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School Performance Plan

School NameGoynes, Theron H and Naomi D ES

Address (City, State, Zip Code, Telephone):3409 W Deer Springs Way

N Las Vegas, NV 89084, (702) 799-1770

Superintendent/Assistant Chief: Pat Skorkowsky / Kimberly Mangino

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: Initial

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionJanel Waldron Parent Stacie Nelson Principal

Shannon Bloom 2nd grade teacher Kerri Cruz 4th grade teacherMichelle Freter Learning Strategist Janel Rennie 1st grade teacher

Jodi Jackson 5th grade teacher Julie Maziarz Special education MCSDDJilene Kennedy Kindergarten Teacher Kelly Myers Assistant Principal

Linda Schweppe Specialist Catherine Hoo Third Grade Teacher

Nevada Department of Education Goynes, Theron H and Naomi D ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/01/2016 Nevada Department of Education - June 2016

Pearlene Esco Office Manager



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 Special Ed Policies and ProceduresStakeholder Survey Information Teacher/Administrator Observation Data Achievement Gap DataNA AMAOs/ELPA Analysis Individualized Education Programs (IEP)NA NA Special Ed Staffing and Professional DevelopmentOther: Average daily attendence rates Other: Other: Special education scheduling/service delivery modelsOther: Other: Other: Availability of curriculum for IEP students

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Goynes Elementary maintains a 3 Star status, reflected as the school's rating for the 2013-2014 school year. Using the Nevada School Performance Framework, along with the School. Overall proficiency in ELA and Mathematics on the SBAC for 2015-2016, were 60.20% and 52.25% respectively. As this was a baseline year there is only District-wide data for comparison. In comparison to District-wide performance of 46.31% in ELA and 31.35%, Goynes Elementary School exceeded District overall performance by 13.89% in ELA and 20.90% Math on the 2015-2016 SBAC.Accountability report, statewide assessments (5th Grade Science CRT) showed that Goynes Elementary School had a decrease in students demonstrating proficiency from the 2013-2014 schoolyear to the 2014-2015 school year. Overall, 11% of students fell in the Emergent/Developing range of achievement, 25% of students fell in the Approaches Standards range of achievement, 42%of students fell in the Meets Standards range of achievement, and 22% of students fell in the Exceeds Standards range of achievement. This represents a 9% decrease overall in the percentageof students meeting or exceeding standards in 5th Grade Science. This information will be shared with all teachers in grades K-5, along with the Read by 3 coaches and Science Specialist toassist with science instruction school-wide, including the NVACS/NGSS Science Standards and non-fiction text integration.The School Accountability Report showed that the Goynes Elementary Average Daily Attendance (ADA) rate for the 2014-2015 school year for all students was 95.70%, an increase of .30% fromthe 2013-2014 school year, and 95.8% in the 2015-2016 school year, an increase of .10% from the 2014-2015 school year. Additionally, the ADA rate for subgroups was analyzed to assist in closing the achievement gaps. The three year trend data of ADA rate for ELL students for the 2013-2014, 2014-2015, 2015-2016 school year showedan Average Daily Attendance Rate of 96.2%, 95.6%, and 95.3% respectfully. This trend demonstrates a decrease of ADA for ELL populations over the three years of .9%. The ADA rate for FRL students for the 2014-2015 school year showed a slight decrease of .20% from the previous school year. GoynesElementary is committed to raising the overall ADA rate as an integral part of raising overall student achievement and closing the achievement gaps.Special Education statewide assessment (CRT) data was analyzed using the NSPF and the School Accountability Report. IEP students showed a significant drop in overall ELA proficiency, with30% of students identified proficient in 2013-2014. This represents a 17% decrease from the previous school year. To assist in raising IEP student achievement, teacher and administratorobservation data was used as well. Special Education procedures (whole school), specifically special education scheduling and the availability of the grade level, standards based curriculum forIEP students were discussed. The Goynes Master Schedule was adjusted to ensure smooth transitions from inclusion classrooms to the resource rooms, and additional inclusion classrooms wereadded to grades K-5 to accommodate the large number of identified IEP students in those grade levels. Special Education professional development scheduled for the 2015-2016 focuseson data collection, organization, and analysis, to ensure data driven instruction in the general education setting as well as the resource room.WIDA reports were used to assist teachers and the learning strategist in differentiating instruction for students based on the areas of strength and needs outlined in the school-wide andindividual student reports. Classroom teachers work with the learning strategist and PZ2 coach to improve instruction in the classroom. The learning strategist plans lessons and activities forafter-school tutoring for identified ELL students using the individual student WIDA reports as well.



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:Previous reporting on statewide ELA assessments showed 3rd grade proficiency scores were 67.5% in 2012, 66.89% in 2013, and 65.99 in 2014. ELA proficiency for Hispanics was 58.97% 2012, and 47.83 in 2014. Caucasian scored 79% in 2012, and 73.9% in 2014. ELA SBAC for 2015-2016 results showed an overall proficency rate of 60.20%. LEP subgroup scored 17.46%, while the non LEP subgroup scored 53.88%. In addition, the Hispanic subgroup scored 37.46% and the Black subgroup scored 28.31% in comparison to the Caucasian subgroup score of 63.10% . This shows a lack of progress in these sub-groups. This may indicate a lack of aligned curriculum resources, inconsistent instructional delivery of the NVACS, and a lack of understanding of the CCSD Literacy Framework and the NEPF Standards. Staff Survey results, bi-weekly staff meetings, and Leadership Team meetings indicate a need for additional curriculum materials. A need for professional development on the NVACS, CCSD Literacy Framework, curriculum materials, and the NEPF instructional standards was expressed by teachers and staff.

Measurable Objective 1:Increase the percentage of 3rd grade students proficient in reading from 57.93% to 62% in 2017, 66% in 2018, and 70% by 2019 as measured by state-wide 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: 1. Provide professional development and coaching to implement the NEPF. 2. Provide professional development on the CCSD Literacy Framework, NVACS, and curriculum materials. 3. Provide professional development on ReadyGen curriculum 4. Read by 3 coaches for implementation.

Administration (Principal & Assistant Principal) Read by 3 Coaches General Budget Funds needed and Read by 3 grant: ($81,000.00 grant funds)

Teacher Lesson Plans, Teacher Observations, Pre and Post Conference forms, Administration SupervisionLog, PLC/RTI Meeting Logs, Site-Based Collaboration Time, and Staff Meeting Agendas, IDPL Staff Development Day training materials/agendas, Read by 3 Coach Logs, student attendance data, AIMSweb progress data, staff self-reflection, SBAC interim data, statewide assessment data

Administration (Principal & Assistant Principal) Read by 3 Coaches Teachers

On Task

Comments:Instruction will be based on the NV Educator's Performance Framework, Nevada Academic Content Standards, and the CCSD Literacy Framework. The administration will make effort to purchase



a new reading materials needed by the teachers and staff to provide high-quality instruction to students, and support the use of such materials and resources through professional development.

Action Step Resources and Amount Needed List Artifacts/Evidence

Timeline and

Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Promote Infinite Campus to provide families with progress data. 2. Lead Parent Conferences that review student progress data. 3. Provide curriculum information to parents during Open House and at the school-wide Academic Night. 4. Provide parents data about their child's attendance/tardy status and academic progress throughout the school year. 5. Inform parents of ELL tutoring opportunity 6. Invite parents to attend informational sessions during AB 394 meetings and PTA meetings 7. Clearly communicate the CCSD Attendance Policy and the Goynes Attendance Incentive Plan.

Infinite Campus CCSD Partners for Achievement AIMSweb Teachers Administration Instructional Aides Read by 3 Coaches Counselor Resource Specialists Goynes ES Parents and Teachers Together Association Goynes ES Attendance Procedures and Attendance Incentive Plan Implementation funding source: General Budget, PTA budget, and PBIS grant

Academic Night agendas/schedules Teacher Progress Reports Administration/Office log of RPC conferences (attendance and tardies) Parent surveys/feedback Teacher communication/contact logs Student progress data in AIMSweb and Infinite Campus Parent Sign in Sheet for Conferences Parent Sign in Sheet for Information Meetings. Parent Surveys Parent permission for ELL tutoring

Administration Teachers Clerk/Registrar Office Manager Counselor Read by 3 Coach

On Task

Comments:According to staff survey results, additional curriculum materials are needed to provide high-quality, differentiated instruction to all students based on the NVACS the CCSD Literacy Framework, and the NEPF. ELL tutoring will be offered for identified K-5 students to improve literacy and language skills.

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Purchase additional curriculum materials to support instruction. 2. Provide professional development on the NVACS, CCSD Literacy Framework, and the NEPF. 3. Provide professional development on SBAC interims and reports 4.Provide consistent intervention through RtI and CTT support. 5. Progress monitor identified students on a monthly/weekly basis 5. Implement ELL Grant tutoring

Administration (Principal & Assistant Principal) PZ 2 Instructional Coach Teachers Curriculum materials and resources Learning Strategist Resource Specialists School Aides IDPL trainings and materials Funding Source: General Budget ($46,000.00 CTT and $81,000 ReadyGen)and PASS Grant ($9,000.00)

Lesson Plans Administrative Observations and Pre/Post Conference Documents AIMSweb student data PASS data RTI Assessment Data PLC/ RTI Logs and notes Statewide assessment results Acuity Assessment reports Staff survey results Staff development day agendas Staff meeting agendas IDPL training agendas and materials

Administration (Principal & Assistant Principal) Teachers Read by 3 Coaches Resource Specialists School Aides PASS tutors Funding Source: General Budget

On Task

Comments:According to staff survey results, additional curriculum materials are needed to provide high-quality, differentiated instruction to all students based on the NVACS the CCSD Literacy Framework, and the NEPF. ELL tutoring will be offered for identified K-5 students to improve literacy and language skills.

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



N/A

Comments:




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

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

Root Causes:Previous data on statewide ELA assessments shows 3rd grade proficiency scores were 67.5% in 2012, 66.89% in 2013, and 65.99% in 2014. ELA proficiency for Hispanics was 58.97% 2012, and 47.83% in 2014. Caucasian scored 79% in 2012, and 73.9% in 2014. ELA SBAC for 2015-2016 results showed an overall proficency rate of 60.20%. LEP subgroup scored 17.46%, while the non LEP subgroup scored 53.88%. In addition, the Hispanic subgroup scored 37.46% and the Black subgroup scored 28.31% in comparison to the highest performing district subgroup score of 56.83%. This shows a lack of progress in these sub-groups. Additionally, data on statewide Math assessments shows a decrease in math proficiency from the 2012-2013 school year to the 2013-2014 school year for the FRL (13%), African American (6%), Hispanic (4%), and Two or More Races (13%) subgroups. This may indicate a inconsistent delivery of culturally competent instruction, a lack of curriculum materials in ELA and Math, the need for professional development on the CCSD Literacy Framework and the NEPF Standards. Additionally, there may be a need to improve ADA rates for identified subgroups, including Hispanic, ELL, FRL, and IEP.

Measurable Objective 1:Reduce the math proficiency gap between the District highest performing subgroup and Goynes Elementary School's lowest performing ethnic/racial subgroup by 15% from 28.76% to 24% by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and Goynes Elementary School's lowest performing ethnic/racial subgroup by 15% from 31.06% to 26% by 2017 as measured by state assessments.

Measurable Objective 3:Increase the overall ADA rate to 96% or better.

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


Monitoring

Status

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



1. Increase the ADA rates of all subgroups to 96% or better. 2. Professional development and collaboration to align programs with NVACs and develop a cohesive implementation and understanding across all grade level instruction.

Administration (Principal & Assistant Principal), Read by 3 Coachees, Teachers, Resources Specialist, curriculum resources and tools, Planning schedule Implementation funding source: General Budget, Grant funds- Read by 3 monies for full time coaching position

Teacher Lesson Plans, Teacher Observations, Administration Log, PLC/RTI Meeting Logs, Site Based Collaboration Time and Staff Meeting Agendas, Teacher Intervention Logs, Read by 3 Coaches Logs, agendas and materials, AIMSweb data, statewide assessment data.

Administration (Principal & Assistant Principal) Read by 3 Coaches Grade Level and RtI chairs

N/A

Comments:Instruction will be based on the NV Educator's Performance Framework, the CCSD Literacy Framework, and Nevada Academic Content Standards, and professional development will focus on supporting teachers and staff in those areas. Additional curriculum resources may be purchased according to teacher surveys, and professional development will be planned to meet the needs of the teachers in implementing such resources effectively with alignment to the NVACS. PBIS professional development will be scheduled throughout the school year to increase cultural competencies.

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1.Implement Infinite Campus to provide families with progress data. 2.Lead Parent Conferences that review student progress data. 3.Provide curriculum information at Academic Night. 4.Provide parents data about their child's attendance/tardy status and academic progress throughout the school year. 5. Communicate the CCSD Attendance policy and Goynes Attendance Incentive Plan. 6. AB394 meetings and monthly PTA meetings to engage parents in site decision making. 7. Share programing information and resources during parent conferences, parent nights, and PTA meetings.

Infinite Campus CCSD Partners for Achievement and Academic Night materials AIMSWeb Teachers Administration Instructional Aides Read by 3 Coaches Counselor Resource Specialists School Clerk Goynes ES Parent And Teacher Association Goynes ES Attendance Procedural Rubric Attendance incentives (class and individual) Implementation funding source: General Budget and GPATT

Returned, signed student progress reports Student progress data in AIMSweb and Infinite Campus Parent Sign in Sheet for Conferences Academic Night agendas/schedules Parent Sign in Sheet for Information Meetings Parent Surveys

The following individuals are responsible for implementing the action steps: Administration (Principal and Assistant Principal) Teachers Clerk/Registrar Librarian Read by 3 Coaches Counselor

On Task

Comments:Specifically work with families to support advocacy, parental involvement, and encourage student academic growth. Additionally, Goynes Elementary will work closely with students and parents to improve overall ADA rates and reduce the number of student tardies.

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Implement adopted curriculum programs aligned with the NVACS. 2. Implement RTI procedures. 3. Implement student intervention groupings schoolwide. 4. Progress monitor students on a weekly basis using AIMSWeb. 5. Implement ELL Imagine Learning tutoring. 6. Review each student's Acuity assessment results

Administration (Principal & Assistant Principal) Learning Strategist PZ 2 Instructional Coach Teachers Curriculum resources and materials Certified Temporary Tutors ELL Tutors Resource Specialists School Aides Funding Source: General Budget and ELL funds

Lesson Plans Teacher observations, pre and post conferences School-wide Intervention Schedule Administrative Observations and Pre/Post Conference Documents AIMSweb student data RTI Data ELL Imagine Learning Attendance Sheets PLC/ RTI Logs and notes Acuity Assessment Data

Those who will ensure this occurs: Administration (Principal & Assistant Principal), Read by 3 Coach, ELL Tutors, Certified Temporary Tutors, Funding Source: General Budget and ELL funds

On Task

Comments:AIMSWeb, SBAC interims, and statewide assessment data will be used in conjunction with classroom assessment data and teacher observations to assist teachers in planning and delivering high-quality, differentiated instruction for all students. Additional curriculum resources may be purchased to support teachers and students.



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 Tier I Universal School-Wide Positive Behavior Intervention Systems (SWPBIS) across campus.

Root Causes:Challenges Goynes Elementary School face include a lack of system and structures to address school-wide expectations, staff surveys indicated that 100% of staff felt that communication of expectations throughout the school site was a concern. This disconnect in communication and a lack of cultural competencies when addressing students of various backgrounds created a disproportionate number of discipline referrals within our population of black students resulting in 31% of Required Parent Conferences being held with 14% of our population. Implementing structures and systems within the Positive Behavior Interventions and Support (PBIS) system will provide Goynes Elementary School with tools to inspire staff and students to achieve higher levels of performance with the high expectations agreed upon school-wide. Students benefit when behavioral expectations are phrased positively, consistent school-wide, taught explicitly, and appropriate behaviors are reinforced.

Measurable Objective 1:During the 2016-2017 school year Goynes Elementary School will increase the Fall SWPBIS rating from 12% to 80% as measured by school-wide Tiered Fidelity Inventory.

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


Monitoring

Status

3.1 Professional Development (Required)Continuation From Last Year:

NoNCCAT-S Indicators:



1.Administration and PBIS team will attend 4-day training to address PBIS and social emotional development. 2. Administration and lead team will complete the initial roll-out of the new systems for the entire Goynes staff. 3. Four additional 1- day trainings are planned for administration and team members throughout the 2016-2017 school year. 4. Quarterly data reviews school-wide and monthly team meetings to analyze current data trends to revise systems as needed.

District and State Level Trainings, instructional materials from trainings including Sanford Harmony, Data Support and training follow up provided by the CCSD PBIS Coordinator/External Coach School Funding Source: General Budget, Grant Funding and SGF

Staff Pathlore Transcripts, Sign in Orientation Day (licensed and support), Monthly Meeting agendas/sign ins, and Quarterly Meeting agendas/sign ins.

Tier I implementation for the 2016-2017 school year. Administration (Principal and AssistantPrincipal) All staff school-wide CCSD PBIS Coordinator/External Coach

N/A

Comments:Goynes Elementary School is seeking to inspire students and staff to higher levels of performance through the conversion of the school climate with a focus on improving student attitudes and behaviors of all student sub-groups and teacher performance levels, leading to a higher performing school. We plan to create a high performance school culture, refined by implementation of a Positive Behavior Intervention and Support (PBIS) intended to address climate issues within the school. Our staff will work to incorporate relevance and high expectations in instruction with the goal of motivating and engaging students to desire and attain higher academic achievement. We will develop common building and classroom behavioral norms to provide a learning environment free from distractions, allowing students to maximize academic achievement. Positive Behavior Interventions and Support (PBIS) will be used as a systemic, integrated approach to guide appropriate student behavior, decreasing discipline referrals, truancy, and suspensions. Our goal is to increase academic performance, student perception of the school and staff, effective instruction, and family engagement.

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: 1. Promote the "Be Kind" initiative on a daily basis. 2. Seek parent volunteers to support the "Gotcha" program and provide reinforcements to students who have earned them on redemption days. 3. Seek parent and student input on items available throughout the reward system.

Administration, Teachers, School Counselor, Parents, and Students throughout the 2016-2017 school year PBIS materails funding sources: General Budget, SGF, PBIS Grant "Be Kind" materials Funding sources: General Budget and SGF

Be Kind recognition certificates School counselor classroom lessons Administrator, teacher, and staff observations in classrooms and across the school campus. Student discipline referrals Parent/Student conferences. Student council and PTA meeting agendas. Monthly redemption days.

Administration, PBIS team

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)

GPATT 0GPATT funds will be used to organize parent engagement activities. These funds do not flow directly through the school budget, and are managed by the PTA. Goynes Elementary is committed to improving student attendance and overall student performance.

Goals 1 and 2

General Budget 46,000 Funding of Certified Temporary Tutors for intervention to close the achievement gaps. Goals 1 and 2

PBIS Grant 1000 Provide student incentives and funding support for materials to implement School Wide Positive Behavior Intervention Supports Goal 3

Read by 3 Grant Funds 81,000 Provide funding for a full time Read by 3 coach to refine literacy instructional practices with an emphasis on early intervention K-3. Goals 1 and 2

ELL funding 2983.75 Provide additional language supports and instruction to students who have demonstrated a lack of proficiency on the WIDA. Goals 1 and 2

Technology Funding 503 Support managing the school website to maintain open parent communication and enrichment activities for students during hour of code. Goals 1, 2 and 3



APPENDIX A - Professional Development Plan

1.11. Provide professional development and coaching to implement the NEPF. 2. Provide professional development on the CCSD Literacy Framework, NVACS, and curriculum materials. 3. Provide professional development on ReadyGen curriculum 4. Read by 3 coaches for implementation.

Goal 1 Additional PD Action Step (Optional)

2.11. Increase the ADA rates of all subgroups to 96% or better. 2. Professional development and collaboration to align programs with NVACs and develop a cohesive implementation and understanding across all grade level instruction.


3.11.Administration and PBIS team will attend 4-day training to address PBIS and social emotional development. 2. Administration and lead team will complete the initial roll-out of the new systems for the entire Goynes staff. 3. Four additional 1- day trainings are planned for administration and team members throughout the 2016-2017 school year. 4. Quarterly data reviews school-wide and monthly team meetings to analyze current data trends to revise systems as needed.




APPENDIX B - Family Engagement Plan

1.21. Promote Infinite Campus to provide families with progress data. 2. Lead Parent Conferences that review student progress data. 3. Provide curriculum information to parents during Open House and at the school-wide Academic Night. 4. Provide parents data about their child's attendance/tardy status and academic progress throughout the school year. 5. Inform parents of ELL tutoring opportunity 6. Invite parents to attend informational sessions during AB 394 meetings and PTA meetings 7. Clearly communicate the CCSD Attendance Policy and the Goynes Attendance Incentive Plan.

Goal 1 Additional Family Engagement Action Step (Optional)

2.21.Implement Infinite Campus to provide families with progress data. 2.Lead Parent Conferences that review student progress data. 3.Provide curriculum information at Academic Night. 4.Provide parents data about their child's attendance/tardy status and academic progress throughout the school year. 5. Communicate the CCSD Attendance policy and Goynes Attendance Incentive Plan. 6. AB394 meetings and monthly PTA meetings to engage parents in site decision making. 7. Share programing information and resources during parent conferences, parent nights, and PTA meetings.


3.21. Promote the "Be Kind" initiative on a daily basis. 2. Seek parent volunteers to support the "Gotcha" program and provide reinforcements to students who have earned them on redemption days. 3. Seek parent and student input on items available throughout the reward system.




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percentage of 3rd grade students proficient in reading from 57.93% to 62% in 2017, 66% in 2018, and 70% by 2019 as measured by state-wide assessments.

StatusN/A

Comments:

1.1 Professional Development: Instruction will be based on the NV Educator's Performance Framework, Nevada Academic Content Standards, and the CCSD Literacy Framework. The administration will make effort to purchase a new reading materials needed by the teachers and staff to provide high-quality instruction to students, and support the use of such materials and resources through professional development.1.2 Family Engagement: According to staff survey results, additional curriculum materials are needed to provide high-quality, differentiated instruction to all students based on the NVACS the CCSD Literacy Framework, and the NEPF. ELL tutoring will be offered for identified K-5 students to improve literacy and language skills.1.3 Curriculum/Instruction/Assessment: According to staff survey results, additional curriculum materials are needed to provide high-quality, differentiated instruction to all students based on the NVACS the CCSD Literacy Framework, and the NEPF. ELL tutoring will be offered for identified K-5 students to improve literacy and language skills.1.4 Other:

Mid-Year End-of-Year

1.11. Provide professional development and coaching to implement the NEPF. 2. Provide professional development on the CCSD Literacy Framework, NVACS, and curriculum materials. 3. Provide professional development on ReadyGen curriculum 4. Read by 3 coaches for implementation.

On Task

Progress

Barriers

Next Steps

1.2

1. Promote Infinite Campus to provide families with progress data. 2. Lead Parent Conferences that review student progress data. 3. Provide curriculum information to parents during Open House and at the school-wide Academic Night. 4. Provide parents data about their child's attendance/tardy status and academic progress throughout the school year. 5. Inform parents of ELL tutoring opportunity 6. Invite parents to attend informational sessions during AB 394 meetings and PTA meetings 7. Clearly communicate the CCSD Attendance Policy and the Goynes Attendance Incentive Plan.

On Task



Progress

BarriersNext Steps

1.31. Purchase additional curriculum materials to support instruction. 2. Provide professional development on the NVACS, CCSD Literacy Framework, and the NEPF. 3. Provide professional development on SBAC interims and reports 4.Provide consistent intervention through RtI and CTT support. 5. Progress monitor identified students on a monthly/weekly basis 5. Implement ELL Grant tutoring

On Task

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 both reading and math.


Reduce the math proficiency gap between the District highest performing subgroup and Goynes Elementary School's lowest performing ethnic/racial subgroup by 15% from 28.76% to 24% by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and Goynes Elementary School's lowest performing ethnic/racial subgroup by 15% from 31.06% to 26% by 2017 as measured by state assessments.Increase the overall ADA rate to 96% or better.

StatusN/A

Comments:

2.1 Professional Development: Instruction will be based on the NV Educator's Performance Framework, the CCSD Literacy Framework, and Nevada Academic Content Standards, and professional development will focus on supporting teachers and staff in those areas. Additional curriculum resources may be purchased according to teacher surveys, and professional development will be planned to meet the needs of the teachers in implementing such resources effectively with alignment to the NVACS. PBIS professional development will be scheduled throughout the school year to increase cultural competencies.2.2 Family Engagement: Specifically work with families to support advocacy, parental involvement, and encourage student academic growth. Additionally, Goynes Elementary will work closely with students and parents to improve overall ADA rates and reduce the number of student tardies.2.3 Curriculum/Instruction/Assessment: AIMSWeb, SBAC interims, and statewide assessment data will be used in conjunction with classroom assessment data and teacher observations to assist teachers in planning and delivering high-quality, differentiated instruction for all students. Additional curriculum resources may be purchased to support teachers and students.2.4 Other:


2.1 1. Increase the ADA rates of all subgroups to 96% or better. 2. Professional development and collaboration to align programs with NVACs and develop a cohesive implementation and understanding across all grade level instruction. On Task

Progress

Barriers



Next Steps

2.2

1.Implement Infinite Campus to provide families with progress data. 2.Lead Parent Conferences that review student progress data. 3.Provide curriculum information at Academic Night. 4.Provide parents data about their child's attendance/tardy status and academic progress throughout the school year. 5. Communicate the CCSD Attendance policy and Goynes Attendance Incentive Plan. 6. AB394 meetings and monthly PTA meetings to engage parents in site decision making. 7. Share programing information and resources during parent conferences, parent nights, and PTA meetings.

On Task

Progress

Barriers

Next Steps

2.31. Implement adopted curriculum programs aligned with the NVACS. 2. Implement RTI procedures. 3. Implement student intervention groupings schoolwide. 4. Progress monitor students on a weekly basis using AIMSWeb. 5. Implement ELL Imagine Learning tutoring. 6. Review each student's Acuity assessment results

On Task

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the Tier I Universal School-Wide Positive Behavior Intervention Systems (SWPBIS) across campus.


During the 2016-2017 school year Goynes Elementary School will increase the Fall SWPBIS rating from 12% to 80% as measured by school-wide Tiered Fidelity Inventory.

StatusN/A

Comments:

3.1 Professional Development: Goynes Elementary School is seeking to inspire students and staff to higher levels of performance through the conversion of the school climate with a focus on improving student attitudes and behaviors of all student sub-groups and teacher performance levels, leading to a higher performing school. We plan to create a high performance school culture, refined by implementation of a Positive Behavior Intervention and Support (PBIS) intended to address climate issues within the school. Our staff will work to incorporate relevance and high expectations in instruction with the goal of motivating and engaging students to desire and attain higher academic achievement. We will develop common building and classroom behavioral norms to provide a learning environment free from distractions, allowing students to maximize academic achievement. Positive Behavior Interventions and Support (PBIS) will be used as a systemic, integrated approach to guide appropriate student behavior, decreasing discipline referrals, truancy, and suspensions. Our goal is to increase academic performance, student perception of the school and staff, effective instruction, and family engagement. 3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1

1.Administration and PBIS team will attend 4-day training to address PBIS and social emotional development. 2. Administration and lead team will complete the initial roll-out of the new systems for the entire Goynes staff. 3. Four additional 1- day trainings are planned for administration and team members throughout the 2016-2017 school year. 4. Quarterly data reviews school-wide and monthly team meetings to analyze current data trends to revise systems as needed.

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3.2 1. Promote the "Be Kind" initiative on a daily basis. 2. Seek parent volunteers to support the "Gotcha" program and provide reinforcements to students who have earned them on redemption days. 3. Seek parent and student input on items available throughout the reward system. N/A

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3.3 N/A

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3.4 N/A

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