school performance plan · 2019. 11. 22. · lise lublin teacher rachel moander teacher nevada...

School Performance Plan

School NameJohnson, Walter Academy of International Study

Address (City, State, Zip Code, Telephone):7701 Ducharme Ave

Las Vegas, NV 89145-4937, 7027994480

Superintendent/Region Superintendent: Jesus Jara / Debbie Brockett

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: TSI

Grade Level Served: Middle School

Classification: 5 Star

NCCAT-S: Initial

*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 VisitsMembers 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 GInsberg Parent Maria Garrabis Parent

Amy Urrea Parent Jennifer Cascio TeacherDana Dyer Teacher Candice Bixman-Murphy Teacher

April Wickcliff Support Staff Trudi Jacobs AdministratorGeorge Anas Administrator Trisha Hathy AdministratorBrook Walters Administrator Kristy Miller Learning Strategist

Lise Lublin Teacher Rachel Moander Teacher

Nevada Department of Education Johnson, Walter Academy of International Study 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/30/2019 Page 1 Nevada Department of Education - June 2017

Michelle Menard Teacher Melissa Alligood CounselorDarren Motamedy Teacher Julie Hurst TeacherCatherine Pelton Teacher Carmelo Stokes Student



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 Achievement Gap DataNA NA 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.Concerns:According to the NSPF, the ELA achievement gap of Black/African American students and that of the highest achieving subgroup is 38% as evident by the highest performing subgroup showing 73% proficiency compared to 35% for Black/African American. In addition, the proficiency level for Hispanic was at 58% compared to 73% for the highest performing subgroup. According to MAP Growth Fall 2019-2020 data, the difference between the mean RIT score of our highest performing subgroup and lowest performing subgroup Black/African American was 15.34 (220.5/205.16) and low performing subgroup, Hispanic was 8.4 (220.5/212.10).According to the NSPF, the Math achievement gap of Black/African American students and that of the highest achieving subgroup is 49% as evident by the highest performing subgroup showing 68% proficiency compared to 18% for Black/African American. In addition, the proficiency level for Hispanic was at 35% compared to 68% for the highest performing subgroup. According to MAP Growth Fall 2019-2020 data, the difference between the mean RIT score of our highest performing subgroup and low performing subgroup Black/African American was 17.06 (223.96/ 206.9) and our highest performing subgroup and lowest performing subgroup Hispanic was 11.36 (223.96/ 212.6).

Celebrations:According to the 2018-19 SBAC results, Johnson Academy of International Studies scored 25 out of 30 points when it comes to student growth in both Math and ELA. In addition, Johnson Academy of International Studies earned the maximum number of points (10 out of 10) in the English Language Learner category due to 63% of our students meeting AGP.



HOPE 2 Intervention Focus of Intervention:We will implement the StarOn/Restoritive Justice Program where students will receive instruction onsite, separate from the general student population, complete with a behavior modification/intervention program. Students will also be involved in sessions with the on-site social worker.

Monitoring Plan:Students’ academic progress will be tracked using Infinite Campus while in the StarOn/Restoritive Justice Program. Likewise, specific goals and benchmarks for behavior modifications will be tracked quarterly.

Evaluation Plan:Data results will be determined in the amount of referrals made to our StarOn/Restoritive Justice program in lieu of suspensions, behavioral referrals, and the number of expulsions.



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. Reduce the ELA proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 38 to 35 by 2020 as measured by state assessments.

Root Causes:According to the SPP team, collaboration is still needed so teachers can ensure their instruction is both standards-based and driven by data from common assessments and MAP's. During department and grade level PLCs, teachers need to create and implement lessons and use instructional strategies (ACES will be used school-wide) that will appeal to the diverse learners at Johnson Academy to increase academic proficiency among students.

Measurable Objective 1:Reduce the ELA proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 38 to 35 by 2020 as measured by state assessments.

Measurable Objective 2:Reduce the ELA proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Hispanic, from 15 to 13 by 2020 as measured by state assessments.

Measurable Objective 3:Decrease the non proficient Special Education subgroup in ELA by 10% as measured by 2020 state assessments to meet Safe Harbor.

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:



Staff will collaborate monthly to analyze data from common assessments to inform instruction for a diverse student population. Strategies will be shared to promote student discourse. Staff will attend regularly scheduled IB trainings and utilize IB rubrics. Staff will attend MAP and ACES specific training during staff development days. Identified students will participate in fundamentals classes for additional support. SLGs designed and reviewed bi-annually.

Collaboration time; Common assessments and Rubrics; Curriculum Engine Lesson Plans; Data Coordinator; TItle I funds for sub release; Trainer for Resources; Learning Strategist; IB Strategist; IB Unit Plans; Prep Buy Outs for class size reduction and Fundamentals Classes Title 1 AIMSweb Achieve 3000 MAP Benchmarks

IB Unit Assessment Data; Sign-In Sheets; Agendas; MAP Benchmarks (Administer three times a year) STPT Forms; IB Unit Plans; Achieve 3000; ALCA Strategies; Evidence Folders; AIMSWeb; SLGs; Unique Learning Systems; Great Leaps; REWARDS; Reading Horizons; ACES;

Unit Assessment Data: Data Coordinator - quarterly; Sign-In Sheets: Data Coordinator, monthly; Agendas: Data Coordinator, monthly; STPT Forms: teachers and admin - monthly; SLGs - teachers/administrators - ongoing; Special Education Teachers - ongoing; Teacher training: Learning Strategist - ongoing

In Progress

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:

Inform parents of their student's assessment data through: Infinite Campus, Google Classroom, school website, newsletter, email, phone calls (ParentLink), monthly PAC meetings, Open House, and during requested parent/teacher conferences, SOT meetings.

Newsletter; School Website; supplies for fliers; Title I funds; student assessment data; Google Classroom; Infinite Campus account; Numerous opportunities for extra curricular activities that promote family involvement School wide positive postcards for IB Learner Profile traits Golden Eagle nomintations manditory for all teacher Use of Google Docs to track student nominations/postcards

Newsletter; Parent Sign-In; Parent Surveys; Student Data Reports; Progress Reports/Report Cards Family participation in extra curricular activities

Newsletter: Admin - 4 times per year; Parent Sign-In: Data Coordinator - Dec; Parent Surveys: Data Coordinator - Dec; Student Data Reports: Data Coordinator - quarterly

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Through collaborative learning, students will engage in academic discourse. Teachers will develop and administer standards-based common assessments where teachers purposefully provide opportunities for students to demonstrate higher levels of thinking. Students vocabulary will improve through use of Achieve3000 utilizing opportunities provided for student discourse and higher level thinking. Improve library selection to include books from various genres and to include books in languages other than English to support student learning and increase library circulation. Teachers will attend ACES professional development during SBCT and implement school wide.

Curriculum Engine IB Unit Plans; Rigorous IB assessment items; Double blocking of ELA; Nevada Educator Performance Framework; Title III Tutoring; Reading Horizons; Achieve3000 Title 1 Strategist; IB Strategist; Learning Strategist; AM/PM Homework Club; Special Education Teachers Title 1: library books ACES posters

IB Unit Assessments/Project-based Assessments; Teacher Observation; Teacher IB Unit Plans; Student Work Samples; AIMS web; Achieve 3000; Common Formative Assessment; SLG and Midterm Review; Process Journals; Evidence Folders ACES posters in classroom and student usage

Classroom Assessments: Google Classroom conferences - monthly; Teacher Observation: Admin - monthly; Teacher IB Unit Plans: Admin - monthly; Student Work Examples: Teachers - monthly Progress Monitoring - Special Education Teachers - monthly

N/A

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. Reduce the math proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 49 to 44 by 2020 as measured by state assessments.

Root Causes:According to the SPP team, collaboration should continue so teachers can ensure their instruction is both standards-based and driven by data from common assessments. During department and grade level PLCs, teachers need to create and implement lessons and use instructional strategies that will appeal to the diverse learners at Johnson JHS to increase academic proficiency among students.

Measurable Objective 1:Reduce the math proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 49 to 44 by 2020 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Hispanic, from 33 to 28 by 2020 as measured by state assessments.

Measurable Objective 3:Decrease non proficient Special Education subgroup in math by 10% in order to meet Safe Harbor as measured by 2020 state assessments.

Monitoring Status

N/A



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

2.1 Professional Development (Required)Continuation From Last Year:




Staff will collaborate monthly to analyze data from common assessments to inform instruction for a diverse student population. Strategies will be shared to promote student discourse. Continue to use training provided by Glencoe and RPDP for effective textbook and ALEKS implementation. Embed STEM/Robotics/Engineering strategies into planning and instruction. Double check math schedules. Staff will attend regularly scheduled IB trainings and utilize IB rubrics. Staff will attend MAP Growth, MAP Accelerator, and ACES specific training during staff development days. Identified students will participate in fundamentals classes for additional support. SLGs designed and reviewed bi-annually.

Collaboration time; common assessments; Curriculum Engine Lesson Plans; Data Coordinator; TItle I funds for sub release; Trainer for Resources After-School Tutoring (Title III); AM/PM Homework Club; Prep Buy-outs for class size reduction and Fundamental Classes

IB Unit Assessment Data; Sign-In Sheets; Agendas; MAP Benchmarks (Administer three times a year); Master Schedule; ALEKS; NearPod STEM/Robotics Journals; Prodigy; STPT Forms; IB Unit Plans; Evidence Folders; AIMSWeb; SLGs; MAP Accelerator; ACES;

Unit Assessment Data: Data Coordinator - quarterly; Sign-In Sheets: Data Coordinator, monthly; Agendas: Data Coordinator, monthly; STPT Forms: teachers and admin - monthly Weekly Formative Assessment; Monthly ALEKS progress checks; Pre/Mid/Post Assessment to monitor SLG; Progress Monitoring: Special Education Teachers - monthly

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:


Inform parents of their student's assessment data through: Infinite Campus, Google Classroom, school website, newsletter, email, phone calls (ParentLink), monthly PAC meetings, Open House, and during requested parent/teacher conferences, SOT meetings.

Newsletter; School Website; supplies for fliers; Title I funds; student assessment data; Google Classroom; Infinite Campus account; Numerous opportunities for extra curricular activities that promote family involvement School wide positive postcards for IB Learner Profile traits Golden Eagle nomintations manditory for all teacher Use of Google Docs to track student nominations/postcards

Newsletter; Parent Sign-In; Parent Surveys; Student Data Reports; Progress Reports/Report Cards Family participation in extra curricular activities

Newsletter: Admin - 4 times per year; Parent Sign-In: Data Coordinator - Dec; Parent Surveys: Data Coordinator - Dec; Student Data Reports: Data Coordinator - quarterly

In Progress

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Through collaborative learning, students will engage in academic discourse. Teachers will develop and administer standards-based common assessments where teachers purposefully provide opportunities for students to demonstrate higher levels of thinking. Students vocabulary will improve through use of Achieve3000 utilizing opportunities provided for student discourse and higher level thinking. Improve library selection to include books from various genres and to include books in languages other than English to support student learning and increase library circulation. Teachers will attend ACES professional development during SBCT and implement school wide.

Curriculum Engine IB Unit Plans; Rigorous IB assessment items; Double blocking of Math Nevada Educator Performance Framework; Title III Tutoring; IB Strategist; Learning Strategist; AM/PM Homework Club; Special Education Teachers ACES posters

IB Unit Assessments/Project-based Assessments; Teacher Observation; Teacher IB Unit Plans; Student Work Samples; AIMS web; Achieve 3000; Common Formative Assessment; SLG and Midterm Review; Process Journals; Evidence Folders ACES posters in classroom and student usage

Classroom Assessments: Google Classroom conferences - monthly; Teacher Observation: Admin - monthly; Teacher IB Unit Plans: Admin - monthly; Student Work Examples: Teachers - monthly Progress Monitoring - Special Education Teachers - monthly

In Progress

Comments:




Comments:





Priority Need/Goal 3:Decrease the percentage of students identified as chronically absent by 10% from 12.1% to 10.9%.

Root Causes:Chronic health issues for students, transition for Homebound students, transiency, family related issues, pre-arranged absences, and discipline issues. The school will ensure proper coding is used for all absences.

Measurable Objective 1:The school will monitor all attendance data through the use of Infinite Campus and will ensure the correct coding will be utilized to track individual student attendance data 100% of the time.

Monitoring Status

N/A



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:

Teachers will take daily attendance and weekly attendance reports will be run by the clerk. All absences will require a note signed by parent (orange slips) to excuse absences. Student store incentives will be used to encourage students to bring in attendance notes. School will follow all CCSD attendance guidelines. Build positive relationships with parents and educate them on the importance of daily attendance for their student.

Attendance data through Infinite Campus Attendance Clerk Teachers/Administrators Truancy Officer

Infinite Campus attendance data District approved attendance codes

The principal is responsible for ensuring this action step takes place during the 2019-2020 school year. The attendance clerk will be responsible for all attendance reports.

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) 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)

Title I Budget 329010.00 Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading and math. Goals 1, 2 and 3

Strategic Budget 7636301.53 Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading and math. Goals 1, 2 and 3

SB178 230400.00Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading and math by supplying before and after school tutoring to support the lowest quartile students.

Goals 1 and 2

Title III Budget 10296.00 Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading and math by supplying before and after school tutoring to ELL students. 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.Walter Johnson Academy will generate an environment that allows for professional and educational growth opportunities. Professional learning will focus on effective research-based strategies and collaboration that will enhance student achievement. Johnson Academy will provide an optimal structure for growth, discourse, and sharing of best practices. Johnson Academy provides a positive work environment and a culture that is rooted in increased student achievement.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (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.Walter Johnson Academy will continue to develop strong partnerships with the public and private sectors to enhance student educational outcomes. Johnson Academywill conduct parent conferences and host Parent/Student/Teacher conferences during the school day to increase parent communication and involvement. Johnson will ensure that all school-home communication is in Spanish and English to increase community participation. Family Nights will be combined with fine arts to increase parental involvement.

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.).Johnson Academy will provide counseling opportunities to all eighth grade students so that they will have a better understanding of high school requirements for graduations and elective choices. Fifth grade orientation will be held each Spring, along with, high school Magnet visitations. Students attending zoned high schools will be provided ninth grade orientation at their zoned schools.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.A Johnson Academy Leadership Committee will consist of department chairs, administration, and support staff to represent all the stakeholders in the decision making at Johnson JHS. Departments are required to use District mandated assessments, formative department end of unit assessments, and Pre-/Post- Teacher-Made Assessments for weekly content to monitor student growth and drive instructional decisions.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe availability of funds based on CCSD and federal guidelines support instruction and professional development for staff members, reduces class size, and increase the quality of educational delivery to our students.



Plan for improving the school climate Goal:Increase the percent of students agreeing or strongly agreeing that their teachers care about them from 81% to 89% as reported on the Districtwide Survey.

Action Plan: How will this plan improve the school climate?Monthly Golden Eagle awards assemblies with students and parents are held to celebrate academic and behavior success aligned to the IB learner profile. Teachers will write two student postcards regularly to highlight positive behavior/academics within the classroom.

Monitoring Plan: How will you track the implementation of this plan?Counselors will keep track of Golden Eagle awards so that all students have the opportunity to be recognized and celebrated. Postcards will be tracked by teachers so that all students have the opportunity to be recognized and celebrated. Administration will collect and mail postcards.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?An increase in the positive responses on the District-wide survey question "My teachers care about me."



APPENDIX A - Professional Development Plan 1.1Staff will collaborate monthly to analyze data from common assessments to inform instruction for a diverse student population. Strategies will be shared to promote student discourse. Staff will attend regularly scheduled IB trainings and utilize IB rubrics. Staff will attend MAP and ACES specific training during staff development days. Identified students will participate in fundamentals classes for additional support. SLGs designed and reviewed bi-annually.

Goal 1 Additional PD Action Step (Optional)

2.1Staff will collaborate monthly to analyze data from common assessments to inform instruction for a diverse student population. Strategies will be shared to promote student discourse. Continue to use training provided by Glencoe and RPDP for effective textbook and ALEKS implementation. Embed STEM/Robotics/Engineering strategies into planning and instruction. Double check math schedules. Staff will attend regularly scheduled IB trainings and utilize IB rubrics. Staff will attend MAP Growth, MAP Accelerator, and ACES specific training during staff development days. Identified students will participate in fundamentals classes for additional support. SLGs designed and reviewed bi-annually.


3.1Teachers will take daily attendance and weekly attendance reports will be run by the clerk. All absences will require a note signed by parent (orange slips) to excuse absences. Student store incentives will be used to encourage students to bring in attendance notes. School will follow all CCSD attendance guidelines. Build positive relationships with parents and educate them on the importance of daily attendance for their student.




APPENDIX B - Family Engagement Plan 1.2Inform parents of their student's assessment data through: Infinite Campus, Google Classroom, school website, newsletter, email, phone calls (ParentLink), monthly PAC meetings, Open House, and during requested parent/teacher conferences, SOT meetings.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Inform parents of their student's assessment data through: Infinite Campus, Google Classroom, school website, newsletter, email, phone calls (ParentLink), monthly PAC meetings, Open House, and during requested parent/teacher conferences, SOT meetings.


3.2




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. Reduce the ELA proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 38 to 35 by 2020 as measured by state assessments.

Measurable Objective(s):

Reduce the ELA proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 38 to 35 by 2020 as measured by state assessments.Reduce the ELA proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Hispanic, from 15 to 13 by 2020 as measured by state assessments.Decrease the non proficient Special Education subgroup in ELA by 10% as measured by 2020 state assessments to meet Safe Harbor.

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

Staff will collaborate monthly to analyze data from common assessments to inform instruction for a diverse student population. Strategies will be shared to promote student discourse. Staff will attend regularly scheduled IB trainings and utilize IB rubrics. Staff will attend MAP and ACES specific training during staff development days. Identified students will participate in fundamentals classes for additional support. SLGs designed and reviewed bi-annually.

N/A

Progress

Barriers

Next Steps

1.2 Inform parents of their student's assessment data through: Infinite Campus, Google Classroom, school website, newsletter, email, phone calls (ParentLink), monthly PAC meetings, Open House, and during requested parent/teacher conferences, SOT meetings. N/A



Progress

BarriersNext Steps

1.3

Through collaborative learning, students will engage in academic discourse. Teachers will develop and administer standards-based common assessments where teachers purposefully provide opportunities for students to demonstrate higher levels of thinking. Students vocabulary will improve through use of Achieve3000 utilizing opportunities provided for student discourse and higher level thinking. Improve library selection to include books from various genres and to include books in languages other than English to support student learning and increase library circulation. Teachers will attend ACES professional development during SBCT and implement school wide.

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 Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 49 to 44 by 2020 as measured by state assessments.


Reduce the math proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Black/African American, from 49 to 44 by 2020 as measured by state assessments.Reduce the math proficiency gap between Johnson Academy's highest performing subgroup and lowest performing ethnic/racial subgroup, Hispanic, from 33 to 28 by 2020 as measured by state assessments.Decrease non proficient Special Education subgroup in math by 10% in order to meet Safe Harbor as measured by 2020 state assessments.

StatusN/A

Comments:



2.1

Staff will collaborate monthly to analyze data from common assessments to inform instruction for a diverse student population. Strategies will be shared to promote student discourse. Continue to use training provided by Glencoe and RPDP for effective textbook and ALEKS implementation. Embed STEM/Robotics/Engineering strategies into planning and instruction. Double check math schedules. Staff will attend regularly scheduled IB trainings and utilize IB rubrics. Staff will attend MAP Growth, MAP Accelerator, and ACES specific training during staff development days. Identified students will participate in fundamentals classes for additional support. SLGs designed and reviewed bi-annually.

N/A

Progress

Barriers

Next Steps



2.2 Inform parents of their student's assessment data through: Infinite Campus, Google Classroom, school website, newsletter, email, phone calls (ParentLink), monthly PAC meetings, Open House, and during requested parent/teacher conferences, SOT meetings. N/A

Progress

Barriers

Next Steps

2.3

Through collaborative learning, students will engage in academic discourse. Teachers will develop and administer standards-based common assessments where teachers purposefully provide opportunities for students to demonstrate higher levels of thinking. Students vocabulary will improve through use of Achieve3000 utilizing opportunities provided for student discourse and higher level thinking. Improve library selection to include books from various genres and to include books in languages other than English to support student learning and increase library circulation. Teachers will attend ACES professional development during SBCT and implement school wide.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Decrease the percentage of students identified as chronically absent by 10% from 12.1% to 10.9%.


The school will monitor all attendance data through the use of Infinite Campus and will ensure the correct coding will be utilized to track individual student attendance data 100% of the time.

StatusN/A

Comments:



3.1

Teachers will take daily attendance and weekly attendance reports will be run by the clerk. All absences will require a note signed by parent (orange slips) to excuse absences. Student store incentives will be used to encourage students to bring in attendance notes. School will follow all CCSD attendance guidelines. Build positive relationships with parents and educate them on the importance of daily attendance for their student.

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



school performance plan · 2019. 11. 22. · lise lublin teacher rachel moander teacher nevada...

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