% to Y% 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 X% to Y% by June 2017.

Measurable Objective 3:Increase the percent of ELs meeting AGP, as measured by ELPA, from 66.7% to 71.7% by June 2017.

Measurable Objective 4:Increase the proficiency of K-2 students in ELA and math from Test A to Test C to 80% as measured by the interim assessments.

Measurable Objective 5:Increase the proficiency of 3-5 students in ELA and math from Window 1 to Window 3 to Profile 3-5 as measured by iReady 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: Yes NCCAT-S Indicators: 1.1, 1.3, 3.1



Teachers will have initial and continuing training on the Common PLC Structure and STPT for data analysis, common lesson planning and common assessments. Teachers will be trained in effective ELL strategies. Professional Development – Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners

School/District Resources: ELL PD Title I: Strategist, subs 1003(a): subs, prep buyouts Zoom: 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)

ELL strategies PD calendar; PD agendas; PD evaluation surveys; Common PLC minutes documenting data analysis of iReady/ STAR/ AIMSweb, Student Achievement Data as measured by WIDA/iReady (3 times per year), common lesson planning with common assessments; Classroom observations including actionable, documented feedback aligned to the inclusive practices training. Strategists/ Coaches/ Administration to collect PLC minutes and agendas.

PD Calendar – Sept-June; Administration Common PLC Structure PD – Sept-June; Administration, Strategists Regularly scheduled problem-solving meetings (monthly); School and designated District staff. 90-day monitoring/status update meetings; School and designated District staff. Zoom- Administration and Assistant Chief (2016-17 school year)

N/A

Comments:



Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 3.1Literacy Night will provide parents and students with make-n—takes to help support reading strategies at home. Math Night will provide parents and students with make-n-takes for math strategies to use at home. 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.

Title I: Instructional Assistant, Community in Schools;Parent Engagement Project Facilitator (Zoom)

Master calendar events, Title I Parent Center events; Communities In Schools (CIS), and Counselor Daily Logs; Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities

Administration/Office personnel will collect communications, master calendar of events, and parent center events throughout the 2016-17 school year Community in Schools advocate and counselor will collect daily logs of parents interactions and copies of all parent/school communication.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1,1.2,1.3,2.1In a weekly Common PLC and STPT (3x/year), teachers will analyze data (Voyager, STAR, I-Ready) to identify specific needs, develop common lesson plans and assessments for ELL and IEP students. Teachers will use inclusive practices; utilize ELL strategies. Accelerated Reader, Acuity, and I-Ready will be utilized to target specific subgroups. Teachers will meet twice a year to analyze benchmark data to build long-range 6-week plans.

Title I: Class size reduction, Strategist, Instructional Asst, Accelerated Reader, Accelerated Math 1003(a): prep buyout, substitutes

Common PLC minutes documenting data analysis of iReady/STAR/AIMSweb, common lesson planning with common assessments; Classroom observations including actionable, documented feedback aligned to the inclusive practices training. Strategists/ Coaches/ Administration to collect PLC minutes and agendas.

Sept-June PLC master calendar; Administration; Strategists Classroom observations- Sept-June; Administrators Regularly scheduled problem-solving meetings (monthly); School and designated District staff. 90-day monitoring/status update meetings; School and designated District staff.

N/A

Comments:

2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: 1.3, 3.1



Pre-K program half days Mon-Thurs, Full-Day Kindergarten, Zoom Reading Center, and Zoom Intercession

ZOOM FUNDS : 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units, CCSD Literacy Framework with supplementary materials for differentiated instruction, CCSD Zoom Reading Center Framework, Zoom Project Facilitators, long-term sub, 3 PPTs, and Reading Center facility (furniture, books, instructional supplies, technology, and software), 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

Early Language and Literacy Classroom Observation (ELLCO), iReady, Imagine Learning, Zoom Intercession enrollment, DRA and District/State Assessments(3x a year), WIDA ACCESS pre- and post-tests

School Administrators (August 2016 – June 2017);April Key; Assistant Chief of Performance Zone 15 (August 2016 – June 2017); and Zoom Reading Center Project Facilitator (August 2016 – June 2017); Zoom Kindergarten Teachers (2016-17 school year); Zoom Pre-K Teachers, Family Assistant (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 1:100% 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



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.


Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Equity and Diversity Department will fund and provide all materials

Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during one of the four districtwide staff development days.

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:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Retention through financial incentives, opportunities for professional growth, administrative support and leadership, school culture and working conditions

Zoom funding Teacher Survey Data, Possible data from HR, including retention/turnover rates.

Administration and Assistant Chief (2015-16 school year)

N/A

Comments:



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

Based on the CNA, identify all that apply:4. Using data to inform instruction

Root Causes:Lack of implementation of an aligned curriculum, lack of effective instructional strategies to meet the needs of IEP, ELL, FRL, inconsistent use of data analysis to drive instruction to address subgroups.Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 40.8 to 33.6 by 2017 as measured by state assessments.Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 39.3 to 32.5 by 2017 as measured by state assessments.Measurable Objective 3:Increase the proficiency of 3-5 students in ELA and math from Window 1 to Window 3 to Profile 3-5 as measured by iReady assessments.Measurable Objective 4:Increase the proficiency of K-2 students in ELA and math from Test A to Test C to 80% as measured by the interim assessments.Measurable Objective 5:The percent of students in range 3 and 4 will meet or exceed the performance zone average on Form B and/or Form C as measured by Acuity ELA and math interim assessment.

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.


Responsible

Monitoring

Status

4.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.3,2.1



Teachers will have initial and continuing training on the Common PLC Structure and STPT for data analysis, common lesson planning and common assessments. Teachers will be trained in effective ELL strategies and inclusive practices for targeted subgroup instruction. Teachers will receive training in data analysis and Words Their Way.

School/District Resources: ELL strategies PD Title I: Strategist, subs 1003(a): subs, prep buyouts

ELL strategies PD calendar; PD agendas; PD evaluation surveys; Common PLC minutes documenting data analysis of iReady/STAR/ AIMSweb, common lesson planning and common assessments; Classroom observations including actionable, documented feedback aligned to the inclusive practices training. Strategists/ Coaches and Administration to collect PLC minutes and agendas.

PD Calendar – Sept-June; Administration Common PLC Structure PD – Sept-June;Administration, Strategists Regularly scheduled problem-solving meetings (monthly); School and designated District staff. 90-day monitoring/status update meetings; School and designated District staff.

N/A

Comments:



Monitoring

Status

4.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators: 1.1,1.2,1.3,2.1

In a STPT, teachers will analyze data (AIMS, Voyager, STAR, I-Ready) to identify specific needs, develop common lesson plans and assessments for ELL and IEP students. Teachers will use inclusive practices; utilize ELL strategies, Words Their Way, and Accelerated Reader to target specific subgroups. Licensed substitute will work in classrooms to assist with Tier I instruction and small differentiation groups.

Title I: Class size reduction, Strategist, Instructional Asst, Accelerated Reader 1003(a): substitutes

Strategists to collect Common PLC agenda iReady/STAR/AIMSweb data, common lesson plans and common assessments; data from administrative observations ; STPT form per grade level which documents student data analysis,common lesson plans and common assessments; classroom lesson plans indicating ELL strategies, Words their Way, and inclusive practices

Monthly Sept-June PLC master calendar; Administration; Strategists Classroom observations conducted monthly with actionable feedback Sept-June; Administrators Regularly scheduled problem-solving meetings (monthly); School and designated District staff. 90-day monitoring/status update meetings; School and designated District staff.

N/A

Comments:

4.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: Teachers will meet twice a year to analyze benchmark data to build long-range 6-week plans.

1003(a): substitutes Strategists to collect Common PLC agenda iReady/STAR/AIMSweb data, common lesson plans and common assessments; classroom lesson plans indicating ELL strategies, Words their Way, and inclusive practices

2016-17 2x/year: Administration; Strategists Classroom observations conducted monthly with actionable feedback Sept-June; Administrators

N/A

Comments:

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

Applicable

Goal(s)

Title I 333,640

The purpose of this funding is to provide smaller class sizes for 4th & 5th grade,teacher & family support and intervention in order to increase student achievement.2 class size reduction teachers @ 150,000; 1 Learning Strategist @75,000; 2 Instructional Assistants @ 81,000; Community in Schools @ 17,370; Accelerated Reader @ 7,500; Instructional Supplies @ 2,770

Goals 1 and 2

1003(a) 72,514.98 The purpose of this funding is to increase student academic achievement in the way of teacher prep buy out for weekly collaboration, sub release time for 3x/year long range planning and STPT; long term sub Goals 1 and 2

ZOOM $25 millionTotal 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 and 2

Title 1- Parent Involvement 3,336.40

The Purpose of this funding is to encourage family involvement and lend support/ materials for parents to help their student at home in order to close the achievement gap. Extra Duty Pay, 40 hours @22.00 for 880./ 600. Translation for a total of 1,480.; Refreshments @ 500.; Technology @ 500.; Instructional Supplies @ 856.40

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.Administration is creating a school climate of alignment for improving academic achievement through the School Performance Plan, materials, and leadership. Teachers are working together in weekly STPT meetings to find the best practices that help their students achieve academic success. Staff members are professional with each other in their dealings with students, parents, and administration.

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.Parents participate by attending school meetings and functions that allow them to partake in decision making. Parents attend learning activities where they construct and practice skills and strategies. Numerous parent events are held monthly through the on-site, Title I Parent Center. Parents are welcome to visit classrooms, meetings, and assemblies. Parents are asked to participate at school as volunteers to enhance curriculum-linked activities.

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 children, along with their parents, attend meetings where they learn strategies that help parents in guiding their young children through school. Fifth grade students attend orientation at the middle school level and work with counselors to prepare for transition into the middle school setting. Planners are provided for all 5th graders. Special education students are included in a regular education setting based on their IEP and included in specials and other periods of the day.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers meet weekly during Structured Teacher Planning Time to make instructional decisions based on assessment data. During this time, the grade level, with a facilitator, discuss student strengths and areas to improve on specific content strands for ELA and Mathematics. Based on this information common instructional strategies, curriculum, and assessments are developed for outcomes in future lesson planning and delivery.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll federal, state, and local services were incorporated into the school improvement efforts at Cortez ES, as evidenced in the school performance plan. Specifically, learning strategists positions were funded to address teacher needs in the area of staff development and/or delivery of differentiated instruction. Learning strategists work with tiered II and III students. Communities In Schools work to support family problems that could impact attendance and achievement.



APPENDIX A - Professional Development Plan

1.1Teachers will have initial and continuing training on the Common PLC Structure and STPT for data analysis, common lesson planning and common assessments. Teachers will be trained in effective ELL strategies and inclusive practices for targeted subgroup instruction. Teachers will receive training in data analysis and Words Their Way.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will have initial and continuing training on the Common PLC Structure and STPT for data analysis, common lesson planning and common assessments. Teachers will be trained in effective ELL strategies. Professional Development – Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners


3.1All staff will participate in a professional development session provided by the District's Equity and Diversity Department.



Intervention Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Literacy Night will provide parents and students with make-n—takes to help support reading strategies at home.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Literacy Night will provide parents and students with make-n—takes to help support reading strategies at home. Math Night will provide parents and students with make-n-takes for math strategies to use at home. 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


4.2In a STPT, teachers will analyze data (AIMS, Voyager, STAR, I-Ready) to identify specific needs, develop common lesson plans and assessments for ELL and IEP students. Teachers will use inclusive practices; utilize ELL strategies, Words Their Way, and Accelerated Reader to target specific subgroups. Licensed substitute will work in classrooms to assist with Tier I instruction and small differentiation groups.

Intervention Additional Family Engagement Action Step (Optional)



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 37.97% to 45.77% by 2017 as measured by state assessments.

StatusN/A

Comments:10/2015 First Progress Monitoring Meeting with SPP team1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year


N/A

Progress

Barriers

Next Steps

1.2 Literacy Night will provide parents and students with make-n—takes to help support reading strategies at home. N/A

Progress



Barriers

Next Steps


N/A

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.


Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by SBAC, from 36.5% to Y% by June 2017.Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from X% to Y% by June 2017.Increase the percent of ELs meeting AGP, as measured by ELPA, from 66.7% to 71.7% by June 2017.Increase the proficiency of K-2 students in ELA and math from Test A to Test C to 80% as measured by the interim assessments.Increase the proficiency of 3-5 students in ELA and math from Window 1 to Window 3 to Profile 3-5 as measured by iReady assessments.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1

Teachers will have initial and continuing training on the Common PLC Structure and STPT for data analysis, common lesson planning and common assessments. Teachers will be trained in effective ELL strategies. Professional Development – Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners

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2.2Literacy Night will provide parents and students with make-n—takes to help support reading strategies at home. Math Night will provide parents and students with make-n-takes for math strategies to use at home. 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.

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2.3

In a weekly Common PLC and STPT (3x/year), teachers will analyze data (Voyager, STAR, I-Ready) to identify specific needs, develop common lesson plans and assessments for ELL and IEP students. Teachers will use inclusive practices; utilize ELL strategies. Accelerated Reader, Acuity, and I-Ready will be utilized to target specific subgroups. Teachers will meet twice a year to analyze benchmark data to build long-range 6-week plans.

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2.4 Pre-K program half days Mon-Thurs, Full-Day Kindergarten, Zoom Reading Center, and Zoom Intercession N/A

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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.

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3.1 All staff will participate in a professional development session provided by the District's Equity and Diversity Department. N/A

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3.2 N/A

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3.3 N/A

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3.4 Retention through financial incentives, opportunities for professional growth, administrative support and leadership, school culture and working conditions N/A

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Priority Need/InterventionsPriority Need/Interventions:4. Using data to inform instruction


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 40.8 to 33.6 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 39.3 to 32.5 by 2017 as measured by state assessments.Increase the proficiency of 3-5 students in ELA and math from Window 1 to Window 3 to Profile 3-5 as measured by iReady assessments.Increase the proficiency of K-2 students in ELA and math from Test A to Test C to 80% as measured by the interim assessments.The percent of students in range 3 and 4 will meet or exceed the performance zone average on Form B and/or Form C as measured by Acuity ELA and math interim assessment.

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4.3 Teachers will meet twice a year to analyze benchmark data to build long-range 6-week plans. N/A

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4.4 N/A

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School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/... · 2017-03-10 ·...

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Transcript of School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/... · 2017-03-10 ·...