School Performance Planccsd.net/schools/school-performance-plans/pdfs/ccsd/...School Performance...

School Performance Plan

School NameForbuss, Robert L ES

Address (City, State, Zip Code, Telephone):8601 S Grand Canyon Dr

Las Vegas, NV 89178, (702) 799-6840

Superintendent/Assistant Chief: Pat Skorkowsky / Kristy Keller

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 4 Star

NCCAT-S: Not Required

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionJaclyn Sherman Parent Lindsay Backe ParentShawn Paquette Principal Tamra Brooks-Sega Assistant Principal

Jerrell Hall Assistant Principal Adam Turney Technology TeacherBridgette Nygard Literacy Stategist Amy Reed Literacy Strategist

Deborah Young Yock Literacy Strategist/Title I Gina Johnson TeacherNick Peterson Teacher Brandee Evarts TeacherAileen Lauer Teacher Carolyn Zirkel Teacher

Nevada Department of Education Forbuss, Robert L ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/16/2016 Nevada Department of Education - June 2016

Lynn Boylan Teacher Ashley Zinovitch Teacher



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 AMAOs/ELPA Analysis Individualized Education Programs (IEP)Formative Assessments Practice NA NASummative Assessments NA NACoordination of Services for FRL, ELL, IEP students NA NAOther: Family Engagement Data 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.According to the official 2015-2016 NDE Accountability Report, the population at Robert L. Forbuss ES consists of Asian (15.7%), Hispanic (22.4%), Black (10.3%), White (33%), Multi-Race (14.5), FRL (42.3%), IEP (9.2%), and EL (9.8%). We currently measure student progress with the norm-referenced, state approved AIMSWeb benchmark assessments. Our fall 2016 benchmark scores for ELA were: 72.8% of kindergarten students, 100% of first grade students, 84% of second grade, 72.4% of third grade, 67.3% of fourth grade, and 76% of fifth grade students were meeting the proficiency benchmarks. Our fall 2016 benchmark scores for math were: 68% of kindergarten students, 100% of first grade students, 76% of second grade students, 63% of third grade students, 59% of fourth grade students, and 75% of fifth grade students were meeting the proficiency benchmarks. We have set grade level goals, which are outlined in our plan, to increase the number of students meeting benchmark goals by Spring 2017.According to the most recent statewide summative assessment, the Smarter Balanced Assessment Consortium (SBAC), this data was analyzed and we identified the following: according to the 2015-2016 SBAC Assessment data for ELA third grade - Asian (57%), Black (47%) White (76%), and Hispanic (60%) proficiency rates. ELA fourth grade - Asian (72%), Black (37%), White (62%), and Hispanic (52%) proficiency rates. ELA fifth grade - Asian (85%), Black (56%), White (72%), and Hispanic (77%) proficiency rates. According to the 2015-2016 SBAC Assessment for math third grade - Asian (53%), Black (35%), White (47%), Hispanic (33%), proficiency rates. Math fourth grade - Asian (56%), Black (11%), White (42%), and Hispanic (30%) proficiency rates. Math fifth grade - Asian (36%), Black (28%), White (41%), and Hispanic (33%) proficiency rates. Teachers will utilize Response to Intervention, "What I Need" (WIN) time - (Where students are leveled in Tier I, Tier II, and Tier III intervention strategic groups, Professional learning Communities (PLC), and Site Based Collaboration Time (SBCT) to analyze data and create common grade level assessments and interventions to align with the Nevada Educators Performance Framework (NEPF) and the Nevada Academic Content Standards (NVACS) which will provide differentiated instruction to meet the rigorous, academic needs of all of our student population and close the achievement gap between the highest and lowest performing ethnic/racial subgroups in math by 5%, as tested by the SBAC in Spring 2017. Robert L. Forbuss will have mandatory cultural competency based training from Clark County School District on embracing cultural diversity. Also, as a Title I Tier III school, we will strive to use this training and additional sources to provide professional development to reach the needs of all students in their culturally diverse community.



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 K-2 proficiency rates in reading to meet the CCSD Read by Grade 3 initiative.

Root Causes:Lack of consistent effective instructional strategies in reading due to the lack of professional development. Teachers did not provide differentiated reading instruction for the allocated amount of time. Lack of consistent grading practices as well as common grade-level assessments.

Measurable Objective 1:Increase the percent of Kindergarten students proficient in reading from 45.4% to 50.4% by 2017 as measured by state assessments .

Measurable Objective 2:Increase the percent of first grade students proficient in reading from 80.6% to 85.6% by 2017 as measured by state assessments .

Measurable Objective 3:Increase the percent of second grade students proficient in reading from 84% to 89% by 2017 as measured by state assessments .

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: Administration will provide staff development training on small group differentiated instruction based on data during Reading Academy and SBCT. Administration will provide the time and tools necessary to write common assessments.

Teachers, Administration, and Support Staff will be trained weekly during SBCT on strategies and programs to improve reading proficiency. Forbuss teachers will use the CCSD Literacy Framework, resources, strategies, Aimsweb, and school data. Funding will come from school funds and Title I.

Staff development agendas during SBCT. Administration will monitor PLC minutes and identifiable groupings within lesson plans. Administration and teachers will review common graded assessments.

Teachers, Literacy Strategist, and Administrators

On Task

Comments:PLC - Professional Learning Community (teacher meeting and planning time)



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: Provide multiple opportunities for families to learn reading strategies during family reading events, Parent-Teacher-Student-Conferences, dissemination of Reading strategy programs, and through the use of technology based programs such as Accelerated Reader, Capstone, EPIC, and Lexia.

Accelerated Reader program for all students, Lexia program for all students, available technology, library books, Reading events.

Accelerated Reader Diagnostic reports, Lexia Student Data reports, Reading events agendas, and Reading strategy flyers.

Reading Team, teachers, Literacy Strategists, and Administration

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Classroom teachers will analyze data from teacher created grade level common assessments, CORE Phonics surveys, and state bench marking data in order to differentiate instruction and provide groupings for enrichment and re-teaching. Teachers will utilize the CCSD Literacy Framework.

Core Phonics Surveys, AIMSWeb, state benchmarking SBAC data, and grade level common assessments. October 2016 - July 2017 - Teachers (weekly), October 2016 - July 2017 - Literacy Strategists (weekly), October 2016 - July 2017 - Administration (per benchmark). Funding from school and Title I sources.

Aimsweb and state bench marking SBAC reports, CORE Phonics Surveys, data sheets, and completed common grade level assessments. Lesson plans including student groupings, Literacy Framework assigned minutes, resources, and strategies.

Teachers will evaluate AIMSWeb and state assessment data after every benchmark to ensure that their groupings still align with the NEPF and NVACS. Administration will do periodic checks on student groupings and grade books to ensure alignment. Administration will conduct class observations.

On Task

Comments:

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

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.

Root Causes:Lack of consistent effective instructional strategies and resources used by teachers during instruction; lack of rigorous formative assessments consistently used throughout the school year and aligned with summative assessments. Lack of consistency in instruction to Tier 1 and Tier 2 students identified for Response to Intervention (RTI). Lack of specific common grade level expectations set by administration.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from a 32% proficiency gap to 26% proficiency gap by 2017 as measured by state SBAC assessments.

Monitoring Status

On Task



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


Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: SBCT instructional development for teachers on differentiated instructional strategies. SBCT instructional development in research based strategies, interventions, and resources to promote higher level questioning, thinking, and rigorous discourse.

SBCT assigned for the 2016-17 school year. Opportunities for colleagues to share/teach differentiated math instruction strategies. School district funds, and Title I funds.

Data from common grade level math assessments, state SBAC tests, and AIMSweb M-COMP data. SBCT agendas will be reviewed. Teacher weekly lesson plans will reflect differentiated instructional strategies and resources.

Teachers, Literacy Strategists, and Administration.

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and


Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide opportunities for families to practice and use math skills and strategies during weekly homework assignments, math family events, and iPad technology intervention techniques.

Math materials, instructional software, homework, math events, Math Team, and iPad technology and applications for the iPads. School and Title I funds.

Teacher homework assignments, student completed homework, PLC meeting notes, math event sign-in sheets, math event flyers, agendas, instructional software data, and math team meeting notes.

Teachers, Literacy Strategists, and Administration

On Task

Comments:PLC - Professional Learning Community SBCT - Site Based Collaboration Time. SBAC - Smarter Balanced Assessment Consortium

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Administration will provide time for classroom teachers to analyze data from teacher created grade level common assessments, state SBAC tests, and AIMSWeb M-Comp tests in order to provide remediation and enrichment lessons in math.

Envisions, Investigations and Engage New York mathematics along with instructional software and iPADS will be utilized by teachers daily math instruction in alignment with common grade level assessments that address higher level thinking skills. The school's general funds will be utilized for funding and Title I.

Independently and during PLC and SBCT, teachers will analyze student answers to math constructive responses and common grade level assessments as well as AIMSWeb and state SBAC assessment data.

Teachers, Literacy Strategist, and Administration

On Task

Comments:PLC - Professional Learning Community SBCT - Site Based Collaboration Time. SBAC - Smarter Balanced Assessment Consortium


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

On Task



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

3.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

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:


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 Funds/Title III $120,000 Staff Development, technology, Accelerated Reader site license, Lexia and other instructional software and training, Library Books, and substitutes for teacher staff development. Goals 1 and 3

General Funds/Title III $130,000 enVisions math materials, technology, and substitutes for teacher staff development. Goals 2 and 3District/General Funds $20,000 Leveled text materials and exemplary text materials linked to lessons on Curriculum Engine. Goals 1 and 2

Title I Funds $165,660Technology supplies (iPads with covers, printers and toner, headphones, Chromebooks, LCD projectors, laptops), paper, notebooks, pencils, library books, Capstone E-books, novel sets, professional development books, substitute release time, and books for parenting.

Goals 1, 2 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.Robert L. Forbuss ES provides a highly rigorous and standards based curriculum for teachers to be interested in. During the interviewing process, teachers are informed of the highly interactive staff and administration that are at this site. Teachers are informed of the high expectations that encompass our school's climate and that we use the NEPF to drive instruction and the Response to Intervention program that provides the essential tools for student achievement and closing the educational gap between students. We provide a very positive, intellectual, and technology advanced school climate.

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.Robert L. Forbuss ES had provided parents with an on-line resource tab on our school web page. This tab provides monthly newsletters, accountability reports, Title I information regarding the budget and current purchases to provide additional supports for student achievement and accountability. Our Parent Association is actively engaged with staff and the administration to provide literacy services to all parents/guardians and technology supports through our computer and iPad labs. Information is provided in English and Spanish, and parents are provided information in understandable terms regarding school policies and requirements.

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.).KIDS (Kids Integrated Delivery of Service) – Programs specifically designed for children identified as having an educational eligibility of Autism. Classrooms consist of students with disabilities and typical peers. The administration and teachers work closely with the special education team, parents, and Early Childhood Special education Services to ensure that students are carefully monitored for IEP accuracy and implementation of their plans for academic achievement. Transitional programs are vertically aligned within the school to manage progress of academic and behavioral standards.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.All grade levels meet in weekly PLC meetings that provide consistent and accountable review of common assessments and the practical applications from the derived data from these assessments. Data is reviewed by grade level chairs, administration, and curriculum and grading teams. Information is shared to ensure vertical alignment at the school and state level. Academic assessment data is dissected to ensure that the Nevada Academic Content Standards and the Nevada Educators Performance Framework are being fully utilized and providing rigorous academic goals and assessments for all students.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAdministration and staff are continually under careful scrutiny and observation through the Clark County School District, state, and federal entities. The School Performance Plan contains all pertinent and necessary information regarding action and monitoring plans for student achievement. Also, the Title I budget plan provides school improvement efforts and how those funds are being utilized for the advancement of the student population. Parents are made aware of all programs, such as; FRL, Title I HOPE, and FACES. All of these programs are supported by the teachers, counselor, and the administrative team.



APPENDIX A - Professional Development Plan

1.1Administration will provide staff development training on small group differentiated instruction based on data during Reading Academy and SBCT. Administration will provide the time and tools necessary to write common assessments.

Goal 1 Additional PD Action Step (Optional)Administration will provide teachers with staff development training on the CCSD Literacy Framework, differentiated instruction strategies, Response to Intervention, and creating common grade level assessments.

2.1SBCT instructional development for teachers on differentiated instructional strategies. SBCT instructional development in research based strategies, interventions, and resources to promote higher level questioning, thinking, and rigorous discourse.

Goal 2 Additional PD Action Step (Optional)Administration will provide teachers with staff development training on the use of Envisions, Investigations, and Engage New York materials, resources and strategies.

3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Goal 3 Additional PD Action Step (Optional)The coordinator from Equity and Diversity will provide professional learning on the Cultural Responsiveness Framework at SBCT.



APPENDIX B - Family Engagement Plan

1.2Provide multiple opportunities for families to learn reading strategies during family reading events, Parent-Teacher-Student-Conferences, dissemination of Reading strategy programs, and through the use of technology based programs such as Accelerated Reader, Capstone, EPIC, and Lexia.

Goal 1 Additional Family Engagement Action Step (Optional)Parent Conferences and "Partners For Achievement" newsletters will be provided throughout the year. Accelerated Reader and Lexia reports will be sent home showing the students' achievements.

2.2Provide opportunities for families to practice and use math skills and strategies during weekly homework assignments, math family events, and iPad technology intervention techniques.

Goal 2 Additional Family Engagement Action Step (Optional)There will be technology and math family events throughout the year in addition to the option of using instructional software at home.

3.2

Goal 3 Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase K-2 proficiency rates in reading to meet the CCSD Read by Grade 3 initiative.

Measurable Objective(s):

Increase the percent of Kindergarten students proficient in reading from 45.4% to 50.4% by 2017 as measured by state assessments .Increase the percent of first grade students proficient in reading from 80.6% to 85.6% by 2017 as measured by state assessments .Increase the percent of second grade students proficient in reading from 84% to 89% by 2017 as measured by state assessments .

StatusOn Task

Comments:

1.1 Professional Development: PLC - Professional Learning Community (teacher meeting and planning time)1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Administration will provide staff development training on small group differentiated instruction based on data during Reading Academy and SBCT. Administration will provide the time and tools necessary to write common assessments. N/A

Progress

Barriers

Next Steps

1.2Provide multiple opportunities for families to learn reading strategies during family reading events, Parent-Teacher-Student-Conferences, dissemination of Reading strategy programs, and through the use of technology based programs such as Accelerated Reader, Capstone, EPIC, and Lexia.

N/A

Progress



Barriers

Next Steps

1.3Classroom teachers will analyze data from teacher created grade level common assessments, CORE Phonics surveys, and state bench marking data in order to differentiate instruction and provide groupings for enrichment and re-teaching. Teachers will utilize the CCSD Literacy Framework.

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 subgroup from a 32% proficiency gap to 26% proficiency gap by 2017 as measured by state SBAC assessments.

StatusOn Task

Comments:

2.1 Professional Development:2.2 Family Engagement: PLC - Professional Learning Community SBCT - Site Based Collaboration Time. SBAC - Smarter Balanced Assessment Consortium2.3 Curriculum/Instruction/Assessment: PLC - Professional Learning Community SBCT - Site Based Collaboration Time. SBAC - Smarter Balanced Assessment Consortium2.4 Other:


2.1 SBCT instructional development for teachers on differentiated instructional strategies. SBCT instructional development in research based strategies, interventions, and resources to promote higher level questioning, thinking, and rigorous discourse. N/A

Progress

Barriers

Next Steps

2.2 Provide opportunities for families to practice and use math skills and strategies during weekly homework assignments, math family events, and iPad technology intervention techniques. N/A

Progress



Barriers

Next Steps

2.3 Administration will provide time for classroom teachers to analyze data from teacher created grade level common assessments, state SBAC tests, and AIMSWeb M-Comp tests in order to provide remediation and enrichment lessons in math. 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.

StatusOn Task

Comments:

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


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. N/A

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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