school performance plan - clark county school district · 2017-03-10 · 307 cannes st henderson,...

School Performance Plan

School NameBrown, B Mahlon JHS

Address (City, State, Zip Code, Telephone):307 Cannes St

Henderson, NV 89015-5617, (702) 799-8900

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Horn

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Middle School

Classification: 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 PositionNatalie Kephart Parent Wendy Phelps PrincipalMichael Clark Dean of Students Kathryn Pauli Instructional CoachAngela Phelan IB/Magnet Coordinator Matthew Friedman TeacherJennifer Jepson Teacher Cynthia Meyer Teacher

Amy Rich Teacher Shari Oberg TeacherMichael Sims SEIF Kristi Chaplin TeacherChrista White Counselor Brianna Robinson Assistant Principal

Nevada Department of Education Brown, B Mahlon JHS 2016-2017Clark County School District

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

Shannon Taylor Teacher Victoria Garrido TeacherTed Weisman Dean of Students



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 DataNA NA NANA 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.The 2015-2016 school year was the first year that SBAC (Smarter Balanced Assessment Consortium) was successfully administered school-wide. SBAC scores for the 2015-2016 school year showed an overall proficiency level in math of 23.69% and an overall proficiency level in English Language Arts (ELA) of 49.79%. SBAC results showed English Language Learners (ELL) with 12.24% proficiency in math and 6.12% proficiency in ELA; students with Individualized Education Plan (IEP) with a 5.7% proficiency in math and a 12.58% proficiency in ELA. Summative assessments were reviewed by administration and feedback was given. Administration met with teachers regularly to discuss observation data. In cases of special education students, approaches were made to meet testing accommodation needs and requirements. Wherever possible or applicable, lessons and curriculum was aligned for IEP students.



HOPE 2 Intervention

Focus of Intervention:Provide support in math and mentor students with academic, social, personal, and behavioral concerns.

Monitoring Plan:Fundamentals of Math teachers will run a formal Fundamentals of Math class focusing on direct instruction, work-completion, monitoring student progress, and incorporating technology (ALEKS). Licensed mentor teachers will meet with students regularly, with a goal of once every two weeks. Binders will be maintained by all mentors, tracking data, including, but not limited to: attendance, missing assignments, grades, behavior referrals, etc.. Mentors will also use IPADs to access Infinite Campus with mentees to assist with monitoring. Monthly meetings will be held to discuss concerns and issues. Mentoring list will be updated regularly based on feedback from mentors, teachers, counselors, social workers, administration, and parents. Administration will oversee and serve as liaison for all mentoring activities.

Evaluation Plan:Fundamentals of math teachers will monitor academic progress of students in all areas, more specifically math, to determine efficacy of intervention. Data analysis will be conducted on information from AIMSweb, SBAC, ALEKS, and Infinite Campus. Administration, IB theme coordinator/strategist, mentors, social workers, and counselors will review dean's addendum, datalab, and ad hoc behavior reports from Infinite Campus on a regular basis to evaluate the efficacy of the mentoring program.



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

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

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

Root Causes:The shift from CRT to SBAC, on a district level, required teachers to reevaluate their instructional strategies/data, both in Tier I and in Tier II, in order to better prepare students for a more rigorous assessment. Due to the inconsistent application of the new district-wide assessment, obtaining representative baseline proved to be difficult. Therefore, the data analysis conducted by teachers failed to identify specific areas of need that would translate to improved academic performance.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from 22 to 17 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:

YesNCCAT-S Indicators:



Teachers will reevaluate instructional strategies using current Smarter Balanced Assessment Consortium (SBAC) scores as a baseline, to increase rigor in Tier I, and improve Tier II through flexible grouping and differentiation. School Wide Academic Vocabulary program focuses on vocabulary essential to success on SBAC, as well as classroom formative and summative assessments.

People: Administration, International Baccalaureate (IB) coordinator, IB theme coordinator, teachers, co-teachers, Special Education (SPED) teachers, Certified Temporary Tutor (CTT) and support staff. Time: Regular vertical and horizontal planning for grade levels and departments., Site-Based-Collaboration-Time focused on data analysis, SLG, increasing rigor for Tier I, IB unit planning (differentiated/individualized support from IB coordinator) and philosophy, flexible grouping and differentiation for Tier II. Differentiated Professional Development and staff meetings. Funding: Prep buy-outs ($50,506-Title I), additional English teacher ($75,000-Title I), CTT ($14,300-FLEX).

The data from SBAC, AIMSweb, IB units in Managebac, School Wide Academic Vocabulary, and classroom formative and summative assessments with rubrics will be analyzed and utilized to drive instructional planning and instruction throughout the year. Progress monitoring data from CTT.

Regular observations conducted by admin. Weekly: lesson plans reviewed by administration, meetings monitored by coaches/administration, 1 on 1 meetings with teachers and coaches, reflections conducted by teachers. Periodic: 1 on 1 meetings between teachers and administrator, teacher/student and administrator/teacher data focused talks.

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: Yes NCCAT-S Indicators: Engage parents in dialogue as it pertains to student achievement data. This will be achieved through the following: monthly morning and evening Family Connection Meetings (FCM), constantly updated online resources (i.e. website, Facebook, Twitter, Remind), Infinite Campus, and periodic disbursement of relevant data as needed.

Teachers: communicate regularly with parents through D and F calls/emails at progress and quarter, parent contact log, good news postcards, and update Infinite Campus. CTT: communicate progress with parents on an as needed basis. Strategists: update online resources, plan, organize, facilitate FCM. Materials: Website. Funding: Title I, School-generated funds, and FLEX Budget.

SBAC, AIMSweb, School Wide Academic Vocabulary, progress and quarter grades. Agendas and sign-in sheets from all meetings. Parent Contact Logs. Infinite Campus grading reports. Regular checks of online resources. Progress monitoring data from CTT.

Teacher: Parent Contact Logs, Infinite Campus (daily/weekly), good news postcards. Administration: Infinite Campus reviewed by administration regularly, documented ongoing Parent/Teacher dialogue and communication. Coordinate and review SBAC IB theme coordinator/strategist: AIMSweb assessments, organize and lead monthly AM and PM FCM meetings, update online resources regularly.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: YesNCCAT-S Indicators:



NVACS and common grade level assessments are employed in all reading classes. Lesson plans driven by baseline SBAC results and data analysis. Tier I instructions includes increased rigor and differentiation to meet the needs of all students. Implementation of flexible grouping and increased use of Tier II instruction. School Wide Academic Vocabulary will focus on high vocabulary demand for SBAC and classroom formative and summative assessments.

People: Teachers, IB coordinator, IB theme coordinator, administration. Time: weekly meetings, sub-days for planning outside of the contracted work day ($100 per sub/per day-FLEX Budget), Prep buy-outs ($50,506-Title I), Certified Temporary Tutor ($14,300-FLEX Budget), Mentors ($17,674-HOPE2), After-school tutoring ($22 per hour for licensed staff-FLEX Budget and Title III).

Lesson/Unit Plans, formative and summative classroom assessments, School Wide Academic Vocabulary, IB Rubrics, AIMSweb reports, SBAC results, CTT data, and Mentor documentation.

Teacher: create and modify weekly lesson plans, IB units, IB rubrics and rubrics and School Wide Academic Vocabulary. Administration: Regular review of common assessments and lesson plans to ensure both align with NVACS, observations will be conducted regularly by administration to ensure lessons, objectives, and pacing align with NVACS. IB coordinator and IB coordinator/strategist: meet regularly with teachers to address concerns/needs as they arise.

N/A

Comments:

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

Comments:





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

Root Causes:The shift from CRT to SBAC, on a district level, required teachers to reevaluate their instructional strategies/data, both in Tier I and in Tier II, in order to better prepare students for a more rigorous assessment. The level of Tier I instruction in math classes lacked the rigor in instruction and necessary pacing to teach all of the required Nevada Academic Content Standards (NVACS) to a level of mastery for all students. In addition, Tier I instruction was not sufficiently differentiated and tailored to meet the needs of all students.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from 28 to 24 by 2017 as measured by state assessments.

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.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

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



Teachers will reevaluate instructional strategies using current SBAC scores as a baseline, to increase the rigor, adjust the pacing, and differentiate Tier I instruction in all math classes to meet the needs of all students based on the NVACS. Teachers are also creating and implementing a School Wide Math Academic Vocabulary program which will focus on vocabulary essential to student success on SBAC, as well as classroom formative and summative assessments.

People: Administration, IB coordinator, IB theme coordinator, teachers, co-teachers, SPED teachers, CTT and support staff. Time: Regular vertical and horizontal planning for grade levels and departments., Site-Based-Collaboration-Time focused on: data analysis, SLG, increasing rigor for Tier I, IB unit planning (differentiated/individualized support from IB coordinator) and philosophy, flexible grouping and differentiation for Tier II. Differentiated Professional Development, staff meetings, creation of a Fundamentals of Math class for students in need, application of ALEKS computer program in Math classes, and use of Flashmasters. Funding: Prep buy-outs ($5,702-FLEX), CTT ($14,300-FLEX), Fundamentals of Math (6 teachers, $32,117-HOPE2), an additional math teacher ($75,000-Title 1), ST Math ($3,999-SGF).

The data from SBAC, AIMSweb, ALEKS, IB units in Managebac, School Wide Math Academic Vocabulary, and classroom formative and summative assessments with rubrics will be analyzed and utilized to drive instructional planning and instruction throughout the year. Progress of students in Fundamentals of Math class and progress monitoring data from CTT.

Regular observations conducted by admin. Weekly: lesson plans reviewed by administration, meetings monitored by coaches/administration, 1 on 1 meetings with teachers and coaches, reflections conducted by teachers. Periodic: 1 on 1 meetings between teachers and administrators, teacher/student and administrators/teacher data focused talks.

N/A

Comments:

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

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Engage parents in dialogue as it pertains to student achievement data. This will be achieved through the following: monthly morning and evening Family Connection Meetings (FCM), constantly updated online resources (i.e. website, Facebook, Twitter, Remind), Infinite Campus, and periodic disbursement of relevant data as needed.

Teachers: communicate regularly with parents through D and F calls/emails at progress and quarter, parent contact log, good news postcards, progress in Fundamentals of Math, and updates on Infinite Campus. CTT: communicate progress with parents on an as needed basis. Strategists: update online resources, plan, organize, facilitate FCM. Materials: Website. Funding: Title I, School-generated funds, HOPE2, and FLEX Budget.

SBAC, AIMSweb, ALEKS reports, School Wide Math Academic Vocabulary, progress monitoring from CTT, progress and quarter grades. Agendas and sign-in sheets from all meetings. Parent Contact Logs. Infinite Campus grading reports. Regular checks of online resources.

Teacher: Parent Contact Logs, Infinite Campus (daily/weekly), good news postcards. Administration: Infinite Campus reviewed by administration regularly, documented ongoing Parent/Teacher dialogue and communication. Strategists: coordinate and review SBAC, AIMSweb assessments, organize and lead monthly AM and PM FCM meetings, update online resources regularly.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: NCCAT-S Indicators:



NVACS and common grade level assessments are employed in all math classes. Lesson plans include differentiation to meet the needs of all students. Classrooms incorporate IB learner profile traits that appeal to all learners in a culturally sensitive manner while maintaining an academic focus. School Wide Math Academic Vocabulary will focus on high vocabulary demand for SBAC and classroom formative and summative assessments.

People: Teachers, IB coordinator, IB theme coordinator, and administration. Time: weekly meetings, Sub-days for planning outside of the contracted work day ($100 per sub/per day-FLEX Budget), Funding: Prep buy-outs ($5,702-FLEX), CTT ($14,300-FLEX), Fundamentals of Math (6 teachers, $32,117-HOPE2), an additional math teacher ($75,000-Title 1), ST Math ($3,999-SGF), Mentors ($17,674-HOPE2), After-school tutoring ($22 per hour for licensed staff-FLEX Budget and Title III).

Lesson/Unit Plans, formative and summative classroom assessments, IB rubrics, AIMSweb reports, SBAC results, ALEKS, Fundamentals of Math data, School Wide Math Academic Vocabulary, CTT data, and Mentor Binders.

Teacher: create and modify weekly lesson plans, IB units, IB rubrics and School Wide Math Academic Vocabulary. Administration: Regular review of common assessments & lesson plans to ensure both align with NVACS, observations will be conducted regularly by administration to ensure lessons, objectives, and pacing align with NVACS. IB coordinator and IB coordinator/strategist: meet regularly with teachers to address concerns/needs as they arise.

N/A

Comments:


Comments:





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

Root Causes:Due to a constantly changing environment, both in and out the school setting, and an influx of staff that are new to the building, there is an increased need for all personnel to receive training in cultural competency. Furthermore, the diverse make-up of staff members, including broad ranges in age, background, and experience, precipitates a higher demand for such training.

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.

List Timeline, Benchmarks, and Position ResponsibleMonitoring

Status

3.1 Professional Development (Required)Continuation From Last

Year: NCCAT-S Indicators:



All staff will participate in cultural competency/diversity training throughout the school year at staff meetings and SBCT.

People: Trained individuals will present Cultural Competency professional development to all staff during staff meetings, support staff meetings, and SBCT. Funding: N/A

Agendas, PowerPoint presentations, handouts, and reflection Journals

Staff analyzed and reviewed 2015-2016 Districtwide Survey Results on 10/14/2016. A professional development on Cultural Competency was held at a staff meeting and support staff meeting on 10/21/2016, which included a review of current data obtained from the Student Needs Assessment. Future Cultural Competency trainings are planned for upcoming SBCT and staff meetings throughout the school year. Additionally, the following presentations/activities have already been held on site: Anti-Bullying presentation (9/23/2016), Signs of Suicide presentation (09/27/2016), activities were planned for the Week of Respect (10/03/2016-10/07/2016), Be Brave assembly (10/06/2016), and Worth It assembly (10/07/2016).

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: Yes NCCAT-S Indicators: N/A

Comments:

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

Comments:


Comments:



COMPONENT III: Budget Plan

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

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

Source of Funds applicable

to Priority Need/Goal

Amount Received for this

School Year

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

outcomes, etc.)Applicable Goal(s)

Title I & Parent Involvement Set-Aside

234,720 (including 1% parent involvement set-aside of 2347.20)

Prep-Buyouts for ELA (50,506), Technology and supplies - Chromebooks, Chromebook Carts, Printers and Document Cameras (34,214), Math and English Teacher (150,000), supplies and refreshments Parent Set Aside (2347.20)

Goals 1 and 2

Hope 2 49,791 Mentoring (17,674) and Fundamentals of Math (32,117) Goals 1 and 2

Flex Budget 51,147Prep-Buyouts to reduce class sizes (13,847), After-school tutoring and clubs (12,000), Certified Temporary Tutor (14,300), Leadership meetings and afterschool professional development (5000) and Substitute teachers for planning and instructional support (6,000)

Goals 1 and 2

School Generated Funds 3,999 ST Math Goal 2Title III-ELL 2,145 Targeted, small group instruction focusing on language development within content areas. 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.Student achievement, teacher commitment, staff dedication, high academic standards, and a constant striving for excellence, has built a foundation and community that teachers want to be a part of. Brown Junior High School (BJHS) became an International Baccalaureate (IB) Middle Years Program (MYP) school spring of 2016. This is a comprehensive program that increases the global awareness and academic commitment for all involved.

2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand.Monthly Family Connection Meetings will be held at two different times to accommodate parent schedules, with translators available. Parents are encouraged to volunteer at the school. Website, Facebook and Twitter are regularly updated informing parents of activities and opportunities that are available to promote participation and engagement (in various languages as needed). BJHS also utilizes Parentlink phone calls as well as Remind text updates to keep parents informed. Periodically, information is sent home in parent-friendly language. Parents are able to access information regarding student grades and attendance through the Infinite Campus Parent Portal at all times.

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.).In order to prepare fifth graders for middle school, fifth graders visit the BJHS campus in the spring. Every summer, a transition bridge program is conducted for incoming sixth graders. The program is both academic and socially based. In regards to eighth graders, the counselor conducts lessons to aid with the transition to high school, along with taking those students on tours of Basic High School and SECTA. Finally, all eighth grade students attend a field trip to UNLV to begin preparing them for opportunities available beyond high school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.With the introduction and implementation of the Student Learning Goal (SLG) and the Professional Growth Plan (PGP), all staff members are expected to create an SLG and PGP goal that focuses on data from academic assessments and the Nevada Academic Content Standards (NVACS). Teachers will meet with administration to discuss their SLG and PGP. Teachers will then use their SLG and PGP to inform their instruction, create assessments, and adjust accordingly. A minimum of one time per week, teachers meet in various capacities (grade level and department) to discuss data, common assessments, IB units, and rubrics. Regular leadership meetings with administration, teachers, and IB coordinators (and any other staff member that wishes to attend) and regular staff meetings are held to discuss school-wide topics that include academic assessments. Constant communication between teachers, both vertically and horizontally, to promote collaboration and consistency.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTitle I funding was spent on prep buy-outs and purchasing additional teachers in Math and English; which lowers class sizes to improve Tier 1 instruction. Additional Title I funds will be used for purchasing technology and supplies to aide in differentiation, as well as support the diversification of electives in an effort to promote Brown Junior High School as an authorized International Baccalaureate World School/CCSD Magnet school. HOPE2 monies will be allocated to create a Fundamentals of Math class to address the need for additional interventions in the content area of Math. Additional HOPE2 funds will be used for prep buy-outs so that teachers can serve as mentors to students in need. Title III-ELL dollars will be allocated to assist with targeted, small group instruction (tutoring) focusing on language development. FLEX budget will be used to lower class sizes, offer after-school tutoring, buy a CTT, and purchase additional resources. Through a grant, there will be one full-time and one part-time on-site Social Worker that will coordinate efforts with administration and staff to assist students in a variety of areas, including, but not limited to, academics and behaviors that impact school performance.



APPENDIX A - Professional Development Plan

1.1Teachers will reevaluate instructional strategies using current Smarter Balanced Assessment Consortium (SBAC) scores as a baseline, to increase rigor in Tier I, and improve Tier II through flexible grouping and differentiation. School Wide Academic Vocabulary program focuses on vocabulary essential to success on SBAC, as well as classroom formative and summative assessments.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will reevaluate instructional strategies using current SBAC scores as a baseline, to increase the rigor, adjust the pacing, and differentiate Tier I instruction in all math classes to meet the needs of all students based on the NVACS. Teachers are also creating and implementing a School Wide Math Academic Vocabulary program which will focus on vocabulary essential to student success on SBAC, as well as classroom formative and summative assessments.


3.1All staff will participate in cultural competency/diversity training throughout the school year at staff meetings and SBCT.




APPENDIX B - Family Engagement Plan

1.2Engage parents in dialogue as it pertains to student achievement data. This will be achieved through the following: monthly morning and evening Family Connection Meetings (FCM), constantly updated online resources (i.e. website, Facebook, Twitter, Remind), Infinite Campus, and periodic disbursement of relevant data as needed.

Goal 1 Additional Family Engagement Action Step (Optional)



3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from 22 to 17 by 2017 as measured by state assessments.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1Teachers will reevaluate instructional strategies using current Smarter Balanced Assessment Consortium (SBAC) scores as a baseline, to increase rigor in Tier I, and improve Tier II through flexible grouping and differentiation. School Wide Academic Vocabulary program focuses on vocabulary essential to success on SBAC, as well as classroom formative and summative assessments.

N/A

Progress

Barriers

Next Steps


N/A

Progress



Barriers

Next Steps

1.3

NVACS and common grade level assessments are employed in all reading classes. Lesson plans driven by baseline SBAC results and data analysis. Tier I instructions includes increased rigor and differentiation to meet the needs of all students. Implementation of flexible grouping and increased use of Tier II instruction. School Wide Academic Vocabulary will focus on high vocabulary demand for SBAC and classroom formative and summative assessments.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




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


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from 28 to 24 by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1

Teachers will reevaluate instructional strategies using current SBAC scores as a baseline, to increase the rigor, adjust the pacing, and differentiate Tier I instruction in all math classes to meet the needs of all students based on the NVACS. Teachers are also creating and implementing a School Wide Math Academic Vocabulary program which will focus on vocabulary essential to student success on SBAC, as well as classroom formative and summative assessments.

N/A

Progress

Barriers

Next Steps


N/A

Progress



Barriers

Next Steps

2.3

NVACS and common grade level assessments are employed in all math classes. Lesson plans include differentiation to meet the needs of all students. Classrooms incorporate IB learner profile traits that appeal to all learners in a culturally sensitive manner while maintaining an academic focus. School Wide Math Academic Vocabulary will focus on high vocabulary demand for SBAC and classroom formative and summative assessments.

N/A

Progress

Barriers

Next Steps

2.4 N/A

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 All staff will participate in cultural competency/diversity training throughout the school year at staff meetings and SBCT. N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan - clark county school district · 2017-03-10 · 307 cannes st henderson,...

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