School Performance Plan

Transcription

1 School Performance Plan School Name Variety School (Sec) Address (City, State, Zip Code, Telephone): 2800 E Stewart Ave Las Vegas, NV 89101, (702) Superintendent/Assistant Chief: Pat Skorkowsky / Tyler Hall For Implementation During The Following Years: The Following MUST Be Completed: Title I Status: Served Designation: Reward School Grade Level Served: Combined School Classification: N 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 Position Denise Robinson Parent Jason Fico Principal Elizabeth Poglitsch Assistant Principal Teddi James Teacher Jean Linnell Teacher Carmen Sagarbarria Instructional Coach Amie Renegar Teacher Valerie Roser Counselor Jeffery Powless Teacher Last Date Review/Revised By Planning Team - 04/09/2016 Page 1 Nevada Department of Education - June 2015

2 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 Comparison of ELPA with other Assessments Nevada Alternate Assessment (NAA) NA Teacher/Administrator Observation Data Individualized Education Programs (IEP) NA Family Engagement Data Special Education Procedures - Whole School NA NA Special Ed Staffing and Professional Development NA NA Availability of Curriculum for IEP Students Other: Other: Other: Teacher/Administrator Observation Data Other: Other: Other: IEP Goal Mastery in ELA ans Math Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process. Variety School partnered with the Cleveland Clinic to consult with the teachers of students with Autism. Since the inception of this partnership, students with Autism transitioning into "Model Classrooms" has increased by 75%. The Cleveland Clinic consultation has provided classroom alignment activities to IEP goals by 100%. Variety School exposed 95% of secondary students to "Real- World" experiences through the implementation of community-based instruction. Last Date Review/Revised By Planning Team - 04/09/2016 Page 2 Nevada Department of Education - June 2015

3 HIGH SCHOOL GRADUATION RATES If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations. AM In/Ak Native Subpopulation Percentage of Students Asian Black Hispanic Two or More Races Pacific Islander White FRL IEP NOTES: ELL Last Date Review/Revised By Planning Team - 04/09/2016 Page 3 Nevada Department of Education - June 2015

4 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: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading. Root Causes: Variety Schools deepest underlying causes of performance concerns with regards to the overall achievement gap amongst ethnic/racial subgroups in reading are: limited exposure of the Nevada Academic Content Standards, school wide reading curriculum is functional/aligned to Individualized Education Program goals, and limited interaction with non-disabled peers. Measurable Objective 1: 85% of Variety School students will access the community on a quarterly basis on or off campus with non-disabled peers to develop reading skills by: reading functional signs, labels, and directives while performing community based instruction activities as measured by monthly functional reading tests (pre and post test data). Monitoring Status 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 : 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. Analyze baseline data of frequency of off campus activities 2. Distribute school-wide curriculum identifying functional signs, labels, and directives while participating in CBI activities 4. Collect data on curriculum and CBI 5. Manage a database on CBI and alignment to school-wide curriculum. 1. Database/calendar development: SBT: Excel/computer 2. CBI: Teachers/Paras: $ Curriculum maintenance: Leadership Team:$ PD development and implementation:leadership Team: $ CBI calendar 2. Class observations of implementation of school-wide curriculum 3. Analyze data on a monthly basis 4. Database of CBI with alignment to curriculum 5. Lesson plans with alignment to goal 11/16/2015: Develop CBI calendar, analyze baseline data, assign roles, distribute curriculum (Leadership Team)12/2015to 5/2016: Implement CBI (Teachers) and provide data of experiences to data manager (Instructional Coach and Transition Specialist), Lesson plan review (Admin) 1/16-2/16: PD on CBI/Skills, develop assessment schedule (Instructional Coach) 11/16/2015, PD on curriculum to staff (Leadership Team) 11/2015 Last Date Review/Revised By Planning Team - 04/09/2016 Page 4 Nevada Department of Education - June 2015

5 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. Hold monthly parent/family agency connection meetings 2. Invite parents to participate on the CBI trips 3. Teach/provide parents/families skills to enhance functional reading skills 1. Snacks for meetings- $ Instructional funds 2. Transition specialist to schedule and facilitate meetings 3. Paper for resources- $ Instructional funds-graphics 4. Reading materials- $ Instructional funds-instructional coach 5. Parent Calls to remind of meeting-0.00-tors 1. Agenda and sign-in sheets 2. Reading material provided to parent/families 3. Call logs, ParentLink records, history, Portal data 9/2015 to 5/2016- Transition specialist will schedule and facilitate Week of parent meeting- TOR will call to invite/remind families to meetings, website updates, Parentlink calls and via Campus Portal On Task 1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Create/purchase school-wide curriculum identifying functional signs, labels, and directives while participating in CBI activities 2. Direct instruction of functional reading skills 1. Extra duty funds- $ Leadership team/instructional coach 1. CBI curriculum 2. Lesson Plans By 1/2015: Curriculum will be created and distributed by Leadership team and administration On monthly basis administration will review department lesson plans 1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Last Date Review/Revised By Planning Team - 04/09/2016 Page 5 Nevada Department of Education - June 2015

6 COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2 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 math. Root Causes: Variety Schools deepest underlying causes of performance concerns with regards to the overall achievement gap amongst ethnic/racial subgroups in Math are: limited exposure of the Nevada Academic Content Standards, school wide math curriculum is functional/aligned to Individualized Education Program goals, and limited interaction with non-disabled peers. Measurable Objective 1: 85% Variety students will access the community on a quarterly basis on or off campus with non-disabled peers practicing functional math skills (shopping, using a gift card, etc) while performing community based instruction activities. Monitoring Status ACTION PLAN MONITORING PLAN Action Step Resources and Amount Needed for List Artifacts/Evidence of : List Timeline, Benchmarks, and Position Monitoring (please only list one action step per box) Implementation (people, time, materials, funding sources) Information (Data) that will verify the action step is in progress or has occurred. Responsible Status 2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. PD on NACS in math and the alignment to IEP goals 2. PD on Functional Math Skills 3. PD on Designing relevant CBI aligned to functional math skills 1. Design and presentation of PD-extra duty funds or PDD- Leadership team and/or Administration 2. CBI funds donations, classroom budgets, and/or instructional funds managed by office manager and transition specialist 1. PD on NACS in math and IEP alignment RPDP or Instructional coach 2. PD on Teaching Functional math skills- Instructional Coach 3. PD on CBI- Transition specialist By 12/2015, leadership team will present DCs PD information on NACS and alignment to IEP goals and functional math skills By 1/2016, CBI focusing on functional math skills will be implemented by TORs On monthly basis, transition specialist will maintain CBI calendar and database of CBI Last Date Review/Revised By Planning Team - 04/09/2016 Page 6 Nevada Department of Education - June 2015

7 Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status 2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Hold monthly parent/family meetings 2. Invite parents to participate on the CBI trips 3. Teach/provide parents/families skills to enhance functional math skills 1. Snacks for meetings instructional funds-voc 2. Transition specialist to schedule and facilitate meetings 3. Paper for resources Instructional funds -Graphics 4. Reading materials instructional fundsinstructional coach 5. Parent Calls to remind of meeting TORs 1. Agenda and sign sheets -meetings are held 2. Math material provided to parent/familiesverify teaching functional reading skills 3. Call logs, Campus Portal data, Website updates, ParentLink Data 9/2015 to 5/2016- Transition specialist will schedule and facilitate Week of parent meeting- TOR will call to invite/remind families to meetings, send ParentLink message, through Campus Portal, and update website On Task 2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Create school-wide curriculum identifying functional math expectations, labels, and directives while participating in CBI activities 2. Direct instruction of functional math skills 1. Extra duty funds leadership team/instructional coach 1. CBI curriculum 2. Lesson Plans By 12/2015: Curriculum will be created and distributed by Leadership team and administration On monthly basis administration will review department lesson plans; Annual IEP math goal mastery data collection (SEIF) On Task 2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Last Date Review/Revised By Planning Team - 04/09/2016 Page 7 Nevada Department of Education - June 2015

8 COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3 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: Variety School has trained 80% of our personnel in the "Bennett Model" of cultural competency. The administration team and liaison introduced the staff on the stages of cultural competency; however, new staff has be hired since the original training and have not been trained as of October Measurable Objective 1: By June 1, 2016, 100% of Variety School staff will participate in cultural competency/diversity professional development as measured by sign-in attendance sheets. Monitoring Status 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 : 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: No NCCAT-S Indicators: All Variety School staff will participate in cultural competency/diversity professional development. Cultural Responsiveness Framework workshops (CCSD) facilitated by Equity and Diversity in partnership with National Academic Educational Partners and other community based organizations provided during the and school year. 1. Professional Development Day Agenda 2. Professional Development Day Sign in Sheet 3. Survey completion Responsible Department: CCSD Equity and Diversity Department; Variety School administration and liaison Timeline: school year 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: Last Date Review/Revised By Planning Team - 04/09/2016 Page 8 Nevada Department of Education - June 2015

9 3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: 3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Last Date Review/Revised By Planning Team - 04/09/2016 Page 9 Nevada Department of Education - June 2015

10 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) Special Education Funds (IDEA) Local Plan Title 1 30, Student achievement, instructional materials, educational technology, community based instruction, and facilities Salaries, instructional materials, health supplies, student achievement, and professional development Professional development, family engagement, community engagement, to increase all stakeholders access to technology, and develop school wide positive reinforcement program Goals 1, 2 and 3 Goals 1, 2 and 3 Goals 1, 2 and 3 Last Date Review/Revised By Planning Team - 04/09/2016 Page 10 Nevada Department of Education - June 2015

11 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. 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. 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.). 4. Identify the measures that include teachers in decisions regarding the use of academic assessments. 5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts Last Date Review/Revised By Planning Team - 04/09/2016 Page 11 Nevada Department of Education - June 2015

12 APPENDIX A - Professional Development Plan Analyze baseline data of frequency of off campus activities 2. Distribute school-wide curriculum identifying functional signs, labels, and directives while participating in CBI activities 4. Collect data on curriculum and CBI 5. Manage a database on CBI and alignment to school-wide curriculum. Goal 1 Additional PD Action Step (Optional) PD on NACS in math and the alignment to IEP goals 2. PD on Functional Math Skills 3. PD on Designing relevant CBI aligned to functional math skills Goal 2 Additional PD Action Step (Optional) 3.1 All Variety School staff will participate in cultural competency/diversity professional development. Goal 3 Additional PD Action Step (Optional) Last Date Review/Revised By Planning Team - 04/09/2016 Page 12 Nevada Department of Education - June 2015

13 APPENDIX B - Family Engagement Plan Hold monthly parent/family agency connection meetings 2. Invite parents to participate on the CBI trips 3. Teach/provide parents/families skills to enhance functional reading skills Goal 1 Additional Family Engagement Action Step (Optional) Hold monthly parent/family meetings 2. Invite parents to participate on the CBI trips 3. Teach/provide parents/families skills to enhance functional math skills Goal 2 Additional Family Engagement Action Step (Optional) 3.2 Goal 3 Additional Family Engagement Action Step (Optional) Last Date Review/Revised By Planning Team - 04/09/2016 Page 13 Nevada Department of Education - June 2015

14 APPENDIX C - Monitoring/Evaluation Priority Need/Goal 1 Priority Need/Goal 1: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading. Measurable Objective(s): 85% of Variety School students will access the community on a quarterly basis on or off campus with non-disabled peers to develop reading skills by: reading functional signs, labels, and directives while performing community based instruction activities as measured by monthly functional reading tests (pre and post test data). Status 1.1 Professional Development: 1.2 Family Engagement: 1.3 Curriculum/Instruction/Assessment: 1.4 Other: 1.1 Mid-Year End-of-Year 1. Analyze baseline data of frequency of off campus activities 2. Distribute school-wide curriculum identifying functional signs, labels, and directives while participating in CBI activities 4. Collect data on curriculum and CBI 5. Manage a database on CBI and alignment to schoolwide curriculum Hold monthly parent/family agency connection meetings 2. Invite parents to participate on the CBI trips 3. Teach/provide parents/families skills to enhance functional reading skills Last Date Review/Revised By Planning Team - 04/09/2016 Page 14 Nevada Department of Education - June 2015

15 Create/purchase school-wide curriculum identifying functional signs, labels, and directives while participating in CBI activities 2. Direct instruction of functional reading skills 1.4 Last Date Review/Revised By Planning Team - 04/09/2016 Page 15 Nevada Department of Education - June 2015

16 APPENDIX C - Monitoring/Evaluation Priority Need/Goal 2 Priority Need/Goal 2: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math. Measurable Objective(s): 85% Variety students will access the community on a quarterly basis on or off campus with non-disabled peers practicing functional math skills (shopping, using a gift card, etc) while performing community based instruction activities. Status 2.1 Professional Development: 2.2 Family Engagement: 2.3 Curriculum/Instruction/Assessment: 2.4 Other: Mid-Year End-of-Year PD on NACS in math and the alignment to IEP goals 2. PD on Functional Math Skills 3. PD on Designing relevant CBI aligned to functional math skills Hold monthly parent/family meetings 2. Invite parents to participate on the CBI trips 3. Teach/provide parents/families skills to enhance functional math skills Last Date Review/Revised By Planning Team - 04/09/2016 Page 16 Nevada Department of Education - June 2015

17 Create school-wide curriculum identifying functional math expectations, labels, and directives while participating in CBI activities 2. Direct instruction of functional math skills 2.4 Last Date Review/Revised By Planning Team - 04/09/2016 Page 17 Nevada Department of Education - June 2015

18 Priority Need/Goal 3: Increase the percentage of school-based personnel trained in cultural competency. APPENDIX C - Monitoring/Evaluation Priority Need/Goal 3 Measurable Objective(s): By June 1, 2016, 100% of Variety School staff will participate in cultural competency/diversity professional development as measured by sign-in attendance sheets. Status 3.1 Professional Development: 3.2 Family Engagement: 3.3 Curriculum/Instruction/Assessment: 3.4 Other: Mid-Year End-of-Year 3.1 All Variety School staff will participate in cultural competency/diversity professional development. 3.2 Last Date Review/Revised By Planning Team - 04/09/2016 Page 18 Nevada Department of Education - June 2015

19 Last Date Review/Revised By Planning Team - 04/09/2016 Page 19 Nevada Department of Education - June 2015