School Performance Plan - Clark County School...

School Performance Plan

School NameAndre Agassi College Preparatory Academy MS/HS

Address (City, State, Zip Code, Telephone):1201 W Lake Mead Blvd

Las Vegas, NV 89106, (702) 948-6000

Superintendent/Assistant Chief: / Dan Tafoya

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Combined 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 PositionElsa Torres Parent Dwight Sanders Secondary PrincipalAnne Wake Secondary - Assistant Principal Terrence Simmons Secondary - Assistant Principal

Sarada Toomey Secondary - Learning Strategist

Nevada Department of Education Andre Agassi College Preparatory Academy MS/HS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/01/2016 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

NA NA NANA NA NANA NA NANA NA NANA NA NAOther: Catapult Learning Evaluate Data Other: Catapult Learning Evaluate Data Other: Catapult Learning Evaluate DataOther: Graduation Rates Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.With the NSPF currently on hold and EOC/ SBAC scores not available on a comparative basis, we are looking at our HS graduation rate for the class of 2016 of 88.52% overall (88.2% for African American students / 85.7% for Hispanic students) as our key measure for the secondary school. By utilizing the CCSD Datalab sight we are able to better track overall student performance and follow-up in situations where additional support is necessary for either the teacher or student.In order to monitor student progress and instructional practices on a reoccurring basis, we have transitioned to the Evaluate testing platform for both formative and summative progress monitoring.



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

☐ Asian

☑ Black 75.93%

☐ Hispanic

☐ Two or More Races

☐ Pacific Islander

☐ White

☐ FRL

☐ IEP

☐ELL

NOTES:



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 proficient in English Language Arts reading and writing skills, aligned to the Common Core Standards.

Root Causes:Students not meeting standards on SBAC and EOC exams are struggling with fundamental reading and writing skills. Other evidence is gathered from interim assessments administered by teaching staff; the results of students’ standardized tests from earlier grades; and students’ self-evaluations.

Measurable Objective 1:In grades 6-8, students will improve their English subject standardized tests scores by at least 6% as measured by Evaluate data and SBAC results.

Measurable Objective 2:In grades 9-10, students will improve their English subject standardized tests scores by at least 6% as measured by Evaluate data.

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: Provide training for teachers in research-based best practices for literacy development and instructional delivery; support those strategies with content-area coaches and regular departmental professional development.

Content Specialists; Vice Principal of Curriculum and Instruction; internal and outside professional development opportunities for teachers and teacher-leaders. Title I: local and state conferences

Professional Development agendas, implementation of varied teaching strategies, teacher verification, notes from coaching/support sessions.

In progress - Principal, Vice Principals, Instructors

On Task

Comments:Note: the state does not yet have EOC data for our high school students.



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: Families are invited to school for monthly “Café Expressions” tours of the school, in which administrators share assessment data with parents and discuss ways in which the school and home environment can support student growth. Parent-teacher conference days allow for parents to engage in individual meetings with all teachers and learn firsthand the needs of their child. Teachers and administrators regularly communicate with parents via automated systems, the school website, teacher webpages, and frequent phone calls and emails when students are struggling to meet standards. Public Governing Board meetings require regular reporting of data, holding the school accountable for improvement and keeping information transparent for all stakeholders.

Parents / Guardians, students, Principal, Vice Principals, Instructors, guidance counselors, Grade Level Chairs, Learning Strategist. Title I: licensed extra-duty pay, supplies, and materials for parent trainings

Cafe Expressions advertisements and agendas; One -Call announcements; Parent conference day parent sign-in sheets; school website posts; teacher webpage posts; Governing Board meeting minutes.

In progress: parents / guardians, students, Principal, Vice Principals, Instructors, guidance counselors, Grade Level Chairs, Learning Strategist.

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

All teachers (across all content areas) are held accountable for implementing the research-based best practices presented to them in professional development training and by their Content Specialists. Struggling students in the high school are assigned to a designated advisory period with an English teacher, who works with students on reading and writing skills in addition to specific EOC preparation. Middle school students are strategically supported through a structured DEAR program during Advisory to engage struggling readers. After school book clubs are also available for students requiring more reading support than DEAR alone can provide.

Instructor, Student, Principal, Vice Principals, course materials as needed, Renaissance Learning data, Learning Strategist Title I: Two part time instructional aides; licensed extra-duty pay for tutoring; supplemental reading materials (books); Research for Better Teaching - travel and consultants for PD; local and state conferences;

Class schedule, class syllabus, student work, lesson plans.

In progress - Vice Principal of Curriculum and Instruction, Content Specialists, Principal. instructors, Learning Strategist

On Task

Comments:

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

Comments:




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

Priority Need/Goal 2:Increase the percentage of students proficient in Common Core-aligned math skills.

Root Causes:Students not proficient according to SBAC and Evaluate exams are struggling with both fundamental and CCSS math skills and standards. This is evident based on results from interim assessments administered by teaching staff the results of students’ standardized tests from earlier grades; and students’ self-evaluations.

Measurable Objective 1:Students in grades 6-8 will increase their proficiency in grade level math skills by at least 6% in one academic year, as measured by Evaluate and SBAC data.

Measurable Objective 2:Students in grades 9-10 will increase their proficiency in grade level math skills by at least 6% in one academic year, as measured by Evaluate data.

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: NCCAT-S Indicators: Provide instructors with training and support for alternative teaching strategies, including Eureka! Math, to assist in the goal of focused instruction on CCSS-aligned math skills and strategies necessary to improve students' mathematical abilities.

Content Specialists; Vice Principal of Curriculum and Instruction; internal and outside professional development opportunities for teachers and teacher-leaders Title I: Research for Better Teaching - travel and consultants for PD; local and state conferences

Professional Development and math team meeting agendas and minutes

In progress - Vice Principal of Curriculum and Instruction, Math Content Specialist, Principal

N/A

Comments:Note: the state does not yet have EOC data for our middle and high school students.



Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and

Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Families are invited to school for monthly “Café Expressions” tours of the school, in which administrators share assessment data with parents and discuss ways in which the school and home environment can support student growth. Parent-teacher conference days allow for parents to engage in individual meetings with all teachers and learn firsthand the needs of their child. Teachers and administrators regularly communicate with parents via automated systems, the school website, teacher webpages, and frequent phone calls and emails when students are struggling to meet standards. Public Governing Board meetings require regular reporting of data, holding the school accountable for improvement and keeping information transparent for all stakeholders.

Parents / Guardians, students, Principal, Vice Principals, Instructors, guidance counselors. Title I: licensed extra-duty pay, supplies, and materials for parent trainings

Cafe Expressions advertisements and agendas; One-Call announcements, parent conference day sign-in sheets; school website; teacher webpages; Governing Board minutes.

In progress - Instructor

On Task

Comments:

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

Year: YesNCCAT-S Indicators:

Math teachers are held accountable for implementing the research-based best practices presented to them in professional development training and by their Content Specialist. This year, we introduced the Eureka! math program in all grade levels, 6-12, in order to more closely align our curriculum to the CCSS. Struggling students in the high school are assigned to a Math Applications class with a teacher, who works with students on fundamental math skills in addition to specific EOC preparation. Middle school students are all assigned to a math intervention class in addition to their regular math class in the sixth grade. Eighth grade math students can test into pre-algebra or algebra, as dictated by their individual needs.

Content Specialist; Vice Principal of Curriculum and Instruction; internal and outside professional development opportunities for teachers and teacher-leaders; EDAMS data; Renaissance Learning data; DEAR/Advisory period. Title I: Two part time instructional aides; licensed extra-duty pay for tutoring; supplemental reading materials (books); local and state conferences;

Math team meeting agendas and minutes; Math Apps class roster; 6th grade intervention rosters; 8th grade algebra roster.

In progress - Content Specialist, Vice Principal of Curriculum and Instruction, Principal, Instructor

On Task

Comments:


Comments:




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

Priority Need/Goal 3:Not Required

Root Causes:

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 ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: 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)

16-17 Title I & Parent Involvement Set-Aside $197,657.00

Learning Strategist to include Title I oversight duties ($60,000);

Instructional Assistant/Paraprofessional - 7 hours/day ($37,283.20);

Licensed extra-duty pay for tutoring - after-school, Saturday, and summer tutoring ($25,000);Licensed extra-duty pay for collaboration - Semester and long-range planning including STEM program ($23,000);

Books and Periodicals - English reference materials/books ($10,000);

Instructional materials/supplies for students ($7916.80);

Software Instruction - Evaluate ($7500);

Conference dues & fees (i.e. NCSS-Social Studies, NCTE_English, NCTM-Math) ($3500);

Out of state conference travel ($11,500);

Extra duty pay for training (outside normal hours) ($2000);

Dues & fees for local conferences/training ($8000);Licensed extra-duty pay for parent training on Infinite Campus, Google Classroom, school website, subject matter/content ($1500);

Refreshments for parent trainings ($457);

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.Agassi Prep Secondary School is committed to recruiting highly-qualified teachers who display qualities such as leadership, an attitude of collaboration, commitment to growing as an educator and an authentic belief that all students can achieve. As a school, we believe in cultivating teacher leaders and providing continuous professional development for teachers who choose to remain in the classroom for the duration of their career.

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.We constantly strive to increase family engagement by providing a variety of school activities and functions on different days/times throughout the school year so as many families as possible can be accommodated. Examples of events include: monthly morning parent meetings, National Honor Society Events, and visual and performing arts performances. We also have an open-door policy which encourages families to experience the school from both an instructional and social perspective. Parents are able to access the Infinite Campus Parent Portal for information about student grades and attendance.

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.).Agassi Prep as a whole is at a significant advantage being that our two schools – elementary (K-5) and secondary (6-12) - are all located on one campus. Our two administrative teams communicate regularly through weekly leadership meetings and our mandatory annual student/parent orientation meetings provide guidance and direction for our families at each step along their student's educational journey.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The Evaluate program and teacher-created exams have provided teachers with the benchmark data necessary to make effective classroom decisions. Teachers use the results of these academic assessments in order to adjust long term plans, unit plans, and daily lesson plans and assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTeachers offer after school tutoring hours in order to assist our students who need additional support in their academic classes. There are also a few teachers who offer extra instruction during Saturday sessions. Through our Title 1 funds, we are able to pay teachers for this additional instruction.



APPENDIX A - Professional Development Plan

1.1Provide training for teachers in research-based best practices for literacy development and instructional delivery; support those strategies with content-area coaches and regular departmental professional development.

Goal 1 Additional PD Action Step (Optional)

2.1Provide instructors with training and support for alternative teaching strategies, including Eureka! Math, to assist in the goal of focused instruction on CCSS-aligned math skills and strategies necessary to improve students' mathematical abilities.


3.1




APPENDIX B - Family Engagement Plan

1.2Families are invited to school for monthly “Café Expressions” tours of the school, in which administrators share assessment data with parents and discuss ways in which the school and home environment can support student growth. Parent-teacher conference days allow for parents to engage in individual meetings with all teachers and learn firsthand the needs of their child. Teachers and administrators regularly communicate with parents via automated systems, the school website, teacher webpages, and frequent phone calls and emails when students are struggling to meet standards. Public Governing Board meetings require regular reporting of data, holding the school accountable for improvement and keeping information transparent for all stakeholders.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Families are invited to school for monthly “Café Expressions” tours of the school, in which administrators share assessment data with parents and discuss ways in which the school and home environment can support student growth. Parent-teacher conference days allow for parents to engage in individual meetings with all teachers and learn firsthand the needs of their child. Teachers and administrators regularly communicate with parents via automated systems, the school website, teacher webpages, and frequent phone calls and emails when students are struggling to meet standards. Public Governing Board meetings require regular reporting of data, holding the school accountable for improvement and keeping information transparent for all stakeholders.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percentage of students proficient in English Language Arts reading and writing skills, aligned to the Common Core Standards.

Measurable Objective(s):

In grades 6-8, students will improve their English subject standardized tests scores by at least 6% as measured by Evaluate data and SBAC results.In grades 9-10, students will improve their English subject standardized tests scores by at least 6% as measured by Evaluate data.

StatusN/A

Comments:

1.1 Professional Development: Note: the state does not yet have EOC data for our high school students. 1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Provide training for teachers in research-based best practices for literacy development and instructional delivery; support those strategies with content-area coaches and regular departmental professional development.

Progress

Barriers

Next Steps

1.2

Families are invited to school for monthly “Café Expressions” tours of the school, in which administrators share assessment data with parents and discuss ways in which the school and home environment can support student growth. Parent-teacher conference days allow for parents to engage in individual meetings with all teachers and learn firsthand the needs of their child. Teachers and administrators regularly communicate with parents via automated systems, the school website, teacher webpages, and frequent phone calls and emails when students are struggling to meet standards. Public Governing Board meetings require regular reporting of data, holding the school accountable for improvement and keeping information transparent for all stakeholders.



Progress

BarriersNext Steps

1.3

All teachers (across all content areas) are held accountable for implementing the research-based best practices presented to them in professional development training and by their Content Specialists. Struggling students in the high school are assigned to a designated advisory period with an English teacher, who works with students on reading and writing skills in addition to specific EOC preparation. Middle school students are strategically supported through a structured DEAR program during Advisory to engage struggling readers. After school book clubs are also available for students requiring more reading support than DEAR alone can provide.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percentage of students proficient in Common Core-aligned math skills.


Students in grades 6-8 will increase their proficiency in grade level math skills by at least 6% in one academic year, as measured by Evaluate and SBAC data.Students in grades 9-10 will increase their proficiency in grade level math skills by at least 6% in one academic year, as measured by Evaluate data.

StatusN/A

Comments:

2.1 Professional Development: Note: the state does not yet have EOC data for our middle and high school students. 2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1 Provide instructors with training and support for alternative teaching strategies, including Eureka! Math, to assist in the goal of focused instruction on CCSS-aligned math skills and strategies necessary to improve students' mathematical abilities. N/A

Progress

Barriers

Next Steps

2.2

Families are invited to school for monthly “Café Expressions” tours of the school, in which administrators share assessment data with parents and discuss ways in which the school and home environment can support student growth. Parent-teacher conference days allow for parents to engage in individual meetings with all teachers and learn firsthand the needs of their child. Teachers and administrators regularly communicate with parents via automated systems, the school website, teacher webpages, and frequent phone calls and emails when students are struggling to meet standards. Public Governing Board meetings require regular reporting of data, holding the school accountable for improvement and keeping information transparent for all stakeholders.

N/A



Progress

BarriersNext Steps

2.3

Math teachers are held accountable for implementing the research-based best practices presented to them in professional development training and by their Content Specialist. This year, we introduced the Eureka! math program in all grade levels, 6-12, in order to more closely align our curriculum to the CCSS. Struggling students in the high school are assigned to a Math Applications class with a teacher, who works with students on fundamental math skills in addition to specific EOC preparation. Middle school students are all assigned to a math intervention class in addition to their regular math class in the sixth grade. Eighth grade math students can test into pre-algebra or algebra, as dictated by their individual needs.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Not Required


StatusN/A

Comments:

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


3.1

Progress

Barriers

Next Steps

3.2

Progress

Barriers



Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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