school performance plan...parent newsletter, monthly parent calendar, parent sign-in sheets,...

School Performance Plan

School NameParson, Claude & Stella ES

Address (City, State, Zip Code, Telephone):4100 Thom Blvd

Las Vegas, NV 89130-2722, 7027994530

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: CSI

Grade Level Served: Elementary

Classification: 2 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 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 PositionDebbie Brown Kindergarten Teacher Heidi Roemke 1st Grade Teacher

Charlene Brown 2nd Grade Teacher Samantha Aiello 3rd Grade TeacherAnatasia Stathopoulos 4th Grade Teacher Helene Soursos 5th Grade TeacherRosemary Onyekonye Special Education Teacher Jo-Etta Bonnets Support Staff

Constance Karalias Art Specialist Shannie Nunley ParentCynthia Marlowe Principal Melanie McCraney Assistant Principal

Nevada Department of Education Parson, Claude & Stella ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/11/2019 Nevada Department of Education - June 2017

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 Achievement Gap Data Achievement Gap DataInterim Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)Teacher/Administrator Observation Data Comparison of ELPA with other Assessments Service Delivery ModelsStakeholder Survey Information Placement (Proficiency Levels) Approaches to Testing AccommodationsFamily Engagement Data Teacher/Administrator Observation Data Special Ed Staffing and Professional DevelopmentOther: iReady Other: iReady Other: iReadyOther: AIMSWeb Other: AIMSWeb Other: AIMSWeb

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.The information will be utilized to identify target areas in regard to proficiency and growth goals overall and define our root causes and plan each measurable objective and action step. Overall SBAC ELA data showed a 2.4% increase in student proficiency from decline from 27.4% to 29.8%. Three (3) subgroups showed an increase in ELA proficiency: Black-African American from 15.1% to 36%; Special Education (IEP) 6.9% to 9.5%; and ELL 20% to 32.5%. Two (2) subgroups showed a decrease in ELA proficiency: White-Caucasian from 26.1% to 21% and Hispanic from 30.2% to 27.5%. Overall SBAC Math data showed a marginal decrease in student proficiency from 21.8% to 21%. One (1) subgroups showed an increase in Math proficiency: Hispanic from 18.7% to 23.1% and (3) subgroups showed a decrease in math proficiency: Black-African American from 21.2% to 9%; White-Caucasian 31.7% to 21%; Special Education (IEP) 6.9% to 0%; and ELL 21.6% to 20%. Overall, parent perceptions of our school are positive regarding student engagement from 78.2% to 95%. However. there has been a slight decline in two (2) of the pledge of achievement areas: student safety from 90% to 87.3%, and happy with the school from 89.9% to 89%.

We are currently in the process of completing an NCCAT-S for our needs assessment.



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 the percent of students proficient in English language arts from 29.8% to 59.2% by 2020 as measured by statewide summative assessment.

Root Causes:Tier 1 instruction does not consistently meet the rigor of the NVACs (contributing factors: lack of knowledge of the NVACS, ELA Shifts, and the Literacy Framework). Leadership needs to promote continuous school improvement by retaining, developing, and supporting educators. Professional Learning Communities were not focused on data; lack of purposeful planning including vertical alignment. Teaching and learning did not focus on students being engaged with appropriate grade level texts, providing opportunities for students to participate in productive student discourse using academic vocabulary and checking for understanding

Measurable Objective 1:Increase the percent of students meeting growth projections in reading (Kindergarten) from 17% (Sept. 2020) to 27% (May 2021) as measured by iReady formative assessment. Increase percent of students meeting growth projections in reading (Kindergarten) 16% (Sept. 2020) to 26% (May 2021) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (1st) from 14% (Sept. 2020) to 24% (May 2021) as measured by iReady formative assessment. Increase percent of students meeting growth projections in reading (1st) from 30% (Sept. 2019) to 40% (May 2020) as measured by MAP growth assessment. increase percent of students meeting growth projections in reading (2nd) from 9% (Sept. 2019) to 19% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in reading (2nd) from 18% (Sept. 2019) to 38% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (3rd) from 25% (Sept. 2019) to 35% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in reading (3rd) from 17% (Sept. 2019) to 37% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (4th) from 10% (Sept. 2019) to 20% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in reading (4th) from 30% (Sept. 2019) to 40% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (5th from 16% (Sept. 2019) to 26% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in reading (5th) from 23% (Sept. 2019) to 33% (May 2020) as measured by MAP growth assessment.

Measurable Objective 2:Increase the percent of grade 3rd students proficient in reading from 24% to 34% as measured by 2020 state assessment (SBAC). Increase the percent of grade 4th students proficient in reading from 28% to 38% as measured by 2020 state assessment (SBAC). Increase the percent of grade 5th students proficient in reading from 33% to 43% as measured by 2020 state assessment (SBAC).

Measurable Objective 3:35% of 4-year-old preschool students will be able to identify letters in their own name by May 2021 as measured by Teaching Strategies Gold. 75% of 4-year-old preschool students will be able to use letter-like approximation to write first and last name; identify 15 letters and 15 letter sounds by May 2021 as measured by the Teaching Strategies Gold assessment.

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: 1.2, 3.7, 1.5Develop and implement professional learning for educators to enhance teaching and learning, including analysis of the curriculum; data-driven, decision-making processes; coaching cycle. Promote continuous school improvement by developing and supporting educators with ReadyGen implementation (K-5), PLC, iready implementation, instructional walks (3 X year), and PBIS/MTSS School-wide Focus: Cooperative Learning, Productive Discourse, High Cognitive Demand, and Checking for Understanding. Purposeful planning, creating exemplars, creating pre & post assessment (Teachers take the test & create exemplar). Vertical alignment every other month. Students and teachers understand learning targets: what, why & how.

Licensed and Support Staff and Reading Curriculum (Strategic Budget $2,431,261.90); Prep Buy-out: iReady, ReadyGen, data analysis; School Counselor (SB178 $35,000); 4th and 5th-grade teacher (Title I Budget $142,649.74)

A trained School Improvement Collaborative project facilitator will conduct a site monitoring visit at each school on a weekly basis to review data supporting agreed-upon benchmarks contained in the School Performance Plan and review the information with leadership to ensure decisions are made to achieve the goal of three-star status in three years May 2019 - Grade Level Long Range Planning; vertical alignment; PLC; Various Strategies to implement to invite peers to observe their classrooms; Discourse checking for understanding; cooperative learning; SBCT will focus on the application of site-based needs for PD & School-wide Focus. Instruction will be monitored and adjusted, as needed, using a regular cycle of data analysis by each PLC team. Weekly agendas from PLC and lesson plans; Professional development agendas; surveys; exit tickets; Instructional rounds; PLC lesson plans; Summative and formative data

Ongoing August 2020 - May 2021: Master Schedule Principal April 2019; Weekly PLC: Teachers & Principal; Principal 7 times a year instructional rounds (Focus: NEPF Instructional Standards 2.2 high cognitive demand; 3.1 extended productive discourse teacher to student & student to teacher; 4.1 What, Why & How; & 5.3 Checking for Understanding) Principal and Leadership Team; Professional Development - Principal, Leadership Team, and Learning Strategist

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.9Parent Literacy Night: Focus NVACS and ReadyGen; Literacy Parent Workshop provided by FACES; Communication: Newsletters and Parson's Website; Literacy Focused Parent Meetings and Workshops, Parent Literacy Walks; Read by 3 Parent Conferences; Student and Parent resources to support (physical, social-emotional well being, attendance & literacy); Alignment with title Family Literacy Dinner Night; Parent Chef Demo; FACES workshops; Math/Science Dinner Family Night. (ReadyGen) Parent Workshop

Parent Meetings, Workshops, Conferences, Literacy Nights (Title I Budget $513.00); Parent Refreshments Title I Budget $315.00); School Counselor (SB178 Budget $19,665.00); Safe School Professionals (Grant Funding $72,000.00)

Website Technology Team, Monthly Parent Newsletter, Monthly Parent Calendar, Parent sign-in sheets, Agendas, Parent Meeting, Workshop & 3 Academic Nights (Literacy, Math, & Science). Class DoJo, Grade Level Events

Ongoing September 2019 - May 2020: Monthly newsletter Assistant Principal; Website technology team; Literacy Nights Leadership Team; Monthly Parent Meetings Principal; Monthly Parent Workshops with Safe School Professionals and School Counselor; Parent Conferences, Learning Strategist

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.9



Implement a K-12 Literacy Plan that includes high-quality, standards-based Tier I instruction, utilize a balanced assessment system to guide and inform instruction, including aligned formative assessments for learning such as universal screeners, diagnostic assessments, progress monitoring, and informal classroom-based assessments, and interim assessments. Provide high-quality, standards-based Tier I instruction for all students. Teachers will create and analyze exemplar text and resources to meet the demands and rigor of the Common Core/NVACS. Resource and SLD programs will provide a monthly analysis of student progress to be discussed at weekly PLC meetings. Teachers will also ensure each student receives appropriate minutes of intervention and enrichment as determined by classroom and assessment data.

Licensed and Support Staff and Reading Curriculum (Strategic Budget $2,431,261.90); Prep /buyout: iReady, ReadyGen; School Counselor and 5th-grade teacher (SB178 $91,000.00); 4th and 5th-grade teacher (Title I Budget $142,649.74)

Lesson plans, PLC notes, weekly RTI data and strategy discussions, administrative observations, conference/feedback sessions bi-weekly, summative and formative assessments including but not limited to AIMSweb weekly, MAP 3X a year, iReady monthly, CORE Phonics, SBAC interim assessments, weekly, monthly. Lesson plan reviews, and data analysis action plans.

Ongoing August 2019 - May 2020: Master Schedule Principal April 2019; Weekly PLC Teachers/Principal; Monthly instructional rounds (Focus: NEPF Instructional Standards 2.2 high cognitive demand; 3.1 extended productive discourse teacher to student & student to teacher; 4.1 What, Why & How; & 5.3 Checking for Understanding) Principal and Leadership Team; Professional Development - Principal, Leadership Team, and Learning Strategist

N/A

Comments:

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

Comments:





Priority Need/Goal 2:Decrease student proficiency gap in English language arts between the highest (Black 36%) and lowest (Special Education 9.5%) performing subgroups from 9.5% percentage points to 26.5% percentage points by 2020 as measured by state assessments. Decrease student proficiency gap in mathematics between the highest (Hispanic 23%) and lowest performing subgroups (Black 9% and Special Education 0%) from (Black 9% and Special Education 0%) percentage points to (Black 14% and Special Education 23%) percentage points by 2020 as measured by state assessments.

Root Causes:Tier 1 instruction does not consistently meet the rigor of the NVACs (contributing factors: lack of knowledge of the NVACS, Math Shifts, and the Math Framework). Leadership needs to promote continuous school improvement by retaining, developing, and supporting educators. Professional Learning Communities were not focused on data and purposeful planning including vertical alignment. Teaching and learning did not focus on students being engaged with appropriate rigor and coeherence, providing opportunities for students to participate in productive discourse using academic vocabulary and checking for understanding. Lack of varied instructional strategies and targeted differentiated instruction to meet the needs of diverse learners. Inconsistent application of engagement strategies such as student discourse, academic vocabulary, students showing and explaining their thinking, checking for understanding, and reducing the paper load.

Measurable Objective 1:Increase the percent of students meeting growth projections in math (Kindergarten) from 9% (Sept. 2019) to 19% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (Kindergarten) 14% (Sept. 2019) to 24% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (1st) from 2% (Sept. 2019) to 12% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (1st) from 21% (Sept. 2019) to 31% (May 2020) as measured by MAP growth assessment. increase percent of students meeting growth projections in math (2nd) from 6% (Sept. 2019) to 16% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (2nd) from 25% (Sept. 2019) to 35% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (3rd) from 6% (Sept. 2019) to 16% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in math (3rd) from 17% (Sept. 2019) to 27% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (4th) from 4% (Sept. 2019) to 14% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in math (4th) from 14% (Sept. 2019) to 24% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (5th from 11% (Sept. 2019) to 21% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (5th) from 13% (Sept. 2019) to 23% (May 2020) as measured by MAP growth assessment.

Measurable Objective 2:Increase the percent of grade 3rd students proficient in math from 31% to 41% as measured by 2020 state assessment (SBAC). Increase the percent of grade 4th students proficient in math from 21% to 31% as measured by 2020 state assessment (SBAC). Increase the percent of grade 5th students proficient in math from 14% to 24% as measured by 2020 state assessment (SBAC).

Measurable Objective 3:35% of 4-year-old students will be able to count to10 by May 2020 as measured by Teaching Strategies Gold. 65% of 4-year-old students will be able to read and recognize numbers 0 to 5; match the number of objects in a set to the correct numeral 0 to 5 by May 2020 as measured by the Teaching Strategies Gold 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: 1.2, 1.5, 2.2Develop and implement professional learning for educators to enhance teaching and learning, including analysis of the curriculum; data-driven, decision-making processes; coaching cycle. Promote continuous school improvement by developing and supporting educators with ReadyGen/Eureka implementation (K-5), PLC, iready implementation, instructional walks, and PBIS/MTSSTeachers will work with the administration and leadership team to improve the rigor of tier I instruction and instructional walks (3 X year), and PBIS/MTSS School-wide Focus: Productive Discourse, High Cognitive Demand, and Checking for Understanding. Purposeful planning, creating exemplars, creating pre & post assessment (Teachers take the test & create exemplar). Vertical alignment every other month.

Licensed and Support Staff and Reading Curriculum (Strategic Budget $2,431,261.90); Substitutes for professional development: iReady, ReadyGen, data analysis; School Counselor (SB178 $35,000); 4th and 5th-grade teacher (Title I Budget $142,649.74)

A trained School Improvement Collaborative project facilitator will conduct a site monitoring visit at each school on a weekly basis to review data supporting agreed-upon benchmarks contained in the School Performance Plan and review the information with leadership to ensure decisions are made to achieve the goal of three-star status in three years May 2019 - Grade Level Long Range Planning; vertical alignment; PLC; Various Strategies to implement to invite peers to observe their classrooms; Discourse checking for understanding; cooperative learning; SBCT will focus on the application of site-based needs for PD & School-wide Focus. Use the Plan-Do-Act-Evaluate-Revise/Reflect - Redo (Cycle) Plan-Do-Check. Instruction will be monitored and adjusted, as needed, using a regular cycle of data analysis by each PLC team. Weekly agendas from PLC and lesson plans; Professional development agendas; surveys; exit tickets; Instructional walks; peer walks; PLC lesson plans; Summative and formative data

Ongoing August 2019 - May 2020: Master Schedule Principal April 2019; Weekly PLC: Teachers & Principal; Principal 3 times a year instructional rounds (Focus: NEPF Instructional Standards 2.2 high cognitive demand; 3.1 extended productive discourse teacher to student & student to teacher; 4.1 What, Why & How; & 5.3 Checking for Understanding) Principal and Leadership Team; Professional Development - Principal, Leadership Team, and Learning Strategist

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: 1.9Parent Literacy Night: Focus NVACS and ReadyGen; Literacy Parent Workshop provided by FACES; Communication: Newsletters and Parson's Website; Literacy Focused Parent Meetings and Workshops, Parent Literacy Walks; Read by 3 Parent Conferences; Student and Parent resources to support (physical, social-emotional well-being, attendance & literacy); Alignment with title Family Literacy Dinner Night; Parent Chef Demo; FACES workshops; Math/Science Dinner Family Night. (ReadyGen) Parent Workshop

Parent Meetings, Workshops, Conferences, Literacy Nights (Title I Budget $513.00); Parent Refreshments Title I Budget $315.00); School Counselor (SB178 Budget $19,665.00); Safe School Professionals (Grant Funding $72,000.00)

Website Technology Team, Monthly Parent Newsletter, Monthly Parent Calendar, Parent sign-in sheets, Agendas, Parent Meeting, Workshop & 3 Academic Nights (Literacy, Math, & Science). Class DoJo, Grade Level Events

Ongoing September 2019 - May 2020: Monthly newsletter Assistant Principal; Website technology team; Literacy Nights Leadership Team; Monthly Parent Meetings Principal; Monthly Parent Workshops with Safe School Professionals and School Counselor; Parent Conferences, Learning Strategist

N/A

Comments:



2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1.2, 1.5, 2.2 Implement a K-12 Literacy Plan that includes high-quality, standards-based Tier I instruction, utilize a balanced assessment system to guide and inform instruction, including aligned formative assessments for learning such as universal screeners, diagnostic assessments, progress monitoring, and informal classroom-based assessments, and interim assessments. Provide high-quality, standards-based Tier I instruction for all students. Teachers will create and analyze exemplar text and resources to meet the demands and rigor of the Common Core/NVACS. Resource and SLD programs will provide a monthly analysis of student progress to be discussed at weekly PLC meetings. Teachers will also ensure each student receives appropriate minutes of intervention and enrichment as determined by classroom and assessment data.

Licensed and Support Staff and Reading Curriculum (Strategic Budget $2,431,261.90); Substitutes for professional development: iReady, ReadyGen; School Counselor and 5th-grade teacher (SB178 $91,000.00); 4th and 5th-grade teacher (Title I Budget $142,649.74)

Lesson plans, PLC notes, weekly RTI data and strategy discussions, administrative observations, conference/feedback sessions bi-weekly, summative and formative assessments including but not limited to AIMSweb weekly, MAP 3X a year, iReady monthly, CORE Phonics, SBAC interim assessments, weekly, monthly. Lesson plan reviews, and data analysis action plans.

Ongoing August 2019 - May 2020: Master Schedule Principal April 2019; Weekly PLC Teachers/Principal; Monthly instructional rounds (Focus: NEPF Instructional Standards 2.2 high cognitive demand; 3.1 extended productive discourse teacher to student & student to teacher; 4.1 What, Why & How; & 5.3 Checking for Understanding) Principal and Leadership Team; Professional Development - Principal, Leadership Team, and Learning Strategist

N/A

Comments:


Comments:





Priority Need/Goal 3:Ensure students feel safe and engaged at school through positive to decrease the Chronic Absenteeism rate from 23.1% to 14.1 % through student-centered learning environments. Increase the percent of students who feel safe at school from 87.3% to 93% by (year) as measured by the Districtwide Survey.

Root Causes:Chronic Absenteeism: (truancy, excused/unexcused absence, tardy, and excessive absences) rate 23.1% is 8% higher than CCSD. A lack of rich, engaging, and personalized learning experiences in addition to inconsistent and punitive discipline and students feeling safe.

Measurable Objective 1:Reduce the percent of chronically absent students from 23.1% to 14.1% by 2020 as measured by Infinite Campus and reported on the Nevada School Performance Framework.

Measurable Objective 2:Reduce the chronic absenteeism gap between highest (Black 29.6%) and lowest (ELL 12.5%) rated subgroups from 29.6% percentage points to 17.1% percentage points.

Measurable Objective 3:

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: Yes NCCAT-S Indicators: 1.8, 1.3Provide professional learning focusing on the components of trauma-sensitive schools including safe and supportive learning environments, assessments of needs and supports, development of social and emotional skills, and collaboration with families and the community.

Parent Workshops, Conferences, Academic Nights ($513); School Counselor($19,000); Safe School Professionals (Grant Funding $72,000.00); Student and Staff Incentives (Awards, Prizes, Birthday Recognition, and certificates); Student of the Month & Staff of the Month

Sign-in sheets; Agendas; Presentations; Hand-Outs; Master Schedule; Attendance Plan; Instructional Walks Data; Professional Development Evaluation; Survey Data

Ongoing 2019-2020 School Year: Principal; School Counselor; Safe School Professionals Parent Trainings; Parent Workshops; PBIS Team PBIS Initiatives; Assistant Principal will be responsible for on-going data analysis and progress monitoring of student attendance

N/A

Comments:



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

Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1.9, 1.3Support students with wraparound services, social workers, school safety personnel, behavioral interventionists, and counselors.

Parent Workshops, Conferences, Academic Nights ($513); School Counselor($19,000); Safe School Professionals (Grant Funding $72,000.00); Student incentives

Sign-in sheets; Agendas; Presentations; Hand-Outs; Master Schedule; Attendance Plan; Instructional Walks Data; Professional Development Evaluation; Survey Data

Ongoing 2019-2020 School Year: Principal; School Counselor; Safe School Professionals Parent Trainings; Parent Workshops; PBIS Team PBIS Initiatives; Safe School Professionals are responsible for on-going data analysis and progress monitoring of student attendance

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 2.4Provide opportunities for students to enhance social and emotional skills infused within high-quality standards-based instruction in the classroom. Harmony & Positive Action Curriculum during Morning Meetings; Attendance letters, Attendance awards, attendance shout-out in the morning

Parent Workshops, Conferences, Harmony Currriculum; School Counselor($19,000); Safe School Professionals (Grant Funding $72,000.00);

monitoring: Data Reports - Compare current year to base year for truancy rate, excused rate, tardy rate, and chronic rate to determine improvements. Data Reports mid-year to assess progress; Analyze IC Data Reports end-of-year to determine outcomes; Mail positive communication pieces to Pre-K through 3rd-grade parents educating them on the importance of attendance especially during the early years;

Ongoing 2019-2020 School Year: Principal; School Counselor; Safe School Professionals Parent Trainings; Parent Workshops; PBIS Team PBIS Initiatives

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)

Strategic Budget $2,431,261.90 Staffing, General Supplies, and Curriculum Goals 1, 2 and 3Title I $142,649.57 Staff reduce class-size 4th & 5th; Instructional Supplies, Parent Trainings Goals 1, 2 and 3

SB178 $156,000.00 School Counselor, 5th Grade Teacher, Certified Temporary Tutor, iReady Software, Substitutes for PD Goals 1 and 2

SB515 $72,000.00 Two Safe School Professionals Goals 1, 2 and 3

Multi-Grant Application Lead Teachers, Prep-Buy Out, Extra Duty Pay, Substitutes for Professional Development Goals 1 and 2

Read by 3 $82,000.00 Learning Strategist for Read by 3 - Professional Development, Coaching, and Monitoring Literacy Data Goals 1 and 2

Title III $5,000.00 Certified Temporary Tutor 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.We use the District's Human Resource department to screen candidates and interview and hire candidates that are highly recommended. Leadership Team Interviews, House System; Growth Mindset, and Teambuilding. We have designed a webpage school website, Twitter, and Facebook page to attract candidates and market our school.

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.Parson has a Family Parent center. The Safe School Professional and part-time School Counselor maintain office hours and have outreach programs for parents including parenting classes, wrap-around services, Harmony Classroom lessons, Family Literacy Night and Parent Literacy Instructional Rounds. The school's website is maintained with numerous educational and community resources. Family academic nights are offered throughout the school year. Parson teachers invite all families to Pastries for Parents event.

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.).Parson has one Special Education pre-school program Early Childhood Intervention (ECI). The school counselor presents a program for fifth-grade students transitioning to our feeder school, Swainston. The counselor's from Swainston met with fifth-grade students to explain their programs and complete pre-registration in January The counselor works with students and families regarding magnet school information.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.We have a leadership team that decided which progress monitoring tools we would use for RTI. All teachers met and came to a consensus regarding the initial benchmark tools that would be used throughout the year and include CORE Phonics, QSI, AIMSweb for ELA and Math, iReady & MAP (K-5). The RTI team meets weekly. The team discusses solutions and best practices for Tier II and Tier III students. Teachers use pre and post assessments to design instruction in bi-monthly PLCs. Data based instructional plans are posted to the Curriculum Engine weekly. The Clark County School District sets the testing calendar.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll federal, state, and local services and funds are coordinated and integrated into school improvement efforts in order to maximize student achievement. Title I funds provide students with 21st century technology tools, parent involvement activities, class-size reduction teachers for more effective learning in intermediate grades and PD for teachers in all content areas to increase rigor in the CCSS and NACS. Grant funds through SB 515 provide Parson with a full-time social worker.



Plan for improving the school climate

Goal:By October 2019, Parson's Instructional Leadership Team (ILT) will meet monthly to focus at least 80% of our time on topics and issues related directly Parson's vision, mission, school improvement, and improving the climate and culture of the school. The 2020 CCSD staff survey will show a 30% decline in staff response that strongly disagree with leadership in the areas of communication, support, and shared decision making.

Action Plan: How will this plan improve the school climate?Teachers will provide input to ILT by providing responses on a Google form to be reviewed by ILT. The form will allow staff to share questions, ideas, and concerns regarding professional development, budget, school organizational team, and school achievement data, with ILT. The goal of ILT is to support all staff to help increase the academic achievement of our students and improve the climate and culture of the school this includes improving communication from administration to staff. The principal will communicate with staff regarding school events (daily and monthly).

Monitoring Plan: How will you track the implementation of this plan?ILT will create a monthly calendar, Google surveys, monthly agendas, sign-in sheets, and professional development surveys. Staff notebooks and calendars for (PLC, ILT, Staff Meeting, and RTI); daily and monthly communication and a staff Website

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Master calendar, monthly agendas, sign-in sheets, and minutes Staff tracking in the Teacher's Lounge of meeting goals Survey the staff two times per year to determine if ILT is effective NCATT and CCSD Staff Survey



APPENDIX A - Professional Development Plan

1.1Develop and implement professional learning for educators to enhance teaching and learning, including analysis of the curriculum; data-driven, decision-making processes; coaching cycle. Promote continuous school improvement by developing and supporting educators with ReadyGen implementation (K-5), PLC, iready implementation, instructional walks (3 X year), and PBIS/MTSS School-wide Focus: Cooperative Learning, Productive Discourse, High Cognitive Demand, and Checking for Understanding. Purposeful planning, creating exemplars, creating pre & post assessment (Teachers take the test & create exemplar). Vertical alignment every other month. Students and teachers understand learning targets: what, why & how.

Goal 1 Additional PD Action Step (Optional)

2.1Develop and implement professional learning for educators to enhance teaching and learning, including analysis of the curriculum; data-driven, decision-making processes; coaching cycle. Promote continuous school improvement by developing and supporting educators with ReadyGen/Eureka implementation (K-5), PLC, iready implementation, instructional walks, and PBIS/MTSSTeachers will work with the administration and leadership team to improve the rigor of tier I instruction and instructional walks (3 X year), and PBIS/MTSS School-wide Focus: Productive Discourse, High Cognitive Demand, and Checking for Understanding. Purposeful planning, creating exemplars, creating pre & post assessment (Teachers take the test & create exemplar). Vertical alignment every other month.


3.1Provide professional learning focusing on the components of trauma-sensitive schools including safe and supportive learning environments, assessments of needs and supports, development of social and emotional skills, and collaboration with families and the community.




APPENDIX B - Family Engagement Plan

1.2Parent Literacy Night: Focus NVACS and ReadyGen; Literacy Parent Workshop provided by FACES; Communication: Newsletters and Parson's Website; Literacy Focused Parent Meetings and Workshops, Parent Literacy Walks; Read by 3 Parent Conferences; Student and Parent resources to support (physical, social-emotional well being, attendance & literacy); Alignment with title Family Literacy Dinner Night; Parent Chef Demo; FACES workshops; Math/Science Dinner Family Night. (ReadyGen) Parent Workshop

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent Literacy Night: Focus NVACS and ReadyGen; Literacy Parent Workshop provided by FACES; Communication: Newsletters and Parson's Website; Literacy Focused Parent Meetings and Workshops, Parent Literacy Walks; Read by 3 Parent Conferences; Student and Parent resources to support (physical, social-emotional well-being, attendance & literacy); Alignment with title Family Literacy Dinner Night; Parent Chef Demo; FACES workshops; Math/Science Dinner Family Night. (ReadyGen) Parent Workshop


3.2Support students with wraparound services, social workers, school safety personnel, behavioral interventionists, and counselors.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percent of students proficient in English language arts from 29.8% to 59.2% by 2020 as measured by statewide summative assessment.

Measurable Objective(s):

Increase the percent of students meeting growth projections in reading (Kindergarten) from 17% (Sept. 2020) to 27% (May 2021) as measured by iReady formative assessment. Increase percent of students meeting growth projections in reading (Kindergarten) 16% (Sept. 2020) to 26% (May 2021) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (1st) from 14% (Sept. 2020) to 24% (May 2021) as measured by iReady formative assessment. Increase percent of students meeting growth projections in reading (1st) from 30% (Sept. 2019) to 40% (May 2020) as measured by MAP growth assessment. increase percent of students meeting growth projections in reading (2nd) from 9% (Sept. 2019) to 19% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in reading (2nd) from 18% (Sept. 2019) to 38% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (3rd) from 25% (Sept. 2019) to 35% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in reading (3rd) from 17% (Sept. 2019) to 37% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (4th) from 10% (Sept. 2019) to 20% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in reading (4th) from 30% (Sept. 2019) to 40% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in reading (5th from 16% (Sept. 2019) to 26% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in reading (5th) from 23% (Sept. 2019) to 33% (May 2020) as measured by MAP growth assessment.Increase the percent of grade 3rd students proficient in reading from 24% to 34% as measured by 2020 state assessment (SBAC). Increase the percent of grade 4th students proficient in reading from 28% to 38% as measured by 2020 state assessment (SBAC). Increase the percent of grade 5th students proficient in reading from 33% to 43% as measured by 2020 state assessment (SBAC).35% of 4-year-old preschool students will be able to identify letters in their own name by May 2021 as measured by Teaching Strategies Gold. 75% of 4-year-old preschool students will be able to use letter-like approximation to write first and last name; identify 15 letters and 15 letter sounds by May 2021 as measured by the Teaching Strategies Gold assessment.

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

Develop and implement professional learning for educators to enhance teaching and learning, including analysis of the curriculum; data-driven, decision-making processes; coaching cycle. Promote continuous school improvement by developing and supporting educators with ReadyGen implementation (K-5), PLC, iready implementation, instructional walks (3 X year), and PBIS/MTSS School-wide Focus: Cooperative Learning, Productive Discourse, High Cognitive Demand, and Checking for Understanding. Purposeful planning, creating exemplars, creating pre & post assessment (Teachers take the test & create exemplar). Vertical alignment every other month. Students and teachers understand learning targets: what, why & how.

Progress



Barriers

Next Steps

1.2

Parent Literacy Night: Focus NVACS and ReadyGen; Literacy Parent Workshop provided by FACES; Communication: Newsletters and Parson's Website; Literacy Focused Parent Meetings and Workshops, Parent Literacy Walks; Read by 3 Parent Conferences; Student and Parent resources to support (physical, social-emotional well being, attendance & literacy); Alignment with title Family Literacy Dinner Night; Parent Chef Demo; FACES workshops; Math/Science Dinner Family Night. (ReadyGen) Parent Workshop

Progress

Barriers

Next Steps

1.3


Progress

Barriers

Next Steps

1.4

Progress

Barriers



Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Decrease student proficiency gap in English language arts between the highest (Black 36%) and lowest (Special Education 9.5%) performing subgroups from 9.5% percentage points to 26.5% percentage points by 2020 as measured by state assessments. Decrease student proficiency gap in mathematics between the highest (Hispanic 23%) and lowest performing subgroups (Black 9% and Special Education 0%) from (Black 9% and Special Education 0%) percentage points to (Black 14% and Special Education 23%) percentage points by 2020 as measured by state assessments.


Increase the percent of students meeting growth projections in math (Kindergarten) from 9% (Sept. 2019) to 19% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (Kindergarten) 14% (Sept. 2019) to 24% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (1st) from 2% (Sept. 2019) to 12% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (1st) from 21% (Sept. 2019) to 31% (May 2020) as measured by MAP growth assessment. increase percent of students meeting growth projections in math (2nd) from 6% (Sept. 2019) to 16% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (2nd) from 25% (Sept. 2019) to 35% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (3rd) from 6% (Sept. 2019) to 16% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in math (3rd) from 17% (Sept. 2019) to 27% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (4th) from 4% (Sept. 2019) to 14% (May 2020) as measured by iReady formative assessment. increase percent of students meeting growth projections in math (4th) from 14% (Sept. 2019) to 24% (May 2020) as measured by MAP growth assessment. Increase percent of students meeting growth projections in math (5th from 11% (Sept. 2019) to 21% (May 2020) as measured by iReady formative assessment. Increase percent of students meeting growth projections in math (5th) from 13% (Sept. 2019) to 23% (May 2020) as measured by MAP growth assessment.Increase the percent of grade 3rd students proficient in math from 31% to 41% as measured by 2020 state assessment (SBAC). Increase the percent of grade 4th students proficient in math from 21% to 31% as measured by 2020 state assessment (SBAC). Increase the percent of grade 5th students proficient in math from 14% to 24% as measured by 2020 state assessment (SBAC).35% of 4-year-old students will be able to count to10 by May 2020 as measured by Teaching Strategies Gold. 65% of 4-year-old students will be able to read and recognize numbers 0 to 5; match the number of objects in a set to the correct numeral 0 to 5 by May 2020 as measured by the Teaching Strategies Gold assessment.

StatusN/A

Comments:





2.1

Develop and implement professional learning for educators to enhance teaching and learning, including analysis of the curriculum; data-driven, decision-making processes; coaching cycle. Promote continuous school improvement by developing and supporting educators with ReadyGen/Eureka implementation (K-5), PLC, iready implementation, instructional walks, and PBIS/MTSSTeachers will work with the administration and leadership team to improve the rigor of tier I instruction and instructional walks (3 X year), and PBIS/MTSS School-wide Focus: Productive Discourse, High Cognitive Demand, and Checking for Understanding. Purposeful planning, creating exemplars, creating pre & post assessment (Teachers take the test & create exemplar). Vertical alignment every other month.

Progress

Barriers

Next Steps

2.2

Parent Literacy Night: Focus NVACS and ReadyGen; Literacy Parent Workshop provided by FACES; Communication: Newsletters and Parson's Website; Literacy Focused Parent Meetings and Workshops, Parent Literacy Walks; Read by 3 Parent Conferences; Student and Parent resources to support (physical, social-emotional well-being, attendance & literacy); Alignment with title Family Literacy Dinner Night; Parent Chef Demo; FACES workshops; Math/Science Dinner Family Night. (ReadyGen) Parent Workshop

Progress

Barriers

Next Steps

2.3


Progress

Barriers

Next Steps



2.4

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Ensure students feel safe and engaged at school through positive to decrease the Chronic Absenteeism rate from 23.1% to 14.1 % through student-centered learning environments. Increase the percent of students who feel safe at school from 87.3% to 93% by (year) as measured by the Districtwide Survey.


Reduce the percent of chronically absent students from 23.1% to 14.1% by 2020 as measured by Infinite Campus and reported on the Nevada School Performance Framework.Reduce the chronic absenteeism gap between highest (Black 29.6%) and lowest (ELL 12.5%) rated subgroups from 29.6% percentage points to 17.1% percentage points.

StatusN/A

Comments:



3.1 Provide professional learning focusing on the components of trauma-sensitive schools including safe and supportive learning environments, assessments of needs and supports, development of social and emotional skills, and collaboration with families and the community.

Progress

Barriers

Next Steps

3.2 Support students with wraparound services, social workers, school safety personnel, behavioral interventionists, and counselors.

Progress



Barriers

Next Steps

3.3Provide opportunities for students to enhance social and emotional skills infused within high-quality standards-based instruction in the classroom. Harmony & Positive Action Curriculum during Morning Meetings; Attendance letters, Attendance awards, attendance shout-out in the morning

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan...parent newsletter, monthly parent calendar, parent sign-in sheets,...

Documents