school performance plan...increase enrollment in dual credit courses, ap courses, cte level 2 and 3...

School Performance Plan

School NameDurango HS

Address (City, State, Zip Code, Telephone):7100 W Dewey Dr

Las Vegas, NV 89113-1104, 7027995850

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: NA

Grade Level Served: High School

Classification: 3 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 PositionMichael Schwartzman Parent Sandra Lucero Parent

Maria Panfil Parent Elizabeth Boldt ParentNathan Miller Principal Monica Martin Assistant Principal

Meghan Plourde English Teacher/DC Robyn Del Toro Math Teacher/DCJen Hawthorne Science Teacher/DC Gina Toth Social Studies Teacher/DCLeona Calkins Teacher/SOT Chairperson Justine Crawford Assistant Principal

Chris Isle Assistant Principal Jon Grande Assistant Principal

Nevada Department of Education Durango HS 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/09/2019 Nevada Department of Education - June 2017

Audri Rosen Assistant Principal Julia Concoby Counselor/DC



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)SAT/ACT Assessments Placement (Proficiency Levels) Availability of Curriculum for IEP StudentsTeacher/Administrator Observation Data Achievement Gap Data Service Delivery ModelsFiscal Resources Time in ELL Program/Projected Time to Proficiency Achievement Gap DataNA NA Special Education Procedures - Whole SchoolOther: 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.Data from the Nevada School Performance Framework, the CCSD Datalab, ACT Assessments, and Teacher and Administrator Observation will provide context, strengthen the analysis, and explain the performance trends of the student and achievement trends at Durango High School. Specifically, these data sources indicate the most significant positive trend as the steady increase of the graduation rate over the past three years (2015 - 77.6%; 2016 - 82.15%; 2017 - 89.07%; 2018 - 87.84%) and the increase of the overall ACT Composite score for Durango (2016 - 16.3; 2017 - 16.2; 2018 - 17.03). Finally, although the overall gradation rate for the school has risen significantly, the graduation rate for the ELL and Special Education subgroups is significantly lower than any other subgroup.



HIGH SCHOOL GRADUATION RATES

If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students☑ AM In/Ak Native 66.67%

☑ Asian 98.59%

☑ Black 89.19%

☑ Hispanic 86.49%

☑ Two or More Races 87.88%

☑ Pacific Islander 72.73%

☑ White 86.6%

☐ FRL

☑ IEP 61.54%

☑ELL 74.47%

NOTES:Data pulled from Datalab using Exclude and Include options. Not all subpopulations available. AARSI unable to pull FRL. mm.



HOPE 2 Intervention

Focus of Intervention:The addition of a campus-based behavior intervention will reduce the number of students referred out of Durango HS. Students will receive academic and behavior interventions.

Monitoring Plan:Student grades will be monitored; counselors and social workers will be assigned to meet with and follow up with students after exiting the program.

Evaluation Plan:Behavior recommendations will be compared for the past two years to determine if interventions have decreased suspension rates.



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 enrollment in dual credit courses, AP courses, CTE Level 2 and 3 courses, and Advanced Diploma recipients to increase College and Career Readiness among students. Dual credit courses from 0.1% to 5.0%; Advanced Placement (AP) courses from 35.3% to 40.3%; level 2 and 3 career and technical education programs from 21.8% to 26.8%; and Advanced Diploma from 20.1% to 25.5%.

Root Causes:Dual credit classes have never been offered at Durango High School. AP classes have seen a decrease in enrollment as students chose to take honors classes to maintain a higher gpa for scholarship opportunities. Level 2 and 3 career and technical education programs have seen a decrease in enrollment as classes are stacked in order to accommodate level 1 students. Opportunities for Advanced Diplomas (CPR; ASVAB, ACT Workforce Readiness Keys) were not explicitly offered.

Measurable Objective 1:Increase enrollment in dual credit courses from 0.1% to 5.0% by 2020, as measured by Infinite Campus, and reported on the NSPF.

Measurable Objective 2:Increase enrollment in Advanced Placement (AP) courses from 35.3% to 40.3% by 2020, as measured by Infinite Campus, and reported on the NSPF.

Measurable Objective 3:Increase enrollment in level 2 and 3 career and technical education programs from 21.8% to 26.8% by 2020, as measured by Infinite Campus, and reported on the NSPF.

Measurable Objective 4:Increase the percent of students graduating with an Advanced Diploma from 20.1% to 25.5% by 2020, as measured by Infinite Campus, and reported on the NSPF.

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:

YesNCCAT-S Indicators:



Provide ongoing professional development to course alike teachers with specific goals that address best practices regarding instruction and collaboration. Implement effective course alike collaboration to after school focused on NEPF instruction standard 2 (high cognitive demand) and standard 4 (metacognition).

Administration, department chairpersons, and teachers will work together to complete this action step. NEPF documents, and time to conduct meaningful, uninterrupted goal setting conferences. Teacher collaboration by course alike content areas twice per month. Master Schedule that eliminates lower-level content area courses for ELL students. Master Schedule that eliminates "repeater" courses in content area courses.

Site Based Collaboration Time schedule and sign-in sheets, administrator notes/logs, and teacher lesson plan documents will serve as evidence that this action step has occurred.

These steps will occur on 26 Wednesday after-school SBCT meetings; collaboration with supervising administrator on-going prior to and after classroom observations; and weekly for course alike collaboration. Administration will ensure that these action steps will occur.

N/A

Comments:

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

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Parents will be made aware of our goal to increase college and career readiness through summer orientations, school website, school and district communication. Provide multiple opportunities for parents and families to interact with students, staff, and teachers with regard to academic progress.

Resources needed for implementation include time on Site Based Collaboration Time schedule, scheduled staff meetings, PAC meetings, materials, time to develop and send communication to parents, and monies for paper, displays, printing, and postage. Title I funding to purchase parent involvement materials.

Website communication, agendas, programs, brochures, and sign-in sheets.

These steps will occur on 26 Wednesday after-school SBCT meetings Open House; College Night; PAC meetings will be held monthly. Durango High School administrators, teachers, counselors will ensure that these steps will occur.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Course alike teachers will meet to collaborate on how to effectively implement their curriculum with an emphasis on determining what is to be taught (standards), when the curriculum will be taught (pacing), and how instruction will be delivered (best practices and NEPF standards). Additionally, special education teachers and teachers of ELL students will collaborate with content area teachers to ensure common curriculum and assessments. Student data, including quarter and semester grades and attendance, will be monitored.

Administration, department chairpersons, and teachers will work together to complete this action step. Resources needed include time on Site Based Collaboration Days, common planning periods, adopted textbooks and curriculum, and funding from Title I to reduce class size.

Site Based Collaboration Time schedule and sign-in sheets, staff meeting agendas, NEPF Pre- and Post-Observation forms, PAC meeting agendas, school website, counselor notes/logs will serve as evidence that this step has occurred. Additionally, Teacher of Records and Student Success Advocate(s) will monitor and address IEP and ELL student grades and attendance.

These action steps will occur weekly in a meeting of at least 30 minutes in length. These meetings will be ongoing throughout the entire school year. Administration will ensure this occurs.

N/A

Comments:

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



Credit deficient students will be enrolled into a Virtual Lab to complete APEX courses and/or signed up for Credit by Exam through NVLA, concurrently enrolled at Burk High School, or signed up for CCSD Summer School to retrieve credits.

The school budget will fund Credit by Exam through NVLA. SGF funds, if approved, will purchase monthly incentives for students who complete APEX courses; Flex Budget funds will be used to purchase preps for Virtual Labs. Teachers for Virtual Lab sections, counselors to monitor credit deficiency, and time to analyze APEX reports will be needed.

Monthly APEX enrollment/completion reports and the CCSD Datalab will be used to track credit sufficiency. A Google Docs form that the counselors share will be used to monitor credit deficient students and their credit retrieval plan.

By June of 2019 the master schedule will be analyzed, data regarding student sufficiency and credit status, and a preliminary graduation rate will be determined. The counseling department chairperson and the curriculum administrator will ensure that these action steps occur.

N/A

Comments:




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

Priority Need/Goal 2:Increase the percent of all students proficient in ELA and mathematics from 38.6% to 51.11% in ELA and from 23.5% to 36.19% in mathematics by 2021, as measured by the ACT.

Root Causes:Trend data shows the average composite scores of: 2015-15.9; 2016-16.3; 2017-16.3; 2018-16.9; 2019-17.1. Previously, all students were informed of ACT Test Prep opportunities; however, only students able to make the financial and time commitment were able to attend test prep sessions. Additionally, not all students utilized the online resource provided to them at no cost.

Measurable Objective 1:Increase the percent of all students proficient in ELA and mathematics from 38.6% to 51.11% in ELA and from 23.5% to 36.19% in mathematics by 2021, as measured by the ACT.

Measurable Objective 2:Increase the percent of Asian students proficient in ELA and mathematics from 56.2% to 66.85% in ELA and 45.0% to 52.76% in mathematics.

Measurable Objective 3:Increase the percent of Black/African American students proficient in ELA and mathematics from 27.6% to 34.82% in ELA and 15.0% to 22.50% in mathematics.

Measurable Objective 4:Increase the percent of Special Education students proficient in ELA and mathematics from 7.0% to 19.92% in ELA and 0% to 16.76% in mathematics by 2021, as measured by the ACT.

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:

NoNCCAT-S Indicators:



Teachers and staff will receive professional development on the revised Nevada School Performance Framework, which includes points earned in the 2018-2019 school year. Additionally, Algebra II and English 11 teachers will receive training on the CERT website, allowing them to track student mastery of CCR standards and NVACS on the ACT.

Time during October teacher meetings is needed. Administration also needs time to prepare a thorough training for teachers.

Sign-in sheets and agendas from teacher meetings will verify the action step has occurred.

Professional development for teachers will be provided in October. Administration will ensure this action step has happened.

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: NCCAT-S Indicators: Parents will be informed of the ACT exam and it's importance for students through PAC meetings. Additionally, counselors will meet with all students individually and discuss the advantages of scoring well on the ACT.

Counselors will need time to meet with students.

PAC meeting agendas and observation of counselor academic plan conferences with students will serve as evidence that this action step has occurred.

This action step will be completed the last Wednesday of each month at PAC meetings and In the fall of each school year during counselor/student academic plan conferences. Administration will ensure that this action step has happened.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Tutors Across America will provide high quality instruction in ACT test format, test content, and test-taking strategies to all junior students through their English 11 and US History classes. Tutors Across America will also provide information to teachers regarding the importance of the ACT exam. All sophomores will complete the Pre-ACT during our schoolwide Test Prep Week and Freshman will complete ACT activities in classes. Additionally, juniors will be provided a login and password for the CERT website, allowing them to identify CCR standards and NVACS not yet mastered.

General funds will purchase Tutors Across America instructors to conduct tutoring sessions with all juniors. General funds will purchase paper, toner, and spiral binding for ACT prep student materials. Schedule for English and US History teachers will allow for test prep to occur. SGF funds, if approved, will provide refreshments for Tutors Across America tutors. SGF funds, if approved, will purchase Pre-ACT materials for all sophomores.

ACT prep booklets prepared for approximately 650 students; teacher attendance; and observation of ACT bootcamp will serve as evidence that ACT bootcamp has occurred. Scores from the Pre-ACT wlll confirm sophomore particiaption. Data from three assessments within the CERT website will be utilized during course-alike collaboration by Algebra II and English 11 teachers.

ACT bootcamp will be conducted in February, prior to the statewide administration of the ACT exam. Administration will ensure this action step has occurred.

N/A

Comments:

2.4 Other (Optional)Continuation From

Last Year: NoNCCAT-S Indicators:



Teachers will be provided with EbscoHost Learning Express; an online resource provided by CCSD for all students to prepare for AP and ACT exams. Juniors will participate in an ACT Gallery Walk after receiving scores on their CERT assessments.

CERT program and teacher implementation Teachers to ensure students receive EbscoHost website and information

Administrator observation Counselors, curriculum administrator, teachers

N/A

Comments:




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

Priority Need/Goal 3:Decrease the number of chronically absent students from 25.8% to 17% in the 2019-2020 school year.

Root Causes:Discipline data shows a large number of students placed on suspension, which negatively impacted chronic absenteeism. Additionally, students were denied credit due to excessive absences and did not appeal their attendance to the attendance office.

Measurable Objective 1:Decrease the number of chronically absent students from 25.8% to 17% in the 2019-2020 school year as measured by the 2019 - 2020 Nevada School Rating.

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: No NCCAT-S Indicators: Teachers and staff will receive professional development on the revised Nevada School Performance Framework, which includes points earned in the 2019-2020 school year. Additionally, counselors and administration will be trained to utilize the Early Warning Indicators within the CCSD Datalab.

Administration, department chairs, counselors, and teachers will work together to complete this action step. Resources needed for implementation include time on staff development says and weekly collaboration.

Agenda and sign-in from staff meetings, counselor lists of incoming freshman identified through the Early Warning Indicators, attendance data pulled at the end of each quarter and semester.

Counselors, social workers, and administration will em sure these action steps have occurred.

N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Parents will be notified via text message at the end of each quarter if their child is in danger of failing due to a denial of credit.

Parentlink reports will ensure parent notification.

Curriculum administrator; quarterly

N/A

Comments:

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

Comments:

3.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: All staff will work to build relationships with students and display an appropriate level of cultural competency with students and staff. Training in August will be provided by administration regarding the importance of building relationships with students and goal-setting with students.

Time at staff meetings Resources on relationship building - Josh Shipp - The Power of One

Agenda from staff meetings Administration observation and anecdotal data of relationship building Agenda from administrative meetings

Administration 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)

HOPE2 $60,000In-House Suspension Aide to support CCSD progressive discipline and efforts to keep students on campus and receiving instruction. Extra duty pay for two licensed teachers to provide Suspended With Instruction services for students.

Goals 1 and 2

Title I $471,240.00

Title I funds will pay for 6 General Education teachers at the freshmen level: 2 algebra I teachers, 2 biology teachers, and 2 English teachers. This will allow a reduction of class sizes in content area courses. This class size reduction will allow teachers to focus on instruction, reduce the number of credit deficient freshmen, and increase the graduation rate.

Goals 1 and 2

Strategic Budget 10,622,030.78 Budget will purchase 108 licensed positions, 7 administrative positions, support staff, additional personnel, and supplies and services. Goals 1, 2 and 3

CTE Grant Funds $39,156.10 CTE grant funds will be utilized to support growth of six CTE programs. Goals 1 and 3CTE Grant Funds $19,920.00 CTE Per Pupil Grant Funds will purchase student and teacher supplies for CTE programs. None

SB178 $538,800.00Sb 178 funds will pay for 7 math teachers to implement the CERT program. CERT is an online program for students to complete three (3) practice ACT assessments. Teachers can access sample ACT exams and questions. Students can participate in remediation.

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.Durango High School diligently works to build a school community filled with a culture of collaboration, teacher support, teamwork, and structure for sound learning. By establishing a positive climate with these characteristics and by working with the CCSD HR department, Durango High School is able to attract effective, highly-qualified teachers.

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.Durango High School will provide multiple opportunities for parents and families to increase family engagement with students, staff, and teachers with regard to academic and personal/social progress. Opportunities will include parent-teacher conferences, Open House, PAC meetings, freshmen orientation, ROTC family night, and events.

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.).Durango High School will provide transition activities for incoming freshmen in the spring of each school year to include preregistration visits to the middle schools by the administration and counselors, an incoming freshman field trip at the Durango High School, a new student orientation in the summer, and multiple performing arts events coordinated with the middle schools. Activities for transition to the workplace and/or university include College Night, recruiting events, and JAG courses.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Durango High School operates on a foundation of teacher collaboration to plan appropriate instruction based on established state standards (NVACS), determine appropriate pacing and common lesson planning, and to share best practices in instructional strategies. As a result of this foundation, Durango High School teachers are fully empowered to create common assessments and common grading standards for both formative and summative purposes of monitoring student achievement and growth.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAvailable services are coordinated to provide additional support for students needing support to reach proficiency and appropriate growth measures. Federal funding sources include Title I and state funding; Durango receives no PASS funds and no funds from community groups or partnerships. Federal, state, and local services are maximized to provide quality staffing, scheduling, and instruction.



Plan for improving the school climate

Goal:Increase the number of students reporting "my teachers care about me" from 75.4% to 85.4% as measured by the CCSD Districtwide Survey.

Action Plan: How will this plan improve the school climate?When teachers purposefully build positive relationships with all students, students have a sense of belonging at school. Attendance, learning environment, student behaviors, and school climate improve. Teachers will participate in professional development to increase their awareness and intentionality of building positive relationships.

Monitoring Plan: How will you track the implementation of this plan?The implementation of this plan will be tracked using administrative observation of student/teacher interactions, student feedback during parent/teacher conferences, and counselor notes from student interactions. The administration will be responsible for ensuring action steps are implemented as intended.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?The CCSD Districtwide Survey data will be used to determine if the climate of the school has been imporved through the implementation of this plan.



APPENDIX A - Professional Development Plan

1.1Provide ongoing professional development to course alike teachers with specific goals that address best practices regarding instruction and collaboration. Implement effective course alike collaboration to after school focused on NEPF instruction standard 2 (high cognitive demand) and standard 4 (metacognition).

Goal 1 Additional PD Action Step (Optional)

2.1Teachers and staff will receive professional development on the revised Nevada School Performance Framework, which includes points earned in the 2018-2019 school year. Additionally, Algebra II and English 11 teachers will receive training on the CERT website, allowing them to track student mastery of CCR standards and NVACS on the ACT.


3.1Teachers and staff will receive professional development on the revised Nevada School Performance Framework, which includes points earned in the 2019-2020 school year. Additionally, counselors and administration will be trained to utilize the Early Warning Indicators within the CCSD Datalab.




APPENDIX B - Family Engagement Plan

1.2Parents will be made aware of our goal to increase college and career readiness through summer orientations, school website, school and district communication. Provide multiple opportunities for parents and families to interact with students, staff, and teachers with regard to academic progress.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will be informed of the ACT exam and it's importance for students through PAC meetings. Additionally, counselors will meet with all students individually and discuss the advantages of scoring well on the ACT.


3.2Parents will be notified via text message at the end of each quarter if their child is in danger of failing due to a denial of credit.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase enrollment in dual credit courses, AP courses, CTE Level 2 and 3 courses, and Advanced Diploma recipients to increase College and Career Readiness among students. Dual credit courses from 0.1% to 5.0%; Advanced Placement (AP) courses from 35.3% to 40.3%; level 2 and 3 career and technical education programs from 21.8% to 26.8%; and Advanced Diploma from 20.1% to 25.5%.

Measurable Objective(s):

Increase enrollment in dual credit courses from 0.1% to 5.0% by 2020, as measured by Infinite Campus, and reported on the NSPF.Increase enrollment in Advanced Placement (AP) courses from 35.3% to 40.3% by 2020, as measured by Infinite Campus, and reported on the NSPF.Increase enrollment in level 2 and 3 career and technical education programs from 21.8% to 26.8% by 2020, as measured by Infinite Campus, and reported on the NSPF.Increase the percent of students graduating with an Advanced Diploma from 20.1% to 25.5% by 2020, as measured by Infinite Campus, and reported on the NSPF.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Provide ongoing professional development to course alike teachers with specific goals that address best practices regarding instruction and collaboration. Implement effective course alike collaboration to after school focused on NEPF instruction standard 2 (high cognitive demand) and standard 4 (metacognition).

Progress

Barriers

Next Steps

1.2Parents will be made aware of our goal to increase college and career readiness through summer orientations, school website, school and district communication. Provide multiple opportunities for parents and families to interact with students, staff, and teachers with regard to academic progress.



Progress

BarriersNext Steps

1.3

Course alike teachers will meet to collaborate on how to effectively implement their curriculum with an emphasis on determining what is to be taught (standards), when the curriculum will be taught (pacing), and how instruction will be delivered (best practices and NEPF standards). Additionally, special education teachers and teachers of ELL students will collaborate with content area teachers to ensure common curriculum and assessments. Student data, including quarter and semester grades and attendance, will be monitored.

Progress

Barriers

Next Steps

1.4 Credit deficient students will be enrolled into a Virtual Lab to complete APEX courses and/or signed up for Credit by Exam through NVLA, concurrently enrolled at Burk High School, or signed up for CCSD Summer School to retrieve credits.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of all students proficient in ELA and mathematics from 38.6% to 51.11% in ELA and from 23.5% to 36.19% in mathematics by 2021, as measured by the ACT.


Increase the percent of all students proficient in ELA and mathematics from 38.6% to 51.11% in ELA and from 23.5% to 36.19% in mathematics by 2021, as measured by the ACT.Increase the percent of Asian students proficient in ELA and mathematics from 56.2% to 66.85% in ELA and 45.0% to 52.76% in mathematics.Increase the percent of Black/African American students proficient in ELA and mathematics from 27.6% to 34.82% in ELA and 15.0% to 22.50% in mathematics.Increase the percent of Special Education students proficient in ELA and mathematics from 7.0% to 19.92% in ELA and 0% to 16.76% in mathematics by 2021, as measured by the ACT.

StatusN/A

Comments:



2.1Teachers and staff will receive professional development on the revised Nevada School Performance Framework, which includes points earned in the 2018-2019 school year. Additionally, Algebra II and English 11 teachers will receive training on the CERT website, allowing them to track student mastery of CCR standards and NVACS on the ACT.

Progress

Barriers

Next Steps

2.2 Parents will be informed of the ACT exam and it's importance for students through PAC meetings. Additionally, counselors will meet with all students individually and discuss the advantages of scoring well on the ACT.



Progress

BarriersNext Steps

2.3

Tutors Across America will provide high quality instruction in ACT test format, test content, and test-taking strategies to all junior students through their English 11 and US History classes. Tutors Across America will also provide information to teachers regarding the importance of the ACT exam. All sophomores will complete the Pre-ACT during our schoolwide Test Prep Week and Freshman will complete ACT activities in classes. Additionally, juniors will be provided a login and password for the CERT website, allowing them to identify CCR standards and NVACS not yet mastered.

Progress

Barriers

Next Steps

2.4 Teachers will be provided with EbscoHost Learning Express; an online resource provided by CCSD for all students to prepare for AP and ACT exams. Juniors will participate in an ACT Gallery Walk after receiving scores on their CERT assessments.

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Decrease the number of chronically absent students from 25.8% to 17% in the 2019-2020 school year.


Decrease the number of chronically absent students from 25.8% to 17% in the 2019-2020 school year as measured by the 2019 - 2020 Nevada School Rating.

StatusN/A

Comments:



3.1Teachers and staff will receive professional development on the revised Nevada School Performance Framework, which includes points earned in the 2019-2020 school year. Additionally, counselors and administration will be trained to utilize the Early Warning Indicators within the CCSD Datalab.

Progress

Barriers

Next Steps

3.2 Parents will be notified via text message at the end of each quarter if their child is in danger of failing due to a denial of credit.

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4All staff will work to build relationships with students and display an appropriate level of cultural competency with students and staff. Training in August will be provided by administration regarding the importance of building relationships with students and goal-setting with students.

Progress

Barriers

Next Steps



school performance plan...increase enrollment in dual credit courses, ap courses, cte level 2 and 3...

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