School Performance Plan - Clark County School District · School Performance Plan ... Please ensure...

School Performance Plan

School NameSewell, C T ES

Address (City, State, Zip Code, Telephone):700 E Lake Mead Dr

Henderson, NV 89015-5542, (702) 799-8940

Superintendent/Assistant Chief: Pat Skorkowsky / Brenda Larsen-Mitchell

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

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 PositionAmina Bolin Parent Virginia Ratliff Principal

Jessica Tomlinson-Salazar Assistant Principal Amy White Student Support AdvocateElizabeth Stuflick Instructional Coach Jaime Dickson 3rd Grade Teacher

Claire Bowden Kindergarten Teacher

Nevada Department of Education Sewell, C T ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/17/2016 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 Nevada Alternate Assessment (NAA)Stakeholder information NA Achievement Gap DataStakeholder Survey Information NA Special Education Procedures - Whole SchoolNA NA NAOther: 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.Celebrations: Designated state of Nevada 5 Star School for three consecutive years 2011-2012, 2012-2013, 2013-2014; 2013-2014 Recipient of the National Title I Distinguished School award for closing the achievement gap; 2015-2016 recipient of the Title I Highlighted Model School Award; 2016-2017 Nominee for the National Excellence in Urban Education Award.

2015-2016 Acuity Data:Kindergarten: ELA 86%; Math 83%1st Grade: ELA 85%; Math 85%2nd Grade: ELA 73%; Math 66%

5th Grade Science CRT Data: 2012-2013 84.6%; 2013-2014 82.1%; 2014-2015 80%; 2015-2016 73.9%

Special Education Achievement Gap Data: 2011-2012 25%; 2012-2013 68%; 2013-2014 34%

State Assessment Proficiency Trend Data: 2012-2013 ELA 83% Math 89%; 2013-2014 ELA 79% Math 89%; 2015-2016 ELA 72% Math 64%

2014-2015 NAA: Reading 84%; Math 80%; 5th Science 100%; 5th Writing 50%2015-2016 NAA: Reading 64%; Math 45%; 5th Science 67%; 5th Writing 33%

Areas to Target: According to the 2015-2016 SBAC state assessment results, 71% of third grade students were proficient in ELA (2016). This data reflects a need for increased training on the Nevada Academic Content Standards (NVACS) for increased reading proficiency addressed in Goal 1.

School goals are based on data analysis that identifies student needs. Student data results are used to drive instructional practices. Ongoing school-wide and grade-specific conversations are based upon student data results and used to refine instructional practices.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

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

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

Root Causes:The school needs additional resources and training aligned with the Nevada Academic Content Standards.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 71% (2016) to 76% (by 2017) as measured by the state assessment (SBAC).

Monitoring Status

On Task

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per

box)

Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

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

in progress or has occurred.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Professional development opportunities will be provided to staff members in utilizing the NVACS aligned reading series to reach the needs of all learners. Reflective Practice and site-based collaboration opportunities for staff will be planned to share best practices.

NVACS aligned reading series will be used during 110 minute reading block; CSR; technology devices for intervention (iPads & Netbooks); K-5 professional development provided by reading publisher and Instructional Coaches; Reflective Practice logs: General Budget and Title I Budget.

Data includes: Student progress completion on Accelerated Reader and Study Island, long-range pacing calendars, grade level lesson plans accessible on Curriculum Engine, Site-Based Collaboration Time agendas, grade level meeting agendas, K-3 Literacy Plans, and classroom observation data.

Administration and Instructional Coaches; grade level teams collaborate weekly to create common lesson plans for the 2016-2017 school year; May 2017 grade level pacing and planning for the 2017-2018 school year.

On Task

Comments:

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

Responsible

Monitoring

Status



1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Increase reading opportunities at home by providing incentives and tracking programs with: APPLE CORE Bookmark Program, Accelerated Reader Program, and STAR reading level tracking, FACES parent workshops and classes, Spread the Word Nevada, Reading is Fundamental (RIF), Book It, Breakfast Bookworm, Study Island, and myON.

Bookmarks for specialized reading programs, homework reading templates, coupon and reward incentives, and books; Sponsored by community organizations.

K-5 homework reading logs with parent signatures, collected APPLE CORE bookmarks, parent sign-in sheets, parent/family attendance at FACES parent workshops and classes, parent engagement surveys, classroom data tracking board, and school-wide tracking board.

Administration, Instructional Coaches, Librarian, and K-5 grade levels; August 2016-June 2017.

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Implementation of NVACS and monitoring utilizing the following assessments: AIMSweb, STAR, Accelerated Reader, SBAC 3-5 Interim Assessments, common grade level reading assessments, STRIDE Academy, Reading Wonders online assessments, before and after-school tutoring, and Smarty Ants.

Generated reports and online curriculums: STRIDE Academy, Study Island, Accelerated Reader, and Reading Wonders; General Budget, 21st Century Grant, Title I Budget, and donors/grants.

Grade level data sheets, grade level planning agendas, student progress reports, student report cards, student goal setting sheets, and software progress reports.

Administration, Instructional Coaches, and K-5 grade levels; August 2016-June 2017.

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

Root Causes:Teachers lack the training and resources to appropriately meet the diverse needs of students in all classrooms. (NEPF 2.1)

Measurable Objective 1:Reduce the reading proficiency gap between the African American/Black subgroup (59%) and the supergroup (74%) from 15% to 10% by 2017 as measured by the state assessment (SBAC).

Measurable Objective 2:Reduce the math proficiency gap between the African American/Black subgroup (54%) and the supergroup (65%) from 11% to 7% by 2017 as measured by the state assessment (SBAC).

Monitoring Status

On Task


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.



Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide professional development to staff on specific programs including: Accelerated Reader, ST Math, myON, and Wonders Reading. All staff will participate in Reflective Practice, Site-Based Collaboration Time, and monthly Teacher Academies which will highlight engagement strategies. Professional development will focus on differentiation during small group instruction.

Wonders reading series, ST Math, Study Island; Professional development will be provided to staff members in the implementation of various math and reading programs; Participants include: K-5 staff members ongoing throughout the school year; General Budget, Title I Budget, and donors/grants.

Data includes: Long-range pacing calendars, grade level lesson plans accessible on Curriculum Engine, Reflective Practice logs, Site-Based Collaboration Time agendas, grade level meeting agendas, and classroom observation data.

Administration, Instructional Coaches, grade level teams; August 2016 Grade Level Pacing and Planning; August 2016 - June 2017 on-going, weekly grade level planning and collaboration, monthly Reflective Practice, and on-site Teacher Academies.

N/A

Comments:



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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Increase Math and Reading practice opportunities at home utilizing: ST Math, homework assignments, APPLE CORE, Accelerated Reader, FACES parent workshops and classes, Spread the Word Nevada, RIF, Breakfast Bookworm, parent involvement and training on math and reading programs, Study Island, myON.

Instructional Coaches, Librarian, grade level teams; Programs: ST Math and Study Island; bookmarks for reading programs, homework templates, reward incentives, books, CSR, CTTs, General Budget and Title I Budget.

K-5 homework logs with parent signatures, parent sign-in sheets, Parents4Students meeting agendas, parent/family attendance at workshops and classes, parent engagement surveys, parent attendance at Sunrise Ceremony award presentations, and collected bookmarks.

Administration, Instructional Coaches, Librarian, Special Education teachers and K-5 grade level teams; August 2016-June 2017.

On Task

Comments:Title Budget: Class Size Reduction: $75,000; Title Budget: Certified Temporary Tutors: $29,040; Carry-over Dollars for staff collaboration and Certified Temporary Tutors: $116,280

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Assessments include: AIMSweb, common grade level math assessments, Study Island assessments, STAR, Accelerated Reader, grade level common reading assessments, STRIDE Academy, Wonders, before and after-school math and reading tutoring.

Generated reports and online curriculums: Study Island, ST Math, STRIDE Academy, Accelerated Reader, and Reading Wonders; Materials and other resources include CSR, CTTs, technology, substitutes and collaboration: General Budget, Title I Budget, 21st Century Grant, and donors/grants.

Grade level data sheets, grade level planning agendas, student progress reports, student report cards, student goal setting sheets, and software progress reports.

Administration, Instructional Coaches, and K-5 Teachers; August 2016-June 2017.

On Task

Comments:Title Budget: Class Size Reduction: $75,000; Title Budget: Certified Temporary Tutors: $29,040; General Budget: $25,000, 21st Century Grant: $115,000; Carry-Over Dollars for staff collaboration and Certified Temporary Tutors: $116,280


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 a mandatory cultural competency professional development sessions during the 2016-17 school year as measured by sign-in sheets.

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)

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

action step is in progress or has occurred.



Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in a professional development sessions with materials provided by the District's Equity and Diversity Department.

Training materials from Equity and Diversity Department; Survey data

Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during the 2016-2017 school year.

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)

General Budget $25,000.00 Provide materials and online licenses for curriculum, program access, monthly Teacher Academies, site-based professional development, and reflective practice sessions for K-5 staff. Goals 1 and 2

Title I Initial Allocation $105,080.00Fund teacher position for Class Size Reduction and Certified Temporary Tutors to provide additional support to students during classroom instruction and intervention time for Tier II instruction. Purchase texts and materials for parents to support home to school literacy connections.

Goals 1 and 2

Carry-Over Funds $116,280.00 Fund teacher position for Class Size Reduction and Certified Temporary Tutors (CTT) to provide services to students in Tier II and Tier III interventions utilizing small group instruction. Goals 1 and 2

21st Century After School Programs $115,000.00

Provide additional tutoring and academic support to students before and after school, while also increasing students\' background knowledge and field of experience with elective courses like Social CirKISH, archery, improv, Sparklers performance group, band/orchestra, and choir.

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.C.T. Sewell Elementary promotes a positive school culture by encouraging discourse and community-based decisions at all levels of leadership on campus. School leaders review feedback provided through District surveys to adapt, adjust, and improve support for all teachers and staff. Sewell implements an Internship Model approach to building capacity among its team members encouraging innovative thinking, new approaches to instruction, and increasing community involvement. We communicate and celebrate Sewell's success through positive social media communication via classroom Facebook pages, the school's website and Facebook page, and other media outlets.

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.C.T. Sewell Elementary established the Parents4Students organization which provides families opportunities to volunteer and be involved in their child's education on a daily basis. In addition, Family and Community Engagement Services (FACES) and our guidance counselor collaborate to provide parent workshops, language classes, and outreach services like HOPElink, supplemental food bags for students, and the annual Health Fair to our parents and community members. To accommodate our diverse population, all communication is provided in English and Spanish. By working with outside organizations and private donors, we are able to sponsor family event nights throughout the year, encourage parent attendance and involvement with our Sunrise and Super Star Ceremonies, as well as promote the health of our students with our JAWS morning walking club.

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.).C.T. Sewell Elementary provides opportunities for Pre-K students to visit Kindergarten classrooms and meet teachers prior to the opening of school. All Pre-K students and families are invited to attend school events throughout the year. Sewell also ensures school-wide alignment of instructional programs and practices K-5 to ensure students achieve mastery before moving on to middle school. Our exiting 5th graders visit Brown MS and participate in the Brown Cub Camp for incoming 6th grade students. Our school counselor provides middle school transition workshops to 5th grade students throughout the year.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The Leadership Team consists of school leaders, and each grade level is represented. This team helps guide the topics and focus of the Teacher Academies throughout the year, and revises the teacher-created Instructional Model which sets school-wide expectations for the year including benchmark targets, blended learning goals, as well as professional and instructional practice. Within grade levels, teachers create long-range pacing calendars, grade level lesson plans, and common assessments for students and ensure learning tasks, gradebook set-up, and grades are consistent across the grade level.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe Nevada Department of Education adopted the Nevada Academic Content Standards and are followed in planning and developing instruction. Federal Title I dollars are used to fund various school improvement efforts. The 21st Century Grant is a state funded grant used to support before and after-school programs. Local grants and donations also support school improvement efforts.



APPENDIX A - Professional Development Plan

1.1Professional development opportunities will be provided to staff members in utilizing the NVACS aligned reading series to reach the needs of all learners. Reflective Practice and site-based collaboration opportunities for staff will be planned to share best practices.

Goal 1 Additional PD Action Step (Optional)

2.1Provide professional development to staff on specific programs including: Accelerated Reader, ST Math, myON, and Wonders Reading. All staff will participate in Reflective Practice, Site-Based Collaboration Time, and monthly Teacher Academies which will highlight engagement strategies. Professional development will focus on differentiation during small group instruction.

Goal 2 Additional PD Action Step (Optional)

3.1All staff will participate in a professional development sessions with materials provided by the District's Equity and Diversity Department.

Goal 3 Additional PD Action Step (Optional)Administrators will create site-based action plans to support district cultural competency initiative.



APPENDIX B - Family Engagement Plan

1.2Increase reading opportunities at home by providing incentives and tracking programs with: APPLE CORE Bookmark Program, Accelerated Reader Program, and STAR reading level tracking, FACES parent workshops and classes, Spread the Word Nevada, Reading is Fundamental (RIF), Book It, Breakfast Bookworm, Study Island, and myON.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Increase Math and Reading practice opportunities at home utilizing: ST Math, homework assignments, APPLE CORE, Accelerated Reader, FACES parent workshops and classes, Spread the Word Nevada, RIF, Breakfast Bookworm, parent involvement and training on math and reading programs, Study Island, myON.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 71% (2016) to 76% (by 2017) as measured by the state assessment (SBAC).

StatusOn Task

Comments:

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

Mid-Year End-of-Year

1.1 Professional development opportunities will be provided to staff members in utilizing the NVACS aligned reading series to reach the needs of all learners. Reflective Practice and site-based collaboration opportunities for staff will be planned to share best practices. On Task

Progress

Barriers

Next Steps

1.2Increase reading opportunities at home by providing incentives and tracking programs with: APPLE CORE Bookmark Program, Accelerated Reader Program, and STAR reading level tracking, FACES parent workshops and classes, Spread the Word Nevada, Reading is Fundamental (RIF), Book It, Breakfast Bookworm, Study Island, and myON.

On Task

Progress



Barriers

Next Steps

1.3Implementation of NVACS and monitoring utilizing the following assessments: AIMSweb, STAR, Accelerated Reader, SBAC 3-5 Interim Assessments, common grade level reading assessments, STRIDE Academy, Reading Wonders online assessments, before and after-school tutoring, and Smarty Ants.

On Task

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 both reading and math.


Reduce the reading proficiency gap between the African American/Black subgroup (59%) and the supergroup (74%) from 15% to 10% by 2017 as measured by the state assessment (SBAC).Reduce the math proficiency gap between the African American/Black subgroup (54%) and the supergroup (65%) from 11% to 7% by 2017 as measured by the state assessment (SBAC).

StatusOn Task

Comments:

2.1 Professional Development:2.2 Family Engagement: Title Budget: Class Size Reduction: $75,000; Title Budget: Certified Temporary Tutors: $29,040; Carry-over Dollars for staff collaboration and Certified Temporary Tutors: $116,2802.3 Curriculum/Instruction/Assessment: Title Budget: Class Size Reduction: $75,000; Title Budget: Certified Temporary Tutors: $29,040; General Budget: $25,000, 21st Century Grant: $115,000; Carry-Over Dollars for staff collaboration and Certified Temporary Tutors: $116,2802.4 Other:


2.1Provide professional development to staff on specific programs including: Accelerated Reader, ST Math, myON, and Wonders Reading. All staff will participate in Reflective Practice, Site-Based Collaboration Time, and monthly Teacher Academies which will highlight engagement strategies. Professional development will focus on differentiation during small group instruction.

On Task

Progress

Barriers

Next Steps

2.2Increase Math and Reading practice opportunities at home utilizing: ST Math, homework assignments, APPLE CORE, Accelerated Reader, FACES parent workshops and classes, Spread the Word Nevada, RIF, Breakfast Bookworm, parent involvement and training on math and reading programs, Study Island, myON.

On Task



Progress

BarriersNext Steps

2.3 Assessments include: AIMSweb, common grade level math assessments, Study Island assessments, STAR, Accelerated Reader, grade level common reading assessments, STRIDE Academy, Wonders, before and after-school math and reading tutoring. On Task

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 sessions during the 2016-17 school year as measured by sign-in sheets.

StatusN/A

Comments:

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


3.1 All staff will participate in a professional development sessions with materials provided by the District's Equity and Diversity Department. On Task

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



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