School Performance Plan€¦ · Data will be tracked using Infinite Campus reports, daily...

School Performance Plan

School NameDesert Pines HS

Address (City, State, Zip Code, Telephone):3800 Harris Ave

Las Vegas, NV 89110-2181, (702) 799-2196

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Geihs

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: Priority School

Grade Level Served: High School

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 PositionBryon Grimes Parent Isaac Stein Principal

Lakeisha Young Assistant Principal Kenya Douglas Title 1 Family AssistantPatricia Legat Strategist James Dietrick StrategistJavier Mendez Assistant Principal Robert Kowalski Assistant PrincipalJames Charlton Dean Tami Wilburn Dean

Mark Cottle Teacher Norman Smith StrategistJulie Smith Strategist Stephanie Wright Assistant Principal

Nevada Department of Education Desert Pines HS 2016-2017Clark County School District

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

Frank Pesce Assistant Principal



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Nevada Comprehensive Audit Tool for Schools (NCCAT-S) Achievement Gap Data Achievement Gap DataFormative Assessments Practice NA NASummative Assessments NA NANA NA NAOther: High School Cohort Visualization Tool Other: High School Cohort Visualization Tool Other: High School Cohort Visualization ToolOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Desert Pines HS is a large high school facing numerous academic challenges typically associated with high enrollment and a transient population that is predominately of low socioeconomic status. According to the NSPF, the percent of FRL students has increased by 19.2 percentage points over the last five years, the percent of IEP students has grown by 2.8 percentage points, and the proportion of LEP students has remained high, peaking at 30% in 2010-11. In the last four years, Desert Pines HS has increased the student graduation rate from 41.88% (class of 2011) to 46.39% (class of 2012), 57.22% (class of 2013), and 58.25% (class of 2014). Despite this improvement, a 20% graduation rate gap remains between the school's highest- and lowest-performing racial subgroups.The High School Cohort Visualization Tool helps the Desert Pines HS team monitor credit sufficiency and proficiency of students in real time, but the NSPF provides historical data. The NSPF indicates that proficiency rates have improved from the 2011-2012 to the 2013-2014 school years. This increase in ELA was from 57% to 62% proficiency, in math from 49% to 55% proficient, in writing from 52% to 59%, and in science from 56% to 62%.The Nevada Comprehensive Curriculum Audit Tool for Schools was conducted in the 2011-2012 school year. The following areas were indicated for improvement and are currently being addressed with the administrative team: all instructional staff members deliver the standards-based curriculum to all students; all instructional staff members use effective instructional strategies to meet the learning needs of all students; and all instructional staff members provide students with additional instruction and intervention as needed to improve student achievement.



HIGH SCHOOL GRADUATION RATES

If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students☐AM In/Ak Native n/a

☑ Asian n/a

☑ Black 47.46%

☑ Hispanic 61.28%

☐ Two or More Races n/a

☐ Pacific Islander n/a

☑ White 51.85%

☑ FRL 58.05%

☑ IEP n/a

☑ELL 24.53%

NOTES:The rates above are from the graduating class of 2015. The overall graduation rate for the class of 2015 was 58.9%.



HOPE 2 Intervention

Focus of Intervention:The focus of the intervention is to identify and support students who have been discipline offenders. To provide a place on site where students can stay on campus school, in a confined setting, to receive instruction in their current high school curriculum. This will allow students to complete current course work and complete their received discipline. It will help students to stay on track as they continue to receive current instruction.

Monitoring Plan:The plan will be monitored by Infinite Campus reports, conducting daily attendance checks, students completion of assignments, and teacher input. A survey of parents and students will be conducted to monitor service and possible improvements.

Evaluation Plan:Data will be tracked using Infinite Campus reports, daily attendance sheets, and surveys. Desert Pines Deans' Office will focus on the amount of student referrals and resolution types per school population. Desert Pines Deans' Office will review resolutions based on gender, ethnicity, education placement .



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 the percentage of students graduating each year.

Root Causes:According to the NCCAT-S results, there is a need for teachers to deliver standards-based curriculum, use effective instructional strategies, and provide effective instruction to meet the learning needs of all students. There is a need for a formalized structure of collaborative planning weekly to assist teachers with aligning lesson plans to the common core state standards as well as common assessments over the standards to address the needs indicated by the NCCAT-S results.

Measurable Objective 1:Increase the percent of students credit sufficient according to the High School Cohort Visualization tool by 2017 for each grade: -9th - from 84.6% to 90% -10th - from 63.3% to 70% -11th - from 64.2% to 70% -12th - from 54.8% to 65%

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: 1.2, 1.6, 3.4



The school has Professional Learning Communities in which teachers meet a minimum of twice per week for collaborative planning sessions to plan for aligning lesson plans to the Nevada Academic Content Standards, as well as analyzing common assessment data. The PLC has a one week rotation that includes identifying the standards, developing an assessment, identifying instructional strategies, and planning for re-teach/enrichment and reassessment. The PLC facilitators assist the weekly Professional Learning Community meetings, and assist teachers in analyzing assessment data. The Instructional Coaches facilitate professional development on effective classroom management strategies, lesson planning, as well as model lessons and provide feedback to teachers. The frame for analyzing common assessment data is the PLC where student needs are identified and addressed through supports, such as, Saturday School, or credit retrieval.

Four learning strategists for instructional coaching at the school site for job-embedded professional development ($300,000.00); Two teacher/family aides to work with students who are credit deficient ($81,400.00); Saturday School for students who are credit deficient ($14,996.00); 206 licensed extra-duty hours for EL Cadre planning ($4,760.00); 1,380 hours of licensed extra-duty professional development hours for early return of teachers in August ($31,760). One administrative salary to improve instruction by increased classroom observations ($125,000); one learning strategist for instructional coaching ($75,000); District Professional Development ($20,000); 25 sub release days for teacher peer observations. Instructional Coach to develop and implement teacher professional development based on student achievement data to improve Tier 1 instructional practices. Out of District Consultant ($15,000);

PLC documentation, Student achievement data, Sign-in sheets, Master schedule

The following will be monitored monthly by the administrative team: PLC documentation, Student achievement data, Sign-in sheets, Master schedule, Instructional coach logs Monthly monitoring by district staff.

On Task

Comments:

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

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Desert Pines HS parent letters, School Governance Team (SGT) includes parents and community members in school decisions. Parent nights are held to get parent input on the Title 1 budget, inform parents of graduation requirements and ways to support students with academics. An ELL informational night will also be held for parents as a means to inform parents of ways to support their students academic success.

Title 1 grant funding will be used to pay for the Student Success Advocate. The SGT will not require any additional funding. Two Communities in Schools positions ($58,500

Copies of parent letters, SGT agendas, and sign in sheets for SGT meetings will be provided as artifacts.

School administration will oversee implementation of action steps on a monthly basis. Monthly monitoring by district staff.

On Task

Comments:

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

Year: Yes

NCCAT-S Indicators: 1.2, 1.6,

3.4



Monthly Formative Assessment: Use of the eValuate™ formative assessment system and the supporting professional development will provide support to the PLCs in using data to inform instruction. Instructional strategies will be developed and implemented based on the results of this formative assessment. The monthly data provides timely feedback for school leaders, teachers, students, and parents. Professional development services will focus on navigation of the system, making meaning of the data, and using the data to inform and drive instructional practice inside the classroom. Teachers will implement rigorous lessons in their classes to improve instruction, based upon the Nevada Academic Content Standards. They will use student achievement data to differentiate instruction, based upon specific student needs and instructional groupings.

10 pack of iPads for monthly Evaluate testing ($4,744); One administrative salary to improve instruction by increased classroom observations ($125,000); one learning strategist for instructional coaching ($75,000); 50 prep buyouts for block scheduling ($500,000); Reading Plus software ($11,250); 6 iPad carts ($16,800); iPads and cases ($88,950). Read 180 Software ($2,000); AP Exam fees for students ($15,000);

Agendas and sign-in sheets will document professional development dates and focus. Summaries of school-wide eValuate results will be provided as an artifact.

School administration will oversee implementation of action steps on a monthly basis. Monthly monitoring by district staff.

On Task

Comments:

1.4 Other (Optional)Continuation From Last Year:

YesNCCAT-S Indicators:

A new teacher mentor program will provide guidance for new teachers. Teachers will be paired with a mentor to collaborate and assist new teachers with needs they have as a first year teacher. Teachers will meet monthly with their mentor to discuss barriers and develop targeted strategies to overcome barriers that are encountered. Counselors will work to identify credit deficient students using district data sources including Infinite Campus and Tableau to identify students who are credit deficient, and place them in needed courses. Desert Pines offers credit retrieval opportunities through a virtual lab to allow student time to take additional courses.

The new teacher mentor program is funded through general budget. Credit retrieval is funded through general budget. The credit retrieval lab is built into the master schedule.

A list of veteran/new teacher pairings will be provided as evidence for the program. Apex enrollment and student credit checks will show evidence of credit retrieval.

School administration will oversee implementation of action steps on a monthly basis. Apex enrollment and student credit checks will show administrators monthly credit retrieval.

On Task

Comments:





Priority Need/Goal 2:Increase the number of students completing Advanced Placement (AP) courses each year.

Root Causes:According to the NCCAT-S results, there is a need for teachers to deliver standards-based curriculum, use effective instructional strategies, and provide a curriculum with a high level of rigor to meet the needs of all students. To address this, there is a need to reinforce teacher skill through a professional development cycle for the 2016-2017 school year, that occurs on a weekly basis for 1 hour per week for 27 weeks. These professional development sessions will focus on job-embedded professional development that addresses tiered intervention, differentiated instruction, and ELL strategies in all applicable content area curriculum aligned to the College Board Advanced Placement courses.

Measurable Objective 1:Increase the number of students participating in Advanced Placement coursework from 329 seats to 362 seats, an increase of 10%, by 2016-2017 as measured by the end of year active enrollment records.

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: YesNCCAT-S Indicators: 1.2, 1.6, 3.4



The target was revised as a result of a more rigorous AP pathway that was implemented in the 2015-2016 academic year. Teachers are participating in a professional development cycle supporting rigorous instruction. The pathway for AP coursework begins in grade 9. For the 2016-2017 school year AP Human Geography will be offered for freshmen students as a way to build the pathway to AP courses for students. Students are recommended for AP courses across the core curriculum (Science, Math, ELA, Social Studies), which is generated based on teacher recommendation for students receiving a “C” or higher grade in prior courses. This pathway ensures that students taking AP courses are better prepared to succeed in AP courses.

Four learning strategists for instructional coaching at the school site for job-embedded professional development ($300,000.00); Two teacher/family aides to work with students who are credit deficient ($81,400.00); Saturday School for students who are credit deficient ($14,996.00); 206 licensed extra-duty hours for EL Cadre planning ($4,760.00); 1,380 hours of licensed extra-duty professional development hours for early return of teachers in August ($31,760). One administrative salary to improve instruction by increased classroom observations ($125,000); one learning strategist for instructional coaching ($75,000); District Professional Development ($20,000); 25 sub release days for teacher peer observations. Instructional Coach to develop and implement teacher professional development based on student achievement data to improve Tier 1 instructional practices($92,000). Out of District Consultant ($15,000); 1,380 hours of licensed extra-duty professional development hours for early return of teachers in August ($31,760).

AP enrollment data AP enrollment data will be reviewed on a monthly basis by the Counselors and Principal Monthly monitoring by district staff.

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Desert Pines hosts four parent nights each year. Topics of discussion include new school programs, college readiness, and engaging upcoming freshman. Information about AP programs is presented at these meetings. An AP informational night will also be hosted for parents.

Funding for parent nights is through Title 1 Part A. Two Communities in Schools positions ($58,500);

Agendas and sign in sheets will be gathered as artifacts.

School administration will oversee implementation of action steps on a quarterly basis. Monthly monitoring by district staff.

N/A

Comments:

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

YesNCCAT-S Indicators: 1.2, 1.6, 3.4



Professional Development will be implemented for all teachers of 9th and 10th grade students in core curriculum classes (Science, Math, ELA, and Social Studies). A new course AP Human Geography will be implemented within the 2016-2017 school year to provide incoming freshmen with a pathway to accessing AP courses. Teachers will utilize effective instructional strategies learned through Professional Development training to support student success with increased rigor.

10 pack of iPads for monthly Evaluate testing ($4,744); One administrative salary to improve instruction by increased classroom observations ($125,000); one learning strategist for instructional coaching ($75,000); 50 prep buyouts for block scheduling ($500,000); Reading Plus software ($11,250); 6 iPad carts ($16,800); iPads and cases ($88,950). Read 180 Software ($2,000); AP Exam fees for students ($15,000); Three teachers for class size reduction math 9-12 ($225,000.00); Two teacher/family aides to work with students who are credit deficient ($81,400.00);

Artifacts collected will be the following: Professional Development sign-in sheets for teachers, Teacher input on effectiveness of professional development , Tracking of student achievement in AP courses through review of quarterly grades

School administration and instructional coaches will oversee implementation of action steps through monthly review of data. Monthly monitoring by district staff.

N/A

Comments:

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

Comments:





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

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

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A



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

Training materials from E&DD Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during a designated professional development day.

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: 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 and Parent Set-Aside $753,160.00

Four learning strategists for instructional coaching at the school site for job-embedded professional development ($300,000.00); Three teachers for class size reduction math 9-12 ($225,000.00); Two teacher/family aides to work with students who are credit deficient ($81,400.00); Saturday School for students who are credit deficient ($14,996.00); 206 licensed extra-duty hours for EL Cadre planning ($4,760.00); AP Exam fees for students ($15,000); Two Communities in Schools positions ($58,500); Read 180 Software ($2,000); Out of District Consultant ($15,000); 10 pack of iPads for monthly Evaluate testing ($4,744); 1,380 hours of licensed extra-duty professional development hours for early return of teachers in August ($31,760).

Goals 1 and 2

Title I Turnaround Budget 840,000.00

One administrative salary to improve instruction by increased classroom observations ($125,000); one learning strategist for instructional coaching ($75,000); 50 prep buyouts for block scheduling ($500,000); Reading Plus software ($11,250); 6 iPad carts ($16,800); iPads and cases ($88,950). Out of District Professional Development ($20,000); 25 sub release days for teacher peer observations.

Goals 1 and 2

1003(a) Title I Grant $92,079 Instructional Coach to develop and implement teacher professional development based on student achievement data to improve Tier 1 instructional practices. Goals 1, 2 and 3



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.Desert Pines High School offers a highly supportive environment for teachers. Teachers collaborate with their Professional Learning Communities daily. Desert Pines High School has developed a teacher mentor program in which highly-qualified teachers are paired with new teachers to provide additional supports. Administration also works to recognize teachers for their accomplishments through various teacher appreciation events.

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.Family involvement is essential to ensure students have the support needed for a successful academic experience. At Desert Pines High School we hold a number of events designed to engage students and their families. Some of these events include the Open House, Online Registration events, the Science Fair, and PAC meetings. Notices for these events and other important information is provided in English and Spanish. In addition, a number of staff including administrators, teachers and support staff are bilingual and available to help ensure communication needs are met.

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.).To help students with the transition into high school, our counselors begin working with students in middle school. Meetings are coordinated with each of our feeder schools to provide students with information needed for registration and course selection. Counselors also review each student's academic records to ensure correct placement in core classes. When appropriate, students are placed in remedial classes. Credit checks are conducted throughout the year and counselors are able to help students understand and meet graduation requirements.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teacher feedback is an important part of the decision making process. We conduct PLC meetings in addition to staff meetings where teachers are able to meet with administration to discuss any issues relevant to the school community. Conversations center around discipline, grading, assessments, and school culture. Desert Pines High School has established a School Leadership Committee and an Academic Standards Committee that meet regularly with administration to discuss school-wide policies and procedures.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAt Desert Pines High School we have a number of programs to coordinate services for students. Some of these programs include JAG Nevada, Community in Schools, Title 1 Hope, and a Student Success Advocate. All of these programs work to support students and increase their opportunities for academic success.



APPENDIX A - Professional Development Plan

1.1The school has Professional Learning Communities in which teachers meet a minimum of twice per week for collaborative planning sessions to plan for aligning lesson plans to the Nevada Academic Content Standards, as well as analyzing common assessment data. The PLC has a one week rotation that includes identifying the standards, developing an assessment, identifying instructional strategies, and planning for re-teach/enrichment and reassessment. The PLC facilitators assist the weekly Professional Learning Community meetings, and assist teachers in analyzing assessment data. The Instructional Coaches facilitate professional development on effective classroom management strategies, lesson planning, as well as model lessons and provide feedback to teachers. The frame for analyzing common assessment data is the PLC where student needs are identified and addressed through supports, such as, Saturday School, or credit retrieval.

Goal 1 Additional PD Action Step (Optional)

2.1The target was revised as a result of a more rigorous AP pathway that was implemented in the 2015-2016 academic year. Teachers are participating in a professional development cycle supporting rigorous instruction. The pathway for AP coursework begins in grade 9. For the 2016-2017 school year AP Human Geography will be offered for freshmen students as a way to build the pathway to AP courses for students. Students are recommended for AP courses across the core curriculum (Science, Math, ELA, Social Studies), which is generated based on teacher recommendation for students receiving a “C” or higher grade in prior courses. This pathway ensures that students taking AP courses are better prepared to succeed in AP courses.


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




APPENDIX B - Family Engagement Plan

1.2Desert Pines HS parent letters, School Governance Team (SGT) includes parents and community members in school decisions. Parent nights are held to get parent input on the Title 1 budget, inform parents of graduation requirements and ways to support students with academics. An ELL informational night will also be held for parents as a means to inform parents of ways to support their students academic success.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Desert Pines hosts four parent nights each year. Topics of discussion include new school programs, college readiness, and engaging upcoming freshman. Information about AP programs is presented at these meetings. An AP informational night will also be hosted for parents.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percentage of students graduating each year.

Measurable Objective(s):

Increase the percent of students credit sufficient according to the High School Cohort Visualization tool by 2017 for each grade: -9th - from 84.6% to 90% -10th - from 63.3% to 70% -11th - from 64.2% to 70% -12th - from 54.8% to 65%

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

The school has Professional Learning Communities in which teachers meet a minimum of twice per week for collaborative planning sessions to plan for aligning lesson plans to the Nevada Academic Content Standards, as well as analyzing common assessment data. The PLC has a one week rotation that includes identifying the standards, developing an assessment, identifying instructional strategies, and planning for re-teach/enrichment and reassessment. The PLC facilitators assist the weekly Professional Learning Community meetings, and assist teachers in analyzing assessment data. The Instructional Coaches facilitate professional development on effective classroom management strategies, lesson planning, as well as model lessons and provide feedback to teachers. The frame for analyzing common assessment data is the PLC where student needs are identified and addressed through supports, such as, Saturday School, or credit retrieval.

On Task

Progress

SPP shared with staff in spring of 2016. PLCs meet 2xs a week for a total of 85 minutes. Instructional coaches facilitate PLC meetings, lead SBCT and provide PD.. Oct. 26 PD based on using PLC Data, ELL strategies and Tiered Interventions. PD was provided on using Evaluate data to inform instruction.

Barriers

Next Steps

1.2Desert Pines HS parent letters, School Governance Team (SGT) includes parents and community members in school decisions. Parent nights are held to get parent input on the Title 1 budget, inform parents of graduation requirements and ways to support students with academics. An ELL informational night will also be held for parents as a means to inform parents of ways to support their students academic success.

On Task



ProgressSPP shared with community at the Title I meeting Sept. 14th. Open house was Sept 14th, Freshman orientation was Aug. 26th. PAC meetings occurr monthly, at the first meeting parents were given a school evaluation.

BarriersNext Steps Nov. 10th parent meeting on AB448/ASD.

1.3

Monthly Formative Assessment: Use of the eValuate™ formative assessment system and the supporting professional development will provide support to the PLCs in using data to inform instruction. Instructional strategies will be developed and implemented based on the results of this formative assessment. The monthly data provides timely feedback for school leaders, teachers, students, and parents. Professional development services will focus on navigation of the system, making meaning of the data, and using the data to inform and drive instructional practice inside the classroom. Teachers will implement rigorous lessons in their classes to improve instruction, based upon the Nevada Academic Content Standards. They will use student achievement data to differentiate instruction, based upon specific student needs and instructional groupings.

N/A

Progress

Class of 2017 28% are on track. Schoolwide first semester is predicated at 45-48%, school goal is 63%. AP placement has already met the year end goals with 362 students enrolled in AP classes. Overall school 44% are on track. Overall credit sufficient is 38% Overall EOC 9.4%. Back on Track has begun, online course that focuses on at risk/credit defiicient students. 51% enrolled in Back on Track, falure rates are down 7%. Sept. Evaluate Assessment Math 9th-12%, 10th-27%. ELA 9th-38%, 10th 42% Oct. Evaluate Assessment Math 9th 18%, 10th 20%. ELA 9th 43%, 10th 41%

Barriers Attendence is a problem.

Next Steps ACT seminar will be held on in Feb.

1.4

A new teacher mentor program will provide guidance for new teachers. Teachers will be paired with a mentor to collaborate and assist new teachers with needs they have as a first year teacher. Teachers will meet monthly with their mentor to discuss barriers and develop targeted strategies to overcome barriers that are encountered. Counselors will work to identify credit deficient students using district data sources including Infinite Campus and Tableau to identify students who are credit deficient, and place them in needed courses. Desert Pines offers credit retrieval opportunities through a virtual lab to allow student time to take additional courses.

N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the number of students completing Advanced Placement (AP) courses each year.


Increase the number of students participating in Advanced Placement coursework from 329 seats to 362 seats, an increase of 10%, by 2016-2017 as measured by the end of year active enrollment records.

StatusN/A

Comments:



2.1

The target was revised as a result of a more rigorous AP pathway that was implemented in the 2015-2016 academic year. Teachers are participating in a professional development cycle supporting rigorous instruction. The pathway for AP coursework begins in grade 9. For the 2016-2017 school year AP Human Geography will be offered for freshmen students as a way to build the pathway to AP courses for students. Students are recommended for AP courses across the core curriculum (Science, Math, ELA, Social Studies), which is generated based on teacher recommendation for students receiving a “C” or higher grade in prior courses. This pathway ensures that students taking AP courses are better prepared to succeed in AP courses.

On Task

Progress

All grant funded positions are filled. PLCs meet 2xs a week for a total of 85 minutes. Instructional coaches facilitate PLC meetings, lead SBCT and provide PD. Oct. 26 PD based on using PLC Data, ELL strategies and Tiered Interventions. PD was provided on using Evaluate data to inform instruction.

Barriers

Next Steps

2.2Desert Pines hosts four parent nights each year. Topics of discussion include new school programs, college readiness, and engaging upcoming freshman. Information about AP programs is presented at these meetings. An AP informational night will also be hosted for parents.

On Task



Progress Open house was Sept 14th, Freshman orientation was Aug. 26th. PAC meetings occurr monthly, at the first meeting parents were given a school evaluation.

BarriersNext Steps

2.3

Professional Development will be implemented for all teachers of 9th and 10th grade students in core curriculum classes (Science, Math, ELA, and Social Studies). A new course AP Human Geography will be implemented within the 2016-2017 school year to provide incoming freshmen with a pathway to accessing AP courses. Teachers will utilize effective instructional strategies learned through Professional Development training to support student success with increased rigor.

On Task

Progress

Class of 2017 28% are on track. Schoolwide first semester is predicated at 45-48%, school goal is 63%. AP placement has already met the year end goals with 362 students enrolled in AP classes. Back on Track has begun, online course that focuses on at risk/credit defiicient students. 51% enrolled in Back on Track, falure rates are down 7%. Sept. Evaluate Assessment Math 9th-12%, 10th-27%. ELA 9th-38%, 10th 42% Oct. Evaluate Assessment Math 9th 18%, 10th 20%. ELA 9th 43%, 10th 41%

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




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


100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:



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

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



School Performance Plan€¦ · Data will be tracked using Infinite Campus reports, daily...

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Transcript of School Performance Plan€¦ · Data will be tracked using Infinite Campus reports, daily...