School Performance Plan

Transcription

1 School Performance Plan School Name Piggott, Clarence ES Address (City, State, Zip Code, Telephone): 9601 Red Hills Rd Las Vegas, NV 89117, (702) Superintendent/Assistant Chief: Pat Skorkowsky / Karen West For Implementation During The Following Years: The Following MUST Be Completed: Title I Status: Not_Served Designation: NA Grade Level Served: Elementary Classification: 3 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 Position Wade Rogers Parent David Hudzick Principal Veronica Hunt AP Melissa Mingo 5th Grade Amy Blue 2nd grade Melissa Land Special Education Teacher Kelly Ortiz Librarian Tara Albidrez Magnet / IB Coordinator Last Date Review/Revised By Planning Team - 01/08/2016 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 Formative Assessments Practice AMAOs/ELPA Analysis Individualized Education Programs (IEP) Stakeholder Survey Information NA NA NA NA NA NA NA NA NA NA NA Other: 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. Celebrations: According to data from the Spring 2015 AIMS web bench-marking, student proficiency in ELA results show student at or above the 50th percentile as follows: grade 1 resulted in 72% of students at, grade 2 resulted in 74%, grade 3 resulted in 60%, and grade 5 resulted in 68% of students at or above grade level expectations. According to data from the Spring 2015 AIMS web bench-marking, student proficiency in Math results show student at or above the 50th percentile as follows: grade 2 resulted in 71%, grade 4 resulted in 61%, and grade 5 resulted in 76% of students at or above grade level expectations. Clarence A. Piggott Academy of International Studies is moving forward to become authorized as an International Baccalaureate (IB) World School. This program encourages student across the world to become active, compassionate, lifelong learners. Students develop knowledge, understanding and global contexts, and apply inquiry to real-world problems. As part of their course of study, all students will have the opportunity to learn Spanish as a world language. Concerns: According to data from the Spring 2015 AIMS web bench-marking, student proficiency in ELA results show student at or above the 50th percentile as follows: grade 4 resulted in 52% of students or above grade level expectations. According to data from the Spring 2015 AIMS web bench-marking, student proficiency in Math results show student at or above the 50th percentile as follows: grade 3 resulted in 52% of students at or above grade level expectations. With the implementation of the IB Program, there will be a change in student demographics that we will need to adapt to meet the needs of all our students. Also, we know that implementation of any new program requires time to adjust and and modify many basic routines, procedures and practices to create an environment that will meet the needs of all students as well as show the academic progress desired. Last Date Review/Revised By Planning Team - 01/08/2016 Page 2 Nevada Department of Education - June 2015

3 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: The focus of Piggott ES is to increase the number of proficient students by third grades in the area of reading. Root Causes: There needs to be a continual expansion of instructional methods beyond the current practices to meet the needs of the changing demographics as well as to match the Common Core Curriculum. Measurable Objective 1: Increase the percent of 3rd grade students proficient in reading from 60% to the target of 64% by 2016 as measured by state assessments. Measurable Objective 2: Increase the number of Kindergarten, first, second, third, fourth and fifth grade students reaching and mathematics grade level reading targets by May 2016 as measured by AIMES web Benchmark assessments. 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: Improve lesson delivery, use of instructional resources and implementation of strategies for all learners. Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. Instructional Coaches,Classroom Teachers, Special Ed Teachers, Administrators all funded by CCSD. Also needed will be Staff Development Days, before school training, grade level time as well as in class time, two 50 minute sessions of Collaboration time per week per grade level for planning units as well as lesson planning. STPT - Structured Teacher Planning Time (AKA: Grade Level & Dept. Collaboration time) Classroom observations, lesson plans, common assessments, STPT minutes, CRT results, and district assessments, International Baccalaureate Unit Planners, Lesson Planning, training agendas. Annually from August June 2016/ Instructional Coaches,Classroom Teachers, Special Ed Teachers, Administrators. Last Date Review/Revised By Planning Team - 01/08/2016 Page 3 Nevada Department of Education - June 2015

4 Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status 1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1) Parents are encouraged to communicate with teachers by , phone and with face to face interaction. 2) Daily parent volunteers in classrooms and other functions 1) Computers, phones, time / District funded 2) Office computer, time / District funded 1) Parent Interaction log (created by the administration) and Parent Conference logs 2) Daily sign-in 1) Teachers and Administration / Aug June ) Teachers and Administration / Aug June 2016 Collaborating as a grade level to identify more hands on activities per topic. Identify by grade level what manipulatives and other materials / resources are available to share and utilize. Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. 1.3 Curriculum/Instruction/Assessment (Required) Instructional Coaches,Classroom Teachers, Special Ed Teachers, Administrators all funded by CCSD. Additional manipulatives and other materials yet to be determined funded through the general budget. Two 50 minute sessions of Collaboration time per week per grade level will need to be provided for planning units as well as lesson planning. Continuation From Last Year: Pre-Assessment, On-going Assessment, Post-Assessment International Baccalaureate Unit Planners, Lesson Planning, training agendas. Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. NCCAT-S Indicators: 1.2, 2.1 October 2015-April 2016 / Instructional Coach,Classroom Teachers, Special Ed Teachers, Administrators. On Task 1.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. Instructional Coaches,Classroom Teachers, Special Ed Teachers, Administrators all funded by CCSD. Additional manipulatives and other materials yet to be determined funded through the general budget. Two 50 minute sessions of Collaboration time per week per grade level will need to be provided for planning units as well as lesson planning. Preassessment, Ongoing Assessment, Post- Assessment October 2015-April 2016 / Magnet / IB Coordinator, Classroom Teachers, Special Ed Teachers, Administrators. On Task Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. Last Date Review/Revised By Planning Team - 01/08/2016 Page 4 Nevada Department of Education - June 2015

5 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 both reading and math. Root Causes: Instruction has not consistently been based on the instructional need of all students. Instructional strategies have been ineffective and are not meeting the learning needs of all students. Measurable Objective 1: Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 14.2 to 12.3 by 2016 as measured by state assessments. Measurable Objective 2: Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from 10.9 to 9.8 by 2016 as measured by state assessments. Monitoring Status ACTION PLAN MONITORING PLAN Action Step Resources and Amount Needed for List Artifacts/Evidence of : List Timeline, Benchmarks, and 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. Position Responsible Status 2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Make use of the instructional coach to improve lesson delivery, use of instructional resources and implementation of strategies for all learners Instructional Coach,Classroom Teachers, Special Ed Teachers, Administrators all funded by CCSD. Also needed will be Staff Development Days, before school training, grade level time as well as in class time. Classroom observations, lesson plans, common assessments, collaboration log minutes, State testing results, and district assessments Annually from August 2015-June 2016 Instructional Coach,Classroom Teachers, Special Ed Teachers, Administrators. N/A Last Date Review/Revised By Planning Team - 01/08/2016 Page 5 Nevada Department of Education - June 2015

6 Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status 2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1) Parents are encouraged to communicate with teachers by , phone and with face to face interaction. 2) Daily parent volunteers in classrooms and other functions 1) Computers, phones, time / District funded 2) Office computer, time / District funded 1) Parent Interaction log (created by the administration) and Parent Conference logs 2) Daily sign-in 1) Teachers and Administration / Aug June ) Teachers and Administration / Aug June Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Collaborating as a grade level to identify more hands on activities per topic. Identify by grade level what manipulatives are available to share and utilize. Classroom Teachers, Special Ed Teachers, Specialists, Administrators all funded by CCSD. Additional manipulatives and other materials yet to be determined funded through the general budget. Pre-Assessment, On-going Assessment, Post- Assessment October 2015-April 2016 Instructional Coach,Classroom Teachers, Special Ed Teachers, Administrators. 2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: N/A Last Date Review/Revised By Planning Team - 01/08/2016 Page 6 Nevada Department of Education - June 2015

7 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: There is a need for training in the area of cultural competency as evidenced by district student achievement gap data. Measurable Objective 1: By April 2016, 100% of school-based personnel and students will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts as well as staff development agendas as well as student activities and programs Monitoring Status N/A ACTION PLAN MONITORING PLAN Action Step Resources and Amount Needed for List Artifacts/Evidence of : List Timeline, Benchmarks, 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. and Position Responsible Status 3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Staff members will attend Professional Development in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. 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 school year. Staff will attend workshops as part of a cohort group assigned by the Instructional Unit. Participation will be verified through Pathlore transcripts and documented successful completion of online modules. Staff development will take place throughout the school year to assist teachers with understanding of cultural responsiveness. Responsible Department: CCSD Equity and Diversity Department; Timeline: Beginning August, 2015 throughout the school year. Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status Last Date Review/Revised By Planning Team - 01/08/2016 Page 7 Nevada Department of Education - June 2015

8 3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: N/A 3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A 3.4 Other (Optional) Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement as well as student understanding regarding behavior and global citizenship. Utilize the IB Attitudes and Attributes, Respect Week activities and various counseling lessons throughout the year to teacher better communication, respect, understanding, empathy and open-mindedness to better relate and interact with one another. Instructional Coaches,Classroom Teachers, Special Ed Teachers, Administrators all funded by CCSD. Additional manipulatives and other materials yet to be determined funded through the general budget. Two 50 minute sessions of Collaboration time per week per grade level will need to be provided for planning units as well as lesson planning. Continuation From Last Year: No Classroom observations, lesson plans, common assessments, STPT minutes, CRT results, and district assessments, International Baccalaureate Unit Planners, Lesson Planning, training agendas. NCCAT-S Indicators: October 2015-April 2016 / Magnet / IB Coordinator, Classroom Teachers, Special Ed Teachers, Administrators. Using the International Baccalaureate Attitudes and Attributes, students, staff and families will better communicate respect, understanding, empathy and open-mindedness to better relate and interact with one another. On Task Last Date Review/Revised By Planning Team - 01/08/2016 Page 8 Nevada Department of Education - June 2015

9 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) Magent Department $142, Flex Budget (general fund) $57, Extra pay for teachers for the additional 19 minutes per day for instruction with students. Support instruction, library fund, custodial supplies, health office supplies, technology funding, substitute teacher funding for special needs. Goals 1, 2 and 3 Goals 1, 2 and 3 Flex Budget $2,686, Funding for licensed staff Goals 1, 2 and 3 Flex Budget $187, Funding for support staff Goals 1, 2 and 3 PASS Grant $3, Tutoring / Tutoring planning Goals 1 and 2 Technology Dept. $ Provide support to teachers in the use of Infinite Campus to ensure staff needs with the grade book and report cards are met. Goals 1 and 2 Last Date Review/Revised By Planning Team - 01/08/2016 Page 9 Nevada Department of Education - June 2015

10 APPENDIX A - Professional Development Plan 1.1 Improve lesson delivery, use of instructional resources and implementation of strategies for all learners. Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. Goal 1 Additional PD Action Step (Optional) 2.1 Make use of the instructional coach to improve lesson delivery, use of instructional resources and implementation of strategies for all learners Goal 2 Additional PD Action Step (Optional) 3.1 Staff members will attend Professional Development in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. Goal 3 Additional PD Action Step (Optional) Last Date Review/Revised By Planning Team - 01/08/2016 Page 10 Nevada Department of Education - June 2015

11 APPENDIX B - Family Engagement Plan 1.2 1) Parents are encouraged to communicate with teachers by , phone and with face to face interaction. 2) Daily parent volunteers in classrooms and other functions Goal 1 Additional Family Engagement Action Step (Optional) Provide additional parent informational meetings to provide the community with information that will assist families in understanding school programs and services and programs ) Parents are encouraged to communicate with teachers by , phone and with face to face interaction. 2) Daily parent volunteers in classrooms and other functions 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 - 01/08/2016 Page 11 Nevada Department of Education - June 2015

12 APPENDIX C - Monitoring/Evaluation Priority Need/Goal 1 Priority Need/Goal 1: The focus of Piggott ES is to increase the number of proficient students by third grades in the area of reading. Measurable Objective(s): Increase the percent of 3rd grade students proficient in reading from 60% to the target of 64% by 2016 as measured by state assessments. Increase the number of Kindergarten, first, second, third, fourth and fifth grade students reaching and mathematics grade level reading targets by May 2016 as measured by AIMES web Benchmark assessments. Status 1.1 Professional Development: STPT - Structured Teacher Planning Time (AKA: Grade Level & Dept. Collaboration time) 1.2 Family Engagement: 1.3 Curriculum/Instruction/Assessment: Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. 1.4 Other: Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. Mid-Year End-of-Year 1.1 Improve lesson delivery, use of instructional resources and implementation of strategies for all learners. Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement ) Parents are encouraged to communicate with teachers by , phone and with face to face interaction. 2) Daily parent volunteers in classrooms and other functions Last Date Review/Revised By Planning Team - 01/08/2016 Page 12 Nevada Department of Education - June 2015

13 1.3 Collaborating as a grade level to identify more hands on activities per topic. Identify by grade level what manipulatives and other materials / resources are available to share and utilize. Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. 1.4 Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement. Last Date Review/Revised By Planning Team - 01/08/2016 Page 13 Nevada Department of Education - June 2015

14 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 both reading and math. Measurable Objective(s): Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 14.2 to 12.3 by 2016 as measured by state assessments. Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial subgroup from 10.9 to 9.8 by 2016 as measured by state assessments. Status 2.1 Professional Development: 2.2 Family Engagement: 2.3 Curriculum/Instruction/Assessment: 2.4 Other: Mid-Year End-of-Year 2.1 Make use of the instructional coach to improve lesson delivery, use of instructional resources and implementation of strategies for all learners 2.2 1) Parents are encouraged to communicate with teachers by , phone and with face to face interaction. 2) Daily parent volunteers in classrooms and other functions Last Date Review/Revised By Planning Team - 01/08/2016 Page 14 Nevada Department of Education - June 2015

15 2.3 Collaborating as a grade level to identify more hands on activities per topic. Identify by grade level what manipulatives are available to share and utilize. 2.4 Last Date Review/Revised By Planning Team - 01/08/2016 Page 15 Nevada Department of Education - June 2015

16 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 April 2016, 100% of school-based personnel and students will participate in mandatory cultural competency training as measured by online module completion and Pathlore transcripts as well as staff development agendas as well as student activities and programs Status N/A 3.1 Professional Development: 3.2 Family Engagement: 3.3 Curriculum/Instruction/Assessment: 3.4 Other: Using the International Baccalaureate Attitudes and Attributes, students, staff and families will better communicate respect, understanding, empathy and open-mindedness to better relate and interact with one another. Mid-Year End-of-Year 3.1 Staff members will attend Professional Development in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. 3.2 Last Date Review/Revised By Planning Team - 01/08/2016 Page 16 Nevada Department of Education - June 2015

17 Incorporating the training and methods/practices of International Baccalaureate to improve lesson planning, delivery, and assessment to increase student achievement as well as student understanding regarding behavior and global citizenship. Utilize the IB Attitudes and Attributes, Respect Week activities and various counseling lessons throughout the year to teacher better communication, respect, understanding, empathy and open-mindedness to better relate and interact with one another. Last Date Review/Revised By Planning Team - 01/08/2016 Page 17 Nevada Department of Education - June 2015