school performance plan - clark county school...

School Performance Plan

School NameLunt, Robert ES

Address (City, State, Zip Code, Telephone):2701 Harris Ave

Las Vegas, NV 89101-2321, (702) 799-8360

Superintendent/Assistant Chief: Pat Skorkowsky / April Key

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: Focus School

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Review

*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 PositionCarmen Hernandez Parent Thelma Davis Principal

Barbara Lenox Counselor Janet Barraza Leaning StrategistJoseph Barraza Learning Strategist Beatrice Rocha Learning Strategist

Victoria Carosone Teacher Kayla LaRochelle TeacherFarhana Rahman Teacher Pamela Reid TeacherLauren Browning Instructional Strategist Renee Ara Teacher

Samantha Sifuentes-Jolly Teacher Kiri Koziol Specialist Teacher

Nevada Department of Education Lunt, Robert ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/07/2016 Nevada Department of Education - June 2016

Shannon Brown Assistant Principal



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)Teacher/Administrator Observation Data Achievement Gap Data NAFormative Assessments Practice Teacher/Administrator Observation Data NANevada School Performance Framework (NSPF) 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 data from the NSPF, CRT, and WIDA assessment, administrator observations of formative assessment practices (STPT and RTI), STPT agendas, meeting summaries, lesson plans, administrative observations and notes, and school-wide Special Education instruction/procedures, were analyzed to create the School Performance Plan for Robert Lunt Elementary School.The implementation of a more consistent Structured Teacher Planning Time by grade level teams, a more organized and efficient RTI process, as well as targeted Tier 1 instructional practice and more efficient procedures by the SPED team, contributed to an increase in the percent proficient and/or an increase in Median Growth Percentile in Reading/ELA, based on results from the CRT/NSPF. STPT lacks consistent application and accountability across grade levels based on weekly review of STPT agendas and meeting summaries. Tier 1 reading instruction lacks alignment to NVACS based on review of lesson plans and observation and supervision notes.Reading/ELA: Proficient IEP students increased from 18% (2012) to 27% (2013) to 31% (2014).Reading/ELA: Proficient FRL students increased from 34% (2012) to 38% (2013) to 44% in (2014). The MGP increased from 38 (2012) to 45 (2013) to 48 (2014).These practices have shown promising results in ELA, but improvements need to be made in all 3 tiers of instructional practices to reach higher levels of proficiency and growth.Results from the CRT/NSPF reveal an area of concern in math. Proficiency/MGP decreased for the school overall, as well as each subgroup.The percent proficient in Mathematics decreased from 49% (2012) to 48% (2013) to 36% (2014).Results from the ELLP Assessment reveal that 3.2% of ELL students are proficient. Increasing the percentage of proficient students, as measured by the ELLP, will be an area of focus.During the 2015-2016 school year, iReady data was collected for students in the areas of Math and ELA. The percent of students performing at or above level increased by an average of 11% in Math and 15% in ELA. Teachers use student iReady data and common assessment data during STPT to drive instruction.



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 percentage of third grade students proficient in reading.

Root Causes:STPT lacks consistent application and accountability across grade levels based on weekly review of STPT agendas and meeting summaries. Tier 1 reading instruction lacks alignment to NVACS based on review of lesson plans and observation and supervision notes.

Measurable Objective 1:Increase the percent of 3rd - 5th Grade students that are proficient in reading from 20% to 35% by 2017, as measured by the state assessment SBAC.

Measurable Objective 2:Increase the percent of K-5 grade students On Grade Level in reading from 12% to 32% by 2017 as measured by i-Ready 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: Leadership 3.7, C&I 1.1 & 1.2



A full-time Instructional strategist will: 1) Facilitate embedded PD during monthly full day STPT sessions (sub release) and weekly STPT (prep-buy-out) sessions using data to inform instruction, 2) Guide teachers in curriculum, instruction, assessment alignment and development of common assessments aligned with the NVACS, 3) Provide continuous PD during STPT meetings using the CASL Model, 4) Model lessons using instructional strategies identified during STPT. Additionally, Title I Learning Strategists will provide support for the STPT process.

Instructional Strategist Salary (1003(a): $49,004); Sub release for STPT –(Title I Set Aside: $10,000.00); Weekly prep buyout – (1003(a): $39,928.00); PD utilizing Classroom Assessment for Student Learning materials (Licensed Extra Duty PD (Title I Set Aside: $19,800.00)); Title I Learning Strategists & CSR teacher ($225,000 – Title I budget) Zoom Reading Coach – Zoom Initiative funds Zoom Initiative Resources: Estimated Costs $500,000 for 29 Zoom elementary and secondary schools to be paid for with non-SB 405 funds: ELL general funds, Title III, and Title I

Agendas from STPT, common assessments and data tracking tool, Instructional Strategist task log

All teachers, admin: monthly (September, November/December, January, February, April); weekly prep buyout Instructional strategist: weekly/bi-monthly STPT; continuous CASL PD; model two/grade level; Administrators: ensure all PD is occurring as planned

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: C&I 1.9

Implement Parent Institutes and Family Academic Nights. Provide trainings to parents of PreK, ECSE, and KIDS (Autism) students

Instructional Staff (Extra duty pay - $5,148.00 and Support Staff $1,592.00) and refreshments for family nights ($2438.40 - Title 1 Parent set aside) ; Title I Learning Strategists & CSR teacher ($225,000 - Title 1 Budget); PZ 5 support for Pre-K and SPED Spread the Word NV- books and breakfast donated through philanthropy

Evaluations/ summaries of all parent activities Spread the Word schedule and evaluations

Administration and Leadership Team: Monthly – Parent Institutes; Parent Advisory Group PreK, ECSE and KIDS parent trainings; Bi-Annual – Family Academic Nights; Bi-Annual - Zoom Family Nights; Spread the Word NV – monthly

N/A

Comments:

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

Year: YesNCCAT-S Indicators: C&I 1.1, 1.2, & 1.4

All instructional staff members will implement: 1) A curriculum that is aligned with NVACS; 2) A routine collaborative process to analyze data to improve instruction; 3) A system for students to self-monitor progress based on specific and timely feedback.

Instructional strategist- (1003(a): $49,004); Title I Learning Strategists & CSR Teacher ($225,000 – Title I budget); Certified Temporary Tutor ($14,300.00 - Title I budget)

Lesson plans, Long range plans, Data analysis, Assessments, Student self-monitoring artifacts

All teachers and administration: Weekly lesson plan review Teacher collaboration agenda/notes posted weekly All teachers, students, administration: Student self-monitoring artifacts reviewed monthly

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: C&I 1.1, 1.2, & 1.4



Zoom initiatives: Pre-K program, Full-Day Kindergarten, Zoom Reading Center, and Zoom Summer Academy

2 Pre-K teacher and 2 Teacher Family Assistants, 5 Kindergarten teachers, 1 Zoom Project Facilitator and 3 Paraprofessional Tutors, Summer Academy Teachers ($1.4 million)

Early Language and Literacy Classroom Observation (ELLCO), Measures of Academic Progress (MAP), Imagine Learning, WIDA Access, and Summer Academy enrollment

School Administrators (August 2016 – June 2017); Egnacio Ruiz, Assistant Superintendent, Zoom Schools, April Key, Assistant Chief Student Achievement Officer, PZ5 (August 2016 – June 2017); and Zoom Reading Center Project Facilitator (August 2016 – June 2017)

N/A

Comments:





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:STPT lacks consistent application and accountability across grade levels based on weekly review of STPT agendas and meeting summaries. Tier 1 reading instruction lacks alignment to NVACS based on review of lesson plans and observation and supervision notes.

Measurable Objective 1:Increase the percentage of third grade EL students who are on or above grade level in reading, as measured by SBAC, from 11% to 31% by June 2017.

Measurable Objective 2:Increase the percentage of Kindergarten through second grade EL students who are on or above grade level in reading, as measured by iReady, from 9% to 50% by June 2017.

Measurable Objective 3:Increase the percentage of EL students meeting AGP, as measured by ELPA, from 45.70% to 60.70% by June 2017.

Measurable Objective 4:The percent of K-5 students On Grade Level in math will increase 10% from June 2016 to June 2017, as measured by i-Ready assessments.

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.



Monitoring

Status


Year: YesNCCAT-S Indicators: Leadership 3.7, C&I 1.1 & 1.2



A full-time Instructional strategist will: 1) Facilitate embedded PD during monthly full day STPT sessions (sub release) and weekly STPT (prep-buy-out) sessions using data to inform instruction, 2) Guide teachers in curriculum, instruction, assessment alignment and development of common assessments aligned with the NVACS, 3) Provide continuous PD during STPT meetings using the CASL Model, 4) Model lessons using instructional strategies identified during STPT. Additionally, Title I Learning Strategists will provide support for the STPT process. Zoom Initiatives: Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners

Instructional strategist – (1003(a): $49,004); Sub release for STPT – (Title I Set Aside: $10,000.00); Weekly prep buyout – (1003(a): $39,928.00); PD utilizing Classroom Assessment for Student Learning materials (Title I Set Aside: $19,800.00); Title I Learning Strategists & CSR teacher ($225,000 – Title I budget); Zoom Reading Coach – Zoom Initiative funds Zoom Initiative Resources: Estimated Costs $500,000 for 29 Zoom elementary and secondary schools to be paid for with non-SB 405 funds: ELL general funds, Title III, and Title I

Agendas from STPT, common assessments and data tracking tool, Instructional Strategist task log; Zoom Initiative Evidence: Student Achievement Data as measured by WIDA/iReady (3 times per year)

All teachers, admin: monthly (September, November/December, January, February, April); weekly prep buyout Instructional strategist: weekly/bi-monthly STPT; continuous CASL PD; model two/grade level; Administrators: ensure all PD is occurring as planned Zoom Initiative Timeline: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: C&I 1.9Implement Parent Institutes and Family Academic Nights. Provide training to parents of Pre-K, ECSE, and KIDS (Autism) students Implement Spread the Word Nevada program to bring parents to school and participate in reading with students. Zoom Initiatives: Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

Instructional Staff (Extra duty pay - $5,148.00 and Support Staff $1,592.00) and refreshments for family nights ($2438.40 - Title 1 Parent set aside) Title I Learning Strategists & CSR teacher ($225,000 - Title 1 Budget) ; PZ 5 support for Pre-K and SPED Spread the Word NV- books and breakfast donated through philanthropy; Zoom Initiatives: Resources: Parent Engagement Project Facilitator (Zoom)

Evaluations/ summaries of all parent activities Spread the Word schedule and evaluations; Zoom Initiatives: Evidence: Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities

Administration and Leadership Team: Monthly – Parent Institutes, PreK, ECSE and KIDS parent training Bi-Monthly – Family Academic Nights Spread the Word NV – monthly; Zoom Initiatives: Timeline: Administration and Assistant Chief (2015-16 school year)

N/A

Comments:

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


All instructional staff members will implement: 1) A curriculum that is aligned with NVACS, 2) A routine collaborative process to analyze data to improve instruction; 3) A system for students to self-monitor progress based on specific and timely feedback.

Instructional Strategist Salary (1003(a): $49,004); Title I Learning Strategists & CSR teacher ($225,000 – Title I budget); Certified Temporary Tutor ($14,300.00 - Title I budget)

lesson plans, long range plans, data analysis, assessments, student self-monitoring artifacts from literacy

Continuously throughout the year Teachers, admin: Weekly lesson plans Teacher collaboration weekly Teachers and students: Student self-monitoring artifacts

N/A



Comments:

2.4 Other (Optional)Continuation From Last


Zoom Initiatives: Zoom Pre-K: Zoom pre-K half days Mon-Thurs; Zoom Full-Day Kindergarten; Zoom Reading Center: 30 minutes additional Tier I literacy instruction; Zoom Summer Academy and Intersession Academy provide 17 additional days of instruction

2 Pre-K teacher and 2 Teacher Family Assistants, 4 Kindergarten teachers, 1 Zoom Project Facilitator and 3 Paraprofessional Tutors, Zoom Summer Academy Teachers ($1.4 million); Zoom Funds: Zoom Pre-K: Resources: 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units; Zoom Kindergarten: CCSD Literacy Framework with supplementary materials for differentiated instruction (Zoom); Zoom Reading Center: Resources: CCSD Zoom Reading Center Framework, Zoom Project Facilitators, long-term sub, 3 PPTs, and Reading Center facility (furniture, books, instructional supplies, technology, and software)(Zoom); Zoom Summer Academy and Intersession Academy: Resources: Themed units aligned to Literacy Framework and NVACS, Math curriculum based on WestEd program, licensed and support staff, transportation personnel, nurses, crossing guards, subs, presenters, and classroom supplies (Zoom)

Early Language and Literacy Classroom Observation (ELLCO), Measures of Academic Progress (MAP), Imagine Learning, WIDA Access, and Zoom Summer Academy enrollment

School Administrators (August 2016 – June 2017; Ignacio Ruiz, Assistant Superintendent, Zoom Schools, April Key, Assistant Chief Student Achievement Officer, PZ5 (August 2016 – June 2017); and Zoom Reading Center Project Facilitator (August 2016 – June 2017)

N/A

Comments:





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 evidence by the District student achievement gap data.

Measurable Objective 1:By April 2017, 95% of school-based administrators (deans, assistant principals, and principals) will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts.

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: NCCAT-S Indicators: The principal and assistant principal will participate in cultural competency training. This training will consist of face to face training, as well as online modules.

Time Pathlore Transcripts Principal Assistant Principal. 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:

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

Comments:



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

Based on the CNA, identify all that apply:4. Using data to inform instruction

Root Causes:STPT lacks consistent application and accountability across grade levels based on weekly review of STPT agendas and meeting summaries. Tier 1 reading and math instruction lacks alignment to NVACS based on review of lesson plans and observation and supervision notes.Measurable Objective 1:Reduce the mathematics proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial super-group from xx% to xx%, by 2017, as measured by SBAC.Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial super-group from xx% to xx%, by 2017, as measured by SBAC.Measurable Objective 3:Increase the percent of Kindergarten through fifth grade students on grade level in mathematics by 10% from June 2016 to June 2017, as measured by i-Ready assessments.

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.



Monitoring

Status


Year: NCCAT-S Indicators: 3.7, 1.1, 1.2


Instructional Strategist Salary (1003(a): $49,004); Sub release for STPT –(Title I Set Aside: $10,000.00); Weekly prep buyout – (1003(a): $39,928.00); PD utilizing Classroom Assessment for Student Learning materials (Licensed Extra Duty PD (Title I Set Aside: $19,800.00); Title I Learning Strategists & CSR teacher ($225,000 – Title I budget)

Agendas from STPT, common assessments and data tracking tool, Instructional Strategist task log

1&3) admin: monthly sampling of STPT agenda (September, November/December, January, February, April) ; 2) Admin monthly sampling of common assessments; 4)Admin monthly Instructional Strategist Logs;

N/A

Comments:



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

Status

4.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators: 3.7, 1.1, 1.2

Implement Parent Institutes and Family Academic Nights. Provide trainings to parents of PreK, ECSE, and KIDS (Autism) students

Instructional Staff (Extra duty pay - $5,148.00 and Support Staff $1,592.00) and refreshments for family nights ($2438.40 - Title 1 Parent set aside) ; Title I Learning Strategists & CSR Teacher ($225,000 - Title 1 Budget); PZ 5 support for Pre-K and SPED Spread the Word NV- books and breakfast donated through philanthropy

Evaluations/ summaries of all parent activities Spread the Word schedule and evaluations

Administration and Leadership Team: Monthly – Parent Institutes, PreK, ECSE and KIDS parent trainings Bi-Monthly – Family Academic Nights Spread the Word NV – monthly

N/A

Comments:

4.3 Curriculum/Instruction/Assessment (Optional)Continuation From Last

Year: NCCAT-S Indicators:

All instructional staff members will implement: 1) A curriculum that is aligned with NVACS; 2) A routine collaborative process to analyze data to improve instruction; 3) A system for students to self-monitor progress based on specific and timely feedback.

Instructional Strategist Salary (1003(a): $49,004); Title I Learning Strategists & CSR Teacher ($225,000 – Title I budget); Certified Temporary Tutor ($14,300.00 - Title I budget);

lesson plans, long range plans, data analysis, assessments, student self-monitoring artifacts from literacy

1&3) Admin: quarterly observation notes and alignment to teacher lesson plans. 2) admin: monthly sampling of STPT agenda (September, November/December, January, February, April)

N/A

Comments:

4.4 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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

Title 1 $253,840.00 2 Learning Strategists providing Interventions, a teacher provides CSR, a certified temporary tutor, extra duty for parent involvement, and parent events Goals 1 and 2

Zoom $1,400,000

$25,000,000- Total funding for Zoom schools . Funding will provide for Pre-K half days, 4 days a week; Full Day Kindergarten; Reading Skills Center; Summer Academy Intersession; Professional Development; Recruitment/Retention Initiatives; and Family Engagement Opportunities. The intended outcome is to raise students with WIDA scores academic achievement.

Goals 1 and 2

21st Century CCLC $115,000 Provide after-school literacy support Goals 1 and 2

1003(a) Grant $112,839.46Licensed Prep Buyouts (1003(a): $39,928.00)

Licensed Staff Salary (1003(a): $49,004)Goals 1 and 2

Title I Set Aside $29,800Licensed Substitutes (Title I Set Aside: $10,000.00)

Licensed Extra Duty PD (Title I Set Aside: $19,800.00)Goals 1, 2 and 3



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.Administration reviews applicant highly qualified status via Softsearch, a human resources application process. During the interview process, administration presents prospective teachers with the philosophy and vision of Robert Lunt ES. The Professional Learning Community structure is designed to attract and maintain teachers through continual support for teaching and learning at all levels. Teachers are empowered through the Structured Teacher Planning Time structure to assess student understanding and determine strategies to facilitate increased student learning and achievement.

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 Parent Institutes, Parent Advisory Group meetings, and Family Academic Nights in all core content areas, the arts, and health/wellness inform parents of ways in which they can support the educational process and learn techniques for assisting with learning at home and in the classroom. Spread the Word Nevada, a partnership to promote literacy, provides books for families through monthly “Breakfast with Books” celebrations. Monthly Wellness Days involve families in fitness, and “Garden University” provides opportunities for families to engage in building and maintaining a community focus of healthy and nutritional lifestyle. All written information and presentations to families and community are provided in both English and Spanish.

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.).Teachers of record for Zoom Pre-Kindergarten, Early Childhood Special Education, and the local ABC school collaborate with Kindergarten teachers to facilitate classroom visits by students prior to entering Kindergarten. The counselor and fifth grade teachers collaborate with middle schools to facilitate registration and campus visits. The counselor arranges magnet school presentations and facilitates application processes, registration, and informational meetings. Continual dialog with feeder schools promotes awareness of program availability within the Performance Zone and facilitates transitions between schools.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The leadership team at Robert Lunt ES including Learning Strategists, Administration, and Grade Level Leaders, engage in continuous discourse regarding the identification of student strengths and areas of concern in relation to the Nevada Academic Content Standards. Grade level teams and Learning Strategists meet weekly to analyze assessment data and explore strategies to modify instruction. Grade level PLC Leaders meet monthly with administration, and the entire staff meets every other week. Topics of discussion include student achievement data and progress towards benchmark assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAvailable resources to Lunt ES include Title I, Title I(a), Title III (English Language Learner Program), 21st Century Collaborative Learning Center funds and business partnerships. School administrators and teacher leaders work together to ensure that all available funding sources are coordinated to provide effective teacher and student support. Administrators and the Leadership Team develop a long range School Performance Plan, including a professional development calendar, to address differentiated professional development for all staff.



APPENDIX A - Professional Development Plan

1.1A full-time Instructional strategist will: 1) Facilitate embedded PD during monthly full day STPT sessions (sub release) and weekly STPT (prep-buy-out) sessions using data to inform instruction, 2) Guide teachers in curriculum, instruction, assessment alignment and development of common assessments aligned with the NVACS, 3) Provide continuous PD during STPT meetings using the CASL Model, 4) Model lessons using instructional strategies identified during STPT. Additionally, Title I Learning Strategists will provide support for the STPT process.

Goal 1 Additional PD Action Step (Optional)

2.1A full-time Instructional strategist will: 1) Facilitate embedded PD during monthly full day STPT sessions (sub release) and weekly STPT (prep-buy-out) sessions using data to inform instruction, 2) Guide teachers in curriculum, instruction, assessment alignment and development of common assessments aligned with the NVACS, 3) Provide continuous PD during STPT meetings using the CASL Model, 4) Model lessons using instructional strategies identified during STPT. Additionally, Title I Learning Strategists will provide support for the STPT process. Zoom Initiatives: Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners


3.1The principal and assistant principal will participate in cultural competency training. This training will consist of face to face training, as well as online modules.


4.1A full-time Instructional strategist will: 1) Facilitate embedded PD during monthly full day STPT sessions (sub release) and weekly STPT (prep-buy-out) sessions using data to inform instruction, 2) Guide teachers in curriculum, instruction, assessment alignment and development of common assessments aligned with the NVACS, 3) Provide continuous PD during STPT meetings using the CASL Model, 4) Model lessons using instructional strategies identified during STPT. Additionally, Title I Learning Strategists will provide support for the STPT process.

Intervention Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Implement Parent Institutes and Family Academic Nights. Provide trainings to parents of PreK, ECSE, and KIDS (Autism) students

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Implement Parent Institutes and Family Academic Nights. Provide training to parents of Pre-K, ECSE, and KIDS (Autism) students Implement Spread the Word Nevada program to bring parents to school and participate in reading with students. Zoom Initiatives: Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.


3.2


4.2Implement Parent Institutes and Family Academic Nights. Provide trainings to parents of PreK, ECSE, and KIDS (Autism) students

Intervention Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percentage of third grade students proficient in reading.

Measurable Objective(s):

Increase the percent of 3rd - 5th Grade students that are proficient in reading from 20% to 35% by 2017, as measured by the state assessment SBAC.Increase the percent of K-5 grade students On Grade Level in reading from 12% to 32% by 2017 as measured by i-Ready 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

1.1


N/A

Progress

Barriers

Next Steps

1.2 Implement Parent Institutes and Family Academic Nights. Provide trainings to parents of PreK, ECSE, and KIDS (Autism) students N/A

Progress



Barriers

Next Steps

1.3 All instructional staff members will implement: 1) A curriculum that is aligned with NVACS; 2) A routine collaborative process to analyze data to improve instruction; 3) A system for students to self-monitor progress based on specific and timely feedback. N/A

Progress

Barriers

Next Steps

1.4 Zoom initiatives: Pre-K program, Full-Day Kindergarten, Zoom Reading Center, and Zoom Summer Academy 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 both reading and math.


Increase the percentage of third grade EL students who are on or above grade level in reading, as measured by SBAC, from 11% to 31% by June 2017.Increase the percentage of Kindergarten through second grade EL students who are on or above grade level in reading, as measured by iReady, from 9% to 50% by June 2017.Increase the percentage of EL students meeting AGP, as measured by ELPA, from 45.70% to 60.70% by June 2017.The percent of K-5 students On Grade Level in math will increase 10% from June 2016 to June 2017, as measured by i-Ready assessments.

StatusN/A

Comments:



2.1

A full-time Instructional strategist will: 1) Facilitate embedded PD during monthly full day STPT sessions (sub release) and weekly STPT (prep-buy-out) sessions using data to inform instruction, 2) Guide teachers in curriculum, instruction, assessment alignment and development of common assessments aligned with the NVACS, 3) Provide continuous PD during STPT meetings using the CASL Model, 4) Model lessons using instructional strategies identified during STPT. Additionally, Title I Learning Strategists will provide support for the STPT process. Zoom Initiatives: Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners

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2.2Implement Parent Institutes and Family Academic Nights. Provide training to parents of Pre-K, ECSE, and KIDS (Autism) students Implement Spread the Word Nevada program to bring parents to school and participate in reading with students. Zoom Initiatives: Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

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2.3 All instructional staff members will implement: 1) A curriculum that is aligned with NVACS, 2) A routine collaborative process to analyze data to improve instruction; 3) A system for students to self-monitor progress based on specific and timely feedback. N/A

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2.4 Zoom Initiatives: Zoom Pre-K: Zoom pre-K half days Mon-Thurs; Zoom Full-Day Kindergarten; Zoom Reading Center: 30 minutes additional Tier I literacy instruction; Zoom Summer Academy and Intersession Academy provide 17 additional days of instruction N/A

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


By April 2017, 95% of school-based administrators (deans, assistant principals, and principals) will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts.

StatusN/A

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3.1 The principal and assistant principal will participate in cultural competency training. This training will consist of face to face training, as well as online modules. N/A

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3.2 N/A

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3.3 N/A

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3.4 N/A

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Priority Need/InterventionsPriority Need/Interventions:4. Using data to inform instruction


Reduce the mathematics proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial super-group from xx% to xx%, by 2017, as measured by SBAC.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial super-group from xx% to xx%, by 2017, as measured by SBAC.Increase the percent of Kindergarten through fifth grade students on grade level in mathematics by 10% from June 2016 to June 2017, as measured by i-Ready assessments.

StatusOn Task

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4.1


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4.2 Implement Parent Institutes and Family Academic Nights. Provide trainings to parents of PreK, ECSE, and KIDS (Autism) students N/A

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4.3 All instructional staff members will implement: 1) A curriculum that is aligned with NVACS; 2) A routine collaborative process to analyze data to improve instruction; 3) A system for students to self-monitor progress based on specific and timely feedback. N/A

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4.4 N/A

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school performance plan - clark county school...

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