PDF School Performance Plan

Nevada Department of Education

Guy, Addeliar D III ES 2018-2019 Clark County School District

School Performance Plan

School Name

Guy, Addeliar D III ES

Address (City, State, Zip Code, Telephone):

4028 W La Madre Way N Las Vegas, NV 89031-4806, 7027993150

Superintendent/Assistant Chief:

Pat Skorkowsky / Jeff Hybarger

For Implementation During The Following Years:

2018-2019

The Following MUST Be Completed:

Title I Status:

Served

Designation:

NA

Grade Level Served:

Elementary

Classification:

2 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 Michael Carico Lorena Llamas Opal Ivey Linda Gafford Elizabeth Shay Debby Schmitt

Deborah Robinson

Position Parent Parent

Assistant Principal Counselor

Learning Strategist Kindergarten Teacher Fourth Grade Teacher

Name of Member Michelle Roberston

Wendy Garrett Sarah Cary Ardee Burno

Lisa Mahoney Karen Moore Holly Jones

Position Parent Principal

Resource Teacher IA Physical Education Second Grade Teacher Third Grade Teacher Intermediate DHH Teacher

Last Date Review/Revised By Planning Team - 02/26/2018

Page 1

Nevada Department of Education - June 2017

Nevada Department of Education April Haskin

SEIF

Guy, Addeliar D III ES 2018-2019 Clark County School District

Last Date Review/Revised By Planning Team - 02/26/2018

Page 2

Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar D III ES 2018-2019 Clark County School District

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

Statewide Assessments Formative Assessments Practice Interim Assessments Summative Assessments NA Other: Other:

English Language Learner (ELL) Data

Achievement Gap Data AMAOs/ELPA Analysis Comparison of ELPA with other Assessments Placement (Proficiency Levels) NA Other: Other:

Special Education Data

Achievement Gap Data Individualized Education Programs (IEP) Nevada Alternate Assessment (NAA) IEP Compliance NA Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.

The most recent statewide summative assessment data was analyzed and we identified the following... 2016-2017 SBAC math proficiency data shows an overall increase of 4.4% from the 2015-2016 SBAC math proficiency data. Fourth grade math proficiency data shows an increase of 13% from the 2015-2016 math proficiency data. Fifth grade SBAC proficiency data in math shows an increase of 4% compared to the 2015-2016 SBAC math proficiency data. 2016-2017 SBAC ELA data for fifth grade shows an increase of 5% from the 2015-2016 SBAC ELA proficiency data. Tutoring, Tier II intervention school-wide program were implemented as well as CTT support Area of Concerns: 2016-2017 ELA SBAC proficiency data revealed Guy ES scored 7.7% lower than the school district. 2016-2017 math SBAC proficiency data revealed Guy ES 5.5% lower than the school district. Third grade ELA proficiency rate decreased by 10% and 4% in math. We have determined to address these concerns within Goal 1 and Goal 2 of our plan.

Last Date Review/Revised By Planning Team - 02/26/2018

Page 3

Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar D III ES 2018-2019 Clark County School District

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 in grades 3-5 will increase proficiency in ELA from 40.1% to 49.3% by 2019 as measured by the state summative assessments. Additionally, all students in grades 3-5 will increase proficiency in math from 34.7% to 43.14% by 2019 as measured by the state summative assessments.

Root Causes: As evidenced by SBAC state assessments, there is a lack of effective Tier I instruction for all students, conceptual understanding, content vocabulary, ELA/Math strategies, and ELA/Math problem solving. Additionally, students lack the written skills to explain their thinking, moving from foundational, DOK 1, to application DOK 2 and higher, have limited opportunities to participate in content discourse and struggle to make connections to other content areas. Students lacked opportunities to solve real life mathematical problems. Students also lacked the skills needed to reflect and take responsibility for their own learning. Students lacked basic math facts. Lack of student skills with technology and testing format.

Measurable Objective 1: Students in grades 3-5 will increase their ELA proficiency rate from 40.1% to 49.3% as measured by the end of the year SBAC assessment.

Measurable Objective 2: Students in grades 3-5 will increase their math proficiency rate from 34.7% to 43.14% as measured by the end of the year SBAC assessment.

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)

Teachers will participate in grade level ELA/math PLC data sessions to analyze data, Read by Grade 3 continued training, iReady PD training, and ST math PD and technology.

Learning strategists, (Title I) Read by Grade 3 Team, Ready Gen trainers, (Strategic) and iReady diagnostic assessments (Strategic), ST math (Title I)

Comments:

Continuation From Last Year:

Professional Development agendas, Professional Development sign-in sheets, classroom observations, SLGs, and SLPPs, and NEPF.

NCCAT-S Indicators:

Professional Development Agendas,

N/A

Professional Development sign-in

sheets, and classroom observations.

Administration, Aug. - May.

Last Date Review/Revised By Planning Team - 02/26/2018

Page 4

Nevada Department of Education - June 2017

Nevada Department of Education

Guy, Addeliar D III ES 2018-2019 Clark County School District

Action Step

Resources and Amount Needed

List Artifacts/Evidence

Timeline and Position Responsible

Monitoring Status

1.2 Family Engagement (Required)

Teacher and students will monitor and track reading/math progress/student achievement on grade level NVACS through the use of two parent/teacher/student conferencing and participation in academic nights, parent trainings, and SOT. At-risk notifications parent meeting will be held with students at risk in grades K-3.

Comments:

Weekly PLC - no funding needed. Parent/Teacher/Student handouts (PSTAPT) Nov 2018 & Jan 2019- (Title I-mid-year PTC). 11 sub days (22 teachers half day subs) Academic Nights ? (Title I), Learning Strategists (Title I), Read by Grade 3 letters

Continuation From Last

Year: Yes Parent sign in sheets, parent surveys, Exit Surveys, progress reports and agendas.

NCCAT-S Indicators:

Teacher observations, Parent N/A sign in sheets, Exit SurveyAdministration, Weekly PLC minutes, Administration (Aug. ? May)

1.3 Curriculum/Instruction/Assessment (Required)

Teachers will use student data to provide effective Tier I and Tier II ELA/math instruction that is NVACS based, rigorous, develops and extends vocabulary, and scaffolds learning for all students. Assistance for students struggling with Tier I and Tier II will be provided by teachers and supported by the Learning Strategists, and identified support staff, based on data from formative and diagnostic assessments. ELL Literacy tutoring. Instruction from a Humanities teacher.

Comments:

Learning Strategist and Identified support staff (Title I). Weekly, PLC Time - No funding needed. Teachers will provide weekly tutoring (No funding). Additional targeted students will receive ELL Tutoring (Title III), AIMSweb (Strategic), Scholastic News (Title I), Reading A-Z (Strategic), and iReady (Strategic)

Continuation From Last

Year: Yes

MAP ELA/math data, AIMSweb, ELA data, ELA iReady data, SBAC ELA/math data, WIDA data, ST math data and classroom assessments.

NCCAT-S Indicators:

Teacher Observations -

N/A

Monthly (Aug. - May)

Administration, PD Learning

Strategists, Weekly PLC

minutes Weekly

(Administration)

1.4 Other (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:

Last Date Review/Revised By Planning Team - 02/26/2018

Page 5

Nevada Department of Education - June 2017

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download