school performance...

School Performance Plan

School NameBrinley, J Harold MS

Address (City, State, Zip Code, Telephone):2480 Maverick St

Las Vegas, NV 89108-3824, (702) 799-4550

Superintendent/Assistant Chief: Pat Skorkowsky / April Key

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Middle School

Classification: 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 PositionPatricia Martinez Parent Brett Booth PrincipalArthur Bentheim Learning Strategist Zandra Richardson Computer Lit

Justin Sharp ELA 7 Jessica Williams OrchestraBethany Dieter FLEX Academy Amanda Nicholson Math 7Deborah McLea Dean of Students Joyce Mullally Learning StrategistJanine Cutnose Learning Strategist Shelly Camillo Learning Strategist

Annabel Bautista Social Studies David Schmitt Librarian

Nevada Department of Education Brinley, J Harold MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/14/2016 Nevada Department of Education - June 2016

Jenisha Fair Physical Education/Health Sindy Biernacki Assistant PrincipalJill Raw FLEX Academy Christian Szafarski Counselor



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 Achievement Gap DataFormative Assessments Practice NA NANA NA NANA NA NANA NA NAOther: Achieve 3000 Other: WIDA Other:Other: STAR Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.For the 2015-16 school year baseline assessment data was received from the initial administration of the SBAC test. Overall proficiency in Math was 11.81% and ELA was 20.38%. The Achievement Gap in Mathematics between the highest and lowest performing ethnic subgroups was 20%. The Achievement Gap in ELA between the highest and lowest performing ethnic subgroups was 29%. Of the 8th grade FLEX Academy students enrolled for 1 or more years 34% scored at or above proficiency on the ELA SBAC. Of the 8th grade FLEX Academy students enrolled for 1 or more years 22% scored at or above proficiency on the Math SBAC. Based on 2015-16 STAR Math data, 32% of 6th graders (an increase of 3% of the previous year), 33% of 7th graders (an increase of 9% of the previous year), and 32% of 8th graders (a decrease of 2% of the previous year) were considered proficient. Based on 2015-16 STAR Reading data, 26% of 6th graders (an increase of 4% of the previous year), 19% of 7th graders (an increase of 5% of the previous year), and 16% of 8th graders (a decrease of 2% of the previous year) were considered proficient. 2015-2016 CRT Science scores for 8th grade showed an overall proficiency of 23% (a decrease of 9% of the previous year). According to 2015-2016 WIDA Assessment results, 43% of students tested scored in the 4-5 level which therefore means 38% scored at level 3, 11% scored at level 2, 8% scored at level 1. Behavior data from the 2015-16 school year showed a 56% decrease in Required Parent Conferences (RPC) and a 24% decrease in suspensions.



HOPE 2 Intervention

Focus of Intervention:Suspensions will be given for the "Big 5"offenses. There will be a second tier In-House for students that would typically be removed. This will reduce the over representation of given ethnic subgroups in the area of suspensions.

Monitoring Plan:Data will be monitored by frequency of placement, subgroups, student growth (STAR), proficiency (grades and state assessment) and recidivism rates in the second tier In-House.

Evaluation Plan:There will be a comparison between the suspension data relative to all demographic groups.



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

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

Priority Need/Goal 1:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Root Causes:Limited time building background knowledge, lack of assessing student prior knowledge, lack of emphasis on academic vocabulary, less emphasis on teaching students how to read informational text verses fiction. Effective Tier I instruction was not consistently in place on a daily basis and differentiated instruction did not take place as needed.

Measurable Objective 1:Increase the number of students reading at or above grade level by 10% by June 2017 as measured by Achieve 3000.

Measurable Objective 2:Increase the percent of students identified as Long-Term English Learners meeting proficiency targets, as measured by Achieve 3000, by the end of 8th grade from 1% to 11% by June 2017.

Measurable Objective 3:Reduce the achievement gap in reading between the school's highest performing ethnic/racial subgroup and lowest performing ethnic/racial subgroup from 29% to 19% by 2017 as measured by SBAC data.

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: No NCCAT-S Indicators: Learning Strategists will provide training on NEPF Standard 1 & 3 and ALCA-M Instruction for all teachers to strengthen Tier I instruction. (NEPF Instructional Standards 1, 2, & 3)

Learning Strategists (Title I, Title III, and ZOOM ), provided weekly materials

Agenda, sign-in sheets, Title I paperwork, video, lesson plans, student work samples, Instructional Rounds data, lesson observations

Sept-June 2017; Teachers, Learning Strategists, Administrators

N/A

Comments:



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

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Parents will be offered opportunities to learn strategies, including reading comprehension and context clues, that promote literacy at home with APTT and ZOOM Family Night. (NEPF Professional Responsibility Standards 1 & 4)

Learning Strategists (Title I, Title III, and ZOOM ), Teachers (ZOOM Funding), and on going training with WestEd.

Agenda, sign-in sheets, parent evaluations, observations, WestEd and Administrative feedback.


N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Teachers will incorporate ELL strategies and cooperative structures into instructional content on a daily basis to reinforce content connections, access curriculum, and productive discourse. (NEPF Instructional Standards 1, 2, & 3) Reading in the content areas will be supported through regular use of the Achieve 3000 program. ELL Students are placed in a Fundamentals of Literacy class with WIDA scores between 1.0 - 3.9.

Learning Strategists (Title I, Title III, ZOOM), training materials (Title III, ZOOM, SSA), Reading Horizons, Compass Learning, AIMSWeb

Lesson plans, Instructional Rounds data, student work samples, lesson observations, data from Achieve 3000, Reading Horizons, and AIMSWeb. Weekly report from Achieve 3000, sign-in sheets, evaluations, artifacts, lesson plans, observations, Instructional Rounds data, and student work samples.


N/A

Comments:

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

Comments:




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

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

Root Causes:Lack of emphasis on academic vocabulary, limited time building background knowledge and connections to prior learning, lack of basic understanding of math facts, inconsistent delivery of Tier I instruction (NVACS and standards for Mathematical Practices), and pacing. Differentiated instruction did not take place on a consistent basis to meet individual student needs.

Measurable Objective 1:Reduce the achievement gap in math between the school's highest performing ethnic/racial subgroup and lowest performing ethnic/racial subgroup from 20% to 10% by 2017 as measured by SBAC data.

Measurable Objective 2:Increase the number of students performing at or above grade level in mathematics from 11% to 21% by June 2017 as measured by the SBAC assessment.

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: Yes NCCAT-S Indicators: Learning Strategists will provide training on NEPF Standard 1 & 3 and ALCA-M Instruction for all teachers to strengthen Tier I instruction. (NEPF Instructional Standards 1, 2, & 3)




N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Parents will be offered opportunities to learn strategies at ZOOM Family Nights. (NEPF Professional Responsibility Standards 1 & 4)




N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Teachers will incorporate ELL strategies and cooperative structures into instructional content on a daily basis to reinforce content connections, access curriculum, and productive discourse. (NEPF Instructional Standards 1, 2, & 3) Teachers will monitor progress using standards-based grade level assessment (NVACS) on a quarterly basis.

Learning Strategists (Title I, Title III ), provided weekly materials, Glenco-McGraw Hill Mathematics

Agenda, sign-in sheets, Title I paperwork, video, lesson plans, student work samples, Instructional Rounds data, lesson observations, and data spreadsheet


N/A

Comments:


Comments:




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

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

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory two-hour cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

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:

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: No 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 $3,748,935.09 Staffing and materials Goals 1 and 2

Title I $331, 360.00 CSR Teachers, Learning Strategists, peer coaching subs, parent nights, professional development Goals 1 and 2

HOPE 2 $35,000.00 In-House Suspension Aide to mediate and provide a place for students to receive instruction when suspensions are not warranted. Goals 1 and 2

Title III 8,308.00 Academic Parent Teacher Teams for goal setting and academic strategies for parents in ELA classrooms. ELL after-school tutoring for newcomer support and language acquisition. Goal 1



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.As a Title I school, we are required by law to hire Highly Qualified teachers. Candidates will be sought that have solid content knowledge, have the ability to engage all students, and are willing to continue to learn and grow as a teacher. Teachers will be involved in the hiring process when applicable and provide input regarding the perspective candidate. Administration will contact the candidate's school administrator to observe and make final decision.

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.Parent Outreach meetings are held monthly as a way to inform and train parents on school, district, and state initiatives. All meetings were translated into Spanish. Additionally, there is an annual literacy night to promote reading and writing across all content areas. Academic Parent Teacher Teams were put in place to help parents work with their child in goal setting and providing academic help at home.

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.).Our Counselors arrange an assembly for 8th grade students to get information about the high school magnet programs and the application process. The zoned high school's Student Council works closely with our school's Student Council with special events. Through Gear Up, students are selected to tour the UNLV campus to promote post secondary education. Also, Gear Up hosts a Career College Fair for the students.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Students in grades 6-8 are assessed in reading and math using STAR three times a year (Fall, Winter, Spring). Achieve 3000 was also used to measure student growth in reading. Based on the data, students are identified for RTI classes for interventions and progress monitoring. Additionally, teachers, counselors, and administrators can refer students to the RTI Team that need Tier 2/3 reading and math interventions.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funding such as Title I, Title III, General Budget, and HOPE 2, is used to support the school's academic goals and behavioral expectations. Funding was used for staffing, reducing class sizes in ELA and Math, professional development opportunities for teachers to impact student learning, personnel with expertise in ELA/Math and technology, and the purchase of supplies and materials for teachers and students.



APPENDIX A - Professional Development Plan

1.1Learning Strategists will provide training on NEPF Standard 1 & 3 and ALCA-M Instruction for all teachers to strengthen Tier I instruction. (NEPF Instructional Standards 1, 2, & 3)

Goal 1 Additional PD Action Step (Optional)

2.1Learning Strategists will provide training on NEPF Standard 1 & 3 and ALCA-M Instruction for all teachers to strengthen Tier I instruction. (NEPF Instructional Standards 1, 2, & 3)


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




APPENDIX B - Family Engagement Plan

1.2Parents will be offered opportunities to learn strategies, including reading comprehension and context clues, that promote literacy at home with APTT and ZOOM Family Night. (NEPF Professional Responsibility Standards 1 & 4)

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will be offered opportunities to learn strategies at ZOOM Family Nights. (NEPF Professional Responsibility Standards 1 & 4)


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.

Measurable Objective(s):

Increase the number of students reading at or above grade level by 10% by June 2017 as measured by Achieve 3000.Increase the percent of students identified as Long-Term English Learners meeting proficiency targets, as measured by Achieve 3000, by the end of 8th grade from 1% to 11% by June 2017.Reduce the achievement gap in reading between the school's highest performing ethnic/racial subgroup and lowest performing ethnic/racial subgroup from 29% to 19% by 2017 as measured by SBAC data.

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 Learning Strategists will provide training on NEPF Standard 1 & 3 and ALCA-M Instruction for all teachers to strengthen Tier I instruction. (NEPF Instructional Standards 1, 2, & 3) N/A

Progress

Barriers

Next Steps

1.2 Parents will be offered opportunities to learn strategies, including reading comprehension and context clues, that promote literacy at home with APTT and ZOOM Family Night. (NEPF Professional Responsibility Standards 1 & 4) N/A

Progress



Barriers

Next Steps

1.3

Teachers will incorporate ELL strategies and cooperative structures into instructional content on a daily basis to reinforce content connections, access curriculum, and productive discourse. (NEPF Instructional Standards 1, 2, & 3) Reading in the content areas will be supported through regular use of the Achieve 3000 program. ELL Students are placed in a Fundamentals of Literacy class with WIDA scores between 1.0 - 3.9.

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 the highest performing ethnic/racial subgroups and lowest ethnic/racial subgroups in math.


Reduce the achievement gap in math between the school's highest performing ethnic/racial subgroup and lowest performing ethnic/racial subgroup from 20% to 10% by 2017 as measured by SBAC data.Increase the number of students performing at or above grade level in mathematics from 11% to 21% by June 2017 as measured by the SBAC assessment.

StatusN/A

Comments:



2.1 Learning Strategists will provide training on NEPF Standard 1 & 3 and ALCA-M Instruction for all teachers to strengthen Tier I instruction. (NEPF Instructional Standards 1, 2, & 3)

Progress

Barriers

Next Steps

2.2 Parents will be offered opportunities to learn strategies at ZOOM Family Nights. (NEPF Professional Responsibility Standards 1 & 4)

Progress



Barriers

Next Steps

2.3Teachers will incorporate ELL strategies and cooperative structures into instructional content on a daily basis to reinforce content connections, access curriculum, and productive discourse. (NEPF Instructional Standards 1, 2, & 3) Teachers will monitor progress using standards-based grade level assessment (NVACS) on a quarterly basis.

Progress

Barriers

Next Steps

2.4

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 two-hour cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:



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.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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