school performance plan - weebly

School Performance Plan

School NameMack, Nate ES

Address (City, State, Zip Code, Telephone):3170 Laurel Ave

Henderson, NV 89014-3138, (702) 799-7760

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: Elementary

Classification: 4 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 PositionShaari Stark Parent Lori Musa Teacher

Leslie Castleberry Teacher Traci Swank TeacherHolly Baugh Teacher Kelly Wright Teacher

Penny Bichsel Teacher Teresa Lopez TeacherNancy Heavey Administrator Kelly Epperson AdministratorNohemi Arias Teacher

Nevada Department of Education Mack, Nate ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/13/2016 Nevada Department of Education - June 2016

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

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

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

Stakeholder Survey Information Achievement Gap Data Achievement Gap DataStatewide Assessments Placement (Proficiency Levels) Individualized Education Programs (IEP)Interim Assessments Content/ESL Staffing and Professional Development Special Ed Policies and ProceduresNA Teacher/Administrator Observation Data Service Delivery ModelsNA NA Special Ed Staffing and Professional DevelopmentOther: 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.This year's achievement data from statewide assessments and interim assessments was derived from newly designed assessments (SBAC and Acuity) and thus can only be seen as benchmark data for measuring student progress moving forward. In 2015-16, our overall school proficiency for ELA was 69%, and for math was 64%. Our White, Asian, and Pacific Islander students continue to out-perform their minority classmates from Black, Hispanic and Multiethnic backgrounds. Our ELL subgroup appears to be increasing each year, while our IEP subgroup is more stable in number. During 2015-16, we provided more inclusion support than ever for IEP students, and many IEP students recorded significant academic gains. However, we continue to have low achievement form the overall LEP and IEP subgroups.

Stakeholder survey information indicates that students, parents and staff continue to have largely positive things to say about our school, although they were more positive in 2015 than in 2016.



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

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

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

Root Causes:Tier 1 instruction did not always include rigorous and differentiated learning opportunities. Tier 2 and Tier 3 instruction, although differentiated, did not always match students' deficits.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 65% to 75% by 2017 as measured by state assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

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

Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

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

is in progress or has occurred.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All teachers will participate in ongoing professional development in literacy, including but not limited to assessment, implementation of evidence-based best practices, intervention, collaboration, PLC's and parent engagement.

Necessary resources include: literacy team, learning strategist, professional development modules from IDPL, Novel Units and novels

Evidence will include sign-in sheets and materials from ongoing trainings and coaching sessions, as well as classroom observations and lesson plans to ensure implementation of lessons/ideas from trainings and coaching.

Administration will work with literacy team to plan and present essential trainings throughout the year; ongoing observations and lesson plan checks will ensure school-wide implementation.

N/A

Comments:

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

Responsible

Monitoring

Status



1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: For parent communication and parent education, teachers will utilize school and classroom websites, face to face conferences and Open House, family involvement nights, parent and T.O.T.S. (Teaching Our Toddlers to Succeed) workshops, email, phone calls and individualized assessment reports.

Necessary resources include: Weebly websites and up-to-date data to share with families at conferences 16-17 Title 1 Funds: instructional materials and refreshments for parent and T.O.T.S. workshops.

Websites, conference logs, plans/sign-in sheets from family nights and workshops, newsletters, assessment reports will be monitored and feedback provided by administrators, as appropriate.

Administrators and teacher leaders will plan workshops and monitor grade level teams' parent communication, providing support as needed.

N/A

Comments:

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

YesNCCAT-S Indicators:

Collaboration between and across grade levels will increase understanding of standards. Teachers will utilize exemplar texts, materials aligned with standards, and the literacy framework to deliver rigorous, standards-based content daily. They will scaffold instruction to differentiate for diverse learners. Teachers will build common assessments that align with standards.

Grade level teams will utilize regular collaboration time and time outside of the contracted day to unwrap standards, plan lessons, and write common assessments. Tools include: SBAC Interim Assessments, Engage New York, Literacy Modules, MyON, Novel Units 16-17 Title I Funds: Technology (laptops, iPads, websites such as Accelerated Reader, Accelerated Math, FastForward

Minutes from collaboration time, long-range and weekly plans, and common assessments/results will all serve as evidence of this action step.

Administrators will conduct regular observations and will monitor minutes from regular and specially-scheduled collaboration time (weekly and by quarter). Administration will collect copies of common assessments.

N/A

Comments:

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

Comments:




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

Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and a lower performing subgroups in math. (Subgroups at Mack: Highest performing are Asian, Caucasian, and Pacific Islander groups, and lowest performing are Black, Hispanic, and Multiracial)

Root Causes:Data suggests that many of the minority students at Mack are struggling academically. Some are receiving special education services, some tier 2 or tier 3 support, and some are not completing assignments on a regular basis--at home or at school. It appears that we have failed to successfully engage many of the minority students and their families in our school community.

Measurable Objective 1:Reduce the math proficiency gap between Nate Mack's highest performing subgroups (Asian, Caucasian, and Pacific Islander) and the lower performing subgroups (Black, Hispanic, and Multiracial), from 41 to a maximum of 20 by 2017 as measured by state 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.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:

NoNCCAT-S Indicators:



Teachers will work to develop engaging math lessons that utilize best practices for students of minority backgrounds.

RPDP: Teachers will participate in professional development in Number Talks to build students' number sense and increase their ability to work with numbers in a variety of ways. The professional development will include observation of model lessons, follow-up discussions as well as peer support and feedback. Each grade level team will participate in one model lesson and discussion as well as one peer lesson and feedback cycle each semester, as scheduled by administration.

Direct observation, lesson plans, and conferences will verify that teachers are utilizing their engaging math lessons on a regular basis.

RPDP personnel and administration will schedule model lessons. Teachers will establish own "critical friend" to observe and give feedback to. Observation/feedback forms and follow up conferences with administration will ensure teachers' engagement in the process.

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: Yes NCCAT-S Indicators: Staff will engage in research-based actions to increase family engagement of our minority students. We will recruit/train volunteers, plan/deliver workshops and attain 100% participation in parent conferences. Additionally, we will monitor attendance, providing intervention and incentives.

Mack's volunteer coordinator (volunteers), teacher leaders (workshops), classroom teachers (conferences), school counselor and school clerk (attendance) will all be instrumental in implementing this action step. 15-16 Title I Funds: instructional materials and refreshments for parent workshops

Artifacts will include volunteer calendars and training logs, workshop plans and sign-in sheets, conference attendance sheets, and attendance intervention logs and data.

The school administrators will ensure that volunteers are recruited and trained beginning in September; workshops are planned and delivered quarterly, conferences are completed in December, and attendance is monitored weekly.

N/A

Comments:

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

Year: NCCAT-S Indicators:

Teachers will utilize research-based strategies proven successful in use with minority students. Teachers will ensure that minority students receive interventions; specifically they will access tutoring, Fast Forward, learning lab, and Imagine Learning Club.

Teachers will need access to research-based strategies and feedback upon delivering them. Imagine Learning Club will be supported through ELL funding. 16-17 Title I Funds: Renaissance Learning software licenses; Certified Trained Tutor, Scootpad, FastForward Licenses

Artifacts will include observation, tutoring logs, learning lab sign-in sheets, and Imagine Learning Club attendance.

Administrators will be responsible for ensuring that the teaching takes place regularly after the professional development occurs (monthly). Administrators will also be sure students access tutoring, learning lab and Imagine Learning Club beginning in September and as needed through May.

N/A

Comments:

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



N/A

Comments:




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

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

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

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



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: The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Training materials from E&DD Equity and Diversity Education Department Liaison

Sign-in sheets, Teacher observation data (NEPF)

the principal is responsible for ensuring this action step takes place during the 2016-2017 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff.

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 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)

16-17 Title I & Parent Involvement Set-Aside $93,720

Instructional Personnel: library aide (extra hours), CTT for tier 2 and 3 interventions:Instructional Software: Accelerated Reader, Accelerated Math, STAR Reading, STAR Math, FastForward;

Technology: laptops, iPads, charding and security cartsFamily Engagement: Instructional materials and refreshments for parent trainings

Goals 1 and 2

ELL Funds $2.132 Imagine Learning Club after school 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.Our school attracts teachers that are effective and highly-qualified through the district's HR department, student teachers from Mack, and through our own staff. We have been able to screen, interview, and hire experienced teachers by utilizing the connections and relationships our current teachers maintain with others throughout the district. We have maintained a positive reputation for high standards and success. This encourages many high quality teachers to seek positions at our school.

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.Families receive weekly principal blogs outlining upcoming events, grade level highlights, school policies, and at-home activities that foster achievement. The school's website includes valuable links to educational websites, district and community resources, class news, grade level standards, staff email, and more. Information related to school and parent programs, meetings and policies is sent to parents in a format and language the parents understand. Campus Portal is available 24/7.

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 collaborate in vertical alignment teams to communicate expectations & ideas for student success across grades. Preschool teachers work closely with the kindergarten team to smoothly transition students by the end of their preschool year. Middle school teams visit our fifth graders, host our teachers, and invite fifth grade families to spend time at their schools. Transition activities occur in spring (concerts, field trips, shadowing opportunities, etc.), with summer academy follow up.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Our instructional team includes representatives from each grade level and department. This team makes researched-based decisions on assessment results after collaborating with their colleagues. We follow district, state and national guidelines (percentiles, emerging/ approaching/ meeting/ exceeding, etc.) for interpreting student success levels on AIMSweb, STAR assessments, DRA, CORE, and others. Grade level teams design common assessments aligned with the NVACS.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsNate Mack utilizes school achievement and growth data and reports that are provided through AARSI and the Nevada Department of Education for decision-making. We have received ELL grant funding for intervention instruction, federal funding for self contained special education classes (6), and Title I funds to ensure students and parents have educational resources available through our school. Full day kindergarten and class size reduction funds allow for relatively smaller classes in grades K to 3.



APPENDIX A - Professional Development Plan

1.1All teachers will participate in ongoing professional development in literacy, including but not limited to assessment, implementation of evidence-based best practices, intervention, collaboration, PLC's and parent engagement.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will work to develop engaging math lessons that utilize best practices for students of minority backgrounds.


3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.




APPENDIX B - Family Engagement Plan

1.2For parent communication and parent education, teachers will utilize school and classroom websites, face to face conferences and Open House, family involvement nights, parent and T.O.T.S. (Teaching Our Toddlers to Succeed) workshops, email, phone calls and individualized assessment reports.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Staff will engage in research-based actions to increase family engagement of our minority students. We will recruit/train volunteers, plan/deliver workshops and attain 100% participation in parent conferences. Additionally, we will monitor attendance, providing intervention and incentives.


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 65% to 75% 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

1.1 All teachers will participate in ongoing professional development in literacy, including but not limited to assessment, implementation of evidence-based best practices, intervention, collaboration, PLC's and parent engagement.

Progress

Barriers

Next Steps

1.2For parent communication and parent education, teachers will utilize school and classroom websites, face to face conferences and Open House, family involvement nights, parent and T.O.T.S. (Teaching Our Toddlers to Succeed) workshops, email, phone calls and individualized assessment reports.

Progress



Barriers

Next Steps

1.3Collaboration between and across grade levels will increase understanding of standards. Teachers will utilize exemplar texts, materials aligned with standards, and the literacy framework to deliver rigorous, standards-based content daily. They will scaffold instruction to differentiate for diverse learners. Teachers will build common assessments that align with standards.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and a lower performing subgroups in math. (Subgroups at Mack: Highest performing are Asian, Caucasian, and Pacific Islander groups, and lowest performing are Black, Hispanic, and Multiracial)


Reduce the math proficiency gap between Nate Mack's highest performing subgroups (Asian, Caucasian, and Pacific Islander) and the lower performing subgroups (Black, Hispanic, and Multiracial), from 41 to a maximum of 20 by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1 Teachers will work to develop engaging math lessons that utilize best practices for students of minority backgrounds.

Progress

Barriers

Next Steps

2.2Staff will engage in research-based actions to increase family engagement of our minority students. We will recruit/train volunteers, plan/deliver workshops and attain 100% participation in parent conferences. Additionally, we will monitor attendance, providing intervention and incentives.

Progress



Barriers

Next Steps

2.3 Teachers will utilize research-based strategies proven successful in use with minority students. Teachers will ensure that minority students receive interventions; specifically they will access tutoring, Fast Forward, learning lab, and Imagine Learning Club.

Progress

Barriers

Next Steps

2.4

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 The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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