School Performance Plan - Clark County School District · School Performance Plan ... Google...

School Performance Plan

School NameLawrence, Clifford J JHS

Address (City, State, Zip Code, Telephone):4410 S Juliano Rd

Las Vegas, NV 89147-428, (702) 799-2540

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: Middle School

Classification: 5 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 PositionSarah Overland Parent Bevelyn Smothers PrincipalCelina Williams Assistant Principal Teresita Harris Math Teacher

Jeannine Martucci Learning Strategist Amy Paxson ELA TeacherEva Brown ELA Teacher Christina Murakami Geography Teacher

Jose L. Herrera SPED Teacher Krista Shean DeanWilliam Hamilton Assistant Principal Amanda Brooks Special Ed Facilitator

Nevada Department of Education Lawrence, Clifford J JHS 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

Statewide Assessments Achievement Gap Data Achievement Gap DataSummative Assessments ELL Program Policies and Procedures Special Ed Staffing and Professional DevelopmentTeacher/Administrator Observation Data Content/ESL Staffing and Professional Development NAInterim Assessments Teacher/Administrator Observation Data NACoordination of Services for FRL, ELL, IEP students NA NAOther: Site Based Collaboration Time Other: WIDA Other: AIMSweb dataOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2015-2016:Lawrence Jr. High School is a Title 1 Tier 2 school, as well as an AVID school, and currently implements the SpringBoard Curriculum in ELA. We are also a Cohort A ELL site and therefore implement WICOR and various ELL strategies throughout the curriculum. Over 26% of our 8th grade students took Algebra 1 for high school credit and participated in the 2016 End-of-Course Exam and did not take the 2016 SBAC exam. As a result, Math 8 SBAC scores were drastically affected.Positive Trends: According to SBAC school-wide data, our ELA Proficiency Rate exceeded the overall district scores by 10.49%. According to SBAC proficiency results, every subgroup with more than thirty students showed substantial achievement (levels 3 and 4) meeting mastery of knowledge and skills in ELA. This evidence supports the continued use of ALEKS, Compass learning, fundamentals classes, after school tutoring, research-based strategies to include WICOR, full inclusion of most special education and ELL students, and a rigorous SpringBoard curriculum.

Negative Trends: According to SBAC school-wide data, our Math Proficiency Rate did exceed the overall district scores by 1.49%. 74% of 8th grade students took the SBAC exam and the remainder took EOC. However, 74.45% of students were not proficient. Our Black, Hispanic and IEP subgroups scored lower than 15% proficiency.

2014-2015:Positive trends: According to our School Growth Summary Report from 2013-2014, the median growth percentile of all students in Math increased from 51 to 58 and in Reading increased from 46 to 53. The percent of total students catching up in Math increased from 12 to 35. The percent of sixth grade students moving up in Reading increased from 29 to 47. According to the NSPF, every subgroup with more than thirty students showed substantial growth. This evidence supports the use of CRT boot camps, Compass learning, ELL tutoring camp, fundamentals classes, after school tutoring, research-based strategies, full inclusion of most special education and ELL students, and a rigorous curriculum.

Negative trends: According to our School Growth Summary Report from 2012-2014, the median growth percentile in eighth grade Reading decreased and then increased from 49 to 38 to 48 but still did not meet the district expectation of 50. According to our School Growth Summary Report from 2012-2014, the median growth percentile in sixth grade Math decreased and then increased from 41 to 34 to 39 but still did not meet the district expectation of 50. According to our School Growth Summary Report, the percent of sixth grade students moving up in Math is 12 in comparison to the district level of 19 and the percent of eighth grade students moving up in Reading is 17 in comparison to the district level of 25.



HOPE 2 Intervention

Focus of Intervention:Through our STAR-On program we hope to reduce the over-representation of specific demographic groups’ suspension and expulsion rates as well as reduce the rate of recidivism. The program will include social skills, counseling, and character education. The program will allow Lawrence Junior High School to promote academic achievement and maintain enrollment at the student’s zoned school. Core teachers will provide direct instruction to those students in the STAR-On program. We also have identified 93 students who are either involved in our mentor program or our Dialectical Behavior Therapy class. As an intervention to behavioral issues our mentor program aligns students with an adult advocate to work with academic and behavioral concerns before the student is referred to administration. The dialectical behavior therapy class works directly with the students who need the most intervention in redirecting or changing patterns of behavior that are preventing their success. Lawrence Junior High School has partnered with Nevada Boy's Town to offer parenting classes for those caregivers who are struggling at home and school with their child’s behaviors. The classes will provide alternative remediation for child behaviors that parents can work on in the home as well as offering a wealth of resources to parents and families. Lastly, we will be partnering with the Las Vegas Metropolitan Police Department to provide Scared Straight classes for students whose parents are in need of more intense interventions for extreme behaviors.

Monitoring Plan:Data will be tracked through Infinite Campus by academic improvement in core classes, attendance and the number of further discipline concerns. Offenses will be reviewed from teacher logs, counselor logs, and disciplinary statistics. Data will also be reviewed from the STAR-On students’ progress in achievement in the ALEKS and COMPASS Learning computer remediation programs. Additionally, we will be analyzing overall school discipline data – tracking suspensions by subgroups; tracking students referred for expulsion or behavior school; rate of recidivism.

Evaluation Plan:Comparative data will consist of expulsion/suspension numbers from the 2015-2016 academic year as compared to the 2016-2017 academic year.



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:After looking at the statewide assessment data (SBAC), we find that incorporation of reading and writing strategies across all subject areas is not consistently implemented at the level necessary to increase median growth percentile.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 16.41 to 10.94 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: Yes NCCAT-S Indicators: Teachers across all content areas will be trained in integrating reading and writing best practices to reduce the achievement gap between the highest performing subgroup and the lower performing ethnic/racial supergroup. Additionally, teachers will be trained in utilizing the NEPF Gradual Release Lesson Plan.

Administration, Teachers, IDPL, SSA. IDPL instructional materials and district/state instructional materials, NEPF Lesson Plan, WICOR strategies, and Cornell Notes.Title 1 paid for substitutes for Literacy Training. Learning Strategist (Split funding- Title 1 Special Projects & General Budget).

SBCT sign in sheets/agendas, classroom walk-throughs, and Professional Learning Community (PLC) agendas, SBAC Interim Assessment data, AIMSweb data, ELL feedback form, Gradual Release lesson plans.

SBCT meetings--August through May.

N/A

Comments:



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

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

The school will hold one Family Night, which will include literacy sessions with strategies and resources for at home practice including Infinite Campus access assistance.

Learning Strategist, Teacher Leaders. Once per year. Literacy supplies and handouts. Title 1 Funding for Family Night Literacy Resources.

Family Night parent sign in sheet and agenda.

Family Night- Once per year. Administration.

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Teachers will increase the use of reading and writing strategies in all content areas through school-wide activities and classroom instruction.

Teachers. Academic year 2016-2017. Reading and writing strategies including Drop Everything and Read (DEAR), Flocabulary, Brainpop, Edmodo Apps, WICOR, Google Classroom, reading Horizons, after school tutoring, and Kahoot. Title 1 Tech Resources include Prep Buyouts, SmartBoards, Projectors and Computers.

Classroom walk-throughs, ELL walks, SBAC Interim Assessment data, and PLC agendas.

Academic year 2016-2017. Administration.

N/A

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

Root Causes:After looking at the Smarter Balanced Assessment Consortium results and state assessment data, we find that students lack familiarity with the computer-delivery system of the test. Teachers and staff will provide consistent exposure in using technology for learning and assessment in mathematics.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 30.97 to 22.32 by 2017 as measured by state assessments.

Monitoring Status

N/A





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: Math teachers will implement ALEKS program as a tool for remediation of the learning gaps from the previous grade level. Through SBAC Interim Assessments students will be provided opportunities to have familiarity with the computer-based assessment items. Additionally, teachers will be trained in utilizing the NEPF Gradual Release Lesson Plan.

IDPL and RPDP. Professional Development Days. IDPL and RPDP instructional resources, Assessment and Learning in Knowledge Spaces (ALEKS), Gizmos, Title 1 paid for substitutes for math training . Title 1 Extra Duty Pay for PD focuses on ALEKS.

SBCT Sign In sheets/agendas, classroom walk-throughs, Gradual Release lesson plans, ALEKS progress reports, AIMSweb math computations, and PLC data analysis.

SBCT meetings--August through May.

N/A

Comments:




Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:


The school will hold one Family Night, which will include Navigating ALEKS, math vocabulary strategies and basic skills practice sessions with strategies and resources for at home practice.

Learning Strategist. Teacher Leaders. Once per year Family Night. Title 1 funds for Family Night math resources and supplies.

Family Night parent sign in sheet and agenda.

Once per year Family Night. Administration.

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Math teachers will use ALEKS program as a supplement for instruction at least two times a month in the computer lab and 30 minutes of online time outside school hours every week. Additionally, computation instruction will be emphasized and 6th & 7th grade students will be assessed on an end-of-semester computation exam to inform further instruction.

Math teachers Academic year 2016-2017. Instructional materials and strategies, supplemental materials such as ALEKS, SBAC Interim Assessments, computation exam, computer labs, iPad carts, and laptop carts. Tech Resources include SmartBoards, projectors and computers.

Classroom walk-throughs; lesson plans, ALEKS progress reports, SBAC Interim Assessment Data, and PLC Data Analysis.

Academic year 2016-2017. Administration.

N/A

Comments:


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 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





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

action step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in quarterly professional development sessions provided by the District's Equity and Diversity Department and/or the school's Cultural Competency Cadre.

Training materials from E&DD, and case study reviews from the book "Case Studies on Diversity and Social Justice Education."

Sign-in sheets and agendas The principal is responsible for ensuring this action step takes place during SBCT.

N/A

Comments:


ResponsibleMonitoring Status



3.2 Family Engagement (Optional)Continuation From Last Year:


The school will incorporate activities during Family Night to address cultural diversity.

Administration, Parents, Teacher Leaders. One per year. EDE instructional materials. No funding required.

Parent sign in sheet and agenda One per year. Administration and Teacher Leaders.

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional)Continuation From

Last Year: YesNCCAT-S Indicators:

Teachers will regularly implement culturally diverse strategies, including those to teach acceptance of all people, to engage students in the learning process in order to meet the needs of diverse learners.

Teachers, students. On-going practice throughout academic year. EDE strategies and Week of Respect. No funding required.

Teacher observation On-going practice throughout academic year. Administration.

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 $306,360Math and Reading Prep Buyouts, Site Liaison, Licensed Staff, Computer Supplies, Substitutes for Literacy/Math Trainings, After-School Tutoring and Professional Development, Technology and Parent/Family Night Workshop

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.Careful screening & interview processes will be in place & high expectations of Lawrence Jr. High School, as well as school-wide initiatives, goals & strategies, will be fully communicated to potential staff in order to attract Highly Qualified teachers. Active recruitment and hiring only of Highly Qualified Teachers as is required by Title 1 will be the focus. Our mentoring program is in place for teachers new to the profession and the strong school culture provides a welcoming environment.

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.Administrators, teachers & counselors consistently discuss various activities parents can participate in to become more involved in the educational experience. During Open House, parent resources were available and counselors served as liaisons to increase family involvement as well as answer questions and recruit parent volunteers. Additionally, representatives from Family and Community Engagement Services (FACES) are utilized to meet parents needs. Parents are invited to attend monthly PAC meetings. Newsletters, Infinite Campus, and all other school communication is translated 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.).Transition activities from 5th Grade to 6th Grade (Middle School) include performing arts tours to feeder schools, 5th grade orientation, and the Successful in Sixth Grade Program which is educational and transition-based. Pre-registration transition activities from 8th Grade to 9th Grade (High School) include a high school tour, orientation, club rush, and pre-registration of classes as well as activities.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers meet on a weekly basis in Professional Learning Communities in order to review data from assessments such as common assessments and SBAC Interim Assessments. Thereafter, teachers plan ways to adjust their instruction based on data results as well as create common assessments and higher-level thinking questions, Constructed Response questions and SBAC-type questions which include various performance tasks and hands-on activities.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle 1 funds assist with the following services for Lawrence Jr. High School: Prep Buy-outs for Fundamentals of Literacy & Numeracy assisting with struggling & non-proficient students & creating smaller class sizes; Technology will assist with the integration of innovative tools to increase engagement & achievement; Subs provided during IDPL PD trainings for literacy, writing & math; PLC & After-School trainings.



APPENDIX A - Professional Development Plan

1.1Teachers across all content areas will be trained in integrating reading and writing best practices to reduce the achievement gap between the highest performing subgroup and the lower performing ethnic/racial supergroup. Additionally, teachers will be trained in utilizing the NEPF Gradual Release Lesson Plan.

Goal 1 Additional PD Action Step (Optional)

2.1Math teachers will implement ALEKS program as a tool for remediation of the learning gaps from the previous grade level. Through SBAC Interim Assessments students will be provided opportunities to have familiarity with the computer-based assessment items. Additionally, teachers will be trained in utilizing the NEPF Gradual Release Lesson Plan.


3.1All staff will participate in quarterly professional development sessions provided by the District's Equity and Diversity Department and/or the school's Cultural Competency Cadre.




APPENDIX B - Family Engagement Plan

1.2The school will hold one Family Night, which will include literacy sessions with strategies and resources for at home practice including Infinite Campus access assistance.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2The school will hold one Family Night, which will include Navigating ALEKS, math vocabulary strategies and basic skills practice sessions with strategies and resources for at home practice.


3.2The school will incorporate activities during Family Night to address cultural diversity.




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 16.41 to 10.94 by 2017 as measured by state assessments.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1Teachers across all content areas will be trained in integrating reading and writing best practices to reduce the achievement gap between the highest performing subgroup and the lower performing ethnic/racial supergroup. Additionally, teachers will be trained in utilizing the NEPF Gradual Release Lesson Plan.

N/A

Progress

Barriers

Next Steps

1.2 The school will hold one Family Night, which will include literacy sessions with strategies and resources for at home practice including Infinite Campus access assistance. N/A

Progress



Barriers

Next Steps

1.3 Teachers will increase the use of reading and writing strategies in all content areas through school-wide activities and classroom instruction. N/A

Progress

Barriers

Next Steps

1.4 N/A

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 30.97 to 22.32 by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1Math teachers will implement ALEKS program as a tool for remediation of the learning gaps from the previous grade level. Through SBAC Interim Assessments students will be provided opportunities to have familiarity with the computer-based assessment items. Additionally, teachers will be trained in utilizing the NEPF Gradual Release Lesson Plan.

N/A

Progress

Barriers

Next Steps

2.2 The school will hold one Family Night, which will include Navigating ALEKS, math vocabulary strategies and basic skills practice sessions with strategies and resources for at home practice. N/A

Progress



Barriers

Next Steps

2.3Math teachers will use ALEKS program as a supplement for instruction at least two times a month in the computer lab and 30 minutes of online time outside school hours every week. Additionally, computation instruction will be emphasized and 6th & 7th grade students will be assessed on an end-of-semester computation exam to inform further instruction.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




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


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

StatusN/A

Comments:



3.1 All staff will participate in quarterly professional development sessions provided by the District's Equity and Diversity Department and/or the school's Cultural Competency Cadre. N/A

Progress

Barriers

Next Steps

3.2 The school will incorporate activities during Family Night to address cultural diversity. N/A

Progress



Barriers

Next Steps

3.3 Teachers will regularly implement culturally diverse strategies, including those to teach acceptance of all people, to engage students in the learning process in order to meet the needs of diverse learners. N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



School Performance Plan - Clark County School District · School Performance Plan ... Google...

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