school performance plan · sgf) - $500 - attendance brag tags (funded through sgf) - $500 teacher...

School Performance Plan

School NameLundy, Earl B ES

Address (City, State, Zip Code, Telephone):4405 Yellow Pine Ave

Mt Charleston, NV 89124, 7028725438

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

Classification: 5 Star

NCCAT-S: Not Required

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

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

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

Name of Member Position Name of Member PositionKatie Vanek Parent William Green ParentShari Dilger Parent Brian Wiseman Principal

Debra Harpster Responsible Teacher Jennifer Lawrence Teacher

Nevada Department of Education Lundy, Earl B ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/05/2019 Nevada Department of Education - June 2017

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) N/A Nevada School Performance Framework (NSPF)Formative Assessments Practice NA NANA NA NANA NA NANA NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.The 2018-2019 school year was the first year, under the revised Nevada School Performance Framework (NSPF), that Lundy Elementary School received a star rating. With an adjusted index score of 88.4, Lundy was recognized as a 5-Star school. In ELA, the school’s proficiency percentage on the SBAC increased from 90% in 2017-2018 to 100% in 2018-2019. In math, proficiency levels dropped slightly from 50% in 2017-2018 to 37.5% in 2018-2019 (8 students were tested). The pooled proficiency rate, which includes science, increased from 59% in 2017-2018 to 68.4% in 2018-2019.

Students at Lundy ES demonstrated exceptional growth in both ELA and math. The school’s Median Growth Percentile (MGP) was 78 in ELA and 76 in math. 91.5% of students met their ELA growth targets and 50% of students met their math targets.

The primary concern at Lundy ES continues to be attendance. Chronic absenteeism has increased in each of the last three years, from 15.3% in 2016-2017, to 16.6% in 2017-2018, and finally to 18.6% in 2018-2019.



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:All students will increase proficiency in math from 37.5% to 50% by 2020 as measured by state summative assessments.

Root Causes:With a recent upgrade in internet access, coupled with all of the most current curriculum available, Lundy ES now has all of the tools necessary to show the needed growth in all academic areas. While the level of proficiency (37.5%) in math is not where it needs to be, students are showing growth. The schools Median Growth Percentile (MGP) in math is 76, and 50% of students met their growth targets. Both of those numbers a significantly above the CCSD average. For the past three years, the staff at Lundy have been using a formative assessment tool that has not yielded the anticipated results, thus resulting in teachers using inaccurate data to drive instruction. With the district-wide implementation of MAP, Lundy is no longer using the previous formative program (Evaluate), and now will be able to make more targeted interventions based off of accurate data.

Measurable Objective 1:Increase the percentage of 3rd - 5th grade students who met their growth target from 50% to 75% as measured by the SBAC.

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:



Additional professional development will be provided to both teachers in the Everyday Math program and ALEKS. Additional resources will be studied and purchased if appropriate.

-Professional development for Everyday Math is provided by the vendor and is included in the cost of the purchase of the program. The math teacher at Lundy will attend the training, which will be set up by the principal. -$22/hr money (approximately $880 total) to train the two teachers and pay the Instructional Technology Specialists on the implementation of online programs. To be paid for out of the general fund. Approximately 10 hours of training needed, established by the principal, and the materials needed include internet access and Chromebooks (already in place at the school).

-Sign-in sheets for $22/hr trainings -Everyday Math PD will include sign-in sheets and post-training evaluation

-Everyday Math PD - principal, training will occur in late spring/early fall 2019. Ongoing training will be available as needed.

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and

Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

The SOT and students will create a minimum of two "Math Events" (time during the day TBD) where students will invite parents to school to demonstrate what they are learning in school about math. The teacher will then review strategies parents can use at home to help their students with their math homework. Now that formative assessment tools are in place, feedback/guidance to parents can be very specific to conceptual strengths and weaknesses. Admin will host a BBQ.

-$100 for BBQ food - provided by the PTO

-Parent surveys following the math events (twice per year)

-Math BBQ - twice per year (admin, SOT)

N/A

Comments:

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

YesNCCAT-S Indicators:

-Inclusion of balanced math workshops that include the following three components: 1) Conceptual Understanding; 2) Computational & Procedural Fluency; and 3) Problem Solving & Application -Implementation of math workshop structures to support balanced math through whole group instruction, small group instruction, rotations & stations, and online practice -Develop and implement a comprehensive list of best practices and resources including mathematical discourse, number talks, and other mathematically rich and challenging problem-solving tasks -Everyday Math -ALEKS -Prodigy

-Everyday Math - used by the classroom teacher on a daily basis, materials are already in place and program has already been purchased out of the school's general budget. -Prodigy Math - principal/teachers, supplemental math program to be used as determined by teacher, Chromebooks and internet service needed, annual subscription for the entire school will be approximately $825 to be paid for out of the school's general fund.

-Everyday Math - classroom observations/lesson plan reviews/student work samples -Formative Assessments - monthly reports provided -Teacher lesson plans -Student work samples -Classroom observations

-Everyday Math - classroom teacher/admin (daily) -Formative Assessments - classroom teacher/admin (monthly) -Implementation of balanced math - implemented by teacher (daily/weekly/monthly) and supported by the administration

N/A

Comments:



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

Comments:





Priority Need/Goal 2:Reduce the percentage of students chronically absent from 18.6% to 12% by 2020 as measured by CCSD Datalab, and reported on the NSPF.

Root Causes:While the root causes for chronic absenteeism are often outside the realm of what the school can control, the rate of chronic absenteeism is very high at Lundy ES and is therefore impacting student learning. The most recent data available on the School Performance Framework indicates that the chronic absenteeism rate for Lundy ES is 18.6%, meaning that 18.6% of Lundy ES students missed school 10% or more during the previous school year. In a 180 school year, that means that these students missed at least 18 days of school, which equates to nearly four weeks of instruction. The school had decided to make this measurement a point of emphasis and take proactive steps to increase student attendance. The belief of the staff is that every step needs to be taken to ensure that students feel welcomed and respected in school and that parents are taught the importance of regular school attendance. A root cause specific to school staff for past rates of chronic absenteeism are related to the fact that school staff have felt that it is not their responsibility to check on students and make sure they're in school. With a shift in thinking, all staff are working on becoming more invested in these students and their attendance, working with their parents, and taking atypical measures to ensure students are in school as much as possible.

Measurable Objective 1:On a monthly basis, students who have been identified as chronically absent will reduce from 18.6% to 15% as measured by Infinite Campus.

Monitoring Status

N/A


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

Resources and Amount

Needed for Implementation(people, time, materials,

funding sources)

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

step is in progress or has occurred.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators:



As Lundy is a sister school to Indian Springs, the Indian Springs Thunderbirds Attendance Plan (TAP) will be implemented at Lundy to identify students who have demonstrated poor attendance as monitored through Infinite Campus. The TAP monitor will send weekly updates of chronically absent students and create a contract between the parents and student, and attendance will be closely monitored. All students will receive attendance incentives for positive attendance. Home visits will be conducted by CCSD Attendance Officer and IS School Social Worker with intent on sharing effects of chronic absenteeism and its effects.

-One prep buyout (funded through HOPE2) - $7,500 - Weekly Treasure Chest Incentives (funded through SGF) - $500 - Attendance Brag Tags (funded through SGF) - $500

Teacher monitoring the TAP program will: -create and maintain a TAP caseload -document all parent and student interactions -Send weekly updates of chronic absentees -monitor attendance weekly -meet with students weekly -provide appropriate rewards -intervene through student and parent conferences for all absences

-IC Chronic absenteeism reports- Weekly, Hope2 Teacher -Home Visits- Weekly, SSW and Attendance Officer -Positive Attendance Incentives- Weekly, Classroom Teacher -Positive Attendance Incentives- Monthly, ES Clerk and Assistant Principal Progress will be monitored weekly and submitted to the HOPE2 office three times per 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: NoNCCAT-S Indicators:

-Teachers are required to make 2 positive phone calls home per week -Teachers are required to call home whenever a student's grade falls below a "C" -Teachers require daily monitoring of a reading log, which includes students reading and parents signing the logs -To increase parent involvement, the school will host two student-centered literacy nights per year

-Parent phone calls are made during teacher prep time or before/after school, no funding needed. -Reading logs are given out by teachers and monitored weekly or daily (teacher preference). No funding needed. -Parent engagement activities will involve the SOT, students, and classroom teachers. Materials needed include books for students ($2,000 from general fund) and approximately $400 (from SGF) for food for parents. Teachers will be paid $22/hr for attendance (approximately $1,200) out of the general fund.

-Teacher call logs -Student reading logs -Parent surveys to be completed following the parent engagement nights

-Reading logs - daily/weekly (classroom teacher) -Parent engagement activities - twice per year (staff, admin, SOT members) -Parent contact logs - monthly, collected by admin

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: NoNCCAT-S Indicators:

No curriculum or instruction are required, but the effectiveness of the program will be determined by assessing the increase of student attendance through Infinite Campus.

The only resource needed is Infinite Campus, which is provided to the school at no cost through CCSD.

Weekly attendance reports.

Both teachers who have sold their preps through HOPE2 will be responsible for ensuring the action steps happen. Progress will be monitored weekly and submitted to the HOPE2 office three times per year.

N/A

Comments:




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 evidenced by the District student achievement gap data. Two staff members from Indian Springs and one staff member from Lundy have been identified as liaisons between the school and the district's Equity and Diversity in Education (EDE) department. Those two individuals will attend training once per year and share the information obtained with staff during Site-Based Collaboration Time (SBCT).

Measurable Objective 1:100% of staff will participate in site-based cultural competency professional development session during the 2018-2019 school year as measured by sign-in sheets.

Monitoring Status

N/A


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

Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the action step is in progress or

has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: The two site-designated liaisons will attend the CCSD Cultural Competency trainings offered by the Equity and Diversity in Education (EDE) office and bring those materials back to be shared with all staff members during Site-Based Collaboration Time (SBCT).

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Staff meeting sign- in sheets, agenda

The principal is responsible for ensuring this action step takes place during the 2018-2019 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 (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

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

Comments:


Comments:



COMPONENT III: Budget Plan

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

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

Source of Funds applicable to Priority

Need/Goal

Amount Received for this School

Year

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

activities, intended outcomes, etc.)Applicable Goal(s)

General Fund $825 Prodigy Math Goal 1General Fund $14,000 Prep buyouts for both teachers for intervention and attendance monitoring Goals 1 and 2General Fund $2,000 $22/hr money for before/after school tutoring Goals 1 and 2General Fund $400 ALEKS Goal 1General Fund $5,000 Professional development for Everyday Math Goal 1General Fund $875 Star Fall (Reading and Math) Goals 1 and 2General Fund $225 MyOn Goal 1General Fund $825 Math and Reading Eggs Goals 1 and 2



Plan for improving the school climate

Goal:By the end of the 2019-2020 school year, the percentage of parents who indicate they're happy with the school will increase from 92.9% to 100% as measured by the CCSD Districtwide Survey.

Action Plan: How will this plan improve the school climate?-Teachers will communicate with parents daily both in person during drop-off/pick-up and electronically with Class Dojo -Parents will be invited to math/literacy nights twice per year -Parents are involved in decision making through both the SOT and the PTO.

Monitoring Plan: How will you track the implementation of this plan?-Districtwide survey

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?-Districtwide survey data and conversations with parents. Lundy only has 14 students, so individual conversations can be had with all parents on a regular basis by both classroom teachers.



APPENDIX A - Professional Development Plan

1.1Additional professional development will be provided to both teachers in the Everyday Math program and ALEKS. Additional resources will be studied and purchased if appropriate.

Goal 1 Additional PD Action Step (Optional)

2.1As Lundy is a sister school to Indian Springs, the Indian Springs Thunderbirds Attendance Plan (TAP) will be implemented at Lundy to identify students who have demonstrated poor attendance as monitored through Infinite Campus. The TAP monitor will send weekly updates of chronically absent students and create a contract between the parents and student, and attendance will be closely monitored. All students will receive attendance incentives for positive attendance. Home visits will be conducted by CCSD Attendance Officer and IS School Social Worker with intent on sharing effects of chronic absenteeism and its effects.


3.1The two site-designated liaisons will attend the CCSD Cultural Competency trainings offered by the Equity and Diversity in Education (EDE) office and bring those materials back to be shared with all staff members during Site-Based Collaboration Time (SBCT).




APPENDIX B - Family Engagement Plan

1.2The SOT and students will create a minimum of two "Math Events" (time during the day TBD) where students will invite parents to school to demonstrate what they are learning in school about math. The teacher will then review strategies parents can use at home to help their students with their math homework. Now that formative assessment tools are in place, feedback/guidance to parents can be very specific to conceptual strengths and weaknesses. Admin will host a BBQ.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2-Teachers are required to make 2 positive phone calls home per week -Teachers are required to call home whenever a student's grade falls below a "C" -Teachers require daily monitoring of a reading log, which includes students reading and parents signing the logs -To increase parent involvement, the school will host two student-centered literacy nights per year


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:All students will increase proficiency in math from 37.5% to 50% by 2020 as measured by state summative assessments.

Measurable Objective(s):

Increase the percentage of 3rd - 5th grade students who met their growth target from 50% to 75% as measured by the SBAC.

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 Additional professional development will be provided to both teachers in the Everyday Math program and ALEKS. Additional resources will be studied and purchased if appropriate.

Progress

Barriers

Next Steps

1.2

The SOT and students will create a minimum of two "Math Events" (time during the day TBD) where students will invite parents to school to demonstrate what they are learning in school about math. The teacher will then review strategies parents can use at home to help their students with their math homework. Now that formative assessment tools are in place, feedback/guidance to parents can be very specific to conceptual strengths and weaknesses. Admin will host a BBQ.

Progress



Barriers

Next Steps

1.3

-Inclusion of balanced math workshops that include the following three components: 1) Conceptual Understanding; 2) Computational & Procedural Fluency; and 3) Problem Solving & Application -Implementation of math workshop structures to support balanced math through whole group instruction, small group instruction, rotations & stations, and online practice -Develop and implement a comprehensive list of best practices and resources including mathematical discourse, number talks, and other mathematically rich and challenging problem-solving tasks -Everyday Math -ALEKS -Prodigy

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the percentage of students chronically absent from 18.6% to 12% by 2020 as measured by CCSD Datalab, and reported on the NSPF.


On a monthly basis, students who have been identified as chronically absent will reduce from 18.6% to 15% as measured by Infinite Campus.

StatusN/A

Comments:



2.1

As Lundy is a sister school to Indian Springs, the Indian Springs Thunderbirds Attendance Plan (TAP) will be implemented at Lundy to identify students who have demonstrated poor attendance as monitored through Infinite Campus. The TAP monitor will send weekly updates of chronically absent students and create a contract between the parents and student, and attendance will be closely monitored. All students will receive attendance incentives for positive attendance. Home visits will be conducted by CCSD Attendance Officer and IS School Social Worker with intent on sharing effects of chronic absenteeism and its effects.

Progress

Barriers

Next Steps

2.2-Teachers are required to make 2 positive phone calls home per week -Teachers are required to call home whenever a student's grade falls below a "C" -Teachers require daily monitoring of a reading log, which includes students reading and parents signing the logs -To increase parent involvement, the school will host two student-centered literacy nights per year

Progress



Barriers

Next Steps

2.3 No curriculum or instruction are required, but the effectiveness of the program will be determined by assessing the increase of student attendance through Infinite Campus.

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 site-based cultural competency professional development session during the 2018-2019 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1 The two site-designated liaisons will attend the CCSD Cultural Competency trainings offered by the Equity and Diversity in Education (EDE) office and bring those materials back to be shared with all staff members during Site-Based Collaboration Time (SBCT).

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan · sgf) - $500 - attendance brag tags (funded through sgf) - $500 teacher...

Documents