School Performance Plan - Clark County School District · School Performance Plan ... ☑ELL 47.73%...

School Performance Plan

School NameSpring Valley HS

Address (City, State, Zip Code, Telephone):3750 S Buffalo Dr

Las Vegas, NV 89147, (702) 799-2580

Superintendent/Assistant Chief: Pat Skorkowsky / Karen West

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: High School

Classification: 3 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 PositionKelly Wagner Parent Tara Powell Assistant PrincipalWilliam Fouts Teacher Deborah Whitt Teacher

Michael Bucher Teacher Heather Allen TeacherAngelica Strong Teacher Tam Larnerd Principal

Nevada Department of Education Spring Valley HS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/05/2016 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) Achievement Gap Data Nevada School Performance Framework (NSPF)Teacher/Administrator Observation Data Teacher/Administrator Observation Data Teacher/Administrator Observation DataNA NA NANA NA NANA NA NAOther: AdvancED Self Assessment Results Other: AdvancED Self Assessment Results Other: AdvancED Self Assessment ResultsOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Graduation rates have increased dramatically for Spring Valley HS students. The graduation rate was 58% for the class of 2011, 68% for the class of 2012, 70% for the class of 2013, 77.8% for the class of 2014, graduation rate for the class of 2015 at 82.94%. The preliminary graduation rate for the class of 2016 is 80.84%. The decrease in graduation rate can be attributed to the proficiency rates in math and science along with 24 unsuccessful transfers.

According to the results of the AdvancED Self Assessment conducted in the 2013-2014 school year, Spring Valley's strengths were in the areas of governance and leadership. An area of need was shown to be in the use of data and assessment results for continuous improvement. The results of the self assessment that was a part of the AdvancED process indicate a need to develop and implement a comprehensive, long-term plan that assures that every teacher and administrator is competent in the use of data to enhance individual student learning, teacher and curricular effectiveness and the school as a whole. These plans should include a focus on topics such as teacher grading practices, uses and limitation of statistical data to inform decision-making and the basic methods appropriate for program evaluation. In addition, vital concepts such as disaggregation of data, trend analysis and qualitative and quantitative data sources should be included.



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 84.62%

☑ Black 70.91%

☑ Hispanic 84.56%

☑ Two or More Races 82.35%

☐ Pacific Islander -

☑ White 86.4%

☑ FRL 80.36%

☑ IEP 41.86%

☑ELL 47.73%

NOTES:The above represents the graduation rates for students in class of 2015, the most recent data available on the state website, www.nevadareportcard.com.The overall graduation rate for Spring Valley HS was 70.4% for the class of 2013, 77.83% for the class of 2014, and 87.88% for the class of 2015. The data disaggregated above is from Class of 2015.A "-" indicates an n-count too low to report.



HOPE 2 Intervention

Focus of Intervention:In-house suspension position was created to reduce the number of students suspended and expelled from SVHS. Early intervention and mentoring will help reduce disciplinary infractions.

Monitoring Plan:Discipline infractions will be monitored and trends of infractions will be analyzed and interventions will be put into place in a proactive manner in order to reduce suspensions/expulsions.

Evaluation Plan:The number of overall teacher referrals and disciplinary action taken (RPC, SUS, EXP) and trends will be analyzed.



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 percent of students graduating each year.

Root Causes:According to observation data, there is a need to strengthen the staff's capacity in the area of NEPF standard 5, which relates to assessment. Specifically, current grading practices inconsistently report student mastery of standards and student achievement. Grading practices should communicate mastery of standards to stakeholders and provide students feedback so they can improve, which can also be motivating. The results of the self assessment that was a part of the AdvancED process indicate a need to develop and implement a comprehensive, long-term plan that assures that every teacher and administrator is competent in the use of data to enhance individual student learning, teacher and curricular effectiveness and the school as a whole. These plans should include a focus on topics such as teacher grading practices, uses and limitation of statistical data to inform decision-making and the basic methods appropriate for program evaluation. In addition, vital concepts such as disaggregation of data, trend analysis and qualitative and quantitative data sources should be included.

Measurable Objective 1:Increase the percent of Grade 12 students that are on track to graduate from currently 33.8% percent on track to graduate to 90% on track to graduate by June 2017.

Measurable Objective 2:Increase the percent of grade 11 students credit sufficient from 43% to 75% by 2017 as reported by the High School Cohort Visualization Tool.

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:

NoNCCAT-S Indicators:



All staff participated in professional development regarding grading practices on September 14, 2016. Staff members will PLC and create common formative and summative assessments and subsequently review the data generated from the common assessments to drive future instruction.

Spring Valley administration and teachers, SBCT/PLC time is built into the master calendar every Wednesday from 1:30-2:35pm.

Agendas, PLC minutes, staff sign-in sheets from professional development

Agendas- administration (quarterly); PLC minutes- administration (quarterly); Staff Development staff sign-in sheets- administration (after each session) Google Classroom-artifacts

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Parents are invited to attend many events on Spring Valley High School's campus, including: monthly PAC meetings, Grizzly Greet in August, Open House, parent teacher conferences, AP Night, IB night, parent information nights and a variety of athletic and activity events. In addition, counselors will appropriately schedule students in the correct classes, including credit retrieval (APEX), to support graduation. Counselors will collaborate with parents through the pre-registration process.

Title I funds for parent refreshments, parent training materials, and extra duty pay.

Parentlink messages inviting parents, surveys, evaluations, sign-in sheets, post cards, and letters.

Parentlink messages inviting parents, surveys, evaluations, sign-in sheets, post cards and letters. - Administration (quarterly)

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Staff will implement school-wide standard grade books for categories and weights on August 24, 2016. Teachers will implement instruction supported by data analysis conducted during PLCs after reviewing common formative and summative assessment data.

Curriculum Engine, common assessments, SBCT/PLC time is built into the master calendar every Wednesday from 1:30-2:35pm.

Teacher grade books, lesson plans, PLC agendas with data analysis attached and classroom observations.

Teacher grade books- administration (quarterly); lesson plans- administration (weekly); PLC agendas with data analysis attached- administration (quarterly); Classroom observations- administration (weekly)

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: APEX credit retrieval and tutoring are available to students who are credit deficient and/or non-proficient. Spring Valley High School's house system allows administrators to build positive relationships and personalize learning over the students' high school career.

APEX facilitators and graders are paid for by the HSCR grant ($40,713.20).

APEX classes on master schedule (16 sections), weekly progress emails, APEX contracts, house system supervision schedule.

APEX classes on master schedule- administration (monitored weekly); House system supervision schedule- administration

N/A

Comments:





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

Root Causes:According to classroom observation data, there is a need for teachers to increase the cognitive demand of instruction through improved student engagement and discourse. The recommendation of the AdvancEd review included increase in engagement through the use of technology.

Measurable Objective 1:Increase the percent of students passing Advanced Placement Exams from 48% to 53% by 2017 as measured by the College Board AP Report.

Monitoring Status

N/A



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


YesNCCAT-S Indicators:

All staff will participate in professional development on staff development days and during PLC Wednesdays regarding increasing the cognitive demand of instruction through improved student engagement and discourse. In addition, teachers will attend professional development in integrating technology into their instruction.

Spring Valley administration and teachers, SBCT/PLC time is built into the master calendar every Wednesday from 1:30-2:35pm.

Agendas, PLC minutes, staff sign-in sheets from professional development

Agendas- administration (quarterly); PLC minutes- administration (quarterly); Staff Development staff sign-in sheets- administration (after each session)

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:


Parents are invited to attend many events on Spring Valley High School's campus, including: monthly PAC meetings, Grizzly Greet in August, Open House, parent teacher conferences, AP night, IB night, parent information nights and a variety of athletic and activity events. In addition, counselors will appropriately schedule students in the correct classes, including AVID, honors, pre-AP and AP classes, to support graduation and increase enrollment in rigorous coursework. Counselors will collaborate with parents and students through the per-registration process.

Title I funds for parent refreshments and parent training materials and extra duty pay.

Parentlink messages inviting parents, surveys, evaluations, sign-in sheets, post cards and letters.

Parentlink messages inviting parents, surveys, evaluations, sign-in sheets, post cards and letters. - Administration (quarterly)

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Teachers will implement instruction supported by data analysis, which is conducted during PLCs after reviewing instructional techniques and multiple data sources. Teachers will review their observation data provided by administration using the NEPF and ensure they are delivering rigorous, engaging instruction at a high cognitive demand. In addition, the digital technician and the digital coach will work with specific PLCs to help integrate technology into instruction. Teacher technology leaders have been identified and will provide technology integration coaching for teachers.

Curriculum Engine, common assessments, Spring Valley administration and teachers, SBCT/PLC time is built into the master calendar every Wednesday from 1:30-2:35pm.

Lesson plans, PLC agendas with data analysis attached, classroom observations and the 2015-2016 Site Technology Team Fund ($3,000).

Lesson plans- administration (weekly); PLC agendas with data analysis attached- administration (quarterly); Classroom observations- administration (weekly);

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)


Progress:Information (Data) that will verify

the action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status



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:

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

Applicable

Goal(s)

Title I $307,515.00 Prep Buy outs, books, graphics, technology (iPads, laptops, computers, printers, speakers), IB conference, substitutes for peer observations, family engagement activities (refreshments, books, extra duty pay) Goals 1, 2 and 3

High School Credit Retrieval Plan $40,991.59

HSCR funding will be used to increase student achievement and graduation rates. Currently, 32% of senior students are on track to graduate in June 2017. In order to increase credit sufficiency for senior students’ three APEX credit retrieval labs will be facilitated by licensed teachers. The teachers will be compensated with a prep buy out. Highly qualified teachers will be assigned as mentors to students enrolled in APEX and will be responsible for coaching and mentoring students as well as grading assignments for their specific subject area.

Goals 1 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.Interviews are conducted and all prospective teachers are informed about the vision and mission of Spring Valley High School, including: house structure, AVID, IB and various professional development opportunities available to teachers with a focus on preparing students for graduation and post-secondary education.

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.To increase family engagement we conduct the following activities: Grizzly Greet, Back-to-School (pick up your schedule night), Freshman Orientation, AP Night, Junior Jumpstart, AVID Night, Financial Aid Night, College and Career workshops and monthly Parent Involvement Meetings. Additionally, teachers provide timely feedback to students, which parent’s can access through the parent portal. Important documents are available in English and Spanish.

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.).Counselors work with feeder middle school for pre-registration. AVID recruits middle school students. All middle school students attend the Grizzly Greet event in late spring to prepare for the transition. All 9th grade students go through freshman boot camp for the first 2 weeks of school to ease the transition with a focus on AVID strategies, study skills, goal setting, graduation requirements & behavior expectations. AVID 11th & 12th grade curriculum is geared toward college applications & scholarships. In addition, Spring Valley High School is an IB Candidate School. Students were recruited to attend the MYP IB magnet program for the 2016-2017 school year.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers meet with their SBCT/PLCs each week. Teachers create lesson plans collaboratively and differentiate based on student needs. Common assessments are created and data is analyzed to determine student mastery.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsHigh School Credit Retrieval Plan, Title I & PZ12 funds are funds are used to support the school’s mission of preparing all students for post-secondary education. APEX (after school & within the school day) and technology (Ipads,computers, Chromebooks, etc.) are utilized to help increase credit sufficiency & increase overall graduation rate. Teaching positions are strategically utilized and monitored with a focus on student need.



APPENDIX A - Professional Development Plan

1.1All staff participated in professional development regarding grading practices on September 14, 2016. Staff members will PLC and create common formative and summative assessments and subsequently review the data generated from the common assessments to drive future instruction.

Goal 1 Additional PD Action Step (Optional)

2.1All staff will participate in professional development on staff development days and during PLC Wednesdays regarding increasing the cognitive demand of instruction through improved student engagement and discourse. In addition, teachers will attend professional development in integrating technology into their instruction.


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

1.2Parents are invited to attend many events on Spring Valley High School's campus, including: monthly PAC meetings, Grizzly Greet in August, Open House, parent teacher conferences, AP Night, IB night, parent information nights and a variety of athletic and activity events. In addition, counselors will appropriately schedule students in the correct classes, including credit retrieval (APEX), to support graduation. Counselors will collaborate with parents through the pre-registration process.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents are invited to attend many events on Spring Valley High School's campus, including: monthly PAC meetings, Grizzly Greet in August, Open House, parent teacher conferences, AP night, IB night, parent information nights and a variety of athletic and activity events. In addition, counselors will appropriately schedule students in the correct classes, including AVID, honors, pre-AP and AP classes, to support graduation and increase enrollment in rigorous coursework. Counselors will collaborate with parents and students through the per-registration process.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of Grade 12 students that are on track to graduate from currently 33.8% percent on track to graduate to 90% on track to graduate by June 2017.Increase the percent of grade 11 students credit sufficient from 43% to 75% by 2017 as reported by the High School Cohort Visualization Tool.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1All staff participated in professional development regarding grading practices on September 14, 2016. Staff members will PLC and create common formative and summative assessments and subsequently review the data generated from the common assessments to drive future instruction.

Progress

Barriers

Next Steps

1.2

Parents are invited to attend many events on Spring Valley High School's campus, including: monthly PAC meetings, Grizzly Greet in August, Open House, parent teacher conferences, AP Night, IB night, parent information nights and a variety of athletic and activity events. In addition, counselors will appropriately schedule students in the correct classes, including credit retrieval (APEX), to support graduation. Counselors will collaborate with parents through the pre-registration process.

Progress



Barriers

Next Steps

1.3 Staff will implement school-wide standard grade books for categories and weights on August 24, 2016. Teachers will implement instruction supported by data analysis conducted during PLCs after reviewing common formative and summative assessment data.

Progress

Barriers

Next Steps

1.4 APEX credit retrieval and tutoring are available to students who are credit deficient and/or non-proficient. Spring Valley High School's house system allows administrators to build positive relationships and personalize learning over the students' high school career.

Progress

Barriers

Next Steps




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


Increase the percent of students passing Advanced Placement Exams from 48% to 53% by 2017 as measured by the College Board AP Report.

StatusN/A

Comments:



2.1All staff will participate in professional development on staff development days and during PLC Wednesdays regarding increasing the cognitive demand of instruction through improved student engagement and discourse. In addition, teachers will attend professional development in integrating technology into their instruction.

Progress

Barriers

Next Steps

2.2

Parents are invited to attend many events on Spring Valley High School's campus, including: monthly PAC meetings, Grizzly Greet in August, Open House, parent teacher conferences, AP night, IB night, parent information nights and a variety of athletic and activity events. In addition, counselors will appropriately schedule students in the correct classes, including AVID, honors, pre-AP and AP classes, to support graduation and increase enrollment in rigorous coursework. Counselors will collaborate with parents and students through the per-registration process.

Progress



Barriers

Next Steps

2.3

Teachers will implement instruction supported by data analysis, which is conducted during PLCs after reviewing instructional techniques and multiple data sources. Teachers will review their observation data provided by administration using the NEPF and ensure they are delivering rigorous, engaging instruction at a high cognitive demand. In addition, the digital technician and the digital coach will work with specific PLCs to help integrate technology into instruction. Teacher technology leaders have been identified and will provide technology integration coaching for teachers.

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 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 - Clark County School District · School Performance Plan ... ☑ELL 47.73%...

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