school performance plan - clark county school · pdf filepatty glover parent christie dobbs...

School Performance Plan

School NameBatterman, Kathy L ES

Address (City, State, Zip Code, Telephone):10135 W Quail Ave

Las Vegas, NV 89148, (702) 799-1920

Superintendent/Assistant Chief: Pat Skorkowski / Karen West

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

Classification: 5 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 PositionPatty Glover Parent Christie Dobbs Kindergarten TeacherCrissy Isom Grade 2 Teacher Jen Renville Grade 1 TeacherJulie Burpee Grade 5 Teacher Christopher Sparrow Principal

Laura Ringenbach Assistant Principal Dana Smith Librarian

Nevada Department of Education Batterman, Kathy L ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/05/2016 Nevada Department of Education - June 2016

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)NA 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.NSPF: Maintained 5 stars with a total of 81 points. Dropped 6 points overall with a 2-point drop in Growth Measures and a 4-point drop in Reductions in Achievement Gaps. Over all Proficiency was 83% in Reading and 88% in Math. Growth Measures drop was due to Math AGP drop by 6.5 percentage points from 69.5% to 63%. Reductions in Achievement Gaps was due to Math FRL dropping from 70% to 56% and Math IEP dropping from 63% to 31%.



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

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

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

Root Causes:According to the Smarter Balanced Assessment results, 31.78% of Grade 3 students were not proficient in ELA. Claim 2: Writing data shows that ____% of students were below standard, the highest percentage of all the ELA claims. There is a need to continue to emphasize the writing-reading connection where students draw upon and write about evidence from literary and informational texts during instruction.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from [68.22%] to [ ____%] by 2017 as measured by state assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

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

Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the action step is in

progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide professional development in Reading RTI procedures to improve Tiered Intervention/Enrichment instruction.

Principal, Psychologist, Weekly in-house grade level meetings (no-cost), District RTI Handbook (no-cost)

Weekly RTI meeting minutes, AIMSweb benchmark data, Acuity assessment data, School-wide DRA data, Classroom master schedules, Intervention/Enrichment plans, Intervention/Enrichment Logs

September 2016 to June 2017- Principal, Assistant Principal, Psychologist, Licensed Staff

On Task

Comments:RTI - Response to Instruction



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: Parents will be provided opportunities during the school year to be informed of Reading learning requirements through grade level parent meetings, Curriculum Information Night, and Open House to experience and develop their Reading NVACS knowledge and grade level learning expectations.

Parents, Students, Licensed Staff, Administration, Website (no-cost), Newsletters (no-cost), ParentLink (no-cost), NVACS (no-cost)

Lesson Plans, Parent participation sign in's, Parent Handouts, ParentLink access and usage reports, PTA and volunteer support sign-in's, Teacher and School-wide Newsletters, Parent & Student Survey Results

September 2016 through May 2017, Principal, Assistant Principal, Grade Level Chairpersons, Licensed Staff

On Task

Comments:NVACS - Nevada Academic Content Standards

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Professional development for more effective Tier 1 Reading instructional strategies through the implementation of effective PLCs.

Assistant Principal, Learning Strategist, Lead teachers, Weekly morning meeting time (no-cost), Teacher release/sub time ($15,000)

Grade Level Assessments, Acuity Assessment Results, Lesson Plans, Supervision notes, AIMSweb Benchmark Data, DRA Results

September 2016 to June 2017- Principal, Assistant Principal, Learning Strategist, Lead Teachers

On Task

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 highest performing and ethnic/racial subgroups in both reading and math.

Root Causes:Tiered Math instructional practices by teachers, while improved, indicate the school RTI system is in need of more effective implementation.

Measurable Objective 1:Reduce the reading proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial supergroup from 18.16 to __ by 2017 as measured by state assessment. Asian: 88.64% non-Asian supergroup: 70.48%

Measurable Objective 2:Reduce the math proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial supergroup from 25.41 to ___ by 2017 as measured by state assessment. Asian: 84.09% non-Asian supergroup: 58.68%

Measurable Objective 3:Increase FRL Math Adequate Growth Percentile achievement results by 10% (from 55.8% to 65.8%) as measured by the state assessment (SBAC) through the effective implementation of Tiered instructional practices (RTI).

Measurable Objective 4:Increase IEP Math Adequate Growth Percentile achievement by 20% (from 31.3% to 51.3%) as measured by the state assessment (SBAC) through the effective implementation of Tiered instructional practices (RTI).

Monitoring Status

N/A


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.



Monitoring

Status

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



Enhance RTI procedures for Math/Reading Intervention/Enrichment instruction.

Principal, Psychologist, Weekly in-house grade level training (no-cost), District RTI Handbook (no-cost), RTI Training (Teacher/Sub Release time ($600)

Weekly RTI meeting minutes, AIMSweb benchmark data, In-term assessment data, School-wide DRA data, Classroom master schedules, Intervention/Enrichment plans, Intervention/Enrichment Logs

September 2016 to June 2017- Principal, Assistant Principal, Psychologist, Licensed Staff

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 provided opportunities during the school year to be informed of Math/Reading learning requirements through grade level parent meetings,Curriculum Information Night, and Open House to experience and develop their NVACS knowledge and grade level learning expectations.

Parents, Students, Licensed Staff, Administration, Website (no-cost), Newsletters (no-cost), ParentLink (nocost), NVACS (no-cost)

Lesson Plans, Parent participation sign in's, Parent Handouts, ParentLink access and usage reports, PTA and volunteer support sign-in's, Teacher and Schoolwide Newsletters, Parent & Student Survey Results

September 2016 through May 2017, Principal, Assistant Principal, Grade Level Chairpersons, Licensed Staff

On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide professional development to increase teacher Math/Reading instructional effectiveness by providing staff with next generation assessment knowledge in order to better provide Tier 1 math instruction at a more rigorous level which is better aligned to NVACS's .

Principal, Assistant Principal, SBAC Practice Tests, SBAC Website Resources, WIKI Teacher Website (no-cost), Curriculum Engine (no-cost), PLC Professional Development ($6,000)

Grades K-2 SBAC component scaffold tools, Grades 3-5 SBAC Components tools, Grades 3-5 Practice Tests schedule, Acuity Assessment Data, AIMSweb Benchmark Results, lesson plans, Supervision notes

September 2016 to June 2017- Principal, Assistant Principal, Learning Strategist, Digital Learning Coach

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Provide intervention to K-2 grade students identified by school assessment data as in need of additional ELA and/or Math instruction.

PASS Grant Tutoring Founds (September 2016 to May 2017), $8,954.00

DRA assessment data, AIMSweb progress monitoring data Acuity assessment data, Attendance data

September 2016 to May 2017, Principal, Assistant Principal, Learning Strategist, Tutors (CTT).

N/A

Comments:




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

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

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

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

Monitoring Status

N/A


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

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.



Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in cultural competency/diversity professional development to occur during one of the districtwide staff development days.

Cultural Responsiveness Framework workshops (CCSD) facilitated by Training materials from E&DD

Sign-in sheets, agendas The principal is responsible for ensuring this action step takes place.

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: NCCAT-S Indicators:



N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to Priority

Need/Goal

Amount Received for this School

Year

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

activities, intended outcomes, etc.)Applicable Goal(s)

PASS $8,954.00 CTT Goal 1ELL Grant $3,290.00 Book study: Books ($410) and extra duty pay ($2,880) Goals 1, 2 and 3



APPENDIX A - Professional Development Plan

1.1Provide professional development in Reading RTI procedures to improve Tiered Intervention/Enrichment instruction.

Goal 1 Additional PD Action Step (Optional)

2.1Enhance RTI procedures for Math/Reading Intervention/Enrichment instruction.


3.1All staff will participate in cultural competency/diversity professional development to occur during one of the districtwide staff development days.




APPENDIX B - Family Engagement Plan

1.2Parents will be provided opportunities during the school year to be informed of Reading learning requirements through grade level parent meetings, Curriculum Information Night, and Open House to experience and develop their Reading NVACS knowledge and grade level learning expectations.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will be provided opportunities during the school year to be informed of Math/Reading learning requirements through grade level parent meetings,Curriculum Information Night, and Open House to experience and develop their NVACS knowledge and grade level learning expectations.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from [68.22%] to [ ____%] by 2017 as measured by state assessments.

StatusN/A

Comments:

1.1 Professional Development: RTI - Response to Instruction1.2 Family Engagement: NVACS - Nevada Academic Content Standards1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1 Provide professional development in Reading RTI procedures to improve Tiered Intervention/Enrichment instruction.

Progress

Barriers

Next Steps

1.2Parents will be provided opportunities during the school year to be informed of Reading learning requirements through grade level parent meetings, Curriculum Information Night, and Open House to experience and develop their Reading NVACS knowledge and grade level learning expectations.

Progress



Barriers

Next Steps

1.3 Professional development for more effective Tier 1 Reading instructional strategies through the implementation of effective PLCs.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




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


Reduce the reading proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial supergroup from 18.16 to __ by 2017 as measured by state assessment. Asian: 88.64% non-Asian supergroup: 70.48%Reduce the math proficiency gap between the school's highest performing subgroup and lower performing ethnic/racial supergroup from 25.41 to ___ by 2017 as measured by state assessment. Asian: 84.09% non-Asian supergroup: 58.68%Increase FRL Math Adequate Growth Percentile achievement results by 10% (from 55.8% to 65.8%) as measured by the state assessment (SBAC) through the effective implementation of Tiered instructional practices (RTI).Increase IEP Math Adequate Growth Percentile achievement by 20% (from 31.3% to 51.3%) as measured by the state assessment (SBAC) through the effective implementation of Tiered instructional practices (RTI).

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1 Enhance RTI procedures for Math/Reading Intervention/Enrichment instruction.

Progress

Barriers

Next Steps



2.2Parents will be provided opportunities during the school year to be informed of Math/Reading learning requirements through grade level parent meetings,Curriculum Information Night, and Open House to experience and develop their NVACS knowledge and grade level learning expectations.

Progress

Barriers

Next Steps

2.3 Provide professional development to increase teacher Math/Reading instructional effectiveness by providing staff with next generation assessment knowledge in order to better provide Tier 1 math instruction at a more rigorous level which is better aligned to NVACS's .

Progress

Barriers

Next Steps

2.4 Provide intervention to K-2 grade students identified by school assessment data as in need of additional ELA and/or Math instruction.

Progress

Barriers

Next Steps




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


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

StatusN/A

Comments:

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


3.1 All staff will participate in cultural competency/diversity professional development to occur during one of the districtwide staff development days.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan - clark county school · pdf filepatty glover parent christie dobbs...

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