School Performance Plan - ccsd.net

School Performance Plan

School NameSaville, Anthony MS

Address (City, State, Zip Code, Telephone):8101 N Torrey Pines Dr

Las Vegas, NV 89131-0209, (702) 799-3460

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

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Middle School

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 PositionSean Davis Principal Jane Christensen Teacher

Yvonne Weisser Teacher Julie Cooper TeacherJill Savage Teacher Jennifer Morley Assistant Principal

Sandra Ohman Teacher Jolynn Watson-Thomas TeacherEmily DeGroff Teacher Raymond Wilhite Teacher

Danielle Crecco Teacher

Nevada Department of Education Saville, Anthony MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/19/2016 Nevada Department of Education - June 2016

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

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

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

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Special Ed Policies and ProceduresSummative Assessments NA Achievement Gap DataTeacher/Administrator Observation Data NA Individualized Education Programs (IEP)Fiscal Resources ELL Program Policies and Procedures Availability of Curriculum for IEP StudentsOther: Computer based intervention data 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.Positive Trends:In 2015-16 overall ELA SBAC performance was higher than the district level with a proficiency of 50.84% as compared with the district's overall ELA results of 44.37%.

In 2015-16 overall math SBAC performance was higher than the district level with a proficiency of 27.16% as compared with the district's overall math results of 24.06%.

Areas of Concern:There continued to be an LEP and ethnic/racial supergroup ELA proficiency gap in 2015-2016 overall proficiency.

The math proficiency gap between the ethnic/racial supergroup continued to exist in 2015-2016.



HOPE 2 Intervention

Focus of Intervention:Success class will work to prevent expulsion/behavior school recommendations by providing supports for students with conflicts and increasing connectedness to school. The STAR-On model will reduce discretionary expulsion/behavior school recommendations by providing an alternative setting at the school that will provide counseling, behavior mentoring, and academic support through small group instruction and continued access to the school's rigorous curriculum.

Monitoring Plan:Success Classes: Student academic progress will be tracked to illustrate the effect of the overall program on their classroom success. Discipline data will be analyzed to evaluate the success of the program. Also, anecdotal evidence collected by student and teacher self-reflections will used to further evaluate the effectiveness of the program. STAR-On: Student academic progress will be tracked to illustrate the effect of the overall program on their classroom success. Discipline data will be analyzed to evaluate the success of the program. Exit panel interviews to evaluate the effectiveness of the program on individual students. Another vital piece of evidence would be the recidivism rate of students in the program.

Evaluation Plan:Number of referrals for students in Success Class vs. "like" students Number of total suspensions Number of referrals for behavior school / expulsions



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:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Root Causes:Inadequate targeted intervention for non-proficient students.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 21.56 to 14.56 by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the LEP subgroup and not LEP students from 45.07 to 37.71 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: YesNCCAT-S Indicators:



Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. Targeted ELL instructional strategies reviewed.

POI progress monitoring (SBCT and collaboration time). CBI initial training and progress monitoring (SBCT and collaboration time). Pearson myPerspectives training (before school begins), Pearson myPerspectives training and Achieve 3000 (during school year), and follow-up monitoring (SBCT and collaboration time). Professional development regarding ELL strategies (SBCT and collaboration time). Extended collaboration funded through Strategic Budget and myPerspectives/ELL training funded through IDPL/ELL.

Training agendas, surveys, pathlore transcripts, data from CBI programs, and Grade-Level Department (GLD) collaboration notes.

Admin/coach lead CBI teacher provide CBI and POI training, coordination, and monitoring (SDD - August 2016 weekly GLD's extended collaboration - as needed). myPerspectives/Achieve 3000 training (district - provided) in Summer 2016, September 2016, and October 2016. ELL strategies provided by ELL Success Advocate/ELL Coordinator (SBCT - Nov 2016, Feb 2017, May 2017).

N/A

Comments:SBCT = Site Based Collaboration Time. POI = Period of Intervention. CBI = Computer-Based Intervention. IDPL = Instructional Design and Professional Learning. SDD = Staff Development Day. ELL = English Language Learner.

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: Counselors' contacts for POI and ELL class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Materials and scheduling.

Counselor contact and conference records. Infinite Campus contact records. RTI files (when appropriate).

Counselors contact parents regarding initial POI and ELL placements (August 2016). RTI Coordinator, POI, ELL teachers provide grade and CBI progress data (Dec 2016, Feb 2017, May 2017).

N/A

Comments:RTI = Response to Instruction.

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

YesNCCAT-S Indicators:

Period of Intervention classes, ELL class, targeted ELL instructional strategies, and Computer-Based Interventions for individualized, growth-oriented instruction.

POI classes (4 sections, one is combined with math, built into the Master Schedule via Strategic Budget). ELL class (1 section built into the Master Schedule via ELL Funding). Reading Plus and Lexia Reading purchased in Spring 2014 through district End of the Year funds. Reading Horizons and Achieve 3000 purchased through ELL Funding.

Master Schedule, CBI program data, observation data (admin/strategist), class grades in ELA courses, SBAC data for achievement gaps.

Admin/counselors develop Master Schedule including POI classes and ELL class by August 2016. RTI Coordinator/counselors place students in POI and ELL class during August 2016. Lead CBI teachers/strategist set-up CBI in September 2016. ELL and POI teachers provided instruction (August 2016 - June 2017).

N/A

Comments:RTI = Response to Instruction. CBI = Computer-Based Intervention. ELL = English Language Learner. POI = Period of Intervention

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



Master Schedule, DE assessment data, SpringBoard materials, teacher lesson plans, observation data (admin/strategist/district SB team).

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 math.

Root Causes:Inadequate targeted intervention for non-proficient students.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 30.22 to 20.22 by 2017 as measured by state assessments.

Monitoring Status

N/A


Action Step(please only list one action step

per box)

Resources and Amount Needed for Implementation(people, time, materials, funding sources)


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: No NCCAT-S Indicators: Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs.

POI progress monitoring (SBCT and collaboration time). CBI initial training and progress monitoring (SBCT and collaboration time). Glencoe and ALEKS training (before school begins), Glencoe and ALEKS training (during the school year), and follow-up monitoring (SBCT and collaboration time). Extended collaboration funded through Strategic Budget.

Training agendas, surveys, pathlore transcripts, data from CBI programs, and Grade-Level Department (GLD) collaboration notes.

Counselors contact parents regarding initial POI placements (August 2016). RTI Coordinator, POI teachers provide grade and CBI progress data (Dec 2016, Feb 2017, May 2017).

N/A

Comments:SDD = Staff Development Day. ALEKS = Assessment and Learning in Knowledge Spaces. CBI = Computer Based Intervention. POI = Period of Intervention. SBCT = Site Based Collaboration Time.



Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible Monitoring Status

2.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Materials and scheduling Counselor contact and conference records. Infinite Campus contact records.

Counselors hold traditional parent-teacher conferences (August 2016 - June 2017).

N/A

Comments:RTI = Response to Instruction.

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Period of Intervention classes, and Computer-Based Interventions for individualized, growth-oriented instruction.

POI classes (5 sections, one is combined with ELA, built into the Master Schedule via Strategic Budget). ALEKS purchased August 2016 through district funding and Ascend Math purchased in Spring 2014 through district End of the Year funds.

Master Schedule, CBI program data, observation data (admin/strategist), class grades in math courses, SBAC data for achievement gaps.

Admin/counselors develop Master Schedule including POI classes by August 2016. RTI Coordinator/counselors place students in POI classes during August 2016. Lead CBI teachers/strategist set-up CBI in September 2016. POI teachers provided instruction (August 2016 - June 2017).

N/A

Comments:SDD = Staff Development Day. ALEKS = Assessment and LEarning in Knowledge Spaces. CBI = Computer Based Intervention. POI = Period of Intervention. SBCT = Site Based Collaboration Time.

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

Comments:




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

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

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

Measurable Objective 1:100% of staff will participate in mandatory cultural competency professional development training during the 2016-2017 school year.

Monitoring Status

N/A


Action Step(please only list one action

step per box)

Resources and Amount

Needed for Implementation(people, time, materials,

funding sources)


Progress:Information (Data) that will verify the action step is in progress or has occurred.

List Timeline, Benchmarks, and Position ResponsibleMonitoring

Status

3.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Staff will participate in mandatory cultural competency training in order to increase the percent of staff who are culturally competent.

Site EDE Liaison and district, EDE personnel, student panel for staff cultural session

Agendas, staff surveys Staff survey in November/December 2016 (EDE Liaison/EDE personnel). PD sessions in November 2016, January/February 2017, and March/April 2017. 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. Liaison/EDE personnel, Administration)

N/A

Comments:EDE = Equity and Diversity Education



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

3.2 Family Engagement (Optional) Continuation From Last Year: 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)

General Fund (part of the school's Strategic Budget) 70,160 68,160 for 8 periods of POI built into the schedule, 2000 for collaboration. Goals 1 and 2

District Provided (via ELL Department) 8520 8,520 for 1 period of ELL built into the schedule (based on average cost) Goal 1



APPENDIX A - Professional Development Plan

1.1Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. Targeted ELL instructional strategies reviewed.

Goal 1 Additional PD Action Step (Optional)

2.1Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs.


3.1Staff will participate in mandatory cultural competency training in order to increase the percent of staff who are culturally competent.




APPENDIX B - Family Engagement Plan

1.2Counselors' contacts for POI and ELL class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 21.56 to 14.56 by 2017 as measured by state assessments.Reduce the reading proficiency gap between the LEP subgroup and not LEP students from 45.07 to 37.71 by 2017 as measured by state assessments.

StatusN/A

Comments:

1.1 Professional Development: SBCT = Site Based Collaboration Time. POI = Period of Intervention. CBI = Computer-Based Intervention. IDPL = Instructional Design and Professional Learning. SDD = Staff Development Day. ELL = English Language Learner.1.2 Family Engagement: RTI = Response to Instruction.1.3 Curriculum/Instruction/Assessment: RTI = Response to Instruction. CBI = Computer-Based Intervention. ELL = English Language Learner. POI = Period of Intervention1.4 Other:

Mid-Year End-of-Year

1.1 Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. Targeted ELL instructional strategies reviewed.

Progress

Barriers

Next Steps

1.2 Counselors' contacts for POI and ELL class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Progress



Barriers

Next Steps

1.3 Period of Intervention classes, ELL class, targeted ELL instructional strategies, and Computer-Based Interventions for individualized, growth-oriented instruction.

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 math.


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 30.22 to 20.22 by 2017 as measured by state assessments.

StatusN/A

Comments:

2.1 Professional Development: SDD = Staff Development Day. ALEKS = Assessment and Learning in Knowledge Spaces. CBI = Computer Based Intervention. POI = Period of Intervention. SBCT = Site Based Collaboration Time.2.2 Family Engagement: RTI = Response to Instruction.2.3 Curriculum/Instruction/Assessment: SDD = Staff Development Day. ALEKS = Assessment and LEarning in Knowledge Spaces. CBI = Computer Based Intervention. POI = Period of Intervention. SBCT = Site Based Collaboration Time.2.4 Other:


2.1 Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs.

Progress

Barriers

Next Steps

2.2 Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.



Progress

BarriersNext Steps

2.3 Period of Intervention classes, and Computer-Based Interventions for individualized, growth-oriented instruction.

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 mandatory cultural competency professional development training during the 2016-2017 school year.

StatusN/A

Comments:

3.1 Professional Development: EDE = Equity and Diversity Education 3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 Staff will participate in mandatory cultural competency training in order to increase the percent of staff who are culturally competent.

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.net

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