School Performance Plan...Professional Learning Communities to support strengthening Tier I...

School Performance Plan

School NameDondero, Harvey N ES

Address (City, State, Zip Code, Telephone):4450 Ridgeville St

Las Vegas, NV 89103-3201, (702) 799-5940

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: Elementary

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 PositionWendy Hernandez Parent Karen Kritz Parent

Staca Sadie Assistant Principal Erica Kirby 4th grade teacherChristine D'Addario 2nd grade teacher Melanie Poster Principal

Sheila Campbell Kinder Teacher Jackie Wyett 1st grade TeacherJennifer Spence 3rd Grade Matthew Harrison 5th Grade Teacher

Nevada Department of Education Dondero, Harvey N ES 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 NA Special Ed Staffing and Professional DevelopmentInterim Assessments AMAOs/ELPA Analysis Achievement Gap DataFormative Assessments Practice Achievement Gap Data NANA NA NANA 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.State Assessment data, WIDA and SBAC, included in the Comprehensive Needs Assessment is indicative of the 2015-2016 results. Due to the issues with State Assessment data there is a pause in Nevada school rating.

State Assessment Data:According to the SBAC results from 2015-2016, 25% was proficient in math:grade 3, 31.09%; grade 4, 19.31%; grade 5, 26.21%. According to the SBAC results from 2015-2016, 34.6% was proficient in reading: grade 3, 36.13%; grade 4, 33.10%; grade 5, 34.95%.

WIDA:Kindergarten: Literacy 37/56 (66%) scored a level one entering. First grade: Literacy 4/46 (9%), and Second grade Literacy 1/46 (2%) scored a level one. However, 47% of our students 1st-5th still fall below a level 3 which verifies that our kids move out of the level one and stay in a level 3 after kindergarten.

Current School-based data:According to the AIMsweb results, 61% were above the 25th percentile in math to start the 2015-2016 school year.According to the AIMsweb results, 47% were above the 25th percentile in reading to start the 2015-2016 school year.According to the DRA, only 23% of students were at grade to start the 2015-2016 school 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:Increase Grade 3 proficiency rates in reading.

Root Causes:Root Cause: Inconsistent or ineffective Tier I, II, & III instruction, lack of professional development in the area of PLC and NVACS. Tier I instruction needs to be strengthened by aligning lessons to NEPF and NVAC standards as evidenced by classroom observations. More professional development is needed to improve PLCs and focus instruction on NVAC standards as evidenced by classroom observations, PLC observations, and declining State assessment and DEA results. Tier II and Tier III instruction needs to be consistent to increase the number of students reading at or above grade level in kindergarten through third grade as evidenced by AIMSweb RCBM and DRA scores.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 36.13% to 51.52% 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: NCCAT-S Indicators: 1.2, 1.7Professional development will be focused on the Nevada Educator Performance Framework and Professional Learning Communities to support strengthening Tier I standards aligned instruction.

Administration, PD Strategist (Title I), Read by 3 strategists, Teachers, RPDP, Subs for PD & Collaboration (Title I), Extra Duty Pay (EL Dept. Funds), Compelling Conversations Meetings, Post-Observation Conferences, Weekly Extended Day PD, Optional Saturday PD

Lesson Plans, Staff Development/PD Agendas, Observations/post-observation conferences, AIMSweb & DRA data analysis results

3-sessions of Saturday PD 3x a year (Fall, Winter, Spring), Lesson Plans - posted weekly into Curriculum Engine by teachers, Observations/post-observation conferences - monthly by administration, AIMSweb & DRA data analysis - every 6-weeks during grade level collaboration meetings by teachers. Read by 3 team meets a minimum of 2x per month to develop PD.

On Task

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Increase parent involvement and improve communication about students' academic progress toward grade level standards by inviting parents to school events and reporting academic progress monthly.

Monthly newsletters, Monthly Parent Meetings, Parent Teacher Conferences, Discovery Parent Reports, Partners for Achievement in English and Spanish, Translation Services and Equipment (Title I)

Monthly newsletters, Monthly parent meeting sign in sheets, Parent Teacher Conference sign in sheets, Monthly Progress Reports

Parent meetings held monthly by administration, Newsletters sent out monthly by administration, Parent/Teacher Conferences - December held by teachers, Progress reports distributed monthly by teachers

On Task

Comments:

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

Year: NCCAT-S Indicators: 1.2, 1.7

Instruction will include assessments and lessons created during Professional Learning Communities and aligned to Nevada Educator Performance Framework during Tier I instruction. Monthly, teachers will discuss student achievement and student work based on those lessons to adapt instructional practices.

Administration, PD Strategist (Title I), Subs for PD & Collaboration (Title I), Extra Duty Pay (EL Dept. Funds), Compelling Conversations Meetings, Post-Observation Conferences, Weekly PLC Meetings

Lesson Plans, Common Assessment Analysis, Observations/post-observation conferences, AIMSweb & DRA data analysis results

Lesson Plans - posted weekly into Curriculum Engine by teachers, Common Assessment Analysis - teachers analyze monthly during PLC meetings, Observations/post-observation conferences - monthly by administration, AIMSweb & DRA data analysis - every 6-weeks during grade level collaboration meetings by teachers

On Task

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Response to Instruction (RTI) will include grade level collaboration to discuss an analysis of achievement data, progress monitoring and behavior for all students. Tier II and Tier III decisions will be based on a decision rubric.

Administration, Teachers, CTTs for Tier II/III implementation (Title I/PASS), RTI process manual/documents, Friday collaboration and Thursday decision meetings

Perfect Attendance Banners, Raffle Tickets for weekly perfect attendance, Awards, Weekly Attendance Reports

Collaboration meetings discussing data every 6 weeks per grade level with teachers and administration, RTI Folders Updated during Decision Meetings every 6 weeks per grade level with teachers and administration

On Task

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:Root Cause: Inconsistent or ineffective Tier I, II, & III instruction, lack of professional development in the area of PLC and NVACS. Tier I instruction needs to be strengthened by aligning lessons to NEPF and NVAC standards as evidenced by classroom observations. More professional development is needed to improve PLCs and focus instruction on NVAC standards as evidenced by classroom observations, PLC observations, and declining State assessment and school-based data. Tier II and Tier III instruction needs to be consistent to increase the number of students reading at or above grade level in kindergarten through third grade as evidenced by AIMSweb RCBM and DRA scores.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 27.7 to 23.2 by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percentage of English Learners who score above a 3 on the WIDA assessment from 53% to 63%.

Measurable Objective 3:Increase the percent of 3rd-5th grade students proficient in math from 25% to 38% by 2017 as measured by state assessments.

Monitoring Status

N/A


Action Step(please only list one action step per box)




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

List Timeline, Benchmarks, and Position ResponsibleMonitoring

Status

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



Professional development will be focused on the Nevada Educator Performance Framework, increasing opportunities for students to develop student-owned math strategies through Number Talks and Professional Learning Communities to support strengthening Tier I standards aligned instruction.

Administration, PZ12 Coaches, PD Strategist (Title I), Teachers, Staff Development Days, RPDP, Subs for PD & Collaboration (Title I), Extra Duty Pay (EL Dept. Funds), Compelling Conversations Meetings, Post-Observation Conferences, Optional Saturday PD

Lesson Plans, Staff Development/PD Agendas, Observations/post-observation conferences, AIMSweb & DRA data analysis results

SDD - NEPF Professional Development (Nov. 3 and Optional weekly Round Tables) presented by administration, PD Agendas - collected from RPDP presentations (Sept./February) and PZ12 PD (Oct.) by administration, Lesson Plans - posted weekly into Curriculum Engine by teachers, Observations/post-observation conferences - monthly by administration, AIMSweb & DRA data analysis - every 6-weeks during grade level collaboration meetings by teachers

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Increase parent involvement and improve communication about students' academic progress toward grade level standards by inviting parents to school events and reporting academic progress monthly.

Monthly newsletters, Monthly Parent Meetings, Parent Teacher Conferences, Social Media and Dondero Website, Translation Services and Equipment (Title I), parent supplies for events and technology for parent use (Title I), Optional Saturday PD

Monthly newsletters, Monthly parent meeting sign in sheets, Parent Teacher Conference sign in sheets, Monthly Progress Reports

Parent meetings held monthly by administration, Newsletters sent out monthly by administration, Parent/Teacher Conferences - December held by teachers, Progress reports distributed monthly by teachers, Saturday PD targeting Family engagement held November 2016

N/A

Comments:

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

Year: NCCAT-S Indicators:

Instruction will include assessments and lessons created during Professional Learning Communities and aligned to Nevada Educator Performance Framework during Tier I instruction. Monthly, teachers will discuss student achievement and student work based on those lessons to adapt instructional practices. All teachers will facilitate a Number Talks discussion with students during the first 15 minutes of the day.

Administration, Read by 3 strategists, PD Strategist (Title I), Subs for PD & Collaboration (Title I), Extra Duty Pay (EL Dept. Funds), Compelling Conversations Meetings, Post-Observation Conferences, Weekly PLC Meetings

Lesson Plans, Common Assessment Analysis, Observations/post-observation conferences, AIMSweb & DRA data analysis results

Lesson Plans - posted weekly into Curriculum Engine by teachers, Common Assessment Analysis - teachers analyze monthly during PLC meetings, Observations/post-observation conferences - monthly by administration, AIMSweb & DRA data analysis - every 6-weeks during grade level collaboration meetings by teachers

N/A

Comments:

2.4 Other (Optional)Continuation From

Last Year: NCCAT-S Indicators:



Students will be provided exposure to learning how to use technology as a tool to help support their learning through technology classes and integration into classroom lessons.

Technology Team, Optional Saturday PD on technology, Student laptops and cart (Title I), Title I Technology Strategist (Title I), iPads for student use

Lesson Plans, classroom observations

Lesson Plans - posted weekly into Curriculum Engine by teachers, Observations/post-observation conferences - monthly by administration

N/A

Comments:




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

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

Root Causes:There is a need for training in the area of cultural competency as evidence 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


Action Step(please only list one action step per box)




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: NCCAT-S Indicators:

PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. All staff will participate in a professional development session provided by administration with the support of Equity and Diversity Department.

Cultural Responsiveness Framework workshops (CCSD) facilitated by Equity and Diversity in partnership with National Academic Educational Partners and other community based organizations. Training materials supported by E&DD

Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during the mandatory extended day contract PD (Wednesdays)

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 Year

Purposes for which funds are used (include targeted audience, specific activities, intended

outcomes, etc.)Applicable Goal(s)

Title I 231,815.20Professional development coach, technology strategist, 2 CTTs and 1 split funded CTT, substitute professional

development and collaboration days, student laptops and cart, laptops for parent use, materials (batteries,books, materials, refreshments) to support parent engagement

Goals 1 and 2

EL funded language and learning supports 9,860 Professional development sessions in specific skills and strategies in reading, writing and math targeting EL

studentsGoals 1 and 2

Read by 3 65,600Funding to support the increase the percent of students proficient in reading by 3rd grade: 4 Learning Strategists to coach and model during their prep time, DRA Assessments, Intensive Tutoring, e-books for the parent to home reading connection, and professional development.

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.At Harvey Dondero ES, we focus on a coaching atmosphere. During the interview process, our philosophy of collaboration, peer coaching, and moving leaders is shared with potential candidates. Support is provided through a Title I strategist to promote job-embedded coaching within the classroom and Read by 3 coaches focus on helping teachers with planning and modeling within the classroom. Teachers participate in weekly Professional Learning Communities to support a curriculum aligned to standards and opportunities are provided to teachers through extra duty pay professional development and substitute days for professional development and collaboration in order to continue professional learning. Technology for student and teacher use is provided for every classroom. A Title I strategist provides technology classes to students in order to make technology integration into the classroom more seamless for teachers.

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.Harvey N. Dondero Elementary School offers a Family Literacy Night and monthly Parent meetings. During parent presentations, we utilize equipment that will allow translation to occur through headsets. We communicate with our Spanish-speaking parents, students, and community by translating monthly newsletters and flyers of upcoming school events. Student progress is communicated through the Infinite Campus Parent Portal and monthly progress reports. Additional information and programs are available on the Harvey Dondero website and through social media.

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.).Dondero Elementary School offers half day general education pre-school program which is free to parents. These students become familiar with the campus and teachers as a result of the program. The school also offers parents an invitation to participate in our annual Kindergarten Roundup which focuses on parent education and student registration. Flyers and communication with local pre-school and daycare facilities are provided for Kindergarten Roundup and Dondero ES tours. Fifth grade students participate in organized middle school visits to familiarize themselves with the campus and to register for classes. Classroom lessons on the transition from fifth grade to middle school are also taught within the classroom during the later part of the year.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Each grade level has a representative on the Leadership Committee. Teachers on this committee make decisions regarding the use of academic assessments. Teachers collaborate using the PLC model to develop common grade level assessments based on NVACS and discuss the results of these common grade level assessments. Over the course of the school year, each teacher participates in two (2) Compelling Conversation meetings to discuss data. Grade Levels meet in 6-week cycles to discuss the performance of all students and needed interventions based on formative, interim and classroom assessment results.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe focus of the SPP of strengthening PLCs, Tier I instruction, and integration of classroom technology guides all federal, state and local services. Using Title I and PASS funds, three CTTs have been funded to support interventions for low performing students. Title I funds also funds two strategists: one who acts as a PD coach for the teachers and one who supports students in learning basic technology skills, technology to support 21st century skills and the integration of technology into classroom lessons and substitutes for professional development and collaboration to support strengthening the PLC process and collaboration among grade levels. Increased family engagement is also supported in various ways through Title I funds. Funds received from the EL Department provided extra duty pay for professional development opportunities focusing on the high EL population at Dondero ES. RPDP has worked with our teachers to provide mentoring and coaching on Number Talks and Literacy collaboration. PZ12 funds provided K-2 professional development on PLC structure. Community partners include Three-Square, which provides weekly meals for struggling families and Premier which provides coats for students in need.



APPENDIX A - Professional Development Plan

1.1Professional development will be focused on the Nevada Educator Performance Framework and Professional Learning Communities to support strengthening Tier I standards aligned instruction.

Goal 1 Additional PD Action Step (Optional)

2.1Professional development will be focused on the Nevada Educator Performance Framework, increasing opportunities for students to develop student-owned math strategies through Number Talks and Professional Learning Communities to support strengthening Tier I standards aligned instruction.


3.1PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. All staff will participate in a professional development session provided by administration with the support of Equity and Diversity Department.




APPENDIX B - Family Engagement Plan

1.2Increase parent involvement and improve communication about students' academic progress toward grade level standards by inviting parents to school events and reporting academic progress monthly.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Increase parent involvement and improve communication about students' academic progress toward grade level standards by inviting parents to school events and reporting academic progress monthly.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 36.13% to 51.52% 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

1.1 Professional development will be focused on the Nevada Educator Performance Framework and Professional Learning Communities to support strengthening Tier I standards aligned instruction. N/A

Progress

Barriers

Next Steps

1.2 Increase parent involvement and improve communication about students' academic progress toward grade level standards by inviting parents to school events and reporting academic progress monthly. N/A

Progress



Barriers

Next Steps

1.3Instruction will include assessments and lessons created during Professional Learning Communities and aligned to Nevada Educator Performance Framework during Tier I instruction. Monthly, teachers will discuss student achievement and student work based on those lessons to adapt instructional practices.

N/A

Progress

Barriers

Next Steps

1.4 Response to Instruction (RTI) will include grade level collaboration to discuss an analysis of achievement data, progress monitoring and behavior for all students. Tier II and Tier III decisions will be based on a decision rubric. 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 math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 27.7 to 23.2 by 2017 as measured by state assessments.Increase the percentage of English Learners who score above a 3 on the WIDA assessment from 53% to 63%.Increase the percent of 3rd-5th grade students proficient in math from 25% to 38% by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1Professional development will be focused on the Nevada Educator Performance Framework, increasing opportunities for students to develop student-owned math strategies through Number Talks and Professional Learning Communities to support strengthening Tier I standards aligned instruction.

N/A

Progress

Barriers

Next Steps

2.2 Increase parent involvement and improve communication about students' academic progress toward grade level standards by inviting parents to school events and reporting academic progress monthly. N/A



Progress

BarriersNext Steps

2.3

Instruction will include assessments and lessons created during Professional Learning Communities and aligned to Nevada Educator Performance Framework during Tier I instruction. Monthly, teachers will discuss student achievement and student work based on those lessons to adapt instructional practices. All teachers will facilitate a Number Talks discussion with students during the first 15 minutes of the day.

N/A

Progress

Barriers

Next Steps

2.4 Students will be provided exposure to learning how to use technology as a tool to help support their learning through technology classes and integration into classroom lessons. 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:



3.1PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. All staff will participate in a professional development session provided by administration with the support of Equity and Diversity Department.

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...Professional Learning Communities to support strengthening Tier I...

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