School Performance Plan - CCSD

School Performance Plan

School NameRoundy, Dr C Owen ES

Address (City, State, Zip Code, Telephone):2755 Mohawk St

Las Vegas, NV 89146, (702) 799-5890

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: 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 PositionBobbi Gonzalez Parent Jacquelynn Walker Assistant Principal

Emily Miles Teacher John Hynal PrincipalRebecca Cumley RTI strategist Marie Saulnier Teacher

Lisa Campbell Teacher Sherry Trujillo TeacherAmber Wasserman Teacher Analiese Tulowiecki Teacher

Anna Munoz Office Manager Jeremy Smith TeacherDavid Younts Teacher Leslie Broidy Counselor

Nevada Department of Education Roundy, Dr C Owen ES 2016-2017Clark County School District

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

Jaime WItte 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)Formative Assessments Practice AMAOs/ELPA Analysis Achievement Gap DataSummative Assessments Placement (Proficiency Levels) Availability of Curriculum for IEP StudentsStakeholder Survey Information Content/ESL Staffing and Professional Development Special Ed Staffing and Professional DevelopmentNA Family Engagement Data Approaches to Testing AccommodationsOther: 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.Previously analyzed data (2013-2014) data shows that Roundy ES had 58% of the students proficient in Reading and 70% of the students proficient in Math. This is a growth in proficiency of 8%in Reading and 9% in Math from the prior year's CRT results. Adequate growth percentile for ELL shows 50% meeting AGP in Reading and 54.8% meeting AGP in Math, IEP 59.1% meeting AGP inReading and 57.5% meeting AGP in Math, and FRL 58.9% meeting AGP in Reading and 60.9% meeting AGP in Math. A clear and effective system of intervention was put into place for the 2013-2014 school year resulting in the school achieving an MGP of 61 for the ELL sub population in Reading. Roundy ES has implemented 4 person grade level teams for the 2014-2015 school year toremedy the previous concern. Data for the 2014-2015 school year support Roundy's growth trend. Data taken from the Evaluate Assessment shows 52% growth in proficiency in Math and 39%growth in Reading from September to June.Nevada Department of Education Roundy, Dr C Owen ES 2015-2016Clark County School District

2015-2016 SBAC Math data shows that overall math proficiency was 48%, that is above the district average of 32%. Proficiency by grade was 3rd-50%, 4th 50%, 5th 44%. School math data by ethnicity: Asian 69%, Black 32%, Caucasian 64%, Hispanic 48%, Multiracial 67%. This data verifies that there is a gap in performance in racial/ethnic subgroups. Boys were slightly outperformed by girls 47% to 49%. Students on IEPs scored 15% while their non IEP counterparts scored 52%. LEP students were not out performed by their non LEP counterparts 40% to 40%.

2015-2016 SBAC ELA data shows that overall ELA proficiency was 49%, that is slightly above the district average of 47%. Proficiency by grade was: 3rd-47%, 4th- 50%, 5th-52%. 72 3rd graders scored in the 1 or 2 range and demonstrate a need for K-3 reading improvement. School ELA data by ethnicity: Asian 84%, Black 39%, Caucasian 45%, Hispanic 49%, Multiracial 33%. This data verifies that there is a gap in performance in racial/ethnic subgroups. Boys were slightly outperformed by girls 43% to 55%. Students on IEPs scored 10% while their non IEP counterparts scored 54%. LEP students were greatly out performed by their non LEP counterparts 39% to 64%.



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:Need to refine effective system of intervention to address student deficiencies working below grade level in reading, specifically comprehension strategies. Fluency interventions have been successful.

Measurable Objective 1:Increase reading proficiency from 8% (Sept 2016) to 50% (May 2017) and from 5% (October 2016) to 45% (April 2017) as measured by Evaluate.

Measurable Objective 2:Increase the percentage of Grade 3 ELL, IEP and FRL students proficient in reading by 5% as measured by school-wide assessments.

Measurable Objective 3:Increase the percent of 3rd grade students proficient in reading from 49% to 54% by 2017 as measured by state assessment (SBAC).

Monitoring Status

On Task

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per box)

Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the action

step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 2.4, 3.1PD on effective strategies for implementing the core literacy program designed using teacher surveys and subgroup data (ELL, IEP and FRL) then delivered in differentiated workshops during Site Based Collaboration Time (Kagan,Explicit Phonics, Guided Reading Groups, etc.).

PD & Materials: Read by 3 Coach, core reading materials, writing materials(Write From the Beginning: Response to Literature), Kagan strategies, extra duty pay, sub release pay, Learning Strategists(Title 1, Site Flex Budget)

Agenda, Evaluations, Lesson Plans, walk through data, common assessments, school-wide writing prompts AIMSWeb, Progress Monitoring results, Evaluate assessments, SBAC scores

Every six weeks to collect and analyze progress monitoring data Mid (Feb) and End of Year (May) monitoring Administration, Read by 3 Coach, Kagan Coach

On Task

Comments:We are continuing our previous plan of Professional Development across the three Franchise School Sites. SBCT will be utilized to provide weekly access to PD.



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

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.9Parent Involvement will include Parent Nights/Conferences after Fall, Winter, and Spring Benchmarks, PSTAPT in December, parent volunteers,Parent Center, and regular Infinite Campus communication. Spread the Word Nevada will also host monthly parent events. Election of the Empowerment Team. FACES on campus

Teachers, Learning Strategists( Title 1, Site Flex Budget) Flyers/Handouts of specific strategies to address foundational concepts in reading (such as blending, building fluency, etc.)

Parent Sign-in Sheets, Teacher Agendas, Flyers AIMSWeb, Progress Monitoring results, iReady Diagnositics, eValuate assessments, SBAC scores

Monthly Family Nights, Monthly Spread the Word Nevada Parent Events, seasonal parent activities Lead Team, SPED Teachers, Classroom Teachers and Learning Strategists

On Task

Comments:

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

YesNCCAT-S Indicators: 2.4. 3.1

Implement a system of academic intervention utilizing Corrective Reading/Explicit Phonics/Learning Dynamics to provide early, systematic assistance to IEP, FRL, ELL students who are having difficulty learning in language arts essential skills based on data analysis by RTI Team and strategist.

FastForWord Intervention program for Tier II students grades K-5, Learning Strategists, Extra duty instructional pay (ELL, Title I, Site Flex Budget); Technology to support interventions: Netbooks, ipads, desktops, and headphones. (Title I, Flex)

Weekly reports and Admin observations AIMSWeb, Progress Monitoring results, iReady assessments, Evaluate monthly assessments and SBAC scores

September 2016- June 2017 weekly Aimsweb progress monitoring of IEP, ELL, and FRL Tier 2/3 students Mid (Feb) and End of Year (May) monitoring CCSD Instructional Coach, Admin Team, SPED Teachers, Grade Level Teachers, Learning Strategist

On Task

Comments:

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

Comments:





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:Past interventions had targeted skill deficiencies in Reading. 3 Growth Analysts and a Read by 3 coach will replace interventionists. This will allow Tier I support a strategist standards based interventions. Interventions will be aimed at moving non proficient students using small group interventions and differentiated instruction.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 25% to 20% 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 24.5% to 20.7% by 2017 as measured by state assessments.

Measurable Objective 3:Reduce the reading and mathematics proficiency gap between the districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school wide formative assessments

Monitoring Status

On Task




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: 2.4, 3.1



PD on effective strategies for implementing core math and reading programs designed using teacher surveys and subgroup data then delivered in differentiated workshops highlighting how to address the needs of diverse learners during SBCT and weekly RTI meetings.

Extra-duty Pay for Data Analysis during weekly RTI (Title I -$5,300), Teacher Survey Data, Learning Strategists, Extra Duty Instructional Support (Title 1, Site Flex Budget) 1 Certified Temp. Tutors(Title I $28,600)

RTI Meeting Agendas, Sign-in sheets, Data Analysis sheets AIMSWeb, Progress Monitoring results, Discovery assessments, Evaluate Benchmark monthly assessments and SBAC scores.

September 2016-June 2017 weekly RTI mtgs, SBCT, Instructional Coach, SPED Teachers, Kagan Coach, Grade Level Teachers, RTI Team, Learning Strategist, Site Math Coordinator Mid (Feb) and End of Year (May) monitoring.

N/A

Comments:

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

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.9Parent Involvement will include Parent Nights/Conferences after Fall, Winter, and Spring benchmarks, PSTAPT in October, parent volunteers, Parent Center, and regular Infinite Campus communication . Beginning in December, teachers will present home math strategies monthly during PTO meetings.

Teachers, Learning Strategists(Focus School Funding, Title 1, Site Flex Budget) Flyers/Handouts of specific strategies to address foundation concepts in Math (such as regrouping, fact fluency, etc.)

Parent Sign-in sheets, Teacher agendas, Flyers AIMSWeb, Progress Monitoring results, Discovery assessments, Edison Benchmark monthly assessments and CRT scores

October 2016, February 2017, May 2017 Monthly PTO Meetings (Dec 2016 - May 2017) CCSD Instructional Coach, Lead Team, SPED Teachers, Classroom Teachers and Learning Strategists Mid (Feb) and End of Year (May) monitoring

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 2.4, 3.1Implement a system of academic intervention used to provide early, systematic assistance to subgroups(IEP, FRL, ELL, Tier 2/3) who are having difficulty learning in math concepts and applications based on data analysis of RTI team and strategist.

Learning Strategists, Extra duty pay for instructional support (Title I, Site Flex Budget), Technology to support implementation of programs(Flex)

Weekly ST Math, Admin observations AIMSWeb, Progress Monitoring results, Evaluate Benchmark monthly assessments and SBAC scores

September 2016-June 2017 weekly intervention Mid (Feb) and End of Year (May) monitoring CCSD Instructional Coach, Admin Team, SPED Teachers, Grade Level Teachers, Flex funded Growth Analysts

N/A

Comments:


Comments:





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

Root Causes:There is a need to increase the cultural competency of staff members as evidenced by the presence of achievement gaps district wide. Roundy ES is closing achievement gaps. The 2016 percentage of students meeting proficiency: Reading IEP 10%, ELL 39% Math IEP 15%, ELL 40%

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




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)

Title I $336,300.00 4 Licensed Teachers, 3 CTT, PD for Data Analysis on a weekly basis, parent engagement. Goals 1 and 2

General Flex Budget $3,926,043.68 Administrator, Teacher, Support Staff salaries, materials, Reach Extended instructors 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.Through the support of the district's HR department, the school will interview from a pool of HQ candidates. The school has created a climate of collegiality that nurtures and supports professional growth. We offer on site PD support to our teachers to increase retention. Our Instructional Coach, Kagan Coach, and RTI strategist offer ongoing support.

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.The school will send out regular parent correspondence, in both English and Spanish, through Parent Link, monthly Family Nights, and flyers. Monthly parent meetings will be held to share information regarding student achievement and school policies. Additional parent conferences to be held after the fall and winter benchmarks. Our school has a full time Communities in Schools representative. She is able to coordinate parent classes and meet the needs of our families.

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.).We will provide opportunities for pre-K and kindergarten students to transition to the next grade with the kindergarten and first grade teachers. Students will spend the day learning routines and procedures. Fifth grade students, through the help of the school counselor and local middle school staff, will have the opportunity to visit and experience a middle school campus each spring.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Staff will participate in weekly planning meetings that review data from AIMSweb, iReady assessments, Evaluate Benchmark monthly assessments, computer based programs reports, writing rubrics, common assessments, and the CORE Phonics Assessment. Staff will tailor instruction based on students' needs as identified through the examination of the data.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsFunds are being used to support instruction through targeted staff development techniques that include direct instruction, modeling, coaching, RTI and co-teaching. Federal, state, and local funding specifically provides 4 strategists, 1 Read by 3 Instructional Coach, tutoring and weekly data analysis training for all teachers.



APPENDIX A - Professional Development Plan

1.1PD on effective strategies for implementing the core literacy program designed using teacher surveys and subgroup data (ELL, IEP and FRL) then delivered in differentiated workshops during Site Based Collaboration Time (Kagan,Explicit Phonics, Guided Reading Groups, etc.).

Goal 1 Additional PD Action Step (Optional)

2.1PD on effective strategies for implementing core math and reading programs designed using teacher surveys and subgroup data then delivered in differentiated workshops highlighting how to address the needs of diverse learners during SBCT and weekly RTI meetings.


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

1.2Parent Involvement will include Parent Nights/Conferences after Fall, Winter, and Spring Benchmarks, PSTAPT in December, parent volunteers,Parent Center, and regular Infinite Campus communication. Spread the Word Nevada will also host monthly parent events. Election of the Empowerment Team. FACES on campus

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent Involvement will include Parent Nights/Conferences after Fall, Winter, and Spring benchmarks, PSTAPT in October, parent volunteers, Parent Center, and regular Infinite Campus communication . Beginning in December, teachers will present home math strategies monthly during PTO meetings.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase reading proficiency from 8% (Sept 2016) to 50% (May 2017) and from 5% (October 2016) to 45% (April 2017) as measured by Evaluate.Increase the percentage of Grade 3 ELL, IEP and FRL students proficient in reading by 5% as measured by school-wide assessments.Increase the percent of 3rd grade students proficient in reading from 49% to 54% by 2017 as measured by state assessment (SBAC).

StatusOn Task

Comments:

1.1 Professional Development: We are continuing our previous plan of Professional Development across the three Franchise School Sites. SBCT will be utilized to provide weekly access to PD.1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 PD on effective strategies for implementing the core literacy program designed using teacher surveys and subgroup data (ELL, IEP and FRL) then delivered in differentiated workshops during Site Based Collaboration Time (Kagan,Explicit Phonics, Guided Reading Groups, etc.).

Progress

Barriers

Next Steps

1.2Parent Involvement will include Parent Nights/Conferences after Fall, Winter, and Spring Benchmarks, PSTAPT in December, parent volunteers,Parent Center, and regular Infinite Campus communication. Spread the Word Nevada will also host monthly parent events. Election of the Empowerment Team. FACES on campus

Progress



Barriers

Next Steps

1.3Implement a system of academic intervention utilizing Corrective Reading/Explicit Phonics/Learning Dynamics to provide early, systematic assistance to IEP, FRL, ELL students who are having difficulty learning in language arts essential skills based on data analysis by RTI Team and strategist.

Progress

Barriers

Next Steps

1.4

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.


Reduce the math proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 25% to 20% 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 24.5% to 20.7% by 2017 as measured by state assessments.Reduce the reading and mathematics proficiency gap between the districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school wide formative assessments

StatusOn Task

Comments:

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


2.1 PD on effective strategies for implementing core math and reading programs designed using teacher surveys and subgroup data then delivered in differentiated workshops highlighting how to address the needs of diverse learners during SBCT and weekly RTI meetings.

Progress

Barriers

Next Steps

2.2Parent Involvement will include Parent Nights/Conferences after Fall, Winter, and Spring benchmarks, PSTAPT in October, parent volunteers, Parent Center, and regular Infinite Campus communication . Beginning in December, teachers will present home math strategies monthly during PTO meetings.



Progress

BarriersNext Steps

2.3 Implement a system of academic intervention used to provide early, systematic assistance to subgroups(IEP, FRL, ELL, Tier 2/3) who are having difficulty learning in math concepts and applications based on data analysis of RTI team and strategist.

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 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


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



School Performance Plan - CCSD

Documents

Transcript of School Performance Plan - CCSD